Professional Writing Program’s Grading Standards Table

 

A

B

C

D

F

Audience Writing demonstrates an obvious awareness and adaptation to specific workplace audiences. Writing demonstrates a general awareness and adaptation to specific workplace audiences. Writing demonstrates a limited awareness and partial adaptation to specific workplace audiences. Writing demonstrates minimal awareness and insignificant adaptation to specific workplace audiences. Writing fails to demonstrate awareness of audience.
Purpose Writing demonstrates an obvious awareness of how to accomplish the intended outcome. Writing demonstrates a general awareness of how to accomplish the intended outcome. Writing demonstrates a limited awareness of how to accomplish the intended outcome. Writing demonstrates an insignificant awareness of how to accomplish the intended outcome. Writing fails to achieve intended outcome.
Document Design Document demonstrates an obvious understanding and application of document design elements.  Document is visually appealing, consistent, and adheres to all standards. Document demonstrates a general understanding and application of document design elements.  Document is visually appealing, mostly consistent, and adheres to most standards. Document demonstrates a limited understanding and application of document design elements.  Document lacks visual appeal.  Document is partially consistent and does not adhere to all standards. Document demonstrates a minimal understanding and application of document design elements.  Document is unappealing.  Document is inconsistent and does not adhere to standards. Design fails to follow document design standards and format.
Organization Writing incorporates appropriate rhetorical strategies for sequencing information in a clear and logical manner. Writing incorporates generally appropriate rhetorical strategies for sequencing information in a reasonably clear and logical manner. Writing incorporates limited rhetorical strategies for sequencing information. Writing incorporates minimal rhetorical strategies for sequencing information. Writing fails to incorporate rhetorical strategies.
Support/
Development
Writing provides detailed support for arguments and persuades readers. Writing provides most necessary details for arguments and persuades readers. Writing provides limited details for arguments and does not fully persuade readers. Writing provides minimal details for arguments and does not persuade readers. Writing fails to support arguments and does not persuade readers.
Grammar/ Mechanics Writing has no problems with grammar and mechanics. Writing has some minor problems with grammar and mechanics. Writing has significant errors with grammar and mechanics. Writing has serious problems with grammar and mechanics. Writing is incomprehensible.
Overall Writing accomplishes all aspects of the assignment, demonstrates clear application and obvious mastery of concepts. Writing accomplishes most aspects of the assignment, shows some application and general mastery of concepts. Writing accomplishes limited aspects of the assignment, shows partial application and some mastery of concepts. Writing accomplishes minimal aspects of the assignment, shows insignificant application and lacks mastery of concepts. Writing fails to accomplish any of the requirements.

Back to Guidelines for Evaluating and Responding to Student Writing

April 2009