Grading Criteria Essays

Grading Criteria Essays-54
The D paper is confusing, difficult to read, unfocused.It does not demonstrate competent college-level writing.THESIS: Clear and cogent; original, significant insights into primary work’s themes and literary elements.

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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.

MLA: Quotations are correctly punctuated and blocked in most instances.

Parenthetical citations used appropriately and correctly, according to most recent guidelines.

DEVELOPMENT: Rhetorical strategies used as necessary (narration, cause & effect, process, etc.); coherent paragraphs, fully developed with supporting reasons, explanations, examples, illustrations, context; generalizations supported with relevant, specific details. LITERACY: Sources are of good quality and number; appropriately varied and thorough source material; quotations, summary, and paraphrases are synthesized, analyzed, or interpreted.

Can You Use Etc In A Formal Essay - Grading Criteria Essays

LANGUAGE: accurate word choice; concise sentences; some flair.

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.

ORGANIZATION: Unstructured or disordered; lacks clear beginning, middle, and end. The writer may not understand the assigned question. Lacks transitions into or indications of outside research material.

Primary and secondary source material is awkwardly placed or not coherently integrated into paper. LITERACY: Sources are inappropriate (dubious web page quality, lack of Library materials, insufficient number of sources, outdated or irrelevant sources) for college-level research. SENTENCES: Vague, wordy, confusing, or incomplete sentences. MECHANICS: Numerous distracting errors; nonstandard English. MLA: Parenthetical citations are frequently absent or inaccurate; Works Cited page is missing or incomprehensible; many errors or omissions in content and formatting of entries. DEVELOPMENT: Seriously and consistently illogical and/or predicated on false premises. Or, not original—may be an un-cited summary of print or online study material (e.g., , paper mill resource, or essay written by another student or writer). LITERACY: No research done or obviously inappropriate sources used.

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