ACS Learning Community summer 2008 workshop (supported by VITAL).
Suggested paragraphs on course goals for inclusion (or adaptation) in Learning Community ACS Syllabi.
|Strong Work 1||Needs Development||Unsatisfactory|
|Audience||Assumes audience is student who has read assigned texts carefully; paper uses evidence to make points rather than to summarize||Spends inappropriate amount of time merely summarizing text or repeating material covered in class||Shows little evidence of having read the text; ideas mostly taken from class notes or class discussion|
|Thesis||Single clear thesis that would be insightful and interesting to someone who had already studied the texts||Thesis is either somewhat unclear or all too obvious to most thoughtful readers||No clear thesis, or multiple theses|
|Introductory paragraph(s)||Avoids inflated generalizations and gratuitous praise; sets brief context; introduces clear thesis||Extraneous generalization; connection to thesis not entirely clear; thesis statement not clear||No clear thesis statement or sense of where the paper is going|
|Paragraphs in body of paper||Strong topic sentences, supported by evidence and argumentation; topic sentences support main thesis||Some topic sentences do not support thesis, or are not supported by evidence in paragraph||No topic sentences; or little relationship between topic sentences and thesis; or no evidence for topic sentences|
|Argument||All necessary points in proving or developing thesis are made; makes compelling argument for thesis; paper does not assume reader agrees with author||Some missteps are made in proving or developing thesis; argument only compelling to someone who already agrees||Essay fails to prove or develop any sort of compelling thesis|
|Organization||Argument intelligently ordered and easy to follow, reflected in order of points and paragraphs||Logical flow of argument needs improvement by reordering some points and/or paragraphs||Material is disorganized with no clear logical order between points and/or paragraphs|
|Use of Evidence||Draws evidence from close reading of a variety of passages; evidence is appropriate to points being made; all quotations cited using MLA format||Evidence drawn from only one or two passages in text; some evidence does not support points made; citations present but not in correct format||Little evidence used; does not support points made; drawn entirely from class discussion; material quoted without citation|
|Conclusion||Hints at implications, broader conclusions, or insightful ideas to think about, based on analysis so far||Summarizes everything that has been said so far but does not leave the reader with something further to think about||Essay fails to offer a satisfactory conclusion and/or simply recycles the introductory paragraph.|
|Mechanics||Nearly flawless grammar, spelling, and word choice; sentences read smoothly and are clear without being wordy||Grammar, spelling, word choice, sentence structure and/or word economy need attention||Serious problems with grammar, spelling, word choice, sentence structure and/or word economy|
Note: if outside sources are permitted, see separate guidelines on using secondary sources and websites.
1 An A-level paper will be strong in most categories; B papers will be strong in some but need development in others; C papers need significant development; D papers are typically unsatisfactory in most categories; most people who get F’s haven’t read these criteria.