Email Us

>>Home>>Writing Help Guides>>Evaluation Guides >>Criteria for Evaluating Student Essays

PROPOSED CRITERIA FOR EVALUATING STUDENT ESSAYS*

Addresses the assigned topic and takes an original or especially insightful approach to it - either in the framing of perspectives or in the careful and perceptive use of evidence presented to support these perspectives. Identification and mastery of relevant points from the readings as well as an ability to critically evaluate, critique or interpret this material are demonstrated. The arguments made are lucid, the organization is thorough and logical, and there are only minor and occasional technical errors: infrequent typos, an inconsistent verb tense in a difficult context, or a few poor word choices. The prose is clear in any case, but it may also be stylistically sophisticated, characterized, for example, by a skillful use of sentence structure.

B:

Addresses the assigned topic, establishing a sound framework of relevant points from course material. The paper is clear and logically organized, and the evidence presented to support the author's assertions is adequate. There are few factual errors and/or only occasional conceptual inconsistencies. If there are mechanical and grammatical errors, they are few and relatively minor errors in punctuation, word choice or sentence construction. The B essay often establishes a solid base of relevant material from readings, includes good use of supporting detail, but is limited in its development of critical evaluation, critique and/or integration of these ideas.

C:

Addresses the assigned topic. The central points of the paper are generally clear; the essay makes a generally "accurate" statement about the subject at hand. The exposition may be insufficient or disorganized. The paper may, in important places, rely on unsupported generalizations and insufficiently developed ideas. There are a number of mechanical and grammatical errors, and perhaps a few problems with coherence and unity. There may be some serious conceptual/syntactical errors such as mixed constructions or faulty predication. The paper is still comprehensible and makes a few good points, although supporting evidence from relevant readings to support these points may be thin or awkwardly introduced.

D:

Has a very garbled set of points. It may fail to address adequately the assigned topic. Evidence in support of the writer's assertions is almost nonexistent or so poorly introduced as to be of little value. Paragraphs tend to be brief and chaotic. There are many mechanical errors, both major and minor. Problems in sentence construction such as syntax shifts and faulty predication interfere with the writer's efforts to present and develop assertions. The D paper, however, unlike an F, shows that the writer has at least some understanding of the subject (the paper makes at least one or two good points), and that the writer has made some effort, however unsuccessful, to establish a position on the topic at hand and organize an argument to support it. Direct use of relevant course material is very limited.

F:

Has no discernible major points, or two or three that are confusingly mixed together. (The paper that fails completely to address the assigned topic or that is plagiarized may also be given an F.) Organization is illogical, and paragraphing is incoherent. The writer's assertions are unsupported by relevant material from the course, and there is considerable misinformation. Mechanical and grammatical errors, both major and minor, are numerous. Syntax is often incoherent or illogical.


NOTE: STUDENTS SHOULD BE AWARE THAT INSTRUCTORS MAY EMPHASIZE CERTAIN CRITERIA OVER OTHERS IN THE CONTEXT OF DIFFERENT COURSE OBJECTIVES AND ASSIGNMENTS.

* Adapted from criteria developed by the English Department, USM (9/94)

^ top