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Marking Scheme for Writing Assignments

This scheme is currently used on the writing courses and some other courses at the Athabasca University. It should be used as a guide to writing expectations. Some instructors may use different marking schemes.

  • Content
  • Organization
  • Mechanics
  • Grammar
  • Style
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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
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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
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Mechanics—refers to the following elements:

  • Spelling, correct and consistent in usage
  • Punctuation, correct, consistent and with appropriate variety
  • Capitalization
  • Legibility, particularly of handwritten assignments
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
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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
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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

Updated December 08, 2020 by Student & Academic Web Services (sas@athabascau.ca)

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