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Grading Criteria

A note on the evaluation process in this course: Each piece of written work, from an essay on an exam to a formal paper, starts as a "0" and rises to one of the levels listed below based on the quality of its ideas, development, and writing. Thus your writing does not start from an "A" and "lose points" based on certain errors; instead, grading starts from a baseline and points are added based on the quality of your work. Think of the grading scheme as you would think of a game or a job. You don't start with a perfect score (or a high salary) and lose points by making errors; rather, you start from a baseline and gain points based on the quality of your skills as demonstrated by your performance. The same is true here.

I will use abbreviations as references to grammatical principles on your corrected papers. The abbreviations and accompanying explanations are available on the "Key to Comments" document here: http://public.wsu.edu/~campbelld/keyto.htm.

• A (Excellent)
  • Ideas and analysis. Greatly exceeds expectations and develops in a consistently excellent manner. Readers will learn something from this piece of writing. Ideas are original or especially insightful for the level of the class (i.e., an excellent paper in a 200-level course does not need to demonstrate the same level of originality and depth as an excellent paper in a 300- or 400-level course).
• Organization. Organizational plan is clear, as is the thesis and purpose of the piece. Thesis is original and interesting.
• Development and support. Develops its points effectively, logically, and in an original fashion. Assertions are supported by evidence. Paragraphs are unified, coherent, and complete.
• Style. Sentences are fluent, graceful, and a pleasure to read. They are free from errors, although there may be a minor error in the piece.
• Mechanics (spelling, usage, and punctuation such as commas, semicolons, and possessive apostrophes, quotation marks, and title punctuation). Papers will be almost entirely free from mechanical errors.
• Audience. Has a clear understanding of audience as demonstrated by the paper's use of tone and an appropriate level of diction.
  
• B (Good)
  • Ideas and analysis. Exceeds expectations and develops in a good but perhaps predictable fashion. Paper will cover the most logical points about a piece of writing but may not provide as much new analysis. Ideas may be good but perhaps not as insightful or well developed as those for work in the "A" range.
  • Organization. Organization and thesis are logical but could be clearer. Thesis is solid but less innovative than in an exceptional paper. Some transitions may be missing.
  • Development and support. Includes a thesis idea that is generally supported by evidence and a logical order of paragraphs. Some unsupported generalizations may occur, or  some paragraphs may lack unity or support.
  • Style. Demonstrates correct sentence construction for the most part, although some sentences may be awkward or unclear. Papers will generally have few (1-2) or no comma splices, fragments, fused sentences, tense and agreement errors, or other major grammatical problems. Minor errors in grammar may occur.
  • Mechanics. One or two instances of an incorrect use of words, spelling errors, or punctuation errors such as missing possessive apostrophes may occur
  • Audience. Clear sense of individual voice and awareness of audience expectations. Level of diction may be uneven or somewhat inappropriate for the assignment.
    
• C (Satisfactory or Acceptable)
  • Ideas and analysis. Meets expectations but does not go beyond them. May respond to the assignment in a satisfactory but predictable or superficial way. May have more plot summary than analysis.
  • Organization. Exhibits a discernable organization but may not provide a clear connection to the thesis. Thesis may be obvious or too general. Paragraphs may not follow the most logical order.
  • Development and support.Development may consist of obvious generalizations that only tell readers what they already know with limited support from the text.  
  • Style. May demonstrate little sentence variety. Grammatical errors such as comma splices, fragments, agreement errors, vague or awkward phrasing may obscure the meaning of an otherwise good paper.
  • Mechanics. May contain odd word choices, consistent errors in punctuation, or problems with usage.
  • Audience. Voice and diction may be significantly inconsistent with audience expectations or the requirements of the assignment.
    

Discussion board posts are awarded points based on how substantial and thoughtful they are. They are graded holistically and will not typically receive comments on grammar or content. However, please use proper spelling, capitalization, and so on for your discussion posts. The discussion board grades don't reflect "taking off points" but rather "building points." Each post starts with a 0 and builds up to a 25 depending on its thoughtfulness, insights, and engagement with the assigned texts--its level of excellence, in short.

Although I will be reading all the posts and responses, I will not reply on the board to each post but will respond to selected posts from different students each week.

Discussion board posts need to be posted within the time frame of the lesson and by the deadline listed in the Course Schedule in order to count. Although there's no partial credit for late posts or replies, and there are no excused absences from or extensions for posting, this course has a built-in optional "makeup" post at the end that you can complete to make up points if you miss a week. It counts the same as a regular post + replies session (25 points).

The points are awarded as follows:

• 23-25 points: a substantial, thoughtful post that specifically engages with the reading plus at least two replies posted to another's initial post.
  • Post (up to 15 points) + 2 replies (up to 10 points) = up to 25 points for the week.
• 20-22 points: posts and replies that may be have good points but that may be insubstantial in length or content, may not engage sufficiently with the readings, or may have grammatical problems.
• Up to 15 points: an initial post but no replies.
• 5-10 points: one or two replies but no initial post.
• 0 points: no entries posted to the discussion board by the deadline.

Grade Cutoffs for Assignments

The total number of points varies by assignment. The chart below shows the approximate letter grade for points earned in each assignment.

Note: WSU final grade submission permits only solid, plus, and minus grades (e.g., C, C+, or C-) to be entered into zzusis.
Note: WSU final grade submission has no "A+" grade, so the highest paper grade will be "A" (95) in compliance with WSU standards. There is no "D-" grade in zzusis, so a final average of 60-62 = D for the same reason.

Midterm Grades

Based on ASWSU student requests and action by the Faculty Senate, WSU has instituted Academic Rule 88, which stipulates that all students will receive midterm grades. Midterm grades will be submitted for students enrolled in undergraduate courses by 5:00 p.m. on the Wednesday of the eighth week of the fall and spring semesters.

WSU defines a "C" grade as "satisfactory," and those whose grades at midterm are in the "satisfactory" range or above (A, B, or C) will receive a "C" for the midterm grade. Those whose performance is deficient (D) or seriously deficient (F) will receive those grades. Important: This does not mean that your grade is a "C" but that your grade is in the satisfactory range (A, B, or C) and that there are no significant deficiencies noted up to that point.

• C, D, and F are defined as follows:
  • A C midterm grade is given to any student who is making satisfactory progress in the range of A, B, or C grades.
  • A D grade indicates serious deficiencies.
  • An F midterm grade is given to any student whose progress is not acceptable and who needs to discuss his/her progress with the instructor.

Midterm grades are not binding; they exist to tell you about your performance in the course at that particular point. They do not appear on the WSU transcript.

Last update: March 3, 2013 9:23 AM