ESSAY #3 GRADING PROFILE
MID-TERM IN-CLASS ESSAY: A SENSE OF PLACE
NAME: __________________________________ GRADE: __________/____________
ASSIGNMENT
Essay #3 is an in-class mid-term essay with a 500 word minimum requirement on the topic “A Sense of Place.” The
essay is multi-purpose: reflect, express, inform, and explain. Your audience is your English 1301 class and me (a
supportive community of writers). Select a tone that is appropriate for your essay, one that reflects you attitude
about the site or the atmosphere of the place you visited.
Your essay might also multi-strategy in that you may use any combination of narration, description,
exemplification, classification, definition, and/or comparison/contrast. Create a thesis that reveals the main point of
your essay and possibly suggests a primary strategy (such as narration or description) if you have one.
In the body of your essay, you should take the reader to the place you selected, describe the place, and narrate your
journey of discovery. Eventually, you should “zone in” on one specific object or feature about the place that engages
your interest. At least one third to a half of your essay should be devoted to the specific object or feature.
Your essay should include at least one strong topic sentence paragraph. You should also “frame” your essay with
a related introduction and conclusion. You may use sources such as a brochure or website providing you document
with informal documentation (mention the source and follow with direct quote, paraphrase, or summary.) Recall
that your essay is not just about the place; it is also about your experience at the place.
ESSAY EVALUATION CRITERIA
____1. Content (27% of grade)
____2. Organization (23% of grade)
____3. Sentences (20% of grade)
____4. Diction (word choice and usage) and Tone (17% of grade)
____5. Punctuation/Capitalization/Manuscript Mechanics (13% of grade)
____ TOTAL POINTS EARNED IN THE ABOVE FIVE CATEGORIES
____ - minus 3 points each (missing from writing process): (1) list of possible topics, (2) notes from site
visit, (3) planning page, and (4) optional rough draft outline (Submit any optional brochures or
copies of websites you used to write your essay)
____ FINAL NUMERIC GRADE
____ LETTER GRADE
OTHER
____ This essay contains plagiarized material: grade of 0/F with no opportunity for a revision.
____ This essay contains numerous problems with content and/or organization. The grade on Essay #1 is
“R” for “Revise.” You may revise the first essay until it earns a grade of 75. See the tutor or me.
____ This essay contains numerous grammatical errors that seriously impede clear and effective
communication. The grade on Essay #1 is “R” for “Revise.” You may revise the first essay until it
earns a grade of 75. You must see the tutor or me to help you work on your revision.
____ This essay needs to be revised because it does not fulfill the assignment. See tutor or me for help.
INSTRUCTOR COMMENTS
English 1301 Grading Profile: Mid-Term Essay on “A Sense of Place,” Mr. Jeff Lindemann
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1. CONTENT: 27% of Grade
____ A: Excellent/Exceptional/Exceeds Expectations 27 26 25 24
Superior understanding of essay writing assignment/context. Strong sense of purpose and audience. Insightful thesis supported
with at least 500 words of substantial, thorough, significant, and meaningful content. Intelligently handled focused topic and
depth of development. This multi-purpose essay is distinctive because of originality and perceptiveness. Adept handling of the
specific object or feature of the place that captured your attention. Excellent use of source materials such as brochure or website
(if used). Strong reader interest.
____B: Good/Solid Quality/Meets Expectations 23 22
Good understanding of essay writing assignment/context. Good thesis supported with at least 500 words of thoughtful,
worthwhile content. Good specific focus. Good use of source materials (if used). Substantial reader interest.
____C: Adequate/Average/Acceptable 21 20 19
Adequate understanding of writing assignment/context. Adequate thesis supported with 500 or fewer words of related content.
The essay may lack specific focus. Content of this expository essay might be somewhat sketchy, overly general, occasionally
repetitive, or irrelevant. This essay’s content development needs more/better explanation of thesis and main points. Adequate use
of source materials (if used). Some reader interest.
____ D: Poor/Inadequate/Needs More Work 18 17
Poor understanding of writing assignment/context. Weak thesis supported with 750 words or fewer words of inadequate
information and explanation. Content/development of this expository essay is overly general, very sketchy, repetitive, or
irrelevant. Inadequate use of source materials (if used). Minimal reader interest.
____ F: Unacceptable 16 15 14 13 12 11
Lack of understanding writing assignment/context. Unclear, indiscernible thesis supported with fewer than 500 words of
inadequate content. Lacking in originality and insight. Lack of specific focus. This essay is underdeveloped, irrelevant, or
unsuitable for assignment. Faulty use of source materials (if used). No reader interest.
2. ORGANIZATION: 23% of Grade
____ A: Excellent/Exceptional/Exceeds Expectations
23 22 21
Excellent organizational plan related to thesis. Excellent use of developmental strategies (any combination of narration,
description, examples, definition, classification, and/or comparison/contrast). Excellent use of topic sentence paragraphs with
topic sentence, development, unity, and coherence. Excellent “framing” with related introductory and concluding paragraphs.
Organization might also include excellent use of transition paragraphs, dialog paragraphs, rhetorical questions, and one sentence
paragraphs for interest. Excellent title.
____ B: Good/Solid Quality/Meets Expectations
20 19 18
Good organizational plan related to thesis. Usually smooth narrative flow. Good use of developmental strategies (any
combination of narration, description, examples, definition, classification, and/or comparison/contrast). Good use of topic
sentence paragraphs with topic sentence, development, unity, and coherence. Essay is well “framed” with related introductory
and concluding paragraphs. Organization might also include good use of transition paragraphs, dialog paragraphs, rhetorical
questions, and one sentence paragraphs for interest. Good title.
____ C: Adequate/Average/Acceptable 17 16
Adequate, routine or predictable organizational plan related to thesis. Adequate use of developmental strategies (any combination
of narration, description, examples, definition, classification, and/or comparison/contrast). Some use of topic sentence paragraphs
(with topic sentence, development, unity and coherence). Essay adequately or minimally “framed” with related introductory and
concluding paragraphs. Organization might also include adequate use of transition paragraphs, dialog paragraphs, rhetorical
questions, and one sentence paragraphs for interest. Occasionally disorganized and/or rambling off topic. Routine title.
____ D: Poor/Inadequate/Needs More Work 15 14
Weak connection between thesis and organization. Disconnected information and explanations. Topic sentence paragraphs may
contain weak topic sentence, skimpy development, and/or lack of unity and coherence. Essay poorly “framed” with introduction
and conclusion or missing framing altogether. Frequently disorganized and/or rambling. Minimally clear plan. Vague or overly
general title.
English 1301 Grading Profile: Mid-Term Essay on “A Sense of Place,” Mr. Jeff Lindemann
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____ F: Unacceptable 13 12 11 10 9 8 7
Little or no connection between thesis and organization. Lack of organizational plan. Essay not framed with related introduction
and conclusion. Lack of at least one topic sentence paragraph with topic sentence, development, unity, and coherence. Topic
sentence paragraphs, if used, are weak in or lacking topic sentence, development, and/or unity and coherence. Weak, confusing,
or ineffective title.
3. SENTENCES: 20% of Grade
____ A: Excellent/Exceptional/Exceeds Expectations
20 19 18
Sentences are artistically constructed. Excellent sentence variety achieved adding a richness and sophistication to the memoir. No
major sentence errors of fragment, comma splice, run-on, and/or awkward sentence. Correct and effective modification and
parallelism. No awkward of confusing sentences. Effective use of intentional fragment (if used) for stylistic effect. Forceful
sentence style: graceful yet energetic. Polished, finished prose.
____ B: Good/Solid Quality/Meets Expectations
17 16
Sentences are skillfully constructed. Some sentence variety achieved. No major sentence errors of fragment, comma splice, runon, and/or awkward sentence. Correct modification and parallelism. No awkward/confusing sentences.
____ C: Adequate/Average/Acceptable 15 14
Sentences are clearly constructed but lacking in distinction. Minimal sentence variety. Short, choppy sentences. Sentence clarity
may be affected due to a major sentence error of fragment, comma splice, run on, and/or awkward sentence. A sentence error
may exist due a modification or parallelism problem. Some sentence combining needed.
____ D: Poor/Inadequate/Needs More Work 13 12
Sentence construction is marred occasionally enough to annoy or frustrate the reader. Minimal sentence variety. Sentence clarity
affected due to two or three major sentence errors of fragment, comma splice, run-on, and/or awkward sentence. Sentence clarity
marred due to a few modification or parallelism problems.
____ F: Unacceptable 11 10 9 8 7 6 5 4 3 2 1
Sentence construction is marred frequently enough to annoy or frustrate the reader. Little or no sentence variety. Sentence clarity
is affected due to four or more major sentence errors of fragment, comma splice, run-on, and/or awkward sentence. Sentence
clarity marred due to several modification or parallelism problems. Non-standard written English appears in the essay. Five major
sentence errors will result in a grade of R (rewrite on out-of-class essays).
4. DICTION (word choice and usage) and TONE: 17% of Grade
____ A: Excellent/Exceptional/Exceeds Expectations
17 16 15
Excellent use of diction and tone. Diction for the expository essay is distinctive and exhibits word form mastery. No clichés.
Artistic use of figurative language: metaphor, simile, personification, allusion, symbol, hyperbole, understatement. Vivid
imagery. Strong verbs. No errors in idiomatic language. Concrete and specific language. Strong verbs. No errors in subject-verb
agreement, pronoun-antecedent agreement, pronoun case, or pronoun reference. Tone is appropriate and complements the
subject. Any switch in tone is done carefully. Mature vocabulary. No misspelled words.
____ B: Good/Solid Quality/Meets Expectations
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Good use of diction and tone. Diction for the expository essay is clear and accurate but might exhibit a word form error or
occasional error in word choice. Skillful use of figurative language: metaphor, simile, personification, allusion, symbol,
hyperbole, and understatement. Vivid imagery. Strong verbs but occasional passive voice. Mostly concrete and specific language.
One or two errors in idiomatic language. Strong verbs. Occasional (one or two) errors in subject-verb agreement, pronounantecedent agreement, pronoun case, or pronoun reference. One or no clichés. Tone is appropriate and complements the subject.
Any switch in tone is done purposefully and carefully. Good vocabulary. No or one misspelled word.
English 1301 Grading Profile: Mid-Term Essay on “A Sense of Place,” Mr. Jeff Lindemann
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____ C: Adequate/Average/Acceptable 13 12
Diction is adequate and generally accurate, competent, appropriate, and idiomatic. At times diction is wordy, vague or imprecise.
Minimal attempt at using figurative language. Style and originality undistinguished. In a few instances, language is not concrete
and specific. Several word form errors. Weak verbs. Several errors in subject-verb agreement, pronoun-antecedent agreement,
pronoun case, and/or pronoun reference. Several instances of weak verbs and passive voice. Several (two to three) clichés.
Inconsistent or inappropriate tone for subject matter. Adequate vocabulary. Several misspelled words.
____ D: Poor/Inadequate/Needs More Work 11 10
Diction is poor due to frequent errors in word form, unidiomatic language, and word choice. Substandard language occasionally
disrupts flow of communication. Little or no attempt to use figurative language. Weak imagery. Numerous instances of weak
verbs and passive voice. Weak verbs. Many errors in subject-verb agreement, pronoun-antecedent agreement, pronoun case,
and/or pronoun reference. Diction frequently lacking in concrete and specific language. Frequent use of cliché. Inappropriate
and/or inconsistent tone. Limited vocabulary. Many misspelled words.
____ F: Unacceptable 9 8 7 6 5 4 3 2 1
Diction is unacceptable due to numerous errors in word form, unidiomatic language, and word choice. Substandard language
obscures understanding of content and halts a reader’s smooth flow of clear communication. No attempt to use figurative
language. Weak or very little imagery. Numerous instances of weak verbs and passive voice. Numerous errors in subject-verb
agreement, pronoun-antecedent agreement, pronoun case, or pronoun reference. Numerous clichés. Inappropriate and/or
inconsistent tone. Limited vocabulary. Numerous misspelled words.
5. PUNCTUATION, CAPITALIZATION, AND MANUSCRIPT MECHANICS: 13% of Grade
____ A: Excellent/Exceptional/Exceeds Expectations
13 12
Clarity and effectiveness of expression are promoted by effective and consistent use of standard punctuation and capitalization.
Excellent use of semi-colon, colon, and/or dash. Attractive and correct manuscript. Correct course information and headers.
____ B: Good/Solid Quality/Meets Expectations
11 10
Flow of clear communication occasionally diverted but not confused by errors in standard punctuation and/or capitalization.
Good use of semi-colon, colon, and/or dash. Standard manuscript form. Correct course information and headers.
____ C: Adequate/Average/Acceptable 9
Adequate clarity and effectiveness of expression, but weakened by any combination of some errors in punctuation and/or
capitalization. Adequate use of semi-colon, colon, and/or dash. Some unnecessary punctuation. Adequate manuscript form.
Correct course information and headers.
____ D: Poor/Needs Work 8 7
Clear communication is hindered by several errors in punctuation and/or capitalization. Ineffective or no use of semi-colon,
colon, and/or dash. Unattractive manuscript form with many errors. Missing or incorrect course information and/or missing or
incorrect use of headers.
____ F: Unacceptable 6 5 4 3 2 1
Clear communication is hindered by numerous errors in punctuation and/or capitalization. Incorrect or no use of semi-colon,
colon, and/or dash. Unattractive and incorrect manuscript form. Missing or incorrect course information and/or missing or
incorrect use of headers.
English 1301 Grading Profile: Mid-Term Essay on “A Sense of Place,” Mr. Jeff Lindemann
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(This 2009 version #7 of my English 1301 Grading Profile for an Expository Essay is loosely based on the HCCS English
Department Grading Profile from 1988. The committee members who created the original profile are Dr. Martha Weathers,
SuzAnne Cole, Dr. Robert Ford, and Jeff Lindemann.
English 1301 Grading Profile: Mid-Term Essay on “A Sense of Place,” Mr. Jeff Lindemann
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