PET for Schools Writing Part 3

Activity Notes for teachers

Description
Students look at a Part 3 task and discuss what they have to do. They look at sample
answers and consider how well they are written. They discuss what examiners are looking
for, which answer is better and why. They then try writing an answer, read another students
answer and give each other some feedback.

Time required:

60 minutes plus homework

Materials
required:

Activity handouts

Sample paper Part 3

Answer sheet

to introduce Part 3

to raise awareness of what a good answer is and what examiners

are looking for

to give practice in process writing to produce an answer.

Aims:

Procedure
1. Refer back to the overview activity and ask students to think about longer pieces of
writing they sometimes do. Prompt students by asking them if they ever write stories
or letters to friends. Have a quick class discussion about types of writing they may
do. It will be useful to know if all they ever write is emails, texts and school
assignments!
2. Hand out the sample paper Part 3 task and ask students to look at the first set of
instructions. Elicit from the class that you dont have to answer both questions, you
can choose between writing an informal letter or a story and you should write about
100 words.
3. Point out that the instructions tell you what to write in the letter, and give you either
the title or the first sentence of the story. Allow students a couple of minutes to read
through the task then elicit the following points:
-

the differences between Part 2 and Part 3: Part 3 is longer, there is a choice of
task and the content is much more open

how to choose which task to answer (letter or story): candidates should choose
according to their interest and ideas for the topic and the amount of language
they have to write about the topic

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otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by
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candidates must make sure they answer the task and do not write a pre-learned
text

as in Part 2, planning your answer and leaving time to check and edit it at the
end are essential

4. Hand out the Activity sheet and ask students to read the two sample answers and
then work in pairs to answer the questions.
5. Discuss their answers as a class (see key). Then ask them what they think the
examiners might be looking for when they mark the answers. The questions on the
worksheets provide some hints. Elicit or add to the student ideas so that the following
list is on the board:
-

Does it have a positive effect on the reader?

Is everything relevant to the task?

Does it communicate the ideas successfully?

Is it well organised and do the sentences/ideas go together well?

Does it include good everyday vocabulary and structures?

Are there many errors, and do they make it difficult to read?

Emphasize that it is important for candidates to show ambition, that top marks are
given for answers that include a range of language (e.g. structures, tenses,
appropriate expressions and different vocabulary) even if there are mistakes. They
shouldnt worry too much about accuracy as this is only a problem if it stops the
reader understanding the answer or makes the answer difficult to read. Hand out a
copy of the Assessment for Part 3 sheet which shows that accuracy is not the only
area that is being tested.
6. Ask students to look at the two answers again, and in pairs to answer the six
assessment questions for each answer, then decide which answer they think is
better, and why. Whole class feedback (see key). Tell students what marks each
candidate received and why (see examiners feedback as a guide). N.B. 5 is the top
band for this part of the test.
7. Divide the class in half, then divide each half of the class into groups of 3 or 4. Give
one half of the class question 7 (the letter) and the other half of the class question 8
(the story). Ask students to brainstorm in their groups ideas for their answers. Allow 5
minutes for this.
8. Keep the groups the same but swap over the questions so each half of the class is
now brainstorming ideas for the other question.
9. Ask students to work individually and choose one of the questions. Ask them to write
their answer and keep the questions on the Activity sheet in mind while they are
writing. Give them 15 minutes to write their answer.
10. Ask students to swap their answer with another student who chose the same
question. Explain that it is useful to read other answers and see different ideas and
UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not
otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by
any means without the prior written permission of University of Cambridge ESOL Examinations.

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language, and then to re-write or amend their own answer. Ask students to also give
some feedback about their partners writing, e.g. to think of one thing they think is
good and one thing they think needs some more work. If time allows, encourage
students to swap answers with a few different students. Introduce or reinforce the
idea that writing is a process and improves with re-drafting.
11. Ask students to re-write their answer at home, using an answer sheet. Hand out a
copy for each student to take away with them.

Key to Activity sheet (guideline answers)

1. Letter
a) Is the letter about the money from the English friends grandmother? Yes.
b) Does it give clear advice about what to do with the money? Yes, although there is
some irrelevance at the start when the candidate repeats the situation rather than
offering advice.
c) Does the letter have an opening greeting? Yes, although Hellow is misspelt.
d) Does the letter have a closing phrase? Yes, although not very naturally English
Kiss Ana.
e) Is the letter friendly? Yes Hellow Cris, That good new, etc.
f)

Is the letter well organised? Yes, it is connected and coherent, and linked with
basic cohesive devices.

g) Is the language varied? Not particularly. Everyday vocabulary and simple

grammatical forms are used appropriately but can is repeated several times.
h) Can you find some examples of ambitious language? There isnt much ambitious
language most of the words are quite straightforward for this level.
i)

Are there many errors? Do these make the answer difficult to understand?
Simple grammatical forms are used with reasonable control. There are several
errors, but meaning can still be determined (That good new; you can to buy;
make fotos; tell me your decide)

Examiner comments (for step 6)

Scales

Mark

Content

Commentary

Although there is some irrelevance at the start when the candidate

repeats the situation rather than offering advice, the task has been
addressed. The target reader is, on the whole, informed.

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not
otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by
any means without the prior written permission of University of Cambridge ESOL Examinations.

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Communicative
Achievement

Communicates straightforward ideas in generally appropriate

ways.
The letter format is attempted, but opening and closing formulae
are not entirely appropriate.

The letter is connected and coherent.

Organisation

Sentences tend to be short and are connected with a limited

number of basic linking words (or; and) and cohesive devices
(That good new; With the money).
Everyday vocabulary is used appropriately.

Language

Simple grammatical forms are used with reasonable control.

Several errors are present, but meaning can still be determined
(That good new; you can to buy; make fotos; tell me your decide).

2. Story
a) Does the story have the correct title? Yes
b) Are there around 100 words? There are 159. Advise students that there is no penalty
for over or under length, but if they write too much they may include irrelevant
content which could have a negative effect on the target reader. (This is not the case
here)
c) Is the story interesting to read? Why? Yes, you can imagine the situation clearly, and
there is a good range of language used so the writing is varied and lively.
d) Is the story easy to follow? Why? Yes, because the events are in a logical order,
there are linking words/phrases, e.g. when, while suddenly and the people are
clear and consistent (I, my friends, a policeman, a strange person). Three
paragraphs are used.
e) Does the story have a clear ending? Yes That was a lucky escape!
f)

Can you find some examples of ambitious language? Yes, e.g. some friends who
lived in the same street, a bit scared, maybe they were checking something, I had
never seen this person before.

g) Are there many errors? Do these make the answer difficult to understand? There are
minimal errors and the story is very easy to understand..
h) Examiner comments (for step 6):
Scales

Mark

Commentary

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not
otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by
any means without the prior written permission of University of Cambridge ESOL Examinations.

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Content

The story is clearly connected to the title given.

The target reader would be able to follow the storyline easily.

Communicative
Achievement

Organisation

The story holds the target readers attention and follows the
conventions of storytelling with a clear beginning, middle and end.

The text is well-organised and coherent with a range of

appropriate linking words (when; and; suddenly; so; ) and
cohesive devices (some friends who lived in the same street;
asking him questions; this person; he got away; That was a lucky
escape!).
Uses a range of everyday and some less common lexis (weird
clothes; got away) appropriately.

Language

Uses a range of simple and complex grammatical forms with a

good degree of control. Effective use of a good range of narrative
tenses (I was playing in the garden ..when a police car arrived; I
didnt know ..why the car had come to our house).
Errors are minimal and do not impede communication.

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not
otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by
any means without the prior written permission of University of Cambridge ESOL Examinations.

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Key to step 6

Q7 letter

Q8 story

Does it have a positive effect on

the reader?

The target reader is on the

whole informed

Yes, it completely holds the

readers attention

Is everything relevant to the

task?

There is some irrelevance

at the start

Yes, it all links very well to

the title.

Does it communicate the ideas

successfully?

Communicates
straightforward ideas
generally successfully

Yes, the story builds up and

develops with suspense.

Is it well organised and do the

sentences/ideas go together
well?

Letter is connected and

coherent with basic linking

Yes, tenses convey the time

sequences very clearly and
there is good linking.

Does it include good everyday

vocabulary and structures?

Yes, everyday vocabulary

and smple structures are
used

Yes, there is some good

language (see (f) in notes
above)

Are there many errors, and do

they make it difficult to read?

There are several errors but

its not difficult to
understand.

No, its very easy to read

and follow the storyline.

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not
otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by
any means without the prior written permission of University of Cambridge ESOL Examinations.

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PET for Schools Writing Part 3

Activity
Read these sample answers to Part 3 and answer the questions for each one. Discuss with
your partner.

1. Letter

Hellow Cris,
That good new! Your grandmother is good. With the money you can to buy a camera or
may be go holidays. May be you can visit me! You can to save money to, good idea!
What your parents think? I think yes camera good idea you can make fotos and send
me.
Have nice time and tell me your decide what you do.
I wait your answer.
Kiss Ana

a) Is the letter about the money from the English friends grandmother?
b) Does it give clear advice about what to do with the money?
c) Does the letter have an opening greeting?
d) Does the letter have a closing phrase?
e) Is the letter friendly?
f)

Is the letter well organised?

g) Is the language varied?

h) Can you find some examples of ambitious language?
i)

Are there many errors? Do these make the answer difficult to understand?

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not
otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by
any means without the prior written permission of University of Cambridge ESOL Examinations.

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2. Story

A Lucky Escape
When I was young, I saw a lucky escape. I was playing in the garden with my brothers
and sisters and some friends who lived in the same street, when a police car arrived.
We were a bit scared and didnt know what to do or why the car had come to our house.
Maybe they were checking something or looking for someone.
The policeman got out and started speaking to one of my friends, asking him questions.
While the policeman was asking questions, I suddenly saw a strange person going out at
the back of my neighbours house. My neighbour was on holiday, so the house was
empty. I had never seen this person before. He had weird clothes on and was looking
around and suddenly he started to run. I didnt know what to do, so I shouted to the
police, but the man could run very fast and he got away. That was a lucky escape!

a) Does the story have the correct title?

b) Are there around 100 words?
c) Is the story interesting to read? Why?
d) Is the story easy to follow? Why?
e) Does the story have a clear ending?
f)

Can you find some examples of ambitious language?

g) Are there many errors? Do these make the answer difficult to understand?

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not
otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by
any means without the prior written permission of University of Cambridge ESOL Examinations.

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Assessment for Task 3

-

Does it have a positive effect on the reader?

Is everything relevant to the task?

Does it communicate the ideas successfully?

Is it well organised and do the sentences/ideas go together well?

Does it include good everyday vocabulary and structures?

Are there many errors, and do they make it difficult to read?

Q7 letter

Q8 story

Does it have a positive effect on

the reader?

Is everything relevant to the

task?

Does it communicate the ideas

successfully?

Is it well organised and do the

sentences/ideas go together
well?Are there many errors, and
do they make it difficult to read?
Does it include good everyday
vocabulary and structures?

Are there many errors, and do

they make it difficult to read?

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not
otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by
any means without the prior written permission of University of Cambridge ESOL Examinations.

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Sample paper Part 3

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any means without the prior written permission of University of Cambridge ESOL Examinations.

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Answer Sheet for Part 3

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