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Task Completion/ Format/ Layout (x2) |
Topic Development (x3) |
Organization (x1) |
Vocabulary (x2) |
Discourse Control (x1) | Sentence structure (x2) |
Mechanics (x1) |
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| 5 | The cover letter consistently follows guidelines for layout, spacing, and alignment and contains all required components. Format and layout make the cover letter exceptionally attractive, drawing attention to the content, and enhancing readability. | full and rich development of content (purpose, relevance, focus, explanations, support); content fully supports the objective; sophistication in fluency of expression. | organization fully appropriate and effective for topic (point of view, unity, paragraphing); very strong purpose statement & conclusion; paragraphs have effective topic sentences. | broad and fluent range of formal vocabulary; elaboration and detail achieved through full use of appropriate vocabulary; no colloquialisms (informal English), wordiness, or redundancy. | full control (logical coherence) and excellent use of cohesive devices (key words, pronouns, references, transitions, etc.); presentation of ideas extremely clear and coherent. | error-free sentence structure and sentence-level grammar. | spelling, capitalization, and punctuation error-free |
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4.9-4 |
Almost all required components are included. Guidelines for layout, spacing, and alignment are mostly followed consistently. 1-2 problems in format and layout, but readability and attractiveness are not affected. | clear and complete development of content; objective mostly supported; high level of fluency in expression (clarity); evidence of logical progression of ideas | organization controlled; generally appropriate to topic; paragraphing, purpose statement & conclusion, topic sentences evident and appropriate. | flexibility in range; mostly appropriate use (word choice); little wordiness; little use of colloquialisms (informal English); little to no redundancy. |
good control of cohesive devices (key words, pronouns, references, transitions, etc.); used successfully in a range of situations; coherence apparent.
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may have occasional grammatical errors on the sentence level (e.g. word deletions/ additions, possessives, 1-2 run-on sentences or fragments) | few spelling, capitalization, and punctuation errors; not distracting |
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3.9-3
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Several required components are missing. Guidelines for layout, spacing, and alignment are applied inconsistently. 3-4 problems in format and layout, but the letter is easy to read. | development of content adequate, but lacks clearly stated positions/argument or support of objective; fluency of expression may be halting or awkward | organization controlled but limited; some problems with paragraphing, limited purpose statement or conclusion; limited use of topic sentences. | adequate range; vocabulary sometimes inappropriate (word choice); some wordiness, redundancy, use of colloquialisms (informal English) or several incorrect 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 | several grammatical errors on the sentence level (e.g. word deletions/ additions, prepositions, pronouns, tense, articles, conjunctions; possessives, 3-4 fragments or run-on sentences). | several errors in spelling, capitalization, and punctuation; somewhat distracting |
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2.9-2
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Major omissions in required components. Repeatedly inconsistent layout, spacing, and alignment, reducing readability and attractiveness. | development of content restricted; may be incomplete or unclear; little support of objective or evidence of argument; lack of fluency in expression | little or poorly controlled organization; incorrect paragraphing; purpose statement, conclusion, topic sentences may be missing or incomplete. | vocabulary often used inappropriately (word choice); repeated wordiness, use of colloquialisms (informal English), redundancies, or word form errors. | 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. | frequent and distracting errors in spelling, capitalization, and punctuation |
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1.9-1
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Guidelines for required components, layout, spacing, and alignment are not followed, making the letter unattractive or hard to read. | simplistic statement of content; often copied from sources or lists of information | minimal attempt at paragraphing, often unsuccessful; strings of sentences; no purpose statement, conclusion, or topic sentences. | vocabulary often inappropriately used; many instances of wordiness, redundancy, and/or colloquialisms (informal English); little control of word forms | connections (cohesive devices) not present or unsuccessful; presentation of ideas unclear and confusing. | replete with errors in sentence structure and grammar; more than 7 fragments or run-on sentences | errors in spelling, capitalization, and punctuation throughout |
| SCORE |
| NAME: _________________ | DRAFT #: ___________ | SCORE: _________ |
| ASSIGNMENT: _____________________________ | Calculation of score (in %): Total points / 60 | GRADE: _________ |
© 2007 Christine Bauer-Ramazani, Saint Michael's College. last modified: February 6, 2012