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[ { "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 suggests that studying venus is a worthy pursuit despite the dangerouse conditions it shows us and how it affects our science today. He are some facts and details about the planet venus. Venus is called the evening star and it is one of the brightest points of light in the night sky but some scientist want to get even closer to the planet to explore it but because no spacecraft has actually landed on the planet it makes it very challenging for humans to study it. It is 97 percent carbon dioxide and it is over 800 degrees fahrenheit and the atmospheric pressure is 90 times greater than what we would have expected on our planet. So in conclusion this gives us great detail about the planet venus and what it is about and how it can help us discover many other planets along the way thank you for listening to me talk about the planet venus it is one great planet other than our planet earth and lets not forget about mars to.", "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": "Mona Lisa Smile's The new technology to read anyone facial expressions to how much would it take to identify a human emotion. They use Mona Lisa smile's to see how its calcutlies, but its show she's 83% happy, 9% disgusted, 6% fearful, and 2% angry. Identify the movements of the muscles, but a Dr. Paul Eckman classified a six basic emotions like happiness, surprise, anger, disgust, fear, and saddness. Like Dr. Huang said, \" the facial expressions for each are universal observe, even though individuals often show vary degrees of expression\". The emotion recognition software tracks these facial movents in real life faces or a painted of someone face. It can identify mix emotions by weighting the differents units in da Vinci painted. Actaully humans perform the same impressive everyday. probably could tell a friend feelings just noticing by their face. some of us would have trouble noticing their emotion traits like happy, sad, worried, and scared. Like a sciencist would says, \" a classroom computer could recognize when a students becoming confuse or bored\". Dr. Huang predicts \" then it could modify the lesson, like an effective human instructors\". In Dr. Huang notes most human communication is nonverbal, including emotional communication, and cumputers need to understand that too. To a experts a face don't lie about a muscle clue are sometimes use to spot a smile is not being truthful. A drama coach contantin a stanislavsky for his actor to reproduce a smile and frowning as a way of creating emotions on stage. Even showing empathy for that person to make them feel great for them selfs. Faces could reveal so many emotions even through body it can be noticable or not but we all human that show so much 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": "Some obstacles builders Empire State Building faced allow dirigibles moor framing building height building passengers would land dock The frame building important thousand feet dirigible moor top building could add stress building s structure frame transfer building s foundation Wind pressure directional change would also push dirigible according adding stress buildingThe building first designed floors allow dirigible dock load unload passengers needed room height The building needed observation room boarding area When building redesigned building reached floors st floor observation room doubled boarding areaThe builders Empire State Building many obstacles design attempt allow dirigibles moor roof including adding height building The foremost problem though framing building It needed strengthened would allow dirigible moor top issues structure building", "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": "This line chart depicts how much waste produced by three different organizations during 15 years peroid. The waste production was measured by wieght. According to what's shown, company A procuded the hightest amount of waste in 2000 which was about 12 tonnes per year. This amount gradually decreased unitl it reached 9 tonnes yearly in 2015. While company B waste production wieght around 9 tonnes per year during the peroiod between 2000 and 2004. In 2005 the waste production shows sharp rise followed by rapid fall in the next 10 years. In regards of company C, the company start with the lowest quantity of waste in 2000, this quantity rocketed in the next 15 years. By the end of 2015 the waste of company C wieght about 10 tonnes annualy. To sum up we can say that, each company of the three has different patteren of waste mangement over 15 years period.", "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 thought of having driverless cars being introduced in the near future is for one, scary and exciting. There are two ways that you can come about the driverless cars, you can enjoy and agree with the idea or you can disagree. Google has been working on this project since 2009, they have built cars that can drive more than half a million miles without crashing. The cars arent's 100% percent driverless. Yes, the cars will be able to drive for you, but only for a certain amount of time. People think that since they're driving driverless cars, that they can text, be on their phones, or do whatever while in the car. The cars cannot deal to drive around roadwork or accidents, drive in traffic issues, or pull in and out of driveways. That's when you have to take control of the car, and drive yourself. So, the drivers have to be alert and ready to take the wheel when the time comes. GM has came up with the idea that the driver's seat will vibrate when the vehicle is in danger and needs assistant. Google's vehicles announce the driver when the driver should prepare to take over the wheel. They are improving more and more each day. Telsa has a project in 2016 that releases cars to be able to be on autopilot 90 percent of the time. \"Mercedes-Benz,Audi, and Nissan plan to have cars that can drive themselves by 2020.\" I am not against the idea of having driverless cars. I honestly think it would be a great idea. Airplanes have autopilot, why can't vehicles also. Drivers also have to be real responsible while in driverless cars, they need to keep their eyes on the road at all time and hands on the wheels. So when the vehicle needs assissting, the driver can assist.", "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": "Driverless cars is a good change. This is the kind of change we need, because cars are our main transportation. Right now cars are not helping the economy and planet. Cars are causing global warming and the gases prices are so expensive. People are also in danger because of car accidents. Driverless cars will help us solve many of our problems. Driverless Cars has many pros to it. Driverless cars would not be all driverless for public transportation. There would still be a driver for pulling in and pulling out of places and being alert when there are accidents. It alert the driver if they are in any danger, and it gets the driver to places faster. If they were all driverless with no driver in the front, then alot of people will being losing their jobs. They aren't going to make driverless cars totally driverless though. Driverless cars are a good idea because it uses less fuel which is somewhat helping the planet, and it is more flexible than a bus. The gas prices might go down and there will be less people getting hurt or killed in accidents. I do see a future in driverless cars. There are so many good reasons to have them why shouldn't we make them. I hope that they keep a person driving too, because if they got rid of the front driver many people will lose their jobs. The driverless cars have a good future and will help the world and the people in many 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": "Driverless cars are great but in some cases they can be wrong. If we were to have driverless cars it would be easy. You wouldnt get tired of watching the road so long. You wouldnt have to pay as much attention to the road as usual. With driverless cars you would actually have to be careful because if there is any road construction you would have to steer yourself. If theses driverless cars were to run on gas or electricty how long would they last. If the car was to break down and it could only work if they car was up and working that would be bad. You could be stranded or worse. If the car was to start driving reckless that could injure or take people lives. I would be good for the cars if you could tell them where to go or just type it in on a screen . I think driverless cars shouldn't be made.", "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": "I think that the author has a very nice claim from how well he puts detail into the story about how to study Venus. This is also shown by how he doesn't like to change the subject from the main topic. The author has done a lot of research from the way he gives out details that can change the whole view of how the reader can put something into context. I think that the author has made a great claim for the information that he uses to keep his point through. Like in paragraph 2 he says that Venus is the Earth's \"twin\" and that Venus is the only planet that we know of that is almost exactly like Earth. The author also says that the planet has \"97 percent Carbon Dioxide.\" That makes the planet dangerous to live on but that is why we should try and figure out how to maintain how to live on that planet by studying it. In paragraph 3 the author says that \"Temperatures average around 800 degrees Fahrenheit, and the atmospheric pressure is 90 time greater than what we experience.\" The author can also make some research happen by stating his calim to NASA and letting them try and figure out how Venus changes and makes it's everyday life. This can help us out by finding out the planet and trying to make some technology and devices that can stand the temperatures and can live more than a few hours on Venus. In paragraph 4 the author states \"Astronomers are facinated by Venus because it may we once have been the most Earth-like planet in our soloar system.\" This can help us by trying to figure out how to make out Venus and find out how to sustain life on Venus. I think that the author has very nice usable facts to support his claim and that the author can state his claim to the public and see if other people or scientists would want to try and figure out how to sustain life on Venus. Life on Venus would be complicated but if we could make the right techology and devices we could have more than one planet to live on. Life is never nonsustainable, if you live on Earth you can live on any other planet if you have the right technology.", "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": "Being patient sometimes hard especially whatever patient really distracting painful This story I patient I fell outside meself One day brother I playing outside We throwing water balloons mchotherI already soaked head toe still kept playing Suddenly I heard buzzing sound ear I turned around saw huge next meI yers old afraid bees I turned rah driveway kept going around house thinking bee still following I starting get tired I tripped fell scraping good amount skin process I immediately began org I saw blood passing Inside tell mom CAPS I fell I managed scream sobs CAPS gosh Let go find band aids mother replied The pain intolerable little body I kept silently crying I knew I patient mom went look bandages Just I wasted bunk band aids plastering cross donts face I patient For long time till mother usually found bandages I found mom said running In WAS setting CAPS patient stock band aids cross cut leg gave lollipop T know I good girl patient", "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 in this story supports his details really well by telling us how good this idea is how we should go to venus but first he tells us what the dangers by going to venus is like. In paragraph 5 he says in venus the farrenhiet can go up to 800 degreese and the atmosphere pressure is 90 times greater what we feel in earth. venus is a worthy pursuit despite the dangers we can have another planet for trash or another planet to live in for ourselves. the author even gave us a claim how we are already coming with a plan for sending devices to venus in the land of venus . do we really want to live in a planet were 50 percent of the ocean is plastic and trash what if later in the future our nieghbors are gonna be platic. one scientist did a test on somebody and they found out they had 5 percent of the body was a bit plastic what if later we dont have no where to throw out garbage away we can move to a new planet venus bit dangerus but woudlt be all bad .", "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 today’s modern society, some people think that the best approach for children to cooperate is team sports. I firmly believe that engaging in sports at school teaches children cooperation though it is among many options teachers can choose. On the one hand, there are many reasons that team sports are one of the ways to help children develop team skills. First, team sports demand students to work closely and communicate effectively. This is mainly because children may be more interested in improving their communication skills and contact with others when they take part in an activity of team sports. Thus, during the process, children can learn to be a team player. Second, team sports help children learn valuable life lessons such as the role/importance of working together. For instance, when playing football, students will learn that they can only achieve success when they cooperate with each other effectively. This may help develop their teamwork spirit in the future. On the other hand, I am firmly convinced that apart from team sports at school, other methods can also develop children’s corporate skills. To begin with, teachers can divide students into groups in class to study. This means that children can work with others through a team in all subjects such as math, literature and physics. Thus, students may improve their teamwork skills and help each other to finish tasks such as presentations or essays. In addition, another way for children to practice cooperation outside their school is to play video games in moderation. The main reason for this is that there are a lot of games that require players to work together efficiently in order to win. For example, in the game League of Legends, players have to compete against each other in teams of five members. In conclusion, although team sports at school can teach children to cooperate, I personally think that there are better measures such as promoting group work in class and playing games moderately that can be adopted to encourage their students to work in a team.", "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": "Facial recognition, a thing of the future, at least that's what people thought. With the new age of innovative technology, a special field of new technology has come to the public, facial recognition software. One of the most prominent softwares in the facial recognition field is the FACS, or facial action coding system, which is what was used to figure out exactly what emotion Mona Lisa was feeling in her painting. However, this software could be used in many other fields. The ability to read and detect what emotion some are feeling is very powerful and could be implimented into certain areas such as the classroom. The usage of FACS could be very beneficial to schools for reading students emtions so teachers could see how their learning plan affects the students, organize and figure out which subjects students may enjoy more, and also allow schools to see what areas of the school may need to be improved on the most. By using facial recognition, teachers would be ablel to read the expressions on students' faces and see what their learning plan make the students feel. A prime example of how this could be used in the classroom would be in paragraph four, where the author states \" 'The facial expressions for each emotion are are universal,' observes Dr. Huang, 'even though individuals often show varying degrees of expression' (like not smiling broadly). Using video imagery, the new emotion-recognition software tracks these facial movements.\" This specific example is important because by using this software, the facial movements of every student could be tracked, without worry of missing something, and could therefore help teachers distinguish how all their students feel about their lesson plan. Along with that, in paragraph six the author states something similar to this main point \"A classroom computer could recognize when a student is becoming confused or bored.\" This is exactly what the point is, the computer could tell what needed to be changed and why. Along with seeing how the teacher's plan affects the students, FACS could also potentially allow students to be organized and grouped up by what subject they appear to enjoy the most. Computers and computer programs are used most often for the usage and organiztion of data, that is what defines computer code, sets of data being used in certain ways. Well, the same type of usage could be had in a classrooom for organizing which subject students liked more. In paragraph five the author writes \"Yet Dr. Huang observes that artists such as da Vinci studied human anatomy to help them paint facial muscles precisely enough to convey specfic emotions. His new computer software stores similar anatomical informatino as electronic code.\" This points out that code already stores the data that it takes in and knows how to use it. That takes out a step in the process of using it in the class. By having it store data, the computer could then organize it into sections based on what students appeared more happy in certain classes and help with finding interests. Also, in paraghraph four the author states \"By weighing the different units, the software can even identify mixed emotions.\" This is especially important due to the fact that sometimes students can feel mixed about the class they are in, which means the computer can help figure out how they may feel truly about the subject. Above the learning aspect, schools could see where students physically feel the best or worst in the school or class. While the majority of use would be for the learning portion of the class, FACS could also be used quite often to help discern what physical things may need to change in the school. Maybe a student in a poor chair shows discomfort and the school learns it needs better chairs. In paragraph five, the author writes \"In fact, we humans perform this same impressive \"calculation\" every day. For instance, you can probably tell how a friend is feeling simply by the look on her face.\" While this is true, many people are able to easily figure out what a face may mean, the computer would have an even easier time doing it with lighting quick judgement and fast calculations to back it up. The usage of these quick calculations could be beneficial and allow the school to have a better input system and see exactly how the school feels, rather than relying on teahcers to figure out how the students may feel. Another good example of how the FACS could help improve school's physical aspects would be in paragraph six where the author uses and example of improvement themself by stating \"For example, if you smile when a Web ad appears on your screen, a similar ad might follow. But if you frown, the next ad will be different.\" This example shows very well how the computer recognition could really tend to one's needs and how one feels, therefore helping improve the quality of the school. Overall, facial recognition software is a very promising and prominent idea for the future of classrooms. The computer's ability to see how the learning plan affects the students and change the plan based on the response to the FACS being able to organize and find which subject the students like more in their school is extremely crucial to the new innovative learning process. Also by helping improve the overall quality of the school, the software is something that certain schools should look into. Hopefully this idea of facial recognition software in schools can become a reality and eventually become a nationally recognized function to aid in the learning process. Once an idea of the future brought into the modern day, the Facial Action Coding System truly has an eye for all things emotion.", "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, The worlds empty land which do not have any use till, has been under attack by the construction of buildings, industries, etc. These all are create the negative effects on plants and animal species. From that, some public think that, it is too late to take an action against these crises and this problem. While, On the other hand, some believe that this affirmation and effective measures can be taken to promote and decline these situations. I totally agree with the later side of my statements. Firstly, The human activities such as deforestation and construct a building anywhere will damage so many fertile lands which we can use as an agricultural side. In addition, This land will also useful for the plant and animals too. Furthermore, This effect can reduce by give a perfect guidance for the citizens and for the uneducated class. Therefore, We save that fertile ground so we can use for other so many purposes and from that we save the environment too. Secondly, Natural hazard is the major problems which create the pollution by the human activities and that destroy plethoras of animals and forest too. If the public will be taking an action against pollution we can save them and other too. Moreover, If we all Indians take the pledge that one person can grow compulsory at least one plant, Then the population of 1.3 billion people can change these negative effect and rescue them lives. This will improve the situation and sure will be said that the better days will come. In contrast, Some people think that we save our lives because that is more important compare with plants and animals is not profitable for us. But, This will also impact on our lives too. Because, we all are depending on each and another for our biological cycle, so far that the government take strict actions against them and they also provide the basic information through the campaign and also spread in social media and take other ways too and take responsibility to change the thought of these citizen. To conclude, I completely agree with my decision that people still do not lose their hope to take some good steps and save the plants and animal species who all are in danger or not. But, It is our duty to save the world from the negative impact on them.", "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": "A thick atmosphere of almost 97 percent carbon dioxide blankets venus, its even more challenging are the clouds of highly corrosive sulfuric aciod in venus's atmosphere. it is usually 800 degrees Fahrenheit, and sometimes the atmosphere pressure is 90 times greater than what we experince on our own planet. All thought these conditions are far more extreme than anything humans encounter on earth. Also venus has the hottest surface temperture of any planet in our solar system. Even though mercury is closer to our sun. Venusian geology and weather present additional impediments like erupting volcannoes powerful earthquakes are frequent lightning strikes to probes seeking to land on its surface. NASA is working on other approaches to studying venus. For an example some simplified electronics made of slilcon carbide have been tested in a chamber simulating the chaos of venus's surface and have lasted for three weeks in such conditions. These devices were first envisioned in 1800s and played an important role in the 1940s during world war II. Modern computers exidting in those days may sound schoking but these devices make calculations by using gears and levers and do not require electronics at all. Striving to meet the challenge presented by venus has value not only because pf the insight to be gained on the planet itself but also because human curiosity will likely lead us into many equally intimidating endeavors. In conclusion venus has many dangers ways and it is very hot planet. its very hard to study", "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": "The builders Empire State Building faced obstacles allowing Dirigibles dock The blatant one height would dock Al Smith states The Empire State would reach height feet Dirigibles outside US Were extremly Flammable If one caught fire moored top Empire state building results would catastrophic would happen densly populated area Another obstacle wind If ship tethered mast back would constantly Swivel around USing led weights secure back would safe practical The last one law made flying dirigible low urban area illegal No Ship would allowed fly downtown New York", "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 'Making Mona Lisa Smile', the Facial Action Coding System purpose is described as to enable computers to read human emotions. Should it be brought into classrooms? I believe that it should, as it will engage students in lessons, content will be taught more efficently and effectively, and students academic performances will improve. If emotion reading technology is brought in to classrooms, it will spark interest in them. As Dr. Huang explains,\" A classroom computer could recognize when a student is becoming confused or bored...Then it could modify the lesson, like an effective human instructor.\" This could help students focus on the material, better helping their comprehension and understanding, therefore improving their academic performances. Overall, the Facial Action Coding System should be introduced to classrooms. Students will value the impact it will have on the content being taught. Why keep the facial reading technology from students when it can benefit 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": "Poverty is the most alarming issue in some developing countries; thereby a segment of society opines that free discipline to their citizens for some years can help to raise their residents' wisdom and knowledge in a bid to confronting the prevailing hindrances. However, I totally disagree with the aforementioned statement for some following reasons. To begin with, the first and foremost reason is that only free schooling is not effective enough to cap the financial predicaments. Nevertheless, many folks are deprived of basic necessities like food, shelter and clothes; therefore, free education is the second priority for them. Indeed, the authorities, for instance, should focus on the development of infrastructure like building hospitals, construction of roads and establishment of industries where the dwellers can work and could feel the sense of fulfilment as jobs make them independent. Thus, creating job vacancies would be a stronger approach to lesser poverty as compared to the aforementioned scheme. Further, there is no question that schooling enhances one's wisdom and the economy of a country would be raised with the rise of literary rate. Nonetheless, the regime should think out of the box to tackle the emerging problem like they should train their inhabitants with vocational practices so that they can implement learning knowledge into real practice to earn their livelihood. To illustrate, the people who are farmers should be upgraded with new high-tech equipment and should be provided with the highest seeds in response to earning more yield at the fewer expenses. To conclude then, no doubt, education has its own importance to raise the country's economy, but a nation's GDP is connected with employment rate and the effectiveness of measures that a government has taken to tackle prevailing issues. Therefore, the modernisation of existing professions and create more job opportunities would be more impressive to combat poverty.", "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": "This technology surely is new and a big leap in technology. A computer can detect six basic emotions from scanning the face of a person. The computer seems to construct a 3-D computer model of the face and all 44 major muscles in the model must move like human muscles. It would seem the movement of one ore more muscles is called an action unit. My opinion over the idea of this new technology is mostly yes, but also a bit no as well. The idea of the computer seems a little bit rude to try and use on people who may not want others to know how they are feeling, but depsite it being rude it could help others know how the one person is feeling. I would love to know how someone who doesn't show much emotions is feeling so I could help them or know them better. I truly would love to try this new technology but only to try and help others. The use of this technology for really any other reason seems kinda rude or pointless. I would agree it can help yes, but you should't try it on just anyone. I for one hope this technology goes further.", "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": "Historical objects are precious items that carry immense cultural and historical significance. They offer valuable glimpses into the past and act as tangible connections to our ancestry and heritage. According to a belief, it is crucial to repatriate these valuable treasures and preserve them in their original homeland. In this essay, I will elaborate on my strong agreement with this notion and shed light on my support for this subject. Primarily, artefacts carry significant historical and cultural value for the people of a nation. For instance, the Koh-I-Noor diamond, once part of India's rich heritage, is now housed in the United Kingdom's Crown Jewels collection. Returning the Koh-I-Noor to India would be a meaningful gesture, as it holds deep cultural and historical importance for the Indian people. Consequently, it would allow them to reconnect with their past and preserve a piece of their heritage for future generations. Furthermore, repatriating historical objects can play a crucial role in strengthening the nation's identity and pride. For example, The Sultan Ganj Buddha, an ancient bronze statue discovered in Bihar, is currently displayed in the Birmingham Museum and Art Gallery in the United Kingdom. Returning the Sultan Ganj Buddha to India would be an opportunity to celebrate and appreciate Indian history and spirituality. Hence, having artefacts back in their original context could help people develop a deeper understanding of their culture and traditions. In conclusion, having engaged in the subject matter, while displaying the artefacts in foreign museums may offer educational benefits to people worldwide, we should consider the special significance of these objects to the people of their nation. Therefore, I strongly support the idea that historical objects should be bought back to their country of origin as it can help preserve the rich heritage and foster a stronger sense of national identity and pride.", "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": "do i think the computers should be able to scan a kids face to tell if he/she is mad? no I dont because that means the cia/fbi know has your face on everyone of there computers and knows where you are and if someone was to hack into that camra they could see everythong they are doing witch is an invation of my and your rights. I think thats why there are so many stakers and weird people cause they know how to hack into peoples computers and they smartphones and track them down or ever spy on them in there owen home with out them knowing. So there for I dont think a computer should be able to scan a teacher, or a students face If it was me i would covor the camra up and not let anyone see it or if they did hack it they wold see a peace of paper shaded in with a black tint from a marker. do i think they should stop trying to make stuff that scans your face yes i dont think they should be aloud to do that because its my right rathor i want some computer to scan my face. If it could scan my thumb or finger or ever my hand i would be ok with that but it dont it scans your face and in that case i say no that that.", "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": "Are you for or againist the development of driverless cars? I am for driverless cars. I think that evey state should be aloud to have driverless cars. I think it would stop and prevent alot of car crashes. Most drivers get in a car crash because they are tired. They havent had enough sleep the previous night or they are truck drivers, whatever the situation it is driverless cars can help. If you accidently fall asleep your car is already driving so you wont end up in an accident. Another big reason people get in car accidents are texting and driving, now for whatever the reson that driver is texting they stop paying attention to the road and focus on there phones. If they had a driveless car they could text without hurting their self and others. In the passage driverless cars are coming, it says google has had cars that could drive independently under specific conditions since 2009. It also says their cars have driven more then half a million miles without a crash, and although their not truly driverless; they still alert the driver to take over when pulling in and out of driveways or dealing with traffics issue such as navigating through roadwork or accidents. Now im not sure about other people but to me thats pretty impressive. So if something happens like you end up texting while driving or falling asleep your car is there driving for you, and if something happens you will be alerted to take over for a minute. There would probaby be alot less car accidents in the world. Yes there will be some work that needs done to the cars and laws need to be changed but you could be way more safe on the road. With this invention i think our future will be more bright and safe. You wont have to be alert or scared that something might happen, like a drunk driver or someone that fell asleep at the wheel, you can be in the car with your family and feel safe. That is why i think driverless cars should be legal. There are pros and cons to it but i think its worth it. Our future is here and driverless cars should be appart of this future. Dont worry and stress while driving just sit back and let your car drive for you. .", "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": "With the increase in population, especially in big cities, many people suggest that the authority should provide public facilities such as parks and squares. Although it may take a lot of time and resources to do it, I would say that I agree with this point of view as it is good for the citizens and also the environment. There are two key benefits stemming from providing big cities with parks and squares. The first is reducing air pollution. Indeed, with more trees and fewer traffic areas in the city centre, it will reduce the amount of dangerous gas and smoke in the air, thus making it healthier for people to inhale. This may actually cause a healthier population as fewer people get sick because of upper respiratory tract problems. Moreover, in the long term, it could benefit the economy of one's country as there might be less burden on health care costs. Secondly, it may help to improve the quality of life of all citizens. Beautiful Parks and other public spaces can be a free recreational destination. Indeed, parents and their children can spend their free time playing in the parks or just having a picnic to unwind. Allocating a sufficient amount of time to relax could improve mental health as revealed in a study, and this improves the overall quality of life. In conclusion, I agree that all cities and towns should be equipped with green parks and other outdoor facilities as it will improve the quality of our surroundings as well as our health.", "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 use of the Facial Action Coding System would be valuable in a classroom environemt. The computer would know what percent of each emotion you are feeling, and be able to convey that to others. As \"Most human communication is nonverbal\" it could prove very important and useful to figure out another portion of the students communication, both with teachers and other students. This would be very helpful to teachers as teachers would know how their students are feeling, as to make better lesson plans or treat someone differently because of something they are going through (Depression, Anger issues, etc.) \" Eackman has classified six basic emotions-- Happiness, surprise, anger, disgust, fear, and sadness--and then associated each with characteristic movements of the facial muscles\". Teachers could then comfort students who felt sad, or angry and perhaps stop doing things that somestudents may consider annoying or disgusting. \"\"A classroom computer could recognize when a student is becoming confused or bored,\" Dr. Huang predicts. \"Then it could modify the lesson, like an effective human instructor.\"\"This software would also allow teachers to figure out if kids are lying about things they are doing in class, and if they are on task. Say for example, a student claims to have done his/her homework, but left it at home, a teacher could then realized through the FACS software that due to the high percentage of fear in his/her face to know that he/she is lying and should indeed receive a late grade. \"By weighing the different units, the software can even identify mixed emotions( as in da Vinci's masterpiece\". This would also allow teachers to know if someone is truly on task, because if someone is overly happy or surprised, he/she may be on their phone or something else to distract them from being productive in class. Students would most likely be annoyed by this aspect of the FACS software, but they would realize that is would have benefits for them as well, such as knowing how their peers and teachers are feeling. For example if a teacher had a rough day, or is very angry/sad about something, the students would know that he/she is not to be messed with and they should be extra on-task today. If a teacher was feeling happy, then students would not be so afraid to ask the teacher for things like to use the restroom or help on an assignment. Also, students would know how each other were feeling, and if someone could use comforting. If their friend was sad, they would know and be able to help them through whatever they are feeling/dealing with. Lastly, school advisors, such as counselors could make great use ofthis tool, as it would help them to see if a child needed help to process something or had questions. Some kids would be very annoyed if theywere brought down to the counselor, but other kids who may have shown an increased level in sadness, or anger could be brought down to the counselor and comforted/ helped through whatever is occurring in their life. This software may even help prevent horrible occurences such as gun violence in schools and bullying, as the software could detect increased amounts of anger and disgust in a student, who may be planing to do something of an evil nature. Bullying could be also be minimized, as students would be able to notice how students felt when they either look at someone, or have an encounter with a preson, making it easier to spot bullying even when it is not reported. Overall, this software could prove to be very valuable in schools, and would have many benefits for students and teachers alike. If students and teachers could know what each other were feeling, they would be more comfortable around each other. This perhaps, could create a more effective working and learning environment for the 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 agree with both: many activities must be organise by parents as kids have not much knowledge about what to do sometimes. Freedom for childrens is going to the park and play football with other friends, or going to the cinema, but they cannot do everything without parents help. Cristiano Ronaldo wants to force his kid to be the number one on football, I don't think this is the right way, because he's put so much pressure on him, he should let him choose his life. Also depends where you live, I think in Australia is easier let your children do some experience by himself, here is a very safety country I don't think parents must be too concerned about their children's also because if you stay too close to them, they will grown spoiled, weak and without self esteem. Children's should start to make mistake since the beginning and understand what life is... Parents always protect kids and they don't allow them see bad things but my opinion is: make them ready for the life, even if one thing is uncomfortable or unpleasant let them see, probably the shock will be very high but slowly it will get lighter, strong moments make strong people, weak moments make weak people... At the end of this topic I can confirm that the best experiences of my life has been made by myself, without parents, without help, just with my friends and my curiosity, parents must follow us until the end of our childhood but after that, we have to start work with our feet.", "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 story Rough Road Ahead Do Not Exceed Posted Limit features setting greatly affected cyclist As riding passing desert June hot monthThere much water present desert would part definition desert particularly evenhotterthannormal June sun risk running water Had driving say forest perhaps rolling grasslands might danger could merely looked river dreck water desperate Another thing might affected cyclist would affect desert mind When people think deserts often think dry barren wastelands complete buzzards maybe dead cowskull movies Deserts intimidiating bad reputation riding low water thought death going die birds would pick clean running nowteriffied head Had city rolling farmland might terrified There people places places safe desert neither allowing give way despair Setting lot influence stories important keep mind reading", "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 author suggests that studying Venus is a worthy pursuit despite the danger it presents because they have tried to explore Venus for many years and they can't succed because only they can stay there for a couple of hours before they can't be out on venus anymore however they do have a nickname for Venus it is called the \"Evening Star\" and why they named it that because it is one of the brightest point of light in the night sky but they said that nickname was misleading because Venus was a actual planet in our solar sytem and Venus was simple to see from a distance but it is a safe vantage point from it said that it was proven a very challenging palce to examine more closely but they often reffered Venus as earths twin because Venus is the closest planet to earth in terms of density and size and it is occasionally the closest in distance too. But striving to meet the challenge presented by Venus has value not only because of the insight to be gained on the planet itself , but also because human curiosity it will likely lead us into many equally intimidating endeavors. And 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. But the reason why Venus is not good to explore because almost 97% of carbon dioxide blankets is covered all over Venus and on the planets surface it is about 90 times greater than what we experience on our own planet.", "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": "The mood created Narciso Rodriguez memoir thankfull happy Narciso good job show moods like says Growing environment instilled great sense family nothing blood relative Here tell mood happy way says family would welcome anyone family It also shows grow good family environment re also going want invest lessons kids lifes Another example mood last sentence I never forget parents turned simple house home Not show learn little always want family also shows call house home till able live family home always good mood In end mood memoir Narciso Rodriguez reflects proper way good mood home", "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 article it states that Venus was probably covered largely with oceans and could have supported various forms of life. It then adds on that Venus has a rocky surface and has familiar features such as valleys, mountains, and craters. NASA is also working on getting people to somewhat like hover over the earth. The passage describes it as \"a blimp like vehicle hovering 30 or so miles above the Venusian landscape.\" The author later goes on to say that the tempature would be about 170 degrees fahrenheit and that the living conditons wouldn't be easy but definitaly surviveable for humans. In conclusion, the author does talk a lot about how NASA is improving the drones that we send. In the article it states that we have put a new and improved drone on earth but had it simulat being on Venus to see how it would handle the conditions. In the article it said that the drone has been able to survive for about 3 weeks now.", "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": "The artcal states very much information on the Face. This is my take on why i think it is jsut a rock that people are over reacting to. The Face is just a huge rock that happenes to be shaped like a human head. It only became such a big thing because NASA felt it was importtant to taxepayers. Evidence from the artical says \"few scientist believed the FAce was an alien artifact.\" So most og them thought it was just a rock. It was just a natural landform. There was no alien mounument at all, says the JPL web site. This is some more inforation the text gives you on it jsut being a landform. This artical is the only thing i was provieded with to use to tell you so. It says in the text \" what the picture actually shows is the Martian equivalent of a butte or mesa-landforms common around the american west. Therefore i conclude my argument by saying that \"The Face\" is just a landform that was mistaken as a an alien artifact. It is just a rock. If you look at the 2001 picture it will show you that it is just a rock.", "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": "Im really patient person one day last Years end school year My older sister baby And I wanted go first nephew So I went grandma mom sister sister one baby Boyfriend There whe lots people use could go time I young see baby born I didnt want My sister got mad couldnt go either left I stayed boring But I stayed I went room visit took hours baby born went nine baby barn around I went home sleep went back seen baby name cute Im glad Right six months old I love I see And older I whole time waiting born Love", "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": "Soccer mom gave up there cars in a upscale suburban community. On the outskirts street parking,driveways,and home garages are forbidden near the french and swiss borders. But caar ownership is allowed,but there is only two places in the park,where a car owner buys a home and garage for 40,000$.Also 70% of Vauban's families don't own a car,and 57% sold there car to move here. some people with even number cars where to leave their cars at home or suffer a 22-euro fine (31$).After five day 60%of congestion was shut down in the capital of france. Diesal was the blame,since France has a taxes that favors diesel.67%of vehicled in France are made up of diesel,compared to 53.3%of diesel engines in western Europe. In the thrird straight year cars was banned only buses and taxis for the day without cars in the capital of 7 million. Violatirs got a 25$ fine. the day without cars began in 1900s. there are 118 miles of bike paths. Obama's goals was to curb the united states' greenhouse gas and it suggest americans will buy fewer cars. the unites states was the birth place of mustang sally and wilson pickett. As of apirl 2013, the number of miles driven is 9% under the peak ,and it is were we where in january 1995. things are different which that suggest we are a long term culture shift. the percentage of 16-39 year olds getting a licese has droped. young people driving has decreased by 23% between 2001-2009. pedestrain,bicycle,private cars, are woven into a connected network. it would be ok to have a no car day.", "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": "The setting essay Rough Road Ahead Do Not Exceed Posted Speed Limit major effect cyclist The setting high deserts California June hot The path cyclist suggested old men makes heat even worse people water sight In essay cyclist starts day confident excited ride Yosemite National Park His mood changes throughout day miles arrives ghost town old men led believe would settled town could get supplies cool Soon temperature rises feels like two hundred degrees cyclist begins run low water feels sometimes life feel cruel The heat lack people water lead cyclist desperation make feel like says going todie The setting cyclists journey provides mood hopelessness amplifies feeling determination felt cyclist keep going costs going die stopped The author uses setting essay help bring across mesage blindly trustting people instead trusting things could end hard overcome", "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 having self driving cars would help alot. there are so many wreacks in the states because some people just dont know how to drive right. so if we was to invent and sell computerized cars it could stop us from having so many wreaks plus it would also cause us to drive way safer. for instance if your drunk and you have to get home you just sit in the car and it will drive for you since you cant do it yourself because your not in the right stae of mind. there is also the thought of making better roads but when you think about it that would cost more then a fortune to do. one other reason im all for this invention is because you know that the people making these cars are gonna earn a tone of money so that means more people will be switching to the new car instead of their old one. before you know it there will be somthing new and even better in technology since we just keep getting smarter over the years. who knows we might be driving hover craft later on in a few years because alot can be learned. although we would also have to make some new laws or change a few of them. like in the text it states that what if somone gets in a wreak in a smart car should the driver be blamed or the companies that sold the the car to that person beheld responcibale. there also still some improvements that have to be made before they can even start selling those cars . those are the main reasons that i think making smarter cars is a great idea.", "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 excerpt The Mooring Mast shows easy making dirigibles safe docking stationA struggle faced time dirigibles countries made hydrogen highly flammable This meant exposed fire would instantly catch fire world s populated cityAnother problem faced amount wind top Empire building With wind hard pilots dirigibles steer The wind would toss around pilots couldnt take hands geersThese two many struggles pilots architects face docking dirigibles mast", "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": "Have you ever thought of exploring Venus? Yes, I know it may sound risky but in \"The Challenge of Exploring Venus,\" the auothor says, \"our travels on Earth should not be limited by danger and doubts,\" (para. 8). The author is just saying that you should let anything get in your way. You should always try it even if it's dangers. The author says that studying Venus is a worthy pursuit despite the dangers it presents. In the articke, the author states, \"astronomers are fascinated by Venus because it may well once have been the most Earth-like planet in our solar system,\" (para. 4). This is one reason the author wants to study Venus. They that Venus referred to as Earth's \"twin.\" Another reason he/she wants to study Venus is because he/she think that \"Venus was probably covered largely with ocenas and could have supported various forms of life, just like Earth,\" (para. 4) This just means that Venus has the same thing that we do on Earth and could be surviable. Still to this day, Venus still has some features that are analogous to those on Earth. For all these reason listed above, is why the author suggests that studying Venus is worthy pursuit despite the dangers it presents.", "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 use computers increasing since personal computers invented Although upsides computers like research interacting people bad aspects good ones comes computers Computers negatively affect way people live outside virtual world people end overweight obeise spending much time computer chair enough time outside exercising People also tend interact people computer nt talk world nt know People also give personal information people nt know leads second point Thefts happen everyday across globe whether s robbing bank store even someone s identity Using computer lead thefts There people hack people s banking account personal information withdraw sum money tha like Millions people information online anyone see dangerous That another downside computers My final point made costs come computers people spend lot money glasses looked computer nearly time Some people even must pay rehab There people actually addicted internet pay thousands dollars get back health As see cons pros comes computers Any things could happen I advise use computer", "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": "Join in the Seagoing Cowboys program! We help countries recover thier food supplies and take care of horses, young cows, also mules that are shipped to us over seas. It will be a wonderful opportunity for small town boys (Luke's words). 44 nations joined together to form this group UNRRA (the united states Relief and Rehabilitation). And they hired us to help them. It will be an adventure to travel all over the world helping people and animals (also Luke's words). We have alot of fun on board, especially on return trips after the animals had been unloaded. Besides the benefit of helping people we travel the world we go to different countries with friends that soon become family on this adventure. We play games such as baseball, volleyball, boxing, fencing reading, whitteling and more! Once you join you will realize all of the good things you have done for people animals that are in need of our assistance. this job requirs alot of work and we keep you busy! But most importantly it is a job to help animals and people in needs.", "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": "A venus sometimes called the ''Evening Star,'' is one of the brightest points of light in the night sky. It's simple making for even an amateur stargazer to spot. A venes is actually a planet. While Venus is simple to see from the distant but safe ventage point of earth, it has proved a very challenging place to examine more closely. Also, Venys us the closest planet to Earth. Venus is sometimes right around the corner in space terms and human have sent numerous spacecraft to land on this cloud-draped world for good reasons. A thick atmosphere of aklmost 97% percent carbon dioxide blankets Venus. On the planet's surface, temperatures average over 800 degree. it's the hottest degree. So these conditions are far more extreme than anything humans encounter on Earth.It's colser than people. NASA is working on other approaches to studying Venus. Also,They're doing the another project. By compartison,systems that use mechanical parts can be made more resistant,heat, and other forces. People should to know what kind of Venus and tell people about it. Finally, Our travels on Earth and beyond should not vbe limited by dangers and daubts but should be expamded 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": "Driverless cars can be unsafe to many people, but there are people who support the idea 100%. Seregy Brin states,\" he envisions a future with a public transportaion system where fleets of driverless cars from a public-transport taxi systtem. The cars he foresees would use half the fuel of todays taxis and offer more flexibility than a bus\". Since the car will be driving around with no human driver and offer a wider range of transportaion, then, that could lead to many harmful occurances. There have been many things that were technology based that were not the safest thing to have. A stove magically catching on fire is one example but another example could be a plane crash due to malfunctions and not because it was shot down by another country. If the car has to tel the driver that he or she needs to take over then the car is not needed.\" They still alert the driver to take over when pulling in and out of driveways or dealing with complicated traffic issues\". There are so many downfalls to having driverless cars that there does not need to be any type of driverless cars on the street. If there were to be driverless cars in the near future then no one would have to drive anymore , but some people may not have the money nor the right resources to go and buy a car that drives itself. Many people would be terrified by the idea of a driverless car because the idea has not been around for hundreds of years. Some ideas are not worth sharing with the rest of the world. To have a hightech car such as the driverless car means, it would have to be as smart as a human driver to uphold those type of responsibilities. if Google can create a smart technological car that can drive a car the way a human coould then there could be some exceptions made. Many people agree with the making of the car because ti will relieve alot of things and no ne will have to worry about driving 15 hours to another state becasue, the new and improved car will do all of that on its own. The traumatic thing about that is, there can be glitches and the car can freeze. The car could glitch, or, freeze in the middle of the road and create a terirble accident that could lead to death. ther are too many negative outcomes towards the car , that, changing the world that much right now, or, even in the near future is too much to try, and handle. There are too many other things going on in the world then to worry about making a car that does not need a human driver to operate it. Even if the car is made correctly , many people will not have money to pay for it. Other than safety there are other things to worry about such as exspenses. then after exspenses ,how much mooney wil be going into having enough supply, product, and inventory for many people to have the car. Then, they would have to worry about how much fuel the car would need, or how much elecricity the car would need in order to be operated. People try to come up with differnt ways to make so much money, they try to make it seem like they are right in what they are doing but in all reality some things can be a joke. The driverless car tempts death. the car does not sound too convincing for many people to pay for it . Although, in many peoples mind, the idea of a driverless car seems to be more efficient, does not mean it is more safe. The driverless car can change the world really quickly and it can change the world into being alot worst than what it is. The next invention might be robots for every household, and that can lead to many downfalls. The driverless car is inspiring many other ideas that are not safe . What can be depicted from the passage is, that, transportaion isses will be handled more efficiently. Anyone who is in their right mind would not buy such a product. Risking many epoples lives just so that an \"interesting' product is out on the streets is not an idea that needs to be supported at all.", "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": "There are three reasons why you shoud join the Seagoing Cowboys program. First you get to help many nations with food supplies and animals, like young cows, mules, and horses, to get over seas. Second you can see many places across the ocean. The Seagoing Cowboys have a lot of free time on their hands, so they can visit a lot of places. If the Seagoing Cowboys are in Venice, Italy you could take a gondola ride. Or if they are in Greece the Seagoing Cowboys could see the Acropolis. The third and final reason why you should be a Seagoing Cowboy is you could do lots of fun fun stuff with other people. That stuff could be playing vollyball, baseball, table-tennis, boxing, or fencing. You could also do stuff on your own like reading or whittling Those are three reasons, helping nations, sight seeing, and having fun with other people doing the same thing (or by yourself), are why I think you should join the Seagoing Cowboys.", "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 suggest that studying wenus is a worthy pursuit despite the dangers it presents he thinks human curiosity will began.the text states\"striving to meet the challenger presented by venus has value,not only because of the insight to bo gained on the planet itself,but also because human curiosity will likely lead us into equally intimidating endeavors\".the author thinks getting a closer look at venus is a way to look at venus value . the text states\"Our travels on Earth and beyond should not be limited by dangers and doubts but should be expanded to meet the very edge of imagination and innovation\".this shows how the author suggests that studyng venus is a good idea depite it's risks and dangers it has. In the Challenge of Exploring Venus the author states a lot of good reasons they should study Venus and study the value of Venus despite it's dangers. the authr states\"NASA is working on other approaches to studying Venus\".the author belives that although it may be danerous it also maybe worth the danger. the text states \"Solar power would be plentiful,and radiation would not exceed Earth levels\".the authors says these might not be easy conditions but they are survivable for humans. this shows why the author suggest studying Venus. The author belives that if the research get a better and up close look at Venus they can study it better.the passage states\"More importantly ,researchers cannot take sample sof rock,gas,or anything else,from a distance\".research most get a closer look to study Venus fully and in the way they need and wnat to.the text states\"Therefore,scientists seeking to conduct a thorough mission to undestand Venus would need to get up close and personal despite the risk\".this show that the author and researchers are willing to take risk to get up close and study Venus. Researchers belive that if they are up close and personal it would be better and give them more evidence for Venus. the text states\"if our sister planet is so inhospitable,why are scientists evendiscussing further visits to it's surface\".the author says from the earth u can see a nice sight but you can't see much from a distance.the passage states\"The value of returning to Venus seems indisputable,but what are the options for making such a mission both safe and scientifically productive\".this shows how there can be obstacles and risk but researchers and scienctists are willing to take and bypass them anyway. The text states\"a thick atmosphere of almost 97 percent carbon dioxide blankets Venus\".there are alot of risks with Returnint to Venus and getting rocks and samples off of venus.the text states\"Often referred to as Earth twin,Venus is the closest planet to Earth in terms of density and size,and occasionally the closet in distance too\".the author will find anyway to over look and find new and safer ways to go up close and personal to Venus.this shows how the author suggests that studying Venus is a worthy pursuit despite the dangers it presents to humans.", "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": "Desert Hills road condition lack water all setting affected cyclist First cyclist reveals desert exclaims I trave ling throug high deserts california June This means hot Second hills road conditions horrible The cyclist reveals describes flat road replaced short rolling hills aid againg It read Rough road ahead Do exceed posted speed limit Lastly He thought would stops way get water So drank rate wanted He figured needed conserve late The examples shows cyclists condition harder expected", "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 grandfather always used say life like kaleidoscope keep turning turning seem like changing really s repeating always wondered statement really applies life would want life continue pattern nt going like planned When twelve two little sisters split three thousand miles crammed us put remained born At first pain three thousand miles devastating like two essential organs removed body Eventually though time passed agony lessened grip lives It seem cruel time thought nt cross mind maybe true say sight mind sad think close sisters I change everything together close age youngest I years apart remember times would spend outside humid days We would look white ghosts sunscreen mother would generously apply skin Times different happy happy If think really hard I see us sitting shag carpet room playing dolls sunlight melted slowly darkness If could moment even second maybe could feel happy content feeling Although much time passed since separation still days feel world caving around far away I ll give call questions always uncomfortable first like strangers meeting first time feel three thousand mile scab heart reopen bleeds though leaving I ask bother call hurts bad And hear like beautiful sound classical music ears I hear laugh I feeling needed sudden happy With every small giggle smile grows know made feel whole second let forget far really Their laughter makes three thousand miles evaporate air In moments laughter know close sisters strangers It s true grandfather says matter life changes always feeling total bliss hear sweet laughs little sisters", "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 tendency of understanding the history of accommodations that people live in has been growing significantly in some nations nowadays. In my opinion, there are several rational reasons related to this issue including safety features and superstitions and there are some productive approaches to research the history of buildings such as contact with senior residents and searching the internet. The reason why people are more interested in knowing the past of their houses is that they want to ensure the safety of their families in terms of the quality of materials utilised for the construction of their homes. In other words , the resilience of a building in front of detrimental natural events would be understood due to the information about the house's materials and architecture. Moreover, in some parts of the world, especially in developing countries, people still believe in superstitions. They, consequently, want to be aware of the past of their houses and their former dwellers. taking Iran as an example, Iranian people have strong beliefs toward ghosts and they are inclined to know if their homes were haunted by ghosts in the past or not. One feasible approach would be searching the internet. This means that with the help of advancements in technology, people can upload pictures of their accommodations on social media such as Instagram and Facebook to receive information on the architectural style of their homes and materials from other people. Another possible way would be contacting the old people who used to live in their neighbourhoods. To be precise, since they had been living in these neighbourhoods for so long, they might be informative to the previous owners of the properties and gossip related to ghosts about their residences. In conclusion, there are some rational reasons to search the history of buildings or houses for people who want to live in there such as safety issues and superstitional's beliefs and people can gather information from the internet and old residents.", "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 article I going talk way libraries sensor books I going hit points I think subject But also give point view I feel books shelves Also way libraries handle matter presensoring books shelves I try give details taken shelf I think certain materials problem librarians keep closer eye reading But stopped looking review seeing good enough book child read This problem ways kids exposed material reading But children take stuff wrong way reading mature type book But get books watch reading Some ways handle problem get little extreme If take book shelf older person going read You ca nt another persons wants book But make special section types books young children get books This I think help problem I feel could also presensor books This help explain things way understand Plus improve way people feel books But also print two copies one mature audiance one younger one If would make improvement younger kids take information lke mature person say real life In conclusion I feel like I nuatral subject I think bad thing shelf library But I feell prevented way libraries run Just keep closer eye younger audiance Also try presensor make friendly younger audiance", "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 am for the idea of using this rochnology to read surdents emotionla expression, due to the fact that it could help engage sutdents in the precess of subjects that might no be so fun to learn. Example, say im bored in my english class and the FACS reconizes that, it would do something different to help me be more intrested, and want to apply my self more into the lesson. It would e a huge benefit to the learning process, because if i get excitded about history when these things come to schools i will say its working. If it notices that i am satasfided with how the process of teaching is being done, i would want to keep it that way. There is only one way to find out, and if this comes to schools i would love be one of the first to try out this FACS technology. With that being said i am for the idea of the FACT and think it would be a great idea to at least try out.", "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": "Earth 2 Life on another planet crazy right. Scienest study it but we dont really think life on another planet. like venus its close to us simlar sizes who knows. For and formost, Venus condition is much worst than earth, The planet surface temperatures avagers over 800 degrees,and the atmosperic pressure is 90 times greater than than on earth. The environment their would destory almost anything even a submarin accustomed to diving to eh deepest part of our oceans. the eartqakes and lighting are bad here when we get them but that oftern venus gets them all the time is so much powerful than here. Next, venus is probably the cloest planet we have to earth. Venus at one point was probably covered with oceans and could have supported lives before earth did. the surface of venus is smilar to earth now days valleys,moutains, and craters. It seem life a long shot. It was long shot to go to the moon. May their is life on venus and earht two is born.", "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": "Laughter meaning show mirth joy scorn chuckle explosive vocal sound People without laughter life go stages depression feel sadness inside never seem able find light end tunnel light happiness The days turn months even years life seems standstill When feel happiness begin doubts decisions life choices made life seem wrong This life felt like world turned around I found best friend flipped car I traumatized shock I nt know many things could rush head given moment I instantly started ask million questions see okay All could share time rushed hospital All I could I got home lay bed think could I done would car felt guilt That night wretched mind kept wrapping around times best friend I spent together laughter shared stupid fights dumb pranks What eating though gotten fight long wrecked worst part stupidest thing I got irritated constantly ditching plans together go spend time boyfriend Now I look back I felt jealousy If I could take back maybe would distracted driving missed turn That next morning mother called said asking come hospital see please I ecstatic I got ready faster I ever within minutes I ready pickup driving hospital It took thirtyfive minutes get take around forty five I instantly jumped truck rushed hospital went checkin desk see room would They told room right hall left I got room crack door I peeked trying open door rest way I finally got confidence open door go talk She instantly smile face saw I pulled chair sat right next We talked hour random things including wreck She told broken rips minor concussion able afternoon When told I one happiest people right moment All I could laugh told everything fine almost like laughter relief It take long us started laughing excitement nothing else say except beautiful sound laughter coming mouths I say felt good friends side able share happy moments So meaning Laughter shall ask It meaningful thing anyone could possible Laughter show signs happiness giggle outburst sharing unforgettable moments loved oneWithout laughter life complete make jokes laugh make life meaning Do go life instead Go ahead test see laughter life", "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 this essay I will agure that the \"Face on Mars\" is just another natural landform that ended up looking not so natural. Some belive that it is a natural landform some belive it was aliens that created this face. Could aliens really created this two mile long face? The face on Mars is just a natural landform. There are many ways the face could of formed, but aliens isn't one of them. NASA's researchers have gone out several times after the face was seen and they never saw the alien mounment ever since. In the passage in says,\"What the picture actually shows is the Martian equivalent of a buttle or mesa\". These are reason why I think that this \"Face on Mars\" is a natural landform. Not something created by aliens. I hope that these reason's helped you belive that this mysterious face that got a lot of attention is just something that natually happened in space.", "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 passage called \"The Challenge of Exploring Venus\", the author suggests the idea that studying Venus is a worthy pursuit despite the dangers it presents due to the fact that \"Today, Venus still has some features that are analogous to those on Earth\". The author also feels that their is still alot more to learn about Venus if we studied about it more such as if it can sustain life and if it is safe to space travel there. Some evidence that supports this claim is in paragraph 4 where it asks the question \"If our sister planet is so inhospitable, why are scientists even discussing further visits to its surface\" The author backs up this question with evidence such as the fact that \"Astronomers are fascinated by Venus because it may well once have been the most Earth like planet in our solar system.\" The author then goes on to describe the dangers that Venus presents such as \"A ship orbiting or hovering safely far above the planet can provide only limited insight on ground conditions because most forms of light cannot penetrate the dense atmosphere, rendering standard forms of photography and videography ineffective.\" \"More importantly, researchers cannot take samples of rock, gas, or anything else, from a distance.\" \"So, therefore scientists seeking to conduct a thorough mission to understand Venus would need to get up close and personal despite the risks.\" During the last few paragraphs in the story it claims that many researchers are working on innovations that would allow our machines to last long enough to contribute meaningfully to our knowledge of Venus. For example, \"Some simplified electronics made of silicon carbide have been tested in a chamber simulating the chaos of Venus's surface and have lasted for three weeks in such condtions\". Another project that NASA has been working on to study Venus is an old technology called mechanical computers. The passage states that \"These devices were first envisioned in the 1800s and played an important role in the 1940s during World War II. \"The thought of those computers existing in those days may sound shocking but those devices make calculations by using gears and levers and do not require electronics at all which makes studying Venus a whole lot easier.\" Lastly, in the final paragraph of the passage it states that \"Striving to meet the challenge presented by Venus has value, not only because of the insight to be gained on the planet itself, but also because human curiousity will likely lead us into many equally intimidating endeavors.\" This means 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.\" This quote right here answers the question that the author suggests about if studying Venus is a worthy pursuit despite the dangers it presents.", "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 auther concludes story paragraph saying Ill never give She determined concor everything I think saying take test succeeds That author concludes story paragraph never give", "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": "Some obstacles Empire State builders face attempting allow dirigibles dock thousandfoot dirigible moored top building held single cable tether added stress building s frame The steel frame empire state Building modified strengthened accomodate new situation cost going sixty thousand dollars Another obstacle allow dirigibles mast obstacle mast nature The winds constantly shifting due violent air currents When dirigibles going land back ship going swivel around mase causing safe", "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 builders Empire State building faced many obstacles attempting allow dirigibles dock One obstacle faced dirigible moored single tether stress dirigible s load wind pressure would transmitted way building s foundation nearly eleven hundred feet Another obstacle foreign dirigibles used hydrogen highly flammable Hindenburg destroyed builders realized accident would much worse happened ove densely populated area like New York City A third obstacle violent wind currents would cause back ship swivel around back dirigible could nt weighted like open landing fields would cause weights dangle dangerously pedestrians street These major obstacles reasons mast top Empire State Building never used dock blimps", "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 features setting affect cyclists mood towards journey At first confident old mens knowledge land accurate excited lies ahead However excitement soon turned dismay slight doubt journey drags The heat weather lack water makes cyclist develop uncaring matter Id read sucking stones helps luck Id hit bump lodge one throat The verbal irony passage delivers negative feeling reader clear cyclist doesnt care happens When finally reaches sign civilization cyclist becomes decides knowledge best", "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": "Being a person of politics yourself, you of all people should know that many compromises have been made over the course of the establishment of the United States. However, some of the compromises, like the electoral college, were made because of factors in the past and are now not needed in today's modern democracy. While the electoral college once worked as a compromise in the past, it is an archaic system that unfairly represents the votes of citizens all across the nation. A popular vote should instead be utilized to fairly choose the people of power in this country and would better represent voters' opinions. In implementing the electoral college, most states' votes either go to one candidate or the other, leading to candidates to only campaign in swing states (Bradford Plumer 13). This may not seem like much of a problem, but consider this: a swing state such as Florida with over 20 electoral votes could go to a candidate who could have won by a 51 to 49 percent margin. This means that all the voters who voted for the other candidate no longer count, making the electoral college ineffective at voicing the opinions of the populous. Also, many states may not even see the future president at all, like in the 2000 election where the candidates did not even go once and talk in seventeen states. This leads to a poor democracy because voters in these states will surmise that if the president will not bother to visit their state, they shouldn't bother on making an educated decision when voting, or may choose to not vote at all. In a election by popular vote, presidents will have to make greater strides in getting the people's votes and citizens will then have more of an impetus in learning more about their country's government and politics. With the Electoral College, there is also the risk that electors may not necessarily vote for the candidate the people want as president. In the Electoral College, \"voters vote not for the president, but for a slate of electors, who in turn elect the president\" (Bradford 10). These electors may not necessarily vote for what candidate voters want most as president, and could do what they might feel is the best decision; however, this is not always what the majority of voters want in a president and could end up with a poor president. In addition, most voters know very little about how these electors are chosen and are not in control of who their state's electors are. In a way this system is a bit corrupt, because the voters don't have the final say of the president. In addition, a tie is likely in an electoral vote because of swing states, which has the potential to lead to a disaster. If two candidates receive the same number of electoral votes and tie in an election, the House of Representatives then chooses the president, while the Senate choose the vice president, but their votes may not show who voters want as president, seeing that voters often vote one party for president while the other for their representatives (Plumer 12). The vote for president is distributed unevenly, and states with many voters will only be represented by one vote. this could lead to the House of Representatives choosing a president that is only liked by a small population and this cannot easily be undone. Swing states are the only thing that can cause or prevent a tie in elections, and a tie has almost occured in 1976 in Hawaii and in 1968 in Ohio. Those in favor of the electoral college argue that because candidates will focus on swing states in order to win voters in those states will pay closer attention to the election and make a more educated decision (Richard A. Posner 20). However, this is not necessarily the case, and there are plenty of other well-educated voters in other states who have opinions that will never be counted because of the electoral college. If the popular vote becomes the new method in choosing the president, voters all across the nation will pay more attention to elections because they feel that their vote can make a difference, and it will. This will in turn increase the number of voters actively paying attention to their country's decisions. Because of the Electoral College, \"about one-half the eligible American population did vote in [2012's] election\" (Posner 23). Although this number is mentioned as a success in Posner's arguement, this means that there is one-half of American voices left unheard. Democracy only works if all citizens vote, but they will only take the time to vote if they know that they can make a difference. Change needs to happen and it has to soon. If not, a poor president could be elected and then who knows what bad things could happen? With the popular vote, more people will be heard, and they will better take part in their country's government, leading to a better nation.", "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 this final draft my job is to answer the followingin \"the challenge of exploring benus\" the author suggests that studying benus is a worth pursuit despite the dangers it presents using details from the article write and essay evaluating how well the author supports this idea. I'm going to brake this draft down into two parts for you first why it would be dangers to explor venus then why it would be good to study it. Venus is rather dangers seeing how not one spacecraft has landded on venus in three decades and it's armosphere is almost 97% carbon diocide witch we make when we breath so we cannot walk around on the serface of the planit. the clouds on the planet are made of highly corrosive sulfuric acid in venus's armosphere. along with the planets surfae temperatures that average around over 800 degrees Fahrenheit also the atmospheric pressure is 90 times greater than what we experience on our planet so walking around is rather imposiable. so if its so dangers why should be explor it well astronomers are fascinated by venus they thing it once was the most Earth-like planet in out solar system a long time ago venus was probaly covered by ocaens and more than liekly had some form of life on it. it also has some features that are like earths such as rocky sediment and includes familiar features such as calleys mountains and craters. so in the end of all this venus may be dangers but it is still worthy to explor.", "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 order to achieve success in a career, some people think that completing tertiary education is the best guarantee, while others consider getting first-hand experience right after school more valuable. In my opinion, the best option depends on which career path we choose. First of all, if we want to get professional jobs such as engineers, doctors and accountants, graduating from universities would definitely give us a better head start. Moreover, we will need the knowledge enquired from these higher education institutes to work in these fields, as we can not imagine the harm it will bring, if a surgeon, for example, operates on patients but does not have the necessary knowledge of the anatomy of the body. Besides, these highly qualified occupations also have high competition, thus graduating from established or well-known universities will be even more advantageous. However, in fields like businesses or marketing which require a lot of soft skills and networking, heading right to work after school can be of better advantage as the exposure and experiences gained are proven to be of higher value than theories learned. Furthermore, they can always learn from their business mentors or enrol in part-time studies while at work to further qualify themselves. Jobs like marketing executives and business personnel are a few examples of this category. In conclusion, whether to undergo tertiary education or not will depend on the jobs that we are interested in. Professionals will definitely need to be qualified while those in business and marketing might get better outcomes if they start early.", "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": "Should books magazines movies music put higher reaches children left plain sight Is fair capable see movie magazine even read book others area believe offensive view If adult reading specific book magazine feel eyes see keep item personal place knows anyone else Books magazines removed shelves found offensive The reason fair others nt read would like read ca nt removed others oppinions If books magazines nt appropriate children companies would nt print releasr stands sold If certain music also nt appropriate music producers would nt let artists release song track There many chances school projects require getting information student assigned get able due fact adults think website inappropriate For example history class student assigned assignment get done grade comes heshe nt gets homework heshe assigned The student explains heshe nt able get information Heshe starts explaing themself saying the websites I went blocked The books magazines I tried checking either thrown I nt able check CAPS s neighbors live neighborhood think pictures words offensive since librarians stopped putting shelves The teacher says well I go sign book try get much information sound CAPS good least better getting assignment said student comes adn student much information heshe able get two books hands teacher At end class gets graded grade turns Student happy picking grade still unhappy heshe nt able get items needed start This movies books magazines even music removed shelves Things like probably happen kids land getting trouble assignment turned even fault If citizens oppinions certain items feel items removed sight nt bother thinking Even safety children house nt even books little private personal spot nobody knows excpet one particular person", "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": "Why on earth would someone want a car that could drive itself? For years upon years it has been a way of like for some people to drive. Like people who race nascar, if them nascars were driven by a computer it would be no fun to watch. There are also alot of other reasons that I believe that cars should not be able to drive theirself. What if a system crashes and the automobile wrecks into something or someone and badly hurts someone. Personally, I enjoy driving and if an automobile was driven by a computer it would take all of the fun out of going places. I dont think that in the far or near future their will be cars that will completely drive theirself because it is very unsafe. Like when it says ¨fleets of driverless cars form a public-transportation taxi system¨. That doesnt sound like that bad of an idea because that would be saving money on the taxis, the wage for the drivers, and the fuel costs. Television has also put alot of people in the mindset of futuristic cars like flying cars in the jetsons or the self powered cars in the flinstones. Early on, they found out that smart cars may just not cut it but smart roads may. ¨For example, in the late 1950s, general motors created a concept car the would run on a specific track. The track was embeded with electrical cable that sent radio signals to a reciever on the front end of the car.¨ They also tried the theory at Berkley but theu used the positive and negatice polarity as messages in binary code. But smarter roads were and are out of the option so car manufacturers turned to smarter cars. For starters they used a whole lot of sensors. Google also modified a Toyota Prius with all of their sensors, Radars and Gps maps. Some of these sensors are new but some of them have been around since the 1980s, like antilock brakes, powersteering, traction control and cruise control. In 2013 BMW announced the development of traffic jam assistance. The car can handle driving function up to speeds for 25 miles per hour, But special touch sensors make sure that the driver keeps ahold of the wheel. They can steer, brake,and accelerate. The car aslo has to have to have some human skill and that is what makes it not completely computer driven, it has the need for human to take control in accident situations, road blocks, and construction areas. In conclusion I believe that it is very wrong to have a car that is computer driven because there is and there will always be bugs in a computer system and that could cause a wreck and that could take a life. Also one more thing is a car that is computer driven can not handle in the snow. IF you are in that car and it starts to slide it will probably lock up that brakes and that would put you in a ditch or hit another vehicle. I believe that the world it not ready for this type of technology.", "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": "As i read the article \" Driverless Cars Are Coming \" i think its would be a great idea for future. As a driver myself driving may sleepyness if driving for a long time so i best believe that \" Driverless Cars \" are a great a idea for some of us drivers on the road. For examples in paragraph 2 its said \" In reality , Google has had cars that could drive independently under specific conditions since 2009. Their cars have driven more than half million miles without a crash. That was a good way of saying about driverless cars. But they not really driverless cars in one of the paragraphs its said \" Google cars aren't truly driverless; they still alert the driver to take over when pulling in and out of driveways or dealing with complicated traffic issues, such as navigating through roadwork or accidents.\" Now that really telling me there i can't trust the computer to take over and drive for me. I best off driving the car myself if the computer can't handle stuff like backing out or in , or parking the 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": "The features setting make cyclist feel hopeless realizing short cut The cyclist growing realization could drop heatstroke rides along Also building sees miles Welch s Grape Juice Factory The cyclist driven deeper despair feels hope lost sees building As rides song ORGANIZATION rattled aroung dry honeycombs deteriorating brain At point cyclist believes death inevitable He saysown death inevitable He says with luck Id hit bump lodge one throat talking pebbles placed mouth Finally cyclist reaches small bait shop hope returned drank deeply sink The desert setting lack water shelter people cause mans concern later panic life The hopelessness cyclist much like hopelessness trapped blizzard far civilization resorted eating dead survive While went extremes survival setting caused feel hopelessness 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": "The author concludes story paragraph show adapt In spring snows melt geese return hibiscus budding I take test I choose saying shows able come back everything happen She able adapt new place like", "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 the present day, with the advance of globalization and technology, the way of learning and teaching have been changing. Therefore, learning approaches are a primary concern in any society. While some people claim students ought to interact with teachers through questions and arguments, others argue that this freedom can lead to disorganization in the classroom. I tend to agree with the former since individuals are different in all aspects and they have opposite ideas and regardless of any topic everybody has the right of expressing. On the one hand, when pupils have an opportunity to enquire questions and debate different ideas they not only learn new aspects about a topic but also share thoughts with other people. Moreover, this change of ideas is a form of broadening their horizon for new perspectives. For instance, according to research published by Harvard University, in a discussion, when citizens know both sides of it, 75% tend to be more aware of outcomes. On the other hand, some individuals believe teachers should have control of the situation in order to maintain respect. In order words, students should not have the opposite idea in relation to their supervisors. Furthermore, some adults argue pupils irrespective of any topic, pupils need to respect older ones. Take a survey carried out by The New York Times as an example where without discussions, supervisors are more respected, however, the creativity of supervised ones is reduced by 30%. The more control of people, the more limited society will be. As far as I am concerned, I tend to agree with the former view since the limitation of knowledge become students in adults without a critical sense. In addition, when individuals have a chance to debate a variety of topics, they may both learn new opinions and discuss social issues present in our society. Besides that, education transforms citizens, and they change the world resulting in a community much better to reside in. In conclusion, discussions are essential to building the personality of a person. Hence, it is of paramount importance that teachers are willing to support opposite opinions so as to elucidate to students both views about different topics.", "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": "Advancement in technology is shifting the current way of living. It is believed by many that the traditional teaching method will come to an end in the near future. I completely disagree with this statement because the classroom is a conducive place for learning and this will be elaborated on below. Firstly, face to face learning is far much better than distance learning. In other words, students need the presence of a teacher physically since he will monitor them and see their progress. For example,in the classroom one can determine whether the pupils understand or not more easily by just observing their gestures .Futhermore, instilling discipline is much better when you are in one room, therefore it is easier to control the behaviour of individuals resulting in better grades. Secondly, interaction is very crucial in every student's life.For instance, e-learning is mostly one way type of information sharing where only the lesson conductor is in charge. Such doesn't give the students time to ask questions or argue with their classmates . Debating is so important as it encourages pupils to think very quickly and keep them focused. Hence, the traditional way of teaching should not be replaced as people benefit interaction skills which will help them in all their life. To sum up, although there is a possibility of classroom physical learning extinction due to the advancement in technology, I believe this will not prevail since there are a lot of benefits associated with it including better understanding and socialization.", "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 that if we ever did find aliens on Mars or even a civilazation we should stay away from it. The reason why is because if we ever did find a other planet we never really be called the only planet in the universe. In the article we found out that we have a new way to find people. We never really thought that their was ever a civilazation on Mars. As we found out that we may have found a way to a other civilazation. I just recently told you that we should never go near Mars. The reason why I told you that is because we don't now their lifes, their ways, or even if they were freindly. When NASA told us that we have a way to find people we should never talk to them. Yes it does show that we had images of planet Mars or even that their might have been a culture. I have said that we should never really go to planet Mars because if we did we would be the only planet in the universe. This article was very interesting, but I think we should never go near 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": "The author starts by telling us all the bad things and dangerous possibilities of Venus if we were to go there but then starts telling us of all the benefits knwoing more about Venus would have. Yes, it is very dangerous and could end badly but shouldn't we know about planets around us? Venus is the most earth like planet besides earth. We should know what is on it, what it is capable of, etc. We cant let fear limit us to exploring the unknown. In the text the author says \"Often referred to as Earth's \"twin\"\" by saying these type of things the author is making Venus seem less scary. The author belives Venus is somewhere we shoudl explore, we should know more about it becaseu its the most earth like, its the closest, we could discover many new things, and it has many factors we should know more about. The author tells all the benefits of going to Venus. The author says \"to understand Venus we would have to get up close and personal despite the risks. Or maybe we should think of these as challenges.\" The author is very set on persuading us into beliveing that Venus is worth exploring. Exploring Venus would further are knowledge of space and how other things work, its worth the risks. We just have to be smart about it. He supports his beliefs by explaing NASA's new ways of approach on visiting Venus. The author explains in depth teh old computer systems, he talks about electronics being made of silicon cardide, etc. The author is telling us many ways we could things that make this trip safer, easier, and to have a higher chance of success. Paragraph 7 is all about new, smarter, better things they can do to make the Venus trip safer and more possible. He also connects it other things and trips. Humans curisoity will lead them there, mayeb lead them places worse. The need to know the unknown is what motivates us to do the crazy, smart, furthering our knowledge things we do. In Paragraph 8 the author says \"striving to meet the challenge presented by Venus has value, not only becasue of the insight to be gained, but also becasue human curiosity will likely lead us intomany equally intimidating endeavors.\" \"Our travles on earth should not be limited by dangers and doubts but should be expanded to meet the very edges of imagintion and innovation.\" Further explaining that no matter what it will eventually happen and when it does it will good because it is better, and safer to know the unknown. This all supports his belief that going to Venus would be insightful, and good. The knowledge that can come from this adventure/ exploration are worth the risk. He proves this by using evidence from NASA, explaing how its safer to know the unknowns, and simplify suggesting that since its so earth like we should know more about it. It has potenial and we need to eb the first to see adn obtain that potenial.", "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 this sedentary life, physical health has become a serious concern for society. Some people opine that government should take some preventive measures to help the masses whereas, others believe that it should be dealt with by an individual. This essay will discuss both perspectives and conclude with my opinion. To commence with, people nowadays, tend to eat junk food which is one of the primary reasons for various health diseases like obesity, heart disease, and cancer. On that note, with the help of campaigns, the government must educate the masses about the harmful effects of eating excess junk food and drinks. For example, some countries like Germany and London banned the use of cigarettes. Also, these countries advertise the harmful effects of consuming tobacco in order to improve the health of individuals. Furthermore, the government can imply a heavy tax rate on purchasing such items that can cause major health problems in order to limit the consumption rate. On the other hand, the masses must be accountable to maintain their good health as it should be an individual responsibility to be fit, and healthy. To elaborate more, as we all know that excess of anything is bad therefore, one should maintain a balanced diet, and limit the consumption of such food items that can be injurious to their health. For instance, recent research has shown that 80 per cent of people enrolled themselves with nutritionists to maintain proper health and diet as a result, there is a decline in health-related problems. To conclude, I firmly believe that both the government and individuals can contribute to encouraging the nation to maintain a balanced diet and healthy lifestyle.", "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 everyone different views different things I dont think would would first amendment says everyone freedom religion speech If disagree book whatever ignore keep walking never pay attention People days taking things way far opinions People need mind business stop thinking world revolves around There several billion people every person looks thing slightly different taken consideration get mad book movie shelf library For example I like movies comedy sometimes scary movie girls like scary movies like movies droma somthing line Just like different things nt mean put certain kind books movies shelf Yes movies I dont like stand things religion I dont stand around say one watch movies I dont beleive nt mean I judge people I know people feel everyone one look things way everyone agree get along matter much want people agree get along never happen I think people need mind business let people read listen watch whatever want affend anyone I know people like think know everything know ways thoughts People like argue never win arguement never get understand look They think think way right way way This way I feel people getting mad book movie shelf dont agree I think evryone try undersatnd saying listen instead ignoring I feel way I person tuck ways cant change mind", "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 obstacles builders Empire State Building faced attempting allow dirigibles dock accidents densely populated areas violent air currents constantly shifting 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": "''What I Think about the misterious face''. The Face on Mars does loo really cool. But I think the face on Mars came from natural bases. It could be true what the people say. I believe the face was shaped like that because how it's shaped and formed in to a face. I think it formed like that like how the Earth went in to Phases to create life. I also believe that the face on Mars could be a Mountain with some dark spots that make it look like a face. The Face could and couldn't be a alien artifact,You'll never know. I believe it is a Natural Landform. It could have formed like that by the surface of Mars. People really was not satisfied where The Face on Mars is located at ether. All this Martian stuff is giving me a head ache. I do believe some where in space there is another species of life. Landforms is common on Earth and how are the Press is surprised about seeing a landform on Mars. I think there could be more more land marks on the planets. Now if there are faces on more than two more planets then say i'm wrong then. I am 50/50 with it though but lets be reasonable. It could have benn a conquence.", "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": "A student is sitting in his seat alternating his facial expressions from a frown to a smile every other minute. The student is not necessarily happy, sad, or pocessing mixed emotions, but simply playing around and testing the new technolgy that has been placed in the classroom. New technology has been developed that can detect facial expressions. Dr. Hang predicts, \"a classroom computer could recognize when a student is becoming bored.\" What he doesn't stop to think about is wether this technology would be distracting, or bring other negative effects to the students. The use of emotional expression reading technology is not valuable in a classroom because it can be a distraction, put forth false information leading to personal problems, and cause students to feel uncomfortable making them unable to learn. First, the use of technology that can calculate facial expressions would be a distraction to the students and the teacher in a classroom. Technology such as telephones, iPods, and smart watches have been banned in the classroom at most schools. This is beacuse they are a distraction to learning. Imagine a high technical computer that monitors all of 44 major muscles of your face to decect the percent ratio of the six basic emotions: happiness, surprise, anger, disgust, fear, and sadness placed in a classroom of students from the ages five to eighteen. This would lead to a lot of distraction beacuse most students at this age would be curious of how it works, and if it works. Instead of listening to the lesson, the students would be messing around and trying out different facial expressions. This technology can also be distracting to the teacher beacuse they will have to be worrying about how their expressions are as well. They will be focusing on not looking negative, or being to harsh on the student since they are now being watched. This may ause them to not be as honest on feedback, and they may not be as focused on teaching. Next, the technology in the classroom can put forth false information and casue personal problems. The technology can read, as previously mentioned the percent of how much anger, fear, and sadness you pocess. Many students at this age are going through a lot of changes and have many mixed emotions. For example, if the technology detects a particular student contains a large amount of sadness, fear, and anger for so many days, the student's parents should be notified because they could have emotional or mental issues. Though the technology seems very well designed, sometimes our facial expressions contradict our actual emotions. The technology can put forth false information of how we are feeling, and cause serious personal problems. Some people may believe the use of this technology in the classroom is beneficial becasue it monitors when students seem uniterested or bored, but a teacher can do such on their own, and all the many problems the technology gives is not worth it. Finally, the technology can be a problem in the classroom beacuse it may cause students to feel uncomfortable. Many students struggle with their presentation skills at this age beacuse they may feel insecure or pressured, knowing that people are watching them. With this technolgy watching their every move and expression changes, it may cause them the same kind of pressure. This can lead them to not want to participate in class. In school the best way a teacher knows if you understand the material is if you ask questions, answer, and are involved. If this techology stops them from that, then it should not be in the classroom. In most schools, cameras are not allowed in the classroom, so that rule should be applied to this use of technology as well. The use of emotional expression reading technology is not valuable in a classroom because it can be a distraction, malfunction and put forth false information, and cause students to feel uncomfortable making them unable to learn. In conclusion, the technology would bring a lot of problems to the students and teachers in the classroom. If there is only one good reason against many reasons not to have or do something then, it is usually not worth it. That rule applies here. Facial recogniotion technology should not be in a classroom beacuse it is uneccessary and brings neagtive effects to the students and teachers.", "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": "It is true that many students tend to meet several challenges due to the differences between studying at school and at college or university. To explain this tendency, I think that the reasons behind this phenomenon are the distinction of subjects and how to learn in these educational environments. My essay also mentions potential solutions relating to the convenience of technologies to solve this. To begin with, there are many factors contributing to the increased difficulty that students experience in higher education, compared to their time in school. Firstly, the main reason relates to the subjects they have to learn. If there is a plethora of fundamental knowledge that school’s syllabus teaches students can be seen in a variety of aspects such as math, geography or science, it is different for students to level up to university or college. Many classes in the tertiary levels tend to focus on one aspect depending on the majors students follow. To be more understandable, a university student’s specialization is economics and finance, for example, find more difficulties in their academic credits such as microeconomics, even though it is a high-level version of math which she or he had learnt since high school Moreover, acquiring knowledge in university or college is considered as tougher, because of the root of the distinctive learning methods. In Vietnam, for instance, teachers usually prepare diments for each lesson and it is compulsory for students to learn these by heart leading to the insurance of passing the tests. However, the opposite was true in university, professors often teach basic sections in class, thus it is obligatory for students to do more research by compiling materials and preparing lesson plans for their own to fully understand. There are many solutions that could be implemented to address these challenges. In the contemporary era, it is reckoned that the significant development of technological devices could improve students’ path of intelligence. Firstly, having too many paper materials leads to difficulty in finding out what students need for each subject. People could take photos of these and upload them to a computer which could rearrange them into separate folders named to each class. As a result, students could open tons of documents with a click without messing around. Secondly, there are websites that enhance doing tasks. For example, Chat GBT, an AI chatbot would be a magic tool giving a variety of ideas whether university students are in a situation of running out of ideas for assignments or even answering tricky math questions. In conclusion, the transition from school to university or college should pose many pressures due to the difficulty of academic subjects and imparting knowledge. However, applying several digital technologies would strengthen learning well.", "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": "Emotions are a part of our daily life. We cannot avoid having them, and we cannot avoid seeing them. Humans are able to tell almost exactly what a person is feeling just by a look on their face. We can do this instantly and for the most part subconciously. Knowing how people feel is the first step in social interaction. If someone is sad, you dont want to make that worse by giving them bad news right off the bat. If its your friend, you would try to cheer them up or figure out how to help. The same may be ture for students in a classroom. Often times, online lessons can be boring. This is because the people who make them do not understand what fun is to someone in school. If a computer were able to recognize a persons emotions, and change the lesson based on that, i think it would make learning on a computer much more effective, which is extremely valuable to a students education. In paragraph 6, Huang predicts \"a classroom computer could recognize when a student is becoming confused or bored. Then it could modify the lesson, like an effective human instructor.\" Here he is giving this technology a use in the educational system, which i believe could work. If students are getting bored, they are less likely to want to learn about what is being taught. If this algorithim can somehow make the elssons more fun, it would be a valuable tool for education. This could also be a vaulable tool for school counseling. If someone comes in having a bad day, the computer may be able to diagnose the exact emotions someone is feeling. It then can either give an automated perscription, or relay that info back to someone for further analysis. In conclusion, i think this technology has a place in classrooms. It provides a valuable tool that could help students stay engaged and willing to learn. It is able to detect what is wrong with someone, and try to help fix it. Although we humans are good at doing this, it would make things much easier if we could perfect a program to do it for us.", "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": "Well, me personally, i dont think its a good idea for a senator to change to that. I feel ike everyone should remain voting as usaul. If not this wouldnt feel like america anymore; America is all about freedom and the power of free speech....etc. This is what makes this country great; no dictator telling us what to do everyday. Without the power of voting this country would not feel the same. It wouldnt feel like america anymore. Also, althoughs theres a lot of cons to this, really its just more worth it. It makes people feel impowered. Knowning that they're making an imoportant decision in life. It makes people feel free and glad that they live in america. Where you have a choice that yours and freedom at the palm of your hands. Plus, sometimes people have more different opinions than others on voting. You just cant count on some people that you dont know to choose for you. The popular voting process doesnt seem bad at all but i dont think some people would enjoy that very much so.", "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 many regions, it's becoming popular among individuals the finding out information about archives in the houses where they live. In this ,essay I will give some reasons and details about it. To begin with, in present days more and more people are interested in finding out about the history of the house they live in because they want to prevent themselves from some incidents. For instance, many residents have unexpected histories, for example, some people might think in this house may live a lot of demons or devils ,due to their appearance. On the other hand, in their ,imaginations people have to know the former time of their habitation before buying a home. Furthermore, they can find a large number of money or gold, due to in their residence in the past maybe lived a rich human or other. However, it seems interesting to have knowledge about their residents and it is also fun for them such as finding out fossils. In addition to this ,they can research this in any circumstance, for instance,they can take information from their neighbours. Moreover, they might be able to do an excavation where they live just for fun, or they promise people a big deal if someone finds a valuable thing, due to some individuals who want to know about the history of their houses want to do something special ,not just for fun. To sum up,many humans who want to find out the history of their residence, want to take some benefits from it or for the sake of it", "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": "Today we recently just found out that there is something figure like on Mars. Many poeple are saying it looks as if it's a face or some sort. Some peopel are even saying aliens have put it on Mars to tell us soemthing, but I hilly dout that. As I asked a few other scientist about it I knew it would be interesting to see and search on. As we all were looking at this photo of what seems to actually be a human face on Mars a new scientist walked in and talked about it. He began to say that ailens put it there! All I could think of is why and how would they do it. They may not even be real, we have no evidence to show that soemthing living lives up on Mars. I had began to tell him that's it's not possiable! I even gave facts about how anything livinh like humans or animals couldn't live up there. But he still thought it was true. I didn't want to argue anymore so I had gotten up and left to do more research on it. So many poepel had already heard about it and were giving out thier opinions. As I read through so many of them they all had great point and soem didn't even know what they were talking about. I really wannted to show the new worker that he was wrong. Then it hit many me, I knew what I had to do. I began to make my own page abot the face on Mars. I did so much research and as soon as I posted out to the world it got many hits. When I got to work the next day so many poepel were talking about it and were on my side of the arguement. I felt proud of myself doing all this hard work. As I got to my desk that new scientist came up to me. I didn't know if I should smile or say something, but before I could do anything he smiled and told me how what I said changed his mind on the whole thing. At the end of the day everything ahd worked out and went back to normal. The face on Mars had been getting bigger and many poeple hadn't though aliens did it after reading my page. By doing so much research I sort of made a differnce about it and Im proud to say all the hard work turned out to be a amazing thing to do.", "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": "Libraries many people like people Libraries almost every town People like go read book get computers activities families But things people would really want things age might prohibited times Do think advantages disadvantages library fair enough everyone Most people really think must always go library things irresponsible person damage done item checked late turn could ammount money buying item If responsible person fine But think libraries putting stuff going let one touch check So going let one person get item library removed least one person want get item would rude librarian tells Libraries stick old old section kids kid books A section middle schoolers teenagers A section high schoolers adults mostly everything work fine Just want make fair everyone since public library town Now facts opinions stated hopefullly libraries librariens think going put going put shelves public library make fair everyone So think advantages disadvantages library fair enough everyone", "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": "Certainly, technology has brought revolutionary changes in the 21st century. Some are positive, however, several creates conflicts on the earth. Today's burning question is that the shipment has become pressing issue in the towns and cities across the world. This essay will look at the main causes and the possible solutions of this phenomenon. Undoubtedly, traffic is mounting in the metropolitan areas due to numerous reasons. The primitive reason, it Is the fact that the vast majority of the current era's population has become materialistic. Owing to this,one's have the desire of own vehicle to commute independently . Consequently, the congestion and rush can see on the roads, which called traffic. Secondly, cities have narrow roads. In other words, although, manufacturing of cars and bikes increased in last few decades , yet the roads are one or two ways only. Thirdly, everyone is in haste to reach on destination , specifically, in the morning or evening. In addition, metropolitan streets are very congested, that is why, there is no proper arrangement of parking and masses have to park their vehicles on the main road in front if shops. God has not made any lock without key. Similarly, these problems can tackle by the contribution of both public and government strict rules and regulations must be imposed by the government, which would be fruitful to check the traffic on roads. To illustrate, parking should make underground, so that, roads seems wider. Unnecessary possessions should not be on roads, otherwise, traffic department will te it and owners have to give the heavy penalty. Moreover, authorities should start public transport as much as they can the reason is, a bus has 56 seats and tremendous people can sit in one round. Furthermore, cars pulling is the best alternative in the reduction of jams. It will not only superior in the fall in movement but also great to keep the relationship cordial between people. To sum up, it is true that traffic increased in the detrimental way. But humans can overcome from it with a little awareness and efforts.", "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 states that Venus is the twin of earth They have a lot of similarity, but venus is closer to the sun which makes it hotter. The author wants to pursuit on researching on Venus even when we don't know what kind of dangerous things are there. I also don't know this article came out, but we coukld probably have better technology now 2019. Scientists are saying that Venus is the closes earth-like planet on ur solar system, so they would think that it would be easier to send drones to Venus. The author also stated that, \" Venus was probably covered with largely with oceans.\" If thats true we haven't discovered a lot of part of our oceans. Also NASA wants to send humans to Venus and investigate for them , and Venus is far. We propbably do not have a good technology to send people all the way to Venus. i don't think that we sent humnas to Mars either. NASA could send a drone to invetigate for them. According to the article venus is the hottest planet in our solar system, which means that NASA has to have better technology for things not to break there. Also in the frst paragraph it says that Venus is proven to be a very challenging planet to research on. Why does the author wants to pursuite the invetigation when it said its a challenging place to examine. Again technology is gonna be super important to this research on Venus. In the 2nd paragraph it says, \" no spacecraft survied the landing for more than few hours. Venus is a super hot planet that i said already, so the technology as to be more adavanced and stronger to stand on. We mad succesful missions on the Moon and on Mars. If NASA wans to examine Venus closely they have to get some advance tech. In conclusion venus is the hottest planet, its also a twin to the earth. Which means it could be easier to examine, but no spacecraft had survived there for a couple of hours. It would be cool to see how mars is the twin planet of earth, and how it looks like. I would still agree with the author to pursuite the research on Venus.", "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 new trend is starting to spread rapidly across America and all over Europe. This new trend is the baning of automobiles. There are many problems that come with the luxury of owning a car. Although it get you from point A to point B in your every day life, it can also be harmful. Some advantages of limiting car use is less pollution, reduced traffic jams, and lastly to come out of a recession. To begin, pollution is a major factor that harms the earth. One of the main cause of pollution is car use. For example, China is known for the most polluted cities in the world. However, another exampe would be in France, diesel fuel was blamed becasue France has a tax policy that favors diesel over gasoline. Diesels make up 67 percent of vehicles in France, compared to a 53 percent average of diesel engines in the rest of western Europe. Becasue of this, they banned the use of automoblies for the day to air out the smog. Limting polluton will allows us citzens to breathe easier and go on with our daily hetic lives. Also limting the use will, \"have beneficial implications for carbon emissions and the enviorment, since transpotation is the second largest source of Americas emissions.\"(source 4). This quote shows how beneifical limiting car use would be. Futhermore, another main aggravating problem is traffic jams. For example in Bogota, Colombia its program was set to spread to other countries and instead of using automoblies they hiked, biked, skated , or took buses to work. Becasue of this it limits traffic jams and also cleans the air up a bit. It also allows people to walk moe freely on the sidewalks. Their goal is to promote alternative transportation and reduce smog. The violators were faced with 25 dollar fines if they did not participate in the program. \" public transit was free of charge from friday to monday, acording to the BBC.\" (source 2). This was a major factor that pushed citzens to choose an alternative option. Although, it might be reducing car production, many people are slimply not purschaing cars as they did in the past. One main reason is becasue many citzens are going through a recession. \"As of april 2013, the number of miles driven per person was nearly 9 percent below the peak and equal to where the country was in January 1995.\" (source 4). This explanation certainly lies in the rescession becasue many Americans now-a-days can not afford new cars and the unemployed werent going to wrok anyways. By limiting car use, many citzens can then not have to always worry about gas money and the \"what if\", if they get into an accident. To conclude, There are many advantages in limiting car use. Deomgraphic shifts in the driving population show that the trend countines to drop and the percentage or 16 to 39 year old drivers are more likey to not get or want their license. Most young people dont really care about what their ride looks like. a car is about getting from point A to point B. At this rate, soon the \"car culture\" will slow down and might clean up our earth a little more.", "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": "mostly peolpe cannot hover over the planet venus safely because far above the planet can provide only limited insight on ground.Most forms cannot penetrate the dense atmosphere, rendering standard forms of photography and videography ineffective. The most importanty is that researchers cannot take samples of rocks, gas, or anything else, from a distance. NASA is also working on other opproches to studying venus. they have a sample modae silicon carbie that have been tested in a chamber simulating the chaosmec of venus's surface. Nasa has anther project looking back to an ol technology called mechanical computers. the mechanical computers were the first envisioned in the 1800s, these played an important role in the 1940s during the world war 2. These computers can calculate by using gears and levers and also they do not require electronic at all. Its sometimes better too have older gagets from the 1900s because they solve more stuff in the future than the new technology. Modern computers are enormously powerful, flexible, and quick,but tend to be more delicate when it comes to extreme pphysical conditions. peolpe can imagine using future technology like cell phones or tablet to aci or heat capable of melting tin, but mechanical parts can be made more resistant to presssure,heat,and other forces. its better using oler technology because you can use it to go to different planets and do not have to worry about technology.", "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": "The setting essay efects cyclist got lost ask directions old people", "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 that it would be a cool thing to have in a classroom. It would entertain kids after they are done with work and it would give you an idea of who is happy more often. First of all, the technology would be able to tell what percent happy, disgusted, fearful, and angry someone is. The technology might even be able to turn your day around. If you make a funny face into the experiment do you think it might turn your day around just a little? As stated in the article, \"putting on a happy face really works!\" The things this experiment can do may give children an idea of what they want to do when they are older. If a child is interested in the software then he or she may pursue that as their occupation when they are older so they can make things for younger kids like the ones who did for them. There are so many positive reasons I would enjoy them being in classrooms. The negatives are slim and just for that they should be slowly moved into schools.", "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 recent days, we can see the presence of television and computer in almost every house accessed by every member of the family. But, children are the one who is the competent users of these, which has both positive and negative effects on them. So, firstly let us look out the reasons for both the effects and arrive with a conclusion. On one hand, spending time with the entertainment objects like television, video and computer games are beneficial until they are used with the purpose for which they are designed. For example, watching news channels on the television can improve our overall knowledge about our surroundings and the entire globe, and video games can greatly increase the brain activity by influencing the hand-eye coordination of the children. Also, by using excel, PowerPoint, word helps the juvenile to expertise in the Microsoft applications. Adding to these, there is a lot more to learn from each and every device which we use most often. On the other hand, excessive usage can make them addicted, that creates unnecessary health problems. The are prone to wearing spectacles at a very young age apart from suffering with other conditions like nausea due to excessive exposure to the radiations. Additionally, if left unnoticed by the parents, children get easily diverted through inappropriate usage. These conditions result in less physical interaction between the members of the family and the society, leaving them isolated. By summarizing the overall views, though the excessive usage has some disadvantages, it's the utmost duty of the parents to encourage them and motivate towards the correct application. They must elaborate the advantages of the device before allowing the juveniles to handle it by themselves. I am sure, that this can end up with some surprising results.", "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": "Computers positive effect people Computers help people many ways They teach people history faraway places They also great way Computers also another way comunicate people away houses Computers knowledge added everyday Everyday go computer learn something new You search word instantly millions web pages fron new knowlage exciting things Computers much faster go local library look book information need You also find diffrerent veiws perspectives subject online Depending website go get opinions certain places events find books library Computers amount knowledge instantly also opinions things Computers also entertain There many entertaining website online go bored There books magazines read anytime want If like read check online book enjoy free charge read Some people like play games On computer find almost game want play These board games video games strategy game adventure games many many I could go hours listing different types If like sports look internet find pages different sports You could find ways improve play play sport If like watch also computer Some programs put diffrent episodes online people easily view one click mouse Computer anybody uses Computers help tech things entertain also communicate friends family Many programs let people internet You could send emails cousin half way across world In emails attach pictures files text communicate These various programs IM means instant messaging means instantly message another person using program You put message away goes instantly reaching ther person trying teach Now thse even communicate make audio calls person using computer It like phone notWeb cams make possible record send video instantly also uses talk one video call The program connects friends family see thourhg video computers great way comunicate others Computers help positive way They give access amazing amount information They Computers also great way communicate people matter far away person I would completly say computers positive thing", "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 know you may think that the face was made by aliens, but it isn't. How I know? Well in the article \"Unmasking the Face on Mars\" NASA lists a whole bunch of reasons against this alien conspiracy. Number one, it is probably just another Martian mesa, which are common around Cydonia. Number two, it looks like a regular landform due to comparisons to Earths landforms. Lastly, number three, sometimes the face isn't even there due to its missing shadows. Conspirators would probably think that NASA would hide evidence of alien acts but NASA is so confident that this is not aliens that they showed the face to the public. You're probably thinking: Why should I believe you? Do you have evidence? As in fact I do. Number one, it's probably just another Martian mesa. Scientists have proven that there are a lot of mesa's around Cydonia, a region on Mars where the face is located. \"Scientists figured it was just another Martian mesa, common enough around Cydonia, only this one had unusual shadows that made it look like an Egyptian Pharaoh.\" In this quote from the text it reveals how the face, if it is just a Martian mesa, is actually rather common on Cydonia. In that quote it also reveals that the face only has \"unusual shadows\" that give the face an effect of looking like an \"Egyptian Pharaoh\". Number two, scientists claim it just looks like a regular landform. \"What the picture acually shows is the Martian equivalent of a butte or mesa--landforms common around the American West. \"It reminds me most of Middle Butte in the Snake River Plain of Idaho,\" says Garvin.\" In this quote a man named Garvin has compared the face to some landforms on Earth. By comparing the face to a landform, it makes the face acually seem more like its just a regular landform. Number three, sometimes the face isn't even there. \"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.\" Before this quote had even happened a man named Michael Malin and his Mars Orbiter Camera took a picture of the face only to realize it was just a regular landform. When the face was not in the picture that was supposed to be ten times sharper than the original Viking photo's proves that maybe the face is just a landform with unusual shadows for a face afterall. Conspiracy theories believe that the face was made by aliens, but scientists have proven with research that that the conspiraters theory has a very big lack of credibility. Scientists have proven, number one, it is most likely just a Martian mesa with shadows for a face because Martian mesa's are common on Cydonia. Number two, its most likely just a regular landform due to its comparison's to Earths landforms. Number three, sometimes the face isn't even there because the shadows are gone. All of this resarch by NASA just proves that these conspriacy theories about aliens are wrong. Who do you believe now? NASA's research or a conspirators theory?", "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 day there was a kid named Luke he is 17 years old and works part time at a grocery store and a bank.His freind Don invited him to go on a Europecattle boat trip.Luke really wanted to go so he said yes to Don.So they went to sign themselves up for this program.They were happy that they get to travel to diffrent countries and cities around the world. in 1945 World War two happend in Europe.You can visit the nice cities and countries around the world like China and New Orleans and you can learn new things about those places that you have traveled to.In August 1945 Luke and Don received their first order,to report to New Orleans they arrived on August 14.They got there and feed the people in greece.Luke and Don went these trips to feed people. Luke and Don also gone to help with problems in cities and countries.those two had to watch over the boat at night while the other person gets to sleep.Luke and Don helped Katie clean her farm.Luke was on a ladder cleaning and he fell of heis ladder and injured.He could not work because he had cracked his ribs. Luke and Don had a lifetime experients helping people do jobs.Luke and Don sure did have a lot of fun helping people.i think you should try to do this program i sure want to do it.Luke and Don want to do it again.", "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": "Cars have been a necessity to us for as long as I can remember. Billions of people around the world use cars everyday. Without cars in our lives many people would be lost and not know what to do. Thinking of a world without cars is unreasonable to the people of today, but if they thought of all the good not driving everyday does for the world then it would probably be a different story. Many places are enforcing people to go without there cars transporting them everyday, which could be a good thing. Heidrun Walter a man in source 1 states, \"Seventy percent of Vauban's families do not own cars, and fifty-seven percent sold a car to move here.\" By saying this he is showing how many people like living their lives without all the troubles cars can cause. People of this community dont have to worry about being ran over by cars or being stuck in traffic everyday. David Goldberg, another man in source 1 also states, \"All of our development since World War two has been centered on the car, and that will have to change.\" In saying this he portraying that we need to focus on more important things and stop worrying about cars, which hurt us more in the long run than they do helping us. Vauban isn't the only place that has enforced the rule of not using cars. Many other places have done so also. Robert Duffer states, \"After days of near-record pollution, paris enforced a partial driving ban to clear the air of the global city.\" By saying this the author is explaining how the use of cars have dramatically polluted a city. Just think, if there were no cars, then there would be less pollution to worry about hurting all the city's. It is not hard to ride a bike to the places you need or want to go. Instead of using cars everyday and hurting our enviroment, people should think of how much good they would be doing and money they would be saving by taking another type of transportation than just cars. Bogota, Colombia has also taken the no car use into affect. They have used many other types of transportion such as hiking, biking, and even skating to there destination. Businessman Carlos Arturo from source 3 says, \"It's a good oppurtunity to take away stress and lower air pollution.\" He and many other citizens of this place agree with saving our enviroment and not using cars. Not using cars is less stressful because your not consistently worring about gas, the car breaking, or getting into an accident with another driver. Just imagine your life without using a car everday. Not using a car isn't that bad and doesnt hurt you or the people around you as much as it does having one. Using a car everyday puts your life at risk, takes your money, and hurts the enviroment. Life without cars would be simpler and less stressful in our world today.", "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": "Back roaring New York City popular place needed adapt ways modernizing travel A new fashionable form travel blimp dirigible These balloons nowhere dock solving solution harder expectedAl Smith architect Empire State Building decided could use top tower mooring mast dirigibles After adapting entire building change Smith ran problemsThe first issue surfaced German dirigible exploded New Jersey This let Smith know would bad idea allow blimps near nonAmerican crafts filled hydrogen highly flammable leaving possibility catastrophe Another snag winds top building shifting due air currents would cause dirigibles freely dangerously sway wind With wind could crash towers would dangling pedestrians valves also came play preexisting law airships flying low urban areas would make dirigible activity Empire State Building downright illegal", "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 author suggests that studying Venus is a worthy pursuit despite the dangers it presents. The author supports his idea extemely well. This author stated a lot of interesting facts. The author claimed that in the begining of the article, Venus is called the \"Evening Star\". Going along with this statement, the unidentified author explains exactly why and how Venus got this nick-name. The author even goes into Venusian geology and weather. This is something not many people know about. The past of Venus was also spoken on too. In the article the unknown author states \"Venus can sometimes be our nearest option for a planetary visit. The author even spoke upon NASA's possible solution to the hostile conditions on the surface of Venus would allow scientists to float above the fray. Some more interestings facts that the author stated, \"Peering at Venus from a ship orbiting or hovering safely far above the planet can provide only limited insight on ground conditions because most forms of light cannot penetrate the dense atmosphere, rendering standard forms of photography and videography ineffective. According to the author's article, NASA is working on other approaches to studying Venus. Concluding my essay, the author greatly discussed that studying Venus is a worthy pursuit despite the dangers it presents. The author went in depth into every one of their details. This unidentified author wrote this article very greatly.", "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": "If the face on mars was really created by aliens wouldn't we have found them already? Just think about it. Therefore I believe there are no alien life forms on Mars. We would have found the aliens already because, we constantly have space shuttles circling around the planet. Also we have the Mars Rover and the main mission for it was to look for alien life forms. We have evidence all over that planet that there are no alien life forms on it. And if there were alien life forms on Mars why haven't they given us any signs that they are there. We literally have no type of evidence that aliens are really on Mars. All in all, those were all the reasons why I don't believe that there are aliens on Mars we have constant watch over that planet, and there are no signs that they are there. If there were really aliens on Mars, wouldn't we have found them?", "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": "When architects engineers planned building mooring dock blimps Empire State building nt realize problems could happen One problems big safety issue Most blimps used hydrogen instead helium Hydrogen flammable If blimp catch fire Empire State would end disaster Another obsticle nature The wind unpredictable dirigibles would swinging wind If wind got strong could add lot stress building could colapse One last reason actual law The law stated illegal airships fly low urban areas The mooring dock building would never worked", "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": "There are some people who would argue that young people should take legally more responsibility for caring for their old parents who can not look after themselves mentally, physically as well financially. Personally, I believe that there are some drawbacks of the above trend, as will be explained. On the one hand, taking care of old people consistently can create some difficulties for young people in daily life. With the acceleration of people's living tempo, young people are quite busy that can not spare enough time for their old parents. Furthermore, they face heavy pressure from their society, work and families. In addition to this, they have to shoulder the responsibility in the face of caring and providing a happy life for old people. However, it is a burden for them that they cannot sit the whole day talking with their parents. They have to concentrate more on their work. Because, the more they devote themselves to work, the better life they can provide for old parents. Secondly, special old-man clubs can offer entertainment facilities and bounteous food. The old people can there make some new companies and friends establishing good relationships with them. On the other hand, young people should pay more attention to old parents providing a happy life. Despite the benefits of old man clubs, young people themselves should take off their old parents. There older people may feel lonely that miss their daughters, sons and grandchildren and also, want to celebrate the special holiday events together with all family members at home. They prefer a family atmosphere. To sum up, I think younger family members should provide a good living environment by caring for them.", "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": "Venus is the second planet. Sometime, NASA called venus the Evening Star, because it's one of the brightest light in the night sky. Venus is closest to earth, and earth has a twin. The differences between mars and venus is that sometimes we are esloser to mars and sometimes we are colser to venus, because venus is sometimes around the corner in space and human are sent to numerous spacecraft. No spacesraft has survived more than a few hours not a single spaceship has touched down on venus's more than three decades. When the spacesship trys to land it can't because venus is almost 97 percent caron dioxide blankets venus and the most challenging is that venus have clouds that are highly corrosive sulfuric acid in venuss atmosphere. Venus temperatures average is over 800 degrees fahenheit. Not many people has land on venus because how hot the planet is and if they are up thirty plus miles above the surface it's still going to be toasty at around 170 degrees. The most importsntly, researchers cannot take samples of rock gas, or anything elae from a distance. The scientists to see the conduct to thorough mission is to understand venus they need to get close and personal despite the risks. A old technology called mechanical computers the devices were first envisioned in the 1800s and it played an important role in 1940s during the world war 2. It's danger to be on venus it's so hot we won't survived by trying to land on it it's 800 degrees on the planet. Venus might be the second to the sun but mercury is closer to our sun and venus has the hottest surface temperature of any planet in our solar system, but merury is closer to the sun. The high pressure and heat vennusian geology and weather presen is like erupting volcanoes, powerful earthquakes and the frequent lighting strikes to probes of seeking to the land on its surface. NACA try to challenge them self they been trying to find a way to land on venus and makes sure that the spaceship can land on venus. NASA are still working on a spaceship to land more than a few hours so they can see more things about venus that we don't know about.", "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 true, being famous is what everyone wants, but it comes with some responsibilities. People in our societies particularly youngsters get easily influenced by the fame, glam, money, and position of any celebrity. Also, these days media mainly showcase their high-class lifestyles rather than the hard work they did to reach that position and therefore send the wrong message to society and especially to our young generation. I am convinced with the opinion almost completely and would give my supportive points for the same in this essay. People often set their role models from a young age and look up to them. These days, due to online social media networks and other twenty-four hours entertainment news channels, it is easy to follow celebrity's daily lifestyles and expensive possessions. Subsequently, this certainly affects youngsters most and so they want everything like them easily and quickly without looking at the implications. For example, In Indian cricket, Mr Sachin Tendulkar, a famous batsman earned fame and money at a very young age with persistence and perfection in his cricket game, however, he did not complete his school education. Unfortunately, many school boys give his example for skipping school classes but never even put their efforts and interest into the game. ,Furthermore, to emphasise, it is not an influencer or our children's mistake here, nevertheless it is due to our own lack of discipline and good guidance and values in the families and societies. Therefore, it is required to tell what is important in life and how much hard work is needed to become like their role model and to look for their talent and consistency to get that position. In conclusion, glamorous people and their wealth do influence young people and for the aforementioned reasons, I completely agree with this opinion.", "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 am not for driverless cars .What if the sensors included in the car break or have a malfunction then the car wont be able to notice its suroundings then will possibaly get into an accident or cause some one to get hurt . If the anti lock breaks where to not work then that could be bad and what if they dont break as fast as a human could at a momments notice. In the passage it stares that with the bmw touch sensor the car will not drive so it can keep the driver alert what if you take yuor hands of the wheel for a split second on the high way and there is a car behind you will the car stop and cause you to get in a accident or get hurt ? what if the car has a malfunction and it causes you to get in an accident then the manufactuer refuses top pay for the damge then you'd be losing money.", "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": "Based excerpt The Mooring Mast Marcia Amidon Lsted building mooring mast Empire State Building hindered many obstacles builders face Firstly stress dirigible s load wind pressure would hurt building s frame Builders fix problem making sixty thousand dollars worth modifications building s framework page paragraph After mast s construction two obstacles arose Firstly dirigibles used hydrogen flammable After German dirigible Hindenburg destroyed fire builders realize danger letting accident happen densely populated New York City The mast s greatest obstacle nature Since winds top building away shifting due air currents back dirigible would swivel around mast Builders thought using lead weights fix problem dangling weights high pedestrians street neither practical safe The last obvious obstacle existing law airships flying low urban areas Though builders owners able overcome first obstacle given construction mooring mast Empire state Building future obstacles prevented mooring mast fulfilling purpose", "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": "Driving a car has its ups and downs to life. It provides transportation, but it can also be very dangerous. Another issue with cars today is the amount of pollution that cars give off. Smog is caused by cars and is not good to the environment and certainly not good for people to be breathing in. Both \"Paris bans driving due to smog\" and \"Car-free day is spinning into a big hit in Bogota\" discuss the affects cars can have on the evironment. \"In German Suburb, Life Goes On Without Cars\" and \"The End of Car Culture\" talk about the decrease of the amount of cars used today. Many communities today are turning into car-free places to clear up the smog and dangers of driving. Smog in Paris, France and Bogota, Columbia have reached record pollutions and both cities do not want to deal with it any longer. Robert Duffer writes about how the Paris government enforced a new rule which allowed both even and odd numbered license plates to drive on a certain day and would alternate everyday. This was very beneficial, however some people needed transportation but would be fined $31 if their car was used on the wrong day. Being that Paris is one of the most famous capitals of the world, one would expect to see more smog than usual. Andrew Selsky also writes that in Bogota, Columbia, a day without cars was put into place in the 1990's and still continues today. Once a year, buses and taxis are the only transportation allowed in the whole city. If not obeyed, there would be a $25 fine. This day was put into place as an improvement campaign which also benefitted the city. Bike paths and smooth sidewalks were put in and during rush hour has cut the traffic in half. It also opened up restaurants and shopping malls which were widely used by the public. Both Paris and Bogata saw improvements in their environments without having so many cars on the road. Life without cars can also be beneficial to ones community because few people will be buying gas or diesel fuel for their cars. Elisabeth Rosenthal tells her audience that Vauban, Germany has an upscale community where nearly everyone has given up their cars. Here, people sold their cars just so that they could buy a house in peace without having to hear traffic jams and honking horns all the time. Many say that this environment makes them happier because it is so peaceful. 70% of the community do nott own cars and the ones that do must leave it in a large parking garage outside the developement that is purchased with the home. In another article, also written by Elisabeth Rosenthal, discusses America and the recent decrease of the amount of driven by a single person. Research shows that the amount driven in 1995 is about the same as the amount driven in 2013. This is due to environmental protectionists who walk evrywhere they go and due to the dangers of driving. There are fewer young adults driving today as well; in eight years, the amount has decreased 23%. Many are giving up their cars today to make a better, happier living. There are cities all across the world that are limiting the amount of cars being used. Smog is a very pollutive that many don't even realize. Many say that walking and biking around provides them with a more peaceful lifestyle. Limiting car usage will provide less smog in the air and will save you money from having to buy gas or diesel fuel.", "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": "Studying venus is a worthy pursuit despite the dangers it presents.Venus sometimes called the evening star because it's one of the brightest point in the sky making it simple for even an amateur stargazer to spot.Venus is the second planet from our sun.Venus is the closest planet to earth. Venus is a challenging planet for humans to study.No spacecraft survived more than a few hours on venus.Not a single spaceship has touched down on venus in more then three decades.On venus its over 800 degrees fahrenheit.These conditions are far more extreme than anything humans encounter on earth. Venus it the hottest planet in are solar system.The value of returning to venus seems indisputable,but what are the options for making such a mission.Striving to meet the challenge 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.They also called venus earth's twin because it's the closest planet.A thick atmosphere of almost 97 percent carbon dioxide blankets venus. Even more challenging are the clouds of highly corrosive sulfuric acid in venus's atmosphere.And that's the challenge of exploring 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": "In this article Making Mona Lisa Smile, the author was talking about how the process a computer with a 3-D computer that can model your face and how all 44 major muscles i the model must move like a human. Dr. Huang relies on the work muscles is psyhologists auch as Dr. Paul Eckman, creator of FACS whaich stands for ( Facial Action Coding System ). Dr. Huang had some observations and looking back into the article here is one of the things her said. \"Even through individuals often show varing degrees of exression\" (Like not smiling as boradly). Making this was perfect right at first because after weighting some different units of the software could even mix up emotions. Now of course, most of us would have trouble actually describing each facial conveys happyor worried. Throught out more they were coming p with many different ways for the software. Seeingg the Mona Lisa would indeed bring a smile your face. Dr. Huang predicts, \" Then it would modify the lesson, like an effective human instructor.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]

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