Classroom Research:  Writing Skills

Rubric for Use of Evidence

Use of Evidence, Organization, and Paragraph Structure

LEVEL 3:  The hallmarks of a level 3 paper are organization and persuasiveness.  A level 3 paper will consistently structure paragraphs around evidence that supports the main argument or insight of the paper (its thesis) well.  Paragraphs will begin with a topic sentence that suggests to the reader what the paragraph will be about.  They will consistently be unified around a main idea, and the ideas within the paragraph will be connected with transition words such that the reader can follow the writer’s thoughts with ease.  The evidence – whether a quotation, an example, summary or paraphrase – will be given context, such that it will not seem to come out of the blue.  Finally, evidence will be discussed in sufficient detail so that a reader will easily see its relationship to the main point of the paper.  A level 3 paper, while not necessarily perfect, will demonstrate excellence or competence at persuasion and organization. 

LEVEL 2:  While not necessarily disorganized or unpersuasive, a level 2 paper will contain noticeable organizational flaws and struggle in spots to persuade the reader of the writer’s ideas.  For example, topic sentences may be omitted, ideas may be disconnected (choppy), thoughts may be repeated, or the logic of the writer’s argument may not follow sequentially.  A level 2 paper will also struggle to integrate evidence in a fully effective manner:  quotations, summaries, examples, or paraphrases may be introduced weakly or not at all, the writer’s choice of evidence may be less than optimal, and/or the evidence may not be discussed adequately enough for the reader to see a clear connection to the writer’s point.  A level 2 paper will impress one as needing more organization and it will lack the force of persuasiveness of a level 3 paper.

LEVEL 1:  A level 1 paper will suffer from serious organizational flaws such that comprehension is difficult or impossible.  Most paragraphs will lack topic sentences and ramble; they will lack unity (include more than one main idea or point) or fail to relate to the thesis of the paper; ideas within paragraphs will likely not be connected coherently; and evidence will mostly be left to “speak for itself.”  A level 1 paper will also struggle to integrate evidence in a meaningful way.  Irrelevant quotations or examples may be cited such that a reader will wonder why the writer chose that evidence.  Alternately, evidence may be “dropped in” or quotations may be cited for no other reason than to show the instructor that the writer used quotations.  A paper at this level will not only fail to persuade the reader of the writer’s main idea (if any), but it will also be difficult for the reader to comprehend the writer’s ideas.