The Common European Framework of Reference for Languages (CEFR) describes six

levels of language proficiency: A1, A2, B1, B2, C1, and C2. These levels are
divided into two broad categories: basic (A1 and A2) and intermediate/advanced (B1,
B2, C1, and C2).

A1: At the A1 level, learners can understand and use very basic everyday phrases.
They can introduce themselves and ask simple questions about personal details.
A2: At the A2 level, learners can understand more complex everyday phrases and can
express themselves with basic phrases. They can handle simple everyday situations.
B1: At the B1 level, learners can understand the main points of a conversation on
familiar topics. They can express themselves clearly and can write simple texts.
B2: At the B2 level, learners can understand complex texts and can express
themselves fluently. They can use language flexibly and effectively for social and
professional purposes.
C1: At the C1 level, learners can understand virtually everything they hear or
read. They can express themselves very fluently and precisely. They can use
language for academic and professional purposes.
C2: At the C2 level, learners have a native-like command of the language. They can
understand and produce any kind of spoken or written language.

Written Production

The CEFR document describes written production as the ability to produce written
texts that are clear, coherent, structured, and appropriate for a given purpose and
audience. It covers a range of writing skills, from simple sentences to complex
academic or professional reports.

Levels of Written Production Proficiency

The CEFR identifies several levels of written production proficiency:

A1: At this level, learners can write simple phrases and sentences. They can fill
in forms, write personal letters, and create simple notes.
A2: At this level, learners can write short, simple texts on familiar topics. They
can use basic grammar and vocabulary to describe events, experiences, and feelings.
B1: At this level, learners can write coherent and structured texts on a variety of
topics. They can use more complex grammar and vocabulary to express their ideas
clearly and concisely.
B2: At this level, learners can write clear and detailed texts on a wide range of
subjects. They can use complex grammar and vocabulary to organize their thoughts
and ideas effectively.
C1: At this level, learners can write complex and sophisticated texts. They can use
a wide range of grammar and vocabulary to express their ideas precisely and
fluently.
C2: At this level, learners have a native-like command of written language. They
can write on any topic with clarity, fluency, and accuracy.
Key Aspects of Written Production

The CEFR identifies several key aspects of written production:

Content: This refers to the information and ideas that are included in the text.
Organization: This refers to the way the text is structured and how the information
is presented.
Style: This refers to the way the text is written, including the use of language,
grammar, and punctuation.
Accuracy: This refers to the correctness of the grammar, spelling, and punctuation
in the text.
Strategies for Improving Written Production
There are a number of strategies that learners can use to improve their written
production skills, including:

Planning: This involves thinking about what you want to write before you start
writing.
Drafting: This involves writing a first version of your text.
Revising: This involves reviewing your text and making changes to improve it.
Editing: This involves checking your text for errors and making corrections.
By following these strategies, learners can produce written texts that are clear,
coherent, structured, and appropriate for a given purpose and audience.

Written Production

The CEFR document describes written production as the ability to produce written
texts that are clear, coherent, structured, and appropriate for a given purpose and
audience. It covers a range of writing skills, from simple sentences to complex
academic or professional reports.

Levels of Written Production Proficiency

The CEFR identifies several levels of written production proficiency:

A1: At this level, learners can write simple phrases and sentences. They can fill
in forms, write personal letters, and create simple notes.
A2: At this level, learners can write short, simple texts on familiar topics. They
can use basic grammar and vocabulary to describe events, experiences, and feelings.
B1: At this level, learners can write coherent and structured texts on a variety of
topics. They can use more complex grammar and vocabulary to express their ideas
clearly and concisely.
B2: At this level, learners can write clear and detailed texts on a wide range of
subjects. They can use complex grammar and vocabulary to organize their thoughts
and ideas effectively.
C1: At this level, learners can write complex and sophisticated texts. They can use
a wide range of grammar and vocabulary to express their ideas precisely and
fluently.
C2: At this level, learners have a native-like command of written language. They
can write on any topic with clarity, fluency, and accuracy.
Key Aspects of Written Production

The CEFR identifies several key aspects of written production:

Content: This refers to the information and ideas that are included in the text.
Organization: This refers to the way the text is structured and how the information
is presented.
Style: This refers to the way the text is written, including the use of language,
grammar, and punctuation.
Accuracy: This refers to the correctness of the grammar, spelling, and punctuation
in the text.
Strategies for Improving Written Production

There are a number of strategies that learners can use to improve their written
production skills, including:

Planning: This involves thinking about what you want to write before you start
writing.
Drafting: This involves writing a first version of your text.
Revising: This involves reviewing your text and making changes to improve it.
Editing: This involves checking your text for errors and making corrections.
By following these strategies, learners can produce written texts that are clear,
coherent, structured, and appropriate for a given purpose and audience.