8/16/2019 Writing Rubric Explanation

1/1

Writing rubric explanation

TASK FULFILMENT:

This criterion covers overall achievement of the communicative aim; awareness of the writer-reader relationship with

respect to style and register; and how well the requirements of the instructions are met. Higher scores address the

immediate communicative aim of the task (i.e. the important messages are conveyed clearly) while lower scores are

difficult to follow and unconvincing for the reader. Higher scores show good awareness of the writer-reader relationship

(i.e. appropriate use of style/register throughout the text). In terms of meeting the requirements of the instruction, higher

scores display appropriate genre, topic, purpose and number of words while lower scores do not.

ORGANISATION AND STRUCTURE:

This criterion focuses on text organisation, including the use of paragraphing and openers/closers in an appropriate

format; presentation of ideas and arguments, including clarity and coherence in their development; and the use of

signposting. Higher scores possess clear organisation of text with ideas sequenced in linear fashion and the use of

paragraphs to separate key themes as well as the use of appropriate opening/closing. Lower scores present poor

paragraphing and confusion of ideas within them or indeed sentences causing difficulty for the reader. Higher score will

also be presented in an appropriate format for the text type, while lower scores will not show this awareness. Higher

scores will show a logical development of ideas and arguments while lower scores lack coherence and are confusing.

Higher scores use cohesive devices and topic sentences to signpost the sequence of the text while lower score will lack

the use of even simple cohesive devices.

LANGUAGE CONTROL:

This criterion is divided into 3 sections, grammar, lexis and readability.

Grammar: This covers range, complexity and accuracy of grammar use. Higher scores show a wide range of

grammatical items relating to the task combined with a good level of accuracy. Scores decrease in line with the range of

structures attempted, the complexity/appropriacy of those structures and the frequency of any particular errors. Lower

scores may display high control of language below the level but they do not score highly owing to the lack of complexity.

Lexis: This also covers range in relation to the task but also considers three common consequences of a lack of range:

the use of circumlocution, the simplification of ideas through the use of general words, misuse of words. It also considers

appropriacy, by which is meant a choice of words appropriate to the type of text and the context of use (e.g. in a letter toa superior one doesn’t start with “Yo, Yo Holmes, What’s shakin'?” nor does one start a personal email with “Dear Sir”.)

Higher scores contain little circumlocution and possess high levels of accuracy. Lower score may exhibit control over

language at lower levels but are restricted in terms of the specific task leading to a simplification of ideas or an over-

generalisation of arguments.

Readability: This covers mechanics as well as the effect of errors on the reader. Mechanics is the use of spelling and

punctuation - higher scores exhibit a minimum of problems while lower scores show poor control of these. Higher scoring

texts may have errors, but these do not impede understanding whereas errors in lower scoring texts impact on the

reader’s ability to interpret the writer’s intentions.