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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.