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Contents
Unit standard 22749, version 2
Write texts under test conditions in English for academic purposes
Level 4
1
Assessor guidelines
2
Candidate instructions
3
Candidate checklist
4
Model text on a parallel topic
5
Resource documents
6
Assessment schedule
5 Credits
Note: The following guidelines are supplied to enable teachers/tutors to carry out
valid and consistent assessment using this internal assessment resource.
Teachers/tutors must manage authenticity for any assessment from a public source,
because students may have access to the assessment schedule or student exemplar
material. This assessment resource without modification may mean that students’
work is not authentic. The teacher may need to change the context or topic to be
investigated, or change to a different text to read or perform.
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Assessor guidelines
Unit standard 22749, version 2
Write texts under test conditions in English for academic purposes
Level 4
5 Credits
This unit standard has one element:
Element 1: Write texts under test conditions in English for academic purposes.
Range
two texts, each of approximately 500 words, for different academic purposes.
Conditions
• Candidates’ writing may contain surface errors but these must not interfere with
meaning.
• Resource documents and content expressed in the writing tasks must be at a level of
sufficient complexity to satisfy the academic requirements of university entrance.
• The vocabulary of resource documents must be at a level as indicated by A New
Academic Word List.
• Topics may be taken from any learning area.
• Writing must be in response to a question based on resource documents given out
previously.
• Candidates must have had the opportunity to become familiar with the resource
documents prior to the assessment.
• Candidates must not be given the question prior to the assessment.
• Unannotated copies of the resource documents may be used during the assessment.
• Competence for this standard must be assessed under test conditions.
• Candidates must complete each piece of writing in 90 minutes maximum.
• This standard focuses on the assessment of writing and reading should not be assessed
for this standard.
• An English dictionary may be used but not an electronic translator.
Learning contexts
Candidates should be assessed after they are familiar with each topic. By linking with a
reading standard on a similar topic and text type (e.g. unit standards 22751 and 25098)
candidates will become familiar with content, text structure, language features and
specialised vocabulary.
Notes for assessors
• It is important that candidates are familiar with the requirements of the evidence
requirements and the explanatory notes.
• Each of the two texts should be assessed at separate times.
• Candidates may use the model text and the checklist to guide their writing and to ensure
they meet all of the evidence requirements.
• The assessment schedule is for assessors only and is not to be shared with candidates
during the assessment process.
• Refer to your institution's policies before offering further assessment opportunities.
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Candidate instructions
Unit standard 22749, version 2
Write texts under test conditions in English for academic purposes
Level 4
5 Credits
This unit standard has one outcome:
Outcome 1: Write texts under test conditions in English for academic purposes.
Range:
two texts, each of approximately 500 words, for different academic purposes.
Outcome 1: Task 1
You have been reading about migration and migration policy. Now write an essay
answering the following research question:
The Global Commission on International Migration, initiated by the UN Secretary General
Kofi Annan, proposed that migration policies must maximise the potential of migrants and
migration but that they must also reduce the negative consequences of migration for the
countries of departure and destination, as well as for the individuals involved in migration.
Discuss the advantages and disadvantages of migration. Illustrate your answer with
reference to specific examples from a range of countries.
Name: ___________________________________Date: ___________________________
Conditions
• You will have 90 minutes to complete this task.
• You may use unannotated copies of the resource documents.
• Read through your writing with the checklist and make any changes you need to.
• Your writing does not need to be perfect, but you should try to have as few errors as
possible. The assessor needs to be able to understand what you mean.
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Candidate checklist
In this assessment task you will need to show you have done the following:
√/×
Written approximately 500 words.
Answered the question by defining and developing the topic as required by the
research question (1.1). This could include:
‒ discussion e.g. a definition/statement of the topic followed by advantages,
disadvantages and conclusion/recommendations.
‒ argument e.g. background, statement of position, followed by a series of
arguments, reinforcement of position/conclusion.
‒ problem-solution e.g. a definition/statement of the topic followed by an outline of
the problem(s), consideration of possible solutions and a conclusion.
Developed the ideas (1.2). This may include:
‒ clarifying e.g. Tourism has also been viewed as a renewable resource that
brings significant benefits to the host countries. Tourism results in increased
investment, more infrastructure and facilities, and valuable foreign
exchange.
‒ expanding e.g. Tourism also encourages countries to protect areas of natural
beauty such as…
‒ drawing conclusions e.g. Furthermore, there is every indication that the
contribution of tourism to GDP will continue to rise
Integrated the resource material into the document to support your answer (1.2).
This could include:
‒ exemplification e.g. One such example comes from Bali …
‒ direct quotes e.g. Arbache (2008) estimates that between 55% to 75% of
tourism income ‘leaks back to developed countries’ (p14).
‒ indirect quotes e.g. Arbache (2008) estimates that between 55% to 75% of
tourism income returns to developed countries.
‒ summarising e.g. numerous studies have shown…
Made logical connections between paragraphs and within paragraphs (1.3).
‒ between paragraphs e.g. Tourism has been viewed as a renewable resource
that brings significant benefits to the host countries… However, there is
increasing concern with the costs of tourism.
‒ within paragraphs e.g. There are additional disadvantages to tourism.
Significant environmental damage is done... The impact of building…Tourism
can result in significant damage…. Furthermore tourism can undermine…
Ensured the text structure is clear, coherent and cohesive (1.3). It has a logical
progression and organisation. It might include the use of cohesive devices such as
‒ collocation e.g. renewable resource, tourist numbers.
‒ synonyms e.g. local animals / wildlife / native flora and fauna.
‒ reference e.g. pronouns: it, they, some, many; demonstratives: this, that;
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‒
‒
comparatives: easier.
apposition e.g. Tourism’s impact on the economy, increased investment, more
infrastructure and facilities, and valuable foreign exchange, is significant.
connectives e.g. furthermore, although, therefore.
Used a formal writing style appropriate to the academic context (1.4). This could
include:
‒ appropriate specialised and academic vocabulary e.g. GDP, culture,
infrastructure
‒ grammatical features such as:
‒ nominalisation e.g. The contribution of tourism… / Tourism contributes…
‒ appropriate tense e.g. Tourism contributes (active), it has been suggested
(passive), could be spent (modals)
‒ appropriate use of a variety of sentence structures
Used appropriate grammatical forms (1.4 and 1.5). This could include:
‒ simple sentences e.g. There are additional disadvantages to tourism.
‒ compound sentences e.g. Many of the jobs created by tourism are low paid and
the income generated by tourism frequently leaves the country.
‒ complex sentences e.g. The impact of building, such as the development of
stretches of coastline, has had a huge impact on a number of areas, for
example Spain and Australia’s Gold Coast.
Acknowledged source material used, in the text (1.6). This could include:
‒ quotations e.g. According to the World Travel and Tourism Council (2011) “The
contribution of tourism to GDP is expected the rise from 9.2% (US$ 5,751
billion) in 2010 to 9.6% (UD$ 11,151 billion) by 2020.
‒ paraphrasing e.g. by 2010 the United Nations World Tourism Organisation
(2009) estimates that 1006 million trips will be made.
‒ summarising e.g. This includes increased income through both spending and
taxation.
‒ secondary referencing e.g. Arbache in Holland (2008) states that tourism
creates more jobs both in the tourist business and elsewhere in the economy
via the ‘tourist multiplier effect
Proofread and edited your work.
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Model text on a parallel topic:
Tourism accounts for a significant, and growing, proportion of gross global product.
However, fears about the costs of tourism increasingly focus on the environmental damage
done, as well as the economic fragility of dependence on tourist income.
What are the advantages and disadvantages of modern tourism? Illustrate your answer with
reference to specific examples from a range of countries.
Writing
addresses and
develops the
topic in an
appropriate
manner (1.1)
There is logical
progression
between
paragraphs
(1.3)
Since the Second World War tourism has become one
of the world’s major industries with a huge increase in
the number of tourists and the amount of money spent.
However, there are increasing concerns about the
impact of tourism on the environment, the people, and
the economies of those countries that are affected by
this growth in tourist numbers.
Tourism has a considerable and positive impact on
the world economy. By 1996 tourism represented
10.6% of gross global product. Tourism contributed a
total of US$ 855 billion to the world economy in 2009
and tourism’s contribution to employment is expected to
rise from 235,785,000 jobs (8.1%) in 2010 to
303,019,000 jobs (9.2% or 1 job in every 10.9) in 2020
(World Travel and Tourism Council, 2011).
Furthermore, there is every indication that the
contribution of tourism to GDP will continue to rise
(United Nations World Trade Organisation, 2011).
Tourism has also been viewed as a renewable
resource that brings significant benefits to the host
countries. This includes increased income through
both spending and taxation. Tourism creates more jobs
both in the tourist business and elsewhere in the
economy via the ‘tourist multiplier effect’ (Barcelona
Field Studies Centre (2011). Tourism results in
increased investment, more infrastructure and facilities,
and valuable foreign exchange. Tourism also
encourages countries to protect areas of natural
beauty, such as the Great Barrier Reef, or historical
interest e.g. Venice, and wildlife, for example
orangutans in Sumatra.
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Writing uses
formal
vocabulary
(1.4)
Resource
material is
integrated into
the text (1.2)
Writing uses
complex
sentences (1.5)
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There is logical
progression
within
paragraphs
(1.3)
Sources are
acknowledged
in the text (1.6)
Ideas are
developed and
expanded
(1.2).
Writing uses
formal style
(1.4) e.g.
appropriate
tone.
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However, there is increasing concern with the costs of
tourism and it has been suggested that these costs
are paid by the local inhabitants in terms of both money
and loss of culture and amenities. Countries dependent
on tourism are vulnerable to changes in tourist
numbers as can happen when there is a major
disaster, such as the tsunami in Samoa, terrorist
threats, as in Luxor, Egypt, or when a destination simply
goes out of fashion. Money that could be spent
improving conditions for the local population is used to
build infrastructure for the tourist industry and this
spending is concentrated in small areas rather than
spread across the country. Furthermore, many of the
jobs created by tourism are low paid and the income
generated by tourism frequently leaves the country.
Blake and Arbache, quoted in Kalafatis (2010)
estimates that between 55% to 75% of tourism income
‘leaks back to developed countries.’
There are additional disadvantages to tourism.
Significant environmental damage is done to popular
sites such as the Great Wall of China. The impact of
building, such as the development of stretches of
coastline, has had a huge impact on a number of areas,
for example Spain and Australia’s Gold Coast. Tourism
can result in significant damage to local wildlife and
their habitats, as in the Great Barrier Reef, Australia.
Furthermore, tourism can undermine local culture and
traditions. One such example comes from Bali where
tourists have been taken to Balinese funerals without
the permission of the families of the deceased
(McLaren, 1998). Furthermore, air travel also has a
huge environmental impact.
Writing uses
compound
sentences (1.5)
Writing uses
appropriate
tenses (1.4)
Writing uses
formal style
(1.4) e.g.
technical
vocabulary,
passive voice,
modals,
connectives.
It is therefore apparent that a significant amount of work
needs to be undertaken to develop contacts between
different members of the tourism market and other
interested parties, to reconcile the numerous competing
needs and interests, and to develop strategies to
resolve the less beneficial impacts of tourism.
547 words
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Assessment schedule
Unit standard 22749, version 2
Write texts under test conditions in English for academic purposes
Level 4
5 Credits
This unit standard has one outcome:
Outcome 1: Write texts under test conditions in English for academic purposes.
Range: two texts, each of approximately 500 words, for different academic purposes.
Evidence Requirements
1.1 Writing addresses and
develops the topic in a
manner appropriate to
audience and academic
purpose.
Evidence
Judgment
The text is a discussion. It contains an introduction of the topic which identifies
and outlines the scope of the topic e.g.
Migration is an opportunity for individuals to improve their standard of living and
life style. The impact of this shift is significant for the individual, the country of
departure, and the country of destination. In order to maximise the benefits for
all and to minimise negative consequences, the advantages and disadvantages
of immigration need to be examined.
This is followed by:
‒ paragraphs discussing the advantages of migration e.g. However, many
countries are now actively seeking to maintain current levels of migration for
a variety of reasons….
‒ paragraphs discussing the disadvantages of migration. e.g. Much of the
current discussion of migration centres around the problems associated with
migration…
The text answers an
academic question
requiring research.
Text contains and
introduction that identifies
and outlines the topic
followed by a discussion
of the advantages and
disadvantages and a
conclusion and/or
recommendations.
The text ends with a conclusion and/or recommendations and may include an
opinion or statement directing the reader to further or future related issues e.g.
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Migration is therefore not one single issue with a simple list of advantages and
disadvantages. There are many types of migration each with its own related
circumstances. Nonetheless, it is the case that individuals will continue to seek
to migrate and that some host countries and some countries migrants leave will
continue to encourage migration. The continued collection of adequate and upto-date information will be essential if migration is to provide benefits to the
individuals and countries concerned.
1.2 Ideas are developed and
material is integrated from
the resource documents to
achieve the academic
purpose.
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Ideas are developed e.g. by:
‒ clarifying and expanding e.g. There is an increasing trend for governments in
developed countries to seek to maintain current levels of migration. In 2005
‘only 22 per cent of countries wanted to lower immigration, down from 40 per
cent in 1996’ (United Nations, 2006). In addition…
‒ drawing conclusions e.g. The continued collection of adequate and up-todate information will be essential if migration is to provide benefits to the
individuals and countries concerned.
The text contains ideas
that are developed most
of the time. This
includes:
‒ clarifying and
expanding upon
ideas
‒ drawing conclusions.
Evidence that materials from a variety of sources are integrated into the
discussion. This could include:
‒ indirect quotations e.g. Whilst UN data tells us what various governments
report about migration…
‒ embedded quotes e.g. Coleman considers the impact on populations and
their concerns regarding migration, including the impact on wages, living
standards and demographics or ‘ethnic replacement’ (Coleman, 2001).
‒ exemplification e.g. The experience of migrants in the UK tells us that…
‒ juxtaposition e.g. Whilst UN data tells us what various governments report
about migration, Coleman considers the impact on populations and their
concerns regarding migration including the impact on wages, living
standards and demographics or ‘ethnic replacement’ (Coleman, 2001).
‒ summarising e.g. numerous studies have shown…
The text contains
materials form a variety
of sources that is
integrated into the
discussion most of the
time.
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1.3 Text structure is clear,
cohesive, and coherent, with
a logical progression.
Range: text: as a whole,
between paragraphs, within
paragraphs; connections
between ideas are signalled.
Ideas are in logical order:
‒ between paragraphs e.g.
There are advantages for host countries. These include… There are also
advantages for the countries that migrants leave…
On the other hand, a number of disadvantages have caused problems in
both host countries and home countries… A further group of
disadvantages includes…
‒ within paragraphs e.g.
What is more, there are advantages for home countries. The wages that
migrant workers earn abroad and send to their families at home are of
huge benefit for a migrant’s home country. In some cases money from
migrants is worth almost half as much as the commodities that their
home countries export. Additionally, the home country saves money
because they don’t have to spend on health care, education and other
benefits for migrants living overseas.
The text structure is
clear, cohesive and
coherent most of the
time.
Ideas are organised in
logical order between
paragraphs and within
paragraphs most of the
time.
There are clear, cohesive and coherent links between and within paragraphs.
This may include:
‒ collocation e.g. overseas remittances, health care
‒ synonyms e.g. host country, receiving country
‒ reference e.g. pronouns: it, they, some, many; demonstratives: this, that;
comparatives: easier
‒ apposition e.g. Some degree of international migration, in both directions, is
normal for any modern society
‒ connectives e.g. furthermore, although, therefore.
1.4 Writing uses a formal style
appropriate to the academic
context.
Appropriate specialised and technical vocabulary e.g. migrants, developed
countries, refugees,
Grammar is appropriate. This may include:
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The vocabulary,
grammar, sentence
structure and tone are
appropriate to academic
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Range: Formal style includes
but is not
limited to – lexical and
grammatical features, tone,
variety of sentence structures.
‒
‒
‒
nominalisation e.g. The contribution of immigration… / Immigration
contributes…
appropriate tense e.g. Migrants contribute…(active) it has been suggested
(passive), could be spent (modals)
a variety of sentence structures
writing most of the time.
Text does not contain
slang, colloquialisms,
contractions etc.
Tone is appropriate e.g.
It has been argued... not I think…
1.5 Writing makes use of
appropriate grammatical
forms for an academic
context.
Range: writing includes simple, compound, complex
sentence structures.
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Sentence structure is appropriate and there is a variety of sentence structures.
These could include;
‒ simple sentences e.g. There are additional advantages to migration.
‒ compound sentences e.g. An unskilled labour force can lower the real wages
of local workers and cause unemployment in the new country.
‒ complex sentences e.g. If developed countries stopped taking migrants the
results would be catastrophic.
‒ dependent clauses e.g. this spending is concentrated in small areas rather
than spread across the country.
‒ relative causes e.g. Immigration has been viewed as a resource that brings
significant benefits to host countries.
‒ comparative clauses e.g. The increase in the number of migrants to
Northern America increased at an average rate of 3.2 per cent per annum,
faster than in any other region.
The writing uses
appropriate grammatical
forms for an academic
context most of the time.
The text contains simple,
compound and complex
sentences.
The variety of sentence
structures used is
appropriate for an
academic context most of
the time.
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1.6 Source material is
acknowledged in the text.
Range: may include but is not
limited to – quotation, citation,
paraphrasing, summary.
Source materials are acknowledged in the text. This could include:
‒ indirect quotes e.g. In 2005 there were 191 million international migrants with
developing countries absorbing most of the increase in the number of
migrants (United Nations, 2006).
‒ direct quotes e.g. In 2005 ‘only 22 per cent of countries wanted to lower
immigration, down from 40 per cent in 1996’ (United Nations, 2006).
‒ summarising e.g. Coleman considers the impact on populations and their
concerns regarding migration, including the impact on wages, living
standards and demographics (Coleman, 2001).
Explanatory note 3.
Candidate’s writing may contain inaccuracies in surface features, but these must
not interfere with meaning.
Explanatory note 4.
Resource documents and content expressed in the writing task must be at a
level of sufficient complexity to satisfy the academic requirements of university
entrance. The vocabulary of resource documents must be at the level as
indicated by A New Academic Word List.
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Source materials are
acknowledged.
A variety of
acknowledgement
methods are used
correctly most of the
time.
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