Composition: Assessment Guide
An impression mark is awarded to each piece of writing; all tasks carry the same maximum mark.
The general impression mark scheme is used in conjunction with a task-specific mark scheme, which focuses on criteria specific to each particular task. This summarises the content, organisation and cohesion, range of structures and vocabulary, register and format, and target reader indicated in the task
Candidates are penalised for inadequately dealing with the requirements of the task-specific mark scheme. The accuracy of language, including spelling and punctuation, is assessed on the general impression scale for all tasks.
The mark scheme below is interpreted at FCE level.
||Full realisation of the task set.
Fully achieves the desired effect on the target reader.
- All content points included with appropriate expansion.
- Wide range of structure and vocabulary within the task set.
- Minimal errors, perhaps due to ambition; well-developed control of language.
- Ideas effectively organised, with a variety of linking devices.
- Register and format consistently appropriate to purpose and audience.
||Good realisation of the task set. |
Achieves the desired effect on the target reader.
- All major content points included; possibly one or two minor omissions.
- Good range of structure and vocabulary within the task set.
- Generally accurate, errors occur mainly when attempting more complex language.
- Ideas clearly organised, with suitable linking devices.
- Register and format on the whole appropriate to purpose and audience.
||Reasonable achievement of the task set. |
Achieves, on the whole, the desired effect on the target reader.
- All major content points included; some minor omissions.
- Adequate range of structure and vocabulary, which fulfils the requirements of the task.
- A number of errors may be present, but they do not impede communication.
- Ideas adequately organised, with simple linking devices.
- Reasonable, if not always successful attempt at register and format appropriate to purpose and audience.
||Task set attempted but not adequately achieved. |
Message not clearly communicated to the target reader.
- Some major content points inadequately covered or omitted, and/or some irrelevant material.
- Limited range of structure and vocabulary.
- A number of errors, which distract the reader and may obscure communication at times.
- Ideas inadequately organised; linking devices rarely used.
- Unsuccessful/inconsistent attempts at appropriate register and format.
||Poor attempt at the task set. |
Very negative effect on the target reader.
- Notable content omissions and/or considerable irrelevance, possibly due to misinterpretation of task set.
- Narrow range of vocabulary and structure.
- Frequent errors which obscure communication; little evidence of language control.
- Lack of organisation, or linking devices.
- Little or no awareness of appropriate register and format.
||Achieves nothing: too little language for assessment (fewer than 50 words) or totally irrelevant or totally illegible.|