Here is a summary of how I understand the various grade break-down.<\/p>\n
A+ (100%) <\/em><\/strong><\/p>\n Engages the readings to provide a clear, compelling and interesting argument. Each paragraph has a coherent claim, and all paragraphs fit together to form a complete argument. The paper is well written at all levels: from structure of the argument to sentence-level grammar. The paper presents a way of thinking about the material in a new and sophisticated manner. \u00a0The paper is a pleasure to read and publishable in its current form.<\/p>\n <\/p>\n A (95%)\u00a0 <\/em><\/strong><\/p>\n Engages the readings to provide a clear and compelling argument. Each paragraph has a clear purpose which is supported by evidence and analysis. Is well written and a pleasure to read.<\/p>\n \u00a0<\/strong><\/p>\n B+\/A- (90%) <\/em><\/strong><\/p>\n Engages the readings and contains an argument. Each paragraph has a purpose, which are clearly relevant to the argument and supported by evidence. The paper is well written.<\/p>\n <\/p>\n B (85%) <\/em><\/strong><\/p>\n Engages the readings, although there is no clear argument (or the reader has to work to find one). Each paragraph contains accurate information and\/or summary of the readings, but each paragraph is not necessarily relevant to each other, or to a broader argument.<\/p>\n <\/p>\n C+\/B- (80%) <\/em><\/strong><\/p>\n Makes use of the reading but contains no clear argument.\u00a0 Paragraphs and sentences seem placed at random order, moving from claim to claim without clear reason.<\/p>\n \u00a0<\/strong><\/p>\n C (75%) <\/em><\/strong><\/p>\n Barely makes use of the readings, if at all. Reads like a series of personal or general statements rather than a paper designed to advance an argument.<\/p>\n <\/p>\n F 59%<\/em><\/strong><\/p>\n Paper is turned in so late that the grade deductions bring the grade below 59%.<\/p>\n \u00a0<\/em><\/p>\n Final Grade Scale<\/em><\/strong><\/p>\n \u00a0<\/em><\/strong><\/p>\n <\/p>\n <\/p>\n \u00a0<\/em><\/strong><\/p>\n A+ Disclaimer<\/strong><\/p>\n I do not give A+s under any condition. Those who do truly exceptional work will have this reflected in any letters I write on their behalf.<\/p>\n","protected":false},"excerpt":{"rendered":" Here is a summary of how I understand the various grade break-down. A+ (100%) Engages the readings to provide a clear, compelling and interesting argument. Each paragraph has a coherent claim, and all paragraphs fit together to form a complete argument. The paper is well written at all levels: from structure of the argument to … Continue reading \n\n
\n \u00a0<\/em><\/strong><\/td>\n 100-93 =A<\/td>\n 80-82 = B-<\/td>\n 66-69 = D+<\/td>\n<\/tr>\n \n \u00a0<\/em><\/strong><\/td>\n \u00a092-90 = A-<\/td>\n 76-79 = C+<\/td>\n 63-65 = D<\/td>\n<\/tr>\n \n \u00a0<\/em><\/strong><\/td>\n \u00a086-89 = B+<\/td>\n 73-75 = C<\/td>\n 60-86 = D-<\/td>\n<\/tr>\n \n \u00a0<\/em><\/strong><\/td>\n \u00a083-85 = B<\/td>\n 70-72 = C-<\/td>\n \u00a0 0-59 = F<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n