Blogging

Understanding

Timeliness

1

• Poor spelling and grammatical errors.
• Short 1 to 2 sentences.
• Lacks structure or flow.
• Appears hasty.
• Written in informal language or text.

• Simple entry lacks insight, depth or is superficial.
• Entry is short and frequently irrelevant to the events.
• Does not express opinion clearly.
• Shows little understanding.

• Entries are irregular.

2

• Some poor spelling and grammatical errors.
• Has some structure, but the entry does not flow.
• May contain a link or image.

• Simple entries showing some insight, depth and are connected with events, topic or activity.
• Entries are short and may contain some irrelevant material.
• Some personal comments or opinions these may not be on task.
• Shows some understanding.

• Most key events are journaled.
• Some comments are replied to.

3

• Few spelling and grammatical errors.
• Has structure and the entry flows.
• Contains appropriate links or images.
• These are referred to within the text.

• Entries show insight, depth and are connected with events, topic or activity.
• Entries may contain some irrelevant material.
• Personal opinion is expressed in an appropriate style.
• Shows a good depth of understanding.

• Events are journaled.
• Most comments are replied to in a timely manner.

4

• Spelling and grammatical errors are rare.
• The journal entry has structure and is well formatted to enhance readability.
• Contains appropriate links or images.
• Image sources are acknowledged.
• Images and links are referred to within the text.

• Entries show insight, depth and understanding.
• They are connected with events, topic or activity.
• Entries are relevant with links to supporting material.
• Personal opinion is expressed in an appropriate style and is clearly related to the topic, activity or process.
• Shows a high level of understanding and relates events, activities & processes to purpose, learning outcomes and objectives.

• All events are journaled and the entries are regular and timely.
• All comments are replied to in a timely manner.

4

3

2

1

Introduction (Organization)

The introduction is inviting, states the main topic and previews the structure of the paper.

The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.

There is no clear introduction of the main topic or structure of the paper.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distracts the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.

Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.

Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Commitment (Voice)

The writer successfully uses several reasons/appeals to try to show why the reader should care or want to know more about the topic.

The writer successfully uses one or two reasons/appeals to try to show why the reader should care or want to know more about the topic.

The writer attempts to make the reader care about the topic, but is not really successful.

The writer made no attempt to make the reader care about the topic.

Support for Topic (Content)

Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.

Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Recognition of Reader (Voice)

The reader's questions are anticipated and answered thoroughly and completely.

The reader's questions are anticipated and answered to some extent.

The reader is left with one or two questions. More information is needed to "fill in the blanks".

The reader is left with several questions.

Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the paper just ends.

Source: Rubistar

4

3

2

1

Introduction (Organization)

The introduction is inviting, states the main topic and previews the structure of the paper.

The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.

There is no clear introduction of the main topic or structure of the paper.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distracts the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.

Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.

Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Commitment (Voice)

The writer successfully uses several reasons/appeals to try to show why the reader should care or want to know more about the topic.

The writer successfully uses one or two reasons/appeals to try to show why the reader should care or want to know more about the topic.

The writer attempts to make the reader care about the topic, but is not really successful.

The writer made no attempt to make the reader care about the topic.

Support for Topic (Content)

Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.

Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Recognition of Reader (Voice)

The reader's questions are anticipated and answered thoroughly and completely.

The reader's questions are anticipated and answered to some extent.

The reader is left with one or two questions. More information is needed to "fill in the blanks".

The reader is left with several questions.

Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the paper just ends.

Source: Rubistar

Exemplary 
(10-9 points)

Suitable 
(8-7 points)

Not yet mastered 
(6-0 points)

Complete

The response includes all the information and characteristics that the prompt requested.

The response includes almost all information and characteristics that the prompt requested, but may be missing one or two parts.

The response includes little of the information and characteristics that the prompt requested.

Correct

The response is answered correctly. If the prompt is objective (like multiple choice), the "right" answer is provided. If the prompt is subjective (like an essay), a well-thought out answer is provided. An exemplary response goes beyond correctness by demonstrating remarkable insight and provoking the mind of the intended audience.

The response is answered correctly. If the prompt is objective, the "right" answer is provided. If the prompt is subjective, a well thought out answer is provided.

The response is answered incorrectly. If the prompt is objective, the "wrong" answer is provided. If the prompt is subjective, the answer is not well thought out. The response may be missing key parts.

Coherent

The response follows the rules of spelling, punctuation, accentuation, and grammar of the language being used. An exemplary response shows a mastery of word choice and grammatical structures that provide the intended audience with a sense of fluidity and superior craftsmanship. The font, coloring, etc. is acceptable and aesthetically pleasing. The response is very enjoyable and easy to read.

The response generally follows the rules of spelling, punctuation, accentuation, and grammar of the language being used. There may be a few style and usage errors. The font, coloring, etc. is acceptable. The response is easy to read.

The response does not follow the rules of spelling, punctuation, accentuation, and grammar of the language being used. There are many style and usage errors. The font, coloring, etc. is unacceptable or illegible. The response is difficult or impossible to read.

Coordinated

The response is properly divided into appropriate parts (such as paragraphs, et cetera). The entire response is clear in its order and deep in its internal relationships.

The response is properly divided into appropriate parts.

The response is not properly divided into appropriate parts, or is not divided at all. The lack of clarity in the order of the response detracts from its overall quality.

Comprehensive

The response attends to all aspects that pertain to the topic that the prompt requests, and answers all the questions that the intended audience might have. All sources are cited.

The response attends to all aspects that pertain to the topic that the prompt requests. The intended audience may be left with one or two questions. All sources are cited.

The response does not attend to all aspects that pertain to the topic that the prompt requests. The intended audience is left with many questions. Some or all of the sources used are not cited.

Concise

The response is elegant because it contains no unnecessary "fluff" - extra words that seem to just be taking up space.

The response is well written, but may contain some "fluff."

The response is not well-written, contains a lot of "fluff," and seems to waste the audience's time by rambling on but never getting to the point.

Creative

The response demonstrates artistic merit beyond what was required for the assignment. It is a pleasure to behold, both for the mind and the senses.

The response demonstrates uniqueness and is clearly the work of the author who claims to have written it.

The response is not unique (it uses hackneyed phrases or tries to "cop out" by being complete but of poor quality), or it is plagiarized (automatic 0 overall).

Source: Rubistar

4

3

2

1

Contributions

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Attitude

Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Monitors Group Effectiveness

Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.

Routinely monitors the effectiveness of the group and works to make the group more effective.

Occasionally monitors the effectiveness of the group and works to make the group more effective.

Rarely monitors the effectiveness of the group and does not work to make it more effective.

Problem-solving

Actively looks for and suggests solutions to problems.

Refines solutions suggested by others.

Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

Does not try to solve problems or help others solve problems. Lets others do the work.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Source: Rubistar

Unacceptable (1pt.)

Acceptable (2pts.)

Exceptional (3pts.)

Score (row X pts.)

Maintenance (X2)

Blog is not updated regularly, and/or there are inappropriate or unrelated contents.

Blog is updated at least once per week, during class time as well as out of class. There is no inappropriate material.

Blog is updated at least once per week, during class time as well as out of class. Everything on blog is appropriate and thoughtful. There are no extraneous posts or comments.

(max score 6)

Form Study/ Mandatory posts (X15)

Form study and other mandatory posts are not posted in a timely manner.

Form study and other mandatory posts are posted in a timely manner, and establish the writer as an active member of the Akins writing community.

Form study and other mandatory posts are posted in a timely manner, and exhibit exemplary thoughtfulness and insight. These posts establish the writer as an active member of the Akins writing community.

(max score 45)

Original writing posts (X16)

Little or no original writing is posted.

Writer shares original writing on blog on a regular basis.

Writer shares original writing on blog on a regular basis. Posts exhibit attempts at creating meaningful pieces which will eventually be of publishable quality.

(max score 49 - one bonus point automatically awarded)

Source: Rubistar

4

3

2

1

Ideas

Ideas were expressed in a clear and organized fashion. It was easy to figure out what the blog was about.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the blog was about.

The blog seemed to be a collection of unrelated sentences. It was very difficult to figure out what it was about.

Grammar & spelling (conventions)

Blogger makes no errors in grammar or spelling.

Blogger makes 1-2 errors in grammar and/or spelling.

Blogger makes 3-4 errors in grammar and/or spelling

Blogger makes more than 4 errors in grammar and/or spelling.

Content Accuracy

The blog contains at least 3 accurate facts about the topic.

The blog contains 2 accurate facts about the topic.

The blog contains 1 accurate fact about the topic.

The blog contains no accurate facts about the topic.

Source: Rubistar

Developing Blogger  (1pt)

Beginning Blogger
(2pts)

Proficient Blogger
(3pts)

Brilliant Blogger
(4pts)

Score

Presentation of Virtual Speech

Virtual speech has required components; what was learned and what you still want to learn.

Virtual speech is missing a key component; either what was learned or what you want to learn.

Virtual Speech includes required components and makes reference to a personal connection.

Virtual Speech includes required components, makes reference to a personal connection and is written with flair and originality.

Intellectual Engagement with Key Concepts

Blog entries make some reference (1-2) to issues raised through selected readings and/or prior class modules

Blog entries make no reference to issues raised through selected readings and/or prior class modules

Blog entries make 3-4 references of key issues raised through selected readings and/or prior class modules

Blog entries demonstrate engagement with the important issues raised through selected readings and/or prior modules. Five or more references are made

Personal Response to Key Concepts

Blog entries convey a little evidence of a personal response to the issues/concepts raised in the readings/modules

Blog entries show no personal response is made to the issues/concepts raised in the readings/modules

Blog entries convey evidence of a personal response to the issues raised in the readings/modules, and demonstrate that the author is capable of reflecting on learning & technology.

Blog entries convey extensive evidence of a personal response to the issues raised in the readings/modules, and demonstrate the author's growth through reflection on learning & technology.

Engaged Writing

Audience will have little trouble following your blog entries. An occasional link connecting your thoughts to those of others is included.

Blog entries are difficult to follow. No links are included connecting your thoughts to those of others.

Blog entries are easy to follow. Most blog entries include links connecting your thoughts to those of others.

Blog entries are easy to follow and have some flair and originality. Blog entries may contain multiple links.

Overall Use of Blog

2 to 4 blog entries and comments have been completed. (This includes virtual speech)

Only 1 blog entry is included. No comments are made on blogs of others. (This includes virtual speech)

5 blog entries and 5 comments are submitted, though not all of them may give evidence of substantial contribution. (This includes virtual speech)

5+ blog entries and 5+ comments are submitted, most are substantial and evidence of reflection is shown.

Source: Rubistar