Performance levels BAND 5
Criterion [10 pts]
Hook is engaging, relevant, and
appropriate for the audience.
The background immediately
follows the hook and provides a
clear connection to the thesis
statement. The thesis has a
narrow topic, a disputable claim
and three points of support. It is
not longer than 28 words (2)
Introduction: Hook-
Background-Thesis
statement
Topic sentences clearly state
main ideas of each paragraph
and are connected to thesis
statement. Supporting
sentences develop the idea
presented in the topic sentence
by providing examples, reasons
or descriptions. There are
between 4 and 5 supporting
sentences. The concluding idea
summarizes the paragraph and
Body connects it with the next (2)
Topic sentences-
Supporting and
concluding
Sentences
BAND 4
[8 pts]
Hook is interesting but it
may lack relevance or be
inappropriate for the
audience. The background
provides a connection to
the thesis statement, but
may be awkward or
lacking. Thesis statement
may lack one of the
following three
components: (1) narrow
topic (2) claim and (3)
three points of support.
The claim itself may be
obvious, lack focus, or
irrelevant (1.6)
Topic sentences may
present one of the
following problems: (1) do
not present main idea, (2)
begin to develop
argument, or (3) do not
reflect thesis statement.
Supporting sentences lack
sufficient examples,
reasons or descriptions.
There may be fewer than 4
sentences per paragraph
or an uneven distribution
of sentences for each
paragraph. The concluding
idea summarizes the
paragraph but may not
connect it with the next
(1.6)
 In the concluding paragraph, the Thesis statement is
thesis statement is restated or restated but there is some
rephrased to summarize essay. similarity to the original OR
The author suggests a call to it is rephrased in such a
Conclusion: action, a prediction, or a way that its meaning is
question to end the essay. (1) different from the thesis
Tie-in to thesis statement. The author's
statement- concluding statement may
Concluding be obvious or unrealistic.
statement (0.8)

Good use of structures at

slightly below the Ss level.
Author uses a wide range of Range of vocabulary
structures with full flexibility and somewhat below present
accuracy; rare minor errors level(0.8)
Grammar and occur only as ‘slips’ and range of
Vocabulary vocabulary with very natural and
sophisticated control of lexical
features appropriate for the
level (1)

Almost no spelling mistakes in

essay, capitalization rules are
closely followed. Proper use of
punctuation throughout essay. Between 5 and 10 spelling
Use helps to understand essay
Mechanics: Spelling, more properly (1)
Capitalization and
Punctuation
mistakes in essay.
Capitalization may be
somewhat lacking. Most
sentences contain proper
punctuation. Mistakes do
not hinder comprehension
of text (0.8)

Very well-organised and Mostly organised and

Organization: internally coherent, showing a internally coherent,
very clear progression of showing a clear
information or ideas. Extensive progression of information
use of cohesive devices that help or ideas. Good use of
ideas to flow within the cohesive devices although
paragraph and within the essay some parts of the essay
(1) could have been better
with the use of linkers or
pronouns (0.8)
Cohesion and coherence
 Demonstrates a deep
understanding of the context,
and the purpose matches the
assigned task. The register is
exactly suited to the genre of a
persuasive essay. Word choice
and sentences are correct,
concise, and appropriate for the
task. Style is straightforward and
readable (1)
Register and style
Demonstrates adequate
consideration of the
context and purpose and a
clear focus on the assigned
task. The register is mostly
suited to the genre of a
persuasive essay. Word
choice and sentences are
usually correct and mostly
appropriate to the task but
not always concise. Style is
generally readable (0.8)

Uses the conventions of the Uses the conventions of

communicative task effectively the communicative task to
to convince the reader and convince the reader and
Audience and tone communicate straightforward communicate
and complex ideas, as straightforward ideas. The
appropriate. The tone is tone is mostly assertive
assertive (1) (0.8)

STUDENT DOES NOT COMP

 BAND 3 BAND 2 BAND 1
[6 pts] [4 pts] [2 pts]
The hook is neither interesting nor No identifiable hook or No identifiable hook or
relevant. It is inappropriate for background found. Thesis background found. Thesis
the audience. Transition statement is missing or it may statement is missing or it may
sentences fail to connect hook to have a claim presenting two sides be presented in the form of a
thesis statement. Thesis (0.8) question, a fact, the topic
statement may lack arguments or (0.4)
points of support. The topic may
be too broad. The claim might be
unclear (1.2)

Topic sentences may be missing, Two or more missing topic No use of topic sentences
not placed at the beginning of sentences or topic sentences that and/or supporting sentences.
each paragraph or have no are not connected to thesis Content does not reflect the
connection with thesis statement. statement. Paragraphs lack topic sentences (0.4)
Almost no supporting sentences. supporting sentences. Few, if any,
Sentences fail to develop main examples, reasons or descriptions
ideas and lack examples, reasons to support main idea. No
or descriptions The concluding concluding idea. ( 0.8)
idea may be incomplete (1.2)
Thesis statement has simply been
paraphrased without adding
another interpretation. The
author's concluding statement is
somewhat related to what is
claimed in the thesis statement
(0.6)
Thesis statement has simply been No reference made to thesis
copied. The author's concluding statement. No concluding
statement is not related to what statement (call to action,
is claimed in the thesis statement prediction, quotation or
(0.4) question) (0.2)

Use of simple structures from Grammar and vocabulary is Grammar and vocabulary is
below present level of author. either: considerably below either: well below present
Mistakes impede understanding present level OR there is such a level OR there is such a high
and range of vocabulary is below high degree of mistakes that degree of mistakes making
present level (0.6) understanding the text is severely the text incomprehensible.
hampered. (0.4) (0.2)

Frequent spelling mistakes Recurrent spelling mistakes in Abundant spelling mistakes in

present. Capitalization mistakes basic lexical items. Capitalization basic lexical items.
may also be prevalent. Lack of rarely used properly. Little, if any, Consistent lack of proper
proper punctuation makes use of punctuation. Reading of capitalization and
understanding difficult. Missing text is extremely difficult as a punctuation. Comprehension
commas and periods are result (0.4) of text is almost impossible
prevalent (0.6) (0.2)

Some attempt at organisation, Very little if any attempt at Information or ideas are not
which may include slight oganisation of Information or organised logically or
incoherencies. There may be ideas in a logical or coherent coherently, with no clear or
some lack of an overall fashion,. There is no clear or little little progression in the
progression of information or progression in the response. response. No use of cohesive
ideas. Scarce use of cohesive Some clear incoherencies. devices (0.2)
devices. Paragraphs lack a flow of Cohesive devices are present but
ideas and/or arguments (0.6) not used correctly or
effectively(0.4)
 Demonstrates awareness of the
context and the purpose of the
assigned task. The register is fairly
suited to the genre of a
persuasive essay. Word choice
and sentences are sometimes
incorrect or inappropriate to the
task. Style may be wordy (0.6)
Demonstrates minimal attention Demonstrates no attention to
to the contex and the purpose of the contex and the purpose
the assigned task. The register is of the assigned task. The
unsuited to essay writing. Word register is unsuited to essay
choice and sentences are mostly writing. Word choice and
incorrect or inappropriate to the sentences are incorrect or
task. Style is difficult to read (0.4) inappropriate to the task.
Style is extremely difficult to
read (0.2)

Does not follow the

Barely follows the conventions of conventions of the
The reader may not be convinced.
the communicative task and the communicative task and
Only straightforward ideas are
reader is not convinced. The tone presents unconvincing ideas
presented. The tone can be
can be inappropriate or for the target audience. The
variable at times (0.6)
nonassertive (0.4) tone is inappropriate or
nonassertive (0.2)

STUDENT DOES NOT COMPLY WITH THE QUESTION TASK

 BAND 0
MARKS
[0 pts]
The student does
not comply with the
task. (0)

The student does

not comply with the
task. (0)

2
 The student does
not comply with the
task. (0)

The student does

not comply with the
question task. (0)

The student does

not comply with the 1
question task. (0)

The student does

not comply with the 1
question task. (0)
 The student does
not comply with the 1
task. (0)

The student does

not comply with the 1
question task. (0)