| 9 |
- - fully satisfies all the requirements of the task
- - clearly presents a fully developed response
|
- - uses cohesion in such a way that it attracts no attention
- - skilfully manages paragraphing
|
- - uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as 'slips'
|
- - uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as 'slips'
|
| 8 |
- - covers all requirements of the task sufficiently
- - presents, highlights and illustrates key features/bullet points clearly and appropriately
|
- - sequences information and ideas logically
- - manages all aspects of cohesion well
- - uses paragraphing sufficiently and appropriately
|
- - uses a wide range of vocabulary fluently and flexibly to convey precise meanings
- - skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
- - produces rare errors in spelling and/or word formation
|
- - uses a wide range of structures
- - the majority of sentences are error-free
- - makes only very occasional errors or inappropriacies
|
| 7 |
- - covers the requirements of the task
- - (Academic) presents a clear overview of main trends, differences or stages
- - (General Training) presents a clear purpose, with the tone consistent and appropriate
- - clearly presents and highlights key features/bullet points but could be more fully extended
|
- - logically organises information and ideas; there is clear progression throughout
- - uses a range of cohesive devices appropriately although there may be some under-/over-use
|
- - uses a sufficient range of vocabulary to allow some flexibility and precision
- - uses less common lexical items with some awareness of style and collocation
- - may produce occasional errors in word choice, spelling and/or word formation
|
- - uses a variety of complex structures
- - produces frequent error-free sentences
- - has good control of grammar and punctuation but may make a few errors
|
| 6 |
- - addresses the requirements of the task
- - (Academic) presents an overview with information appropriately selected
- - (General Training) presents a purpose that is generally clear; there may be inconsistencies in tone
- - presents and adequately highlights key features/bullet points but details may be irrelevant, inappropriate or inaccurate
|
- - arranges information and ideas coherently and there is a clear overall progression
- - uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
- - may not always use referencing clearly or appropriately
|
- - uses an adequate range of vocabulary for the task
- - attempts to use less common vocabulary but with some inaccuracy
- - makes some errors in spelling and/or word formation, but they do not impede communication
|
- - uses a mix of simple and complex sentence forms
- - makes some errors in grammar and punctuation but they rarely reduce communication
|
| 5 |
- - generally addresses the task; the format may be inappropriate in places
- - (Academic) recounts details mechanically with no clear overview; there may be no data to support the description
- - (General Training) may present a purpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate
- - presents, but inadequately covers, key features/bullet points; there may be a tendency to focus on details
|
- - presents information with some organisation but there may be a lack of overall progression
- - makes inadequate, inaccurate or over-use of cohesive devices
- - may be repetitive because of lack of referencing and substitution
|
- - uses a limited range of vocabulary, but this is minimally adequate for the task
- - may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader
|
- - uses only a limited range of structures
- - attempts complex sentences but these tend to be less accurate than simple sentences
- - may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader
|
| 4 |
- - attempts to address the task but does not cover all key features/bullet points; the format may be inappropriate
- - (General Training) fails to clearly explain the purpose of the letter; the tone may be inappropriate
- - may confuse key features/bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccurate
|
- - presents information and ideas but these are not arranged coherently and there is no clear progression in the response
- - uses some basic cohesive devices but these may be inaccurate or repetitive
|
- - uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task
- - has limited control of word formation and/or spelling; errors may cause strain for the reader
|
- - uses only a very limited range of structures with only rare use of subordinate clauses
- - some structures are accurate but errors predominate, and punctuation is often faulty
|
| 3 |
- - fails to address the task, which may have been completely misunderstood
- - presents limited ideas which may be largely irrelevant/repetitive
|
- - does not organise ideas logically
- - may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas
|
- - uses only a very limited range of words and expressions with very limited control of word formation and/or spelling
- - errors may severely distort the message
|
- - attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning
|
| 2 |
- - barely responds to the task
- - does not express a position
- - may attempt to present one or two ideas but there is no development
|
- - has very little control of organisational features
|
- - uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling
|
- - cannot use sentence forms except in memorised phrases
|
| 1 |
- - answer is completely unrelated to the task
|
- - fails to communicate any message
|
- - can only use a few isolated words
|
- - cannot use sentence forms at all
|
| 0 |
- - does not attend
- - does not attempt the task in any way
- - writes a totally memorised response
|
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