This form is to be filled out by an instructor only after meeting Writing III Cert requirements! If this form is filled out and signed by a student, it will be rejected by the registrar. 

Requirements:

The paper reflects ability to research, analyze, and synthesize information in student's specific field of study (competence or breadth).

A thesis clearly unifies the paper's argument.

Key claims are supported by appropriate evidence: scholarly resources, observation, experience, examples, etc.

Ideas are developed logically within and across paragraphs.

The paper addresses counterarguments. 

Source material is appropriate, integrated into the text, properly documented, and is free of plagiarism.

The paper uses appropriate vocabulary and has well-structured sentences and paragraphs.

The tone is appropriate and respects a diverse readership.

The grammar, punctuation, and spelling are correct.

Formatting is consistent with a single documentation style (APA, MLA, Chicago, etc.) appropriate to the field of study.

The paper is 2,500 to 4,000 words (approximately 10-15 double-spaced pages) not including title pages, figures, tables, and references - unless otherwise specified by faculty mentor. 

At minimum, this paper would earn the equivalent of a "C." See below for guidelines for grading criteria.

A "C" paper does the following "average" work. It has a thesis and organizational plan that demonstrate thought on the writer’s part, a generally clear style, and adequate documentation. Paragraphs contribute unified and coherent support, but the writer may have difficulty with any of the following: the thesis may be too general; the evidence may be predictable, may not be thoroughly interpreted, or may not be clearly related to the writer’s point; the paragraphs may be uneven in development and transition. Even in the "C" paper, there should be relatively few grammatical or mechanical errors–not enough to interfere with readability; the student has done some editing, even though it may be superficial.

A “B” paper is clearly above-average and more than meets the requirements of the assignment. Like the “A” paper, it has a clear thesis and organizational strategy; and each paragraph provides unified, coherent, and developed support for its thesis and subordinate assertions. It properly documents sources. While the essay takes some risks, attempts complex strategies of development, and pays attention to audience, it falls short of the “A” essay in one or more of the following ways: the thesis may not be as interesting or insightful; there may be weaknesses in organizational strategy or its execution; the support may not be uniformly conclusive and convincing; and the style may not be as energetic or the diction as thoughtful. The essay shows strong evidence of editing since there are relatively few grammatical or mechanical errors.

An “A” paper is excellent work that more than fulfills the requirements of the assignment. This essay approaches the topic in an innovative way, with a clear sense of audience and purpose, an insightful thesis, and an appropriate and effective organization. The structure is carefully planned; each section of the essay develops the thesis with logical arguments and specific, conclusive evidence that has been interpreted and clearly related to the writer’s point. The style is energetic and precise; the sentence structure is varied and the words are carefully chosen. How the writer says things is as excellent as what the writer says. There is evidence of careful editing since the essay contains no grammatical or mechanical errors and is correctly documented.

[Adapted from the Winthrop University Writing Center website.]