Thesis(es) is clear, plausible, insightful. Shows evidence that student has read and thought about text or work.

Key terms and concepts defined where appropriate.

Explicit or implicit assumptions of author or work identified when relevant.

Relevant, convincing, and valid evidence supports points made. Relevant and convincing example(s) are used to support, clarify, and illustrate. Citations, examples, analogies, thought experiments, etc. illustrate, clarify, or support your thesis or position. Provide relevant, convincing, and logical reasons why a reader/hearer should accept your thesis, interpretation, or position.

Strengths and Weaknesses of argument recognized. Alternative points of view recognized and charitably entertained. Obvious objections posed and answered.

Connections Drawn when relevant between the material addressed and other material from this course, other courses, personal experience, etc. Student builds upon previous work and experience. Relation to concepts, positions, thinkers, artists, etc. covered in this class made clear or insights utilized

Organization. Paragraphs are clearly related to one another and play a role in the overall development of the essay. Structure is logical. No unnecessary wandering. Introductory and concluding paragraphs are strong. Smooth transitions between paragraphs. Topic sentence(s) of each paragraph clear and easily identified. Each sentence contributes and relates to the topic or point of the paragraph in which it is found.

+Creativity. Student thinks outside the box. Has an original yet relevant take on the question.

Correct Spelling. Spell-check used. Problem words that spell-check won’t catch: affect/effect, except/accept, it's/its, their/there, principle/principal, dilemma, loose/lose, to/too/two, whether/weather, then and than, categorical

Correct Grammar - Infinitives are not split. "To run swiftly" not "to swiftly run". "Not to run" rather than "to not run." Also, "Try to do" not "try and do." Subject/verb agreement. He is. They are. (Not: they is). No run-on or unnecessarily long, complex (multiple clauses), or passive sentences. (Usually, "Jane hit the ball" not "The ball was hit by Jane"–unless you are emphasizing the ball on purpose.)

Cite Carefully. Introduce quotations smoothly. Plagiarism is totally unacceptable!

1. Quotations are identified by quotation marks.

2. Indent quotations longer than five lines.

3. Properly attribute quotations or resource materials in a standard citation form such as MLA, APA (with page numbers), Chicago Manual of Style - CMS (University of Chicago A or B). Do not simply change a few words in a sentence. [that is plagiarism]. In that case it would be better to quote. Must have a "Works Consulted" page or complete footnotes or end-notes that are the equivalent.

4. Do not make up citations.

5. Cite ALL sources used including personal communications, internet material, other student papers, etc.

*****I will assume that you have read and understood G. Harvey, Writing with Sources. WHEN IN DOUBT, CITE. If you plagiarize, you will receive at minimum a zero on the essay.

Format. Title page. One inch to 1-1/4 inch margins on all sides. Double spacing of main body of paper. Twelve point font. Each page is numbered. Each paragraph is numbered.  Thesis is bolded.  Book titles are italicized or underlined.