"I'm Just Not Sure What You Want" How Warren Grades Papers
	F Range Insufficient length. And/or little evidence of effort. And/or has a topic unrelated to the subject matter of the course. And/or writing is unintelligble.
	D Range Is a reasonable length. Displays evidence of effort. Has a topic addressing subject matter of the course. Fairly consistent grammar. Has evidence of work on grammar problems.
	C Range everything listed below but the mistakes, and: Major grammatical errors trigger a C. These include comma splices SFH 24c , subject-verb agreement problems SFH 16a , incorrect use of apostrophe-s SFH 19b , and others. (SFH = The Scott, Foresman Handbook for Writers used in the Colloquium.) Articulates a coherent thesis, stated as an assertion, and addressing a question at issue. For more info, see John Gage's The Shape of Reason, 2nd edition, chapter 3. Correctly documents sources. Avoids simply summarizing what other students in the class and/or readers of the literature you are discussing would already know.
	B Range everything listed below but the mistakes, and: No major grammatical errors Meets the checklist on "What Papers for English Classes Do" Is written in a style that is appropriate for an academic audience, but is not wooden or fusty. (i.e. use active verbs! For more information see Richard Lanham's Revising Prose chapters 1 & 2. If you can't find it, ask Warren.) Articulates a distinctive argument backed up with appropriate examples and illustrations, and, if necessary, addressing potential counter-arguments. Uses outside research if necessary.
	A Range everything listed below but the mistakes, and: Articulates a distinctive and creative argument that advances our understanding of the literature and/or issues under discussion. Displays a command of the concepts, terms, and critics it invokes. Is written in a style that is engaging, rigorous, distinctive, and readable.