EXAM PREPARATION
Prepare with purpose.
Practice with a plan.
Try a real task. Practice with support. Use what you learn in a new situation.
Your goal
Choose a claim and revision supported by a short text.
1. Pre-check
Try the task before opening guidance. Keep your first response and the help you used.
2. Read the practice situation
A neighborhood library extended its opening time by one hour for four Fridays. Staff counted 18 visits during those added hours. They did not record unique visitors or compare other days. One writer proposes: The extension proves that all residents want later hours. Another proposes: The trial recorded 18 visits during the added hours, but wider demand remains uncertain.
Notice the language and reasoning
- Distinguish visits from unique people.
- Select wording that matches evidence scope.
- Use a connector that expresses the actual relationship.
3. Guided practice
Which proposed claim fits the evidence?
The second: it preserves the count and uncertainty.
Can 18 visits be reported as 18 different residents?
No; unique visitors were not recorded.
Choose a precise contrast sentence.
The added hours attracted visits; however, the records do not establish demand among all residents.
4. Produce and revise
Create your own complete response or explanation. Then compare with the model, revise and explain one change. For open responses, several wordings or conclusions may work.
One model response or explanation
The second claim is supported because it states what staff counted without turning a small trial into a population-wide conclusion. The first introduces both causally strong proof language and an unsupported claim about every resident. A useful revision keeps the 18-visit observation and explains what further information would be needed.
Four-part self-check
Use 0–3 for each area. Not tried yet is separate from 0. Judge this task, not your whole English level. Do not convert these scores into an exam score or certificate.
Task completion
- 0 — The required communication is not yet achieved.
- 1 — Some relevant work is done, but key requirements are missing or inaccurate.
- 2 — The response achieves this goal: Choose a claim and revision supported by a short text.
- 3 — It achieves the goal clearly and handles relevant detail or follow-up without inventing facts.
Clear meaning and organization
- 0 — The main message cannot yet be understood.
- 1 — The reader or listener needs substantial help to connect the ideas.
- 2 — The response is understandable and organized for the task.
- 3 — Structure and emphasis make the reasoning or action easy to follow.
Fit for the situation and interaction
- 0 — The response does not address the audience or situation.
- 1 — Some choices fit, but tone, attribution or response causes confusion.
- 2 — The response suits the audience and handles the other view or question fairly.
- 3 — It adapts effectively, clarifies limits and helps communication move forward.
Language range and control
- 0 — There is not enough relevant language to communicate the meaning.
- 1 — Limited words or errors obscure important information.
- 2 — Suitable comparisons, concessions, conditions and appropriately limited claims communicate the main meaning; errors do not usually block it.
- 3 — Those resources are chosen effectively and controlled well for this task.
5. Try a fresh situation
A guide was downloaded 30 times, but users and reading behavior were not tracked. Revise: Thirty learners read and understood the guide. Explain the unsupported parts.
Checking guide
Report 30 downloads. The record does not establish 30 unique learners, reading or understanding. A revision must not silently retain those claims.
The local rubric evaluates this practice task only. It does not reproduce the test owner’s scoring scale. Revisit a fresh example after a break and keep your work in your own notes.
Continue with the connected language unit or return to the test overview.