END-OF-YEAR TEST • ANSWER

KEY

Sample answers

Task 1
Can develop an argument with appropriate highlighting of significant points and relevant supporting detail.
Can structure longer complex texts using a range of cohesive devices.

It is often said that the increased use of technology in students’ lives is having a detrimental effect on their education and
learning skills. Are such criticisms justified? I firmly believe they are not and, if anything, technology is in fact a positive
influence.
In the first place, there seems little doubt that most students rely on the Internet instead of books and journals for research
purposes. It can be argued, though, that there is no richer source of information available. What is more, the vast majority of
online data is free of charge as well as being quick and easy to access. The reliability of facts can also be cross-checked on
other sites so those fearing misinformation have no need to worry.
Perhaps a more important aspect to consider, however, is the effect an overreliance on computers is having on young
people’s literacy skills. Some claim that students’ reading and writing skills are on the decrease due to computer-assisted spell
check and grammar correction. In spite of these tools, any conscientious writer will read and re-read what they have written.
Furthermore, anybody that has ever used such aids to writing should be well aware of how ineffective they are in producing
acceptable written language. Proofreading skills, therefore, are arguably more valuable than ever.
Taking everything into account, it would be hard to deny that students rely heavily on technology. Nevertheless, in a world
where computers are in the ascendency I would argue there seems very little point in restricting their use during young
people’s most formative learning years.
(259 words)

Task 2
Can demonstrate understanding of structure and conventions of different written texts.
Can convey information and ideas on abstract and concrete topics.

Proposal for a ‘Choose Your Career Day’

Introduction
The choices young people make regarding their future after high school critically affect their whole lives. Such decisions,
therefore, cannot be taken lightly and must be governed by an informed choice. The purpose of this proposal is to
recommend how we can help students to prepare best for their future careers.
Current Situation
During a recent class discussion, a number of students expressed their concern about a lack of knowledge regarding
the choices they have after graduating from high school – in particular, doing an apprenticeship and attending a
vocational college. The result of this is that students may make vital decisions without fully understanding the
consequences.
Recommendations
I propose that the school should hold a ‘Choose Your Future Day’ during which students can gain greater awareness of these
options. The day itself could begin with two lectures focusing on apprenticeships and vocational colleges and would be
followed by an open forum in which students can ask questions.
I would recommend inviting two guest speakers who would be able to inform students about how each option may affect their
future career prospects. I am sure that the Head Recruitment Officer from the local vocational college would agree to attend the
event. A Career Advisor with specialist knowledge concerning apprenticeships could also be invited to participate.
Conclusion
These recommendations would greatly help our students make more enlightened decisions about their future. Therefore I
urge the Head Teacher to take steps to organise the event before students are faced with making these key decisions.
(259 words)

© Pearson 2017 FOCUS 5 PHOTOCOPIABLE page 1

 Mark scheme

The task is worth 30 marks. Award up to 6 marks for each section of the mark scheme, according to the descriptions below.
Content:
• Content is wholly relevant and meets all the task requirements. The target reader is fully informed, the writer’s intention is
clear, content points are developed and dealt with in sufficient detail. (6)
• Content is mostly relevant and meets the task requirements despite some irrelevancies. The target reader is
adequately informed and the writer’s intention is clear. Task content points are developed to some extent though may
be lacking in detail. (4-5)
• Content occasionally lacks relevance but does meet the task requirements. The target reader is informed about the relevant
points in the task despite digressions and the writer’s intention may involve some work on behalf of the target reader.
Content points are largely undeveloped or lacking in appropriate depth and detail although there is some evidence of this
being attempted. (2-3)
• Content may be irrelevant and fails to meet all the task requirements. The target reader is not fully informed about the
relevant points in the task and the writer’s intention involves some guesswork on behalf of the reader. Content points are not
developed or dealt with in appropriate depth or detail. (0-1)

Task achievement:
• Use of text conventions such as genre, format, register and function are all appropriate and accurate. The reader is
fully engaged with the text and all content is easy to follow and make sense of. The communicative purpose of the text
is transparent to the reader and both straightforward and complex ideas are expressed clearly. (6)
• Text conventions such as genre, format, register and function are mostly appropriate and accurate. The reader is engaged
with the text and the content is largely easy to follow and undemanding for the reader to understand. The communicative
purpose of the text is transparent, straightforward ideas are expressed clearly but more complex ones may lack clarity. (4-
5)
• Genre features such as format, register and function are used inconsistently. Content may at times be hard to be fully
understood and the target reader may experience some difficulty following the text. The communicative purpose of the text is
clear on first reading but both straightforward and complex ideas are expressed in a manner leading to some ambiguity. (2-
3)
• Text genre, format, register and function may lack appropriacy. Content is hard at times to comprehend and subsequently
the target reader is not fully engaged due to difficulty following the text. The communicative purpose of the text may be
unclear on first reading and ideas are expressed unclearly resulting in ambiguity. (0-1)

Organisation and structure:

• A variety of linking words, sequencers and cohesive devices (e.g. ellipsis, reference pronouns, substitution, etc.) are
used accurately for good text cohesion. Text organisation and structure are clear and logical at both sentence and
paragraph level. (6)
• Linking words, sequencers and cohesive devices are used for text cohesion though not always appropriately or lacking
variety. Text organisation and structure are mostly clear at both the sentence and paragraph level though might lack logic.
(4-5)
• Text cohesion is adequate with some evidence of appropriate linking, sequencing and cohesive devices used.
Text organisation and structure are mostly clear at sentence level but at paragraph level may be lacking in logic.
(2-3)
• Text cohesion is weak with a lack of sufficient and appropriate linking, sequencing and cohesive devices used.
Text organisation and structure are unclear at times at both sentence level and paragraph level. (0-1)
Range:
• A wide variety of advanced vocabulary (e.g. collocations, fixed expressions, idioms, etc.) and grammatical structures (e.g.
inversion, various passive voice forms, etc.) are employed with competence. These are used appropriately and naturally
as regards the context to convey intended meaning. (6)
• A variety of advanced vocabulary and grammatical forms are used. These might be handled inappropriately or
unnaturally in regards to the context and the intended meaning. (4-5)
• Some advanced vocabulary and grammatical forms are used throughout and there is evidence of some natural use
of collocations, fixed and idiomatic expressions, etc. or more complex grammatical structures such as mixed
conditional sentences, impersonal reporting, etc. to help convey meaning effectively and efficiently. (2-3)
• There is a lack of advanced vocabulary and grammatical forms throughout. Natural and appropriate use of collocations, fixed
and idiomatic expressions, etc. are lacking. Only the more simple ideas are conveyed effectively and efficiently through the
use of generally basic structures and lexis. (0-1)

Accuracy:
• There are no errors with simple grammatical structures and complex forms are used with consistently high accuracy and
appropriacy. Less common lexis is used appropriately and helps to express ideas concisely and with precision. There is
no impeding of meaning where occasional errors occur as meaning is fully and unambiguously conveyed. (6)
• Simple grammatical structures and lexis are used accurately but some errors occur with more complex forms. There is
very little impeding of meaning where errors occur as meaning is mostly unambiguous. (4-5)
• Simple grammatical structures and lexis are used mostly accurately and a number errors occur with the use of more
complex forms. There is some impeding of meaning where errors appear and meaning may at times be conveyed unclearly.
(2-3)
• A number of errors occur with complex grammatical structures and slips may appear with simple grammatical forms.
Less common lexis is used inaccurately and fails to express ideas appropriately. Some impeding of meaning occurs. (0-
1)