Respondent 2 : has very limited piece of work in terms of linguistic skills and content.

Grammar: the
student has a very limited grasp of grammar, and makes a very high number of errors that almost
prevent understanding. Very high number of errors in spelling/written accents or punctuation can be
found. Vocabulary: the student/candidate has very limited vocabulary, and/or there is a very high
number of errors that almost prevent understanding. Coherence and Fluency: the student can only
express themselves in extremely short/simple sentences. There is hardly any text structure and/or
use of paragraphs. The syntactical structure is disorganised to a very high extent, and is sometimes
influenced by their native language to a very high degree. Content: the student’s grasp of the subject
matter is very limited. The length of content very short and not in detail.

R 7 has a good piece of work in terms of linguistic skills and content. Grammar: the student can
consistently maintain a good degree of grammatical accuracy overall, making only some errors. At
the lower end of the level some of those errors may be recurrent. There are also some errors which
can be recurrent in spelling/written accents or punctuation. Vocabulary: the student has a good
general command of a broad vocabulary that enables them to express their ideas, in the appropriate
register. They are able to avoid repetitions. There might be a few word errors. Coherence and
Fluency: the student can express themselves clearly and coherently, overall, but the use of
connectors and cohesive devices is somehow more limited. At the lower end of the level, students
will use less complex structures. The text structure/use of paragraphs is good. The text displays a
good degree of fluency but the student occasionally uses rather simpler sentence structures.
Content: the student’s grasp of the subject matter is good overall, and the ideas are accurate and/or
analytical. They are well informed, overall, and have a very sound grasp of the topic. The subject
matter is clearly presented but may not be entirely comprehensive at the bottom of the
classification. The student has a good grammatical range

R 9 : an appropriate piece of work in terms of linguistic skills and content. Grammar: the student can
maintain an appropriate degree of grammatical accuracy overall, but makes errors, some of them
recurrent and basic. Recurrent errors in spelling/written accents or punctuation can be found.
Vocabulary: the student has a general command of vocabulary that enables them to express their
ideas. Their choice of words is occasionally basic, though, and/or there are some basic word errors
and/or problems with register. Coherence and Fluency: the student is able to use some connectors
and cohesive devices in order to express their ideas. The text structure/use of paragraphs is
appropriate. They can express themselves with an appropriate degree of fluency but use rather
simple and/or short sentences regularly. Content: the student’s grasp of the subject matter is
appropriate but not always clear and comprehensive. Their ideas are sufficiently accurate but the
student is less well-informed and there is less analysis, especially at the lower end. The work tends
to be more superficial, overall, and/or rather simple and unfocused. The student use wrong tense it
supposed to be in present

R 4 has a good piece of work in terms of linguistic skills and content. Grammar: the student can
consistently maintain a good degree of grammatical accuracy overall, making only some errors. At
the lower end of the level some of those errors may be recurrent. There are also some errors which
can be recurrent in spelling/written accents or punctuation and too many details sentence
Vocabulary: the student has a good general command of a broad vocabulary that enables them to
express their ideas, in the appropriate register. They are able to avoid repetitions. There might be a
few word errors. Coherence and Fluency: the student can express themselves clearly and coherently,
overall, but the use of connectors and cohesive devices is somehow more limited and unnecessary
placed. At the lower end of the level, students will use less complex structures. The text
structure/use of paragraphs is good. The text displays a good degree of fluency but the student/
candidate occasionally uses rather simpler sentence structures. Content: the student’s grasp of the
subject matter is good overall, and the ideas are accurate and/or analytical. They are well informed,
overall, and have a very sound grasp of the topic. The subject matter is clearly presented but may
not be entirely comprehensive at the bottom of the classification. Good explanation but still
incomplete daily activities

R8 has: a very good piece of work in terms of linguistic skills and content. Grammar: the student can
consistently maintain a high degree of grammatical accuracy. There may be a few minor errors. A
few minor errors in spelling/written accents or punctuation at most but overall its good grammar
use. Vocabulary: the student, overall, has a very good to excellent command of a broad vocabulary
that enables them to express their ideas, in an appropriate register. There might be a few minor
word errors, perhaps two at most. Coherence and Fluency: the student can express themselves
clearly and coherently, showing a very good control of a comprehensive range of connectors and
cohesive devices. The text structure/use of paragraphs is very good. A high degree of fluency and a
clear use of complex sentence structures. Content: the student’s grasp of the subject matter is very
clear as well as comprehensive in its approach. They are well-informed and their ideas are very
accurate and/or analytical. There are some elements of originality but there is less depth.

R14 has a good piece of work in terms of linguistic skills and content. Grammar: the student can
consistently maintain a good degree of grammatical accuracy overall, making only some errors. At
the lower end of the level some of those errors may be recurrent. There are also some errors which
can be recurrent in spelling/written accents or punctuation. Vocabulary: the student has a good
general command of a broad vocabulary that enables them to express their ideas, in the appropriate
register. They are able to avoid repetitions. There might be a few word errors. Coherence and
Fluency: the student can express themselves clearly and coherently, overall, but the use of
connectors and cohesive devices is somehow more limited. At the lower end of the level, students
will use less complex structures. The text structure/use of paragraphs is good. The text displays a
good degree of fluency but the student occasionally uses rather simpler sentence structures.
Content: the student’s grasp of the subject matter is good overall, and the ideas are accurate and/or
analytical. They are well informed, overall, and have a very sound grasp of the topic. The subject
matter is clearly presented but may not be entirely comprehensive at the bottom of the
classification.

R 12 has an appropriate piece of work in terms of linguistic skills and content. Grammar: the student
can maintain an appropriate degree of grammatical accuracy overall, but makes errors, some of
them recurrent and basic. Recurrent errors in spelling/written accents or punctuation can be found.
Vocabulary: the student has a general command of vocabulary that enables them to express their
ideas. Their choice of words is occasionally basic, though, and/or there are some basic word errors
and/or problems with register. Coherence and Fluency: the student is able to use some connectors
and cohesive devices in order to express their ideas. The text structure/use of paragraphs is
appropriate. They can express themselves with an appropriate degree of fluency but use rather
simple and/or short sentences regularly. Content: the student’s grasp of the subject matter is
appropriate but not always clear and comprehensive. Their ideas are sufficiently accurate but the
student/candidate is less well-informed and there is less analysis, especially at the lower end. The
work tends to be more superficial, overall, and/or rather simple and unfocused.

R16 has a good piece of work in terms of linguistic skills and content. Grammar: the student can
consistently maintain a good degree of grammatical accuracy overall, making only some errors. At
the lower end of the level some of those errors may be recurrent. There are also some errors which
can be recurrent in spelling/written accents or punctuation. Vocabulary: the student has a good
general command of a broad vocabulary that enables them to express their ideas, in the appropriate
register. They are able to avoid repetitions. There might be a few word errors. Coherence and
Fluency: the student can express themselves clearly and coherently, overall, but the use of
connectors and cohesive devices is somehow more limited. At the lower end of the level, students
will use less complex structures. The text structure/use of paragraphs is good. The text displays a
good degree of fluency but the student occasionally uses rather simpler sentence structures.
Content: the student’s grasp of the subject matter is good overall, and the ideas are accurate and/or
analytical but still out of theme They are well informed, overall, and have a very sound grasp of the
topic. The subject matter is clearly presented but may not be entirely comprehensive at the bottom
of the classification.