GKT English language skills
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This document summarizes the results of a 40 question English language skills assessment covering conceptual and organizational skills, word choice skills, sentence structure skills, and grammar, spelling, capitalization, and punctuation skills. The participant answered 29 questions correctly out of 40 for a score of 73%. The assessment was broken into 4 competency areas with conceptual and organizational skills having 4 questions, word choice skills having 6 questions, sentence structure skills having 6 questions, and grammar, spelling, capitalization, and punctuation skills having 24 questions.
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Content Indicators
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Average (C Grade)
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The paper has a clear and compelling thesis statement that may be a novel or original approach to the problem.
Audience & Purpose
The writing’s effectiveness in appealing to its stated or implied audience; the writing’s sense of its rhetorical purpose.
The essay demonstrates no discernible sense of purpose, unclear or problematic sense of the audience of the piece.
The essay has a poor sense of its audience and its values, and a limited sense of purpose. The topic may be banal or the approach to it superficial.
The writing illustrates an appropriate if unsophisticated sense of its audience and purpose; the writer’s topic and approach to it are appropriate for college-level writing.
The essay accommodates itself well to its intended audience and has a clear sense of purpose. There might be awareness or consideration of other points of view.
There is a clear and sustained sense of audience and purpose; the language and approach are effective in accommodating that audience, and the author displays an awareness and understanding of other points of view.
Organization
The clarity, cohesion, and placement of elements of the paper.
The essay is not organized logically, or has problems with essay- or paragraph-level coherence
The essay suffers from a counter-intuitive or confusing organizational scheme; paragraphs are misplaced or would be far more effective in other places.
The paper is adequately organized and developed; the transitions ...
Assessment rubric for grading your essays
This rubric evaluates essays on 7 criteria on a scale of 0 to 6 points: thesis statement, type of essay, supporting details, organization/transitions, style, mechanics, and addressing the prompt. A thesis that outlines the essay's flow can earn 6 points, while an inappropriate or missing thesis earns 0 points. Using the assigned essay type and developing it accordingly earns high points. Strong supporting details and logical organization also score highly. Appropriate tone, varied sentences, and good word choice receive more points for style. Few errors receive more points for mechanics. Fully addressing the prompt is scored highest. The rubric is used to provide point values in each category and a total score out of 42 points.
Term Paper Rubric – 50 point maximum Traits10 points8 po.docx
Term Paper Rubric – 50 point maximum
Traits
10 points
8 points
5 points
2 point
Idea/Content
Engages the reader with a clear thesis or purpose.
Information is clearly related to the topic.
Relevant evidence and details are strong and used to support the thesis or purpose.
Engages the reader with a thesis or purpose.
Information stated is related to the topic.
Relevant evidence and details support the thesis or purpose.
Attempts to engage the reader with a thesis or purpose.
Information stated is limited in relationship to the topic.
Relevant evidence and details are weak and don’t always support the thesis or purpose.
Little attempt to engage the reader; no thesis or purpose.
Information stated does not related to the topic.
Relevant evidence and details are lacking.
Organization
Organization is clear including compare and contrast or organization by categories, and transitional expressions.
Offers a creative engaging beginning and concluding paragraph that summarizes the thesis or purpose.
Organization is clear and may include use of compare and contrast, organization by categories, and transitional expressions.
Offers an engaging beginning and a concluding paragraph that summarizes the thesis or purpose.
Organization may be hampered by minimal details and weak transitional expressions.
Attempts a beginning and conclusion.
Organization is lacking and interferes with understanding.
Conclusion is not drawn or reached.
Sentence Fluency
Demonstrates consistent variety and complexity of sentence structure.
Demonstrates variety and complexity of sentence structure.
Demonstrates sentences that are understandable.
Sentences are short, repetitive, and lack variety and complexity.
Demonstrates awkward choppy and run-on sentences.
No variety or complexity.
Word Choice
Uses precise and creative verbs, adverbs, nouns, and adjectives; the message is clear.
Uses adequate verbs, adverbs, nouns, and adjectives; the message is clear.
Uses limited word choice; the message is dull or unclear.
Uses dull, repetitive word choice; the message is confusing.
Convention
Spelling, capitalization, punctuation, paragraphing and grammar are effective and make the paper easy to read and understand.
Contains few if any errors in conventions.
Spelling, capitalization, punctuation, paragraphing and grammar are mostly correct.
Errors don’t make writing difficult to read and doesn’t interfere with the meaning.
Spelling, capitalization, punctuation, paragraphing, and grammar create problems that slow the reader or cause confusion.
Contains frequent convention errors that are noticeable.
Spelling, capitalization, punctuation, paragraphing, and grammar errors are so numerous that they make writing difficult to follow.
I. Introduction
II. Theory of Hegemonic Stability
A. Alternate theories
III. Is non-polarity an adequate characterization of the contemporary international distribution of power?
A. U.S. views
B. Soviet views
C. Chinese views
IV. U.S. versus Soviet bipola ...
In this module the student will present writing which focuses attent.docx
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
ENG-106 Rubric Definition Argument Criteria Value1 Unsati
This document outlines a rubric for evaluating definition argument essays in an ENG-106 course. It provides criteria in five areas - content and ideas, organization, format, language and style, and grammar and mechanics. Each area is worth a certain percentage of the total grade and describes expectations at unsatisfactory, less than satisfactory, satisfactory, good, and excellent levels. Scores are determined by assessing how well the student's work meets the descriptors for each level based on the percentage values listed.
Marking band for upsr paper 2
The document provides guidelines and marking schemes for assessing student responses. It consists of 3 sections:
Section 1 outlines the assessment objectives for 3 questions - constructing sentences, transferring information from a text, and expressing ideas in sentences and paragraphs.
Section 2 describes the marking criteria for question 1, dividing responses into bands based on how well the task is fulfilled and language used.
Section 3 presents the marking schemes for questions 2 and 3, including band descriptors and point values for excellent, credit, achievement and low achievement responses. Symbols to mark errors are also defined.
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The document discusses two dimensions of writing: consolidatory writing and free writing. Consolidatory writing reinforces oral skills through controlled exercises focusing on grammar, structures, and rhetorical patterns. Free writing focuses on the creative use of language to communicate ideas through free compositions and experiences like personal notes, letters, narration, description, and argumentation. It provides examples of fully controlled and guided writing activities for consolidatory writing, which involve substitution, transformation, and rearrangement exercises, as well as examples of free writing experiences.
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This document outlines the scope and sequence of topics to be covered in English courses for grades 4 through 7 over three terms. For each grade and term, it lists the language skills, reading skills, writing skills, spelling, and literature to be taught. The skills include vocabulary, comprehension, grammar, study skills, and speech. The literature includes prose, poetry, and Philippine literature. Grammar topics span nouns, pronouns, verbs, adjectives, adverbs, and sentences.
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The document discusses academic vocabulary and identifying Tier 2 words for vocabulary instruction. It provides criteria for determining which Tier 2 words are most appropriate to teach, including words that students will see often across texts, will be useful for their own writing, relate to other known words and ideas, are significant to meaning or tone, and cannot be inferred from context. Examples are given of applying these criteria to sample words to decide whether they should be addressed through instruction. The goal of vocabulary instruction is for students to thoroughly understand and be able to use words in a variety of contexts.
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In each of your chapter reviews, you should, first, clearly
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Term Paper Rubric – 50 point maximum Traits10 points8 po.docx
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ENG-106 Rubric Definition Argument Criteria Value1 Unsati
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This document provides information about the General Knowledge Test, which is part of the Florida Teacher Certification Examinations. It consists of four subtests: English Language Skills, Mathematics, Reading, and Essay. The document provides an overview of the test format, sample questions, and scoring criteria. It is intended to help teacher certification candidates prepare effectively for the exam by familiarizing them with the content and skills assessed.
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