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ENGL 101

Introduction
LO 4

F (0-59)
no introduction or no separate introductory paragraph no articulation of thesis and/or mismatch between thesis and the body poor paragraphs with no clear topic sentence; multiple topics; little or no development no use of specific, concrete examples

D (60-69)
poor or skimpy introduction; context not established poor articulation of thesis and/or body paragraphs often veer off topic or are repetitive poor paragraphs with occasional hint of topic; little or no development

C (70-79)
some introduction; nothing beyond a forecast and/or a hint at context for thesis some articulation of thesis; and/or almost every paragraph works to support the thesis (occasional tangent or repetition) some structure and development of paragraphs and/or some with clear topic sentences or focus, but not consistently some use of examples or evidence, but not consistent; no evidence or examples in places where they are needed some transition or flow between paragraphs; transitions between most paragraphs; transitions may consist of single words comprehensive and developed summary of points made, but nothing beyond summary; no broad conclusions/lessons some variation of sentences; sentences of varying length or type, but not varied effectively contains isolated to no major errors (fused sentences, gross S-V agreement errors, unintentional fragments, or verb form errors); spelling, punctuation, and grammar are generally correct

B (80-89)
introduction establishes developed context; points reader in direction essay will take clear articulation of thesis; every paragraph works to support the thesis all body paragraphs are developed; each body paragraph contains a clear topic sentence

A (90-100)
introduction grasps readers attention (engages the reader) with welldeveloped context and points reader clearly in direction essay will take clear and purposeful articulation of thesis; focused and unified paragraphs all work to support the thesis all body paragraphs are consistently well developed; all contain a clear topic sentence and the appropriate number of sentences that provide examples and develop points wealth of relevant supporting material, smoothly integrated into the text strong, clear, and consistent transition between paragraphs and points within paragraphs; clear expression of relationship between ideas satisfying and fulfilling end of essay that revisits thesis, main points, and context without simply repeating introduction; clearly expresses significance, relevance, or implication richly varied sentence structure; text is fluid, polished, balanced, and energetic displays a mastery of punctuation and conventional written English; contains no major errors; contains no structural or grammatical problems, such as misplaced modifiers, shifts in viewpoint, or pronoun-antecedent disagreement; spelling is correct; mechanically perfect or nearly so

Revised Fall 2011

Thesis and Coherence


LO 2,3,5,6

Paragraph Development
LO 6, 7

Use of Examples and Details(Support)


LO 7

little use of specific, concrete examples

frequent or consistent use of examples and evidence; example or evidence appears whenever the reader asks, For instance? consistent transition between paragraphs and points within paragraphs; strong flow; transitions may consist of single words and/or phrases goes beyond summary; attempt is made at expressing significance, relevance, or implications, but ideas are underdeveloped or not expressed clearly effective variation of sentence length and type; text is fluid

Transitions
LO 1

no transition between paragraphs; no flow

weak or occasional transition between paragraphs; poor flow nothing beyond cursory summary of ideas in essay

Conclusion
LO 8

no conclusion or no separate conclusion paragraph composed primarily of simple sentences; no sentence pattern variety consistent and pervasive lack of control of punctuation and conventional English; contains numerous serious errors

Variations of Sentences
LO 9

little or no variation of sentences; monotonous use of sentence type. (length/complexity) lacks control of punctuation and conventional English; may contain a pattern of major errors, such as fused sentences, gross S-V agreement errors, verb form errors, or fragments

Grammar and Mechanics


LO 10

displays control of punctuation and conventional written English; no major errors, such as fused sentences, gross S-V agreement errors, verb form errors, or unintentional fragments; may contain slight errors in punctuation and spelling

Student name:
*LO = Learning Outcome. Consult syllabus for complete list of learning outcomes for ENGL 101. **If any category is evaluated in the "F" range, the highest grade the essay may receive is 69 (D).