Paper grades often seems arbitrary, so I developed and adapted these guidelines.
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has cogent analysis, treats relevant concepts with both understanding and originality |
essay controlled by clear, precise, well-defined thesis; ideas are original, often going beyond classroom discussion |
well-chosen examples, persuasive reasoning used to consistently develop and support argument |
effective use of sophisticated sentences; rich vocabulary and apt word choices; technical errors limited to minor grammatical problems and typos |
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shows a good understanding of the texts, ideas and methods of the assignments (one or two minor factual errors or conceptual inconsistencies) |
clear specific thesis central to the essay |
pursues thesis consistently: develops a main argument with clear major points and appropriate supporting detail |
some technical difficulties or stylistic problems: awkward word choice, awkward syntax, unnecessary use of the passive voice, punctuation and grammatical errors |
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shows an understanding of the basic ideas and information involved but makes substantial errors in interpretation and/or confuses important facts |
general central thesis |
only partially develops the argument: thesis undermined by weak organization, shallow analysis, insufficiently articulated ideas or unsupported generalizations |
verbose; unclear and awkward voice choice and sentence construction; serious grammatical errors
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shows inadequate command of the course material and/or makes significant conceptual or factual errors |
vague thesis or thesis is not central to the essay |
discursive: tends to merely narrate or digress from one topic to another |
major grammatical errors which detract from the intelligibility of the essay |
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writer has not understood several fundamental concepts |
no discernible thesis |
little or no development: essay is mostly a list of facts |
numerous, major grammatical problems and misused words which seriously detract from the argument |
Copyright 1997 Emory University
Last Updated April 24, 1997
For further information contact Becky Herring at bherrin@emory.edu.
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