WRITING STANDARDS

Below is a rubric that writing instructors may use to guide their evaluations of student writing.  Five criteria are assessed here:  focus, development, organization, style, grammar and mechanics.  If the description  for each of those five criteria matched those in the far left column, that would indicate a paper in the "D" range; the middle column would indicate a paper in the C and/or  B range; the column to the far right indicates the criteria for an A paper.
 
 

NEEDS REWORKING	NEEDS REFINING	EXCELLENT
	Focus
Writing lacks a definite and unifying persuasive purpose: its argumentative claim is vague or inconsequential for the audience and/or it strays from its claim. It is unlikely to persuade its designated audience.	Writing is unified by a definite persuasive purpose: its claim is clear and consequential for the audience and it sticks to the focus stated by the claim. It seems likely to achieve its persuasive purpose	In addition to being unified, writing is founded in a claim that is both an insightful response to the rhetorical problem and valuable for the audience. The writing clearly achieves its persuasive purpose.
	Development
Writing provides weak support for the claim: its evidence or supporting arguments are insufficient-sketchy and unconvincing-and/or are inappropriate for the audience and purpose. Sources are chosen or used irresponsibly.	Writing provides adequate support for the claim: it incorporates enough evidence or supporting arguments to be convincing and arguments that are appropriate to the audience and purpose. Sources are chosen and used fairly and responsibly in support of the claim.	Beyond sufficiency and appropriateness, writing uses evidence or supporting arguments in an especially persuasive way-lively, informative, and engaging. Sources are well chosen and used with insight in support of the claim.
	Organization
Writing lacks coherence: the relationships among the ideas are unclear, a result of an organizational structure that is not appropriate to the persuasive purpose and/or of inadequate transitional material	Writing is coherent: the relationships among the ideas are generally clear; the organizational structure may be followed with little difficulty and is appropriate to the persuasive purpose; suitable transitional material aids the reader in following the logic of the argument.	Writing achieves a smooth and logical flow of thought that seems natural. Its organizational structure is easily navigated and incorporates transitions that effectively guide the reader through the argument.
	Style
Style and tone weaken the argument by being unclear and/or inappropriate to the audience or purpose: sentence structure is too simple or overly complex or monotonous and doesn't place emphasis on important ideas; word choice is cliched, dull, inconsistent, or unsuitable to audience or purpose.	Style and tone support the persuasive purpose: sentences are clear and incorporate proper emphasis; they are written at a level appropriate to the audience; word choice is suitable to the audience and purpose and avoids wordiness and redundancy.	In addition to being clear and appropriate, style enhances the persuasive purpose: it is lively and inventive; sentence structure is varied and highly readable; choice of words is fresh and interesting, making the ideas memorable and powerful.
	Grammar and Mechanics
The kind and number of grammatical and mechanical errors seriously impede the progress of the reader and undermine the credibility of the writer. Sources are documented inadequately.	Reader is not impeded by grammatical and mechanical errors. Writing demonstrates general mastery of Standard Written English. Sources are documented adequately, using a documentation system that is appropriate to the audience.	Writing has virtually no problems with grammar and mechanics, demonstrating a mature command of Standard Written English.