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Writing

Evaluation


Superior

Advanced

Advanced Low

Intermediate High

Intermediate

Intermediate Low

Novice High

Varies syntax and sentence structures; uses precise and varied


vocabulary; develops cogent arguments; organizes and prioritizes
information skillfully; transitions smoothly and clearly between
ideas; can give extended treatment to a topic over several
paragraphs.
Demonstrates good control of grammatical structures; possesses a
broad vocabulary but may demonstrate patterns of error in its use; a
native reader could interpret meaning without difficulty, although
errors could at time distract him/her from the message; writing may
resemble oral discourse and tends to emphasize concrete aspects of
topic.
Demonstrates ability to narrate and describe in major time frames
with some control of aspect. Combines and links sentences into texts
of paragraph length and structure. Incorporates a limited number of
cohesive devices, and may resort to some redundancy and awkward
repetition. Relies on patterns of oral discourse and the writing style
of their first language; writing is intelligible to natives not
accustomed to the writing of non-natives, although some additional
effort may be required in the reading of the text.
Inconsistency in control of grammatical structures (for instance, time
markers) can lead to a loss of clarity; connects sentences into
paragraphs using a limited number of cohesive devices; can discuss
familiar topics and those of current or general interest; grammar,
vocabulary and style generally corresponds to that of spoken
language.
Can write short, simple communications in loosely connected texts
based on personal preferences and experiences; present tense
predominates with inconsistent use of other time frames; may use
some stylistic cohesive elements; writing can generally be
understood by natives accustomed to the writing of non-natives.
Can create statements and formulate questions based on familiar
material. Most sentences are recombinations of learned vocabulary
and structures, are often repetitive, and reflect conversational style.
Writing can be understood by natives accustomed to non-native
writers, but additional effort may be required on the part of the
reader to interpret message.
Can meet limited, basic, practical writing needs such as lists, short
messages, postcards, etc.; relies on practiced material and familiar
contexts; can recombine learned vocabulary and structures to create
sentences on familiar topics; writing is often comprehensible to
natives accustomed to the writing of non-natives, but gaps in
comprehension may occur.

Criteria for Reading Proficiency (Learning Outcome 2)


( Adapted from ACTFL guidelines for reading)


Superior

Advanced

Advanced Low

Intermediate High

Intermediate

Intermediate Low

Novice High

Accurately interprets hypotheses, argumentation, supported


opinions, and grammatical patterns and vocabulary ordinarily
encountered in academic/professional reading. May experience
some difficulty with unusually complex structures and low-frequency
idioms. Reading ability is not dependent on subject matter
knowledge, although the reader is not expected to comprehend
thoroughly any text highly dependent on knowledge of the target
culture.
Comprehension derives not only from situational and subject matter
knowledge, but also from significant control of the language.
Understands parts of texts that are conceptually abstract and
linguistically complex, and/or texts treating unfamiliar topics and
situations, as well as some texts that involve aspects of target-
language culture. An emerging awareness of the aesthetic properties
of language and of its literary styles permits comprehension of a
wide variety of texts, including literary. Misunderstandings may
occur.
Can understand conventional narrative and descriptive texts with a
clear underlying structure though comprehension may be uneven.
These texts predominantly contain high-frequency vocabulary and
structures; readers understand the main ideas and some supporting
details in more complex texts. Comprehension may often derive
primarily from situational and subject-matter knowledge.
Can consistently read with full understanding simple connected texts
dealing with basic personal and social needs about which the reader
has personal interest and/or knowledge. Can derive some main ideas
and information from texts featuring description and narration.
Structural complexity may interfere with comprehension. May have
to read material several times for understanding.
Able to understand main ideas and/or some facts from simple
connected texts dealing with basic personal and social needs where
texts are linguistically noncomplex, have a clear underlying internal
structure (chronological sequencing, e.g.). Examples may include
short, straightforward descriptions of persons, places, and things
written for a wide audience. Some misunderstandings will occur.
Can understand some information from simple connected texts
dealing with a limited range of personal and social needs when
information is delivered in a familiar format, although there may be
misunderstandings. Readers at this level will be challenged to derive
meaning from connected texts of any length.
Demonstrates sufficient control of the writing system to interpret
written language in areas of practical need. Can read for
instructional and directional purposes; as well as standardized
messages, phrases, or expressions such as some items on menus,
schedules, timetables, maps, and signs. At times, but not on a
consistent basis, may be able to derive meaning from material at a
slightly higher level where context and/or extra-linguistic
background knowledge are supportive.

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