Grading Criteria for Essay 3

An A-Range (3.5-4.0) Essay

An A-range essay:

• Has a substantive thesis that makes an arguable claim regarding the primary source(s) and the historical context; thesis is clearly explained and supported in the body of the essay
• Shows substantial depth, fullness and complexity of thought regarding the historical significance of the source(s)
• Focuses on the primary source(s); secondary sources are used as they illustrate the historical significance of the primary source(s) 
• Expresses ideas clearly and commands the reader’s attention
• Demonstrates clear, unified and coherent organization
• Is fully developed and detailed with arguments supported by persuasive reasons and references to the primary source(s) or relevant secondary sources; there is an appropriate balance between providing evidence and analyzing that evidence
• Properly cites source material in footnotes
• Has a sophisticated style (remarkable variety of sentence pattern, smooth transitions between ideas, superior control of diction)
• Has few, if any, minor errors in grammar, usage or mechanics

A B-range essay:

• Has a thesis that makes a claim regarding the primary source(s) and the historical context; the thesis may be clear and well-argued, but could use additional support or development
• Shows some depth and complexity of thought regarding the historical significance of the source(s)
• Focuses on the primary source(s) for the most part; however, essay may occasionally summarize secondary sources without using them to illustrate the historical significance of the primary source(s) 
• Expresses ideas clearly 
• Demonstrates effective organization
• Is well developed with sensible supporting details and appropriate references to the primary source(s) or relevant secondary sources; however, some evidence may detract from the thesis and some ideas might not be fully explored
• Balance between evidence and analysis exists, but may be weak in places
• Properly cites source material in footnotes, but footnote format may have errors
• Has an effective style (some variety of sentence patterns, transitions between ideas, accurate diction)
• Has few errors in grammar, usage or mechanics

A C-range essay:

• Has a thesis that addresses the primary source(s) and the historical context, but the thesis may not be entirely clear; thesis may make a claim regarding the period without reference to the primary source(s)
• Shows insufficient awareness of the historical significance of the source(s); essay may offer simplistic or repetitive analysis
• Discusses the primary source(s) but discussion may tend toward summarizing of secondary sources; conversely, the primary source(s) may not be placed effectively within its historical context 
• Communicates ideas clearly for the most part, but may have some lapses in clarity
• Has a recognizable organizational pattern, but the relation among parts is not consistently clear enough to provide a coherent focus
• Is unevenly developed; writer may offer sufficient references to the primary source or relevant secondary sources for some of the ideas but not for others
• Needs a more effective balance between evidence and analysis
• Cites the majority of source material in footnotes, but some material may be clearly cited but not referenced in a footnote
• Has an adequate style (limited variation in sentence patterns, transitions between most ideas, diction accurate for the most part)
• Has some errors in grammar, usage or mechanics, but demonstrates basic control of these areas

A D-range essay has one or more of the following characteristics:

• Has an unclear thesis; essay references the primary source(s) and the historical context, but does not discuss them in any meaningful fashion
• Lacks focus or demonstrates confused, stereotyped or simplistic thinking; writer may demonstrate no overall conception of the historical significance of the source(s)
• Makes reference to the primary source(s) but mainly summarizes secondary sources; paper is more broad historical narrative than an analysis of the primary source 
• May not communicate ideas clearly
• Is ineffectively organized, with no clear relationship between the parts of the essay
• May not provide adequate or appropriate details or references to support generalizations, or may provide details without generalizations
• Has unclear relationship between source material and the thesis 
• Indicates use of source material, but does not have consistent footnote references
• Has stylistic weaknesses (no variety of sentence patterns, few transitions, imprecise diction)
• Has occasional major errors in grammar, usage or mechanics or frequent minor errors that interfere in the reader's understanding of the essay

A F-range essay has one or more of the following characteristics:

• Has no thesis or an incomprehensible thesis that does not engage the primary source(s) or the historical context
• May be deliberately off-topic and demonstrates no understanding of the historical significance of the primary source(s) 
• Does not communicate ideas clearly
• Lacks coherent organization
• Shows no development of ideas
• Uses source material without citation, presenting quotation, paraphrase and summary of another author's work as the writer's own
• Has an incoherent style (difficulties with sentence structure, pattern of diction errors)
• Has pervasive pattern of errors in grammar, usage and mechanics that renders the essay unreadable