Writing in-class essay examinations; Grading Criteria

I. In-Class Essay Writing Skills; how to write a timed in-class essay.

A. Organize around a clear focus

1. Topic should be limited so that you can finish the essay exam.

2. Thesis sentence should state a conclusion, not merely announce the sections.

Thesis sentence A: This essay will discuss the cultural transmission, strain, and labeling theories in relation to crime.

Thesis sentence B: An examination of the cultural transmission, strain, and the labeling theories of crime will reveal that society can affect an individual desires to conform or not conform to its accepted norms.

B. Outline your answer

1. Do not begin writing until you have made a tree diagram of your answer.

2. Include in the tree diagram three or four main points that you want to make.

3. Each key point should help to develop, explain, or prove your thesis sentence.

C. Come right to the point. State the main point or thesis in the introduction of your essay.

D. Stick to your subject.

1. Everything you say should directly relate to your thesis.

2. Do not try to tell everything you know.

3. Essay tests measure the excellence of your ability to select, organize, and analyze the details you have mastered.

E. Be thorough within your limits.

1. Make your answer complete.

2. If a question asks about a subject discussed in class or in your reading, the teacher probably expects you to deal with all the main points made there.

3. Ask yourself, "Have I left out anything important to the defense of my thesis sentence."

F. Support generalities with specific and relevant evidence.

1. Evidence is crucial. The teacher is testing your detailed knowledge of a body of material, not just your ability to make or repeat generalizations.

2. Show that you know the specific information.

a. Do not merely state what you believe; explain why you believe it.

NOTE: If you follow these guidelines, your essay will have good organization even though your essay may contain grammatical errors. In the case that your essay does contain grammatical errors, the professor will overlook them as long as the errors do not interfere with the clarity of the essay.

II. In-class essay grading criteria; this represents how you are graded.

A. You are graded by the professor who teaches your class.

B. In the case of a common midterm (English 101 or English 306 at CSUSB), you are graded by two professors who do not teach your class. If these two professors do not agree on the grade of your essay, a third professor evaluates the essay.

C. In either case, your essay is graded based upon certain guidelines.

1. In some universities such as Cal State University San Bernardino, these guidelines are very explicit.

Scoring Guide

Superior 6 demonstrates superior writing, but may have minor flaws. An essay in this category:

C addresses the topic clearly and responds effectively to all aspects of the task;

C explores the issues thoughtfully and in depth;

C is coherently and logically organized, with ideas supported by apt reasons and well-chosen examples;

C is generally free from errors in mechanics, usage, and sentence structure.

Strong 5 demonstrates clear competence in writing. It may have some errors, but they are not serious to distract or confuse the reader. An essay in this category:

C clearly addresses the topic, but may respond to some aspects of the task more effectively than others;

C shows some depth and complexity of thought;

C is well organized and developed with appropriate reasons and examples;

C displays some syntactic variety and facility in the use of language;

C may have a few errors in mechanics, usage, and sentence structure.

Adequate 4 demonstrates adequate writing. It may have some errors that distract the reader, but they do not significantly obscure meaning. An essay in this category:

C addresses the topic, but may slight some aspects of the task;

C may treat the topic simplistically or repetitively;

C is adequately organized and developed, generally supporting ideas with reasons and examples;

C demonstrates adequate facility with syntax and language;

C may have some errors, but generally demonstrates control of mechanics, usage, and sentence structure.

Marginal 3 demonstrates developing competence, but is flawed in some significant way(s). An essay in this category reveals one or more of the following weaknesses:

C distorts or neglects aspects of the task;

C lacks focus, or demonstrates confused or simplistic thinking;

C is poorly organized or developed;

C does not provide adequate or appropriate details to support generalizations, or provides details without generalizations;

C has problems with or avoids syntactic variety;

C has an accumulation of errors in mechanics, usage, and sentence structure.

Inadequate 2 is seriously flawed. An essay in this category reveals one or more of the following weaknesses:

C indicates confusion about the topic or neglects important aspects of the task;

C lacks focus and coherence, or often fails to communicate its ideas;

C has very weak organization, too little development;

C provides simplistic generalizations without support;

C has inadequate sentence control and a limited vocabulary;

C is marred by numerous errors in mechanics, usage, and sentence structure.

Incompetent 1 demonstrates fundamental deficiencies in writing skills. An essay in this category reveals one or more of the following weaknesses:

C suggests an inability to comprehend the question or to respond meaningfully to the topic;

C is unfocused, illogical, incoherent, or disorganized;

C is undeveloped;

C provides little or no relevant support;

C has serious and persistent errors in word choice, mechanics, usage, and sentence structure.