Name_____________________________________
Date______________________________________
Title of Critical Essay ________________________________________________
Criteria for Critical Paper Grade
Thesis Statement
Is the thesis statement or main idea clearly stated, interesting, and well worded? Is the topic discussed in an engaging, forceful and aesthetic way?
Organization and Development of Paragraphs and Supporting Detail
Is the thesis statement of the critical paper supported by quotations and examples from the text? Are the quotations clearly connected to the idea being explained? Are the details of the paragraphs well organized, clearly stated and fluid? Is the introduction arresting and well developed? Does the conclusion provide a satisfying, non-­‐‑repetitious and logical cadence or closing to the essay? Sentence Structure
Are the sentences forceful and free of unnecessary words, phrases and clauses? Are they natural and free from awkward expressions and slang? Do they express ideas concretely, definitely and specifically? Are the sentences aesthetic?
Word Choice
Are the words fiHing, interesting and aesthetic?
Grammar, Usage and Spelling
Are there any errors in grammar, punctuation, usage or spelling?
Grade&
Score
Main idea (10)_______
Organization and Development of Supporting Detail (30) _______
Sentence structure (see opposite page) (10)_______
Word choice (10)_______
Grammar, Usage and Spelling (see opposite page) (10)_______
Content (30)_______
&
Score_______
SENTENCE STRUCTURE AND GRAMMAR (1 POINT FOR EACH MISTAKE)
Sentence Structure  Fragments and run-­‐‑on sentences
 Awkward sentence structure; faulty coordination; faulty subordination
 Unvaried sentence structure (sentences should be varied, using simple, complex, compound, compound-­‐‑
complex structures)
 Frequent use of passive voice
Punctuation: Commas, Semicolons, End Marks, Hyphens, Etc.
 Improper use of commas (Commas are used aNer introductory clauses and long introductory phrases, to separate interrupting elements in a sentence, such as appositives; etc.)
 Missing end marks
 Improper use of quotation marks (periods and commas should be contained within quotation marks, etc.)
 Improper punctuation used with conjunctive adverbs (Conjunctive adverbs such as however, consequently, therefore, etc. are preceded by a semicolon or end mark and oNen followed by a comma.)
 Misuse of semicolons (semicolons are used to separate closely related independent clauses and to avoid confusion when there is much internal punctuation)
 Misuse of dashes or hyphens (Dashes indicate an abrupt change in thought; they should not be confused with hyphens, which are used for dividing words, joining compound words, and words working together as one modifier.)
 Incorrect use of apostrophes (Apostrophes are used for possessive nouns and contractions. E.g., George’s and Chris’s lunch; the two boys’ sweaters; seven o’clock; can’t) They are not used with pronouns except in contractions. E.g., The dog bit its [not it’s] leash)
Pronouns
 Error in pronoun agreement (Pronouns must agree with their antecedents in number.)
 Vague or ambiguous pronouns (Personal pronouns should not be vague or ambiguous in their reference; the relative pronouns (who, whose, whom, which, that) should have a specific reference.)
 Pronoun shiN
 Use of “you” to mean “one.”
 Use of the first personal pronoun in a formal essay (“I”) (E.g., “I think that…”)
Verbs
 Improper tense or verb form (tense shiN; improper tense or principal part)
 Incorrect verb form expressing subjunctive mood (E.g., “If I were you…”)
 Lack of subject-­‐‑verb agreement
Miscellaneous
 Faulty parallelism or faulty comparison
 Modifier problem (misplaced or squinting modifier; use of adjective for adverb; incorrect use of comparative or superlative)
 Incorrect spelling
 Improper capitalization
 Improperly typed or handwriHen titles of works (these are underlined if handwriHen or italicized if typed; smaller works are surrounded by quotation marks.)
 Error in use of correlative conjunctions (not only…but also; either…or; neither…nor; both…and)
 Other _______________________________________________________________