| |
4 |
3 |
2 |
1 |
0 |
| Focus: Purpose |
Purpose is clear: the writer knows what he is writing about |
Shows awareness of purpose, but then starts discussing something in the later part |
Shows limited awareness of purpose, limited to one paragraph |
No awareness at all |
Not attempted |
| Main Idea |
Clearly presents a main idea (agrees/ disagrees/ partially agrees) and supports it throughout the writing task |
There is a main idea supported throughout the task but not clearly stated before being developed |
Vague sense of
main idea; supports one side then chooses the other side, weakly supported throughout the task |
No main idea mentioned, discusses the entire subject without mentioning it |
Not attempted |
| Organisation: Overall |
Well-planned and well- thought; includes introduction, statement of main idea, body paragraphs, transitions and conclusion |
Good overall Organisation; includes the main organisational tools (listed on left) but lacks one or two |
Sense of Organisation; paragraphs not divided for each point supporting the main idea, and most of the organisational tools are used weakly (without knowledge) or are missing |
No sense of Organisation; written as one long paragraph |
Not attempted |
| Organisation: Paragraphs |
All paragraphs have clear ideas; are supported with examples and have smooth transitions from one idea to another |
Most paragraphs (leaving one or two) have clear ideas, which are relevant; are supported with less relevant examples, which go off topic; has transitions |
Some paragraphs (one or two) have one or two ideas; support from examples may be missing and transitions used are weak |
Paragraphs lack clear ideas; no examples and no transitions used |
Not attempted |
| Content |
Exceptionally well- presented and argued with refutation provided appropriately; ideas are detailed, well- developed, supported with specific evidences and facts as well as examples and specific details |
Well-presented and argued; ideas are detailed, developed, and supported with evidence and details; mostly specific though less relevant |
Content is sound and solid; ideas are present but not developed or supported by examples or supporting statements; some evidence but usually of a generalised nature (vaguely related) |
Content is not Sound; no relevant ideas; supporting statements are vague and evidences are missing |
Not attempted |
| Style: Sentence Structure |
Sentences are clear and varied in pattern, from simple to complex, with excellent use of punctuation. |
Sentences are clear but may lack variation; lack grammatical structures (relative clauses, conditionals, etc.); a few may be awkwardly framed (problems with sentence formation) and there may be a few punctuation errors. All these problems may be present in one or two paragraph. |
Sentences are generally clear but lack variation; may have a completely awkward framing of the sentence, which may make the sentences unclear; and there may be patterns of punctuation errors. All these problems can be found in every paragraph. |
Sentences are not clear; do not convey any meaning and are irrelevant. |
Not attempted |
| Style: Word Choice and Tone |
There is clear use of a personal and unique style of writing, suited for an educated audience, and serves purpose; the writing paper holds the reader�s interest with ease. |
There is an attempt at personal style but may be awkward or unsuited for an educated audience, and does not serve purpose; the reader may lose interest in some sections of paper. |
There is little attempt at style; reads as flat and perhaps uninteresting in content, which is usually generalised and cliched. Some parts may look even copied and unoriginal. |
No attempt at style |
Not attempted |
| Style: Details and examples |
Clear and concise examples supporting detailed descriptions; the number of examples in the writing may depend on the number of ideas discussed, relevant to the topic |
Some use of specific examples and detailed descriptions; may have extended examples that go on for too long |
Little use of specific examples and details; mostly generalised examples that are vaguely related and have little description |
No use of examples |
Not attempted |
| Grammar and Mechanics |
Excellent grammar, spelling, syntax and punctuation |
A few chance errors in grammar, spelling , syntax and punctuation but not many; if any, can be found in one or two paragraphs |
Errors in spelling, grammar, syntax and/or punctuation; could also be a sign of lack of proof-reading; Errors occur in every paragraph |
Continuous errors; errors occur after every one or two lines |
Not attempted |