Department+Rubric+for+ESL+Writing

Developmental Skills Department Rubric for Scoring ESL Writing

** Holistic Scoring Scale ** ** Criteria for Grading ESL Papers ** 6 ** Superior. ** This essay takes a clear position and succeeds in expressing a point of view or telling a story. The development of ideas is thorough, including at least two appropriate points directly related to the topic. The examples used, particularly those from personal experience, are rich. The essay is clearly and logically organized possibly with occasional digressions; the writer demonstrates evidence of skillful use of cohesive devices. The writer demonstrates the ability to write in the appropriate academic register and demonstrates extensive range of vocabulary for academic purposes, with some problems in word choice or usage. Sentence variety and complexity reflect a sufficient command of standard written English. Grammatical errors may be noticeable but do not interfere with meaning. 5 **Competent.** The focus of this essay is clear, although there may be a few digressions. The writer provides substantial support in the development of the essay although all examples may not be entirely relevant or appropriate for the topic. The essay is effectively organized, demonstrating systematically competent use of cohesive devices. Range of vocabulary for academic purposes is generally competent, and the writer demonstrates accurate and generally appropriate control of word choice, word forms, and idiomatic expressions for academic writing. The writer demonstrates ability to use a variety of patterns of sentence construction but with some errors. Some errors in language use, but errors do not generally interfere with meaning. 4 **Adequate.** In this essay, the writer’s position is clear despite some possible digressions and contradictions. The writer provides adequately detailed support of two or more points that directly relate to the topic. The essay is generally organized, demonstrating generally accurate and appropriate use of cohesive devices. Vocabulary is adequate in range, but there are some inappropriate or inaccurate word choices and word forms. The writer demonstrates some sentence variety with simple, compound, and some complex sentences though not always correctly. The essay may contain frequent errors that may occasionally interfere with meaning. 3 **Weak.** This essay minimally succeeds in taking a position or relating a narrative but may lack clear focus in development of the central idea. The writer makes an attempt at development although examples are sometimes irrelevant. There is a discernable organizational pattern (intro, body, conclusion) with minimal use of cohesive devices. The writer demonstrates a minimal range of vocabulary, with some inaccurate and/or inappropriate word choices or inappropriate register. Sentence variety is minimal and the essay demonstrates minimal control of language, with frequent errors, some of which interfere with meaning. 2 **Inadequate.** The paper represents limited success in writing a persuasive or narrative essay. The writer provides limited development of the topic with one or more points that directly or indirectly relate to the supporting argument or story. The writing shows limited evidence of organization of ideas (paragraphs are often one sentence) or accurate or appropriate use of cohesive devices. The range of vocabulary and word choice appropriate to academic writing is limited. The writing lacks sentence variety. The control of language is uneven, with frequent errors, many of which obscure meaning. 1
 * Failing. ** The paper is a failed attempt to write an essay. The writer does not fully develop the topic, lacking related support. There is often no clear organizational pattern, lacking a clear beginning, middle, and end. The writer does not use cohesive devices. The writer demonstrates a narrow range of vocabulary. There is little evidence of appropriate word choice or usage or academic register. The writing lacks basic sentence structure and variety. The writer demonstrates little control, with frequent errors of all types. The errors generally obscure meaning. In some cases, the paper may even be written in the writer’s first language.