Writing Criteria Multilevel

Task 1
Performance assessed with 0 mark if the response is:
 not written;
 completely off topic;
 fully plagiarized or memorized;
 less than 20 words in length.
Band Task achievement Grammar range and accuracy Vocabulary range and Coherence and Cohesion
score appropriacy
9  All content is relevant to  A variety of complex  A wide range of vocabulary  Text is a well-organised,
(C1) the task structures are used with full is used with flexibility and coherent whole
 Addresses the requirements control, flexibility and precision  Uses a variety of cohesive
of the genre and style sophistication  Some less common lexis are devices and organizational
 Presents a purpose that is  There are few errors; good used with some awareness patterns with flexibility
clear and well-written control of grammar and of style and collocation  Referencing / substitution is
 All content points are punctuation  There are few errors in word used appropriately to avoid
addressed and adequately choice, spelling and/or word repetition
developed formation  Paragraphing conventions
 Paraphrasing is effectively are followed
used
8 Performance shares features of Band 7 and Band 9
7  Minor irrelevances and/or  A mix of simple and  A good range of vocabulary  Text is well organized and
(B2) omissions may be present complex structures are is used coherent
 Generally addresses the used  Some less common lexis are  Cohesive devices are used
genre and style; the format  Errors in grammar and/or attempted, but with some effectively, but cohesion
may be inappropriate in punctuation exist, but they inaccuracy within and/or between
places do not impede  Errors in word choice, sentences may be faulty or
 Presents a purpose for the understanding spelling and/or word mechanical
letter formation do not impede  Referencing may not always
 All content points are understanding be used clearly or
addressed  Paraphrasing is used to some appropriately
 Text may be 10-20% effect  Uses paragraphing, but not
underlength (121-135 always logically
words)
5  Irrelevances and  Mostly simple structures  Uses a range of everyday  Ideas are presented with
(B1) misinterpretation of task are used, complex vocabulary appropriately, some organization
may be present sentences are attempted, with occasional  Cohesive devices may be
 Attempts to address the but these tend to be less inappropriate use of less inappropriate, inaccurate
genre and style; the format accurate than simple common lexis and/or over-used
may be inappropriate sentences  Errors in word choice,  Cohesive devices may be
 May fail to clearly explain  There are frequent spelling and/or word repetitive because of lack of
the purpose of the letter grammatical errors and formation may impede referencing and
 Some content points (2 out punctuation may be faulty understanding substitution
of 3) are addressed, parts  Errors sometimes impede  Paraphrasing is rarely used  May not write in
may be unclear, irrelevant, understanding paragraphs, or
repetitive or inaccurate paragraphing may be
 Text may be 20-40% inadequate
underlength (91-120 words)
3  Fails to address the task,  Only a limited range of  Only basic vocabulary is used  Ideas are presented, but
which may have been structures are used with which may be repetitive or not arranged coherently
completely misunderstood rare use of subordinate inappropriate for the task and there is no clear
 Presents limited ideas clauses  Errors in word choice, word progression in the response
which may be largely  Some structures are formation and/or spelling  Some basic cohesive
irrelevant or repetitive accurate but errors causes strain for the reader devices are used, but these
 Some content points (1 out predominate, and  Paraphrasing is not used may be inaccurate or
of 3) may be addressed punctuation is often faulty repetitive
 Text may be 40-60%  Errors impede  There is no attempt at
underlength (61-90 words) understanding referencing and
substitution
 May not write in
paragraphs or their use may
be confusing
2 Performance below Band 3
Task 2
Performance assessed with 0 mark if the response is:
 not written;
 completely off topic;
 fully plagiarized or memorized;
 less than 40 words in length.
Band Task achievement Grammar range and Vocabulary range and Coherence and Cohesion
score accuracy appropriacy
9  Presents a clear position  A variety of complex  A wide range of vocabulary  Text is a well-organised,
(C1) throughout the response structures are used with is used with flexibility and coherent whole
 Ideas are relevant, fully full control, flexibility and precision  Uses a variety of cohesive
extended and well-supported sophistication  Some less common lexis are devices and organizational
 All parts of the task are  There are few errors; used with some awareness patterns with flexibility
addressed and well- good control of grammar of style and collocation  Referencing / substitution is
developed and punctuation  There are few errors in word used appropriately to avoid
 Requirements of academic choice, spelling and/or word repetition
style are fully observed formation  Paragraphing conventions
 Thesis is appropriately stated  Paraphrasing is effectively are followed
 Introduction and conclusion used
are included and
appropriately developed
 Paragraphs in the body are
developed correctly
7  Presents, extends and  A mix of simple and  A good range of vocabulary  Text is well organized and
(B2) supports main ideas, but complex structures are is used coherent
there may be a tendency to used  Some less common lexis are  Cohesive devices are used
overgeneralise or supporting  Errors in grammar attempted, but with some effectively, but cohesion
ideas may lack focus and/or punctuation exist, inaccuracy within and/or between
 All parts of the task are but they do not impede  Errors in word choice, sentences may be faulty or
addressed understanding spelling and/or word mechanical
 Requirements of academic formation do not impede  Referencing may not always
style are generally observed understanding be used clearly or
 Thesis is stated appropriately
 Introduction and conclusion  Paraphrasing is used to some  Uses paragraphing, but not
are included effect always logically
 Paragraphs in the body are
developed generally correctly
 Text may be 10-25%
5  Expresses a position but the  Mostly simple structures  Uses a range of everyday  Ideas are presented with
(B1) development is not always are used, complex vocabulary appropriately, some organization
clear sentences are with occasional  Cohesive devices may be
 The conclusions may become attempted, but these inappropriate use of less inappropriate, inaccurate
unclear or repetitive tend to be less accurate common lexis and/or over-used
 Presents relevant main ideas than simple sentences  Errors in word choice,  Cohesive devices may be
but some may be  There are frequent spelling and/or word repetitive because of lack of
inadequately grammatical errors and formation may impede referencing and
developed/unclear punctuation may be understanding substitution
 All parts of the task are faulty  Paraphrasing is rarely used  May not write in
addressed, but some parts  Errors sometimes paragraphs, or
may be more fully covered impede understanding paragraphing may be
than others inadequate
 Requirements of academic
style are partially observed
 Thesis is stated, but may be
unclear or inadequate
 Some paragraphs in the body
are incorrectly developed
3  Responds to the task only in a  Only a limited range of  Only basic vocabulary is used  Ideas are presented, but
minimal way structures are used with which may be repetitive or not arranged coherently
 Presents some main ideas but rare use of subordinate inappropriate for the task and there is no clear
these are limited and not clauses  Errors in word choice, word progression in the response
sufficiently developed; there  Some structures are formation and/or spelling  Some basic cohesive
may be irrelevant details accurate but errors causes strain for the reader devices are used, but these
 Task is only partially observed predominate, and  Paraphrasing is not used
 Requirements of academic punctuation is often may be inaccurate or
style are not observed faulty repetitive
 Thesis may be missing  Errors impede  There is no attempt at
 Introduction or conclusion understanding referencing and
is/are missing or inadequately substitution
developed  May not write in
 Paragraphs in the body are paragraphs or their use may
incorrectly developed be confusing
2 Performance below Band 3

Writing Criteria Multilevel

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Writing Criteria Multilevel

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Task 1

Performance assessed with 0 mark if the response is:

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