GRADING STANDARDS FOR COLLEGE ESSAYS - AN OVERVIEW
CHARACTERISTICS THAT DIFFERENTIATE AN ‘A’
AND ‘B’ ESSAY:
Both grade levels are exceptionally well-written and well-organized.
EXPRESSION
Concise diction, active voice, and originality of expression differentiate an ‘A’ and ‘B’ essay.
Syntax, vocabulary, and usage (verb choice, point of view) are concise with an appropriate
voice and formal level of diction. The essay clearly differentiates between denotation and
connotation with an effective originality of expression. Sentence structures vary and have a
level of complexity appropriate to the content.
CONTENT
An original, thoughtful analysis differentiates an ‘A’ or ‘B’ essay.
The essay has a focused and manageable thesis, based on the assignment and/or prompt
with sufficient and reasonable evidence as paraphrased and documented examples,
followed by an original and thoughtful commentary or analysis. If appropriate, the essay
addresses effectively opposing viewpoints and balances thoughtfully evidence and
discussion.
ORGANIZATION
Effective transitions that promote both content and analysis differentiate an ‘A’ or ‘B’ essay.
The essay’s introductory paragraph and central thesis statement provide an explanation of
the topic’s significance, and/or background/context, positioned appropriately in the
paragraph. Each body paragraph consistently supports the thesis in clear, precise topic
sentences, followed by support examples, evidence, and analysis/commentary.
Transitions and other connecting devices between and within paragraphs create a
coherent focus on the thesis. Supporting evidence integrates documented sources with
analysis and discussion. The concluding paragraph touches effectively on the essay’s main
points with a significant conclusion that clearly stems from the evidence and reasoning.
BASIC GRAMMAR / DOCUMENTATION
Consistent attention to grammar and documentation differentiates an ‘A’ and ‘B’ essay.
The essay documents all sources accurately, based on the MLA style guide. The essay
presents a professional appearance and contains very few or no typos and/or errors in
mechanics (punctuation, etc.), including spelling and basic grammar.
CHARACTERISTICS OF A ‘C’ ESSAY
A ‘C’ essay fulfills the basic requirements of a college essay.
EXPRESSION
Vague and inaccurate voice and diction, coupled with a lack of sentence variety and
subordination, weakens the content of a ‘C’ essay.
Although word choice is generally precise, at times the voice and diction may be either
indirect or inappropriate. Sentence structures vary, but in some places monotonous and/or
simplistic language clouds the content.
CONTENT
Lack of focus or consistently addressing the thesis characterizes a ‘C’ essay.
The subject is appropriate for college-level work and fulfills the requirements of the prompt
or assignment but has no significant or original focus on thesis support and examples. Some
commentary and analysis may need additional evidence. The discussion demonstrates
thoughtfulness, though it may contain some lapses in logic and reasoning. Although the
essay addresses and acknowledges opposing viewpoints when appropriate, the
commentary or analysis may misrepresent the meaning or intent of the subject or thesis.
The ratio between evidence and discussion have no consistent balance.
ORGANIZATION
Lack of consistent and appropriate focus on a specific thesis with respect to
transition and evidence weakens the content of a ‘C’ essay.
The essay contains an introductory paragraph that leads to the thesis statement, but the
essay’s central point is either too broad, too narrow, or imprecise as relates to the
controlling idea in the paragraph; supporting evidence at times strays from the point
followed by little or no analysis or commentary. Although essay exhibits a clear
organizational pattern, some areas need stronger transitions and other connecting devices
to create coherence between and within paragraphs.
Supporting evidence from sources integrate into the discussion, but in some areas the
integration needs logical transitions and connections. A concluding paragraph restates
and/or summarizes the essay’s points and stems from the evidence and reasoning, though
the connection may need more emphasis and preciseness.
BASIC GRAMMAR / DOCUMENTATION
Sources may have some MLA format documentation errors. A number of typos and/or
errors in spelling, grammar, mechanics (punctuation, etc.), and/or format detract from the
essay’s credibility.
CHARACTERISTICS OF A ‘D’ ESSAY
The essay contains significant weaknesses in most areas of composition.
EXPRESSION
Vocabulary, usage, and voice are often imprecise or inappropriate for college-level work
and may include clichés or slang. Sentence structure does not vary. Language may be
monotonous or repetitive. Clauses sometimes lack logical connections.
CONTENT
The subject (lack of a thesis) is too broad, too narrow, too vague, or too simplistic for
college-level work and may fail to fulfill one or more of the basic requirements of the
assignment or prompt. Paragraphs do not provide sufficient and/or specific supporting
evidence for assertions and arguments. The essay may contain several significant lapses in
reasoning and does not acknowledge opposing viewpoints. The essay lacks or
misrepresents supporting examples and sources, whether quotes or paraphrases.
Discussion and evidence from sources lacks balance.
ORGANIZATION
The introductory paragraph is either missing, inadequate, or does not relate or lead to the
thesis statement. Although the essay contains a thesis statement, it may be too broad, too
narrow, too vague, or may appear in a succeeding paragraph. Body paragraphs have no
controlling ideas or topic sentences, and/or topic sentences do not relate clearly to the
thesis. Support evidence may stray from the point.
Neither does the essay follow an organizational pattern. Transitions within and/or
between paragraphs may be lacking or inappropriate. Supporting evidence from sources
does not integrate coherently. The concluding paragraph fails to touch on the main points
of the essay, nor does it stem logically from the essay’s thesis and supporting points.
BASIC GRAMMAR / DOCUMENTATION
Sources do not always receive proper credit and documentation. At times, the essay does
not cite references according to the MLA style format. Neither does the essay present a
professional appearance. Frequent typos or errors in spelling, grammar, mechanics
(punctuation, etc.), and/or format detract substantially from the essay’s credibility.
CHARACTERISTICS OF AN ‘F’ ESSAY
The essay fails to fulfill the basic requirements of a college essay.
EXPRESSION
Language is imprecise, monotonous, repetitive, or inappropriate for college-level work.
Sentence structure does not vary sufficiently. Clauses lack logical connections.
CONTENT
The subject is too simplistic for college-level work. It is too broad, too narrow, or too vague,
and fails to meet significant requirements of the assignment or prompt. The essay does
support assertions with specific and or sufficient evidence. The essay contains frequent
lapses in reasoning, nor does it acknowledge opposing viewpoints. The essay does not
accurately paraphrased and/or summarize sources, thus misrepresenting their intent.
ORGANIZATION
The essay has no introductory paragraph or thesis statement, and paragraphs lack
controlling ideas. The essay does not follow an organizational plan. Supporting evidence
does not introduce and integrate sources and evidence into the discussion and analysis, nor
does the essay have a concluding paragraph.
BASIC GRAMMAR / DOCUMENTATION
The essay does not credit sources (plagiarism), nor does it cite references according to the
MLA style format. The essay does not present a professional appearance and contains
frequent typos or errors in spelling, grammar, mechanics (punctuation, etc.), and/or format,
including sentence fragments, comma splices, and/or run-on sentences.
(Adapted from: “Grading Standards for College Papers”. English Department, College of Southern Maryland, 2004).