The grades that ENG 101 and ENG 102 instructors can assign students on the final grade report are as follows.
| A | Excellent | 4 points |
| B | Good | 3 points |
| C | Satisfactory | 2 points |
| D | Poor | 1 point |
| F | Failure | 0 points |
| I | Incomplete | 0 points |
| PR | Progress | 0 points |
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Note: The "PR" is given only in General Education foundation courses. In ENG 101 and 102, it is assigned to students who have completed all assignments, fulfilled the attendance requirements stated on the teacher's syllabus, and made "progress" during the semester, but whose writing has not reached the "C" level by the end of the semester. Students who fall into this category -- none of whom is ready to move out of ENG 101 into ENG 102, and none of whom is ready to move out of ENG 102 into the demanding writing environments found in many SIUE classes -- should not be given a "D" or "F." They should be given a "PR."
The "PR" grade forces students to repeat the course (and pay the requisite fee) so that they can attempt to reach a more sophisticated writing level. However, the "PR" does not affect students' grade point averages. Thus, it helps some students avoid the Academic Probation status, and it allows some students to retain financial aid upon which they are dependent. The "PR" forces students to repeat ENG 101 or 102 while minimizing collateral damage.
Please note that students can receive only one "PR" for ENG 101, and only one "PR" for ENG 102. Students who have not attained the "C" level, but who have already received a "PR," must be assigned a "D" or "F."
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| UW | Unauthorized Withdrawal | 0 points Calculated as an F in students’ GPA |
| W | Withdrawal | 0 points |
| WP | Withdrew Passing | 0 points |
| WF | Withdrew Failing | 0 points Calculated as an F in students’ GPA |
| WR | Withdrawal by Registrar | 0 points |
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Instructors may withdraw students who fail to meet absence requirements as posted in their syllabi. The stated absence policy must be specific, i.e. “a student who misses more than three classes before week 10 will be withdrawn from the course and be assigned a WR for the course.” After week 10, instructors may not withdraw students.
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| INVENTION |
| Rating | Standards |
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5
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Purpose is clear and appropriate to the assignment
Introduction masterfully engages the reader and creates interest
Essay sparkles with creative content choices and is thought-provoking
Conclusion is elegant, taking advantage of its rhetorical position in the essay
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4
|
Purpose is clear and appropriate to the assignment
Introduction engages the reader and creates interest
Essay maintains interest by creative choices made in content selection
Concludes smoothly and powerfully
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3
|
Purpose is appropriate to the assignment
Introduction provides adequate information to set the stage for the essay
Essay maintains reader's interest
Concludes effectively
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2
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Purpose is unclear or not well developed
Introduction fails to create reader interest
Essay fails to maintain reader's attention
Essay concludes weakly
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1
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Purpose is not clear or is not related to the assignment
Introduction is inadequate
Essay does not interest the reader
Essay lacks closure
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| ARRANGEMENT |
| Rating | Standards |
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5
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Essay includes an explicit or implied plan for development and a thesis
Organization is masterful
Paragraphs show a sophisticated level of unity and coherence
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4
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Essay includes plan for development and a thesis
Organization is effective for the assignment
Paragraphs are unified and cohesive
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3
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Essay includes a discernable plan for development and a thesis
Organization is appropriate for the assignment
Paragraphs hold together adequately
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2
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Essay shows minimal plan for development
Essay lacks a clear organizational strategy
OR paragraphs lack unity and cohesion
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1
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Essay demonstrates no apparent plan for development and lacks unity and cohesiveness
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| DEVELOPMENT |
| Rating | Standards |
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5
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Presents a highly coherent, clearly logical case in support of the thesis with powerful use of strategies, examples, definition, explanation, etc.
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4
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Presents a coherent, logical case in support of the thesis with effective use of strategies, examples, definition, explanation, etc.
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3
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Presents an adequate case in support of the thesis with some use of strategies, examples, definition, explanation, etc.
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2
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Lacks either a coherent, logical case OR adequate use of strategies, examples, definition, explanation, etc.
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1
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Exhibits little or no support for the thesis
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| STYLE |
| Rating | Standards |
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5
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Demonstrates mastery of all elements of style
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4
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Shows appropriate language, content, and persona and reveals some sophistication of language usage and syntax
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3
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Exhibits appropriate language, content, and persona, but lacks sophistication of language usage and syntax
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2
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Uses either language, content, or persona inappropriately and lacks sophistication of language usage and syntax
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1
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Lacks minimal control of the elements of style
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| EDITING |
| Rating | Standards |
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5
|
Contains no more than one editing error per page
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4
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Contains somewhat more errors (typically no more than two or three per page)
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3
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Contains editing errors that slightly impede meaning or somewhat distract the reader
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2
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Contains multiple errors that substantially distract the reader
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1
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Contains multiple errors that seriously impede meaning
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