OLIMPIADA DE LIMBA ENGLEZĂ
ETAPA JUDEŢEANĂ – 22 februarie 2015
CLASA a VII-a
BAREM DE CORECTARE ŞI NOTARE
SUBJECT I (1 point x 10 gaps = 10 points)
1. will you translate; 2. was raining; 3. are climbing; 4. have not / haven’t arrived; 5. doesn’t often
come; 6. did the boys spend; 7. kept; 8. will not / won’t matter; 9. are you laughing; 10. were getting.
SUBJECT II (1 point x 10 gaps = 10 points)
1. B; 2. A; 3. D; 4. B; 5. C; 6. D; 7. C; 8. B; 9. A; 10. D
SUBJECT III (1 point x 10 sentences = 10 points)
1. I’ve been here for three months.
2. You speak English well.
3. I didn’t meet anybody.
4. Please explain to me how to improve my English.
5. You cannot buy all that you like!
6. You are very nice, like your mother.
7. The woman whose car is red works in this building.
8. She felt bored in the class.
9. I must call him immediately.
10. I look forward to meeting you.
SUBJECT IV (2 points x 10 sentences = 20 points)
1. How long will he have to wait?
2. Where have you returned from?
3. Who are you going to invite?
4. What were you doing when the earthquake began?
5. When did the course begin?
6. How often does she read magazines?
7. How many conferences are they organizing this month?
8. Who is the school’s best athlete?
9. What is Carol like?
10. Whose sister has won the competition?
OLIMPIADA DE LIMBA ENGLEZĂ
ETAPA JUDEŢEANĂ – 22 februarie 2015
CLASA a VIII-a
BAREM DE CORECTARE ŞI NOTARE
SUBJECT I. (1 point x 10 gaps = 10 points)
1. will not / won’t believe; 2. has happened; 3. wrote; 4. was walking; 5. found; 6. had probably thrown; 7.
would / ‘d feel; 8. have/’ve been; 9. am/’m now telling; 10. had.
SUBJECT II. (1 point x 10 gaps = 10 points)
1. B; 2. C; 3.A; 4. D; 5. B; 6. C; 7. D; 8. D; 9. B; 10. C.
SUBJECT III. (1 point x 10 sentences = 10 points)
1. You can have either the cheese cake or the coconut tart. / You can have both the cheese cake and
the coconut tart.
2. He warned me not to sit on that chair because it was broken.
3. There’s a little carrot cake left but not enough for all of your friends.
4. Although / In spite of the fact that the train was late, he got to work on time. / In spite of the train
being late, he got to work on time.
5. Dad was right! I really wish I had taken his advice!
6. This exercise isn’t as easy as it may seem.
7. Unless you start taking your medication, you won’t feel better.
8. Could you tell me what time it is, please?
9. The children are looking forward to seeing their cousins from Mexico.
10. Robert’s father discouraged him from becoming an artist.
SUBJECT IV. (1 point x 10 sentences = 10 points)
1. Why did they go home?
2. Where are the children sitting?
3. When does Peter run with his dogs?
4. How many books are you going to buy?
5. Whom was she helping when you called her?
6. Which car has he favoured for years? / What colour is the car he has favoured for years?
7. What would you do if you were rich?
8. Who asked you where your brother was?
9. How long will the journey take?
10. How much juice had Craig already bought?
SUBJECT V. (1 point x 10 gaps = 10 points)
1. had not / hadn’t forgotten his wallet; 2. had their new computer installed; 3. started teaching three years;
4. were not old enough to; 5. should have helped; 6. is being served; 7. had not / hadn’t finished; 8. me not to
park; 9. will probably win; 10. had / ‘d better told your parents.
OLIMPIADA DE LIMBA ENGLEZĂ
ETAPA JUDEŢEANĂ – 22 februarie 2015
CLASA a IX-a
BAREM DE CORECTARE ŞI NOTARE
QUESTION III
A. (1 point x 10 gaps =10 points)
1. weren’t/ were not
2. See / Let’s see
3. have missed
4. have been prevented
5. asking
6. Do you have / have you got
7. are arriving
8. met
9. is / will be
10. would not have had
B. (1 point x 5 gaps = 5 points)
1. original
2. archeologists / archaeologists
3. built
4. construction
5. concessions
C. (2 points x 5 gaps = 10 points)
1. was far more
2. was put off
3. the best essay she had
4. far as I am / ‘m concerned
5. wish I had told
OLIMPIADA DE LIMBA ENGLEZĂ
ETAPA JUDEŢEANĂ – 22 februarie 2015
CLASA a X-a
BAREM DE CORECTARE ŞI NOTARE
QUESTION III
A. (1 point x 10 gaps =10 points)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
like
while/whereas/but
have
as
because/when
in
between
together
how/why
in
B. (1 point x 10 gaps = 10 points)
1. funds
2. competitive
3. numerous
4. advancement
5. formative
6. instinctive
7. bilingual
8. converse
9. easily
10. advantageous
C. (1 point x 5 gaps = 5 points)
1.
2.
3.
4.
5.
Does this sweater need washing before I wear it?
If Lucy had got the job, she would be living in Paris now.
There’s hardly anyone who thinks (that) he is a good president.
They have decided to cut down on / cut back on the number of phone calls they make.
When my sister heard she’d failed her driving test, she broke down in / broke into tears.
OLIMPIADA DE LIMBA ENGLEZĂ
ETAPA JUDEŢEANĂ – 22 februarie 2015
CLASA a XI-a
BAREM DE CORECTARE ŞI NOTARE
QUESTION III (25 points)
A. (1 point x 10 gaps =10 points)
1. did; 2. longer; 3.on; 4. which; 5. having; 6. There; 7. what; 8. to; 9 that; 10. with.
B. (1 point x 5 gaps = 5 points)
1. resented being treated as if /though
2. was Cindy who objected to tidying
3. we climbed/ we climb, the harder breathing would/will
4. denied (ever) being involved in
5. have been easy to come up
C. (1 point x 10 gaps = 10 points)
1. analysts 2. shelved 3. materialised 4. irreparably 5. spacious 6. residents 7. inhabitable
objections 9. densely 10.architectural
8.
OLIMPIADA DE LIMBA ENGLEZĂ
ETAPA JUDEŢEANĂ – 22 februarie 2015
CLASA a XII-a
BAREM DE CORECTARE ŞI NOTARE
QUESTION III (10 + 5 + 10 = 25 points)
A. (1 point x 10 gaps = 10 points)
1. In; 2. forward; 3. without; 4. worth; 5. from; 6. hire; 7. needed; 8. only; 9. certain/limited; 10.
eyes.
B. (1 point x 5 words = 5 points)
1. draught; 2. nip; 3. mint; 4. scoop; 5 armour.
C. (2 points x 5 sentences = 10 points)
1.
2.
3.
4.
5.
remains to be seen (fixed phrase)
by no means uncommon (fixed phrase negative adjective)
insisted on having
expected to turn out for / up for / up to / up at
who (had) performed faultlessly, was given
CONCURSUL DE LIMBA ENGLEZĂ PENTRU LICEE CU PROFIL
TEHNOLOGIC ŞI VOCAŢIONAL
ETAPA JUDEȚEANĂ – 22 februarie 2015
CLASA a IX-a
BAREM DE CORECTARE ŞI NOTARE
SUBJECT I. (10 gaps x 1 point=10 points)
1. arrived 2. have not seen 3.had rained 4. would be 5. won 6. had won 7. boils 8. have been trying
9. had been looking 10. have been chatting
SUBJECT II. (10 gaps x 1 point=10 points)
1.C; 2.D; 3.A; 4.A; 5.B; 6.C; 7.D; 8.B; 9.A; 10.C
SUBJECT III. (10 gaps x 1 point=10 points)
1. will look
2. past – passed
3. who’s – whose
4. besides – beside
5. of – off
6. remember – remind
7. custom – habit
8. last – latest
9. billiard – billiards
10. poetry – poem
SUBJECT IV. ( 5 gaps x 2 points=10 points)
1. The region has a lot of resources to offer in terms of natural resources.
2. Paula said that she would not wear her sister’s old dress.
3. Susan had great difficulty in persuading her boss to give her a pay rise.
4. “Excuse me madam, but does this bag belong to you?” the policeman asked.
5. Pearl is not old enough to read this book.
SUBJECT V. (10 gaps x 1 point=10 points)
1. actually; 2. magazine; 3. staring; 4. vows; 5. valuable; 6. swamp; 7. grabbed; 8. fake; 9. vital; 10.
giggle
CONCURSUL DE LIMBA ENGLEZĂ PENTRU LICEE CU PROFIL
TEHNOLOGIC ŞI VOCAŢIONAL
ETAPA JUDEŢEANĂ – 22 februarie 2015
CLASA a X-a
BAREM DE CORECTARE ŞI NOTARE
SUBJECT I – 1x10=10 points
1. are you getting on; 2. Has anything happened; 3. ‘ve/have been; 4. Have you been doing; 5. ‘re /
are getting; 6. leaves; 7. ‘ll / will probably get; 8. bought; 9. ‘ve/have bought; 10. ‘ll/will see.
SUBJECT II – 1x10=10 points
1. few; 2. not to; 3. never; 4. is; 5. by (any chance); 6. incredibly; 7. getting; 8. were; 9. muddy; 10.
been (advised).
SUBJECT III – 1x10=10 points
1.amount; 2.on; 3.ought; 4.habits; 5.enough; 6.place; 7.plenty; 8.as; 9.If; 10.journey.
SUBJECT IV – 2x5=10 points
1. a waste of time;
2. have any objection to;
3. if she had been/whether she had been/if she'd been/whether she'd been;
4. not mature enough to make;
5. far as I am concerned/far as I'm concerned
SUBJECT V – 2x5=10 points
1. refusal; 2. lessen; 3. savings; 4. ensured; 5.prioritise
CONCURSUL DE LIMBA ENGLEZĂ PENTRU LICEE CU PROFIL
TEHNOLOGIC ŞI VOCAŢIONAL
ETAPA JUDEŢEANĂ – 22 februarie 2015
CLASA a XI-a
BAREM DE CORECTARE ŞI NOTARE
SUBJECT II
A.2x10=20 points
1. incredibly; 2. majestic; 3. keeping; 4. lifelong; 5. abilities; 6.beneficial; 7.stimulation; 8.
captivity; 9. extensive; 10. daily
B. 2x5=10 points
1. denied having cheated/that he had cheated;
2. you happen to be
3. had Paula reached the gate then
4. it was Mark who wrote
5. as it may be
C. 2x5=10 points
1. Where will we have to get?
2. How were the roads?
3. How many of the guests were wearing evening dresses?
4. Whose friend is he?
5. What did he insist on?
D. 1x10=10 points
1. ruins; 2. delay; 3. helping; 4. wound; 5. point; 6. profession; 7. vacancy; 8. perks; 9. attack;
10.winding
CONCURSUL DE LIMBA ENGLEZĂ PENTRU LICEE CU PROFIL
TEHNOLOGIC ŞI VOCAŢIONAL
ETAPA JUDEŢEANĂ – 22 februarie 2015
BAREM DE CORECTARE ŞI NOTARE
CLASA a XII-a
Subject III (5+10+10=25 points)
A (1 point x 5 gaps ) = 5 points
1. ...what the width....
2. ...whether I had read.....
3. ...only a matter of time until/before...
4. ...little chance of Jim being......
5 ...ended up doing......
B (1 point x 10 gaps) =10 points
1. ever; 2.on; 3.each/every; 4.take; 5.fact/short; 6.yet; 7.aware;8.precisely/exactly;9.
could/should.; 10.getting/doing
C (1 point x 10 gaps) =10 points
1.geographical; 2.serenity; 3.unimaginable; 4.unpredictability; 5.widened; 6.fascination;
7.awareness; 8.coastal; 9.reclamation; 10.urbanisation
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME FOR THE NARRATIVE ESSAY
9th Grade
Analytical
criteria
Excellent
Good
10p
The essay is completely relevant to topic,
describing
places/events/characters/atmosphere/reach
ing climax, including the final reactions of
the protagonist.
8p
The essay is fairly
completed with all
the sequencing
elements of a
narrative.
ORGANIZATION
AND COHESION
There is complete logical connection of
paragraphs due to a judicious use of linking
devices, mechanics, and length
requirements.
There is a fairly
completion of
paragraph
organization due to
scarce misuse of
linking devices,
mechanics, and
length requirements.
VOCABULARY
A wide range of vocabulary is used
appropriately and accurately throughout the
essay; precise meaning is conveyed; minor
errors are rare; spelling is very well
controlled.
The register of the narrative essay is totally
relevant to the task, being organically
integrated all along the discourse
A range of
vocabulary is used
appropriately and
accurately in the
essay ; occasional
errors in word
choice/formation
are possible; spelling
is well controlled
with occasional slips.
The register of the
narrative essay is
relevant to the task
with slightly
incongruent lapses
within the discourse
STRUCTURES
A wide range of grammatical structures is
used accurately and flexibly throughout the
essay; minor errors are rare; punctuation is
A range of
grammatical
structures is used
CONTENT
Adequate
Weak
Inadequate
6p
The essay is partially
completed with slight
logical impediments in
sequencing the
moments of the
narrative.
There is partial
completion of the
task. Paragraphs are
partially complete due
to unfinished ideas
and scarce use of
linking devices,
mechanics, and length
requirements.
The range of
vocabulary is
adequately used in the
essay; errors in word
choice /
formation are present
when more
sophisticated items of
vocabulary are
attempted; spelling
can be faulty at times.
The register of the
narrative essay is
partially relevant to
the task with a narrow
inconsistency of style,
leading to halts in the
logical development
of ideas.
A mix of complex and
simple grammatical
structures is present
4p
The essay is faulty,
including serious
logical impediments in
the sequencing of
events.
2p
The essay is incomplete,
the sequencing of the
narrative moments
being inconsistent.
There is serious
inconsistency in the
organization of the
paragraphs due to the
misuse of the linking
devices, mechanics,
and length
requirements .
Paragraphs are
incomplete, both linking
devices, mechanics, and
length requirements
having been
disrespected.
A limited range of
vocabulary is present
within the essay; less
common items of
vocabulary are rare
and may be often
faulty; spelling errors
can make text
understanding
difficult. The register
of the narrative is
inconsistent due to
the mixture of style
A very narrow range of
vocabulary is present;
errors in word
choice/formation
predominate; spelling
errors can make the
essay obscure at times.
The register used in the
narrative essay is
inappropriate for the
type of functional
writing.
A limited range of
grammatical
structures is present
A very narrow range of
grammatical structures
is present within the
Points
very well controlled.
EFFECT ON
TARGET READER
The interest of the reader is aroused and
sustained throughout.
accurately and with
some flexibility
along the essay;
occasional errors are
possible;
punctuation is well
controlled with
occasional slips.
The text has a good
effect on the reader
throughout the essay;
errors are present
when complex
language is
attempted;
punctuation can be
faulty at times.
along the essay;
complex language is
rare and may be often
faulty; punctuation
errors can make text
understanding
difficult.
essay; errors
predominate;
punctuation errors make
the text obscure at
times.
The effect on the
reader is satisfactory
The effect on the
reader non-relevant
The effect on the reader
non-relevant.
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME FOR THE DESCRIPTIVE ESSAY
10th Grade
Analytical
criteria
Exemplary
Proficient
Partially Proficient
Incomplete
10p
8p
4p
2p
The essay is completely
relevant to topic,
describing
persons/places/events
and objects, ascribing
the whole description to
an engendering idea.
There is complete logical
connection of
paragraphs due to a
judicious use of linking
devices, mechanics, and
length requirements.
The essay is fairly
completed with the
descriptions of
persons/places/events and
objects, being ascribed to
an engendering idea.
The essay is partially completed
with slight logical impediments in
the logical development of the
descriptions around an
engendering idea.
The essay is faulty,
including serious
logical impediments
in the sequencing of
events.
The essay is wholly
inadequate the quality
of the descriptions
failing the requirements
of the task.
There is a fairly completion
of paragraph organization
due to scarce misuse of
linking devices, mechanics,
and length requirements.
There is partial completion of the
task. Paragraphs are partially
complete due to unfinished ideas
and scarce use of linking devices,
mechanics, and length
requirements.
Paragraphs are
incomplete, both linking
devices, mechanics, and
length requirements
having been
disrespected.
VOCABULARY
A wide range of
vocabulary is used
appropriately and
accurately throughout
the essay; precise
meaning is conveyed;
minor errors are rare;
spelling is very well
controlled. The register
of the descriptive essay
is totally relevant to the
task, being organically
integrated all along the
discourse.
A range of vocabulary is
used appropriately and
accurately in the essay ;
occasional errors in word
choice/formation are
possible; spelling is well
controlled with occasional
slips. The register of the
descriptive essay is relevant
to the task with slightly
incongruent lapses within
the discourse.
The range of vocabulary is
adequately used in the essay;
errors in word choice /
Formation are present when more
sophisticated items of vocabulary
are attempted; spelling can be
faulty at times. The register of the
descriptive essay is partially
relevant to the task with a narrow
inconsistency of style, leading to
halts in the logical development of
ideas
STRUCTURES
A wide range of
grammatical structures
is used accurately and
flexibly throughout the
essay; minor errors are
rare; punctuation is very
A range of grammatical
structures is used
accurately and with some
flexibility along the essay;
occasional errors are
possible; punctuation is
A mix of complex and simple
grammatical structures is present
throughout the essay; errors are
present when complex language is
attempted; punctuation can be
faulty at times.
There is serious
inconsistency in the
organization of the
paragraphs due to
the misuse of the
linking devices,
mechanics, and
length
requirements.
A limited range of
vocabulary is
present within the
essay; less common
items of vocabulary
are rare and may be
often faulty; spelling
errors can make
text understanding
difficult. The
register of the
narrative is
inconsistent due to
the mixture of
styles.
A limited range of
grammatical
structures is present
along the essay;
complex language is
rare and may be
CONTENT
ORGANIZATION
AND COHESION
6p
Weak
A very narrow range of
vocabulary is present;
errors in word
choice/formation
predominate; spelling
errors can make the
essay obscure at times.
The register used in the
descriptive essay is
inappropriate for the
type of functional
writing.
A very narrow range of
grammatical structures
is present within the
essay; errors
predominate;
punctuation errors make
Points
EFFECT ON
TARGET READER
well controlled.
well controlled with
occasional slips.
The interest of the
reader is aroused and
sustained throughout
The text has a good effect
on the reader.
The effect on the reader is
satisfactory.
often faulty;
punctuation errors
can make text
understanding
difficult.
The effect on the
reader nonrelevant.
the text obscure at
times.
The text has a negative
effect on the reader.
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME FOR THE ARGUMENTATIVE ESSAY
11th Grade
Analytical
criteria
Exemplary
Proficient
10p
The essay is completely
relevant to topic, all
arguments are wellrounded and wellgrounded, developing the
thesis of the introduction
and leading to an openending.
There is complete logical
connection of paragraphs
due to a judicious use of
linking devices, mechanics,
and length requirements.
8p
The essay is fairly completed,the
thesis in the introduction being
further developed with
arguments and relevant ideas.
6p
The essay is partially relevant
to topic, there is no thesis
formulated in the first
paragraph, which leads to
inconsistencies in the logical
development of arguments.
4p
The essay is faulty, including
serious logical impediments
in the sequencing of events.
2p
The essay is wholly
inadequate, there is no
thesis in the first
paragraph, while the
arguments lack logical
development.
There is a fairly completion of
paragraph organization due to
scarce misuse of linking devices,
mechanics, and length
requirements.
VOCABULARY
A wide range of vocabulary
is used appropriately and
accurately throughout the
essay; precise meaning is
conveyed; minor errors are
rare; spelling is very well
controlled. The register of
the argumentative essay is
totally relevant to the task,
being organically integrated
all along the discourse.
A range of vocabulary is used
appropriately and accurately in
the essay ; occasional errors in
word choice/formation are
possible; spelling is well
controlled with occasional slips.
The register of the argumentative
essay is relevant to the task with
slightly incongruent lapses within
the discourse
There is serious inconsistency
in the organization of the
paragraphs due to the misuse
of the linking devices,
mechanics, and length
requirements.
A limited range of vocabulary
is present within the essay;
less common items of
vocabulary are rare and may
be often faulty; spelling
errors can make text
understanding difficult. The
register of the narrative is
inconsistent due to the
mixture of styles.
Paragraphs are
incomplete, both linking
devices, mechanics, and
length requirements
having been
disrespected.
A very narrow range of
vocabulary is present;
errors in word
choice/formation
predominate; spelling
errors can make the
essay obscure at times.
The register used in the
argumentative essay is
inappropriate for the
type of functional
writing.
STRUCTURES
A wide range of
grammatical structures is
used accurately and flexibly
throughout the essay;
minor errors are rare;
punctuation is very well
controlled.
The interest of the reader is
aroused and sustained
throughout.
A range of grammatical
structures is used accurately and
with some flexibility along the
essay; occasional errors are
possible; punctuation is well
controlled with occasional slips.
There is partial completion of
the task. Paragraphs are
partially complete due to
unfinished ideas and scarce use
of linking devices, mechanics,
and length requirements.
The range of vocabulary is
adequately used in the essay;
errors in word choice /
formation are present when
more sophisticated items of
vocabulary are attempted;
spelling can be faulty at times.
The register of the
argumentative essay is partially
relevant to the task with a
narrow inconsistency of style,
leading to halts in the logical
development of ideas
A mix of complex and simple
grammatical structures is
present throughout the essay;
errors are present when
complex language is
attempted; punctuation can be
faulty at times.
The effect on the reader is
satisfactory.
A limited range of
grammatical structures is
present along the essay;
complex language is rare and
may be often faulty;
punctuation errors can make
text understanding difficult.
The effect on the reader nonrelevant.
A very narrow range of
grammatical structures is
present within the essay;
errors predominate;
punctuation errors make
the text obscure at
times.
The text has a negative
effect on the reader.
CONTENT
ORGANIZATION
AND COHESION
EFFECT ON
TARGET READER
The text has a good effect on the
reader.
Partially Proficient
Weak
Incomplete
Points
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME FOR THE REFLECTIVE ESSAY
12th Grade
Analytical criteria
Exemplary
Proficient
Partially Proficient
10p
The essay is completely
relevant to topic, the
introduction being an essay in
miniature, whilst the
contents offer a triadic
perspective on the subject
and leads to an open-ending.
8p
The essay is fairly
completed, the thesis of the
first paragraph organizes
the topic which is further
developed through three
perspectives that become
rather relevant to the end.
6p
The essay is partially relevant to
topic, there is no thesis
formulated in the first
paragraph, which leads to
inconsistencies in the logical
development of the triadic
approach.
4p
The essay is faulty,
including serious
logical impediments
in the sequencing of
events.
ORGANIZATION
AND COHESION
There is complete logical
connection of paragraphs due
to a judicious use of linking
devices, mechanics, and
length requirements.
There is a fairly completion
of paragraph organization
due to scarce misuse of
linking devices, mechanics,
and length requirements.
There is partial completion of
the task. Paragraphs are
partially complete due to
unfinished ideas and scarce use
of linking devices, mechanics,
and length requirements.
VOCABULARY
A wide range of vocabulary is
used appropriately and
accurately throughout the
essay; precise meaning is
conveyed; minor errors are
rare; spelling is very well
controlled. The register of the
reflective essay is totally
relevant to the task, being
organically integrated all
along the discourse.
A range of vocabulary is
used appropriately and
accurately in the essay ;
occasional errors in word
choice/formation are
possible; spelling is well
controlled with occasional
slips. The register of the
reflective essay is relevant
to the task with slightly
incongruent lapses within
the discourse
The range of vocabulary is
adequately used in the essay;
errors in word choice /
formation are present when
more sophisticated items of
vocabulary are attempted;
spelling can be faulty at times
The register of the reflective
essay is partially relevant to the
task with a narrow
inconsistency of style, leading to
halts in the logical development
of ideas.
There is serious
inconsistency in the
organization of the
paragraphs due to
the misuse of the
linking devices,
mechanics, and
length requirements.
A limited range of
vocabulary is present
within the essay; less
common items of
vocabulary are rare
and may be often
faulty; spelling errors
can make text
understanding
difficult. The register
of the narrative is
inconsistent due to
the mixture of styles
STRUCTURES
A wide range of grammatical
structures is used accurately
and flexibly throughout the
A range of grammatical
structures is used accurately
and with some flexibility
A mix of complex and simple
grammatical structures is
present throughout the essay;
A limited range of
grammatical
structures is present
CONTENT
Weak
Incomplete
2p
The essay is wholly
inadequate, there
is no thesis in the
first paragraph,
while the
perspectives
offered lack logical
development.
Paragraphs are
incomplete, both
linking devices,
mechanics, and
length
requirements
having been
disrespected.
A very narrow
range of
vocabulary is
present; errors in
word
choice/formation
predominate;
spelling errors can
make the essay
obscure at times.
The register used
in the reflective
essay is
inappropriate for
the type of
functional writing.
A very narrow
range of
grammatical
Points
EFFECT ON
TARGET READER
essay; minor errors are rare;
punctuation is very well
controlled.
along the essay; occasional
errors are possible;
punctuation is well
controlled with occasional
slips.
errors are present when
complex language is attempted;
punctuation can be faulty at
times.
The interest of the reader is
aroused and sustained
throughout.
The text has a good effect
on the reader.
The effect on the reader is
satisfactory.
along the essay;
complex language is
rare and may be
often faulty;
punctuation errors
can make text
understanding
difficult.
The effect on the
reader non-relevant.
structures is
present within the
essay; errors
predominate;
punctuation errors
make the text
obscure at times.
The text has a
negative effect on
the reader.
MARKING SCHEME - STORY
7th / 8th Grade
Analytical
criteria
Excellent
Good
10p
The story is completely relevant to topic,
describing
places/events/characters/atmosphere/reach
ing climax, including the final reactions of
the protagonist.
8p
The story is fairly
completed with all
the sequencing
elements of a
narrative.
ORGANIZATION
AND COHESION
There is complete logical connection of
paragraphs due to a judicious use of linking
devices, mechanics, and length
requirements.
There is a fairly
completion of
paragraph
organization due to
scarce misuse of
linking devices,
mechanics, and
length requirements.
VOCABULARY
A wide range of vocabulary is used
appropriately and accurately throughout the
story; precise meaning is conveyed; minor
errors are rare; spelling is very well
controlled.
The register of the narrative story is totally
relevant to the task, being organically
integrated all along the discourse
A range of
vocabulary is used
appropriately and
accurately in the
story ; occasional
errors in word
choice/formation
are possible; spelling
is well controlled
with occasional slips.
The register of the
narrative story is
relevant to the task
with slightly
incongruent lapses
within the discourse
STRUCTURES
A wide range of grammatical structures is
used accurately and flexibly throughout the
story; minor errors are rare; punctuation is
very well controlled.
A range of
grammatical
structures is used
accurately and with
some flexibility
along the story;
occasional errors are
CONTENT
Adequate
Weak
Inadequate
6p
The story is partially
completed with slight
logical impediments in
sequencing the
moments of the
narrative.
There is partial
completion of the
task. Paragraphs are
partially complete due
to unfinished ideas
and scarce use of
linking devices,
mechanics, and length
requirements.
The range of
vocabulary is
adequately used in the
story; errors in word
choice /
formation are present
when more
sophisticated items of
vocabulary are
attempted; spelling
can be faulty at times.
The register of the
narrative story is
partially relevant to
the task with a narrow
inconsistency of style,
leading to halts in the
logical development
of ideas.
A mix of complex and
simple grammatical
structures is present
throughout the story;
errors are present
when complex
language is
4p
The story is faulty,
including serious
logical impediments in
the sequencing of
events.
2p
The story is incomplete,
the sequencing of the
narrative moments
being inconsistent.
There is serious
inconsistency in the
organization of the
paragraphs due to the
misuse of the linking
devices, mechanics,
and length
requirements .
Paragraphs are
incomplete, both linking
devices, mechanics, and
length requirements
having been
disrespected.
A limited range of
vocabulary is present
within the story; less
common items of
vocabulary are rare
and may be often
faulty; spelling errors
can make text
understanding
difficult. The register
of the narrative is
inconsistent due to
the mixture of style
A very narrow range of
vocabulary is present;
errors in word
choice/formation
predominate; spelling
errors can make the
story obscure at times.
The register used in the
narrative story is
inappropriate for the
type of functional
writing.
A limited range of
grammatical
structures is present
along the story;
complex language is
rare and may be often
faulty; punctuation
A very narrow range of
grammatical structures
is present within the
story; errors
predominate;
punctuation errors make
the text obscure at
Points
EFFECT ON
TARGET READER
The interest of the reader is aroused and
sustained throughout.
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
possible;
punctuation is well
controlled with
occasional slips.
The text has a good
effect on the reader
attempted;
punctuation can be
faulty at times.
errors can make text
understanding
difficult.
times.
The effect on the
reader is satisfactory
The effect on the
reader non-relevant
The effect on the reader
non-relevant.
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME FOR THE DESCRIPTIVE STORY
10th Grade
Analytical
criteria
Exemplary
Proficient
Partially Proficient
Incomplete
10p
8p
4p
2p
The story is completely
relevant to topic,
describing
persons/places/events
and objects, ascribing
the whole description to
an engendering idea.
There is complete logical
connection of
paragraphs due to a
judicious use of linking
devices, mechanics, and
length requirements.
The story is fairly
completed with the
descriptions of
persons/places/events and
objects, being ascribed to
an engendering idea.
The story is partially completed
with slight logical impediments in
the logical development of the
descriptions around an
engendering idea.
The story is faulty,
including serious
logical impediments
in the sequencing of
events.
The story is wholly
inadequate the quality
of the descriptions
failing the requirements
of the task.
There is a fairly completion
of paragraph organization
due to scarce misuse of
linking devices, mechanics,
and length requirements.
There is partial completion of the
task. Paragraphs are partially
complete due to unfinished ideas
and scarce use of linking devices,
mechanics, and length
requirements.
Paragraphs are
incomplete, both linking
devices, mechanics, and
length requirements
having been
disrespected.
VOCABULARY
A wide range of
vocabulary is used
appropriately and
accurately throughout
the story; precise
meaning is conveyed;
minor errors are rare;
spelling is very well
controlled. The register
of the descriptive story is
totally relevant to the
task, being organically
integrated all along the
discourse.
A range of vocabulary is
used appropriately and
accurately in the story ;
occasional errors in word
choice/formation are
possible; spelling is well
controlled with occasional
slips. The register of the
descriptive story is relevant
to the task with slightly
incongruent lapses within
the discourse.
The range of vocabulary is
adequately used in the story;
errors in word choice /
Formation are present when more
sophisticated items of vocabulary
are attempted; spelling can be
faulty at times. The register of the
descriptive story is partially
relevant to the task with a narrow
inconsistency of style, leading to
halts in the logical development of
ideas
STRUCTURES
A wide range of
grammatical structures
is used accurately and
flexibly throughout the
story; minor errors are
rare; punctuation is very
well controlled.
A range of grammatical
structures is used
accurately and with some
flexibility along the story;
occasional errors are
possible; punctuation is
well controlled with
occasional slips.
A mix of complex and simple
grammatical structures is present
throughout the story; errors are
present when complex language is
attempted; punctuation can be
faulty at times.
There is serious
inconsistency in the
organization of the
paragraphs due to
the misuse of the
linking devices,
mechanics, and
length
requirements.
A limited range of
vocabulary is
present within the
story; less common
items of vocabulary
are rare and may be
often faulty; spelling
errors can make
text understanding
difficult. The
register of the
narrative is
inconsistent due to
the mixture of
styles.
A limited range of
grammatical
structures is present
along the story;
complex language is
rare and may be
often faulty;
punctuation errors
CONTENT
ORGANIZATION
AND COHESION
6p
Weak
A very narrow range of
vocabulary is present;
errors in word
choice/formation
predominate; spelling
errors can make the
story obscure at times.
The register used in the
descriptive story is
inappropriate for the
type of functional
writing.
A very narrow range of
grammatical structures
is present within the
story; errors
predominate;
punctuation errors make
the text obscure at
times.
Points
EFFECT ON
TARGET READER
The interest of the
reader is aroused and
sustained throughout
The text has a good effect
on the reader.
The effect on the reader is
satisfactory.
can make text
understanding
difficult.
The effect on the
reader nonrelevant.
The text has a negative
effect on the reader.
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME FOR THE ARGUMENTATIVE STORY
11th Grade
Analytical
criteria
Exemplary
Proficient
Partially Proficient
Weak
Incomplete
10p
The story is completely
relevant to topic, all
arguments are wellrounded and wellgrounded, developing the
thesis of the introduction
and leading to an openending.
There is complete logical
connection of paragraphs
due to a judicious use of
linking devices, mechanics,
and length requirements.
8p
The story is fairly completed,the
thesis in the introduction being
further developed with
arguments and relevant ideas.
6p
The story is partially relevant
to topic, there is no thesis
formulated in the first
paragraph, which leads to
inconsistencies in the logical
development of arguments.
4p
The story is faulty, including
serious logical impediments
in the sequencing of events.
2p
The story is wholly
inadequate, there is no
thesis in the first
paragraph, while the
arguments lack logical
development.
There is a fairly completion of
paragraph organization due to
scarce misuse of linking devices,
mechanics, and length
requirements.
VOCABULARY
A wide range of vocabulary
is used appropriately and
accurately throughout the
story; precise meaning is
conveyed; minor errors are
rare; spelling is very well
controlled. The register of
the argumentative story is
totally relevant to the task,
being organically integrated
all along the discourse.
A range of vocabulary is used
appropriately and accurately in
the story ; occasional errors in
word choice/formation are
possible; spelling is well
controlled with occasional slips.
The register of the argumentative
story is relevant to the task with
slightly incongruent lapses within
the discourse
There is serious inconsistency
in the organization of the
paragraphs due to the misuse
of the linking devices,
mechanics, and length
requirements.
A limited range of vocabulary
is present within the story;
less common items of
vocabulary are rare and may
be often faulty; spelling
errors can make text
understanding difficult. The
register of the narrative is
inconsistent due to the
mixture of styles.
Paragraphs are
incomplete, both linking
devices, mechanics, and
length requirements
having been
disrespected.
A very narrow range of
vocabulary is present;
errors in word
choice/formation
predominate; spelling
errors can make the
story obscure at times.
The register used in the
argumentative story is
inappropriate for the
type of functional
writing.
STRUCTURES
A wide range of
grammatical structures is
used accurately and flexibly
throughout the story;
minor errors are rare;
punctuation is very well
controlled.
The interest of the reader is
aroused and sustained
throughout.
A range of grammatical
structures is used accurately and
with some flexibility along the
story; occasional errors are
possible; punctuation is well
controlled with occasional slips.
There is partial completion of
the task. Paragraphs are
partially complete due to
unfinished ideas and scarce use
of linking devices, mechanics,
and length requirements.
The range of vocabulary is
adequately used in the story;
errors in word choice /
formation are present when
more sophisticated items of
vocabulary are attempted;
spelling can be faulty at times.
The register of the
argumentative story is partially
relevant to the task with a
narrow inconsistency of style,
leading to halts in the logical
development of ideas
A mix of complex and simple
grammatical structures is
present throughout the story;
errors are present when
complex language is
attempted; punctuation can be
faulty at times.
The effect on the reader is
satisfactory.
A limited range of
grammatical structures is
present along the story;
complex language is rare and
may be often faulty;
punctuation errors can make
text understanding difficult.
The effect on the reader nonrelevant.
A very narrow range of
grammatical structures is
present within the story;
errors predominate;
punctuation errors make
the text obscure at
times.
The text has a negative
effect on the reader.
CONTENT
ORGANIZATION
AND COHESION
EFFECT ON
TARGET READER
The text has a good effect on the
reader.
Points
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME FOR THE REFLECTIVE STORY
12th Grade
Analytical criteria
Exemplary
Proficient
Partially Proficient
10p
The story is completely
relevant to topic, the
introduction being an story in
miniature, whilst the
contents offer a triadic
perspective on the subject
and leads to an open-ending.
8p
The story is fairly
completed, the thesis of the
first paragraph organizes
the topic which is further
developed through three
perspectives that become
rather relevant to the end.
6p
The story is partially relevant to
topic, there is no thesis
formulated in the first
paragraph, which leads to
inconsistencies in the logical
development of the triadic
approach.
4p
The story is faulty,
including serious
logical impediments
in the sequencing of
events.
ORGANIZATION
AND COHESION
There is complete logical
connection of paragraphs due
to a judicious use of linking
devices, mechanics, and
length requirements.
There is a fairly completion
of paragraph organization
due to scarce misuse of
linking devices, mechanics,
and length requirements.
There is partial completion of
the task. Paragraphs are
partially complete due to
unfinished ideas and scarce use
of linking devices, mechanics,
and length requirements.
VOCABULARY
A wide range of vocabulary is
used appropriately and
accurately throughout the
story; precise meaning is
conveyed; minor errors are
rare; spelling is very well
controlled. The register of the
reflective story is totally
relevant to the task, being
organically integrated all
along the discourse.
A range of vocabulary is
used appropriately and
accurately in the story ;
occasional errors in word
choice/formation are
possible; spelling is well
controlled with occasional
slips. The register of the
reflective story is relevant to
the task with slightly
incongruent lapses within
the discourse
The range of vocabulary is
adequately used in the story;
errors in word choice /
formation are present when
more sophisticated items of
vocabulary are attempted;
spelling can be faulty at times
The register of the reflective
story is partially relevant to the
task with a narrow
inconsistency of style, leading to
halts in the logical development
of ideas.
There is serious
inconsistency in the
organization of the
paragraphs due to
the misuse of the
linking devices,
mechanics, and
length requirements.
A limited range of
vocabulary is present
within the story; less
common items of
vocabulary are rare
and may be often
faulty; spelling errors
can make text
understanding
difficult. The register
of the narrative is
inconsistent due to
the mixture of styles
STRUCTURES
A wide range of grammatical
structures is used accurately
and flexibly throughout the
A range of grammatical
structures is used accurately
and with some flexibility
A mix of complex and simple
grammatical structures is
present throughout the story;
A limited range of
grammatical
structures is present
CONTENT
Weak
Incomplete
2p
The story is wholly
inadequate, there
is no thesis in the
first paragraph,
while the
perspectives
offered lack logical
development.
Paragraphs are
incomplete, both
linking devices,
mechanics, and
length
requirements
having been
disrespected.
A very narrow
range of
vocabulary is
present; errors in
word
choice/formation
predominate;
spelling errors can
make the story
obscure at times.
The register used
in the reflective
story is
inappropriate for
the type of
functional writing.
A very narrow
range of
grammatical
Points
EFFECT ON
TARGET READER
story; minor errors are rare;
punctuation is very well
controlled.
along the story; occasional
errors are possible;
punctuation is well
controlled with occasional
slips.
errors are present when
complex language is attempted;
punctuation can be faulty at
times.
The interest of the reader is
aroused and sustained
throughout.
The text has a good effect
on the reader.
The effect on the reader is
satisfactory.
along the story;
complex language is
rare and may be
often faulty;
punctuation errors
can make text
understanding
difficult.
The effect on the
reader non-relevant.
structures is
present within the
story; errors
predominate;
punctuation errors
make the text
obscure at times.
The text has a
negative effect on
the reader.
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME - ARTICLE
Analytical
criteria
Task
achievement
Excellent
10p
The content of the article is completely
relevant to the task, fully responding to its
requirements; the format of the article is
fully observed; an introduction/ a
conclusion is present; the register is
appropriate throughout.
Good
9p
8p
The article covers the
requirements of the task
but the key ideas could
be better substantiated;
the format of the article
is observed; an
introduction/ a
conclusion is present but
not fully linked to the
topic; the register is
appropriate, although
minor inconsistencies
are possible
ORGANIZATION
AND COHESION
There is a logical progression throughout;
the paragraphs are well built, well
extended, the topic sentence is clear; a
wide range of cohesive devices is used
effectively.
There is a logical
progression although
minor inconsistencies
are possible; the
paragraphs are well built
but could be more
extended or balanced;; a
range of cohesive
devices is used
effectively.
VOCABULARY
A wide range of vocabulary is used
appropriately and accurately; precise
meaning is conveyed; minor errors are
rare; spelling is very well controlled.
A range of vocabulary is
used appropriately and
accurately; occasional
errors in word choice/
formation are possible;
spelling is well controlled
with occasional slips.
Adequate
7p
6p
The article
addresses the
requirements of
the task but not
all key ideas are
relevant; the
format may be
faulty at times
(e.g. the
introduction or
the conclusion
may be missing/
unclear); there are
inconsistencies in
register
The text is
generally
coherent but the
internal
organization of
some paragraphs
may be faulty; the
topic sentence is
not always clear
or may be missing;
cohesive devices
are present but
sometimes they
are not accurate.
The range of
vocabulary is
adequate; errors
in word choice/
formation are
present when
more
sophisticated
items of
vocabulary are
attempted;
Weak
5p
4p
The article does not
cover the
requirements of the
task; the format is
faulty (e.g.the
introduction and
the conclusion are
missing or totally
irrelevant; many
irrelevant details
are included; there
are major
inconsistencies in
register
Inadequate
3p
2p
The article does not
relate to the task
There is serious
inconsistency in the
organization of the
text; the sequencing
of ideas can be
followed with
difficulty;
paragraphing may
be missing; cohesive
devices are limited
or most of them are
faulty.
The text is not
logically organized
and does not convey a
message; no control
of cohesive devices.
A limited range of
vocabulary is
present; less
common items of
vocabulary are rare
and may be often
faulty; spelling
errors can make
text understanding
difficult.
A very narrow range
of vocabulary is
present; errors in
word
choice/formation
predominate;
spelling errors make
the text obscure at
times.
1p
Task not
attempted
0p
spelling can be
faulty at times.
STRUCTURES
A wide range of grammatical structures
is used accurately and flexibly; minor
errors are rare; punctuation is very well
controlled.
A range of grammatical
structures is used
accurately and with
some flexibility;
occasional errors are
possible; punctuation is
well controlled with
occasional slips.
EFFECT ON
TARGET READER
The interest of the reader is aroused and
sustained throughout.
The text has a good
effect on the reader.
A mix of complex
and simple
grammatical
structures is
present; errors
are present when
complex language
is attempted;
punctuation can
be faulty at times.
The effect on the
reader is
satisfactory.
A limited range of
grammatical
structures is
present; complex
language is rare and
may be often faulty;
punctuation errors
can make text
understanding
difficult.
The text has not a
relevant effect on
the reader.
A very narrow range
of grammatical
structures is present;
errors predominate;
punctuation errors
make the text obscure
at times.
The text has a
negative effect on the
reader.
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME - FORMAL/ INFORMAL LETTER
Analytical
criteria
Task
achievement
Excellent
10p
The letter is completely relevant to the
task, fully developing all content points;
the format of the letter is fully observed;
the purpose of the letter is clearly and
fully explained;
the register is appropriate throughout.
ORGANIZATION
AND COHESION
There is a logical progression
throughout; the paragraphs are well
built, well extended, the topic sentence
is clear; a wide range of cohesive devices
is used effectively.
VOCABULARY
A wide range of vocabulary is used
appropriately and accurately; precise
meaning is conveyed; minor errors are
rare; spelling is very well controlled.
Good
9p
8p
The letter covers the
requirements of the
task but the content
points could be more
fully extended; the
format of the letter is
observed; the purpose
of the letter is
presented; the register
is appropriate ,
although minor
inconsistencies are
possible.
There is a logical
progression although
minor inconsistencies
are possible; the
paragraphs are well
built but could be
more extended; a
range of cohesive
devices is used
effectively.
A range of vocabulary
is used appropriately
and accurately;
occasional errors in
word choice/
formation are possible;
spelling is well
controlled with
occasional slips.
Adequate
7p
6p
The letter addresses
the requirements of
the task but not all
content points are
included; the
format may be
faulty at times; the
purpose of the
letter is presented
but it is not very
clear; there are
inconsistencies in
register.
The text is generally
coherent but the
internal
organization of
some paragraphs
may be faulty; the
topic sentence is
not always clear or
may be missing;
cohesive devices
are used but
sometimes they are
not accurate.
The range of
vocabulary is
adequate; errors in
word choice/
formation are
present when more
sophisticated items
of vocabulary are
attempted; spelling
can be faulty at
times.
Weak
5p
4p
The letter does not
cover the requirements
of the task; bullet
points are attempted
but many irrelevant
details are included;
the format is faulty;
the purpose for writing
is missing; there are
major inconsistencies
in register.
Inadequate
3p
2p
The letter does
not relate to the
task.
There is serious
inconsistency in the
organization of the
text; the sequencing of
ideas can be followed
with difficulty;
paragraphing may be
missing; cohesive
devices are limited or
most of them are
faulty.
The text is not
logically organized
and does not
convey a
message; No
control of
cohesive devices.
A limited range of
vocabulary is present;
less common items of
vocabulary are rare and
may be often faulty;
spelling errors can
make text
understanding difficult.
A very narrow
range of
vocabulary is
present; errors in
word
choice/formation
predominate;
spelling errors
make the text
obscure at times.
1p
Task not
attempted
0p
STRUCTURES
EFFECT ON
TARGET READER
A wide range of grammatical structures
is used accurately and flexibly; minor
errors are rare; punctuation is very well
controlled.
A range of
grammatical
structures is used
accurately and with
some flexibility;
occasional errors are
possible; punctuation
is well controlled with
occasional slips.
The interest of the reader is aroused and
sustained throughout.
The text has a good
effect on the reader.
A mix of complex
and simple
grammatical
structures is
present; errors are
present when
complex language is
attempted;
punctuation can be
faulty at times.
The effect on the
reader is
satisfactory.
A limited range of
grammatical structures
is present; complex
language is rare and
may be often faulty;
punctuation errors can
make text
understanding difficult.
The text has not a
relevant effect on the
reader.
A very narrow
range of
grammatical
structures is
present; errors
predominate;
punctuation
errors make the
text obscure at
times.
The text has a
negative effect on
the reader.
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME - REPORT/PROPOSAL
Analytical
criteria
Task
achievement
ORGANIZATION
AND COHESION
Excellent
10p
The report/proposal is completely
relevant to the task, fully developing all
content points; the format of the report/
proposal is fully observed; the purpose
of the report/proposal is clearly and fully
explained, the information is
appropriately categorized, a relevant
conclusion is drawn; the register is
appropriate throughout.
There is a logical progression
throughout; the paragraphs are well
built, well extended, the topic sentence
is clear; a wide range of cohesive devices
is used effectively.
Good
9p
8p
The report/proposal
covers the
requirements of the
task but the content
points could be
more fully extended;
The format of the
report/ proposal is
observed; the
purpose of the
report/ proposal is
presented; the
information is
appropriately
categorized in spite
of minor
inaccuracies; the
conclusion drawn
could be better
substantiated; the
register is
appropriate,
although minor
inconsistencies are
possible.
There is a logical
progression
although minor
inconsistencies are
possible; the
paragraphs are well
built but could be
more extended or
balanced; a range of
cohesive devices is
used effectively.
Adequate
7p
6p
The report/
proposal addresses
the requirements of
the task but not all
content points are
included; the
format may be
faulty at times; the
purpose of the
report/ proposal is
presented but it is
not very clear; there
are lapses in the
categorization of
the information; the
conclusion is not
logically linked to
the content; there
are inconsistencies
in register.
The text is generally
coherent but the
internal
organization of
some paragraphs
may be faulty; the
topic sentence is
not always clear or
may be missing;
cohesive devices
are present but
sometimes they are
not accurate.
Weak
5p
4p
The report/
proposal does not
cover the
requirements of the
task; the content
points are
attempted but
many irrelevant
details are included,
the format is faulty;
the purpose for
writing/ the
conclusion is
missing or the
information is
inappropriately
categorized; there
are major
inconsistencies in
register
There is serious
inconsistency in the
organization of the
text; the sequencing
of ideas can be
followed with
difficulty;
paragraphing may
be missing; cohesive
devices are limited
or most of them are
faulty.
Inadequate
3p
2p
The report/ proposal
does not relate to the
task
The text is not
logically organized
and does not convey a
message; no control
of cohesive devices.
1p
Task not
attempted
0p
VOCABULARY
A wide range of vocabulary is used
appropriately and accurately; precise
meaning is conveyed; minor errors are
rare; spelling is very well controlled.
A range of
vocabulary is used
appropriately and
accurately;
occasional errors in
word choice/
formation are
possible; spelling is
well controlled with
occasional slips.
STRUCTURES
A wide range of grammatical structures
is used accurately and flexibly; minor
errors are rare; punctuation is very well
controlled.
EFFECT ON
TARGET READER
The interest of the reader is aroused and
sustained throughout.
A range of
grammatical
structures is used
accurately and with
some flexibility;
occasional errors are
possible;
punctuation is well
controlled with
occasional slips.
The text has a good
effect on the reader.
The range of
vocabulary is
adequate; errors in
word choice/
formation are
present when more
sophisticated items
of vocabulary are
attempted; spelling
can be faulty at
times.
A mix of complex
and simple
grammatical
structures is
present; errors are
present when
complex language is
attempted;
punctuation can be
faulty at times.
The effect on the
reader is
satisfactory.
A limited range of
vocabulary is
present; less
common items of
vocabulary are rare
and may be often
faulty; spelling
errors can make
text understanding
difficult.
A very narrow range
of vocabulary is
present; errors in
word
choice/formation
predominate;
spelling errors make
the text obscure at
times.
A limited range of
grammatical
structures is
present; complex
language is rare and
may be often faulty;
punctuation errors
can make text
understanding
difficult.
The text has not a
relevant effect on
the reader.
A very narrow range
of grammatical
structures is present;
errors predominate;
punctuation errors
make the text obscure
at times.
The text has a
negative effect on the
reader.
MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME FOR THE NARRATIVE-DESCRIPTIVE ESSAY
10th Grade/ Section B
Analytical criteria
Exemplary
Proficient
Partially Proficient
Weak
Incomplete
10p
8p
6p
4p
2p
The essay is completely relevant to
topic, describing
people/places/events/atmosphere,
having a clear development and
including the final reactions of the
protagonist
There is complete logical
connection of paragraphs due to a
judicious use of linking devices,
mechanics, and length
requirements.
A wide range of vocabulary is used
appropriately and accurately
throughout the essay; precise
meaning is conveyed; minor errors
are rare; spelling is very well
controlled. The register of the
descriptive essay is totally relevant
to the task, being organically
integrated all along the discourse.
The essay is fairly completed with
the description of
people/places/events/atmosphere,
having a clear development
The essay is partially completed with
slight logical impediments in the logical
development of the description.
The essay is faulty, including
serious logical impediments in the
sequencing of events.
The essay is wholly
inadequate the quality of the
descriptions failing the
requirements of the task.
There is a fairly completion of
paragraph organization due to
scarce misuse of linking devices,
mechanics, and length
requirements.
A range of vocabulary is used
appropriately and accurately in the
essay ; occasional errors in word
choice/formation are possible;
spelling is well controlled with
occasional slips. The register of the
descriptive essay is relevant to the
task with slightly incongruent
lapses within the discourse.
There is serious inconsistency in
the organization of the
paragraphs due to the misuse of
the linking devices, mechanics,
and length requirements.
A limited range of vocabulary is
present within the essay; less
common items of vocabulary are
rare and may be often faulty;
spelling errors can make text
understanding difficult. The
register of the narrative is
inconsistent due to the mixture of
styles.
Paragraphs are incomplete,
both linking devices,
mechanics, and length
requirements having been
disrespected.
A very narrow range of
vocabulary is present; errors
in word choice/formation
predominate; spelling errors
can make the essay obscure
at times. The register used in
the descriptive essay is
inappropriate for the type of
functional writing.
STRUCTURES
A wide range of grammatical
structures is used accurately and
flexibly throughout the essay;
minor errors are rare; punctuation
is very well controlled.
EFFECT ON
TARGET READER
The interest of the reader is
aroused and sustained throughout
A range of grammatical structures
is used accurately and with some
flexibility along the essay;
occasional errors are possible;
punctuation is well controlled with
occasional slips.
The text has a good effect on the
reader.
There is partial completion of the task.
Paragraphs are partially complete due
to unfinished ideas and scarce use of
linking devices, mechanics, and length
requirements.
The range of vocabulary is adequately
used in the essay; errors in word choice
/
Formation are present when more
sophisticated items of vocabulary are
attempted; spelling can be faulty at
times. The register of the descriptive
essay is partially relevant to the task
with a narrow inconsistency of style,
leading to halts in the logical
development of ideas
A mix of complex and simple
grammatical structures is present
throughout the essay; errors are
present when complex language is
attempted; punctuation can be faulty
at times.
The effect on the reader is satisfactory.
A limited range of grammatical
structures is present along the
essay; complex language is rare
and may be often faulty;
punctuation errors can make text
understanding difficult.
The effect on the reader nonrelevant.
A very narrow range of
grammatical structures is
present within the essay;
errors predominate;
punctuation errors make the
text obscure at times.
The text has a negative effect
on the reader.
CONTENT
ORGANIZATION
AND COHESION
VOCABULARY
OLIMPIADA NATIONALA DE LIMBA ENGLEZA
MARKING SCHEME FOR THE ‘SOLUTIONS TO PROBLEMS’ ESSAY (SECTION B)
11th / 12th Grade
Analytical
criteria
Exemplary
Proficient
Partially Proficient
10p
The essay is completely
relevant to topic, all
arguments are wellsupported, clearly developing
the thesis in the introduction;
the solutions are relevant and
feasible.
8p
The essay is fairly completed, the
thesis in the introduction being
further developed with
arguments and reasonably
relevant ideas; the solutions are
relevant, but their effectiveness
is not clearly highlighted.
ORGANIZATION
AND COHESION
There is complete logical
connection of paragraphs due
to a judicious use of linking
devices, mechanics, and
length requirements.
There is a fairly completion of
paragraph organization due to
scarce misuse of linking devices,
mechanics, and length
requirements.
6p
The essay is partially relevant to
topic, there is no clear thesis
formulated in the first
paragraph, which leads to
inconsistencies in the logical
development of arguments; the
solutions provided are partly or
hardly relevant and rather
unrealistic
There is partial completion of
the task. Paragraphs are partially
complete due to unfinished
ideas and scarce use of linking
devices, mechanics, and length
requirements.
VOCABULARY
A wide range of vocabulary is
used appropriately and
accurately throughout the
essay; precise meaning is
conveyed; minor errors are
rare; spelling is very well
controlled. The register of the
argumentative essay is totally
relevant to the task, being
organically integrated all along
the discourse.
A range of vocabulary is used
appropriately and accurately in
the essay ; occasional errors in
word choice/formation are
possible; spelling is well
controlled with occasional slips.
The register of the
argumentative essay is relevant
to the task with slightly
incongruent lapses within the
discourse
STRUCTURES
A wide range of grammatical
structures is used accurately
and flexibly throughout the
essay; minor errors are rare;
punctuation is very well
controlled.
A range of grammatical
structures is used accurately and
with some flexibility along the
essay; occasional errors are
possible; punctuation is well
controlled with occasional slips.
EFFECT ON
TARGET READER
The interest of the reader is
aroused and sustained
throughout.
The text has a good effect on the
reader.
CONTENT
The range of vocabulary is
adequately used in the essay;
errors in word choice /formation
are present when more
sophisticated items of
vocabulary are attempted;
spelling can be faulty at times.
The register is partially relevant
to the task with a narrow
inconsistency of style, leading to
halts in the logical development
of ideas
A mix of complex and simple
grammatical structures is
present throughout the essay;
errors are present when complex
language is attempted;
punctuation can be faulty at
times.
The effect on the reader is
satisfactory.
Weak
Incomplete
4p
The essay is faulty,
including serious logical
impediments in exploring
the problem; the solutions
are irrelevant and
confusing, with little or no
supporting explanation.
2p
The essay is wholly
inadequate, there is no thesis
in the first paragraph, while
the arguments lack logical
development; there are no
solutions.
There is serious
inconsistency in the
organization of the
paragraphs due to the
misuse of the linking
devices, mechanics, and
length requirements.
A limited range of
vocabulary is present within
the essay; less common
items of vocabulary are rare
and may be often faulty;
spelling errors can make
text understanding difficult.
The register of the narrative
is inconsistent due to the
mixture of styles.
Paragraphs are incomplete,
both linking devices,
mechanics, and length
requirements having been
disrespected.
A limited range of
grammatical structures is
present along the essay;
complex language is rare
and may be often faulty;
punctuation errors can
make text understanding
difficult.
The effect on the reader
non-relevant.
A very narrow range of
grammatical structures is
present within the essay;
errors predominate;
punctuation errors make the
text obscure at times.
A very narrow range of
vocabulary is present; errors
in word choice/formation
predominate; spelling errors
can make the essay obscure
at times. The register used in
the argumentative essay is
inappropriate for the type of
functional writing.
The text has a negative effect
on the reader.