English 255 - Marking Scheme

Marking Scheme

Content
Organization
Mechanics
Grammar
Style
Commentary

The following scheme was designed by Veronica Baig and Pierre Wilhelm of Athabasca University, with assistance from David Brundage. It is based on a survey of similar instruments at a number of universities and colleges, both in North America and abroad.

Content—refers to the following elements:

a clear understanding and complete analysis of the topic (given the length/scope of the assignment)
an awareness of audience and purpose
the use of appropriate quotations (where relevant)
originality of ideas and expression
appropriate evidence of reading and research (where relevant)

10	Outstanding	Original ideas well developed, relevant, and thoroughly supported Analysis complete Ideas and expressions original Evidence of reading and research apparent (where appropriate) Perceptive insights Text interesting
9	Excellent	Topic coverage complete Appropriate elements achieved to a high degree Many ideas and expressions original Some evidence of research (where appropriate) Text interesting and shows promise
8	Very good	Topic coverage mainly complete Most elements completed well
7	Good	Topic coverage nearly complete—minor omissions only Analysis weak in places
6	Satisfactory	Topic coverage basic Evidence of some analysis
5	Sufficient-improvement needed	Topic coverage just adequate Other elements present at a basic level Minor omissions in some elements
4	Insufficient—remediation suggested	Topic coverage inadequate Analysis lacking Text uninteresting Omissions in several elements
3	Unsatisfactory—remedial work needed	Intent of the writing difficult to understand Omissions in most elements
2		Text unfocussed and confusing Major omissions in all elements
1		Off-topic Complete lack of audience awareness Text unfocussed and confusing

Organization—refers to the following elements:

A clear thesis statement
A variety of effective transitions to make the writing ‘flow’
Appropriate and logical structure both within the assignment as a whole and within the paragraph
Good main ideas at the paragraph level
Maintenance of ‘purpose’ of the writing
An introduction, development and conclusion (paragraphs at the essay level; sentences at the paragraph level
Effective sentence variety
An awareness of audience

10	Outstanding	Arguments thoroughly developed Strong links between sentences and paragraphs making the text logical Appropriate introduction, development and conclusion Mastery of the organizational elements
9	Excellent	Appropriate elements achieved to a high degree Structure logical and readily discernible
8	Very good	Structure apparent Effective transitions Most elements completed well
7	Good	Some minor omissions so that ‘flow’ is not well maintained Structure mainly discernible
6	Satisfactory	Structure apparent but at a basic level Omissions in some elements cause ‘flow’ problems
5	Sufficient—improvement needed	Structure just adequate Other elements present at a basic level Problems with some elements cause lack of ‘flow’
4	Insufficient—remediation suggested	Structure inadequate Lack of logical connection between parts of writing Omissions in several elements
3	Unsatisfactory—remedial work needed	Structure and ‘flow’ problems cause confusion No clear purpose to the writing Omissions generalized
2		Structure unfocussed and confusing Shift(s) of purpose Major omissions in elements
1		Purpose unsupported by structure Complete lack of audience awareness Shift of focus and purpose Major omissions generalized

Mechanics—refers to the following elements:

Spelling, correct and consistent in usage
Punctuation, correct, consistent and with appropriate variety
Capitalization
Proper use of documentation technique
Legibility, particularly of hand written assignments
Documentation style correct and complete

10	Outstanding	Mastery of all elements No errors
9	Excellent	All elements achieved to high degree One or two minor errors only
8	Very good	Most elements completed well Minor errors only, not affecting meaning
7	Good	Minor errors in at least three elements Errors not affecting meaning
6	Satisfactory	Errors in all elements Errors distract reader and interfere with understanding
5	Sufficient—improvement needed	Errors in all elements Errors affect meaning Use of elements is only basic
4	Insufficient—remediation suggested	Major errors in more than one element Inconsistency of usage Errors cause some comprehension problems
3	Unsatisfactory—remedial work needed	Major errors in most elements
2		Major errors in all elements Errors cause comprehension problems
1		Complete, or almost complete lack of elements Errors cause serious comprehension problems

Grammar—refers to the following elements:

Sentence formation; clauses and phrases appropriately formed and connected
Word order and form
Verb tense, form, voice (active or passive), and mood (indicative, imperative, subjunctive)
Subject-verb agreement
Pronoun case forms and pronoun agreement with antecedent
Appropriate adjective and adverb form
Parallelism
Appropriate use of modifiers
Direct and indirect speech

10	Outstanding	Correction of text not required A variety of complex grammatical structures used Evidence of mastery of advanced and complex structures
9	Excellent	Text is almost perfect Evidence of near mastery of advanced and complex structures All appropriate elements achieved at high level of competence
8	Very good	Most elements completed well; only a few minor errors High level achievement of most elements
7	Good	Minor errors in more than one type of structure Meaning and comprehension not affected by errors Variety of complex structures is used
6	Satisfactory	Minor errors in several types of structure Errors distracting but no interference with comprehension
5	Sufficient—improvement needed	Some major errors apparent and several minor ones Errors cause some problems with clarity or cause minor confusion
4	Insufficient—remediation suggested	Variety of major, global errors Errors distract reader, impeding meaning and comprehension
3	Unsatisfactory—remedial work needed	Pervasive and major errors Errors present serious impediment to meaning and comprehension
2		Errors basic and pervasive in nature Comprehension difficult
1		Numerous errors, even basic ones Text incomprehensible

Style—refers to the following elements:

Evidence of stylistic control
Writing at the appropriate language level (informal, general, formal)
Writing appropriate to content, subject, purpose, and audience
Demonstration of effective tone and appropriate vocabulary
Evidence of creativity
Length and complexity of sentences
Maintenance of consistent style

Common indicators of stylistic problems include:

Shift of focus
Monotonous repetition of one or two syntactical patterns
Change in level or tone
Pretension (attempt at outward show of ability that appears to be false or inaccurate)
Use of slang expressions and clichés
Choppiness (short, unconnected sentences)

10	Outstanding	Evidence of mastery of all appropriate elements Style perceptive and consistent
9	Excellent	All appropriate elements achieved to high degree
8	Very good	Most elements completed well No significantly detraction from writing from minor omission
7	Good	Some omissions in several categories Omissions begin to detract from writing
6	Satisfactory	Inconsistent application of style rules Elements present at basic level only
5	Sufficient—improvement needed	Most elements present at basic level Inconsistencies and omissions detract from the writing
4	Insufficient—remediation suggested	Some basic elements missing Inconsistencies and omissions a serious distraction
3	Unsatisfactory—remedial work needed	Most skills insufficient for assignment Omissions generalized
2		Text unfocussed and confusing Major omissions in elements
1		Text unstructured and incoherent Lack of all required skills

Commentary on the Marking Scheme

All five categories—content, organization, mechanics, grammar, style-- are usually weighted equally in most composition courses, whereas mechanics, grammar, and style are sometimes not so heavily weighted in writing for various other courses. It is therefore important to assess your skills in all five categories, especially the last four, at the beginning of your post-secondary composition course.

Depending on your computer capabilities, you may be able to access the Athabasca University English Language Self-assessment Test on line and to receive a score and diagnosis automatically. This test is free and should take no more than two hours. It may be accessed at the following web site:

http://www.athabascau.ca/html/services/counselling/esl/

This is a multi-purpose test, not intended only for students with English as a second language. It will provide a score out of 115, along with a recommendation of the level of course that appears suitable for your current skill base. AU English 255: Introductory Composition is a typical first-year English writing course. If you are advised to consider a lower-level course, then be aware that you may need considerable work in certain areas to be ready for your English requirement, regardless of which post-secondary institution you plan to attend.

last edited by B.C. May 26, 2004