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Contents
Writing
 
0011 Understand Effective Writing
 
0012 Understand Clear, Concise, and Coherent Writing
 
0013 Understand Grammatical Writing
 
0014 Understand Mechanics and Conventions
 
Practice Writing Tests
 
0015 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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0015 Demonstrate the ability to develop a focused, well-organized piece of analytical writing that is appropriate for a given audience and conforms to the conventions of Standard American English.

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 demonstrates a strong command of writing skills.

A: The response fully addresses the topic. Language and style are appropriate.
F: The main idea or thesis statement is clearly expressed. Connections to the main idea or thesis statement are effectively maintained.
O: The response is effectively organized. Connections from sentence to sentence and from paragraph to paragraph are clear and purposeful.
D: Support is strong and full. It is relevant, varied, and specific.
G: There are very few, if any, errors in grammar and mechanics. Usage and word choice are effective and precise. Sentence structure is correct, effective, and varied.
3

The "3" response demonstrates a general command of writing skills.

A: The response generally addresses the topic. Language and style are generally appropriate.
F: The main idea or thesis statement is expressed. Connections to the main idea or thesis statement are generally maintained.
O: The response is mostly organized. Connections from sentence to sentence and from paragraph to paragraph are generally clear.
D: Support is general. It is generally relevant. It may not be varied. There are some specifics.
G: There are minor errors in grammar and mechanics. Usage and word choice may be basic and contain minor errors. Sentence structure may contain minor errors and show only some variation.
2

The "2" response demonstrates a limited command of writing skills.

A: The response partially addresses the topic. Language and style may be inappropriate.
F: The main idea or thesis statement may have to be inferred. Connections to the main idea or thesis statement are only partially maintained.
O: The response is only partially organized. Connections from sentence to sentence and from paragraph to paragraph may be unclear.
D: Support is limited. It may be only partially relevant. It may not be specific.
G: Major and minor errors in grammar, mechanics, usage, word choice, and sentence structure are distracting and may interfere with meaning.
1

The "1" response demonstrates a weak command of writing skills.

A: The response attempts to address the topic. Language and style are inappropriate.
F: The main idea or thesis statement is not clear. Connections to the main idea or thesis statement are not maintained.
O: There is little or no organization in the response. Connections from sentence to sentence and from paragraph to paragraph are unclear.
D: Support is weak. There is little or no relevant development.
G: Numerous major and minor errors in grammar, mechanics usage, word choice, and sentence structure impede meaning.
 
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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