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    Nora Sánchez
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    Content is evaluated on relevance to the task and how informed the target reader is. Organization looks at coherence, linking words, and cohesive devices. Language examines vocabulary use and range as well as grammatical control and how much meaning can be determined despite errors. Scores range from 5 (highest) to 0. Considerations for teachers include having students carefully read tasks to stay on topic and giving feedback learners find helpful.

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    Content is evaluated on relevance to the task and how informed the target reader is. Organization looks at coherence, linking words, and cohesive devices. Language examines vocabulary use and range as well as grammatical control and how much meaning can be determined despite errors. Scores range from 5 (highest) to 0. Considerations for teachers include having students carefully read tasks to stay on topic and giving feedback learners find helpful.

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    258 views1 page

    A2 Writing Rubric

    Uploaded by

    Nora Sánchez
    Content is evaluated on relevance to the task and how informed the target reader is. Organization looks at coherence, linking words, and cohesive devices. Language examines vocabulary use and range as well as grammatical control and how much meaning can be determined despite errors. Scores range from 5 (highest) to 0. Considerations for teachers include having students carefully read tasks to stay on topic and giving feedback learners find helpful.

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    © All Rights Reserved
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    of 1

    A2 Writing Rubrics

    Learners' writing for A2 is assessed for Content, Organization and Language.


    The detailed band descriptors are as follows:

    Writing Tasks (Asssignments)

    Content Organization Language

    • Uses everyday vocabulary


    generally appropriately, while
    Text is connected and coherent, occasionally overusing certain
    • All content is relevant to the
    using basic linking words and a lexis.
    5 task.
    limited number of cohesive • Uses simple grammatical forms
    • Target reader is fully informed.
    devices. with a good degree of control.
    • While errors are noticeable,
    meaning can still be determined.

    4 Performance shares features of Bands 3 and 5.


    • Uses basic vocabulary
    • Minor irrelevances and/or
    reasonably appropriately.
    omissions may be present,
    Text is connected using basic, high- • Uses simple grammatical forms
    3 • Target reader is on the whole
    frequency linking words. with some degree of control.
    informed.
    • Errors may impede meaning at
    times.
    2 Performance shares features of Bands 1 and 3.
    • Irrelevances and • Produces basic vocabulary of
    Production unlikely to be
    misinterpretation of task may be isolated words and phrases.
    connected, though punctuation
    1 present.
    and simple connectors (i.e. 'and')
    • Produces few simple
    • Target reader is minimally grammatical forms with only
    may on occasion be used.
    informed. limited control.
    • Content is tottaly irrelevant.
    0 • Target reader is not informed.
    Performance below Band 1.

    ____ / 15 Points
    Considerations
    • In class, encourage learners to practise reading the writing task very carefully. This will ensure they stay on topic and
    answer the question that has been asked. It will also help them achieve a good score for Content.
    • In the classroom, assessment isn’t the end of the writing process. If you give something back to a learner to correct or
    to write again, remember to check the next version and then give them feedback on this too.
    • Feedback is very personal. Talk to learners about what feedback they appreciate and work together to find what works
    best for them.

    Copyright Coordinación Calidad Académica Inglés / Learning Operations 2023

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