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Recognize Purpose and Audience
Recognize Unity, Focus, and Development in Writing
Recognize Effective Organization in Writing
Recognize Effective Sentences
Recognize Edited American English Usage
Revision Strategies
Practice Writing Tests
Write 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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Write an Organized, Developed Composition

Guidelines for Passing

Each essay will be scored on a scale of 1 to 4, with 4 being the best. A score of 3 is a marginal passing score, 2 a marginal fail, and one is a definite failing score. The table below provides guidelines at to how each essay will be scored.

PLACE Writing Score Scale
Score Point Description
The "4" response is a well-formed writing sample that effectively communicates a whole message to a specified audience.
  The writer maintains unity of a developed topic throughout the writing sample and establishes a focus by clearly stating a purpose. The writer exhibits control in the development of ideas and clearly specifies supporting detail. Sentence structure is effective and free of errors. Choice of words is precise, and usage is careful. The writer shows mastery of mechanical conventions, such as spelling and punctuation.
The "3" response is an adequately formed writing sample that attempts to communicate a message to a specified audience.
  The focus and the purpose of the writing sample may be clear; however, the writer’s attempts to develop supporting details may not be fully realized. The writer’s organization of ideas may be ambiguous, incomplete, or partially ineffective. Sentence structure within paragraphs is adequate, but minor errors in sentence structure, usage, and word choice are evident. There may also be errors in the use of mechanical conventions, such as spelling and punctuation.
The "2" response is a partially developed writing sample in which the characteristics of effective written communication are only partially formed.
  The statement of purpose is not clear, and although a main idea or topic may be announced, focus on the main idea is not sustained. Ideas may be developed by the use of specific supporting detail, and the writer may make an effort to organize and sequence ideas, but development and organization are largely incomplete or unclear. Paragraphs contain poorly structured sentences with noticeable and distracting errors. The writer exhibits imprecision in usage and word choice and a lack of control of mechanical conventions, such as spelling and punctuation.
The "1" response is an inadequately formed writing sample that fails to communicate a complete message.
  The writer attempts to address the topic, but language and style may be inappropriate for the given audience, purpose, and/or occasion. There is often no clear statement of a main idea, and the writer’s efforts to present supporting detail are confused. Any organization that is present fails to present an effective sequence of ideas. Sentence structure is ineffective, and few sentences are free of errors. Usage and word choice are imprecise. The writer makes many errors in the use of mechanical conventions, such as spelling and punctuation.

The examinee's response is not scorable because it is unrelated to the assigned topic, illegible, written in a language other than English, not of sufficient length to score, or blank.