- Writes level-appropriate* drafted and timed text.
- Writes in all major time frames.
- Writes multiple paragraph length text.
- Writes introductory paragraphs for multi-paragraph compositions.
- Writes thesis sentences with clear controlling idea.
- Writes effective topic sentences for paragraphs.
- Writes logically organized paragraphs.
- Writes effective concluding sentences in paragraphs.
- Writes using transitions within and between paragraphs.
- Ends multi-paragraph compositions with an appropriate conclusion.
- Responds in writing to spoken and written texts
- Summarizes main ideas of texts.
- Summarizes major detail or key arguments in texts.
- Connects main ideas and details among different texts.
- Effectively implements appropriate writing strategies.
- Uses pre-writing to structure texts.
- Reads and rereads their text to identify and correct errors.
- Responds to teacher, tutor, and peer feedback.
- Incorporates a variety of high frequency general vocabulary in writing.
- Spells high frequency general vocabulary correctly.
*Writing for this level can be described by the following level descriptors:
Function: Students are able to meet all practical writing needs. They are usually able to write in all major time frames. They use basic vocabulary and syntax that typically corre- sponds to spoken language. They produce texts about personal topics, everyday events and situations in concrete terms, such as work and/or school experiences. They sometimes produce texts about personal topics in abstract terms. They are able to write in informal situations and in some formal situations.
Text: Students usually write texts with multiple paragraphs. They use some basic cohesive devices in texts to connect ideas within and between paragraphs.
Comprehensibility: Students can usually be understood by those unaccustomed to non-native writing, though there will likely be gaps in comprehension due to significant errors.