Rubric bach
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This document provides a rubric to assess writing skills at different levels from 1 (Needs Improvement) to 4 (Exceptional). It evaluates writing based on the number and complexity of sentences used, punctuation and spelling, vocabulary, ideas, and grammar. Lower levels are characterized by fewer sentences, more errors, simpler vocabulary and ideas, and grammatical mistakes. Higher levels demonstrate more advanced syntax, greater vocabulary, clearer ideas focused on a single topic, stronger connections between ideas, and fewer errors in punctuation, spelling, and grammar.
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The ielts exam and the importance of paraphrasing
IELTS exam is often considered quite tough and challenging as it tests the English skills of candidates, however there are certain tricks and techniques if used, this exam can definitely become simpler to crack. One of the good techniques is paraphrasing.
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The document provides an overview of how to write a concise summary. It defines a summary as a shortened passage that retains the essential information of the original in the writer's own words. It lists the key characteristics of a good summary as being understandable without reference to the original, faithfully reproducing only the original ideas, and being brief without unnecessary details. The document outlines techniques for writing summaries, such as paraphrasing the original text in one's own words, condensing details, and finding the topic sentence and main ideas to create an outline. It describes the steps to write a summary as reading the original carefully, understanding the central ideas, writing one-sentence summaries of each section, forming a thesis statement, and drafting and
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This document defines précis writing as summarizing a written text in a shortened form by restating the main points in as few words as possible. It outlines that a précis should grasp the central theme, pick out the main points while omitting details, and give the points a logical sequence and coherence. The language used should be in the writer's own words to avoid direct expressions from the text, written in full sentences and indirect speech as a third person without personal opinions or quotations. The length of a précis should be about one-third the number of words in the original text, which can be achieved by avoiding illustrations, figures of speech, emphatic sentences and substituting single words for groups of words.
Preci writing
A précis is a shortened summary of a passage that concisely covers all the main ideas. To write an effective précis, one must read the passage multiple times to gain a thorough understanding. Important points should be underlined and irrelevant details omitted. An outline is then formed using the essential ideas in a logical sequence. When writing the précis, one must avoid personal comments and directly quoting from the original passage. The précis should be a continuous narrative written in the third person and past tense using one's own words to accurately summarize the key themes and information from the original text in a concise manner.
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Precis writing is a technique to concisely summarize a document in fewer words while retaining the key ideas. It involves omitting examples, illustrations, adjectives, adverbs and other unnecessary details. A precis should be approximately one-third the length of the original and change the writing style to indirect narration and passive voice. Good qualities of a precis are completeness, clarity and conciseness. The document outlines the definition of a precis, rules for writing one, differences between a precis and summary, and a ten step process for creating a precis.
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The document is a presentation on precis writing. It begins with an introduction to precis by Maida, defining it as a clear, compact summary that preserves the essential points of the original. Several students then discuss important qualities of a good precis such as clarity, correctness, objectivity, coherence and conciseness. Tehreem, Ayesha and others outline common rules for writing a precis, including maintaining the key meaning, using an outline, omitting unnecessary details, indirect speech, and more. The presentation concludes with an exercise on precis writing.
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A précis is a shortened summary of a passage that is approximately one-third the length of the original. It restates the main ideas and key points in the writer's own words without examples, illustrations, or elaboration. To write a good précis, one must have a clear understanding of the source text and the ability to effectively reproduce its essential contents in a concise, coherent manner while maintaining completeness, clarity and conciseness. The précis should flow as a continuous piece of writing that logically sequences the key points using a variety of language as appropriate.
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a. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
(The information to use)
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Write 5 paragraphs please.
Paragraph 1:
Introduction
Paragraph 2:
A. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
Paragraph 3:
B. Sentences: using sentence-combining skills and different types of sentences for effect.
Paragraph 4:
C Word choice: carefully choosing the best words, using appropriate diction.
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Conclusion
NOOOOOOOOOO PLAGIARISM!!!!!!!!!!!!
· APA formatting: Resources and citations are formatted according to the current APA style and formatting. See
Evidence and APA.
· Number of resources: Minimum of 6 scholarly sources. Distinguished submissions will likely exceed this number.
· Length of paper: 6–8 typed, double-spaced pages. Additionally, a title page and references page.
· Font and font size: Times New Roman, 12 point.
[removed]
Undergraduate Pathways ENG1105
ESSAY EXAM RUBRIC QUESTION #____ Name:______________________
CONTENT “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER
Addressing Type
of Essay Question
Accurately identifies the essay
terms being used in the question;
designs answer that specifically
addresses the question; precisely
and lucidly discusses the subject
under the terms for examination
Definite recognition the essay terms
being used in the question; designs an
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This presentation offers 12 advanced English language grammar tips that may aid instructors who teach the writing components of the International English Language Testing System (IELTS) exam. Furthermore, this presentation also aims to assist those who plan to sit for the General or Academic version of this global language test. This presentation is suitable for future IELTS examinees who are upper intermediate to advanced English language writers.
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FINAL GRADE
1/1
desc
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
Doreen,
You've included a topic sentence that previews the
location, used appropriate narrative transitions to
organize the paragraph, and used logical organization
throughout the paragraph.
Please use more specific directional phrases and
descriptive language as indicated in the comments.
There are also minor language and punctuation errors.
Overall, this is good work.--AST
PAGE 1
*Hi!*
Hi!
I look forward to reading your essay.--AST
Comment 1 | Format
Use plain font instead of bold.
→description thesis/TS
Thesis that references all five senses and identifies the scene included.
Misplaced/Dangling Modifier | Grammar
The noun should be immediately followed or preceded by the phrase that modifies it to avoid
misunderstanding.
See this site for tips: http://www.chompchomp.com/rules/modifierrules.htm
, MIA | Punctuation
missing comma
See this site for tips on spotting them:
https://www.turnitin.com/pd/static/build/handbook_viewer/handbooks/Descriptive/mechanics/Missing%20Comma.html
Awk. | Grammar
http://www.chompchomp.com/rules/modifierrules.htm
https://www.turnitin.com/pd/static/build/handbook_viewer/handbooks/Descriptive/mechanics/Missing Comma.html
QM
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Awkward:
The expression or construction is cumbersome or difficult to read. Consider rewriting.
Tense Shift | Grammar
Tense Shift:
Verb tenses should be consistent throughout your writing in order to make it clear when an action
takes place. You will confuse your readers by switching from one tense to another within the same
sentence or paragraph. When discussing literature or a published source document of some kind,
readers expect you to use the present tense, even though the source you're writing about may have
been written many years ago. When writing an essay about historical events, however, readers
generally expect that you use the past tense.Tense Shift
descriptive transitions | Transitions
Use narrative transitions to relate the events to each other.
Example: First, we went to see the tigers. After thirty minutes with the big cats, we moved on to the
apes.
Use directional phrases to orient the reader spatially.
Example: We entered the zoo from the north gate. After going through the entrance, we made a hard
left to get our trolley tokens.
Additional Comment Use directional phrases to make the description more concrete.
Good description
Excellent use of concrete description here and throughout.
→apply
The marked errors occur throughout the essay. Only the first instance is marked, so be sure to find
and correct all instances of the error if this is a rough draft.
narr. transition
The transition logically connects one part of the n ...
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descby Doreen WilliamsFILETIME SUBMITTED 05-FEB-2021
descby Doreen WilliamsFILETIME SUBMITTED 05-FEB-2021
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- 1. Level: BACH 1 Needs Improvement 2 Developing 3 Competent 4 Exceptional Writing Writes fewer than 8 complete simple sentences. Writes 8-10 complete simple sentences. Writes 8-10 complete simple and compound sentences (and, but, so). Writes more than 10 complete simple and compound sentences. Punctuation, capitalization, & spelling Many mistakes in spelling, punctuation, and capitalization. Some mistakes in punctuation, spelling and capitalization. A few mistakes in punctuation, spelling and capitalization. Almost no mistakes in punctuation, spelling and capitalization. Vocabulary Uses only a few common and simple vocabulary words. Uses some simple and common words, but sometimes the meaning is not clear. Uses simple and common words with only a few mistakes. The meaning is clear most of the time. Uses simple and common words well. The writer also tries to use more difficult words. Ideas The sentences are not about one topic. Writes only basic sentences with no description. The connections between the ideas in the sentences are not very good. It is difficult to find the important topic. Writes basic sentences with some description (such as adjectives), but no explanation. The writer tries to write about one topic, but some of the ideas are not connected well. Writes sentences that contain description or details of where, when, and what. The writer shows strong connections of ideas around a single topic. Writes sentences that contain description or details of where, when, what, why and how. Grammar Makes so many mistakes that the sentences are difficult to understand. Makes some grammar mistakes . The sentences are sometimes difficult to understand. Can use the grammar for level correctly most of the time. There are mistakes, but the sentences are easy to understand. Writes good sentences with correct grammar (for level) most of the time. The sentences have good structure.