|
7
|
Thorough and logical developments of thesis; substantive and detailed; no irrelevant information; interesting; a substantial number of words for amount of time given
|
7
|
Excellent overall organization; clear thesis statement; substantive introduction and conclusion; excellent use of transition word; excellent connections between paragraphs; unity within every paragraph
|
7
|
Very sophisticated vocabulary; excellent choice of words with no errors; excellent range of vocabulary; idiomatic and near native-like vocabulary; academic register; no spelling errors
|
7
|
No major errors in word order or complex structures; no errors that interfere with comprehension; frequent use of complex sentences; excellent sentence variety
|
|
6
| |
6
| |
6
| |
6
| |
|
5
|
Good and logical development of thesis; fairly substantive and detailed; almost no irrelevant information; somewhat interesting; an adequate number of words for the amount of time given
|
5
|
Good overall organization; clear thesis statement; good introduction and conclusion; good use of transition words; good connections between paragraphs; unity within most paragraphs
|
5
|
Somewhat sophisticated vocabulary; attempts, even if not completely successful, at sophisticated vocabulary; good choice of words with some errors that do not obscure meaning; adequate range of vocabulary but some repetition; approaching academic register; no more than a few spelling errors in less frequent vocabulary
|
5
|
Occasional errors in awkward order or complex structures; almost no errors that interfere with comprehension; attempts, even if not completely successful, at a variety of complex structures; frequent use of complex sentences; good sentence variety
|
|
4
| |
4
| |
4
| |
4
| |
|
3
|
Some development of thesis; not much substance or details; somewhat uninteresting; limited number of words for the amount of time given
|
3
|
Some general coherent organization; minimal thesis statement or main idea; minimal introduction and conclusion; occasional use of transitions words; some disjointed connections between paragraphs; some paragraphs may lack unity
|
3
|
Unsophisticated vocabulary; limited word choice with some errors obscuring meaning; repetitive choice of words; no resemblance to academic register; some spelling errors in less frequent and more frequent vocabulary
|
3
|
Errors in word order or complex structures; some errors that interfere with comprehension; minimal use of complex sentences; little sentence variety
|
|
2
| |
2
| |
2
| |
2
| |
|
1
|
No development of thesis; no substance or details; substantial amount of irrelevant information; very few words for the amount of time given
|
1
|
No coherent organization; no thesis statement or main idea; no introduction and conclusion; no use of transition words; disjointed connections between paragraphs; paragraphs lack unity
|
1
|
Very simple vocabulary; severe errors in word choice that often obscure meaning; no variety in word choice; no resemblance to academic register several spelling errors even in frequent vocabulary
|
1
|
Serious errors in word order or complex structures; frequent errors that interfere with comprehension; almost no attempt at complex sentences; no sentence variety
|
