LPAT Writing

LPAT writing
OC  4.5 (8 C1)
Grammatical and lexical accuracy and range  4 (7.5 C1)
Task completion  4.5 (8 C1)
different types of cohesive devices (e.g. lexical chains, pronoun substitution,

synonym, ellipsis, labelling nouns, definite article use etc.)
provides an opportunity for self-expression and creativity

develops self-discipline
organisational skills increase
learn the importance of being a true team player
develops higher thinking skills
excels in problem-solving, evaluation and analysis
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We provide the world’s leading range of English language qualifications. They are
backed by outstanding support for learners and teachers and by world-class
research.
At Cambridge Assessment English we constantly review the exams we provide to

ensure they are accurate, relevant and fair. We listen carefully to feedback from test
takers, teachers, centres and other professionals in the language learning and
assessment world. Sometimes this feedback leads us to identify areas where there is
a demand for an entirely new exam.
Making sure that a new exam is a thorough and fair test is a complicated and multi-
faceted process, requiring careful research, checking and trial. Some of the world’s
leading experts in language assessment contribute to the work of Cambridge
Assessment English, and the quality of our exams is built on their combined
expertise.
For a test to be fair and accurate, everyone who takes it has to have the same
opportunity to succeed.
Test content is appropriate and that people from all backgrounds can do equally
well.
Many of our certificates can now be earned through taking a computer-based

version of the test
When we receive the completed written papers they are randomly allocated for
marking – this ensures that, regardless of where they have come from, all papers are
marked fairly.
The examiners who mark the tests are themselves subject to strict monitoring of
their performance to ensure that their marking is accurate and consistent.
Ensuring quality and fairness

As world leaders in the field of language assessment, we place quality and fairness
at the centre of everything we do.
How we ensure quality and fairness

 Our systems and processes meet international standards
Our systems and processes for designing, developing and delivering examinations
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9001 standard for quality management.
In developing our exams we refer continually to two independent and international

frameworks for describing language ability:
 Common European Framework of Reference for Languages (CEFR)
 ALTE Can Do statements
Together they make it easy for people to understand their level of ability and the
kind of exam that they need.
 Working with other language testing experts

We work closely with key organisations to further advance knowledge about
language learning and assessment and to develop international standards that are
transparent to all:
 Council of Europe – all of our exams are developed using the principles and
approaches of the Common European Framework of Reference for Languages
(CEFR) – an internationally recognised system for describing language ability.
 ALTE – we work closely with testing organisations, schools and academics
throughout the world to support the development of language testing, in theory
and practice.
 English Profile – we collaborate with respected partners on this long-term
research project to develop the CEFR for the English language.
 Sharing our research and expertise

Because Cambridge Assessment English is a department of a not-for-profit
organisation, it is perhaps unique in sharing the findings of much of its research with
other academics and specialists in the language testing community.
 Continuously reviewing and improving our exams

The purpose of all of our reviews is to ensure that all of our exams are relevant,
reliable, accurate and meet the needs of test takers. Continuously reviewing and
improving our exams means we can take account of:
 changes to teaching practice
 the latest findings in language assessment research
 feedback from schools and centres
 feedback from candidates.
Cambridge English exams have a long-established and well-deserved reputation for

excellence. It is essential that each candidate experiences a test that consistently
meets the high standards we set.
To achieve this, we have the largest dedicated research team. The work they do in
validating our exams – ensuring their quality, fairness and relevance – is vital to our
continued high reputation.
We work closely with leading specialists in the following disciplines:
testing and assessment

statistical analysis
applied linguistics
corpus (a large collection of written or spoken language) linguistics
language learning/pedagogy.
Resources for English teachers
Our resources are designed to help you develop your own skills, and to make
learning enjoyable and motivating for your students at every stage of their learning
journey.
webinars and Facebook Live sessions are a great way for teachers to stay up to date
with the latest developments and to interact with our experts.
Our webinars provide you with invaluable information about our exams, and cover a
wide spectrum of subjects, including effective teaching methods, tips to improve
student engagement and online professional development to help you develop your
career.
Each webinar is presented by a Cambridge English professional and we give you the
opportunity to ask questions in our live question and answer sessions.
Your new English classroom
Emotional support for learners

Learn how to support your students in a new environment and motivate them back
into formal teaching.
Supporting emotional well-being when returning to the English language classroom
Returning to the classroom will be exciting for learners, but for some, it may cause
anxiety.
Communicate
Look out for signs of learners who are particularly anxious (e.g. they find it hard to
concentrate, get angry quickly, seem worried, or seem tired from not sleeping
properly). If possible, talk to them one-to-one; have an open conversation with them
and listen to their concerns. Establishing a routine is important but remember to
allow time for breaks and socialising with friends. Physical activity is good for mental
health so get your learners moving around. For primary learners, in particular, you
can do actions to songs, or ask them to respond physically to instructions. Creative
activities also help, such as drawing or writing/telling stories.
Engage with parents

Ask parents about how their child has been studying at home and let them know
how you plan to transition back to the classroom. Remember that this should be a
two-way communication. Encourage parents to speak to their children about
routines and the expectations of going back to school.
Differentiate
Some learners may not have had access to technology or been able to study much at
home. They may feel anxious about gaps in their learning. Support them by
differentiating your lessons. Give stronger students tasks to do on their own while
you focus on those who need most help.
Plan and share

A good way to help your learners to feel more prepared and less anxious is to share
your plans. Preparing for an exam can give them a goal to work towards. Set short-
term and long-term goals and share them with your learners to give them a sense of
purpose and direction. Preparing for an exam can support this.
Create a motivation wall
Create a wall of positivity in the classroom or on a tech tool like Padlet. Use it to
share short motivational messages each week. Give learners five minutes on a Friday
to think about their highlight of the week, e.g. something they have done well or a
message of thanks. Learners can write their idea on the motivation wall.
Some of my students think they’ve forgotten how to speak English. How can I
rebuild their confidence in speaking?
Learners may be returning to school after many months away or still studying online.
They may have had little opportunity to practise speaking in English. It is no surprise
some of them have lost their confidence.
Here are a few tips you might find helpful:
 Think about who your learners work best with. They will appreciate working
with a close friend or someone they trust and feel safe with.
 Look for speaking games and activities where learners can practise speaking in
pairs. This will be much less intimidating for them than speaking in front of the
whole class.
 As you monitor speaking activities, take notes of points you want to give
feedback on. Try to focus on the positives that the learners did well as you give
feedback.
My students with special educational needs have found the disruption to learning
very difficult. How can I help them?
Special educational needs (SEN) learners may have found the disruption to learning
particularly hard. Here are a few tips to help you support them in their return to the
English classroom.
Try to re-establish a routine to help them settle in more quickly and explain any
changes and why they are necessary. Create a sense of structure by setting
achievable goals in each lesson, which can be linked to the longer term goal of an
exam.
Good communication is crucial. If possible, have one-to-one conversations with

them to understand how they are feeling and to help ease their anxieties. It is also
important to communicate with their parents.
Use pair work and group work, giving them roles that make the best use of their
strengths.
Consider their needs when giving homework; e.g. a dyslexic student could produce a
video or podcast instead of a written text.
Help them to express their feelings in a safe way, e.g. through writing stories or
using emotions flashcards, or encourage them to keep a learning journal (written or
video/audio).
Celebrate success. Look back at the goals, so they know what they have achieved.
teaching in a socially distanced classroom, managing blended learning, supporting

mixed abilities
teachers have discovered new ways to deliver outstanding English lessons at home.
You continue to deliver hope and support to each other.
Parents have supported their children’s learning.
Helping teachers and learners find their inner resilience (the ability to be happy,
successful, etc. again after something difficult or bad has happened)
2015
2016
2017
2018
2019
2020
write an email to their school Principal suggesting suitable topics to be covered in a
Professional Development Day (PDD). In particular, candidates needed to explain the
reason for their choice of topic and how the PDD would be beneficial to them as
teachers. suggest at least two activities or topics for the PDD

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LPAT writing

different types of cohesive devices (e.g. lexical chains, pronoun substitution,

provides an opportunity for self-expression and creativity

Our English-teaching qualifications, professional development materials, and

With the right support, learning a language is an exhilarating (exciting) journey.

At Cambridge Assessment English we constantly review the exams we provide to

Many of our certificates can now be earned through taking a computer-based

Ensuring quality and fairness

How we ensure quality and fairness

In developing our exams we refer continually to two independent and international

 Working with other language testing experts

 Sharing our research and expertise

 Continuously reviewing and improving our exams

Cambridge English exams have a long-established and well-deserved reputation for

We work closely with leading specialists in the following disciplines:

testing and assessment

Resources for English teachers

Emotional support for learners

Supporting emotional well-being when returning to the English language classroom

Engage with parents

Plan and share

Here are a few tips you might find helpful:

Good communication is crucial. If possible, have one-to-one conversations with

teaching in a socially distanced classroom, managing blended learning, supporting

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