Component

5 (Excellent)

4 (Very good)

3 (Good)

2 (Average)

1 (Borderline)

Task achievement

Answers the task in a

clear, detailed and
appropriate way with

The task is answered

but with some small
inconsistencies. Uses
correct register.

The task is generally

addressed though
ideas may be unclear
at times. Awareness of
register is evidenced
though

There is evidence of
some understanding of
the task though ideas
are limited and not
sufficiently developed.
Incorrect register may
be used throughout.

The learner is unable to

complete the task
effectively. Parts of the
writing may be unclear,
irrelevant, inaccurate or
repetitive

correct

register.

inconsistent

at

times

Grammatical/lexical
range

Grammatical/lexical
accuracy

Skilful control and

range of more complex
structures. Uses
synonyms to avoid
repetition.

An broad range of
vocabulary/grammar
more with more
complex structures
attempted

The learner uses

enough of the target
language i.e. s/he is
interested in to
accomplish the task.
Grammar and
vocabulary are more
simple than complex

Uses a limited range of

words and expressions
with limited control of
word formation.

Uses only a very limited

range of structure with
only rare use of
subordinate clauses

High level of accuracy,

occasional slips or
non-systematic errors
and minor flaws but
these do not impede on
understanding. Spelling
and punctuation are
reasonably accurate.

Uses reasonably
accurately, frequently
used routine/language
chunks. Mistakes are
apparent with more
complex structures.
These put no stress on
the reader.

Attempts complex
sentences but less
accurate than simple
sentences. Both slips
and errors are evident
in simple and complex
structures-reader can
still understand
meaning.

There may be
inaccuracies in word
choice/spelling in
simple sentences.
Noticeable errors are
made when attempting
more complex
structures which can

Some simple structures

are accurate but errors
predominate and
punctuation is often
faulty. Errors in
sentences often distort
meaning and put
considerable strain on
the reader.

put strain on the

reader.

Coherence and
cohesion

Can produce clearly

intelligible continuous
writing which follows
paragraphing
conventions. Can
paraphrase to cover
gaps in linguistic
knowledge. Effectively
uses cohesive markers
to show progression of
ideas.

Arranges information
and ideas coherently
and there is a clear
overall progression.
Uses cohesive devices
effectively, but cohesion
within and/or between
sentences may be
faulty or mechanical.

Presents information
with some organisation
but there may be a
lack of overall
progression.
Makes inadequate,
inaccurate or overuse
of cohesive devices.

There is some
coherence between
ideas/paragraphs, this
is not always logical.
Evidence of simple
sequences to link a
series of shorter
elements.

Presents information
and ideas but these are
not arranged
coherently and there is
no clear progression.
Can link words or
groups of words with
very basic linear
connectors like and or
then.