Grading Criteria: How to Tell One
Grade Level from Another
(borrowed and modified from a syllabus from Assoc. Prof.
Norine Ryan's
writing course at Briar Cliff University in Sioux City, IA )
In research assignments, the F
paper may not demonstrate any attempt to work with source
information, may include sources for no apparent reason, or may present source
information
as the writer’s own work (plagiarism).
D paper: Its treatment and development
of the subject are as yet only rudimentary. While
organization is present, it is neither clear nor effective. Weaknesses outweigh strengths. The
D paper often demonstrates no sense of direction or seems to present several
possible topics
for discussion, without providing connections or a focus. Readers often cannot
understand
the writer’s intentions or thinking process, many times because no discernible thesis
statement exists. The reader may have to reread the D paper several times to
understand its
purpose. Sentences are frequently awkward, ambiguous, and
marred by serious mechanical
errors. Evidence of careful proofreading is non-existent. Final drafts of a D paper
show
almost no change from the rough draft stage. The
whole piece, in fact, often gives
the impression of having been conceived and written in haste.
Research papers demonstrate little or no attempt to understand or comment upon source
information. It may be impossible for readers to distinguish a source from the
writer’s own
analysis, and source citations may be incorrect or missing altogether.
C paper: It is generally competent--it meets the assignment, has
some mechanical errors, and is
reasonably well organized and developed, but still seems unfinished. The actual
information
it delivers seems thin and common place. One reason for that impression is that the ideas
are
typically cast in the form of vague generalities--generalities that prompt the confused
reader
to ask marginally: "In every case?" "Exactly how large?"
"Why?" "But how many?". The C
paper may rely on clichés, stereotypes, or one-sided arguments to carry meaning.
Stylistically, the C paper has other shortcomings as well: the opening
paragraph does little to
draw the reader in; the final paragraphs are often bumpy; the sentences, besides being a
bit
choppy, tend to follow a predictable (hence monotonous) subject-verb-object order; and the
diction is occasionally marred by unconscious repetitions, redundancy, and
imprecision.
There may seem to be as many weaknesses as strengths in
a C paper. A final draft may show
a lack of careful editing or proofreading from a rough draft. The C paper, then, while it
gets the job done, lacks both imagination and intellectual rigor, and hence does not
invite a
rereading.
Research papers may just restate source
information or lack clear examples and sufficient
references to outside sources; it may also be difficult for readers to distinguish source
information from the writer’s own analysis and interpretation. Citations
may contain errors
or confuse readers.
B paper: It is significantly more
competent than the preceding examples, and by definition,
more than meets the assignment. Besides being largely free of mechanical errors, the B
paper
delivers substantial information--that is, substantial in both quantity and
interest-value. Its
specific points are logically ordered, well developed, and unified around a clear
organizing
principle that is apparent early in the paper. The opening paragraph draws the reader in;
the
closing paragraph is both conclusive and thematically related to the opening. The
transitions
between paragraphs are for the most part smooth, the sentence structures pleasingly
varied.
The diction of the B paper is typically much more concise and precise
than that found in the
C paper. Occasionally, it even shows distinctiveness--i.e., finesse
and cleverness. However,
there may be some repetitiousness in
sentence pattern and types, and the paper may not be
entirely free of errors in spelling, punctuation, or grammar. In fact, there may be a few more
errors than one would like, but they are minor in nature. On the whole, then, a B paper
makes the reading experience a pleasurable one, for it offers substantial information with
few distractions.
Research papers may simply restate sources, but the
writer’s own interpretation and analysis
of these sources is clear and sources are correctly referenced.
A paper: Perhaps the principle
characteristic of the A paper is its rich content. Some people
describe that content as "meaty," others as "dense," still others as
"packed." In any case, the
information delivered is such that one feels significantly taught by the author, sentence
after
sentence, paragraph after paragraph.
This is an impressive paper with a real voice:
it engages the reader. Consequently, the A paper
is easy to read. Readers can get through an A paper from start to finish without
needing to stop
and figure out connections between examples, guess at the writer’s intentions, or
stumble over
sentences that seem difficult to follow. The A paper provides clear and
specific examples to
illustrate the writer’s thinking. Tone is appropriate to audience and purpose. The
reader smiles
with the writer rather than at the writer.
The A paper is also marked by stylistic
finesse: the title and opening paragraph are engaging;
the transitions are useful and artful; the phrasing is tight, fresh, and highly specific;
the sentence
structure is varied; the tone enhances the purposes of the paper. The A paper has very few or
no errors in spelling, punctuation, and grammar. Finally,
the A paper, because of its careful
organization and development, imparts a feeling of wholeness and unusual clarity. Not
surprisingly, then, it leaves the reader feeling bright, thoroughly satisfied, and eager
to reread
the piece.
For research assignments, the A paper avoids
relying on clichés or one-sided arguments to
carry meaning, develop arguments, and convince readers. In addition, secondary
sources are
cited correctly and readers can clearly distinguish source information from the
writer’s own
analysis and interpretation.