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)
- Greatly exceeds expectations and develops in a consistently excellent manner. 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).
- Organizational plan is clear, as is the purpose of the piece.
- Develops its points effectively, logically, and in an original fashion. Readers will learn something from this piece of writing.
- Assertions are supported by evidence.
- Sentences are fluent, graceful, and a pleasure to read.
- Generally free from errors, although there may be a minor error in the piece (except for the resume and cover letter, which must be free from errors). "A" papers will have no comma splices, fragments, fused sentences, tense and agreement errors, or other major grammatical problems.
- Has a clear understanding of audience.
- B (Good)
- Exceeds expectations and develops in a good but perhaps predictable fashion.
- Organization is clear.
- Includes a clear focus that is supported by evidence.
- Demonstrates correct sentence construction for the most part, although some sentences may be awkward or unclear. ."B" papers will generally have no comma splices, fragments, fused sentences, tense and agreement errors, or other major grammatical problems, although one such error may occur. Minor errors in grammar may occur.
- Ideas may be good but perhaps not as insightful or well developed as those for work in the "A" range.
- Good sense of individual voice and awareness of audience expectations.
- C (Acceptable)
- Meets expectations but does not go beyond them.
- May be an otherwise good document but with grammatical errors such as comma splices, fragments, agreement errors, vague or awkward phrasing, and so forth.
- Exhibits logical organization and a focus, but often does not provide clear evidence to support the thesis.
- Points may consist of obvious generalizations that only tell readers what they already know.
- May demonstrate little sentence variety or careful word choice.
- May respond to the assignment in an adequate but highly predictable or superficial way.
- May rely on plot summary rather than analysis.
- D (Deficient)
- Does not meet expectations or the terms of the assignment on one or more dimensions.
- May lack adequate organization, adequate support for its argument, sufficient focus, or audience awareness.
- Contains errors in sentence construction, punctuation, word choice, and spelling.
- F (Unacceptable)
- Fails to meet expectations on several levels.
- Usually difficult, frustrating, or confusing to read.
- Contains neither focus nor support for generalizations.
- Contains numerous errors in grammar, spelling, and punctuation, including serious errors in agreement and sentence construction.
- A paper will receive an "F" if it is plagiarized in whole or in part.
*Grading standards adapted from those articulated in English 309, Spring 2011.