Teaching Writing in Junior High School
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4 Performance
To give information about the students’ ability in performing particular writing tasks.
5 Proficiency
To assess a student’s general level of competence but these are not based on a particular writing course.
In assessing the student’s writing, the researcher adapted the scoring rubric proposed by Jacob et al., as cited in Wiegle, 2000.
Table 2: Writing Scoring Rubric
Score Criteria
4 3
2 1
Content Relevant to
assigned topic, comprehensive
detail Mostly
relevant to the topic
but lacks detail
Inadequate development
of topic Not enough
to topic or not enough
to evaluate
Organization Well-
organized, logical
sequencing cohesive
Loosely organized,
incomplete but logical
sequencing, choppy
Lack logical sequencing
and development,
ideas disconnected
Does not communicat
e, no organization
or not enough to
evaluate
Language use
Few errors of agreement
tenses, patterns,
articles, pronouns,
preposition Occasional
errors of agreement
tenses, patterns,
articles, pronouns,
preposition but
meaning not
obscured Frequent
errors of agreement
tenses, patterns,
articles, pronouns,
preposition, meaning
confused or obscured
Dominant errors of
agreement tenses,
patterns, articles,
pronouns, preposition,
or not enough to
evaluate
Continued
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Continued
Score Criteria
Good word form mastery
and appropriate
word choice Occasional
errors in word form
mastery and appropriate
word choice but meaning
obscured Occasional
errors in word form
mastery and appropriate
word choice, meaning
confused or obscured
Dominant errors in word
form mastery and
appropriate word choice,
or not enough to evaluate
Few errors in spelling,
punctuation, capitalization
, paragraphing
Occasional errors in
spelling, punctuation,
capitalization ,
paragraphing Frequent
errors in spelling,
punctuation, capitalization
, paragraphing
Dominant errors in
spelling, punctuation,
capitalization, paragraphing
or not enough to evaluate