Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Analytical Writing Scoring Criteria 
Names:
Movie Title:
Facilitator: David Chiesa
Date:
Record 
Score
Grade
Score 
Range
Content
A
36-40
Superior understanding of topic and writing context; 
all questions answered and supported with sound 
generalizations and substantial, specific, and relevant 
details; rich distinctive content that is original, percep-
tive, and/or persuasive; strong reader interest.
B
32-35
Accurate grasp of topic and writing context; many 
questions answered and supported with sound 
generalizations and relevant details; substantial reader 
interest.

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133
CHAPTER THREE: LANGUAGE ASSESSMENT/TESTING
C
28-31
Acceptable but cursory understanding of topic and 
writing context; few questions answered and support-
ed with adequate generalizations and relevant details; 
suitable but predictable content that is somewhat 
sketchy and overly general; occasional irrelevant detail 
or unsound generalizations; average reader interest
D/F
1-27
Little or no grasp of the topic or writing context; little 
to no questions answered; inadequate supporting 
points or details; irrelevant details, numerous unsound 
generalizations; insufficient, unsuitable, unclear, vague, 
or weak content; minimal or no reader interest.
Academic Writing: Rhetorical Structure
A
36-40
Exceptionally clear plan connected to purpose; plan 
developed with consistent attention to proportion, 
emphasis, logical order, flow, and synthesis of ideas; 
paragraphs coherent, unified, and effectively devel-
oped; striking introduction, body paragraphs, and 
conclusion.
B
32-35
Clear plan connected to purpose; plan developed with 
proportion, emphasis, logical order, and synthesis of 
ideas; paragraphs coherent, unified and adequately 
developed; smooth transitions between paragraphs; 
effective introduction, body paragraphs, and conclu-
sion.
C
28-31
Conventional plan apparent but routinely presented; 
paragraphs adequately unified and coherent, but min-
imally effective in development; weak topic sentences; 
transition between paragraphs apparent but abrupt, 
mechanical, or monotonous; routine introduction, 
body paragraphs, and conclusion.
D/F
1-27
Plan not apparent, inappropriate, underdeveloped, or 
developed with irrelevance, redundancy, inconsisten-
cy, or inattention to logical progression; paragraphs 
incoherent, underdeveloped, or not unified; transitions 
between paragraphs unclear, ineffective, or nonexis-
tent; weak introduction, body paragraphs, and conclu-
sion.

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134
RECONCEPTUALIZING LANGUAGE TEACHING