fce_hb_samp_p2.pdf

PAPER

WRITING

GENERAL DESCRIPTION

STRUCTURE AND TASKS

Paper format

The paper contains two parts.

PART 1

Timing

1 hour 30 minutes.

Task type

QUESTION 1

No. of parts

and focus

Writing a transactional letter (formal/informal).

No. of questions Candidates are required to

complete two tasks:

a compulsory one in Part 1

and one from a choice of

four in Part 2.

Format

Candidates are required to deal with input

material of up to 250 words. This may include

material taken from advertisements, extracts

from letters, emails, postcards, diaries, short

articles, etc.

No. of tasks One compulsory task.

and length 120–180 words.

Task types

From the following:

letters, articles, reports,

compositions, stories.

Each task has a given purpose

and a target reader.

PART 2

Task type

QUESTIONS 2–4

Answer format The questions are in a booklet

with lined pages for the

answers. The blank pages

at the back of the booklet

can be used for writing

notes or finishing answers,

if necessary.

and focus

Writing one of the following:

• an article

• a non-transactional letter

• a report

• a discursive composition

• a short story.

QUESTION 5

Writing one of the following, based on reading

one from a prescribed list of five books:

• an article

• an informal letter

• a report

• a composition.

Question 5 has two options.

Marks

Each question on this paper

carries equal marks.

Format

A situationally-based writing task specified in no

more than 70 words.

No. of tasks Four tasks from which candidates choose one.

and length 120–180 words.

fce examination | paper 2: writing

The two parts of the

Writing paper

the opportunity to add a piece of information, or make a

suggestion or request of their own, and this enables them to

demonstrate their range of language.

Each question on the Writing paper carries

equal marks.

PART 2

Expected word length

Candidates are asked to write 120–180 words for each answer.

For answers that are below length, the examiner adjusts the

maximum mark and the mark given proportionately. For

answers that are over-length, the examiner draws a line at the

approximate place where the correct length is reached and

directs close assessment to what comes before this. However,

credit is given for relevant material appearing later.

Task format

The input for these five tasks is considerably less than in

Part 1. Each writing task in Part 2 has a context, a purpose for

writing and a target reader specified in no more than 70

words. Widely used abbreviations, such as N.B., e.g., etc., may

also appear, as in Part 1. Attention to every element in the

rubric is essential for effective task achievement and

candidates should also consider carefully whether the task is

to be written in an informal or neutral/formal tone.

Irrelevance

The examiner’s first priority is to give credit for the

candidate’s efforts at communication, but candidates are

penalised for inclusion of content irrelevant to the task set.

PART 2 – QUESTIONS 2–4

This part consists of four questions from which candidates must

choose one. One of the four questions offers two options based on the

list of set books.

PART 1 – COMPULSORY TASK

Sample questions and scripts: pages 19 and 24–26.

This part tests the candidates’ ability to write a transactional letter,

in response to a request for action or to initiate action.

Task type and focus

Sample question and scripts: pages 19 and 22–23.

The different task types are intended to provide frameworks

for the candidates so that they can put together and develop

their ideas on a topic with a purpose for writing and a target

reader in mind.

Task type and focus

The letter may be formal or informal. The range of functions

in this letter may include requesting and giving information,

explaining, apologising, as well as making complaints,

corrections, or suggestions. The usual conventions of letter

writing, specifically opening salutation, paragraphing and

closing phrasing, are required but it is not necessary to include

postal addresses. Candidates who do include addresses will

not be penalised.

For example:

A COMPOSITION is usually written for a teacher, perhaps as a

follow-up to a class activity, and would probably include some

opinions and suggestions on the subject.

AN ARTICLE is usually written for an English language

magazine or newsletter. The reader is assumed to have similar

interests to the writer. The main purpose is to interest and

engage the reader, so there should be some opinion or

comment. Candidates may include some description and

anecdote.

Task format

Candidates need to base their letter on input material of up to

250 words. This input is made up of varied combinations of

text and notes, and may be supported by illustrations or

diagrams. The texts may include advertisements, extracts

from letters, emails, postcards, diaries or short articles. Widely

used abbreviations, such as N.B., e.g., etc., may also appear as

part of the input. It is very important that candidates cover all

the essential points of the input in their answer so that the

target reader is fully informed. Candidates should be aware

that the overall aim of the task is to achieve a positive effect

on the target reader. A list of questions or statements in

simple sentences is not enough; organisation and cohesion,

clear layout, appropriate register, control and accuracy of

language are all-important features of task achievement.

Some evidence of range of language is also required, which

means building on key words from the input rather than

lifting whole segments. Part 1 tasks often offer the candidates

A REPORT is usually written for a superior (a boss or a teacher)

or a peer group (club members, colleagues). Candidates will be

expected to give some factual information and make some

suggestions or recommendations of their own. A report should

be clearly organised and may include headings.

A LETTER OF APPLICATION is usually written to an individual or

an organisation. The purpose is always clear (to get the job, the

scholarship, etc.), and all information and expressions of

interest are directed to that end.

AN INFORMAL LETTER is written for a known reader, e.g. a pen

friend. The aim is to interest the reader, share an experience

or explain feelings and personal opinions.

A SHORT STORY is usually written for an English language

magazine or anthology. The writer might be writing for a fee or

in the hope of winning a prize, but the immediate purpose is

to engage the interest of the reader.

fce examination | paper 2: writing

These indications of readership and purpose are not

comprehensive, but are intended to provide some guidelines

to the different task types. It must be stressed that specialised

writing skills are not expected of candidates at this level.

The time allowed for the Writing paper (1 hour 30 minutes)

is designed to be sufficient for candidates to make brief plans

and then write their two answers as clearly as possible. They

should not worry if they make mistakes but they should make

clear corrections so that the examiner can follow and mark

what they have written.

PART 2 – QUESTIONS 5(A) AND (B)

This consists of a choice of two tasks based on the list of set books,

as specified in the Examination Regulations issued every year (also

available through the Cambridge ESOL website:

www.CambridgeESOL.org/fce).

Linking ideas effectively is also something your students

will need guidance with. Using a variety of linking words is

important, as is ensuring that the flow of ideas in the writing

is logical and easy for the reader to follow.

If candidates write simple sentences throughout, they

cannot be given good marks for range of language. It is

important to use more complex language at this level and, if in

doing so they make mistakes, the examiner will always try to

give credit for the complex language attempted as long as the

mistakes do not impede communication.

Sample questions and script: pages 19 and 27.

Task type and focus

The tasks require one of the types of writing given above, i.e.

article, letter, composition or report.

Counting words wastes time in an examination and can

lead to clumsy alterations to what a candidate has already

written. Your students will need practice in writing tasks at

this level within the word limit so that they know when they

have written enough in their own handwriting.

This option is intended to encourage extended reading as a

basis for the enrichment of language study, and a variety of

simplified and original texts are included in the list of

prescribed titles. Each book normally remains on the list for

two to three years.

Make sure your students have practice in answering the

questions without the use of dictionaries. Dictionaries are not

allowed in the FCE Writing paper.

Candidates who base their answer on another book not on the

list will receive Band 0. The questions are designed to be

general enough to be applicable to any of the books. The target

reader is defined as someone who has probably not read the

books. This encourages adequate reference to the text which

the candidate has read; a plot summary is not, however, a

substitute for the task.

Make your students aware of the importance of spelling

and punctuation. Although spelling errors and faulty

punctuation are not specifically penalised they can sometimes

impede communication. If so, the overall impression mark

may be adjusted. American usage and spelling are acceptable.

Each question on the Writing paper carries equal marks so

your students should practise planning the time they spend

on each question carefully.

In Question 5, the examiners are looking for evidence that

candidates have read and appreciated a set book and are able

to provide evidence of this in the form of description and

discussion. Assessment is based, as for the other Part 2 tasks,

on control of language in the given context. It is obviously

necessary to downgrade candidates who attempt the set book

questions without preparation.

Remind your students that they can use the blank pages at

the back of the question booklet to make notes, and that these

notes will not be marked. They can also use these pages to

finish their answers, if necessary. However, they should make

it clear that the writing is part of their answer and not just

notes.

It is important to write clearly so that the answers are easy

to read. However, it is not important if candidates write in

upper or lower case, or if their writing is joined up or not.

Preparation

General

By part

Candidates write most effectively when they choose tasks

and topics well suited to their interests and experiences. When

preparing students for the examination, it is important to make

sure they are familiar with the paper and the range of task types

and topics so that they can identify those which are most

accessible to them.

PART 1

Successful answers to Part 1 questions include all the

content points and expand them where appropriate with

relevant ideas and information. It is a good idea to explore the

range of functions used in the notes to help your students

recognise how some require factual information ‘ tell Sam where

to meet … say when …’ and some present opportunities for

expansion ‘explain why … give opinion …’. Brainstorm ideas for

expansion and encourage students to review their writing,

substituting frequently used words with a wider range.

Train your students to read the questions carefully,

underlining the most important parts. They then need to

make a plan, referring closely to the question and looking for

opportunities to develop their ideas and show their range of

language.

fce examination | paper 2: writing

Understanding the scenario in the question helps students

write letters in an appropriate tone. Sometimes Part 1 letters

are formal, sometimes informal, and it is worth considering

this when dealing with the various functions in the notes.

Apologising to a friend ‘I’m really sorry, you know how careless I

am!’ is different from a formal apology ‘I must apologise for the

noise which our group made and hope we did not disturb you too

much’ . In the examination, candidates are given credit for

consistent use of register in their answers.

Advise your students that they are free to agree or disagree

with the statement in the task, or discuss both sides. They

need to be taught to give opinions, and to agree and disagree

in a formal or neutral register.

It is important that students follow the instructions for this

task carefully. However, within the task, there is ample scope

for imagination. The use of interesting adjectives, adverbs and

expressions should be encouraged. A firm grasp of the correct

use of past tenses is essential.

Paragraphs make letters easier for the reader to follow.

Organising the content points (usually five) gives a natural

framework for the letter, but then students need to find

appropriate ways to link these points. Register plays a part

here, too. Your students may know formal linking words like

‘furthermore’ and ‘moreover’ but should also be able to use

less formal ones like ‘anyway’ and ‘as well as that’.

Students should know the formulaic expressions to begin

and end a formal letter, but should also develop their range of

persuasive language.

Candidates can use key words from the question but

should not ‘lift’ whole segments of language. No credit is given

for language which has been obviously lifted from the

question.

If students are required to produce an informal letter, they

should use appropriately informal language throughout, and

be prepared to express their opinions and give advice.

Reports

Remind your students that the rubric always instructs the

candidate to read the text and ‘ the notes you have made ’. It also

says ‘write a letter using all your notes’ . The notes are reproduced

close to or around the text or underneath it on a notepad.

Candidates must address each of these notes in their letter.

Missing out a content point means the target reader is not

fully informed and the task is not adequately achieved. This

will result in candidates being penalised.

Students need to be taught report format, and to work on

specific vocabulary areas such as transport, leisure,

entertainment and so on. They should also be able to make

suggestions and recommendations.

The set book question exists to encourage reading and

develop the range of language.

Don’t miss the opportunity of integrating the reading of a

set book with language development. You can also discuss the

characters and plot twists and turns, the surprises, and the

emotions experienced by the reader.

PART 2

Part 2 will always have three different tasks, plus a choice

of two tasks on the set books in Question 5.

The tasks in Part 2 are a chance for your students to show

their range of language. Encourage them to be ambitious and

use a variety of grammatical structures and explore the use of

new vocabulary and expressions.

Since there is always a choice of task types in Part 2,

students should avoid a particular task type if it is unsuited to

their interests or experience.

Remind your students that it is important that they

understand what they have to write.

Each word in the rubric is important to the task, so an

answer may not be wholly relevant if the candidate is unsure

about some aspect of the rubric. Students should therefore be

advised to avoid a question if they are unsure of what is

required.

A successful article interests and engages the reader, often

with description and anecdote. A personal angle usually works

well, and a catchy title will attract attention. The use of direct

and indirect questions also adds colour, and students should

be taught how to use these.

fce examination | paper 2: writing

Compositions

Short stories

Letters

Set book questions

Articles

Part 1

Part 2

You must answer this question.

words in an

appropriate style on the opposite page. Put the question number in the box at the top of page 5.

one

of the questions

2 - 5

in this part. Write your answer in

120 - 180

1 You have decided to do the same summer job that you did last year. You want to persuade your

English-speaking friend, Jan, to do the job as well.

The school where you learn English has decided to buy some videos in English. You have been

asked to write a report for the Principal, suggesting what kinds of videos the school should buy. In

your report, you should also explain why students at the school will enjoy these videos.

Read the advertisement for the job and also read your notes. Then, using all your notes, write your

letter persuading Jan to join you.

Write your

report

You have seen this advertisement in The Traveller magazine and have decided to apply.

HELP NEEDED THIS SUMMER

Beautiful

place …

Every summer we run an International

Camp for 8 to 12-year-old children.

THE TRIP OF A LIFETIME

W E ARE LOOKING FOR EIGHT PEOPLE FROM DIFFERENT COUNTRIES TO

SPEND THREE MONTHS ON A SAILING TRIP AROUND THE WORLD ,

FREE OF CHARGE . N O SAILING EXPERIENCE IS NEEDED . T RAINING

WILL BE GIVEN .

W RITE AND TELL US WHY YOU ARE THE PERSON WE ARE LOOKING

FOR AND EXPLAIN HOW YOU WOULD BENEFIT FROM THIS EXPERIENCE .

A PPLY TO O CEAN W ORLD NOW !

You will help with:

Explain why

the work was

fun last year!

outdoor activities

entertainment

sports competitions

children’s games

Free accommodation

Free food

Only 5 hours’ work a day!

Tents!

Not

wonderful,

but …

Enough free

time for us

to …

Write your

letter of application

. Do not write any postal addresses.

You have had a class discussion on food and eating habits. Your teacher has now asked you to

write a composition giving your opinion on the following statement.

Write a letter of between 120 and 180 words in an appropriate style on the opposite page.

Do not write any postal addresses.

Young people are eating a less healthy diet nowadays than their grandparents did.

Write your

composition

Answer

one

of the following two questions based on your reading of

one

of these set books. Write

the letter

(a)

(b)

as well as the number

in the question box, and the

title

of the book next to the

box. Your answer

must

be about one of the books below.

Best Detective Stories of Agatha Christie – Longman Fiction

A Tale of Two Cities – Charles Dickens

Animal Farm – George Orwell

Wuthering Heights – Emily Brontë

More Tales from Shakespeare – Charles and Mary Lamb

Either (a)

Your college magazine is looking for articles on the qualities of good stories. Write

, briefly describing the beginning of the book or one of the short stories

you have read, and explaining why this beginning made you want to read the rest of

the story.

article

(b)

In your opinion, which character changes most in the book or one of the short

stories you have read? Write a

composition

, explaining your views.

0102/2 Mar02

0102/2 Mar01

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