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The QCS Test comprised four papers—a two-hour writing task, a two-hour short response paper, and two one-and-a-half-hour multiple choice tests. [2] These formed the three modes of assessment—extended writing, short response and multiple choice.
In task 1, test-takers answer opinion questions on familiar topics. They are evaluated on their ability to speak spontaneously and convey their ideas clearly and coherently. In tasks 2 and 4, test-takers read a short passage, listen to an academic course lecture or a conversation about campus life, and answer a question by combining appropriate ...
They only have to write one word for each answer. Part 5 tests reading questions and writing one-word answers. Paper 3. Speaking (3 to 5 minutes) The Speaking test has five parts. In the computer-based test, the learner responds to audio and visual prompts and will answer a few warm-up questions to get them used to interact with an animated ...
Part 2 has two phases, the first of which is a collaborative task with the other candidate(s) and the other further discussion with the examiner. In the first phase, the examiner gives each candidate a prompt card and asks them to talk with the other candidate(s) and ask and answer questions related to the prompt card.
Section 2: long turn (3–4 minutes). Test takers are given a task card about a particular topic. Test takers have one minute to prepare to talk about this topic. The task card states the points that should be included in the talk and one aspect of the topic which must be explained during the talk.
Each section is worth 25% of the total examination grade. Listening consists of dialogues and short talks; reading is drawn from prose texts of varying degrees of complexity and a wide range of subjects; writing consists of two essays; and speaking requires students' verbal response to five tasks. [2]
Often freewriting is timed. The writer is instructed to keep writing until the time period ends, which encourages him/her to keep writing past the pre-conceived ideas and hopefully find a more interesting topic. Several other methods of choosing a topic overlap with another broad concern of prewriting, that of researching or gathering information.
Articles created in a rush often have various grammar or tone issues. Please help fix them to make the article decent for the public. Note: this task does require a very high level of English writing skill, and is not a recommended task for editors with less than professional proficiency.