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Today we're going to be talking about moving up the rubric.

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When we talk about doing well on the general task.

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Number one, you have to know how to improve your rubric score.

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You want to be able to move from a 6.5 to a seven or from a 5.5 to a 6.5.

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And in this lecture, I'm going to show you exactly how to do that.

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So, first of all, let's take a look at the grading criteria.

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You have four parts that you need to address.

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Number one is task achievement, then coherence and cohesion, lexical ability, and finally, grammar

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range and accuracy.

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Here is a little bit more information about each specific criteria.

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With task achievement, they're talking about, you're providing a clear purpose and addressing all

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of the key points thoroughly.

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For coherence and cohesion, we're talking about how your sentences stick together.

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Are all the ideas in a specific paragraph related to a central topic sentence, a central controlling

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idea?

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Are you able to really connect your sentences together with really good transitions or linking language?

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Now, when it comes to coherence and cohesion, it doesn't mean overdo it.

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You're not supposed to have a first, second, third, next also in every single sentence.

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That's not good cohesion.

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Right.

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You're not supposed to overdo it.

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And then with lexical mobility, they're looking at the variety of your vocabulary.

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If you're using the same words over and over and over again, you're going to have a hard time scoring

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well.

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You have to learn how to use synonyms, subject, specific vocabulary and paraphrase.

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And then with grammar, we're looking at the range of your grammar.

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So if you're only showing the ability to use simple sentences accurately, that's why you're not scoring

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higher than a six.

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You have to be able to show grammar control using the proper verb tense.

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All of those things are really, really important.

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So let's talk about moving up the scale shifting from a 6.5 to a seven.

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Because I've known a lot of students that have been stuck at a 6.5.

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And after taking my my course, they've been able to move to a seven, 7.5, eight.

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And so let's talk about how you do that.

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Number one, right, mistake free sentences.

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If you're not able to write the majority of your sentences as mistake free, meaning no grammar or vocabulary

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mistakes, that could be the reason why you're not moving from a 6.5 to an eight.

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Then with your grammar, I think it's a really, really good idea to use a grammar app.

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White smoke makes a good application, but I use Grammarly.

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I think Grammarly is a great application.

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It can act as a grammar coach for you.

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A lot of you need that.

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You need that coaching where the application is telling you these are the mistakes and these are the

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suggestions for correcting the mistakes.

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And then you can go ahead and rewrite it again and make sure you're not making the same mistakes over

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and over and over again, because that's what I see very often.

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Mistake.

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Avoidance is really important.

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This ties back into using a grammar application so you can really work on your mistakes.

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You can't just look at the mistake and say, Oh yeah, that's a mistake.

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And then write again.

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You want you want to really work a letter that you write over and over and over again, rewriting it

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until you're able to write it perfectly and avoid mistakes.

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Make sure you have a balanced approach.

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Don't be one of those students where you have the first discussion point as three sentences that are

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very, very well written.

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And then you get to your third discussion point and you have one simple sentence.

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You've got to have balance and then avoid inconsistency.

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You want to make sure that your fundamental grammar, fundamental vocabulary, everything is great,

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right?

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You don't want to be inconsistent where you're making mistakes, simple mistakes.

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So let's work on those things.

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Now let's specifically talk about moving up the rubric.

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We're going to address all of the individual categories task achievement, coherence and cohesion,

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lexical ability, grammar, range and accuracy.

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So let's get started.

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First let's talk about TASC achievement and improving your score.

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When it comes to TASC achievement, you want to make sure that you have a very clear purpose.

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This seems really obvious, but I've read many general letters and students just start off without having

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a clear purpose to their letter.

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And when you do that, you really are hurting your task achievement score.

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You want to make sure that you have correct information that you're referencing all the time.

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So if they give you a key discussion point and the discussion point says, say you're sorry and explain

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this, say you're sorry and explain why you're sorry.

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And if you go beyond that, beyond that for discussion point number one and talk about what you're going

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to do to make it up to the person, then you're going beyond that discussion point.

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You want to stay within that discussion point.

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Structure or limitation?

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Next number three, proper tone.

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You probably have heard this before, but you have the formal, semi formal and the informal letters

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that you have to write.

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And using the proper tone is extremely important.

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And I'll talk about that a little bit more later on.

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Number four, you want to make sure that your letter is very well developed.

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You can't just have three short, simple sentences.

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You want to be able to explain and expand your details, really connect them to really addressing what's

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addressing the point that you need to talk about for the letter.

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And then, of course, word count affects your task achievement.

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If you write less than 150 words, then you're going to hurt your score.

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Now some people ask me, Well, what if I write 300 words?

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Well, you're probably hurting your score also.

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And also, you're frustrating the examiners because nobody wants to read a 300 word letter.

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They give you a word limitation for a reason.

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Right.

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They want you to stick with 150 and and 225 words, basically.

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Right.

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So you should really end up around 200.

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If you're up to around 230, you're okay.

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You're still okay around that amount also.

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But you have to be able to write enough to achieve the task.

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And normally, if you're writing about 10 to 11 sentences, you're going to achieve that mark every

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single time.

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So let's talk about what it means to state a clear purpose.

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Let's look at these two sentences.

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So here is a poor response.

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You can look at the question over here.

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The question says your local council is considering closing a local sports and leisure center that it

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runs in order to save money.

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Write a letter to the council explaining and then it gives you the three parts they want you to explain.

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So your local council is going to be closing the sports and leisure center, and they want you to write

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a letter addressing that.

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So look at this person's.

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First sentence there.

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Introduction This letter is addressed to the local council.

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My name is Ben Okri.

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Right.

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So this this does not state a purpose.

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It doesn't give a purpose for why you are writing this letter or what you're going to be talking about.

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This is a poorly written introduction.

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This does not have a purpose.

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Here's a better response.

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This well considered letter regards your erroneous thought towards shutting the doors of our beloved

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local sports and leisure facility.

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Now we have a purpose.

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You can see it there highlighted in blue.

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Also, this is a great sentence because you can see there are no B verbs.

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There are no weak verbs in the sentence that goes more towards grammar.

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But I just wanted to point that out.

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There's no is our was were B being none of those weak verbs exist.

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This is a very strong sentence, and that's the way you want to write.

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But the main point is it has the purpose.

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Now let's talk about tone.

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Let's say, for example, we have the same the same question as before about the local council closing

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the sports and leisure centre.

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And you're writing a letter to the council.

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So obviously this is a formal letter, so it should have a formal tone.

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Let's look at this poor response with improper tone for a formal letter.

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You know what?

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I'm going to tell you that this gym must remain open for my family members.

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Pull your heads out of the sand and stop messing with my family enjoyment.

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My moms and pops both anguished from diabetes and can't lose weight and combat this disease with this

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Super Bowl without this super cool center.

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I'd be crazy.

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Not to mention that.

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Also, my daughter city championship swim team's jaws dropped to the floor when they heard they could

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not practice.

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Now the information is good.

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It probably sounds good, probably sounds like real speech, but you can't write that way.

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The tone is all wrong.

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That is improper, incorrect tone.

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And then you can take your time if you want and read the response below.

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That has the proper tone, right?

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It's a flat tone.

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First, this gym must remain open for the members of my family who reside as longstanding community

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representatives.

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Both my mother and father anguish from diabetes and depend on the fitness center to lose weight and

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combat this disease.

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Not only do my parents benefit from the leisure center continued operation, but also my daughter city

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championship swim team uses the pool for practice.

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You see that?

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That's formal.

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The tone is proper.

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So for any of you that are confused about tone, that's what we're talking about now.

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Semi formal and formal letters basically have the same tone.

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The difference is that with a formal letter you're writing to a business or an organization and within

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with a semi-formal letter, you're normally talking to somebody within that business or organization.

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So a formal letter is writing to the school.

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A semi-formal letter is writing to the teacher in the school.

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Now let's talk about coherence and cohesion.

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Number one, you're going to write for body paragraphs so that you have really good organization and

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you can make your paragraphs coherent and also have great cohesion because you're going to use a lot

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of reference and linking language.

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Number four, this, that, these, those and some other types of linking language.

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Number two, you're going to have a plan.

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The way that I teach you how to write is step number one and you do an outline.

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You outline the question, you identify very quickly and then you outline the question.

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Having a plan makes you write with more coherence, and then your sequencing is important.

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Don't talk about discussion point number three.

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Before you talk about discussion point number one.

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Here's an example of a paragraph that is not coherent and a paragraph that has coherence.

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So let's look at this poor response.

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Right.

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So this is the paragraph.

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First, this gym must remain open for the members of my family who reside as longstanding community

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representatives.

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So clearly from the topic sentence, the person is going to tell why it must remain open for their family

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members.

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So they start off pretty good with the second sentence.

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Both my mother and father anguish from diabetes and depend on the fitness center to lose weight and

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combat this disease.

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Now the person drives completely off the road.

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This gym was built in 1925, and there is a model of it sitting in the local museum.

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Last year it was featured in the latest Steven Spielberg movie.

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None of this has to deal with the topic sentence controlling idea that you're explaining why it must

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remain open for members of your family.

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This is where you have no coherence, and I see this quite often, unfortunately.

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This next paragraph actually has a lot of coherence and cohesion.

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First, this gym must remain open for the members of my family who reside as longstanding community

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members.

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Both my mother and father.

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So you see, we're still talking about members of the family depend on the fitness center to lose weight

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and combat the disease.

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So again, we're explaining why not only do my parents, but also my daughter.

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Again, still talking about members of the family use it for the swim team practice, again, explaining

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why we must keep it open for them.

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Everything is related to the controlling idea of why it must remain open for members of my family.

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Okay.

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Let's go ahead and move in to talking about lexical ability.

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So when it comes to lexical ability, we want to first make sure we use a range of vocabulary.

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This means that you're going to not repeat the same words over and over and over again.

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You're going to paraphrase you.

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Synonyms use great collocations, great collocations, great word combinations.

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Very often students put words together that should not be put together.

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It may come out grammatically correct, but it's a bad collocation.

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And that hurts your score.

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With the informal letter there you can use colloquialism and colloquialisms are almost close to slang

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language.

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But really, we're dealing with sometimes sentences might have a missing word.

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So, for example, you might say hope you're doing well.

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Instead of saying, I hope you do well, you're doing well.

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So you have to know when you can use that type of language.

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And really, it's just with task number one.

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Now some other information on increasing your rubrics score.

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Use some uncommon lexical items or phrases.

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Your adverb placement is really important and then work on being able to change the word form.

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Local populations, poor health increased, increased over the decade.

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The city residents unhealthy eating habits decreased after this period.

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So we are going from poor health to unhealthy changing word form.

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That's another way that you're able to show more lexical range.

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So let's look at some examples on lexical resource when it comes to formal versus informal.

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First, let's talk about contractions and phrasal verbs.

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So here we can see the informal.

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The changes can't happen.

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What the formal.

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You'll say the changes cannot happen.

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For phrasal verbs.

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You can say the car tyre was blown up and then I was able to proceed for a formal letter.

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The car tire was inflated prior to our proceeding forward.

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Now let's talk about colloquialism and first person for informal letter.

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You will say lecture style.

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Count on students to use proper grammar.

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Formal lecturers still expect students to use proper grammar.

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First person pronouns.

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You want to avoid them when you can.

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However, this is not really a big deal when it comes to a general letter.

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This more relates to when you're doing tasks number two.

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But even with the general letter, you want to avoid them when you can.

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So for example, informally you would say, I'm sorry for ignoring your request.

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Formally you would say, Please accept our apologies for ignoring your request.

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Finally, let's address grammar, range and accuracy.

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When it comes to grammar range and accuracy, you must master the four sentence types or really all

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the different sentence types.

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Simple compound.

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Complex compound.

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Complex.

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Conditional.

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Using adjective clauses properly.

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Always make sure you're using the proper verb tense.

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Be consistent in your verb tense and then learn how to work on breaking your bad habits.

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I see a lot of students write letters and they keep repeating the same mistake over and over and over

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and over and over again.

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You have to know how to break your bad habits.

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Part of that, like I said earlier, is using a really good grammar application and being able to work

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on correcting mistakes, writing again and not making the same mistake over.

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You have to teach your brain to produce the correct form every single time.

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Here are the four sentence types for those of you that are unaware of them.

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There are some really great videos on YouTube from Khan Academy.

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They're really going into this with great detail.

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But you have to be able to write these basic four types the simple compound complex and compound complex

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sentence.

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To really improve your score.

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You want to write mistake free sentences, avoid fragments and run on sentences and be mindful of the

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mistakes.

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Don't be careless.

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A lot of scores are drop by one or two points from just being careless.

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You heard me say a little bit earlier about changing your parts of speech.

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So here's an example of that again.

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Worker salaries will fluctuate slightly and problems will occur if you implement this new flex schedule,

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this slight fluctuation.

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So you see how we're changing the parts of speech.

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Again, that's something that can help you with grammar.

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But also, really, I guess this kind of goes more towards even lexical ability also.

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Parallelism is really, really important.

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If you're going to give a list of items, you must do it properly.

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So, for example, here's an example of poor parallelism.

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Successful people tend to plan their day working long hours and they never give up.

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That is not correct.

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Successful people tend to plan their day, work long hours and never give up.

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That's correct.

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Parallelism.

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There are many different prepositional phrases that you can use.

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Since the beginning of the year after the next decade with regards to.

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All right.

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So thank you so much.

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I hope that you are more aware of how to really move your score up the rubrics scale.

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Of course, if you have any questions about this, you can feel free to ask me.

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We're up next.

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We're going to be talking about question types and specific strategy application.

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Thanks a lot.

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Take care and have a great day.