Remember you can adapt these general ideas to fit your own school, town, or situation.
It should be easy to recognize and understand. None The statement of the problem cannot be found. Poor The problem is stated but is difficult to find and difficult to understand.
Fair The problem is stated, but it is a little difficult to understand. Good The problem is stated in clear language. It is easy to recognize and understand. Solution The solution should be stated in clear language.
None The statement of the solution cannot be found. Poor The solution is stated but is difficult to find and difficult to understand. Fair The solution is stated, but it is a little difficult to understand.
Good The solution is stated in clear language. Evidence Good support should be given to the main idea. Facts and statistics should be supplied from credible resources. None No evidence was given to support the main idea. Poor Only a little evidence was provided.
It does not support the main idea very well. Fair Some evidence was given to support the main idea but not enough.
Good Good support was given to the main idea. Facts and statistics were supplied from credible resources. Call to Action The audience readers should be able to recognize what they can do to help solve the problem. None No call to action was given to tell readers what they can do.
Poor The call to action is very weak. Readers probably won't understand what they can do to help the problem. Fair The call to action is not very recognizable. The readers might not understand what they can do to help the problem. Good The audience readers will easily recognize what they can do to help solve the problem.
Organization The essay should be written in a logical order that the reader can easily follow and understand. None The essay is very messy. There is no clear order to the writing.
Poor The essay is only somewhat organized. It is a little difficult to read from one part to the next.a few errors in conventions, but errors do not interfere with the meaning of the piece •.
Questions not just topics. While the topics are predictable enough, the actual questions are invariably extremely precise. Again, there is also a good reason for this: the examiners do not want you to learn an essay, they want to test your English and see if you can answer a precise question, rather than produce a general answer to a general topic.
Fifth graders were busy writing acrostic poems on small posters. One girl wrote a school spirit poem, with the first letter of each line spelling out the school name: S for "super," N for "nice," and so on. a few errors in conventions, but errors do not interfere with the meaning of the piece •.
A proposal essay is exactly what it sounds like: it proposes an idea and provides evidence intended to convince the reader why that idea is a good or bad one. I had read good reviews about this book on magoosh, so thought of purchasing it. The book starts with an introduction to the analytical writing section, then explains Analyze an Issue task and Analyze an Argument task including scoring patterns for both.