Demonstrates rudimentary or confused development and organization.

Suggests lack of understanding, difficulty with reading, failure to grapple with a topic or lack of interest. A general unawareness of choices that affect style and thus an inability to control the effects a writer may seek.

A limited range of words and expressions, leading to tedious repetition or dependence on clichés.

An ability to use mechanics correctly or incorrectly in proportion to the plainness or complexity of the style (i.e., sentences may be kept short, simple and fairly correct, or sentences are longer and more complex but with more errors.).

Although there may be some audience appeal, most of the writing is writer-based.

Sense of audience and purpose is erratic or incompletely worked out.

Organizational plan is obvious and perhaps inappropriate (e.g., the five-paragraph essay), or the essay is produced aimlessly, apparently without a plan.

Tends to depend on the self-evident and the cliché discourse is often uninformative.

A capacity to draw upon words adequate to convey the writer’s own thoughts and feelings ability to weigh alternate ways of expression as a means of making stylistic choices possible.

An ability to use mechanics as an integral part of the meaning and effect of the prose.

Demonstrates some rhetorical awareness: text is designed with an audience and purpose in mind.

A capacity to develop an idea with a clear sense of order.

An ability to absorb ideas and experiences and to interpret them meaningfully in a context of the writer's own conceptions.

A special concern for - and often delight in - language.

A willingness to be inventive with words and structures in order to produce a clearly identifiable style, even though at times the efforts may be too deliberate or fall short of the writer's intentions.

Written fluency and an ability to use punctuation rhetorically, for effect as well as for clarity.A strong rhetorical awareness and considerable success in dealing with the exigencies of audience, purpose and subject matter.

A capacity to develop ideas flexibly and fluently, yet with control and purpose.An ability to be reflective and thus gain insights that are personal and often illuminating.Note that this is only a general guide and that the context and nature of the specific assignment will suggest additional or alternate criteria. This guide focuses on content, form, rhetorical awareness, mechanics and style and diction. This guide is adapted from a grading guide developed by William Irmscher, who evaluated in five areas: content, form, diction, correctness and style.

Postal classic and uncut free download