![]() ![]() While instructors may choose to supplement or replace the standards below with other criteria more directly relevant to their particular disciplines, the following chart provides sample grade interpretation guidelines: Letter Grade Instructors may use other equivalencies, but in such cases must both show the chosen scale in the syllabus as well as announce it early in the course. Instructors should follow the standard University percentage equivalent for letter grades (see below). The University assigns students letter grades at the end of each course. Undergraduate Student Research Awards (USRA).Crow's Nest Ecological Research Area (CNERA).Internal Postings and Call for Proposals.Sexualized Violence Information & Response.Centre for Calling & Career Development.Faculty of Humanities & Social Sciences.Graduate Studies International Applicants.Essay contains little or no detail, and exhibits a complete absence of rhetorical control and critical thinking.Paragraphs are not organized, and lack any coherence, support, and focus necessary to appropriately illustrate assertions, and represent clear, connected units of thought.Sentences demonstrate severe lapses in proofreading/editing, lack variety or appropriateness, and contain an abundance of grammatical and/or structural errors that significantly diminish readability.Thesis is absent, erroneous, or completely unacceptable.(F) Papers: Represent an unacceptable level of writing that fails to satisfy core assignment requirements Essay contains insufficient levels of detail, rhetorical control, and little or no evidence of critical thinking.Paragraphs are inadequately organized, and lack sufficient coherence, support, and focus necessary to appropriately illustrate assertions, or represent clear, connected units of thought.Sentences demonstrate significant lapses in proofreading/editing, insufficient variety, and several grammatical and/or structural errors that significantly diminish readability.Thesis is poorly conceived, ineffective, or absent.(D) Papers: Represent an inadequate level of writing that ineffectively and/or inappropriately satisfy basic assignment requirements ![]() Essay contains a minimally acceptable level of detail, rhetorical control, and critical thinking.Paragraphs are adequately organized, but contain only modest levels of focus and support necessary to effectively illustrate assertions, or represent clear, connected units of thought.Grammatical and structural errors may affect readability. Sentences demonstrate lapses in proofreading/editing with enough careless mistakes to significantly catch a reader’s attention in a negative manner, and exhibit little or no variety.Thesis is present, but possibly inadequate and/or ill-conceived.(C) Papers: Represent an adequate level of writing that satisfies basic assignment requirements only Essay contains noticeable detail, sufficient rhetorical control, and substantial evidence of critical thinking.Paragraphs are well developed, organized effectively, clearly focused, and represent complete, connected units of thought.Sentences are free of major grammatical errors, careless mistakes, and exhibit sufficient variety.Thesis is thoughtful, clear, and well supported.(B) Papers: Represent a commendable level of writing that satisfies all assignment requirements Essay is rich in detail with exemplary rhetorical control, stylistic fluency, and a wealth of critical thinking.Paragraphs are extremely well developed, organized effectively with a strong focus, and represent clear, connected units of thought.Sentences are free of grammatical errors, careless mistakes, and exhibit noticeable variety.Thesis is thoughtful, considerably clear, and skillfully supported.Scoring Rubric (A) Papers: Represent a superior, well-polished level of writing that satisfies all assignment requirements ![]()
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