D. The supporting paragraphs need to be linked together in one cohesive
body. To accomplish this there need to be
topic/transition sentences from one
support paragraph to the next. These topic/transition sentences need to be
connected thoughts that logically and
smoothly lead the reader from one topic to the next.
III. Conclusion
of the Essay-When all the supporting evidence has been presented; the
writer should conclude the essay with a
concluding paragraph that
includes these three elements:
A. A restatement of thesis for the reader.
B. A
summary of the supporting evidence (the main points).
C. An
explanation of the significance of the topic.
There is nothing magical
about a good history essay. It is a logical, orderly approach for providing
information to a reader. Anyone who understands the procedure with a little
practice can be a competent essay writer.
Adapted from - Virginia Wilson et al. "No Solo Venture: Essay Writing in
History." Perspectives, American Historical Association Newsletter,
Vol. 28, No. 2, February 1990, pp. 18-19.
Return to
Table of Contents
Practical Hints for
Writing an In-Class Essay Exam
This is
good advice for writing any in-class essay.
1.
Read quickly through the entire test--- This will help you gauge the
amount of time to spend on each question. Answer the questions you
are most familiar with first. This prevents running out of time with
"easy" questions still unanswered.
2. Make sure you understand
the question. If you do not, ask the instructor for clarification.
3. Think of the main points you need to make to answer that question:
Time
period and place
Main
characters and events
Causes
Results
4. Quickly jot them down in outline form. (Don't spend too much
time on this outline; just get down the main points so they won't slip your
mind later.)
5. Develop your essay in three parts:
A.
Introduction-Lay out or explain your discussion topic for the reader.
B. Main body-Logically
progress from one point to the next in your argument or discussion. Keep in
mind the main points you want
to make and don't be distracted into
putting down time-consuming trivia. Also, as you write, keep in mind the
transitions you need to make from one
point to the next and structure your essay so that you make them smoothly.
Write chronologically whenever possible.
C. Conclusion-Pull
together your arguments into several general statements that arrive at a
conclusion consistent with the line of
argument you have developed in the body
of your essay.
Other Helpful Hints:
1. Write simply and carefully-
there is no substitute for clear, orderly writing. Write history essays in
the third person (never refer to yourself or your reader in your essay,
e.g., "I think," or "you know,"). Always write in the past, definite
tense when writing about events that have begun and ended in the past.
2. Avoid
padding-never mistake quantity for quality.
3. Pace yourself/relax occasionally- the faster you drive yourself
the easier it is to make mistakes. Use the clock to time yourself
set a pace as a
distance runner does. Occasionally take time out to relax. You cannot do
your best when your fingers are
cramped and your back is tired from bending over the paper.
4. Study the Social Science Department Guide for Assigning Grades on
Essay Exams below. It will help you see what your
instructor is looking for in an essay.
-Adapted from an Unknown Author.
This is the guide the Social Science Department
provides to its faculty for assigning grades on essay exams. I thought you
might find it helpful as you are writing essays to understand what elements
I shall be looking for in your essays.
A Guide to Assigning Grades
to Written Assignments
These grading standards establish three major
criteria for evaluating written assignments:
1.
Content-65%
2.
Organization-20%
3.
Mechanics and Grammar-15%
Of course, not every essay will fit neatly into one
grade category; an essay may, for instance, have some characteristics of “B”
essay and some of “C” essay.
"A+ to
A-" Essays:
Content:
·
The “A” essay has not only discussed the assigned topic, but
has done so in a fresh and mature manner.
·
It has discussed the topic effectively.
·
It shows substantial insight into the issue.
·
It is likely to move the audience to act as the writer
desires.
·
The evidence is detailed.
·
The sources of information have been used creatively and
cited appropriately.
·
The reasoning is valid.
·
Beyond that, the paper is thoughtful, showing hard work, good
judgment, and sensitivity to the complexities of the situation or issue.
Organization:
·
The organization is effective for the audience and purpose.
·
The Introduction contains time/place setting information, the
thesis, and the main points that will be discussed.
·
Segments, whether sections or paragraphs, are fully developed
and follow logically from what precedes them.
·
The Conclusion re-states the thesis, main points, and explains
the historical significance of the topic discussed.
Mechanics and Grammar:
·
The prose is not only clear and readable but also occasionally
apt and memorable.
·
It contains few grammatical, spelling, punctuation or syntax
errors, none of which seriously undermines the effectiveness of the essay
for educated readers.
"B + to B-" Essays
Content:
·
The assignment has not just been followed but fulfilled.
·
In taking its stand, the paper shows a clear sense of audience
and purpose. It shows more awareness of the implications of what it is
saying and of its assumptions about the audience than the “C” essay does.
·
The writer has not settled for the most obvious evidence.
·
The “B” essay is characterized by thoroughness.
·
The reasoning is more than adequate. Not only does it make no
mistakes, but also it shows thoughtfulness and some awareness of
complexities and other points of view.
Organization:
·
The “B” essay has an effective introduction and conclusion.
·
The order of information is logical, and the reader can follow
it because of well-chosen transitions.
·
Paragraph divisions are logical, and the paragraphs use enough
specific detail to make their point tellingly.
Mechanics and Grammar:
·
The writing is competent, more ambitious than that of the “C”
essay, less felicitous than that of the “A” essay.
·
Not only is sentence structure correct, but it also uses
subordination, emphasis, sentence length and variety, and modifiers
effectively.
·
It would be surprising to find serious sentence errors—comma
splices, fragments, or fused sentences—in a “B” essay. Word choice is
idiomatic, vocabulary precise.
·
Punctuation, grammar, and spelling conform to the conventions
of edited American English.
"C+ to C-" Essays
Content:
·
The assignment has been followed. The essay develops its
points with a sense of audience.
·
The information and degree of persuasion in a “C” essay is
appropriate.
·
There is evidence and though the evidence is perhaps obvious
and easily accessible, it has been gathered honestly and used responsibly.
·
The “C” essay may exhibit some minor imperfections or
inconsistencies in mapping out the arguments, but there are no major flaws
in its reasoning.
Organization:
·
The organization is clear.
·
The reader could easily outline the presentation.
·
Paragraphs have adequate development and are divided
appropriately.
·
Transitions may be mechanical, but they foster coherence.
Mechanics and Grammar:
·
The language is competent.
·
Sentence structure is generally correct, although it may show
limited competence with such elements as subordination, emphasis, sentence
variety, sentence length, and modifiers.
·
It relies instead on simple and compound sentences.
·
The essay is generally free of comma splices, unintentional
fragments, and fused sentences.
·
Word choice is correct though limited.
·
It may contain errors in spelling, mechanics, and grammar.
"D+ to D-" Essays
Content:
·
A “D” essay attempts to follow the assignment, even if the
choice of topic or situation is poor, whether too broad, too narrow, or
inappropriate.
·
A “D” essay often shows a poor sense of audience and purpose.
For example, it may over or under-estimate the audience’s prior knowledge or
assumptions. Or it may correctly assess the situation, but add little of
substance to it.
·
Necessary evidence may be missing; irrelevant evidence
present, or the interpretation or evaluation of that evidence may be
inadequate.
·
The reasoning may be seriously flawed, resting on an
insufficient understanding of the situation or the audience.
·
It may rely too heavily on evidence from published sources
without adding original analysis.
Organization:
Organization may be significantly flawed in any of the
following ways:
·
Relevant segments may be missing;
·
Topic sentences may be absent or inappropriate to the content
of the paragraph;
·
Paragraphs are not well developed, divided or arranged;
·
Transitions are missing or incorrect;
·
Introductions or conclusions are missing or incomplete.
Mechanics and Grammar:
·
A “D” essay may have numerous and consistent errors in
grammar, spelling, and punctuation.
·
The syntax or diction in some sentences may be so flawed that
they are incomprehensible.
·
Lack of proofreading can turn an otherwise adequate essay into
a “D” essay.
"F+ to 0" Essays
Content:
·
The “F” essay may have not answered the assignment topic, even
if it is correctly and coherently written.
·
(Many instructors require that such essays be rewritten before
assigning a grade.)
·
It relates to the assignment but has no clear purpose, or
goes off in several directions.
·
It may be plagiarized—either it is someone else’s essay or it
has used sources improperly or without documentation.
Organization:
·
It is missing essential elements of the essay: Introduction,
Body, or Conclusion.
·
It falls seriously short of the minimum length requirements.
Mechanics and Grammar:
·
It is plagued by more than one of the organizational
deficiencies of the “D” essay.
·
Numerous and consistent errors of grammar, spelling,
punctuation, diction, or syntax seriously hinder communication.
*The language and content has been adapted with
considerable modification in format from “Essay Grading Rubrics” http://www.brooklyn.liu.edu/wac/faculty.html
Which was adapted from: Diane Enerson, R. Neill
Johnson, Susannah Milner and Kathryn Plank, The Penn State Teacher II:
Learning to Teach; Teaching to Learn. (University Park, PA: Center for
Excellence in Learning and Teaching, Penn State University, 1997).
Return to Table of Contents
Grading Policy
Appendix B:
Book and Tape Reviews
General instructions
:
Book
or tape reviews on items not listed in your text or syllabus may be
submitted only after the student has obtained prior approval from the
instructor to review that particular item. Reviews must be written using a
word processing program and submitted electronically. The bibliographical
data should be single-spaced but the report itself should be double-spaced.
Step
1.
The rubrics below are used in Grade Mark when I'm
grading unit exams and other written assignments.
or fail to
improve their grade on the retest, they will retain their original grade for
that unit. Students who fail to turn in an exam on time may under rare
special circumstances be allowed to turn in exam up to a week
late. Normally, the highest possible grade on make-up exams is "70%."
