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Compo marking scheme
- 1. Marking Scheme Content Organization Mechanics Grammar Style Commentary The following scheme was designed by Veronica Baig and Pierre Wilhelm of Athabasca University, with assistance from David Brundage. It is based on a survey of similar instruments at a number of universities and colleges, both in North America and abroad. Contentrefers 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. appropriate) Perceptive insights Text interesting 9 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 promise 8 Very good Topic coverage mainly complete Most elements completed well 7 Good Topic coverage nearly completeminor omissions only Analysis weak in places 6 Satisfactory Topic coverage basic Evidence of some analysis 5 Sufficient-improvement Topic coverage just needed adequate Other elements present at a basic level Minor omissions in some elements 4 Insufficientremediation Topic coverage inadequate suggested Analysis lacking Text uninteresting Omissions in several
- 3. elements Intent of the writing difficult to understand 3 Omissions in most elements 2 Text unfocussed and confusing Major omissions in all Unsatisfactoryremedial elements work needed 1 Off-topic Complete lack of audience awareness Text unfocussed and confusing Organizationrefers to the following elements: A clear thesis statement A variety of effective transitions to make the writing 鐃flow鐃 Appropriate and logical structure both within the assignment as a whole and within the paragraph Good main ideas at the paragraph level Maintenance of 鐃purpose鐃 of the writing An introduction, development and conclusion (paragraphs at the essay level; sentences at the paragraph level Effective sentence variety An awareness of audience 10 Outstanding Arguments thoroughly developed Strong links between sentences and paragraphs making the text logical Appropriate introduction, development and conclusion Mastery of the
- 4. organizational elements 9 Excellent Appropriate elements achieved to a high degree Structure logical and readily discernible 8 Very good Structure apparent Effective transitions Most elements completed well 7 Good Some minor omissions so that 鐃flow鐃 is not well maintained Structure mainly discernible 6 Satisfactory Structure apparent but at a basic level Omissions in some elements cause 鐃flow鐃 problems 5 Sufficientimprovement Structure just adequate needed Other elements present at a basic level Problems with some elements cause lack of 鐃flow鐃 4 Insufficientremediation Structure inadequate suggested Lack of logical connection between parts of writing Omissions in several elements Structure and 鐃flow鐃 3 Unsatisfactoryremedial problems cause confusion work needed No clear purpose to the
- 5. writing Omissions generalized 2 Structure unfocussed and confusing Shift(s) of purpose Major omissions in elements 1 Purpose unsupported by structure Complete lack of audience awareness Shift of focus and purpose Major omissions generalized Mechanicsrefers 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 complete 10 Outstanding Mastery of all elements No errors 9 Excellent All elements achieved to high degree One or two minor errors only 8 Very good Most elements completed well Minor errors only, not affecting meaning 7 Good Minor errors in at least three
- 6. elements Errors not affecting meaning 6 Satisfactory Errors in all elements Errors distract reader and interfere with understanding 5 Sufficientimprovement Errors in all elements needed Errors affect meaning Use of elements is only basic 4 Insufficientremediation Major errors in more than suggested one element Inconsistency of usage Errors cause some comprehension problems Major errors in most 3 elements 2 Major errors in all elements Errors cause Unsatisfactoryremedial comprehension problems work needed 1 Complete, or almost complete lack of elements Errors cause serious comprehension problems Grammarrefers 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. (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 speech 10 Outstanding Correction of text not required A variety of complex grammatical structures used Evidence of mastery of advanced and complex structures 9 Excellent Text is almost perfect Evidence of near mastery of advanced and complex structures All appropriate elements achieved at high level of competence 8 Very good Most elements completed well; only a few minor errors High level achievement of most elements 7 Good Minor errors in more than one type of structure Meaning and comprehension not affected by errors Variety of complex structures is used 6 Satisfactory Minor errors in several types of structure Errors distracting but no
- 8. interference with comprehension 5 Sufficientimprovement Some major errors apparent needed and several minor ones Errors cause some problems with clarity or cause minor confusion 4 Insufficientremediation Variety of major, global suggested errors Errors distract reader, impeding meaning and comprehension Pervasive and major errors Errors present serious 3 impediment to meaning and comprehension 2 Errors basic and pervasive in Unsatisfactoryremedial nature work needed Comprehension difficult 1 Numerous errors, even basic ones Text incomprehensible Stylerefers 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. Maintenance of consistent style Common 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鐃s Choppiness (short, unconnected sentences) 10 Outstanding Evidence of mastery of all appropriate elements Style perceptive and consistent 9 Excellent All appropriate elements achieved to high degree 8 Very good Most elements completed well No significantly detraction from writing from minor omission 7 Good Some omissions in several categories Omissions begin to detract from writing 6 Satisfactory Inconsistent application of style rules Elements present at basic level only 5 Sufficientimprovement Most elements present at needed basic level Inconsistencies and
- 10. omissions detract from the writing 4 Insufficientremediation Some basic elements suggested missing Inconsistencies and omissions a serious distraction Most skills insufficient for 3 assignment Omissions generalized 2 Text unfocussed and Unsatisfactoryremedial confusing work needed Major omissions in elements 1 Text unstructured and incoherent Lack of all required skills Commentary on the Marking Scheme All five categoriescontent, organization, mechanics, grammar, style-- are usually weighted equally in most composition courses, whereas mechanics, grammar, and style are sometimes not so heavily weighted in writing for various other courses. It is therefore important to assess your skills in all five categories, especially the last four, at the beginning of your post-secondary composition course. Depending on your computer capabilities, you may be able to access the Athabasca University English Language Self-assessment Test on line and to receive a score and diagnosis automatically. This test is free and should take no more than two hours. It may be accessed at the following web site: http://www.athabascau.ca/html/services/counselling/esl/
- 11. This is a multi-purpose test, not intended only for students with English as a second language. It will provide a score out of 115, along with a recommendation of the level of course that appears suitable for your current skill base. AU English 255: Introductory Composition is a typical first-year English writing course. If you are advised to consider a lower-level course, then be aware that you may need considerable work in certain areas to be ready for your English requirement, regardless of which post-secondary institution you plan to attend.