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April 27, Staff Writers. With all the things you have going on as a student, writing a paper can seem like a daunting task. This image and list-based, step-by-step best dissertation service is the closest thing to writing a plug and chug paper you can get. So, are you ready to ace this paper of yours? The answer to this question is easy: look at the materials the prof gives you. The first important step in writing a paper is taking some time to understand what the professor is looking for. If you know that, you can write to the rubric and pick up easy points along the way.

English grammar essay writing how to write an essay fast and easy

English grammar essay writing

Then, while editing, cut paragraphs or ideas that seem unimportant for your audience. Stop using adverbs. If you want to make your writing stronger, you'd better replace adverbs with verbs. You can use online tools or do it yourself. Don't use passive voice. Although using passive voice is important sometimes, it weakens an academic writing. Enhance the readability with active voice usage.

Proper formatting. Hire sophisticated writers. Once you have finished your essay, ask a professional team to edit it. Compare both papers and write down notes. Hint: read essay writing services reviews reviews before placing your order. Tone and Vocabulary : Determine the purpose. Do research and determine the reason of your writing. It can help you select the best tone for your essay critical, solemn, humorous, etc. The right tone. The tone of writing shows author's attitude toward the problem and readers.

Using appropriate emphasis and subordination is important, so you should create your writing tone not personal. Learn new words. Look through a dictionary or a thesaurus to find out words you don't know. Write down several words every day and try to use them in daily communication. Expand your vocabulary. Use proper vocabulary. To create an academic essay, avoid using nondiscriminatory language. Try to use words that are the most relevant to the description you have in your head.

Don't write in 1st person. Avoid using pronouns like 'I', 'me', 'my', 'mine', etc. Academic writing should be impersonal. To create make your writing stronger, use this trick. Try to provoke the audience to the discussion. Pure grammar. To develop a good writing, you need to improve your grammar, so taking extra classes is a must. Learn from gurus. There are many writers who succeed. Read their books, tips, and pieces of advice for young writers to learn something new.

Practice a lot. Even if you don't have a task to write an essay, do it. The more you practice, the better your writing is. Some writers claim that writing words per day can help you hone writing skills. Share experience. If you are a student, you might have group mates who face the same problem. Get together to share your experience and try to help each other.

Use online tools. Living in the digital era, you should get the most out of it. Thus, you may improve your writing with online tools and apps. Clean your writing desk. A messy table might distract you from the writing process, reducing your productivity. Start working when your desk is clean and there is no extra stuff on it. Each student creates a fictional character, describes him or her using the first person, and makes his or her character interact with the other students' characters within the context of the shared story.

Depending on the level, the characters live together as roommates Actively Engaged at College or work together as colleagues Actively Engaged on the Job within the collaborative narrative. Each week, I ask students to plan one episode of their story with the help of their groupmates. For homework, I ask them to write the current episode in the story, eliminate all avoidable errors using the Virtual Writing Tutor, and submit it to me for points.

Writing that contains avoidable errors is penalized for not having applied the necessary revision strategies. The following week, I ask students to read what they wrote to their groupmates. I encourage them to use the VWT's text-to-speech function to help them with their pronunciation. In this way, they get to practice a more target-like form of English in a meaningful and social way.

For more advanced levels, I ask students to create a blog on Blogger and write listicles, glossaries , career summaries and hypertext narratives related to their fields of study. Again, I require students to eliminate avoidable errors using the Virtual Writing Tutor grammar checker and paraphrase checker to avoid plagiarism. Each blog post is peer-reviewed by two or more fellow students and submitted to me for a grade. Of course, if the Virtual Writing Tutor misses some of their errors, I provide feedback -- but only after they have eliminated many of their errors using the online grammar checker.

That's how I use the VWT. Perhaps you have found another way to use the Virtual Writing Tutor. I would love to hear how you do it. Send me a message when you have the time. Translate feedback to :. Enter a comma separated list below. Select either case-sensitive or case-insensitive. Vocabulary profile. Academic vocabulary profile. Lexical density. Sentence length and variance. Emotional engagement. Argument strength. Thesis reformulation. Cliche check.

Conversational vocabulary check. Exclamation check. Grammar, spelling and punctuation check. Error analysis. Paragraph count. Feedback: Review your academic vocabulary profile above. Are you satisfied with the level of your academic vocabulary? If not, you can learn how to further improve your command of the Academic Word List here: online vocabulary courses.

Feedback: Use transition words in your writing to show the relationship of the ideas to each other. Feedback: Varying the length of sentences makes writing seem more dynamic and enjoyable to read. Feedback: Using words with a strongly negative or positive sentiment in your thesis statement and topic sentences will tell your reader that you have taken a strong stance on the topic.

Avoid neutral claims in opinion essays. If you are unsure about thesis statements and topic sentences, learn more about how to structure an opinion essay here. Feedback: Great essays reformulate the last sentence of the introduction at the beginning of the conclusion, making the same precise claim about the topic but in different words. A full paraphrase will always impress your reader more than word-for-word repetition.

Feedback: Avoid using exclamation marks in academic writing. In your introduction, make sure that you generate interest in your topic before you give your argument thesis. Here are some common strategies:. Words can be ambiguous, so it is important to let your reader know what precisely you are referring to with a short definition. With broad topics, it helps to limit the scope of your discussion by saying what is not your focus. Make sure that your thesis is arguable.

It should make a claim that is not immediately obvious to the reader and requires analysis to support. An effective thesis statement helps the reader to anticipate the structure of an essay by making a claim with two or three elements that will be developed in the body of the essay.

An effective body paragraph should begin with a transition word or phrase to help your reader see the connections between your ideas. Here are some examples. An effective conclusion should begin with a transition word or phrase to signal that will now wrap things up. Task Click to minimize.

The writer sufficiently addresses all parts of the task. There is a clear position throughout the response with minimal repetition or lack of clarity. The writer presents a relevant position although the conclusions may become unclear or repetitive.

The writer expresses a position but addresses the task only partially. Support Click to minimize. The writer presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas. The writer presents a well-developed response to the question with relevant, extended and supported ideas. The writer presents relevant main ideas, but some ideas may under- developed or unclear.

The writer presents some irrelevant detail along with under-developed main ideas. The main ideas are difficult to identify, repetitive, irrelevant or not well supported. Sequencing Click to minimize. The information and ideas are very logically sequenced. There is a clear progression of information and ideas. There is some organisation of information, but it is repetitive in places. Cohesion Click to minimize. The writer uses cohesion in such a way that it attracts no attention. There is some under-use or over-use of cohesive devices.

The writer uses cohesive devices, but cohesion within or between sentences may be faulty or mechanical. The use of cohesive devices is inadequate, inaccurate or excessive. The writer uses some basic cohesive devices inaccurately or repetitively. Paragraphing Click to minimize. The writer uses paragraphing sufficiently and appropriately.

The writer presents a clear central topic within each paragraph. The writer uses paragraphing, but the central topic is not always clear. The writer does not write in paragraphs, or paragraphing is inadequate. The writer does not write in paragraphs, or paragraphing is confusing. Lexical sophistication Click to minimize. The writer uses a wide range of intermediate or advanced vocabulary fluently and flexibly to convey precise meanings. The writer uses a wide range of intermediate vocabulary fluently and flexibly.

The writer attempts to use intermediate vocabulary but with some inaccuracy. There is a limited range of vocabulary that is minimally adequate for the task. There is repetitive or inappropriate use of only basic vocabulary. Vocabulary Click to minimize. There are occasional word choice or collocation errors. Spelling and word formation errors make it difficult to read in places. Spelling and word formation errors make it difficult to read in multiple places.

Grammatical complexity Click to minimize. The writer uses a wide range of complex structures with full flexibility and accuracy. The writer uses a wide range of advanced sentence structures with some difficulty using advanced structures. The writer uses a range of complex structures. Most advanced structures have errors. The writer uses a limited range of simple and complex sentence forms. Complex sentences are less accurate than simple sentences.

Grammatical accuracy Click to minimize. The writer has good control of grammar and punctuation but makes a few errors. There are some errors in grammar and punctuation, but the meaning of each sentence is usually clear despite errors. There are frequent grammatical and punctuation errors, causing some difficulty for the reader. Click to minimize. An essay at this level largely accomplishes all of the following:. An essay at this level is marked by one or more of the following:.

An essay at this level may reveal one or more of the following weaknesses:. An essay at this level is seriously flawed by one or more of the following weaknesses:. An essay at this level merely copies words from the topic, rejects the topic, or is otherwise not connected to the topic, is written in a foreign language, consists of keystroke characters, or is blank. Toggle navigation. Login Create an Account. Login Here. Please check your email inbox and spam or junk email as well. What is VWT?

Score Essay Click "Score Essay" for a full analysis of this text. Check Writing Check Vocabulary Clear. Speak now. Permission to use microphone was denied. What is the Virtual Writing Tutor? Score Essays Automatically The Virtual Writing Tutor can provide automated writing evaluation with a score and formative feedback on a variety of writing assignments. Job Application Cover Letter If you are applying for a job , get help writing a job application cover letter.

Essay Checker If you write essays in your second language for high school or college, check your essay for embarrassing errors that a teacher would deduct points for. How does it work? How accurate is the system? Word Counter To check your word count, copy-paste your text into the text area above and click Word Count.

Spell Checker Click Check Spellling and misspelled words will be underlined in red inside the text area. Grammar Check To check your grammar, click on the Check Grammar button. Vocabulary Checker To check your vocabulary, click on the Vocabulary Checker button. Target Structure Checker English Second Language teachers often ask their students to use certain target structures in their writing. Paraphrase Checker Try the Paraphrase Checker the next time you want to use other people's ideas in your writing.

Essay Outliner By clicking the Essay Outliner button, members can get help creating essay outlines for three common academic discourse models: the opinion essay , the prioritized list essay , and the argument essay. Feedback and Links Members can see texts and feedback from past grammar checks.

Error Correction Game Members can play a game on the games page that provides practice finding and correcting common second language errors. Pen Pal Exchange Teachers, you can create free interactive pen pal writing projects on the Virtual Writing Tutor, with automatic scoring and feedback on spelling, grammar, and vocabulary. Hypertext Narrative Creator Create interactive hypertext stories with images using the VWT's hypertext authoring tool. Grammar Checker Forum When the grammar checker fails to find any errors to correct in your text, you may wonder what to do next.

Disclaimer This website is a work in progress, so I cannot guarantee that the system will catch every error in every text or that the advice and corrections will always be perfect. Frequently Asked Questions What is the best grammar checker? What should a teacher do when a student asks, "Could you check my sentence, please? How can I embed a free grammar checker into a webpage or blog post? I have written a blog post all about adding the Virtual Writing Tutor to your web page or blog here: Create your own ESL grammar checker website for your students with an iframe What is the purpose of the Virtual Writing Tutor grammar checker?

Why should language teachers use the Virtual Writing Tutor grammar checker in their courses? There are at least 5 clear benefits that I can see: students get a greater amount of consistent, explicit, just-in-time corrective feedback on surface errors from a grammar checker than they would otherwise students learn to become more autonomous when using a grammar checker grammar checkers teach students to become judicious users of technology, engaging their critical thinking skills, especially when they receive bad feedback or false alarms grammar checkers provide students with lifelong learning opportunities grammar checkers can provide feedback on multiple drafts of an assignment, instead of typically just one or two drafts Are online grammar checkers going to replace ESL teachers?

How should teachers incorporate a grammar checker website into their ESL course? To ensure students stick to the routine, teachers can assign a writing task at the end of each lesson and deduct points if the text contains avoidable errors What are avoidable errors?

Translate feedback to : Save. Opinion essay. Argument essay. Film analysis essay. Literary critique essay. Results open in a new tab. Sophistication Vocabulary profile Academic vocabulary profile Lexical density. Writing skill Cohesion Sentence length and variance Emotional engagement Argument strength Thesis reformulation.

Tone check Cliche check Conversational vocabulary check Exclamation check. Grammar check Grammar, spelling and punctuation check Error analysis. Length Paragraph count. Print Feedback. Sophistication Feedback: Review your academic vocabulary profile above. Sentence length colorization key: 5 or fewer 6 to 10 11 to 15 16 to 20 21 to 30 31 or more.

Paragraph count: Too many Word count: Good. Comments about your introduction You have a problem developing interest in your topic. Define your terms. Narrow your topic. Your thesis statement is weak. There are five kinds of weak thesis statements to avoid. The thesis makes no claim: This paper will explore the issue of… The thesis states a fact or is obviously true: The concept of justice has changed over time.

The thesis expresses a platitude: Life is short. The thesis expresses a matter of personal taste: Summer is the best season of the year. The thesis makes an overly broad claim: Education is good. Make a claim that your reader can disagree with. Complicate conventional wisdom by introducing a surprising perspective. Make specific assertions that reveal unexplored complexities. Your thesis statement does not predict the structure of your essay.

My comments. Your first body paragraph lacks an effective transition word. Your first body paragraph lacks a clear topic sentence. An effective body paragraph should contain the following: A short sentence at the beginning of your paragraph using one of the elements of the thesis statement to tell your reader what the paragraph is about. Longer sentences for elaborating, illustrating and explaining the topic of the paragraph. Your second body paragraph lacks an effective transition word.

Your second body paragraph lacks a clear topic sentence. Your third body paragraph lacks an effective transition word. Your third body paragraph lacks a clear topic sentence. Your conclusion lacks an effective transition word. Your conclusion lacks a recommendation and prediction. An effective conclusion should contain the following: A recommendation that the reader adopt your position. A prediction of the benefits that will follow once your recommendation has been adopted.

Task Click to minimize Band 9. The writer fully addresses all parts of the task. There is a clear position throughout the response. Band 8. Band 7. The writer addresses all parts of the task. Band 6. Band 5. Band 4. Band 9.

The information and ideas are logically sequenced. There is a progression of information and ideas. There is no clear progression in the essay. The writer manages all aspects of cohesion well. The writer skillfully manages paragraphing. The writer has sophisticated control of a wide range of advanced vocabulary. Word choice or word form errors are rare and minor. There are only rare word form or spelling errors.

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CRITERIA IN ESSAY WRITING

See examples of the hypertext narratives created using the Virtual Writing Tutor here. When the grammar checker fails to find any errors to correct in your text, you may wonder what to do next. Well, you can always post it the Virtual Writing Tutor's community forum to get suggestions about further improvements to your grammar, punctuation, sentence structure, and the organization of your text.

While you are there, why not suggest a few improvements to another community member's text? This website is a work in progress, so I cannot guarantee that the system will catch every error in every text or that the advice and corrections will always be perfect. That will depend on who you are.

For graduates and professionals, a proofreader that checks as you type -- like the one integrated into Microsoft Word -- is probably your best choice. You will have enough confidence in your command of style and grammar to want to use a grammar checker for errors of inattention and contextual spelling errors only.

If you are dyslexic, you will want a second set of eyes to proofread your writing. A human writing tutor can often find errors that can seem invisible when you do your own proofreading. You may find that you omit words, miscopy quotations, and find yourself unable to catch errors on your own when there is time pressure. A grammar checker that can help spot agreement and spelling errors can be a great help. For highly advanced second language learners of English and native speakers attending a university, an English grammar checker that focuses on style and punctuation errors is probably your best choice.

The problems you face include the overuse of the passive voice, run-on sentences, comma-splices, and dangling participles--among others. There are some good pro-version grammar checkers that can help with these problems. For beginners and intermediate learners, however, your needs are different. You will need a grammar checker that checks for common developmental errors and transfer errors from your first language. You will also have difficulty constructing and conjugating verbs.

Your writing will include numerous tense shifts, word order problems, and number agreement errors. You'll use the wrong word for a particular context, and you will tend to impose the common sentence structures from your first language onto English that will seem unnatural and confusing to your reader. Add to these, bad translations suggested by Google translate, spelling errors, and the general chaos that comes with the cognitive overload of having to compose in a second language.

All that is not to say that grammar checkers suited for one group cannot help writers of the other profiles. There are errors that members of all three groups make. When we focus on our message, we tend to give less attention to form.

Typos and missing morphology invade the hastily composed emails of even expert writers. Furthermore, English spelling is wildly irregular for some words making it easy to forget the spelling of low-frequency words. Any spell checker and even the simplest of grammar checkers can catch some errors that are common to all writers.

But can they suggest useful corrections? That is another story. It is designed to provide feedback that is explicit enough to help the writer not only eliminate an error from a current text but also understand how to avoid it in future writing tasks. It may also help dyslexics, professional bloggers and university students.

Is it the best grammar checker for you? Try them all and decide for yourself. Obviously, you should check the sentence for common errors. But don't stop there. Mention to students that when they feel the urge to ask someone to "check my grammar," they can always use an online sentence checker like the Virtual Writing Tutor to check for grammar errors before asking a human to proofread a text. It is always a good idea to use a worked example with students, demonstrating how to solve problems instead of just solving problems for them.

If you fix their grammar for them like a free proofreader, they will come to expect it and will refuse to write anything unless the teacher reads and corrects it. So don't be their go-to grammar correction machine correcting grammar all day and night. Rather show them how to do an online grammar sentence check for themselves.

They will thank you for it in the long run. You can get the iframe code to embed the Virtual Writing Tutor grammar checker into your webpage, Moodle course, or blog with this grammar checker iframe code. I have written a blog post all about adding the Virtual Writing Tutor to your web page or blog here: Create your own ESL grammar checker website for your students with an iframe.

The primary goal of this grammar checker is to enhance ESL pedagogy. English teachers are a limited resource. They are available only to their own students, only during the course, only during the day, and are typically only available for one-on-one instruction for a few minutes at a time.

A free online grammar checker website can enhance pedagogy by filling in when teachers are not available. A free, automated grammar checker can assist learners by being available to everyone, student or professional, night or day, and by providing tireless assistance with tedious proofreading tasks. Students are usually loath to do any writing unless it either "counts" or they get extensive feedback that will prepare them for an assignment that will count. Teachers therefore feel obliged to copy-edit every assignment students hand in.

However, spending just 5 minutes a week on each student's assignment adds twelve hours and 30 minutes each week of corrective feedback to the workload of a teacher with students. Many teachers will therefore limit the number of writing assignments they give students because of the impact corrections have on their workload as a teacher. By automating part of the corrective feedback that students receive with the Virtual Writing Tutor, teachers can ensure students get extensive feedback on every assignment.

Confident that students' errors won't be ignored, teachers can assign more writing tasks to students without increasing their workload. Making the correction load more manageable is one benefit for teachers , but there are benefits for students, also. There are at least 5 clear benefits that I can see:.

Your job is secure. Grammar checkers will never be able to teach writing as well as a well-trained English Second Language teacher. That's because what teachers know about their students, their language learning anxiety, their first language, their current level, about language pedagogy, about the task students have been assigned, about the goals of the lesson, and about the terminal objectives of the course is really much more than a soulless machine can ever know.

Teachers should stop thinking that they have to compete with grammar checkers and view them as an assistive technology that can help reduce some of their correction load. If you are feeling afraid of losing your job to a grammar checker, you don't understand your job very well. Providing corrective feedback on errors may be a huge part of your workload, but ask your self this. If a machine could catch all the surface errors my students make on their writing, what other aspects of my students' writing would I want to spend more time on?

Start thinking about how you can give some of the tedious aspects of your job to a machine so that you can spend more time on a higher order analysis of the ideas and the flow in your students' writing. Instead of thinking of writing as a grammar test, you will be able to see it as communication. Your job is not going anywhere, but it might get a little more interesting.

In order to use a grammar checker effectively in an ESL course, teachers must, in my opinion, do two things: 1 create a routine in which students are required to use the grammar checker every week, and 2 set a standard of zero avoidable errors. To ensure students stick to the routine, teachers can assign a writing task at the end of each lesson and deduct points if the text contains avoidable errors.

What are avoidable errors? Avoidable errors are those particular errors students can correct for themselves because they have received form-focused instruction or because a free grammar checker like the Virtual Writing Tutor can detect them and suggest corrections. In other words, a student who submits a text that contains errors in grammar that was thoroughly taught in a previous lesson or contains errors that can be eliminated by using the Virtual Writing Tutor grammar checker is a student who has not met expectations.

Submitting texts containing avoidable errors to a teacher indicates a lack of learning or care, and should be scored lower than texts without avoidable errors. In two of the courses I teach, my students must submit 12 texts over 15 weeks. The first 11 of those texts must be checked with the Virtual Writing Tutor grammar checker and have all avoidable errors eliminated.

Each text is scored using a simple rubric. It must be words in length, contain the target structures from the lesson, and have all avoidable errors elimnated using the Virtual Writing Tutor. The only exception to my rule about using the Virtual Writing Tutor is with the final exam. On the final, students do not get access to the VWT because I expect that they have learned to eliminate their most common errors by then. Use the target structure tool with the Vocabulary Checker to quickly find the grammar, phrases, or vocabulary students have been asked to iclude in thier writing.

One of the best ways I have discovered to incorporate an online grammar checker into my ESL lessons for my non-fluent learners is to create a series of steps in a collaborative narrative writing project. Both my Actively Engaged on the Job and Actively Engaged at College textbooks involve collaborative narrative writing projects.

Here's how the project works. Students are placed in groups of Each student creates a fictional character, describes him or her using the first person, and makes his or her character interact with the other students' characters within the context of the shared story. Depending on the level, the characters live together as roommates Actively Engaged at College or work together as colleagues Actively Engaged on the Job within the collaborative narrative.

Each week, I ask students to plan one episode of their story with the help of their groupmates. For homework, I ask them to write the current episode in the story, eliminate all avoidable errors using the Virtual Writing Tutor, and submit it to me for points. Writing that contains avoidable errors is penalized for not having applied the necessary revision strategies.

The following week, I ask students to read what they wrote to their groupmates. I encourage them to use the VWT's text-to-speech function to help them with their pronunciation. In this way, they get to practice a more target-like form of English in a meaningful and social way. For more advanced levels, I ask students to create a blog on Blogger and write listicles, glossaries , career summaries and hypertext narratives related to their fields of study.

Again, I require students to eliminate avoidable errors using the Virtual Writing Tutor grammar checker and paraphrase checker to avoid plagiarism. Each blog post is peer-reviewed by two or more fellow students and submitted to me for a grade. Of course, if the Virtual Writing Tutor misses some of their errors, I provide feedback -- but only after they have eliminated many of their errors using the online grammar checker.

That's how I use the VWT. Perhaps you have found another way to use the Virtual Writing Tutor. I would love to hear how you do it. Send me a message when you have the time. Translate feedback to :. Enter a comma separated list below. Select either case-sensitive or case-insensitive. Vocabulary profile. Academic vocabulary profile.

Lexical density. Sentence length and variance. Emotional engagement. Argument strength. Thesis reformulation. Cliche check. Conversational vocabulary check. Exclamation check. Grammar, spelling and punctuation check. Error analysis. Paragraph count. Feedback: Review your academic vocabulary profile above. Are you satisfied with the level of your academic vocabulary? If not, you can learn how to further improve your command of the Academic Word List here: online vocabulary courses.

Feedback: Use transition words in your writing to show the relationship of the ideas to each other. Feedback: Varying the length of sentences makes writing seem more dynamic and enjoyable to read. Feedback: Using words with a strongly negative or positive sentiment in your thesis statement and topic sentences will tell your reader that you have taken a strong stance on the topic.

Avoid neutral claims in opinion essays. If you are unsure about thesis statements and topic sentences, learn more about how to structure an opinion essay here. Feedback: Great essays reformulate the last sentence of the introduction at the beginning of the conclusion, making the same precise claim about the topic but in different words. A full paraphrase will always impress your reader more than word-for-word repetition. Feedback: Avoid using exclamation marks in academic writing. In your introduction, make sure that you generate interest in your topic before you give your argument thesis.

Here are some common strategies:. Words can be ambiguous, so it is important to let your reader know what precisely you are referring to with a short definition. With broad topics, it helps to limit the scope of your discussion by saying what is not your focus. Make sure that your thesis is arguable. It should make a claim that is not immediately obvious to the reader and requires analysis to support. An effective thesis statement helps the reader to anticipate the structure of an essay by making a claim with two or three elements that will be developed in the body of the essay.

An effective body paragraph should begin with a transition word or phrase to help your reader see the connections between your ideas. Here are some examples. An effective conclusion should begin with a transition word or phrase to signal that will now wrap things up. Task Click to minimize. The writer sufficiently addresses all parts of the task.

There is a clear position throughout the response with minimal repetition or lack of clarity. The writer presents a relevant position although the conclusions may become unclear or repetitive. The writer expresses a position but addresses the task only partially. Support Click to minimize. The writer presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas.

The writer presents a well-developed response to the question with relevant, extended and supported ideas. The writer presents relevant main ideas, but some ideas may under- developed or unclear. The writer presents some irrelevant detail along with under-developed main ideas. The main ideas are difficult to identify, repetitive, irrelevant or not well supported. Sequencing Click to minimize.

The information and ideas are very logically sequenced. There is a clear progression of information and ideas. There is some organisation of information, but it is repetitive in places. Cohesion Click to minimize. The writer uses cohesion in such a way that it attracts no attention. There is some under-use or over-use of cohesive devices.

The writer uses cohesive devices, but cohesion within or between sentences may be faulty or mechanical. The use of cohesive devices is inadequate, inaccurate or excessive. The writer uses some basic cohesive devices inaccurately or repetitively.

Paragraphing Click to minimize. The writer uses paragraphing sufficiently and appropriately. The writer presents a clear central topic within each paragraph. The writer uses paragraphing, but the central topic is not always clear.

The writer does not write in paragraphs, or paragraphing is inadequate. The writer does not write in paragraphs, or paragraphing is confusing. Lexical sophistication Click to minimize. The writer uses a wide range of intermediate or advanced vocabulary fluently and flexibly to convey precise meanings.

The writer uses a wide range of intermediate vocabulary fluently and flexibly. The writer attempts to use intermediate vocabulary but with some inaccuracy. There is a limited range of vocabulary that is minimally adequate for the task. There is repetitive or inappropriate use of only basic vocabulary.

Vocabulary Click to minimize. There are occasional word choice or collocation errors. Spelling and word formation errors make it difficult to read in places. Spelling and word formation errors make it difficult to read in multiple places. Grammatical complexity Click to minimize. The writer uses a wide range of complex structures with full flexibility and accuracy. The writer uses a wide range of advanced sentence structures with some difficulty using advanced structures.

The writer uses a range of complex structures. Most advanced structures have errors. The writer uses a limited range of simple and complex sentence forms. Complex sentences are less accurate than simple sentences.

Grammatical accuracy Click to minimize. The writer has good control of grammar and punctuation but makes a few errors. There are some errors in grammar and punctuation, but the meaning of each sentence is usually clear despite errors.

There are frequent grammatical and punctuation errors, causing some difficulty for the reader. Click to minimize. An essay at this level largely accomplishes all of the following:. An essay at this level is marked by one or more of the following:. An essay at this level may reveal one or more of the following weaknesses:.

An essay at this level is seriously flawed by one or more of the following weaknesses:. An essay at this level merely copies words from the topic, rejects the topic, or is otherwise not connected to the topic, is written in a foreign language, consists of keystroke characters, or is blank. Toggle navigation. Login Create an Account. Login Here. Please check your email inbox and spam or junk email as well. What is VWT?

Score Essay Click "Score Essay" for a full analysis of this text. Check Writing Check Vocabulary Clear. Speak now. Permission to use microphone was denied. What is the Virtual Writing Tutor? Score Essays Automatically The Virtual Writing Tutor can provide automated writing evaluation with a score and formative feedback on a variety of writing assignments. Job Application Cover Letter If you are applying for a job , get help writing a job application cover letter. Sentences are the most common type of grammatical unit found in writing.

They generally consist of a series of words that are linked to create a larger meaning, but sentences may also consist of just one word. Sentences are used to express anything from a statement, a question, a request, an instruction, or an exclamation.

Therefore, a typical sentence describes actions of people, animals or objects. This is more often found in less formal situations. The thing performing the action of the verb is known as the subject. They are a label for a specific type of thing. A noun can be anything, from a person to a machine, to an abstract concept or idea. Pronouns are an alternative form of noun with less specific meaning.

They substitute for a noun and imply its meaning, without making the writer repeat the noun. Since most sentences describe a real or abstract action, there is generally a thing performing the action, and something upon which the action is performed. The performer is the object , and anything named in the sentence that is affected by the action is the subject.

Note that a subject does not always have to be present; for example:. If nouns describe objects, people and other things, then adjectives describe some quality of that thing. It tells us that the fox is not just a fox, but is a particularly fast, speedy, nimble or just generally quick fox. In short, an adjective is used in conjunction with a noun in order to reveal more information about the object of the noun. Verbs convey specific actions.

They can be used in a wide variety of ways and are modified to describe when they took place, to whom, and other modifiers depending on the context. In English there is usually no such thing as a masculine and feminine version of a verb — we just use the same word for both sexes though of course there may be verbs more strongly associated with male or female actions. This is similar situation with nouns, which for everyday objects tend to lack gender. Verbs are inflected to denote a wider variety of meanings.

This can range from tense past, present or future and derivatives , voice, and also mood. It is almost like a name for a verb, that describes an action in and of itself. These are a special class of verbs that work not as single words but as phrases. They are stock phrases that have been defined by common usage, and are often somewhat more conversational in tone.

Since they are made up of two or more words, there are many possibilities for phrasal verbs, and it would not be possible to make a comprehensive list in an article.

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