Read the rubric in about 30 seconds
The quick questions tell you what each criterion is trying to detect. They are a reading aid, not a substitute for the full course rubric. Use the dedicated rubric page when you need exact rating boundaries or calibration notes.
No overall score or winner is calculated. Each criterion stays separate so faculty can decide which kinds of coverage matter for their own course design.
ENGL C1000
Academic Reading and Writing
Start with the questions below. Open the dedicated course rubric when you need exact rating thresholds or calibration notes.
What we look for, in plain language
These questions summarize the intent of each criterion. Use the full course rubric for the exact rating language.
- Academic Reading
- Does the OER explicitly teach students how to read, annotate, question, summarize, and analyze college-level texts?
- Rhetoric & Rhetorical Awareness
- Does it teach audience, purpose, context, genre, and rhetorical choices, not just name the terms?
- Writing Process
- Does it support invention, drafting, feedback, revision, editing, and reflection as connected stages?
- Academic Genres
- Does it teach how college writing works across more than one genre or rhetorical situation?
- Research & Source Use
- Does it teach inquiry, source evaluation, integration, and synthesis rather than only quotation?
- Documentation
- Does it give usable instruction and models for citation, attribution, and works cited or references?
- Language & Style
- Does it connect clarity, voice, tone, sentences, and usage to rhetorical purpose rather than correctness alone?
ENGL C1001
Critical Thinking and Writing
Start with the questions below. Open the dedicated course rubric when you need exact rating thresholds or calibration notes.
What we look for, in plain language
These questions summarize the intent of each criterion. Use the full course rubric for the exact rating language.
- Critical Reading
- Does it teach students to identify, analyze, and evaluate claims, evidence, assumptions, and reasoning in complex nonfiction?
- Argument & Rhetoric
- Does it explicitly teach how arguments work rhetorically and how students can build their own?
- Logic & Reasoning
- Does it teach reasoning patterns and how to assess whether conclusions follow from evidence?
- Biases & Fallacies
- Does it teach students to recognize bias and common reasoning errors in context?
- Research & Source Evaluation
- Does it teach students to find, evaluate, and question sources as part of inquiry?
- Evidence & Documentation
- Does it show how to use evidence responsibly, integrate sources, and document them?
- Writing & Revision
- Does it help students develop, test, and revise arguments rather than only produce a final essay?
- Diverse & Complex Nonfiction
- Does it give students substantial work with complex nonfiction from varied voices, contexts, and perspectives?
ENGL C1002
Introduction to Literature
Start with the questions below. Open the dedicated course rubric when you need exact rating thresholds or calibration notes.
What we look for, in plain language
These questions summarize the intent of each criterion. Use the full course rubric for the exact rating language.
- Literary Breadth
- Does it provide enough range of literature to support an introductory literature course?
- Poetry
- Does it include substantial poetry and enough support to teach students how to read and analyze it?
- Drama
- Does it include substantial drama and enough support to teach students how to read and analyze it?
- Fiction
- Does it include substantial fiction and enough support to teach students how to read and analyze it?
- Diverse Literary Voices
- Does the literary selection include varied cultural, historical, and social perspectives?
- Literary Terms & Critical Approaches
- Does it teach the concepts and interpretive lenses students need to discuss literature?
- Close Reading & Literary Analysis
- Does it explicitly teach students how to move from textual detail to an interpretive claim?
- Research & Writing about Literature
- Does it support thesis development, primary-text evidence, secondary research, documentation, drafting, and revision?
ENGL C1003
Critical Thinking and Writing through Literature
Start with the questions below. Open the dedicated course rubric when you need exact rating thresholds or calibration notes.
What we look for, in plain language
These questions summarize the intent of each criterion. Use the full course rubric for the exact rating language.
- Literary Breadth
- Does it provide enough literature to sustain the course’s literary study?
- Diverse Literary Voices
- Does the literary selection include varied cultural, historical, and social perspectives?
- Close Reading & Literary Analysis
- Does it teach students how to analyze textual evidence and build interpretations?
- Argument & Thesis Development
- Does it explicitly teach arguable claims and sustained thesis-driven writing about literature?
- Logic & Critical Reasoning
- Does it explicitly teach reasoning, assumptions, evidence, and evaluation rather than only asking students to “think critically”?
- Biases & Fallacies
- Does it teach bias and fallacies explicitly enough for students to recognize and evaluate them?
- Critical Approaches & Context
- Does it help students interpret literature through critical lenses and historical or cultural context?
- Research & Source Evaluation
- Does it teach how to find, evaluate, and use secondary sources in literary research?
- Writing, Revision & Documentation
- Does it support drafting, substantive revision, and responsible citation in literary arguments?