Proficiency 2013 Assessing - Writing - Performance - Level - c2

Assessing Writing Performance – Level C2
Assessment of Writing in the Cambridge English: Proficiency (Certificate of Proficiency in

English – CPE)
Cambridge English writing scripts are marked by trained examiners in a secure online marking
environment. The quality assurance of Writing Examiners (WEs) is managed by Team Leaders (TLs) who
are in turn responsible to a Principal Examiner (PE). All of the examiners (PEs, TLs and WEs) must
prove each year, through a certification process, that they are competent to assess. In addition, they are
regularly monitored during live testing sessions.
The Writing Examiners award marks using a Writing Assessment Scale which was developed with explicit
reference to the Common European Framework of Reference for Languages (CEFR). It covers all the
levels of the Cambridge English exams and is divided into four subscales:
• Content
o This focuses on how well the candidate has fulfilled the task, in other words, if they have
done what they were asked to do.
• Communicative Achievement
o This focuses on how appropriate the writing is for the task, and whether the candidate has
used the appropriate register.
• Organisation
o This focuses on the way the candidate puts together the piece of writing, in other words, if
it is logical and ordered.
• Language
o This focuses on vocabulary and grammar. It includes the range of language as well as how
accurate it is.
Examiners use the C2 Level Assessment Scales to decide which marks to give candidates taking the
Proficiency Writing test.
How can I use the Assessment Scales?
Using the scales yourself while marking students’ writing will help you to:
• analyse your students’ strengths and weaknesses when they practise C2 writing tasks
• guide your students in how to enhance their performance
• form an impression of how ready your students are to take the writing part of the exam.
© UCLES 2013. Assessing Writing Performance – Level C2. Published by Cambridge English Language Assessment.
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The Assessment Scales
The C2 Assessment Scales are divided into six bands from 0 to 5, with 0 being the lowest and 5 the
highest. Descriptors for each criterion are provided for bands 1, 3 and 5 and indicate what a candidate is
expected to demonstrate at each band. The descriptors for band 3 and above indicate performance of at
least C2 level.
C2 Content Communicative Organisation Language

Achievement
5 All content is relevant to the Demonstrates complete Text is organised impressively Uses a wide range of
task. command of the conventions of and coherently using a wide vocabulary, including less
the communicative task. range of cohesive devices and common lexis, with fluency,
Target reader is fully informed. organisational patterns with precision, sophistication and
Communicates complex ideas in complete flexibility. style.
an effective and convincing way,
holding the target reader’s Use of grammar is
attention with ease, fulfilling all sophisticated, fully controlled
communicative purposes. and completely natural.
Any inaccuracies occur only as

slips.
4 Performance shares features of Bands 3 and 5.
3 Minor irrelevances and/or Uses the conventions of the Text is a well-organised, Uses a range of vocabulary,
omissions may be present. communicative task with coherent whole, using a including less common lexis,
sufficient flexibility to variety of cohesive devices effectively and precisely.
Target reader is on the whole communicate complex ideas in and organisational patterns
informed. an effective way, holding the with flexibility. Uses a wide range of simple
target reader’s attention with and complex grammatical
ease, fulfilling all communicative forms with full control, flexibility
purposes. and sophistication.
Errors, if present, are related to

less common words and
structures, or occur as slips.
2 Performance shares features of Bands 1 and 3.
1 Irrelevances and Uses the conventions of the Text is well-organised and Uses a range of vocabulary,
misinterpretation of task may communicative task effectively coherent, using a variety of including less common lexis,
be present. to hold the target reader’s cohesive devices and appropriately.
attention and communicate organisational patterns to
Target reader is minimally straightforward and complex generally good effect. Uses a range of simple and
informed. ideas, as appropriate. complex grammatical forms
with control and flexibility.
Occasional errors may be

present but do not impede
communication.
0 Content is totally irrelevant. Performance below Band 1.
Target reader is not informed.
Remember:
The Assessment Scales descriptors are phrased positively (as ‘can-do’ statements) at each level. This
means that a Band 1 descriptor in the C2 scales will not set out what the text does not do; rather it
describes a performance in terms of what a candidate can do at CEFR C1 level.
For example, under the Language subscale, the descriptor at Band 1 (C1 level) for grammar – Uses a
range of simple and complex grammatical forms with control and flexibility – is couched in similar
language to the Band 3 descriptor (C2 level), but with key differences - Uses a wide range of simple and
complex grammatical forms with full control, flexibility and sophistication. So at C2 level, a wide range of
simple and complex forms is expected, used with full control and flexibility and with sophistication. At
Band 5 (above basic C2 level), a writer’s Use of grammar is sophisticated, fully controlled and completely
natural.
Similarly, under the Organisation subscale, a key difference between the Band 1 (C1 level) and Band 3
(C2 level) descriptors is that whereas at Band 1 Text is well-organised and coherent, using a variety of
cohesive devices and organisational patterns to generally good effect, at Band 3 Text is a well-
organised, coherent whole, using a variety of cohesive devices and organisational patterns with
flexibility. The successful weaving of the devices and organisational patterns into a coherent whole text
is important here, and the use of the devices and patterns must be flexible. At Band 5 (above basic C2
level) Text is organised impressively and coherently using a wide range of cohesive devices and
organisational patterns with complete flexibility.
Don’t worry if a lot of the terms used in the scales are new to you – in Appendix A (and also in the
Handbook for Teachers for Cambridge English Proficiency) you will find a Glossary of Terms for Writing,
where the terminology used in the scales is explained, and examples are given. For instance, under the
Language subscale, there are examples of simple and complex grammatical forms and an explanation
of what is meant by grammatical control and range. Flexibility is explained under the General terms
section. The Language subscale also includes vocabulary, and the idea of less common lexis is
explained, as well as the concept of appropriacy of vocabulary. Under the Organisation subscale, there
are examples of cohesive devices, as well as an explanation of what is meant by organisational
patterns (expected in a candidate’s writing at all bands at this level). The adverb generally is also
explained under the General terms section: it is a qualifier meaning ‘not in every way or instance’. Looking
at how these terms and distinctions are applied to the sample scripts in this guide (and those in the
Handbook for Teachers for Cambridge English Proficiency) will help you to develop a sensitivity to the
language of the Assessment Scales and to encourage your students to improve their writing performance.
It is well worth spending some time looking through the glossary of terms and becoming familiar with the
terms used, as well as referring to them constantly when marking your students’ work, as the Cambridge
English examiners do.
How can I use the Assessment Scales with students?
You could:
1. Refer to the scales as you mark students’ written work in general, especially when they have
attempted a Proficiency writing task.
2. Note down examples of performance in terms of the listed criteria.
3. Give students feedback on their strengths and weaknesses.
4. Think about whether your students are ready for the exam and how they could improve.
Teachers are not trained in the use of these Assessment Scales, as examiners are, so it can be difficult to
feel confident in using them in the right way. The following activity is designed to help you get started by
practising using them to analyse some sample writing tasks.
The activity is based on some sample scripts from Proficiency writing tasks (see tasks in Appendix B and
scripts in Appendix D):
Proficiency Part 1:
• Sample script 1
• Sample script 2
• Sample script 3
Proficiency Part 2:
• Sample script 4
• Sample script 5
• Sample script 6
Further information on the task types and their focus can be found in the Handbook for Teachers for
Cambridge English Proficiency. All C2 writing tasks are assessed by examiners in relation to the
Assessment Scales. It is important, however, to be clear about the differences between a Proficiency
Part 1 (compulsory) task and a Proficiency Part 2 task:
Part 1 tasks require candidates to integrate the summary and evaluation of key points from two input
texts, with their own ideas on these key points, into a coherent essay. To perform well on these tasks,
candidates are expected to demonstrate the C2 learner ability referred to in the CEFR, to ‘summarise
information from different sources, reconstructing arguments and accounts in a coherent presentation of
the overall results’. Under the Content subscale, for a reader to be fully informed (Band 5, above basic
C2 level) the text must include the summary and evaluation of each of the four key points from the input
texts and the writer’s own ideas on these key points (as indicated in the task rubric). In Part 1 (as well as
in Part 2) candidates must demonstrate the ability to write a fluent and coherent text exemplifying the
conventions of the appropriate text type – in Part 1 always an essay. Under the Communicative
Achievement subscale, the text must use ‘the conventions’ of an essay.
In Part 2 candidates have a choice of task (including one of two questions on optional set texts). Each
task requires a different text type, one of: article, essay (for set text questions only), letter, report or review
(see the Handbook for Teachers for Cambridge English Proficiency for a description of the characteristics
of these text types). For a Part 2 task under the Content subscale, the examiner will be looking to see
that the candidate has responded appropriately to all the parts of a question, importantly including the
requirement to use functional language giving them the opportunity to demonstrate C2 level proficiency
(e.g. assess, evaluate, justify); under the Communicative Achievement subscale, the text must use ‘the
conventions’ of the relevant text type (article, letter, report or review).
NB The sample Part 2 scripts in this guide are all reviews; no set text scripts are included.
Activity
Part 1 scripts
1. Make three copies of the blank assessment sheet on pages 7-8. You will see that statements from
Band 5 of the Assessment Scales have been turned into questions.
2. Read the Proficiency Writing Part 1 task (see Appendix B).
3. Underline what you regard as the two key points (from each input text) to be identified,
summarised and evaluated by the candidates.
4. Look at the underlined key points in the Part 1 task in Appendix C to check that you have correctly
identified the required points.
5. Read Sample Script 1. Note examples from the candidate’s writing (good and less good) relevant
to each of the questions in the boxes on the assessment sheet (for Language you may want to
write down specific examples; for Organisation and Communicative Achievement it may be easier
to highlight the script). Write down your assessment using the language of the assessment scales
(modified as you think appropriate – you may want to omit certain words or include wording from
different bands) and add any comments for your own reference. Make sure that while you are
doing this you constantly refer to the C2 Assessment Scales and Glossary of Terms.
6. Compare the notes you have made with the completed example on page 9-10.
7. Repeat stages 5-6 for each of Sample Scripts 2 and 3. Completed example assessment sheets for
these scripts can be found on pages 11-12 and 13-14.
Part 2 scripts
1. Make three copies of the blank assessment sheet on pages 7-8. You will see that statements
from Band 5 of the Assessment Scales have been turned into questions.
2. Read the Proficiency Writing Part 2 task (see Appendix B). Make sure you note all parts of the
question.
3. Note examples from the candidate’s writing (good and less good) relevant to each of the
questions in the boxes on the assessment sheet (for Language you may want to write down
specific examples; for Organisation and Communicative Achievement it may be easier to highlight
the script). Write down your assessment using the language of the assessment scales (modified
as you think appropriate – you may want to omit certain words or include wording from different
bands) and add any comments for your own reference. Make sure that while you are doing this
you constantly refer to the C2 Assessment Scales and Glossary of Terms.
4. Compare the notes you have made with the completed example on page 15-17.
5. Repeat stages 5-6 for each of Sample Scripts 5 and 6. Completed example assessment sheets
for these scripts can be found on pages 18-19 and 20-21.
When you feel familiar with using the Assessment Scales, continue to use the blank assessment
sheet when assessing your own students’ writing and use them to give feedback on aspects of the
scales they need to work on to improve their performance.
Remember:
• In a real C2 level exam the marks awarded reflect a candidate’s performance across the whole
exam and not just in one part of it.
• Being able to refer to the Assessment Scales will help you to analyse your students’ strengths and
weaknesses and to estimate whether they are ready for the writing part of the Proficiency exam.
However, it won’t necessarily give you an accurate prediction of the marks that your students will
achieve in a real Proficiency Writing paper, as the candidate may be affected by other factors such
as nervousness.
Blank assessment sheets to copy
Photocopy this page and the next one.
PROFICIENCY (LEVEL C2) WRITING

Name of student:
CONTENT
Is all content relevant to the task? Comments
Is the target reader fully informed? Comments
Content mark:
COMMUNICATIVE ACHIEVEMENT
Does the writer demonstrate complete Comments
command of the conventions of the
communicative task?
Comments
Does the writer communicate complex
ideas in an effective and convincing
way, holding the target reader’s
attention with ease, fulfilling all
communicative purposes?
Communicative achievement mark:
ORGANISATION
Is the text organised impressively and Comments
coherently?
Does the writer use a wide range of Comments

cohesive devices and organisational
patterns with flexibility?
Organisation mark:
LANGUAGE
vocabulary, including less common
lexis, with fluency, precision,
sophistication and style?
Is the writer’s use of grammar Comments

sophisticated, fully controlled and
completely natural?
Do any inaccuracies occur only as Comments

slips?
Language mark:
Overall comments:
Name of student: Sample Script 1
CONTENT
Yes
The target reader is on the whole Content points 1 and 2 are identified and
informed. evaluated and the writer’s views are
expressed. Content point 2 is very well
developed.
Content points 3 and 4 are mentioned

briefly in the first paragraph but there is
no evaluation.
Content mark: 3
communicative task?
Although the essay form is well realised,
Uses the conventions of the essay with the text does not show ‘complete
flexibility. command’ of the conventions of the
essay.
Comments
See particularly the final two paragraphs
for effective communication.
Communicates complex ideas in an
effective way, holding the target reader’s
Falls short of meriting the adjective
‘convincing’.
communicative purposes.
Communicative achievement mark: 3

ORGANISATION
coherently?
Falls short of meriting the adverb
Text is a well-organised, coherent whole. ‘impressively’.

patterns with flexibility? Examples of the variety of cohesive
devices and organisational patterns: Not
only … but also, hence, Yet, in spite of,
A variety of cohesive devices and Even though, Therefore, Let us hope,
organisational patterns are used with then that… first sentence refers to but
flexibility. doesn’t mention memory.
The range is not ‘wide’, particularly of

less explicit organisational patterns.
Organisation mark: 3
LANGUAGE
lexis, with fluency, precision, Examples: enthralling, hypothetical,
sophistication and style? dramatic changes, at their core, on a
global scale, scourge
Uses a range of vocabulary, including
less common lexis, effectively and Vocabulary is not used with
precisely. sophistication and style (obvious perks).

completely natural? Examples: No student struggling with
some especially intricate exam would
Uses a wide range of simple and ever deny it, as flawed as it might be
complex grammatical forms with full
control, flexibility and sophistication. Use of grammar is not ‘completely
natural’ (Not only has it…but also is it...).

slips?
Errors are related to less common words Examples: self-consciousness, but it is of

or structures. the utmost importance
Language mark: 3
Overall comments:
An example of a basic C2 level writer overall, achieving a band 3 on all descriptors.
Candidates should be reminded that it is important to address all four key points in
the development of their essay to achieve a 5 under Content.
Remember:
• A candidate might achieve an overall C2 performance with an uneven profile
across the four descriptors, showing more strength in some scales and less in
others. To ensure a good performance candidates should be encouraged to
work at all four aspects of their writing.
CONTENT
Yes
Target reader is on the whole informed. Although all content points are
mentioned, the first and the third are not
evaluated.
Content mark: 3
communicative task?
The text uses just ’some’ flexibility so
Uses the conventions of the essay does not quite meet the band 3
effectively and with some flexibility. descriptor in this respect.
Comments
There are few examples of really
complex ideas so the appropriate
communication of these is hard to
Holds the target reader’s attention and
assess.
communicates both straightforward and
some slightly more complex ideas.

ORGANISATION
coherently?
The conclusion refers to only one of the
The text is well-organised and coherent. four key points and seems slightly out of
place in the text as a whole.

Examples: all these aforementioned,
Uses a variety of cohesive devices and along these lines, due to, In contrast to
organisational patterns to good effect, that however, In conclusion I would say
and with some flexibility. that.
LANGUAGE
sophistication and style?
Examples: ubiquitous, hindrance,
Uses a range of vocabulary appropriately mundane, clutter our minds
and sometimes effectively and precisely.

completely natural?
The range is not wide and there is no
Uses a range of simple and complex sophistication in the way the grammar is
grammatical forms with control and used.
flexibility.

slips?
Examples: the question…becomes
Occasional errors are present but do not louder and louder, correlate on, the
impede communication. experiences we’ve made
Language mark: 2
Overall comments:
This text falls below C2 level and the descriptors used above indicate that for all the
scales apart from Content the text shares features of Bands 1 and 3.
This text makes specific reference to the two input texts. This approach to
organisation is perfectly acceptable but candidates should be reminded that the aim
is to integrate reference to the key points into a fluent and coherent essay.
CONTENT
Yes
Yes All key points are summarised and

evaluated, and the writer’s views are
integrated into the essay.
Content mark: 5
communicative task? Opening paragraph, development and
conclusion all elegantly crafted, in an
Yes appropriately formal way.
Comments
There is a clear authorial voice
throughout commanding attention
(Memory is a fundamental aspect of..., Is
such memory loss, however, Suffice it to
Yes
say…, I do not remember…, To
conclude); example of complex ideas:
second paragraph from Is such a
memory loss… up to …caused a traffic
accident?
ORGANISATION
coherently?
Key points 1 and 4 are clearly identified
Yes in the first paragraph and strongly
supported. The second paragraph
questions the points made and brings in
key point 3, developing it extensively and
drawing in key point 2 with natural ease
and relevance to the argument. The
conclusion, whilst showing signs of
haste, is clear and relevant.
patterns with flexibility? Examples: however, What is more, by its
very nature, How could we judge other
Yes people when…,
Rhetorical questions (e.g. opening of
second paragraph), repeated ideas to
consolidate a point (e.g. first sentence),
personal interjection for
clarification/emphasis (Suffice it to say, I
do not remember…).
LANGUAGE
lexis, with fluency, precision, Examples: attest, our internal landscape,
sophistication and style? virtually incapable of functioning, truly
detrimental, less extensive, easily
Yes distorted, unsteady basis, quest for truth,
concept of witness, ingenious devices

completely natural? Longer and more complex forms, e.g.
inversion, modals, subordination, adverb
Yes clauses

slips?
Examples: come to aid, The people no
Yes, mainly longer pore over…,
In more complex structures (Only when

we lose it, begin we to appreciate it…)
Language mark: 5
Overall comments:
This text is a very strong C2 level performance. There is no higher level described in
the CEFR so (unlike at other levels) this Band 5 performance across the scales does
not place the performance at the next CEFR level up.
Remember:
• The guidance about word length in the rubric (for Part 1 and Part 2 questions)
is just that: guidance. Whilst it is perfectly possible to perform at a strong C2
level within these word limits, candidates are not penalised for over-length (or
under-length) scripts per se. This is a good example of a strong candidate
writing at greater length within the time available, giving scope to demonstrate
his/her proficiency.
Of course, over-length scripts could be penalised e.g. under the Content

criterion for irrelevance or under Organisation for lack of coherence, and
under-length scripts might be penalised under Content or Communicative
Achievement.
Name of student: Sample script 4
CONTENT
Yes
The target reader is on the whole The text reviews a film, describes it in
informed. some detail and explains what it is about
the film that appeals to both children and
adults.
The final part of the question (‘assess
what the most important elements are, in
general, that make a film suitable for a
whole family to watch together’) is only
addressed in the form of a list and with
reference to Toy Story.
Content mark: 3
communicative task? The first paragraph captures the reader’s
attention well, the narrative is told in a
Uses the conventions of the review with clear and lively manner and the
flexibility. explanation of the attractions of the film
for children and adults is engaging and
illuminating about the film.
The approach is rather pedestrian for

‘complete’ command.
Comments
Example of effective communication of
complex ideas: most of the section
entitled Why go with your kids? The
effective way, holding the target reader’s
communication of complex ideas here
attention with ease, and fulfilling all
(as an exemplified list followed by a
communicative purposes.
summary) falls short of ‘convincing’.
ORGANISATION
coherently?
The text is a well-organised and coherent Use of headings for a review is not ideal,
whole. interfering with the fluency of the text.

Examples: This is the main premise
Uses a variety of cohesive devices and for…, As mentioned in the introduction,
organisational patterns with flexibility. First of all, It is therefore easy to…, and
another feature which, Ultimately,
opening question to engage interest in
the topic, referred to later in second
paragraph
LANGUAGE
sophistication and style? Examples: fantasise, received rave
reviews, movie goers, suburbia, the
Uses a wide range of vocabulary, usual order of things is turned upside
including less common lexis, effectively down, riveting, empathise, universally
and precisely. recognisable, slap-stick, subtext
However, vocabulary is not used with

sophistication and style.

completely natural? Examples: I cannot deny that as a child I
did fantasise about my toys doing just
Uses a wide range of simple and that and the adventures we would have
complex grammatical forms with full together.
control and flexibility. There are also many characters which
are universally recognisable, another
feature which makes a movie fun to
watch for young and old.

slips?
Yes
Language mark: 3
Overall comments:
This is clear overall C2 performance, meeting the Band 3 descriptors on all four
scales. The performance could have been enhanced by development of the final
element of the question (which would have given scope to demonstrate more
sophisticated C2 level linguistic proficiency) and a less pedestrian approach to
organisation.
Remember:
• In general, for Part 2 questions, candidates should be reminded to take note
of the instruction to ‘briefly’ describe something; this part of a question should
not take too much time, and their response should fully develop the other
parts of the question in which they are required, e.g. to assess, evaluate or
analyse a more abstract aspect of the topic.
• A candidate might achieve an overall C2 performance with an uneven profile

across the four descriptors, showing more strength in some scales and less in
others. To ensure a good performance candidates should be encouraged to
work at all four aspects of their writing.
CONTENT
Yes
Yes The text reviews (a series of) films (Harry

Potter), briefly describes them, explains
what it is about them that appeals to both
children and adults and assesses the
important elements, in general, of films
suitable for whole families to watch.
Content mark: 5
communicative task?
The opening paragraph poses a problem
Uses the conventions of the review underlying the theme of the review,
effectively and sometimes with some which engages the reader’s attention.
flexibility. The Harry Potter films are the stepping-
off point for the development of this
theme.
The flexibility raises this text above Band

1 on this scale.
Comments
Although errors are present, complex
ideas are communicated.
There is no focus on a specific film in this
Communicates straightforward and
review so it does not ‘fulfil all
complex ideas.
communicative purposes’.

ORGANISATION
coherently?
The text is well-organised and coherent.
Examples: What surely attracts both ..,
Uses a variety of cohesive devices and But it can also be a way to… , Add to this
organisational patterns to generally good mixture
effect.
Some devices are used inaccurately: and
otherwise, such having in common that
LANGUAGE
sophistication and style? Examples: over-come their fears, studied
thoroughly, distract themselves, light-
Uses a range of vocabulary, including hearted, down to earth, exotic location,
less common lexis, appropriately. ratings, eagerly awaiting

completely natural?
Example of complex grammatical form:
Uses a wide range of simple and What surely attracts both adults and
complex grammatical forms with control children is how a group of teenage
and flexibility. students over-come their fears.
The ‘wide’ grammatical range takes this

descriptor for grammar above the Band 1
level, but, with the Vocabulary
performance and level of error, this text
achieves a Band 1 overall for language.

slips?
Examples: the youngers, pastime movie,
Errors are present but do not impede issue dealings, laugh it off
communication.
Language mark: 1
Overall comments:
This is an example of a text which falls clearly below C2 level. The response to the
question is thoughtful and imaginative but the candidate needs to work on all other
aspects of his/her writing to achieve a C2 performance.
NB This is a good example of a script which scores 5 on Content whilst being

weak on the other scales. Candidates should be encouraged to ensure that
they do follow all the instructions in the question.
CONTENT
Yes
Yes The text reviews a film (Up), briefly

describes it, explains what it is about it
that appeals to both children and adults
and assesses the important elements, in
general, of films suitable for whole
families to watch.
Content mark: 5
communicative task? Interest is aroused effectively in the first
paragraph, which contextualises and
Demonstrates a good command of the briefly narrates the film. The theme of the
conventions of the review. review is then addressed clearly in the
next two paragraphs.
Comments
The final two paragraphs which assess
what makes a film appeal to all ages are
written with conviction. They bring the
effective and sometimes convincing way,
descriptor above a Band 3 for this scale,
holding the target reader’s attention with
showing features of Bands 3 and 5.
ease, and fulfilling all communicative
purposes.

ORGANISATION
coherently?
The text is a well-organised, coherent The organisation falls short of being

whole. ‘impressive’.
Examples: And of course…, Like all good
Uses a variety of cohesive devices and family…, And there is also, albeit, the
organisational patterns with flexibility. paragraphing clearly reflects the
structure of the underlying argument .
There is variety but not a ‘wide range’.
LANGUAGE
sophistication and style? Examples: gem, grumpy, yearning for
adventure, slapstick elements, acts of
Yes unlikely heroism, endearing, subtle nods
to pop culture

completely natural?
Examples: first sentence of first
Yes paragraph, final sentence as a whole
In a house kept floating by balloons, no
less, who are endearing not despite but
because of their imperfections

slips?
Yes
Language mark: 5
Overall comments:
This is a good example of a strong C2 performance, with room for some further
improvement on the Communicative Achievement and, particularly, the Organisation
scales.
Appendices
A. Cambridge English Writing mark scheme – Glossary of Terms
1. GENERAL
Generally Generally is a qualifier meaning not in every way or instance. Thus, ‘generally
appropriately’ refers to performance that is not as good as ‘appropriately’.
Flexibility Flexible and flexibly refer to the ability to adapt – whether language, organisational
devices, or task conventions – rather than using the same form over and over, thus
evidencing better control and a wider repertoire of the resource. Flexibility allows a
candidate to better achieve communicative goals.
2. CONTENT
Relevant Relevant means related or relatable to required content points and/or task
requirements.
Target reader The target reader is the hypothetical reader set up in the task, e.g. a magazine’s
readership, your English teacher.
Informed The target reader is informed if content points and/or task requirements are
addressed and appropriately developed. Some content points do not require much
development (e.g. “state what is x”) while others require it (“describe”, “explain”).
3. COMMUNICATIVE ACHIEVEMENT
Conventions Conventions of the communicative task include such things as genre, format,
of the register, and function. For example, a personal letter should not be written as a formal
communicative report, should be laid out accordingly, and use the right tone for the communicative
task purpose.
Holding the Holding the target reader’s attention is used in the positive sense and refers to the
target reader’s quality of a text that allows a reader to derive meaning and not be distracted. It does
attention not refer to texts that force a reader to read closely because they are difficult to follow
or make sense of.
Communicative Communicative purpose refers to the communicative requirements as set out in the
purpose task, e.g. make a complaint, suggest alternatives.
Straightforward Straightforward ideas are those which relate to relatively limited subject matter,
and complex usually concrete in nature, and which require simpler rhetorical devices to
ideas communicate. Complex ideas are those which are of a more abstract nature, or which
cover a wider subject area, requiring more rhetorical resources to bring together and
express.
4. ORGANISATION
Linking words, Linking words are cohesive devices, but are separated here to refer to higher-
cohesive frequency vocabulary which provide explicit linkage. They can range from basic high
devices, and frequency items (such as “and”, “but”) to basic and phrasal items (such as “because”,
organisational “first of all”, “finally”).
patterns
Cohesive devices refers to more sophisticated linking words and phrases (e.g.
“moreover”, “it may appear”, “as a result”), as well as grammatical devices such as the
use of reference pronouns, substitution (e.g. There are two women in the picture. The
one on the right . . .), ellipsis (e.g. The first car he owned was a convertible, the second
a family car.), or repetition.
Organisational patterns refers to less-explicit ways of achieving connection at the

between sentence level and beyond, e.g. arranging sentences in climactic order, the
use of parallelism, using a rhetorical question to set up a new paragraph
5. LANGUAGE
Vocabulary Basic vocabulary refers to vocabulary used for survival purposes, for simple
transactions, and the like.
Everyday vocabulary refers to vocabulary that comes up in common situations of a

non-technical nature in the relevant domain.
Less common lexis refers to vocabulary items that appear less often in the
relevant domain. These items often help to express ideas more succinctly and
precisely.
Appropriacy Appropriacy of vocabulary: the use of words and phrases that fit the context of the
of given task. For example, in I’m very sensible to noise, the word sensible is
vocabulary inappropriate as the word should be sensitive. Another example would be Today’s
big snow makes getting around the city difficult. The phrase getting around is well
suited to this situation. However, big snow is inappropriate as big and snow are not
used together. Heavy snow would be appropriate.
Grammatical Simple grammatical forms: words, phrases, basic tenses and simple clauses.
forms
Complex grammatical forms: longer and more complex items, e.g. noun clauses,
relative and adverb clauses, subordination, passive forms, infinitives, verb patterns,
modal forms and tense contrasts.
Grammatical Grammatical control: the ability to consistently use grammar accurately and
control appropriately to convey intended meaning.
Where language specifications are provided at lower levels (as in Cambridge

English: Key (KET) and Cambridge English: Preliminary (PET)), candidates may
have control of only the simplest exponents of the listed forms.
Range Range: the variety of words and grammatical forms a candidate uses. At higher
levels, candidates will make increasing use of a greater variety of words, fixed
phrases, collocations and grammatical forms.
Overuse Overuse refers to those cases where candidates repeatedly use the same word
because they do not have the resources to use another term or phrase the same
idea in another way. Some words may unavoidably appear often as a result of
being the topic of the task; that is not covered by the term overuse here.
Errors and Errors are systematic mistakes. Slips are mistakes that are non-systematic, i.e.
slips the candidate has learned the vocabulary item or grammatical structure, but just
happened to make a mistake in this instance. In a candidate’s response, where
most other examples of a lexical/grammatical point are accurate, a mistake on that
point would most likely be a slip.
Impede Impede communication means getting in the way of meaning.

communication
Meaning can still be determined indicates that some effort is required from the
reader to determine meaning.
B. Sample writing tasks
Part 1
Part 2
C. Part 1 sample writing task with key points underlined
Does memory have a future?
A good memory is invaluable. The inability to make use of memory and past experience can be a severe
limitation on how well we perform both mentally and physically. Nowadays, we rely on computers,
mobiles and other electronic devices to store our most important information, which can be recalled at the
touch of a button. However, some people are concerned that this reliance on electronic equipment may
affect the development of our internal memory system in the future. It remains to be seen whether these
concerns turn out to be valid.
The role of memory
We like to think of our memory as our record of the past, but all too often memories are influenced by
imagination. It is risky, therefore, to regard memory as a source of knowledge, because we will never be
able to verify the accuracy of a memory fully. Although memory is an unreliable source of knowledge
about the past, its importance in self-identity is unquestionable. When a person suffers memory loss as a
result of accident or illness, one of the most distressing consequences is likely to be a loss of self. Indeed,
it can be argued that a person’s true identity resides in his or her collection of memories.
The four key points underlined above might be summarised as follows:
1. memory is invaluable for mental and physical performance

2. reliance on electronic devices may affect human memory in the future
3. memory may not be an accurate record of the past
4. memories are a critical part of self-identity
Remember:
• Examiners are trained to identify the key points in the two input texts and to mark candidates’
reformulations of key points in their own words in a standard manner.
D. Sample scripts
Sample script 1
Sample script 1 (continued)
Sample script 2
Sample script 3
Sample script 4
Sample script 5
Sample script 6


Proficiency 2013 Assessing - Writing - Performance - Level - c2

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Assessing Writing Performance – Level C2

Assessment of Writing in the Cambridge English: Proficiency (Certificate of Proficiency in

How can I use the Assessment Scales?

C2 Content Communicative Organisation Language

Any inaccuracies occur only as

Errors, if present, are related to

Occasional errors may be

Target reader is not informed.

Photocopy this page and the next one.

PROFICIENCY (LEVEL C2) WRITING

Is the target reader fully informed? Comments

Does the writer use a wide range of Comments

Is the writer’s use of grammar Comments

Do any inaccuracies occur only as Comments

Is the target reader fully informed? Comments

Content points 3 and 4 are mentioned

Communicative achievement mark: 3

Does the writer use a wide range of Comments

The range is not ‘wide’, particularly of

Is the writer’s use of grammar Comments

Do any inaccuracies occur only as Comments

Errors are related to less common words Examples: self-consciousness, but it is of

Is the target reader fully informed? Comments

Communicative achievement mark: 2

Does the writer use a wide range of Comments

Is the writer’s use of grammar Comments

Do any inaccuracies occur only as Comments

Is the target reader fully informed? Comments

Yes All key points are summarised and

Is the writer’s use of grammar Comments

Do any inaccuracies occur only as Comments

In more complex structures (Only when

Of course, over-length scripts could be penalised e.g. under the Content

Is the target reader fully informed? Comments

The approach is rather pedestrian for

Does the writer use a wide range of Comments

However, vocabulary is not used with

Is the writer’s use of grammar Comments

Do any inaccuracies occur only as Comments

• A candidate might achieve an overall C2 performance with an uneven profile

Is the target reader fully informed? Comments

Yes The text reviews (a series of) films (Harry

The flexibility raises this text above Band

Communicative achievement mark: 2

The text is well-organised and coherent.

Is the writer’s use of grammar Comments

The ‘wide’ grammatical range takes this

Do any inaccuracies occur only as Comments

NB This is a good example of a script which scores 5 on Content whilst being

Is the target reader fully informed? Comments

Yes The text reviews a film (Up), briefly

Communicative achievement mark: 4

The text is a well-organised, coherent The organisation falls short of being

There is variety but not a ‘wide range’.

Is the writer’s use of grammar Comments

Do any inaccuracies occur only as Comments

A. Cambridge English Writing mark scheme – Glossary of Terms

Organisational patterns refers to less-explicit ways of achieving connection at the

Everyday vocabulary refers to vocabulary that comes up in common situations of a

Where language specifications are provided at lower levels (as in Cambridge

Impede Impede communication means getting in the way of meaning.

C. Part 1 sample writing task with key points underlined

Does memory have a future?