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\begin{table*}
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{\LARGE Assessment Scale for Summaries}\\
E.Fleischmann, R.Huber, E. P{\"o}lzleitner, 
R. Vaupetitsch, K. Wei{\ss}enb{\"o}ck\\
Adapted from: Jacobs, Holly L. et al., {\em Testing ESL Composition: A Practical
Approach}, Newbury House , Rowley 1981
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\begin{tabular}{|c|r|p{13cm}|}
\hline
{\bf Content}&20-18& {\bf Excellent to very good:} Message of text fully 
present, all relevant information included. \\
\hline
& 17-14&{\bf Good to Average:} Main facts clearly stated, supporting details 
slightly confusing, some irrelevant information included. \\
\hline
&13-10& {\bf Fair to Poor:} Main facts not complete, many details not relevant 
to main line of argument, message of text only partly intelligible.\\
\hline
&9-6&{\bf Very Poor:} Message of text unintelligible.\\
\hline
\hline
{\bf Organization}& 20-18& {\bf Excellent to Very Good:} Effective choice of the
order of presentation, independent.\\
\hline
& 17-14&{\bf Good to Average:} Clear sequencing of main information, coherent, 
some mistakes in the use of connectives.\\
\hline
& 13-10&{\bf Fair to Poor:} Main facts only partly successfully linked, choppy, 
several errors in the choice of connectives, not coherent.\\
\hline
& 9-6& {\bf Very Poor:} Non-fluent, facts often confused or disconnected, lacks 
logical sequencing of connectives.\\
\hline
\hline
{\bf Vocabulary}& 25-23& {\bf Excellent to Very Good:} wide range of 
vocabulary; accurate word/idiom choice and usage; appropriate register.\\
\hline
& 22-18& {\bf Good to Average:} Adequate range of vocabulary; occasional errors 
of word/idiom form; choice and usage but meaning not obscured; register not 
always appropriate.\\
\hline
&17-13& {\bf Fair to Poor:} Limited range of vocabulary; frequent errors of 
word/idiom form, choice and usage; meaning confused or obscured; inappropriate 
register.\\
\hline
&12-8&{\bf Very Poor:} Range of vocabulary too limited; essentially translation; 
meaning confused or obscured; or not enough to evaluate.\\
\hline
\hline
{\bf Language}&30-27&{\bf Excellent to Very Good:} confident handling of 
appropriate constructions; hardly any errors of agreement, tense, number, word 
order, articles, pronouns, prepositions; meaning never obscured;\\
\hline
&26-21&{\bf Good to Average:} Well-formed sentences, but constructions not 
always appropriate to task (register); some errors of agreement, tense, number, 
word order, articles, pronouns, prepositions; meaning sometimes slightly 
obscured\\
\hline
&20-15&{\bf Fair to Poor:} Not sufficient variety of constructions available; 
problems mainly in complex constructions; several errors of negation, agreement,
tense, number, word order/function, articles, pronouns, prepositions; meaning 
sometimes obscured.\\
\hline
& 14-9&{\bf Very Poor:} Major problems in sentence construction; frequent errors 
of negation, agreement, tense, number, word order/function, articles, pronouns, 
prepositions; meaning often obscured.\\
\hline
\hline
{\bf Mechanics}&5& {\bf Excellent to Very Good:} Demonstrates mastery of 
conventions; hardly any errors of spelling, punctuation, capitalization, 
paragraphing.\\
\hline
&4& {\bf Good to Average:} Occasional errors of spelling, punctuation, 
capitalization, paragraphing\\
\hline
&3-2& {\bf Fair to Poor:} Frequent errors of spelling, punctuation, 
capitalization, paragraphing, poor handwriting\\\hline
\end{tabular}

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\caption{
Very good $\ge$ 90\%, Average $\ge$ 70\%, Poor $\ge$ 50\%, Passing Level = 
60\%}
\end{table*}


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