QEP Faculty Resources
Faculty Document Repository
This collection of Quality Enhancement Plan (QEP) faculty resources is a diverse repository of 鈥渂est practice鈥� sample writing artifacts. Faculty will find archival samples of 91暗网 and non-91暗网 derived writing assignments with appropriate prompts, a variety of differentially-styled rubrics, as well as various tools for assessing writing proficiency.
Summary Paper Assignment
Resume Assignment
Expository Essay Assignment
Book Report
External Writing Examples
External Writing Rubric
External Argument Paper Checklist
Are you interested in helping both colleagues and students? Consider submitting your own original writing for consideration to become a part of this archive!
Faculty resources that can assist with research, writing and instruction.
WEC Requirements
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1. Include writing assignments that engage students in intellectual activities central to the course objectives.
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2. Have at least two graded writing assignments.
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3. Have at least two opportunities (informal and/or brief formal) to practice using references and general academic writing mechanics.
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4. Provide a schedule for writing assignments that allocates class time for discussing strategies to improve student writing.
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5. Require students to make substantial revision(s) of at least one graded, out-of-class writing assignment.
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6. Have students giving and receiving peer feedback at least once during the semester.
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7. Require students to attend relevant co-curricular activities as assigned.
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8. Writing assignments will comprise at least 20-40% of student course grade.
Written Communication Rubric
Score of 5 (Excellent)
鈥� Organization鈥擶ell-focused or creative expression of central idea (implied or explicitly stated based on genre). Problem/focus and plan are easy to understand.
鈥� Support鈥擨deas are extensively elaborated, showing evidence of critical thinking, insight, creativity. Locates, evaluates, synthesizes, and documents primary & secondary sources (as necessary).
鈥� Revision鈥� Each draft folds in critical feedback from peers and/or instructor. Writer reflects upon semester's writing with ability to evaluate own work and that of community.
鈥� Language鈥� Intentional, purposeful use of appropriate words for the writing context.
鈥� Coherence鈥擜nalyzes and responds to diverse writing genres exceptionally well. Each paragraph connects effortlessly with the other with sophistication.
鈥� Mechanics鈥擫ittle to no grammar, punctuation, and spelling. Errors do not hamper reader's comprehension of writer's message.
Score of 4 (Above Average)
鈥� Organization鈥� Mostly focused or mostly creative expression of central idea (implied or explicitly stated based on genre). Problem/focus and plan are identifiable.
鈥� Support鈥� Ideas are effectively elaborated, showing evidence of critical thinking, insight, creativity. Mostly locates, evaluates, synthesizes, and documents primary & secondary sources (as needed).
鈥� Revision鈥� Each draft integrates critical feedback from peers and instructor. Writer reflects upon semester's writing with ability to evaluate own work and that of community.
鈥� Language鈥� Mostly intentional, purposeful use of words for the diverse writing contexts
鈥� Coherence鈥� Analyzes and responds to diverse writing genres effectively
鈥� Mechanics鈥� Some grammar, punctuation, and spelling errors only slightly hampers reader's comprehension of writer's message.
Score of 3 (Average/Competent)
鈥� Organization鈥� Moderately focused or moderately creative expression of central idea (implied or explicitly stated based on genre). Problem/focus and plan are vaguely identifiable.
鈥� Support鈥� Ideas are moderately, showing evidence of critical thinking, insight, creativity. Mostly locates, evaluates, synthesizes, and documents primary & secondary sources (as needed).
鈥� Revision鈥� Each draft takes into consideration critical feedback from peers and instructor. Writer reflects upon semester's writing with some ability to evaluate own work and that of community.
鈥� Language鈥� Moderately intentional, purposeful use of words for the diverse writing contexts
鈥� Coherence-- Analyzes and responds to diverse writing genres moderately effectively
鈥� Mechanics鈥� Some grammar, punctuation, and spelling errors moderately hampers reader's comprehension of writer's message.
Score of 2 (Below Average/Developing)
鈥� Organization鈥� Less focused or less creative expression of central idea (implied or explicitly stated based on genre). Problem/focus and plan are unclear.
鈥� Support鈥� Ideas are less elaborated, showing little evidence of critical thinking, insight, creativity. Does not consistently locate, evaluate, synthesize, or documents primary & secondary sources (as needed)
鈥� Revision鈥� Each draft lacks integration of critical feedback from peers and instructor. Writer reflects on semester's writing with minimal ability to evaluate own work and that of community.
鈥� Language鈥� Mostly unintentional, careless use of words for the diverse writing contexts
鈥� Coherence鈥� Analyzes and responds to diverse writing genres less effectively
鈥� Mechanics鈥擥rammar, punctuation, and spelling errors only slightly hampers reader's comprehension of writer's message.
Score of 1 (Beginning/Underdeveloped)
鈥� Organization鈥擴nfocused or lacks creative expression of central idea (implied or explicitly stated based on genre). Problem/focus and plan are not identifiable.
鈥� Support鈥擨deas are not elaborated, showing no evidence of critical thinking, insight, creativity. Does not consistently locate, evaluate, synthesize, or documents primary & secondary sources (as needed).
鈥� Revision鈥� Each draft, if provided, lacks integration of critical feedback from peers and/or instructor. Writer reflects on semester's writing with little to no ability to evaluate own work and that of community.
鈥� Language鈥� Little to no intentional, purposeful use of words for the diverse writing contexts
鈥� Coherence鈥� Analyzes and responds to diverse writing genres ineffectively
鈥� Mechanics鈥擥rammar, punctuation, and spelling errors hampers reader's comprehension of writer's message.
