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When grading your papers, I use the following guidelines to determine
the quality of the essay:
The first considerations in evaluating a piece of writing are appropriateness to Context, Purpose, Audience, and Organization. After these elements are evaluated, errors in mechanics or usage can lower the grade.
Superior/Good (A/B):
Content: An original, significant idea clearly defined and supported
with concrete and relevant detail.
Development: The paragraph/essay progresses by clearly ordered stages
and is developed with originality and consistent attention to proportion
and emphasis; paragraphs/essays are coherent, unified, effectively developed;
transitions between paragraphs in essays are explicit and effective
Sentence Structure: Sentences are skillfully constructed (coherent,
effectively varied).
Diction and Mechanics: Clarity and effectiveness of communication are
promoted by consistent standard English usage, mechanics, spelling, and
by a precise, ample vocabulary.
Satisfactory (C):
Content: Central (topic) idea is apparent and supported with concrete
detail, although detail may occasionally be repetitious, sketchy, or commonplace.
Development: The plan and method of the paragraph/essay are apparent
and fulfilled satisfactorily although they are developed with occasional
inappropriate emphasis. Paragraphs are unified and coherent, usually effective
in their development. In essays, transitions between paragraphs are clear
but mechanical.
Sentence Structure: Sentences are correctly constructed but lacking
in variety of structure.
Diction and Mechanics: Satisfactory vocabulary and usage; writing meets
standards of written English with no more than occasional lapses from standard
usage, mechanics, and spelling.
Poor/Failing (D/F):
Content: Central idea is lacking, or confused, imprecise, unfocused,
and unsupported with concrete and relevant detail.
Development: Plan/structure of paragraph/essay are not apparent; the
topic is undeveloped or developed with irrelevance, repetition, or inconsistency;
paragraphs are incoherent, not unified, or undeveloped; transitions between
paragraphs in essays are unclear or ineffective.
Sentence Structure: Sentences are incoherent, fused, incomplete, and
lacking variety.
Diction/Mechanics: Clear, effective communication is blocked by frequent
lapses in standard usage, mechanics, and spelling, and by an inadequate/misused
vocabulary.
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I hope this takes the mystery (but not the magic) out of the grading
process.
If you have comments or suggestions, email me at figueroaf@mail.brcc.cc.la.us
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