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Thinking About and Responding to Science News Articles (For Non-Science Majors)


Certain traits of the CLAQWA rubric were seen as more central to this "Thinking and Responding to Science News Articles" assignment. Therefore, examples were not developed for each trait. See the Cross-Disciplinary site to view examples of the other traits.

Examples are provided for each trait at all five levels. When preparing to respond to an assignment, review levels 4 or 5 of each trait for examples of quality responses. Comments explaining strengths and weaknesses are also provided at each level.

If an instructor has noted a weakness in a particular trait, go to the level indicated by the instructor and review the example. Pay particular attention to the "pop-up" comments, where problems are explained and suggestions are provided for improvement. Next, go to higher levels to see improved writing examples and comments for that trait.



CLAQWA Analytic Scale Traits:

Assignment Parameters Organization and Development: Structural Integrity Organization & Development: Reasoning & Development of Ideas Language: Contextual & Audience Appropriateness Observation of Standard Edited English: Grammar and Mechanics
  1. Assignment Requirements
  2. Main Idea
  3. Audience
  4. Purpose
  1. Opening
  2. Coherence Devices
  3. Paragraph Construction
  4. Closing
  1. Reasoning
  2. Quality of Details
  3. Quantity of Details
  1. Word Choice
  2. Comprehensibility
  3. Sentence Construction
  4. Point of View
  1. Grammar and Mechanics


ASSIGNMENT PARAMETERS

Level
Trait 1: Assignment Requirements
5 The writer addresses and develops each aspect of the assignment. (Quality is judged through other categories.)
4 The writer addresses each aspect of the assignment.
3 The writer addresses the appropriate topic and partially fulfills assignment requirements.
2 The writer addresses the appropriate topic, but omits most or all of the assignment requirements.
1 The writer is off topic or vaguely addresses the topic.

Trait 2: Main Idea
See Cross-Disciplinary page.

Trait 3: Audience
See Cross-Disciplinary page.

Trait 4: Purpose
See Cross-Disciplinary page.

ORGANIZATION AND DEVELOPMENT: STRUCTURAL INTEGRITY

Trait 5: Opening
See Cross-Disciplinary page.

Level
Trait 6: Coherence Devices
5 Transitional words, phrases, sentences and paragraphs (coherence devices) smoothly connect the paper’s elements, ideas and/or details, allowing the reader to follow the writer's points effortlessly.
4 Coherence devices are rarely missing and do not impact the reader's understanding.
3 Coherence devices appear throughout the paper, but additional and appropriate connectors would enhance the flow.
2 Coherence devices are attempted but are ineffective.
1 Coherence devices are absent or inappropriate.

Trait 7: Paragraph Construction
See Cross-Disciplinary page.

Trait 8: Closing
See Cross-Disciplinary page.

ORGANIZATION AND DEVELOPMENT: REASONING & CONSISTENCY

Level
Trait 9: Reasoning
5 The essay exhibits a logical progression of sophisticated ideas that support the focus of the paper.
4 The essay exhibits a logical progression of ideas that support the focus of the paper.
3 The progression of ideas is interrupted by rare errors in logic, such as absolutes or contradictions.
2 The attempt at a progression of ideas is unsuccessful due to errors in logic, such as absolutes or contradictions.
1 The ideas are illogical and appear to reflect the writer's "stream of consciousness."

Level
Trait 10: Quality of Details
5 Details help to develop each element of the text and provide supporting statements, evidence or examples necessary to explain or persuade effectively.
4 Details support the elements of the text with sufficient clarity, depth and accuracy.
3 Details are related to the elements of the text, but do not support those elements with sufficient clarity, depth and accuracy.
2 Details are loosely related to the elements of the text, but are lacking clarity, depth and accuracy.
1 Details do not develop the elements of the text.

Level
Trait 11: Quantity of Details
5 All points are supported by a sufficient number of details.
4 Most points are supported by a sufficient number of details.
3 Additional details are needed to develop some points.
2 Additional details are needed to develop most points.
1 Virtually no details are present.

LANGUAGE: CONTEXTUAL AND AUDIENCE APPROPRIATENESS

Trait 12: Word Choice
See Cross-Disciplinary page.
 
Trait 13: Comprehensibility
See Cross-Disciplinary page.

Level
Trait 14: Sentence Construction
5 Clear and concise sentences vary, with the degree of complexity reflecting the audience and purpose.
4 Sentences vary, with the degree of complexity reflecting the audience and purpose.
3 Sentence variety is limited but attempts complex structure.
2 Complex structure is attempted without success and/or sentence structure is simplistic, but not throughout the text.
1 Sentences are simple and repetitive.

Trait 15: Point of View
See Cross-Disciplinary page.

GRAMMAR AND MECHANICS: OBSERVATION OF STANDARD EDITED ENGLISH

Trait 16: Grammar and Mechanics
See Cross-Disciplinary page.

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