| |
Task Achievement |
Coherence and Cohesion |
Lexical Resource |
Grammatical Range and Accuracy |
| 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 detail 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 |
answer is barely related to the task |
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 |