Academic Reading-into-Writing Test

Element: Academic Reading-into-Writing Test

Academic Reading-into-Writing Test

Component: Writing

This test will immediately follow the Reading Component on Friday 3 December.

What you can and cannot do in the test

You can:

• Ask if any instructions are unclear before the test starts.

• Make notes.

In the test, you cannot:

• Compare your work with another student.

• Use translation software

Before the test

You will receive instructions on how to access the test nearer the time of the assessment. You will need to follow these instructions. These instructions may also include security procedures to ensure your identity and to monitor your behaviour during the test.

What happens during the test?

You will have 2.5 hours to write your essay. You should aim to write at least 450 words. If you write a plan, it will not be marked. You will use the texts you looked at during the Reading Component to write a response to an essay question. You will be provided with a PDF copy of the texts before your time starts. You will type a response to the essay question and submit it to dropbox before the end of the test (2.5 hours). Late submissions will not be considered. You should not write an introduction or a conclusion. You only need to provide a thesis statement and a main body. 

What is tested?

You are tested on your ability to: 

• answer the question and express a clear view;

• use language accurately to convey a message;

• write a well organised coherent essay, with well-structured paragraphs;

• make appropriate use of the given sources.

Assessment Criteria:

Detailed assessment criteria are given below.

Feedback

You will receive your results on Friday 10 December.

ACADEMIC WRITING TEST - ASSESSMENT CRITERIA

A Strong Substantial Accomplished Skilful Excellent

B Good Sound Effective Solid Capable

C Satisfactory Sufficient Adequate Competent Basic

D E Inadequate Insufficient Incomplete Ineffective Limited

	PASS			FAIL
	A	B	C	D         E
Task Fulfilment	(TF1) The response fully addresses the question.	(TF1) The response addresses the question.	(TF1) The response adequately addresses the question.	(TF1) The response is incomplete as it only partly addresses the question.
	(TF2) It shows sophisticated or skilful consideration of the issues in the input texts.	(TF2) It effectively considers the issues in the input texts.	(TF2) It either considers only some of the issues in the input texts or considers all the issues but at a basic level.	(TF2) There is insufficient consideration of the issues in the input texts.
	(TF3) A viewpoint is skilfully expressed.	(TF3) A viewpoint is well expressed.	(TF3) A viewpoint is adequately expressed.	(TF3) A viewpoint is discernible but it may not be consistent with the evidence presented.
Organisation, Cohesion & Coherence	(OCC1) A sophisticated or accomplished overall structure.	(OCC1) An effective overall structure.	(OCC1) The overall structure is satisfactory, but weaknesses are evident.	(OCC1) The overall structure is ineffective.
	(OCC2) Paragraphs are expertly or skilfully structured.	(OCC2) The essay is divided into paragraphs which have a consistent topic and are structured effectively.	(OCC2) The essay is divided into paragraphs which have a consistent topic and competent structure.	(OCC2) The essay is divided into paragraphs, but some may not have a consistent topic, lack a claim and/or effective structure.
	(OCC3) Flow is managed expertly or skilfully, using positioning of information and expert or accomplished use of a range of cohesive devices.	(OCC3) Flow is managed effectively, using positioning of information and effective use of a range of cohesive devices.	(OCC3) There is some degree of flow. Cohesive devices are sometimes over-used and/or misused.	(OCC3) There is a limited degree of flow. Cohesive devices are often over-used and/or misused.
Use of Sources	(UOS1) A range of well-chosen ideas from the input texts expertly or skilfully support the argument.	(UOS1) Ideas from the input texts effectively support the arguments made. There is sufficient evidence to support the argument.	(UOS1) Ideas from input texts are used to support the arguments made but are not always appropriate and/or sufficient. The writer may rely on certain sources.	(UOS1) Limited and/or ineffective use of ideas from the input texts to support the arguments made. The student may rely on one or two sources.
	(UOS2) Excellent ability to identify common themes and links within and across the multiple texts.	(UOS2) Good ability to identify common themes and links within and across the multiple texts.	(UOS2) Acceptable ability to identify common themes and links within and across the multiple texts.	(UOS2) Poor ability to identify common themes and links within and across the multiple texts (e.g. misunderstanding of the common themes and links is evident).
	(UOS3) The writer skilfully interprets and comments on the evidence chosen.	(UOS3) The writer effectively interprets and comments on the evidence chosen.	(UOS3) The writer interprets and comments on the evidence chosen, but this may be basic. The writing may be a little too descriptive.	(UOS3) The writer may interpret and comment on the evidence chosen but this is often ineffective. The writing is descriptive.
	(UOS4) Sophisticated or skilful summarising / paraphrasing.	(UOS4) Good summarising / paraphrasing.	(UOS4) Adequate summarising / paraphrasing but weaknesses may be evident.	(UOS4) Limited and/or ineffective summarising / paraphrasing.
	(UOS5) In-text citation is effectively used and includes both integral and non-integral citation.		(UOS5) In-text citation is mostly satisfactory but there may be several lapses and/or over-use of integral or non-integral citation.	(UOS5) Insufficient use of in-text citation and, where attempted, this may not be carried out according to given instructions.
	(UOS6) There are no examples of inappropriate textual copying.		(UOS6) There is one example of inappropriate textual copying.	(UOS6) There is more than one example of inappropriate textual copying.
Register	(REG1) Vocabulary and grammatical constructions appropriate to the task are expertly or skilfully used.	(REG1) Vocabulary and grammatical constructions appropriate to the task are effectively used.	(REG1) Vocabulary and grammatical constructions appropriate to the task are competently used.	(REG1) Vocabulary and grammatical constructions occasionally not appropriate to a formal essay and/or not used effectively.
Accuracy	(ACC1) Language errors are rare, cause no or almost no strain for the reader, and do not interfere with comprehension.	(ACC1) Language errors may be numerous, but these cause little strain for the reader and do not interfere with comprehension.	(ACC1) Language errors are numerous. These may sometimes cause strain for the reader and/or sometimes interfere with comprehension.	(ACC1) Language errors are numerous, often cause strain for the reader and often interfere with comprehension.