WRITING ASSESSMENT SCALES

C1 C CCOMMUNICATIVEAACHIEVEMENT OORGANISATION L LANGUAGE

CONTENT

5
X X X X

4 Performance shares features of Bands 3 and 5

3
X X X X

2 Performance shares features of Bands 1 and 3

1
X X X X
 B
A C
D

G
F
E H

J K L
I
C1 CONTENT
5 All content is relevant to the task.
Target reader is fully informed.
4 Performance shares features of Bands 3 and 5
3 Minor irrelevances and/or omissions
may be present. Target reader is on
the whole informed.
2 Performance shares features of Bands 1 and 3
1 Irrelevances and misinterpretation of
task may be present. Target reader is
minimally informed.
COMMUNICATIVE ACHIEVEMENT
Uses the conventions of the communicative task with
sufficient flexibility to communicate complex ideas in an
effective way, holding the target reader’s attention with
ease, fulfilling all communicative purposes.
Uses the conventions of the communicative task
effectively to hold the target reader’s attention and
communicate straightforward and complex ideas, as
appropriate.
Uses the conventions of the communicative task to hold
the target reader’s attention and communicate
straightforward ideas.
ORGANISATION
Text is a well-organised, coherent whole, using a
variety of cohesive devices and organisational
patterns with flexibility.
Text is well organised and coherent, using a
variety of cohesive devices and organisational
patterns to generally good effect.
Text is generally well organised and coherent,
using a variety of linking words and cohesive
devices.
LANGUAGE
Uses a range of vocabulary, including
less common lexis, effectively and
precisely. Uses a wide range of simple
and complex grammatical forms with full
control, flexibility and sophistication.
Errors, if present, are related to less
common words and structures, or occur
as slips.
Uses a range of vocabulary, including
less common lexis, appropriately. Uses a
range of simple and complex
grammatical forms with control and
flexibility. Occasional errors may be
present but do not impede
communication.
Uses a range of everyday vocabulary
appropriately, with occasional
inappropriate use of less common lexis.
Uses a range of simple and some
complex grammatical forms with a good
degree of control. Errors do not impede
communication.
Analysing Sample Essays

1) Read the sample essays. Then, select 2 to analyse.

2) Discuss your overall impression.

3) Decide what ‘grade’ to give that sample for each area.

4) Write a short commentary that supports the ‘grade’

that you awarded the writer: Why is it a ‘4’ for you? What’s
the evidence?

5) Get ready to explain to the rest of the class what grade you
gave it and why.
IMPROVING MY WRITING

• VOCABULARY
• COHESIVE DEVICES
• TONE
ALPHABOX
Word
map
TONE – IMPERSONAL STYLE
• Few personal pronouns:
- Pronouns are replaced by impersonal constructions with it and there.
We suggest that you leave the building
It is suggested that you leave the building after 8 pm.
after 8 pm.

I should like to note a number of things

There are a number of things to note here.
here.

• Noun phrases

- Noun phrases, rather than verb phrases are common in detached impersonal
styles
more personal more detached and impersonal

She will retire as company director in

Her retirement as company director will be in May next year.
May next year.
 • Passive voice
- The passive voice is common in detached impersonal styles. It is also common in
academic writing. The passive voice allows the writer to concentrate on
processes, rather than on the actions of the human subject.

more personal more detached and impersonal

In this book I discuss and analyse the

In this book the literature of the 1990s is discussed and analysed.
literature of the 1990s.