C O N T EN EN T S
Paper aper 3 Use Use of Engli ngli sh
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General General Descripti Descripti on
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Assessment of Summary Writing Task
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Sample Paper Answer Key
2
Answer Sheets
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Sample Scripts with Examiner Comments
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PA PE PER R 3 U SE OF EN GL ISH
General Description
Answering Candidates write their answers on two answer sheets.
Paper Format The paper contains five parts.
Timing 1 hour 30 minutes.
Number of Questions 44.
Marks One mark is given for each correct answer in questions
Task Types
1–25.
Open cloze, word formation cloze, gapped sentences, sentence transformati transformations, ons, open-ended comprehens c omprehensio ion n
Two marks are given for each correct answer in questions
questions, and summary task.
26–43. Fourteen marks are given for question 44. Four marks are given for content and ten for summary writing skills.
Part
1
Task Type of Focus
N umber of questions
Task Format
O pen cl oze
15
A modi fi ed cl oze text contai ni ng fifteen gaps.
10
A text contai ni ng ten gaps. Each gap corresponds to a word. The ‘stems ‘stems’’ of the mi ssi ng w ords are gi ven besi de the text and
Grammatical/lexico-grammatical 2
Word formati on Lexi cal
must be transformed to provide the missing word. 3
Gapped sentences
6
Lexi cal (e.g. col l ocati on, phrasal verbs, i di oms, patterns i n w hi ch l exi cal i tems occur)
Q uesti ons are made up of three di screte sentences. Each sentence contains one gap. The gapped w ord i s common to the three sentences. Candi dates must w ri te one w ord which is appropriate in all three sentences.
4
Key w ord transformati ons
8
Lexi cal /l exi co-grammati cal 5
Compre Comprehe hens nsion ion que ques stions and and summary ummary w ri ti ng task Que Question tion focu focus s: awa awarreness of use use of lang langua uag ge (recog recognis nising ing and and unde unders rsta tanding nding the force force of lexica lexicall items, rhetorical and stylistic devices and referencing). Summary tests information selection, linking, sentence construction.
D i screte i tems w i th a l ead-i n sentence and a gapped response to complete using a gi ven w ord.
4 que ques stions on the texts and 1 sum umma marry writing tas task
Two texts texts with two que ques stions on each each text. text. The summary task requi res sel ecti on of rel evant i nformati on from both texts.
A SSESSMEN T O F SUM SUM MA RY W RIT IN G TASK TASK
For question 44, an impression mark for summary skills is
Spelling and Punctuation
awarded using the summary mark scheme on the following page. Content points are separately assessed; see Paper 3 Answer Key on page 52.
These are important aspects of accuracy and must be taken into account. Use of American spelling and usage is
Marking Each piece of writing is assigned to a band between 0 and 5, as described on the following page, and can be awarded one of two performance levels within that band. For example, in Band 4, 4.1 represents weaker performance; while 4.2 represents stronger performance within Band 4.
Length 50 to 70 words are asked for. Candidates producing very short or long summaries will be penalised, as specified on the mark scheme.
acceptable.
Handwriting If handwriting interferes with communication without preventing it, the candidate will be penalised. Totally illegible responses receive 0. Please note that the following general mark scheme is a draft version only.
Draft General
Mark Scheme
This mark scheme is interpreted at CPE level and is used in conjuncti on with w ith a content content mark scheme scheme..
5
Outstanding realisation of the task set: • Totally relevant relevant • Concise Concise and totally coherent coherent • Skil full y orga organise nised, d, wi th effective effective use use of linking linki ng devices • Skil full y re-worded, re-worded, where appropriate • Virtually error-free error-free Clearly informs and requires no effort on the part of the reader. Good realisation of the task set:
4
• • •
Generally Generally relevant relevant Concise and generall generally y coherent Well organis organised, ed, wi th good good use use of linking linki ng devices
• Competently Competently re-worded, re-worded, where appropriate • Minor non-impeding non-impeding errors errors Informs and requires minimal or no effort on the part of the reader.
3
Satisfactory realisation of the task set: • Mostly relevant, relevant, wi th occasional occasional digres digression • Some attempt at conci se wri ting ti ng and reasonably reasonably coherent • Adequately organised, organised, wi th some appropriate appropri ate use of li nking nki ng devices • •
Adequately Adequately re-worded, re-worded, where appropriate Occasional Occasional errors, errors, mostly mostly non-impeding
Adequately informs, though may require some effort on the part of the reader. Inadequate attempt at the task set: • Some irrelevance • Littl e attempt at conci se wri ting, ti ng, so so likely li kely to be over-length and and incoherent incoh erent in pl aces OR too short short (25–35 words wor ds)) •
2
• •
Some attempt attempt at organisation, organisation, but onl y limi li mited ted use use of appropriate linki li nking ng devices and may may use use inappropri in appropriate ate li sting ti ng or note format Inadequate Inadequately ly re-worded re-worded and/or inappropriate li fting A number of errors, errors, whi ch sometimes impede communication
Partially informs, though requires considerable effort on the part of the reader. Poor attempt at the task set: • Considerable Considerable irrelevance • 1
No attempt at at concis conci se wri ting, ti ng, so so likely li kely to be seriously over-length (more than 90 words wor ds)) and seriously seriously incoherent in coherent OR far too short (15–25 words)
• Poorly organise organised, d, wi th li ttle or no use use of appropriate appropriate linki ng devices devices and/or reli reli es on li sting or note format format • Poorly re-worded re-worded and/or over-reliance over-reliance on li fting • Numerous errors, errors, which distract distract and impede communication Fails to inform and requires excessive effort on the part of the reader. Negligible or no attempt at the task set: • Does not demonstrate demonstrate summary skill ki ll s
0
• • • •
Incomprehens Incompr ehensib ible le due to serious error Totally irrelevant Insuffici ent language language to ass assess ess (fewer than 15 words wor ds)) Totall otall y il legible. legible.
A maximum of 2 poi nts can be awarded awarded withi n each each of Bands 1–5.
PA PER 3 A N SW ER K EY
Part 1
Part 2
Part 3
1. 2. 3. 4.
others
16 .
extraordi nary
26.
appreci ate
somethi ng make w i th
17 . 18. 19.
merci ful l y upbri ngi ng enabl ed
27. 28. 29.
retai n head domesti c
5. 6.
no t of
20. 21 .
achi evement(s) rel ati onshi ps
30. 31.
chal l enge drew
7. 8.
do After / after
22. 23.
el usi ve real i sati on
9. 10. 11. 12.
regardl ess / i rrespecti ve much i tsel f Si nc nce / si nc nce
24 . 25 .
i ncurabl e stri ki ng
13. 14. 15.
w el l pl ace in
Part 4 32. 32. 33. 33. 34. 34. 35. 36. 37.
came came to light light (1) (1) whe when n/a aft fte er / once once (1) went went accor ccordin ding g (1) to plan plan (1) (1) cut cut sho short rt (1) the their picn picnic ic (1) (1) or cut their (1) picni c short (1) (1) planning planning is crucia cruciall (1) to / for for the the succe uccess (1) is suspe uspecte cted d (1) (1) of having having stolen stolen / ste stealing aling (1) (1) (of) (of) li stening tening to Ma Marion rion (1) (1) leave leaves s me (fee (feelili ng) ng) (1) (1)
38. 39. 39.
shows definite definite signs signs (1) (1) of improveme improvement nt / improving improving / hav having ing improved improved (1) (1) has has (now) now) be been (1) (1) turn turne ed into into (1) (1)
Note that correct spelling is required for questions 1 to 39.
Part 5 40. 41. 42. 43. 43.
imag image of ffe ear / daunt daunting ing / frigh frighte tening ning / terrify terrifying ing (ima (imag ge) to give give an an idea idea of of insuff insufficien icientt and and las last minute minute pre prepa para ration tion how the res research earch was divi ded / spli spli t into categories categories / the ana analysis lysis of the resea research rch enthu nthus sias iastic, tic, anima nimated ted
44.
One ma mark is awarde warded d for ea each of the the following fou fourr conte content nt points points:: (i ) l ac ack of of pr preparati on on (ii) lack lack of conf confid ide ence nce / ne nerves ves (iii) lack lack of atte ttention ntion to visua visuall input input (iv) lack lack of atte ttention ntion to tone tone of voice voice Up to ten marks are awarded for summary skills. See draft mark scheme on page 42.
Parts of answers which are in brackets are not essential to the key.
SA M P L E SC R I PT PT S W I T H EX A M I N ER C O M M EN EN T S
CAN DIDATE A
People perform bady because they don’t adequately prepare themselves in advance, both immediately before the presentation and by learning useful techniques. Some speakers believe that to give a successful presentation words are the most important ingredient and they tend to rely too much on them – Instead research has shown that voice and body language give a stronger impact than words. Therefore some inexperienced speakers perform badly because they don’t pay enough attention to aspects such as liveliness and to sound trustworthy.
EX A M I N ER C O M M EN EN T S
Contents points: (i), (ii), (iv)
Content: 3 marks
This candidate’s summary informs the reader, is fluently written and well-organised, using appropriate cohesive devices. It is almost free of linguistic errors and generally coherent.
Summary skills: Band 4
While generally relevant, it is slightly over-length (81 words) due mainly to repetition i n the final fi nal sentence sentence..
CANDIDATE B
People perform badly when they are speaking in public since they are usually not taught techniques about giving talks. Although it is normal becoming nervous in such occasions you can learn to concentrate just before a talk. Physical matters li ke sweating sweating or trembling wil w il l not be recognise recognised d by the audience. Besides spending enough time for preparation the speaker should know that only a small part of the actual contents contributes to his success. His ability to appear confident with what he is talking about and his eye contact with the audience are much more important.
EX A M I N ER C O M M EN EN T S
Content points: (i), (ii)
Content: 2 marks
The summary is very well expressed, adequately organised and contains virtually no linguistic errors. The reader is adequately informed but the summary is over-length (93 words); this leads to the inclusion of irrelevant detail and thus a reduction in the mark awarded. The candidate has paid little attention to the wording of the task and only partially given the reasons ‘why people perform badly when speaking in public’.
Summary skills: Band 3 CANDIDATE B
CANDIDATE C
A success uccessful presentation presentation has to be b e prepared prepared careful and needs to have h ave a clear concept. conc ept. Features Features li ke how the speaker speaker performs in front of the audience are often underestimated. Research done on presentations found out that only a small part of a successful and interesting presentation is the information by itself. The major role of how a presentation performs is how it is presented. The speaker playes the key figure.
EX A M I N ER C O M M EN EN T S
Content points: (i)
Content: 1 mark
The summary is reasonably fluently written and at 70 words within the word limit set for the task. It contains few grammatical mistakes, but is marred by inappropriate vocabulary and awkwardness of expression, and therefore requires considerable effort on the part of the reader.
Summary skills: Band 2
It suffers seriously from a lack of relevance and a tendency to outline vaguely what constitutes a successful presentation instead of adhering to the wording of the task.
CANDIDATE D
Speaking in public is not an easy thing to do, and there are several reasons for people not doing it properly. First of all, there are the ‘presentatio ‘presentation n nerves’ nerves’ whi ch are unavoidable unavoi dable and sometimes spoi spoill a beauti beautiful ful speech. Speake Speakers rs can can get very nervous at the thought that the audience might notice how scared they are, which is not often the case. Sometimes, speakers don’t do enough thinking and preparation about what they are going to say, and the result is usually an awful speech which nobody seems to be interested in. Finally, some people don’t realise how important the way they look and their attitude is to the audience, which are basically the most important thing as far as the audience is concerned, and rely too much on words.
EX A M I N ER C O M M EN EN T S
Content points: (i), (ii)
Content: 2 marks
The summary informs the reader and is expressed in fluent, generall generally y correct c orrect Engli sh. The candidate has also adhered adhered to to
Summary skills: Band 1
the task by attempting to explain ‘why people perform badly’ and has organised the summary, with an appropriate use of li nking devices. devices. However, by using 129 words and including a great deal of irrelevance and repetition, the candidate fails to demonstrate an adequate command of summary skills.
