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Table 11 Scoring rubric

From: The effect of using online language-support resources on L2 writing performance

Score

Scoring dimensions

Task completion

Content

Organization

Language use

 

Completed an argumentative essay with 300–400 words

Explained the writer’s position with the given two reasons

Explained the writer’s additional reason

Explained the writer’s position including the three parts of Introduction, Body, and Conclusion

Clear main idea

Provided adequate supporting details in a logical manner

In-depth discussion of the main idea

Clear topic sentences

Clear supporting details

Clear concluding sentences

Logical progression of the main idea

Used only English and appropriate vocabulary

Variety in sentence structures

Few grammar errors

Few errors in spelling

Appropriate use of mechanics

21–25

The writer completely addresses the assigned writing task.

The writer provides relevant content that is complete, concrete, and thoroughly developed.

The writer develops an adequate organizational structure. Main ideas are complete and logically sequenced.

Few grammar or spelling errors are evident. Vocabulary usage is generally controlled and ideas are expressed clearly.

16–20

The writer makes a reasonable, mostly complete, attempt to address the writing task.

The writer provides relevant content that is mostly complete.

The writer develops a mostly complete organizational structure. The sequencing of main ideas is mostly complete and logical.

Some grammar and spelling errors are evident, but they do not distract from the writer’s message. Vocabulary usage is mostly correct, although some words may be misused.

11–15

The writer makes a reasonable but incomplete attempt to address the writing task.

The writer provides some relevant content, but it may be incomplete or undeveloped.

The writer develops an incomplete organizational structure. The sequencing of main ideas may be incomplete and illogical.

Some grammar and spelling errors may affect the communication of the writer’s message. Some control of vocabulary usage is evident, although errors may affect communication of the writer’s message.

6–10

The writer makes a poor, incomplete attempt to address the writing task.

The writer attempts to provide relevant content, but it may be irrelevant, undeveloped, and incomplete.

The writer attempts to develop an organizational structure, but it is incomplete. Main ideas may not be evident or logical.

Numerous errors in grammar, spelling, and vocabulary usage negatively affect the communication of the writer’s message.

1–5

The writer fails to address the writing task.

The writer fails to provide any content that is relevant or complete.

The writer fails to develop a meaningful organizational structure, or logical progression of main ideas.

Pervasive errors in grammar, spelling, and vocabulary usage significantly impair communication of the writer’s message.

0

The writer fails to address the writing task. Answer not suitable for the given task (scribbling, use of obscene words, etc.); no answer provided; over 70% is written in any language other than English; or a memorized text on a different topic

Completely irrelevant.

No organizational structure or logical progression of main ideas.

Not comprehensible due to language errors.