Quality of Ideas

Use of Specifics

Essay Organization

Paragraph Development

Prose

Originality is the clearest trait of the best ideas, but a paper that follows a not-so-original idea thoroughly and completely is also praiseworthy. Perhaps the writer displays a deep appreciation of the idea’s wider significance.

The writer appreciates not only the significance of what was said but how it was said; or, close analysis yields a new idea.

The writer has found a novel way of organizing the essay that reflects the thesis. Or, the writer has made a difficult idea simple through careful organization. The writer achieves both unity and coherence.

An engaging topic sentence begins the paragraph (p.), and the writer develops the ideas in a carefully organized and thorough fashion. Topic sentences say more about an idea named in the introduction.

Prose that is both clear and clever. Its originality or energy make the essay’s ideas more important. The writer shows command of sophisticated clauses and phrases, and the ability to vary sentence structure.

The writer’s ideas are accurate and important, but not original. Perhaps the essay is an intelligent recapitulation of classwork. The writer offers some good ideas but does not put them together.

Not only are the quotations relevant, but the writer explains their importance thoroughly. A wide and judicious use of q. shows a strong command of the text.

The essay remains loyal to its thesis throughout. Strong unity but perhaps weaker coherence.

The topic sentence links with the thesis. The p. develops the ideas competently. The structure is competent.

Prose that is clear and, at moments, graceful. Some noteworthy sentences.

The writer must have some ideas that are accurate, but they need not be especially deep or important. Perhaps the paper is a naïve recreation of the obvious. Perhaps parts of the essay do not seem to be advancing the essay’s thesis.

The quotations illustrate the writer’s ideas, but the ideas don’t grow from the quotations. Or, the quotations are relevant but not thoroughly explained. Often the sentence that follows the q. merely emphasizes the text. Perhaps the q. is long and the comment speaks generally about its significance.

The essay has a topic but lacks a strong thesis. Or, the writer loses the thesis. Perhaps the body paragraphs seem to be separate discussions. Perhaps plot summary rules the organization. Competent, not strong unity and no coherence.

The topic sentence’s link with the thesis is obscure. The p. does not develop its ideas thoroughly. The structure is not easy to follow. Perhaps the p. seems repetitive.

Clear and competent prose. Perhaps the writer needs to let his or her own voice enliven the prose. A minimum of awkward sentence.

No idea seems to be driving the essay. Perhaps a simple point is repeated time and again. Perhaps plot summary rules. Perhaps a preconceived idea that does not come from the text is forced on the text.

Some quotations are irrelevant or poorly chosen. Perhaps specific references are scarce.

The writer does not remain loyal to thesis or to topic. The reader has difficulty figuring out the point behind the organization.

No apparent topic sentence. The development and structure seem haphazard. The logical connection between sentences hard to follow.

Clarity is hampered by awkward sentences or faulty transitions. Perhaps the same, simple sentence pattern occurs too often in the essay.

Though rare, some papers rest on inaccurate readings. Perhaps the essay is very short.

No specifics

The above plus: The organization within individual paragraphs is difficult.

Paragraphs very brief. Development of ideas less than one would hope for at the writer’s grade level.

The prose is difficult to read because of awkward expression.