STUDY GUIDE

Diploma
in Wines & Spirits

Study Guide

INDEX
Introduction to the Study Guide .....................5
Approaching the theory examinations............................. 5
Approaching the tasting examinations ............................ 5
... and finally ............................................................................ 5

Recommended study materials .......................6

Prior knowledge .................................................................... 6
Specifications ......................................................................... 6
Required reading ................................................................... 6
Supplementary materials ...................................................... 7
Reommended reading list .....................................................................7

Study advice .................................................. 15

Structured studying in the Diploma ................................ 15
Planning your studies ......................................................... 18
Reading and taking notes .................................................................. 18
Consolidation ...................................................................................... 19
Revision................................................................................................ 20

Diploma examinations .................................. 23

Timing ........................................................................................................................... 24
Answer the question .................................................................................................... 25
Planning your answer ................................................................................................... 26
Clear writing .................................................................................................................. 27

Unit 1 - The Global Business of Alcoholic

Beverages .............................................................................. 28
Unit 1 written closed-book theory examination ............................ 28
Research ......................................................................................................................... 28
Schedule of the Unit 1 written closed-book theory examination .......................... 29

Unit 1 coursework assignment ......................................................... 33

Plagiarism, collusion and cheating ............................................................................. 33
Writing the coursework assignment .......................................................................... 34
Spelling and clear presentation .................................................................................... 37
Referencing and bibliography ..................................................................................... 38
Appendix .......................................................................................................................40

Personal commentary ......................................................................... 40

Study Guide

Theory examinations in Unit 3, 4, 5 and 6 .................... 42

What is critical and analytic thinking? ............................................ 42
Question types .................................................................................... 43
Paragraph questions ..................................................................................................... 43
Structured open response questions .......................................................................... 47
Essay questions ............................................................................................................ 51

Tasting examinations in Unit 3, 4, 5 and 6 .................... 55

Unit 3 ............................................................................................................................. 55
Unit 4, 5 and 6 .............................................................................................................. 56

Diploma Systematic Approach to Tasting (SAT) ......................... 57

General points for using the SAT .............................................................................. 57

Examples of good tasting notes....................................................... 76

Unit 7 - Thesis ..................................................................... 80

Select at topic ...................................................................................... 80
Submission of a project outline ....................................................... 81
Getting started ... ................................................................................ 82
Writing skills ........................................................................................ 82
Project structure ................................................................................. 82
Submission ........................................................................................... 83
Finally ... .............................................................................................. 83

Study Guide

Introduction to the Study Guide

The Wine & Spirit Education Trust and the Weinakademie sterreich
would like to welcome you to the Diploma course. This Study Guide is
designed to help you handle the challenges that lie ahead and it should
support you during your Diploma studies.

Approaching the theory examinations

During the course of your studies you will need to pass theory
examinations, a coursework assignment as well as a final thesis. These
examinations are designed to assess your knowledge and understanding
of the world of wines and spirits as well as more general skills such as
research and writing clearly.
People from different backgrounds undertake the Diploma. Therefore
this Study Guide also contains information about the different methods
of assessment used.

Approaching the tasting examinations

During the course of your studies you will also need to pass tasting
examinations using the Diploma Systematic Approach to Tasting. In these
examinations you will be required to write accurate, concise tasting notes
and use these to make detailed assessments of quality or identify common
themes between a number of samples.
Using the Diploma Systematic Approach to Tasting takes a great deal of
discipline. Therefore this Study Guide also includes a detailed explanation
of how to use it.

and finally
The world of wines and spirits is as fascinating and as fun as it is immense
and confusing. If, during the course of your studies, it ever appears as if
the lights are about to go out remember why you started to find out about
wines and spirits in the first place as without conviviality and a human
heart this subject is nought.
We wish you well on what will be, in many ways, a challenging but
rewarding course of study!

Study Guide

Recommended study materials

Prior knowledge
Everything on the Diploma course - lectures, notes and examination presupposes you have a sound grasp of the up-to-date WSET Level 3
Award in Wines and Spirits or Advanced Course - Wines and Spirits
International (Weinakademie sterreich) syllabus content. It may be
worthwhile, in preparation for the course, to re-read the course materials
of the mentioned pre-Diploma courses to refresh your knowledge. This
kind of preparation will help you pinpoint areas of weakness in your
knowledge prior to lectures and focus your preparation, this in turn will
help you make the most of your lectures and allow the speaker to focus
on the Diploma syllabus requirements rather than going over old ground.

Specifications
It is very important that you read through the Specifications. Any
assessment will be restricted to the learning outcomes and the syllabus
contained within the Specifications.
By reading the Specifications you will be able to differentiate between
what you need to know and what is nice to know. For example, you will
not have to study every AC within a particular region - only the ones
listed in the Specifications.
The Specifications also contain the following:

The aims and objectives of the qualification

The Diploma structure

The Unit assessment schedule

The examination regulations

Required reading
The Oxford Companion to Wine (latest edition) edited by Jancis
Robinson is the required reading for the Diploma Units 3, 5 and 6 to
ensure consistency across the programme. In order to pass these Units it
is necessary to work through the particular Study Material by using the
Oxford Companion to Wine. For Unit 2 and 4 the Study Material itself
ist the required reading. You will also get a Study Material for Unit 1, but
the information will not be sufficent to pass the written closed-book
theory examination and the coursework assignment. There are no
materials available for Unit 7 as the sources depend on the chosen topic.
All the materials mentioned above will be provided by Weinakademie
sterreich.

Study Guide

Supplementary materials
In addition to the required reading we would also recommend you to use
further sources too. This is the best way of keeping up to date with what
is going on in the wine industry. Furthermore it will help to set your study
into a wider context and this will ensure that your examination answers
are more authoritative.
Internet: The internet is an invaluable resource. Some sites are listed
below. This list is not comprehensive. In the fluid world of the internet
content can change quickly so it is ultimately up to you to assess whether
what they are reading is credible or not.
Periodicals: There are many different magazines/newspapers available,
which may include important aspects and information. Some of them are
listed below.
Books: Wine books can be expensive, difficult to get hold and can
quickly become out of date. Students should not feel obliged to spend
time and money tracking them down. Therefore the list included here is
modest. But it should give you an overview about available sources, if
you want to have more detailed information in a particular topic.

Recommended reading list

General

The World Atlas of Wine (2007), Hugh Johnson/Jancis Robinson;

publisher: Mitchell Beazley
The Sothebys Wine Encyclopedia (2011), Tom Stevenson; publisher:
Dorling Kindersley
Wine (2011), Andre Domine; publisher: Ullmann Publishing
Oz Clarke Wine Atlas (2007), Oz Clarke; publisher: Anova Pavilion
Planet Wine (2004), Stuart Pigott; publisher: Mitchell Beazley
Wine Report, Tom Stevenson; publisher: Dorling Kindersley (released
annually)
Wine Behind the Label, David Moore/Philip Williamson (released
annually)
Website
http://www.jancisrobinson.com
Periodicals amongst others
Wine Business International
The Drinks Business

Study Guide

Unit 2 - Wine Production

Understanding Wine Technology (2010), David Bird; publisher:

DBQA Publishing
Grapes and Wines (2010), Oz Clarke/Margaret Rand; publisher:
Sterling Pub
The Science of Wine (2006), Jamie Goode; publisher: University
of California Press

Unit 3 - Light Wines of the World

France - general
The new France (2006), Andrew Jefford/Jason Lowe; publisher:
Mitchell Beazley
The Great Wines of France (2005), Clive Coates; publisher: Mitchell
Beazley
Hachette Wine Guide; publisher: Cassell & Co (released annually)
Websites
http://www.inao.gouv.fr/
http://www.onivins.fr/
http://www.vins-de-pays.info/
Bordeaux
The Finest Wines of Bordeaux (2010), James Lawther MW; publisher:
Aurum Press
Bordeaux: Medoc & Graves (2006), Stephen Brooke; publisher:
Mitchell Beazley
Wines of Bordeaux (2004), David Peppercorn; publisher: Mitchell
Beazley
Websites
http://www.bordeaux.com/ OR http://www.vins-bordeaux.com/
http://www.medoc.org/
South-West France
Websites
http://www.vins-bergerac.com/
http://www.vins-gaillac.org/
Burgundy
The Finest Wines of Burgundy (2012), Bill Nanson; publisher: Aurum
Press
Inside Burgundy (2010), Jasper Morris MW; publisher: Berry Bros &
Rudd Press
The Wines of Burgundy (2008), Clive Coates; publisher: University
of California Press

Study Guide

The Wines of Burgundy (2005), Serena Sutcliffe; publisher: Mitchell

Beazley
Burgundy (2003), Antony Hanson; publisher: Mitchell Beazley
Websites
http://www.bourgogne-wines.com/
http://www.beaujolais.com/
Alsace
Website
http://www.alsacewine.com/
Loire
Website
http://www.vinsdeloire.fr/en_EN/
Rhne
Wines of the Rhne Valley (2010), Robert Parker; publisher: Simon
& Schuster
Wine of Northern Rhne (2005), John Livingstone-Learmonth;
publisher: University of California Press
Rhne Renaissance (1996), Remington Norman; publisher: Wine
Appreciation Guild
Website
http://www.vins-rhone.com/
Southern France
Websites
http://www.vindepaysdoc.com/
http://www.suddefrancewines.com/
http://www.languedoc-wines.com/
http://www.coteaux-languedoc.com/
http://www.corsicanwines.com/
Germany
The Wines of Germany (2003), Stephen Brooke; publisher: Mitchell
Beazley
The Rheingold (2005), Owen Bird; publisher: Arima Publishing
Website
http://www.germanwines.de/
Austria
Website
http://www.austrianwine.com/

Study Guide

Hungary
The Wines of Hungary (2003), Alex Lidell; publisher: Mitchell
Beazley
Romania
Website
http://www.wineromania.com/
Italy
Wines of Italy (2006), Michele Shah; publisher: Mitchell Beazley
Barolo to Valpolicella: The Wines of Northern Italy (2004), Nick
Belfrage; publisher: Mitchell Beazley
Brunello to Zibibbo: The Wines of Tuscany, Central and Southern
Italy (2003), Nick Belfrage; publisher: Mitchell Beazley
Websites
http://www.italianmade.com/
http://www.chianticlassico.com/
http://www.langhevini.it/
Spain
The Finest Wines of Rioja & Northwest Spain (2011), Jesus Barquin;
publisher: Aurum Press
The Wines of Spain (2006), Julian Jeffs; publisher: Mitchell Beazley
Wines of Spain (2005), Jan Read; publisher: Mitchell Beazley
The Wines of Rioja (2005), John Radford; publisher: Mitchell Beazley
The new Spain (2004), John Radford; publisher: Mitchell Beazley
Websites
http://www.winesfromspain.com/
http://www.riberadelduero.es/
http://www.riojawine.com/
Portugal
The Wines and Vineyards of Portugal (2003), Richard Mayson;
publisher: Mitchell Beazley
Websites
http://www.viniportugal.pt/
http://www.ivv.min-agricultura.pt/ - Portuguese
Greece
The Wines of Greece (2005), Konstantinos Lazarakis; publisher:
Mitchell Beazley
Website
http://www.greekwinemakers.com/

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Bulgaria
Website
http://www.bulgarianwines.com/
South Africa
Platters South African Wine; publisher: John Platter (released
annually)
Websites
http://www.wosa.co.za/
http://www.sawis.co.za/
http://www.grape.org.za/
North Africa
Africa Uncorked (2002), John Platter/Erica Platter; publisher: Kylie
Cathie
Australia
Future Makers: Australian Wines for the 21st Century (2011), Max
Allen; publisher: Hardie Grant Books
James Hallidays Wine Atlas of Australia (2009), James Halliday;
publisher: Hardie Grant Books
Websites
http://www.wineaustralia.com/
http://www.wfa.org.au/
New Zealand
Website
http://www.nzwine.com/
America
The Finest Wines of California (2011), Stephen Brook; publisher:
Aurum Press
The Wines of the Napa Valley (2005), Larry Walker; publisher:
Mitchell Beazley
The Wines of Canada (2005), Michael Schreiner; publisher: Mitchell
Beazley
Wines of the Pacific Northwest (2001), Lisa Shara Hall; publisher:
Mitchell Beazley
The Wines of South America (2003), Monty Waldin; publisher:
Mitchell Beazley
The Wines of Argentina, Chile and Latin America (2003),
Christopher Fielden; publisher: Mitchell Beazley
The Wines of Chile (2006), Peter Richards; publisher: Mitchell
Beazley

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Websites - California
http://www.wineinstitute.org/
http://www.napavintners.com/
http://www.scgga.org/
http://www.carneros.com/
Websites - USA others
http://www.oregonwine.org/
http://www.washingtonwine.org/
Website - Canada
http://www.winesofcanada.com/
http://www.winesofontario.org/
http://www.winebc.com/
Website - Chile
http://www.winesofchile.org/
Website - Argentina
http://www.winesofargentina.com/
Website - other South American countries
http://www.winesfrombrazil.com/
http://www.inavi.com.uy/
Unit 4 - Spirits of the World
Cognac
Cognac (2004), Nicholas Faith; publisher: Octopus
Website
http://www.cognac.fr/
Armagnac
Website
http://www.armagnac.fr/
Spanish Brandy
Website
http://www.brandydejerez.es/
Whisky
Malt Whisky (2011), Charles McLean; publisher: Mitchell Beazley
Malt Whisky Companion (2010), Michael Jackson; publisher:
Penguin UK
Websites
http://www.scotch-whisky.org.uk/
http://straightbourbon.com/
http://www.discus.org/

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Rum
Rum (2003), Dave Broom/Jason Lowe; publisher: Abbeville Pr
Gin and Vodka
Website
http://www.ginvodka.org/
Tequila
Website
http://www.crt.org.mx/
Unit 5 - Sparkling Wines of the World

World Encyclopedia of Champagne and Sparkling Wine (2003),

Tom Stevenson; publisher: Absolute Press
Website
http://www.champagne.fr/
Unit 6 - Fortified Wines of the World
Sherry
The Big Book of Sherry Wines, Consejo Regulador DO
Jerez-Xrs-Sherry & Junta de Andaluca
Sherry (2004), Julian Jeffs; publisher: Mitchell Beazley
Website
http://www.sherry.org/
Port
Port and the Douro (2005), Richard Mayson; publisher: Mitchell
Beazley
Website
http://www.ivdp.pt/
Madeira
The Wines of Madeira: An Indispensable Guide to the
Wines, Grapes and Producers (2010), Elliott Trevor; publisher:
Trevor Elliott Publishing
Madeira (2003), Alex Liddell; publisher: Mitchell Beazley
Website
http://www.vinhomadeira.pt/
VDN
The Wines of the South of France: From Banyuls to Bellet
(2001), Rosemary George; publisher: Mitchell Beazley

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Websites
http://www.inao.gouv.fr/ - French
http://www.banyuls.com//
http://www.languedoc-wines.com/
Rutherglen Muscat
Websites
http://www.rutherglenvic.com/
http://www.winemakers.com.au/

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Study advice
Structured studying in the Diploma
When it comes to the Diploma simply learning a long list of facts is not
going to be enough to be successful.
A question within the Unit 3 theory examination can be for example:
Compare and contrast the qualities of Cabernet Sauvignon grown
in Bordeaux and Napa.
If you take the memorise-everything-approach, you would need to learn
the characteristics of Cabernet Sauvignon and all of the factors that are
linked to it in the two regions. This is quite a bit of information but taken
on its own this is pretty manageable. However, consider what might
happen if you were to scale this up. What if you had to consider all of
the other areas where Cabernet Sauvignon is grown and repeat the process?
The amount of unrelated facts you would need to remember would start
to grow exponentially.
There is an alternative approach that can not only make your life far
easier but also give you the flexibility to be able to confidently answer
any question that you may be asked. The trick is to identify common
themes that can link the facts together into a coherent whole.
So lets return to the Bordeaux/Napa example. In the memoriseeverything-approach you have a number of catalogued mental filingcabinets. In the example above we have many cabinets that cover each
grape variety in every region it is grown in. We already know that there is
a lot of duplication in these filing-cabinets. This could be streamlined
by storing common information in seperate cabinets so
This (unstructured approach)
a mass of uncatalogued
data

Everything on Cabernet
Sauvignon in Bordeaux

Everything on Cabernet
Sauvignon in Napa

Becomes (structured approach)

Cabernet Sauvignon

common theme

regional factors

Regional factors in
Bordeaux

Regional factors
in Napa

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This would mean that if you were asked to consider Tuscany in the
compare and contrast along with Bordeaux and Napa, you do not need to
call on a whole new filing-cabinet filled with everything on Cabernet in
Tuscany. Instead you can open a smaller filing-cabinet on the regional
factors in Tuscany.
As this approach is scaled up much of the duplication can be removed
from your filing-cabinets.
There is one final level you can be add to this picture that can turn this
improved set of well-ordered filing-cabinets into an even more powerful
interconnected mental map. For this final level you should stop imagining
that all the cabinets are full of facts but instead some are filled with
tools:
Viticulture

Tool

Common theme

Regional factors

Cabernet Sauvignon

Environmental factors
in Bordeaux

Environmental factors
in Napa

This may at first sight appear to be very similar to the previous reordering
but there is an important difference. This has taken the information back
to its most fundamental nature. The parameters within viticulture, such
as how a vine responds to light, heat and water, are fixed and can be
applied globally. If you can become fluent with these principles then all
you need to learn about the key characteristics of Cabernet Sauvignon
and the key facts relating to a region such as soil, weather and climate. If
you apply the tool viticulture to these streamlined filing-cabinets it
will be obvious how Cabernet Sauvignon will express itself differently.
As you have a tool you can work it out and you dont need to make a big
effort trying to memorise the differences.
The even bigger advantage is that by layering your knowledge in this way
you can be very flexible in how you use it. The tools can be used to link
together common themes and regional factors in hundreds of different
ways very quickly.

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The key to this technique is to identify the tools that can link the
common themes and regional factors together. For the Diploma it is
worth considering three key tools. You can subdivide them as you see
fit. We make some suggestions but this is not a definitive list. You should
always work with structures that work for you.
Tool 1: Viticulture
climate and weather
soil and topography
vineyard management techniques
Tool 2: In the winery
grape processing
fermentation
maturation pre-packaging
maturation post-packaging
Tool 3: The global market for wines and spirits
production trends
consumer trends
There is an almost unavoidable conclusion that follows from this method
of managing information. We cannot recommend enough that you focus
a lot of attention on Unit 1 - The Global Business of Alcoholic Beverages
and Unit 2 - Wine Production at the start of your studies. If you invest
the time early on and really get to grips with the theories relating to
viticulture, vinification as well as market trends you will be able to tackle
the remaining Units with greater confidence. Many people have found
that the impact that this has on their further studies is profound.
First, when you are reading about a wine region it should be far easier for
you to understand why the wines taste as they do. This should mean that
you can cover material far quicker as you will not be struggling to
understand the causes and effects that are being explained and it will be
easy to pick out the small number of key facts that relate to the region
from the extra detail you have already got stored away. Second, you will
be able to avoid wasting precious time by being able to discriminate
quickly between material that is either wrong or simply unhelpful and
material that is really insightful.
Again, not putting a sustainable effort in for these two Units is likely to
be a false economy. We firmly believe that if you can spend the time
understanding the underlying principles in the first place you can make
life easier for yourself in the long run.

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Planning your studies

This part of the guide cannot hope to be all things to all people. Study
skills are very personal and what works for one person will not work for
everyone else. It is incredibly important that you try and find out what
techniques work for you. In what follows we make some suggestion but
this is not a definitive list.
Studying is the steady accumulation of knowledge over an extended period
of time. It should be, as far as the Diploma is concerned something that
you should try and spread out over the duration of your course. Trying to
do everything in one go is likely to lead to a brain overload and you will
not get the benefit from your efforts.
So, before you get started you should take some time to plan what work
you will need to do and when. It does not matter whether you prefer to do
your study over long periods such as a whole day or in very short bursts
such as an hour. You should always have a study plan. If you have a clear
idea of what your are going to do and when you are more likely to

cover everything you need to study,

fit your study around your other commitments,

avoid a mad rush of work just before the exam, something no one
finds enjoyable.

When studying for the Diploma there are several core tasks you will need
to allocate time to:
1)
2)
3)
4)
5)

Reading and taking notes

Consolidation
Tasting
Practicing exam technique
Revising

The key to success when studying for the Diploma qualification is not so
much how much you can be taught, but how much you want to learn.

Reading and taking notes

There are many different ways of taking notes. Some people use computers,
others pen and paper. Some people write their notes, other people highlight
sections in a text. As ever the choice is yours and you should always use
a method that you are comfortable with. However, there are some hints
and tips that have been found to be beneficial no matter what method of
note taking you use.

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Think back to the earlier section where we suggested that there is a more
flexible way of memorising and recalling the information that you need.
If you are using this method, and we recommend that you do, you should
start to use it from the outset. In the light of this assumption, consider
these complimentary points:

Focus on the key points. This early phase of studying is about

getting your filing-cabinets in place and filling in the most
important details.
It is not necessary to make a note of everything you read. Focus
on those information which are important for the Diploma.
As you read through different sources you are likely to pick up a
lot of the supporting material passively. If you focus on getting
the big picture the supporting examples can flow into your
memory quite naturally. Many people find that this information
passively acquired is as permanent as information that has been
drilled in actively.

Consolidation
This is an intermediate step between your initial studying and the final
revision phase. This is the point where you can build on your original
work and reinforce it. There are many ways in which you can approach
this phase of your study. It is possible to identify two distinct elements in
this phase; primary and secondary.
Primary consolidation: Not everyone has found this to be a useful
element. By and large it depends on how confident you are at taking notes
and how quickly you feel you have picked up the key points. Consider the
following points:

When you do your initial reading and note taking you do not
always get it right. Notes can be too detailed in some areas,
insufficient in others, duplicated or just tricky to read or
understand when you revisit them. This gives you the opportunity
to eliminate these problems and produce a clear and concise set
of notes that you can revise from confidently.
When you consolidate your notes it is best to follow the structure
that you have adopted for your filing-cabinets. By going through
this phase you can check whether or not you have all the details
you need and establish whether you have understood the topic
clearly.
Leave plenty of extra space in your consolidated notes. This means
that if you encounter any new information you can easily add it
in.

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Some people have found that it is helpful to test their knowledge

at this stage too. An easy way to do this is to take a number of
compare and contrast scenarios, such as the Bordeaux and Napa
Cabernet Sauvignon example, and quickly note down the key
points you would want to cover. At this stage, you are testing and
therefore reinforcing your tools so that when exam time comes
you are fluent in its use. You can also make adjustments if you
feel that they are not working as well as you would like.
Do not worry if you have not committed all of the supporting
details to memory at this stage. Remember, studying is a
permanent process.

Secondary consolidation: Most people would agree that by the time

you start revising you should have a sound command of all the important
points. Everyone takes on information at different rates. Some people
can absorb a lot of information quickly with minimal difficulty whereas
others prefer to take more time. This element can therefore be used in
many different ways:

You can use it to refresh information that is already established

and repeat the exercises on your tools.
You can use it to build up more information in your filingcabinets.
Hone your exam technique by answering sample questions under
exam conditions.

Most people find that a combination of these approaches is of greatest

help.
Building your knowledge over time is less intimidating and it does help
to keep information fresh in your mind. For example when tackling
Burgundy there is an unavoidably large amount of material you have to
consolidate. Tackling the villages a few at a time makes a great deal of
sense. It is rarely a good idea to leave an area of the syllabus untouched
for a long period as no matter how well you may think you know it,
memory can always go stale and loose its edge. Please keep in mind
that for passing Diploma examinations it is necessary to be familiar
and to practise the different methods of assessment.

Revision
This is the point when you should get yourself exam-fit. It should be the
final push. It is rarely a good sign if you have to do significant amounts
of reading and consolidation at this stage.

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Study Guide

So, what is exam-fit? Most people would consider that there are three
major components:

All of the supplementary details you need to hold in your memory

are readily accessible.
Your mental map is full tested and you have activated as many
connections between the filing-cabinets as possible.
Rest and relaxation

There are a number of techniques that you need to consider to help you
meet the first two targets. However you choose to proceed we recommend
that revision should be done in short bursts. The activities you undertake
during revision are likely to be very intense and hardly anyone can sustain
this level of activity for very long.

The first phase of revision is to read through your consolidated

notes. This will bring all the material you have worked on back to
the front of your mind and it will help you to identify what extra
details you need to supplement your core knowledge.
Drill in any supplementary material that you feel you need to
support the key facts. This is the point where intense active
learning is necessary. Most people will need to do some of this as
it is the time when you need to get all the details in place. This full
load of information is a core element of exam-fitness.
Rigorous self-testing. This should be similar to the work you did
when you were consolidating the material. Try and imagine as
many questions as you can come up with. It does not matter if
some are slightly off the wall. This is where you build up the
second core element of exam-fitness by activating the connections
in your mind. We recommend that you should take no longer than
five minutes to answer a question you have set yourself. This is
the amount of planning time that you will have in the exam. You
can also use this technique to identify where your areas of
weakness are so you can fill in any remaining gaps.
Exam practice. This should be used to supplement your selftesting by answering former examination questions. It is an
important part to become comfortable with the length of time you
have available for answering a question so that in the exam you
do not become overly ambitious.
Prepare revision notes. Some people find these to be a helpful last
step. They should be very brief. Any point should only be a word
or two. These words, when re-read, should spark off a load of
connections in your mind. Consider writing them on index cards.
This makes them highly portable and means that you can do quick
bursts of revision at any time.

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Study Guide

The final target is a particularly personal activity but it is possibly the

most important. Nervous tension can be very destructive in the run up to
examinations. Take breaks and do other activities which you find genuinely
enjoyable and relaxing. Finally, 24 hours before the exam simply stop. If
you have worked consistently and diligently during your course you will
be ready and any further work is likely to make you more stressed and do
more damage than good.

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Study Guide

Diploma examinations
A variety of assessment methods are employed in the Diploma
examinations. This variety is to assess the breadth of the learning outcomes
and syllabus, the assessments will test both your knowledge and
understanding and your practical application of that knowledge. Again,
please keep in mind that for passing Diploma examinations it is
necessary to be familiar and to practise the different methods of
assessment.
The methods of assessment employed are:

Coursework assignment
Multiple-choice question examination
Written closed-book theory examinations
Written practical tasting examinations
Thesis

Unit 1
The Global Business of
Alcoholic Beverages
Unit 2
Wine Production
Unit 3
Light Wines of the
World
Unit 4
Spirits of the World

written closed-book theory examination

and one coursework assignment
Multiple-choice examination paper of 100
questions
written practical tasting paper of 12 wines
written closed-book theory paper of 5
questions
written practical tasting paper of 3 spirits
and one theory question

Unit 5
Sparkling Wines of
the World

written practical tasting paper of 3

sparkling wines and one theory question

Unit 6
Fortified Wines of
the World

written practical tasting paper of 3

fortified wines and one theory question

Unit 7
Thesis

Thesis as well as a two-page abstract and

a viva voce exam

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Study Guide

There are four very important fundamental elements to exam technique

that are true no matter what question type you are tackling:

Timing
Answering the question
Planning your answer
Clear writing

Timing
Diploma exams are intense. Therefore it is very important that you
allocate your time proportionately between the questions that you are
required to answer. Each response can only gain you a maximum number
of marks no matter how well written so failure to complete all the
questions is likely to result in a Fail grade.
The time you have available within an examination is limited. This is
why it is so important to answer questions under exam conditions during
your preperations so that you know how much you can actually write in
the allotted time. This practice will mean that you are less likely to overrun
when answering a question by trying to write an overly ambitious answer.
The examiners are fully aware that it is not possible to write everything
on a given subject in the allotted time and they are not expecting you to
do this. When answering a question focus on the key points, but
nevertheless your answer should be as detailed as possible.
Unit 1 written closed-book theory examination
Duration: 75 minutes
The examination question is normally, but not necessarily, divided into
multiple parts. It is not possible to recommend how much time should be
spent on each individual part of the question as these do vary. You should
look at the weighting of each part and use this as a guide to how you
should plan your answer and divide up the writing time. The marks
allocated to each part will vary from one case-study to another. As a rule
of thumb you should consider dividing your time up in the following way:

10 minutes planning your answer

60 minutes writing it
5 minutes reading your answer

Unit 2
Duration: 90 minutes
Assessed by means of multiple-choice examination paper of 100
questions. 90 minutes are enough time to answer all the questions and
check your responses as well.

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Study Guide

Unit 3
Tasting examination
Duration: 120 minutes with a short break in between
The tasting paper is held in two parts, each of one hours duration, with
a short break between each paper. Each part consists of 6 wines.
Candidates are required to submit a detailed written analysis of 6 wines
per paper (in total 12 wines) according to the Diploma Systematic
Approach to Tasting.
Theory examination
Duration: 180 minutes
5 questions in total must be answered (one question is compulsory and
the remaining 4 are to be selected from a choice of 6). How you organise
your time is totally up to you. But for passing the examination it is
necessary to spend the same time for each question as all questions carry
equal weighting. As a rule you should consider dividing your time up in
the following way:

5 minutes selecting a question and planning your answer

as well as checking your answer
30 minutes writing your answer
5 minutes as a buffer over the duration of the examination

Units 4, 5 and 6
Duration/Unit: 65 minutes each
Within each Unit you have to submit a detailed analysis of 3 products
and to answer one theory question (usually consists of 3 subquestions).
As both parts carry equal weighting (75 marks each) 30 minutes should
be given to the theory and 30 minutes to the tasting. This means about
10 minutes per wine respectively topic within the theory part. But it is
recommended to spend slightly more time on the theory part. The
remaining 5 minutes could be used either for planning/structuring and/
or checking your answer.
Answer the question
It is very tempting to tell the examiner everything you know, but if it
has not been specifically asked for, it will not gain you any marks.

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Study Guide

When drafting questions for Diploma exams, the examiners take great
pains to ensure that the wording is explicitly clear. This means that
questions contain vital, key words that tell you exactly what you need to
focus on in your answer. Read every question carefully and no matter
how experienced you are under exam conditions it is always a really good
idea to underline any key words. This ensures that you focus on answering
the question as it is set, that all aspects of the question are covered and
that you do not stray off topic.
This is a recent example from Unit 3 that clearly illustrates this point:
Describe the climate, main soil types and key grape varieties found
in the four districts of the Loire Valley (40% weighting). Explain
how these factors, and others, combine to produce Muscadet Svre
et Maine sur lie, Bonnezeaux, Chinon and Sancerre (60%
weighting).
This question was answered very poorly and in many cases this was down
to the fact that candidates were not answering the question as it was set.
The examiners noted that

many candidates failed to read the question carefully enough to

realise that the first part required them to consider the subregions
in broad terms, not just in respect of the named wines.
many candidates simply repeated the same facts they had given
in the first part of the question in the second part rather than
discussing why the wines taste the way they do.

This advice is as important in a paragraph question as in an essay question.

For example if you are asked to write about Islay Malt Whisky you will
gain very few marks by simply writing about Malt Whisky in general.
Likewise, if you are asked about red VDNs you will get no marks for
commenting on Muscat-based VDNs.
Planning your answer
It is possible to get a Pass grade for some paragraph questions by simply
engaging in a brain-dump, in other words writing down everything that
comes to mind in an unstructured manner, so long as it is relevant.
However, when it comes to the longer structured answers that are central
to Unit 1 and often also to Unit 3 this approach will inevitably result in a
Fail grade. It is undoubtedly true that no matter what the question type,
the best answers have a coherence to them which is the result of planning
in the exam room and proper preparation beforehand.

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Study Guide

Clear writing
Examiners want to give you marks. It stands to reason that factual accuracy
is paramount but, on many occasions, students make it very difficult for
examiners to award marks as their answers are badly written.
There are many ways in which writing can become unclear. We have
highlighted the most common problems that examiners encounter and
would like to show you ways in which unclear writing can be made clearer:
Content not style
All too often students find writing long answers challenging because they
believe that they have to adopt a style that is not natural to them. This is
simply not the case. In fact, it is better if you use simple English.
You do not need to try and make your answers stand out by adopting a
literary style. This can often sound false and become very annoying for
the examiner who just wants you to show that you understand the subject.
The other stylistic posture that should be resisted might best be described
as the fear of the simple. This is the effort to make statements sound
more important by avoiding plain statements, something which nearly
always makes a simple statement become muddled and confusing.
Short sentences
The best way to ensure that the content in your answers is not confused
by the style in which it is written is to use short sentences. This does not
mean that there should be a word limit on every sentence. Instead you
should think that if the sentence falls into several parts then each part
should be a sentence in its own right. This ensures that your answer is
easier to read and understand.
You might feel that short sentences make for a very austere style of writing
and you would be right. However, this is not a problem. Remember you
need to communicate your understanding quickly and clearly to the
examiner and this is one of the best ways to do it.
English as a second language
You need a good standard of written English to be able to pass the
Diploma but the examiners are aware that for many students English is a
second language. If this applies to you then you have no need to be
concerned.

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Study Guide

The examiners realise that it is very difficult to write error free in a foreign
language at the best of times. You will not lose marks for errors in your
written English so long as it is clear what point you are trying to make.
For the coursework assignment and the final thesis it is recommended to
have them proofread by someone else.

Unit 1 - The Global Business of Alcoholic Beverages

For Unit 1 a written closed-book theory examination and a coursework
assignment is required. Both parts carry equal marks and have to be
passed individually to be awarded Unit 1.

Unit 1 written closed-book theory examination

Candidates will be issued with a Candidate Case Study Brief which they
should download from the Weinakademie ster reich website:
www.weinakademie.at/english.php. This will be posted 20 working
days before the date of the examination. Candidates have this time to
research the topic in preparation for the examination, which will be the
first time they will see the examination question itself. The examination
question will be in multiple parts, all of which are compulsory.
Research
Research means to find something out about a given subject and
consolidate the information you gather so that you can answer a question
on it.
The aspect many people find intimidating is where to start. It can be
helpful to consider the following approach:
Preparation
Read the Candidate Case Study Brief carefully and identify the core issues
that you are being asked to look into.
Then, you should consider doing two things before you do any reading.
First of all write down what you know about the subject. Then spend
some time thinking about the issues. For example, if you face a question
over generic bodies, use what knowledge you have concerning how wine
is made and sold as well as your habits as a consumer to think what could
be done to promote a wine region. Think in very broad generic terms,
there are always going to be common issues. These two steps will help
you to gather your thoughts and give a focus to your initial research.

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Study Guide

Initial research
You should consider reading as many different sources as possible, these
include:

The Oxford Companion to Wine

Study Materials of the Diploma in Wines and Spirits
Internet
Wine trade magazines
Books

Consolidation
Once you have gathered a significant body of information you should
stop reading and consolidate it in order to bring a structure and order to
the data. This will help you to form your opinions on the key issues and
identify whether you have enough detailed information available. At this
point it can be very helpful to ask yourself two complimentary questions:

I think that X is the right point of view. Can I prove it?

The point of view Y challenges X. What are the strengths and
weaknesses in their arguments?

These questions should then give you some very precise areas to look
into in order to fill in the gaps in your knowledge.
Secondary research
This is where you need to fill in the gaps that you have identified. You
can use similar resources to before but you should also consider other
options such as contacting key opinion formers who can give you firsthand evidence. This kind of research can add a great deal of credibility
and authority to your work, in particular the personal commentary.
You can then as required alternate between reading and consolidating.
This way you can steadily deepen your knowledge, clarify your opinions
and establish how you intend structure the material you have gathered so
that you are well prepared for the examination.
Schedule of the Unit 1 written closed-book theory examination
As already mentioned above you can download the Candidate Case Study
Brief 20 working days before the date of the examination. The Candidate
Case Study Brief provides a lot of context surrounding the subject area.

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Study Guide

You should read this brief very carefully as it is designed to direct your
research into specific areas. The question in the exam will be limited to
the issues that are raised in the Candidate Case Study Brief. Below you
can find an example of how such a Candidate Case Study Brief may look
like:

Diploma in Wines & Spirits

Unit 1: The Global Business of Alcoholic Beverages
Candidate Case Study Brief
The importance of generic promotional bodies for the wine
industry
Many wine producing countries have generic promotional bodies. One
example is the Deutsches Weininstitut. Part of their who we are
statement is as follows:
The Deutsches Weininstitut (DWI, or German Wine Institute) is the German
wine industrys marketing organization responsible for the generic promotion of the
quality and sales of German wine domestically and abroad. At this time, some 40
men and women, under the leadership of the managing director, work in the interest
of German wine at the wine institutes headquarters on Gutenbergplatz in Mainz.
In addition, there are more than a dozen Information Bureaus for German Wine
in the most important export markets, from London to New York to Tokyo.
Another example is the Wine Institute of California, which describes its
brief as follows:
The Wine Institute of California uses funding from the Department of
Agriculture in Washington DC, under an agricultural export support
programme, to raise the profile and promote the sales of California wine
outside the USA. It maintains offices in the major markets of: the UK;
Canada; Japan; and mainland Europe, and part-time or PR support in
emerging markets such as the Far East.
Where a national generic body exists, the size of its budget and the source
of that money will affect how it goes about its work. As a result, generic
bodies have adopted various tactics in their efforts to promote their wines.
There has always been much debate in the wine industry about the
importance or otherwise of generic promotional bodies. In some cases
(e.g. Wine Australia), the national generic promotional body has been
thought to have played a significant role in the development of key
markets. In others cases (e.g. Italy), there has either been no national
generic promotional body or any initiatives that have been taken have
been perceived to be largely ineffective.

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Study Guide

GUIDANCE NOTES FOR CANDIDATES:

Strategy and structure of candidate responses
Candidates should conduct their research based on the information
outlined in the case study above. The outcome of this research should be
used during the examination to demonstrate that they have a solid
understanding of the topic and have applied sound analysis of the data
collected.
The examination takes place on ..., is of one hour and 15 minutes
duration and is to be completed without access to notes or other resources.
Candidates must complete all sections of the question, which will be
limited to the information contained within the constraints of the
candidate brief above.
Responses must be presented in essay format with clear structure and
presentation as described in the Candidate Assessment Guide, including
a short introduction and conclusion. Candidates should, where possible,
indicate within the body of their assignment which resources have been
consulted during the research process.
Examiners will be looking for:
Explicit evidence within the body of the essay of diverse and
relevant research drawn from both trade and general press, plus
other publications and course materials as necessary.
Evidence that the information and examples uncovered by
research have been the subject of careful study and critical
analysis before being deployed in the work submitted for
assessment.
Evidence that the candidate has scrutinised the key assertions
surrounding the topic.
Evidence of original thought.
Good presentation and clear thinking.
Candidates must adress all required sections of the question and
gain an overall minimum mark 55% to quality for a pass grade.
In relation to the topic question there are three key issues that can be
clearly identified:
a) Generic promotional bodies for the wine industry, their mission
statements and the role they play in promoting a countrys wine
b) Finances for generic promotional bodies, their sources and the
impact they have on how they do their work
c) The debate about their relevance and future

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Study Guide

You should undertake your research as outlined above. Then in plenty of

time before the exam we recommend that you should not only fully
consolidate the material but also undertake revision.
The Unit 1 written closed-book theory examination is different from a
coursework assignment as you do not know what the question is going to
be before the exam. As you are preparing it is best if you do not try and
second guess the examiners. Keep an open mind and revise as if you
were preparing for any other Diploma examination. Although, the topic
areas that can be examined are limited by the Case Study Brief there are
always likely to be several ways in which the examiners could tackle the
issues. If you go into the examination with a pre-prepared answer in the
belief that you know exactly what the question is going to be you could
very easily be setting yourself up for a nasty shock.
Tackling the examination
On the day of the examination when you open the exam paper you will
see the question for the first time which will be printed alongside the
Case Study Brief. The question will be basically divided into subsections
all of which need to be answered.
The questions that where asked on the Case Study example above were:
a)

Give an overview of the sort of mission statements and key

objective adopted by the various national generic promotional
bodies. Describe the activities undertaken by the generic bodies in
pursuit of their objectives. (40% weighting)

b)

Where does the money come from to finance generic bodies?

Discuss the tension that this can create. (30% weighting)

c)

How effective do you think national generic promotional bodies are

in developing the market for their countrys wines? Do they
represent value for money? Suggest ways in which generic bodies
might improve their performance. (30% weighting)

Your answer MUST be presented in the format of a written essay with

clear structure and presentation. This means:

32

Short introduction
Body of the essay: Tackle each subsection in turn, using the
weighting of the marks to indicate how much attention you
should give each section.

Study Guide

You should, where possible, indicate within the body of your

answer which resources have been consulted during the research
process.
Short concluding paragraph

Within the examination you are required to show that you have a detailed
command of the material. In order to be successful you will need a strong
argument and supportive examples that show that you have a
comprehensive understanding of the issues.
There is no specific upper or lower word limit. However, given that the
examination is of 75 minutes duration you are expected to provide
detailed and sophisticated arguments which can rarely be successfully
made in a short answer. As a very rough guide, 4-5 sides written in average
sized handwriting is the typical length of a good answer. The examination
is to be completed without access to notes or other resources.

Unit 1 coursework assignment

Within your Diploma studies you have also to submit one coursework
assignment. The assignment must be between 2,500-3,000 words long.
Titles for the coursework assignment will be posted on the Weinakademie
sterreich website (www.weinakademie.at/english.php) at the
beginning of each academic year. The academic year starts on 1st August
and ends on 31th July the following year. For each academic year two
assigment titles are available, one compulsory assignment title for each
submission date.
When writing a coursework assignment it is important that you
always follow exactly the structure of the Candidate Assignment
Brief of the particular topic!
Plagiarism, collusion and cheating
All information from external sources you use, must be referenced. If
you attempt to gain a grade by fraudulent means, you can be severely
punished by WSET Awards. Copying material from a textbook, article,
electronic file, the internet, or another student, even if you paraphrase,
may be considered plagiarism. Plagiarism is claiming another persons
thoughts, writing, inventions, etc. as your own.
Quoting directly without quotation marks is plagiarism.

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Study Guide

Copying the work of a fellow student is treated very seriously, as it is

unlikely to happen inadvertently. Do not lend your notes or assignment
to other people if you suspect they may copy them. You may find it
difficult to prove that you were the originator of the work. The assignment
is an individual piece of work, therefore make sure that it is your own
work and not that of a group.
Penalties for plagiarism include being marked failed on the assignment or
failed on the Unit or possible disqualification from future examinations.
This penalty may also have to be applied to the original as well as the
copied piece of work if it cannot be established which was the copy and
which the original.
Writing the coursework assignment
Planning is also important when working on your coursework assignment.
The coursework assignment should be planned and written as a whole
and the subsections that the examiners require you to cover should be
signposted clearly in your work.
There is a required word count for the coursework assignment. Your
coursework assignment must be between 2,500 and 3,000 words long
otherwise you will be penalised. An assignment that is less than 2,500
words will be failed and any words over 3,000 will not gain any marks.
The word count does not include:

Index
List of tables/list of figures
Headings
Texts in tables, charts, etc.
Footnotes
Bibliography
Appendix

You must not use tables/charts, footnotes, appendices, etc. to

place information, which belong to the main body and are essential
for its understanding. Is this the case it would be added to the word
count.
When writing the assignment we recommend to tackle the work in four
phases:

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Study Guide

Phase 1 Understanding the question and gathering material

Read through the Candidate Assignment Brief carefully and underline
the key words.
Try to start your research early. This gives your thinking time to mature,
and enables you to revise your first attempts.
It is rarely necessary to read a whole book from cover to cover in order to
write an essay or report. You must read selectively, picking out that which
is directly relevant to the topic in question. To do this you need to know
what you are looking for and the following procedure is useful:
a) Start by jotting down what you know about the topic in a brief itemised
list. This will get your mind thinking about the question and provide a
guide to areas you need to study further.
b) List those topics that you think may be relevant to the assignment,
even if you know nothing about them. These also give a guide to your
reading. As you read you will inevitably discover new topics and areas.
Make a list of these as you go, and follow them up later.
c) Try to use a variety of sources. If the topic area is new to you, start
with brief surveys, e.g. encyclopedia articles and introductory texts. Use
these to discover the essential topics and then move on to more specialised
books, research papers, journals, etc. as appropriate.
d) Your Unit Study Materials and lecture notes may be relevant, but never
merely regurgitate them. The coursework assignment is not designed to
test factual knowledge in isolation. Look for sources that give opposing
views and never follow one source too closely. Most important of all,
never plagiarise.
e) Keep a notebook or file cards for your notes. When taking notes do
not rewrite the book - just jot down the vital points. Always record the
source, because

you may need to expand on your notes when you come to write
your assignment, and
furthermore you need this information for referencing and the
bibliography.

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Study Guide

Phase 2 Writing your coursework assignment

Take your time to make a very detailed plan. You should know exactly
what you are going to write before you start writing. At this point it can
be very helpful to share ideas with your colleagues and fellow students.
Write the first draft of your coursework assignment without worrying
about the word length. You should try and adopt a clear, precise writing
style, nevertheless with this first draft most people find that they write
over 3,000 words.
Once you have finished the first draft put it to one side and do nothing
with it for a few days. This break will mean that when you re-read it you
will be fresh and more critical of your own work.
Phase 3 Reviewing your coursework assignment
It is possible to critically review your own work and make any necessary
reductions to the word count at the same time.
Read through each paragraph very carefully. As you are doing this you
should ask youself two questions. First of all, ask, what point am I
trying to make?. If you have taken a break between the first draft and
the review you will find it far easier to be ruthless and discard or rewrite
sections that are not good enough. Then ask, can I make this point more
efficiently?. It is easy to use too many linking words, adjectives and
adverbs when you write a first draft which can be removed without having
an impact on what you are trying to say. Sometimes you will notice that
you have skirted around the issues before you get to the point you are
trying to make. This extra material can also be cut with no ill effect to
your arguments.
In most cases this would be enough to bring the word count under 3,000.
However, if this fails, there is another method you can use. Review your
assignment plan and identify any examples that can be removed without
having an impact on the points you are trying to make. It is very important
that you choose the most effective examples.
If your word count is under 2,500 words then do not be tempted to pad
it. If you are just adding adjectives and adverbs in order to reach 2,500
words it is likely that you are not tackling the issues in an appropriate
level of detail. In this situation you should in the first instance review
your plan and ask yourself Have I covered all the points that are
required? and Is there enough detail in the examples to support my
arguments?. If you are honest with yourself these questions are normally
enough to help you build up your assignment with valuable extra content.

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Study Guide

Phase 4 The final polish

Your coursework assignment must include the following:
Assignment Report Form (ARF) - look at p. 41
Index
Bibliography
Furthermore your coursework assignment may include the following:
List of tables/list of figures
Appendix
Finally your coursework assignment should be proofreaded.
Spelling and clear presentation
When writing the coursework assignment you will also gain marks for a
good style (flair, fluency, coherence, etc.), presentation (spelling, grammer,
legibility) and a professional layout. Therefore it is possible that you may
be penalised for poor spelling or presentation.
You will only ever loose or gain a small number of marks but it is important
to stress some key points:

Your English must be good enough not to detract from the clarity
and precision of your discussion, and, preferably, enhance it.
Poor English, spelling mistakes or scruffy presentation will all
detract from the impression given by your coursework assignment.
As you have plenty of time to check this yourself or get someone
else to check it for you, you are likely to be penalised for such kind
of things.
Nearly ever student writes his/her coursework assignment on a
computer. This has some clear advantages: Most notably, it is very
easy for you to make minor or major amendments to your work
without having to re-write the whole coursework assignment. You
can also use a formatting system which enables you to produce a
very professional printed layout. However, you will not loose
marks if your coursework assignment is hand-written, provided
your hand-writing is neat and legible and your work is structured.
Clear presentation can be achieved by using different techniques
such as bold headings, different point sizes, bullet points, etc.
Whatever methods you use, they should be used consistently
throughout your coursework assignment.

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Study Guide

Referencing and bibliography

Referencing and a bibliography are required in your coursework
assignment.
Referencing
When writing your coursework assignment you will use many different
sources. Therefore referencing is important. A precise reference, that
enables the reader to locate the material referred to exactly, is the hallmark
of good quality work. References are required in your coursework
assignment and you will be penalised if you do not use them.
Referencing is important because of the following:

It is your proof that you have fully researched the topic by showing
that the concepts and data that are used can be checked by the
reader.
It helps the reader to clearly distinguish between yours and other
peoples thoughts. For you this has an added benefit as it ensures
there can be no accusation of plagiarism.
It can be used to add a little context to your comments that is valid
but which might otherwise detract from the flow of your argument.
But please note again that you must not use footnotes to place
information, which belong to the main body and are essential for
its understanding.

Concerning referencing you should consider the following. It can be done

by using footnotes or within the body of the text placing the references in
brackets. The examiners do not require you to use one system over another.
Nevertheless, it is recommended to use footnotes for referencing as it
makes your assignment easier to read.
All information, ideas, facts, etc. you took from outside sources must be
referenced. Direct references (e.g. statement of an expert) must be placed
in quotation marks. Direct referencing should only be used very rarely.
Most of the information in your assignment should be used analogously.
For analogous referencing use cf. or see. Diagrams, tables, maps, etc.
must also be labeled. The suffixes a, b, c, etc. are added to differentiate
between publications by the same author/s in the same year (e.g.
Robinson, J. (2006a), p. 132).
Example - referencing in brackets within the body of the text:
(Robinson, J. (2006), p. 132)

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Examples - referencing by using footnotes:

One author:
1cf. Robinson, J. (2006), p. 132 for direct references you would
leave cf.; this would also be the same for the following examples
Several authors:
2cf. Johnson, H., Robinson, J. (2007), p. 50-52
No author, but an editor:
3cf. WM (2010), p. 117
Internet:
4cf. Taittinger (2010), Online or Taittinger (2010), p. 22
Verbal communication, telephone call, e-mail, etc.:
5cf. Szigeti, P. (2010), personal interview
6cf. Szigeti, P. (2010), e-mail communication
Bibliography
You are also required to include a bibliography with your assignment. You
will be penalised if you fail to do so.
A bibliography complements your references and should be provided at
the end of your coursework assignment. It is your proof that you have
fully researched the subject. Any work that you have used in your
coursework assignment must be included in the bibliography. When writing
the coursework assignment it is important that you use as many different
sources as possible to have sufficient facts, arguments, examples, etc.
available.
When presenting your bibliography you should consider the following
pointers:

Sort the sources either by type (e.g. books, magazines, internet)

or subject.
Sources should be listed alphabetically by author surname and
should ideally include the following information:
o author/s or editor/s
o title of book/article, etc.
o place of publication and publisher
o date of publication
For websites include the full URL and the last time you visited
the site.
Italics can be used to make the bibliography easier to read.

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Some examples:
Books:
One author
Robinson, J. (2006): The Oxford Companion to Wine, Oxford,
Oxford University Press
Several authors
Johnson, H., Robinson, J. (2007): World Atlas of Wine, Mitchell
Beazley
No author, but an editor
WM (Ed.) (2010): Documentation Austrian Wine, edition
September 2010
Article in a magazine:
Harvey, S. (2011): Selling wine - the hidden costs. In: Wine &
Viticulture Journal, Volume 26 Number 2/March-April 2011, p.
61-63
Website:
WSET, URL: http://www.wset.co.uk, 1 September 2012
Verbal communication, telephone call, e-mail, etc.:
Szigeti, P. (2010): personal interview about quality standards of base
wines for the sparkling wine production in Austria, Sektkellerei Szigeti,
personal interview on 10 September 2010 in Gols
Appendix
You can use appendices to record any interviews, which you did as part
of your research, or any other referenced material that can not be accessed
by the examiner. Appendices (and footnotes) are normally not included
in the word count. But as for footnotes, appendices must not be used to
place information, which belong to the main body and are essential for
its understanding. Is this the case it would be added to the word count.

Personal commentary
Regardless of whether you are tackling the Unit 1 written closed-book
theory examination or the Unit 1 coursework assignment you will be asked
for a personal commentary. This is the hallmark of Unit 1.
When you write your personal commentary simple stating your opinon is
not enough. You need to back up your opinons with evidence that not
only supports them but also demonstrates why the opposing point of view
is incorrect.

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Theory examinations in Unit 3, 4, 5 and 6

For many of you, the Diploma examinations will be amongst the most
challenging you have to take. There are two reasons for this. First, you
are required to learn a significant amount of information. Second, you
need to adopt a critical and analytic way of thinking.

What is critical and analytic thinking?

Broadly speaking there are two kinds of questions used in the Diploma:

Factual recall questions simply require you to state facts.

Critical and analytic questions demand you take this information
and use it to explain why things are the way they are and how they
might be different.

The difference between these questions and the sort of answers that are
required can be explained using three examples:
Question 1) What style of wine is red Chteauneuf-du-Pape?
Here the examiner is just looking for statements of fact that show you
know what red Chteauneuf-du-Pape is. Therefore an acceptable answer
might say, Chteauneuf-du-Pape is a full-bodied red wine with relatively
soft tannins, medium acidity and high alcohol.
Factual recall questions appear in the paragraph questions that are asked
in Unit 3 and Unit 4-6 examinations.
Question 2) Why is Chteauneuf-du-Pape a full-bodied, highalcohol red wine with relatively soft tannins?
Here the examiner is no longer just looking for statements of fact; you
are expected to offer explanations as well. To get a good mark you will
need to demonstrate that you know what happens in the vineyard and
winery that cause Chteauneuf-du-Pape to have these characteristics.
This sample question is typical of the ones that you will encounter in the
Unit 3 examination. When approaching paragraph questions in Unit 3
and Unit 4-6 examinations you can gain extra marks if you relate their
factual observations to a wider cause and effect. But please note that
this way of tackling paragraph questions is not always possible or relevant.

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Question 3) Average alcohol levels in Chteauneuf-du-Pape have

been rising over the last ten years. What are the main reasons for
this? What if anything should producers do in order to slow or
reverse this trend?
Here the examiner is looking for two things.
First of all you would need to explain why alcohol levels are going up.
This requires a similar approach to question 2.
Secondly, you would need to establish whether there is anything that can
be done about this trend. You would then need to go beyond the issues
of cause and effect and look at Chteauneuf-du-Pape in a wider context.
You would then have to use the evidence concerning what is actually
possible to tell the examiner what you think should happen in the future
and why. It would not be enough to simply give your opinion. You would
need to relate your opinions to the current issues and concerns in the
wine market and give well-argued reasons to back them up.
This type of question, which is typical in Unit 1, can also appear in
Unit 3 examinations.

Question types
There are several different question types that examiners can use. They
are:

paragraph questions
structured open response questions
essay questions

Paragraph questions
Paragraph questions appear in various formats in Units 3, 4, 5 and 6.

In Unit 3, a paragraph question typically offers you a choice of 6

subjects. You will be expected to write a paragraph answer on 5
of these in 30 minutes.
In Units 4, 5 and 6 the theory question is always a paragraph
question and consists of 3 subquestions to be answered in 30
minutes.

The essence of a good paragraph answer is plenty of relevant facts in

clear, simple sentences.

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To do well in a paragraph question you need to get as many facts down as

possible in a short space of time, making sure that you can provide
sufficient facts for all sections of the question. It is a good idea to start
by saying what the item in the paragraph is. For example, a detailed page
of text describing the six most important producers of Carmenre, and
how the styles and prices of the wines differ, might gain many marks, but
you would lose marks if you failed to show the examiner that you knew
Carmenre was a black grape variety, grown primarily in Chile, with
some further notes on the typical characteristics of Carmenre (colour,
flavours, structure, etc.). Those basic marks are the easiest ones to get
quickly.
Within the examinations you have 6-10 minutes per topic depending on
the Unit. Timing is vitally important as you must answer all parts of the
question in order to score well. Each response can only gain you a
maximum number of marks no matter how well written so failure to
complete all the parts is likely to result in a Fail grade. Concerning Unit 3
it is worth considering the following advice. If you cannot see your way
to writing 5 paragraph answers within a matter of seconds, think twice
about answering the question.
Planning an answer
Planning is as important for these questions as any other. You could simply
engage in a brain-dump but there is a real risk that you miss some obvious
points or drift off topic. It is not possible to think up a structure from
first principles in the time available in the examination, therefore this
thinking is best done in advance of the exam. You should spend the time
undertaking this research and plan your own strategies so that you have
an answer template in your mind for the main types of question.
What follows are some examples of answer templates. These are neither
a definitive list of question types nor do they represent the only way of
approaching them. They are a starting point to help you think about how
you might approach these questions and offer possible solutions to other
types of question which could very easily come up.
Grape variety questions:
Name/s (including common synonyms)
Colour
Characteristics (e.g. skin thickness, tannins, acidity, flavours)
Wine styles
Factors in the vineyard (e.g. benefits of different soil types)
Factors in the winery (e.g. why is a grape variety suitable for a
given style, vinification techniques)

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Never be afraid to state the obvious, e.g. Palomino is a white grape variety.
You will only get a mark if you say so! Also think of cause and
consequence. For example Touriga Naional may have thick skins and
high tannins but why is this important for Port production and what quality
does this give the wine.
Process questions:
Vineyard
Climate and weather (associated advantages and risks)
Soils (what are their key qualities and why is this important)
Pruning (techniques used and their advantages and
disadvantages)
Harvesting (methods used and their advantages and
disadvantages)
Practical considerations (need for equipment and labour)
Cost implications
Winery
Post-harvesting handling
Extractive techniques used (pre, during and post fermentation)
and fermentation (e.g. fermentation temperature, yeast)
Maturation (e.g. unaged, biological, oxidative; use of wood/oak)
Cost implications
Everything you learnt in Unit 2 is potentially relevant here. Whether the
question relates to viticulture or vinification always think how what you
are describing has an impact on the final style, quality and price of a
wine. The WHY is also always important. Answers that not only describe
how but also explain why will always score more marks.
Producer questions:
History
Key wines and brands
Key markets (domestic and export, trends)
How they have responded to local challenges (e.g. land
ownership, labour resources, technology, reform)
Future plans and challenges
Besides the history it is also always important to be up to date and to be
informed about current issues and trends. For example Diageo owns a lot
of brands. You may not be able to list them all but it is as if not more
important to demonstrate a knowledge of their overall strategy and how
a handful of important brands fit into this.

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Sample of a paragraph question

Paragraph questions could have a general approach, but it is also possible
that a more narrow focus is required (e.g. Write a paragraph about the
production of... or In relation to Burgundy, write a paragraph on...).
Sample of a paragraph question:
With reference to the Americas, write a paragraph on FIVE of the
following:
a)
b)
c)
d)
e)
f)

Torronts
Central Valley, California
Icewine
Carmenre
Yakima Valley
Pierces disease

The sections on icewine and the Central Valley caused the least problems,
although several candidates confused the latter with the Central Coast.
Most candidates did not know where the Yakima Valley was, commonly
confusing it with Willamette. Three candidates even put it in Australia,
New Zealand and Uruguay - the first two clearly not reading the question
properly as this clearly states with reference to the Americas. Knowledge
on Pierces disease was extremely poor with most gaining less than a
third of the marks available. There was general confusion over whether
it was a virus or a fungus (it is a bacterial disease for which there is no
cure). A large number of candidates confused this with the effects of
phylloxera resulting in lots of irrelevant information. Torronts (a grape
variety) was sometimes confused with Torres (a wine producer) and some
thought it was a wine region. The following is an example of how not to
succeed at paragraph style questions:
e) Yakima Valley
In Australia in Victoria region (south of New South Wales). In South East
Australia, Yakima Valley by the Pyrenee region, is cool and has a sufficient amount
of rain and has high altitudes for the growing of Chardonnay and Pinot Noir for
still and sparkling wines.
This candidate is seriously confused in terms of world geography. The
only comment of any value here relates to the growing of Chardonnay.
By comparison, the following candidate did not necessarily write much
more, but what he/she did write, was far more relevant:
Yakima Valley is a part of the larger Columbia region in inland Washington
state. The entire region is sheltered from the cooling influence of the ocean by the
Cascade Mountain range and the climate is hugely continental. As a result, summers
are hot, arid and dry and winters are freezing cold. Riesling does well here as does
Chardonnay. Some Sauvignon Blanc is also grown.

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This candidate could have picked up more marks by commenting on the

increasing use of red grapes (best known for Merlot), commenting on the
style of wines produced and quality levels (mostly high quality varietal
wines but some cheaper table wines also produced).
Once again, examples of a bad and good response in relation to c)
Icewine:
Icewine - Canada - Niagara Falls area is known for its quality ice wines made in
the style of the famous German icewines. This is a new development in North
American wines.
This is seriously inadequate. This should have been a very easy paragraph
to cover. This candidate gives no indication of how the wines are
produced, which grape varieties are used or what the wines actually taste
like, whereas the following one did exactly this:
Icewine is made from freshly crushed frozen grapes. The grapes are left on the vine
late into the autumn and winter where they freeze at temperatures around -8 C.
The grapes are picked while still frozen and pressed. The sugars have been concentrated
by the freeze and the resulting wines are sweet, rare and much sought after. Some
regions are more reliable at producing icewine than others, and prices reflect this.
Notable producing countries include Canada (biggest producer), Germany (called
Eiswein), Austria and Switzerland. The Swiss version is made from Rze grapes,
stored in casks at high altitudes and refilled annually via a solera system. These
wines are called Vin du Glacier and are a speciality of the Valais. Canadas
climate in Ontario is particularly suitable and reliable making it the leading producer
in the world.
There is one other reason for selecting this script as an example. Whilst
the information on Canadian icewine is detailed and relevant, this
candidate also wasted time and effort including lots of irrelevant
information that attracted no marks at all. As the question specifically
says with reference to the Americas, the three lines relating to production
in Germany, Austria and particularly Switzerland are totally superfluous.
It would have been far more useful to have included reference to grape
varieties used (Riesling and Vidal), and the areas most successful at
producing this style of wine (Niagara Peninsula and Okanagan Valley).
It is very tempting to tell the examiner everything you know, but if it
has not been specifically asked for, it will not gain you any marks.
Structured open response questions
These questions are unique to Unit 3.
When you are nervous and under exam conditions it can be very tempting
to think that planning time is wasted. This could not be further from the
truth as, unlike paragraphs questions, these questions demand thinking
time.

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Planning an answer
There are three distinct parts to the planning phase. These are:

Identify what is being asked.

Identify the key points.
Find the examples that will support each point.

It is not possible to suggest a strategy for answering such questions. But

if you have choosen to follow the study approach that has been outlined
at the beginning these steps will be easy to execute. You will be able to
link up the various filing-cabinets using your mental map. The examples
of answer templates in the section of paragraph questions may also be
useful when answering structured open response questions.
Sample of a structured open response question
From the point of view of the consumer, what are the strengths
(50% weighting) and weaknesses (50% weighting) of the wine of
Alsace?
Identify what is being asked: This is the vital first step that ensures you
answer the question that has been set.

Point of view of the consumer - there is no need to focus on

general information about viticulture and vinification in Alsace
Strengths and weaknesses - they have equal weighting so they will
need to be given equal prominence
Alsace

Identify the key points: This question asks you to focus on the consumer
so you could start by listing what the factors are that influence consumers
to have a positive or a negative view of a wine region. Issues you might
consider are:

wine quality and styles

labelling communication
image of brand Alsace

Find examples: This is where you need to build up the key examples
that will make up the detail of your answer. You need to take the key
facts you have stored concerning Alsace and now turn these to the issue
at hand. Here it is vitally important you discard irrelevant detail. If you
think soil types are important for the consumer then you need to be sure
you can back this up. Maybe the grape varieties and variation these create
is the more important point and one you should be focusing on instead.
You may think that for most consumers soil type is utterly incidental.

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Using the study techniques we have highlighted a form of visual mind

mapping is a complimentary tool that you may find helpful. This is outlined
below but there are many ways you can do this on paper and you should
use the method that best suits you. Here is a possible plan. Again this is
not definitive and there are other points that would also be valid.
Strengths

Weaknesses
very characterful wines can
be too challenging for many
consumers

wide range of styles (dry to

sweet)
top class (e.g. Clos St. Hune)

wine quality and styles

crisp, clean varietally

expressive wines; generally
unoaked; on trend with
consumers

less well known grape

varieties, no internationals;
no strong red focus (Pinot
Noir which is a minor
concern rarely gets best sites)
Flute bottle not a strong
design.

simple AC-structure (Alsace,

Alsace Grand Cru)
labelling communication
varietal labelling (very
popular amongst consumers
now)

fussy old fashioned labels

can lack curb appeal
sweetness no clear
communication on label as to
whether wine is sweet or dry

premium reputation, but

limited appeal

premium reputation, very

popular
brand Alsace
strong heritage (historic
producers, popular tourist
destination, great gastronomic
reputation)

no clear champion style

such as is the case in
Bordeaux or Burgundy

What is the style? often

very confusing
no generic marketing; How
about think aromatic white,
think Alsace??

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Writing an answer
However you choose to write your plan you need to know how you are
going to turn it into an answer. This is something that you need to consider
as you refine your own methods. For example if you were using the method
demonstrated above, each box can become a paragraph. So how do you
stitch all of these paragraphs together?
Introduction and conclusion: For structured open response questions
these paragraphs are not essential. However, they do add a clarity to your
answers which will invariably benefit from their inclusion.

Introduction: The best introductions are short and get to the

point quickly. 3-5 sentences will normally be more than enough.
When you decide in favour of an introduction it should set the
context and signpost what you are going to say in you answer.
It is common for some small changes to happen to your plan as
you write. It is perfectly acceptable and sensible to write this
paragraph last so that it ties in exactly with what you have written.

Conclusion: Also this paragraph only needs to be very short and

offer a brief summary of the key points. If asked, you might
include a brief personal commentary.

Signposting: This is a vitally important technique for writing a good

answer. Remember the examiners want to give you marks and it is always
easier for them to do so if you make it visibly clear what the points you
are making by using subheadings, underlining or bullet points. Take care
when using bullet points. Do not be tempted into thinking that simply
listing the points as outlined above is good enough to get a pass. These
points need to be worked up into paragraphs and you are expected to write
in full sentences when answering such questions.
How to write a papragraph: You should make one point per paragraph
and you should be able to make this point in one simple sentence. The
remaining sentences should then provide the supporting evidence. You
should include clear examples that back up your point as well as
highlighting any exceptions.
How to order your paragraphs: In structured open response questions
the overall order is often determined for you by the examiner and it is
always best to follow their instructions. In the example given above it is
clear that working through the strengths and then the weaknesses is the
best option.

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Once you have settled on the overall structure it is normally best to

order the paragraphs in order of importance. For questions that focus
solely on production it can be better to order the paragraphs to follow the
order in which the processes happen.
Essay questions
For many students the word essay causes a genuine sense of terror. In
fact, the fear that these questions cause is due in large part to false
assumptions over the style of writing that is required. There are far more
similarities than differences between a structured open response question
and an essay question.
In order to demonstrate this point lets imagine that the sample question
above has been changed into an essay question:
From the point of view of the consumer, what are the strengths and
weaknesses of the wine of Alsace? (80% weighting)
Do you think that the strengths outweigh the weaknesses (20%
weighting)
(An essay format is COMPULSORY for this question.)
Similarities

timing
3-stage planning phase
The approach to writing is exactly the same from the style of the
language to the use of signposting and the way in which you write
a paragraph.

If you look at the question as it is now all of the information that you
could have used in your previous question is completely valid.
Differences
The principle difference is this question and the previous one is that you
are required to offer a personal commentary.
Therefore once you have listed what you think the strengths and
weaknesses might be you need to define what it is that you think consumers
really want. Maybe you think they want a consistently tasty wine with
packaging that tells them what they are going to get and makes them feel
good about themselves when choosing it.

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For example, when considering label communication are the aspects

varietal labelling and a simple AC-structure more important than
flute bottles, old fashioned labels and confusion over sweetness
levels. You might consider that the issue concerning residual sweetness
is the most important point as it means that the packaging is fundamentally
flawed making it impossible for a consumer to know what they are going
to get.
Writing an answer
In order to be able to persuade the examiner that your analysis is correct
you will need to structure you answer ever so slightly differently.
Introduction: This is a required element in an essay. There are two
reasons for this:

You define any terms that the question has left unclear. In this
Alsace example you must make it clear what you think consumers
want so that you can justify your opinion concerning whether
there are more strengths than weaknesses.
You need to signpost what points you intend to raise to back up
your argument.

There is a little more to cover here but, this does not need to be much
longer than an introduction for a structure open response question. Time
spent on a long introduction is again a waste of time.
Middle section: In this part you state the key points and then follow with
some facts and examples that support your arguments. Remember it is
perfectly acceptable to clearly signpost your answer. In this example you
could have two sections, one labelled Strengths the other
Weaknesses.
Conclusion: This is also a required section in an essay. It is vitally
important and the examiners can show this by allocating it a percentage
of the marks. In this example it has 20% of the marks.
An easy way to do this would be to restate the definition by which you
believe consumers will assess Alsace and show how important each piece
of evidence is. This will then reveal whether overall one outweighs the
other.

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Sample of an essay question

Below another example of an essay question.
Explain why retail prices for New Zealand wines are high. Despite
this, how has the New Zealand wine industry expanded its markets?
(An essay format is COMPULSORY for this question.)
Despite the warning that this question specifically required an essay format
answer, some candidates still chose to ignore this instruction. They were
penalised in the marking process as a result.
Many scripts were simply too short. In the time available for each question,
the examiner expects about two sides of A4 paper, yet many scripts were
barely one side or even less, resulting in an inadequate answer.
Whilst the actual content between the introduction and conclusion forms
most of the marks for this style of question, candidates should not
underestimate the importance of the introductory and concluding sections
when adopting an essay format. In some instances, the examiner is able
to allocate bonus marks for style and clarity, particularly if the candidate
is able to show that they have a good understanding of the focus of this
question. In this case, it was important to establish some key points at
the outset, such as that the current average price of New Zealand wine
in its major export market (the UK) is around 6/bottle, compared to a
UK average of 3.50. Similar patterns occur in the USA and (to a lesser
extent) Australia, as well as other markets where New Zealand wines
have made a smaller impact (Scandinavia, Germany). With New Zealand
only accounting for around 0.3% of the worlds wine production, and
with only around 420 wineries in operation, how have they managed to
achieve this impressive statistic in terms of bottle price?
Far too many candidates approached this question in very general terms.
Viticulture and vinification were often dealt with in one sentence, without
any detail of what is involved. Only one candidate seemed to understand
the correlation between the high price of the wine and the small amounts
often produced, and the amounts of money spent in terms of viti/vini.
Some candidates concentrated too much on individual wines (and Cloudy
Bay in particular) and only a couple appreciated the significance of the
effect of pests and diseases to the equation. In addition, several had
severe misconceptions about the climate, with one believing it to be the
best in the world for wine making. There was also a common
misconception that all New Zealand had to do to solve its problems was
to plant more vines and increase its output, without any thought for the
consequences. The following candidate was the highest grade for this
question, and even this had plenty of room for improvement:

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This small country, at least a three hour flight from its nearest neighbour, ranks
very near the bottom (about no 15) in terms of volume of production as a country,
yet it commands the highest average per bottle sale price and comes very near the top
(around no 7) in terms of value of sales, certainly in the UK. Before the Kiwis
really launched into international markets with great success, they ironed out many
quality issues such as which grape variety to plant where and how to get the best from
the vine. In the 1950s and 60s (and ever since the Dalmatians first emigrated to the
green and pleasant land) the vineyards were mainly full of the German, cool
climate crossing Mller-Thurgau. This was because, given New Zealands cool climate,
wine producers looked to other cool climate countries for advice. Mller-Thurgau
never produced exciting, long lasting wine in New Zealand, added to which, the rich
soils of the country made the vine particularly vigorous and the taste of the wine
even more neutral. During the 70s, other varieties were experimented with and
canopy management expertise was very much developed and researched. Consequently
the great marriage between New Zealand and Sauvignon Blanc was born, as it was
discovered that vigorous pruning and the right exposure of the grapes to sunlight, (to
lower yields and help physiological ripeness), produced an exciting, fresh, clean and
pungent wine. Cloudy Bay was the first internationally successful brand. This same
approach was applied to Pinot Noir, Chardonnay, Cabernet Sauvignon, Merlot
and Riesling. The two highest selling varieties, Sauvignon Blanc and Pinot Noir,
show distinct varietal character but in a way that is fairly unique. The pungency of
fresh, grassy and gooseberry Sauvignon and the rich concentration of Pinot, whilst
still showing cool climate characteristics, have enabled producers to command high
retail prices. In conjunction with this, New Zealand is only able to produce relatively
small quantities of wine as a country, so the (approx.) 900,000hl are much in
demand each year. The simple reason for the high retail prices for New Zealand
wine is that demand far exceeds supply. Wither Hills in Marlborough has run out
of Sauvignon Blanc for the last two vintages and has had to release the new vintage
in June following harvest. They are planting more Sauvignon Blanc in an effort to
meet demand.
Producers in New Zealand are represented by a very efficient, pro-active and business
like organisation; the New Zealand Wine Growers Guild. This trade body has
helped increase the profile of New Zealand wines immensely. Further, the country
as a whole has a very positive image across the world and this can only be a benefit
when it comes to securing shelf space in a European supermarket. Tourists to the
country will be welcomed at the cellar door of most wineries in New Zealand.
Guided vineyard tours are available as well as the opportunity to taste and buy.
New Zealand has several large brands such as Montana and Villa Maria. Although
they may buy many of their grapes in, they still have control in the vineyard to ensure
continued quality. The boutique wines such as Neudorf of Nelson can ride on the
back of the good image of larger brands whilst offering a nice alternative.
The sheer good quality of the wine that comes out of New Zealand means that, as
a country, producers are able to successfully enter new markets and continue to expand
and up-sell existing ones. As long as the focus stays on quality, even at high quantity,
this success should continue.

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This makes a number of valid points, but tends to be rather long winded
and lacks the edge of a really outstanding answer. It could have focussed
a little more on establishing why retail prices are so high. Although it
makes the point that this is driven by supply and demand, it does not
really get to the bottom of why supply is limited (climate and weather,
diseases, pests, low yields because of the effect of all of these). Other
issues to be explored, relate to production costs and how these influence
retail price such as manpower, which is expensive and in short supply,
high costs of vinification (state of the art stainless steel and imported
French oak barriques). In terms of examining how the New Zealand
wine trade has managed to expand its markets, this essay again makes
some important points - the quality of the wines, the reliability of the
key brands, the focussed, united export strategy with government support,
but some of these could have been expanded on. For example, the fact
that they make very little in the way of cheap, bulk wines. In fact, the
domestic market tends to drink Australian wine to fill this gap. Some
statistics would have supported the argument relating to the success of
the New Zealand Wine Growers Guild and other marketing strategies.

Tasting examinations in Unit 3, 4, 5 and 6

In all Units 3, 4, 5 and 6 examinations wines/spirits are presented in
flights of three. There may be a common link between the three samples,
and if so this common link may be stated (for example Wines 1-3 are all
made from the SAME grape variety, or Wines 1-3 all share a common
link in respect of region or even more specifically Wines 1-3 all come
from Spain). But the common link may be left unstated. In some cases
the examiners may ask you what you think the common link is, and may
ask you to provide reasons to support your conclusion.
Unit 3
You will have to taste and comment on 12 wines in total. The Unit 3
tasting examination is of 2 hours duration and is divided into 4 flights of
3 wines, with a short break after the first 6 wines. You have one hour for
each block of six wines. Your grade is based on their total score across
the 12 wines. You must gain an overall minimum mark of 55% to qualify
for a Pass grade within the Unit 3 tasting examination.
For Unit 3, the theory and tasting paper are treated separately: if you
pass the tasting and fail the theory (or vice versa), you only need to retake
the part you have failed. Exceptional performance in theory combined
with a Fail for the tasting (or vice versa) does not even out as an overall
Pass: both parts must be passed separately.

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The wines used in the examination can come from anywhere within the
Unit 3 syllabus, and are not limited to the recommended tasting samples
listed in the Unit 3 Study Material.
The Unit 3 tasting paper is divided into four flights as already mentioned
above (consisting of 3 wines each):

There will usually be 2 identify the common link flights. The

common link could be grape variety, origin or it could be a factor
(in the vineyard or winery) that affects the style of the wine. You
always also have to give reasons for your choice.
There will always be a flight where there are 3 wines in a similar
style (e.g. same grape variety, same origin) but at different quality
levels. This is a chance for you to show you can correctly identify
and evaluate quality levels in considerable detail.
There will also be a mixed bag flight of 3 wines. The wines
can be selected from different areas of the world as studied in
Unit 3.

Any of these formats may be all white, all red, all ros, or may mix white,
red and ros wines.
Unit 4, 5 and 6
The Unit 4, 5 and 6 examinations each consists of 2 parts, a tasting paper
of 3 products and 1 theory question. Unlike Unit 3, your marks are based
on your combined tasting and theory scores, so a good score in one part
can make up for a marginal Fail in the other, leading to an overall Pass
grade (min. 55%).
The most common format is the mixed bag, but it is also possible to
present candidates with a trio of wines/spirits with a (stated or unstated)
common link, or even 3 products from the same origin but differing in
style and/or quality.
As with Unit 3, the products used in the tasting exams are not limited to
the recommended tasting samples listed in the Unit 4, 5 and 6 Study
Materials.

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Diploma Systematic Approach to Tasting (SAT)

The SAT is designed to be thorough, systematic and logical in its approach
and it provides a structured way of writing a complete, detailed description
of a product.
The SAT is divided into 2 parts: a descriptive part and an evaluative
part. Furthermore it is supported by a Lexicon of descriptive words
covering amongst others aroma and flavour terms.
The descriptive part of the SAT should be a purely objective description
of a wine/spirit, and covers how the wine/spirit presents itself in
appearance, to your nose, and on your palate (including the impressions
that linger after spitting/swallowing). The two following skills should be
assessed:
1. correctly assessing the level of various components of a wine/
spirit
2. creating an evocative description of a wine/spirit, that
communicates what the wine/spirit tastes like to someone who
has not tasted it
The evaluative part requires you to use evidence from the descriptive
part to draw conclusions about the wine/spirit. The most important of
the conclusion-drawing skills are:

presenting a well-argued quality assessment

judging the level of readiness for drinking/potential for ageing

In the tasting examination you may also be asked to identify e.g. the
grape variety/ies or origin. Other things may be asked too, e.g. price
category, production factors that account for the style of a wine.
Different tasters have different levels of sensitivity to wine components
such as sugar, acid and tannin. However, it is assumed that through a
combination of practice and coaching you will have calibrated your palate
alongside those of other expert tasters, to be able to conform your
impressions relative to the general world of wine.
General points for using the SAT
The SAT consists of 2 columns, a left hand column with categories such
as Clarity/brightness, Intensity, Colour, Other observations, and a right
hand column with specific tasting terms to use.

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Furthermore the SAT is supported by a Lexicon of descriptive words

covering amongst others aroma and flavour terms.
Where terms in the right hand column of the SAT are separated by
hyphens (e.g. lemon-green - lemon - gold - amber - brown), you should
select ONE of the terms to describe the wine/spirit. Be specific. Even
if you think the wine sits on the border of ruby and garnet for example,
make a decision, rather than using a vague range such as ruby-garnet
or ruby to garnet. If both ruby and garnet are valid descriptions, then
this will be noted in the marking key. If candidates use a range (ruby to
garnet, low to medium(-)), then the examiner will NOT grant them
the mark even where the marking key allows a range. This is because
candidates are not using the SAT correctly. Where candidates use
alternative words (e.g. straw, cherry for colours, or crisp without
qualifying a level for acidity), they will also NOT be awarded marks.
Candidates and educators may know individually (or within their
community) what they mean by these and other additional words, but for
the exam to be valid, the meaning of words needs to be consistent between
examiners and candidates. The main reason for limiting candidates to
such a short set of terms is that calibrating eyes, noses and palates to
achieve consistent use of these words alone presents a considerable, but
manageable challenge. Achieving consistent use with a wider vocabulary
would be even harder, and is not necessary: the terms provided are
sufficient to describe any wine/spirit with accuracy.
Most instances where hyphens are used require you to place the level of
something on a scale ranging from low (or pale, light, dry, short) to high
(or deep, full, luscious, long). You should treat all of these as 3-point
scales that are further subdivided. Medium(+) e.g. is therefore not a
point equidistant between medium and high, but is a subdivision of
medium. It can be thought of as medium, but towards the upper end of
the medium band. Medium is divided this way because the majority
of observations for many wines/spirits lie within medium, and
subdividing this makes it possible for candidates to differentiate within
this commonly-used area. For most components, only medium is
subdivided but sweetness is the exception. Each point on the 3-point
scale is divided into two. Dry is subdivided into dry and off-dry,
medium into medium-dry and medium-sweet and sweet is
subdivided into sweet and luscious.
It can be tempting for candidates to over-use medium (including -/+).
But the danger is that their tasting notes consist almost entirely of
mediums, and fail to capture the differences between wines/spirits. Some
candidates have found it useful to make their initial assessment of the
wine/spirit using a non-subdivided 3-point scale. The restricted range of
terms encourages you to be bolder in using the ends of the scale.

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Then, they can return to the components they have described as medium
and decide whether to further refine this assessment with a (+) or a (-).
Another way to help avoid over-using medium is to think of medium
(including medium(+) and medium(-)) as meaning the same as
unremarkable. For many components of many wines, the level is indeed
unremarkable, and in these cases it is appropriate to use medium (including
-/+). However, many of the products used in Diploma examinations
will have at least some remarkably high or low levels of components.
You may find it helpful to look at the wine/spirit as a whole, and make a
decision of which are the remarkable features of this wine/spirit, or
which are the features that make it different from a generic red, white,
ros, sparkling wine, etc. If they you the acid is a remarkable feature,
but your awareness of wines with even higher acidity is making them
hesitate to describe the acid as high rather than medium(+), then
you should remember that high is also a band. Its use should not be
limited to wines that are at the very extremes. Be confident to use the
ends of the scales.
Where terms in the right hand column are preceded by e.g., you can
use one, more or none of the terms depending on what should be
mentioned about a particular product.
Write full sentences, not bullet points. Keep them short and simple. Full
sentences does not require many more words (or much more time) but
make your tasting notes easier to read. You can use the same sentence
structure for all of your tasting notes, and doing so may even help you
avoid missing structural components.
Generally each of the 19 resp. 21 marks for the descriptive part in tasting
examinations will be awarded for getting one element correct. If you
misdescribe that element, then you cannot recover that lost mark
elsewhere.
Appearance
A maximum of 3 marks can be awarded for assessing the appearance:
Clarity/brightness
Intensity
Colour
Other observations
TOTAL

valid for Unit 3, 4, 5 and 6

0 marks
1 mark
1 mark
1 mark
3 marks

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The wine is clear and bright, medium lemon, with tears for example
could get all 3 marks if the description is correct.
Clarity/brightness
No marks are awarded for noting that the wine/spirit is clear and bright.
But if a product is dull or slightly hazy (but not faulty) then the Other
observations mark may be allocated for noting this. This line is included
in the SAT because lack of clarity or brightness can be evidence that the
wine may be faulty. Candidates should always note this, but no marks are
awarded because all products shown in Diploma examinations should be
in good condition.
Intensity
The level of intensity can be assessed by holding the glass at a 45 angle
and seeing how far the colour extends from the core (deepest part of the
bowl) to the rim (shallowest depth of wine). For red wines, it can also be
assessed by looking down through the wine at the point where the stem
of the glass is attached to the bowl, to see how easily the stem can be
seen.
Colour
Concerning the category Colour it is important that you use a more
detailed description (e.g. lemon-green instead of just yellow, ruby instead
of just red). Compare always also the colour in the core with the colour
at the rim.
Other observations
Under this category further important impressions in relation to the wine/
spirit in question should be mentioned. You can always gain only 1 mark,
it does not matter how much relevant information you mention. Therefore
just refer to the most important things.
Nose
A maximum of 7 marks can be awarded for assessing the nose:
Condition
Intensity
Aroma characteristics
Development
TOTAL

60

valid for Unit 3, 4, 5 and 6

0 marks
1 mark
max. 5 marks
1 mark
7 marks

Study Guide

Condition
As with Clarity/brightness, no marks are awarded for describing the
wine as clean, because all Diploma products should be in good condition.
Intensity
As a general rule, if when you insert your nose into the glass the aromas
are immediately apparent even without sniffing then they are
pronounced. If, even after inserting your nose and sniffing repeatedly,
you find the aromas to be faint and hard to detect, the intensity is light.
Otherwise, it is medium (but may be on the upper or lower side of
medium).
Concerning spirits the scope ranges from neutral, light,
medium(-), medium, medium(+) to pronounced.
Aroma characteristics
More than a thousand different compounds have been found that could
contribute to aromas in wines/spirits. It would be difficult to learn all of
these, and probably impossible for anyone to learn to distinguish all of
them. Even if this were possible, it would be of limited value for
communicating to people who were not familiar with these compounds.
Instead, we take advantage of the fact that many of the compounds, or
combinations of compounds have aromas that are similar to (and
sometimes identical to) other more familiar aromas.
The descriptions such as fruits, flowers under the category Aroma
characteristics name groups and have to be specified. Most of the time
thinking more general at the beginning to define an aroma may help, e.g.
first: fruit or spice, second: which kind of fruit?, which kind of spice?
For the 5 marks available for describing the aroma characteristics, you
should not think in terms of 1 mark for each named aroma. This is
because:

For some wines that are very simple in style, there are not 5
distinct aromas to find, though there may be aromas that can be
described equally approximately by two or three alternative words.
Noting the simplicity and the more general character of such
wines (neutral, jammy and ripe, perfumed, etc.) is just as important
as finding specific aromas (lemon, grapefruit, green apple, pear),
and is more evocative than a shopping list of fruit that fails to
describe how those fruits express themselves (distinctly or
vaguely, as fresh fruit or baked or cooked or confected, etc.).

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For more complex wines, a list of five aromas may miss something
important about the wine. For example, a very complex oaked
Chardonnay where the aromas are described as mango, red apple,
pineapple, peach, fig would not be an accurate and complete
description of the aromas because the candidate has made no
mention of oak.

For this reason, examiners use their judgement when awarding marks for
aroma descriptors, rather than simply awarding a mark for each listed
item in the marking key. Their decisions take into account how complete
and appropriate the candidates list of aroma descriptors is.
The Lexicon covers amongst others aroma and flavour terms, which
should be used when describing the aroma characteristics of a wine/
spirit.
In relation to identifying aroma characteristics we recommend the following:
Before going into great detail regarding the exact nature of the aromas
present, try to group them into the following general headings of primary,
secondary and tertiary aromas (not all of these are present in every
wine). The next step is to take each of those that are present and describe
them precisely.
Primary aromas are aromas that originate in compounds found in the
grapes. Primary aromas are generally the aromas that distinguish one grape
variety from another while the wine is young. Within the primary fruit
aroma clusters, it can be useful first to think: What kind of wine is
this?. For a white wine, is it fairly neutral and simple, or is it an aromatic
style. If it is a simple wine, then a short list of fruit descriptors will be
sufficient. For an aromatic wine, is it mainly fruity/floral (like a Muscat,
Riesling or Viognier) or is it more herbaceous (like a Sauvignon Blanc)?
Is there one intense aroma or is it aromatically complex as well as intense?
For red wines, are the aromas mainly black fruits (most dominant in
Cabernet Sauvignon, Syrah) or mainly red fruits (which generally dominate
in Pinot Noir, Sangiovese)?
In all cases, look at the character of the fruit to decide whether it is more
fresh (suggesting e.g. early harvest or cool ripening conditions) or jammy/
tropical (suggesting e.g. later harvesting or hotter ripening conditions).
Thus when expressing primary fruit aromas you can show insight by putting
them into appropriate groups, for example:

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simple, non-aromatic and neutral (hint of lemon and pear)

herbaceous (green pepper, fresh cut grass, asparagus)
fresh and floral (green apple, blossom)

Study Guide

tropical and ripe (mango, fig, pineapple)

ripe black fruit (cassis, cooked black cherry, prune)
fresh red fruits (strawberry, raspberry)

Secondary aromas arise due to production processes that occur in the

winery (other than ageing). The most obvious of these are aromas
extracted from oak, but secondary aromas also include nutty, buttery
characteristics from malolactic fermentation, and yeasty, creamy and
biscuity aromas that develop through lees contact.
Tertiary aromas have their origin in ageing processes. The ageing process
could be oxidative (caused by the action of oxygen), for example due to
a long period in oak. This will add tertiary coffee, toffee, caramel and
chocolate aromas. Or, the ageing process could be a reductive one
(protected from the action of oxygen), for example due to a long period
in bottle. This develops the fruit towards savoury flavours of mushroom,
vegetable and earth.
Try to think of all the secondary and tertiary aroma clusters you can find.
The most common and important of these clusters are:

secondary aromas extracted from oak

secondary by-products of yeast autolysis
tertiary aromas generated by oxidative ageing processes
tertiary aromas generated by reductive (in-bottle) ageing processes

This is not a complete list. Other sources of secondary and tertiary aromas
include:

secondary by-products of malolactic fermentation

secondary aromas extracted from lees contact
secondary aromas added due to biological ageing
secondary fixing of stinky reductive sulphur compounds due to
storage in reductive conditions
secondary esters generated by yeasts
secondary effects of brettanomyces
tertiary volatile acidity (where this is at a low enough level not to
make the wine faulty)

If the wine only has primary fruit, then all 5 marks will be allocated for
this. But you should still decide whether the wine is very simple (in which
case you should describe the simplicity) or whether the primary fruit is
rather complex. In a complex wine there may even be more than one type
of primary fruit character present (e.g. the tropical passionfruit aromas
and herbaceous green aromas in a high quality Marlborough Sauvignon
Blanc).

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If oak is present, then the primary fruit marks may be capped at 3 or 4

(depending on how important the oak element is), with the remaining
mark/s only available to those candidates that mention oak-derived
aromas. Ideally the candidate should identify these as coming from oak,
but mentioning the presence of aromas such as vanilla or toast will gain
the marks.
If the wine is showing some development, then the primary fruit marks
may also be capped at 3 or 4 (again, depending on how important the
ageing element is). If you have described the wine as developing rather
than youthful, then you should certainly name something that is
evidence for this.
If the wine is showing oak and development (e.g. Rioja Reserva), then
the clusters may be capped as follows:

max. 3 marks for fruit

max. 2 marks for oak
max. 2 marks for tertiary aromas

Similarly for wines where other aspects such as yeast autolysis, oxidation,
biological ageing, etc. are important features of the aromas, then your
marks will be capped below 5 if you fail to mention these.
Bearing this in mind, you maximise your chances of scoring full marks if
you

ensure you cover all the important aspects of the aromas.

cluster your aromas into meaningful groups.

Thinking in terms of aroma clusters will bring objectivity and insight to

your descriptions, and also help maximise the marks that you gain by
ensuring your descriptions do not miss anything important. Having already
divided the aromas into primary, secondary and tertiary clusters to form
an initial impression about the development of the wine, you then need
to be more specific about the particular aromas you find, but you should
ensure that your list of aromas covers all the main kinds of aroma present
in the wine (fruit, oak, malolactic, oxidative, etc.).
In your attempt to describe the wine as completely but as accurately as
possible, candidates should avoid mentioning aroma groups that are not
present in the wine (e.g. mentioning oak in an unoaked wine, or tertiary
characteristics in a young fresh wine).

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Development
Generally if the wine is dominated by primary or secondary aromas, it
can be described as youthful. It is common for the secondary aromas
(e.g. oak, butter) to stand apart from the primary aromas of fruit at this
stage, as they are not yet fully integrated. If the main aromas are tertiary
aromas the wine can be described as fully developed, even if there are
still significant primary and secondary aromas present. At this stage, the
secondary aromas will usually be fully integrated and may be hard to
distinguish from the tertiary aromas. A wine should be described as
developing if it is some way on the journey from youthful to fully
developed. Once a wine ceases to improve, it becomes tired/past its
best. This could be because it has lost too much of its attractive fruit,
or because the flavours that have started to appear are unpleasant.
Not all wines develop in an interesting way. Almost all ross, most
inexpensive whites and many inexpensive reds pass directly from
youthful to tired/past its best. Some wines have already undergone
an ageing process when they are released, and a significant portion of
their aromas will be tertiary, though the wine is intended to benefit from
further ageing. These include most Vintage Champagnes, and ageable
red wines such as classed growth Bordeaux or Rioja Gran Reserva. These
wines are developing when they are released. Some wines are released
after going through a complete ageing process. These include Tawny Ports,
Sherries and Madeiras. These wines are fully developed on release,
because they are not intended to benefit from further ageing.
Palate
The allocation of marks is as follows:

Sweetness
Acidity
Tannin (level)
Tannin (nature)
Alcohol
Body
Flavour intensity
Flavour characteristics
Other observations
Mousse
Finish
TOTAL

Still wines
white/ros
(incl. fortified
wines)
1 mark
1 mark
0 marks
0 marks
1 mark
1 mark
1 mark
2 - 3 marks max. 3
0 - 1 marks marks
0 marks
1 mark
9 marks

Still wines
red
(incl. fortified
wines)
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
2 - 3 marks max. 3
0 - 1 marks marks
0 marks
1 mark
11 marks

Sparkling wines
white/ros

Sparkling wines
red

1 mark
1 mark
0 marks
0 marks
1 mark
1 mark
1 mark
2 - 3 marks max. 3
0 - 1 marks marks
1 mark
1 mark
10 marks

1 mark
1 mark
1 mark
0 marks
1 mark
1 mark
1 mark
2 - 3 marks max. 3
0 - 1 marks marks
1 mark
1 mark
11 marks

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Sweetness
Alcohol
Body
Flavour intensity
Flavour characteristics
Other observations
Length
Finish
TOTAL

Spirits
1 mark
1 mark
1 mark
1 mark
3 marks
1 mark
1 mark
1 mark
10 marks

There are 6 elements that are common to all wines. Each one is allocated
1 mark which can only be awarded by making an accurate observation
for that element. They are Sweetness, Acidity, Alcohol, Body,
Flavours intensity, and Finish. The marks for Flavour characteristics
and Other observations are linked and are the same for all styles of
wine. You can get 3 marks by just covering flavour characteristics.
However, if you do not gain 3 marks this way you can get 1 mark for a
relevant comment under Other observations. Marks for Other
observations are capped at one. For still reds and sparkling wines there
are extra structural elements that you must comment on be it tannin or
mousse or both. These elements are all allocated 1 mark each which can
only be awarded by making an accurate observation for that element.
In relation to spirits 1 mark can be awarded by making an accurate
observation for Sweetness, Alcohol, Body, Flavour intensity,
Other observations, Length, and Finish. For Flavour
characteristics you can gain a maximum of 3 marks.
Sweetness
Sweetness is mainly the flavour of sugar present in the wine. The
Sweetness has to be assessed by using one of the following terms (valid
also for spirits): dry, off-dry, medium-dry, medium-sweet,
sweet, luscious.
A dry wine has a sugar level below the threshold of perception. If the
wine is basically dry in style, but there is a tiny amount of detectable
sugar, the wine is described as off-dry. Medium-dry to mediumsweet covers wines with a distinct presence of sugar. Sweet covers
wines where the presence of sugar has become the prominent feature of
the wine. There are a few very sweet wines which can be described as
luscious. Here the level of sugar is such that the wines are notably
more viscous and the wine leaves the mouth and lips with a sticky sweet
sensation after swallowing/spitting.

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Label terminology for sweetness is legally controlled in the EU and

furthermore the defined scales for still and sparkling wines are different.
You should not be led by these legal boundaries and should not write
your answers referring to the level of residual sugar in g/l. Instead you
should rely on the assessment of the level of sweetness in the wine as it
presents itself in the exam. For example a demi-sec Champagne, which
must have a residual sugar level in the range 32-50g/l, should be described
as either medium-sweet or sweet depending on the level of sugar.
Acidity
Acidity gives wines their freshness. The main acids in wine are tartaric
and malic (from the grape juice) or lactic (converted from malic acid in
all reds and many whites). In some cases, acid is added in the winery.
For most people acids are detected most strongly at the sides of the tongue,
where they causes a sharp, tingling sensation, and cause your mouth to
water, as it tries to restore its natural acid balance. The more your mouth
waters, and the longer it waters, the higher the level of acid in the wine.
Sweetness and acidity can mask each other, but look for the
mouthwatering effects of a very sweet wine as evidence for its high acidity.
Alcohol can create a burning sensation similar to acidity, but as with
sweetness look for the mouthwatering effect to see whether this is due to
acid or alcohol for any particular wine.
Red wines generally tend to have lower levels of acidity than white wines,
so their levels should be judged against other red wines. This means there
is one acid scale for white and ros wines, and a separate one for red
wines.
For the purposes of the Diploma examination, judge sparkling and fortified
wines using the same scale as red, white or ros wines (as appropriate).
Tannin
Tannin is extracted from grape skins (in red wines and a few rare whites)
and oak (in oaked red and white wines), and can also be extracted from
grape stems and seeds.
Tannins bind to proteins in your saliva, causing your mouth to dry up and
feel rough; they contribute to the richness of texture of a wine and they
also have a bitter flavour. The astringent, drying sensation can be felt
most clearly on the gums above your front teeth, so ensure you coat this
area with a little of the wine you are tasting. For most tasters, the bitterness
is detected most clearly at the back of their mouth.

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Generally, tannins need not be mentioned for white wines and ros wines.
The exceptions are white wines made with skin contact (which can cause
a waxy bitterness) or with a high impact of oak (which can make the
wine slightly astringent), and robust styles of ros where you can gain a
mark (under Other observations).
Tannin levels must be assessed for all red wines. It is easy to misread the
levels because not all tannins have the same effect: unripe tannins tend
to be more aggressively astringent, whereas ripe tannins contribute more
to textural richness. It takes experience to be able to conclude that a
basic quality Cabernet Sauvignon for example made from barely-ripe
grapes has a medium level of tannins, despite them being very astringent
and harsh, whereas a high quality Shiraz from a very hot region may have
very high levels of velvet-textured ripe tannins despite showing very little
astringency.
Tannin nature must also be described for all red wines. Descriptions of
tannin nature tend to fall into one of two types. You could describe the
impression of ripeness of the tannin: underripe tannins are astringent,
bitter and can taste green whereas ripe tannins provide richness and
body. Alternatively you could describe the grain or texture of the tannins.
Ask yourself, how smooth do they feel? Are they rough or are they smooth?
Generally, ripe tannins are also fine textured and unripe tannins feel
rougher.
Alcohol
Although alcohol is less dense than water, it is more viscous, and higher
levels make a wine seem heavier in the mouth. At low levels, the wine
can seem a bit watery. At high levels, alcohol triggers pain receptors,
giving a hot, burning sensation, especially after spitting or swallowing.
This burning sensation can be confused with the tingling sensation caused
by acidity. If you are trying to distinguish the two, look at whether the
wine is also mouthwatering (and therefore high in acid) or feels thick and
viscous (and high in alcohol). It may be high in both.
Alcohol levels in wines are generally rising, but currently a wine with
medium(-/+) alcohol would have a level of about 10.5-14.0% abv.
Within this range, 10.5-11.5% abv. would be medium(-) and 13.5-14.0%
abv. would be medium(+). Anything below 10.5% abv. would be
considered low, and anything above 14.0% abv. would be considered
high.
For fortified wines where alcohol levels start at 15% abv., the medium
level would be 16.5 to 18.5% abv.

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In relation to spirits you have to comment on integration, effect on

texture.
Body
Body, or mouthfeel, is the textural impression created by a wine/spirit. It
is not a single component, but is an overall impression created by all the
structural components working together. For most wines, alcohol is the
main factor contributing to body. Sugar and fruit extract add to body,
whereas high acidity makes a wine feel lighter in body. Generally high
levels of tannin make a wine feel fuller bodied, but low levels of astringent
tannin can make it seem harsher, thinner and therefore lighter in body.
For a wine that is high in alcohol, with ripe tannins, and intense flavours
(= full bodied), or a wine that is low in alcohol, high in acid and delicately
flavoured (= light bodied), assessing the level of body is straightforward.
For wines that are e.g. sweet, but high in acid and low in alcohol, it can be
harder to agree on the level of body, and the decision will be based on
which of these factors contributes the most to the texture of the wine.
Mousse
Mousse is relevant only in the discussion of sparkling wines. For most
sparkling wines, expect the texture to be creamy - enough to provide a
lively sparkle on the palate without seeming too frothy or aggressive.
Some young sparkling wines are extremely lively, and seem to explode on
the palate, then lose all their bubbles in one quick blast. These would be
described as aggressive. Other sparkling wines - generally those that
have undergone extensive ageing, or those that are bottled at a lower
than typical pressure of dissolved carbon dioxide - have bubbles that are
very soft and fine. These are described as delicate.
Flavour intensity and characteristics
You also have to assess the flavour intensity of a product on the palate.
Furthermore you have to mention flavour characteristics.
Generally, flavours on the palate should be the same as aromas detected
on the nose. However, the warming of the wine on your tongue can
release larger quantities of some aromas, and bring them to your attention
where you were unable to detect them on the nose. Savoury, earthy, spicy
and oaky aromas tend to be more prominent on the palate. Fruity and
floral aromas are sometimes less prominent on the palate than you would
expect, based on the nose.

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It is important to mention something from each identified aroma cluster

to gain the maximum of 3 marks.
Other observations
It is not a must (except Unit 4) to mention something in this category, but
if it is meaningful you should do it to produce an exhaustive tasting note.
You may comment on texture, balance of individual components or
between the nose and the palate, complexity, etc.
Finish/Length
The finish/length is the collection of sensations after you had swallowed
or spat the wine/spirit.
How long the sensations linger is an important indicator of quality.
If pleasant flavours disappear within a few seconds, the finish should be
described as short. For a very fine wine for example the flavours can
last for a minute or more, and the finish is described as long. Although
tasters can objectively agree which of two products has a longer finish,
perceptions of length vary from taster to taster so it does not make sense
to promote a precise scale for length in seconds.
Conclusions
The allocation of marks can be as follows. Some examples of typical
divisions of marks include:
(Detailed) Assessment of quality
Readiness for drinking/potential for ageing
Grape variety/ies
Country and region of origin
Which characteristics in the 3 wines
lead to this conclusion?*
Price category
Age (in years)

(Detailed) Assessment of quality

Distilled from (raw material)
Country and region of origin
Which characteristics in the 3 spirits
lead to this conclusion?*
Price category
Identity of type and style of spirit

Unit 3
4-8 marks
1-4 marks
1-2 marks
1-2 marks
5 marks referring
to all 3 wines
1 mark
1 mark

Unit 5 and 6
2-5 marks
1-2 marks
1-2 marks
1-2 marks
1-3 marks
1 mark
1 mark

Unit 4
2-5 marks
1-2 marks
1-2 marks
1-3 marks
1-2 marks
1-2 marks

*) A regular feature in the Unit 3 tasting examination, but do sometimes

also appear in Unit 4, 5 and 6 examinations.

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You must always make sure you read the question carefully so that you
answer all the parts set by the examiners. As a rule of thumb the more
marks given to a section the greater the detail required by the examiners.
Quality
In the Diploma tasting examinations, we use a descriptive scale for
assessing the quality level, ranging from poor to outstanding. Your
quality judgements should always be absolute. However, if you are sure
of the origin, you may find it helpful to use established quality scales
(e.g. regional/commune/premier cru/grand cru in Burgundy; Spanish
ageing categories such as Reserva; German Prdikats; Bordeaux
classifications) in order to be precise about how good you think the wine
is. Note the AC level is not a precise quality level since it covers
everything from large-volume entry-level wines to super-luxury rarities.
You should start by placing the wine into a quality category. You should
later provide an argument to explain to the examiner why you have selected
this category. In terms of putting wines into quality categories, it is helpful
to think in the following terms:
A good wine has a balance of fruit, sugar, acid and tannin, and all the
components are integrated. It is free of faults, and shows some
characteristics of its grape variety (perhaps typical aromas or typical levels
of structural components), or region (perhaps cool or warm climate fruit
character).
If a wine is a little out of balance, dilute in flavour or has a generic
character that fails to express any particular grape variety or region, but is
otherwise drinkable, then it is acceptable. If the poor balance, any
minor faults or any dominant flavours of components make it unpleasant,
then it is poor. If any faults make the wine unsuitable to drink, then it
is simply faulty.
A very good wine displays particularly clear expression of grape variety,
and more precise regional character (representing its region, rather than
just its climate). It may also show some elements of elegance,
concentration, length or complexity that lift it out of being merely good.
An outstanding wine should be almost entirely free of criticism. It
should precisely represent a classic style, and be elegantly balanced, and
well crafted.
Having selected a quality category, you need to provide the examiner
with your reasons (depending on e.g. structure, balance, concentration,
complexity, length, typicity). Be as detailed as possible. As a rough guide:

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For an outstanding wine you should be able to provide 4 distinct

positive reasons to convince the examiner why the wine is in that
top category.
If you have decided that the wine is very good, then try to find
3 positive things that make it more than just good, and always
include at least 1 negative reason why you have not placed the
wine in the outstanding category.
If it is just good, then provide 2 positive reasons why it is more
than just acceptable and 2 negative reasons to explain clearly
why you think the wine is not very good.
If the wine is merely acceptable, then provide 3 negative
reasons for not assessing it as good, but 1 positive reason why
it is better than poor.
And if it is poor quality, then provide 4 separate negative
reasons why it is in such a low quality category.

Readiness for drinking/potential for ageing

The more marks you can gain, the more detailed your answer must be.
Where 1 mark is allocated for this, the candidate simply needs to decide
which category to allocate to the wine. Where 2, 3 or 4 marks are allocated,
then the candidate should provide reasons for their decision, and make a
judgement about how much longer the wine will remain in that category.
This will always be an estimate, and in this instance the candidate can
provide a sensible range, such as up to 1 year, 1-2 years, 2-3 years,
3-5 years, 5-8 years, 7-10 years, or more than 10 years.
The first thing to consider when assessing readiness for drinking is whether
the wine is the kind of wine that benefits from ageing at all.
If it is mainly fruity, with a light acid or tannin structure, then it is almost
certainly in the drink now: not suitable for ageing or further ageing
category. If it seems like it should have been fruity, with a light tannin or
acid structure, but has lost its freshness, or the flavours that have
developed through the passage of time are unpleasant and at a level high
enough to spoil the wine then it is simply too old.
If the wine has a very firm structure of acid or tannin, and has a high
level of flavour concentration, then it may benefit from ageing. You need
to consider what will happen to the wine with time, and this requires
experience of seeing how wines develop in the bottle.

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Generally, the flavours develop away from primary fruit and towards more
savoury, earthy and spicy characters. The tannins soften, alcohol level
does not change, and acid and sugar levels change very little (though
sweet wines very slowly taste drier as they age). With this in mind, you
can make a tentative prediction of how the wine will develop over time,
and how much the developments will improve the wine, compared to
how it tastes now. On the basis of your prediction, you may decide to
place it in the can drink now, but has potential for ageing. This covers
wines that are drinkable but continuing to improve, those that are at
their peak and still changing in interesting ways. It can also include some
wines that are in slow decline but which are still good to drink, as long as
some of the changes that are occurring are interesting rather than just
reflecting loss of quality. When you are providing reasons for your answer,
you should ideally indicate whether you believe the wine is improving or
declining (or at peak). If you believe that the wine will be so much better
in a few years time that it would be a waste to drink it now, then you
should classify it as too young. If it has undergone an ageing process
but is close to the end of its drinkable life, or if it is in unambiguous
decline (where the changes that are occurring with the passage of time
are all subtracting from the quality of the wine) then you should classify
it as drink now: not suitable for ageing or further ageing. If you think
the wine was so much better in the past, that is has been a waste to keep
it so long, then it is simply too old.
Identifying origin, grape variety/ies, etc.
In order to identify a wine/spirit correctly, you need skill, knowledge and
luck. Your tasting skills can be used very effectively to identify the kind
of product you have.
In the Unit 3 tasting examinations you may be asked in one of the flights
in a concluding section to identify a grape variety, origin, etc. In this case
you always also have to give reasons for your choice. In this concluding
section the identification is as important as your arguments. If you have
misplaced the origin of a wine for example but have given valid reasons
for your choice then you will get most of the marks that are available in
the reason section.
When trying to identify a grape variety, origin, etc., it can be helpful to
ask yourself the following questions:

Does the wine seem to come from a hot region (riper fruit aromas,
fuller body, higher alcohol, lower acid, riper tannins), or a cool
region (fresher fruit, lighter body, lower acid, and perhaps more
astringent tannins)?

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Does the wine seem Old World or New World in style? For some
grape varieties, such as Chardonnay, the differences can be small.
For others, such as Pinot Noir, the New World wines generally
have more fruit, the fruit is purer and more clearly defined, and
the structural elements (acid and tannin) are less prominent,
whereas Old World wines tend to be more savoury in character,
with more prominent acid and tannins. Of course, this picture is
confused by many New World producers successfully making
savoury, structured wines, and some Old World producers making
some lightly-structured, very fruity wines.
Is there any prominent varietal character? For white wines, it can
be helpful to group grape varieties into those that are intensely
aromatic (e.g. Muscat, Riesling, Sauvignon Blanc, Viognier) and
those that are more neutral (e.g. Chardonnay, Pinot Blanc, Pinot
Gris, Garganega, Trebbiano). Within these, further clues can be
found in the nature of the aromas (fruity/floral or herbaceous,
etc.), level of sugar and acid, and the use of oak. It can be helpful
to group black grape varieties into thick-skinned grapes that give
deeply coloured wines (e.g. Cabernet Sauvignon, Shiraz, Malbec,
Carmenre) and thinner-skinned grape varieties that generally give
paler coloured wines (e.g. Pinot Noir, Nebbiolo, Sangiovese,
Grenache). Within these, further clues can be found in the aromas
(fruity, herbaceous, spicy or savoury, etc.), the levels of tannin,
alcohol and acid, and the texture of the tannins.

Where you are required to provide reasons for your choice, these are the
kind of factors you can refer to. When structuring your answer, you may
find it helpful to divide your answer into two parts:

State in one or two sentences those characteristics that the wines

have in common, which are consistent with your choice of grape
variety, origin (though this may not always be possible: sometimes
the diversity of styles is evidence for certain regions over others),
etc. These can include levels of structural components, evidence
of production techniques (use of oak, oxidation, late harvest,
etc.), evidence of climate (hot, or cool, or somewhere in
between), and even quality.
For each of the wines, where they differ, discussing how the things
that make them unique within the flight are consistent with (or
typical of) your choice of grape variety or region.

If you classify a wine as an aromatic white from a premium quality cool

climate Old World region (for example), this can be combined then with
your knowledge of which wines fit this description. There will usually be
more than one possibility.

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There are many wines that are exceptions to what would normally be
produced in a given region (e.g. neutral style wines produced from
aromatic grape varieties, Old World style wines produced in New World
regions). If you have used your skills and knowledge well, then even if
you are incorrect, your guess should be a good one, and you will be correct
some of the time. This is the reason why the Diploma awards relatively
few marks for identification compared to description as well as assessment
of quality and readiness for drinking/potential for ageing.
Price category
Simply state which one of the price categories the wine lies in. As a rough
guide, the following are the price categories currently used (valid for
wine):
inexpensive
mid-priced
high-priced
premium
super-premium

up to EUR 5.99
EUR 6.00 - EUR 11.99
EUR 12.00 - EUR 19.99
EUR 20.00 - EUR 39.99
above EUR 40.00

These prices are for shop retail including all taxes.

Age (in years)
State the age in years and be precise. Most of the time the marking key
shows a range. You will gain the 1 mark when your assessment lies within
the mentioned range.
You should use evidence from two sources to make your decision: Firstly,
the overall state of evolution of the wine (colour development, presence
of tertiary aromas, and indications of any period of ageing e.g. in oak).
And secondly, based on the overall style and quality level of the wine,
how long is it likely to take to reach that stage of evolution. A premium
quality Coonawarra Cabernet Sauvignon might still be saturated purple
and intensely fruity at 10 years old, whereas a Barolo of similar quality
level would be paler and browner in colour, and more savoury in character
at 5 years old.

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Examples of good tasting notes

Entry-level Italian Pinot Grigio
Appearance:
The wine is clear and bright, pale lemon, with tears.
Nose:
The wine is clean, with light intensity and aromas of very simple, neutral
fruit (pear, apple, grapefruit). It is youthful.
Palate:
The wine ist dry, with medium(-) acidity, medium(-) alcohol, watery light
body, light flavour intensity and flavours of simple neutral fruit (pear,
apple, grapefruit). The finish is short.
Detailed assessment of quality:
Acceptable quality. The wine is clean and correct, and there is a balance
between the medium(-) acid structure and the rather neutral fruit. The
lack of flavour and short finish, though appropriate to the style, indicate
a wine of fairly acceptable quality. Also, the wine is very neutral and
simple, and expresses little if any varietal character. It is more than a
technically correct example of a generic style of easy-to-drink white,
rather than anything expressive or fine.
Readiness for drinking/potential for ageing:
Drink now: not suitable for ageing or further ageing. This wine lacks any
kind of acid structure, and the fruit flavours are too weak for them to
develop into anything interesting. The fruit will fade quickly (over 12
months).
High quality Italian Pinot Grigio
Appearance:
The wine is clear and bright, medium lemon, with tears.
Nose:
The wine is clean, with medium intensity and aromas of fresh stone fruits
(peach, apricot), with some green fruit (pear) and banana and hints of
sweet spice (ginger). It is youthful.
Palate:
The wine is dry, with medium acidity, medium(+) alcohol, medium body,
medium(+) flavour intensity and flavours of fresh stone fruits (peach,
apricot), apple and ginger. The finish is medium(+) and slightly waxy.

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Detailed assessment of quality:

Very good quality. The wine shows very well-defined and quiet complex
fruit character, ranging from fresh notes of pear, through to some tropical
and spicy notes. This indicates well-ripened, but not over-ripe grapes.
Although there is no other source of complexity (it is unoaked, and
young), the wine has plenty of character. It is also very well-balanced
between the fruit and the acid, with concentration on the palate. There is
some waxiness, which makes the finish slightly bitter, but this is typical
of this style of Italian Pinot Gris and is not unpleasant. The wine is not
complex or concentrated enough to be considered outstanding, but is a
very good, expressive wine.
Readiness for drinking/potential for ageing:
Drink now: not suitable for ageing or further ageing. The wine has enough
substance (from the fruit concentration and the acid structure) to last
2-3 years, but it is unlikely the flavours will develop into anything more
interesting than the attractive fresh fruit that it currently displays.

Wine no 1
Entry-level 1-year old Chilean Cabernet Sauvignon
Appearance:
The wine is clear and bright, deep purple, with tears.
Nose:
The wine is clean, with pronounced intensity and aromas of ripe and
slightly jammy black fruit (blackcurrant, blackberry), distinct herbaceous
notes (eucalyptus, green pepper) and a hint of oak (toast). The wine is
youthful.
Palate:
The wine is dry, with medium acidity, a medium level of soft tannins. It
has medium(+) body and medium(+) alcohol, with medium flavour
intensity and flavours of ripe jammy black fruits (blackcurrant,
blackberry), eucalyptus and spicy oak. The finish is medium(-).
Detailed assessment of quality:
Good quality. The wine is clean and has a good balance between fruit
and tannin, with oak not too dominant. It is also a very clear expression
of Cabernet Sauvignon with typical black fruit and herbal aromas, though
the fruits are a little over-ripe and jammy/confected in nature. However,
the wine is not very complex, and although the nose promises a lot of
flavour, the palate is quite light and lacking the substance of a really great
Cabernet Sauvignon. This makes it good, rather than very good.

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Readiness for drinking/potential for ageing:

Drink now: not suitable for ageing or further ageing. The wine has a lot
of fruit intensity, and some tannin structure, which will help give it a shelf
life of 2-3 years, but it will be in decline over this period as the fruit fades.
Wine no 2
Very high quality 5-years old Napa Cabernet Sauvignon
Appearance:
The wine is clear and bright, deep ruby, with tears.
Nose:
The wine is clean, with pronounced intensity and aromas of ripe black
fruit (black cherry, blackberry), pronounced high quality oak (toast,
vanilla, sweet spices) and some tertiary characters beginning to appear
(black olive, earth). The wine is developing.
Palate:
The wine is dry, with medium(+) acidity, a high level of soft, velvety
tannins. It has full body and warming high alcohol, with pronounced
flavour intensity and flavours of black cherry and toast. The finish is long.
Detailed assessment of quality:
Outstanding quality. The wine is an exceptionally precise expression of
Cabernet Sauvignon character, with ripe yet fresh black fruits, firm yet
very fine tannins and refreshing acidity. The wine has massive
concentration and the concentrated fruit is able to absorb the high level
of oak. The balance of fruit and oak, and the high level of extract
indicate this is a wine with a long future, but even at this stage, it is
showing a lot of complexity reflecting high quality fruit and oak. Perhaps
the alcohol is a little on the warm side, and not totally integrated in the
finish, but this part of the wines style, and does not stop the wine being
an oustanding example of a premium New World Cabernet Sauvignon.
Readiness for drinking/potential for ageing:
Can drink now, but has potential for ageing. The fruit and tannins are in
balance now, but the wine has a lot of extract, indicating it is capable of
further evolution over at least 3-5 years before it reaches its peak.
Wine no 3
High quality 10-years old Haut-Medoc Cru Bourgeois
Appearance:
The wine is clear and bright, medium garnet, with tears.

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Nose:
The wine is clean, with medium intensity and aromas of black fruit
(blackcurrant, black cherry), obvious tertiary aromas (earth, cedar,
tobacco), some herbaceousness (mint) and a hint of oak (vanilla). The
wine is fully developed.
Palate:
The wine is dry, with medium(+) acidity, a medium level of soft, fine
tannins. It has medium body and alcohol, with medium flavour intensity
and flavours of blackcurrant, earth, tobacco. The finish is medium(+).
Detailed assessment of quality:
Very good quality. Although not especially concentrated, the wine is very
elegant, showing a frehness of fruit despite its age, and a liveliness from
fresh acidity. It lacks the concentration to be outstanding, but is a very
classic, savoury and elegant style of Bordeaux, showing a great deal of
complexity from bottle age.
Readiness for drinking/potential for ageing:
Can drink now: not suitable for ageing or further ageing. The wine is fully
developed, and showing a lot of tertiary cedar/earth character. It is in slow
decline, and although it will last 3-5 years before the fruit fades totally,
there is nothing to gain from keeping it any longer.
Common link: grape variety
Cabernet Sauvignon
Reasons for this choice:
The deep colour (wines 1 and 2) indicates a thick-skinned grape variety.
The high quality (wines 2 and 3) indicate a classic grape variety.
Herbaceous characters (wines 1 and 3) make a Bordeaux variety more
likely than Syrah/Shiraz, as does the fresh acidity of 3. The pronounced
and well defined black fruit makes Cabernet Sauvignon more likely than
Merlot.

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Unit 7 - Thesis
Please read again the section about Unit 1 coursework assignment before
starting with your Unit 7.
Before you start with your thesis you have to submit a project outline,
which has to be approved by Weinakademie sterreich.
The project outline can be submitted when you have passed the following:
Unit 2
Unit 3 written closed-book theory examination
Unit 1 coursework assignment
This demonstrates your understanding about the principles of wine
production, your knowledge about the wines and wine countries of the
world and your experience in writing an assignment.

Select a topic
You select your topic.
Your thesis must be no less than 4,000 and no more than 5,000 words.
The rules concerning word count are the same as for the coursework
assignment.
The thesis roughly equates to a mini-dissertation, a structured report
on a certain project. Selecting a subject is not always easy. As with any
piece of research work, you are choosing to research something without
knowing what the outcome will be or how wide the scope is it may cover.
There are some general rules, which will help you to select a topic:
Choose something manageable - nothing too large scale or
excessively time consuming. Ask yourself if you can complete the
project within the number of words allowed and the time you have
available.
Choose something in which you are interested. This will motivate
you and give you an incentive to study. This is your opportunity to
specialise and play to your strengths.
Choose a topic that could enhance your career prospects. You may
wish to undertake a work based project with the support of your
employer, which would result in you making recommendations to
improve services or products.

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Choose something which does not overlap too much with recent
coursework assignments. If there are too many similarities your
topic will be rejected at the project outline stage.
Choose a topic that allows discussion, as it will not be enough to
write, for example, everything you know about a particular region,
you must include analysis and structured argument in your thesis.
Therefore your topic must allow you to identify and solve problems,
develop ideas, make recommendations.
Before you choose a topic study all the approved topics on the website
of Weinakademie sterreich (http://www.weinakademie.at/
english.php). Recent topics are blocked for a certain time.

Submission of a project outline

Before deciding on a topic you should have done some basic research
into your subject area and you should have a good idea of what your
thesis will need to cover.
The chosen topic has to be approved by Weinakademie sterreich, before
you start writing it.
For the submission of a project outline you have to use the Unit 7 proposal
form, which consists of the following:
proposed title
objective of the thesis
structure
proposed sources
The examiner will review your concept to ensure:
that the topic is appropriate and meets the criteria set out in the
Specifications.
that your reference materials are adequate for the topic and go
beyond basic reading.
The examiner will either approve your outline proposal or return it to you
with action requirements. You may be allowed to re-submit your chosen
topic. If the chosen topic does not meet the criteria for Unit 7, you have
to submit a new proposal.

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Getting started ...

When you have had your concept approved, you can start. How you go
about this will depend very much on your topic. A good way to begin,
however, is to do some good background research into your subject area.
This will give ideas and resources for future work, and get you immersed
in the subject. Use as many different types of sources as possible - e.g.
internet, newspapers/magazines, interviews - whatever you find to be
relevant and of use.
Always keep your eyes open for material.
Whenever you read something or take notes on a source, always
take down full bibliographic details. This will save you time later
when compiling your references and bibliography. Using an index
card system is useful for this.
Focus your reading once you have a general background picture of
the subject - make sure everything you read is for a purpose, not
just for the sake of doing something.
Start writing as soon as possible. There is no rule which says you
must first do all your research, then spend three weeks writing it
up.

Writing skills
Some useful tips:
Use rather short than long sentences.
Do not use too much punctuation. Think about that there is
more than comma and dot.
Be objective - be impersonal.

Project structure
The information in the section about the Unit 1 coursework assignment
are of use here too. The following checklist should give you some support
again:
Introduction
A clear statement of your subject.
An explanation of why the research is worthwhile.
An outline of methods used.
An indication of the limitations of the project.
A summary of the chapters/sections to follow.

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Main body
The following could help if you use chapters or sections:

Each one should answer a major question.

Each one should contain lots of answers to smaller questions.
Use sub-headings to guide the reader.
Develop points carefully, step by step.
Each one should make sense, if it were to read on its own.

Conclusion
Discussion of extent to which you have achieved your aims.
Summary of questions that remain unresolved.
Recommendations
Acknowledgement
(not included in word count)
A paragraph or two thanking those who helped.
Appendix
(not included in word count)
Important material you have referred to in your thesis (e.g.
interviews) could go in as an appendix.
You may wish to add large documents or illustrative materials.
Bibliography
(not included in word count)
Set out all sources used.
Everything referred to in the text must be cited in the bibliography.
Use the referencing system mentioned in the section about
the Unit 1 coursework assignment.

Submission
You can submit your thesis, when you have passed Units 1-6.
The finished thesis (via post AND via e-mail) as well as the 2-page abstract
(via e-mail) must arrive at Weinakademie sterreich on a set date.

Finally ...
When you start with your thesis, please do not forget that this is only one
part of the Diploma. It is also important to study for the other Units.

Good luck!

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