TEXT IN CONTEXT GRADING GUIDE
Content:
_____ A: Central claim/thesis is complex, intellectually and/or emotionally challenging, precise,
and insightful, showing that the writer has thoroughly engaged with the primary text
as well as supporting texts. Writer has examined primary text through lens text, and
integrated required research materials to support thesis statement. Writer clearly
understands assignment, and demonstrates this by organizing and evaluating texts and
citations in a manner that fully supports controlling idea.
_____ B: Central claim is clear, precise, and engaging. Writer has examined primary text through
lens text, but summary overtakes development of original idea. Paper uses required
research materials for support and is organized with some sense of emphasis on key
ideas. Understanding of the goals of the assignment and how to achieve this is above
average.
_____ C: Central claim is clear and governs the essay. Writer has examined primary text through
lens text and uses required research materials, but controlling idea is too general or too
predictable to teach an educated reader something new about American Beauty or
passing.
_____ D: Central claim is weak and/or required number of sources is not met. Very little of
writer’s thoughts are evidenced in the paper because writer either merely
reports/summarizes, or fails to carry a claim throughout the essay.
Development:
_____ A: Writer supports ideas with all required sources in a varied manner and gracefully and
accurately (MLA format) incorporates them to support his or her thinking about the
issue of passing in American Beauty.
_____ B: Writer selects and manipulates all sources (primary text, lens text, and at least two
secondary sources) to support thesis/claim through paraphrase, summary, and direct
citation.
_____ C: Writer uses minimum amount of sources and quotes correctly to support claim. Quotes
are sometimes awkwardly incorporated, only generally related to the discussion. The
writer comments on various points of view and does little analysis, drawing few
connections between sources.
_____ D: Quotes are used but sometimes incorrectly, awkwardly, or not incorporated into body of
essay. Signal phrases not always used. Minimum amount of sources may not be met.
Expression/Readability:
_____ A: Ideas are expressed in a way that reveals an awareness of purpose, audience, and the
need to communicate with an appropriate persona, using plenty of reasoning, and
appropriate significant detail. Essay discusses issue with a thoughtful, individual
human voice. Word choice shows attention to precision and smooth progress.
Sentences are varied. Essay is virtually error-free.
_____ B: Presentation shows some awareness of audience and purpose. Sentence structure and
progression of ideas is correct, even sophisticated, but shows less nuance and range of
sentence variation, personality, or voice. Errors are minimal.
_____ C: Paper shows an adequate awareness of college level writing, but seems written to no
particular audience. Wording is adequately precise and grammatically correct but
wanders or falls short of elaborating on the assignment in a way that engages readers.
Sentence structure tends to be repetitive and/or simple rather than varied or fluent.
Few errors.
_____ D: Wording is vague and doesn’t name concepts accurately. Sentences are overly simple
or incorrect in ways that interfere with conveying ideas. Essay has very little
awareness of readers.