This document outlines the sections and scoring of an English language exam for 2nd year intermediate students in Saudi Arabia. The exam consists of 6 sections: I) Comprehension questions on a reading passage, II) General information questions, III) Grammar questions, IV) Vocabulary questions, V) Spelling, and VI) Handwriting. Each section contains multiple question types and is worth a certain number of total marks. Handwriting is evaluated on readability and following writing rules on a scale of 0 to 5 marks.
This document is a post-survey for psychology students that asks about their plans after graduation, interest in graduate school, desired specialty or field of work, and population they want to work with. It includes multiple choice and short answer questions to gauge if and how their goals and interests have changed since completing an earlier, pre-survey.
This document outlines the structure and scoring of the General Certificate Examination for Secondary Schools administered by the Ministry of Education in the Kingdom of Saudi Arabia. The exam is 3 hours and tests students on guided composition, dialogue, spelling, reading comprehension, vocabulary, and grammar. For each section, the document provides examples of question types and the number of marks allocated to parts of each section. Teachers are instructed to design exams based on the guidelines around covering all units and referring to official documents on content analysis and objectives.
The document provides definitions and explanations of various language teaching terms and concepts. Some key points covered include:
- The four main language skills of listening, speaking, reading and writing.
- Approaches to language teaching like grammar translation, audiolingualism, and communicative language teaching.
- Components of language like grammar, vocabulary, pronunciation.
- Stages of the learning process from controlled practice to free practice.
- Factors that influence language learning like motivation, time spent studying, and effectiveness of instruction.
This document outlines the sections and scoring of an English language exam for 2nd year intermediate students in Saudi Arabia. The exam consists of 6 sections: I) Comprehension questions on a reading passage, II) General information questions, III) Grammar questions, IV) Vocabulary questions, V) Spelling, and VI) Handwriting. Each section contains multiple question types and is worth a certain number of total marks. Handwriting is evaluated on readability and following writing rules on a scale of 0 to 5 marks.
This document is a post-survey for psychology students that asks about their plans after graduation, interest in graduate school, desired specialty or field of work, and population they want to work with. It includes multiple choice and short answer questions to gauge if and how their goals and interests have changed since completing an earlier, pre-survey.
This document outlines the structure and scoring of the General Certificate Examination for Secondary Schools administered by the Ministry of Education in the Kingdom of Saudi Arabia. The exam is 3 hours and tests students on guided composition, dialogue, spelling, reading comprehension, vocabulary, and grammar. For each section, the document provides examples of question types and the number of marks allocated to parts of each section. Teachers are instructed to design exams based on the guidelines around covering all units and referring to official documents on content analysis and objectives.
The document provides definitions and explanations of various language teaching terms and concepts. Some key points covered include:
- The four main language skills of listening, speaking, reading and writing.
- Approaches to language teaching like grammar translation, audiolingualism, and communicative language teaching.
- Components of language like grammar, vocabulary, pronunciation.
- Stages of the learning process from controlled practice to free practice.
- Factors that influence language learning like motivation, time spent studying, and effectiveness of instruction.
This document provides guidance for English teachers on engaging teenage students and maximizing their learning potential. It discusses the cognitive and social characteristics of adolescents and emphasizes understanding students' needs, interests and abilities. The document recommends making lessons engaging through the use of technology, interesting topics, variety, creativity and student-centered activities. It also stresses the importance of images and their role in conveying meaning and promoting memorable learning experiences. A variety of engaging lesson techniques are proposed, including the use of games, entertainment, role-playing, personalized learning, and open-ended tasks.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
The document discusses sociolinguistics and language variation. It defines sociolinguistics as the systematic study of language in society, focusing on how individuals and groups use language in social contexts. There are three main perspectives in sociolinguistics: geographic, examining regional dialects; anthropological, studying the relationship between language, culture and thought; and sociological, analyzing the link between social relations and language varieties. Speech communities are groups that share the same or similar language varieties. Varieties include dialects, sociolects, and idiolects, which differ by region, social class, gender, age, and ethnicity at the lexical, phonological and syntactic levels. Pidgins are simplified mixed languages for basic communication between
Using games in language teaching can help sustain learners' interest and effort over an extended period of time. Games create meaningful contexts for language use, allowing learners to understand language and express themselves in order to participate. This makes the language more vividly experienced and better remembered. Games are thus central to a teacher's repertoire rather than just occasional activities. They provide intensive, engaging practice of language skills while being fun. Effective games are chosen based on factors like class size, level, and topic to achieve learning goals while maintaining motivation.
Power point techniques and principles in language teachingvidal_40
The document discusses techniques and principles for teaching the four main language skills: listening, speaking, reading, and writing. It provides information on goals and strategies for developing each skill. For listening, it emphasizes using authentic materials and teaching metacognitive strategies. For speaking, it recommends a balanced approach incorporating input, structured output, and communicative tasks. For reading, it stresses the interactive nature of the process and using reading to learn. For writing, it notes the differences between written and spoken language and the importance of content and organization.
The document discusses two language teaching methods: the Grammar-Translation Method and the Direct Method. The Grammar-Translation Method focuses on reading and writing skills and uses translation between the native and target languages. In contrast, the Direct Method emphasizes speaking and avoids translation, using real-world objects and gestures to teach vocabulary and grammar inductively. It also views language as primarily spoken and aims for students to communicate in the target language.
Sociolinguistics is the study of language in society and how social factors such as culture, power, and identity influence language use. Researchers collect examples of natural language usage and study how different social groups use language, including differences in dialects, accents, and vocabulary. Sociolinguists also examine how standard languages are established and how attitudes toward language varieties can impact their form and influence.
The document provides an overview of sociology as a discipline, discussing what sociology studies, key concepts like status, roles, norms, values, and deviance. It outlines several sociological perspectives including structural functionalism, neo-Marxism, symbolic interactionism, and feminist theory. It also briefly compares sociology to related disciplines like anthropology and psychology.
This document provides information about incorporating cultural aspects into an EFL classroom. It discusses 6 cultural aspects: greetings, personal space, education, money, accents, and etiquette. For each aspect, it provides brief explanatory text, examples from English speaking cultures, and links to supplemental video resources. The goal is to raise learners' cultural awareness and engage them in learning about the cultures of English speaking countries.
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.
The document discusses teaching writing to students. It outlines the stages of the writing process as prewriting, drafting, revising, proofreading, and publishing. For each stage, it describes the teacher's role in supporting students and scaffolding strategies. The document also discusses types of writing activities like controlled, guided, and free writing and provides examples for implementing each in the classroom.
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.
This document provides guidance on teaching speaking skills to language learners. It discusses that speaking is an important skill but difficult to teach due to barriers like lack of practice. It identifies reasons for poor speaking abilities such as limited curriculum focus and class conditions not supporting oral activities. It then offers techniques for teachers, including having students listen to correct pronunciation, establishing routines for greetings and instructions, using supportive language like caretakers, not interrupting students, introducing vocabulary through pictures and actions, and getting students to speak through games, drills, songs, chants, and storytelling.
This document provides guidance for English teachers on engaging teenage students and maximizing their learning potential. It discusses the cognitive and social characteristics of adolescents and emphasizes understanding students' needs, interests and abilities. The document recommends making lessons engaging through the use of technology, interesting topics, variety, creativity and student-centered activities. It also stresses the importance of images and their role in conveying meaning and promoting memorable learning experiences. A variety of engaging lesson techniques are proposed, including the use of games, entertainment, role-playing, personalized learning, and open-ended tasks.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
The document discusses sociolinguistics and language variation. It defines sociolinguistics as the systematic study of language in society, focusing on how individuals and groups use language in social contexts. There are three main perspectives in sociolinguistics: geographic, examining regional dialects; anthropological, studying the relationship between language, culture and thought; and sociological, analyzing the link between social relations and language varieties. Speech communities are groups that share the same or similar language varieties. Varieties include dialects, sociolects, and idiolects, which differ by region, social class, gender, age, and ethnicity at the lexical, phonological and syntactic levels. Pidgins are simplified mixed languages for basic communication between
Using games in language teaching can help sustain learners' interest and effort over an extended period of time. Games create meaningful contexts for language use, allowing learners to understand language and express themselves in order to participate. This makes the language more vividly experienced and better remembered. Games are thus central to a teacher's repertoire rather than just occasional activities. They provide intensive, engaging practice of language skills while being fun. Effective games are chosen based on factors like class size, level, and topic to achieve learning goals while maintaining motivation.
Power point techniques and principles in language teachingvidal_40
The document discusses techniques and principles for teaching the four main language skills: listening, speaking, reading, and writing. It provides information on goals and strategies for developing each skill. For listening, it emphasizes using authentic materials and teaching metacognitive strategies. For speaking, it recommends a balanced approach incorporating input, structured output, and communicative tasks. For reading, it stresses the interactive nature of the process and using reading to learn. For writing, it notes the differences between written and spoken language and the importance of content and organization.
The document discusses two language teaching methods: the Grammar-Translation Method and the Direct Method. The Grammar-Translation Method focuses on reading and writing skills and uses translation between the native and target languages. In contrast, the Direct Method emphasizes speaking and avoids translation, using real-world objects and gestures to teach vocabulary and grammar inductively. It also views language as primarily spoken and aims for students to communicate in the target language.
Sociolinguistics is the study of language in society and how social factors such as culture, power, and identity influence language use. Researchers collect examples of natural language usage and study how different social groups use language, including differences in dialects, accents, and vocabulary. Sociolinguists also examine how standard languages are established and how attitudes toward language varieties can impact their form and influence.
The document provides an overview of sociology as a discipline, discussing what sociology studies, key concepts like status, roles, norms, values, and deviance. It outlines several sociological perspectives including structural functionalism, neo-Marxism, symbolic interactionism, and feminist theory. It also briefly compares sociology to related disciplines like anthropology and psychology.
This document provides information about incorporating cultural aspects into an EFL classroom. It discusses 6 cultural aspects: greetings, personal space, education, money, accents, and etiquette. For each aspect, it provides brief explanatory text, examples from English speaking cultures, and links to supplemental video resources. The goal is to raise learners' cultural awareness and engage them in learning about the cultures of English speaking countries.
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.
The document discusses teaching writing to students. It outlines the stages of the writing process as prewriting, drafting, revising, proofreading, and publishing. For each stage, it describes the teacher's role in supporting students and scaffolding strategies. The document also discusses types of writing activities like controlled, guided, and free writing and provides examples for implementing each in the classroom.
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.
This document provides guidance on teaching speaking skills to language learners. It discusses that speaking is an important skill but difficult to teach due to barriers like lack of practice. It identifies reasons for poor speaking abilities such as limited curriculum focus and class conditions not supporting oral activities. It then offers techniques for teachers, including having students listen to correct pronunciation, establishing routines for greetings and instructions, using supportive language like caretakers, not interrupting students, introducing vocabulary through pictures and actions, and getting students to speak through games, drills, songs, chants, and storytelling.
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.
The document provides an overview of a training program for elementary school English teachers. It discusses creating a positive learning environment for young learners through establishing relationships, rules, routines, respect for rights and responsibilities, and use of rewards. It outlines characteristics of young learners and challenges teachers may face, and provides solutions such as varying activities, repetition, and encouraging positive behavior. Effective techniques for teaching young learners are proposed, including using pictures, stories, games, role plays, chants, and audiovisual materials. A sample elementary English textbook and its components are described.
This document provides an overview of the Traveller English language textbook series. It describes the components, structure, and features of the textbooks. Each book in the series corresponds to a level in the Common European Framework and contains modules or units focusing on general topics. The modules follow a consistent format with lessons targeting vocabulary, grammar, skills and a round-up section. Tests and teacher materials are also included to support instruction.
This document summarizes the components and approach of the Full Blast English curriculum for intermediate school students. It includes a student's book, workbook, grammar book, teacher's manual, class CDs, test CD, and additional materials. The curriculum uses a modular approach with theme-based lessons, focusing on developing skills like writing and integrating vocabulary, grammar, reading and writing practice. It provides graded materials, a steady framework, and culture pages to develop students' English abilities and sociocultural knowledge over two semesters of first and second intermediate school.
This document discusses six different teaching methods: 1) Grammatical Translation Method, 2) Direct Method, 3) Audio Lingual Method, 4) Task-Based Learning, 5) Communicative Approach, and 6) Total Physical Response. For each method, the document outlines the key characteristics and focuses, such as an emphasis on grammar rules, oral communication, repetition and drilling, completing meaningful tasks, genuine student interaction, and coordinating speech with physical activities. The purpose of the document is to define and compare different approaches to language instruction.
The document outlines three stages of writing instruction: controlled, guided, and free writing. Controlled writing focuses on mechanics through activities like handwriting, copying, and dictation. Guided writing provides more support through structured compositions. Free writing allows the most freedom and originality but still within rules of writing. The stages progress from more teacher-led to more student-led while building writing skills.
This document discusses techniques for teaching speaking to students. It outlines three components of speaking instruction: mechanical practice focusing on sounds, verbs, and grammar; meaningful oral work like greetings and complaints; and free oral production. It also provides procedures for speaking activities, such as dividing students into groups, assigning topics, allowing time for discussion, and providing feedback. Some techniques mentioned include dialogues, interviews, role-plays, problem-solving activities, and debates. The overall goal is to help students speak English fluently, correctly, accurately, and adequately.
This document discusses teaching listening comprehension. It defines listening comprehension and outlines the roles of teachers and students in listening, understanding, and responding. It identifies factors that affect listening skills, including the material, environment, listener, and speaker. It also describes levels of listening comprehension, requirements for listening practice, and how to design a listening lesson with pre-listening, while listening, and post-listening activities. Finally, it provides examples of listening exercises and ways to test listening comprehension.
This document discusses common difficulties teachers face in teaching English as a foreign language and provides potential solutions. It identifies issues such as spelling, homework completion, lack of student interest, disruptive behavior, pronunciation challenges, writing compositions, poor handwriting, and comprehension struggles. The document then explores solutions, including clearly explaining rules, incorporating repetition, using dictionaries, rewarding positive behavior, ensuring variety in lessons, and providing models and structured practice for developing skills like pronunciation and writing compositions. The overall goal is to help teachers address difficulties and improve student English learning outcomes.
More from Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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I. Comprehension questions based on a seen passage:
Reading passage (seen) (4 marks ) 1/2 mark each item. (8 items)
1. Yes/No questions (2 items)
2. True/False statement
3. Choose (Underline/Circle)
4. WH-questions (2 items)
5. Synonyms/Antonyms
6. Completion
II. General Questions: Information questions based on pupil's book about everyday life.
(6 marks) ) 1/2 mark each item. (12 items)
1. Yes/No questions ( 4 items )
2. WH-questions ( 4 items )
3. True/False statement ( 4 items )
III. Grammar: (5 marks) ( 10 items )
(A) E.g. Multiple choice (2 1/2 marks: 1/2 mark each item) (5 items).
(B) E. g. Do as shown between brackets (2 1/2 marks: 1/2 mark each item) (5 items).
IV. Vocabulary: (6 marks) (12 items )
(A) E.g. Multiple choice (4 items )
(B) E. g. Fill in the spaces (4 items )
(C) E.g. Match (4 items )
V. Spelling (Dictation): (4 marks) (8 items)
(A)E.g. Write the missing letters under the pictures (1 mark: 1/2 mark each item).(2items)
(B)E.g. Circle the correct spelling (1 mark: 1/2 mark each item). (2items)
(C)E.g. Choose the right letters to complete the words (2 mark: 1/2 mark each item). (4items)
Kingdom of Saudi Arabia
Ministry of Education
Makkah Educational Directorate,
…………Intermediate School
English Language Exam.
1429-30AH.
1st
Year Intermediate
Time: 2 hours
2. VI. Handwriting: (5 marks)
*Evaluation:
*Writing rules must be followed.
Marks Characteristics
5 Very beautiful readable writing
4-3 Good readable writing
2-1 Acceptable writing
0 No writing at all