PAPER GRADING CRITERIA:

This criteria is mainly set for a term paper, but please review the comment section for common errors made in writing. Some of the main points I pay attention to as I grade your work are comments #1, 2, 5, 6, 9, 11, 14, 15, and 16.

(Based on a 100 pt. Paper)

COMMENTS:

1. Using initials, acronyms, or abbreviations before explaining their meaning

2. Switching from past to present or future tenses. Tenses need to match throughout the paper (unless directly quoting), IE. if the paper starts in past tense (-ed) one should not see conjugated verbs ending in -ing (present tense).

3. Do not use a pronoun without a direct object. In writing a paper, one should be able to draw an imaginary arrow to what the pronoun refers to earlier in the sentence or in the previous sentence. If one is not able to do this, the pronoun does not have a direct object.

4. Do not use (or use VERY infrequently) sentences starting with "that," "there," or "it" because they are vague terms and may lead to misunderstanding the ideas. These are pronouns without direct objects. Instead of using these vague terms, use the specific word(s) that the pronoun refers to.

5. Pronouns should match in number the object they are referring to. IE., "a person should use their own" IS WRONG. "Person" is singular, while "their" is plural - more than one. Correct usage should look like either "people (pl.) should use their (pl.) own" OR "a person (singular) should use his or her (singular) own". Additionally, one does not choose between him or her, one uses both unless referring to a specific person.

6. ALWAYS proofread the finished paper. Grammar and spell checks do not always catch all the errors, especially if the error is spelled correctly - "of" instead of "if." It is always obvious to an instructor when a paper has not been proofread. Better yet, have someone else read the paper for a second opinion.

7. When proofreading a paper, the writer should be sure that terms are not used to excess. If there are three of the same words in a sentence, or if an adjective (which describes something) is used excessively in a paragraph (more than two times) the writer should check the Thesaurus to find a new word with a similar meaning.

8. Avoid using "very," "really," and other modifiers. If an idea is exciting, to label it as VERY exciting or REALLY exciting is insulting to the reader and inappropriate in college level writing.

9. Do not use slang terms, idiomatic expressions (climbing the walls), or clichés (cute as a button; better late than never) - got, ain’t, a lot, really had it, busted, kids (instead of children). etc. Think of the literal meaning of the word, and if it is inappropriate for the idea, find the actual word. Clichés are phrases which are outdated and overused. Idiomatic expressions and slang terms could have double meanings, especially if interpreted literally. If a person is "climbing the walls," they either may be very active or they may be climbing up a wall. If the person is very active, do not use the idiomatic expression. (Hint: pretend that you have just learned English and haven’t learned our slang, idiom, or cliché usage yet. What would the phrase mean to you? Would you understand what the speaker/writer was really trying to say?)

10. Do not use contractions in a college level paper - can’t, won’t, shouldn’t, etc. Use both words - cannot, will not, should not, etc.

11. In college writing, do not EVER speak directly to the reader in a paper. Do not use you, your, yourself, etc. or indirectly imply that you are speaking to the reader. Instead use one, oneself, or a person. Always write in first (me, my) or third (he, she, it) persons.

12. Spell out all numbers under 100, except for dates and times. (1:05 is correct, but 45 minutes is not.)

13. When speaking of a person, use "who" instead of "that". IE. "A person who" is correct, but "A person that" is not. People are not "thats," nor are they "its."

14. Do not start sentences with AND, BUT, OR, or any other conjunctions. Conjunctions bind two thoughts together, so there must be a complete thought before and after the conjunction.

15. Incomplete sentence. All sentences should have a subject and a verb. Read the individual sentence out-loud. See if it makes sense by itself. If it does not make sense, check to see if it has a subject and a verb. Whether it does or not, if the sentence doesn’t make sense all by itself, CHANGE (re-word) IT!

16. Paragraphs should have more than one or two sentences. Paragraphs should focus on one theme only, with all the sentences supporting that single subject or idea. Paragraphs should not have more than 5-7 sentences.