O-Level Continuous Writing: How It Is Marked
SEAB publishes the band descriptors for this section. They are reproduced below from the 1184 syllabus, with notes on what each band asks for in practice.
Continuous writing is 30 marks, split 10 for content and 20 for language.
Content, 10 marks
There is a single criterion: addressing the task. That is all it says, and the brevity is the point. Content here is not about how interesting your idea is. It is about whether you answered the question set.
| Band | Marks | Descriptors |
|---|---|---|
| 5 | 9 to 10 | All aspects of the task are fully addressed and developed in detail |
| 4 | 7 to 8 | All aspects of the task are addressed with some development |
| 3 | 5 to 6 | Some aspects of the task are addressed with some development |
| 2 | 3 to 4 | Some aspects of the task are addressed |
| 1 | 1 to 2 | Some attempts to address the task |
| 0 | 0 | No creditable response |
"All aspects" is doing the work. A question with two halves needs both. A question that says and is telling you where the aspects are. The commonest way to land in band 3 with a well-written essay is to answer the half you had more to say about.
Band 4 to band 5 is depth, not length. Both cover everything. Band 5 develops it all in detail; band 4 develops some of it. Adding a fifth thin paragraph moves you no higher. Taking your weakest existing paragraph and making it as good as your best one does.
Language, 20 marks
Three criteria: organisation of ideas, clarity of expression, accuracy of language.
| Band | Marks | Descriptors |
|---|---|---|
| 5 | 17 to 20 | Coherent and cohesive presentation of ideas across the whole of the response · Effective use of ambitious vocabulary and grammar structures · Complex vocabulary, grammar, punctuation and spelling used accurately |
| 4 | 13 to 16 | Coherent presentation of ideas with some cohesion between paragraphs · Vocabulary and grammar structures sufficiently varied to convey shades of meaning · Vocabulary, grammar, punctuation and spelling used mostly accurately |
| 3 | 9 to 12 | Most ideas coherently presented with some cohesion within paragraphs · Vocabulary and grammar structures sufficiently varied to convey intended meaning · Vocabulary, grammar, punctuation and spelling often used accurately |
| 2 | 5 to 8 | Some ideas coherently presented with attempts at achieving cohesion · Mostly simple vocabulary and grammar structures used, meaning is usually clear · Vocabulary, grammar, punctuation and spelling used with varying degrees of accuracy |
| 1 | 1 to 4 | Ideas presented in isolation · Simple vocabulary and grammar structures used · A few examples of correct use of vocabulary, grammar, punctuation and spelling |
| 0 | 0 | No creditable response |
This is the same scale that marks situational writing, identical descriptor for descriptor. Between the two sections, 40 of Paper 1's 70 marks come from this one rubric, which makes it the most valuable thing on the paper to get better at. See how situational writing is marked.
Note what is not here. No band mentions imagination, originality, or a strong ending. Those help you address the task, which is where they earn their marks. They are not scored on their own.
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