APPENDIX D ~ Writing Standards – Writing Standards –Graduate Level (revised Spring 20122/22/2017)
minimal adequate expectations | C below |
|---|
expectations | Comments |
|---|
Content
(quality of the information, ideas and supporting details |
.) | - shows clarity of purpose
- offers depth of content
- applies insight and represents original thinking
- follows guidelines for content
| - shows some clarity of purpose
- offers
|
substantial information and sufficient support represents - some depth of content
- applies some insight and some original thinking
- mostly follows guidelines for content
| - shows minimal clarity of
purpose
|
-lacks - offers minimal depth of content
|
and may depend on generalities or the commonplace represents little - or incorrect content
- applies minimal insight and original thinking
|
- does not follow guidelines for content
|
|
Structure
(logical order or sequence of the writing) |
is coherent - shows coherence, and logically developed paragraphs
|
-- uses very effective transitions
|
-is coherent and logically developed
-uses smooth transitions | -is coherent and logically (but not fully) developed
-has some awkward transitions | - between ideas and sections
- constructs appropriate introduction and conclusion
| - shows some coherence and some logically developed paragraphs
- uses some effective transitions between ideas & sections
- shows some construction of appropriate introduction and conclusion
| - shows minimal coherence and logically developed paragraphs
- uses minimal transitions between ideas and sections
- shows minimal construction of appropriate introduction and conclusion
|
|
Rhetoric and Style
(appropriate attention to audience) | - is concise, eloquent and rhetorically effective
- effectively uses correct, varied and concise sentence structure
|
- throughout and enjoyable - displays concern for careful expression
- uses some variation in sentence structure
-may be wordy in places
| - displays some originality but lacks imagination and may be stilted
- uses little varied sentence structure
- frequently uses jargon and clichés
-uses generally clear but frequently wordy prose
| | - writes appropriately for audience and purpose
| - is somewhat concise, eloquent, and rhetorically effective
- generally uses correct, varied, and concise sentence structure
- is somewhat engaging to read
- generally writes appropriately for audience and purpose
| - shows minimal conciseness, eloquence, and rhetorical effectiveness
- uses incorrect, monotonous or simplistic sentence structure
- is not engaging to read
- lacks appropriate writing for audience and purpose
- uses inappropriate jargon and clichés
|
|
Information Literacy
(locating, evaluating, and using effectively the needed information as appropriate to assignment) | |
high-quality - academic and reliable sources
- chooses sources from many types of resources
- chooses timely resources for the topic
- integrates references and quotations to support ideas fully
| |
high-quality - academic and
reliable sources
|
-- chooses sources from a moderate variety of types of resources
|
-- chooses resources with mostly appropriate dates
- integrates references and quotations to provide some support for ideas
|
-uses a few poor-quality or unreliable - lacks academic and reliable sources
|
-- chooses sources from a few types of resources
|
-- chooses a few resources with inappropriate dates
|
-- integrates references or quotations that are loosely linked to the ideas of the paper
|
|
|
Source Integrity
(appropriate acknowledgment of sources used in research) | - correctly cites sources for all quotations
- cites
|
credible - paraphrases correctly and credibly
- includes reference page
- makes virtually no errors in documentation style
- makes virtually no errors in formatting
- incorporates feedback given in previous written assignments
| - correctly cites sources for
|
all - most quotations
- usually cites
|
credible - paraphrases correctly and credibly
- includes reference page with some errors
- makes
|
minimal - some errors in documentation style
|
has - makes some errors in formatting
- incorporates some feedback given in previous written assignments
| - provides minimal sources for
|
all has mostly credible paraphrases, sometimes cited correctly - sometimes cites paraphrases correctly and credibly,
- includes reference page with
|
several - several - many errors in documentation style
|
. - makes many errors in formatting
- lacks incorporation of feedback given in previous written assignments
|
|
Conventions
(adherence to grammar rules: usage, spelling and mechanics of Standard Edited English or SEE) |
uses well-constructed sentences
- makes virtually no errors in
|
grammar and spelling - SEE conventions
- makes accurate word choices
|
almost always uses well-constructed sentences
-makes minimal errors in grammar and spelling
- makes some errors in SEE conventions
- almost always makes accurate word choices
|
- usually uses well-constructed sentences
- makes several errors
- makes word choices that distract the reader
| - makes many errors in SEE conventions
- makes many inaccurate word choices
|
|
The weighting of each of the six areas is dependent on the specific written assignment and the teacher's preference.
Plagiarism occurs when one presents as one's own "someone else's language, ideas, or other original (not common- knowledge) material without acknowledging its source" (adapted from Council of Writing Program Administrators). |
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