Usually my essay questions on 500-level exams are graded this way, depending on the number of points the question can obtain. Points may be taken off in any range for mistaken but understandable identifications of works, characters, or authors (for instance, saying that Palamon prayed to Jesus instead of Venus) and for egregious problems with execution. For take-home (open-book) exams, obviously, I expect to see more developed arguments, better proof, correct documentation, and careful editing as well.
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20 point |
25 point |
30 point |
40 point |
50 point |
Characteristics of this answer |
|
0-4 |
0-5 |
0-6
|
0-8 |
0-10 |
May not answer the question, or just put down a few sentences or a brief (often inaccurate) plot summary. An unacceptable answer.
|
|
5-8 |
6-10 |
7-12
|
9-16 |
11-20 |
Only answers part of the question, or puts down a standard (thin) plot summary. Gives the suspicion that you read about the works in question but may not have read them all.
|
|
9-12 |
11-15 |
13-18
|
17-24 |
21-20 |
A competent answer. Covers all the points in the prompt but may be thin, average, or just regurgitating class notes. Weak thesis (usually descriptive) and little visible structure. Few specific examples or original insights. The “safe” essay answer.
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|
13-16 |
16-20 |
19-24 |
25-32 |
31-40 |
An above average answer. Covers all the points in the prompt. Gives some (not always specific) examples. May attempt to develop original insights or synthesis. Good thesis paragraph with structure worked out in development of answer, though thesis is more descriptive than argumentative. The variation in grade is usually determined by the number, specificity, and applicability of the examples brought forth in support of the writer’s hypothesis.
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17-20 |
21-25 |
25-30
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33-40 |
41-50 |
A superior answer. Covers all the points in the prompt. Supports the writer’s strong argumentative thesis with multiple paragraphs of development supported by concrete examples from the text (may be of varying degrees of specificity). Insights and connections go further than class discussion and provide evidence that the writer has done some solid critical thinking about the text and ideas. Variations in points are based on the frequency, specificity, and applicability of examples and on the depth of the insights offered. Most essays that score in this range could be developed into competent critical papers.
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