Writing Report: Writing 2

Nurdiyanti Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

50,00

2

Total Point

Aan Quality Criteria

No/Limited Proficiency (1)

Some Proficiency (2)

Proficiency (3)

High Proficiency (4)

Rate

1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

1

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

3

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

50,00

1

Total Point

Ade Suwandini Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task

High Proficiency (4) Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

Rate 2 3

3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Mechanical & usage errors so severe that writer’s ideas are hidden

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Score: (TP*100)/24

58,33

Total Point

Armadih Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Proficiency (3) Thesis is somewhat original

High Proficiency (4)

Rate 1

Thesis and purpose are fairly clear and match the writing task

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

1

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Score: (TP*100)/24

45,83

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Essentially error free. Evidence of superior control of diction

3

Total Point

Ulfah Fauziah Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit.

High Proficiency (4)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

1

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane,

3

2

(b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

thesis, or inappropriately repetitive

original, and convincingly interpreted

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Mechanical & usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Score: (TP*100)/24

50,00

Total Point

Selvyana Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive Sentences show little variety, simplistic. Diction is somewhat

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control.

High Proficiency (4)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences are varied, complex, & employed for effect. Diction is precise,

3

2

(a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

written language patterns predominate

immature; relies on clichés. Tone may have some inconsistencies in tense and person

Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

Mechanical & usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

Score: (TP*100)/24

62,50

3

Total Point

Siti Nurhusni Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

High Proficiency (4)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

4

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

3

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

3

4

(c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

Mechanical & usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Score: (TP*100)/24

83,33

Essentially error free. Evidence of superior control of diction

3

Total Point

Vani Hanifah Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions:

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Proficiency (3)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

1

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

1

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

1

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

1

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

1

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

1

Grammar/Spelling/ Usage/Punctuation Write your own composition

Score: (TP*100)/24

25,00

Total Point

Pitria Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

50,00

Total Point

2

Mai Roza Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

3

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

3

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

62,50

Total Point

2

Tya A Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

50,00

Total Point

2

M. Iqbal Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

3

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

58,33

2

Total Point

Sinta Devi Quality Criteria

No/Limited Proficiency (1)

Some Proficiency (2)

Proficiency (3)

High Proficiency (4)

Rate

1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

1

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

1

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

1

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

1

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

29,17

1

Total Point

YS Lerri Octapriyanti Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task

High Proficiency (4) Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

Rate 3 2

3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Mechanical & usage errors so severe that writer’s ideas are hidden

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

3

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

3

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Score: (TP*100)/24

62,50

Total Point

Masrifah Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Proficiency (3) Thesis is somewhat original

High Proficiency (4)

Rate 2

Thesis and purpose are fairly clear and match the writing task

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

2

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Score: (TP*100)/24

50,00

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Essentially error free. Evidence of superior control of diction

2

Total Point

Mujiburahman Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit.

High Proficiency (4)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

4

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

4

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane,

4

4

(b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

thesis, or inappropriately repetitive

original, and convincingly interpreted

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

3

Mechanical & usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

3

Score: (TP*100)/24

91,67

Total Point

Komalasari Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive Sentences show little variety, simplistic. Diction is somewhat

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control.

High Proficiency (4)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

3

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences are varied, complex, & employed for effect. Diction is precise,

3

2

(a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

written language patterns predominate

immature; relies on clichés. Tone may have some inconsistencies in tense and person

Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

Mechanical & usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

Score: (TP*100)/24

62,50

2

Total Point

Novi Astria Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

High Proficiency (4)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

3

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

2

(c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

Mechanical & usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Score: (TP*100)/24

58,33

Essentially error free. Evidence of superior control of diction

2

Total Point

Iip Saripah Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions:

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Proficiency (3)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

1

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

1

Grammar/Spelling/ Usage/Punctuation Score: (TP*100)/24

45,83

Total Point

Shyntyarlin Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

3

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

3

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

3

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

66,67

Total Point

2

Sri Wulandari Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

1

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

45,83

Total Point

2

Afit Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

54,17

Total Point

2

Devi Isnawati Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

1

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

50,00

2

Total Point

Devy Quality Criteria

No/Limited Proficiency (1)

Some Proficiency (2)

Proficiency (3)

High Proficiency (4)

Rate

1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

50,00

2

Total Point

Realita Riandy Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task

High Proficiency (4) Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

Rate 2 2

3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Mechanical & usage errors so severe that writer’s ideas are hidden

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Score: (TP*100)/24

50,00

Total Point

Mita Ardiyani Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Proficiency (3) Thesis is somewhat original

High Proficiency (4)

Rate 2

Thesis and purpose are fairly clear and match the writing task

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

1

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Score: (TP*100)/24

45,83

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Essentially error free. Evidence of superior control of diction

2

Total Point

Hasyim Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit.

High Proficiency (4)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

1

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane,

2

2

(b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

thesis, or inappropriately repetitive

original, and convincingly interpreted

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Mechanical & usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Score: (TP*100)/24

45,83

Total Point

Epa Purnama Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive Sentences show little variety, simplistic. Diction is somewhat

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control.

High Proficiency (4)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences are varied, complex, & employed for effect. Diction is precise,

2

2

(a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

written language patterns predominate

immature; relies on clichés. Tone may have some inconsistencies in tense and person

Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

Mechanical & usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

Score: (TP*100)/24

50,00

2

Total Point

Tularso Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

High Proficiency (4)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

1

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

1

(c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

Mechanical & usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Score: (TP*100)/24

41,67

Essentially error free. Evidence of superior control of diction

2

Total Point

Lisada P Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions:

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Proficiency (3)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

1

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

1

Grammar/Spelling/ Usage/Punctuation Score: (TP*100)/24

41,67

Total Point

Dede Imam Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

1

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

45,83

Total Point

1

Winda Ermasari Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

54,17

Total Point

2

Fika F Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

3

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

54,17

Total Point

2

Agung Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Some Proficiency (2)

Proficiency (3)

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

3

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

3

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original

High Proficiency (4)

Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

62,50

2

Total Point

Maysaroh Quality Criteria

No/Limited Proficiency (1)

Some Proficiency (2)

Proficiency (3)

High Proficiency (4)

Rate

1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

1

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

2

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task

Score: (TP*100)/24

41,67

1

Total Point

Miftah Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task

High Proficiency (4) Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

Rate 3 3

3. Organization

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Mechanical & usage errors so severe that writer’s ideas are hidden

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

4

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

3

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

3

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Score: (TP*100)/24

79,17

Total Point

Novi Purnama Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Proficiency (3) Thesis is somewhat original

High Proficiency (4)

Rate 3

Thesis and purpose are fairly clear and match the writing task

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

3

4. Support/ Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

transitions Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

Mechanical & usage errors so severe that writer’s ideas are hidden

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

could be improved Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Score: (TP*100)/24

70,83

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

3

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

3

Essentially error free. Evidence of superior control of diction

3

Total Point

Siti Asmiah

Quality Criteria 1.Thesis/Focus: (a) Originality 2. Thesis/Focus: (b) Clarity 3. Organization

4. Support/

No/Limited Proficiency (1) Thesis is missing Reader cannot determine thesis & purpose OR thesis has no relation to the writing task Unclear organization OR organizational plan is inappropriate to thesis. No transitions Offers simplistic, undeveloped,

Some Proficiency (2) Thesis may be obvious or unimaginative Thesis and purpose are somewhat vague OR only loosely related to the writing task Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas Offers somewhat obvious support

Proficiency (3) Thesis is somewhat original Thesis and purpose are fairly clear and match the writing task Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved Offers solid but less original

High Proficiency (4)

Rate

Develops fresh insight that challenges the reader’s thinking; Thesis and purpose are clear to the reader; closely match the writing task

2

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

2

Substantial, logical, & concrete

2

1

Reasoning (a) Ideas (b) Details 5. Style (a) Sentences (b) Diction/Syntax (c) Tone/Voice 6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation

or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact Superficial and stereotypical language. Oral rather than written language patterns predominate

that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

2

Mechanical & usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Mechanical and usage errors that do not interfere with meaning

Essentially error free. Evidence of superior control of diction

2

Score: (TP*100)/24

45,83

Total Point