22
Paper 2:
Writing
tasks
45 mins
Part
Number of
questions
Number of
marks
Task types
What do candidates have to do?
1
1
20
An email
Write about 100 words
, answering
the email and
notes provided. Candidates are assessed using four
subscales: Content,
Communicative Achievement,
Organisation and Language.
2
1
20
Choice between an
article or a story
Write about 100 words
, answering the question of
their choosing. Candidates are assessed using four
subscales: Content, Communicative Achievement,
Organisation and Language.
Total
2
40
22
Tips for preparing learners for the Writing paper
✔
Learners must use clear handwriting so that examiners can
read their answers easily. The most important thing is that
their handwriting is clear; they can write in upper or lower
case, and it does not matter if their writing is joined up or not.
✔
Learners should aim to write roughly the required number of
words. This will ensure that they don’t
leave out important
information (for example, a content point in Part 1), nor
that their message becomes unclear by including irrelevant
information.
✔
Learners should be very familiar with the writing tasks and
their requirements before they take the exam.
FOR EMAIL-WRITING:
• Learners should write to penfriends or ‘e-pals’ regularly.
• Learners should read and notice the organisation of emails,
including typical language and phrases used for opening
and closing an email.
FOR ARTICLE-WRITING:
• Learners should plan and write short article-like texts
regularly, on subjects which interest them.
• Learners should read articles, for example
in magazines
and on websites. They can use these to identify how
article-like texts are organised and what other language
features they have.
FOR STORY-WRITING:
• Learners should plan and write short stories regularly, both
at home and in class.
• Learners should also read short stories, for example
simplified readers in English. They can use these to identify
how stories start, develop and end.
Quick links to resources
Learners
cambridgeenglish.org/exams/preliminary-for-schools/
preparation
•
Information for candidates guide
Teachers
cambridgeenglish.org/exams/preliminary-for-schools/
preparation
cambridgeenglish.org/teaching-english/
resources-for-teachers
Language specifications: Page 66
Topics list: Page 68
•
Vocabulary list (including
topics list
)
•
Free teaching resources
•
Lesson plans
Paper 2
23
Writing
Preparing learners
Advice by task
See these tasks in full from page 24.
Writing Part 1
THE TASK
u
Candidates must answer this question.
u
They are required to deal with input material of 100–120 words.
u
The input consists of a standard rubric, an email and a set of four prompts
presented as notes linked by lines to the appropriate
parts of the input
email text.
u
The task gives candidates the context, who they are writing to, why they
are writing, and four key content points.
u
Candidates must include the four content points in a response of around
100 words.
u
The task requires candidates to demonstrate the ability to handle the
language of functions. For example, agreeing, disagreeing,
giving an
opinion, offering and explaining.
HOW TO APPROACH THE TASK
u
Before candidates write their reply, they should make sure they are clear
about who they are writing to, why they are writing and what they need to
include in their reply.
u
Candidates should read the email carefully and ensure they answer the
four prompts.
u
They should not
learn a pre-prepared answer, which may not fit the task in
the exam.
u
Candidates should practise planning their answers carefully before writing,
to ensure answers are well organised and contain relevant content.
u
They should also practise writing timed answers within the recommended
word length.
u
It’s a good idea for them to practise evaluating their own and others’
answers, with close reference to the question. For example, they can look at
sample answers or at each other’s answers, identifying what the writer did
well, and what they could improve in terms of organisation, language
and communication.
u
After writing, candidates should read through
their answer to ensure that
the meaning is clear and that they have included all the content points.
ASSESSMENT
u
Answers are assessed using the assessment scales, which consist of four
subscales: Content, Communicative Achievement, Organisation and
Language.
u
Candidates should aim to use a range of tenses, expressions and
vocabulary, even if these contain some minor mistakes. It’s important
for candidates to show the full range of their language ability and to be
ambitious in their use of language.
u
Non-impeding errors, which
do not affect communication, will not
necessarily be penalised. These include spelling, grammar or punctuation
errors. However, errors which interfere with or cause a breakdown in
communication will be treated more severely.
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