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London School 09 Mr. Thomas (Vu) H.

Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy
fully satisfies all the requirements uses a wide range of vocabulary uses a wide range of structures
uses cohesion in such a way that it
of the task with very natural and sophisticated with full flexibility and accuracy;
9 attracts no attention
clearly presents a fully developed control of lexical features; rare rare minor errors occur only as
skilfully manages paragraphing
response minor errors occur only as ‘slips’ ‘slips’
uses a wide range of vocabulary
fluently and flexibly to convey
sequences information and ideas
covers all requirements of the task precise meanings uses a wide range of structures
sufficiently skilfully uses uncommon lexical the majority of sentences are error-
manages all aspects of cohesion
8 presents, highlights and illustrates items but there may be occasional free
key features / bullet points clearly inaccuracies in word choice and makes only very occasional errors
uses paragraphing sufficiently and
and appropriately collocation or inappropriacies
produces rare errors in spelling
and/or word formation
covers the requirements of the task
uses a sufficient range of
(Academic) presents a clear
vocabulary to allow some uses a variety of complex
overview of main trends, logically organises information
flexibility and precision structures
differences or stages and ideas; there is clear
uses less common lexical items produces frequent error-free
(General Training) presents a clear progression throughout
7 with some awareness of style and sentences
purpose, with the tone consistent uses a range of cohesive devices
collocation has good control of grammar and
and appropriate appropriately although there may
may produce occasional errors in punctuation but may make a few
clearly presents and highlights key be some under-/over-use
word choice, spelling and/or word errors
features / bullet points but could
be more fully extended
addresses the requirements of the
(Academic) presents an overview arranges information and ideas
uses an adequate range of
with information appropriately coherently and there is a clear
vocabulary for the task
selected overall progression uses a mix of simple and complex
attempts to use less common
(General Training) presents a uses cohesive devices effectively, sentence forms
vocabulary but with some
6 purpose that is generally clear; but cohesion within and/or makes some errors in grammar and
there may be inconsistencies in between sentences may be faulty punctuation but they rarely reduce
makes some errors in spelling
tone or mechanical communication
and/or word formation, but they do
presents and adequately highlights may not always use referencing
not impede communication
key features / bullet points but clearly or appropriately
details may be irrelevant,
inappropriate or inaccurate
London School 09 Mr. Thomas (Vu) H. Tran
Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy
generally addresses the task; the
format may be inappropriate in
(Academic) recounts detail uses only a limited range of
mechanically with no clear structures
presents information with some uses a limited range of vocabulary,
overview; there may be no data to attempts complex sentences but
organisation but there may be a but this is minimally adequate for
support the description these tend to be less accurate than
lack of overall progression the task
(General Training) may present a simple sentences
5 makes inadequate, inaccurate or may make noticeable errors in
purpose for the letter that is may make frequent grammatical
over-use of cohesive devices spelling and/or word formation
unclear at times; the tone may be errors and
may be repetitive because of lack that may cause some difficulty for
variable and sometimes punctuation may be faulty; errors
of referencing and substitution the reader
inappropriate can cause some difficulty for the
presents, but inadequately covers, reader
key features / bullet points; there
may be a tendency to focus on
attempts to address the task but
does not cover all key features /
bullet points; the format may be presents information and ideas but uses only basic vocabulary which
uses only a very limited range of
inappropriate these are not arranged coherently may be used repetitively or which
structures with only rare use of
(General Training) fails to clearly and there is no clear progression in may be inappropriate for the task
subordinate clauses
4 explain the purpose of the letter; the response has limited control of word
some structures are accurate but
the tone may be inappropriate uses some basic cohesive devices formation and/or spelling;
errors predominate, and
may confuse key features / bullet but these may be inaccurate or errors may cause strain for the
punctuation is often faulty
points with detail; parts may be repetitive reader
unclear, irrelevant, repetitive or
uses only a very limited range of
fails to address the task, which does not organise ideas logically
words and expressions with very attempts sentence forms but errors
may have been completely may use a very limited range of
limited control of word formation in grammar and punctuation
3 misunderstood cohesive devices, and those used
and/or spelling predominate and distort the
presents limited ideas which may may not indicate a logical
errors may severely distort the meaning
be largely irrelevant/repetitive relationship between ideas
uses an extremely limited range of
has very little control of cannot use sentence forms except
2 answer is barely related to the task vocabulary; essentially no control
organisational features in memorised phrases
of word formation and/or spelling
answer is completely unrelated to
1 fails to communicate any message can only use a few isolated words cannot use sentence forms at all
the task
London School 09 Mr. Thomas (Vu) H. Tran