Guidelines for Evaluating Concert Reports
MUSC 1000Y
A--Outstanding Work.
The report has a significant thesis or clearly defined central idea. It is well argued, well
organized, and well limited. It has some freshness and originality and its content is specific,
interesting, appropriate, and convincing. Each topic sentence relates to the thesis, the transitions
are smooth and good--i.e., the reader can follow the writer's logical thought processes. Each
paragraph has a purpose, revealing an obvious design and showing evidence of the writer's
original thinking. Emphasis is clear and proportion is consistent with emphasis. Generalizations
are explained and supported with no gaps in the thought process. The essay is rich in details and
these are arranged carefully. Sentences are interesting, effective, correct, and the sentence
structure is varied and sophisticated. Coordinate sentences are varied with conjunctions and
semicolons. There are no spelling, grammatical, or punctuation errors. The essay demonstrates
a command of a mature, unpretentious diction. The essay has something to say other than stock,
worn-out points on a subject, and the method of exposition and development selected is
presented in accord with rhetorical principles.
B--Good Work.
The report shares most characteristics of an outstanding essay, but it may have some minor
lapses in organization and development--e.g., the introduction does not really introduce or the
conclusion does not really conclude. The essay may possess awkward sentence structures. For
instance, it may tend to use the word "being" as in "It being an important point to consider when
we look at the social implications of this music," or a phrase such as "the reason is because..."
The essay perhaps contains a few pronoun reference problems, so that it is uncertain just what
the "it," "she," "they," or "them" refers to in the sentence. The passive voice is used too often
and in places where it would be more effective to switch to the active voice. For example, "The
music was danced to by the audience," could be rearranged to "The audience danced to the
music.” This type of essay has minor mechanical, grammatical, or diction problems, e.g., a few
spelling and/or punctuation errors, subject-verb inconsistencies, etc. It may be less distinguished
in its use of language, perhaps by trying to impress the reader with big words that are merely
confusing or used incorrectly.
C--Adequate Work.
The report is generally competent, but compared to the work above it has a weaker thesis, one
that is trivial, trite, or too general. The thesis or central idea is supported with concrete detail,
but this detail is occasionally repetitious, irrelevant, or sketchy. The essay shows less effective
development and organization, and perhaps has inappropriate emphasis. The paragraphs may be
unified, coherent, and somewhat effective, and the transitions between them may be clear, but
they are awkward, abrupt, mechanical, and monotonous. The essay's sentences may be
grammatically correct but lack distinction, are less varied, and tend toward monotony. For
example, these sentences use the verb "is" over and over again in simple subject-verb-object
constructions. There are tired clichés and the word choice is less precise, less fresh, and less
economical. The essay's clarity and effectiveness of expression is weakened by occasional
deviations from standard grammar, punctuation, and spelling. The essay probably is less
distinguished in its handling of the topic.
D--Poor Work.
A report that receives this grade is likely to present a thesis too vague, too confused, or too
obvious to be developed. The thesis lacks adequate support with concrete and relevant details.
The essay shows major organizational problems in that the plan and purpose of the theme is not
apparent. The thesis is undeveloped or developed with irrelevance, redundancy, or
inconsistency. The essay's paragraphs are incoherent, not unified, or undeveloped, and the
transitions between them are confusing, ineffective, or nonexistent. The sentences are poorly
constructed, fused, incomplete, incoherent, monotonous, or childish. The word choice is
inappropriate, revealing vague, unidiomatic, substandard expressions. There are many spelling,
punctuation, grammatical, or syntactical errors which impede understanding.
F--Failing Work.
A report of this nature is seriously flawed. It has no clear thesis or central idea. It is organized
randomly, incoherently, and lacks adequate support or specific development. The details
presented (if any) are irrelevant. The essay has failed to fulfill the assignment or is too brief and
sketchy. It contains major and repeated errors in diction, syntax, grammar, punctuation, or
spelling.