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Compo marking scheme


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Compo marking scheme

  1. 1. Marking Scheme Content Organization Mechanics Grammar Style CommentaryThe following scheme was designed by Veronica Baig and PierreWilhelm of Athabasca University, with assistance from DavidBrundage. It is based on a survey of similar instruments at a numberof universities and colleges, both in North America and abroad.Content—refers to the following elements: a clear understanding and complete analysis of the topic (given the length/scope of the assignment) an awareness of audience and purpose the use of appropriate quotations (where relevant) originality of ideas and expression appropriate evidence of reading and research (where relevant)10 Outstanding Original ideas well developed, relevant, and thoroughly supported Analysis complete Ideas and expressions original Evidence of reading and research apparent (where
  2. 2. appropriate) Perceptive insights Text interesting9 Excellent Topic coverage complete Appropriate elements achieved to a high degree Many ideas and expressions original Some evidence of research (where appropriate) Text interesting and shows promise8 Very good Topic coverage mainly complete Most elements completed well7 Good Topic coverage nearly complete—minor omissions only Analysis weak in places6 Satisfactory Topic coverage basic Evidence of some analysis5 Sufficient-improvement Topic coverage just needed adequate Other elements present at a basic level Minor omissions in some elements4 Insufficient—remediation Topic coverage inadequate suggested Analysis lacking Text uninteresting Omissions in several
  3. 3. elements Intent of the writing difficult to understand3 Omissions in most elements2 Text unfocussed and confusing Major omissions in all Unsatisfactory—remedial elements work needed1 Off-topic Complete lack of audience awareness Text unfocussed and confusingOrganization—refers to the following elements: A clear thesis statement A variety of effective transitions to make the writing �flow� Appropriate and logical structure both within the assignment as a whole and within the paragraph Good main ideas at the paragraph level Maintenance of �purpose� of the writing An introduction, development and conclusion (paragraphs at the essay level; sentences at the paragraph level Effective sentence variety An awareness of audience10 Outstanding Arguments thoroughly developed Strong links between sentences and paragraphs making the text logical Appropriate introduction, development and conclusion Mastery of the
  4. 4. organizational elements9 Excellent Appropriate elements achieved to a high degree Structure logical and readily discernible8 Very good Structure apparent Effective transitions Most elements completed well7 Good Some minor omissions so that �flow� is not well maintained Structure mainly discernible6 Satisfactory Structure apparent but at a basic level Omissions in some elements cause �flow� problems5 Sufficient—improvement Structure just adequate needed Other elements present at a basic level Problems with some elements cause lack of �flow�4 Insufficient—remediation Structure inadequate suggested Lack of logical connection between parts of writing Omissions in several elements Structure and �flow�3 Unsatisfactory—remedial problems cause confusion work needed No clear purpose to the
  5. 5. writing Omissions generalized2 Structure unfocussed and confusing Shift(s) of purpose Major omissions in elements1 Purpose unsupported by structure Complete lack of audience awareness Shift of focus and purpose Major omissions generalizedMechanics—refers to the following elements: Spelling, correct and consistent in usage Punctuation, correct, consistent and with appropriate variety Capitalization Proper use of documentation technique Legibility, particularly of hand written assignments Documentation style correct and complete10 Outstanding Mastery of all elements No errors9 Excellent All elements achieved to high degree One or two minor errors only8 Very good Most elements completed well Minor errors only, not affecting meaning7 Good Minor errors in at least three
  6. 6. elements Errors not affecting meaning6 Satisfactory Errors in all elements Errors distract reader and interfere with understanding5 Sufficient—improvement Errors in all elements needed Errors affect meaning Use of elements is only basic4 Insufficient—remediation Major errors in more than suggested one element Inconsistency of usage Errors cause some comprehension problems Major errors in most3 elements2 Major errors in all elements Errors cause Unsatisfactory—remedial comprehension problems work needed1 Complete, or almost complete lack of elements Errors cause serious comprehension problemsGrammar—refers to the following elements: Sentence formation; clauses and phrases appropriately formed and connected Word order and form Verb tense, form, voice (active or passive), and mood
  7. 7. (indicative, imperative, subjunctive) Subject-verb agreement Pronoun case forms and pronoun agreement with antecedent Appropriate adjective and adverb form Parallelism Appropriate use of modifiers Direct and indirect speech10 Outstanding Correction of text not required A variety of complex grammatical structures used Evidence of mastery of advanced and complex structures9 Excellent Text is almost perfect Evidence of near mastery of advanced and complex structures All appropriate elements achieved at high level of competence8 Very good Most elements completed well; only a few minor errors High level achievement of most elements7 Good Minor errors in more than one type of structure Meaning and comprehension not affected by errors Variety of complex structures is used6 Satisfactory Minor errors in several types of structure Errors distracting but no
  8. 8. interference with comprehension5 Sufficient—improvement Some major errors apparent needed and several minor ones Errors cause some problems with clarity or cause minor confusion4 Insufficient—remediation Variety of major, global suggested errors Errors distract reader, impeding meaning and comprehension Pervasive and major errors Errors present serious3 impediment to meaning and comprehension2 Errors basic and pervasive in Unsatisfactory—remedial nature work needed Comprehension difficult1 Numerous errors, even basic ones Text incomprehensibleStyle—refers to the following elements: Evidence of stylistic control Writing at the appropriate language level (informal, general, formal) Writing appropriate to content, subject, purpose, and audience Demonstration of effective tone and appropriate vocabulary Evidence of creativity Length and complexity of sentences
  9. 9. Maintenance of consistent styleCommon indicators of stylistic problems include: Shift of focus Monotonous repetition of one or two syntactical patterns Change in level or tone Pretension (attempt at outward show of ability that appears to be false or inaccurate) Use of slang expressions and clich�s Choppiness (short, unconnected sentences)10 Outstanding Evidence of mastery of all appropriate elements Style perceptive and consistent9 Excellent All appropriate elements achieved to high degree8 Very good Most elements completed well No significantly detraction from writing from minor omission7 Good Some omissions in several categories Omissions begin to detract from writing6 Satisfactory Inconsistent application of style rules Elements present at basic level only5 Sufficient—improvement Most elements present at needed basic level Inconsistencies and
  10. 10. omissions detract from the writing4 Insufficient—remediation Some basic elements suggested missing Inconsistencies and omissions a serious distraction Most skills insufficient for3 assignment Omissions generalized2 Text unfocussed and Unsatisfactory—remedial confusing work needed Major omissions in elements1 Text unstructured and incoherent Lack of all required skillsCommentary on the Marking SchemeAll five categories—content, organization, mechanics, grammar,style-- are usually weighted equally in most composition courses,whereas mechanics, grammar, and style are sometimes not soheavily weighted in writing for various other courses. It is thereforeimportant to assess your skills in all five categories, especially thelast four, at the beginning of your post-secondary compositioncourse.Depending on your computer capabilities, you may be able to accessthe Athabasca University English Language Self-assessment Test online and to receive a score and diagnosis automatically. This test isfree and should take no more than two hours. It may be accessed atthe following web site:
  11. 11. This is a multi-purpose test, not intended only for students withEnglish as a second language. It will provide a score out of 115, alongwith a recommendation of the level of course that appears suitablefor your current skill base. AU English 255: Introductory Compositionis a typical first-year English writing course. If you are advised toconsider a lower-level course, then be aware that you may needconsiderable work in certain areas to be ready for your Englishrequirement, regardless of which post-secondary institution you planto attend.