IEC Student Handbook: Program Specific Information
IEC Student Handbook: Program Specific Information
Intensive English Program (IEP)
• The IEP is for students from abroad who are preparing to enter a U.S. college or university, or who simply want to improve English skills.
• The IEP integrates listening, speaking, reading, writing, and grammar. • Students are required to take four core classes: Listening/Speaking, Reading, Writing, and one elective class.
• The IEP emphasizes necessary study skills for U.S. universities, the Internet-based TOEFL, and the IELTS.
• The IEP includes the latest ESL practices and materials. • The IEP provides opportunities to interact with the community and to practice using English in real life settings.
Pathway to CU
• The Pathway to CU Program is for students who have been conditionally admitted to the 鶹Ƶ but whose English proficiency does not meet the requirements for admission into their degree program. Bridge students are allowed to start a degree program at CU Boulder after they have met the requirement for English proficiency by completing the program.
• ESL Academic Bridge students must complete Level 8 at the IEC with no grade lower than a B- and with a cumulative grade point average (GPA) of 3.0 or higher.
• ESL Academic Bridge students must maintain a cumulative GPA of 2.7 or higher. In addition, students must earn a GPA of 2.7 or higher each session. Students must have a 3.0 GPA to exit the Bridge program for degree matriculation.
• As with all IEC students, Bridge students may repeat a level once. If they repeat their level, or if they do not maintain the required 2.7 GPA, they will receive a registration HOLD on their account. This HOLD can be lifted by speaking with their IEC Academic Advisor.
• Bridge students must pass at least ¾ of their classes and must pass their Writing and Reading classes. The University Prep class is not included in the promotion decision. They may have no more than one grade of C+ or lower each session. If they have more than one grade that is a C+ or lower, they must repeat their level. They will have the right to appeal for promotion if they receive more than one grade that is a C+ or lower. Note: Any grade of C- or higher is a passing grade at the IEC. The letter grades of D and F are failing grades at the IEC.
• ESL Academic Bridge students must be enrolled in a University Preparation (UP) class every session as a Level 4 student or higher. The UP class does count towards students’ GPAs. If students pass the UP class with a B- or higher but must repeat the level, they are not required to retake the UP class. Instead, students will be required to meet with their IEC Academic Advisor to determine appropriate alternative programming. This UP class helps students become acquainted with academic culture in the United States and at CU in particular.
• Once entering the ESL Academic Bridge program, students cannot submit a TOEFL or IELTS test score to prove their English proficiency.
• If students decide to drop out of the ESL Academic Bridge Program, they would need to reapply to CU Boulder and wait at least one calendar year from the date they withdraw from the ESL Academic Bridge Program to begin their studies at CU Boulder’s main campus. They are, of course, able to apply to other schools and universities.
• Students interested in joining the ESL Academic Bridge Program should see their IEC Academic Advisor
• ESL Academic Bridge students must be conditionally admitted to CU Boulder and only lack the English requirement to matriculate.
To maximize students’ progress in learning English, new students will:
• Write two short compositions
• Take a computer test in listening, reading, and grammar
Furthermore, all students take a diagnostic writing test the first week of classes. The results of this test will be used to determine whether or not the new student should be moved to a different level. If a student, after taking the diagnostic test, does not agree that they are in the right level, they may appeal by seeing their IEC Academic Advisor and filling out an Appeals Form.
There are eight levels of study in the Intensive English Program:
|
Level 1 |
Helps students to develop a command of basic communicative English and to increase their vocabulary. |
| Level 2 | Helps students to develop a thorough command of basic, communicative English and to increase their vocabulary. Simple note-taking skills are introduced as well as practice in fluency. |
| Level 3 | |
| Level 4 | Helps students improve the four skills: reading, writing, listening, and speaking. Students begin writing paragraphs and essays and receive extensive instruction on how to cite sources. |
| Level 5 | |
| Level 6 | |
| Level 7 | Prepares students for University study. Great emphasis is placed on academic reading, writing, listening, and speaking. Students may have the option to enroll in one University ACCESS course. |
| Level 8 |
Classes are held Monday through Friday. The Morning Program (for lower level students) runs 8:30am12:10pm and the Afternoon Program (for upper level students) runs 1:00pm-4:40pm. This schedule may be flipped during the summer session.
• Full-time students must choose an elective as part of their course studies.
• To discuss any questions about registering for an elective, students should see their IEC Academic Advisor.
• Students are encouraged to stay with the electives they have chosen. However, if a student decides to change their elective, they may do so only during the first week of classes. The process to transfer electives will be explained in the IEC Weekly email sent out on Monday of the first week of classes.
•New full-time students are required to enroll in a 2 hour/week class titled “Orientation,” which provides students with a more in depth understanding of many aspects of US culture such as: Classroom Culture, Digital Literacy, Sustainability and Digital Responsibility. This course is typically held on Wednesdays from 10:30am-12:10pm (for upper level students) and 1:00pm-2:40pm (for lower level students).
• All students, once they have reached the Intermediate 2 level, are required to attend a special Honor Code workshop led by a staff member from CU Boulder’s International Student and Scholar Services office (ISSS).
After completion of eight weeks at one level, instructors indicate whether a student is ready for the next level.
• Level advancement is based upon student work throughout the entire 8-week session.
• A student who passes at least three of their four core classes will be promoted to the next level. The writing class and the reading class must be passed in order to advance.
• To pass a class, a student must have a grade of C- or higher.
• Level advancement is for ALL classes. The IEC does not have split-level students.
• Students who continue at the same level will meet with their IEC Academic Advisor at the beginning of the next session to discuss strategies to help them succeed in achieving their academic goal of passing the level the second time.
| IEC Listening Proficiency Scale |
|---|
| A0 • Can understand simple spoken words |
| A1 • Follows speech that is very slow and carefully articulated, with long pauses to assimilate meaning. • Understands everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly in a clear, slow, and repeated speech • Understands instructions addressed carefully and slowly to them and follow short, simple directions. • Understands basic vocabulary, like isolated words and phrases, related to particular concrete situations |
| A2- • Understands phrases and expressions related to areas of most immediate priority (e.g. basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. • Understands and extracts the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. • Understands what is said clearly, slowly, and directly in simple everyday conversation. • Understands simple directions relating to how to get from X to Y, by foot, public or personal transportation. • Uses sufficient vocabulary about routine, everyday, familiar situations, and topics. |
| A2+ • Understands enough to be able to respond effectively in conversation, provided speech is clearly and slowly articulated. • Identifies the topic of discussion around them if conducted slowly and clearly. • Catches the main point in short, clear, simple messages and announcements. • Identifies the main point of TV news items reporting events, accidents etc. where the visual supports the commentary. • Follows changes of topic of factual TV news items, and forms an idea of the main content. • Understands enough to manage simple, routine exchanges without undue effort. • Can generally understand clear, standard speech on familiar matters provided learner can ask for repetition |
| B1- • Understands the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc., including short narratives. • Understands the main points of simpler recorded material about familiar subjects delivered relatively slowly and clearly. • Follows clearly articulated speech directed at learner in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases. • Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the talk is both formulated in simple language and delivered in clearly articulated standard speech. • Understands sufficient vocabulary on most topics pertinent to everyday life such as family, hobbies and interests, work, travel, and current events. |
| B1+ • Understands straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent. • Understands the information content of the majority of recorded material on topics of personal interest delivered in clear standard speech. • Follows the main points of extended discussion, provided speech is clearly articulated in standard dialect. • Follows a lecture or talk within their own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. • Understands the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. • Can take notes during a lecture, which are precise enough for the learner’s own use at a later date, provided the topic is within the learner’s field of interest and the talk is clear and well-structured. |
| B2- • Understands the main ideas of linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussion in learner’s specialization. • Follows extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is signposted by explicit markers. • Understands most recorded or audio material delivered in standard dialect and can identify the speaker’s mood, tone, and intonation. • Understands a clearly structured lecture on a familiar subject, and can take notes on points that strike learner as important, even though learner may miss some information. Understands standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic, or vocational life. Only extreme background noise, inadequate discourse structure, and/or idiomatic usage influence the ability to understand. • Understands announcements and messages on concrete and abstract topics spoken in standard dialect at normal speed. |
| B2+ • Understands standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic, or vocational life. • Understands recordings in standard dialect likely to be encountered in social, professional, or academic life and identifies speaker viewpoints and attitudes as well as the information content. • Follows the essentials of lectures, talks and reports, and other forms of academic presentation which are propositionally and linguistically complex. • Understands most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and identifies the speaker's mood, tone, etc. • Uses a broad active listening vocabulary, but may experience some difficulty with low frequency idioms. |
| C1 • Understands enough to follow extended speech on abstract and complex topics beyond their own field, though they may need to confirm occasional details, especially if the accent is unfamiliar. • Follows extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly. • Easily follows complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics. • Follows most lectures, discussions, and debates with relative ease. • Understands complex technical information, such as operating instructions, and specifications for familiar products and services. • Understands a wide range of recorded and broadcast audio material, including some nonstandard usage, and identifies finer points of detail including implicit attitudes and relationships between speakers. • Takes detailed notes during a lecture on topics in their field of interest, recording the information so accurately and so close to the original that the notes could also be useful to other people. • Has a broad lexical repertoire, being able to recognize a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. |
| IEC Speaking Proficiency Scale |
|---|
| A0 • Produces simple mainly isolated phrases about people and places. • Can give a very short, rehearsed statement. • Makes an introduction and uses basic greeting and leave-taking expressions. |
| A1 • Is understood with some effort by native speakers used to dealing with speakers of their language group. • Can communicate simply, but requires repetition, slowed speech, rephrasing, and repair • Can ask and answer simple questions, initiate, and respond to simple statements in areas of immediate need or on very familiar topics. • Indicates time by such phrases as next week, last Friday, in November, three o'clock. • Replies to simple direct questions spoken very slowly and clearly in direct non-idiomatic speech about personal details. • Manages very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions and less familiar words. • Shows only limited control of a few simple grammatical structures and sentence patterns in a learned repertoire |
| A2- • Is understood with some effort by native speakers used to dealing with speakers of their language group. • Exchanges information on familiar and routine matters to do with work, school, and free time. • Can handle very short social exchanges but is rarely able to understand enough to keep the conversation going. • Establishes social contact: greetings and farewells; introductions; giving thanks. • Makes and responds to invitations and apologies. • Describes likes and dislikes. • Can give a very short, rehearsed basic presentation on a familiar subject. • Can construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts. • Uses some simple structures correctly, but still systematically makes basic mistakes. |
| A2+ • Pronounces words that are generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. • Interacts with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. • Manages simple, routine exchanges without undue effort. • Can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations. • Can discuss what to do next, making and responding to suggestions, asking for and giving directions. • Deals with common aspects of everyday living such as travel, lodgings, eating and shopping. • Gives and receives information about quantities, numbers, prices etc. • Can give a short, rehearsed presentation on a topic pertinent to everyday life, with reasons and explanations, plans and actions. • Can make self understood in short contributions, even though pauses, false starts and reformulation are very evident. • Uses some simple structures correctly, but still systematically makes basic mistakes; nevertheless, it is usually clear what learner is trying to say. |
| B1- • Pronounces words that are generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. • Uses a wide range of simple language to deal with most daily situations. • Can enter unprepared into conversation of familiar topics, express personal opinions and exchange information on topics that are familiar, of personal interest, or pertinent to everyday life. • Gives brief comments on the views of others. • Makes their opinions and reactions understood. • Briefly gives reasons and explanations for opinions, plans and actions. • Takes part in routine formal discussion of familiar subjects. • Provides concrete information required in an interview, but with limited precision. • Gives a prepared straightforward presentation on a familiar topic within learner’s field that is clear enough to be followed without difficulty most of the time. • Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. • Uses reasonably accurately a repertoire of frequently used grammar patterns associated with more predictable situations. |
| B1+ • Pronounces words that are clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. • Communicates with some confidence on familiar routine and non-routine matters related to learner’s interests and professional field. • Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem. • Expresses a point of view clearly, but has difficulty engaging in debate. • Describes how to do something, giving detailed instructions. • Summarizes and gives their opinion about a text or talk. • Expresses thoughts on more abstract, cultural topics such as films, books, music, etc. • Can explain why something is a problem, discuss what to do next, compare and contrast alternatives. • Can carry out a prepared interview, checking and confirming information. • Gives a prepared straightforward presentation on a familiar topic within learner’s field, which is clear enough to be followed without difficulty most of the time. • Expresses ideas with relative ease. Despite some problems with formulation resulting in pauses and “cul-de-sacs”, learner is able to keep going effectively without help. • Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what learner is trying to express. |
| B2- • Pronounces words that are clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. • Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments. • Helps the progress of the work by inviting others to join in. • Can give a clear, detailed description of how to carry out a procedure. • Participates actively in formal discussions. • Develops an argument well enough to be followed without difficulty most of the time. • Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options. • Interacts with a degree of fluency and spontaneity that makes communication with native speakers quite possible without imposing strain on either party. • Shows a relatively high degree of grammatical control. Does not make mistakes that lead to misunderstanding. |
| B2+ • Speaks with clear pronunciation and accurate intonation • Uses the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. • Highlights the personal significance of events and experiences, and sustains views clearly by providing relevant explanations and arguments. • Keeps up with animated discussions, accurately identifying supporting and opposing arguments. • Can negotiate a solution to a dispute. • Can express ideas and opinions with precision, and present and respond to complex lines of argument convincingly. • Carries out a fluent interview, departing spontaneously from prepared questions, and following up with interesting replies. • Synthesizes information and arguments from a number of sources. • Gives a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. • Communicates spontaneously, often showing remarkable fluency and ease of expression in even longer complex stretches of speech. • Has good grammatical control. Occasional “slips” or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. |
| C1 • Varies intonation and uses sentence stress correctly in order to express finer shades of meaning. • Develops an argument systematically with appropriate highlighting of significant points, and relevant supporting detail. • Easily keeps up with debates, even on abstract, complex unfamiliar topics • Argues a formal position convincingly, responding to questions and comments and answering complex lines of counterargument fluently, spontaneously and appropriately. • Uses a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language. • Understands in detail speech on abstract and complex topics of a specialist nature beyond their own field, though they may need to confirm occasional details, especially if the accent is unfamiliar. • Uses language flexibly and effectively for social purposes, including emotional, allusive and joking usage. • Participates fully in an interview, as either interviewer or interviewee, expanding and developing the point being discussed fluently without any support, and handling interjections well. • Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples. • Expresses self fluently and spontaneously, almost effortlessly. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language. • Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot. |
| IEC Reading Proficiency Scale |
|---|
| A0 • Can read simple words, rereading as required. |
| A1 • Understands very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. • Recognizes familiar names, words and very basic phrases on simple notices in the most common everyday situations. Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. • Follows short, simple written directions (to go from X to Y) • Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. |
| A2- • Understands short, simple texts containing the highest frequency vocabulary. • Can identify specific information in simpler written material such as advertisements, menus, and timetables. • Can locate specific information in lists and isolate the information required. • Has basic vocabulary about routine, every day, familiar situations and topics. |
| A2+ • Understands short, simple texts on familiar matters of a concrete type which consist of high frequency every day or job-related language. • Can identify specific information in simpler written material such as letters, brochures and short newspaper articles describing events. • Has sufficient vocabulary about routine, every day, familiar situations and topics. |
| B1- • Reads straightforward factual texts on subjects related to their field and interest with a satisfactory level of comprehension. • Recognizes significant points in straightforward articles on familiar subjects. • Summarizes short written passages in a simple fashion. • Finds and understands relevant information in every day material, such as letters, brochures and short official documents • Recognizes significant points in straightforward newspaper articles on familiar subjects. • Has sufficient vocabulary on most topics pertinent to everyday life such as family, hobbies and interests, work, travel, and basic vocabulary on current events. |
| B1+ • Identifies the main conclusions in clearly signaled argumentative texts. • Recognizes significant points in straightforward articles on familiar subjects. • Can collate short pieces of information from several sources and summarize them. • Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfill a specific task. • Identifies the main conclusions in clearly signaled argumentative texts. • Recognizes the line of argument in the treatment of the issue presented, though not necessarily in detail. • Paraphrases short written passages in a simple fashion. • Has sufficient vocabulary on most topics pertinent to everyday life and current events. |
| B2- • Reads with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. • Understands articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. • Summarizes extracts from articles and news items containing opinions, argument and discussion. • Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms. |
| B2+ • Can obtain information, ideas and opinions from highly specialized sources within learner’s field or interests. • Scans quickly through long and complex texts, locating relevant details. • Understands specialized articles outside learner’s field, provided learner can use a dictionary occasionally. • Summarizes a wide range of factual and imaginative texts, commenting on and discussing contrasting points of view and the main themes. • Can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile. • Has a good range of vocabulary for matters connected to their field and most general topics |
| C1 • Understands in detail lengthy, complex texts, whether or not they relate to their own area of specialty, provided they can reread difficult sections. • Understands in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions. • Summarizes long, demanding texts. • Has a good command of a broad lexical repertoire, idiomatic expressions and colloquialisms. |
| IEC Writing Proficiency Scale |
|---|
| A0 • Knows all letters of the alphabet. • Can write words. • Has minimal vocabulary. • Has little to no grammar. |
| A1 • Writes simple isolated phrases and sentences about self, living conditions, or job. • Has little to no development. • Has no flow of expression. • Demonstrates little to no organizational skills. • Uses a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. • Shows only limited control of a few simple grammatical structures and sentence patterns in a learned repertoire. |
| A2- • Can write a series of simple phrases and sentences about family, living conditions, educational background, or job. • Demonstrates minimal organizational skills. • Has little development. • Demonstrates minimal flow of expression. • Uses limited vocabulary. • Has limited verb use and minimal control. • Writes a series of simple phrases and sentences linked with simple connectors (and, but, and because). • Has frequent errors in structure that can obscure meaning. |
| A2+ • Writes about everyday aspects of learner’s environment. • Writes very short, basic descriptions of events, past activities and personal experiences. • Demonstrates understanding of paragraph organization. • Produces a paragraph with minimal supporting ideas. • Demonstrates some fluency and expression of ideas. • Uses sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics, for coping with simple survival needs, and for dealing with concrete everyday needs. • Uses some simple structures correctly, but still systematically makes basic mistakes with verb tenses; nevertheless, it’s usually clear what they’re trying to say. |
| B1- • Writes straightforward connected texts on a range of familiar subjects within learner’s field of interest. • Produces a well-developed paragraph(s) and may attempt an essay, but unsuccessfully. • Demonstrates good understanding of paragraph organization. • Demonstrates limited coherence. • Demonstrates adequate fluency and expression of ideas. • Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations. • Can accurately use simple verb tense. • Uses simple and compound sentences, and limited complex sentences (because, when, before, after). • Has some errors in structure that may obscure meaning. |
| B1+ • Produces a well-developed paragraph(s). • Demonstrates strong understanding of paragraph organization. • Writes short essays on topics of interest. • Demonstrates some coherence through organization and word choice. • Demonstrates adequate fluency and expression of ideas. • Can summarize, report and give opinion about accumulated factual information on familiar matters within learner’s field with some confidence. • Uses sufficient vocabulary to express themselves with some circumlocutions on most topics pertinent to everyday life such as family, hobbies and interests, work, travel, and current events. • Uses a variety of simple and compound sentences, and some complex sentences; has reasonable accuracy of other structures in extended discourse. • Has strong control of simple verb tense use; has some control of verb tense and aspect, but occasionally obscures meaning. • Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what they are trying to express. |
| B2- • Can write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. • Produces extended, increasingly well-developed essays. • Demonstrates coherence through organization and word choice. • Demonstrates good fluency and expression of ideas in writing. • Can vary word choice to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication. • Uses a variety of sentence structures. • Has good control of verb tense and aspect, with occasional errors. • Has good accuracy of other structures in extended discourse, and the few errors create little to no obscurity of meaning. |
| B2+ • Can write clear, detailed texts on a variety of subjects related to learner’s field of interest, synthesizing and evaluating information and arguments from a number of sources. • Can write an essay or report that develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail. • Can evaluate different ideas or solutions to a problem. • Clearly articulates ideas in an extended, well-developed essay. • Demonstrates good coherence through organization and word choice. • Demonstrates strong fluency and well-developed expression of ideas. • Demonstrates a sophisticated use and wide range of vocabulary for matters connected to their field and most general topics. • Uses an effective variety of sentence structures. • Uses verb tense and aspect appropriately. • Show a relatively high degree of grammatical control with few errors. Does not make mistakes which lead to misunderstanding. Occasional "slips" or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. |
| C1 • Writes clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion. • Demonstrates strong coherence through organization and word choice. • Demonstrates strong fluency and well-developed expression of ideas. • Demonstrates a sophisticated use and wide range of vocabulary. Has a good command of idiomatic expressions and colloquialisms. Occasional minor slips, but no significant vocabulary errors. • Uses an effective variety of sentence structures. • Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot. |