Anglihel English Test

Section 4: Writing. Marking rubric

Your writing is marked by AI (Claude, made by Anthropic) against the published rubric, three times independently. Essays the marker is unsure about, or that need a person's attention, are checked by an examiner before the result is released.

Each task is marked on four criteria: Task fulfilment, Coherence and organisation, Lexical resource and Grammatical range and accuracy. Each is marked from 0 to 9: 2 is A2, 4 is B1, 6 is B2 and 8 is C1, and odd marks are the bands between (9 is the top of C1). 1 is below A2; 0 means no English that can be marked. A task's level is the mean of its four marks, to the nearest level (an exact half goes down). The section level is (Task 1 + 2 × Task 2) ÷ 3, so Task 2 counts twice as much as Task 1. The highest writing level is C1.

Mark	CEFR	Task fulfilment	Coherence and organisation	Lexical resource	Grammatical range and accuracy
8	C1	Fully addresses all parts with well-developed, relevant ideas. Short message: register precisely controlled for the reader and purpose. Essay: position clear throughout; arguments developed with precise support and some evaluation or nuance.	Ideas sequenced skilfully; paragraphing well managed. A wide range of cohesive devices used flexibly and naturally, with few lapses.	A wide range used flexibly and precisely, including idiomatic and less common vocabulary with awareness of style and collocation. Only occasional slips.	A wide range of structures used flexibly. Most sentences are error-free; only occasional, non-systematic errors.
6	B2	Addresses all parts. Short message: all content points covered with suitable detail and consistent register. Essay: a clear position is maintained; main ideas are extended with reasons and examples, though some may be over-general.	Logical organisation with clear progression. Paragraphs have a clear central idea. A range of cohesive devices used appropriately, with some over- or under-use.	A good range including some less common items. Collocation generally accurate; paraphrase used. Some errors in choice or formation that do not impede meaning.	A variety of complex structures. The majority of sentences are error-free. Errors do not impede meaning; punctuation generally good.
4	B1	Addresses the main parts. Ideas are relevant but development is limited. Short message: most content points covered, register mostly suitable. Essay: a position is stated, but support is general or repetitive.	A connected text with basic paragraphing or clear sections. A limited range of linkers, sometimes repetitive or mechanical. Progression is mostly clear.	Enough vocabulary for the task, with some circumlocution and repetition. Errors in word choice, formation or spelling are noticeable but meaning is usually clear.	A mix of simple and some complex sentences. Reasonable accuracy in familiar patterns; errors are frequent in complex structures but meaning is usually clear.
2	A2	Addresses some of the task in short, simple statements. Parts are missing or unclear. The purpose is only partly achieved; register may not suit the reader.	Simple sentences linked with basic connectors (and, but, because, then). Little overall organisation.	Basic vocabulary for familiar topics. Frequent errors in word choice or spelling that can make meaning hard to follow.	Simple structures and memorised phrases. Frequent basic errors (tense, agreement, word order) that can impede meaning.