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Interpretive Essay -- Grading Criteria

U of O System of grading

Letter grade Percentage Point Value Definition

A+ 90%-100% 10 exceptional

A 85%-89% 9 excellent

A- 80%-84% 8 excellent

B+ 75%-79% 7 very good

B 70%-74% 6 very good

C+ 65%-69% 5 good

C 60%-64% 4 good

D+ 55%-59% 3 passable

D 50%-54% 2 passable

E 40%-49% 1 failure

F 0%-39% 0 failure

Please Note

Interpretive essays argue informed opinions based on evidence drawn from primary sources (the literature studied in the course).

Secondary sources, especially sources of factual information, may also be necessary, depending on the choice of primary source, and the topic. For example, an essay that argues an opinion about what a novel reveals about a specific society (e.g., Victorian England) will require research into 19th-century culture.

Secondary sources that argue interpretations of the literature studied in this course should be used sparingly – if at all – to avoid misusing them (for further details see descriptions below).

A- to A+ Papers (80-100%)  Have a very clear aim. The thesis identifies the topic in specific, accurate language. The

thesis does not simply make an assertion that can be substantiated in the body of the paper, but opens up a thought-provoking, plausible argument.

 Have exceptionally strong introduction and conclusion. The introduction moves gracefully from the general (context of topic) to the specific (thesis statement). It is at least ½ a page long. It should leave no doubt where the argument is headed and why. The conclusion is thoughtful and ties together the argument, unobtrusively summarizing what ground has been covered and why.

 Well-chosen quantity & quality of supporting detail drawn from the primary source. Quotations are not left to speak for themselves, but are explicitly tied to the argument, i.e., analysed and interpreted.

 Well-chosen quantity and quality of secondary source material. Any requisite factual information has been derived from authoritative, scholarly sources, such as the Oxford English Dictionary, peer-reviewed journals, and the like. If opinions drawn from scholarly interpretations have been used – which is by no means essential – they have either been debated, or built upon.

 Quantity of evidence is appropriate. Quotations, paraphrase, and other evidence comprise no more than ½ of the body of the essay.

 Development of argument is logical and well-organised. Topic sentences should be strong, and implicitly or explicitly relate to the thesis.

 Tone is formal and objective. Ideally, while the writer’s commitment to the thesis comes across clearly, the reader is convinced of the plausibility of the argument by careful, even rigorous, development of ideas/opinions. No slanted language or emotive rhetoric has been used.

 Show stylistic maturity and confident facility with language. Writer demonstrates an ability to use a variety of sentence structures, but does not lapse into unnecessary prolixity. Vocabulary is sophisticated, but not pretentious (polysyllables & jargon used only when necessary). Above all, the style is both precise and concise, using the minimum number of well-chosen words necessary to communicate ideas and information effectively.

 Are virtually free of surface errors. Essay has been thoroughly proof-read and carefully edited. Almost no typos, spelling mistakes, etc.

 Documentation is present and virtually 100% correct.

B to B+ Papers (70-79%)  Have a clear aim. The thesis identifies the topic in specific, accurate language. The

opinion voiced in the thesis is clear, but can be substantiated so thoroughly that there is little room for debate (could be more argumentative).

 Have strong introduction and conclusion. The introduction moves gracefully from the general (context of topic) to the specific (thesis statement). It is at least ½ a page long. The reader has little doubt where the argument is headed and why. The conclusion ties together the argument.

 Fairly well-chosen quantity & quality of supporting detail from the primary source. Sometimes quotations are left to speak for themselves, or have not been tied to the argument clearly enough.

 Fairly well-chosen quantity and quality of secondary source material. Some requisite factual information may be missing and/or may have been derived from problematic sources, such as popular web sites or magazines rather than journals. Opinions drawn from scholarly interpretations may have been inappropriately used as supporting evidence.

 Quantity of evidence may be problematic. Quotations, paraphrase, and other evidence may comprise more than ½ of the paper.

 Development of argument is reasonably logical and well-organised. Sequence of

paragraphs is acceptable. Topic sentences may be a little general or vague. Minor lapses in logic, and/or unity, and/or coherence at the paragraph level.

 Tone is at least partly formal and objective. Sections of the essay may be too emotive. Minor lapses into informality may occur.

 Lack the stylistic maturity and confident facility with language of the A paper. Minor problems with either sentence structure and/or diction. The style may be wordy at times. The ratio of abstract and general to concrete and specific words may be problematic.

 Are largely free of surface errors. Essay gives every indication of having been proof-read & edited. Some typos, spelling mistakes, etc.

 Documentation is present and 80% correct

C to C+ Papers (60-69%)  Lack a clear aim. The thesis fails to argue an informed opinion but rather states the

obvious or makes a point not open to debate.  Have an introduction and conclusion. Introduction & conclusion contain one or more of

the following problems: too long/short, too vague/too specific, lacking in unity/coherence/development.

 Some supporting detail from the primary source, but little to no analysis and interpretation thereof. Too much of the essay either explains or paraphrases the contents of the text.

 Problematic quantity and quality of secondary source material. Essay may draw heavily on popular sources of information and opinions. It may also re-write lecture notes.

 Development of argument is flawed. One or more of the following problems may occur: sequence of paragraphs is not 100% logical/coherent; topic sentences general/vague, or missing; lapses in logic, and/or unity, and/or coherence at paragraph or essay level. Too much plot summary.

 Tone is somewhat formal and objective. Sections of the essay may be too emotive. Lapses into informality may occur.

 Indicates basic competence in sentence structure & diction. Wordiness is often a problem, as is overuse of general and abstract words.

 Many surface errors. Essay gives every indication of not having been proof-read & edited carefully enough. Multiple typos, spelling mistakes, etc.

 Documentation is present and 70% correct.

D to D+ Papers (50-59%)  Inappropriate or missing aim. Topic is too broad, and/or unsuitable, and/or unclear.

There is no sense of a thesis.  Introduction and/or conclusion problematic. Introduction & conclusion marred by most

of the following problems: too long/short, too vague/too specific, lacking in unity/coherence/development. Conclusion may be absent.

 Supporting detail from primary source conspicuous by its absence.  Extremely problematic use of secondary source material. Essay may consist of a

patchwork of information and opinions drawn from popular sources and/or lecture notes  Development of argument is seriously flawed. One or more of the following problems

may occur: sequence of paragraphs is illogical; topic sentences general/vague, or missing;

lapses in logic, and/or unity, and/or coherence at paragraph or essay level.  Tone is insufficiently formal and/or objective. May be largely informal and/or emotive.  Sentence structure & diction seriously flawed, and compromise the intended meaning.  Many surface errors. Essay gives every indication of not having been proof-read & edited

at all.  Documentation is present but less than 60% correct. . Student fails to use MLA format.

E to F Papers (0-49%) Contain one or more of the following problems  Much too short – less than half the assigned length  Wildly off topic, i.e. ignores instructions provided  No argument, analysis or interpretation whatsoever..  Tone is completely inappropriate.  Stylistic flaws obscure the intended meaning.  Many, many surface errors. Essay gives every indication of not having been proof-read &

edited at all.  Documentation is present but less than 40% correct

0% • Completely inaccurate, absent, or fraudulent documentation.