Correction Key

Dr. Wendy Nielsen    Correction Key for Essays

agr       lack of agreement (1) verbs (2) pronouns
apos        Apostrophe needed or misused
awk        awkward phraseology
ف        deletion suggested
C        Content (thesis, argument, supporting paragraphs, conclusion); comments on right
cliché        overused or colloquial phrase
cit        incomplete or awkward citation
coll    too much colloquial (oral, casual) language
ev        evidence missing or questionable
ex        example or support needed
F        Form (grammar, diction, writing style); comments on left side
frag        incomplete idea; sentence fragment
^        omission / missing word
// ism        lack of parallel structure (between nouns and pronouns or tenses)
mod        unclear or dangling modifier
mw      missing word
p        misuse of punctuation including quotes, periods, commas, and semicolons
p/frag    misuse of punctuation leading to a fragmentary sentence (you prob. misused a semicolon)
pass        use of passive voice obstructs clarity
ref        problem with pronoun reference
rep        unnecessary repetition
R-O        run-on sentence, comma splice, etc.
sp        spelling error
specify        specify your meaning
T        wrong tense or mixing of tenses
trans        transition needed or unclear connection
vag        vague point; development of ideas lacking
wd ch        ineffective word choice
wdy        wordy; cut down
wo        rearrange word order for clarity or emphasis
~        reverse word order
ww        wrong word (i.e., affect/effect)
X        obvious mechanical error (its/it’s)
?        unclear or inaccurate
√    good point worth developing further; please elaborate and expand
√+        very good analysis

Go to Hacker and/or the instructor for help identifying these issues in your own writing

General Evaluative Criteria for Essays

CONTENT TOTAL ( /50): ORIGINALITY: ARGUMENTATIVE THESIS / CONTROLLING IDEA: INTRODUCTION PREPARES READER FOR FOLLOWING PARAGRAPHS: LOGICAL STRUCTURE / LOGICAL PROGRESSION OF IDEAS: VALID SUPPORT FOR THESIS CLEARLY RELATES TO THESIS: EACH SUPPORTING PARAGRAPH IS UNITED AROUND A MAIN IDEA: CLARITY AND SOPHISTICATION OF THOUGHT / COHERENCE: CONCLUSION:
FORM TOTAL ( /50): PRECISION OF WORDS: APPROPRIATE LEVEL OF SPECIFICITY: SENTENCE STYLE (CLEARLY STRUCTURED AND FOCUSED): MECHANICAL ERRORS:

Grading Rubric: 98-100 = A+; 93-97 = A; 90-92 = A-; 87-89 = B+; 83-86 = B; 80-82 = B-;
77-79 = C+; 73-76 = C; 70-72 = C-; 67-69 = D+; 63-66 = D; 60-62 = D-; 0-59 = F

Grade	GPA	Nomenclature	Informal Assessment	Score out of 5
98-100 A+; 93-97 A	4.0	Excellent	Check plus	4.5-5
90-92 A-	3.7	Great	Check plus	4-4.5
87-89 B+	3.3	Very good	Check plus/Check	3.5-4
83-86 B	3.0	Good	Check	3-3.5
80-82 B-	2.7	Fine	Check	2.7-3
77-79 C+; 73-76 C; 70-72 C-	2.3 - 1.7	Okay	Check/Check minus	2-3
67-69 D+; 63-66 D; 60-62 D-; 0-59 F	1.3 - 0	Poor	Check minus	1

Additional Tips and Evaluative Criteria

Please note:
- You should have an original title for your essay

- These are prompts, designed to prompt you into thinking about your own writing. You should revise and specify the exact kinds of questions your essay will be addressing.

- Please avoid plot summary. Focus, instead, on specific motifs (symbols, repetitions, allegories) and narrative techniques (position of narrator, genre conventions) and clearly articulate their interpretation/meaning.

- If you are struggling to find the significance for a thesis (a.k.a. the ‘so what?’ of any good controlling idea), consider the purpose of literature; what purpose does it serve, how does it critique society, and how might it teach life lessons?

- Cite information according to MLA parenthetical citation method (author #) and include a Works Cited. Cite web resources.

- Struggling for vocabulary? Take a look at this page about Vocabulary for Literature and Writing.

TIPS for Formal Writing:

Please simply staple, number, and label each page with your last name (no cover pages or booklets). Include a title.
Papers should be no longer or shorter than the length assigned and submitted on time. Use twelve-point type, in Times New Roman or CG Times (or 10 pt. in Veranda, etc.). Late papers will result in grade reductions. Never submit a paper without proofreading it carefully.
Late papers will be penalized.
Please carefully proofread your paper; grammatically sloppy papers will have points deducted.
In order to avoid plagiarism and to guide your readers in following your sources, please cite texts according to MLA standards. You may use outside sources but are not required to do so. If you do use outside sources, please be sure to cite them properly.
Academic Honesty and Plagiarism: Definition of Plagiarism (from Student Handbook)

"Plagiarism means the use of another's words as if they were your own, and the unacknowledged incorporation of those words in one's own work offered for credit. The following guidelines for written work will assist the student in avoiding plagiarism:

a) General indebtedness for background information and data is acknowledged by inclusion of a bibliography of all works consulted.

b) Specific indebtedness for a particular idea, or for a quotation of four or more words from another text, is acknowledged by footnote reference to the actual source. Quotations of 4 -5 words or more from a text are indicated by the use of quotation marks."

Honesty is expected of you. It is expected that the work you hand in will always be your own, and that you will never copy sentences, phrases, paragraphs or whole essays from any other person's work, for that is plagiarism. Plagiarism is dishonest, and against both University policy and my own. If you are ever unclear about how to cite another person or author's ideas, come see me or consult the staff in the Writing Center. We can help you do this correctly. It's important to understand that plagiarism is a big deal in this university and in my class. Don't make this mistake. Students who are caught plagiarizing will fail the course and be referred to the Dean of Student's office for disciplinary sanctions.
This paper will be evaluated according to the strength and clarity of its argument, validity of its support, and originality of its conclusions. In addition, evidence of each student's ability to communicate these ideas in writing weighs considerably on the final evaluation. Therefore, you are encouraged to engage in peer-review and extensive proofreading.

Students are encouraged to make use of the University Writing Center, located in Dickson Hall 285 (655-7442); students are benefited most by making an appointment, but drop-in hours are also available. I am more than willing to provide extra help and extra office hours! Please come to my regular office hours in Dickson Hall 324 or email me at nielsenw@mail . . . . for an appointment.

Tips for Writing In-class Essays (Midterms and Final Exams)

1. Address and answer the questions and provide relevant examples that directly illustrate your point. Then explain the SIGNIFICANCE of your examples.

Reading in-class writing, I often come across long passages that students diligently copy from their books, and I wonder: why is he/she telling me this? You need to clearly explain why you are giving an example, and how it relates to the questions in the prompt. I do not have time to sit, ponder, and make sense of your thinking. If you cannot explain your point in five sentences or less, then clearly a point is missing. I want you to make clear, argumentative points. At the same time, I encourage you to develop creative ways of answering exam questions. You do not have to answer them, for ex., in the exact order they are formulated on the exam. However, make sure that you explain the significance of your analyses clearly. What does your point say about issue x?

2. A too-general introduction that restates the prompt questions is probably an unnecessary waste of time (yours and mine).

Another thing I see on in-class writing is a very general restatement of the prompt that serves as an introduction. Remember that I am your audience for this writing. I wrote the exam questions, and so I don't need to see them restated. I need to see your specific answers to them. If it helps you to rewrite the question, go ahead and do this. However, you should know that you could be using valuable time restating the obvious. If you have a specific introduction that explains the way you will be addressing the questions, I encourage you to write an introduction. Otherwise, it's appropriate to just start building your case without any introduction.

3. Formatting questions

- Go ahead and write in pencil, pen, or whatever. Just try to be clear. If you make an error or want to delete something, simply cross a line through the text you want me to skip over.

- Please leave a margin on at least one side of the paper so that I can make comments.

W. C. Nielsen, Feb. 2010