Characteristic

A

C

1

Thesis

Unique insights, possibly with a preview list of topics

Attempts to “prove” the ordinary or the obvious

2

Organization

Takes the reader along via transitions and coherent connection within and between sentences

Tries to apply a formula for structure, doesn’t find the real topic until the end, or doesn’t take the reader along

3

Coherence

Topic words network throughout the essay, sometimes repeated as synonyms or even antonyms

“Mumbling to their navel”: Uses lots of pronouns instead of precise nouns so reader has to track back or guess what’s being discussed

4

Sentences

Sophisticated and varied sentence structure

Every sentence is two lines long, 25 words or so--or short sentences preferred.  Maybe “which” becomes an all-purpose conjunction.

5

Vocabulary

Uses rare, technical, and even poetic words (comparisons) facilely and precisely; uses action verbs

Confuses words, struggles for words, lets them slither into the wrong context; sticks to a simple vocabulary to get the spelling straight

6

Evidence

Provides multiple examples to establish a pattern, explaining each in the context of the thesis

Gives examples grudgingly, perhaps only on request during revision; prefers platitudes and truisms, as if academic argument is like conversation with buddies

7

Quoting

Quotes phrases, using them as part of a sentence that may contain an introduction or commentary on the quotation.

Forgets the quotation marks at one or both ends, hangs quotations between sentences, and/or misuses the word “quote” as in the misguided formula, “I have a quote” or “The President quoted today that he . . . .”

8

Research

Sees research as more sophisticated evidence, but comments on any research reported; documents accurately

Sees research as not thinking for yourself; often plopped into a paragraph as if the facts or opinions spoke for themselves; skips documentation or mishandles it, even if the formats are checked instead of guessed at