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Contents
Language Arts:
Grammar and Usage
 
0007 Demonstrate Command of Standard Usage
 
0008 Mechanical Conventions
 
Language Arts:
Writing
 
0009 Purpose and Audience
 
0010 Unity, Focus, Development, and Organization
 
0011 Editing and Revision Strategies
 
0012 Recognizing Effective Communication
 
Practice Writing Tests
 
0013 Prepare an Organized, Developed Composition
Guidelines for Passing
Essay Skills
Determine the Purpose for Writing
Formulate a Thesis or Statement of Main Idea
Organize Ideas and Details Effectively
Provide Adequate, Relevant Supporting Material
Use Effective Transitions
Demonstrate a Mature Command of Language
Avoid Inappropriate Use of Slang, Jargon, and Cliches
Use a Variety of Sentence Patterns Effectively
Maintain a Consistent Point of View
 
Practice Writing an Essay
 

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0013 Prepare an Organized, Developed Composition

Guidelines for Passing

Each essay will be scored on a scale of 1 to 6, with 6 being the best. A response that receives a score point of 1 is an undeveloped written response, while a score point of 6 is assigned to a response that is very well developed. The table below provides guidelines as to how each essay will be scored.


ILTS Writing Score Scale
Score
Score Point Description
6
The 6 response is very well formed.
1

Focus is effectively stated and clearly maintained.

  • The introduction is effective.
  • The thesis is very appropriate to the topic; logical connections to the thesis are clearly maintained throughout.
  • An effective closing relates to the thesis without simply restating it.
2

Support is extensive.

  • Major points are supported and elaborated fully and evenly.
  • Ideas are supported using multiple strategies.
3

The organizational plan is effective and clear.

  • Coherence is maintained by an effective vertical plan; paragraphs present a purposeful, logical structure.
  • Cohesion is maintained by effective horizontal connections.
  • Transitions are effectively used to signal vertical and horizontal relationships.
4

The writing shows mastery of grammar and conventions.

  • Very few minor errors occur in proportion to the amount written.
  • Sentence structure is varied and effective.
  • Usage is precise throughout the essay.
 
5
The 5 response is well formed.
1

Focus is clearly stated and maintained.

  • The introduction is presented well.
  • The thesis is appropriate to the topic; logical connections to the thesis are substantially maintained throughout.
  • The closing relates to the thesis without simply restating it.
2

Support is substantial.

  • Most major points are supported fully, but elaboration may be uneven.
  • Ideas may be supported using multiple strategies.
3

The organizational plan is clear.

  • Coherence is maintained by a vertical plan; paragraphs present a logical structure.
  • Cohesion is maintained by horizontal sequencing.
  • Transitions are logically used to signal vertical and horizontal connections.
4

The writing shows good control of grammar and conventions.

  • A few minor errors occur in proportion to the amount written.
  • Sentence structure shows variation.
  • Usage is often precise.
 
4
The 4 response is adequately formed.
1

Focus is stated and generally maintained.

  • The purpose is adequately stated.
  • The thesis is generally appropriate to the topic; logical connections are adequately maintained.
  • The closing may simply restate the thesis.
2

Support is adequate.

  • Most major points are adequately supported; elaboration may be uneven.
  • Ideas may be supported using a single strategy; support may be general.
3

The organizational plan is adequate.

  • Coherence is generally maintained by a vertical plan.
  • Cohesion is generally maintained by horizontal sequencing.
  • Transitions are sometimes used to signal vertical and horizontal connections.
4

The writing shows adequate control of grammar and conventions.

  • Minor and perhaps a few major errors occur, but they do not interfere with meaning.
  • Sentence structure is adequate but may not be varied.
  • Usage is adequate.
 
3
The 3 response is partially formed, but all performance characteristics are present.
1

Focus may be clear, but it is not adequately maintained.

  • The purpose may need to be inferred.
  • Although the thesis may be appropriate to the topic, minor drifts in focus or lapses in logic may be present.
  • The closing may be absent or only a repetition of the introduction.
2

Support may be limited.

  • Some points are partially supported.
  • Elaboration that is present may lack depth.
3

An organizational plan may be inferred.

  • Coherence is partial; only some major points are appropriately paragraphed.
  • Cohesion is partial because sequencing may be disrupted.
  • Transitions may be inappropriate, intrusive, or absent.
4

The writing shows partial control of grammar and conventions.

  • Some minor and major errors occur and may be distracting.
  • Some control of basic sentence structure is evident.
  • Usage may be imprecise.
 
2
The 2 response displays only the rudiments of techniques for forming an essay.
1

Focus may be vague and poorly maintained.

  • The purpose is vague or prompt-dependent.
  • The thesis may be inappropriate to the topic and contain unrelated, illogical, or redundant ideas.
  • The closing, if present, may be unrelated to the opening.
2

Support is rudimentary.

  • Few points are supported by specific or relevant detail.
  • Elaboration may be redundant or simply a list of specifics.
3

An organizational plan is attempted.

  • Coherence is rudimentary, showing little evidence of a vertical plan.
  • There is often disjointedness in the writer's efforts to transition from one idea to another and relate ideas to selected examples.
  • Cohesion is rudimentary.
4

The writing shows rudimentary control of grammar and conventions.

  • Many minor and major errors interfere with communication.
  • Sentence structure may be rambling or fragmentary.
  • Usage is imprecise.
 
1
The 1 response fails to form an essay.
1

Focus is unclear.

  • The purpose is unclear and/or inappropriate to the topic.
  • Any discussion present is confused.
  • There may be no discernable conclusion.
2

Support is insufficient.

  • Support and elaboration, if present, are irrelevant, insufficient, and/or confused.
3

An organizational plan is not evident.

  • There is so little control of paragraphing that the response lacks coherence.
  • Cohesion is not evident.
  • Sequencing is confused. Almost no points are logically related.
4

The writing shows little control of grammar and conventions.

  • Minor and major errors are so various and numerous that meaning is seriously impeded.
 
U
The response is unscorable because it is unrelated to the assigned topic, illegible, primarily in a language other than English, or of insufficient length to score.
 
B
The written response form is blank.

 


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