CRITERIA FOR GRADING
RESEARCH PAPER
A. THESIS
-
You did not provide a thesis.
-
You assumed a thesis but did not state it. Or you stated a
thesis, but
the thesis was vague or too broad.
-
You provided an adequate thesis.
-
You provided an outstanding thesis that cogently sets up your
analysis.
B. DEVELOPMENT
-
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.
- You had weak topic sentences.
-
c. You had topic sentences, but they did not support your
thesis.
-
d. You had topic sentences, but they were too broad.
-
You had both topic sentences and logical development. These
provide a competent
but uninspired framework for your description.
-
You had excellent topic sentences and logical development.
C. DETAIL
-
Total lack to detail.
-
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.
-
Inadequate detail
-
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.
-
You provide generally provide details and quotations in the
proper places
and provide a general picture of what you are analyzing.
-
Your use of details and quotations clearly, effectively, and
aptly supports
your argument.
D. USING RESEARCH MATERIALS
-
No use of research materials.
-
a. You did not use research materials in your paper.
-
b. You abused research materials (plagarized).
-
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.
-
You use materials in a competent but uninspired way to support
your argument.
-
You smoothly integrate the research materials you use into your
argument.
E. WRITING THE ESSAY
-
Your essay lacks coherence and cohesion. Transitions are
ineffective. The
paragraphs read like a list, with no connection between the
sentences.
-
The paragraphs have a general focus, but some sentences are
unrelated.
Coherence, cohesion, and transitions need work.
-
Paragraphs are generally well developed with fewer than three
problems
of focus, unity, or coherence. Transitions may be a bit forced.
-
Paragraphs are focused, unified, and coherent. Transitions are
logical
and effective.
F. GRAMMAR
-
You exceeded the maximum allowable number of serious grammatical
mistakes
(10), automatically dropping your grade to an "F."
-
You had 7-9 grammatical errors.
-
You had 4-6 errors.
-
You had 1-3 errors.