The Essay as a Whole
1. Thesis
The thesis comes out clearly
The thesis needs to be more clearly stated
Superior argument: extraordinary synthesis of analytic ideas & command of course material
Very good argument, showing good comprehension and engagement with course material
The thesis needs to be strengthened
The thesis needs to be more closely related to its supporting points and/or textual evidence
The essay does not address its chosen topic, but deals partially or entirely with another concern
2. Organization and coherence
The organization of the essay is clear
The essay needs to be more clearly organized
The essay is organized more according to the plot of the text(s) it discusses than according to the analytic points that would best support the thesis
The essay makes some viable points, but the points are presented randomly at times; the essay needs more structure for its argument
3. Paragraphs
Each paragraph is unified around a clear main point
Some paragraphs include details or discussion unrelated to their main points
Paragraphing needs work (as a rule of thumb, think of PIE: each paragraph in a critical essay needs a Point, an Illustration, and an Explanation).
4. Transitions
The transitions work well between paragraphs
Edit for more effective transitions between paragraphs
5. Supporting arguments
Thesis is well supported by argument and analysis
Supporting arguments need further evidence from the text(s)
Supporting points are too general and need to become more concrete
Supporting arguments need more elaboration and/or evidence to better defend their claims
Supporting discussion give more plot summary than is necessary, crowding out the substance of the argument
Supporting discussion is almost completely plot summary
Supporting analysis needs to consider textual details and literary composition more fully. That is, the arguments that comprise an essay in literary criticism should talk about the writing in the text -- not so much what a text says, but how it says it. (For more on this point, see Prof. Jack Lynch's explanation of close reading.)
Supporting discussions contain many details that need connection to analytic points
[For comparative essays]
The grounds of comparison between texts are clear
The grounds of comparison between texts need to be clearer
The essay discusses too many texts for an assignment of its scope and word count (essays of comparison and contrast should stick to two or at most three texts)
6. Introduction
The introduction fits the body of the essay
The essay needs a clearer introduction
The essay’s introduction could open with finer focus on the text(s) under discussion
7. Conclusion
The conclusion is effective
The conclusion repeats the introduction without varying wording enough
The conclusion could better close the argument with an “open question” for your reader
Sentence by Sentence
1. Wordiness:
Sentences are clear and well worded
Edit sentences for excess wordiness
2. Credibility:
The thesis demonstrates unusually excellent independent thinking
The thesis is credible and makes a reasonable claim
The thesis is implausible /
The thesis makes an implausible supporting argument; see
The essay misreads some textual evidence; see
The essay contains factual errors; see
The essay makes hasty, sweeping, or otherwise insupportable generalizations; see
The essay suggests a need for closer engagement with (and greater comprehension of) course material
3. Grammar:
Edit for run-on sentences (statements needing more than one sentence)
Edit for sentence fragments (statements less than a full sentence)?
Edit for subject-verb disagreements
Edit for subject-modifier disagreements
Edit to correct parallel constructions in sentences
Edit to place modifiers as close as possible to the words they modify
4. Punctuation:
Edit for recurring punctuation errors in comma use
Edit for recurring punctuation errors in semicolon use
Edit for recurring punctuation errors in colon use
Edit for recurring punctuation errors in quotation-mark use
5. Spelling:
The essay needs closer proofreading
Edit for recurring spelling errors, e.g.:
6. Handling and accuracy of quotations:
Quotations are punctuated correctly
Edit to punctuate quotations correctly; please refer to MLA citation format: http://www2.athabascau.ca/services/write-site/mla-documentation-guide.php
Quotations are integrated effectively into the prose
Edit to integrate quotations more effectively and less awkwardly into the prose
Check accuracy of quotations
Edit quotations to conform to MLA citation format: http://www2.athabascau.ca/services/write-site/mla-documentation-guide.php
The essay quotes extensively but needs more supporting commentary. Try to quote more selectively and discuss specifically what you want your reader to see in a quotation
The arguments would be stronger with more quotation of textual evidence and/or examples
The essay is well substantiated with judicious examples and/or textual evidence
The essay makes strong connections between examples/evidence and analytic ideas
The essay makes good use of examples and/or textual evidence
7. Word choice:
Some awkward wording
Some unclear choice of words
Some wording is unnecessarily complicated
Good use of critical terms for literary study
Unclear use of critical terms for literary study
Essay could benefit from use of critical terms for literary study, e.g.
8. Sentence style:
Essay is persuasively written and eloquent
Sentence structures are varied in length and structure
Sentence structures are repetitive; edit to vary wording
Edit long / complicated sentences for concision and clarity
The essay has a distracting number of writing errors: e.g. spelling, grammar, punctuation. Please contact the AU Write Site for coaching and feedback on academic writing: http://www2.athabascau.ca/services/write-site/index.php
Adapted from:
Rooke, Constance. The Clear Path: A Guide to Writing English Essays. 2nd ed. Toronto: Nelson, 2000.
Shepard, Alan. English 3120: Shakespearean Receptions. Undergraduate lecture syllabus, School of English and Theatre Studies, U of Guelph, 2003.
See also the English 255 Marking Scheme, which outlines grading criteria with which the above comments are consistent, but is more generally applicable to writing across the curriculum.
Short link for this page: http://is.gd/VBrmY2
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