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General Grading Standards for Papers Students often wonder how college papers are graded. The description below outlines the basic elements of a good paper and attaches grade levels to them. The basic grade of a paper derives from its content and the quality of its argument. The difference between higher and lower grades here may depend on issues such as style and presentation. The Excellent Paper (A/A-) Thesis: Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear. Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences. Use of evidence: Primary source information used to buttress every point with at least one example. Examples support mini-thesis and fit within paragraph. Excellent integration of quoted material into sentences. Analysis: Author clearly relates evidence to "mini-thesis" (topic sentence) and to grand thesis (essay argument); analysis is fresh and exciting, posing new ways to think of the material. Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other readings/topics in the course, or other classes) which illuminate thesis. Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors; absolutely no run-on sentences or comma splices.
Thesis: Promising, but may be slightly unclear, or lacking in insight or originality. Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences. Use of evidence: Examples used to support most points. Some evidence does not support point, or may appear where inappropriate. Quotes well integrated into sentences. Analysis: Evidence often related to thesis, though links perhaps not very clear. Logic and argumentation: Argument of paper is clear, usually flows logically and makes sense. Some evidence that counter-arguments are acknowledged, though perhaps not addressed. Occasional insightful connections to outside material made. Mechanics: Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation style often used correctly. Some (minor) spelling errors; may have one run-on sentence or comma splice.
Thesis: May be unclear (contain many vague terms), appear unoriginal, or offer relatively little that is new; provides little around which to structure the paper. Structure: Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs without topic sentences. Use of evidence: Examples used to support some points. Points often lack supporting evidence, or evidence used where inappropriate (often because there may be no clear point). Quotes may be poorly integrated into sentences. Analysis: Quotes appear often without analysis relating them to thesis (or there is a weak thesis to support), or analysis offers nothing beyond the quote. Logic and argumentation: Logic may often fail, or argument may often be unclear. Mechanics: Problems in sentence structure, grammar, and diction (usually not major). Errors in punctuation, citation style, and spelling. May have several run-on sentences or comma splices.
Thesis: Difficult to identify at all, may be bland restatement of obvious point. Structure: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences. Use of evidence: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not integrated into sentences; "plopped in" in improper manner. Analysis: Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence to relate it to. Logic and argumentation: Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic. Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma splices.
Shows obviously minimal lack of effort or comprehension of the assignment. Very difficult to understand owing to major problems with mechanics, structure, and analysis. Has no identifiable thesis, or utterly incompetent thesis.
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