Download pdf - Longman Exam Skills New Proficiency Writing Teacher's

8/9/2019 Longman Exam Skills New Proficiency Writing Teacher's

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LONGMAN

EXAM

SI


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co MAP

Sedion Page

page 2

page 2ised ePE Paper 2: Dos and Don'ts

e\--ed ePE Pa per 2: Task types page 3

page 4Composition mar k ing

e'i ed ePE Paper 2: Marking criter ia

:-on notes (Units 1-20)

book s: inf or mation and sam ple questions

page 5

page 7


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New Proficienc Writing: an overview

New Pro f iciency Writ in g pr ovides systematic training in the wr iting sk ills requir ed f or Pa per 2 of the

R evised Pr of iciency examination. The book is divided into six sections covering each of the six

dif f er ent text ty pes: letter s, articles, essays, pr oposals, r e por ts and reviews.

Each unit starts with an exam question so that students can see the task to be achieved. The

questions that f ollow are designed to develop students' awar eness of their tar get r eader and their

pur pose in writing, and the type of format and style which would be a p pr o priate f or their text.

Students ar e then helped, through a variety of activities, to build u p the so phisticated range of

voca bular y and str ucture required at this level of writing, as well as learning the essential sk ills of

planning and organisation.

At an ap pro pr iate point in each unit there is a model text which exemplifies the essential f eatur es

of that particular text ty pe. It is ho ped that the teacher and students will see the model pr imar ily as

an example of a text ty pe that the student may be unfamiliar with rather than a straight jacket which,could be an o bstacle to the student's own cr eativity.The level of writing in model texts has been

pitched at a level that students can emulate in their own work , r ather than a standar d that studentsmight f ind daunting and discour aging.

Encour age students to:

r ead the question car efully.

• answer the question in f ull. If it is a Part 1 question, they must cover all as pects of the question.

If it is a Part 2 question, they must give sufficient weight to each as pect of the question.

• br ainstor m ideas and make a plan before they start to wr ite.

• organise their text into clear par agr a phs or sections.

• connect their paragr a phs so that the link between them is clear .

• use link ers to join simple sentences together , but not make sentences too long or too complex.

• use a wide r ange of voca bular y and structur es at the r equir ed level f or Proficiency.

(A com position that would get a good grade at FCE would not necessar ily meet the requir ed

level to pass the CPE exam.)

• check their grammar and s pelling while they ar e wr iting. They should also allow time to r ead their

writing when they have f inished. Examiner s penalise basic err or s heavily.

Advise students not to:• wr ite out whole com positions or par ts of compositions that they have learnt by hear t. They are

unlikely to answer the question cor r ectly. Examiner s will know what they ar e doing and will

penalise them heavily.

• wr ite anything that is ir relevant.

• exceed the wor d limit. They may mak e more mistak es and will proba bly run out of time.

• over use connector s. This will mak e their writing sound unnatural and it will be difficult to follow.

• over use idiomatic ex pr essions, es pecially wher e they ar e inappropriate for the tone or style of text

they have been ask ed to write.


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This wiII be on a theme which would be suitable for publication in a newspaper , magazine, journal

or newsletter . The target audience indicated is im portant as it will inf luence the register and tone of the ar ticle. Some description and narrative may be included. Ther e will usually be a central idea to

pr ovide a point or purpose to the writing or reading of the ar ticle.

Candidates will use the pr ompt mater ial to produce a composition on a relevant topic. The essay

should be com plete in itself , with an introduction, body and conclusion and be united by a centr al

idea which provides a point and purpose to the wr iting or r eading of the essay.

Formal letters ar e the most suita ble, e.g. a letter to a news paper giving an opinion and making a

point. A letter may include nar rative sections to illustr ate a point or inter est the reader . In Part 2, it

could have a nar rative f ocus, e.g. a letter of complaint a bout an event which did not live up to the

wr iter 's ex pectations.

Report

The report will have a specif ied audience, e.g. your boss. It involves the pr esentation and

interpretation, in well-or ganised pr ose, of information in relation to a specified context. Candidates

may use section headings.

Proposal

A proposal has a similar format to a r e port, but wher eas a r e port is an account of something that

has ha p pened, the f ocus of the proposal is on the f utur e, with the main focus being on making

r ecommendations for discussion. Pro posals should be well str uctur ed with clear sections.

Candidates may use section headings.

A review may be a bout a book , f ilm, play or place, e.g. a restaurant or hotel. The r eadership is

clear ly indicated in the question, and candidates should write in an a ppr o priate register . In addition

to pr oviding inf or mation about the book , film, etc. the r eview may em body nar r ative as well as

descriptive and evaluative language and a range of voca bular y r elating, f or example, to liter ature or

the media.


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Composition marki n

Sample marked text

The following is a sam ple discursive composition which

one student wrote in answer to the question below.

WW

WF

SP

P

Two

X

A

You have been asked to wr ite a composition f or your teacher ,referring to the extr act above (see 'New Prof iciency Wr iting',

page 58) and saying whether you think keeping animals in

zoos or using f or them for research is ever justified and if it is,

under what cir cumstances.

Wr ong wor d

Cor rect word, but change the form

Spelling er r or

Punctuation error

Tense error

Wor d order is wr ong

In this line, cross out one word

Something is missing here

Wo

We lik e to think that we live in a civilised society yet we are ca pa ble still of great cruelty. A good example

Wf X WW

of this can be find in the way we treat the animals. We keep them gaoled in conditions which are often

appalling, and we even use them in laborator ies in order A test new drugs, cosmetics and other

S4? Wf

pharmacetical pr oducts. It is difficult seeing how this treatment can be justified. As r egar ds zoos, it must

WW

be acce pted that a few, usually those in large cities, ar e worried with the problem of animal welfare and

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do attem pt to off er animals the kind of surroundings they ar e having in the wild. Many other zoos are

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not so responsable and animals in these places are kept often in tiny cages which offer them little

WW

o pportunity to movement. A lot of animals show signs of distress. But some zoos don't bother about

X wethings like as animal conservation; they exist purely to satisfy the curiosity of the public. It even is more

Wf

difficult to justif y the way we tr eat animals in laborator ies. It is ver y hard for the public gaining access to

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these esta blishements, which makes people to wor ry. Ther e may be a str ong ar gument for using animals

WW

for r esear ch into diseases like cancer , but there seems f ew excuse for using them to test products likeX

cosmetics and shampoos. It is unacceptable to kee p the wild animals in zoos or to ex per iment on them,

at least in my opinion. We understand Aabout animals now than we did in the past. This should mak e us

Wfto treat animals with respect. Failure to do so is, I believe, bar baric.

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Revised CP E Pa er 2: Markin criteria

Pa per 2 f the R evised CPE examination has two parts. In Par t 1 ther e is one com pulsor y,

contextualised task . Students ar e r equir ed to write one of the f ollowing text types in 300-350words:

• an article

• an essay

• a letter

• a proposal

There is guidance to the context and content from both instr uctions and one or mor e shor t texts

and ther e may be a visual prom pt as well. The function of the task in Part 1 is discursive: presenting

and developing ar guments, ex pr essing and sup porting o pinions, evaluating ideas, etc.

Both Parts 1 and 2 of Pa per 2 carr y equal mark s. An impr ession mark is awarded to each piece of

wr iting using the gener al mark scheme below. The general impr ession mar k is used in conjunction

with a task -s pecific mark scheme, which focuses on criteria s pecif ic to each task .

In Part 2, students can choose to answer one of four contextualised writing tasks, including the set book option(s). They will be r equir ed to wr ite one of the following text types in 300-350 words:

• an article

• an essay

• a letter

• a pro posal

• a r e port

• a review

There is guidance to the context and content through instr uctions. The f unction may be to descri be,

persuade, nar r ate, evaluate, mak e r ecommendations, give infor mation, summarise, etc.

Mark ing: Band scores

Each piece of wr iting is assigned to a band of between 0 and 5, as descri bed on page 4, and can be

awar ded one of three performance levels within that band. For example, in Band 4, 4.1 r e pr esents a

weak er performance within Band 4; 4.2 r e pr esents typical perfor mance within Band 4; 4.3repr esents strong per for mance within Band 4. 'Accepta ble' perfor mance at CPE level is

represented by a band of 3.

The criter ia used by the examiners in awar ding mark s are:

• r ealisation of the task set/relevance of the text to the question.

(Inclusion of irr elevant material learnt by hear t is heavily penalised.)

• range of voca bular y, collocation and ex pr ession appropr iate to the task .

• stylistic devices: appro priacy of r egister and f ormat.

• accur acy, a ppropr iacy and range of structure. (Candidates ar e expected to demonstrate someso phistication of language use. Nar rowness of ex pression and the use of very simple language,although accur ate may not be enough to achieve a pass at this level.)

• or ganisation of text and coher ence, including paragr a phing and linking.

• develo pment of the to pic. (Candidates ar e awar ded mar ks de pending on how ambitious they have

been in develo ping the to pic and how well they have achieved this.)

• accur acy of language, including grammar , s pelling and punctuation.

eff ect on the target reader .

Note: Answer s much shorter than the 300-350 wor ds requir ed are penalised.Handwriting that interferes with communication, but does not pr event it, is penalised.

Totally illegible answers receive O.


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General Mark SchemeHer e is a shor t guide to the Gener al Mark Scheme.

Band 5 Outstanding r ealisation of the task set:

Sophisticated use of extensive range of voca bular y, collocation and ex pr ession,

••entirely a ppr opriate to the task set

• Ef fective use of stylistic devices: r egister and format wholly appr o pr iate

• Im pressive use of a wide range of structures• Skilf ully organised and coherent• Excellent develo pment of topic• Vir tually error -freeImpresses the reader and has a positive effect.

Band 4 Good r ealisation of the task set:

• Fluent and natur al use of a wide r ange of voca bulary, collocation and ex pr ession,successfully meeting the requir ements of the task set

• Good use of stylistic devices: r egister and f or mat wholly appr o pr iate

• Good use of a wide range of structur es

• Well or ganised and coherent• Good and ambitious development of topic• Minor and unobtrusive err or s, ar ising from attem pts at complex languageHas a positive eff ect on the r eader .

Band 3 Satisfactor y realisation of the task set:

• Reasona bly f luent and natural use of a range of voca bulary and ex pr ession,adequate to the task set

• Evidence of stylistic devices; r egister and format generally appr o pr iate• Adequate r ange of structur es

• Clearly organised and gener ally coher ent

• Adequate, though unambitious, cover age of to pic• Occasional non-impeding errorsAchieves the desired ef fect on the reader .

Band 2 Inadequate attem pt at the task set:

• Limited and/or inaccurate range of voca bular y and ex pr ession• No evidence of stylistic devices; little or no attempt at r egister and for mat• Lack of str uctur al range• Poor ly organised, leading to incoher ence• Little relevance to to pic, and/or too shor t

• Numerous er r ors, which distr act and often im pede communicationHas a ver y negative effect on the r eader .Band 1 Negligible or no attem pt at the task set:

• Totally incompr ehensible due to ser ious error • Totally irr elevant• Insufficient language to assess (fewer than 20% of the requir ed number of words• Totally illegible


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LettersWriting to the Editor

2 Think about your reader (pA)1 a newspa per article; 2 the editor of the newspaper ;3 the newspaper 's readers

3 Think about r egister (p.5)b complex sentences: all except: I am afraid I have to

disagree.; Furthermore, I would like to remind you

... outside towns.; Sur ely it would be better ...

towns and cities.

sophisticated vocabulary used with precision:

r aise (a number of) issues, commended, under one

roof, accessible, environmental consequences,

shopping outlets, inevitably, swallowed up, impact

passive forms: out-of -town centr es ar e to be

commended; Large areas of the countr yside are

inevitably swallowed up for development, mor e roads

are built, and pollution is increased

polite or diplomatic phrasing: I am af r aid I have to

disagree.; Furthermore, I would lik e to r emind you

participle clauses: Not being a motorist myself , I

find these centres anything but convenient.

relative clauses: I am writing to you a bout ...

shopping centres, which you published last week .;

The article raised a number of issues, which I would

like to comment on here.

c formal

4 Identify the key points inthe question (p.6)

a You are writing a letter (1) to comment on the article,(2) to respond to the points raised by the ar ticle and(3) to give your own views on whether we can and

should do something about global warming.

b 1 The writer suggests that although 'we all worr yabout' it, we are also resigned to it.

2 He/She thinks that 'there is ver y little we can doabout it without returning to the "dar k ages".'

3 Power stations, industry, cars, consumer goods thatwe throwaway (e.g. refrigerator s, mo bile phones,etc.).

4 We cannot do without these things any more.S 'In the face of all this, is ther e r eally anything we

can do to tackle the problem?'

5 Br ainstor m the topic (p.7)

Suggested answers

Electricity from power stations mak es our lives possible: provides light and heat, powers electricaland electronic appliances and equipment, drivesmachinery and industry, etc.

Factories supply us with virtually all the goods weneed.

2 They emit waste gases, including carbon dioxide andother poisonous gases. Other liquid and solid waste isdumped into the envir onment (e.g. rivers, soil, thesea).

If they wer e not powered by polluting fossil fuels, but by alternative energy sources, they would be cleaner .

Liquid and solid waste could be tr eated so that it isless harmf ul to the environment before it is disposedof .

3 No. Industrially-developed countr ies consume hugeamounts of the world's natural resour ces. Theinhabitants of these countries can throwaway goodsvery easily because they can r eadily af ford to buy newones.

4 They poison the atmosphere with their exhaustfumes; roads, parking space, etc. tak e up a lot of theland area of the planet.

If people made more use of public tr ansport, ther ewould be fewer cars on the road and less pollution;cars could use cleaner technologies (e.g. solar power).

S Students' own opinion saying whether it is f easible to put some of the above into effect.

6 Make a plan (p.8)a Students should tick all of the notes except:

• habitat destruction

• world poverty

b Par f lgraph 2: Why we should and must tackle the problem

Paragraph 3: How we can reduce emissions from power stations; why we should usefewer consumer goods

Paragraph 4: Other ways to r educe global warminge.g. using cleaner technologies

Parag r aph 5: Conclusion / summary of my views

7 Think about style (p.m

1 b; 2 a; 3 b; 4 a; 5 b

8 Read a model letter (p.9)1 yes; 2 yes; 3 yes; 4 yes; 5 yes; 6 yes; 7 no; 8 yes

9 Think about paragraphing (p.10)a Paragraph 1: Reason for wr iting: to comment on the

articl e

Paragr aph 2: Why I disagree with the writer - whywe must tackle the problem

Paragraph 3: How we can r educe emissions from power stations by cutting down onmanufacturing and consuming fewer goods

Paragraph 4: Other ways to reduce global warming

Paragraph 5: Conclusion / summary of my views

b Yes. Students should underline the following:

Paragraph 1: I am writing to you about the article

on glo bal warming which appeared inyour newspaper last Saturday.

Paragr a ph 2: At the start of the article, the writer appears to claim that the situation withregard to global warming is hopeless.

Paragraph 3: In my opinion, we have to work together to persuade industry to cutemissions of gases from factories and

power stations.

Paragraph 4: There ar e other ways we can tackleglobal warming, too.

Paragraph 5: In conclusion, I want to say that it is

dangerous to suggest that all our efforts to tackle global warming ar euseless.


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10 Think about language (p.10>

a Students should underline the following:

(Paragra ph 2:) What is more; (Paragraph 3:)However ; On the other hand; (Paragr a ph 4:) too;(Par agr a ph 5:) moreover

b Contrast: on the other hand; nevertheless; although;however

Addition: furthermore; what's more; moreover ;added to this

c The concluding paragr a ph is intr oduced with 'Inconclusion:. Alternative phrases ar e: All in all, ... ;To sum up, ...;

11 Think about vocabulary (p.l1)

a 1 c; 2 a; 3 e; 4 f ; S d; 6 b

b 1 strongly; 2 claim; 3 measur es; 4 lead; S fail; 6 waste

Letters

Supporting an issue

2 Think about your reader (p.13)

1 to the local council

2 They ar e r esponsible for local gover nment and make

decisions on local issues like r oads.

3 the inhabitants of the village/r egion

4 They can decide that a bypass needs to be built.

S in an assertive/f irm, but polite way; for mal

3 Identify the key points in

the question (p.13)a 1 in a village; 2 Ther e is too much traf fic on it, so it

is dangerous.; 3 in a local newspaper ; 4 Underline:

'refer to the accident'; 'stating your concern'; 'state

your support f or the by pass'; 'make a suggestion

about what should happen next'.

b 1 an accident; 2 outside the gates of the school; the

lorry took the bend at the bridge too quickly and

skidded and cr ashed; 3 no (it is the third accident

this month); 4 the traffic; to build a by pass;

S nothing; 6 to support his proposal and wr ite to

the council in order to put pr essur e on them to do

something about the problem

c formal

5 Think about format (p.14)

1 your address; 2 the date; 3 the name and address of

the r eci pient; 4 the greeting (Dear X , ); S closing phr ase(e.g. I look forward .r to hearing f rom you. ); 6 the ending

(e.g. Yours faithfully , ); 7 your name

6 Make a plan (p.1S)

Par agraph 4: Say you know that a proposal has been

made to build a by pass; why you think this

is a good idea; how do other r esidents of

the village feel; suggest what should bedone next

7 Think about r egister (p.1S)

Mark the following with a cross: aggressive language; a

large number of phr asal ver bs; idiomatic language or

slang; a per sonal tone; a number of ver y short

sentences; a limited r ange of voca bular y

8 Think about style (p.1S)

1 a; 2 a; 3 b; 4 a; S b; 6 a

9 Read a model letter (p.16)

1 yes; 2 yes

10 Think about paragraphing (p.ll)


Paragr a ph 2: As you ar e no doubt aware, the level of

tr affic through our village has increased

at an alarming rate over the past f ew

years.

Paragr aph 3: Our village was not built to cope withthis volume of traf fic.

Par agra ph 4: I under stand that a proposal has been

put for ward to build a by pass around

the village.

b 'The f ir st paragr a ph does not f ollow this pattern. The

writer ex plains, illustrates and develops r easons for

writing in the whole of the letter that follows.

11 Think about language (p.1?)

1 ex press my concern; 2 the r ecent s pate of accidents;

3 As you are no doubt awar e; 4 day and night;

S a sharp rise; 6 co pe with; 7 pose a (high) risk;8 take their lives in their hands; 9 a pr oposal has been

put f or ward; 10 I would str ongly ur ge; 11 tak e place;

12 put their arguments

12 Think about grammar (p.18>

1 A public meeting is being held at this ver y moment.

2 A new pr o posal has just been put f or ward and (it)

will be discussed by the council af ter lunch.

3 Yesterday a teenager who was on his way to school

was knocked down and injur ed (by a vehicle).

4 Driver s who break the s peed limit must be punished

more severely in future.S The pro posed by pass is long over due - it should

have been built years ago.

6 For tunately, a one-way system is going to be

introduced in the village next year .

7 Work on the new r oad may be completed in a year

from now.

8 When we lef t the council meeting, the matter was

still being discussed by r e presentatives from the

traf f ic de partment.

9 We were delayed, so by the time we arrived at the

council meeting a vote had already been taken.

10 The councillor promised that our proposal would be

considered again at next month's meeting.


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Letters

tI Complaining2 Think about your reader (p.2Q)

1 b; 2 c; 3 Tick a, b, d a nd e; 4 b; 5 a


1 You have just returned from another countr y.

2 You were on holiday.

3 You stayed at a hotel in a resort.

4 A well-known holiday company organised them.

5 It did not come up to your expectations, you were

disappointed.

6 You have to (1) complain about aspects of your

holiday, '(2) outline the reasons for your dissatisfaction,

(3) suggest what steps you think the company should

take to rectify the problems for holiday maker s in the

future and (4) say what kind of compensation you

expect.

5 Think about r egister (p.22)

1 a; 2 b; 3 b; 4 a

6 Compare two letters (p.22)

a 1 A (does not suggest what steps the writer thinks the

company should take to rectify the pr oblems f or

holiday makers nor say what kind of

compensation he/she expects); 2 B; 3 A: 4 B; 5 B;

6 B; 7 B; 8 B; 9 B; 10 A; 11 B

b Paragraph 3: Concrete examples of the ways in which

the resort did not come u p to our

expectations

Paragraph 4: Concrete examples of the wa ys in which

the hotel did not come u p to' our

expectations

Paragraph 5: Suggestions about what ste ps the

company should tak e to r ectif y the

problems for holiday maker s in the

future

7 Think about vocabulary (p.24)

1 book; 2 over -developed; 3 recommend; 4 assure;

5 picturesque; 6 anticipate; 7 disused; 8 unsightly;9 indescribable; 10 get hold of

8 Think about paragraphing (p.24)

Yes. It clearly states the reason f or writing. The writer

says that he is writing to complain about a

disappointing holiday which he booked with the

recipient's travel company.

2 Students should underline the following:

Paragraph 2: When I booked the holiday, together

with two friends of mine, we made it

clear to your representative that we

wanted a small beach r esort which was

lively but not too noisy or

over-developed.

Paragraph 3: When w e arrived at Arosa, we

discovered our mistake.

Paragraph 4: Our hotel was equally disappointing.

Paragraph 5: As you can imagine, I am disgusted

with the holiday we were sold

3 The writer says what he expects to be done (i.e. he

anticipates receiving an apology and substantial

refund from the company). This is important because

(a) it makes clear what will satisfy him and (b) gives

the holiday company the chance to rectify the

situation, thus resolving matters satisfactorily.

9 Think about punctuation (p.25)(Please point out to students that although the

punctuation has been corrected, the letter is still full of

errors and flaws.)

It cost them a lot of money but they didn't

mind. They thought we wer e going to a

good place. When we went to the travel

agent's, the man said that the resort was

good for young people but when we got

there, we found it was full of boring,

grey-haired old people. There was

nothing to see and do and nowhere for us

to go in the evenings, so [optional

comma] we were really bored. The hotelwas no good because there were no

discos, just old-fashioned singers and

entertainers and ever ything finished by

10.30 in the evening. We just had to go to bed and it was really disappointing.

The travel agent said that we would have a

hotel room with a sea view and a balcony

but when we got there, our room was at

the back and the balcony was so small we

could only stand. We couldn't sit down or

sunbathe. And the view from our room was

not of the sea, it was of the back of the

hotel where they put all the rubbish. It

smelt really bad, [optional comma] too.

Letters

4 Writing a personal

recommendation


1 b; 2 c

3 Think about register (p.27)

a formal

b adjectives that describe personal qualities:

academically gifted, talented, happy, r esilient, popular

present tenses: am writing, has been, is, has

(consistently) come, is, has (just) been awarded, has

shown, is

relative clauses: who has been a pupil at this school

for the past three years; who is popular with her fellow

students and teaching staff alike

complex sentences: (the whole extract)

a range of link ing words: who, and, and, who

c formal


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4 Identify the key points inthe question (p.2l)

'1 An inter national aid organisation.

2 They are an inter national or ganisation; they ar e

staff ed partly by volunteers; they provide training for

volunteer s; they do work in less privileged parts of

the wor ld.

3 They would lik e people to a pply to be volunteer s.

4 Ther e ar e ten r equir ements.

5 They will wor k on pro jects in less pr ivileged parts of the wor ld.

6 None.

7 A young per son you k now.

S He/She wants you to write a letter of r ecommendation.

9 Yes.

10 c

1 Students' own ideas.

2 In your letter of r ecommendation, you would not

really need to r ef er to the per son's age.

3 Students' own ideas.

a Students could gr oup points in a number of ways.One possibility is:

Grou p 1: adventur ous, physically fit, willing to endur e

harsh living conditions

Gr ou p 2: resour cef ul, practical, a ble to cope in a crisisGroup 3: a ble to wor k as part of a team

a inflexi ble: opposite = f lexible

immatur e: o pposite = mature

selfish: o pposite = unselfish/considerate/

thoughtf ul/kind, etc.

b 1 Jason is g eneT Ous and has done a lot of work for

various charities.

2 He is ver y r esourcef ul , so he can co pe with almost

any cir cumstances.

3 Having worked for a time as a volunteer fir ef ighter ,

Jason is tough.

4 Jason appears detached but in f act, he is sensit ive.

5 He is sel f -mot ivat ed , so he can be lef t to work

without super vision.

6 He is extr emely l evel -headed, so he doesn't behave

foolishly.

7 He is r el iabl e , so you can be sure he will never let

you down.

S Jason is t ol emnt and gets on well with ever y body.

b Paragra ph 1: R eason f or wr iting.

Paragra ph 2: My r elationship with Jason; why he is

suited to what he does at the local

youth centr e wher e he is a volunteer

(he is committed to helping others,

resourcef ul, a ble to cope in a crisis).

Par agr aph 3: How I know he is a ble to work in a

team.Paragraph 4: Ho w I k now he is physically f it,

adventur ous. willing to endur e har sh

living conditions.

Paragr a ph 5: How I kno\',- he is practical.

Par agr a ph 6: A summary of why I think Jason is asuitable yolunteer .

c Each paragr a ph has a to pic sentence:

Pam gmph 1: I am writ ing to you on behalf of J a son P et ers , who i s ap plying to work for

your org anisat ion.

Paragra ph 2: I have known Jason Peters for four

year s.

Par agr a ph 3: One of the most impor tant

r equir ements for us at the youth centre

is that we work together as a team.

Par agraph 4: Physically, Jason is ver y f it.

,Paragr aph 5: Although he has no professional

qualifications. Jason has many practicalsk ills.

Paragr a ph 6: Jason is a gener ous, thoughtf ul and

r esourceful young man and would seemto f it your r equir ements perfectly.

Letter sI-'t Giving an opinion

1 to the mak ers of the television pr ogramme;

2 c; 3 b; 4 f airly ser ious; 5 formal

3 Identif y the key points inthe question (p.32)

A viewer (i.e. a per son who pro ba bly watched the

pr ogramme a bout young peo ple's ha bits).

2 Young people ar e s pending f ar mor e time using

com puter s than reading books.

3 You must:

• suggest why young people ar e s pending f ar more

time using computer s than reading book s

• give your views on which of the two activities is

pr eferable

• say why this is so


1 b; 2 b; 3 a; 4 b; 5 a


12/27

b one of the notes is ir relevant, and ther efor e all

could be included. However, some ar e not ver y useful

or mfor mative, e.g. 'computer s ar e becoming chea per

to buy'; 'access to a computer is easy'; 'not ever yone

can af ford a computer '.

The student might decide to omit some of the less

important points in or der to e x pand on other notes.

a The writer does not include the following notes:

- to play games

computers ar e chea per to buy

access to a computer is easy

children can access unsuitable material over the

Internet

not everyone can aff ord a computer

multi-media have greater a ppeal than books

less time availa ble

book s ar e chea per

it's easier to relax with a book

b The writer has cover ed all points asked for .

She has used the corr ect for mat, style and tone.

c Paragr a ph 1: R eason for wr iting (to r espond to the

r esults of the sur vey on young people's

ha bits).

Par agraph 2: Why young people are using

computer s mor e (benefits).

Par agr aph 3: Why, in s pite of this, computer s cannot

r e place books (com parison betweenr eading off a com puter scr een and

r eading from a book).

Paragraph 4: Further pr o blems caused by use of

computers (health problems).

Paragraph 5: Mor e problems caused by use of

computer s (addiction to computer

games, anti-social ha bits, health risk s).

Paragraph 6: Both computer s and books ar e

valua ble.

d Students should underline the following:

Par agraph 1: I watched your r ecent programme andwas inter ested to learn the results of

the survey you car r ied out.

Paragr a ph 2: The f act that more young people ar e

using com puters is hardly surprising.

Par agr a ph 3: However , ther e ar e r easons why

computers can never r e place book s.

Paragr a ph 4: Another reason for not using

computer s f or sustained periods of

r eading is f or health reasons.

Par agr a ph 5: A f inal consider ation is the amount of

time some peo ple spend playing

computer games.

Par agr a ph 6: I do not f or a moment dispute the

necessity f or young people to use

computer s but neither must they lose

touch with the printed book .

8 Think about language (p.36)

a 1 e; 2 f ; 3 g; 4 b; 5 a; 6 d; 7 c

b 1 your f indings; 2 decline; 3 a wealth of

inf ormation; 4 invalua ble; 5 indis pensable;

6 prolonged/sustained; 7 reflecting; 8 By f or egoing

a Fir st of all, ... ; A second point to r emember is ;

Another reason f or ... ; A final consideration is .

b Suggested answers

1 Although/While com puters ar e now essential to our

lives, they will never r e place books.

Computers ar e now essential to our lives.

However/Nevertheless, they will never replace books.

Computers ar e now essential to our lives. They will

never replace books, however .

Des pite the fact that computer s ar e now essential to

our lives, they will never r e place books.

In spite of the f act that computers are now essential toour lives, they will never r e place book s.

2 Although/While you can look up facts in a book , the

process is much quick er on the Internet.

You can look up f acts in a book .

However l Never theless, the pr ocess is much quick er on

the Internet.

You can look up f acts in a book . The process is much

quick er on the Internet, however .

Des pite the f act that you can look up facts in a book ,

the pr ocess is much quick er on the Internet.

In s pite of the f act that you can look up facts in a

book , the process is much quick er on the Internet.

3 Although/While it is true that computers mak e

information easily accessible, r eaders can't r elax with

a computer in the same wa y as with a book .

It is true that computer s make information easily

accessible. However /Never theless, readers can't r elax

with a computer in the same way as with a book .

It is true that computer s mak e information easily

accessible. R eader s can't r elax with a computer in the

same way as with a book , however .

Des pite the fact that com puters make information

easily accessible, readers can't r elax with a computer

in the same way as with a book .

In s pite of the f act that computer s mak e informationeasily accessi ble, r eader s can't r elax with a computer

in the same way as with a book .


13/27

Articles(. Describing an experience

2 Think about your reader (p.38>

1 a travel magazine; 2 'A Great Way to Travel!';

3 a , c; 4 c

3 IdentifY the key points inthe question (p.39)

No, it cannot have been boring or disastrous. The

two adjectives that tell you this are: ' pleasurable' and

'eventful' .

2 You must give r easons for your chosen means of

tr ans port.

5 Think about a title (p.39)

a 1 e; 2 d; 3 b; 4 a; 5 c

b Students' own ideas

Paragraph b would make a good introduction. It is

relevant and to the point, grabs the reader 's attention

and is well-constructed of more than one sentence, but

does not waff le.

Paragraph a 'waffles' and has overlong sentences

without much ' point' to them. It is not ver y inter esting,

either .

Paragraph c consists of a single sentence which is not

interesting.

Paragraph a would mak e a good conclusion. It gives the

reader a sense of closur e, car r ies a punch, is well

constructed and longer than one sentence in length.

Paragraph b is not a good conclusion. Although it gives

a sense of closure, it contri butes nothing of interest and

is boring and predicta ble.

Paragraph c does not give a sense of closure. It is not

well constr ucted as it talk s about the last part of the trip

i n a r ather dismissive f ashion and then is rather boring

when it talks a bout having to g o back to wor k .

a The text is a good model:

1 yes; 2 no; 3 no; 4 no; 5 yes; 6 no; 7 yes;

8 no; 9 no; 10 yes

b There are many examples of the f ollowing features in

the article. Here ar e some:

an appropriate title: 'The Journey of a Lifetime'

addresses the reader directly: Would you be one

of those intr e pid ty pes who set off with nothing but a

backpack , a map, and a pr ayer ?

a lively tone: You bet it did!

vivid and descriptive: We rattled through valleys

and mountains, peering through grimy windows at

the stunning scener y.

appeals to the reader's imagination: We visited

r uins stee ped in histor y and bustling, modern cities.

draws on the writer's personal experience: We

learnt to cope with the vagaries of f or eign timetables

and became ade pt at communicating by means of hand signals.

narrative tenses: In Russia we got lost while we

wer e visiting the K r emlin and were near ly arrested f or

vagrancy!

rhetorical questions: Did the tr ip measure up to

our ex pectations'?

semi-formal tone: So take a tip f rom me when you

come to plan your grand tour .

e Par agra ph 1: How you would choose to travel.

Par agr aph 2: Our destination, our means of tr ans port

and r ea ons for choosing it.

Paragraph 3: Description of the pleasurable things wesaw and clid.

Paragraph 4: The adventure involved in tr avelling by

train.

Paragr a ph 5: Why the tr ain as a good way to tr avel.

1 intrepid; 2 whizz; 3 opt f or : 4 agonised long and

hard; 5 buck et shop; 6 seducti,e: 7 measur e up to;

8 stee ped in histor y; 9 imper vious to: 10 vagaries

10 Think about grammar (pA 2)

1 to go; 2 to ho p on; 3 setting of f : 4 flving;

5 to tr avel; 6 Back pack ing; 7 to e rne: 8 travelling;

11 Think about tenses (pA3)

a In describing aspects of a past ex perience. you would

pr o bably use the following:

Past Simple, Past Continuous. Past Per fect Simple,

Past Perf ect Continuous. Third Conditional.

The model article uses the following:

Past Simple, Past Continuous, Past Per f ect Sim ple,

Pr esent Sim ple ( but not to talk about past

experience).

b 1 arrived, had s pent

2 stopped, wer e going

3 halted/had halted, checked/had checked/was

checking

4 had been waiting, pulled

5 stole/had stolen, was sleeping

6 had eaten. had taken


14/27

Articles

t•Describing an event

a quality monthly magazine; 2 c; 3 You ar e asked to

(1) describe something, (2) compare it with

something and (3) to give your o pinion.

3 IdentitY the key points inthe question (pA4)

1 'Marriage - Past and Pr esent'

2 A wedding. No, it could not have been boring. The

ad jective that tells you this is 'memor a ble'.

3 You are ask ed to (1) descr ibe a memor able wedding

you have attended, (2) compar e it with the sort of

wedding your gr eat-gr andpar ents might have had and

(3) say whether you think the weddings of today

r eflect changes that have tak en place in the institutionof marriage in r ecent years.

4 Think about vocabulary (pAS)

a 1 br ide, gr oom; 2 best man; 3 bridesmaids; 4 stag,

hen; S registr y office; 6 r ece ption; 7 honeymoon

b 1 got; 2 conducted; 3 exchanged; 4 was held;

S made; 6 pr o posed

c 1 close-k nit; 2 forge; 3 extended; 4 single;

S vows; 6 commitment; 7 sacr ed; 8 spouse, stigma

7 Thinking about your introduction (pAl)

Par agraph c would mak e a good intr oduction. It

awak ens your inter est and mak es you want to r ead

the r est of the article; it f ocuses on the theme of the

ar ticle; it contains a number of sentences that ar e well

link ed; it contains sentences that develo p one centr alidea; it will pr o ba bly lead easily into the next

paragraph.

Paragr aph a is boring and consists of only one

sentence that does not develop anv idea.

Par agr aph b consists of a single, ram bling. badly

constmcted sentence.

a Students' own ideas

b Ther e ar e sever al examples of the following featur es

in the article. Her e ar e some:

1 So much f or innovation, you may think .

2 So how does all this compar e with the sor t of

wedding our gr eat-grandpar ents might have

cele brated?

3 Just imagine our surpr ise when the newly-weds

ste pped into it and wer e borne away into the

sunset, the pictur e of r omantic bliss!

4 But wait!

So much f or innovation, you may think .S Tak e my cousin's wedding for example.

Later , when t hey had r egained terra firma and the

r ece ption was in f ull swing, I got the chance to

ride in the hot air balloon.

6 It took place ...; The guests, ... sat in rows in

fr ont of an altar ... ; the wedding mar ch stmck u p

and the br ide glided towards us ... ; The

bridegr oom, who was waiting at the altar , tur ned

and beamed at her . Soon, the wedding cer emony

was under way; No sooner had the couple tak en

their vows than the r ibbons and gar lands wer ewhisk ed f r om the altar ... ; when they had

r egained terr a f ir ma and the r ece ption was in f ull

swing, I got the chance to ride in the hot air

balloon; It was exciting, ... ; As weddings go, this

one was def initely memora ble!

7 altar , elabor ately decked, ribbons, garlands, the

wedding mar ch str uck up, glided, flower ed arch,

assem bled company, beamed, under way,

innovation, tak en their vows, whisked from the

altar , reveal, borne away, romantic bliss, r egained

terra f irma, in f ull swing, invigorating,

conventional, when it comes down to it, in

essence, much the same, exchanging vows

1 solemnity; 2 decked; 3 str uck u p; 4 beanled;S innovation; 6 bliss; 7 regained terr a fir ma; 8 in full

swing

10 Think about reference words (pAS)

It = my cousin's wedding; which = an altar ; it = the basket of a hot air balloon; they = the newly-weds;

it = the ride in the hot air balloon; this one = wedding;

this = the wedding I attended; it = my cousin's wedding;it = the cer emony

11 Think about sentence structure (pAS)

1 The br ide arrived smiling shyly.

2 The br idegroom was standing near the altar waitingfor her .

3 Feeling hot, I went to sit in the shade.

4 Having finished the ser vice, the vicar left the chur ch.

S Waving to the guests, the newly-weds sailed away in

their balloon.

6 Ho ping to get something to eat, I went towards the

ref r eshment tent.

12 Make your article vivid (pA9)

1 Can you imagine how amazed we wer e when wer ealised what was ha ppening?

2 Imagine how delighted the newly-weds were when

they hear d the news.

3 Pictur e to yourself how astonished the guests wer e.

4 I wonder if you have ever been to a r eally

unconventional wedding.

S So what would our gr and par ents have made of

modern weddings, I wonder?


15/27

Articles

8 Discussing benefits and

drawbacl

1 a leading politician's; in a newspaper; 2 a tour ist

magazine; 3 the r eaders of the magazine, Le. the general

public; 4 You ar e writing to give your opinions on the

benefits and dr aw back s of tourism, and to comment on

the politician's statement.


1 Yes, on the whole.

2 b

3 The holiday mak er and the host countr y have

benef ited.

4 The host country has proba bly benefited

economically.

S Local communities and wildlife have also been

af fected by tourism. The adjecctive and phrase ar e

'unpr edicta ble', 'not always positive'.

6 'We must ask ourselves whether tourism on the scale

we have it now is a blessing or a cur se.'

'On the scale we have it now' = the size andmagnitude of the effects of the tour ist industr y in

today's wor ld

7 A ' blessing' is a good thing. A 'cur se' is a bad thing.


Put a cr oss next to the f ollowing:

• a f ormal, scientif ic style'

• a lot of ver y basic sentence str uctur es• slang

5 Brainstor m the topic (p.52)

Suggested answer s

1 It br oadens their horizons; it allows them to learn

a bout other countr ies and cultures and so become

mor e toler ant.

2 It allows an exchange of ideas and o pinions;

it provides jo bs.

3 If tourists visit an ar ea to see its wildlife, the local

inha bitants ar e motivated to pr otect the wild animals

and plants.

4 Develo pment of ar eas to cr eate tour ist resor ts and

facilities can destr oy natural ha bitats; incr eased

pollution; mor e people in an ar ea can disturb animals

and cause erosion of land.

S Tourism can provide jobs for local communities; it can

hel p r evive inter es t in an area; it can encour age

investment in an area and im prove facilities and

ser vices (e.g. hospitals, r oads, air por ts) for the local

inhabitants.

6 The life of an area can be disrupted by over-

develo pment (noise, pollution); farming, f ishing and

other means of earning a living may be incompatible

with tour ism; an ar ea can become too ex pensive to

live in.7 Tourists may initially be attr acted to an ar ea because it

is uns poilt. However , the tourists themselves

contri bute to the development (and sometimes over -

develo pment) of an ar ea. Soon the r eason they came

in the fir st place no longer exists. Ther e are many

such examples all over the wor ld. In the Swiss Al ps,

for example, tourists come to s ee the picturesque

Swiss mountain villages, However , the Swiss

mountain farmers find that they can now earn a living

more easily in the tourist industry, and ar e thus

a bandoning their pictur esque farms. These ar e falling

into decay, and ther efor e one of the r easons f or

tourism in the ar ea is being destr oyed by tour ism

itself .

8 Make a plan (p.52)

a Put a cr oss next to the following:

• a histor y of tour ism

• how to attract more tourists to our r egion

• descr i ption of my last holiday

b A

• a section (of one par aQIaph or mor e) which deals

with the negative or unpredicta ble aspects of

tourism: 2/3

• one par agraph that lead into the topic: 1

• a section (of one par agraph or mor e) which deals

with the positive aspects of tOurism: 2/3

• one par agraph that sum up what has been said: 4

B

• one paragr aph that sums up what has been said: 4

• a section (of one par agr aph or mor e) which deals

with the f ir st set of positi\"e and related

negative/unpyedictable effects: 2

• one par agraph that leads into the topic:

• a section (of one par agr aph or more) which deals

with the next set of positi\"e and r elated

negative/unpredictable effects: 3

7 Think about style (p.53)

Suggested answers

1 Many/Some tourists have little res pect for the

environment.

2 Many/Some holiday maker s can be/ar e often rowdy

and unpleasant.

3 (Many/Some) develo per s often build hotels in

envir onmentally sensitive places.

4 Tourism of ten br ings/can bring wealth to a poor ar ea.

S Many/Some peo ple don't car e/care little a bout the

environment nowadays.

8 Read a model article (p.54)

a Outline A

b 1 Yes; 2 Yes; 3 No; 4 Yes; S No; 6 Yes; 7 Yes;

8 Yes; 9 No; 10 Yes; 11 Yes; 12 Yes

The to pic sentences ar e:

Paragr aph 1: The tourist industr y is booming, butshould we be pleased or wor ried a bout

its eff ects '?

Par agraph 2: Let's begin with the positive side.

Par agraph 3: If there ar e so many benefits to

tourism, what's the problem'?

Par agr aph 4: So is tourism a blessing or a cur se'?


16/27

9 Think about vocabulary (p,5S)a 1 is booming; 2 their natural habitats; 3 rowdy;

4 disr upting; 5 wipe out; 6 subscr i be to; 7 impact;

8 lessening

c 1 on; 2 in; 3 for ; 4 to; 5 on; 6 on; 7 wit h / b y;

8 on


It seems ... ; Let's begin with the positive side; This is

of particular importance in ... ; Another concern is ... ;

Think, for example, of ... ; The answer must be that it

is ... ; Part of the problem is that ... ; Per ha ps we

need to ...

b Students should underline the following:

Finally, ... ; To begin with, ...

Other items could be:

Introductor y phrases: First of all, ... ; Fir stly, ; In

the first place, ... ; The first point to consider is ;

The first concern must be ... ; Second, ... ;

Secondly, ... ; Another concern is ... ; Lastly, ... ;

The last point to consider is ...Concluding phrases: To conclude, .

Adding information: in addition, .

11 Edit a text (p,56)

Par agraph 1: at; have created

Paragraph 2: people's; prosperity; (may other wise) have

been; whose; by; on; benefited; will (protect);

On; worse

Articles

I: Giving an opinion

2 Think about your r eader (p,58>

1 c; 2 b; 3 b; 4 c

3 Identify the key points inthe question (p,58>

The su bject was the ways in which we exploit

animals.

2 You must consider (1) whether you think k ee ping

animals in zoos or using them f or research is ever

justified and (2) if it is, under what circumstances. You

must also r efer to the extract a bove

4 Think about vocabulary (p,59)

a 1 g (d, a); 2 aid; 3 die; 4 f; 5 b; 6 e; 7 c (i);

8 i (c); 9 h

b 1 cr am ped; 2 humane; 3 appalling/ barbaric(/cruel);

4 cruel(/ bar baric); 5 a p palling/ barbariclinexcusable

6 Make a plan (p.61>

a Students should tick all of the notes exce pt:

• cruelty to pets

• how we uSe animals to hel p us, e.g. guide dogs

b Paragr aph 3: conditions in some zoos; k ee ping

animals in zoos is wr ong; how ca ptivity aff ects

animals

7 Read a model article (p.61>

1 yes; yes


Paragr a ph 1: We like to think that we live in a civilisedsociety, but we ar e still capable of great

cruelty.

Paragr a ph 2: Take a look at a zoo near you.

Paragr a ph 3: Now consider the plight of those animals -

mice, rabbits, dogs, cats, and monkeys -

that are kept in laboratories.

3 yes; 4 yes; 'Consider the way we tr eat animals.' 'Tak e

a look at a zoo near you.' 5 yes; 6 yes; 7 yes;examples or explanations follow immediatelly af ter all

statements; 8 no; 9 no; 10 no

8 Think about your conclusion(p.62)

Par agraph a would mak e a good conclusion to the

article. It is linked to the paragr a phs bef ore it and also

links back thematically to the first paragraph. It contains

a number of sentences that ar e well-link ed. It summarises

the theme of the ar ticle and takes it on while at the same

time making the article f eel complete.

Paragraph b links back to only one aspect of the article,

which is inappropriate. It consists of only one sentence.

Par agra ph c link s back to only one aspect of the article,which is inappropriate.


1 reputable; 2 pace (up and down); 3 listlessly;

4 br eed; 5 endure; 6 plight; 7 admitted; 8 guarantee

10 Compare two texts (p.63)

b Students should tick the following columns:

1 Essay; 2 Article; 3 Essay; 4 Article; 5 Article;

6 Essay; 7 Ar ticle; 8 Article; 9 Article

11 Think about language (p.64)There are many possible answers for each question. One

example is given:

While it might be argued that some experiments on

animals are done for medical reasons, the truth is

that in the majority of cases they ar e not.

Although some experiments on animals are done for

medical reasons, it must be r emember ed that in the

majority of cases they are not.

Some people claim that some experiments on

animals are done for medical r easons. What they

forget is that in the majority of cases they ar e not.

Despite claims that some experiments on animals ar e

done for medical r easons, it is a fact that in the ma jorityof cases they ar e not.

It may be true that some experiments on animals ar e

done for medical r easons but all too often they are not.


17/27


1 an essay; 2 your cour se tutor ; 3 a; 4 c; S to give an

o pinion; to comment on the extract


TIle subject was the causes of delinquency and bad

behaviour in young peo ple.

2 TIley may be guilty of rowdy behaviour in public,

vandalism, dr ug-ta1

a Ad jectives that describe parents: author itarian,

easy-going, harsh, lenient, str ict

Adjectives that descr i be young peo ple: delinquent,

disobedient, r e bellious, undisci plined, well- behaved

People: delinquent, hooligan, re bel, vandal

Abstr act nouns: discipline, neglect, tolerance

Verbs: discipline, r e bel, r e primand, scold

b 1 easy-going/lenient; 2 discipline; 3 stricter;

4 disobedient/undisci plined(/r e bellious);

S hooligans; 6 delinquents/vandals; 7 r ebellious

(/ diso bedient/un disci p lined)


a 1 I firmly believe that ... ,/

2 It's rubbish to say that ... X

3 It's stupid to believe that X

4 It would seem to me that ,/

S You have to be mad to believe ... X

6 I tend to think that ... '/

7 Believe me, ... X

8 I am inclined to believe that ... '/

b Mor e examples ar e: In my o pinion, ... ; As I see it, ... ;

I am of the o pinion that ... ;

9 Think about style (p.69)

1 a over -generalisation b qualifies a statement

2 a qualifies a statement b over -generalisation

3 a over -generalisation b qualif ies a statement4 a qualif ies a statement b over -generalisation

S a over -generalisation b qualifies a statement

6 a over-generalisation b qualifies a statement

10 Read a model essay (p.70>

1 yes; 2 no: 3 ,-e: 4 yes: 5 yes: 6 yes: 7 no; 8 yes

11 Think about connectors(p.71)

Ther e ar e examples of the foUomno in the model essay:

while, however . althouoh

Essa

11 Presenting both sides

of an argument

2 Think about yo reader (p.72)

1 a lectur e on genetic en -~g: 2 f rom the lectur er 's

talk ; 3 an essay: 4 the -'0-:-;; of your school

news paper , your fellow !W.lldenrs. pr obably member s of

the teaching staff : 5 (Q e:l e ad,antages and risk sof genetic engineerino an - o pinion on whether

the advantages oum'eioh

3 Think about register .73)

1 b; 2 a

4 Identify the key po'the question (p.73)

Our genes come f r om 0

our physical a ppear ance an

2 Scientists can nO'\" alrer gen

3 G10 e. 'stallr ro disease;they can mak e animal 0 - a:-oer and healthier ;

they can tr eat inherired di.qoas in human .

4 Clones ar e geneticall~- exac;: copi of an or ganism

created f rom the D A of 0 e 0 ma r oroanism's cells.

Scientists can now clone a.ni.ma:s: the fir r successf ul

cloning of a mammal was Do . the "hee p.

They cannot clone human bein~ yer. but may well be

a ble to do so in the fur ur e.

S According to the lecr urer . oe nenc encineer ing

interf er es with the nar ur al praces es o f evolution, and

we do not know or under stand the long-ter m ef f ects

of this.


a 1 f; 2 d; 3 i; 4 h: 5 b: 6 c: 7 0: 8 j; 9 e; 10 a

b Verbs: alter , avoid. ban. br eed. clone. create, cr o p,

design, develop. discO'-er . en ure. OO'"er n, har m,

inherit, mutate, reassure. r esearch

Nouns: alar mist, ban. beha';our. breakthrough,

br eed, char acter istic. clone. con umer . cro p, design,

evolution, harm, pest. pesticide. r esearch. safety,

selection, species, technique. ther a py

Adjectives: alarmist, amazing. characteristic, genetic,

immune, lif e-thr eatening, pr of itable. unacce pta ble,worrying

c inherited; behaviour ; engineer ing; immune; br eed;

clone; technique; genetically; therapy; design


18/27

8 Think about connectors (p.76)

Other possibilities are:

Weighing u p and stating ar guments: It think it is true

that ... ; It is questiona ble whether ... ; I am sur e that/I

doubt whether ... ; It is true that On the other hand,

... ; While nobody can deny that , I would like to point

out that ; I agree that ... However , ; Although it is

true that , we must remember that ; It could beargued that ... However , I would like to point out that

... ; Despite all the arguments, I still f eel that ... ;

Notwithstanding the claim that ... , I would argue that ... ;

It may be true that ... , but ... ; Surely it is unaccepta ble

that ...

Summarising: In conclusion, ... ; All in all, I tend to the

view that/I am o f the opinion that ...

10 Think about your conclusion (p.76)

Paragraph b would make the best conclusion. It is

link ed to t he par agraphs before it and also links back

thematically to the first paragraph. It contains a number

of sentences that are well linked. It summar ises the essay

and takes it on while making it feel com plete.

Paragra ph a would not male a good conclusion. It

consists of a single sentence that adds little of value or

inter est to t he essay.

Paragr a ph c would not mak e a good conclusion. It does

not summarise the essay and in style it is inappro priate.

It is clearly an 'add-on' simply in order to sav omething

at the end.

11 Think about paragraphing (p.77)

a Paragr aph 1: What genetic engineering can achievenow and in the futur e

Paragraph 2: The benefits of genetic engineer ing toagriculture and r elated risk s

Paragraph 3: The benefits of genetic engineering to

medicine and related r isk s

Paragraph 4: The futur e of genetic engineering:

designing a ' per f ect' human being, and

cloning people

Par agr a ph 5: Conclusion dr awn f r om points made

above - knowledge must be used

matur ely and r es ponsi bly

b Students should under line the f ollowing:

Paragraph 1: Over the past decades scientists havemade major discover ies in genetic

engineering.

Par agraph 2: One of the gr eatest benef its in genetic

engineer ing could be in agr icultur e.

Par agraph 3: Another advantage lies in the f ield of

medicine.

Paragraph 4: Some scientists claim that in the futur e

they will be able to design the perfect

human being and this might sound lik e

yet another advantage at first.

Paragraph 5: On balance, it would seem that genetic

engineering off er s benefits but also

tremendous risks.

c They = scientists

This = growing crops engineer ed to be resistant to

dr ought and disease and to natur al pests

them = pests such as insects

Another advantage = an advantage of genetic

engineering

they = babies with inherited diseases

This = the ability to reduce the risk of developing a

fatal disease

this inf ormation = the information from a 'gene

profile', which would ena ble someone to see if a

person is lik ely to develop a f atal diseas e as they grow

older

this = the f act that they will be able to design the

perf ect human being

that = the idea that anyone can judge what is 'normal'

and 'acce pta ble' in human beings and eliminate

char acteristics they disapprove of

this new science = genetic engineering

Essa s

12 Ouitlining problems

and offering a solution


1 a magazine article; 2 an essay; 3 You must (1)

examine some of the causes of stress (2) outlining some

strategies to cope with the problem and (3) say whether

you think lif e today is more str essful than it was in the

past. 4 your cour se tutor ; 5 b


Str ess is a disorder which results f rom living under

pr essur e. It is a pr o blem because it causes various

medical disor der s.

2 It may be caused by (1) the pace of change, (2)

doubts a bout traditional beliefs, or (3) living under

pr essur e.

3 They might be more stressf ul because (1) the pace of

change is greater now than it was in the past, (2) wehave doubts about traditional beliefs, which in the

past were the props of human existence and (3) we

are living under mor e pr essure than our forebears.


(1) examining some of the causes of stress,

(2) outlining some strategies to cope with the

problem, (3) res pond to the questions posed in the

article, (4) say whether you think life today is more

stressf ul than it was in the past


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4 Think about. your vocabulary (p.79)

a 1 strategies; 2 niggling; 3 fr enetic; 4 relief ;

S evolved; 6 allay; 7 uproot; 8 ties

c 1 trem bling finger s; 2 emotional support;

3 sweaty palms; 4 irr ational f ear s; S dee p br eathing;

6 chr onic stress

7 Read a model essay (p.81)

b Paragraph a would make the better conclusion. It is

linked to the par agr a phs befor e it, and also links back

thematically to the f irst par agr a ph. It contains two

well link ed sentences and mak es the essay feel

complete.

Paragraph b consists of only one sentence and is a

r ather lame way of f inishing an essay.

c 1 Yes; 2 0; 3 Yes; 4 No; S No; 6 Yes; 7 No;

8 Yes; 9 No; 10 No

d Paragraph 1: The sym ptoms of str ess; what is str ess?

Par agraph 2: The survival value of str ess for animals

and pr imitive people - facing physicaldanger .

Par agraph 3: The causes of str ess in the moder nwor ld ar e mental rather than physical:

the r esults.

Paragra ph 4: Str ategies to combat stress.

Par agr a ph 5: Summar y and conclusion.

e Yes, the writer has included topic sentences.

Students should under line the following:

Par agr a ph 1: Most of us feel str essed at some time inour lives.

Par agr a ph 2: Stress is nothing new.

Paragra ph 3: The wor ld has changed, however , and

the sor t of stress we ex per ience

nowadays is mental r ather than physical.

Paragr a ph 4: For tunately, ther e ar e str ategies we can

adopt to mitigate or even dispel the

ef fects of str ess.

Paragraph 5: The wor ld today is changing anddeveloping at such a rapid pace that it

is bound to leave us feeling stressedand anxious.

8 Think about grammar (p.82)

We live in a world which/that often seemsunpredictable and uncontr ollable.

2 People who/that have been forced to uproot

themselves to search f or work lack emotional su pport

in times of cr isis.

3 Str ess is a reaction to a thr eat which/that can be r eal

or per ceived.

4 Ther e are recognisable symptoms of stress, which we

ha\'e all ex perienced.

S Some people who/that fail to cope with str ess can become seriously ill.

6 Str ess r elievers ar e activities which/that r elieve the

eff ectsof stress.


Students should underline the following:Anyone who has ... will (recognise) ... ; Fortunately,

ther e are (strategies we can adopt)


1 c; 2 a; 3 to mak e suggestions, to recommend

something, to put for ward ideas

3 Think about register (p.85)

a Students should tick the following:

• imper sonal statements

• passive f orms

• complex sentences

• a tentative, diplomatic style

• a so phisticated vocabulary, used with pr ecision


1 a tourist off ice

2 Tour ists (a) f rom your own countr y and ( b) f rom

a broad

3 It will benefit the local economy.

4 He/She wants you to outline some ways of impr oving

amenities.

S • How to attr act tourists (a) fr om our own country

and ( b) f r om abr oad.

• Write a pro posal on ways to attract mor e tour ists.

• Outline some ideas on how to improve touristamenities in the ar ea.

7 Think about your introduction (p.86)

Paragraph b would make the best introduction. It is in

an appr o pr iate register , it is br ief and clear and mak es the

topic of the proposal immediately clear to the reader . (It

is good office and business practice not to waste thereader 's time by forcing them to read through the text

looking for the to pic of a proposal.)

Paragraph a would not mak e a good introduction. Itdoes not make clear What the pr oposal is a bout. It is in

not in an appro priate r egister, either .

Paragraph c would not mak e a good introduction,

either . It is in an inappr o pr iate r egister .


20/27

8 Think about your conclusion (p.8?)

Paragr a ph a would make the better conclusion. It is in

an appr o priate register and is brief and clear . It r ounds

off the pro posal by justifying the recommendations made

and entrusts the conclusions to the reader .

Paragra ph b would not make a good conclusion. It is

not in an appropriate register . Neither does it justif y the

recommendations made.

9 Compar ~ two proposals (p.8?)

1 A and B; 2 B; 3 B; 4 B; 5 B; 6 B; 7 B; 8 B; 9 B;

10 B


Students should underline the following:

I propose we (should) ... ; We could ... ; One (solution)

might/would be to ... ; Another possibility would be

to ... ; I would like to see ...

2 Think about your reader (p.90>

1 the directors of the charity; 2 to mak e

recommendations; to give your opinion, to hy pothesise

about the results of the action you r ecommend: 3 a

3 Identify the key points in

the question (p.91)

1 an international charity

2 an anonymous donation of £200,000

3 the directors

4 • to target this sum on one large pr o ject 0 1'

on several smaller ones

• to use the money now 01' to k ee p some of the funds

in reserve to be used in future emergencies

5 You must:

• suggest how the funds should be allocated

• say which projects should benefit• give your justification for the ex penditur e


b (Suggested answer) HU1'Ticanes , floods , earthquakes,droughts, famine, epidemics, storms (e.g. tornadoes,

hurricanes, cyclones, blizzards), fires

c 1 donation; 2 raise; 3 appeal; 4 malnourished;

5 distressing; 6 urgent; 7 desperate; 8 victims

e 1 urgent action; 2 desperate plight; 3 humanitarian

crisis; 4 worthwhile cause; 5 starving/desperate

people; 6 disaster zone

6 Make a plan (p.93)

a 1'/; 2'/; 3 X; 4'/; 5 X

b This helps the writer to focus on what he or she

has to say and to write clear paragraphs. This helps

the reader by making the proposal easy and clear to

follow.

7 Read a model proposal (p.94)

1 yes

2 yes

3 The proposal is on the topic asked for . The writer has

not written anything irrelevant.

4 She has used a range of complex structures correctly.

5 There is a good range of vocabulary.

6 yes

7 yes

8 yes

8 Think about your conclusion (p.95)

Par agraph b would mak e a good conclusion. It is in an

appropriate register and is brief and clear . It rounds off

the proposal by justifying the recommendations made

and entrusts the conclusions to the reader .

Paragr a ph a would not make a conclusion. It is not in

an appropriate register . Neither does it justify the

recommendations made.


Examples of hyperthetical statements are:

... it would be impossible as well as undesirable .The extra funds would allow us to buy medicines .

With the funds available, we could improve

conditions in these camps ...

These volunteers would work alongside drug users ...

It would also be possible to set up more centres ...


I believe ... ;

I feel strongly that

Possible alternatives:

Personally I feel that ... Let me explain why.

In my opinion, ...

As I see it, ...

It seems to me that .

I would argue that for the following reasons.

I am convinced that .

I am of the opinion that ...

I am very much in favour of /against ...

I am completely opposed to ...

The reasons why I believe that ... are as follows.


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3 Yes.Examples ar e:

However , given that such a f und alr eady exists, and thatwe can ex pect to raise mor e money in emer gency ap peals

as and when the occasion arises, I suggest that we put

this unexpected gift to immediate use.

I believe it would be impossible as well as undesirable to

favour one single pro ject, or , indeed