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Writing Guidelines-255

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Yoni Yogisma Purwatama
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10 views

Writing Guidelines-255

Uploaded by

Yoni Yogisma Purwatama
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Guidelines for Submitting Writing Assignments A2+ (255)

1. Length of Writing
Please ensure writing meets the required word count based on your level:
- Level A : 60 - 90 words (100 words max.)

Recheck your writing before submitting it.


2. How to Upload Your Writing to Google Drive
Upload the writing to Google Drive link below:
https://drive.google.com/drive/folders/1O7Bvvd0ZoxMZxtLEwsVdtWnOJ-
r8hcWt?usp=drive_link

3. Your writing file MUST be in Microsoft Document or PDF format


Upload the File:
- Upload your file to the dedicated google drive(google drive link), click the “+
New” button on the left-hand side.
- Select “File upload” from the dropdown menu.
- Choose your file from your device to upload.

4. How to Rename Your File

To help organize assignments, please rename your file using the following
format:

[Level]_[Trainer’s Name]_[Class]_[Your Name]


A2P_Rahajeng_255_Your Full Name

5. Confirmation
Please send a confirmation to your trainer using WA group.

Due date: Nov 13 (Wed) at 11:59 pm.


WRITING MARK SCHEME
25 score points in total. Responses are scored according to how well students perform against the following
criteria:

Marks Content Task achievement Organisation and structure Range Accuracy


5 All content points Control of language Text organised and Uses an excellent range Very occasional
covered with exemplary is clearly sufficient to sequenced logically and of level-appropriate lexical and
depth and scope. respond to simple and effectively throughout. vocabulary and grammatical
The text would have more complex tasks. Linking between sentences grammar structures errors do not
a positive effect on There is demonstrable throughout. Paragraphs with excellent accuracy, impede the
the intended reader achievement of all parts used appropriately for the including some complex communication
throughout due to of the task, and perhaps purpose and genre of the and compound of ideas in
good lexical and/or even evidence of writing writing throughout the text. sentences. May even any way.
grammatical accuracy beyond the demands use lexis and structure
and/or sufficient control of the task. that is beyond the level.
of register.
4 All content points Control of language Text organised and Uses a good range Occasional lexical
covered with sufficient is clearly sufficient to sequenced simply but of level-appropriate and grammatical
depth and scope. respond to simple and logically throughout. vocabulary and errors probably
The text would largely working towards more Linking between sentences grammar structures. evident but not
have a positive effect complex tasks. throughout. Paragraphs Largely used accurately. in sufficient
on the intended reader There is demonstrable used appropriately for the Possibly some complex quantity or
due to good lexical and/ achievement of all parts purpose and genre of the as well as compound severity to
or grammatical accuracy of the task. writing throughout most sentences attempted. impede the
and/or sufficient control of the text. communication
of register. of ideas.

3 All points may have been Control is sufficient to Text organised largely at Writing limited to fairly A number of
covered, but some in respond to all simple sentence level. Some simple basic vocabulary for lexical and
insufficient depth. tasks and to complete and logically sequenced the level, largely used grammatical
Sections of the content some more complex sections with linking accurately. errors probably
would probably have ones. between sentences. Uses basic grammar evident but not
a positive effect on the The majority of the There may be evidence of structures, perhaps in sufficient
intended reader. response would achieve paragraphing, but this may with a few errors. quantity to
its intended purpose. not always be inappropriate. greatly impede
Possibly no complex communication
sentences attempted, of ideas.
but some compound
sentences used.
2 May omit one or two Lexical and grammatical Little text organisation Uses only very basic Frequent lexical
content points, or cover inaccuracies impede according to genre. vocabulary and and grammatical
them in insufficient task achievement. Text organised partly at grammar structures for errors, even in
depth. Control may be phrase level but with some the level, perhaps with a basic language,
Content would probably sufficient for very simple sentence-level language lot of errors. may impede
have a negative effect tasks but generally not attempted too. Occasional No complex but maybe the effective
on the intended more complex ones. linking between sentences. one or two compound communication
reader due to lexical sentences attempted. of ideas.
and/or grammatical
inaccuracies and/or poor
control of register.
1 Two or more content Lexical and grammatical Little or no text organisation Uses only very basic Many lexical and
points may be omitted inaccuracies impede according to genre. vocabulary and grammatical
completely, or covered task achievement, Text organised largely at grammar structures errors, even in
in insufficient depth severely at times. phrase level, perhaps with with a lot of errors basic language,
and/or scope. Control may be some complete sentences evident. which severely
Content would have sufficient for very evident. Little or no linking No attempt at impede
a negative effect on simple tasks but not between phrases or complex or compound communication
the intended reader more complex ones. sentences. sentences. of ideas.
due to lexical and/ Stretches of text may
or grammatical be unintelligible or
inaccuracies and/or poor require a lot of effort by
control of register. the reader to decode.
0 Award 0 marks only if there is no written response to assess or if what is written is unintelligible or is an obviously rehearsed
response bearing little or no relation to the task.

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