anglia examinations esol international · ielts 9 8 7.5 7 6.5 6 5.5 5 4.5 4 200+ 180-200 160-180...

In partnership with AIM Awards 1

Anglia Examinations ESOL InternationalIn partnership with AIM Awards

Using results from Anglia Examinations English language exams for admission requirements to Higher Education Institutions (HEI)

Anglia Examinations ESOL International2

About Anglia Examinations 3

Overview for Higher Education 4Levels 4Comparison Table 4

Why use our exams? 5

Exam structure and content 6

How essay/composition writing is marked 7CEFR B2: Advanced 9Sample Essays 10-13CEFR C1: Proficiency 15Sample Essays – AcCEPT Proficiency 16-19Sample Essays – General Proficiency 20-23CEFR C2: Masters 25Sample Essays 26-29

Exam quality and security 32AIM Awards and Ofqual approval 32Other security and fraud protection measures 33Quality management 33

Reporting of exam results 34Certificate 34Overall grade 35Individual score 35For how long are Anglia and AIM Awards certificates valid? 35

Matching levels of English with levels of study 36Anglia Examinations: Advanced 36Anglia Examinations: AcCEPT and General Proficiency 36Anglia Examinations: Masters/Mastery 36The Anglia Examinations scoring scale 37Example requirements 37

Verifying results 38

How to officially accept Anglia Examinations exams 39Global Recognition Database 39Promote your institution 39

Contact us 40


Contents


We develop and produce a comprehensive range of qualifications for learners and teachers of English. We have centres and English support activities in over 40 countries and deliver examinations in English from beginner to expert competence through a unique ten-level Step-by-Step system.

Seven of the ten levels are aligned to the Common European Framework for Reference A1 – C2. Through our close partnership with the UK awarding body, AIM Awards, the top four levels are fully accredited by Ofqual, the UK government body for regulating qualifications.

Complete sample copies for B2 Advanced, C1 Proficiency and C2 Masters are available with this pack to demonstrate the type and standard of tasks required from our candidates. Sample copies of all the levels are also available on our website www.anglia.org or can be sent electronically to you upon request from [email protected].

For more information about Anglia Examinations, please visit our website www.anglia.org.

We would also be happy to discuss any queries or comments regarding the examinations.

Write to us: Anglia Examinations, Westgate Fields, Chichester, West Sussex, PO19 1SBEmail us: [email protected] to us: +44 (0) 1243 812 943


About Anglia ExaminationsAnglia Examinations was established in 1993 and is a wholly-owned subsidiary of Chichester College, an OFSTED Outstanding college in West Sussex.

OVER

60,000PEOPLE

TAKE

ANGLIA EXAMINATIONSEACH YEAR

First Steps

Junior

Primary

PreliminaryA1

A2

A2+

B1

B2

C1

C2

Elementary

Pre-Intermediate

Intermediate

Advanced

Proficiency

Masters

Ofqual accredited to AIM Awards


Our exams are aligned to the Common European Framework of Reference for Languages (CEFR)* and each is targeted at a different level. We recommend the following exams for successful study in English:

The following graphic gives an indication of how Anglia Examination levels relate to the CEFR levels.

CEFR B2: Anglia Examinations: Advanced

Foundation / pre-sessional

• Targeted at Level B2 of the CEFR. • See more about this

exam on page 9.

CEFR C1: Anglia Examinations: AcCEPT and General Proficiency

Undergraduate and postgraduate

• Targeted at Level C1 of the CEFR. • See more about this

exam on page 15.

CEFR C2: Anglia Examinations: Masters

Postgraduate

• Targeted at Level C2 of the CEFR. • See more about this

exam on page 25.

Levels

Comparison Table

Overview for Higher EducationAnglia Examinations offers a range of level-based English language exams.

*Further information about the Common European Framework of Reference for Languages (CEFR) is available on the Council of Europe website at http://www.coe.int/t/dg4/linguistic/default_en.asp

Cambridge EnglishCEFRC2

MASTERY

C1EOP

B2VANTAGE

B1THRESHOLD

A2+A2

WAYSTAGE

A1BREAKTHROUGH

IELTS

9

87.57

6.56

5.55

4.54

200+

180-200

160-180

140-160

120-140

100-120

Anglia Examinations

Masters

AcCEPT and General Proficiency

Advanced

Intermediate

Pre-intermediate

Elementary

Preliminary

Primary Junior First step


Assess a student’s English language skills with confidenceMost of our candidates have taken the examinations from primary school days, gradually working their way up the steps, incrementally and confidently increasing their skills and knowledge in the language. Success with Anglia Examinations is therefore a wholly positive accomplishment at a particular level, and achievement at a higher level is often the result of many years of study.

Encouraged by their early success in lower levels, and having challenging but attainable targets every step of the way, the exams provide a reliable indicator of language ability. The exams are therefore more than a one-off snapshot of a student’s level of English; students are life-long learners of English and develop comprehensive skills across Reading, Writing, Listening and Speaking.

Secure examsOur authorised exam centres follow a comprehensive code of practice to ensure the highest level of security during exams.

Transparent and informative results across our examsA consistent scoring system across all levels makes it easy for you to set your entrance requirements and gives you precise information about each skill. There is no separation of certificate and results transcript. All the information about a candidate’s language ability in each separate skill is displayed on the certificate.

One overall aggregated grade is displayed for the Reading, Writing and Listening skills. Percentages for each of these three skills are also provided, with a separate grade for the Speaking element of the exam, giving you precise information across all areas. The Speaking skill is inevitably tested in a different environment and circumstances from the paper-based tests, and the results are therefore always kept separate from the other skills.

Higher Education Institutions may set their own English language requirements for admissionsThe Home Office allows Higher Education Institutions (HEI) to choose their own way to assess a student’s English language competence, provided they are proficient to level B2 in each of the four components*. HEIs can exercise this discretion where they are confident that the test covers the four key components of language learning (Reading, Writing, Listening and Speaking) and adequately prepares students for degree-level studies.

Every year, many students who have studied English through the Anglia Examinations Step-by-Step system use their certificates to enter degree-level courses. By recognising Anglia Examinations qualifications as part of your admissions criteria, you will promote your institution to thousands more students from around the world.

Why use our exams?Anglia Examinations: Advanced, AcCEPT and General Proficiency and Masters are appropriate for use by further and higher education institutions as entrance requirements.

*Tier 4 of the Points Based System: Guidance for Sponsors, Document 2: Sponsorship Duties, Version11/2016, page 29


Exam structure and contentThe table below provides an overview of the composition of the exams, and how the skills sections are divided.

Advanced (CEFR B2) AcCEPT* and General Proficiency (CEFR C1)

Masters (CEFR C2)

The Writing sections – 33.3%Tests the ability to write different types of text including an essay, formal and informal letters and messages, and the ability to manipulate structures accurately in transformation exercises. At C1, students may choose to write an academic essay or a general one. *The academic essay contributes to their AcCEPT Proficiency certificate.

5 Writing sections – 33.3%Tests the ability to write different types of text with a very high level of self-awareness and organisation. Also tests the ability to use sophisticated linguistic markers to help the reader understand significant points and opinions, and substantiate points with clearly linked supporting evidence where necessary.

5 Reading sections – 33.3%Tests the ability to deal confidently with different types of written discourse including long articles and reports from newspapers and journals, the ability to control vocabulary and recreate texts with gaps. At C1, targeted summarisation is also a reading task.

4 Reading sections – 33.3%Tests the ability to understand, process and deal confidently with different types of written discourse from different genres, cultures and eras including fiction and non-fiction. A high level of awareness of nuance, idiom, and collocation is necessary as is a confident ability to deal with multiple synonyms in a semantic field.

3 Listening sections – 33.3%Tests the ability to understand and process English in a range of spoken situations such as monologue, dialogues, lectures and announcements. Note-taking skills are also assessed. At B2, the emphasis is on facts and information. At C1, the ability to process opinions and inference is also assessed.

4 Listening sections – 33.3%Tests the ability to follow and understand information, nuance and inference in a range of spoken materials. One task is integrated with Writing.

TOTAL OF 3 HOURS TOTAL OF 3 HOURS 15 MINUTES

3 Speaking tasks – 100% - 20 minutesTests the ability to communicate effectively in face-to-face conversation with an assessor and one other candidate. Tasks include self-presentation, discussion and negotiation. NOTE: The Speaking test assessment is recorded and moderated in the UK but the very different environment and circumstances of this test mean that it is not aggregated with the anonymously-marked paper-based tests and is certificated separately.


CHow well has the candidate ordered his or her essay? Is there evidence of appropriate paragraphing? Are logical and apt linking devices used? Is there cohesion? Is there basic structure with a beginning, a middle and an end?

AHow well are the structures formed? Is the lexis correct? Are there many different mistakes or is there just one mistake many times? Are the mistakes minor or do they actually impede the flow and meaning of the writing?

RHas the candidate simply stayed with safe but simple structures and lexis or have they shown that they can choose and vary their language for effect and to clarify meaning?

AHas the candidate used the appropriate register for the task? Has the candidate sufficient control of the language associated with the task-type chosen whether an academic essay, a narrative, a description or an imaginative composition?

THow well has the candidate addressed the given task? Has he or she answered the question or strayed from the point? Has the question been answered fully or superficially?

How essay/composition writing is markedWhat CARAT gold is the essay?Examiners mark on scales developed with explicit reference to the CEFR across five criteria which have been developed by Anglia Examinations for consistent, clear and accurate assessment.

They have also been grouped around a clear mnemonic that not only assessors but also candidates and educators can readily understand and access: CARAT. The detailed subscales for each criteria according to level can be found in the Handbook for Teachers (pp 55-70), available in hard copy and on the www.anglia.org website under Central Documents.

What follows are more detailed content summaries for the levels along with essay examples. Random samples of typical writing have been taken, neither the best nor the worst that we would normally see in a standard cohort. Errors have been retained deliberately to highlight the exam conditions in which they write the essays. Examiner commentary on writing at B2 (Advanced), C1 (AcCEPT and General Proficiency) and C2 (Masters/Mastery) level accompany the examples.

CONTENT ORGANISATION

ACCURACY

RANGE

APPROPRIACY

TASK FULFILMENT

The CARAT criteria themselves are summarised here:


Anglia is all about empowerment – making students feel that anything is possible for anyone who works hard and wants success.


SAMPLE ESSAYSTask: Write a composition of 200-250 words.

CEFR B2: AdvancedAdvanced is B2 on the Common European Framework of Reference and an AIM Awards Level 1 qualification on the UK National Qualification Framework.

Over the four skills of Reading, Writing, Listening and Speaking (optional), new elements that this level tests are:

• increased vocabulary

• inversion

• verbs followed by the past tense

• hypothesis and deduction with modals

• various uses of the infinitive

• more phrasal verbs

• collocation and idiom

What does the candidate have to do in their Advanced test?

• a composition

• two messages, formal and informal

• multiple choice questions

• matching

• gap fill

• sentence transformation

• word transformation

• note-taking

• true/false/doesn’t say statements

The student has a good active vocabulary and structural understanding, and can:

• write clear, connected text on descriptive, narrative, imaginary or discursive topics

• write letters, both formal and informal

• understand and respond to the main points of a text on any topic, concrete or abstract

• use language to perform any function likely to arise in a normal social or learning context

• manipulate structures to create emphasis, and vary style and idiom

• listen and respond to passages and questions in a variety of forms, delivered at a measured speaking pace


Candidate ATopic: Where would you like to be living in ten years’ time and why?

Originally handwritten under timed conditions. Errors have been retained. Advanced B2

I love to go on holiday to foreign countries and to see more of other countries.

I am really interested in other climates, landscapes and personalities. That

is the reason why I want to live in another country in ten years time.

I would probably live in Spain, because it is my favourite country, and I have

several reasons for that.

First of all, I love the climate. In Spain, it is almost always sunny, with temperatures

around 30 °C. But the wind makes sure it does not feel so hot.

Furthermore, I like the different landscapes of Spain. The sandy beaches on

the south coast are a place where I could stay forever. I would lay down on

the sand with a book and I would do nothing during the rest of the day, except

for reading.

I am also a fan of the mountains, which you can find in the northern

part of Spain. I could go walking for a few days without getting bored.

I enjoy feeling the wind in my face and hearing the birds sing. Going for

a walk in the mountains is one of the things that I enjoy most.

I also think the inhabitants of Spain are really friendly. You can ask them everything

and they will help you immediately.

So, in ten years time, I would definetely live in Spain. The climate, the different

landscapes and the inhabitants really attract me. I cannot wait to go!


Candidate A | Advanced B2 | 19.5 / 25 (Pass at B2 is 12.5)C There is a good, clear connected text with an introduction, a conclusion and supporting points in the

body of the essay. The essay flows well. There are appropriate cohesive devices (First of all; Furthermore) and linking devices (also, because). However, three sentences are linked in a stylistically weak way (And, But and So). In addition, the paragraphing in the main part of the essay could be more tightly organised for full marks. 4.0

A The language has a good degree of accuracy; there are errors, but they don’t impede our understanding of what the candidate is trying to say. Some errors, such as lay for lie and the misspelling of ‘definitely’ are ones which a mother-tongue speaker of English could make. Others, such as “I have several reasons that” instead of “I have several reasons for this” are more awkward. 3.5

R The range of structures used is not wide but what is there is good and appropriate (I would do nothing; Going for a walk in the mountains is). Likewise, the range of lexis used is not sophisticated but it is apt and conveys the writer’s feelings well (climates, landscapes and personalities; I am a fan of; feeling the wind in my face). 3.5

A The candidate has chosen to write an essay describing her enthusiasm for Spain and everything Spanish. For a discussion, the language could be more formal. However, appropriate language to convey enthusiasm and hold the reader’s attention in a communicative text has been used. Its informality never becomes seriously over-casual. 3.5

T The content is all relevant to the task. The question is answered clearly and with supporting points. The reader is fully informed as to the writer’s view of the topic. There is no redundant information. 5.0


Candidate BTask: Discuss the benefits of playing a team sport.

The public often sais that people who play team sports accomplish more

in life. But what are the benefits of playing a team sport? One of the

often most important argument for team sports is teamwork.

Team work, it’s the fundamental fact that together you can accomplish more

than one person can do alone. This is not only illustrated during a football match

where 2 teams of eleven compete against one another, but also when a team of

police officers are solving a murder where all departments need to work together

to succeed. Teamwork is something you start learning when young but still use

when old. Another thing you learn from team sports is encouragement.

Almost everyone loves encouragement, it is what gets you up when you’re

down but can also work against you. How fanatic would a football match be

without the supporters? It is one of the things that keeps us going, well most

of us. This may sound weird but some people don’t like encouragement since

sometimes you will still get encouraged while you failed your task. But how would

it feel to hand in a test, get a 10 and no one saying you did well? You feel good

after deserved encouragement which makes us want to succeed more.

In conclusion, team sports help you later in live with important cwalities

like teamwork and encouragement. So if you had to choose between a

team and a non-team sport, I would say go for the team sports.

Originally handwritten under timed conditions. Errors have been retained. Advanced B2


Candidate B | Advanced B2 | 15/25 (Pass at B2 is 12.5)C The essay is well organised with opening and concluding statements (In conclusion,...).

There is no sophisticated cohesion but it hangs together logically. 3.0

A The essay is fluent with some excellent constructions (This is not only …where…but also…when…) but there are small errors throughout. There are spelling errors (sais; cwalities; live) and a series of structural features which are not completely wrong but which are nonetheless expressed awkwardly with less than complete control over the relevant structures (e.g. Team work, it’s the fundamental fact; But how would it feel to hand in a test, get a 10 and no-one saying you did well?). 3.5

R For the level, there is a reasonable range of lexis in this essay (teamwork; accomplish; illustrated; encouragement) but the structures are more limited, especially the successful structures. 3.0

A The tone of this essay is uneven and in places, the informality of the language shows that there is no clear distinction in the candidate’s mind between appropriate written language and appropriate spoken language (this may sound weird but; it’s what gets you up when you’re down). 2.5

T The question has been answered clearly with two paragraphs giving supporting arguments for the conclusion that teams teach teamwork and offer encouragement. However, the examples offered are not well focused and move away from ‘sports’ (police officers; your task). 3

*PLEASE SELECT A PICTURE FOR THIS PAGE


Empowering people to dream in English


Proficiency is C1 on the Common European Framework of Reference and an AIM Awards Level 2 qualification on the UK National Qualification Framework. Over the four skills of Reading, Writing, Listening and Speaking (optional), new elements that this level tests are:

• evidence of wide vocabulary

• evidence of control of structures and organisation of language

• collocation not just individual words

• control of style and idiom

• differentiation of variety and tone when necessary

What does the candidate have to do in their Proficiency test?

• a composition with a more academic topic and style (AcCEPT), or

• a general communicative composition (General)

• two messages, formal and informal

• a summary


• matching

• gap fill


• word transformation

• note-taking

• true/false/doesn’t say statements

The student has a very good active vocabulary and structural understanding, and can therefore undertake a course of study in English in further or higher education.

The student can successfully:

• write clear, organised text on descriptive, narrative, or discursive topics, including giving opinion and explaining the advantages and disadvantages of a given issue

• write letters, both formal and informal

• read and respond to a longer text on any topic, concrete or abstract

• provide an accurate summary of a text

• use language to perform any function likely to arise in a normal social or learning context

• manipulate structures to create emphasis, and vary style and idiom

• listen and respond accurately to passages and questions in a variety of forms and contexts, delivered at a normal speaking pace.

SAMPLE ESSAYS - AcCEPT ProficiencyTask: Write a composition of about 300 words.

CEFR C1: Proficiency


Candidate ATopic: Men continue to dominate politics and business. Can women ever establish a truly equal representation and how can this be achieved?

When talking about topics such as politics and business the first thing that comes

to our mind is a man leading his team but why do people think of men and not

women? I believe it is because men continue to dominate those areas.

From the beggining, women have struggled to be part of the politics and

business atmosphere, mainly because of sexism and misogyny. Even nowadays

women face discrimination and at times they are not taken seriously solely based of

their gender. One of the main issues is that employers hire more men than women

even if the latter are more qualified for the job. For instance, in the Presidential

election of the United States: Hillary Clinton, a woman who dedicated her entire life

to her country, could lose to a man who I believe is not as qualified as she is. This

issue is worse in Middle Eastern countries, where women are not even allowed to

vote. Another issue is that transgender women are not considered at any jobs and

that is the reason why most of them have to work performing sexual services.

On the other hand there are people who do not see any problem in the current

situation of female representation just because there are female presidents, female

CEOs. Apparently they are not taking into consideration the alarming statistics on a

global level. I firmly believe states all over the world should create laws that affirm

that 50% of the work positions should belong to women, establishing a true equality.

In conclusion, I am of the opinion that men continue to dominate politics,

and business and maybe I am a dreamer, but I think women can establish an equal

representation on the near future with laws that encourage women’s participation.

Originally handwritten under timed conditions. Errors have been retained. AcCEPT Proficiency C1


Candidate A | AcCEPT Proficiency C1 | 15/25 (Pass at C1 is 12.5)C A good attempt has been made to structure this essay. It has an introductory statement and a

clear conclusion. The paragraphs are linked well (On the other hand; In conclusion). The argument has a coherent narrative (From the beggining (sic); Even nowadays; One of the main issues is; For instance). There is cohesion within the sentence (even if the latter are). The final point of the second paragraph, however, does not flow well and is merely an add-on within the argument. 3.0

A The essay is reasonably accurate with one minor spelling error (beggining) and some issues with prepositions (based of; at any jobs; on the near future). There is nothing which impedes the reader’s understanding, but there are several places where the lexis or structure show less than full control of the language or where a concept could have been better expressed (come to our mind; business atmosphere; the current situation of female representation). 2.5

R There is a good range of lexis used demonstrating the writer’s ability to call on suitable vocabulary for the topic (dominate; misogyny; discrimination; dedicated; her entire life; taking into consideration; affirm; establishing; on a global level; encourage women’s participation). This compensates for the lack of range in the structures used; the language is well-ordered but not sophisticated. 3.0

A The writer has chosen a formal tone for the essay with a non-neutral, personal point of view as the angle of approach rather than an academic distance. There are several phrases asserting this (I believe; I firmly believe; I am of the opinion; I think). Within this choice, the tone of the language used is consistent and convincing with just one lapse at the end (maybe I’m a dreamer). 3.0

T The content is relevant and while the argument is not always clearly focused, there is a conclusion which clearly answers both parts of the question. The task is therefore fulfilled. 3.5



Candidate BTopic: To what extent do you agree with this statement: ”If women were in charge of governments and public institutions in all countries, the world would be a happier place.”

Many people view women as weak, ‘too emotional’ or ‘not fit for the “real” world’.

The same people see these false statements as a reason to keep them from

politics. Many find that women suffer a lack of realism, when in reality, that

emotional connection that women have is crucial in politics. We wouldn’t want our

entire political board to become ruthless. Though the world economy is growing, the

world itself is dying. The human race is killing nature, from parks to rain forrests

and everything in between. Nature is being taken away from its mother.

Why is mother nature called Mother Nature? Because a mother is a sweet,

warm, caring and trustworthy figure. Although many say women are too

emotional to take part in leading the world, I say: A woman’s emotional

investment is crucial. A women is most likely to do what’s best for the

world and not what’s best for the economy. Women tend to be more open-

minded, making them more eccepting of big/accurate social issues like: gay

marrige, equal female rights, equal race rights, transgender rights etc.

Outside of the fact that women are more loving, they’re also more likeable. While a big

group of people spit on the thought of having a women in the White House, the majority

swears by it. They have faith in a woman, they believe a woman will do what’s best.

If the White House were to be occupied by another businessman, many would be

forced to trust him. Though if a woman “dominates” the White House, people would

have a lot less trouble trusting her. Because as I wrote, most people feel safe with

a woman in charge. It would feel like home. Those are a couple of the many reasons

why women have a positive influence on others, lets all hope this becomes reality.

Originally handwritten under timed conditions. Errors have been retained. AcCEPT Proficiency C1


Candidate B | AcCEPT Proficiency C1 | 13/25 (Pass at C1 is 12.5)C The text is organised but not very well. The initial and final paragraphs have elements of introduction in

them but the final paragraph, in particular, needs to be divided into the second part of the argument and a clear conclusion. There is a variety of cohesive devices, questions and answers, and textual patterns (many people… The same people; Many find… when in reality; Although many say… I say; women are… they’re also; because). However, as the essay progresses, the lack of these actually impedes easy understanding of the writer’s point. For this reason, for this criteria, a pass level has not quite been achieved. 2.0

A The essay has a reasonably convincing level of fluency with some good vocabulary and phrasing (Many people view women as; Though the world economy is growing, the world itself is dying; a women’s emotional investment is crucial; A women is most likely to do what’s best for the world and not what’s best for the economy). However, there are errors of spelling (forrests; eccepting; marrige), the wrong element of vocabulary has been used (political board; accurate social issues) or there is awkwardness of expression (outside of the fact; would have a lot less trouble; those are a couple of the many reasons; as I wrote). 2.0

R There is a good range of relevant lexis used in the essay (weak; emotional; realism; reality; crucial; ruthless; caring; trustworthy; open-minded; investment; equal rights; swears by it; dominates; in charge; positive influence). There is also a variety of structures, with good use of the conditional (If the White House were to be occupied by a many would be forced to trust him; We wouldn’t want…to become). 3.0

A The language used is appropriate; the tone and register are consistent for an essay which is arguing an opinion. There is rhetorical repetition of structures for emphasis. However, stylistic control fades noticeably in the final sentences. 2.5

T The question is addressed and the content is all relevant. The reader feels confident that they are informed as to the writer’s opinion but the lack of clarity overall means full marks cannot be given for this criteria. 3.5


SAMPLE ESSAYS - General ProficiencyTask: Write a composition of about 300 words.

Candidate ATopic: Write an account of an experience which ended unexpectedly.

Last Summer, my cousin Cleo, had convinced her parents to take her on holidays in Cyprus

because she had not seen us for a while and she had missed us. I have felt the same way

since she was not only my cousin but also my best friend even if she was living in London.

She was excited to spend her time there, she was looking forward to

visit our beautiful beaches with the golden sand and crystal waters, sunbathe

under the hot sun and get to see her beloved family, as she told me. I found for

her a cheap but wonderful hotel to stay and made a schedule for the places

that we are going to visit. I even bought for her gifts to welcome her.

I couldn’t describe my excitement as I hadn’t seen her for two years. I

remembered her having long blond hair and huge green eyes. Her slim figure was a thing

that she always got picked on and her old classmates here were calling her names

but I would like to believe that all of these stopped when she moved to England.

As I was waiting for her at the airport, I had not idea what was going to happen

next. Cleo showed up wearing an all-black outfit, having black hair and piercings on her face

but that wasn’t all! She was holding her boyfriend’s hand who was certainly older than

her and in her other hand I noticed a huge tatoo. My mouth fell open and she laughed. I

couldn’t believe it! This change in her appearance was something I surely didn’t expect.

When we got in the car nobody said a word. I was so upset that she

hadn’t told me about all these big changes in her life. We didn’t get the chance to talk

about why she didn’t tell me, but I suppose things happen for the best, right?

Originally handwritten under timed conditions. Errors have been retained. General Proficiency C1


Candidate A | General Proficiency C1 | 18/25 (Pass at C1 is 12.5)C This narrative is well organised and fluently told. Necessary information is given in the first paragraph,

the scene is set in the next paragraph and expectations are deliberately raised in the third paragraph. The fourth paragraph has a foreshadowing sentence and then the tale has its excellent twist. The final paragraph is a summary of the writer’s feelings about what has happened. The points made are linked naturally and well. 3.5

A There is a reasonable level of accuracy in this narrative. There are small errors of, for example, prepositions or word order (on holidays in Cyprus; looking forward to visit; I found for her a cheap; As I was waiting; I had not idea; in her other hand; my mouth fell open). The tenses in paragraph one do not flow well. None of these inaccuracies impede understanding. 3.0

R The vocabulary used is mostly quite simple, but there are examples of lexis indicating quite a wide range available to the writer including suitable idiomatic use (convinced; crystal waters; her beloved family; slim figure; showed up; all-black outfit; piercings; change in her appearance; nobody said a word). The structures are not sophisticated but there is some variety (she was not only my cousin but also my best friend; I was so upset that; we didn’t get the chance). 3.0

A The register is suitable for a communicative, narrative piece of writing. In fact, the informal but controlled style skilfully leads the reader through the stages of the story until the final, rhetorical question. Neutrality and formality are not required, but control of the language is. For a general English narrative, this catches the tone well. 4.0

T The task is fulfilled well. The general English question asked for a situation with an unexpected element and all the content is therefore relevant and focused. There is no sense of a pre-existing story having been unnaturally forced to cover the topic. 4.5


Candidate BTopic: There are too many cars in the world. Discuss.

Personally I think that there are too many cars in the world. This is because

there are always traffic jams on important highways. Traffic jams indicate that

the road is not able to hold that many cars at once. Some people may suggest

that traffic jams are a sign of a wealthy country, but you would think that a

healthy country should be able to increase the roads and highways to a size

that can support all the vehicles. Clearly this is not correct because there are

still regular traffic jams which indicates that there are just too many cars.

Another reason to believe that there are to many cars is the rapid increase

of carbon-dioxide in the atmosphere of the earth. This is mainly due to

the immense amounts of fuel that is being burned by cars at this moment.

Ofcours this is also being caused by factories and other kinds of carbon-

dioxide producing buildings and vehicles, but is mostly due to cars.

New cars are getting cleaner each day, but still produce massive amounts of

greenhouse-gasses.

Traffic incidents happen on a daily basis causing many injuries, or in the worst

case scenario death. This is all because of the billions of cars that drive around.

Most of the time, it is blamed on the victim because they were not watching out.

But with the electric cars getting very silent you can bearly even hear it coming.

All of this together is why I think there are too many cars.

Originally handwritten under timed conditions. Errors have been retained. General Proficiency C1


Candidate B | General Proficiency C1 | 14/25 (Pass at C1 is 12.5)

C This composition is organised but without formal structure. Keen to answer the question, the writer goes straight into the first paragraph with a clear statement of opinion, an argument to back it up and a refutation of a counter-argument. Further support is given in the following paragraphs with a single point hanging between them and a one-line conclusion. Nonetheless, the reader is led through a very clear exposition of the writer’s view on the topic and the main points are developed using a variety of successful cohesive devices, relative pronouns and conjunctions (but you would think; This is because; Clearly this is not correct; Another reason to believe). 3.0

A There is a good degree of accuracy in this composition. The errors (to many cars; ofcours) look almost as if they could be handwriting ‘typos’, especially as ‘too’ is used correctly in the previous paragraph. There is one spelling error (bearly) and there are places where expression is awkward or simply reads as naïve (This is all because of the billions of cars that drive around; because they were not watching out). 3.0

R The range of vocabulary used shows a reasonable though not sophisticated range of relevant lexis available to the writer (traffic jams; roads and highways, vehicles; rapid increase in carbon-dioxide; atmosphere; immense amounts of fuel; greenhouse gasses (sic); on a daily basis; traffic incidents; worst case scenario; victim). The structures used are not complex but they are adequate to the task. 2.5

A As a communicative discussion essay for general English purposes, the register is suitable and reasonably consistent. However, in the penultimate paragraph, the informality approaches unsuitable. The writer would not need much practice to turn this general discussion into a more academic one. 2.5

T The question is answered and irrelevant content is not introduced. The reader is left clearly informed as to the writer’s views on the task set. The conclusion is weak. 3.0



Anglia Exams is recognised by the Civil Service in Cyprus and Colombia and also has MIUR recognition in Italy.

In partnership with Aim Awards 25

Masters is C2 on the Common European Framework of Reference and an Aim Awards Level 3 qualification on the UK National Qualification Framework. A C1 level qualification may also be awarded from this exam if a C2 level is not achieved. Over the four skills of Reading, Writing, Listening and Speaking (optional), new elements that this level test are:

• evidence of very wide vocabulary

• evidence of excellent control of structures and organisation of language

• full control of collocation

• full control of style, idiom, inference

• nuanced differentiation of variety and tone

What does the candidate have to do in their Masters test?

• a formal academic composition

• formal and informal messages

• a summary


• matching

• definition / substitution

• gap fill


• note-taking

The student can confidently manipulate the language and use it for any study or professional purpose.

Building on Proficiency level, the student can successfully:

• take notes while listening to information given at normal speaking pace and then use those notes for a targeted task

• take notes from a long text on any topic and use those notes to argue a case in clear, organised written text

• show understanding of a variety of texts in both a detailed and global way

• understand and produce language in a variety of styles and idioms

SAMPLE ESSAYSTask: Use your own ideas and, if you wish, the notes below and ideas from the article in section R4, to write a structured composition of between 300 and 350 words.

CEFR C2: Masters


Candidate AIn the early twenty-first century, we are living in a ‘culture of fame’. It is now much easier to become well known than it has ever been. Everyone wants their 15 minutes of fame, and many are willing to go to any lengths to achieve it. What are the implications of this for society as a whole? Is it a positive or negative trend, in your opinion?

In this essay I will describe my ideas regarding our modern ‘culture of fame’, looking

at its impact on society as a whole as well as its impact on individuals.

First of all, I would like to take a look at the single greatest tool for anyone wanting to

gain (potentially global) fame: the internet, or, more specifically, social media. Social media

allow people to quickly and easily catapult themselves into the public eye. A great deal of

people make a living by posting fashion snapshots on instagram or by publishing videos

on youtube. The Internet seems to have an unquenchable thirst for more content.

A more traditional path to fame is television. In the latter half of the last century

TV has become engrained in modern society. TV teaches us - in a sense - what

to expect from people and the world we live in. As a result TV has a dual nature.

On one hand it allows people to place themselves firmly in the public eye; on the

other, it shows us what one must do, or act like in order to become famous. This

may be why reality TV strikes such a chord with many people: we enjoy seeing

people attain fame; and we adore believing we might be able to do so as well.

Regrettably such fame can have a devastating effect on individuals. Some will stop

at nothing just to be the next big things (again) and lose everything through hear-

of-the-moment decisions, leaving them with nothing but a shattered ego.

But now we must ask ourselves what is fueling this craving for fame. I believe

people have always loved the spotlight, and there have always been those, who seek

it out vigorously. And now, in the modern day and age, we have developed a level of

interconnectedness which facilitates that desire. In my opinion, our values as a people

have not changed greatly: we seek love and trust just as much as ever before, and

have become more accepting as a whole. I believe that the fight for fame is fueled

by something quite different: a desire to leave our mark on the world. By attaining

fame, we can – to a certin extent - ensure our name will be remembered.

In conclusion, I believe the ‘culture of fame’ to be just another aspect of the human

condition. It is not good or bad, but simply a natural result of our desire to be remembered.

Originally handwritten under timed conditions. Errors have been retained. Masters C2



Candidate A | Masters/Mastery C2 | 20.5/25 (Pass at C2 is 16.25)C The text is well-organised and coherent. The text is made cohesive through a range of linking

devices and patterns (First of all; on one hand … on the other; This may be why; Regrettably such fame; But now we must ask ourselves; we enjoy… and we adore; something quite different: a desire…). The paragraphing structure is, however, somewhat uneven. 4.0

A The language used is accurate and we can say with confidence that the writer has very good control of both lexis and structure. There are just two places where an idea has been expressed badly (we adore believing; hear-of-the-moment) and one spelling mistake which is just a slip (certin). 4.0

R The writer can clearly draw on a wide range of structures and vocabulary. Lexis has been effectively used with natural collocations and fluent precision (catapult themselves; unquenchable thirst; a traditional path; become engrained; place themselves firmly in the public eye; a devastating effect; a shattered ego; craving for fame; loved the spotlight; level of interconnectedness; facilitates that desire; the human condition). 4.5

A The writer is in control of the register and tone needed for this topic in this context. This is not a sophisticated version of an academic essay but it is consistent with a formal discussion. 4.0

T The question has been addressed. All the information is relevant. The conclusion is slightly short and weak for full marks. 4.0


Candidate BTopic: What effect has the invention and development of man-made material had on human society and the natural environment? On balance, has it been good or bad for mankind?

The invention of man-made material has had both positive and negative effects on

the human society but only negative effects on the natural environment. Since their

invention man-made materials have been extremely succesful from a business point

of view. We have been able to design and produce new materials which are being used

in architecture, appliances and even clothing. We have been less dependant of natural

ressources and also from the financial point of view there are only plus sides.

In the medical field there have been many breakthroughs which we thank to unnatural

materials. Thanks to 3D-printing docters are now able to make an organ and save

the life of a human in need. Patients don’t have to wait for people to die anymore in

order to get a new heart. And when we think about our most basic need i.e. water,

we can easily have a drink of water in many countries by simple opening the faucet.

Plumbing would not be so advanced and safe for that matter without plastics.

We are surrounded by plastics. I’m even writing this with a pen made out of probably

a little steel and a lot of plastic.

Though man-made materials have been helpful to humans our environment and the

animals in it aren’t rooting for the use of all these unnatural and hard-to-decompose

materials. Plastic waste on the earth and in water have terrible effects on nature

and even on us humans further on the line. Animals die from eating pieces of

plastic or get extremely disfigured when plastic gets stuck around their body.

The consumption of chemical additives used in plastic also leads to health risks

for humans. Our endocrine system can get disrupted when the additives migrate

into our body tissue.

Do the positives outweigh the negatives? I don’t believe they do, but I also think

there is no turning back. We will all have to take our responsibilities and make

sure plastic stays were it belong. Keep it far from nature and be careful.

Originally handwritten under timed conditions. Errors have been retained. Masters C2



Candidate B | Masters/Mastery C2 | 15.5/25 (Pass at C2 is 16.25 (65%). Pass at C1 is 13.75 (55%).)C The essay is organised and fluent to read, but not sophisticated in its organisation. The opening

statement signposts the opening arguments well and halfway through, the essay moves transparently on to the counter-arguments. The single-sentence in the centre of the essay is weak, structurally. A range of cohesive devices have been used. 3.0

A The essay has a reasonable degree of accuracy but there are a number of errors throughout which may simply be slips. However, they undermine the reader’s confidence in the writer’s full control of the language (succesful; dependant of; thank to; docters; simple opening; further on the line; were it belong). At this level, these errors should not be coming through. 3.0

R There is a good range of vocabulary and structure here but not a sophisticated range. 3.0

A The register is appropriate but not entirely consistent (for that matter; I’m even writing this; aren’t rooting for). 3.0

T The task is fulfilled well, although not in a sophisticated way. The question is clearly addressed. The information is relevant and the conclusion satisfies the criteria. 3.5


Recognised by over 200 institutions and government bodies worldwide.

Anglia believes in the Step-by-Step way of learning and testing English.


A genuine, high quality alternative in the market place

Centres and support activities in over 40 countries.


However, we know that both they and educational institutions must be certain that they can trust test results as a robust and reliable reflection of a candidate’s ability in English. The quality and security of the examinations are therefore of paramount importance to us for the sake of all our stakeholders.

All academic test development and all the production processes of the examinations, as well as all marking, results administration and qualification award processes are securely managed and controlled in the UK at the headquarters of Anglia Examinations in Chichester.

AIM Awards and Ofqual approvalThrough a formal working relationship with the national awarding organisation AIM Awards, the top four levels of Anglia’s Step-by-Step system are Ofqual-approved ESOL International qualifications on the UK National Qualifications Framework.

The partnership ensures that these qualifications are quality-controlled to the highest standards and recognised by government institutions and education departments around the world.

Successful candidates at these levels are issued with AIM Awards certificates in addition to Anglia Examinations certificates.

Exam quality and security At Anglia Examinations, the candidates are our prime concern. Our Step-by-Step system is uniquely designed to motivate and encourage candidates to fulfil their potential.

CEFR Levels Anglia Exams Levels AIM Awards Qualifications

B2 Advanced Level 1 Certificate in ESOL International (601/4947/4)

C1 AcCEPT and General Proficiency

Level 2 Certificate in ESOL International (601/4949/8)

C2 Masters Level 3 Certificate in ESOL International (601/4948/6)


Other security and fraud protection measures• Exam papers are handled under

secure conditions at all times – from preparation to despatch.

• All of our authorised exam centres follow a code of practice to safeguard the security of the whole testing process, from registration to the reporting of results.

• No marking is done by exam centres. No matter where in the world the exams have been taken, all scripts are returned

to the UK offices and allocated to examiners at random. There is therefore no possibility of conflicts of interest arising in the marking of the scripts.

• Speaking is initially assessed locally through face-to-face interviews with fully trained speaking examiners. All speaking tests are recorded, not just a percentage, and sent to our headquarters in Chichester with the examiners’ notes and assessment sheets. The final grades are allocated only after they have been fully checked and quality assured.

• Analysis of the results is carried out after each test session prior to their release to identify unusual patterns of scores or responses.

Quality management• Our systems and processes

for designing, developing and delivering examinations strictly adhere to the Qualification Specification by AIM Awards, which are mapped to the Ofqual General Conditions of Recognition.

http://www.aimawards.org.uk/advanced-qualification-search/ofqual/all-qualifications/esol-international

EXAM PAPERS ARE HANDLED UNDER

SECURECONDITIONS

AT ALL TIMES FROM PREPARATIONTO DESPATCH


They also receive an overall grade on the scale for the exam. Because the results for all our exams are reported using the same method, it makes it easy to:

• understand candidates’ results and assess their ability against each skill

• compare Anglia Examinations English exam levels

• describe the level of language skills needed for your admissions requirements.

CertificateSuccessful candidates receive two secure certificates, one from Anglia Examinations and one from AIM Awards, also showing their overall grade, individual skills scores, CEFR level and level

relating to the regulated UK qualification framework. These are the documents to use when checking candidate results.

Anglia Examinations certificates have many security features and universities can be confident that fraudulent copies cannot be made. The security features include:

• unique, traceable numbers

• micro text

• watermarks

• hologram with logo

• security toner

• other design features

The Anglia Examinations certificate displays:

• the candidate’s full name

• date of birth

• level of exam undertaken

• the corresponding CEFR level obtained

• date of the award

• location of exam

Universities can be confident that AIM Awards certificates are also secure as they follow strict Ofqual regulations to report candidate achievement clearly and unambiguously in a way that cannot be fraudulently copied. Key security features of the AIM Awards certificates include:

• unique candidate number

• location of entry

• traceable certificate number

• security hologram

Reporting of exam results Candidates receive a score for each skill (Reading, Writing, Listening and Speaking).

ANGLIA EXAMINATIONS CERTIFICATES HAVE MANYSECURITY FEATURES

AND UNIVERSITIES CAN BE CONFIDENT THAT FRAUDULENT COPIES CANNOT BE MADE.

UNIVERSITIES CAN BE CONFIDENT THAT AIM AWARDS CERTIFICATES ARE ALSO SECURE.


Overall gradeFor the three standardisable paper-based examinations in Reading, Writing and Listening, this is the aggregated grade based on the average of the individual scores received in each skill.

Individual scoreCandidates receive a percentage score for each of the three skills (Reading, Writing, and Listening) and a separate grade for the Speaking skill. Speaking is kept separate from the other skills, as it is always inevitably tested in a different environment and in different circumstances from the paper-based tests.

With these overall grades and individual scores, it is easy for institutions to specify the level of English required, generally as well as in a particular skill, for students to participate successfully in the courses.

For how long are Anglia and AIM Awards certificates valid?The Ofqual accredited higher level qualifications of the Anglia Examinations Step-by-Step system do not have a validity expiration date. We have found no research that could support such an indiscriminate approach. We therefore leave it to the discretion of each recognising institution to state how recent the achievement of the qualification should be.

AN OTHER


Matching levels of English with levels of study The following exams are recommended for the three different levels of study in higher education:

Anglia Examinations: Advanced

• Targeted at Level B2 of the CEFR.

• Students show they already have the practical English skills required in foundation programmes and technical and vocational courses. They are able to effectively communicate and understand, and have reached the point where once they are among other English speakers, they will move quickly to the next level.

Anglia Examinations: AcCEPT and General Proficiency

• Targeted at Level C1 of the CEFR.

• Students show the ability to express themselves fluently in English and have the skills needed for academic success, for example, the ability to précis or summarise a longer text. The AcCEPT Proficiency exam specifically assesses the student’s ability to write an academic essay.

Anglia Examinations: Masters/Mastery

• Targeted at Level C2 of the CEFR.

• Our highest level exam, indicating a level of English ability and literacy approaching that of an educated native speaker. Only the lack of childhood associations with aspects of idiomatic usage and a different cultural perspective on the language marks the successful candidate as one who has learnt the language rather than acquired it.

Foundation / pre-sessional

Postgraduate

Undergraduate & postgraduate


The Anglia Examinations scoring scaleThe Anglia Examinations Scale makes it easy to:

• specify the overall score you need, and

• specify minimum scores for the individual skills.

Example requirementsSpecify the Anglia Examinations English exam and the skill score(s) you require. The pass mark for Anglia examinations is 50% for B2 and C1, and 65% for Masters at C2 Level. You may, however, wish to refine that. For example:

Foundation/pre-sessional Anglia Examinations: Advanced Overall Grade: Pass. No less than 50% in each skill.

Undergraduate/postgraduate Anglia Examinations: AcCEPT Proficiency Overall Grade: Merit. No less than 55% in each skill.

CEFR Anglia Examinations Level Pass Merit Distinction

B2 Advanced 50% – 64% 65% – 79% >=80%

C1 AcCEPT and General Proficiency 50% – 64% 65% – 79% >=80%

C2 Masters Pass at C1 Level

55% – 64%

Pass at C2 Level

65% – 74%

75% – 89% >=90%


Register and follow the prompts:

a. complete form

b. agree to Terms of Use

c. verify your account registration

d. log in

Supply the unique Exam Candidate ID number and unique Certificate ID

Verify student’s exam result and email a copy for your records | www.anglia.org/verifyresults

Verifying results A secure and user-friendly online verification service is now available on our website. It has been developed with Higher Education Institutions in mind, ensuring the process of verifying exam results for prospective students is simple and clear.

1

2

3

ONCE YOU HAVE GAINED ACCESS TO THE SERVICE, TO VERIFY THE CANDIDATE’S RESULTS:

TO START USING THE SERVICE:


Global Recognition DatabaseIn addition to the results verification service on our website, we have developed an online Global Recognition Database, a searchable list of worldwide institutions currently accepting our qualifications. Registering your acceptance of an Anglia Examinations qualification is simple: complete an online form or email us with your request.

When registering for our online results verification service, you will be asked to indicate which level of Anglia Examinations English exams your institution recognises as part of the admissions criteria. With your consent, your institution will be listed on our Global Recognition Database to inform candidates worldwide of your acceptance of the exam.

Promote your institutionBeing a recognising institution of Anglia Examinations qualifications means becoming part of a global community. Other institutions, educators, and students worldwide will recognise your name and brand, further widening your reach in this global marketplace, and attracting high calibre candidates to your institution.

How to officially accept Anglia Examinations exams

A SECURE AND USER-FRIENDLY ONLINEVERIFICATION SERVICEIS NOW AVAILABLEON OUR WEBSITE


Contact usFor more information about Anglia Examinations, please visit our website www.anglia.org

Anglia Examinations Westgate Fields, Chichester West Sussex, PO19 1SB United Kingdom

Email: [email protected] Phone: +44 (0) 1243 812943 Fax: +44 (0) 1243 784531 Twitter: @angliaexam Facebook: Anglia-Examinations

www.anglia.org

Copyright © 2017 by Anglia Examinations Syndicate. All rights reserved.

CELEBRATING

25 YEARSIN 2018

Libya

Czech Republic

United Kingdom

Spain

Russia

China, Hong Kong, MacauTaiwan

VietnamThailandCambodia

MalaysiaSingapore

Peru

Chile Argentina

Paraguay

El Salvador

Ecuador

Costa Rica

Mexico

PanamaVenezuela

United States

Brazil

Nigeria

Morocco

Italy

Iraq

Mongolia

Netherlands

SlovakiaPoland

Germany

Bulgaria

KosovoSerbia

TurkeyCroatia

Romania

Bangladesh

Portugal

Cyprus

Uruguay

Colombia

Iran

Belgium

Greece

Luxembourg

Slovenia

Bolivia