ENG 139H: Fairy Tales From Disney to Grimms and Beyond
COURSE SYLLABUS
Instructor:
Office:
Office Phone:
E-Mail:
Office Hours:
Mother Goose
D-123
831-123-4567
mgoose@hartnell.edu
Tue & Thu: 8:30-9:30AM and by appointment
Term:
Class Meeting Dates:
Class Meeting Hours:
Class Location:
Units:
Spring 2014
TuTh 1/21-5/30/2014
9:30 – 10:45 AM
E-309
3
Welcome!
This is an honors seminar investigating fairy tales, their popular mythos, and their longevity. Designed primarily for
English majors, it provides a firm grounding in the origins of many popular tales and their roles in our society today.
Catalog Description
An Honors Special Topics Course designed for those interested in expanding their knowledge and critical appreciation
of the stories of childhood, their origins, and impact on society.
[CSU-GE, Area C2; IGETC Area 3; Hartnell GE: Humanities] Prerequisite: Completion of ENG-1A with a grade of “C” or
better
Course Objectives: (Things you should know by the end of the course)
1. Demonstrate familiarity with the major authors, works, genres, and themes of fairy tales
2. Examine the historical development of fairy tales and the influence of social and cultural perspectives
3. Determine and evaluate how specific works address the personal, social, moral, and cognitive developmental
stages of children
4. Identify themes that reflect human experiences and values based upon historical, political, socio-economic
and cultural contexts of the times
Student Learning Outcomes: (Things you should be able to do by the end of the course)
1. Differentiate various fairy tale themes and traditions
2. Apply critical thinking skills when approaching a cultural artifact not always given critical attention
3. Research new fairy tales using appropriate methodology and theory
4. Integrate fairy tale study into “real world” concerns
Course objectives and learning outcomes will be assessed through a variety of means including daily writing
assignments, student-led discussions, exams and on-line quizzes, and essays. Lecture materials and assignments
are available via the etudes course shell which may be accessed via www.hartnell.edu/de/Students/index.html .
Your textbook and secondary reading resources are important to your success in this class as we will engage in
weekly reading and writing assignments.
Course Overview and Instructional Context
The purpose of this course is to transform students’ interaction with fairy tales from a mode of unreflective
consumption to one of dispassionate criticism. Pervasive in most cultures around the world, fairy tales thrive because
of their universal nature and their fundamental mirroring of societal views. Fairy tales are more than just “children’s
literature”; they are cultural artifacts that indicate the primacy of social mores. This course investigates these
narratives in the context of their longevity, their origins, and their ever‐changing roles in media and popular culture.
Our investigation will be interdisciplinary, with approaches such as literary, sociological‐historical, psychoanalytic,
folklorist, feminist, and film studies. We will read several fairy tales from each of the major collections in Western
Europe, augmented by film showings (especially Disney). Additionally, we will engage theoretical positions and
secondary literature in our attempt to understand these various texts and films in context.
This course is one of several “restricted electives” for the Associate in Arts in English (AA Degree) and Associate in
Arts in English for Transfer (AA-T) Degree. It supports program levels outcomes for these degrees including:
 Analyze and evaluate major themes and techniques found in literature and expository texts by applying
appropriate writing strategies and skills
 Demonstrate an appreciation for the aesthetic value of literature and expository texts from a diversity of
cultural, historical, and ethnic perspectives
In addition, this course supports institutional learning outcomes in the following areas:
 Communication Skills: students will read, write, speak and verbally comprehend at a college level
 Critical Thinking: students will use quantitative and logical reasoning to analyze information, evaluate ideas
and solve problems
 Global Awareness: students will recognize and respect the cultural, economic, social, political, biological, and
interdependence of global life
Required Texts and Materials
Zipes, Jack. The Great Fairy Tale Tradition: From Straparola and Basile to the Brothers Grimm (Norton Critical
Editions). 1st Edition, W. W. Norton, 2010.
CoursePak, available at the Hartnell Bookstore, containing secondary literature such as:
Jean Baudrillard, Simulacra and Simulations
Peter Bennett, Film Studies: The Essential Resource (excerpts)
Bruno Bettelheim, The Uses of Enchantment (excerpts)
Joseph Campbell, The Hero with the Thousand Faces (excerpts)
Robert Darnton, The Great Cat Massacre (excerpts)
Linda Degh, “Social Relevance of a Controversial Classic”
John Ellis, One Fairy Story Too Many (excerpts)
Daniel Goldhagen, Hitler’s Willing Executioners (excerpts)
Carl Jung, The Archetypes and the Collective Unconscious (excerpts)
Jill Nelmes, An Introduction to Film Studies (excerpts)
Pamela O’Brien, “The Happiest Films on Earth”
Henry Schwarz, "Mission Impossible: Introducing Postcolonial Studies in the US Academy”
Steven Seidman, Queer Theory / Sociology (excerpts)
Maria Tatar, The Hard Facts of the Grimms’ Fairy Tales (excerpts)
Supplementary (Optional) Texts and Materials
Bettelheim, Bruno. The Uses of Enchantment: The Meaning and Importance of Fairy Tales. 1st Edition, Random
House, 1989.
Computer and Email Requirements
 You MUST have access to a PC‐compatible computer with a Pentium or higher processor running Windows XP
or higher. Hardware requirements should exceed the minimal recommended for the specific operating
systems.
 Students are expected to have access to and be familiar with:
o a word processing application (e.g., Microsoft Word) as all assignments will require its use;
o a spreadsheet application (e.g., Microsoft Excel) as some assignments may require its use; and
o Adobe Acrobat Reader to view course documents.
 Etudes will be used to communicate with students and disseminate materials and assignments throughout the
course. Students should check the course website at least once per day.
 Class notes and handouts will be posted at the latest by 5:00PM the day before class days. It is strongly
recommended that you print out hardcopies of class notes to bring to class with you.
 When sending e‐mail to me, please begin the “Subject:” of the message with the following:
ENG-139H: <last name>:< insert your subject heading
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Technology and Media
Course Blog: Your participation grade depends upon your communication in class sessions and online. In
addition to message boards in Etudes, you may also communicate via 'comments' on the course blog, where the
instructor will post news items and provocative questions related to our content. The URL for our course blog is
http://fairytales.blogspot.com .
Classroom Response Clickers: We will be using e‐instruction in class on a regular basis. You will be provided
with a CPS pad (commonly called a “clicker”) during class sessions whenever they are required as we will be using
the pads in activities that count for class points. I will provide a short demonstration of how to use CPS in class.
Course Schedule
(* Subject to revision)
NOTE: “Blue Text” = Zipes: The Great Fairy Tale Tradition
PDFs are accessed via the etudes online materials list or the CoursePac available through the bookstore
Date
1/7, 9
SLOs: 1-3
Finish This Homework Before Class
N/A
1/14, 16
SLOs: 1-4
1.
2.
3.
4.
5.
1/21, 23
SLOs: 1-3
1. Take online quiz #1 before Tuesday class
2. Read Cinderella (Blue Text, pp 444-454)
3. Complete Reading Questions for Cinderella (PDF)
1/28, 30
SLOs: 2,4
1. Read O’Brien (PDF)
2. Read Zipes, Breaking (PDF)
2/4, 6
SLOs:1,2,4
1. Prepare for Midterm #1 (bring Scantron 882)
2. Read Snow White – 1857 (PDF)
3. Read Snow Shite- 1810 (PDF)
4. Read Weber (PDF)
5. Optional: Read Gaiman (PDF) (note: some adult
themes/language in this reading)
1. Complete Reading Questions for Snow White (PDF)
2. Read Bennett (PDF)
3. Read Nelmes (PDF)
4. Read Baudrillard (PDF)
1. Take online quiz #2 before Tuesday class
2. Read Sleeping Beauty (Blue Text, pp 684-698)
3. Read Sleeping Beauty-1810 (PDF)
4. Complete Reading Questions for Sleeping Beauty (PDF)
2/11,13
SLOs:1-4
2/18, 20
SLOs:1-4
Read Cinderella (Blue Text, pp 468-473)
Read Cinderella-1812 (PDF)
Read Campbell (PDF)
Read Freud primer (PDF, pges 1-17)
Read Jung (PDF)
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Topics to be Discussed in Class
Introduction
Reflection on Fairy Tales and YOUR childhood
Fairly Tale definitions, examples
Mother Goose
Folklorists, literary theorists, Freudians, Jungians,
historical, feminist, psychoanalytical
Joseph Campbell, The Power of Myth DVD
Tolkien, On Faerie Stories
Tolkien, Lord of the Rings (DVD)
Freud and his theories
Campbell, Hero with a Thousand Faces
Modern fairy tales: Oscar the Mouse and the
episodic version
Cinderella: Grimms
Bloom and the types of questions on quizzes
Cinderella: Perrault, Basilѐ
Bettelheim (Freudian Readings)
Modern Cinderella (Brandy Norwood)
Ever After (movie)
Cinderella: Disney
Disney as children’s literature, cultural text,
feminist interpretations
Midterm #1 (bring Scantron Form #882)
Snow White: Grimms, Basilѐ
Neil Gaiman
Historical Readings
Garrison Keillor
Snow White: Disney
Snow White: Disneyland and Walt Disney World
Sleeping Beauty: Grimms, Perrault, Basilѐ
2/25, 27
SLOs:2-4
3/4, 6
SLOs:1-3
3/11, 13
SLOs1-4
3/18, 20
SLOs: 1-4
3/25, 27
SLOs: 1-3
4/8, 10
SLOs: 1-4
4/14-18
4/22, 24
SLOs: 2, 4
4/29, 5/1
SLOs: 1-4
5/6, 8
SLOs: 1,2
5/13, 15
SLOs:1-4
1. Essay #1 (group essay) due in class Tuesday
2. Read Ellis (PDF)
3. Read Zipes, Once There Were Two Brothers (PDF)
4. Read Tatar (PDF)
5. Read Basilѐ Frame (PDF)
1. Prepare for Midterm #2 (Tues)
2. Attempt a first draft of Essay #2 and bring to class Thur
3. Read Little Mermaid (PDF)
4. Complete Reading Questions for Little Mermaid (PDF)
5. Read Seidman (PDF)
1. Finish Essay #2 and submit to turnitin.com before
class (bring one print-out to class) Tues
2. Read Beauty and the Beast (Blue Text pp 805-820)
3. Complete Reading Questions for Beauty and the Beast
4. Read Marxism Primer (PDF)
1. Take online quiz #3 before Tues class
2. Read Little Red Cap (Blue Text pp 744-750)
3. Read Red Riding Hood (PDF)
Sleeping Beauty: Disney
Grimms and their sources
Italian tradition: Basilѐ, Straparola
Creation of groups for the Group Project
1. Read Snow Queen (PDF)
2. Read Grimms, Frog King (PDF)
3. Read Frog Pincess (Russian) (PDF)
1. Finish Individual Project and bring to class on Tues
2. Read Rapunzel (Blue Text pp 474-479)
3. Read Rumplestilskin (Blue Text pp625-628)
4. Read Bettelheim (PDF)
Imagining a Disney movie
Bremen Town Musicians
Spring Break!
1. Take online quiz #4 before Tues class
2. Read Grimms, Mother Holle (Blue Text pp 572-574)
3. Read Grimms, Girl Without Hands
1. Read Grimms, Jew Among Thorns (PDF)
2. Read Grimms, Good Bargain (PDF)
1. Finish Essay #3; submit to turnitin.com before Tues
class
2. Read The Ugly Duckling (PDF)
1. Read Goldhagen (PDF)
2. Read Degh (PDF)
3. Read Grimms Preface
5/20, 22
SLOs:3, 4
1. Read Postmodernism Primer (PDF)
2. Read Schwarz (PDF)
5/27
Bring Blue Book
Feb 1
Feb 6
May 2
Midterm #2- Tues (will use clickers)
Little Mermaid: Foquѐ, Anderson
Little Mermaid: Disney
Sign up for Group Project Topics
Beauty and the Beast: Grimms, Beaumont
Beauty and the Beast: Disney
Tues: Group Presentations: Little Red Riding Hood
Thur: Red Riding Hood: Grimms, Perraul
Movie “Freeway”
Group Presentations (Tues)
Rapunzel, Rumplestilskin
Rapunzel Unbraided: Disney
Freudian theories
Hansel and Gretel
Tuesday: Group Presentations
Mother Holle (text and video)
Girl Without Hands
Jew Among Thorns
The Good Bargain, Goldhagen
Manfred Gratz, Grimms’ Preface
Snopes: Milk of Human Kindness, other Urban
Legends
Essay discussion
H.C. Anderson: Ugly Duckling
Group Presentations
Campbell, Revisited
Fairy Tale descendants: Tolkien, Edgar Allen Poe,
George Lucas, C.S. Lewis
Modern Fairy Tales: Faerie Tale Theater, Little
Golden Books, “supermarket” books
Post-Modern Fairy Tales: Fractured, Politically
Correct, Shrek, Into the Woods
Fairy Tales and video games
Final Exam (8:00-11:00 AM)
Important Dates to Remember:
Last day to Add a full semester course
Last day to drop a full semester course with “No Grade of
Record”
Last day to drop a full semester course with a “W” grade
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Course Policies
The following paragraphs contain important information about course policies, grading, and student conduct so read it
carefully!
Class Projects and Essays:
This course requires the completion of several essays and projects. Detailed instructions will be provided for each
assignment during the third week of class (and are also posted online). A summary list of essay and project topics
appears below:
Essay #1: (Group Essay) – write an original fairy tale (SLO 2, 3, 4)
Essay #2: folk fairy tale interpretation (SLO 1)
Essay #3 research paper on folk fairy tale (SLO 1-4)
Group Project: fairy tales from another culture (SLO 2, 3)
Group Project: A critical look at fairy tales through the eyes of Disneyland and Walt Disney World (SLO 3, 4)
Individual Project: re-incarnations of folk fairy tales in current media applications (SLO 4)
Grades
Basis for Final Grade: A percentage grade will be determined based upon the total number of points you have
earned at the end of the semester. I will be using the following weights and grading scale:
Assessment
Daily Writing Assignments
Discussion and Participation
Clicker quizzes
Online quizzes
Essay 1 Group Essay
First Midterm
Essay 2: Folk Tale Interpretation
Group Project
Second Midterm
Individual Project
Essay 3: Research Essay
Final Exam
TOTAL:
Points
50 pts (5 ea x 10)
50 pts (5 ea x 10)
50 pts (10 ea x 5)
100 pts (25 ea x 4)
50
100
100
50
100
50
100
200
1,000
Percent of Final Grade
5%
5%
5%
10%
5%
10%
10%
5%
10%
5%
10%
20%
100%
Grading Scale: Based upon the total number of points you have earned at the end of the semester, you will earn
the following letter grades:
Grading Scale (%)
90-100
A
80-89
B
70-79
60-69
C
D
0-59
F
Interpretation
Excellent, exceeds average understanding as evidence in course work and goes well
beyond the basics
Far above average, meets or exceeds average understanding as evidenced in course
work and fully understands the basics; can deal with some concepts beyond the basic
level
Average; meets minimum expectations to satisfy course requirements
Below average; meets some minimum expectations and satisfies several but not all
course requirements
Fails to meet minimum expectations in understanding of course concepts as evidenced
by performance on exams and submission of graded elements
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Graded tests and assignments in this course will be returned to you individually and then returned to me. You can
access your scores at any time using the gradebook feature in the etudes portal. I f you need help accessing your
grades, please see me.
Rewrite Policy: Rewrites are required for papers with a grade of less than “C”. Note that an alternate grading rubric
will be used for the rewrite, featuring an additional column that evaluates the changes made specifically.
Essay Commentary Policy: Commentary on essays will be delivered in written format, at the end of the essay.
However, upon request, an alternate delivery method can be used. If desired, instructor comments will be made
verbally and delivered to the student as an mp3 through WebCT. This approach yields far fewer written comments, but
much more commentary in general is delivered, due to the speed and specificity of speech. Those requesting mp3
feedback must state so when the essay is turned in.
Extra Credit Policy: There are limited opportunities for extra credit assignments in this class. You are eligible for
extra credit assignments only if all other course work is completed. When extra credit is granted, the additional points
are added to the "First Midterm" portion of the semester grade. You cannot earn higher than 100% on the "First
Midterm" portion of the grade; any points over 100% are not counted.
Group Work Policy: Everyone must take part in the group projects. All members of a group will receive the same
score; that is, the project is assessed and everyone receives this score. However, that number is only 90% of your grade
for this project. The final 10% is individual, and refers to your teamwork. Every person in the group will provide the
instructor with a suggested grade for every other member of the group, and the instructor will assign a grade that is
informed by those suggestions.
Late Work Policy: There are no make‐ups for in‐class writing, quizzes, the midterm, or the final exam. Essays turned
in late will be assessed a penalty: a half‐letter grade if it is one day late, or a full‐letter grade for 2‐7 days late. Essays
will not be accepted if overdue by more than seven days.
Grades of "Incomplete": Incomplete grades are given only in situations where unexpected emergencies prevent a
student from completing the course. Incomplete work must be finished by the end of the next semester or the “I” will
automatically be recorded as the grade you earned at the end of the course. (See Hartnell College Catalog p,26)
Course Policies: Student Expectations
Professionalism Policy: Cell phones, iPods, etc. must be silenced during all classroom lectures so as not to disrupt
the learning environment. Please arrive on time for all class meetings. Students who habitually disturb the class by
talking, arriving late, leaving early or other disturbances will be warned and may be dropped from the class or suffer a
reduction in their final class grade. (See Hartnell policies for Student Conduct and Grievances on pages 31 and 32 of the
college catalog; www.hartnell.edu/academics/catalogs ). These actions are taken to protect the learning environment
for all students.
Academic Dishonesty Policy: Academic dishonesty in any form will not be tolerated. If you are uncertain as to
what constitutes academic dishonesty, please consult page 31 of the 2013-14 Hartnell catalog for further details
(www.hartnell.edu/academics/catalogs ). Violations of these rules may result in a record of the infraction being placed
in your student file and receiving a zero on the work in question. Confirmation of other incidents can also result in
expulsion from the College. These actions are taken to protect the learning environment for all students.
Attendance: If you miss more than four class sessions, Hartnell policy requires that you be dropped from the class,
regardless of your performance. Please discuss extenuating circumstances with me. If you need to drop this class,
please fill out the official paperwork before the final drop deadline. (See Hartnell catalog, p. 35)
Turinitin.com: In this course we will utilize turnitin.com, an automated system which instructors can use to quickly
and easily compare each student's assignment with billions of web sites, as well as an enormous database of student
papers that grows with each submission. Accordingly, you will be expected to submit all assignments in both hard copy
and electronic format. After the assignment is processed, I receive a report from turnitin.com that states if and how
another author’s work was used in the assignment. For a more detailed look at this process visit
http://www.turnitin.com .
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Student Support
Accommodations for students with special needs are available through the Department of Supportive Programs and
Services (DSP&S). If you are unfamiliar with these services, I encourage you to investigate further at
www.hartnell.edu/students/dsps. Additional student support may be available to you from affordable textbooks to
financial aid and scholarships. Please visit the Hartnell website ( www.hartnell.edu/students) for programs and
services that may be of value to you. In addition, should personal issues interfere with your academic success, please
consider consulting Crisis Counseling Services (www.hartnell.edu/crisis ) or phone 770-7019 for personal/confidential
counseling services. Crisis Counseling sessions are free of charge to Hartnell students.
If you need support of any kind, I hope you will visit with me during office hours or at other times that are mutually
convenient.
Celebration of Diversity
The members of a classroom represent a rich variety of backgrounds and perspectives. I am committed to working
with you to provide an atmosphere for learning that respects diversity. I hope we can all work together to build this
learning community and ask all class members to:
•
share their unique experiences, values and beliefs
•
be open to the views of others
•
value each other’s opinions and communicate in a respectful manner
•
keep discussions that occur within class that are of a personal nature confidential
•
appreciate the opportunity that we have to learn from each other in this community
•
consider ways that we may create an inclusive learning environment within this course and across the Hartnell
College community
Campus Safety:
EMERGENCY NOTIFICATION: In the event of a life threatening emergency call 911.
 To report a non-life threatening incident, safety hazard, or a suspicious activity please contact campus
security at 755-6888
 To obtain campus status information, call the campus safety and facilities emergency status bulletin telephone
number: 831-796-6222. From a campus line, simply dial 6222
Please visit Hartnell's emergency reporting link here: http://www.hartnell.edu/reporting-emergencies
Students: If you receive an emergency notification while you are in class, please notify your instructor immediately.
During a campus emergency, you will generally be told to do one of two options, SHELTER IN PLACE or EVACUATE.
When either of these are given, vehicle traffic coming onto campus will likely be turned away. Students are required to
obey the directions of staff in a timely fashion.
EVACUATION: Please note the exit(s) in the room. In the event of an alarm or safety threat, uniformed Hartnell
personnel equipped with two-way radios—including security, and maintenance staff—have up-to-date information;
they also have the authority to order either shelter-in-place or immediate building evacuation. For evacuation,
immediately heed their directions by proceeding calmly and quickly to an exterior assembly area as indicated by
trained staff. Please stay back at least 200 feet from any building until the “all clear” command is issued.
SHELTER IN PLACE: In the event of a safety threat, instructors and staff will lock classroom doors and direct occupants
to stay clear of windows. Occupants are requested to remain quiet. During this time, DO NOT access any exits unless
directed by first responders or staff. A shelter in place order is also used for severe environmental threats like a
thunderstorm.
Run, Hide, Fight (Links to an external site.) Active Shooter Response
In the event of an Active Shooter Event, there are three things you need to know in order to survive: Run, Hide, Fight.
Please review the video in the link.
If you see suspicious behavior on campus, please tell someone. Our Campus Safety (Links to an external site.) officers
are trained to investigate suspicious incidents.
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EMERGENCY PREPAREDNESS: The first 72 hours of a disaster are often the most difficult, but this period can be less
stressful if everyone has extra supplies on hand. The college has a limited amount of emergency supplies, so students
and staff should have on campus their own portable emergency kit including snacks, water, and prescription
medication; this is especially important for those who may need to shelter on campus. For more information go to
http://72hours.org/
Students: If you have knowledge of an emergency on campus, share it immediately. If you see something suspicious or
potentially hazardous, let someone know.
ENG-139H: ESSAY AND PROJECT GRADING RUBRIC
Points
Conceptual
Thesis
Development and
Support
Organization
Language
10
Demonstrates clear and
convincing analysis; shows
command of interpretive and
conceptual tasks required by
assignment and course
materials; ideas are original
and insightful, going beyond
the ideas discussed in class.
Shows a good understanding
of the texts, ideas, and
methods of the assignment;
goes beyond the obvious;
may have one minor factual
or conceptual inconsistency.
Essay controlled by
clear, precise, welldefined thesis; is
sophisticated in both
statement and
insight; scope of
thesis is ambitious
and original.
Clear, argumentative
thesis central to the
essay; may have left
minor terms
undefined; may be
more general than
specific; level of
ambition may not be
high enough.
Well-chosen examples;
persuasive reasoning used
to develop and support
thesis consistently; uses
quotations and citations
effectively; causal
connections between
ideas are evident.
Pursues thesis
consistently; develops a
main argument with clear
major points and
appropriate textual
evidence and supporting
detail; makes an effort to
interpret quotes beyond
their surface meaning.
Uses sophisticated
sentences effectively;
usually chooses words
carefully; observes
conventions of written
English and manuscript
format; makes few minor
or technical errors.
Some mechanical
difficulties or stylistic
problems; may make
occasional problematic
word choices or
awkward syntax errors;
a few spelling or
punctuation errors or
cliché; usually presents
quotations effectively.
8
Shows an understanding of
the basic ideas and
information involved in the
assignment; may have some
factual, interpretive, or
conceptual errors; operates
at a level consistent with
“obvious” (information
already known about the
text).
General thesis or
controlling idea; may
not define several
central terms; thesis
attempts to “prove”
too little.
Only partially develops the
argument; shallow
analysis; some ideas and
generalizations
undeveloped or
unsupported; makes
limited use of textual
evidence; fails to integrate
quotations appropriately.
Appropriate, clear and
smooth transitions;
arrangement of paragraphs is
appropriate; excellent topic
sentences; paragraphs linked
rather than stacked; topic
sentences are claims in
themselves.
Distinct units of thought in
paragraphs controlled by
specific and detailed topic
sentences; clear transitions
between developed,
cohering, and logically
arranged paragraphs that are
internally cohesive; some
stacking rather than linking of
paragraphs; modest topic
sentences.
Some awkward transitions;
some brief, weakly unified or
undeveloped paragraphs;
arrangement may not appear
entirely natural; contains
extraneous information;
some paragraphs
unnecessary or may be too
long or too short; basic topic
sentences.
6-7
Shows inadequate command
of course materials or has
significant factual and
conceptual errors; does not
respond directly to the
demands of the assignment;
confuses some significant
ideas.
Thesis vague or not
central to argument;
central terms not
defined.
Frequently only narrates;
digresses from one topic
to another without
developing ideas or terms;
makes insufficient or
awkward use of textual
evidence.
Simplistic, tends to narrate or
merely summarize; wanders
from one topic to another;
illogical arrangement of
ideas; topic sentences
incomplete or insufficient.
0-5
Writer has not understood
lectures, readings, discussion,
or assignment.
No discernible thesis.
Little or no development;
may list facts or
misinformation; uses no
quotations or fails to cite
sources or plagiarizes.
No transitions; incoherent
paragraphs; suggests poor
planning or no serious
revision.
9
8
More frequent
wordiness; several
unclear or awkward
sentences; imprecise
use of words or overreliance on passive
voice; one or two major
grammatical errors
(subject-verb
agreement, comma
splice, etc.); effort to
present quotations
accurately.
Some major
grammatical or
proofreading errors
(subject-verb
agreement; sentence
fragments); language
marred by clichés,
colloquialisms,
repeated inexact word
choices; inappropriate
quotations or citations
format.
Numerous grammatical
errors and stylistic
problems seriously
distract from the
argument.