ESSAY GUIDELINES (based upon Prof. Griswold's writing techniques) and GRADING CRITERIA (100 points)

Your essay consists of three major parts: 1) Introduction; 2) Body; 3) Conclusion

I. Introduction (20 points/thesis statement= 10 points)

a) Your introduction should consist of one or two paragraphs that draw the reader into the topic.

b) It must contain a thesis statement. A thesis statement is the main idea of your entire essay in one or two sentences. It has two important purposes: it directs the reader to your main idea and gives you as the writer a definite purpose to accomplish in structuring and developing your paper. To summarize, a good thesis statement does the following: 1) it contains a proposition that is discussible; 2) It should predict the general direction of the essay; 3) It commits the writer to a specific flow of development; 4) It should obligate the writer to focus supporting detail on the controlling idea.

A thesis statement should not be a fragment or a question. It should not be too broad or contain unrelated elements. It should be expressed in very clear language.

EX: Poor: How life is in a racial ghetto.

Better: Residents of a racial ghetto tend to have a higher death rate, a higher infant mortality, rate, and a higher unemployment rate than do residents of the suburbs.

II. BODY (50 points); for Essay 2 (40 points)

The body of your essay should consist of multiple paragraphs. Be sure to cite the texts we have studied in class as you support and develop your thesis statement in the body of your essay. An analysis without direct reference (quotes) from the literature will be penalized 20 points.

Ideally each paragraph begins with a topic sentence which states the main point of the paragraph(s) and makes clear how it/they relate(s) to the thesis. Without a clear thesis statement, it is difficult to develop the body of your essay. Often a transition begins the paragraph. It goes on to contain examples or evidence or explanation related to the main point of the paragraph. It may end with a concluding statement. Be careful about writing paragraphs that have no connection between them.

 

III. CONCLUSION (20 points)

Concluding paragraph(s) closes the essay without just stopping. There are many possible variations. You can review the main points, end with a zinger, speculate further about the thesis, etc. You need to leave the reader with a sense of closure. A weak conclusion will be penalized 10 points.

 

IV. GRAMMAR/SYNTAX/PUNCTUATION/spelling (10 points); For Essay Two (20 points)

You will be marked off for any grammar, spelling or punctuation errors to a maximum of 10 points.

 

ASSESSMENT CRITERIA

It is recommended that students utilize the Writers' Resource Lab (X54329) or attend the writing workshops at the Learning Assistance Center (X55350) to improve writing skills.

• An "A" paper should be a perceptive, intelligent paper, reflecting a sophisticated analytical response to the writing assignment. It should illustrate an understanding of the textual material and an analysis based upon that material. It should be well-written, organized, and detailed. It should use complex and varied sentence structure and effective diction. It must contain a clear thesis statement and be organized around that thesis. It must contain examples from the literature to support the analysis.
• A "B" paper should convey a thoughtful analytical response to the writing assignment. It should illustrate an understanding of the textual material and an analysis based upon that material. It should be clearly organized and developed. It should show skillful use of sentence construction, variety, and word choice. It should contain a thesis statement. It must contain examples from the literature to support the analysis.
• A "C" will be given to any off-topic paper, or any paper that just describes the material without a thesis statement. A "C" will be given to any paper that does not contain examples from the literature. A "C" paper should convey an adequate analysis of the writing assignment. It should be reasonably developed and focused. It may have minor weaknesses, but it should still display an appropriate use of sentence structure and diction.
• A "D" paper reveals an inadequate analysis of the writing assignment or is off topic. It either fails to develop a focused response or is weak in structure, syntax, or mechanics.