This is the marking guide that the examiner will use when assessing your written work in Task 2. Remember that in this course there are model and sample answers that use this grid, so it’s a useful reference guide for your preparation.
| Task Response |
Cohesion and coherence |
Lexical resource |
Grammatical range and accuracy |
|
| 9 | fully answer all parts of the task
presents a fully developed position with relevant, fully extended and well supported ideas |
uses cohesion in such a way that it attracts no attention
skilfully manages paragraphing |
uses a wide range of vocabulary with very natural and sophisticated control; only rare minor errors occur | uses a wide range of structures with full flexibility and accuracy; only rare minor errors occur |
| 8 | sufficiently answers 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
|
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 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 |
| 7 | answers 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 overgeneralise 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 |
uses a sufficient range of vocabulary to allow some flexibility and precisionuses less common lexical items with some awareness of style and collocationmay 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
|
| 6 | addresses all parts of the task although some parts may be more fully covered than otherspresents a relevant position although the conclusions may become unclear or repetitivepresents relevant main ideas but some may be inadequately developed/unclear |
arranges information and ideas coherently and there is a clear overall progressionuses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanicalmay not always use referencing clearly or appropriatelyuses paragraphing, but not always logically |
uses an adequate range of vocabulary for the task attempts to use less common vocabulary but with some inaccuracymakes some errors in spelling and/or word formation, but they do not impede communication |
uses a mix of simple and complex sentence formsmakes some errors in grammar and punctuation but they rarely reduce communication |
| 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
|
presents information with some organisation but there may be a lack of overall progression use of cohesive devices may be repetitive because of lack of referencing and substitution
may not write in paragraphs, or paragraphing may be inadequate |
makes inadequate or inaccurate points
over-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
|
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 |