Content |
Structure (Organization) |
Style |
Mechanics |
|
4.0 (Excellent) |
Topic is
extremely well selected for a college-level audience. Ideas are chosen and developed with excellent insight, unity, and clarity. Thesis provides excellent argumentative focus for topic and length of paper. Opposition is extremely well accommodated or overcome. Ideas are developed with insight, careful thought, unity, and logic. Details, including sources, are very effective (accurate, relevant, credible, substantial). |
Overall plan enhances
purpose. Placement of thesis is very effective. Division, sequence, and connection of ideas in paragraphs and sentences are very useful and coherent.. |
Given purpose and
audience,
Point of view (person/tense) is exceptionally appropriate. Sentences are very clear, concise, and appropriate. Word choices (tone and level) are very appropriate. Sources are incorporated smoothly and clearly. |
Reader is not disrupted by major or minor errors in grammar, punctuation, spelling, word usage, and MLA documentation or formatting. |
3.0 (Good) |
Topic is well
selected for a college-level audience. Ideas are chosen and developed with good clarity, unity, and critical thought. Thesis provides good argumentative focus for topic and length of paper. Opposition is usually well accommodated or overcome. Details, including sources, are usually effective (accurate, relevant, credible, substantial). |
Overall plan assists purpose. Placement of thesis is useful. Division, sequence, and connection of ideas in sentences and paragraphs are usually useful and coherent. |
Point of view is
usually appropriate. Sentences are usually clear, concise, and appropriate. Word choices are usually appropriate. Sources are usually incorporated smoothly and clearly. |
Reader is not disrupted by major errors and rarely by minor errors in grammar, punctuation, spelling, word usage, and MLA documentation or formatting. |
2.0 (Satisfactory) |
Topic is adequately selected for college-level audience. Ideas are chosen and developed with adequate clarity, unity, and critical thought. Thesis provides adequate argumentative focus for topic and length of paper. Opposition is adequately accommodated or overcome. Details, including sources, are generally effective (accurate, relevant, credible, adequate). |
Overall plan adequately matches purpose. Placement of thesis is adequate. Division, sequence, and connection of ideas in paragraphs and sentences are generally useful and coherent. |
Point of view generally is appropriate. Sentences are generally clear, concise and appropriate. Word choices are generally appropriate. Sources are generally incorporated smoothly and clearly. |
Reader is rarely disrupted by major errors and occasionally by minor errors in grammar, punctuation, spelling, word usage, and MLA documentation or formatting. |
1.0 (Poor) |
Topic is poorly selected for college-level audience. Ideas are sometimes not clear or unified or show inadequate critical thought. Thesis provides poor argumentative focus for topic and length of paper. Points, opposition, details, and/or sources are sometimes sketchy, irrelevant and/or untrue. |
Overall plan is ill-formed. Placement of thesis is weak. Division, sequence, and connection of ideas in paragraphs and sentences are sometimes inadequate or incoherent. |
Point of view is sometimes inappropriate. Sentences are sometimes unclear and wordy. Word choices are sometimes careless or vague. Sources are sometimes incorporated vaguely or carelessly. |
Reader is sometimes disrupted by major and minor errors in grammar, punctuation, spelling, word usage, or MLA documentation or formatting. |
0.0 (Failure) |
Topic is poorly selected for college-level audience. Ideas are often not clear or unified or lack critical thought. Thesis fails to focus on argument or does not match points. Points, opposition, details, and/or sources are often sketchy, irrelevant, and/or untrue. |
Overall plan is not clearly apparent. Division, sequence, and connection of ideas in paragraphs and sentences are often inadequate or incoherent. |
Point of view is often inappropriate. Sentences are indirect, loosely worded, and unplanned. Word choices are often inappropriate. Sources are often vague, careless, or inappropriately incorporated. |
Reader is often disrupted by major and minor errors in grammar, punctuation, spelling, word usage, or MLA documentation or formatting. |
Return to Giving Comments and Grades
Created: 9 May 1997
Revised: 24 August 2004
Contact Dan Holt for questions about this page.