Clarification details
Updated December 2019. This document has been updated in its entirety for version 3 of this standard and addresses issues that have arisen from moderation.
Demonstrating independent competence (Guidance Information 6)
Guidance Information (GI) 6 indicates that learners should have developed sufficient skills to write simple texts for practical everyday purposes independently. Assessor guidance must not compromise authenticity. Assessors may offer appropriate general guidance on aspects of writing which require further work. Assessors should not correct errors, make detailed written annotations, or provide verbal feedback identifying and commenting on individual errors in pieces of writing.
Dictionaries and electronic devices (Guidance Information 8)
Learners may use bilingual and/or monolingual English dictionaries. Monolingual dictionaries should be those designed for English language learners at level 1. Spelling and grammar checkers can be used in word processing. Other grammar check programmes and electronic devices, such as translators and translator apps on cell phones, are not permitted because these may compromise the learner’s ability to demonstrate independent competence.
Text types (Outcome 1 Range statement)
Assessors can select from a range of text types, e.g. simple letters, notes, invitations, emails and simple instructions, however other text types can also be assessed. The text chosen should predominantly use the conventions of that text type. Texts written for purposes which are not practical should be assessed against level 1 English Language Unit Standard 27996.
Assessed on separate occasions (Outcome 1 Range statement)
This Range statement requires learners to write two texts on different topics and of different text types, assessed on two separate occasions. There should be sufficient time between assessments for learners to become familiar with the text structure, vocabulary and simple language features required for each text type. This aligns with the GI7 recommendation that outcomes are assessed within integrated units of work.
Text structure (Performance criterion 1.2)
For this level 1 standard, learners are required to write two texts, of at least 75 words each. Paragraphs may be used, if appropriate to the text type, but are not a requirement for writing at this level.
Complete simple and compound sentences (Performance criterion 1.3 Range statement)
Complete simple and compound sentences require a correctly placed full-stop. Run-on and comma splice sentences are not complete.
Simple cohesive devices (Performance criterion 1.3 Range statement)
Simple cohesive devices include simple conjunctions, such as ‘and’, ‘but’, ‘because’, and connectives and pronoun reference.
Vocabulary (Performance criterion 1.4)
Writing may contain errors and inaccuracies in vocabulary use, but these must not obscure meaning.