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WRITING SUPPLEMENT This Writing Supplement includes model answers for all the writing tasks from the Practice Tests. Example ‘candidate answers at varying levels are also provided followed by detailed justifications of the marks awarded. Task 1 - Model Answer This is an example of a very good answer. There are many different approaches that could be taken, however, and this is just one of them. This graph illustrates the volume of passengers that travel on the metra in Toronto at different times of day ona typical weekday in July. ‘The volume of passengers during the week using the Toronto Metro system varies significantly according to ‘the time of doy. The system opens at 6 aim, and passenger volume averages around 100,000 people using the system ct that time. By 8 cun., the system is at its maximum daily volume, averaging around 400,000 people. ‘At around 6:30 pam., the volume is again near this peak rumber, but does not quite reach the 400,000 point. Between these two times volume is at its lowest level at around 4 pm, and the second-lowest level at around 10 ‘am. Between the hours of 12 pm. and 3 p.m. passenger volume seems to even out at around 300,000 people. ‘After 6:00 pim,, the volume of passengers drops steadily until sightly before 8 pum., when volume picks up ‘again, This trend continues until a little after 9, and then the volume drops by the 10 o'clock closing time to | around 140,000 people. | this graph can be best explained by people's work schedules. Most people begin work between 8 and 9 a.m, ond finish between 5 and 7 p.m. This would mean commuting would be at its heaviest before 9 am, and 7p.m., as re~ flected in the graph. The midday plateau could be explained by activity during lunch breaks. Task 1 - Example Answer ‘This is an example of an answer that satisfies the requirements for band 5. The answer successfully sum- marises the main points of the graph, though there are some details left out which could have been in- cluded. There are frequent errors in grammar and some lexical inaccuracies, but although they are distracting, they do not generally obscure the intended meaning, Sentences tend to be short and use simple structures. A strong point in this composition is the organisation of ideas into logical paragraphs. | Here inearaphof the pegs raw on th Teens Mer sam Sy 8 hows vr bythe morning and very busy in the evening and other times not so much busy, The most busy time is 7 the morning | and again 6 the evening, These times have 400 thousands of possengers. This is when the people are going to work. Before the two times of very busy, it is the mest quiet. At 6 the morning and 4 in afternoon, are only 100 thousands of passengers traveling. Here, people are at home or they are at work and they are not geing any- where. ‘Another time that is busy, but not so much busy as ether times is from helf 11 to half 2 in the doy. Zn these | time it is different because there is not so much change. There are always around 300 thousands passengers. Tris very stable in that. Here perhaps the people are going for lunch or for shapping or to do small jobs on ‘the lunch break, And perhaps the people who do not work are going for shopping Task 2 - Model Answer ‘This is an example of a very good answer. There are many different approaches that could be taken, how- ever, and this is just one of them, In my country, how much schools focus on traditional subjects varies widely, In recent years there has been @ Push to include more courses that would prepare students for the working world. Programmes that emphasise real-life skills such as construction studies or information technology are important to those students who will not go on to higher education. However, in my opinion, when schools put too much emphasis on less traditional skills, they ore robbing students of a knowledge bese that will no-doubt help them throughout their lives. ‘The purpose of primary and secondary educction is to build well-rounded students and well-rounded citizens Even though English literature classes may seem trivial to a 16-year old planning a career in construction, the basic thinking skills he or she may gain could be priceless in the future. Education should go further than sim- ply preporing students for the workfarce or even for higher education, Children should not be forced to think ‘cbout their careers at such @ young age: instead they should focus on learning basic skills. ‘A basic tradition curriculum should be present in all schools, but the choice should be there for students to branch out more into less traditional and more modern subjects, By offering a wide variety of subjects and in- orporating information from our ever-changing world into traditional ways of teaching, students can graduate from school with a well-balanced knowledge base that will help them to succeed in countless ways in the future. As in all facets of life, balance is the key to this issue. A bolance needs to be sought between the traditional subjects on offer and these subjects that aim to prepare students for careers in a more practical manner. Task 2 - Example Answer This is an example of an answer that satisfies the requirements for band 8. The task is achieved and an opinion is clearly expressed and supported. The paragraphs are logical, and the text flows due to effe use of linking phrases. A wide variety of vocabulary is used effectively, as are a variety of sentence forms although there is occasional awkwardness of grammatical structure, which is the weakest point of the essay. ‘Many subjects in my education turned out not to be useful to me, Since school I have used very little the alge- bra, and not at all the knowledge of ancient wars of my country. So, yes, I agree with the statement that ‘schools too much concentrate on traditional subjects and do not prepare students adequately for the demands of the modern working world Every student will hove a different life and will need a different preparation. Therefore, the traditional cur- riculum that is taught to everyone is not a very good solution, Schools should be more flexible and curricula should be tailored more closely to the student's individual needs. A student that wil become an artist has little. need for mathematics or science, for example, and likewise, a student who will be an engineer would have little need for art or biology. When students focus on their own applicable subjects, they will have more time to go into these subjects in depth, and will therefore excel. This is of critieal importance because the modern world is very competitive, Also, important learnings are missing from a troditionel curriculum, The most important of things in our mod- ern world is computer, internet, and other electronic resources. Tf a student does not leave school with an ex- cellent knowledge of these he or she is at a disadvantage. Likewise, to succeed in the working world, we must be very skilled in our personal interactions and cooperation with others, and most leave school with no skills in this area and must work them out quickly in their first job. Also, basic finencial teachings could benefit students. Tn conclusion, for schools to produce students that are ready to meet the demands of the working world today, some changes are clearly necessary. I believe if schools modernised and made more practical their cur- ricula, students would benefit greatly Task 1 - Model Answer This is an example of a very good answer. There are many different approaches that could be taken, however, and this is just one of them, ‘This graph shows the average number of hours worked each day by men ond women in eight countries in the developing world, spanning a period of six years from 1998 to 2003. The different countries vary a great deal in terms of the hours worked, but across all countries women consistently work more hours than men, On average, in the 8 developing countries, women work one hour and eight minutes more each day than men. ‘The country with the biggest discrepancy between working times of men and women is Benin, where women work an average of 2 hours and 25 minutes more than men each doy. There is a marked discrepancy in Mexico 4s well, where women work an average of one hour and 45 minutes more than men each day, Tn contrest, the country with the least difference is Mauritius, where women still work an extra 24 minutes each day. Zn the. other five countries, the extra time thet women work each day is fairly uniform, more or less an hour. What is strikingly different, however, is the variation in the hours that people, both men and women, work in +the different countries. For example, although women work on average more than men, the men in Mergolia work more than women in ary other country, while women in South Africa work less than men in any other country. Indeed, the difference in time worked by people in these two countries is nearly four hours, which is much more dramatic than the difference between hours that men and women work in any one country. Task 1 - Example Answer This is an example of an answer that satisfies the requirements for band 7.5. The answer successfully summarises some of the main points of the graph, though only working hours of men and women are compared, not hours between countries, so not all features have been discussed, and this has affected the score. Cohesion and coherence are good; the paragraphs are logical and the sentences flow, even though use of linking words is not extensive. The vocabulary is varied and appropriate to the task, and there is 2 good range and accuracy of grammatical forms. This graph shows the deily working hours for women and men between the years 1998 and 2003 in different countries in the developing world. It indicates that during this period, women tended to werk more hours than men. On average, in the eight developing countries, a typical woman worked 1 hour and 9 minutes mare than a ‘typical man each day. The smallest difference in hours worked by men and women wos in Mauritius where a woman worked only 24 minutes more than a man. This was followed by Mongolia where a woman worked 44 minutes more thon @ man. The biggest difference in working in the two genders was in Benin where o woman worked an average of an ad- ditional 2 hours and 26 minutes. In Mexico a woman worked 1 hour more than a man, which was the second biggest difference between the working hours of men and women, Incll 8 developing countries analysed, women worked more hours per day thon men, establishing that this trend was most likely the norm for developing countries of this time period,