Criteria for Evaluating Essays
Steve Phelan - English 101
Level |
Key Term |
Associated Terms |
I. The Theme as a Whole |
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UNITY |
Focus, intent, purpose, reader at the end can say easily what the paper is about |
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ORGANIZATION |
Structure, logic, order |
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DEVELOPMENT |
Interesting material, news, humor, imagination, a "once" |
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COHERENCE |
Easy transitions from paragraph to paragraph, flow of the topic, tempo |
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II. The Paragraph |
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Unity |
Single topic and/or purpose, a good topic sentence |
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Organization |
A workable arrangement of material into sentences |
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Development |
Causes, effects, examples, analysis, classification, definition, history, process, concession, comparison/contrast, illustration, exception |
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Coherence |
Sentence transitions, repetition of subjects, pronouns of reference |
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III. The Sentence |
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Unity |
Topic and comment, simple subjects, the A does B sentence with people for subjects |
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Organization |
Subordination versus coordination, run-on sentences, comma splices |
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Development |
Content words, low frequency and high semantic stress, action verbs |
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Coherence |
Function words, agreement, proper reference |
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IV. The Word |
U-n-i-t-y |
The right meaning of the right word, clarity |
O-r-g-a-n-i-z-a-t-i-o-n |
Morphology, correct inflections |
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D-e-v-e-l-o-p-m-e-n-t |
Interest in sound or sense, semantic stress |
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C-o-h-e-r-e-n-c-e |
Recognizable spelling (ok, that's a stretch) |