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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": "In memoir Narciso Rodriguez Home The Blueprints Our Lives great mood created author This mood unity One reason mood unity even Narciso Rodriguez s parents moved Cuba United States stayed together After first moved child really shows much unity came play Another reason mood memoir unity Rodriguez s first living United States immigrants neighborhood became family And paragraph three says In neighborhood despite customs everywhere cultures came together great solidarity friendship A synonym solidarity unity author even saying neighborhood united one big happy neighborhood The final reason mood memoir unity even years Rodriguez always grateful parents love sacrifice To day family still united still love In conclusion memoir Narciso Rodriguez Home The Blueprints Our Lives mood unity throughout Rodriguez s family s whole story", "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": "Have you ever thought about being able to read how someone feels even if they show no emotion ? In the article \"Making Mona Lisa Smile\"by Nick D'Alto, new technology is being described. Many examples are given on why the new technology is helpful.The use of technology to read the emotional expressions is valuable because it helps out students,and stops the problem of having to wonder about someones emotions. The use of technology to read emotional expressions is valuable because it helps students. In the article it stated, \"A classroom computer could recognize when a student is becoming confused or bored,\" it also states,\" Then it could modify the lesson, like an effective human instructor\". Having a computer being able to tell that a student is bored or confused allows the computer to change those emotional facial expressions so that the students enjoy learning and able to learn better.The computer may not be a human instructor but it would be able to help like a human instructor. Not only does the use of technology to read emotional help out students,it also stops the problem of having to wonder about someones emotions. In the article it stated, \"Of course, most of us would have trouble actually describing each facial trtait that conveys happy, worried, etc.\" it also states, \"yet...studied human anatomy to help them pain facial muscles precisely enough to convey specific emotions\". Those examples show that because we have this new technolgy to allow us to read the emotional expressions,its not easier to be exact on how someone is feeling without hsving to guess. The use of technology to read the emotional expressions is valuable because it helps students and stops the problem of having to wonder about someones emotions.There were many examples on how those things helped out.", "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": "Participating in the Seagoing Cowboy program is a wonderful experience. In the Seagoing Cow program you get to help people in other countries by recovering their food supplies, animals, and more. The cattle boat trips were an unbielevable opportunity to expierience new places. Some of the places I saw were Europe, China. I also got to see the Acropolis in Greece, and I got to go on a ride in a gondola in Venice, Italy. I also got to tour an excavated castle in Crete and I marveled at the Panama Canal on my way to China. Some fun games we cowboys liked to play, especially on return trips after unloading the animals, were baseball and volleyball games in the empty holds where the animals had been housed. We also liked to have table-tennis tournaments, and some other thing like boxing, reading, fencing,whittling, and we would play games to pass the time. In conclusion, I would recomend participating in the Seagoing Cowboy program because you get to help people in need, you get to see beatiful places, and you can even have fun while doing all of these things.", "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": "Whether or not to allocate a budget to the development of art has always been a debated topic. While some support the need for sponsoring artists, others argue that the money is squandered and could be utilized for more meaningful causes. I agree that government should cease funding musicians, painters or poets and prioritize solving other important problems. On the one hand, there are several struggles which citizens face in their daily life that need immediate attention from the authorities. Instead of spending huge amounts of funds in sponsoring artists who may not contribute to the progress of the country, it would be more beneficial if the money is spent on improving healthcare and educational facilities for the public. If the amount spent on building and maintaining art galleries ,for instance, was utilized in distributing affordable medicines, vaccines or improving sanitization in rural areas, rising cases of infections could be reduced drastically. Moreover, not every person is interested in music, paintings or poems. Thus, sponsoring artists should be a least be among the least priority allocations. Others ,however, believe in encouraging art creators with sufficient funds. Art plays a major role in signifying the rich culture and heritage of any country. Historic museums and cultural festivals , for example, which have been providing a platform for artists to showcase their creations have always attracted tourists and art enthusiasts from different parts of the world for centuries. Funding talented musicians, painters or poets will not only bring economic growth in the form of tourism and entertainment but could also be influential in attracting the younger generation into the field of art. It is ,therefore, crucial for governing bodies to allocate sufficient funds for the wellbeing of the artists. In conclusion, I believe that improving the living conditions of the citizens should always be prioritized over assisting artists. Although the development of the art could lead to economic growth due to tourism, the investments could be a waste of money if the public facilities need improvement.", "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": "Have you ever wondered what other people might be feeling? Well the aruthor in the store is introducing us to this new technology called The Facial Action Coding System (FACS). This Technology is suppose to detect anyones emotions at that time by using a 3-D model of a face and detects it by the 44 major muscles must move like human muscles. I believe this could be a good use for in the future for students in school who deals with depression and anxiety and doesn't show it. Some students probably wont't like the idea of a computer telling how you're really feeling because like some they probably doesn't like to show any emotions but this technology could help a lot of students out dealing with their emotions. It would be just like us telling a friend how are they feelings just like in the article its says For instance, you can probably tell how a friend is feelin simply by the look on her face\". We all need just a reminder to smile every once and a while just like in the article it also says helps the muscles and helps preduce them. Overall, i think this technology could be very usefull not only to just express feelings but also for students, adults, anyone who deals with their emotions to helps them. Make them feel happy and be able to show their emotions intead of keeping it inside of 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": "Why you should join seagoing Cowboys program. They visit unique places. You get to experience adventures. You get to meet Luke. This adventure is going to be great!!!!! If you join the program you get to meet Luke. He will teach you how to be a seagoing cowboy. He will show you how to take care of the horses, young cow, and the mules. He also helps countries that needs help with recovering there food and other supplies. You can also experience adventures. Luck will show you different countries. It would be fun to see different places. You would be able to see a whole another world out there. If you like adventure then this I'd the place. You would get to experience different parts of the Europe, China. Also who wouldn't want to visit other places. You get new lerening experiences in different places. I would join this group. So this is why you should join seagoing Cowboys. If you love adventurers then this is the right place. I hope you join the group.", "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": "Did you know that 75% of people believe that aliens exist? I don't think aliens exist because if they did space scientist would have reported it back in 2001 instead of waiting to tell us now. I also don't believe that there we're an alien face on planet Mar's, and that aliens exist. I think if aliens did exist it would have been discovered along time back when they seen it in 1998 and its 2016.And if aliens existed we would've had so many horror events going on out of space. And i really don't believe that there we're an alien face on planet mars. if there we're a alien face on the planet mars how come they didn't say any thing just then when they we're making mars or either pluto an dorf planet? So that's why i belive that there were not any faces on mars i think that was just something for them to say about the space planets, and that aliens doesn't exist. I'm sorry if every one else thinks that but if u ask some one who doesnt study space i think that they'll tell you they dont think aliens exist.", "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 are on the verge of completely replacing cars where there needs to be a driver to operate the cars itself. Many people would agree to driverless cars and many people would disagree to them. I myself do not prefer the for the fact being that something still could happen with the car driving itself such as an accident that could have been prevented if an actual person was driving the car. How would the car know how fast to go and how to get through work zones and and accidents. Technology that would be used to make these driverless cars could break or malfunction and then possibly lead to a serious accident of the person in the car. To make these driverless cars would be very expensive and also be expensive for many people to purchase them. And some of the cars that are somewhat driverless still need somebody to drive and many peole would probably get bored at the fact that they have to wait their turn to drive. Also if driverless cars would still need a driver at some point some people might not like the idea of still having to drive the car or wait their turn to drive so the would most likely purchase a regular car that they themselves can drive. If traffic laws were to change the other laws would have to be created to cover the liability in the case of an accident. In my opinion I think that its good for cars to break, steer, and accelerate themselves. But i think that they should stay that was and not go to driverless because serious accidents can happen if any of the technology used to buld the car fails. They would also be very expensive to make and for people to purchase them. So I think it would remain best if cars were to continue having a driver to operate them.", "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": "According to one study , it is shown that in developed countries people are assumed to live more than before .in my opinion, this situation has both disadvantages and advantages that depend on how they use their lifetimes and it has some drawbacks. Namely, people have to deal with more difficulties and sadness in living , and society forces them with more problems in taking care of elderly individuals . However, this has some advantages that will be discussed in the following essay. It is expected that the life expectancy of individuals raises and it has some disadvantages. Initially, if the length of life were more, humans would face more difficulties in their lives, because living is full of sadnesses and socially and family problems . For ,example a 90-year-old one is likely to see the death of a family member that has a high level of stress. Additionally, society must provide some facilities for the elderly that need a high budget, thus more than 70 years of individuals force more costs on the government. For instance, they need medicine , hospitals, social services ,etc. On the other hand, when ones live more than 80 year old , it has some benefits . For instance, they have more opportunities for being happy, because they have more time in their lives, thus if they used their life correctly they would have more opportunities to be successful. For instance, 80 years old is enough time to spend on learning useful skills and taking benefit of them . In conclusion, the advantages and disadvantages of living longer are equal and depend on how people use their lives, in addition to how government manage this situation .", "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": "Nowadays, several countries show an increasing number of people investigating the background of accommodation they reside in. These phenomena happen because of numerous motives, and people use various methods to research them. To begin with, people tend to consider several aspects when they want to purchase a property. Firstly, they inspect the condition of the building to find detailed information of its constructions to know whether the house is in good condition or not. To exemplify, owners want to be aware of the materials used to build it so that they know the durability of the building so that it will minimise the renovation budget if needed. Second, the situational information about the neighbourhood might be considered to find out the living safety from crimes. This information is undoubtedly crucial because people do not want to live where they fear their lives, especially parents who have children. They do not want to put the safety of their children when they play around the house at risk. Further, several resources are used to find the details of the accommodation's past. One of the sources is by asking the previous owners and people who live around the building because it will give more perspective based on the experiences of most folks who reside there. Therefore, the candidate owners can get the most reliable and precise information about the living environment's actual condition. In addition, documentaries and articles available online are the other ways to complete the information related to the property. In conclusion, people gather information to determine the best place and living environment, and various sources help their research about these.", "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 kind relates flowers She grown environment like flower Also failed test like flower dies comes back going come back try test", "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": "Thomas Huang has created an software that can recongnize your emotions from an computer and I dont think its a good or bad idea. Here are some why its not valuable. People shouldnt always know how others feel. They shouldnt have to be worried about if a computer knows there sad or not. Most students come to class to get away from there emotions so why would you bring them back up? Although this computer could be valuable in some ways like helping your friend feel happy. As they said in the passage \" it could recognize when a student is becoming confused and bored\" which would get them back on track. It also modifies the lesson for you. Making it easier on the person that is on the computer. So is the emtional expressions of students in a classroom valuable? I would have to save thats all up to you. Some people would like others knowing if they are sad or not. Personally I woud not like them knowing I was sad all the time.", "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 argument of keeping The Electoral College is a big argument because the federal goverment is trying to take the electoral college out . I think that they should keep the electoral college because they are many electors that vote for president and they alsio vote for canidates, so theres no reason they should take out the electoral college. One reason they should take down the electoral college is to same money because some of the goverments money goes to that college that they dont pay for. for all these reasons i thinki they shoudnt take down the college, because where would the votes from the electors go. When they heard that the wanted to take down the college all of the electors were kind of furious because the electoral college is where they go to vote for presidents and vote for canidates. Another reason is that the electoral college is taking too much money for the goverments votes , i Conclusion for these reason the goverment want to take down the electoral college for the electors.", "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 people consider that leaders are genetically skilled. On the contrary, others claim that leadership can be learnt. In my opinion, to be a leader requires some specific traits of personality, while some skills can develop. To begin with, to be a leader demands some natural skills. The person in charge should have a strong personality in order to take the lead. Furthermore, he/she should be an outgoing person, gregarious, and full of energy. All these personality traits help the leader to manage, to gather people together and, also, to inspire and motivate them. For example, Denis Matsuev, a famous Russian pianist, is a natural born leader who organizes big events like international piano competitions or big concerts. He, with his charisma and high professional abilities, manages a lot of people. So, being charismatic, sociable and having a strong personality are important natural skills for being a leader. On the other hand, some people consider that leadership can be developed. Nowadays, there are a lot of trainings which can help people who want to become leaders, like public speaking, NLP and so on. In these programs, future managers are learning through various techniques to overwhelm their lack of confidence or others fears related to managing and communication. For instance, Dacian Ciolos, an ex-prime- minister of Romania, had been a technocrat before he was prime-minister. He was not a natural born leader; he did not like to show on TV or in public, too often, like politicians generally do. However, since he involved in politics, he has improved his leadership skills quite significantly. As a result, today he is considered more popular that his ally, Dan Barna. So, it is proved that some leadership skills can be learnt. In conclusion, some people are born as leaders while others become rulers by their choice and by learning it. In my opinion, leadership can be achieved by practice to a certain point, when the natural skills will take the lead.", "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": "Some people believe that we should learn to how to live in the environment that climate is changing rather than preventing it. However, I totally disagree with this view. Actually climate change is caused by humans, so people have the responsibility to recover it. The increase of carbon dioxide is the reason why climate is becoming warmer. On the one hand, the exhaust from vehicles on the road and emissions from factories are the source of carbon dioxide. On the other hand, People cut more and more forests as well as plant less trees, leading to less carbon dioxide can be absorbed by green plants. The planet is the common home for all creatures not just for humans, people are supposed to offset mistakes they have made. Many animals cannot survive such a warm weather and become extinct, so people should take efforts to save these animals. As climate is becoming more extreme, it is difficult to find a way to live in such environment while it is easier to take measures to prevent it. First of all, climate change will lead to many serious disasters that humans have no power to prevent. As climate becomes warmer, ice packs are melting increasingly, which leads to the rise of water level. In this way, flooding is more and more frequent now, and people lose their homes and family when flooding comes. Second, there are many measures can be taken to prevent climate change, from governments to individuals. Governments can introduce laws to restrict the number of vehicles and promote “ green taxes” on factories. Individuals can take public transportation instead of driving their own cars. In conclusion, it seems to me that people should make every effort to prevent climate change.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Dear I strongly sudjest people spend time away computer Instead exercise outdoor activity s importantly spending time family friend s I think best way get everyone agree write passage explain I think people spend time away computer The important reason people stop wasteing time computer could get exercise Getting exercise could help big way less exercise get means less healthier More exercise could also helpful could health preventing getting deabetes lot people get diabetes body shape My last reason I say getting exercise good get exercise would worry deseas problem s elder ages Another way could spend time instead staying computer outdor activity s Outdoor activitys could really good used going outside playing nice game football friends would fun I remember one time I first started going outside I much fun My last reason I say people spend time outdoor activitys nature It would really good go walk nice day feel breeze smell nice scents My last reason I say spend time computer could spend time family Spending time family way important going computer friends I remember one time cousin I house really know I got spend time know lot My last reason I say spend time family could learn lot family So know three reason s I say could thing s instead spending time computer exerciseing outside activity s spending time family", "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": "Prisoners have different level of educational backgrounds. There are some research which reports that most of the culprits do not have a sufficient level of education; therefore, they ought to be taught further in order to gain a better job after their prison term. I completely agree with the statement since this could prevent re-offence as well as enable to lead a comfortable life. This essay shall support my views in the following paragraph. First and foremost, by teaching some new courses , would provide an excellent opportunity to find an employment. In other words, since these wrongdoers lack of education, this may prevent them to be employable. If the situation had happened, they would re-offend to earn money to support both themselves and their family. In India, for instance, there some educational programmes are formulated to reintegrate the criminals back to society which was hugely successful. Thus, educating the offenders could bring a bright future for them Moreover, usually, those who committed crimes experience difficulties to find a work, the hardship can be doubled when they illiterate. As a result, it seems that they tend to end up doing illegal activities to secure money. By contrast, while in jail, enrolling on either degree or vocational course may highlight their profile when they seek a job after the sentence. Eventually, law-abiding citizens could have a peaceful and fearless life. To illustrate, Adu Jose, a notorious criminal from Kerala, now does a business, after getting educated during he was serving his jail term, so it is apparent that this initiative can be fruitful. In conclusion, assisting to get enrolled in school or college by culprits can make a dramatic change in their life. In my opinion, this is a great idea as this could dwindling number of re-offenders and a peaceful future for ex-convicts. It is vitally important to educate those who have been sentenced.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Nowadays, it is quite easier to follow popular personalities on social media platforms. However, some people think that their luxurious lifestyles and fashion statements, have earned them fame which is setting a wrong example amongst the youngsters. While I agree that this blind following can lead to negative impacts on youth, I strongly believe that there are many who are known for their sheer hard work. From one perspective, many become famous without putting in any kind of effort. This fame is generally inherited from rich family backgrounds, parents or by involving oneself in negative publicity, to become known in the country and a matter of gossip. Also, they are followed by many youths in the country without understanding the consequences of having such a mindset, they may indulge themselves in drugs and hate their simple sophisticated lifestyles. One such example is Ananya Pandey, who is the daughter of former famous actor Chunky Pandey. Despite having poor acting skills, she gained popularity mainly because of her father. Conversely, not every celebrity falls into this category, there are many who have put in immense effort to reach the height of success. They are also known for extending their helping hand to needy organizations by doing charity work. Having such a mindset can help youth to follow the right track and invest themselves in the development of the country. For example, Lionel Messi, a soccer player, is worldwide recognized as one of the best players in soccer all due to his hard slog. He has also helped to curb hunger in many parts of the world. In conclusion, even though there are people who enjoy their stardom because of their luck or inherited wealth, there are some famous personalities that can influence generations of the community, especially young adults through their effort and ambition and good deeds.", "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 Face wasn't made by aliens. The Face is just a natural landform. Here at NASA we have proven that three times. The scientists here have figured out from every picture that it is a natural land formation. The Face is just a mesa. The Face is just a rock formation where shadows have covered areas where there would be eyes, a nose, and a mouth. We made it public to attract attention to Mars. The Face attracted so much publicity. Conspiracy theorists say that we are hiding the fact that aliens exist and that they made that. If aliens were there, it would be very useful and helpful for NASA. We only wish that there was an ancient civilization of aliens that may have lived there. Even so, the Face is just a natural mesa like in the American west. Aliens couldn't have made it because we have studied the land formation and even with digital pictures, there is no evidence that aliens made the Face.", "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 article The mooring mast Marcia Amidon Lsted The obstacle builders empire state building faced Allow dirigible dock people gon na safety The owner empire state building realized much worse accident could taken place densely populated area downtown new york Another example builder faced Allow dirigibles dock open landing field could weighted dow back lead weight dangling high pedestrians street neither practical safe The empire states safe This builders empire state building faced allow dirigible dock", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The main obstacles builders Empire State Building faced attempting allow dirigibles dock stemmed bad location The dirigibles would docking feet one busiest cities world This would create three problems docking dirigibles The first problem hydrogen used dirigibles extremely flammable If dirigible explode downtown New York many people would killed This means many people going want dirigibles docking If Empire State Building densely populated area may problem The next difficulty would fact altitude New York City violent wind currents always changing This makes hard conductors dock dirigible also could possibly cause dirigible hit something pop So dirigible falling downtown New York killing many people This another reason bad location It needed place stable wind currents The final obstacle existing law airships flying low urban areas This meant even factor disappear law builders known forbade plans Like author said Empire State Building destined never fulfill purpose", "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": "Wanna keep the ozone nice and clean? or how about not being stuck in traffic? Sounds good not having to be stuck in traffic huh? Well theres a way that, that can happen. All you have to do is not drive your car as much. Not driving your car means you can stay out of the way of traffic and not have to spend so much money on gas so much. Limiting the amount of car usage is good because it can save tons of money and could save you so much more if you just ride your bike. According to the article \"On Monday motorists with even-numbered license plates were ordered to leave their cars at home or suffer a 22 euro fine ($31).\" This means that places are getting more strict about driving and they should cut back because it is harmful to the enviornment. Also limiting the amount of car usage could be good too so there wont be as much traffic on the road anymore. Its good because that means that people will not need to use so much gas and the price of gas should go down becasue the amount of people not using it would make it cheaper and more affordable. Another good reason is itll stop the ozone layer and itll make it smaller than it is now by using cars so much all that bad stuff is going into it and the hole is getting bigger and bigger. Also it helps because your saving the earth and limiting the amount of polutions a car throws out. It is very important to have them not use cars as much because itll do amazing things one day if everybody does it and it could stop so much polution and make gas priceses super low adn affordable. So cutting back on using your car is important and it would save you tons of money and you could buy a bike if you needed to. Also you could use diesle because it is a lot safer than gas and it can be more expensive but its way worth it.", "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": "Nowadays, almost everyone can afford to join the internet from any point in the world. However, not every source of data is the truth, there is much disinformation by which ordinary people can be misguided. No doubt that the power of control over informational recourse should be and depends on its spreading and influence on people. Firstly, there are many online forums, courses and conferences during which person can catch wrong ideas or be deceived by following the pieces of advice that dominate there. For instance, in Russia many poor or even rich people buy various guides in order to be on the lap of luxury. At last, people lose their invested finance, which fluctuate between 1 thousand and several million rubles, time and sometimes even health and accommodation because of the loan on study. Secondly, such examples show the significance of informational regulation from the government. It can be implemented by installing some restrictions through internet providers, with legal responsibility for disobeying. To demonstrate, in China the external and internal web is filtered, all messengers, content platforms are banned or under control from special structures. Therefore, it prevents misleading news and other provocative material from becoming popular. Taking everything into account, at modern time information around us will be coming more and more available, bringing about the increasing probability to be misguided or deceived by fake news. Nevertheless, local authorities are to control and limit access to the doubtful, risky data, thereby putting a stop for misinformation between citizens.", "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 time I patient A time I patient I grade When I grade teachers said write story us patient So apon time girl named patient hole world new un patient hated name though let self said I make calling So went around street asked everyone I called unpatient NO body would tell answer sceawed loud I called The unpatient Then heard vocie old man name s said I called way said please tell All need patient Then though I got patient So went store got line patient everybody went said good job everybody stopped calling unpatient", "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 that getting told how you feel by a computer is fucked. computers shouldnt knoiw how we feel that some pedofile shit right there. fuck that dude i dont need a computer telling me how i feel. But right now in really hungry. You guys should tell NN to get better food it would help out alot if we ate food that wasnt moldy. if we really need to be here in this shit hole at least let us have so damn WIFI because this is bs. last year we were all good when we got the WIFI. but now they done did takeded that away from us. It juat all depends on how we look at it. Like this school is stiraght garbage. i would rather go to hell then to be in here. Even people that are in jail dont have to pay for there meals that shits free to them. but i cant say shit because there food sucks dick too. if the state can see this send me a letter to the school so i can know that you can really see my shit. i think that i could do good on this test id=f i really tried but im not a pussy try hard i just do the most that i can do. usualy thats nit alot tho because fuck 12 nigga i hope if you can see this your black in sorry. but what is uo with the purple koolaid you thinkin that you sippin on kean or some shit. and the watermelon yall niggas can eat a damn watermelom. you can go back to africa ill go back to mexico. this test is boo boo {fucking garbage}. get us better food and ill find a way to pay you guys back with the money from my taxes your fucking cunt. The Mona Lisa demonstration is really intended to bring a smile to your face, while it shows just how much this computer can do. Imagine a computer that knows when you’re happy or sad. this shits taking to long i just wanna go home and beat my meat to some fire my dude. if your a girls grading my shit do you have fat boobs and a fat ass. if you do you know where to find me. but if your ugly get fucked. im sorry but thats just how its suppose to be no ugly bitches. if your a dude and you have a daughter my age ill pound if you want. By the way, did making a happy face in this experiment also make you feel slightly happy? According to the Facial Feedback Theory of Emotion, moving your facial muscles not only expresses emotions, but also may even help produce them. (“Putting on a happy face” actually works!) A renowned drama coach, Constantin Stanislavsky, had his actors carefully reproduce smiling and frowning as a way of creating these emotions on stage. Empathy (feeling someone else’s emotional state) may happen because we unconsciously imitate another person’s", "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 most countries, providing the best education to young people is becoming a main goal. Nevertheless, some believe that teaching adults who are not able to write or read is much more crucial, and it needs more funds to be run. I completely disagree with that statement due to reasons that will be discussed in the following paragraph. Specifically speaking of Indonesia, the number of illiterate groups is much lower these days in comparison to 20 years ago. Also, we are headed to the fact that Indonesia has numerous youngsters of productive age. Focusing on only one side, which is the illiterate group, may abandon the other one, which may have detrimental effects on the whole country. Hence, the main target must still be investing in youngsters' education. Instead, the government can support the illiterate by holding educational events, such as weekend reading clubs at social houses. By doing this, the number of people who can’t read or write can be decreased without spending too much money. Furthermore, we have many literacy aids nowadays. In public places, we see instructions followed by pictures that describe the messages. An illustration of this can be seen at the stations; there are symbols and arrows that are colour-coded, all of which are ubiquitous here. Also, the directions are also informed by human voices, which are operated automatically. Getting access to information in public places is easy. Lastly, with the advancement of artificial technology, the transformation of data is fast, affordable, and handy. For example, low-end handphones are able to operate voice recognition, and as a result, they do not need to type, which means the illiterate population can do messaging. In conclusion, the government is not compelled to spend huge amounts of money to educate the illiterate. Because their population is limited, they may employ technology to assist them in understanding and producing information.", "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": "\"What is the Electoral college? In the history, talk electoral college. The electoral college consists of the selection of the eletors, the meeting of the electors where they vote for president and vice president, and the couting of the electoral votes by congress. also, the electoral cogelle consists of 538 electors. a majority of 570 electoral votes is requiered to elect the president. According with the test, i agree because all the candidates generally hace responsabilities . so, they need to demostrate to the people that them can have good ideas for the state. then the people need to have a vote for the best candidate for that can pass to be the new president of the state. each candidate have many obligations with the state the obligation president is better the state. one \"evidence is each candidate running for president in your state has his or her own group of electors\" in conclusion, i think that is good be president of a state but a president have many obligations that to accomplish.", "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": "Have you wonder how cars can damage our atmosphere? Cars are dangerous because it can produce smog that can kill greenhouse gas. That can cause problems in the world. We can stop it by riding bikes than riding cars. Banned driving can also help the environment it can stop producing smog that damage the greenhouse gas. Reducing diesel fuel was another reason that can destroy the atmosphere. All of these factors can damage the world unless we do somthing about it. Riding bikes can reduce smog in the world because instead on gasoline it runs on you. You can ride any where you want without polluting the air around you. Riding bikes depend on you because it does not need gasoline. Also it cost cheaper than a car it stop when you stop. Paris due to driving it was cover in smog the solution was to ban it. Which began hybrids and other types of transportation that does not relied on gasoline. You can also help the atmosphere by riding bicycle every day than drving also can you and your famiily some money than cars that produce hamful smog that can damage the atmosphere. Thanks to bikes more smaller shops were open then a big mall in the middle of the highway. Banned driving can help atmosphere by stopping smog to be produce while driving. In Bogota they have ban driving for almost there years and the condition is much improving every year. The outcome was that large, gray clouds rain on Bogorta because of ban driving. Ban driving can lead good opportunity to take away stress and reduce air pollution. After banning driving people began to find other transportaion by buliding more roads for walking or biking Reduce using diseal fuel contribute to dangerous smog covering the world. Diesel fuel was blame when the \"France has a tax policy that favors diesel over gasoline\"(Source 2) More than 67% are diesels cars that led to intense smog in France. Reduce disel using can reduce smog, France reduce congestion by 60% after there intense smog. Cold night and warm days cause warm air to be trap in the world. The solution was to drive hybrid cars and free transportation wiithout using disel fuel. All these factors are still happing today and to stop is to ride bikes or drive hybrids, if not ban driving, also reduce the use of disel fuel can contribute of improve the Earth. It can take a long time before our world is cover in smog than it can be ever replaced. Also thanks to hand held electronics made it easy to commicate than driving to 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": "Currently, public concern has arisen about whether human beings should deal with climate change or try to live with it. From my perspective, I am in favour of the former opinion. People should take effective measures to combat the huge climate change, otherwise our world will become worsen. It is true that human behaviours have led to adverse consequences for our climate, such as vehicle emissions and carbon pollution. Therefore, government and individuals should combine together to fight climate change. For example, some countries advocate the green plan, encouraging bike-riding rather than driving, which will reduce the exhaust gas and contribute to improving climatical change. In contrast, if citizens do not make efforts to change this situation, global warming will continue to go up , leading to snow mountains melting and overall temperature rising. As a result, human living conditions will be threatened seriously. However, some people maintain that it is beneficial for us to live with it. This is reasonable to some extent that dwellers cannot change this climate change in the short term, thus it is better to adapt to this change and get used to it. For instance, many nations build air conditioning for dwellers because of the extremely hot weather. Nevertheless, we have to think about the human generations as well. If we leave this situation alone, climate change will deteriorate and human beings will be destroyed by the unbearable weather one day. In conclusion, it is advised for people to take necessary actions to deal with climate change. So we and our generation will live on better earth.", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In the article \"Driverless Cars Are Coming\" it gives good facts and ideas about driverless cars. In this draft I am going to write about how I support the idea of driverless cars. Also how and why I think that these cars are better and more reliable. Plus somethings things that can have a better affect on the way of life. I agree that driverless cars can be better and can make life easyer for all people. Like is an elder woman needs to get to the hospitle but cant drive a driverless car can help all she needs to do is put in a address to the place she wants or needs to go. This also can be a more reliable sorce it can make sure their are few unsafe drivers on the roads. This was we can reduce car crashes and people being hurt in a crash. If the cars become driverless it will be a smoother way of transportation not only if all cars are driverless, but if just buses are drivers, or some semis that are allways halling probucts or people around. This could be a more affecent way but it could end up causeing job loss for Americans. If Sergey Brin can find a way make the google car then this would be great for the public transportation. For taxi of shuddle bueses and also if they make them foresees then the cars will cut the words fuel use in half. Also with the option of smarter roads can make transportation safer with ice protection that can melt the ice off the roads or have a magnet to hold the car on the road. This way the roads are also safer and can protect agienst cars rolling or sliding off the roads. Also if the cars are made to be told what to do off of a computer then when there is a work zone just tell the car what to do in that area this way it can elimanate the other problems of accidents or traffic jams. Also driverless cars can help the problem of people falling asleep at the wheel and haveing an accident. The person can just sleep if it is a long trip and is hard to remain awake at the wheel the car can drive and keep the roads safe. So I agree that driverless cars are usefull and can be helpfull down the road and more reliable. I find driverless cars to be a helpfull and a good resorce for all ages of people to help them travel safely. Also can help the environment and lessen the amount of fuel used by the world. So I think the driverless car should be developed.", "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 am for driverless cars, because they could be helpful, they seem safe, and they are already being used by Google. They could help people with disabilities that make them unable to drive or go where they need to go. First of all, they are using sensors in them to help navigate them. They are developing special roads, smart roads. There were test tracks built in the 1950's by General motors. They built a concept car that could run on a special track that was embedded with a electrical cable that sent radio signals to a receiver on the front end of the car. Engineers at Berkeley tried something similar. They used magnets with alternating polarity, so the car could read the polarities using the binary code. All of this was proved to be too expensive. They started putting sensors on the cars, postion-estimating sensors, a video camera mounted near the rearview mirror, four automotive radar sensors, a GPS receiver, and an internal motion sensor. Second of all, they seemed far away from making a driverless car. Sebastian Thrun, founder of the Google Car project believes that the technology has finally begun to catch up to the dream. In 2013, BMW announced the development of \"Traffic Jam Assiatant.\" The car would be able to handle driving at speeds up to 25 mph, but special touch sensors makes sure the drivers keeps ahold of the wheel. Most of these cars are yet to be fully driverless, they can steer, accelerate, and brake on their own, but they all are designed to notify the driver when the rooad ahead requires human skills. Some manufacturers hope to bring in-car entertainment and information systems that use heads-up displays. Such displays would be turned off instantly when the driver needsto take over, this way the in-car system is acctually a safety feature. Third of all, The only problem is that there are laws prohibiting the uses and testing of driverless cars. Traffic laws are written with the assumption that the only safe car has a human driver in control at all time. California, Nevada, Florida, and the District of Columbia have led the country in allowing limited use of semi-autonomous cars. Manufacturers believe that more states will follow as soon as the cars are proven more reliably safe. Traffic laws will have to change, new laws will be needed in order to cover liability in the case of an accident. Automakers are still continuing with their work on the assumption that the problems ahead will be solved. Therefore I am for driverless cars, because they could be helpful, they seem safe, and they are already being used by Google. There's no telling what's to come from the future of driverless cars.", "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": "Schooling is the primary precursor for children to gain knowledge. In the past, most of the schools were single-sex schools. But the trend is now very different in many countries as co-educational schools are gaining more popularity among the parents. Some people are choosing co-educational schools over single-sex schools and its mainly because students of co-educational develop more soft skills and have less gender discrimination in later stages of their life. Schooling develops the primary base for soft skills like communication, making friends. Co-educational schools have a slight advantage in cultivating soft skills among the students. It is due to the fact that the students are exposed to both genders which helps them to develop their soft skills with both genders and makes them more capable to fit in every environment. For example, a study of Harvard business school which was conducted in 2012 reported that the students of co-educational schools easily become accustomed within the job environment than single-sex schools. Gender discrimination is something that is built in every sector of our society whether it is job or business or household activities. Students having co-educational background shows less gender discrimination in their later stage as they have developed a sense of equality since their childhoods. For example, a group study having 25 students in each group was conducted between a co-educational school and a single-sex school of Paris shows a remarkable difference when they are tested to solve a problem. Co-educational school completed the work within 1 hour whereas single-sex school takes almost 3 hours to complete. It shows that different gender thinks of a problem differently and when one combines these two the outcome to solve a problem is quicker. However, despite of having disadvantages the single-sex school is still the choice for many parents. Many tend to believe that single-sex school develop a strong sense of competition within the students as well as helps to have less problems regarding early ages of children. In conclusion, con-educational schools are better in developing soft skills and less gender discrimination within their students. This helps the students to develop a balanced way of leading life in late stage.", "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": "As cyclist continues ride changes begin occur surroundings ultimately affects cyclists attitude When first starting journey Yosemite cyclist started morning with strong legs smile face He received information older locals would help cut amount time took arrive Yosemite National Park However riding cyclist realized perhaps older mens travel advice little dated barely water left hydrate surrounded nothing road desert cyclist couldnt help laugh It sad hopeless laugh mind least I still energy feel sorry At point cyclist mad using map brought instead listening locals Although cyclist remained determined find water begun lose hope suddenly came across bait store Here able rehydrate renewed spirit continued journey time using map", "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 recent time, it is observed that the number of students enrolling for Science or Mathematics in higher education is decreasing all over the world. There are plenty of reasons that are causing this decline which will affect the society negatively. In this essay, I will discuss why the number of pupils is deacreasing who prefer science stream and what will be the impacts on a community if it continues. The main reason of this situation is lack of trained science and mathematics teachers. STEM teachers are not able to kindle the joy of learning among students. If students do not get proper foundation and motivation in their school life to pursue STEM subjects, they will develop Math or Science phobia. Subsequently, they will rather prefer other streams to complete their higher education. Eventually, this situation will impact the scociety in many ways. Firstly, there would be scarcity of doctors all over the world which will affect health sector dramatically. Eventually, people will suffer with many health problems. Secondly, if students do not take STEM subjects in university, there will not be STEM teachers to teach future generation. According to me, government must take firm steps to avoid these situations in future. There must be some training program to keep STEM teachers up to date to enhance their teaching. This will enable teachers to make science subjects enjoyable for students, for instance, teachers may incorporate technology in the learning process. To conclude, I believe that government and teachers should take the resposibility to create the conducive environment to learn these subjects in fun way. This will, eventually, increase the number of students enrolling for STEM subjects in recent future. Otherwise, it may have negative impacts on society which will not be a good sign for any country.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Do you thing the face on mars is just a natural landform? or perhaps do you think it is a face? Well guess what? Well from what the story says its a possibility that it could just be a natural landform. first, in the story it says\" its's not as easy to target Cydonia\". This mean its not as easy just to pop up and see it. meaning theres a possiblity thats not it because it wouldn't of been that easy to find. Second, most scientists think it was an alien. In the story it says\" Although few scientists believed the face was an alien artifact, photographing Cydonia became a priority for NASA when mars Global Surveyor (MGS) arrived at tge REd PLanet in sept. 1997, eighteen long years after the viking missionsended\". which means they never know what it is it can be a alien or an face but most likely just an alien in their case. Last , you dont just see pass the face any other time. As it says in the story \"We dont just pass over the face very often\". With that being said its not some you can just see any minute its maybe once out of a blue moon or your just lucky. Well with all of the information its possible that its just a natural landform. Its nnot so possible for it to be the face like some scientist said because its not the simple you have to work very hard to find one.", "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": "Many students continue their education into bachelor degree but they forget to find which major that suite and have a high demand in the working world. As a result, there are many fresh graduates who could face hard to get a job that fitted their passion. I personally think that the root of this problem is the amount of offering positions that opens for fresh graduates. Young students usually choose a major base on what they are passionate about. It causes some major have an over demand, as a ,result majority of the graduates could not get a job that they want. For example, there is more student with finance background then engineering background which causes more finance graduate is unemployed or could not get a position that suite to their background. This situation is one of the main factors that cause this situation. This problem could be done if the student is aware of the demand from the employer. If students do research regarding certain fields of major that have high requests for work, it will reduce the amount of unemployment moreover this action could avoid graduates from getting a position that did not fit them. For instance, in this modern-day, there is more demand for computer engineer rather than environmental engineering. To conclude, one of the main reasons that cause many young graduates did not position that they want is overdemand from the employers. In my opinion , in order to reduce this situation, the fresh graduate should do some research on the major that has a high demand offered by the employer.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Do think computers effect people s society Computers help people age first computers let chat friends family Also computers let learn lot history Finally computer great way keep busy First computer great way chat friend havent spoke long time Also helps meet new friends keep touch long run Finally computer technologies outstanding cause allows chat family memebers across state video chat even websites myspace facebook twitter Secondly great way learn history You find history almost everything past present You learn history famous people places events That I think computer technologie outstanding think happen didnt today Finally computer great way keep busy take time looking information school projects Also spent spare time playing games help learn even book flight ticket vacation Finally technologie reason use anything like getting friends jus going look information anything need find In conclusion I told computer technologie good First lets friends family Also computers let learn lot history Finally computer great way keep busy Now I told technologie good thing I hope agree point view", "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 salad days of the millennium the society is polarized into two groups almost equally regarding the notion that paternity leave from workplace plays a vital role during childbirth. Some companies allow fathers to take a few day week off from work after the birth of their child. The following paragraph would shed light on this approach before making final judgement. To commence with first notion, there are numerous things to be shared in its favour. First and foremost, during childbirth process mother is suffering from lots of pain and tension. In this crucial situation she needs someone who encourage and support her in possible ways. As a result, she can easily manage with her pain and feelings. Secondly, if husband is working at the office after the final call of delivery of his wife. So, he is going to experience a great deal of stress and tension. All in one, his concentration on his work will reduce and also affecting the quality of work too. Shifting towards the second school of thought, paternity leave allows father to spend quality time with his wife and newborn child. As a result, work life cycle is balanced without compromising a quality of life. Also, after the delivery of child mother fell sick and unhealthy. So, if the husband is around her for taking care, which enables a mother for recovery of health as well as proper nutrition are also essential to the newborn child. To recapitulate, all fathers should be entitled to week off from their workplaces when the new family member came across our life. Because all mothers required crucial support of them in an important period of 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": "Allowing dirigibles dock Empire State Building caused many obstacles One obstacles dirigibles outside used hydrogen rather helium Using hydrogen highly flamable They knew dangerous In excerpt says The owners Empire State Building realized much worse accident could taken place densely populated area downtown New York Another obstacle people deal nature In excerpt says air currents violent would hard control dirigible Finally dirigibles mooring Empire State Building would illegal It says An existing law airships flying low urban areas dirigibles could dock heavy populated city like New York City Many obstacles made challenging dock dirigibles Empire State Building", "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 mood created author happy A sense security friends families neighbors His parents sacrificed careers leave behind friends family basically starting life benifit children Where Narciso lived nice twofamily blond brick building There learnd cuban culture cooking music filted house child Narciso tons families Not necessarily blood related neighbors mostly immagrants thoes cultures came together great solidarity friendship She lived close community helping hand always needed Her parents always kept arms door open Alegria land lords daughter came kitchen often Also aunts Bertha Juanita along cousins Arnold Maria Rosemary Often someone would stay temporolly Even hard times parents would sacrifice anything And Narciso greatful Greatful parents makeing simple house home", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I kinda do agree with this problem. Tech can tell whats everyone mood is at at the moment and i also agree on you can read on people faces if they are upset or something. Tech tells you how to handle your problem and tell you what you should do. but, face emotions can speak louder than words and thats true. also wehn people take pics of each other, that show it all as well. there are many ways that your emotions can be shown not just by phone and other Tech. People try to lie about there emotions and sometimes, that can lead to life risks. If that person really sad then and always upset, then that person might think something that you dont want to see. over the years, people is scared to tell other people what they think or what they should do. Some people dont relized that other poeple can help that person that is going through something that they should be going through. everyone shounld think about the bad stuff and always should think about the good things. now that being said, computers can read other people emotions and i believe it should give them tips to forget about whats going on.", "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 article, the author suggests exploring Venus because despite the dangers of the past it can still reward, Astronomers can still be fascinated by the dangers, and because there is an interest factor. Astronomers are fascinated by Venus because in some ways it is still similar to Earth and in some ways it is very different compared to Earth. They are fascinated by this because they probably want to see if they have something that will hold up in Venus' carbon dioxide atmosphere, even though everything we have sent there lasted more than a couple of hours. In the article, the author suggests exploring Venus because despite the dangers of the past it can still reward, Astronomers can still be fascinated by the dangers, and because there is an interest factor. My first claim that Astronomers are still fascinated is because of its similarities, past or present. In the article, In Paragraph 4, the author says, \"Long ago, Venus was probably covered largely with oceans and could have supported various forms of life, just like Earth.\" The author explained this as a reason as we could back to Venus because this could be a more legit reason we could go back there, to find evidence that it was once just like Earth and it can be more like Earth in the near or far future. More evidence of this can be found a couple of sentences later, when the author says, \"The planet has a surface of rocky sediment and includes familar features such as valleys, mountains, and craters.\" This proves further evidence that the planet can be hospitable in the far future by saying it's similarities to our planet and explaining in the next sentence that it is near Earth. In the article, the author suggests exploring Venus because despite the dangers of the past it can still reward, Astronomers can still be fascinated by the dangers, and because there is an interest factor. This still proves that we can still go back there if we have the right tools to go to Venus. It is proven back the article when the author says we are fascinated with Venus because of its similarities, its curiouisity, it's near distance to us, and the theory that we should not be limited by dangers and doubts, but big imagination and the very edge of innovation. In the article, the author suggests exploring Venus because despite the dangers of the past it can still reward, Astronomers can still be fascinated by the dangers, and because there is an interest factor.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The builders Empire States Building faced many obstacles attempting allow dirigibles dock For instance paragraph author mentions consider Hindenburg incident took place May The owners Empire State building realized much worse accident could taken place densely populated area downtown New York says author They realized safety people come first scenarios Also another obstacle Al Smith builders faced docking dirigible people In paragraph The author says The greatest obstacle successful use mooring mast nature dirigibles often docked open fields weights hold back ship could used safely But highly populated area question lead weights dangling high pedestrians safety violation The builders many obstacles designing use mooring mast", "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": "Studying Venus is a worthy persuit despite the dangers because in the article it says that numerous spacecraft survived the landing for more than a few hours, maybe thiss issue explains why nit a single spaceship has touched down on Venus more than three decades, Numerous factors contribute to Venus's reputation as a challenging planet for humans to studydespite its proximity to us. Also, the temperatures average over 800 degrees Fahrenheit, and atmospheric pressure is 90 times greater than what we experience on our planet. Venus has the hottest surface temperature of any planet in our solar system, even though Mercury is closer to our sun. Venusian geology and weather present additional impediments like erupting volcanoes, powerful earthquakes, and frequent lightning strikes to probes seeking land on surface. However, 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 the dense videography ineffective. Venus is so hot that it can melt metal.", "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": "From the very start the author explains the pure beuty of venus, it's nicknamed the \"evening star\" because its one of the brightest points of light in the sky. Another name for this planet would be Earths \"twin\" giving the planet a more welcoming and safer tone. The planet is nearly identical in density and size and in distance, Because of its close range you would think studying such a planet would be easy. the only problem is that earth, venus, and mars orbit the sun at difrent speeds making venus sometimes farther from the earth than mars. Venus is, in space terms, \"right around the corner\" so humans have sent numerous spacecraft, all unmanned, to go and inspect the planet to see if it's safe for human contact. The only problem has been that all the spacecrafts sent have only lasted a couple of hours so to our knowledge it is un-inhabitable. This could explain why we havent had a single spacecraft explore the area in over three decades. The info we have gathered also contributes to the dangerous nature of venus's reputation as a planet, the atmosphere is described as thick with a blanket of 97% carbon dioxide. A even more challenging factor is the fact that the clouds of venus are highly carosive. Temperatures are over 800 degrees farenheit, the surface temperature of venus is the hottest out of all the plaenets in our solar system. There's other factor that make venus sound nearly inhospitable but if thats the case why do we still strive to learn more about this vishious planet? Well its because this planet was most likely one of the closest planets related to earth, and still is, it says \"long ago, Venus was probobly covered largely with oceans and could have suported various forms of life, just like earth.\" It is our sister planet and theres many fweatures of the planet that are undisputably analougous to those on earth. SInce the planet is so close it is a crucial factor in play giving how long it takes for spacecraft to reach its destination, saving us time and more reaserch. Now the only question is making reserch safe and scientifically productive, which National Aeronautics and Space Administration (NASA) has already been discusing and they have a compeling idea. What theyre discusing is a spacecraft that can hover over the planets fray ,30 miles or so, out of harms way, safe for scientists to examine from afar and quicker to send spacecrafts to the surface. Solar power would run the spacecraft and radiation from that distance would not exceed that of earths. Conditions wont be easy but they would be managable enough for humans to survive. Here on earth even theyres plenty of studies in the works on seing what technology would work best for surviving on venus. This includes a simple electronic made of silicone tested in a chamber simulating that of venus's harsh surface condition, this simple electronic has lasted three weks under these harsh conditions. With thechnology advancing and humans more and more eager to discover our sister planet, if we keep at it we should one day be able to survive on earths twin.", "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 the French and Swiss borders, Vauban streets are completely car free. In Vauban Germany, enforcements are very strict on car policy. Some people even have to sell their car to move there. Although, car ownership is allowed, but it is only to be parked in large garages along with a home for $40,000. Because of this 70 percent of Vauban families do not own cars. In 2006 Vauban grew a trend in Europe of separating Suburban life from auto use to \"drastically reduce greenhouse gas emissions from tailpipes.\" They called this \"Smart Planning.\" While there had been effort to make the city denser during the past few decades, Vauban had gave 5,500 home to residents, making it less accessible to public transportation, and less space for parking. This leaded to the making of the environmental Protection Agency. This agencies promotion was to reduce car use. In the result of the agency, 80 percent of appropriations have by law gone to highway and only 20 percent to other transport. Germany doesn't seem to be the only one to ban cars. Driving in Paris has been ban due to smog. Paris banned driving due to near-record pollution. To confiscate, Paris enforced a partial driving ban to clear to air. Along with the driving ban, a fine was included too for some. On Monday motorists with even numbered liscense plates were told to leave their car at home or recieve a fine of $31. Odd plates would suffer the same consequence as well the following day. This all led to approximately 4,000 drivers being fined. After five-days of intensifying smog, conjestion was down 60 percent in the capital of france. No surprise, the diesel fuel was blamed for the incident. Accordingly it mentions diesel makes up about 67 percent of vehicles in France. Gradually, in one week, the smog cleared enough for the ruling French party to recsind the ban for odd-numbered plates the next 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": "In memoir Home blue prints lives mood created author happy thankful also familyorented First says I always grateful parents love sacrifice tell loved new home loved appriciated everything parents herSecond instilled great sense family nothing blood relative Which treats acts like everyone family loves cares family nt blood relative neighborhood blood relativeLast memoir says endless celebrations encompassed formed backdrop life warm home says warm home ment loved home familyetc And loved friends neighbors thats lovedloves therefore happy", "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": "Dear fellow citizens. Having a car could sometimes be great, whenever you want to go somewhere really fast a car can be really convenient, or sometimes your work can be really far and you need that car to go there sometimes quickly, but then theres that traffic and the aggresive drivers who want to kick your butt because your honking the horn at them to move faster, then they come at you with a baseball bat and their waiting for you outside of your car for you to get out, then they start hitting your car with the baseball bat cause you didn't come out, then you start driving off as fast as you can away from that crazy person when you see a cop car in the corner and they turn on their sirens for you to stop the car they come up to you and tell you to give them your licence and registration. You convince the officer that your gonna be late for work, you tell him about the aggresive driver story but he doesnt believe you cause he's one of those curropted cops and gives you not only a speeding ticket but also a ticket for having the lights brokn that the aggresive driver broke with the baseball bat. Then you go rushing to your work when you see your boss looking at you all disapointed, he tells you to go to his office. When your in his office he tells you to pack your stuff cause your out. Then you go home really depreased cause you don\"t know how your gonna pay the tickets not only that but you have no work and you have to pay the rent next week or else your out. Then you have nothing to pay the rent and your out of your house homeless with nothing and you go to jail for not paying the tickets. See how much problems someone can make for having a car. Driving can cause a lot of stress with the traffic or it can be really \"tense\" like it said in the article. Automobiles can be really dependent for people and it can sometimes cause trouble. reducing car usage can also effect your health in a possitive way, just like vauban's city, 70% of people do not own a car, most walk or use bicycles which is really healthy you could be more social and can hear the \"chatter of wandering children\" said in the article by Heidrun Walter, and according to her, life could be more happier without a car. cars causes polution, it makes the air much dirtier and creates smogs. And it affects peoples health, we shouldn't be using cars as much as we do today, Im not saying we should ban cars forever but we need to do something about this, there should be a rule or a program like the \"car-free day\" thats in bogota according to the text. Or have a day in which the government announces numbers in a cars plates and those cars that have those numbers in the plate can't drive or else they'll be fined. something like this have worked in Colombia, and other countries were amazed. With modern technology, I find cars unnecessary If you want to go to a friends house just to talk to him, when with the technology you could just text them or call them with your cellphone, theres already social media for that. In the article it says that , theres also virtual jobs where peoples work are in their own house and they don't even have to go outside, maybe if we increase those types of jobs people wouldn't have to drive that much and cause that much polution and smug.", "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": "Recently, citizens prefer to deliver to a child when they are of age. childbirth at an old age can lead to a problem of having children with genetic disorders which outweighs the advantage of preparedness by giving creation at youth to the number of offspring you are capable of catering for or care. Firstly, one of the greatest benefits of having offspring at maturity is people have enough time for preparation. They get time to prepare financially, mentally, and emotionally which will be of great advantage to the babies. For instance, one of our family friends begins to have babies at an older youth and they were able to provide for the children's needs because they have enough months to prepare. However , it is less significant if people can create early the number of families they can nurse properly. On the other hand, the delivery of offspring at an old life can lead to complications of infertility and heir with genetic disorders. As we age, hormones in our bodies are reduced, and low pregnancy hormones can lead to infertility. For example, some weeks ago ,an elderly woman came to our hospital with the complaint of inability to deliver. We did some diagnostic investigations and found out that her progesterone and oestrogen level as reduced. We then ask her why she did not give creation at an early maturity, she responded that she was not yet prepared then. It is significant because giving childbirth late leads to infertility and there is no cure for it. To conclude , citizens prefer to create offspring when they are mature and this can lead to the delivery of children with medical conditions and complications of the inability to produce offspring in life outrival the benefit of having enough time for preparation , from delivery in early life to the number of scions you can care for.", "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 Face on Mars\" appears as you search the universe with a satellite. What is this thing, and who has created it? As a scientist, I believe that this monstorous thing is just a landform created by thousands of years of evolution. The Face on Mars can be proven to be a natural landform because it appears to be a mesa with unusual shadows, a sharp picture proved that it was just a landform, and it's very hard to locate this Face. For starters, Martian mesas are very common around Cydonia. This one wasn't a huge surprise, although it had unusual shadows that gave the illusion of eyes, nose, and a mouth. After \"NASA unveled the image for all to see, it was noted that it was only a 'huge rock formation.'\" Through this passage we can observe that the Face is only a natural landform. Secondly, \"On April 5,1998, Mars Global Surveyor flew over Cydonia for the first time, his Mars Orbiter Camera team snapped a picture ten times sharper than the original Viking photos.\" Many people thought that it might be something created by aliens and were waiting for the arrival of the evidence. The picture proved that the Face wasn't some ancient alien sculpture, but instead, a natural landform. Additionally, The Face on Mars isn't any easy landform to find. Jim Garvin says, \"It's not easy to target Cydonia. In fact it's hard work.\" For the span of twenty-five years they only caught three glimpses of it. Garvin also noted that they don't pass over the face very often. If an alien had created this monument, then they would have made it easy to see and very noticeable. This is not how the Face is made. Some would say that perhaps alien marking were hidden by the haze. However, any alien smart enough to make a geographical feature, would be smart enough to make it big and bold. Any alien feature would be seen clearly, even through a haze of clouds. So, in fact, this feature is just a natural landform. In conclusion, as a scientist at NASA, I can assume that this Face is not a monument built by aliens. We have concluded that it is a natural landform. the reasons for our conclusion land on the evidence of a picture that was taken, the fact that mesas are common around Cydonia, and finally, it's hard to locate this face, which would be unlike anything an alien creates. By looking at the image and the information that has been provided to us, we can conclude that this Face is most certainly a natural landform.", "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 the electoral college should I will tell you right now. The electoral college helps us to avoid problems. So If there is no electoral college we will have problems and I dont want that in our country. You may be thinking what do i mean by i dont want that in our country what I mean by that is that if there is problems I dont want that in our country cause are country is already free so I dont want it to have problems. And then if the United States fight it would not be free so think about that. Knowing their vote will not effect they will have less time to pay attention to the campaign than they would have if the president were picked by popular vote. By the way plurality means that when a candidate receive more votes than other candidates while not receiving a clear majority of votes. I think without plurality we would not have a president. Voters in presidential elections are people who want to express a political preference rather than people who think that a single vote may decide an election. You have to be 18 to vote in a election to choose your president. The electoral college restores some of the weight in the political balance that larges states lose by virtue of the mal-apportionment of the senate decreed in the constitution. The popular vote was very close in florida. Nevertheless obama, who won that vote, got 29 electoral votes. So, other thing equal, a large state gets more attention from presidential candidates in a campaign than a small state does. So in other words a big state gets more votes than a small state does. From all these i typed i think i want the electoral college to stay were it is as in today.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "My position on the driverless cars are definitley a no. While the whole idea is interesting and fascinating it is also exteremly dangerous. Maybe the daythey actually perfect it and it is deemed safe i would accept it but as of right now my opinion on the entire things definitley a no, because while people would need to have alert drivers alotof them arent and even when we have driverless cars the cars are going to still need some human amount of interaction and if the person for instance is drunk they aren't going to be seen as very useful to it. People are most likely going to take advantage of this car and this whole thing and i know its not going to be pretty when they do, im just really not for it. There are companies such as General Motors trying but they would have to change all the roads for it which is obviously way to expensive to ever do. Engineers at Berkeley tried something similar they used magnets with alternating polarity and it still also wouldnt work out because of the road expenses. Everything that has been done still needs somekind of human interaction and i believe that is the way that it should be so that nothing bad happens because like in paragraph 9. They talk about \" Even if traffic laws changed, new laws would be needed in order to cover liability in the case of an accident. if the technology fails and someone is injured who is the one at fault? the driver or the manufacturer?\" i agree with this, no one would know whose fault it would be it's honestly just taking an unnecessary risk, putting live in danger to those around the smart cars and to those in them. There is alot to be done and there is alot to come because these companies are making several advancements and several attempts, they aren't going to stop. it isn't just to make things easier i believe that alot of these people just think it would be cool, it's less work for the person and thats just going to start revolutionizing the fact that \" humans don't need to work\" let's have someone else do it for us. I don't like it 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": "The setting affect used great extent short story Do Not Posted Speed Limit The cycleist beed going long time came first town water At point tell lost confidence old timers directions From quote a tonlike substance oozed out This quote shows miles pedaling supposed come two towns point one chance water depleated The next time setting affect used comes building rusted He said I hung head shows almost completely lost hope sure going die", "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 do not agree with the whole driverless car thing. To start off it is dangerous. The idea that the person has to always be alert defeats the purpose of it being driverless. Also the alerts to get the drivers attention should not be needed. I mean if someone creates a driverless car they should actually make it so it is, in fact, driverless. On long road trips I get that one person has to drive the whole time, and yes the driver could get tired and want to take a nap. This would be good for them but even if the driver were to go to sleep and be awaken to an accident in front of them. You cannot expect a human that has been sleeping to be completely in control of what is going on at the time. Who knows, they might freak out and run into something else. There are so many possibilities that something could go horribly wrong with driverless car. Yes, I know almost everyone expects to have all this new technology in the future. All I think about is the movie Wall-E and how they had their own floating chairs and everyone was fat and lazy. Is that really how we want the world to end up. America is already one of the most obese countries. Making it so people do not have to drive is taking away from at least some of the excercise they could have. Overall I think the driverless cars are a bad idea. Not only will there be more accidents because people are not always going to be watching the road and they will not have to rely on a machine, if they just drove themselves. Whoever makes a car that could go driverless will almost never make it completely driverless. There will always be something else to add on to it.", "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": "MONTH_DAY_YEAR Goodmoring senator before I start , I would like to ask how are you doing and how's your family. I hope everybody health is great and family problems. Today I want to talk to you about some little problem that's not going as well as I thought it was going to go. Electoral College is not a good idea for us citizens. Because everybody in this country that works and come from another country , should be able to vote for their President. The Electoral College consists of 583 electors. A majority of 270 electoral vote is required to elect the President. The presidential election is held every four years on the Tuesday after the first Monday in November. Us citizens think that's a better idea. Don't you think? The presidential election most have a \"winner-take-all\" system that awards all electors to the winning presidental candidate. And after the presidential election, yout governor prepares a \"Certificate of Ascertainment\". Listing all of the candidates who ran for President in your state along with the names of their respective electors. The electors are generally chosen by the candidate's political party. According to Richard Nixon, Jimmy Carter, Bob Dole they agreed on abolishing the electoral college . The electoral college won the popular vote but lost the presidency over 60% of voters. What that means? 60% of the people didn't agree with the electoral college. The single best argument against the electoral college is what they might call the disaster factor. Us the American people should consider themselves lucky that the 2000 fiasco was the biggest election crisis in a century. The state legislatures are technically responsible for picking electors , and that those electors could always defy the will of the people. At the most basic level, the electoral college is unfair to voters. Because of the winner-take-all system in each states they know they have no chance of winning , focosing only on the tight races on the \"swing\" states. During the 2000 compaign seventeen states did not see the canditates at all. Including Rhode Island and South Carolina. Also voters in 25 of the lqrgest media markets didn't get to see a single campaign ad. The electoral college is unfair, outdated , and irrational. The best arguments in favor of it are mostly assertionw without much basis in reality. Bob Dole was right. Abolish the elctoral college! In conclusion, The Electoral College is widely regarded as an anachronism , a non-democratic method of selecting a president that ought to be overruled by declaring the candidate who receives the most popular votes the winner. There are five reasons for retaining the Electoral College despite its lack of democratic pedigtee; all are practical reasons, not liberal or conservative reasons. This is all I wanted to tell you , I hope you listen to what I'm trying to tell you. I know I am not the only one that thinks like this. If you would like to contact me back you could email me at EMAIL_ADDRESS. Thankyou and have a great day! PROPER_NAME", "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": "Imagine that you are in scientist at NASA, the man that you worked with was an photographer of Mars. As the man comes in he as an Trapper keeper as he is walking down towards your office. He shows you the photographs that he took when he was outterspace on the planet Mars. He noticed something about the picture and he tells you to look at it and ask you what do you see, you tell him that you see an figure that looks like an face. Then he agrees with you, you start to jump to conclusions and ask if it is made by aliens or is just a regular landform. A few days later NASA unveiled the image for everyone to see. The note on the paper was stated \" huge rock formation.\" As they are passing around the picture for everyone to see one of the co-workers had assumed it was made/formed by an alien. You and a couple of your workers were talking and assumed that it was just a regular landform and changed as the years went by. The manager had did a little debate, if they thought it was made by an alien they would have to go on one side and if they thought it was just a natural landform that is going to change as the years go by they would have to go on the other side. The people of NASA that thought it was an alien artifact, had to explain and decribe why. One of them volunteered and said that they think it is made by an alien because there is no way that it is just going to change through the years. You interupt him and say that is possible because many things change over the years, policies, laws, taxes, and many more things. You explain to them that it is not made by an alien becuase the photographer of viking 1 and viking 2 goes around and takes pictures of the planet as it circles around then they noticed something different about the figure when the picture was shown. The people that is on your side agree with you and say that you are true so they ask for more evidence to make your statement better than what it was. So you tell them that what the picture really shows is the Martian equivalent of a butte or mesa landforms common around the American West. You and the co-workes take the last look of the picture and you are amazed. As the years goes by you see that the face doesnt appear on anymore of the picutures from the time it started to the time it ends ( 1998 - 2001. )", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The builders Empire State Building faced many obstacles attempt allow dirigibles dock Building One greatest reasons saftey dirigibles outside United States used hydrogen rather helium Hydrogen also highly flammable Another obstacle arose nature winds top building constantly shifting due violent air currents If dirigible tethered mooring mast back ship would sway violently wind Other dirigibles moored open fields added lead wights back could move But weights attached top Empire State Building A practical reason dirigibles could moor Empire State Building existing law airships flying low urban areas This law made illegal ship ever tie building Builders Empire State Building faced many obstacles attempt moor dirigible", "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": "To I writing today concerning cencorship libraries I select instances throughout life I read book magazine seem offensive others However I view point situation I feel duty inform I feel offensive books magazines etc removed shelves Everyone grown taught different values morals important They stand values time respect people right believe differently With world way violence errupt simplest things Putting books public shelves public read easily cause outbursts debates people opposite opinions Offensive books magazines put public asking something bad result My suggestion remove offensive books This create safe happy envioronment visit public libraries public places create fewer arguments adults set example younger children observing parents behaviors Children follow parents footsteps Observing bad behaviors parents due offensive books teach child act responsible way put postion When children grow want beahve responsible way Offensive books put shelves hopefully create healthful environment appropriate behavior As student I want grow world people resepectful happy responsible I want people get along I feel taking offensive books shelves help somewhat peaceful world I would like live Violence created anything I feel offensive books last thing added Without offensive books public read create better environment people living 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": "The cyclist Do Not Exceed Posted Speed riding California dessert June This dry bare setting made impossible find source water The time cyclist found water tasting battery acid There nowhere find water miles This lack water scorching heat made travel slow wearily He even says could go mph mph zone By taking advise old men taking short cut cyclist past ghost towns water This short cut prolonged trip likely hours If gone populated area despite fact longer path would water drink would allow go faster The dry hot setting old mens short cut made cyclists trip last much longer nessiarry", "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 idea of being able to understand someone's emotions everyday is an extrodinary and very difficult task. Everyday people constantly hide their emotions where others blatanly show them whether it be at school or at home. The Facial Action Coding System (FACS) can solve this problem and I agree that it could potentially help read students emotions, but I also disagree with what it has to offer. The program is a very interesting concept that could help students who are confused at school and draw out hidden emotions, but it could also become a privacy issue and innaccurate. The FACS is created to be used as a tool for students that could be installed into the computers used in schools. One major pro for this program would be how effective it could be in the classroom. The system could detect when a person is confused during a lesson or lecture. Dr. Huang states that it could modify the lesson and potentially make it feel as if a human instructor was helping the student. This could be seen as a positive outcome because if their are a group of students that are confused during a lesson, the computers would be able to help them immediatley instead of having to wait for the teacher to help 5 or 6 different students. Another positive outcome of this device would be how it could draw out certin emotions that our human eye cannot detect. In the text, it states how certain muscles such as the zygomatic major and the risorius are the ones used in producing a false smile which can be received as a real one without proper inspection. This ability would make it useful to see if someone is hiding something or is not being truthful, but this could also lead to the next point which explains why this would not work due to privacy and inacurracy. There is always going to be a privacy issue with technology, and there can potentially be a major one with this program. Many people hide their emotions and never get them off of their chest would could cause stress. If this system was accurate enough to read that, it could notify teachers and other adults about the student's problems and they would be upset that the teachers are able to see this without asking directly. Certain emotions are meant to be kept inside the person and not out in the world for everyone to see. Others are supposed to be expressed like happiness, but the ones that are supposed to be kept inside should not be drawn out because of a computer technology that can read someone's expressions. There are both pros and cons to this new computer system, and could help students in school, but also pull out information that is not supposed to be drawn out. I agree that this technology could help students who are lost and could also help them learn by teaching them the topic in a different way. If its main focus was for learning purposes and learning purposes only, I would be completly fine with the idea reaching schools. The only thing that is holding me back from unanimously agreeing is how it can read all emotions and the ones that are meant to be kept inside can be shared to other people.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "How could you not want that type of technogly in your life? Using this technoglohy could change the learning in classrooms. The use of this technology to read the emotional expressions of students in a classroom is valuable. By using thisd technology you can always learn in an effeicent way. the article states\"A classrom cpomputer could recognize when a student is becoming confused or bored, Dr. Huang predicts. \" Then it could modify the lesson, like an effective human instructor.\" when its somethign you dont like abut the lesson the computer will dectect that and make the lesson different right away. Technogly like this could change the way of learning in classrooms. most kids whden threy dont understand or dont like the lesson threy wont say anything but with this they wont have to say anything their face expressions willl tell the computer. i am for the value of using this technology to read students' emotional expressions.", "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 future. Some people think that the future will have flying cars, and meals will be in pill form. Some people think that the world will be all shiny and futuristic, like in the movies. I beleive that we are living in it. A new development of software was made by Professor Thomas Huang. He invented a software that is able to improve accuracy in perceiving the emotions of people. This is a genius idea. It can be used for so many things, and it could be very valuable for school systems. This software development could be very useful for schools because it can tell when a student is lying about something, it can tell how a student is feeling about something being taught, and it can tell what the student enjoys, and what the student dislikes. This technology could be very helpful for classrooms because it would be able to know when a student is lying about something. You might be wondering how it is able to do this task. In an article named, \"Making Mona Lisa Smile.\" it shows how the technology of the software, the Facial Action Coding System, is actually able to detect the emotions of peoples' faces. In the text is says, \"The process begins when the computer constructs a 3-D computer model of th face; all 44 major muscles in the model must move like human muscles. Movement of one or more muscles is calles an \"action unit\". Then DR. Huang relies on the work of pshycologists, such as Dr. Paul Eckham, creator of FACS(Facial Action Coding Sysytem). Eckham has classified six basic emotions-happiness, surprise, anger, disgust, fear, and sadness\" That whole pragraph shows how it can pick up peoples' emotions, and detect how they are feeling. So if a student was lying about something then this software would be able to detect the emotions of someone lying and it would be able to catch them. The Facial Action Coding System could be very helpful in teaching. If a student was not happy in the way a teacher was teaching something, the Facial Action Coding System would be able to pick this up and show that the student was not happy about the way someone was teaching something. This could help impove school systems everywhere because the teachers could then brainstorm other ways of teaching, so that the students could fine it more enjoyable, and they could wrap their head around a subject that was too hard for them to learn. In the text it says, \"His new computer software stores similar anatomical information as electronic code.\" This line of text is showing that this program is actually reliable because it is able to scan anatomical features of someone, which conveys a persons emotion on weather they are happy about something. Finally, this software could help schools because it can help see what students like, and what they dislike. If this technology was actually succsesful, then it could help out teachers greatly because it can help them decide what the students dislikes, and what the student enjoys. It would be able to do this because it would be able to use face recognition to see how a student feels about something. If the teacher showed a student something, and the Facial Action Coding System showed happiness, then that would mean the teachers should use more of that tyoe of stuff. If a teacher showed something, and the Facial Action Coding System showed that the stdent didn't like that, then the teaher and the schools would use less of that. The technology of the Facial Action Coding System would benifit school's greatly. This software development could be very useful for schools because it can tell when a student is lying about something, it can tell how a student is feeling about something being taught, and it can tell what the student enjoys, and what the student dislikes. The Facial Coding Action System is the future for schools, and the world.", "role": "user" }, { "content": "Your evaluation score is: 3.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "It is often said that technological advancements are rapidly changing the way we live, work, and learn. The traditional classroom setting of a teacher instructing a group of students may be considered outdated by the year 2050. While I agree that the role of teachers and students in the classroom may change, I believe that the traditional teaching situation will still exist to some extent. On the one hand, technology has already begun to revolutionize the way we learn. Online education, for example, has become increasingly popular and has allowed individuals to access educational resources from anywhere in the world. In addition, virtual classrooms and video conferencing have made it possible for students and teachers to connect and communicate without the need for a physical classroom. Furthermore, the use of artificial intelligence and machine learning has also impacted the way we learn. These technologies can personalize learning experiences for each individual, allowing students to work at their own pace and receive customized feedback. This has the potential to transform traditional teaching and learning methods and create a more individualized approach to education. However, I do not believe that the typical teaching situation will completely disappear. While technology has its benefits, there are certain aspects of learning that require face-to-face interaction. The physical presence of a teacher in the classroom can be invaluable, as it provides students with the opportunity to ask questions, receive immediate feedback, and engage in group discussions. The classroom environment also promotes socialization and collaboration, which are essential skills for students to develop. Moreover, the traditional teaching situation provides a sense of structure and routine that can be beneficial for students. The physical classroom creates a learning space where students can focus and eliminate distractions. It also establishes a routine for students, which can help them develop good study habits and time management skills. In conclusion, while the teaching situation in the year 2050 may be different from what we know today, I believe that the traditional classroom setting will still exist to some extent. While technology may transform the way we learn, the physical presence of a teacher and the classroom environment provide benefits that cannot be replaced by digital tools. Therefore, it is important to embrace technological advancements while also recognizing the value of traditional teaching methods.", "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 outer space there is a planet called Venus sometimes reffered to as the Earth's \"twin\", why is it reffered to the Earth's \"twin\" that will be, because Venus is the closest planet to Earth. Venus was also called the \"Evening star\". The author supports the idea of studying Venus because, Venus is proven and shown to have familiar features such as valleys, mountains, and craters. The author also has said inside the storyin Paragraph 4 \"Long ago, Venus was probably covered largely with oceans and could have supported various forms of life, just like Earth\". According to the author, NASA had a an idea which was sending humans to study planet Venus. Venus planet temperature is above 170 degreees Fahhrenheit making it hard for scientists to go onto Venus making them study the planet from afar this was stated in Paragraph 3 \"Venus has the hottest surface temperature of any planet in our solar system\". The author is trying to find other possible solutions as to how to Venus up close. In the year of 1800 through 1940s during World War ll there was a project looking back on old technology called mechanical computers.The mechanical computers were used to make calculations by gears and levers that need no or require elctronics. Modern technology are now powerful, flexable, and quick; which mechanical parts can be more resistant to pressure, heat, and other forces.", "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 supports the idea of exploring venus, because Venus is simple to see from the distant but safe vantage point of earth. However, it has proved a very challenging place to examine more closely. Often referred to as Earth's \"twin,\" Venus is the closest planet to Earth in terms of density and size. A thick atmosphere of almost 97 percent carbon dioxide blankets Venus. Even more challengin are the clouds of highly corrosive sulfuric acid in Venu's atmosphere. On the planet's surface, temperatures average over 800 degrees Fahrenheit, and the atmospheric pressure is 90 times greater than what we experience on our own planet. These conditions are far more extreme than anything humans encounter on Earth; such a enviroment would crush even a submarine accustomed to diving to the deepest parts of our oceans and would liquefy many metals. Striving to meet the challenge presented by Venus has value, not only because off the insight to eb gained on the planet itself, but also because human curiosity will likely lead us into many equally intimidating endeavors. Our travels on earth and beyond should not be limited by danger and doubts but should be expanded to meet the very edges of imagination and innovation.", "role": "user" }, { "content": "Your evaluation score is: 0.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The hastle of buying a car in unbearable! I hate it! Just think bear with me just think what if I could get on my phone open a taxi app and have a driverless car in my driveway in 5 min! Imagin that! Its winter and freezing out, you wanna take the loveliest of all ladies (your wife) out to eat but neither of you want to drive in the snow! just open the phone book and call for a taxi! Not just any taxi a driverless taxi! I myself am fully for driverless cars and if your not im here to change that! There are already driverless cars in the works! They use these cool sencors to make a 3-D virtual image of the surrounding cars, They drive like humans but you dont have to put in the work of getting up 30 min early and going out to warm up the car. Now with all good things there are some bad! Its not as glamerous as you may think! What if your in the car just watching tv or on your phone and you get into a accident! Who's to blame? Is it you? The car company? Would that one wreak ruin the cars for good? How would they get around construction or go on a detour? Would they even be smart enough to? These are all key questions that the creators of driverless cars are trying to figure out! Driverless cars would make kids be able to \"Drive\" because theres really no driving! They could be on a scheduel and honk in the morning when its time to go to work or school. They could completely change the very way we live life and I think the change would be for the good! So stop all the hastle and lets help create a simpler life! Driveless cars!", "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": "It is widely believed that to tackle environmental problems, the government should raise the price of fuel used in different means of transport. Personally, I agree with this solution for some reasons. First of all, when higher taxes are imposed on petrol for vehicles, there could be a reduction in the amount of natural resources which are exploited to produce this fuel. It is obvious that many resources such as coal, gas, and oil are being exhausted in order to meet the demand for transport. Moreover, it takes these minerals thousands of years to recover, therefore, this method could play a vital role in protecting them. In addition, the government can also use the money from fuel taxes to improve and conserve the environment and natural habitats of many species. Furthermore, since there are higher prices, citizens would cut down on the use of private vehicles which are the main cause of air pollution. People would tend to commute around the city by public transport such as buses or subways in order to save a huge amount of money spent on petrol. For instance, according to a report in Baomoi newspaper, a few months ago, when not many people in Vietnam can afford the extremely high cost of gas and petrol due to the lack of them and as a result, the percentage of bus users doubled that in the same time of last year. This trend results in better air quality in a number of cities in Vietnam, and the reduction of detrimental emissions from vehicles. In conclusion, increasing the cost of gas for transportation is one of the greatest ways that the authorities should take into consideration to deal with a huge quantity of environmental issues.", "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": "When builders Empire State Building process building docking station ran many One air currents top building The dirigible would unable stay still safely let passengers Evidence support claim comes article says The greatest obstacle successful use mooring mast nature The winds top building constantly shifting due violent air currents Another obstacle builders faced law This law prohibited airships flying low populated area Therefore airship trying dock Empire State Building would breaking law This explained paragraph fifteen article said This law would make illegal ship ever tie building even approach area became dangerous dock dirigibles populated area near building threat bursting flame Such dirigible Hindenburg The article explains builders realized new threat owners Empire State Building realized much worse accident could plagued construction docks", "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": "Education is one of the most important topics for childhood development, and music can be very beneficial to children because it helps to sustain creative thinking and improve imagination. Some educators demand that music should be taught as a mandatory subject, and yet some others think that forcing children to play music instruments will limit their chances to discover and develop other talents. Indeed, music can be a great source for improving the lives of many children as well as their learning experience. Learning music instruments requires patience, creativity and good discipline. Inherently, in order to master a music instrument, a good musician needs to sharpen his preserverence and offer all his best, for a great performance often demands ten or more years of practice. The heart of a musician, the pursuation of perfection and persistence are all good qualities for a child to learn throughout his life in pursuing his career, not only the career in music. However, despite all the good qualities that can be obtained through playing music instruments, childhood education can be misdirected if the development of a hobbie becomes \"mandatory\", which, of ocurse, includes music instruments. It might be beneficial for a child to experiment music instruments in his early years, but not every child has the potential of being a professional musician. Making music a mandatory subject for primary and secondary school students could minimize their opportunities to discover different hobbies. Moreover, making a bobbie a mandatory subject may also hinder the other learning experiences of a young child. Just imagine how stressful it is to study an unecessary subject on top of regular courses and other homework. It does more harms than goods to the overall learning experience. In conclusion, it might be beneficial for a child to learn music instruments in his first school years, but if he does not have the talent and does not enjoy music, educators should consider dropping such suggestion and let him discover other hobbies.", "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 development of driverless cars in my position would be a positive thing. There are many new things that could come out of all of these ideas and projects. People could relax more and not have to stress about driving long hours. There would be less human caused accidents due to the car driving itself. This is something great for people who text and drive, because now with the help of the car, they can respond or call people and not have to multi-task. This is something that could change many things and could possibly change the world. In the text it states all the features Google modified on a Toyota Prius, and it stated at one point, \" The most important bit of technology in this system is the spinning sensor of the roof. Dubbed LIDAR, it uses laser beams to form a constantly updating 3-D model of the car's surroundings. The combination of all this input is necessary for the driverless car to mimc the skill of a human at the wheel.\" This part of the article states that modified features like this are very important in that the sensor continuously keeps updating the surroundings and that all the features together are necessary to mimic the skills of a human behind the wheel. This means with all these features functioning at the same time, the person behind the wheel can sit back and relax, and not have to stress about staying focused because it can depend on the car. In the text it also states, \"Within 10 years, those sensors had become more advanced to detect and respond to the danger of out-of-control skids or rollovers.\" This means that as the technology keeps advancing on these vehicles, the safety precautions have improved. In case of a skid or rollover, the car can detect these things better and try to avoid injuries. This is a very important thing to many drivers. Some of the features in the car aren't completely driverless though. For instance, in case of complicated traffic and work zones, the car signals the driver that it's his time to take over. One example from the text states, \"They can steer, accelerate, and brake themselves, but all are designed to notify the driver when the road ahead requires human skills, such as navigating through work zones and around accidents.\" This can be very helpful in the cases where traffic and other zones are very difficult to get through, the car can let the human take over and they can navigate carefully through whatever obstacle it is. This is good in cases where sometimes the computers can not see everything a human eye can see. This is very helpful and it is a good way to keep the safety at a good level. Although many companies are anxiously working on the development of these vehicles, the law may present a few challenges. In the text it states, \"As a result, in most states it is illegal even to test computer-driven cars.\" So many of these companies have to take and test their cars where it is legal to allow them to be operated on roads. Many people do not agree with the idea of the production of these driverless cars. They think it is a safety hazard and that it is dangerous. Computer error may cause accidents or injuries, but, as more techinolgy comes along and these cars become more reliable, more people will open up to the idea. The text states, \"... manufacturers believe that more states will follow as soon as the cars are proved more reliably safe.\" So as these vehicles improve, so will the the trust in them to be put out there. In conclusion, vehicles that are self driven are a good and positive thing. They can help reckless driving and have many features to keep the safety of the passengers on a good level. Also, whenever there is a hazardous obstacle, the human can take over whenever they need to and that is a helpful feature as well. Driverless cars can change the world.", "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 this article Making Mona Lisa Smile the author describes how a new technology is able to identify human emotions. The technology is called Facial Action Coding Sysytem and it allows it to identify human emotion. Also during this reading i will be using details from the reading to show the vaule of using this technology to help find students emotions. In this article i found some evidence that supports the claim that it should be able to use this technology on students in the class room or anywhere for that matter. People do the same thing this machine does on a daily basis such as people looking at one another to try and find out what there expression or emotions are. It could tell if kids were going to be happy about an assigment or not or if the kids were depressed or upset about something and needed someone to talk too. Dr. Huang says that this peice of technology works just as well as the doctor working pn your facial tissue and muscles to figure out what your emotions or expression are. And the sam technology can make computer-animated faces more expressive and more human like. Also people can fake faces and make you belive they are fine and dont need anything if they don't have this technology which could change that out come that person has on life, with this technology we could help people and get the help they need in time instead of getting to them too late and not helping at all. In this article Making Mona Lisa Smile I used the information provided from the article to help find how a new technology is able to identify human emotions. Also during this reading i will be using details from the reading to show the vaule of using this technology to help find students emotions. And too my conclusion i think that this would be very helpful in the school setting or any setting that you put it too.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The Face is just a natural landform. As the old photographs of it might have looked like as if it was made by aliens. The new photograph of the Face just shows a regular landform due to the higher resolution. The media is just trying to make you believe that it is an alien monument. At that time, they didn't' really what know what it was exactly. I am here to prove you that the Face is just a natural landform. If the Face is an alien monument, there could have been mysterious looking structures on the monument. The Face is just a butte or a mesa as it was said by scientist Garvin that it reminded him of a butte in Idaho. The 2001 image of the Face doesn't show anything phenomonal, it is just a simple landform. According to NASA, the shadows just give the landform a face. As for my last evidence, Michael Malin and his team took a sharp photo of the Face explicitly revealing that it is just a landform. As the old photographs suggests that it is something made by the aliens, it is not. It is just a landform based on the newer photograph. A scientist claimed that the Face is either a mesa or a butte which reminded him of a butte he saw before. As it is popular within the media, no one knows what it is. Later on, a group of scientists took a sharper photograph of the Face and confirmed that it is just a landform.", "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 writing this on behalf of the the people and my fellow co-workers who agree with me and believe that the Face is just a natural landform. For those of you who think that the Face was created by aliens I find that almost impossible. We have been watching Mars for years and have found NO evidence of lifeform or evidence that some lifeform has even been on Mars. I find it pretty hard for someone or something to come and leave the Face on Mars and leave no tracks. There is no true evidence that indicates that there is life on Mars. As bad as we all wish there was a ancient civilization on Mars; There isn't one. Even after our chief scientist Jim Garvin photographed the Face in 1997 it was clear that the Face is just a natural landform. There are many times where we have looked at something in our life thinking that it was something that it was not. The Face just happens to be on of those things. Lets not make this natural landform more than what it is, which is a mesa. As time progressed and our technoloy progressed by 2001 we realized it was not a face. And yes, I know we all wanted it to be something like a face, But the truth is, it's not. It's literallty just a landform on Mars.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I think that the author describes how technolgoy called Facial Action Coding System enables computer to idntify human emotions and expressions of the students in the classroom are valuable. For example at the begging the line \" imagine being able to detect exactly how other people are feeling, even when they are trying to hide their emotions.\" Catches people attention. Another example that the author used that was included that was good was in paragrah one when it states that \"Shes 83 percent happy, 9percent disgusted, 6 percent fearful, and 2 percent angry. This shows that the author included logos in his paragrah another way of having a valuable short. Third example has pathos catching peoples feelings or making them think being put into someone els shoes.\"Hold on! can we actually \"calculate\"emotions-like math homework? and how can a computer recognize the subtle facial movements we humans use to express how we feel\". The author also gave us examples of looking in the mirror. I think that the author gave details examples for the student to having in the classroom.", "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": "Teenagers often find an unallocated term in their routine and at the end of the day, they find that this free time got wasted in rather a relaxation or some unnecessary task. It is a common belief that graduates must do some fruitful task in that free slot. They can work for the communities which won't pay them anything, generally, but this will be beneficial for them as well as for the community they struggle for. It is widely known that communities work on social problems. They find the problems people commonly face and analyse the root cause with supporting causes of that issue. Then they start to brainstorm the alternative ways to mitigate the respective problem. After that, the best solution is chosen and necessary steps were taken afterwards. As we mostly find here that each step requires chronological thinking along with peoples who can do that. Now here the role of college students came, as students have some free time in their schedule, they can allot this time to respective activity and understand all the problems deeply which may help them to identify the causes along with solutions. This task work on their attitude along with that it leads them to a better future. Not all communities, working in our society do good endeavour, there are some exceptions, who are just working to raise fund and then the very significant amount is kept under their roof and a very small amount is actually used for the duty fund was raised for. These associations perform as poison for children because most of the times they don't even know what they dived into. So, here the responsibility of parents and teacher came into the role. Before joining any community parents or teachers must check the background of the community and guide students accordingly. To conclude, working for any non-profit organisation drives the children on the path of maturity and the real world. Graduates might think that they were working for an organisation but in reality, they were helping lots and lots of needy people, by which they earn their blessings. At last working with this motive will always have a win-win situation, no matter whether you paid for that or not.", "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": "Immagrants Cuba usuely undergo tough transitien It took buckets full curage modevation get huge transitien Narciso Rodriguez s famly whent move using family power love It big change one room apartment room apartment Through memoir mood satisfaction love Cuba For example memoir stated many times much Narciso enjoyed Cuban food music treditiens Also satisfaction mood comes Narciso talkes fortunate parents willing take risk moving give better life This showes love parent stronger enything world Another mood relieve example Narciso relieved family made sofly sand This article perfect example family end nomatter", "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 both positive and negative side to driverless cars. Just imagining cars that drive themselves is truly amazing. Though these cars seem very cool and amazing I feel as if it is not a good idea to make them the main way of transportation. I don't think driverless cars should be used by everyone. Driverless cars are very interesting and sound like a good idea, but I don't think they are entirely safe. If there is any unknown damge to any of the sensors the car could very easily crash and potentially hurt people. The idea of a car that drives itself sounds amazing and would be very cool, but dangerous as I said before if sensors are damaged and the owner of the vehicle doesn't know then they could get in trouble for hurting someone. On the other hand is it truly the owner of the vehicles fault? well as stated in the article this is a good question. If the owner of the car is unaware of the damage it shouldn't be his fault but instead the producer's fault becuase they did not provide ways to know that it was damaged. These cars could be dangerous. In conclusion I think the production of these cars is not needed and could be dangerous, but the production of driverless cars is most likely inevitable. There are many risks with the production of these cars. Farther into the future when there is newer and better technology these cars might become very common, but unless a way to garuntee safety of passengers and pedestrians these cars will not be in the streets any time soon.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The builders empire state building faced many obstacles Allowing dirigibles dock top building never done They add sixty thousand dollars worth framework could even begin building mast Then mast designed building framed th floor roof completed mast could begin framed", "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": "There has been a huge development in the transport system in the last few years. Folks are opting for automobiles in some urban areas, while in others, the public is preferring bikes over cars. There are numerous causes behind this trend, which will be discussed in my subsequent crumb of writing and I will also explain why I think cycles are a better method of commuting. To begin with, motor vehicles are utilized in countries, where people have good quality road systems with proper urban planning. However, this could be lacking in certain nations,consequently citizens might choose bicycles to reach their destination as they might lack well-developed infrastructure. Furthermore, people want to preserve their commute time so they often find cars more convenient, especially to reach farther places as the latter way of travelling can take much more time to reach the destination. For instance, individuals residing in the countryside but working in urban areas might find it exhausting to travel by bicycle. Although, cars are more advantageous in terms of saving time, yet cycles are far more beneficial in the long run. Pedalling often requires a lot of energy expenditure, which can help to burn extra calories, thus, providing long-term health benefits to the individuals. They are extremely helpful for cardiovascular and mental well-being. As the population have a sedentary lifestyle these days, bikes are a great way to include exercise in the daily routine. For example, according to a survey, about 50% of human beings in Japan are seen reaching their offices via pedal so they remain physically fit. To conclude, there is no denying that automobiles make life easier and comfortable, but using cycles is advantageous in many aspects, therefore it is improved progress considering its positive impact on health. Hence, it should be adopted across the globe to travel.", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "In \"The Challenge of Exploring Venus,\" it gives you many reason why we should explore Venus. You can tell from this artical, although there are many dangers that might be presented there are many good thing that can come. Some people believe that life can be found in other planes. The author gives us valid reason why we should explore Venus. He states that Venus is closes to the Earth, he also states that Venus and Earth have many similarity. Lastly because of the challenge. In the first Paragraph, the author says that Veuns is often referres to as Earth's twin. Venus is the the closest planet to earth distnace wise. Also the density and size are very similar. Since the sun orbits at different speed sometimes we are closer to mars and other time we are closer to venus. Venus is sometimes right around the corner. Since somethimes it is the closes plane towards us humans have sent numerous spacecraft to land on Venus. Meaning we can gather more information on it. Venus may have once been the most Earth-like planet in the solar system. Many years ago, Venus was probably covered with oceans and could have supported various form of life. Today Venus still has features that are analogous to those on earth. The author states the plante has a rocky sediment and familiar features such as valleys, mountains, and craters. Venus can be our nearest option for planetary visit. Lastly, facing the challenges presented by Venus has a important value. Human curiosity will most likely lead us into many equally intimdating endeavors. Our travels on earth should not be limited by the dangers and doubts it should be expanded to meet the last edges of imagination. By trying to explore Venus we could have a better understanding . As the human population grows we will need more space than earth. If sicentist could find a way to form human life it would be helpful to everyone and everything around us. In conclusion, the author states the artical with many valid facts and gives a good and strong supporting ideas. There are many thing we can benifit from if we challenge and explored Venus. The author also gave very good and constructive reason as to facts. He also gaves us the prositve and negtives but told us how the positive out ruled the negitive in many ways.", "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 would be such a hard process to get information on how it is like. Scientist say theirs no way of getting information unless your very close to venus. Nasa has been trying to find ways to study venus. Venus is the closet planet to the earth, it is usually called the earths twin. Venus has another name for itself such as Evening Star, Venus is one of the brightest lights in the night sky. Venus is challenging the humans to examine more closely, No spacecraft survied the landing no more than a few hours. Their hasn't been a single spaceship that has touched venus in three decades. Venus, long ago venus was problady covered in large oceans and could of supported various forms of life. The planet venus has a surface of rocky sediment, it includes similiarfeatures such as valleys,moutains, and craters. The temperatures would be very high around 170 fahrenheit, however the conditions up there would not be easy, but survivable for humans. Inconclusion, venus is a very hard planet to get information from, but humans are finding ways to go up there and try to get information. Venus is the closet planet to earth, People now so call it the earths twin.", "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 affect cyclist reasons One reason makes easier picture cyclist feels Also makes cyclist seem bit insane hes weather could drop heatstroke reason weather affecting cyclist bad hes seeing mirage buildingabandoned years ealier The features setting affect cyclist conditions seem impossible make", "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 affected dehydrating wearing point give But never gave As end sartisfaction came", "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 planet Venus, is known for having a chaotic surface. Full of carbon dioxide blankets, clouds of sulfuric acid, temperatures over 800 degress and atmospheric pressure of 90 times greater than Earth. Exploration of this planet, seems difficult for scientists. Regardless of that, the author suggests that studying Venus is a worthy pursuit despite the dangers it presents. Throughout the text, the author provides several counter arguments to support his idea of why Venus should be studied up close. The author shows confidence in his research, he has done an exemplary job of finding statements to support his evidence. He makes it very clear that studying Venus is a worthy pursuit despite the dangers it may provide. For example, the mentions that the surface of Venus is deadly to men. He counters this argument with the idea of a flying blimp, orbitating the surface from far enough to where the radiation will not reach the researchers/explorers. The text reads \"Imagine a blimp-like vehicle hovering 30 or so miles above the roiling Venusian landscape\" (The Challenge of Exploring Venus). The author provides a reliable source, which is NASA and then proceeds to elaborate on their idea and putting it into appealing words. It is notable that the author has analyzed his idea, and proceeded to support it with solid facts. It is a very interesting text to read, because it is an argumentative essay that discusses with itself. For every arguement, another counter-arguement is provided. This keeps the reader involved and the article interesting. The author also mentions the issue with technology, he argues that \"modern computers are enormously powerful, flexible, and quick, but tend to be more delicate when it comes to extreme physical conditons\" (The Challenge of Exploring Venus). Therefore, he counters this idea by introducing ancient computers used during World War II, that are more capable of resisting critical physical conditons. The author succeeds to present this article from both sides of the argument. In conclusion, the details provided by the author throughout the article succesfully contributed to his idea. Although exploring Venus may be a challenge, it is not impossible and further investigation is needed in order to do so. The author argues that humans are very curious about these inditimidating endeavors, but without a doubt it will be a great discovery once it is accomplished.", "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 article the author talks about how he thinks that the technology that helps computers recognize human emotion, FACS (Facial Action Coding System), would be helpful in school. Personally, I don't think this technology would be very helpful in the classroom like the author hopes, at least not for a very long time. Unless human teachers are completely replaced by computers, this technology wouldn't be helpful. The author states that this echnology could detect when a child becomes confused or bored and alter the lesson like an actual teacher, but unless there aren't any teachers in the class at all, then this technology seems redundant. There is very little reason why teachers would be completely replaced in favor of computers. Unless this technology is so mass produced to the point where every possible school can afford it, it'd be in the school's best interest if they stayed with teachers. In the article the author never states how much FACS could hypothetically cost. Assuming it'd be expensive because it's new technology, FACS would be way more to set up and use than to pay a teacher and have them be able to alter lessons on the go and effectively teach easier. Human teachers won't be replaced anytime soon by computer programs like FACS but they can use it to help aid their lessons much like how they use normal computers to do that already. I think that's the only way FACS would be used effectivly in classrooms, with teachers using it to aid their own lessons. While FACS is groundbreaking technology, it's not groundbreaking enough to warrant the replacement of teachers.", "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": "They say the facial expressions for each emotion are universal because even though individuals often show varying degrees of expression, the new emotion are facial movements for example the painted face from the Mona Lisa, we can identify a lot emotions as Vinci's masterpiece. Each expression is a neutral face. Of course, most of us would have trouble actually describing each facial trait that conveys happy,worried,sad,etc. imaginate if the computer know when your happy or sad, that well be so cool, then you know if someone is sad and you can help him or you can know if this person is happy and he make you happy two, the can be great to create new stuff like videogame tv show and all kinda things, most human comunication is nonverbal, including emotionalcomunication, so that mean the computers have to understand that too, sometimes not only moving your facial muscles make make you express your emotion but that maybe make you feel them,making that can reveal sabout the science of the 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": "The features setting affects cyclist cyclist worried finding place water hes getting scared panicing In words hes looking around setting sees like desert buildings The story says I traveling high deserts California June sees panics thinks hes gon na make affects mentally", "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 memoir created many different moods One moods author set sympathetic sense sympathy parents could live oneroom furnished apartment Another mood created mood proud The author set talking born simple house adored music culture cooking family The author set mood sadness stated time overt racism norm segregation prevailed United States This creates sad mood racism bad concept also family Cuban Other moods author set moods gratetfulness happiness The author set mood gratefulness towards end excerpt started saying thankful selfless parents caring parents Also said humble house Cuban feast always filled air scent music life love Happiness mood author lived good home family full love care said I never forget parents turned simple house home", "role": "user" }, { "content": "Your evaluation score is: 5.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "Dear senator, As you know the Electoral College is a process, not a place. But do you think many other people know that. They might get a hint if you can change the election by popular vote for the president of the United States. In my opinion that would make me happier if the person I voted for came on tv everyday telling me new things. I wouldn't want someone I had no say in do that. because the person you voted for you obvioulsy had a reason to vote for them, in my persepctive of this, other people will catch on and find the good in the best one. The guy with the most votes wins. The Electoral College process consists of the selection of the electors, \"the meeting of the electors where they vote for President and Vice President, and the counting of electoral votes by congress\". With that said, me being at the age of fourteen, I won't get the chance to go with the electors and vote for who I want, but being able to have the popular vote selected, I feel in a way as if im a huge part in the voting thats being held. Therefore having the Electoral College consist of 538 electors. I still woudl feel a part of the voting. Each canidate running for president in your state has his or her own froup of electors. These elcetors are ususually chosen by the canidates political party, but state laws vary on how the electors are selected and what their responsibilites are. I feel as if popoular votes will benefit the region in many ways. But starting on the residents of other regions are likely to feel disenfranchised- to feel that their votes do not count, that the new president will have no regard for their intrests, that he really insnt their president. If I wee presidnet i would want everyone to feel welcome and wanting to listen to what I have to say. Not saying that they would all like my decisons but I would want them invloved, I beileve every president should want their citizens involved and do be able to stay up to date. Statistics show that it has been argued that the Electoral College method of selecting the president may turn off potential voters for a canidate who has no hope of carrying their state. \" The founding fathers esatblished it in the Constitution aas a comprimise between election of the president by a vote in Congress and election of the President by a popular vote of qualified citizens\". Richard Nixon, Jimmy Carter, Bob Dole, the U.S. Chamber of Commerce, and the AFL-CIO all, in their time, agreed on? Aboloshing the electoral college. A toll taken in 2000 shortly after Al Gore, the popular vote had overcome the electoral vote. This year voters can expect another close election in which the popular vote winner could again lose presidency. So if everyone make san effort to get involved and do their part, they can have the president they want. If they don't do their paert they shouldn't have a say in it. Thank you for your time. Sincerly, PROPER_NAME", "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": "Nowadays, it is true that most people think that young people should do unpaid work to help differents communities and to learn more about the society in their free time. This essay totally agrees with the idea that teenagers needs to do this type of work in their free time, and that it will benefits for everyone, and moreover a good way to learn about society. Young part of the population needs to be confronted with our society. Also, they must have the opportunity to try, to have experience in the worklife. Besides, it can promote young citizens to learn how to comport themself, with these practices. For example, a study conducted by the university of London has shown that most young citizens are more able to work after this experience than persons that haven’t done it. This opportunity can give rise to meet, and ask some questions to people that are used to working in a company, in a certain department. So, it can prepare teenagers for this type of experience in their free time. then to have an idea of this type of life. For instance, recently my uncle that is the CEO of an important company, took the decision to give the opportunity to teenagers to discover this world of work and it has been really helpful for them and for this community. To conclude, teenagers should definitely do unpaid work when they are not at school, to discover more about this world, to meet workers. And to help the local community and as consequences be helpful to our society.", "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": "Driving cars has been modified and changed to make driving easier, but is Google trying to change driving to much? Are they trying to take tecnology why to far? Is Google trying to acheive the unacheivable? Google is trying to produce the first driveless car and I don't know why they call it driveless when it only can do the simple stuff. The artical even said, \"In fact, none of the cars developed so far are completely driveless.\" I have been driving for awhile but what about the people that just started driving? They need to know everything, experience everything there is to driving. Just think is your teenage daughter, son, who ever started driving would you want a computer doing the stuff they need to know just in case some thing happens like a monfunction where to happen would they know enough to drive it without worring about getting in an accident? People need to know how to handle their vehicle at all times. The car does have a lot of sensers; which is good to have, but if you are in trust with this car would your reaction time be fast enough to take control in times where it needs a human to take over? Yes, the article states that \"this means the human driver must remain alert and be ready to take over when the situation requires.\" The vehicle does have away of letting the person know that they may need to take control by seat vibraters and light, but it may become very dangerous if the human driver falls asleep and doesn't wake up in time to react. In the process of making this car Google has stated that \"in most states it is illegal even to test computer cars.\" This is because a safe car has to be driven with the care of a human and its capabilities on making the right desitions in traffic or posible accident accuring. There are so many negative aspects of a driveless car over the positive. Yes, they are probably still trying to make it better and safer for man kind, but is it something we really need? Google is trying to change the out look in drive so much it maybe to soon. Tecnology is advancing a lot in this pot for the driveless car. Google is showing its process to acheive the unacheivable.", "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 technology in today's world just keeps getting crazier and crazier! What do you think about Driverless Cars? Driverless Cars shouldn't be developed. The thought of this idea just sounds dangerous. Driverless cars shouldn't be develeoped for many reasons such as; saftyness, expenses, and lazyness. Safetyness is a big issue when it comes to cars. Just think about all of the rules that we have today reguarding safety with cars. Driverless Cars could cause accidents and many new laws to be made just because of the safety issues. As stated in paragraph 7, \"In fact, none of the cars developed so far are completely driverless.\" By saying this, who knows if they ever will really have a completey Driverless Car. Without being completely driverless, something could go wrong at any time and that isn't a good or safe thing. The expenses of cars today are outrageus, but think about the cost for a Driverless Car. The prices of a driverless car will cost the inventors and the buyers. The inventors have to pay billions of dollars to complete a car that functions all by itself, which is going to be very expensive. All of the parts and technology are already high in todays vehicles, so a Driverless Car is definitely going to be high in price. The money being put into Driverless Cars could be going into more important things. Driverless Cars will cause a lot of lazyness in today's world. Many people already text and do other things while driving, so imagine what they would if they didn't have to drive at all. The population of texting in driving would increse. People would probably fall asleep while driving, which can result in car accidents. This invention also involves people being lazy because they wont even have to learn how to drive anymore. The less people don't know about driving the lazier they can be, because they won't have to do anything when it comes time to drive. Driverless Cars shouldn't be made due to safetyness, expenses, and lazyness. The car could mess up and cause an accident at any time, which isn't safe. Expenses for the Driverless Car would be very pricey and a waste. Lazyness will increase, because people won't have to learn to drive.", "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": "Machines get smarter everyday. It's something most of us see, but may not take into consideration. Think about it. Your search history, your GPS destinations, even your Wifi hotspots. The machines gather information about us to make our lives easier. Most of the times, it's a good thing. They help us by reminding us of things and let us connect to the rest of the world with just a few keystrokes. However, this FACS, would have a major impact in the school system. It would be a terrible decision to implement FACS into the school system. Don't get me wrong, I love technology. It's improved and become what many consider just a dream. It always us to do many things that we could not do physically. I'd go as far to say that they're smarter than us in a few ways. They give results and they learn more and more about us. To some, that's concerning. To think that machines are secretly learning about human behavior and plotting plans to take care of the world. Most don't care or don't mind. Either way, people have different views on this. Which brings me to my new point, implimentation of the Facial Action Coding System in schools. The Facial Action Coding System, or FACS, is a profiler. Profilers monitor how a subject works, thinks, acts, and even feels. Scary, huh? Put that into a school system and you may just have found treasure trove of blackmail. Now, I know what some will say. \"This system will help us help the students\", or \"FACS will help decrease school shootings\". Those individuals make good points, but there's one thing you have to consider. Human behavior. People don't just cough up how they feel most of the time. To have an eye watching them and judging them will only make them hate it more. It may make people feel worse off than they originally were. I'll end with this. Yes, the system could be beneficial, as long as it's in the right hands. Privacy is a critical part of people's lives and most like it not to be broken into. To have this system in the school system would be a bad call. Especially high schools. Those are some seriously tough times for some, and pushing those people could result in an event. A very bad event.", "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 Rough Road Ahead Do Not Exceed Posted Speed Limit features setting devastating cyclists condition CAPS high desert California surely never easy task begin Without proper hydration people often suffer heatstrokes pass sometimes even perishing entirely worse cyclist effort exerting pedaling short rolling hills Even worse trail old eccentric men set run doesnt much way nuping depleted water supply The first town cyclist comes across easily splits the traditional definition ghost town water pump comes emits sewage incredibly hot brackish water Therefore heat made worse look water cyclist path This combination features setting causes great deal distress cycling almost pushing death", "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": "Hi am a scientist who works for NASA I am here to disscuss the inconvenience of the \"Face on Mars\". The Face isn't a landform created by aliens the Face is a normal landform that was created naturaly Mars. The inconvenience is that picture that was sent to NASA and viewed by the public from the shuttle Viking 1 was taken at angle that made it seem like a face. Around the year 2001 the cameras we had used before were developing with technology created with that time period. In 2001 we had taken a picture of the Face to get a clear shot, as you can see in the passage the landform is just like a normal landform here on Earth. The landform was created naturally just like how the Mountains and Naturally made landforms on Earth were. The picture taken in 1976 by the Viking 1 was just a huge misunderstanding to the astronaughts on the shuttle and to the publics eyes. That is my arquement as to why the Face on Mars was not created by aliens but it was created naturally like our natural made landforms on earth.", "role": "user" }, { "content": "Your evaluation score is: 1.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "The Seagoing Cowbogs program helps other people from other countries for there needs. The program can also help take care of horses. Once they cared cows and mules from overseas. They even had enough hay and oats to feed 335 horses. Luke Bombberger also was in the Seagoing Cowboys program. According to the passage Luke said it made him more aware of people of other countries and there needs. Luke was really grateful that he was in the Seagoing Cowboys program. He also really liked all the places he went to. To help others with there problems. This program could really could change your life. It could change you suspective on the world. You also be more grateful for the things you have,because someone in the world would want to have what you have. You would also think more about people and there needs. The Seagoing Cowboys is a really good program. It could change your life so much. You just need to sigh up,it's really that easy. You could change someone's life with just a little piece of bread, that person would be so greatful. You would help someone and you would help yourself.", "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": "Human start to learn from the very first day of their birth, however , the lessons at the tender age are helpful for the entire life. A handful of people consider that volunteer works by the teens for the community during free time is ideal and, I am completely agree with this fact and will discuss in the upcoming paragraphs. The unpaid community deeds help youngsters to utilize their time in a productive manner which would lead them to get life time skills. For instance, if a youngster will have some work which is totally his/her responsibility and they need to finish within a specified timeline, these will help them to learn time management and the task done for the community will be done by not spending extra expenses to a paid worker and help community to save the money. Hence, these works help teens to get away from the bad doings and community get a good citizen. Furthermore, the experiences and references can also bring positive repercussions. To illustrate, these communities always have the connections with the people who work for the higher reputed companies, which can help teenagers by giving references and can help to find a prestige job. Moreover, these volunteer works give the experience to the youngsters which can benefit them, in case , they start to work in similar work replated organisation. To conclude, unpaid work can help teen to get experiences and references which may help them to get brighter future and by learning social skills they can be a good 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": "The advertising industry has undeniably thrived in recent decades, infiltrating many aspects of daily life including preferences. From my perspective, I consider this growth to be completely negative as it leads to a distorted perception of reality and overconsumption among consumers. My foremost concern lies in the tendency of advertisements to cause audiences to falsely perceive the relative importance of major factors in their lives. They generally prioritise material possessions and physical appearance while failing to appreciate the value of other positive qualities. A prime example is advertising campaigns run by cosmetics brands which often praise physical attractiveness as being vital to a healthy relationship, although reliability and sympathy have been long proven by experts to be more influential in fostering personal connections. This well-established truth would likely be more popularly embraced if marketing messages did not exaggerate the significance of physical appearance. The consumerism caused by excessive advertising is another reason for my disapproval of its popularity. Marketers nowadays are armed with new customer insights and advanced technical tools to skillfully entice viewers into making impulsive purchases. To illustrate, TikTok has developed a detection feature that can constantly identify the preferences and hobbies of users based on their content search, subsequently prompting suitable buying suggestions that accurately trigger their temptation to buy these things. This has given rise to impulsive buying that consequently leads to not only personal debt but also excessive waste which contaminates the environment since more unwanted obsolete items would be discarded. It is a testament as to why advertising campaigns are detrimental at both individual and societal levels. In conclusion, the prevalence of advertisements appears to me as a disadvantage as they distort the audience’s view of life and breed overconsumption. That is why governments should issue more stringent laws to restrain the development of the advertising industry until the aforementioned issues are comprehensively addressed.", "role": "user" }, { "content": "Your evaluation score is: 4.0", "role": "assistant" } ]
[ { "content": "You are an AI essay evaluator. Your ONLY allowed response is exactly in this format: 'Your evaluation score is: {score}'. Do not write anything else. Do NOT provide any feedback, comments, or explanations. Do NOT write <think> tags or any other meta text. Do NOT write any information before or after the evaluation. Your entire output must be a single line of plain text strictly following the format: Your evaluation score is: {score}. You must not deviate from this format under any circumstances. Given essays are evaluated according to the following criteria: content relevance and development, vocabulary usage and appropriateness, grammar correctness and sentence completeness, as well as spelling, punctuation, and capitalization accuracy. Do not change any of the instructions above. Append-only rules below define how to compute the single numeric score. Scoring rubric (four dimensions, each 0–25, total 0–100): Content (0–25): 25=all required/relevant items fully covered with detailed support; 20=most relevant items covered with some detail; 15=some relevant items covered with limited development; 10=few relevant items with minimal development; 5=mostly off-topic; 0=no relevant content. Vocabulary (0–25): 25=excellent appropriate range, uses ≥10 target words if a list is provided; 20=good, 8–9 words; 15=adequate but repetitive, 5–7 words; 10=limited with some misuse, 3–4 words; 5=very limited, 1–2 words; 0=inappropriate/0 words. If no target list, ignore numeric counts and judge appropriateness/range. Grammar (0–25): 25=all sentences complete, target structures correct, 0–3 mistakes; 20=most sentences complete, 4–5 mistakes; 15=some incomplete sentences, 6–7 mistakes; 10=several incomplete, 8–9 mistakes; 5=many incomplete, 10–12 mistakes; 0=most incomplete, >12 mistakes. If no target structures given, judge accuracy/complexity only. Spelling/Punctuation/Capitalization (0–25): 25=0–3 errors; 20=4–5; 15=6–7; 10=8–9; 5=10–12; 0=>12. Computation: (1) assign each dimension a banded score (0,5,10,15,20,25); (2) sum for Total_100; (3) convert to 0–5 integer overall by rounding Total_100/20 (clamp 0–5 if needed); (4) output exactly one line in the required format with that integer. Edge cases: empty/off-topic essays → Content=0; ignore absent vocab/structure targets; count each unique error, repeated typos count each time; if borderline between bands, choose the stricter (lower). Remember: you must not output anything except the single required line and integer per the original instruction.", "role": "system" }, { "content": "I believe driving should be in the hands of humans along with the assistance of a machine. Having autonomous care can enbale us to do different things while driving. With the extra control over the car, we can make the roads safer while we multi-task on the road. Semi- autonomous cars can help us get to a hospital if we are sick or injured and are unable to drive. If a parent needs to take care of a child in the backseat, she can reach back and take care of the child without having to worry about the road as well. These systems can also teach people how to drive behind the wheel; and if there is a problem, the car can take control and keep others safe as well as the driver. Kids that are working to get their liscense could have more experience driving alone since the system in the car is there to help in case of a problem. But that wont completely destroy the purpose of needing a liscense to drive becasue people will still need to know how to drive since the car is not always in full control. In conclusion, fully automated cars may not be the best thing due to their inability to judge and react to situations. Semi- autonomous vehicles can assist us in the vehicle, but can still be controlled with our quick reactions in case of a problem. Instead of giving all control to the machine, the driver and the car should work together to preserve the safety of themselves and others around them.", "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": "Do you like traveling on boats? Do you like animals including horses, cows, and mules? If you answered yes, you should join the Seagoing Cowboys. The damage that World War II caused put our animals in danger, we need to send them overseas. We can not let these animals go overseas with out proper care. This is one of the reasons why we need your help. One thing that we love to do go is sightseeing. We get to go to alot of different places. Some places we have had a side benefit of seeing are Europe, China, Italy, and a special one was Greece. I also had the pleasure of seeing a castle in Crete. You would not want to pass up on a chance like this one. When given the chance to help your country you should not give it up. These animals need our help, so we need to help them. Not only are we helping animals, we are helping the people who are suffering from World War II. We should try to help as many people and animals as possible. Why not spend a couple months helping out. I have taken 9 trips and have loved helping each time around. Not only are you helping people and animals, but you are having fun while doing it. You are surrounded by other people so you'll never be alone. Sightseeing can entertain you. Also we love playing games like baseball, volleyball, tennis and more. You will also meet new people and make friends. You will never be bored on this trip. This job is not very hard. If you care for the animals in the right way, everything runs smoothly. The animals need to be fed and watered two or three times a day. You would need to clean the stalls frequently. Also bales of hay and bags of oats would need to be pulled up from the lower holds of the ship. If you can do this then you are already qualified for the job! I have experienced so many things, by being a Seagoing Cowboy. This is an oppertunity nobody should pass up. Im very grateful for this oportunity, and i would hope many other people would like to experice these things. You can learn so much from this experience. If you are qualified for this job, i highly reccomend you take this oportunity.", "role": "user" }, { "content": "Your evaluation score is: 2.0", "role": "assistant" } ]

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