LETTER GRADES
Letter Grades |Conceptual |Thesis |Development and Support |Structuring |Language | |
|A |has cogent analysis, shows |essay controlled by |well-chosen examples; persuasive reasoning|appropriate, clear and smooth |uses sophisticated sentences |
| |command of interpretive and |clear, precise, |used to develop and support thesis |transitions; arrangement of |effectively; usually chooses words |
| |conceptual tasks required by |well-defined thesis: is|consistently: uses quotations and |paragraphs seems particularly |aptly; observes conventions of |
| |assignment and course |sophisticated in both |citations effectively; causal connections |apt |written English and manuscript |
| |materials: ideas original, |statement and insight |between ideas are evident | |format; makes few minor or |
| |often insightful, going beyond | | | |technical errors |
| |ideas discussed in lecture and | | | | |
| |class | | | | |
|B |shows a good understanding of |clear, specific, |pursues thesis consistently: develops a |distinct units of thought in |some mechanical difficulties or |
| |the texts, ideas and methods of|argumentative thesis |main argument with clear major points and |paragraphs controlled by |stylistic problems; may make |
| |the assignment; goes beyond the|central to the essay; |appropriate textual evidence and |specific and detailed topic |occasional problematic word choices|
| |obvious; may have one minor |may have left minor |supporting detail; makes an effort to |sentences; clear transitions |or awkward syntax errors; a few |
| |factual or conceptual |terms undefined |organize paragraphs topically |between developed, cohering, |spelling or punctuation errors or |
| |inconsistency | | |and logically arranged |cliché; usually presents quotations|
| | | | |paragraphs that are internally |effectively |
| | | | |cohesive | |
|C |shows an understanding of the |general thesis or |only partially develops the argument; |some awkward transitions; some |more frequent wordiness; several |
| |basic ideas and information |controlling idea; may |shallow analysis; some ideas and |brief, weakly unified or |unclear or awkward sentences; |
| |involved in the assignment; may|not define several |generalizations undeveloped or |undeveloped paragraphs; |imprecise use of words or |
| |have some factual, |central terms |unsupported; makes limited use of textual |arrangement may not appear |over-reliance on passive voice; one|
| |interpretive, or conceptual | |evidence; fails to integrate quotations |entirely natural; contains |or two major grammatical errors |
| |errors | |appropriately |extraneous information |(subject-verb agreement, comma |
| | | | | |splice, etc.); effort to present |
| | | | | |quotations accurately |
|D |shows inadequate command of |thesis vague or not |frequently only narrates; digresses from |simplistic, tends to narrate or|some major grammatical or |
| |course materials or has |central to argument; |one topic to another without developing |merely summarize; wanders from |proofreading errors (subject-verb |
| |significant factual and |central terms not |ideas or terms; makes insufficient or |one topic to another; illogical|agreement; sentence fragments); |
| |conceptual errors; does not |defined |awkward use of textual evidence |arrangement of ideas |language marred by clichés, |
| |respond directly to the demands| | | |colloquialisms, repeated inexact |
| |of the assignment; confuses | | | |word choices; inappropriate |
| |some significant ideas | | | |quotations or citations format |
|F |writer has not understood |no discernible thesis |little or no development; may list facts |no transitions; incoherent |numerous grammatical errors and |
| |lectures, readings, discussion,| |or misinformation; uses no quotations or |paragraphs; suggests poor |stylistic problems seriously |
| |or assignment | |fails to cite sources or plagiarizes |planning or no serious revision|distract from the argument |
|Grade for Category | | | | | |
|Grade for Essay | |
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