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Below are performance profiles for 6 levels. Not every piece of writing will fit neatly and precisely into the level that is associated with it. Note about sufficiency: A basic principle of assessment is that the sample should not be evaluated at all if it is basically incompatible with the assigned task. That is, if you write about something totally off-topic, you shouldn't get a grade at all (not even an F), no matter how beautifully you write, until you produce writing that is on-topic. Think of it this way: You're hired to paint a picture of a cow, but you paint a picture of a horse. But we can't take time for that, and the chief goal here is to strengthen writing skills. So if your writing is clearly off-topic, it will still be judged by the standards below, but it will be penalized a full letter grade. It will be your choice whether you want to rewrite on the assigned topic. Think of it this way: If you paint that horse, instead of the agreed-upon cow, that painting of the horse had better be better than your client has ever seen before. 6 Exemplary (A+): Content and exposition are truly memorable - its thoughts and expressions remain in the experienced reader's mind for hours, days, even longer. The piece easily sticks out from the rest of the group (~best 2 or maybe 3 of 30). The organization is not only clear, but seems inevitable. What is described and narrated does not have to be unusual, but the writing has to make it unusual. Writer has a distinct voice, and it is a unified and personal voice, not an imitation of a voice; where the tone changes, that is because it needs to. The piece delivers not just many facts (or feelings) but also assigns meaning to them (can include uncertainity and ambiguity, if intentional). The writer is conscious of thinking and writing. Uncommon words are used not merely because they are uncommon, but because they are needed, as proved by vocabulary elsewhere. Grammar is not merely correct; it reflects best choices among alternates. There is no pattern of misspelling of high-frequency and mid-frequency words, and only infrequent misspelling of low-frequency words. There are no clichés, even if they are quoted accurately (unless the intent is humor or irony). Neither cutting nor extending by more than a few words would improve the piece. The reader will enjoy reading more from you. 5 Outstanding (A-): almost 6, not just halfway between 4 and 6. The reader will enjoy helping you improve your writing. 4 Sufficient (B-): Content and exposition are neither memorable nor disappointing. The piece - its literal meaning and its figurative meanings and implications - can be understood at first reading, though a second reading delivers something more. There is a general organization, but the reader wishes that some parts (sentences, short paragraphs) were elsewhere in the piece, or that they were not there, either because they are repetitive, because they are not currently related to the rest of the piece, or because they don't belong in the piece at all. There is no distinct voice (even where "I" is used), but neither is there a "phony" voice (imitation of scholarly tone, etc.); nor is there more than one voice (or speech register). The piece delivers many facts, or else many meanings, but not sometimes it does not connect fact (or feeling) and meaning. The writing and thinking are more forthright than they are conscious and reflective. Common vocabulary and some specialized vocabulary are chosen correctly, but there are mistakes of selection with some (but not all) uncommon words. High-frequency grammar is correct, but there are distortions of more complex structures (common results: verbosity and tangled connections). High-frequency words are not often misspelled, but mid-frequency words are; low-frequency words may be misspelled to the point where reader is uncertain which word is intended. There are probably some unconsidered clichés and some distorted fixed expressions. The piece needs 10% in cutting or expansion - perhaps some of the one in some places, and of the other elsewhere. The reader is confident that you can improve your writing to a grade of "B". 3 Almost sufficient (C+): almost 4, not just halfway betwen 2 and 4. Can be raised to 4 by a combination of : a) reading the standard for level 4; b) a few minutes' consultation with instructor; c) rewriting that takes not more than 50% of the time that went into the previous version. The reader is ready to help you, but you'll have to do the heavy lifting. 2 Deficient (C): Content is either sparse or heaped up; exposition is constantly frustrating to the experienced reader, whatever the cause (faulty structure, severe problems with grammar and vocabulary, lack of thought). Either structure is faulty or absent, or there are major problems with content. Experienced reader constantly wonders what even simple expressions mean, why they are in the piece, and why other content and language is missing. Facts (or feelings) appear to have been tossed in as they first came to mind. There is no evident organizing thought.. Language flaws mean that there is no voice at all, though an "I" may emerge with functionless expressions ("I mean, you know, sort of, a bit"). Even common words are misused; incorrect vocabulary may cause unintended humor. Even high-frequency words are misspelled; low-frequency words may be completely absent. The piece needs to be doubled in length (or more), or else (less common) it needs to be cut to half the length of the current version. It may be better to start anew rather than try to salvage some parts while removing others. The reader has multiple major worries about you - unless it's just that you didn't make much of an effort at all. 1 Severely deficient (D): almost 2, not just halfway between 0 and 2. Can possibly be raised to a 2 by extensive consultation with instructor and rewriting that takes much more time than went into the current version. Until you get ahold of yourself the reader can't help much. 0 Unacceptable (F): At most a few words and scattered thoughts, and filled with distortions of language. The reader feels helpless and wonders whether anyone else can do anything to help you. Your first step should be to ask for lots of help. |