9

-       Fully addresses all parts of the task

-       Presents a fully developed position in   answer to the question with relevant, fully extended and well supported ideas

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

-       Skilfully manages paragraphing

8

-       Sufficiently addresses all parts of the   task

-       Presents a well-developed response to the   question with relevant, extended and supported ideas

-       Sequences information and ideas logically

-       Manages all aspects of cohesion well

-       Uses paragraphing sufficiently and   appropriately

7

-       Addresses all parts of the task

-       Presents a clear position throughout the   response

-       Presents, extends and supports main ideas,   but there may be a tendency to over generalise and/or supporting ideas may   lack focus

-       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

-       Presents a clear central topic within each   paragraph

6

-       Addresses all parts of the task although   some parts may be more fully covered than others

-       Presents a relevant position although the   conclusions may become unclear or repetitive

-       Presents relevant main ideas but some may   be inadequately developed/unclear

-       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

-       Uses paragraphing, but not always logically

5

-       Addresses the task only partially; the format   may be inappropriate in places

-       Expresses a position but the development is   not always clear and there may be no conclusions drawn

-       Presents some main ideas but these are   limited and not sufficiently developed; there may be irrelevant detail

-       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

-       May not write in paragraphs, or   paragraphing may be inadequate

4

-       Responds to the task only in a minimal way   or the answer is tangential; the format may be inappropriate

-       Presents a position but this is unclear

-       Presents some main ideas but these are   difficult to identify and may be repetitive, irrelevant or not well supported

-       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

-       May not write in paragraphs or their use   may be confusing

3

-       Does not adequately address any part of the   task

-       Does not express a clear position

-       Presents few ideas, which are largely   undeveloped or irrelevant

-       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

-       Barely responds to the task

-       Does not express a position

-       May attempt to present one or two ideas but   there is no development

-       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