GC University Lahore

Department of English Language and Literature

Assessment & grading for courses in English Literature (Semesters I through VIII)

General criteria to be used in awarding marks, some of which overlap, are as follows:

1. Relevance which means relationship of the answer to the question

2. Coverage refers to the range of content covered in the answer to the question

3. Critical Judgment pertains to perceptiveness and sophistication of argument including,

where appropriate, originality; use and choice of examples/sources, both primary and
secondary

4. Organisation refers to structure and persuasiveness of argument

5. Expression includes lucidity of prose, and the adoption of proper academic conventions,
e.g., in referencing, including proper attribution of sources, and in correctness of
grammar,
spelling and punctuation
Grading Rubric

For use in evaluating writing (exam scripts, terms papers and dissertations) for BS
English Literature, MA, MPhil/ PhD programmes (all semesters)

Prim Gloss Mark Primary verbal Structure, Language

ary s descriptors for organisation
Grad attainment of
e Intended Learning
Outcomes

A+ Outstanding 90 Writing clearly Clear thesis No spelling,

and shows that virtually statements/ topic capitalization,
above/ all intended learning sentences punctuation or
100 outcomes for the followed by grammatical
course have been purposeful errors
attained by the organisation of
learner material with Correct and varied
A Excellent 85-89/ strong and sentence structure
100 Learner exhibits consistent focus
maximum Rich and interesting
comprehension of Rich and vocabulary
primary texts interesting suitable for task
supporting details
There is abundant Overall work is of,
evidence of Conclusion is or nearing,
engagement with a contributive; does publishable quality
range of secondary not simply restate
source material opening paragraph

Writing displays
depth of analyses
and judgment
relating to key issues
(such as historical
context of work;
themes;
philosophical
concepts) and
procedures (style;
technique; language)

B+ Very Good 84/ Writing shows that Clear thesis Few spelling,
100 most intended statements/ topic capitalisation,
learning outcomes sentences with punctuation or
for the course have relevant grammatical
been attained by the supporting details Errors
 learner
B 75-83/ Few lapses in Minor errors in
100 The learner exhibits order, focus or sentence
maximum structure Structure
comprehension of
primary source Skillful, though Vocabulary suitable
material not exemplary for task
paragraphing
There is evidence of Overall, work is not
engagement with a Clear opening & of publishable
circumscribed range closing quality
of secondary source
material

There is abundant
supporting evidence,
constructively
utilised to reveal
appreciable depth of
understanding

Writing displays
qualified
understanding of key
issues (such as
historical context of
work; themes;
philosophical
concepts) and
procedures (style;
technique; language)

C Good 65-74/ Clear attainment of Opening Several spelling,

100 most intended statements/ thesis capitalisation,
learning outcomes wanting in clarity/ punctuation or
for the course, focus grammatical
although some more Errors
securely grasped Inconsistent or
than others predictable Several run-ons,
organisation of fragments and/ or
Learner exhibits material unclear sentences
evidence of adequate
familiarity with Partially-develope Limited vocabulary
primary texts d/ inadequate with some
supporting details awareness of
There is evidence of audience and
engagement with a Confusing task
minimal range of paragraphing
secondary source
 material Conclusion simply
repeats opening
Writing displays a
variable depth
(strong in some
places, weak in
others) of
understanding of key
issues (such as
historical context of
work; themes;
philosophical
concepts) and
procedures (style;
technique; language)

D Satisfactory 55-64/ Minimally Opening/ thesis/ Many spelling,

100 acceptable thought patterns capitalisation,
attainment of are difficult to punctuation or
intended learning follow grammatical
outcomes for the Errors
course Frequent shifts in
focus Simplistic or
Learner displays inappropriate
only partial Illogical vocabulary for task
familiarity with paragraphing
primary source Lacks evidence of
materia Opening & closing proofreading
present but vague
Engagement with
secondary source
material is wanting

Learner’s grasp of
key analytical issues
of key issues (such
as historical context
of work; themes;
philosophical
concepts) and
procedures (style;
technique; language)
is insecure

E Weak 50-54/ Attainment deficient Controlling idea/ Frequent spelling,

100 in respect of thesis poorly capitalisation,
intended learning thought out and punctuation or
outcomes stated grammatical
Errors
Partial familiarity Poor organisation
 with primary of material Frequent sentence
sources; little or no errors interfere with
evidence of Lacks clear communication of
engagement with opening and Ideas
secondary source closing
material Lacking in sentence
construction
Depth of knowledge/
understanding Simplistic or
shallow inappropriate
vocabulary for task
Learner’s grasp of
key analytical issues Lacks evidence of
(such as historical proofreading
context of work;
themes;
philosophical
concepts) and
procedures (style;
technique; language)
is deficient/ limited/
poor

F Poor/ Fail Below No convincing Controlling idea Extent of errors

50/ evidence of vague/ makes
100 attainment of non-existent communication of
intended learning ideas impossible
outcomes Little evidence of
organisation of
Knowledge/ material or too
comprehension of brief to
primary texts demonstrate
deficient Organisation

No engagement with Lacks an opening

secondary source and closing
material
Virtually no
Treatment of key supporting details
analytical issues or incorrect details
(such as historical
context of work; Inadequate
themes; understanding of
philosophical topic
concepts) and
procedures (style;
technique; language)
is poor;
directionless and
 fragmentary

How to calculate the percentage for a question carrying 20 marks?

Grades are converted to marks based on percentile attained by the student. For example, an
essay in the Outstanding Gloss falls in the A+ range of grades. If the examiner believes the
writing deserves a 90 % mark,

90/100 x 20 = 18

Therefore, to achieve a 90 % mark, the writing must receive a minimum of 18 out of 20

marks. The grade in this case will be A+ and the gloss will be Outstanding.