Theme: Accessing learner's writing skills to cefr scales content introduction chapter I. History of cefr

Theme: Accessing learner's writing skills to CEFR scales
CONTENT
INTRODUCTION………………………………………………………………...2
CHAPTER I. HISTORY OF CEFR……………………………………………..4
1.1 How CEFR works………………………………………………………….…...5
1.2 Aspects of language proficiency (reading, writing, etc.)…………………….…7
CHAPTER II. ENGLISH PROFICIENCY LEVELS CEFR…………………..8
2.1 CEFR and traditional English levenames……………………………………...19
2.2 The time it takes to learn English to a certain level………………………..….20
CONCLUSION…………………………………………………………………..31
THE USED OF LITERATURES………………………………………………..32

INTRODUCTION
Before moving on to the format and content of the control of written speech, I would like to find out what is meant by writing and what is the role in the process of mastering a foreign language. According to E.N. Solovova [26, p.210] in linguistics, writing is understood as a graphic system as one of the forms of the expression plan. 
In the methodology, writing is understood as the mastery of the graphic and spelling systems of a foreign language by students in order to fix speech and language material in order to better remember it and as an assistant in mastering oral speech and reading. Written speech, both in linguistics and in methodology, is considered as a process of expressing thoughts in a graphic form. The purpose of teaching writing is to teach students to write in a foreign language the same texts that an educated person can write in their native language, and any text is an expression of thoughts in graphic form. 
The author must remember the purpose of the written text, take into account the nature of the reading audience, and choose language means. But almost the same requirements apply to oral speech. I would like to identify the advantages and disadvantages of these two concepts. The written text is much more structured and organized, since the author has the opportunity to repeatedly edit it in the process of creation before the final presentation to his readers. It takes more time to create it, and sometimes we get information from a written source much faster than listening to the same message orally. Written texts imply more stringent requirements for maintaining the normativeness of the language. The following provisions may act as shortcomings: the written text presented to readers is no longer subject to change. You can refer to it over and over again, and its content will remain unchanged. Written texts have their own admissibility rules. While reading the information, beginners and not very experienced linguists violate them, making a number of mistakes. In oral speech, the author can afford a certain redundancy: repetitions, pauses, numerous digressions, dialectal deviations from the norm are acceptable, i.e. use of conversational style. The speaker has direct contact with the audience, instantly receives feedback and can correct his text as he goes. The oral text is spontaneous. All of the above applies to the merits of oral speech. However, the spoken text is fleeting. The speaker does not repeat what was said verbatim, and the listener must adapt to the manner of speech and language. When developing listening and reading skills, writing is used to capture key information, fill in gaps, and prepare for the perception of information. 
The task of forming purely speech skills of oral speech is also impossible without the use of writing skills. Let's take a closer look at the content of teaching writing. At different stages it will be different, but you must always be consistent in learning and go from simple to complex. That is why, at the initial and middle stages of schooling, the formation of written speech is not considered as the goal of education. Writing as an independent type of speech activity is used only at the senior stage. 
The success of the final stage largely depends on how well the basic writing skills have been formed. In order for a person to learn to write in a foreign language, he must master writing skills, i.e. know how letters are written. At the beginning of training, children get acquainted with consonants and the sounds that they can convey.
Thus, at the initial stage, you need to learn:
1) recognize letters and the sounds they transmit, name them and distinguish them;
2) write these letters correctly, taking into account their inherent configuration.
3) correctly connect letters in words.