Abstract
ABSTRACT This paper first considers the organization of the wording of the Interagency Language Roundtable (ILR) descriptions of four language skills across five levels, principally as they relate to second‐language learners. It then summarizes another paper by the author in which he posits four textual levels that may be reasonably assumed to cover the communicative needs of speakers of most, if not all, languages. Finally, it suggests an approach to rating whereby texts typical of each level can serve as models in assigning skill levels.
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