For example, C level work sometimes analyzes issues clearly and precisely, formulates information clearly, distinguishes the relevant from the irrelevant and shows a sporadic tendency to reason carefully. C level work may reflect a student going through the motions of the assignment without much effort. C level work shows only modest and inconsistent development of intellectual skills. In C level work, one's understanding of a problem or question is considered to be subjective and beliefs are substantiated through convenient and sporadic use of evidence. D level work represents minimal achievement in thinking within the course and assignments.
Work is, on the whole, reflective of some solid reasoning, though with regular lapses.
Terms and concepts are occasionally used effectively but not regularly. The work demonstrates a mind infrequently taking charge of its thinking as self assessment is only occasionally engaged and improvements resulting from assessment are minimal. In D level work intellectual standards may be applied to elements of reasoning though there are regular lapses in doing so. For example, D level work occasionally analyzes issues clearly and precisely, formulates information clearly, distinguishes the relevant from the irrelevant and shows a infrequent tendency to reason carefully. D level work seems to often reflect a student going through the motions of the assignment without much effort.