assessing writing performance c2

© UCLES 2013. Assessing Writing Performance – Level C2. Published by Cambridge English Language Assessment. See our Terms of Use at http://www.teachers.cambridgeenglish.org/legalinfo 1

Assessing Writing Performance – Level C2 Assessment of Writing in the Cambridge English: Proficiency (Certificate of Proficiency in English – CPE) Cambridge English writing scripts are marked by trained examiners in a secure online marking environment. The quality assurance of Writing Examiners (WEs) is managed by Team Leaders (TLs) who are in turn responsible to a Principal Examiner (PE). All of the examiners (PEs, TLs and WEs) must prove each year, through a certification process, that they are competent to assess. In addition, they are regularly monitored during live testing sessions. The Writing Examiners award marks using a Writing Assessment Scale which was developed with explicit reference to the Common European Framework of Reference for Languages (CEFR). It covers all the levels of the Cambridge English exams and is divided into four subscales:

• Content o This focuses on how well the candidate has fulfilled the task, in other words, if they have

done what they were asked to do. • Communicative Achievement

o This focuses on how appropriate the writing is for the task, and whether the candidate has used the appropriate register.

• Organisation o This focuses on the way the candidate puts together the piece of writing, in other words, if

it is logical and ordered. • Language

o This focuses on vocabulary and grammar. It includes the range of language as well as how accurate it is.

Examiners use the C2 Level Assessment Scales to decide which marks to give candidates taking the Proficiency Writing test. How can I use the Assessment Scales? Using the scales yourself while marking students’ writing will help you to:

• analyse your students’ strengths and weaknesses when they practise C2 writing tasks • guide your students in how to enhance their performance • form an impression of how ready your students are to take the writing part of the exam.


The Assessment Scales The C2 Assessment Scales are divided into six bands from 0 to 5, with 0 being the lowest and 5 the highest. Descriptors for each criterion are provided for bands 1, 3 and 5 and indicate what a candidate is expected to demonstrate at each band. The descriptors for band 3 and above indicate performance of at least C2 level. C2 Content Communicative

Achievement Organisation Language

5 All content is relevant to the

task. Target reader is fully informed.

Demonstrates complete command of the conventions of the communicative task. Communicates complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes.

Text is organised impressively and coherently using a wide range of cohesive devices and organisational patterns with complete flexibility.

Uses a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style. Use of grammar is sophisticated, fully controlled and completely natural. Any inaccuracies occur only as slips.

4 Performance shares features of Bands 3 and 5.

3 Minor irrelevances and/or omissions may be present. Target reader is on the whole informed.

Uses the conventions of the communicative task with sufficient flexibility to communicate complex ideas in an effective way, holding the target reader’s attention with ease, fulfilling all communicative purposes.

Text is a well-organised, coherent whole, using a variety of cohesive devices and organisational patterns with flexibility.

Uses a range of vocabulary, including less common lexis, effectively and precisely. Uses a wide range of simple and complex grammatical forms with full control, flexibility and sophistication. Errors, if present, are related to less common words and structures, or occur as slips.

2 Performance shares features of Bands 1 and 3.

1 Irrelevances and misinterpretation of task may be present. Target reader is minimally informed.

Uses the conventions of the communicative task effectively to hold the target reader’s attention and communicate straightforward and complex ideas, as appropriate.

Text is well-organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect.

Uses a range of vocabulary, including less common lexis, appropriately. Uses a range of simple and complex grammatical forms with control and flexibility. Occasional errors may be present but do not impede communication.

0 Content is totally irrelevant. Target reader is not informed.

Performance below Band 1.


Remember: The Assessment Scales descriptors are phrased positively (as ‘can-do’ statements) at each level. This means that a Band 1 descriptor in the C2 scales will not set out what the text does not do; rather it describes a performance in terms of what a candidate can do at CEFR C1 level. For example, under the Language subscale, the descriptor at Band 1 (C1 level) for grammar – Uses a range of simple and complex grammatical forms with control and flexibility – is couched in similar language to the Band 3 descriptor (C2 level), but with key differences - Uses a wide range of simple and complex grammatical forms with full control, flexibility and sophistication. So at C2 level, a wide range of simple and complex forms is expected, used with full control and flexibility and with sophistication. At Band 5 (above basic C2 level), a writer’s Use of grammar is sophisticated, fully controlled and completely natural. Similarly, under the Organisation subscale, a key difference between the Band 1 (C1 level) and Band 3 (C2 level) descriptors is that whereas at Band 1 Text is well-organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect, at Band 3 Text is a well-organised, coherent whole, using a variety of cohesive devices and organisational patterns with flexibility. The successful weaving of the devices and organisational patterns into a coherent whole text is important here, and the use of the devices and patterns must be flexible. At Band 5 (above basic C2 level) Text is organised impressively and coherently using a wide range of cohesive devices and organisational patterns with complete flexibility. Don’t worry if a lot of the terms used in the scales are new to you – in Appendix A (and also in the Handbook for Teachers for Cambridge English Proficiency) you will find a Glossary of Terms for Writing, where the terminology used in the scales is explained, and examples are given. For instance, under the Language subscale, there are examples of simple and complex grammatical forms and an explanation of what is meant by grammatical control and range. Flexibility is explained under the General terms section. The Language subscale also includes vocabulary, and the idea of less common lexis is explained, as well as the concept of appropriacy of vocabulary. Under the Organisation subscale, there are examples of cohesive devices, as well as an explanation of what is meant by organisational patterns (expected in a candidate’s writing at all bands at this level). The adverb generally is also explained under the General terms section: it is a qualifier meaning ‘not in every way or instance’. Looking at how these terms and distinctions are applied to the sample scripts in this guide (and those in the Handbook for Teachers for Cambridge English Proficiency) will help you to develop a sensitivity to the language of the Assessment Scales and to encourage your students to improve their writing performance. It is well worth spending some time looking through the glossary of terms and becoming familiar with the terms used, as well as referring to them constantly when marking your students’ work, as the Cambridge English examiners do.


How can I use the Assessment Scales with students? You could: 1. Refer to the scales as you mark students’ written work in general, especially when they have

attempted a Proficiency writing task. 2. Note down examples of performance in terms of the listed criteria. 3. Give students feedback on their strengths and weaknesses. 4. Think about whether your students are ready for the exam and how they could improve. Teachers are not trained in the use of these Assessment Scales, as examiners are, so it can be difficult to feel confident in using them in the right way. The following activity is designed to help you get started by practising using them to analyse some sample writing tasks. The activity is based on some sample scripts from Proficiency writing tasks (see tasks in Appendix B and scripts in Appendix D): Proficiency Part 1:

• Sample script 1 • Sample script 2 • Sample script 3

Proficiency Part 2:

• Sample script 4 • Sample script 5 • Sample script 6

Further information on the task types and their focus can be found in the Handbook for Teachers for Cambridge English Proficiency. All C2 writing tasks are assessed by examiners in relation to the Assessment Scales. It is important, however, to be clear about the differences between a Proficiency Part 1 (compulsory) task and a Proficiency Part 2 task: Part 1 tasks require candidates to integrate the summary and evaluation of key points from two input texts, with their own ideas on these key points, into a coherent essay. To perform well on these tasks, candidates are expected to demonstrate the C2 learner ability referred to in the CEFR, to ‘summarise information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall results’. Under the Content subscale, for a reader to be fully informed (Band 5, above basic C2 level) the text must include the summary and evaluation of each of the four key points from the input texts and the writer’s own ideas on these key points (as indicated in the task rubric). In Part 1 (as well as in Part 2) candidates must demonstrate the ability to write a fluent and coherent text exemplifying the conventions of the appropriate text type – in Part 1 always an essay. Under the Communicative Achievement subscale, the text must use ‘the conventions’ of an essay. In Part 2 candidates have a choice of task (including one of two questions on optional set texts). Each task requires a different text type, one of: article, essay (for set text questions only), letter, report or review (see the Handbook for Teachers for Cambridge English Proficiency for a description of the characteristics of these text types). For a Part 2 task under the Content subscale, the examiner will be looking to see that the candidate has responded appropriately to all the parts of a question, importantly including the requirement to use functional language giving them the opportunity to demonstrate C2 level proficiency (e.g. assess, evaluate, justify); under the Communicative Achievement subscale, the text must use ‘the conventions’ of the relevant text type (article, letter, report or review).


NB The sample Part 2 scripts in this guide are all reviews; no set text scripts are included. Activity Part 1 scripts

1. Make three copies of the blank assessment sheet on pages 7-8. You will see that statements from Band 5 of the Assessment Scales have been turned into questions.

2. Read the Proficiency Writing Part 1 task (see Appendix B). 3. Underline what you regard as the two key points (from each input text) to be identified,

summarised and evaluated by the candidates. 4. Look at the underlined key points in the Part 1 task in Appendix C to check that you have correctly

identified the required points. 5. Read Sample Script 1. Note examples from the candidate’s writing (good and less good) relevant

to each of the questions in the boxes on the assessment sheet (for Language you may want to write down specific examples; for Organisation and Communicative Achievement it may be easier to highlight the script). Write down your assessment using the language of the assessment scales (modified as you think appropriate – you may want to omit certain words or include wording from different bands) and add any comments for your own reference. Make sure that while you are doing this you constantly refer to the C2 Assessment Scales and Glossary of Terms.

6. Compare the notes you have made with the completed example on page 9-10. 7. Repeat stages 5-6 for each of Sample Scripts 2 and 3. Completed example assessment sheets for

these scripts can be found on pages 11-12 and 13-14. Part 2 scripts

1. Make three copies of the blank assessment sheet on pages 7-8. You will see that statements from Band 5 of the Assessment Scales have been turned into questions.

2. Read the Proficiency Writing Part 2 task (see Appendix B). Make sure you note all parts of the question.

3. Note examples from the candidate’s writing (good and less good) relevant to each of the questions in the boxes on the assessment sheet (for Language you may want to write down specific examples; for Organisation and Communicative Achievement it may be easier to highlight the script). Write down your assessment using the language of the assessment scales (modified as you think appropriate – you may want to omit certain words or include wording from different bands) and add any comments for your own reference. Make sure that while you are doing this you constantly refer to the C2 Assessment Scales and Glossary of Terms.

4. Compare the notes you have made with the completed example on page 15-17. 5. Repeat stages 5-6 for each of Sample Scripts 5 and 6. Completed example assessment sheets

for these scripts can be found on pages 18-19 and 20-21.

When you feel familiar with using the Assessment Scales, continue to use the blank assessment sheet when assessing your own students’ writing and use them to give feedback on aspects of the scales they need to work on to improve their performance.


Remember: • In a real C2 level exam the marks awarded reflect a candidate’s performance across the whole

exam and not just in one part of it.

• Being able to refer to the Assessment Scales will help you to analyse your students’ strengths and weaknesses and to estimate whether they are ready for the writing part of the Proficiency exam. However, it won’t necessarily give you an accurate prediction of the marks that your students will achieve in a real Proficiency Writing paper, as the candidate may be affected by other factors such as nervousness.


Blank assessment sheets to copy Photocopy this page and the next one.

PROFICIENCY (LEVEL C2) WRITING

Name of student:

CONTENT

Is all content relevant to the task?

Comments

Is the target reader fully informed?

Comments

Content mark:

COMMUNICATIVE ACHIEVEMENT

Does the writer demonstrate complete command of the conventions of the communicative task?

Comments

Does the writer communicate complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes?

Comments


Communicative achievement mark:

ORGANISATION

Is the text organised impressively and coherently?

Comments

Does the writer use a wide range of cohesive devices and organisational patterns with flexibility?

Comments

Organisation mark:

LANGUAGE

Does the writer use a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style?

Comments

Is the writer’s use of grammar sophisticated, fully controlled and completely natural?

Comments

Do any inaccuracies occur only as slips?

Comments

Language mark: Overall comments:



Name of student: Sample Script 1

CONTENT

Is all content relevant to the task? Yes

Comments

Is the target reader fully informed? The target reader is on the whole informed.

Comments Content points 1 and 2 are identified and evaluated and the writer’s views are expressed. Content point 2 is very well developed. Content points 3 and 4 are mentioned briefly in the first paragraph but there is no evaluation.

Content mark: 3


Does the writer demonstrate complete command of the conventions of the communicative task? Uses the conventions of the essay with flexibility.

Comments Although the essay form is well realised, the text does not show ‘complete command’ of the conventions of the essay.

Does the writer communicate complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes? Communicates complex ideas in an effective way, holding the target reader’s attention with ease, fulfilling all communicative purposes.

Comments See particularly the final two paragraphs for effective communication. Falls short of meriting the adjective ‘convincing’.

Communicative achievement mark: 3

ORGANISATION

Is the text organised impressively and coherently? Text is a well-organised, coherent whole.

Comments Falls short of meriting the adverb ‘impressively’.

Does the writer use a wide range of cohesive devices and organisational patterns with flexibility?

Comments Examples of the variety of cohesive


A variety of cohesive devices and organisational patterns are used with flexibility.

devices and organisational patterns: Not only … but also, hence, Yet, in spite of, Even though, Therefore, Let us hope, then that… first sentence refers to but doesn’t mention memory. The range is not ‘wide’, particularly of less explicit organisational patterns.

Organisation mark: 3

LANGUAGE

Does the writer use a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style? Uses a range of vocabulary, including less common lexis, effectively and precisely.

Comments Examples: enthralling, hypothetical, dramatic changes, at their core, on a global scale, scourge Vocabulary is not used with sophistication and style (obvious perks).

Is the writer’s use of grammar sophisticated, fully controlled and completely natural? Uses a wide range of simple and complex grammatical forms with full control, flexibility and sophistication.

Comments Examples: No student struggling with some especially intricate exam would ever deny it, as flawed as it might be Use of grammar is not ‘completely natural’ (Not only has it…but also is it...).

Do any inaccuracies occur only as slips? Errors are related to less common words or structures.

Comments Examples: self-consciousness, but it is of the utmost importance

Language mark: 3 Overall comments: An example of a basic C2 level writer overall, achieving a band 3 on all descriptors. Candidates should be reminded that it is important to address all four key points in the development of their essay to achieve a 5 under Content. Remember:

• A candidate might achieve an overall C2 performance with an uneven profile across the four descriptors, showing more strength in some scales and less in others. To ensure a good performance candidates should be encouraged to work at all four aspects of their writing.




CONTENT


Comments

Is the target reader fully informed? Target reader is on the whole informed.

Comments Although all content points are mentioned, the first and the third are not evaluated.

Content mark: 3


Does the writer demonstrate complete command of the conventions of the communicative task? Uses the conventions of the essay effectively and with some flexibility.

Comments The text uses just ’some’ flexibility so does not quite meet the band 3 descriptor in this respect.

Does the writer communicate complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes? Holds the target reader’s attention and communicates both straightforward and some slightly more complex ideas.

Comments There are few examples of really complex ideas so the appropriate communication of these is hard to assess.


ORGANISATION

Is the text organised impressively and coherently? The text is well-organised and coherent.

Comments The conclusion refers to only one of the four key points and seems slightly out of place in the text as a whole.

Does the writer use a wide range of cohesive devices and organisational patterns with flexibility? Uses a variety of cohesive devices and organisational patterns to good effect, and with some flexibility.

Comments Examples: all these aforementioned, along these lines, due to, In contrast to that however, In conclusion I would say that.



LANGUAGE

Does the writer use a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style? Uses a range of vocabulary appropriately and sometimes effectively and precisely.

Comments Examples: ubiquitous, hindrance, mundane, clutter our minds

Is the writer’s use of grammar sophisticated, fully controlled and completely natural? Uses a range of simple and complex grammatical forms with control and flexibility.

Comments The range is not wide and there is no sophistication in the way the grammar is used.

Do any inaccuracies occur only as slips? Occasional errors are present but do not impede communication.

Comments Examples: the question…becomes louder and louder, correlate on, the experiences we’ve made

Language mark: 2 Overall comments: This text falls below C2 level and the descriptors used above indicate that for all the scales apart from Content the text shares features of Bands 1 and 3. This text makes specific reference to the two input texts. This approach to organisation is perfectly acceptable but candidates should be reminded that the aim is to integrate reference to the key points into a fluent and coherent essay.




CONTENT


Comments

Is the target reader fully informed? Yes

Comments All key points are summarised and evaluated, and the writer’s views are integrated into the essay.

Content mark: 5


Does the writer demonstrate complete command of the conventions of the communicative task? Yes

Comments Opening paragraph, development and conclusion all elegantly crafted, in an appropriately formal way.

Does the writer communicate complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes? Yes

Comments There is a clear authorial voice throughout commanding attention (Memory is a fundamental aspect of..., Is such memory loss, however, Suffice it to say…, I do not remember…, To conclude); example of complex ideas: second paragraph from Is such a memory loss… up to …caused a traffic accident?


ORGANISATION

Is the text organised impressively and coherently? Yes

Comments Key points 1 and 4 are clearly identified in the first paragraph and strongly supported. The second paragraph questions the points made and brings in key point 3, developing it extensively and drawing in key point 2 with natural ease and relevance to the argument. The conclusion, whilst showing signs of haste, is clear and relevant.


Does the writer use a wide range of cohesive devices and organisational patterns with flexibility? Yes

Comments Examples: however, What is more, by its very nature, How could we judge other people when…, Rhetorical questions (e.g. opening of second paragraph), repeated ideas to consolidate a point (e.g. first sentence), personal interjection for clarification/emphasis (Suffice it to say, I do not remember…).


LANGUAGE

Does the writer use a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style? Yes

Comments Examples: attest, our internal landscape, virtually incapable of functioning, truly detrimental, less extensive, easily distorted, unsteady basis, quest for truth, concept of witness, ingenious devices

Is the writer’s use of grammar sophisticated, fully controlled and completely natural? Yes

Comments Longer and more complex forms, e.g. inversion, modals, subordination, adverb clauses

Do any inaccuracies occur only as slips? Yes, mainly

Comments Examples: come to aid, The people no longer pore over…, In more complex structures (Only when we lose it, begin we to appreciate it…)

Language mark: 5 Overall comments: This text is a very strong C2 level performance. There is no higher level described in the CEFR so (unlike at other levels) this Band 5 performance across the scales does not place the performance at the next CEFR level up. Remember:

• The guidance about word length in the rubric (for Part 1 and Part 2 questions) is just that: guidance. Whilst it is perfectly possible to perform at a strong C2 level within these word limits, candidates are not penalised for over-length (or under-length) scripts per se. This is a good example of a strong candidate writing at greater length within the time available, giving scope to demonstrate his/her proficiency.

Of course, over-length scripts could be penalised e.g. under the Content criterion for irrelevance or under Organisation for lack of coherence, and under-length scripts might be penalised under Content or Communicative Achievement.



Name of student: Sample script 4

CONTENT


Comments

Is the target reader fully informed? The target reader is on the whole informed.

Comments The text reviews a film, describes it in some detail and explains what it is about the film that appeals to both children and adults. The final part of the question (‘assess what the most important elements are, in general, that make a film suitable for a whole family to watch together’) is only addressed in the form of a list and with reference to Toy Story.

Content mark: 3


Does the writer demonstrate complete command of the conventions of the communicative task? Uses the conventions of the review with flexibility.

Comments The first paragraph captures the reader’s attention well, the narrative is told in a clear and lively manner and the explanation of the attractions of the film for children and adults is engaging and illuminating about the film. The approach is rather pedestrian for ‘complete’ command.

Does the writer communicate complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes? Communicates complex ideas in an effective way, holding the target reader’s attention with ease, and fulfilling all communicative purposes.

Comments Example of effective communication of complex ideas: most of the section entitled Why go with your kids? The communication of complex ideas here (as an exemplified list followed by a summary) falls short of ‘convincing’.


ORGANISATION

Is the text organised impressively and coherently?

Comments


The text is a well-organised and coherent whole.

Use of headings for a review is not ideal, interfering with the fluency of the text.

Does the writer use a wide range of cohesive devices and organisational patterns with flexibility? Uses a variety of cohesive devices and organisational patterns with flexibility.

Comments Examples: This is the main premise for…, As mentioned in the introduction, First of all, It is therefore easy to…, and another feature which, Ultimately, opening question to engage interest in the topic, referred to later in second paragraph


LANGUAGE

Does the writer use a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style? Uses a wide range of vocabulary, including less common lexis, effectively and precisely.

Comments Examples: fantasise, received rave reviews, movie goers, suburbia, the usual order of things is turned upside down, riveting, empathise, universally recognisable, slap-stick, subtext However, vocabulary is not used with sophistication and style.

Is the writer’s use of grammar sophisticated, fully controlled and completely natural? Uses a wide range of simple and complex grammatical forms with full control and flexibility.

Comments Examples: I cannot deny that as a child I did fantasise about my toys doing just that and the adventures we would have together. There are also many characters which are universally recognisable, another feature which makes a movie fun to watch for young and old.

Do any inaccuracies occur only as slips? Yes

Comments

Language mark: 3 Overall comments: This is clear overall C2 performance, meeting the Band 3 descriptors on all four scales. The performance could have been enhanced by development of the final element of the question (which would have given scope to demonstrate more sophisticated C2 level linguistic proficiency) and a less pedestrian approach to organisation.


Remember:

• In general, for Part 2 questions, candidates should be reminded to take note of the instruction to ‘briefly’ describe something; this part of a question should not take too much time, and their response should fully develop the other parts of the question in which they are required, e.g. to assess, evaluate or analyse a more abstract aspect of the topic.

• A candidate might achieve an overall C2 performance with an uneven profile

across the four descriptors, showing more strength in some scales and less in others. To ensure a good performance candidates should be encouraged to work at all four aspects of their writing.




CONTENT


Comments


Comments The text reviews (a series of) films (Harry Potter), briefly describes them, explains what it is about them that appeals to both children and adults and assesses the important elements, in general, of films suitable for whole families to watch.

Content mark: 5


Does the writer demonstrate complete command of the conventions of the communicative task? Uses the conventions of the review effectively and sometimes with some flexibility.

Comments The opening paragraph poses a problem underlying the theme of the review, which engages the reader’s attention. The Harry Potter films are the stepping-off point for the development of this theme. The flexibility raises this text above Band 1 on this scale.

Does the writer communicate complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes? Communicates straightforward and complex ideas.

Comments Although errors are present, complex ideas are communicated. There is no focus on a specific film in this review so it does not ‘fulfil all communicative purposes’.


ORGANISATION

Is the text organised impressively and coherently? The text is well-organised and coherent.

Comments


Does the writer use a wide range of cohesive devices and organisational patterns with flexibility? Uses a variety of cohesive devices and organisational patterns to generally good effect.

Comments Examples: What surely attracts both .., But it can also be a way to… , Add to this mixture Some devices are used inaccurately: and otherwise, such having in common that


LANGUAGE

Does the writer use a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style? Uses a range of vocabulary, including less common lexis, appropriately.

Comments Examples: over-come their fears, studied thoroughly, distract themselves, light-hearted, down to earth, exotic location, ratings, eagerly awaiting

Is the writer’s use of grammar sophisticated, fully controlled and completely natural? Uses a wide range of simple and complex grammatical forms with control and flexibility.

Comments Example of complex grammatical form: What surely attracts both adults and children is how a group of teenage students over-come their fears. The ‘wide’ grammatical range takes this descriptor for grammar above the Band 1 level, but, with the Vocabulary performance and level of error, this text achieves a Band 1 overall for language.

Do any inaccuracies occur only as slips? Errors are present but do not impede communication.

Comments Examples: the youngers, pastime movie, issue dealings, laugh it off

Language mark: 1 Overall comments: This is an example of a text which falls clearly below C2 level. The response to the question is thoughtful and imaginative but the candidate needs to work on all other aspects of his/her writing to achieve a C2 performance. NB This is a good example of a script which scores 5 on Content whilst being weak on the other scales. Candidates should be encouraged to ensure that they do follow all the instructions in the question.




CONTENT


Comments


Comments The text reviews a film (Up), briefly describes it, explains what it is about it that appeals to both children and adults and assesses the important elements, in general, of films suitable for whole families to watch.

Content mark: 5


Does the writer demonstrate complete command of the conventions of the communicative task? Demonstrates a good command of the conventions of the review.

Comments Interest is aroused effectively in the first paragraph, which contextualises and briefly narrates the film. The theme of the review is then addressed clearly in the next two paragraphs.

Does the writer communicate complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes? Communicates complex ideas in an effective and sometimes convincing way, holding the target reader’s attention with ease, and fulfilling all communicative purposes.

Comments The final two paragraphs which assess what makes a film appeal to all ages are written with conviction. They bring the descriptor above a Band 3 for this scale, showing features of Bands 3 and 5.


ORGANISATION

Is the text organised impressively and coherently? The text is a well-organised, coherent whole.

Comments The organisation falls short of being ‘impressive’.


Does the writer use a wide range of cohesive devices and organisational patterns with flexibility? Uses a variety of cohesive devices and organisational patterns with flexibility.

Comments Examples: And of course…, Like all good family…, And there is also, albeit, the paragraphing clearly reflects the structure of the underlying argument . There is variety but not a ‘wide range’.


LANGUAGE

Does the writer use a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style? Yes

Comments Examples: gem, grumpy, yearning for adventure, slapstick elements, acts of unlikely heroism, endearing, subtle nods to pop culture

Is the writer’s use of grammar sophisticated, fully controlled and completely natural? Yes

Comments Examples: first sentence of first paragraph, final sentence as a whole In a house kept floating by balloons, no less, who are endearing not despite but because of their imperfections

Do any inaccuracies occur only as slips? Yes

Comments

Language mark: 5 Overall comments: This is a good example of a strong C2 performance, with room for some further improvement on the Communicative Achievement and, particularly, the Organisation scales.


Appendices A. Cambridge English Writing mark scheme – Glossary of Terms 1. GENERAL Generally Generally is a qualifier meaning not in every way or instance. Thus, ‘generally

appropriately’ refers to performance that is not as good as ‘appropriately’. Flexibility Flexible and flexibly refer to the ability to adapt – whether language, organisational

devices, or task conventions – rather than using the same form over and over, thus evidencing better control and a wider repertoire of the resource. Flexibility allows a candidate to better achieve communicative goals.

2. CONTENT Relevant Relevant means related or relatable to required content points and/or task

requirements.

Target reader The target reader is the hypothetical reader set up in the task, e.g. a magazine’s readership, your English teacher.

Informed The target reader is informed if content points and/or task requirements are addressed and appropriately developed. Some content points do not require much development (e.g. “state what is x”) while others require it (“describe”, “explain”).

3. COMMUNICATIVE ACHIEVEMENT Conventions of the communicative task

Conventions of the communicative task include such things as genre, format, register, and function. For example, a personal letter should not be written as a formal report, should be laid out accordingly, and use the right tone for the communicative purpose.

Holding the target reader’s attention

Holding the target reader’s attention is used in the positive sense and refers to the quality of a text that allows a reader to derive meaning and not be distracted. It does not refer to texts that force a reader to read closely because they are difficult to follow or make sense of.

Communicative purpose

Communicative purpose refers to the communicative requirements as set out in the task, e.g. make a complaint, suggest alternatives.


Straightforward and complex ideas

Straightforward ideas are those which relate to relatively limited subject matter, usually concrete in nature, and which require simpler rhetorical devices to communicate. Complex ideas are those which are of a more abstract nature, or which cover a wider subject area, requiring more rhetorical resources to bring together and express.

4. ORGANISATION Linking words, cohesive devices, and organisational patterns

Linking words are cohesive devices, but are separated here to refer to higher-frequency vocabulary which provide explicit linkage. They can range from basic high frequency items (such as “and”, “but”) to basic and phrasal items (such as “because”, “first of all”, “finally”). Cohesive devices refers to more sophisticated linking words and phrases (e.g. “moreover”, “it may appear”, “as a result”), as well as grammatical devices such as the use of reference pronouns, substitution (e.g. There are two women in the picture. The one on the right . . .), ellipsis (e.g. The first car he owned was a convertible, the second a family car.), or repetition. Organisational patterns refers to less-explicit ways of achieving connection at the between sentence level and beyond, e.g. arranging sentences in climactic order, the use of parallelism, using a rhetorical question to set up a new paragraph

5. LANGUAGE Vocabulary Basic vocabulary refers to vocabulary used for survival purposes, for simple

transactions, and the like.

Everyday vocabulary refers to vocabulary that comes up in common situations of a non-technical nature in the relevant domain.

Less common lexis refers to vocabulary items that appear less often in the relevant domain. These items often help to express ideas more succinctly and precisely.

Appropriacy of vocabulary

Appropriacy of vocabulary: the use of words and phrases that fit the context of the given task. For example, in I’m very sensible to noise, the word sensible is inappropriate as the word should be sensitive. Another example would be Today’s big snow makes getting around the city difficult. The phrase getting around is well suited to this situation. However, big snow is inappropriate as big and snow are not used together. Heavy snow would be appropriate.

Grammatical forms

Simple grammatical forms: words, phrases, basic tenses and simple clauses. Complex grammatical forms: longer and more complex items, e.g. noun clauses, relative and adverb clauses, subordination, passive forms, infinitives, verb patterns, modal forms and tense contrasts.

Grammatical control

Grammatical control: the ability to consistently use grammar accurately and appropriately to convey intended meaning. Where language specifications are provided at lower levels (as in Cambridge English: Key (KET) and Cambridge English: Preliminary (PET)), candidates may


have control of only the simplest exponents of the listed forms.

Range Range: the variety of words and grammatical forms a candidate uses. At higher levels, candidates will make increasing use of a greater variety of words, fixed phrases, collocations and grammatical forms.

Overuse Overuse refers to those cases where candidates repeatedly use the same word because they do not have the resources to use another term or phrase the same idea in another way. Some words may unavoidably appear often as a result of being the topic of the task; that is not covered by the term overuse here.

Errors and slips

Errors are systematic mistakes. Slips are mistakes that are non-systematic, i.e. the candidate has learned the vocabulary item or grammatical structure, but just happened to make a mistake in this instance. In a candidate’s response, where most other examples of a lexical/grammatical point are accurate, a mistake on that point would most likely be a slip.

Impede communication

Impede communication means getting in the way of meaning. Meaning can still be determined indicates that some effort is required from the reader to determine meaning.


B. Sample writing tasks Part 1


Part 2

C. Part 1 sample writing task with key points underlined

Does memory have a future?

A good memory is invaluable. The inability to make use of memory and past experience can be a severe limitation on how well we perform both mentally and physically. Nowadays, we rely on computers, mobiles and other electronic devices to store our most important information, which can be recalled at the touch of a button. However, some people are concerned that this reliance on electronic equipment may affect the development of our internal memory system in the future. It remains to be seen whether these concerns turn out to be valid.

The role of memory

We like to think of our memory as our record of the past, but all too often memories are influenced by imagination. It is risky, therefore, to regard memory as a source of knowledge, because we will never be able to verify the accuracy of a memory fully. Although memory is an unreliable source of knowledge about the past, its importance in self-identity is unquestionable. When a person suffers memory loss as a result of accident or illness, one of the most distressing consequences is likely to be a loss of self. Indeed, it can be argued that a person’s true identity resides in his or her collection of memories. The four key points underlined above might be summarised as follows: 1. memory is invaluable for mental and physical performance 2. reliance on electronic devices may affect human memory in the future 3. memory may not be an accurate record of the past 4. memories are a critical part of self-identity Remember:

• Examiners are trained to identify the key points in the two input texts and to mark candidates’ reformulations of key points in their own words in a standard manner.


D. Sample scripts

Sample script 1


Sample script 1 (continued)


Sample script 2


Sample script 3


Sample script 4


Sample script 5


Sample script 6


assessing writing performance c2

Documents

writing assessment scale

c2 writing tasks

piece of writing

c2 assessment scales

c2 level assessment

proficiency writing

writing examiners award

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