Note: These are general standards used by the English Department. Most writing in psychology is of a technical nature – factual and research based rather than opinion. However, the prose should be in good, well crafted English.

GRADING STANDARDS

A BLANK PAGE STARTS OUT AS A "ZERO" AND WORKS ITS WAY UP TO A CERTAIN LEVEL MORE BY A DISPLAY OF STRENGTHS THAN BY AN AVOIDANCE OF FAULTS.

Typical characteristics of the A paper

‑Both the subject of the paper and the framework of interpretation are always clear. The careful reader can discern the purpose behind every paragraph and sentence.

‑The paper seems at every point well suited for the intended audience.

‑The paper is well organized, and the organization does not seem mechanical or awkward.

‑The sentences are varied in length and structure according to the writer's meaning and emphasis.

‑The word choice is almost uniformly good. Words are chosen for precise denotation, connotation, and tone.

‑In grammar, mechanics, and usage, the paper is correct except for excusable errors or inadvertence and violations of extremely technical rules.

Typical characteristics of the B paper

‑The subject and the interpretive framework are always clear. The careful reader may have some difficulty seeing the pertinence of a brief passage here and there.

‑Except for rare lapses, the paper is well suited for the intended audience.

‑The organization is correct, but transitions are sometimes strained.

‑Each paragraph has its own framework, subject, and details.

‑The sentences are usually varied in length and structure according to the writer's meaning and emphasis.

‑The word choice is generally correct. The writer has gone beyond the automatic word to find one more precise and effective.

‑The paper is generally correct in grammar, mechanics, and usage, though there are some problems with complex grammar and punctuation traps.

Typical characteristics of the C paper

-Though the reader can name the subject and framework of the paper, the paper does not seem consistent or forceful in its interpretation. Readers may feel that they are hearing conventional ideas about a conventional subject, or they may feel they are reading the work of someone who has not thought his or her way to a clear view of the subject.

‑The organization is acceptable, though some parts may be slightly awry. The essay has a clear thesis or principle of organization, but parts of the paper seem to be in revolt or on vacation.

‑The paragraphs have their own frameworks and subjects, though the quality of the

supporting details is sometimes disappointing.

‑There are very few errors in sentence structure, but the sentences are not varied.

‑The word choice is generally correct, but the range of words is limited; therefore, the diction is sometimes imprecise and monotonous.

‑Though the paper contains few major errors, there are mistakes in niceties of spelling, grammar, punctuation, and mechanics.

Typical characteristics of the D paper

‑Only in a few places can the reader detect the writer's framework. As a result, the paper seems an unfocused exercise rather than an interesting essay. The writer does little to engage the audience.

‑Some principle of organization is apparent, but isn't successfully followed.

‑The paragraphing is rational, but the body paragraphs are underdeveloped. They may be made up of a series of generalizations without details or of details that seem to have no controlling idea or framework.

‑Errors in sentence structure are frequent enough to distract the reader, but are not pervasive.

‑Words are occasionally misused. Attempts to go beyond everyday vocabulary go awry.

‑The sentences conform well enough to the grammar of English as spoken by educated (but not fussy) people. They often fail to conform to the conventions of written English.

Typical characteristics of the F paper

‑The paper seems to be a mechanical exercise without a significant framework and without a realistic sense of audience.

‑There is no apparent principle of organization.

‑There is no apparent rationale for the paragraphing.

‑There are frequent sentence structure errors of a kind that would make most educated readers suspect that the author has little education.

‑Words that should be within the range of almost all college students are misused and confused.

‑Some errors indicate a failure to understand the basic grammar of the sentence. Simple words are frequently misspelled.