CEFR assessment of written language levels

C2

Can understand with ease virtually everything heard or read. Can summarise information from different
spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades
of meaning even in more complex situations.

C1

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can
express him/herself fluently and spontaneously without much obvious searching for expressions.
Can use language flexibly and effectively for social, academic and professional purposes. Can
produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organisational patterns, connectors and cohesive devices.

B2

Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialisation. Can interact with a degree of fluency and
spontaneity that makes regular interaction with native speakers quite possible without strain for
either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint
on a topical issue giving the advantages and disadvantages of various options.

B1

Can understand the main points of clear standard input on familiar matters regularely encountered
in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area
where the language is spoken. Can produce simple connected text on topics which are familiar or
of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly
give reasons and explanations for opinions and plans.

A2

Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography, employment).
Can communicate in simple and routine tasks requiring a simple and direct exchange of information
on familiar routine matters. Can describe in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.

A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask
and answer questions about personal details such as where he/she lives, people he/she knows
and things he/she has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.

C2

Can create coherent and cohesive text making full and appropriate use of a variety of organisational
patterns and a wide range of cohesive devices.

C1

Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational
patterns, connectors and cohesive devices.

B2

Can use a variety of linking words efficiently to mark clearly the relationships between ideas.
Can use a limited number of cohesive devices to link his/her utterances into clear, coherent
discourse, though there may be some ‘jumpiness’ in a long contribution.

B1

Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.

A2

Can use the most frequently occurring connectors to link simple sentences in order to tell a story
or describe something as a simple list of points.
Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’.

A1

Can link words or groups of words with very basic linear connectors like ‘and’ or ‘then’.

C2

Writing is orthographically free of error.

C1

Layout, paragraphing and punctuation are consistent and helpful. Spelling is accurate, apart from
occasional slips of the pen.

B2

Can produce clearly intelligible continuous writing which follows standard layout and paragraphing
conventions. Spelling and punctuation are reasonably accurate but may show signs of mother tongue
influence.

B1

Can produce continuous writing, which is generally intelligible throughout. Spelling, punctuation and
layout are accurate enough to be followed most of the time.

A2

Can copy short sentences on everyday subjects – e.g. directions how to get somewhere.
Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that
are in his/her oral vocabulary.

A1

Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects,
names of shops and set phrases used regularly. Can spell his/her address, nationality and other personal
details.

C2

Can write clear, smoothly flowing, and fully engrossing stories and descriptions of experience in a style
appropriate to the genre adopted.

C1

Can write clear, detailed, well-structured and developed descriptions and imaginative texts in an assured,
personal, natural style appropriate to the reader in mind.

B2

Can write clear, detailed descriptions of real or imaginary events and experiences, marking the relationship
between ideas in clear connected text, and following established conventions of the genre concerned.
Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest.
Can write a review of a film, book or play.

B1

Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of
interest. Can write accounts of experiences, describing feelings and reactions in simple connected text.
Can write a description of an event, a recent trip – real or imagined.
Can narrate a story.

A2

Can write about everyday aspects of his/her environment, e.g. people, places, a job or study experience
in linked sentences. Can write very short, basic descriptions of events, past activities
and personal experiences.
Can write a series of simple phrases and sentences about their family, living conditions, educational
background, present or most recent job. Can write short, simple imaginary biographies and simple
poems about people.

A1

Can write simple phrases and sentences about themselves and imaginary people, where they live
and what they do.

C2

Maintains consistent grammatical control of complex language, even while attention is otherwise
engaged (e.g. in forward planning, in monitoring others' reactions).

C1

Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot.

B2

Good grammatical control; occasional ‘slips’ or non-systematic errors and minor flaws in sentence
structure may still occur, but they are rare and can often be corrected in retrospect.
Shows a relatively high degree of grammatical control. Does not make mistakes which lead
to misunderstanding.

B1

Communicates with reasonable accuracy in familiar contexts; generally good control though
with noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express.
Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated
with more predictable situations.

A2

Uses some simple structures correctly, but still systematically makes basic mistakes –
for example tends to mix up tenses and forget to mark agreement; nevertheless,
it is usually clear what he/she is trying to say.

A1

Shows only limited control of a few simple grammatical structures and sentence patterns
in a learnt repertoire.

C2 & C1

Can give elaborate descriptions and narratives, integrating sub-themes, developing particular
points and rounding off with an appropriate conclusion.

B2

Can develop a clear description or narrative, expanding and supporting his/her main points
with relevant supporting detail and examples.

B1

Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points.

A2

Can tell a story or describe something in a simple list of points.

A1

No descriptor available