Essay Grading Standards
Individual instructors may include additional requirements related to course expectations, field, or course work.
A (95/100): Excellent - The thesis makes a distinctive point that describes, in focused detail, the writer's insightful analysis or clearly defined purpose. Structure and content present a clear sense of beginning, middle, and end. Distinctive, appropriate transitions connect paragraphs to each other and to the thesis, creating unity and direction. The writing shows a strong understanding of audience through word choice and level of formality; it also defines unusual terms and provides necessary background. Appropriate evidence and insightful explanation appear often, and develop the author's thesis well. Sources are cited expertly, using the appropriate style. Mechanics such as grammar, spelling, and punctuation are practically flawless, although occasional errors may occur. Sentence variety emphasizes ideas and demonstrates writing skill. The essay is typed clearly on clean white paper, and includes the names of the author, the course, and the instructor, creating a professional appearance.
B (85/100) Good - The thesis makes a clear point that describes the writer's sound interpretation, opinion, or purpose, but it lacks the depth or detail of an A thesis. Structure and content present a clear sense of beginning, middle and end. Transitions generally connect paragraphs, although some may be simple or generic, showing an imperfect sense of unity and direction. The writing shows a sound understanding of audience through word choice and level of formality, and defines key terms, but not with the consistency or depth of an A essay. Sound evidence and explanation appear in most paragraphs, although they may be less appropriate, or require more detail or elaboration. Sources are cited appropriately. Mechanics such as grammar, spelling, and punctuation are practically flawless, and if errors occur, they do not confuse meaning. Some sentence variety emphasizes ideas, and demonstrates writing skill. The essay is typed clearly on clean white paper, and includes the names of the author, the course, and the instructor, creating a professional appearance.
C (75/100) Average - The thesis makes a point, but it may be too general to prove, be based on assumptions, or be commonly accepted fact unconnected to purpose. Structure and content present an imperfect sense of beginning, middle, and end. Some transitions occur, but they may be awkward or generic, giving the essay little sense of unity or direction. The writing shows little understanding of audience, and reads like an unrevised draft. Problems occur in word choice and formality, and in defining terms. Evidence and explanation appear in some paragraphs, but the evidence may be general or the explanation assumptive. Sources are not cited consistently. Mechanics such as grammar, spelling, and punctuation contain regular, patterned errors, suggesting poor proofreading or underdeveloped writing skills. The essay is inconsistently presented, and includes a pattern of typographical or printing errors.
D (65/100) Weak - The thesis makes no point; it is based on improvable assumption or obvious fact. Structure and content present an incoherent sense of beginning, middle, and end. Transitions, if they occur, are confusing or generic. The writing shows little understanding of audience, and reads like an unrevised draft. Problems occur in word choice and formality, and in defining terms. Evidence and explanation scarcely appear, or they are random and unrelated to the thesis. Sources are not cited. Grammar, spelling, and punctuation contain regular errors, confusing meaning and suggesting poor proofreading and underdeveloped writing skills. The essay is unprofessionally presented, and includes many typographical or printing errors.
F (below 60/100) Failing - The thesis is nonexistent or incoherent. Structure and content present an incoherent sense of beginning, middle, and end. Transitions, if they occur, are confusing or incoherent. The writing shows no understanding of audience, and reads like a very rough draft. Serious problems occur in word choice and formality, and in defining terms. Evidence and explanation do not appear, or they are random and unrelated to the thesis. Sources are not cited. Mechanics such as grammar, spelling, and punctuation render the paper incoherent, suggesting poor proofreading and undeveloped writing skills. The essay is unprofessionally presented, and includes many typographical or printing errors.
