Description

A—These papers grab the readers’ interest in the introductory paragraph. Introductory paragraphs are well-paced and include relevant background information, including the author’s name and the properly punctuated title of the literary work, and they also contain an interesting, underlined thesis statement that makes an academic assertion and overviews the basic supports. Introductory paragraphs are fluid. All paragraphs are well-paced, coherent, and transition smoothly from idea to idea. Supporting paragraphs have interesting claims which tie back to the thesis, support those claims with ample evidence, and comment upon the evidence. Supporting paragraphs are detailed and smoothly incorporate quotations from the text to support the claim. Sentences never begin with a quotation. Quotations are presented in MLA format. Supporting paragraphs have at least three pieces of evidence to support a single claim, the evidence chosen is excellent, and paragraphs insightfully comment on and interpret the evidence that is presented. Some of the commentary consists of original language-level, literary level, and/or extension-level analysis. Concluding paragraphs summarize main ideas but also leave the reader with something interesting to consider, perhaps by explaining why the topic is important. The style of these essays is engaging; the grammar is correct. Overall, these essays leave the reader with the impression that the topic has been thoroughly and insightfully explored.

B— These papers attempt to grab the readers’ interest in the introductory paragraph, but the way in which they do this might be abrupt, awkward, or predictable. Introductory paragraphs include vital background information, including the author’s name and the properly punctuated title of the literary work, and they also contain an underlined thesis statement that makes an assertion and overviews the basic supports. Supporting paragraphs have claims that tie back to the thesis, support those claims with evidence, and comment upon the evidence. Supporting paragraphs incorporate quotes from the text to support the claim. Quotations are presented in MLA format but might have minor punctuation errors or other awkward elements; context is given for the quotations. These paragraphs comment on and interpret the evidence that is presented, but they might overlook interesting ideas. Paragraphs might attempt language-level commentary, but more analysis of the word might have been possible, or else a different word from the quotation might have been chosen to analyze. Most paragraphs use transitional words or phrases. The quality of the supporting paragraphs may vary in this essay. Concluding paragraphs summarize main ideas but also try to leave the reader with something interesting to consider, perhaps by explaining why the topic of the paper is important. The writing in these essays is clear, and the grammar is mostly correct. Overall, these essays leave the reader with the impression that the topic has been competently explored.

C— These papers have introductory paragraphs. The thesis statement makes an assertion and overviews the basic supports. The thesis statement might not be underlined, might be partially underlined, or might be awkwardly phrased. Items might be underlined that are not the thesis. Introductory paragraphs might not transition smoothly between hook, background evidence, and thesis; the introduction might be awkward. Introductions might not mention the author’s name or the name of the text. Introductory paragraphs might not italicize the title of the text, or they might italicize more than just the title. Supporting paragraphs are unified and clear. Supporting paragraphs have claims and also use quotations from the text to support the claim. Quotations are probably not smoothly incorporated: they might not use the MLA format, and students might not give the context of the quote; some context might be overlooked, or punctuation errors might be prominent. Supporting paragraphs are probably not elaborated, and they probably do not insightfully comment on the evidence that is presented. Commentary might be one sentence, might restate the claim, might present awkward extension-level analysis, might merely paraphrase the quotation. Some paragraphs might not attempt L2, L3 analysis. Evidence that might have helped support the claim might be overlooked. Some supporting paragraphs might only have one quotation. Some paragraphs might slip into plot summary, they might ramble, or they might be unacceptably short. Some supporting paragraphs might end with evidence rather than commentary. Concluding paragraphs summarize main ideas but might otherwise be awkward. Grammatical errors might undermine the authority of the writing. Essays might have problems with writing, including inexact diction, lack of transitions, changes in verb tense, awkward phrasing, using pronouns in topic sentences, or problems with capitalization, spelling, punctuation, slang, run-ons, fragments, etc. These words might appear: “you,” “quote,” “really,” “it” (referencing a piece of literature), “well” (used as a transition), “book, “I believe,” “I think,” “this/it shows,” and “is/was when,” “could/would have,” “if.” The essay might not use academic voice consistently. The quality of the supporting paragraphs may vary in this essay. Overall, these essays leave the reader with the impression that a topic has been introduced but not thoroughly explored.