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. |