Multimodal Rubric

Shanafelt Multimodal Composition Rubric

A

Rhetorical Awareness

• The assignment demonstrates sustained consideration of the purpose and audience for which it is intended, and almost always includes rhetorical and compositional choices appropriate for the given rhetorical situation. The presentation is specifically tailored to a target audience.

• Awareness of the audience is demonstrated through a well-chosen selection of both words and images that best communicate and persuade the intended audience.

Format & Design

• The student pays attention to rhetorical principles of design and visual rhetoric. Color, typeface, layout, images, video, audio editing, and sequencing are successfully used to enhance the persuasive effectiveness the multimodal argument.

• Decisions about format and design are clearly based upon audience awareness, clarity of communication, and rhetorical strength.

Mechanics & Style

• Text included in the project demonstrates a thorough understanding of standard grammatical and stylistic conventions and is free of grammatical and mechanical errors that inhibit or interfere with the audience’s understanding.

• All video and images are clear, appropriate, adequately high resolution, and good quality. Audio, music, and narration are clear and audible. The project's editing is smooth and logical without choppy sections or errors.

Thesis (Persuasive Claim)

• In multimodal compositions, the thesis (i.e. rhetorical appeal) is not presented in a single sentence as in a traditional essay. Rather, the thesis is evident throughout the piece in the variety of modes that are chosen.

• Focus is demonstrated by each mode consistently contributing to the overall argument of the composition.

Arguments, Evidence, & Analysis

• The author fairly and accurately characterizes his or her primary rhetorical appeal along with the various existing positions of the controversy. All claims are supported with ample evidence from credible source, and the evidence used strongly and accurately supports the author's primary rhetorical claim.

• The analysis, arguments, and evidence presented make a compelling and persuasive case. The overall argument is convincing, interesting, and original.

• The author uses concession, refutation, and/or counterargument to address objections to the opposing side.

Creativity & Degree of Difficulty

• The composition combines written and multimodal texts in especially creative or insightful ways. The author often presents multiple kinds of text together to communicate more than could be communicated with one kind alone.

• The author takes a compositional risk by choosing a media format whose creation presents a higher degree of difficulty (i.e. videos, TED presentation, website, podcast, etc.).

Multimodality & Development

• The assignment demonstrates significant consideration of the communicative modes used, often adapting rhetorical and compositional principles to meet the specific needs of the media used to construct it. The student has taken advantage of all of the available rhetorical possibilities the modes have to offer. 

• Critical thinking is evident in how the student uses each mode to support their argument through the relationship between modes (i.e. redundancy, complementary, supplementary, juxtaposition, and stage setting).

  1. 1. Redundancy: Identical content in each mode; each mode tells the same story.

     2. Complementary: Different content in each mode; both modes are needed to understand the key idea.

     3. Supplementary: Different content in words and pictures, but one mode dominates the other mode.

     4. Juxtaposition: Different content in words and pictures; key ideas are created by a clash or tension between the ideas in each mode.

     5. Stage Setting: Different content in words and pictures; one mode forecasts the ideas that come in the other modes

Rhetorical Effectiveness

• The presentation is highly persuasive, specifically in relation to the target audience.

• The specific content in each mode (i.e. video, audio, images, graphics, webpages, functionality, etc.) enhances the overall credibility and persuasive effectiveness of the piece.

    Marked Letter Grades: (A = 94-100, A- = 90-93) 

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B

In the B project, the main idea must be developed with some real depth. Ordinarily, a "B" project will show a superior level of thought and expression. The "B" project must be relatively free of errors in spelling and punctuation. A small number of format, grammar, and MLA documentation errors may be present. Critical thought is somewhat evident. 

Marked Letter Grades: (B+ = 87-89, B = 84-86, B- = 80-83)

C

The "C" project is one that lacks brilliance but is, at least, logical in the way it develops its main idea. The assignment's instructions may have been neglected and a few of its requirements may have been missed. Its composition may not be high-level, but it must be reasonably clear and accurate. The "C" project must be relatively free of major grammatical errors. It must also be relatively free of errors in spelling and punctuation. A significant number of format, grammar, and MLA documentation errors may be present. Critical thought is cursory and lacks substance. 

Marked Letter Grades: (C+ = 77-79, C = 74-76, C- = 70-73)

D

The "D" project indicates below-average work. Such a project usually has no clearly stated main idea, contains inadequately developed ideas, abounds with grammatical and mechanical errors, and/or reveals a serious lack of understanding of the subject matter. The assignment's instructions may have been neglected and many of its requirements may have been missed. A significant number of format and MLA errors are likely to be present. Critical thought is not evident. 

Marked Letter Grades: (D+ = 67-69, D = 64-66, D- = 60-63) 

F

The "F" project reflects a complete lack of ability to state or develop a main idea in most instances. The assignment's instructions may have been neglected and many of its requirements may have been missed. This project may also reveal a total lack of comprehension, as well as major errors in grammar, sentence structure, spelling, punctuation, diction, paper format, and MLA documentation. Critical thought is not evident.

Marked Letter Grades: (F = 0-59)