Grades for Writing:

• An "A" paper develops a clear central idea with originality and depth of thought. It displays a consistent sense of audience. The topic is engaging, focused and unfolds with clear and logical supporting ideas and/or facts.
• The writing demonstrates a clear command of style, and the language is fresh and engaging.
• The organization is sound and easy to follow, but not overly strained ("first," "second," "third,"). Each paragraph has a clearly central idea supported by specific details and/or examples. Paragraphs flow smoothly into the next.
• Sentences are clearly constructed and demonstrate variety in length and pattern. Words are precise and convey a consistent tone.
• The paper is free of errors in grammar, spelling, punctuation and mechanics.

"B" paper:

• A "B" paper has a clearly stated central idea but lacks originality. At times it loses track of the intended reader. The topic is engaging, focused adequately and logically developed.
• The writing demonstrates competence and occasional stylistic flair but lacks the command of style and language which categorize an "A" paper.
• Organization is clear but a bit strained. Each paragraph has a central idea, appropriate organization and adequate development. Transition between paragraphs are generally smooth.
• Sentences do not display the variety in length and pattern of an "A" paper. Word choice and tone are less effective than the "A" paper.
• The paper is essentially free of common errors in grammar, spelling, punctuation and mechanics.

"C" paper:

• The "C" paper has a reasonably clear central idea and shows an adequate grasp of audience. Its focus is generally apparent but blurred, and the development sketchy.
• The writing demonstrates college-level proficiency but generally lacks the stylistic features of the "A" or "B" paper.
• Organization is satisfactory but a bit unclear. Most paragraphs have a central idea and some sense of organization, but development is often vague and transitions between paragraphs lack smoothness.
• Sentences are generally satisfactory but show little variation. Word choice is acceptable but not precise, and the tone is inconsistent.
• There are some mistakes in grammar, spelling, punctuation and mechanics.

"D" paper:

• A "D" paper fails to adequately develop and sustain a clear central idea. The sense of audience is inconsistent or totally lacking in places. The topic is weak and not properly focused.
• No sense of style is evident, and the writing generally does not suggest college-level proficiency.
• The organization frequently breaks down or is hard to follow. Not all paragraphs exhibit a central idea, and development is often vague. Transitions are frequently lacking.
• Awkward and incorrect sentences occur frequently. Words are improperly used and tone is inconsistent.
• Errors in grammar, spelling, punctuation and mechanics occur repeatedly.

"F" paper:

• An "F" paper fails to state any semblance of a central idea and has no notion of audience or topic.
• The writing is ambiguous and characterized by many errors.
• No organization is evident. The paper exhibits improper paragraphing.
• Awkward and incorrect sentences predominate. Words are consistently misused.
• Errors in grammar, spelling, punctuation and mechanics abound.