FCE/WRITING PART 2/STORY

CONTENT
BAND 5 BAND 4 BAND 3 BAND 2 BAND 1
 Addressing all 3  Addressing 2 out  Addressing 2 out of 3  Addressing 1 out of 3  All elements
elements of 3 elements elements provided in elements provided in the are hinted at, but not
provided in the provided in the the task task clearly addressed (e.g.
task: the given task  One/two of the  Two elements the door is never
sentence, a door and/or elements are hinted at, are hinted at, but not actually mentioned
and something  One of the but not clearly clearly addressed (e.g. the but the student
unexpected elements is only addressed (e.g. the door is never actually mentions moving from
 Nothing off topic hinted at, but not door is never actually mentioned but the one room to another)
clearly addressed mentioned but the student mentions moving  Going into too much
student mentions from one room to detail about either the
moving from one room another) door or the
to another) and/or surprise/both
and/or  Going into too much detail and/or
 Going into too much about either the door or  Including too many
detail about either the the surprise/both other (disjointed)
door or the and/or elements (e.g. an
surprise/both  Including too many other elephant, a mirror, ice
and/or (disjointed) elements (e.g. cream)
 Including too many an elephant, a mirror, ice
other (disjointed) cream)
elements (e.g. an
elephant, a mirror, ice
cream)
 COMMUNICATIVE ACHIEVEMENT
BAND 5 BAND 4 BAND 3 BAND 2 BAND 1
Consistently and MINOR inconsistencies in Inconsistencies in MANY of the Inconsistencies in MOST of the Inconsistencies in ALL of the
effectively used: SOME of the elements elements below: elements below: elements below:
 Layout (an below:  Layout (e.g title is not  Layout (e.g title is not  Layout (e.g. no title
appropriate title  Layout (e.g title is clearly connected to clearly connected to the and paragraphs)
and paragraphs) not clearly the story) story)  Structure (e.g. no
 Structure (an connected to the  Structure (e.g. weak  Structure (e.g. weak introduction and/or
introduction story) climatic climatic moment/nothing conclusion)
describing where  Structure (e.g. moment/nothing really really happens in the  Register (e.g.
the action takes weak climatic happens in the story) story) switching between
place and who moment/nothing  Register (e.g. switching  Register (e.g. switching formal/informal/form
takes part, main really happens in between between al constantly)
body with a the story) formal/informal/formal formal/informal/formal  Train of thought ( text
climactic moment,  Register (e.g. frequently) constantly) is not easy to follow)
conclusion where switching  Train of thought ( text  Train of thought ( text is  Straightforward and
problems are between is easy to follow most not easy to follow most of complex ideas (only
solved, and formal/informal/f of the time) the time) straightforward ideas
characters’ ormal at times)  Straightforward and  Straightforward and are used)
feelings are  Train of thought ( complex ideas (only complex ideas (only
described) text is easy to straightforward ideas straightforward ideas are
 Neutral register follow most of the are used) used)
 Easy to follow time)
train of thought  Straightforward
(based on reading and complex ideas
paragraph 1, I can (mostly
imagine what will straightforward
happen in ideas are used,
paragraph 2, and with instances of
so on on) complex ideas)
 Both
straightforward
and complex ideas
(including things
like analogies,
enumeration,
parallelism, and
other rhetorical
devices)
 ORGANISATION
BAND 5 BAND 4 BAND 3 BAND 2 BAND 1
Consistently and MINOR inconsistencies in Inconsistencies in MANY of the Inconsistencies in MOST of the Inconsistencies in ALL of the
effectively used: SOME of the elements elements below: elements below: elements below:
below:  Word limit (e.g  Word limit (e.g SLIGHTLY  Word limit (e.g
 Word limit (140-  Word limit (e.g SLIGHTLY over/under over/under the 20 words CONSIDERABLY
190; +/- 20 words) SLIGHTLY the 20 words extension) over/under the 20
 Logical over/under the 20 extension)  Logical connection words extension)
connection words extension)  Logical connection between paragraphs (e.g.  Logical connection
between  Logical connection between paragraphs the student between paragraphs
paragraphs (e.g. between (e.g. the student RARELY (e.g. the student
the student paragraphs (e.g. SOMETIMES connects what was ALMOST NEVER
CONSTANTLY the student connects what was mentioned in previously connects what was
connects what OFTEN mentioned in paragraphs to what is mentioned in
was mentioned in connects what was previously paragraphs happening now) previously paragraphs
previously mentioned in to what is happening  Sentence organisation to what is happening
paragraphs to previously now) (climatic order is now)
what is happening paragraphs to  Sentence organisation attempted, but MOST  Sentence organisation
now) what is happening (climatic order is elements may be (climatic order is
 Sentence now) attempted, but missing/too briefly or attempted, but
organisation  Sentence SEVERAL elements unclearly addressed (e.g. MOST/ALL elements
(sentences are organisation may be missing/too the introduction, intrigue, may be missing/too
organised in (climatic order is briefly or unclearly and climatic moment) briefly or unclearly
climatic order and attempted, but addressed (e.g. the  Use of reference pronouns addressed (e.g. the
lead to an intrigue ONE of the introduction and and synonyms (repetition introduction, intrigue,
and then a elements may be intrigue) is RARELY avoided and climatic moment)
climactic moment missing/too briefly  Use of reference thorough the use of  Use of reference
which is resolved or unclearly pronouns and pronouns and synonyms) pronouns and
in the conclusion) addressed (e.g. synonyms (repetition is  Use of gerunds, infinitives, synonyms (repetition
 Use of reference the conclusion) SOMETIMES avoided relative clauses ( these are is ALMOST NEVER
pronouns and thorough the use of RARELY used to help the avoided thorough the
synonyms  Use of reference pronouns and writer link ideas) use of pronouns and
(repetition is pronouns and synonyms)  Linking words (a limited synonyms)
ALWAYS avoided synonyms  Use of gerunds, rage of simple linking  Use of gerunds,
thorough the use (repetition is infinitives, relative words used appropriately) infinitives, relative
of pronouns and OFTEN avoided clauses ( these are  Paragraphing (the story is clauses ( these are
synonyms) thorough the use SOMETIMES used to a block of text) RARELY used to help
 Use of gerunds, of pronouns and help the writer link the writer link
infinitives, relative synonyms) ideas) ideas/used
clauses ( these are  Use of gerunds,  Linking words (various INAPPROPRIATELY)
OFTEN used to infinitives, relative simple and complex  Linking words (a
help the writer clauses ( these are linking words used limited rage of simple
link ideas) SOMETIMES used appropriately AT linking words
 Linking words to help the writer TIMES) SOMETIMES used
(various linking link ideas)  Paragraphing (the story appropriately)
words ALWAYS  Linking words is a block of text)  Paragraphing (the
used (various linking story is a block of text)
appropriately) words used
 Paragraphing appropriately
(paragraphs are MOST OF THE
used to separate TIME)
introduction from  Paragraphing (e.g.
main body and there is no
conclusion) separate
paragraph for the
introduction or
conclusion)

BAND 5 BAND 4
Consistently and MINOR inconsistencies in
effectively used: SOME of the elements
below:
 Range of grammar  Range of grammar
(GREAT variety of (VERY GOOD
past tenses, e.g. variety of past
3-4 forms) tenses, e.g 2-3)
 Range of  Range of
vocabulary s vocabulary s
(both everyday (both everyday
and FREQUENT and SOME
INSTANCES of less INSTANCES of less
common lexis) common lexis)
 Appropriacy &  Appropriacy &
accuracy of accuracy of
vocabulary (words vocabulary (words
and phrases fit and phrases fit
together in the together in the
context given and context given and
are used are used
accurately) accurately MOST
 Appropriacy & OF THE TIME)
accuracy of  Appropriacy &
grammar accuracy of
(structures suit grammar
the context and (structures suit the
are used context and are
accurately) used accurately
 Slips (may exist MOST OF THE
but do not TIME)
impede meaning)  Slips (exist but do
not impede
meaning)
LANGUAGE
BAND 3 BAND 2 BAND 1
Inconsistencies in MANY of the Inconsistencies in MOST of the Inconsistencies in ALL of the
elements below: elements below: elements below:
 Range of grammar  Range of grammar  Range of grammar
(GOOD variety of past (limited variety of past (limited variety of
tenses, e.g 2) tenses, e.g 1, only the past tenses, e.g 1,
 Range of vocabulary s past simple) only the past simple)
(both everyday and  Range of vocabulary s  Range of vocabulary s
OCCASIONAL (MOSTLY everyday and (ONLY everyday and
INAPPROPRIATE USE of FREQUENT overuse of some
less common lexis) INAPPROPRIATE USE of structures)
 Appropriacy & accuracy less common lexis)  Appropriacy &
of vocabulary (words  Appropriacy & accuracy of accuracy of vocabulary
and phrases fit vocabulary (words and (words and phrases fit
together in the context phrases fit together in the together in the
given and are used context given and are context given and are
accurately used accurately AT TIMES used accurately
FREQUENTLY & & overuse of certain ALMOST NEVER &
overuse of certain structures may be overuse of certain
structures may be present) structures may be
present)  Appropriacy & accuracy of present)
 Appropriacy & accuracy grammar (structures suit  Appropriacy &
of grammar (structures the context and are used accuracy of grammar
suit the context and accurately AT TIMES) (structures suit the
are used accurately  Slips and errors (are context and are used
FREQUENTLY) frequent but do not accurately ALMOST
 Slips and errors (exist impede meaning) NEVER)
but do not impede  Slips and errors (are
meaning) frequent and meaning
is more difficult to
determine)