|MWSU | Academics/Departments | EFLJ||GRADES|
College performance standards are more demanding than those used in most high schools. You may have been a straight A high school writer, but find college writing difficult. In college you will be asked to write arguments and analysis, instead of reports.
Specific assignments and grading guidelines will vary on individual assignments; however, the following are broad definitions of what is necessary to achieve each grade level for a paper/text. Please note each grading system and criteria will be specific to each instructor.
AThe argument develops a central idea (claim) with precise, convincing details. Ideas are thought-provoking and reflect the insight of the writer.
Organization of supporting details (body of argument ) is logical and effective. Paragraphs are clearly defined units of thought which function logically as parts of the whole paper. Transitions are clear and effective.
Sentences are skillfully constructed, forceful, and varied in length and type. Diction is precise and vivid, contributes to the central idea, and is appropriate to the tone of the paper.
The writer includes examples/research in solid supporting paragraphs.
The writer demonstrates proper language usage and control of mechanics.
Style (MLA/APA/CMS) is used effectively/correctly to attribute and document sources.
BThis argument has a clear, adequately developed central idea (claim), with appropriate details to support it.
It is organized in focused paragraphs of suitable lengths, with controlled use of transitions. Supporting paragraphs are well constructed.
Its sentences are skillfully constructed and varied in length and type, and the diction is accurate and effective.
The paper is free of serious errors in language usage and/or mechanics.
This paper has a clear central idea which receives some support and development.
The basics of organization are present, directed toward the purpose of the argument through the frequent use of transitions.
The language conveys the author's thoughts clearly, and the sentence structure and variety are adequate.
The writer shows some understanding of proper grammar and is competent in capitalization, punctuation, and spelling.
DThe argument has a central idea that is overworked or stale, or one that is not clearly stated or adequately supported.
The paper's organization falters because little attention is paid to the arrangement of ideas. Transitions, if present, are weak or misleading.
Sentences are constructed awkwardly, illogically, or carelessly, and word choices are often inappropriate or vague.
It contains serious errors in both usage and mechanics.
FThe failing argument may contain a central idea, but it is not clear. Its development often consists of a series of generalizations with few specific examples, details, or facts.
The paper's organization is not logical. Its paragraphs usually lack unity or coherence.
Sentences are difficult to understand; some are merely fragments. Misused words contribute to confusion in the paper.
This paper contains many serious errors in usage and mechanics.
Objectives and Goals for: