Update writing.md

Author: dfranklin02

content/en/overview/assessments/writing.md

@@ -24,4 +24,5 @@ The writing assessment is designed for two goals: 1. Provide student feedback ab
 | Paragraphcs: Cohesion | The connections between ideas in sentences within paragraphs are unclear. Little effective use of linking words and phrases. | The ideas or information in each sentence within a paragraph are generally but not consistently linked together, if only loosely. Additional or better choices of linking words and phrases would clarify the connections b/w ideas within paragraphs. | Within paragraphs, the individual sentences are seamlessly linked together; the reader can see the relationship between the ideas or information in one sentence and those in another sentence. The writing explicitly links sentences and ideas using adverbs (e.g., similarly, also, therefore), relative pronouns (e.g., who, that, which), conjunctions (e.g., and, or, while, whereas), and/or the repetition of key words, as appropriate. |
 | Sentences: Correct | Significant syntax problems, such as fragments and run-on sentences, are numerous enough to distract readers. | Syntax problems are generally minor and may include awkward constructions, missing or unnecessary words, or transposed words. An essay can receive a score of 2 even if there are significant syntax errors, such as a fragments or run-ons, if those errors are rare and sentences are generally correct. | There are no significant syntax problems. The writer is capable of managing even complex syntactic structures correctly. |
 | Sentences: Complex | The sentences lack syntactic complexity and vary little, if at all, in structure. The sentences tend to be relatively simple in structure, following a basic subject-verb-object pattern perhaps with a few additional elements, such as brief introductory phrases, prepositional phrases, or modifiers. | Complex syntactic structures are present but may not always be managed effectively; sentence structures may be varied but are not often sophisticated.  | Consistent and appropriate use of a variety of sentence structures, including sophisticated sentence structures, such as complex, compound, or compound-complex sentences, and other complex syntactic forms, such as extended participial phrases and relative clauses. | Conventions: Usage | Usage errors (such as incorrect word forms, subject-verb agreement, unaccountable shifts in POV) are numerous enough to distract a reader and/or interfere with meaning. Patterns of usage errors may be evident, suggesting that the writer lacks an understanding of basic usage rules and conventions. | Usage is generally correct. There may be errors but they are neither numerous enough nor serious enough to indicate that the writer lacks a basic understanding of the rules for usage. | Usage is correct. Usage errors, if any, are common and very minor. |
+| Conventions: Usage | Usage errors (such as incorrect word forms, subject-verb agreement, unaccountable shifts in point of view) are numerous enough to distract a reader and/or interfere with meaning. | Usage is generally correct. There may be errors but they are not frequent or serious enough to distract a reader or interfere with meaning. | Usage is correct. Usage errors, if any, are common and very minor. |
 | Conventions: Punctuation | Errors in punctuation are numerous enough to distract a reader and/or interfere with meaning. Patterns of punctuation errors may be evident, suggesting that the writer lacks an understanding of key rules for punctuation. | Punctuation is generally correct. There may be errors but they are neither numerous enough nor serious enough to indicate that the writer lacks a basic understanding of the rules for punctuation. | Punctuation is correct. Punctuation errors, if any, are common and very minor. |