| | | | | | |
. | | | | | | |
. | | A MARKING SCALE FOR ESSAYS AND REPORTS | | | | |
. | | Task Completion | Organisation | Vocabulary | Grammar | |
. | 3 | Addresses all aspects of the
prompt. Ideas are presented
and supported by examples.
| The message can be followed
without an effort. All required
elements present. Clear
paragraphs. Each paragraph
has one central topic, which is
developed. Linking devices
used within and between
paragraphs.
| Appropriate, wide vocabulary.
Error-free word-formation.
Formal register. Correct
spelling.
| A wide range of
grammatical structures.
Complex structures
predominate.
Punctuation well
managed.
| |
. | 2 | Addresses the prompt partially.
Does not always support.
Some irrelevant remarks.
| Organisation is evident but may
not always be logical. Some
required elements missing or
wrong. No paragraphs, but
logical. Some linking devices
used.
| Good general control of
vocabulary. Mostly correct
usage. Inconsistent register.
Word-formation problems.
Some spelling mistakes.
| Mostly error-free
grammar. Simple
sentences predominate.
Some punctuation
errors.
| |
. | 1 | The content is barely
connected with the prompt.
Mentions or copies the prompt
without developing. Significant
amount of irrelevant
information.
| No apparent organisation.
Random, illogical paragraphs.
Relations between ideas
unclear. Linking devices mostly
not used or overused.
| Vocabulary quite limited.
Frequent incorrect usage.
Inappropriate register. Spellingmistakes
make comprehension
problematic.
| Limited range of
grammar with frequent
errors. Frequent
punctuation errors.
| |
. | 0 | Ignores the task Plagiarised work. Fewer than 100 words. | The writing does not communicate. Plagiarised work. | Misspelling prevents understanding. Plagiarised work | Plagiarised work.
No ratable language. | |
. | | | | | | |