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Essay Evaluation Sheet
Content, Organization, and Developement
_____ Paper has a title which suggests the topic/thesis of paper.
_____ Paper begins with an introductory paragraph that introduces the work(s) and author(s), gives necessary background information and ends with a thesis sentence.
_____Paper has a thesis which is restricted, unified, specific, and indicates pattern of organization.
_____ Each topic sentence clearly ties back to the thesis with the use of a keyword or reference from the thesis, making the purpose of each paragraph clear.
_____ A reasonable number of subtopics and their supporting sentences provide a number of specific, focused details for each topic sentence.
_____ Paper addresses important ideas/concepts.
_____ Textual evidence is well chosen and followed by analysis/interpretation.
_____ Each body paragraph ends with a concluding sentence.
_____ There is a concluding paragraph that reinforces the main idea of the paper.
_____Logically ordered, focused sentence are linked by effective transitional devices within and between body paragraphs.
Style, Quotations, and Mechanics
_____ The writer uses a variety of effective sentence patterns.
_____Choice of words is effective, proper, and clear in conveying ideas.
_____ Quotations are introduced or woven into the sentence smoothly and effectively, with proper punctuation and formatting.
_____ Quotations are properly cited using parenthetical citations.
_____ Very few, if any, errors occur in mechanics (grammar, spelling, or punctuation)
_____ The paper reflects the writer’s effort to follow instructions.
Grading Codes
In addition to using the codes in the Harbrace for grammatical errors, I might also use the following codes:
[?] = Unclear. Sentence or paragraph in brackets does not make sense as constructed. ¶ = Start a new paragraph (possibly if original paragraph is too long) AWK = Awkward. Rephrase. / = Omit or change Cap = Capitalization (or lack thereof) is incorrect FRAG/2B = Sentence fragment. Sentence is grammatically incomplete or lacks a main subject/verb clause. Rework. CS/3B = Comma Splice. Two independent clauses are incorrectly joined with only a comma. Rework. (Note if this error occurs in the introduction to a quote, change the comma to a colon.) FS/RO/3B = Fused sentence/ run on sentence. Two independent clauses are incorrectly joined without proper punctuation. Rework Ref? = Unclear reference. Vague – what do you mean? SP = Spelling error SV/6A = Subject-Verb Agreement error. Verb doesn’t agree with subject in person or in number (e.g. he are; they is ). Rework Slang = Tone is too informal or colloquial (chatty). Use a formal, scholarly tone. Avoid = Avoid whatever is indicated. Usually refers to use of 1st/2nd^ person (I/you), contractions, back-to-back quotations, beginning sentences with coordinating conjunctions (and or but), etc. Tense = Verb Tense is incorrect. In literary essays, PRESENT TENSE is used. Past tense is appropriate only for limited use, such as to make a point about historical context, or to explain an event that occurred prior to the events in the work. Wordy = Unnecessarily wordy. Rework for greater concision. Eliminate unnecessary words. Rep/Rep = Repetitive or Redundant. Rework. WW = Wrong Word. Find the proper word. Look in the Glossary of Usage in the Harbrace for commonly confused words (e.g. their/there, accept/except) WC = Word Choice. Word choice is inappropriate for the assignment. Integrate = Quotation is not integrated, introduced or worked into a sentence. Avoid “hanging quotations.” A good rule is to never start a sentence with a quote; this way, you can’t possibly fail to integrate it. Format = Format is incorrect. Most often used to refer to quotations. See your quotation handout for the rules on formatting quotations. What? = Used to indicate an unclear or vague pronoun usage, such as after the pronouns this, that, these, or it. Always include a word that indicates THIS WHAT after the pronoun.
