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Assessment Descriptors: Research article Research article Content – topic building A+ (exceptional) A (outstanding) * F means failure to attain D description A- Key technical (specialized, non-everyday, academic) nouns and verbs, with appropriate visuals, very competently and conventionally build up, within the word limit, the topic context [hypothesis] results discussion conclusion [Tick as appropriate] The noun and verb groups and clauses making all the above are almost always grammatical and information rich for a novice student. All references are conventionally listed, almost error-free. There is clear attention to editing from workshop feedback across the entire article. Writerreader relationship The article is in declarative mood with appropriate modality for a novice student voice, with accurate interpersonal grammar (i.e. tense movement e.g. from present in introduction, to mainly past in method, to mainly present with past in results and discussion and mainly present with future in conclusion; grammatical voice e.g. passive voice in method stage; pronouns, e.g. generally minimal I/we except for discussion) Evaluative language/attitudinal expression incorporates appropriately cited experts, (Very) good B+ B B- Key technical (specialized, non-everyday, academic) nouns and verbs, with appropriate visuals, quite conventionally build up, within the word limit, the topic context [hypothesis] results discussion conclusion [Tick as appropriate] The noun and verb groups and clauses making all the above are generally grammatical and information rich for a novice student. References are conventionally listed, with possible minor flaws. There is attention to editing from workshop feedback. Satisfactory C+ C Technical (specialized, non-everyday, academic) nouns and verbs, with appropriate visuals, adequately build up, within the word limit, the topic context [hypothesis] results discussion conclusion [Tick as appropriate] The noun and verb groups and clauses making all the above are sometimes ungrammatical , yet adequately information rich for a novice student. References are sometimes unconventionally listed, but acceptable for a novice student. There is adequate attention to editing from workshop feedback. The article is in declarative mood with generally appropriate modality for a novice student voice, with interpersonal grammar that has relatively minor flaws only (e.g. in tense movement; voice; pronouns as detailed in column 2) The article may sometimes not employ appropriate mood. Modality is moderately appropriate for a novice student voice. The interpersonal grammar may have occasional flaws (e.g. in tense movement; voice; pronouns; evaluative wording), Evaluative language/attitudinal expression incorporates adequately cited experts, and mainly makes judgments of behavior, not persons, and appreciations of thing/entities/ideas based on 1 Evaluative language/attitudinal expression minimally incorporates expert voices, but these may be only sometimes properly cited. To a moderate extent, evaluative Marginal C- D* The topic is minimally built across the text stages e.g. some missing or barely adequate topic-obligatory or genre-obligatory concepts (noun groups or visuals) or research processes (verbs), demonstrating limited conceptual understanding of both topic and genre. Grammaticality in noun and verb groups and clauses making the topic across the text is quite often flawed. A number of references are missing or unconventional. There is very limited attention to editing from workshop feedback. The article is quite often unconventional because of frequent ungrammaticality in terms of interpersonal grammar (e.g. inappropriate ‘student’ modality, inaccurate tense movement across stages, faulty pronoun use). There is some less satisfactory use and citation of experts’ voices. Research article Text organization A+ (exceptional) A (outstanding) A- (Very) good B+ B B- Satisfactory C+ C and makes judgments of behavior, not persons, and appreciations of things/entities/ideas based on relevance, significance and/or validity, not on emotional factors. relevance, significance and/or validity, not on emotional factors. The article stages conform extensively to models studied. Literature review is not expected of novice students. The article stages conform considerably to models studied: language makes appropriate judgments of human behavior and appreciations of things/entities/ideas based on relevance, significance and/or validity. There is some inappropriate evaluation e.g. with emotional, or about persons. The article stages conform moderately to models studied : Introduction comprises context, aim, hypothesis, significance & definitions; method describes/lists/critiques procedures (verbs) in detail; results include tables, graphs, diagrams & wording explaining what was found; discussion makes inferences (modality) from results; conclusion summarizes and recontextualizes results at a higher level of abstraction (abstract nouns). Appendices provide all instruments & response samples. The following are excellent for a novice student: Theme development and movement within and among stages; text cohesion (in lexis, tense, reference/pronouns, connectives). Introduction comprises context, aim, hypothesis, significance & definitions; method describes/lists/critiques procedures (verbs) in detail; results include tables, graphs, diagrams & wording explaining what was found; discussion makes inferences (modality) from results; conclusion summarizes and recontextualizes results at a higher level of abstraction (abstract nouns). Appendices provide all instruments & response samples. The following are good: Theme development and movement within and among stages; text cohesion (in lexis, tense, reference/pronouns, connectives). 2 Introduction comprises context, aim, hypothesis, significance & definitions; method describes/lists/critiques procedures (verbs) in detail; results include tables, graphs, diagrams & wording explaining what was found; discussion makes inferences (modality) from results; conclusion summarizes and recontextualizes results at a higher level of abstraction (abstract nouns). Appendices provide all instruments & response samples. The following are adequate: Theme development; movement within and among stages; text cohesion (in lexis, tense, reference/pronouns, connectives). Marginal C- D* Where there is evaluation/attitudinal expression, it accords to a limited extent with academic values (relevance, significance and validity). Most article stages are evident, though with apparent minimal conformity to the models provided. The following are marginally satisfactory: Theme development; movement within and among stages and paragraphs; text cohesion (in lexis, tense, reference/pronouns, connectives).There seems limited attention to feedback.