"A" Paper
Perhaps the principle characteristic of the "A" paper is its rich content. The "A" paper clearly presents a provocative thesis and demonstrates an excellent command of the subject matter. The information delivered is such that one feels significantly taught by the author, sentence after sentence, paragraph after paragraph. The "A" paper is also marked by stylistic finesse: The title and the opening paragraph are engaging; the transitions artful; the phrasing is tight and fresh, and highly specific; the sentence structure is varied-, the tone enhances the purpose of the paper. In addition, there are no glaring errors in grammar, capitalization, punctuation, usage and spelling. The "A" paper shows an ability to explain, illustrate, compare, contrast, and synthesize ideas. It is consistently and adequately appropriate. Finally, the "A" paper is organized, clear, coherent, and effective throughout

"B" Paper
It is substantively the same as an "A" paper except that it lacks the originality of its superior and might be mildly deficient in one or more of the other areas. Besides being almost free of mechanical errors, the "B" paper delivers substantial information--that is, substantial in both quantity and interest. It demonstrates a good knowledge of the subject matter as well as a capacity for fluency of ideas and independent thinking although not always realized in the paper. The specific points are logically ordered, well-developed, and unified around a clear organizing principle that is apparent early in the paper. The ideas are usually adequately supported. The opening paragraph draws the reader in, the closing paragraph is both conclusive and thematically related to the opening. The transitions between paragraphs are for the most part smooth, the sentence structures pleasingly varied. The diction of the "B" paper is typically much more concise and precise than that found in the "C" paper. Occasionally it even shows distinctiveness--i.e., finesse and memorability. In short, the writing in the "B" paper is organized, clear, coherent, and correct.

"C" Paper
It is generally competent--it meets the assignment, has few mechanical errors, and is reasonably well-organized and developed. The "C" paper demonstrates an average knowledge of the subject matter. The actual information it delivers, however, seems thin and commonplace. One reason for that impression is that the ideas are typically cast in the form of vague generalities--generalities that prompt the reader to ask: "In every case?" "Why?" "What evidence/explanation might you use to support this claim?" The "C" paper reveals a weakness in effectively stating, explaining, and discussing ideas; the paper tends to be static--it does not "go anywhere." Stylistically, the "C" paper has other shortcomings as well. The opening paragraph does little to draw the reader in; the transitions between paragraphs are often bumpy; the sentences, besides being choppy, tend to follow a predictable (hence monotonous) subject-verb-object order; the diction is occasionally marred by unconscious repetitions, redundancy, and imprecision. The reader can follow what is being said overall, but may need to pause or re-read on occasion. The "C" paper, then, while it accomplishes its purpose, lacks both imagination and intellectual rigor. The writing in the "C" paper is clear, controlled, and correct for the most part, but expression is occasionally faulty.

"D" Paper
Its treatment and development of the subject are only rudimentary; the "D" paper demonstrates an inadequate grasp of the subject matter and fails to state, discuss, and develop ideas effectively. Ideas are inadequately supported. While organization is present, it is neither clear nor effective. Sentences are frequently awkward, ambiguous, and marred by serious mechanical errors. The writing is faulty: errors occur in mechanics (spelling, punctuation, run-on sentences, sentence fragments, subject-verb or pronoun antecedent agreement), phrasing (awkward, unidiomatic, or ungrammatical sentences, inaccurate or inappropriate diction), and/or organization (lack of paragraph logic, development, or unity). Evidence of proofreading is scanty, if it exists at all. In fact, the whole paper often gives the impression of having been conceived and written in haste.

"F" Paper
This paper lacks a central idea or purpose (thesis). Its treatment of the subject is superficial, its theme lacks discernible organization, and its prose is garbled or stylistically primitive. The "F" paper manifests any or all of the qualities of the "D" paper. Errors in mechanics are frequent and consistently distract the reader, taking attention away from the writer's message and severely impairing readability. The "F" paper fails to follow or to complete an assignment. In short, the ideas, organization, and style fall far below what is acceptable in college writing.