The writing examples and level descriptions found on these pages can help individuals understand what kind of language might be expected at each proficiency level. These examples were produced by real language learners and may contain errors. Remember, this is a language proficiency assessment and errors are part of creating language.

Additional resources can be found in the Power-Up Guide and on our Video Tutorials page.

Tips to better prepare for the writing portion of the assessment:

  • Be a ‘show-off’ – this is the time to show what you can do!
  • Be organized in your writing.
  • Challenge yourself to go above and beyond what you normally write.
  • Be creative and don’t stress out over possible errors. Perfection is not the goal!

Simply do your best and enjoy creating and communicating in the language that you are learning.

Good Luck!

Level Description of Level Example
Level 1
At this level, I am able to create individual words that have no extended meaning. I can share some simple vocabulary, which deals with the prompt/task/situation, but I tend to struggle to connect those words to create meaning
三口人, 爸爸,媽媽, 我
Level 2
At this level, I am beginning to develop the ability to create meaning by grammatically connecting words. Specifically, I can connect some basic subjects and verbs or verbs and objects, but I may be inconsistent at doing this. I am often limited in my vocabulary to Novice level topics that I experience in my every-day life or that I have recently learned.
    Level 3
    At this level, I can create simple sentences with very basic grammatical control and accuracy. There are often errors in my responses, while at the same time I might have good control with some very simple structures and functions of the language that I have just learned or studied. At the Novice levels, errors are expected as I try to create simple sentences. Generally, the sentences that I am able to create are very basic and simple with few, if any, added details.
      Level 4
      At this level, I can create simple sentences with some added detail; such sentences help create VARIETY. At the Intermediate Low level, simple sentences are enhanced by use of prepositional phrases, helping verb usage, as well as some adverbs and a variety of adjectives. I generally create independent sentences (ideas) that can be moved around without affecting the overall meaning of the response. There are still a number of errors in my response, but I have fairly good control of more basic sentences. I am feeling more confident in using different structures and expanding vocabulary and taking more risks with my responses.
        Level 5
        At this level, I can now create enough language to show groupings of ideas. My thoughts are loosely connected and cannot be moved around without affecting meaning. I can also create a few sentences with complexity and am able to use some transition words. I am also able to use more than just simple present tense, but often make mistakes when I try to use other tenses. My vocabulary use is expanding and I am able to use more than the usual, high frequency or most common vocabulary. I feel that I am able to create new language on my own and communicate my everyday needs without too much difficulty.
          大王: 你好!你上次問過明尼蘇達這裡的天氣這麼樣,也問了不同季節和天氣要傳什麼不同的衣服。我現在回給你那些問題的答案。 你一定需要知道明尼蘇達的冬天非常冷。因為這個,你一定需要帶來你最暖的衣服和夾克。我們可以在冬天在外面玩兒。明尼蘇達的春天非常溫暖,但常常會有大雨。所以你來美國的時候一定需要帶雨傘。我們可以在春天去公園看新長出來一連六色漂亮的花朵,也可以在春天去城市提腳踏車。 然后,美國常常會有非常熱的夏天,我們這裡也有很多大海,可以游泳。明尼蘇達的夏天陽光非常打,我們會在樹下吃飯,但你還可能要帶眼鏡保護你的眼睛。因為這些原因,如果你來,你要帶泳泳衣,短褲,提速和眼鏡。 明尼蘇達的秋天很冷,可能要穿夾克。秋天也可能下雪
          Level 6
          At this level, I have good control of the language and feel quite confident about an increasing range of topics. There are still some occasional errors in my language production, but that does not hinder my ability to communicate what I need to share. I can use circumlocution to explain or describe things for which I do not know specific vocabulary or structures. I can understand and use different time frames and am just beginning to develop the ability to switch most time frames with accuracy. I can use transition words and concepts with some ease. My language has a more natural flow, but I still may have some unnatural pauses or hesitations.
            我覺得看電視和玩電腦游戲很好玩的,但孩子最好不要每天做這個,每個星期一到兩天夠了。現在我會寫看電視和玩電腦游戲的一些好處。看電視和完電腦游戲非常好玩,如果你有一個很不好的天,看電視或玩電腦游戲可以讓你感到開心。第二,看電視也可以讓你知道世界上在發生什麼事情。第三,玩電腦游戲也可以讓你感到快樂和高興,跟朋友或家人一起玩更好。最后,孩子看電視也可以幫助他們學更多的東西。 我現在會寫看電視和玩電腦游戲的不好處。如果你用了一個很長的時間來看電視或玩電腦游戲,你的眼睛會痛。而且孩子們不會很容易的停,他們一直在看,一直在玩。這是為什麼他們沒有夠的時間來休息。如果他們總是在家裡看電視或玩電腦游戲,他們不會有很多的朋友。最后,如果你總是在家裡面,那你怎麼運動呢?你需要運動,你的身體會健康。
            Level 7
            At this level my response contains a number of complexities with higher degree of accuracy. Such language allows me to address each aspect of the prompt more completely and with more depth of meaning. I am able to use Advanced vocabulary or Advanced terms, conjugations etc. with confidence. I feel that I can create natural flow using as much detail and descriptive language as possible to create a clear picture. Errors with more complex structures may still occur. My ability to switch time frames begins to increase in accuracy.
              Level 8
              At this level my response demonstrates my ease with the language. I am able to create a response which not only addresses each aspect of the prompt, but delves into each point with clarity and concise language. I am able to incorporate a number of more complex structures as well as Advanced vocabulary and Advanced phrases with a higher degree of accuracy throughout the majority of the response. The language I create has a natural flow due to the way I incorporate a variety of patterns and complexities into my response. My response shows my ability to create language that has sophistication of language skills and syntactical density. My ability to switch time frames accurately is evident, if called for in the prompt.
              隨著科技的發展,電視和游戲已經覆蓋性地進入了人們的生活,包括孩子們的世界。由於電子產品對他們自己生活的影響,現在的父母對孩子的管教越發疏鬆,所以電視和電子游戲成為孩子們必不可少的玩伴,可是讓家長擔心的是電視與電腦輻射對孩子的眼睛與皮膚有負面的影響,有些孩子早早就帶上了眼睛。並且沉迷於游戲中不可自拔,這也極大地打擊了孩子們學習的積極性,使他們的學習成績一路紅燈,這些副作用讓家長感到煩惱。可是當家長試圖教育孩子不要沉迷於游戲與電視時孩子多會進入一種瘋狂的狀態來反駁家長,這令很多家長苦惱不堪,甚至對自己的孩子大打出手。 可是,家長往往隻是看到了游戲與電視對孩子的傷害,家長並沒有意識到游戲與電視對孩子的益處, 沒有意識到這對一個小孩子的發展也有著重要的好處。 第一,很多游戲都是多人的公平競技,在競技的過程中孩子需要與隊友協商並共同完成任務,這對孩子的社交能力有很大的幫助。第二,在操作游戲時對孩子的手腦協作能力也是很大的考驗,這可以鍛煉他們的手腦協作能力從而讓他們更加聰明。第三,電視可以讓孩子非常輕鬆地得到外界的消息,可以讓他們更早的學會信息管理並且獲得一些有用的知識,讓他們更早地對外界有一定的認識。 沉迷無論如何都是不應該的,父母們要以身作則, 首先自己不能沉迷於電子產品。 同時,父母也不應該強烈地禁止孩子參與適當的游戲與觀看電視,應該心平氣和的引導孩子走向正確的道路,把它們變成正確的工具,通過監督,讓孩子們適當的娛樂,並在娛樂的同時獲得有用的知識。

              Updated April 2022

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