Assessment Statement: The genre examples presented in my portfolio are graded according to the following grading rubric. 

Grading Rubric: 

A –Superior: A paper in this category
• Addresses the assignment thoughtfully, clearly, and analytically, setting a challenging task
• Does not demonstrate a need for more revision.
• Displays keen awareness of and purpose in communicating to a target audience.
• Establishes a relevant and clearly focused controlling idea.
• Demonstrates coherent and rhetorically sophisticated organization; makes effective connections between ideas.
• Provides clear claims with specific detail and compelling support and analysis.
• Cites relevant sources and evaluates their validity, provides sophisticated interpretations, & effectively integrates them into the text.
• Displays evidence of careful editing with superior control of grammar, tone, style, and mechanics that are appropriate to the assignment.
Guideline for multilingual writers: Grammatical errors are rare and do not interfere with overall effectiveness of paper; occasional imprecision in word choice
and usage may occur.

B –Good: A paper in this category
• Addresses the assignment clearly and analytically, setting a meaningful task.
• Does not demonstrate a need for significantly more revision.
• Addresses audience needs and expectations.
• Establishes a clearly focused controlling idea.
• Demonstrates clear and coherent organization.
• Provides clear claims and effective support and analysis.
• Cites relevant sources, some interpretation and review of validity, and effectively integrates them into the text when appropriate.
• Displays evidence of careful editing with consistent control of grammar, tone, and mechanics appropriate to the assignment..
Guideline for multilingual writers: Some grammatical errors may occur throughout the paper but do not interfere with overall effectiveness; occasional
inappropriate word choice or incorrect usage may occur.

C –Competent: A paper in this category
Addresses the assignment with some analysis.
• Demonstrates the need for further revision.
• Addresses most audience needs and expectations.
• Establishes a controlling idea.
• Demonstrates adequate organization.
• Provides support for and some analysis of claims.
• Cites appropriate sources, adequately integrating them into text.
• Displays evidence of editing with adequate control of grammar and mechanics appropriate to the assignment. Errors do not slow the
reader, impede understanding, or seriously undermine the authority of the writer.
Guideline for multilingual writers: Grammatical errors, inappropriate word choice, or incorrect usage may occur throughout the paper but rarely interfere with
effective communication.

D –Marginally Acceptable: the text has some of the following qualities:
• Does not address the assignment adequately.
• Demonstrates a need for significantly more revision.
• Does not show sufficient audience awareness.
• Strays from the controlling idea, or the idea is unclear.
• Displays random or confusing organization.
• Lacks generalizations, or gives generalizations but does not provide support or analysis.
• Does not cite sources or does not cite and/or integrate sources appropriately.
• Needs significant editing for grammar and mechanics; errors impede understanding.
Guideline for multilingual writers: Serious and frequent errors in grammar, word choice, or usage seriously hinder communication.

F –Unacceptable: The text has many or all of the qualities listed under a “D” paper.
Guidelines for Evaluating the Writing of Multilingual Writers: The writing of multilingual students should be held to native speaker standards for content and
addressing the assignment. However, because certain types of errors persist in multilingual writing even at an advanced level, some accommodation for
multilingual features is appropriate.