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0.7 L111 Guidelines For Written Proposals

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8 views4 pages

0.7 L111 Guidelines For Written Proposals

guidelines written Proposals_

Uploaded by

Sheila Thompson
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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L111 English – Written examination

Guidelines for the preparation of proposals 2022


Reference Syllabus for all Languages III Ref.: 2010-D-49-en-7, especially the
Sample Examination Material for use with the New Marking System.
Highlighted elements below represent what has changed in view of the NMS.

Please note that your proposal should be in line with the generic matrix and should
include a paper-specific matrix, an examination paper, an answer sheet and a
marking scheme. You should prepare and submit your proposal containing all four
elements as one Word document.
Introduction:
o The L111 written examination will assess the student’s competence in
reading, writing and literary understanding.
o Assessment will be in line with the communicative and competence-based
approach on which the syllabus is based; texts will be authentic; tasks will be
functional and authentic, and set in context.
o There are three parts to the examination: Reading Comprehension; Written
Production and Understanding Literature.
o The examination lasts 180 minutes.
o The examination is marked out of 100 points with the following weightings:
Reading Comprehension - 30 points; Written Production - 40 points and
Understanding Literature - 30 points.
o Students should be familar with the examination structure, generic matrix,
rubrics for the marking of both Written Production and the Understanding of
Literature and the attainment descriptors.

1. Reading Comprehension Texts (Total 30 points):


o 2/3 texts with accompanying questions are required.
Details of requirements
o Texts should be unseen and non-fictional in nature. A variety of such texts
may be used: newspaper articles; magazine articles; user manuals;
brochures; travel guides; prospectuses; forms and questionnaires; formal
letters; advertising material; letters; essays; databases; public
announcements; public speeches; lectures etc.
o Texts should correspond to Level B1+ on the CEFR.
o A mixture of texts should be chosen; texts of general interest and texts
dealing with current or topical issues.
o They should be of interest or relevance to young people and should not
require in-depth prior cultural awareness.
o They should be selected carefully; please attempt to select positive, upbeat
texts and avoid subject matter that may be obviously upsetting or
inappropriate.
o The texts should be thematically different from one another.
o They should be not be taken from current textbooks or be recycled from past
exam papers - Bac or Pre-Bac.
o The word total word count for the two texts should not exceed 600 +/- 10%.
o Word explanations in a glossary should be kept to a minimum.

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o Texts can include a picture, photo, statistics, graphics etc.

Layout/Presentation:
o Papers must have a heading to include: European Schools and the name of
the individual school; European Baccalaureate Examination 2021; a clear
indication of the course title; name of teacher.
o When proposals are uploaded the heading should include: name of school;
subject; language course; teacher name or the coordinator’s name, if a
number of teachers have worked on the proposal; proposal number e.g.,
Alicante, EN, L111, Smith.
o Font: Arial 12
o Line numbering in 5s to the left of the text must be provided, clearly
separated from the text.
o Total word count to be given at the foot of each text.
o Source to be given at the foot of each text giving author, source and date of
publication. If the text has been adapted from the original, this must also be
indicated.

Reading Comprehension Tasks:


o Rememember the emphasis is on the assessment of
comprehension/understanding of the text. Language errors are not penalized
in this section.
o As stipulated in the syllabus, and as illustrated in the generic matrix, the set of
questions asked must cover the assessment of the required competences
assessing therefore both reading for understanding and analysis.
o Questions set should require short answers only.
o Many questions will be multi-choice.
o Some questions will focus on a global, general understanding of the text; some
will require closer reading and analysis
o Possible question types might include:

Exercise Type Competence being assessed


Summary of text – gap filling Reading for Understanding – global
comprehension
Matching sub-headings Reading for Understanding – global
comprehension
Finding a word/expression in the text Reading for Understanding – information
with similar meaning retriveal
What? /Why? ?How? type questions Reading for Understanding – information
retrieval
Quote to show/justify Reading for Understanding - analysis
Choose an alternate title Reading for Understanding - analysis
Identify the writer’s purpose Reading for Understanding – analysis &
interpretation
Identify the writer’s mood Reading for Understanding – analysis &
interpretation

o Multiple choice questions should have 3/4 options.

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o Answers to True/False questions may also require a justification by use of
quotation or by giving the first four words of the sentence that show that the
statement is either True or False.
o The points for each question should be clearly indicated.
o It is advisable to have some differentiation in questions:
 Earlier questions to support global reading/understanding; testing literal
comprehension
 Some that require a more focused reading of parts but that are still literal
in nature
 Later questions may be a little more higher order, testing interpretative or
referential comprehension

2. Written Production (40 points)


o This section will assess students’ writing skills .
o Two functional and two creative writing tasks will be set.
o Students will choose one functional and one creative writing task.
o Each answer will be approximately 200 words in length.
o The following table outlines the types of task that can/should not be
included, as currently agreed. This list will be reviewed in the future in
the light of experience and the desired breadth of the syllabus.

Type of task Yes/No


Report No
Letter/email (formal/informal) Yes
Written production – argumentation/discussion/expression of opinion Yes
by way of response/reaction
Critique No
Newspaper article No
Speech (formal/informal) Yes
Dialogue (dramatic) Yes
Personal Writing (diary, log, narration/description etc.) Yes
Online comment Yes
Blog No
Poem No

o The list includes tasks of functional writing such as the writing of a


formal letter/email, response/reaction or speech and also creative
writing tasks such as the writing of a diary entry, dialogue or narrative.
o Whilst students will not be required to write a formal newspaper article
of a journalistic nature, they could be asked to write a short/text article
including points as given.
o Tasks should contain: a brief introduction/contextualisation/stimulus
and clear instructions to scaffold the student’s answer.
o In the functional writing tasks, the instructions should include at least
3 bullet points to help define task achievement.

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3. Understanding Literature (30 points)

o This section will assess students’ understanding of, and personal response to,
one of the set texts.
o Two questions will be set; one on each of the texts.
o Students will do one question.
o Answers will be 300 +- 10% words in length.
o Questions will start with the generic instructon to ‘Write an essay of
approximately 300 words on one of the following questions.’
o Questions will focus on main ideas, themes, characters and composition of the
set text. (see page 13 of 2010-D-49-en-7)

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