"A"
PAPER--CONTENT |
|
Paper is formatted according to
the
formatting guidelines that I have provided. |
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Paper contains a
strong thesis that is an
original idea. |
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The writer includes details
and examples from the readings. |
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The writer has a clear
sense of audience (not always the professor). |
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Paper avoids
logical fallacies
(faulty arguments). |
"A"
PAPER--FORM/ORGANIZATION |
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Paper is organized logically &
coherently. |
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Transitions provide
smooth, logical shifts from sentence to sentence and from paragraph to
paragraph. |
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Each paragraph advances the thesis and does not backtrack or go off on
tangents. |
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Each paragraph has a topic sentence that supports the thesis or
advances the paper's argument. |
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Paper uses primary and secondary
sources effectively (see sample "A" papers). |
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A literary research paper examines and analyzes literature. This means that the paper contains quotes from the literature as evidence
to back up claims the writer makes. Quotes also illustrate points
the writer makes. |
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The paper remains free from long stretches of quotations that stand unanalyzed.
Long quotes indicate that the writer has padded the paper. I want to
read your ideas, not re-read a text I already know. Also, remember
that a quote can never stand alone; the sentence that follows the
quotation must always tell the reader why the quote is there. What
does it add to your paper? |
"A"
PAPER--MECHANICS |
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The paper is free from grammatical and
spelling errors, |
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A paper should be put
through spell check and then proofread more than once for mechanical errors.
|
"A"
PAPER--DICTION |
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Contains a lively,
intelligent, and interesting human voice that speaks to the reader in an
efficient style (no
wordy sentences; no stilted voice). |
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Writer uses an extensive
vocabulary but uses that
vocabulary correctly. In other words, do not use words you do
not normally use; it is obvious when a writer relies on a thesaurus. |
|
Paper is free from
cliches,
mixed metaphors,
sexist language,
colloquialisms,
informal language. |
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Paper is free from
contractions ( Contractions are
appropriate in giving birth, not in the writing of formal papers).
|
|
Paper avoids vague terms
(it, that, these, those, they, them, and the like). Prefer specific
or detailed words to vague words. Do a word search to find vague terms and
change them if necessary. |
|
The writer avoids
passive voice. Do a word search to find words like "is," "was,"
"are," or other linking verbs. These usually indicate passive
sentence construction. |
|
Click
here for other
common errors to avoid in formal papers. |
"A"
PAPER--STYLE |
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Sentences vary in length
and structure. |
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The essay is consistent
in tone and in point of view. |
|
Writer uses a variety of
rhetorical strategies such as repetition, contrast, and rhetorical
questions. |
|
"A-"--All
the elements of an "A" paper with some style problems |
|
"B+"PAPER--
All the elements of an "A-" paper with: |
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Ideas are less clearly
arranged |
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Examples from primary
and/or secondary sources used less effectively (i.e., some quotes are left standing
alone or are not incorporated seamlessly into the writer's sentences). |
|
"B" PAPER--
All the elements of an "B+" paper with: |
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Weaker organizational structure. |
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Essay develops one or two
major points but skimps on the rest. |
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Paragraphs have good
topic sentences with some but not enough supporting detail. |
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Transitions appear
strained or forced. |
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Word choice could be
better. |
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Relatively free from
grammatical, spelling, and punctuation errors. |
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Problems with more
complex grammar and punctuation traps. |
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Sentences varied but at
times are dull and ordinary. |
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Sentences awkwardly
phrased at times. |
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Lacks less polish or
imagination. |
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Weaker use of sources
(some quotes are left unanalyzed); |
|
"B-"
PAPER--
All the elements of a "B" paper with: |
|
Organization needs work at the paragraph level. |
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Sources engaged only
minimally (the literature is referred to but not incorporated
into the text as a quote). |
|
"C+"
PAPER--
All the elements of a "B-" paper with: |
|
Organization very weak at
paragraph level. |
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Needs some work at
the sentence level. |
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Many wordy sentences and
incorrectly used vocabulary. |
|
"C"
PAPER--
All the elements of a "C+" paper with: |
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No clear thesis; or thesis does not answer the "so what?" question. |
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Paper is underdeveloped,
because paper's idea (thesis) not clear to student. |
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Summary of the literature
is provided rather than an analysis (reads like a book report). |
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Writer frequently deals
with generalizations without supporting them with specific facts,
examples, or illustrations. |
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Quotes are too long or
not used at all (leads me to believe that you do not understand the
material or have not read the material). |
|
Sentence structure is
generally correct but lacks variety (over-reliance on simple sentences
rather than complex ones). |
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Attempts to
organize--transitions mechanical. |
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Frequent errors in
spelling and punctuation. |
|
Essay is padded (wordy)
and/or repetitious. |
|
Multiple style revisions
necessary--writer tends to use cliches, jargon, or slang; essay contains
vague, imprecise words. |
|
Writer not sure of voice
(writer may try to write in a very formal, "scholarly" manner,
for example). |
|
Essay fails to fulfill
most of the requirements of the assignment or does not follow most of the
directions given. |
|
"C-" PAPER |
|
No thesis at all. |
|
Student does not appear
to understand assignment, but attempts are made to write something based
on student's understanding. |
|
"D"/"F" PAPER-- |
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No thesis, or thesis
states the obvious. |
|
Writer clearly lacks
knowledge of the subject or awareness of the topic. |
|
Essay appears to be a
mechanical exercise without purpose. |
|
No developed voice. |
|
Essay does not meet the
requirements of the assignment. |
|
No apparent organization
plan. |
|
Paragraphs not related to
a specific central idea. |
|
Essay lacks logical
transition. |
|
Essay is full of
generalizations without supporting examples, details, or facts. |
|
Word choice is limited. |
|
Words frequently misused
or confused. |
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Language is frequently
cliched and unoriginal. |
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Writer fails to
understand the basic principles of grammar. |
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Frequent errors in
grammar, punctuation, and spelling throughout the essay. |
|
Essay is vague, wordy; or
the paper is too short. |