Writing Formal and Informal Letters. Part 1. Домбровская И.В - 6 стр.

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These indications of readership and purpose are not comprehensive but intended to pro-
vide some guidelines to the different task types. It must be stressed that high level spe-
cialised writing skills are not expected of candidates at this level.
Part 2
Question 5
This consists of a choice of two tasks based on the set reading texts, as specified in the
Examination Regulations issued every year. The questions are designed to be general
enough to be applicable to any of the texts, and usually require a composition. 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, how-
ever, a substitute for the task. Some tasks require one of the types of writing given
above, i.e., article, letter or report, in which case the target reader may also be a friend,
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.
ASSESSMENT
An impression mark is awarded to each piece of writing; all tasks carry the same maxi-
mum 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, including relevance,
range of structure, vocabulary and presentation and register.
The criteria for assessment with reference to the general impression mark scheme are
summarised as follows:
Band 5 Full realisation of task set shown by:
Coverage of points required with evidence of original output.
Wide range of structure and vocabulary demonstrating control of
language.
Clear organisation with a variety of linking devices.
Presentation and register wholly appropriate to purpose and audi-
ence throughout.
Overall: a very positive effect on the target reader.
Band 4 Good realisation of task set shown by:
Coverage of points required with sufficient detail.
Good range of structure and vocabulary; generally accurate.
Presentation and register appropriate to purpose and audience.
Overall: a positive effect on the tar-
Band 3 Task set is reasonably achieved by:
Coverage of main points required.
Adequate range of structure and vocabulary; some errors.
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These indications of readership and purpose are not comprehensive but intended to pro-
vide some guidelines to the different task types. It must be stressed that high level spe-
cialised writing skills are not expected of candidates at this level.
Part 2
Question 5
This consists of a choice of two tasks based on the set reading texts, as specified in the
Examination Regulations issued every year. The questions are designed to be general
enough to be applicable to any of the texts, and usually require a composition. 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, how-
ever, a substitute for the task. Some tasks require one of the types of writing given
above, i.e., article, letter or report, in which case the target reader may also be a friend,
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.

ASSESSMENT
An impression mark is awarded to each piece of writing; all tasks carry the same maxi-
mum 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, including relevance,
range of structure, vocabulary and presentation and register.
The criteria for assessment with reference to the general impression mark scheme are
summarised as follows:
Band 5          Full realisation of task set shown by:
• Coverage of points required with evidence of original output.
• Wide range of structure and vocabulary demonstrating control of
language.
• Clear organisation with a variety of linking devices.
• Presentation and register wholly appropriate to purpose and audi-
ence throughout.

Overall: a very positive effect on the target reader.
Band 4         Good realisation of task set shown by:
• Coverage of points required with sufficient detail.
• Good range of structure and vocabulary; generally accurate.
• Effective organisation; suitable linking devices.
• Presentation and register appropriate to purpose and audience.

Overall: a positive effect on the tar-