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CITATION
MACHINE
Easy
Bibliography/Works Cited Page Creation
KNIGHT
CITE
Citation Guides For Writers
How
Writing Saved My Life
The
Importance Of Good Writing Skills
Word
Police:
Do you have what it takes to be a word
cop?
Take the entrance exam.
"Begin at the
beginning," the King said gravely," and go on till you come to the end; then
stop."
--Lewis Carroll: Alice's
Adventures in Wonderland
How
Essays Are Graded
PAGE CONTENTS
WRITING
BASICS
PARAGRAPHS,
ESSAYS
RESEARCH
PAPERS, DOCUMENTATION, CITATION, RESEARCH TOPICS
BUSINESS AND TECHNICAL
WRITING
OTHER WRITING CONCERNS
HOW ESSAYS ARE GRADED
 | A. An essay that meets all the requirements of writing at
the collegiate level, including worthwhile content; sensible organization;
readable style; and appropriate form, format, and mechanics.
|
 | B. An essay that specifies most of the above
requirements, but contains easily correctable deficiencies in one of the
areas above.
|
 | C. An essay that needs extensive revision to meet one of
the requirements, or contains the type or amount of mechanical errors that
would distract readers.
|
 | D. An essay that needs extensive revision to meet several
of the requirements, or contains the type or amount of mechanical errors
that would distract readers.
|
 | F. An essay that fails to establish a thesis, needs
extensive revision to meet all the requirements, and contains the type or
amount of mechanical errors that would distract readers. |
The table below gives more specific information about
each letter grade.
| What
does an essay of each grade look like? |
Grade
|
Thesis
|
Organization
|
Evidence/Support
|
Mechanics
|
| A |
The writer knows what he/she wants to say and why he/she wants to say
it. The thesis is the governing idea that clearly determines what goes
into the entire essay, and the writer uses the thesis to change the
reader's vision. |
Every paragraph supports the main
argument/thesis statement in a coherent way, and clear transitions point
out why each new paragraph follows the previous one. |
Concrete examples support general points
within the essay. The essay explains the source and significance of each
example. |
The essay uses correct spelling and
punctuation. In short, it generally exhibits a good command of academic
prose. |
| B |
· The essay has a solid, consistent focus,
but it doesn't quite know why it does what it does.
· The essay includes some imaginative ideas that hint at a convincing
and important argument, but they are not yet working consistently as an
argument. |
The essay as a whole works in a logical way,
but the paragraphs within it do not always follow a consistent logic.
Some paragraphs do not offer a reason why they appear where they do. |
The essay offers a mix of solid evidence and
unsupported generalizations. It uses most evidence well, but the essay
needs some more or needs to clarify the significance of some of what is
already there. |
The essay contains occasional but limited
errors in syntax, agreement, pronoun reference, and/or punctuation. |
| C |
The essay replaces an argument with a topic,
giving a series of related observations without suggesting a logic for
their presentation or a reason for presenting them. |
The observations of the essay are listed
rather than organized. Often, this is a symptom of a problem in
developing the thesis, as the framing of the essay has not provided a
path for evidence to follow. |
The essay offers very little concrete
evidence, instead relying on plot summary or generalities to talk about
a text. If concrete evidence is present, its origin or significance is
not clear. |
The essay contains frequent errors in
syntax, agreement, pronoun reference, and/or punctuation. |
| D |
The essay lacks even a consistent topic,
providing a series of largely unrelated observations. |
The observations are listed rather than
organized, and some of them do not appear to belong in the essay at all. |
The essay offers no concrete evidence or
misuses a little evidence. It does still try to support its thesis,
though. |
The essay contains consistent and basic
errors in syntax, agreement, reference, spelling, and/or punctuation. |
| F |
The essay shows little sign of a thesis —
a single controlling idea. |
The essay loses the reader. Both essay and
paragraphs lack coherence. |
The essay uses plagiarized or inapplicable
evidence. |
The essay contains constant and glaring
mechanical errors. |
The above from Daniel Kies's
Composition
English 1102, College of DuPage
WRITING BASICS
ESL
Resources For Students
ESL
Center
ESL
Practice Tests

Please excuse the length
of this letter; I do not have time to be brief.
--George
Bernard Shaw
PARAGRAPHS AND ESSAYS
RESEARCH PAPERS,
DOCUMENTATION,
CITATION
RESEARCH PAPER TOPICS
Professionals are people
who can do their job when they don't feel like it. Amateurs are people who can't
do their job when they do feel like it. --Unknown
BUSINESS AND TECHNICAL
WRITING
Ogden's Law: The sooner
you fall behind, the more time you have to catch
up.
--Unknown
OTHER WRITING CONCERNS
Clear writers assume,
with a pessimism born of experience, that whatever isn't plainly stated the
reader will invariably misconstrue.
--John R. Trimble

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