Rubrics


 * || 1pt || 2pt || 3pt || 4pt || 5pt || 6pt ||
 * TaskFulfillment || Fails to take a position and write an agree/disagree essay || Takes a position and writes a rough agree/disagree essay || Takes a position and minimally succeeds in writing an agree/disagree essay || Takes a clear position and adequately succeeds in writing an agree/disagree essay || Takes a clear position and competently succeeds in writing an agree/disagree essay ||  ||

**ESLPE Composition Rating Scale** Revised Fall 1996


 * 6 Exempt from ESL Service Courses**
 * Grammar is near native-like with little or no evidence of ESL errors. There may be basic writer developmental errors (e.g., spelling, sentence fragments & run-ons, interference from oral language)
 * The writing exhibits a near native-like grasp of appropriate academic vocabulary and register and there are few problems with word choice OR the writing is fluent and native-like but lacks appropriate academic register or sophisticated vocabulary.
 * Cohesion between paragraphs, sentences, and ideas is successfully achieved through a variety of methods (transitional words & phrases, a controlling theme, repetition of key words, etc.)


 * 5 ESL 35**
 * The number and type of grammatical errors are limited and usually follow a discernible pattern; these include errors in article usage, noun number, subject/verb agreement, verb form (tense/aspect) and word form.
 * Meaning is never obscured.
 * The writing exhibits a variety of simple and complex sentence structures that are usually constructed appropriately, although there may be some problems with subordination or embedding.
 * Register and vocabulary are generally appropriate to academic writing.
 * Cohesion is adequate and achieved through the use of transitional words and phrases.


 * 4 ESL 33C**
 * Grammar errors may occur in article usage and noun number, subject/verb agreement, verb form (tense/aspect), word form/choice, relative clause formation, passive voice, and coordination and subordination.
 * Errors rarely obscure meaning.
 * Sentence structure may range from too many simple sentences to complex ones that are too long to process. There may be some non-native-like sentence fragments and run-ons.
 * Vocabulary may be repetitive or inaccurate, and the register may exhibit a lack of academic sophistication.
 * There may be a limited lack of cohesion and difficulty with paragraphing.


 * 3 ESL 33B**
 * Patterns of errors occur in article usage and noun number, subject/verb agreement, verb form (tense/aspect), and/or word form.
 * Errors occasionally obscure meaning.
 * Although there is a good basic knowledge of sentence structure, there may be errors in or avoidance of relative clauses, passive voice, and/or coordination and subordination. There may be some non-native-like sentence fragments and run-ons.
 * Vocabulary may be repetitive and/or inaccurate. The register may be inappropriate at times.
 * The writing exhibits a basic knowledge of cohesive devices but these may be misapplied, or the devices used may not create cohesion.
 * 2 ESL 33A**
 * Frequent patterns of errors occur in article usage and noun number, subject/verb agreement, verb form (tense/aspect), and/or word form.
 * Errors sometimes obscure meaning.
 * Although there is a basic knowledge of sentence structure, there are errors in and avoidance/absence of relative clauses, passive voice, and/or coordination and subordination. There may be non-native-like sentence fragments and run-ons.
 * Vocabulary is generally basic and word choice is sometimes inaccurate. The register can often resemble either a conversational narrative or a stilted, confusing attempt at academic discourse.
 * Although there is some use of cohesive devices, it is neither consistent nor always effective, and may be simple and repetitive in many cases.


 * 1 ESL 832**
 * Pervasive patterns of errors occur in article usage and noun number, subject/verb agreement, verb form (tense/aspect), and word form.
 * Except in very simple sentences, meaning is frequently obscured.
 * A basic knowledge of sentence structure is lacking, and there are frequent errors in and/or avoidance of relative clauses, passive voice, and/or coordination and subordination. Non-native-like sentence fragments and run-ons occur frequently.
 * Vocabulary is quite basic, and more sophisticated attempts at word choice are often inaccurate or inappropriate. The register is often too conversational for academic purposes or, if an academic tone is attempted, it is incomprehensible.
 * There may be attempts to use cohesive devices but they are either quite mechanical or so inaccurate that they mislead the reader.


 * 0 No Response**

**ESLPE Composition Rating Scale** Revised Fall 2000


 * 6 Exempt from ESL Service Courses**
 * Grammar is near native-like with little or no evidence of ESL errors. There may be basic writer developmental errors (e.g., spelling, sentence fragments & run-ons, interference from oral language)
 * The writing exhibits a near native-like grasp of appropriate academic vocabulary and register and there are few problems with word choice OR the writing is fluent and native-like but lacks appropriate academic register or sophisticated vocabulary.
 * Cohesion between paragraphs, sentences, and ideas is successfully achieved through a variety of methods (transitional words & phrases, a controlling theme, repetition of key words, etc.)


 * 5 ESL 35**
 * The number and type of grammatical errors are limited and usually follow a discernible pattern; these include errors in article usage, noun number, subject/verb agreement, verb form (tense/aspect) and word form.
 * Meaning is never obscured by grammar or lexical choices that are not native-like.
 * The writing exhibits fluency, which is achieved through a variety of simple and complex sentence structures. These are usually constructed appropriately, although there may be some problems with more complex grammatical structures (e.g., subordination or embedding relative clauses).
 * Register and vocabulary are generally appropriate to academic writing.
 * Cohesion is adequate and achieved through the use of transitional words and phrases.


 * 4 ESL 33C**
 * Grammar errors may occur in article usage and noun number, subject/verb agreement, verb form (tense/aspect), word form/choice, relative clause formation, passive voice, and coordination and subordination.
 * Errors are noticeable, but rarely obscure meaning.
 * The writing is less fluent than the 5 paper. It may sound choppy because there are too many simple sentences. Or there may be too many complex sentences that are too long to process. Or there may be some non-native-like sentence fragments and run-ons.
 * Vocabulary may be repetitive or inaccurate, and the register may exhibit a lack of academic sophistication.
 * There may be a limited lack of cohesion and difficulty with paragraphing.


 * 3 ESL 33B**
 * Patterns of errors occur in article usage and noun number, subject/verb agreement, verb form (tense/aspect), and/or word form.
 * Errors are noticeable and occasionally obscure meaning.
 * Although there is a good basic knowledge of sentence structure, the writing lacks fluency because of errors in or avoidance of relative clauses, passive voice, and/or coordination and subordination. There may be some non-native-like sentence fragments and run-ons.
 * Vocabulary is inaccurate in places and may rely on repeating words and expressions from the prompt
 * The writing exhibits a basic knowledge of cohesive devices but these may be misapplied, or the devices used may not create cohesion.


 * 2 ESL 33A**
 * Frequent patterns of errors occur in article usage and noun number, subject/verb agreement, verb form (tense/aspect), and/or word form.
 * Errors are noticeable and obscure meaning.
 * Although there is a basic knowledge of sentence structure, this is not consistently applied. The writing exhibits errors in and avoidance/absence of relative clauses, passive voice, and/or coordination and subordination. There are non-native-like sentence fragments and run-ons.
 * Vocabulary is generally basic and word choice is inaccurate. The writer may rely on repeating words or expressions from the prompt. The register can often resemble either a conversational narrative or a stilted, confusing attempt at academic discourse.
 * Although there is some use of cohesive devices, it is neither consistent nor always effective, and may be simple and repetitive in many cases.


 * 1 Pre-University**
 * Pervasive patterns of errors occur in article usage and noun number, subject/verb agreement, verb form (tense/aspect), and word form.
 * Except in very simple sentences, meaning is frequently obscured.
 * A basic knowledge of sentence structure is lacking, and there are frequent errors in and/or avoidance of relative clauses, passive voice, and/or coordination and subordination. When sentences are complete, they are often simple or are expressions learned as “chunks.”
 * Vocabulary is quite basic, and more sophisticated attempts at word choice are often inaccurate or inappropriate. The register is often too conversational for academic purposes or, if an academic tone is attempted, it is incomprehensible.
 * There may be attempts to use cohesive devices but they are either quite mechanical or so inaccurate that they mislead the reader.


 * 0 No Response**

Rubric for Essay: What is Language?

___/50 Content/development
 * Components of language
 * Design features of language
 * Functions of language
 * Included examples (data) to illustrate

___/25 Organization ___/25 Language
 * Essay format: introduction w/ thesis, body, conclusion
 * Coherent/cohesive paragraphs
 * Grammatical accuracy
 * Mechanics (punctuation, capitalization, paragraph indention, spelling)
 * Clarity

Group Participation
.
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Contributions || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group an din classroom discussion. A satisfactory gropu member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * Quality of work || Provides work of the highest quality. || Provides high quality work. || Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || Provids work that usually needs to be checked/redone by others to ensure quality. ||
 * Attitude || Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). || Often is publicly critical of the project or the work of other members of the group. Often has a positive attitude about the task(s). ||
 * Preparedness || Brings needed materials to class and is always ready to work. || Almost always brings needed materials to class and is ready to work. || Almost always brings needed materials but sometimes needs to settle down and get to work. || Often forgets needed materials or is rarely ready to get to work. ||
 * Focus on the task || Consistently stays focused on the task and what needs to be done. Very self-directed. || Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * Working with others || Almost always listens to, shares with, and supports the efforts of others. || Usually listens to, shares with and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. often is not a good team player. ||
 * Monitors Group Effectiveness || Routinely monitors the effectiveness of the group and makes suggestions to make it more effective. || Routinely monitors the effectiveness of the group and works to make the group more effective. || Occasionally monitors the effectiveness of the group and works to make the group more effective. || Rarely monitors the effectiveness of the group and does not work to make it more effective. ||
 * Time-management || Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management ||

Discussion Board Forum Rubric
Adapted from Karen Swan, Jia Shen, and Starr Roxanne Hiltz. "Assessment and Collaboration in Online Learning," //Journal of Asynchronous Learning Networks//, 10:1. (February 2006) 50J.
 * Grade || Quantity || Quality || Manner ||
 * A || The amount of information is sufficient to establish clearly the purpose of the posting. || The posting reflects a new contribution which reflects comprehension of the readings and a thoughtful responses, AND, is supported by accurate evidence/examples/citations. || The posting is logically organized and has no spelling, punctuation or grammatical errors; the meaning of the posting is clear. ||
 * B || There is a little too much or too little information; however, the purpose of the posting is still clear. || The posting is a new contribution that reflects comprehension of the readings and a thoughtful response; however, evidence/examples/citations are missing or inaccurate OR, there is not new contribution but there are new examples/evidence/citations. || The posting is well organized with minor errors in spelling and/or grammar. ||
 * C || There is too much or too little information such that the purpose of the posting is unclear. || The main idea is a restatement of prior postings with no new contribution. || The posting is disorganized and/or has serious errors in spelling, sentence structure such that it is difficult to understand. ||
 * F || No contribution, no posting OR Contribution involves issues of academic honest or integrity. ||  ||   ||