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Marking Criteria for Level 6: Writing

Date:

Tutor(s)/Examiner(s):

Student/Candidate:

Final Grade:

Language and Content* (with regard to what can be expected from a student/candidate at Level 6)
Grade

Grammar*

Vocabulary*

Coherence/Fluency*

outstanding accuracy, like an educated


native-speaker; no errors; no errors in
spelling/punctuation

highly sophisticated, varied vocabulary;


like a native-speaker; no errors; register
always appropriate

excellent level of accuracy; hardly any


errors, and these are minor; hardly any
errors in spelling/punctuation

sophisticated, varied vocabulary; hardly


any errors; register always appropriate

very high degree of accuracy; a few minor


errors; one or two minor errors in spelling/
punctuation at most

broad vocabulary; one or two minor errors


at most; appropriate register

B
60-69

good degree of accuracy; some errors,


including in spelling/punctuation

good variety of vocabulary; avoids


repetitions;; appropriate register

C
50-59

appropriate degree of accuracy, overall;


recurrent/basic errors; recurrent errors in
spelling/punctuation

vocabulary occasionally basic and/or


some basic word errors and/or problems
with register

highly coherent/clear; outstanding range of


connectors/cohesive devices; highly
controlled use of organisational patterns;
outstanding text structure; native-like fluency/highly complex sentence structures
very clear; excellent range of connectors/
cohesive devices and control of organisational patterns; excellent text structure and fluency/use of very complex sentence structure
coherent/clear; comprehensive range of
connectors/cohesive devices; very good text
structure and fluency/clear use of complex
sentence structures
coherent/clear, overall; use and control of
connectors/cohesive devices partly limited;
good text structure; good fluency, very
occasionally simple sentence structures
mostly clear; some connectors; ideas are
linked; regular use of simple/short sentences; appropriate text structure and fluency

D
40-49

basic grasp of grammar; many recurrent


errors that can hamper understanding; many
recurrent errors in spelling/punctuation
limited grasp of grammar; many errors that
hamper general understanding; many errors
in spelling/punctuation
very limited grasp of grammar; very high
number of errors (incl. spelling/punctuation)
that almost prevent understanding
virtually no grasp of grammar; very high
number of errors (incl. spelling/punctuation)
that prevent understanding

basic vocabulary and/or many recurrent


word errors that sometimes hamper understanding; repetitions; problems with register
limited vocabulary and/or many errors that
hamper general understanding and/or
inappropriate register
very limited vocabulary/very high number
of errors that almost prevent understanding;
register is almost entirely inappropriate
hardly any vocabulary and/or very high
number of errors that prevent understanding

only few connectors; often simple


sentence structures; basic text structure;
basic coherence and fluency
unclear, disorganised; hardly any connectors; mainly very short/simple sentences; very basic text structure; difficult to understand
highly disorganised; extremely short/
simple sentences; hardly any text structure;
very difficult to understand
completely disorganised; no text structure;
mostly unintelligible

A++
90-100

A+
80-89

A
70-79

F+
33-39
F
20-32
FF

Comments

0-19

Grammar

Vocabulary

Coherence and Fluency

Content*
outstanding; highly accurate/ analytical/
original/ comprehensive/ exceptionally wellinformed

excellent; highly accurate/ analytical/


original; highly thorough approach; highly
informed
very accurate/ analytical; comprehensive
approach; well-informed; some elements of
originality
accurate; good analysis; overall wellinformed; comprehensive

appropriate, but not always clear/ comprehensive/ less well-informed; sufficiently


accurate but less analysis; partly superficial;
simple/unfocused
adequate but basic/ superficial; low clarity;
not appropriately well-informed; analysis
shallow; simple/ unfocused; repetition
limited understanding/ clarity; very limited
analysis/ accuracy; very simplistic; illinformed
very limited understanding/ clarity/
accuracy/ analysis; highly simplistic; very illinformed
extremely limited to no understanding/
clarity/ analysis; not informed at all; highly
simplistic

Content

Mark

Language:

Content:

* The weightings of language and content in calculating the final mark will vary according to the task. Please also see full description of the MFL- marking criteria on KEATS and/or in the Student Handbook.
(Kings College London/Modern Foreign Languages, September 2016)