The document provides a grading scale with different levels (A, B, C, below C, and below) and criteria for assessing student work. The criteria include meaning/content, development, organization, language use, and conventions. Higher levels are expected to demonstrate a deeper analysis, more fully developed ideas, stronger organization, more sophisticated writing, and proper grammar compared to lower levels.

1. Grading Scale
Prof. Rigolino

2. GRADING SCALE
A Level B level C level Below Below
Level:
MEANING/CONTENT: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task or
text:
Thesis: Exhibits a Exhibits a States thesis. States vague Presents no thesis. Does not
thesis that is thesis that is Defines some thesis. Does define terms.
highly insightful and key terms. not define
insightful, clearly stated. terms.
original, and Key terms are
cogently defined.
stated. Key
terms are
defined in
depth.
Analysis: Reveals both Reveals in- Conveys a Conveys a Provides an inaccurate
in-depth depth analysis; thorough basic understanding of topic with
analysis and makes understanding understanding unclear connections.
independent insightful of topic and of topic; makes
thinking; connections. makes clear a few
makes connections. connections.
insightful
and original
connections.
:

3. GRADING SCALE
Level: A Level B level C level Below Below
DEVELOPMENT: the extent to which ideas are elaborated using specific and relevant evidence:
Ideas: Develops Develops Develops Develops Presents incomplete or undeveloped
ideas ideas clearly ideas clearly; ideas briefly; ideas.
expertly; and fully, uses uses some
and making relevant/spec detail.
demonstrat effective use ific details.
es an of a wide-
unusual range of
ability to relevant/spec
interest a ific details.
reader
through
use of
substantiv
e details.
Paragraph Clearly Clearly Most Some Few or no paragraphs relate to the thesis.
Development: develops develops paragraphs paragraphs
paragraphs paragraphs relate to the relate to the
directly directly thesis. thesis.
related to related to
thesis; thesis;
each paragraphs
paragraph contribute to
extends the
the main thesis/main
idea. idea.

4. GRADING SCALE
Level: A Level B level C level Below Below
ORGANIZATION: the extent to which the response exhibits direction shape and coherence:
Organization: Maintains a Maintains clear, Maintains a clear, Establishes but Lacks an appropriate focus, but suggests some
clear, appropriate focus; appropriate focus; does not maintain organization.
coherent exhibits a logical, exhibits a logical appropriate focus;
essay coherent structure sequence of ideas inconsistencies in
structure through through sequence of
including appropriate appropriate ideas/transitions.
exceptional transitions. transitions.
command of
essay format.
Introduction: Creates an Clearly focuses Focuses on topic Lacks a focus on Contains no focus on topic in introduction.
engaging on topic; conveys in the topic/purpose in
focus on a powerful introduction. introduction.
topic. message to the
reader.
Conclusion: Provides Extends, Summarizes key Somewhat Contains an incomplete conclusion or conclusion is
further connects, and ideas. restates main missing.
thinking and comments on key idea.
implications ideas.
(e.g.,
suggests
further
research, or
extends key
ideas).
Overall Organization: Exceeds Consistently Meets Meets some Meets few/no requirements.
requirements meets requirements. requirements.
of requirements.
assignment.

5. GRADING SCALE
A Level B Level C Level Does Not meet Does not meet
Level:
LANGUAGE USE: the extent to which the response reveals an awareness of audience and purpose through an effective use of words,
sentence structure, and sentence variety:
Description: Demonstrates a Creates vivid Creates “pictures” Uses concrete Uses little concrete language, sensory
level of “pictures” through concrete language, sensory detail, or literary devices.
professional through concrete language, sensory detail, and literary
excellence in language, rich detail and literary devices.
style, sensory detail, devices.
and literary
devices.
Word word choice, Uses Uses effective Uses some Uses few effective word choices.
Choice: sophisticated, word choices. effective word
precise choices.
vocabulary.
Sentence complexity of Uses well-varied Exhibits good Uses occasional Uses little sentence variety.
Variety: language, sentence sentence structure/ sentence variety.
structure variety.
throughout.
Voice/Sense and sense of Has a unique Exhibits evident Exhibits some Exhibits a rudimentary sense of
of Audience: audience. voice and strong awareness of awareness of audience.
awareness of voice/audience. voice/audience.
audience.

6. GRADING SCALE
A Level B Level C Level Does Not meet Does not meet
Level:
CONVENTIONS: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and
usage:
Grammar/ Achieves Exhibits correct Exhibits mostly Exhibits errors in Exhibits errors that are awkward and
Punctuation: excellence in grammar in correct grammar; grammar that interfere with communication.
grammar basics. smooth, fluid punctuation errors occasionally
sentences; error- do not interfere interfere with
free punctuation. with communication.
communication.
Spelling and Exhibits error Exhibits correct Exhibits mostly Frequently Excessively misspells and misuses words.
Usage: free prose. spelling; error- correct spelling and misspells and
free prose. usage. misuses words.
Presentation: Achieves all- Displays a neat Demonstrates a Exhibits average Pays little/no attention to presentation; no
around and professional neat and easy-to- presentation; format; poor/no title.
excellence in presentation; read presentation; incomplete format;
presentation; MLA format; MLA format; average title.
MLA format. attention to appropriate title.
detail; unique
title.