|
Band
|
Task response
|
Coherence and cohesion
|
Lexical resource
|
Grammatical range and accuracy |
| 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 supported
|
- 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
|
|
|
|
bình luận