Holistic Evaluation of Writing Sample
Tennessee Technological University
Evaluation Procedure
The TBR (Tennessee Board of Regents) uses a modified version of the CUNY
Holistic Evaluation Scale (Developed by the City University of New York).
Each writing sample is read by at least two readers who have been trained in
the methods of holistic evaluation. If the two readers agree on their assessment,
then the student's placement is based on those two readings. If the two
readers do not agree, a third reader completes the evaluation process. All
papers are read "blind," which means that no names are visible to the readers
during the evaluation process. No marks are placed on the writing samples
during the evaluation, so that readers are not influenced by a previous
reader's evaluation.
Scores of 6, 5, and 4 place the student into English 1010. A score of 3
places the student into Developmental Writing. Scores of 2 or 1 place the
student into Basic Writing.
6:
The essay provides a well-organized response to the topic and
maintains a central focus. The ideas are expressed in appropriate language.
A sense of pattern of development is present from beginning to end. The
writer supports assertions with explanation or illustration, and the vocabulary
is well suited to the content. Sentences reflect a command of syntax within
the ordinary range of standard written English. Grammar, punctuation, and
spelling are almost always correct.
5:
The essay provides an organized response to the topic. The ideas are
expressed in clear language most of the time. The writer develops ideas and
generally signals relationships within and between paragraphs. The writer
uses vocabulary that is appropriate for the essay topic and avoids oversimplifications
or distortions. Sentences generally are correct grammatically, although some
errors may be present when sentence structure is particularly complex. With
few exceptions, grammar, punctuation, and spelling are correct.
4:
The essay shows a basic understanding of the demands of essay
organization, although there might be occasional digressions. The development
of ideas is sometimes incomplete or rudimentary, but a basic logical structure
can be discerned. Vocabulary generally is appropriate for the essay topic
but at times is oversimplified. Sentences reflect a sufficient command of
standard written English to ensure reasonable clarity of expressions. Common
forms of agreement and grammatical inflection are usually, although not always,
correct. The writer generally demonstrates through punctuation an understanding
of the boundaries of the sentence. The writer spells common words, except
perhaps so-called "demons," with a reasonable degree of accuracy.
3:
The essay provides a response to the topic but generally has no
overall pattern of organization. Ideas are often repeated or undeveloped,
although occasionally a paragraph within the essay does have some structure. The
writer uses informal language occasionally and records conversational speech
when appropriate written prose is needed. Vocabulary is often limited. The
writer generally does not signal relationships within and between paragraphs.
Syntax is often rudimentary and lacking in variety. The essay has recurrent
grammatical problems, or because of an extremely narrow range of syntactical
choices, only occasional grammatical problems appear. The writer does not
demonstrate a firm understanding of the boundaries of the sentence. The
writer occasionally misspells common words of the language.
2:
The essay begins with a response to the topic but does not
develop that response. Ideas are repeated frequently, or are presented
randomly, or both. The writer uses informal language frequently and does
little more than record conversational speech. Words are often misused,
and vocabulary is limited. Syntax is often tangled and is not sufficiently
stable to ensure reasonable clarity of expression. Errors in grammar,
punctuation, and spelling occur often.
1:
The essay suffers from general incoherence and has no discernible
pattern of organization. It displays a high frequency of error in regular
features of standard written English. Lapses in punctuation, spelling, and
grammar often frustrate the reader; or the essay is so brief that any
reasonably accurate judgment of the writer's competency is impossible.
This information maintained by Janet Whiteaker
Last Updated: 21-Mar-2001
For more information, contact jwhiteaker@tntech.edu
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