ENGL101 Grading Rubric | English Language Department | K.F.U.P.M.

| Term 191

Writing Task 1 (15%) Comparison & Contrast

Grade Response to Question Structure and Vocabulary Grammar
(25%) Organization (25%) (25%) (25%)
A+ exceeds the requirements of the band below
● Responds to all parts of the task fully. ● There is a clear introduction, body and ● Advanced lexis, words learnt in class ● Uses a variety of complex
● Includes a clear position / thesis / conclusion and all ideas and information are (task specific vocabulary) and synonyms structures with flexibility and
purpose / outline. very well-organized into different paragraphs. are used to avoid repetition well. accuracy.
A
● Presents relevant information which is ● All ideas are supported with fully-developed ● Most words and phrases are formal and ● The majority of sentences are error-
Excellent well-developed and supported. reasons, explanations, or examples. academic. free.

● Body paragraphs present three ● Paragraphs are well structured with topic and ● Very few errors in spelling and word ● There are a few grammar errors,
comparing ideas and three contrasting supporting sentences. formation, so it is easy to understand the but they do not make it difficult to
ideas. ● Linking words and signposting are used text. understand the text.
often and accurately. ● Almost no errors in word choice. ● Almost no errors in punctuation.

B+
● Responds to all parts of the task.
● Includes a
position/thesis/purpose/outline
B paragraphs.
● Presents relevant information which is
Very mostly developed and supported.
good ● Body paragraphs present three
comparing ideas and two contrasting
ideas or three contrasting ideas and two
comparing ideas.
satisfies all requirements for the band below, but not all of those above
● There is a clear introduction, body and
conclusion and the information and ideas are
mostly organized well into different
● Most ideas supported with well-developed
reasons, elaboration, or examples.
● Paragraphs structured with attempts at topic
and supporting sentences.
● Linking words and signposting are often
used but with some errors.
● More advanced lexis is used, e.g. words
learnt in class (task specific vocabulary)
and synonyms to avoid repetition.
● Some formal and academic words and
phrases are used, but with a few mistakes.
● Some errors in spelling and word
formation, but they do not make it
difficult to understand the text.
● Very few errors in word choice, do not
make it difficult to understand the text.
● A mix of simple, compound and
complex sentence forms are used
with some mistakes.
● Most structures are accurate. There
are some grammar errors, but they do
not make it difficult to understand the
text.
● Very few errors in punctuation.

C+
● Responds to most parts of the task.
● May include a position / thesis /
purpose / outline but this may not be
clear.
satisfies all requirements for the band below, but not all of those above
● There is an introduction, body and ● Mostly simple lexis is used with some ● Uses only a limited range of
conclusion and most of the information and repetition. sentence structures. Attempts
ideas are organized into different paragraphs. ● Formal and academic words and complex sentences, but these tend to
● Some ideas may be unclear and not phrases are attempted, but with some be less accurate than simple sentences

● Presents some relevant information but adequately supported with reasons, mistakes. ● Some structures are accurate,
C elaborations, or examples. but frequent grammar errors make
this may not be well developed and ● Some of the errors in spelling and
● Paragraphs show some structure but may it difficult to understand the text.
Good supported. word formation make it difficult to
● Body paragraphs present two have no topic sentences and/or a limited understand the text. ● Some errors in punctuation, but
comparing ideas and two contrasting range of supporting sentences. ● Some errors in word choice make it they do not make it difficult to
ideas. ● Linking words and signposting are difficult to understand the text. understand the text.
sometimes used but with some errors.

D+
● Barely responds to the task; one of
more paragraphs are missing and/or off
topic.
● Includes an unclear
D position/thesis/purpose/outline.
Poor ● Presents limited relevant information
which is barely developed and supported.
● Body paragraphs may present one
comparing idea and one contrasting
idea or only focus on one side of the
prompt.
● Very limited response to task; off
topic
F not organized into different paragraphs.
● No evidence of position / thesis /
Fail purpose / outline.
● Presents hardly any relevant
information with very limited
development and support.
satisfies all requirements for the band below, but not all of those above
● There is an attempt at an introduction, body
and conclusion and some of the information
and ideas are organized into different
paragraphs.
● Most ideas are unclear and barely
supported with reasons, elaborations or
examples.
● Paragraphs show little evidence of
structure and may have no topic sentences
and/or a very limited range of supporting
sentences.
● Linking words and signposting are attempted
but may appear with frequent errors.
● Very limited attempt at an introduction, body
and conclusion and information and ideas are
● Most ideas are unclear and not supported
with reasons, elaborations or examples.
● Paragraphs show very little evidence of
structure and may have no topic sentences
and/or an extremely limited range of
supporting sentences.
● Linking words and signposting are rarely
attempted and/or may appear with constant
errors.
● Almost all simple lexis is used with
frequent repetition.
● Words and phrases are rarely formal
and academic.
● Some of the errors in spelling and
word formation make it very difficult
to understand the text.
● Frequent errors in word choice make it
very difficult to understand the text.
● All simple lexis is used with consistent
repetition.
● Words and phrases are never formal
and academic.
● Some of the errors in spelling and
word formation make it extremely
difficult to understand the text.
● Constant errors in word choice make it
extremely difficult to understand the text.
● Uses only a limited range of
sentence structures. Almost all
simple sentences, with only rare use
of subordinate clauses.
● Few structures are accurate; and
consistent grammar and
punctuation errors make it very
difficult to understand the text.
● Frequent errors in punctuation
make it difficult to understand the
text.
● Attempts sentence forms but uses
only a very limited range of sentence
structures. All simple sentences are
used with no use of subordinate
clauses.
● Hardly any structures are
accurate; and errors in grammar
and punctuation predominate and
distort the meaning of the text.
● Frequent errors in punctuation
predominate and make it very
difficult to understand the text.

Notes: ● Bolded phrases represent a grade ceiling; if true the grade cannot exceed this point in the column.
● Grades can only be achieved if all requirements for that grade are met.

Task Specifics
Writing Tasks should have: (1) a minimum of four clear paragraphs with two body paragraphs, one paragraph comparing the prompt, and one paragraph that
is contrasting the prompt; (2) between 200-250 words; (3) clear topic sentences that establish one comparing paragraph and one contrasting paragraph; (4) one
paragraph with comparing ideas and one paragraph with contrasting ideas; (5) supporting details [reason, elaboration or examples] in both the compare and
contrast paragraphs; (6) introduction with thesis statement (7) conclusion with restatement of thesis statement, personal opinion and/or future prediction.
Grammar Error Focus: Verb Tense / Subject Verb Agreement / Pronouns/ Punctuation
Task Specific Lexical Items: Compare and Contrast Vocabulary/ Structural Markers / Transition Signals

ENGL101 Grading Rubric | English Language Department | K.F.U.P.M. | Term 191 Page 1 of 1