9

-       Fully satisfies all the   requirements of the task

-       Clearly presents a fully   developed response

-       Uses cohesion in such a   way that it attracts no attention

-      Skilfully manages   paragraphing

8

-       Covers all requirements   of the task sufficiently

-       Presents, highlights and   illustrates key features/bullet points clearly and appropriately

-       Sequences information   and ideas logically

-       Manages all aspects of   cohesion well

-      Uses paragraphing   sufficiently and appropriately

7

-       Covers the requirements   of the task

-       (Academic) presents a   clear overview of main trends, differences or stages

-       (General Training)   presents a clear purpose, with the tone consistent and appropriate

-       Clearly presents and   highlights features/bullet points but could be more fully extended

-       Logically organises   information and ideas; there is clear progression throughout

-      Uses a range of cohesive   devices appropriately although there may be some under/over-use

6

-       Addresses the   requirements of the task

-       (Academic) presents an   overview with information appropriately selected

-       (General Training)   presents a purpose that is generally clear; there may be inconsistencies in   tone

-       Presents and adequately   highlights key features/bullet points but details may be irrelevant,   inappropriate or inaccurate

-       Arranges information and   ideas coherently and there is a clear overall progression

-       Uses cohesive devices   effectively, but cohesion within and/or between sentences may be faulty or   mechanical

-      May not always use   referencing clearly or appropriately

5

-       Generally addresses the   task; the format may be inappropriate in places

-       (Academic) recounts   detail mechanically with no clear overview; there may be no data to support   the description

-       (General Training) may   present a purpose for the letter that is unclear at times; the tone may be   variable and sometimes inappropriate

-       Presents, but   inadequately covers, key features/bullet points; there may be a tendency to   focus on details

-       Presents information   with some organisation but there may be a lack of overall progression

-       Makes inadequate,   inaccurate or over-use of cohesive devices

-      May be repetitive   because of lack of referencing and substitution

4

-       Attempts to address the   task but does not cover all key features / bullet points; the format may be   inappropriate

-       (General Training) fails   to clearly explain the purpose of the letter; the tone may be inappropriate

-       May confuse key   features/bullet points with detail; parts may be unclear, irrelevant,   repetitive or inaccurate

-       Presents information and   ideas but these are not arranged coherently and there is no clear progression   in the response

-      Uses some basic cohesive   devices but these may be inaccurate or repetitive

3

-       Fails to address the   task, which may have been completely misunderstood

-       Presents limited ideas   which may be largely irrelevant/repetitive

-       Does not organise ideas   logically

-      May use a very limited   range of cohesive devices, and those used may not indicate a logical   relationship between ideas

2

-       Answer is barely related   to the task

-      Has very little control   of organisational features

1

-       Answer is completely   unrelated to the task

-       Fails to communicate any   message

0

-       Did not attend

-       Does not attempt the   task in any way

-       Writes a totally   memorised response

-       Did not attend

-       Does not attempt the   task in any way

-       Writes a totally memorised   response

9

-     Uses a wide range of   vocabulary with very natural and sophisticated control of lexical features;   rare minor errors occur only as ‘slips’

-    Uses a wide range of   structures with full flexibility and accuracy; rare minor errors occur only   as ‘slips’

8

-     Uses a wide range of   vocabulary fluently and flexibly to convey precise meanings

-     Skilfully uses uncommon   lexical items but there may be occasional inaccuracies in word choice and   collocation

-     Produces rare errors in   spelling and/or word formation

-    Uses a wide range of   structures

-    The majority of   sentences are error-free

-    Makes only very   occasional errors or inappropriateness

7

-     Uses a sufficient range   of vocabulary to allow some flexibility and precision

-     Uses less common lexical   items with some awareness of style and collocation

-     May produce occasional   errors in word choice, spelling and/or word formation

-    Uses a variety of complex   structures

-    Produces frequent   error-free sentences

-    Has good control of   grammar and punctuation but may make a few errors

6

-     Uses an adequate range   of vocabulary for the task

-     Attempts to use less   common vocabulary but with some inaccuracy

-     Makes some errors in   spelling and/or word formation, but they do not impede communication

-    Uses a mix of simple and   complex sentence forms

-    Makes some errors in   grammar and punctuation but they rarely reduce communication

5

-     Uses a limited range of   vocabulary, but this is minimally adequate for the task

-     May make noticeable   errors in spelling and/or word formation that may cause some difficulty for   the reader

-    Uses only a limited   range of structures

-    Attempts complex   sentences but these tend to be less accurate than simple sentences

-    May make frequent   grammatical errors and punctuation may be faulty; errors can cause some   difficulty for the reader

4

-     Uses only basic   vocabulary which may be used repetitively or which may be inappropriate for   the task

-     Has limited control of   word formation and/or spelling; errors may cause strain for the reader

-    Uses only a very limited   range of structures with only rare use of subordinate clauses

-    Some structures are   accurate but errors predominate, and punctuation is often faulty

3

-     Uses only a very limited   range of words and expressions with very limited control of word formation   and/or spelling; errors may severely distort the message

-    Attempts sentence forms   but errors in grammar and punctuation predominate and distort the meaning

2

-     Uses an extremely   limited range of vocabulary; essentially no control of word formation and/or   spelling

-    Cannot use sentence   forms except in memorised phrases

1

-     Can only use a few   isolated words

-     Cannot use sentence   forms at all

0

-     Did not attend

-     Does not attempt the task   in any way

-     Writes a totally   memorised response

-     Did not attend

-     Does not attempt the   task in any way

-     Writes a totally   memorised response