Are you ready to take the ECCE?
A workshop for students preparing for the ECCE
ECCE Writing Assessment
ASSESSMENT CRITERIA EXPLAINED – SELF-CHECK QUESTIONS FOR
STUDENTS
CONTENT AND Is the content relevant to the task?
DEVELOPMENT o Is my text related to what the task is asking or is it
off-topic?
o Have I understood the topic and what I need to
write about?
Is there a clear opinion in the text?
o Have I clearly written what I believe about the
topic and the question(s) asked (my opinion)?
Is the text produced developed?
o Have I included separate paragraphs in my text?
o Have I supported my ideas? Have I written
examples?
o Have I included justifications for what I suggest?
ORGANIZATION Are the ideas arranged in a logical order?
AND o Have I included relevant ideas in the same
CONNECTION OF paragraph?
IDEAS o Have I connected these ideas naturally?
o Is there a natural flow of ideas in my text?
Is there clarity of ideas?
o Is it easy for someone to follow?
Are there linking words and phrases in the text?
o Have I used a variety of connectors?
o Have I done it correctly and naturally?
LINGUISTIC Is there a variety in grammatical structures?
RANGE AND o Have I used different grammar in my text? (e.g.
CONTROL passive forms, modals, conditionals, etc.)
Are these grammatical structures accurate?
o Have I used these structures correctly?
Is there a variety of words used?
o Have I used words I’ve seen before and know how
they are used in a similar context?
o Have I repeated the same words in my text or have
I used synonyms?
Are the words in the text appropriate?
o Have I used words that do not cause confusion and
are suitable?
COMMUNICATIVE Is there a clear writing purpose?
EFFECT o Do I know why I am writing this text?
Is the writer aware of the audience?
o Do I know who is going to read my text?
o Have I used the appropriate register?
CONTENT AND DEVELOPMENT
5
There is a clear connection between the task and what I’ve written. I have
developed my ideas and I have supported them (throughout the text). My
supporting details are original (I haven’t copied language from the
prompt/task).
4
There is a clear connection between the task and what I’ve written. My ideas
are usually developed. I have supported them in nearly all parts of the text. I
might have copied some words from the prompt/task that I could have
paraphrased instead.
3
There is a connection between the task and what I’ve written. My ideas are
sometimes developed. I have sometimes supported these ideas in the text. I
have copied some words and phrases from the prompt/task that I could have
paraphrased instead.
2
There is some connection between the task and what I’ve written. I haven’t
developed enough my ideas. My ideas are few or copied from the
prompt/task. Some ideas are not related to the topic.
1
There is no clear connection between the task and what I’ve written. I haven’t
developed the topic. I haven’t provided any supporting details for my ideas. I
have copied phrases/sentences directly from the prompt/task.
ORGANIZATION AND CONNECTION OF IDEAS
5
I have presented my ideas in a well-organized and logical way. I have used a
variety of linking words and phrases successfully throughout the text I’ve
written.
4
My ideas and arguments are clearly presented nearly throughout my text. I
have used connectors correctly so that the reader follows the meaning of what
I’ve tried to express. There is language flow in the text I’ve produced.
3
My ideas and arguments are presented in a clear and reasonable way. The
connectors I’ve used are sometimes used correctly and appropriately but not
always naturally (mechanical use of linking words or phrases).
2
There are some connectors in the text I’ve produced but my ideas are not
always logically connected. There is some misunderstanding due to confusing
connection of ideas in my text.
1
There is no organization of ideas in my text. I haven’t connected my ideas. I
have made attempts to connect my ideas but the connectors I’ve used are
inappropriate and cause confusion.
LINGUISTIC RANGE AND CONTROL
5
I have included many different grammatical structures throughout my text and
I’ve done it quite accurately. I have used a variety of words appropriately. I’ve
made few mistakes in both grammar and vocabulary but these errors do not
impede meaning.
4
I have included several grammatical structures in my text and I’ve done it quite
accurately. I have used a good range of words appropriately. I’ve made a few
mistakes in both grammar and vocabulary but these errors do not impede
meaning.
3
I have included sufficient grammatical structures in my text and I’ve done it
quite accurately. I have used an adequate range of words in my text. I’ve made
mistakes in both grammar and vocabulary but these errors do not impede
meaning.
2
I have not included enough grammatical structures in my text to express my
ideas. I have used a limited range of words in my text. I’ve made mistakes in
both grammar and vocabulary and these errors impede meaning at times.
1
There are a lot of mistakes in both grammar and vocabulary in the text I have
produced. The reader cannot understand my ideas due to these errors.
COMMUNICATIVE EFFECT
5
I have clearly thought about the intended writing purpose of the text. I am
aware of my audience (the reader of my text) and have used the appropriate
register throughout. There is a positive effect on the reader in all parts of the
text.
4
My text shows that I have clearly expressed the writing purpose of the given
task. I am aware of the audience (reader) and have used appropriate register in
nearly all parts of my text. The reader is able to understand the ideas and
arguments presented. The text has a positive effect on the reader.
3
My text shows that I have understood the writing purpose of the given task. I
am aware of the audience (reader) and have used appropriate register in most
parts of my text. The reader is able to understand the ideas and arguments
presented in most parts of the text. The text has a positive effect on the reader
in general.
2
I haven’t clearly expressed the intended writing purpose in my text. I am not
fully aware of my audience (reader) and the register used is inconsistent. The
reader does not always understand the ideas I’m trying to express.
1
The writing purpose in my text is unclear (or missing). I’m not aware of my
audience (reader) and that’s why the register used is not appropriate. The
reader is not able to understand ideas and arguments due to lack of focus.
ECCE Speaking Tips
Tips for the ECCE Speaking Test
General
Keep eye contact with the examiner
Try to speak naturally as in normal, everyday conversation
Stage 1
Be prepared to speak about your class (university or work), your favorite
subjects at school, personal interests and future plans
Avoid single word responses such as ‘yes’, ‘no’, ‘maybe’ etc.
Give brief but complete answers to the examiner’s questions
Stage 2
Ask the examiner the three questions in bullets that appear on the prompt
You don’t have to change the questions in any way or ask any extra
questions
Ask the questions and pay close attention to the information the examiner
will give you in response
Stage 3
Select one of the two options provided
Use the information given by the examiner in Stage 2 to justify your choice
Do not forget to say why you did not select the other option
Stage 4
Listen carefully to the elaboration questions asked by the examiner
If you don’t understand the meaning of word or the meaning of the
question asked, ask the examiner to clarify or repeat the question
Give complete responses using details and examples
ECCE SPEAKING SAMPLE
ECCE Tips for the Written test:
Listening, GVR, Writing
Global tips for the written ECCE test
Listen to the examiner’s instructions carefully
Read instructions for all sections carefully and if you have a question raise
your hand and ask
Manage your time effectively – observe the clock in the testing room or
the chart where the examiner marks the time for each section
Read all questions asked and all answers provided carefully before
choosing the correct answer
Record answers immediately on the answer sheet while progressing
through the test
Base your answers on information found in the text
When you finish a section before the time is up go through the questions
and your answers again
Tips for the ECCE Listening Section
General
Keep calm and focus on the recording and the instructions heard from the
CD
Ask the examiner any questions you may have when the recording is
paused after you hear: “Do you have any questions?”
Part 1
Look at the pictures and try to predict the words you are going to hear
Spot similarities and differences in the pictures
Then listen to the conversation and focus on the question at the end
Remember to take the time between questions to look at the next set of
pictures and try to predict the conversation that follows
Part 2
Remember you have about 30 seconds to look through the questions of
each text
Read carefully the orientation statement before each text (the sentence in
bold letters above the questions)
Read carefully all questions and all answer choices
Try to predict what the monologue that follows is about
Take notes in the special area provided if it helps you
When the recording starts listen carefully and read along each question
Choose the right option while listening to the recording
Remember that the information you hear and the printed questions follow
the same order
Tips for the ECCE Grammar, Vocabulary, Reading (GVR) Section
General
Manage your time (90 minutes) effectively not spending too much time on
any one question
Don’t leave any questions unanswered – answer even difficult questions
by guessing
Grammar / Vocabulary
Read the whole question and try to guess the missing word(s) before you
see the answer choices
Read all answer choices for each of the questions
If you do not recognize the correct answer immediately, eliminate as
many answer choices as possible
Select the option you think is the correct one and go on to the next
question
Reading Task 1
Read carefully the orientation statement before each passage (the
sentence in bold letters above the text)
Read the whole passage before looking at the questions
Focus on the main idea of the passage
Then look at the questions and answer them in order
Look for signals in the questions that connect them to the right paragraph
in the text
Find the meaning of words by checking their context 2-3 lines before and
after their place in the paragraphs of the passage
Reading Task 2
Read the set of texts quickly to get the main idea
Read the marked questions and find the answers in the corresponding text
Remember that the information you need to answer the questions may be
located in the pictures in the texts
Tips for the ECCE Writing Test
General
Listen carefully to the examiner’s instructions
If you have any questions about the procedure of the writing test ask the
examiner
Before you start writing
Read the prompt carefully and underline key words
Read both tasks (essay and letter) carefully and decide which one to write
about
Read again the task you have chosen and underline key words
Make a brief plan / outline of your letter or essay
During writing
Write your introduction first making sure it includes:
o A clear connection to the topic (using your own words)
o A thesis statement with your opinion and the main points you will
use
Develop each body paragraph making sure they include:
o A topic sentence with the point you will develop in the paragraph
o A detailed explanation of that point
o Examples to illustrate the point you developed
Write a conclusion making sure it includes:
o A restatement of your opinion
o Restatement of the main points you developed (without
mentioning new information)
After having finished writing
Read your letter or essay quickly (proofreading)
Try to spot and correct mistakes in grammar, vocabulary, spelling, etc.
Hellenic American Union
Center for Examinations and Certifications
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