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Competency I: Demonstrate command of formal writing in Portuguese Language. |
0 |
Demonstrates ignorance of formal writing. |
| 1 |
Demonstrates precarious command of formal writing, in a systematic way, with diversified and frequent deviations as to grammar, register choice, and writing conventions. |
| 2 |
Demonstrates insufficient command of formal writing, with several deviations as to grammar, register choice, and writing conventions. |
| 3 |
Demonstrates average command of formal writing and register choice, with some deviations as to grammar and writing conventions. |
| 4 |
Demonstrates good command of formal writing and register choice, with few deviations as to grammar and writing conventions. |
| 5 |
Demonstrates excellent command of formal writing and register choice. Grammatical or writing convention deviations are accepted only exceptionally and when not recurring. |
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Competency II: Understand the essay proposal and apply concepts from the various areas of knowledge to discuss the theme, within the structural limits of the argumentative essay in prose. |
0 |
Deviation from the theme/non-compliance with the argumentative essay structure. In these cases, the essay receives a zero score and is annulled. |
| 1 |
Presents the subject, touching the theme, or demonstrates precarious command of the argumentative essay format, with constant traces of other text types. |
| 2 |
Discusses the theme by copying excerpts from motivating texts or presents insufficient command of the argumentative essay format, not complying with the structure with proposition, argumentation and conclusion. |
| 3 |
Discusses the theme through predictable argumentation and presents average command of the argumentative essay format, with proposition, argumentation and conclusion. |
| 4 |
Discusses the theme through consistent argumentation and presents good command of the argumentative essay format, with proposition, argumentation and conclusion. |
| 5 |
Discusses the theme through consistent argumentation, based on a productive sociocultural repertoire, and presents excellent command of the argumentative essay format. |
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Competency III: Select, relate, organize and interpret information, facts, opinions and arguments in defense of a point of view. |
0 |
Presents information, facts and opinions unrelated to the theme and without defense of a point of view. |
| 1 |
Presents information, facts and opinions little related to the theme or incoherent and without defense of a point of view. |
| 2 |
Presents information, facts and opinions related to the theme, but disorganized or contradictory and limited to the arguments of the motivating texts, in defense of a point of view. |
| 3 |
Presents information, facts and opinions related to the theme, limited to the arguments of the motivating texts and poorly organized, in defense of a point of view. |
| 4 |
Presents information, facts and opinions related to the theme, in an organized way, with evidence of authorship, in defense of a point of view. |
| 5 |
Presents information, facts and opinions related to the proposed theme, in a consistent and organized way, configuring the presence of a text project and the discussion of information, in defense of a point of view. |
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Competency IV: Demonstrate knowledge of the linguistic mechanisms necessary for the construction of argumentation. |
0 |
Does not articulate the information. |
| 1 |
Articulates the parts of the text in a precarious way. |
| 2 |
Articulates the parts of the text insufficiently, with several inadequacies, and presents a limited repertoire of cohesive resources. |
| 3 |
Articulates the parts of the text in an average way, with inadequacies, and presents a little diverse repertoire of cohesive resources. |
| 4 |
Articulates the parts of the text, with few inadequacies, and presents a diverse repertoire of cohesive resources. |
| 5 |
Articulates the parts of the text well and presents a diverse repertoire of cohesive resources. |
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Competency V: Develop an intervention proposal for the issue addressed, respecting human rights. |
0 |
Does not present an intervention proposal or presents a proposal unrelated to the theme or subject. |
| 1 |
Presents an intervention proposal that is vague, precarious or related only to the subject. |
| 2 |
Develops, in an insufficient way, an intervention proposal related to the theme, or not articulated with the discussion conducted in the text. |
| 3 |
Develops, in an average way, an intervention proposal related to the theme and articulated with the discussion conducted in the text. |
| 4 |
Develops an intervention proposal related to the theme and articulated with the discussion conducted in the text. |
| 5 |
Develops very well an intervention proposal, detailed, related to the theme and articulated with the discussion conducted in the text. |
ENEM 1000-score essays: an analysis of textual structure considering cultural capital
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Source: Brasil (2022)
