Grading Criteria

Grades serve two purposes. First, they reflect the extent to which you have mastered the material. In other words, they indicate how much you have learned. Second, they also serve to motivate students. Good grades say, "Keep up the good work!" Conversely, poor grades ought to prod students to learn from their mistakes and try harder next time.

As everyone ought to know, grades are both subjective and relative. When I read your assignment, I compare it to the wide spectrum of undergraduate work I have seen over the course of my career—and ten years of experience has given me a pretty good idea of what undergraduates can do. The grade I assign you lets you know where your work fits on that spectrum. At the same time, I try to take into account the specific circumstances associated with the course. Is it a lower- or upper-division course? Was the assignment particularly easy or difficult?

Below, I have attempted to provide some insight into how I grade by describing the level of achievement that corresponds with each grade.

Grading Class Participation

A: You do not miss class, and you consistently make excellent contributions to class discussion.

B: You miss class infrequently, and you participate in class discussion on the majority of occasions you do attend.

C: You do not miss class, but you never say anything OR you miss class frequently, but you contribute to class discussion most of the time when you do manage to attend.

D: You miss class frequently, and you never say anything when you do attend.

F: You miss a majority of classes, and you never say anything when you show up.

Note: I will also penalize your class discussion grade if you are disruptive in class or engage in inappropriate behavior (e.g., rudeness, chatting with your neighbors, treating other students with disrespect, reading the newspaper, etc.).

Grading Essays

A: An A paper is not merely "good," "OK," or "adequate." It is outstanding. It suffers from no grammar, syntax, or spelling errors. It produces a thesis in the introduction and supports that thesis with evidence throughout the essay. It benefits from coherent organization, with transition sentences that link one paragraph to the next. It produces plenty of evidence to back its assertions. It is thorough, covering all significant and relevant points. In addition to all these attributes, an A paper must show some inspiration and creativity. It should not merely repeat what the professor and other students have said in class discussion about the topic—instead, it must express independent thought and insight. It ought to show some style and flair. In short, an essay of this caliber is the product of a careful, thoughtful, and creative mind.

B: Generally, a B paper is an imperfect copy of an A paper. A B+ paper usually lacks just one of the attributes listed above. A straight B paper displays shortcomings in several areas. Right around B-, the essay ceases to resemble an imperfect copy of an A paper and begins to look like something else. Although a B- paper possesses some redeeming qualities, it has significant problems in several areas.

C: Most C papers come about because the students who wrote them did not devote enough time, attention, or thought to the assignment. The mistakes are obvious. C essays suffer from a variety of ills: sloppy writing, bad organization, silly or trite ideas, blatant contradictions, errors of fact, and a lack of inspiration. Often, they meander and suffer from vagueness. In places, a C essay verges on incoherent. Frequently, they come close to missing the point. C papers take a great deal of time to grade. The closer the essay comes to a C- the madder the professor gets.

D: As an essay verges toward a D, the professor stops getting mad. He begins to let go. This essay suffers from so many shortcomings, he cannot begin to point out all the mistakes. The poor form in which the student has presented his ideas has rendered them incomprehensible.

F: You have to try really hard to get an F. Enough said.