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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

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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

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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

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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

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(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

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(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

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(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

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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

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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

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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

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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

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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

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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

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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

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(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

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(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

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(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

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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

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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

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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

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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

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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

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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

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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

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(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

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(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

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8/14/2019 Writing Report: Writing 2

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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