Undergraduate 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