Band Type | Lexical Resource | Accuracy and Grammatical Range | Task Achievement | Coherence and Cohesion |
9. | More sophisticated with better control over word usage. Only a few minor mistakes. | Proper use of diverse grammatical structures with minimal errors. | The task requirements are met, and a fully developed response is presented.
| Skillfully managed to achieve consistency in the task. |
8 | Only some rare spelling or word-formation mistakes. | Makes several types of structures, with most sentences being free from errors. There are only a few occasional mistakes. | - The task requirements are covered, and the key features are
appropriately presented.
| The information and ideas are logically sequenced, and all aspects of cohesion are managed.
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7 | Occasional mistakes in spelling, choice of words, and formation of words. | Complex grammatical structures and sentences are used. The sentences are frequently free from errors. Grammar control is good, and so is punctuation. However, some errors do occur periodically. | Achieve the task requirement, show a clear overview of main trends, and highlight the key features.
| There is a logical progression in information and ideas. Appropriate use of cohesive devices.
|
6 | Errors in forming words and spelling, although they do not hinder overall communication. | Utilizes both simple and complex sentences. There are some errors made in punctuation and overall grammar. However, the candidate can express meanings clearly. | Requirements of the task are achieved, the overview is presented with the appropriate information, and the key features are highlighted. | The flow of ideas and information follows a coherent progression. Cohesive devices are effectively used
|
5 | Makes errors in word formation and spelling. It may lead to a few problems for readers. | Limited range of sentence and grammatical structure. Complex sentence accuracy is lower. Punctuation and grammar errors are more frequent. | Generally addresses the task without following the proper format. Details are mechanically presented without any clear overview. Some keys were covered inadequately. | Lack of overall progression in the information presented. Cohesive devices are inaccurately used |
4 | Control is limited over forming words and spelling. Readers will face more difficulties. | Limited structure usage with subordinate clauses being used rarely. Some structures may be accurate, although punctuation is prone to errors. | The task has been addressed, but key features are not addressed. Some of the details included may be Irrelevant or repetitive. | Lack of coherence between the ideas and information that has been presented. Basic cohesive devices are inappropriately used. |
3 | The core meaning may be changed due to frequent errors. | Tries forms of sentences, but there are frequent punctuation and grammar errors that may change the meaning of sentences. | Fails to address the task that might have been misunderstood. Writes confined ideas that may be repetitive.
| Ideas are not reasonably presented. Usage of cohesive devices is limited, and those used are irrelevant. |
2 | No control over spelling and formation of words. | Unable to use proper forms of sentences. Usage only in cases where some phrases have been memorized or learned. | The answer is hardly relevant to the task. | There is an apparent lack of organization in the attempted task. |
1. | Can use only a few isolated words. | Unable to use any form of sentences. | The answer does not relate to the task. | Inability to communicate any message. |