Basic Criteria for Grading Papers
SOC470/776
The superior paper (A)
Structure
Your thesis is clear, insightful, original, sophisticated, even exciting. All ideas in the paper flow
logically; your argument is identifiable, reasonable, and sound. You have excellent transitions
between paragraphs and sections. Your paragraphs have solid topic sentences, and each
sentence clearly relates to that topic sentence. Your conclusion is persuasive.
Analysis
You support every point with at least one example from your primary sources. You integrate
quoted material into your sentences well. Your analysis is fresh and exciting, posing new ways to
think of the material.
Style
Your sentence structure, grammar, spelling, and citations are excellent. You have NO run-on
sentences or comma splices. Your writing style is lively, active, and interesting. You use active
verbs, and do not use the passive voice. You are not wordy or redundant.
Originality Your arguments show a great deal of independent insight and originality.
The good paper (B)
Structure
Your thesis is clear, but may not be insightful, original, or easily identified. Your argument is
generally clear and appropriate, although it may wander occasionally. You may have a few
unclear transitions, or paragraphs without strong topic sentences. You may end without much of a
conclusion.
Analysis
You give evidence to support most points, but some evidence may appear where inappropriate.
Your argument usually makes sense, although some gaps in logic may exist.
Style
Your writing style is clear, but not always lively, active, or interesting. You sometimes use the
passive voice. You may become wordy or redundant. Your sentence structure, grammar, and
spelling are strong despite occasional lapses.
Originality
You do a solid job of synthesizing course material but do not develop your own insights or
conclusions.
The “needs help” paper (C)
Structure
Your thesis is difficult to identify, or it may be a bland restatement of an obvious point. Your
structure may be unclear, often because your thesis is weak or non-existent. Your transitions are
confusing and unclear. Your paragraphs show little structure. The paper is a loose collection of
statements, rather than a cohesive argument.
Analysis
Your examples are few or weak. You fail to support statements, and the evidence you give is
poorly analyzed, poorly integrated into the paper, or simply incorrect. Your argument may be
impossible to identify. Ideas may not flow at all, often because there is no argument to support.
Style
Your writing style has problems in sentence structure, grammar, and diction. You have frequent
major errors in citation style, punctuation, and spelling. You may have many run-on sentences
and comma splices.
Originality
You do a confusing or poor job synthesizing material presented in lectures and sections, and you
do not develop your own insights or conclusions.
The unsatisfactory paper (D, E or F)
A bad paper shows minimal lack of effort or comprehension. The arguments are very difficult to understand owing
to major problems with mechanics, structure, and analysis. The paper has no identifiable thesis, or an
incompetent thesis. It’s difficult to tell that you’ve come to class.
(Based on “Explicit Grading Criteria” of Writing Across the Curriculum at the University of Wisconsin-Madison,
http://mendota.english.wisc.edu/~WAC/page.jsp?id=101&c_type=article&c_id=4 [Accessed September 8, 2007].)