Analytic scoring based on different rubrics (e.g., accuracy, cohesion) is therefore particularly appropriate when assessing summaries in L2 as it offers more informative feedback (Bernhardt, 2010) and better captures different facets of L2 writing competence than holistic assessment (Weigle, 2002).
analytic scoring is often exceptionally demanding for raters, especially in the case of longer texts and more than four or five scoring categories (CEFR), which motivates the use of automated assessment.