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Contents
Writing
 
0007 Establishing and Maintaining Theme or Main Idea
 
0008 Sentence Construction, Grammar, and Usage
 
0009 Spelling, Capitalization, and Punctuation
 
Practice Writing Tests
 
0010 Analyzing and Revising Sentences
 
0011 Prepare an Effective Summary
 
0012 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 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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0012 Demonstrate the Ability to Prepare a Well-organized and Focused Piece of Writing for a Given Purpose and Audience, Using Standard English Conventions

Guidelines for Passing

Your essay will be scored on a scale of 1 to 4, with 4 being the best. A response that receives a score point of 1 is an undeveloped written response, while a score point of 4 is assigned to a response that is very well developed. The table below provides guidelines as to how each essay will be scored.


Writing Summary Score Scale
Score
Score Point Description
4

A well-formed written response.

  • The candidate addresses the assignment fully and uses appropriate language and style.

  • The candidate shows mastery of mechanical conventions (e.g., spelling, punctuation, and capitalization).

  • Usage and choice of words are careful and precise.

  • Sentence structure is effective and free of errors.

  • The candidate clearly states a main idea and/or point of view, and maintains focus and unity throughout the response.

  • The candidate exhibits control in the organization of ideas.

  • The candidate develops the response fully by providing ample statements of appropriate depth, specificity, and accuracy.
 
3

An adequately formed written response.

  • The candidate addresses the assignment adequately and generally uses appropriate language and/or style.

  • There may be some errors in the use of mechanical conventions (e.g., spelling, punctuation, and capitalization).

  • Minor errors in usage and word choice are evident.

  • Sentence structure is adequate, although minor errors may be present.

  • The main idea and/or point of view of the response is generally clear, and focus and unity are generally maintained.

  • The organization of ideas may be ambiguous, incomplete, or partially ineffective.

  • The candidate provides a sufficient quantity of statements of appropriate depth, specificity, and accuracy to adequately develop the response.
 
2

A partially formed written response.

  • The candidate partially addresses the assignment and may use inappropriate language and/or style.

  • The candidate makes frequent errors in the use of mechanical conventions (e.g., spelling, punctuation, and capitalization).

  • Imprecision in usage and word choice is distracting.

  • Sentence structure is poor, with noticeable and distracting errors.

  • The main idea and/or point of view is inconsistent and/or the focus and unity of the discussion are not sustained.

  • The candidate may make an effort to organize and sequence ideas, but organization is largely unclear.

  • The response includes very few statements that contribute effectively to the development of the response.
 
1

An inadequately formed written response.

  • The candidate attempts to address the assignment, but language and style are generally inappropriate for the given audience, purpose, and/or occasion.

  • The candidate makes serious and numerous errors in the use of mechanical conventions (e.g., spelling, punctuation, and capitalization).

  • Imprecision in usage and word choice interferes with meaning.

  • Sentence structure is ineffective, and few sentences are free of errors.

  • The main idea and/or point of view of the response is not identified.

  • Any organization that is present fails to present an effective sequence of ideas.

  • The candidate fails to include statements that contribute effectively to the development of the response.
 
U

The response is unrelated to the assigned topic, illegible, primarily in a language other than English, not of sufficient length to score, or merely a repetition of the assignment.

 
B
There is no response to the assignment.



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