Marking Criteria for Level 5: Writing

Date:

Tutor(s)/Examiner(s):

Student/Candidate:

Final Grade:

Language and Content* (with regard to what can be expected from a student/candidate at Level 5)
Grade

Grammar*

Vocabulary*

Coherence/Fluency*

outstanding accuracy, ; one or two minor

errors at most; no errors in
spelling/punctuation

highly sophisticated, varied vocabulary;;

no errors; register always appropriate

excellent level of accuracy; hardly any

errors, and these are minor; hardly any
errors in spelling/punctuation

sophisticated, varied vocabulary; hardly

any errors; register always appropriate

high degree of accuracy; a few minor

errors; a few minor errors in spelling/
punctuation

broad vocabulary; a few minor errors;

appropriate register

B
60-69

good degree of accuracy; some errors,

which can be recurrent; some errors which
can be recurrent in spelling/punctuation

good variety of vocabulary; avoids

repetitions; there may be a few word errors;
appropriate register

C
50-59

appropriate degree of accuracy, overall;

recurrent/basic errors, including in
spelling/punctuation

vocabulary sometimes basic and/or some

basic word errors and/or problems with
register

highly coherent/clear; outstanding range of

connectors/cohesive devices; highly
controlled use of organisational patterns;
outstanding text structure; highly complex
sentence structures
very clear; excellent range of connectors/
cohesive devices and control of organisational patterns; excellent text structure and fluency/use of very complex sentence structure
coherent/clear; comprehensive range of
connectors/cohesive devices; very good text
structure and fluency/clear use of complex
sentence structures
coherent/clear, overall; use and control of
connectors/cohesive devices partly limited;
good text structure; good fluency,
occasionally simple sentence structures
mostly clear; some connectors; ideas are
linked; regular use of simple/short sentences; appropriate text structure and fluency

D
40-49

basic grasp of grammar; many recurrent

errors that can hamper understanding; many
recurrent errors in spelling/punctuation
limited grasp of grammar; many errors that
hamper general understanding; many errors
in spelling/punctuation
very limited grasp of grammar; very high
number of errors (incl. spelling/punctuation)
that almost prevent understanding
virtually no grasp of grammar; very high
number of errors (incl. spelling/punctuation)
that prevent understanding

basic vocabulary and/or many recurrent

word errors that sometimes hamper understanding; repetitions; problems with register
limited vocabulary and/or many errors that
hamper general understanding and/or
inappropriate register
very limited vocabulary/very high number
of errors that almost prevent understanding;
register is almost entirely inappropriate
hardly any vocabulary and/or very high
number of errors that prevent understanding

only few connectors; often simple

sentence structures; basic text structure;
basic coherence and fluency
unclear, disorganised; hardly any connectors; mainly very short/simple sentences; very basic text structure; difficult to understand
highly disorganised; extremely short/
simple sentences; hardly any text structure;
very difficult to understand
completely disorganised; no text structure;
mostly unintelligible

A++
90-100

A+
80-89

A
70-79

F+
33-39
F
20-32
FF

Comments

0-19

Grammar

Vocabulary

Coherence and Fluency

Content*
outstanding; highly accurate/ analytical/
original/ comprehensive/ exceptionally wellinformed

excellent; highly accurate/ analytical/

original; highly thorough approach; highly
informed
very accurate/ analytical; comprehensive
approach; well-informed; some elements of
originality
accurate; good analysis; overall wellinformed; may not be entirely
comprehensive
appropriate, but not always clear/ comprehensive/ less well-informed; sufficiently
accurate but less analysis; superficial;
simple/unfocused
adequate but basic/ superficial; low clarity;
not appropriately well-informed; analysis
shallow; simple/ unfocused; repetition
little understanding/ clarity; very limited
analysis/ accuracy; very simplistic; illinformed
very limited understanding/ clarity/
accuracy/ analysis; highly simplistic; very illinformed
extremely limited to no understanding/
clarity/ analysis; not informed at all; highly
simplistic

Content

Mark

Language:

Content:

* The weightings of language and content in calculating the final mark will vary according to the task. Please also see full description of the MFL- marking criteria on KEATS and/or in the Student Handbook.
(Kings College London/Modern Foreign Languages, June 2016)