Cross-Disciplinary


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. Sentence Comprehensibility
  3. Sentence Construction
  4. Point of View
  1. Grammar and Mechanics
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ASSIGNMENT PARAMETERS

Level
Trait 1: Assignment Requirements
5 The writer addresses and develops each aspect of the assignment and goes beyond the assignment prompt to address additional related material.
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.

Level
Trait 2: Main Idea
5 The writer clearly has and maintains a main idea throughout.
4 The main idea is clear, although a rare extraneous element is introduced.
3 The paper has a main idea, but additional unrelated ideas distract the reader.
2 The main idea is not maintained or it is unclear.
1 The paper lacks a main idea or appears to reflect the writer's "free association."

For full access to CLAQWA Online, please send a request to Teresa Flateby.
Level
Trait 3: Audience
5 The writer exhibits a keen awareness of the audience's needs and expectations.
4 The writer exhibits an awareness of the audience's needs and expectations.
3 The writer exhibits reader awareness and addresses the appropriate audience throughout the text, although in some sections the audience is ambiguous.
2 The writer shows a lack of reader awareness by addressing one or more inappropriate audiences.
1 The writer shifts between multiple and/or inappropriate audiences because of a lack of reader awareness.

For full access to CLAQWA Online, please send a request to Teresa Flateby.
Level
Trait 4: Purpose
5 The elements of the paper clearly contribute to the writer's purpose, which is obvious, specific, maintained, and appropriate for the assignment.
4 The writer’s purpose is present, appropriate for the assignment, and maintained throughout.
3 The writer’s purpose is present and appropriate for the assignment, but elements may not clearly contribute to the purpose.
2 The writer presents multiple purposes or the purpose is inappropriate for the assignment.
1 The writer’s purpose is not evident.

For full access to CLAQWA Online, please send a request to Teresa Flateby.
ORGANIZATION AND DEVELOPMENT: STRUCTURAL INTEGRITY

Level
Trait 5: Opening
5 The writer uses the opening to introduce the main idea, capture the reader’s attention, and prepare the reader for the body of the paper.
4 The writer uses the opening to introduce the main idea and prepares the reader for the body of the paper.
3 The writer uses the opening to identify the main idea, but does not prepare the reader for the body of the paper.
2 The main idea is not clear from the opening.
1 The opening is absent or is unrelated to the main idea.

For full access to CLAQWA Online, please send a request to Teresa Flateby.
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 not always effective.
1 Coherence devices are absent or inappropriate.

For full access to CLAQWA Online, please send a request to Teresa Flateby.
Level
Trait 7: Paragraph Construction
5 Each paragraph is unified around a topic that relates to the main idea. All paragraphs support the main idea and are ordered logically.
4 Paragraphs support the main idea and are ordered logically, but an occasional paragraph may not be unified around a single topic.
3 Paragraphs have unity but some may be misplaced, include more than one topic, or may be unrelated to the main idea.
2 Paragraph breaks are attempted but are illogical and misplaced. Topics may also be unrelated to the main idea.
1 There are no paragraph breaks. Topics may be unrelated to the main idea and presented illogically.

For full access to CLAQWA Online, please send a request to Teresa Flateby.
Level
Trait 8: Closing
5 Closing synthesizes the elements, supports the main idea, and finalizes the paper.
4 Closing summarizes the elements, supports the main idea, and finalizes the paper.
3 Closing summarizes the elements, supports the main idea, may introduce unrelated or new details, but does not finalize the paper.
2 Closing presents a few elements which are consistent with the main idea, may introduce unrelated or new ideas, but does not finalize the paper.
1 Confusing wording, closing is absent or introduces unrelated ideas.

For full access to CLAQWA Online, please send a request to Teresa Flateby.

 
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."

For full access to CLAQWA Online, please send a request to Teresa Flateby.
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.

For full access to CLAQWA Online, please send a request to Teresa Flateby.
Level
Trait 11: Quantity of Details
5 All points are supported by a sufficient number of details.
4 All points are developed but some may need additional 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.

For full access to CLAQWA Online, please send a request to Teresa Flateby.

 
LANGUAGE: CONTEXTUAL AND AUDIENCE APPROPRIATENESS

Level
Trait 12: Word Choice
5 Vocabulary reflects a nuanced grasp of the language appropriate to the audience.
4 Word choice reflects a strong grasp of the language appropriate to the audience. Word choice is accurate.
3 Word choice reflects an inconsistent grasp of the language.
2 Word choice is inappropriate to the audience.
1 Word choice is limited.

For full access to CLAQWA Online, please send a request to Teresa Flateby.
Level
Trait 13: Sentence Comprehensibility
5 All sentences are clear and understandable.
4 The sentences are clear and understandable with rare ambiguities.
3 Most sentences are understandable but may include ambiguities.
2 Many sentences lack clarity and may misuse academic language.
1 Most sentences lack clarity and may misuse academic language.

For full access to CLAQWA Online, please send a request to Teresa Flateby.
Level
Trait 14: Sentence Construction
5 All sentences vary when appropriate, with the degree of complexity reflecting the audience and purpose.
4 Most 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.

For full access to CLAQWA Online, please send a request to Teresa Flateby.
Level
Trait 15: Point of View
5 Point of view is consistent and appropriate for the purpose and audience.
4 Point of view is appropriate for the purpose and audience, and a rare shift returns to the original point of view.
3 Point of view shifts occasionally, or may be consistent but inappropriate, for the purpose and/or audience.
2 Point of view is attempted, but shifts frequently.
1 Point of view is not established, confusing the reader.

For full access to CLAQWA Online, please send a request to Teresa Flateby.

 
GRAMMAR AND MECHANICS: OBSERVATION OF STANDARD EDITED ENGLISH

Level
Trait 16: Grammar and Mechanics
5 Sentences are grammatically and mechanically correct.
4 Rare grammatical and mechanical errors exist, but do not affect readability.
3 A limited variety of grammatical errors exist.
2 A variety of grammatical errors appear throughout the paper possibly affecting readability.
1 Most sentences exhibit multiple grammatical and mechanical errors, obstructing meaning.

For full access to CLAQWA Online, please send a request to Teresa Flateby.
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