Scoring rubrics may also make marking schemes more complicated for students. Showing one mark may be inaccurate, as receiving a perfect score in one section may not be very significant in the long run if that specific strand is not weighted heavily. Some may also find it difficult to comprehend an assignment having multiple distinct marks, and therefore it is unsuitable for some younger children. In such cases it is better to incorporate the rubrics into conversation with the child than to give a mark on a paper. For example, a child who writes an "egocentric" story (depending too much on ideas not accessible to the reader) might be asked what her best friend thinks of it (suggesting a move in the audience dimension to the "correspondence" level). Thus, when used effectively scoring rubrics help students to improve their weaknesses.