| Syntax |
|---|
| 5 | No errors of grammar or word order. |
| 4 | Some errors of grammar or word order but communication not impaired. |
| 3 | Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension. |
| 2 | Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader's part. |
| 1 | Errors of grammar or word order very frequent; reader often has to rely on own interpretation. |
| 0 | Errors of grammar or word order so severe as to make comprehension virtually impossible. |
| Vocabulary |
|---|
| 5 | Appropriate terms used consistently, clear command of vocabulary, no misspelled words. |
| 4 | Occasionally uses inappropriate terms or relies on circumlocution; expression of ideas not impaired; or a few misspelled words. |
| 3 | Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary. |
| 2 | Limited vocabulary and frequent errors clearly hinder expression of ideas. |
| 1 | Vocabulary so limited and so frequently misused that reader must often rely on own interpretation. |
| 0 | Vocabulary limitations so extreme as to make comprehension virtually impossible. |
| Organization |
|---|
| 5 | Material exceptionally well organized and connected. |
| 4 | Material well organized; links could occasionally be clearer but communication not impaired. |
| 3 | Some lack of organization; re-reading required for clarification of ideas. |
| 2 | Little or no attempt at connectivity, though reader can deduce some organization. |
| 1 | Individual ideas may be clear, but very difficult to deduce connection between them.
|
| 0 | Lack of organization so severe that communication is seriously impaired. |
| Cohesion |
|---|
| 5 | Consistent choices in cohesive structures. |
| 4 | Occasional lack of consistency in choice of cohesive structures and vocabulary but overall ease of communication not impaired. |
| 3 | 'Patchy', with some cohesive structures or vocabulary items noticeably inappropriate to general style. |
| 2 | Cohesive structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. |
| 1 | Communication often impaired by completely inappropriate or misused cohesive structures or vocabulary items. |
| 0 | A 'hotchpotch' of half-learned misused cohesive structures and vocabulary items rendering communication almost impossible. |
| Content |
|---|
| 5 | Fully complete and thorough answer to the task set. |
| 4 | Relevant and adequate answer to the task set. Answers of less than 200 words will be penalized by dropping the score by one point from what would be appropriate for a full-length script. |
| 3 | For the most part answers the tasks set, though there may be some gaps or redundant information. |
| 2 | Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and/or pointless repetition. |
| 1 | The answer bears almost no relation to the task set. Inadequate answer. |
| 0 | No evidence of assigned task. |
| [Proposed] Format |
|---|
| 5 | Fully correct format: 12 point serif font, one inch margins, block paragraphs. |
| 4 | Some minor errors in format such as font size or serif. |
| 3 | Frequent errors in format. |
| 2 | Substantive, frequent errors in format, such as text running off the page thus rendering the essay partially incoherent. |
| 1 | Formatting errors so fundamental and pervasive as to render the essay unreadable and incomprehensible. |
| 0 | Blank sheet of paper. |