A Sample Grading Policy
(From a section of ENGL 105)

A REVIEW OF REQUIREMENTS.  This section of ENGL 105 is designed to give you as much experience as possible in using the composition skills you need for academic and professional success.  As in a job, you are expected to do all of the assigned work.  This expectation includes bringing drafts to class on days when workshops are scheduled.  You're responsible for making up missed assignments.  You must come to class on time and not accumulate absences.  Repeated tardiness will lower your grade, and 9 absences will constitute an F.  Plagiarism or any behavior which does not demonstrate respect and common courtesy to others in class or to me will also result in an F, regardless of your ability to perform academically.  I begin with the assumption that you know what it means to take responsibility for your education.  It speaks well for NIU students that the majority of you consistently meet these expectations.

Keep all work that's not on our course WebBoard in a folder-- including drafts, informal writing in class, etc.  Your folders must be submitted at midterm and at end of term.  If you ever have questions or seek an evaluation update, please see me during office hours or make an appointment.

A RATIONALE FOR GRADING. I do not grade papers individually.  Instead, I give you holistic grades that reflect the level of your entire performance as a student.  You will receive these grades at three intervals during the semester, before you receive your final grade.  But on most papers, you will also receive check-marks on a list of criteria.  These check-marks will reveal different degrees of strength or weakness in your performance for that particular assignment.  By reading each assignment carefully, you will always know what criteria to meet.  By reading my comments and the check-marks, you will learn where you are doing well, where you are improving, or where you require further effort.

 In addition, please read the following guidelines, so that you can self-assess your performance in this class:

STANDARDS FOR A 'C'
Writing.  Your criteria checks on assignments reflect several areas of weaknesses, but you also show a number of middle-range skills.  You always do and turn in the in-class and web board writing exercises.  Your exams in timed writing follow directions and accomplish what's required.  You meet all requirements for collaborative work.  Your revision tends to be focused on word changes or editing concerns.
 Reading.  You complete all reading assignments, and demonstrate ability to discuss or write about those texts accurately.  You look over and edit your own work fairly well.  You read classmates' work attentively, so you can offer helpful comments or questions when we have workshops.  You ask for explanations when you don't understand assignment directions.  You select appropriate research sources when they are required for class activities.
 Speaking.  You participate in class discussions when called upon.  You sometimes volunteer.  You never whisper or speak to a neighbor when someone else is speaking.  You always prepare for small-group discussions and do not miss presentations or talks.  You contribute your fair share in small-group activities.  You speak in a tone that, although informal, is appropriate and professional.  You obtain suitable interviews when required.

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STANDARDS FOR A 'B'
Writing.  You earn mostly middle-range checks on your assignments, although you also show some solid strengths and occasional weaknesses.  Your in-class and web board writing demonstrate above-average thoughtfulness and engagement with the topics specified.  Your exams in timed writing show solid command of your topic, preparation, and well-detailed response to the prompts.  You integrate references from your reading where appropriate, and your email reflections consistently demonstrate real effort to think through issues that are important to you. Your collaborative work shows fine integration of sources and a writing style that reads like a "group voice."  Your revisions often include substantial changes, additions, deletions, or reorganization, following feedback in conferences, peer responses, or my suggestions.
Reading.  You demonstrate a ready ability to discuss or write about the message and purpose of authors in assigned texts.  You are alert to possible biases or intentions that the authors reveal.  You frequently refer to texts to support your own opinions or ideas.  You follow assignment directions precisely. You edit your own work thoroughly.  You offer your classmates detailed comments, questions, suggestions when reading their pieces in workshops.  You refer to specific successes in classmates' writing, and you explain in detail how your classmates' work affects you as a reader.  You select appropriate research sources that substantially develop topics of class projects.
Speaking.  You frequently volunteer to participate in class discussions.  You assert opinions diplomatically to others who may disagree.  You suggest different ways to look at ideas.  You respond thoughtfully to what others say in discussions or presentations.  You often refer to what others say, when formulating your own spoken responses.  You get a conversation going and help keep it on track.  You demonstrate an organized, professional persona when you give presentations and talks.  You contribute information to others when it's appropriate.  You encourage other speakers to improve by offering explicit, constructive feedback and encouragement.  You engage interviewees in productive conversation and show how you assess the information they give you.
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STANDARDS FOR AN 'A'
Writing.  You consistently demonstrate many more strengths than middle-range skills or weaknesses in your assignments.  You earn this evaluation by exceeding assignment criteria in many areas, e.g. by supplying exceptional research, description, background information, characterization, analysis, examples, personal experiences, or anecdotes.  Your response to in-class writing is both plentiful and highly perceptive.  Your exams in timed writing demonstrate an exceptional command of the topic, and are not only well-detailed/ reasoned/ organized, but also show the kind of polish that reflects careful thinking and thorough preparation.  You extend class discussions into areas we didn't cover when writing your email reflections; you make ample connections between issues and real-life experiences; you demonstrate thoughtful respect for stances that differ from or oppose your own-- but you don't avoid controversy. Your collaborative writing demonstrates exceptional research, critique of sources, and integration with material your group members have written—and you help them to develop a "group voice" that makes a project uniform and consistent.  Your revisions show meticulous thinking beyond your initial drafts, so that it’s clear you’ve done further research and have reformulated ideas for greater amplification, explanation, support, critical reflection and questioning.
Reading.  You pay close attention to an author's language, to identify tones (e.g. authoritative, argumentative, ironic, humorous) and to identify persuasive techniques.  You speculate on an author's ideas/ purpose/ message, by assessing what kind of background or information s/he reveals, what sort of reasoning s/he uses, what kind of conclusions s/he arrives at.  You detect connections among authors in this course and authors from other courses.  You interpret assignment requirements in accurate and unusually inventive ways.  You read over your work closely to make sure you don’t simply correct all possible errors, but you also pay attention to developing a more persuasive and pleasing style, with an obvious anticipation of how you hope to affect your reader and how you want your reader to understand you.  You offer intensive, interested analysis to classmates in writing workshops by asking them about, or trying to figure out, what they mean and how they might better express themselves.  You seek out research sources that cover a wide range of perspectives on a topic, and you give critical evidence of why you selected these sources.
Speaking.  You voluntarily participate on a regular basis, and you demonstrate exceptionally constructive leadership in doing so.  You always include others at appropriate times-- asking them questions or adding to what they say.  You encourage others to speak, perhaps recalling what they have said previously, so as to bring them into new discussions.  You know when to stop speaking and listen.  You point out the different ways that authors or other classmates look at a topic.  You aim for your own professionally responsible classroom style, e.g. speaking tone, enunciation, gestures.  You give attentive, detailed response to classmates' talks with the same thoroughness you give to their writing.  You always seek and allow for more than one or two points of view in discussion.  Your interviews show evidence of keen observation, preparation, and interpretation, often incorporating information from more than one person so as to contrast or compare perspectives on a topic.