Grading Scale
| A | B | C | D | F |
|---|
| 100 – 94 = A | 89 – 87 = B+ | 79 – 77 = C+ | 69 – 67 = D+ | 59 or < = F |
| 93 – 90 = A- | 86 – 83 = B | 76 – 73 = C | 66 – 63 = D | |
| | 82 – 80 = B- | 72 – 70 = C- | 62 – 60 = D- | |
Scoring Rubric
(A) Papers: Represent a superior, well-polished level of writing that satisfies all assignment requirements
- Thesis is thoughtful, considerably clear, and skillfully supported.
- Sentences are free of grammatical errors, careless mistakes, and exhibit noticeable variety.
- Paragraphs are extremely well developed, organized effectively with a strong focus, and represent clear, connected units of thought.
- Essay is rich in detail with exemplary rhetorical control, stylistic fluency, and a wealth of critical thinking.
(B) Papers: Represent a commendable level of writing that satisfies all assignment requirements
- Thesis is thoughtful, clear, and well supported.
- Sentences are free of major grammatical errors, careless mistakes, and exhibit sufficient variety.
- Paragraphs are well developed, organized effectively, clearly focused, and represent complete, connected units of thought.
- Essay contains noticeable detail, sufficient rhetorical control, and substantial evidence of critical thinking.
(C) Papers: Represent an adequate level of writing that satisfies basic assignment requirements only
- Thesis is present, but possibly inadequate and/or ill-conceived.
- Sentences demonstrate lapses in proofreading/editing with enough careless mistakes to significantly catch a reader’s attention in a negative manner, and exhibit little or no variety. Grammatical and structural errors may affect readability.
- Paragraphs are adequately organized, but contain only modest levels of focus and support necessary to effectively illustrate assertions, or represent clear, connected units of thought.
- Essay contains a minimally acceptable level of detail, rhetorical control, and critical thinking.
(D) Papers: Represent an inadequate level of writing that ineffectively and/or inappropriately satisfy basic assignment requirements
- Thesis is poorly conceived, ineffective, or absent.
- Sentences demonstrate significant lapses in proofreading/editing, insufficient variety, and several grammatical and/or structural errors that significantly diminish readability.
- Paragraphs are inadequately organized, and lack sufficient coherence, support, and focus necessary to appropriately illustrate assertions, or represent clear, connected units of thought.
- Essay contains insufficient levels of detail, rhetorical control, and little or no evidence of critical thinking.
(F) Papers: Represent an unacceptable level of writing that fails to satisfy core assignment requirements
- Thesis is absent, erroneous, or completely unacceptable.
- Sentences demonstrate severe lapses in proofreading/editing, lack variety or appropriateness, and contain an abundance of grammatical and/or structural errors that significantly diminish readability.
- Paragraphs are not organized, and lack any coherence, support, and focus necessary to appropriately illustrate assertions, and represent clear, connected units of thought.
- Essay contains little or no detail, and exhibits a complete absence of rhetorical control and critical thinking.
