The ESL Composition Profile by Jacob et al (1981)
Language
Excellent to Very Good    Good to Average
component
Scoring Range: 30-27
  Suits audience= an
exceptionally strong sense
C of audience; the writer
O seems to be aware of the
N reader and of how to
T communicate the message
E most effectively.
N One idea expressed.
T Supporting, relevant,
carefully selected details=
  when appropriate, use of
resources provides strong,
  accurate, credible support.
Creative, an easily
  identifiable purpose
Scoring Range: 20-18
  Effective lead/thesis
statement=effective,
O perhaps creative,
R sequencing; the
G organizational structure fits
A the topic, and the writing is
26-22
 A sense of audience
=the writer seems to be
aware of the reader, but has
not consistently employed
an appropriate voice.
A loosely expressed idea,
Some specific develop-
ment, mostly relevant to
topic= content and selected
details that are relevant, but
perhaps not consistently
well-chosen for audience
and purpose.     
17-14
Adequate lead/ thesis
statement= effective
sequencing; the
organizational structure fits
the topic an inviting
beginning that draws the
Fair to Poor Very Poor
21-17 16-13
A limited sense of A lack of audience
audience= the writer's awareness =there is little
awareness of the reader is or no sense of "writing to
unclear. be read. No clear
Non-specific statement and development =too short
incomplete development, to demonstrate the
Insufficient details= little development of an idea,
relevance, minimal Not related details
development of main idea;, Lack of focus,  
irrelevant details that clutter
the text,
 
13-10 9-7
Weak  lead, thesis Weak or no lead/ thesis
statement= attempts at statement=  a missing or
sequencing, but the order or extremely undeveloped
the relationship among ideas beginning, body, and/or
may occasionally be unclear, ending,some attempts at
a recognizable beginning sequencing, but the order
 The ESL Composition Profile by Jacob et al (1981)
easy to follow, a strong,
inviting beginning that
N draws the reader in      A
I strong, satisfying sense of
Z resolution or
A closure.            Smooth,
T effective transitions among
I all elements =(sentences,
O paragraphs, ideas). logical
N order (time-space-
importance) effective
  connecting/transitional
words, conclusion
Scoring Range: 20-18
  Effective word use=Correct
word forms,
  accurate, strong, specific
words; powerful words,
  fresh, original expression,
ordinary words used in an
V unusual way, meaning clear,
O effective word choice and
C description/ figurative
A language
B way, some  description/
reader in                              that may not be particularly
A satisfying sense of
resolution or closure,
Some connecting/
transitional words= logical, connecting/ transitional
but incomplete order,
17-14
Mostly effective word
use=Mostly correct word
forms,( words that are
accurate for the most part,
although misused words
may occasionally appear)
meaning understandable,
adequate word choice, fresh,
vivid expression; ordinary
words used in an unusual
of the relationship among
inviting;         Weak sense ideas is frequently
of resolution and unclear                  A lack
conclusion          Some of transitions, or when
present, ineffective or
words= not all placed overused transitions= a
appropriately lack of an effective
  organizational structure.
details that seem to be
randomly placed, leaving
the reader frequently 
confused
13-10 9-7
Some effective word Limited word choice,
use=Many incorrect word words that work, but that
forms, meaning obscure, rarely capture the reader's
words that work but do not interest,little or no
particularly energize the meaning, expression that
writing, attempts at colorful seems mundane and
language that may general, reliance on
sometimes seem overdone, cliches and overused
some variety in word choice, expressions; generic,
rare experiments with basic
language; however, the
 The ESL Composition Profile by Jacob et al (1981)

figurative language writing may have some fine

U moments and generally
L avoids cliches.  little
A description/ figurative
R language,
Y

 
Scoring Range: 25-22 21-18 17-11 10-5
  Sentence variety= extensive Sentence variety= variation Sentence variety= some Sentence variety= some
variation in sentence in sentence structure, length variety in sentence structure, variety in sentence
L structure, length and and beginnings that add length, and beginnings structure, length, and
A beginnings that add interest interest to the text,               Sentence structure = strong beginnings, although the
N to the text.             sentence Sentence structure= Most control over simple sentence writer falls into repetitive
G structure= that enhances of the sentences are structures, but variable sentence patterns
U meaning by drawing carefully crafted, with strong control over more complex Sentence structures=
A attention to key ideas or and varied structure that sentences; fragments, if good control over simple
G reinforcing relationships makes expressive oral present, are usually effective sentence structures, but
E among ideas,             reading easy and enjoyable. little control over more
complete sentences= strong Mostly complete Some incomplete complex sentences;
U control over sentence sentences= control over sentences,    Some fragments, if present,
S structure; fragments, if used sentence structure; inconsistent verb tense, may not be effective.
E at all, work well. correct fragments, if used at all, Some mistake in word Incomplete sentences=
 The ESL Composition Profile by Jacob et al (1981)

verb tenses,               work well. order, agreement, articles, largely phrases, Random
correct word order,            Several errors in verb negatives, verb tense, word order,
agreement tense,  run-ons. agreement, articles,
  Few mistakes in word negatives,
order, agreement, articles,
negatives, run-ons 
Scoring Range: 5 4 3 2
M Mastery of spelling, Occasional errors in Frequent errors in spelling, Dominated by errors in
E capitalization, and spelling, capitalization, and capitalization, and use of spelling, capitalization,
C punctuation, strong control use of commas, periods, and commas, periods, and and punctuation, end-of-
H of conventions; apostrophes, effective use of apostrophes, correct end-of- sentence punctuation that
A manipulation of conventions punctuation that guides the sentence punctuation; is usually correct;
N may occur for stylistic reader through the text. internal punctuation my however, internal
I effect.. strong effective use Mostly correct spelling, sometimes be incorrect, punctuation contains
C of punctuation that guides even of more difficult frequent errors.  spelling
S the reader through the text. words. little need for editing errors that distract the
correct spelling, even of reader; misspelling of
more difficult words. skill in common words occurs.
using a wide range of paragraphs that
conventions in a sufficiently sometimes run together
long and complex piece. or begin at ineffective
little need for editing.  places. capitalization
errors. errors in grammar
and usage that do not
block meaning but do
The ESL Composition Profile by Jacob et al (1981)

distract the reader.

significant need for
editing.