FACULTY OF FOREIGN LANGUAGE TEACHER EDUCATION

Division of English Language Teaching

WRITING TEST RUBRIC C1

GRADING SCHEME FOR TASK 1 (LETTER) – 40%

BAND TASK FULFILLMENT ORGANIZATION VOCABULARY GRAMMAR

9-10 - Covers all the requirements - Organizes information and - uses a wide range of - uses a whole range
of the task effectively ideas logically vocabulary including less of structures
- Effectively fulfills all - Uses a range of cohesive common lexis precisely and precisely and flexibly
communicative purpose(s), devices and organizational flexibly - errors are very rare with
with consistent and patterns flexibly - shows full control of style and just one or two minor slips
appropriate tone - Uses paragraphing collocation, but there may be
- Fully develops key points sufficiently and occasional inappropriateness
with all the details relevant appropriately - errors are very rare with just
one or two minor slips

8-9 - covers all the requirements - organizes information and - uses a wide range of - uses a wide range of simple
of the task effectively ideas coherently vocabulary including less and complex structures
- clearly fulfills all - uses a range of cohesive common lexis precisely precisely
communicative purposes, devices and organizational - shows good control of style - the vast majority of the
with tone consistent and patterns effectively and collocation, but there may sentences are error-free
appropriate - uses paragraphing be some inaccuracies - errors, if present, are non-
- fully develops key points sufficiently and - errors, if present, are non- systematic and non-
with all the details generally appropriately systematic and non-impeding impeding
relevant
7-8 - covers all the requirements - organizes information and - uses a good range of - uses a variety of simple and
of the task ideas coherently vocabulary including some less complex structures with good
- presents generally clear - uses a range of linking common lexis appropriately control
communicative purposes, words and cohesive devices - shows some control of style - the majority of the
with one or two minor appropriately though there and collocation sentences are error-free
inconsistencies and may be some under/ over - errors, if present, are non- - error, if present, are non-
inappropriateness in tone use systematic and non-impeding systematic and non-
- develops key points with impeding
most of the details generally
relevant; one/ two of the
points could be more fully
extended

6-7 - covers all the requirements - organizes information - uses an sufficiently range - uses both simple
of the task; the format may and ideas coherently of vocabulary and complex
be inappropriate in places - uses a variety of - attempts less common structures
- presents generally clear linking words and lexis with occasional - errors occur but they
communicative purpose(s), cohesive devices within inappropriateness rarely lead to
with some inconsistencies and across sentences - errors do not impede misunderstanding
and inappropriateness in suitably, but there may communication
tone be faulty use
- adequately presents key
points, but a one or two
details may be
inappropriate
5-6 - covers almost all the - organizes information - uses an sufficient range - uses both simple
requirements of the tasks, and ideas coherently of vocabulary and complex
the format may be - uses a variety of - attempts less common structures
inappropriate in places linking words and lexis but most are faulty - errors occur but they
- presents generally clear cohesive devices within - errors do not impede rarely lead to
communicative purposes and across sentences communication misunderstanding
with some inconsistencies suitably, but there may
and inappropriateness in be faulty use
tone
- adequately presents key
points, but a few details
may be inappropriate

4-5 - partially covers the - organizes information - uses an adequate range of - shows good control of
requirements of the and ideas coherently vocabulary but tends to simple structures
task - uses basic linking words overuse certain lexical - attempts complex
- presents communicative and a limited number of items structures but most are
purposes which are unclear cohesive devices within - errors occur and may faulty
in places; there are some and across sentences impede comprehension at - errors occur, but
inconsistencies and accurately times normally they do not
inappropriateness in tone impede comprehension
- inadequately presents
key points; there may be
a tendency to focus on
details

3-4 partially covers the - presents information - uses basic vocabulary - shows acceptable control
requirements of the task fails and ideas with some with acceptable control of simple structures
to clearly present organization - errors are noticeable and attempts some complex
communicative purposes ; - uses a variety of basic, impede comprehension at structures, but unsuccessfully
 the tone may be high- frequency linking times - errors occur frequently and
inappropriate words and cohesive impede comprehension at
- may confuse key points with devices within and across times
details; some parts may be sentences, though there
may be repetitions or
- unclear; irrelevant or
inaccuracies
repetitive
2-3 - does not address any part - presents information - uses a limited range of - uses some simple
of the task and ideas in a series of basic vocabulary structures correctly
- presents limited ideas simple sentences linked - errors are frequent - frequently makes
which may be largely by only basic, high- and distort the meaning basic errors that
irrelevant / repetitive frequency linking words distort the meaning
1-2 - does not address any - has very little control - uses a very limited range - can only use
part of the task organizational features of words and phrases some memorized
- errors are dominant structures
and distort the meaning - errors are dominant
and distort the
meaning
1 - answer is totally - has no organizational - uses only a few isolated - cannot use sentence
irrelevant or features words forms at all
incomprehensible

0 - does not attend the exam

- does not write any words
- writes only a memorized response
 GRADING SCHEME FOR TASK 2 (ESSAY) - 60%

BAND TASK FULFILLMENT ORGANIZATION VOCABULARY GRAMMAR

9-10 -covers all the requirements of - organizes information and -use a wide range of -uses a wide range of
the task sufficiently and ideas logically. vocabulary including less structures precisely and
effectively - uses a range of cohesive common lexis precisely flexibly
-presents a fully-developed devices and organizational and flexibly -errors are very rare with
response with relevant, patterns flexibly -shows full control of just one or two minor slips
extended and well-supported - uses paraphrasing sufficiently style and collocation, but
ideas. and appropriately. there may be occasional
inappropriateness
-errors are very rare with
just
one or two minor slips
8-9 -covers all the requirements of - organizes information and -use a wide range of -uses a wide range of
the task sufficiently ideas coherently vocabulary including less simple and complex
-presents a clear position - uses a range of cohesive common lexis precisely structures precisely
throughout the response devices and organizational -shows good control of -the vast majority of the
-presents a fully-developed patterns effectively style and collocation, but sentences are error-free
response with relevant, - uses paraphrasing sufficiently there may be inaccuracies - errors, if present are non-
extended and well-supported and appropriately. -errors, if present, are non- systematic and non-
ideas. systematic and non- impeding
impeding
7-8 - covers all the requirements of - organizes information and -uses a good range of -uses a wide range of
the task ideas coherently vocabulary including some simple and complex
-presents a generally clear -uses a range of linking words less common lexis structures with good
position throughout the and cohesive devices - shows some control of control
response appropriately, though there style and collocation -the majority of the
-develops main ideas with most may be some under/over use -errors, if present, are non- sentences are error-free
of the details relevant -uses paraphrasing generally systematic and non- - errors, if present are non-
well impeding systematic and non-
impeding
6-7 - covers all the requirements of -organises information and -uses a sufficient range of -uses both simple and
the task ideas coherently vocabulary complex structures
-presents a generally clear -uses a range of linking words -attempts less common -errors occur but they
position, but in some parts the and cohesive devices within lexis with occasional rarely lead to
conclusions may be repeated or and across sentences suitably, inappropriacy misunderstanding
unclear but there may be faulty use -errors do not impede
-presents relevant main ideas -uses paraphrasing but may communication
bit one or two ideas may be not not logically
well-developed or unclear

5-6 - covers almost all the - organizes information and -uses a sufficient range of -uses both simple and
requirements of the task ideas coherently vocabulary complex structures
- presents a generally clear -uses a range of linking words -attempts less common -errors occur but they
position, but in some parts the and cohesive devices within lexis but most are faulty rarely lead to
conclusions may be repeated or and across sentences suitably, -errors do not impede misunderstanding
unclear but there may be faulty use communication
-presents almost all the main -manages paraphrasing quite
ideas but some detailed may be well
irrelevant.
-present relevant main ideas but
some may not be fully-
developed or unclear
4-5 - partially covers all the - organizes information and -uses a sufficient range of -shows good control of
requirements of the task ideas coherently vocabulary but tends to simple
-presents a position but it is not -uses a range of linking words overuse certain lexical structures
always clear throughout the and cohesive devices within items -attempts complex
response; there may be no and across sentences -errors occur and may structures but most are
conclusions accurately impede comprehension at faulty
-presents some main ideas but -may not write in paragraphs times -errors occur but normally
they are not fully developed and or paraphrasing is not they do not lead to
there may be some irrelevant adequate. misunderstanding
details

3-4 -partially covers all the - organizes information and -uses basic vocabulary with -shows acceptable control
requirements of the task ideas with some organization acceptable control of simple structures
-presents a position but it is not -uses a variety of basic high -errors are noticeable and -attempts some complex
always clear throughout the frequency linking words and impede comprehension at structures but
response; there may be no cohesive devices within and times unsuccessfully
conclusions but they may be across sentences though -errors occur frequently
repetitive and are not there may be repetitions or and impede comprehension
sufficiently developed with inaccuracies at times
relevant details -may not written in
paragraphs or paraphrasing is
confusing

any part of the task, which may ideas in a series of simple vocabulary correctly
have been completely sentences linked by only -errors are frequent and Frequently makes basic
misunderstood. basic, high-frequency linking distort the meaning errors that distort the
-does not present a position words meaning
-present limited ideas which are
largely underdeveloped
1-2 -barely responds to the task -has very little control of -uses a very limited ranges -can only use some
-does not present a position organizational features of words and phrases memorized structures
-presents one or two ideas which -errors are dominant and -errors are dominant and
are not developed distort the meaning distort the meaning

0.9 -answer is totally irrelevant or -has no organizational -uses only a few isolated -cannot use sentence forms
incomprehensible features words at all

0 -does not attend the exam

-does not write any words
- writes only a memorized response.