Grading Criteria for Papers in English 2225
4.0 This is an impressive paper with a clear interpretation which engages the reader. Consequently, the 4.0 paper is easy to read. That is, a reader can get through a 4.0 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 reader of the 4.0 paper smiles with the writer, not at the writer. Sentences are excellent, both in structure and variety. The 4.0 paper possesses few or no errors in spelling, punctuation, and grammar.
3.5 In style and content, this paper is very similar to the 4.0 paper but perhaps lacks in minor ways some of the qualities that make the 4.0 so satisfying. There may be a few more mechanical errors that impede a reading, or the content may contain a confusing, ambiguous, or unexplained point. Still, this paper is exceedingly well done and indicates both intelligence and, perhaps more importantly, insight into the topic.
3.0 Like the 4.0 paper, the 3.0 paper is readable, but may seem less convincing in its use of examples, explanations, and analysis. Although somewhat less memorable than the 4.0 paper, this paper more than meets the assignment. The paper may on occasion simply restate the obvious, but the writer's own interpretation and analysis of the texts is generally clear. The paper is well organized, but may lack some depth and details. The language is good but the style is less accomplished than the 4.0 paper. There may be some repetitiveness in sentence pattern and types, and the paper is not free of errors in spelling, punctuation, or grammar.
2.5 The 2.5 grade is the hardest to define. In some ways it represents a paper that succeeds in some aspects and fails in others. Perhaps grammar and mechanical problems were simply too numerous to ignore as they obstruct a reader's ability to see the main points. Perhaps the content wasn't sufficiently developed, or the interpretations made were too simplistic and obvious. And yet, the paper does slightly more than what a simple plot summary would do. There is interpretation and there is insight; it's just not strongly stated or consistently evident. A careful revision would probably be the best solution for improving a 2.5 paper.
2.0 The 2.0 paper seems unfinished; it is difficult for readers to see connections among examples or to follow the intended thinking process. The 2.0 paper may rely on clichés, stereotypes, or trite arguments to carry meaning. There are more weaknesses than strengths in a 2.0 paper. The paper may lack clear examples and sufficient references to the texts; it may also be difficult to distinguish information from the texts and the writer's own analysis and interpretation. A final draft may show little proofreading. Though the 2.0 paper may have errors in spelling, punctuation, and/or grammar, these errors do not completely interfere with the reading of the paper.
1.5 This paper often demonstrates no clear sense of direction or seems to present several possible topics for discussion, without providing connections or a focus. It is often difficult for readers to understand the writer's intentions. Although the writer includes information from the texts, the paper demonstrates little or no attempt to understand or comment upon that information. It may be impossible for readers to distinguish source information from the writer's own analysis, and source citations may be incorrect or missing altogether. The reader may have to reread the 1.5 paper once or twice to understand its purpose. Papers below 2.0 are usually written once, the night before they are due. Errors in spelling, punctuation, and grammar impede the reader's ability to understand the 1.5 paper.
1.0 The 1.0 paper does not respond to the assignment or suggests that the writer may not have understood the assignment. This paper includes no references to the texts, or may include quotes for no apparent reason, or may even present source information as the writer's own work. Where the sentences and paragraphs are understandable, the writing may contain simple sentences and seem almost childlike. Errors in spelling, punctuation, and/or grammar impede or prevent readers from understanding the paper.
An "F" paper, or 0.0, can only be obtained by failing to submit the assignment, turning in something unworthy of college-level work, or by committing plagiarism.
___ 1. Writing
a. Quality of mechanics (spelling, caps, and punctuation)
b. Sophistication of diction
c. Quality of grammar (usage issues: pronouns, verb tense, etc.)
d. Quality of syntax and sentence construction (correctness)
___ 2. What unusual connection or analysis was discussed?
a. Analysis is accurate and plausible
b. Articulated in a thesis statement
c. Analysis is supported by relevant passages, integrated seamlessly
d. Shows imaginative thinking or sparks controversy
___ 3. Unity, coherence and depth
a. All discussion pertinent to thesis and depth is evident
b. Avoids large chunks of biographical data, plot summary, or evaluations
c. Paragraphs are well-formed and page minimum is met
d. Flow is smooth and paper's purpose is easily discernible
___ 4. Use of borrowed material with personal writing
a. When material is borrowed, it is cited properly
b. Outside sources consulted and integrated, but limited
c. Enough primary evidence to lend authority to thesis
d. No over-dependence on borrowing or hints of plagiarism!
Final score: ___
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