Some Criteria for Evaluation (in no particular order)

1) care in the use of evidence and quotations

2) flow and coherence of the argument or discussion

3) fit between the conclusion and the actual argument made

4) careful use of vocabulary

5) understanding of nuance and subtlety in the original text

6) consistent tone in the writing

7) basic principles of composition: construction of paragraphs, transitions between paragraphs, sentence structure, grammar, punctuation, and other points of style.

8) Cogency, coherence, and unity of the paper

9) Degree of challenge in the text discussed, and the degree of subtlety in the exposition.

Definition and Philosophy: Grade Inflation: An almost overpowering, constant, year by year surge of pressure to turn the meaning of grades into the following: 4.0 (pass), 3.7 (failure). This is understandable and is human nature, but must be resisted. Some schools offer only pass/fail options. But if there is a gradation scale, then it needs to be used.

4.0: Work of exceptional quality, involving deep and precise understanding, a challenging topic or issue, and an exceptional well-demonstrated analysis, with fluid writing throughout, and a consistent precision of ideas and elegance of expression.

Such a paper will elicit little commentary by the instructor, aside from checks (oohs) next to points made, and a final !! (standing ovation). The reader (including the instructor) should come away having learned something significant and been taught a deeper way of understanding the text under consideration.

In other words, this kind of paper reaches a genuine point of community of knowledge, where we are teaching one another well.

Not a common grade, but not impossible.

3.7: Work of excellent quality, like the above, but with some weak spots or flaws that do not significantly affect the importance of the work.

3.3: Work that is very good, does everything that is called for with some distinction, and shows a much better than average understanding.

3.0: Work that is good, that has offered a reading that is useful, points well made, and a conclusion that is of value, without a serious flaw or gap.

2.7: Work that is fairly good, but which shows evidence of thinness in argument, detail, precision, or other points.

Emphasis: Philosophy. Note: few of us operate on the level of exellent or exceptional all the time--either consistently across all assignments in a course, or consistently across all courses, or consistently across all assignments in whatever context. Sometimes we really are just good or very good. Good is not bad. (Some great sage said that). It isn't a shame, a failure, a disaster, a humiliation, or a cause for self-doubt, worry, anxiety, or distress. We may well wish to work to find out exactly how our performance can be improved. If we have put our heart into something that turns out to be good instead of exceptional, we will find the experience to be invaluable in helping us improve something that is important to our lives.

2.3: Work that is satisfactory, that completes the assignment, but with many areas that could be improved.

2.0: Work that is just fair. Haverford students tend to be strong students. A 2.0 is not a grade the instructor likes to give and should signal the need for improvement in focus, study habits, class attendance, amount of time or energy devoted to the course. If a student is unaware of any deficiencies in the above category, by all means consult the instructor.

1.0 -- 1.7 Passing grades, but with various levels of disappointment in the lack of apparent seriousness, preparation, or care in carrying out the assignment. A grade the instructor hates to give.

0 Failing. Failing to complete the assignment, writing an irrelevant assignment, or handing in work that has little demonstrative value. The instructor is horrified to have to give this grade, but for any endeavor to be worthwhile, there has to be a chance of failing, and occasionally someone takes up that chance. A situation where failure is impossible is for gods, infants, or students or instructors who do not wish to grow.

If a student finds the grade to be utterly inconsistent with the standards, it is important to meet with the instructor. Sometimes the instructor just makes a mistake. But in most cases, there are reasons for the evaluation and the discussion should focus on attaining a better understanding of these issues and exactly where the problem or problems were.