Comparison between Islam and Christian Communities
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Letter
Grades
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Conceptual
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Thesis
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Development
and Support
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Structuring
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Language
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A
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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
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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
|
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B
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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
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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
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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
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C
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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
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D
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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
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F
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Writer has not understood
lectures, readings,
discussions, or assignment
|
No discernible
thesis
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Little or no
development; may list
facts or misinformation;
uses no quotations or
fails to cite sources, or
plagiarizes
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No transitions;
incoherent
paragraphs;
suggests poor
planning or no
serious
revision
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Numerous
grammatical errors
and stylistic
problems seriously
distract from the
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