Professor Jerry Philogene

American Studies and Africana Studies Departments

GRADING SCALE FOR WRITTEN WORK AND CLASS PARTICIPATION

Grade Meaning Percentile

A Excellent 95-100
A- Excellent 91-94
B+ Very Good 88-90
B Good 84-87
B- Good 80-83
C+ Competent 76-79
C Competent 73-75
C- Continuation competency 70-72
D+ Passing 64-69
D Passing 60-63
F Failure 59 and below

SCORING GUIDE FOR WRITTEN WORK

A Essays graded at the highest level are exciting, illuminating, and convincing. This work is
comprehensive and detailed, integrating themes and concepts from discussions, lectures and readings.
Writing is clear, analytical, and organized. Arguments offer specific examples and concisely evaluate
evidence. Paper shows excellence in both content and form. It is well organized, well argued, and well
written. Thesis statement and arguments are consistent, insightful, creative, intelligent, and serious. They
usually contain all of the following:

Originality of thought in formulating, stating, and developing a thesis.

Clarity and logic of ideas.
Judicious use and analysis of quoted evidence from primary sources and (if applicable) secondary
sources.
Concentration on the thesis or main point such that evidence and argument relate to, qualifies, or supports
that thesis throughout.
Careful construction and organization of sections, paragraphs, and sentences in the essay.
Appropriate, effective, even graceful style and diction.
Conventional grammar, spelling, punctuation, and documentation (at the most, only one or two isolated
errors).

A- The work is only minimally less impressive than those at the highest level. A- work is often slightly
flawed in one or two of the seven categories listed above, but still represents academic excellence
illustrating effective and creative communication of ideas; sophisticated level of argumentation; excellent
organization; clearly defined, compelling thesis; thorough use of text/s and evidence to support arguments.
Nearly free of grammatical, spelling, typographical (writing) errors.
B+ Superior but not exceptional work. Written work at this level shows careful thought and execution,
mastery of both topic and compositional skills, clear and accurate communication of ideas; well-defined
thesis statement; substantial and effective use of textual support and evidence; well-structured
argumentation; very few writing errors. This work is complete and accurate, offering insights at general
level of understanding. Writing is clear, uses examples properly and tends toward broad analysis. Typically,
this is a good paper that falls short in some aspect(s) of the writing task, such as elaborating conclusions,
justifying choices, or fully explaining claims.

B Better than average in content, form, and style, a paper in this range usually lacks the originality,
mastery, and polish which characterize the best essays. There are minor problems in a majority of the
seven areas, though the essay has a clearly stated thesis, an adequate development of clear and relevant
ideas, and positive stylistic qualities. Sometimes this essay contains good ideas but relies uncritically on
secondary sources, errors in analysis of quoted primary material, or demonstrates problems in
paragraphing, transitions, punctuation, and style.

B- Only slightly above average, this essay still represents solid work, careful preparation, and
accurate perceptions about the topic examined. But essays at this level offer very little original thought and
may have defects in all the categories which are too obvious to consider merely minor.

C+ Average or satisfactory work, this essay is similar to the one above but contains a serious problem
in one of the seven categories or a problem with accuracy in interpreting reading materials. Adequately
clear communication of central thesis and main arguments; occasional and/or clumsy use of textual
support; moderate amount of writing mistakes and organizational difficulties. This work is correct but is
largely descriptive, lacking analysis. Writing is vague and at times tangential. Arguments are unorganized,
without specific examples or analysis. It has shortcomings both in form and content, and might have been
too sketchy and superficial in discussing the topic.

C/C- Barely satisfactory and below average, these papers suffer from major problems in several
categories. They may be organizationally, stylistically, or conventionally satisfactory but lack accurate,
logical, not to mention original, ideas. Often they present a mere report, repeating either class material or
common knowledge. Sometimes they lack any supporting evidence and fail to analyze quoted material. On
the other hand, the major problems could be largely in the area of writing skills. A fairly penetrating piece
could be damaged by a faulty organization which fails to concentrate on the thesis. The C- essay could be
stylistically irresponsible, making little effort to provide the conventional grammar or appropriate diction
required for a clear reception by the reader.

D+/D/D-Passing to barely passing, these essays have more of the serious problems noted above and
fewer redeeming virtues. A paper at this level is a poor achievement in thought and expression. Its thesis is
not formulated with sufficient clarity nor presented with sufficient completeness, and it usually contains
errors in the use of the rules of grammar of the English language. Such a paper may be little more than a
plot summary or it may lack supporting evidence to the point that it is merely a web of unsubstantiated
claims. With more careful proofreading and revision, or with fuller development, a paper in this range might
have been raised to the next higher level, but the results may not derive from sloppiness. Poor or missing
thesis statement; poor organization; overall lack of clarity and sustained argument; numerous writing errors,
little or no textual support or evidence; multiple inaccuracies.
This work is incomplete, and evidences little understanding of the readings or discussions. Arguments
demonstrate inattention to detail, misunderstand course material and overlook significant themes. This
paper is poorly done, both in form and content. This is a paper that only accomplishes the minimum
required and that disregards the instructors advice and directions. It shows serious problems both in writing
style and exposition of ideas. Typical problem include: a) being written in a language only loosely
related to the rules of grammar of the English language; b) careless use of words and expressions;
c) lacking a clear and effective form of organizing ideas; d) contradicting its own ideas of claims; e)
using incomplete and disconnected sentences and/or paragraphs.

F Failing work. An essay at this level has a very poor thesis, a very badly stated thesis, or often, no
thesis at all. Its development is scant, illogical, or irrelevant, and its organization is unclear or non-existent.
Its style is repugnant, and serious errors in the use of the rules of the English language interfere with the
readers understanding. Work turned in late or not turned in; work is inaccurate, incoherent, and/or
unacceptably brief. It disregards directions given, is incoherent, and shows negligence and carelessness.

SCORING GUIDE FOR CLASS PARTICIPATION

93-100 Comes to class prepared, having read and thought about the material; asks questions and makes
comments explicitly referencing the texts; participates with enthusiasm but is considerate of and listens to
others; helps to advance the understanding of the large or small group with relevant comments, examples,
and insights.

85-92 Comes to class demonstrably prepared, having read and thought about the material. Participates
with interest in large and small group activities, listens to others, asks and responds to questions with
insight and enthusiasm.

80-85 Comes to class prepared, having read and thought about the material. Participates with interest,
but talks only occasionally or dominates the conversation without consideration of others, asks questions.

70-79 Comes to class with some of the assignments prepared; is reticent but tries to participate.
Inconsistent and/or mediocre quality of input and performance.

60-69 Comes to class but is not prepared; rarely participates in discussion and/or offers little of
substance; is consistently bored or sleeps in class.

-60 Does not show up, either physically or mentally; does not participate in class discussion.

Please make an appointment to see me if you have any questions or concerns about your grades. Errors in
calculation brought to my attention will be corrected, but I do not negotiate about grades. However, I
gladly discuss my grading expectations with students before and after papers, and will do my best to make
things clear. I do not have these discussions through email. My evaluation of students will be based on
their apprehension of lecture and reading materials.\

Revised 9/2016