Writing - High Proficiency

Global Performance Descriptor

Learner demonstrates fluent ability in performing moderately complex writing tasks.
Can link sentences and paragraphs (three or four) to form coherent texts to express ideas on familiar abstract topics, with some support for main ideas, and with an appropriate sense of audience.
Can write routine business letters (e.g., letters of inquiry, cover letters for applications) and personal and formal social messages.
Can write down a set of simple instructions, based on clear oral communication or simple written procedural text of greater length.
Can fill out complex formatted documents.
Can extract key information and relevant detail from a page-long text and write an outline or a one-paragraph summary.
Demonstrates good control over common sentence patterns, coordination and subordination, and spelling and mechanics. Has occasional difficulty with complex structures (e.g., those reflecting cause and reason, purpose, comment), naturalness of phrases and expressions, organization and style.

Circumstances range from informal to more formal occasions.
Addressees are familiar.
Topics are of immediate everyday relevance.
Text is one or two short paragraphs in length.
Text to reproduce is one or two pages in legible handwriting or print, or may be a short oral text (10 to 15 minutes).
Texts are varied and may be of a specialized or technical nature.
Learner may fill out a teacher-prepared summary grid to aid note taking or summarizing.
Forms have over 40 items/pieces of information.
Messages are two or three paragraphs in length.
Brief texts required in pre-set formats are one to several sentences, up to one paragraph long.
Learner text is three or four paragraphs long, on non-personal, abstract but familiar topics and issues.
Where necessary for the task, learners must include information presented to them from other sources (e.g., photographs, drawings, reference text/research information, diagrams).