writing report: writing 2
TRANSCRIPT
-
8/14/2019 Writing Report: Writing 2
1/36
-
8/14/2019 Writing Report: Writing 2
2/36
Nurdiyanti
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task Thesis and purpose are clear to thereader; closely match the writing task 2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather thanwritten language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhatimmature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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
Aan
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
-
8/14/2019 Writing Report: Writing 2
3/36
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
1
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
1
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers ideas arehidden
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 50,00 Total Point
Ade Suwandini
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has no
Thesis and purpose are somewhatvague OR only loosely related to the
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
3
-
8/14/2019 Writing Report: Writing 2
4/36
relation to the writing task writing task
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faulty
assumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate details
or examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 58,33 Total Point
Armadih
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
1
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
1
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. No
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideas
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
-
8/14/2019 Writing Report: Writing 2
5/36
transitions could be improved
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 45,83 Total Point
Ulfah Fauziah
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
1
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topic
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant to
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,
3
-
8/14/2019 Writing Report: Writing 2
6/36
(b) Details generalizations, faultyassumptions, errors of fact
thesis, or inappropriately repetitive Contains some appropriate detailsor examples
original, and convincingly interpreted
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. WritingConventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors sosevere that writers ideas are
hidden
Repeated weaknesses in mechanicsand usage. Pattern of flaws
Mechanical and usage errors that donot interfere with meaning
Essentially error free. Evidence ofsuperior control of diction
2
Score: (TP*100)/24 50,00 Total Point
Selvyana
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style Superficial and stereotypical
language. Oral rather than
Sentences show little variety,
simplistic. Diction is somewhat
Sentences show some variety &
complexity. Uneven control.
Sentences are varied, complex, &
employed for effect. Diction is precise,
3
-
8/14/2019 Writing Report: Writing 2
7/36
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
written language patterns
predominate
immature; relies on clichs. 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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 62,50 Total Point
Siti Nurhusni
QualityCriteria No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
4
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
4
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
3
4. Support/Reasoning
(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.
Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are too
general, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are not
always recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions are
made explicit. Details are germane,original, and convincingly interpreted
3
5. Style
(a) Sentences
(b) Diction/Syntax
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
-
8/14/2019 Writing Report: Writing 2
8/36
(c) Tone/Voice
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 83,33 Total Point
Vani Hanifah
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
1
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
1
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
1
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
1
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather thanwritten language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhatimmature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Mechanical & usage errors so
severe that writers 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
1
-
8/14/2019 Writing Report: Writing 2
9/36
Grammar/Spelling/
Usage/Punctuation
Write your own composition Score: (TP*100)/24 25,00 Total Point
Pitria
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization OR
organizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.
May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis and
purpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &
purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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
-
8/14/2019 Writing Report: Writing 2
10/36
Mai Roza
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 62,50 Total Point
-
8/14/2019 Writing Report: Writing 2
11/36
Tya A
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:
(a) Originality
Thesis is missing Thesis may be obvious or
unimaginative
Thesis is somewhat original Develops fresh insight that challenges
the readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypicallanguage. Oral rather than
written language patterns
predominate
Sentences show little variety,simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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
-
8/14/2019 Writing Report: Writing 2
12/36
M. Iqbal
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 58,33 Total Point
Sinta Devi
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
-
8/14/2019 Writing Report: Writing 2
13/36
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
1
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
1
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
1
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
1
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers ideas arehidden
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
Score: (TP*100)/24 29,17 Total Point
YS Lerri Octapriyanti
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
3
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has no
Thesis and purpose are somewhatvague OR only loosely related to the
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
-
8/14/2019 Writing Report: Writing 2
14/36
relation to the writing task writing task
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faulty
assumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate details
or examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 62,50 Total Point
Masrifah
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. No
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideas
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
-
8/14/2019 Writing Report: Writing 2
15/36
transitions could be improved
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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
Mujiburahman
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
4
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
4
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
4
4. Support/Reasoning(a) Ideas
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topic
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant to
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,
4
-
8/14/2019 Writing Report: Writing 2
16/36
(b) Details generalizations, faultyassumptions, errors of fact
thesis, or inappropriately repetitive Contains some appropriate detailsor examples
original, and convincingly interpreted
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. WritingConventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors sosevere that writers ideas are
hidden
Repeated weaknesses in mechanicsand usage. Pattern of flaws
Mechanical and usage errors that donot interfere with meaning
Essentially error free. Evidence ofsuperior control of diction
3
Score: (TP*100)/24 91,67 Total Point
Komalasari
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
3
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style Superficial and stereotypical
language. Oral rather than
Sentences show little variety,
simplistic. Diction is somewhat
Sentences show some variety &
complexity. Uneven control.
Sentences are varied, complex, &
employed for effect. Diction is precise,
3
-
8/14/2019 Writing Report: Writing 2
17/36
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
written language patterns
predominate
immature; relies on clichs. 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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 62,50 Total Point
Novi Astria
QualityCriteria No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
3
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style
(a) Sentences
(b) Diction/Syntax
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
-
8/14/2019 Writing Report: Writing 2
18/36
(c) Tone/Voice
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 58,33 Total Point
Iip Saripah
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
1
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
1
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather thanwritten language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhatimmature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Mechanical & usage errors so
severe that writers 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
-
8/14/2019 Writing Report: Writing 2
19/36
Grammar/Spelling/
Usage/Punctuation
Score: (TP*100)/24 45,83 Total Point
Shyntyarlin
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
3
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization OR
organizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.
May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis and
purpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &
purpose. Sequence of ideas is effective.Transitions are effective
3
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 66,67 Total Point
-
8/14/2019 Writing Report: Writing 2
20/36
Sri Wulandari
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
1
4. Support/
Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,
or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious support
that may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less original
reasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concrete
development of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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
-
8/14/2019 Writing Report: Writing 2
21/36
Afit
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:
(a) Originality
Thesis is missing Thesis may be obvious or
unimaginative
Thesis is somewhat original Develops fresh insight that challenges
the readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypicallanguage. Oral rather than
written language patterns
predominate
Sentences show little variety,simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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 54,17 Total Point
-
8/14/2019 Writing Report: Writing 2
22/36
Devi Isnawati
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
1
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
3
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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
Devy
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
-
8/14/2019 Writing Report: Writing 2
23/36
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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
Realita Riandy
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has no
Thesis and purpose are somewhatvague OR only loosely related to the
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
-
8/14/2019 Writing Report: Writing 2
24/36
relation to the writing task writing task
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faulty
assumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate details
or examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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)/2450,00
Total Point
Mita Ardiyani
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
1
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. No
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideas
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
-
8/14/2019 Writing Report: Writing 2
25/36
transitions could be improved
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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
Hasyim
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has no
relation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to the
writing task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
1
4. Support/Reasoning(a) Ideas
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topic
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant to
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,
2
-
8/14/2019 Writing Report: Writing 2
26/36
(b) Details generalizations, faultyassumptions, errors of fact
thesis, or inappropriately repetitive Contains some appropriate detailsor examples
original, and convincingly interpreted
5. Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
2
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
2
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. No
transitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideas
could be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topicgeneralizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant tothesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,original, and convincingly interpreted
2
5. Style Superficial and stereotypical
language. Oral rather than
Sentences show little variety,
simplistic. Diction is somewhat
Sentences show some variety &
complexity. Uneven control.
Sentences are varied, complex, &
employed for effect. Diction is precise,
2
-
8/14/2019 Writing Report: Writing 2
27/36
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
written language patterns
predominate
immature; relies on clichs. 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
6. Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Mechanical & usage errors so
severe that writers 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
Tularso
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) Rate
1.Thesis/Focus:(a) Originality
Thesis is missing Thesis may be obvious orunimaginative
Thesis is somewhat original Develops fresh insight that challengesthe readers thinking;
1
2. Thesis/Focus:(b) Clarity
Reader cannot determine thesis& purpose OR thesis has norelation to the writing task
Thesis and purpose are somewhatvague OR only loosely related to thewriting task
Thesis and purpose are fairly clearand match the writing task
Thesis and purpose are clear to thereader; closely match the writing task
1
3. Organization Unclear organization ORorganizational plan isinappropriate to thesis. Notransitions
Some signs of logical organization.May have abrupt or illogical shifts &ineffective flow of ideas
Organization supports thesis andpurpose. Transitions are mostlyappropriate. Sequence of ideascould be improved
Fully & imaginatively supports thesis &purpose. Sequence of ideas is effective.Transitions are effective
2
4. Support/Reasoning(a) Ideas
(b) Details
Offers simplistic, undeveloped,or cryptic support for the ideas.Inappropriate or off-topic
generalizations, faultyassumptions, errors of fact
Offers somewhat obvious supportthat may be too broad. Details are toogeneral, not interpreted, irrelevant to
thesis, or inappropriately repetitive
Offers solid but less originalreasoning. Assumptions are notalways recognized or made explicit.
Contains some appropriate detailsor examples
Substantial, logical, & concretedevelopment of ideas. Assumptions aremade explicit. Details are germane,
original, and convincingly interpreted
2
5. Style
(a) Sentences
(b) Diction/Syntax
Superficial and stereotypical
language. Oral rather than
written language patterns
predominate
Sentences show little variety,
simplistic. Diction is somewhat
immature; relies on clichs. Tone
may have some inconsistencies in
tense and person
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
-
8/14/2019 Writing Report: Writing 2
28/36
-
8/14/2019 Writing Report: Writing 2
29/36
Grammar/Spelling/
Usage/Punctuation
Score: (TP*100)/24 41,67 Total Point
Dede Imam
QualityCriteria
No/Limited Proficiency (1) Some Proficiency (2) Proficiency (3) High Proficiency (4) R