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Paper Evaluation Scale/Grade Descriptions Common Grading Standards Instructors generally apply the following guidelines in evaluating student papers: 1. Clear central idea, thesis, focus, or purpose: The central idea should be original, purposefully sustained throughout the paper, and respond creatively to the assignment. 2. Organization, logic, and arrangement: The paper should have an organic or intrinsic organization rather than a mechanical one; it should have a consistent tone and smooth transitions. 3. Development, support, and evidence: The central idea and its points should be amplified by a significant supporting or explanatory strategy. 4. Style, grammar, and mechanics: The writer’s use of language should enhance the relationship between individual points and the paper as a whole; grammar and punctuation should be consistent with standard usage. Grade A Paper (90-100): * Papers earning an A indicate that the work is not only free from major error, but is exceptional in all respects. A-level papers go beyond the expectations of the assignment and are superior in both form and content. They do not contain mechanical errors; they present an original idea and possess a logical structure. A’s demonstrate sophisticated, college-level thinking. They take original and provocative ideas and expand them in an intelligent fashion using a coherent and sophisticated structure. * Exceptional structure w/ no flaws in focus * Beyond required relevant development * Excellent mechanics (no major errors & few or no minors) * Clear wording that exhibits strong style (varied sentence structures, patterns, types, and lengths; lively yet careful punctuation; & appropriate yet thought-provoking word choices) * Deeply provocative relevant content Grade B Paper (80-89): * Above average. The project is significantly more than competent. The work exceeds the minimal requirements for the assignment while containing few errors. * Solid structure w/ no or few flaws in focus * Required relevant development * Strong mechanics (1 or 2 majors only and/or few minors) * Clear wording that also exhibits good style (varied sentence structures, patterns, types, and lengths; lively yet careful punctuation; & appropriate yet thought-provoking word choices) * Provocative relevant content Grade C Paper (70-79): * Average. The work fulfills the minimal requirements for the assignment; however, the assignment contains errors that detract from its effectiveness. * Good structure w/ perhaps a slight to somewhat substantial flaw * Required relevant development, or a sentence under * Solid mechanics (no more than 3 majors and/or few/some minors) * Clear wording with some style, occasional awkwardness or weakness * Content may be provocative in places, but not in others Grade D Paper (60-69): * Below average. The project fails to fulfill even the minimal requirements of the assignment. It often exhibits poor audience analysis, ineffective organization, serious mechanical errors, and fails to follow the purpose of the assignment, or to develop the topic. Evidence of careful proofreading is scanty, if nonexistent. The whole piece, in fact, often gives the impression of having been conceived and produced in haste. *. Weak structure * Under required development by two sentences * Weak mechanics (4 or 5 majors and/or some to many minors) * 4. Awkward wording and/or weak word choices and style * Content may be provocative in places, but not in others Grade F Paper (59 and below): * Unacceptable. The work fails to meet even the minimal requirements of the assignment. In short, the ideas, organization, style, and mechanics fall far below what is acceptable college writing. * Serious structural error that causes the reader problems * Unacceptable development * Unacceptable error count (+five majors) * Style may be brilliant or dull * Content may be provocative or brain numbing |