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Four papers are still swimming-albeit almost drowning; however, one good kick would put them above water.
Although they may be flawed, the papers, nevertheless, display consistent control over the elements of effective writing and reveal the students' ability to read with perception and to express ideas with clarity and skill.
Papers with a score of 9 will sing while 8 papers are almost there with just a few flat notes.
Their thesis statements may not reveal clear understanding of author's tone(s).
Only a vague relationship exists between paragraphs' discussions of point of view, syntax, diction, detail, organization and how these relate to the question.
The essays correctly identify two tones or sides of the author's attitude toward the subject in a well-written thesis and deal specifically with narrative techniques such as point of view, syntax, diction, detail, and organization.
These papers use appropriate choices for quotation or reference and select an appropriate number of choices from throughout the passage.These papers compound the weaknesses of essays in the 3-5 range.Moreover, they seriously misread the passage or fail to respond adequately to the question.These papers adequately demonstrate an understanding of the passage.Tone identification may not be as precise or thesis as forcefully worded as in 9-8 essays.The essays may be unacceptably brief, may be poorly written on several counts and/or may contain many distracting errors in grammar and mechanics.Although they may have attempted to answer the question, the views presented typically have little clarity or coherence.These papers looks good on the surface but are simplistic.Students respond correctly but do not devote enough space to arguments.Choices of proof may be less effective than those in 9-6 range or not from throughout the passage.Although adequate to convey the students' thoughts, the writing is not as well conceived, organized or developed as that in papers scoring in the upper half.