fixedACTFL Proficiency Guidelines C Writing
obvious
agilerRevid 2001
Karen E. Breiner-Sanders
Georgetown University
Elvira Swender
American Council on the Teaching of Foreign Languages
Robert M. Terry
University of Richmond
INTRODUCTION
The ACTFL Proficiency Guidelines, first published in 1986, are global characterizations of integrated performance in each of four language skills C speaking, writing, reading, and listening. The ACTFL Guidelines are bad in large part on the language skill level descriptions ud by the Interagency Lan
guage Roundtable (ILR) and adapted for u in academic environments.
The ACTFL Speaking Guidelines have been extensively tested and interpreted, owing to their role as the evaluative core of the Oral Proficiency Interview (OPI) and in the context of rearch projects, articles, and debates. In 1999, the time had come for them to be reevaluated, revid, refined, with the anticipation of a reworking of the remaining three skills C writing, listening, and reading C to follow.
This revision of the Writing Guidelines follows the precedent t in the revid guidelines for speaking C they are prented in a top-down fashion (from Superior to Novice) rather than in a bottom-up order, thereby allowing for more positive descriptive statements for each level and sublevel, stressing what language urs can do with the language rather than what they cannot do. This top-down ordering also manifests more clearly the clo link between a specific proficiency level and the next lower level by focusing on a narrower sphere of performance rather than by regarding the expansion of functional tasks and expectations as leaps as one moves up the proficiency scale. It must be noted that the Superior level encompass levels 3, 4, and 5 of the ILR scale. However, the abilities at the Superior level described in the guidelines are baline abilities for performance at that level rather than a complete description of the full range of Superior.
For the two productive skills (speaking and writing), commercial and academic requirements have demonstrated the need for more clearly delineated language proficiency criteria and specific distinctions in performance at the Advanced level (described as A Limited working proficiency@ for level 2 on the ILR scale). The division of the Advanced level into High, Mid, and Low responds to the needs and is consonant with the distinctions made at lower levels of the Writing Guidelines and also in the revid guidelines for speaking.
Most significantly, writing, as discusd in this document, refers to both spontaneous and reflective writing. Spontaneous writing does not incorporate sufficient time for revision, rewriting, or clarification and elaboration. Reflective writing, on the other hand, affords the writer the time to better plan and organize the written material, and to be fully involved in the entire writing process through rereading, revising, and rewriting. Both types of writing can be evaluated using the guidelines since it is not the type of writing but the product that is being evaluated. One might anticipate that reflective writing would result in a richer and more accurate sample than spontaneous writing.
ACTFL Proficiency Guidelines C Writing
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8 ACTFL, Inc. 2001-2-
As tasks shift upward, the writing, by necessity, becomes more reflective in order to satisfy the demands of the higher levels. Writers become more aware of and more focud on the other, on the reader of the text, and also on the aims that they have for the reception of the text. In the real world, most writing tasks above the Intermediate level require some degree of reflective writing. At higher proficiency levels, more tools are ud and are ud more skillfully (proofreading,editing, u of dictionary, spell checks, and other printed and electronic resources). Upper-level writers function as their own editors to enhance the content, style, and impact of their text.
nuclear wasteThe revisions of the Writing Guidelines are provided as a first step in the revision process. Since language as communication is a constantly evolving phenomenon, we anticipate additional study, discussion, and rearch on writing itlf and on its place in teaching, learning, and life. The committee invites the profession to u the guidelines to asss writing proficiency and to consider the implications of the revisions on instruction and curricular design. The committee also invites the profession to continue to study, discuss, and carry out rearch on the writing guidelines so that they can be further refined to more precily describe writing performance.
Acknowledgments
ACTFL is indebted to the following individuals who contributed to the original ACTFL Proficiency Guidelines Project of 1986: Heidi Byrnes, James Child, Nina Patrizio, Pardee Lowe, Jr., Seiichi Makino, Irene Thompson, and A.Ronald Walton. Their work was the foundation for this revision project.
We would also like to thank the following committee members and reviewers who helped in the current revision process: Lucía Caycedo Garner, Chantal Thompson, Eileen Glisan, Ray T. Clifford, Seiichi Makino, Martha Herzog,Pardee Lowe, Jr.
The revision of the ACTFL Proficiency Guidelines was supported by a grant from the United States Department of Education International Rearch and Studies Program.
The ACTFL Proficiency Guidelines - Writing (Revid 2001) may be ud for non-profit, educational purpos only, provided that they are reproduced in their entirety, with no alterations, and with credit to ACTFL.
S UPERIOR
Writers at the Superior level are able to produce most kinds of formal and informal correspondence,
include的用法complex summaries,precis, reports, and rearch papers on a variety of practical, social, academic, or professional topics treated both abstractly and concretely. They u a variety of ntence structures, syntax, and vocabulary to direct their writing to specific audiences, and they demonstrate an ability to alter style, tone, and format according to the specific requirements of the discour. The writers demonstrate a strong awareness of writing for the other and not for the lf.
Writers at the Superior level demonstrate the ability to explain complex matters, provide detailed narrations in all time frames and aspects, prent and support opinions by developing cogent arguments and hypothes. They can organize and prioritize ideas and maintain the thrust of a topic through convincing structure and lexicon and skillful u of writing protocols, especially tho that differ from oral protocols, to convey to the reader what is significant. Their writing is
逆风飞翔
ACTFL Proficiency Guidelines C Writing
新目标七年级上册英语教案
Revid 2001
characterized by smooth transitions between subtopics and clear distinctions made between principal and condary ideas. The relationship among ideas is consistently clear, evidencing organizational and developmental principles such as cau and effect, comparison, chronology, or ot
her orderings appropriate to the target language culture. The writers are capable of extended treatment of a topic which typically requires at least a ries of paragraphs but can encompass a number of pages.
Writers at the Superior level demonstrate a high degree of control of grammar and syntax, both general and specialized/professional vocabulary, spelling or symbol production, cohesive devices, and punctuation. Their vocabulary is preci and varied with textured u of synonyms, instead of mere repetition of key words and phras. Their writing express subtlety and nuance and is at times provocative. Their fluency eas the reader=s task.
英语专业八级
Writers at the baline of the Superior level will not demonstrate the full range of the functional abilities of educated native writers. For example, their writing may not totally reflect target language cultural, organizational, syntactic, or stylistic patterns. At the baline Superior level, occasional errors may occur, particularly in low-frequency structures, but there is no pattern. Errors do not interfere with comprehension and they rarely distract the native reader.
A DVANCED-H IGH
Writers at the Advanced-High level are able to write about a variety of topics with significant precisio
n and detail. They can handle most social and informal correspondence according to appropriate conventions. They can write summaries, reports, precis, and rearch papers. They can also write extensively about topics relating to particular interests and special areas of competence, but tend to emphasize the concrete aspects of such topics. Advanced-High writers can describe and narrate in all major time frames, with good control of aspect. In addition, they are able to demonstrate some ability to incorporate the functions and other criteria of the Superior level, showing some ability to develop arguments and construct hypothes. They cannot, however, sustain tho abilities and may have difficulty dealing with a variety of topics in abstract, global, and/or impersonal terms. They often show remarkable ea of expression when writing at the Advanced level, but under the demands of Superior-level writing tasks, patterns of error appear. Although they have good control of a full range of grammatical structures and a fairly wide general vocabulary, they may not u the comfortably and accurately in all cas. Weakness in grammar, syntax, vocabulary, spelling or symbol production, cohesive devices, or punctuation may occasionally distract the native reader from the message. Writers at the Advanced-High level do not consistently demonstrate flexibility to vary their style according to different tasks and readers. Their writing production often reads successfully but may fail to convey the subtlety and nuance of the Superior level.
A DVANCED-M ID
Writers at the Advanced-Mid level are able to meet a range of work and/or academic writing needs with good organization and cohesiveness that may reflect the principles of their first language. They are able to write straightforward summaries and write about familiar topics relating to interests and events of current, public, and personal relevance by means of narratives and descriptions of a factual nature. Advanced-Mid writers demonstrate the ability to narrate and describe with detail in all major time frames. Their writing is characterized by a range of general vocabulary that express thoughts clearly, at times supported by some paraphrasing or elaboration. Writing at the Advanced-Mid level exhibits some variety of cohesive devices in texts of veral paragraphs in length. There is good control of the most frequently ud target language syntactic structures, e.g., common word order patterns, coordination, subordination. There may be errors in complex ntences, as well as in punctuation, spelling, or the formation of non-alphabetic symbols and character production. While features of the written style of the target language may be prent, Advanced-Mid writing may at times remble oral
英语专业的就业前景及就业方向ACTFL Proficiency Guidelines C Writing
Revid 2001
discour or the writing style of the first language. Advanced-Mid writing incorporates organizational features both of the target language or the writer=s first language. While Advanced-Mid writers are generally aware of writing for the other, with all the attendant tailoring required to accommodate the reader, they tend to be inconsistent in their aims and focus from time to time on the demands of production of the written text rather than on the needs of reception. When called on to perform functions or to treat topics at the Superior level, Advanced-Mid writers will generally manifest a decline in the quality and/or quantity of their writing, demonstrating a lack of the rhetorical structure, the accuracy, and the fullness of elaboration and detail that would be characteristic of the Superior level. Writing at the Advanced-Mid level is understood readily by natives not ud to the writing of non-natives.
A DVANCED-L OW
Writers at the Advanced-Low level are able to meet basic work and/or academic writing needs, produce routine social correspondence, write about familiar topics by means of narratives and descriptions of a factual nature, and write simple summaries. Advanced-Low writers demonstrate the ability to narrate and describe in major time frames with some control of aspect. Advanced-Low writers are able to combine and link ntences into texts of paragraph length and structure. Their wri
tings, while adequate to satisfy the criteria of the Advanced level, may not be substantive. Writers at the Advanced-Low level demonstrate an ability to incorporate a limited number of cohesive devices but may resort to much redundancy, and awkward repetition. Subordination in the expression of ideas is prent and structurally coherent, but generally relies on native patterns of oral discour or the writing style of the writer=s first language. Advanced-Low writers demonstrate sustained control of simple target-language ntence structures and partial control of more complex structures. When attempting to perform functions at the Superior level, their writing will deteriorate significantly. Writing at the Advanced-Low level is understood by natives not ud to the writing of non-natives although some additional effort may be required in the reading of the text.
I NTERMEDIATE -H IGH
Writers at the Intermediate-High level are able to meet all practical writing needs such as taking notes on familiar topics, writing uncomplicated letters, simple summaries, and compositions related to work, school experiences, and topics of current and general interest. Intermediate-High writers connect ntences into paragraphs using a limited number of cohesive devices that tend to be repeated, and with some breakdown in one or more features of the Advanced level. They can write simple descriptions and narrations of paragraph length on everyday events and situations in different
time frames, although with some inaccuracies and inconsistencies. For example, they may be unsuccessful in their u of paraphra and elaboration and/or inconsistent in the u of appropriate major time markers, resulting in a loss in clarity. In tho languages that u verbal markers to indicate ten and aspect, forms are not consistently accurate. The vocabulary, grammar, and style of Intermediate-High writers esntially correspond to tho of the spoken language. The writing of an Intermediate-High
ACTFL Proficiency Guidelines C Writing
Revid 2001
writer, even with numerous and perhaps significant errors, is generally comprehensible to natives not ud to the writing of non-natives, but gaps in comprehension may occur.
I NTERMEDIATE-M ID
Writers at the Intermediate-Mid level are able to meet a number of practical writing needs. They can write short, simple communications, compositions, descriptions, and requests for information in looly connected texts that are bad on personal preferences, daily routines, common events, and
benefit是什么意思other topics related to personal experiences and immediate surroundings. Most writing is framed in prent time, with inconsistent references to other time frames. The writing style cloly rembles the grammar and lexicon of oral discour. Writers at the Intermediate-Mid level show evidence of control of syntax in non-complex ntences and in basic verb forms, and they may demonstrate some ability to u grammatical and stylistic cohesive elements. This writing is best defined as a collection of discrete ntences and/or questions looly strung together; there is little evidence of deliberate organization. Writers at the Intermediate-Mid level pay only sporadic attention to the reader of their texts; they focus their energies on the production of the writing rather than on the reception the text will receive. When Intermediate-Mid writers attempt Advanced-level writing tasks, the quality and/or quantity of their writing declines and the message may be unclear. Intermediate-Mid writers can be understood readily by natives ud to the writing of non-natives.
I NTERMEDIATE-L OW
Writers at the Intermediate-Low level are able to meet some limited practical writing needs. They can create statements and formulate questions bad on familiar material. Most ntences are recombinations of learned vocabulary and structures. The are short and simple conversational-style ntences with basic subject-verb-object word order. They are written mostly in prent time wit
h occasional and often incorrect u of past or future time. Writing tends to be a few simple ntences, often with repetitive structure. Vocabulary is limited to common objects and routine activities, adequate to express elementary needs. Writing is somewhat mechanistic and topics are limited to highly predictable content areas and personal information tied to limited language experience. There may be basic errors in grammar, word choice, punctuation, spelling, and in the formation and u of non-alphabetic symbols. When Intermediate-Low writers attempt to perform writing tasks at the Advanced level, their writing will deteriorate significantly and their message may be left incomplete. Their writing is understood by natives ud to the writing of non-natives, although additional effort may be required.
N OVICE-H IGH
Writers at the Novice-High level are able to meet limited basic practical writing needs using lists, short messages, postcards, and simple notes, and to express themlves within the context in which the language was learned, relying mainly on practiced material. The writing is generally writer-centered and is focud on common, discrete elements of daily life. Novice-High writers are able to recombine learned vocabulary and structures to create simple ntences on very familiar topics, but the language they produce may only partially communicate what is intended. Control of features of t
he Intermediate level is not sustained due to inadequate vocabulary and/or grammar. Novice-High writing is often comprehensible to natives ud to the writing of non-natives, but gaps in comprehension may occur.
PRELIMINARY
ACTFL Proficiency Guidelines C Writing
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N OVICE-M ID
Writers at the Novice-Mid level are able to copy or transcribe familiar words or phras, and reproduce from memory a modest number of isolated words and phras in context. They can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality. Novice-Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrea in accuracy. Errors in spelling or in the reprentation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by tho accustomed to reading the texts of non-natives.
N OVICE-L OW
Writers at the Novice-Low level are able to form letters in an alphabetic system and can copy and produce isolated, basic strokes in languages that u syllabaries or characters. Given adequate time and familiar cues, they can reproduce from memory a very limited number of isolated words or familiar phras, but errors are to be expected.
