Split (2)

train · 8.45k rows

messages listlengths 3 3
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "At first cyclist feels fine gets little bit discouraged basically hes fine The cool pines rushing rivers Yosemite name written them CAPS He feels relaxed home water pine trees They give sense comfort He thinks first tree much anything others better He knows make doesnt know yet travel long way get water When sees sign It read ROUGH ROAD AHEAD DO NOT EXCEED POSTED SPEED LIMIT knows things going get rough the speed limit mph I waterdepleting mph At point starts get worried alone realizes doesnt water As runs water landscape surroundings start get drier drier He states tumble weeds crossed path The landscape seems get threatening a ridiculously large shake The landscape changes state water", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In 2013, BMW announces the development of the \"Traffic Jam Assistant\". Been able to be comfortable and easier to drive but the driver has to be careful while driving. Be aware of everything that is going on the road; and we're the one who takes care of the car and not the car protecting us or feel more safer. I honestly think that we're the thinking more of the fashion or the style of the cars, and become more less careful on the protection of our own. We have to think more of the protection and make cars more safer to feel and comfortable. The driver is not going to feel safer, but it's also going to convince the driver to drive more safer. According to \"driverless cars are coming' people are going to focus on laws that is going to keep drivers,passengers,and pedestrians safe. More cars are going to make and more style are going to make; but I also want to be safe when I'm in a car.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "electoral college is a process not a place. the Electoral college work on the selection of the electors where they vote for president and vice president couting each voter by congress. large populations in states lose by virtue in the mal-apportionment in Senate decreed in the Constitution. popular votes were mostly in florida but in the year 2012 when obama was just beginning to be president, he got 29 eectoral votes it was a success in the same margin in wyoming would net the winner only 3 electoral votes. other things being the same alot of large states get more attention from the presidential candidates in a campaign than some small states do. the electoral college is supossed to be a procces for the electors to vote for president and vice president and every 4 years theres gonna be someone new thats facing the president to be voted for the new president of the united states but when the electors come and vote if the president will still stay the president then he,ll become it for another 4 years but if the guy facing his way to be our new president mr. obama will have to stay as vice president. in columbia the district is allocated 3 electors and something like a state for purposes because of the electoral college. the reason in the following discussion the word \"state\" is also refered as the district of columbia. each person who is running for president your state has his or her own group of electors they are generally chosen to the candidates political party but the state laws vary on how there electors get selected on what there", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Driverless cars could be great for people in the future, but it will definetly take a while. Having a driverless car has positive and negative aspects, but do you want to take the risk Owning a driverless car could be extremly helpful. Driverless cars will still require a driver who is paying attention to the road at all times. These cars could helpful, of course you would still have to pay attention to the road but you could relax more and not be as stressed out as you would when you are driving. There are negatives to owning a driverless car such as you, a driver or passanger, may not be safe. Technology can always have a fault, what if one of these cars drove you into the other lane causing you to hit a car or you run off into a ditch. What happens when to cars hit eachother, who is at fault. The driver is at fault of course, the drivers need to be in control of the cars. I don't think that the driverless car is the greatest idea because of all the accidents that could occur because maybe the driver falls asleep and the car makes a mistake, what do you do then. I think we should just keep our cars the way they are, I would feel more safe on the road with the car's control in my hands. When I saw the title of this story I thought driverless cars would be amazing but as I continued to read through it, I noticed how bad these cars could be for all of the people. These cars could mess up and get you killed or hurt because you aren't paying attention and you aren't being in full control. I feel like more underage kids would think it would be okay to driver these cars because they don't take as much effort and aren't as difficult to learn about. I also think that some parents would let them too because they think it would be easier, but they are wrong. Driving one of these cars is just as dangerous as driving any other car in the world. It could be dangerous if you make it dangerous. In my opinion they should not invest in producing driverless cars, what they should do is invest in making cars run off of things like water, air, or from solar energy. That would be much more effective for earth, it would stop global warming becasue it is reducing all of the fumes that are released into the air. These cars will make people more lazy than they already are. We want to help everyone live, not just make the rich people in the world lazy. I understand that these cars take a lot of technology and they could help some people get places easier but technology could have faults, they could have messed up the coordinates for a place and it take you off into the middle of no where. This is just how I see the whole driverless car situation and I think we should put a stop to it.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I think agree computer usage controversal issue In opinion I believe computers negative effect people For instance s safe children get sorts things internet Also people spend much time front computer days major distraction also negetive effect kids school work It s never Do dicide computers negetive effect You decide Is nt every parents biggest concern safety children When internet kids capable accessing anything everything Sometimes kids nt even look bad things pop Would want child veiwing things control Also websites like one one greatest concerns comes internet safety Although supposed least kids lie age Did know users lie age And s always year old saying could year old saying re Not people lie age lie Is kind internet exposer want children Put stop right More overweight unhealthy This another negetive effect computers people It s gorgeous day Bright blue skies cotton candy cloulds sun shining s nice warm breece Perfect day go get active right Wrong None people would inside computer Instead going walk people would spend hours facebook This serious concern health People nt exercise enough add computers people never get active Instead playing video games onlin people need reminded turning computer playing fun beighborhood game baseball fun much beneficial This one step need take get healthier lifestyle Would nt agree Did know kids spend time computer likely poorly school Surely nothing else convince negetive effects computer coming home homework time spent front computer As student I admit computer tempting distraction easily pull student away studies You ca nt expect child make right decision tell go need study So Take action child definately suffer The time come decide Do believe Computers negative effect people It s clear computer safe Not mention much time spent computer instead active Most importantly computers negetively affect children s grades Do nt wait another minute Let s agree something", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "What if teachers were able to monitor their student's emotions during class? In the article, \"Making Mona Lisa Smile\", by Nick D'Alto, D'Alto talks about a technology that was developed that can detect how someone or something feels based off of facial expressions. How the technology works is that there are certains muscle in a person's face that codes for different feelings and if they move a certain way, then the person is conveying a certain feeling, which the computer can detect. This technology is interesting, but it shouldn't be used in school environment. Sure, there are some positives but overall, the negatives outweigh the postivies. This technology is expensive and insufficient, not necessary, and invades privacy, which can be a distraction. The technology used to identify feelings and expressions should not be allowed in a clasroom. This technology is too expensive to put in classrooms. It requires a good amount of money in order to install in into a classroom. Many classrooms do not have it right now too so it can be a huge blow to a country's capital or economy. Since many developing countries do not have the money to put this technology into classroom, they will lag behind in education even more, since they don't get the benefits that this technology may provide. Not to mention, investing a great amount of money into the technology is nt worth it because even in developed cuntries, there are bigger problems to worry about and more important issues that the government needs to fund for. Also, this technology is insufficient because as stated in the article, \"PC can't handle the complex algorithms used t decode Mona Lisa's smile.\" This shows that there are some computers that cannot handle the complex algorithm, so even if a school wanted to invest in this techology, they need good quality computers, whch is putting a bigger hole in their budget. Although this technology would be nice to have, it is a problem financially and insufficient. Along with it being a financial burden, this technology is not really useful in classrooms. In schools today, many teachers plan out their lesson before the class starts. With this technology, if a student were bored, the teacher would have to either change the whole class plan or let the student be bored. Also, there will be occasions where one student is interested in material while another is bored. This info really isn't useful because the teacher cannot satisfy both students at once. And then there is the issue with techology these days. In the article, a line states \"Most human communication is nonverbal, including emotional communication.\" Since many students are attached to their phones or devices, knowing their emotion really is not useful. They are either bored or not interested in the lesson. All in all, this technology really does not provide much in the learning environment today. Finally, this techonology can actually be a distraction and invade privacy. By being able to detect a student's emotion in class, the student may feel insecure. This can cause them to become paranoid and focus on their thoughts and assumption rather than the lesson the teacher is teaching. In the society today, cyber bulling is fairy common. If a student is already insecure, then knowing the teacher is monitoring how they feel in a classroom could cause the student to break down. And then there are the group of kids that want to be class clowns. Students can purposely activate a muscle in the face that codes for a different feeling than they are actually feeling. This could make students focus more on messing with the technology rather than paying attention in class. Another conflict that came to mind is if a student is feeling down because of something that happened in their life. Teachers may call on that student. With this device in a classroom, students can find this technology as more of a distraction than a use for the teacher. In conclusion, this technology has more of a negative impact rather than a positive impact in the classroom. It can serve as a distraction to the class atmosphere, a financial burden to a country's economy, and does not make a huge impact overall in the classroom. Although this technology is very interesting and provide some positives, it should be used just for kicks and giggles and not incorporated into a classroom.", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In \"The Challenge of Exploring Venus\" the author says Venus is a worthy pursuit despite the dangers it presents. Venus is on of the brightest points of light in our sky which we can spot on quickly. It's also the second planet from our sun. Venus is also the closest of earth in the size and density too. Venus goes in different speeds when orbiting the sun so sometimes we're closer to Venus and sometimes we're not and closest to Mars. It's been more than three decades that any spaceships has touched Venus. Almost 97 percent carbon dioxidein , over 800 degrees Fahrenheit, and the pressure is 90 times greater than what we experience on our planet. Hottest plants in our solar system. Venusian geology and weather present additional impediments like erupting volcalones, earthquakes and more disasters we have on earth too. NASA wants to send humans to study Venus. Which I think is going to be hard. If they will make it back or if they'll even get close to the planet Venus.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "There has been a lively discussion revolving around the megapolice influence on human health, as some people presume living in large cities results in a variety of problems. In my humble opinion, I consider big-city life to be harmful. A row of arguments can prove this point of view. The air and water pollution in cities tend to provoke a spectrum of lung and skin diseases. A number of people encountering lung cancer, chronic bronchitis, eczema and psoriasis prevails in megapolicies compared to small towns and villages. Even I have acquired chronic bronchitis while leaving in Moscow. It also must be mentioned that constant contamination of enviroment has long-term consequence for human genetics. For instance, several decades ago the phenomena of allergy was not so widespread. And nowadays, several hundred thousands of people are suffering from it, as their immune system responds inadequately to ordinary things, such as animal fur or dust. On the contrary, the medicine level in small villages cannot be compared with medicine in large cities. Some urgent problems such as limb break, infection, serious inflammation, heart attack, seizures or appendicits can be tackled only in large cities, where you can call an ambulance and it will come in a blink of an eye, while in countyside it can cause a dramatical outcome. My friend's grandpa in a distant village broke a rib and it stabbed his lung, and, unfortunately, ambulance did not make it in time. To sum up, living in megapolice can possibly extend your life, but for me the quality of this life is still doubtful.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "It is true, that art is depicted as one of the most crucial directions in the Humanities section. However, some sceptics insist on how meaningless this subject might be for children. Personally, I would support the idea of merging the disciplines into an upscale program for talented individuals. In the other words, my opinion is based on finding the balance between these groups. On the one hand, not every child is keen on STEM (Science, Technology, Engineering, and Mathematics) subjects. For example, according to the worldwide statistics, 60% of primary school students, mostly enjoy moulding the clay figures and draw, as long as it brings the flow of relaxation. It is widely known, that working with scientific papers and other practical materials requires a high level of stress and anxiety, while the art-related subjects help the pupils expressing their emotions and feelings to the fullest. Moreover, the whole process is operated by the sense of creativity, which is a must-have job qualification nowadays. On the other hand, the parental concerns are welcomed to be acceptable, too. Although, the idea of releasing innovative potential may sound promising, the most desirable specialists in 2020 are the software and civil engineers. Having said that, the vast majority of adults are worried about the future perspectives of their children. Unluckily, hard work of, for instance, graphic designers and book illustrators, is not being paid off well enough. Furthermore, a lot of artistic professions are not taken seriously and considered as not the best value for money, especially, for those parents, whose children are attending private schools. In conclusion, both scientific and art directions should be highlighted as significant in 2020. I strongly believe, that despite their advantages and disadvantages, they can easily complement each other. In this case, the visual representation of objects can be a great inspiration for the future inventions.", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "This article talks about an image being able to detect exactly how other people are feeling, even when they are trying to hide their emotions. A new software ha sbeen develloped that improves accuracy in perciving the emotions of others. this new software, the Facial Action Coding Syste, has promising applications for variety of industries. This technology can recognize emotions like the Leonardos da Vinci's renissance painting, Mona Lisa, she is 83 percent happy, 9 percent disgusted, 6 percent fearful, and 2 percent angry. The software is the latest innovation from Professor Thomas Huang and Professor Nicu Sebe. The process beings when the computer contructs a 3-D computer model of the face, all 44 major muscles in the model must move like human muscles. Eckman has classified six basic emotions, happines, surprise, anger, disgust, fear, and sadness, and then associated each with characteristic movements of the facial muscles. The facial expressionsfor each empotion are universal. By weighting the different units, the softwere can even identify mixed emotions. In fact, we humans perform this same impressive calculation every day. For intance, you can problably tell how a friend is feeling simply by the look on her face. Of, course most of us woulld have trouble actually describing each facial tarit. While it shows just how much this computer that knows when you are happy or sad. For example, if you smile when a Web ad appears on your screen, a similar ad might follow. Acordinng to the Facial Feedback Theory of Emotion, moving your facial muscles not only expresses emotions,but also may even help produce them. In conclusion I think that this new technology would be beneficient for the people because it would help to know better the people. Also to know about those muscular action units.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Some books libraries offend others So removed That point im going get across today Keeping people selfcontrol top priorities public So keep releasing publishing books offends certain groups Graphic gorey books books usually disgust people contain warning symbol people weak stomachs ca nt handle So means I m fine People need accept world sunshine rainbows gruesome stuff This take whole situation So people ca nt take heat stay kitchen However offense material races religions personal aquisitions something different concerns This certainly inflame groups even start protest boycotting Authors cases need review materialand make sure wo nt cause disruption Inflaming public want young authors This make public upset possibly lead author getting fired False statement inaccurate statements books lead public curiosity even conspiracy Not cause stir press like racereligion thing cause author fired This author wants So making sure work true hipotheticle good step These great steps achieving positive step public influence So inconclusion authors lots hands All way race issues religion fale statements These things authors want avoid Making public recommend book positive outcome press best author ask", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Dear I belive computers benifit society faster easyer way thing Communication email helps comunicat people nt time talk phone work nt want spend hour phone It also faster wating anwer phone ther phone mite die Or wont answer need information fast Another good thing computers looking information like going atrip look hotels find maps plane tikets see place look like school project need finish nt time read go internet If look contry peresident animal find picturs internet Even bilding progects like plastering wall bying window planting bilding shed find direction supplies need interent Computer even help someone work like arctech use computers make sketch bilding Even storing data like doctors ofice keep computer Or goverment keeps secet computers There ars still job like fixing computers bilding computers This I think computers good society becose without computers without computers people want job everything harder limited sertan things like fast communication work directions", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "According to the diagram, the town includes two main sections: urban and suburban, which divides by a Ring Road. A centre square accurately locates in the middle of the town, and a main road crosses the square then extends the length to two opposite directions. Two parkings and bus stands set up at the square. Moreover, all beginnings of road originate from this square. In the urban area, six blocks of housing surround the square and four recreational facilities locate among in the housings. Out of the Ring road is the suburban area, which is greater area than urban. Two industrial blocks separately locate the opposite corner of the town. In addition, ten blocks of housing dominantly occupy the most areas of the area. But just one recreational facility in the suburban area.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The Face of Mars Do you think the face on Mars was created by aliens? If you do, you're wrong. This is just a coincidence and a normal landform. This landform is a martian equivalent of a butte or mesa, which is stated in paragraph 12. The martian butte or mesa was formed abnormally. Also it'd be impossible for martians make this if there isn't even life on mars! First off, we have never seen martian life on Mars so it'd be highly unlikely that martians even made this landform. With that said the landform was just formed abnormally and the shadows gave it the look of a face. As you can see on the pictures at the top, you see shadows constructing a face on the abnormal mesa. Also as time moves on the mesa unforms and becomes a cracked looking landform in 2001. If martians would've made this, they would've found a way to preserve it so it wouldn't start to go away or crack. There was no life in space when we looked at mars and they nve has been. Martians should also have advanced technology if they're making outer space trips which makes this seem even more unlikely created by martians. Even if they did make this landform, why wouldn't they made contact with the human race? If they are in outer space the martians would've seen our satellite and would've tried to make contact with us. Out of all the landforms they could've made on mars, why would it be a face? It looks like a human face. If the martians did make a face, wouldn't they make it more martian-like? As I mentioned, the martians would have advnaced technology if they're making outer space trips, so why amke a landform and just leave there in the first place? It makes no sense. Also if this was a martian landform,NASA would've kept it a secret longer than a few days to learn more about this. Also wouldn't NASA look for alien life on Mars? As I said, there is no sign of alien life on Mars and why would they just leave a weird landform on Mars? Aliens did not preserve it which has to make it a abnormal landform. The shadows that made the face were just a coincidence. What do you think about the face on Mars? Do you think that aliens made it or that it's just a abnormal landform? Even though we may not make contact with aliens, this face was such an amazing coincidence and stirred up the media.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Al Smith workers working Empire State Building They obstales project like ca nt high wanted They fix mast skeleton wanted The Dirigibles example Most dirigibles outside United States used hydrogen helium hydrogen highly flammable When german dirigible Hindenburg destroyed fire Lakehurst New Jersey This explains gotten law happening ca nt things near Urban areas This proves Empire State building worked around", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "One time I patient I went mom dad sister grandma My cousins live going visit We drive hours small col bolt five people We patient car ride really exited When I first found going I really happy I knew I would patient We drive hole day get motel stay Then drive till fanaly great aunts lake house grandmas sister It fun geting see But came patients trip home We sad leave great time The trip home felt shorter trip still long When got home everyone us tired tired car glad didnt drive anothe hour home like grandma That time I patient", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The author concludes story paragraph end happy yet motivating note In story Saeng says failed test dissapointed The test must important dissapointed The author also probably ended paragraph show Saeng devoted passing test Saeng seems like sentemental yet reliable person I believe test spend minimal amount money wants earn respect mom That taking passing test seems important Saeng That author ended paragraph", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "My position on driverless cars are that I am a total advocate for it. I think driverless cars will become a safer way into the future. I also believe that it can have an huge impact on a becoming a green earth, or reducing pollution. Details from the story that provides valid info will definetly be passage 3. Passage 3 explains what and how many sensors the expiremental testing car had, which would also be on the final driverless cars. Also passage 7 explains what BMW has designed with the \"traffic jam assistant\" this is can be an aquired postive or a negative, because of people preference. Passage 7 explains what will happen when the car's computer system can not handle intense driving situations only humans can handle. Such as road work or traffic jams. The computer or car will sense if the driver need to tak over and a gret question comes up in this passage about what is the point of buying a car that is driverless but you have to wait until you might have to drive? This is a great question becuase it will lead more developement to the car but not all people have to buy the car. I would still drive it becuase it is safer that the average car, it designed very well to keep you afe during these drives and can give the driver a break at most of the time. It's just like every pilot needs an auto pilot for a break. I truly believe if pople accept these driverless cars to revolutionize the car business it will change lives and also some them too. I aslo am a strong advocate of the belief on that there are more postive than negatives about the driverless cars.On a side not, this can reduce taxi pollution by half leading to a cleaner world on earth.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Venus is a worthy pursuit despite the dangers? The author of the ''The Challenge for Exploring Venus'' supporting his idea very detail and well by descriping and comparing with others planet and how challenging it is. First,he talked about how the Venus looks interesting and challenging, in the text its state that, \"Venus is simple to see from the distance but safe vantage point on Earth, it has proved a very challenging place to examine more closely\", also said its not an easy condition but survivable for human and also Venus is the closest planet to earth. But even though he said that he also state how, is state '' NASA is working and finding the best machanical and computer for to last longer in Venus and helpful to use. Second, the author also state which is very well to support his idea it said, '' A thick atmosphere of almost 97 percent carbon dioxide blankets Venus. Even more Challenging are the clouds of highly corrosive sulfuric acid in Venuss atmosphere''. which means that the Venus temperature and atmospheric is grater compare to our planet. He even state '' beyond high pressure and heat, Venusian geology and weather present additional impediments like erupting volcanoes, powerful earthquakes, and frequent lighting strikes to probes seeking to land on its suface\". And at the third, the author questioning to support his suggestion; ''why are scientists even discussing further visits to its surface?'' also he answer '' Astronomers are fascinated by Venus because it may well once have been the most Earth-like planet in our solar system''. The statement prove that,he support his idea with details and well. The challenge must be not easy but as he said there's some people who is finding the solution and how to get better to prevent our world.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Cars have become an important part of our world. From their rising fame came consequences that effected our daily lives and our enviornment. Limiting car use can have advantages, like reducing greenhouse gasses and making ones community better to live in. By limiting car usage, the amount of greenhouse gasses- gasses produced by exaust, carbon dioxide, etc.- would be reduced. Greenhouse gasses effect the ozone layer of the earths atmosphere and that in turn effects the health of everyone breathing in the earths oxygen. Greenhouse gasses, albiet the healthy sounding name, is not good for people or the enviornment. By limiting car usage, people can put a dent in the amount of greenhouse gasses being produced. \"Passenger cars are responsible for for 12 percent of greenhouse gas emissions in Europe... and up to 50 percent in some car-intensive areas in the United States\" (5) This means people can change the world by simply reducing their car usage. Changing the way one lives can change the way they look at life. Some people in the community of Vauban have found happiness just by reducing their car usage. \"'When I had a car I was always tense. I'm much happier this way.' said Heidrun Walter, a media trainer and mother of two\" (3) In this community people get to experience walking down the street, hearing people instead of the constant sound of a running car. \"In this new approach, stores are placed a walk away, on a main street, rather than in malls along some distant highway.\" The people living in the community don't have to go out of their way to buy something when they can just walk down the street and purchase it. The town of Vauban entertains the choice of effeciency and health over inconvienence and unsafe air. Limiting car useage can have many advantages, like reducing greenhouse gasses and making one's community better. Although cars are convienent the people in the town of Vauban would rather live in a reduced car community.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The setting essay Do exceed posted speed limit dry sandy hot deserted On way Yosemite takes short cut desert When first leaves hot flat part desert His mood high confidence Things began well enough I rode morning strong legs smile face With arrives first town hes wasnt worried bad plenty water moves The terrain starts working search water Flat road replaced short rolling hills large high way sign jumped It read Rough Road Ahead Do Exceed posted speed limit This lowers confidence especially everything deserted heat stroke one would around find He keeps determination sees factory yet moves When see first comp overwhelmed relief terrain flattens When asked need direction say map keep stick terrain knows rest He keep hopes follow true set directions", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In the present age, the major section of society has a mindset to conceive a baby after entering the thirties. People believe that they should first focus on their career and after being successful, they will plan regarding family life. In the following paragraphs, I will discuss the possible reasons for this thinking and further, I will give valid points as to why having children later in life could possibly lead to disadvantages. To begin with, the root cause for this mindset is that nowadays, society has money minds and they want to earn a handsome amount of money in the initial stage of their career. For the purpose of earning money, young couples avoid conceiving, because they think that with kids, they will not be able to target their careers. Furthermore, the young generation like to do social interactive activities by having parties and going on vacation with friends and they like to enjoy their life like a free bird. But, our generation believes that after having a child, life will not be the same. So, that's why couples avoid having kids at the early stage of marriage. For instance, after a child, you cannot go to late-night parties and you cannot leave him alone at home. So, after having offspring, your whole day revolves around them and you cannot spare time for yourself and it is a valid reason by people do not want to conceive early. Though people want to have kids later, there are certain drawbacks to choosing this path. Firstly, after a certain age, the count of sperm decreases and similarly females also start facing hormonal issues due to which sometimes it becomes impossible to give birth to a baby naturally. The second drawback is that when individual plans to have offspring at a later stage, in this case, the age gap between parents and children increases. Due to this, there is a generation gap among both generations which leads to clashes between children and parents. So, in the end, I would like to conclude that though a career also matters in the individual's life at the same time, he should also focus on family growth and try to maintain a balance between both roles.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "One way we know that is was now created by aliens i that there was no sign of them when we went to Mars. Plus we know that it is to hot for there to be living creatures. Most all of us have has known that mars broke away from the sun that is why it is so hot there. Mars is a big hit in movies, books, magazines, and talk raidio shows. Some of the people that has went to Mars have taken pictured of what looks like faces in the outer layer of the planet. How we knew Mars is off of the sun is that it is close to it and it looks identical in almost all the ways possible. Mars is called the red planet cause of its enormous amount of red on it. which leads to say it is from the sun. Plus it is close to 100+ degrees on the planet plus the heat of the sun doesn't help that at all. Researcher still wanna way to find out how to make it where people can live on any of the planets. But there is one problem there is no oxygen up in space so those up there would die in a matter of seconds. I think Mars could be a bad planet to keep going on cause there are more things thhat can go wrong up there. They risk lives every time they r up in space. If one thing is done incorrect the hole thing fails and then some lives amy be lost. That is all i have to say about this topic of Mars.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Ill be sumerizing the article over venus and why it is not we can not step foot on this planet. It says in paragraph two that venus is drapped in clouds and that the un manned ships that have been send did not last more that 2 hours. That is whay no man has ever steped foot on Venus. Venus is a chellenging planet the last time a space craft touched down was 3 decades. Beyond high pressureand heat, eupting volcanoes, powerful earthquakes, and frequent lightning strikesto probes seeking to land on its surface. If Venus is so inhospitable why are scientists even discussing visits to its surface. Astronomers are fasinated by Venus because it may have been much like earth long ago. The planet has a surface of rocky sediments and includes familiar features such as vallies, mountains, and craters. Striving to meet the challenge presented by venus has value, not only because of the insight to be gained on the the planet itself. also because human curiosity will likelylead us into many equally intimidating endeavors. Our travels on Earth and beyond should not be limited by dangers and doubts but should be expanded to meet the very edges of imagination and innovation.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Making Mona lisa Smile I agree that using technology to read students emotional expressions is valuable because you can communicate more with your expression not just with people but also with computers. For example from text,\"Most human communication is nonverbal, including emotional communtication,\"notes Dr. hang.\" It helps students because it shows the computer your emotion when you don't understand something and it's like a teacher seeing your face while you do work on something sam way it works on a compueter. Text from paragraph 6, \"A classroom computer could recognize when a student is becoming confused or bored\",Dr. hang predicts.'' It can also be just a painting and it can show the emotions of the painting you can use it even identifys your mixed emotions, Text from passage,\"Using vido imaginary, the new emotion-reconigtion software tracks these facial movements in a real face or a painted face of Mona Lisa.\" The same way you see someones expression when you talk to them is the same way the computer will show it, you may not always be accurate sometimes you may think they're sad when they're really happy same for compueters text from paragraph 5,\"Of course, most of us would have trouble actually describing each facial trait that conveys happy,worried,ect.\" Using technology is valuable to students, it shows another way to communicate, it shows if your smile if real or fake, it's like other people are being able to detect your feelings even if you don't want them to see it. Students can also learn different expressions they thought they didn't have example from text,\" According to the facial feedback Theory of emotion, moving your facial muscles not only expresses emotions, but also may even help produce them.\"", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The Face on Mars is just a natural landform although, many others would disagree. Sure, there are many theories of how it could have been made by aliens but, where's all the evidence? There is no evidence for aliens having built the Face and, saying the Face is a natural landform makes much more sense. Some people have said that it has been built by aliens but NASA is just hiding the evidence. NASA would not hide such evidence even if there was any. NASA would be able to profit if they found proof of ancient or modern lifeforms that built the Face. NASA would receive a bunch of funds to go explore Mars, there would be many people lining up to go, and many more positions at mission control buildings would open up. This would give NASA a lot more oppurtunities to go explore and make money. Other people have been saying that maybe the evidence hasn't been found yet, but aliens have built the Face. Clear pictures have already been taken of Mars and of Cydonia and show no evidence of aliens living there or having lived there. Pictures haven't shown huts or any other buildings where aliens could have lived. There are also others who say, \"How does a natural land formation end up looking like that?\" Well, the features on the Face are really just shadows of higher points on the Face or holes in the Face. There are also many landforms on Earth similar to the Face such as buttes or plateaus. This shows that aliens did not make the Face and that NASA wasn't hiding evidence about aliens building it. It also shows that there is no evidence of aliens having lived on Mars or currently living on Mars. If there were no aliens on Mars, how was the Face made by aliens?", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The features setting great affect desperate travels weary cyclist The sometimes disappoint sometimes uplifting scenery passes affect physically emotionally passes portrin road nothing ramshackle shed several rusty pumps corral becomes disturbed The cyclist running low water becomes even distraught road speed limit posted mph doing waterdeleting The setting hot June sun affects cyclist puts state dehydration In ironic twist cyclist affected emotionally passes factory abandoned The factory features picture boy pouring glass juice mouth upsets thirsty cyclist", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Imagine knowing what emotions people display, even though they are not always being truthful of their expressions. The invention that was created is called \"Facial action coding systems\" or FACS. It can read the emotional expressions of anyone. From the passage, Prof. Thomas Huang used the software to test on the Mona Lisa painting. \"She is 83 percent happy, 9 percent disgusted, 6 percent fearful, and 2 percent angry.\" The software explained that even though the picture makes it looklike the Mona lisa is happy, she wasn't all tht truthful of her emotions displayed in the picture. Another example was that \"\"The facial expressions for each emotion are universal.\" Observes Dr. Huang, \"Even though individuals often show varying degrees of an expression.'' (like not smiling broadly). Using video imagery, the new emotion-recognition software tracks these facial movements-- in a real face or in the painted face of Mona Lisa.\" the evidence explained that people are often times seen as displaying an emotion. Even though they show said emotions, The scanner really tells what a person wasw feeling. Another piece of evidence from the article claimed that \"Humans can perform this same impressive \"calculation\" everyday. You can tell how a friend is feeling simply by the look on her face. Of course most of us would have trouble actually describing each facial trait that conveys happy, sad, etc.\" The quote was stating that humans can calculate if one person is sad by saying \"what's the matter?\" or if they are happy, they ask what brought them in a good mood. Dr. Huang claimed thar \"Artists such as da Vinci studied human anatomy to help them paint facial muscles precisely enough to display an emotion.\" Even though most humans may have difficult knowing that said emotions are displaying (ex. Alexythmiacs or face blind people) they may depend on the software to help them understand what emotions are on display. Final piece of evidence stated that \"Most human communications are nonverbal, including emotional communication and that computers will need to understand that too. Your pc at home can't handle the complex algorithms used to decode Mona lisa's smile.\" A reason for that is that if a p[erson has a computer and has a look of discomfort, the computer will not really have the scanner to recognise what the person is feeling even if they want the computer to do so. In conclusion, The FACS can recognise anyones emotion with just a scan of the face, But it is good use to see if students will display anything when in the classroom.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The features setting affect cyclist conditions road weather hit bad nasty water along hazardous things also tried ride desert already drank bottles water nothing left drink dehydrated drink nesles water It hard keep going dehydrated bad one point big snake almost took entire road ease way riding conditions bad thought going die said birds going eat The weather hot hard go finally found bathroom went inside drank water sink yellced man told direction wanted", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Achieving an aim requires significant effort and sometimes a little bit of luck. Many successful people of today are those who spent countless hours on trying reach their goals. I completely disagree with the idea that achieving one’s aim is mostly by a question of luck. I believe that, considering the ways people become successful may be sufficient enough to prove this point. Most importantly, a person’s success is directly proportional to his efforts. More work produces best results. When we investigate the lives of the most successful people in our world, we can see clearly that they even gave up on their sleep and relaxation to reach their aims. Their success was almost completely due to their hard and consistent work. However, luck was not always on their side. Therefore, we can easily say that achieving one’s aim is mostly due to their efforts and not their luck. In addition, in order for someone to be lucky, they have to show some effort. A person who did not buy a lottery ticket, can not win the big prize no matter how lucky he is. Luck is just a contributor to already successful people’s success. Furthermore, those who are dedicated to win will produce their own luck in times of difficulty. They will try many times before they can finally reach their aim. Thus, achieving a goal is not mostly by a question of luck but effort. Lastly, luck is useful in the hands of individuals who are prepared to get tired. Those who do not want to work may not make use of the luck that is given to them. So, when we see someone with many achievements we should understand that he worked hard, no matter how lucky he is. Finally, success is never a coincidence or byproduct of luck but it is an outcome of hardwork with tears and sweat.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "A cyclist always face many problems weather condition road etc", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I think its a great idea to have driveless cars. People have always strived to push towards the future and driverless cars is a wonderful idea. Sergey Brin believes that such a car could fundamentally change the world. ''Automakers are continuing their work on the assumption that the problems ahead will be solved''. ''The road to the truly autonomous car stretches on ahead of us, but we grow closer to the destination ever day''. I've heard or flying cars and every other idea of a better future but this one seems alot more realistic and new. I under stand the want and demand of the people in the world. Everything and everyone is trying to improve themselfs and the things around them. But without the option of smarter roads and new and interesting things to drive the people all were going to do is want want want and never find ways to get it done. I know that some people have that deive that will to improve but there are also people that do not want to move a muscle. So we have to push those people to better their self before they can help better are world.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In the passage, “Unmasking the Face on Mars”, you read of two different veiws on how the “Face” came to be. On one hand, there is the arguemnt that the “face” is proof of life on Mars. NASA sees it in a different light. People which work in science feilds invollving landformations believe the “face” was made from natural causes. In NASA, it is mostly believed that the “face” they've come across has much to do with landformation. On Mars, and other planets, there are always different indentions and craters left on the surface which creates landforms. Now look in the passage at the section it talks about the images of the formation. There are three different pictures of the “face” all in different years and different qulities of the cameras. The first picture shows a clear image that looks exactly like a face, compare that to the second image and perhaps you'll notice how much more the “face” is shadowed than that of the first. After comparing the two, take a glance at the third picture taken in 2001. In the last picture you may see an even bigger difference than that of the first image. It is a very clear picture, regarding the knowledgeable observation that the face can be a part of land formed by a natural cause and which also has that of a shadow of a human face. Also, later explained in the passage in section 12, is of how simular the landform is to that of some here on Earth created by lava. At first, it was very difficult to get a nice clear picture due to the weather on Mars at that time the third picture was taken ment to be taken. The team did not give up however! Stated from the passage here- “It’s not easy to target Cydonia,” says Garvin. “In fact, it’s hard work.” ... “We had to roll the spacecraft 25 degrees to center the Face in the field of view,” said Garvin. “Malin’s team captured an extraordinary photo using the camera’s absolute maximum resolution.”- the team worked hard so all people could see the face in clear sight. Refelcting on just how popular the whole idea of an actual face being on Mars and comparing that to the thought of landformation, the passage gives good insight into how NASA has a strong argument in the case along side the case of live on Mars.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The chart provides information about air pollution rates and its various culprits in four different countries, namely China, America, Japan, and Australia, during 2021. Overall, the country with the highest rate of PPM was China, in contrary to Australia with the lowest rate. Roughly, electricity generation seems to be the least common cause of pollution, whilst transportation and pollution from industry seems to have similar levels of PPM. Japan and China's PPM trend seems alike, with industry ranking the first in PPM level contribution, transportation ranking second, and electricity generation coming third. China's industry, transportation, and electrical generation was roughly 80 PPM, 70 PPM, and 60 PPM respectively, while all of Japan's pollution causes levels are approximately half of China's, with industry contributing a little more than 40PPM, transportation with 30 PPM, and electricity generation with around 15 PPM. Australia and America, on the other hand, shows no similar patterns to any countries in this chart. America's highest pollution contribution was transporation, with a similar level to that of China's electricity generation, with almost 60 PPM. Transportation and industry's PPM rate in America were alike, with approximately 30 PPM. Meanwhile, all of Australia's sources of pollution's rates were almost the same with 20 PPM, even though electricity generation's PPM level being slightly higher than that of transportation and industry's.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The author concludes story paragraph Where Saeng vowed silently spring snows melt geese return hibiscun budding I take test Minpong Ho failed test Saeng failed fine finetoothed comb hibiscus hedge well gentle grandmother Apperantly things could found snows melt geese reture hibiscus budding", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I believe good ending story When Saeng says When come back talking flowers When come back alive In spring shows flower come back When snows melt geese return saying winter snows melts geese return spring And Hibiscus budding She saying flowers blume spring Then I take test saying happens retake test spring This shows Saeng watching things happening count till spring retake test She ready spring study pass test work flower This goal winter till spring comes", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In recent time, there have been separate views on leadership. the first school of thought stands for, leaders birthed with traits while the other stands for leaders being trained. This essay shall explain both stands. Though, I am of the opinion that leadership skills can be learnt. Firstly, in biology, traits are transmitted from parents to Offspring leadership characters are not excluded. in Crenshaw University, a research chain was concluded concerning this topic and it was discovered that, offspring of prominent world leaders come with a high degree of leadership character as well and need little or no training before the skills are exhibited. A prominent example of an inborn leader is Rudolf Stern, a highly skilled Russian General who led and won many battles for the Russian resistance army.His Father was Vladamir Stern, an equally skilled military leader. On the other hand, leaders can be trained and bred. because, a child is considered a blank slate, experiences and lesson can mould them to developing certain skills, with Time and frequency of use, mastery is attained.A solid example of a bred leader was Napoleon Bonaparte who was a timid country Side Boy, but after passing through a series of trainings from the military, he became a renowned military leader in France who had a ton of victories under his stint. In conclusion, both sides are valid and have their various evidences of occurrence but I shall remain with the school of thought that agrees that leadership can be learnt.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Dr. Paul Eckman has classified six basic emotions happiness,surprise,anger,disgust ,fear and sadness. they are controlled by facial muscles above your eyes. People can tell when u are fake smiling or making a fake facial exspression. There is a new technology called the facial Action coding system enables computers to identify humans emotions. They also exsplain how people can tell what your emotion is by your facial exspressions. They can tell if you are happy or sad just by looking at you also when u fake smile specialist can tell because it streches your mouth sideways using the zygomatic major and a different muscle. A muscle called orbicularis oculi pars palpabraesus makes crow's feet around your eyes which is also a sign that u have a fake smile. They also explain the steps you can do to show what they are talking about with having \"crows feet\" when you are fake smiling. moving your facial muscles not only exspressses emotion, but also helps produce them and putting on a happy face eventaully works. some actors have to use these emotions and facial expressions when they are on stage. its crazy how making faces could show so much about emotions.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "It is said that money is the biggest motivation for people to keep working on their jobs. There are other factors which have an impact on workers' motivation as well, but, money is believed to be the strongest one. In my opinion, money is indeed main factor for all jobseekers, however, there are majority of people who are interested in occupation itself rather than a big salary. These days, many people want to have easy job with high salary, so that they can enjoy their happy life. For instance: A person with vast amount of money can buy absolutely everything and live a dream life. Furthermore, there are many cases when people helped other people who had financial problems, therefore, they made not only themselves happy but others as well. However, to be realistic earning a plenty of money does not mean a happy life, that's why there are some people who do not care about numbers but their favourite activity. In my experience, most of the people who have low salary but favourite job, are more content with their lives than those who do not work in their preferred domain. For example: for individuals who's work connected with arts is often difficult to earn big money, but they keep working hard just because of their passion to their favourite activity. There were many cases when people successed due to doing their favourite work for a long time, so it is important to do not be afraid of failure, as success comes up only with numerous numbers of tryes. To conclude, money plays the main role for many people at searching a job, which is obviously reasonable as everyone wants comfort life. However, they are not always happy with their lifes, that's why I think it is always better to consider factor of happiness when searching for a new job, as being content is more important that buying happiness.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The author shows a lot of support for the idea that studying Venus is a worthy persuit despite the dangers in a multitude of ways some of which include interesting facts, to ways how it could be done. He even tells us in the first paragraph saying \"it has proved a very challanging place to examine more closely.\" so it is not very easy to do but it is possibe. The author even talks about how humans have already sent numerous space craft to venus in paragraph two \"Each previous mission was unmanned, and for good reason, since no spacecraft survived the landing for more than a few hours.\" and just a sentence after that it tells us \"numerous factors contribute to Venus's reputation as a challanging planet for humans to study, despite its proxmity to us.\" so the author tells that us despite the issue of how dangerous it is to land there, it still tells us as readers that we are still studying it despite how much of a challange it is, and just because we are close to it doesn't make it any easier to study. In paragraph four he starts telling us why its worthy, despite how hard it is to study by saying \"astronomers are fascinated by Venus because it may well once have been the most Earth-like plane in our solar system.\" and then continues on to say \"Long ago, Venus was probably covered largely with oceans and could have supported various forms of life, just like Earth.\" so he is implying that benefits of studying Venus would be that we would be able to see if there were other life forms on the planet in the past, and that we would be able to find out what happened to the past earth like planet. The author also keeps telling us that Venus can be our nearest option for a planetary visit, so that it would be cheaper to get there and we could try to study it more without spending too much despite the dangers. Cheaper then its counterpart Mars at least. He even tells us of some ways that NASA has ideas for sending humans to Venus so that we would be able to study it without that much effort despite the dangers. The author even supports his claim in paragraph eight by saying \"Striving to meet the challange presented by Venus has value, not only because of the insight to be gained on the planet itself, but also because human curiosity will likely lead us into many equally intimidating endeavors.\" by saying that he tells us some of the benefits like how studying the planet has value, but he also tells us that we will likely be studying other dangerous planets and that this is just one of the many we will be studying so doing this one is no different and that it would be well worth the challange, but also the insights we would earn from the planet itself. In the next sentence he tell us that \"Our travels on Earth and beyond should not be limited by dangers and doubts but should be expanded to meet the very edges of imagination and innovation.\" the author is telling us that we should not be scared of the dangers and doubts, but that we should improve upon ourselves and shove ourselves to the edge of imagination and innovation, despite the dangers and that it is well worth the risk.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "How would you feel if robots had your life in their possesion? Driverless cars are being developed by many different manufacturers. Driverless cars are not safe enough to be put on the road, as they can cause accidents and injuries if they glitch out or malfunction. Driverless cars are a bad idea and will be a big problem going into the future. One reason is becasue the cars can cause an accident and seriously injure someone that wasn't even driving. In fact, traffic laws in most states do not allow driverless cars to be on the road, as the cars have not been proven safe enough to handle most extreme conditions. Another good point is the cars could have a glitch in the system and get into an accident. The robotic cars would be in complete control of the passenger's life and other's once it starts driving on the road. If they do not alert the passenger to take the wheel, it could injure them and other drivers. A counter-argument could point out that the cars have various safety precautions and will alert the passenger to take the wheel, but glitches in the system could occur and fail to alert the passenger. The manufacturers could get into big trouble even if the car didn't malfuntion because people wouldn't know if the passenger or the car was at fault in the situation. Driverless cars are not needed in this world. Of course they would be a cool and convenient thing to have around, but they are too risky and dangerous to be brought into everyday life. I do not approve of this until the manufacturers prove that they are safe enough to withstand a storm. The same question could be asked. How would you feel if robots had your life in their possesion?", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I walked living room one night saw mom computer I thought always computer nt work I said mom I think hour two computer night one I told I think computers bad choice nt know internet trying talk Also gets way exercising spending time family friends The internetcomputers dangerous days You never know someone friend predator trying get Say talking someone thought friend well nt know sure I could older man women trying get hold probably kidnap Steal worse Now I watch news see many kidnapping kids talking people internet nt know look like Like girl talking man thought friend turns nt got whole lot trouble Maybe met would gotten hurt scared memory rest life Family important families days I heard spending time family would bring grades school talk learn new things Sadly happening people isolated computers nt spend one minute family friends I friend always computer She never spends time family friends She focused computer screen going around Recently getting computer making time family friends Even grades started going spending time studying mom dad example myspace getting work done school In words happy life changed experience gone Most people think use brain knowledge call exercise That one way put exercise body People spent time eyes glue computer screen nt go play maybe go gym The rate obecity country increasing many reasons lack exercise one people spend much time watching tv computer I little cousin weight playing sports exercising But She spends free time computer stuffy room instead getting fresh air outside She keeps asking I get age I keep telling I exercise play sports I ca nt tell I keep saying never listens To day still nt take advice get computer go outside play I strongly agree two hours computer night computers For kids saftey bad people world spending time family friends finally exercise stay fit bodies I hope people understand I say take action persue life convice others", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Studying Venus is a worthy pursuit despite the dangers it presents. You might never known what is in the venus. There might be scary creatures or some kind of viruses you never known. Venus, is one of the brightest points of light in the night sky, making it simple for even an amateur stargazer to spot. Venus is simple to see from the distant. Venus is the second planet from our sun. Venus has the hottest surface temperature of any planet in our solar system. Beyond the high pressure and heat, powerful earthquakes, and frequent lighting strikes to probes seeking to land on its surface. Long ago, Venus was probably covered largely with oceans, and various forms of life, just like earth. The planet has a surface of rocky sediment and includes familiar features such as moutains and valleys. The value of returning to Venus seems indisputable. Furthermore, recall that Venus can sometimes be our nearest option for a planetary visit. Venus might be the nearest option for planetary visit. NASA is working on other approaches to studying Venus. Some simplified electronics made of silicon carbide have been tested in a chamber simulating the chaos of Venus’s surface and it lasted for three weeks. These devices were first envisioned in the 1800s.Just imagine exposing a cell phone or tablet to acid or heat capable of melting tin. By comparison, systems that use mechanical parts can be made more resistant to pressure, heat, and other forces. You need to study about Venus before planning to go visit the planetary trip. It may well once have been the most Earth like planet in our solor system.Nasa isnworking to study on other approaches made of silicon carvide.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "There many obstacles builders Empire State building face trying allow dirigibles dock One reason dirigibles unsafe This dirigibles outside United States used hydrogen extremely flammable If dirigible caught fire densely populated place many people could die Another obstacle builders faced nature This winds top building constantly shifting back dirigible would swivel back forth They could fix problem putting weights back ship impractical unsafe This weights dangling high pedestrians one broke could kill someone The third obstacle law airships flying low urban areas would illegal ships tie building The final obstacle wind could pushed ship onto sharp spires could puncture ship pilots would nt able get mooring equipment These obstacles builders face caused mooring equipment installed", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "He ended paragraph like want read could showing comparison flower Saeng When come back Saeng vowed silently spring snows melt geese return hibiscus budding I take test The quote showing flower fight winter come back Saeng failed test going back retake test Which shows modivation integrity come back", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "It is a horrendous truth, that rapid growth in manufacturing of goods affects the environment drastically. There are a plethora of reasons, why this product manufacturing causing the issues, such as deforestation for construction, goods-producing factories generate toxic fumes and polluted water into the rivers, but nevertheless,there are some considerable solutions of this misfortune like, plant more trees and limit the working time for factories. To begin with, the significant cause of damage is cutting down trees for the construction of new colonies because of the growth in population and personal preferences. Although, people are in need of more houses, so the companies continually clearing land. Additionally, There are a lot of industries in every city, those are creating pollution while manufacturing process, for example, soap and chemical producer farms mix their dirty water into natural rivers and smoke from chimnies pollute the climate. Furthermore, if there are problems associated with the production of consumer goods than there are several solutions, for instance, planting more trees is one of the best ways to mitigate the obstacle. However, cutting down trees could cause more serious problems, but still,nations should plant more trees to protect the atmosphere. Second, the government should restrict the working hours and limit production, so companies could make the required stuff. Moreover, factories have no limit restrictions on them, that's why they produce more products for their profits. In conclusion, even though raise in the manufacture industries cause complications for the natural surroundings, but therefore, some possible steps would make a difference to prevent the damage from industries.", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Nowadays, many people are working very hard to get an extra money to cope with life requirements. While some people think that we should not pay taxes in the country, others argue it mandatory. I agree to some extent with not paying taxes to the country as the government to develop the country to ensure we have a convenient life. This essay will discuss both sides of the arguments and provide a conclusion. To begin with, there are several reasons why people are not willing to pay taxes. Firstly, people are working for long hours these days to get extra income to buy life necessities. As the life is becoming more difficult, people need to ensure they have the essential facilities such as house and car. For example, the majority of the people are saving their income to buy the dream house for their families. Secondly, life is full of surprises that could appear out of the moon such as illness. Therefore, they will use the extra money they saved to go through these events. Furthermore, the governments use the collected taxes to support the country. To commence with, the country development totally depends on the government, and if the states do not have the money for these the life will be impacted. For instance, the governments collect the taxes to enhance the transportation system and health program. Moreover, the governments need to maintain the country economically. Accordingly, without the money collected from the taxes they will not be able to push cache in the market and save the local currency. To sum up, whatever the reasons are, both the people and the government need the money either for personal development or country services enhancement. I profoundly believe that with the money collected from taxes the states will build better country in terms of services and economy, however, the taxes should be reasonable so the people could save some money for their life requirements.", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Students can feel various different types of emotions throughout the school day. School can be very stressful and overwhelming yet so enjoyable at the same time. When students are feeling a certain way, it may affect their ablity to learn. By incorporating the use of this new technology called the Facial Action Coding System in the classroom, teachers or even the computers themsleves could alter the learning style of the information being taught, making it customized and fitting for a specific student based on their emotions. Everyone is different when it comes to learning. Some students may be visual learners where as some students may be auditory learners. There are numerous, unique differences spanning from individual to indivdual which makes it hard on teachers when trying to teach a group of students the same material. The use of the Facial Action Coding System would make the job easier on teachers and prove helpful for students. For example, if a teacher could not visually recognize that one of thier students was tired, they may continue on with the way they are teaching the information, and that particular student may not grasp the concept being taught. With the Facial Action Coding System, the teacher would be able to recognize the students emotions and would have the opprotunity to alter her teaching method to somehting more engaging for the student. This would also prove helpful for the student that was feeling tired becasue they would now be able to become engaged with a modified style of learning. If the Facial Action Coding System recognized that the students appeared to be happy and engaged, this could guide the teacher to continue teaching in that particular style and it would benefit the students trying to learn. Another way that this new technology could prove valuble in the classroom is if students were doing work on their computer or other elctronic device. If the Facial Action Coding System was installed into the learning devices that the students are using, the device itself could alter the learning style of the information given to fit the students needs. Even Dr. Haung, a professor at Beckman Institute for Advanced Science at the University of Illinois, predicts that \"A classroom computer could recognize when a sudent is becoming confused or bored. Then it could modify the lesson, like an effective human instructor\" (Huang). The Facial Action Coding System would prove to be valube and helpful in many ways when incorporated in the classroom. The use of this technology would allow teachers and electronic teaching devices to enhance their learning styles to attend to all different types of students. Often times teachers forget that some individuals learn differently than others and only focus thier course in one direction. This new form of technology could serve as a reminder to teachers that students vary in learning styles but could also account for those differences among students.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I believe offensive books music movies magazines libraries I think taking shelf people want children s reading looking thing looking Today I m going againt views censorship libraries I think fight libraries build children read The materials libraries offensive put another area older poeple Not children s go libraries I m asking newspaper help us fight libraries shelf young people children s And type s book children part libraries shelf We right s take book s children side And rights put offensive materials side older people like books music movies magazines young children read The point I m trying make think children s learn And know young person They grow fast like people We need make better young children s So self children s day", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "How would you feel if I knew your emotions all the time? Would you like it? Would you hate it? Yes, I think we should use the facial coding system to students actions to prvent something bad from happening, such as depression. One way that this facial coding machine can also help is by detecting whether someone is happy, sad or angry. Some textual evidence that supports this is \"She's 83% happy, 9% disgusted, 6% fearful, and 2% angry.\" These are just a couple things this facial coding device can detect. A couple other things that this facial coding can detect is whether you are lying and fake smiling. Some text evidence that proves this facial coding machine can do that is \"But in a false smile, the mouth isTo an expert, faces don't lie; these muscle clues are sometimes used to spot when a \"smiling politician or celebrity isn't being truthful.\" In conclusion, I think all these ideas of this facial recognition device is a good idea because it may help us atch earlier signs of bullying or people fighting. I think this is a great idea.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Children’s development is very essential. It can decide whether children will grow up to be a better people or not. Many people think outdoor activities are more useful for children’s development compared with playing computer games. For me, I strongly agree with this view and wil give my reasons in the essay below. The main reason that I agree with this statement is about socializing. Everyone knows that humans are social animals. That means they cannot live alone in society, especially kids. Outdoor activities can help them to talk with other people or play with other kids, including making friends. Moreover, childhood is the age of learning something new. They will learn something new all the time from us which can make them have a good attitude when they grow up. While playing games make themes lost of self-awareness for surrounding. As a result, outdoor activities teach children to be a good socializing Another reason that I hold this view is about health. As I talk in the previous paragraph, childhood is the age of not only learning something new but also trying. Outdoor activities in terms of sports such as football or basketball can help not only connect with other kids but also make them healthy. Compared with playing computer inside their room which makes them diminish and hurt their eyesight. As it can be, children will have a good physical health form outdoor activities. In conclusion, I strongly agree that adults should support their child with outdoor activities for the purpose of socializing and good physical health.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The features setting would affected cyclist lot There man takes advice old men takes shortcut Yosemite Park The shortcut leads thirst park The narration states A sandblasted picture young boy pouring refreshing glass juice mouth couldstill seen Kurmaskie This feature could affect cyclist discouraging cyclist comes first town finds yet water picture something makes thirsty It could also make angry old men led pointless journey Another feature affect cyclist lack trees shade The thing could feel sun beating back The narration states Wide rings dried sweat circled shirt Kurmaskie This also makes cyclist believe old men know talking", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Emotional output can inpact people a lot. By having a positive emotional expression, it can show what you like. By having a negitive emotional expression, it can show to people what you dislike. By having technology that can accurately show your emotions and how your feeling could help us a great amount. Schools often have trouble engaging students into being interested in what they are learning. If schools implanted this software into their programs, we could find ways to exite certain children. I think every school should have this! Being in school can be awful a certain points, even making you want to just not go, but by using an emotion reading software, it could show what interest children. With the ability to show every percent of every emotion you have can show how happy you are in a subject. the procision of this software is insane. For example, they tested the Mona Lisa and said that \"She´s 83 percent happy, 9 percent disgusted, 6 percent fearful, and 2 percent angry.\" Teachers can use this on there students and they can change they way they are teaching them. By using this software, it can change schools entirely. Schools can also us this technology for bullying. Bullying in schools goes on everyday it it's hard to know if a kid is getting bullied. With this technology, we can see if any students are uneasy and fearful in school. After they know if a child is fearful or uncomfortable, teachers and staff can meet with the student and see if it's their home life thats making them feel this way or if it's a bully. I believe this technology can help us know if a child is being bullied or abused. Schools could use this software as a lie detector. For example, \"These muscle clues are sometimes used to spot when a 'smiling' politician isn being truthful.\" This software can help schools to tell if a kid is lying about something. Disaplenary actions at schools can sometimes be wrongly convicted to some students. By having this software is schools, this will help the teachers and staff a great amout. It can also see if a student has done something bad even before you know what they did. Less time will be spent trying to figure out if they are lying or not. Schools are supposed to be a safe, fun enviroment for children . Technology that can read emotions can help us figure out how certain kids are feeling and what they are saying is true. This technology shouldn't just be in schools, but it should be in many places such as factories and offices. By using emmotion, we are communicating. I think every school should have this!", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Wow in the article \"Unmasking Mars\" it tells a lot about how we discovered a new detail on Mars. They found the 3D figure in the year 1976. Ever since 1976 \" The Face on Mars has since becomse a pop icon. It has starred in a Hollywood film, appered in books, magazines, radio talk shows- even haunted grocery store checkout lines for 25 years\". This shows that when NASA found The Face on Mars this was one of the most eye catching moments in time. Also almost everyone wanted to see the face. In paragraph seven it states that on April 5, 1998 was the first time they saw and took pictures of the face. The way they found the face was because they where taking pictures of Mars the red planet to find a bunch of good landing places. It states it paragraph \"We had to roll the spacecraft 25 degrees to center the Face in the field of view\". So more things they found out about Mars was that in paragraph twelve it describes the Face as a dome shape. Also in the paragrah it sates \" That's a lava dome that takes the form of an isolates mesa about the same height as the Face on Mars.\" The next fact abotu The face on Mars is that \" Mission controllers prepared to look again. \" It's not easy to target cydonia,\" says Garvin. \" In fact, it\"s hard work.\" Mars Global Surveyor is a mapping spacecraft that normally looks straight down.\" All of this states that it's really hard to find this Face because it's really small and hard to find. It's so small that the image it's only \"2.5 km- wide.\" When NASA takes the pictures in outerespace \" Each pixel in the 2001 image spans 1.56 meters, compared to 43 meters per pixel in the best 1976 Viking photo.\" Most of the pictures that where taken in 2001 where 25 degrees because they had to be centered to get the Face. In paragraph eleven it states that \" As a rule of thumb, you can discern this in a digital image 3 times bigger than the pixel size.\" So you could take a nice picture with more detail around it and more quality. Even thought the height on Mars is isolated it dtill will kepp the face. All of this information tells you that how the Face was discovered. Also of how big the Face is on Mars. All throughout the years of these photos the Face has become more clear and more detailed. Since the Face has been on many talk shows and in movies it has became very popular over time. We are still taking pictures today of the Face on mars.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Does your expression in the mirror suggest an emotion ? In fact, these emotional expression are seen in differnet forms for example, if your happy you smile, if your sad you dont smile. There are plenty of different way to show your emotionsand how your feel. There is value to how you feel, act in ways that people see in everyday life. The authrs describles how new technology enables to identify human emotion in life. Human expression is how your show your emotions to your friends, family, teachers. People express their emotions in many ways. Here is an example, Mona Lisa she was 83 percent happy, 9 percent disgusted, 6% fearful, and 2% angry most of the time. that's how she expressed her emotions. Dr. Huang did research on peoples emotions and how people showed their emtions in ways, that he did know how people expressed their emtions with how their face looked to see their emotions show. Dr. Huang looked at the painting of Mona Lisa that Da Vinci painted to show Mona Lisa's emotion in the painting to show, how she felt about being in the painting to express how Da Vinci and Mona Lisa both felt the paintg that both of them liked the painting. Da Vinci emotion to paint a picture of Mona Lisa he felt happy, but he also that she was happy about him painting a picture of her being happy, mad. In conclusion, the author tells about how to identify human emotions and how they express them in ways.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In the mordan era, there are many options are available to watching and reading information about the world such as, face book, twitter and other more applications of media. However, news Papers are only one media influenced most of people's ideas and opinions. Therefore, I will discuss reason for this Ideas and also discuss some positive effects of newspaper. To being with, there are several resons behind Why People most influenced by newspapers rather than other media. Firstly, newspapers are only media that they easily accessible. in everywhere. For example, In India 30% or more than that people lives in rural areas. Those areas have not other sourse reached information about the world so, newspapers are aware that people. Moreover, In urban areas also people Can not afford source of media like mobile, internet or laptop. In addition, there are also some positive effects of newspapers. First and foremost, more and more people influenced by newspapers insted of this creat a lot of Job oppurtunities. Besides, government should also creat some policy of press for influenced newspapers. Furthermore, newspapers have influenced people's ideas and opinion because this only media could saw right or accurate, rather than other medias. For instance, nowadays many platform of saw information of over the world such as Facebook, twitter or reddit more applications. In contrary, many people put fake news or rumor. In the results people persuade negative effects instead of newspapers are only one media that article written by journalist. In Conclusion, there arenmany positive effets of newspapers. It give accurate information about the world. Which leads pros being more than cons.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Time I patient doctor appointment I standing calm quiet When doctor called I wasnt nervous So doctor gave didnt Then mom went home happy Got hwigese watch Then spaghetti went early school Then I good day school grade I land Then I went home homework clean house watch eat dinner went led early start", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Instruction of young individuals is highly emphasised in many nations. However, some communities believe that tutoring adults who do not have proficiency is even more vital, and governments should spend more funds on this. In my opinion, I strongly disagree with the statement given, and I will elaborate on it in this essay. On the one hand, today, some nations have compulsory education so their youngsters can learn knowledge in school. Moreover, when they back to their home, their caregivers can assist them so they learn more. However, some families have inhospitable environments for children in which those people cannot learn reading and writing skills in their house. For example, if their mother or father is an alcoholic, they cannot teach their offspring and some use violence to heat their scions, so they feel afraid to learn everything. As a result, they do not have any bills, so we must spend funds on those young folks. Furthermore, the majority of adults can get a job which can earn salaries, and it is not an illegal thing. But, in many countries, heirs cannot get a job because of the law. In addition, numerous youngsters are influenced by adults, so if they cannot receive cash from their government, they will lose their opportunity to learn literacy. For instance, in South Korea, many old communities cannot write or read because, when they were young individuals, South Korea was at war, so they could not learn literacy. But when they become adults, they can learn writing and reading skills. Therefore, we must protect children from those environments. In conclusion, I completely disagree with this topic. Children who have bad guardians, cannot enough learn literacy. Conversely, many adults can learn those skills because they can get a job as well as pay. So, we should spend money on those young people because they are precious people in our lives.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I nt believe grandfather told laughing could cure anything I nine years old days dark cold I felt like life shattered piece stain glass window Not ageless pit bull died also little sister would tease I dared shed tear lost best pet I sat coach staring fire crackled popped grandfather sat beside told story It young lost best friend friend nt pet CAPS name began CAPS eleven years old Oh much fun All We thought gon na grow old together others best men cause trouble tell end best friend end I loved much like love I never thought anything would happen I thought d live forever something happened gone fishing alone I church work wonderful day river never came back river sniffled old story see s cure sadness Do want know I nodded half thinking magical medication spell CAPS said CAPS I utterly shocked CAPS s simply said gently knowing easy temper CAPS stages grieving Feel lost little bit find way back home heart always Find wave joy flow Love life seen short I nodded nt look sober face kissed top head looked eyes I nt dare meet intensity I knew saw reflection fire blazing watery green blue eyes could see processing told Then left alone think I needed move How Life nt easy I knew I opened note book homework get mind That s I discovered small piece paper size deck cards I flipped showing picture A tear leaked corner eye It We mud pit My blond hair looked like dirt considering I rolling mud My pit bull rubbing greasy head shoulder smearing mud I smiled missing even feeling lot better minute I loved I loved much I still day I get friend gone After I saw picture I laughed automatically feeling better horrid granddaughter inconsiderate best friend seeing good times smiling made honestly feel better Huh Maybe laughter cure anything", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Have you ever thought about having a car that can drive around by themselvs? I am sure that there are some of you have got annoyed about you want to get to places but you can not drive. Now there is a saying about driverless cars, and it's really a cool and conceivable thing to see in our future generation. There things I will prove for my opinion of there should be a car like that in the future. I am on the side of there should be driverless cars in the future. Why? Cause I believed it will be convenience for people in daily life. It might not pass the law for now days but how will you know about the future? We as a human are the ones that can change our generation. Things got changed so fast and evolved day by days. If you didn't even try to how will you know it doesn't work out? My point of view to have driverless cars is they are convenience and futuristic. You got to change your stubborn and old mind of thinking toward the things you can or can't. Those are my ideas of why there should be driverless cars in the future. To have driverless cars are convenience and cool. You never know how things will turn out to be like. Which you got to step on the game, know what's coming, and live it and play it big. Be enlighten about what you wants to be and how you will change the generation to the next level, which the driverless cars could be one of yours begining.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "author concludes story way Saeng failed test hibiscus comforts feels similar geese For example Saeng says II failed test She admitted failing test upset wants take test Saeng says And rich sweet scent familiar while describing hibiscus The familiarity plant comforts allow build courage take test again Finally one point Saeng thinks quiet repetition season opon season almost familiar Like geese Saeng feels similar geese way allows decide take test snow melts geese return The author concludes story strongly describing Saeng failed test hibiscus comforts feels similar geese", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The mood created author Narciso Rodriguez memoirs proud parents happy lived us Alegria graced kitchen table often The author happy remembering memories unhappy unpleasant It s romantic lonely sad s happy funfilled friendly fulfilled I never forget parents turned simple house home Narciso appreciative parents moving could better life education expresses gratitude toward lot I always grateful parents love sacrifice writes told courageous thing ever could done admiration perseverance strength really love appreciate parents everything main theme memoir The mood created Narciso Rodriguez proud admiring parents happy", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I am against the value of using tis technology to read students' emotional expressions. Reason being, there is no valuable use to read a students emotions. I know I wouldn't want my emotions to be read by technology. In the text it says, \" For instance, you can probably tell how a friend is feeling simply by the look on their face \". Since a plethera of humans can detect someones emotions by the look on their face, there is no need for a computer to know someones emotions. Also, this would be very time consuming if it were brought into classrooms. Teachers already know when a student is bored, a lot of teachers ignore it. It's not the fact that we need technology in our classrooms to detect emotional expressions to help teachers out, it's the fact that it starts with the teacher. Lastly, let's think about how much this would cost. I'm more than likely convinced that this would not be cheap. Why would schools want to pay for an emotional detector, when students wouldn't even care about it nor would they want it in the classroom. Putting this in the classroom could reduce students time to work and it could slow down class. Teachers already get aggravated when class time is taken away by students talking and for other reasons. So why take away even more class by trying to detect if someone is bored. In conclusion, I am against the use of this technology being used in the classrooms to detect students' emotions.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The face could not be an alien act because of the effect that it shows when it is showing the appearance. The only time it actually look like a face is when the sun is at a certain angle that makes the mouth and eyes appear. The face is made of rock sticking out of the ground. It revealed a natural land form , because there was no alien monument anyway. The picture shows the martian equivalent of a butte or mesa which is a landform that common around the american west. The face is just a example of corrosion on mars that there was a rock there that after so long got corroded into looking like a face by chance. It coulnt have been by alien hands because we wouldv noticed some type of life form around it by now. And the research shows that it is just a rock form that was corroded into a face. by the way you can only see it in certain ways.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The author supports the idea well that Venus is a worthy planet to study. The way that people can study venus is to stay above the surface in a blimp, they could build space crafts and rovers out of the strongest material on Earth, and they could also make a submarine like vehicle that is strong enough to with stand the heat and the preasure. The fact that Venus is a planet that is close to us should make it easy to go to. It is not easy because of the preasure and the heat. A way to get around these issues is to make a blimp that will stay above the surface of the world so then it only gets part of the preasure and heat. Then they can try to get evidence and samples from the surface of the planet to bring back with them to study on earth. They could get the strongest material on Earth and use it to make space crafts and rovers that will with stand the full heat and preasure. Then the rover could collect samples of gases and rocks. It could also get photographs and videos of what the surface looks like. It could then take everything back to Earth and then humans could study the diffrent samples it collected. They could make a submarine like vehicle that can withstand the preasure. If they do that then they can collect the samples and figure out if Venus had life on it before. They could find out if Venus could become a new home for humans if it is needed. Then the submarine could send all of the evidence back and then we can study all the evidence we need to study to learn more about Venus. In Counclusion, they need to make a vehicle out of the strongest material to send down to the suface of Venus and try to collect samples. Then the vechile will come back to Earth with the diffrent materials and then humans would get to work on studying the samples.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I think author Winter Hibiscus finished come back Saeng vowed silently spring snows melt geese return hibiscus budding I take test because showing us importance plant help pass It also symbolizes plant buds fights obstacles survive beat obstacles past driving test For example story says When snows melt geese return author relating thats Saeng struggle pass test struggle surive winter It also says Like geese She lifted head watched distinctive I etches evening sky slowly seeing distance This quote saying rise challenge overcome All quote come back Saeng vowed silently spring snows melt geese return hibiscus holding I take test again showing similar struggles flower Saeng geese overcome challenges finish thing started", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Luke's point of view was that his friend asked about if he wanted to go to Europe and Luke said that he couldn't say no to a opportuinty of a lifetime. He went on the trip it was after world war 2 was over. they got there on August 14. They left again to but this time their going to Greece. When they got to Greece Luke turned 18years old. Before he was discharged in 1947 Luke made 9 trips. It took about 2 weeks to cross the Atlantic ocean from the eastern coast of the United States and 1 month to get to China. Luke had a job if he got bored it was to feed the animals 2 or 3 times a day. one rainy night after making his hourly report to the captain he slid down a slippery ladder and broke his ribs so he couldn't work. but after that he retired and opened the letters from the people that sent him letters", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Dear senater i feel like we should overrule the elector college. I feel like this because it seem like the people vote dont count. The winner take all vote is super unfair. I think that who ever gets the most popular vote shoulkd be president because thats who the people want to president. Whats the point of having the people vote for president when they vote dont even count, its just the waste of their time. The electoral college is made up of 538 and the majority vote is 270 that means that who gets the majority wins the election no matter what the popular vote saids. which is the winner takes all vote. You never know who on the electoral college they can be racist and dont vote for a black or mexican president. the eletoral college is is outed system of picking a president, and its time to pick a new system.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The story Do Not Exceed Posted Speed Limit statements kind pointless put One sentence essay couple word dont need used In sentence forty miles pedal I arrive first town I dont think into pedal needs describing anything", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Dear state senator, We all are here today to right a letter to argue in favor of keeping the Electoral college, or changing to election by popular vote for the president of the united states. The Elector College process consists of the selection of the Electors, the meeting of the Electors where they vote for the president and vice president, and the counting of the electoral votes by congress. It consists of 538 electors 270 elector votes is requiredto elect the president. So? witch one do I think is the best. I agree to keep the Elector College because things are running ok for now but it think the the people of the United States should have a little more say so in the disitions made in america because we are the american peopele and we have the right to speak are mind, and if we dont think somthing is a good idea we should be able to tell the congrees we dont belive in that and choice somthing eles that more people agree on. The only thing i see wrong with every one getting to have a say so is that not every one agrees with one another. I do agree that a bigger population shold get more elector votes but i dont thing it i far but it is what it is and i dont have a say so im ok with it. the only thing i have to say is its not right that the bigger populated states get the most etention they are the most important but i dont feel its right all states should be equal no mater there population size. I dont think that they shold change the Election of popularity because instead of voting for the right thing we could just vote for the presedent that is offering the best stuff, and when presedents promise us stuff it dosent alwasy men there going to keep that promise. they keep promises to every one and they cant keep a promise to one person with out breaking that promis to another person. like i sai i think the elector college should just stay the same way as it is with thoughs little changes because it is working. but things stop working at some point and when that time comes we will need a new system.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "One big problems facing docking dirigibles government law It illegal lowflying aircraft It says existing law airships flying low urban areas This law would make illegal ship ever tie building even approach area CAPS Another obstacle would safety Dirigibles FLAMMABLE could easily injure kill people accident happened Is dangerous Most dirigibles used hydrogen hydrogen highly flammable CAPS Another problem nature weather The winds extremely high powerful A big danger dirigibles violent air currents back ship would swivel around high pedestrians CAPS", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The 70 percent of vouban's families do not own cars, and 57 percent sold a car to move there. The lifes with no cars is more happines. \"when i had a car i was always tense. I'M much happier this way\" (said Hedrun Walter). The passenger cars are responsible for 12 percent of greenhouse gas emissions in Europe and up to 50 percent in some car-intensive areas in the United States. After days of near-record pollution,paris enforced a partial driving ban to clear the air of the global city. Paris typically has more smog than other European capitales. In Bogota Colombia exist a program call \"car-free\". This program is about try to clean de globalcity, this program works to the next form: In a program that's set tospread to other countries, millions of Colombians hiked,biked,skated or took buses to work during a car-free days. Bogota create this program because the smog of the car is alot than the global city was to dark,the tournut was large, despite gray clouds than dumped occasional rain showers on Bogota. \"It's goog opportunity to take away stress and lower air pollution,\"(said businessman Carlos Arturo Plaza as he rode a two-seat bicycle whith his wife. When the program starts for the first time other Colombian cities, Cali and Valledupar ,joined the event. This program or campaing that began in Bogota in the mid-1990s. It has seen the construction of 118 miles of bicycle paths, the most of any latin American city, acording to Antanas Mockus,the city's mayor. After all those events", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In story Do exceed postal speed limit many features setting affect cyclist First importantly affected people live Never accept travel advice group old timers havent left confines porch since Carter office This quote describes feelings cyclist towards old men Because listened directions traveled ghost towns hourly died dehydration Also lack people civilization affected author There one around could ask help morning fit traditional definition ghost town Here author trying stop water since one lives town gets none Finally lack water huge effect cyclist That smoky blues tune Summer time rattled around dry honey combs deteriorating brain This describes author really dehydrated feels like brain drying However need water makes determined ever keep going reaches another town goal destination reaching Yosemite National Park", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In Winter Hibiscus author concludes story way show Saeng isnt giving In spring see plant remember home help feel homesick Plants even realized known forgotten drew back childhood work This quote shows sees familiar plants reminded home spring plant blooms see feel comforting home help find strength pass driving test So plant blooms comfort level", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Recently, the parents were having a child becomes more a bit delyed than than before. The main reason why that happened is the high life expenses, whereas that eventually will affects the health status of both the mother and fetus, it is eventhough sometimes carried out some diseases. This essay will discuss why it is dangerous and give you some evidences. Increasing the costs of daily necessary items for example, these days if you go to the grocery shop and just buy the simply needs vegetables or fruits you will end up with a very significant amount of money payment. Consequently, with that the majority of population tend to become a finically stable before getting a kid. Unfortunately, giving birth to a baby in fourteen is critical and there is a lot of sequences following that. In order that It is required more attention and care for that topic we should develop a program to teach the parents with no exception because some of mothers seems they are unlikely to have awareness of the difficulties. Provided that there was a case I remember just passes to my mind of a pregnant women cames to the emergency room in a disaster situation then turn on that if she gives birth, there could be possibility of one of them will die (her or the baby), simply because she was very old in her fourteen. In summary, some people restricted to finical part and forgetting a more important one which is the safety of the women as well as the fetus.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Nature affect everyone even dont think Expecially cyclist traveling anywhere everywhere In Do exceed Posted Speed Limit Joe Kurmaskie perfect example settings laffect people like cyclist When youre riding bike actually cross country transportation know youre going The cyclist story decided take advice older fellows ends going wrong route cyclist town water werent towns begin anymore atleast If dont water like guy hills could kill And case know example l gathered pebbles struck mouth Id read sucking stones help take mind thrist This guy knew little bit survival tips If hed gone way without standing yo thrist hills probably would kind stroke That way setting could harm", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Striving for own career development is most of the people's lifetime target in the modern city. In some nations, employees spend long time at work becomes a phenomenon. This essay is going yo discuss the reasons behind and I reckon that this is a negative development for both the companies and employees. There are two main reasons behind this phenomenon. Firstly, it could be the corporate culture of the company. The management members of the company may agree that workers spending a long period of time in the office equals to excellent performance. For instance, employees in Japanese company could get a greater annual bonus or better chance to promote if they are eager to work for a long hours. This forces the employees to to show up in the office just because of giving a good impression to the boss. Secondly, as the competition between different companies in the market is nervous, coporate sectors are willing to push their colleagues to enhance their sales or performance. It causes a great pressure to the employees whom need to work for long hours to fuifill the expectation from the managements. For example, product sales agents' performance depends on the sales number quarterly. If the agent cannot sale the products effectively, they will receive less revenues or even being sacked. As per the reasons stated, I absolutely think that it is a negative development for both the employees and companies. It is because it gives the unnecessary pressure to the colleagues which will affect their mental health. Inversely, it downgrades the performance of the employee as well as the company. Work-life balance is important to everyone as suitable relaxing time can considerably enhance the performance of human.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Do you know that one feeling where you are so bored during class that you just want to lay your head down and nap? I do, and I believe that Facial Action Coding Systems (FACS) should be used in classrooms to change that. FACS could improve people's education. Also, it may increase a student's enthusiasm for learning. Lastly, it could help counselors recognize that a student may need some help with depression or other distractions in their lives that could interfere with their educations. If we used the technologies of facial recognition systems, it would benefit the education of many students. Teachers could use these tools to better the quality of their class and use methods that turn their pupil's developing brains into knowledge sponges! The FACS would recognize when a student is bored or confused, which would notify the teacher that they could be moving too fast or may need to explain a lesson better. If we did that, students could successfully understand their work and be able to focus in class. Some people feel that if they aren't good at something, then it is bad. How can you be good at something that you do not comprehend? If students understood their subjects, then they could develope a love and longing for knowledge! In the passage, you read how the tools may be used for ads. If we applied that to learning, it would help students. If we used Prof's technology in classrooms, a teacher could know what to review and what to buckle down on. FACS could measure positive action units to prove that a student is gaining knowledge and enjoying class! That way a student would not be so buried in a build up of confusion that they could enjoy listening and absorbing information. A common theme in teenagers is that they often get stressed out due to their overload of hormones. Also, many people worldwide deal with depression of other forms of mental illnesses. It is possible that we could use FACS to detect signs and signals of a prolonged feeling of sadness, anger, or apathy in a student. If counselors reviewed the results of a classroom's moods, they may be able to pluck out a student that's been sad or angry most of the time in class. With this information they could be able to talk with the student about their issues and possibly get them the help that they need. With these extended uses of FACS we could help people learn how to cope with stress or a mental illness early on and maybe even decrease the population's amount of teen suicide. Remember that a healthy student is a successful student! FACS would be extremely beneficial to our modern education system. We should definitely invest in them! Today's students deserve the best eduaction that they can get so that they may have a bright and bountiful future. If we did all that we could to recognize a students capabilities and disabilities, we could flex methods of teaching to make them even more educational.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In The Mooring Mast many obstacles builders Empire State Building faced attempting allow dirigibles dock One problem architects could drop mooring mast top Empire State building s flat roof A thousandfoot dirigible would add stress building s frame This means still frame would modified strengthened Another setback blimps outside United States used hydrogen hydrogen highly flammableNature greatest obstacle The winds top building always shifting due violent air current If dirigible tethered mooring mast back ship would swivel around Lead weights option using would dangling pedestrians street safe The practical reason blimps could Empire State building law airships flying low urban areas This law would make illegal ship ever tie building", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Over the past decades, the world has evolved in terms of technological advancements. However, people believe that the education system still need to develop. Many people dispute that high schools should provoke their students to raising questions and giving remarks to their teachers. Whereas, there are some who have different views about this. They think allowing students to criticize their teachers will cause a decline of respect and discipline in the classes. The arguments on both sides of this controversial issue will be discussed in the following paragraphs in turn, and finally, my opinion will be given. On the one hand, some opponents are quick to point out that there are various reasons to consider getting advantages of permitting students to ask and conduct criticizing. Before all else, asking questions makes more benefits in a children's development. The more questions they ask, the more knowledges they get. In order to improve the educational quality, the learners should be learnt mentally and physically, and the teaching methods also should be perfect. Moreover, teachers also need to be fully qualified to avoid negative incidents between students and teachers. For example, the government should implement a suitable skill assessment to a teacher before appointing them, such as checking whether they are patient and creative minded or not. On the other hand, other proponents have also expressed an equal view that there are several drawbacks of this issue regarding the respect and the discipline. First of all, mutual respect plays a pivotal role in a relationship among learners and their masters. If someone makes a question in the way of silly and rude, the person who has been asked will feel devastating and negative sentiment. In fact, it is really annoying if someone takes advantage of the permit to ask questions to the teachers. To avoid this situation becoming any worse, parents should teach their kids about manners, personalities, and how to show respect to their teachers. In conclusion, although there are some disadvantages and weakness, I passionately believe that the benefits will outshine the disadvantages by letting the students to asking question and giving critical comments.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Two many privaleges freedom speech freedom expression Although bodies work percieved offensive inappropriate I believe still available public Some might agree topic expressed even offensive inappropriate others removed libraries negativity These offensive harsh pieces literature could even used show public considered rude offensive inappropriate thought learning tools instead banned Every person right opinion others agree person say change fact right beliefs Katherine Paterson says All us think book hope none children children taken self I read literature considered offensive disturbing literature I glad I educated people thought acceptable behavior I know teach others despite book said know describing people living I believe would grave mistake remove materials public eye many ingorant historical beliefs others affected nation countries across globe All books educational though harsh used show right wrong If taken shelves libraries people especially children could start think certain idea incorrect offensive completely appropriate acceptable As someone said CAPS know history bound repeat By removing problem would creating another issue For example many books written history convey hatred discrimination towards cultures ethnicities religions lifestyles If works literature banned available public many people would know wrong show hatred towards others different This type literature provides usefull information allows people see large amount people thought life years ago taught people actually people living", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Venus is rather uninhabitable, or is it? Although dangerous, one would not say uninhabitable, as that implies it is impossible. the author of \"The Challenge of Exploring Venus\" Discusses how it is perfectly plausible, and even worth it! That is, only if we have the correct equipment to do so. Now while there are dangers, such as sulfiric acid clouds, metal melting heat, earthquakes, lightning strikes, volcanoes, and the mechanism shattering atmospheric pressure (Paragraph 3), you may ask \"Why go through the trouble if the conditions are so horrible?\". The reason is that it was so much like earth long ago, oceans and rock formations, even theoretical life! NASA is helping with this idea via brainstorming for ideas to study venus, the first is to hover above it, avoiding all the surface problems, and still being close. The only issue, as provided by the author, wouldnt work, because while they would be in the air, the clouds would be too thick to allow anything, thus rendering the idea useless. Another NASA idea is to use different electronics, like simpler models, and having them TAILORED for venus, such models lasted up to 3 weeks even! If those do not work, instead of moving foreward in our electronics, NASA would move back, back to the 1940s with mechanical computers, levers and gears computing what a normal computer could quicker and better, but while the mechanical option is slower, it is MUCH more durable. With all of these ideas, I feel the author did an outstanding job supports this idea, and I support it whole-heartedly, it may be possible in the coming years, as our technology rapidly evolves, so do we, what do you think?", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In memoir author creates mood happiness talks parents love caring others The author talks paragraph two born His parents passed rich culinary skills love cooking I eternally grateful His parents would play passionate Cuban music I adored day In paragraph three author says Growing environment instilled great sense family nothing blood relative In neighborhood everyone came together extended hand people clearly needRodriguez went explain parents would everyone dinner help people get back feet Towards end story paragraph six says I always grateful parents love sacrifice Narciso Rodriguez says I never forget parents turned simple house home", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Scrrrrrrrr! Crash! Smack! Darkness, Silence, Boom, Boom, The sound of the nine year olds heart as she hears sirens & the sound of the fire truck. Theres smoke every where she feels arms touch her as she is being pulled up from underneath the big automatic driverless car scared for her life. Luckily her and her mother are both okay. driverless cars are to dangerous because they dont really have any control. we already have to many accidents in regular cars. finally they are way to expensive so its a waste of money. Dirverless cars dont have any control. Many people already have problems with regualar cars i think it would be a danger for some one to be behind the wheel of a driverless car. what if you are driving down the middle of the road and something goes wrong with the transmition of the driverless car how would you stop? how would you know? would the sensor tell you? and if it dosent you are now stuck in a car you have absolutley no control over. Adding on driverless cars are way to expenxive the price on a manual car is already high imagine how mcuh it would cost on a car to drives you around. I think the goverment should be taking money and trying to provide money to the people out in california who dont have clean water to drink istead of spending money on driverless cars. accornding google.com driverless cars would be over 30,000 dollars. Thats money thatr could be used on more important things. In Conclusion i think driverless cars and a danger and a complete waste of money. Hopefully i am not the only one who feels this way. If you agree with me go too www.driverdeath.org and vote for your opionion. You could also call 111-223-56 and speak your mind. Dont be a fool vote for whats right.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "There are many advantages to limiting car usage in our community. Other countries such as France, Germany, and Colombia are home to cities that are working towards cutting down the use of personal automobiles. Many of the people in these places find that using alternative transportation means proves to be less stressful. Studies even show that fewer Americans are purchasing cars for themselves. Now is the perfect time to join in with Vauban, Bogota, and New York and spend less time in our cars. It may seem hard to believe, but in Germany, there's a suburban area where residents live without their own cars. According to \"In German Suburb, Life Goes On Without Cars\" by Elisabeth Rosenthal, the streets of Vauban, Germany remain \"car-free\" aside from some public transport. The article states that \"70 percent of Vauban's families do not own cars, and 57 percent sold a car to move here.\". Heidrun Walter was quoted in the excerpt saying \"When I had a car I was always tense. I'm much happier this way...\" Communities in Europe and the United States are hoping to move towards this \"car-free\" lifestyle, in order to become less dependent on automobile usage and cut back on greenhouse gas emissions that damage the environment. We may see an increase in the number of \"smart planning\" areas across the globe. If a mass of citizens wish to lessen the amount of time they spend in their cars, it's possible, and the city can adapt to a more automobile-less way of life. Bogota, Columbia dedicates a day to transportation without the use of personal cars, where the city's goal is \"...to promote alternative transportation and reduce smog\". Many who visit Bogota during this time are impressed by the \"revolutionary change\" they see unfold before their eyes. Going \"car-free\" leads to more physical activity amongst residents and an overall nicer-looking community. \"Car-free day is spinning into a big hit in Bogota\" by Andrew Selsky claims \"Parks and sports centers... have bloomed throughout the city... sidewalks have been replaced by broad, smooth sidewalks... restaraunts and upscale shopping districts have cropped up.\". Not only does the city reduce the amount of greenhouse gas it contributes to the atmosphere, but it results in a more active and better-looking community. What change would we see in our own community were we to follow in the footsteps of Bogota and Vauban? The United States is seeing a decrease of car ownership in the country. Less and less people are buying automoblies and obtaining driver's licenses. \"The End of Car Culture\" by Elisabeth Rosenthal says that \"...America's love affair with its vehicles seems to be cooling.\" The writer cites investment research company Doug Short of Advisor Perspectives, which states \"...the number of miles driven in the United States peaked in 2005 and dropped steadily thereafter...\" The country is already subconsciously moving towards a more car-independent lifestyle. The millenial generation seems to be the biggest contributor to this declined interest in car-ownership. With improved methods of communication by means of social media and cell-phones, as well as more use of car-pooling and public transportation, people are staving away from car commuting. While this may require a change within the automobile industry, many agree that this turning away from private car usage will see communities striving to be more time and energy efficient when it comes to transportation. Limiting the use of cars can lead to a less polluted and stressful environment, more exercise-oriented and upscale communities, and the conservation of our natural resources. Cities around the world are working to become less car-dependent, so that they may limit their contribution of greenhouse gases to the atmosphere. Were our community to move towards this more eco-friendly, car-free way of life, we would not be alone.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The author chose conclude paragraph sentence come back Saeng vowed silently spring snows melt geese return hibiscus budding I take test shows strenghth hibiscus related Saeng s strenghth In story failing drivers test Saeng comfort hibiscus native country gets home mother says Ive seen kind blooming along lake Its flowers nt pretty strong enough make cold months This shows saeng faltiering new foriegn country The end quote sums saeng strenghth strenghth flowers almost thinking flower survive land away home ca nt I", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "All materials library shold check library anyone take library Which librarian make sure anything goes library checked student take materials library topics going talked materials checked library happens check materials happens lose materials check library Materials library everyone check want check anything library So librarian able tell student want book music movie magazine ect librarian tell student material checked library Then student able check material ask librarian hold material comes back student Then whole school running smoothly senice librarian keep track materials library If check materials lis library nobody able see materials Which checked materials library librarian track So check librarian able track material library So librarian tell student materials materials library noone check Then librarian wait til person took materials library brings materials back library able check person wanted library If check something library lose pay When lose something library means noone able check eithers gets returned pay librarian money new one Then next person wanted wait even longer get lmaterials lost libraries copy materials check Then librarian make sure next person wanted materials able get ever came back library Then person lost material able check anything library anymore thay sit library reas materials either want read read project grade one classes Also check materials library lose librarian able track materials anyon wants check These many reasons check materials library There alot reasons hve check materials library So librarian able keep materials library person check material either want need class stay library ever want", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "us Those questions might flashing head right The reason I writing today give point view censorship worlds libraries today In context hopefully I able enlighten subject also questions CAPS us CAPS Censorship mean To means censoring many things world protect children age people old enough handle inapropiate things In todays libraries many uncensored things happen adult section libraries Things books movies magazines removed adult section also labeled uncensored section rightfully belong Now probably wondering us In today s world many people want protect children harmful things uncensored materials us In world today many laws regulations even authorities protecting rights Now many people want try get around government protecting rights Many want protect youth called harmful things society Today try create law bill make government trying remove uncensored material Throught years world changed everything become easier access Now one thing think able remove adult section libraries enough people stand fight happen There adult section adults children people need realize In end adult section needs stay libraries Some material section always bad sometimes contains material war recessions When people age allowed enter areas younger Do nt punish rest world one libraries mistake letting children access adult material make children realize nt area Then many parents see s world whole world exactly way The books music magazines etc need stay", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Nowadays, as more consumer goods are manufactured, more damages have been inflicted on the environment. This article will outline several reasons for this and point out the appropriate solutions. To begin with, the production of goods tends to harm the environment in two main ways which are the chemical by-products from the manufacturing process and the mass production of disposable goods. Firstly, since more goods are produced, more toxic waste and emissions are released into nature from the factories. For example, carbon dioxide causes greenhouse phenomena and any chemicals that disastrously contaminate the water, air and soil environments. These chemicals can affect the environment in the long run. Secondly, to fulfil the ever-increasing demands of the customers, more single-use products such as plastic cups with more affordable prices are introduced. Indeed, most of those products are non-biodegradable and have a short lifespan. Hence, that will soonly turn the planet into a landfill and pose a threat to all alive creatures. Actions must be taken as soon as possible to minimize the adverse impacts of mass production on nature. Firstly, governments should encourage a sustainable manufacturing process. For instance, in the US, governments put lower taxes on businesses that use renewable and green energy to manufacture. By doing so, the manufacturing process emits less chemical waste into the environment. Secondly, companies should introduce sustainable products to the markets. For example, people can also change to canvas shopping bags for eternal use instead of plastic bags that can be used one or two times. To abridge, there are two main reasons why the increase in production harms the environment. To address this issue, governments and companies should join hands to make the production lines more environmentally friendly. ,", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In 1976 a Mars Global surveyor was taking photos of Mars, when it happened to take a photo of something that seemed to resemble a human face. This \"face\" was found on a region of Mars called Cydonia. The Face sparked contraversy throughout the nation, with people claiming that it was indeed an alien artifact. Scientists quickly dismissed this claim, saying that while it may resemble a face it was only a Martian mesa. Scientists believe that the Face was just another Martian mesa, which are usually found in Cydonia. The shadows cast over the Face give the illusion that it is an actual human head, when in reality it is only a Martian mesa. NASA late revealed an image of the face, with a caption saying, “huge rock formation . . . which resembles a human head . . . formed by shadows giving the illusion of eyes, nose, and mouth.” To help the public better understand the Face scientists compare it to other natural landforms,\"what the picture actually shows is the Martian equivalent of a butte or mesa—landforms common around the American West.\" By comparing the Face to other natural landforms, people get a better grasp on what the Face really is. \"And so on April 5, 1998, when Mars Global Surveyor flew over Cydonia for the first time, Michael Malin and his Mars Orbiter Camera (MOC) team snapped a picture ten times sharper than the original Viking photos. Thousands of anxious web surfers were waiting when the image first appeared on a JPL web site, revealing . . . a natural landform. There was no alien monument after all.\" With a better camera scientists were able to prove that the Face was nothing other than a natural formation. Through pictures and research on the Face sceintists agree that the Face is in fact just a formation normally found on Mars. Although many may think that the Face is some sort of alien artifact, it was scientifically proven to only be a Martian mesa.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The author suggets that Venus is the hottest surface plant even though it's not the closest plant to Mars, its still one of the hottest planet's. Since Venus is right around the corner humans have a hgher chance to land on Venus when in a spaceshuttle. Venus has a hgher atmosphere of carbon dioxide then any other plant. Although the atmosphere can average over 800 degree, all the carbon is not good for the humans that spaceshuttle the Earth. The autor got this information by sending humans up to Earth to see what it's like up there. Although we mqay live on Earth, traveling up to Earth is far more dangerous then living on Earth. A long time ago, Venus used to be covered with oceans and wasn't so hot how it is compared to now. Although there are still some features to Earth as before and now, the plant got rockier over time and there was a atmosphere change. NASA had an idea to send humans to Venus to study the planet for people on Earth can know more about the planet. The NASA administration say's that Venus cannot form light throughout the planet and researchers are not able to take anything from the planet,such as, rock, gas, or anything else. There once was a old technoology project that took place in the 1800s , those devices made calculations about gears and the levers. Those projects made it easier for physical conditions. Scientists made it a mission to try and understand Venus up close, There are still rescearchers that are building machines to pay apart to try and find knowledge about Venus. As I stated before the atmosphere in our solar system is much more higher than down on Earth, Scientists say that if we had a solor power the radiation levels would be much more useful for it would not work for the levels on Earth, although ist's much more surivable for humans. Therefore, as i learned much more about space and NASA from this article. It would be much more nicer on Earth if we had a nicer atmosphere and it would be much more liveable. Scientists are still discoveing information about our solar system.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Narciso Rodriguez creates mood happiness greatfulness memoir He talks family always celebrating From native Cuba The memoir states It warmth kitchen humble house Cuban Feast albeit frugal Cuban feast always filled air scent music life love house Narciso grew Narciso s parents came america give children better life makes Narciso greatful Narciso also greatful parents love sacrifice gave Narciso says way express gratitude spirit generosity impressed upon early age demonstration important family friends Which makes greatfullness come mood He shows hapiness greatfulness parents mood memoir", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "First off I want to let you know that Electoral College is a process and not a place. It was established by the founding fathers. Process consists of the selection of the electors, the metings of the electors where they vote for president and Vice President. The electoral college consists of 538 electors and the majority of 270 electoral votes is required to elect the president. The amount of members in its congressional delegation, \"one for each member in the House of Representatives plus two of your Senators\". The candidate that's running for president in your state has it's own group of electors. They're generally chosen by the candidate's political party but that state law varys on how the electors are selected and what their responsibilities are. One of the best things about the Electoral College is that it's widely regarded as an anachronism and a non-democratic method of the selecting of a president that ought to be overruled by declaring the candidate who receives the most popular votes wins. it also requires a president candidate to have transregional appeal. Always remember \"voters in presidential elections are people who want to express a political preference rather than people who think that a single vote may decide an election.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Why should we study Venus? What would we as humans gain from this? These are the questions that the author leaves unanswered and doesn't support. The author does an excellent job describing how we can go to Venus, but he only provides two reasons as to why we should explore Venus, and also poorly explains those reasons. His first reason is that Venus might \"have been the most Earth-like planet.\" While this is a good reason to explore the planet the author fails to elaborate why this should make people want to explore Venus. He could've said something along the lines that learning how Venus went from an Earth resembling planet to the unhabitable planet it is now could help us take care of own planet. The author does not make any attempt to show why this factor would make humans want to explore Venus, instead he just explains how similar the plabets resemble each other. And none of this could even be true because it is not known for sure that Venus once was the most Earth-like planet. The author even says that it might have been, not that it was, but that it might have been. The second reason the author uses to support his claim is because humans have a \"curiosity\" that \"will likely lead us to many equally intimidating endavors.\" Much like his first reason this is a great one but he also fails to accurately explain this reason much like the first one. Humans do have a curiosity which makes us want to explore things but why should this allow us to ignore all the dangers that come with it? Paragraphs before the author gives this reason he tells about all the dangers that Venus has, he says \"that the atmosphere is almost 97 percent CO2\", that \"temperatures average 800 degrees Fahrenheit . and that atmospheric pressure is 90 times greater than what we experience on our own planet.\" After lisiting all the dangers Venus has he then says we should becuase human curiosity makes us explore things, but he says that after giving all the reasons why Venus is dangerous. Sure the author gives great examples as to how people could explore Venus like with a blimp and how they could make exploring Venus easier, but just because we can do something doesn't mean we should. Exploring Venus and new technology wouls cost a lot of time and money. Maybe the author could've said that Venus's natural resources would make a lot of money. That would be a great way to support pursuing Venus because people would do a lot for money. The author has a very reasonable claim about how humans should explore Venus, but he poorly explains it. The author's two main reasons could've been very convincing if he had thoroughly explained them and shown that Venus is a worthy pursuit depite the dangers. The author makes readers think the other way because he also gives many dangers Venus has, and this would make people not want to pursuit studying Venus. The author does a great job explaining how we can explore Venus, but a terrible one explaining why we should explore Venus.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I think features setting affected cyclist many ways For example talks things endure riding For example water parched There huge snake took half road wasnt building sight So setting affected doubt confidence getting needed get got sign relif Thats setting affected", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "It is believed by people in some countries that owning a home is more preferable and important than renting one. I believe that any decision, especially in living cost management, has been considered thoroughly by comparing the advantages and disadvantages. This essay will explain why people choose to buy than rent a home. There are several factors that people are considered before choosing to own or rent a home. One of which is the increasing price of a property from time to time. For example, a housing price today is 3 million rupiahs per meter. Next year, the price is predicted to increase by 5%. The housing price normally increases every year. Thus, many people believe that owning a home is a good investment. Although the price of a home is expensive, many people can not afford to buy it. As a consequence, they have to pick the renting option. Looking at this situation, there are several schemes offered by each country to support their citizen to own a house. For instance, in Indonesia, the government subsidize a house for each citizen. The price of the subsidised home is discounted up to 50% with a credit payment. Therefore, owning a home is very possible for everyone from the richest to the poorest. In conclusion, I think the culture of people to own a place to stay is a positive thing. Because a house is considered a safe place for everyone, people do not need to think about the billing issues once they have a home.", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I think that yes if there was driverless cars that not just a couple people should have them everyone should. If there was someone that did not have one of these cars they would be at a higher risk of someone wrecking. The laws on speed limits would definetly change. There would be a bunch more laws besides thatone that would change as well. People would act different one the road knowing who is responsible. I mean if your driving one of these smart cars and someone else dosn't have one and they wrecked into you it would not be good. There would be a big debate about this and who would be to blam. The companies would have too much money so you could not sue them. Your attention would imidietly turn on the driver of the other car the company would have your back then. Those people should not have to deal with it if that is the case the company should. It would be nice for everyone to have one of these because drunk driving issues would go down. wrecks would be less common if the mechanics work on the cars they provide. Companies think to much of money so that would be the only problem. I mean sure they wold not make as much money as they would like to but people would be a lot more safe then they are. The money they make should go to the coverage of peoples cars. Another problem I would have with this is would you be able to get to your job on time? If you have a certain speed limit and or if yor car stops working what are y going to do. I think that if you get this car everything should have to be covered by the compaies you buy it from. Some states are already trying to ok all of this through way higher powers than they should. They should have a system on the car that explains why your late. One of my last concerns is if the future generations would still know how to drive. I mean if they don't know how the car works than what is the point of it. I think that anyone who gets one of these cars should have to take driving courses one a year for a week. They can take them any day they choose as long as it adds up to a week out of the year. The car is not the only problem think about the roads next.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In the passage that we are presented with the author suggests that studying Venus is a worthy pursuit by telling us of the similaraties between it and the earth. Venus is of a similar size and distance wise is not very far from us at all. No spacecraft has ever had any human pilots on it due to the fact that the spacefrafts never last very long once they land of the planet. The planet's stmosphere is made up of 97% of carbon dioxide and corrosive sulfuric acid. The temperature of the planet of on average over 800 degrees Fahrenheit and the atomspheric pressure is almost 90 times greater than our own. Long ago Venus was proably covered by oceans and may have supported various formes of life similar to those of earth. It has similar geological features such as valleys, mountains, and craters. Due to its close proximity it may be the nearest option for a planetary visit. NASA in particular would like to send humans to study the planet. They thing that if they have the space craft hover about 30 miles above the planets surface they may be able to avoid the brunt of the problems. The temperature would still be about 170 degrees Fahrenheit, but the air pressure would be close to that of sea level on earth.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Have you ever driven on a trip and just loved it? Just enjoyed driving along the road? It makes you feel like you have control of your life path, literally. You choose where you go; you choose how you get there. Driverless cars are safer, but they also dull a person's driving senses. Driverless cars could also dull a trip, kind of like sitting on a train. You don't really have as much control as to where you go or how you get there. Overall, I am against driverless cars. There are drivers that enjoy driving. These drivers probably like the freedom that comes with it. It gives that person a sense of where they are, where things are located, and keeps their driving sense sharp. It's kind of like working out; if a person works out and then puts it down for a few months, they will start to lose that muscle they have gained. If a person becomes a good driver, then they stop driving and let the driverless cars do most of the driving, that could easily dull a person's driving senses. The purpose of a driverless car is so that the \"driver\" doesn't have to drive. If they don't drive they won't be as aware of their surroundings, which will in turn dull their senses over time. This means that if the circumstances ever required a person to drive on their own, they would have a higher chance at driving worse than they used to. This could make that person a slightly more dangerous driver. Sure one driver like that isn't very dangerous, but imagine if every person in the United States were that way. That slight chance, just increased by millions. If the systems that ran the driverless cars had a system malfunction and they couldn't function properly for a day, work, school, and activities don't stop. Life doesn't stop for an electrical malfunction. They would be forced to not go, or drive on their own. This is assuming of course there will be a manual setting within the car for human drivers. Now, trains are a fast and reliable sense of travel. There are few choices though. The path is literally set into the ground; I couldn't choose to take a more interesting route. With driverless cars, it would be the same way except included on the road systems. A person punches in a destination and the car takes that person there. Kind of like getting train tickets for a specific train. The article states that driverIess cars still need drivers; if they need drivers then that driver could easily get bored waiting rarely getting to drive. I don't know about other people, but I enjoy having control of where my vehicle goes. I enjoy the freedom, choice, and exploration of it. Driverless cars take that away, which could also dull that trip. This is not taking into account those long traffic jams on the intersate people get stuck in going to a popular vacation state such as Florida. Though, referring back to the previous paragraph, if a person wants to have keen driving skills they need to be in these situations from time to time. There are also a few problems alongside driverless cars. Who is laible for an accident if it was a smart car invovled? Automakers are assuming this will work itself out, but what if it doesn't? What if drivers and companies alike will start to despise each other for such conflicts? The passage even states that \"...lawmakers know that safety is best achieved with alert drivers.\" Driverless cars will provide safety, but there will come a time when that driver needs to actually drive. This person won't be as safe a driver due to his lack of alertness previous the situation. Another problem could include the possibility of roads changing or being worked on and the driverless car doesn't update. There is the possibility of a few sensors failing and the car going off of the road that the car \"thought\" was there. Even with these negatives, I will awknowledge the positives. They could provide safety. They could make passengers more aware of the vehicles around them, assuming they are connected online and the passengers are actually trying to be aware. It could thin traffic due to so many cars operating under the same procedures. All of these things could be pretty great, but do they outweigh the negatives? If so, will automakers give an option to drivers for manual control? This is all in time. We will find out when the time gets here. I value the manual control of it, though that is opinionated. What isn't opinionated are keeping keen driving senses. They will dull in some drivers. Will the driverless cars be safe enough to protect drivers when that dullness has to be tested? I stand my ground: manual control over a vehicle is better.", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Driverless cars may seem all fine and dandy but are they really? I, personally, am not for or against driverless cars and i will tell you why. I am pro driverless cars because, well simply for the fact of, how cool would it be to have driverless cars? We've seen them in movies imagine actually owning one, not just that but also roadtrips would be a lot easier. People always tell you the places they wanna go but dont wanna take a plane or go through the tiring hours of driving. It would be nice to just let the car do all the driving every once in a while, but of course like anything else there is a negative side to driverless cars. One thing i think would be kind of unsettling is not feeling like you have control of the car, most people feel safer in their car because they are the ones driving it and they feel in control. Also, as it states in the passage if you were to get into an accident in the driverless car, who would be to blame? The driver, or the manufacturer? Because the car is 'driverless' so how would the driver be to blame? But the manufacturer would also think why they would be to blame themselves. It is kind of a sticky situation, i guess you could say. Driverless cars have their ups and their downs just like anything else in this imperfect world. I honestly could not tell you which side i lean towards most, maybe if i were a driver myself it would be easier for me to decide whether driverless cars were as amazing as people would think them to be. Driverless cars seem great but they also seem a little frightening. I am neither for,nor against driverless cars, I am merely in between.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]

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