Assessment descriptions
DACR Assessment 1: registration
Students must take the first available DACR A1 within 3 months of their doctoral programme start date (or 6 months for part-time students). This allows CfAE to help students develop their writing from the very beginning of their doctoral degree.
Students can start the 2.5-hour (maximum) remote online assessment at any point between 09.30 and 17.00 on the day. However, please note that it has to be completed in one go, i.e. it's not possible to start it and come back to it later.
Next available assessment windows
- Register for the DACR A1 on Tuesday 14 or Wednesday 15 January 2025
- DACR A1 on Tuesday 08 April 2025: registration will open once the previous assessment has passed.
Registration closes the week before the assessment on the Monday at 17.00. Students will then receive email confirmation with instructions about the assessment that week.
DACR Assessment 2: registration
DACR A2 is to be taken by students who scored level 1 or 2 on DACR A1, and have normally completed both Academic Writing 1 and Academic Writing 2. It is part of the Early Stage Assessment (ESA) carried out by the student's department. Please note that the latest a student can take DACR A2 is 12 months (or 24 months for part-time students) after their doctoral programme start date.
Students can start the 3-hour (maximum) remote online assessment at any point between 09.30 and 13.30 on the day. However, please note that it has to be completed in one go, i.e. it's not possible to start it and come back to it later.
Next available assessment windows
- Register for the DACR A2 on Tuesday 25 March 2025
- DACR A2 on Tuesday 1 July 2025: registration will open once the previous assessment has passed.
Registration closes the week before the assessment on the Monday at 17.00. Students will then receive email confirmation with instructions about the assessment that week.
DACR Assessment 1: description
Please watch this video about DACR A1
DACR A1 is not an English proficiency test, nor is it a pass/fail test; it is an opportunity for students to receive an assessment of their current level of writing, which is benchmarked against the expectations for effective doctoral STEMM communication at Imperial. We want to see an accurate picture of each student’s current writing ability, so no preparation or revision is required.
DACR A1 is a timed assessment taken online. Students have up to 2.5 hours to complete the assessment and will be asked to write a total of between 500-650 words. The 2.5 hours gives students enough time to plan, edit and proofread their responses.
DACR A1 comprises two writing tasks that represent typical doctoral STEMM communication, such as describing trends within a research field and explaining a technical term, as well as some short language tasks.
Note that DACR A1 does not assess a student's scientific knowledge or the scientific content of their texts.
DACR Assessment 2: description
Please watch this video about DACR A2
DACR A2 is not an English proficiency test, nor is it a pass/fail test; it is a progress check that mimics the structure of DACR A1. DACR A2 helps us assess a student's ability to communicate technical information at a level appropriate for a STEMM PhD at Imperial. We want to see an accurate picture of each student’s current writing ability, so no preparation or revision is required.
DACR A2 is a timed assessment taken online. Students have up to 3 hours to complete the assessment and will be asked to write a total of between 550-700 words. The 3 hours gives students enough time to plan, edit and proofread their responses.
DACR A2 comprises two writing tasks that represent typical doctoral STEMM communication, such as describing trends within a research field and explaining an aspect of the student's own research field, as well as some short language tasks.
Note that DACR A2 does not assess a student's scientific knowledge or the scientific content of their texts.
Assessment descriptions
DACR Assessment 1: results
Level 1
A student currently at level 1 needs to develop the fundamental competencies required for doctoral STEMM writing at Imperial. Their writing sample indicates a need to focus on core competencies such as forming effective sentences and paragraphs, and developing their academic style and vocabulary. The writing suggests that there is a need for an extended period of writing support within the first twelve months of their doctoral programme.
We strongly recommend that a student currently at level 1 completes the Preparation for Academic Writing course, followed by the Academic Writing 1 and then Academic Writing 2 courses. This will allow the student to benefit from regular input and 1:1 support from CfAE coaches over three terms, before they submit their Early Stage Assessment (ESA). These courses enable students to recognise and employ the conventions of doctoral STEMM writing at Imperial, giving the student time to develop core writing competencies and take full advantage of opportunities for personalised feedback and guidance. The student’s progress is then demonstrated via DACR Assessment 2, taken at the time of the ESA.
Level 2
A student currently at level 2 is in the process of developing some fundamental competencies required for doctoral STEMM writing at Imperial. Their writing sample indicates that although general writing competencies are reasonably secure, there is a need to develop higher-level, more specific competence in STEMM writing, such as the ability to explain scientific ideas clearly and concisely. The writing suggests that the student would benefit from targeted writing support in the first twelve months of their doctoral programme.
We strongly recommend that a student currently at level 2 completes the Academic Writing 1 and then Academic Writing 2 courses. This will allow the student to benefit from regular input and 1:1 support from CfAE coaches over two terms, before they submit their Early Stage Assessment (ESA). These courses enable students to recognise and employ the conventions of doctoral STEMM writing at Imperial, giving the student time to develop core writing competencies and take full advantage of opportunities for personalised feedback and guidance. The student’s progress is then demonstrated via DACR Assessment 2, taken at the time of the ESA.
Level 3
A student currently at level 3 is in control of many of the fundamental competencies required for doctoral STEMM writing at Imperial. Their writing sample indicates a reasonable ability to communicate scientific information clearly, concisely and using the conventions of STEMM writing. However, the writing suggests that to reach their full potential the student would benefit from targeted writing support in the first twelve months of their doctoral programme.
We recommend that a student currently at level 3 completes the Academic Writing 1&2 (condensed) course. This will allow the student to benefit from regular input and 1:1 support from CfAE coaches for one term, before they submit their Early Stage Assessment (ESA). This accelerated course ensures that students are able to recognise and employ the conventions of doctoral STEMM writing, enabling the student to further develop core writing competencies and take full advantage of opportunities for personalised feedback and guidance. Students who are at level 3 in DACR assessment 1 have fulfilled the Requirement and do not have their progress checked through DACR Assessment 2.
Level 4
A student at level 4 has the fundamental competences required for doctoral STEMM writing at Imperial. Their writing sample indicates a strong command of conventional STEMM writing and an ability to explain scientific ideas with suitable clarity and detail. However, the writing suggests that to reach their full potential the student may benefit from developing their voice as a writer and their ability to adapt texts to suit the needs of different audiences and contexts.
Students currently at level 4 would benefit from our Successful STEMM Writing (formerly Advanced Academic Writing) guided activity sessions. They may also benefit from targeted support such as our Writing a Successful Research Paper sessions at a suitable point in their doctoral programme. Students who are at level 4 in DACR assessment 1 have fulfilled the Requirement and do not have their progress checked through DACR assessment 2.
Please note that where a high similarity score is confirmed through Turnitin (this includes the student’s own previous writing) we are unable to accurately assess that student's current competence and may not be able to offer them an appropriate writing course. Please note that this will be reported to the student's department.
DACR Assessment 2: results
Level 1
The writing sample indicates that there are still significant problems with academic writing and the student is not yet able to communicate appropriately. We strongly recommend that level 1 students take advantage of Improving Academic Writing to receive personalised writing support guidance.
Level 2
The writing sample indicates that there is still a need to develop competence in academic writing and the student is not yet able to communicate complex information accurately and unambiguously. We recommend that level 2 students take advantage of Improving Academic Writing to receive personalised writing support guidance.
Level 3
The writing sample indicates that the student can communicate reasonably well but is not always able to control and organise complex information. We recommend that level 3 students review the learning blocks in the 'Effective STEMM texts' section of their CfAE personal dashboard. Those who want further writing development may wish to take advantage of our Successful STEMM Writing (formerly Advanced Academic Writing) and our Writing a Successful Research Paper guided activity sessions.
Level 4
The writing sample indicates that the student has a high level of competence in academic writing and can communicate, control and organise complex information. Level 4 students would benefit from our Successful STEMM Writing (formerly Advanced Academic Writing) and our Writing a Successful Research Paper guided activity sessions.
Please note that where a high similarity score is confirmed through Turnitin (this includes the student’s own previous writing) we are unable to accurately assess that student's current competence and may not be able to offer them an appropriate writing course. Please note that this will be reported to the student's department.