GRADING STANDARDS

(Adapted from Professor Rudi Lindner)

“What do I have to do to get an ‘A’?” “If I did the work, why didn’t I get a better grade?” “How do you grade?” Such questions as these come before teachers often, and especially in the second half of the term. This page should give you an idea of my views about grading essays and examinations that include essays.

I do not grade on a curve; that is, the marking standards do not shift in order to ensure that there are X percent ‘A’ grades, Y percent ‘B’ grades, and so on. I don’t pay attention to medians. It is entirely possible for all students to receive ‘A’ grades; it is also possible for all students to fail. I have taught small classes in which all students earned ‘A’ grades; I have never yet failed an entire class.

It’s hard to earn a failing grade. It may take as much work (of a certain kind) to fail as it does to earn an ‘A’. Doing none of the work, skipping class, failure to follow instructions on assignments, turning in work that betrays a complete lack of commitment — following these hints will put a student in the running for failure.

Performing at a minimal level earns a ‘D’ grade. This reflects a lack of engagement in the work, a lack of understanding, an unwillingness to seek understanding, or an abysmal presentation. A ‘D’ normally reflects the partial completion of an assignment or the shoddy result of a short, uncaring, and disorganized labor. There are honest ‘D’s, resulting from a clear misunderstanding of the expectations, but these are rare.

A ‘C’ grade is an average, vanilla grade. It reflects a basic understanding, a simple fulfillment of the requirements, and a pedestrian writing job. A ‘C’ paper is often a one-draft special. There is nothing that stands out to the reader: it’s an OK job that shows some reading and thought, but not a lot.

On the other hand, a ‘B’ goes beyond the basic requirements. It reveals some originality, some real engagement in the project, and typically there is care in the writing and a clear sense of organization, or an attempt to present an argument in a persuasive form. Usually, such a paper is the result of reflection over a period of a few days, not just a couple hours’ work. It is clear to the reader that the writer cares. There may be a moment or two of great insight, even if it is not sustained, and it covers the basics thoroughly.

It is easy to describe an ‘A’. ‘A’ papers “read themselves;” that is, everything is so clear and well organized that the ideas flow naturally and make eminent sense. There is also an originality that urges the reader on, that makes the reader want to read more. ‘A’ work is work that shows a great deal of thought, a lot of care in the organization and writing, and sophistication in the ideas presented. These qualities are sustained throughout the entire work. An ‘A’ paper stands out by itself.

Two final remarks. First, taking the time and effort to revise often lifts a paper from a ‘B’ to an ‘A’. Revision, by the way, does not mean running a spelling or grammar check; it means going over the entire paper with a willingness to perform a major overhaul to improve the argument or attain clarity. Getting feedback on a paper from someone else and then rewriting it is one of the best ways to substantially improve the quality. Second, avoid lofty and unwarranted generalizations. If your learning in an area is incomplete, limit your general statements to what you can substantiate. ‘C’ papers are full of general assertions; ‘A’ papers are full of evidence and original insights.