english essay

IFY CW 2 Extended Research Essay Marking Criteria

Level Task Achievement Organisation Language Control Language Range Academic Conventions

18 – 20

marks

90 – 100%

C2 IELTS 8.0 – 9 CPE

1. All requirements (topic, reader, purpose and word limit) of instruction appropriately met. (T) 2. Presents a clear position throughout .(I2) 3. Fully satisfies all aspects of the task, and expertly presents a clear and fully developed response. (I) 4. No opportunities for improvement can be seen. (I2)

1. Full and appropriate use of a variety of organisational patterns and a wide range of connectors in order to well -structured, clearly organized writing. (C) 2. Paragraphing, introduct ion, conclusion and topic sentences are logical/ effective . (C) 3. Uses a range of cohesive devices , (C) managing all aspects well. (I) 4. No opportunities for improvement can be seen . (I2)

1. Consistently maintains grammatical control of complex language. (C) 2. Errors are rare and difficult to spot. (C) 3. Excellent spelling and punctuation. (T) 4. No opportunities for improvement can be seen.(I2)

1. Can reformulate ideas in differing ways to give emphasis, to differentiate and to eliminate ambiguity . (C) 2. Uses a wide range of vocabulary with very natural and sophisticated control of lexical features. (I) 3. No opportunities for improvement can be seen.(I2)

1. Academic register and tone appropriate and consistent. (I) 2. Paraphrase, summary and direct quotation skilfully incorporated to support all point s. (I2) 3. References and citations are expertly managed showing extensive knowledge of referencing patterns . (I2) 4. No opportunities for improvement can be seen.(I2) Demonstrates outstanding understanding of key concepts that are relevant to the title . Outstanding evidence of evaluation, critical thinking and synthesis.

17.5 marks

16.75

80 - 89%

C1.2

IELTS 7.5 - 8

1. All requirements (topic, reader, purpose and word limit) of instruction appropriately met.(T) 2. Presents a clear position throughout .(I2) 3. All aspects of the task are clearly and fully addressed . (I2) 4. Highlights main issues and provides relevant examples and details, including an appropriate conclusion. (C)

1. Clear, well -structured writing, showing good control, with ideas linked logically into smoothly - flowing, coherent text. (C) 2. Paragraphing, introduction, conclusion and topic sentences are logical/ effective .(I2) 3. Uses a range of cohesive devices , (C) managing all aspects well. (I)

1. Consistently maintains grammatical control of complex language. (C) 2. Errors are rare and difficult to spot. (C) 3. Excellent spelling and punctuation. (T)

1. Has a good command of a broad vocabulary. (C) 2. Includes collocations and less common lexical items effectively and precisely. (Ca)

1. Academic register and tone appropriate and consistent. (I) 2. Paraphrase, summary and direct quotation skilfully incorporated to support points . (I2) 3. References and citations are accurate and show a wide knowledge of referencing patterns . (I2)

Demonstrates excellent understanding of key concepts that are relevant to the title. Excellent evidence of evaluation, critical thinking and synthesis.

15.5 marks

14.75

70 - 79 %

C1.1

IELTS 7.0 CAE

1. All requirements (topic, reader, purpose and word limit) of instruction appropriately met. (T) 2. Presents a clear position throughout . (I2) 3. All aspects of task are clearly covered and well developed . (I2) 4. Highlights the most important points, and sup porting reasoning with examples. (C)

1. Clear, well -structured writing, linking ideas into coherent text. (C) 2. Paragraphing, introduction, conclusion and topic sentences largely logical/ effective . (C) 3. Uses a range of cohesive devices appropriately , although there may be some under -/ over -use . (I)

1. Maintains a high degree of grammatical control in writing, (C) using a range of complex structures . (I) 2. Produces frequent error -free sentences. (I) Errors do not impede understanding . 3. Excellent spelling and punctuation. (T)

1. Has a good command of a broad vocabulary (C). 2. Uses less common and academic lexis appropriately (Ca) and some awareness of collocation . (I)

Demonstrates excellent understanding of key concepts that are relevant to the title. Strong evidence of evaluation, critical thinking and synthesis. 13.5 marks

12.75

60 - 69%

B2.2

IELTS 6.5 TRINITY ISE II DISTINCTION

1. Most requirements (topic, reader, purpose and word limit) of instruction appropriately met. (T) 2. Presents a relevant position , though may occasionally lack focus . (I2) 3. All aspects of task are addressed though some parts may be more fully covered . (I) 4. Highlights significant points and including supporting detail, (C) though some details and supporting detail may be inappropriate , irrelevant or inaccurate. (I)

1. Information and ideas arranged coherently with clear overall progression. (I) 2. Paragraphing, introduction, conclusion and topic sentences may not always be logical/ effective, but present . (I2) 3. Uses a variety of linking words efficiently to mark clearly the relationships between ideas, (C) but cohesion within and/or between sentences may be faulty or mechanical. (I)

1. Maintains good grammatical control, (C) using a range of grammatical structures. 2. Produces some error -free sentences. Minor errors rarely impede comprehension and are generally non -serious. (I2) 3. Generally clear spelling and punctuation. (T)

1. Uses an appropriate range of vocabulary for the task so as to avoid repetition . (I2) 2. Uses less common and academic vocabulary but with some inaccuracy . (I)

1. Clear awareness of academic register and tone, but may be inconsistencies . (I2) 2. Incorporates paraphrase, summary and direct quotation to a good standard, though may over - rely on one form. 3. Referencing and citation included, but may be unclear or inaccurate in places . (I2)

Demonstrates very good understanding of key concepts that are relevant to the title. Shows evidence of evaluation and critical thinking.

11.5 marks

10.75

50 – 59%

B2. 1.2

IELTS 6 Trinity ISE II MERIT

1. Most requirements (topic, reader, purpose and word limit) of instruction acceptably met. (T) 2. Presents a relevant position , but may be unclear in parts. (I) 3. All aspects of task are addressed although some parts may be only covered minimally . (I2) 4. Presents and adequately highlights significant points , but details may be irrelevant , inappropriate or inaccurate. (I)

1. Clear pr esentation and logical development of most ideas and arguments. (I2) 2. Paragraphing, introduction, conclusion and topic sentences may not always be logical/ effective, but present .(I2) 3. Some use of cohesive devices, (T) but cohesion within and/ or betw een sentences may be repetitive / faulty .

1. Appropriate range of grammatical items with good level of accuracy ; (T) using a mix of simple and complex forms . (I) 2. Makes errors , but rarely impede understanding . (I) Errors mostly non -systematic. (T) 3. Sp elling and punctuation is acceptable. (I2)

1. Adequate range of lexical items relating to the task.(T) 2. Attempts to use less common/academic vocabulary, but with some inaccuracy . (I)

1. Awareness of academic register and tone evident, though inconsistencies are present . (I2) 2. Uses paraphrase, summary and/or direct quotation, though may be minor errors or instances of ‘lifting’ . (I2) 3. Referencing and citation included, but may be unclear or inaccurate in places. (I2)

Demonstrates good understanding of the key concepts and terminology that are relevant to the title. Able to use knowledge to construct basic arguments relating to key issues and attempts to evaluate them.

9.5 marks

8.75

40 - 49%

B2.1.1

IELTS 5.5 Trinity ISE II PASS FCE

1. Most requirements (topic, purpose and word limit) of the instruction acceptably met. (T) 2. Expresses a position, but may lack clear and consistent reasoning and conclusions. (I2) 3. Most aspects of the task are addressed. (I2) 4. Main points covered , though there may be some lacking support or include irrelevant details . (T) May be unclear signposting of significant points. (I2)

1. Links points into a clear, well - organised text, though may not always do this smoothly. (C) 2. Awareness of the need for structure, but may be only partially achieved. There may be limited paragraphing . (T) 3. Attempts to use cohesive devices, although may be some inconsistent/ faulty use of cohesive devices . (T) May be repetitive due to lack of referencing or substitution. (I)

1. Acceptable level of grammatical accuracy and appropriate for the task, although range may be restricted . (T) 2. Errors do occur and sometimes impede understanding . (T) 3. Spelling and punctuation is generally acceptable . (I2)

1. Sufficient range of vocabulary to vary formulation and avoid repetition on familiar topics (C). 2. Attempts to use less common/ academic vocabulary, but with some inaccuracy . (I)

1. Academic register and tone may be variable and sometimes inapp ropriate. (I2) 2. Attempts to use paraphrase, summary and/ or direct quotation, but largely unsuccessful with weak paraphrasing and lifts occurring . (I2) 3. Attempts to use references and appropriate citation but significant errors/omissions present. (I2)

Demonstrates a general understanding of the key concepts that are relevant to the title. Shows some awareness of the specific analytical elements. Some attempt is made to explain or explore key points or debate within the subject area. 7.5 marks

6.75

30 - 39%

B1.2

IELTS 5

1. Some requirements (topic, purpose and word limit) of the instruction met. (I2) 2. Expresses a position, but not always clear may lack conclusions drawn. (I) 3. Addresses the task only partially . (I) 4. Presents but inadequately covers main points ; there may be a tendency to focus on details. (I)

1. Student presents information with some organisation but there may be a lack of overall progression . (I) 2. Paragraphs, introduction and conclusion used but largely inad equate . Topic sentences often ineffective or non -existent.(I2) 3. Cohesive devices may be inadequate, inaccurate or over - used. (I)

1. Uses only a limited range of structures. Attempts complex sentences but tend to be less accurate than simple sentences. (I) 2. Frequent errors exist which may cause some difficulty for the reader. (I) 3. Spelling and punctuation may be faulty. (I)

1. Has a sufficient, but limited range of language ; minimally appropriate for the task. (I) 2. Attempt to use some less common / academic vocabulary, but reliant on more common items . (I2)

1. Register and tone may be variable and sometimes inappropriate . (I2) 2. Some attempt to include paraphrase, summary or direct quotation, but largely unsuccessful with weak paraphrasing and significant lifts occurring. (I2) 3. Only minor attempts to engage with referencing and citation; errors predominate . (I2) Demonstrates little or confused understanding of the concepts relevant to the title. Very little analysis attempted.

5.5 marks

4.75

20 - 29%

B1.1.2 IELTS 4.5

1. Does not meet most requirements (topic, purpose and word limit) of the instruction. (I2) 2. Presents a position but is largely unclear . (I2) 3. Responds to the task only in a minimal way or the answer is tangential .(I) 4. Presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported. (I)

1. Information and ideas presented are not arranged coherently and there is no clear progression in the response. (I) 2. Introduction, conclusion and topic sentences extremely vague/non -existent .(I2) 3. Links a series of short phrases into a connected, sequence of points, (C) but cohesive devices may be missing, repetitive or inaccurate.

1. Uses only a very limited ran ge of structures with only rare use of subordinate clauses. (I) 2. Some structures are accurate, but errors predominate . (I) Limited control of word choice and/or formation, causing strain for the reader. (I) 3. Spelling and punctuation is often faulty . (I)

1. Uses only basic vocabulary , which may be used repetitively or inappropriately. (I)

1. Register and tone may be inappropriate . (I) 2. Limited evidence of ability to paraphrase, summarise or use direct quotation, the majority is lifted . (I2) 3. Only minor attempts to engage with referencing and citation; errors and omissions predominate . (I2)

Demonstrates very little understanding of the main concepts that are relevant to the title. There is very little evidence of an understanding of the academic content. Little or no analysis.

3.5 marks

2.75

10 - 19%

B1.1.1 IELTS 4

1. Does not meet most requirements (topic, purpose and word limit) of the instruction. (I2) 2. Presents a position but is unclear . (I) 3. Student fails to address task which may have been completely misunderstood. 4. Predominantly limited ideas presented and largely irrelevant/repetitive . (I2) Lacking in justification or explanation of ideas. (C)

1. Fails to organise information and ideas logically or coherently. (I) 2. No clear introduction, conclusion or topics sentences provided. (I2) 3. Cohesive devices may be limited and inaccurate . Uses only the most important connecting words (for example, “first”, “then”, “after”, “later”). (C)

1. Attempts sentence forms but with limited success, or relies on known grammatical structures, using only simple structures correctly . (C) 2. Errors in grammar and predominate and distort the meaning of the text. (I) 3. Errors in spelling and punctuation causes confusion . (I2)

1. Vocabulary is limited to familiar everyday situations and topics (C) and may be inadequate for the task. (I)

1. Little awareness of register and/or tone evident. (I2) 2. Lacks in all aspects of academic style - unacceptable as a piece of academic writin g. (I2)

Demonstrates no understanding of the main concepts that are relevant to the title. No analysis or evaluation attempted.

0 – 1.5 mark

0 – 9%

IELTS under band 4

Response is barely related to task with no position or development clear. (I) Very little control over organisational features is demonstrated. (I) Links ideas with very basic connectors, such as "and”, "but" and "because”. (C)

Uses correctly simple structures accurately, but often makes basic mistakes – for example mixing up tenses and forgetting to use the right endings. (C) Grammar level is very basic. (I)

Has enough vocabulary to communicate only in simple everyday situations. (C) Uses basic vocabulary only with an extremely limited ran ge being employed. (I)

Lacks in all aspects of academic style - unacceptable as a piece of academic writing. (I2)

Not relevant to the title. There is no evidence of academic content. No analysis or evaluation attempted.

C = Council of Europe Framework of Reference I = taken from IELTS descriptors T = Trinity ISE I2 = ISC Ca = Cambridge

The second task achievement level descriptors relate to academic knowledge and understanding and analysis and evaluation RQF level descriptors , where 40% indicates threshold standards have been met.

Note that for each band, there are three possible marks, dependent on whether the student has met one, some or all of the cri teria.