1 00:00:00,480 --> 00:00:07,770 ‫We're now moving on to our second lesson of writing tests, too, and today we'll be learning how the 2 00:00:07,770 --> 00:00:11,330 ‫examiner marks and gives your essay a score. 3 00:00:11,370 --> 00:00:17,790 ‫And of course, in aout, you were given a band score, much like Ale's writing task one. 4 00:00:17,790 --> 00:00:23,850 ‫The Examiner uses a set of banned descriptors to assess and give your essay a score. 5 00:00:24,420 --> 00:00:30,660 ‫By the end of this lesson, you better understand these banned descriptors and the criteria that you 6 00:00:30,660 --> 00:00:33,840 ‫need to meet to score band six, seven or higher. 7 00:00:36,370 --> 00:00:44,050 ‫So as with task one, the band descriptors have four sections, the first one being task achievement, 8 00:00:44,740 --> 00:00:45,130 ‫task. 9 00:00:45,130 --> 00:00:49,320 ‫Achievement basically means how well you answer the question. 10 00:00:49,750 --> 00:00:57,100 ‫For example, if your essay doesn't answer the question, given you scored very low in task achievement. 11 00:00:58,720 --> 00:01:05,290 ‫Coherence and cohesion means how well you organize your essay, for example, using paragraphs. 12 00:01:06,410 --> 00:01:15,650 ‫As I'm sure you will remember, lexical resource measures how well you use vocabulary and finally grammatical 13 00:01:15,650 --> 00:01:22,070 ‫range and accuracy measures, how well you use a range of sentence structures and grammatical forms. 14 00:01:22,980 --> 00:01:30,150 ‫I believe it's highly useful for you to understand these four assessment criteria, as you will know 15 00:01:30,150 --> 00:01:33,960 ‫exactly what the examiner is looking for in your essay. 16 00:01:35,420 --> 00:01:42,750 ‫Now will go into a lot more detail about what you need to do to score highly in each of the four band 17 00:01:42,770 --> 00:01:43,730 ‫descriptors. 18 00:01:45,060 --> 00:01:52,300 ‫First up, we'll be taking a look at TASC achievement, and this measures how well you answer the question. 19 00:01:52,890 --> 00:01:58,260 ‫Here are the band descriptors from six to nine if you want to take a closer look. 20 00:01:58,290 --> 00:02:01,050 ‫Download the full band descriptors in this lesson. 21 00:02:01,880 --> 00:02:06,170 ‫OK, so what do you need to do to score highly in task achievement? 22 00:02:06,960 --> 00:02:12,930 ‫To put it simply, you need to fully answer the question that you have been given. 23 00:02:13,260 --> 00:02:19,410 ‫A lot of students make the mistake in only answering a part of the question or not clearly giving their 24 00:02:19,410 --> 00:02:20,120 ‫opinions. 25 00:02:21,000 --> 00:02:25,980 ‫You'll also score higher if you develop and fully explain your ideas. 26 00:02:26,490 --> 00:02:31,140 ‫You can give relevant examples to clearly illustrate your thinking. 27 00:02:32,090 --> 00:02:39,950 ‫Also, it's very important that you write over 250 words now with a bit of practice, you won't need 28 00:02:39,950 --> 00:02:45,710 ‫to count as you will be able to tell from the look of your essay how many words in a roundabout way 29 00:02:45,710 --> 00:02:52,250 ‫that you have written, but at the same time, you don't want to be writing for 500 words, as you won't 30 00:02:52,250 --> 00:02:54,620 ‫score any extra marks for doing this. 31 00:02:55,600 --> 00:03:02,590 ‫So do you make sure that you answer the question in full with fully supported and clearly explained 32 00:03:02,590 --> 00:03:04,630 ‫ideas and opinions? 33 00:03:06,900 --> 00:03:10,920 ‫The second one descriptor is coherence and cohesion. 34 00:03:11,520 --> 00:03:16,380 ‫To score highly here, you need to logically organize your essay. 35 00:03:17,190 --> 00:03:23,400 ‫That means you can use the four step structure, which I briefly showed you in the last lesson to help 36 00:03:23,400 --> 00:03:25,810 ‫present and organize your essay. 37 00:03:26,280 --> 00:03:31,770 ‫It's really important to remember that each paragraph has one big idea. 38 00:03:32,280 --> 00:03:38,430 ‫For example, in your supporting paragraph, you wouldn't want to write an argument for and against 39 00:03:38,430 --> 00:03:40,240 ‫something in one paragraph. 40 00:03:40,800 --> 00:03:49,590 ‫Try and stay focused and organize your ideas simply also using linking words like there for old, though, 41 00:03:49,590 --> 00:03:51,830 ‫will help to organize your essay. 42 00:03:51,840 --> 00:03:56,720 ‫So it's important that you use these and we'll be looking at that more later on in the course. 43 00:03:57,680 --> 00:04:04,730 ‫Our next band descriptor is lexical resource, and as you may remember from Task one, this is all about 44 00:04:04,730 --> 00:04:07,910 ‫the range of vocabulary that you can use. 45 00:04:09,500 --> 00:04:16,130 ‫He synonyms and collocations will really help you score higher, and it's important to remember not 46 00:04:16,130 --> 00:04:18,140 ‫to repeat vocabulary often. 47 00:04:19,150 --> 00:04:25,660 ‫It's also very important that your spelling is accurate, as any errors in this will mean you will lose 48 00:04:25,660 --> 00:04:26,590 ‫some marks. 49 00:04:27,210 --> 00:04:34,360 ‫I believe it's a really good idea to look, for some example, essays on the Internet, read them through 50 00:04:34,360 --> 00:04:37,990 ‫and try and steal some common language that you can find. 51 00:04:39,720 --> 00:04:45,300 ‫And now onto our last Bundy script, which is grammatical range and accuracy. 52 00:04:46,440 --> 00:04:53,280 ‫As with task one, it's important that you can use a range of sentence types and grammatical forms with 53 00:04:53,280 --> 00:04:54,330 ‫few errors. 54 00:04:55,140 --> 00:05:00,570 ‫It's also important to use the correct tense and use a range of punctuation. 55 00:05:02,670 --> 00:05:08,400 ‫Here is the band descriptors in full and remember, you can download this from this lesson. 56 00:05:09,460 --> 00:05:16,960 ‫My top tips are to organize your ideas logically and use the force that structure to help write your 57 00:05:16,960 --> 00:05:17,470 ‫essay. 58 00:05:18,390 --> 00:05:24,620 ‫That's all for how you were scored in Eilts writing test to see you in the next lesson.