Essay Criteria: Difference between revisions
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=== helpful title === | === helpful title === | ||
=== first paragraph detailed, effective === | === first paragraph detailed, effective === | ||
=== === | === well-focused === | ||
=== === | === consistent development === | ||
=== === | === formal tone === | ||
=== === | ==== avoid colloquialisms ==== | ||
=== === | ==== don't use "you" ==== | ||
=== === | === well-organized === | ||
=== === | === repetition is not development === | ||
=== === | === argues for a viewpoint === | ||
=== === | === provides analysis, not reactions (RP) === | ||
=== === | ==== avoid glittering generalities (GG) ==== | ||
=== === | ==== avoid rhetorical questions (RQ) ==== | ||
=== === | ==== not just a list of facts ==== | ||
=== === | ==== not just a summary of others' ideas ==== | ||
=== === | ==== not just plot summary w/o analysis (PS) ==== | ||
=== === | === judicious use of examples, quotes === | ||
=== === | === shows understanding of readings === | ||
=== === | === deals with assigned topic / readings === | ||
=== === | === balanced parallels === | ||
=== === | === illogical--"doesn't follow" (''non seq.'') === | ||
=== === | === understand others before criticizing === | ||
=== === | === good content, poor form === | ||
=== === | === well-written, but content weak === | ||
== Mechanics == | == Mechanics == | ||
Revision as of 20:33, 5 January 2011
In order to simplify the grading of student essays, I use a correction sheet on which I mark an X to indicate that the student has failed in this regard or a + to show that the student has done well.
I also write abbreviations on the essay that are explained in the handout.