Cpe sp writing 1 slideshow part 4
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The document discusses how essays are assessed for Cambridge English exams, focusing on Writing Part 1. It provides samples of student answers labeled A through D, with answer D identified as the best because it excelled in all assessment areas. Answer A is labeled the poorest due to issues with language. The examiner comments explain the strengths and weaknesses of each answer. Students are instructed to practice writing their own response to consolidate their learning.
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Cpe sp writing 1 slideshow part 4
- 1. Getting ready for Cambridge C2 Proficiency Module 2: Writing Part 1 Getting ready for B2 First Writing Part 1
- 2. Activity 2.3 Part 1 samples: how is the essay assessed? Getting ready for B2 First Writing Part 1
- 3. Focus on candidates’ answers Getting ready for C2 Proficiency Writing Part 1
- 4. Focus on candidates’ answers Getting ready for C2 Proficiency Writing Part 1
- 5. Getting ready for C2 Proficiency Writing Part 1 Worksheet 2.3 Read the 4 samples and the task Decide: • which one is the best answer (why?) • which one is the poorest answer (why?)
- 6. Getting ready for C2 Proficiency Writing Part 1
- 7. Ordering candidate answers: Answer key • D is the best answer as the candidates has excelled in all areas • C and B are next – but these candidates could improve communicative achievement and organisation • A is the poorest answer, particularly in language Getting ready for B2 First Writing Part 1
- 8. Getting ready for C2 Proficiency Writing Part 1 Examiner comments candidate D
- 9. Examiner comments candidate A Getting ready for C2 Proficiency Writing Part 1
- 10. Examiner comments candidate B Getting ready for C2 Proficiency Writing Part 1
- 11. Examiner comments candidate C Getting ready for C2 Proficiency Writing Part 1
- 12. What about yours? For homework, put what you’ve learnt into practice and write your own! Getting ready for C2 Proficiency Writing Part 1
- 13. Getting ready for C2 Proficiency Writing Part 1
Editor's Notes
- Activity 2.2: To raise awareness of the expected performance at this level by providing students with examples of Task 1
- Now ask students to look at the candidate answers to the sample question and to put them in order, with the strongest answer first. When they do this, they can think about how each candidate has done in each area (although this won’t be looked at in detail, it may help them to assess the answers). Let students read and order the answers individually and then compare with a partner in breakout rooms. N.B. The sample answers ( see next slide) are to be found on the Moodle platform and it would be advisable to ask students to download them and have them at hand for the lesson.
- Now ask students to look at the candidate answers to the sample question and to put them in order, with the strongest answer first. When they do this, they can think about how each candidate has done in each area (although this won’t be looked at in detail, it may help them to assess the answers). Let students read and order the answers individually and then compare with a partner in breakout rooms. N.B. The sample answers ( see next slide) are to be found on the Moodle platform and it would be advisable to ask students to download them and have them at hand for the lesson.
- Go through the answers and get feedback from students about why they ordered the answers in the way they did.
- Then look in more detail at the marking, by sharing the examiner comments and a breakdown of the marks (see next slides)
- Elicit any questions students might have about today’s lesson.
- Go over the marks awarded for each criteriorn by refering back to sample answer C.
- Go over the marks awarded for each criteriorn by refering back to sample answer C.
- Go over the marks awarded for each criteriorn by refering back to sample answer C.
- Set this task for homework. Then tell students you will now have a look at the kind of feedback they will receive from you when they write their essay.