7-6

5

4

3

2-1

Grammatical Range and Accuracy

(Depending on the Level)

Uses a wide range of simple and complex sentence structures error-free.

There are almost no or very rare errors.

Uses a good range of simple structures and attempts for more complex sentences with subordinate clauses.

There are many errors which might interfere with the meaning in some parts.

Attempts to form complex sentences but errors in grammar predominate and obscure the meaning in many parts.

Cannot use sentence forms except in memorized phrases.

Very minimal attempt to use level-appropriate complex structures.

Cannot use sentence forms except in memorized phrases.

Errors predominate and distort the meaning in general.

Lexical Resource

(Depending on the Level)

Uses a wide range of vocabulary fluently and flexibly to convey precise meaning.

Skillfully uses uncommon lexical items with no or very few mistakes.

Produces almost no errors in spelling and/or word formation.

Uses basic vocabulary and attempts for less common vocabulary with some mistakes.

Repetition or inappropriate vocabulary sometimes obscures the meaning.

Has some control over word formation and/or spelling; errors may cause some strain for the reader.

Uses very limited range of vocabulary with many mistakes and a lot of repetition.

Has limited control over word formation and/or spelling.

Errors may distort the meaning in many parts.

Uses very limited range of vocabulary.

There is too much repetition.

Errors distort the meaning.

Has very little control over word formation and/or spelling.

Coherence & Cohesion

Arranges information and ideas logically.

Develops ideas fully and effectively.

Uses a wide range of cohesive devices effectively.

There is a strong thesis statement and all the ideas are connected to the thesis statement and to each other logically.

There is no irrelevant information.

Uses paragraphing sufficiently.

Presents information and ideas with some problems with the overall progression.

Uses some basic cohesive devices but they may be inaccurate or repetitive.

There is a thesis statement, but it may weak and/or some supporting ideas may not be connected clearly.

There is some irrelevant information.

Paragraphing might be faulty in some parts.

Presents information and ideas but not very coherently which causes some strain to the reader.

There is a weak thesis statement and the supporting ideas are not well-connected.

Uses very limited cohesive devices.

There is a lot of repetition or irrelevant information.

Problems with paragraphing so some parts fail to communicate.

Has very little control of the organizational features.

No clear thesis statement or the supporting ideas are not connected.

A lot of problems with paragraphing which distorts the meaning.

There is too much repetition and/or irrelevant information.

Task Achievement

Fully satisfies all the requirements of the task.

Clearly presents a fully developed response.

There is a strong thesis statement.

Great use of formal language appropriate to academic writing.

Addresses some parts of the task but does not cover all the key features / bullet points.

Format may be inappropriate in some parts, but the overall progress is ok. There is an attempt for thesis st.

Some use of inappropriate informal language.

Barely addresses the features of the task or is unrelated to the task.

There is no thesis statement.

The format is mostly inappropriate.

Language is inappropriate for academic writing.

Capitalization & Punctuation

Almost no or few problems with capitalization or punctuation, which don’t interfere with the meaning.

Too many problems with capitalization or punctuation which obscure the meaning.