fce_hb_samp_p2.pdf

PAPER 2 WRITING

General Description

Answering

Paper Format

Candidates write their answers in the question booklet.

The paper contains two parts.

Timing

Number of Tasks

1 hour 30 minutes.

Candidates are required to complete two tasks: a compulsory

one in Part 1 and one from a choice of four in Part 2.

Marks

Each question in this paper carries equal marks.

Task Types

From the following: letters, articles, reports, compositions,

stories, written for a given purpose and target reader.

Part

Task Type

and Focus

Number of Tasks

and Length

Task Format

Q.1

Writing a transactional

letter (formal/informal)

1 compulsory task

Candidates are required to deal with

input material of up to 250 words, which

may include graphic and pictorial

material.

Texts may include advertisements,

extracts from letters, postcards, diaries,

short articles, etc.

120–180 words

Q.2–4

Writing one of the

following:

• an article

• a non-transactional letter

• a report

• a discursive composition

• a short story

4 tasks from which

candidates choose 1

A situationally-based writing task

specified in no more than 70 words.

120–180 words

Q.5

Writing one of the

following on a prescribed

background reading text:

• an article

• an informal letter

• a report

• a composition

Q.5 has 2 options.

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PREPARING FOR PAPER 2

An article could be written for a magazine or newsletter for

which the reader may be someone with a similar interest to

the writer or, as in the case of a college magazine, be in the

writer’s peer group. 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.

When preparing candidates for the examination, it is

important to familiarise them with the paper and the range of

task types and topics. Candidates can learn to identify tasks

and topics which are best suited to their interests and

experiences.

Part 1

A report could be written for a superior (a boss or a teacher)

or a peer group (club members, colleagues) and will

certainly contain some facts with the possibility of adding

suggestions or recommendations. It should be clearly

organised and may include headings.

Part 1 consists of one compulsory task in which candidates

are required to write a transactional letter which may be

formal or informal, in response to a request for action or to

initiate action; the range of functions of this letter may

include giving information, requesting information, making

complaints, corrections, or suggestions requiring feedback.

The usual conventions of letter writing, specifically opening

salutation, paragraphing and closing phrasing are required

but it is not necessary to include postal addresses.

A letter of application could be 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 would always be written for a known

reader, e.g. a pen friend, and would usually be intended to

interest the reader, share an experience or explain feelings or

personal opinions.

The input on which the candidates must base their letter is

made up of varied combinations of text and notes, sometimes

supported by illustrations or diagrams. Widely used

abbreviations, such as NB, e.g., etc., may also appear as part

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

essential points of the input in their answer. They 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

the opportunity to add a piece of information, suggestion or

request of their own in order to expand their demonstration

of range.

A short story would be written for a magazine or anthology

for which the typical reader might be a fellow-student or an

enthusiast for a certain type of fiction. The writer might be

writing for a fee or in the hopes of winning a prize – the

immediate purpose would be to engage the interest of the

reader.

These indications of readership and purpose are not

comprehensive but intended to provide some guidelines to

the different task types. It must be stressed that high-level

specialised writing skills are not expected of candidates at

this level.

Part 2

Question 5

Candidates must choose one from four questions, one of

which offers two set-text options. The input for these five

tasks is considerably less than in Part 1 but a context, a

purpose for writing and a target reader are indicated. Widely

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

as in Part 1. Attention to every element in the rubric is

essential for effective task achievement.

This consists of a choice of two tasks based on the set

reading texts, as specified in the Examination Regulations

issued every year. (The current set books are listed on page

53.) 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 texts.

The target reader is defined as someone who may not have

read the book, in order to encourage adequate reference to

the text which the candidate has read; a plot summary is

not, however, a substitute for the task. The tasks require one

of the types of writing given above, i.e. article, letter,

composition or report.

The different task types are intended to provide frameworks

for the candidates so that they can put together their ideas on

a topic with a purpose for writing and a reader in mind. 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.

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 text normally remains on the list for

two years.

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ASSESSMENT

Candidates are penalised for inadequately dealing with the

requirements of the task-specific mark scheme. The accuracy

of language, including spelling and punctuation, is assessed

on the general impression scale for all tasks.

An impression mark is awarded to each piece of writing; all

tasks carry the same maximum mark.

The general impression mark scheme is used in conjunction

with a task-specific mark scheme, which focuses on criteria

specific to each particular task. This summarises the content ,

organisation and cohesion , range of structures and

vocabulary, register and format , and target reader indicated

in the task.

The mark scheme below is interpreted at FCE level.

Band 5

Full realisation of the task set.

• All content points included with appropriate expansion.

• Wide range of structure and vocabulary within the task set.

• Minimal errors, perhaps due to ambition; well-developed control of language.

• Ideas effectively organised, with a variety of linking devices.

• Register and format consistently appropriate to purpose and audience.

Fully achieves the desired effect on the target reader.

Band 4

Good realisation of the task set.

• All major content points included; possibly one or two minor omissions.

• Good range of structure and vocabulary within the task set.

• Generally accurate, errors occur mainly when attempting more complex language.

• Ideas clearly organised, with suitable linking devices.

• Register and format on the whole appropriate to purpose and audience.

Achieves the desired effect on the target reader.

Band 3

Reasonable achievement of the task set.

• All major content points included; some minor omissions.

• Adequate range of structure and vocabulary, which fulfils the requirements of the task.

• A number of errors may be present, but they do not impede communication.

• Ideas adequately organised, with simple linking devices.

• Reasonable, if not always successful attempt at register and format appropriate to

purpose and audience.

Achieves, on the whole, the desired effect on the target reader.

Band 2

Task set attempted but not adequately achieved.

• Some major content points inadequately covered or omitted, and/or some irrelevant

material.

• Limited range of structure and vocabulary.

• A number of errors, which distract the reader and may obscure communication at times.

• Ideas inadequately organised; linking devices rarely used.

• Unsuccessful/inconsistent attempts at appropriate register and format.

Message not clearly communicated to the target reader.

Band 1

Poor attempt at the task set.

• Notable content omissions and/or considerable irrelevance, possibly due to

misinterpretation of task set.

• Narrow range of vocabulary and structure.

• Frequent errors which obscure communication; little evidence of language control.

• Lack of organisation, or linking devices.

• Little or no awareness of appropriate register and format.

Very negative effect on the target reader.

Band 0

Achieves nothing: too little language for assessment (fewer than 50 words) or totally

irrelevant or totally illegible.

Page 19

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.

Handwriting and Spelling

Poor handwriting, spelling errors or faulty punctuation are

not specifically penalised, but the overall impression mark

may be adjusted if it is felt that communication is impeded.

American usage and spelling are acceptable.

Irrelevance

The examiners’ first priority is to give credit for the

candidates’ efforts at communication, but candidates are

penalised for inclusion of content irrelevant to the task set.

Background Reading Texts

In Question 5, the examiners are looking for evidence that

candidates have read and appreciated a set text and are able

to provide evidence of this in the form of illustrated

description and discussion. Judgement is based, as for the

other tasks, on control of language in the given context

rather than on content or interpretation, though it is

obviously necessary to downgrade candidates who attempt

these topics without preparation.

MARKING

The panel of examiners is divided into small teams, each

with a very experienced examiner as Team Leader. A

Principal Examiner guides and monitors the marking process,

beginning with a meeting of the Principal Examiner for the

Paper and the Team Leaders. This is held immediately after

the examination and begins the process of establishing a

common standard of assessment by the selection of sample

scripts for all the questions in Paper 2. These are chosen to

demonstrate the range of responses and different levels of

competence, and a task-specific mark scheme is finalised for

each individual task on the paper.

Examiners discuss these task-specific and general mark

schemes and refer to them regularly while they are working.

During marking, each examiner is apportioned scripts chosen

on a random basis from the whole entry in order to ensure

there is no concentration of good or weak scripts or of one

large centre of one country in the allocation of any one

examiner. A rigorous process of co-ordination and checking

is carried out before and throughout the marking process.

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PAPER 2 WRITING SAMPLE PAPER

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