Guidelines for Assessing Writing Skills

At the end of every term all faculty who teach writing-intensive courses should evaluate the
extent to which each student’s writing demonstrates the goal: To communicate in clear prose
using proper grammar and observing stylistic norms. Assessment should be based on
a 3-point scale: (1) well demonstrated, (2) adequately demonstrated, or (3) inadequately
demonstrated. If an instructor feels that she or he would be proud to show a student’s work to a
colleague as an example of the writing and thinking of Sweet Briar students, an evaluation of
“well demonstrated” should be given. If an instructor feels that she or he would be comfortable
showing this piece of work to a colleague as an example of the writing and thinking of Sweet
Briar students, an evaluation of “adequately demonstrated” should be given. If an instructor feels
that she or he would be uncomfortable showing this piece of work to a colleague as an example
of the writing and thinking of Sweet Briar students, an evaluation of “inadequately
demonstrated” should be given. Advisors of students who receive an evaluation of “inadequately
demonstrated” will be notified so that students can be advised to take appropriate action.

WELL DEMONSTRATED The writing “conveys immediately a sense of person behind the
words; an individual voice speaks firmly and clearly from the page. Organization of material is
logical, clearly developed. The reader does not stumble or hesitate over the sequence of facts and
ideas. Transitions from one point to another are smooth… Sentences are varied, with rhythms
and emphasis suited to the meaning… Sentences read well aloud. Word choices, especially
verbs, are accurate, sensitive to connotations…” Punctuation is appropriate. There are few
spelling or grammar errors. The writing does not need to be flawless, but it should reflect “a
writer who is in full control of both material and language.

ADEQUATELY DEMONSTRATED In general, the writing has the above characteristics.

However the organization may be occasionally confused. Transitions may be awkward or abrupt.
Sentences may “tend to be of similar structure and occasionally awkward or wordy. Relative
clauses may be poorly placed… There may be several grammar, spelling or punctuation errors.”

INADEQUATELY DEMONSTRATED The writing is “characterized by awkwardness

throughout. It does not read smoothly aloud. The main impression is one of haste, carelessness,
lack of attention…” It “may make some sense, but only if the reader struggles to find it. The
writer obviously has scanty control of the material. There are numerous structural and spelling
errors.

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1Quoted material is from R. Garrison, How a Writer Works.