Written transcript study: Diagnostic conference: evidence before band labels
Objective
Use the written transcript to answer the questions.
12 min
What to do
Read the transcript and answer the questions below.
3 practice responses
Written transcript study. The recording is not yet available.
Transcript
Tutor: Let us avoid guessing an overall band from one impression. Your Speaking sample was fluent, but fluency alone does not establish a score. The response developed one idea clearly, yet pronunciation became difficult to follow whenever key words were rushed.
Candidate: So should I say that pronunciation is my main weakness?
Tutor: Not yet. Compare the impact across tasks. In Writing Task 2, the position was relevant but the second body paragraph contained claims without explanation. That directly weakens Task Response. The speaking issue occurred twice; the writing problem affected the logic of a whole paragraph.
Candidate: Then the writing weakness has the larger scoring impact.
Tutor: Exactly. Record the evidence, name the criterion and choose one correction loop. Do not write “improve grammar” or “learn more words”. Write the precise behaviour you will practise and how you will know it improved. Marker comments are evidence about performance, not personal judgments.
Practice Responses
Submit your responses to check the questions you answered. Unanswered questions keep their answers hidden.
Check your work
Your answers preserve the final meaning, speaker ownership, scope and required form.
- Captures contrast between fluency and development
- Identifies specific writing weakness
- States scoring principle accurately