Grading Rubric for the Midterm; midterm due in my email 11:59 P.M. 3/20

Note that the midterm does not require a global thesis because you are being given the 3-part structure to make the task easier.  However, the thesis rubric will still apply to your analytical points re the 3 categories.  Also note that you may opt for using a global thesis rather than the 3-part structure.  Beware of mixing/confusing the two different approaches.

Rubric for Formal Writing

ENG 281

Skill	A	B	C	D	F
Thesis (i.e., Critical Thinking/ Pattern Recognition)	Specific, complex thesis; thesis is compelling or counterintuitive enough to require further discussion.	Fairly specific thesis which reveals pattern; but may be less  complex or counterintuitive.	General thesis; tripartite thesis (i.e., analytically weak, listlilke); obvious thesis; poorly placed thesis.	Thesis/controlling idea is present but not articulated in a thesis statement; thesis states a fact, not an interpretation.	No thesis or controlling idea.
Use of Evidence	Selection of evidence shows superb engagement with text.  Quotations are clipped to relevant portion and integrated smoothly and grammatically.	Selection of evidence shows effective engagement with text. Quotations are embedded grammatically, but with less integrative power.	Selection of evidence reproduces readings discussed in class.  Quotations are needlessly long and/or integration is neither smooth nor grammatically correct.	Selection of evidence shows inadequate engagement with text, evidence does not support thesis, or evidence is lacking. Quotations are embedded non-grammatically.	Selection of evidence shows highly inadequate engagement with text, does not support thesis, or there is very little evidence.
Quality and Depth of Analysis	Supports thesis idea via close reading and highly developed interpretation of evidence, going beyond examples and ideas discussed in class.	Supports thesis idea via close reading and developed interpretation of evidence, including at least some details and patterns that were not discussed in class.	“Interprets” evidence via summary or obvious commentary; sometimes leaves evidence without commentary; analysis is thin; discussion strays from thesis idea.	Reads text vaguely or inaccurately; analysis is general or very slight; discussion significantly strays from thesis idea (in 2 or more paragraphs).	Reads text vaguely or inaccurately; there is little analysis or analysis does not serve to support thesis.
Organization and Metanarrative Elements	Paragraphs organize argument while transitions provide analytical linkages; introduction and conclusion have teeth, framing argument specifically and building to thesis while avoiding restatement.	Paragraphs organize argument while transitions provide logical (perhaps somewhat listlike) links; introduction is specific and builds to thesis while conclusion avoids restatement, but both  may be somewhat dutiful.	Paragraphs weakly or inconsistently organize argument; transitions may sometimes be missing; introduction includes thesis but doesn’t build to it (often open too generally); conclusion is just restatement.	Paragraphs (and overall argument structure) show little organizational design; transitions are missing; introduction does not include thesis.	No evident organizational pattern in paragraph or argument structure; structural divisions such as introduction  are missing.
Writing: Clarity, Grammar, Mechanics, Style	Few grammatical errors (perhaps 1 per 2 pages); precise and lively language choices and sentence structures.  This paper has both concision and voice.	Some grammatical errors (perhaps 1/page); effective language choices and sentence structures.	Numerous grammatical errors (perhaps 2-3 /page); utilitarian language choices and sentence structures.  Writing style begins to distract from argument.	Numerous grammatical errors (perhaps 4/page); weak language choices and sentence structures.  Writing style undermines argument.	A great many grammatical errors undermine argument’s readability.
MLA Citation and Format +	Correct parenthetical citations, Works Cited, and paper format, including page numbers—one to two errors.	Mostly correct parenthetical citations, Works Cited, and paper format—three to five errors.	Numerous errors in citations, Works Cited, and paper format; inconsistent system of citation.	Little recognizable system of citation, Works Cited, and paper format.	A recognizable system of citations, Works Cited, and paper format are missing.
Using Secondary Sources (when applicable)	Sources are appropriate, are quoted, paraphrased, and/or summarized accurately and responsibly, and are integrated into argument.	Sources are appropriate, are quoted, paraphrased, and/or summarized accurately and responsibly, but may not be fully integrated into argument.	Sources are appropriate; sources may be quoted, paraphrased, and/or summarized simplistically or with some inaccuracies, and may not be integrated into argument.	Sources are inappropriate to assignment; are quoted, paraphrased, and/or summarized inaccurately; are not integrated into argument.	Sources are missing.

Grading Scales (Midterm is 34 points of possible 100 for the course).

Out of 100 Out of 80 Out of 60 Out of 50 Out of 40 Out of 34 Out of 30 Out of 20

A+ 97-100 78-80 58-60 48-50 39-40 34 30 20

A 94-96 75-77 56-57 47 38-39 32-33 29 19

A- 90-93 72-74 54-55 45-46 36-37 31 28 18

B+ 87-89 69-71 52-53 44 35-36 30 27 17.5

B 84-86 66-68 50-51 42-43 33-34 29 26 17

B- 80-83 63-65 48-49 40-41 32-33 28 24-25 16

C+ 77-79 60-62 46-47 39 30-31 27 23 15.5

C 74-76 58-59 44-45 37-38 29 25-26 22 15

C- 70-73 56-57 42-43 35-36 28 24 21 14

D+ 67-69 54-55 40-41 34 27 23 20 13

D 64-66 51-53 38-39 32-33 26 22 19 12

D- 60-63 48-50 36-37 30-31 24-25 21 18 11

F 59 47 35 29 23 20 17 10

A: Outstanding achievement. Essays provide a solid argument and are well supported
 by appropriate examples drawn from readings, lectures, films.
B: Praiseworthy performance, definitely above average. Essays provide
 a coherent argument supported by some specific examples.
C: Student's basic effort; an average, satisfactory performance. To improve, essays
 need to be more coherent and better supported by examples.
D: Need for improvement; student needs to redouble efforts to grasp basic themes
 of the course.