The criteria below give an indication of how examiners grade written proficiency in first-year language modules (ab-initio/beginner). The criteria are cumulative (a higher grade implies the possession of the skills described at lower grades, as well as the absence of deficiencies described at lower grades). At the same time, the grade profiles are necessarily general and typical: a candidate need not fit all aspects of a profile to fall into that grade band and there may be elements that do not apply to every written assessment. Students should be aware that different languages may have different learning outcomes. There may be elements that do not apply to every writing assessment task.
Content / Cohesion & coherence
Structure
Use of discourse strategies* / Vocabulary, idiom and register / Grammar
1st / High 1st
90-100 / Exemplary content demonstrating originality of thought and complete understanding of the topic. / Highly effective with exemplary use of connectors and discourse markers, creating an exemplary and accomplished structure. / Exemplary use of a wide range of specific vocabulary, expressions, structures and idiomatic language. Exemplary understanding of the register appropriate to the task. / Exemplary level of grammatical accuracy, demonstrating total comprehension. Exemplary control of grammatical structures.
Good 1st
80-89 / Outstanding content demonstrating original thought and informed analysis. / Very effective with an outstanding use of connectors and discourse markers, creating an outstanding and accomplished structure. / Outstanding use of a wide range of specific vocabulary, expressions, structures and idiomatic language. Outstanding understanding of the register appropriate to the task. / Outstanding level of grammatical accuracy with only minor errors. Outstanding control of grammatical structures.
Low 1st
70-79 / Excellent content demonstrating generally original thought and informed analysis. / Effective with excellent use of wide-ranging connectors and discourse markers. Overall, an excellent structure. / Excellent use of a range of appropriate and sophisticated vocabulary, expressions, structures and idiomatic language. Excellent understanding of the register appropriate to the task. / Excellent level of grammatical accuracy with minor errors that may be compensated by demonstrable accuracy in other areas. Excellent control of grammatical structures.
2nd / High 2:1
65-69 / Very good content for the most part with examples of original thought and informed analysis. Some reliance on pre-learnt structures, but material well integrated. Some minor lapses in the clarity of argument/analysis but these do not compromise the overall performance. / Very sound with varied use of very good connectors and discourse markers. Overall, a very good structure. / Very good use of a range of appropriate and in part sophisticated vocabulary, structures, expressions and idiomatic language. Very good understanding of the register appropriate to the task. / Very good level of grammatical accuracy with few errors, which for the most part do not compromise clarity of meaning. Very good control of grammatical structures.
Low 2:1
60-64 / Good content for the most part with some clear examples to illustrate the argument and evidence of good analytic skills. Occasional tendency to rely on pre-learnt structures and some lapses in the clarity of argument/analysis that slightly affect the performance. / Sound with good use of connectors and discourse markers. Overall, a good structure. / Good use of a range of appropriate vocabulary, expressions, structures and idiomatic language. For the most part, a good understanding of the register appropriate to the task is evident. / Good level of grammatical accuracy with some basic errors, which for the most part do not compromise clarity of meaning. Good control of grammatical structures.
High 2:2
55-59 / Competent content but with relatively few examples to illustrate the argument and these tend to be overly descriptive. In general, there is too much reliance on pre-learnt structures, which limits the originality of expression. / Competent use of limited range of connectors and discourse markers. Overall, a competent structure. / Competent range of vocabulary, expressions and structures with limited use of idiomatic language. For the most part, competent understanding of the register appropriate to the task. / Competent level of accuracy with frequent basic errors that minimally affect clarity of meaning. Competent control of grammatical structures. .
Low 2:2
50-54 / Adequate content but too few examples to illustrate the argument. Overly descriptive and overly reliant on pre-learnt structures. / Adequate use of a limited range of basic connectors and discourse markers. Overall, an adequate structure. / An only adequate range of vocabulary, expressions and structures with minimal use idiomatic language. Adequate understanding of the register appropriate to the task. / Adequate level of accuracy with some frequent, possibly major, errors, which may affect clarity of meaning. Adequate control of grammatical structures.
3rd / 45-49 / Limited content in terms of ideas and originality of thought. Very descriptive and very reliant on pre-learnt structures. / Limited use of basic connectors and discourse markers, affecting the overall coherence and structure of the task. / Limited range of vocabulary, expressions and structures with no attempt to use idiomatic language. In part inappropriate register for the task. / Limited level of accuracy with repeated errors that affect clarity of meaning and communication. Limited control of grammatical structures.
40-44 / Elementary content with total lack of originality. Excessively descriptive and wholly reliant on pre-learnt structures. No evidence of analytic skills. / Very limited use of a few basic connectors and discourse markers, seriously affecting the overall coherence and structure of the written task. / Very limited range of vocabulary, expressions and structures with use of isolated words and phrases related to the task. No attempt to use idiomatic language. Inappropriate register for the task. / Very limited level of accuracy with repetition of basic errors that severely affect clarity of meaning and communication. Very limited control of grammatical structures.
Fail / 35-39 / Poor content. Ideas remain undeveloped and examples are not introduced to illustrate argument. / Due to a near absence of connectors and discourse markers, the written task lacks coherence and meaning is unclear. / Inadequate range of vocabulary, expressions and structures, resulting in inauthentic expression and severely affecting clarity of meaning. Language may be seriously affected by interference of first language. / Inaccurate use and severely limited control of grammar and grammatical structures with repetition of basic errors that severely affect clarity of meaning and communication. At times unintelligible.
30-34 / Very poor content. Ideas are undeveloped throughout and the argument is without cohesion. / Due to a constant absence of connectors and discourse markers, the written task is without cohesion and meaning is difficult to grasp. / Very poor range of vocabulary, expressions and structures, resulting in inauthentic expression and severely affecting clarity of meaning. No attempt to use register appropriate to the task. Language may be seriously affected by interference of first language. / Completely inaccurate use and severely limited control of grammar and grammatical structures with repetition of basic errors that severely affect clarity of meaning and communication. Often unintelligible.
0-30 / Negligible content. The piece is almost incomprehensible as the result of omissions and inaccuracies. / Due to the complete absence of connectors and discourse markers, the written task is incoherent and it is impossible to grasp the meaning. / Unacceptable range of vocabulary and expression, no evidence of understanding of structures. No awareness of register. Language may be seriously affected by interference of first language. / No discernible understanding of basic grammar and basic grammatical structures.
* Discourse strategies refers to connectors and markers such as “first of all”, "now", "then", and connectives such as “so", "because", "and", "but", etc. that give cohesion to text.