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These next few lectures are really, really important.

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I can't stress enough how important it is for all students to understand the scoring rubric for child

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stars to all of you want to improve on the rubric, you want to move your score from a six to a seven,

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7 to 8 or even 8 to 9.

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In order to do that, you have to truly understand the scoring rubric.

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If you're not doing the things that fit within a category of an eight, you're not going to get an eight.

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And so it's really, really critical that these next two lectures, you really pay attention very well

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and implement these suggestions.

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So let's go ahead and get started.

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First of all, let's look at the overall scoring criteria.

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Now, I know on the standard public version of the rubric, they're going to tell you that you have

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these four categories which are task development, coherence and cohesion, lexical ability and grammar,

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range and accuracy.

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Now, yes, those are the four standard categories that they have on the rubric, but really, to be

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honest with you, those categories are really broken up into these six different areas.

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And despite what they tell you, they really are looking at in terms of privately when they're scoring

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you, they're looking at all of these six areas when really considering what grade to give you.

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There's a public version of the rubric and there's a private version that you're not able to see.

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So in terms of all of the scoring criteria that are considered, they're looking at your content and

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here they're going to determine it by looking at the aspects of how you address the response.

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Do you provide specific details, specific examples?

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Do you have great explanations that are supporting your point of view?

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Next, of course, is an essay.

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So they're looking at unity and coherence, not just coherence, but they also are looking at unity.

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Unity means oneness, which means every paragraph is about one idea.

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And when it comes to coherence, they're talking about the fact of your sentences really sticking together

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about a paragraph and a conclusion.

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Those those paragraphs should be very, very sticky.

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What that means is that all of the sentences are just connected together.

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Right.

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They can't just go in any type of order.

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Then of course, we're looking at development and progression.

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Brain development and progression.

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And here we're talking about the way in which you explain and support the topic sentence within a body

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paragraph.

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Are you explaining, supporting, developing, developing the point of view that's based on your topic

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sentence?

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That's what counts towards development and also progression.

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Of course, grammar is grammar, but what they're looking at here is the level of the grammar that you're

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using.

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And the range of grammar.

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So if you're only able to write simple sentences.

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Perfectly, then your grammar score is going to fit between the five and the six.

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If you're able to construct compound sentences and complex sentences, but you're making mistakes while

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doing that by either leaving off commas before the conjunctions.

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Or you are just writing your complex sentences in a way where you are creating sentence fragments.

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Then your grammar score is probably going to be a six because you're attempted you attempted to do a

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an advanced level grammar sentence, but you weren't able to do it correctly.

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And then if you're moving up into a seven or eight, that means that you're able to construct all of

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those sentences mistake free.

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Next we look at the linguistic range.

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Again, this is not on your public version of the rubric.

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We're looking at your linguistic range.

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And here we're talking about the precision of your ideas.

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Are you is what you're writing does it accurately and precisely convey the idea or point of view that

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you've made in your thesis statement and your topic sentences?

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And then finally, vocabulary and included within vocabulary, of course, is spelling.

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Here.

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Of course, they're looking at if you have a broad range of vocabulary, are you able to use subject

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specific words?

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Can you paraphrase and use synonym language?

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And then your spelling should be close to perfect.

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If you really are planning on moving your rubric score from 6 to 7, 7 to 8, so forth and so on.

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Okay.

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Now here, we're going to take a look at the four basic categories that you're going to see on the public

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version of the rubric.

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And we're talking about task development, coherence and cohesion, lexical resource and grammar.

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That's what you're going to see on the public version of the rubric.

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However, in the previous screen, I really broke that down for you in terms of all the different scoring

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criteria that make up task development, coherence and cohesion.

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Lexical resource and grammar.

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So here is what every student wants to do.

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They want to get out of a band.

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Six.

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Most of you are stuck in a band six.

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Or stuck in a band seven.

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This is these are just some general things you need to do.

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These are the.

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Fastest changes you can implement to be able to get out of that band six or get out of that band seven

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number one, right.

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Mistake free sentences.

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Examiners love mistake free sentences.

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They hate or dislike when they see three or four mistakes in every single sentence.

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It doesn't matter how great your ideas are if you're making these words form word, choice, spelling,

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grammatical mistakes in every single sentence, it destroys three aspects of your grading rubric.

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It destroys the coherence and cohesion, vocabulary and grammar.

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So if you can write mistake free sentences, you're going to help yourself achieve the mark that you

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want.

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Next.

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Do not make the mistake of topic writing.

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You want to be able to question?

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Answer.

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And that's really important to understand.

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Don't write the topic.

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Right.

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Most students are topic writing and not question answering.

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So, for example, if the topic of the the topic of the question is dealing with social media.

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And then a student will write an essay.

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That's just generally talking about why they like social media or how important social media is for

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the world.

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But the specific question is how does social media impact relationships at work?

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That's the specific question.

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But instead of answering the specific question, the student is just talking about the topic.

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You cannot do that.

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That's why question analysis, understanding the question is so important.

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And then number three, improper sentence structures ruin a score.

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If you want to be able to get out of a band six, you want to have proper sentence structure.

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That means complex sentences are written according to standard, the same for compound sentences, conditional

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sentences, sentences that use a correlative conjunction.

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You have to write these things correctly, perfectly in terms of the structure.

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If you're not doing that, you're not going to get out of a band.

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Six.

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Now let's talk about task development in terms of understanding the differences between scores of 5

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to 8.

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If you look at this chart.

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Or look at these four boxes here.

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You'll see what is considered an eight.

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A seven.

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A six and a five.

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You can see when it comes to an eight, you are sufficiently not fully because if you're fully doing

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it, that's a nine, you're sufficiently addressing all the parts, you're presenting well developed

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responses.

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Now when it comes to a seven, what differentiates a seven from an eight is that you may have a tendency

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to overgeneralize, which means that you're using a lot of general vocabulary, or you're doing what

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I said before writing about the topic and not actually answering the question.

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Also, sometimes the supporting ideas lack focus.

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What does that mean?

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That that means that within your body paragraphs, your details are not specifically related to your

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topic sentence or your topic sentence is are not supporting the thesis statement for six.

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It breaks down more where they're talking about you're being more repetitive in your language are more

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more more repetitive than your ideas.

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They're unclear.

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Right.

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Your main ideas are inadequate or not really developed.

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And then of course, from a four or five, it drops down any more.

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It drops down even more.

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The format is not correct.

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Your paragraph is incorrect.

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Your development is unclear.

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You have to understand when you're getting when you're getting that five or that's six.

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Or seven.

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You have to understand, what do I need to do to move from one section to the other?

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And in the lecture that follows this, I'm going to actually break down for you how to do that for coherence

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and cohesion.

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The same idea.

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We can see the differences between an eight, seven, six and five.

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Now I only cover eight, seven, six and five because these are the scores that probably 95%, 95% of

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students are getting.

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If you look at an eight, I do put in parentheses down there that in terms of a nine, the difference

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is dealing with having very skillful pair graphing that deals with linking your paragraphs together,

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using cohesive devices to do that.

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Also, what's really important here is they're talking about four nine.

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There's no cohesion attraction.

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One big mistake that students make in regards to cohesion is they think that every single sentence needs

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to start with one of those cohesive devices first, second, third, and finally, moreover, also furthermore,

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over and over and over again.

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That's what they don't want you to over use your cohesive devices.

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You're not supposed to do that.

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That's stopping you from getting a seven.

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It's almost like you're using those cohesive devices to say, look, look, look, look.

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And now I'm using also and now look, I'm using furthermore.

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And now look at me.

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Now I'm using.

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Moreover, give me a point.

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And actually what you're doing is you're taking away from your score.

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Now when it comes to lexical range and accuracy.

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Right.

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I know.

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I know.

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On the rubric is called lexical resource but really.

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Really is lexical range.

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It's the range of your lexical ability and the accuracy of your lexical ability.

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They don't always call things or label items that really explain what they are.

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And so for an eight, we're talking about using uncommon lexical items.

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In the following lecture, I'm going to really explain that a little bit more.

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So you understand what that means.

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Also, one one thing that really stops students, because a lot of my students are students that are

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getting a seven and they come to me so they can move from a seven to an eight or an eight to a nine.

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And one mistake that they're making is, is with their collocations, the collocations must your collocations

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within the essay must be correctly connected together.

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Very often students put put together word combinations that stop them from moving from a seven to an

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eight.

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And so you have to really, really watch for that.

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In terms of those of you who are at a six is because your range of vocabulary is adequate.

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That means it's not great, it's not good, it's just adequate.

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That means that you are most likely repeating most of the same words or that your vocabulary that you're

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using, you're using a lot of basic level words get help, you know, using a lot of B verbs is are

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was where a lot of that language is really just an adequate range.

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In addition, you're making mistakes with your word formation, word order, word formation.

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And then of course, the five we're really dealing with when you're making a lot of errors in vocabulary,

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in spelling word formation, a lot of errors, this errors in every single sentence.

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Now in regards to the grammar range and accuracy with your grammar, to be able to get an eight, the

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majority of your sentences must be error free.

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I'll say it one more time.

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The majority.

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Not some.

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Not one, two or three.

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Typically in an essay.

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Typically in an essay, you're going to have about 15 sentences.

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13 to 15 sentences, that's all.

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Three sentences in the introduction, ten sentences between the two body paragraphs and then two or

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three sentences, two or three sentences for a conclusion.

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That means a total of about roughly 15 sentences, sometimes 16.

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17 depends on the level that you're writing.

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If you're writing very concisely and using a lot of high level sentences, compound and complex sentences,

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you might have less in terms of your sentences, but you'll score a lot better.

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But if the majority of your sentences are not error free, and if you're and you're not going to get

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that eight, you're only allowed to make just occasional errors.

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Now, if you look at a seven, it says produces frequent error free sentences.

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There's a difference between frequent and majority majority.

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You have to think a majority in this context, the majority is really talking about 80 to 90% error

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free.

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When we're talking about frequent, you're talking probably maybe about 75 to 80% in terms of being

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error free.

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And so you should be able to really look at your essay and determine what percentage of your sentences

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are completely error free.

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I mean, absolutely zero mistakes.

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Now, if you're doing if you're getting a five in your grammar, that means that you're your sentence.

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You're only really doing you're only really doing simple sentences correctly.

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You're trying to compound the complex sentences, but you're making mistakes in doing it.

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And you're making also just grammatical mistakes in verb, tense subject, verb agreement, all of those

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basic level foundation mistakes.

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That's what you have to avoid.

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All right.

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So thank you very, very much.

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I really appreciate you joining me.

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And in the next lecture, we're going to move into really getting some advice, me giving you some advice

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about how you can move up the rubric scale.

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You now understand the categories.

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But the real question is, how do I what do I need to do?

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Show me what I need to do.

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And that's what we're going to cover in the next lecture.

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I'll talk to you soon.