spanish-american institute

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ESL-Plus Course of Study

Speaking and Writing Rubrics

 

Table of Contents

 

501.2 English as a Second Language II 2

Northstar Book One Speaking Rubric. 2

501.2 English as a Second Language II 3

Northstar Book One Writing Rubric. 3

501.3 English as a Second Language III 4

Northstar Book Two Speaking Rubric. 4

501.3 English as a Second Language III 5

Northstar Book Two Writing Rubric. 5

501.4 English as a Second Language IV.. 6

Northstar Book 3 Speaking Rubric. 6

501.4 English as a Second Language IV.. 7

Northstar Book Three Writing Rubric. 7

501.5 English as a Second Language V.. 9

Northstar Book 4 Speaking Rubric. 9

501.5 English as a Second Language V.. 10

Northstar Book 4 Writing Rubric. 10

501.6 English as a Second Language VI 12

Northstar Book 5 Speaking Rubric. 12

501.6 English as a Second Language VI 13

Northstar Book 5 Writing Rubric. 13

502 Business English.. 15

Northstar Book 4 Writing Rubric. 15

503 Advanced Reading and Writing. 17

Northstar Book 5 Writing Rubric. 17

Learning Path.. 19

Course of Study Requirements for F-1 Student Visa Applicants. 19

Placement, Movement, and Completion in the ESL Course of Study. 19

ESL Components of ESL-Plus Course of Study. 19

 


501.2 English as a Second Language II

Northstar Book One Speaking Rubric

Score

Description

4

A response at this level demonstrates somewhat clear speech, with multiple short pauses and hesitations, and some correct pronunciation of words; a response at this level is also marked by:

  • generally accurate information with some connection to listening
  • some use of grammatical features such as prepositional phrases ,modals, simple verb tenses, and direct objects
  • use of a few vocabulary words from unit
  • accurate use of most grammar and vocabulary

3

A response at this level demonstrates somewhat clear speech, with one or two long pauses and hesitations, and some correct pronunciation of words; a response at this level is also marked by:

  • general information that is somewhat connected to listening; information that needs more development
  • some inconsistent use of grammatical features such as pronouns, subject- verb agreement, and simple present verbs
  • reliance on several vocabulary words from prompt; recycled language
  • noticeable errors in grammar and vocabulary use

2

A response at this level attempts to address the prompt in English, and is marked by multiple long pauses, very slow speech, and limited correct pronunciation of words; a response at this level is also marked by:

  • general information that is vaguely connected to listening; information that needs to be developed significantly
  • use of few basic formulaic expressions
  • reliance on one or two vocabulary words from prompt; recycled words
  • frequent errors in grammar and vocabulary use

1

A response at this level attempts to address the prompt in English, and is marked by long periods of silence or unintelligible speech; a response at this level is also marked by:

  • the need to make connections with listening and develop that information
  • use of isolated words or short utterances
  • very limited range of vocabulary
  • frequent errors in grammar and vocabulary use

0

Speaker makes no attempt to respond OR speech is dominated by a foreign language.


501.2 English as a Second Language II

Northstar Book One Writing Rubric

Score

Description

4

A response at this level demonstrates somewhat clear speech, with multiple short pauses and hesitations, and some correct pronunciation of words; a response at this level is also marked by:

  • generally accurate information with some connection to listening
  • some use of grammatical features such as prepositional phrases, modals, simple verb tenses, and direct objects
  • use of a few vocabulary words from unit
  • accurate use of most grammar and vocabulary

3

A response at this level demonstrates somewhat clear speech, with one or two long pauses and hesitations, and some correct pronunciation of words; a response at this level is also marked by:

  • general information that is somewhat connected to listening; information that needs more development
  • some inconsistent use of grammatical features such as pronouns, subject-verb agreement, and simple present verbs
  • reliance on several vocabulary words from prompt; recycled language
  • noticeable errors in grammar and vocabulary use

2

A response at this level attempts to address the prompt in English, and is marked by multiple long pauses, very slow speech, and limited correct pronunciation of words; a response at this level is also marked by:

  • general information that is vaguely connected to listening; information that needs to be developed significantly
  • use of few basic formulaic expressions
  • reliance on one or two vocabulary words from prompt; recycled words
  • frequent errors in grammar and vocabulary use

1

A response at this level attempts to address the prompt in English, and is marked by long periods of silence or unintelligible speech; a response at this level is also marked by:

  • the need to make connections with listening and develop that information
  • use of isolated words or short utterances
  • very limited range of vocabulary
  • frequent errors in grammar and vocabulary use

0

Speaker makes no attempt to respond OR speech is dominated by a foreign language.


501.3 English as a Second Language III

Northstar Book Two Speaking Rubric

Score

Description

4

A response at this level demonstrates somewhat clear and automatic speech, with some short pauses and hesitations, and generally correct pronunciation of words; a response at this level is also marked by:

  • generally accurate information with somewhat logical connection to listening
  • consistent use of grammatical features such as prepositional phrases, modals, simple verb tenses, and direct objects
  • use of multiple vocabulary words from unit
  • generally accurate grammar and vocabulary use

3

A response at this level demonstrates somewhat clear speech, with multiple short pauses and hesitations, and some correct pronunciation of words; a response at this level is also marked by:

  • generally accurate information with some connection to listening
  • somewhat consistent use of grammatical features such as prepositional phrases, modals, simple verb tenses, and direct objects
  • use of some vocabulary words from unit; some recycling of that language
  • somewhat noticeable errors in grammar and vocabulary use

2

A response at this level demonstrates somewhat clear speech, with one or two long pauses and hesitations, and some correct pronunciation of words; a response at this level is also marked by:

  • general information somewhat connected to listening; information is somewhat accurate
  • use of grammatical features such as pronouns and simple present verbs needs to be more consistent
  • reliance on several vocabulary words from prompt; recycling of prompt language
  • noticeable errors in grammar and vocabulary use

1

A response at this level attempts to address the prompt in English, and is marked by long periods of silence or unintelligible speech; a response at this level is also marked by:

  • needs to make connections with listening and develop that information
  • use of isolated words or short utterances; repetition of prompt language
  • very limited range of vocabulary
  • frequent errors in grammar and vocabulary use

0

Speaker makes no attempt to respond OR response is unrelated to the topic.


501.3 English as a Second Language III

Northstar Book Two Writing Rubric

ScoreDescription

Score

Description

4

A response at this level demonstrates somewhat clear speech, with multiple short pauses and hesitations, and some

correct pronunciation of words; a response at this level is also marked by:

  • generally accurate information with some connection to listening
  • some use of grammatical features such as prepositional phrases, modals, simple verb tenses, and direct objects
  • use of a few vocabulary words from unit
  • accurate use of most grammar and vocabulary

3

A response at this level demonstrates somewhat clear speech, with one or two long pauses and hesitations, and some correct pronunciation of words; a response at this level is also marked by:

  • general information that is somewhat connected to listening; information that needs more development
  • some inconsistent use of grammatical features such as pronouns, subject-verb agreement, and simple present verbs
  • reliance on several vocabulary words from prompt; recycled language
  • noticeable errors in grammar and vocabulary use

2

A response at this level attempts to address the prompt in English, and is marked by multiple long pauses, very slow speech, and limited correct pronunciation of words; a response at this level is also marked by:

  • general information that is vaguely connected to listening; information that needs to be developed significantly
  • use of few basic formulaic expressions
  • reliance on one or two vocabulary words from prompt; recycled words
  • frequent errors in grammar and vocabulary use

1

A response at this level attempts to address the prompt in English, and is marked by long periods of silence or unintelligible speech; a response at this level is also marked by:

  • the need to make connections with listening and develop that information
  • use of isolated words or short utterances
  • very limited range of vocabulary
  • frequent errors in grammar and vocabulary use

0

Speaker makes no attempt to respond OR speech is dominated by a foreign language.


501.4 English as a Second Language IV

Northstar Book 3 Speaking Rubric

Score

Description

4

A response at this level demonstrates generally clear and automatic speech, with one or two short pauses and hesitations, and typically correct pronunciation of words; a response at this level is also marked by:

  • mostly accurate information with logical connections to listening
  • consistent use of complex grammatical features such as relative clauses, adverb phrases, and longer formulaic expressions
  • use of multiple vocabulary words from and relevant to unit
  • mostly accurate grammar and vocabulary use

3

A response at this level demonstrates generally clear and automatic speech, with one or two short pauses and hesitations, and generally correct pronunciation of words; a response at this level is also marked by:

  • mostly accurate information with logical connections to listening
  • somewhat consistent use of complex grammatical features such as relative clauses, adverb phrases, and longer formulaic expressions
  • use of multiple vocabulary words from unit
  • generally accurate grammar and vocabulary use

2

A response at this level demonstrates somewhat clear and automatic speech, with some short pauses and hesitations, and generally correct pronunciation of words; a response at this level is also marked by:

  • generally accurate information with somewhat logical connection to listening
  • consistent use of grammatical features such as prepositional phrases, modals, simple verb tenses, and direct objects; little or no attempt to use complex grammatical structures is made
  • use of multiple vocabulary words from prompt
  • generally accurate grammar and vocabulary use

1

A response at this level demonstrates somewhat clear and automatic speech, with multiple short pauses and hesitations, and some correct pronunciation of words; a response at this level is also marked by:

  • generally accurate information with some connection to listening
  • inconsistent use of grammatical features such as prepositional phrases, modals, simple verb tenses, and direct objects
  • use of multiple vocabulary words from prompt
  • somewhat noticeable errors in grammar and vocabulary use

0

A response at this level attempts to address the prompt in English, and is marked by long periods of silence or unintelligible speech; a response at this level is also marked by:

  • information that is not connected to listening or lacks accuracy
  • use of isolated words or short utterances
  • very limited range of vocabulary; recycled prompt language
  • frequent errors in grammar and vocabulary use
  • A response at this level could also include no attempt to respond.

501.4 English as a Second Language IV

Northstar Book Three Writing Rubric

Score

Description

5

A response at this level contains relevant information from the test reading passage; the information is generally coherent and connected and is marked by several of the following:

  • adequate organization; effective use of transition words and phrases to display unity and progression of information
  • a clearly identifiable introduction, body, and conclusion although the introduction or conclusion might need more development. There is a main idea and multiple supporting sentences per paragraph.
  • consistent, generally correct use of word order, pronouns, relative clauses, modals, and auxiliary + main verbs; sentences often include multiple clauses or subordination
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

4

A response at this level contains relevant information from the test reading passage; the information is somewhat coherent and connected and is marked by several of the following:

  • somewhat adequate organization; there is generally effective use of transition words and phrases to sequence and organize information
  • a clearly identifiable introduction and body, but a conclusion may not be clearly identifiable; there is a main idea and multiple supporting sentences per paragraph
  • consistent, generally correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, and simple verb tenses
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

3

A response at this level contains relevant information from the test reading passage; the information is not coherent or connected and is marked by several of the following:

  • somewhat adequate organization; there is a somewhat effective attempt to use transition words and phrases to sequence and organize information
  • more than one paragraph; there is a main idea and multiple supporting sentences per paragraph
  • consistent, correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, and simple verb tenses
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

2

A response at this level contains some information from the test reading passage and is marked by several of the following:

  • some organization; the writer is just beginning to use transition words to sequence information, but more practice is needed
  • only one paragraph; there is a simple main idea and several supporting sentences
  • generally consistent, correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, and simple verb tenses
  • appropriate use of several vocabulary items from the unit
  • several language errors in paragraph

1

A response at this level contains little information from the test reading passage and is marked by several of the following:

  • a lack of organization of information
  • several complete sentences; there is a simple main idea and few supporting sentences
  • generally consistent, correct use of subject-verb agreement, personal pronouns, WH-relative clauses, and simple verb tenses
  • appropriate use of 12 vocabulary items from the unit
  • numerous language errors per sentence

0

A response at this level contains very little information from the test reading passages and is marked by several of the following:

  • very little organization of information
  • few complete sentences to form a short paragraph; an inadequate attempt to provide a main idea and supporting sentences
  • somewhat consistent, correct use of subject-verb agreement and simple verb tenses
  • inappropriate use of vocabulary from the unit
  • numerous language errors per clause

A response at this level might also be blank.


501.5 English as a Second Language V

Northstar Book 4 Speaking Rubric

Score

Description

4

A response at this level demonstrates clear and automatic speech, with no awkward pauses and hesitations, and pronunciation is such that the listener has no difficulty with the message; a response at this level is also marked by:

  • accurate information with logical connections to listening
  • consistent use of complex grammatical features such as relative clauses, infinitives, and compound sentences
  • use of variety of vocabulary words relevant to unit
  • minor mistakes with grammar and vocabulary use

3

A response at this level demonstrates generally clear and automatic speech, with one or two short pauses and hesitations, and typically correct pronunciation of words; a response at this level is also marked by:

  • mostly accurate information with logical connections to listening
  • consistent use of complex grammatical features such as relative clauses, adverb phrases, and extended longer formulaic expressions
  • use of multiple vocabulary words from and related to unit
  • mostly accurate grammar and vocabulary use

2

A response at this level demonstrates generally clear and automatic speech, with one or two short pauses and hesitations, and generally correct pronunciation of words; a response at this level is also marked by:

  • mostly accurate information with logical connections to listening
  • somewhat consistent use of complex grammatical features such as relative clauses, adverb phrases, and longer formulaic expressions
  • use of some vocabulary words from unit
  • generally accurate grammar and vocabulary use

1

A response at this level demonstrates somewhat clear and automatic speech, with some short pauses and hesitations, and generally correct pronunciation of words; a response at this level is also marked by:

  • generally accurate information with somewhat logical connection to listening
  • consistent use of grammatical features such as prepositional phrases, modals, simple verb tenses, and direct objects; little or no attempt to use complex grammatical structures is made
  • use of multiple vocabulary words from unit
  • generally accurate grammar and vocabulary use

0

A response at this level attempts to address the prompt in English, and is marked by multiple long pauses, very slow speech, and limited correct pronunciation of words; a response at this level is also marked by:

  • general information needs to be more connected to listening; information needs to be accurate
  • use of few basic formulaic expressions
  • reliance on one or two vocabulary words from prompt; language is often recycled
  • frequent errors in grammar and vocabulary use

A response at this level could also include no attempt to respond.


501.5 English as a Second Language V

Northstar Book 4 Writing Rubric

Score

Description

5

A response at this level contains relevant information from the test reading passage; the information is generally coherent and connected and is marked by several of the following:

  • adequate organization; effective use of transition words and phrases to display unity and progression of information
  • a clearly identifiable introduction, body, and conclusion although the introduction or conclusion might need more development. There is a main idea and multiple supporting sentences per paragraph.
  • consistent, generally correct use of word order, pronouns, relative clauses, modals, and auxiliary + main verbs; sentences often include multiple clauses or subordination
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

4

A response at this level contains relevant information from the test reading passage; the information is somewhat coherent and connected and is marked by several of the following:

  • somewhat adequate organization; there is generally effective use of transition words and phrases to sequence and organize information
  • a clearly identifiable introduction and body, but a conclusion may not be clearly identifiable; there is a main idea and multiple supporting sentences per paragraph
  • consistent, generally correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, and simple verb tenses
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

3

A response at this level contains relevant information from the test reading passage; the information is not coherent or connected and is marked by several of the following:

  • somewhat adequate organization; there is a somewhat effective attempt to use transition words and phrases to sequence and organize information
  • more than one paragraph; there is a main idea and multiple supporting sentences per paragraph
  • consistent, correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, and simple verb tenses
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

2

A response at this level contains some information from the test reading passage and is marked by several of the following:

  • some organization; the writer is just beginning to use transition words to sequence information, but more practice is needed
  • only one paragraph; there is a simple main idea and several supporting sentences
  • generally consistent, correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, and simple verb tenses
  • appropriate use of several vocabulary items from the unit
  • several language errors in paragraph

1

A response at this level contains little information from the test reading passage and is marked by several of the following:

  • a lack of organization of information
  • several complete sentences; there is a simple main idea and few supporting sentences
  • generally consistent, correct use of subject-verb agreement, personal pronouns, WH- relative clauses, and simple verb tenses
  • appropriate use of 12 vocabulary items from the unit
  • numerous language errors per sentence

0

A response at this level contains very little information from the test reading passages, and is marked by several of the following:

  • very little organization of information
  • few complete sentences to form a short paragraph; an inadequate attempt to provide a main idea and supporting sentences
  • somewhat consistent, correct use of subject-verb agreement and simple verb tenses
  • inappropriate use of vocabulary from the unit
  • numerous language errors per clause

A response at this level might also be blank.


501.6 English as a Second Language VI

Northstar Book 5 Speaking Rubric

Score

Description

4

A response at this level demonstrates exceptionally clear and automatic speech, with no awkward pauses and hesitations, and pronunciation is such that the listener has no difficulty with the message; a response at this level is also marked by:

  • accurate information with very relevant and logical connections to listening
  • consistent use of complex grammatical features (relative clauses, infinitives, and compound sentences), and discourse features (transitions and connectors)
  • use of variety of vocabulary words relevant to unit
  • few noticeable mistakes with grammar and vocabulary use

3

A response at this level demonstrates clear and automatic speech, with no awkward pauses and hesitations, and pronunciation is such that the listener has no difficulty with the message; a response at this level is also marked by:

  • accurate information with logical connections to listening
  • consistent use of complex grammatical features such as relative clauses, infinitives, and compound sentences
  • use of variety of vocabulary words related to unit
  • minor mistakes with grammar and vocabulary use

2

2 A response at this level demonstrates generally clear and automatic speech, with one or two short pauses and hesitations, and typically correct pronunciation of words; a response at this level is also marked by:

  • mostly accurate information with logical connections to listening
  • consistent use of complex grammatical features such as relative clauses, adverb phrases, and longer formulaic expressions
  • use of multiple vocabulary words from and related to unit
  • mostly accurate grammar and vocabulary use

1

A response at this level demonstrates somewhat clear and automatic speech, with some short pauses and hesitations, and generally correct pronunciation of words; a response at this level is also marked by:

  • generally accurate information with somewhat logical connection to listening
  • consistent use of grammatical features such as prepositional phrases, modals, simple verb tenses, and direct objects
  • use of some vocabulary words from unit
  • generally accurate grammar and vocabulary use

0

A response at this level attempts to address the prompt in English and has multiple long pauses, very slow speech, and limited correct pronunciation of words; a response at this level is also marked by:

  • general information that needs to be more accurate and more connected to listening
  • use of few basic formulaic expressions
  • reliance on one or two vocabulary words from prompt; language often recycled
  • frequent errors in grammar and vocabulary use

A response at this level could also include no attempt to respond.


501.6 English as a Second Language VI

Northstar Book 5 Writing Rubric

Score

Description

5

A response at this level is highly successful in selecting important information from the test reading passage that contributes to a very coherent and very well connected essay. A response at this level is also marked by:

  • very good organization; rhetorical devices and numerous transitions to display unity and progression of information
  • a clearly identifiable introduction, several body paragraphs, and a conclusion; both the introduction and conclusion are very adequate; there is a clear main idea and multiple supporting sentences per paragraph
  • consistent, correct use of word order, pronouns, relative clauses, modals, irregular verbs, prefixes/suffixes, and auxiliary + main verbs; sentences consistently include multiple clauses or subordination
  • appropriate use of numerous vocabulary items from the unit
  • very few language errors throughout

4

A response at this level contains important information from the test reading passage; information related to the passage is coherent and well connected. A response at this level is also marked by:

  • effective organization; rhetorical devices and transitions to display unity and progression of information
  • a clearly identifiable introduction, several body paragraphs, and a conclusion; both the introduction and conclusion are adequate; there is a main idea and multiple supporting sentences per paragraph
  • consistent, correct use of word order, pronouns, relative clauses, modals, irregular verbs, prefixes/suffixes, and auxiliary + main verbs; sentences typically include multiple clauses or subordination
  • appropriate use of numerous vocabulary items from the unit
  • few language errors throughout

3

A response at this level contains important information from the test reading passage; information related to the passage is coherent and connected. A response at this level is also marked by:

  • effective organization; transition words and phrases to display unity and progression of information
  • a clearly identifiable introduction, body, and conclusion; a main idea and multiple supporting sentences per paragraph
  • consistent, generally correct use of word order, pronouns, relative clauses, modals, irregular verbs, prefixes/suffixes, and auxiliary + main verbs; sentences often include multiple clauses or subordination
  • appropriate use of a variety of vocabulary items from the unit
  • some language errors throughout

2

A response at this level contains some important information from the test reading passage; information related to the passage is coherent and connected. A response at this level is also marked by:

  • some effective organization and use of transition words/phrases to display unity and progression of information
  • a clearly identifiable introduction, body, and conclusion; both the introduction and conclusion are somewhat adequate; there is a main idea and multiple supporting sentences per paragraph
  • generally consistent, correct use of word order, pronouns, relative clauses, modals, irregular verbs, prefixes/suffixes, and auxiliary + main verbs; sentences may include multiple clauses or subordination
  • appropriate use of some vocabulary items from the unit
  • several language errors throughout

1

A response at this level contains relevant information from the test reading passage; however, the information needs more development. A response at this level is also marked by:

  • somewhat adequate organization; there is a somewhat effective attempt to use transition words and phrases to sequence and organize information
  • more than one paragraph; a main idea and multiple supporting sentences per paragraph
  • consistent, generally correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, simple tenses
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

0

A response at this level contains some information from the test reading passage and is marked by:

  • somewhat adequate organization; there is an ineffective attempt to use transition words to sequence information
  • only one paragraph; there is a simple main idea and several supporting sentences
  • generally consistent, correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, simple tenses
  • appropriate use of several vocabulary items from the unit
  • several language errors in paragraph

A response at this level might also be blank.


502 Business English

Northstar Book 4 Writing Rubric

Score

Description

5

A response at this level contains relevant information from the test reading passage; the information is generally coherent and connected and is marked by several of the following:

  • adequate organization; effective use of transition words and phrases to display unity and progression of information
  • a clearly identifiable introduction, body, and conclusion although the introduction or conclusion might need more development. There is a main idea and multiple supporting sentences per paragraph.
  • consistent, generally correct use of word order, pronouns, relative clauses, modals, and auxiliary + main verbs; sentences often include multiple clauses or subordination
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

4

A response at this level contains relevant information from the test reading passage; the information is somewhat coherent and connected and is marked by several of the following:

  • somewhat adequate organization; there is generally effective use of transition words and phrases to sequence and organize information
  • a clearly identifiable introduction and body, but a conclusion may not be clearly identifiable; there is a main idea and multiple supporting sentences per paragraph
  • consistent, generally correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, and simple verb tenses
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

3

A response at this level contains relevant information from the test reading passage; the information is not coherent or connected and is marked by several of the following:

  • somewhat adequate organization; there is a somewhat effective attempt to use transition words and phrases to sequence and organize information
  • more than one paragraph; there is a main idea and multiple supporting sentences per paragraph
  • consistent, correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, and simple verb tenses
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

2

A response at this level contains some information from the test reading passage and is marked by several of the following:

  • some organization; the writer is just beginning to use transition words to sequence information, but more practice is needed
  • only one paragraph; there is a simple main idea and several supporting sentences
  • generally consistent, correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, and simple verb tenses
  • appropriate use of several vocabulary items from the unit
  • several language errors in paragraph

1

A response at this level contains little information from the test reading passage and is marked by several of the following:

  • a lack of organization of information
  • several complete sentences; there is a simple main idea and few supporting sentences
  • generally consistent, correct use of subject-verb agreement, personal pronouns, WH- relative clauses, and simple verb tenses
  • appropriate use of 12 vocabulary items from the unit
  • numerous language errors per sentence

0

A response at this level contains very little information from the test reading passages, and is marked by several of the following:

  • very little organization of information
  • few complete sentences to form a short paragraph; an inadequate attempt to provide a main idea and supporting sentences
  • somewhat consistent, correct use of subject-verb agreement and simple verb tenses
  • inappropriate use of vocabulary from the unit
  • numerous language errors per clause

A response at this level might also be blank.


503 Advanced Reading and Writing

Northstar Book 5 Writing Rubric

Score

Description

5

A response at this level is highly successful in selecting important information from the test reading passage that contributes to a very coherent and very well connected essay. A response at this level is also marked by:

  • very good organization; rhetorical devices and numerous transitions to display unity and progression of information
  • a clearly identifiable introduction, several body paragraphs, and a conclusion; both the introduction and conclusion are very adequate; there is a clear main idea and multiple supporting sentences per paragraph
  • consistent, correct use of word order, pronouns, relative clauses, modals, irregular verbs, prefixes/suffixes, and auxiliary + main verbs; sentences consistently include multiple clauses or subordination
  • appropriate use of numerous vocabulary items from the unit
  • very few language errors throughout

4

A response at this level contains important information from the test reading passage; information related to the passage is coherent and well connected. A response at this level is also marked by:

  • effective organization; rhetorical devices and transitions to display unity and progression of information
  • a clearly identifiable introduction, several body paragraphs, and a conclusion; both the introduction and conclusion are adequate; there is a main idea and multiple supporting sentences per paragraph
  • consistent, correct use of word order, pronouns, relative clauses, modals, irregular verbs, prefixes/suffixes, and auxiliary + main verbs; sentences typically include multiple clauses or subordination
  • appropriate use of numerous vocabulary items from the unit
  • few language errors throughout

3

A response at this level contains important information from the test reading passage; information related to the passage is coherent and connected. A response at this level is also marked by:

  • effective organization; transition words and phrases to display unity and progression of information
  • a clearly identifiable introduction, body, and conclusion; a main idea and multiple supporting sentences per paragraph
  • consistent, generally correct use of word order, pronouns, relative clauses, modals, irregular verbs, prefixes/suffixes, and auxiliary + main verbs; sentences often include multiple clauses or subordination
  • appropriate use of a variety of vocabulary items from the unit
  • some language errors throughout

2

A response at this level contains some important information from the test reading passage; information related to the passage is coherent and connected. A response at this level is also marked by:

  • some effective organization and use of transition words/phrases to display unity and progression of information
  • a clearly identifiable introduction, body, and conclusion; both the introduction and conclusion are somewhat adequate; there is a main idea and multiple supporting sentences per paragraph
  • generally consistent, correct use of word order, pronouns, relative clauses, modals, irregular verbs, prefixes/suffixes, and auxiliary + main verbs; sentences may include multiple clauses or subordination
  • appropriate use of some vocabulary items from the unit
  • several language errors throughout

1

A response at this level contains relevant information from the test reading passage; however, the information needs more development. A response at this level is also marked by:

  • somewhat adequate organization; there is a somewhat effective attempt to use transition words and phrases to sequence and organize information
  • more than one paragraph; a main idea and multiple supporting sentences per paragraph
  • consistent, generally correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, simple tenses
  • appropriate use of a variety of vocabulary items from the unit
  • several language errors throughout

0

A response at this level contains some information from the test reading passage and is marked by:

  • somewhat adequate organization; there is an ineffective attempt to use transition words to sequence information
  • only one paragraph; there is a simple main idea and several supporting sentences
  • generally consistent, correct use of subject-verb agreement, pronouns, relative clauses, infinitives, modals, simple tenses
  • appropriate use of several vocabulary items from the unit
  • several language errors in paragraph

A response at this level might also be blank.


Learning Path

Course of Study Requirements for F-1 Student Visa Applicants

Course of Study Requirements for F-1 Student Visa Applicants with ESL-Plus (1920 hours)

In order to pursue a full-time ESL-Plus course of study eligible for F-1 student visa application, students must:

      attend four hours a day, five days per week

      maintain satisfactory academic progress

      have English language skills acquisition as their primary educational objective

      consult with a Faculty Student Services Associate to select an appropriate sequence of courses from among those ESL-only and ESL-plus courses listed in the catalogue.

Placement, Movement, and Completion in the ESL Course of Study

        Student begin study at the level corresponding to their current language abilities as determined by the CELSA placement test.

        Students remain in the assigned level for the number of hours indicated unless the instructor recommends a higher level. In order to move to another level, students must demonstrate mastery of student learning outcomes one of two ways:

o       Successful score on bi-monthly assessment, or

o       Successful completion of the assigned MyLab Activities

        Students must complete 65% of the course terminal outcomes to maintain satisfactory academic progress. Therefore, the number of hours spent in each course will vary according to course placement at registration and individual achievement of terminal course outcomes.

ESL Components of ESL-Plus Course of Study

500 English Literacy (120 hours/ 6 weeks)

501.1 English as a Second Language I (120 hours)

501.2 English as a Second Language II (120 hours)

501.3 English as a Second Language III (120 hours)

501.4 English as a Second Language IV (120 hours)

501.5 English as a Second Language V (120 hours)

501.6 English as a Second Language VI (120 hours)

502 Business English (120 hours)

503 Advanced Reading and Writing (120 hours)