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Position
Idea
Task (be on topic [the keywords in a topic] and write
about what you should [i.e. agree/disagree, discussion,
questions etc.])](https://image.slidesharecdn.com/writingtask2decipheringthecodes-mahdi-180508054349/75/IELTS-writing-task-2-deciphering-the-band-descriptors-codes-7-2048.jpg)
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IELTS writing task 2 (deciphering the band descriptors codes)
The document discusses methods for teachers to enhance instruction for IELTS Writing Task 2, focusing on band scores 4 to 6. It outlines assessment criteria including task response, coherence, lexical resource, and grammatical range, alongside specific scoring descriptors. Additionally, it presents strategies for improving students' writing via extensive reading and targeted writing practice.
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IELTS writing task 2 (deciphering the band descriptors codes)
- 1. Deciphering the writing task2 band descriptors MAHDI MODARRES
- 2. AIMS OF THESESSION To enable the teachers to appropriately reshape their focus of instruction in writing task 2 for band scores 4, 5, 6. Present to the teachers a short list of activities that can be combined with writing class activities or homework.
- 3. Writing task 2topic: A huge number of students choose to study English independently on a self-study basis rather than attend a formal course. However, without the assistance of a teacher students often find it difficult to manage their studies. To what extent do you agree or disagree. Give reasons for your answer and include any relevant examples from your own knowledge and example. Write at least 250 words.
- 4. Now grade thepapers
- 5. Assessment Criteria andthe types of scoring Task response Coherence and Cohesion Lexical resource Grammatical range and accuracy Impression scoring Text-based evaluation Rubric-based evaluation
- 6. Scoring types Impressionscoring: Examiners impose their view to the text and the band descriptors Text-based evaluation: A quick impression and assigning a grade Rubric-based evaluation: Read the rubric first before assigning a grade
- 7. Task response Position Idea Task (be on topic [the keywords in a topic] and write about what you should [i.e. agree/disagree, discussion, questions etc.])
- 8. Task response from3 to 4 Band score 3 No adequate task response (below 160 words) Too few keywords from the topic Writer’s position is not clear at all Band score 4 Some keywords from the topic are missing. There is a position (I believe, I think) but it does not make any sense Some main ideas but very low in quality or relevance
- 9. Task response from4 to 5 Band score 4 Some keywords from the topic are missing. There is a position (I believe, I think) but it does not make any sense Some main ideas but very low in quality or relevance Band score 5 One or a few of the keywords are missing (especially in the introduction) Position is not so clear Writing is not complete (conclusion is missing)
- 10. Task response from5 to 6 Band score 5 One or a few of the keywords are missing (especially in the introduction) Position is not so clear Writing is not complete (conclusion is missing) Band score 6 All the keywords are there (even if mentioned once throughout the text) There is a position and all the ideas are understandable to a native speaker even though remotely or in a confusing way.
- 11. Task response in7 All the keywords are there A clear position in each paragraph Main ideas are fairly clear
- 12. Coherence and cohesion Coherence(72%) Logic in organization and progression, semantic links between ideas The flow, fluency and overall clarity of the text paragraphing Cohesion (28%) Explicit discourse markers Reference (Cotton and Willson, 2011, IELTS Research Report)
- 13. Moving from 3to 4 in CC Band score 3 No logical organization Few Linkers Band score 4 Ideas are presented through writing No clear progression or arrangement Some linkers
- 14. Moving form 4to 5 Band score 4 Ideas are presented through writing No clear progression or arrangement One or two linkers Band score 5 Some organization and progression but not clear Cohesive devices are there but not used appropriately Paragraphing is weak or absent It, he, she….. References are not clear
- 15. Moving from 5to 6 Band score 5 Some organization and progression but not clear Cohesive devices are there but not used appropriately Paragraphing is weak or absent It, he, she….. References are not clear Band score 6 All the ideas are coherent and progression is clear form introduction to conclusion Cohesion (linkers, reference etc.) is not so effective inside each paragraph, though coherence is fine from one paragraph to the next
- 16. CC in 7 Logic is well developed, each sentence contributes to the whole meaning
- 17. Lexical resources The Keywords Precision Flexibility Less common lexical items/collocation Accurate word formation
- 18. Lexical resource Keywords 34 5 6 Precision and flexibility --- ---- ---- Slight attempts Range of vocabulary Very limited Basic vocabulary for the task Almost enough to express ideas Just OK to express intended meaning Less common lexis/ collocation --- --- --- To some extent Accurate word formation Very limited Limited control Some errors which affect meaning Is OK
- 19. Grammatical range andaccuracy Keywords Grammar control Variety of structures Punctuation
- 21. 25 38 38 40 25 30 50 40 10 55 43 3 TR &CC LR GRA The Focus in instruction in WT2 Out of 100% band 4 band 5 band 6 band 7
- 22. Extensive reading withthe focus on The content so it helps learners with developing logic and idea progression. The choice of vocabulary The linkers and paragraph development (building back a paragraph)
- 23. Writing practice fromreading by Pualin Cullen:
- 24. Some writing gradingpractice