WRITING TASK 1: Band Descriptors (public version)

Band Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy
9 • fully satisfies all the requirements of the task • uses cohesion in such a way that it attracts no attention • uses a wide range of vocabulary with very natural and • uses a wide range of structures with full flexibility and
• clearly presents a fully developed response • skilfully manages paragraphing sophisticated control of lexical features; rare minor errors accuracy; rare minor errors occur only as ‘slips’
occur only as ‘slips’
8 • covers all requirements of the task sufficiently • sequences information and ideas logically • uses a wide range of vocabulary fluently and flexibly to • uses a wide range of structures
• presents, highlights and illustrates key features/ bullet • manages all aspects of cohesion well convey precise meanings • the majority of sentences are error-free
points clearly and appropriately • uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical items but there may be • makes only very occasional errors or inappropriacies
occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation
7 • covers the requirements of the task • logically organises information and ideas; there is clear • uses a sufficient range of vocabulary to allow some • uses a variety of complex structures
• (A) presents a clear overview of main trends, differences or progression throughout flexibility and precision • produces frequent error-free sentences
stages • uses a range of cohesive devices appropriately although • uses less common lexical items with some awareness of • has good control of grammar and punctuation but may
• (GT) presents a clear purpose, with the tone consistent and there may be some under-/over-use style and collocation make a few errors
appropriate • may produce occasional errors in word choice, spelling
• clearly presents and highlights key features/bullet points and/or word formation
but could be more fully extended
6 • addresses the requirements of the task • arranges information and ideas coherently and there is a • •uses an adequate range of vocabulary for the task • uses a mix of simple and complex sentence forms
• (A) presents an overview with information appropriately clear overall progression • attempts to use less common vocabulary but with some • makes some errors in grammar and punctuation but they
selected • uses cohesive devices effectively, but cohesion within inaccuracy rarely reduce communication
• (GT) presents a purpose that is generally clear; there may and/or between sentences may be faulty or mechanical • makes some errors in spelling and/or word formation, but
be inconsistencies in tone • may not always use referencing clearly or appropriately they do not impede communication
• presents and adequately highlights key features/ bullet
points but details may be irrelevant, inappropriate or
inaccurate
5 • generally addresses the task; the format may be • presents information with some organisation but there may • uses a limited range of vocabulary, but this is minimally • uses only a limited range of structures
inappropriate in places be a lack of overall progression adequate for the task • attempts complex sentences but these tend to be less
• (A) recounts detail mechanically with no clear overview; • makes inadequate, inaccurate or over-use of cohesive • may make noticeable errors in spelling and/or word accurate than simple sentences
there may be no data to support the description devices formation that may cause some difficulty for the reader • may make frequent grammatical errors and punctuation
• (GT) may present a purpose for the letter that is unclear at • may be repetitive because of lack of referencing and may be faulty; errors can cause some difficulty for the
times; the tone may be variable and sometimes substitution reader
inappropriate
• presents, but inadequately covers, key features/ bullet
points; there may be a tendency to focus on details
4 • attempts to address the task but does not cover all key • presents information and ideas but these are not arranged • uses only basic vocabulary which may be used repetitively • uses only a very limited range of structures with only rare
features/bullet points; the format may be inappropriate coherently and there is no clear progression in the or which may be inappropriate for the task use of subordinate clauses
• (GT) fails to clearly explain the purpose of the letter; the response • has limited control of word formation and/or spelling; • some structures are accurate but errors predominate, and
tone may be inappropriate • uses some basic cohesive devices but these may be • errors may cause strain for the reader punctuation is often faulty
• may confuse key features/bullet points with detail; parts inaccurate or repetitive
may be unclear, irrelevant, repetitive or inaccurate
3 • fails to address the task, which may have been completely • does not organise ideas logically • uses only a very limited range of words and expressions • attempts sentence forms but errors in grammar and
misunderstood • may use a very limited range of cohesive devices, and with very limited control of word formation and/or spelling punctuation predominate and distort the meaning
• presents limited ideas which may be largely those used may not indicate a logical relationship between • errors may severely distort the message
irrelevant/repetitive ideas
2 • answer is barely related to the task • has very little control of organisational features • uses an extremely limited range of vocabulary; essentially • cannot use sentence forms except in memorised phrases
no control of word formation and/or spelling
1 • answer is completely unrelated to the task • fails to communicate any message • can only use a few isolated words • cannot use sentence forms at all
0 • does not attend
• does not attempt the task in any way
• writes a totally memorised response

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