ENGL 103 Winter 2021

Essay 2: Research Essay on Novel (25%) Grading Criteria

Essays are marked and graded according to the MacEwan University Marking Scale which is listed in the Course Outline.  You will receive your work back with summary comments at the end, according to the criteria listed below (these are not listed in order of importance, each is equally important):

1. clear and well-unified argument, good organization or structure:

-The argument is clearly stated in the thesis statement and then explained and proven in a logical step-by-step manner in the essay’s coherent middle paragraphs, which are linked by clear and brief transitions. The essay ends with an interesting and non-repetitive concluding paragraph.

2. thoroughness of argument:

-Thought is detailed and specific, and does not cover the topic generally or vaguely.

3. Detailed use of evidence from the text in proving or demonstrating the argument:

4. Comprehensiveness of the argument:

-all parts or elements of the argument suggested by the topic are included.

5. Originality of thought:

-the argument incorporates ideas presented in classroom discussions but also goes beyond them to show how the individual student has achieved a unique understanding of the work (an understanding that is clearly  explained, logically defensible, and shows empathy and imagination).

6. Command of vocabulary and style:

-words used are neither elementary nor complex beyond the student’s knowledge of their meaning. The words are appropriate to the meanings, and convey meanings in a lucid and forceful way. Style also should not be overly simple nor excessively complex: sentence structures should be varied but not pointlessly ornamental. The prose should be clear and functional, but also show a special panache — the marks of the student’s unique voice.

7. Surface errors in grammar:

-the basics of grammar are mastered. There are no confusions of meaning because of failure to write proper sentences, or to make subject and verb agree, or to make verb tenses consistent, etc. The basics of how to write correctly are to be learned during introductory courses, if they are not known beforehand.

8. Surface errors in punctuation and spelling:

-these are, in a sense, “smaller” errors because they generally have little to do with the student’s ability to write correct sentences (except for the problem of “comma splice”) and are therefore more easily correctable. These sorts of errors (misuse of the apostrophe, etc.) should not occur, and are to be solved by all students who are reasonably diligent.

What Does My Grade Mean?

The A Paper:

The essay is very well-organized: paragraph development is coherent, transitions between paragraphs are smooth, and the paper develops its thesis convincingly. The argument is thorough: a clear effort is made to pursue pros and cons of the argument and to distinguish major for minor issues. Conscientious and consistent effort is made to validate points with evidence clearly. The various aspects of possible arguments set out in the topic are all dealt with thoroughly. The argument uses but extends classroom discussion, and proves that the student has experienced a profound and perceptive personal engagement with the text. Vocabulary and style are adequate to the task of being both persuasive and interesting: they are neither too elementary nor self-displaying, distracting from the content of the argument. Surface errors are very few if present at all, and are clearly the result of occasional inattention rather than a persistent lack of knowledge. The paper leaves the reader feeling delighted, convinced, and enlightened.

The B Paper:

The paper contains a well thought-out thesis and shows an attempt to build a persuasive introduction and conclusion and coherent middle paragraphs, though there may be some minor problems with paragraphing, such as wordy transitions. The argument is quite thorough, though there may be a failure to explain some perceptions fully or to develop some clearly

relevant sub-topics. There is a sound effort to support the thesis with clear and appropriate evidence, though some comments on the evidence could be more clear and evidence could be expanded. The argument is reasonably comprehensive, covering all aspects clearly defined in the essay topic, but the essay could be more inventive in structuring the elements of the argument clearly. The thought in the essay goes somewhat beyond that covered in classroom discussions, but does not add anything very significant to the analysis of the text, and may neglect to use some ideas mentioned in class that may have been helpful. Vocabulary and style are sound and appropriate, but there are a few minor problems here, such as awkward repetitions of words, or over-use of transitional worlds like “however,” or use of jargon or slang. There are some surface errors in spelling, though usually not enough to impede the reader’s understanding of the good argument. There may also be some errors in spelling, thought usually not of the simplest kind; for example, “separate” may be misspelled as “separate” but “a lot” will not be misspelled as “a lot.”

The C Paper:

The paper’s organization is satisfactory. The thesis is good but could perhaps be more clearly focused. Paragraphing is fair but could be improved in some way such as making paragraphs longer or shorter (a healthy length is six to eight sentences). The conclusion is present and fairly good but may need to be more interesting or memorable. The argument is fairly thorough but could be more specific in its development of ideas: there is a tendency toward the vague and general. Some good points are made, while other points need clarification and refinement. There may be some fallacies in the ideas presented. The evidence used to support the argument is satisfactory but may have a few obvious gaps. The argument touches on all aspects of the topic but needs work in developing some parts more fully, so that the essay can treat the entire topic comprehensively. The thought may be original but may not be proven in a sound and sensible way, or it may merely cover classroom discussion in an unoriginal manner: significant improvement is needed to show that the writer has come to “own” the essay through careful thought and application. The writing mechanics are satisfactory, but there are patterns of error in the paper of a fairly elementary nature which interfere with the reader’s understanding of the argument. There may be persistent comma splices, sentence fragments, awkwardness in handling verb tenses, or a nagging wordiness.

The D Paper:

The paper has several problem areas. The argument lacks clarity, unity, and complexity. Much improvement is needed in making the argument less general and vague and more specific and thorough in its development of ideas. Some evidence from the text is used to prove points, but much more is needed, and the comments on evidence used need to be more clear. The argument has some obvious lack of comprehensiveness: if on symbolism, it may neglect to explain some key symbols: if on two stories, it may show only a superficial knowledge of one; if on character foils, it may deal adequately with some characters but omit others. The ideas do not build with originality from classroom discussion adequately nor add to it in a clearly explained and proven argument. Vocabulary and style have patterns of weakness which impede the clarity of thought — such as consistent vagueness or wordiness. There are patterns of error in the mechanics of writing that make it difficult to transmit coherent meaning to the reader, or there may be a failure to understand the basic approach to writing essays about literature; for example, a tendency to retell the story rather than to analyse the text by constructing a convincing interpretation of it.

The F Paper:

Please contact your instructor.

Before you discuss your grade, consider the following principles:

1. Does the essay fulfill the assignment’s requirements in terms of length, format, or response

to a given task/question appropriately?

2. Does the essay offer a complex, insightful thesis?  Remember, an essay is primarily graded for its quality of thought. Ideas do count for most of the grade, and an essay is not a matter of merely arguing an observation or stating a point of interest.

3. Does the essay develop its argument in a logical and coherent manner? Do not fall into repetitive statements or “pad” the essay with filler or excessive quotations.  Make certain that every paragraph logically builds a coherent sequence of rhetoric.

4. Does the essay reflect a serious approach to the craft of writing? Grammar and style are important factors, but not the basis of a grade. Sloppy grammar penalizes a grade, but beautiful prose is not the heart of an essay:  your thesis and argument is. Great writing can elevate a good grade.

Remember that essays are not graded on the effort put into them, but the results which are delivered. Also please remember that you do not “lose marks” on an essay. Instead, you gain grades, which is a more positive and correct way of viewing your work.

Keep in mind that 60% on the MacEwan University Marking Scale is considered to be “university level work”.  Criteria to reach that goal in English 103, as a bare minimum, include basic knowledge of essay structure, MLA documentation, and reasonable ability with grammar and diction.

If a piece of writing is submitted with NO Works Cited entry, or NO correct  in-text documentation for paraphrases and direct quotations, the work will receive a grade of 59 or lower, even if the content is excellent. Documenting correctly indicates that the chain of knowledge is clear and accessible, and is essential for work at a university level.