Grading Criteria for Your Essays

A paper in this range speaks with a lively and intelligent voice and has something interesting to say that goes beyond issues we have discussed in class or casts new light on those issues. It is well-organized, fully developed, and has few or no mechanical mistakes.  Sentences are clear and unambiguous and, ideally, stylistically elegant. When appropriate, an "A" paper will show detailed understanding of the texts under discussion and will support claims with examples whenever necessary. The thesis in the best "A" papers will be clear, relatively complex, and immediately engaging.

A paper in this range has a clear thesis, effective organization, and good continuity. Its ideas are reasonable and its claims well-supported. A "B" paper is solid but not striking; the writer has a definite point to make and makes it competently. It may contain some minor mechanical errors but no major ones; the style may be slightly awkward at times.

A paper in this range typically suffers from a relatively weak or fuzzy thesis; if the thesis is solid, it goes undeveloped or problems of logic undermine an otherwise solid effort. A "C" paper may display some confusion about what the text at hand actually says or insufficient understanding of the issues under discussion. Organization may be haphazard or intermittent. If examples are offered, they typically do not support claims. A "C" paper will usually contain many minor mechanical errors and perhaps some major ones. Often potentially good ideas remain latent and the writer needs to work to make them clear to another reader. A "C" is not an indictment; it is an indication that the writer needs to revise and develop the essay more thoroughly. Consulting the instructor (always a good idea) for additional help is strongly recommended.

A "D" Paper

A paper in this range reflects either a lack of effort or a lack of basic writing skills. The essay either has no point to make or loses its purpose early on. It may have no thesis, major mechanical problems, poor organization, serious misreadings, and/or other serious shortcomings. Failure of effort is its own reward; those with poor skills can improve by consulting the instructor and the writing tutors at the Center for Learning, and by bearing down harder.

A paper in this range shows general weaknesses even graver than those of a "D" paper, or it is plagiarized in whole or in part.