Good Enough Writing: What Is Good Enough Writing, Anyway? by Lynn Z. Bloom

Lynn Z. Bloom begins by defining college-level writing as the type pf writing we will accept or deem "good enough". Good enough writing merits a B in whatever course it was written for. But in discussing this concepts she emphasizes that this idea of good enough reading is actually not good enough. Instructors should not cave on their expectations for critical thinking (or any other aspect of writing for that matter) according to the climate of the classroom but should be striving for excellence. She explains that teachers can be sensitive to a student's background and circumstances while still enforcing standards. While an adherence to rules and standards is expressed as necessary, she also poses the claim that we should be asking studetns to go beyond, at times even reject the standards of good enough in order to avoid boring or pedestrian writing.

She does acknowledge the fact that this rejecting of enforced standards is hard to teach, but says it is important to at least expose students to the idea. I think this fits into the idea presented by Muriel Harris (to be discussed in further detail in that post) about college-level writing needing to show growth and maturation. Although not complete in and of itself, this idea of maturation and pushing past mediocrity is a good way to describe at least one aspect of what makes for good writing at the college level.