Standards for Grading Written Reports; these standards apply to the Capstone Essay: (standards originally developed by the Fontbonne English Dept.) Although it sometimes appears that grading essays is a “subjective” exercise, there are standards for evaluating written work. The student’s grade reflects how effectively these standards are met. For students and instructors the following criteria make written English either excellent (A), good (B), satisfactory (C), unsatisfactory (D), or failing (F). The “A” Paper: The A paper possesses an abundance of positive qualities. It addresses the assigned topic and presents an inventive perspective on it through a thesis that is unique or daring or unfolds an argument that is particularly well developed with specific and relevant detail. The argument in an A paper is lucid, the organization is thorough and logical, and the ideas are fresh and thought-provoking. Paragraphs are fleshed out, with topic ideas developed on several levels. Sentences are forceful and varied as well as coherent and correct. Words are fresh, precise, and economical. Technical errors are infrequent. The “B” Paper: The B paper, of course, stands between the A and C. It answers the assignment, and the thesis is a step up from the commonplace. But it is, perhaps, lacking the significance, the originality, and the imagination that distinguishes the A paper. The paper demonstrates command of thesis, structure, and syntax. It is generally more thorough in development than the C paper, but it lacks the stylistic sophistication of the A paper. Such a paper generally has few errors in grammar, spelling, and punctuation. There is another type of B paper, however, that ultimately suggests a greater promise. This type shows the special imaginative flair associated with the A paper, but it may have a disconcerting number of errors which undercut the writer’s achievement. The “C” Paper: The C paper provides a baseline for minimum standards. It is competent work that shows control of the basics; that is, the paper has a clear focus, an orderly development of ideas, and a minimum number of distracting errors. A C paper addresses the assigned topic and demonstrates that the writer has some command of the subject. It offers a logical argument that may be thin in development and proof. The thesis is clear and accurate although not profound and original. There is a structural plan, but it may not be substantially developed. Sentences are orderly and complete, but lacking in force and variety. Words are appropriately chosen, but without freshness, originality and vigor. A C paper may contain errors in grammar, spelling, punctuation, and mechanics, but these cannot be so numerous that they render the writing unintelligible. The “D” Paper: A D paper is passing but poor. It may have a central idea, but that idea may be garbled in expression or may reflect an inadequate understanding of the assignment or the subject. Evidence to develop the writer’s argument is either non-existent or so poorly presented that it carries little weight. While there should be a sense of paragraph structure, paragraphs are repeated rather than developed. Sentences are generally short, with little variety. When the student attempts complexity, the syntax becomes garbled. The D paper tends toward dullness and monotony, failing to offer new ideas on the relevant topic. The D grade, however, unlike the F, shows that the writer has succeeded to some degree in communicating a central idea to the reader. The “F” Paper: An F paper may be unsatisfactory for a number of different reasons. A paper should receive an F if it has no discernible thesis or if it fails to address the assignment. If the paper has a single key idea it may still receive an F if it lacks a structural plan or offers no real evidence to support its assertions. A paper may also fail if it is filled with misinformation. A paper that is difficult to read—that must be read and re-read in a struggle to ferret out its meaning—is also a failure. Such a problem may arise for a number of different reasons such as inadequate command of the sentence, misleading punctuation, poor word choice or faulty logic. When a reader is constantly distracted by the faults in a paper, failure is justified. It should go without saying that a plagiarized paper fails. Academic Honesty: Students must present work that is their own. The honest use of research as it applies to writing requires the student to: 1. Use quotation marks around (or indent) words of another writer and cite the source of these words. 2. Cite the source of paraphrased or summarized material, even when the paraphrase or summary differs substantially from the original. This is necessary when the wording is your own but the idea itself is coming from another source. Penalties for Plagiarism: First offense: paper receives zero grade Second offense: course failure
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