Rules for papers
All papers must be TYPEWRITTEN. Handwriting is not acceptable. Do not attempt to stretch out your paper by choosing large font sizes or overly fancy font types. A reasonable font size should yield about 250-300 words per page.
Use 8 1/2 X 11 white bond paper. Avoid erasable paper. Do not use folders, plastic covers, or title pages. Margins : One inch on all sides (right, left, top, and bottom margins). Spacing: use double-space throughout.
Write your full name, instructor and date on the upper left corner of the first page. Number all subsequent pages in the upper right corner (add your last name preceding each number). Fasten your paper with a staple in the upper left corner.
All sources used must be cited in footnotes or a list of Works Cited at the end of the paper. A proper reference must include such information as author, title of text, title of book or journal where printed, edition, publisher, place of publication, date of publication, inclusive page numbers.
Example: Racine, Jean, Phaedra, Norton Anthology of World Masterpieces, ed. Maynard Mack, Expanded Edition (New York: W. W. Norton, 1995), pp. 356-398.
Titles of long works (novels, plays, magazines, journals, newspapers, films, paintings, etc.) are underlined or italicized.
Examples: The Great Gatsby, A Clockwork Orange, The Mona Lisa, The New York Times, Death of a Salesman, The Atlantic Monthly.
Titles of shorter works (poems, short stories, articles, essays, songs, etc.) are enclosed within quotation marks.
Examples: "The Snows of Kilimanjaro," "The Rocking-Horse Winner," "Stopping by Woods on a Snowy Evening."
Notice carefully the proper punctuation and spacing in the use of quotations and parentheses containing page references.
Examples: Phaedra told Oenone, "I see a monster" (p. 155).
Note the correct use of puctuation in a sentence containing quotation marks. All periods and commas are placed inside all quotation marks. All semicolons and colons are placed outside quotation marks.
Examples: The teacher said, "place all periods inside quotation marks." But the student said, "Who cares?"; he did not write a good paper.
Grading of Essays and Other Written Work
Originality and personal effort are stressed in all student written work. Plagiarism-the unacknowledged use of research sources (books, articles, etc.), commercial paper-writing services, other student papers or ideas, etc.-may result in failing the assignment and, at the discretion of the instructor, the entire course. All in-class essays, papers, essay exams, and other student writing are evaluated taking into account the distinctions described below. In general, work of average quality, honorably meeting minimum requirements, will receive grades in the C-C+ range. Only work demonstrating clearly superior to outstanding effort and initiative, originality, creativity, and unusual degree of understanding and accomplishment will be awarded grades in the B and A ranges.
The A Grade
Outstanding essays feature a well-defined and manageable thesis, highly specific and relevant evidence, and accurate and insightful analysis. Arguments and evidence are carefully arranged and organized around central ideas lending support to the main thesis. All points are clearly and sufficiently motivated, explained, supported, and developed. The arguments and observations reveal not only close attention to details but also awareness of and ability to exploit nuances of form and signification. Whenever necessary, while probing the evidence and assessing the implications of the analysis, the writer appropriately qualifies the main and subsidiary theses. The A essay is an example of sound, independent, and penetrating thinking where analysis prevails over mere paraphrase or the reporting of commonplace ideas. This essay is very well written, elegant in style, and free of spelling, grammatical, and syntactical errors. The outstanding essay draws the relevant implications of its arguments and opens up avenues for further thought and reflection.
The B Grade
The superior essay shows a good understanding of the issues raised and adequately relates them to the textual evidence. The writer makes effective arguments and marshals appropriate and adequate support in the form of properly discussed examples and illustrations. The argument is of sufficient length, has a clear focus, and balances the general with the specific, as well as analysis with paraphrase. This type of essay shows a very good effort at organization, is clearly written, and is free of major errors in spelling, grammar, and syntax. The B essay differs from the A essay in its degree of specificity, engagement of evidence, quality of reasoning, depth of vision, and overall balance in the handling of all aspects of the arguments. The writer of the B essay may show a certain tendency to ride on the strength of a particular point or observation at the expense of a fuller, richer, and more in-depth development/support of the ideas under consideration. This essay generally does not merit an A not so much because of what it does but because of what it doesn't do.
The C Grade
The average essay shows an adequate awareness of the nature of the problem or thesis under consideration. While showing some weakness in focusing and controlling the argument, it makes no major errors in understanding the texts involved and reveals a competent ability to relate general issues to particular examples and illustrations. The writer may overlook important aspects of the evidence, neglect to use pertinent examples, or not go far enough in interpreting and analyzing the text(s). The ideas chosen may exhibit a certain dependence on points raised and developed in class or other outside sources. Overall, this essay shows a need for development, clarification, and precision in the handling of textual evidence; its structure and organization may seem mechanical, loose, and somewhat random. This essay often tends to privilege paraphrase over analysis and may contain a number of errors in spelling, syntax, and grammar.
The D Grade
The D or below-average essay does not clearly identify its thesis; relies on unsubstantiated opinion; neglects to offer relevant evidence; or is analytically superficial and poorly organized. In general, such an essay often fails to meaningfully engage the text(s) in its own thinking process; is too short; and may seriously misread/misinterpret a text. The inadequacies of its language and reasoning substantially compromise the integrity of its analysis and the expression of its ideas.
The F Grade
The F grade is used in cases where an essay is illogical or incoherent; exhibits gross incongruities between the thesis and the evidence used to support it; seems incapable of distinguishing between the general and the specific; shows no discernible pattern of organization; is very poorly developed; or is marred by the frequent occurrence of major errors in writing.
Grading Standards and Procedures
All assignments and relevant aspects of a student's performance will be graded on a 100-point scale. Most students should expect to receive grades in the B-C range. A's will be granted only in cases of clearly outstanding achievement. Students should note that college-level standards and expectations are substantially higher than those which apply to high-school work. Students should also note that previous accomplishments, professional goals, and personal desires/expectations do not automatically entitle a student to a grade. Grades will be assigned strictly on the basis of performance and achievement in the course. Make-ups/extensions for a missed exam or deadline will only be given in cases of documented serious illness or other major, non-frivolous eventuality (it will be up to the instructor to decide on the acceptability of an excuse). The following distinctions will be observed in all grading:
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100-90
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A
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Excellent, outstanding work demonstrating unusual degree of effort, accomplishment, originality, and intelligence; high degree of intellectual, analytical, and interpretive sophistication; ability to undertake subtle comparative and contrastive analysis, fully develop arguments, accurately present and explain relevant evidence, draw implications, and synthesize different issues and strands of thought; mastery of language and writing; thorough knowledge and command of course contents, facts, and background information.
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89-87
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B+
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86-80
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B
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Very good, superior work characterized by intelligent and highly disciplined and responsible effort; solid accomplishment in writing, analysis, and comprehension of the issues and texts studied; ability to conduct reasonably complex and well-developed literary analysis, offer and explain relevant evidence, and reach logical conclusions; very good awareness of course contents, facts, and background information.
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79-77
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C+
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76-70
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C
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Good, average work satisfactorily and honorably meeting all course standards and requirements; intelligent handling of language and concepts; good general exposition of ideas and supporting evidence; intelligible and reasonably correct writing; good awareness of course contents, facts, and background information.
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69-60
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D
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Below average achievement marginally complying with course standards and requirements; intelligent but insufficiently developed work exhibiting substantial problems with writing and/or reasoning; good intuitive understanding of texts and issues but want of clarity in the exposition of ideas; lack of evidence in support of arguments; frequent misunderstandings and inaccuracies in the handling of concepts, facts, and background information.
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59-0
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F
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Failing, work not acceptable for college credit or not meeting minimum course requirements; serious deficiencies in language, writing, and/or reasoning; inability to present, develop, and support an intelligible thesis; lack of awareness of course contents, facts, and background information. Other reasons for failing the course include excessive absenteeism; non-compliance with reading, writing, or other assignments; academic dishonesty (cheating) and plagiarism.
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