Evaluation Guidelines for English Papers

 

A paper that receives an A responds to the assigned topic with clear and perceptive generalizations that are supported by concrete, relevant details and examples. The A paper has a lucid, significant controlling idea or thesis, which is fully developed. The A paper generally exhibits noticeable originality or unusual insight. The structure, supports, voice, and tone demonstrate an appropriate consideration of audience and purpose. The paragraphs are well organized to support the controlling idea, and they progress through necessary, evident stages that reveal an awareness of the conventions of structure, including the use of appropriate transitions. Paragraphs are internally cohesive, and their controlling ideas are clearly discernible or easily recovered from the specifics of the paragraph. Sentences are varied in structure, and word choice is precise, fresh, and economical. Grammar errors are absent or are so limited as not to disrupt the essay's readability in any way.

A paper that receives a B responds to the assigned topic through clear and sufficient generalizations that are supported by concrete, relevant details and examples. The B paper has a lucid, significant, controlling idea or thesis. The essay demonstrates an awareness of audience and purpose evidenced mainly in an appropriate use of structure and support or of tone. Generally, the essay's paragraphs are organized to support the controlling idea, although the structure of the B paper may be slightly unwieldy and the use of transitions may be basic and predictable. Paragraphs are internally cohesive, and their controlling ideas are discernible or recoverable from the specifics of the paragraph. Sentences are clear, but may demonstrate only a basic understanding of stylistic variation; word choice is precise, if not always economical and fresh. Grammar errors are minimal or so limited as not to disrupt the essay's readability in any major way.

A paper that receives a C responds sufficiently to the assigned topic, but that response may be generally unclear and ineffective and may be developed through superficial or trite generalizations. The C paper has a discernible controlling idea or thesis although the organization is often loose or repetitive. The essay demonstrates some awareness of audience and purpose as evidenced in its structure and support or its tone. Paragraphs are generally internally cohesive, and there is an attempt to structure them in order to support the thesis, but the support is generally literal or factual with little explanation or comment; use of transitions is limited and predictable. Sentence structures are either loose and sprawling or basic and monotonous, but their meanings are generally clear; word choice is occasionally imprecise and basic. Grammar errors occasionally disrupt the essay's readability.

A paper that receives a D responds to the assigned topic, but usually in a way that is incomplete and insufficient. There may be a discernible thesis, but that thesis is generally under-developed and trite and the organization is illogical or confused. Paragraphs demonstrate a general attempt at cohesiveness, but generalizations are not supported by evidence, or that evidence is sketchy or irrelevant. There is little or no use of transition devices. There is little sense of audience and purpose, and that awareness is only minimally evident in the writer's choice of tone, structure, and supports. Sentence structures show little attention to detail, and evidence only a casual attempt at revision. Vocabulary is inadequate, and word choice is considerably flawed. Grammar errors are so pervasive as to disrupt consistently the essay's readability.

A paper that receives an F does not respond to the assigned topic or does not succeed in communicating its ideas to the reader. While there may be a discernible controlling idea, that thesis is generally underdeveloped or not developed at all. The writing seems to exist for the writer only. Sentence structure is basic and choppy or rambling and incoherent, and there is little or no evidence of revision. Grammar errors are so pervasive as to disrupt seriously the essay's readability.