Canadian Language Benchmark 4

Writing: Basic Level

Global Performance Descriptor

• Learner can effectively convey in writing simple ideas and information about personal experience within predictable contexts of everyday needs.
• Can write simple descriptions and narration of events, stories, future plans about self and family, or other highly familiar topics.
• Can write short messages; postcards, notes, directions, and letters.
• Can fill out simple application forms.
• Can copy information from dictionaries, encyclopedias, and manuals.
• Can take a slow, simple dictation with frequent repetitions.
• Shows ability to use successfully one-clause sentences or coordinated clauses with basic tenses.

Performance Conditions

• Circumstances range from informal to more formal occasions.
• Addressee is familiar.
• Topics are of immediate everyday relevance.
• Letter is one paragraph long.
• Note is three to five sentences long.
• Texts to copy are one to two paragraphs, with easy layout, in legible handwriting or print.
• Texts may come from various sources and may be of a more specialized or technical nature.
• Forms are simple in format, 20 items long.
• Text is one paragraph long, on a familiar and personally relevant topic.

Competency Outcomes and Standards

I. Social interaction

What the person can do

• Convey personal messages in an informal or formal personal short letter or a note to express invitations, thanks, regrets, cancellations and apologies.

Examples of tasks and tests

• Write a short letter to your friend to tell her or him about your new apartment, car, job or trip.
• Write a formal invitation for a special family function (e.g., housewarming party, graduation, wedding, special birthday, etc.).
• Write a personal note to thank your host for a dinner or a party.

Performance Indicators

• Conveys the message: reader can follow.
• Uses language and content that are appropriate to the occasion, intent and social context.
• Uses simple grammar structures, punctuation and spelling with few errors.
• Conveys main ideas and supports them with detail in a basic paragraph structure.

II. Recording information

What the person can do

• Copy short texts to record information for personal use, or to complete tasks, or to learn information.

Examples of tasks and texts

• Copy definitions from two to three different sources (e.g., dictionaries or encyclopedias), and compare them.
• Copy information about a product or service from catalogues, directories, instructions and manuals for comparison purposes.

Performance Indicators

• Competently copies information, including capitalization, lower case, punctuation, and phonetic and other notations.
• Has legible handwriting or printing. Makes no major omissions in copying information. There are only a few occasional copying mistakes or slight uncertainty in decoding.

III. Business/service messages

What the person can do

• Fill out simple forms.
• Convey simple business messages as written notes.

Examples of tasks and texts

• Fill out an application form: car rental, direct deposit request.
• Write a short note to your child’s teacher notifying her or him about an absence.
• Write down a message from one person to pass on to another.

Performance Indicators

• Fills out form with required information.
• Spells and follows punctuation conventions.
• Has legible handwriting or printing. Makes no major omissions in providing information.
• Conveys a simple message.
• Uses simple structures with few errors in grammar.

IV. Presenting information

What the person can do

• Write a short text about a personal or familiar situation, event, personal experience, future plans. Explain reasons.

Examples of tasks and texts

• Describe an event or tell a story (e.g., write about coming to Canada).
• Write about your work experience in the past.
• Write about what you would like to do and why (e.g., future plans and the reasons for them).

Performance Indicators

• Describes a situation: reader can follow.
• Conveys main ideas, supporting detail.
• Uses basic paragraph structure.
• Uses simple structures; few errors.
• Uses adequate vocabulary for the topic.
• Spells correctly; follows punctuation conventions.
• Has legible handwriting or printing.