DEPARTMENT OF ENGLISH

EXCELLENT A-/A/A+

Work at this level is superior in terms of content, organization, and mechanics; moreover, it possesses some distinction--exceptional research, an original and convincing analysis, or particular grace of expression.

Content and organization: There is a clear thesis, developed forcefully and efficiently. Every paragraph is logically related to the topic. Well-chosen quotations are integrated smoothly.

Mechanics: If secondary research has been required, the writer has correctly used the MLA system of documentation. Diction is precise. There may be occasional minor slips but no persistent patterns of error.

GOOD B-/B/B+

Work at this level is above average and clearly competent.

Content and organization: There is a relevant and appropriate thesis, developed in generally coherent paragraphs. If research has been required, the writer has consulted some appropriate sources and documented them accurately. Quotations may not always be effectively integrated into the flow of the writer’s own prose.

Mechanics: The diction is not as effective as that of an “A” paper. Occasional errors in grammar, spelling, or punctuation occur, but they do not indicate any major difficulties.

SATISFACTORY  C-/C/C+

Work at this level is acceptable. A C+ grade suggests that with a bit more attention, the student could produce work in the B range. A C- grade indicates that the essay is only barely acceptable; additional effort is required.

Content and organization: Various problems may be present. For example, the thesis may be vague, and the evidence only partially convincing. Without a clear thesis, the paper may seem disorganized and disjointed; transitions may be weak or absent. If the essay is a research paper, it may display only minimal use of appropriate sources.

Mechanics: Patterns of difficulty with spelling, punctuation, or sentence structure are often present. Vocabulary is generally accurate but limited. In a research paper, there may be persistent errors in the use of quotations or documentation.

MINIMAL PASS P

The paper has one or more serious flaws. It differs from a failing (NC) paper in that it does contain some strength: e.g., the writer has met the research requirement, or has developed one aspect of the topic satisfactorily. Nonetheless, a P paper does not show proficiency, and a student working at this level is not ready to move on to higher-level English courses.

Content and organization: A paper at this level may be off-topic or lack a thesis; development is not clear or adequate. The paper may contain irrelevant or repetitive passages.

Mechanics: Errors in sentence structure, spelling, punctuation, and diction are frequent and at times serious enough to obscure the writer’s meaning.

FAIL  NC        

A paper at this level is not an adequate response to the assignment.

Content and organization: There are major flaws: e.g., no thesis; undeveloped paragraphs; no transitions; few or no quotations or citations. The paper may be very short or significantly off-topic.

Mechanics: The writing contains persistent errors. What is correct may be very simple.

A paper that does not give complete and accurate credit for directly quoted material or for ideas and arguments paraphrased from another source will receive a grade of NC.

“Mechanics” includes the following areas:

• Sentence structure: comma splices or run-ons; sentence fragments; mixed construction
• Verbs: errors in verb form or in subject-verb agreement
• Diction: Errors in diction (word choice) occur when, for example, you use a word that sounds almost right but isn’t (e.g., “reinaction” for “reenactment”); or you use a word in the wrong context (“a fun vacation” instead of “an enjoyable vacation”) or attach the wrong preposition to a verb (e.g., “account from” instead of “account for”). If you have English as an additional language, the diction errors may result from faulty idiom (e.g., “at the time of my age four” instead of “when I was four years old”).
• Punctuation: errors in apostrophes, commas, semi-colons, colons, etc.
• Spelling
• Modifiers: dangling or misplaced modifiers

Consult your writer’s handbook (usually assigned as a set text in English 105) for advice on recognizing and correcting these problems.

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