The only part of my job I don't like is having to give grades. If I ran the world, all courses would be given CR/NC, with regular student-instructor conferences for discussion of the student's goals and progress. Creative writing workshops in particular don't lend themselves well to the standard grading system. For example, how do I balance a work of real imagination that has weak mechanics against another that's correct but lacking in spark? To receive an A, the story needs both. But in the B, B-, C+ range there's a great deal of "wiggle room," and there's no avoiding a degree of subjectivity. It goes with the territory.

I encourage those creative writing students (including students in 3071) who can do so, to sign up CR/NC. Those who can't (English majors, students doing a creative writing minor), deserve as clear an explanation of my standards as I can provide.

• At all levels, from 2070 on up, an "A" story (or narrative, or exercise) is "alive," memorable. It has originality, strong content and sophisticated development. The language is not only correct, but lively, with a real voice. Hard to describe, but we all know it when we encounter it.
• A "B" may be as strong as an A in most areas, with one weak spot (e.g., punctuation or organization). Or, it may be correct, nicely shaped, with good development and content, but no "sparkle."
• "C" stories may have some strong areas, with several weak spots, or one significant weakness. They are often poorly developed and organized. They may ramble, or lack focus and clarity; the language is usually pedestrian, anonymous, though it may be quite correct.
• "D" stories have multiple problems: mechanics, organization, development. Language errors often impede reading. Failure to follow directions for a specific assignment can also result in a D.
• An "F" story is nearly incomprehensible. Frankly, I don't remember ever giving an F to a story that was handed in on time. This doesn't mean it couldn't happen!
• Plagiarism will result in, at the very least, an F on the plagiarized work, and quite possibly in further action.

No curve. 90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, 59 and below = F

Work is due on its due date. I subtract 5 points (7.5 for once a week classes) from the grade for every class the assignment is late without an excellent reason.

Essays in Literature Classes

• An "A" essay combines strong content with crisp, sophisticated prose and good organization. It is thoughtful, probing, shows genuine insight into the subject matter. As with a work of fiction or a personal narrative, a first-rate essay will have a spark. I will enjoy reading it!
• As above, a "B" may be as strong as an A in most areas, with one weak spot (e.g., punctuation). Its organization may be a little loose, it may lack the depth I expect in an A paper, or the prose may be correct but pedestrian.
• "C" essays may have some strong areas, with several weak spots, or one significant weakness. They are often poorly developed and organized. They may ramble, or lack focus and clarity; they may show a shallow grasp of the subject.
• "D" essays have multiple problems: mechanics, organization, development, grasp of subject. Language errors often impede reading. Failure to follow directions for a specific assignment can also result in a D.
• An "F" paper has even more, and more severe, weaknesses than a D paper does. Failure to follow directions for a specific assignment can also, in certain circumstnces, result in a F.
• Plagiarism will result in, at the very least, an F on the plagiarized work, and quite possibly in further action.

No curve. 90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, 59 and below = F

Work is due on its due date. I subtract 5 points (7.5 for once a week classes) from the grade for every class the assignment is late without an excellent reason.