Marking guide for writing assignments
This guide is used to assess writing in some courses at Athabasca University. You can use it as a guide to your instructor’s writing expectations. Some instructors may use different marking guides. Contact your instructor if you’re not sure.
Content—refers to the following elements:
- A clear understanding and complete analysis of the topic (given the length/scope of the assignment)
- An awareness of audience and purpose
- The use of appropriate quotations (where relevant)
- Originality of ideas and expression
- Appropriate evidence of reading and research (where relevant)
10 | Outstanding | - Original ideas well developed, relevant, and thoroughly supported
- Analysis complete
- Ideas and expressions original
- Evidence of reading and research apparent (where appropriate)
- Perceptive insights
- Text interesting
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9 | Excellent | - Topic coverage complete
- Appropriate elements achieved to a high degree
- Many ideas and expressions original
- Some evidence of research (where appropriate)
- Text interesting and shows promise
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8 | Very good | - Topic coverage mainly complete
- Most elements completed well
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7 | Good | - Topic coverage nearly complete—minor omissions only
- Analysis weak in places
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6 | Satisfactory | - Topic coverage basic
- Evidence of some analysis
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5 | Sufficient—improvement needed | - Topic coverage just adequate
- Other elements present at a basic level
- Minor omissions in some elements
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4 | Insufficient—remediation suggested | - Topic coverage inadequate
- Analysis lacking
- Text uninteresting
- Omissions in several elements
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3 | Unsatisfactory—remedial work needed | - Intent of the writing difficult to understand
- Omissions in most elements
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2 | - Text unfocussed and confusing
- Major omissions in all elements
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1 | - Off-topic
- Complete lack of audience awareness
- Text unfocussed and confusing
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Organization—refers to the following elements:
- A clear thesis statement
- A variety of effective transitions to make the writing ‘flow’
- Appropriate and logical structure both within the assignment as a whole and within the paragraph
- Good main ideas at the paragraph level
- Maintenance of ‘purpose’ of the writing
- An introduction, development and conclusion (paragraphs at the essay level; sentences at the paragraph level
- Effective sentence variety
- An awareness of audience
10 | Outstanding | - Arguments thoroughly developed
- Strong links between sentences and paragraphs making the text logical
- Appropriate introduction, development and conclusion
- Mastery of the organizational elements
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9 | Excellent | - Appropriate elements achieved to a high degree
- Structure logical and readily discernible
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8 | Very good | - Structure apparent
- Effective transitions
- Most elements completed well
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7 | Good | - Some minor omissions so that ‘flow’ is not well maintained
- Structure mainly discernible
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6 | Satisfactory | - Structure apparent but at a basic level
- Omissions in some elements cause ‘flow’ problems
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5 | Sufficient—improvement needed | - Structure just adequate
- Other elements present at a basic level
- Problems with some elements cause lack of ‘flow’
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4 | Insufficient—remediation suggested | - Structure inadequate
- Lack of logical connection between parts of writing
- Omissions in several elements
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3 | Unsatisfactory—remedial work needed | - Structure and ‘flow’ problems cause confusion
- No clear purpose to the writing
- Omissions generalized
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2 | - Structure unfocussed and confusing
- Shift(s) of purpose
- Major omissions in elements
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1 | - Purpose unsupported by structure
- Complete lack of audience awareness
- Shift of focus and purpose
- Major omissions generalized
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Mechanics—refers to the following elements:
- Spelling, correct and consistent in usage
- Punctuation, correct, consistent and with appropriate variety
- Capitalization
- Legibility, particularly of handwritten assignments
10 | Outstanding | - Mastery of all elements
- No errors
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9 | Excellent | - All elements achieved to high degree
- One or two minor errors only
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8 | Very good | - Most elements completed well
- Minor errors only, not affecting meaning
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7 | Good | - Minor errors in at least three elements
- Errors not affecting meaning
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6 | Satisfactory | - Errors in all elements
- Errors distract reader and interfere with understanding
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5 | Sufficient—improvement needed | - Errors in all elements
- Errors affect meaning
- Use of elements is only basic
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4 | Insufficient—remediation suggested | - Major errors in more than one element
- Inconsistency of usage
- Errors cause some comprehension problems
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3 | Unsatisfactory—remedial work needed | - Major errors in most elements
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2 | - Major errors in all elements
- Errors cause comprehension problems
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1 | - Complete, or almost complete lack of elements
- Errors cause serious comprehension problems
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Grammar—refers to the following elements:
- Sentence formation; clauses and phrases appropriately formed and connected
- Word order and form
- Verb tense, form, voice (active or passive), and mood (indicative, imperative, subjunctive)
- Subject-verb agreement
- Pronoun case forms and pronoun agreement with antecedent
- Appropriate adjective and adverb form
- Parallelism
- Appropriate use of modifiers
- Direct and indirect speech
10 | Outstanding | - Correction of text not required
- A variety of complex grammatical structures used
- Evidence of mastery of advanced and complex structures
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9 | Excellent | - Text is almost perfect
- Evidence of near mastery of advanced and complex structures
- All appropriate elements achieved at high level of competence
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8 | Very good | - Most elements completed well; only a few minor errors
- High level achievement of most elements
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7 | Good | - Minor errors in more than one type of structure
- Meaning and comprehension not affected by errors
- Variety of complex structures is used
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6 | Satisfactory | - Minor errors in several types of structure
- Errors distracting but no interference with comprehension
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5 | Sufficient—improvement needed | - Some major errors apparent and several minor ones
- Errors cause some problems with clarity or cause minor confusion
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4 | Insufficient—remediation suggested | - Variety of major, global errors
- Errors distract reader, impeding meaning and comprehension
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3 | Unsatisfactory—remedial work needed | - Pervasive and major errors
- Errors present serious impediment to meaning and comprehension
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2 | - Errors basic and pervasive in nature
- Comprehension difficult
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1 | - Numerous errors, even basic ones
- Text incomprehensible
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Style—refers to the following elements:
- Evidence of stylistic control
- Writing at the appropriate language level (informal, general, formal)
- Writing appropriate to content, subject, purpose, and audience
- Demonstration of effective tone and appropriate vocabulary
- Evidence of creativity
- Length and complexity of sentences
- Maintenance of consistent style
Common indicators of stylistic problems include:
- Shift of focus
- Monotonous repetition of one or two syntactical patterns
- Change in level or tone
- Pretension (attempt at outward show of ability that appears to be false or inaccurate)
- Use of slang expressions and clichés
- Choppiness (short, unconnected sentences)
10 | Outstanding | - Evidence of mastery of all appropriate elements
- Style perceptive and consistent
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9 | Excellent | - All appropriate elements achieved to high degree
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8 | Very good | - Most elements completed well
- No significantly detraction from writing from minor omission
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7 | Good | - Some omissions in several categories
- Omissions begin to detract from writing
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6 | Satisfactory | - Inconsistent application of style rules
- Elements present at basic level only
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5 | Sufficient—improvement needed | - Most elements present at basic level
- Inconsistencies and omissions detract from the writing
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4 | Insufficient—remediation suggested | - Some basic elements missing
- Inconsistencies and omissions a serious distraction
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3 | Unsatisfactory—remedial work needed | - Most skills insufficient for assignment
- Omissions generalized
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2 | - Text unfocussed and confusing
- Major omissions in elements
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1 | - Text unstructured and incoherent
- Lack of all required skills
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Updated December 13, 2022 by Digital & Web Operations, University Relations (web_services@athabascau.ca)
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