||Interpersonal and Presentational Speaking
Speakers at the Advanced level are able to handle with ease and confidence a large number of communicative tasks. They participate actively in most informal and
some formal exchanges on a variety of concrete topics relating to work, school, home, and leisure activities, as well as to events of current, public, and
personal interest or individual relevance.
Advanced speakers demonstrate the ability to narrate and describe in all major time frames (past, present, and future) by providing a full account, with
good control of aspect, as they adapt flexibly to the demands of the conversation. Narration and description tend to be combined and interwoven to relate
relevant and supporting facts in connected, paragraph-length discourse.
Advanced speakers can handle successfully and with relative ease the linguistic challenges presented by a complication or unexpected turn of events that occurs
within the context of a routine situation or communicative task with which they are otherwise familiar. Communicative strategies such as circumlocution or
rephrasing are often employed for this purpose. The speech of Advanced speakers performing Advanced-level tasks is marked by substantial flow.
Their vocabulary is fairly extensive although primarily generic in nature, except in the case of a particular area of specialization or interest. Dominant
language discourse structures tend to recede, although discourse may still reflect the oral paragraph structure of their own language rather than that of
the target language.
Advanced speakers contribute to conversations on a variety of familiar topics, dealt with concretely, with much accuracy, clarity and precision, and
they convey their intended message without misrepresentation or confusion. They are readily understood by native speakers unaccustomed to dealing
Writers at the Advanced level are able to meet a range of work and/or academic writing needs with good organization and cohesiveness that may reflect
the principles of their first language. They are able to write straightforward summaries and write about familiar topics relating to interests and events of
current, public, and personal relevance by means of narratives and descriptions of a factual nature. Advanced writers demonstrate the ability to narrate and
describe with detail in all major time frames. Their writing is characterized by a range of general vocabulary that expresses thoughts clearly, at times supported
by some paraphrasing or elaboration. Writing at the Advanced level exhibits some variety of cohesive devices in texts of several paragraphs in length.
There is good control of the most frequently used target language syntactic structures, e.g., common word order patterns, coordination, subordination.
There may be errors in complex sentences, as well as in punctuation, spelling, or the formation of non-alphabetic symbols and character production.
While features of the written style of the target language may be present, Advanced writing may at times resemble oral discourse or the writing style of
the first language. Advanced writing incorporates organizational features both of the target language or the writer's first language.
While Advanced writers are generally aware of writing for the other, with all the attendant tailoring required to accommodate the reader, they tend to be
inconsistent in their aims and focus from time to time on the demands of production of the written text rather than on the needs of reception. When called on
to perform functions or to treat topics at the Superior level, Advanced-Mid writers will generally manifest a decline in the quality and/or quantity of
their writing, demonstrating a lack of the rhetorical structure, the accuracy, and the fullness of elaboration and detail that would be characteristic of
the Superior level. Writing at the Advanced-Mid level is understood readily by natives not used to the writing of non-natives.
||Interpretive - Listening
Able to understand main ideas and most details of connected discourse on a variety of topics beyond the immediacy of the situation. Comprehension may be uneven
due to a variety of linguistic and extralinguistic factors, among which topic familiarity is very prominent. These texts frequently involve description and
narration in different time frames or aspects, such as present, nonpast, habitual, or imperfective. Texts may include interviews, short lectures on familiar
topics, and news items and reports primarily dealing with factual information. Listener is aware of cohesive devices but may not be able to use them to follow
the sequence of thought in an oral text.
||Interpretive - Reading
Able to read somewhat longer prose of several paragraphs in length, particularly if presented with a clear underlying structure. The prose is predominantly
in familiar sentence patterns. Reader gets the main ideas and facts and misses some details. Comprehension derives not only from situational and subject matter
knowledge but from increasing control of the language. Texts at this level include descriptions and narrations such as simple short stories, news items,
bibliographical information, social notices, personal correspondence, routinized business letters, and simple technical material written for the general