These guidelines are purposefully broad as each instructor might customize a rubric or set of values appropriate to the project at hand. Instructors will specify the strengths and weaknesses of individual papers through evaluative comments.

The "A" Paper
The "A" paper is excellent, showing originality in thought and expression.
" The paper clearly responds to the assignment.
" The thesis is precise. A provocative introduction provides necessary background information.
" Organization is logical, clear, and structured to stress key points.
" Development is accurate, thorough, and convincing in its support of the thesis and topic statements. Paragraphs include a variety of supporting examples and vivid details.
" Style reflects a mature use of language and syntax. Word choice is interesting, precise, and appropriate to the audience and purpose. Sentence structure is varied and fluent.
" Mechanics are sound; the paper is free of all major errors and has few if any minor errors.
" The paper is formatted correctly. When documentation is warranted, the paper cites correctly in MLA style, both in parenthetical citations and on the works cited page.

The "B" Paper
The "B" paper is good but shows limited creativity or originality.
" The paper clearly responds to the assignment.
" The thesis is precise but not necessarily original, with an effective introduction.
" Organization is clear, yet transitions lack distinction.
" Development is accurate, adequate, and convincing but may lack range, variation and vividness in supporting examples and details.
" Style is appropriate but may lack freshness and variation. Diction reveals accurate use of words. Sentence structure is competent.
" Mechanics are sound with few if any errors.
" Format and documentation, if applicable, are generally correct.

The "C" Paper
The "C" paper is average, predictable, or unexciting in ideas and expressions. It may read like a next-to-final draft.
" The paper responds to the assignment.
" The thesis is clearly stated but unoriginal or shallow in thought, with a perfunctory introduction.
" Organization reveals logic but may also reveal some lack of unity, incoherence, or awkward transitions.
" Development includes accurate examples and/or details, but they may be few, unvaried, or poorly explained.
" Style is undistinguished. Word choice is clear but occasionally imprecise or inappropriate in tone. Sentences may lack variety.
" Mechanics are mostly correct but may include some errors.
" Format and documentation, if applicable, may include occasional errors.

The "D" Paper
The "D" paper is poor with problems significantly obscuring its message.
" The paper may not respond to the assignment.
" The thesis may not be clearly stated, thoughtfully conceived, or effectively introduced.
" Ideas may lack a clear logical plan. Paragraphs may lack unity or coherence. Topic sentences and transitional elements may be absent or imprecise.
" Development may be characterized by inaccuracy, repetition, vagueness, or invalid support.
" Style is inappropriate or inconsistent. Word choice is incorrect or careless. Sentences are poorly constructed, sometimes tangled or choppy.
" Errors in grammar, punctuation, or usage occur with distracting frequency.
" Format and documentation, if applicable, may include serious or frequent errors.

The "F" Paper
The "F" paper fails to communicate a coherent message to the reader. It may resemble a first draft or free-writing.
" The paper does not satisfy the requirements of the assignment.
" The thesis is unclear or nonexistent.
" The paper lacks a clear organizational plan.
" Development may be insufficient with inaccurate, inappropriate, or inadequate support.
" The style does not demonstrate college-level competency.
" Errors in grammar, punctuation, or usage occur with unacceptable frequency.
" Format and documentation, if applicable, include egregious errors or blatant omissions.