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

| Term 192

Writing Task 1 (15%) Comparison & Contrast

Grade Response to Question
(25%)
A+
● Responds to all parts of the task fully.
● Includes a clear position / thesis /
purpose / outline.
A
● Presents relevant information which is
Excellent well-developed and supported.
● All ideas are deeply elaborated and
supported with fully developed reasons,
explanations, or examples.
Structure and Organization
(25%)
exceeds the requirements of the band below
● There is a clear introduction, body and
conclusion and all ideas and information are very
well-organized into different paragraphs.
● All ideas are supported with fully-developed
reasons, explanations, or examples.
● Paragraphs are well structured with topic and
supporting sentences.
● Linking words and signposting are used often
and accurately.
Vocabulary
(25%)
● Advanced lexis, words learnt in class
(task specific vocabulary) and synonyms
are used to avoid repetition well.
● Most words and phrases are formal and
academic.
● Very few errors in spelling and word
formation, so it is easy to understand the
text.
● Almost no errors in word choice.
Grammar
(25%)
● Uses a variety of complex structures
with flexibility and accuracy.
● The majority of sentences are error-
free.
● There are a few grammar errors, but
they do not make it difficult to
understand the text.
● Almost no errors in punctuation.

B+
● Responds to all parts of the task.
● Includes a
position/thesis/purpose/outline
B ● Most ideas supported with well-developed
● Presents relevant information which is
Very mostly developed and supported.
good ● Any body paragraph presents an
idea that is not elaborated well.
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 paragraphs.
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 conclusion ● Mostly simple lexis is used with some ● Uses only a limited range of
and most of the information and ideas are repetition. sentence structures. Attempts complex
organized into different paragraphs. ● Formal and academic words and phrases sentences, but these tend to be less
● Some ideas may be unclear and not are attempted, but with some mistakes. accurate than simple sentences

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

● Very limited response to task; off ● Very limited attempt at an introduction, body
topic and conclusion and information and ideas are not
F organized into different paragraphs.
● No evidence of position / thesis /
● Most ideas are unclear and not supported
Fail purpose / outline.
● Presents hardly any relevant with reasons, elaborations or examples.
information with very limited ● Paragraphs show very little evidence of
development and support. 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.
● 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.
● 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 that will appear in any of the following formats: 1) one paragraph
comparing the prompt, and one paragraph contrasting it, 2) two paragraphs that examine comparison points only, or 3) two paragraphs that examine contrast points
only; (2) between 200-250 words; (3) clear topic sentences that establish comparing or contrasting paragraphs; (4) supporting details [reason, elaboration or
examples] in all the compare and/or contrast paragraphs; (5) introduction with thesis statement (6) 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: Comparison and Contrast Vocabulary/ Structural Markers / Transition Signals

ENGL101 Grading Rubric | English Language Department | K.F.U.P.M. | Term 192 Page 1 of 1