Abstract
The article is a comparative analysis of nine different types of essays as a part of the secondary school-leaving exam in L1 on a literary topic from the point of view of their scoring systems. In terms of scoring, two different types of essays have been found. On the one hand, there are essays that give a higher percentage of points in the category of language that is understood as the correct use of grammar, punctuation, etc. On the other hand, there are essays that give a lower percentage of points for the category of language that is understood differently, namely as efficient communication, and give a higher percentage of points for the categories pertaining to content – literary knowledge, argumentation, etc. The Slovenian essay is categorised as the first type; possible changes are proposed for it to be based on the characteristics of the second type of essay. In other words, the use of a descriptive-criteria scoring system is proposed, with a stronger emphasis on literary knowledge, argumentation and personal response.
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