Masters Level
Providing properly calibrated levels and certificates to help the students through this stage is invaluable!
This is Anglia's top level and for those candidates who are so confident that they can use the English language fluently in any circumstance or situation that they would call themselves 'expert users'. Be it a social or professional setting, the student should be at ease taking notes whilst listening to a set text and then from an extended piece of text. From the set notes they must first be able to complete a set task and then write a clear and organised piece that argues for or against a particular case. Masters level has been designed to examine the candidates ability to understand and produce language in a variety of styles that 'fits' well within the given scenario. If you are at Masters Level could you change your language when 'talking to teenagers', or 'giving a formal presentation to an adult group' or maybe 'presenting an argument in an answer to a coursework question within a higher level course'?
Overview of Tasks:
Reading & Writing:
SECTION |
DESCRIPTION |
Section R1 (10 Marks) |
Reading for context and comprehension |
Section R2 (10 Marks) |
Reading comprehension |
Section R3 (10 Marks) |
Use of English: collocation and idiom |
Section W2 (10 marks) |
Writing: sentence transformation |
Section W3 (15 marks) |
Writing for results: formal and informal |
Section R4 Part one (10 marks) |
Reading for context and comprehension |
Section R4 Part two (10 marks) |
Reading for information |
Section W4 (20 marks) |
Writing: composition |
Listening:
SECTION |
DESCRIPTION |
Section L1 (16 marks) |
Listening for unfamiliar information |
Section L2 (10 marks) |
Listening for inference and implication |
Section L3 (8 marks) |
Listening for oblique reference |
Section L4 (16 marks) |
Listening for information and note taking |
Speaking:
SECTION |
DESCRIPTION |
Section S1 (up to 4 minutes) |
Warm up Style of questions similar to an interview for a job or a place in higher education not a simple informal chat |
Section S2 (up to 8 minutes) |
Making a case |
Section S3 (up to 8 minutes) |
Discussion of complex, difficult and controversial issues |
Syllabus and Specifications:
Performance Indicators
The student can confidently manipulate the language and use it both for any study or professional purpose. Building on proficiency level, the student can successfully:
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take notes while listening to information given at normal speaking pace and then use those notes for a targeted task.
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take notes from a long text on any topic and use those notes to argue a case in clear, organised written text.
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show understanding of a variety of texts in both a detailed and global way.
-
understand and produce language in a variety of styles and idioms.
Example of structured composition
Use your own ideas, look through the notes and write a structured composition of between 330 & 400 words.
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Circuses are outdated and there is no place for them in the world of entertainment nowadays.
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Animal cruelty.
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Clowns, acrobats and entertainers.
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Public demand and opinion.
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Family entertainment.
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Traditional circuses.
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Modern circuses.
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Increased technology.
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You may use rough notes and they will not be marked by the examiner.
A good example of an essay at this level:
Marking Criteria
Composition
NB. The official pass mark at C2 is 65%. A candidate needs 3 in three bands and 4 in one band to receive the pass mark of 13.
C |
Content organisation |
5 = Clear relevant paragraphs to organise work. An impressive range of connectives/conjunctions (notwithstanding, alternatively, thereby, nonetheless etc). Elements of description and discussion have sophisticated connectors and grouping |
A |
Accuracy and appropriacy of tone and register |
5 = Shows total control of language with natural, fully appropriate use of language and style. One or two minor errors in spelling acceptable. |
R |
Range of vocabulary and structure |
5 = Competent use of a wide range of vocabulary and structure expected at this level. Shows flair and sophistication. |
T |
Task completion |
5 = Full completion of task. No repetition. Ideas and arguments fully exploited. Very positive effect on reader |
Grade boundaries for composition
Candidates who score between 55 and 64% will, at Masters, be awarded a Pass at C1, in recognition of the fact that they have provided enough evidence to pass at that level.
GRADE |
MARKS |
Distinction at C2 |
18 - 20 |
Merit at C2 |
15 - 17.5 |
Pass at C2 |
13 - 14.5 |
Pass at C1 |
11-12.5 |
Referred |
6 - 10.5 |
Ungraded |
0 - 5.5 |
Section W3 - Writing a formal letter (110 – 130 words) and an informal email (at least 80 words)
Writing a formal letter(120 – 140 words) and an informal / semi-formal email (at least 100 words). MOne overall mark is awarded for both pieces of writing.
N.B. The pass mark for C2 is 65%
C |
Content organisation/ appropriacy |
5 = Correspondence set out correctly and clearly. Language organised into a logical thread, with sophisticated use of connectors/linkers and clear distinction in tone and register according to recipient |
A |
Accuracy |
5 = Accurate use of complex and sophisticated language. One or two minor errors, perhaps in spelling or punctuation |
T |
Task completion and language range |
5 = Full completion of task. Impressive and sophisticated use of a range of C2 language. Evidence of nuance and inference. Function fully evident. Highly positive effect on reader |
Grade boundaries for letter/email writing
GRADE |
MARKS |
Distinction at C2 |
13.5 - 15 |
Merit at C2 |
11.5 - 13 |
Pass at C2 |
9.5 - 11 |
Pass at C1 |
8 - 9 |
Referred |
4 - 7.5 |
Ungraded |
0 - 3.5 |
Grade Boundaries:
Grades are calculated by weighting the Listening % by 0.2 and the Written % by 0.8 - adding the results together and then using the information above.
IMPORTANT
From April 2015, at Aim Awards Level 3, Anglia Masters, the grading approach is different to the other levels. The extensive evidence presented by the candidate in this challenging examination and the higher pass threshold to achieve a C2 level pass means that between 54 and 64% what was simply a ‘refer’ before is now aligned to a ‘pass at C1’.
We don’t do this for any of the other levels because they are targeted at one level with the question and item–types calibrated for that level and therefore the evidence presented by the student is not as robust as it is at the very highest level.
Relevant Documents