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Department of English

Grading Standards for Undergraduate Work

These are the specific criteria we use to grade student papers and independent work:

C- and C papers and independent work provide an acceptable response to the assignment. They may

make a central claim, but one that may be vague, broad, or self-evident. They include evidence, but often

depend on generalization or plot summary rather than analysis. Work in this range does not typically

include very much close reading of specific words and passages, or does so awkwardly or superficially.

Although C- and C work usually meets some of an assignment’s specifications, it typically lacks the

focus, sound use of evidence, clear structure, full and purposeful development, stylistic awareness, and/or

careful proofreading characteristic of B or A level work.

C+ and B- papers and independent work provide a more than adequate response to the assignment.

Work in this range may present a supportable central claim, and typically shows more attention to close

reading and argument than C level work. While B- work often demonstrates some aspects of B or B+

level work, it typically also shows serious weaknesses in one or more of the following: the thesis, motive,

argument, organization, close reading, clarity and sophistication of the writing, and/or proofreading.

B and B+ papers and independent work provide a good or very good response to the assignment. Work in

this range typically has a strong opening thesis, a clear motive, and a sensible, argument-driven

organization. It typically selects appropriate passages for close reading, favoring specific, supportable

claims over broad generalizations. Indeed, B and B+ work often shares many of the elements found in A

level work. However it may lack either the full and purposeful development and/or presentation of the

When we read student papers or independent work, these are some of the elements we particularly look for:

Argument: Does the introduction provide a clear thesis statement? Is that thesis provocative? Is it arguable?

Does the paper or independent work have a motive—i.e., does it explain why the thesis matters? An

argument is discourse intended to persuade; is this writing persuasive?

Organization: Does the opening paragraph make clear where the work will be going and how it will get

there? Does the work get to the main point quickly and avoid extraneous background or summary

information? Does the body of the paper or independent work follow the argument and outline established

in the introduction? Are paragraphs connected with smooth transitional sentences? Does each paragraph

convey one clear point?

Evidence & Analysis: Does the paper or independent work offer well-chosen, relevant quotations that support

the thesis effectively? Are those quotations analyzed appropriately and convincingly, rather than left

standing alone? Does the interpretation of the evidence demonstrate a thorough understanding of the text?

Research & Sources: Does the paper or independent work demonstrate a serious engagement with its primary

and, in the case of a research assignment, secondary sources? Are the sources consulted of appropriate

quality and range? Are they well integrated into the paper or independent work? Are they cited properly?

Style & Presentation: Does the writing compel the reader’s attention? Is the language vivid? Is the voice fresh,

insightful, and convincing? Can the reader follow the argument clearly? Does the writing avoid repetition,

needless use of the passive voice, convoluted words and phrases, and overly lengthy (or overly brief)

sentences and paragraphs? Is the writing free of grammatical errors and spelling mistakes? Has it been

proofread carefully?

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argument, the fresh attentiveness of the close readings, or the stylistic expressiveness of the prose. B and

B+ work nevertheless demonstrates the author’s ability to respond effectively to an assignment’s

demands, to select useful details, to revise sentences for concision and emphasis, and to proofread

carefully.

A- (excellent) and A (outstanding) papers and independent work deserve to be read aloud. They are

clearly written, well organized, and guided from start to finish by a strong, even adventurous, thesis.

Intellectually provocative, they go beyond the obvious or expected, developing a fresh and compelling

treatment of the topic rather than simply answering the question prompts one by one or recapitulating

ideas already foregrounded in lecture or class discussion. They are guided by well-chosen examples,

using attentive close reading in support of the central argument. Where appropriate, work in this range

engages usefully and meaningfully with secondary readings or historical context. This work should also

be stylistically compelling, although style alone is not enough to bring a paper or independent work into

this range.

A+ (exceptional) papers and independent work surpass even outstanding work in depth, insight, and

style. Grades in this range are extremely rare.

Other possible grades:

D papers or independent work provide a minimally acceptable response to the assignment. They typically

demonstrate serious deficiencies or flaws in the argument, organization, close reading, and/or writing.

This work often appears as though it were written quickly and extemporaneously at the last minute.

F papers or independent work provide a completely inadequate response to the assignment.

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Departmental Grading Scale

A+ 97-100 (98)

A 93-96 (95)

A- 90-92 (91)

B+ 87-89 (88)

B 83-86 (85)

B- 80-82 (81)

C+ 77-79 (78)

C 73-76 (75)

C- 70-72 (71)

D 60-69 (65)

Department of English

Princeton University

January 2015