| SUMMARY OF POSITIONS
Introduce the two sources and summarize each side of the argument. |
Effectively introduces both authors and provides a complete and concise summary of both positions presented in the articles. |
Introduces both authors and provides a concise summary of both positions presented in the articles. |
Provides a brief overview of the authors and positions, but key details of the positions may be missing. |
Introduces both authors, but does not provide a complete summary of positions presented in the articles. |
Does not introduce both authors and/or does not provide a summary of each position presented in the articles. |
| THESIS/CLAIM
Present a thesis that advocates for a solution to satisfy both sides of the argument. |
Provides a thesis that clearly and effectively advocates for a solution to satisfy both sides of the argument. |
Provides a thesis that clearly advocates for a solution to satisfy both sides of the argument. |
Provides a clear thesis; however, it does not suggest a solution to satisfy both sides of the argument. |
Provides a thesis, but it is unclear and/or does not advocate for a solution to satisfy both sides of the argument. |
No clear thesis has been presented. |
| ORGANIZATION
Exhibit competent organization and writing techniques. |
Includes all of the required components of a Rogerian argument paper, including an engaging introduction with source summaries and a claim, body paragraphs with topic sentences, and a conclusion with a concluding statement. |
Includes all of the required components of a Rogerian argument paper, including an introduction with source summaries and a claim, body paragraphs with topic sentences, and a conclusion with a concluding statement. |
Includes nearly all of the required components of a Rogerian argument paper; however, one component is missing. |
Includes most of the required components of a Rogerian argument paper, but is lacking two components. Sequences ideas and paragraphs such that the connections between ideas (within and between paragraphs) are sometimes unclear and the reader may have difficulty following the progression of the argument. |
Lacks several or all of the components of a Rogerian argument paper. Sequences ideas and paragraphs such that the connections between ideas (within and between paragraphs) are often unclear and the reader has difficulty following the progression of the argument. |
| STYLE
Establish a consistent, informative tone and make thoughtful stylistic choices. |
Demonstrates thoughtful and effective word choices, avoids redundancy and imprecise language, and uses a wide variety of sentence structures. |
Demonstrates effective word choices, primarily avoids redundancy and imprecise language, and uses a variety of sentence structures. |
Demonstrates generally effective style choices, but may include occasional redundancies, imprecise language, poor word choice, and/or repetitive sentence structures. |
Frequently includes poor word choices, redundancies, imprecise language, and/or repetitive sentence structures. |
Consistently demonstrates poor word choices, redundancies, imprecise language, and/or repetitive sentence structures. |
| CONVENTIONS
Follow conventions for standard English. |
There are only a few, if any, negligible errors in grammar, punctuation, spelling, capitalization, formatting, and usage. |
There are occasional minor errors in grammar, punctuation, spelling, capitalization, formatting, and usage. |
There are some significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage. |
There are frequent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage. |
There are consistent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage. |
| REFLECTION
Reflect on progression and development throughout the course. |
Demonstrates thoughtful reflection; consistently includes insights, observations, and/or examples in all responses, following or exceeding response length guidelines. |
Demonstrates thoughtful reflection; includes multiple insights, observations, and/or examples, following response length guidelines. |
Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; primarily follows response length guidelines. |
Shows limited reflection; the majority of responses are lacking in detail or insight, with some questions left unanswered or falling short of response length guidelines. |
No reflection responses are present. |