||Interpersonal and Presentational Speaking
Speakers at the Superior level are able to communicate in the language with accuracy and fluency in order to participate fully and effectively in conversations
on a variety of topics in formal and informal settings from both concrete and abstract perspectives. They discuss their interests and special fields of competence,
explain complex matters in detail, and provide lengthy and coherent narrations, all with ease, fluency, and accuracy. They explain their opinions on a number of
topics of importance to them, such as social and political issues, and provide structured argument to support their opinions. They are able to construct and
develop hypotheses to explore alternative possibilities. When appropriate, they use extended discourse without unnaturally lengthy hesitation to make their point,
even when engaged in abstract elaborations.
Superior speakers command a variety of interactive and discourse strategies, such as turn-taking and separating main ideas from supporting information through
the use of syntactic and lexical devices, as well as intonational features such as pitch, stress and tone. They demonstrate virtually no pattern of error
in the use of basic structures.
Writers at the Superior level are able to produce most kinds of formal and informal correspondence, complex summaries, precis, reports, and research papers
on a variety of practical, social, academic, or professional topics treated both abstractly and concretely. They use a variety of sentence structures, syntax,
and vocabulary to direct their writing to specific audiences, and they demonstrate an ability to alter style, tone, and format according to the specific
requirements of the discourse. These writers demonstrate a strong awareness of writing for the other and not for the self.
Writers at the Superior level demonstrate the ability to explain complex matters, provide detailed narrations in all time frames and aspects, present and
support opinions by developing cogent arguments and hypotheses. They can organize and prioritize ideas and maintain the thrust of a topic through convincing
structure and lexicon and skillful use of writing protocols, especially those that differ from oral protocols, to convey to the reader what is significant.
Their writing is characterized by smooth transitions between subtopics and clear distinctions made between principal and secondary ideas. The relationship
among ideas is consistently clear, evidencing organizational and developmental principles such as cause and effect, comparison, chronology, or other orderings
appropriate to the target language culture. These writers are capable of extended treatment of a topic which typically requires at least a series of paragraphs
but can encompass a number of pages.
Writers at the Superior level demonstrate a high degree of control of grammar and syntax, both general and specialized/professional vocabulary, spelling or
symbol production, cohesive devices, and punctuation. Their vocabulary is precise and varied with textured use of synonyms, instead of mere repetition of
key words and phrases. Their writing expresses subtlety and nuance and is at times provocative. Their fluency eases the reader's task.
||Interpretive - Listening
Able to understand the main ideas of all speech in a standard dialect, including technical discussion in a field of specialization. Can follow the essentials of
extended discourse which is propositionally and linguistically complex, as in academic/professional settings, in lectures, speeches, and reports. Listener shows
some appreciation of aesthetic norms of target language, of idioms, colloquialisms, and register shifting. Able to make inferences within the cultural framework
of the target language. Understanding is aided by an awareness of the underlying organizational structure of the oral text and includes sensitivity for its social
and cultural references and its affective overtones. Rarely misunderstands but may not understand excessively rapid, highly colloquial speech or speech that
has strong cultural references.
||Interpretive - Reading
Able to read with almost complete comprehension and at normal speed expository prose on unfamiliar subjects and a variety of literary texts. Reading ability is
not dependent on subject matter knowledge, although the reader is not expected to comprehend thoroughly texts which are highly dependent on knowledge of the target
culture. Reads easily for pleasure. Superior-level texts feature hypotheses, argumentation, and supported opinions, and include grammatical patterns and
vocabulary ordinarily encountered in academic/professional reading.
At this level, due to the control of general vocabulary and structure, the reader is almost always able to match the meanings derived from extralinguistic
knowledge with meanings derived from knowledge of the language, allowing for smooth and efficient reading of diverse texts. Occasional misunderstandings may
still occur; for example, the reader may experience some difficulty with unusually complex structures and low-frequency idioms. At the Superior level the reader
can match strategies, top-down or bottom-up, which are most appropriate to the text. (Top-down strategies rely on real-world knowledge and prediction based on
genre and organizational scheme of the text. Bottom-up strategies rely on actual linguistic knowledge.) Material at this level will include a variety of
literary texts, editorials, correspondence, general reports, and technical material in professional fields. Rereading is rarely necessary,
and misreading is rare.