3b - PTE General Writing Standardisation Guide 2trainers Version

Pearson Test of English General
(PTE General): Standardisation

guide for marking writing sections
2, 8 and 9
Version 3.0
June 2011
Pearson Education Limited. No part of this publication may be reproduced without the prior permission of Pearson Education
Limited.
Pearson proprietary 1
Table of Contents
Introduction .................................................... 4
Marking Guidelines for Section 2 ...................... 8
Marking Guidelines for Section 8 and 9 .......... 10
Focus of the Marking Criteria ................................. 10
Response Format Requirements............................. 11
Section 8 ........................................................................... 11
Section 9 ........................................................................... 12
Marking Scales....................................................... 14
Formal Item Traits ............................................................... 14
How to assess Formal Requirement........................ 15
Individual and Qualitative Item Traits ..................................... 16
Word limits ............................................................ 17
Possible Marking Issues and Solutions ................... 18
Marking Grids Levels A1-L5.................................... 19
Level A1............................................................................. 20
Level L1 ............................................................................. 21
Level L2 ............................................................................. 22
Level L3 ............................................................................. 23
Level L4 ............................................................................. 24
Level L5 ............................................................................. 25
Marking Criteria and Comments ............................. 26
Level A1............................................................................. 26
Level L1 ............................................................................. 28
Level L2 ............................................................................. 30
Level L3 ............................................................................. 32
Level L4 ............................................................................. 34
Level L5 ............................................................................. 36
Benchmark Samples ...................................... 38
Level A1 ................................................................ 38
Section 8 Sample A1.1 ......................................................... 38
Section 8 Sample A1.2 ......................................................... 39
Level A1 ................................................................ 40
Section 9 Sample A1.1 ......................................................... 40
Section 9 Sample A1.2 ......................................................... 41
Level 1................................................................... 42
Section 8 Sample L1.1 ......................................................... 42
Section 8 Sample L1.2 ......................................................... 43
Level 1................................................................... 44
Section 9 Sample L1.1 ......................................................... 44
Section 9 Sample L1.2 ......................................................... 45
Level 2................................................................... 46
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Section 8 Sample L2.1 ......................................................... 46
Section 8 Sample L2.2 ......................................................... 47
Level 2................................................................... 48
Section 9 Sample L2.1 ......................................................... 48
Section 9 Sample L2.2 ......................................................... 49
Level 3................................................................... 50
Section 8 Sample L3.1 ......................................................... 50
Section 8 Sample L3.2 ......................................................... 51
Level 3................................................................... 52
Section 9 Sample L3.1 ......................................................... 52
Section 9 Sample L3.2 ......................................................... 53
Level 4................................................................... 54
Section 8 Sample L4.1 ......................................................... 54
Section 8 Sample L4.2 ......................................................... 55
Level 4................................................................... 56
Section 9 Sample L4.1 ......................................................... 56
Section 9 Sample L4.2 ......................................................... 57
Level 5................................................................... 58
Section 8 Sample L5.1 ......................................................... 58
Section 8 Sample L5.2 ......................................................... 59
Level 5................................................................... 60
Section 9 Sample L5.1 ......................................................... 60
Section 9 Sample L5.2 ......................................................... 61

Introduction
As part of our ongoing commitment to maintaining the highest standards in

English proficiency testing, Pearson Language Tests have made a series of
improvements to the Pearson Test of English General (hereafter PTE General),
which ensures that the tests remain relevant, accurate and challenging for
today's language learners.
The revised PTE General will be administered from the November 2010 session
onwards. It is intended for teenagers and young adults of all nationalities whose
first language is not English.
Aspects that have changed include:

1. more and shorter tasks
2. changes to format
3. greater uniformity of test forms
4. modification of thematic approach
5. item banking
6. linking to the CEF
7. international content
Aspects that havent changed include:

1. test purpose
2. intended test takers
3. testing of all four skills
4. realistic tasks
5. familiar task types
6. schedule of sessions
7. awarding of grades: fail, pass, merit, distinction
Purpose of the test

PTE General is a suite of language proficiency tests that assesses a test takers
communicative English language ability in a general, practical context at six
different levels (A1-L5). In other words, test takers are judged according to what
they can actually do in the language. Lexical and grammatical range and
accuracy are assessed where they are part of effective communication.
Test format
The test consists of two parts: a written component to assess the skills of
listening, reading and writing, and a separate oral component to assess speaking.
There are nine sections in the written part of the test. The oral part of the test
consists of three (A1-L1) and four (L2-L5) sections respectively.
Sections Skill
1 Listening
2 Listening and writing
3 Listening
4-7 Reading
8-9 Writing
10 13 Speaking

Test length
The time allowed for the written component varies from 1 hour 15 minutes at the
lowest level to 2 hours 55 minutes at the highest. The timing for the oral
component varies from 5 minutes at the lowest to 8 minutes at the highest
levels.
Scoring
Items for assessing receptive skills are scored dichotomously, i.e. each answer
will either be correct or incorrect with no half marks. A test takers performance
in writing and speaking will be evaluated by means of analytical scales derived
from scales within the Common European Framework.
Scores for each of the four skills are given equal weighting. For each test form
appropriate cut scores for the grades of Pass, Merit and Distinction are calculated
based on the difficulty values of the constituent items. Grades are determined on
the basis of total scores according to a fully compensatory model. In other words,
a test taker does not have to reach a threshold score in any one part or skill in
order to pass or to achieve a given grade.
Score reporting
All test takers receive a performance report showing their score profile for all four
skills and one of the following overall grade provided they did not fail the test.
meets the required standards for the respective CEF

Pass
level
exceeds these standards and is mid-way to achieving the
Merit
standards of the next highest level
consistently exceeds the standards for the level and is
Distinction close to achieving the standards for the next highest
level
Purpose of this guide

The purpose of this guide is to facilitate standardisation of examiners for the
written response sections on PTE General. There are three sections which require
expert marking: Section 2 which is a dictation task which asks test takers to
write down exactly what they have heard. Section 8 which is a correspondence
task based on the stimulus text of the previous section and section 9 which asks
test takers to produce a piece of writing based on a prompt. The item types are
specified in the tables below.
Section 2
CERTS Code 33-LW-DICT

Skill Listening and Writing
Item type Dictation
Test understanding of spoken utterance by
Objective
transcribing
Stimuli vary according to their level covering scripted,
simulated authentic or authentic audio recordings.
Stimulus Typical genres include instructions, news items, public
announcements and broadcast features, e.g.
introduction to radio programme.

Section 8
CERTS Code 40-WW-CORR
Skill Writing
Item type Constructed response (Correpondence)
Test ability to write correspondence in response to
Objective
stimulus
The written prompt consists of a set of instructions
that refer to the Section 7 text, and tell the test taker:
the response format of their writing
Stimulus their audience
the word count followed by bullet points
detailing the content/main points to be
addressed in the response
Sections 9
CERTS Code 41-WW-ESSA

Skill Writing
Item type Constructed response (Write text)
Objective Test ability to write text based on a prompt

Stimuli vary according to their level. At level A1 and L1
pictures are provided that the test taker either
Stimulus describes or take as inspiration for a short text. At
levels L2-L5 test takers can choose one from two
different prompts and write an extended text.
Components of this guide (Sections 8 and 9)
Component Purpose
Focus of marking Defines or describes each item trait to be assessed in

criteria general terms
Response format Describes the minimum requirements for each

requirements response format
Marking criteria Provides an overview of the making criteria on one A4

grid page per level
Provides commentaries for the marking criteria. Each

Marking criteria and commentary specifies a marking criterion in the test
comments context, explains, clarifies and occasionally exemplifies
the marking criterion.
Provides the mark given for each item trait supported

Benchmark
by detailed commentary for up to five test taker
samples
responses per task and level

Terminology
Term Definition
Names each testing point in a test which is given a
Item trait or trait
separate mark.
A brief description which summarises the degree of
Descriptor proficiency or type of performance expected of a test
taker to achieve that particular level.
Several ranked categories used for making judgements
Marking criteria of performance. They name all item traits and provide
descriptors to allow marking.

Marking Guidelines for Section 2
Dictation purpose
The purpose of the dictation is to assess the understanding of short spoken
utterances by transcribing a listening text using correct spelling.
Scoring
Points are allocated according to two categories:
D = Dictation: number of words that appear to have been understood correctly
S = Spelling: number of correct words that are spelled correctly
The maximum score for D and S indicates the total number of words, for
example:
Total word count = 40
D maximum score= 40
S maximum score = 40
a) Dictation (D)
One point is awarded for each word that matches the key.
Points should be awarded if the TT (test taker) has attempted to write the
word phonetically (e.g., solution vs solusion).
If the word is recognisable and makes sense in the context, one point
should be awarded.
If the word is a word which makes no sense in the context, no points
should be awarded.
b) Spelling (S)
One point is awarded for each correct spelling of a word that matches the key.
Spelling must be 100% correct (variations accepted e.g. colour / color).

L2 Sample dictation key
If you are in town this Saturday, // come along to the Home Entertainment
Centre // in Park Street.// The store is holding a one day sale event. // Were
offering huge savings on all flat-screen TVs // and a range of computer games.
(Word count =40 words)
Possible marking issues and solutions
Issue Solution
TT writes more words than required Only count correct words
Are contractions acceptable? Yes.

How many words are they counted as? Score as follows:
TT writes do not / key = dont a) D = 1 point , S = 0

TT writes dont / key = do not b) D = 2 points (1 for each word in
key), S = 0
How important is grammar? If the grammar alters the meaning

of the word, this affects the scoring
of D.
If you were in town this week, come
D = 0 for were, S = 0.
along...
TT crosses out a word or phrase that is The crossed-out word should not be
correct. scored.

Marking Guidelines for Section 8 and 9
Focus of the Marking Criteria
Trait Focus
Focuses on the written exchange in which the test

Overall Written
taker produces a written text that relates to the
Interaction
addressee. (CEF, 83f)
Overall Written Focuses on a written text produced by the language

Production user and received by a readership. (CEF, 61)
Focuses on the scope of lexical and grammatical

Range
competence of a language user. (CEF, 28f)
Knowledge of and ability to use the grammatical and

Accuracy lexical* resources of a language accurately. (CEF,
112)
Coherence is the term used to describe the way a
text establishes links in meaning within and between
sentences. Essentially coherence is concerned with
the content of a text - the meaning it is attempting
to convey. When texts are not coherent, they do not
make sense or they make it difficult for the reader to
follow and understand.
Cohesion is the term used to describe the

Coherence & Cohesion
grammatical means by which sentences and
paragraphs are linked and relationships between
them established. In English, the principal means of
establishing cohesion are through the use of
pronouns, determiners, conjunctions, conjuncts and
adverbials to substitute, repeat, refer or omit items
across a text.
http://www.cybergrammar.co.uk/ (University of
Exeter)
Focuses on a language users knowledge of and skill
in the perception and production of the symbols of
which written texts are composed. Learners should
know and be able to perceive and produce: (1) the
form of letters in printed and cursive forms in both
Orthographical Control upper and lower case; (2) the proper spelling of
words, including recognised contracted forms; (3)
punctuation marks and their conventions of use; (4)
typographical conventions and varieties of font, etc.;
(5) logographic signs in common use (e.g. @, &, $).
(CEF, 117)
*The CEF descriptor for accuracy does not explicitly refer to lexical accuracy
which was consequently added to all level descriptors for accuracy.

Response Format Requirements
Section 8
Response
Level Formal Requirement
format
Level A1 Email Informal, appropriate opening (e.g., Hello, Hi,
Hey, How are you? or name) and closing (e.g.,
Bye, See you, Love or name)
Postcard Informal, appropriate opening (e.g., Hello, Hi,
Blog entry Informal
No opening or closing required
Letter Informal, appropriate opening (e.g., Hello, Hi,
Level L1 Email Informal, appropriate opening (e.g., Hello, Hi,
Postcard Informal, appropriate opening (e.g., Hello, Hi,
Blog entry Informal
No opening or closing required
Letter Informal, appropriate opening (e.g., Hello, Hi,
Level L2 Email Informal or semi-formal depending on target
reader and topic
Appropriate opening (e.g., Hello, Hi, Hey, How are
you?, Dear or name) and closing (e.g., Bye, See
you, Love, Best or name)
Informal letter Appropriate opening (e.g., Hello, Hi, Hey, How are
Formal letter Appropriate opening (e.g., Dear, or name) and
closing (e.g., Bye, See you, Love, Best or name)
Level L3 Email Semi-formal
Appropriate opening (e.g., Dear, or name) and
closing (e.g., Regards, Best (wishes), Yours, or
name)

Formal letter Appropriate opening (e.g., Dear Sir/Madam, Dear
Editor, Dear Mr/Mrs/Ms/Miss) and closing (e.g.,
Yours faithfully, or Yours sincerely)
Appropriate opening (e.g., Dear, or name
Appropriate closing (e.g., Regards, Best (wishes),
Yours, or name)
Formal letter Appropriate opening (e.g., To whom it may
concern, Dear Sir/Madam, Dear Editor, Dear
Mr/Mrs/Ms/Miss) and closing (e.g., Yours
faithfully, or Yours sincerely)
Introductory sentence
Appropriate opening (e.g., Dear, or name) and
closing (e.g., Regards, Best (wishes), Yours, or
name)
Formal letter Appropriate opening (e.g., To whom it may
concern, Dear Sir/Madam, Dear Editor, Dear
Mr/Mrs/Ms/Miss) and closing (e.g., Yours
faithfully, or Yours sincerely)
Introductory sentence
Section 9
Response
Level Formal Requirement
format
Level A1 Diary entry Informal style
First person narrator
Photo story Creative or descriptive text about a picture. It
can be written in present or past tense.
Short story Creative text
First or third person narrator
Description Descriptive text using present progressive and
simple present
Level L1 Diary entry Informal style
First person narrator
Photo story Creative or descriptive text about three
pictures. It can be written in present or past
tense.

Short story Creative text
First or third person narrator
Description Descriptive text using present progressive and
simple present
Recount Creative or descriptive text about three pictures
written in the past tense
Level L2 Blog Entry Register should match target reader. It can be
formal, semi-formal or informal.
Article The text should have a clear beginning, body
and ending.
Review The text should be descriptive and evaluative.
Essay (short, The text should have a clear beginning, body
simple) and ending.
Report (very
brief)
formal or semi-formal.
Article The text should have a clear beginning, body
and ending.
Review The text should be descriptive and evaluative.
Essay The text should have a clear beginning, body
and ending.
Report
formal or semi-formal.
Article The text should have an introduction, body and
conclusion.
Review The text should be descriptive, evaluative and
persuasive.
Essay The text should have an introduction, body and
conclusion. It should contain examples.
Report
formal, semi-formal or informal.
Article The text should have an introduction, body and
conclusion.
Review The text should be descriptive, evaluative and
persuasive.
Essay The text should have an introduction, body and
conclusion. It should contain examples.
Report

Marking Scales
Formal Item Traits
Marking Scale for Task Engagement A1-L5
0 = A score of zero is given if there is no engagement with the prompt with regards to content.
1 = A score of one is given if there is partial engagement with the prompt with regards to content, i.e. not all aspects of the prompt
have been considered.
2 = A score of two is given if there is full engagement with the prompt with regards to content, i.e. all aspects are referred to.
Task Engagement functions as GATEKEEPER, i.e. if the response is given a score of zero, the response is no longer scored on Formal
Requirement, the individual and qualitative item trait. The test taker is given a score of zero for the relevant item.
Marking Scale for Formal Requirement A1-L5
0 = A score of zero is given if the response neither complies with the word limit nor the response format.
1 = A score of one is given if either the word limit or the response format is correct.
2 = A score of two is given if both word limit and response format are correct.
Formal Requirement (word limit) functions as partial GATEKEEPER, i.e. if the word count is below the word limit tolerance (see below for
each level & section), the response is no longer scored. The test taker is given a score of zero on Task Engagement, Formal
Requirement, and the individual and qualitative item trait. If the word count is above the word limit tolerance, the part that exceeds the
word limit tolerance is not scored.

How to assess Formal Requirement: Formal Requirement acts as a partial gatekeeper. It consists of two parts: Word Count and
Response Format.

Individual and Qualitative Item Traits
Marking Scale for Levels A1 L4
Mark Comment
0 Is given if the test taker receives a score of 0 on Task Engagement or Formal Requirement: Word count below the tolerance.
1 The response does not meet the level requirements. The test takers English language proficiency is below the level.
2 The response meets some of the level requirements. The test takers English language proficiency is just at the level.
3 The response meets all level requirements. The test takers English language proficiency is at the level.
The response exceeds some of the level requirements/meets some of the requirements of the level above. The test takers
4
English language proficiency is almost at the next level.
The response fully exceeds the level requirements/meet the requirements of the level above. The test takers English language
5
proficiency is at the next level.
Marking Scale for Level L5
Mark Comment
0 Is given if the test taker receives a score of 0 on Task Engagement or Formal Requirement: Word count below the tolerance.
1 The response does not meet the level requirements. The test takers English language proficiency is below the level.
2 The response meets some of the level requirements. The test takers English language proficiency is just at the level.
3 The response meets all level requirements. The test takers English language proficiency is at the level.

Word limits
Level Section 8 Tolerance Section 9 Tolerance

A1 30-50 24-55 50-80 30-88
L1 50-70 40-77 80-100 48-110
L2 70-90 56-99 100-150 60-165
L3 90-120 72-132 150-200 90-220
L4 120-150 96-165 200-250 120-275
L5 150-200 120-220 250-300 150-330
Maximum Score for Levels A1-L5

58 = for levels A1-L4 (2 sections, 14 item traits)
38 = for level L5 (2 sections, 14 item traits)
Please Note
1. The levels are cumulative, that is everything that applies to one level also applies to the next higher one.
2. An A1 test taker can be below level A1.
3. To award score points 2/4/5 appropriately, examiners must be familiar with the marking criteria of the level above and below.
4. There is no level above L5. Therefore, score points 4, 5 are not used.
5. When in doubt between two scores, use the best fit criterion and if still in doubt give the LOWER score.

Possible Marking Issues and Solutions
Table 1 Overall Scoring

Issue Solution
Unfinished sentence/word They are marked as usual.
Illegible scripts Examiner may refer illegible scripts to the team leader or chief examiner.
Repeated mistakes Count once if they are consistent. Count individually if they alternate.
Test takers are encouraged to use their own words. This is stated clearly in the rubric for all levels,
i.e. Use your own words. If test takers fail to do so and copy source material to various degrees,
examiners must use the following guidelines when marking Section 8:
1. Acceptable use of input material (<25%): copying individual words and/or short phrases (<5
words); sentences with substitution; and sentences with a different word order. There is clear
evidence of test takers own language production. Mark as usual.
Lifting 2. Lifting 1 (25%-75%): coping longer phrases (5 words) and/or complete sentences; some
evidence of test takers own language production. Formal Requirement and Task Engagement are
scored as usual. On all other traits the maximum score a test taker can be given is 2.
3. Lifting 2 (75%): copying series of sentences/ full paragraphs: only a few minor changes have
been made to copied sentences; hardly any or no evidence of test takers own language production.
Formal Requirement and Task Engagement are scored as usual. On all other traits the maximum
score a test taker can be given is 1.
Table 2 Word Count

Issue Solution
A countable word has a space or punctuation mark on either side. Contractions, numbers,
Counting rule
abbreviations and acronyms are thus counted as one word.
Allow word limit + 10% (see word limit tolerance above). The part that exceeds the word limit
Over length
tolerance is not scored.
Under length Do not mark if the test taker response is below the word limit tolerance.
If the test taker exceeds the word limit tolerance, exclude the words of openings and closings of
Response format related features letters, emails, postcards or headings or mentioning of the full title from the stimulus text from your
word count.

Table 3 Orthographic Control
Issue Solution
Mix of small and all capital letters Count as orthographic control mistakes.
This becomes relevant for test takers at level L3 and above, but should only be assessed if the
Paragraphing
response format requires paragraphing.
Table 4 Formal Requirement

Issue Solution
In order to award a score of 1 for Formal Requirement: response format, minimum criteria
Minimum criteria of response
established for each response format need to be fulfilled. See section on response format
format
requirements for a complete overview.
When assessing Formal Requirement: response format the entire response should be taken into
Assessment of over length scripts consideration. So if e.g., a letter has an appropriate opening and closing, but the closing is outside
the word limit tolerance, the Formal Requirement: response format is fulfilled and scored 1.
Marking Grids Levels A1-L5

On the following pages you will find the marking grid for each level. Each grid provides an overview of the making criteria on one A4
page. Unless you are highly confident when marking all item traits, you should use the marking grids in conjunction with the document
entitled Marking criteria and comments.

Level A1
Section Formal Requirement Task Engagement Individual Traits Overall Qualitative Aspects of Written
(word limit, (content) Language Use
response format) (to be scored for section 8 and 9
independently)
Section 8 0 = neither fulfilled 0 = no engagement Overall Written Interaction Range

Can ask for or pass on Has a very basic repertoire of words and
1 = either fulfilled 1 = partial engagement personal details in written simple phrases related to personal details
form. and particular concrete situations.
2 = both fulfilled 2 = full engagement
1, 2, 3, 4, 5 1, 2, 3, 4, 5
WLT 24-55 Accuracy

Shows only limited control of a few simple
grammatical and lexical structures and
sentence patterns in a memorised
Section 9 0 = neither fulfilled 0 = no engagement Overall Written Production repertoire.
Can write simple isolated
1, 2, 3, 4, 5
1 = either fulfilled 1 = partial engagement phrases and sentences.
Coherence and Cohesion
2 = both fulfilled 2 = full engagement 1, 2, 3, 4, 5 Can link words or groups of words with
very basic linear connectors like and or
then.
WLT 30-88
1, 2, 3, 4, 5
Orthographic Control
Can copy familiar words and short phrases,
e.g. simple signs or instructions, names of
everyday objects, names and set phrases
used regularly. Can spell his/her address,
nationality and other personal details.
1, 2, 3, 4, 5

Level L1
Section Formal Requirement Task Engagement Individual Traits Overall Qualitative Aspects of Written Language
(word limit, (content) Use
independently)
Section 8 0 = neither fulfilled 0 = no engagement Overall Written Range

Interaction Uses basic sentence patterns with memorised
1 = either fulfilled 1 = partial engagement Can write short, simple phrases, groups of a few words and formulae in
formulaic notes order to communicate limited information in
2 = both fulfilled 2 = full engagement relating to matters in simple everyday situations.
areas of immediate
need. 1, 2, 3, 4, 5
WLT 40-77
Accuracy
1, 2, 3, 4, 5
Uses some simple grammatical
and lexical structures correctly, but still
systematically makes basic mistakes.
Section 9 0 = neither fulfilled 0 = no engagement Overall Written 1, 2, 3, 4, 5
Production
1 = either fulfilled 1 = partial engagement Can write a series of Coherence and Cohesion
simple phrases and Can use the most frequently occurring
2 = both fulfilled 2 = full engagement sentences linked with connectors to link simple sentences in order to
simple connectors like tell a story or describe something as a simple
and, but and list of points. Can link groups of words with
WLT 48-110 because. simple connectors like and, but and because.
1, 2, 3, 4, 5 1, 2, 3, 4, 5
Can copy short sentences on everyday subjects.
Can write with reasonable phonetic accuracy
(but not necessarily fully standard spelling)
short words that are in his/her oral vocabulary.
1, 2, 3, 4, 5

Level L2
Section Formal Task Engagement Individual Traits Overall Qualitative Aspects of Written
Requirement (content) Language Use
(word limit, (to be scored for section 8 and 9
response format) independently)

Can convey information and Has enough language to get by, with
1 = either fulfilled 1 = partial engagement ideas on abstract as well as sufficient vocabulary to express him/herself
concrete topics, check with some circumlocutions on topics such as
2 = both fulfilled 2 = full engagement information and ask about family, hobbies and interests, work, travel
or explain problems with and current events.
reasonable precision.
WLT 56-99 Can write personal letters 1, 2, 3, 4, 5
and notes asking for or
Accuracy
conveying simple
Uses reasonably accurately a repertoire of
information of immediate
frequently used routines and patterns
relevance, getting across
associated with more predictable situations.
the point s/he feels to be
important. 1, 2, 3, 4, 5
1, 2, 3, 4, 5 Coherence and Cohesion

Can link a series of shorter, discrete simple
elements into a connected, linear sequence
Section 9 0 = neither fulfilled 0 = no engagement Overall Written Production of points.
Can write straightforward
1 = either fulfilled 1 = partial engagement connected texts on a range 1, 2, 3, 4, 5
of familiar subjects within
Orthographic control
2 = both fulfilled 2 = full engagement his/her field of interest, by
Can produce continuous writing which is
linking a series of shorter
generally intelligible throughout. Spelling,
discrete elements into a
punctuation and layout are accurate enough
WLT 60-165 linear sequence.
to be followed most of the time.
1, 2, 3, 4, 5 1, 2, 3, 4, 5

Level L3

Can express news and Has sufficient range of language to be able to
1 = either fulfilled 1 = partial engagement views effectively in writing, give clear descriptions, express viewpoints
and relate to those of on most general topics using some complex
2 = both fulfilled 2 = full engagement others. sentence forms to do so.
1, 2, 3, 4, 5
1, 2, 3, 4, 5
WLT 72-132 Accuracy
Shows a relatively high degree of
grammatical and lexical control. Does not
make errors which cause misunderstanding.
Section 9 0 = neither fulfilled 0 = no engagement Overall Written Production 1, 2, 3, 4, 5
Can write clear, detailed
1 = either fulfilled 1 = partial engagement texts on a variety of Coherence and Cohesion
subjects related to his/her Can use a limited number of cohesive
2 = both fulfilled 2 = full engagement field of interest, devices to link his/her utterances into clear,
synthesising and evaluating coherent discourse, though there may be
information and arguments some jumpiness in a long contribution.
WLT 90-220 from a number of sources.
1, 2, 3, 4, 5
1, 2, 3, 4, 5
Can produce clearly intelligible continuous
writing which follows standard layout and
paragraphing conventions. Spelling and
punctuation are reasonably accurate but may
show sign of mother tongue influence.
1, 2, 3, 4, 5

Level L4

Can express him/herself Has a good command of a broad range of
1 = either fulfilled 1 = partial engagement with clarity and precision, language allowing him/her to select a
relating to the addressee formulation to express him/herself clearly in
2 = both fulfilled 2 = full engagement flexibly and effectively. an appropriate style on a wide range of
general, academic, professional or leisure
1, 2, 3, 4, 5 topics without having to restrict what s/he
WLT 96-165 wants to say.
1, 2, 3, 4, 5
Accuracy
Consistently maintains a high degree of
Section 9 0 = neither fulfilled 0 = no engagement Overall Written Production
grammatical and lexical accuracy; errors are
Can write clear, well-
rare and difficult to spot.
1 = either fulfilled 1 = partial engagement structured texts of
complex subjects, 1, 2, 3, 4, 5
2 = both fulfilled 2 = full engagement underlining the relevant
salient issues, expanding Coherence and Cohesion
and supporting points of Can produce clear, smoothly flowing, well-
WLT 120-275 view at some length with structured text, showing controlled use of
subsidiary points, reasons organisational patterns, connectors and
and relevant examples. cohesive devices.
1, 2, 3, 4, 5 1, 2, 3, 4, 5
Layout, paragraphing and punctuation are
consistent and helpful. Spelling is accurate,
apart from occasional slips of the pen.
1, 2, 3, 4, 5

Level L5
Section Formal Requirement Task Engagement Individual Traits Overall Qualitative Aspects of Written
(word limit, (content) Language Use
independently)
Section 8 0 = neither fulfilled 0 = no engagement Overall Written Interaction1) Range

Can express him/herself with Shows great flexibility reformulating ideas
1 = either fulfilled 1 = partial engagement clarity, precision and great in differing linguistic forms to convey
flexibility differentiating finer finer shades of meaning precisely, to give
2 = both fulfilled 2 = full engagement shades of meaning in emphasis, to differentiate and to
complex professional and/or eliminate ambiguity. Also has a good
academic texts. command of idiomatic expressions and
WLT 120-220 colloquialisms.
1, 2, 3
1, 2, 3
Accuracy
Maintains consistent grammatical and
lexical control of complex language.
Section 9 0 = neither fulfilled 0 = no engagement Overall Written Production
Can write clear, smoothly 1, 2, 3
1 = either fulfilled 1 = partial engagement flowing, complex texts in an
appropriate and effective Coherence and Cohesion
2 = both fulfilled 2 = full engagement style and a logical structure Can create coherent and cohesive text
which helps the reader to find making full and appropriate use of a
significant points. variety of organisational patterns and a
WLT 150-330 wide range of cohesive devices.
1, 2, 3
1, 2, 3
Writing is orthographically free of error.
1, 2, 3

Marking Criteria and Comments
Level A1
PTE General Level A1 PTE General Level A1
A1 Individual Traits Commentary
Section 8 Personal details include, e.g., name,

address, occupation, study, but
Overall Written Interaction should also be understood as basic
Can ask for or pass on personal information about daily situations.
details in written form. The test taker (hereafter TT) is not
expected to go into great detail, e.g.,
describing specific tasks at
school/work.
Section 9 The sentence pattern follows the

basic subject-verb (SV) or subject-
Overall Written Production verb-object (SVO) structure. It can
Can write simple isolated phrases and include time and place references.
sentences. Simple present and present
progressive/continuous are the
expected tenses.
A1 Overall Qualitative Aspects Commentary
Range Concrete situations include, e.g.,

Has a very basic repertoire of words family activities, school routines,
and simple phrases related to shopping, social life. TT is not
personal details and particular expected to go into detail regarding
concrete situations. their specific jobs or those of their
family members.
A very basic repertoire includes
simple present, present progressive,
active voice, SV, SVO sentence
patterns.
Accuracy
Shows only limited control of a few These structures include simple
simple grammatical and lexical present, present progressive, active
structures and sentence patterns in a voice, SV, SVO sentence patterns.
memorised repertoire.

Can link words or groups of words
with very basic linear connectors like
and or then.
Pearson proprietary 26
Can copy familiar words and short Spelling mistakes within words
phrases e.g. simple signs or outside the stated repertoire must
instructions, names of everyday not be penalised. In terms of
objects, names and set phrases punctuation, TT is expected to use
used regularly. Can spell his/her full stops and question marks
address, nationality and other correctly.
personal details.

Level L1
PTE General Level L1 PTE General Level L1
L1 Individual Traits Commentary
Section 8 TT is able to convey a simple

message without putting too much
Overall Written Interaction strain on the reader. Notes include
Can write short, simple formulaic very simple postcards, emails, blog
notes relating to matters in areas of entries and letters. Areas of
immediate need. immediate need include dwelling,
work/study, family, friends, hobbies,
food & drink.
Section 9 Sentence patterns follow the basic SV

or SVO structure. They may include
Overall Written Production time and place references. Simple
Can write a series of simple phrases present, present progressive, simple
and sentences linked with simple past are the expected tenses.
connectors like and, but and TT can write about everyday aspects
because. of his/her environment, e.g., people,
places, a job or study experience in
linked sentences and describe the
what, who, where, when, how of
events, activities or experiences.
L1 Overall Qualitative Aspects Commentary
Range
Uses basic sentence patterns with TT is expected to write in some detail
memorised phrases, groups of a few about a given situation using simple
words and formulae in order to sentences giving general information
communicate limited information in about what, who, where, when,
simple everyday situations. how.

Accuracy TT is expected to use simple
Uses some simple grammatical and present, present progressive,
lexical structures correctly, but still simple past, SV(O) patterns
systematically makes basic correctly.
mistakes. They should not be penalised for
occasional mistakes regarding
subject-verb agreement, word order
if time and place references are
included, irregular verbs and plural
forms.

Can use the most frequently
occurring connectors to link simple
sentences in order to tell a story or
describe something as a simple list
of points.
Can link groups of words with
simple connectors like and, but
and because.
Orthographic Control If TT copies words or phrases from

Can copy short sentences on the prompt, s/he is expected to do
everyday subjects. Can write with so correctly and should be penalised
reasonable phonetic accuracy (but for mistakes.
not necessarily fully standard If the word is spelt phonetically
spelling) short words that are in accurate, the examiner can
his/her oral vocabulary. recognise the word despite incorrect
spelling, e.g., I by to appels. I go to
the beech and TT should not be
penalised.
TT is expected to use full stops and
question marks correctly.

Level L2
Section 8
Overall Written Interaction

Can convey information and ideas on TT is expected to give some detail
abstract as well as concrete topics, when explaining problems or giving
check information and ask about or information. TT should be able to
explain problems with reasonable express thoughts on more abstract,
precision. cultural topics such as films, books,
Can write personal letters and notes music etc. TT can describe events,
asking for or conveying simple experiences and feelings.
information of immediate relevance,
getting across the point s/he feels to
be important.
Section 9 TT can give their opinion, reasons, or

accounts of experiences, describing
Overall Written Production feelings, thoughts and reactions in
Can write straightforward connected simple connected text.
texts on a range of familiar subjects TT should have a repertoire of linking
within his/her field of interest, by devices including because, so, firstly,
linking a series of shorter discrete secondly, thirdly, afterwards, lastly
elements into a linear sequence. etc.
Range
Has enough language to get by, with This includes describing experiences
sufficient vocabulary to express and events, dreams, hopes &
him/herself with some ambitions and briefly giving reasons
circumlocutions on topics such as and explanations for opinions and
family, hobbies and interests, work, plans.
travel and current events.
Accuracy
Uses reasonably accurately a Most simple sentence patterns and
repertoire of frequently used frequent words are used correctly.
routines and patterns associated
with more predictable situations.

Coherence and Cohesion TT should have a repertoire of
Can link a series of shorter, discrete linking devices including however,
simple elements into a connected, although, on the one (other) hand,
linear sequence of points. firstly, secondly, thirdly, afterwards,
furthermore, moreover, lastly etc.
Orthographic control The reader should not find it

Can produce continuous writing difficult to follow TTs written text.
which is generally intelligible If spelling mistakes and/or
throughout. Spelling, punctuation inappropriate punctuation obstruct
and layout are accurate enough to the understanding of the text, the
be followed most of the time. performance is below the level. If,
however, TTs orthographic control
is flawless, the performance is
above level.

Level L3
Section 8 TT is expected to use (if applicable)

persuasive, emotive, explanatory and
Overall Written Interaction descriptive language effectively
Can express news and views conveying degrees of emotion and
effectively in writing, and relate to highlighting the personal significance
those of others. of events and experiences and
commenting on the correspondents
news and views.
Section 9
Overall Written Production

Can write clear, detailed texts on a TT is expected to follow established
variety of subjects related to his/her organisational and stylistic
field of interest, synthesising and conventions of the response format
evaluating information and concerned.
arguments from a number of sources.

Range
Has sufficient range of language to be The complex sentence forms include
able to give clear descriptions, conditionals, relative clauses, passive
express viewpoints on most general constructions and adverbial adjuncts.
topics using some complex sentence
forms to do so.
Accuracy
Shows a relatively high degree of TT must not be penalised for
grammatical and lexical control. Does mistakes that do not cause
not make errors which cause misunderstandings.
misunderstanding.
Coherence and Cohesion TT is able to produce text that follows

Can use a limited number of cohesive a logical structure most of the time.
devices to link his/her utterances into If TT can use a variety of linking
clear, coherent discourse, though words efficiently to mark clearly the
there may be some jumpiness in a relationships between ideas, his/her
long contribution. performance at the top end of L3 and
merits a score of 4.
Can produce clearly intelligible TT must use paragraphs if
continuous writing which follows appropriate for the response format.
standard layout and paragraphing If the occasional spelling and/or
conventions. Spelling and punctuation punctuation mistake do not lead to
are reasonably accurate but may misunderstanding, TT should not be
show sign of mother tongue penalised.
influence.

Level L4
Section 8 TT rarely needs circumlocutions.

TT is expected to use response
Overall Written Interaction format specific language aimed at the
Can express him/herself with clarity target audience. TT can use
and precision, relating to the persuasive, emotive, and/or allusive
addressee flexibly and effectively. language in accordance with the
given topic.
Section 9

Can write clear, well-structured texts TT must be able to explain a point of
of complex subjects, underlining the view, give examples that illustrate
relevant salient issues, expanding this point and say why they support
and supporting points of view at or reject it. TT is expected to adjust
some length with subsidiary points, their writing style to the response
reasons and relevant examples. format as well as the target audience.
Range
Has a good command of a broad
range of language allowing him/her
to select a formulation to express
him/herself clearly in an appropriate
style on a wide range of general,
academic, professional or leisure
topics without having to restrict what
s/he wants to say.
Accuracy
Consistently maintains a high degree
of grammatical and lexical accuracy;
errors are rare and difficult to spot.

Can produce clear, smoothly flowing, TT is expected to produce logical text
well-structured text, showing with appropriate linking, so that it is
controlled use of organisational easy for the reader to follow.
patterns, connectors and cohesive
devices.

Layout, paragraphing and
punctuation are consistent and
helpful. Spelling is accurate, apart
from occasional slips of the pen.

Level L5
Section 8
Overall Written Interaction TT does not need circumlocutions to

Can express him/herself with clarity, express his/her ideas. TT can use
precision and great flexibility persuasive, emotive, and/or allusive
differentiating finer shades of language flexibly in accordance with
meaning in complex professional the given topic and aimed at the
and/or academic texts. target audience.
Section 9

Can write clear, smoothly flowing,
complex texts in an appropriate and
effective style and a logical structure
which helps the reader to find
significant points.
Range TT is expected to use a great variety

Shows great flexibility reformulating of phrase and sentence structures to
ideas in differing linguistic forms to reformulate ideas.
convey finer shades of meaning If TT makes no use of idiomatic
precisely, to give emphasis, to expressions when appropriate, s/he
differentiate and to eliminate should be marked down. Colloquial
ambiguity. Also has a good command language must only be used when it
of idiomatic expressions and is appropriate to the argument,
colloquialisms. response format and/or target
audience.

Accuracy
Maintains consistent grammatical and Errors are very rare and difficult to
lexical control of complex language. spot.

Can create coherent and cohesive
text making full and appropriate use
of a variety of organisational patterns
and a wide range of cohesive devices.
Orthographic Control This includes spelling, punctuation

Writing is orthographically free of and, if applicable, paragraphing.
error.

Benchmark Samples
Level A1
Section 8 Sample A1.1
Formal Requirement Mark 1
The word count (50) is within the word limit. There is no opening or closing which
is inappropriate for this response format (postcard).
Task Engagement Mark 2
All prompts are addressed.
Overall Written Interaction Mark 3
TT is able to pass on basic information about his/her stay in Niederau and thus
meets the level requirements.
Range Mark 3
TT uses simple present and one auxiliary verb, I can see, correctly. The lexical
range consists of a basic repertoire that is sufficient to deal with the task. TT
adds vocabulary not provided in the text, e.g., boyfriend, cafe, flowers, pretty,
very long. TT manages to use complete sentences. TT does not use present
progressive, though appropriate.
Accuracy Mark 2
TT uses simple present - I'm in Niederau. It's winter - and SVO sentence
structure - I can see the mountains; It's a very pretty place correctly. There
are several mistakes regarding word order a rive very long; prepositional
phrases in this travel, We are in to a cafe near of the mountains; and the use
of direct objects come with my, its opposite of my. Overall TT just meets the
level requirements.
Coherence and Cohesion Mark 2
TT starts off with a very good example of cohesion: Im in Niederau. Its winter
in this beautiful place. However, TT does not sustain this and two sentences are
rather incoherent: We are in to a cafe near of the mountains. He looks the
flowers, its opposite of my. Overall TT is just at level.
Orthographic Control Mark 5
There are only a few of spelling mistakes: rive, cafe in to. Punctuation is
correct. TT is thus above level.

The word count (61) exceeds the word limit tolerance of 55 words. There is an
appropriate opening and closing.
TT did not mention who he was travelling with.
TT is just able to pass on basic information about his/her stay in Niederau by

using language from the prompt. It is difficult for the reader to follow as the
message is not always clear.
Range Mark 1
TT rarely uses simple sentence patterns, but uses isolated phrases instead. The
lexical range is not sufficient to deal successfully with the task.
Accuracy Mark 1
The response does not reflect limited control of a few simple grammatical and
lexical structures. There are grammatical inaccuracies with word order - I drive
the all day skiing; the use of subjects - is small but beautiful; as well as lexical
mistakes - sunning the sun, I drive the all day skiing. TT is below the level.
Good example small but beautiful -other evidence is partly lifted from the text.
Despite the use of linking words such as and, but, then, the text remains in
coherent and difficult to understand.
The response lacks punctuation almost entirely and thus does not help the reader
along. There are several spelling mistakes villige, wether, littel. In addition,
some words are illegible.

Level A1
The word count (71) is within the word limit. It matches the minimum
requirements for a short story as response format.
TT writes a brief story about the picture covering all relevant aspects: weather,
place, people, pet, activities.
Overall Written Production Mark 3
The response meets the level requirements as it mainly consists of simple

isolated sentences.
Range Mark 3
TT uses simple present and present progressive and negation. The lexical range
is sufficient to deal with this task and is expected at this level with the exception
of however that goes beyond the level requirement.
Accuracy Mark 3
TT shows only limited control of the use of simple present and present
progressive. TT uses simple past incorrectly. TT meets the level requirement.
The response is coherent enough for the reader to follow quite easily. TT uses
and, however, though not always correctly: only the father is not hear. He is
however bag the job.
There are several spelling mistakes famieli, hause, littel, hear (instead of
here), bag (instead of back), and combany. In terms of punctuation, TT does
not always use full stops appropriately. Nonetheless, TT still meets the level
requirement.

The word count (79) is within the word limit. The response format is appropriate.
TT writes a brief story about the picture including all relevant aspects. The
adaptation of the picture as a family photo is acceptable.
The response exceeds the descriptor for this level. It is more detailed and
contains complex sentences which are joined coherently.
Range Mark 3
TT includes simple present and a basic lexical repertoire with the exception of is
composed of, which appears to be a memorised formula.
Accuracy Mark 3
TT uses word order, simple present mostly correctly. The response includes some
grammatical inaccuracies, for example, third person singular - Cristina read a
book and Francesca play with my small dog; plural - five person; word order -
We are for a long time in my garden; like + gerund - I like to play basket, and
I like to live in Sorrento. However, most of the mistakes are acceptable at this
level. There is also the lexical inaccuracy of I play basket. Overall TT meets the
level requirements.
Although TT only uses and as an explicit cohesive device, the text reads very
smoothly and is thus easy to follow. TT is approaching the next level. The order
of the information could be improved to add coherence and place TT above the
level.
TT uses an upper case T, which makes the text slightly less legible. There are no
spelling or punctuation mistakes.

Level 1
Section 8 Sample L1.1
TT falls below the expected word count but within tolerance (53/47). The letter
has a clear opening and closing.
The TT misunderstands the first prompt and thus only partially engages with the
task.
The TTs response clearly matches level requirements. TT is able to write short
and simple text.
Range Mark 3
TT uses tenses will-future, simple present, simple sentence structures and

question forms appropriately. The lexical range matches the level requirements.
Accuracy Mark 3
TT uses some structures correctly, e.g. I don't have time to do my chemistry

homework, but also makes basic mistakes I'll bring you, for the lunch, which is
acceptable at this level.
TT only uses and to connect phrases. It reads like a list of individual sentences
and only the first sentence meets the level requirements.
There is only one orthographic mistake chemistry should have been

capitalised. TT does not always use full stops appropriately, e.g. See you
tomorrow. Overall TT meets level requirements.

Not to be assessed.
TT does not engage with the prompts in his / her response. The mentioning of
the history book does not suffice. This means that all traits are scored zero.
Not to be assessed.
Range Mark 0
Not to be assessed.
Accuracy Mark 0
Not to be assessed.
Not to be assessed.
Not to be assessed.

Level 1
The word count (96) is within the word limit. The text fulfils the minimum
requirements for the response format.
TT addresses all three pictures in the diary entry.
The response goes beyond simple phrases as it contains a variety of more

complex sentences and is more detailed. TT is thus above the level.
Range Mark 5
The response includes the following grammatical structures: simple past; gerund;
simple present; past progressive; present perfect; going-to future; subordinate
clauses and passive voice. Lexical repertoire includes esclusive, cute, fall in
love, unfortunately, in a few of days, was surprised. This puts TT clearly
above level.
Accuracy Mark 4
TT has good control of tenses and word order, except for the use of present
perfect in In that moment Ive remembered, no past tense use in I come back
to the same shop and a t-short very cute. There are some grammatical
inaccuracies, such as prepositional mistakes: We went in a shop., in that
moment, in a few of days. Lexical issues include was very fall in love,
remembered in my mind, I asked this T-shirt and come back to the same
shop. However, TT does not make systematically basic mistakes and is thus
approaching the next level.
The text is coherent and uses sophisticated cohesive devices such as last
week, while, but unfortunately and in that moment. TT exceeds the level
requirements.
There are only two spelling mistakes - esclusive, T-short. TT uses uppercase
throughout. TT is approaching the next level.

The word count (105 words) is within the word limit tolerance. The text fulfils the
minimum requirements for the response format.
TT addresses all three pictures in the diary entry.
TT uses simple connected sentences to tell the story.
Range Mark 3
The lexical range of TT is broad for the level, e.g., quite expensive, special day,
enjoyed talking, suddenly, surprised, remembered. TT uses simple present,
simple past and mainly subject-verb (SV) and subject-verb-object (SVO)
structures. Good use of why-question. The response meets the level requirement.
Accuracy Mark 2
TT does not have full control of simple present and simple past and also makes
mistakes regarding SVO structures.
TT uses but, and, suddenly, then and so correctly. Attempts to use

because lead to structural inaccuracies. Also, the second part of the response
lacks cohesion due to a referencing issue - I saw it last week - and a
grammatical issue: Why did you buy this. I really want to buy this.
There are spelling mistakes - birshday, suprised. Some sentences start with
lowercase; and the use of inappropriate uppercase within sentences: My friend,
There is. The use of commas is not always appropriate: Because,, So,. TT
just meets level requirements.

Level 2
There is no formal opening or closing as required for the response format of a

letter. The word limit is within tolerance (84).
TT does not address the first prompt. TT also does not provide reasons for
his/her preferred way of travelling.
TT is able to get across his/her opinion with reasonable precision.
Range Mark 3
TT is able to express himself/herself beyond memorised phrases as required at

this level: It is true that air travel is more polluting than other transports, but
still needs to use circumlocutions: everyone would have to be careful with their
own actions. Subordinate clauses and gerund are used correctly.
Accuracy Mark 3
Response is reasonably accurate. TT has good command of subject-verb

agreement. There are inaccuracies in terms of article and prepositional use
problem for the society, ways for help. TT leaves out objects - I think that is
more important to. From a lexical point of view, TT misuses the word
problem. This is the only error which might lead to some misunderstandings.
Although the response is not entirely coherent (the use of problem), TT manages
to link elements into an extended text by using and, but, especially and
relative clauses. TT meets the level requirement.
TT exceeds the descriptor as there is only one spelling mistake: diferent.

The opening is inappropriate and there is no closing to the letter. TT exceeds the
word limit tolerance, so only the first 99 words are assessed.
The test taker addresses all prompts.
The introductory sentence connects with the reader directly. TT communicates

effectively and persuasively I'd say that, I think that, in my opinion the best
choice is not only but - with reasonable precision. TT is, however, not yet at
the level above as there is some lack of clarity: the largest and unfinished
qeues.
Range Mark 5
TT has a very good lexical range - concious; they base their decision and
grammatical range I am writing to express my opinion; not only are the
cheaper tickets attractive. Most sentences are complex. The performance
exceeds the level requirements. TT is at the next level.
Accuracy Mark 4
The response is reasonably accurate. As TT goes beyond the use of routines and
patterns, s/he exceeds the level requirements. However, there are too many
lexical and grammatical inaccuracies to place TT at the level above: concious
of; global warming affect everybody; base their decision in; instead how much
pollution; largest and unfinished qeues. Overall TT is approaching the next
level.
TT exceeds the level requirements as s/he links complex sentences into a

coherent text with a wide range of cohesive devices: -I'd say that, I think that,
peoplethey, everybody but we, in my opinion the best choice is, not only
but.
Spelling, punctuation and layout are accurate apart from two spelling mistakes -
concious, qeues - and the use of capitals throughout. TT uses paragraphs.
Overall TT meets the upper bound of the level description.

Level 2
The rubric does not specify a specific response format so the TT cannot be
penalised. At 131 words the response is within the tolerance. Both the response
format and the word limit are correct and a score of 2 is given.
All aspects of the prompt are referred to, the TT referring to why they travel as
they do, what is liked/disliked about this form of transport and how they would
prefer to travel to college.
While the TT has written a series of simple phrases and sentences linked with
simple connectors and so clearly fits the descriptor for Level 1, the shorter
discrete elements are not linked in a linear sequence the descriptor for Level 2.
The text jumps from the topic of walking to cars, and there is no repertoire of
linking devices and the response, while straightforward, is not connected.
Range Mark 2
A limited range. The use of the basic SVO sentences using present simple is
frequent. Attempts are made to use conditionals (If are working every day, you
will be very stronge) and superlatives (The beeter travel to walking). The TT
gives opinions and reasons for these (driving being bad because it pollutes the
atmosphere) and there is sufficient vocabulary to allow the TT to get by.
Accuracy Mark 2
Control of simple sentence patterns is variable and there are some basic mistakes
(use of present simple, mass and count nouns, subject omission and subject-verb
agreement). Overall, however, control of frequently used routines and patterns
is reasonable and performance is just at the level of the band descriptor.
The TT only uses because, and, so and but to link simple sentences in order to
describe something as a list of points. There is no evidence of a repertoire of
linking devices and I do not feel that the elements are linked into a connected
linear sequence.
There are several spelling mistakes. Although punctuation and spelling is ok,
overall TT is only just at the level.

The text is appropriate in layout, although there is no clear beginning, there is

body and ending.
The candidate has responded to all the prompts, so gets a maximum of two
points.
The TT has written a straightforward connected text giving opinions, reasons and
describing feelings.
Range Mark 3
A range of structures is used, simple present, modals, comparative adverbs, the

use of adverbials, nowadays, practically, and actually.
Accuracy Mark 3
There are several lexical and grammatical mistakes, they dont cause
misunderstanding and TT is thus at the level. Lexical inaccuracies include This is
very conveniently for me and I would prefer it, underground was absolutely
dangerousless. Grammatical mistakes include underground will be improve and
became more comfortable, have already notice, each person have.
The response is coherent enough for the reader to follow. TT uses several
cohesive devices - nowadays, however, becase, at first, secondly, and thus
manages to link ideas.
There are a few spelling mistakes; becase, quie but punctuation and layout is
fine. This still meets the expectations of being accurate enough to be followed
most of the time. As the response is also intelligible throughout, s/he meets the
level requirements.

Level 3
The word count of 115 words is within the word limit, and the appropriate
response format has been used.
All prompts are addressed in the response.
TT expresses his/her opinion persuasively, with clarity and precision. TT uses

language flexibly to relate to the addressee. TT is thus approaching the level
above.
Range Mark 3
TT uses a variety of grammatical structures even if they do, they shouldn't,

being children should mean enjoying life, plenty of time in future to worry about
what's happening, informed enough about such problems. But limited lexical
range does not put TT at the upper bound of the level.
Accuracy Mark 3
TT shows a high degree of grammatical and lexical control. There are a few
inaccuracies. Grammatical mistakes include not using gerund in make lots of
friends and omitting the article in plenty of time in future. Lexical inaccuracies
include the use of mustn't worry and now or then.
TT uses cohesive devices, such as To start, and even if, it's true. The response
shows a high level of internal cohesion. It runs smoothly and is very easy to
follow.
Paragraphing and punctuation are appropriate except for the wrong use of a
comma: so called, children. There are two spelling mistakes global waming,
so called.

The word count is within the word limit (104), and the appropriate response
format has been used.
TT does not relate to the authors comment as requested in the second prompt.
TT thus only partially engages with the task.
The response is difficult to follow as the TT cannot express himself clearly and
effectively.
Range Mark 1
TT uses only simple structures and the range of language is not sufficient.
Accuracy Mark 1
TT lacks grammatical and lexical control. Mistakes cause misunderstanding and

make it difficult for the reader to follow.
The response uses very few linking devices, only and and finally. It resembles
more a list of points than connected text.
There are many mistakes, which make the text not clearly intelligible.

Level 3
TT used appropriate response format and stayed within the word limit (word
count 160; the headline is not counted).
TT addresses all prompts.
The response is clear, detailed and well-structured. It can easily be followed and
TT thus exceeds the level requirements. However, the response does not have
the complexity required for the level above. TT is approaching the next level.
Range Mark 4
TT exceeds the level requirements by using a broad range of language. The

lexical range includes: had the opportunity to take part in an expedition, an
amazing protected area, volunteering as a photographer, river islands,
ornitologist, was composed of, local inhabitant. Grammatical range used by
the TT includes complex sentence structures - After only two months..., I was
volunteering - and subordinate clauses When I was, I joined...that was. The
TT displays correct usage of simple past, past progressive and past perfect,
simple present and will-future. TT is, however, not yet at the next level as s/he is
occasionally restricted it what s/he wants to say, e.g. one local inhabitantknew
the best places to stand.
Accuracy Mark 4
TT displays a high degree of grammatical and lexical accuracy. Errors are rare.
There are some inaccuracies: after only two months since I had arrived, in
Amazon. There is a structural error in the sentence starting I joined the
ornitologist team. As the errors are not difficult to spot, TT is not yet at the
next level.
Coherent response with smooth flow which makes it very easy for the reader to
follow. Response has a high degree of lexical cohesion with no jumpiness. The
performance does not yet have the sophistication to be placed fully at the next
level.
Response shows appropriate paragraphing, layout and punctuation. There is only

one spelling mistake: ornitologist. TT fulfils the level requirements for the level
above.

TT used appropriate response format and stayed within the word limit (word
count 207).
TT addresses all prompts.
TT exceeds the level requirements and shows evidence from the next level up.
The response is clear and well-structured and contains appropriate supporting
detail. TT rounds off with an appropriate ending.
Range Mark 4
TT displays good grammatical range: complex sentence structures After only

two months, I was volunteering; relative clauses I joinedthat was.
Lexical range includes undiscovered, unexplored, captivating, surrounding,
breathtaking, hospitality was one of the features, not to mention, at least
once in a life time. TTs thus exceeds the range requirements for this level and is
approaching the level above.
Accuracy Mark 3
Though there are several lexical and grammatical mistakes, they do not cause
misunderstanding and TT is thus at the level. Lexical inaccuracies include
eastern-southern, was like in a fairy, even that and cryed out. Grammatical
inaccuracies include: tense so far is going to; word order I exactly
remember my first day. There are also prepositional mistakes I have tasted
for years, we stayed in, for what I have heard; as well as other errors I
hardly have foud anywhere, that cryed out and the sea there is.
The response is coherent enough for the reader to follow quite easily. TT uses
only some linking devices - and, so far, but, even that, not to mention - but
the response shows good internal cohesion.
There are some punctuation mistakes TT uses commas instead of full stops in
the second and ninth sentence. There are also spelling mistakes: oging,
exactely, sorrounding, concreate, foud and cryed out. Some words are
illegible. No capitalisation at the beginning of the sentence they got. Also
paragraphing is not always appropriate But I made.

Level 4
Although TT starts the letter appropriately, they do not sign off and therefore get
a score of one for formal requirement. The word count is within the word limit.
The test taker has responded to all the prompts and so gets a maximum of two
points.
The message is clear and well developed. The response shows adequate
precision.
Range Mark 3
The test taker shows a good command of a broad range of language, such as
present perfect and modals, and lexis (It has come to my attention / I have had
the opportunity to observe these symptoms/ exhaustion, face-to-face
conversations rather than texting all the time).
Accuracy Mark 3
Errors are rare and overall there is a high level of accuracy. Errors (e.g., observe
these symptoms on a few friends) are difficult to spot.
A variety of organisational devices are used to convey meaning: This has turned
into / Aside from / due to / rather than. Although these arent always used
correctly (from looking at that screen too much / This way), the TT can be
easily followed, which puts the test taker just at the level.
Paragraphing and punctuation are consistent with occasional slips (e.g.,

habbits).

The test taker has started the letter but does not sign off at the end. The word
count is within the word limit (beginning of letter + title of section 7 text not
included).
The test taker has responded to all the prompts and so gets a maximum of two
points. The last point is just about covered though not explicit (Thats why
parents and children should not underestimate the problem).
The message is well developed and shows some precision and flexibility in
addressing the target audience. However, it lacks clarity at times, especially the
last sentence, putting this just at the level.
Range Mark 3
The test taker shows a good command of a broad range of language and lexis
(e.g., potential risk for / extremely popular / slight discomfort / alienated/
no one is guaranteed). The test taker has evidently used lexis from the section
7 reading (e.g., carpal tunnel syndrome) but it is used appropriately (i.e. whole
chunks are not lifted).
Accuracy Mark 3
A high level and consistent control of language is shown. Errors are difficult to
spot: shoulders pain.
The test taker is able to use a wide range of cohesive devices accurately and
flexibly (e.g., This holds / As you probably know.. / I myself / Apart from
the / Thats why.).
Mark 2
Punctuation and spelling are consistent. Although the ideas are easy to follow,
the paragraphing is inconsistent (first paragraph very long and second very
short). So the test taker scores 2.

Level 4
The word count (178) is within the word limit tolerance. The response format is
not fully appropriate as there are no concluding remarks.
TT describes two inventions (mobile phone & internet) and thus engages
adequately with the prompt.
To a large extent the response is clear and well-structured. TT tries to expand the
argument and provides examples to support his/her argumentation. However,
s/he could have expanded his/her argumentation further. TT is thus just at the
level.
Range Mark 2
TT has sufficient range of language to be able to express viewpoints (as required

at the level below), but does not always do so clearly: they keep people in
touch, informed of the information going on around world. The use of complex
structures, e.g., As the..., there is a...; to whoever they intend to speak to; as
well as lexical items such as increasing pace of our modern life, make the best
use of, wireless access and the fastest ever puts the response just at the level.
Overall TT just fulfils the level requirements.
Accuracy Mark 1
TT makes too many errors to be considered at the level. Inaccuracies include:

take the advantage, in front us, phones which was designed, access to
internet, made the communication the fastest, around world, emails are
ensured. Lexical inaccuracies include: the use of While and the collocation of a
storm of mobiles.
The response is clear and well-structured, though it does not always read
smoothly, as in the following sentences: () how can we take the advantage of
phones which was designed to send information faster, and make the best use of
them; Emails are ensured to allert us the moment they arrive while at the same
time, the international conference are carried out globally without being limited
by time or place. TT is just at the level.
Punctuation, layout and paragraphing are appropriate. However, there are

several spelling mistakes including clocer, innitiated and allert. Proper nouns
are not capitalised: apple, blackberry. Overall TT is just at the level.

TT does not properly engage with the task, so all traits are scored zero.
TT does not properly engage with the task, which leads to a score of zero. As
Task Engagement functions as goalkeeper, all other traits are scored zero.
Range Mark 0
Accuracy Mark 0

Level 5
TT stays within the word limit (195). There is an appropriate opening to the
formal letter and an introductory sentence and a formal closing.
All prompts are addressed.
The response is mostly clear, precise and smoothly flowing. TTs line of argument
is logical and easy to follow, except on two occasions: This view takes;
Changes will be made. The language used is less emotive and persuasive than
would be expected at this level. It does not have the sophistication expected at
this level.
Range Mark 1
TT shows a broad range of language and thus meets the requirements of the
level below. TT uses subject specific vocabulary: economic difficulties, pension,
insurance providers, privatised, funding structure, saving incentives,
expenditures etc. Other good examples of lexical range include: truly
pessimistic, insurance providers go bankrupt, heavily privatised, regulate
change, the simple, although not always the popular way forward. Grammatical
range includes correct and appropriate use of the future tense and the passive
voice. TT does not yet show enough flexibility in his/her language use and some
ambiguity remains. TT does not meet the requirements for this level.
Accuracy Mark 1
TT maintains consistent grammatical and lexical control and thus TT meets the
requirements the level below. S/he makes a few mistakes: modal auxiliary verb
which can bring economic difficulties in the near future; tense Changes will be
made.
Organisational structures and cohesive devices remain less complex: first of all,
on the other hand, whilst, this view, in the UKin other countries, in fact,
although, within a family, therefore, but also. There is some jumpiness in the
second paragraph - This view takes... - and at the beginning of the third
paragraph: Changes will be made. Overall TT is below the level.
Layout, paragraphing and punctuation are appropriate. There is one spelling

mistake: othe.

TT stays within the word limit. S/he uses an appropriate opening of the letter,
but fails to include a closing.
TT expresses his/her thoughts on how longevity may change our lives and the
implication for families. However, TT rather summarises the writer's argument
than commenting on it when dealing with the first prompt.
The response is clear, precise and smoothly flowing. TT manages to express finer
shades of meaning, e.g., miscalculations by actuaries, extraordinary demands,
cannot afford to keep up the payments, backfired. The response also shows
flexible language use, e.g., enormous financial difficulties whilst attempting to
finance the extraordinary demands on their funds; progress and advances; less
generous cannot afford. TT meets the level requirements.
Range Mark 3
TT uses language flexibly giving emphasis appropriately to reveal finer shades of

meaning, e.g., enormous financial difficulties, attempting to finance, ironically,
the irony is, as the pensions simply will not be there, almost certainly. TT
meets the level requirements.
Accuracy Mark 3
TT maintains consistent grammatical and lexical control.
TT fulfils the level requirements. The response follows a logical structure, so that
the meaning is easily understood by the reader. Cohesion is established by using
the following devices, e.g., 'are set to find themselves', 'whilst', 'Ironically, this
has come about', 'we should enjoy, many of us will be unable to do so', 'as a
result'.
Punctuation and spelling are correct. Appropriate paragraphing would have

improved the reading flow further.

Level 5
The word count (315) is within the word limit tolerance. The response format is
appropriate. There is an introduction and a conclusion.
TT covers all aspects of the prompt in his/her essay.
The essay is clear and smoothly flowing. Its structure is logical. However, the
argumentation is not always as complex and sophisticated as would be expect at
this level. Exemplifications remain generic.
Range Mark 2
The response contains complex sentence structure, e.g. These conditions have
changed..., As the years..., Think 30 years into the future. Their use shows
flexibility. TT's lexical range includes widespread and common, as countries
further industrialise, continue to flood our daily life, non-existent, menial
tasks, constructive work, monotonous work, will be greatly impacted,
ultimately benefit from, gradual nature. There is a minor limitation as TT
recurrently uses 'change', 'changes'. Overall TT is just at level.
Accuracy Mark 2
TT maintains consistent control of complex language. There are only a few

inaccuracies Think back 30 years ago, is up to, is costing and what is
interesting.
TT is at the level. Cohesive devices include as the years pass, think back 30
years, think 30 years into the future, most importantly, soon, currently,
instead of and however. Although the text reads smoothly, the content of the
argument becomes repetitive in the third paragraph. As it is the summary of the
argumentation, ideas should have been presented in a more abstract way rather
than reintegrating the samples.
The response is not orthographically free of error; there are some mistakes -
every-day life, office-life. The second paragraph could have been split into two
paragraphs.

The word count (293) is within the word limit. The response format is
inappropriate as there is no conclusion.
TT covers all aspects of the prompt in his/her essay, although last aspect (how
do you see your own professional life developing) is not addressed in detail As
for myself I can see work opportunities continuing to evolve.
The essay is clear and smoothly flowing. Its structure is logical (only hampered
by the abrupt beginning and ending). The style is appropriate and effective -
Gone are the days, As for myself, More and more, greatly, simply, It is also
true to say.
Range Mark 3
TT can use language flexibly to express him/herself precisely. TT shows a broad

range of language Gone are the days of a job for life., Cut their costs, get
value for money, public sector employment, in terms of accountability,
opening up of communication abilities of our computerised age, work
opportunities continuing to evolve, proactive in finding out, to sell themselves
more vigorously. TT is at the level.
Accuracy Mark 3
TT maintains consistent control of complex language. There is one inaccuracy:

their expertise and field of skills is well known.
The essay has a high degree of coherence and grammatical cohesion and is thus
logical and very easy to follow. Only the last sentence remains somewhat
isolated.
The essay is orthographically free of error, so TT is at the level.

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Pearson Test of English General

(PTE General): Standardisation

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As part of our ongoing commitment to maintaining the highest standards in

Aspects that have changed include:

Aspects that havent changed include:

Purpose of the test

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meets the required standards for the respective CEF

Purpose of this guide

CERTS Code 33-LW-DICT

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CERTS Code 41-WW-ESSA

Objective Test ability to write text based on a prompt

Components of this guide (Sections 8 and 9)

Focus of marking Defines or describes each item trait to be assessed in

Response format Describes the minimum requirements for each

Marking criteria Provides an overview of the making criteria on one A4

Provides commentaries for the marking criteria. Each

Provides the mark given for each item trait supported

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Possible marking issues and solutions

TT writes more words than required Only count correct words

Are contractions acceptable? Yes.

TT writes do not / key = dont a) D = 1 point , S = 0

How important is grammar? If the grammar alters the meaning

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Focuses on the written exchange in which the test

Overall Written Focuses on a written text produced by the language

Focuses on the scope of lexical and grammatical

Knowledge of and ability to use the grammatical and

Cohesion is the term used to describe the

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Formal Item Traits

Marking Scale for Task Engagement A1-L5

Marking Scale for Formal Requirement A1-L5

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Marking Scale for Levels A1 L4

Marking Scale for Level L5

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Level Section 8 Tolerance Section 9 Tolerance

Maximum Score for Levels A1-L5

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Table 1 Overall Scoring

Table 2 Word Count

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Table 4 Formal Requirement

Marking Grids Levels A1-L5

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Section 8 0 = neither fulfilled 0 = no engagement Overall Written Interaction Range

WLT 24-55 Accuracy

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Section 8 0 = neither fulfilled 0 = no engagement Overall Written Range

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Section 8 0 = neither fulfilled 0 = no engagement Overall Written Interaction Range

1, 2, 3, 4, 5 Coherence and Cohesion