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ENG 101: English Composition I
General Information:
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Grading
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ENG 102: English Composition II
General Information:
Catalog Description
Goals & Objectives
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Grading
Materials Database:
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Listed below are the University's standard grade breakdown for its General Education courses; immediately following these standards are grading rubrics intended to supplement the University's grading standards. These detailed grading rubrics, which list performance standards in five areas, are intended to provide faculty with a clear set of standards and expectations for student writing. See also the ENG 102 policies section for additional grading information.

UNIVERSITY GRADES

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
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."
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
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.

 

ENG 102: GRADING RUBRIC

INVENTION
Rating	Standards
5	Purpose is clear and appropriate to the assignment Research question is thoughtful and engages in an ongoing debate or demonstrates course-appropriate originality 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
4	Purpose is clear and appropriate to the assignment Research question is thoughtful Introduction engages the reader and creates interest Essay maintains interest by creative choices made in content selection Concludes smoothly and powerfully
3	Purpose is appropriate to the assignment Research question is appropriate to the assignment Introduction provides adequate information to set the stage for the essay Essay maintains reader's interest Concludes effectively
2	Purpose is unclear or not well developed Research question is shallow or does not lead to a debatable claim Introduction fails to create reader interest Essay fails to maintain reader's attention Essay concludes weakly
1	Purpose is not clear or is not related to the assignment Research question does not respond appropriately to the assignment Introduction is inadequate Essay does not interest the reader Essay lacks closure
ARRANGEMENT
Rating	Standards
5	Essay includes an explicit or implied plan for development and a thesis Organization strengthens the argument and engages the reader Discussion paragraphs demonstrate a nuanced and creative use of elements of formal argumentation Paragraphs show a sophisticated level of unity and coherence
4	Essay includes plan for development and a debatable claim Organization strengthens the argument and considers the reader Discussion paragraphs use elements of formal argumentation to establish persuasive momentum Paragraphs are unified and cohesive
3	Essay includes a discernable plan for development and a debatable claim Organization is appropriate for the assignment Discussion paragraphs employ elements of formal argumentation Paragraphs hold together adequately
2	Essay shows minimal plan for development Essay lacks a clear organizational strategy Discussion paragraphs lack elements of formal argumentation OR paragraphs lack unity and cohesion
1	Essay demonstrates no apparent plan for development and lacks unity and cohesiveness Discussion paragraphs lack appropriate persuasive strategies
DEVELOPMENT
Rating	Standards
5	Presents a highly coherent, clearly logical case in support of the claim with powerful use of strategies, examples, definition, explanation, and other credible evidence from outside sources Discussion paragraphs critically respond to, analyze, and synthesize outside sources in sophisticated ways
4	Presents a coherent, logical case in support of the claim with effective use of strategies, examples, definition, explanation, and other credible evidence from outside sources Discussion paragraphs critically respond to, analyze, and synthesize outside sources
3	Presents an adequate case in support of the claim with some use of strategies, examples, definition, explanation, and other credible evidence from outside sources Discussion paragraphs respond to, analyze, and synthesize outside sources
2	Lacks either a coherent, logical case OR adequate use of strategies, examples, definition, explanation, and other credible evidence from outside sources Discussion paragraphs incorporate outside sources without analysis or synthesis
1	Exhibits little or no support for the claim Discussion paragraphs fail to respond to, analyze, and synthesize outside sources
RESEARCH METHODS
Rating	Standards
5	A carefully selected variety of outside source material is quoted, paraphrased, and/or summarized accurately, with close attention to original context Essay uses the assigned documentation style consistently and appropriately Outside source material is interwoven seamlessly and purposefully into the essay according to standard conventions Outside source material is used ethically
4	A variety of outside source material is quoted, paraphrased, and/or summarized accurately, with attention to original context Essay uses the assigned documentation style consistently and appropriately with only minor errors Outside source material is integrated into the essay according to standard conventions Outside source material is used ethically
3	Outside source material is quoted, paraphrased, and/or summarized without major errors or accuracy or context Essay uses a documentation style consistently and appropriately but with more significant errors Outside source material is integrated into the essay according to standard conventions Outside source material is used ethically
2	Outside source material is quoted, paraphrased, and/or summarized with major errors of accuracy and context OR essay uses documentation inconsistently or inappropriately However, outside source material is used accurately
1	Any one of the following may merit a score of 1: Outside source material is quoted, paraphrased, and/or summarized inaccurately or taken out of context Essay fails to use any recognizable documentation style Outside source material is not integrated into the essay according to standard conventions Essay fails to include assigned Works Cited and/or Bibliography Outside source material is used unethically
EDITING
Rating	Standards
5	Contains no more than three major editing errors Contains no distracting editing errors in the Works Cited and/or Bibliography
4	Contains somewhat more errors (typically no more than two or three per page) Contains few distracting editing errors in the Works Cited and/or Bibliography
3	Contains editing errors that slightly impede meaning and somewhat distract the reader Contains noticeable editing errors in the Works Cited and/or Bibliography
2	Contains multiple errors that substantially distract the reader Contains multiple editing errors in the Works Cited and/or Bibliography
1	Contains multiple errors that seriously impede meaning Contains fatal flaws in the Works Cited and/or Bibliography
STYLE
Rating	Standards
5	Demonstrates mastery of all elements of style
4	Shows appropriate language, content, and persona and reveals some sophistication of language usage and syntax
3	Exhibits appropriate language, content, and persona, but lacks sophistication of language usage and syntax
2	Uses either language, content, or persona inappropriately and lacks sophistication of language usage and syntax
1	Lacks minimal control of the elements of style