ENGLISH 2328: AMERICAN LITERATURE II
TAKE-HOME and IN-CLASS LITERARY ANALYSIS ESSAYS
GRADING PROFILE
NAME: __________________________________ GRADE: ______________________
ASSIGNMENT: Our take-home exams are 750 word thesis-driven literary analysis essays in response to one of the
topics on the assignment pages. In-class essays are a minimum of 500 words. All the essay topics on the assignment
pages begin with the word “connect,” thus asking you to use critical thinking skills to analyze similarities and
differences in two (or more) works of literature. The essays require a focused thesis and one to three fully developed
“connecting points” developed in the body paragraphs of your essay. The assignment also requires a minimum of six
judiciously selected quotations from the literature effectively integrated into your essay for support and evidence. I
also require correct MLA in-text citation and works cited entries.
EXPECTATIONS AND GRADING: When you submit your essay, I expect that it will be “good” for a grade of B.
I grade up and down from the grade of “B” in the five areas of (1) content, (2) organization, (3) sentences,
(4) diction, and (5) punctuation, capitalization, manuscript mechanics, and works cited page. You earn a grade in
each of the five categories. You earn most of your points for meaningful content—the single most important feature
of your essay. Ultimately, I must add the points in each of the five categories to total a final numeric grade.
ESSAY EVALUATION CRITERIA
____1. Content and selection/use of quotations (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/works cited page (13% of grade)
____ TOTAL POINTS EARNED IN ABOVE CATEGORIES
OTHER
____ This essay was submitted late (-10 points/one letter grade).
____ This essay is missing the works cited page (-10 points/one letter grade).
____ This essay does not meet the minimum standards for acceptance due to major problems with organization
and/or content. (One major content problem is an essay containing less that the required 750 words. Another
problem is too much plot summary rather that critical thinking.) See the tutor or me and revise this essay until it
earns a grade of 75.
____ This essay does not meet the minimum standards for acceptance due to major problems with grammar and/or
sentences. See the tutor or me and revise this essay until it earns a grade of 75.
____ This essay contains plagiarized material and receives a grade of 0 / F with no opportunity to revise.
____ This essay needs to be totally rewritten because it does not fulfill the assignment (-10 points/one letter grade).
____ FINAL NUMERIC GRADE
____ FINAL LETTER GRADE
1. CONTENT, CRITICAL THINKING, AND SELECTION/USE OF QUOTATIONS: 27% of Grade
____ A: Excellent/Exceptional/Exceeds Expectations 27 26 25 24
Superior understanding of literary analysis essay writing assignment. Strong sense of purpose (analysis) and audience (our class
and me). Insightful thesis supported with at least 750 words of substantial, thorough, correct, and meaningful content.
Intelligently handled focus and depth of development. This literary analysis essay is distinctive because of originality and
perceptiveness. Six judiciously selected quotations from primary source materials for support and evidence of assertions. Because
of powerful content, this essay raises audience’s awareness about the works being analyzed. Strong reader interest.
English 2328 Grading Profile, Jeff Lindeman
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____B: Good/Solid Quality/Meets Expectations 23 22
Good understanding of literary analysis essay writing assignment. Good thesis supported with at least 750 words of thoughtful,
worthwhile content. Good focus. Good use of primary source materials. Six well-selected quotes for support and evidence of
critical assertions. The essay raises reader awareness about the works being critiqued. Substantial reader interest.
____C: Adequate/Average/Acceptable 21 20 19
Adequate understanding of writing assignment. Adequate thesis supported with 750 or fewer words of related content. The thesis
and essay may lack specific focus. Content of this literary analysis essay might be somewhat sketchy, overly general,
occasionally repetitive, or irrelevant. This essay needs more explanation of thesis and main points. Adequate use of primary
source materials. Five to six direct quotes are adequate. Because the content is too general, the essay does not raise much reader
awareness. Raises some reader interest.
____ D: Poor/Inadequate/Needs More Work 18 17
Poor understanding of writing assignment. Weak thesis supported with 750 words or fewer words of inadequate development.
Content of this literary analysis essay is overly general, very sketchy, repetitive, or irrelevant. Inadequate use of primary source
materials. This essay only minimally raises audience awareness. Minimal reader interest.
____ F: Unacceptable in Academic Setting or Houston Business Community 16 15 14 13 12 11
Lack of understanding writing assignment/context. Unclear, indiscernible thesis supported with fewer than 750 words of
inadequate content. Lacking in originality and insight. Thesis and essay lack specific focus. This literary analysis essay is
underdeveloped, irrelevant, or unsuitable for assignment. Faulty use of primary source materials. Because of the overly general
content, no subject awareness raised in audience. 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 (particularly examples). Excellent use of
topic sentence paragraphs with topic sentence, development, unity, and coherence. Excellent “framing” with related introductory
and concluding paragraphs. Excellent title.
____ B: Good/Meets Expectations/Solid Quality 20 19 18
Good organizational plan related to thesis. Usually smooth narrative flow. Good use of developmental strategies (particularly
examples). Good use of topic sentence paragraphs with topic sentence, development, unity, and coherence. Essay is well
“framed” with related introductory and concluding paragraphs. Good title.
____ C: Adequate/Average/Acceptable 17 16
Adequate, routine, or predictable organizational plan related to thesis. Adequate use of developmental strategies such as
examples. Some use of topic sentence paragraphs (with topic sentence, development, unity and coherence). Essay adequately or
minimally “framed” with related introductory and concluding paragraphs. Overall essay and/or body paragraphs occasionally
disorganized. 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. Paragraphs frequently disorganized. Minimally clear plan. Vague or overly general
title.
____ F: Unacceptable in Academic Setting or Houston Business Community 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. Topic sentence paragraphs lacking topic sentence, development, unity, and/or coherence. Weak, confusing, or
ineffective title.
English 2328 Grading Profile, Jeff Lindeman
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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 author’s style.
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/Meets Expectations/Solid Quality 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 in Academic Setting or Houston Business Community 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.
Strong verbs. No errors in idiomatic language. Concrete and specific diction. No errors in subject-verb agreement, pronounantecedent 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/Meets Expectations/Solid Quality 14
Good use of diction and tone. Strong verbs but occasional passive voice. Mostly concrete and specific language. One or two
errors in idiomatic language or problems with word form. 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.
____ C: Adequate/Average/Acceptable 13 12
Diction is adequate and generally accurate, competent, appropriate, and idiomatic. At times diction is wordy, vague or imprecise.
Several word form errors. Style and originality undistinguished. Language is not always concrete and specific. Several word form
errors. 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. Numerous instances of weak verbs and passive voice. Many word form errors. 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.
English 2328 Grading Profile, Jeff Lindeman
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____ F: Unacceptable in Academic or Houston Business Community 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 stops a reader’s smooth flow of clear communication. Numerous word form errors.
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.
Attractive and correct manuscript. Work cited entries are correct. Correct course information and headers.
____ B: Good/Meets Expectations/Solid Quality 11 10
Flow of clear communication occasionally diverted but not confused by errors in standard punctuation and/or capitalization.
Standard manuscript form. Work cited entry contains one error. 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. Some unnecessary punctuation. Lacking punctuation. Adequate manuscript form. Work cited entry contains two
errors. Correct course information and headers.
____ D: Poor/Needs More Work 8 7
Clear communication is hindered by several errors in punctuation and/or capitalization. Unattractive manuscript form with many
errors in manuscript mechanics. Work cited entries need more work due to three or more 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. Unattractive and incorrect manuscript
form. Missing or unacceptable work cited entries. Missing or incorrect course information and/or missing or incorrect use of
headers.
English 2328 Grading Profile, Jeff Lindeman
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