Language Benchmarks 126 235

STAGE III
Reading – Benchmark 9
Profile of Ability I. Interacting with Others

The reader can:
• Understand complex written communication (such as Sample Tasks
Understand an adequate range editorials, letters to the editor, personal essays and
of complex texts in some Read 2 editorials on the same
fiction) conveying general opinions and points of view. issue or topic in occupation-
unpredictable contexts and on
some unfamiliar topics. [Texts may contain stated and implied expressions of specific journals to compare
opinions and personal perspectives.] the different perspectives
− Identifies and explains the author’s point of view. (points of view, mood and
When the text is: attitude).
− Identifies or infers mood and attitude.
• Linguistically complex and Read 3 letters to the editor
may include some idiomatic − Identifies the purpose of the text and its parts. on the same issue to identify
and figurative language − Draws inferences about the author’s implied meanings in the points of view and infer
different sections of the text. personal attitudes and
• With abstract, conceptual or emotions.
specialized vocabulary − Identifies context and situation.
Read a professor’s critique of
• Visually complex and lengthy − Identifies register, style and language variety.
a student’s essay to identify
or dense − Demonstrates strengths and limitations typical of the professor’s opinion,
• In demanding contexts Reading Benchmark 9, as listed in the Profile of Ability. attitude and point of view.
Demonstrating these strengths

and limitations:
• Identifies purpose, main II. Comprehending Instructions
ideas, supporting details,
author’s intent, mood, • Understand formal instructions for familiar procedures in Sample Tasks
attitude and point of view complex texts containing advisories, recommendations,
from stated and implied Read official exam policies
policies and regulations. and related instructions at
information
[Comprehending the instructions requires integrating various educational
• Uses knowledge of styles to several pieces of information; instructions are clear and institutions to inform and
assist in comprehension explicit but not always presented step by step.] prepare students.
• Uses inference to integrate − Locates and integrates several pieces of information in Read instructions on how to
several pieces of stated texts to explain and follow instructions accurately. outline, research, write, edit
information across paragraphs − Paraphrases instructions accurately. and proofread an essay to
or sections of text inform others in a study
− Demonstrates strengths and limitations typical of group.
• Separates relevant from Reading Benchmark 9, as listed in the Profile of Ability.
irrelevant details Read and understand
government compliance
• Paraphrases key points regulations, such as health
• Uses knowledge of complex and safety regulations.
grammar and syntax to Read policy and procedure
interpret nuances in texts manuals regarding workplace
• Often has difficulty harassment or discrimination
interpreting low-frequency to help a co-worker with a
idioms, cultural references complaint.
and figures of speech
• Uses a unilingual dictionary to
confirm and refine
interpretation of unknown
terms
100 - Canadian Language Benchmarks

STAGE III
III. Getting Things Done

• Obtain and accurately interpret information from complex texts to inform significant Sample Tasks
decisions. Read the details, including fine
− Locates and integrates several pieces of stated and implied information. print, in product warranties or
− Reads carefully to locate and interpret detailed information, including fine print. insurance contracts to
determine rights and coverage.
− Demonstrates strengths and limitations typical of Reading Benchmark 9, as listed in the
Profile of Ability. Compare complex information
about benefits and entitlements
in similar positions at
2 different companies to make
a decision about purchasing
coverage.
Read formal business letters,
employment benefit
documents, employment
contracts, public reports and
business articles to increase
one’s ability to advocate for
self in the workplace.
IV. Comprehending Information

• Understand the organization, underlying structure and development of ideas in complex Sample Tasks
texts. Study a theory for an academic
− Identifies the main idea and describes how it is developed and supported. course to make a detailed
− Identifies specific details, facts, concepts and ideas. outline that displays the
premise statement (hypothesis),
− Reorganizes the text components into a chart or other visual display that clearly shows the supporting details and the
how they are developed through the supporting details. conclusion.
− Identifies organization of text, topic sentences, logical relationship connections between Read multiple workplace
paragraphs and thematic patterns. activity or productivity charts
• Interpret information contained in complex formatted texts (such as charts, graphs and to analyze the data and
diagrams). summarize key trends in a
graph.
− Presents, in an alternate form, information contained in complex formatted texts.
Use a detailed family tree to
• Conduct a complex search of online reference sources to research a defined topic that is recreate biographical and
limited in scope. historical information.
− Accesses appropriate information sources. Gather detailed information
− Uses effective search strategies. about a specific research skill
or a learning strategy from
− Obtains relevant and current information.
several relevant online sources
− Demonstrates strengths and limitations typical of Reading Benchmark 9, as listed in the to improve own study skills.
Profile of Ability.
Canadian Language Benchmarks - 101

STAGE III
Profile of Ability
I. Interacting with Others
The reader can:
Understand an expanding • Understand complex written communication (such as Sample Tasks
range of complex multipurpose editorials, letters to the editor, personal essays and Read 2 editorials on the same
texts in many unpredictable fiction) conveying stated and unstated values and issue or topic to identify and
contexts and on many assumptions. discuss implicit differences in
unfamiliar topics. − Identifies and explains values and assumptions. values and assumptions.
− Identifies or infers mood and attitude. Read 2 blog postings about a
When the text is: − Identifies the purpose of the text and its parts. social or political issue (such
as taxation, wages or social
• Linguistically complex and − Draws inferences about the author’s implied meanings assistance) to identify
may include some idiomatic in sections of the text. implicit assumptions and
and figurative language − Identifies context and situation. underlying values in each.
• With abstract, conceptual or − Differentiates between facts and opinions. Read an issue-specific
specialized vocabulary webpage, blog or other social
− Identifies register, style and language variety.
• Visually complex and lengthy media communication to
or dense − Demonstrates strengths and limitations typical of evaluate the position and
Reading Benchmark 10, as listed in the Profile of supporting data and respond
• In demanding contexts Ability. appropriately.
Demonstrating these
strengths and limitations:
• Identifies purpose, main
ideas, supporting details, II. Comprehending Instructions
author’s intent, mood,
attitude and point of view,
• Understand and summarize complex instructional texts Sample Tasks
about familiar procedures. Read instructions from a
values and assumptions from
stated and implied [Comprehending and summarizing the text requires reputable medical program
information integrating several detailed pieces of information; on how to lose, gain and
instructions are clear and explicit, but not presented maintain body weight to
• Uses knowledge of styles and step by step.] explain to a friend or family
registers to assist in
− Summarizes the information from the text into clear, member.
comprehension
comprehensive multistep instructions. Extract information from
• Uses inference to integrate policy and procedure
several pieces of stated and − Locates and integrates several pieces of information to
interpret and follow instructions correctly. manuals, equipment
implied information installation and use manuals,
throughout the text − Extracts important details and presents instructions in product user guides, health
• Separates relevant from point form. and safety advisories, legal
irrelevant details − Demonstrates strengths and limitations typical of and administrative
Reading Benchmark 10, as listed in the Profile of procedures, and scientific
• Paraphrases and summarizes and experimental procedures
Ability.
key points
to reorganize the information
• Uses knowledge of complex into step-by-step procedures.
grammar and syntax to Use electrical and building
interpret nuances in texts codes to help in home
• Sometimes has difficulty maintenance or small
interpreting low-frequency renovation.
idioms, cultural references
and figures of speech
• Uses a unilingual dictionary
to confirm and refine
interpretation of unknown
terms

STAGE III

• Obtain and accurately interpret information from multiple complex texts to inform Sample Tasks
significant decisions. Evaluate the validity and logistics
[Texts are continuous or formatted.] of proposed timetables, schedules,
− Integrates several pieces of stated and implied information. programs and itineraries when
compared with other variables,
− Interprets information in legal documents and other texts. such as needs, requirements and
− Identifies the writer’s purpose and attitude in business letters. availability.
− Summarizes information and ideas from multiple texts. Read a detailed waiver or consent
form for a medical procedure to
− Demonstrates strengths and limitations typical of Reading Benchmark 10, as listed in
determine the implications of
the Profile of Ability.
signing or not signing.
Read standard legal documents,
formal business reports, financial
listings or warranty contracts to
make decisions about legal
proceedings or investments.

• Understand, summarize and evaluate the development of arguments in complex texts Sample Tasks
(such as lengthy research papers, problem-solution essays or persuasive articles). Trace the development of an
− Identifies fallacies in arguments. argument or theory in a complex text
− Distinguishes a proposition from its argument. related to own field or general area
of interest to summarize or evaluate
− Identifies the logical line of argumentation in support of a conclusion. it.
− Identifies connective words and phrases that convey causal relationships of manner, Read 2 articles that present opposing
purpose, concession and condition. views on a proposed real estate
• Interpret and summarize information and ideas contained in complex formatted texts. development to gather information
for a presentation to city council.
− Presents, in an alternate form, information contained in complex formatted texts.
Interpret information from
• Conduct a complex search of relevant online reference sources to research a topic. questionnaires about the perceived
− Accesses appropriate information sources. quality of a product to convert the
information into percentages, and
− Uses effective search strategies and tools.
summarize and chart the most
− Obtains relevant and current information. significant findings.
− Demonstrates strengths and limitations typical of Reading Benchmark 10, as listed in Access and use several online articles
the Profile of Ability. about a particular learning strategy
to gather information for personal
development and to share with
others.

STAGE III
Profile of Ability
I. Interacting with Others
The reader can:
Understand an expanded range • Understand complex communication conveying Sample Tasks
of complex multipurpose texts disagreement or conflict in social and non-social Read documents related to
in most unpredictable contexts correspondence related to community, academic and an important human-rights
and on most unfamiliar topics. business contexts. issue in the workplace to
[Texts may contain stated and implied expressions of support a decision.
disagreement or conflict.] Read an evaluation report
When the text is:
− Draws conclusions based on stated and implied on the effectiveness of a
• Propositionally and information. workplace project to
linguistically complex and identify the evaluator’s
may include sophisticated − Identifies or infers mood and attitude.
attitude, claims and
reasoning, implicit subtleties, − Identifies the purpose of the text and its parts. conclusions.
highly idiomatic and − Identifies and interprets context and situation.
figurative language and socio-
cultural references − Identifies and interprets claims, denials of claims,
clarifications and restatements of information.
• With abstract, conceptual, or
specialized vocabulary − Identifies politeness conventions and their violations.
• Visually complex and lengthy − Demonstrates strengths and limitations typical of

or dense Reading Benchmark 11, as listed in the Profile of Ability.
• In demanding contexts

and limitations: II. Comprehending Instructions
• Identifies purpose, main • Understand extensive specialized instructions for Sample Tasks
ideas, author’s intent, mood,
unfamiliar, complex procedures. Follow software instructions
attitude and point of view,
line of reasoning and [Comprehending the instructions requires integrating for an unfamiliar
structure several detailed pieces of information.] spreadsheet application in
− Follows extensive specialized instructions. order to construct a
• Uses knowledge of styles, spreadsheet with formulas.
registers and language − Integrates several detailed, extensive pieces of
varieties to assist in information to complete the procedure. Read workplace personnel
comprehension policy instructions, such as
− Demonstrates strengths and limitations typical of procedures for terminating
• Uses inference to integrate Reading Benchmark 11, as listed in the Profile of Ability. employees, to apply the
stated and implied information to a particular
information throughout a situation.
single text or across multiple
texts Follow instructions to
determine which method of
• Separates relevant from reporting is required for HST
irrelevant details or other business taxes to
• Summarizes and critically complete the appropriate
evaluates content paperwork and forms.
• Occasionally has difficulty

interpreting low-frequency
idiomatic and figurative
language, colloquialisms and
cultural references
• Uses reference materials as
required to support
communication

STAGE III

• Obtain and accurately interpret, analyze and evaluate information from multiple Sample Tasks
complex texts to inform significant decisions and tasks. Read a persuasive fundraising letter to
[Texts are continuous or formatted.] identify ethics, emotional appeal,
− Integrates several pieces of stated and implied information in legal documents and persuasiveness and intent.
other texts. Interpret various pieces of information
− Analyzes and evaluates persuasiveness of business/service texts. in an insurance contract and in a
property legal document to determine
− Identifies persuasive writing techniques and strategies, such as the use of responsibility for property damage
evidence, and how reasons, examples, logical arguments, and ethical and caused by basement flooding.
emotional appeals are used.
Analyze sales reports from several
− Identifies rhetorical devices (such as emotive language and repetition) used in regions over time to justify staffing
persuasive writing. decisions.
− Evaluates appropriateness of persuasive strategies for audiences and purposes. Identify rhetorical devices used to
− Demonstrates strengths and limitations typical of Reading Benchmark 11, as listed create a positive or accepting spin on
in the Profile of Ability. the information in budgets, plans for
future development and press releases
in preparation for a presentation at a
community or workplace meeting.

• Understand, summarize and outline the message, position, assumptions, bias, values Sample Tasks
and motives from fragments of different texts; support conclusions with evidence. Read reports of various parliamentary
[Analysis requires selecting relevant from distracting information, and posing debates to learn about the motives,
conclusions despite competing interpretations.] values and intentions of an elected
− Evaluates ideas, draws conclusions and expresses own opinion. member of government.
− Summarizes information into a coherent whole. Interpret production data recorded over
time in a number of formats (such as
− Evaluates multiple pieces of information. tables and graphs) to identify variances
− Infers bias, positions, assumptions, values and motives. from established norms for a report or
proposal.
− Identifies attitudinal meanings.
Access several reports about a
• Analyze, summarize and synthesize information and ideas contained in complex specialized topic (such as treatment
formatted texts. options for a particular disease, or
− Presents, in an alternate form, information contained in multiple complex research reports about the effects of
formatted texts. food additives) from key industry-
accepted sources to determine
• Conduct a complex and comprehensive search of multiple online sources of
suitability for purpose.
information related to a specialized topic.
− Accesses appropriate information sources.
− Uses effective search strategies and tools.
− Obtains relevant and current information.
− References sources correctly.
− Determines suitability for purpose.
− Demonstrates strengths and limitations typical of Reading Benchmark 11, as listed
in the Profile of Ability.

STAGE III

The reader can:
Understand complex unfamiliar
• Understand complex communication conveying social Sample Tasks
politeness and cooperation, or their violations, in social Read idiomatic or colloquial
multipurpose texts in a broad
and non-social correspondence. communication on online
variety of styles and formats
across a range of situations and [Texts may be dense and require high-level inference.] communities to acquire
contexts that are demanding − Identifies or infers mood and attitude. knowledge of current trends
and unpredictable. and issues as well as topics of
− Identifies the purpose of the text and its parts. interest that are unfamiliar
− Identifies and evaluates expressions of social politeness and complex.
When the text is: and cooperation by linguistic clues, face-saving Read a workplace
• Propositionally and expressions (messages that convey respect and value for performance review and
linguistically complex and self and others). interpret implied meanings in
may include sophisticated − Identifies and evaluates instances of violations of social the evaluation of strengths
reasoning, implicit politeness and cooperation, face threatening talk and weaknesses in light of
subtleties, highly idiomatic (messages that convey disapproval, disrespect, proposed lay-offs.
and figurative language, and challenges to criticism, assumptions about the other, Read and evaluate a formal
socio-cultural references demands). letter threatening legal
• With abstract, conceptual or − Demonstrates strengths and limitations typical of action because of a non-
specialized vocabulary Reading Benchmark 12, as listed in the Profile of response to a complaint
Ability. claiming a client was injured
• Visually complex and lengthy
by a company product.
or dense
Demonstrating these
strengths and limitations: II. Comprehending Instructions
• Identifies purpose, main • Understand complex instructional texts and evaluate and Sample Tasks
ideas, author’s intent, mood, revise them for clarity.
attitude and point of view, Review detailed, extensive,
line of reasoning and − Follows instructions. complex, written instructions
structure − Evaluates instructional texts for accuracy, consistency on complex tasks (such as
and clarity. how to balance a budget,
• Uses knowledge of styles, conduct a staff briefing
registers and language − Evaluates the effectiveness of instructions by using session, construct a
varieties to assist in external criteria, such as field testing with users. spreadsheet, or conduct and
comprehension report an experimental study)
− Demonstrates strengths and limitations typical of
• Uses inference to integrate Reading Benchmark 12, as listed in the Profile of to ensure accuracy and
stated and implied Ability. usability.
information throughout a Evaluate the clarity and
single text or across multiple validity of instructions using
texts external criteria, such as a
• Separates relevant from set of best practices.
irrelevant details
• Summarizes and critically
evaluates content
• Interprets most idiomatic and
figurative language,
colloquialisms and cultural
references
• Uses reference materials as
required to support
communication

STAGE III

• Obtain and accurately interpret, summarize, analyze and evaluate information in multiple Sample Tasks
complex public and semi-public business texts in relation to their purpose and audience. Read and interpret texts
− Evaluates the relevance, validity and appropriateness of content, form, tone and style related to arbitration, court
of texts in relation to text purpose. proceedings and rulings,
− Evaluates the position and intent of the writer. adjudication decisions in labour
union disputes and grievances,
− Identifies stated and implied facts, opinions, mood and attitudes relating to the text. or legislative proceedings to
− Interprets and evaluates information in complex legal contracts and other documents. determine implications for
specific cases.
− Summarizes or presents, in an alternate form, the information and ideas presented in
formatted texts. Read workplace policy
proposals or political party
stances on legislative bills to
Profile of Ability.
summarize the implications of
the proposals or bills from
several points of view.

• Understand the content, organization, language, tone and style of complex, continuous Sample Tasks
and formatted texts, and evaluate them for validity, appropriateness and relevance. Evaluate a report, essay, article
− Evaluates appropriateness of information. or book about a theory,
− Evaluates for logical accuracy, clarity and consistency. historical event or point of view
by reviewing internal
− Interprets information to draw conclusions. consistency or measuring
− Presents, in alternate forms, information contained in multiple complex formatted against external standards.
texts; includes a synthesis and evaluation. Analyze work-related safety
− Evaluates by established external criteria and standards. policies and accident statistics
against those of other years to
• Conduct a complex and comprehensive search of relevant online reference sources related inform the content of a detailed
to a specialized topic. workplace review.
− Accesses appropriate information sources. Obtain relevant and
− Uses various research strategies. comprehensive information
− Obtains comprehensive, relevant, current information from primary and secondary (through a comprehensive
sources. search of key online reference
sources), sufficient for a
− Evaluates and determines quality and suitability for purpose. literature review for an
− Uses effective search tools, research strategies, reading strategies and research/data academic course or a research
collection methods. project.
Profile of Ability.

STAGE III
Some Features of Communication
Across Stage III Reading
CLB 9 CLB 10 CLB 11 CLB 12

Initial Advanced Ability Developing Advanced Ability Adequate Advanced Ability Fluent Advanced Ability
• Texts are paper-based or • Texts are paper-based or • Texts are paper-based or • Texts are paper-based or
digital/online. digital/online. digital/online. digital/online.
• Texts can deal with socio- • Texts can deal with socio- • Texts can deal with socio- • Texts are of any type and
cultural, economic or cultural, economic or cultural, economic or may require high-level
political issues. political issues. political issues. inference.
• Continuous texts are • Continuous texts are • Continuous texts are • Continuous texts are
complex, may be complex, may be complex, may be complex, may be
expository, literary or expository, literary or expository, literary or expository, literary or
persuasive (can include persuasive (can include persuasive (can include persuasive (can include
reports, articles, reports, articles, reports, argumentative reports, argumentative
argumentative essays, argumentative essays, essays, problem-solution essays, problem-solution
problem-solution papers, problem-solution papers, papers, research, novels, papers, research, novels,
research, novels, poems). research, novels, poems). poems). poems).
• Continuous texts may be • Continuous texts may be • Continuous texts may be • Continuous texts may be
quite long, as dictated by quite long, as dictated by very long, as dictated by very long, as dictated by
the topic, purpose, genre the topic, purpose, genre the topic, purpose, genre the topic, purpose, genre
and context. and context. and context. and context.
• Formatted texts vary in • Formatted texts vary in • Formatted texts vary in • Formatted texts vary in
length, may be visually length, may be visually length, may be visually length, may be visually
dense (can include tables, dense (can include tables, dense (can include tables, dense (can include tables,
graphs, process flow graphs, process flow graphs, process flow graphs, process flow
charts, pictographs, charts, pictographs, charts, pictographs, charts, pictographs,
diagrams, questionnaires, diagrams, questionnaires, diagrams, questionnaires, diagrams, questionnaires,
surveys, rating scales, surveys, rating scales, surveys, rating scales, surveys, rating scales,
aerial maps, blueprints, aerial maps, blueprints, aerial maps, blueprints, aerial maps, blueprints,
and assembly and assembly and schematic assembly and schematic assembly and schematic
schematic drawings). drawings). drawings). drawings).
• Instructions are in clear, • Instructions are in clear, • Instructions are complex; • Instructions are complex;
explicit and coherent explicit and coherent are in clear, explicit and are in clear, explicit and
prose, not always prose, not presented in a coherent prose, not coherent prose, not
presented in sequential sequential step-by-step presented in sequential presented in sequential
step-by-step form, but form, but related to step-by-step form, and step-by-step form, and
related to familiar familiar procedures. related to unknown related to unknown
procedures. procedures. procedures.
• Texts are linguistically
• Texts are linguistically complex, and are abstract, • Texts are propositionally • Texts are propositionally
complex, and are abstract, conceptual or specialized. and linguistically complex, and linguistically complex,
conceptual or specialized. and are abstract, and are abstract,
• Topics are partially familiar
conceptual or specialized. conceptual or specialized.
• Topics are partially familiar or unfamiliar.
or unfamiliar. • Topics are partially familiar • Topics are partially familiar
• Context is demanding.
or unfamiliar. or unfamiliar.
• Context is demanding.
• Context is demanding. • Context is demanding.
Note: Text length is not explicitly provided because it does not clearly determine the degrees of increasing
complexity across Reading Stage III.

Stage I
Writing
Benchmarks 1–4
Stage I spans the range of

abilities required to
communicate in common and
predictable situations about
basic needs, common
everyday activities, and
familiar topics of immediate
personal relevance (non-
demanding contexts of
language use).

STAGE I
Profiles of Ability Across
Stage I Writing

Initial Basic Ability Developing Basic Ability Adequate Basic Ability Fluent Basic Ability
The writer can: The writer can: The writer can: The writer can:
Write basic personal Write basic personal Write simple sentences about Write short, simple texts
identification information and identification information, familiar information related about personal experience
a small number of familiar words, simple phrases, and a to personal experience and and familiar topics or
words and simple phrases few simple sentences about everyday situations. situations related to daily life
related to immediate needs. highly familiar information and experience.
related to immediate needs.
When the communication is: When the communication is: When the communication is: When the communication is:
• Limited to letters, numbers, • Limited to everyday words • Grammatically and lexically • Grammatically and lexically
single familiar words, and and phrases simple simple
short familiar phrases • Intended for a highly • Intended for a supportive • Intended for a familiar
• Intended for a highly supportive and familiar and familiar reader reader
supportive and familiar reader • Short • Short
reader • Very short • In non-demanding contexts • In non-demanding contexts
• Very short • In non-demanding contexts
• In non-demanding contexts
Demonstrating these Demonstrating these Demonstrating these Demonstrating these
strengths and limitations: strengths and limitations: strengths and limitations: strengths and limitations:
• Very limited knowledge of • Limited knowledge of the • Developing knowledge of the • Adequate knowledge of the
the language and limited language and limited language and exposure to language for simple tasks
exposure to sound-symbol exposure to sound-symbol sound-symbol relationships • Adequate range of simple
relationships relationships • Developing range of simple everyday vocabulary
• Extremely limited • Very limited vocabulary everyday vocabulary • Adequate control of simple
vocabulary • Some initial ability to use • Developing control of simple structures
• Very little ability to use simple structures structures • Conveys personal
simple structures • Some initial awareness of • Developing control of information in mostly single-
• Very little awareness of basic spelling, punctuation spelling, punctuation and clause sentences
basic spelling, punctuation and capitalization capitalization • May use some coordinated
and capitalization conventions • Difficulty with word order clauses with basic tenses
conventions • Difficulty with word order and word forms interferes • Adequate control of
• Extreme difficulty and word forms greatly with comprehensibility spelling, punctuation and
communicating even the interferes with • Some difficulty capitalization
most simple facts or ideas comprehensibility communicating a simple • Difficulty with word order
• Difficulty communicating message and word forms may
simple facts and ideas sometimes interfere with
comprehensibility
• Able to communicate a
simple message

STAGE I
Knowledge and Strategies
Stage I Writing
These are some things that may need to be learned as an individual moves through Stage I Writing.
Grammatical Knowledge Functional Knowledge
Ability to use: Beginning ability to use:
• Basic grammar structures (such as simple and continuous • Appropriate phrases and expressions for salutations, and to
verb tenses, simple modals, comparatives, and invite, thank, and congratulate
superlatives) to convey meaning effectively • Common text formats for specific purposes (such as informal
• Basic syntax (such as indications of a statement, a notes and goodwill messages)
negative, or a question; word order; prepositional phrases, • Basic format and paragraph structure
and coordination and subordination)
• Basic email writing conventions (such as subject lines and
• Simple yes/no and wh– questions opening/closing conventions)
• Common everyday English spelling and punctuation rules • Basic business writing conventions (such as stating the purpose
and conventions for simple sentences in the first paragraph, using a subject line, and basic paragraph
• Vocabulary and expressions needed to write about structure)
familiar, everyday topics (such as shopping, housing, daily Beginning ability to:
routines, dates, banking, food, health, education, jobs,
businesses, families, customs, weather, clothing, travel, • Identify the layout and different parts of standard forms (such
safety, citizenship) as headings, instructions, and areas to complete)
• Vocabulary needed to complete a variety of forms, such as Sociolinguistic Knowledge
personal identification vocabulary
Understanding of and beginning ability to use:
Textual Knowledge • Canadian social conventions related to specific occasions (such
Beginning ability to use: as births, marriages and losses) and the significance of written
messages or cards for these occasions
• Common cohesion links (such as pronoun references) to
connect sentences Strategic Competence
• Connective words and phrases within and between Beginning ability to use:
sentences to indicate addition (such as also, and) and
sequence (such as first, second, next) • Resources such as dictionaries, thesauruses, Internet search
skills, and spell-checking functions on a computer
• Logical sequencing to get main and subordinate ideas
across

STAGE I
Writing – Benchmark 1

The writer can: • Convey greetings or other goodwill messages by Sample Task
Write basic personal completing cards or other very short, simple standard
texts. Complete a standard greeting
identification information and a card or e-card for a friend’s,
small number of familiar words [Messages are a few words in length, addressed to a family member’s,
and simple phrases related to familiar person and related to a personally relevant classmate’s, or co-worker’s
immediate needs. situation.] special occasion. Address the
− Completes a standard greeting card or message with envelope or email.
When the communication is: simple and minimum information.
− Completes a message with an appropriate salutation
• Limited to letters, numbers, (such as hi, hello, dear, to) and closing (such as from,
single familiar words, and regards, love).
short familiar phrases
− Addresses message for sending.
• Intended for a highly
supportive and familiar reader
Writing Benchmark 1, as listed in the Profile of Ability.
• Very short

and limitations: II. Reproducing Information
• Very limited knowledge of the • Copy numbers, letters, words, short phrases or sentences Sample Tasks
language and limited exposure from simple lists or very short passages, for personal use
or to complete short tasks. Copy information from an
to sound-symbol relationships
identification document onto
• Extremely limited vocabulary [Texts to copy are 2 to 3 sentences in length, have clear a form.
• Very little ability to use simple layout and basic everyday information; lists have about
5 to 10 items.] Copy information from an
structures appointment reminder card
• Very little awareness of basic − Copies letters, numbers, words and short sentences, (such as a dentist or
spelling, punctuation and including capitalization and punctuation. hairdresser) onto a personal
capitalization conventions − Follows standard Canadian conventions and styles when calendar.
• Extreme difficulty copying addresses and phone numbers.
Make a list of phone numbers
communicating even the most − Copies text legibly; reader may still have difficulties for own use.
simple facts or ideas decoding some letters and numbers.
In a language class, copy
words from a picture
dictionary into a guided text.

STAGE I

• Complete very short, simple or simplified forms that require only basic personal Sample Tasks
identification information.
Fill out the personal
[Forms contain up to about 5 personal identification items and have clear labels and identification area of a simple
areas in which to write.] change-of-address form with a
− Includes the required basic information. few details (such as date, first
− Writes basic personal information in appropriate sections. and last name, address, postal
code, phone number, and date
− Follows some conventions for addresses, telephone numbers, etc.
of birth).
− Writes legibly.
− Demonstrates strengths and limitations typical of Writing Benchmark 1, as listed in the
identification area of an
Profile of Ability.
application to join a language
class or apply for a job (with
assistance from an employer,
administrative assistant, or
instructor).
IV. Sharing Information

• Write a few words to complete a short, guided text or answer simple questions to Sample Tasks
describe a personal situation.
In a language class, complete a
[Text to complete is about 3 to 5 sentences.] simple guided writing text about
− Writes a few personal and familiar details. self by filling in blanks. (My
− Writes legibly. name is _____. I am _______. I
am from _______. I have
_______.)
Profile of Ability.
Write answers to simple
questions about immediate
needs with assistance from a
family member or settlement
worker.

STAGE I

The writer can: • Convey an expanding range of goodwill messages (such Sample Tasks
as thanks, apologies, congratulations, get well wishes,
Write basic personal Complete a short message
goodbyes, and sympathy) by means of standard cards or
identification information, with appropriate phrases to
guided notes.
words, simple phrases, and a few thank a classmate,
simple sentences about highly [Messages are a few words or short phrases, addressed congratulate a co-worker, or
familiar information related to to a familiar person and related to personally relevant wish a friend well (with
immediate needs. situations.] assistance from another
− Completes a standard greeting card or message with person or by referring to an
simple information. example message).
When the communication is:
− Uses adequate spelling and punctuation. Write a 1-clause message to
• Limited to everyday words and − Demonstrates strengths and limitations typical of comment on a friend’s newly
phrases posted picture on a social
• Intended for a highly networking site.
supportive and familiar reader
• Very short
II. Reproducing Information

and limitations: • Copy a range of information, from simple lists or very Sample Tasks
• Limited knowledge of the short passages, for personal use or to complete short
tasks. Copy names, addresses, and
language and limited exposure phone numbers from a
to sound-symbol relationships [Texts to copy are 3 to 5 sentences, have clear layout, telephone directory (either
• Very limited vocabulary and basic everyday information; lists have about 10 to print or online).
15 items.]
• Some initial ability to use Copy selected information
simple structures − Copies letters, numbers, words, and sentences with from signs and simple
correct capitalization and punctuation. schedules (such as hours of
• Some initial awareness of basic
spelling, punctuation and − Follows standard Canadian conventions and styles operation of a store, or a
capitalization conventions when copying addresses and phone numbers. work schedule) for personal
− Copies text legibly; reader may still have difficulties use.
• Difficulty with word order and
word forms greatly interferes decoding some letters and numbers. Copy the company name,
with comprehensibility − Copies text with no major omissions and only address, application
occasional copying mistakes. deadline, and contact
• Difficulty communicating
simple facts and ideas − Demonstrates strengths and limitations typical of information from a simple job
Writing Benchmark 2, as listed in the Profile of Ability. ad.
Copy emergency fire
instructions posted in a
building.

STAGE I

• Complete short, simple or simplified forms that require only basic personal identification Sample Tasks
or familiar information.
[Forms contain up to about 10 personal identification items, and have clear labels and identification section of a simple
areas in which to write.] online form to set up an email
− Includes the required basic information. account.
− Writes basic personal information in appropriate sections. Complete the personal
− Follows some conventions for addresses, telephone numbers, etc. identification sections of an
− Follows some basic spelling conventions. application form for an
apartment rental or job
− Writes legibly.
benefits.
Profile of Ability. Fill out an application for a
newspaper or magazine
subscription.

• Write a few words to complete a short, guided text or answer simple questions to Sample Tasks
describe a personal situation.
Write simple (1 line) descriptions
[Texts to complete are about 5 to 7 sentences.] to accompany family
− Writes personal details in response to a few short questions. photographs that are in an
− Follows some spelling and punctuation conventions. album or online in a
photo-sharing application.
− Writes legibly.
− Demonstrates strengths and limitations typical of Writing Benchmark 2, as listed in the Write simple (1 line) responses
Profile of Ability. to basic questions from a family
member or co-worker in text
messages. (I am at work. I am
shopping.)
In a language class, write a few
short personal sentences in
response to question prompts.

STAGE I

The writer can: • Convey short, personal and informal social messages on Sample Tasks
Write simple sentences about topics related to familiar everyday situations (such as
invitations, thanks, updates, cancellations and apologies). Write a note to a neighbour
familiar information related to before going on vacation.
personal experiences and [Messages are a few short sentences addressed to a Include a contact address,
everyday situations. familiar person and related to personally relevant timelines, and emergency
situations.] contact information.
When the communication is: − Conveys the message; reader may have to guess or make Write a short email to invite
inferences to follow completely. a friend to lunch. Include
• Grammatically and lexically − Uses language and content that are appropriate to the details about the time and
simple
intent of the message and the social context. location.
• Intended for a supportive and − Describes time and location (where needed).
familiar reader Write a simple message to a
− Describes some feelings appropriate to the occasion. friend on a social networking
• Short − Demonstrates strengths and limitations typical of site.
• In non-demanding contexts Writing Benchmark 3, as listed in the Profile of Ability. Write a short sympathy or
get-well message to a friend
Demonstrating these or co-worker.
strengths and limitations:
• Developing knowledge of the
language and exposure to
sound-symbol relationships
• Developing range of simple II. Reproducing Information
everyday vocabulary • Copy or record a range of information from short texts for Sample Tasks
• Developing control of simple personal use.
structures Copy from a dictionary
[Texts to copy are up to about 1 paragraph and have a 3 different definitions for the
• Developing control of clear layout; can include passages, directories, same word to learn the
spelling, punctuation and schedules, instructions, and dictionaries.] meanings.
capitalization
− Copies or records letters, numbers, words and sentences Copy instructions (such as a
• Difficulty with word order with correct capitalization and punctuation. short recipe, public transit
and word forms interferes − Follows standard Canadian conventions for directions, or instructions for
with comprehensibility capitalization, punctuation and other requirements of a job application) from a
• Some difficulty the genre. website.
communicating a simple − Copies text legibly, causing only slight uncertainty in Copy a work schedule for
message decoding for the reader. personal use.
− Copies text with no major omissions and only occasional
Copy product information to
copying mistakes.
prepare an order for a
− Demonstrates strengths and limitations typical of customer.
Copy a child’s school
timetable into a day planner
for personal use.

STAGE I

• Complete short, simple forms that require basic personal or familiar information and Sample Tasks
some responses to simple questions.
Fill out an emergency
[Forms contain about 12 to 15 items, and have clear labels and areas in which to write.] information form for an
− Includes the required basic information with no major omissions. employer, a school, or a summer
− Follows appropriate conventions for addresses, telephone numbers, etc. camp.
− Follows most spelling conventions. Write a short note telling a
− Writes legibly. colleague to turn off the light
and lock the door when he/she
• Write short, simple business or service messages. is leaving.
[Messages are about 5 sentences.] Complete an organ donor card to
− Conveys the message, although a reader might have some difficulty following. keep in a wallet.
− Uses language and content that are appropriate to the intent and social context.
Profile of Ability.

• Write a few sentences to describe a familiar person, object, place, situation or event. Sample Tasks
[Writing is up to about 5 sentences.] Write a short description of a
− Uses a few connected sentences. family member.
− Follows most spelling and punctuation conventions. Write a few sentences about a
− Provides adequate descriptions, though a reader may have some difficulty following the family event or occasion to
message. accompany a picture on a social
− Describes likes and dislikes relevant to the topic. networking site.
− Demonstrates strengths and limitations typical of Writing Benchmark 3, as listed in the Write about a special place.
Profile of Ability. Write about a daily work
routine.

STAGE I

The writer can: • Convey short, personal, informal social messages on topics Sample Tasks
Write short, simple texts about related to familiar everyday situations (such as
invitations, thanks, updates, cancellations and apologies). Write an invitation to a
personal experience and familiar family function, such as a
topics or situations related to [Message is a few sentences or a short paragraph housewarming, graduation,
daily life and experience. addressed to a familiar person and related to a personally or birthday party.
relevant situation.]
Write a short personal note
When the communication is: − Conveys the message so that a reader can follow it. to thank a host, friend, or
− Uses language and content that are appropriate to the supervisor for lunch.
• Grammatically and lexically intent and the social context.
simple Write an email to a friend
− Conveys main ideas and supports them with some detail with a short update on what
• Intended for a familiar reader in a basic paragraph structure. happened last week.
• Short − Conveys feelings in a manner that is appropriate to the
• In non-demanding contexts context.
and limitations:
• Adequate knowledge of the
language for simple tasks
• Adequate range of simple II. Reproducing Information
everyday vocabulary
• Copy or record an expanded range of information from Sample Tasks
• Adequate control of simple short texts for personal use.
structures Copy definitions from 2 or
[Texts to copy are up to about 2 paragraphs and have a 3 sources (such as online
• Conveys personal information
clear layout; can include passages, directories, dictionaries or grammar
in mostly single-clause
schedules, instructions, directions, dictionaries and websites).
sentences
manuals; and may come from more than one source.]
• May use some coordinated Copy information about
clauses with basic tenses − Follows standard conventions for capitalization and 2 products or services from
punctuation; accurately copies other elements of catalogues or online sources
• Adequate control of spelling, formatting.
punctuation and capitalization to see which has the most
− Copies text legibly, causing only slight uncertainty in features.
• Difficulty with word order and decoding for the reader.
word forms may sometimes − Copies text with no major omissions and only occasional
interfere with copying mistakes.
comprehensibility
• Able to communicate a simple Writing Benchmark 4, as listed in the Profile of Ability.
message

STAGE I

• Complete simple forms that require basic personal or familiar information and some Sample Tasks
responses to simple questions.
Fill out an application form for
[Forms contain about 15 to 20 items and have clear labels and areas in which to write.] pre-authorized payments for
− Includes the required basic information with no major omissions. water, power or telephone
− Follows appropriate conventions for addresses, telephone numbers, etc. service.
− Follows most spelling conventions. Write an email to an
− Writes legibly. organization to request
information or cancel a service.
• Write simple business or service messages.
Write a short note to a landlord
[Messages are about 7 sentences.] about a problem in the
− Conveys main ideas and supports them with some detail in a basic paragraph structure. apartment that needs attention
− Uses language and content that are appropriate to the purpose, intent, and social or repair.
context. Write a short, simple paragraph
− Demonstrates strengths and limitations typical of Writing Benchmark 4, as listed in the to a supervisor to ask for a day
Profile of Ability. off.

• Write a short paragraph to describe a familiar situation, event, personal experience or Sample Tasks
future plan.
Write a paragraph to describe
[Writing is about 1 paragraph.] coming to Canada.
− Uses basic paragraph structure. Send an email to a co-worker
− Follows most spelling and punctuation conventions. about a trip or vacation.
− Conveys main ideas and supports them with some detail. Write to a friend to share
− Describes the situation adequately so that a reader can follow. information about a new home
− Expresses preferences relevant to the content and with some supporting explanation. (house or apartment).
− Demonstrates strengths and limitations typical of Writing Benchmark 4, as listed in the Write to a friend, colleague or
Profile of Ability. classmate about plans for next
week, next month or next year.

STAGE I
Across Stage I Writing

• Writing style requirements • Writing style requirements • Writing style requirements • Writing style requirements
are simple and informal. are simple and informal. are simple and informal. are simple and informal.
• Topics relate to immediate • Topics relate to immediate • Topics are of everyday • Topics are of everyday
personal needs. personal needs. relevance. relevance.
• Audience is highly supportive • Audience is highly supportive • Audience is supportive and • Audience is familiar.
and familiar. and familiar. familiar. • Task prompts or instructions
• Task instructions are very • Task instructions are very • Task prompts or instructions are simple and call for
simple and call for responses simple and call for responses are simple and call for responses of about
of a few words or short of a few short phrases. responses of a few short 1 paragraph.
phrases. • Forms to complete are short sentences. • Forms to complete are short
• Forms to complete are very (up to about 10 items), • Forms to complete are short (up to about 20 items),
short (up to about 5 items), simple in format, sparse in (up to about 15 items), simple in format, and
simplified, with sparse layout, and require only simple in format, and require basic personal
layout, clear labels, and basic personal information. require basic personal information and some
ample areas in which to • Content to copy or information and some responses to simple
write, and require only basic reproduce is from a short responses to simple questions about self or
personal identification text (3 to 5 sentences) or a questions about self or experience.
information. short list (10 to 15 items) experience. • Content to copy or
• Content to copy or with clear layout and basic • Content to copy or reproduce is from a short
reproduce is from a short everyday information.* reproduce is from a short text (up to about
text (2 to 3 sentences) or a • Guided writing (or cloze) is text (up to about 2 paragraphs) with clear
short list (5 to 10 items) based on texts of about 5 to 1 paragraph) with clear layout; may be of a more
with clear layout and basic 7 sentences with simple layout and basic everyday specialized nature (e.g., a
everyday information.* structure and vocabulary. information.* manual) relating to a
• Guided writing (or cloze) is • Context is non-demanding. familiar context.*
• Context is non-demanding.
based on texts of about 3 to • Context is non-demanding.
5 sentences with very simple
structure and vocabulary.
• Context is non-demanding.
* Note: The ability to copy or reproduce information is dependent on the writer's ability to read. Therefore, it is
assumed that the content to copy has a degree of simplicity that does not exceed the writer's Reading Benchmark.

Stage II
Writing
Benchmarks 5–8
Stage II spans the range of

abilities required to function
independently in most familiar
situations of daily social,
educational, and work-related life
experience, and in some less
predictable contexts (moderately
demanding contexts of language
use).

STAGE II
Stage II Writing

Initial Intermediate Developing Intermediate Adequate Intermediate Fluent Intermediate
Ability Ability Ability Ability
Write short, simple to Write short, moderately Write clear, moderately Write clear, moderately
moderately complex complex descriptions, complex texts on familiar complex texts on familiar
descriptions, narrations, and narrations and concrete topics within concrete and some abstract
communications about communications about predictable, practical and topics within predictable,
familiar, concrete topics familiar, concrete topics relevant contexts of daily practical and relevant
related to daily life and relevant to personal interests social, educational and contexts of daily social,
experience. and experience. work-related life experience. educational and work-related
life experience.
• On a familiar and personally • On a familiar and personally • On a familiar and personally • On a familiar and personally
relevant topic relevant topic relevant topic relevant topic
• Intended for a familiar • Intended for a familiar • Intended for a familiar or • Intended for a familiar or
audience audience clearly defined audience clearly defined audience
• Relatively short • Relatively short • Moderate in length • Moderate in length
• In moderately demanding • In moderately demanding • In moderately demanding • In moderately demanding
contexts contexts contexts contexts
• Adequate paragraph • Adequate paragraph • Good paragraph structure, • Good paragraph structure,
structure with a main idea structure, with clearly with clearly expressed main with clearly expressed main
and some supporting details expressed main ideas and ideas and adequate ideas and good supporting
• Adequate use of connective some supporting details supporting details details
words and phrases • Appropriate use of • Paragraphs are developed • Paragraphs are developed
• Adequate range of connective words and and joined appropriately to and joined appropriately to
vocabulary for most simple phrases form a coherent text form a coherent text
everyday texts • Good range of vocabulary • Text contains an • Text contains an
• Good control of simple for simple everyday texts introduction, development introduction, development
structures • Good control of simple of ideas and conclusion of ideas, and conclusion
• Difficulty with complex structures • Good range of vocabulary • Very good range of
structures • Developing control of for moderately complex vocabulary for moderately
complex structures texts complex texts
• Adequate control of
spelling, punctuation and • Adequate control of • Adequate control of • Good control of complex
format spelling, punctuation and complex structures structures
• Some awkward-sounding format • Good control of spelling, • Good control of spelling,
phrases and word • Some awkward-sounding punctuation and format punctuation and format
combinations phrases and word • Wording may still be typical • Occasionally, wording may
• Able to communicate some combinations of first language and seem seem awkward or unnatural
moderately complex • Content and language are somewhat unnatural • Content and language,
messages sometimes not appropriate • Content and language, including register and
for the audience including register, are variety, are appropriate for
• Uses a limited range of mostly appropriate for the the audience
natural idiomatic language, audience • Uses an expanded range of
cultural references and • Uses a range of natural natural idiomatic language,
figures of speech idiomatic language, cultural cultural references and
appropriate to the context references and figures of figures of speech
• Able to communicate an speech appropriately appropriately
increasing range of • Able to communicate most • Able to communicate
moderately complex moderately complex moderately complex
messages messages messages

STAGE II
Stage II Writing
These are some things that may need to be learned as an individual moves through Stage II Writing.
Grammatical Knowledge Functional Knowledge

Ability to use: Ability to:
• Moderately complex grammar and syntax structures (such as • Use effective and conventional formats for various purposes
perfect tenses, basic conditionals, basic reported speech, noun (such as personal and business letters, memos, reports,
clauses, relative clauses, passive and active voice, infinitives email messages, notes)
and gerunds) to convey meaning effectively and precisely • Reproduce and reduce information (such as paraphrase,
• Expanded range of language (such as concrete, some abstract, summarize and outline in point form)
idiomatic and technical) and skills to compose formal, • Create rhymes, stories, journals, letters and emails for
informal, personal and social messages; to relate or narrate socializing and enjoyment
stories and events; to report personal and factual information;
to express ideas, opinions, and feelings about familiar topics • Use techniques for taking messages and notes
and issues; to ask about and respond to inquiries; and to argue • Complete a variety of forms and/or other documents
points Sociolinguistic Knowledge
• Expanded range of vocabulary that includes words and Beginning ability to:
expressions relating to a variety of topic areas (such as general
content areas, occupational areas) • Use Canadian writing conventions about linear order,
• Spelling, punctuation, and capitalization conventions directness, and formality in a variety of contexts, such as
cover letters, résumés, emails
Textual Knowledge • Adapt writing style for specific audiences and purposes
Ability to:
Strategic Competence
• Use cohesion links across utterances and discourse indicators, Ability to:
signalling meanings such as contrasts or illustrations by
example (such as conjunctive adverbs, adverbials) • Begin using the writing process, such as pre-writing
• Write a paragraph and a sequence of connected paragraphs (generating ideas, concept-mapping), drafting a
composition, and re-writing (such as revising and
• Use paragraph structure, form and relationships between proofreading for spelling, punctuation, and grammar)
paragraphs (such as opening/introduction, development/body
and conclusion/closing) • Use dictionaries, thesauruses, and other reference sources
online and in print formats
• Use discourse indicators and patterns to signal such meanings
as chronological sequence, comparisons, contrasts, cause and • Use keyboarding and word-processing skills for composing,
effect, and illustrations by example revising, editing, formatting and printing texts

STAGE II

The writer can: • Convey personal messages in short, formal and informal Sample Tasks
Write short, simple to correspondence for a range of everyday social purposes
(such as expressing or responding to invitations and Write a formal invitation for
moderately complex
feelings, or providing quick updates). a group function (such as a
descriptions, narrations and
company picnic, BBQ or
communications about [Message is about 1 paragraph related to everyday potluck).
familiar, concrete topics experience.]
related to daily life and Write a letter or email to a
− Conveys the intended meaning. friend to describe feelings
experience.
− Uses language and content appropriate and relevant to about a new home town,
the situation. English class or job.
When the communication is: − Expresses main ideas and supports them in some detail. Write a short personal
• On a familiar and personally − Demonstrates strengths and limitations typical of journal to share with a
relevant topic Writing Benchmark 5, as listed in the Profile of Ability. teacher or class.
• Intended for a familiar
audience
• Relatively short
• In moderately demanding
contexts II. Reproducing Information
• Reduce short, factual, oral discourse (such as live or Sample Tasks
Demonstrating these recorded phone messages or pre-recorded public
information lines) to notes or messages. Take notes from a
strengths and limitations: pre-recorded telephone
• Adequate paragraph structure [Oral discourse is short, with about 5 to 7 details.] message (such as a company
with a main idea and some • Reduce a page of information to a list of important message about job openings,
supporting details details. a message about a store’s
• Adequate use of connective location and hours of
[Information is personally relevant; clear layout.] operation, or a message
words and phrases
− Includes important points with accurate details. detailing a bus or train
• Adequate range of vocabulary − Conveys a clear message. schedule). Include details for
for most simple everyday personal use.
texts − Records details (such as names, addresses, numbers,
dates, times and directions) legibly, with correct Take notes from an
• Good control of simple spelling and other standard conventions of advertising flyer on products,
structures capitalization and punctuation. features, prices and retail
• Difficulty with complex − Demonstrates strengths and limitations typical of locations to inform shopping
structures Writing Benchmark 5, as listed in the Profile of Ability. decisions.
• Adequate control of spelling,
punctuation and format
• Some awkward-sounding
phrases and word
combinations
• Able to communicate some
moderately complex
messages

STAGE II

• Write short business or service correspondence for routine personal needs. Sample Tasks
[Writing is about 1 paragraph.] Write a note to an insurance
− Conveys a sense of audience in language and format. company to cancel or change a
− Conveys the message clearly. policy and to request a refund.
• Complete forms requiring detailed personal information. Fill out an application form for a
car rental or driver’s license.
[Forms have about 20 to 30 items.]
Fill out an accident report form
− Identifies purpose of the form and completes it with all the required information. at work.
− Spells and uses punctuation, capitalization, dates and numbers (and their
abbreviations) correctly.
Profile of Ability.

• Write a paragraph to relate a familiar sequence of events, description of a person, object Sample Tasks
or routine.
Write a paragraph to report a
− Addresses the purpose of the task.
factual event or incident, such
− Expresses a main idea and supports it with details. as an accident, a workplace
− Provides introduction, development, and conclusion in an adequate paragraph incident or a burglary.
structure.
Write a paragraph for a class
− Provides accurate descriptions or accounts of events. newsletter to inform readers
− Provides adequate explanations where necessary. about a new or useful service in
− Uses appropriate connective words. the community (such as a new
− Demonstrates strengths and limitations typical of Writing Benchmark 5, as listed in the language class, community
Profile of Ability. centre, childcare centre or food
bank).

STAGE II

The writer can: • Convey personal messages in short, formal, and informal Sample Tasks
Write short, moderately complex correspondence for an expanding range of everyday
social purposes (such as expressing congratulations, Write a personal message to
descriptions, narrations and
thanks, apologies, or offering assistance). cancel an appointment.
communications about familiar,
Express inability to keep the
concrete topics relevant to [Message is about 1 or 2 paragraphs, for a familiar appointment, disappointment,
personal interests and experience. audience, and related to everyday experience.] and offer an apology.
− Conveys the intended meaning. Write a personal message to
When the communication is: − Uses language and content appropriate and relevant to thank someone for a special
the situation. gesture or to congratulate a
• On a familiar and personally
relevant topic − Expresses main ideas and supports them with some friend who has just had a
detail. baby.
• Intended for a familiar audience
− Demonstrates strengths and limitations typical of Write a letter or email of
• Relatively short Writing Benchmark 6, as listed in the Profile of Ability. appreciation to a teacher or
• In moderately demanding colleague who has provided
contexts support.

and limitations:
• Adequate paragraph structure,
with clearly expressed main II. Reproducing Information
ideas and some supporting • Reduce short, factual oral discourse (such as live or Sample Tasks
details recorded phone messages, pre-recorded public
• Appropriate use of connective information lines, podcasts and short presentations) to Take notes from a website
words and phrases notes or messages. about a procedure (such as
how to get a driver’s license,
• Good range of vocabulary for [Phone messages have about 7 or 8 details and apply for college, or allergy-
simple everyday texts presentations are about 10 minutes, about personally proof a home). Summarize key
• Good control of simple structures relevant topics.] information for personal use.
• Developing control of complex • Reduce a page of information to an outline or summary. Take notes from a short
structures [Topic is of personal relevance and may be related to a information session about a
• Adequate control of spelling, specialized field.] college program to share with
punctuation and format a friend.
− Takes notes and reduces written or oral information to
• Some awkward-sounding phrases important points with accurate details. Take notes in a workplace
and word combinations − Writes messages with accurate details for others. preparation course during a
• Content and language are brief presentation on interview
− Uses common conventions such as point form.
sometimes not appropriate for tips.
− Records details (such as names, addresses, dates,
the audience times and directions) legibly and with correct spelling,
• Uses a limited range of natural capitalization and punctuation.
idiomatic language, cultural − Demonstrates strengths and limitations typical of
references and figures of speech Writing Benchmark 6, as listed in the Profile of Ability.
appropriate to the context
• Able to communicate an
increasing range of moderately
complex messages

STAGE II

• Write short business or service correspondence for routine purposes. Sample Tasks
[Writing is about 1 paragraph.] Write to inform a company that
− Conveys a sense of audience in language and format. a product did not work and ask
− Conveys the intended message. for a refund.
• Complete forms requiring detailed personal information. Write a message to accompany a
job application form. Express a
[Forms have about 30 to 40 items.] desire for the job, provide
− Identifies purpose of form and completes it with all the required information. contact details, and refer the
− Spells and uses punctuation, capitalization, dates and numbers (and their reader to the attached
abbreviations) correctly. application form.
− Demonstrates strengths and limitations typical of Writing Benchmark 6, as listed in the Write an email to a supervisor
Profile of Ability. asking permission to work from
home next week.
Fill out a job application form or
complete a medical history form.

• Write 1 or 2 connected paragraphs to relate a familiar sequence of events, a story, a Sample Tasks
detailed description, or a comparison of people, things, routines or simple procedures.
Write a description of a process,
such as applying for an academic
− Expresses main ideas and supports them with details. program or a job.
− Provides introduction, development and conclusion in adequate paragraph structure.
Write a description of the
− Provides accurate descriptions, comparisons or accounts of events in a clear sequence. impact that a significant person
− Uses appropriate connective words and phrases. has had.
− Demonstrates strengths and limitations typical of Writing Benchmark 6, as listed in the Write a comparison of a
Profile of Ability. company’s services with those
of a leading competitor.

STAGE II

The writer can: • Convey personal messages in formal and informal Sample Tasks
Write clear, moderately complex correspondence for an expanding range of social purposes
texts on familiar concrete topics (such as expressing and responding to appreciation, Write a personal note of
within predictable, practical and complaints, disappointment, satisfaction, dissatisfaction sympathy to someone who
relevant contexts of daily social, or hope). has experienced a loss.
educational and work-related life [Message is about 2 to 3 paragraphs, for a familiar Write a note to a supervisor
experience. audience, and may require some degree of diplomacy or who is ill. Express best wishes
tact.] for a quick recovery, and
offer to assume extra
When the communication is: − Conveys the intended meaning. responsibilities if needed.
• On a familiar and personally − Uses language, format and content appropriate and
Write an email to a colleague
relevant topic relevant to the situation and audience.
or work team expressing
− Expresses main ideas and supports them with details. satisfaction at the successful
• Intended for a familiar or
clearly defined audience − Uses some complex structures and vocabulary with some completion of a project.
difficulty. Explain why it was successful
• Moderate in length
− Demonstrates strengths and limitations typical of and the positive impact it
• In moderately demanding Writing Benchmark 7, as listed in the Profile of Ability. will have.
contexts

and limitations:
• Good paragraph structure, with II. Reproducing Information
clearly expressed main ideas • Reduce short oral discourse (such as live or recorded
and adequate supporting Sample Tasks
phone messages, pre-recorded public information,
details podcasts or short presentations) to notes. Take notes while listening to
• Paragraphs are developed and tenant rights information
[Phone messages have about 10 details; presentations are from a pre-recorded public
joined appropriately to form a
up to about 15 minutes.] information line.
coherent text
• Text contains an introduction, • Reduce a text of up to about 2 pages to an outline or Take notes from online
development of ideas, and summary. sources about the details of
conclusion [Topic is of personal relevance; may be related to a an ailment or condition to
specialized field.] discuss with a doctor.
• Good range of vocabulary for
moderately complex texts − Reduces information to important points with accurate Write an outline to trace a
• Adequate control of complex details and no major omissions. sequence of events in a
structures − Takes notes in point form from an oral presentation. history text to increase
understanding.
• Good control of spelling, − Writes messages with accurate and legible details.
punctuation and format − Records main ideas or key details in point form. Take notes during a short
workplace presentation and
• Wording may still be typical of − Conveys the essential information.
then write a summary for a
first language and seem − Records details such as names, addresses, dates and co-worker who missed the
somewhat unnatural directions with correct spelling. presentation.
• Content and language, − Demonstrates strengths and limitations typical of
including register, are mostly Writing Benchmark 7, as listed in the Profile of Ability.
appropriate for the audience
• Uses a range of natural
idiomatic language, cultural
references and figures of
speech appropriately
• Able to communicate most
moderately complex messages

STAGE II

• Write business or service correspondence for a range of routine and less routine purposes Sample Tasks
(such as passing on information, and making and responding to requests,
recommendations and warnings). Write a short letter to express
concerns about an issue at a
[Writing is up to about 2 paragraphs.] daycare centre.
− Conveys a clear message. Write a formal letter to an
− Conveys a sense of audience in language and format. academic or work supervisor to
• Complete extended forms requiring detailed personal information. request a leave of absence.
[Forms have about 40 items and may require brief written responses to questions.] Write an email to a government
representative to request a
− Identifies the purpose of the form and completes it with all the required information.
needed service or item in the
− Spells and uses punctuation, capitalization, dates and numbers (and their community, such as an off-leash
abbreviations) correctly. dog area, traffic lights, or play
− Demonstrates strengths and limitations typical of Writing Benchmark 7, as listed in the equipment in the park.
Profile of Ability.
Fill out an application for a post-
secondary educational institution
or an application for a student
loan.
Complete an incident report
form, including a narrative about
the incident.

• Write 2 or 3 connected paragraphs to relate a familiar sequence of events, make a Sample Tasks
comparison, or provide a detailed description of a person, system, routine or procedure.
Write a message to a friend to
inform him/her of the procedure
− Expresses main ideas and supports them with details. for becoming a Canadian
− Presents text as a coherent, connected whole with good use of appropriate connective citizen.
words and phrases.
Write 2 or 3 paragraphs to
− Provides accurate and detailed descriptions, explanations or accounts of events, in a compare the education system
clear sequence. or election procedures of
− Demonstrates strengths and limitations typical of Writing Benchmark 7, as listed in the 2 countries for an academic
Profile of Ability. preparation course. Add a
paragraph expressing a
preference for one or the other
and give reasons.
Write a brief production report
on work stoppage times and
reasons.

STAGE II

The writer can: • Convey personal messages in formal and informal Sample Tasks
correspondence for an expanded range of social
Write clear, moderately complex Write an email message to a
purposes (such as expressing and responding to
texts on familiar concrete and co-worker or classmate to
sympathy, clarifying a conflict, or giving
some abstract topics within express dissatisfaction about
reassurance).
predictable, practical and the outcome of an assigned
relevant contexts of daily social, [Message is about 3 paragraphs, for a familiar group task and express hopes
educational and work-related life audience, often requiring diplomacy, tact and some for a better outcome on an
experience. precision.] upcoming task.
− Conveys the intended explicit and implied Write an appropriate note or
meanings. letter to explain and attempt
− Uses language, format and content appropriate to resolve a minor conflict
• On a familiar and personally and relevant to the situation and audience. (such as making a remark
relevant topic − Expresses main ideas and supports them with that may have hurt or
• Intended for a familiar or details. offended someone).
clearly defined audience − Uses complex structures with only occasional Write an email to a
• Moderate in length difficulties. supervisor to clarify a
• In moderately demanding − Demonstrates strengths and limitations typical of disagreement with a
contexts Writing Benchmark 8, as listed in the Profile of colleague. Explain how the
Ability. conflict has been resolved.

and limitations:
• Good paragraph structure, with
clearly expressed main ideas II. Reproducing Information
and good supporting details
• Paragraphs are developed and • Reduce oral discourse about established procedures Sample Tasks
joined appropriately to form a (given in a live demonstration, over the phone, or
from pre-recorded audio or video material) into Record details of a recipe
coherent text while watching or listening to
notes that can be used to write instructions.
• Text contains an introduction, a cooking show and use the
development of ideas and [Oral discourse is up to about 20 minutes.] notes to write accurate,
conclusion • Reduce a text of up to about 2 pages to an outline organized steps for own use
• Very good range of vocabulary or summary. and to share with friends.
for moderately complex texts [Topic is of personal relevance and may be related Take notes (for later use)
• Good control of complex to a specialized field.] while reading a detailed
structures online text about how to
− Reduces information to main points with accurate
re-image a computer.
• Good control of spelling, supporting details and no major omissions.
punctuation and format − Conveys essential information. Take notes while listening to
• Occasionally, wording may a presentation on a familiar
− Conveys a sense of audience in language format academic or work-related
seem awkward or unnatural and content.
topic.
• Content and language, − Demonstrates strengths and limitations typical of
including register and variety, Writing Benchmark 8, as listed in the Profile of Summarize the main ideas in
are appropriate for the Ability. a text for a class assignment.
audience
• Uses an expanded range of
natural idiomatic language,
cultural references and figures
of speech appropriately
• Able to communicate
moderately complex messages

STAGE II

• Write business or service correspondence for an expanding range of purposes (such as Sample Tasks
giving information in memoranda, documenting work done, indicating a problem,
requesting a change, or requesting information). Write an email to fellow
students working on a group
[Writing is up to about 3 paragraphs.] project. Describe the work
− Conveys a clear message to the reader. completed so far and any
− Conveys a sense of audience in language and format. specific problems encountered,
and make a recommendation for
• Complete an expanded range of forms, including extended application forms and what should happen next.
workplace forms with pre-set formats.
Write an email to a team leader
[Forms have over 40 items; text responses on forms are up to 1 paragraph.] explaining why there is a need
− Identifies purpose of form and its sections and completes it with required information, for another person on the team.
including 1 paragraph written responses, if required.
Write a résumé and formal cover
− Spells and uses punctuation, capitalization, dates and numbers (and their letter to a human resources
abbreviations) correctly. manager in response to a job
− Demonstrates strengths and limitations typical of Writing Benchmark 8, as listed in the advertisement and request an
Profile of Ability. interview.
Write a brief report to a
supervisor to inform him/her
that a piece of equipment is not
working properly.
Complete paper-based or online
job application forms of any
length.

• Write 3 or 4 connected paragraphs to relate a historical event, provide a detailed Sample Tasks
description of a phenomenon, explain a procedure, or express and analyze opinions on a
familiar abstract topic. In a paragraph, describe
information in a statistical table
• Write a paragraph to explain information in a table, graph, flow chart or diagram. listing average incomes of
− Addresses the purpose of the task. Canadians by family type.
− Provides accurate and detailed descriptions, explanations and accounts of events in a Introduce the paragraph with a
clear sequence. general topic sentence, and
− Presents text as a coherent connected whole with good use of appropriate connective then support it with details
words and phrases. drawn from the table.
− Demonstrates strengths and limitations typical of Writing Benchmark 8, as listed in the Write an essay for an entrance
Profile of Ability. exam to a post-secondary
institution. Take a position on
an issue and develop the
position into the essay, with
reasons for the position.

STAGE II
Across Stage II Writing

Initial Intermediate Developing Intermediate Adequate Intermediate Fluent Intermediate
Ability Ability Ability Ability
are informal to formal. are informal to formal. are informal to formal. are informal to formal.
• Topics are personally • Topics are personally • Topics relate to everyday • Topics relate to everyday
relevant, familiar and relevant, familiar and experience and are mostly experience and can be
concrete. concrete. concrete, but can be abstract.
• Audience is familiar or • Audience is familiar or somewhat abstract. • Audience is familiar or
clearly defined. defined. • Audience is familiar or defined.
• Tasks require about • Tasks require up to about defined. • Tasks require up to about
1 paragraph of writing. 2 paragraphs of writing. • Tasks require up to about 4 paragraphs of writing.
• Forms are moderately • Forms are moderately 3 paragraphs of writing. • Forms are moderately
complex in format, requiring complex in format, and • Forms are moderately complex in format, and may
responses of up to about require responses of up to complex in format, and require responses of over
30 items. about 40 items. require responses of up to 40 items.
• Oral information to be • Oral information to be about 40 items. • Oral information to be
reduced is relatively short reduced is relatively short • Oral information to be reduced is moderate in
(about 5 to 7 details). * (about 7 to 8 details or up to reduced is moderate in length (up to about
• Print or online information about 10 minutes) and may length (up to about 20 minutes) and may be
to be reduced is about be specialized.* 15 minutes) and may be technical or specialized.*
1 page in length, and has • Print or online information technical or specialized.* • Print or online information
clear organization and to be reduced or • Print or online information to be reduced or
layout. It may be technical summarized is about to be reduced or summarized is about 2 pages
or specialized.* 1.5 pages in length, and has summarized is about 2 pages in length, and has clear
• Context is moderately clear organization and in length, and has clear organization and layout. It
demanding. layout. It may be technical organization and layout. It may be technical or
or specialized.* may be technical or specialized.*
• Context is moderately specialized.* • Context is moderately
demanding. • Context is moderately demanding.
demanding.
* Note: The ability to reproduce or reduce information is dependent on the writer's ability to comprehend. Therefore,
it is assumed that the content to be reproduced or reduced has a degree of moderate complexity that does not exceed
the writer's Reading Benchmark (in the case of print or online content) or Listening Benchmark (in the case of oral
discourse).

Stage III
Writing
Benchmarks 9–12
Stage III spans the range of

abilities required to
communicate effectively,
accurately, and fluently, with
an appropriate sense of
register, distance, formality,
and style in situations that are
becoming increasingly
unpredictable and unfamiliar
(demanding contexts of
language use).

STAGE III
Stage III Writing

Write formal and informal Write complex formal and Write complex formal and Write complex formal and
texts of some complexity for informal texts for a informal texts for a wide informal texts for a full range
an adequate range of broadening range of purposes range of purposes and tasks in of purposes, intentions and
purposes and tasks in routine and tasks in mostly routine demanding non-routine objectives related to
but demanding situations. but demanding situations. situations. demanding non-routine,
technical or specialized
situations and tasks.
• On abstract and unfamiliar • On abstract and unfamiliar • On abstract, unfamiliar or • On unfamiliar, highly
topics that may require topics that may require specialized topics that may abstract or specialized
research research require research topics that may require
• Intended for a defined • Intended for a defined • Intended for a defined or research
audience audience undefined audience • Intended for a diverse,
• Lengthy, as dictated by the • Lengthy, as dictated by the • Of any length demanded by defined or undefined
requirements of the task, up requirements of the task, up the purpose, task and genre audience
to a range of about to a range of about • In demanding contexts • Of any length demanded by
1,500 words 3,000 words the purpose, task and genre
• In demanding contexts • In demanding contexts • In demanding contexts
• Adequate organization of • Clear organization of ideas • Coherent synthesis of • Coherent synthesis and
ideas and development of and development of topic extensive complex evaluation of extensive
topic • Main ideas are clearly information from multiple complex information from
• Main ideas are clearly conveyed and well sources multiple sources
conveyed and adequately supported with details • Main ideas are clearly • Writing is clear, effective,
supported with details conveyed and very well and stylistically polished
• Good control of a range of
supported with details enough for publication or
• Good control of a range of complex and diverse
public distribution
complex and diverse structures • Very good control of a broad
structures range of complex and • Excellent control of
• Occasional errors in variations and subtleties of
• Some errors in grammar, grammar, word diverse structures
grammar and structure,
word combinations and word combinations and word • A few minor errors in tone and style
choices still occur choices still occur grammar, word
combinations and word • Rare and minor errors in
• Flexibility of tone and style • Flexibility of tone and style grammar, word
may be limited may be limited choices still occur
combinations and word
• Proofreads and revises own • Proofreads and revises own • Flexibility of tone and style choices may occur
work with occasional input and others’ texts with are evident
• Flexibility of tone and style
from others occasional input from others • Effectively proofreads and are evident
• Able to communicate some • Able to communicate an revises own and others’ • Effectively proofreads,
complex messages, expanding range of complex texts
revises and edits all aspects
adjusting length to suit the messages, adjusting length • Able to communicate most of texts
requirements of the task to suit the requirements of complex messages, • Able to communicate
• A good range of concrete, the task adjusting length to suit the complex messages,
abstract and idiomatic • A very good range of requirements of the task adjusting length to suit the
language suited to context concrete, abstract and • A very good range of requirements of the task
and purpose, which may idiomatic language suited to concrete, abstract and • An excellent range of
include some genre-specific context and purpose, which idiomatic language used concrete, abstract and
expressions or jargon and may include genre-specific appropriately, accurately idiomatic language used
cultural references expressions or jargon and and flexibly, including appropriately, accurately
cultural references genre-specific expressions or and flexibly, including
jargon and cultural genre-specific expressions or
references jargon and cultural
references

STAGE III
Stage III Writing
These are some things that may need to be learned as an individual moves through Stage III Writing.
Grammatical Knowledge Sociolinguistic Knowledge

Ability to: Ability to:
• Use complex grammar and syntax structures (such as past • Use culturally based idiomatic language and metaphors
conditionals, past or future perfect passive, perfect or past • Create a variety of types of texts, such as rhymes, stories,
infinitives and subordinate adverbial clauses) to convey journals, letters and emails for socializing and enjoyment
meaning effectively and precisely
• Adapt writing style to particular audiences
• Use a wide range of vocabulary, including synonyms and
abstract, technical and literary language (such as • Use register (i.e., formality) in particular socio-cultural
metaphors, similes) contexts
• Control grammatical and syntactical accuracy, punctuation, • Use Canadian writing conventions relating to directness or
paragraphing, etc. formality in an expanded repertoire of genres, including
academic texts, workplace reports, etc.
Textual Knowledge
Understanding of:
Ability to:
• Formality requirements for conveying a message in electronic
• Use a wide range of cohesion links in the production of and print forms (such as workplace memoranda, messages of
complex, multi-clause sentences, as well as links between request, work records, formal business and job search
sentences and paragraphs correspondence, social messages) for a wide variety of
• Use clear organizational structure when writing paragraphs purposes
and essays, such as using topic sentences, supporting details Strategic Competence
and conclusions for sentences and paragraphs
Ability to:
• Synthesize and integrate multiple pieces of information into
a coherent text • Follow the writing process, including pre-writing (such as
• Use rhetorical features in organizing information in generating ideas through concept-mapping), writing an outline,
academic and professional texts writing various drafts and rewriting after editing
• Select and organize relevant data to see relationships between
Functional Knowledge facts and to develop logical lines of argumentation in support
Ability to: of conclusions
• Use a variety of genres and their formats (such as business • Use word-processing skills for composing, revising, editing,
letters, memos, problem-solution papers, literature review formatting and printing texts
reports and proposals)
• Use appropriate discourse patterns for particular functions,
such as classifications, descriptions, exemplifications,
comparisons, contrasts, analogies, sequences, purposes,
means and results, and cause and effect
• Reproduce and reduce information when taking extended
messages, lecture notes and minutes for meetings and when
writing summaries, abstracts, etc.

STAGE III

The writer can: • Convey a range of personal and business messages in Sample Tasks
Write formal and informal texts semi-formal or formal correspondence with a sense of
audience, formality and language appropriate to the Write a letter to a business
of some complexity for an acquaintance requesting
adequate range of purposes and occasion, intent and context.
assistance with a job search.
tasks in routine but demanding [Length is dictated by the requirements of the task.]
situations. Write an email to a professor
− Conveys the message with an appropriate sense of or colleague to cancel an
audience, formality and genre. important appointment.
When the communication is: − Writes with consideration for the needs and feelings of Explain the reasons and
the audience. acknowledge any
• On abstract and unfamiliar inconvenience that this may
− Conveys intended tone.
topics that may require cause. Express willingness to
research − Uses language, format and content appropriate to
occasion, intent and social context. re-schedule at a convenient
• Intended for a defined time and location.
audience − Demonstrates strengths and limitations typical of
Writing Benchmark 9, as listed in the Profile of Ability. Write an email to request
• Lengthy, as dictated by the that an instructor review a
requirements of the task, up university application and
to a range of about provide a reference.
1,500 words

and limitations: II. Reproducing Information
• Adequate organization of • Reduce complex information and ideas from multiple Sample Tasks
ideas and development of sources as functional notes, outlines or summaries for
topic personal use or for defined audiences. Write the minutes of a
workplace meeting.
• Main ideas are clearly [Sources can include continuous or formatted texts of up
conveyed and adequately to about 5 pages, or oral discourse of up to about Take notes of the main ideas
supported with details 30 minutes.] in a 30-minute lecture or
presentation.
• Good control of a range of − Conveys essential information (such as conclusions,
complex and diverse decisions, actions to be taken, and policy statements in Write a summary report of a
structures meeting minutes). product field test. Refer to
• Some errors in grammar, multiple individual
− Reduces information to main points with accurate
word combinations and word questionnaire responses.
supporting details, with no major factual omissions or
choices still occur errors. Write a paragraph to
• Flexibility of tone and style − Presents information with only minor errors in grammar, summarize selected
may be limited vocabulary, spelling, punctuation and document layout information gathered from a
or format. graph or table of data.
• Proofreads and revises own
work with occasional input − Demonstrates strengths and limitations typical of
from others Writing Benchmark 9, as listed in the Profile of Ability.
• Able to communicate some
complex messages, adjusting
length to suit the
requirements of the task
• A good range of concrete,
abstract and idiomatic
language suited to context
and purpose, which may
include some genre-specific
expressions or jargon and
cultural references

STAGE III

• Write business or service correspondence for a broad range of purposes (such as making Sample Tasks
and responding to requests for information, services or products).
Write a formal letter to a court
[Writing may require diplomacy.] requesting to be excused from
• Write short reports and memos to convey suggestions, recommendations, requests and jury duty. State reasons for the
updates. request.
[Reports and memos may have pre-set formats.] Write a note to a supervisor or
lawyer to request clarification
− Conveys main ideas clearly and provides sufficient detail.
of a procedure. Include an
− Conveys the message with adequate sense of audience, formality and genre. interpretation of the procedure
− Conveys intended tone. to confirm understanding.
− Uses language, format and content appropriate to occasion and relationship to audience. Write a semi-formal letter to
 Complete extensive complex forms and documents with pre-set formats. confirm verbal arrangements
made with a business partner
− Completes complex forms and pre-set form reports. on a shared project.
Profile of Ability. Write a short report to update
a supervisor or academic
advisor on work progress.
Complete a detailed problem
report form.

• Write coherent texts (such as essays, reports or narratives) to relate events from the past Sample Tasks
to describe and compare complex ideas, phenomena or processes, or to express and
analyze opinions. Write a detailed description of
relevant events and
− Addresses the purpose of the task with an appropriate sense of audience.
relationships to orient a new
− Conveys main ideas and supports them with sufficient detail; conveys detailed staff person.
descriptions.
Write an essay to describe and
− Presents text as a coherent whole, with all the parts required by the genre.
compare 2 processes, such as
− Uses discourse patterns and structures, such as definition, classification, exempli - 2 systems of government, or the
fication, cause and effect. views of 2 political parties on
− Uses an effective range of connective words and phrases. an issue.
− Demonstrates strengths and limitations typical of Writing Benchmark 9, as listed in the Write a personal response essay
Profile of Ability. to a short story, movie, poem
or artist’s work. Articulate a
theme revealed in the work and
a response to this theme.
Substantiate the interpretation
with examples.
Write a short fictional story
illustrating the origin of a social
practice.

STAGE III

The writer can: • Convey an expanding range of personal and business Sample Tasks
Write complex formal and messages in semi-formal or formal correspondence with a
sense of audience, formality and language appropriate to Write a letter to a client to
informal texts for a broadening decline work on a project
range of purposes and tasks in the occasion, intent and context.
that would result in an
mostly routine but demanding − Conveys the message with an appropriate sense of
unreasonable workload.
situations. audience, formality and genre.
Tactfully explain reasons and
− Writes with consideration for the needs and feelings of request to be considered for
the audience. other opportunities.
Write a formal letter of
• On abstract and unfamiliar − Uses language, format and content appropriate and acceptance for an award,
topics that may require relevant to occasion, intent and social context. scholarship, grant, contract
research − Demonstrates strengths and limitations typical of or job. Convey thanks and
• Intended for a defined Writing Benchmark 10, as listed in the Profile of Ability. acknowledge those who
audience helped in the achievement of
• Lengthy, as dictated by the success.
requirements of the task, up Write a formal letter of
to a range of about resignation to a committee.
3,000 words
Write a formal letter of
• In demanding contexts apology and
acknowledgement of an
Demonstrating these strengths error.
and limitations:
• Clear organization of ideas and
development of topic
• Main ideas are clearly
conveyed and well supported II. Reproducing Information
with details • Reduce complex, extensive information and ideas from Sample Tasks
• Good control of a range of multiple sources as an accurate outline, summary or
complex and diverse structures abstract, suitable for other people’s use. Take notes from a complex
presentation and organize
• Occasional errors in grammar, [Sources can include lengthy continuous or formatted them as an outline of main
word combinations and word texts, or oral discourse of up to about 1 hour.] points and supporting details.
choices still occur − Conveys essential information. Write a summary of a
• Flexibility of tone and style − Identifies, sorts, synthesizes and summarizes relevant complex meeting for
may be limited information. distribution to meeting
• Proofreads and revises own − Analyzes and reproduces content and organization of participants.
and others’ texts with text as an accurate, concise outline. Write main points, new ideas,
occasional input from others − Reduces information to main points with accurate and follow-up queries about a
• Able to communicate an supporting details and no major factual omissions. class lecture to use as study
expanding range of complex − Presents information with customary document layout notes.
messages, adjusting length to or format.
suit the requirements of the
task
• A very good range of concrete,
abstract and idiomatic
language suited to context and
purpose, which may include
genre-specific expressions or
jargon and cultural references

STAGE III

• Write business or service correspondence for a broad range of purposes (such as giving Sample Tasks
instructions, or expressing and responding to complaints, claims or adjustments).
Write a proposal to recommend
[Writing may require diplomacy.] a new or adapted procedure.
• Write semi-formal reports and proposals. Write a report to evaluate the
− Conveys main ideas clearly and provides sufficient detail. long-term cost-effectiveness of
− Conveys intended tone. similar products. Recommend
− Conveys the message with a sense of audience, formality and genre. one for purchase.
− Uses language, format and content appropriate and relevant to the occasion, intent and Write or respond to claim and
social context/relationship. adjustment letters (such as for
insurance claims).
• Complete complex forms and documents with pre-set formats.
− Completes forms with required information. Write an agreement, offer to
purchase or work contract using
standard legal forms.
Profile of Ability.

• Write effective, stylistically complex, and lengthy texts (such as expository or argument Sample Tasks
essays, symbolic stories, inquiry papers, problem-solution papers, or analytic reports)
on previously researched topics. Write a workplace report to
present a problem, analyze
options for various solutions,
− Conveys main ideas and supports them with sufficient detail. and suggest a preferred
− Presents text as a coherent whole, with all the parts required by the genre. solution.
− Uses discourse patterns and functions of definition, contrast, cause and effect, etc. Write a research report for an
− Establishes argumentative and logical connections among textual ideas; develops logical academic course or consumer
line of argumentation in support of conclusion. marketing research for an
− States a proposition, presents substantiation. employer. Articulate the
− Demonstrates strengths and limitations typical of Writing Benchmark 10, as listed in the purpose and nature of the
Profile of Ability. research, the data collection
methods, and an analysis of the
data collected.
Research and write a literature
review.

STAGE III

The writer can: • Convey an expanded range of personal and business Sample Tasks
Write complex formal and messages in semi-formal or formal correspondence with a
sense of audience, formality and language appropriate to Write a formal letter to
informal texts for a wide range of recommend a person for an
purposes and tasks in demanding the occasion, intent and context.
internship or apprenticeship.
non-routine situations. − Conveys the message with an appropriate sense of
audience, formality and genre. Write a letter to introduce
− Writes with consideration for the needs and feelings of and promote a new service or
When the communication is: the audience. product to reluctant
potential clients.
• On abstract, unfamiliar, or − Conveys intended tone.
specialized topics that may − Uses language, format and content appropriate and Write a letter to inform a
require research relevant to occasion, intent and social context. long-term supplier that
company needs have changed
• Intended for a defined or − Demonstrates strengths and limitations typical of
and their services are not
undefined audience Writing Benchmark 11, as listed in the Profile of Ability.
required. Thank the supplier
• Of any length demanded by the for their excellent service,
purpose, task and genre offer to provide referrals and
• In demanding contexts recommendations, and
indicate an intention to
engage them again in the
Demonstrating these strengths future if needs change.
and limitations:
• Coherent synthesis of extensive
complex information from
multiple sources
• Main ideas are clearly conveyed II. Reproducing Information
and very well supported with
details • Reduce and synthesize very complex and extensive Sample Tasks
information from multiple sources into a variety of
• Very good control of a broad Extract information from
formats (such as point-form notes, minutes, outlines,
range of complex and diverse various statistical charts on
summaries, reports, abstracts or charts).
structures drinking and driving.
[Sources can include lengthy continuous or formatted Summarize the information to
• A few minor errors in grammar,
word combinations and word texts, or oral discourse.] illustrate connections and
choices still occur − Conveys essential information. causal relationships (such as
• Flexibility of tone and style are − Reduces and synthesizes information to main points with a decrease in traffic fatalities
evident accurate supporting details, with no major factual after stricter legislation).
omissions or errors. Write an executive summary
• Effectively proofreads and
revises own and others’ texts − Presents information with customary document layout of a longer report or study.
or format. Write an official narrative
• Able to communicate most
complex messages, adjusting − Demonstrates strengths and limitations typical of record of a formal meeting at
length to suit the requirements Writing Benchmark 11, as listed in the Profile of Ability. which complex issues (such as
of the task public policies) were
discussed.
• A very good range of concrete,
abstract, and idiomatic
language used appropriately,
accurately and flexibly,
including genre-specific
cultural references

STAGE III

• Write business or service correspondence for a broad range of purposes and for external Sample Tasks
use (such as sales and marketing letters).
Write an investigative report to
• Write formal business reports, requests for proposals and formal proposals. present facts. Draw
[The tone of the message may have significant consequences.] conclusions, suggest logical
− Conveys main ideas clearly and provides sufficient detail. deductions, and make
extrapolations or predictions.
− Conveys the persuasive message with adequate sense of audience, formality, tone and Write a report to analyze
genre. changes and resulting
consequences to cuts in
− Presents information in a customary format, with a coherent organizational structure.
government funding of social
− Uses language, format and content appropriate and relevant to occasion, intent and services, cultural and
social context/relationship. recreational activities, or
• Create forms and other materials with preset formats to collect and record complex health care services.
information. Write an academic paper
[Writing or forms may be for a broad and diverse audience.] presenting 2 opposing positions
on a topic, adopt one of the
− Creates an effective formatted document.
positions and defend it with
− Presents information in a customary layout or format, with a coherent organizational supporting facts, examples, and
structure. statistics.
Profile of Ability.

• Write effective, stylistically complex texts (such as expository or argument essays, inquiry Sample Tasks
papers, problem-solution papers or analytic reports) on previously researched topics.
Write an inquiry essay to discuss
− Addresses the purpose of task with an appropriate sense of audience.
an issue or present an analysis
− Conveys main ideas and supports them with sufficient detail. of information from various
− Presents text as a coherent whole, with all the parts required by the genre. sources. Articulate a position
− Uses discourse patterns and functions of definition, contrast, cause and effect, etc. and support the arguments.
− Establishes argumentative and logical connections among textual ideas; develops a Write a detailed report or
logical line of argumentation in support of a conclusion. article to hypothesize about
− States a proposition and presents substantiation. causal relationships between
− Demonstrates strengths and limitations typical of Writing Benchmark 11, as listed in the facts, phenomena and events,
Profile of Ability. such as the effect of specific
changes in government policy
on poverty rates.
Write a report to articulate the
results of a research study,
survey or pilot project. Include
charts or other graphical
displays to present the data,
and use conventions
appropriate to the genre.

STAGE III

The writer can: • Convey, in a quality, tone and style suitable for Sample Tasks
Write complex formal and publication, a range of communication that synthesizes
complex propositions to foster goodwill toward a Write a formal public tribute
informal texts for a full range of to honour someone for
purposes, intentions and company, initiative, campaign or political or social entity.
his/her achievements,
objectives related to demanding − Conveys a clear message with a strong sense of
contributions, or special
non-routine, technical or audience, formality and genre.
qualities.
specialized situations and tasks. − Uses language, format and content appropriate to
the occasion, intent and audience. Write a press release to
inform the public about and
When the communication is: to promote a new product or
− Demonstrates strengths and limitations typical of service.
• On unfamiliar, highly abstract Writing Benchmark 12, as listed in the Profile of Ability.
or specialized topics that may Write a formal letter of
require research recommendation in support
of a professor’s promotion to
• Intended for a diverse defined
department head.
or undefined audience
• Of any length demanded by the Write a letter or proposal to
purpose, task and genre request continued funding of
a project. Focus on positive
• In demanding contexts outcomes of the project.
Write an evaluation report to
Demonstrating these strengths shareholders explaining the
and limitations: reasons behind a take-over
bid.
• Coherent synthesis and
evaluation of extensive
complex information from
multiple sources
• Writing is clear, effective and II. Reproducing Information
stylistically polished enough for
publication or public • Reduce and synthesize very complex and extensive Sample Tasks
distribution information from multiple sources into a variety of
formats (such as point-form notes, minutes, outlines, Write an abstract, including a
• Excellent control of variations summaries, reports, abstracts or charts). chart, of an extensive
and subtleties of grammar and statistical report.
structure, tone and style • Evaluate, revise and edit summaries and other reduced
forms of very complex and extensive information by other Edit the official narrative
• Rare and minor errors in writers (such as point-form notes, minutes, outlines, record of a formal meeting at
grammar, word combinations précis, reports, abstracts or charts). which complex issues (such as
and word choices may occur public policies) were
[Sources can include lengthy continuous or formatted discussed. Ensure that the
• Flexibility of tone and style are texts or oral discourse.]
evident content is accurate and the
− Conveys essential information. style is appropriate.
• Effectively proofreads, revises
and edits all aspects of texts − Reduces and synthesizes information to main points with Write a summary report that
accurate supporting details and no major factual synthesizes information from
• Able to communicate complex omissions or errors.
messages, adjusting length to 2 or 3 different studies on
suit the requirements of the − Edits and revises own or other’s texts for format, clarity applied research findings in a
task and accuracy. subject area.
− Edits document so it contains no errors and is presented Edit an executive summary of
• An excellent range of concrete,
in a customary layout or format. a longer report.
abstract, and idiomatic
language used appropriately, − Demonstrates strengths and limitations typical of
accurately and flexibly, Writing Benchmark 12, as listed in the Profile of Ability.
including genre-specific
cultural references

STAGE III

• Write highly specialized, complex formal correspondence and documents (such as external Sample Tasks
correspondence, formal proposals, procedures, training materials or public reports).
Write an external evaluation
[Writing may be for a broad and diverse audience. The tone of the message may have report about a large project.
significant consequences.]
Write a detailed proposal as an
− Conveys main ideas clearly and provides sufficient detail. official bid on a contract, or as
− Conveys the message with a sense of audience, formality and genre. a grant or funding request for a
− Evaluates, revises and edits own and others’ written texts. research project.
− Uses language, format and content of documents appropriate to occasion. Write a policy or procedure
− Presents information in a customary format, with a coherent organizational structure, manual for an organization.
and free of errors. Write a detailed and extensive
− Demonstrates strengths and limitations typical of Writing Benchmark 12, as listed in the workplace training manual.
Profile of Ability.
Evaluate, revise and edit texts
for public use.

• Write effective and stylistically polished texts (such as essays, reports, articles or theses) Sample Tasks
to inform, convince and persuade others.
Write a news story or an article
• Evaluate, revise and edit information texts for public use. for a newsletter or magazine.
Write a report to interpret and
− Writing contains complex, detailed ideas, which successfully inform and persuade. clearly articulate complex
− Conveys main ideas and supports them with sufficient detail. information to the public (such
− Presents text as a coherent whole, with all the parts required by the genre. as the results of a complex
− Demonstrates fluent, error-free command of grammar, vocabulary, idioms, structure of research study, statistical data,
information, style and mechanics. historical information, or the
− Evaluates, revises and edits information texts for public use. performance of a company).
− Demonstrates strengths and limitations typical of Writing Benchmark 12, as listed in the Write public relations or
Profile of Ability. promotional materials for a
campaign or product.
Write a thesis, dissertation or
research paper for a peer-
reviewed journal.

STAGE III
Across Stage III Writing

range from informal to range from informal to range from informal to range from informal to
formal. formal. formal, and may include formal, and may include
• Topics are abstract or • Topics are abstract or charts and graphics. charts or graphics.
specialized. specialized. • Topics are abstract or • Topics are abstract or
• Audience is usually familiar • Audience is usually familiar specialized. specialized.
or defined. or defined. • Audience may not be • Audience may not be
• Tasks may require research • Tasks may require research familiar or defined. familiar or defined.
and citation of reference and citation of reference • Tasks may require research • Tasks may require research
sources. sources. and citation of reference and citation of reference
• Forms are complex and their • Forms are complex and their sources. sources.
length is determined by length is determined by • Forms are complex and their • Forms are complex and their
purpose and situation. purpose and situation. length is determined by length is determined by
• Oral information to be • Oral information to be purpose and situation. purpose and situation.
reduced or summarized may reduced or summarized may • Oral information to be • Oral information to be
be somewhat lengthy (about be lengthy (about 1 hour) reduced or summarized may reduced or summarized may
30 minutes) and technical or and technical or be extensive in length and be extensive in length and
specialized.* specialized.* technical or specialized.* technical or specialized.*
• Print or online information • Print or online information • Print or online information • Print or online information
to be reduced or to be reduced or to be reproduced or to be reduced or
summarized is about 5 pages summarized is about summarized is about summarized is about
with clear organization and 10 pages with clear 15 pages with clear 20 pages with clear
layout, and may be technical organization and layout, and organization and layout, and organization and layout, and
or specialized.* may be technical or may be technical or may be technical or
• Length is suited to the specialized.* specialized.* specialized.*
purpose of the task and may • Length is suited to the • Length is suited to the • Length is suited to the
be up to about 1,500 words. purpose of the task and may purpose of the task and may purpose of the task and may
• Context is demanding. be up to about 3,000 words. be extensive. be extensive.
• Context is demanding. • Context is demanding. • Context is demanding.
* Note: The ability to reduce or summarize information is dependent on the writer's ability to comprehend. Therefore,
it is assumed that the content to be reproduced or reduced has a degree of complexity that does not exceed the
writer's Reading Benchmark (in the case of print or online content) or Listening Benchmark (in the case of oral
discourse).

Competency
Tables
Listening
Benchmarks 1-12
Sample competencies and

indicators of ability organized
by competency area

I. Interacting with Others – LISTENING – Stage I
Listening to communication intended to maintain or change interpersonal relationships and to foster social cohesion

• Understand individual • Understand greetings, • Understand simple social • Understand short social
greetings, introductions and introductions, requests, exchanges, including styles of exchanges containing
goodwill expressions. goodwill expressions and an greetings, introductions and introductions, casual small
[Communication is very expanding range of basic leave-taking. talk and leave-taking.
brief, 1 or 2 short turns.] courtesy formulas. [Communication is brief, [Communication is about
− Identifies individual, [Communication is very about 5 turns.] 6 turns.]
familiar words and short brief, 2 or 3 turns.] − Identifies a range of − Identifies formal and casual
phrases used in common − Identifies common courtesy common courtesy style and register.
courtesy formulas. phrases and an expanding expressions in discourse. − Identifies specific factual
− Recognizes appeals for range of expressions. − Begins to identify formal details and some implied
repetition. − Responds to requests for and casual style and meanings.
− Indicates comprehension basic personal information register. − Demonstrates strengths and
with appropriate verbal or or to identify people and − Identifies participant roles limitations typical of
non-verbal responses. objects. and relationships based on Listening Benchmark 4, as
− Demonstrates strengths and − Recognizes appeals for courtesy formulas and listed in the Profile of
limitations typical of repetition or clarification. introductions. Ability.
Listening Benchmark 1, as − Demonstrates strengths and − Identifies common basic
listed in the Profile of limitations typical of conversational openings
Ability. Listening Benchmark 2, as and closings.
listed in the Profile of − Demonstrates strengths and
Ability. limitations typical of
Listening Benchmark 3, as
listed in the Profile of
Ability.
For the Profiles of Ability and Sample Tasks, see the Benchmark pages.

I. Interacting with Others – LISTENING – Stage II

Initial Intermediate Ability Developing Intermediate Ability Adequate Intermediate Ability Fluent Intermediate Ability
• Understand the gist and some • Understand common social • Understand moderately • Understand moderately
details in moderately exchanges (such as openings complex social exchanges complex social exchanges
complex common and and closings, making and (such as expressions of and (such as expressions of and
predictable social exchanges cancelling appointments, responses to gratitude, responses to gratitude,
(that may express interests, apologies, regrets, excuses, hopes, appreciation, hopes, appreciation,
likes, dislikes, preferences, and problems in reception complaints, disappointment, complaints, disappointment,
offers, invitations and and communication). satisfaction, dissatisfaction, satisfaction, dissatisfaction,
compliments). − Identifies specific factual approval and disapproval). approval, disapproval, formal
− Identifies specific factual details and implied − Identifies implied meanings welcomes and farewells,
details and implied meanings. and stated and unspecified condolences and
meanings. details. congratulations).
− Identifies formal and casual
− Identifies formal and casual style and register. − Identifies language − Identifies implied meanings
style and register. functions. and stated and unspecified
− Identifies language details.
− Identifies language functions. − Identifies formal and casual
functions. style and register. − Identifies situations and
− Identifies some feelings, relationships between
− Identifies emotional states such as regret and − Understands the intent of participants.
from tone and intonation. compassion. the expressions and the
responses. − Identifies speakers’ purpose
− Identifies the situation and − Identifies expressions of and intent.
relationships between openings, pre-closings, − Identifies emotional state,
speakers. closings and leave-takings. mood and attitude from − Identifies emotional state,
tone and intonation. mood and attitude from
− Interprets feelings such as − Identifies situation and tone and intonation.
interest, likes/dislikes, relationship between − Interprets feelings such as
preferences. speakers. gratitude, hope and − Interprets feelings such as
appreciation. gratitude, hope,
− Demonstrates strengths and − Identifies mood, attitude appreciation,
limitations typical of and emotional states from − Identifies situation and disappointment,
Listening Benchmark 5, as tone and intonation. relationship between satisfaction, dissatisfaction,
listed in the Profile of − Demonstrates strengths and speakers. approval and disapproval.
Ability. limitations typical of − Demonstrates strengths and − Identifies the purpose of
Listening Benchmark 6, as limitations typical of expressions of formal
listed in the Profile of Listening Benchmark 7, as welcome, farewells,
Ability. listed in the Profile of condolences and
Ability. congratulations.
− Understands the intent of
expressions and responses.
− Identifies some nuances in
attitude, emotional tone
and register.
− Demonstrates strengths and
limitations typical of
Ability.

I. Interacting with Others – LISTENING – Stage III

• Understand main intent and • Understand complex • Understand propositionally • Understand the nuances and
some implied meanings in communication to identify and linguistically complex subtleties of propositionally
complex communication attitudes, emotions, communication between and linguistically complex
between speakers with motivations and intentions. diverse speakers to resolve communication between
varying roles and − Identifies different conflicts, build consensus and diverse speakers.
relationships. discourse formats for negotiate compromise. − Identifies different
− Identifies discourse formats different situations and − Identifies different discourse formats for a
for different situations and audiences. discourse formats for variety of situations and
audiences. − Identifies meaning different situations and audiences.
− Identifies meaning expressed through tone and audiences. − Identifies meaning
expressed through tone and intonation. − Identifies meaning expressed through tone and
intonation. − Identifies signals in speech expressed through tone and intonation.
− Identifies signals in speech to collaborate, to hold and intonation. − Recognizes preferred and
to collaborate, to hold and relinquish the floor and to − Identifies signals in speech non-preferred responses.
relinquish the floor, to attempt to interrupt to collaborate, to hold and − Identifies unstated
attempt to interrupt politely. relinquish the floor, to conflicts, challenges, and
politely. − Recognizes preferred and attempt to interrupt differences of opinion.
− Recognizes preferred and non-preferred responses. politely.
− Identifies instances of
non-preferred responses to − Identifies unstated and − Recognizes preferred and politeness and cooperation
personal interactions. implicit intentions and non-preferred responses. (and their violations)
− Identifies details of social motivations based on − Identifies, analyzes and through paralinguistic and
context and register. linguistic and paralinguistic evaluates language and linguistic clues
− Identifies stated and clues. interpersonal strategies. − Identifies examples of
unspecified details about − Identifies attitudes and − Identifies, analyzes and imposition, disrespect,
social roles and relative emotions using a range of evaluates criticism and sarcasm,
status. clues such as voice tone conflict-escalating language whether explicit or implied.
− Identifies situation and and volume, pitch, and behaviour. Identifies − Evaluates expressions in
relationship between intonation, and stress. converging and diverging terms of cultural norms
speakers. − Identifies different styles of styles of speech (speaking commonly used in
speech. the same way to convey professional and academic
− Identifies implied and some solidarity, speaking
unstated meanings. − Demonstrates strengths and discourse.
differently to convey
− Relates communication to limitations typical of distinctness). − Analyzes and evaluates
the situational and social Listening Benchmark 10, as language and interpersonal
listed in the Profile of − Demonstrates strengths and strategies.
context. limitations typical of
Ability. − Demonstrates strengths and
− Demonstrates strengths and Listening Benchmark 11, as
limitations typical of listed in the Profile of limitations typical of
Listening Benchmark 9, as Ability. Listening Benchmark 12, as
listed in the Profile of listed in the Profile of
Ability. Ability.

II. Comprehending Instructions – LISTENING – Stage I
Listening to instructions to learn or get things done in community, work or study settings

• Understand very short, simple • Understand short, simple, • Understand instructions and • Understand common,
instructions, commands and common instructions, directions related to familiar, sequentially presented
requests related to commands, requests and everyday situations of instructions and directions
immediate personal needs. directions related to immediate personal related to familiar, everyday
[Instructions/commands are immediate personal needs. relevance. situations of personal
about 2 to 5 words.] [Instructions/commands are [Instructions are about 2 to relevance.
− Identifies letters and simple imperative sentences.] 4 steps.] [Instructions are about 4 to
numbers. − Identifies letters and − Identifies words and 5 steps.]
− Identifies words or phrases numbers. phrases that indicate − Identifies words and
that indicate positive or − Identifies words or phrases movement, location, phrases that indicate
negative commands or that indicate positive or measurement, weight, movement, location,
requests. negative commands or amount and size. manner, frequency and
requests. − Identifies basic connectors duration.
− Responds to requests and
directions to provide − Responds verbally (by related to time (now, then, − Responds with appropriate
personal information. answering questions) or before, after) and place actions to directions and
with actions. (this, that, here, there). instructions.
− Indicates comprehension
with appropriate verbal and − Demonstrates strengths and − Responds with correct − Recognizes and identifies
non-verbal responses. limitations typical of actions to directions and correct sequence of steps.
Listening Benchmark 2, as instructions. − Demonstrates strengths and
limitations typical of listed in the Profile of − Demonstrates strengths and limitations typical of
Listening Benchmark 1, as Ability. limitations typical of Listening Benchmark 4, as
listed in the Profile of Listening Benchmark 3, as listed in the Profile of
Ability. listed in the Profile of Ability.
Ability.

II. Comprehending Instructions – LISTENING – Stage II

• Understand simple to • Understand moderately • Understand moderately • Understand extended

moderately complex complex directions and complex directions and multistep directions or
directions and instructions for instructions for technical or instructions for technical or instructions for technical or
generally familiar and non-technical tasks. non-technical tasks. non-technical tasks.
relevant procedures. [Instructions are about 9 to [Instructions are about 10 to [Instructions are over 12
[Instructions are about 7 to 10 steps, with up to 12 12 steps, with up to 15 steps, with up to 20 details
8 steps, with up to 10 details details (fewer on the details (fewer on the (fewer on the phone).]
(fewer on the phone).] phone).] phone).] − Follows sequence markers,
− Follows a range of basic − Follows sequence markers − Follows sequence markers, cohesive devices
cohesive devices indicating or other linguistic clues to cohesive devices (connecting words,
order and sequence. infer order of steps. (connecting words, reference, parallel
− Seeks clarification and − Follows a range of cohesive reference, parallel structure, substitution) or
confirmation if required. devices indicating order structure, substitution) or other linguistic clues to
and sequence. other linguistic clues to infer order of steps.
− Responds with actions to infer order of steps.
directions and instructions. − Seeks clarification and − Responds with actions to
confirmation if required. − Seeks clarification and directions and instructions.
− Demonstrates strengths and confirmation if required.
limitations typical of − Responds with actions to − Demonstrates strengths and
Listening Benchmark 5, as directions and instructions. − Responds with actions to limitations typical of
listed in the Profile of directions and instructions. Listening Benchmark 8, as
− Demonstrates strengths and listed in the Profile of
Ability. limitations typical of − Demonstrates strengths and
limitations typical of Ability.
listed in the Profile of Listening Benchmark 7, as
Ability. listed in the Profile of
Ability.

II. Comprehending Instructions – LISTENING – Stage III

• Understand complex • Understand complex • Understand complex • Understand and evaluate

multistep directions and multistep directions and multistep directions and detailed, extensive oral
instructions for familiar instructions for less familiar instructions for unfamiliar instructions in a broad range
procedures. procedures in some urgent or procedures in urgent or of situations.
[Instructions are somewhat demanding situations. demanding situations. [Instructions are for complex
detailed, presented clearly [Instructions are detailed and [Instructions are detailed, procedures.]
and may be lengthy.] may be lengthy, partially lengthy and presented − Evaluates oral instructions
− Integrates a few pieces of familiar or predictable.] clearly.] or instructional texts for
detailed information to − Integrates several pieces of − Integrates extensive, logical accuracy and
carry out procedures or detailed information to detailed information to clarity.
follow directions. carry out complex, carry out complex, − Uses external criteria and
− Follows cohesion links multistep procedures or to multistep procedures or to standards to evaluate the
across utterances. follow directions. follow directions. validity/effectiveness of
− Responds with actions to − Responds with actions to − Responds with actions to instructions or instructional
directions and instructions. directions and instructions. directions and instructions. texts.
− Demonstrates strengths and − Demonstrates strengths and − Demonstrates strengths and − Demonstrates strengths and
limitations typical of limitations typical of limitations typical of limitations typical of
Listening Benchmark 9, as Listening Benchmark 10, as Listening Benchmark 11, as Listening Benchmark 12, as
listed in the Profile of listed in the Profile of listed in the Profile of listed in the Profile of
Ability. Ability. Ability. Ability.

III. Getting Things Done – LISTENING – Stage I
Listening to communication intended to get things done, to influence or persuade, to obtain services or induce action in
community, work or study settings

• Understand expressions used • Understand expressions used • Understand expressions used • Understand short
to attract attention and to to make and respond to in familiar everyday communication intended to
request assistance in requests and warnings in situations (such as requests, influence or persuade others
situations of immediate situations of immediate permission and warnings). in familiar, everyday
personal need. personal need. − Identifies phrases and situations.
− Identifies a few common − Identifies expressions for sentences related to simple − Identifies purpose, main
key words and formulaic basic requests and persuasive functions. ideas, factual details and
expressions (Help! Watch warnings. − Demonstrates strengths and some implied meanings in
out!). − Recognizes apologies. limitations typical of simple announcements,
− Indicates comprehension Listening Benchmark 3, as commercials or
− Responds appropriately infomercials.
with appropriate verbal or with physical or verbal listed in the Profile of
non-verbal responses. responses. Ability. − Demonstrates strengths and
− Demonstrates strengths and Listening Benchmark 4, as
limitations typical of limitations typical of
Listening Benchmark 1, as listed in the Profile of
Listening Benchmark 2, as Ability.
Ability. Ability.

III. Getting Things Done – LISTENING – Stage II

• Understand the gist and some • Understand moderately • Understand moderately • Understand communication
details in moderately complex communication complex communication intended to influence or
complex communication intended to influence or intended to influence or persuade (such as extended
intended to influence or persuade (such as persuade (such as requests, warnings, threats,
persuade (such as simple suggestions, advice, reminders, orders and pleas) suggestions,
advice, opinion or encouragements and in situations related to recommendations and
suggestions) in everyday requests) in everyday personal or general proposed solutions) in
personally relevant personally relevant experiences. situations related to personal
situations. situations. − Identifies the purpose, decisions or to work-related
− Identifies main intent, main − Identifies main intent, main main ideas, factual details. issues in own field.
idea, factual details, words ideas, factual details, − Identifies implied − Identifies stated and
and expressions. words and expressions. meanings. unspecified meanings.
− Identifies some implied − Identifies implied − Identifies the functions of − Identifies the functional
meanings. meanings. utterances (such as value of utterances (such as
− Identifies cohesive devices − Identifies the functions of requests and reminders). warnings, threats,
and discourse indicators for utterances (such as suggestions or
− Follows discourse indicators recommendations).
sequence, comparison and suggestions, signalling cause and effect,
contrast. encouragement and condition and result. − Interprets warnings,
− Identifies basic signals in requests). threats, suggestions,
− Interprets requests, recommendations and
speech for collaboration, − Interprets facts, advice, reminders, orders and
turn-taking and suggestions and opinions. proposed solutions.
pleas.
interrupting. − Identifies cohesive devices − Evaluates the validity of
− Predicts consequences and suggestions or proposed
− Recognizes and interprets and discourse indicators for outcomes.
advice, opinions and comparison, contrast, solutions.
suggestions. condition and result. − Demonstrates strengths and − Demonstrates strengths and
− Demonstrates strengths and − Demonstrates strengths and Listening Benchmark 7, as
limitations typical of limitations typical of Listening Benchmark 8, as
listening benchmark 5, as Listening Benchmark 6, as Ability.
listed in the Profile of listed in the Profile of Ability.
Ability. Ability.

III. Getting Things Done – LISTENING – Stage III

• Understand complex and • Understand content, values • Understand the nuances and • Understand the nuances and
extended communication and assumptions in subtleties of communication subtleties of communication
intended to influence, communication intended to intended to influence or intended to influence or
persuade or inform significant influence or persuade. persuade across a broad persuade across a wide range
decisions (such as proposals, − Identifies values and variety of general interest, of contexts, whether familiar
suggestions or assumptions, where obvious academic and technical or unfamiliar, including
recommendations for solving from stated and unstated topics in own field. academic, workplace and
problems). clues. − Analyzes and evaluates the community.
− Identifies main intent, main − Identifies discourse appropriateness of − Identifies stated or
idea, factual details, indicators signalling persuasive strategies to the unstated facts, opinions
relevant words and introduction of contrasting audience and the purpose. and attitudes related to
expressions, and implied information, opposing − Identifies language aspects text.
meanings. views, (such as grammar and − Analyzes and evaluates
− Identifies discourse illustrations/examples, vocabulary) of persuasive speakers’ points of view.
indicators signalling unexpected turns. discourse. − Identifies discourse
contrasting information, − Identifies cohesion links − Identifies discourse indicators signalling
opposing views, (such as phrasal links) indicators signalling contrasting information,
illustrations/examples. across utterances. contrasting information, opposing views,
− Interprets proposals, − Identifies and separates opposing views, illustrations/examples,
suggestions and feelings, information and illustrations/examples, unexpected turn,
recommendations. facts. unexpected turn, reformulation of
− Identifies cohesion links reformulation of information.
− Analyzes and critically information.
(such as phrasal links) evaluates information − Identifies cohesion links
across utterances. based on a set of internal − Identifies cohesion links (such as phrasal links)
− Identifies and separates or external criteria or (such as phrasal links) across utterances.
feelings, information and standards. across utterances. − Identifies and separates
facts. − Demonstrates strengths and − Identifies and separates feelings, information and
− Analyzes and evaluates limitations typical of feelings, information and facts.
usefulness, Listening Benchmark 10, as facts. − Evaluates the
appropriateness, relevance listed in the Profile of − Identifies effective appropriateness,
and validity of proposed Ability. techniques (such as the use usefulness, relevance and
solutions, in relation to the of evidence, logical validity of information to
purpose and the audience. arguments and ethical and the audience and the
− Demonstrates strengths and emotional appeals) to purpose.
limitations typical of obtain agreement on or − Demonstrates strengths and
Listening Benchmark 9, as acceptance of ideas or limitations typical of
listed in the Profile of products. Listening Benchmark 12, as
Ability. − Demonstrates strengths and listed in the Profile of
limitations typical of Ability.
Ability.

IV. Comprehending Information – LISTENING – Stage I
Listening to learn, gain knowledge and get information and ideas from others

• Understand very simple • Understand simple • Understand short, simple, • Understand short descriptive
information about highly information about familiar, descriptive communication or narrative communication
familiar, concrete topics. concrete topics. about a person, object, on topics of personal
− Identifies a few obvious − Identifies specific factual situation, scene, personal relevance.
factual details, such as details, such as numbers, experience or daily routine. − Gets the gist.
numbers, letters, times and letters, time, place, key − Gets the gist. − Identifies factual details,
dates. words and expressions. − Identifies factual details, some implied meanings,
− Identifies a few key words − Identifies words related to key words and expressions key words and expressions.
and short expressions personal identification as required. − Identifies who, what,
related to immediate information. − Demonstrates strengths and where and when.
needs. − Demonstrates strengths and limitations typical of − Demonstrates strengths and
− Indicates comprehension limitations typical of Listening Benchmark 3, as limitations typical of
with appropriate verbal or Listening Benchmark 2, as listed in the Profile of Listening Benchmark 4, as
non-verbal responses. listed in the Profile of Ability. listed in the Profile of
− Demonstrates strengths and Ability. Ability.
Ability.

IV. Comprehending Information – LISTENING – Stage II

• Understand information about • Understand short group • Understand short group • Understand group
familiar or relevant topics. interactions and discussions interactions, discussions and interactions about abstract
• Understand descriptive or on familiar topics. meetings on generally and complex ideas on familiar
narrative monologues or • Understand descriptive or familiar topics. topics.
presentations related to narrative monologues or • Understand extended • Understand extended
everyday, personally relevant presentations on generally descriptive or narrative monologues or presentations
topics or situations. familiar and relevant topics. monologues or presentations on topics that are generally
[Presentations are informal, [Presentations are informal, about personal experiences, familiar and related to
with the use of visuals and with the use of visuals and general knowledge or familiar general knowledge or
up to about 5 minutes in up to about 10 minutes.] work-related topics, even technical/work-related issues
length.] when some information is in own field.
− Identifies topic-specific presented out of sequence.
− Gets the gist. words, phrases and [Presentations are informal or
expressions. [Presentations are informal, semi-formal, extended, with
− Identifies key words and with the use of visuals and the use of visuals and up to
phrases. − Identifies factual details, up to about 15 minutes.] about 20 minutes long.]
− Identifies factual details main ideas, supporting
details and implied − Identifies factual details, − Identifies the main idea
and some implied main ideas and supporting (which is not explicitly
meanings. meanings.
details. stated) and detailed
− Identifies opinions. − Identifies discourse information.
indicators for cause and − Makes inferences.
− Interprets descriptions, effect. − Identifies rhetorical − Identifies phrases and
reports and explanations. discourse markers and sentences that mark topic
− Makes some inferences. introduction, topic
− Demonstrates strengths and patterns of chronological
− Predicts what will happen order and sequence, development, topic shift
next in a narration. comparison and contrast, and conclusion.
listed in the Profile of − Identifies some common and cause and effect. − Identifies rhetorical
Ability. idiomatic expressions. − Identifies facts and discourse markers and
opinions. patterns of chronological
− Identifies signals in speech
order and sequence,
for collaboration, turn- − Interprets factual comparison and contrast,
taking and interruptions. information, explanations and cause and effect.
− Identifies facts and and opinions.
− Interprets factual
opinions. − Demonstrates strengths and information, explanations
− Interprets factual limitations typical of and opinions.
information, explanations Listening Benchmark 7, as
listed in the Profile of − Identifies facts, opinions
and opinions.
Ability. and attitudes.
Ability.
Ability.

IV. Comprehending Information – LISTENING – Stage III

• Understand complex, • Understand complex • Understand complex, detailed • Critically evaluate complex,
extended discussions between expository or argumentative and specialized discussions detailed and specialized
several speakers. exchanges or discussions between several speakers. discussions, interviews or
• Understand extensive between several speakers. • Understand complex, detailed formal debates.
lectures or presentations. • Understand extensive and extensive lectures or • Critically evaluate complex,
[Discussions, lectures and lectures or presentations. presentations. detailed and extensive
presentations are up to − Identifies discourse formats − Identifies detailed factual lectures or presentations.
about 30 minutes.] for different purposes. information and implied − Identifies and critically
− Identifies discourse format − Identifies detailed factual meanings. evaluates content,
for different purposes. information and implied − Extracts multiple pieces of organization and delivery.
− Identifies detailed factual meanings. information as required. − Summarizes and critically

information and implied − Comprehends pro and con − Synthesizes information to evaluates relevance of
meanings. arguments. reconstruct a message. examples, biases,
assumptions, values,
− Identifies main ideas that − Extracts relevant details − Extracts relevant details motives, and plausibility.
are not explicitly stated. from discourse that from discourse that
includes irrelevant or includes irrelevant or − Suggests ways to improve
− Identifies how details content.
support and develop main distracting information. distracting information.
ideas. − Follows the logical line of − Identifies thematic − Analyzes and evaluates
argumentation in support of organization of sub-parts of verbal and non-verbal
− Identifies paraphrasing, aspects of delivery and
restating of points, a conclusion. presentations and lectures
(such as patterns for makes suggestions for
examples and transition − Identifies thematic improvement.
indicators. organization of sub-parts of narrating, reporting,
presentations and lectures describing, arguing a point, − Identifies thematic
− Identifies thematic expressing results and organization of sub-parts of
organization of sub-parts of (such as patterns for
narrating, reporting, consequences). presentations and lectures
presentations and lectures (such as patterns for
(such as patterns for describing, arguing a point, − Identifies positions, biases,
expressing results and assumptions and motives. narrating, reporting,
narrating, reporting, describing, arguing a point,
describing, arguing a point, consequences). − Summarizes information. expressing results and
expressing results and − Recognizes fallacies. − Demonstrates strengths and consequences).
consequences). − Separates facts from limitations typical of − Identifies conversation
− Demonstrates critical opinions in arguments to Listening Benchmark 11, as styles (such as high
comprehension by evaluate listed in the Profile of involvement style and high
identifying biases and by credibility/validity. Ability. considerateness style).
separating facts from − Identifies different parts of
opinions. − Demonstrates strengths and
an argument and logical limitations typical of
− Identifies, summarizes and relationships between parts Listening Benchmark 12, as
critically evaluates the of discourse. listed in the Profile of
development of positions. − Demonstrates strengths and Ability.
limitations typical of Listening Benchmark 10, as
Listening Benchmark 9, as listed in the Profile of
listed in the Profile of Ability.
Ability.

Competency
Tables
Speaking
Benchmarks 1-12

by competency area

I. Interacting with Others – SPEAKING – Stage I
Speaking to maintain or change interpersonal relationships and to foster social cohesion

• Use and respond to basic • Use and respond to courtesy • Use a range of courtesy • Use a range of courtesy
courtesy formulas and formulas and greetings. formulas and greetings in formulas and some casual
greetings. [Interlocutors are familiar very short, casual, face-to- small talk in short, one-on-
[Interlocutors are familiar and and supportive.] face interactions. one or small group
supportive.] [Interlocutors are familiar interactions.
− Initiates and responds
− Responds appropriately to appropriately to and supportive.] [Interlocutors are familiar
common greetings, introductions and leave- − Opens a conversation. and supportive.]
introductions, and takings using appropriate − Initiates and responds − Opens and closes a short
leave-takings. courtesy formulas. appropriately to conversation.
− Uses appropriate basic − Opens a short conversation. introductions and leave- − Introduces 2 known people.
courtesy formulas. − Indicates communication takings. − Asks and responds to
− Indicates communication problems verbally, if − Initiates and responds questions about common,
problems verbally or needed. appropriately in short everyday routines.
non-verbally. − Demonstrates strengths and routine exchanges about − Uses non-verbal
− Demonstrates strengths and limitations typical of self and another person. communication (such as eye
limitations typical of Speaking Speaking Benchmark 2, as − Uses an expanding range contact and nodding) to
Benchmark 1, as listed in the listed in the Profile of of courtesy formulas and show interest and
Profile of Ability. Ability. small talk phrases. encourage conversation.
− Uses simple questions to − Uses a range of small talk
ask about another phrases and expressions.
person. − Indicates comprehension
− Indicates comprehension and communication
and communication problems verbally, if
problems verbally, if needed.
needed. • Participate in very short,
− Demonstrates strengths simple phone calls.
and limitations typical of [Phone interactions are very
Speaking Benchmark 3, as brief.]
Ability. − Initiates simple phone calls.
− Uses appropriate greetings.
− Leaves a short, simple
message with a person or
on voice mail.
− Uses appropriate closing
remarks to end phone calls.
Speaking Benchmark 4, as
Ability.

I. Interacting with Others – SPEAKING – Stage II (CLB 7, 8 on next page)
CLB 5 CLB 6
Initial Intermediate Ability Developing Intermediate Ability
• Participate in basic social conversations for some everyday • Participate in routine social conversations for some everyday
purposes (such as expressing feelings; making, accepting or purposes (such as apologies, excuses, expressing opinions and
declining invitations; and engaging in small talk). making suggestions or arrangements).
[Limited support from interlocutors.] [Limited support from interlocutors.]
− Opens and maintains a conversation. − Opens, maintains and closes a conversation.
− Responds to small talk. − Introduces someone to a small familiar group in a way that is
− Extends, accepts or declines invitations. appropriate to the situation and audience.
− Takes turns by giving non-verbal and verbal signals. − Uses and responds to small talk.
− Encourages conversations by using eye contact, nodding, − Encourages conversation by adding supportive comments.
showing interest, etc. − Provides appropriate apologies and explanations.
− Indicates non-comprehension. − Takes turns by interrupting appropriately.
• Participate in very short phone calls. − Indicates partial comprehension by asking clarifying
[Communicating on the phone may be difficult.] questions.
− Answers the phone, greets a caller, and closes a • Participate in short phone calls.
conversation using appropriate conventions and expressions. [Communicating with strangers on the phone may be
− Provides simple personal information. challenging.]
− Demonstrates strengths and limitations typical of Speaking − Answers the phone, greets the caller, and closes a
Benchmark 5, as listed in the Profile of Ability. conversation using appropriate conventions and expressions.
− Provides information or leaves a message with 3 to 5 details.
− Clarifies and confirms information.
− Demonstrates strengths and limitations typical of Speaking
Benchmark 6, as listed in the Profile of Ability.

I. Interacting with Others – SPEAKING – Stage II (cont.)
CLB 7 CLB 8
Adequate Intermediate Ability Fluent Intermediate Ability
• Participate in less routine social conversations for many • Participate in less routine social conversations for most
everyday purposes (such as expressing and responding to everyday purposes (such as expressing and responding to
appreciation, complaints, satisfaction, dissatisfaction and empathy, clarifying conflicts, and providing reassurance).
hope). [Little support from interlocutors; communication may be
[Limited support from interlocutors.] related to situations where tone and register may have an
− Opens and maintains a short formal conversation, closing impact on the outcome.]
with 3 customary steps (pre-closing, closing, leave-taking). − Introduces guests or speakers appropriately.
− Introduces a person formally to a group in a way that is − Expresses and responds to sympathy.
appropriate to the situation and audience. − Expresses and responds to formal toasts or welcomes.
− Asks follow-up questions to keep the conversation going. − Responds to minor conflicts or complaints, or comforts
− Shows developing ability to hold the floor and to resume others in distress.
after an interruption. − Asks follow-up questions to keep conversations going.
− Changes the topic appropriately. − Encourages others to participate.
− Confirms own comprehension by repeating or paraphrasing. − Holds the floor, interrupts appropriately, and resumes after
• Participate in routine phone calls. an interruption.
[Communicating on the phone is about familiar routine − Uses appropriate levels of formality with increased ability.
matters; clarifying unknown details may cause communication • Participate in brief professional phone calls.
problems.]
[Communicating on the phone can involve less familiar and
− Answers the phone, greets a caller, and closes a some non-routine matters.]
conversation using appropriate conventions and expressions.
− Opens, maintains and closes a phone conversation in a
− Provides information or leaves accurate messages in some professional manner.
detail.
− Provides information in a professional manner.
Benchmark 7, as listed in the Profile of Ability. − Uses appropriate levels of formality with increased ability.

I. Interacting with Others – SPEAKING – Stage III (CLB 11, 12 on next page)
CLB 9 CLB 10
Initial Advanced Ability Developing Advanced Ability
• Manage a range of personal and business interactions that • Manage an expanding range of personal and business
involve needs, feelings and attitudes (such as respect and interactions that involve needs, feelings and attitudes (such as
indifference). perceived hostility, blame, sarcasm or condescension).
[Communication may be related to high-stakes situations [Communication may be related to high-stakes situations
where tone and register have an impact on the outcome.] where tone and register have an impact on the outcome.]
− Uses a range of polite expressions to show or respond to − Uses effective verbal communication strategies to diffuse or
respect and friendliness. de-escalate hostility.
− Uses expressions and registers appropriate for the level of − Uses expressions and registers appropriate for occasions,
formality, occasions, intents and social situations. intents and social situations.
− Considers boundaries and degrees of distance to interact − Uses appropriate assertive communication strategies to
appropriately. respond to blame, sarcasm, etc.
− Uses appropriate assertive communication strategies to deal − Uses expressions and registers appropriate to the level of
with distance and indifference. formality of situations.
− Uses appropriate non-verbal behaviours. − Uses non-aggressive, non-challenging body language.
• Co-facilitate or contribute to discussions or debates in small • Co-facilitate or contribute to discussions or debates in large
formal groups. formal groups.
[Topics may be abstract or conceptual.] [Topics may be abstract or conceptual.]
− Opens, maintains and closes the discussion. − Opens, maintains and closes discussions.
− Negotiates discussion points. − Negotiates discussion points.
− Manages the direction of the conversation. Facilitates turns. − Manages the direction of conversations. Facilitates turns.
− Holds the floor, shares the floor, and encourages others to − Holds the floor, shares the floor, and encourages others to
participate. participate.
− Asks others to give, confirm and clarify information as − Clarifies information as needed.
needed. − Uses a variety of strategies to keep the discussion going and
− Uses a variety of strategies to keep the discussion on track on topic.
and on topic. − Includes others in discussions.
− Demonstrates strengths and limitations typical of Speaking − Demonstrates strengths and limitations typical of Speaking
Benchmark 9, as listed in the Profile of Ability. Benchmark 10, as listed in the Profile of Ability.

I. Interacting with Others – SPEAKING – Stage III (cont.)
CLB 11 CLB 12
Adequate Advanced Ability Fluent Advanced Ability
• Manage an expanded range of personal and business • Manage a broad range of personal and business interactions, in
interactions to appropriately respond to needs, feelings and both formal and informal situations, to appropriately and
attitudes (such as criticism and value judgements). effectively negotiate needs, feelings and attitudes (such as
[Communication may be related to high-stakes situations recognition, validation, acknowledgement and conflict).
where tone and register have an impact on the outcome.] [Situation may be public; communication may be related to
− Uses a range of polite and diplomatic expressions to provide high-stakes situations where tone and register have an impact
constructive criticism. on the outcome.]
− Uses expressions and registers appropriate for occasions, − Uses a range of polite expressions to welcome, acknowledge
intents and social contexts. or encourage individuals or groups.
− Asks clarifying questions when receiving criticism. − Uses appropriate intonation, pitch, volume, tone of voice
and non-verbal behaviours for greater impact.
− Uses appropriate intonation, pitch and tone of voice to
express desired meanings. • Facilitate or chair formal meetings, discussions, symposia or
debates for a variety of groups.
• Facilitate or chair formal meetings, discussions or debates.
[Topics may be abstract or conceptual.]
[Topics may be abstract or conceptual.]
− Calls meetings to order, handles motions and voting, and
− Opens, maintains and closes discussions. adjourns meetings (i.e., for formal meetings).
− Controls speakers and manages the agenda. − Manages speakers’ turns.
− Negotiates discussion points. − Motivates others to contribute.
− Diffuses conflicts by reframing negative statements. − Diffuses conflicts by reframing negative statements.
− Adjusts conversational and turn-taking style to that of − Establishes a climate of collaboration.
others.
− Repairs communication problems.
− Uses a variety of strategies to stay on topic.
− Repairs communication problems. Benchmark 12, as listed in the Profile of Ability.

II. Giving Instructions – SPEAKING – Stage I
Giving instructions to get things done in community, work or study settings

• Give brief, simple, common, • Give short, simple, common, • Give simple, common, routine • Give a set of simple,
routine instructions to a routine instructions to a instructions and directions to common, routine instructions
familiar person. familiar person. a familiar person. and directions to a familiar
[Instructions are a few words [Instructions are short [Instructions are 2 to 3 person.
or a short phrase.] phrases or imperative steps.] [Instructions are about 4 to 5
− Uses imperative forms and sentences.] − Uses appropriate courtesy steps.]
memorized stock − Uses imperative forms, forms and structures. − Uses appropriate courtesy
expressions. memorized stock − Expresses movement and forms and structures.
− Uses appropriate courtesy expressions, and location. − Expresses movement and
words (such as please, appropriate courtesy words location.
(such as please). − Demonstrates strengths and
thank you). limitations typical of − Demonstrates strengths and
− Demonstrates strengths and − Gives both positive and Speaking Benchmark 3, as limitations typical of
limitations typical of negative commands. listed in the Profile of Speaking Benchmark 4, as
Speaking Benchmark 1, as − Demonstrates strengths and Ability. listed in the Profile of
listed in the Profile of limitations typical of Ability.
Ability. Speaking Benchmark 2, as
Ability.

II. Giving Instructions – SPEAKING – Stage II

• Give instructions and • Give sequential instructions • Give instructions and • Give instructions and
directions for everyday and directions for everyday directions for technical and directions for a broad range
activities and processes. activities and processes. non-technical tasks, of technical and non-
− Uses appropriate courtesy − Uses correct sequence of procedures and processes. technical tasks, procedures
forms and structures. steps. − Uses correct sequence of and processes.
− Uses appropriate − Uses clear references. steps. − Uses correct sequence of

expressions to sequence − Uses clear references and steps.
− Uses sequencing intonation
instructions. so that the listener can provides necessary details. − Uses clear references and
− Demonstrates strengths and follow. − Uses sequencing intonation provides necessary details.
limitations typical of − Checks to confirm so that listener can follow. − Uses appropriate intonation
Speaking Benchmark 5, as understanding. − Checks to confirm so that listener can follow.
listed in the Profile of understanding. − Checks to confirm
limitations typical of − Demonstrates strengths and understanding.
Speaking Benchmark 6, as limitations typical of − Demonstrates strengths and
listed in the Profile of Speaking Benchmark 7, as limitations typical of
Ability. listed in the Profile of Speaking Benchmark 8, as
Ability.

II. Giving Instructions – SPEAKING – Stage III

• Give complex instructions for • Give complex instructions for • Give complex instructions for • Give complex instructions on
some technical and non- some technical and non- technical and non-technical technical and non-technical
technical tasks, procedures technical tasks, procedures tasks, procedures and tasks, procedures and
and processes. and processes in somewhat processes in many demanding processes in most demanding
− Gives detailed information demanding situations. situations. situations.
to carry out instructions. − Gives detailed information − Gives detailed information − Gives detailed information
− Uses accurate language to carry out instructions. to carry out instructions. to carry out instructions.
forms and structures to − Uses accurate language − Uses accurate language − Uses accurate language
convey a sequence of steps. forms and structures to forms and structures to forms and structures to
− Checks to confirm convey a sequence of steps. convey a sequence of steps. convey details and the
understanding. − Checks to confirm − Checks to confirm sequence of steps.
− Demonstrates strengths and understanding. understanding. − Checks to confirm

limitations typical of − Demonstrates strengths and − Demonstrates strengths and understanding.
Speaking Benchmark 9, as limitations typical of limitations typical of − Demonstrates strengths and
listed in the Profile of Speaking Benchmark 10, as Speaking Benchmark 11, as limitations typical of
Ability. listed in the Profile of listed in the Profile of Speaking Benchmark 12, as
Ability. Ability. listed in the Profile of
Ability.

III. Getting Things Done – SPEAKING – Stage I
Speaking to get things done, influence or persuade, to obtain services or induce action in community, work or study settings

• Make and respond to simple • Make and respond to simple • Make and respond to an • Make and respond to a range
requests related to requests related to common expanding range of simple of requests and offers (such
immediate personal needs everyday activities. requests related to everyday as getting assistance, and
(such as asking for assistance, − Uses appropriate activities. asking for, offering,
or for the time, a price or an memorized expressions, • Give an expanding range of accepting or rejecting goods
amount). simple sentences, and simple warnings, apologies or services.)
− Uses appropriate single courtesy formulas for and cautions. − Asks questions and makes
words, phrases, memorized requests. − Uses appropriate polite requests and suggestions
expressions and courtesy • Give very simple warnings expressions. politely and appropriately.
formulas. and cautions. − Uses modals with some
− Uses simple sentences and
− Uses simple expressions of − Uses appropriate question formations. accuracy.
time. memorized expressions, − Facilitates the listener’s
− Repeats and attempts to
− Uses expressions for simple sentences, and explain when necessary. comprehension by
money, prices and courtesy formulas for repeating and explaining.
amounts. simple warnings and − Uses appropriate simple
expressions. − Elicits or provides details as
− Uses acceptable gestures cautions. needed.
and body language when − Demonstrates strengths and − Provides some basic details.
making requests. limitations typical of − Demonstrates strengths and limitations typical of
− Demonstrates strengths and Speaking Benchmark 2, as limitations typical of Speaking Benchmark 4, as
limitations typical of listed in the Profile of Speaking Benchmark 3, as listed in the Profile of
Speaking Benchmark 1, as Ability. listed in the Profile of Ability.
Ability.

III. Getting Things Done – SPEAKING – Stage II
Speaking to get things done, to influence or persuade, to obtain services or induce action in community, work or study settings

• Give and respond to informal • Give and respond to informal • Give extended warnings, • Propose or recommend
requests, permission, and somewhat formal suggestions, solutions to problems in a
suggestions and advice. suggestions and indirect recommendations or advice. familiar area.
− Provides details and gives requests. − Uses appropriate persuasive [Communication may
reasons. − Gives reasons and predicts arguments. sometimes be related to
− Uses modals with the consequences of not − Uses modals with the situations where clarity and
appropriate level of following through. appropriate level of diplomacy have an impact on
politeness. − Uses modals with the politeness. the outcome.]
− Demonstrates strengths and appropriate level of − Demonstrates strengths and − Describes problems and
limitations typical of politeness. limitations typical of clarifies details.
Speaking Benchmark 5, as − Conveys a developing Speaking Benchmark 7, as − Indicates possible solutions,
listed in the Profile of ability to make indirect listed in the Profile of recommends the best ones,
Ability. requests appropriately. Ability. and gives reasons.
− Demonstrates strengths and − Demonstrates strengths and
Speaking Benchmark 6, as Speaking Benchmark 8, as
Ability. Ability.

III. Getting Things Done – SPEAKING – Stage III
Speaking to get things done, to influence or persuade, to obtain services or induce action in community, work or study settings

• Present formal proposals to • Persuade persons in authority • Negotiate mutually agreeable • Negotiate detailed contracts
address concerns or deal with to grant approvals or solutions to problems. or agreements.
problems. accept/reject proposals. [Communication may be • Manage and mediate conflicts
[Communication may be [Communication may be related to high-stakes or disputes.
related to high-stakes related to high-stakes situations where clarity and [Communication may be
situations where clarity and situations where clarity and diplomacy have an impact on related to high-stakes
diplomacy have an impact on diplomacy have an impact on the outcome.] situations where clarity and
the outcome.] the outcome.] − Negotiates concessions or diplomacy have an impact on
− Presents a formal proposal − Presents a formal proposal solutions. the outcome.]
on how to deal with a to an individual or a group − Provides required details. − Provides required details.
concern to an individual or in authority.
a group in authority. − Uses a variety of persuasive − Uses persuasive techniques
− Provides required details. techniques to obtain to obtain agreement or
− Provides required details. − Provides persuasive agreement (such as acceptance for ideas.
− Provides persuasive arguments to gain evidence, logical arguments − Mediates conflicts in a
arguments on how the acceptance or approval of and ethical and emotional variety of situations to get
concern should be the proposal. appeals). things done.
addressed. − Requests − Demonstrates strengths and − Uses appropriate verbal and
− Requests agreement/commitment in limitations typical of non-verbal communication
agreement/commitment in a sensitive manner. Speaking Benchmark 11, as strategies to negotiate
a sensitive manner. − Uses appropriate verbal and listed in the Profile of agreements or mediate
− Demonstrates strengths and non-verbal communication Ability. conflicts.
limitations typical of strategies. − Demonstrates strengths and
Speaking Benchmark 9, as − Demonstrates strengths and limitations typical of
listed in the Profile of limitations typical of Speaking Benchmark 12, as
Ability. Speaking Benchmark 10, as listed in the Profile of
Ability.

IV. Sharing Information – SPEAKING – Stage I
Speaking to inform others, to request, share or present information and ideas in community, work or study settings

• Give basic personal • Give expanded basic personal • Ask for and give information • Ask for and give information
information in response to information to a supportive about immediate needs and about needs and feelings
direct questions from a listener. some feelings related to related to common everyday
supportive listener. − Answers simple questions common everyday activities. activities.
− Answers simple questions about personal information. − Asks and answers simple, − Asks and answers simple,
about personal information. − Uses alphabet to spell out factual questions. factual questions.
− Uses alphabet to spell out words, such as own name. − Follows conventions for − Expresses feelings, needs,
words, such as own name. − Expresses likes and dislikes. providing personal preferences, satisfaction
• Ask for basic personal information such as and dissatisfaction.
− Expresses basic ability or addresses and phone
information. inability. • Give brief descriptions of
numbers. personal experiences,
− Asks simple questions using • Ask for basic personal
memorized stock phrases. − Expresses some feelings. situations or simple
information. processes, such as getting
− Demonstrates strengths and − Expresses very simple
− Asks simple questions using immediate and future goods or services.
limitations typical of memorized stock phrases.
Speaking Benchmark 1, as needs, wants and plans. [Descriptions are an attempt
listed in the Profile of • Give basic descriptions of • Give simple descriptions of at taking a longer turn within
Ability. concrete familiar objects in a concrete objects, people or an interaction with one
few short words or phrases. experiences in a few short person or a familiar
sentences. supportive group.]
[Descriptions are in response
to questions.] [Descriptions are an attempt − Sustains about 5 to
at taking a longer turn within 7 sentences, which are
− Describes concrete objects,
an interaction with one adequately connected as
likes and dislikes.
person at a time.] discourse.
− Describes sizes, colours and
− Sustains about 4 or − Gives descriptions in
numbers.
5 sentences, which may not coherent narratives.
be adequately connected as − Demonstrates strengths and
discourse. limitations typical of
Speaking Benchmark 2, as
− Demonstrates strengths and Speaking Benchmark 4, as
limitations typical of listed in the Profile of
Ability.
Speaking Benchmark 3, as Ability.
Ability.

IV. Sharing Information – SPEAKING – Stage II (CLB 7, 8 on next page)
CLB 5 CLB 6
Initial Intermediate Ability Developing Intermediate Ability
• Ask for and give information related to routine daily activities • Ask for and give information in some detail; express opinions,
in one-on-one interactions. feelings, obligation, ability, and certainty one-on-one and in
• Agree, disagree and give opinions in small group discussions or small group discussions or meetings.
meetings. − Provides necessary information.
[Discussions or meetings are in groups of 3 to 5 people.] − Asks relevant questions.
− Provides necessary information. − Summarizes information and ideas to confirm understanding.
− Asks relevant questions. − Agrees and disagrees appropriately, when necessary.
− Repeats information and ideas to confirm understanding. − Thanks others for their contributions and information.
− Expresses opinions and feelings. − Participates effectively in interactions with some degree of
− Agrees and disagrees appropriately. support from others.
− Thanks others for their contributions and information. • Give detailed presentations about sequences of events;
incidents in the past, present or future; simple processes, or
− Participates adequately in interactions with some degree of descriptions or comparisons of people, places etc.
support from others.
[Presentations are up to about 7 minutes long; topics are
• Give presentations about sequences of events; incidents in the familiar and concrete.]
past, present or future; or to describe scenes, pictures or daily
routines. − Presents information using connected discourse.
[Presentations are up to about 5 minutes long; topics are − Uses an introduction, development and conclusion.
familiar and concrete.] − Uses connective words and phrases appropriately.
− Presents information using connected discourse. − Provides adequate detailed descriptions.
− Uses an introduction, some development, and a conclusion. − Shows some awareness of appropriate eye contact, body
− Uses connective words and phrases. language, volume and rate.
− Sequences events in a comprehensible order. − Demonstrates strengths and limitations typical of Speaking
− Provides adequate descriptions.
− Shows some awareness of appropriate eye contact and body
language.

IV. Sharing Information – SPEAKING – Stage II (cont.)
CLB 7 CLB 8
Adequate Intermediate Ability Fluent Intermediate Ability
• Give detailed information; express and qualify opinions and • Give detailed information; express and qualify opinions or
feelings; express reservations, approval, disapproval, concerns; present solutions and options; indicate opposition or
possibilities and probabilities one-on-one and in small group support for a stand in one-on-one interactions and small group
discussions or meetings. discussions or meetings.
− Provides necessary information. − Provides detailed information and presents options as
− Asks and addresses relevant questions. needed.
− Summarizes information and ideas to clarify and confirm − Asks relevant questions to gather, share, analyze and
understanding. compare information.
− Holds the floor, shares the floor, and thanks others for their − Summarizes information and ideas to clarify and expand
contributions and information. understanding.
− Gives a summary or report about the main points of a − Expresses and qualifies opinions, feelings, doubts and
contribution by someone else. concerns.
− Participates effectively in interactions with little support − Appropriately opposes or supports a stand or solution.
from others. − Holds the floor, shares the floor, draws others out, and
• Give presentations about moderately complex processes, to thanks them for their contribution and information.
tell stories (including future scenarios), or to describe, − Participates effectively in interactions.
compare and contrast in detail 2 events, jobs or procedures. • Give presentations to describe and explain structures, systems
[Presentations are up to about 10 minutes long; topics are or processes based on research.
familiar and concrete.] [Presentations are up to about 20 minutes long; topics are
− Presents information using connected discourse. familiar, concrete, or abstract.]
− Uses an introduction, development and conclusion. − Presents information using connected discourse.
− Uses connective words and phrases appropriately. − Expresses main ideas and supports them with details.
− Provides clear and detailed descriptions and comparisons. − Provides an introduction, development and conclusion.
− Shows developing awareness of appropriate eye contact, − Narrates coherently so that agents, actions, circumstance,
body language, volume and rate. process and sequence are clear.
− Demonstrates strengths and limitations typical of Speaking − Shows developing awareness of style and formality.
Benchmark 7, as listed in the Profile of Ability. − Provides accurate and somewhat detailed descriptions,
explanations or accounts.
− Shows awareness of appropriate eye contact, body language,
volume and rate.

IV. Sharing Information – SPEAKING – Stage III (CLB 11, 12 on next page)
CLB 9 CLB 10
Initial Advanced Ability Developing Advanced Ability
• Ask for, give and discuss detailed information and opinions to • Ask for, give and discuss detailed complex information and
coordinate teamwork assignments, one-on-one and in business opinions to coordinate teamwork assignments, train others,
meetings, discussions or debates. delegate, solve problems, resolve conflicts or make decisions
− Provides detailed information as needed. in meetings and business discussions.
− Asks relevant questions to gather, share, analyze and • Participate in a formal debate.
compare information. − Provides detailed information as needed.
− Expresses and qualifies opinions, feelings and doubts. − Asks relevant questions to gather, share, analyze and
− Summarizes information and ideas to clarify and expand compare information.
understanding. − Expresses and qualifies opinions, feelings and doubts.
− Argues persuasively when required. − Summarizes information and ideas to clarify and expand
− Summarizes positions. understanding.
− Supports, opposes, accepts or rejects ideas and opinions. − Argues persuasively when required.
− Adjusts language for clarity and uses appropriate non-verbal − Summarizes positions.
cues and signals. − Supports, opposes, accepts or rejects ideas and opinions.
• Give demonstrations, briefings, oral reports or position papers − Adjusts language for clarity and uses appropriate non-verbal
on familiar or researched topics. cues and signals.
[Presentations are up to about 30 minutes in length.] − Inquires about and discusses implications and consequences.
− Organizes, supports, sequences and connects information − Comments on perceived strengths, gaps or weaknesses in
and ideas. concepts.
− Describes, classifies, defines, generalizes, explains, • Give seminar-style presentations to explain complex concepts
illustrates, exemplifies and summarizes. and ideas on familiar or researched topics.
− Uses appropriate organization and discourse markers to help [Presentations are up to about 40 minutes.]
listeners to follow. − Organizes, supports, sequences and connects information
− Adjusts the presentation according to the audience. and ideas.
− Responds to comments and questions. − Analyzes and evaluates concepts and problems.
− Demonstrates adequate control, flexibility and a range of − Explains by using analogy, examples, anecdotes and
linguistic forms. diagrams.
− Demonstrates strengths and limitations typical of Speaking − Uses appropriate organization and discourse markers to help
Benchmark 9, as listed in the Profile of Ability. listeners to follow.
− Adjusts the presentation according to the audience.
− Responds to comments, questions and objections; adds
information and elaborates.
− Demonstrates good control, flexibility and a range of
linguistic forms.

IV. Sharing Information – SPEAKING – Stage III (cont.)
CLB 11 CLB 12
Adequate Advanced Ability Fluent Advanced Ability
• Ask for, give and discuss detailed complex information to solve • Ask for, give and discuss detailed complex information to
problems, make decisions, supervise, motivate or discipline advise, counsel or collaborate on complex projects.
someone or evaluate performance. − Provides detailed information as needed.
− Provides detailed information as needed. − Obtains, synthesizes, organizes and presents information as
− Obtains, synthesizes, organizes and presents information as needed.
needed. − Elicits information, views and opinions.
− Expresses and qualifies opinions, feelings and doubts. − Communicates, discusses and clarifies complex ideas.
− Clarifies issues of discussions. − Comments on perceived strengths, gaps and weaknesses in
− Helps brainstorm or reach consensuses, decisions and concepts.
solutions to problems. − Helps brainstorm or reach a consensus, decision and solution
− Sums up consensuses, decisions and solutions reached or not to a problem.
reached. − Adjusts language for clarity and uses appropriate non-verbal
− Adjusts language for clarity and uses appropriate non-verbal cues and signals.
cues and signals. − Motivates others to contribute or collaborate.
− Inquires about and discusses implications and consequences. • Give lecture-style presentations to explain and hypothesize
− Comments on perceived strengths, gaps and weaknesses in about causal or logical relationships, or to evaluate and
concepts. critique demands, recommendations or appeals.
• Give expository or argumentative presentations at symposia or [Length of presentation is dictated by the requirements of the
conferences to explain complex concepts on known (through task.]
areas of expertise) or researched non-personal, abstract − States the thesis or proposition, and develops a logical line
topics. or argumentation.
[Length of presentation is dictated by the requirements of the − Uses appropriate expository discourse; makes explicit the
task.] logical relationships between parts of the discourse.
− States the thesis and proposition, and develops a logical line − Meets the needs of diverse audiences.
of argumentation.
− Organizes, supports, sequences and connects complex information and elaborates.
information and ideas.
− Explores causal and logical relationships between facts,
− Explains by using details, scenarios, statistics, reasons, phenomena and events; explores pro and con arguments,
causes and effects, statistics, testimonies, illustrations, hypothesizes and draws conclusions.
graphs, etc.
− Presents an evaluation, critique, recommendation or appeal.
− Presents pro and con arguments.
− Demonstrates excellent control, flexibility and range of
− Demonstrates logical relationships between parts of the linguistic forms.
discourse.
− Meets the needs of diverse audiences. Benchmark 12, as listed in the Profile of Ability.
information and elaborates.
− Demonstrates very good control, flexibility and a range of
linguistic forms.
For the Profiles of Ability and Sample Tasks, see the Benchmark page

Competency
Tables
Reading
Benchmarks 1-12

by competency area

I. Interacting with Others – READING – Stage I
Reading messages intended to maintain or change interpersonal relationships and foster social cohesion

• Understand short greetings • Understand short greetings • Understand short personal • Understand simple personal
and simple goodwill and other goodwill messages. social messages (such as social messages (such as
messages. [Texts are up to a few short invitations, thanks, apologies, invitations, thanks, apologies,
[Texts consist of a simple sentences and related to quick updates and quick updates and
phrase to a few sentences, routine social interactions.] arrangements) within arrangements) within
and are related to routine predictable contexts of daily predictable contexts of daily
− Gets the gist. experience. experience.
social interactions.]
− Identifies specific goodwill − Gets the gist. − Gets the gist.
− Identifies specific goodwill expressions and their
expressions and their meanings. − Identifies some specific − Identifies specific
meanings. details and information important details (such as
− Identifies where and when. (such as sender, date and sender, date and response
− Locates specific words and
phrases. − Finds a few simple details. response required). required).
− Locates dates, times, − Locates specific words and − Demonstrates strengths and − Identifies words that
addresses and phone phrases. limitations typical of indicate politeness and
numbers. Reading Benchmark 3, as tone.
limitations typical of Reading Benchmark 2, as
Reading Benchmark 1, as listed in the Profile of Reading Benchmark 4, as
listed in the Profile of Ability. listed in the Profile of
Ability. Ability.

I. Interacting with Others – READING – Stage II

• Understand simple to • Understand moderately • Understand moderately • Understand moderately

moderately complex personal complex social messages complex personal and public complex social messages
and public social messages (such as those conveying social messages (such as (such as those conveying
(such as those conveying announcements, cancellations those conveying appreciation, general opinions, assessments
compliments, invitations, of arrangements and complaints, hopes, of current events or
likes, dislikes and apologies) related to a satisfaction and situations, and responses to
preferences) related to a personal experience or a dissatisfaction). complaints or sympathy).
familiar context. familiar context. − Identifies specific factual − Identifies specific factual
− Identifies specific factual − Identifies specific factual details and implied details and implied
details and implied details and implied meanings. meanings.
meanings. meanings. − Identifies the purpose of − Identifies the purpose of
− Identifies purpose of the − Identifies the purpose. the message. the message.
message. − Identifies reader/writer − Identifies the reader/writer − Identifies the reader/writer
− Identifies reader/writer relationship. relationship. relationship.
relationship. − Identifies mood and − Identifies the mood and − Identifies the mood and
− Identifies mood and attitude of the writer. attitude of the writer. attitude of the writer.
attitude of the writer. − Identifies the context. − Identifies context, register − Identifies context and
− Identifies context, register − Demonstrates strengths and and style. situation.
and style. limitations typical of − Demonstrates strengths and − Identifies register and
− Demonstrates strengths and Reading Benchmark 6, as limitations typical of style.
limitations typical of listed in the Profile of Reading Benchmark 7, as − Demonstrates strengths and
Reading Benchmark 5, as Ability. listed in the Profile of limitations typical of
listed in the Profile of Ability. Reading Benchmark 8, as
Ability.

I. Interacting with Others – READING – Stage III

• Understand complex written • Understand complex written • Understand complex • Understand complex
communication (such as communication (such as communication conveying communication conveying
editorials, letters to the editorials, letters to the disagreement or conflict in social politeness and
editor, personal essays and editor, personal essays and social and non-social cooperation, or their
fiction) conveying general fiction) conveying stated and correspondence related to violations, in social and
opinions and points of view. unstated values and community, academic and non-social correspondence.
[Texts may contain stated assumptions. business contexts. [Texts may be dense and
and implied expressions of − Identifies and explains [Texts may contain stated require high-level
opinions and personal values and assumptions. and implied expressions of inference.]
perspectives.] − Identifies or infers mood disagreement or conflict.] − Identifies or infers mood
− Identifies and explains the and attitude. − Draws conclusions based on and attitude.
author’s point of view. − Identifies the purpose of stated and implied − Identifies the purpose of
− Identifies or infers mood the text and its parts. information. the text and its parts.
and attitude. − Draws inferences about the − Identifies or infers mood − Identifies and evaluates
− Identifies the purpose of author’s implied meanings and attitude. expressions of social
the text and its parts. in sections of the text. − Identifies the purpose of politeness and cooperation
− Draws inferences about the − Identifies context and the text and its parts. by linguistic clues, face-
author’s implied meanings situation. − Identifies and interprets saving expressions
in different sections of the context and situation. (messages that convey
− Differentiates between respect and value for self
text. facts and opinions. − Identifies and interprets and others).
− Identifies the context and − Identifies register, style claims, denials of claims,
the situation. clarifications and − Identifies and evaluates
and language variety. instances of violations of
− Identifies register, style restatements of
− Demonstrates strengths and information. social politeness and
and language variety. limitations typical of cooperation, face
− Demonstrates strengths and Reading Benchmark 10, as − Identifies politeness threatening talk (messages
limitations typical of listed in the Profile of conventions and their that convey disapproval,
Reading Benchmark 9, as Ability. violations. disrespect, challenges to
listed in the Profile of − Demonstrates strengths and criticism, assumptions
Ability. limitations typical of about the other, demands).
Reading Benchmark 11, as − Demonstrates strengths and
listed in the Profile of limitations typical of
Ability. Reading Benchmark 12, as
Ability.

II. Comprehending Instructions – READING – Stage I
Reading instructions to learn or get things done in community, work or study settings

• Understand very short, simple • Understand short, simple, • Understand short, simple, • Understand short, simple,
instructions for common, clearly sequenced clearly sequenced clearly sequenced
familiar everyday situations. instructions for common, instructions for familiar instructions and instructional
[Instructions have only 1 familiar everyday situations. everyday situations. texts for familiar everyday
step and are accompanied by [Instructions are up to about [Instructions are up to about situations.
illustrations.] 4 steps, in point or bullet 5 steps, in point form or [Instructions are up to
− Recognizes individual words form, and are accompanied prose, and are often 6 steps, in point form or as a
(simple imperative verbs by illustrations.] accompanied by short, continuous text that
and common nouns). − Recognizes individual illustrations.] may include a visual to
words, phrases and symbols − Identifies sequence and support comprehension.]
− Follows instruction by
responding with action. commonly used in location signals (such as − Identifies sequence and
instructions. first, second, next). location signals (such as
− Demonstrates strengths and first, next and before).
limitations typical of − Follows instructions in the − Recognizes individual
Reading Benchmark 1, as proper sequence. words, phrases and symbols − Recognizes common
listed in the Profile of − Demonstrates strengths and commonly used in sentence patterns, phrases
Ability. limitations typical of instructions. and symbols commonly
Reading Benchmark 2, as − Follows instructions in the used in instructions.
listed in the Profile of appropriate sequenced − Follows instructions in the
Ability. order. appropriate sequenced
− Demonstrates strengths and order.
limitations typical of − Demonstrates strengths and
Reading Benchmark 3, as limitations typical of
listed in the Profile of Reading Benchmark 4, as
Ability.

II. Comprehending Instructions – READING – Stage II

• Understand simple to • Understand moderately • Understand moderately • Understand extended,

moderately complex, complex instructions and complex instructions and moderately complex,
step-by-step instructions and instructional texts for instructional texts for multistep instructions and
instructional texts for multistep procedures related multistep procedures related instructional texts for
multistep procedures related to everyday situations, where to familiar tasks, which may established (set) procedures
to everyday situations. the sequence must be be specialized or technical. related to specialized tasks.
[Instructions are about 7 to inferred. [Instructions are about 10 to [Instructions are about 10 to
10 steps, presented in point [Instructions are up to 13 steps in a clear and 13 steps in a clear and
form or in a text of about 10 steps, presented partially explicit text of about 5 to explicit text of about 8 to
2 or 3 paragraphs with some in point form or in a text of 10 paragraphs, not always 15 paragraphs, not always
visual clues to support about 3 to 5 paragraphs; not presented step by step.] presented step by step.]
comprehension.] always step by step; some − Interprets sequence and − Interprets sequence and
− Interprets sequence and visual clues may support location signals and implied location signals and implied
location signals (such as comprehension.] meanings to infer the meanings.
first, next and before). − Interprets sequence and correct sequence. − Infers the correct
− Follows instructions and location signals and implied − Follows instructions as sequence.
directions by responding meanings to infer the required to complete the
correct sequence. − Follows instructions as
with actions as required to task. required to complete a
complete task. − Follows instructions as − Demonstrates strengths and task.
− Demonstrates strengths and required to complete the limitations typical of
task. − Demonstrates strengths and
limitations typical of Reading Benchmark 7, as limitations typical of
Reading Benchmark 5, as − Demonstrates strengths and listed in the Profile of Reading Benchmark 8, as
listed in the Profile of limitations typical of Ability. listed in the Profile of
Ability. Reading Benchmark 6, as Ability.
Ability.

II. Comprehending Instructions – READING – Stage III

• Understand formal • Understand and summarize • Understand extensive • Understand complex

instructions for familiar complex instructional texts specialized instructions for instructional texts and
procedures in complex texts about familiar procedures. unfamiliar, complex evaluate and revise them for
containing advisories, [Comprehending and procedures. clarity.
recommendations, policies summarizing the text requires [Comprehending the − Follows instructions.
and regulations. integrating several detailed instructions requires − Evaluates instructional
[Comprehending the pieces of information; integrating several detailed texts for accuracy,
instructions requires instructions are clear and pieces of information.] consistency and clarity.
integrating several pieces of explicit, but not presented − Follows extensive
information; instructions are step by step.] − Evaluates the effectiveness
specialized instructions. of instructions by using
clear and explicit but not − Summarizes the
always presented step by − Integrates several detailed, external criteria, such as
information from the text extensive pieces of field testing with users.
step.] into clear, comprehensive information to complete − Demonstrates strengths and
− Locates and integrates multistep instructions. the procedure.
several pieces of limitations typical of
− Locates and integrates − Demonstrates strengths and Reading Benchmark 12, as
information in texts to several pieces of
accurately explain and limitations typical of listed in the Profile of
information to interpret Reading Benchmark 11, as Ability.
follow instructions and follow instructions
accurately. listed in the Profile of
correctly. Ability.
− Paraphrases instructions − Extracts important details
accurately. and presents instructions in
− Demonstrates strengths and point form.
Reading Benchmark 9, as limitations typical of
listed in the Profile of Reading Benchmark 10, as
Ability.

III. Getting Things Done – READING – Stage I
Reading texts to get things done, to obtain services, to inform decisions or to learn what others want us to do

• Get information from very • Get information from simple • Get information from simple • Get information from simple
short, simple, common formatted texts (such as formatted texts (such as formatted texts (such as
formatted texts (such as simple forms, maps, forms, tables, charts, forms, tables, schedules and
simple sections of forms, diagrams, signs, labels, tables schedules and directories). directories).
maps, diagrams, sales and schedules). − Identifies layout and − Identifies layout and
receipts, or common − Recognizes layout. specific information. specific information.
universal traffic signs and
civic symbols). − Identifies where to write − Scans formatted text (such − Identifies type and
personal data. as a directory) to find purpose.
− Identifies numbers specific information.
(amounts, dates) and • Get basic information from • Get information from short
familiar words (name, short, simple business or • Get information from short business or service texts
address, city names). service notices. business or service texts (such as brochures, notices,
− Scans text to find specific (such as brochures, notices, form letters and flyers).
− Finds total amount and form letters and flyers).
date on receipts. details. − Identifies type and
− Demonstrates strengths and − Gets overall meaning. purpose.
− Identifies an address.
limitations typical of − Interprets simple graphics. − Finds main ideas, specific
− Identifies where to write Reading Benchmark 2, as information and key
personal data on forms. − Demonstrates strengths and
listed in the Profile of limitations typical of details.
− Demonstrates strengths and Ability. Reading Benchmark 3, as − Compares facts and
limitations typical of listed in the Profile of information to make
Reading Benchmark 1, as Ability. choices.
Reading Benchmark 4, as
Ability.

III. Getting Things Done – READING – Stage II

• Locate and use 1 or 2 pieces • Locate and use 2 or 3 pieces • Locate and use 3 or 4 pieces • Locate, integrate and use 3
of information from of information from of information from or 4 pieces of information
moderately complex moderately complex moderately complex from moderately complex
formatted texts (such as formatted texts (such as formatted texts (such as formatted texts.
standard, maps, charts, maps, course calendars, course calendars, extensive [Formatted texts can be
forms, tables, schedules, directories or website directories, extensive website visually complex and contain
directories or website navigation menus). navigation menus). multiple pieces of
navigation menus). − Identifies layout and [Formatted texts can contain information organized in
− Identifies layout and organization of text to find multiple pieces of sections with subsections.]
organization of text to find the information needed. information organized in − Identifies layout and
the information needed. − Finds 2 or 3 pieces of sections with subsections.] organization of text to find
− Finds and uses 1 or 2 pieces information by scanning the − Identifies layout and the information needed.
of information. text. organization of text to find− Finds and integrates 3 or
• Get information from simple • Get information from the information needed. 4 pieces of information for
to moderately complex moderately complex − Finds and uses 3 or 4 pieces comprehension and use.
business or service texts business/service texts of information by scanning • Get information from
(such as public containing advice, requests or the text. moderately complex
announcements, brochures, detailed specifications. • Get information from business/service texts
notices, business letters and − Identifies main ideas, moderately complex containing proposals,
flyers). factual details and some business/service texts recommendations and
− Gets the gist. implied meanings. containing assessments, statements of rules,
− Identifies key information − Identifies the writer’s evaluations and advice. regulations or policies.
and finds specific details. purpose, intent, mood and − Identifies main ideas, key − Identifies main ideas, key
− Demonstrates strengths and attitude in sections of text. details and some implied details and implied
limitations typical of − Demonstrates strengths and meanings. meanings.
Reading Benchmark 5, as limitations typical of − Identifies the writer’s − Identifies the writer’s
listed in the Profile of Reading Benchmark 6, as purpose, intent, mood and purpose, intent, mood and
Ability. listed in the Profile of attitude in sections of text. attitude in sections of text.
Ability. − Scans text and makes − Scans text and makes
inferences to select inferences to select the
relevant information. relevant information.
Reading Benchmark 7, as Reading Benchmark 8, as
Ability. Ability.

III. Getting Things Done – READING – Stage III

• Obtain and accurately • Obtain and accurately • Obtain and accurately • Obtain and accurately
interpret information from interpret information from interpret, analyze and interpret, summarize,
complex texts to inform multiple complex texts to evaluate information from analyze and evaluate
significant decisions. inform significant decisions. multiple complex texts to information in multiple
− Locates and integrates [Texts are continuous or inform significant decisions complex public and semi-
several pieces of stated and formatted.] and tasks. public business texts in
implied information. [Texts are continuous or relation to their purpose and
− Integrates several pieces of audience.
− Reads carefully to locate stated and implied formatted.]
and interpret detailed information. − Integrates several pieces of − Evaluates the relevance,
information, including fine stated and implied validity and
− Interprets information in appropriateness of content,
print. legal documents and other information in legal
documents and other texts. form, tone and style of
− Demonstrates strengths and texts. texts in relation to text
limitations typical of − Identifies the writer’s − Analyzes and evaluates purpose.
Reading Benchmark 9, as purpose and attitude in persuasiveness of
listed in the Profile of business/service texts. − Evaluates the position and
business letters. intent of the writer.
Ability. − Identifies persuasive
− Summarizes information − Identifies stated and
and ideas from multiple writing techniques and
strategies, such as the use implied facts, opinions,
texts. mood and attitudes relating
of evidence, and how
− Demonstrates strengths and reasons, examples, logical to the text.
limitations typical of arguments, and ethical and − Interprets and evaluates
Reading Benchmark 10, as emotional appeals are information in complex
listed in the Profile of used. legal contracts and other
Ability. documents.
− Identifies rhetorical devices
(such as emotive language − Summarizes or presents, in
and repetition) used in an alternate form, the
persuasive writing. information and ideas
− Evaluates appropriateness presented in formatted
of persuasive strategies for texts.
audiences and purposes. − Demonstrates strengths and
limitations typical of Reading Benchmark 12, as
Reading Benchmark 11, as listed in the Profile of
Ability.

IV. Comprehending Information – READING – Stage I
Reading texts to learn, gain knowledge and get information and ideas

• Recognize names, numbers • Understand the purpose and • Understand the purpose, • Understand the purpose,
and some basic details in very some basic details in very main idea, key information main idea, key information
simple, short texts related to simple, short texts related to and some details in simple and specific details in simple
everyday situations and everyday, familiar, personally short texts related to short texts related to
immediate needs. relevant situations and everyday familiar and everyday familiar and
− Identifies numbers, letters topics. personally relevant situations personally relevant situations
a few key words and short − Identifies purpose. and topics. and topics.
expressions. − Identifies numbers, a few [Texts may be supported by [Texts may be supported by
− Demonstrates strengths and key words and short, simple formatted graphs, graphics, charts, tables,
limitations typical of common expressions. tables and diagrams.] illustrations or diagrams.]
Reading Benchmark 1, as − Demonstrates strengths and − Gets the gist. − Gets the overall meaning.
listed in the Profile of limitations typical of − Identifies key information − Identifies type and purpose
Ability. Reading Benchmark 2, as and main idea. of the text.
listed in the Profile of − Identifies key events, − Finds key information and
Ability. people, places, things, specific details.
(who, what, where and − Compares simple
when). information.
• Access simple standard − Identifies meanings of
reference texts (such as print connective words between
or online bilingual sentences in narrative
dictionaries and sequence.
encyclopedias).
• Access simple standard
− Finds individual words. reference texts (such as
− Identifies relevant details. dictionaries and
− Demonstrates strengths and encyclopedias).
limitations typical of − Finds relevant information.
Reading Benchmark 3, as − Identifies overall meaning.
Ability.

IV. Comprehending Information – READING – Stage II

• Understand simple to • Understand moderately • Understand moderately • Understand moderately

moderately complex complex descriptive or complex extended complex extended
descriptive or narrative texts narrative texts on familiar descriptions, reports and descriptions, feature articles,
on familiar topics. topics. narrations on familiar topics. reports and narrations.
− Identifies organization of − Distinguishes facts from − Distinguishes facts from − Identifies organization of
text and links between opinions. opinions. text and links between
paragraphs. − Retells or summarizes. − Evaluates ideas in text to paragraphs.
• Interpret information − Identifies organization of draw conclusions. − Follows sequences of
contained in formatted texts text and links between − Identifies organization of narrations or processes.
(such as diagrams, tables, paragraphs. text and links between − Locates and integrates
graphs, or website navigation paragraphs. relevant information across
menus). • Interpret information
contained in formatted texts • Interpret information paragraphs/sections of the
• Access and locate basic (such as diagrams, tables, contained in moderately text.
information from reference graphs or website navigation complex formatted texts − Evaluates ideas in text,
sources. menus). (such as tables, graphs, draws conclusions,
− Scans to locate relevant − Identifies purpose, main diagrams and flow charts or compares with own
terms to access the ideas and key details in website navigation menus). opinion.
information needed. prose or formatted texts. − Follows the sequence of a • Interpret information
− Accesses relevant − Compares facts to make narration or process. contained in moderately
information through a choices. • Access, locate and integrate complex formatted texts
navigational source information from online (such as tables, graphs,
(Internet search engine, • Access, locate and compare 2 diagrams and website
or 3 pieces of information reference sources.
website, table of contents, navigation menus).
index, glossary). from online reference − Accesses relevant
sources. information using effective − Presents the information
− Locates 2 relevant pieces of search strategies. contained in charts,
information in reference − Accesses relevant diagrams and graphs in an
sources. information using effective − Compares 3 or 4 pieces of alternate form.
search strategies. information from different
− Demonstrates strengths and reference sources. − Analyzes information,
limitations typical of − Demonstrates strengths and supporting details, implied
Reading Benchmark 5, as limitations typical of − Demonstrates strengths and meanings, and writer’s
listed in the Profile of Reading Benchmark 6, as limitations typical of point of view.
Ability. listed in the Profile of Reading Benchmark 7, as
Ability. listed in the Profile of • Access, locate and integrate
Ability. several pieces of information
from relevant online
reference sources.
− Accesses information using
effective search strategies.
Ability.

IV. Comprehending Information – READING – Stage III
• Understand the organization, • Understand, summarize and • Understand, summarize and • Understand the content,
underlying structure and evaluate the development of outline the message, position, organization, language, tone
development of ideas in arguments in complex texts assumptions, bias, values and and style of complex
complex texts. (such as lengthy research motives from fragments of continuous and formatted
− Identifies the main idea papers, problem-solution different texts; support texts, and evaluate them for
and describes how it is essays or persuasive articles). conclusions with evidence. validity, appropriateness and
developed and supported. − Identifies fallacies in [Analysis requires selecting relevance.
− Identifies specific details, arguments. relevant from distracting − Evaluates appropriateness

facts, concepts and ideas. − Distinguishes a proposition information, and posing of information.
from its argument. conclusions despite competing − Evaluates for logical
− Reorganizes the text interpretations.]
components into a chart or − Identifies the logical line of accuracy, clarity and
other visual display that argumentation in support of − Evaluates ideas, draws consistency.
clearly shows how they are a conclusion. conclusions and expresses − Interprets information to
developed through the own opinion. draw conclusions.
− Identifies connective words
supporting details. and phrases that convey − Summarizes information into − Presents, in alternate
− Identifies organization of causal relationships of a coherent whole. forms, information
text, topic sentences, manner, purpose, − Evaluates multiple pieces of contained in multiple
logical relationship concession and condition. information. complex formatted texts;
connections between • Interpret and summarize − Infers bias, positions, includes a synthesis and
paragraphs and thematic information and ideas assumptions, values and evaluation.
patterns. contained in complex motives. − Evaluates by established
• Interpret information formatted texts. − Identifies attitudinal external criteria and
contained in complex − Presents, in an alternate meanings. standards.
formatted texts (such as form, information • Conduct a complex and
charts, graphs and diagrams). • Analyze, summarize and
contained in complex synthesize information and comprehensive search of
− Presents, in an alternate formatted texts. ideas contained in complex relevant online reference
form, information • Conduct a complex search of formatted texts. sources related to a
contained in complex relevant online reference specialized topic.
formatted texts. − Presents, in an alternate
sources to research a topic. form, information contained − Accesses appropriate
• Conduct a complex search of − Accesses appropriate in multiple complex information sources.
online reference sources to information sources. formatted texts. − Uses various research
research a defined topic that strategies.
is limited in scope. − Uses effective search • Conduct a complex and
strategies and tools. comprehensive search of − Obtains comprehensive,
− Accesses appropriate multiple online sources of relevant, current
information sources. − Obtains relevant and
current information. information related to a information from primary
− Uses effective search specialized topic. and secondary sources.
strategies. − Demonstrates strengths and
limitations typical of − Accesses appropriate − Evaluates and determines
− Obtains relevant and Reading Benchmark 10, as information sources. quality and suitability for
current information. listed in the Profile of − Uses effective search purpose.
− Demonstrates strengths and Ability. strategies and tools. − Uses effective search tools,
limitations typical of − Obtains relevant and current research strategies, reading
Reading Benchmark 9, as information. strategies and
listed in the Profile of research/data collection
Ability. − References sources correctly. methods.
− Determines suitability for − Demonstrates strengths and
purpose. limitations typical of
− Demonstrates strengths and Reading Benchmark 12, as
limitations typical of Reading listed in the Profile of
Benchmark 11, as listed in the Ability.
Profile of Ability.

Competency
Tables
Writing
Benchmarks 1-12

by competency area

I. Interacting with Others – WRITING – Stage I
Writing to maintain or change interpersonal relationships and to foster social cohesion

• Convey greetings or other • Convey an expanding range of • Convey short, personal and • Convey short, personal,
goodwill messages by goodwill messages (such as informal social messages on informal social messages on
completing cards or other thanks, apologies, topics related to familiar topics related to familiar
very short, simple standard congratulations, get well everyday situations (such as everyday situations (such as
texts. wishes, goodbyes, and invitations, thanks, updates, invitations, thanks, updates,
[Messages are a few words in sympathy) by means of cancellations, and apologies). cancellations, and apologies).
length, addressed to a standard cards or guided [Messages are a few short [Message is a few sentences
familiar person and related to notes. sentences addressed to a or a short paragraph
a personally relevant [Messages are a few words or familiar person and related addressed to a familiar
situation.] short phrases, addressed to a to personally relevant person and related to a
− Completes a standard familiar person and related to situations.] personally relevant
greeting card or message personally relevant − Conveys the message; situation.]
with simple and minimum situations.] reader may have to guess or − Conveys the message so
information. − Completes a standard make inferences to follow that a reader can follow it.
− Completes a message with greeting card or message completely. − Uses language and content
an appropriate salutation with simple information. − Uses language and content that are appropriate to the
(such as hi, hello, dear, to) − Uses adequate spelling and that are appropriate to the intent and the social
and closing (such as from, punctuation. intent of the message and context.
regards, love). − Demonstrates strengths and the social context. − Conveys main ideas and
− Addresses message for limitations typical of − Describes time and location supports them with some
sending. Writing Benchmark 2, as (where needed). detail in a basic paragraph
− Demonstrates strengths and listed in the Profile of − Describes some feelings structure.
limitations typical of Ability. appropriate to the occasion. − Conveys feelings in a
Writing Benchmark 1, as − Demonstrates strengths and manner that is appropriate
listed in the Profile of limitations typical of to the context.
Ability. Writing Benchmark 3, as − Demonstrates strengths and
Ability. Writing Benchmark 4, as
Ability.

I. Interacting with Others – WRITING – Stage II

• Convey personal messages in • Convey personal messages in • Convey personal messages in • Convey personal messages in
short, formal and informal short, formal and informal formal and informal formal and informal
correspondence for a range of correspondence for an correspondence for an correspondence for an
everyday social purposes expanding range of everyday expanding range of social expanded range of social
(such as expressing or social purposes (such as purposes (such as expressing purposes (such as expressing
responding to invitations and expressing congratulations, and responding to apprecia- and responding to sympathy,
feelings, or providing quick thanks, apologies, or offering tion, complaints, clarifying a conflict, or giving
updates). assistance). disappointment, satisfaction, reassurance).
[Message is about 1 paragraph [Message is about 1 or dissatisfaction, or hope). [Message is about
related to everyday 2 paragraphs, for a familiar [Message is about 2 to 3 paragraphs, for a familiar
experience.] audience, and related to 3 paragraphs, for a familiar audience, often requiring
− Conveys the intended everyday experience.] audience, and may require diplomacy, tact and some
meaning. − Conveys the intended some degree of diplomacy or precision.]
meaning. tact.] − Conveys the intended
− Uses language and content
appropriate and relevant to − Uses language and content − Conveys the intended explicit and implied
the situation. appropriate and relevant to meaning. meanings.
− Expresses main ideas and the situation. − Uses language, format and − Uses language, format and
supports them in some − Expresses main ideas and content appropriate and content appropriate and
detail. supports them with some relevant to the situation relevant to the situation
detail. and audience. and audience.
limitations typical of − Demonstrates strengths and − Expresses main ideas and − Expresses main ideas and
Writing Benchmark 5, as limitations typical of supports them with details. supports them with details.
listed in the Profile of Writing Benchmark 6, as − Uses some complex − Uses complex structures
Ability. listed in the Profile of structures and vocabulary with only occasional
Ability. with some difficulty. difficulties.
Writing Benchmark 7, as Writing Benchmark 8, as
Ability. Ability.

I. Interacting with Others – WRITING – Stage III

• Convey a range of personal • Convey an expanding range of • Convey an expanded range of • Convey, in a quality, tone and
and business messages in personal and business personal and business style suitable for publication,
semi-formal or formal messages in semi-formal or messages in semi-formal or a range of communication
correspondence with a sense formal correspondence with a formal correspondence with a that synthesizes complex
of audience, formality and sense of audience, formality sense of audience, formality propositions to foster
language appropriate to the and language appropriate to and language appropriate to goodwill toward a company,
occasion, intent and context. the occasion, intent and the occasion, intent and initiative, campaign, or
[Length is dictated by the context. context. political or social entity.
requirements of the task.] − Conveys the message with − Conveys the message with − Conveys a clear message
− Conveys the message with an appropriate sense of an appropriate sense of with a strong sense of
an appropriate sense of audience, formality and audience, formality and audience, formality and
audience, formality and genre. genre. genre.
genre. − Writes with consideration − Writes with consideration − Uses language, format and
− Writes with consideration for the needs and feelings for the needs and feelings content appropriate to the
for the needs and feelings of the audience. of the audience. occasion, intent and
of the audience. − Conveys intended tone. − Conveys intended tone. audience.
− Conveys intended tone. − Uses language, format and − Uses language, format and − Conveys intended tone.
− Uses language, format and content appropriate and content appropriate and − Demonstrates strengths and
content appropriate to relevant to occasion, intent relevant to occasion, intent limitations typical of
occasion, intent and social and social context. and social context. Writing Benchmark 12, as
context. − Demonstrates strengths and − Demonstrates strengths and listed in the Profile of
limitations typical of limitations typical of Ability.
limitations typical of Writing Benchmark 10, as Writing Benchmark 11, as
Writing Benchmark 9, as listed in the Profile of listed in the Profile of
listed in the Profile of Ability. Ability.
Ability.

II. Reproducing Information – WRITING – Stage I
Writing to reduce or reproduce information to summarize, learn, record or remember

• Copy numbers, letters, • Copy a range of information, • Copy or record a range of • Copy or record an expanded
words, short phrases or from simple lists or very short information from short texts range of information from
sentences from simple lists or passages, for personal use or for personal use. short texts for personal use.
very short passages, for to complete short tasks. [Texts to copy are up to [Texts to copy are up to
personal use or to complete [Texts to copy are 3 to about 1 paragraph and have a about 2 paragraphs and have
short tasks. 5 sentences, have clear clear layout; can include a clear layout; can include
[Texts to copy are 2 to layout, and basic everyday passages, directories, passages, directories,
3 sentences in length, have information; lists have about schedules, instructions, and schedules, instructions,
clear layout and basic 10 to 15 items.] dictionaries.] directions, dictionaries and
everyday information; lists − Copies letters, numbers, − Copies or records letters, manuals; and may come from
have about 5 to 10 items.] words, and sentences with numbers, words and more than one source.]
− Copies letters, numbers, correct capitalization and sentences with correct − Follows standard
words and short sentences, punctuation. capitalization and conventions for
including capitalization and − Follows standard Canadian punctuation. capitalization and
punctuation. conventions and styles when − Follows standard Canadian punctuation; accurately
− Follows standard Canadian copying addresses and conventions for copies other elements of
conventions and styles when phone numbers. capitalization, punctuation formatting.
copying addresses and − Copies text legibly; reader and other requirements of − Copies text legibly, causing
phone numbers. may still have difficulties the genre. only slight uncertainty in
− Copies text legibly; reader decoding some letters and − Copies text legibly, causing decoding for the reader.
may still have difficulties numbers. only slight uncertainty in − Copies text with no major
decoding some letters and − Copies text with no major decoding for the reader. omissions and only
numbers. omissions and only − Copies text with no major occasional copying
− Demonstrates strengths and occasional copying omissions and only mistakes.
limitations typical of mistakes. occasional copying − Demonstrates strengths and
Writing Benchmark 1, as − Demonstrates strengths and mistakes. limitations typical of
listed in the Profile of limitations typical of − Demonstrates strengths and Writing Benchmark 4, as
Ability. Writing Benchmark 2, as limitations typical of listed in the Profile of
listed in the Profile of Writing Benchmark 3, as Ability.
Ability.

II. Reproducing Information – WRITING – Stage II

• Reduce short, factual, oral • Reduce short, factual oral • Reduce short oral discourse • Reduce oral discourse about
discourse (such as live or discourse (such as live or (such as live or recorded established procedures (given
recorded phone messages or recorded phone messages, phone messages, pre- in a live demonstration, over
pre-recorded public pre-recorded public recorded public information, the phone, or from pre-
information lines) to notes or information lines, podcasts podcasts or short recorded audio or video
messages. and short presentations) to presentations) to notes. material) into notes that can
[Oral discourse is short, with notes or messages. [Phone messages have about be used to write instructions.
about 5 to 7 details.] [Phone messages have about 10 details; presentations are [Oral discourse is up to about
• Reduce a page of information 7 or 8 details and up to about 15 minutes.] 20 minutes.]
to a list of important details. presentations are about • Reduce a text of up to about • Reduce a text of up to about
10 minutes, about personally 2 pages to an outline or 2 pages to an outline or
[Information is personally relevant topics.]
relevant; clear layout.] summary. summary.
• Reduce a page of information [Topic is of personal [Topic is of personal
− Includes important points to an outline or summary.
with accurate details. relevance; may be related to relevance and may be related
[Topic is of personal a specialized field.] to a specialized field.]
− Conveys a clear message. relevance and may be related − Reduces information to − Reduces information to
− Records details (such as to a specialized field.] important points with main points with accurate
names, addresses, numbers, − Takes notes and reduces accurate details and no supporting details and no
dates, times and directions) written or oral information major omissions. major omissions.
legibly, with correct to important points with
spelling and other standard − Takes notes in point form − Conveys essential
accurate details. from an oral presentation. information.
conventions of
capitalization and − Writes messages with − Writes messages with − Conveys a sense of audience
punctuation. accurate details for others. accurate and legible in language format and
− Demonstrates strengths and − Uses common conventions details. content.
limitations typical of such as point form. − Records main ideas or key − Demonstrates strengths and
Writing Benchmark 5, as − Records details (such as details in point form. limitations typical of
listed in the Profile of names, addresses, dates, − Conveys the essential Writing Benchmark 8, as
Ability. times and directions) legibly information. listed in the Profile of
and with correct spelling, Ability.
capitalization and − Records details such as
punctuation. names, addresses, dates
and directions with correct
− Demonstrates strengths and spelling.
Writing Benchmark 6, as − Demonstrates strengths and
Ability.

II. Reproducing Information – WRITING – Stage III

• Reduce complex information • Reduce complex, extensive • Reduce and synthesize very • Reduce and synthesize very
and ideas from multiple information and ideas from complex and extensive complex and extensive
sources as functional notes, multiple sources as an information from multiple information from multiple
outlines or summaries for accurate outline, summary or sources into a variety of sources into a variety of
personal use or for defined abstract, suitable for other formats (such as point-form formats (such as point-form
audiences. people’s use. notes, minutes, outlines, notes, minutes, outlines,
[Sources can include [Sources can include lengthy summaries, reports, abstracts summaries, reports, abstracts
continuous or formatted texts continuous or formatted or charts). or charts).
of up to about 5 pages, or texts, or oral discourse of up [Sources can include lengthy • Evaluate, revise and edit
oral discourse of up to about to about 1 hour.] continuous or formatted summaries and other reduced
30 minutes.] − Conveys essential texts, or oral discourse.] forms of very complex and
− Conveys essential information. − Conveys essential extensive information by
information (such as information. other writers (such as point-
− Identifies, sorts, synthesizes form notes, minutes,
conclusions, decisions, and summarizes relevant − Reduces and synthesizes
actions to be taken, and outlines, précis, reports,
information. information to main points abstracts, or charts).
policy statements in with accurate supporting
meeting minutes). − Analyzes and reproduces [Sources can include lengthy
content and organization of details, with no major
− Reduces information to factual omissions or errors. continuous or formatted texts
text as an accurate, concise or oral discourse.]
main points with accurate outline. − Presents information with
supporting details, with no customary document layout − Conveys essential
major factual omissions or − Reduces information to information.
main points with accurate or format.
errors. − Reduces and synthesizes
supporting details and no − Demonstrates strengths and
− Presents information with major factual omissions. limitations typical of information to main points
only minor errors in Writing Benchmark 11, as with accurate supporting
grammar, vocabulary, − Presents information with details and no major factual
customary document layout listed in the Profile of
spelling, punctuation and Ability. omissions or errors.
document layout or format. or format.
− Edits and revises own or
− Demonstrates strengths and − Demonstrates strengths and other’s texts for format,
limitations typical of limitations typical of clarity and accuracy.
listed in the Profile of − Edits document so it
listed in the Profile of contains no errors and is
Ability. Ability.
presented in a customary
layout or format.
Writing Benchmark 12, as
Ability.

III. Getting Things Done – WRITING – Stage I
Writing to get things done, influence or persuade, obtain services or induce action in community, work or study settings

• Complete very short, simple • Complete short, simple or • Complete short, simple forms • Complete simple forms that
or simplified forms that simplified forms that require that require basic personal or require basic personal or
require only basic personal only basic personal familiar information and familiar information and
identification information. identification or familiar some responses to simple some responses to simple
[Forms contain up to about information. questions. questions.
5 personal identification [Forms contain up to about [Forms contain about 12 to [Forms contain about 15 to
items and have clear labels 10 personal identification 15 items, and have clear 20 items and have clear
and areas in which to write.] items, and have clear labels labels and areas in which to labels and areas in which to
− Includes the required basic and areas in which to write.] write.] write.]
information. − Includes the required basic − Includes the required basic − Includes the required basic
− Writes basic personal information. information with no major information with no major
information in appropriate − Writes basic personal omissions. omissions.
sections. information in appropriate − Follows appropriate − Follows appropriate
− Follows some conventions sections. conventions for addresses, conventions for addresses,
for addresses, telephone − Follows some conventions telephone numbers, etc. telephone numbers, etc.
numbers, etc. for addresses, telephone − Follows most spelling − Follows most spelling
− Writes legibly. numbers, etc. conventions. conventions.
− Demonstrates strengths and − Follows some basic spelling − Writes legibly. − Writes legibly.
limitations typical of conventions. • Write short, simple business • Write simple business or
Writing Benchmark 1, as − Writes legibly. or service messages. service messages.
listed in the Profile of − Demonstrates strengths and [Messages are about [Messages are about 7
Ability. limitations typical of 5 sentences.] sentences.]
Writing Benchmark 2, as − Conveys the message, − Conveys main ideas and
listed in the Profile of although a reader might supports them with some
Ability. have some difficulty detail in a basic paragraph
following. structure.
− Uses language and content − Uses language and content
that are appropriate to the that are appropriate to the
intent and social context. purpose, intent, and social
− Demonstrates strengths and context.
Writing Benchmark 3, as limitations typical of
listed in the Profile of Writing Benchmark 4, as
Ability.

III. Getting Things Done – WRITING – Stage II

• Write short business or • Write short business or • Write business or service • Write business or service
service correspondence for service correspondence for correspondence for a range of correspondence for an
routine personal needs. routine purposes. routine and less routine expanding range of purposes
[Writing is about 1 [Writing is about purposes (such as passing on (such as giving information in
paragraph.] 1 paragraph.] information, and making and memoranda, documenting
responding to requests, work done, indicating a
− Conveys a sense of audience − Conveys a sense of audience recommendations and problem, requesting a
in language and format. in language and format. warnings). change, or requesting
− Conveys the message − Conveys the intended [Writing is up to about information).
clearly. message. 2 paragraphs.] [Writing is up to about
• Complete forms requiring • Complete forms requiring − Conveys a clear message. 3 paragraphs.]
detailed personal detailed personal
information. information. − Conveys a sense of audience − Conveys a clear message to
in language and format. the reader.
[Forms have about 20 to [Forms have about 30 to 40 − Conveys a sense of audience
30 items.] items.] • Complete extended forms
requiring detailed personal in language and format.
− Identifies purpose of the − Identifies purpose of form information. • Complete an expanded range
form and completes it with and completes it with all of forms, including extended
all the required the required information. [Forms have about 40 items
and may require brief application forms and
information. − Spells and uses punctuation, workplace forms with pre-set
written responses to
− Spells and uses punctuation, capitalization, dates and questions.] formats.
capitalization, dates and numbers (and their [Forms have over 40 items;
numbers (and their abbreviations) correctly. − Identifies the purpose of
the form and completes it text responses on forms are
abbreviations) correctly. − Demonstrates strengths and up to 1 paragraph.]
with all the required
− Demonstrates strengths and limitations typical of information. − Identifies purpose of form
limitations typical of Writing Benchmark 6, as and its sections and
Writing Benchmark 5, as listed in the Profile of − Spells and uses punctuation,
capitalization, dates and completes it with required
listed in the Profile of Ability. information, including one-
Ability. numbers (and their
abbreviations) correctly. paragraph written
responses, if required.
limitations typical of − Spells and uses punctuation,
Writing Benchmark 7, as capitalization, dates, and
listed in the Profile of numbers (and their
Ability. abbreviations) correctly.
Ability.

III. Getting Things Done – WRITING – Stage III

• Write business or service • Write business or service • Write business or service • Write highly specialized,
correspondence for a broad correspondence for a broad correspondence for a broad complex formal
range of purposes (such as range of purposes (such as range of purposes and for correspondence and
making and responding to giving instructions, or external use (such as sales documents (such as external
requests for information, expressing and responding to and marketing letters). correspondence, formal
services or products). complaints, claims or • Write formal business proposals, procedures,
[Writing may require adjustments). reports, requests for training materials or public
diplomacy.] [Writing may require proposals and formal reports).
• Write short reports and diplomacy.] proposals. [Writing may be for a broad
memos to convey suggestions, • Write semi-formal reports [The tone of the message may and diverse audience. The
recommendations, requests and proposals. have significant tone of the message may
and updates. consequences.] have significant
− Conveys main ideas clearly consequences.]
[Reports and memos may and provides sufficient − Conveys main ideas clearly
have pre-set formats.] detail. and provides sufficient − Conveys main ideas clearly
detail. and provides sufficient
− Conveys main ideas clearly − Conveys intended tone. detail.
and provides sufficient − Conveys the message with a − Conveys intended tone.
detail. − Conveys the message with a
sense of audience, − Conveys the persuasive sense of audience,
− Conveys the message with formality and genre. message with adequate formality and genre.
adequate sense of − Uses language, format and sense of audience,
audience, formality and formality, tone and genre. − Evaluates, revises and edits
content appropriate and own and others’ written
genre. relevant to the occasion, − Presents information in a texts.
− Conveys intended tone. intent and social customary format, with a
context/relationship. coherent organizational − Uses language, format and
− Uses language, format and content of documents
content appropriate to • Complete complex forms and structure.
appropriate to occasion.
occasion and relationship to documents with pre-set − Uses language, format and
audience. formats. content appropriate and − Presents information in a
relevant to occasion, intent customary format, with a
• Complete extensive complex − Completes forms with coherent organizational
forms and documents with required information. and social
context/relationship. structure, and free of
pre-set formats. − Demonstrates strengths and errors.
− Completes complex forms limitations typical of • Create forms and other
materials with preset formats − Demonstrates strengths and
and pre-set form reports. Writing Benchmark 10, as limitations typical of
listed in the Profile of to collect and record complex
− Demonstrates strengths and information. Writing Benchmark 12, as
limitations typical of Ability. listed in the Profile of
Writing Benchmark 9, as [Writing or forms may be for Ability.
listed in the Profile of a broad and diverse
Ability. audience.]
− Creates an effective
formatted document.
− Presents information in a
customary layout or format,
with a coherent
organizational structure.
Ability.

IV. Sharing Information – WRITING – Stage I
Writing to inform others or to share or present information and ideas in community, work or study settings

• Write a few words to • Write a few words to • Write a few sentences to • Write a short paragraph to
complete a short, guided text complete a short, guided text describe a familiar person, describe a familiar situation,
or answer simple questions to or answer simple questions to object, place, situation or event, personal experience or
describe a personal situation. describe a personal situation. event. future plan.
[Text to complete is about [Texts to complete are about [Writing is up to about [Writing is about
3 to 5 sentences.] 5 to 7 sentences.] 5 sentences.] 1 paragraph.]
− Writes a few personal and − Writes personal details in − Uses a few connected − Uses basic paragraph
familiar details. response to a few short sentences. structure.
− Writes legibly. questions. − Follows most spelling and − Follows most spelling and
− Demonstrates strengths and − Follows some spelling and punctuation conventions. punctuation conventions.
limitations typical of punctuation conventions. − Provides adequate − Conveys main ideas and
Writing Benchmark 1, as − Writes legibly. descriptions, though a supports them with some
listed in the Profile of − Demonstrates strengths and reader may have some detail.
Ability. limitations typical of difficulty following the − Describes the situation
Writing Benchmark 2, as message. adequately so that a reader
listed in the Profile of − Describes likes and dislikes can follow.
Ability. relevant to the topic. − Expresses preferences
− Demonstrates strengths and relevant to the content and
limitations typical of with some supporting
Writing Benchmark 3, as explanation.
Ability.

IV. Sharing Information – WRITING – Stage II

• Write a paragraph to relate a • Write 1 or 2 connected • Write 2 or 3 connected • Write 3 or 4 connected

familiar sequence of events, paragraphs to relate a paragraphs to relate a paragraphs to relate a
description of a person, familiar sequence of events, familiar sequence of events, historical event, provide a
object or routine. a story, a detailed make a comparison, or detailed description of a
− Addresses the purpose of description, or a comparison provide a detailed description phenomenon, explain a
the task. of people, things, routines or of a person, system, routine procedure, or express and
simple procedures. or procedure. analyze opinions on a familiar
− Expresses a main idea and abstract topic.
supports it with details. − Addresses the purpose of − Addresses the purpose of
the task. the task. • Write a paragraph to explain
− Provides introduction, information in a table, graph,
development, and − Expresses main ideas and − Expresses main ideas and
supports them with details. supports them with details. flow chart or diagram.
conclusion in an adequate
paragraph structure. − Provides introduction, − Presents text as a coherent − Addresses the purpose of
development, and connected whole with good the task.
− Provides accurate
descriptions or accounts of conclusion in adequate use of appropriate − Provides accurate and
events. paragraph structure. connective words and detailed descriptions,
− Provides accurate phrases. explanations and accounts
− Provides adequate of events in a clear
explanations where descriptions, comparisons − Provides accurate and
or accounts of events in a detailed descriptions, sequence.
necessary.
clear sequence. explanations or accounts of − Presents text as a coherent
− Uses appropriate connective events, in a clear sequence. connected whole with good
words. − Uses appropriate connective
words and phrases. − Demonstrates strengths and use of appropriate
− Demonstrates strengths and limitations typical of connective words and
limitations typical of − Demonstrates strengths and phrases.
limitations typical of Writing Benchmark 7, as
Writing Benchmark 5, as listed in the Profile of − Demonstrates strengths and
listed in the Profile of Writing Benchmark 6, as
listed in the Profile of Ability. limitations typical of
Ability.
Ability.

IV. Sharing Information – WRITING – Stage III

• Write coherent texts (such as • Write effective, stylistically • Write effective, stylistically • Write effective and
essays, reports or narratives) complex, and lengthy texts complex texts (such as stylistically polished texts
to relate events from the past (such as expository or expository or argument (such as essays, reports,
to describe and compare argument essays, symbolic essays, inquiry papers, articles or theses) to inform,
complex ideas, phenomena or stories, inquiry papers, problem-solution papers or convince and persuade
processes, or to express and problem-solution papers, analytic reports) on others.
analyze opinions. or analytic reports) previously researched topics. • Evaluate, revise and edit
− Addresses the purpose of on previously researched − Addresses the purpose of information texts for public
the task with an topics. task with an appropriate use.
appropriate sense of − Addresses the purpose of sense of audience. − Addresses the purpose of
audience. the task with an − Conveys main ideas and the task with an
− Conveys main ideas and appropriate sense of supports them with appropriate sense of
supports them with audience. sufficient detail. audience.
sufficient detail; conveys − Conveys main ideas and − Presents text as a coherent − Writing contains complex,
detailed descriptions. supports them with whole, with all the parts detailed ideas, which
− Presents text as a coherent sufficient detail. required by the genre. successfully inform and
whole, with all the parts − Presents text as a coherent − Uses discourse patterns and persuade.
required by the genre. whole, with all the parts functions of definition, − Conveys main ideas and
− Uses discourse patterns and required by the genre. contrast, cause and effect, supports them with
structures, such as − Uses discourse patterns and etc. sufficient detail.
definition, classification, functions of definition, − Establishes argumentative − Presents text as a coherent
exemplification, cause and contrast, cause and effect, and logical connections whole, with all the parts
effect. etc. among textual ideas; devel- required by the genre.
− Uses an effective range of − Establishes argumentative ops a logical line of − Demonstrates fluent, error-
connective words and and logical connections argumentation in support of free command of grammar,
phrases. among textual ideas; a conclusion. vocabulary, idioms,
− Demonstrates strengths and develops logical line of − States a proposition and structure of information,
limitations typical of argumentation in support of presents substantiation. style and mechanics.
Writing Benchmark 9, as conclusion.
− Demonstrates strengths and − Evaluates, revises and edits
listed in the Profile of − States a proposition, limitations typical of information texts for public
Ability. presents substantiation. Writing Benchmark 11, as use.
− Demonstrates strengths and listed in the Profile of − Demonstrates strengths and
limitations typical of Ability. limitations typical of
Ability. Ability.

GLOSSARY
The definitions included in this glossary are provided to support the use of the CLB document.
Abstract language Language that refers to ideas or concepts; things that cannot be experienced by the senses.
Benchmark A reference point; a statement describing what a person can do at a given level of ability.
Business/service Messages to get something done or to obtain services in community, workplace or study contexts.
messages
Coherence The logical connectedness of ideas, arguments and exchanges to make the purpose and intended
meaning of the discourse clear to the audience and participants.
Cohesion The use of specific words or phrases to hold a text together and give it meaning.
Communicative See Language ability

competence
Competencies Statements of intended outcomes of learning applicable to a variety of specific contexts:

observable, measureable behaviours, usually evaluated against specifically stated objectives,
conditions, or standards of performance.
Competency areas Competency areas refer to a broad, universally relevant purpose of language use. The competency
areas in this document include: Interacting with others; Comprehending or giving instructions;
Getting things done; Reproducing information (in writing only), and Comprehending or sharing
information.
Complex structures Grammatical structures in sentences that typically include:

• one main clause and one or more dependent clauses
• various expansions of noun groups, e.g., noun clauses
• subordinate adverbial clauses and subordinating conjunctions
• structures such as past perfect passive (had been reminded), future perfect passive (will have
been achieved), perfect or past infinitives (to have resigned)
Also see Simple structures.
Complex texts Texts that include:

• several ideas connected together or consisting of parts connected together in a logical inter-
relationship
• sentences with subordinate clauses, i.e., those that show logical relations of time, reason,
contrast, cause and effect, conditions, etc.
• long, complex sentences with polysyllabic or technical words
• dense information
• abstract ideas
• references to specialized fields of knowledge or cultural traditions
• presuppositions and implications
• complex grammatical structures
Also see Complex structures, Moderately complex texts and Simple texts.

Compound sentences Sentences with two or more independent clauses, linked together by a coordinating conjunction
(e.g., The day was warm, the breeze was mild, and everyone had a good time.).
Conceptual language Language related to concepts, opinions and ideas formed in the mind (i.e., conceptualized);
language that involves complex intellectual processing.
Concrete language Language that refers to things that have a physical existence and can be experienced by the
senses.
Connected discourse Meaningful, purposeful chunks of connected language that are cohesive, logical and functionally
coherent.
Content words Nouns, verbs, adjectives or adverbs (as opposed to function words such as conjunctions, articles,
prepositions and pronouns).
Context The physical and socio-cultural world that surrounds and interacts with text in the creation of
discourse; may include the physical situation in which a message occurs, such as in the workplace,
at school, or in a doctor’s office; may also include the participants (including their status and
roles) and background knowledge needed to interpret or create meaning in discourse.
Contextual clues Hints in a text and in the physical and socio-cultural elements surrounding an interaction that help
a person to comprehend meaning; may appear within the same sentence as the word to which
they refer, or may be in a preceding or subsequent sentence; may also include physical cues like
body language and tone or visual clues such as pictures.
Also see Linguistic cues and Visual clues.
Continuous texts Texts written in the form of sentences (as opposed to formatted texts).
Also see Formatted texts.
Conversation styles The approach that a speaker uses when communicating (e.g., circular, direct, argumentative,
questioning).
Correspondence In the CLB, correspondence refers to written communication between two or more people (e.g.,
letters, emails, notes).
Defined audience Communication directed at a specific person or organization, or a limited group of people (as
opposed to a broader, more general audience).
Demanding contexts Refers to using language within high-stakes or high-risk social, educational and work-related
of language use contexts, such as in situations in which features of the communication (e.g., diplomacy, tact,
precision) have significant positive or negative consequences. Situations may include managing,
supervising, and advising others, or may involve influencing or challenging others, including
authority figures.
Discourse Ideas combined into a series of utterances or written sentences, cohesive in form, coherent in
thought, carrying a specific intent, produced in a specific context, and for a specific audience and
purpose.
ESL English as a Second Language: English used by non-native speakers in an environment where
English is the dominant language. In some Canadian jurisdictions (such as Manitoba), ESL is
referred to as EAL (English as an Additional Language).
Fluency Ability to express ideas or thoughts with little or no hesitation.

Formatted texts Words, numbers or sentences displayed in graphical formats (e.g., within a table, chart, graph,
form, or list).
Simple formatted texts: feature information used for common and everyday basic personal and
social needs; everyday vocabulary; visually clear and uncomplicated, with clear labels and
information that requires little inference, if any; contain white space and a limited amount of
information.
Moderately complex formatted texts: feature information and vocabulary used for common and
everyday needs related to daily personal, social and work situations; can be visually complex or
lengthy.
Complex formatted texts: feature information related to specialized fields of knowledge or
activities; can be visually complex and lengthy.
Formulaic expressions Set words and phrases used in everyday language.
Functional knowledge The ability to convey and interpret the communicative intent (or function) of a sentence,
utterance or text. Functional knowledge encompasses macro-functions of language use (e.g.,
transmission of information, social interaction, and getting things done/persuading others,
learning and thinking) and micro-functions, or speech acts (e.g., requests, threats, warnings,
pleas, etc.) and the conventions of use.
Functional value of an The intended purpose or intent of speech (e.g., to thank, to persuade, to invite).
utterance
Grammatical Knowledge of grammar and vocabulary at the sentence level that enables the recognition and
knowledge formation of well-formed, grammatically accurate utterances, according to the rules of syntax,
semantics, morphology, phonology and graphology.
Guided writing Writing tasks that involve some sort of scaffolding to support the writer. Scaffolding can include
providing a partially completed text with blanks to fill in, a bank of words or phrases, or a
supportive individual giving prompts or assistance in completing a writing task.
High-stakes situations Situations where communicating effectively (or not doing so) can affect the desired outcome or a
significant decision (e.g., entrance tests for college or university, immigration interviews, job
interviews).
Language ability There are various theories and definitions of language ability but, simply defined, it is the ability
to understand and communicate effectively and appropriately in a given community. The
Canadian Language Benchmarks represent one schema of describing language ability at 12
different levels, but there are other ways to describe, define, and operationalize language ability.
Linguistic cues Hints in a text that help a person to comprehend meaning; may appear within the same sentence
as the word to which they refer, or may be in a preceding or subsequent sentence.
Also see Contextual clues.
Linguistically complex Communication that includes complex grammatical structures and may include idiomatic and
figurative language to express meaning.
Also see Propositionally complex.
Linguistically Communication that includes complex grammatical structures as well as a broad range of
sophisticated technical and non-technical, specialized, occupation-specific, idiosyncratic and genre-governed
language (such as “legalese”).
Moderately complex Texts that feature:

texts • simple, compound, and some complex sentence structures
• clauses containing up to about seven content words
• topics and vocabulary related to everyday needs and universal interests in daily personal, social
or work situations
• language that is mostly factual and concrete, familiar and predictable

Moderately In the CLB, this refers to using language in familiar situations of daily social, educational and
demanding contexts work-related life experience, in less predictable contexts (i.e., other than everyday, routine
of language use situations).
Non-demanding Refers to using language to communicate in common, predictable, routine, everyday activities
contexts of language that may relate to immediate needs.
use
Plain language texts Clear, straightforward expression of language, including the avoidance of jargon and wordiness;
designed to help the audience understand the message easily. Features of plain language texts
typically include the use of short sentences, common everyday words, clear and logical
organization of necessary information, and design features (such as white space, headings and
sub-headings, and bulleted lists) that help readers understand the message easily.
Pragmatics Relating to the intended meaning in discourse beyond the semantic meaning of the words.
Predictable contexts Context refers to all the elements that surround written text or spoken discourse. A text is said to
be predictable if the occasion and/or situation that prompts it (e.g., birthday, graduation, dinner
party) is familiar and the form of the text or discourse (e.g., greeting card or typical expressions
for congratulating and thanking) is known.
Elements of a predictable context can include:
• words and pictures surrounding a written text. For example, This is a fish, accompanied by a
picture of a fish, has a highly predictable context and can be said to strongly support the text
(which is an important text feature in CLB 1).
• the relationship and circumstances between the writer/speaker and receiver (e.g., a letter that
arrives with flowers after a quarrel between friends).
• familiarity, or lack of familiarity, with the socio-cultural norms of behaviour and communication
(e.g., a handshake is preferable to a hug and kiss when greeting an acquaintance).
Profile of ability Provides an overall picture of a person’s language ability in one skill (i.e., Listening, Speaking,
Reading or Writing) at a benchmark level. It includes an overall statement of ability, some
characteristic features of the text or communication, and sample behaviour a person typically
exhibits when proficient at that level.
Propositionally Complexity of the ideas expressed in statements containing propositions or assertions (rather than
complex in the language used to express the propositions).
Also see Linguistically complex.
Register A form of language customarily used in particular social situations or with particular content
matter (e.g., literary, colloquial, slang, professional, highly formal, official); can include specific
uses of grammatical features or words. For example, in the register of denturists, phrases/words
such as invest the case, articulator, and soft liner have specific technical meaning.
Routine Simple, repetitive and predictable.
Sample indicators of Sample indicators of ability appear under CLB competency statements and provide examples of
ability behaviours and skills that a person typically exhibits to demonstrate proficiency of a competency
statement. These are termed sample because actual indicators of proficiency will depend on the
communication task and its purpose.
Sample tasks Sample tasks are offered to illustrate a competency statement in an authentic real-life task in
work, community or study contexts. Additional sample tasks can be found in supplementary CLB
resources available through the Centre for Canadian Language Benchmarks.
Settings The physical environment in which language occurs (e.g., in the community, at work, in the
classroom, etc.).

Simple sentences Expressing a complete thought usually with only one clause.
Simple structures Grammatical structures in short sentences that are typically limited to:
• basic single clause sentence construction
• basic verb tenses (such as simple present, past or future) and used with the continuous aspect
• simple word order sequences (e.g., The boy wiped the dirty table.)
Simple texts Texts that are short, clear and not difficult. They feature:
• mostly simple structures
• short, simple and compound sentences
• everyday vocabulary within familiar and predictable topics about basic personal and social
needs
• factual, concrete and explicit information
• limited reference to outside contexts or cultural traditions
Also see Simple structures.
Simplified texts Authentic texts that have been adapted to make them easier to read; can involve adapting a
range of text elements, such as reducing text length, sentence length or complexity, or limiting
language to familiar and simple terms.
Situations Environment in which communication takes place; situational factors (e.g., who a learner is
talking to, at what locale, for what purpose, and about what topic) influence the level of
difficulty and the choice of linguistic forms used in communication.
Sociolinguistic The ability to produce and understand utterances appropriate to a given social context: includes
knowledge rules of politeness; sensitivity to register, dialect or variety; norms of stylistic appropriateness;
sensitivity to "naturalness"; knowledge of idioms and figurative language; knowledge of culture,
customs and institutions; knowledge of cultural references; and uses of language through
interactional skills to establish and maintain social relationships.
Sound-symbol The relationship between the letters of the alphabet and their corresponding sounds.
relationship
Specialized Technical, occupation-specific and academic terms or jargon.

(vocabulary)
Strategic competence The ability to manage the integration and application of all other language competence
components to the specific context and situation of language use; involves planning and assessing
communication; avoiding potential or repairing actual difficulties in communication; coping with
communication breakdown; and using effective devices to ensure the effectiveness of
communication.
Tasks Practical applications and demonstrations of language abilities; practical activities or actions that
result from using language.
Textual knowledge The knowledge and application of cohesion and coherence rules and devices in building larger
texts/discourse; refers to the connection of utterances and sentences into cohesive, logical and
functionally coherent texts and/or discourses.
Turns Opportunities or invitations to speak at some point in a conversation; everything that one speaker
says before another speaker begins to speak in an exchange is a turn.
Visual clues Pictures, tables and text (in Reading), and gestures, tone, situation, etc. (in Listening) that
provide support for comprehending a text or discourse.

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STAGE III

Profile of Ability I. Interacting with Others

Demonstrating these strengths

100 - Canadian Language Benchmarks

III. Getting Things Done

IV. Comprehending Information

Canadian Language Benchmarks - 101

102 - Canadian Language Benchmarks

III. Getting Things Done

IV. Comprehending Information

Canadian Language Benchmarks - 103

• Visually complex and lengthy − Demonstrates strengths and limitations typical of

Demonstrating these strengths

• Occasionally has difficulty

104 - Canadian Language Benchmarks

III. Getting Things Done

IV. Comprehending Information

Canadian Language Benchmarks - 105

Profile of Ability I. Interacting with Others

106 - Canadian Language Benchmarks

III. Getting Things Done

IV. Comprehending Information

Canadian Language Benchmarks - 107

CLB 9 CLB 10 CLB 11 CLB 12

108 - Canadian Language Benchmarks

Stage I spans the range of

Canadian Language Benchmarks - 109

CLB 1 CLB 2 CLB 3 CLB 4

110 - Canadian Language Benchmarks

Canadian Language Benchmarks - 111

Profile of Ability I. Interacting with Others

Demonstrating these strengths

112 - Canadian Language Benchmarks

III. Getting Things Done

IV. Sharing Information

Canadian Language Benchmarks - 113

Profile of Ability I. Interacting with Others

II. Reproducing Information

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III. Getting Things Done

IV. Sharing Information

Canadian Language Benchmarks - 115

Profile of Ability I. Interacting with Others

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III. Getting Things Done

IV. Sharing Information

Canadian Language Benchmarks - 117

Profile of Ability I. Interacting with Others

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III. Getting Things Done

IV. Sharing Information

Canadian Language Benchmarks - 119

CLB 1 CLB 2 CLB 3 CLB 4

120 - Canadian Language Benchmarks

Stage II spans the range of

Canadian Language Benchmarks - 121

CLB 5 CLB 6 CLB 7 CLB 8

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Grammatical Knowledge Functional Knowledge

Canadian Language Benchmarks - 123

Profile of Ability I. Interacting with Others

124 - Canadian Language Benchmarks

III. Getting Things Done

IV. Sharing Information