CLO 1: Write papers for academic readers from various disciplines, using conventions and sources appropriate for those disciplines.

Fully demonstrates through the development of papers complete attention to a range of conventions associated with various disciplines (including organization, content, formatting, and stylistic choices) and selects sources appropriate for those disciplines. Develops and supports central idea well by using appropriate, well-chosen primary and secondary sources as evidence, including library sources, and explores and synthesizes in-depth information from credible, relevant sources representing various points of view and approaches.

Mainly demonstrates through the development of papers a consistent use of the conventions of various disciplines and generally selects sources appropriate for those disciplines. Develops and supports central idea by using appropriate primary and secondary sources as evidence, including library sources, and presents in-depth information from credible, relevant sources representing various points of view and approaches.

Inconsistently follows the conventions of various disciplines in writing assignments and infrequently selects appropriate sources. Demonstrates general purpose and includes sources from research as evidence, but may be limited and limited to web sources and not properly evaluated for quality and presents information from relevant sources but is incomplete or represents limited points of view and approaches.

Partially follows conventions of various disciplines in writing assignments and uses sources minimally appropriate for a given discipline. Demonstrates general purpose but works with source material demonstrates minimal research or limited understanding of how to find and engage appropriate sources and presents information from sources, but is limited to irrelevant sources representing limited points of view and approaches.

CLO 2: Evaluate the quality of reasoning behind arguments, interpretations and beliefs in order to accurately identify evidence and critically examine their own beliefs.

Consistently evaluates the structure of reasoning and arguments in texts in order to build knowledge and meaningfully examine own beliefs and values. Consistently identifies high-quality, credible, relevant evidence to support and develop ideas. Addresses the implications and consequences of arguments, thoughtfully analyzes major alternative points of view, and correctly identifies facts and relevant information. Locates supporting evidence or findings and questions the information’s relevance, reliability, and accuracy. The assumptions or values underpinning the argument are identified even if the results do not support own self-interests, assumptions, or beliefs.

Generally assesses the quality of relationships between ideas in reasoning and argumentative structures to examine assumptions. Generally identifies credible, relevant evidence. Addresses implications and consequences of arguments, offers analyses of obvious alternative points of view, and correctly identifies facts and relevant information.Locates supporting evidence and mostly questions information’s reliability, relevance, and accuracy. The opinions, assumptions, and biases within data and interpretation are noted, and the strengths and weaknesses in thinking are identified.

Occasionally recognizes the elements of an argument or chain of reasoning but does not exercise evaluation or link insights to an understanding of own beliefs. Evidence cited may frequently be but are not always relevant and appropriate. Addresses superficially obvious alternative points of view, use superficial reasoning to make inferences regarding reasoning and arguments, and shows some confusion regarding facts, opinions, and relevant information. Locates supporting evidence but may accept evidence or findings without questioning the reliability, accuracy, or relevance.

Identifies premises or conclusions in an argument but does not evaluate reasoning quality or the inferences to broader interpretations or beliefs. Evidence selected may not be high-quality or support ideas in writing. Makes unexplained or unsupported inferences regarding reasoning or arguments and makes multiple errors in distinguishing fact from fiction or selecting relevant evidence. Locates some supporting evidence but identifies few or no apparent assumptions, values, and perspectives informing the reasoning process.

CLO 3: Engage with different disciplinary perspectives and arguments on topics of personal and global significance.

Frequently and critically engages with disciplinary perspectives and arguments for scholarly significance and about matters of personal and global significance. Takes into account the complexities of an issue and others’ points of view. Insightfully synthesizes concepts and ideas from multiple credible and well-chosen sources; uses new information to enhance position; makes an insightful, well-articulated, effectively structured, and convincing argument. Connects reasoning logically to a range of information, including opposing viewpoints. Demonstrates skillful synthesis and analysis of high-quality, credible, relevant source material and proficiency in summary, paraphrasing, and quotation.

Generally engages with disciplinary perspectives and arguments on topics of personal and global significance. Takes into account the complexities of an issue and others’ points of view. Accurately relates concepts and ideas from multiple credible sources; uses new information to enhance position; makes a well-articulated and convincing argument. Connects reasoning logically to a range of information, including opposing viewpoints. Demonstrates synthesis and analysis of credible, relevant source material and proficiency in summary, paraphrasing, and quotation.

Inconsistently engages with disciplinary perspectives and arguments on topics of personal and global significance. Acknowledges different sides of an issue and perspectives. Works incompletely with evidence from different sources; may not account for the effect of new information on the position. Makes an argument using weak support for conclusions (including errors in data, interpretation of information, or insufficient acknowledgment of opposing viewpoints). Demonstrates an attempt to synthesize and analyze source material and employ supporting evidence from research using summary, paraphrase, and quotation, but the integration of source material may be awkward or inappropriate and lack critical engagement.

Identifies disciplinary perspectives and arguments, although they may not apply to topics of personal and global significance. Engagement with issues and perspectives is simplistic and obvious. Poorly integrates information from more than one source to support position; incorrectly predicts the effect of new information; makes an argument, but conclusions or solutions are not supported with sufficient evidence or logic (organization of ideas may be unclear, errors in data and interpretation may be present, and may use inappropriate sources of information). Demonstrates ability to employ summary, paraphrase, and quotation.

CLO 4: Write with clarity and persuasiveness using the conventions of Standard English, and employing appropriate documentation.

Consistently writes with clarity and persuasiveness using language that skillfully communicates meaning to readers with clarity and fluency and is virtually error-free and consistent with a standard academic format. Demonstrates mastery of documentation system throughout for both in-text citations and works.Communicates, organizes and synthesizes information from sources to fully achieve a specific purpose with clarity and depth. Uses correctly all of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using the information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a complete understanding of the ethical and legal restrictions on the use of published, confidential, and proprietary information.

Mostly writes with clarity and persuasiveness using language that skillfully communicates meaning to readers with clarity and fluency and is virtually error-free and consistent with a standard academic format. Demonstrates correct use of documentation system throughout for in-text citations and works cited page or bibliography.Communicates, organizes, and synthesizes information from sources. The intended purpose is achieved.Correctly three of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using the information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a complete understanding of the ethical and legal restrictions on the use of published, confidential, and proprietary information.

Generally writes with clarity and persuasiveness using language that skillfully communicates meaning to readers with clarity and fluency and is virtually error-free and consistent with a standard academic format. Demonstrates correct use of documentation system throughout, but in-text citations and works cited page or bibliography may contain inconsistencies or include errors in format. Communicates and organizes information from sources. However, the information is not yet synthesized, so the intended purpose is not fully achieved.Uses correctly two of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using the information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates an understanding of the ethical and legal restrictions on the use of published, confidential, and proprietary information.

Inconsistently writes with clarity and persuasiveness using language that skillfully communicates meaning to readers with clarity and fluency and is virtually error-free and consistent with a standard academic format. Does not correctly use documentation system throughout; writing may be missing some in-text citations and entries on works cited page or bibliography, and entries may be incomplete and contain errors.Communicates information from sources. The information is fragmented and used inappropriately (misquoted, taken out of context, incorrectly paraphrased, etc.). Attempts to use correctly one or more of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using the information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate some understanding of the ethical and legal restrictions on the use of published, confidential, and proprietary information. the intended purpose is not achieved.