A
A. Writing in English – Considerations Applicable to L2 Students
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|Learning to Write |
|Focus on writing as a mode and process and its ‘surface’ features |
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|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 |
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|Writing to Learn |
|Writing in combination with other language skills |
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|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 |
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|Writing to Communicate |
|Writing 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) |
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|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. |
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|Writing for Academic or Career Purposes |
|Writing as a medium for academic or business purposes |
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|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 |
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B. “Can do” Scales for all Language Skills from the Common European Framework (CEF)
|Stage: |Understanding |Speaking |Writing |
| |Listening |Reading |Interaction |Production | |
|C2 |I have no difficulty|I can read with |I can take part |I can present a |I can write clear, |
| |in understanding any|ease virtually all |effortlessly in any |clear, |smoothly-flowing text in an |
| |kind of spoken |forms of the |conversation or |smoothly-flowing |appropriate style. I can write |
| |language, whether |written language, |discussion and have a |description or |complex letters, reports or |
| |live or broadcast, |including abstract,|good familiarity with |argument in a style |articles which present a case |
| |even when delivered |structurally or |idiomatic expressions |appropriate to the |with an effective logical |
| |at fast native |linguistically |and colloquialisms. I |context and with an |structure which helps the |
| |speed, provided. I |complex texts such |can express myself |effective logical |recipient to notice and |
| |have some time to |as manuals, |fluently and convey |structure which |remember significant points. I |
| |get familiar with |specialised |finer shades of |helps the recipient |can write summaries and reviews|
| |the accent. |articles and |meaning precisely. If |to notice and |of professional or literary |
| | |literary works. |I do have a problem I |remember significant|works. |
| | | |can backtrack and |points. | |
| | | |restructure around the| | |
| | | |difficulty so smoothly| | |
| | | |that other people are | | |
| | | |hardly aware of it. | | |
|C1 |I can understand |I can understand |I can express myself |I can present clear,|I can express myself in clear, |
| |extended speech even|long and complex |fluently and |detailed |well-structured text, |
| |when it is not |factual and |spontaneously without |descriptions of |expressing points of view at |
| |clearly structured |literary texts, |much obvious searching|complex subjects |some length. I can write about |
| |and when |appreciating |for expressions. I can|integrating |complex subjects in a letter, |
| |relationships are |distinctions of |use language flexibly |sub-themes, |an essay or a report, |
| |only implied and not|style. I can |and effectively for |developing |underlining what I consider to |
| |signalled |understand |social and |particular points |be the salient issues. I can |
| |explicitly. I can |specialised |professional purposes.|and rounding off |select style appropriate to the|
| |understand |articles and longer|I can formulate ideas |with an appropriate |reader in mind. |
| |television |technical |and opinions with |conclusion. | |
| |programmes and films|instructions, even |precision and relate | | |
| |without too much |when they do not |my contribution | | |
| |effort. |relate to my field.|skilfully to those of | | |
| | | |other speakers. | | |
|B2 |I can understand |I can read articles|I can interact with a |I can present clear,|I can write clear, detailed |
| |extended speech and |and reports |degree of fluency and |detailed |text on a wide range of |
| |lectures and follow |concerned with |spontaneity that makes|descriptions on a |subjects related to my |
| |even complex lines |contemporary |regular interaction |wide range of |interests. I can write an essay|
| |of argument provided|problems in which |with native speakers |subjects related to |or report, passing on |
| |the topic is |the writers adopt |quite possible. I can |my field of |information or giving reasons |
| |reasonably familiar.|particular |take an active part in|interest. I can |in support of or against a |
| |I can understand |attitudes or |discussion in familiar|explain a viewpoint |particular point of view. I can|
| |most TV news and |viewpoints. I can |contexts, accounting |on a topical issue |write letters highlighting the |
| |current affairs |understand |for and sustaining my |giving the |personal significance of events|
| |programmes. I can |contemporary |views. |advantages and |and experiences. |
| |understand the |literary prose. | |disadvantages of | |
| |majority of films in| | |various options. | |
| |standard dialect. | | | | |
|B1 |I can understand the|I can understand |I can deal with most |I can connect |I can write simple connected |
| |main points of clear|texts that consist |situations likely to |phrases in a simple |text on topics which are |
| |standard speech on |mainly of high |arise whilst |way in order to |familiar or of personal |
| |familiar matters |frequency everyday |travelling in an area |describe experiences|interest. I can write personal |
| |regularly |or job-related |where the language is |and events, my |letters describing experiences |
| |encountered in work,|language. I can |spoken. I can enter |dreams, hopes and |and impressions. |
| |school, leisure, |understand the |unprepared into |ambitions. I can | |
| |etc. I can |description of |conversation on topics|briefly give reasons| |
| |understand the main |events, feelings |that are familiar, of |and explanations for| |
| |point of many radio |and wishes in |personal interest or |opinions and plans. | |
| |or TV programmes on |personal letters. |pertinent to everyday |I can narrate a | |
| |current affairs or | |life (e.g. family, |story or relate the | |
| |topics of personal | |hobbies, work, travel |plot of a book or | |
| |or professional | |and current events). |film and describe my| |
| |interest when the | | |reactions. | |
| |delivery is | | | | |
| |relatively slow and | | | | |
| |clear. | | | | |
|A2 |I can understand |I can read very |I can communicate in |I can use a series |I can write short, simple notes|
| |phrases and the |short, simple |simple and routine |of phrases and |and messages relating to |
| |highest frequency |texts. I can find |tasks requiring a |sentences to |matters in areas of immediate |
| |vocabulary related |specific, |simple and direct |describe in simple |needs. I can write a very |
| |to areas of most |predictable |exchange of |terms my family and |simple personal letter, for |
| |immediate personal |information in |information on |other people, living|example thanking someone for |
| |relevance (e.g. very|simple everyday |familiar topics and |conditions, my |something. |
| |basic personal and |material such as |activities. I can |educational | |
| |family information, |advertisements, |handle very short |background and my | |
| |shopping, local |prospectuses, menus|social exchanges, even|present or most | |
| |area, employment). I|and timetables and |though I can't usually|recent job. | |
| |can catch the main |I can understand |understand enough to | | |
| |point in short, |short simple |keep the conversation | | |
| |clear, simple |personal letters. |going myself. | | |
| |messages and | | | | |
| |announcements. | | | | |
|A1 |I can recognise |I can understand |I can interact in a |I can use simple |I can write a short, simple |
| |familiar words and |familiar names, |simple way provided |phrases and |postcard, for example sending |
| |very basic phrases |words and very |the other person is |sentences to |holiday greetings. I can fill |
| |concerning myself, |simple sentences, |prepared to repeat or |describe where I |in forms with personal details,|
| |my family and |for example on |rephrase things at a |live and people I |for example entering my name, |
| |immediate concrete |notices and posters|slower rate of speech |know. |nationality and address on a |
| |surroundings when |or in catalogues. |and help me formulate | |hotel registration form. |
| |people speak slowly | |what I'm trying to | | |
| |and clearly. | |say. I can ask and | | |
| | | |answer simple | | |
| | | |questions in areas of | | |
| | | |immediate need or on | | |
| | | |very familiar topics. | | |
C. Combined “Can do” Scales (ALTE/CEF) for Writing Skills
|Stage: |ALTE Writing Contexts |Common European |
| | |Framework |
| |Gen. Ability |Social/Tourist |Work Context |Study Context | |
|C2 |CAN write letters on|CAN write letters on|CAN make full and |CAN make accurate |I can write clear, |
| |any subject and full|any subject with |accurate notes and |and complete notes |smoothly-flowing text in an |
| |notes of meetings or|good expression and |continue to |during the course of|appropriate style. I can write |
| |seminars with good |accuracy. |participate in a |a lecture, seminar |complex letters, reports or |
| |expression and | |meeting or seminar. |or tutorial. |articles which present a case |
| |accuracy. | | | |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 |CAN write letters on|CAN handle a wide |CAN write an essay |I can express myself in clear, |
| |professional |most subjects. Such |range of routine and|which shows ability |well-structured text, |
| |correspondence, take|difficulties as the |non-routine |to communicate, |expressing points of view at |
| |reasonably accurate |reader may |situations in which |giving few |some length. I can write about |
| |notes in meetings or|experience are |professional |difficulties for the|complex subjects in a letter, |
| |write an essay which|likely to be at the |services are |reader. |an essay or a report, |
| |shows an ability to |level of vocabulary.|requested from | |underlining what I consider to |
| |communicate. | |colleague or | |be the salient issues. I can |
| | | |external contacts. | |select style appropriate to the|
| | | | | |reader in mind. |
|B2 |CAN make notes while|CAN write to a hotel|CAN deal with all |CAN make simple |I can write clear, detailed |
| |someone is talking |to ask about the |routine requests for|notes that will be |text on a wide range of |
| |or write a letter |availability of |goods or services. |of reasonable use |subjects related to my |
| |including |services, for | |for essay or |interests. I can write an essay|
| |non-standard |example facilities | |revision purposes. |or report, passing on |
| |requests. |for the disabled or | | |information or giving reasons |
| | |the provision of a | | |in support of or against a |
| | |special diet. | | |particular point of view. I can|
| | | | | |write letters highlighting the |
| | | | | |personal significance of events|
| | | | | |and experiences. |
|B1 |CAN write letters or|CAN write letters on|CAN make reasonably |CAN write down some |I can write simple connected |
| |make notes on |a limited range of |accurate notes at a |information at a |text on topics which are |
| |familiar or |predictable topics |meeting or seminar |lecture, if this is |familiar or of personal |
| |predictable matters.|related to personal |where the subject |more or less |interest. I can write personal |
| | |experience and |matter is familiar |dictated. |letters describing experiences |
| | |express opinions in |and predictable. | |and impressions. |
| | |predictable | | | |
| | |language. | | | |
|A2 |CAN complete forms |CAN complete most |CAN write a short, |CAN write a very |I can write short, simple notes|
| |and write short |forms related to |comprehensive note |short simple |and messages relating to |
| |simple letters or |personal |of request to a |narrative or |matters in areas of immediate |
| |postcards related to|information. |colleague or a known|description, such as|needs. I can write a very |
| |personal | |contact in another |'My last holiday'. |simple personal letter, for |
| |information. | |company. | |example thanking someone for |
| | | | | |something. |
|A1 |CAN complete basic |CAN leave a very |CAN write a simple |CAN copy times, |I can write a short, simple |
| |forms, and write |simple message for a|routine request to a|dates and places |postcard, for example sending |
| |notes including |host family or write|colleague, such as |from notices on |holiday greetings. I can fill |
| |times, dates and |short simple 'thank |'Can I have 20X |classroom board or |in forms with personal details,|
| |places. |you' notes. |please?'. |notice board. |for example entering my name, |
| | | | | |nationality and address on a |
| | | | | |hotel registration form. |
D. Cambridge ESOL “Common Scale for Writing”
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|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 |
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|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 appropriate |
| |complex language which is organisationally sound. |
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|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. |
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|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. |
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|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”
| |Writing Test |
|Classroom-based Writing Instruction | |
2. “Teach and then test” (regular syllabus model)
| |Test |Instruction |Test |Instruction |Test |
|Instruction | | | | | |
3. “Teach and test” (term/semester model)
| |Mid(-term) |Instruction |Final |
|Instruction |Test | |Test |
4. Pre-/Post- Test
| |Instruction |Post-Test |
|Pre-Test | | |
5. Pre-/Post- Test + term/semester model
| |Instruction |Mid(-term) |Instruction |Post-/ |
|Pre-Test | |Test | |Final Test |
6. Pre-/Post- Test + term/semester model + split focus
| |Instruction |Mid(-term) |Instruction |Post-/ |
|Pre-Test |(A) |Test |(B) |Final Test (B) |
|(A) + (B) | |(A) | | |
F. Model of a principled approach to writing instruction in an institutional context
| |Pre-Test |Students take a timed writing test featuring both real-world and |
| |(real-world + academic) |academic writing tasks |
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| |Assessors Reading |Teachers meet and compare scoring and comments of random samples |
| | |from the Pre-Test |
| |Pre-Test |Teachers allocate scores for the Pre-Test, but they do not count |
| |Score allocations (0%) |towards final assessment |
| |Teaching and Learning |Based on Assessors Reading and final Pre-Test scoring allocations, |
| |Needs Analysis |teachers meet and think about what needs to be taught and developed |
| | |in class |
| | |Students attend regular writing classes, which have more general |
| | |focus on real-world writing modes |
| | |Based on participation and effort, they are allocated a holistic |
| |Instructional Period 1 |score that comprises 15% of the final evaluation |
| |w/ formative assessment | |
|Open/Independe| |In addition to class work, students do personal journals and/or |
|nt Writing |(focus = |online forum tasks or projects, possibly involving interaction and |
|(journals, |real-world writing tasks) |peer feedback with other class members. This work is scored |
|online forum, | |holistically by the teacher and comprises 10% of the final |
|etc) |(15%) |evaluation |
|(10%) | | |
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| |Mid-term Test |Students take a timed writing test featuring only the real-world |
| |(real-world writing) |writing tasks |
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| |Assessors Reading |Teachers meet and compare scoring and comments of random samples |
| | |from the Mid-term Test |
| |Mid-term Test |Teachers allocate scores for the Mid-term Test, which comprises 25% |
| |Score allocations (25%) |of final evaluation score |
| |Teaching and Learning |Based on Assessors Reading and Mid-term Test scoring allocations, |
| |Needs Analysis |teachers meet and think about what needs to be taught and developed |
| | |in class |
| | |Students attend regular writing classes, which have more general |
| | |focus on academic writing modes |
| | |Based on participation and effort, they are allocated a holistic |
| |Instructional Period 2 |score that comprises 15% of the final evaluation |
| |w/ formative assessment | |
|Open/Independe| |In addition to class work, students do personal journals and/or |
|nt Writing |(focus = |online forum tasks or projects, possibly involving interaction and |
|(journals, |academic writing tasks) |peer feedback with other class members. This work is scored |
|online forum, | |holistically by the teacher and comprises 10% of the final |
|etc) |(15%) |evaluation |
|(10%) | | |
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| |Final Test |Students take a timed writing test featuring only the academic |
| |(academic writing) |writing tasks |
| | | |
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| |Assessors Reading |Teachers meet and compare scoring and comments of random samples |
| | |from the Final Test |
| |Final Test |Teachers allocate scores for the Final Test, which comprises 25% of |
| |Score allocations (25%) |final evaluation score |
| |Final Evaluation |Teachers add up different sections to calculate and report final |
| | |evaluations for all students (100%) |
| |Course Review |All 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+ / 20 | | |
| | |Outstanding 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 |
|1 |An 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 |
|0 |An 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 Tasks
|Score |Writing Description |
|5 |A 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. |
|1 |A 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 |Lexical Resource |Grammatical Range |
| | |Cohesion | |and Accuracy |
|9 |( fully addresses all parts |( uses cohesion in such a |( uses a wide range of |( uses a wide range of |
| |of the task |way that it attracts no |vocabulary with very natural|structures with full |
| |( presents a fully developed|attention | |flexibility |
| |position in answer to the |( skilfully manages |and sophisticated control of|and accuracy; rare minor |
| |question with relevant, |paragraphing | |errors occur only as ‘slips’|
| |fully | |lexical features; rare minor| |
| |extended and well supported | | | |
| |ideas | |errors occur only as ‘slips’| |
|8 |( sufficiently addresses all|( sequences information and |( uses a wide range of |( uses a wide range of |
| |parts of the task |ideas logically |vocabulary fluently and |structures |
| |( presents a well-developed |( manages all aspects of |flexibly to convey precise |( the majority of sentences |
| |response to the question |cohesion well |meanings |are error-free |
| |with relevant, extended and |( uses paragraphing |( skilfully uses uncommon |( makes only very occasional|
| |supported ideas |sufficiently and |lexical items but there may |errors or inappropriacies |
| | |appropriately |be occasional inaccuracies | |
| | | |in word choice and | |
| | | |collocation | |
| | | |( produces rare errors in | |
| | | |spelling and/or word | |
| | | |formation | |
|7 |( addresses all parts of the|( logically organises |( uses a sufficient range of|( uses a variety of complex |
| |task |information and ideas; there|vocabulary to allow some |structures |
| |( presents a clear position |is clear progression |flexibility and precision |( produces frequent |
| |throughout the response |throughout |( uses less common lexical |error-free sentences |
| |( presents, extends and |( uses a range of cohesive |items with some awareness of|( has good control of |
| |supports main ideas, but |devices appropriately |style and collocation |grammar and punctuation |
| |there may be a tendency to |although there may be some |( may produce occasional |but may make a few errors |
| |overgeneralise and/or |under-/over-use |errors in word choice, | |
| |supporting ideas may lack |( presents a clear central |spelling and/or word | |
| |focus |topic within each paragraph |formation | |
|6 |( addresses all parts of the|( arranges information and |( uses an adequate range of |( uses a mix of simple and |
| |task although some parts may|ideas coherently and there |vocabulary for the task |complex sentence forms |
| |be more fully covered than |is a clear overall |( attempts to use less |( makes some errors in |
| |others |progression |common vocabulary but with |grammar and punctuation |
| |( presents a relevant |( uses cohesive devices |some inaccuracy |but they rarely reduce |
| |position although the |effectively, but cohesion |( makes some errors in |communication |
| |conclusions may become |within and/or between |spelling and/or word | |
| |unclear or repetitive |sentences may be faulty or |formation, but they do not | |
| |( presents relevant main |mechanical |impede communication | |
| |ideas but some may be |( may not always use | | |
| |inadequately developed/ |referencing clearly or | | |
| |unclear |appropriately | | |
| | |( uses paragraphing, but | | |
| | |not always logically | | |
|5 |( addresses the task only |( presents information with |( uses a limited range of |( uses only a limited range |
| |partially; the format may be|some organisation but there |vocabulary, but this is |of structures |
| |inappropriate in places |may be a lack of overall |minimally adequate for the |( attempts complex sentences|
| |( expresses a position but |progression |task |but these tend to be less |
| |the development is not |( makes inadequate, |( may make noticeable errors|accurate than simple |
| |always clear and there may |inaccurate or over-use of |in spelling and/or word |sentences |
| |be no conclusions drawn |cohesive devices |formation that may cause |( may make frequent |
| |( presents some main ideas |( may be repetitive because |some difficulty for the |grammatical errors and |
| |but these are limited and |of lack of referencing and |reader |punctuation may be faulty; |
| |not sufficiently developed; |substitution | |errors can cause some |
| |there may be irrelevant |( may not write in | |difficulty for the reader |
| |detail |paragraphs, or paragraphing | | |
| | |may be | | |
| | |inadequate | | |
|4 |( responds to the task only |( presents information and |( uses only basic vocabulary|( uses only a very limited |
| |in a minimal way or the |ideas but these are not |which may be used |range of structures with |
| |answer is tangential; the |arranged coherently and |repetitively or which may be|only rare use of subordinate|
| |format may be inappropriate |there is no clear |inappropriate for the task |clauses |
| |( presents a position but |progression in the response |( has limited control of |( some structures are |
| |this is unclear |( uses some basic cohesive |word |accurate but errors |
| |( presents some main ideas |devices but these may be |formation and/or spelling; |predominate, and |
| |but these are difficult to |inaccurate or repetitive |errors may cause strain for |punctuation is often faulty |
| |identify and may be |( may not write in |the reader | |
| |repetitive, irrelevant or |paragraphs or their use | | |
| |not well |maybe confusing | | |
| |supported | | | |
|3 |( does not adequately |( does not organise ideas |( uses only a very limited |( attempts sentence forms |
| |address any part of the task|logically |range of words and |but errors in grammar and |
| |( does not express a clear |( may use a very limited |expressions with very |punctuation predominate |
| |position |range of cohesive devices, |limited control of word |and distort the meaning |
| |( presents few ideas, which |and those used may not |formation and/or spelling | |
| |are largely undeveloped or |indicate a logical |( errors may severely | |
| |irrelevant |relationship between ideas |distort | |
| | | |the message | |
|2 |( barely responds to the |( has very little control of|( uses an extremely limited |( cannot use sentence |
| |task | |range of vocabulary; |forms except in memorised |
| |( does not express a |organizational features |essentially no control of |phrases |
| |position | |word formation and/or | |
| |( may attempt to present one| |spelling | |
| |or two ideas but there is no| | | |
| | | | | |
| |development | | | |
|1 |( answer is completely |( fails to communicate any |( can only use a few |( cannot use sentence forms |
| |unrelated to the task |message |isolated |at all |
| | | |words | |
|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 Use |Topic Development |Skill Application |
|A/17-20 |Excellent |Effort in getting |Punctuation, |Use of grammar and |Introducing and |Evidence that key |
| | |ready for and then |neatness, spelling, |vocabulary, set |developing a topic; |unit skill has been |
| | |attention to |use of paragraphs, |expressions, linking|cohesion, supporting |noticed and applied |
| | |performance, |formats, etc |devices, etc. |and exemplifying |accurately |
| | |re-writing efforts | | | | |
|B/13-16 |Good | | | | | |
|C/9-12 |Adequate | | | | | |
|D/4-8 |Inadequate | | | | | |
|F/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 Use |Topic Development |Skill Application |
|A/17-20 |Excellent |Effort in getting |Punctuation, |Use of grammar and |Introducing and |Evidence that key |
| | |ready for and then |neatness, spelling, |vocabulary, set |developing a topic; |unit skill has been |
| | |attention to |use of paragraphs, |expressions, linking|cohesion, supporting |noticed and applied |
| | |performance, |formats, etc |devices, etc. |and exemplifying |accurately |
| | |re-writing efforts | | | | |
|B/13-16 |Good | | | | | |
|C/9-12 |Adequate | | | | | |
|D/4-8 |Inadequate | | | | | |
|F/0-3 |None/fail | | | | | |
|Total = /100 |= /20 |= /20 |= /20 |= /20 |= /20 |
|Score = |Preparation/ Effort |Mechanics |Language Use |Topic Development |Skill Application |
|A/17-20 |Excellent |Effort in getting |Punctuation, |Use of grammar and |Introducing and |Evidence that key |
| | |ready for and then |neatness, spelling, |vocabulary, set |developing a topic; |unit skill has been |
| | |attention to |use of paragraphs, |expressions, linking|cohesion, supporting |noticed and applied |
| | |performance, |formats, etc |devices, etc. |and exemplifying |accurately |
| | |re-writing efforts | | | | |
|B/13-16 |Good | | | | | |
|C/9-12 |Adequate | | | | | |
|D/4-8 |Inadequate | | | | | |
|F/0-3 |None/fail | | | | | |
|Total = /100 |= /20 |= /20 |= /20 |= /20 |= /20 |
|Score = |Preparation/ Effort |Mechanics |Language Use |Topic Development |Skill Application |
|A/17-20 |Excellent |Effort in getting |Punctuation, |Use of grammar and |Introducing and |Evidence that key |
| | |ready for and then |neatness, spelling, |vocabulary, set |developing a topic; |unit skill has been |
| | |attention to |use of paragraphs, |expressions, linking|cohesion, supporting |noticed and applied |
| | |performance, |formats, etc |devices, etc. |and exemplifying |accurately |
| | |re-writing efforts | | | | |
|B/13-16 |Good | | | | | |
|C/9-12 |Adequate | | | | | |
|D/4-8 |Inadequate | | | | | |
|F/0-3 |None/fail | | | | | |
|Total = /100 |= /20 |= /20 |= /20 |= /20 |= /20 |
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