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Regardless of what point of view they developed, essays that satisfied the Subject A requirement had to do more than summarize what Kluckhohn wrote. They have been chosen to represent different approaches to the essay topic, as well as to suggest the range of strengths and weaknesses in essays at each scoring level.
As their contents show, essays by both native and non-native speakers of English are to be found at all six scoring levels.
The third essay at each scoring level is definitely by a non-native speaker of English; other essays, 5 for example, may be by non-native speakers as well. The comment on each essay explains why it does or does not meet the Subject A standard of competence. Taken together, the essays and comments should make clear that essays satisfying the Subject A requirement can use a wide variety of organizational patterns and almost unlimited sources of information.
They can present a wide variety of viewpoints about the issue raised in the passage and pinpointed by the topic, but they must remain focused on that issue and develop a reasoned response to the passage. Read carefully the passage and the essay topic. Respond to the topic by writing an essay that is controlled by a central idea and is specifically developed.
You will have two hours to read the passage and to complete your essay. You may underline the passage and make marginal notes as you read. Plan your essay before you begin writing, using the "Notes" side of the blue Information Sheet.
Allow time to review and proofread your essay and to make any revisions or corrections you wish. Your essay will be evaluated on the basis of your ability to develop your central idea, to express yourself clearly, and to use the conventions of written English.
The topic has no "correct" response. Writing that appears on the "Notes" page will not be read. What do you think about his views? Use examples from your own experience, reading or observation in developing your essay. Clyde Kluckhohn was professor of anthropology at Harvard University.
One of the interesting things about human beings is that they try to understand themselves and their own behavior. While this has been particularly true of Europeans in recent times, there is no group which has not developed a scheme or schemes to explain human actions.
To the insistent human query "why? Its explanatory importance is comparable to categories such as evolution in biology, gravity in physics, disease in medicine.
Why do so many Chinese dislike milk and milk products? Why do some nations trace descent through the father, others through the mother, still others through both parents?
Not because different peoples have different instincts, not because they were destined by God or Fate to different habits, not because the weather is different in China and Japan and the United States. Sometimes shrewd common sense has an answer that is close to that of the anthropologist: Or culture can be regarded as that part of the environment that is the creation of human beings.
This technical term has a wider meaning than the "culture" of history and literature. A humble cooking pot is as much a cultural product as is a Beethoven sonata.
In ordinary speech "people of culture" are those who can speak languages other than their own, who are familiar with history, literature, philosophy, or the fine arts.
To the anthropologist, however, to be human is to be cultured. There is culture in general, and then there are the specific cultures such as Russian, American, British, Hottentot, Inca.
The general abstract notion serves to remind us that we cannot explain acts solely in terms of the biological properties of the people concerned, their individual past experience, and the immediate situation.
The past experience of other people in the form of culture enters into almost every event. Many acts are neither accidental nor due to personal peculiarities nor caused by supernatural forces nor simply mysterious. Even we Americans who pride ourselves on our individualism follow most of the time a pattern not of our own making.
We brush our teeth on arising.
We put on pants--not a loincloth or a grass skirt. We eat three meals a day--not four or five or two. We sleep in a bed--not in a hammock or on a sheep pelt. I do not have to know individuals and their life histories to be able to predict these and countless other regularities, including many in the thinking process of all Americans who are not incarcerated in jails or hospitals for the insane.
To the American woman a system of plural wives seems "instinctively" abhorrent. She cannot understand how any woman can fail to be jealous and uncomfortable if she must share her husband with other women. She feels it "unnatural" to accept such a situation.Page 14 [Tur n Over 2 Reading Part 1 Qu estions Look at the text in each question.
W hat does it say? Mark the correct letter A, B, or C on your answer sheet.
Example: 0 A You must stay with your luggage at all times. Analytical Writing Placement Examination Process. Developing AWPE and that the essays written by students who had not yet satisfied the Entry Level Writing requirement were clearly distinguishable from the essays of students who had satisfied the requirement.
A 1 paper suggests severe difficulties in reading and writing . As Conservation Officers, the employees are responsible for the enforcement of laws and rules protecting the public health and regulating the conservation and use of the natural resources of the state.
ESOL at Entry Level 2 is designed to give learners the knowledge and skills to read and understand straightforward texts; write using correct punctuation, grammar and spelling; and listen and respond to others when discussing familiar topics.
Reading Comprehension questions can make or break your exam score.
As Conservation Officers, the employees are responsible for the enforcement of laws and rules protecting the public health and regulating the conservation and use of the natural resources of the state. Entry 2 ESOL reading assessments are based on the Adult ESOL core curriculum standards. Sample papers and mark schemes are available. This assessment is part of a suite of assessments designed to encourage progression to employment, vocational courses, Functional Skills, GCSE and other academic routes. Jun 05, · Mix - Entry 3 Esol writing exam task assessed YouTube; How to write a Friendly Letter - Duration: ESOL Skills for Life Entry Level 3 - Group discussion sample video - Duration:
Use our free Reading Comprehension practice test questions to score high. Reading Comprehension Practice Test. Questions 1 through 7 refer to the following passage: 2.
Magellan lost the favor of the king of Portugal when he became involved in a political . Appendix 3 — Entry 2 Examination report About Trinity College London functional tasks such as reading and writing authentic correspondence with banks and other institutions, as well as genuine spoken interaction with an .