are available here
A:
Students working at this level fully engage the assignment and demonstrate a willingness to examine their own thinking and assumptions. All work reflects a level of thinking far beyond the obvious and the superficial. Student's essay contains few, if any errors in sentence structure and coherence, and they develop fully an interesting, insightful, tightly focused argument. They provide the reader with clear support and argumentation that fully justifies the author's conclusions, and they are written in a style that is both felicitous and sophisticated. Their arguments are both complex and fully developed.
B:
Students working at this level competently engage the assignment and consistently attempt to examine their own thinking and assumptions. The majority of the student's work reflects a level of thinking beyond the obvious and the superficial. Student's essay contains few, if any, errors in sentence structure, and they develop a clear, coherent argument. Support and explanation of that argument, however, are insufficient either to convince the reader completely or to make clear how the author reaches his or her conclusions. The essays' arguments may also be somewhat general and/or incompletely developed.
C:
Students working at this level do not yet engage the assignment and inconsistently demonstrate a willingness to examine their own thinking and assumptions. Only a minor portion of the student's work reflects a level of thinking beyond the obvious and the superficial. Student's essay is fundamentally sound at the level of sentence structure and diction, but their arguments rely too heavily on assertion. Specific support is either unclear or missing, and the focus of the essay may stray from its stated argument to make a more general and unrelated point. There may also be problems in coherence, complexity, or in the overall development of arguments.
D:
Students working at this level seldom engage the assignment and consistently demonstrate an unwillingness to examine their own thinking and assumptions. The student's work reflects a level of thinking that is obvious and superficial. Student's essay contains problems at the level of sentence structure and diction. It is marred by repeated mechanical errors and/or awkward constructions that obscure the essay's meaning. Argumentation here relies almost completely on assertion, with no clear support or development, and gives little or no analysis. Paragraphs contain weak or no coherence and/or focus.
F:
This level of work is obviously unacceptable. Work is often not submitted, or the student may completely ignore the requirements of the assignment, or the student is in violation of The University of Texas at Austin academic integrity policy.