The "A" Essay

The "A" essay reflects excellence in a student's thinking and writing. This paper focuses sharply on one aspect of a subject, called a topic. The introduction of the essay clearly announces that topic and provides a brief background about it. The culmination of the introduction is the thesis statement, typically the most important sentence of the paper. This thesis establishes the writer's opinion about the topic. A firm thesis sets the direction for the remainder of the paper.

The paragraphs within the body of this essay use specific examples and other evidence to support the thesis. In addition, the paper reflects the writer's analysis, interpretation, and evaluation of the topic. In an "A" essay, a student grapples with important issues and formulates conclusions about them. The "A" paper avoids cliches, platitudes, and generalizations common in conversation and in the popular media. Also the paragraphs within the essay relate to the thesis and lead logically from one to the other.

The conclusion of the "A" essay does not merely summarize the main points in the body, nor does it simply repeat the thesis. Rather, it pushes the discussion further. To do this, it may draw an additional inference from a main point, it may express an evaluation of a work under discussion, it may offer a prediction based on the body, or it may provide an additional fact or opinion--perhaps its strongest--about the topic.

The writing in this paper is clear and concise; it uses a variety of college-level diction that reflects the writer's knowledge of standard American usage of the English language. This paper maintains a consistent point of view and is free from the serious grammatical errors of fragments, fused sentences, comma splices, and dangling modifiers. The paper may contain minor errors, such as occasional spelling or pronoun problems, but these errors do not detract from the discussion.

The "A" essay exceeds the criteria for the assignment. It develops the topic, and it brings imagination, depth, and insight into the discussion. Typically the writer of this essay takes time and care in developing the manuscript. Just as often, the writer has been an avid reader and thinker.

The "A" essay does not necessarily reflect perfection, nor does it mean that a student is writing publishable material. That's not the point of this description. It does mean that at this level of college work, the student has achieved excellence (not perfection) in thinking and writing. Everyone may strive for an "A" paper, but everyone will not achieve it. An "A" paper receives 100 points or, in the case of English 111, 100 percent of the total points assigned to the essay. An "A-" receives 95 points. For English 111, it receives 95% of the total points of the essay.

The "B" Essay

The "B" essay reflects solid thinking and writing at the college level. This paper deals with a focused topic, and its introduction, body, and conclusion present material similar to the "A" paper. Although the essay falls short of excellence in its imagination, depth, and expression, and although it lacks the rich development of the "A" essay, the "B" paper provides an effective discussion of the topic.

The "B" paper may contain a few misspellings, minor grammatical and usage errors, perhaps even a major error (a fragment, a fused sentence, a comma splice, or a dangling modifier). Apart from these few lapses, the level of writing adheres to standard American English at the college level. The "B" essay also exceeds the criteria for the assignment.

This paper lies within the ability of more than a few students. A "B+" paper receives 90 points--or, as above for English 111, 90% of the points; a "B" receives 85, or 85% of the points.

The "C" Essay

The "C" essay reflects competence in a student's ability to think and write at the college level. This essay announces its topic, and its thesis states an opinion about that topic. In supporting the opinion, the body of the essay uses appropriate examples, and the paragraphs relate to the thesis and to each other. For most of the paper, the "C" essay uses standard grammar and American usage.

The "C" essay differs from the "B" and "A" papers in that its topic is often not as sharply focused as stronger papers. As a result of this broader scope, the body of the essay may use generalizations to support the thesis statement. The paper also lacks the development, depth, and insight of the previously discussed essays. In addition, its language lacks the clarity and variety found in "A" and "B" papers. Although the "C" essay is not as strong in verbal expression as better papers, it does consistently create logical, grammatical sentences that reflect unity and coherence.

In high school, a grade of "C" may mean that a student has barely passed the assignment or that the instructor is pushing that student along in the class. However, that is not the case in college. In college, a "C" paper reflects that a student has satisfactorily met the minimum requirements for the project. Although it does not mean excellence, or strong thinking and expression, a "C" does mean that a student has the ability to think and write competently. In college, "C" is a respectable grade.

Most of the students who qualify for this course are capable of writing "C" essays. A "C+" paper receives 75 points, or 75%; a "C" receives 70 points or 70%. A"C-" receives 67 or 67%.

The "D" Essay

The "D" essay indicates that a student has not met the standards of competent thinking and writing at the college level. This paper often has a topic too broad for the length and scope of the assignment. The essay may lack a clear thesis that reflects an opinion about the topic. As a result, the discussion may merely consist of a re-telling of a story or a summary of historical events related to a topic. Typically the "D" essay dwells on the obvious, while it evades clear, supported statements that reflect the student's analysis, interpretation, and evaluations about the topic.

The "D" essay usually has several fragments, fused sentences, comma splices, or dangling modifiers that detract from the logic and flow of the discussion. In addition, numerous spelling, grammatical, and punctuation errors appear. Also the language may not reflect standard, idiomatic American English usage.

Sometimes the writer of this paper believes that the college essay takes the same limited effort that a high school paper may require. Therefore, the student does not take the time and care to prepare the manuscript. Just as often, the writer of this essay has not spent much time reading books, and now the student discovers that a direct relationship exists between avid readers and competent writers. The first weakness takes less time to overcome than the second.

Most students are capable of writing a "D" paper. A "D+" paper receives 64 points or 64%, a "D" receives 61 or 61%, and a "D-" receives 58 or 58%.

The "F" Essay

The "F" essay also indicates that the student has not met the standards of competent thinking and writing at the college level. The "F" paper has the characteristics of the "D" paper, only the problems are more severe. In addition, it lacks unity, coherence, and development. This essay clearly reflects that a student does not have command of grammar, spelling, punctuation, and American English usage. The student who receives an "F" on an essay should read my comments at the end of the description of a "D" paper--dealing with a student's discovery about the relationship between reading and writing.

At one time or another, everyone is capable of writing an "F" paper. An "F" paper receives 55 points or 55%.

The Zero Grade

A student receives zero points on a written assignment when the student fails to turn in an essay--or fails to make a substantial attempt to complete the assignment. (I will be the judge of what a "substantial attempt" is.) Students should understand that a zero is profoundly different from an "F." In the latter case, if the essay is worth one hundred points, a student would receive fifty-five points. However, for not turning in a paper, or a substantial attempt at one, a student receives zero points. It would be extremely difficult for any student to pass a course in which that student has received a zero on a written assignment.

Diana Hacker's text the Handbook for Writers, seventh edition, provides the criteria for effective writing at the college level.

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