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Grading Method Important: For
proposals in Foundations of Social Research, refer to the syllabus and make
sure that you have included in your proposal the expected content of every
enumerated point. I adapted the following from standards
established by Richard Marius and Lewis Hyde of Harvard University (Derek Bok
Center for Teaching and Learning, 2006), both of whom directed the
undergraduate writing program at there. A
properly constructed written assignment separates the work of students into
excellent, very good, good, above average, average, below average, poor, and
unacceptable. A common assumption is that students turn in A papers and
then professors take away points in order to justify a grade less than A.
This assumption is in error. I expect the average student to turn in a paper
that is the product of honest effort, properly formatted (according to my
specifications), containing few errors of grammar and spelling, and that
addresses the selected topic. Moreover, I expect a paper that answers
the call of the assignment. If
the paper meets the basic expectations, but is neither excellent nor good, I
will assign a C (average) grade, which translates to a number of points
between 35 and 38. For papers at the top of the average category, I assign a
BC (above average), or 39 points. Average
papers come in a variety of forms. They may present a thesis, but one that is
overly broad, obvious, uninteresting, or vague. Often a C paper is too
dependent on personal opinion, expressing a point of view but failing to
defend that viewpoint adequately with cogent argument and relevant fact
(dont tell me how you feel, but what you know and then prove it). Even
papers with clear and interesting theses will not rise above a grade of C
without sufficient supporting argument and evidence. If
the paper meets expectations and is good but not excellent, then I will
assign a B grade, which equates to 40-43 points. For papers at the top of
the good category, I assign a grade of AB (very good), or 44 points. The B paper is well organized, its
thesis specific, interesting, and worthwhile, and its arguments supported by
evidence and logic. Correct spelling and proper grammar and punctuation are
necessary but not sufficient for a B paper. If
the paper meets my standards and is excellent, then I assign an A grade, or
45 or more points. An excellent paper has all the elements of the B paper
but it is creative and insightful, making an original contribution to the
body of knowledge of a given domain. I reserve this grade for the exceptional
student, one whose work demonstrates a substantial investment of time and
creative energies and the skill to translate that effort into superior work. For
papers that fail to meet standards no matter how substantive the content, or
that present with poor content no matter how well the work meets standards, I
will assign a D (poor) grade, or 30-33 points. For below average papers, I
assign a grade of CD, or 34 points. When I assign an F grade (29 points
or less), this means that the paper is unacceptable. This happens when the
student submits a paper that does not substantially conform to expectations
or that does not address the topic. Papers
with grades of D or F lack a thesis or the thesis is uninteresting or
vague. There is little or no indication that the author understands the
subject about which he is writing. The paper lacks argument and structure;
the paragraphs and sentences are unfocused or do not follow from one to the
other. The text is often repetitive (even when different language is used).
Additionally, there are numerous mechanical problems (errors of format,
grammar, punctuation, and spelling). If the paper does not meet the call of
the assignment, it will receive a zero. |
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