Should new law be passed in HongKong/China to limit children's screen time?

Division of Languages and Communication

UOWHK/CCCU

Writing Assessment

Academic Essay

Course:

English for Academic Studies ( A)

Course Code:

CGEC1000

Tutorial Group

Tutor’s Name

Student Name

Student Id No.:

___________________________________________________

Word Count:

___________________________

Criteria (sub-marks)

Advanced

Competent

Approaching Competent

Ineffective

Task unfulfilled

Content

Central idea (thesis) is well developed. Evidence and examples are vivid and specific, while focus remains tight.

Central idea (thesis) is generally developed.

Good, relevant examples and evidence provided.

Central idea (thesis) is expressed, but may be too vague.

General examples and evidence are provided.

Central idea (thesis) may be incompletely expressed.

Examples / evidence are too few or mostly irrelevant.

The question is not answered i.e. off topic or incorrect essay genre / Grossly below the word limit

A product of blatant plagiarism or Minimal material to be assessed

Organization

Integrates ideas and evidence smoothly. Easy to follow with effective, smooth and logical transitions.

Topic sentences are highly effective.

Links evidence with ideas, though some digressions, ambiguities or irrelevances occur.

Easy to follow, basic transitions.

Topic sentences mostly develop ideas.

Attempts to connect evidence to ideas but, does so partially or inconsistently.

Difficult to follow, ineffective transitions.

Topic sentences lack clear controlling ideas.

Does not consistently connect evidence to ideas, difficult to follow.

Poor transitions.

Ineffective or lack of topic sentences.

Grammar / Mechanics

Free of all errors in conventions of English (i.e. grammar, spelling, punctuation, etc.),

follows conventions of academic writing.

Grammatical structures (simple and complex) are always accurate and any ‘mistakes’ that occur can be classified as lapses rather than systematic errors.

Occasional errors in conventions of English (i.e. grammar, spelling, punctuation, etc.); follows conventions of academic writing.

Grammatical structures (simple and complex) are mostly accurate and most ‘mistakes’ that occur can be classified as lapses rather than systematic errors.

Some errors in conventions of English (i.e. grammar, spelling, punctuation, etc.); may not follow conventions of academic writing.

Both simple and complex structures are attempted, though some errors may occur.

Frequent errors in conventions of English (i.e. grammar, spelling, punctuation, etc.), does not follow conventions of academic writing.

Poor construction of sentences: simple grammatical structures are often inaccurate; there may be little or no evidence of complex structures.

Vocabulary

Highly effective use of vocabulary, and idiomatic expressions, when used, are always appropriate.

A good range of vocabulary mostly used appropriately and accurately.

Idiomatic expressions, when used, are mostly appropriate.

A reasonable range of vocabulary, mostly accurate, when used.

Idiomatic expressions, when used, may not be appropriate / could be distracting to the reader.

Demonstrates lack of vocabulary, there may be frequent repetition of words.

In-text Citations and References

Selects and contextualizes appropriate sources to integrate smoothly with own ideas.

Includes correct in-text citations and referencing requirements and format

(i.e. min. 1 quotation, 1 paraphrase; APA ).

Offers context for the sources with occasional awkward integration.

Includes correct in-text citation and referencing requirements and formats.

Differentiates between sources and own ideas, but without sufficient context or integration.

Some in-text citations and references may be missing or incorrectly formatted.

Does not differentiate sources from own ideas or omits use of sources.

Incomplete or incorrect in-text citations and referencing.