A. Writing in English – Considerations Applicable to L2 Students

Learning to WriteFocus on writing as a mode and process and its ‘surface’ features

- Mechanics - handwriting, spelling, punctuation, paragraph skills;- Accuracy – correct use of vocabulary and grammar;- Specific Language Practice – applying word and sentence patterns;- Writing as a Mode – formats and layouts for writing;- Rhetorical Devices – language particular to written (rather than spoken) medium;- Writing as a Process – writing, drafting, reviewing and editing

Writing to LearnWriting in combination with other language skills

- Sentence Building – Experimenting with word combinations to make sentences;- Reading-Writing Crossover – Using reading skills to improve writing and vice-versa;- Dictation – Listening, vocabulary, punctuation and spelling integrated into one activity;- Dictogloss – Listening, grammar and writing integrated into one activity;- Note Taking – Summarizing activities or information;- “Study” Writing – Personal dictionaries, self assessment- Language Development – Writing in relation to interlanguage development

Writing to CommunicateWriting that is authentic, enjoyable and/or useful in learners’ real lives (less controlled, greater focus on meaning, personal expression and application of genres, focus on message and readers)

- Personal Writing – Diaries, journals, shopping lists, reminders, recipes- Social Writing – Thank yous, invitations, congratulations, text messages, instructions, emails- Public Writing – Letters to other classes, forms, posters, magazines, newsletters, menus- Creative Writing – Poetry, riddles, stories, songs, product wrappers, etc.

Writing for Academic or Career PurposesWriting as a medium for academic or business purposes

- Essay Writing – Expressing views/opinions, responding to topics [TOEFL/IELTS included]- Resume Writing – Summarizing experience and qualifications in a persuasive light- Application Letters – Persuasive writing for entry or acceptance purposes- Presentation – Summarizing reports or information in graph form

B. “ Can do ” Scales for all Language Skills from the Common European Framework (CEF)

Stage: Understanding Speaking WritingListening Reading Interaction Production

C2

I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have some time to get familiar with the accent.

I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.

I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.

I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.

I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

C1

I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.

I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.

I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.

I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.

I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind.

B2

I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.

I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.

I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.

B1

I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

A2

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself.

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something.

A1

I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

I can use simple phrases and sentences to describe where I live and people I know.

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

C. Combined “ Can do ” Scales (ALTE/CEF) for Writing Skills

Stage: ALTE Writing Contexts Common EuropeanFrameworkGen. Ability Social/Tourist Work Context Study Context

C2

CAN write letters on any subject and full notes of meetings or seminars with good expression and accuracy.

CAN write letters on any subject with good expression and accuracy.

CAN make full and accurate notes and continue to participate in a meeting or seminar.

CAN make accurate and complete notes during the course of a lecture, seminar or tutorial.

I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

C1

CAN prepare/draft professional correspondence, take reasonably accurate notes in meetings or write an essay which shows an ability to communicate.

CAN write letters on most subjects. Such difficulties as the reader may experience are likely to be at the level of vocabulary.

CAN handle a wide range of routine and non-routine situations in which professional services are requested from colleague or external contacts.

CAN write an essay which shows ability to communicate, giving few difficulties for the reader.

I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind.

B2

CAN make notes while someone is talking or write a letter including non-standard requests.

CAN write to a hotel to ask about the availability of services, for example facilities for the disabled or the provision of a special diet.

CAN deal with all routine requests for goods or services.

CAN make simple notes that will be of reasonable use for essay or revision purposes.

I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.

B1

CAN write letters or make notes on familiar or predictable matters.

CAN write letters on a limited range of predictable topics related to personal experience and express opinions in predictable language.

CAN make reasonably accurate notes at a meeting or seminar where the subject matter is familiar and predictable.

CAN write down some information at a lecture, if this is more or less dictated.

I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

A2

CAN complete forms and write short simple letters or postcards related to personal information.

CAN complete most forms related to personal information.

CAN write a short, comprehensive note of request to a colleague or a known contact in another company.

CAN write a very short simple narrative or description, such as 'My last holiday'.

I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something.

A1

CAN complete basic forms, and write notes including times, dates and places.

CAN leave a very simple message for a host family or write short simple 'thank you' notes.

CAN write a simple routine request to a colleague, such as 'Can I have 20X please?'.

CAN copy times, dates and places from notices on classroom board or notice board.

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

D. Cambridge ESOL “ Common Scale for Writing ”

Level MASTERY / CERTIFICATE OF PROFICIENCY IN ENGLISH (CPE):C2 Fully operational command of the written language

- Can write on a very wide range of topics.- Is able to effectively engage the reader by effectively exploiting stylistic devices such as sentence length, variety and appropriacy of vocabulary, word order, idiom and humour.- Can write with only very rare inaccuracies of grammar or vocabulary- Is able to write at length organising ideas effectively

Level MASTERY / CERTIFICATE IN ADVANCED ENGLISH (CAE):C1 Good operational command of the written language

- Can write on most topics.- Is able to engage the reader by effectively exploiting stylistic devices such as sentence length,variety and appropriacy of vocabulary, word order, idiom and humour, though not always appropriately.Can communicate effectively with only occasional inaccuracies of grammar and vocabulary.- Is able to construct extended stretches of discourse using accurate and mainly appropriatecomplex language which is organisationally sound.

Level VANTAGE / FIRST CERTIFICATE IN ENGLISH (FCE):B2 Generally effective command of the written language

- Can write on familiar topics.- Shows some ability to use stylistic devices such as variety and appropriacy of vocabulary and idiom and humour, though not always appropriately.- Can communicate clearly using extended stretches of discourse and some complex language despite some inaccuracies of grammar and vocabulary.- Can organise extended writing which is generally coherent.

Level THRESHOLD / PRELIMINARY ENGLISH TEST (PET):B1 Limited but effective command of the written language

- Can write on most familiar and predictable topics.- Can communicate clearly using longer stretches of discourse and simple language despite relatively frequent inaccuracies of grammar or vocabulary.- Can organise writing to a limited extent.

Level WAYSTAGE / KEY ENGLISH TEST (KET):A2 Basic command of the written language

- Can write short basic messages on very familiar or highly predictable topics possibly using rehearsed or fixed expressions.- May find it difficult to communicate the message because of frequent inaccuracies of grammar or vocabulary.

E. Different models of teaching and testing with writing skills

1. “Teach and then test”

Classroom-based Writing Instruction Writing Test

2. “Teach and then test” (regular syllabus model)

Instruction Test Instruction Test Instruction Test

3. “Teach and test” (term/semester model)

Instruction Mid(-term)Test Instruction Final

Test

4. Pre-/Post- Test

Pre-Test Instruction Post-Test

5. Pre-/Post- Test + term/semester model

Pre-Test Instruction Mid(-term)Test Instruction Post-/

Final Test

6. Pre-/Post- Test + term/semester model + split focus

Pre-Test(A) + (B)

Instruction (A)

Mid(-term)Test (A)

Instruction (B)

Post-/Final Test

(B)

F. Model of a principled approach to writing instruction in an institutional context

Pre-Test(real-world + academic)

Students take a timed writing test featuring both real-world and academic writing tasks

Assessors Reading Teachers meet and compare scoring and comments of random samples from the Pre-Test

Pre-Test Score allocations (0%)

Teachers allocate scores for the Pre-Test, but they do not count towards final assessment

Teaching and LearningNeeds Analysis

Based on Assessors Reading and final Pre-Test scoring allocations, teachers meet and think about what needs to be taught and developed in class

Instructional Period 1w/ formative assessment

(focus = real-world writing tasks)

(15%)

Students attend regular writing classes, which have more general focus on real-world writing modesBased on participation and effort, they are allocated a holistic score that comprises 15% of the final evaluation

In addition to class work, students do personal journals and/or online forum tasks or projects, possibly involving interaction and peer feedback with other class members. This work is scored holistically by the teacher and comprises 10% of the final evaluation

Mid-term Test(real-world writing)

Students take a timed writing test featuring only the real-world writing tasks

Assessors Reading Teachers meet and compare scoring and comments of random samples from the Mid-term Test

Mid-term Test Score allocations (25%)

Teachers allocate scores for the Mid-term Test, which comprises 25% of final evaluation score

Teaching and LearningNeeds Analysis

Based on Assessors Reading and Mid-term Test scoring allocations, teachers meet and think about what needs to be taught and developed in class

Instructional Period 2w/ formative assessment

(focus = academic writing tasks)

(15%)

Students attend regular writing classes, which have more general focus on academic writing modesBased on participation and effort, they are allocated a holistic score that comprises 15% of the final evaluation

In addition to class work, students do personal journals and/or online forum tasks or projects, possibly involving interaction and peer feedback with other class members. This work is scored holistically by the teacher and comprises 10% of the final evaluation

Final Test(academic writing)

Students take a timed writing test featuring only the academic writing tasks

Assessors Reading Teachers meet and compare scoring and comments of random samples from the Final Test

Final TestScore allocations (25%)

Teachers allocate scores for the Final Test, which comprises 25% of final evaluation score

Final Evaluation Teachers add up different sections to calculate and report final evaluations for all students (100%)

Course ReviewAll aspects of the coursework and testing are discussed by teaching faculty for the purpose of improving the next application of the writing curriculum

G. KET Example Writing Tasks

KET - (Part 6)

KET - (Part 7)

KET - (Part 8)

KET - (Part 9)

H. PET Example Writing Tasks

PET - (Part 1)

PET - (Part 2)

PET - (Part 3)

I. FCE Example Writing Tasks

FCE - (Part 1 - Transactional)

FCE - (Part 2 - Composition)

FCE - (Parts 1 & 2)

1-20 Scale

Cambridge Scale Description of Task Performance

A+ / 20Outstanding attempt – as per band 5 (FCE) except special in some way so as to truly impress the reader in terms of language use and expression or formal communication skill in writing

A / 16-19 5

The student’s writing fully achieves the desired effect on the target reader. All the content points required in the task are included and expanded appropriately. Ideas are organized effectively, with the use of a variety of linking devices and a wide range of structure and vocabulary. The language is well developed, and any errors that do occur are minimal and perhaps due to ambitious attempts at more complex language. Register and format which is consistently appropriate to the purpose of the task and the audience is used.

B / 14-15 4

The student’s writing achieves the desired effect on the target reader. All the content points required in the task are included. Ideas are clearly organized, with the use of suitable linking devices and a good range of structure and vocabulary. Generally, the language is accurate, and any errors that do occur are mainly due to ambitious attempts at more complex language. Register and format which is, on the whole, appropriate to the purpose of the task and the audience is used.

C / 10-13 3

The student’s writing, on the whole, achieves the desired effect on the target reader. All the content points required in the task are included. Ideas are organized adequately, with the use of simple linking devices and an adequate range of structure and vocabulary. A number of errors may be present, but they do not impede communication. A reasonable, if not always successful, attempt is made at register and format which is appropriate to the purpose of the task and the audience.

D / 5-9 2

The student’s writing does not clearly communicate the message to the target reader. Some content points required in the task are inadequately covered or omitted, and/or there is some irrelevant material. Ideas are inadequately organized, linking devices are rarely used and the range of structure and vocabulary is limited. Errors distract the reader and may obscure communication at times. Attempts at appropriate register and format are unsuccessful or inconsistent.

E / 2-4 1

The student’s writing has a very negative effect on the target reader. Notable omission of content and/or considerable irrelevance, lack of organization/linking, poor language control, frequent errors in structure and vocabulary obscure communication, little or no awareness of appropriate register and format.

F / 0-1 0 Not attempted, achieves nothing, impossible to understand or completely irrelevant.

J. TOEFL iBT Independent Writing Task

Do you agree or disagree with the following statement? 

       Watching television is bad for children. 

Use specific reasons and examples to support your answer.

Score Writing Description

5

An essay at this level accomplishes all of the following: effectively addresses the topic and task is well organized and well developed, using clearly appropriate explanations,

exemplifications and/or details. displays unity, progression, and coherence displays consistent facility in the use of language, demonstrating syntactic variety,

appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors.

4

An essay at this level accomplishes all of the following: addresses the topic and task well, though some points may not be fully elaborated is generally well organized and well developed, using appropriate and sufficient

explanations, exemplifications, and/or details displays unity, progression, and coherence, though it may contain occasional

redundancy, digression, or unclear connections displays facility in the use of language, demonstrating syntactic variety and range of

vocabulary, though it will probably have occasional noticeable minor errors in structure, word form or use of idiomatic language that do not interfere with meaning

3

An essay at this level is marked by one or more of the following: addresses the topic and task using somewhat developed explanations,

exemplifications, and/or details displays unity, progression, and coherence, though connection of ideas may be

occasionally obscured may demonstrate inconsistent facility in sentence formation and word choice that

may result in lack of clarity and occasionally obscure meaning may display accurate but limited range of syntactic structures and vocabulary

2

An essay at this level may reveal one or more of the following weaknesses: limited development in response to the topic and task inadequate organization or connection of ideas inappropriate or insufficient explanations, exemplifications, or details to support or

illustrate generalizations in response to the task a noticeably inappropriate choice of words or word forms an accumulation of errors in sentence structure and/or usage

1An essay at this level is seriously flawed by one or more of the following weaknesses:

serious disorganization or underdevelopment little or no detail, or irrelevant specifics, or questionable responsiveness to the task serious and frequent errors in structure or usage

0An essay at this level merely copies words form the topic, rejects the topic, or is otherwise not connected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.

K. TOEFL iBT Integrated Writing Task

Reading passage:

Global dimming is a process that reduces the amount of irradiance – also called electromagnetic radiance – present at the Earth’s surface. It is generally speculated that it is caused by an increase in particulates (such as sulfur aerosols) in the atmosphere due to the actions of humans, and is estimated to have resulted in about a 4% reduction in overall irradiance at the planet’s surface between 1960-1990. Global dimming is believed to reduce evaporation (thus affecting the hydrological cycle) and possibly has a cooling effect on the earth as well. However, scientists and the world in general presently focus more of their attention on what is considered to be a much bigger threat to the planet – global warming.

Listening Script:Now, global dimming is an interesting subject to explore – because of both some recent studies that show its effects to be much more – uh – pronounced and measurable than earlier thought, but also because of its intrinsic relationship with the more well-known process of global warming. A study completed in the Maldives in the 1990s showed that macroscopic pollutants in the atmosphere – a pollution cloud blown south from India - over the northern islands at that time were causing a 10% reduction in the amount of sunlight reaching the surface. The study was significant because initial predictions were that India’s pollution would cause at most a 0.5-1% reduction in. So, uh, in other words, the effects of global dimming could be much stronger than previously estimated. Another study was done over a period following the 9/11 2001 attacks, which shut down all civic air traffic over the United States for three days. The study found that a diurnal temperature variation of over 1 degree Celsius had occurred in several parts of the country. This created the first empirical evidence that aircraft activity – in turn creating global dimming through vapor trails - could be lowering daytime temperatures and raising nighttime temperatures. Now, the really significant thing here is how Global Dimming may be interacting with global warming. Global dimming causes less water vapor – a major Greenhouse Gas – by reducing evaporation. Global warming is also associated with increased temperatures, whereas Global dimming has been shown to have a cooling effect. By removing the problem of global dimming, we may in effect be increasing the effects of global warming – or, as some have put it – seeing the true effects of global warming, which to this point global dimming has helped in part to mask. It therefore makes sense to study the two processes in tandem, rather than as separate issues affecting our planet’s climate.

Scoring Rubric for Integrated Writing TasksScore Writing Description

5A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.

4

A response at this level is generally good in selecting the important information from the lecture and in coherently and accurately presenting this information in relation to the relevant information in the reading, but it may have minor omission, inaccuracy, vagueness, or imprecision of some content from the lecture or in connection to the points made in the reading. A response is also scored at this level if it has more frequent or noticeable minor language errors, as long as such usage and grammatical structures do not result in anything more than an occasional lapse of clarity or in the connection of ideas.

3

A response at this level contains some important information from the lecture and conveys some relevant connection to the reading, but it is marked by one or more of the following:

Although the overall response is definitely oriented to the task, it conveys only vague, global, unclear, or somewhat imprecise connection of the points made in the lecture to points made in the reading.

The response may omit one major key point made in the lecture. Some key points made in the lecture or the reading, or connections between the two, may be

incomplete, inaccurate, or imprecise. Errors of usage and/or grammar may be more frequent or may result in noticeably vague

expressions or obscured meanings in conveying ideas and connections.

2

A response at this level contains some relevant information from the lecture, but is marked by significant language difficulties or by significant omission or inaccuracy of important ideas from the lecture or in the connections between the lecture and the reading; a response at this level is marked by one or more of the following:

The response significantly misrepresents or completely omits the overall connection between the lecture and the reading.

The response significantly omits or significantly misrepresents important points made in the lecture.

The response contains language errors or expressions that largely obscure connections or meanings at key junctures, or that would likely obscure understanding of key ideas for a reader not already familiar with the reading and the lecture.

1A response at this level is marked by one or more of the following:

The response provides little or no meaningful or relevant coherent content from the lecture. The language level of the response is so low that it is difficult to derive meaning.

0 A response at this level merely copies words form the topic, rejects the topic, or is otherwise not connected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.

L. IELTS ANALYTIC WRITING ASSESSMENT SCALE

Score Task Response Coherence and Cohesion

Lexical Resource Grammatical Range and Accuracy

9

fully addresses all parts of the task presents a fully developed position in answer to the question with relevant, fullyextended 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 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

sufficiently addresses all parts of the task presents a well-developed response to the question with relevant, extended andsupported 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 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 inappropriacies

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 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 ofvocabulary to allow someflexibility 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

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 beinadequately 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

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 notimpede communication

uses a mix of simple and complex sentence forms makes 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 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

uses a limited range ofvocabulary, 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

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 maybe confusing

uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task has limited control of wordformation 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

does not adequately address any part of the task does not express a clear position presents few ideas, which are largely undeveloped orirrelevant

does not organise ideas logically may use a very limitedrange of cohesive devices, and those used may not indicate a logical relationship between ideas

uses only a very limited range of words and expressions with very limited control of word formation and/or spelling errors may severely distortthe message

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

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 organizational features

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 answer is completely unrelated to the task

fails to communicate any message

can only use a few isolatedwords

cannot use sentence forms at all

0 does not attend does not attempt the task in any way writes a totally memorised response

M. SIMPLE WRITING ASSESSMENT RUBRIC

Boost! Writing Assessment Rubric for Productive Tasks

Score = Preparation/ Effort Mechanics Language

UseTopic

DevelopmentSkill

ApplicationA/17-20 Excellent Effort in getting

ready for and then attention to performance, re-writing efforts

Punctuation, neatness, spelling, use of paragraphs, formats, etc

Use of grammar and vocabulary, set expressions, linking devices, etc.

Introducing and developing a topic; cohesion, supporting and exemplifying

Evidence that key unit skill has been noticed and applied accurately

B/13-16 GoodC/9-12 AdequateD/4-8 InadequateF/0-3 None/fail

Total = /100 = /20 = /20 = /20 = /20 = /20

Notice that this rubric results in assessment ratings of 0-100, but is broken into relevant portions that (1) ensure a full range of performance considerations are taken on board equally, and (2) show the teacher and learners clearly where the writing strengths and weakness are situated, allowing for specific goal setting and targets for improvement.

Score =

Preparation/ Effort Mechanics Language

UseTopic

DevelopmentSkill

Application

A/17-20 Excellent Effort in getting ready for and then attention to performance, re-writing efforts

Punctuation, neatness, spelling, use of paragraphs, formats, etc

Use of grammar and vocabulary, set expressions, linking devices, etc.

Introducing and developing a topic; cohesion, supporting and exemplifying

Evidence that key unit skill has been noticed and applied accurately

B/13-16 GoodC/9-12 AdequateD/4-8 InadequateF/0-3 None/fail

Total = /100 = /20 = /20 = /20 = /20 = /20

Score =

Preparation/ Effort Mechanics Language

UseTopic

DevelopmentSkill

Application

A/17-20 Excellent Effort in getting ready for and then attention to performance, re-writing efforts

Punctuation, neatness, spelling, use of paragraphs, formats, etc

Use of grammar and vocabulary, set expressions, linking devices, etc.

Introducing and developing a topic; cohesion, supporting and exemplifying

Evidence that key unit skill has been noticed and applied accurately

B/13-16 GoodC/9-12 AdequateD/4-8 InadequateF/0-3 None/fail

Total = /100 = /20 = /20 = /20 = /20 = /20

Score =

Preparation/ Effort Mechanics Language

UseTopic

DevelopmentSkill

Application

A/17-20 Excellent Effort in getting ready for and then attention to

Punctuation, neatness, spelling, use of

Use of grammar and vocabulary, set expressions,

Introducing and developing a topic; cohesion,

Evidence that key unit skill has been noticed

B/13-16 Good

Writing Task Assessment

Unit: ___Student: _______Teacher: _______

Writing Task Assessment

Unit: ___Student: _______Teacher: _______

Writing Task Assessment

Unit: ___Student: _______Teacher: _______

Total = /100 = /20 = /20 = /20 = /20 = /20