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Updated: Jan 21, 2026

Writing and Low-Temperature Characterization of Oxide Nanostructures
Published on: July 18, 2014
Development of a Writing Rubric: A Failed Research Study Yielding Positive Results
Gayle L Kruse1, Susan L Baylor, Phyllis D Thomson
1About the Authors Gayle L. Kruse, MS, APRN, GCNS-BC, ACHPN, Instructor, and Susan L. Baylor, MSN, RN, NCSN, CNE, assistant professor are now retired, from Saint Anthony College of Nursing, Rockford, Illinois, when this article was written. Phyllis D. Thomson, PhD, RN, CNE, and Peggy L. Wagner, MSN, APN, FNP-BC, CCRN, are currently assistant professors at Saint Anthony College of Nursing. Andrea S. Doughty, PhD, is an associate professor at Saint Anthony College of Nursing. For more information, contact Phyllis D. Thomson at phyllisthomson@sacn.edu.
Abstract:
Faculty frustration with poor student writing ability and inconsistency among faculty on grading elements of assigned papers triggered the college administration to appoint a writing task force. The first goal was to develop a writing rubric. To measure the effectiveness of the rubric, faculty designed a research study but encountered failure early. Researchers could not achieve interrater reliability using the rubric and were unable to move forward. However, even a failed research study does not necessarily result in failure. Positive lessons were learned, a rubric contract was implemented, and our processes were innovated for improved faculty/student communication.
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