GRADING POLICY

 – 500-WORD THEMES : WRITING I and II (101ENG and 102ENG)

Despite the fact that parts of the definitions given below have been divided into categories, instructors are urged to employ holistic grading: a technique whereby a theme is evaluated as a whole rather than a series of separate parts.  If, for example, an engaging, well-developed, otherwise error-free theme displayed three comma splices, it should not automatically be given a C simply because three comma splices are characteristic of a C-range theme.

 Repetitions of certain mistakes – especially regarding word choice, homonyms, and spelling -- ought to be regarded as single errors rather than multiple ones.  For example, if a student consistently uses ‘there’ for ‘their’ six times in one theme, it should be marked as one error on the rubric sheet rather than six.   

 The statements given below ought to be regarded as guidelines, not absolutes.  When numbers are given, they are meant to provide the evaluator with a general sense of proportion rather than a precise set of inflexible rules.

 ACROSS-THE-CURRICULUM COMPETENCIES

Each definition is keyed to the categories on the rubric sheet.  The five across-the-curriculum competencies will be evaluated from the following areas:

 (1) Writing Competency will be measured by the quality of the entire theme (all six categories).  Special attention will be paid to Sentence Structure, Word Choice, and Grammar/Usage/Mechanics categories.

(2) Reading (the ability to apprehend and synthesize texts), Integrated Learning  (from other courses and from life experiences), and Creative Thinking will be evaluated from the Development category. 

(3) Ethics and Values will be measured in the Audience and Development categories.       

*     *     *

AN A PAPER IS SUPERIOR THROUGHOUT.  

The A paper need not be published in the Atlantic Monthly or the New York Review of Books.  Nevertheless, it is a superior piece of work that is a pleasure to read and a temptation to show to colleagues.  Although outstanding, it need not be flawless; even Homer nodded and Shakespeare might have profited from blotting a line.

 Usually the A paper excels the B paper in content, diction, and style.  The A paper generally treats its subject in some relatively original manner, revealing keen perception, mature judgement, and sound logic.  It also employs language with sensibility, assurance, and vitality.  Moreover, it demonstrates a style that possesses some grace, charm, and vitality.

 The A paper need not be perfect, but it should be superior, outstanding, and an excellent piece of work.

 Characteristics of the A paper through the categories:  

Audience:  No errors of any sort

Organization / Theme Structure:  Displays clear thesis, logical organization, good transitions and effective paragraphing.

Development:  All ideas are well developed, thoroughly supported, and concisely presented.  Introduction and conclusion interesting to the reader and effective in content.

Sentence Structure: No problems or minimal problems (one comma splice or one awkward construction) in syntax.  An A theme ought to be free of inappropriate fragments or run-on (fused) sentences.  In addition, sentences must be varied and interesting.

Word Choice: Displays no problems or minimal problems (two or three errors).  In addition, there should be no instances of wordiness or repetition.

Grammar / Usage / Mechanics:

            (1) Displays no more than two or three errors in grammar and usage.

            (2) Displays no more than three or four errors in mechanics.             

A B PAPER IS ABOVE AVERAGE.  

The B paper is not only competent in the major areas (and also the minor ones), but it also excels in several.  As opposed to the C paper, the B paper contains certain achievements that make it more than satisfactory.  Usually these are in the areas of content or anguage.  Compensating for these lapses is the skill displayed in organizing and supporting ideas, selecting words, handling mechanics, and treating the subject with judiciousness, maturity, and insight.  The B paper is not outstanding, but it reveals fine work by an intelligent student who has demonstrated proficiency in all six areas and excellence in some. 

 Mere absence of gross errors alone should never be rewarded with a B.  

Characteristics of the B paper through the categories:  

Audience:  Displays one pronoun shift or one verb tense shift.  May display one thesis marker.  No other errors in audience ought to be evident.

Organization / Theme Structure: Displays one weak or repetitive transition.  May have one problem in paragraphing.

Development:  Displays some weakness in development.  Introduction and/or conclusion not as engaging or interesting as those in an A paper.  There ought to be no needless repetition of ideas or concepts.

Sentence Structure: The B paper ought to display

(1) no more than two comma splices or awkward sentences OR

(2) no more than one run-on (fused) sentence or one inappropriate fragment.

Word Choice: No more than four or five errors here.

Grammar / Usage / Mechanics: 

(1) displays no more than four or five errors in grammar and usage.

(2) displays no more than five or six errors in mechanics. 

A C PAPER IS AVERAGE.

The C paper is an adequate piece of work, nothing more or less.  The student has organized the material ably, employed details to support generalizations, and handled mechanics satisfactorily.  Although more might have been accomplished in any one or all three major areas (organization, support, mechanics), the C student has revealed competence in them.  What these papers lack is some praiseworthy feature: significant or fresh ideas, felicity of expression, grace of style. 

Although containing little that is impressive, C papers explain an idea of some substance in a clear and acceptable manner: in general, they may be labeled satisfactory, average, or adequate.

 Characteristics of the C paper through the categories:

Audience:  There should be no more than two verb tense shifts or pronoun shifts in the theme and/or no more than two thesis markers.  There ought to be no major errors in logic or credibility and no evidence of bias.

Organization / Theme Structure:

(1) no more than two or three weak or repetitive transitions.

(2) no more than two problems in paragraphing.

(3) theme must display an overall logic and coherence in its organization.

Development:  The C paper displays

(1) a weak introduction and/or conclusion.

(2) weak, haphazard development of body paragraphs.

(3) scant illustration or support of key points.

Sentence Structure: The following patterns of syntax error are characteristic of C papers:

(1) three or four comma splices

(2) two or three comma splices and one or two other errors (including one inappropriate fragment

3) three or four errors that are not comma splices, run-ons, or inappropriate fragments

(4) In any case, no more than a total of three inappropriate fragments and/or run-on (fused) sentences ought to be evident in the C paper.

Word choice: No more than five errors ought to be evident.

Grammar/Usage/Mechanics:

(1) no more than five or six errors in grammar/usage.

(2) no more than six or seven errors in mechanics.    

A D PAPER IS BELOW AVERAGE.

The D paper is deficient in only one major area (organization, support, or mechanics).  If the writer makes serious errors in mechanics, fails to organize the paper or paragraphs adequately, or does not provide ample support for generalizations, the paper should receive a D.  It is important to remember that a D is a passing grade, allowing the 101 student to proceed into 102.  Consequently, the student must be able to write with some proficiency and with some sense, and these papers must contain some redeeming features; otherwise, the paper should receive an E.

 Sometimes it is tempting to overlook serious spelling sins or a tendency to ramble because of some brilliance in content, style, or diction.  Good writing, however, requires that the student learns discipline.  If this is not the case, the student should not receive a C in the course: until he or she can write without some major weaknesses, his or her papers should be graded D. 

Characteristics of the D paper through the categories:

Audience:  Three or four verb tense shifts and/or pronoun shifts.  Three or four thesis markers.  No major errors in logic or credibility; no glaring evidence of bias.

Organization / Theme Structure:

(1)  three to five weak and/or repetitive transitions.

(2) three or four problems in paragraphing.

(3) theme must nevertheless display an overall logic and coherence in its organization.

Development:  The D paper displays

(1) a weak introduction or conclusion

(2) weak, haphazard development of body paragraphs

(3)    scant illustration of key points

Sentence Structure:  The following patterns of syntax error are typical of D papers:

(1)  five or six comma splices

(2) three or four comma splices and two or three other errors (including one inappropriate fragment)

(3) five or six errors that are not comma splices, run-ons, or inappropriate fragments

(4) in any case, no more than a total of four inappropriate fragments and/or run-on (fused sentences) ought to be evident in the D paper.

Word Choice: No more than eight errors should appear here.

Grammar/Usage/Mechanics:

(1) No more than seven or eight errors in grammar/usage.

(2)     no more then 6 or 7 errors in mechanics.

THE E PAPER

The E paper is deficient in at least two of the three major areas: organization, support, and mechanics.  These papers are so poor that they are difficult, annoying, and confusing to read.  Usually the main problems in an E paper are faulty mechanics (including syntax), poor or nonexistent organization, and inadequate support.  In some instances, the writer may skirt numerous difficulties by using simple words and simple sentences to express simple ideas.  A childish paper of this type should receive an E even though it may be devoid of glaring weaknesses.

Late in the semester it is hard to resist rewarding a poor student who has worked diligently yet progresses slightly.  To raise the student’s grade because of improvement or effort rather than demonstrated ability is to be unfair to him or her, to other students, and to the department.  An E grade is always difficult to give, but if the student honestly deserves an E, then he or she should receive it.  Maintaining standards – particularly at the D and E level – is unpleasant and trying, but necessary.

 Characteristics of the E paper through the categories:

  Audience:

(1) more than four verb tense shifts and/or pronoun shifts.

(2) more than four thesis markers.

(3)     evidence of major problems in logic and/or credibility.

(4)     displays of bias.

Organization / Theme structure:

(1) more than five weak or repetitive transitions.

(2) more than four problems in paragraphing.

(3) serious problems in overall coherence and organization

 Development: The E paper displays

(1) very weak or nonexistent introduction and/or conclusion

(2) very weak and haphazard development of body paragraphs

(3) very scant or nonexistent illustration of key points

Sentence Structure:  The following patterns of syntax error are typical of E papers:

(1)  Seven or more comma splices

(2) Four or five comma splices and three or four other errors (including two inappropriate fragments)

(3) Seven or more errors that are not comma splices, run-ons, or inappropriate fragments

(4) A total of five or more inappropriate fragments and/or run-on (fused) sentences.

Word choice: Nine or more errors here.

Grammar/Usage/Mechanics:

(1) nine or more errors in grammar/usage.

(2) eight or more errors in mechanics.

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