Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 165
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Composition Rubric for SPAN 2040
30-27 Knowledgeable; substantive; thorough development of thesis; relevant to topic.
26-22 Some knowledge of subject; adequate range; limited development of thesis; mostly
relevant to topic, but lacks detail.
21-17 Limited knowledge of subject; little substance; inadequate development of topic.
16-13 Does not show knowledge of subject; non-substantive; not pertinent, or not enough to
20-18 Fluent expression; ideas clearly stated/supported; succinct and well-organized; logical
and cohesive sequencing.
17-14 Somewhat choppy; loosely organized but main ideas stand out; limited support; logical
but incomplete sequencing.
13-10 Non-fluent; ideas confused or disconnected; lacks logical sequencing and development.
9-7 Does not communicate ideas; no organization, or not enough to rate.
20-18 Sophisticated range; effective word/idiom choice and usage; mastery of word forms;
17-14 Adequate range; occasional errors of word/idiom form, choice, usage but meaning not
13-10 Limited range; frequent errors or word/idiom form, choice, usage; meaning confused.
9-7 Essentially translation; little knowledge of target language vocabulary, or not enough to
25-22 Effective complex constructions; few errors of agreement, number, tense, word
order/function, articles, pronouns, prepositions.
21-18 Effective but simple constructions; minor problems in complex constructions; several
errors of agreement, tense, number, word order/function, articles, pronouns,
prepositions but meaning seldom obscured.
17-11 Major problems in simple/complex constructions; frequent errors of negation, agreement,
tense, number, word order/function, articles, pronouns, prepositions and/or fragments,
run-ons, deletions; meaning confused or obscured.
10-5 Virtually no mastery of sentence construction rules; dominated by errors; does not
communicate, or not enough to rate.
5 Demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization,
4 Occasional errors in spelling, punctuation, capitalization, paragraphing but meaning not
3 Frequent spelling, punctuation, capitalization, paragraphing error; meaning confused or
2 No mastery of conventions; dominated by errors of spelling, punctuation, capitalization,
paragraphing or not enough to rate.
Adapted from the ESL Composition Profile (Jacobs, et.al., 1981)
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Oxford, Raquel Malia Nitta. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students, dissertation, December 2004; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4688/m1/172/: accessed July 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .