|
|
 |
Home »
Immigrating to Canada »
Skilled Worker Class » Will
You Qualify?
Canadian Language Benchmark 6
Writing: Moderate Level
Global Performance Descriptor
- Learner demonstrates developing ability in performing moderately
complex writing tasks.
- Can effectively convey familiar information in familiar standard
formats.
- Can write one- or two-paragraph letters and compositions.
- Can fill out detailed job application forms with short comments on
previous experience, abilities and strengths, and form reports.
- Can reproduce information received orally or visually, and can take
simple notes from short oral presentations or from reference materials.
- Can convey information from a table, graph or chart in a coherent
paragraph.
- Can write down everyday phone messages.
- Demonstrates good control over simple structures, but has difficulty
with some complex structures and produces some awkward-sounding phrases
(word combinations).
Performance Conditions
- Circumstances range from informal to more formal occasions.
- Addressees are familiar.
- Topics are of immediate everyday relevance.
- Text is one or two short paragraphs.
- Text to reproduce is up to one or one and one-half pages in legible
handwriting or print, or may be a short oral text (10 to 15 minutes).
- Texts are varied and may be of a specialized or technical nature.
- Learner may fill out a teacher-prepared summary grid to aid note
taking or summarizing.
- Forms are moderately complex in format, 30 to 40 items long.
- Messages are five to six sentences or one paragraph long.
- Text is one to two paragraphs long on a familiar and personally relevant
topic.
- Where necessary for the task, learners must include information presented
to them from other sources (e.g., photographs, drawings, reference text/research
information, diagrams).
Competency Outcomes and Standards
| I. Social interaction |
What the person can do
Convey a personal message in a formal short letter or note, or through
e-mail, expressing or responding to congratulations, thanks, apology
or offer of assistance. |
Examples of tasks and tests
Community, School, Workplace: Write an appropriate personal note
to cancel an appointment because something unexpected has happened.
Express inability, disappointment. Send your apologies.
Community: Write a personal note to thank someone for a special
gesture.
Write a personal note to offer assistance to a friend or acquaintance. |
Performance Indicators
Conveys the message: reader can follow the text.
Uses language and content that are appropriate and relevant to the
occasion.
Conveys main ideas and supports them with detail in a basic paragraph
structure.
Makes few errors in simple grammatical structures, vocabulary, spelling,
punctuation, format/layout. |
| II. Reproducing information |
What the person can do
Take notes from an oral presentation or a page of written information. |
Examples of tasks and texts
Study: Take notes from a 10- to 15-minute oral/TV presentation
on a general topic. Write down key information concisely and accurately.
Workplace: Take notes from an oral presentation on desirable
qualifications employers look for in potential employees.
Community: Take notes from a talk on newcomer orientation/settlement
issues. |
Performance Indicators
Takes notes and reduces written or oral information to important points
with accurate details.
Records names, addresses, numbers, dates, times, directions and other
details with correct spelling, and in
legible handwriting.
Copies important or new words and details off the board or screen
(where relevant). |
| III. Business/service messages |
What the person can do
Convey business messages as written notes.
Fill out moderately complex forms. |
Examples of tasks and texts
Community: Write a short letter of request to have your money
returned for a guaranteed product that did not work to your satisfaction.
Fill out a short medical history form.
Workplace: Fill out a one- or two-page straightforward job
application. |
Performance Indicators
Conveys a clear message to the recipient.
Conveys a sense of audience in language and format.
Demonstrates good use and control of simple structures, vocabulary,
spelling and punctuation.
Fills out forms with required information.
Spells and follows punctuation conventions. |
| IV. Presenting information and ideas |
What the person can do
Write one or two paragraphs to relate a familiar sequence of
events, tell a story; provide a detailed description and comparison
of people, places, objects and animals, plants, materials, or routines;
or describe a simple process. |
Examples of tasks and texts
Study, Workplace: Give a detailed description of a simple process
(e.g., the collection, sorting and distribution of mail at Canada
Post).
Study: Write a detailed story or report an incident based on a
series of pictures, a film clip or a personal experience.
Describe and compare two simple science experiments.
Community, Study, Workplace: Word-process, revise, edit, format
and print texts using a computer, if available. |
Performance Indicators
Addresses the purpose of the task.
Expresses main ideas and supports them with details.
Demonstrates good control of simple grammatical structures, and some
difficulty with complex structures.
Demonstrates adequate vocabulary for the topic.
Provides accurate descriptions, comparisons, account of events in
the report/story, sequence of stages in a process.
Provides an introduction, development and conclusion, and an adequate
paragraph structure in the text.
Uses appropriate logical connectors.
Demonstrates accurate spelling and punctuation; makes minor errors
only.
Presents text in legible handwriting or print. |
|
