Criteria for Evaluating Expository Writing
This handout has two goals. The first is to give students as clear a sense as possible of what makes for a "good" paper. The second goal is to make the grading policies for this class as clear as possible. There are many ways to evaluate papers written for class, but most readers agree that the following are important qualities in any finished work:
- On target: Does the paper address the goals of the assignment or writing task? Is it
appropriately comprehensive in scope but still adequately focussed?
- Organized: Does the writer subdivide the topic effectively? Is the paper's argument
internally consistent and logically developed?
- Interesting: Is the paper especially effective, thoughtful, or original?
- Readable: Is the style clear, polished, mature?
- Presentable: Are the mechanics and usage standard?
In assigning a letter grade to a paper, I consider all of these qualities and perhaps others depending on the nature of the assignment. The following guidelines should help explain the meaning of grades for this class:
- A: Excellent work. An "A" paper must score well (not"perfectly") in
all areas. The thesis of an "A" paper is appropriate, clear, and interesting.
The topic is well organized and well developed. Paragraphs have clear topic sentences and
good support and are linked naturally and effectively. The writing is clear and effective,
and the mechanics are clean. Most student readers find "A" papers not only
interesting but enjoyable.
- B: Generally good work. Real weakness in one area usually drops an otherwise excellent
paper from A to B. Or a "B" paper may have "A" parts combined with
minor weaknesses in several areas. It must be basically clear and adequately developed.
Readers tend to say that "B" papers are "OK," but not especially
exciting.
- C: Adequate work. Serious weakness in two areas makes a B hard to defend except,
possibly, when area 3 is outstanding. So C becomes a grade for papers whose strengths are
severely restricted by weaknesses, or for papers without any real strengths. A
"C" PAPER MEETS THE REQUIREMENTS, BUT ONLY BARELY. It rarely goes beyond a
simple or obvious discussion of the topic.
- D: Indadequate work. Most "D" papers have some limited strengths, but
they are generally superficial, lacking depth, breadth, clarity, or some combination of
the three.
- F: Work that is grossly flawed or incomplete. It is highly unlikely that any serious attempt at writing will result in an F.
My final comments generally refer to criteria like those above to describe the paper's strengths and weaknesses and the balance between them. I also suggest ways the paper can be improved. You should read these comments carefully when you get them back and then read them again as you begin work on your next paper.
If you ever have questions about this handout or about any of the papers you have written, or if you would just like more feedback, please come see me.
For general help on writing papers and for useful reference materials for writers, see my page of Resources for Writers.