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ASSESSMENT TERMS USED IN ANALYZING AN ESSAY

Terms Used in Analyzing an Essay Strong Acceptable Weak Assessment of
this essay

EFFECTIVENESS OF THE THESIS:
Essays written in an academic context are expected to contain a thoughtful and insightful thesis, main idea, position, or claim that is sustained throughout the paper.

The thesis is clear, insightful and thought-provoking. It is sustained consistently throughout the essay.

The thesis is clear and plausible.
It is sustained consistently throughout the essay.

The thesis is weak or absent.
It is not sustained throughout the essay.

 

 RESPONSE TO ASSIGNMENT:
Essays written in an academic context are expected to address the topic and issues set forth in the assignment and address all aspects of the writing task. Usually requires some discussion and refutation of an opposing viewpoint.

The paper responds to the assignment in depth, thoroughly exploring the topic and the issues. Discussion of a counter-argument is included when appropriate.

The paper responds to the assignment and addresses the topic and the issues. Some discussion of a counter-argument is included when appropriate.

The paper does not respond to the assignment or treats the assignment in a superficial, simplistic, or disjointed manner. Little or no discussion of a counter-argument is included.

 

SUPPORT:
Essays written in an academic context are expected to provide support for  main points with reasons, explanations, and examples that are appropriate for intended audience

The thesis is fully and convincingly developed, supported with good reasons, explanations and examples.

The thesis is adequately developed, supported with reasons, explanations, and examples.

The thesis is inadequately developed, unsupported with reasons, explanations, and examples.

 

ORGANIZATION:
Essays written in an academic context are expected to be well- organized, in both overall structure & paragraphs.

The paper is well-structured; its form contributes to its purpose. Paragraphs are well-organized and carefully linked to the thesis.

The paper is generally well-structured, with only a few flaws in overall organization. Paragraphs are adequately organized and generally linked to the thesis.

The paper is poorly structured; organizational flaws undermine its effectiveness. Paragraphs are not well organized; nor are they linked to the thesis.

 

STYLE:
Essays written in an academic context are expected to be stylistically effective--that is, to contain well-structured sentences, well-chosen words, and an appropriate tone, as a means of achieving its purpose.

The sentence-structure, word-choice, fluency, and tone of the paper enhance its effectiveness and reinforce its purpose.

The sentence-structure, word-choice, fluency, and tone of the paper contribute to its effectiveness and adequately support its purpose.

The sentence structure, word-choice, fluency, and tone of the paper detract from its effectiveness or are inappropriate to its purpose.

 

GRAMMAR AND MECHANICS:
Essays written in an academic context are expected to maintain surface level correctness in terms of syntax, grammar, spelling punctuation, and format.

The paper is correct in terms of its syntax, grammar, spelling, punctuation, and format.

Sentence level errors do not seriously detract from the paper's effectiveness.

Sentence level errors are so frequent and disruptive that they detract from the paper's effectiveness.

 

The above analytic or descriptive terms refer to important features of a text written in an academic context. These terms can be used to provide a common vocabulary relating to diagnosis, response, and evaluation

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