CRITERIA FOR GRADING

RESEARCH PAPER

A. THESIS

1. You did not provide a thesis.
2. You assumed a thesis but did not state it. Or you stated a thesis, but the thesis was vague or too broad.
3. You provided an adequate thesis.
4. You provided an outstanding thesis that cogently sets up your analysis.

B. DEVELOPMENT

1. You had neither topic sentences nor logical development.
• a. You had topic sentences, but they were not logical.
• b. You had logical development, but you did not provide topic sentences.
• c. You had topic sentences, but they did not support your thesis.
• d. You had topic sentences, but they were too broad.
2. You had both topic sentences and logical development. These provide a competent but uninspired framework for your description.
3. You had excellent topic sentences and logical development.

C. DETAIL

1. Unacceptable
• a. You provide no supporting details and quotations from the work you were analyzing.
• b. You provide details and quotations in an apparently random order.
2. Poor
• a. You provide some details and quotations, but they are too general and vague.
• b. You provide some details and quotations, but too many do not belong where you place them.
3. You provide generally provide details and quotations in the proper places and provide a general picture of what you are analyzing.
4. Your use of details and quotations clearly, effectively, and aptly supports your argument.

D. USING RESEARCH MATERIALS

1. Unacceptable
• a. You did not use research materials in your paper.
• b. You abused research materials.
2. You used research materials in a manner that demonstrated a lack of mastery of them. Examples of this are quotations that do not support the argument you are tying to make and strings of quotations that run on too long.
3. You use materials in a competent but uninspired way to support your argument.
4. You smoothly integrate the research materials you use into your argument.

E. WRITING THE ESSAY

1. Your essay lacks coherence and cohesion. Transitions are ineffective. The paragraphs read like a list, with no connection between the sentences.
2. The paragraphs have a general focus, but some sentences are unrelated. Coherence, cohesion, and transitions need work.
3. Paragraphs are generally well developed with fewer than three problems of focus, unity, or coherence. Transitions may be a bit forced.
4. Paragraphs are focused, unified, and coherent. Transitions are logical and effective.

F. GRAMMAR

1. You exceeded the maximum allowable number of serious grammatical mistakes (10), automatically dropping your grade to an "F."
2. You had 7-9 grammatical errors.
3. You had 4-6 errors.
4. You had 1-3 errors.