Alan Shima, asm@hig.se
Draft text, 2006-06-12
English C: The Research Paper, 10 points (15 ECTS credits)
Learning outcomes
Upon successful completion of this course, the student will be able to
 formulate a research question that explores a topic based on information beyond personal
experience
 utilize library resources and electronic databases for information gathering purposes
 understand the rules for quotation, notes, and listing of references as described in the MLA
Handbook for Writers of Research Papers
 author an 18-20 page research paper that conforms to academic discourse norms regarding
presentation and development of ideas, supported by relevant use of primary and secondary
sources
Grade
Assessment criteria
A
The research paper is an outstanding example of high quality writing.
The student has independently formulated an original idea that is developed in
an articulate and sophisticated prose. The student strongly demonstrates an
advanced level of theoretical awareness and is able to synthesize and extrapolate
persuasive conclusions from the critical inquiry conducted. All of the formal elements
of documentation conventions have been meticulously performed.
B
The research paper is an excellent example of quality writing. The
student has shown a degree of independence in formulating an original idea that
is developed in a clear and fluent manner. The student appropriately uses relevant
theoretical concepts to support the fundamental aspects of the paper’s thesis and a
convincing and coherent argument has been made. Formal elements of documentation
have been satisfactorily achieved.
C
The research paper is a good example of clearly formulated prose. The student, with
supervision assistance, has formulated a concise thesis statement that develops into an
organized and coherent discussion of ideas and issues. Critical terms are referenced in
an appropriate manner and formal elements of documentation have been fulfilled.
D
The research paper conforms to the fundamental aspects of clear prose. The student,
after repeated supervision assistance, has formulated a research question that frames a
discussion of ideas and issues. A minimum of critical terms are used to launch the
paper’s discussion. After additional supervision consultation and advice, the paper’s
content, structure, and documentation standards have been fulfilled.
E
The research paper minimally conforms to the fundamental aspects of clear prose. The
student, after repeated and extensive supervision assistance, has formulated a research
question that frames a discussion of ideas and issues. A minimum of critical terms are
used sporadically. After extra supervision advice, the paper’s content, structure, and
documentation standards have been fulfilled
Fx
Additional attention to paper’s content, organization, documentation standards or
language use is required to achieve a passing grade.
F
Extensive attention to paper’s content, organization, documentation standards or
language use is required to achieve a passing grade.
Angela Falk
Draft text, 2006-06-12
Comments: angela.falk@hig.se
Assessment criteria for essays in English Linguistics, C level
A
Analytical skills: The essay demonstrates first-class academic work for student achievement
at this level study. In addition to containing the positive qualities under “B,” the essay identifies a
sophisticated research topic and offers careful analysis and insightful interpretation of the primary and
secondary material in the investigation. The essay shows obvious evidence that the student reflected
critically on the methods he or she used. Communication skills: crystal clear and eloquent written
language.
B
Analytical skills: The essay demonstrates awareness of relevant previous research in the field and
makes connections to secondary sources, discussing their importance in connection to the student’s
investigation. Communication skills: The presentation is clear and precise in all areas relating to
layout, documentation and the language conventions of academic writing in this subject area.
C
Analytical skills: The essay demonstrates understanding of the topic under investigation. In
its scope, the essay may tend to remain at a level previously covered by other research (including, for
example, another C- or D-level essay), and its purpose may appear to be to reproduce previous research,
though the essay may to a certain extent be able to offer independent ideas in analysis and interpretation
of the findings. Communication skills: The writing is mostly clear and organized, and it generally
conforms to academic conventions for layout and documentation. If tables and figures are used, they
demonstrate care in presentation and layout, and they are satisfactorily explained and discussed in the
body of the essay.
D
Analytical skills: The essay demonstrates some understanding of the topic under investigation, but it
tends to limit its treatment to a descriptive rather than a critical level of analysis. Sections of the
essay tend to repeat what the student has mentioned in earlier parts of the text without offering
additional explanation and argumentation. Communication skills: The writing is fairly organized and
clear, although limited vocabulary and minimal use of transitional devices between sentences,
paragraphs and sections may make argumentation difficult to follow with ease. The use of academic
conventions is apparent but not wholly consistent with documentation standards. Tables and figures
may be used to present findings, but the body of the essay may not fully explain the results presented in
graphic form.
E
Analytical skills: The essay shows some ability to present the topic under investigation
and refers to some secondary reference material. A research question is formulated in the essay, but the
student gives it minimal or sporadic treatment. The primary material is described to a much greater
extent than it is analyzed. Linguistic argumentation is minimal, and it tends to be apparent mainly
through reference to material contained in tables, figures, and examples, without being satisfactorily
explained in the body of the text. Interpretation of the primary data and secondary references is vague
or implicit and is not made explicit for readers. Communication skills: The writing is not consistently
clear. The sections of the essay do not give the impression of being organized.
Fx
Analytical skills: The essay shows little evidence of achievement in any of the areas that are described
above (in A-E). Additional work will be needed before the essay conforms to the minimal expectations
of a research paper at this level of study. Communication skills: Additional revision will be needed to
make the language clear.
F
Analytical skills: The essay shows no or very little evidence of planning or critical thinking.
Communication skills: The writing is not clear, and no research question or hypothesis is apparent.
In all instances, plagiarism is not acceptable. It will result in a failing grade and will be reported for
disciplinary review.