1. Marking Scheme
Content
Organization
Mechanics
Grammar
Style
Commentary
The following scheme was designed by Veronica Baig and Pierre
Wilhelm of Athabasca University, with assistance from David
Brundage. It is based on a survey of similar instruments at a number
of universities and colleges, both in North America and abroad.
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
2. appropriate)
Perceptive insights
Text interesting
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
8 Very good Topic coverage mainly
complete
Most elements completed
well
7 Good Topic coverage nearly
complete—minor omissions
only
Analysis weak in places
6 Satisfactory Topic coverage basic
Evidence of some analysis
5 Sufficient-improvement Topic coverage just
needed adequate
Other elements present at a
basic level
Minor omissions in some
elements
4 Insufficient—remediation Topic coverage inadequate
suggested Analysis lacking
Text uninteresting
Omissions in several
3. elements
Intent of the writing difficult
to understand
3
Omissions in most elements
2 Text unfocussed and
confusing
Major omissions in all
Unsatisfactory—remedial elements
work needed
1 Off-topic
Complete lack of audience
awareness
Text unfocussed and
confusing
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
4. organizational elements
9 Excellent Appropriate elements
achieved to a high degree
Structure logical and readily
discernible
8 Very good Structure apparent
Effective transitions
Most elements completed
well
7 Good Some minor omissions so
that �flow� is not well
maintained
Structure mainly discernible
6 Satisfactory Structure apparent but at a
basic level
Omissions in some elements
cause �flow� problems
5 Sufficient—improvement Structure just adequate
needed Other elements present at a
basic level
Problems with some
elements cause lack of
�flow�
4 Insufficient—remediation Structure inadequate
suggested Lack of logical connection
between parts of writing
Omissions in several
elements
Structure and �flow�
3
Unsatisfactory—remedial problems cause confusion
work needed No clear purpose to the
5. writing
Omissions generalized
2 Structure unfocussed and
confusing
Shift(s) of purpose
Major omissions in elements
1 Purpose unsupported by
structure
Complete lack of audience
awareness
Shift of focus and purpose
Major omissions generalized
Mechanics—refers to the following elements:
Spelling, correct and consistent in usage
Punctuation, correct, consistent and with appropriate variety
Capitalization
Proper use of documentation technique
Legibility, particularly of hand written assignments
Documentation style correct and complete
10 Outstanding Mastery of all elements
No errors
9 Excellent All elements achieved to
high degree
One or two minor errors
only
8 Very good Most elements completed
well
Minor errors only, not
affecting meaning
7 Good Minor errors in at least three
6. elements
Errors not affecting
meaning
6 Satisfactory Errors in all elements
Errors distract reader and
interfere with
understanding
5 Sufficient—improvement Errors in all elements
needed Errors affect meaning
Use of elements is only
basic
4 Insufficient—remediation Major errors in more than
suggested one element
Inconsistency of usage
Errors cause some
comprehension problems
Major errors in most
3 elements
2 Major errors in all elements
Errors cause
Unsatisfactory—remedial comprehension problems
work needed
1 Complete, or almost
complete lack of elements
Errors cause serious
comprehension problems
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
7. (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
9 Excellent Text is almost perfect
Evidence of near mastery of
advanced and complex
structures
All appropriate elements
achieved at high level of
competence
8 Very good Most elements completed
well; only a few minor errors
High level achievement of
most elements
7 Good Minor errors in more than
one type of structure
Meaning and comprehension
not affected by errors
Variety of complex
structures is used
6 Satisfactory Minor errors in several types
of structure
Errors distracting but no
8. interference with
comprehension
5 Sufficient—improvement Some major errors apparent
needed and several minor ones
Errors cause some problems
with clarity or cause minor
confusion
4 Insufficient—remediation Variety of major, global
suggested errors
Errors distract reader,
impeding meaning and
comprehension
Pervasive and major errors
Errors present serious
3
impediment to meaning and
comprehension
2 Errors basic and pervasive in
Unsatisfactory—remedial
nature
work needed
Comprehension difficult
1 Numerous errors, even basic
ones
Text incomprehensible
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
9. 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 clich�s
Choppiness (short, unconnected sentences)
10 Outstanding Evidence of mastery of all
appropriate elements
Style perceptive and
consistent
9 Excellent All appropriate elements
achieved to high degree
8 Very good Most elements completed
well
No significantly detraction
from writing from minor
omission
7 Good Some omissions in several
categories
Omissions begin to detract
from writing
6 Satisfactory Inconsistent application of
style rules
Elements present at basic
level only
5 Sufficient—improvement Most elements present at
needed basic level
Inconsistencies and
10. omissions detract from the
writing
4 Insufficient—remediation Some basic elements
suggested missing
Inconsistencies and
omissions a serious
distraction
Most skills insufficient for
3 assignment
Omissions generalized
2 Text unfocussed and
Unsatisfactory—remedial confusing
work needed Major omissions in elements
1 Text unstructured and
incoherent
Lack of all required skills
Commentary on the Marking Scheme
All five categories—content, organization, mechanics, grammar,
style-- are usually weighted equally in most composition courses,
whereas mechanics, grammar, and style are sometimes not so
heavily weighted in writing for various other courses. It is therefore
important to assess your skills in all five categories, especially the
last four, at the beginning of your post-secondary composition
course.
Depending on your computer capabilities, you may be able to access
the Athabasca University English Language Self-assessment Test on
line and to receive a score and diagnosis automatically. This test is
free and should take no more than two hours. It may be accessed at
the following web site:
http://www.athabascau.ca/html/services/counselling/esl/
11. This is a multi-purpose test, not intended only for students with
English as a second language. It will provide a score out of 115, along
with a recommendation of the level of course that appears suitable
for your current skill base. AU English 255: Introductory Composition
is a typical first-year English writing course. If you are advised to
consider a lower-level course, then be aware that you may need
considerable work in certain areas to be ready for your English
requirement, regardless of which post-secondary institution you plan
to attend.