Grading Criteria Essays

Grading Criteria Essays-76
TONE/VOICE: Consistent, but little sense of authorial voice. Some content and formatting errors exist in parenthetical references and Works Cited page.Parenthetical references may not coordinate well with Works Cited entries.

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The D paper is confusing, difficult to read, unfocused.

It does not demonstrate competent college-level writing.

TONE/VOICE: Authoritative, honest; awareness of audience. THESIS: Clear and well-defined; asserts purpose of paper; is directly relevant to and addresses all parts of the assignment.

Identifies an interpretation of primary work’s themes and literary elements. ORGANIZATION: Logical organization; well-developed introduction and conclusion; paragraphs linked to thesis and to each other using effective transitions.

Source material from primary and secondary sources are integrated into student’s own argument.

Is not merely a plot summary, though scheme of organization may revolve around plot.TONE/VOICE: Engaging, lively; some awareness of audience.SENTENCES: Some variety and complexity of sentence structure; free of basicerrors such as fragments, run-ons, subject/verb agreement. MECHANICS: Observes conventions of standard written English.Grading also provides feedback to instructors on their students’ learning, information that can inform future teaching decisions. Because grades are used as evaluations of student work, it’s important that grades accurately reflect the quality of student work and that student work is graded fairly.Grading with accuracy and fairness can take a lot of time, which is often in short supply for college instructors.THESIS: Lacks a thesis or controlling idea; does not address assigned topic. No literary analysis or use of secondary source material.Does not relate clearly to themes, literary elements, or secondary sources. ORGANIZATION: Lack of organizing principle; lacks paragraphs. MLA: Severe deficiencies of quotation formatting, parenthetical citations, and Works Cited entries; entire lack of quotation punctuation, parenthetical citations, and Works Cited list.Quotations, summary, and paraphrases are deftly synthesized, and analyzed or interpreted. MECHANICS: Mastery of conventions of edited Standard Written English. Parenthetical citations used appropriately and correctly, according to most recent guidelines.LANGUAGE: Grace and economy of expressions; conscious choice of language; vivid, precise, inventive creative word choice. Works Cited page follows most recent MLA guidelines. The B paper is a good, better-than-average performance. It meets and exceeds the requirements for the C paper.DEVELOPMENT: Severely underdeveloped; poor sense of paragraphs: paragraphs overly long or short, arbitrarily or illogically ordered, incoherent or not unified; lack of support for ideas; lack of concrete detail; irrelevancies, redundancies, oversimplifications, filler. Source material is accidentally or intentionally plagiarized (quotations marks not used, insufficient paraphrases); research does not support student’s argument; research is not reflected upon or interpreted. Plagiarism; utter lack of argument; lack of detail; absence of interpretation, synthesis, or analysis. Additionally, grading provides students with feedback on their own learning, clarifying for them what they understand, what they don’t understand, and where they can improve.


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