Gertrude and Claudius Essay Grading Criteria

A 70- to 80-Point Essay (3.5-4.0, A Range)

• Has a substantive thesis and fully analyzes how the novel fits key criteria for effective adaptation; the essay defines significant aspects of the successful adaptation and presents a well-argued discussion of the novel that is defendable, clearly explained, and supported by evidence
• Shows substantial depth, fullness and complexity of thought
• 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 reasoning and references to text; there is an appropriate balance between providing evidence and analyzing that evidence
• Has a sophisticated style (remarkable variety of sentence pattern, smooth transitions between ideas, superior control of diction)
• Properly cites source material
• Has few, if any, minor errors in grammar, usage or mechanics

A 50- to 69-Point Essay (2.5-3.4, B Range)

• Has a clear thesis and project analyzes how the novel fits within criteria for effective adaptation, but essay may not fully define significant aspects of the successful adaptation; the thesis may be clear and well-argued, but could use additional support throughout the essay; or the thesis may be identifiable, but not sharply focused
• Shows some depth and complexity of thought
• Expresses ideas clearly
• Demonstrates effective organization
• Is well developed with sensible reasoning and appropriate references to text; however, some evidence may detract from the thesis and some ideas might not be fully explored
• Demonstrates balance between evidence and analysis for the most part, but balance may be weak in places
• Has an effective style (some variety of sentence patterns, transitions between ideas, accurate diction)
• Properly cites source material, but may have errors in citation format
• Has few errors in grammar, usage or mechanics

A 30- to 49-Point Essay (1.5-2.4, C Range)

• Has a thesis that may not be entirely clear and essay does not fully explain how the novel fits within criteria for effective adaptation; project may mention many adaptation elements but define and/or discuss few
• Shows insufficient awareness of the complexity of issues addressed; may offer a simplistic definition or discussion of the novel
• 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 reasoning or references to text for some of the ideas but not for others
• Demonstrates some balance between evidence and analysis
• Has an adequate style (limited variation in sentence patterns, transitions between most ideas, diction accurate for the most part)
• Cites the majority of source material, but occasionally material may be clearly cited but not referenced in parentheses
• Has some errors in grammar, usage or mechanics, but demonstrates basic control of these areas

A 14- to 29-Point Essay (.7-1.4, D Range)

• Has an unclear thesis; essay identifies adaptation elements and meets basic length requirements, but offers no meaningful definition of how the novel fits within criteria for effective adaptation
• Lacks focus or demonstrates confused, stereotyped or simplistic thinking; writer may demonstrate no overall conception of the novel or the purposes of adaptation
• May not communicate ideas clearly
• Is ineffectively organized, with no clear relationship between the parts of the essay
• May not provide adequate or appropriate reasoning or references to support generalizations, or may provide details without generalizations
• Demonstrates little relationship between evidence and the thesis
• Has stylistic weaknesses (no variety of sentence patterns, few transitions, imprecise diction)
• Indicates use of source material, but does not have consistent parenthetical references
• Has occasional major errors in grammar, usage or mechanics or frequent minor errors that interfere in the reader's understanding of the essay

A 0- to 13-Point Essay (0-.6, F Range)

• Has no thesis or has an incomprehensible thesis that does not engage the topic
• May be deliberately off-topic and demonstrate no understanding of the issues addressed by the topic
• Does not communicate ideas clearly
• Lacks coherent organization
• Shows no development of ideas; may simply summarize text
• Has an incoherent style (difficulties with sentence structure, pattern of diction errors)
• Presents another writer’s work as the author’s own
• Has pervasive pattern of errors in grammar, usage and mechanics that renders the essay unreadable