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Interpersonal Writing E-Mail Reply Rubric

INTERPERSONAL WRITING: E-Mail Reply Rubric

5/A STRONG

Maintains the exchange with a response that is clearly appropriate within the context of the task

Provides required information (e.g. responses to questions, requests for details) with frequent elaboration

Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility

Varied and appropriate vocabulary and idiomatic language

Accuracy and variety in grammar, syntax and usage, with few errors

Mostly consistent use of register appropriate for forma correspondence (e.g. greeting, closing) despite occasional errors

Variety of simple and compound sentences, and some complex sentences

4/B

 

GOOD

Maintains the exchange with a response that is generally appropriate within the context of the task

Provides required information (e.g. responses to questions, requests for details) with some elaboration

Fully understandable, with some errors which do not impede comprehensibility

Varied and generally appropriate vocabulary and idiomatic language

General control of grammar, syntax, and usage

Generally consistent use of register appropriate for the situation, except for occasional shifts; basic control of cultural conventions appropriate for formal correspondence (e.g. greeting, closing)

Simple, compound and a few complex sentences

3/C FAIR

Maintains the exchange with a response that is somewhat appropriate but basic within the context of the task

Provides required information (e.g. responses to questions, requests for details)

Generally understandable, with errors that may impede comprehensibility

Appropriate but basic vocabulary and idiomatic language

Some control of grammar, syntax, and usage

Use of register may be inappropriate for the situation with several shifts; partial control of conventions for formal correspondence (e.g. greeting closing) although these may lack cultural appropriateness

Simple and a few compound sentences

2/D

 

WEAK

Partially maintains the exchange with a response that is minimally appropriate within the context of the task

Provides some required information (e.g. responses to the questions, requests for details)

Partially understandable with errors that force interpretation and cause confusion for the reader

Limited vocabulary and idiomatic language

Use of register is generally inappropriate for the situation; includes some conventions for formal correspondence (e.g. greeting, closing) with inaccuracies

Simple sentences and phrases

1/F POOR

Unsuccessfully attempts to maintain the exchange by providing a response that is inappropriate within the context of the task

Provides little required information (e.g. responses to questions, request for details)

Barely understandable, with frequent or significant errors that impede comprehensibility

Very few vocabulary resources

Little or no control of grammar, syntax, and usage

Minimal or no attention to register; includes significantly inaccurate or no conventions for formal correspondence (e.g., greeting, closing)

Very simple sentences or fragments

0

 

UNACCEPTABLE

Mere restatement of language from the stimulus

Completely irrelevant to the stimulus

“I don’t know” “I don’t understand”, or equivalent in any language

Not in the language of the exam

– (hyphen): BLANK (no response)

 

In the IES Pedro Cerrada Each of Pepe’s students will have to send their correspondent and -as you said- the same message to you and to me, so both of us know what they are writing about in oredr to grade them through the rubrica. Here we have to grade them from 0/10 to 10/10, so :
A+ 10
A 9
B+ 8
B 7

By |2016-12-15T11:27:09+00:00December 15th, 2016|2 BACHILLERATO, Activities, New Milford exchange, PALE, Writing|0 Comments

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