Academic Writing Standards

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

Writing Standards – Writing Standards –Graduate Level (revised Spring 2012)

Criteria	A excellent	B minimal 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	shows clarity of purpose offers substantial information and sufficient support represents some original thinking	shows clarity of purpose lacks depth of content and may depend on generalities or the commonplace represents little original thinking
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 has some awkward transitions
Rhetoric and Style (appropriate attention to audience)	is concise, eloquent and rhetorically effective uses varied sentence structure is engaging throughout and enjoyable to read	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
Information Literacy (locating, evaluating, and using effectively the needed information as appropriate to assignment)	uses high-quality and reliable sources chooses sources from many types of resources chooses timely resources for the topic integrates references and quotations to support ideas fully	uses mostly high-quality 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 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)	cites sources for all quotations cites credible paraphrases correctly includes reference page makes virtually no errors in documentation style	cites sources for all quotations usually cites credible paraphrases correctly includes reference page makes minimal errors in documentation style	has sources for all quotations has mostly credible paraphrases, sometimes cited correctly includes reference page with several errors makes several errors in documentation style.
Conventions (adherence to grammar rules: usage, mechanics)	uses well-constructed sentences makes virtually no errors in grammar and spelling makes accurate word choices	almost always uses well-constructed sentences -makes minimal errors in grammar and spelling makes accurate word choices	usually uses well-constructed sentences makes several errors makes word choices that distract the reader
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).