Academic Writing Sample Task 1 #55

The table and table below provide information on world water usage and water usage in two different countries.

Aggregate information by selecting and reporting important functions and comparing if relevant

The amount of water used for agricultural purposes was the largest throughout the century and rapidly increased from about 500 km 3 to about 3,000 km 3 in 2000. Water used in industrial and domestic divisions is also increasing, but consumption is decreasing until the turn of the century. Since 1950, industrial consumption has steadily increased beyond 1000 km 3, while domestic consumption has slowly grown to 300 km 3, far below the level of agricultural consumption.

This table shows the difference in agricultural consumption in some parts of the world by comparing the number of irrigated areas in Brazil (26,500 km 3) and the amount of irrigated land in DR. (100 square kilometers) This means that a large amount of water is used in Brazilian agriculture. This is reflected in per capita water consumption data. 359 cubic meters, the Congo is only 8 cubic meters. The population of Brazil is 176 million, which shows how high water usage is in some countries.

The free list lengths obtained from the monolingual native language samples of the United States (n = 52) and Japan (n = 53) are equivalent, ranging from 9 to 55, with an average of 24.18 words (SD = 60). This work produced more terms in both languages ​​than actual analysis, English 415, Japanese 384. In order to obtain the final sample of 15 terms, the items in each language list are ranked according to the frequency of occurrence of free list tasks. Then translate the Japanese language. All terms that are frequently referred to are reasonable translations and there are no terms deleted because of difficult translation. The last sample is based on a frequency criterion that includes all the terms mentioned in English and Japanese free list tasks at least six times.

Writing the writing part of CAHSEE has three aspects: writing composition strategies, compositional conventions, and applications. The Academic Readiness Academic Reading Institute has chosen to use sample paper tips (descriptive and persuasive) in the writing application chain for samples before and after the 9 th and 10 th students who participated in the university visit Did. He read the Art Release Test Writing Application application and evaluated the following illustrative and persuasive California English language arts scholarly content standards by CAHSEE through writing work.

California State High School California State High School Graduation Test Graduation Exam English Education Release Test California State Education Bureau October 2006

● Writing (General / Academic) consists of two tasks, 60 minutes. For general training writing and academic writing, task 1 must be completed in 20 minutes and task 2 in 40 minutes. However, the explanation is different considering that the two write tests are different. ● Speaking test consists of 3 parts and the time is 11 to 14 minutes. In the first part, introduce yourself and answer questions about your family, friends, interests, and a series of similar questions. In the second part you will be asked to speak about a specific topic and the third part; you will discuss this topic with your examiner and in the second part. This test measures your grammatical accuracy, fluency and pronunciation