Professional Documents
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The Writing Examiners award marks using a Writing Assessment Scale which was developed with explicit
reference to the Common European Framework of Reference for Languages (CEFR). It covers all the
levels of the Cambridge English exams and is divided into four subscales:
Content
o This focuses on how well the candidate has fulfilled the task, in other words, if they have
done what they were asked to do.
Communicative Achievement
o This focuses on how appropriate the writing is for the task, and whether the candidate has
used the appropriate register.
Organisation
o This focuses on the way the candidate puts together the piece of writing, in other words, if
it is logical and ordered.
Language
o This focuses on vocabulary and grammar. It includes the range of language as well as how
accurate it is.
Examiners use the C2 Level Assessment Scales to decide which marks to give candidates taking the
Proficiency Writing test.
Using the scales yourself while marking students writing will help you to:
analyse your students strengths and weaknesses when they practise C2 writing tasks
guide your students in how to enhance their performance
form an impression of how ready your students are to take the writing part of the exam.
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The Assessment Scales
The C2 Assessment Scales are divided into six bands from 0 to 5, with 0 being the lowest and 5 the
highest. Descriptors for each criterion are provided for bands 1, 3 and 5 and indicate what a candidate is
expected to demonstrate at each band. The descriptors for band 3 and above indicate performance of at
least C2 level.
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Remember:
The Assessment Scales descriptors are phrased positively (as can-do statements) at each level. This
means that a Band 1 descriptor in the C2 scales will not set out what the text does not do; rather it
describes a performance in terms of what a candidate can do at CEFR C1 level.
For example, under the Language subscale, the descriptor at Band 1 (C1 level) for grammar Uses a
range of simple and complex grammatical forms with control and flexibility is couched in similar
language to the Band 3 descriptor (C2 level), but with key differences - Uses a wide range of simple and
complex grammatical forms with full control, flexibility and sophistication. So at C2 level, a wide range of
simple and complex forms is expected, used with full control and flexibility and with sophistication. At
Band 5 (above basic C2 level), a writers Use of grammar is sophisticated, fully controlled and completely
natural.
Similarly, under the Organisation subscale, a key difference between the Band 1 (C1 level) and Band 3
(C2 level) descriptors is that whereas at Band 1 Text is well-organised and coherent, using a variety of
cohesive devices and organisational patterns to generally good effect, at Band 3 Text is a well-
organised, coherent whole, using a variety of cohesive devices and organisational patterns with
flexibility. The successful weaving of the devices and organisational patterns into a coherent whole text
is important here, and the use of the devices and patterns must be flexible. At Band 5 (above basic C2
level) Text is organised impressively and coherently using a wide range of cohesive devices and
organisational patterns with complete flexibility.
Dont worry if a lot of the terms used in the scales are new to you in Appendix A (and also in the
Handbook for Teachers for Cambridge English Proficiency) you will find a Glossary of Terms for Writing,
where the terminology used in the scales is explained, and examples are given. For instance, under the
Language subscale, there are examples of simple and complex grammatical forms and an explanation
of what is meant by grammatical control and range. Flexibility is explained under the General terms
section. The Language subscale also includes vocabulary, and the idea of less common lexis is
explained, as well as the concept of appropriacy of vocabulary. Under the Organisation subscale, there
are examples of cohesive devices, as well as an explanation of what is meant by organisational
patterns (expected in a candidates writing at all bands at this level). The adverb generally is also
explained under the General terms section: it is a qualifier meaning not in every way or instance. Looking
at how these terms and distinctions are applied to the sample scripts in this guide (and those in the
Handbook for Teachers for Cambridge English Proficiency) will help you to develop a sensitivity to the
language of the Assessment Scales and to encourage your students to improve their writing performance.
It is well worth spending some time looking through the glossary of terms and becoming familiar with the
terms used, as well as referring to them constantly when marking your students work, as the Cambridge
English examiners do.
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How can I use the Assessment Scales with students?
You could:
1. Refer to the scales as you mark students written work in general, especially when they have
attempted a Proficiency writing task.
2. Note down examples of performance in terms of the listed criteria.
3. Give students feedback on their strengths and weaknesses.
4. Think about whether your students are ready for the exam and how they could improve.
Teachers are not trained in the use of these Assessment Scales, as examiners are, so it can be difficult to
feel confident in using them in the right way. The following activity is designed to help you get started by
practising using them to analyse some sample writing tasks.
The activity is based on some sample scripts from Proficiency writing tasks (see tasks in Appendix B and
scripts in Appendix D):
Proficiency Part 1:
Sample script 1
Sample script 2
Sample script 3
Proficiency Part 2:
Sample script 4
Sample script 5
Sample script 6
Further information on the task types and their focus can be found in the Handbook for Teachers for
Cambridge English Proficiency. All C2 writing tasks are assessed by examiners in relation to the
Assessment Scales. It is important, however, to be clear about the differences between a Proficiency
Part 1 (compulsory) task and a Proficiency Part 2 task:
Part 1 tasks require candidates to integrate the summary and evaluation of key points from two input
texts, with their own ideas on these key points, into a coherent essay. To perform well on these tasks,
candidates are expected to demonstrate the C2 learner ability referred to in the CEFR, to summarise
information from different sources, reconstructing arguments and accounts in a coherent presentation of
the overall results. Under the Content subscale, for a reader to be fully informed (Band 5, above basic
C2 level) the text must include the summary and evaluation of each of the four key points from the input
texts and the writers own ideas on these key points (as indicated in the task rubric). In Part 1 (as well as
in Part 2) candidates must demonstrate the ability to write a fluent and coherent text exemplifying the
conventions of the appropriate text type in Part 1 always an essay. Under the Communicative
Achievement subscale, the text must use the conventions of an essay.
In Part 2 candidates have a choice of task (including one of two questions on optional set texts). Each
task requires a different text type, one of: article, essay (for set text questions only), letter, report or review
(see the Handbook for Teachers for Cambridge English Proficiency for a description of the characteristics
of these text types). For a Part 2 task under the Content subscale, the examiner will be looking to see
that the candidate has responded appropriately to all the parts of a question, importantly including the
requirement to use functional language giving them the opportunity to demonstrate C2 level proficiency
(e.g. assess, evaluate, justify); under the Communicative Achievement subscale, the text must use the
conventions of the relevant text type (article, letter, report or review).
NB The sample Part 2 scripts in this guide are all reviews; no set text scripts are included.
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Activity
Part 1 scripts
1. Make three copies of the blank assessment sheet on pages 7-8. You will see that statements from
Band 5 of the Assessment Scales have been turned into questions.
2. Read the Proficiency Writing Part 1 task (see Appendix B).
3. Underline what you regard as the two key points (from each input text) to be identified,
summarised and evaluated by the candidates.
4. Look at the underlined key points in the Part 1 task in Appendix C to check that you have correctly
identified the required points.
5. Read Sample Script 1. Note examples from the candidates writing (good and less good) relevant
to each of the questions in the boxes on the assessment sheet (for Language you may want to
write down specific examples; for Organisation and Communicative Achievement it may be easier
to highlight the script). Write down your assessment using the language of the assessment scales
(modified as you think appropriate you may want to omit certain words or include wording from
different bands) and add any comments for your own reference. Make sure that while you are
doing this you constantly refer to the C2 Assessment Scales and Glossary of Terms.
6. Compare the notes you have made with the completed example on page 9-10.
7. Repeat stages 5-6 for each of Sample Scripts 2 and 3. Completed example assessment sheets for
these scripts can be found on pages 11-12 and 13-14.
Part 2 scripts
1. Make three copies of the blank assessment sheet on pages 7-8. You will see that statements
from Band 5 of the Assessment Scales have been turned into questions.
2. Read the Proficiency Writing Part 2 task (see Appendix B). Make sure you note all parts of the
question.
3. Note examples from the candidates writing (good and less good) relevant to each of the
questions in the boxes on the assessment sheet (for Language you may want to write down
specific examples; for Organisation and Communicative Achievement it may be easier to highlight
the script). Write down your assessment using the language of the assessment scales (modified
as you think appropriate you may want to omit certain words or include wording from different
bands) and add any comments for your own reference. Make sure that while you are doing this
you constantly refer to the C2 Assessment Scales and Glossary of Terms.
4. Compare the notes you have made with the completed example on page 15-17.
5. Repeat stages 5-6 for each of Sample Scripts 5 and 6. Completed example assessment sheets
for these scripts can be found on pages 18-19 and 20-21.
When you feel familiar with using the Assessment Scales, continue to use the blank assessment
sheet when assessing your own students writing and use them to give feedback on aspects of the
scales they need to work on to improve their performance.
Remember:
In a real C2 level exam the marks awarded reflect a candidates performance across the whole
exam and not just in one part of it.
Being able to refer to the Assessment Scales will help you to analyse your students strengths and
weaknesses and to estimate whether they are ready for the writing part of the Proficiency exam.
However, it wont necessarily give you an accurate prediction of the marks that your students will
achieve in a real Proficiency Writing paper, as the candidate may be affected by other factors such
as nervousness.
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Blank assessment sheets to copy
CONTENT
Is all content relevant to the task? Comments
Content mark:
COMMUNICATIVE ACHIEVEMENT
Does the writer demonstrate complete Comments
command of the conventions of the
communicative task?
Comments
Does the writer communicate complex
ideas in an effective and convincing
way, holding the target readers
attention with ease, fulfilling all
communicative purposes?
Organisation mark:
LANGUAGE
Does the writer use a wide range of Comments
vocabulary, including less common
lexis, with fluency, precision,
sophistication and style?
Language mark:
Overall comments:
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PROFICIENCY (LEVEL C2) WRITING
Name of student: Sample Script 1
CONTENT
Is all content relevant to the task? Comments
Yes
Content mark: 3
COMMUNICATIVE ACHIEVEMENT
Does the writer demonstrate Comments
complete command of the
conventions of the
communicative task? Although the essay form is well realised, the
text does not show complete command of
Uses the conventions of the essay the conventions of the essay.
with flexibility.
Comments
Does the writer communicate
complex ideas in an effective and
convincing way, holding the
target readers attention with
ease, fulfilling all communicative
See particularly the final two paragraphs for
purposes?
effective communication.
Communicates complex ideas in an
Falls short of meriting the adjective
effective way, holding the target
convincing.
readers attention with ease, fulfilling
all communicative purposes.
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Does the writer use a wide range Comments
of cohesive devices and
organisational patterns with Examples of the variety of cohesive devices
flexibility? and organisational patterns: Not only but
also, hence, Yet, in spite of, Even though,
Therefore, Let us hope, then that first
A variety of cohesive devices and sentence refers to but doesnt mention
organisational patterns are used memory.
with flexibility.
The range is not wide, particularly of less
explicit organisational patterns.
Organisation mark: 3
LANGUAGE
Does the writer use a wide range of Comments
vocabulary, including less common
lexis, with fluency, precision, Examples: enthralling, hypothetical,
sophistication and style? dramatic changes, at their core, on a
global scale, scourge
Uses a range of vocabulary, including
less common lexis, effectively and Vocabulary is not used with
precisely. sophistication and style (obvious perks).
Language mark: 3
Overall comments:
An example of a basic C2 level writer overall, achieving a band 3 on all descriptors.
Candidates should be reminded that it is important to address all four key points in
the development of their essay to achieve a 5 under Content.
Remember:
A candidate might achieve an overall C2 performance with an uneven profile
across the four descriptors, showing more strength in some scales and less in
others. To ensure a good performance candidates should be encouraged to
work at all four aspects of their writing.
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PROFICIENCY (LEVEL C2) WRITING
Name of student: Sample Script 2
CONTENT
Is all content relevant to the task? Comments
Yes
Target reader is on the whole informed. Although all content points are
mentioned, the first and the third are not
evaluated.
Content mark: 3
COMMUNICATIVE ACHIEVEMENT
Does the writer demonstrate complete Comments
command of the conventions of the
communicative task?
The text uses just some flexibility so
Uses the conventions of the essay does not quite meet the band 3
effectively and with some flexibility. descriptor in this respect.
Comments
Does the writer communicate complex
ideas in an effective and convincing
way, holding the target readers
attention with ease, fulfilling all
There are few examples of really
communicative purposes?
complex ideas so the appropriate
communication of these is hard to
Holds the target readers attention and
assess.
communicates both straightforward and
some slightly more complex ideas.
Organisation mark: 2
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LANGUAGE
Does the writer use a wide range of Comments
vocabulary, including less common
lexis, with fluency, precision,
sophistication and style?
Examples: ubiquitous, hindrance,
Uses a range of vocabulary appropriately mundane, clutter our minds
and sometimes effectively and precisely.
Language mark: 2
Overall comments:
This text falls below C2 level and the descriptors used above indicate that for all the
scales apart from Content the text shares features of Bands 1 and 3.
This text makes specific reference to the two input texts. This approach to
organisation is perfectly acceptable but candidates should be reminded that the aim
is to integrate reference to the key points into a fluent and coherent essay.
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PROFICIENCY (LEVEL C2) WRITING
Name of student: Sample Script 3
CONTENT
Is all content relevant to the task? Comments
Yes
Content mark: 5
COMMUNICATIVE ACHIEVEMENT
Does the writer demonstrate complete Comments
command of the conventions of the
communicative task? Opening paragraph, development and
conclusion all elegantly crafted, in an
Yes appropriately formal way.
Comments
Does the writer communicate complex
ideas in an effective and convincing
way, holding the target readers
There is a clear authorial voice
attention with ease, fulfilling all
throughout commanding attention
communicative purposes?
(Memory is a fundamental aspect of..., Is
such memory loss, however, Suffice it to
Yes
say, I do not remember, To
conclude); example of complex ideas:
second paragraph from Is such a
memory loss up to caused a traffic
accident?
Communicative achievement mark: 5
ORGANISATION
Is the text organised impressively and Comments
coherently?
Key points 1 and 4 are clearly identified
Yes in the first paragraph and strongly
supported. The second paragraph
questions the points made and brings in
key point 3, developing it extensively and
drawing in key point 2 with natural ease
and relevance to the argument. The
conclusion, whilst showing signs of
haste, is clear and relevant.
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Does the writer use a wide range of Comments
cohesive devices and organisational
patterns with flexibility? Examples: however, What is more, by its
very nature, How could we judge other
Yes people when,
Rhetorical questions (e.g. opening of
second paragraph), repeated ideas to
consolidate a point (e.g. first sentence),
personal interjection for
clarification/emphasis (Suffice it to say, I
do not remember).
Organisation mark: 5
LANGUAGE
Does the writer use a wide range of Comments
vocabulary, including less common
lexis, with fluency, precision, Examples: attest, our internal landscape,
sophistication and style? virtually incapable of functioning, truly
detrimental, less extensive, easily
Yes distorted, unsteady basis, quest for truth,
concept of witness, ingenious devices
Of course, over-length scripts could be penalised e.g. under the Content criterion for
irrelevance or under Organisation for lack of coherence, and under-length scripts
might be penalised under Content or Communicative Achievement.
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PROFICIENCY (LEVEL C2) WRITING
Name of student: Sample script 4
CONTENT
Is all content relevant to the task? Comments
Yes
The target reader is on the whole The text reviews a film, describes it in
informed. some detail and explains what it is about
the film that appeals to both children and
adults.
The final part of the question (assess
what the most important elements are, in
general, that make a film suitable for a
whole family to watch together) is only
addressed in the form of a list and with
reference to Toy Story.
Content mark: 3
COMMUNICATIVE ACHIEVEMENT
Does the writer demonstrate complete Comments
command of the conventions of the
communicative task? The first paragraph captures the readers
attention well, the narrative is told in a
Uses the conventions of the review with clear and lively manner and the
flexibility. explanation of the attractions of the film
for children and adults is engaging and
illuminating about the film.
Comments
Does the writer communicate complex
ideas in an effective and convincing
way, holding the target readers
attention with ease, fulfilling all
communicative purposes?
Example of effective communication of
complex ideas: most of the section
Communicates complex ideas in an
entitled Why go with your kids? The
effective way, holding the target readers
communication of complex ideas here
attention with ease, and fulfilling all
(as an exemplified list followed by a
communicative purposes.
summary) falls short of convincing.
Communicative achievement mark: 3
ORGANISATION
Is the text organised impressively and Comments
coherently?
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The text is a well-organised and coherent Use of headings for a review is not ideal,
whole. interfering with the fluency of the text.
Organisation mark: 3
LANGUAGE
Does the writer use a wide range of Comments
vocabulary, including less common
lexis, with fluency, precision,
sophistication and style? Examples: fantasise, received rave
reviews, movie goers, suburbia, the
Uses a wide range of vocabulary, usual order of things is turned upside
including less common lexis, effectively down, riveting, empathise, universally
and precisely. recognisable, slap-stick, subtext
Language mark: 3
Overall comments:
This is clear overall C2 performance, meeting the Band 3 descriptors on all four
scales. The performance could have been enhanced by development of the final
element of the question (which would have given scope to demonstrate more
sophisticated C2 level linguistic proficiency) and a less pedestrian approach to
organisation.
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Remember:
In general, for Part 2 questions, candidates should be reminded to take note
of the instruction to briefly describe something; this part of a question should
not take too much time, and their response should fully develop the other
parts of the question in which they are required, e.g. to assess, evaluate or
analyse a more abstract aspect of the topic.
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PROFICIENCY (LEVEL C2) WRITING
Name of student: Sample script 5
CONTENT
Is all content relevant to the task? Comments
Yes
Content mark: 5
COMMUNICATIVE ACHIEVEMENT
Does the writer demonstrate complete Comments
command of the conventions of the
communicative task?
The opening paragraph poses a problem
Uses the conventions of the review underlying the theme of the review,
effectively and sometimes with some which engages the readers attention.
flexibility. The Harry Potter films are the stepping-
off point for the development of this
theme.
Comments
Does the writer communicate complex
ideas in an effective and convincing
way, holding the target readers
Although errors are present, complex
attention with ease, fulfilling all
ideas are communicated.
communicative purposes?
There is no focus on a specific film in this
Communicates straightforward and
review so it does not fulfil all
complex ideas.
communicative purposes.
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Does the writer use a wide range of Comments
cohesive devices and organisational
patterns with flexibility?
Examples: What surely attracts both ..,
Uses a variety of cohesive devices and But it can also be a way to , Add to this
organisational patterns to generally good mixture
effect.
Some devices are used inaccurately: and
otherwise, such having in common that
Organisation mark: 1
LANGUAGE
Does the writer use a wide range of Comments
vocabulary, including less common
lexis, with fluency, precision,
sophistication and style? Examples: over-come their fears, studied
thoroughly, distract themselves, light-
Uses a range of vocabulary, including hearted, down to earth, exotic location,
less common lexis, appropriately. ratings, eagerly awaiting
Language mark: 1
Overall comments:
This is an example of a text which falls clearly below C2 level. The response to the
question is thoughtful and imaginative but the candidate needs to work on all other
aspects of his/her writing to achieve a C2 performance.
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PROFICIENCY (LEVEL C2) WRITING
Name of student: Sample script 6
CONTENT
Is all content relevant to the task? Comments
Yes
Content mark: 5
COMMUNICATIVE ACHIEVEMENT
Does the writer demonstrate complete Comments
command of the conventions of the
communicative task? Interest is aroused effectively in the first
paragraph, which contextualises and
Demonstrates a good command of the briefly narrates the film. The theme of the
conventions of the review. review is then addressed clearly in the
next two paragraphs.
Comments
Does the writer communicate complex
ideas in an effective and convincing
way, holding the target readers
attention with ease, fulfilling all
communicative purposes?
The final two paragraphs which assess
what makes a film appeal to all ages are
Communicates complex ideas in an
written with conviction. They bring the
effective and sometimes convincing way,
descriptor above a Band 3 for this scale,
holding the target readers attention with
showing features of Bands 3 and 5.
ease, and fulfilling all communicative
purposes.
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ORGANISATION
Is the text organised impressively and Comments
coherently?
Organisation mark: 3
LANGUAGE
Does the writer use a wide range of Comments
vocabulary, including less common
lexis, with fluency, precision,
sophistication and style? Examples: gem, grumpy, yearning for
adventure, slapstick elements, acts of
Yes unlikely heroism, endearing, subtle nods
to pop culture
Language mark: 5
Overall comments:
This is a good example of a strong C2 performance, with room for some further
improvement on the Communicative Achievement and, particularly, the Organisation
scales.
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Appendices
1. GENERAL
Generally Generally is a qualifier meaning not in every way or instance. Thus, generally
appropriately refers to performance that is not as good as appropriately.
Flexibility Flexible and flexibly refer to the ability to adapt whether language, organisational
devices, or task conventions rather than using the same form over and over, thus
evidencing better control and a wider repertoire of the resource. Flexibility allows a
candidate to better achieve communicative goals.
2. CONTENT
Relevant Relevant means related or relatable to required content points and/or task
requirements.
Target reader The target reader is the hypothetical reader set up in the task, e.g. a magazines
readership, your English teacher.
Informed The target reader is informed if content points and/or task requirements are
addressed and appropriately developed. Some content points do not require much
development (e.g. state what is x) while others require it (describe, explain).
3. COMMUNICATIVE ACHIEVEMENT
Conventions Conventions of the communicative task include such things as genre, format,
of the register, and function. For example, a personal letter should not be written as a formal
communicative report, should be laid out accordingly, and use the right tone for the communicative
task purpose.
Holding the Holding the target readers attention is used in the positive sense and refers to the
target readers quality of a text that allows a reader to derive meaning and not be distracted. It does
attention not refer to texts that force a reader to read closely because they are difficult to follow
or make sense of.
Communicative Communicative purpose refers to the communicative requirements as set out in the
purpose task, e.g. make a complaint, suggest alternatives.
Straightforward Straightforward ideas are those which relate to relatively limited subject matter,
and complex usually concrete in nature, and which require simpler rhetorical devices to
ideas communicate. Complex ideas are those which are of a more abstract nature, or which
cover a wider subject area, requiring more rhetorical resources to bring together and
express.
4. ORGANISATION
Linking words, Linking words are cohesive devices, but are separated here to refer to higher-
cohesive frequency vocabulary which provide explicit linkage. They can range from basic high
devices, and frequency items (such as and, but) to basic and phrasal items (such as because,
organisational first of all, finally).
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patterns
Cohesive devices refers to more sophisticated linking words and phrases (e.g.
moreover, it may appear, as a result), as well as grammatical devices such as the
use of reference pronouns, substitution (e.g. There are two women in the picture. The
one on the right . . .), ellipsis (e.g. The first car he owned was a convertible, the second
a family car.), or repetition.
5. LANGUAGE
Vocabulary Basic vocabulary refers to vocabulary used for survival purposes, for simple
transactions, and the like.
Less common lexis refers to vocabulary items that appear less often in the
relevant domain. These items often help to express ideas more succinctly and
precisely.
Appropriacy Appropriacy of vocabulary: the use of words and phrases that fit the context of the
of given task. For example, in Im very sensible to noise, the word sensible is
vocabulary inappropriate as the word should be sensitive. Another example would be Todays
big snow makes getting around the city difficult. The phrase getting around is well
suited to this situation. However, big snow is inappropriate as big and snow are not
used together. Heavy snow would be appropriate.
Grammatical Simple grammatical forms: words, phrases, basic tenses and simple clauses.
forms
Complex grammatical forms: longer and more complex items, e.g. noun clauses,
relative and adverb clauses, subordination, passive forms, infinitives, verb patterns,
modal forms and tense contrasts.
Grammatical Grammatical control: the ability to consistently use grammar accurately and
control appropriately to convey intended meaning.
Range Range: the variety of words and grammatical forms a candidate uses. At higher
levels, candidates will make increasing use of a greater variety of words, fixed
phrases, collocations and grammatical forms.
Overuse Overuse refers to those cases where candidates repeatedly use the same word
because they do not have the resources to use another term or phrase the same
idea in another way. Some words may unavoidably appear often as a result of
being the topic of the task; that is not covered by the term overuse here.
Errors and Errors are systematic mistakes. Slips are mistakes that are non-systematic, i.e.
slips the candidate has learned the vocabulary item or grammatical structure, but just
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happened to make a mistake in this instance. In a candidates response, where
most other examples of a lexical/grammatical point are accurate, a mistake on that
point would most likely be a slip.
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B. Sample writing tasks
Part 1
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Part 2
A good memory is invaluable. The inability to make use of memory and past experience can be a severe
limitation on how well we perform both mentally and physically. Nowadays, we rely on computers,
mobiles and other electronic devices to store our most important information, which can be recalled at the
touch of a button. However, some people are concerned that this reliance on electronic equipment may
affect the development of our internal memory system in the future. It remains to be seen whether these
concerns turn out to be valid.
We like to think of our memory as our record of the past, but all too often memories are influenced
by imagination. It is risky, therefore, to regard memory as a source of knowledge, because we will
never be able to verify the accuracy of a memory fully. Although memory is an unreliable source of
knowledge about the past, its importance in self-identity is unquestionable. When a person suffers
memory loss as a result of accident or illness, one of the most distressing consequences is likely to be
a loss of self. Indeed, it can be argued that a persons true identity resides in his or her collection of
memories.
Remember:
Examiners are trained to identify the key points in the two input texts and to mark candidates
reformulations of key points in their own words in a standard manner.
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D. Sample scripts
Sample script 1
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Sample script 1 (continued)
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Sample script 1 (continued)
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Sample script 2
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Sample script 2 (continued)
UCLES 2016. For further information see our Terms and Conditions.
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Sample script 3
UCLES 2016. For further information see our Terms and Conditions.
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Sample script 3 (continued)
UCLES 2016. For further information see our Terms and Conditions.
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Sample script 3 (continued)
UCLES 2016. For further information see our Terms and Conditions.
33
Sample script 4
UCLES 2016. For further information see our Terms and Conditions.
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Sample script 4 (continued)
UCLES 2016. For further information see our Terms and Conditions.
35
Sample script 4 (continued)
UCLES 2016. For further information see our Terms and Conditions.
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Sample script 4 (continued)
UCLES 2016. For further information see our Terms and Conditions.
37
Sample script 5
UCLES 2016. For further information see our Terms and Conditions.
38
Sample script 5 (continued)
UCLES 2016. For further information see our Terms and Conditions.
39
Sample script 5 (continued)
UCLES 2016. For further information see our Terms and Conditions.
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Sample script 6
UCLES 2016. For further information see our Terms and Conditions.
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UCLES 2016. For further information see our Terms and Conditions.
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