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Comparison between Islam and Christian Communities
Letter
Grades
Conceptual
Thesis
Development
and Support
Structuring
Language
         

   A
        
Offers cogent analysis,
shows command of
interpretive and conceptual
tasks required by
assignment and course
materials; ideas original,
often insightful, going
beyond ideas discussed in
lecture and class
Essay
controlled by
clear, precise,
well-defined
thesis; is
sophisticated
in both
statement and
insight
Well-chosen examples;
persuasive reasoning
used to develop and
support thesis
consistently; uses
quotations and citations
effectively; causal
connections between
ideas are evident
Appropriate,
clear and
smooth
transitions;
arrangement of
paragraphs
seems
particularly apt
Uses sophisticated
sentences
effectively; usually
chooses words
aptly; observes
conventions of
written English and
manuscript format;
makes few minor
or technical errors



    B
Shows a good
understanding of the texts,
ideas and methods of the
assignment; goes beyond
the obvious; may contain
one minor factual or
conceptual inconsistency
Clear, specific,
argumentative
thesis central
to the essay;
may have left
minor terms
undefined
Pursues thesis
consistently; develops
a main argument with
clear major points and
appropriate textual
evidence and supporting
detail; makes an effort
to organize paragraphs
topically
Distinct units of
thought in
paragraphs
controlled by
specific and
detailed topic
sentences; clear
transitions
between
developed,
cohering, and
logically
arranged
paragraphs that
are internally
cohesive
Some mechanical
difficulties or
stylistic problems;
may make
occasional
problematic word
choices or
awkward syntax
errors; a few
spelling or
punctuation errors
or clichés; usually
presents quotations
effectively



    C
Shows an understanding of
the basic ideas and
information involved in the
assignment; may contain
some factual, interpretive,
or conceptual errors
General thesis
or controlling
idea; may not
define several
central terms
Only partially develops
the argument; shallow
analysis; some ideas
and generalizations
undeveloped or
unsupported; makes
limited use of textual
evidence; fails to
integrate quotations
appropriately
Some awkward
transitions;
some brief,
weakly unified
or undeveloped
paragraphs;
arrangement
may not appear
entirely natural;
contains
extraneous
information
More frequent
wordiness; several
unclear or
awkward
sentences;
imprecise use of
words or over-
reliance on passive
voice; one or two
major grammatical
errors (subject-
verb agreement,
comma splice,
etc.); effort to
present quotations
accurately



    D
Shows inadequate
command of course
materials or contains
significant factual and
conceptual errors; does not
respond directly to the
demands of the assignment;
confuses some significant
ideas
Thesis vague or
not central to
argument;
central terms
not defined
Frequently only
narrates; digresses from
one topic to another
without developing
ideas or terms; makes
insufficient or awkward
use of textual evidence
Simplistic, tends
to narrate or
merely
summarize;
wanders from
one topic to
another;
illogical
arrangement of
ideas
Some major
grammatical or
proofreading errors
(subject-verb
agreement;
sentence
fragments);
language marred
by clichés,
colloquialisms,
repeated inexact
word choices;
inappropriate
quotations or
citations format



    F
Writer has not understood
lectures, readings,
discussions, or assignment
No discernible
thesis
Little or no
development; may list
facts or misinformation;
uses no quotations or
fails to cite sources, or
plagiarizes
No transitions;
incoherent
paragraphs;
suggests poor
planning or no
serious
revision
Numerous
grammatical errors
and stylistic
problems seriously
distract from the

Comparison between Islam and Christian Communities



Letter
Grades
Conceptual
Thesis
Development
and Support
Structuring
Language
         
   A
        
Offers cogent analysis,
shows command of
interpretive and conceptual
tasks required by
assignment and course
materials; ideas original,
often insightful, going
beyond ideas discussed in
lecture and class
Essay
controlled by
clear, precise,
well-defined
thesis; is
sophisticated
in both
statement and
insight
Well-chosen examples;
persuasive reasoning
used to develop and
support thesis
consistently; uses
quotations and citations
effectively; causal
connections between
ideas are evident
Appropriate,
clear and
smooth
transitions;
arrangement of
paragraphs
seems
particularly apt
Uses sophisticated
sentences
effectively; usually
chooses words
aptly; observes
conventions of
written English and
manuscript format;
makes few minor
or technical errors
    B
Shows a good
understanding of the texts,
ideas and methods of the
assignment; goes beyond
the obvious; may contain
one minor factual or
conceptual inconsistency
Clear, specific,
argumentative
thesis central
to the essay;
may have left
minor terms
undefined
Pursues thesis
consistently; develops
a main argument with
clear major points and
appropriate textual
evidence and supporting
detail; makes an effort
to organize paragraphs
topically
Distinct units of
thought in
paragraphs
controlled by
specific and
detailed topic
sentences; clear
transitions
between
developed,
cohering, and
logically
arranged
paragraphs that
are internally
cohesive
Some mechanical
difficulties or
stylistic problems;
may make
occasional
problematic word
choices or
awkward syntax
errors; a few
spelling or
punctuation errors
or clichés; usually
presents quotations
effectively
    C
Shows an understanding of
the basic ideas and
information involved in the
assignment; may contain
some factual, interpretive,
or conceptual errors
General thesis
or controlling
idea; may not
define several
central terms
Only partially develops
the argument; shallow
analysis; some ideas
and generalizations
undeveloped or
unsupported; makes
limited use of textual
evidence; fails to
integrate quotations
appropriately
Some awkward
transitions;
some brief,
weakly unified
or undeveloped
paragraphs;
arrangement
may not appear
entirely natural;
contains
extraneous
information
More frequent
wordiness; several
unclear or
awkward
sentences;
imprecise use of
words or over-
reliance on passive
voice; one or two
major grammatical
errors (subject-
verb agreement,
comma splice,
etc.); effort to
present quotations
accurately
    D
Shows inadequate
command of course
materials or contains
significant factual and
conceptual errors; does not
respond directly to the
demands of the assignment;
confuses some significant
ideas
Thesis vague or
not central to
argument;
central terms
not defined
Frequently only
narrates; digresses from
one topic to another
without developing
ideas or terms; makes
insufficient or awkward
use of textual evidence
Simplistic, tends
to narrate or
merely
summarize;
wanders from
one topic to
another;
illogical
arrangement of
ideas
Some major
grammatical or
proofreading errors
(subject-verb
agreement;
sentence
fragments);
language marred
by clichés,
colloquialisms,
repeated inexact
word choices;
inappropriate
quotations or
citations format
    F
Writer has not understood
lectures, readings,
discussions, or assignment
No discernible
thesis
Little or no
development; may list
facts or misinformation;
uses no quotations or
fails to cite sources, or
plagiarizes
No transitions;
incoherent
paragraphs;
suggests poor
planning or no
serious
revision
Numerous
grammatical errors
and stylistic
problems seriously
distract from the

Click here to have a similar A+ quality paper

Order Now