Writing quality for course papers will be evaluated using the features defining the four levels.* A passing grade for the writing quality of the paper will be achieved by writing at Level 2.
Level 1 Writing (Beginner). Features of these papers:
 | Ill-defined or no thesis |
| Unfocused sense of purpose in the paper |
| Inadequate organization and/or development |
| Inappropriate or insufficient details to support ideas |
| Does not demonstrate understanding of topic beyond a surface level |
| Multiple errors in grammar, diction, sentence structure, or spelling |
Level 2 Writing (Novice). Features of these papers:
| Vague purpose or multiple purposes |
| Sense of purpose of the paper wavers |
| Evident but inconsistent development |
| Does not advance an argument with adequate support |
| Demonstrates some understanding of the topic, but does make connections among ideas |
| Lack of language facility with frequent errors |
Level 3 Writing (Proficient). Features of these papers:
| Expresses a clear, coherent thesis |
| Sticks to the purpose and provides adequate transitions among ideas |
| Connects ideas within the material and to other ideas and sources |
| Moves beyond surface understanding and demonstrates facility with topical and disciplinary knowledge |
| Conveys a sense of audience with appropriate use of disciplinary language |
| Advances argument with sound evidence and references |
| Readability enhanced by facility with language and sentence conventions |
Level 4 Writing (Advanced). Features of these papers:
| Insightful, creative or skillfully designed purpose |
| Sense of audience demonstrated through form and language |
| Demonstrates disciplinary understanding and interconnections; makes links that suggest the discovery of new information or new ways of
designing/displaying information |
| Effective organization contributes to full development of presentation |
| Innovatively or expertly advances argument with well-researched evidence and documentation |
| Work enhanced by facility in language use, range of diction, and syntactic variety |
*This list is adapted from the University Learning
Outcomes discussion by a BGSU Assessment Committee. |
