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General Rubric for Evaluating Student Writing Unacceptable (F): An unacceptable paper has no single, clearly identifiable thesis. It may reflect a significant misunderstanding of the topic. Its logic is seriously flawed and may contain simplistic or incoherent analysis. The paragraphs do not hold together and ideas do not flow easily from sentence to sentence. The same thoughts are repeated throughout (sometimes in slightly different language, but often in the same words). The prose is characterized by one or more of the following: simplistic or inaccurate word choice, monotonous or fragmented sentence structure, repeated errors in mechanics, spelling, grammar, and usage. Below Standard (D): The thesis of a below standard paper may be fairly broad or uninteresting. The writing may reflect an incomplete understanding of the topic, be illogical, or lack coherent structure. The prose style may be marked by imprecise word choice, weak or non-existent transitions, and little sentence variety; major errors may occur occasionally; minor errors in mechanics, grammar, and spelling occur often enough to interfere with the reader’s understanding of the paper’s main ideas. Adequate/Acceptable (C): The thesis of an acceptable paper is stated, but may be either uninteresting or so obvious it is unlikely to advance an argument that anyone would care to debate. The writer relies largely on personal opinion to support the thesis, rarely uses evidence, and exhibits only partially developed reasoning. The writer of an acceptable paper can choose words that are sufficiently precise, write reasonably varied sentences, and, in spite of the presence of mechanical or grammatical errors, observe the conventions of written English. However, the writer demonstrates only a minimal degree of care for the development and expression of his or her ideas. Clearly Competent (B): The clearly competent paper is thoughtful, well-organized, and accurate. The thesis is limited, worth arguing, and supported by sound evidence. The paper makes good sense throughout and does not digress from the stated thesis. Sentences may not be elegant, but they are coherent and varied enough in structure to flow easily from one to another. Paragraphs may occasionally be unwieldy, but are structured logically, and transitions between ideas are easy to follow. The paper exhibits few errors in mechanics, grammar, spelling or usage. Excellent (A): An excellent paper commands attention because of its insightful development, logical organization, and clear style. It has all the qualities of a clearly competent paper, but is also lively, well paced, and even exciting. Everything seems to support the thesis — paragraphs are well-developed and cohesive; sentences are varied in structure and accurate in construction; word choices are apt and precise. If there are any mechanical errors, they are the kind of occasional accidents any good writer experiences — a missed mark of punctuation, a misspelled or omitted word — not serious enough to interfere with the reader’s comprehension of the paper’s message. The writer obviously cares about the ideas he or she presents and about the language used to express them. Essay Exams Grading essay exams is a separate challenge from grading formal papers. In an exam situation, students must perform under pressure for a predetermined length of time without much opportunity for revision. Therefore, the standards you impose on student writing under the circumstances of an essay exam must be different than those you impose on writing done over a course of several days or even weeks.