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Ethnicity and Culture

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Grading rubric from Eng. 101

For those who want to know how we arrive at grades for your papers, here are the criteria of judgment.

A—EXCELLENT—An Exceptional  Essay

 

   Organization and Development

         Addresses the assignment thoroughly and analytically, developing an authentic, fresh insight that challenges readers’ thinking

         Displays awareness of and sense of purpose in communicating to an audience and, therefore, provides adequate context for readers (i.e. necessary background information, brief summaries, or definitions of key terms, etc.)

         Presents a clearly focused and sufficiently narrowed controlling idea (thesis)

         Provides logical progression of ideas through clear, effective transitions and topic sentences that clearly maintain focus while advancing discussion

  • Evaluates and analyzes ideas and issues skillfully using sound reasoning

 

   Presentation of Research

         Offers compelling support and sophisticated insight through persuasive evidence

         Makes clear distinctions between student’s ideas and ideas of others

         Incorporates the ideas of others effectively, accurately, and logically through summary, paraphrase, and/or direct quotation as instructed

         Uses sources to support, extend, and inform ideas, not to substitute for the writer’s own development of an idea

         Does not overuse quoted material to substitute for the writer’s own development of an idea

  • Adheres to current MLA guidelines for formatting essays and, as instructed, documents all ideas cited through summary, paraphrase, or direct quotation with accurate in-text citations and a Works Cited page that adheres to MLA guidelines

 

   Mechanics

         Displays superior, consistent control of syntax (word order), sentence variety (varies length and complexity), diction (effective word choice), punctuation, grammar, spelling, and conventions of Standard English

 

B—STRONG—An Above Average Essay

 

   Organization and Development

         Addresses the assignment clearly and analytically, setting a meaningful task

         Addresses audience needs and expectations by providing adequate context

         Presents a clearly focused controlling idea (thesis)

         Demonstrates clear and coherent organization through use of good transitions and topic sentences that keep focus clearly in sight

         Evaluates and analyzes ideas and issues carefully (but not with the skill or sophistication of an A essay)

 

   Presentation of Research

         Provides effective support and analysis through examples or facts (that will not be as compelling or as strong as an A essay)

         Makes distinctions between student’s ideas and ideas of others

         Demonstrates an ability to effectively use summary, paraphrase, or direct quotation when appropriate (and/or requested by instructor)

         Uses sources to support, extend, and inform ideas, not to substitute for the writer’s own development of an idea

         Does not overuse quoted material to substitute for the writer’s own development of an idea

         Cites relevant sources, effectively integrating them into text when appropriate using current MLA guidelines for in-text citations and Works Cited

  • Adheres to current MLA guidelines for formatting

 

  Mechanics

         Displays consistent control of syntax (word order), sentence variety (varies length and complexity), diction (effective word choice), punctuation, grammar, spelling, and conventions of Standard English

 

  

C—SATISFACTORY—An Adequate Essay

   Organization and Development

         Addresses the assignment with some analysis

         Addresses some audience needs and expectations

         Establishes a controlling idea (thesis)

         Demonstrates adequate organization with some attempt at transitions (the focus may not be as clearly maintained as in the A and B essay)

  • Provides some analysis of ideas and issues (but the analysis may be weak or not fully developed)

   Presentation of Research

         Provides some support through use of examples and details (that will be less developed and less persuasive than the A and B essay)

         Makes an attempt to show distinction between student’s ideas and ideas of others though cited material may, at times, crowd out student’s voice and ideas

         Adequately uses ideas of others (when required) through summary, paraphrase, and direct quotations, but presentation and integration of these ideas is less accurate and less skillful than in the A and B essay

  • Cites appropriate sources when necessary and adequately integrates them into text using MLA guidelines for in-text citations and Works Cited

   Mechanics

         Displays adequate control of syntax (word order), sentence variety (varies length and complexity), diction (effective word choice), punctuation, grammar, spelling, and conventions of Standard English (errors do not slow the reader, impede understanding, or seriously undermine the authority of the writer)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

D—UNSATISFACTORY—A Seriously Flawed Essay

   Organization and Development

         May address only parts of or all of the assignment but does so inadequately

         Shows insufficient awareness of audience needs and expectations

         Thesis may be unclear and/or not function as controlling idea of essay

         Lacks focus and a clear pattern of organization which may occur for the following reasons: writer lacks clear understanding of essay structure; topic sentences are nonexistent or random; lack of or inappropriate transitions

         Paragraph structure will be flawed due to lack of development, lack of a clear focus, and/or lack of a clear understanding of appropriate paragraph breaks

  • Analysis of ideas is inadequate or nonexistent

   Presentation of Research

         Support of claims is inadequate or nonexistent

         Unable to make clear distinctions between student’s ideas and ideas of others

         Unable to adequately summarize or paraphrase others ideas when instructed to do so

         Fails to cite sources or cites and/or integrates them incorrectly, or inaccurately, or uses inappropriate quotes altogether (when instructed to use outside sources)

  • Fails to follow correct MLA guidelines for formatting essays (and for Works Cited when appropriate)

   Mechanics

  • Lacks sufficient control of syntax (word order), sentence variety (varies length and complexity), diction (effective word choice), punctuation, grammar, spelling, and/or conventions of Standard English (errors do slow down reading and impede understanding)

F—FAILING—A Fundamentally Deficient Essay

   Organization and Development

         Fails to address assignment or does so minimally

         Demonstrates a lack of audience awareness

         Lacks a controlling idea (thesis)

         Lacks focus and organization or organizes illogically

  • Paragraphing inadequate or nonexistent

   Presentation of Research

         Displays inability to support ideas

         Fails to make distinctions between student’s

   Presentation of Research

         Displays inability to support ideas

         Fails to make distinctions between student’s ideas and ideas of others

  • Fails to use outside sources appropriately (when required) or plagiarizes

   Mechanics

  • Lacks control of syntax (word order), sentence variety (varies length and complexity), diction (word choice), punctuation, grammar, spelling, and conventions of Standard English (errors greatly impede understanding)

Ideas always matter.