Writing improvement -- General Rubrics

Writing improvement -- General Rubrics

Adapted from http://danaleeling.blogspot.com/2011/04/writing-improvement-in-physical-science.html

The rubric is based on that rubric used to mark entrance test essays for the college. As such, the rubric is well understood by a broad constituency at the college.

The following paragraphs look at the impact on grammar, vocabulary, organization, and cohesion.

The grammar section of the rubric is as follows.

[G] Grammar and Syntax [-2 if conclusion too short to judge grammar properly]
5	No errors of grammar or word order. Correct use of tense.
4	Some errors of grammar or word order but communication not impaired.
3	Fairly frequent errors of grammar or word order; occasional re-reading necessary for full comprehension.
2	Frequent errors of grammar or word order; efforts of interpretation sometimes required on reader's part.
1	Very frequent errors of grammar or word order; reader often has to rely on own interpretation.
0	Errors of grammar or word order so severe as to make comprehension virtually impossible.

Typical grammar errors include tense shifts and unclear antecedents for pronouns. Bear in mind that a student effectively has to score a four or five to gain entrance to the college. A score of two or less is likely to lead to non-admission.

The following is the rubric used for vocabulary.

[V] Vocabulary [-2 if conclusion too short - taken as evidence of vocabulary limitations]
5	Appropriate terms used consistently, clear command of vocabulary with a focus on correct usage of physical science vocabulary, no misspelled words.
4	Occasionally uses inappropriate terms or relies on circumlocution; expression of ideas not impaired; or a few misspelled words.
3	Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary, or many misspelled words.
2	Limited vocabulary and frequent errors clearly hinder expression of ideas.
1	Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.
0	Vocabulary limitations so extreme as to make comprehension virtually impossible.

Organization is primarily determined by whether the students have the correct sections in the correct order.

[O] Organization
5	All sections present in the proper order. Material exceptionally well organized. Conclusion well structured with introductory and concluding phrases.
4	One section out of sequence or omitted. Material well organized; structure could occasionally be clearer but communication not impaired.
3	Multiple sections out of sequence, some lack of organization; re-reading required for clarification of ideas. For example, tables and graphs printed from a spreadsheet and then stapled to the back of a lab write-up printed from a word processing program.
2	Multiple sections omitted. Little or no attempt at connectivity, though reader can deduce some organization.
1	Individual ideas may be clear, but very difficult to deduce connection between them.
0	Lack of organization so severe that communication is seriously impaired.

[C] Cohesion [0 if text too short to judge cohesion]
5	Consistent choices in cohesive structures. Ideas flow logically. Conclusion remains on topic. Connector words assist the reader.
4	Occasional lack of consistency in choice of cohesive structures and vocabulary but overall ease of communication not impaired.
3	Patchy, with some cohesive structures or vocabulary items noticeably inappropriate to general style. Ideas tend to be disconnected from each other. Reads more like an outline than a coherent essay, or written as a list of answers to questions without connector words and phrases generating a choppy, disjoint style
2	Cohesive structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. Connector words and phrases confuse and mislead the reader, but sense can be made of the conclusion.
1	Communication often impaired by completely inappropriate or misused cohesive structures or vocabulary items making it difficult to make scientific sense of the conclusion.
0	A 'hodgepodge' of half-learned misused cohesive structures and vocabulary items rendering communication almost impossible.