An ‘A’ paper is of outstanding quality in content, organization, and style. The essay fulfills the given assignment in every respect, contains no factual errors or misuse of sources, and constitutes a mature, carefully prepared college-level essay. The prose is lively and eloquent. It may have an unusually high degree of originality and sophistication and may go well beyond the assignment’s expectations.
::The paper not only fulfills the assignment and is correct in all of its facts and sources, it goes beyond the specified requirements to offer a fresh, ambitious, sophisticated and/or intellectually challenging approach to the assignment.
:: The paper presents an original, complex, or imaginative thesis, firmly supported by thoughtful, relevant and persuasive evidence.
:: The organizational structure is smooth, logical, and coherent, with well-chosen transitions.
:: The prose is clear, apt, and occasionally memorable; the paper may demonstrate an unusually high degree of insight and precision.
:: The paper is virtually free of major mechanical errors in punctuation, grammar, spelling, and sentence structure.
A ‘B’ paper is of above average quality in content, organization, and style. The essay fulfills the requirements of the assignment, contains no factual errors or misuse of sources, and demonstrates thoughtful organization. The prose is confident and accurate. While ideas may lack full development, the essay demonstrates an effort at originality and sophistication.
:: The essay fulfills all requirements, and, in either style or content, may significantly go beyond the requirements.
:: The paper presents a thoughtful and specific thesis and is developed with logical and appropriate details.
:: The organizational structure is clearly discernible through unified and coherent paragraphs and appropriate transitions.
:: The prose is fluent and clear with concise diction and varied sentence structure, perhaps containing some especially eloquent or original passages.
:: While there may be occasional punctuation or spelling errors, the essay is generally free of major grammar and sentence structure errors.
A ‘C’ paper is of average quality in content, organization, and style. The material generally lacks originality and seems less distinguished. It shows an evident effort to formulate a good thesis; it has support for that thesis and a discernible organizational strategy. The prose is occasionally awkward and unclear.
:: The paper fulfills the assignment, meeting all specified requirements.
:: The paper presents a thesis supported by relevant material.
:: The organizational structure is discernible and logical.
:: Transitional devices may, at times, be missing or ineffective.
:: The sentences lack fluency and structural variety.
:: There are occasional grammar, punctuation and sentence structure errors.
A ‘D’ paper is below average in content, arrangement, and/or style. It may contain some good ideas but lack a sense of structure and direction or fail to support those ideas well. Such a paper may even be well-written (or glib) and well-organized, but show a lack of effort to engage the text seriously, or it will be superficial or lacking in clear thought.
:: The paper may not meet all the requirements of the assignment
:: The thesis may be unclear or missing or may not be logically or adequately supported.
:: Organization may be faulty or difficult to follow.
:: Transitions between and within paragraphs may be missing or ineffective.
:: Word choice may be weak, lacking precision and vitality.
:: The paper may contain many errors in punctuation, grammar, and spelling and/or serious errors in sentence structure, such as fragments and run-ons.
An ‘F’ paper is failing in content, organization, and/or style.
:: The paper may not fulfill the assignment or meet specified requirements.
:: The thesis may be missing, unclear, or unsupported.
:: The unsupported paper may lack specific detail or example.
:: Coherence of the paper may be affected by inadequate organizational structure including lack of unity or transition between ideas.
:: Coherence and fluency may also be affected by inadequate sentence skills and problems with grammar, spelling and punctuation including multiple incomplete or run-on sentences.
