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From Geocities 4: ESL Scales

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Neil Whitfield’s English and ESL Pages

 

Neil Whitfield’s ESL SCALES RUBRIC FOR WRITING

 

Note: Based on ESL Scales (Australia) 1994.

The scales describe a pathway all learners of English follow,

whatever their age .

 

Level 7

·         Writes complex texts characterised by a personal style and extended content.

·         Shows consistent control over textual features including subject-verb agreement, tense, use of modals, tag questions, prepositional idioms and complex conditionals

·         Adapts writing to take into account context, purpose and reader

 

 

 

 

 

Near Native Speaker

Level 6

·         Writes coherent texts characterised by a personal style and extended content.

·         Shows varying but usual control (90%?) over textual features including subject-verb agreement, tense, use of modals, tag questions, prepositional idioms, articles and complex conditionals

·         Takes account of context, purpose and reader

 

 

Has few problems; most SBHS texts and tasks at least here

Level 5

·         Writes coherent texts characterised by a degree of personal style and reasonably extended content.

·         Shows some (general) accuracy with textual features including subject-verb agreement, tense, use of common modals, tag questions, prepositional idioms, articles and conditionals

·         Takes some account of context, purpose and reader but may lack resources to do this consistently

 

 

Quite a few SBHS students will be here, especially if recently arrived

Level 4

·         Writes texts characterised by overall cohesion and coherence.

·         Shows quite variable accuracy with textual features including subject-verb agreement, tense, use of common modals, tag questions, prepositional idioms, articles and simple conditionals and formal/informal register

·         Demonstrates awareness that texts must be tailored to the requirements of the topic, purpose and audience.

 

 

Level 3

·         Writes a variety of simple coherent texts demonstrating a developing use of simple language and structures

·         Writes identifiable paragraph topic sentences; writes coherent sentences using some dependent clauses; writes predominantly in simple present and past tenses; uses subject-verb agreement with some accuracy; overgeneralises past tense forms (“drinked”); makes varying use of articles.

·         Demonstrates awareness of common formats and text types.

 

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