Scoring an Underlength Opinion Composition
A teacher is marking a 120–150-word opinion composition for a 0–10 analytic scale: task/content 0–3, coherence 0–3, accuracy/range 0–4. Prompt: 'Is it better to study abroad for a year or to complete a degree at home? Write 120–150 words giving your opinion.' A student submits 87 words: 'Nowadays, studying abroad is a very controversial topic. Some people think that it is better to study abroad, but other people think that it is better to study at home. On the one hand, studying abroad is expensive. On the other hand, studying at home is cheaper. Also, studying abroad you can learn English, but at home you cannot. In my opinion, I think that studying abroad is good, but it depends. To sum up, I believe that both options have advantages and disadvantages.' The script has seven sentences and three formulaic linkers, but no example. The teacher is choosing between 5/10 and 6/10 and must set two priorities for redrafting.
1. Justify 5/10 rather than 6/10 across the three criteria, quoting the script.
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5/10 is defensible. Task/content: 1.5/3. The script is 87 words against a 120–150 target, and it never chooses between a year abroad and a degree at home. 'It depends' and 'both options have advantages' are refusals of the either/or prompt, and no reason is developed. Coherence: 1.5/3. 'On the one hand ... on the other hand ... To sum up' are correctly formed but mechanical; the final sentence repeats the first two, so the paragraph does not progress. Accuracy/range: 2/4. The sentences are short and mostly accurate, but 'studying abroad you can learn' lacks 'when/while', and 'In my opinion, I think' is redundant. Range is limited to familiar school lexis. A 6/10 would need one criterion to be clearly stronger: a stance with one developed reason, or a wider range with control. The mark is not a penalty for length alone; it reflects the missing answer to the prompt.
2. Rewrite the final two sentences to create a clear position and one concrete support, keeping 35–45 words. Track the word count.
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Model: 'In my opinion, a year abroad is worth the cost because it forces you to manage daily life in another language. However, it only works if the host university offers the modules you need and if you plan carefully.' This is 39 words. It chooses a side ('worth the cost'), gives a concrete mechanism (managing daily life in another language), and adds a condition rather than retreating to 'it depends'. 'However' now carries real contrast between the benefit and the condition. Word count: In(1) my(2) opinion(3) a(4) year(5) abroad(6) is(7) worth(8) the(9) cost(10) because(11) it(12) forces(13) you(14) to(15) manage(16) daily(17) life(18) in(19) another(20) language(21) However(22) it(23) only(24) works(25) if(26) the(27) host(28) university(29) offers(30) the(31) modules(32) you(33) need(34) and(35) if(36) you(37) plan(38) carefully(39).
3. Which two feedback priorities would you set, and why is a lesson on articles not one of them?
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Priority 1: answer the either/or prompt with a clear position and one developed reason, ideally with a concrete example (cost, language gain, module availability). Priority 2: replace the memorised 'on the one hand/on the other hand' frame with links that carry the argument, so each sentence adds a new move. A lesson on articles would target a problem the script mostly avoids; the errors that matter here are at the level of task and organisation. The script's accuracy is already adequate for a 5, so lifting accuracy alone would not move it to 7. The next redraft should be planned in three moves: position, reason/example, condition or counterpoint. That plan directly addresses the two criteria that are capping the score.