Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark / Criterion
Content (relevance and development of ideas)
Organization (cohesion, paragraphing and format)
Vocabulary (style and accuracy)
Grammar (style and accuracy) and Punctuation (accuracy)
6
· All content is relevant to the task.
· The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style.
· All content points are fully addressed and developed in a balanced way.
*Such misuse of register should not harm the format of writing.
· Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately.
· Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas.
· The format is appropriate, but may be modified for a better reading experience.
· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies.
· Has good control of word formation; may make occasional errors in producing less common word forms.
· Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present.
· May occasionally misspell less common lexical items.
· Errors in word choice and/or spelling do not distort meaning.
· Writes simple and compound sentence forms correctly and demonstrates some variety in length.
· May attempt some complex sentences, but they tend to be less accurate, including punctuation.
· Errors in grammar and/or punctuation do not distort meaning.
5
· All content is relevant to the task; insignificant content omissions may be present.
· The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present.
· Most content points are addressed, but their development may be slightly imbalanced.
· Uses a range of basic connectors correctly.
· Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas.
· The format is appropriate.
· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.
· Has good control of word formation; may make errors in producing less common word forms.
· Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present.
· May often misspell less common lexical items.
· Errors in word choice and/or spelling do not distort meaning.
· Writes simple and compound sentence forms correctly, but does not demonstrate variety in length.
· Occasional errors in grammar and/or punctuation do not distort meaning.
4
· Most content is relevant to the task; insignificant content omissions may be present.
· The register on the whole corresponds to the requirements of the task.
· Most content points are addressed, but some content points may be more fully covered than others.
· Uses some basic connectors, but these may be inaccurate or repetitive.
· Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason).
· The format is generally appropriate.
· Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items.
· Has good control of word formation; can produce common word forms correctly.
· May make infrequent errors in spelling more difficult words.
· Errors in word choice and/or spelling rarely distort meaning.
· Writes simple and some compound sentence forms correctly.
· While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.
3
· Some content is relevant to the task; significant content omissions may be present.
· The register barely corresponds to the requirements of the task.
· Only some content points, which are minimally addressed.
· Uses a very limited range of basic cohesive devices correctly.
· Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs).
· The format may be inappropriate in places.
· Uses basic vocabulary reasonably appropriately.
· Has some control of word formation; can produce some common word forms correctly.
· Makes frequent errors in spelling more difficult words, but simple words are spelled correctly.
· Errors in word choice and/or spelling distort meaning at times.
· Writes simple sentence forms mostly correctly.
· Errors in grammar and/or punctuation may distort meaning at times.
2
· Severe irrelevances and misinterpretations of the task may be present.
· Only few content points, which are minimally addressed.
· May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas.
· Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line).
· The format may be inappropriate.
· Uses an extremely limited range of vocabulary.
· Has very limited control of word formation; can produce a few common word forms correctly.
· Makes many errors in spelling, including a range of simple words.
· Errors in word choice and/or spelling distort meaning.
· Writes some simple sentence forms correctly.
· Frequent errors in grammar and/or punctuation distort meaning.
1
· Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task.
· Links are missing or incorrect.
· Does not write in paragraphs at all (a script is a block of text).
· The format is not appropriate.
· Can only use a few isolated words and/or memorized phrases.
· Has essentially no control of word formation; can barely produce any word forms.
· Displays few examples of conventional spelling.
· No evidence of sentence forms.
0
· Does not attempt the task in any way.
OR
· The response is completely irrelevant to the task.
OR
· There is too little language to assess.
OR
· Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.
infopedia.su Все материалы представленные на сайте исключительно с целью ознакомления читателями и не преследуют коммерческих целей или нарушение авторских прав. Обратная связь - 18.117.81.240 (0.004 с.)