Task 8. (30 points)
Choose one of the topics below and write a composition of 300-350 words.
in public buildings, in the streets and on public transport. Write an essay presenting
arguments for and against the use of surveillance cameras.
to a museum.
Please note: if you use more than 420 words, you will get 0 points for the structure of your
composition.
FINAL COPY
Część II
8
Część II
9
TREŚĆ
KOMPOZYCJA
BOGACTWO
JĘZYKOWE
POPRAWNOŚĆ
JĘZYKOWA
RAZEM
Poziom
A
B
C
A
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C
A
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C
A
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Liczba
punktów
7-6
5-4-3 2-1-0
7-6
5-4-3 2-1-0 8-7-6
5-4-3
2-1-0
8-7-6 5-4-3 2-1-0
Część II
10
ROUGH DRAFT
MAD-R2_ąA-112
A
B
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D
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G
7.1
5.9
7.2
5.10
7.3
5.11
7.4
5.12
7.5
7.6
7.7
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7.9
7.10
Zad.7
Zad.5
Zad.5
0
0
1
1
5.1
5.2
5.3
5.4
5.5
5.6
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WYPEŁNIA ZDAJĄCY
ZADANIE 8
Treœć
Komp
Popr
Bog
Pkt
0
1
2
3
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6
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8
Temat:
WYPEŁNIA EGZAMINATOR
SUMA
PUNKTÓW
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J
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PESEL
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6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
Zad.6
1
2
Miejsce na naklejkę
z nr PESEL
Czytelny podpis egzaminatora
KOD ZDAJĄCEGO
KOD EGZAMINATORA
Writing task (choice of two topics: an essay for/against surveillance cameras, or a story about a teacher preventing an art theft on a museum trip; 300-350 words; graded by an examiner). Sample worked answer to topic 2 (the story):
\nThe Missing Masterpiece
\nMrs Adamska had led school trips to the National Museum a dozen times before, and she thought she knew exactly what to expect: bored teenagers, aching feet, and at least one student asking when they could finally go to McDonald's. What she did not expect was to catch a thief red-handed.
\nThe class had just finished admiring a small, exquisite landscape painting in the Impressionist wing when Mrs Adamska noticed a man in a grey coat lingering unusually close to the frame, glancing repeatedly towards the security guard at the far end of the room. Something about the way he kept touching the bottom edge of the frame made her uneasy. Years of watching thirty teenagers at once had given her an instinct for noticing when something wasn't quite right, and this felt exactly like that.
\nShe quietly told her students to move on to the next room with her colleague, then stayed behind, pretending to study the painting's brushwork. The man waited until the gallery seemed empty before reaching up and carefully lifting the canvas from its hooks.
\n"That's a beautiful piece, isn't it?" Mrs Adamska said loudly, stepping out from behind a pillar. The man froze, the painting still in his hands. For a moment nobody moved. Then, thinking quickly, she added, "The museum staff mentioned they were about to reposition the lighting on this one - would you mind waiting for them? I'm sure they'd love to know someone appreciates it as much as you clearly do."
\nConfused and clearly unnerved by her calm, insistent tone, the man hesitated just long enough for the security guard, alerted by Mrs Adamska's raised voice, to come around the corner. Realising he had no way out, the thief set the painting back on the wall and tried to walk away casually, but two guards were already closing in from either side.
\nAfterwards, in the museum director's office, Mrs Adamska tried to explain what had made her suspicious. "I've spent fifteen years watching for students trying to sneak out of class," she said. "I suppose I just recognised the look."
\nThe museum later wrote to the school thanking her formally, and the local newspaper ran a small story with the headline "Teacher Foils Art Theft on School Trip." Her students, for their part, never let her forget it - and for the rest of the year, whenever she looked at them a certain way, they would put their hands up and say, "We didn't do it, Miss!"
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