Appendix I
The ESL Composition Profile by Jacob et al (1981)
Language
Excellent to Very Good
Component
Scoring Range: 30-27
 Suits audience  A sense of audience
An exceptionally strong sense of
audience; the writer seems to be aware
of the reader and of how to communicate
the message most effectively.
 One idea expressed. Supporting,  A loosely expressed idea,
CONTENT relevant, carefully selected details
When appropriate, use of resources
provides strong, accurate, credible
support.
 Creative, an easily identifiable
purpose
Scoring Range: 20-18
 Effective lead/thesis statement
Effective, perhaps creative, sequencing;
the organizational structure fits the topic,
and the writing is easy to follow, a
strong, inviting beginning that draws the
reader in.
 A strong, satisfying sense of resolution
or closure.
ORGANIZATION Smooth, effective transitions among all
elements (sentences, paragraphs, ideas.
Logical order (time-space-importance)
effective connecting/transitional words,
conclusion.
Good to Average
26-22
The writer seems to be aware
of the reader, but has not
consistently employed an
appropriate voice.
Some specific develop-ment,
mostly relevant to topic
Content and selected details
those are relevant, but perhaps
not consistently well-chosen
for audience and purpose.
17-14
 Adequate lead/ thesis
statement
Effective sequencing; the
organizational structure fits the ideas may occasionally be unclear, a
topic an inviting beginning
that draws the reader in.
 A satisfying sense of
resolution or closure.
Some connecting/
transitional words logical, but
incomplete order.
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Fair to Poor
21-17
 A limited sense of audience
The writer's awareness of the reader
is unclear.
 Non-specific statement and
incomplete development,
Insufficient details
Little relevance, minimal
development of main idea;,
irrelevant details that clutter the text.
13-10
 Weak lead, thesis statement
Attempts at sequencing, but the
order or the relationship among
recognizable beginning that may not
be particularly inviting;
 Weak sense of resolution and
conclusion.
Some connecting/ transitional words
not all placed appropriately
Very Poor
16-13
 A lack of audience awareness
There is little or no sense of
"writing to be read.
 No clear development
Too short to demonstrate the
development of an idea.
 Not related details
Lack of focus
9-7
 Weak or no lead/ thesis statement
A missing or extremely undeveloped
beginning, body, and/or ending,
some attempts at sequencing, but the
order of the relationship among
ideas is frequently unclear.
 A lack of transitions, or when
present, ineffective or overused
transitions
A lack of an effective organizational
structure. details that seem to be
randomly placed, leaving the reader
frequently confused
 Scoring Range: 20-18 17-14 13-10 9-7
 Effective word use  Mostly effective word use  Some effective word use  Limited word choice
Correct word forms, accurate, strong, Mostly correct word forms,( Many incorrect word forms, Words that work, but that rarely
specific words; powerful words, fresh, words that are accurate for the meaning obscure, words that work capture the reader's interest, little
original expression, ordinary words used most part, although misused but do not particularly energize the or no meaning, expression that
in an unusual way, meaning clear, words may occasionally writing, attempts at colorful seems mundane and general,
effective word choice and appear) meaning language that may sometimes seem reliance on cliches and overused
VOCABULARY
description/figurative language. understandable, adequate word overdone, some variety in word expressions; generic, basic.
choice, fresh, vivid expression; choice, rare experiments with
ordinary words used in an language; however, the writing may
unusual way, some have some fine moments and
description/ figurative generally avoids cliches. little
language. description/ figurative language.
Scoring Range: 25-22 21-18 17-11 10-5
 Sentence variety  Sentence variety  Sentence variety  Sentence variety
Extensive variation in sentence structure, Variation in sentence structure, Some variety in sentence structure, Some variety in sentence structure,
length and beginnings that add interest to length and beginnings that add length, and beginnings. length, and beginnings, although
the text. interest to the text. the writer falls into repetitive
 Sentence structure  Sentence structure  Sentence structure sentence patterns.
That enhances meaning by drawing Most of the sentences are Strong control over simple sentence  Sentence structures
attention to key ideas or reinforcing carefully crafted, with strong structures, but variable control over Good control over simple sentence
relationships among ideas. and varied structure that makes more complex sentences; fragments, structures, but little control over
 Complete Sentences expressive oral reading easy if present, are usually effective. more complex sentences;
Strong control over sentence structure; and enjoyable.  Some incomplete sentences, fragments, if present, may not be
LANGUAGE USE
fragments, if used at all, work well.  Mostly complete sentences Some inconsistent verb tense, effective.
 Correct verb tenses, correct Control over sentence Some mistake in word order,  Incomplete sentences=
word order, agreement structure; fragments, if used at agreement, articles, negatives, run- largely phrases, Random verb
all, work well. ons. tense, word order, agreement,
 Several errors in verb tense, articles, negatives,
Few mistakes in word order,
agreement, articles, negatives,
run-ons

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Scoring Range: 5 4
 Mastery of spelling, capitalization, and
punctuation, strong control of
conventions; manipulation of
conventions may occur for stylistic
effect.. strong effective use of
punctuation that guides the reader
through the text. correct spelling, even of
MECHANICS
more difficult words. skill in using a
wide range of conventions in a
sufficiently long and complex piece.
little need for editing.
3 2
 Occasional errors in spelling,  Frequent errors in spelling,  Dominated by errors in spelling,
capitalization, and use of capitalization, and use of commas, capitalization, and punctuation,
commas, periods, and periods, and apostrophes, correct end-of-sentence punctuation that is
apostrophes, effective use of end-of-sentence punctuation; usually correct; however, internal
punctuation that guides the internal punctuation my sometimes punctuation contains frequent
reader through the text. Mostly be incorrect, errors. spelling errors that distract
correct spelling, even of more the reader; misspelling of common
difficult words. little need for words occurs. Paragraphs that
editing sometimes run together or begin at
ineffective places, capitalization
errors, errors in grammar and usage
that do not block meaning but do
distract the reader, significant need
for editing.
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