Scoring Rubric of Students’ Ability in Academic Writing

Aspects Criteria Scores Categories

Minimal errors of
mechanics. 10 Very Good
Mechanics:
Few errors of
Spelling,
mechanics, but the
Punctuation,
meaning
and 9 Good
not obscured.
Capitalization
Many errors of
mechanics and
meaning
obscured. 7 Fair
Dominated by errors
of mechanics. 5 Poor
Use correct grammar
(tenses used,
pronouns, subject-
verb agreement, etc.). 20 Very Good
Several errors in
tense, pronouns,
subject-verb
Grammar agreement, etc. but
the meaning is not
obscured. 15 Good

Significant errors of
tense, pronouns,
subject-verb
agreement, etc., and
meaning obscured. 10 Fair

No mastery of
grammar and
dominated by errors. 5 Poor

Write sentence
structures correctly. 25 Very Good
Loosely organized,
but ideas stand out. 20 Good
Sentence Structure
Incoherent ideas and
lacks logical
sequencing. 15 Fair
The students do not
write sentence
structures correctly. 10 Poor
(Based on Jacob et al.‟ in Abbas (2014)
 The Final Score Category

Range of Final Scores Category

41-55 Very Good

26-40 Good
11-25 Fair
0-10 Poor
 A Box Full of Kisses

The story goes back some time ago. A man punished his 3-year-old daughter for
wasting a roll of gold wrapping paper. Money was tight and he became infuriated when the
child tried to decorate a box to put under the Christmas tree.

Nevertheless, the little girl brought the gift to her father the next morning and said,
“This is for you. Daddy."

The man was embarrassed by his earlier overreaction, but his anger flared again when
he found out the box was empty.

He yelled at her, stating, "Don't you know when you give someone a present, there is
supposed to be something inside?"

The little girl looked up at him with tears and cried, "Oh, Daddy, it's not empty at all.
I blew kisses into the box. They're all for you, Daddy."

The father was crushed. He put his arms around his little girl and he begged for her
forgiveness.

Only a short time later, an accident took the child’s life. It is also told that her father
kept that gold box by his bed for many years and whenever he was discouraged, he would
take out an imaginary kiss and remember the love of the child who had put it there.

INSTRUCTIONS FOR WRITING THE ESSAY

Write an essay on what you have learned from the stories you have read
and watched. In your essay be sure to follow the following guidelines:

 Clearly state your own perspectives and imply how the moral lessons of
the stories can help you as a student and as a whole person.
 Develop and support your ideas with examples.
 Write your ideas in English.
 The essays to be done MUST contain at least two paragraphs each story
containing 8 sentences.
Dear Respondents,

As a part of our research/thesis at Saint Toni’s College Incorporated, we Rizza Sue A.

Selpatin and Aiza G. Ayangao are conducting a survey that analyses the errors made by
Grade 10 Junior High School students in writing academic texts. We would appreciate it if
you would fully participate and complete our provided activities. Any information obtained
in connection with this study that can be identified with you will remain confidential.

Respectfully Yours,

AIZA G. AYANGAO
Researcher

RIZZA SUE A. SELPATIN

Researcher
March 08, 2023

BISHOP ELORDE M. SAMBAT

School President
Saint Tonis College Inc.
Bulanao, Tabuk City, Kalinga
THRU: MS. JOLLY ANN CORNESTA, MST
Principal
Junior High School

Dear Bishop:

Christian greetings!

We are 4th-year BEED students from the College of Teacher Education who are conducting a
research study entitled “An Analysis of Errors made by Grade 10 Junior High School
Students in Writing Academic Texts at Saint Toni’s College Inc. Tabuk City Kalinga.”

At this point, may we ask permission from your good office for us to float our questionnaire
to the Grade 10 junior high school students? Further, may we request an agreement with
deans for a one-time meeting with the junior high school students for us to gather our needed
data? Rest assured that all answers will be dealt with utmost confidentially.

We are looking forward to your approval. Thank you and more power.

Respectfully yours,

AIZA G. AYANGAO
Researcher

RIZZA SUE A. SELPATIN

Researcher

Signature Date Signed

Approved
Disapproved
 Checklist of the Students’ Errors in Academic Writing

Name (optional):________________________________________________

Section: _______________________________________________________

Things to be checked Number of Score in the

Errors Rubrics (%)
Grammar Subject/verb agreement.
1. Correct usage of singular/plural
subjects and verbs.
2. Do all my verbs agree with their
subjects?

Verb tenses.
3. Use of correct tense.
4. Use the -ing form properly.
5. Proper use of tenses in the same
sentence.
6. Use of correct past tense of
regular verbs.

7. Are all my modifying words,

phrases, and clauses correctly
placed?
8. Do they modify the word or
phrase they are supposed to?
Mechanics Capitalization.

1. Start all sentences with a capital

letter.
2. Capitalize nouns that name
specific people, places, and
things.
Organization.

3. Sentences should be clear and

complete (combine simple
sentences without creating a run-
on sentence)
4. Edit run-on sentences into 2 or
more complete sentences
5. Check that you have included a
variety of sentence structures
(having different lengths, using
various introductory
clauses/endings, effective use of
transition words)
 6. Use powerful verbs, specific
nouns, and colorful adjectives/
adverbs.
Punctuation
7. Each sentence should end with
an appropriate punctuation mark
( . ! ?)
8. Use commas after introductory
clauses and transition words
9. Use commas in a series (Larry,
Moe, and Curly)

10. Use commas before connecting

words (and, but, or) in
compound sentences
11. Punctuate dialogue correctly
(Mary said, “I did my
homework!”)
Spelling.
12. Did I check for spelling (use
spell check)

13. Check for homonyms and make

sure you used the correct form
(too or to or two and your or
you’re)
Sentence 1. Is the sentence run-on?
Structure 2. Does the sentence contain a
common splice?
3. Is the sentence a fragment?
4. Does the sentence contain logical
coordinating and subordinating
clauses?
5. Are the elements of a sentence
parallel?
6. Are there any incomplete split
constructions?
7. Are there any misplaced
modifiers?
8. Does the misplacement or
omission of certain elements in
the sentence create unintended
meanings?