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LANGUAGECERT IESOL EXAM

EXAM HELP BOOKLET

WRITING

How to use this booklet

This booklet has been created to help you prepare for the open writing tasks that you will need to do in

the writing section of the LanguageCert IESOL exam. The booklet will focus on three exam levels -

B1, B2 and C1.

The booklet has 4 sections with each section having been designed to guide you through the writing

process.

Table of Contents

1. The structure of the Writing section of LanguageCert IESOL exams
2. The assessment of the Writing section of LanguageCert IESOL exams
3. Preparing for the four criteria of assessment
4. Marked writing tasks with tips from the examiners

2. The assessment of the Writing section of LanguageCert IESOL exams

The open writing tasks are evaluated with the help of task-specific mark schemes. Each level has a task-specific mark scheme with descriptors for Task fulfilment, Accuracy and range of grammar, Accuracy and range of vocabulary and Structure. There are four levels of performance with a corresponding mark in each of the above criteria: First Class Pass, Pass, Narrow Fail and Fail. The total marks awarded for the task are the sum of the marks awarded to each criterion. In order to pass, a candidate needs to achieve a Pass (12 points at B2 and C1 level).

Grade table for Writing section for B1, B2 and C Grade Total marks: 24 FCP 20 - 24 PASS 12 - 19 (50%) NF 11

F 0 - 10

The four criteria of the mark schemes explained

Criterion Task fulfilment (0- 3 points)

Accuracy and range of grammar (0- 3 points)

Accuracy and range of vocabulary (0- 3 points)

Structure (0- 3 points)

To what extent has the candidate met the requirements of the task? How many of the content points/functions have been covered? (if there were content points given in the rubric)

Range, accuracy and appropriacy of grammar.

Range, accuracy and appropriacy of vocabulary and spelling.

Coherence, cohesion, punctuation. How is the text put together? Is there an attempt to link the ideas and to organise them in a coherent manner using paragraphs (introduction, conclusion etc.)?

Apart from the mark scheme, markers also rely heavily on the CEFR descriptors for the given level, so it might be a good idea to see if you satisfy the criteria.

CEFR descriptors related to assessment criteria – B

B

Can write straightforward connected texts on a range of familiar subjects within his or her field of interest, by linking a series of shorter discrete elements into a linear sequence.

Task Fulfilment Grammar Vocabulary Structure

Can write accounts of experiences, describing feelings and reactions in simple connected text.

Can write a description of an event, a recent trip

• real or imagined.

Can narrate a story.

Can write straight- forward, detailed descriptions on a range of familiar subjects within his field of interest

Uses reasonably accurately a repertoire of frequently used routines and patterns associated with more common situations. Occasionally makes errors that the reader usually can interpret correctly on the basis of the context.

Has enough language to get by, with sufficient vocabulary to express him/herself with some circumlocutions on topics such as family, hobbies and interests, work, travel, and current events.

Can link a series of shorter discrete elements into a connected, linear text.

CEFR descriptors related to assessment criteria – B2 level

B

Can write clear, detailed official and semi-official texts on a variety of subjects related to his field of interest, synthesising and evaluating information and arguments from a number of sources.

Task Fulfilment Grammar Vocabulary Structure

Can write clear, detailed descriptions of real or imaginary events and experiences marking the relationship between ideas in clear connected text, and following established conventions of the genre concerned. Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. Can write a review of a film, book or play.

Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstandings.

Has a sufficient range of language to be able to give clear descriptions and express viewpoints on most general topics, using some complex sentence forms to do so. However, language lacks expressiveness and idiomatic expressions and use of more complex forms is still stereotypic.

Can use a limited number of cohesive devices to link his/her sentences into clear, coherent text, though there may be some 'jumpiness' in a longer text.

Mark scheme for B2 level

Task Fulfilment* (^) Accuracy and range of grammar

Accuracy and range of vocabulary

Structure W1 W

FC

P

Fully and appropriately addresses all 3 content points, satisfying the demands of the task and with good expansion and support. Genre and tone totally appropriate.

Fully and appropriately addresses both content points, with good expansion and support. Genre and tone totally appropriate.

Good range of grammar appropriate to B used with clarity, assurance and precision. Errors occur when language above level used/attempted.

A good command of B2 vocabulary. Good command of idiomatic expressions if and where appropriate. No serious errors of spelling or usage.

Coherent text using cohesive devices and paragraphs where appropriate. AND Few if any punctuation errors. AND Structure fully appropriate to text type.

P

Mainly satisfies the demands of the task, covering at least 2 content points with some expansion. AND Genre and tone mostly appropriate.

Mainly satisfies the demands of the task, addressing both content points with some expansion. AND Genre and tone mostly appropriate.

Adequate range of B grammar used with no impeding errors.

Adequate range of B2 vocabulary. AND/OR Few errors of spelling or appropriacy. Errors do not impede communication.

Mostly coherent text with some cohesive devices and paragraphs where appropriate. AND Punctuation errors do not impede communication. AND Structure mostly appropriate to text type.

NF

Responds to at least 1 content point. Partially satisfies the demands of the task, with limited expansion. AND/OR Genre and/or tone mostly inappropriate.

Partially satisfies the demands of the task, covering only one point. AND/OR Genre and/or tone mostly inappropriate.

Range of grammar too limited (below that expected at B2) AND/OR Many errors not expected at B2. AND/OR Some impeding errors.

Limited range of vocabulary (below that expected at B2). AND/OR Many errors of spelling and/or appropriacy, some of which may impede communication. OR Task partially off topic.

Not totally coherent. AND/OR Little use of cohesive devices AND/OR Inappropriate paragraphing AND/OR Many punctuation errors. AND/OR Inappropriate structure for text type.

F

Does not satisfy the demands of the task, responding to none of the content points appropriately. OR Off topic. OR Genre and/or tone inappropriate.

Does not satisfy the demands of the task. OR Off topic. OR Genre and/or tone inappropriate.

Range of grammar severely limited. AND/OR Many impeding errors that make the text difficult to follow.

Very basic repertoire (well below B2) AND/OR Many errors of spelling and/or appropriacy which impede communication. OR Whole task completely off topic.

Mostly incoherent. AND/OR Little or inappropriate use of cohesive devices. AND/OR Inappropriate paragraphing AND/OR Many punctuation errors. AND/OR Totally inappropriate structure for text type.

Mark scheme for C1 level

Task Fulfilment

Accuracy and range of grammar

Accuracy and range of vocabulary

Structure

FCP

Fully and appropriately satisfies the demands of the task, covering both points/functions with good expansion and support. AND Genre and tone totally appropriate.

Good range of C grammar used with no impeding errors. There are few errors, which are very difficult to spot.

A good range of C vocabulary. AND Good command of idiomatic expressions if and where appropriate. AND No noticeable errors of spelling or usage.

Fully coherent text using cohesive devices and paragraphs where appropriate. AND Any punctuation errors are difficult to spot. AND Structure fully appropriate to text type.

P

Mainly satisfies the demands of the task, covering both points/functions with sufficient expansion. AND Genre and tone mostly appropriate.

Adequate range of C1 grammar used. There are some errors, but none of them are impeding.

An adequate range of C1 vocabulary, with few errors of spelling or appropriacy. Errors do not impede communication.

Coherent text with cohesive devices and paragraphs where appropriate. AND Few punctuation errors, which do not impede communication. AND Structure mostly appropriate to text type.

NF

Partially satisfies the demands of the task, covering only one point/function AND/OR Genre and/or tone mostly inappropriate.

Range of grammar limited (below that expected at C1. Many errors not expected at C1. AND/OR Some impeding errors.

A limited range of vocabulary (below that expected at C1). AND/OR Many errors of spelling and/or appropriacy. AND/OR Some errors impede communication. OR Task partially off topic.

Not always coherent. AND/OR Little use of cohesive devices. AND/OR No or inappropriate paragraphing. AND/OR Many punctuation errors. AND/OR Inappropriate structure for text type.

F

Does not satisfy the demands of the task, responding to neither of the content points appropriately. OR Off topic OR Genre and/or tone inappropriate.

Range of grammar severely limited. AND/OR Very many errors not expected at C1. AND/OR Many impeding errors.

Very basic repertoire (well below C1). AND/OR Very many errors of spelling and/or appropriacy. AND/OR Many errors impede communication. OR Whole task completely off topic.

Frequently incoherent. AND/OR Inappropriate use of cohesive devices. AND/OR No or inappropriate paragraphing. AND/OR Many punctuation errors. AND/OR Totally inappropriate structure for text type.

CEFR descriptors for B1, B2 and C

Task Fulfilment Grammar Vocabulary Structure

B

Can write accounts of experiences, describing feelings and reactions in simple connected text. Can write straight- forward, detailed descriptions on a range of familiar subjects within his/her field of interest

Uses reasonably accurately a repertoire of frequently used routines and patterns associated with more common situations. Occasionally makes errors that the reader can usually interpret correctly on the basis of the context.

Sufficient vocabulary to express him/herself with some circumlocutions on topics such as family, hobbies and interests, work, travel, and current events.

Can link a series of shorter discrete elements into a connected, linear text.

B

Can write clear, detailed descriptions of real or imaginary events and experiences marking the relationship between ideas in clear connected text, and following established conventions of the genre concerned.

Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstandings.

Has a sufficient range of language to be able to give clear descriptions and express viewpoints on most general topics, using some complex sentence forms. However, language lacks expressiveness and idiomatic use.

Can use a limited number of cohesive devices to link his/her sentences into clear, coherent text, though there may be some 'jumpiness' in a longer text.

C

Can write clear, detailed, well- structured and developed descriptions and imaginative texts in an assured personal, natural style appropriate to the reader in mind.

Consistently maintains a high degree of grammatical accuracy ; occasional errors in grammar, collocations and idioms.

Has a good command of a broad range of language allowing him/her to select a formulation to express him/herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say.

Can produce clear, smoothly flowing, well-structured text, showing controlled use of organisational patterns, connectors and cohesive devices.

TIP

In some cases, you won’t find a convenient bullet point list with all content points, but it doesn’t mean you can’t find the key content words or functions in the instructions. Look out for the genre (letter, email), audience, topic and functions. In the instructions below, you can find the genre (letter), the audience (a friend), topic (a recent significant birthday) and details (how you feel about the age you are, advantages and disadvantages of that age)

You’ve recently celebrated a significant birthday. Write a letter to a friend expressing how you feel about being this age. What’s good and bad about it? Write between 150 and 200 words.

TIP #

Write the required amount as you may end up losing marks if your writing is shorter or longer than the word count. If your piece is about 50% shorter or longer, you might get 1 mark less for Task Fulfilment than you would have otherwise scored. You don’t have to count the words one by one, though. When you are preparing for the exam, use our official practice papers which look exactly like our live exam papers. This way you will be able to guess the length of your piece just by looking at it.

TIP#

The most common text types you’ll have to produce are short stories, articles, reports, emails, essays, formal letters and informal letters. Familiarise yourself with these genres simply by reading them regularly and, whilst reading, making a note of the stylistic features of each.

TIP #

Follow the instructions carefully. Do not write about topics or ideas that were not presented in the rubric, because you may end up going off topic without even noticing and will lose marks for Task Fulfilment.

TIP #

Read more for better writing. Reading skills are in a complementary relationship with writing skills. They depend on one another and one makes the other better. People who read regularly are generally better at writing and have a distinct writing style. If you don’t like long novels, you can read short stories or articles on the Internet. The more you read, the more familiar you will become with the style of real writers and the more you can learn from them.

TIP #

Don’t jump into writing. Dedicate some time to planning. Don’t write a draft as it takes up a lot of your time and a few minor corrections will not spoil the layout of your writing anyway. Use your planning time for two things. First, write a short plan of each paragraph listing ideas that you would like to cover in the paragraph. Secondly, write a list of ‘high impact’ grammar that you can use to describe that particular task or topic (we’ll talk about grammar in the next section).

Now let’s see some tips from the examiners themselves

 Plan before you write! When you are planning, think about how you are going to deal with each content point or function and write down brief notes about what you are going to say about each one. During planning, also think about what high impact vocabulary and grammar you can use to impress the marker.  Start your writing task with a mind map. Brainstorm any good ideas you have about the subject.  Number or underline the key points in the rubric then tick them off as you go along to make sure you include everything and stay on topic.  Make sure your handwriting is legible.

2. Grammar

TIP

When you are preparing for the exam, practise rewriting your paragraphs. Remember that you have to show the examiner that your language skills are at the level being tested and therefore it is vital that you show them what you know.

Use the grammar table that you can find in the Topics and requirements document to identify the grammar requirements of your level and make sure you are fully familiar with those structures and all others that are below your own level. For example, present simple and present continuous tenses are required at A1 – Preliminary level, so if these two tenses occupy the majority of your text, you’ll end up not meeting the range of grammar required at B1, B2 and C1.

The table below shows only some of the structures required at these levels. Remind yourself to try to use them in your writing to demonstrate that you know them.

B1 B2 C Present Simple He lives in Budapest.

Relative clauses eg: My neighbour, who was good friends with my father at the time, was knocking on the door. Past simple and Past continuous When I met him, he was going to the shop.

Participle clauses - Present Opening the window, I accidentally cut my finger.

Participle clauses - Past When taken twice, this pill can reduce anxiety.

Present perfect with since/for; ever/never; yet/already, just I have never seen him before.

Present perfect simple and continuous I have been working for this company for 5 years. This is the first time I have flown on an aeroplane. Future simple verb forms I will go there tomorrow.

Past perfect They had already left by the time I realised this.

‘Would’ expressing past habit I remember the childhood summer I spent at my grandma’s. We would get up early to go to the market, then we would go home and make breakfast. 0 and 1 conditionals If you heat ice, it melts. If it rains, we’ll stay at home.

0, 1st, 2nd, 3rd conditionals If I knew him, I’d call him. If I had studied harder, I would have passed the exam.

All conditionals including mixed conditionals If I knew him, I’d call him. If I had studied harder, I would have passed the exam. If I had finished university, I would have a better job now. Present Continuous The sun is shining.

Simple passive with a number of tenses This book was written by Jane Austen.

All passive structures This book is said to be good. Question tags You love him, don’t you? To+infinitive to express purpose I’m going to the shop to buy some food.

Causative with have and get I got my uncle to fix my car.

Verb + infinitive or gerund I suggest going to the cinema. I want to go home. Reported speech He said he would do it. He asked me to go with him. Range of modals (possibility and probability in the future) should, might, may, will probably, need, I’d rather

Range of modals should/might/may/needn’t/need to/I’d rather/ought to/must/mustn’t/can’t

Range of modals, past and present should have/might have/may have/needn’t have/must have/can’t have

TIP

Always proofread your own writing once you have finished. Proofreading requires a critical eye and it takes a little practice to develop this, so start doing it on a regular basis during the preparation course. Let’s see some of the rules of proofreading.

1. Don't begin to make corrections to words or sentences if you are still working on the focus and organisation of your work.
2. Use the dictionary as a reference.
3. Make sure you know what you are looking for. Make a list of the most common mistakes you make so that in the exam you will know what structures you must check. E.g. verb tense confusion, incorrect past participles, omitting or inserting articles and confusing prepositions are typical mistakes.
4. Read out aloud if you can. It can help you spot mistakes as they will ‘not sound right’.
5. Use a sheet of paper to hide the lines below the one you are currently reading. This will stop you from skipping ahead of possible mistakes that you have made.

Now let’s see some tips from the examiners themselves

 While you are preparing for the exam, make a list of the most common mistakes you make and be conscious of them so you can look out for them when you take the exam.  Consult a dictionary, but make sure you have a look at the example sentences too so that you can see the word in context.  Once you have finished writing your piece, check verb tenses and subject/verb agreements (eg: 'He walks' not 'He walk').  Use the same dictionary when preparing for the exam and during the exam.  During the planning stage of your writing, think about what 'high impact' grammar you want to use and WHY you want to use it (eg: I want to use the narrative tenses (telling a story), conditionals (writing about regretting something) and tick them off as you use them.  Don't overcomplicate sentences. Keep them to a maximum of three clauses.

3. Vocabulary

TIP

When you are preparing for the exam, practise rewriting your paragraphs. Remember that you have to show the examiner that your language skills are at the level being tested and therefore it is vital that you show them what you know. Replace generic words such as nice, good, big etc. with more descriptive and more specific vocabulary. The table below might help you with this.

nice

great/wonderful/lovely/brilliant

pleasant/perfect/beautiful /sunny weather a cosy/a comfortable/an attractive/bright room a pleasant/an interesting/an enjoyable experience expensive/fashionable/smart clothes a kind/a charming/an interesting man delicious/tasty/spicy food

bad

terrible/horrible/awful/dreadful

an unpleasant/a foul/a disgusting smell appalling/dreadful/severe weather an unpleasant/a frightening/a traumatic experience a terrible/serious/horrific accident a wicked/an evil/an immoral person an awkward/an embarrassing/a difficult situation We were working in difficult/appalling conditions I feel unwell/sick/terrible. I don’t feel (very) well

interesting fascinating/compelling/stimulating/gripping/absorbing

good excellent/amazing/wonderful/marvellous/outstanding/terrific sad down/unhappy/gloomy/upset happy cheerful/delighted/pleased/glad/content/thrilled like admire/adore/fancy/cherish/desire/enjoy say reply/remark/declare/state/explain/announce big huge/giant/large/massive/enormous small tiny/petite/teeny/wee pretty beautiful/gorgeous/cute/attractive/handsome/stunning scared afraid/frightened/horrified/petrified

TIP

If you cannot memorise all the sophisticated synonyms, at least remember to use the dictionary wisely. Monolingual dictionaries include usage notes that help you make smart decisions about vocabulary. For instance, if you look up ‘nice’ in a dictionary, you’ll find several suggestions on how to avoid it.

TIP #

Remember who the intended audience is when you are trying to choose between two words and also bear in mind the stylistic requirements of the text. A guide to formal and informal styles can be found in the table below.

Formal style Informal style Phrasal verbs not allowed Phrasal verbs allowed Colloquial expressions not allowed Colloquial expressions allowed (eg: kids, guy) Strongly emotive words not allowed Strongly emotive words allowed (eg: love, hate)

4. Structure

TIP

The previous chapter mentioned how important vocabulary is. Good knowledge of the features of formal and informal letters can also improve your marks for Structure.

The table below shows some useful expressions for both formal and informal letters.

Formal Informal

Introductory paragraph: I am writing in response to your advertisement. I am writing with reference to the article you published in your magazine. I am writing to express my opinion on the article you published.

Introductory paragraph: How are you? I hope this email finds you well. How are you? I’ve been meaning to write to you for a while. Sorry for not writing to you for a while. I’ve been terribly busy. Final paragraph: Thank you for taking the time to read my application/letter. I hope you will consider my application/my suggestions. Thank you for your attention. I look forward to hearing from you. I look forward to receiving your answer.

Final paragraph: I need to go now. Let me know what you decide. Let me know how you get on with this project. I need to go now, but let’s stay in touch.

TIP

Organise your text into paragraphs.

With the exception of the final paragraph, a paragraph should contain at least two sentences. If you end up with a paragraph comprising only one sentence, you should probably add that sentence to the next paragraph. Every paragraph should have its own role in the text. Eg: Paragraph 1: introduction, Paragraph 2: advantages, Paragraph 3: disadvantages, Paragraph 4: conclusion. Every sentence should have its own role in the paragraph. Usually the first sentence is the topic sentence. It is the most general sentence in a paragraph, meaning that there are not many details in this sentence, but that the sentence introduces an overall idea that you want to discuss later in the paragraph. Eg: My hometown is famous for several amazing sights. First, it is noted for the River Danube, which is very wide and beautiful. Also, on the other side of the city, you can find the picturesque hills of Buda with their narrow and steep streets.

Here are some examples of sentences that cannot be used as topic sentences.

_1. My hometown is famous because it is located by the River Danube, which is very wide, and because it is built near a steep hill. (too specific, too many details)

1. There are two reasons why some people like to buy cars with automatic transmission and two reasons why others like cars with manual transmission. (Mentions two main points – paragraphs should focus on only one aspect)
2. Sheep are animals. (Too general)_

The topic sentence should be followed by supporting sentences , providing details for the topic sentence. Finally, a paragraph should close with a concluding sentence , which summarises the information that has been presented (in some cases, this can be omitted).

TIP

Start using discourse markers effectively, that is to say consistently, correctly and without repetition. What do you need to know about a linking word to be able to use it?

• its meaning
• its function eg: to express contrast, results etc.
• its position within the sentence, eg: Finally,…

You don’t need to know every linking word, but you should learn 2 or 3 expressions for each important function. Choose the ones you will be comfortable using and make sure you don’t end up repeating them throughout the piece of writing.

To add a point

Cause and effect

Sequence

To start

Repetition

To generalise

To illustrate

To conclude or summarise

First, at first, once, once upon time, to begin with, at the beginning, starting with, initially, first of all

All in all, altogether, in brief, in short, in fact, in particular, that is, in simpler terms, to put it another way, in other words, again, once more, again and again, over and over, to repeat, as stated, that is to say, to retell, to review, to rephrase, to paraphrase, to reconsider, to clarify, to explain, to outline, to summarise

For example, as an example, for instance, in this case, in the case of, to illustrate, as illustrated by, as revealed by, to show, to demonstrate, in particular, such as, namely, for one thing, indeed, in other words, to put it in another way, thus, to explain, suppose that, specifically, to be exact

and, also, as well as, moreover, too, furthermore, additionally, in addition to, at the same time, again, too, equally important, in addition, likewise, above all, most of all, least of all, and, either…or, neither…nor, nevertheless, to continue

because, so, therefore, thus, consequently, hence, as a result

on the whole, in general, generally, as a rule, in most cases, broadly speaking, to some extent, mostly, above all, chiefly, essentially, largely, primarily, usually