Its specific points are logically ordered, well developed, and unified around a clear organizing principle that is apparent early in the paper. Occasionally, it even shows distinctiveness, i.e., finesse and memorability. The actual information it delivers, however, seems thin and commonplace. While organization may be present, it is neither clear nor effective. Often, there is a poor grasp of the concepts of the assignment.
Sentences are frequently awkward, ambiguous, and marred by serious mechanical errors.
Evidence of careful proofreading is scanty, or nonexistent. There may occur a haphazard selection of topics, overly concrete reference to facts isolated from any meaningful context, tangential development of marginally relevant topics, and omission of one or more components of the assignment. The failing paper is not necessarily characterized by numerous errors of writing or paper mechanics, but often it is. I have adapted these guidelines from the work of different teachers throughout the state of Tennessee. The version which I have adapted came to me from Ms. Greenwell of the English Department of Bearden High School in Knoxville.