Students often ask what separates an "A" paper from a "B" paper (obviously, everyone would like an "A" on every paper, but an "A" represents the top 10% of ALL papers turned in by ALL students in college and university at the freshman composition level; MOST papers are not going to be "A" papers or "B" papers).

We are driven by standards set at the University of California. If we inflate grades and give everyone an "A," our classes will not be transferrable. So we maintain serious standards; it's what makes the grades both meaningful and valuable. There is a list of what constitutes "A," "B," etc. papers posted by the division office on campus. I won't bother typing out the "D" and "F" information, just the "A," "B," and "C":

College-level writing is characterized by excellence and critical thinking, not just competence. This class is designed to reward you for taking chances with your prose--not writing formulaic papers, trying to be inventive--while you demonstrate strong writing skills. The grading policy is intended to encourage you to develop your strengths while working on your weaknesses. Although individual judgment inevitably (and mercifully) plays a role in essay grading, these guidelines should help clarifiy grading standards:

A

This is an outstanding paper; on the whole, this is far above what most students at this level are producing. It engages the reader in a thoughtful, perceptive, vigorous, perhaps even inventive response to the assignment. There is a clear central idea that is supported by concrete, specific evidence. The paper is tightly unified and flows naturally; the style is varied and rich, using diction and figurative language appropriate to the assignment. There are no significant lapses in standard syntax, punctuation, or grammar. Above all the paper is unexpected, fresh--a contribution to the reader's understanding of the topic. It offers something new.

B

This is a very good paper; it's a cut above most of the papers being submitted at this level. It carefully and fully addresses the assignment in a thoughtful, well-rounded essay. The central idea is clear and supported with consistent evidence and concrete examples. The paragraphs are fully developed; there are smooth transitions from idea to idea. There are no significant editing or proofreading errors. This paper is not formulaic and predictable, but it does not have the depth or the creativity of an "A" paper

C

This is the sort of essay most students at this level are likely to turn in. It's an acceptable paper that addresses the assignment in a thoughtful but, perhaps, underdeveloped or unbalanced way. The central idea is clear ,but it is general or trite; the paper deals with the topic in an obvious or superficial way. There are concrete details supporting the various points of the essav, but the overall presentation is mechanical and predictable, and transitions from point to point are abrupt. The sentences are correctly constructed, but they lack variety and sophistication. Thus a paper can be technically "perfect" but still receive a "C" grade; most general five-paragraph format essays fall into this category.

If you do not meet the above requirements on your essays, then your score will not be a passing (C) grade.