*Unusual clarity usually starts with the introduction, which is often short. The introduction makes it clear what the subject is and what the specific thesis of the paper will be.

*Clarity is enhanced by a clear sequence of parts or paragraphs. The reader’s mind is carried gracefully from one paragraph to the next, and the reader understands the logic of the paragraph sequence intuitively and completely.

*The clarity of the sequence of parts is enhanced by effective transitional signals and the repetition of key words and phrases.
 
 

**Excitement in the reader will never come unless there is excitement in the writer first. The writer must really care about whatever he or she is attempting to communicate.

**If the writer is excited about communicating effectively, this excitement is most reliably created by specific detail. Be specific whenever you can. Specific is interesting; general is boring.

**Excitement in the reader ultimately depends on the intelligence, insight, and creativity of the writer. If the assignment required understanding or analysis, the “A” paper seems to understand and analyze completely, thoroughly, and with originality.
 
 

"B" papers suggest A-level quality but clearly fall short of that distinction. They may have more distractions or lack the clarity, specificity, or thoroughness of "A" papers.

"C" papers are acceptable but not particularly interesting or exciting to read. They are clear enough to make reading reasonably easy, but they may have so many distractions that reading seems to be a bit of a chore. Usually, these papers are not developed very specifically or thoroughly.

"D" papers are unacceptable as college work, usually because they are hard to follow or because they have so many distractions that they are frustrating to read. These papers are usually characterized by a serious lack of specificity, thoroughness, or understanding in regard to the demands of the assignment.

"F" papers suggest a serious lack of effort or the need for remedial help.