RUBRICS FOR ASSESSMENT

Adapted from IELTS Speaking Rubrics

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING
4 3 2 1

Category 1: Discussion - Almost no errors in the Misunderstandings may - Able to operate in a very limited - Unable to operate in the target language -
of Interview Results socio-cultural occasionally arise through capacity: Responses characterized Vocabulary is inadequate even for the most
and conventions of inappropriateness, particularly of by socio-cultural inappropriateness basic parts of the intended communication
Presentation of Brochure language socio-cultural - Vocabulary is limited to express - Unable to function in the spoken
- Almost no convention elementary needs: Inadequacy of language; Almost all grammatical patterns
inadequacies or - Some misunderstandings may vocabulary restricts interaction are inaccurate, except for a few patterns -
inaccuracies in arise through lexical inadequacy - Syntax is fragmented and there Intonation and pronunciation problems
vocabulary for the task - or are frequent grammatical cause almost complete unintelligibility
Almost no grammatical inaccuracy, though there are signs inaccuracies
inaccuracies; occasional of developing active vocabulary - Understanding is difficult and
imperfect control of a - Some grammatical inaccuracies; achieved only after frequent repetition
few patterns but sometimes unable to sustain
- Articulation is coherence in longer utterances
reasonably - Intonation and pronunciation
comprehensible require concentrated listening

Category 2: A Written - Completely addresses - Addresses some parts of the - Addresses most of the task - Does not address the given task
report of the results of the given task task more effectively than ineffectively - Is inadequately organized - Is seriously disorganized and
the interview about the - Present ideas in a others and developed - Uses inappropriate or underdeveloped
culture and people of logical and well - Is generally well-organized insufficient details to support the point - Has little or no detail
Dumaguete (Brochure) organized way - and developed - Demonstrates erroneous use of - Has serious and frequent errors in
Demonstrates consistent - Demonstrates some syntactic words, structure, and grammatical sentence structure and usage
Adapted from facility in the use of variety and range of vocabulary forms - Has serious problems with focus
TOEFL Writing descriptive language - Displays adequate facility in the
Rubrics and statement of facts use of language with some
and inconsistencies in structure and
opinions usage

TOTAL:

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
RUBRICS FOR ASSESMENT:
Adapted from TOEFL Writing Rubrics
CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING

Task Fulfilment/Content Effectively addresses Addresses the task and topic Addresses the task and topic, Limited development in response to
the task and topic well, though some points may using somewhat developed the topic and task
not be fully elaborated explanations, exemplifications
and/or details Inappropriate or sufficient
exemplification, explanations, or details
to support or illustrate generalization in
response to the task

Organization Is well organized and Is generally well organized and Displays unity, progression, and Inadequate organization or connection
well developed, using well developed, using coherence, though connection of of ideas
clearly appropriate appropriate and sufficient ideas may be occasionally obscured
explanations, explanations, exemplification,
exemplification and/or and/or details
details
Display unity progression, and
Displays unity, coherence, though it may
progression, and contain occasional
coherence redundancy,
digression, or unclear
connections

Language and Mechanics Displays consistent Displays facility in the use May demonstrate inconsistent A noticeably inappropriate choice of
facility in the use of of language, facility in sentence formation and words and word forms
language, demonstrating word choice that may result in lack
demonstrating syntactic variety and range of clarity and occasionally obscure An accumulation of errors in
syntactic variety, of vocabulary , though it meaning sentence structure and/or usage
appropriate word will
choice, and probably have occasional May display accurate but limited
idiomaticity noticeable minor errors in range of syntactic structures and
structure, word form, or use vocabulary
of idiomatic language that
do not interfere with
 meaning

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
RUBRICS FOR ASSESSMENT
A. Narrative Essay
CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING
(3.5-4.0) (2.5-3.4) (1.7-2.4) (0-1.6)

Elements (10%) Clearly describes the Provides a generally clear Inadequately describes the Has very little description of characters
setting/s and characters; description of the characters characters and setting/s; and settings; Does not have most of the
Contains all the elements of and setting; Applies most of Insufficiently applies the elements elements
a narrative the elements but a few are not
clearly shown/applied

Introduction (5%) Effectively grabs the Has partially developed Has a dull beginning bit relevant to Has a dull and irrelevant opener
readers’ attention attention-grabbing ideas the narrative

Narrative Point (5%) Expresses a very clear Has a generally clear Vaguely states the narrative point Doesn’t have a narrative point
narrative point narrative point

Content & Development Has a very Has generally adequate Has an inadequately supported main Has poorly developed main idea; Uses
of Ideas (25%) well-developed main supporting details; Has idea; Uses some relevant details; very few relevant details; Is
idea; Has vivid and generally relevant supporting Uses inappropriate or insufficient underdeveloped and has very few or no
specific details; Has rich details with occasional details to illustrate and support the detail; Has a lot of vague details that
sensory details; vagueness; Has some strong main idea; Has a very few sensory affect meaning;
sensory details details Extremely lack sensory details

Structure & Is extremely organized and Is generally well-organized Is inadequately organized and Is seriously disorganized; Has a
Organization (20%) well structured, and logical; and structured; Observes structures; Has some confusing lot confusing, illogical
Observes time order time order with occasionally sequences that affect the overall sequences
confusing sequences unity and coherence of the text
 Conclusion (5%) Clearly restates the main Restates the main idea and Does not effectively restate the Does not restate the main idea or restates
idea/narrative point; Clearly explains the importance of main idea; Mentions the it incorrectly;
expresses the importance of the experience; importance of the experience but
the experience and how the connection to the recount is
changed/ what it taught the Has some ideas that are not clear to the reader Does not mention the importance of
writer loosely connected to the the experience
recount/experience

Language Use (Grammar, Demonstrates consistent Demonstrates some syntactic Demonstrates erroneous use of Has serious and frequent errors in
Usage, Sensory details, facility in the use of language variety and range of words, structure, and grammatical sentence structure and usage; Has
etc.) (20%) i.e vocabulary; Displays forms serious problems with focus
simple tenses, S-V agreement, adequate facility in the use of
sentence structure, word language with some
choice, etc; Demonstrates inconsistencies in structure
wide and usage
syntactic variety

Format (10%) Completely follows the Generally follows the Misses out on most of the Has very little or no regard for formatting
prescribed format prescribed format with a few formatting aspects
lapses (e.g. font size, spacing,
etc.)

OVERALL RATING:

B. Written Report
CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING
(3.5-4.0) (2.5-3.4) (1.7-2.4) (0-1.6)
Content & Relevance to -Completely addresses - Addresses some parts of the Has an inadequately supported - Does not address the given task
Task (40%0 the given task; Has a task more effectively than main idea; underdeveloped; Has a poorly developed
very well developed others; Has generally adequate Uses some relevant details; Uses main idea; Is underdeveloped and has very
main idea; supporting details; Has inappropriate or insufficient details few or no detail; Has a lot of vague details
Provides clear and generally relevant supporting to illustrate and support the main that affect meaning; Extremely lacks
meaningful description details with occasional idea; Hardly describes and description and interpretation of
and interpretation of the vagueness; Provides a generally interprets information gathered information gathered
information gathered clear description and
interpretation of information
gathered but with a few
details lacking

Organization and Format (25%) Present ideas in a logical - is generally well-organized - is inadequately organized - Is seriously disorganized;
and well-organized way; and developed; and developed;
Has very little or no regard for formatting
Completely follows the Generally follows the prescribed Misses out on most of the
prescribed format format with a few lapses (e.g. formatting aspects
font size, spacing, etc.)

Introduction (5%) Effectively grabs the Has partially developed Has a dull beginning bit relevant Has a dull and irrelevant opening
readers’ attention attention grabbing ideas to the narrative

Conclusion (5%) Clearly restates the Restates the main idea and Does not effectively restate the Does not restate the main idea pr restate
main idea/narrative explains the importance of main idea; Mentions the it incorrectly;
point; the experience; importance of the experience but
Clearly expresses the the connection to the recount is Does not mention the importance of
importance of the Has a few ideas that are not clear to the reader the experience
experience and what is loosely connected to the
taught/how it changed the recount/experience
writer

Language Use Demonstrates Demonstrates some syntactic Demonstrates erroneous use of Has serious and frequent errors in
(Grammar, Usage, consistent facility in variety and range of words, structure, and sentence structure and usage; Has
sensory details, etc.) the use of vocabulary; Displays grammatical forms serious problems with focus
(25%) language i.e. simple adequate facility in the use of
tenses, S-V agreement, language with some
sentence structure, word inconsistencies in structure
choice, etc; Demonstrates and usage
 wide syntactic variety

OVERALL RATING:

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
Rubric for Infographic or Poster

Career Title: __________________________________________________________________________

Task Description: Design an infographic or poster of the chosen career.
Include the following information:
• Duties
• Education
• Jobs
• Pay
• Other occupations
• Work schedules

Criteria Weight Exceptional Admirable Marginal Unacceptable

Content 50% ◻ Appropriate details ◻ Most details support main idea ◻ ◻ Few details support main idea ◻ No details to support main idea
support main idea Accurate information for almost ◻ Lacking accurate information ◻ Information is not accurate
◻ Accurate and detailed all subject matter ◻ Inadequate information is not ◻ Information does not support the visual’s
information ◻ Information is mostly adequate clearly supportive of visual’s purpose
◻ Information adequately and supportive of visual’s purpose
supports purpose of purpose
visual

Focus 20% ◻ Topic and title clear and ◻ Topic and title are mostly clear ◻ Topic and title difficult to identify ◻ Topic and title are not clearly identified
easily identified and easily identified ◻ Main idea not clearly stated ◻ No main idea
◻ Main idea is clearly ◻ Main idea is appropriate to topic ◻ Few illustrations complement ◻ Illustrations do not complement purpose
appropriate to topic ◻ Most illustrations complement purpose of visual of visual
◻ All illustrations purpose of visual
complement purpose of
 visual

Visual Appeal 20% ◻ Outstanding use of color, ◻ Adequate use of color, design and ◻ Inappropriate use of color, design ◻ Littke attempt to use color, design and
design and space space and space space appropriately
◻ Original and creative ◻ Design is adequate ◻ Design lacks creativity ◻ Design is dull
design ◻ Overall design is mostly pleasing ◻ Lack of harmonious design in ◻ Project has sloppy appearance
◻ Overall design is pleasing and harmonious presentation
and harmonious

Mechanics 10% ◻ Free of grammatical ◻ Mostly free of grammatical errors ◻ Frequent grammatical errors ◻ Too frequent grammatical errors
errors ◻ Words are legible ◻ Most words are legible and ◻ Presentation is illegible and ◻ Distractive elements make illustration
and pertinent to topic pertinent to topic confusing inefffective

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
Rubric for the Assessment of the Video Project
Quality 12-15 points 8-11 points 4-7 points 0-3 points

Movie was completed and had all Movie was completed and Movie was made, but had very little There was no movie, or tape was
required elements. The video was contained all required items. if any editing. Many poor shots totally unedited with no
well edited and moves smoothly Editing was not done as well as it remain. Video was very fragmented transitions or audio support of
from scene to scene with proper should have been. Some poor shots and choppy with little to no audio any kind.
use of transitions. Audio and other remain. Movie is still somewhat reinforcement.
enhancements were well used. choppy. Audio and other
enhancements were utilized, but
not for maximum effect.

Teamwork 12-15 points 8-11 points 4-7 points 0-3 points

Student met and had discussions Students met and had discussions Only a couple of team meetings Meetings were not held and/or
regularly. All students on the regularly. Most of the students of were held. Most of the students on some of the team members did
team contributed to the the team contributed to the the team contributed at some level, not
discussion and were part of the discussion and were part of the but a majority of the work was done contribute at all to the project.
final project. Team members final project. Team members by one or two. Low levels of respect were
showed respect with each other. mostly showed respect with each evident within the team.
 other.

Timeliness 12-15 points 8-11 points 4-7 points 0-3 points

All project deadlines were met. Most project deadlines were Many project deadlines were not Deadlines were regularly
met. Those that were late did met, resulting in some impact on missed, having a significant
not have significant impact on the finished project. impact on the final project.
the finished project.

Final Score

Source: https://www.niu.edu/facdev/_doc/evaluation_rubric_for_videoproject_v2.docx

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
Rubric for the Assessment of the Argumentative Essay
3 2 1 0 Score

A .Introduction Well developed Introductory paragraph contains Introduction states the thesis Thesis and/or problem is vague ________
Background/history introductory some background information and but does not adequately and unclear. Background details
Define the problem paragraph contains states the problem, but does not explain the background of the are a seemingly random
Thesis Statement detailed explain using details. States the problem. The problem is collection of information,
background, a clear thesis of the paper. stated, but lacks detail. unclear, or not related o the topic.
explanation or definition Conclusion does not adequately
of the problem, and a Conclusion summarizes main topics. summarize the main points. No
thesis statement. Some suggestions for change are suggestions for change or
Conclusion summarizes evident. Conclusion summarizes opinions are included.
the main topics without main topics, but is
Conclusion repeating the repetitive. No
previous sentences; suggestions for change
writer’s and/or opinions are
opinions and included.
suggestions for change
are logical and well
thought out.
B. Main Points Three or more main Three or more main points are present Three or more main point, but Less than three main points, ________
Body Paragraphs points are well but may lack detail and development in all lack development. with poor development of
Refutation developed with one or two. Refutation paragraph(s) Refutation paragraph(s) missing ideas.
supporting details. acknowledges the opposing view and/or vague. Refutation missing or vague.
Refutation paragraph(s) but doesn’t summarize points.
acknowledges the
opposing view and
summarizes their main
points.

C. Organization Logical, compelling Overall, the paper is logically Progression of ideas in essay is Arrangement of essay is unclear ________
progression of ideas developed. Progression of ideas in awkward, yet moves the reader and illogical. The writing lacks a
in essay; clear essay makes sense and moves the through the text without too much clear sense of direction. Ideas,
structure reader easily through the text. confusion. The writer sometimes details or events seem strung
which enhances and kings ahead too quickly or spends together in a loose or random
showcases the central Strong transitions exist throughout too much time on details that do fashion; there is no identifiable
idea or theme and and add to the essay’s coherence. not matter. Transitions appear internal structure and readers have
moves the reader sporadically, but not equally trouble following the writer’s line
through the text. throughout the essay. of thought. Few, forced transitions
Organization flows so in the essay or no
smoothly the reader transitions are present.
hardly thinks about it.
Effective, mature,
graceful transitions exist
throughout the essay.

D. Works Cited Source material is Source material is used. All sources are Source material is used, but Lacks sources and/or sources are ________
smoothly integrated accurately documented, but a few are integration may be awkward. All not accurately documented.
into the text. All not in the desired format. Some sources are accurately Format is incorrect for all
sources are accurately sources lack credibility. documented, but many are not in sources.
documented in the the desired format or lack
desired format both in credibility.
the text and in the
Works Cited page.
 E. Mechanicss Sentence structure is Sentence structure is generally correct. Work contains structural Work contains multiple incorrect ________
Sentence Structure correct. Punctuation Some awkward sentences do appear. weaknesses and grammatical sentence structures. There are four
Punctuation & Capitalization and capitalization are There are one or two errors in errors. There are three or four or more errors in punctuation
correct. punctuation and/or capitalization. errors in punctuation and/or and/or capitalization.
capitalization.

TOTAL

Comments: Grade Equivalent: A = 13-15 points

B = 10-12 points F= 30 or less
C = 7-9 points Grade:_______
D = 4-6 points

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
Name: ______________________________________ Speech: ________________________________
Specific purpose: __________________________________________________________________________

Indicate a check mark (/) before the given item if it is manifested in the delivery. Count the number of check marks under each criterion and compute for its corresponding weight. Add all
these to find out general rating for this activity.

Rubric for Speech Delivery

Adapted from “Communication Works.7th ed.” By Gamble and Gamble (2002).
Content ( 30) Organization (20) Language (20) Delivery (30)
 ___ Based on accurate analysis of ___ Began with effective attention-getter ___ Ideas were clear. ___ Prepared oneself to speak
speaking situation ___ Main points were clear statements ___ Ideas were presented vividly. ___ ___ Stepped up to speak with
___ Specific goal of speech was that proved or explained specific goals. Ideas were presented emphatically. confidence
apparent ___ Subject appropriate, ___ Points were arranged ___ Language was appropriate for ___ Maintained contact with audience
relevant, and interesting to intended in logical order. intended audience ___ Sounded extemporaneous, not
audience ___ Each point was read or memorized
___ All material clearly contributed adequately supported. ___ Referred to notes only
to purpose. ___ Concluded with memorable occasionally
___ Support was logical. statement that tied speech together ___ Sounded enthusiastic
___ Handled material ethnically ___ Maintained good posture
___ Used audiovisual aids when ___ Used vocal variety, pitch,
appropriate (includes use verbal emphasis, and rate effectively
and nonverbal cues) ___ Gestured effectively
___ Included a variety of data – ___ Used face to add interest
statistics, quotations, etc. ___ Articulation was
___ Moved from point to point satisfactory ___ On finishing,
with smooth transitions. moved out with confidence
___ Fit time allotted

____ x 30 = ____ ____ x 20 = ____ ____ x 20 = ____ ____ x 30 = ____

10 5 4 13

Overall Rating =

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
Role Playing Rubric
Criteria Advanced Proficient Developing Beginning
 Content Dialogue showed excellent Dialogue showed comprehension Dialogue showed some comprehension Dialogue showed no
comprehension of the model they’ve of the model they’ve chosen to of the model they’ve chosen to portray. comprehension of the model
chosen to portray. (10) portray. (8) (6) they’ve chosen to portray. (4)

Situation and dialogue were Situation and dialogue were Situation and dialogue were of Situation and dialogue were not
imaginative, relevant, and in good relevant, and in good taste. (8) questionable relevance and taste (6) relevant and showed poor taste. (4)
taste. (10)

Presentation Students used excellent volume, Students used adequate Volume and clarity were difficult to Students could not be heard and
clarity, enunciation, and proper volume, clarity, enunciation, hear and understand; facial presentation was not clear; gestures
gestures/facial expressions to and some gestures/facial expressions and gestures are and facial expressions are not
enhance presentation.(5) expressions to limited.(3) appropriate. (2)
enhance presentation.(4)

Communication Students speak the language with no Students speak the language with Students speak the language with 6-10 Students speak the language with
errors in pronunciation and intonation. 1-5 errors in pronunciation and errors in pronunciation and intonation. (3) more than 11 errors in pronunciation
(5) intonation. (4) and intonation. (2)

Adapted from: Voyages in Communication (2012). Department of Education: Philippines.

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
Travel Brochure Rubric
4 3 2 1

Organization The brochure has excellent The brochure has appropriate The brochure has some organizes The brochure’s format and organization
formatting and very well organized formatting and very well information with random of material are confusing to the reader.
information. organized information formatting/
 Ideas The brochure communicates The brochure communicates The brochure communicates The brochure communicates
relevant information appropriately relevant information appropriately irrelevant information, or irrelevant information, and
and to the intended audience communicates communicates
effectively to the intended audience. inappropriately to the intended audience inappropriately to the intended audience

Conventions All of the writing is done in Most of the writing is done in Some of the writing is done in Most of the writing is not done in
complete sentences. complete sentences. complete sentences. complete sentences.

Capitalization and punctuation Most of the capitalization and Some of the capitalization and Most of the capitalization and
are correct throughout the punctuation are correct throughout punctuation are correct throughout punctuation are not correct throughout
brochure. the brochure. the brochure. the brochure.

Graphics The graphics go well with the text, The graphics go well with the text, The graphics go well with the text, The graphics do not go with the
and there is a good mix of text and but there are so many that they but there are too few. accompanying text or appear to be
graphics. distract from the text . randomly chosen.

Adapted from: Read white think materials. Educational Purposes.

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
Grading Rubric for a Power Point Project
5 4 3 2 1

Content Content is accurate and Content is accurate but some Content is accurate but Content is questionable and Content is inaccurate and
information is presented in information is not presented information is not information is not presented in a information is not presented in a
a logical order. in a logical order, but is still presented in a logical logical order, making it difficult logical order, making it difficult
generally easy to follow. order, making it difficult to follow. to follow.
to follow.

Slide Presentation flows well and Presentation flows well. Tools Presentation flows well Presentation is unorganized. Tools Presentation has no flow. No
Creation logically. Presentation used correctly. Correct .Some tools used to show are not used in a relevant manner. tools used. Insufficient number
reflects use of tools in a number of slides. Overall acceptable understanding. Lacking in number of slides. of slides.
creative way. Correct presentation is interesting. Correct
number of slides. number of slides
 Slide Transitions Transitions are smooth and Smooth transitions are used Smooth transitions are used Very few transitions used and/ or No transitions used.
interesting. Transitions on most slides. on some slides. they distract from the presentation
enhance the presentation.

Pictures, Images are appropriate. Images are appropriate. Most images are appropriate. Images are inappropriate. No images.
Clip Art & Layout of images is pleasing Layout of images is
Background to the eye. cluttered.

Mechanics No spelling errors. No Few spelling errors. Few Some spelling errors. Some spelling errors. Some Many spelling errors and /or text
grammar errors. Text is grammar errors. Text is in Some grammar errors. grammar errors. Most of the text is is copied.
in author’s own words. author’s own words Text is in author’s own in authors’ own words.
words

Technology Comprehensive use of General understanding of Acceptable understanding Little understanding of technology. No understanding of technology.
Connection technology is apparent. technology. of technology.

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
Group Presentation Rubric

The teacher will use this rubric to evaluate each group’s presentation. Students can look at this rubric so they may understand what they are being graded on.

Criteria
Trait 4 3 2 1 Points

Content Presentation had an Presentation had a good Presentation had moments Presentation contained little to
Did the presentation exceptional amount of amount of material and where valuable was present no valuable material
have enjoyable valuable material and benefited the class. but as a whole content was
material? was extremely lacking.
beneficial to the class

Collaboration The teammates always The teammates worked from The teammates sometimes The teammates never worked from
Did everyone contribute to worked from others’ others’ ideas most of the worked from others’ ideas. others’ ideas. It seems as though
the presentation?Did ideas. It was evident that time. And it seems like However, it seems as only a few people worked on the
 everyone seem well versed all of the group members everyone did some work, though certain people did presentation.
in the contributed equally to the but some people are not do as much work as
material? presentation. carrying the presentation. others.

Organization The presentation was well The presentation had There were minimal signs The presentation lacked
Was the presentation well organized, well prepared organizing ideas but could of organization or organization and had little
organized and easy to and easy to follow. have been much stronger preparation evidence of preparation.
follow? with better preparation

Presentation Presenters were all very Presenters were Presenters were not Presenters were unconfident
Did the presenters speak confident in delivery and occasionally confident consistent with the level of and demonstrated little
clearly? Did they engage they did an excellent job with their confidence/ preparedness evidence of planning prior to
the audience? Was it of engaging the class. presentation however, they showed the classroom presentation.
obvious that the material Preparation is very evident. the presentation was but had some strong
had been not as moments.
rehearsed? engaging as it could have
been for the class.

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
PEER EDITING AND READER RESPONSE

Writer’s Name:_________________________________________________________________
Reader’s Name:_________________________________________________________________

1. In a sentence, state the writer’s main point.

2. What do you like best about the draft? Be specific.

3. Do all the details clearly relate to the main point? Place parenthesis around unrelated details?
 4. Underline any unclear points. What can be done to clarify?

5. Place brackets around any points that need more explanation. What detail should be added?

6. Are ideas arranged in an easy-to-follow order? If not, what changes should be made?

7. Place an ! next to any particularly effective word choice; circle any ineffective word choice.

8. Does the draft hold your interest? Explain why or why not?

Note: When we let others read our work, we can get a clearer sense of its strengths and weaknesses and we can make further improvements. Work on your partner’s comments and incorporate them in your draft.
Reference:
Clouse, B.F. (1993). Progressions. ( 2nd ed.) New York: Macmillan Publishing Company.

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
CHECKLISTS

Before you finalize your work, be sure you can answer yes to the following questions:

Checklist for a paragraph:

1. Did you have a topic sentence with your topic and view?
2. Is your detail adequate? Check each general noun, verb, and modifier. Are these appropriate, or should you find more specific alternatives? Do you have enough specific details? 3.
Are all your details relevant? Compare each sentence, one at a time, to our topic sentence and ask yourself if each is directly related to the topic and view. 4. Have you edited carefully,
more than once?
5. Did you proofread slowly and carefully, one word and punctuation mark at a time?
6. Does your paragraph end in a satisfying way?
Checklist for a Narrative Paragraph:
1. Do you have a topic sentence that presents the event to be narrated and your view of the event?
2. Have you answered who, what, when, where, how? If one or more of these questions is unanswered, is it appropriate not to answer?
3. Have you used specific nouns, verbs, and modifiers?
4. Does every sentence advance the story?
5. If spoken words (conversation) are important to the story, have you included them and checked for correct punctuation?
6. Are your supporting details in chronological order?
7. Have you used transitions needed to signal chronological order?
8. Does your paragraph have a satisfying closing?

Checklist for a Descriptive Paragraph:

1. Does your topic sentence mention what will be described and your dominant impression?
2. Is your topic narrow enough to be described in one paragraph? Is your dominant impression expressed in specific language?
3. Have you used sensory details that appeal to as many senses as possible?
4. Have you used specific nouns, verbs, and modifiers?
5. Have you included enough descriptions to show why you formed your dominant impression?
6. Have you used transitions, especially spatial ones, where needed?
7. Have you checked to be sure all your details are relevant to both your topic and your dominant impression?
8. Does your paragraph have a satisfying closing?

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
Checklist for a Process Paragraph:
1. Do you have a topic sentence that mentions the process and why the reader should understand the process?
2. Have you included every step in the process?
3. Where necessary, have you explained how steps are performed?
4. Have you used specific nouns, verbs, and modifiers?
5. Have you arranged supporting details in a chronological or other suitable order? Have you signalled the order with transitions?
6. Are all of the details clearly relevant to the topic sentence?
7. Does your paragraph have a satisfying closing?

Checklist for classification Paragraph:

 1. Do you have a topic sentence that presents the topic and mentions that items will be placed in groups?
2. Have you classified according to a single principle?
3. Do you have general statements that mention each group?
4. Are your general statements followed by specific details?
5. Does your paragraph have a satisfying closing?

Checklist for a Persuasive/ Argumentative Paragraph:

1. Do you have a topic sentence that presents your topic and your stand on the topic?
2. Have you presented each reason for your stand in its own general statement?
3. Have you followed each general statement with specific statements?
4. Are your supporting details arranged in an emphatic or other logical order?
5. If needed, have you used transitions to signal emphatic order?
6. Does your paragraph have a satisfying closing?

Checklist for an Essay:

1. Does your introduction have a lead-in designed to create interest in your essay?
2. Does your introduction have a thesis that represents your topic and your view of the topic?
3. Is the thesis narrow enough? Did you avoid a statement of fact?
4. Does the thesis avoid a formal announcement?
5. Did you avoid inappropriate vague words in the thesis?
6. Does each supporting paragraph have a relevant topic sentence that presents the focus of the paragraph?
7. Are all the details in each supporting paragraph relevant to the topic sentence?
8. Does your essay end in a satisfying way?
EAP rubrics compiled by:
Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University
MANUSCRIPT FORM FOR THE FINAL DRAFT

Type your final draft. Observe the following:

1. Use short size bond paper.
2. Use the font and size suggested by your teacher.
3. Observe proper margin: 1inch top, bottom, and right margins, and 11/2 left margin.
4. Indicate the method of topic development, your name, section, and date submitted on the first two lines of the paper. Example:

A Narrative/ Descriptive Essay

Name:_______________________Section:_____________________Date:_________________

5. Type the title of your work centered on the page.

6. Observe double spacing all throughout the paper.
7. Indent the first line of a paragraph.
8. Leave a double space after a period.
9. Type in bold italics the following:
If it is a paragraph you are submitting, type in bold italics the topic and the concluding sentences
If it an essay, type in bold italics the thesis in the introductory paragraph, the topic sentence in the supporting paragraphs, and the restatement of the thesis in the concluding paragraph. 10.
Submit your typewritten final draft together with the peer editing and reader response sheet and all the drafts that went into the process of writing your work. Staple them together.

EAP rubrics compiled by:

Generoso, J. (2018). Academic language needs of foreign students: Basis for English for academic purpose syllabus and course design [Unpublished doctoral dissertation]. Silliman University