Longman Exam Skills New Proficiency Writing Teacher's

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  • 8/9/2019 Longman Exam Skills New Proficiency Writing Teacher's

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    LONGMAN

    EXAM

    SI

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    co   MAP

    Sedion   Page

     page   2

     page   2ised   ePE   Paper 2:   Dos and Don'ts

    e\--ed   ePE   Pa per 2: Task types   page   3

     page 4Composition mar k ing

    e'i ed ePE   Paper 2:  Marking criter ia

    :-on   notes (Units  1-20)

     book s:   inf or mation and sam ple questions

     page   5

     page   7

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    New Proficienc Writing: an overview

     New   Pro f  iciency   Writ in g   pr ovides systematic training   in the wr iting sk ills requir ed f or  Pa per   2 of the

    R evised Pr of iciency examination.   The   book is divided into six sections   covering each of the six

    dif f er ent text ty pes:   letter s, articles, essays, pr oposals,   r e por ts and   reviews.

    Each unit starts with   an   exam question   so that   students   can   see the   task to be   achieved. The

    questions that f ollow are   designed   to develop  students' awar eness   of their tar get   r eader   and   their 

     pur  pose   in writing, and   the type of format and   style which would be a p pr o priate   f or   their text.

    Students ar e then   helped,   through a variety of activities, to   build u p   the   so phisticated   range of 

    voca bular y   and str ucture required at this   level of  writing,   as well as  learning the essential   sk ills of 

     planning   and   organisation.

    At an   ap pro pr iate   point   in each unit there is a   model   text which   exemplifies the essential f eatur es

    of  that particular   text ty pe.   It is ho ped that the   teacher   and   students   will see the   model   pr imar ily as

    an   example   of  a text ty pe  that the student   may be  unfamiliar   with   rather   than   a straight jacket which, could   be an o bstacle to the   student's   own   cr eativity.The   level of  writing   in model   texts  has   been

     pitched   at a level that students   can   emulate   in their own   work ,   r ather   than   a standar d   that students might   f ind daunting and discour aging.

    Encour age   students to:

     r ead   the   question   car efully.

    • answer the   question   in  f ull. If  it is a Part   1 question,   they must cover all as pects of the   question.

    If  it  is a  Part 2 question,   they must give sufficient weight  to   each   as pect of the   question.

    •   br ainstor m ideas and make a plan   before they start to wr ite.

    • organise their text into clear  par agr a phs   or   sections.

    •   connect   their paragr a phs so that the   link  between   them is clear .

    •   use link ers to join   simple   sentences together ,   but   not make sentences   too long or too complex.

    •   use a wide r ange of  voca bular y   and structur es at the   r equir ed level f or Proficiency.

    (A com position   that would   get a good   grade   at  FCE would not necessar ily meet   the   requir ed

    level to   pass the CPE exam.)

    • check their  grammar   and s pelling while  they ar e wr iting. They should also   allow time   to r ead their 

    writing when   they   have f inished.   Examiner s   penalise   basic err or s   heavily.

    Advise students   not   to: • wr ite   out   whole   com positions or par ts   of compositions that they have learnt   by hear t. They are

    unlikely to   answer the   question   cor r ectly. Examiner s will know what they ar e  doing and   will

     penalise   them heavily.

    • wr ite anything   that   is ir relevant.

    •   exceed the   wor d limit. They may mak e more mistak es and   will proba bly   run   out   of  time.

    • over use connector s.   This   will mak e their   writing sound   unnatural   and   it will be   difficult to   follow.

    • over use idiomatic ex pr essions, es pecially wher e   they ar e  inappropriate   for  the   tone or style of  text

    they have been   ask ed  to write.

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    This wiII be  on a theme   which would   be suitable  for publication in a newspaper ,   magazine,   journal

    or   newsletter . The  target audience indicated   is im portant as  it will inf luence the   register and   tone of  the   ar ticle. Some description and narrative   may be   included. Ther e will usually be   a   central idea   to

     pr ovide a point   or  purpose   to the writing   or reading of the   ar ticle.

    Candidates will use the   pr ompt   mater ial   to produce   a  composition on a relevant  topic. The   essay

    should   be com plete   in itself , with an introduction,   body and conclusion and be united by a centr al

    idea which provides a point and   purpose to the wr iting or   r eading   of the   essay.

    Formal letters ar e the most   suita ble, e.g. a   letter to a news paper giving an opinion and making a

     point.   A letter   may include   nar rative   sections   to   illustr ate a point or   inter est the   reader .  In Part   2,   it

    could have a nar rative   f ocus,  e.g. a letter of complaint   a bout   an   event which did not live up   to the

    wr iter 's ex pectations.

    Report 

    The report will have a specif ied audience, e.g. your boss.   It   involves the pr esentation   and

    interpretation,   in  well-or ganised pr ose,   of information   in relation   to   a specified context.   Candidates

    may use section headings.

    Proposal 

    A proposal has a similar  format   to   a r e port,   but   wher eas   a r e port is an  account   of  something that

    has   ha p pened,   the f ocus of the   proposal   is on   the   f utur e,  with   the   main   focus being   on making

    r ecommendations for  discussion.   Pro posals should be  well str uctur ed with   clear sections.

    Candidates   may use   section headings.

    A review may be  a bout a book ,   f ilm, play or place,   e.g. a restaurant or hotel. The   r eadership   is

    clear ly indicated in the question,   and   candidates should   write   in   an   a ppr o priate register . In   addition

    to pr oviding   inf or mation about the   book ,   film, etc. the   r eview may em body   nar r ative   as well as

    descriptive and   evaluative language and   a range of  voca bular y   r elating,   f or example,   to   liter ature   or 

    the media.

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    Composition marki n

    Sample marked text

    The   following is a   sam ple   discursive   composition   which

    one   student   wrote   in   answer to the   question   below.

     WW 

    WF

    SP

    P

    T wo

    X

     A

    You have been asked to  wr ite   a composition   f or   your teacher , referring to the   extr act   above (see 'New   Prof iciency Wr iting',

    page 58)   and saying  whether   you think keeping   animals in

    zoos or using f or   them for   research is ever justified and if it is,

    under   what cir cumstances.

    Wr ong wor d

    Cor rect word,   but change the form

    Spelling er r or 

    Punctuation error 

    Tense   error 

    Wor d order is wr ong

    In   this line, cross out   one word

    Something is   missing here

     Wo

    We  lik e to   think that we live in a   civilised society yet  we  are ca pa ble   still   of  great   cruelty. A good   example

     Wf X WW 

    of this   can   be find in the   way  we  treat the animals.   We keep them gaoled in  conditions which   are often

    appalling,   and we even use   them in  laborator ies in order  A test new drugs, cosmetics and other 

    S4? Wf

     pharmacetical   pr oducts.   It is difficult seeing how this treatment can be justified.   As r egar ds   zoos,   it  must

     WW 

     be acce pted that a few, usually   those   in large cities,   ar e   worried with   the problem   of   animal welfare and

    T

    do attem pt to off er  animals the kind of surroundings they   ar e   having in   the wild. Many   other zoos are

    S4? We

    not so responsable and   animals   in these places   are kept often   in tiny   cages which   offer   them little

    WW

    o pportunity   to movement. A lot of animals show signs of distress.   But some   zoos don't   bother about

    X   we things   like as animal conservation; they exist purely to satisfy the curiosity   of the   public. It even is more

     Wf

    difficult to justif y   the way   we