DELTA paper 1 task 4

how long should I spend?
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Terms in this set (30)
how long should I spend?
20 minutes
how many marks?
20
What do you have to do?
Analyse an authentic spoke (transcript) or written text produced by a learner. Candidates analyses main strengths and weaknesses in the text based on specific areas, 3.g. use of collocation, communicative success, cohesion.

You will be given
-level of student.
-the writing or speaking task that was set.
Why is the text numbered?
So that you can can refer to specific features in the text when writing your answers.
do you need to number points?
yes
Areas of analysis
task achievement
appropriacy of genre and style
organisation
cohesion
spelling
range of lexis
accuracy of lexis
range of grammar
accuracy of grammar
pronunciation
cohesion: linkers

(my answer)

number and order points (time sequence linkers.
addition
contrast
sum up
result
cause
the student has used linkers to organise the text, more specifically to ...
(list relevant causes)

number and order points (time sequence linkers.
addition
contrast

Example

para 1 'firstly' to introduce the first point
para 2 'moreover' to add more information
para 3 'eventually' time sequence
para 4 'in conclusion' to sum up

No need to give so many examples.
Cohesion: linkers Guide line answer

The learner is aware of the need to use linking devices and some of them are appropriate to a formal discursive essay,
Example:

line 2 'for example', line 5 'firstly, line 8 'moreover' eventually 'line 18' 'in conclusion'. most of them are used accurately.
Cohesion: strength : substitution - there is accurate use of substitution
two houses, one, one (para 4)
organisation strength

The ideas follow a logical progression and are organized into four clear paragraphs:
paragraph 1 - introduction
paragraph 2 the effects of winter
paragraph 3 the effects of spring
paragraph 4 conclusion - a solution to the problems posed by winter.

Here you do need to give all the examples above
Cohesion/organisation Parallelism of ideas could be seen as a strength, but the ideas could be expressed using a wider range of lexis at this level.-people feel more energized (rather than less tired), fitter -also, the writer could indent her paragraphs or leave a space between them.Cohesion: WHAT TO LOOK OUT FORHas the writer/speaker knit the text together? Has the learner used linking devices (e.g. conjunctions, lexical sets, relative clauses, referencing? Are these appropriate to norms of genre and have they been used accurately? has the learner used couples sentences ( independent and dependent clause or a linker like because. Do/does the ideas/essay follow a logical progression and are/is organized into four clear paragraphs:Organisation : WHAT TO LOOK OUT FORIs the text well sequenced? Is there a logic underlying it? Is the paragraphing well achieved? If it's a written text are layout features used effectively (e.g. headlines, sub-headlines etc.)task achievement strength The learner achieves the task to the extent that ....she writes an opinion essay about the effect weather can have on people and how they feel.'it's too hot and they can't work properly because they feel tired; ...in winter people are grey like the weather.task activement/effect on the reader strength There is a reasonable variety of ideas in the second paragraph'in winter you put on weight; don't want to spend time outs;feel depressed and tired because it's darkeffect on the reader: strength: The learner uses rhetorical questions, similes and humour to hold the reader's attention.'grey like the weather' (line 6); where is the sun which can vitalize our body? (lines 14-15) Eventually when spring comes back to lifetask achievement: weaknesses although she writes about how the weather effects the way we feel, most of the examples she gives describe the way in which the weather affects other peoples' behaviour rather than personalities.it's too hot and they can't work properly because they feel tired.task achievement / effect on the reader WHAT TO LOOK OUT FORDid the learner actually do what was asked of them. i.e. answers the question..e.g. the learner achieves the task to the extent that (look at question) What was missed? How did the achievement differ from a competent language user might do it? reasonable variety of ideas if desperate could go with number of words effect on the reader - humour, rhetorical questions, similes etc.punctuation: WHAT TO LOOK OUT FORFor written texts what punctuation is used? Which avoided? Is it well used? Are some items used consistently incorrectly? e.g. comma, instead of a full stop. Where does punctuation help/interfere with meaning? Is capitalisation used accurately?spelling: WHAT TO LOOK OUT FORIn the case of written texts are there many spelling errors? How much do they interfere with communication? Are there any consistent issues?appropriacy of style and genre - weakness leaner has used some informal lexis (language) mainly linking devices that do not fit with the the genre norms of an opinion based written essayinformal language: anyway (line 5) by the way (line 10) so (line 28) but (line 33) conversation phrases - I would like to say; maybe use of contractions - it's darkappropriacy of style and genre - WHAT TO LOOK OUT FOR. -Does the text reflect the layout, organisation, structure of a specific layout? -Are there any examples of appropriate/inappropriate language for the genre? E.g. The leaner uses lexis (language) that doesn't fit with the the genre norms of ....opinion based essay etc. -Is the tone right? - Has the writer/speaker paid attention to the potential reader /listener?Range and complexity of language: strengths: The learner uses complex sentences (clauses)we always feel depressed because when we go to work it's dark ...(lines 14-15) 'Even if we stay more, we always feel tired in winter' line...Range and complexity of language: strengths: The learner uses some reasonable vocabulary for their levelwarm clothes, protect, revitaliseRange and complexity of language: THINGS TO LOOK OUT FORNote : Range refers to how wide the writer/speaker's knowledge of lexis/grammatical structures is (i.e. what they don't know - or avoid -as well as what they know). Accuracy refers to whether what they say.write is correct or not). -does the learner use reasonable vocabulary for their level or is it too simple and not risk taking enough for their level? -does the leaner use complex sentences? -Does the learner use /use correctly lexical collocations e.g. learner uses/ (lacks) lexical collocations that would be/are useful... -does the learner use a simplistic range of adjectives for their level or over uses a simple adjective.Range and complexity of language: weaknesses overall the vocabulary is simple and non-risk-taking (which means in general she is accurate)it's dark and when we go home it's dark too.Range and complexity of language: weaknesses the learner lacks lexical collocations that would be useful.have a siesta instead of make siestaRange and complexity of language: weaknesses the learner uses a limited a simplistic range of adjectives and over uses 'tired'hot (line 3), tired (lines 4, 6, 12, 14, 23) well (line 25), expensive (line 30) there could be a wider range of adjectives to describe personality e.g. sociable, withdrawn / introverted.pronunciation: - WHAT TO LOOK OUT FORIn the case of transcripts of spoken texts, is the pronunciation, where transcribed accurate? Are there any issues which are likely to have an impact on intelligibility. If phonemic script is given don't assume that it indicates an error in pronunciation; it could just as well be there to highlight a strength.FIND AN EXAMPLE OF EVERY WHAT TO LOOK OUT POINT FROM PAST PAPERS. I have just looked at EP answers for this.