Me, Myself and I - 1st writing assignment - assessment scale B2 PDF

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Summary

Assessment scale/rubric for a writing assignment based on a lesson about the writing of the self and more specifically on an extract from Chruchill's memoirs....

Description

B2 5

CONTENT

COMMUNICATIVE ACHIEVEMENT

ORGANISATION

LANGUAGE

All content is relevant to the task:

All special requirements are met: -narrative of a personal anecdote -set in the past -humorous tone -formal language -consistent semantic field Effectively holds the reader’s attention.

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 past tense appropriately. Occasional errors may be present but do not impede communication.

personal narrative about a first day at school including bits of dialogue

4 3

Performance shares features of Bands 3 and 5. Minor irrelevances and/or omissions may be present. Task is on the whole completed.

Most special requirements are met though not always efficiently (inconsistent language register, for instance). Still holds the reader’s attention throughout the text.

2

Text is generally well organised and coherent, using a variety of linking words and cohesive devices.

Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis. Uses past tense appropriately. Errors do not impede communication.

Performance shares features of Bands 1 and 3.

1

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

0

Content is totally irrelevant. Task is not completed at all.

B2

CONTENT

COMMUNICATIVE ACHIEVEMENT

ORGANISATION

LANGUAGE

5

All content is relevant to the task:

All special requirements are met: -narrative of a personal anecdote -set in the past -humorous tone -formal language -consistent semantic field Effectively holds the reader’s attention.

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 past tense appropriately. Occasional errors may be present but do not impede communication.

personal narrative about a first day at school including bits of dialogue

4 3

Only a few special requirements are met. Partly holding the reader’s attention.

Text is connected and coherent, using basic linking words and a limited number of cohesive devices.

Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis. Some errors on past tense. While errors are noticeable, meaning can still be determined.

Performance below Band 1.

Performance shares features of Bands 3 and 5. Minor irrelevances and/or omissions may be present. Task is on the whole completed.

2

Most special requirements are met though not always efficiently (inconsistent language register, for instance). Still holds the reader’s attention throughout the text.

Text is generally well organised and coherent, using a variety of linking words and cohesive devices.

Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis. Uses past tense appropriately. Errors do not impede communication.

Performance shares features of Bands 1 and 3.

1

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

0

Content is totally irrelevant. Task is not completed at all.

Only a few special requirements are met. Partly holding the reader’s attention.

Text is connected and coherent, using basic linking words and a limited number of cohesive devices.

Performance below Band 1.

Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis. Some errors on past tense. While errors are noticeable, meaning can still be determined....