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Source: Mark A. Spalding, 2004. GRADING SCALE

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Source: Mark A. Spalding, 2004.


A 95 - 100 4.0 Excellent

A- 90 - 94 3.7
B+ 87 - 89 3.3
B 83 - 86 3.0 Good
B- 80 - 82 2.7
C+ 77 - 79 2.3
C 73 - 76 2.0 Fair
C- 70 - 72 1.7
D+ 67 - 69 1.3
D 63 - 66 1.0 Poor
D- 60 - 62 0.7
F Below 60% 0.0 Failing

(no credit)

English 110: In-Class Presentations
Over the course of the semester, each student will be required to make two in-class presentations. The presentations will be graded in terms of content and thoughtfulness.
Generally, I will expect the following:

  1. A brief biographic presentation—Tell the class about the author of the work. If the author’s life experiences help to explain the work under discussion, then point out how.

  1. A brief summary of the work itself—Briefly summarize the work, assuming that there is (Heaven forbid) someone in the class who did not read it.

  1. A thoughtful discussion of the work—Having summarized the work in question, briefly discuss its significance. Comment first on its genre or form. Next, discuss its content. What is the purpose of the piece? What are its major themes? What is a reader supposed to learn from it? Why has the author felt compelled to write it?

  1. Three or four discussion questions—Identify three or four questions that arise from the work. As you were reading through it, what specific questions or concerns did it evoke? What universal issues did it address? Phrase your discoveries in the form of a question.

  1. A summing up—Review your presentation, summing up what you have discovered about the work and the connections it has to the life of the author, to its time, and to us. Comment on its relevance to readers in the twenty-first century.

Students who fail to show up on the scheduled day of their presentation will receive an “F” for the Homework/In-Class Assignments/Quizzes category of their grade.

My presentations are scheduled as follows:

  1. Date ______________________ Subject ____________________________________________________

  1. Date ______________________ Subject ____________________________________________________

Source: Mark A. Spalding, 2007

E A clear thesis, fully developed, Essay follows a logical progression Sentences are varied and thoughtful; In accord with Standard Written English;

X with concrete and vivid detail. that reveals a sense of symmetry and diction is fresh and precise; the tone quotes properly integrated into the

C emphasis; topic sentences make claims; complements the subject, distinguishes writer’s sentences.

E paragraphs are unified and ideas are the writer’s voice, and defines the

L well developed through quotes and audience.

L textual examples; clear transitions

E reveal the process of the argument.



G A clear thesis, developed Essay follows a logical progression; Sentences are varied and appropriate; Generally in accord with Standard Written

O with consistently pertinent paragraphs are unified and coherent; diction is clear; the tone suits the English; exhibits no serious deviations.

O detail. transitions are natural. subject matter.





P A thesis that is apparent Order of essay is apparent; paragraphs Sentences are appropriate but ordinary; There are only a few deviations from

E and which is supported with are unified and generally coherent; diction is generally clear; the tone is Standard Written English, which may

T relevant detail. transitions are functional. acceptable for the subject. include minor difficulties with punctuation

E and spelling.



W A thesis which is too general, The order and emphasis of the essay Sentences are immature, tediously Difficulty with fragments, run-on sentences,

E vague, or confused, and which is inappropriate; paragraphs are jumbled patterned, or lack necessary comma splices, subject-verb agreement;

A is insufficiently supported with or underdeveloped; summarizes rather subordination; diction is vague; tone problems in usage, punctuation, grammar,

K specific details. than analyzes the plot; transitions are is inconsistent. and spelling.

unclear, mechanical, or tedious.


A No discernible thesis to Order and emphasis of the essay are Sentences are largely inchoherent; Serious difficulties with run-on sentences,

I control random details. indiscernible; paragraphing is lacking diction is inappropriate; tone is fragments, subject-verb agreement and

L or wholly arbitrary; there are no indiscernible. referents; major problems in usage,

I transitions. punctuation, grammar, and spelling.



English Department Essay Guidenlines Source: Dr. Katharine Ings
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