Grading Criteria

Grading

A note on the evaluation process in this course: Each piece of written work, from an essay on an exam to a formal paper, starts as a “0” and rises to one of the levels listed below based on the quality of its ideas, development, and writing. Thus your writing does not start from an “A” and “lose points” based on certain errors; instead, grading starts from a baseline and points are added based on the quality of your work. Think of the grading scheme as you would think of a game or a job. You don’t start with a perfect score (or a high salary) and lose points by making errors; rather, you start from a baseline and gain points based on the quality of your skills as demonstrated by your performance. The same is true here.

I will use abbreviations as references to grammatical principles on your corrected papers. The abbreviations and accompanying explanations are available on the “Key to Comments” document at https://hub.wsu.edu/campbell/courses/resources/key-to-comments

A (Excellent)

• Ideas and analysis. Greatly exceeds expectations and develops in a consistently excellent manner. Readers will learn something from this piece of writing. Ideas are original or especially insightful for the level of the class (i.e., an excellent paper in a 200-level course does not need to demonstrate the same level of originality and depth as an excellent paper in a 300- or 400-level course).
• Organization. Organizational plan is clear, as is the thesis and purpose of the piece. Thesis is original and interesting.
• Development and support. Develops its points effectively, logically, and in an original fashion. Assertions are supported by evidence. Paragraphs are unified, coherent, and complete.
• Style. Sentences are fluent, graceful, and a pleasure to read. They are free from errors, although there may be a minor error in the piece.
• Mechanics (spelling, usage, and punctuation such as commas, semicolons, and possessive apostrophes, quotation marks, and title punctuation). Papers will be almost entirely free from mechanical errors.
• Audience. Has a clear understanding of audience as demonstrated by the paper’s use of tone and an appropriate level of diction.

B (Good)

• Ideas and analysis. Exceeds expectations and develops in a good but perhaps predictable fashion. Paper will cover the most logical points about a piece of writing but may not provide as much new analysis. Ideas may be good but perhaps not as insightful or well developed as those for work in the “A” range.
• Organization. Organization and thesis are logical but could be clearer. Thesis is solid but less innovative than in an exceptional paper. Some transitions may be missing.
• Development and support. Includes a thesis idea that is generally supported by evidence and a logical order of paragraphs. Some unsupported generalizations may occur, or  some paragraphs may lack unity or support.
• Style. Demonstrates correct sentence construction for the most part, although some sentences may be awkward or unclear. Papers will generally have few (1-2) or no comma splices, fragments, fused sentences, tense and agreement errors, or other major grammatical problems. Minor errors in grammar may occur.
• Mechanics. One or two instances of an incorrect use of words, spelling errors, or punctuation errors such as missing possessive apostrophes may occur
• Audience. Clear sense of individual voice and awareness of audience expectations. Level of diction may be uneven or somewhat inappropriate for the assignment.

C (Satisfactory or Acceptable)

• Ideas and analysis. Meets expectations but does not go beyond them. May respond to the assignment in a satisfactory but predictable or superficial way. May have more plot summary than analysis.
• Organization. Exhibits a discernable organization but may not provide a clear connection to the thesis. Thesis may be obvious or too general. Paragraphs may not follow the most logical order.
• Development and support.Development may consist of obvious generalizations that only tell readers what they already know with limited support from the text.
• Style. May demonstrate little sentence variety. Grammatical errors such as comma splices, fragments, agreement errors, vague or awkward phrasing may obscure the meaning of an otherwise good paper.
• Mechanics. May contain odd word choices, consistent errors in punctuation, or problems with usage.
• Audience. Voice and diction may be significantly inconsistent with audience expectations or the requirements of the assignment.

D (Deficient)

• Ideas and analysis. Limited ideas and cursory development; does not meet expectations or the terms of the assignment on one or more dimensions.
• Organization.Focus may be unclear or the essay may lack an arguable thesis. Paragraph order may be confusing. May lack adequate organization or sufficient support for its argument.
• Development and support.Relies strongly on generalizations rather than support and may lack specific references to the text. Paragraphs may lack unity, coherence, and completeness. Paragraphs may be insufficiently developed.
• Style. Contains many errors in sentence construction, including comma splices, fragments, fused sentences, agreement problems, and awkward sentences. Some parts may be difficult to read and interpret.
• Mechanics. May demonstrate significant deficiencies in punctuation, word choice, and spelling.
• Audience.Paper may demonstrate a consistently insufficient awareness of audience.

F (Unacceptable)

• Ideas and analysis. Fails to meet expectations for ideas and analysis.May include too much plot summary or so many quotations that analysis is missing.
• Organization. Focus many be diffuse or unclear. Sentences and paragraphs do not follow a logical order.
• Development and support. Thesis may be missing.Generalizations may be used in place of analysis. Insufficient development for the requirements of the assignment.
• Style. Serious errors such as comma splices, fragments, fused sentences, and agreement problems obscure meaning and make this paper inconsistent with college-level writing standards. A paper at this level may be difficult, frustrating, or confusing to read.
• Mechanics. Contains numerous errors in grammar, spelling, and punctuation.
• Audience.Serious problems with tone, diction, and sense of audience.
• A paper will receive an “F” if it is plagiarized in whole or in part.

Grade Cutoffs for Assignments

The total number of points varies by assignment. The chart below shows the approximate letter grade for points earned in each assignment.

WSU final grade submission permits only solid, plus, and minus grades (e.g., C, C+, or C-).
WSU final grade submission has no “A+” grade, so the highest paper grade will be “A” (95) in compliance with WSU standards. There is no “D-” grade, so a final average of 60-62 = D for the same reason.

	1	15	15	20	20	25	25	30	30	250		850	850
A	0.95	15	14	20	19	25	25	30	29	250	238	850	808
A	0.93	15	14	20	19	25	23	30	28	250	233	850	791
A/A-	0.92	15	14	20	18	25	23	30	28	250	230	850	782
A-	0.9	15	14	20	18	25	23	30	27	250	225	850	765
B+	0.88	15	13	20	18	25	22	30	26	250	220	850	748
B/B+	0.87	15	13	20	17	25	22	30	26	250	218	850	740
B	0.85	15	13	20	17	25	21	30	26	250	213	850	723
B	0.83	15	12	20	17	25	21	30	25	250	208	850	706
B/B-	0.82	15	12	20	16	25	21	30	25	250	205	850	697
B-	0.8	15	12	20	16	25	20	30	24	250	200	850	680
C+	0.78	15	12	20	16	25	20	30	23	250	195	850	663
C/C+	0.77	15	12	20	15	25	19	30	23	250	193	850	655
C	0.73	15	11	20	15	25	18	30	22	250	183	850	621
C/C-	0.72	15	11	20	14	25	18	30	22	250	180	850	612
C-	0.7	15	11	20	14	25	18	30	21	250	175	850	595
D+	0.68	15	10	20	14	25	17	30	20	250	170	850	578
D/D+	0.67	15	10	20	13	25	17	30	20	250	168	850	570
D	0.65	15	9.8	20	13	25	16	30	20	250	163	850	553
D/D-	0.62	15	9.3	20	12	25	16	30	19	250	155	850	527
D-	0.6	15	9	20	12	25	15	30	18	250	150	850	510