BAHRAIN TRAINING INSTITUTE

COMMUNICATION AND LANGUAGE DIVISION

PEARSON BTEC LEVEL 3 EXTENDED DIPLOMA IN ENGINEERING

ED1 SEMESTER 1 TY 2017-2018 SEMESTER 1

UNIT TITLE : Basic English for Engineering 1 UNIT CODE : ECL311 Commented [a1]: Mention the correct qualification title, unit
title and unit code
RUBRIC FOR GRADING ASSIGNMENT - …………….. Commented [a2]: Specify the writing task like narrative writing,
essay, report, analysis etc.
CRITERIA / 5 4 3 2 1 0
COMPONENTS
Content Commented [a3]: Include the content details which are specific
- Purpose to the writing task. Do not include generalized statements like
“relevant to topic, answers required questions etc.”
- Tone
- Substance
(relevance to the
topic)
Organization 1. A very well- 1. A well-connected 1. A connected 1. A loosely connected 1. Minimal evidence of 1. No apparent Commented [a4]: If the organization of your writing task has
- Sequence of ideas developed, unified description descritpion / phased progression sequential pattern, planning and any other specifications, please state them here. Make necessary
changes in the description.
- Grouping of ideas, and coherent 2. Unifies 1-2 2. Unifies the of ideas vaguely organized sequencing
paragraphing construction sideheadings / ideas subheadings or sub 2. Sideheadings are description 2. No subheadings or
- Logical progression 2. Adheres to the to make a single themes into a single not demarcated but 2. Cluttering and demarcation
of ideas mentioned / paragraph body paragraph. the flow of ideas is overlapping of 3. Disorganized and
expected sequential 3. Paragraphing 3. Paragraphing is maintained subheadings / ideas fragmented
headings or sub demarcates merely dividing into 3. Loosely formed 3. Basic paragraphing 4. Poorly classified
themes progression and introduction, body paragraphs which do 4. No grouping of ideas into various lines,
3. Logical and sequencing in and conclusion. not signify flow from no paragraphing
appropriate description 4. Subthemes are one heading or idea
progression and 4. Major ideas are quite obvious despite to another
sequencing of ideas grouped into the overlap of 4. Major ideas are
within paragraphs. paragraphs with information. grouped but
4. Related ideas occasional overlap information is
grouped into of ideas. cluttered
paragraphs
Language Use 1. Word choice is 1. Word choice is 1. Word choice is 1. Word choice is 1. Very limited use of 1. The writing has Commented [a5]: If the writing requires usage of some
- Vocabulary – precise and engaging generally related to generally interesting simple, ordinary and specialized / context vague unrelated specialized grammar structure like passive forms, imperatives etc
please specify in the criteria and make necessary changes in the
Content related 2. Uses highly ESP and the topic and appropriate with repetitive related vocabulary generic terms or
descriptions
word choice appropriate content but general words frequent lapses into 2. Errors in use of ESP 2. Incorrect words words
- Grammar – Use of related vocabulary are occasionally simple / ordinary / specialized used in context 2. Highly limited
tenses, S-V 3. Appropriate use of used. langauge. vocabulary 3. Frequent and severe vocabulary
agreement, SV agreement, word 2. Writing is a mix of 2. Writing is a mix of 3. Errors in advanced errors in grammar 3. Exhibits lack of

CLD / TY 2017-18 SEM.1 / Internal Verification Team

BAHRAIN TRAINING INSTITUTE
COMMUNICATION AND LANGUAGE DIVISION

PEARSON BTEC LEVEL 3 EXTENDED DIPLOMA IN ENGINEERING

ED1 SEMESTER 1 TY 2017-2018 SEMESTER 1
connectors, forms, verb tenses, specialized few specialized use of grammar but usage (incorrect control in applying
transitions etc pronouns, relative vocabulary of vocbaulary and much very few errors in words forms, verb grammatical
- Sentence structure clauses, transitions various levels general words. basic structure tenses and clauses) principles of SV
and variety 4. Highly appropriate 3. Generally correct 3. Basic grammar 4. Incorrect grammar 4. Inappropriate agreement, tenses,
grammar to match grammatical structure is correct in hampers the flow grammar alters the pronouns, clauses
various tenses in the structure of SV simple forms but and coherence meaning and tone of etc
description agreement, tenses errors in compound, 5. Minimal variation in the description and 4. Erroneous
5. Well-connected and pronouns complex structures style although confuses the reader applications of
complete sentences 4. Errors in grammar 4. Errors of grammar sentences are 5. Sentences are grammar principles
all through usage do not alter do not alter overall complete. Routine fragmented, has 5. Disorganized,
the meaning or tone meaning but the fault compressed and run-on repetitive fragmented and
of the text is evident. highly simplified sentences poorly constructed
5. Variation in 5. Usually simple and sentences sentences
sentence length and direct sentences.
structure
Format (Paragraph / 1. Accurately follows 1. Some elements in 1. Changes in format 1. Errors in format 1. Errors in 1. Errors or unstated
Essay) the required format the format are pattern do not alter elements which limit arrangement of components of Commented [a6]: The format of the short essay is given here.
- Title of the Essay 2. Clear states the title missed out but the the form / media / omits critical format elements format which alter Make necessary changes in the format based on writing, It can be
narrative writing, memos, reports etc. Specify the components of
- Audience and of the text. form / media is not 2. Title and purpose of information like confuse the reader the purpose, tone
the format in the descriptions.
Purpose 3. Clearly mentions the majorly altered the text are stated audience, purpose. 2. Title is confusing or and presentation of
- Introduction audience and the 2. Title, audience and but audience details 2. Basic components unrelated the text
- Body (2-3 purpose of text / purpose are clearly are missing like title, 3. Basic components 2. Title, audience and
paragraphs) essay. stated. 3. Only major introduction, body introduction, body purpose are missing
- Conclusion 4. Specifically 3. Major components components like and conclusion are and conclusion are 3. Components of
demarcates the like title, audience, title, introduction, vaguely apparent cibfusingly merged format are unified
introduction, body purpose, body and conclusion 3. Evident errors in 4. The body details are and mixed-up
and conclusion. introduction and are clear. paragraphing body unified into a single 4. No distinction in
5. Specifically divides conclusion are 4. Body and conclusion details paragraph various components
the body into 2-3 correct overlap. 4. Overlap of
paragraphs. 4. Mix-up of introduction, body
demarcation in body and conclusion
paragraphs.
Writing Mechanics 1. Negligible errors in 1. Errors of spelling 1. Evident errors in 1. Errors in spelling of 1. Few errors in 1. Major errors in Commented [a7]: This is common to all units unless you would
- Spelling spellings of words – only for highly specialized multisyllable words, common and common and like to make some changes.
- Punctuation both common and specialized words. multisyllable words, specialized and specialised words specialized words.
- Capitalization ESP vocabulary No errors in spelling common words are common words 2. End punctuation is Spelling errors alter
2. Consistently correct general level specific well spelt 2. Some start-end incorrect or lacking the word forms
sentences with words 2. Basic punctuation punctuation is 3. Contains frequent 2. Poor punctuation
CLD / TY 2017-18 SEM.1 / Internal Verification Team
BAHRAIN TRAINING INSTITUTE
COMMUNICATION AND LANGUAGE DIVISION

PEARSON BTEC LEVEL 3 EXTENDED DIPLOMA IN ENGINEERING

ED1 SEMESTER 1 TY 2017-2018 SEMESTER 1
correct end 2. Majority of like capitalization for incorrect or lacking and severe errors in which alters the
punctuation. sentences are starting a sentence, 3. Mixture of correct mechanics. meaning and flow of
3. Most elements of formed correctly question marks, full- and incorrect 4. Errors cause thought
mechanics are with generally stops are correct. instances of the confusion and limits 3. Major errors in
consistently correct correct end 3. Errors in advanced elements of the flow of mechanics which
4. Errors are generally punctuation marks like hyphne, mechanics understanding disrupt the
minor and do not 3. Mechanics are semi colons etc. 4. Errors interfere or information and
interfere with the generally correct, 4. Errors interfere with alter the meaning ideas
meaning but may have some the meaning but can
errors in each be perceived easily
element
4. Few errors which do
not interfere with
the meaning
Evidences 1. Explicit and verifiable 1. Valid and relevant 1. Genuine but 1. Ambiguity and 1. Insufficient, vague 2. No evidences to Commented [a8]: Please specify the evidences like proof of
evidence supported evidence of insufficient evidence overlapping of evidences that lack support the visit to the company, evidence of survey conducted, evidence of
workshop visit etc.
by authentic trainee’s effort to that connects to the evidences which authenticity and completion of task
documents to complete the task task and is a confuses the relevance or to prove the
confirm the are available but relevant evidence assessor and verifier effort made by the
completion of task lacks details for 2. trainee
by the trainee verification
2. SPECIFY EVIDENCE 2.

NON-SCORABLE WRITING
1. NR (No Response) – The trainee wrote too little ot allow reliable judgement of the writing output
2. OT (Off Topic) – The trainee did not write about the assigned topic / on the given task
3. CR (Copied Response) – The trainee merely copied the verbatim from the question prompt (with very limited personal input)
4. CR (Copied Response) – There is enough evidence proof that the text is copied from another source without personal inputs

CLD / TY 2017-18 SEM.1 / Internal Verification Team