Appendix I

The ESL Composition Profile by Jacob et al (1981)

Language
Excellent to Very Good Good to Average Fair to Poor Very Poor
Component
Scoring Range: 30-27 26-22 21-17 16-13
 Suits audience  A sense of audience  A limited sense of audience  A lack of audience awareness
An exceptionally strong sense of The writer seems to be aware The writer's awareness of the reader There is little or no sense of
audience; the writer seems to be aware of the reader, but has not is unclear. "writing to be read.
of the reader and of how to communicate consistently employed an  Non-specific statement and  No clear development
the message most effectively. appropriate voice. incomplete development, Too short to demonstrate the
 One idea expressed. Supporting,  A loosely expressed idea, Insufficient details development of an idea.
CONTENT relevant, carefully selected details Some specific develop-ment, Little relevance, minimal  Not related details
When appropriate, use of resources mostly relevant to topic development of main idea;, Lack of focus
provides strong, accurate, credible Content and selected details irrelevant details that clutter the text.
support. those are relevant, but perhaps
 Creative, an easily identifiable not consistently well-chosen
purpose for audience and purpose.

Scoring Range: 20-18 17-14 13-10 9-7

 Effective lead/thesis statement  Adequate lead/ thesis  Weak lead, thesis statement  Weak or no lead/ thesis statement
Effective, perhaps creative, sequencing; statement Attempts at sequencing, but the A missing or extremely undeveloped
the organizational structure fits the topic, Effective sequencing; the order or the relationship among beginning, body, and/or ending,
and the writing is easy to follow, a organizational structure fits the ideas may occasionally be unclear, a some attempts at sequencing, but the
strong, inviting beginning that draws the topic an inviting beginning recognizable beginning that may not order of the relationship among
reader in. that draws the reader in. be particularly inviting; ideas is frequently unclear.
 A strong, satisfying sense of resolution  Weak sense of resolution and  A lack of transitions, or when
or closure.  A satisfying sense of conclusion. present, ineffective or overused
ORGANIZATION Smooth, effective transitions among all resolution or closure. Some connecting/ transitional words transitions
elements (sentences, paragraphs, ideas. Some connecting/ not all placed appropriately A lack of an effective organizational
Logical order (time-space-importance) transitional words logical, but structure. details that seem to be
effective connecting/transitional words, incomplete order. randomly placed, leaving the reader
conclusion. frequently confused

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 Scoring Range: 20-18 17-14 13-10 9-7
 Effective word use  Mostly effective word use  Some effective word use  Limited word choice
Correct word forms, accurate, strong, Mostly correct word forms,( Many incorrect word forms, Words that work, but that rarely
specific words; powerful words, fresh, words that are accurate for the meaning obscure, words that work capture the reader's interest, little
original expression, ordinary words used most part, although misused but do not particularly energize the or no meaning, expression that
in an unusual way, meaning clear, words may occasionally writing, attempts at colorful seems mundane and general,
effective word choice and appear) meaning language that may sometimes seem reliance on cliches and overused
VOCABULARY
description/figurative language. understandable, adequate word overdone, some variety in word expressions; generic, basic.
choice, fresh, vivid expression; choice, rare experiments with
ordinary words used in an language; however, the writing may
unusual way, some have some fine moments and
description/ figurative generally avoids cliches. little
language. description/ figurative language.
Scoring Range: 25-22 21-18 17-11 10-5
 Sentence variety  Sentence variety  Sentence variety  Sentence variety
Extensive variation in sentence structure, Variation in sentence structure, Some variety in sentence structure, Some variety in sentence structure,
length and beginnings that add interest to length and beginnings that add length, and beginnings. length, and beginnings, although
the text. interest to the text. the writer falls into repetitive
 Sentence structure  Sentence structure  Sentence structure sentence patterns.
That enhances meaning by drawing Most of the sentences are Strong control over simple sentence  Sentence structures
attention to key ideas or reinforcing carefully crafted, with strong structures, but variable control over Good control over simple sentence
relationships among ideas. and varied structure that makes more complex sentences; fragments, structures, but little control over
 Complete Sentences expressive oral reading easy if present, are usually effective. more complex sentences;
Strong control over sentence structure; and enjoyable.  Some incomplete sentences, fragments, if present, may not be
LANGUAGE USE
fragments, if used at all, work well.  Mostly complete sentences Some inconsistent verb tense, effective.
 Correct verb tenses, correct Control over sentence Some mistake in word order,  Incomplete sentences=
word order, agreement structure; fragments, if used at agreement, articles, negatives, run- largely phrases, Random verb
all, work well. ons. tense, word order, agreement,
 Several errors in verb tense, articles, negatives,
Few mistakes in word order,
agreement, articles, negatives,
run-ons

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Scoring Range: 5 4 3 2
 Mastery of spelling, capitalization, and  Occasional errors in spelling,  Frequent errors in spelling,  Dominated by errors in spelling,
punctuation, strong control of capitalization, and use of capitalization, and use of commas, capitalization, and punctuation,
conventions; manipulation of commas, periods, and periods, and apostrophes, correct end-of-sentence punctuation that is
conventions may occur for stylistic apostrophes, effective use of end-of-sentence punctuation; usually correct; however, internal
effect.. strong effective use of punctuation that guides the internal punctuation my sometimes punctuation contains frequent
punctuation that guides the reader reader through the text. Mostly be incorrect, errors. spelling errors that distract
through the text. correct spelling, even of correct spelling, even of more the reader; misspelling of common
MECHANICS
more difficult words. skill in using a difficult words. little need for words occurs. Paragraphs that
wide range of conventions in a editing sometimes run together or begin at
sufficiently long and complex piece. ineffective places, capitalization
little need for editing. errors, errors in grammar and usage
that do not block meaning but do
distract the reader, significant need
for editing.

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