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College performance standards
are more demanding than those
used in most high schools. So
that you may see several assignments
you are likely to have at each
level of composition and how
others have successfully completed
them, examples of acceptable
college writings appear in the
100, 104, 108, and 112 sections
of the Guide.
Specific assignments and grading
guidelines will vary on individual
assignments; however, following
are broad definitions
of what is necessary to achieve
each grade level. Key writing
terms are italicized; their
definitions can be found in
the Glossary of Terms.
A
First, the paper
develops a central
idea (thesis)
with precise, convincing details.
Ideas are thought-provoking
and reflect the
insight of the
writer.
Second, organization
of supporting
details (body
of paper)
is logical and
effective. Paragraphs are
clearly defined
units of thought
which function
logically as
parts of the
whole paper. Transitions are
clear and effective.
Third, sentences
are skillfully
constructed,
forceful, and
varied in length
and type. Diction is
precise and vivid,
contributes to
the central idea,
and is appropriate
to the tone of
the paper.
Fourth, the
writer demonstrates
proper language usage and
control of mechanics.
B
This paper has
a clear, adequately
developed central
idea (thesis),
with appropriate
details to support
it.
Also, it is
organized in
focused paragraphs
of suitable lengths,
with controlled
use of transitions.
In addition,
its sentences
are skillfully
constructed and
varied in length
and type, and
the diction is
accurate and
effective.
Furthermore,
the paper is
free of serious
errors in language
usage and/or
mechanics.
C
This paper has
a clear central
idea which receives
some support and
development.
The basics of
organization
are present,
directed toward
the purpose of
the paper through
the frequent
use of transitions.
The language
conveys the author's
thoughts clearly,
and the sentence
structure and
variety are adequate.
The writer shows
some understanding
of proper grammar
and is competent
in capitalization,
punctuation,
and spelling.
D
First, the paper
has a central idea
that is overworked
or stale, or one
that is not clearly
stated or adequately
supported.
Next, the paper's
organization
falters because
little attention
is paid to the
arrangement of
ideas. Transitions,
if present, are
weak or misleading.
Furthermore,
sentences are
constructed awkwardly,
illogically,
or carelessly,
and word choices
are often inappropriate
or vague.
Finally, it
contains serious
errors in both
usage and mechanics.
F
The failing paper
may contain a central
idea, but it is
not clear. Its
development often
consists of a series
of generalizations
with few specific
examples, details,
or facts.
The paper's
organization
is not logical.
Its paragraphs
usually lack unity or coherence.
Sentences are
difficult to
understand; some
are merely fragments.
Misused words
contribute to
confusion in
the paper.
This paper contains
many serious
errors in usage
and mechanics.
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