Guidelines for University-Level Writing Standards

The phrase a teacher dreads hearing is "what do you want?" The question assumes that to do well a writer must only master a teacher's desires and idiosyncrasies. Of course, the problem with this approach is that the student must start over with each new course and will never develop a strong personal style. Because good writing is dynamic and interesting, there can be no one-size-fits-all formula. This is not to say, however, that there can be no standards. Below are a few general guidelines. They reveal the expectations of university-level writing.

An "A" Paper:

Has a strong central idea which it explores in a developed, interesting way. It neither overreaches – trying to say too much – or makes an obvious "so-what?" point? It shows a sophistication of thought. It takes into account counter-arguments, possible contradictions, and the argument's implications.
Has a logical structure which leads the reader smoothly through the argument.
Has a style which fits the material.
Has few, if any, grammar mistakes.
In short, excels.

A "B" Paper:

Has a solid point. It is strong without being inspiring. It may reach for more than it accomplishes and have minor flaws in its development.
Has a structure and development which supports the thesis. It may miss a few opportunities to develop its argument.
May have grammatical errors, but they do not interfere with the reader's understanding.

A "C" Paper:

Makes an attempt at presenting an argument, but is hampered by a weak thesis. The central idea may be too general or may not acknowledge other views.
Has lapses in logic.
Is not fully developed. It does not offer enough examples to support its points.
Has a weak organization, one which does not flow smoothly from point to point.
May be repetitive.
Has one or two mechanical errors which interrupt the flow of the sentences, but the reader can still understand the overall sense of the ideas.

A "D" Paper:

Lacks a clear central idea.
Has an organization which seems somewhat random.
Lacks the necessary support to make a convincing argument.
Depends on clichés, platitudes, and generalizations.
Has grammar mistakes which significantly detract from the writer's ideas.

A "F" paper:

May ramble or not address the topic at all.
Does not develop an argument.
Has grammatical errors that make it difficult for the reader to follow the ideas.
Shows little effort.