| 9 |
- - fully addresses all parts of the task
- - presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas
|
- - 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 |
- - sufficiently addresses all parts of the task
- - presents a well-developed response to the question with relevant, extended and supported ideas
|
- - 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 |
- - addresses all parts of the task
- - presents a clear position throughout the response
- - presents, extends and supports main ideas, but there may be a tendency to over-generalise and/or supporting ideas may lack focus
|
- - 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
- - presents a clear central topic within each paragraph
|
- - 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 all parts of the task although some parts may be more fully covered than others
- - presents a relevant position although the conclusions may become unclear or repetitive
- - presents relevant main ideas but some may be inadequately developed/unclear
|
- - 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 paragraphing, but not always logically
|
- - 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 |
- - addresses the task only partially; the format may be inappropriate in places
- - expresses a position but the development is not always clear and there may be no conclusions drawn
- - presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail
|
- - 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
- - may not write in paragraphs, or paragraphing may be inadequate
|
- - 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 |
- - responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate
- - presents a position but this is unclear
- - presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well developed
|
- - 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
- - may not write in paragraphs or their use may be confusing
|
- - 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 |
- - does not adequately address any part of the task
- - does not express a clear position
- - presents few ideas, which are largely undeveloped or irrelevant
|
- - 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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