L2 writing is scored fairly when the rubric matches the task and genre, every criterion has observable
descriptors, and scorers follow a fixed procedure. scripts/essay_profile.py gives objective data on a text;
scripts/writing_score.py turns criterion bands into totals and levels.
Trigger Conditions
Activate this skill when the user:
- Needs a rubric or marking scheme for a writing task in a language class or test
- Is marking learner essays, emails or reports and wants consistency
- Wants to convert band scores to a total, percentage or level
- Needs data on a script (length, paragraphing, linkers) to support marking
Rubric checks and rater agreement: speaking-rubric-builder (its
rubric_check.py and rater_agreement.py work for writing rubrics too). Feedback comments:
student-writing-feedback-generator.
Workflow
1. TASK -> genre, reader, purpose, points to cover, word count for the level
2. CRITERIA -> 3-5 analytic criteria; genre-specific checks (references/writing-criteria.md)
3. BANDS -> descriptors per band, from the expected standard outwards
4. PROFILE -> python scripts/essay_profile.py essay.txt --min 140 --max 190 [--formal]
5. SCORE -> task first (off-task = 0), then each criterion with evidence
6. TOTAL -> python scripts/writing_score.py scores.csv --cuts A2:40 B1:60 B2:80 [--weights task:2]
7. FEEDBACK -> one strength and one target per criterion; focus on the jagged criterionProfile Codes (essay_profile.py)
| Code | Severity | Finding |
|---|---|---|
| WP001 | high | Under the minimum, or more than 10% over the maximum |
| WP002 | medium | One paragraph for over 120 words |
| WP003 | medium | Fewer than 3 different linkers |
| WP004 | low | One linker used 4+ times |
| WP005 | low | Informal language in a formal task |
| WP006 | low | Content word repeated 5+ times |
Output Format
The task prompt, the rubric (criteria x bands), the scoring procedure, and for marked scripts: bands per criterion
with evidence, total and level from writing_score.py, and feedback (strength and target per criterion).
Scripts
python scripts/essay_profile.py essay.txt [--min 140] [--max 190] [--formal]Exit codes: 0 no high findings, 1 high findings (length), 2 read error or empty text.
python scripts/writing_score.py scores.csv [--max-band 5] [--weights task:2 lexis:1] [--cuts B1:60 B2:80] [--gate task]Columns: student, then one column per criterion. Exit codes: 0 scored, 2 read error, bad weights or out-of-range score.
Additional Resources
| File | Content |
|---|---|
| writing-criteria.md | Analytic criteria, sample B1 rubric, genre checks, word counts by level, scoring procedure, feedback from the rubric |
academic-english-eap-course-planner
Plan English for Academic Purposes (EAP) courses: pre-sessional, in-sessional, foundation, IELTS preparation and discipline-specific EAP, with syllabus strands (academic reading, lecture listening and note-taking, essay and report writing, paraphrase, summary and synthesis, referencing and plagiarism, seminars and presentations, academic vocabulary, critical thinking), a 10-week pre-sessional outline, exit assessment, IELTS-CEFR alignment and academic style (formality, hedging, cohesion, reporting verbs). Estimates study hours and weeks to close an IELTS gap from overall or per-skill scores (IELTS rounding, minimum per skill, priority skills, feasibility before a deadline), and checks learner texts for contractions, informal words with academic alternatives, unhedged claims, 'you', And/But/So starts, rhetorical questions and missing citations.
actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
can-do-statement-writer
Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
cefr-aligned-syllabus-builder
Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.