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Contents
Writing (002)
 
Purpose, Audience, Organization, and Development
 
Understand Problems in Sentence Formation
 
Grammar, Usage, and Mechanics
 
Practice Writing Tests
 
Essay Assignment
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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Demonstrate the Ability to Compose a Developed Composition in Standard Written English on a Given Topic

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
Point
Score Point Description
4

The "4" response reflects a thorough understanding of written performance.

  • The composition fully addresses the topic and uses appropriate language and style.
  • The thesis statement is clearly expressed and effectively maintained.
  • Development is specific, ably reasoned, and relevant.
  • Organization enhances meaning; there is a logical sequencing of ideas from sentence to sentence and from paragraph to paragraph.
  • Word choice is precise; sentence structure is correct, effective, and varied.
  • The composition includes very few errors in grammar, spelling, capitalization, or punctuation.
3

The "3" response reflects a general understanding of written performance.

  • The composition addresses the topic and uses generally appropriate language and style.
  • The thesis statement is expressed and generally maintained.
  • Development is general, but mostly reasoned and relevant.
  • Organization conveys meaning; most sentences and paragraphs are logically sequenced.
  • Minor errors in word choice and sentence structure occur, but they do not impede meaning. Sentence structure shows some variety.
  • Minor errors in grammar, spelling, capitalization, and punctuation may occur, but they do not impede meaning.
2

The "2" response reflects a limited understanding of written performance.

  • The composition partially addresses the topic and may use inappropriate language and style.
  • The thesis statement is expressed but may be only partially maintained.
  • Development is incomplete, partially reasoned, redundant, and/or somewhat irrelevant.
  • Weaknesses in organization may interfere with meaning; sentences and paragraphs may lack logical sequencing.
  • Noticeable and distracting errors in word choice and sentence structure may impede meaning. Sentence structure is mostly simple and unvaried.
  • Many errors in grammar, spelling, capitalization, and punctuation occur and may impede meaning.
1

The "1" response reflects little understanding of written performance.

  • The composition addresses little of the topic and uses inappropriate language and style.
  • A thesis statement may be expressed but is not maintained.
  • Development, if present, is deficient, irrelevant, and/or confusing.
  • Meaning is largely obscured by a lack of organizational structure; sentences and paragraphs demonstrate little or no logical sequencing.
  • Errors in word choice and sentence structure may be so numerous and serious that they impede meaning.
  • Numerous errors in grammar, spelling, capitalization, and punctuation often impede meaning.
 
U
The response is unrelated to the assignment, is unreadable, is primarily in a language other than English, or does not contain a sufficient amount of original work to score.
 
B
There is no response to the assignment.