How the Graduate Essay Test is Scored
Exams are read twice, with each reader assigning the exam a
score on a scale from 1-4, with 4 being
4 –
The opening establishes context, purpose and point of view; the body of the essay develops recommendations logically and coherently. The writer demonstrates awareness of the complexities of the situation and provides analysis of the problem, offers compelling or common-sense reasons for recommendations made, makes underlying assumptions or values explicit.
The writer uses fluent and idiomatic English with few mechanical errors. The style reveals syntactic maturity; is clear and direct; is not choppy or over-colloquial nor over-formal, stuffy or unfocused. Occasional spelling or punctuation errors may be easily attributed to hasty transcription under pressure.
3 – Competent.
After an opening that establishes context and purpose, the paper unfolds with few lapses in coherence, but may have somewhat less clear organization or less explicit transitions than a top-score paper. Its logic may be somewhat less compelling or its suggestions slightly less-well-reasoned than those in a 4 paper, though it will provide and explain reasons for the recommendations it makes.
The language will be clear, fluent and generally idiomatic English, but may reflect minor or infrequent ESL errors (preposition errors, dropped articles or verb endings, etc.), or repeat a single error (e.g., not punctuate possessive nouns). Demonstrated mastery of style may be marked by occasional lapses of style.
2 – Weak.
The writer makes somewhat simplistic suggestions not fully supported by reasons; fails to cite key facts; offers little analysis of the problem or shows a limited grasp of the situation. The given information is copied or listed, with little integration into argument. Points may be random or repetitious; the writing may be badly focused, with careless use of abstract language resulting in predication errors or illogical sentences.
ESL and/or careless mechanical errors are frequent enough to be distracting. The sentences may be choppy or consistently flawed syntactically, the style over-casual, the usage occasionally unidiomatic.
1 – Inadequate.
The essay may be disjointed, incoherent, or minimally developed. The writer shows little grasp of the complex issues involved, is unable to establish context, point of view or purpose in opening the paper, and/or has a poor sense of audience. Mechanical and/or ESL errors or unidiomatic usages are frequent; sentences may be ungrammatical OR may be correct but short and very simple.