Grading criteria:
|
Originality |
Exposition |
Style |
A |
An argument most of the other students are likely to have never thought about before, or synthesizing more than a single argument. |
Coherent argument throughout. Well-substantiated by specific textual evidence. Very concise argumentation with little “fat” in descriptions. |
Elegant writing, flowing argument with well-structured paragraphs, topical sentences and transitions. |
B |
Solid argument, although more expected and less complex. |
Coherent argument, although with some deviation to unrelated points. |
No jarring language, clear structure. Few linguistic mistakes. A few awkward phrases. |
C |
Description of easily-discernible textual theme or style, or recycling of argument made in class. |
Mixture of argumentation and unmotivated descriptive passages. No examples from text. |
Colloquial or ungrammatical language. Little attention to structure. |
D |
No argument. |
Drawn, descriptive paragraphs unmotivated by any argument. |
Sloppy language with frequent grammatical errors. |
Originality: provide a clear argument at the beginning and work systematically through its implications; make sure that the argument does not rely only on what has already been discussed in class or secondary material; aim for formulations to which your friends will react, “I never thought about that!”; keep the same level of innovation and motivate d questioning throughout the paper.
Exposition: work out from a very short passage or scene and a limited set of questions; try to substantiate the argument with textual evidence; do not base your findings on personal reaction, assumed audience reception or unfounded author’s intentions; do not quote if you can paraphrase; provide plot synopsis only when it serves your argument; do not mention irrelevant details.
Style: do not write the way you speak (clarify causal relation between sentences; choose the precise words carefully and avoid generalized verbs, especially conjugations of “be”); avoid the passive voice, dangling pronouns and unspecified pronouns; describe fictional narrative only in the present simple; start with a punch-line rather than with a historical survey of the theme; check spelling (including names); pay attention to verb-noun coordination; explain quotation marks unless used for quoting.