WRITING STANDARDS
Format: Times New Roman, size-12 font, 1" margins all-around, pages numbered at the top-left corner for all papers.
One
of the more critical skills that University students must develop while pursuing
their degrees is the skill of written communication. In a University, this important skill is developed mainly in English
courses, but it must be honed and enhanced in all courses. Obviously, not all University students will write at the same level of
proficiency, but all students should strive to be the best writer (communicator)
they can become. Academic profiles of University students generally recognize
three distinct writing proficiency levels. These proficiency levels are presented below.
Level
1 (Basic): A student at
Level 1 recognizes agreement among basic elements (nouns, verbs, pronouns) in
the same clause or phrase. This
student avoids gross errors in short or simple structures and can logically
select and order main ideas or divisions in a sustained paragraph using
appropriate transition words. Students
at this level demonstrate a basic understanding of appropriate writing.
Level
2 (Intermediate): In
addition to performing successfully at Level 1, a student who is proficient at
Level 2 recognizes appropriate agreement among basic elements when they are
complicated by intervening words or phrases, avoids errors in relatively long
and complicated constructions, and is able to recast several simple clauses
using a single, more complex combination. Students
performing at the intermediate level can recognize and use the elements
of good writing.
Level 3 (Mature): In addition to performing Level 1 and Level 2 skills successfully, a student at Level 3 produces logical statements and comparisons and manages to solve difficult or subtle writing problems, such as appropriate use of parallelism. These students discern fine distinctions among closely-related root words and grammatical structures characteristic of a mature writing style.
Ideally,
all students write at the mature level all of the time. Realistically, this does not occur. Even students who are at the mature level will occasionally
lapse into lower level writing in classes not thought of as "English"
classes. Students in EXSI and IDST
should treat each writing assignment in any class
as an opportunity to further develop their writing skills.
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Grades
on writing assignments in EXSI and IDST will be awarded based on writing
mechanics as well as content and idea development as follows.
“A” Quality
The
assignment shows imagination pertaining to a significant and striking idea. The plan
“B” Quality
The central idea of the assignment is interesting
and significant. The organization
of the
The assignment has a clear, central idea. The plan of the written work is also clear, with an identifiable introduction and conclusion. Generalizations are supported by details. Paragraphs are unified and coherent, and transitions from paragraph to paragraph are clear. Sentences make sense and conform to conventional patterns. Subjects and verbs agree. Pronouns agree with antecedents. Verb tenses are consistent. Punctuation is conventional. Words are spelled correctly. Mechanically, a Level 1 or basic style of writing is evident.
D/F
Quality
Central idea is weak or confused. Organization is poor. Paragraphs lack unity and coherence. Generalizations are unsupported by evidence. Sentence structure is confused. Errors in usage, grammar, spelling, and punctuation are frequent and serious. Mechanically, the criteria to meet a Level 1 or basic style of writing are not exhibited.