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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 formatting guidelines for layout, spacing, and alignment. 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); 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 vocabulary; elaboration and detail achieved through full use of appropriate vocabulary; correct use of word forms. | 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. | spelling, capitalization, and punctuation error-free |
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4.9-4 |
Formatting guidelines for layout, spacing, and alignment 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 | organization controlled; generally appropriate to topic; paragraphing, purpose statement & conclusion, topic sentences evident and appropriate. | flexibility in range; appropriate use (word choice) in a variety of situations; mostly correct use of word forms; little wordiness or use of colloquialisms (informal English) |
good control of cohesive devices; 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. word deletions/ additions, 1-2 run-on sentences or fragments) | spelling, capitalization, and punctuation errors few and not distracting |
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3.9-3
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Formatting guidelines for layout, spacing, and alignment are sometimes followed. 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 supporting information; 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 (word choice); no precise use of subtle meanings displayed; vocabulary sometimes used inappropriately; occasional wordiness or use of 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/ additions, prepositions, pronouns, tense, articles, conjunctions; 3-4 fragments or run-on sentences). | occasional errors in spelling, capitalization, and punctuation; sometimes distracting |
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2.9-2
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Formatting is repeatedly inconsistent in layout, spacing, and alignment, reducing readability and attractiveness. | development of content restricted; may be incomplete or unclear; little 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. | narrow range (word choice); many word form errors; vocabulary often used inappropriately; repeated wordiness or use of 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, and punctuation errors are frequent and distracting. |
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1.9-1
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Formatting guidelines for 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. | simple vocabulary, often inappropriately used; little control of word forms; many instances of wordiness and/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 | 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. Date created: January 15, 2007; last modified: September 28, 2008