UC Irvine FR2 Composition Rubrics

UC Irvine
Rubrics for the Evaluation of FR 2 Compositions

50 points:

Content: The composition addresses the assignment with clarity, originality, and careful thought. It is easy to follow; each sentence relates logically to those preceding and following it. Transitions are clear and logical. Each paragraph is organized around a central theme or idea; introduction and conclusion are appropriate to the assignment.

Structure: Sentence structure is varied and interesting and integrates the kinds of structures that the class has been using. Errors in spelling and agreement have been eliminated through careful editing. Vocabulary is varied, well-chosen, and appropriate to the context both in meaning and in style.

45 points:

Content: Similar to above, but weaker. Ideas may be less original and/or less carefully organized. Weaknesses do not impair comprehensibility.

Structure: Essay is comprehensible and quite competent but needs more attentive editing. Sentence structure may be overly simple, repetitious, or beyond the ability of the student in spots. Vocabulary and sentence structure reflect the level of the class but are not always handled with the competence required for an "A."

40 points:

Content: The content is appropriate to the assignment but may reflect a rather superficial treatment. Ideas may be somewhat confused or insufficiently developed.

Structure: Sentences are comprehensible throughout, but English structure is used excessively where idiomatic French expressions have been studied, and/or sentence structure tends to be simple and repetitious throughout. Vocabulary is limited and/or overly simplistic and/or not consistently appropriate in style and meaning. Editing for basic errors (agreement, spelling, basic structure) needs improvement.

35 points:

Content: The essay addresses the assignment, but main ideas are not apparent, or the relationship among them is unclear. Ideas are mentioned but not developed. Paragraph structure is weak, and/or the composition lacks direction and purpose.

Structure: Errors in basic sentence structure interfere with comprehension; errors in agreement, spelling, etc. reflect inadequate editing. Sentence structure and vocabulary do not reflect the level at which the class is functioning.

30 points:

Content: The essay treats the topic assigned, but the treatment is very superficial and/or poorly organized and/or does not treat the topic in the manner required. Paragraph structure is inadequate and/or ideas are chaotically organized.