2nd ROUND MARKING RUBRIC Criterion Topic/Theme relevance 1 The essay is completely off-topic or minimally discusses the theme. Statement of position/message Does not present a position or clear message; or it is impossible to identify the position/message. There are no arguments; or the arguments are not relevant to the main idea. Support for the position/message Development of argument The arguments are listed without any further development. Authenticity and Citations No statistics or other real empirical data. Hardly use any in-text or reference list citations. CONTENT (5 POINTS) 2 3 The essay is loosely The theme is addressed in related to the theme. The most part of the essay, majority of the essay is while a significant part is off-topic. not relevant. A position/message is There is an identified noticeable, but there are position/message; some conflicting ideas however, this is at times that significantly weaken weakened by some points it. in the essay. The arguments are At least two arguments weakly relevant; although are relevant to the there are some attempts, position/message only one argument is presented in the essays; relevant. but one or more others are not. Most of the arguments The majority of are poorly developed, arguments are developed except one. with relevant explanations, examples or illustrations; but at least one is poorly developed. Use of few and nonA small quantity of referenced statistics or referenced-data or data. statistics at the minor There are citations but ideas. they do not follow a Citations are used in a certain format and there certain format with some exist many places where errors; or there are some citations should have places (to a minor been added. proportion) where citations should have been added. 4 The essay is sufficiently related to and focuses on the theme. 5 The theme is addressed sufficiently and creatively. A position/message is clear and consistent throughout the essay. The essay states a solid, strong and creative position or message. All the arguments are relevant to the position/message presented, but most are common sense or lack of creativity. All arguments are developed with explanations, examples and illustrations but the effect is justifiably limited at some. Significant use of empirical or well-referenced data or evidence Citations are mostly accurate and properly used. Some minor mistakes are found. A greater proportion of the references are from less reliable sources (e.g. personal blogs, Facebook statuses, spoken All the arguments are strongly relevant to the position/message and there is a high level of creativity and novelty. All arguments are fully developed with highly relevant explanations, examples or illustrations. Fully data-based/evidencebased All citations are accurate and properly used; and they are from wellestablished sources. statements, fora, websites,…) Coherence and Cohesion Lexical Resource 1 - Presents information and ideas but these are not arranged coherently and there is no clear progression in the response - Uses some basic cohesive devices but these may be inaccurate or repetitive - May not write in paragraphs or their use may be confusing 2 - Presents information with some organization but there may be a lack of overall progression - Makes inadequate, inaccurate or over-use of cohesive devices - May be repetitive because of lack of referencing and substitution - May not write in paragraphs, or paragraphing may be inadequate - Uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task - Has limited control of word formation and/or spelling; errors may cause strain to the reader - Uses a limited range of vocabulary, but this is minimally adequate for the task - May make noticeable errors in spelling and/or word formation that may cause some difficulty to the reader LANGUAGE (5 POINTS) 3 - Arranges information and ideas coherently and there is a clear overall progression - Uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical - May not always use referencing clearly or appropriately - Uses paragraphing, but not always logically - Uses an adequate range of vocabulary for the task - Attempts to use less common vocabulary but with some inaccuracy - Makes some errors in spelling and/or word formation, but they do not impede communication 4 - Logically organizes information and ideas; there is clear progression throughout - Uses a range of cohesive devices appropriately although there may be some under-/over-use - Presents a clear central topic within each paragraph 5 - Sequences information and ideas logically - Manages all aspects of cohesion well - Uses paragraphing sufficiently and appropriately - Uses a sufficient range of vocabulary to allow some flexibility and precision - Uses less common lexical items with some awareness of style and collocation - May produce occasional errors in word choice, spelling and/or word formation - Uses a wide range of vocabulary fluently and flexibly to convey precise meanings - Skillfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocations - Produces rare errors in spelling and/or word formation Grammatical - Uses only a very limited Range and range of structures with Accuracy only rare use of subordinate clauses - Some structures are accurate but errors predominate, and punctuation is often faulty - Uses only a limited range of structures - Attempts complex sentences but these tend to be less accurate than simple sentences - May make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty to the reader - Uses a mix of simple and complex sentence forms - Makes some errors in grammar and punctuation but they hardly reduce communication - Uses a variety of complex structures - Produces frequent errorfree sentences - Has good control of grammar and punctuation but may make a few errors - Uses a wide range of structures - The majority of sentences are error-free - Makes only very occasional errors or inappropriacies
