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IFYEAP003 2021/22

ENGLISH FOR ACADEMIC

PURPOSES (EAP)
INTERNATIONAL FOUNDATION YEAR (IFY)

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TABLE OF CONTENTS
Syllabus Overview ................................................................................................................................................ 2

Assessment ........................................................................................................................................................... 3

Learning Outcomes .............................................................................................................................................. 5

Teaching, Learning and Assessment Guidance ................................................................................................. 7

EAP Marking Guidance ...................................................................................................................................... 14

Resources ............................................................................................................................................................ 15

Appendix A – Reading-into-Writing Formative Assessment ........................................................................ 17

Appendix B – Listening-into-Speaking Formative Assessment .................................................................... 25

Appendix C – Reading-into-Writing Summative Assessment ....................................................................... 30

Appendix D – Listening-into-Speaking Summative Assessment .................................................................. 38

Appendix E – Examination Grading Criteria .................................................................................................... 45

© NCUK Ltd. 2021 1

SYLLABUS OVERVIEW
Module Code IFYEAP003

Module Name English for Academic Purposes (EAP)

Programme Name International Foundation Year

Percentage breakdown of Coursework 50%

Percentage breakdown of Exam/Test 50%

The syllabus will usually be delivered over two 15-week

Delivery period
semesters

Recommended minimum teaching hours 240 (8 hours per week over 30 weeks)

Recommended minimum independent

240 (8 hours per week over 30 weeks)
study hours

INTRODUCTION
The English for Academic Purposes (EAP) module is designed for students who are not proficient English
speakers and who do not have a Secure English Language Test (SELT) that is acceptable for entry to
under- and/or postgraduate programmes at NCUK partner universities.

NCUK also offers the following options for students who have a different Engli sh language background:

EAP for Proficient Users (EAPPU)

This module is designed for students who have either previously studied in English throughout their
education but have an English language qualification that is not accepted for UK visa purposes , or have
a very good level of English but no SELT to prove this.

Research and Communication Skills (RCS)

This module is designed for students who already possess a SELT at an acceptable level for the
requirements of NCUK universities and for the relevant visa purposes. Typically, these students will hold
an acceptable qualification at IELTS 6.0 or better (with a minimum of 5.5 in individual skills).

Separate syllabuses exist for the EAPPU and RCS modules. If you are unsure which module a student
should take, please contact your NCUK Academic Development Manager to discuss.

AIM
The aim of the NCUK EAP module is to allow students to develop their English language and academic
skills to the level required to successfully study their chosen degree course in English. The EAP module,
therefore, introduces students to the linguistic demands of undergraduate study, including independent
reading and study, extended writing and accessing academic texts.

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ASSESSMENT
COURSEWORK

Duration/Word Count Essay 1000-1200 words

Total Marks 100 per skill

The Reading-into-Writing coursework is made up of

three interconnected tasks. Students are expected
to:
 Complete a selected summary table with ideas
Reading-into- and information from three assigned texts.
Writing Rubric
 Produce an essay plan which makes use of ideas
Coursework and information from the assigned texts and
clearly shows the intended structure of the
future essay.
 Write an essay of between 1000-1200 words.

25% to the overall EAP grade

Contribution to
(50% to the Reading grade)
Overall Grade
(50% to the Writing grade)

Duration/Word Count Presentation 8-10 minutes

Total Marks 100 per skill

The Listening-into-Speaking coursework is made up

of two interconnected tasks. Students are expected
to:
 Read one assigned text. Listen to a lecture and
Listening-into podcast. Makes notes on key ideas and
Speaking- Rubric information.
Coursework  Deliver an 8-10-minute presentation which:
o Summarises the key ideas and
information from the lecture.
o Provides a synthesis of the ideas in the
reading text, lecture and podcast.

25% to the overall EAP grade

Contribution to
(50% to the Listening grade)
Overall Grade
(50% to the Speaking grade)

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EXAMINATIONS
Duration/Word Count 60 minutes + 15 minutes transfer time

Total Marks 40

 40 questions based on 3 academic texts (40 marks in

total)
Reading Exam  Questions test a range of general and specific
Rubric
reading skills which may include skimming &
scanning, distinguishing ideas & information, and
identifying the author’s purpose.

Contribution to 12.5% to the overall EAP grade

Overall Grade (50% to the Reading grade)

Duration/Word Count 1 hour 30 minutes + 10 minutes transfer time

Total Marks 100

 40 questions that evaluate a candidates’

Writing Exam grammatical and lexical use of English (40 marks in
Rubric total)
 1 essay question from a choice of 2 (250 words) (60
marks)

Contribution to 12.5% to the overall EAP grade

Overall Grade (50% to the Writing grade)

Duration/Word Count 40 minutes + 10 minutes transfer time

Total Marks 35

 35 questions based on an extended informal

dialogue, an extended formal dialogue and a
lecture/monologue (35 marks in total)
Listening Exam
Rubric  Questions test a range of general and specific
listening skills which will include listening for
specific information, deducing implicit ideas and
recognising discourse markers.

Contribution to 12.5% to the overall EAP grade

Overall Grade (50% to the Listening grade)

Duration/Word Count Approximately 15 minutes

Total Marks 100

 A brief discussion on general, everyday topics

Speaking Exam  A more in-depth paired discussion of a more
Rubric challenging topic
 A series of questions on the topic of the discussion

Contribution to 12.5% to the overall EAP grade

Overall Grade (50% to the Speaking grade)

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LEARNING OUTCOMES
On successful completion of this module, a student will be able to:

Read a range of extended, academic, subject-related texts with speed and

R1
understanding.

R2 Establish a specific purpose for reading a text.

R3 Read for general meaning to assess relevance and evaluate text.

R4 Employ effective reading strategies to understand detailed meaning.

Reading

R5 Employ a range of critical reading strategies and respond critically to ideas in the text .

Understand how organisation, structure and language are used to achieve a specific
R6
purpose.

R7 Follow the organisation and structure of an argument in texts.

Make effective notes and demonstrate understanding and engagement with academic
R8
texts.

R9 Utilise a range of strategies for dealing with unknown words.

Understand and use a range of relevant sentence structures, clause types, moods,
W1
voices, and tenses.

W2 Understand paragraph and essay structure to organise writing effectively.

W3 Write different types of academic texts.

W4 Plan, draft, write, edit, proofread, and re-write.

Writing

Use dictionaries, grammar references, thesauruses, spell and grammar checkers as well
W5
as teacher and peer feedback to edit and redraft a document.

W6 Paraphrase and synthesise texts to support academic writing.

W7 Use notes to summarise accurately.

W8 Develop an argument in a text.

W9 Develop an informed critical and reflective voice/response in written work.

W10 Cite and reference texts correctly, understand plagiarism and how it can be avoided.

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 Understand how connected speech differs from written text and be able to extract
L1
meaning from extended connected speech.

Prepare for a lecture or tutorial by pre-reading and predicting key content and
L2
vocabulary.

Extract key information from a lecture and distinguish it from supporting and
L3
Listening

unnecessary information.

Make accurate and effective notes on a lecture using symbols, abbreviations, headings,
L4
linear notes, patterns, spidergrams, mind maps, tables, etc.

L5 Understand how a lecture can be structured, paraphrased and recapped.

Follow up a lecture by using notes to make a summary and engage in further reading
L6
or discussion to establish key information.

L7 Use listening strategies to take part in academic group discussion and seminars.

S1 Take part actively and effectively in academic group discussions and seminars.

Present the results of academic reading and listening and use notes to present ideas
S2
orally in a presentation, seminar or discussion.

S3 Summarise and reformulate ideas in seminars and/or discussions.

Speaking

S4 Contribute to a group discussion of ideas and concepts.

S5 Negotiate meaning and outcomes through participation in a group discussion .

Use accurate grammar, vocabulary and appropriate eye contact and gestures to
S6
produce comprehensible speech.

S7 Use pronunciation, stress and intonation to produce comprehensible speech.

Develop their vocabulary including technical, semi-technical and general academic

Vocabulary

V1
vocabulary.

V2 Use independent learning skills to select, record and use new vocabulary.

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TEACHING, LEARNING
AND ASSESSMENT GUIDANCE
A ‘Teacher Guide’ accompanies this syllabus. The teacher guide contains Appendix A: Exemplar
Teaching Plan in addition to a set of extended learning outcomes which provide greater details of some
of the sub-skills which may be demonstrated in meeting the outcomes as well as how these subskills can
be approached in class. It also contains some further guidance on the EAP assessments which may be
useful for less experienced EAP teachers. The guide should not be seen as prescriptive, or as a self-
contained course, but as a resource that will help teachers to better understand the breadth and depth
of course content.

Academic Literacies

This module is underpinned by an academic literacies approach. This means that language ability is key
to learning. While academic English development may not feel as much of a priority for students as their
subject modules, it is through the understanding and use of language that they will gain education and
further themselves within their chosen academic fields.

Students need to be aware that language is far more than the traditional constituent parts of grammar
and lexis or the four skills of reading, writing, speaking and listening. Rather, students should be
encouraged to notice that the analytical and critical demands of tasks and activities within higher
education will ask them to draw upon a range of interconnected language skills. For instance, before the
production of an academic essay, students are required to:

 Research: which may involve listening, reading, note-taking and confirming with others what has
been read or understood.
 Process information: which includes but is not limited to the ability to summarise what has been
written or said, compare different points of view and refute the views of others.
 Produce an academic text: in which individual and well-thought through points should be
provided.

For this reason, the Exemplar Teaching Plan (Appendix A: Teacher Guide) and the assessment tasks for
EAP seek to support the development of language in this way. Teachers should guide students through
processes which students will be expected to undertake in their further studies and encourage them to
notice how the successful completion of a task is more than just the production of a final piece of work.

Teachers can choose to follow the Exemplar Teaching Plan (Appendix A: Teacher Guide) or can develop
their own delivery plan to support students in the successful completion of tasks that will enable them
to meet the needs of academic study at an NCUK University. It is recommended that students work
through a number of integrated tasks to allow language knowledge and sub-skills to be brought together.
Feedback from these tasks should be used to inform future teaching and learning as part of an ongoing
formative assessment. The Study Centre may also choose to timetable more than the minimum number
of teaching hours (8 hours per week) to meet the needs and abilities of students.

DEVELOPING INDEPENDENT LEARNING

As students will have different backgrounds within English language learning, it will be necessary to give
opportunities for directed independent study, and so allow each student to develop at their own pace.

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 Activities (homework) for independent study should be set weekly. Subject module teachers should also
be consulted when setting homework as there may be subject tasks which can support the development
of academic English (and visa-versa) while also ensuring students are not overburdened unnecessarily.

It is important that the learners are given the guidance and support to develop from pupils within a
teacher-led learning environment, to students who feel confident taking ownership of their learning
through independent study. As students may have an educational background where concepts of
teaching and learning are different to those prevalent in NCUK Universities, aspects of independent
learning should be introduced gradually throughout the programme.

Below are suggested examples of ideas which could be used to encourage independent learning::

Acknowledging Failure and Success

A fear of failure or making mistakes can be a significant obstacle which prevents learners from being
independent. It is therefore important to acknowledge the benefits of failure with regard to learning
early in the module. This could be explored in more depth both through how feedback is used within
class and examples in which failure leads to success. Ensure that students are praised, particularly
through formative feedback, and encourage learners to demonstrate development from their past
mistakes.

Classroom Reversal

Where possible, entrust the teaching and practice of activities, processes and integrated tasks to the
students themselves. Sharing the responsibility of teaching with students ca n be a more motivating way
to encourage them to take their first steps into self-directed study than being asked to study
independently for purely personal reasons. It also provides for a strong reason why independent learning
should be carried out (in this case, to support their peers) and a visible outcome of their independent
work (the performance of their peers).

A demonstration of possible student-led tasks and activities can be a useful way to introduce this
concept within the classroom. A clear schedule for student-led sessions can also help to make it routine.
Sessions could be led by groups initially before asking students to lead them individually when they have
grown in confidence.

PAST ASSESSMENTS
Many learners can find it reassuring to revisit past assessments to support their preparation for
formative and summative assessments. A selection of past NCUK coursework and exam papers are
available for this purpose via the NCUK Teachers’ Hub. It is important that students are guided to the
relevant sections and questions which will support the meeting of current learning outcomes or that
past assessments are appropriately adapted to ensure their fit to the current syllabus.

While classroom time can be allocated to the review of and use of past papers , students should also
have the opportunity to make use of these for self-study. Teachers should work with colleagues to
decide which papers may be kept aside for use in formative assessment or class time and which to release
to students for self-study.

There are a number of ways past assessments can be used to support learning in addition to recalling
knowledge. These include:

 An exploration of incorrect or incomplete answers which could highlight gaps in understanding

and help to inform future teaching and learning.

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  Identifying whether the correct structure is being used to answer extended answers.
 Practicing answers to certain questions within particular time constraints.
 Distinguishing different command words, such as ‘explain’, ‘describe’ and ‘evaluat e’.
 Allowing students to notice weaknesses in their own knowledge or answers by allowing them to
self-mark with the assessment criteria.
 Allowing students to establish a greater familiarity with the assessment criteria and what they
are expected to do to achieve a certain grade.

SUPPORTING ENGLISH LANGUAGE DEVELOPMENT IN SUBJECT

MODULES
It is important for the development of academic literacies that the delivery of English for Academic
Purposes (EAP) is integrated with the subject modules students will be studying. Regular communication
between the subject module teacher(s) and the EAP, EAPPU or RCS teacher(s) will provide a basis on
which to support and guide students. Students will benefit from collaborative activities, where the
subject module and EAP/EAPPU/RCS teachers jointly deliver classes in relation to activities such as
essay writing style and using academic sources.

There are also a number of simple tasks and approaches which can be introduced to students and subject
teachers to encourage language development to continue when away from the EAP classroom.

Recording Vocabulary Lexically

As students will encounter a considerable amount of new vocabulary within their subjects, it is vital that
students are aware of how to select which to record and how to do this in a way which allows them to
review and recycle this later. Encourage and guide learners to record new language within lexical
notebooks and start looking at words as lexical items in chunks; referring to lexis and chunks will also
help students step away from looking at words in isolation.

Information which could be included within a lexical notebook:

 An example of the lexis used within a contextualised sentence

 The meaning of the lexis in the recorded context
 An indication of its part of speech
 Interesting phonological features
 Colligation (is the lexis used within particular grammatical forms)

Lexis which is then recorded by students in their subject modules can then be reviewed, recycled and
built upon within their EAP class.

Equipping Students with Language and Skills

It is advisable to speak to subject module teachers early in the academic year to understand and establish
the types of tasks students will be expected to complete or take part in as part of that module. Students
can then be introduced to the functional and discursive language which is used or required within those
tasks, or the sub-skills which they may need to demonstrate. By making students aware of how academic
English is being used to support their development within the subject modules, they may develop a
greater appreciation of the importance of academic literacy as well as build their broader academic
confidence.

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 Actions which could support this are:

 Asking students to reflect on and identify how particular language and skills could be used to
support subject tasks. This could also be supported by subject teachers reminding students to
consider what knowledge could be used from their EAP classes.
 Make functional and discursive language available in the classroom for students to use. Adding
useful language to walls or ‘vocabulary mats’ on desks can remind students of language available
to them while also encouraging independence.

Referencing

As part of study for the EAP, EAPPU or RCS module, students will learn the Harvard referencing system.
Subject teachers will ensure that students carry this learning into the coursework assessments for this
module; see the ‘Resources’ section of this document for details of the referencing guide recommended
by NCUK. For further information about referencing and citation, please consult the EAP or RCS syllabus
(as relevant) for the texts and online resources recommended by NCUK.

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 FORMATIVE ASSESSMENT

The goal of formative assessment within EAP is two-fold. Primarily, it should be used to identify the
strengths and weaknesses of students’ development which can be used to feedforward into teaching
and learning. It should also be used to help inform students of their overall progress which may be used
by students to inform their choices of further study.

While continuous and active formative assessment should take place throughout the academic year to
inform week-by-week teaching, it is also important that students are given the opportunity to engage in
and submit more formal formative assessments and receive feedback on this work. In order to assist
teachers in setting formal formative assessment, NCUK provides the following formative coursework
assessment tasks for this module:

Reading into Writing Listening into Speaking

1. Task: Annotate Two Texts

1. Task: Make Notes on a
Lecture and Interview

2. Task: Complete a Summary

and Synthesis Table

2. Task: Deliver a 7-Minute

3. Task: Write an 800-Word Presentation
Essay

These formative tasks have been designed to replicate the literacies students will need to demonstrate
with their summative coursework tasks. Each of the individual tasks within the assessment will support
the production of the next. While these formative assessments are not identical to the ones students
would be expected to complete as summative assessments, they do reflect what students should be able
to do by the end of the first semester. A detailed breakdown of the formative coursework assessment
for this module and the rubrics for each component are given in Appendices B & C.

In addition, it is important that students be given feedback on exam pe rformance. It is, therefore,
recommended that students sit mock EAP exams - one at the end of Semester 1 or at the start of
Semester 2, and at least one more in Semester 2. This, together with feedback on formative coursework
assessment tasks, forms a useful basis for reflection as well as for giving students feedback on their
progress, and it can also provide a basis for counselling students who are falling below the standards
required.

Exemplar and final past coursework and examination papers complete wit h mark schemes are
downloadable from the NCUK Teachers’ Hub. These can be used to support formative assessment and
as mock assessments for students. It is important that students are guided to sections and questions

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 which will support the meeting of current learning outcomes or that past assessments are appropriately
adapted to ensure their fit to the current syllabus and assessment tasks.

The crucial element of formative assessment is the feedback provided by the teacher. Where possible
the teacher should mark work in accordance with the marking criteria given in Appendices B & C of this
syllabus document. In some instances, it may also be appropriate for students to provide feedback on
each other’s work in a group setting.

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 SUMMATIVE ASSESSMENT

A detailed breakdown of the summative assessment for this module and the rubrics for the coursework,
writing and speaking exams are given in Appendices C-F of this document. All summative assessments
are provided by NCUK.

Coursework

The coursework assessment should be completed during Semester 2 at a point that is late enough to
have covered the key language and skills required by the coursework assessment. Students should be
given approximately 2 weeks to complete the Reading-into-Writing coursework assessment and then a
further 2 weeks to complete the Listening-into-Speaking coursework assessment. Teachers are free to
set their own submission deadline. Students will submit their coursework online via the NCUK
assessment platform. All assessments will be subject to a plagiarism check using Turnitin.

Teachers at the Study Centre will be responsible for marking coursework in accordance with the NCUK
issued mark scheme and the assessment criteria given in Appendices C-F of this document. Students
should be given sight of the assessment criteria when they are given the coursework for completion as
it helps to inform them of what is expected at each grade level. When marking, teachers will either
complete the marking and feedback form given in each corresponding Appendix and upload this to the
NCUK assessment platform or complete the marking rubric presented within the platform.

Examination

The aim of the NCUK EAP examinations is to provide an assessment of students’ proficiency in the four
skills (reading, writing, listening and speaking) under exam conditions.

Please note that the writing paper consists of two components: Use of English ( 40% of the writing exam
grade) and a short essay (60% of the writing exam grade).

Supporting Documents

It is essential that coursework and examinations are administered in accordance with NCUK regulations.
Please refer to the following sections of the NCUK Academic Handbook for details
 Coursework Administration and Regulations
 Study Centre Marking and Recording Results
 Academic Misconduct Policy
 Examination Administration

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EAP MARKING GUIDANCE
To facilitate the work of markers and achieve greater consistency and reliability, scores for each grade
band can only be awarded at the different points specified here:

Grade Score
88 78 68 58 48 30
38
A* 85 A 75 B 65 C 55 D 45 E U 15
35
82 72 62 52 42 0

For example, markers can choose to award either 52 (low C), 55 (solid C) or 58 (high C) if they feel a
candidate is meeting the criteria for a C band, rather award a full spectrum of scores from 50 to 59.

When allocating an appropriate score, markers should consider the following points. The illustrative
examples here are for the C band and are not exhaustive.

 Teachers should highlight the relevant descriptor for

each criterion when marking. Based on the spread of the
highlighted descriptors, an appropriate score should be
awarded.
 A score of 52 signals a low C. This means that student
work is just meeting the standard for a C. For example,
highlighted descriptors may be a combination of solid C
characteristics with one or two from the D band. In this
instance, markers should also refer to the descriptors of
band D when deciding on the appropriate score to
allocate, as the candidate falls between a high D (48) and
a low C (52).
 A score of 55 implies a solid C. This implies the student
has achieved all the descriptors in the C band at an
acceptable level.
 A score of 58 denotes a strong C. The work should clearly meet all the C-level descriptors and may
show some of the characteristics from the B band. Markers should refer to the B band descriptors
when awarding the scores as they are wavering between a low B (62) and a high C.

Calculation of Final Marks

Here are the scores for a student’s EAP Reading-into-Writing
Essay Task. For each component, the student has been
scored at one of the specified points.

The weighted scores have then been calculated. For example,

the final mark for Task Fulfilment has been calculated as:
68 x 0.4 = 27.2

The weighted scores have then been added together to

calculate the overall final mark for the assessment. In this
case 68.3%:
27.2 + 19.5 + 21. 6 = 68.3%
Please note that when calculating weighted scores and final overall marks, these must not be rounded.
Instead, these scores must be recorded up to two decimal places.

© NCUK Ltd. 2021 14

RESOURCES

de Chazal, E. and McCarter, S. (2012) Oxford EAP. Oxford: Oxford University

Press

ISBN: 9780194001786 (Print)

Core Textbook for ISBN: 9780194837972 (eBook)

Students

Campbell, C. and Smith, J. (2020) English for Academic Study: Listening. New
Ed., Garnet Education

ISBN: 9781908614339 (Print)

ISBN: 9781908614346 (Print – Teacher’s Book)
ISBN: 9781782603597 (eBook)

Campbell, C. (2020) Vocabulary. Study Book – English for Academic Study. New
Ed., Garnet Education.

ISBN: 9781908614438 (Print)

ISBN: 9781782608318 (eBook)

Oshima, A., Hogue. A. & Ravitch, L. (2016) Longman Academic Writing Series. 4
Essays. 5th Ed., Pearson Education

ISBN: 9780134663319 (Print)

Core Texts for ISBN: 9781782606673 (eBook)

Teachers

Slaght, J. and Harben, P. (2020) English for Academic Study: Reading. New Ed.,
Garnet Education.

ISBN: 9781908614377 (Print)

ISBN: 9781908614384 (Print – Teacher’s Book)
ISBN: 9781782603610 (eBook)

Slaght, J., Harben, P. & Pallant, A. (2020) Reading & Writing Source Book –
English for Academic Study, New Ed., Garnet Education.

ISBN: 9781908614360 (Print)

ISBN: 9781782606604 (eBook)

© NCUK Ltd. 2021 15

 Symbaloo – A useful bookmarking website for educational sites:
https://www.symbaloo.com/

Oxford Text Checker – Vocabulary analysis of texts:

https://www.oxfordlearnersdictionaries.com/text-checker/

Flax – A website for investigating collocations (academic and general)

http://flax.nzdl.org/greenstone3/flax?a=fp&sa=collAbout&c=collocations

Kapwing – A video editing website good for developing listening tasks:

https://www.kapwing.com/

Academic Phrasebank: https://www.phrasebank.manchester.ac.uk/

Vocabulary – A useful collection of affixes:

http://www.uefap.com/vocab/build/building.htm
Useful Websites Quizlet – useful for vocabulary revision: https://quizlet.com/en-gb

TED: https://www.ted.com/talks

IPA Typewriter – Useful when adding phonemic symbols into word / online
documents: https://www.e-lang.co.uk/mackichan/call/pron/type.html

Note taking: https://www.monash.edu/rlo/study-skills/learning-at-

university/making-useful-study-notes & https://www.utc.edu/center-
academic-support-advisement/tips-for-academic-success/note-taking.php

Refer to the Harvard Referencing Guide in the Academic Handbook for NCUK
guidelines on this, though using online Harvard Reference Guides can also be
beneficial. When referencing, the main objectives are clarity, consistency,
accuracy of key information and ability to locate the source.
Referencing

NCUK Teachers’ Hub – accessible via the NCUK learning and assessment
platform – please contact your Study Centre Academic Manager for access.

Teacher Resources

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APPENDIX A – READING-INTO-WRITING
FORMATIVE ASSESSMENT
A1 – READING-INTO-WRITING FORMATIVE - NOTES FOR
TEACHERS

The aim of this integrated task is to allow students to demonstrate their developing academic reading
and writing skills, to receive feedback on how well they are demonstrating the learning outcomes and to
gain an understanding of the areas they need further development in. Class work prior to this assessment
should involve repeated practice of the discrete learning outcomes. This assessment task requires
students to demonstrate these skills in a scaffolded and semi-authentic, integrated academic task. The
aim is that by scaffolding the task, students will develop understanding of how authentic academic
reading and writing might be conducted.

Students should be given a week to complete the Annotations and the Summary and Synthesis Table
and another week to complete the Essay. As this is a formative assessment, you may wish to adapt this
recommended timing to allow for tutorials or additional class time as students progress through the
tasks.

Feedback to students

One of the aims of this task is to provide feedback to students on how well they have met the learning
outcomes. Comments on the grading sheet should therefore include a clear indication of what students
can do to improve these skills, as well as comments on the performance in this task.

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A2 –READING-INTO-WRITING FORMATIVE – STUDENT GUIDE
IFY Reading into Writing Formative Task Student Guide
Learning Reading R1, R2, R3, R4, R5, R6, R7, R8, R9,
Outcomes
Assessed Writing W1, W2, W3, W4, W5, W6, W7, W8, W9, W10,

Reading

You are preparing to write the following essay:

Evaluate the causes and effects of a poor work life balance.

You must complete the following tasks:

1. Annotations
Read the two texts provided to you by your teacher. For both texts make
annotations on a copy of the texts:
a. Highlight sections which relate to the essay title.
b. Highlight ideas and important details you might use to answer the essay
question.
c. Highlight and record the meaning of key vocabulary and phrases.
d. Summarise key ideas in your own words.
e. Add your own reflections and questions to the ideas in the text as you are
reading.

Task
2. Summary and Synthesis
Description
Complete the summary and synthesis table provided by your teacher. You should:
a. Summarise the key ideas which relate to the essay question.
b. Synthesise the ideas which relate to the essay question.

Writing

1. Essay
Write an essay of 800 words to respond to the essay title. Drawing on the two
texts provided, discuss the extent to which work affects life by:
a. Defining work life balance and explaining the negative effects of a poor
work life balance.
b. Outlining what employers and employees can do to ensure work life balance
does not become a problem.
c. Evaluating the implications of a poor work life balance drawing on the two
texts and your knowledge and experience.

Your essay must:

a. Be written in continuous prose with no bullet points or headings.
b. Include an introduction with a clear thesis statement.
c. Be written in paragraphs with clear topic sentences.

© NCUK Ltd. 2021 18

 d. Include a conclusion which follows from the evidence presented, clearly
summarises the key ideas and responds to the essay question by offering some
final re-assessment or reflection.
e. Use sources to support the ideas you present.
f. Be accurately referenced with in text citations and a reference list.
g. Be formatted using:
a. Arial size 12
b. Name and ID in the header
c. Page numbers in the footer

Text 1: http://www.iosrjournals.org/iosr-jbm/papers/Vol14-issue3/F01433135.pdf
Links to
Materials Text 2: https://theconversation.com/work-addiction-can-be-harmful-to-mental-
health-153411

© NCUK Ltd. 2021 19

A3 – READING-INTO-WRITING FORMATIVE – SUMMARY AND SYNTHESIS TABLE
IFY Reading-into-Writing Formative Assessment Summary and Synthesis Sheet
Synthesis of Text 1 and 2
 What are the links between the texts?
Theme Text 1 Summary Text 2 Summary
 How does Text 2 agree with, extend or refute the
ideas in Text 1?

A definition of
‘Work-life balance’

The negative
effects of a poor
work-life balance.

What employers
can do to achieve a
good work-life
balance.

What employees
can do to achieve a
good work-life
balance.

Your reflection on
/ response to the
ideas within the
text.

© NCUK Ltd. 2021 20

A4 – READING-INTO-WRITING FORMATIVE – GRADING
CRITERIA
Student’s Name:
Formative Reading Task: Grading Criteria
Annotations 30%
• Meets all the requirements of an A
grade and in addition:
88
• Show exceptional engagement with
A* 85
the texts.
82
• Identifies all the key ideas that relate
to the essay question.
78 • Records key vocabulary in a useful
A 75 manner.
72 • Includes insightful and relevant
comments / questions on the texts.
• Identifies most of the key ideas that
relate to the essay question.
68 • Records key vocabulary in a
B 65 somewhat useful manner.
62 • Includes relevant comments/
questions on the text
• Identifies some key ideas that relate
to the essay question.
• Records some key vocabulary in a
58 somewhat useful manner.
C 55 • Includes mostly relevant comments /
52 questions on the texts.
• Identifies a few key ideas that relate
to the essay question.
48 • Records limited key vocabulary in a
D 45 somewhat useful manner.
42 • Includes some comments / questions
on the texts with limited relevance.
• Identifies very few key ideas that
relate to the essay question.
• Includes very limited vocabulary
work and may consist of translation
38
E only.
35
• Includes extremely limited comments
and/or comments are irrelevant or
simplistic.
• Work at this level fails across all
30 criteria and shows no (0) /extremely
U 15 limited (15) / limited engagement
0 (30) with the task.
*The relevant criteria must be highlighted by the marker(s).
© NCUK Ltd. 2021
Student’s ID:
The Summary 40%
• Meets all the requirements
of an A grade and in addition:
• Demonstrates outstanding
understanding of both texts.
• Ideas are skilfully
paraphrased.
• Highlights all key ideas that
relate to the essay question.
• Demonstrates excellent
understanding of both texts.
• Paraphrases the ideas
accurately.
• Highlights most key ideas
that relate to the essay
question.
• Demonstrates good
understanding of both texts.
• Paraphrases the ideas with
some accuracy.
• Highlights some key ideas
that relate to the essay
question.
• Demonstrates satisfactory
understanding of the texts
although one maybe better
understood than the other.
• Attempts paraphrase of ideas
with limited success.
• Highlights a few key ideas
that relate to the essay
question.
• Demonstrates some
understanding of one text.
• Attempts paraphrase of ideas
with very limited success.
• Highlights very few key ideas
that relate to the essay
question.
• Demonstrates very limited
understanding of either
texts.
• Attempts paraphrase of ideas
with no success or does not
attempt paraphrase.
• Work at this level fails across
all criteria and shows no (0)
/extremely limited (15) /
limited engagement (30) with
the task.
The Synthesis 30%
• Shows exceptional
understanding of the
complex links between the
texts.
• Identifies accurate
relationships between
ideas/information in the
texts (e.g. extends, confirms
or contradicts).
• Presents ideas/information
that is accurate.
• Identifies generally accurate
relationships between ideas
in the texts (e.g. extends,
confirms or contradicts).
• Presents ideas/information
that is generally accurate.
• Identifies some accurate
relationships between ideas
in the texts (e.g. extends,
confirms or contradicts).
• Presents some
ideas/information that are
accurate.
• Identifies few accurate
relationships between ideas
in the texts (e.g. extends,
confirms or contradicts).
• Presents few
ideas/information that is
accurate.
• Identifies very few accurate
relationships between ideas
in the texts (e.g. extends,
confirms or contradicts).
• Presents very few
ideas/information that is
accurate.
• Work at this level fails
across all criteria and shows
no (0) /extremely limited
(15) / limited engagement
(30) with the task.
21
 Student’s Name:
Formative Writing Task: Grading Criteria
Task Fulfilment 40%
• Meets all the requirements of an A
grade and in addition:
• The essay responds to the task with
88
originality and sophistication.
A* 85
• Is within the word limit.
82
• Fully answers the question.
• Contains an introduction with a clear
and relevant thesis statement.
• Paragraphs are fully developed
around a unifying topic.
78 • Provides clear evidence to
A 75 thoroughly support a position.
72 • Provides a clear conclusion which
summarises the evidence presented
and fully answers the question by
offering some final re-assessment or
reflection
• Is within the word limit.
• Fully answers the question.
• Contains an introduction with a
relevant thesis statement.
• Paragraphs are developed around a
topic.
68 • Provides clear evidence to support a
B 65 position.
62 • Provides a conclusion which
summarises the evidence presented
and answers the question.
• Is within the word limit.
• Partially answers the question.
• Contains an introduction with a
somewhat relevant thesis statement.
• Paragraphs are somewhat developed
around topics with some relevance.
58 • Provides some evidence to support a
C 55 position.
52 • Provides a conclusion which
summarises some evidence
presented and partially answers the
question.
• Is slightly under / over the word
limit.
© NCUK Ltd. 2021
Student’s ID:
References to Sources 30%
• Meets all the requirements
of an A grade and in addition:
• Sources are used to good
effect to support the points
made in the essay.
• All direct and indirect
quotations are cited
accurately.
• Sources are paraphrased or
summarised successfully.
• Sources are quoted
accurately.
• Synthesis is relevant.
• Entries in the Refence List
are accurate.
• All direct and indirect
quotations are cited with few
errors.
• Sources are paraphrased or
summarised with some
success.
• Sources are quoted generally
accurately.
• Entries in the Refence List
contain a few minor errors.
• Most direct and indirect
quotations are cited but with
some errors.
• Attempts at paraphrase or
summary are made but with
limited success.
• Reference to sources relies
mostly on quotation.
• Entries in the Refence List
contain some errors but still
allow for the source to be
located.
Language 30%
• Meets all the requirements
of an A grade and in
addition:
• Language is used with
precision to convey complex
ideas.
• Meaning is exceptionally
clear.
• Very broad grammatical and
lexical range.
• Very good accuracy,
including spelling, tenses
and punctuation.
• Cohesion is excellent
through appropriate use of
lexical and grammatical
devices.
• Meaning is consistently
clear.
• Good grammatical and
lexical range.
• Good accuracy, including
spelling, tenses and
punctuation. Evidence of
minor slips in grammar and
word order occur but do not
compromise comprehension.
• Cohesion is evident through
some appropriate use of
lexical and grammatical
devices.
• Meaning is mostly clear.
• Grammatical and lexical
range is limited.
• Some accuracy, including
spelling, tenses and
punctuation. Some systemic
errors but they do not
compromise comprehension.
Evidence of some accurate
sentences.
• Cohesion is evident but is
repetitive and/or inaccurate.
• Meaning is sometimes
unclear.
22
 • Minimally answers the question.
• Contains an introduction with an
attempt at a thesis statement which
is not relevant.
• Paragraphs are attempted but the
topics maybe unclear or lack
48 relevance.
D 45 • Provides limited evidence to support
42 a position.
• Provides a conclusion which
summarises a limited amount of
evidence presented and partially
answers the question.
• Is somewhat under / over the word
limit.
• Does not answer the question.
• Introduction is missing or
introduction is simplistic/ irrelevant
or does not contain a thesis
statement.
• Paragraphs are unclear and
38 identifiable topics are irrelevant.
E
35 • Provides extremely limited evidence
to support the position.
• Conclusion is missing or conclusion
is simplistic/ irrelevant or does not
answer the question.
• Is considerably under / over the
word limit.
• Work at this level fails across all
30 criteria and shows no (0) /extremely
U 15 limited (15) / limited engagement
0 (30) with the task.
*The relevant criteria must be highlighted by the marker(s).
**Referencing: Refer to the Harvard Referencing Guide in the Academic Handbook for NCUK guidelines on this, though using
online Harvard Reference Guides to support assessment writing can also be beneficial. When referencing, the main objectives
are clarity, consistency, accuracy of key information and ability to locate the source.
© NCUK Ltd. 2021
• Most direct and indirect
quotations are not cited, or
citations contain several
errors.
• Use of sources relies on
quotation.
• Quotations contain errors.
• Entries in the Refence List
contain several errors but
still allow for the source to
be located.
• Citations are missing.
• Sources are very rarely to
support ideas and
information.
• Quotations contain errors if
used.
• Entries in the Refence List
contain several errors which
prevent location of the
source.
• Work at this level fails across
all criteria and shows no (0)
/extremely limited (15) /
limited engagement (30) with
the task.
• Grammatical and lexical
range is very limited.
• Accuracy is limited and
errors are frequent leading
to meaning breaking down
in several places.
• Cohesion is limited,
repetitive and inaccurate.
• Meaning often unclear.
• Grammatical and lexical
range is extremely limited.
• Accuracy is extremely
limited and errors
predominate leading to lack
of comprehension.
• Lacks attempts at cohesion.
• Meaning is unclear.
• Work at this level fails
across all criteria and shows
no (0) /extremely limited
(15) / limited engagement
(30) with the task.
23
A5 – READING-INTO-WRITING FORMATIVE – WRITING
TASK FEEDBACK AND GRADING SHEET

Formative Writing Task – Feedback and Grading Sheet

Student Name Student ID

Task Fulfilment
Feedback/comments

Reference to Sources
Language

Marker 1 Marker 2

Component Final Component Final

Component Weighting Weighting
Mark Mark Mark Mark
Final Mark Calculation

Task Fulfilment x 0.4 = x 0.4 =

Reference to
x 0.3 = x 0.3 =
Sources

Language x 0.3 = x 0.3 =

Total Total

Marker 1 Name Marker 2 Name

© NCUK Ltd. 2021 24

APPENDIX B – LISTENING-INTO-
SPEAKING FORMATIVE ASSESSMENT
B1– LISTENING-INTO-SPEAKING FORMATIVE - NOTES FOR TEACHERS

This integrated task is designed to generate samples of students’ listening comprehension and speaking
abilities. Comprehension is measured directly through the production of an oral summary of a lecture and
accurate use of information from both the lecture and an interview to answer a specific question. Speaking
ability is measured by providing students with the opportunity to talk clearly and effectively about what
they have heard in a presentation format.

The lecture content is primarily factual/informative, while the interview introduces a real-world problem.
The Critical Response requires students to apply ideas/information from the lecture to the
problems/issues raised in the interview. This requires students to listen activel y to use the content of
what they hear to complete an academic task.

The presentation allows students to produce an extended monologue and demonstrate what they have
learned about the delivery of a good presentation.

This is a formative assessment task. It is not intended to be a mock or practice for the summative
assessment at the end of Semester 2. The intention is that both the process of completing the task and
the final product should provide teachers and students with diagnostic information about how well
students are progressing towards the performance levels needed to successfully complete the EAP
module. Therefore, it is expected that students will talk with teachers about the task and receive feedback
throughout the process of completing it as well as on the final product.

All the information required to complete the task is included in the instructions and input texts. Teachers
and students are not required to search for additional texts and students will not be rewarded for
reference to them.

The audio files for the formative assessment are available from the NCUK Teachers’ Hub: EAP Exemplar
Assessments. This is accessible via the NCUK learning and assessment platform. Please contact your Study
Centre Academic Manager for access.

Where possible, presentations should be given in-person to an audience of the examiner and recorded for
marking and moderation purposes. Additional teachers are permitted to view the presentation, but other
students are not. If it is not possible for students to deliver their presentations live in centre, then they
should be delivered live via an appropriate video meeting application. Students must ensure that their
faces and the slides are always visible during their presentation.

 Use the grading criteria as a teaching tool to ensure students understand how they will be assessed.
 Remind students to practice their presentations before they are delivered. Give students plenty of
classroom time during the academic year to practise presenting in front of others.
 If it is not possible for students to deliver their presentations live in centre, be sure to give students
opportunity to practise presenting over a video meeting application so they are familiar with how
to share their slides and show their faces at the same time.

© NCUK Ltd. 2021 25

B2 –LISTENING-INTO-SPEAKING FORMATIVE – STUDENT
GUIDE
IFY Listening into Speaking Formative Task Student Guide
Listening L1, L3, L5, L6, L7,
Learning
Outcomes Speaking S1, S2, S3, S6, S7
Assessed
Additional W5

Presentation Preparation

You have been asked to deliver a presentation which seeks to answer a question:

To provide you with background information on the topic, you are required to listen to
a lecture of approximately 8-10 minutes and an interview of approximately 6-7
minutes.

While you listen to both the lecture and the interview you should make notes on them.
These notes will help you to plan what you will say in the two parts of the presentation.

Presentation

Your presentation must be between 7-8 minutes in length and should contain the
following two parts:

1. A summary of the major ideas and important details from the lecture.
2. Your response to the question. Make sure that your response draws on ideas from
the lecture and the interview only and not from any other sources.
Task
Description
Your presentation will be delivered live to an examiner and recorded for marking and
moderation purposes. Ensure that examiners can see you and your slides when you are
presenting.

If in-person presentation is not possible you will be asked to present via an online
platform such as Zoom or Microsoft Teams.

You must submit your accompanying slides.

Your presentation should:

 Be clearly organised and easy to follow.
 Use slides which are clear, uncluttered and free of errors and typos.
 Not refer to any other texts beyond the two which are provided.

Be sure to practise, review and edit your presentation before your delivery date so that
you are happy with the finished product.

Make sure that you are familiar with the grading criteria for this assessment .

© NCUK Ltd. 2021 26

B3 – LISTENING INTO SPEAKING FORMATIVE – GRADING CRITERIA
Student’s Name:
Formative Listening into Speaking Task: Grading Criteria
Listening Criteria
Summary / Understanding
40%
• Summary identifies all major
points and all important details
in the lecture.
• All major points and all
important details are accurately
88 reported.
A* 85 • Summary genre is followed.
82 • Summary is concise.
• Summary identifies all major
points and most important
details in the lecture.
• All major points and most
78 important details are accurately
reported.
A 75
• Summary genre is followed.
72 • Summary is concise.
• Summary identifies most major
points and most important
details in the lecture.
• Most major points and most
important details are accurately
reported.
68
• Summary genre is mostly
B 65 followed but may contain some
62 elements of retelling the
lecture.
• Summary is overly long
© NCUK Ltd. 2021
Student’s ID:
Speaking Criteria
Critical Response Organisation Presentation Skills Language
60% 30% 35% 35%
• The response fully answers the • Information is presented in a • Speaker fully engages • A full range of pronunciation
question, clearly indicating a nuanced logical and interesting the audience and features are used with
point of view. sequence which audience can maintains attention precision.
• Demonstrates creativity and originality follow very easily. Flows throughout. • A very wide range of
in the selection of ideas/information eminently well. • Speech rate is used sophisticated general and
from the listening texts to support the • Substantially varied and successfully, flexibly technical vocabulary is used
point of view taken. appropriate verbal and naturally to accurately.
• The position taken is coherently and signposting between and match the content. • A wide range of grammatical
impressively argued. within sections. • Slides are clear, structures is used and is
• The ideas/information presented from • The presentation is within the appropriate and error accurate.
the listening texts are fully accurate. time limit. free. • Speaker is effortless to
• Is within the time understand.
limit.
• The response fully answers the • Very well-organised • Very good • Pronunciation, stress and
question, clearly indicating a point of throughout. engagement with the intonation are very good.
view. • The overall presentation audience. • A wide range of vocabulary is
• Appropriately uses a wide range of flows naturally and • Speech rate is used used appropriately and
ideas/information from the listening effectively. successfully, flexibly accurately.
texts to support the point of view • The presentation is within and naturally to • A wide range of grammatical
taken. the time limit. match the content. structures is used with a good
• The position taken is coherently and • Clear, helpful and degree of accuracy.
uniformly convincingly argued. appropriate slides. • No strain for the listener.
• The ideas/information used from the • Is within the time
listening texts are fully accurate. limit.
• The response mainly answers the • The organisation of the • Good engagement • Pronunciation, stress and
question, indicating a point of view. presentation effectively with the audience. intonation are good.
• Appropriately uses a range of addresses task requirements • Speech rate is varied • A wide range of vocabulary is
ideas/information from the listening • The presentation flows well to match the content used mostly appropriately and
texts to support the point of view using a range of cohesive with a reasonable mostly accurately.
taken. devices. degree of success. • An appropriate range of
• A clear position is taken, which is • The presentation is within • Slides are mostly grammatical structures is used
mostly coherent and convincing. the time limit. appropriate and mostly accurately.
• The ideas/information used from the generally helpful to • Very little strain for the
listening texts used are accurate with the audience. listener.
only minor exceptions. • Is within the time
limit.
27
 • Summary identifies most major
points in the lecture but may
lack important details.
• Some major points and some
details are accurately reported.
• Summary genre is
58 inconsistently followed with
C 55 more elements of retelling than
52 summary.
• Summary is too long/too short.
• Summary misses several major
points and/or focuses on minor
details.
• Several major points and/or
details are inaccurate.
48 • Summary is a retelling of the
lecture rather than a summary.
D 45
• Summary is too short.
42
• Summary fails to identify major
points and may focus on minor
details.
• Points included are inaccurate.
• A list of information rather
than a summary.
38 • Summary is too short and/or
E off topic.
35
30
U 15 Work at this level fails across all criteria and shows no (0) /extremely limited (15) / limited engagement (30) with the task .
0
© NCUK Ltd. 2021
• The response partly answers the • The two main sections • Fairly good • Pronunciation is generally
question, indicating a point of view. required by the task are engagement with the good despite some errors in
• Uses some ideas/information from the evident, but organisation audience. sounds, word/sentence stress
listening texts to support the point of within sections is less • There is an attempt and intonation.
view taken, but key ideas may be effective. to vary the speech • Vocabulary use is adequate for
omitted. • The flow of the presentation rate to match the the task.
• A position can be discerned, but it is not consistently smooth content with some • Range of grammar is adequate
lacks coherence and the rational may and/or the range of cohesive degree of success. for the task, but simple
be weak. devices is somewhat limited • Slides may not structures are more accurate.
• The ideas/information used from the and/or repetitive. always be • Some strain for the listener.
listening texts are mostly accurate • The presentation is slightly appropriate but are
over/ under the time limit. generally helpful to
the audience.
• Is slightly under /
over the time limit.
• The response addresses the topic but • The organisational structure • Poor engagement • Pronunciation is adequate
does not really answer the question or does not follow task with audience. despite errors in sounds,
present a consistent point of view. instructions and/or causes • There is some word/sentence stress and
• Uses a limited number of some confusion. attempt to vary intonation.
ideas/information from the listening • The flow of the presentation speech rate to match • Vocabulary is not always used
texts to support the point of view is disjointed; cohesive the content, but this appropriately or accurately.
taken/or ideas/information used is not devices are limited in range may not be • Simple structures are more
appropriate. and/or inaccurate. successful. frequent than complex ones
• An attempt at taking a position has • The presentation is • Slides are sometimes but are generally accurate.
been made, but it is vague and unclear. somewhat over/under the distracting and • Noticeable strain for the
• The ideas/information used from the time limit. unhelpful to the listener.
listening texts are frequently audience.
inaccurate. • Is somewhat under /
over the time limit.
• The response does not address the • The presentation is very • No engagement with • Frequent problems with
question. poorly organised. audience. pronunciation of sounds and
• Does not use ideas/information from • The presentation is • There is no attempt use of inappropriate
the listening texts. disjointed; cohesive devices to vary speech rate word/sentence stress and
• No attempt is made to take a position. are lacking or inappropriate. to match the intonation.
• All of the ideas/information used from • The presentation is content. • Vocabulary is limited with
the listening texts are inaccurate. considerably over/under the • Slides are unhelpful frequent inaccuracies.
time limit. or missing. • Simple structures predominate,
• The presentation is but are mostly accurate;
barely audible. complex language is
• Is considerably under attempted, but errors
/ over the time limit. predominate.
• Considerable strain for the
listener; may be
incomprehensible in parts.
28
B4 – LISTENING INTO SPEAKING FORMATIVE –FEEDBACK
AND GRADING SHEETS

Formative Listening-into-Speaking Task – Grading and Feedback Sheet

Student Name Student ID

Comments

Marker 1 Marker 2
Component Final Component Final
Component Weighting Weighting
Calculation
Final Mark

(Listening)

Mark Mark Mark Mark

Summary x 0.4 = x 0.4 =

Critical Response x 0.6 = x 0.6 =

Total Total

Organisation x 0.3 = x 0.3 =

Calculation
Final Mark

(Speaking)

Presentation
x 0.35 = x 0.35 =
Skills
Language x 0.35 = x 0.35 =

Total Total

Marker 1 Name Marker 2 Name

© NCUK Ltd. 2021 29

APPENDIX C – READING-INTO-
WRITING SUMMATIVE ASSESSMENT
C1 – READING-INTO-WRITING SUMMATIVE - NOTES FOR TEACHERS

The Reading task focuses on demonstration of critical reading through a relevant summary, synthesis, and
response to the texts. This will allow students to show how they approach decoding and critically
responding to extended academic reading. Some aspects of the Reading Task are assessed, some are not.

The Writing task follows on from the reading task to model an approach to a piece of academic writing
based on information from source material. If students have successfully highlighted and summarised/
paraphrased key ideas from the reading texts and made successful links between the texts, they have an
appropriate basis from which to write a successful response to the essay topic.

The choice of essay titles and reading material will be provided by NCUK and released to centres for the
beginning of Semester 2. The topics covered by the essay titles and reading material will allow students
who are focused towards humanities/social sciences and those focused towards science/engineering to
approach the essays from an appropriate perspective.

Students should be given a week to complete the summary table and essay plan and another week to
complete the essay. As this is a summative assessment, you may not provide any feedback to students on
their summary tables or essay plans.

Please note: Reading of all three texts is required (i.e. assessed) to answer both essay questions, regardless
of which one students choose. Students may mention other sources of information. For example, they may
know of other sources that support their concluding reflections or offer further evidence/counterfactuals
to extend what is in the core readings. However, it is knowledge of the 3 core readings that is assessed
through summary, synthesis, and coherent writing (i.e. understanding). Relevant reference to any other
sources that extends this knowledge can be reflected in the ‘Reference to Sources’ or the ‘Task Fulfilment’
criterion, but never at the expense of systematic and judicious reference to the core texts. This means
that it is both necessary and sufficient for a student to demonstrate their understanding of the three given
texts to meet the criteria for an A grade (or higher).

Students are assessed on their overall fulfilment of the task, their use of sources and the relevance of the
language needed to do all this.

© NCUK Ltd. 2021 30

C2 – READING-INTO-WRITING SUMMATIVE – STUDENT
GUIDE
IFY Reading-into-Writing Summative Task Student Guide
Learning Reading R1, R2, R3, R4, R5, R6, R7, R8, R9,
Outcomes
Assessed Writing W1, W2, W3, W4, W5, W6, W7, W8, W9, W10,
Reading 50% of the EAP Reading Grade
Weighting Writing 50% of the EAP Writing Grade
Overall 25% of the overall EAP Grade

Reading

1. Choose one essay title you would like to answer from the list given to you by your
teacher.

2. Read the three texts provided by your teacher in the order they are given. Each text has
been summarised to help you focus on its main idea.

3. Complete the selective summary table. To do this you will need to:
a. Annotate each source text by highlighting information to help you write the
essay. Think about:
i. thematic links
ii. points which relate to each other (synthesis).
b. Write notes in your own words to summarise and paraphrase the ideas you
would like to discuss in your essay. Do this in the selective summary table.
c. Make links across each text. For example:
i. which are making similar/different points
ii. which are providing more/different details
d. Add any other relevant links you notice between the texts.
Task
Description
4. Develop a plan for your essay, based on your summaries and links, which shows how
you have synthesised relevant information.

Writing

Write an essay on your chosen title of between 1000 and 1200 words . You have one week
to complete the essay.

When writing your essay:

 Refer to the selective summary table and essay plan from the reading task above.
 You must refer to all three texts to demonstrate your understanding of the texts and
to show how you are using this understanding in your essay. For example:
• Identify key dates, actions, recommendations, implications, events, impacts, and
other information to support your argument.
• Define or refine your use of key words, for example what is meant by ‘inequality’.
• Show links and/or common themes that are either implicit or explicit in all 3 texts.
• Ensure you have an introduction, main body with paragraphs, a conclusion and a
list of references.

© NCUK Ltd. 2021 31

C3 – READING-INTO-WRITING SUMMATIVE – EXAMPLE SELECTIVE SUMMARY TABLE
Student’s Name: Student’s ID:
IFY Reading-into-Writing Summative Assessment – Selective Summary Table
Sources
Thematic Links
Text 1 Text 2 Text 3
The table is to be completed with your notes, summaries and paraphrases. Write between 50-100 words for each source in total.

Theme A

Theme B

Theme C

Your own links

which will help you
to write your chosen
essay.





Your reflections /
critical responses /
experiences. *

* Your reflections / critical responses / experiences could include examples from contexts you are familiar with; relevant/supporting reference to other
sources / information / media reports or informed (dis)agreements

© NCUK Ltd. 2021 32

C4 – READING-INTO-WRITING SUMMATIVE – ESSAY PLAN
TEMPLATE
Student’s Name: Student’s ID:
IFY Reading-into-Writing Summative Assessment – Essay Plan Template

Essay Title:

Introduction:
 Background /
context /
relevance
 Thesis
Statement
 Organisation

Main Body:
 Paragraph 1:

 Paragraph 2:

 Paragraph 3:

 Paragraph 4:

 Paragraph 5:

Conclusion:
 Summary:
 Link to Essay
Question
 Re-
assessment /
reflection /
implications
References

© NCUK Ltd. 2021 33

C5 – READING INTO WRITING SUMMATIVE – GRADING CRITERIA
Student’s Name: Student’s ID:
Summative Reading Task: Grading Criteria
Summary 40% Essay Plan 60%
88 • Meets the requirements of an A grade and in addition: • Meets the requirements of an A grade and in addition:
A* 85 • Demonstrates outstanding understanding of the texts • The plan is exceptionally relevant and useful.
through skilful paraphrasing. • Sources are exceptionally well used and synthesised.
82
• Highlights all key ideas that relate to the essay question. • Structure of the essay is very logical and highly relevant.
78 • Demonstrates excellent understanding of the text. • Key ideas from the sources are indicated to support all sections.
A 75 • Paraphrases the ideas accurately. • Key ideas from the sources are synthesised well.
72 • Conclusion of the plan indicates a full response to the question.

• Highlights most key ideas that relate to the essay question. • Structure of the essay is logical and relevant.
68 • Demonstrates good understanding of the text. • Some key ideas from the sources are indicated to support each section .
B 65 • Paraphrases the ideas with some accuracy. • Key ideas from the sources are synthesised well.
62 • Conclusion of the plan indicates a mostly full response to the question.

• Highlights some key ideas that relate to the essay question. • Logic of the structure breaks down in places but is generally relevant .
58 • Demonstrates satisfactory understanding of the text. • Some key ideas from the sources are indicated to support some sections
C 55 • Attempts paraphrase of ideas with some success. • There is some evidence of synthesis.
52 • Conclusion of the plan indicates a response to some aspects of the
question.
• Highlights a few key ideas that relate to the essay question. • Plan lacks logic but is relevant.
48
• Demonstrates some understanding of the text. • There is some evidence of sources indicated to support idea.
D 45 • Attempts paraphrase of ideas with very limited success. • There is minimal evidence of synthesis.
42 • Conclusion of the plan indicates a limited response to the question.

• Highlights very few key ideas that relate to the essay • Presents very few links that are accurate.
question. • Identifies very few accurate relationships between ideas in the texts (e.g.
38
E • Demonstrates very limited understanding of the text. extends, confirms or contradicts).
35 • Attempts paraphrase of ideas with no success or does not
attempt paraphrase.
30
U 15 Work at this level fails across all criteria and shows no (0) /extremely limited (15) / limited engagement (30) with the task .
0

*The relevant criteria must be highlighted by the marker(s).

© NCUK Ltd. 2021 34

 Student’s Name:
Summative Writing Task: Grading Criteria
Task Fulfilment 40%
• Meets all the requirements of an
A grade and in addition:
88
• The essay responds to the task
A* 85
with originality and sophistication.
82
• Is within the word limit.
• Fully answers the question.
• Contains an introduction with a
clear and relevant thesis
statement.
• Paragraphs are fully developed
around a unifying topic.
78
• Provides clear evidence to
A 75
thoroughly support a position.
72
• Provides a clear conclusion which
summarises the evidence
presented and fully answers the
question by offering some final
re-assessment or reflection.
• Is within the word limit.
• Fully answers the question.
• Contains an introduction with a
relevant thesis statement.
• Paragraphs are developed around
a topic.
68
• Provides clear evidence to
B 65
support a position.
62
• Provides a conclusion which
summarises the evidence
presented and answers the
question.
• Is within the word limit.
• Partially answers the question.
• Contains an introduction with a
somewhat relevant thesis
statement.
• Paragraphs are somewhat
developed around topics with
58 some relevance.
C 55 • Provides some evidence to
52 support a position.
• Provides a conclusion which
summarises some evidence
presented and partially answers
the question.
• Is slightly under / over the word
limit.
• Minimally answers the question.
• Contains an introduction with an
48 attempt at a thesis statement
D 45 which is not relevant.
42 • Paragraphs are attempted but the
topics maybe unclear or lack
relevance.
© NCUK Ltd. 2021
Student’s ID:
References to Sources 30%
• Meets all the requirements
of an A grade and in
addition:
• Sources are used to good
effect to support the points
made in the essay.
• All direct and indirect
quotations are cited
accurately.
• Sources are paraphrased or
summarised successfully.
• Sources are quoted
accurately.
• Synthesis is relevant.
• Entries in the Refence List
are accurate.
• All direct and indirect
quotations are cited with
few errors.
• Sources are paraphrased or
summarised with some
success.
• Sources are quoted
generally accurately.
• Entries in the Refence List
contain a few minor errors.
• Most direct and indirect
quotations are cited but
with some errors.
• Attempts at paraphrase or
summary are made but with
limited success.
• Reference to sources relies
mostly on quotation.
• Entries in the Refence List
contain some errors but still
allow for the source to be
located.
• Most direct and indirect
quotations are not cited, or
citations contain several
errors.
• Use of sources relies on
quotation.
• Quotations contain errors.
Language 30%
• Meets all the requirements of
an A grade and in addition:
• Language is used with precision
to convey complex ideas.
• Meaning is exceptionally clear.
• Very broad grammatical and
lexical range.
• Very good accuracy, including
spelling, tenses and
punctuation.
• Cohesion is excellent through
appropriate use of lexical and
grammatical devices.
• Meaning is consistently clear.
• Good grammatical and lexical
range.
• Good accuracy, including
spelling, tenses and
punctuation. Evidence of minor
slips in grammar and word
order occur but do not
compromise comprehension.
• Cohesion is evident through
some appropriate use of lexical
and grammatical devices.
• Meaning is mostly clear.
• Grammatical and lexical range is
limited.
• Some accuracy, including
spelling, tenses and
punctuation. Some systemic
errors but they do not
compromise comprehension.
Evidence of some accurate
sentences.
• Cohesion is evident but is
repetitive and/or inaccurate.
• Meaning is sometimes unclear.
• Grammatical and lexical range is
very limited.
• Accuracy is limited and errors
are frequent leading to meaning
breaking down in several
places.
35
 • Provides limited evidence to • Entries in the Refence List • Cohesion is limited, repetitive
support a position. contain several errors but and inaccurate.
• Provides a conclusion which still allow for the source to • Meaning often unclear.
summarises a limited amount of be located.
evidence presented and partially
answers the question.
• Is somewhat under / over the
word limit.
• Does not answer the question. • Citations are missing. • Grammatical and lexical range is
• Introduction is missing or • Sources are very rarely to extremely limited.
introduction is simplistic/ support ideas and • Accuracy is extremely limited
irrelevant or does not contain a information. and errors predominate leading
thesis statement. • Quotations contain errors if to lack of comprehension.
• Paragraphs are unclear and used. • Lacks attempts at cohesion.
38 identifiable topics are irrelevant. • Entries in the Refence List • Meaning is unclear.
E
35 • Provides extremely limited contain several errors which
evidence to support the position. prevent location of the
• Conclusion is missing or source.
conclusion is simplistic/ irrelevant
or does not answer the question.
• Is considerably under / over the
word limit.
30
Work at this level fails across all criteria and shows no (0) /extremely limited (15) / limited engagement
U 15
(30) with the task.
0

*The relevant criteria must be highlighted by the marker(s).

**Referencing: Refer to the Harvard Referencing Guide in the Academic Handbook for NCUK guidelines on this, though using
online Harvard Reference Guides to support assessment writing can also be beneficial. When referencing, the main objectives
are clarity, consistency, accuracy of key information and ability to locate the source.

© NCUK Ltd. 2021 36

C6 – READING-INTO-WRITING SUMMATIVE –FEEDBACK AND
GRADING SHEETS

Summative Reading Task – Grading and Feedback Sheet

Student Name Student ID

Summary Table
Comments

Essay Plan

Marker 1 Marker 2
Component Final Component Final
Component Weighting Weighting
Mark Mark Mark Mark
Calculation
Final Mark

(Reading)

Summary Table x 0.4 = x 0.4 =

Essay Plan x 0.6 = x 0.6 =

Total Total

Marker 1 Name Marker 2 Name

© NCUK Ltd. 2021 37

 Summative Writing Task – Feedback and Grading Sheet

Student Name Student ID

Task Fulfilment
Reference to Sources
Comments

Language

Marker 1 Marker 2
Component Final Component Final
Component Weighting Weighting
Mark Mark Mark Mark
Final Mark Calculation

Task Fulfilment x 0.4 = x 0.4 =

(Writing)

Reference to
x 0.3 = x 0.3 =
Sources

Language x 0.3 = x 0.3 =

Total Total

Marker 1 Name Marker 2 Name

© NCUK Ltd. 2021 38

APPENDIX D – LISTENING-INTO-
SPEAKING SUMMATIVE ASSESSMENT
D1 – LISTENING-INTO-SPEAKING SUMMATIVE - NOTES FOR
TEACHERS

This is a summative assessment task. You should not discuss the reading or listening texts with your
students and should not provide instruction related to the topic of the assessment prior to or during the
assessment period. All of the information required to complete the task is included in the instructions and
input texts.

Students should be given a 14-day assessment window in which to complete the task. Provide all task
information at the start of the 14-day assessment window. If you set the task on Monday 1 March for
example, then the completed presentation must be submitted to you by 11:59pm the Monday 15 March.

Where possible, presentations should be given in-person to an audience of the examiner and recorded for
marking and moderation purposes. Additional teachers are permitted to view the presentation, but other
students are not. If it is not possible for students to deliver their presentations live in centre, then they
should be delivered live via an appropriate video meeting application. Students must ensure that their
faces and the slides are always visible during their presentation.

Advice for Teachers

 Use the grading criteria as a teaching tool to ensure students understand how they will be assessed.
 Remind students to practice their presentations before they are delivered. Give students plenty of
classroom time during the academic year to practise presenting in front of others.
 If it is not possible for students to deliver their presentations live in centre, be sure to give students
opportunity to practise presenting over a video meeting application so they are familiar with how
to share their slides and show their faces at the same time.

© NCUK Ltd. 2021 39

D2 – LISTENING-INTO-SPEAKING SUMMATIVE – STUDENT
GUIDE
IFY Listening into Speaking Summative Task Student Guide
Listening L1, L2, L3, L5, L6, L7,
Learning
Outcomes Speaking S1, S2, S3, S6, S7
Assessed
Additional W5, R1, R5, R7,
Listening 50% of the EAP Listening Grade
Weighting Speaking 50% of the EAP Speaking Grade
Overall 25% of the overall EAP Grade

Presentation Preparation

You have been asked to deliver a presentation on a topic given to you by your teacher.

To provide you with background information on the topic you will be given a text to
read on which you should highlight and annotate the major ideas and important details.

You will also listen to a lecture and a podcast. While you listen to both the lecture and
the podcast you should make notes on them. These notes will help you to plan what
you will say in the two parts of the presentation.

The text, lecture and podcast will be provided to you by your teacher.

Presentation

Your presentation must be between 8-10 minutes in length and must contain the
following two parts:

Task
1. A summary of the major ideas and important details from the lecture.
Description
2. A synthesis of the ideas within the reading text, lecture and podcast. You should
identify the key ideas in the text, lecture and podcast and explain how they are
related to each other. You should highlight:
a. Overarching themes across the information, arguments
b. Relationships between the ideas in the texts (e.g. how they extend / refute
/ restate / support each other).

Your presentation will be recorded for marking and moderation purposes. Ensure that
examiners can see you and your slides when you are presenting.

If in-person presentation is not possible you will be asked to present via an online
platform such as Zoom or Microsoft Teams.

You must submit your accompanying slides.

Your presentation should:

 Be clearly organised and easy to follow for audience members who may not
have read or listened to the texts.
 Use slides which are clear, uncluttered and free of errors and typos.

© NCUK Ltd. 2021 40

  Not refer to any other texts beyond the three which are provided.
 Make clear which of the three texts you are referring to using the file names
given. E.g., Recording 1: Lecture.

Be sure to practise, review and edit your presentation before your delivery dat e so that
you are happy with the finished product.

Make sure that you are familiar with the grading criteria for this assessment .

© NCUK Ltd. 2021 41

D3 – LISTENING INTO SPEAKING SUMMATIVE – GRADING CRITERIA
Student’s Name:
Summative Listening-into-Speaking Task: Grading Criteria
Listening Criteria
Summary / Understanding
40%
• Summary identifies all major
points and all important
details in the lecture.
• All major points and all
important details are
88 accurately reported.
• Summary genre is followed.
A* 85
• Summary is concise.
82
• Summary identifies all major
points and most important
details in the lecture.
• All major points and most
78 important details are
accurately reported.
A 75
• Summary genre is followed.
72 • Summary is concise.
• Summary identifies most
major points and most
important details in the
lecture.
• Most major points and most
68 important details are
B 65 accurately reported.
62 • Summary genre is mostly
followed but may contain
some elements of retelling the
lecture.
• Summary is overly long
© NCUK Ltd. 2021
Student’s ID:
Speaking Criteria
Synthesis / Links Organisation Presentation Skills Language
60% 30% 35% 35%
• Overarching themes linking ideas • Information is presented in • Speaker fully • A full range of pronunciation
from all three texts are identified and a logical and interesting engages the features are used with
are accurate and nuanced. sequence which audience audience and precision.
• A number of key relationships can follow very easily. Flows maintains attention • A very wide range of
between ideas in the texts are eminently well. throughout. sophisticated general and
reported and all are accurately • Substantially varied and • Speech rate is used technical vocabulary is used
identified (e.g. they support/restate, appropriate verbal successfully, flexibly accurately.
refute/contrast, extend, etc.) signposting between and and naturally to • A wide range of grammatical
• All reported information/ ideas are within sections. match the content. structures is used and is
fully accurate. • The presentation is within • Slides are clear, accurate.
• Reference to the texts is clear and the time limit. appropriate and • Speaker is effortless to
easy to follow. error free. understand.
• Is within the time
limit.
• Overarching themes linking ideas • Very well-organised • Very good • Pronunciation, stress and
from all three texts are identified and throughout. engagement with intonation are very good.
are accurate. • The overall presentation the audience. • A wide range of vocabulary is
• A number of key relationships flows naturally and • Speech rate is used used appropriately and
between ideas in the texts are effectively. successfully, flexibly accurately.
reported and all are accurately • The presentation is within and naturally to • A wide range of grammatical
identified (e.g. they support/restate, the time limit. match the content. structures is used with a good
refute/contrast, extend, etc.) • Clear, helpful and degree of accuracy.
• All reported information/ ideas are appropriate slides. • No strain for the listener.
accurate. • Is within the time
• Reference to the texts is clear and limit.
easy to follow.
• Links between all three texts are • The organisation of the • Good engagement • Pronunciation, stress and
made and some overarching themes presentation effectively with the audience. intonation are good.
are identified. addresses task • Speech rate is • A wide range of vocabulary is
• Some key relationships between requirements varied to match the used mostly appropriately
ideas in the texts are reported, and • The presentation flows content with a and mostly accurately.
most are accurately identified (e.g. well using a range of reasonable degree • An appropriate range of
they support/restate, cohesive devices. of success. grammatical structures is
refute/contrast, extend, etc.) • The presentation is within • Slides are mostly used mostly accurately.
• Most reported information/ideas are the time limit. appropriate and • Very little strain for the
accurate. generally helpful to listener.
• Reference to the texts is mostly clear the audience.
and easy to follow. • Is within the time
limit.
42
 • Summary identifies most
major points in the lecture but
may lack important details.
• Some major points and some
details are accurately
reported.
58 • Summary genre is
C 55 inconsistently followed with
52 more elements of retelling
than summary.
• Summary is too long/too
short.
• Summary misses several major
points and/or focuses on
minor details.
• Several major points and/or
details are inaccurate.
• Summary is a retelling of the
48 lecture rather than a summary.
D 45 • Summary is too short.
42
• Summary fails to identify
major points and may focus on
minor details.
• Points included are inaccurate.
• A list of information rather
than a summary.
38 • Summary is too short and/or
E off topic.
35
30
U 15 Work at this level fails across all criteria and shows no (0) /extremely limited (15) / limited engagement (30) with the task.
0
© NCUK Ltd. 2021
• Links between all three texts are • The two main sections
made, but overarching themes are required by the task are
lacking. evident, but organisation
• Few key relationships are reported; within sections is less
these may be limited to identifying effective.
similarities and differences. • The flow of the
• Some information/ideas may not be presentation is not
accurately reported. consistently smooth and/or
• Reference to the texts is sometimes the range of cohesive
unclear and/or difficult to follow. devices is somewhat
limited and/or repetitive.
• The presentation is slightly
over/ under the time limit.
• Links between two texts are made, • The organisational
but not across all three texts. structure does not follow
• Reported relationships are frequently task instructions and/or
irrelevant and are inaccurately causes some confusion.
identified. • The flow of the
• Information/ideas are frequently presentation is disjointed;
inaccurately reported. cohesive devices are
• Reference to the texts is frequently limited in range and/or
unclear and difficult to follow. inaccurate.
• The presentation is
somewhat over/under the
time limit.
• Few links between texts are made. • The presentation is very
• Links made lack relevance and poorly organised.
include many inaccuracies. • The presentation is
• Information/ideas is inaccurate. disjointed; cohesive
• Reference to the texts is omitted devices are lacking or
and/or unclear and difficult to inappropriate.
follow. • The presentation is
considerably over/under
the time limit.
• Fairly good • Pronunciation is generally
engagement with good despite some errors in
the audience. sounds, word/sentence stress
• There is an attempt and intonation.
to vary the speech • Vocabulary use is adequate
rate to match the for the task.
content with some • Range of grammar is
degree of success. adequate for the task, but
• Slides may not simple structures are more
always be accurate.
appropriate but are • Some strain for the listener.
generally helpful to
the audience.
• Is slightly under /
over the time limit.
• Poor engagement • Pronunciation is adequate
with audience. despite errors in sounds,
• There is some word/sentence stress and
attempt to vary intonation.
speech rate to • Vocabulary is not always used
match the content, appropriately or accurately.
but this may not be • Simple structures are more
successful. frequent than complex ones,
• Slides are but are generally accurate.
sometimes • Noticeable strain for the
distracting and listener.
unhelpful to the
audience.
• Is somewhat under /
over the time limit.
• No engagement • Frequent problems with
with audience. pronunciation of sounds and
• There is no attempt use of inappropriate
to vary speech rate word/sentence stress and
to match the intonation.
content. • Vocabulary is limited with
• Slides are unhelpful frequent inaccuracies.
or missing. • Simple structures
• The presentation is predominate, but are mostly
barely audible. accurate; complex language is
• Is considerably attempted, but errors
under / over the predominate.
time limit. • Considerable strain for the
listener; may be
incomprehensible in parts.
43
D4 – LISTENING-INTO-SPEAKING SUMMATIVE –FEEDBACK
AND GRADING SHEETS

Listening-into-Speaking Summative Task – Grading and Feedback Sheet

Student Name Student ID

Comments

Marker 1 Marker 2
Component Final Component Final
Component Weighting Weighting
Calculation
Final Mark

(Listening)

Mark Mark Mark Mark

Summary x 0.4 = x 0.4 =

Synthesis / Links x 0.6 = x 0.6 =

Total Total

Organisation x 0.3 = x 0.3 =

Calculation
Final Mark

(Speaking)

Presentation Skills x 0.35 = x 0.35 =

Language x 0.35 = x 0.35 =

Total Total

Marker 1 Name Marker 2 Name

© NCUK Ltd. 2021 44

APPENDIX E – EXAMINATION
GRADING CRITERIA
This appendix contains the grading criteria that should be used to mark the writing and speaking
examinations.

For the writing examination, student task instructions will be included in the examination paper. The paper
contains two sections. The first part, Use of English, will be marked by the teacher using the mark scheme
provided. The second section, the Essay, will be marked using the grading criteria given below in E1.

For the speaking examination student task instructions and teacher notes will be included in the
documentation sent to you that outlines the assessment. Students will be marked using the grading criteria
given in E2.

Please note that the reading and listening examinations will both be marked using the mark scheme provided
by NCUK. These examinations do not have associated grading criteria.

© NCUK Ltd. 2021 45

E1 - WRITING EXAMINATION - GRADING CRITERIA
Student’s Name:
Writing Exam: Grading Criteria
Task Fulfilment
88
A* 85
82
• Very well-structured exposition of
ideas, allowing the essay question
to be answered.
78
• A clear position is presented and
A 75 leads to a relevant conclusion.
72 • Ideas are relevant, detailed and
well supported.
• Is at least 250 words.
• Well-structured exposition of
ideas, allowing the essay question
to be answered. A position is
68 presented, and a conclusion relates
B 65 to that position.
62 • Ideas are relevant, detailed and
supported but with some
generalisation.
• Is at least 250 words.
• Essay is adequately structured to
answer the question.
• The position presented is relevant,
58 but conclusions may be unclear.
C 55 • Ideas are relevant, and there is
52 some support, but it is sometimes
simplistic/ repetitive.
• Is slightly under the word limit.
• Essay is poorly structured and does
not answer the question.
• A position presented, but
48 conclusions are unclear or do not
D 45 follow from the points made.
42 • Ideas are mostly relevant, but some
parts of the answer are not well
developed or clearly supported.
• Is somewhat under the word limit.
38 • Structure is not recognisable.
E • A position is attempted but is
35
unclear with no conclusion drawn.
© NCUK Ltd. 2021
Student’s ID:
Coherence / Cohesion
The essay is exceptionally good across all criteria.
• Information and ideas are organised coherently,
with a progression of thought throughout.
• A wide range of cohesive devices are used
skilfully and most express relationships between
ideas with a high degree of precision.
• Paragraph organisation accentuates clarity of
thoughts and signposts development of ideas.
• Referencing and substitution are used very well.
• Information and ideas are organised mostly
coherently; progression of thought is
identifiable.
• A fair range of cohesive devices are used
competently and most express relationships
between ideas with some precision.
• Thoughts are clearly structured into paragraphs,
with links between ideas.
• Referencing and substitution are used well.
• Information and ideas show coherence, but
progression of thought may be lacking.
• An adequate range of cohesive devices are used
but some may be repetitive, inappropriate
and/or inaccurate.
• Thoughts are structured into paragraphs, with
some links between ideas.
• Referencing and substitution are used
adequately.
• Information and ideas show limited coherence;
there is limited progression of thought.
• A limited range of cohesive devices is used.
Many are repetitive, inappropriate and/or
inaccurate.
• Thoughts are mostly structured into paragraphs,
with little linking of ideas.
• Referencing and substitution is limited.
• Information and ideas are not organised
coherently; there is a lack of progression of
thought.
Vocabulary
• Broad lexical repertoire, including
general and topic- related vocabulary
• Occasional minor slips, but no
significant vocabulary errors.
• Spelling is almost error-free.
• A good range of general and topic-
related vocabulary.
• Lexical accuracy is generally high,
although some confusion and
incorrect word choice does occur
without hindering communication.
• There are few spelling errors.
• Sufficient range of general and topic-
related vocabulary.
• Lexical accuracy is generally good,
but some confusion and errors occur
when expressing more complex
thoughts.
• There are some spelling errors.
• Range of general vocabulary is
sufficient, but topic- related
vocabulary is limited.
• Lexical inaccuracy causes confusion
and errors when expressing more
complex thoughts.
• There are numerous spelling errors.
• Limited range of general and topic-
related vocabulary.
Grammar
• Consistently high degree of
grammatical accuracy, with
rare very minor slips.
• A wide range of simple and
complex structures used.
• Grammatical and/or
punctuation errors are rare and
difficult to spot.
• Few slips in grammar and/or
punctuation, with non-
systemic errors and minor
flaws in sentence structure.
• A range of simple and complex
structures used.
• Errors do not affect clarity of
meaning.
• Some errors in grammar
and/or punctuation, with some
systemic errors and minor
flaws in sentence structure.
• A range of simple and complex
structures used, but simple
structures dominate.
• Errors rarely affect clarity of
meaning.
• Many errors in grammar and
punctuation, with systemic
errors and flaws in sentence
structure.
• A range of mostly simple
structures used.
• Errors sometimes cause
meaning to be unclear.
• Very many errors in grammar
and punctuation, with many
46
 • Ideas are limited and/or irrelevant • A very limited range of cohesive devices is • Lexical inaccuracy causes frequent systemic errors and major
and lack support. May focus on used. Most are repetitive, inappropriate and/or confusion and errors. flaws in sentence structure.
details and/ or be a partial inaccurate. • There are very many spelling errors. • A limited range of simple
response. • Some attempt at paragraphing and linking ideas. structures used.
• Is considerably under the word • Referencing or substitution is very limited. • Errors often cause meaning to
limit. be unclear.
30
U 15 Work at this level fails across all criteria and shows no (0) /extremely limited (15) / limited engagement (30) with the task.
0
Please highlight the relevant criteria in the table above and add any additional comments below. Any additional comments by t he 2nd marker should be highlighted differently.
Additional Comments:

Marker 1 Name: Marker 2 Name:

Task Coherence / Task Coherence /

Vocabulary Grammar Overall Vocabulary Grammar Overall Final Mark
Fulfilment Cohesion Fulfilment Cohesion

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E2 – SPEAKING EXAMINATION – GRADING CRITERIA
Student’s Name:
Speaking Exam: Grading Criteria
Fluency and Coherence
88
A* 85
82
• Communicates with natural
rhythm and fluency.
• Speaks coherently with
appropriate cohesive features.
78 • Some hesitation, but mainly to
A 75 think about topic not
72 language.
• Some repetition, but it does
not affect the flow.
• Communicates fluently on
familiar topics: occasional
lapses with more complex
ideas.
• Speaks coherently with mostly
68
appropriate cohesive features.
B 65
• Some hesitation or repetition
62
to access language or to self-
correct.
• Communicates reasonably
fluently on familiar topics:
some lapses with more
complex ideas.
58
• Speaks mostly coherently, but
C 55
cohesive features may not
52
always be appropriate.
• Hesitation to access language
affects the flow.
• Repetition is to self-correct.
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Pronunciation
Performance is exceptionally good across all criteria.
• Most individual sounds are
well-formed, with little, if
any, negative effect on
understanding.
• Sentence stress is used
effectively and, for the
most part, naturally.
Chunking is appropriate.
• Intonation is natural and
effective.
• Some individual sounds
may not be well formed,
but they do not impede
understanding.
• Sentence stress and
chunking are mostly
natural and cause little
strain.
• Intonation is mostly natural
and mostly effective.
• Some individual sounds
may not be well formed
and may cause some strain.
• Sentence stress and
chunking are not always
natural and may cause
occasional strain.
• Intonation is not always
natural and causes
occasional strain.
Student’s ID:
Grammatical Accuracy
• A wide range of simple and
complex structures is used
flexibly.
• Error free sentences are
frequent.
• There are some minor
inaccuracies.
• There is a mix of simple and
complex structures which are
used with some flexibility.
• Errors sometimes occur in
complex structures.
• There are few inaccuracies,
which do not impede
communication.
• There is a mix of simple and
complex structures: complex
structures are used with
limited flexibility.
• Errors are more frequent in
complex structures.
• There are some inaccuracies,
which may occasionally
impede communication.
Vocabulary Use Interaction
• A wide range of • Regularly initiates and
vocabulary, including develops dialogue
some idiomatic language, effectively.
is successfully used for • Shows a high level of
both familiar and sensitivity to turn-taking
unfamiliar topics. to support interaction.
• Occasional inappropriate • Regularly contributes
word formation and/or effectively to develop
collocation. interaction.
• Can paraphrase well. • Interaction is very
relevant.
• Vocabulary is sufficient • Initiates and maintains
to successfully discuss dialogue in an effective
familiar and unfamiliar way.
topics at length and with • Shows sensitivity to
some accuracy. turn-taking to support
• Some errors in word interaction.
formation and/or • Contributes sufficiently
collocation, but these to maintain interaction.
cause no strain to the • Interaction is relevant.
listener.
• Generally able to
paraphrase.
• Vocabulary is sufficient • Generally initiates and
to discuss familiar and maintains dialogue
unfamiliar topics at appropriately.
length and make meaning • Shows some sensitivity
clear. to turn- taking to
• Errors in word formation support interaction.
and/or collocation cause • Contributes sufficiently
little strain for the to maintain interaction.
listener. • Interaction is generally
relevant.
48

• Sometimes fails to
communicate fluently even
with familiar topics/ideas.
• Coherence may be
compromised by over-use of
48 certain connectives and
D 45 discourse markers.
42 • Hesitation and/or repetition
affect the flow but cause little
strain.
• Often fails to communicate
fluently: speech may be too
slow or too fast.
• Coherence is compromised by
over-use of certain
38 connectives and discourse
E
35 markers.
• Hesitation and/or repetition
significantly affect the flow,
causing strain.
U 30 / 15 / 0 Work at this level fails across all criteria and shows no (0) /extremely limited (15) / limited engagement (30) with the task .
Please highlight the relevant criteria in the table above and add any additional comments below. Any additional comments by the 2nd marker should be highlighted differently.
Additional Comments:
• Some individual sounds are
not well formed and may
cause some
misunderstanding.
• Sentence stress and
chunking are not natural
and cause some
misunderstanding.
• Intonation patterns are
mostly not natural and
cause some strain.
• I Individual sounds are
generally not well formed
and cause considerable
misunderstanding.
• Sentence stress causes
considerable strain and
chunking is inappropriate.
• Intonation patterns are not
natural and cause
considerable strain.
• Complex structures are
attempted but usually contain
inaccuracies and require
reformulation.
• Basic structures generally
used.
• Errors may frequently impede
communication.
• Complex structures are rarely
attempted and are invariably
inaccurate.
• Some accuracy using simple
sentence forms.
• Errors are frequent and
impede communication.
• Attempts to paraphrase
or use circumlocution
generally successful.
• Vocabulary is adequate to • Initiates and maintains
discuss familiar topics: dialogue, though not
range is limited for always appropriately.
discussion of unfamiliar • Does not always
topics. manage turn- taking
• Errors in word formation effectively. Is often
and/or collocation cause dominant or reluctant to
some strain for the speak.
listener. • Contributes to a limited
• Attempts to paraphrase extent to maintain
or use circumlocution are interaction.
generally unsuccessful. • Interaction has some
relevance.
• Vocabulary is adequate • Rarely initiates and may
for familiar topics but fail to maintain dialogue.
inadequate for unfamiliar • Turn-taking is rarely
ones. attempted and may
• Errors in word formation break down due to over-
and collocation cause dominance or reluctance
strain and confusion. to speak.
• Rarely able to • Does not contribute
successfully use effectively in order to
paraphrase or maintain interaction.
circumlocution. • Interaction is mainly
irrelevant.

Marker 1 Name: Marker 2 Name:

Coherence / Global
Task Fulfilment Vocabulary Grammar Overall Final Mark
Cohesion Impression Mark

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 Syllabus Update History:
NCUK International Foundation Year
English for Academic Purposes

Release Version Summary of Main Changes Author

Date No.
June 2021 3.1 • Altered Listening-into-Speaking to clarify presentation guidance. Product Team
June 2021 3.0 • Full Review Product Team

This syllabus is valid for the 2021-22 academic year only.

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