Level
Advanced High
Tasks
Content/Context
Comprehensibility
Texts Produced
Able to write about a variety of topics
with significant precision and detail.
Can handle most social and informal
correspondence according to
appropriate conventions. Can write
summaries, reports, and research
papers.
Able to meet a range of work and/or
academic writing needs with good
organization and cohesiveness that may
reflect the principles of their first
language.
Writing often reads successfully,
but may fail to convey the subtlety
and nuance of the superior level.
Errors in grammar, syntax,
vocabulary, spelling, cohesive
devices, or punctuation may
occasionally distract the native
reader form the message.
Readily understood by natives
unaccustomed to dealing with
non-natives.
Writers generally show good
control of grammatical structures
and fairly large vocabulary, but
do not use them consistently.
Advanced Mid
Advanced Low
Able to meet basic work and/or
academic writing needs, produce
routine social correspondence, write
about familiar topics by means of
narratives and descriptions of a factual
nature, and write simple summaries.
Writing at the advanced low level is
understood by natives not used to
the writing of non-natives although
some effort may be required.
In their narrations and descriptions,
they combine and link sentences
into connected discourse of
paragraph length.
Intermediate High
Are able to meet practical writing
needs, such as taking notes on familiar
topics, writing uncomplicated letters,
simple summaries and compositions
related to work, school experiences
and topics of current and general
interest.
Are able to meet a number of practical
writing needs, mostly in present time,
with inconsistent references to other
time frames.
Can describe and narrate in all
major time frames, with good
control of aspect. Shows some
ability to develop arguments and
construct hypotheses, but cannot
sustain that ability, and may have
difficulty dealing with topics in
impersonal terms.
Writing is characterized by the use
of vocabulary that expresses
thoughts clearly, at times
supported by some paraphrasing
or elaboration. Cohesive devices
are varied and connect texts of
several paragraphs in length. There
is good control of frequently used
language syntactic structures, e.g.,
common word order patterns,
coordination, subordination. There
may be errors in complex
sentences, as well as in
punctuation and spelling.
Able to use major time frames
with some control of aspect. Can
connect sentences into texts of
paragraph length and structure,
but cohesive devices may be
repetitive. Subordination in the
expression of ideas is present and
structurally coherent, but generally
relies on first language patterns of
writing.
Sentences are connected into
paragraphs using a number of
cohesive devices that tend to be
repeated.
Generally comprehensible to
natives not used to the writing of
non-natives, but gaps in
comprehension may occur.
Can write simple descriptions and
narrations of paragraph length on
everyday evens and situations in
different time frames, although
with some inconsistencies.
Writing is based on topics related to
personal experiences and
immediate surroundings. There is
little evidence of deliberate
Writing, though faulty, is
comprehensible to natives used to
the writing of non-natives.
Can write short, simple
compositions, descriptions, and
requests for information in loosely
connected texts.
Intermediate Mid
Able to write straightforward
summaries, to narrate and
describe with detail in all major
time frames.
organization; instead sentences are
loosely strung together.
Intermediate Low
Can create statements and formulate
questions based on familiar material.
Sentences are in conversational style
with basic subject-verb-object word
order.
Novice High
Can create sentences and short
paragraphs related to most survival
needs (food, lodging, transportation,
immediate surroundings and situations).
Novice Mid
Writes using memorized material and
set expressions.
Novice Low
No functional writing ability.
Writing tends to be simple
sentences with repetitive
structure. Sentences are mostly in
present time with occasional and
often incorrect use of past or
future time. Vocabulary is limited
to common objects and routine
activities
Able to recombine learned
vocabulary and structures to
create simple sentences on familiar
topics. Writing is writer-centered
and focused on elements of daily
life.
Writing is understood by natives
used to the writing of non-natives.
Writing is mechanistic and topics
limited to highly predictable content
areas.
Writing can be understood by
natives, used to the writing of nonnatives, but gaps in comprehension
may occur.
Able to produce numbers and
dates, own name, nationality,
address, and a few short sentences
with incorrect spelling and
grammar.
Can reproduce from memory a
limited number of isolated words.
Writing may be difficult to
understand even for those
accustomed to reading texts of
non-natives.
Able to meet basic practical
writing needs using lists, short
messages, within the context the
language was learned, but will not
be able to sustain the level evenly,
due to inadequate vocabulary
and/or grammar.
Able to fill forms that require
simple biographical information.
Difficult to understand.
Simple lists of common items and a
few short sentences with incorrect
spelling and grammar.