{"id":1270,"date":"2017-12-30T00:53:27","date_gmt":"2017-12-30T00:53:27","guid":{"rendered":"https:\/\/writing.wisc.edu\/wac\/?p=1270"},"modified":"2019-07-23T03:02:07","modified_gmt":"2019-07-23T03:02:07","slug":"sample-rubrics-from-a-journalism-course","status":"publish","type":"post","link":"https:\/\/dept.writing.wisc.edu\/wac\/sample-rubrics-from-a-journalism-course\/","title":{"rendered":"Sample Rubrics from a Journalism Course"},"content":{"rendered":"\t\t
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Professor Katy Culver\n(Journalism 202)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Below are two examples of rubrics from Professor Katy Culver\u2019s intermediate journalism course, where she covers a range of genres. By using rubrics to establish unique grading criteria for each assignment, she teaches her students the similarities and differences between them.<\/p>

\u00a0<\/strong><\/p>

Informative Story<\/strong><\/p><\/td>

\u00a0<\/td>\u00a0<\/td><\/tr>

Graded requirements<\/strong><\/p><\/td>

Subsets<\/strong><\/p><\/td>

Emerging<\/strong><\/p><\/td>

Developing<\/strong><\/p><\/td>

Mastering<\/strong><\/p><\/td><\/tr>

\u00a0<\/td>

Scale<\/p><\/td>

C-F<\/p><\/td>

B-BC<\/p><\/td>

A-AB<\/p><\/td><\/tr>

Information<\/strong><\/p><\/td>

Accuracy, inclusiveness, completeness, use of sources\/ evidence\/quotes<\/p><\/td>

Holes in information; important sources left out; unquestioning use of sources; no or weak quotes; unfounded opinion; inaccuracies (-10 per fact error)<\/p><\/td>

Reasonable use of information but some ideas left out; minor inaccuracies; quotes used but weak connection or construction<\/p><\/td>

Well-rounded sourcing includes key ideas\/facts; effective quotes advance story; accurate; tells complete story<\/p><\/td><\/tr>

Scale<\/p><\/td>

F___________________________________________________________A<\/p><\/td><\/tr>

Lead<\/strong><\/p><\/td>

Fit to story, concision, engagement, appropriate tone<\/p><\/td>

Lead misses point of story or is buried; wordy; inappropriate for audience; unnecessarily passive; inaccurate<\/p><\/td>

Lead has one or two strong elements but fails in others, e.g. hits correct point but is excessively wordy<\/p><\/td>

Lead accurately and succinctly draws in audience with key idea (straight) or engaging elements (feature)<\/p><\/td><\/tr>

Scale<\/p><\/td>

F___________________________________________________________A<\/p><\/td><\/tr>

Structure and flow<\/strong><\/p><\/td>

Organization, transitions, readability<\/p><\/td>

Structure does not lead logically from one point to next; no or poor transitions; leaps in ideas with no segues; piece feels choppy or confusing<\/p><\/td>

Information generally well ordered with some confusing jumps; weaker transitions; readable but inconsistent in flow<\/p><\/td>

Information flows seamlessly from one point to next; effective transitions of idea and language; appropriate length for story, medium and audience<\/p><\/td><\/tr>

Scale<\/p><\/td>

F___________________________________________________________A<\/p><\/td><\/tr>

Language<\/strong><\/p><\/td>

Active voice, effective modifiers, precise word choices, visual descriptions, clarity, concision<\/p><\/td>

Wordy constructions; poor word choices; unnecessary passive voice; unclear statements; dull writing<\/p><\/td>

Clear writing with some instances of poor word choice, unspecific descriptions or passive voice; slightly wordy or confusing<\/p><\/td>

Concise constructions making use of precise and effective words; descriptive and clear<\/p><\/td><\/tr>

Scale<\/p><\/td>

F___________________________________________________________A<\/p><\/td><\/tr>

Mechanics<\/strong><\/p><\/td>

Spelling, style, grammar<\/p><\/td>

Host of errors interfere with comprehension<\/p><\/td>

Minor errors trip up reader but story readable<\/p><\/td>

Largely error-free<\/p><\/td><\/tr>

Scale<\/p><\/td>

F___________________________________________________________A<\/p><\/td><\/tr>

Fairness<\/strong><\/p><\/td>

Inclusiveness, balance<\/p><\/td>

Displays unjustifiable bias; relies on stereotype; involves unwarranted opinion<\/p><\/td>

Source or quote choices lead to question of bias; minor insertions of opinion<\/p><\/td>

Overall fairness to subject and sources; free of bias<\/p><\/td><\/tr>

Scale<\/p><\/td>

F___________________________________________________________A<\/p><\/td><\/tr>

\u00a0<\/strong><\/p><\/td>

\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td><\/tr>

Assignment Grade:<\/strong><\/p><\/td>

\u00a0<\/td><\/tr><\/tbody><\/table>

\u00a0<\/p>

\u00a0<\/strong><\/p>

Audio Slideshow<\/strong><\/p><\/td>

\u00a0<\/td>\u00a0<\/td><\/tr>

Graded requirements<\/strong><\/p><\/td>

Subsets<\/strong><\/p><\/td>

Emerging<\/strong><\/p><\/td>

Developing<\/strong><\/p><\/td>

Mastering<\/strong><\/p><\/td><\/tr>

\u00a0<\/strong><\/p><\/td>

Scale<\/p><\/td>

C-F<\/p><\/td>

B-BC<\/p><\/td>

A-AB<\/p><\/td><\/tr>

Theme\/angle<\/strong><\/p><\/td>

Coherent and important story<\/p><\/td>

Slideshow tells no story<\/p><\/td>

Slideshow narrowing in on angle but images\/captions\/
backing audio miss the point<\/p><\/td>

Theme\/angle clear and images\/captions\/backing audio fulfill the promise<\/p><\/td><\/tr>

Scale<\/p><\/td>

F_____________________________________________________________A<\/p><\/td><\/tr>

Images<\/strong><\/p><\/td>

Quality, composition, integration into story, focus, lighting<\/p><\/td>

Images lack connection to story\/theme; poor quality, composition, focus, lighting; too many\/few images<\/p><\/td>

Average quality, composition, focus and lighting; slightly too many\/few images; solid connection to story\/theme<\/p><\/td>

Clear connection between images and story\/theme; strong quality, composition, focus, lighting<\/p><\/td><\/tr>

Scale<\/p><\/td>

F_______________________________________________________________A<\/p><\/td><\/tr>

Backing audio<\/strong><\/p><\/td>

Clarity, sound quality, connection to theme\/angle, information<\/p><\/td>

Interviews or other content not audible; little to no information provided; no added value; music only<\/p><\/td>

Audio provides some content but doesn\u2019t meet theme or match images; some technical difficulties in recording<\/p><\/td>

Audio adds markedly to comprehension\/engagement of story; strong match to images<\/p><\/td><\/tr>

Scale<\/p><\/td>

F________________________________________________________________A<\/p><\/td><\/tr>

Captions<\/strong><\/p><\/td>

Fit to images, accuracy, concision<\/p><\/td>

Wordy captions difficult to comprehend in slide time; inaccuracies (-10 for fact error)<\/p><\/td>

Captions wordy but still digestible in slide time; repetitive with image; omit info<\/p><\/td>

Captions easily comprehended in slide time; clear and active writing; add to content of image, rather than repeating<\/p><\/td><\/tr>

Scale<\/p><\/td>

F_______________________________________________________________A<\/p><\/td><\/tr>

Structure and flow<\/strong><\/p><\/td>

Visual transitions, overall structure tells a story<\/p><\/td>

Structure does not lead logically from one point to next; no or poor transitions; leaps in ideas with no segues; piece feels choppy or confusing<\/p><\/td>

Information generally well ordered with some confusing jumps; weaker transitions; engaging but inconsistent in flow<\/p><\/td>

Piece flows seamlessly from one image to next; effective transitions; strong feel to lead and conclusion<\/p><\/td><\/tr>

Scale<\/p><\/td>

F________________________________________________________________A<\/p><\/td><\/tr>

Language (captions <\/strong><\/p>

and VO <\/strong><\/p>

in backing audio)<\/strong><\/p><\/td>

Active voice, effective modifiers, precise word choices, match to visuals, clarity, concision<\/p><\/td>

Wordy constructions; poor word choices; unnecessary passive voice; unclear statements; dull writing; text conflicts with visuals<\/p><\/td>

Clear writing with some instances of poor word choice, etc.; slightly wordy or confusing; text ignores visuals<\/p><\/td>

Concise constructions making use of precise and effective words; descriptive and clear; text matches visuals<\/p><\/td><\/tr>

Scale<\/p><\/td>

F________________________________________________________________A<\/p><\/td><\/tr>

Mechanics<\/strong><\/p><\/td>

Spelling, style, grammar<\/p><\/td>

Host of errors interfere with comprehension<\/p><\/td>

Minor errors trip up viewer but story comprehensible<\/p><\/td>

Largely error-free<\/p><\/td><\/tr>

Scale<\/p><\/td>

F________________________________________________________________A<\/p><\/td><\/tr>

Timing<\/strong><\/p><\/td>

Total time meets assignment, tight bites\/ other elements<\/p><\/td>

Lead excessively long; runs short\/long (-5 points after 5 seconds short\/long); wordy<\/p><\/td>

Meets overall length but internal elements run long, such as wordy bites<\/p><\/td>

Meets overall length and tight elements throughout<\/p><\/td><\/tr>

Scale<\/p><\/td>

F_______________________________________________________________A<\/p><\/td><\/tr>

Fairness<\/strong><\/p><\/td>

Inclusiveness, balance<\/p><\/td>

Displays unjustifiable bias; relies on stereotype; involves unwarranted opinion<\/p><\/td>

Source or quote choices lead to question of bias; minor insertions of opinion<\/p><\/td>

Overall fairness to subject and sources; free of bias<\/p><\/td><\/tr>

Scale<\/p><\/td>

F________________________________________________________________A<\/p><\/td><\/tr>

\u00a0<\/strong><\/p><\/td>

\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td><\/tr>

Assignment Grade:<\/strong><\/p><\/td>

\u00a0<\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

  Professor Katy Culver (Journalism 202) Below are two examples of rubrics from Professor Katy Culver\u2019s intermediate journalism course, where she covers a range of genres. By using rubrics to establish unique grading criteria for …<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[21],"tags":[],"class_list":["post-1270","post","type-post","status-publish","format-standard","hentry","category-responding-evaluating-grading"],"acf":[],"_links":{"self":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/posts\/1270","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/comments?post=1270"}],"version-history":[{"count":10,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/posts\/1270\/revisions"}],"predecessor-version":[{"id":2303,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/posts\/1270\/revisions\/2303"}],"wp:attachment":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/media?parent=1270"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/categories?post=1270"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/tags?post=1270"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}