Essay grading codes
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CodeExplanationResourcesAdditional Resources
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=strong use of parallelismhttp://owl.english.purdue.edu/owl/resource/623/1/
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aeabrupt ending
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anaanalytical essay: 3 essential questions…1. How is the writer creating meaning? 2. What writer's tools are used? 3. What is the effect of the writer's tool on the audience?
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avpwrite with attention to active voice, not passive voicehttp://owl.english.purdue.edu/owl/resource/539/02/http://owl.english.purdue.edu/owl/resource/539/05/
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awkawkward sentence structure, word syntax, etc. http://owl.english.purdue.edu/media/pdf/20080306044359_727.pdf
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bsbe specifichttp://owl.english.purdue.edu/owl/resource/572/01/
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capcapitalization errorhttp://owl.english.purdue.edu/owl/resource/592/1/
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cscomma splicehttp://owl.english.purdue.edu/exercises/5/26/5/
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ddiction (check your word choice; is this the strongest or most appropriate word at this place in this sentence?)http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=2&article_id=66
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detadd detail here; the essay needs more detail and original thoughthttp://owl.english.purdue.edu/owl/resource/537/02/
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devparagraph needs much more development, especially if it is the introductory paragraphhttp://owl.english.purdue.edu/owl/resource/606/1/
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ffragmenthttp://owl.english.purdue.edu/exercises/5/18/
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lplack of parallelismhttp://owl.english.purdue.edu/owl/resource/623/1/
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mlaimproper MLA (Modern Language Association) documentationhttp://owl.english.purdue.edu/owl/resource/747/01/http://www.youtube.com/watch?v=24Y31UrG2q4&feature=c4-overview-vl&list=PL4917D9E21FA6EDFF
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papronoun/antecedent agreement errorhttp://owl.english.purdue.edu/owl/resource/595/01/http://owl.english.purdue.edu/owl/resource/595/02/
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pepunctuation errorhttp://owl.english.purdue.edu/owl/resource/566/01/
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poswell developed area of the essay; positive aspects about this highlighted section will be discussed; use this area as a model for future essays
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ptuse present verb tense for literary essays (remember…literature is alive in the present moment)http://owl.english.purdue.edu/owl/resource/601/01/
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redredundanthttp://owl.english.purdue.edu/owl/resource/572/1/http://owl.english.purdue.edu/owl/resource/572/2/
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rorun-on sentencehttp://owl.english.purdue.edu/exercises/5/26/5/
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rstry using rhetorical strategies to bolster your thesis; this will add another level to your paper; your readers will surely reap the rewardshttp://owl.english.purdue.edu/owl/resource/625/1/http://www.youtube.com/watch?v=mIESu4yXco4
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rwtotally re-work this area; this section may be incoherent, confusing, unrelated, etc.
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s?What/who is your source?http://owl.english.purdue.edu/owl/resource/552/03/
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sespelling errorhttp://owl.english.purdue.edu/owl/resource/660/1/
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smsomething is missing (may be any of the eight parts of speech: noun, pronoun, verb, adjective, adverb, interjection, conjunction, preposition)http://owl.english.purdue.edu/owl/resource/730/1/
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sumyou are simply summarizing; "scuba dive" and add details and original thoughts
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svsubject and verb do NOT agreehttp://owl.english.purdue.edu/owl/resource/599/01/
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swSo what? How does this support the overall purpose of the paper?http://owl.english.purdue.edu/owl/resource/724/02/
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thclearly define your thesis; thesis unclearhttp://owl.english.purdue.edu/owl/resource/545/1/http://www.youtube.com/watch?v=m5jYOR3IccA&feature=c4-overview&list=UUd5CvyUTU0N-DRb0yEu8ddQ
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tntransition neededhttp://owl.english.purdue.edu/owl/resource/574/01/
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vvague; generalizedhttp://owl.english.purdue.edu/owl/resource/572/01/
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vsvary your sentence structures; this adds interest and readability for your audiencehttp://owl.english.purdue.edu/owl/resource/573/01/
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vtvert tense error and/or shift in verb tensehttp://owl.english.purdue.edu/owl/resource/601/1/http://owl.english.purdue.edu/owl/resource/718/1/
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vwverbose or wordyhttp://owl.english.purdue.edu/exercises/6/9
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wtWhat writer's tool was used? http://teacherpages.hallco.org/webpages/jhardison/files/ap%20language%20toolbox%20terms%202012-2013.pdf
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wt?What is the effect of the writer's tool?http://teacherpages.hallco.org/webpages/jhardison/files/ap%20language%20toolbox%20terms%202012-2013.pdf
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MLA Editor
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Chicago Manual of Style
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Points
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1. Simple but thorough.
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2. One-stop shop
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3. Marks work for grading by hand/computer
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4. Crowdsourcing for resources (videos, websites, student essays, etc.)
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5. Differentiation during writing workshops/lessons
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6. Can also integrate remediation (Grammar Bytes, etc.)
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7. Does not have to be a spreadsheet (Google Slides)
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