The document provides an overview of the term "soccer" and its origins and development. It discusses how soccer originated in England in the 19th century and was known as "football" in most countries, while the term "soccer" was used in the US, Australia, and parts of Asia. Over time, the word "soccer" became less common in the UK but more prevalent in the US. Currently, soccer is known globally as the world's most popular team sport.

1. Course:
Date: Oct 30th
Guiding question: What is the origin of soccer and what people
understand under this word today?
Thesis: Soccer is term defining the most famous team game that
is played all over the world.
Soccer
The word “soccer” is associated with the world most popular
team game that is played and watched by millions of people.
The evolution of “soccer” also known as “football” took place
in UK between 8th and 19th centuries. Although the term
“soccer” originated in U.K., it is recently used in U.S.,
Australia, and South Asia while in all other countries it is
known as “football”. This definition essay aims at analyzing the
term soccer from various perspectives including its origin,
development, usage, and current meaning.
In the early forms of the game, the players had to kick the ball,
handle it, ran with it and move it about in any way they could.
It should be mentioned that at this stage, the game had no rules.
Such situation was until 1863 when definite division was
established between a game that was played with feet and the
game played primarily with hands. In fact, the year 1863 is
known for significant event in British sport when rugby football
and association football were divided into two different
directions. The Football Association in UK become the first
official governing body of the game. Thus, the contemporary
history of the game counts more than 100 years.
The rules that where developed at that times are in charge till
nowadays. The term “soccer” originates from Great Britain

2. where it was adopted by British Football Association in 1863
(Levinson and Christensen 103). In fact, the term “soccer” was
a plausibly shortened version of “the association football game”
that is recognized in British English to the present day
(Szymanski 5). Szymanski (5) backed up his assertion using a
letter to New York Times from 1905 where the origin of the
word “socker” was explained. Scientist pointed out the usage of
“-er” at the end of mane words such as “foot -er”, “sport -er”
(Szymanski 5). Another interesting explanation of the origin is
the fact that players wore socks; nevertheless, this
interpretation is regarded as heresy. As the game spread around
the world and reached U.S., “soccer” became colloquialism
during the first decade of the 20th century (Friedman). Term
“soccer” was used for distinguishing the game from the
American football (Friedman).
November 6, 1869 is widely cited as a the birthday of American
Soccer. On this day the first football game was played and the
ball that was used during the game is stored at the US Soccer
Hall of Fame in Oneonta, New York. During the game players
from the universities of Rutgers and Princeton adhered a
variation of the 1863 London FA rules. From this time, the
game was called “soccer” in U.S.
The question arises why the word “soccer” fall into disuse in
UK, the country of origin becoming dominant in U.S.
(Friedman). Szymanski (10) examined the frequency of usage
of the words “soccer” and “football” since 1900 in British and
American newspaper, in particular the Times of London and The
New York Times. His findings demonstrated that although
"soccer" was a recognized term in UK in the first half of the
20th century, it was not widely used until the end of World War
II, when it received popularity being interchangeable with
another definition of the game "football" and even other phrases
such as "soccer football" (Szymanski 10). Szymanski argued
that the term “soccer” received its wide usage in UK due to the

3. influence of American army troops that used to station in
Britain during the World War II and the popularity of American
culture in post war period. The rise in popularity of the word
“soccer” was observed in UK after 1945 (Szymanski 18).
Author explained such situation can be explained as a reflection
of a more relaxed British society in post-war period and moves
toward more informal ways of expression (Szymanski 18). The
term “soccer” was widely used as a definition of the game until
the 1980s when British people started rejecting the term, as the
game “soccer” gained more popularity in the U.S. Hence, UK
refused from using the term “soccer” that originated in the
country preferring to define the game as “football”.
Soccer is also associated with a way of life. People all over the
world play and watch this spectacular exciting team sport. It
should be mentioned that there are special soccer (football)
clubs where people gather together and watch their favorite
teams playing soccer. There are specific organizations
supporting soccer all over the world. For example, in Europe
there is the Federation Internationale de Football Association
(FIFA) that was founded in 1904 and support the development
of the game (Wingate 7). FIFA is responsible for holding World
Cups that are watched by the whole world by people of all ages,
sex, and religion. Millions of fans all over the world watch
soccer passionately cheering with their favorite teams.
Undeniably, soccer is truly international team game that unites
people from different countries. This game is played by people
of all ages from early childhood till old age. For some people,
soccer has become more than just a game but a way of their life.
Thus, people may group into clubs supporting their favorite
teams and following them whenever they go for the next match.
Therefore, the term “soccer” is associated with the spirit of
victory, unity and passion.
In conclusion, “soccer” is a term that defined the most popular

4. game in the world also known as “football”. There is a school of
thought that the term “soccer” is a plausibly shortened version
of “the association football game” that was introduced after
1863 when the Football Association in UK become the first
official governing body of the game. Although the word
“soccer” originated in UK, it is now widely used only in U.S.,
Australia and South Asia while in all other countries the game
is known as football. The term “soccer” received its popularity
in U.S. as it was used to distinguish the game from another
game that was earlier named “football” and involved using
hands. Currently, soccer is the most popular team game on the
planet that is played by millions of people. Soccer is an
international game that unites nations in World Cups and
regional championships. For some people, the term “soccer”
means more than just a game, but the way of life. People unite
in soccer clubs where they watch matches of their favorite
teams, communicate with each other and simply enjoy the
extensive world that soccer offers.
Works Cited
Friedman, Uri. "Why Americans Call Soccer 'Soccer'" The
Atlantic. Atlantic Media Company, 13 June 2014. Web. 2 Nov.
2015.
Levinson, David, and Karen Christensen. Encyclopedia of
World Sport: From Ancient Times to the Present. Santa Barbara,
Calif.: ABC-CLIO,
Szymanski, Stefan. "“It’s Football Not Soccer”." (2014): 1-18.
Print.
Wingate, Brian. Soccer: Rules, Tips, Strategy, and Safety. New
York: Rosen Central, 2007. 48. Print.

5. Idea/Sentence Outline
Title: Definition Essay
Topic: Soccer
Guiding Question: What comes to people mind when they hear
the word “soccer”
Thesis: soccer is a global sport that can be an activity, and
entertainment. It also have different meaning from each part of
the world.
1. Introduction
What have you heard of the word “soccer”? is it only a sport
that played by two teams of eleven players? Some people think
about soccer as sport. On the other hand, some people think
about as way to socialize with other people. Soccer is a global
sport that can be an activity, and entertainment. It also have
different meaning from each part of the world.
2. Body Para: soccer is a team game that need physical
movements.
a. Supporting detail: players are allowed to touch the ball with
every parts of their body except hands.
3. Body Para: soccer is a way to entertain whether by watching
or playing it.
a. Supporting detail: some people enjoy watching soccer games
on T.V with friends. Likely they can talk about the game and
guess which team is going to win.
b. Supporting detail: some people like to play soccer to
entertain themselves and get a good workout. And the thing
about soccer that’s good is you can make friends easily.
4. Body Para: the world is big, and on the World Cup season,
people just speak one language which is soccer. But different

6. names of soccer makes a little bit confusing.
a. Supporting detail: in Europe it is called football.
Supporting detail: in America football stands for American
football.
Concluding para
b. Reframe issue and thesis (vary wording) soccer has been a
universal sport with different aspects such as playing for fun,
socializing with others, and getting another names of it. All of
that belong under the word soccer.
Rev. 10-15
2 of 2
Rev. 01-15
Using
“Microprompts”
in
the
Revision
Process
How
to
use
this
handout
My
assumptions:
a)
you

7. have
already
created
at
least
one
working
draft
of
your
essay;
b)
you
have
a
Guiding
Question
and
Thesis,
c)
you
have
created
a
Sentence
Outline
for
your
paper.
If
you
have
not

8. already
gotten
to
this
stage,
do
so
before
proceeding.
General
description
and
process
The
purpose
of
this
handout
is
to
guide
you
through
the
process
of
revision,
expanding,
and
increasing
the
depth

9. of
your
current
essay.
It
is
also
designed
to
help
you
develop
complexity,
originality,
and
to
integrate
your
sources.
The
key
action
for
success
is
called
“question-­‐posing.”
It
involves
looking
at
your

10. existing
work
and
(by
yourself
or
with
a
partner)
creating
probing,
analytical,
and
critical
questions
(“critical”
doesn’t
mean
negative;
it
means
thoughtful,
focused,
and
precise,
and
insightful).
To
make
it
work,
you
must
ask:

11. “how
can
I
challenge
my
own
thinking
and
writing?”
To
work
with
this
handout
successfully,
you
also
need
to
be
somewhat
flexible.
It
is
not
a
“road
map”
or
“recipe.”

12. You
also
need
to
use
it
“recursively.”
This
means
coming
back
and
going
over
what
you
have
written
more
than
once,
and
even
a
second
or
third
time
to
apply
similar
questions
or
principles.

13. The
recursive
step
is
crucial
to
revision.
What
is
a
“microprompt”?:
Microprompts
are
questions
that
you
create
to
give
yourself
a
“local”
writing
task.
When
you
complete
this
task,
you
add

14. substance
to
your
essay.
You
also
shape
your
essay
to
answer
a
question
that
may
be
in
the
reader’s
mind
as
well.
Microtasks
may
be
used
anywhere
in
your
essay.
You
can

15. think
of
them
as
“mini”
guiding
questions,
or
as
questions
that
help
you
develop
the
very
next
idea,
sentence,
or
even
paragraph.
They
can
also
help
you
figure
out
how
to
integrate
your
sources

16. more
fully.
Microprompts
have
another
significant
function:
they
can
help
you
think
about
what
your
reader
needs
from
you.
Often
when
we’re
writing,
we
focus
on
getting
our
ideas
on
paper,

17. but
we
may
forget
how
“another
set
of
eyes”
will
look
at
our
work.
Often,
our
thinking
has
gaps
or
we
fail
to
explain
something
essential
to
our
reader
(though
we
may
not
recognize

18. it
as
such).
We
imply
but
don’t
make
“X”
explicit
enough.
So,
by
asking
ourselves
questions
like,
“what
does
my
reader
need
to
know
about
X?”
or
“how
would
my
reader

19. think
about
X?,”
you
can
more
concretely
imagine
your
audience
and
create
sentences
that
specifically
target
the
“reader’s
need
to
know.”
For
your
part,
microprompts
should
probe
your
own
writing
and
your

20. source’s,
and
help
you
think
about
(and
pay
attention
to)
what
your
your
reader
needs
from
you
to
access
your
thinking
from
the
words
you’ve
written
on
the
page.
In
creating

21. and
using
microprompts,
it
is
best
if
you
start
by
drawing
from
the
Critical
Thinking
“Elements
of
Thought”
and
Criteria
(link
on
Moodle),
and
learn
how
to
construct
questions
using
this
rich
toolset.

22. Remember
that
any
microprompt
may
be
modified
or
revised
to
serve
the
most
current
state
of
your
draft.
If
you
get
stuck
trying
to
answer
a
microprompt
you’ve
created,
you
can
break
it
down

23. into
more
than
one
(or
a
smaller)
question,
modify
it,
or
simply
change
it.
Remember:
its
purpose
is
to
help
you
develop
your
writing
by
focusing
a
specific
subtopic
in
your

24. writing
and
providing
you
a
question
to
answer
about
it.
Finally,
microprompts
are
really
just
thought
that
“drive”
writing.
As
you
sit
down
to
write,
without
even
realizing
it
or
using

25. microprompts,
you
continually
direct
yourself
to
create
a
variety
of
sentences
and
paragraphs
(“Ok,
now
I’m
writing
the
introduction…”).
These
direction
come
from
questions
in
your
mind
that
you
may
not
even
realize
you’re

26. posing
to
yourself
or
answering.
Microprompts
make
this
unconscious
(or
semi-­‐conscious
process)
into
an
explicit
process
of
question-­‐posing
within
the
particular
part
of
your
essay
where
you
need
it
most.

27. Steps
1. Refer
to
your
Sentence
Outline
and,
as
you
go
along,
copy
the
necessary
components
to
this
worksheet.
Ideally,
you
will
revise
your
outline
as
you
complete
this
sheet.
Hence,
much
of

28. what
is
on
your
Sentence
Outline
will
be
revised
here.
2. Open
the
Critical
Thinking
“Elements
of
Thought”
on
Moodle
(or
print
out
a
copy).
This
should
be
at
hand
as
you
go

29. through
the
Microprompt
revision
process.
Notice
both
the
Elements
of
Thought
and
the
Intellectual
Standards
(at
top
of
linked
page).
You
may
be
surprised
to
find
that
much
of
the
“work”
of
creating
the

30. microprompt
has
already
been
done!
You
just
need
to
modify
the
questions
posed
by
the
CT
guide
to
fit
the
specifics
of
your
essay
and
situation
to
be
addressed.
3. Begin
with

31. your
introduction.
It
is
one
of
the
most
important
parts
of
your
essay
because
it
“announces”
your
topic,
issue,
purpose,
and
stance.
It
also
provides
the
“context”
for
what
you’re
going
to
talk
about

32. in
your
paper.
The
introduction
defines
the
scope
of
your
essay.
It
can
be
“mined”
(referred
back
to
for
ideas)
once
it
is
created
and
used
to
help
you
stay
focused
and
on
track.

33. 4. Use
your
guiding
question
and
thesis
to
generate
topics
for
your
body
paragraphs’
main
ideas,
and
from
these,
microprompts.
Look
for
key
words
or
phrases
that
you
can
use
to
create

34. paragraph
level
topics—and
questions
to
create
sentences
about
them.
The
more
complexity
in
your
GQ
and
thesis,
the
more
you
can
draw
upon
later.
5. Generate
questions
about
assumptions
(your
own
or
sources’),

35. especially
unstated
ones
(see
Elements
of
Thought).
Create
questions
about
point
of
view
(this
opens
a
door
for
you
to
explain
how
your
sources
look
at
the
issue,
and
this
exploration
adds
complexity
to

36. your
paper).
Probe
your
existing
assertions
using
the
Intellectual
criteria
(Elements
of
Thought)
to
make
your
assertions
for
specific,
precise,
more
in
depth,
or
to
bring
out
the
significance
of
what
you’re
stating.

37. Worksheet
use
the
basic
structures
below,
expanding
them
as
needed.
Working
Title:
Working
Topic
(should
be
a
phrase
or
multiple
words):

38. Issue
statement
(up
to
3
sentences
explaining
the
“problem”
or
situation
you’re
going
to
address):
Guiding
Question
(one
sentence
only
+
question
mark):
Thesis
(one
sentence
only
that
includes
a

39. narrow
topic
and
a
stance):
Antithesis:
I.
Introducing
An
introduction
can
be
more
than
a
single
paragraph.
So
use
the
concept
of
“introducing”
rather
than

40. limiting
yourself
to
a
single
introductory
paragraph.
Introductions
have
specific
function
and
usually
follow
a
pattern:
introduce
and
then
build
toward
a
topic>>>provide
a
description
of
the
topic
in
various
ways>>>topic
development
(increases

41. complexity
about
the
topic
in
the
reader’s
mind)>>>then
introduces
the
issue>>>present
the
issue
rationale
(why
is
it
an
issue
at
all?)>>>and
finally
announces
the
writer’s
purpose
(this
is
revealed
in
the
thesis,
which
will

42. analyze,
evaluate,
explain,
synthesize,
etc.—see
Trait
Based
rubric).
Think
about
microprompts
that
will
spur
you
towards
developing
the
parts
of
the
introduction
pattern.
Also
think
about
your
reader’s
need
to
know

43. (in
effect,
you
are
“engineering”
your
reader’s
experience).
Both
types
of
microprompts
will
assure
you
have
plenty
of
“writing
tasks”
to
help
you
develop
the
introduction
properly
and
have
more
length
than
you
need,

44. so
that
you
can
edit
down
later.
Micro
prompts
for
introducing
1. What
makes
my
topic
interesting,
worthy,
or
complex?
Here,
you
explain
how
the
“elements”
or
“terms”
of
your

45. topic
relate,
connect,
and
create
a
focus
point.
Another
way
to
answer:
state
what
you’re
“focusing
on”
using
the
words
from
of
your
topic
and
key
word
searches,
then
lead
into
an
issue
statement.

46. As
you
begin
to
explain
why
your
topic
is
significant,
you
will
more
or
less
automatically
begin
to
explain
the
issue
(watch
for
this
transition).
2. What
is
the
issue?
Not
sure?
It

47. is
the
problem,
controversy,
or
concern
“out
in
the
world.”
Here’s
a
microprompt:
“why
is
at
least
one
of
my
sources
concerns
with
this
issue”?
(you
can
even
use
the
source
to
introduce
the

48. issue
by
paraphrase
or
quotation).
3. Next:
explain
the
issue
to
your
reader.
Yes,
I
understand
the
issue,
but
does
my
reader?
What
does
my
reader
need
to
know
about
X?
What
makes

49. the
issue
complex,
controversial,
important,
timely,
interesting,
valuable,
worthy
of
thinking
and
writing
about?
You
will
need
to
know
something
about
the
issue.
You
may
choose
to
bring
in
your
sources
here
for
“support”

50. of
your
purpose
(in
answering
the
microprompt
and
explaining
to
your
reader…)
4. What
makes
the
issue
matter,
or
why
should
your
reader
care
about
it?
(this
conveys
your
motivation
for
choosing
this

51. issue
to
writer
about,
and
indirectly
motivates
your
reader
to
read
on
and
to
care).
In
essence,
you
are
“arguing
the
issue,”
explaining
why
it
matters.
Some
microprompts
that
can
work
with
arguing

52. the
issue:
“What
is
significant
about
this
issue?”;
“What
implications
does
this
issue
have
for
_______?”;
“What
perspective
or
viewpoint
on
this
issue
______
or
______?”
(or
“How
does
our
understanding

53. of
the
issue
change
from
_____
perspective?”
You
will
notice
that
these
microprompts
utilize
the
Critical
Thinking
guide.
5. As
your
introduction
takes
shape,
you
will
eventually
introduce
your
thesis.
Without
stating

54. it,
try
to
answer
your
guiding
question.
You
may
need
some
additional
“background”
sentences
to
help
contextualize
your
thesis.
II.
Body
development
overview
1. Pattern:
the
paragraph
structure
tends
to

55. follow
main
idea
or
transitional
idea
and
supporting
details
(see
Sentence
Outline).
2. Each
paragraphs
contains
an
“opener”—a
sentence
that
gets
your
reader’s
attention
and
creates
an
expectation
for
a)
the

56. topic
of
the
paragraph
and
b)
the
purpose
of
the
paragraph
(arguing,
explaining,
comparing
contrasting,
describing,
showing
a
process,
cause/effect,
or
some
other
patter).
While
it
is
not
a
rule
that
the
opener
must

57. be
the
main
idea
of
the
paragraph,
it
often
it.
3. Each
paragraph
contains
a
“closer.”
A
paragraph
that
makes
an
“exit”
point,
comments
on
the
main
idea,
or
sets
up
the
next

58. paragraph
by
signaling
a
conclusion
and
a
transition.
4. Supporting
detail
sentences
can
vary
widely.
They
may
be
examples
or
new
information,
but
just
as
often
they
are
sentences
that
explain
the
main

59. idea,
provide
a
supporting
claim,
deal
with
an
assumption,
or
draw
an
inference
or
implication
from
the
main
idea
sentence.
(Students
often
think
that
supporting
details
must
be
examples;
this
is
not
true).

60. 5. Supporting
sentences
that
include
examples
or
additional
claims
often
need
to
be
explained,
not
merely
presented
(ask
yourself,
when
you
look
at
an
example
or
additional
claim,
“What
does
X
mean?”
or

61. “How
would
I
explain
X
to
my
reader?.”
Stating
or
presenting
is
only
50%
of
the
job.
Examples
of
microprompts
to
develop
or
revise
body
paragraphs
1. “What
aspect
of
the
issue

62. is
most
important,
significant,
or
has
greatest
consequence,
and
why?”
(You
can
use
your
words
or
your
sources’
paraphrased).
2. “What
viewpoints
on
the
issue
exist?”
(think
about
your
additional
sources,
besides
those

63. supporting
your
viewpoint)?
“What
is
most
significant
about
them?”
“What
is
most
valid
about
them?”
“What
are
their
limitations
or
weaknesses?”
3. Which
arguments
are
the
strongest
in
favor
of
a
viewpoint
you’ve

64. uncovered
in
your
research?
4. Which
of
the
arguments
are
the
weakest
or
most
vulnerable?
What
are
they?
What
makes
them
weak?
5. What
are
the
weakness
of
the
strong
arguments
and
the

65. strengths
of
the
weak
arguments?
III.
Concluding
Conclusions
should
be
a
natural
outgrowth
of
your
essay.
Avoid
mechanistic
closure,
such
as
restating
your
thesis
or
main
points.
It

66. is
important
to
think
clearly
about
your
reader’s
needs
at
this
point.
The
main
focus
of
the
introduction
is
often
a
“revisit”
of
the
issue
in
light
of
the
discussion
that’s
taken
place

67. in
your
essay.
Just
as
with
introducing,
concluding
can
be
more
than
one
paragraph
long.
Examples
of
concluding
microprompts
1. How
has
reading
your
essay
affected
the
reader’s
thinking,
understanding,
or

68. viewpoint
on
the
issue?
2. What
does
your
issue
“look
like”
in
the
rear
view
mirror?
Has
it
changed?
Does
it
appear
more
complex
(it
should)?
How
has
your
view
of
the

69. problem
changed
over
the
course
of
your
paper?
(yes,
you
can
discuss
how
your
view
has
changed
through
the
process
of
inquiry—answering
your
guiding
question).
3. What
surprises
have
emerged
as
a

70. result
of
learning
about
the
issue
and
other
viewpoints
on
it?
4. What
do
the
strongest
arguments
leave
untouched,
unresolved,
or
partially
completed?
One
frequent
“move”
in
concluding
is
to
indicate
what
further

71. “work”
needs
to
be
done
on
this
issue.
5. What
further
thinking
or
consideration
of
the
issue
or
“solutions”
to
it
remains
to
discuss?
By
suggesting
that
your
argument
is
incomplete
or
cannot

72. deal
with
all
facets
of
the
issue,
you’re
leaving
your
reader
with
“food
for
thought.”
This
allows
your
reader
to
value
the
complexity
of
your
argument
and
the
issue.
It
also
enhances
your
ethos

73. and
credibility
by
showing
that
you
know
your
argument
has
limitations,
in
part
because
it
is
narrow
and
specific.
Microprompt
strategies
for
integrating
sources,
extending
your
writing,
and
developing
paragraphs
(May

74. be
used
with
templates,
such
as
Explaining,
Framing,
Signaling,
Agreeing/
Disagreeing,
etc.,
on
Moodle>Tools)
Structure
for
building
toward
any
of
the
following:
• New
main
idea
sentence
stemming
from
previous
or

75. from
thesis
• Paragraph
closer
• Supporting
claim
• Discussion
of
assumptions
This
can
be
used
with
any
pattern:
descriptive,
narrative,
exemplificative,
argumentative,
comparison/
contrast,
cause-­‐effect,
definitional,
or
a
combination.

76. For
each
“suggestion”
below,
can
you
create
a
microprompt
to
go
with
it?
1. Create
a
dialogue
with
the
source
a. Provide
a
paraphrase
from
the
source
or
a
quotation
(don’t
forget
signal
phrasing)

77. b. “Interrogate”
what
you’ve
shared
with
the
reader
from
the
source.
i. Explain
the
quotation’s
meaning
or
emphasize
a
part
of
it
to
the
reader.
(MP
example:
What
is
most
important
in
the
quotation

78. /
paraphrase
and
why?)
ii. Explain
its
significance
(using
Critical
Thinking
criteria).
iii. Explain
its
complexity
or
“hidden
importance”
(related
to
inference)
iv. Draw
an
inference
v. State
implications

79. vi. “Discover”
and
discuss
assumptions
and
unstated
assumptions
(you
can
add
multiple
sentence
or
even
paragraphs
this
way).
Remember:
assumptions
are
“background
thinking”
that
is
necessary
for
any
argument
to
be
valid.
You
can

80. test
or
challenge
background
thinking
any
time
you
discuss
a
claim.
vii. Develop
a
related
topic
from
the
source
(don’t
forget
transition
sentences)
or
even
a
new
paragraph
“branching”
from
it.

81. 2. Creating
dialogue
with
the
source
to
examine
viewpoint
a. Does
the
source
present
a
viewpoint
on
the
topic
or
issue?
b. Can
you
explain
the
source’s
viewpoint
as
if
it

82. were
your
own
(as
though
you
were
promoting
that
viewpoint,
even
if
you
disagree)?
c. Can
you
identify
and
explain
the
strongest
support
for
the
source’s
viewpoint?
d. Can
you
explain
what
is
significant

83. in
the
source’s
viewpoint?
e. Can
you
state
one
or
more
significant
implications
(unstated
conclusions)
in
the
source’s
viewpoint
or
their
support
for
it?
3. Creating
dialogue
with
the
source
for

84. identifying
alternative
viewpoints
a. How
does
a
source
with
a
viewpoint
that
differs
from
your
previous
source
and
/
or
your
own
think
about
the
issue?
(this
allows
you
to
get
at
assumptions)

85. b. Can
you
explain
why
the
sources
disagrees,
or
agree
and
disagrees
with
you
or
another
source?
(you
can
use
compare
and
contrast
pattern
here)?
What
are
there
most
significant
differences?

86. c. Can
you
draw
out
implications
of
sources
that
show
their
strengths
and
weaknesses?
d. If
one
source
is
stronger
than
another,
can
you
explain
why?
4. Creating
dialogue
with
the
source
to

87. identify
controversy
a. Identify
a
controversy
in
your
source.
b. Explain
the
issue
/
controversy
to
your
reader
(stating
it
doesn’t
explain
it—you
need
to
answer
the
question,
What
makes
it
so?).

88. 5. Can
you
repeat
any
source-­‐related
patterns
with
related
topics,
issues,
or
additional
sources?
WOU First Year Writing Trait-Based Rubric for Academic
Essays
Version 2.0, Fall 2013
CONTENT
4 3 2 1
<<< High Quality
Low >>>
Topic
Focused
Responsive

89. Identifies and focuses
a topic clearly, and is
appropriately specific.
Provides a complete
and thoughtful
response to the task.
Identifies and focuses a
topic, but may be
insufficiently clear or
specific.
Addresses key features
of the writing task.
Identifies a topic, but
may be peripheral, lack
focus, and/or too
general.
Addresses some
aspects of the task.
Lacks an identifiable,
focused topic.
Does not answer the
question or substitutes a
simpler writing task.

90. Thesis
Defensible
Analytical/
Evaluative
Thought-
provoking
Asserts a defensible,
thought-provoking
claim and shows
reasonableness and
complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
Shows originality in
viewpoint and/or voice.
Asserts a defensible
claim, shows
reasonableness, but
may lack development

91. or complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
May lack originality in
viewpoint and/or voice.
Asserts a defensible
claim, but may be overly
broad, general, or
simplistic; may lack
development and/or
reasonableness.
Stance lacks analysis,
evaluation, and/or
synthesis; may weakly
indicate the need to
explain, prove, or
validate assertion.
Minimal originality in
viewpoint and/or voice.
Asserts the obvious or
lacks connection to an
issue. May generate a

92. May express a vague,
general, or undeveloped
stance.
Lacks originality in
viewpoint and/or voice.
Global
Development
& Support
Intro/Concl.
Relevance
Progression
Coherence
Reasoning

93. Introduction and
conclusion frame and
develop the topic and
Chooses relevant
evidence for purpose,
stance, and audience.
Develops a complex
view of the topic.
Integrates evidence
and ideas smoothly.
Develops a complete
reasoning pathway that
contains logical follow
through, considers
multiple points of view,
and examines
assumptions.
Introduction and
conclusion contribute to
development of topic.
Offers appropriate

94. support; may use varied
forms of evidence.
Stays on topic and
furthers the discussion.
Links evidence and
ideas.
Develops a logical
reasoning pathway with
minor gaps or leaps
while addressing other
points of view.
Has an identifiable
introduction and
conclusion.
May rely on observation
or example from source
with general, vague, or
unreflective inference or
opinion.
Inserts occasional
information that is
tangential or
disconnected.

95. Attempts to connect
evidence to ideas but
does so partially or
inconsistently.
May contain some gaps
in reasoning pathway;
deals minimally with
other points of view.
Introduction and/or
conclusion may be brief
or missing altogether.
Offers general support
that is unreflective,
mainly personal, or
vague.
Presents marginal or
irrelevant information
that is off topic.
Does not consistently
connect evidence to
ideas.
Contains gaps and/or
leaps in development
and does not examine
other points of view.

96. Paragraph
Organization
Connected
Detailed
Purposeful
Has clear progression
of ideas that develops
point(s) through well-
connected sentences
(transition words, topic
sentences, etc.).
Details proficiently
support the paragraph
topic.
Fulfills an essential
function in the
development of the
whole piece.
Is marked by
appropriate progression
with an occasional gap
in sentence

97. connections.
Details adequately
support the paragraph
topic.
Contributes to the
development of the
whole piece.
Has identifiable
progression marked by
wandering and/or some
disconnected
sentences.
Provides insufficient
detail to support
paragraph topic.
Does not purposefully
contribute to the
development of the
whole piece.
Has unclear and
confusing progression
and/or frequent
disconnected
sentences.
Provides generalities or
irrelevant details to

98. support paragraph topic.
Provides marginal or
unclear contribution to
the development of the
whole piece.
WOU First Year Writing Trait-Based Rubric for Academic
Essays
Version 2.0, Fall 2013
FLUENCY, ACCURACY, & APPROPRIATENESS IN
LANGUAGE
4 3 2 1
<<< High Quality
Low >>>
Word Choice
Varied
Specific
Accurate
Uses a variety of
specific and accurate
words as appropriate for
the topic.
Shows accurate control
of appropriate words,
but not as varied or

99. specific as possible.
Features noticeably
general words,
repetitions, and
occasional inaccurate or
informal usage.
Contains predominantly
general, repetitive, and
sometimes inaccurate
or informal words (too
colloquial).
Sentence
Structure
Purposefully
Varied
Accurate
Purposeful and
consistent use of a wide
variety of sentence
types, opening
elements, noun
modifiers, and adverbial
elements.
No awkward,

100. ungrammatical, or
informal structures
within a 2 paragraph /
~300 word section.
Purposeful and
consistent use of typical
sentence types with
some variety of
sentence openers, noun
modifiers, and adverbial
elements.
No severely awkward,
ungrammatical, or
informal structures over
a 2-paragraph / ~300
word section.
Little variation of
sentence types,
openers, noun
modifiers, and adverbial
elements.
Occasional awkward,
ungrammatical, or
informal structures over
a 2-paragraph / ~300
word section
Reliance on the most
basic sentence types
with very little variation

101. of openers, noun
modifiers, and adverbial
elements.
Frequent awkward,
ungrammatical, or
informal structures
throughout the essay.
Punctuation
Accurate
Varied
Uses a variety of edited
English punctuation
consistently to enhance
meaning and rhetorical
effects.
Uses terminal and
internal punctuation of
edited English
consistently though not
always for varied
rhetorical effect.
Shows inconsistent use
of accurate punctuation
for edited English.
Contains frequent errors
of terminal and internal

102. punctuation.
Voice, Tone,
Formality
Appropriate
The use of words,
sentences, and
punctuation creates a
distinct and engaging
voice, tone, and level of
formality appropriate to
audience, purpose, and
genre.
The use of words,
sentences, and
punctuation creates a
consistent voice, tone,
and level of formality
appropriate to audience,
purpose, and genre.
The use of words,
sentences, and
punctuation creates an
inconsistent voice, tone,
or formality level that is
occasionally
inappropriate to the
situation.
The use of words,
sentences, and

103. punctuation shows a
lack of awareness of the
voice, tone, and
formality level expected
in academic writing.
DOCUMENTATION
4 3 2 1
<<< High Quality
Low >>>
Conventions
Varied
Correct
Displays a variety of
correct in-text citations.
Complete, correct
references.
Demonstrates correct
in-text citation format.
Complete, correct
references.
Contains in-text
citations.
References are always
present though they

104. may be incorrect.
Lacks in-text citations.
References sources,
though with incomplete
or imperfect formatting.
Integrating
Context
Signaling
Variety
Selects and
contextualizes sources
to integrate smoothly
with own ideas and
writing style.
Signals all sources, with
a variety of signaling.
Uses summary,
paraphrase, and
quotation as rhetorical
needs dictate.
Offers context for the
source with occasional
awkward integration.

105. Signals all sources, but
may lack signaling
variety.
Uses quotations along
with a balance of
summary and
paraphrase.
Differentiates between
source and own ideas
but without sufficient
context or integration.
Includes occasional
signal phrasing.
Lacks balance of
summary, paraphrase,
and quotation.
Does not differentiate
sources from own ideas
or omits use of sources.
Lacks signal phrasing.
Excessive quotation;

106. inaccurate or minimal
use of summary and
paraphrase.
WOU First Year Writing Trait-Based Rubric for Academic
Essays
Version 2.0, Fall 2013