Many students ask us for help when they discover a discrepancy between their definitions of A-quality work and their instructors' definitions of A-quality work.  The problem is that some professors of composition - because of overloaded professional schedules, institutional teaching requirements, limited training in educational methodology, overcrowded classrooms, technological obstacles, or a number of other reasons - are unable to adequately convey their expectations for student work in a way that students can actually understand, which leaves everyone feeling frustrated.  After all, students are in a classroom to improve in areas that they might not even know exist. So, magic wands aside, how can students successfully satisfy requirements that are sometimes written in "pedagogical discourse" (a.k.a. "teacher language")?  That's where we come in.

What is a rubric?
Our good friend Merriam Webster (we hope you're acquainted with him too!) defines a rubric as "an authoritative rule." A grading rubric outlines the "rules" for an assignment, and then your instructor compares your writing to the rubric to see how well you "stayed within the lines." 

What does a rubric measure?
Especially for composition classes, the rubric evaluates three areas:

1. How well does the student respond to the prompt/assignment?
2. How developed and relevant are the student's ideas? (content)
3. How well does the student explain these ideas? (presentation)

Although "2 out of 3 ain't bad," you'll have to demonstrate aptitude in all three areas in order to get the A. In other words, if you stick to the prompt and have great ideas but execute the writing aspects poorly, it will hurt you. Likewise, if you are an exceptional writer but respond to the prompt by repeating another person's ideas without exploring them further and/or contributing your own thoughts, your grade will suffer. And, of course, no matter how brilliant and well written an essay is, if the writer has completely ignored the instructions, he or she will have missed the point of an assignment: to show a student's knowledge and abilities within certain parameters. Although the amount of weight that is placed on any given area will depend on the subject and instructor, even disciplines outside of English/composition will consider your ability to write well (#3) in your grade.

Does my teacher use a rubric?
The short answer is: yes. Every instructor has a sense of what he or she is looking for in an A, B, C, etc. document (i.e., "the rules"), and many universities try to standardize grade classifications.  Does the instructor consistently grade based on written criteria or go with his or her gut?  Well, that varies by teacher.  If you have not received a rubric from your instructor, request a paper copy or, at least, a clear explanation of his or her expectations. You have a right to know how your writing will be evaluated and how different aspects will be weighted so that you can focus on areas of weakness for a particular assignment. 

How can I get an A?
As mentioned above, your document will be evaluated on three criteria: (a) did you answer the question?; (b) do you know your stuff?; (c) did you apply what you've learned about writing thus far and support your ideas? Not receiving an A is often a function of one of the problems discussed below.

• Problem #1: You followed the directions... for a different assignment.

• Problem #2: You were satisfied with the answer "because."

• Problem #3: You were in composition class... "in spirit."

I'm overwhelmed. Where do I begin?
Don't panic if you feel like there is a lot of room for improvement.  One of the most important steps that you can take is to ask your instructor for help during office hours or for a referral to a tutor or your university's writing center.  Your professor will appreciate your effort; it may not bump the grade up by an entire letter, but a professor who perceives that you are actively trying to learn the material may consider effort when a single percentage point stands between you and, say, a B+.

Focus on improving no more than 3 local-level and no more than 1 global-level issue with each document.  That's not to suggest that you should neglect the other aspects!  But if you are a novice writer, you will likely feel overwhelmed when trying to address and resolve all of these problems. If the class size is large and you have limited access to your instructor, if a language barrier is impeding your ability to keep up with the class, if you are pursuing an online degree, or even if you just want a second opinion on your writing - we've got your back!

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ANSWER
When the printing press came into existence, typesetters would store certain letters in the upper case and others in the lower case so that they could access them easily when needed.

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EXAMPLE: Susan called to see if we lost our electricity too. I told her that everyone in the apartment complex is in the same boat.

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