Today we're looking at what differentiates band 67 and eight.

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I expect that today's lesson will be quite long and I think that we will go over a number of tips that you will find helpful.

So it might be useful for you to grab a pen and a paper and to take notes as we go through today's lesson.

So basically, in this video, I wanted to clear clearly outline exactly what distinguishes Band 67 and eight writing.

So this video we're going to use to dark Cubans to pdf documents that you can download directly from.

I'll start Ord.

The first is the aisles task to ban descriptors chart, which is the public version of the chart, and you've probably seen it in the other videos that I've made.

It looks like this.

It basically goes over the four criteria that you are expected to exhibit in your writing, and it outlines the skills needed for each band.

The second pdf that we're going to use today is the aisles writing sample script pdf that is also available from I'll Start or GE, and in this pdf were provided a number of example responses, and we're also provided with the band that they would receive on the exam.

And I think that this file is very helpful to refer to as it shows you exactly.

You know, with with comments what band these various writing examples would achieve.

So we will analyze a few of these writings later in this lesson as well.

So you may want to get those two files before continuing this video.

So as you know, your Isles Examiner is going to be marking your writing based on four criteria.

So the first is task achievement.

The second is coherence and cohesion.

The third is the lexical resources that you used to deliver your response, and the fourth is grammatical accuracy.

And in this video, I would like to go through each criterion and illustrate what you need to do to raise your score from a six to a seven or from a seven to an eight.

So if we start with task achievement now, if you look at your, um your band descriptors chart, you will notice a couple of things that the chart makes clear.

So, firstly, one of those things is that, uh, six, seven and eight band scores all fully address all parts of the task, so fully address all parts of the task.

Now, this is one thing that is common between the three different bands.

So if you're wondering Well, what distinguishes writing between a band five and a band six.

One of the key things in the task achievement portion of the mark.

Is that a task?

Six.

I'm sorry.

A band six or above will fully address all of the, uh of what is being asked of the students in the question.

So if you were to look at a student that received a five on their examination, typically they had not performed in a manner that fulfilled what their question was asking.

So this is one thing that's common between 67 and eight.

This is this is the the level that distinguishes responses that completely addressed the parts of the question.

Okay, Now let's go over some things that are different between a band six of and seven and a band eight.

So to begin, a band six presents evidence.

But conclusions may be unclear.

So by evidence, we're talking about examples that sort of support or help to prove a point.

So a student reading at a band six, they may provide some sort of of of example.

But the problem is that the Examiner might not be completely clear on what the relevance is of the example.

Okay, so the student might have shared an example, but it's not completely clear perhaps what that example shows.

So what is the conclusion that can be drawn from this example now, in a band seven Examples Air also presented So seven presents evidence and comes to conclusions.

But evidence may lack focus.

And that's the key thing here that would distinguish this from from higher bands like a Bend eight.

So s O Band seven student would would be providing an example, and perhaps the conclusion would be clear.

So, uh, you know, there is There is a relevant link between these two things, but the problem is that perhaps the evidence is not particularly focused.

And so what does focused mean?

Well, this is referring to the ability of of the person reading the essay to see how the example links to really life.

So a student that gives an example that is very general or very broad.

This would be a student that is providing an example that lacks focus.

And this is exactly why I always encourage students.

When you when you write your essay, use an example from real life, share the name of a person.

Are you, you know, share the name Bill Gates.

Share the name.

You know Michael Jackson.

Share the name Barack Obama share.

You know a riel tangible thing or person share the name of a company.

Share the name of a country share something that people can relate to.

Don't just say many countries.

That's not a good example.

Many countries is not specific.

This lacks focus.

Don't just say, um, famous people or or you know, another broad category.

For something be specific.

If your specific, then your your your evidence will be much more focused and focused.

Evidence is at the basis of a strong argument, so overall If you're able to do this, this will help to strengthen the, uh you know, the point that you're trying to make.

So be specific.

Okay, now what is different between Band seven and band eight in the area of task achievement.

So band eight writers present well developed response with relevant supporting ideas.

So if you're looking at your your band descriptors chart, you will notice this that band aid is defined by some by ah being able to provide a well developed response and being able to provide relevant supporting ideas and these ideas, like we said before, would be focused.

So if you're thinking, what's the difference between, uh, the student that gets a band eight in the task achievement part of their mark and a student against a band?

Seven thes air students that know that they're gonna share a very specific example and they're going to show exactly how that example proves a point.

So now let me clarify everything a little bit further by providing you with example of 67 and eight writing.

So if a six student were writing their example, they might write something like this.

For instance, the number of cars being used today causes pollution problems.

Okay, so now here we have an example.

And this example, Of course, this would appear in the supporting sentence in the supporting paragraph of our essay, and this would be an example that we're using to prove another point.

Now, what you can see in the example is that it's it's quite general we're talking about.

You know, uh, we're talking about cars.

We're talking about, uh, pollution problems.

We're not really referring to any specific area at all.

So it's This is quite a general example that we're sharing.

It's not particularly specific now.

The band seven.

The student might have written something like this.

For instance, there are too many cars on the roads in big cities, and this causes pollution problems.

Okay, so, uh, now we can see a little bit Maur where the student is going with this example, and we can see that it's starting to become a little bit more focused.

We're not just talking about cars everywhere.

We're talking about the cars on roads and big cities.

Now, the problem is, is that this example is still not very specific.

A much stronger example would be if we could actually share.

Perhaps you know, the name of a place that is already experiencing pollution problems as a result of cars.

So do you see how that would strengthen the argument if we actually shared the name of a city that is really having problems with pollution at the moment?

Well, it's very difficult to counter.

Argue this because we're illustrating how this is already.

You know, a problem that is that is sort of that is, that is growing at the moment or that it exists at the moment.

So it's not just something kind of general that we pulled out of the air.

It's something a little bit more specific.

So watch what would occur at an eight level.

Someone would would probably write something like, for instance, big cities like Shanghai experience major pollution problems due to their high volume of traffic.

Okay, now the example has become very specific, and we have said, you know, look at Shanghai, Shanghai has a problem, and of course, you know this is not the whole paragraph.

This is just one sentence in the paragraph and in the sentences that would come after it, we would explain a little bit more about how this links to our argument, but it's very difficult to counter.

Argue an example that is true to life.

Because this, you know, this'd not just like I said, not something that we just pulled out of the air.

This is a really thing that is happening.

Okay, No.

So that's what I have to say about task achievement.

And to me.

When I look at the aisles, band descriptors chart those of the points that stick out.

So, you know, if you're looking at a band six, you're looking at a band.

Seven.

You're looking at a band.

Eight.

The manner in which the students respond to their task differ.

Okay, now let's go to the next point, which is coherence and cohesion.

And let's define what is different between Task Nursery between a band six Events seven and a band eight.

I'll just get this cleaned up a bit here, Okay, so you should know that coherence refers to the ability of a piece of writing to be understood.

So is it.

Clear cohesion refers to the ability of the various devices, which could be sentences, or it could be paragraphs or even could be words the various devices in the essay to link together properly.

So, you know, in an essay you're not just writing a big group of sentences.

Note these sentences air working together and they're they're working towards a common goal, which is either too, um, prove a thesis or to discuss the opinions of others and then come to a reasoned conclusion.

So now what is something that's common between 67 and eight?

Band writing in the coherence and cohesion portion of the mark?

Well, 67 and eight band writing.

Ah, all parts of the writing can be understood.

Okay, So if you're wondering, Well, I mean, what's the difference between a band five and a band six?

If you look at a band five writing, there will be parts in the essay that the reader will not understand.

They don't know what the student is talking about.

And if you refer to some of the essays that we looked at together in that, um, contest that I held on my blawg, you'll notice that the ones that scored the five or below there are parts of the essay that you just don't understand you don't know what the writer is saying.

So that's a very key difference between you know, essays that score five and below ns is that source six and above is that s a scoring six and above can be understood.

Now, that doesn't mean that the, um the ease of understanding a band six and a band eight are the same.

Of course not, of course.

You know when you're reading a band six, you might have to have to think a little bit more to understand what they're trying to say.

But the bottom line is that you can you can, as a native English speaker, understand what it is that they're writing.

So 67 and eight band for coherence and cohesion can be understood in all parts of the essay.

Okay, now let's go over what is different between the various bands.

So at a six level, cohesive phrases may be faulty or repetitive.

So what this means is that the the linking phrases that the student uses to tie their sentences together may not be used very accurately.

So what I'm talking about are the phrases like because of this as a result on the other hand.

Another point maybe.

You know, for example, firstly, secondly, all of these sorts of phrases if if there's, you know, some error in the way that the student is using them or they used the same phrase over and over, this would be characteristic of a band.

Six students.

Now, if we look at a band seven student Ah, Band seven Student would use cohesive devices appropriately in most areas.

And as you'll see on the descriptors chart, it's the say that there may be maybe some under use or there may be some overuse of descriptors.

Um, that's the first thing that distinguishes a band.

Seven.

So you know the use.

Their ability to use cohesive devices is pretty good.

So, you know, you know, at some point they might overuse certain phrases or even slightly repeat them, but not to the level that the six student would.

We will actually look at an example essay in a few minutes, and I think you will see that.

You know, there is a bit of repetition at the seven level.

That's okay, but it can't be excessive.

So that's the first thing that distinguishes seven from six now a second thing is that a seven students will know to structure their essay so that each paragraph has a central rule and topic.

So I think topic you you would probably understand is that, you know, when we're remember reading are supporting paragraph one of our supporting paragraphs.

We should just be talking about one topic we shouldn't be talking about, you know, two or three separate topics and trying to discuss them all at the same time.

No, there should be one paragraph for each topic that we bring up Now what is meant by the word roll?

So roll refers to the ability of a paragraph to carry out a job.

So, for example, when you write your essay, you're not going to start your essay with an example or you're not gonna start your essay with a, um you know, ah, conclusion.

Each paragraph has a certain job that has to carry out.

So you have an introduction paragraph, then you have supporting paragraphs.

And you know, if you're if you're writing a discussion discussion essay, you might be providing an alternative point of view in one paragraph, then your last paragraph.

You're providing a conclusion so the seven level students will know to break apart these various jobs into different paragraphs.