Essay-grading Standards

Good Papers (A's and B's)

• Content: A well-defined idea of some importance, supported with concrete and relevant detail.
• Overall organization: Logically ordered and developed with some attention paid to both the most effective methods of presentation and to the smoothness of transitions; paragraphs are well structured.
• Basic Grammar: Complete sentences; subordinate ideas in proper form; no major errors.
• Spelling, Diction, Punctuation: Few, if any, spelling and punctuation errors, consistent level of diction appropriate to the subject.

Ordinary Papers (C's):

• Content: Main idea evident but not clearly defined or substantially supported; focus too broad.
• Overall organization: Obviously planned but lacking consistently coherent development; paragraphs unified but not well developed; problems of emphasis, transitions and coherence of supporting material.
• Basic Grammar: Paper relatively free from major errors but with weakly constructed sentences.
• Spelling, Diction, Punctuation: Few spelling or punctuation errors; diction correct but not particularly effective.

Weak or Failing Papers (D's and F's):

• Content: Main idea not defined or not supported with concrete and relevant detail.
• Overall Organization: Illogically ordered or not ordered at all; paragraphs weakly developed; lack of adequate sentence or paragraph transitions.
• Basic Grammar: Major errors; poorly constructed sentences.
• Spelling, Diction, Punctuation: Careless spelling; meaning lost in errors of punctuation or grammar; inappropriate or inconsistent diction.

Detailed Grading Standards

The "A" paper

• Has something fresh and insightful to say.
  
• Topic is well developed throughout the piece, probing beyond the superficial.
  
• Evidences a sophisticated understanding of both the topic and concepts introduced by the course.
  
• Makes connections between unit readings/viewing and the writing topic.
  
• Invites reading: lively.
  
• Demonstrates sensitivity to the rhythms and the music of language.
  
• Exploits "visuals" appropriately: sensorial details, analogies.
  
• Excellent use of support: anecdotes, examples.
  
• Introduction includes discernible statement of direction (thesis).
  
• Paragraphing and arrangement have a logical, clear sense of order in keeping with the topic, an ebbing and flowing from generality to particularity.
  
• Conclusion breaks free from the hum-drum pattern of restating what has been said: thought provoking.
  
• Punctuation for rhetorical effect.
  
• Grammatically precise.
  
• Follows conventions of format, i.e., correctly documents sources.
  
• Follows assignment.
  
  

The "B" paper

• Says something: clarifies the most readily apparent.
  
• Looks less to the world and more to the self in providing details and examples, but does so in a way that is potentially enlightening.
  
• Makes some connections between unit readings/viewings and the writing topic.
  
• Worth reading: attempts to engage the reader.
  
• Descriptive "visuals" through adjectives, adverbs, statistical information.
  
• Use of support: anecdotes, examples.
  
• Introduction includes discernible statement of direction (thesis).
  
• Paragraphing and arrangement are precise and include: a topic, illustrations, cohesive ties, and conclusions/transitions.
  
• Conclusion attempts to go beyond restating what has been said.
  
• Communicates clearly and accurately, avoiding jargon, clichés, and sexist language.
  
• Grammatically precise.
  
• Follows conventions of format, i.e., correctly documents sources.
  
• Follows assignment.
  
  

The "C" paper

• Predictable: seems to repeat old saw, "public wisdom," or the sources.
  
• Thesis inferable.
  
• Uses potential details and examples but never elaborates.
  
• Lets sources do most of the work.
  
• Readable: relatively consistent but dry.
  
• General and vague descriptions. Nothing that engages the reader.
  
• At times, paragraphing and arrangement lack an apparent plan.
  
• Cliché-laden.
  
• Grammatical errors cause distration.
  
• Errors in format.
  
• Follows assignment.
  
  

The "D/F" paper

• An attempt at saying something.
  
• Series of generalities and assertions without support.
  
• Words, but not much else.
  
• No attempt at description.
  
• Resembles talk. No indication of conscious structuring.
  
• Grammatical errors are a major distraction.
  
• Ignores proper formatting, i.e., makes no attempt to cite sources.
  
• May not follow assignment.
  
  

The "Detailed Grading Standards" adapted from material developed by Victor Villanueva, Northern Arizona University and Sue Hallett, WSU.