How I Grade
When I evaluate your work I look at six major categories that together identify your ability to think and express your thoughts in a way that is meaningful to others. The weight of these categories differs with the nature of the assignment and the individual paper. These are not rigid categories but rather rough guidelines that I use when reading your work.
 
The paper must... Answer the question:
Papers must respond in a substantive way to what is asked.  Creativity is an important component of academic work but only in the service of particular goals.  In this course the goals are defined by the precise parameters of the question.

With a thesis statement:
A thesis statement is a single sentence (or group of sentences) usually at the end of the first paragraph that spells out what the paper is about, and what its main arguments will be.

 Convincingly  argued:
The paper must make arguments that stand up to the tests of scholarly inquiry, showing a sufficient degree of complexity and an ability to anticipate and respond to possible objections.  		Supported by evidence:
The paper uses a variety of means to assure the reader of the validity of its arguments including reasoning, examples and a wide range of outside sources.

In an organized manner:
The paper must contain an internal structure that builds to support the paper's argument at the level through the appropriate arrangement of sections, paragraphs and sentences within paragraphs.

 Using appropriate style and grammar:
The paper must follow the relevant rules of the English language and must also use language in a way that serve's the reader's ability to understand and retain the paper content.

The
superior essay
(A)

 Addresses the topic fully and explores each aspect of the topic with insight

Has a thesis that precisely summarizes and delineates the arguments of the paper

 Shows substantial depth, fullness and complexity of thought, capable of anticipating and responding to all major objections. All points supported by well chosen examples, clear reasoning and references to source material beyond those mentioned in the syllabus

Demonstrates clear, unified and coherent organization at all levels of argument and signposts marking distinct arguments.

 Has a sophisticated style (remarkable variety of sentence pattern, smooth transitions between ideas, superior control of diction)
Has no non-trivial errors in grammar, usage or mechanics

The
strong
essay
(A-)

 Addresses the topic fully and explores each aspect of the question but without a particular  contribution

Has a thesis that partially summarizes and delineates the arguments of the paper

 Shows the capacity for complex thought in many areas and anticipates and responds to some possible objections. All points supported with details and appropriate examples or references to source material from the syllabus

Demonstrates effective organization, into well-delineated sections and coherent organization within sections as well.

 Has an effective style (variety of sentence patterns, transitions between ideas, accurate diction). Has few errors in grammar, usage or mechanics

The
acceptable essay
(B+ or B)

 Addresses aspects of the topic too briefly or otherwise inadequately

Has a thesis but one that is limited to delineating the paper's topics (rather than its arguments)

 Shows clarity of thought but may treat topic simplistically or repetitively, and make minor errors of fact or reasoning. Most points supported with details, reasoning, and rudimentary references to source material.

Demonstrates rudimentary organization into recognizable sections but lacks clear intra-section organization.

 Has an workable degree of style (some variety of sentence patterns, transitions between most ideas, diction accurate for the most part).  Has some errors in grammar, usage or mechanics

The
Weak
essay
(B- or C+)

 Addresses more than one aspect of the topic inadequately

Has a rudimentary or unclear thesis that does not correspond to the paper

 Lacks focus or demonstrates confused, stereotyped or simplistic thinking, or makes frequent minor or occasional major errors of fact or reasoning. Only some points supported in appropriate ways, and infrequent reference to source materials.

Overall organizational structure is incomplete or insufficient to support the paper's argument.

 Has stylistic weaknesses (little variety of sentence patterns, few transitions, imprecise diction). Has occasional major errors in grammar, usage or mechanics or frequent minor errors

The
Inadequate essay
(C or C-)

 Omits or insufficiently responds to one aspect of the topic or offers inadequate treatment to multiple aspects.

Has a difficult-to-find or incomplete thesis statement

 Exhibits confused thinking, or makes major errors of fact or argument. Rare use of supporting details, reasoning, or source material.

Has difficult-to identify or incoherent structure

 Has an ineffective style (monotonous or fragmented sentence structure, no transitions, simplistic or inaccurate diction). Has many repeated errors in grammar, usage or mechanics

The
Unac-
ceptable
essay
(D+
through E)

 Omits or offers insufficient response to more than one aspect of the topic

Has no thesis or has an incomprehensible thesis

 Fails to make meaningful arguments. Does not make use of supporting details, reasoning or source materials

Lacks coherent organization

 Has an incoherent style (difficulties with sentence structure, pattern of diction errors).  Has pervasive pattern of errors in grammar, usage and mechanics