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Task Completion/ Format/ Layout (x1) |
Topic Development (x3) |
Organization (x2) |
Vocabulary (x2) |
Discourse Control (x1) | Sentence structure (x2) |
Mechanics (x1) |
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| 5 | The assignment includes all required components of the task and follows formatting guidelines for layout (headings), spacing, alignment, indentations, etc. Format and layout make the assignment exceptionally attractive. | full and rich development of content (purpose, relevance, focus, explanations, support); shows knowledge of subject matter through effective use of topic-related concepts to support argument; sophistication in fluency of expression. | organization fully appropriate and effective for topic (point of view, unity, paragraphing); very strong thesis/purpose statement & conclusion; paragraphs have effective topic sentences. | broad and fluent range of vocabulary; elaboration and detail achieved through full use of topic-related terms; concise and appropriate use of vocabulary (formal English); correct use of word forms and word choice. | full control (logical coherence) and excellent use of cohesive devices (key words, pronouns, references, transitions, etc.); presentation of ideas extremely clear and coherent. | full range of sentence patterns (simple, compound, complex), effectively used; error-free sentence-level grammar. | correct use of in-text citations & references; spelling, capitalization, and punctuation error-free. |
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4 |
Almost all required components are included; formatting guidelines for layout (headings), spacing, alignment, indentations, etc. are almost always followed. 1-2 problems in format and layout, but readability and attractiveness are not affected. | clear and complete development of content; high level of fluency in expression (clarity); evidence of logical progression of ideas; mostly effective use of topic-related concepts to show knowledge of subject matter to support argument. | organization controlled; generally appropriate to topic; paragraphing, sequencing, purpose statement/thesis & conclusion, topic sentences evident and appropriate. | flexibility in range; appropriate use of topic-related terms and other vocabulary in a variety of situations; mostly correct use of word forms and word choice; occasional wordiness or colloquialisms (informal English) |
good control of cohesive devices (key words, pronouns, references, transitions, etc.) used successfully in a range of situations; coherence apparent.
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mastery of sentence patterns demonstrated; may have occasional grammatical errors on the sentence level (e.g. possessives, word deletions; 1-2 run-on sentences or fragments) | spelling, capitalization, punctuation, and citation/reference errors few and not distracting. |
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3 (3.9-3) |
Some required components are included; formatting guidelines for layout (headings), spacing, and alignment are sometimes followed. 3-4 problems in format and layout, but the assignment is easy to read. | development of content adequate, but lacks clearly stated positions/argument or supporting information; some use of topic-related concepts to show knowledge of subject matter and to support argument; fluency of expression may be halting or awkward | organization controlled but limited; some problems with paragraphing or sequencing, limited purpose statement/thesis or conclusion; limited use of topic sentences. | adequate range; no precise use of subtle meanings displayed; topic-related terms only used occasionally; vocabulary sometimes used inappropriately; 3-4 instances of wordiness or colloquialisms (informal English); often incorrect use of word forms. | generally adequately connected; presentation of ideas generally clear and coherent; cohesive devices (key words, pronouns, references, transitions, etc.) could be used more often, more effectively, or more accurately. | sentence patterns most often successfully used; several grammatical errors on the sentence level (e.g. word deletions, possessives, prep., tense); 3-4 fragments, or run-on sentences). | occasional errors in spelling, capitalization, punctuation, and citation/references; sometimes distracting. |
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2
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Required components are mostly absent; formatting is repeatedly inconsistent in layout (headings), spacing, and alignment, reducing readability and attractiveness. | development of content restricted; may be incomplete or unclear; little evidence of argument; little evidence of knowledge of subject matter (use of topic-related concepts) to support argument; lack of fluency in expression | little or poorly controlled organization; incorrect paragraphing or sequencing; purpose statement/thesis, conclusion, topic sentences may be missing or incomplete. | narrow range; many word form errors; topic-related terms and other vocabulary often used inappropriately; only basic and elementary meanings are conveyed; 5 or more instances of wordiness or colloquialisms (informal English). | connections awkward; cohesive devices (key words, pronouns, references, transitions, etc.) may be missing or are used inaccurately; lack of logical sequencing of ideas. | many sentence structure problems; 5-7 fragments or run-on sentences; grammatical errors distract from meaning. | Spelling, capitalization, punctuation, and citation errors are frequent and distracting. |
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1 |
Off-topic; formatting guidelines for layout (headings), spacing, and alignment are not followed, making the assignment unattractive or hard to read. | simplistic statement of content; often copied from sources or lists of information; no argument; no use of topic-related concepts to support argument. | minimal attempt at paragraphing, often unsuccessful; strings of sentences; no purpose statement/thesis, conclusion, or topic sentences. | simple vocabulary, often inappropriately used; no control of word choice and word forms; no attempt to use topic-related terms; many instances of wordiness or colloquialisms (informal English | connections (cohesive devices) not present or unsuccessful; presentation of ideas unclear and confusing. | replete with errors in sentence structure and sentence grammar; more than 7 fragments or run-on sentences | spelling, capitalization, punctuation, and citation/reference errors throughout |
| SCORE |
| NAME: _________________ | DRAFT #: ___________ | SCORE: _________ |
| ASSIGNMENT: _____________________________ | Calculation of score (in %): Total points / 60 | GRADE: _________ |
| © 2006 Christine Bauer-Ramazani,; revised September 2, 2013 | ||