cpespec2.pdf

CONTENTS

Paper 2 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

General Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Task Types in Paper 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sample Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Task Specific Mark Schemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sample Scripts with Examiner Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PAPER 2 WRITING

General Description

Answering

Paper Format

Candidates write their answers in a question booklet.

The paper contains two parts.

Timing

Number of Tasks

2 hours.

Candidates are required to carry out two tasks; a compulsory

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

Marks

Each question in the paper carries equal marks.

Task Types

From the following: an article, a proposal, a report, a review,

an essay, a letter.

Part Task Type and Focus

Number of tasks

Task Format

and length

1 Candidates are expected to write within the One compulsory task

A contextualised writing task giving

following formats:

candidates guidance to the context through

• an article

instructions and one short text which may be

supported by visual prompts.

• an essay

300–350 words

• a letter

• a proposal

Discursive – presenting and developing

arguments, expressing and supporting

opinions, evaluating ideas etc.

2 Candidates are expected to write within the Four questions from

A contextualised writing task specified

following formats for questions 2 to 4:

which candidates

in no more than 70 words.

• an article

choose one.

One of the choice

• a letter

includes a question on

• a proposal

each of three set texts.

• a review

• a report

300–350 words

Candidates are expected to write within

the following formats for question 5:

• an article

• an essay

• a letter

• a review

• a report

Describing, persuading, narrating,

evaluating, making recommendations,

giving information, summarising etc.

TASK TYPES IN PAPER 2

The following are brief definitions of the task types which

candidates are expected to be able to produce for Paper 2.

with clear sections. Candidates may wish to use appropriate

section headings, as used in authentic proposals.

Article

Review

Candidates are asked to produce a piece of writing on a

particular topic or theme in a style which would make it

suitable for publication in a newspaper, magazine, journal or

newsletter. They are given a prompt which they then use to

perform the task. The target audience is indicated, as this

influences the appropriacy of the register and tone of the

article, for example, how lively or how academic it should

be. An article will often include some description and

narrative, as both serve to engage the reader. An article will

usually be motivated by a central idea which provides a

point or purpose to the writing or reading of the article.

A review may be about a book, film or play, but it may also

be about a restaurant, hotel, etc. The readership is clearly

specified in the task outline so that candidates write in an

appropriate register. In addition to providing some

information on, for example, plot and characters, candidates

should indicate some judgement on the subject of the

review. The review may embody narrative, as well as

descriptive and evaluative language, and a range of

vocabulary relating, for example, to literature and the media

such as cinema or TV.

ASSESSMENT

Essay

An impression mark is awarded to each piece of writing

using the general mark scheme on the following page. All

tasks carry the same maximum mark.

Candidates are expected to use the prompt material to

produce a composition on a relevant topic. The essay should

be complete in itself containing an introduction, body and

conclusion and be united by a central idea which provides a

point and purpose to the writing and reading of the essay.

The general impression mark scheme is used in conjunction

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

specific to each task. For examples of task-specific mark

schemes, see pages 30-32.

Letter

At CPE-level, formal letters are the most suitable. An

example is a letter to a newspaper giving an opinion and

making a point, stimulated by the input given and further

developed with the candidate’s own ideas. The letter may

include narrative sections to illustrate a point and interest the

reader. A letter in Part 2 could have a narrative focus, for

example, a letter of complaint about an event which has not

lived up to the candidate’s expectations.

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 three performance levels within that band. For example,

in Band 4, 4.1 represents weaker performance within Band

4; 4.2 represents typical performance within Band 4; 4.3

represents strong performance within Band 4. ‘Acceptable’

performance at CPE level is represented by a band of 3.

Report

Candidates are given an appropriate prompt, in response to

which they then have to produce a report for a specified

audience, which could be a superior, e.g. a boss at work, or a

peer group, e.g. colleagues. A report involves the presentation

and interpretation in well-organised prose of information in

relation to a specified context; this is drawn from the prompt

material and from the candidates’ own ideas. Candidates may

wish to use appropriate section headings, as used in authentic

reports. Narrative tenses will be used in the report.

Length

300 to 350 words are asked for. Candidates producing very

short scripts will be penalised.

Spelling and Punctuation

These are important aspects of accuracy and must be taken into

account. American spelling and usage is acceptable.

Paragraphing

Proposal

This is a function of organisation and format. The task-

specific mark scheme will give an indication to examiners of

what is expected.

A proposal has a similar format to the report. Whereas the

report is an account of something which has happened, the

focus of the proposal is on the future, with the main focus

being on making recommendations for discussion. An example

of a proposal would be a bid for funds for a project (described

in the task), and would entail outlining the way the funds

would be spent, the benefits which would accrue, and the

way progress would be monitored and evaluated if the bid

were to be successful. Proposals should be well structured

Handwriting

If handwriting interferes with communication without

preventing it, the candidate will be penalised. Totally

illegible scripts 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

conjunction with a task specific mark scheme for each

question.

Outstanding realisation of the task set:

• Sophisticated use of an extensive range of vocabulary, collocation and expression, entirely appropriate to the task set

• Effective use of stylistic devices; register and format wholly appropriate

5 • Impressive use of a wide range of structures

• Skilfully organised and coherent

• Excellent development of topic

• Virtually error-free

Impresses the reader and has a very positive effect.

Good realisation of the task set:

• Fluent and natural use of a wide range of vocabulary, collocation and expression, successfully meeting the

requirements of the task set

• Good use of stylistic devices; register and format wholly appropriate

4 • Competent use of a wide range of structures

• Well organised and coherent

• Good and ambitious development of topic

• Minor and unobtrusive errors, arising from attempts at complex language

Has a positive effect on the reader.

Satisfactory realisation of the task set:

• Reasonably fluent and natural use of a range of vocabulary and expression, adequate to the task set

• Evidence of stylistic devices; register and format generally appropriate

3 • Adequate range of structures

• Clearly organised and generally coherent

• Adequate, though unambitious, coverage of topic

• Occasional non-impeding errors

Achieves the desired effect on the reader.

Inadequate attempt at the task set:

• Limited and/or inaccurate range of vocabulary and expression

• Little evidence of stylistic devices; some attempt at register and format

2 • Inadequate range of structures

• Some attempt at organisation, but lacks coherence

• Inadequate development of topic

• A number of errors, which sometimes impede communication

Has a negative effect on the reader.

Poor attempt at the task set:

• Severely limited and inaccurate range of vocabulary and expression

• No evidence of stylistic devices; little or no attempt at register and format

1 • Lack of structural range

• Poorly organised, leading to incoherence

• Little relevance to topic, and/or too short

• Numerous errors, which distract and often impede communication

Has a very negative effect on the reader.

Negligible or no attempt at the task set:

• Totally incomprehensible due to serious error

0 • Totally irrelevant

• Insufficient language to assess (fewer than 20% of the required number of words)

• Totally illegible

A maximum of 3 points can be awarded within each of Bands 1–5.

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