An anonymous tip:
In introductory-level college courses and lower-division teaching, students will be wrestling with new challenges in time management. Moreover, some of them may not be familiar with the assignments, expectations, and standards of performance we use in higher ed. To help students think realistically about performance and assessment, and to support them as they come to terms with college-level standards of performance, I list general guidelines on my syllabus for what constitutes A work, B work, etc., starting my list with the elements of "satisfactory" (that is, "C") work. The rubric subsequently suggests how satisfactory can be built up in the direction of excellence (B, A), or eroded in the direction of unsatisfactory (C- , D). Presenting grades in this manner helps students consider the difference between "doing all the work" and investing the time, attention and care it takes to excel in their mastery of new material and new approaches.