Some people argue that grades are not an accurate indicator of a student’s ability, skills level, or intelligence. While this may often be true, the reality, however, is that grades do matter and for several reasons.
In the case of high school students, for example, a low Grade Point Average (GPA) can prevent their being accepted into the college of their choice upon graduation. In the case of college students, a low GPA can prevent their being allowed to enter graduate school, if that is their goal; or, if they instead wish to enter the workforce, a low GPA can prevent their obtaining that “dream job.” After all, they will be in competition with other graduates, and if someone else has a better GPA, then guess who will be offered the job.
So, since grades are important, what steps can students take to help ensure they earn the highest possible grades on essays and papers, whether those assignments are for a high school class or a college class?
Effective Writing Defined
Writing effectively does not mean filling a paper with superfluous adjectives or adverbs, and descriptive phrasing. Nor does it mean using an abundance of flowery language and big words. What it does mean, however, is that the main idea (the thesis), supporting ideas, word choice, and organization within the paper all work together, depending upon the writer’s goal, to inform, persuade, challenge, or entertain readers.
Established Criteria for Excellence
In order to earn an “A,” papers must meet established criteria for excellence; and although individual teachers and professors may disagree on the order of importance when it comes to establishing that criteria, all educators nonetheless agree that “A” papers share certain general characteristics that make them stand out from the crowd.
Characteristics of an “A” Paper
The characteristics of an “A” paper include the following:
- The introduction contains an effective thesis statement that lets the reader know the main point the writer intends to make. (An effective thesis statement is not a statement of intention, which is an “announcement” of the writer’s intent; for example, “In this paper I intend to discuss why I think students should not have to write papers.”)
- The writing is extremely clear and focused.
- Ample details and examples are provided to support ideas and/or arguments.
- Selected details and examples are appropriate, interesting, and suitably placed within the paper.
- The organization/structure of the paper transports readers smoothly through the various points and sub points from the beginning to the end of the paper.
- The paper meets the requirements for the assignment by addressing all specified points and topics, answering all questions, and meeting the word-count requirement.
- The writing is original and fresh, not hackneyed or prosaic.
- The writer’s “voice” is natural, expressive, and engrossing.
- The conclusion summarizes the main idea or ideas presented; briefly reiterates the significance of those ideas; and provides a sense of closure.
- Sentences are well structured, coherent, and fluent.
- Grammar, punctuation, and spelling are correct.
- Paragraphs are unified.
- Words are used correctly.
- The paper is formatted according to the instructor’s requirements.
- If outside sources were utilized, the paper contains correct internal citations and a reference page.
- If a reference page is included, it is correctly formatted.
As Lee Iacocca, former president of Chrysler, once said, “You can have brilliant ideas, but if you cannot get them across, they will not get you anywhere” (Seldes, p.195). Of course, where students are concerned, if they cannot get their ideas across, and do so with style, correctness, and proficiency, they will most certainly not earn an “A.” This is why if students wish to earn an “A,” they need to keep the above guidelines in mind each and every time they sit down to write a paper.
Seldes, G. The Great Thoughts; New York: Ballantine Books. 2000.
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