You are viewing an old version of this page. View the current version.
Compare with Current
View Page History
Version 1
Next »
APPENDIX C ~ Writing Standards – Undergraduate Level (Grid Version)
Criteria |
A excellent |
B good |
C minimal expectations |
D to F below expectations;
may be unacceptable |
Comments |
|
Content
(quality of the information/ideas and sources/details used to support them) |
- shows clarity of purpose
- shows depth of content
- applies insight and represents original thinking
-demonstrates quality and breadth of resources
|
- shows clarity of purpose
-shows substantial information and sufficient support
- represents some original thinking
-uses quality resources
|
-shows clarity of purpose
-lacks depth of content and may depend on generalities or the commonplace
- represents little original thinking
-uses mostly quality resources
|
-lacks clear purpose
- is superficial in content
- lacks original thinking
-uses resources of poor quality
- includes factual or logical errors
-may not follow the instructions in content or length
|
|
|
Structure
(logical order or sequence of the writing) |
- is coherent and logically developed
-uses very effective transitions
|
-is coherent and logically developed
-uses smooth transitions |
-is coherent and logically (but not fully) developed
-uses some awkward transitions |
-uses inadequate,
irrelevant or illogical development and transitions |
|
|
Style
(appropriate attention to audience: effective word choice, sentence variety, voice; appropriate level of formality for academic writing vs. informal text messages and email) |
- is concise, eloquent, and rhetorically effective
- composes varied sentence structure
|
- displays concern for careful expression
- composes some varied sentence structure
|
- displays some personality but lacks imagination and may be stilted
- composes little varied sentence structure
- frequently uses jargon and clichés
|
- is simplistic
- composes ineffective sentence style
- applies limited vocabulary with jargon and clichés
- is clearly below expectations for college students
|
|
|
Conventions
(adherence to grammar rules: usage, mechanics) |
- composes well-constructed sentences
- makes virtually no errors in grammar and spelling
- makes accurate word choices
|
- almost always composes well-constructed sentences
- makes minimal errors in grammar and spelling
- makes accurate word choices
|
- usually composes well-constructed sentences
- makes several errors
- makes word choices that distract the reader
|
- does not compose well-constructed sentences
- confuses readers with many errors
- makes frequent inappropriate word choices
|
|
|
Source Integrity
(appropriate acknowledgment of sources used in research) |
- cites sources for all quotations
- credible paraphrases, cited correctly
- includes reference page
- makes virtually no errors in documentation style
|
- cites sources for all quotations
- credible paraphrases, usually cited correctly
- includes reference page
- makes minimal errors in documentation style
|
- cites sources for all quotations
- mostly credible paraphrases, sometimes cited correctly
- includes reference page
- makes several errors in documentation style
|
- does not cite sources for all quotations
- less than credible paraphrases, often not cited correctly
-little to no evidence of source usage
- may not include a reference page or is very weak
- makes many errors in documentation style
|
|
|
The weighting of each of the five areas is dependent on the specific written assignment and the teacher's preference. Plagiarism occurs when a person 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). |
|
|
|
|
|
Grade |
|