Mark / Criteri on
|
Content (relevance and development of ideas)
|
Organization (cohesion, paragraphing and format)
|
Vocabulary (style andaccuracy)
|
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 references,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
|
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 producingless common word forms.
Spells common vocabulary items correctly; very few (oneor two) occasional spelling mistakes may be present.
May
occasionally misspellless
common lexical
|
Writes simple and compoun d sentence forms correctly and demonstr ates some variety in length.
May
attempt some complex sentences
, but they tend to be less accurate, including punctuati on.
|
|
|
reading experience.
|
items.
Errors in word choice and/or spelling do not distort meaning.
|
gram mar and/or punct uation do not distort meani
ng.
|
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 connect ors 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 ofideas.
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 morethan five) occasional spelling mistakes may be present.
May often misspell lesscommon lexical items.
Errors in word choice and/or
spelling do not distortmeaning.
|
Writes simple and compoun dsentence forms correctly, but does not demonstr ate variety in length. Occasion al errors in grammar and/or punctuati on do not distort meaning.
|
4
|
the
|
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 setof
|
Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items.
Has good control of word formation; can
produce
|
tly.
|
|
requirements of the task.
Most content points are addressed, but some contentpoints may be more fully covered than others.
|
very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason).
format is generally appropriat
e.
|
common word forms correctly.
May make infrequent errors in spelling more difficult words.
Errors in word choice and/or spelling rarely distort meaning.
|
While errors in grammar and/or punctuati on are noticeabl e, meaning is rarely distorted.
|
3
|
Some content is relevant to the task; significant contentomiss ions 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 ofbasic cohesive devices correctly.
Writes in paragraphs, but maynot 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 spelledcorrectly.
Errors in word choice and/or
spelling distort meaning attimes.
|
Writes simple sentence forms mostly correctly.
Errors in grammar and/or punctuati on may distort meaning at times.
|
2
|
Severe irrelevances and misinterpretati ons 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 maybe confusing (may start every sentence with a new line).
The
|
Uses an extremely limitedrange of vocabulary.
Has very limited control of word formation; can produce afew common word forms correctly.
Makes many errors in spelling, including a range ofsimple words.
Errors in word choice and/or spelling distort
meaning.
|
Writes some simple sentence forms correctly
.
Freque nt errors in gramm ar and/or punctua tion distort meanin
|
