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School of Foreign Languages Writing Assessment Criteria (Paragraph)

The document outlines criteria for assessing writing at the paragraph level in five areas: content, organization, vocabulary, grammar, and mechanics. Content and organization are assessed on a 5-point scale, while vocabulary, grammar, and mechanics are assessed on a 4-point scale. Lower scores mean the paragraph demonstrates little knowledge of the topic, disorganized ideas, limited vocabulary, grammatical errors, and errors in spelling and punctuation that interfere with meaning. Higher scores are given to paragraphs that fully develop the topic with clear ideas, a wide vocabulary, complex grammar structures, and few mechanical errors.

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27 views1 page

School of Foreign Languages Writing Assessment Criteria (Paragraph)

The document outlines criteria for assessing writing at the paragraph level in five areas: content, organization, vocabulary, grammar, and mechanics. Content and organization are assessed on a 5-point scale, while vocabulary, grammar, and mechanics are assessed on a 4-point scale. Lower scores mean the paragraph demonstrates little knowledge of the topic, disorganized ideas, limited vocabulary, grammatical errors, and errors in spelling and punctuation that interfere with meaning. Higher scores are given to paragraphs that fully develop the topic with clear ideas, a wide vocabulary, complex grammar structures, and few mechanical errors.

Uploaded by

gurkanondr
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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SCHOOL OF FOREIGN LANGUAGES

WRITING ASSESSMENT CRITERIA (PARAGRAPH)

CONTENT (5) ORGANIZATION (5) VOCABULARY (4) GRAMMAR (4) MECHANICS (2)
• A limited range of level - • The language is rarely clear
• Disorganized (no sentence with main
•Considerably irrelevant to the appropriate vocabulary. • Significant defects in the use of •Occasional errors in spelling,
idea or supporting sentences)
given topic • Most of them are inaccurate, even basic structures punctuation, capitalization,
• Serious disorganization
1 •Shows little knowledge of
• Mostly incoherent; ideas and examples
irrelevant or repetitive • Frequent errors in agreement, paragraph indentation, etc.,
subject • Translation-based errors number, tense, negation, word which do not interfere with
are disconnected / almost no signal or
• No development of ideas • Poor knowledge of words and order, articles, pronouns, meaning
linking words
word forms prepositions.

• Inadequately organized (badly expressed • Few examples of learned


• Shows some use of varied word
or misplaced sentences, insufficient structures • Almost no errors in
• Inadequate coverage of the choice that is relevant to the
supporting ideas/very short details/ no • Occasional mistakes in using conventions of spelling,
2 topic with inappropriate and/or
sentence which concludes the paragraph.
content
appropriate grammatical punctuation, capitalization,
insufficient ideas and examples • Frequent word errors;
• Considerably incoherent; ideas are not structures, which cause problems paragraph indentation, etc.
inappropriate choice and usage
well connected in conveying the message.

• Adequately organized ( i.e. a weak topic


sentence containing the main idea with
• Adequate range of level-
correct placement, unbalanced •No major difficulties in the use
• Adequate coverage of the appropriate vocabulary that is
development of supporting ideas or a weak of appropriate grammatical
topic, but addresses the topic relevant to the content
3 using somewhat appropriate
concluding sentence)
• Some errors of word/idiom
structures
• A coherent and fluent paragraph: ideas • Some problems in the use of
and/or sufficient ideas choice, but effective transmission
flow meaningfully and logically, but may complex constructions
of meaning
contain some redundancy and some
unclear connections

• A wide range of level- •Use of a wide range of learned


• Generally well-organized (sufficiently appropriate vocabulary that is structures effectively and
•Good coverage of the topic with
developed sentences) relevant to the content is used accurately
4 relevant, clear, appropriate, and
• Coherent and fluent paragraph: ideas effectively and accurately •Hardly any grammatical
sufficient ideas and examples
generally flow meaningfully and logically • Very few mistakes in the word mistakes causing problems in
choice conveying the message.

• Well-organized (a good topic sentence


• Very good coverage of the which contains the main idea, fully
topic developed supporting ideas, and a good
5 • Fully developed paragraph with sentence which concludes the paragraph)
very good justification • Very coherent and fluent passage with
appropriate linking/signal words

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