Points to Consider in Evaluating an Essay
Essay addresses question completely. All parts of question are fully answered.
Thesis(es) is clear, plausible, insightful. Shows evidence that student has read and thought about text or work.
Key terms and concepts defined where appropriate. Student hones in on what is distinctive (necessary and sufficient conditions: if and only if).
Explicit or implicit assumptions of author or work identified when relevant.
Relevant, convincing, and valid evidence supports points made. Relevant and convincing example(s) are used to support and illustrate.
Strengths and Weaknesses of argument recognized. Alternative points of view recognized. Obvious objections answered.
Connections Drawn when relevant between the material addressed and other material from this course, other courses, personal experience, etc. Student builds upon previous work and experience. Relation to concepts, positions, thinkers, artists, etc. covered in this class made clear or insights utilized
Organization. Paragraphs are clearly related to one another and play a role in the overall development of the essay. Structure is logical. No unnecessary wandering. Introductory and concluding paragraphs are strong. Smooth transitions between paragraphs. Topic sentence(s) of each paragraph clear and easily identified. Each sentence contributes and relates to the topic or point of the paragraph in which it is found.
+Creativity. Student thinks outside the box. Has an original yet still relevant take on the question.
Grammar, spelling, citation, and formatting.
Correct Spelling. Outside of class always use spell-check. Look out for problem words that spell-check won’t catch such as affect/effect, except/accept, it's/its, their/there, principle/principal, dilemma, loose/lose, to/too/two, whether/weather, then and than.
Correct Grammar - Infinitives are not split. "To run swiftly" not "to swiftly run". "Not to run" rather than "to not run." Also, "Try to do" not "try and do." Subject/verb agreement. He is. They are. (Not: they is). No run-on or unnecessarily long, complex(multiple clauses), or passive sentences. (Usually, "Jane hit the ball" not "The ball was hit by Jane"–unless you are emphasizing the ball on purpose.)
Cite Carefully. Introduce quotations smoothly. Plagiarism is totally unacceptable!
1. Quotations are identified by quotation marks.
2. Indent quotations longer than five lines.
3. Properly attribute quotations or resource materials in a standard citation form such as MLA, APA, University of Chicago A or B. (CMS). Do not simply change a few words in a sentence. [that is plagiarism]. In that case it would be better to quote
4. Do not make up citations.
5. Cite ALL sources used including personal communications, internet material, other student papers, etc.
*****I will assume that you have read and understood G. Harvey, Writing with Sources. WHEN IN DOUBT, CITE. If you plagiarize, you will receive at minimum a zero on the essay.
For the Dean of Students' Academic Integrity site which includes UI Policies, and Student Academic Dishonesty Resources see http://www.students.uidaho.edu/default.aspx?pid=45708