Rationale, Criteria and Standards for Evaluating Essays

Rationale: I record and count grades for essays turned in throughout the quarter but give special emphasis to those earned on any allowable essay revisions. I do this to keep your expectations up while at the same time reminding you of my standards throughout the term. Your demonstrated improvement and proficiency by quarter's end is generally of first concern in determining final grades.

Criteria: I evaluate your essays for their content, rhetoric, and form, looking for the following specific things:

Unity: each paragraph makes a distinct point, and the essay develops a clear claim or idea fully and thoughtfully.

Coherence: sentences and paragraphs fit together smoothly in an orderly sequence, without irrelevancy, redundancy, or abrupt shifts.

Clarity: key words and phrases are chosen deliberately, defined carefully, and used consistently.

Plausibility: ideas are developed logically and fully, with exemplification / evidence sufficient to their final acceptance.

Mature Usage: correct grammar, conventional spelling, and regular punctuation prevail throughout.

Style: sentences and phrases are selected and arranged with a clear sense of economy, grace, and freshness. I look for signs that you have thought intelligently about subjects addressed in your essays and that you have had the skill to develop them honestly and agreeably, with precision and good sense, persuasive force, and a sure sense of style.

Standards: Grades are based on the strengths and weaknesses of your papers. A, B, and C grades indicate an ability to write proficiently at the college level. Although the D grade allows you to pass and receive course credit, it is not a genuine measure of proficiency in college-level writing. It indicates only your exposure to the techniques and habits of mind that might later, with more practice, help you become a writer of mature college prose. I have listed the distinguishing strengths and weaknesses of what I consider to be A, B, C, D, and F essays. You might also compare the discursively-described guidelines of a teacher at another college.

Source: http://www.ghc.edu/HUMANITIES/DLARSON/rcs.htm