international english for speakers of other languages...many serious errors with b1 grammar means...

languagecert.org

International English for Speakersof Other Languages

Assessing Writing PerformanceSample Scripts

languagecert.org

Version 01.1

The aim of this handbook is to provide teachers and candidates with a practical overview of the assessment arrangements for the Writing section of the LanguageCert International ESOL exams. For more detailed information, please consult the Qualification Handbooks available online.

Assessing Writing PerformanceInternational ESOL Examinations

Sample Scripts

LanguageCert is an Ofqual-regulated Awarding Organisation responsible forthe development and award of language qualifications. LanguageCert’s mission is to offer high-quality language qualifications that are fit-for-purpose for thecandidates they serve.

Assessing Writing PerformanceContents

p. 12-15

A1 p. 8 - 11

A2

B1 p. 16 - 21

B2 p. 22 - 27

C1 p. 28 - 33

C2 p. 34 - 39

CEFR Writing descriptors

Marking the Writing tasks

p. 5

p. 6

5

CEFR Writing descriptors

Level Can do statements

The Common European Framework of Reference (CEFR) ‘can do’ statements for writing are shown below:

A1I 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.

A2I 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.

B1I can write a simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

B2

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.

C1

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.

C2

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.

6

Marking the Writing tasks

In the Writing section, candidates are assessed against four assessment criteria. Each writing task is assessed separately. Candidates may be awarded 0-3 marks per criterion – or up to 12 marks in total per writing task. Writing tasks are evaluated through the use of task-specific markschemes. Each level has its own task-specific markscheme with detailed descriptors for Task Fulfilment, Grammar, Vocabulary, and Organisation. Brief definitions of the assessment criteria follow in the table below.

Criteria Description

Task Fulfilment

The extent to which the response produced by the candidate addresses the task in a direct and convincing manner, provides an answer that is relevant and meaningful, and satisfies task and genre specifications (e.g. word count).

Accuracy and range of grammarThe extent to which the response produced by the candidate is grammatically accurate, appropriate and adequate for the level and genre required.

Accuracy and range of vocabularyThe extent to which the response produced by the candidate is lexically accurate, appropriate and adequate for the level and genre required.

The extent to which the response produced by the candidate is organized in an appropriate and coherent manner, in terms of paragraphing, cohesion and punc-tuation, as dictated by the level and genre required.

Organisation

Spelling

American or British English spelling is accepted.

Over and under length answers

Where an answer fails to reach the minimum word length, this will be taken into account when awarding marks for Task Fulfilment. Where an answer obviously exceeds the maximum word length, a candidate is bound to have produced a text of lower quality (i.e. to have made more mistakes) due to time constraints. No explicit penalty is to be imposed on over-length responses.

Candidates do not receive any credit for off-topic answers.

Off-topic answers

SampleScripts

Examiner’sCommentsMarkschemes

A1-C2

for levels

8

A1

Pre

limin

ary

Leve

l

MA

RK

SCH

EM

E

9

3 2 1 0

• fo

ur c

ompl

ete

sent

ence

s on

top

ic

• thr

ee c

ompl

ete

sen

-te

nces

on

topi

cor

• thr

ee/f

our p

oint

s in

ext

ende

d te

xt o

n to

pic

(i.e.

not

four

co

mpl

ete

sent

ence

s)

• tw

o se

para

te

sent

ence

s/po

ints

on

topi

c

• one

or z

ero

se

nten

ces/

poin

ts o

n to

pic

• bo

th c

onte

nt

poin

ts c

over

ed a

nd

com

mun

icat

ed

• bot

h co

nten

t po

ints

co

vere

d an

d m

essa

ge

is c

omm

unic

ated

, but

w

ith

som

e di

fficu

lty

• men

tion

s on

e co

nten

t po

int

or

both

con

tent

poi

nts

wit

h un

succ

essf

ul

com

mun

icat

ion

• off

top

ic

• mos

tly

accu

rate

use

of

A1

gram

mar

(onl

y si

mpl

e pr

esen

t te

nse

is e

xpec

ted

)

• whe

n la

ngua

ge

abov

e le

vel i

s at

tem

pted

, err

ors

occu

r

• A1

gram

mar

is u

sed,

bu

t so

me

seri

ous

erro

rs o

ccur

• mea

ning

is s

till

usua

lly c

lear

• man

y se

riou

s er

rors

• diffi

cult

to

un

ders

tand

mea

ning

• ver

y lit

tle

or n

o

cohe

rent

usa

ge

• ade

quat

e ra

nge

of

very

bas

ic v

ocab

ular

y to

tra

nsm

it m

eani

ng

• whe

n vo

cabu

lary

ab

ove

leve

l is

atte

mpt

ed, e

rror

s oc

cur

• mea

ning

usu

ally

cl

ear,

desp

ite

limit

ed

rang

e

• som

e se

riou

s er

rors

w

ith

A1 v

ocab

ular

y us

age

and

spel

ling

• ran

ge t

oo

limit

ed, d

ifficu

lt t

o

unde

rsta

nd m

eani

ng

• man

y se

riou

s er

rors

w

ith

A1 v

ocab

ular

y an

d sp

ellin

g

• voc

abul

ary

usag

e or

sp

ellin

g so

poo

r tha

t it

is im

poss

ible

to

fo

llow

• tex

t or

gani

zati

on

is a

ppro

pria

te i.

e. in

se

nten

ces

• app

ropr

iate

pu

nctu

atio

n i.e

. ca

pita

l let

ters

and

ful

l st

ops

• tex

t or

gani

zati

on

mos

tly

appr

opri

ate

i.e. m

ostl

y in

se

nten

ces

• som

e ac

cura

te

punc

tuat

ion

• a s

erie

s of

phr

ases

, no

t se

nten

ces

• lit

tle

corr

ect

punc

tuat

ion

• no

stru

ctur

e

• no

punc

tuat

ion

• tex

t or

gani

zati

on

is a

ppro

pria

te, w

ith

sent

ence

s, s

alut

atio

n an

d cl

ose

• bas

ic p

unct

uati

on

used

cor

rect

ly e

.g.

capi

tal l

ette

rs a

nd f

ull

stop

s

• tex

t or

gani

zati

on

mos

tly

appr

opri

ate

• som

e co

rrec

t us

e of

pu

nctu

atio

n

• a s

erie

s of

phr

ases

, no

t se

nten

ces

• lit

tle

corr

ect

punc

tuat

ion

• no

stru

ctur

e

• no

punc

tuat

ion

Task

1Ta

sk 2

Acc

urac

y an

d ra

nge

of g

ram

mar

Acc

urac

y an

d ra

nge

of v

ocab

ular

yTa

sk 1

Task

2

Task

Ful

film

ent

Org

anis

atio

n

10

Dear ErikaI’m writing this letter to tell you about we meet. I’m in a Palermo hotel at this weekend. We meet in my flat.Thats all for now.

See you soon.

LovePaolo

Can

did

ate:

Pao

lo

Dear ArseniyHi! how are you? I meet you on the Suturday. We can meet in a central squear or in a open air market.

See you soonJivikaC

andi

dat

e: J

ivik

a

Write a letter to your friend. He/she wants to meet you. Tell him/her:

• when to meet and • where to meet

Write between 20 and 30 words.

Preliminary LevelA1 Writing task 2 Sample Scripts

11

1Task Fulfilment

The message is attempted but not successfully communicated. The meeting location is not clear, and the weekend requires further clarification which is not provided.

2Task Fulfilment

Both content points are covered and the message is largely communicated with some difficulty for the reader, and a need for more correspondence.

2Grammar

A1 grammar is used with a few errors, but meaning is still clear.

3Grammar

Mostly accurate use of A1 grammar.

2Vocabulary

Meaning is clear despite limited range of vocabulary.

3Vocabulary

A suitable range of basic vocabulary to transmit the message.

3Organisation

Punctuation is largely accurate and organisation appropriate.

3Organisation

Appropriate text organisation and largely accurate use of punctuation.

Marking Criteria

High Pass11

Pass8

Writing task 2 Examiner’s Comments

12

A2

Acc

ess

Leve

l

MA

RK

SCH

EM

E

13

3 2 1 0

• cov

ers

all t

hree

con

tent

poi

nts,

m

essa

ge is

cle

ar fo

r rec

ipie

nt

• mos

tly

accu

rate

use

of A

2 gr

amm

ar

• whe

n la

ngua

ge a

bove

leve

l is

atte

mpt

ed, e

rror

s oc

cur

• ade

quat

e ra

nge

of A

2 vo

cabu

lary

and

spe

lling

to

clea

rly

tran

smit

mea

ning

• whe

n vo

cabu

lary

abo

ve le

vel i

s at

tem

pted

, err

ors

occu

r

• tex

t or

gani

zati

on is

app

ropr

iate

i.e

. in

sent

ence

s

• coh

eren

t te

xt

• acc

urat

e ba

sic

punc

tuat

ion

• cov

ers

3 co

nten

t po

ints

, mes

-sa

ge is

mai

nly

clea

r for

reci

pien

tor

• cov

ers

2 co

nten

t po

ints

and

th

ese

are

clea

rly

com

mun

icat

ed

• A2

gram

mar

use

d, b

ut w

ith

som

e se

riou

s er

rors

• mea

ning

is s

till

usua

lly c

lear

de

spit

e er

rors

• mea

ning

usu

ally

cle

ar d

espi

te

limit

ed ra

nge

of v

ocab

ular

y an

d/or

spe

lling

• som

e se

riou

s er

rors

wit

h A

2 vo

cabu

lary

and

spe

lling

• tex

t or

gani

zati

on m

ostl

y ap

prop

riat

e i.e

. mai

nly

uses

se

nten

ces

corr

ectl

y

• mos

tly

cohe

rent

• mos

tly

accu

rate

pun

ctua

tion

• cov

ers

2 co

nten

t po

ints

, m

essa

ge is

mai

nly

clea

r for

re

cipi

ent

or • cov

ers

1 co

nten

t po

int

• man

y se

riou

s er

rors

• oft

en d

ifficu

lt t

o un

ders

tand

m

eani

ng

• ran

ge a

nd/o

r spe

lling

so

lim

ited

tha

t it

is o

ften

diffi

cult

to

un

ders

tand

mea

ning

• man

y se

riou

s er

rors

wit

h A

2 vo

cabu

lary

and

spe

lling

• a s

erie

s of

phr

ases

, not

se

nten

ces

• mos

tly

inco

here

nt

• lit

tle

corr

ect

punc

tuat

ion

• doe

sn’t

com

mun

icat

eor • o

ff t

opic

• gra

mm

ar s

o po

or t

hat

mes

sage

ca

nnot

be

unde

rsto

od• v

ocab

ular

y us

age

and/

or

spel

ling

so p

oor t

hat

mes

sage

ca

nnot

be

unde

rsto

od

• no

orga

niza

tion

or c

oher

ence

Task

Ful

film

ent

Acc

urac

y an

d r

ange

of

gram

mar

Acc

urac

y an

d r

ange

of

voca

bul

ary

Org

anis

atio

n

14

Dear Miss Brown,

I decided to join in this cooking class and I want to tell me some information. So, when the class is? Could you tell me the cost about this. I like to learn to cook because I love to make tasty foods.

Yours faithfully,Riya

Can

did

ate:

Riy

a

Dear Miss Smith,

I’m writting this letter because I would like to join a cooking class. I love coocking and I would be very happy if I would join in a cooking class. What is it cost? When the class is?

Best regards Miss Brown. Thank you,AbdulazizC

andi

dat

e: A

bd

ulaz

iz

You want to join a cooking class. Write a letter to the teacher.

• Ask when the class is • Ask about the cost • Tell her why you want to learn to cook.

Do not write an address. Write 30-50 words.

A2 Writing task 2Access Level Sample Scripts

15

3Task Fulfilment

The candidate successfully transmits the three content points.

3Task Fulfilment

All three content points are covered and the message is clear for the recipient.

2Grammar

A2 grammar is used and meaning is largely clear with some errors which do not impair meaning.

2Grammar

Although there are some errors with A2 grammar (‘What is it cost?’, ‘When the class is?’),the message is clearly communicated.

3Vocabulary

There is an adequate range of A2 vocabulary and spelling, to clearly transmit meaning.

2Vocabulary

Meaning is clear despite some errors with A2 vocabulary.

3Organisation

The text organisation is fully appropriate with correct use of sentences and accurate basic punctuation.

2Organisation

The text is mostly coherent with appropriate use of sentences and accurate punctuation.

Marking Criteria

Pass9

High Pass11


16

B1

Ach

ieve

rLe

vel

MA

RK

SCH

EM

E

17

3 2 1 0

• co

mm

unic

atio

n of

all

thre

e co

nten

t po

ints

is f

ully

ac

hiev

ed

• cov

ers

3 co

nten

t po

ints

an

d co

mm

unic

atio

n is

m

ainl

y ac

hiev

edor • c

omm

unic

atio

n of

2

cont

ent

poin

ts is

ful

ly

achi

eved

• cov

ers

2 co

nten

t po

ints

an

d co

mm

unic

atio

n is

mai

n-

ly a

chie

ved

or • com

mun

icat

ion

of o

ne

cont

ent

poin

tor • t

hree

con

tent

poi

nts

atte

mpt

ed, b

ut m

inim

al

com

mun

icat

ion

is a

chie

ved

• com

mun

icat

ion

fails

or • off

top

ic

• co

mm

unic

atio

n of

bot

h co

nten

t po

ints

is f

ully

ac

hiev

ed

• cov

ers

both

co

nten

t po

ints

and

co

mm

unic

atio

n is

mai

nly

achi

eved

• cov

ers

both

co

nten

t po

ints

, but

co

mm

unic

atio

n of

ten

brea

ks d

own

or • com

mun

icat

ion

of o

ne

cont

ent

poin

t

• com

mun

icat

ion

fails

or • off

top

ic

• mos

tly

accu

rate

use

of

B1

gram

mar

• whe

n la

ngua

ge a

bove

le

vel i

s at

tem

pted

, err

ors

occu

r

• som

e er

rors

wit

h B

1 gr

amm

ar, b

ut g

ener

ally

go

od c

ontr

ol

• mea

ning

is u

sual

ly c

lear

de

spit

e er

rors

• man

y se

riou

s er

rors

w

ith

B1

gram

mar

mea

ns

mes

sage

oft

en d

ifficu

lt to

un

ders

tand

• ran

ge o

f gra

mm

ar b

elow

th

at e

xpec

ted

at B

1

• err

ors

so s

erio

us t

hat

com

mun

icat

ion

fails

• ade

quat

e ra

nge

of

very

bas

ic v

ocab

ular

y to

tr

ansm

it m

eani

ng

• whe

n vo

cabu

lary

abo

ve

leve

l is

atte

mpt

ed, e

rror

s oc

cur

• mea

ning

usu

ally

cle

ar

desp

ite

a m

ore

limit

ed

rang

e of

voc

abul

ary

and/

or s

pelli

ng e

rror

s

• ran

ge a

nd/o

r spe

lling

to

o lim

ited

for B

1 so

tha

t m

essa

ge o

ften

diffi

cult

to

un

ders

tand

• man

y se

riou

s er

rors

w

ith

B1

voca

bula

ry a

nd

spel

ling

• voc

abul

ary

usag

e an

d/or

spe

lling

so

poor

tha

t m

essa

ge c

anno

t be

un

ders

tood

• tex

t is

gen

eral

ly w

ell-

orga

nise

d an

d co

here

nt,

usin

g a

vari

ety

of li

nker

s an

d co

hesi

ve d

evic

es

• ver

y fe

w p

unct

uati

on

erro

rs

• tex

t is

mai

nly

cohe

rent

, us

ing

basi

c lin

kers

and

so

me

cohe

sive

dev

ices

• som

e pu

nctu

atio

n er

rors

tha

t do

n’t

impe

de

com

mun

icat

ion

• mos

tly

inco

here

nt, w

ith

littl

e us

e of

coh

esiv

e de

vice

s

• org

aniz

atio

n an

d

punc

tuat

ion

erro

rs m

ake

text

diffi

cult

to

follo

w

• no

orga

niza

tion

or

cohe

renc

e

Task

1Ta

sk 2

Acc

urac

y an

d r

ange

o

f gr

amm

arA

ccur

acy

and

ran

ge

of

voca

bul

ary

Org

anis

atio

nTa

sk F

ulfi

lmen

t

18

Dear fried Kaveh,

Hi, how are you? I hope you are well. I want to tell my favorite book. This story is with a boy and a bream when he saw was like true. It’s very excellent and educasional. I know that book you like. I hope to get this book in your home and tell me if you like. It tell for a little boy who see a bream one night with him bied mum and her tell him to hear dady granny whey love him. The boy don’t see also that bream he see and other dream that night but I don’t tell you! Bye-Bye

Omid your friend

Can

did

ate:

Om

id

Write a letter to your friend about a book or story you like. Explain why you like it and why he/she should read it too.


B1 Achiever Level Writing task 2 Sample Script

19

1Task Fulfilment

Two content points attempted, but minimal communication is achieved, as meaning often breaks down.

1Grammar

There are serious errors (‘It tell for a little boy who see a bream one night with him bied mum and

her tell him to hear dady granny whey love him.’), with a range below the expected at B1 level.

1Vocabulary

Range and spelling are limited and the message is often difficult to understand.

2Organisation

It is reasonably organised, uses basic linkers and is mainly coherent.

Marking Criteria

Fail5


20

Dear Maria

I thought that I should tell you about my favorite book and why you should read it. My favorite book is called «mysteries in the town». The book is about five teenagers that have a dream of being detectives one day. These five teenagers made a team and they solve mysteries together. But one day a mini market gets robbed by two thieves. Finaly the team solves the mystery of the robbery.

I think you should read it withought a dought because it has action and plot twists. I think that you will love it once you read it.

love,Chiara

Can

did

ate:

Chi

ara

B1 Achiever Level Writing task 2 Sample Script

Write a letter to your friend about a book or story you like. Explain why you like it and why he/she should read it too.


21

3Task Fulfilment

Both content points successfully communicated.

3Grammar

Accurate use of B1 grammar with control (‘I thought that I should tell you about...’).

3Vocabulary

Some impressive vocabulary is used accurately, and in spite of a couple of spelling errors near the end that cause re-reading, meaning is conveyed.

3Organisation

The text is generally well-organised and coherent, using linkers appropriately.

Marking Criteria

High Pass12


22

B2

Com

mun

icat

orLe

vel

MA

RK

SCH

EM

E

23

3 2 1 0

• ful

ly a

ddre

sses

and

co

nfide

ntly

com

mun

icat

es

all 3

con

tent

poi

nts

• gen

re a

nd t

one

appr

opri

ate

• cov

ers

at le

ast

2 co

nten

t po

ints

wit

h so

me

expa

nsio

n an

d co

mm

unic

atio

n is

m

ainl

y ac

hiev

ed

• gen

re a

nd t

one

mos

tly

appr

opri

ate

• com

mun

icat

ion

of 2

/3

cont

ent

poin

ts is

min

imal

ly

achi

eved

or • com

mun

icat

ion

of o

nly

one

cont

ent

poin

t

• com

mun

icat

ion

fails

or • off

top

ic

• ful

ly a

ddre

sses

and

co

mm

unic

ates

bot

h co

nten

t po

ints

• gen

re a

nd t

one

appr

opri

ate

• cov

ers

both

con

tent

po

ints

wit

h so

me

expa

nsio

n an

d

com

mun

icat

ion

is m

ainl

y ac

hiev

ed

• gen

re a

nd t

one

mos

tly

appr

opri

ate

• com

mun

icat

ion

is

min

imal

ly a

chie

ved

or • com

mun

icat

ion

of o

nly

one

cont

ent

poin

t

• com

mun

icat

ion

fails

or • off

top

ic

• use

s a

rang

e of

sim

ple

and

com

plex

form

s w

ith

cont

rol a

nd fl

exib

ility

• err

ors

do n

ot im

pede

co

mm

unic

atio

n

• use

s si

mpl

e an

d so

me

com

plex

form

s w

ith

a go

od d

egre

e of

con

trol

• err

ors

do n

ot im

pede

m

eani

ng, b

ut m

ay c

ause

re

-rea

ding

• use

s lim

ited

rang

e of

si

mpl

e fo

rms

wit

h co

ntro

l

• som

e se

riou

s ba

sic

erro

rs w

hich

may

impe

de

mea

ning

• err

ors

so s

erio

us t

hat

com

mun

icat

ion

fails

• use

s a

rang

e of

vo

cabu

lary

, inc

ludi

ng

less

com

mon

item

s,

appr

opri

atel

y

• err

ors

do n

ot im

pede

co

mm

unic

atio

n

• use

s a

rang

e of

eve

ryda

y vo

cabu

lary

acc

urat

ely,

w

ith

occa

sion

al m

isus

e of

le

ss c

omm

on it

ems

• err

ors

do n

ot im

pede

m

eani

ng, b

ut m

ay c

ause

re

-rea

ding

• use

s ev

eryd

ay

voca

bula

ry g

ener

ally

ap

prop

riat

ely,

whi

le

over

usin

g ce

rtai

n co

mm

on it

ems

• som

e se

riou

s ba

sic

erro

rs w

ith

voca

bula

ry

and/

or s

pelli

ng w

hich

may

im

pede

mea

ning

• voc

abul

ary

usag

e an

d/or

spe

lling

so

poor

tha

t co

mm

unic

atio

n fa

ils

• tex

t is

wel

l-org

anis

ed

and

cohe

rent

, usi

ng

a va

riet

y of

coh

esiv

e de

vice

s

• org

aniz

atio

n is

ful

ly

appr

opri

ate

to t

ext

type

• few

, if a

ny, p

unct

uati

on

erro

rs

• tex

t is

gen

eral

ly w

ell-

orga

nise

d an

d co

here

nt

usin

g a

vari

ety

of li

nkin

g

wor

ds a

nd c

ohes

ive

devi

ces

• org

aniz

atio

n m

ainl

y ap

prop

riat

e to

tex

t ty

pe

• som

e pu

nctu

atio

n er

rors

tha

t do

n’t

impe

de

com

mun

icat

ion

• tex

t is

con

nect

ed u

sing

ba

sic

linki

ng w

ords

and

a

limit

ed ra

nge

of c

ohes

ive

devi

ces

• org

aniz

atio

n an

d/or

par

agra

phin

g

inap

prop

riat

e

• pun

ctua

tion

err

ors

• lit

tle,

or n

o, o

rgan

izat

ion

or c

oher

ence

Task

1Ta

sk 2

Acc

urac

y an

d r

ange

o

f gr

amm

arA

ccur

acy

and

ran

ge

of

voca

bul

ary

Org

anis

atio

nTa

sk F

ulfi

lmen

t

24

Dear Sirs I am writing this letter to you to tell you about the job of a restaurant reporter.

First of all, I have an experience of this job. I worked for 2 years like a restaurant reporter in a little town. But it hadn’t many restaurants in this town so I get fired. After that I would like to say that I have finished the university and I am a cef. So if I got the job I could understand many things about the food that they cook.

Secondly, I like all the kinds of food, I don’t have favourite. But I don’t eat pineapple because I am allergic.

Thirdly, I think that I would be good at the job because I have experience of this job and also I am a cef. In addiction to I love travelling and I don’t be sick of it. Also, I love eat food!

Thank you for your time and I hope to like my letter. I am looking forward to hearing from you. With faith Alexander

Can

did

ate:

Ale

xand

er

You’ve seen the advertisement below. Write a letter to the magazine. Mention: • your writing qualifications and experience • the kinds of food you like • why you’d be good at the job


B2

Can you write? Do you like to eat out? Would you like to get paid to eat out? Our magazine, Taste Bud, is looking for a restaurant reporter. This means travelling,

tasting and reviewing – and we pay! If you like the idea, why not write to us?

Show us you can write and we’ll consider you for the job.

Communicator Level Writing task 1 Sample Script

25

2Task Fulfilment

All content points are addressed and communication is mainly achieved. The genre and tone are mostly appropriate.

1Grammar

There is a limited range and some serious errors which may impede meaning (‘But it hadn’t many restaurants in this town so I get fired.’).

1Vocabulary

There are errors with vocabulary and spelling. Some everyday vocabulary is not used accurately.(‘In addiction to I love travelling and I don’t be sick of it.’)

2Organisation

The letter is well-organised and mainly appropriate. There are some punctuation and sentence-construction errors and there is an odd closing mechanism.

Marking Criteria

Pass6


26

Dear Sirs,

I am writing with regard to your article about a restaurand reporter which was published in the “Taste Bud”. I believe that this job will be perfect for me.

First of all, I believe that this job is very intresting and I think that I will be very good because I like writing and I have won a lot of competitions of writing. Furthermore I have gone abroad a lot of times and I have tasted different foods. My favour kind of food is the Greek food but I have no problem with the others kinds of food. Finally It will be an amazing experience.

I would like to thank you for your attention. I hope my letter will be taken into account.

Yours faithfully Anasztazia

Can

did

ate:

Ana

szta

zia

You’ve seen the advertisement below. Write a letter to the magazine. Mention: • your writing qualifications and experience • the kinds of food you like • why you’d be good at the job


B2

Can you write? Do you like to eat out? Would you like to get paid to eat out? Our magazine, Taste Bud, is looking for a restaurant reporter. This means travelling,

tasting and reviewing – and we pay! If you like the idea, why not write to us?

Show us you can write and we’ll consider you for the job.

Communicator Level Writing task 1 Sample Script

27

3Task Fulfilment

The candidate confidently deals with the content points which are fully communicated.

2Grammar

There is a reasonable range of grammar and it is largely accurate. Errors do not impede meaning.

2Vocabulary

The range of vocabulary is a bit informal at times and has a couple of basic spelling errors (‘restaurand reporter’, ‘my favour kind’) but with some good use of ‘set pieces’ (‘with regard to’, ‘gone abroad’, ‘will be taken into account’).

3Organisation

The text is well-organised and the style fully appropriate. There is good use of formal letter job application conventions.

Marking Criteria

High Pass10


28

C1

Exp

ert

Leve

l

MA

RK

SCH

EM

E

29

3 2 1 0

• ful

ly a

nd a

ppro

pria

tely

sat

isfi

es

the

dem

ands

of t

he t

ask

• tar

get

read

er w

holly

info

rmed

• gen

re a

nd t

one

tota

lly

appr

opri

ate

• use

s a

wid

e ra

nge

of s

impl

e an

d

com

plex

form

s w

ith

full

cont

rol

and

flex

ibili

ty

• err

ors,

if p

rese

nt, a

re s

lips

and

w

ith

com

plex

form

s

• eff

ecti

vely

and

pre

cise

ly u

ses

a ra

nge

of v

ocab

ular

y, in

clud

ing

le

ss c

omm

on it

ems

• err

ors,

if p

rese

nt, a

re w

ith

less

co

mm

on it

ems

• tex

t is

wel

l-org

anis

ed a

nd

fully

coh

eren

t us

ing

a va

riet

y of

co

hesi

ve d

evic

es w

ith

flex

ibili

ty

to v

ery

good

eff

ect

• org

aniz

atio

n is

ful

ly a

ppro

pria

te

to t

ext

type

• mai

nly

sati

sfies

the

dem

ands

of

the

task

• tar

get

read

er is

on

the

who

le

info

rmed

• gen

re a

nd t

one

mos

tly

appr

opri

ate

• use

s a

rang

e of

sim

ple

and

co

mpl

ex fo

rms

wit

h co

ntro

l and

fl

exib

ility

• occ

asio

nal e

rror

s w

hich

do

not

impe

de m

eani

ng

• use

s a

rang

e of

voc

abul

ary,

in

clud

ing

less

com

mon

item

s,

appr

opri

atel

y

• occ

asio

nal e

rror

s w

hich

do

not

impe

de m

eani

ng

• tex

t is

wel

l-org

anis

ed a

nd

cohe

rent

usi

ng a

var

iety

of

cohe

sive

dev

ices

to

good

eff

ect

• org

aniz

atio

n m

ainl

y ap

prop

riat

e to

tex

t ty

pe

• par

tial

ly s

atis

fies

the

dem

ands

of

the

tas

k

• rea

der i

s pa

rtia

lly in

form

ed

• gen

re a

nd/o

r ton

e m

ostl

y ap

prop

riat

e

• use

s a

rang

e of

sim

ple

and

so

me

com

plex

form

s w

ith

a go

od

degr

ee o

f con

trol

• err

ors

occa

sion

ally

impe

de

mea

ning

• use

s ev

eryd

ay v

ocab

ular

y ap

prop

riat

ely,

wit

h oc

casi

onal

in

appr

opri

ate

use

of le

ss c

om-

mon

item

s

• err

ors

wit

h vo

cabu

lary

and

/or

spe

lling

occ

asio

nally

impe

de

mea

ning

• tex

t is

gen

eral

ly w

ell-o

rgan

ised

an

d co

here

nt, u

sing

a b

asic

rang

e of

link

ing

wor

ds a

nd c

ohes

ive

devi

ces

• som

e in

appr

opri

ate

para

grap

hing

or p

unct

uati

on

erro

rs

• doe

s no

t sa

tisf

y th

e de

man

ds o

f th

e ta

skor • o

ff t

opic

• bas

ic g

ram

mar

repe

rtoi

re

• err

ors

noti

ceab

ly im

pede

co

mm

unic

atio

n

• bas

ic v

ocab

ular

y re

pert

oire

• err

ors

wit

h vo

cabu

lary

and

/or

spe

lling

not

icea

bly

impe

de

com

mun

icat

ion

• lit

tle,

or n

o, o

rgan

izat

ion

or

cohe

renc

e

Task

Ful

film

ent

Acc

urac

y an

d r

ange

of

gram

mar

Acc

urac

y an

d r

ange

of

voca

bul

ary

Org

anis

atio

n

30

Dear mum, I write this letter for you to explain a unexpected moment that happen during our holidays in Barcelona. First of all, when we arrived at the hotel we left our suitcases and we went for a walk in a beach near from our hotel. We saw some people and we went with them for fishing. When we arrived we waited to caught any fish. After one hour with no fish my friend Nick had the good idea to swimed and to saw if there is any fish in the sea. He fell in the sea and after few minutes he started to screamed and to called for help. In this time I understood that we wanted help and I with my fiends fell in the sea to help him. When we took him from the sea he said to us that a poisonous fish have hurt him. In this time he took Nick from the beach and we transported him in the nearest hospital. The nurses said to us that he is good and that he staid in the hospital for few days. It was a difficult moment for us and we calmed down when nurse said that Nick is good and healthy. To conclude, I would say to you that all are good and we’ll come in Madrid very soon.

Your daughter Nastya

Can

did

ate:

Nas

tya

You are visiting a well-known tourist site with your friends and something unexpected has happened.Write a letter to your parents telling them what has happened and say what you are planning to do now.


C1 Expert Level Writing task 2 Sample Script

31

2Task Fulfilment

The target reader is mostly informed, and the tone is mostly appropriate with some noticeable exceptions.

1Grammar

There are many serious basic errors, particularly with infinitives and prepositions (for example, ‘we went with them for fishing’, ‘we waited to caught’, we had the good idea to swimed’, ‘he started to screamed’).

1Vocabulary

Vocabulary range is limited for C1 and there are errors with basic items, for example ‘ my fiends fell in the sea to help him’, ‘he staid in the hotel’.

1Organisation

The text has some organisation and coherence, but it is limited. Some linkers are inappropriate for the text type.

Marking Criteria

Fail5


32

Dear Dad, Mam, Dad I have something to tell you. Well do you remember that I told about a trip that we were going with my friends? So we went to North Antarctic just to stay and have some kind of adventure for 5-6 hours. When we arrived there something horrible happened. Chrish fell into the cold freezing water and we couldn’t pull him up because we were travelling on a really large boat, so one of us had to dive in the sea with an umbrella. I know that sounds crazy but we didn’t have any other equipment to pull him up so as they both grabbed the umbrella they were both trying to get on the boat. Chrish and Andrew got out of the water but they both collapsed from Hypothermia so we had to find a way to get them warmed. Then someone showed up from the inside of the boat saying that he had been in the same situation and then he told us we need to light up a fire but first we had to sail the boat some-where. After two hours of trying to warm them they finally opened their eyes without even knowing what had happened. And that was one of the craziest adventures in my life. I’m fine so don’t worry.

Yours,Marta

Can

did

ate:

Mar

ta

You are visiting a well-known tourist site with your friends and something unexpected has happened.Write a letter to your parents telling them what has happened and say what you are planning to do now.


C1 Expert Level Writing task 2 Sample Script

33

2Task Fulfilment

The candidate mainly satisfies the demands of the task. Genre and tone is appropriate.

2Grammar

There is some good control, even of complex forms (for example, ‘after two hours of trying to warm them they finally opened their eyes without even knowing what had happened’). There are also some relatively basic errors, for example ‘I told about a trip’, but these occasional errors do not impede meaning.

2Vocabulary

The candidate uses a range of vocabulary, including less common items such as ‘collapsed’ and ‘grab’, appropriately. Occasional errors do not impede meaning.

2Organisation

The text organisation is mainly appropriate to text type, coherent, using relatively straightforward linkers.

Marking Criteria

Pass8


34

C2

Mas

tery

Leve

l

MA

RK

SCH

EM

E

35

3 2 1 0

• ful

ly a

nd a

ppro

pria

tely

sat

isfi

es

the

dem

ands

of t

he t

ask

• tar

get

read

er w

holly

info

rmed

• gen

re a

nd t

one

tota

lly

appr

opri

ate

• use

is f

ully

con

trol

led,

so

phis

tica

ted

and

assu

red

• ver

y fe

w e

rror

s w

hich

onl

y oc

cur a

s sl

ips

• use

s a

wid

e ra

nge

of

voca

bula

ry, i

nclu

ding

less

co

mm

on it

ems,

wit

h fl

uenc

y an

d

soph

isti

cati

on, a

nd t

o gi

ve s

tyle

• ver

y fe

w e

rror

s w

hich

onl

y oc

cur a

s sl

ips

• tex

t is

org

anis

ed im

pres

sive

ly

and

is f

ully

coh

eren

t us

ing

a w

ide

rang

e of

coh

esiv

e de

vice

s w

ith

flex

ibili

ty

• org

aniz

atio

n is

ful

ly a

ppro

pria

te

to t

ext

type

• mai

nly

sati

sfies

the

dem

ands

of

the

task

• tar

get

read

er is

on

the

who

le

info

rmed

• gen

re a

nd t

one

alm

ost

alw

ays

appr

opri

ate

• use

s a

wid

e ra

nge

of s

impl

e an

d

com

plex

form

s w

ith

full

cont

rol

and

flex

ibili

ty

• few

err

ors

whi

ch d

o no

t im

pede

m

eani

ng

• use

s a

rang

e of

voc

abul

ary,

in

clud

ing

less

com

mon

item

s,

effec

tive

ly a

nd p

reci

sely

• few

err

ors

whi

ch d

o no

t im

pede

m

eani

ng

• tex

t is

wel

l-org

anis

ed a

nd

cohe

rent

usi

ng a

var

iety

of

cohe

sive

dev

ices

wit

h fl

exib

ility

• org

aniz

atio

n m

ostl

y ap

prop

riat

e to

tex

t ty

pe

• par

tial

ly s

atis

fies

the

dem

ands

of

the

tas

k

• rea

der i

s pa

rtia

lly in

form

ed

• gen

re a

nd/o

r ton

e m

ostl

y ap

prop

riat

e

• use

s a

rang

e of

sim

ple

and

com

-pl

ex fo

rms

wit

h co

ntro

l

• occ

asio

nal e

rror

s bu

t th

ese

very

ra

rely

impe

de m

eani

ng

• use

s a

rang

e of

voc

abul

ary,

in

clud

ing

less

com

mon

item

s,

appr

opri

atel

y

• occ

asio

nal e

rror

s bu

t th

ese

very

ra

rely

impe

de m

eani

ng

• tex

t is

wel

l-org

anis

ed a

nd

cohe

rent

, usi

ng a

rang

e of

co

hesi

ve d

evic

es

• som

e in

appr

opri

ate

para

grap

hing

or p

unct

uati

on

erro

rs

• doe

s no

t sa

tisf

y th

e de

man

ds o

f th

e ta

skor • o

ff t

opic

• bas

ic re

pert

oire

• err

ors

whi

ch im

pede

co

mm

unic

atio

n

• bas

ic re

pert

oire

• err

ors

whi

ch im

pede

co

mm

unic

atio

n

• lit

tle,

or n

o, o

rgan

izat

ion

or

cohe

renc

e

Task

Ful

film

ent

Acc

urac

y an

d r

ange

of

gram

mar

Acc

urac

y an

d r

ange

of

voca

bul

ary

Org

anis

atio

n

36

Dear Nicolas,

I am writing to you, about a quote i read in a local newspaper “wealth is the slave of a wise man, the master of a fool”. I would like to express my opinion about this matter because I share the same opinion with this quote.

Nowadays, we are working every day like slaves and for what purpose? Most of employ-ees, workers etc. trying to accomplish bigger networth that they will ever need. A great amount of people connects wealth with happiness that is wrong. What if all people in the world were rich? I think misery is upon us and we cannot realise what is most outstanding for our lives. Also, we have idolize the wealth but only a wise man can realize and manage money wisely without overwhelm him in life contitions. On the other hand, people who are lucking sense or judgment about wealth, trying to accomplish the big purpose. In this way they are spending a lot of effort for example, working overtime and spending more time with commitees than with their family.

To conclude with, wealth is needing careful handling and need concern about the priori-ties in life. If we don’t pay attention, we will regret about our choises later.

Yours,Bartoloměj

Can

did

ate:

Bar

tolo

měj

You’ve seen this quotation:‘Wealth is the slave of a wise man, the master of a fool.’Write a letter to a friend expressing your opinion on the validity of this statement.


C2 Mastery Level Writing task 2 Sample Script

37

2Task Fulfilment

The reader is on the whole informed and the candidate mainly satisfies the demands of the task.The genre and tone of the text are mostly appropriate.

1Grammar

A range of forms is used with control, but there are too many basic errors for C2 (for example, ‘most of employees’, ‘we have idolize the wealth’, ‘without overwhelm him’, ‘wealth is needing careful handling’).

2Vocabulary

There is a wide range of vocabulary which is used effectively in the main body. There are occasional errors but they rarely impede meaning (for example, ‘overwhelm him in life contition’, ‘need concern about the priorities in life’).

1Organisation

There are many punctuation errors and some issues with linkers, which can cause the reader to pause while reading the text. There is overall organisation, and reasonable coherence.

Marking Criteria

Pass6


38

Dear Derek,

Hello. I have a while hearing from you. How are you? I am writing to you to tell you my opinion about a statement I had seen.

The statement says “Wealth is the slave of a wise man, the master of a fool”. First of all, wealth is a really important thing and it is good for everyone. But in this statement I have to say that a wise man needs to be wealthy because he can pass messages to the world. But with the caracterizm ‘slave’ I think that a wise man had took and leaved a lot of things from life and he is happy and plesured from what life gave to him, too. So, even if we got sick and die he would not mind because he will be rich from the goods of his knowledge.

On the other hand, a fool man had not learn much from life and had not find the meaning of it. So, he needs that wealth, for him to have the time to live and learn. Because as far as we live, as much as we learn. So, reasonably that quote caracterize wealth as ‘the monster’ of a fool man. I think that this quotation has a really big value and it is really deep comming from life.

I look forward hearing from you. I hope that you agree with my opinion. What is your opinion of this statement? Please, write me as soon as you can.

Best wishes Štěpán

Can

did

ate:

Ště

pán

C2 Mastery Level Writing task 2 Sample Script

You’ve seen this quotation:‘Wealth is the slave of a wise man, the master of a fool.’Write a letter to a friend expressing your opinion on the validity of this statement.


39

1Task Fulfilment

The demands of the task are partially met, but the reader is minimally informed.

1Grammar

There are many basic errors, but these largely do not impede communication (for example, ‘I have a while hearing from you’, ‘I think that a wise man had took and learned a lot’, ‘I look forward hearing from you’).

1Vocabulary

There are gross errors with vocabulary and spelling for C2 level (“with the caracterizm ‘slave’”, ‘he is happy and pleasured’, ‘resonably’, ‘comming’).

1Organisation

The text has some coherence and plan, but does not flow well. There are punctuation issues which interrupt the reader (‘Because as far as we live, as much as we learn’).

Marking Criteria

Fail4


LanguageCert is a business name of PeopleCert

Qualifications Ltd, UK company number 09620926.

Copyright © 2018 LanguageCert

All rights reserved. No part of this publication may be

reproduced or transmitted in any form and by any means

(electronic, photocopying, recording or otherwise) except

as permitted in writing by LanguageCert. Enquiries for

permission to reproduce, transmit or use for any purpose

this material should be directed to LanguageCert.

DISCLAIMER

This publication is designed to provide helpful information

to the reader. Although care has been taken by

LanguageCert in the preparation of this publication, no

representation or warranty (express or implied) is given by

LanguageCert with respect as to the completeness,

accuracy, reliability, suitability or availability of the

information contained within it and neither shall

LanguageCert be responsible or liable for any loss or

damage whatsoever (including but not limited to, special,

indirect, consequential) arising or resulting from

information, instructions or advice contained within this

publication.

languagecert.org

international english for speakers of other languages...many serious errors with b1 grammar means...

Documents