PAPER 1

Productive skills - writing

■ 1 hour 30 minutes
■ One writing task from a choice of three
■ Each task based on a course theme
■ Externally set, externally assessed
■ 450-600 words
■ 30 marks – 25%
■ Factual knowledge of topics within the themes is NOT assessed. (You can “make it
up” as long as it makes sense

■ Ability to write for a particular audience

■ Ability to write for a specific purpose, using the conventions of a specific text type
You will see three prompts, each of which corresponds to a different theme
from the course. You only have to respond to one, using one of the three
recommended text types for your response.
 Assessment criteria HL
Criterion A: Language
How successfully does the candidate command written language?
1-3 Command of the 4-6 Command of the 7-9 Command of the language 10-12 Command of the
language is limited language is partially is effective and mostly language is mostly accurate
effective. accurate. and very effective.
- Vocabulary is sometimes - Vocabulary is generally - Vocabulary is appropriate to - Vocabulary is appropriate to
appropriate to the task. appropriate to the task and the task, and varied, the task, and nuanced and
- Some basic grammatical varied. including the use of varied in manner that
structures are used, with - A variety of basic and idiomatic expressions. enhances the message,
some attempts to use more some more complex - A variety of basic and more including the purposeful use
complex structures. grammatical structures is complex grammatical of idiomatic expressions.
- Language contains errors used. structures is used effectively. - A variety of basic and more
in both basic and more - Language is mostly - Language is mostly accurate. complex grammatical
complex structures. Errors accurate for basic Occasional errors in basic structures is used selectively
interfere with structures but errors occur and in complex grammatical in order to enhance
communication. in more complex structures do not interfere communication.
structures. Errors at time with communication. - Language is mostly
interfere with accurate. Minor errors in
communication more complex grammatical
structures do not interfere
with communication.

1-3 The task is partially
fulfilled.
- Few ideas are relevant to
the task.
- Ideas are stated, but with
no development.
- Ideas are not clearly
presented and do not
follow a logical structure,
making the message
difficult to determine.
Assessment criteria HL
Criterion B: Message
To what extent does the candidate fulfil the task?
4-6 The task is generally 7-9 The task is fulfilled. 10-12 The task is fulfilled
fulfilled. effectively.
- Some ideas are relevant to - Most ideas are relevant to - Ideas are relevant to the
the task. the task. task.
- Ideas are outlined, but are - Ideas are developed well, - Ideas are fully developed,
not fully developed. with some detail and providing details and
- Ideas are generally clearly examples. relevant examples.
presented and the response - Ideas are clearly presented - Ideas are clearly presented
is generally structured in a and the response is and the response is
logical manner, leading to structured in a logical structured in a logical and
a mostly successful manner, supporting the coherent manner that
delivery on the message. delivery of the message. supports the delivery of the
message.
• Make sure you accomplish all the requirements.
• In HL they are usually 3 (minimum).
• Contents for each requirement must be balanced

To what extent does the candidate demonstrate conceptual understanding?
1-2 Conceptual understanding is
limited.
- The choice of text type is generally
inappropriate to the context, purpose
or audience.
- The register and tone are
inappropriate to the context, purpose
and audience of the task.
- The response incorporates limited
recognizable conventions of the
chosen text type.
Assessment criteria HL
Criterion C: Conceptual understanding
3-4 Conceptual understanding is
mostly demonstrated.
- The choice of text type is generally
appropriate to the context, purpose and
audience.
- The register and tone, while
occasionally appropriate to the
context, purpose and audience of the
task, fluctuate throughout the
response.
- The response incorporates some
conventions of the chosen text type.
5-6 Conceptual understanding is fully
demonstrated.
- The choice of text type is appropriate to
the context, purpose and audience.
- The register and tone are appropriate to
the context, purpose and audience of the
task.
- The response fully incorporates the
conventions of the chosen text type.
 • What is “conceptual understanding”?
■ The choice of the text type and the writing are coherent and appropriate to the task:

TEXTS:
 Personal: blog, diary, personal letter, etc.
 Professional: blog, essay, formal letter, email, etc.
 Mass media: article, brochure, blog, opinion column, speech, etc.
CONCEPTS:
 Audience: Students understand that language should be appropriate for the person(s) with whom one is communicating.
 Context: Students understand that language should be appropriate to the situation in which one is communicating.
 Purpose: Students understand that language should be appropriate to achieve a desired intention, goal or result when
communicating.

 Meaning: Students understand that language is used in a range of ways to communicate a message.
 Variation: Students understand that differences exist within a given language, and that speakers of a given language are generally
 AUDIENCE

There isn’t only 1 correct answer.

CONTEXT Your task is to defend the option you
What option would you choose...?
have chosen using the appropriate text
conventions, vocabulary and language.
PURPOSE

MEANING

VARIATION
AUDIENCE

CONTEXT

PURPOSE

MEANING

VARIATION
AUDIENCE

CONTEXT

PURPOSE

MEANING

VARIATION
 ■ You have recently arrived from a school year studying abroad and you would like to
share your experience with other students of your school. Explain how this opportunity
was presented to you and how did you apply for it. Describe some of your experiences
in the foreign country (positive and negative), compare some differences between the
foreign culture and your own and finally, reflect on how this experience has influenced
you.

Blog Letter Speech

o Classify where can you find the 5 concepts (Audience, Context, Purpose, Meaning and Variation) in the
instructions of the activity.

o Choose a text type and write your paper. Remember it must have 450-600 words.
 Text types
■ Brochure
■ Blog
■ Speech
■ Letter
■ News report
■ Review
■ Interview
■ Editorial
■ Proposal
■ Diary entry