CETT ELTE BUDAPEST
TOLC 2004-2007
TEST
OF
LANGUAGE COMPETENCE
SPECIFICATIONS & CRITERIA
1.1. Introduction
This booklet is intended to help you prepare for the ELTE CETT Test of Language
Competence (TOLC 1 and TOLC 2). The introduction provides answers to some general
questions about TOLC; the rest of the booklet consists of detailed descriptions of the different
part of the exam.
1.1.1. What is TOLC?
The whole TOLC exam consists of six separate tests which evaluate various aspects of your
English. The exam is divided into two phases: TOLC 1 (normally taken at the end of the first
year of the CETT B.Ed programme) and TOLC 2 (normally taken at the end of the second
year), as follows:
TOLC 1 (AT-107)
Use of English
General Conversation
Composition
TOLC 2 (AT-291)
Listening Comprehension
Professional Conversation & Reading Aloud
Composition
1.1.2. Waivers
The requirement for first year students to take TOLC 1 is waived for those who present a
Cambridge Proficiency English (CPE) certificate grade A or B to the head of CETT. A grade
C certificate cannot be used as a waiver. There are no waivers for TOLC 2.
1.1.3. What is TOLC for?
There are two principal reasons for TOLC. The first is that a degree from the ELTE School of
English and American Studies implies a very high level of English indeed. Like the AN-199
and AN-299 exams taken by students on the M.A, programme, TOLC is intended to guarantee
that the reputation of SEAS graduates is justified. The second reason concerns CETT's
responsibility towards the schools where, in the third year of their B.Ed. programme, CETT
students spend a full semester teaching English to a group of primary or secondary pupils.
TOLC guarantees that these pupils are exposed to an adequate model of English from their
teachers.
1.1.4. How to sign up for TOLC
1. By signing up for the test, students accept the regulations presented in this booklet.
2. Students officially sign up for the whole exam by signing up for the TOLC Oral since it is
the first test component to be administered. The sign-up sheets appear about a month
before the exam is scheduled to take place. The sheets also specify a deadline by which
students must sign up.
3. About a week before the orals, signing up ends and the sheets are taken off for further
work. The names on the sign-up sheets are checked against the lists sent by the
Tanulmányi Osztály. Should any students have forgotten to include TOLC as one of the
subjects in their Index books, they will have to obtain an Egyéni Vizsgalap from the TO.
4. Students have to sign up for the TOLC Oral exams in trios. They should choose fellow
students from the same year. These students should ideally be those with whom the
students can easily carry on good conversation in other formal (but not testing) situations.
5. Naturally, some trios are always incomplete. In these cases ‘helpers’ need to be found who
will do the test, but will not be scored. The helper should have the right attitude in helping
to carry on conversation as if he/she was being examined too and in taking the exam
seriously. Such ‘helpers’ should preferably be fellow students with comparable levels of
English.
6. Note that it is not possible to hold these exams at any other time, so students are strongly
advised not to plan holidays for the relevant days.
7. CETT will try to ensure, as far as it is possible, that students will not be examined by their
current or recent teachers.
8. Video: some of the oral exams will be video-recorded in order to help examiners train and
to maintain the quality of the examination. Every effort is made to make the recording as
unobtrusive as possible. A technician will be sitting in the back of the room, monitoring
the recording: students will hardly notice anything else.
9. By signing up for TOLC, students accept the regulations presented in this booklet.
1.1.5. How is TOLC constructed?
Each of the six tests which make up TOLC is the special responsibility of two or more CETT
tutors, who write and revise the test specifications, make up individual test tasks or questions
("items"), have these items checked and "pre-tested" by colleagues, put items together to
construct complete tests, and oversee the administration and marking of the tests.
All test items are checked statistically to find out how difficult they are, compared to the
general TOLC level (which is approximately equivalent to the Cambridge Certificate of
Proficiency in English). Once these "difficulty levels" have been calculated, items can be
added to the TOLC "item bank" for use in future examinations. TOLC exams usually include
a mixture of "old" and "new" items, which makes it possible to ensure that TOLC stays at the
same standard, and does not get harder or easier from year to year.
1.1.6. How is TOLC marked?
This depends on whether the test is "objective" or "subjective". Objective components of
TOLC (the Use of English and Listening tests) are designed so that each item has only one
correct answer. Each candidate's answers are coded and fed into a computer, which checks
them against the "key" and automatically produces scores.
Subjective components (the oral and composition tests) do not have simple "right or wrong"
answers - markers have to evaluate your written or spoken English according to standard
criteria which specify which aspects of language are to be judged (e.g. "FLUENCY",
"ACCURACY", "RANGE OF STRUCTURES/VOCABULARY" etc.) In order to ensure that
all the markers involved interpret the criteria in the same way and judge by the same
standards, they meet in formal "marker-training" sessions before and during exams. During
these sessions they discuss the criteria and to practise using them on videoed oral tests and
photocopied compositions from past exams. All oral and written tests are double-marked,
3
using standard scoring sheets. Marks are then coded and fed into the computer so that overall
scores and final grades can be calculated.
1.1.7. How are final grades calculated?
TOLC grades depend on OVERALL EXAM SCORES, which are the AVERAGE of results in
the three parts of each exam, each scaled to a maximum of 100 points. In calculating these
results, we follow three basic principles:
 The different skills are equally important, and must be "worth" the same in the final result.
 The standard required for TOLC must remain constant from year to year.
 Results in the "subjective" sections of the exam must not depend on luck (e.g. on a
particularly easy or difficult task, or an especially "lenient" or "strict" examiner).
Because of this, your average is NOT based on your RAW SCORES, but on "LOGITS".
RAW SCORES are the marks that you get in each component of the exam, for example the
number of correct answers in the Use of English or Listening section, or the points given by
markers in the Oral section. There are several reasons why we do NOT simply calculate the
average of these raw scores. The most obvious one is that each section has a different number
of maximum points (about 70 for Use of English, compared with only 20 in Year1 Oral). If
we used raw scores, your Use of English result would be much more important than your Oral
or Written result. LOGITS are raw scores which have been statistically converted, so as to
make the results of the three sections comparable with each other AND with the results of
previous years' exams. The factors that have to be evened out include the following:

The number of items/points in each test

The number of "dud" items that provide no useful information about the students’
competence need to be deleted from the "objective" components. These do not count for
anyone.

The "severity" or "leniency" of individual markers.

The difficulty of individual test items and tasks, as compared with previous years' exams
All the statistical procedures that we use to make these calculations are recognised and used
by international testing bodies, but they are pretty complicated. It is impossible to reproduce
these computerized calculations by hand for the students. For example, if

100 students take TOLC 1 and

the tests contain about a 100 opportunities for the students to get points (max. 65 for use
of English, 20 for the oral, etc.) and

the computer software repeats its calculations 300 times (as it typically does to refine its
calculations)
the final number of calculations (100 by 100 by 300) comes to 3 million for a single exam!
This is why results are reliable and, obviously, why it would take ages to reproduce the
calculations by hand.
It is possible, however, to illustrate some of the principles behind the way the computer
software works, and how it adjusts scores in relation to the severity/ leniency of the examiners
and the difficulty/ easiness of the tasks:
4
Severity or leniency of Difficulty of items and Result of adjustment
examiner
tasks
Student x
Average
(as
previous tests)
in Average
(as
previous tests)
in No adjustment necessary
Student y
higher than average
higher than average
(severe examiner)
(difficult tests)
Compensates by raising the
logit score
Student z
below average (lenient below average
examiner)
(easy tests)
Compensates by lowering the
logit score
Student u
below average (lenient higher than average
examiner)
(difficult tests)
Little or
necessary
no
adjustment
The adjustment is made in relation to the DEGREE to which the examiner, items or tasks may
be above or below the expected average level. If you want to find out more about these
methods, consult Dávid Gergely or Major Éva.
1.1.8. How can students prepare for TOLC?
Each component of TOLC is linked to one of the CETT language improvement seminar
courses, and the tutor responsible for that course will help you to prepare for that component.
However, you cannot expect him or her to cover every task or item that you might meet in the
exam. Like most advanced language exams, TOLC is a broadly-based "proficiency" exam,
which is not (and cannot be) limited by the content of particular courses or course books.
Therefore, it is largely your own responsibility to prepare for TOLC. Broadly speaking,
this means two things. First, with the help of your tutors, you need to identify your own
personal strengths and weaknesses and find ways of working on the latter. The library, and
especially the self-access centre, provide large quantities of self-study material, as well as
practice tests for TOLC and other similar exams.
Secondly, you need to do everything possible to raise the general standard of your English.
You can "absorb" an enormous amount by deliberately exposing yourself to English - reading,
listening to the radio, watching films etc. This is particularly effective if you do it regularly
and systematically, keeping notes of new expressions that you come across, or of difficulties
that you can later look up or consult a tutor about.
You should also take every opportunity to use the language actively. This does not necessarily
mean hanging around in pubs in the hope of meeting native-speakers - you and your fellow
ELTE-SEAS students can help each other by making a principled decision to use English
outside seminars too - for example at certain fixed times or for a certain period each day. It
may feel "unnatural" to start with, but it is an excellent way of getting practice.
5
1.2. SPECIFICATIONS
1.2.1. The Use of English Component
The Use of English Paper, consisting of objectively marked items, is the most "traditional"
component of TOLC. This reflects the consensus among CETT tutors that future teachers of
EFL need to demonstrate a more precise and conscious awareness of acceptable grammar and
usage than can be assessed by means of the relatively communicative tests that make up the
rest of the TOLC battery. The paper also corresponds to the expectations and preferences
expressed by CETT students.
In its present form, this component relies heavily on recognition of "the correct form or
usage": the creative element is, deliberately, circumscribed and directed as far as possible, on
the assumption that productive skills will be adequately covered in other parts of TOLC.
Some of the item-types described below, (but not all of them) will be included.
a)
Coverage
Successful candidates will demonstrate the ability to use English grammatical structures and
lexical items with both formal accuracy and semantic/pragmatic appropriacy. Items are chosen
to provide a reasonably wide sample of the language, with particular (but not
exclusive)attention to areas known to cause difficulty to Hungarian learners.
b)
Tasks and Timing
The paper usually contains 70-80 items, representing 6-8 different item types (see below).
Each item is worth one point in the final "raw score". Candidates have a maximum time of 90
minutes to complete the paper.
c)
Possible Item-types
NB: Some items consist of single sentences; others are inserted into continuous text. In the
latter case item types will not be mixed within the same text.
1. Text based Multiple Choice Insertion
Three incorrect distractors and one correct "key" provided for each question, e.g.:
- To suggest that a creative writer, in a time of conflict, must split his life into two compartments, may
seem defeatist or frivolous; ..1.. I do not see ..2 .. . To lock yourself up in the ..3 .. is impossible and
undesirable.
1.(a)
(b)
(c)
(d)
but in the reality
yet in practice
however by fact
nevertheless in
the actuality
2.(a)
(b)
(c)
(d)
another thing
he may do
what else
is to do
what else he
can do
another thing
he should do
3. (a)
(b)
(c)
(d)
fine place
upstairs
room
castle in
Spain
ivory
tower
6
ANSWER 1: b
ANSWER 2: c
ANSWER 3: d
2. Multiple Choice Matching
Single sentences, each to be matched; three incorrect distractors and one correct key provided for each
sentence, e.g.:
(a) I'm sure it'll rain
(b) I'm sure it won't rain
It's bound to rain
(c) I hope it'll rain
(d) I'm afraid it may rain
ANSWER: a
3. Transformation
Sentences to be reformulated: "correct" answers prescribed as far as possible by context and
beginning and/or end of new sentences, but some variation accepted, e.g.:
- I am sorry that I couldn't meet him (last week)
- I wish ________________________________________
ANSWER.... I could have met him / I had been able to meet him.
4. "Sore Finger Items" (!)
Sentences with four words or short phrases underlined, one of which may be wrong. Students must
indicate which word or phrase, if any, is wrong, e.g.:
- My attempt for bribing the policeman was a total failure.
a
b
c
d
e = No error
ANSWER: b
5. "Spot the error 1"
Sentences each containing one gap. Multiple choice answers, with three correct "distractors" and one
incorrect "key", e.g.:
- "Do you think he _________ come next week?
(a) will (b) can (c) must
(d) has
ANSWER: d
6. "Spot the Error 2"
Sentences containing one error to be identified and corrected, e.g.:
- * He offered helping with my suitcase.
- ANSWER: He offered to help me with my suitcase.
7. "Spot the Error 3"
Groups of three sentences, one of which may contain an error. Decision as to which one, if any of the
three is correct, e.g.:
(a) I have a drop of whisky from time to time.
(b) I find him rather boring on times.
(c) There was a bar here at one time.
(d) No error
ANSWER: b
8. "Spot the Error 4"
Continuous text containing a specified number of errors to be identified and corrected, e.g.
1
There were five of us at the bus stop that morning and I had no idea which one of
7
2
3
4
5
6
7
8
9
10
the other four were going to hand me the package. My boss has given me a brief
description of the person it would probably be, but unfortunately she had not had
time for going into details. As I glanced at each of my companions in turn, I tried to
recall my boss's exact words.
"A tall man," she had said (they were all tall men), "with a weather-beaten face and
pale eyes."
One of the men was wearing a hat which covered the half of his face, including his
eyes. Since none of the others fitted the description, I presumed, that he was the one.
ANSWERS (5 errors
line 2: were going to >> was going to
line 2: has given >> had given
line 4: for going >> to go
line 8: covered the half >> covered half
line 9: I presumed, that >> I presumed that
9. Modified Cloze
Sentences containing gaps to be filled with one suitable word, e.g.:
- I can't be sure, of course, but given his enormous popularity, I'd say he was very ________ to win the
election.
ANSWER: .... likely ....
10. Re-ordering
Jumbled phrases within sentences to be put in order, e.g.:
- There are some old beautiful paintings Dutch in her house.
ANSWER: ..... beautiful old Dutch paintings...
11. Phrase-substitution
One phrase in a sentence to be replaced by a single word from a choice of four, e.g.:
- The meeting is postponed until a date which has not yet been fixed.
(a) infinitely (b) indefinitely (c) indefensibly (d) indefinably
ANSWER: b
12. Pronunciation 1 "odd men out"
Selection of item or items that display the same phonological features, e.g.:
Which two words are the odd ones out? (Consider the sound indicated by the underlined letters.)
a. textile
b. asylum
c. climate
d. olive
e. liquid
ANSWER: d e (NB two words per item)
13. Pronunciation 2 (stress)
Matching words with similar stress patterns.
e.g.:
reliable
a, gratify
b, mechanics
c, intellect
d, observation
ANSWER: b
8
14. Morphological changes
In the following text words have been numbered and highlighted. Most (but not all!) of them are in
the WRONG form for their context. Your task is to write the CORRECT form in the space beside the
text. If the word is already correct, simply copy it into the space.
ANSWER
There is a long tradition of car sharing in
Lincoln, both by private (0) arrange and by
means of hitch-hiking. Anecdotal (1) evident
suggests that such practices are (2) current on
the wane, even though (3) fact such as the cost of
transport, and the University's ever- (4) bad
parking crisis suggests that more car sharing
would be a good thing.
LUCI, the Lincoln University Car-sharing
Initiative, has recently been formed (5) act as a
lobby for those in favour of car-sharing.
We are (6) depend from the University (7)
author and aim to represent the interests both of
drivers and would be (8) pass (not necessarily
distinct groups!)
The practice of hitch-hiking to and from the
University is (9) fair widespread, and not (10)
confine to students or non-drivers.
(0) arrangement
(1) evidence
(2) currently
(3) factors
(4) ever-worsening
(5) to act
(6) independent
(7) authorities
(8) passengers
(9) fairly
(10) confined
15. Cloze
Filling in the missing word or words in a text. e.g.:
The essence of chemistry consists of making new substances, and a chemical change is defined
..............(1) the changing of one substance .............(2) another. Many ...........(3) chemical changes
have been performed by man ............. (4) very early times, probably the .........(5)
being the heating of clay to make pottery, which has been known for 10,000 years.
ANSWER:
(1) as (2) to (3) of these (4) since (5) the first
1.2.2. Writing Component 1.
This paper will test first-year CETT students' ability to produce accurate, coherent, and
appropriate written texts.
a)
Timing And Tasks
The Writing Paper will last
120
minutes. It will consist of a guided composition
(approximately 300 words).
Students will be allowed to bring in dictionaries and thesauruses for use during the Writing
Exam. However, other types of references -- such as grammar books -- will not be allowed.
9
b)
TEXT type
A guided composition with argumentative, narrative and/or descriptive elements.
c)
Evaluation of Writing tasks
Students' writing will be evaluated using the TOLC Writing Criteria. Descriptors for the
criteria can be found on page 16. The four criteria are given equal weighting in the marking. A
sample of paper can be found below.
d)
Writing component sample task:
Use your own experience and ideas to complete the missing parts of this letter to an imaginary
friend who has just started university in England. Write approximately 100 words in each of
the three spaces - you should add between 270 and 330 words in all.
Dear Pat,
Thanks for your letter - it's great to hear that you are getting on so well at university.
It sounds as if the teachers make you work pretty hard - it's the same here, believe
me! For example ….
………………
………………
You say that your university campus has its own shops, banks, sporting facilities and
so on - it sounds too good to be true! Our campus in Ajtósi Dürer sor isn't like that
at all …..
……………..
……………..
Obviously, there are lots of things I'd like to change about our campus. If I were in
charge, the first thing I'd do would be ……
……………..
…………….
Oh well - it's easy to dream! Anyway, I'd better stop writing to you and get on with
an essay. Keep in touch, and don't work too hard, will you?
All the best,
Gabi
1.2.3. The Oral Component
The Oral Examination consists of two main parts.
a)
Part one
Interactive Part (First and Second Year Students!)
This part of the exam is intended to test your ability to engage in semi-planned and unplanned
spoken interaction. Groups of 3 examinees will talk to each other in front of two examiners
for about 15-20 minutes. You can choose your own group in advance and sign up for an exam
slot on a prepared form. Before the beginning of the exam, candidates will wait for their
partners in a ‘waiting room’. All three will then be invited into the examination room for Part
One.
10
Phase 1
First, you will each be given a task sheet with written instructions and 5 minutes to think
about what you want to say. The tasks will typically draw upon your individual experiences,
opinions or preferences around a general topic. Each candidate will have the opportunity to
speak to the others about the topic at some length. However, the task is not to provide
individual monologues unrelated to each other, but extended stretches of talk by each in
the trio, related in a conversation. You are therefore expected to listen to each others'
contributions actively; you may also comment on or ask about each others'
contributions.
Phase 2
This part picks up on the theme of Phase One but involves the group in decision-making,
problem-solving or agreement reaching tasks. For Second Year students these tasks will
have a more professional or 'teacherly' focus. The task will be given orally by an assessor, and
there will be no preparation time.
A further oral task/prompt (following on from Phase 2) may be given by one of the assessors
if both tasks have been completed without producing enough data for the assessors to
complete their evaluation of one or more candidates.
Evaluation: The two assessors will be marking according to five evaluation criteria
(see p. 22).
b)
Part two: Reading aloud
(Second Year Students Only!)
This part of the oral exam is to assess your ability to read an English text to an audience. This
is an important part of a teacher's linguistic competence as you will have to demonstrate your
detailed understanding and effective presentation of connected speech.
First, after completing the interactive part of the exam (Part One), the three candidates will be
ushered to the waiting room and later to a 'preparation room'. Here they will be given either a
short story, a description or a report. They will have 5 minutes to read and 'rehearse' the
text. There will be dictionaries available in the preparation room so that candidates can look
up words or their pronunciation, if necessary. The text will be given a context, an audience
and a reason for reading, e.g.:
'You haven't got a tape-recorder but you want to use the listening activity
in the course book (see below) with your beginner class of 20 nine-yearolds. Read the tapescript aloud so that your pupils can do the task.'
For the Reading aloud, the usher will then take each candidate individually to the exam room.
Evaluation
The assessors will be looking at three criteria in this section (see p. 22).
11
1.2.4. The listening component
Length of the listening exam: about 45 minutes
Test focus:

–
–
–
–
–
–
–
–
–
–
–
–
–
a)




–
–
–
–
–
–
–
–
–
–

b)

–
*
The examinee should be able to
extract factual information,*
recognise the main points of a chain of thoughts,
work out the meaning of unfamiliar lexical items that can be deduced from the context,
recognise the relationship between the speakers, if this is clearly indicated by words, tone
of voice or intonation,
recognise the emotions of the speakers, if these are clearly indicated by words, tone of
voice or intonation,
understand clearly expressed thoughts,
recognise key words that characterise the viewpoints of the speakers,
follow complex and abstract chains of thought, lectures, arguments or discussions,
understand and extract arguments for and against a given point of view,
recognise and interpret stylistic characteristics (e.g.: humour, irony),
recognise ambiguities,
understand important cultural and social references,
evaluate utterances and draw inferences
Recordings
The length of an individual recording: not more than five minutes.
Text types: authentic (recordings from the radio, television, or real-life interviews) or
semi-authentic (scripted or partly scripted authentic sounding studio recordings).
Accents: all the main varieties of (educated) English. No broad regional varieties.
Genres:
radio/television news reports and commentaries
public and media announcements (airport, etc. announcements, weather forecasts,
programme guides, commercials, etc.)
book and media reviews
monologues
excerpts from novels, short stories
conversations/discussions involving two or more people
dialogues
plays
factual information (on the phone)
lectures on topics of public interest and education
Quality of the recordings: technically superb, FM quality recordings (with good dynamic
features and no significant tape noise). Real life background noise is acceptable if it does
not hinder comprehension.
Test tasks
Task types:
giving short answers
The underlined items are somewhat more likely variants than the others.
12
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–





c)
selecting multiple choice statements, including modified multiple choice, where more
than one good answers are possible
filling in grids
completing texts, including information transfer tasks, where the applicant is supposed to
complete a text with information from a (different) listening passage
selecting true or false statements
identifying pictures
matching texts and pictures
ordering pictures
following instructions on a map
spotting errors
rearranging a list
filling in forms
identifying order of events
choosing the best ending for a text
choosing the most appropriate summary
collecting arguments for and against something
Number of tasks (subtests): 4-6 tasks depending on the length of the individual
recordings.
Number of times the recordings are played: one (with gist tasks only), two or three.
Time allowed to accomplish tasks: there should be sufficient time provided for writing
down the answers after a task, or, in the case of more demanding or lengthy texts, there
should be pauses in the recording at the appropriate places to allow students to write
down their answers while listening.
Item types: there should be at least 3 different test methods in any exam, but one subtest
should consist of only one particular item type.
Number of items: 30 — 40
Rubrics

Language of Instructions: English. All instructions should be given on the tape, and the
wording should be the same as that on the test paper.
 Content of the instructions:
The instructions
– should contain some reference to the nature of the recording;
– should state how many times the recording is to be played;
– should contain the time available for
-reading the questions
-writing down the answers
-checking he answers, etc.;
– should contain what the students are expected to do and when;
 Model Answer: each subtest should include an example.
d)

–
–
Tapes
The whole exam should be recorded, including
an introduction to the exam in English,
instructions to the subtests,
13
–
–
–
–
e)

–
–
–
–
–



f)



reference to what the students are expected to do and when (e.g. “You should read the
questions now“, “You should listen to the recording now”, “Listen to the recording
again”.),
each playing of the recordings,
breaks and pauses (the time allowed for reading and checking),
music separating the subtests.
Test booklet
The booklet should contain:
a front page containing the introduction to the listening component (also recorded)
instructions to the subtests (also recorded),
reference to what the students are expected to do and when (also recorded),
the questions and possible illustrations,
sufficient space to write down the answers (dotted lines, boxes, grids etc.)
The questions should be numbered.
There should be different fonts used for the instructions and the questions.
The different subtests should be printed on separate pages. Should a subtest be longer
than a single page, the task should be printed on two facing pages.
Scoring
The test should preferably contain item types that are objectively markable. Short
answers are acceptable as long as they are really short and obvious. (The key should offer
all the possible alternatives.)
The only criterion when judging the acceptability of an answer is whether it contains the
information that is required by the question in a way that is comprehensible and
unambiguous for the marker. In other words no points are deducted for spelling or
grammatical mistakes as long as the answer is comprehensible and unambiguous.
All items are weighted equally.
Samples an mock tests are available in the Self Access Centre.
1.2.5. Writing Component 2.
This paper is specifically designed to test second-year CETT students’ ability to use their
advanced writing skills in producing the text types they need mastery of in their professional
lives as university students and as teachers, the latter including providing appropriate
classroom models. Candidates will be required to write a relevant, accurate, coherent, wellorganised and stylistically appropriate piece of text in two different task types.
a)
Timing and tasks
The paper will last 180 minutes and will consist of two writing tasks related to a novice
teachers’ outlined professional needs in writing. The topics of the tasks may be related to
language learning and teaching. It will include an essay task, in which the candidate is offered
a choice of three topics, one of which should be chosen. A reading passage may be used to
provide the context and stimulus for the writing task, and the reason for writing and the
audience (who to write for) will be explicitly stated. Students will be allowed to bring in
14
dictionaries and thesauruses for use during the Writing exam. However, other types of
references – such as grammar books, handouts, or notes – will not be allowed.
b)



c)
Possible writing task types
essays with a variety of functions, and for a variety of specified audiences
formal letters of various kinds
other text types related to a teacher’s or student’s professional life (e.g. CVs,
recommendations, or giving instructions).
Evaluation of writing tasks
Students will be evaluated using the TOLC Writing Criteria. Descriptors for the criteria can be
found on page 16. The four criteria are given equal weighting in marking. Samples of
previously-marked papers using these criteria can be found on page 17.
15
WRITING CRITERIA
Accuracy
2 = Few or no problems with grammar, spelling and punctuation: problems do
not obscure meaning. Problems never hinder efficacy and appropriateness
for audience and purpose.
1 = Occasional problems with grammar, spelling and/ or punctuation which
tend not to obscure meaning. Problems occasionally hinder efficacy and/or
appropriateness for audience and/or purpose.
0 = Serious and/or frequent grammatical, spelling and/or punctuation problems.
Meaning sometimes obscured. Provides a bad model for teaching.
Breadth
2 = Range and selection of words, phrases and structures is entirely appropriate
and effective in terms of style and register for the audience and purpose.
Choices enhance meaning.
1 = Range and selection of words, phrases and structures is usually appropriate
and effective in terms of style and register for the audience and purpose.
Choices adequately convey meaning.
0 = Range and selection of words, phrases and structures is not appropriate or
effective in terms of style and register for the audience and purpose.
Choices may confuse or fail to convey meaning.
Content
2 = Content is relevant, appropriately detailed and completely effective and
appropriate for audience and purpose.
1 = Content is usually appropriate and effective for audience and purpose
but may have irrelevant, insufficient or otherwise inappropriate parts.
0 = Insufficient, irrelevant or otherwise inappropriate selection of content
considering audience and purpose. Blatant plagiarism.
Discourse structure
2 = Format completely appropriate for audience and purpose.
understandable sequencing, never ambiguous or confused: shows
cohesion.
1 = Format more or less appropriate for audience and purpose.
Understandable sequencing: occasionally ambiguous or confused: very
occasionally lacks cohesion.
0 = Format not appropriate for audience and purpose. Sequencing shows little
or no guiding idea: frequently ambiguous or confused: does not hang
together.
16
MARKED WRITING SAMPLES, YEAR TWO PAPERS
THE TASK
PROMPT: Contrastive analysis involves examining two languages to determine their similarities
and differences. Some linguists earn a living doing contrastive analyses, but all individuals who learn
a foreign language are amateur contrastive analysts--even if they don't realise it--because they use
knowledge of their mother tongue in order to learn the foreign language. Usually this process helps in
language learning, but sometimes it actually interferes with learning.
TASK: Think about a time that a difference between English and your mother tongue caused you
difficulty. What caused the problem? How were you able to overcome the difficulties? Use these
questions to help you write a short (two-to-three paragraph) essay entitled, "When My Mother Tongue
was a Hindrance" Do not write more than 300 words. You hope to publish your essay in the local
English teachers' newsletter. Although you should use mostly standard English, you can include less
formal English to set the right tone for your essay.
SAMPLE 1: THE SUCCESSFUL WRITER (Small numbers refer to markers’ notes below.)
I have learnt English for quite a number of years. When I was younger I was not interested in
language at all. I felt that I was obliged to learn, and I hated memorising words and phrases. My
learning was unconscious, automatic 1. Then I got involved in learning more because I acquired a
certain2 vocabulary, my skills improved all the time, and I started to compare my mother tongue and
English by translating everything.3 Actually,4 this made me puzzled, and I concluded that English is
an illogical and stupid5 language which does not make any sense. Being frustrated, 6 I kept asking my
teachers: "Why do we say:7'I know it by heart' and not 'without a book'?"
Years later8 I realised that English is neither illogical nor stupid 9 but incredibly interesting.
Learning the differences is fun, because you are not only learning another language but another
culture where people think differently. I accepted this idea of mine and I went on studying in this
manner, but I must say that my situation did not become easier. I still had to concentrate on the
differences and memorise everything.
Years have passed since and now10 my English is very good,11 I can speak fluently. Last year I had
the opportunity to speak with an English native speaker who had been studying Hungarian for a
couple of years. He was at an intermediate level--still translating a lot of things into his own
language. We were just having a little chat about poets in general, and I asked him about a particular
poem. He replied: "Ezt en tudom szívből." I was shocked and happy at the same time. I remembered
my experience I had had with "by heart" and I started laughing hard. I saw the embarrassment on his
face--he knew he had made a mistake--and to cheer him up I told him my story, which is basically the
way I'd learnt my second language.
MARKERS’ NOTES
Accuracy = 2 The writer has a few minor accuracy errors (1, 2, 6, 7, 11). However, these errors are
not particularly disturbing to the reader, nor do they cause a breakdown in the writer's
communication.. In addition, the writer's grammar is quite complex (3), and slightly more accuracy
mistakes can be expected when a writer "risks" more through the use of complex structures. This
writer's level of accuracy is generally a good model for teaching.
Breadth = 2 The range and selection of the words, phrases and structures in this essay are both
effective and appropriate for the audience and purpose. The writer uses words which are neither too
formal nor too informal for the purpose, and the range and selection stay consistent throughout the
essay. Words such as "unconscious", "acquired", and "incredibly" enrich the writing, and there is only
one instance where an inappropriate word is used (5). In all instances word/phrase choice helps the
writer communicate effectively.
Content = 2
The content in this essay is very appropriate for the audience and purpose:
publication in the local English teachers' newsletter. It is personal and chatty, but not insignificant.
The content would most likely appeal to local teachers of English. The writer includes all the
information the reader needs to understand "the point" of the essay and does not include details which
are not related to the topic. The length of the essays is within the required word range.
Discourse = 2 There is a clear introduction, body and conclusion in this essay, and ideas are tied
together in such a way that the reader has no difficulty following the writer's development of the
17
topic. There are strong linking devices (4, 8, 10) that help the writer achieve cohesion throughout the
essay. The conclusion is particularly effective because the writer uses a similar example of someone
learning Hungarian and making the same mistake the author had made while learning English, and
this story brings the essay back to the "problem" originally stated in the introduction to the essay.
SAMPLE 2: THE UNSUCCESSFUL WRITER
When My Mother Tongue Got in the Way
As a matter of fact, I did have a problem which, in my view, is quite typical for foreign learners of
English. For a certain period in my language learning time, I had serious struggles with "accepting"
the Present Perfect tense. Like somebody with his/her mother-in-law, I needed a certain time to
acknowledge this tense as something which can be relevant for me--in fact, even profitable in some
way.
Seriously, I believe that the problem this tense causes to Hungarian learners of English (including
myself) is the actual deficiency of a similar tense in the Hungarian language.
Hungarian language, on one hand, does not actually possess this way of expression at all. Instead
of using the Present Perfect tense or something similar to this, we could only apply either the present
or the past tense to express what is meant by the Present Perfect.
On the other hand, with the Present Perfect tense the English language is able to express
something which can be a "Bridge" in-between these former two tenses.
An additional feature of the P.P.T. is that this tense is not restricted merely to a denotation of time.
It can stand in itself while indicating, for instance, the circumstance, result or failure of an action
properly.
In contrast, when translating or simply using English, the Hungarian language has to add certain
linguistic elements while searching for something corresponding to the PPT. These elements can be,
for instance, words of place or those referring to circumstances of context.
I firmly believe that the only way to eliminate these difficulties is--practice, practice and...time,
above all! This is the only way through which, at the end, we may forget about calling the Present
Perfect tense--a "necessary evil"...
MARKERS’ NOTES
Accuracy = 0
There are serious and frequent accuracy mistakes. These include:
Link words--meaningless and/or inappropriate (e.g., as a matter of fact, seriously,
on one hand)
"Certain"--consistently used inappropriately
"Present Perfect"--capitalised throughout, but it is not a proper noun
Structure problems--e.g.: Hungarian language>the Hungarian language; we could only apply
either>we can apply either; with the Present Perfect tense the English language
is able to express>people can express something using the English present
perfect tense; stand in itself>stand by itself; when translating or using English,
the Hungarian language>when translating or using English, Hungarian speakers
Vague references--e.g.: like somebody with his/her mother-in-law; in some way; this way;
Breadth = 0
This writer's choice of words and phrases is both immature and inappropriate, and
there is a rotation of "tone" throughout. For example, consider the sentence, "I firmly believe that the
only way to eliminate these difficulties--practice, practice and...time, above all!" "Firmly" is a word
used when an essay has a serious tone, but the ending of this sentence is decidedly informal, so much
so that it is grammatically incorrect. Other instances of a deficiency in range and selection of words
and phrases include the following:
in my language learning time>e.g., while learning English
serious struggles>e.g., serious difficulties
deficiency of a similar tense>e.g., lack of a similar tense
something similar to this>e.g., or its equivalent
to express what is meant by the Present Perfect>e.g., to serve the same function
as the present perfect
Content = 1
The writer develops the essay as a comparison and contrast of the present perfect in
Hungarian and English. The task, however, was to develop an essay that describes a situation in which
18
the writer's native language caused interference in learning English and which answers the questions,
"What caused the problem?" and "How were you able to overcome the difficulties?" Despite being
"off topic", the writer was given a score of 1 because the topic that was developed had enough
supporting detail and the length of the essay was within the required word range.
Discourse = 0
The discourse structure is perhaps the weakest aspect of this piece of writing. The
format is very inappropriate for the audience and purpose: publication in the local English teachers'
newsletter. In addition, the essay lacks cohesion, making it difficult for the reader to follow the
writer's train of thought. The writer tried to use transitional devices, but the devices were both
ineffective and inaccurate(as described in the Accuracy criteria); i.e., they did not provide smooth
transition from one idea to another. Other problems with discourse include the following:
* The writer begins the essay with a linking device ("as a matter of fact") that should be used to
intensify the preceding statement. However, there was no preceding statement; as a matter of fact, the
author literally "jumped into" the topic with no introduction to the essay at all. There may have been a
mistaken notion on the writer's part that the title could substitute for an introduction.
* Whereas the body of the paper is a fair presentation of comparisons and contrasts between the
present perfect in Hungarian and English, the paper concludes in such a way that it appears that the
author has been presenting an argument in the body of the paper.
* The conclusion appears to be unrelated to both the introduction and the body of the paper.
19
TOLC ORAL INTERACTIVE TASK
First year
Phase 1:
Do you remember a birthday, either your own or somebody else's, that you really enjoyed?
When was it and what happened? How did you feel?
When the test begins, describe your experience and listen to your partners' accounts.
Remember that you should not merely produce three independent monologues; carry on
conversation in which you need to get a chance to speak at length about your memories.
Phase 2 by the interlocutor:
Think of a fourth person all three of you know and appreciate. Imagine that this person has
his or her birthday in two weeks' time. Plan a birthday party for him or her and agree on ways,
tricks and features to make it really special.
Rescue question:
How do you feel about parties in general? Give reasons for your opinion.
TOLC ORAL INTERACTIVE TASK
Second year
Phase 1:
Think back to a teacher who took a personal interest in your life other than in their role as a
teacher.
When the test begins, tell your partners about this teacher and listen to their accounts, too.
Phase 2 by the interlocutor:
Decide between you on three situations that the caring and reflective teacher should definitely
not get involved in.
Rescue question:
Describe the kind of involvement you aim for as a teacher.
TOLC ORAL EXAMINATION CRITERIA: PART 1 - THE INTERACTIVE TASK
1. FLUENCY
2 CONTENT & SIZE OF CONTRIBUTION
3. RANGE
PASS PLUS - 2
PASS PLUS - 2
PASS PLUS - 2
The candidate is able to converse at length
The content provided by the candidate
The candidate displays a wide range of appropriate
without displaying signs of fatigue. When
is both wholly appropriate to the inter-
vocabulary; and the ability, when appropriate, to
occasionally rephrasing and circumlocuting,
action and adds new dimensions. The
produce complex grammatical structures. The candidate
the candidate appears to be searching for a
candidate provides sizeable chunks of
is able to tackle any unpredictable areas of
better way of expressing their meaning rather
coherent language, when appropriate,
discussion; there is no risk involved.
than groping for words. The listener derives
giving ample evidence for rating.
pleasure from the manner and speed at which
the information is conveyed.
PASS - 1
PASS - 1
PASS - 1
The candidate is able to converse at length
The content provided by the candidate is
The candidate displays a wide range of appropriate
with minimal hesitation. Very occasional
wholly appropriate to the interaction.
vocabulary, and the ability, when appropriate, to
groping, rephrasing and/or circumlocutions
Sizeable appropriate coherent
produce complex grammatical structures. No very obvious
do not noticeably interrupt the flow of
contributions.
avoidance strategies. The candidate is willing to enter
speech. The listeners are comfortable with
unpredictable areas of discussion.
the even manner and speed at which the
information is conveyed.
FAIL - 0
FAIL - 0
FAIL - 0
The candidate does not sustain conversation
Inappropriate content for the interaction.
The candidate plays safe. Fails to display a wide enough
at length; hesitation, groping and rephrasing
Information may be `off-task' (possibly
range of appropriate vocabulary/grammatical structures.
noticeably impede the flow, and may even
a result of `rehearsal'.) Minimal
There is evidence of avoidance strategies, the candidate
increase as the examination progresses. The
contributions. Just enough evidence to be
appearing to opt for easier ways of expression. Rather
listener grows uncomfortable with the manner
rated.
unwilling to enter unpredictable areas of discussion.
and speed at which the information is conveyed. (Not enough evidence = disqualification)
22
TOLC ORAL EXAMINATION CRITERIA: PART 1 - THE INTERACTIVE TASK
4. ACCURACY
5. INTERACTIVE SKILLS
PASS PLUS - 2
PASS PLUS -2
`Eloquently' accurate speaker. The standard: of
This candidate can be considered a good conversationist and
discoursal, grammatical, and phonological
a sensitive speaker. He/she displays consistent evidence of
accuracy is very high. No Hunglish. Very minor
the ability to initiate a conversation and to take turns
imperfections and production slips, more
sensitively, without being domineering. When the need arises,
characteristic of spoken language than
the candidate even facilitates others in the expression of
true errors, are acceptable..
their meaning. He/she is fast and versatile/inventive in picking
up new topics or changes of direction within a topic.
PASS - 1
PASS - 1
The standard of discoursal, grammatical and phonological
The candidate displays verbal and non-verbal evidence
accuracy is high, though very occasional errors which do
of the ability to initiate and take turns. He or she can adapt
not impede communication and which do not make the
assessor `twitch' (Hunglish), are acceptable. The candidate
is capable of monitoring their speech.
to new topics or changes of direction without much effort.
On the whole, he or she is aware of his or her own share in
the conversation and sensitive to the other interactants.
FAIL - 0
FAIL - 0
Discoursal, grammatical and phonological
The candidate adapts to new topics, changes of direction
errors are serious enough to impede
and other speakers’ initiatives with considerable effort.
communication or are of the kind that make
He/she displays no evidence of the ability to initiate an interaction
the assessor `twitch'. The standard of
and takes turns generally only by invitation.
accuracy is too low for a desirable.
The candidate repeatedly obstructs others or prevents them
classroom model. The candidate does not,
from participating equably through dominance or apparent disinterest.
appear to monitor their speech.
23
TOLC ORAL EXAMINATION CRITERIA: PART 2 - THE READING ALOUD TASK
6. SENSE OF AUDIENCE
PASS PLUS - 2
7. SUPRASEGMENTAL PHONOLOGY
PASS PLUS - 2
8. PHONOLOGY (Including word stress)
PASS PLUS - 2
The candidate speaks with appropriate projection
of voice, variation of speed (pace), and pausing.
Eye-contact and body-language reflect a sense
of audience. The candidate has managed to
internalise the message, and, partly through
ease of production, seems intent on conveying
that message to the audience. The candidate can
cope with the inevitably simulated nature of
an exam.
The candidate's use of intonation, stress and pauses is
highly appropriate to meaning
at the sense group, sentence
and text level. Appropriate
breathing and `elegant` phrasing
make ideas really `connect
into each other`. Flowing speech,
Expressive.
The candidate's pronunciation is
consistently and highly accurate,
almost faultless. No traces of
typically Hungarian features.
Listening to it, `pleases the
ear', as if one was listening
to a native speaker.
PASS - 1
PASS - 1
The candidate speaks with
appropriate projection of voice,
variation of speed (pace), and
pausing. Eye-contact and posture
reflect a sense of audience.
Some allowance may be made for
the unnatural simulated nature
of the task.
The candidate's use of intonation, stress and pausing is
largely appropriate to meaning
at the sense group, sentence
and text level. Appropriate
phrasing facilitates the assessor's
understanding of the message
which is not severely hindered
by occasional slips.
FAIL - 0
FAIL - 0
The candidate fails to speak with
appropriate projection of voice,
variation of speed, and pausing.
Their production is
too quiet, too fast or monotonous. The candidate is so
preoccupied with the effort to
produce, that the sense of
audience is lost.
The candidate's use of intonation, stress and pausing is
largely inappropriate to meaning
at the sense group, sentence and
text level. Ill-timed breathing
and incorrect cohesive intonation
interfere with the assessor's
understanding and compels undue
effort.
PASS - 1
The candidate's pronunciation
is generally accurate. Although a
few Hungarian features may remain,
this in no way makes the assessors
`’twitch’, or hinders easy understanding. Key words are pronounced
consistently correctly. Word stress
is generally accurate although a
a slip or two on very uncommon words
are acceptable.
FAIL - 0
The candidate's pronunciation is
rather inaccurate. A number of
`twitch-making' Hungarian features
hinder easy understanding. Key
words may be pronounced
incorrectly. Even common words are
stressed inaccurately.
24
Student self-study material for TOLC:
practice books with key
TOLC Use of English
Awareness-raising task types in:
Bolitho, R./ Tomlinson, B. (1980) Discover English. Heinemann.
Bowers, R. et al (1987) Talking about Grammar. Longman.
Hall, N. and J. Shepheard (1991) The Anti - Grammar Grammar
Book
Other task types:
Alexander, L. G. (1990) Longman English Grammar Practice.
Longman.
Thomson, A. and A. Martinet (1980) A Practical English Grammar
and Exercises. OUP.
Millington Ward, J. (1980) Practice in the Use of English.
Longman.
Graver, B. D. (1990) Advanced English Practice. OUP.
Broughton, G. (1990) Penguin English Grammar A - Z Exercise
Advanced Students. Penguin.
Jones, L. (1989) Use of English. CUP.
Gethin, H. (1991) Grammar in Context. Collins.
Shaw, K. (1991) Collins Cobuild. English Grammar Exercises.
Collins.
Collins Cobuild English Guide to Confusable Words (1993) Harper
Collins Publishers.
U.C.L.E.S. (1990) Cambridge Proficiency Exam Practice 3. (Use
of English Part)
TOLC Listening
Rixon, (1988) Listening Advanced. Oxford Supplementary Skills
series. OUP.
Blundell and- Stokes (1983) Task Listening. CUP.
Fredrickson, T. (1980) Meeting People. Longman.
O”Neill and Scott (1985) Viewpoints. Longman.
Underwood, M. (1986) Have you heard? Longman.
1994 TOLC Listening Exam
TOLC Pronunciation
“Proficiency Test” books or booklets
May, P. (1990) The Complete Proficiency Practice Test.
Heinemann.
U.C.L.E.S. (1990) Cambridge Proficiency Exam Practice 3. CUP.
TOLC Writing
Jolly, D. (1984) Writing Tasks CUP.
Hedge, T. Writing. (1988) Resource Books for Teachers OUP.
Raimes, A. (1983) Techniques in Teaching Writing. OUP.
White, R. and V. Arndt. (1991) Process Writing. Longman.
Bander, R.G.: American English Rhetoric (Harcourt Brace
Jovanovich, 1983).
Brookes, A. and P. Grundy: Writing for Study Purposes.
(Cambridge, 1990).
Coe, N., R. Rycroft and P. Ernest: Writing Skills: A problemsolving approach (Cambridge, 1983).
Csomay, E. and J. Szerdahelyi: Writing: A Process Approach
Composition Book. (Nemzeti Tankönyvkiadó, 1997).
Jolly, D. Writing Tasks (Cambridge 1984).
Leki, I.: Academic Writing: techniques and Tasks. (St. Martin’s
Press, 1989).
Reid, J.M.: The Process of Composition. (Prentice Hall, 1988).
Stephens, M. Practice Advanced Writing (Longman 1992).
Strunk, W. and E.B.White: The Elements of Style. (MacMillan
1979).
26