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The stack of papers on your desk seems bottomless, and mid-way through the paper you are reading, you cannot remember what the student is arguing. Now you have to go back and re-read the paper. On top of this, you are not even sure what constitutes a good and bad paper anymore.

We have all been overwhelmed by the grading process. Though many of the tips below may appear to be time-consuming, they can in fact lead to a reduction in grading time and more importantly, a more productive, fruitful use of that time.

Invest Your Time Earlier in the Process

• Clearly explain the criteria you will use when evaluating student papers. Writing out your criteria insures consistency and provides a useful point of discussion in student conferences.
• If possible, provide a model to students, by photocopying an A paper from a previous assignment, for example. Explain why the paper is successful.
• Discuss the assignment: go over it sentence by sentence; clarify important terms; reword; illustrate with examples or ask students to do this.
• Include informal writing about the assignment before the final paper is due (see "In-class Writing Activities" for suggestions).
• Conference with students: If time, see each student individually to help them develop and revise their paper. Make your key contribution here; put a grade and only minimal comments on the final paper.
• Use peer review (see "Using Peer Review")

Working Through the Pile

• Review criteria before grading : Know exactly what you expect of an A paper, and how you will differentiate among A, B, C, D, and F papers (see below for suggestions).
• Locate range finders: Set aside one or two representative As, Bs, Cs, Ds which can act as touchstones if you lose focus.
• Read through the writing once without commenting: Respond-as-you-go is a tough habit to break, but it can interrupt the flow of your reading, creating frustration and comprehension problems.
• Separate problem papers: Agonizing over problem papers may disrupt your reading; set them aside and go back to them.
• Take breaks : Don't read an entire batch of papers in one sitting.

Holistic Grading
Holistic grading involves looking at the paper as an entire document instead of distinguishing content from form. It might help to write out a description of what constitutes an A, B, and C paper. The following paragraphs are illustrative:

• A. This paper is insightful. It addresses the assignment in a way that indicates your comprehension of and control over the assignment itself as well as an understanding of the underlying issues. The message is communicated clearly, concisely, and directly. There is a confidence in this writing.
• B. The paper meets, and at times, exceeds the basic requirements of the assignment. The paper indicates that you are beginning, at times, to think through and deal with major ideas in the assignment. The message is communicated with generally effective clarity, directness, and conciseness.
• C. While the paper offers little insight into the greater issues of the assignment, it meets the basic requirements. The message, for the most part, is reasonably clear, concise, and direct, although there are some problems with your writing.

Grading With Checklists
Evaluation sheets or checklists permit:

• Students to edit their papers using the checklist guidelines
• Teachers to grade efficiently and consistently

However, some graders find segmenting the paper into specific items counter to their holistic understanding of writing. Others dislike using points that may add up to more or less than the grade the paper seems to merit.

Sample Checklist

Content The paper... Addresses the topic or question Accurately presents assigned authors' viewpoints Provides sufficient textual evidence to support the argument Structure The introduction... Is present in the paper Includes a clearly stated thesis Indicates how the paper is organized The body... Contains a complete discussion and support Each paragraph... Includes a topic sentence Develops one main idea Has a transition sentence linking it to the next paragraph The conclusion... Recaps the thesis statement and the essay's main points Presents a closing statement of the writer's position

Organization and Development The entire composition Is logically organized Has a solid argument with supporting evidence Main points Are relevant to the thesis statement Are discussed without too much repetition Style Is concise and precise Is free of misspellings Is free of grammatical mistakes Lacks incomplete sentences Uses correct punctuation Includes subject/verb agreement Uses pronouns correctly Is free of jargon and cliches Cites references correctly

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