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Letter Grades
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Conceptual
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Thesis
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Development and Support
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Structuring
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Language
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A
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offers cogent analysis, shows command of interpretive
and conceptual tasks required by assignment and course materials:
ideas original, often insightful, going beyond ideas discussed
in lecture and class
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essay controlled by clear, precise, well-defined thesis: is sophisticated
in both statement and insight
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well-chosen examples; persuasive reasoning used
to develop and support thesis consistently: uses quotations
and citations effectively; causal connections between ideas
are evident
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appropriate, clear and smooth transitions; arrangement
of paragraphs seems particularly apt
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uses sophisticated sentences effectively; usually
chooses words aptly; observes conventions of written English
and manuscript format; makes few minor or technical errors
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B
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shows a good understanding of the texts, ideas
and methods of the assignment; goes beyond the obvious; may
contain one minor factual or conceptual inconsistency
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clear, specific, argumentative thesis central
to the essay; may have left minor terms undefined
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pursues thesis consistently: develops a main
argument with clear major points and appropriate textual evidence
and supporting detail; makes an effort to organize paragraphs
topically
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distinct units of thought in paragraphs controlled
by specific and detailed topic sentences; clear transitions
between developed, cohering, and logically arranged paragraphs
that are internally cohesive
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some mechanical difficulties or stylistic problems;
may make occasional problematic word choices or awkward syntax
errors; a few spelling or punctuation errors or cliché; usually
presents quotations effectively
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C
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shows an understanding of the basic ideas and
information involved in the assignment; may contain some factual,
interpretive, or conceptual errors
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general thesis or controlling idea; may not define
several central terms
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only partially develops the argument; shallow
analysis; some ideas and generalizations undeveloped or unsupported;
makes limited use of textual evidence; fails to integrate quotations
appropriately
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some awkward transitions; some brief, weakly
unified or undeveloped paragraphs; arrangement may not appear
entirely natural; contains extraneous information
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more frequent wordiness; several unclear or awkward
sentences; imprecise use of words or over-reliance on passive
voice; one or two major grammatical errors (subject-verb agreement,
comma splice, etc.); effort to present quotations accurately
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D
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shows inadequate command of course materials
or contains significant factual and conceptual errors; does
not respond directly to the demands of the assignment; confuses
some significant ideas
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thesis vague or not central to argument; central
terms not defined
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frequently only narrates; digresses from one
topic to another without developing ideas or terms; makes insufficient
or awkward use of textual evidence
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simplistic, tends to narrate or merely summarize;
wanders from one topic to another; illogical arrangement of
ideas
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some major grammatical or proofreading errors
(subject-verb agreement; sentence fragments); language marred
by clichés, colloquialisms, repeated inexact word choices; inappropriate
quotations or citations format
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F
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writer has not understood lectures, readings,
discussion, or assignment
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no discernible thesis
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little or no development; may list facts or misinformation;
uses no quotations or fails to cite sources or plagiarizes
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no transitions; incoherent paragraphs; suggests
poor planning or no serious revision
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numerous grammatical errors and stylistic problems
seriously distract from the argument
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grade for category
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grade for essay
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