Et NEW EDITIONS S O P H I A Z A P H I R O P O U L O S
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Introduction
I N T R O D U C T I O N
New Fowler Proficiency Writing Skills I is the first part of a
two-part course which aims to teach the techniques students require to attempt any of the variations among t h e s ix f o r m s o f w r i t i n g t a s k s e t i n t h e r e v i s e d Cambridge Proficiency examination. Approximately one third of the material in Writing Skills has been revised for this book. All the other material in this book is new. Eleven of the twenty units consist of t w o facing pages, and should, under normal circumstances, be completed in a l e sson , with a writing task to be d o n e later in approximately one hour, the time allowed for it in the examination. In the remaining nine units of four pages, t w o lessons will normally be required.
T h e c h a n g e s i n t h e e x a m i n a t i o n
The biggest change in the writing paper of the revised
Cambridge Proficiency examination is that it now has
t w o parts, as do FCE and CAE.
P a r t I cons is t s of a compul sory quest ion comprising i n s t r u c t i o n s and a t e x t o r t e x t s w h i c h p r o v i d e candidates with a clear contex t . There is always m o r e t h a n o n e p o i n t t o a d d r e s s i n t h i s q u e s t i o n , and candidates should learn to identify t h e s e points and e n s u r e t h a t t h e y c o v e r t h e m w h e n wr i t ing . T h e quest ion is discursive, and candidates are e x p e c t e d to wri te o n e of the following:
an article
an essay
a letter
a proposal
I n P a r t 2 , c a n d i d a t e s c h o o s e o n e q u e s t i o n c o m p r i s i n g i n s t r u c t i o n s w h i c h g i v e c a n d i d a t e s guidance to the context . In order to be successful in Part 2, candidates should be c o m p e t e n t at narrating, analysing, hypothes i s ing , descr ibing, giving reasons , p e r s u a d i n g , judging p r i o r i t i e s , eva luat ing , making r e c o m m e n d a t i o n s , g i v i n g i n f o r m a t i o n and summarising. Candidates are e x p e c t e d to wri te o n e of the following, from a choice of three:
an article
a letter
a proposal
a review
a report
For t h o s e candidates w h o have studied o n e o f the t h r e e s e t t e x t s , Q u e s t i o n 5 c o n s i s t s o f t h r e e quest ions , o n e for each of the s e t t ex t s . Candidates are required to wri te o n e of the following:
an article
an essay
a letter
a review
a report
The t ime limit (2 hours) and length of writing tasks
(300-350 words) , remain unchanged.
T e a c h i n g w r i t i n g skills
It is important for students to understand that while credit is given to Proficiency candidates for their use of s t r u c t u r e and v o c a b u l a r y , t h e s e are n o t t h e only considerations to be taken into account; organisation and the relevance of the answer to the task are at least equal ly impor tant . Di f ferent wr i t ing tasks requ ire s p e c i f i c t e c h n i q u e s t o deal w i t h t h e m , and s u c h techniques can be taught effectively through mode l s written within the capacity of a good student that can be analysed, imitated and practised. These models are supported with revision of the necessary grammatical structures and lexical items by means of accompanying exercises and the reference section and the appendix at the end.
D o i n g j u s t i c e t o o n e s e l f i n a n e x a m i n a t i o n The Proficiency examination requires a considerably more sophisticated use of English than First Certificate and the difference be tween these t w o levels is often underestimated by students. The difference, however, is n o t so much a m a t t e r of using m o r e c o m p l i c a t e d s t r u c t u r e s or a w i d e r range of v o c a b u l a r y as o f providing an a n s w e r relevant to the q u e s t i o n , well organised in good, clear sentences and paragraphs. The range o f q u e s t i o n s o p e n t o t h e e x a m i n e r i s considerable, as indicated by the contents pages of this book, but learning the right technique to deal with each is half the battle. Therefore , it is r e c o m m e n d e d that students pay particular attention to the tips provided throughout the book. These consist of practical advice on what to do and what not to do in a given situation and should make it possible for students w h o take it to do justice to themselves in the exam.
Contents
U N I T P A R T T E C H N I Q U E M O D E L S R E V I S I O N P A G E
S E C T I O N I : A R T I C L E S
I 2 Describing and narrating What a difference!
Close friends again
Tenses
Used to and would
I Taking sides Who's freedom? Theirs or ours? 10
I Balancing an argument Computers: a dream or a nightmare? Connectors and modifiers:
balancing an argument
14
I Providing solutions Too many people, not enough earth Conditionals
Preserving the planet for future Should, ought to and would
generations
16
S E C T I O N 2 : L E T T E R S
5 2 Complaining Semi formal: A resident's concerns
Formal: An official complaint
18
2 Giving information A letter of welcome to
exchange students
20
2 Making suggestions Preserving and restoring a town Articles
Improving a town Should
24
I Giving opinions Young people on the streets Conditionals 26
S E C T I O N 3 : E S S A Y S
Comparing Public and private transport in the city Connectors and modifiers
Responding to generalisations Relation between national
character and climate
Articles
30
32
I i I Providing information The importance to good health
Alternative medicine
Connectors and modifiers 34
Contents
U N I T P A R T T E C H N I Q U E M O D E L S R E V I S I O N P A G E
S E C T I O N 4 : P R O P O S A L S
12 2 Applying for funds
13 Assessing choices
14 Evaluating a situation
IS 2
16 2
Reviewing a book
Reviewing a film
Assessing facilities
2 Assessing suitability
20 2 Giving information
R e f e r e n c e s e c t i o n
A p p e n d i x
CPE W r i t i n g S h e e t s
First aid facilities at the
Five Oaks Sports Centre
Spending the proceeds
of a summer fair
Decline in local tourism
A college newspaper
S E C T I O N 5 : R E V I E W S
Not without my daughter
Castaway
2 Reviewing a restaurant/hotel The Willows
S E C T I O N 6 : R E P O R T S
The Majestic Hotel
The Jorvik Viking Centre
A college film club
Passive voice
Should
Conditionals
Tenses in 'timeless' time
Tenses in 'timeless' time
Phrases in apposition
Compound adjectives
Connectors and modifiers:
developing an argument
3 8
4 2
4 6
5 0
5 2
5 4
5 8
6 0
6 2
6 4
7 0
7 2
Articles Describing and narrating
In this article, Martin Fraser describes his return to a small t o w n in England after an absence of 25 years. Read the article and c o m p l e t e the exerc ises that follow.
L
What a difference] W h e n I was a boy I u s e d to s p e n d a
f o r t n i g h t e v e r y s u m m e r w i t h m y a u n t
El izabe th in Leabury , a small town in the
M i d l a n d s . B u t twenty-f ive yea r s ago s h e
re t i red and m o v e d to the seaside , and I did
n o r r e t u r n u n t i l I h a d t o g o t h e r e o n
business last week.
My aun t ' s h o u s e was on the outski r ts
of t he town so I often used to r ide ou t into
t he count ry on my bicycle. I would follow
t h e L o n d o n r o a d for a m i l e o r two a n d
t h e n b r a n c h off for a c i rcular t o u r of t he
n e i g h b o u r i n g vi l lages , even tua l ly f inding
m y w a y b a c k b y t h e o t h e r m a i n r o a d .
A b o u t a mile f rom h o m e t h e r e was a small
p o n d with ducks swimming on it. I used to
s top the re to watch t h e m and skim s tones
a c r o s s t h e w a t e r . B e y o n d t h e p o n d was
Hayward ' s F a r m , with cows grazing in the
f ields, a n d t h e n I w o u l d c o m e d o w n t h e
hill in to t h e t own a n d t u r n r ight in to my
aun t ' s r oad to comple t e the circuit.
T h e r e h a v e obv ious ly b e e n c h a n g e s
since I was a boy bu t I was no t p r e p a r e d
for many of those I saw last week . F o r o n e
th ing , t h e m o t o r w a y t h a t pas ses c lose t o
t h e t o w n a c t u a l l y g o e s o v e r t w o o f t h e
villages I used to r ide to . As you c o m e into
Leabury , you no l onge r pass a farm with
cows grazing in the fields. A vast hous ing
e s t a t e s t r e t c h e s f r o m t h e m o t o r w a y t o
what used to be the outskir ts .
T h e c e n t r e o f t h e t o w n h a s b e e n
e n t i r e l y t r a n s f o r m e d . T h e o ld b u i l d i n g s
have b e e n knocked down and the re is a big
s h o p p i n g c e n t r e w i t h a m u l t i - s t o r e y ca r
pa rk bes ide it. T h e r e a re no family shops
i n t h e m a i n s t r e e t n o w , o n l y t h e s a m e
off ices, s t o r e s a n d fas t - food r e s t a u r a n t s
you find everywhere . T h e old town used to
have a c h a r a c t e r of its o w n b u t now it is
like any o t h e r p lace in Eng land .
On t h e way b a c k , I w e n t t o s e e my
a u n t ' s o l d h o u s e , t h o u g h I h a r d l y
recognised i t a t first. T h e p re sen t owners
h a v e p a i n t e d i t b r igh t ye l low so i t l o o k s
like a big ja r of mus ta rd . I shook my head
in disbelief a n d t u r n e d towards h o m e . But
j u s t b e f o r e I r e a c h e d t h e m o t o r w a y , I
sudden ly saw s o m e t h i n g famil iar , a l i t t le
p o n d with a wall r o u n d it, s ome ducks, and
t w o b o y s s k i m m i n g s t o n e s a c r o s s t h e
w a t e r . A t l e a s t s o m e t h i n g s h a v e n o t
changed .
Articles Describing and narrating
2 This article refers to four separate t imes:
A 25 or more years ago, when the writer was a boy B last week, when he visited the town again
C the present moment D some time or period of time in between his childhood and now
Study Reference section 12 on page 68 and Reference section 14 on page 69 and then answer these quest ions , writing the correc t letter of t ime reference (A, B, C or D) in the space, as in t h e example .
Which pe r iod or per iods a re re fer red to in:
a the first sen tence?
b the whole of t he second p a r a g r a p h ?
c the first sen tence of t he thi rd p a r a g r a p h ? a n d
d t he descr ip t ion of t he ent ry to t he town?
e the descr ipt ion in the fourth p a r a g r a p h ? and
f the wri ter ' s c o m m e n t s in the last p a r a g r a p h ? and
Which tenses (present , p resen t perfect or pas t ) or forms (used to , would) does the wri ter use to deal with each pe r iod?
B
C
D
3 Look at the pictures of Athens and w o r k with another m e m b e r of the class to decide what changes have taken place in the period of 70 years b e t w e e n the t imes w h e n the photographs w e r e taken.
W r i t e an article about changes that have taken place in o n e of the following in recent years:
a your n e i g h b o u r h o o d
b a p lace whe re you wen t on holiday as a child
c a city or country you first visited m a n y years ago and have seen again recent ly
Follow this plan of four stages (though there may be m o r e than four paragraphs):
1 Introduction, indicating the place and your association with it
2 Description of the place as it used to be
3 Description of the place as it is now, emphasising changes that have occurred
4 Your reactions to these changes
7
Articles Describing and narrating
T h e description of changes in a place (pages 6-7) w a s told from the point of v iew of the present m o m e n t . In many articles of this kind, however, the main narrative t e n s e is past.
Study Reference section 12b and d on page 68 and then read Gloria's article about a meet ing with a schoo l friend she m e t again after ten years w h o had changed. Most of the verbs have been left in brackets. C o m p l e t e the article by putting them into the m o s t suitable t ens e .
Close fr iends again
Soon after I left school my family (1) (move) to Bristol and I (2) (lose) touch with all my friends, when l (3) (return) to London last year after ten years, l (4) (find) some of their names in the phone book and we (5) (organise) a reunion.
But there was no trace of Eugenia, my closest friend. The others told me they (6) (not see) her for a long time.
Eugenia was the most attractive girl in my class. She was tall and slim and (7) (have) ioveiy dark brown eyes and long black hair that (8) (come) half way down her back, she was very popular because
she (9) (have) a wonderful sense of humour, she used to invent
games to keep us all amused and always (10) (seem) to be laughing and smiling.
One morning last month I (11) (go) into a jeweller's shop
in the city to buy a watch. The only assistant was a tall woman who
(12) (look) a few years older than me. Her hair was grey
and although she still (13) (have) a young, slim figure, there were lines around her eyes, and she (14) (have) a long, deep scar on her cheek. I (15) (ask) to see some watches, our eyes (16) (meet), and she (17) (give) a little cry of
amazement. She (18) (stare) at me for a few seconds and then she (19) (say): "Gloria, (20) (you not remember) me?"
I (21) (shake) my head and her face (22) (grow) sad, but then she (23) (say) quietly: "No, l (24)
(change) a lot, l suppose. I'm Eugenia."
I was so embarrassed that l (25) (not know) what to say so l just (26) (put) my arms round her. We (27)
(arrange) to meet and then she (28) (tell) me the story of her
life. She said that after leaving school, she (29) (go) to America
and had married a man she had met there. They (30) (live)
together happily for several years until her husband (31) (kill) in a car crash, she (32) (be) injured in the crash and her hair (33) (turn) grey overnight. After that she (34) (return) to London but (35) (have to) take the first job she could find.
I (36) (see) her several times since then. I want to do everything I can to help her. it was a terrible shock at first to see how much
she (37) (change) but now we (38) (become) close friends again and can be together.
Articles Describing and narrai:
Gloria gives us a lot of information about herself and Eugenia. Find the paragraph in which she tells us the following and write the correc t paragraph number in the space, as in the example .
a how she lost contac t with E u g e n i a ..J....
b how she m e t her again
c how she feels abou t her now
d wha t E u g e n i a was like at school
e wha t she looked like at school
f wha t she used to do at school
g wha t she does now
h wha t she looks like now
i wha t she was doing in t he years be tween
j w h e r e Glor ia first m e t her
k why Eugen ia has changed
7 W h a t do you think is the m o s t important point in the story? Why? H o w d o e s Gloria emphasise it?
Look at the pictures of the man and the w o m a n and w o r k with another m e m b e r of the class to n o t e d o w n h o w they have changed physically in the course of thirty years.
W r i t e an article with the main narrative t ense in the past about the changes you not iced in s o m e o n e you saw again not long ago but had not seen for a long t ime. The person may be s o m e o n e you know or a famous person you saw in real life or on TV (not an actor/actress playing different parts).
Follow this plan of four stages (though there may be more than four paragraphs):
1 Introduction, indicating how you first saw the person
2 Description of what they used to look like If you knew them, what they were like; if you write about a famous person, say what impression they gave you.
3 Description of what they looked like when you saw them again, what they were like, or the impression they gave
4 Say how and why you think they had changed, and how you felt about the changes.
Articles aking sides
Read the quest ion and the article b e l o w and c o m p l e t e the exerc ises that follow.
The following c o m m e n t s w e r e made during a public discussion, held at your t o w n hall. The discussion was about the freedom of the press. You have been asked to write an article for the local newspaper responding to the c o m m e n t s and giving your o w n opinion.
Journalists have a
responsibility to the public
to investigate a story and
uncover the real facts - no
matter who they upset.
î/fou can't
denij that a aood
dal ielli
They are encouraged to invade peoples privacy
by shameless celebrities who want press
coverage at any cost.
5 can newipaperi
\ey snoui
ashamedof
tfiemsefvesl T'hey
have no respect for
an individuals
privacy!
Journalists are fierce in defence of the freedom of the press but KEITH HUNTER asks
Whose freedom? Theirs or ours? E v e r y t i m e t h e r e i s a n o u t c r y a g a i n s t t h e
excesses of the popular press and they are threatened
with some kind of sanction, usually no more than the
responsibility to print an apology where no one will
notice it, editors and newspaper owners take refuge
in the sacred concept of ' the freedom of the press '
and warn against the evils of censorship. They argue
tha t i t is the i r duty to invade p e o p l e ' s privacy, in
effect to deprive them of their freedom to live their
own l ives in p e a c e , b e c a u s e i t i s ' i n t h e p u b l i c
interest. '
N o o n e w h o be l i eves i n d e m o c r a c y a n d t h e
freedom of speech wants newspapers to be silenced if
they are genuinely engaged in exposing corruption in
high places. In the newspapers ' defence, it can also be
a r g u e d t h a t m a n y f i g u r e s i n t h e p u b l i c eye a r e
desperate for almost any kind of publicity. Some of
them seem to have no higher aim in life than a vague
d e s i r e t o f e a t u r e i n m a g a z i n e s , p o s i n g for
p h o t o g r a p h s or r ecoun t ing the in t ima te detai ls of
their lives in interviews.
Those who create news stories with sensational
headlines, however, - the photographers who pursue
the famous on motor cycles, the journalists who bribe
t h e i r s e r v a n t s t o d i s c l o s e t h e s e c r e t s o f t h e i r
employers ' private lives, the editors who send armies
of employees with microphones and tape recorders to
the h o m e of anyone , rich or poor , whose relat ives
have died tragically - have a very clear aim in life. For
them the freedom of the press is really the freedom to
make money out of other people 's shame and misery.
M o s t o f u s w o u l d b e r e l u c t a n t t o i m p o s e
censorship on the press but would like to put a stop to
their intrusion into people ' s private lives. Not long
ago the re was a play on TV that suggested a nea t
solution. A Member of Parliament proposed that if a
newspaper published an untrue story about someone,
he would be given the same amount of space in the
newspape r to wri te a story about the journal i s t or
editor, t rue or false. I wonder how they would react if
similar lies and half-truths about their own private
lives and those of their families were published 'in the
public interest '!
If you write an article where you are strongly in favour of
something or against it, remember that others may have
different opinions. It is more effective to mention them and
then show they are wrong than not to mention them at all.
Taking sides Articles
2 C h o o s e the s en tence , a or b, that best describes what the wri ter is saying in each paragraph. Then read the correc t s e n t e n c e s t o g e t h e r to summarise the argument.
Paragraph 1 a Editors are right to defend the freedom of the press when they are criticised.
b Editors use the popular belief in the freedom of the press to justify their invasion of
people 's privacy.
Paragraph 2 a No one wants censorship for political reasons and it is t rue that many well-known figures
seek publicity at all costs. b Newspapers have a duty to expose corruption and have to publish stories about
well-known figures if they are required to.
Paragraph 3 a So newspapers work hard to find out the facts of the cases they investigate.
b But newspapers only investigate stories about people 's private lives to make money out
of them.
Paragraph 4 a Newspapers should be censored if they tell lies.
b Newspaper staff should be subjected to the same t reatment as their victims if they tell lies.
In which paragraphs is the wri ter following the technique suggested in the tip on the oppos i t e page?
3 The wri ter tries to influence the reader with his cho ice of words . A n s w e r the quest ions b e l o w to understand m o r e about this.
a F ind words or phrases in t he first two p a r a g r a p h s tha t suggest t he following:
The press
1 go too far in pursu ing news stories .
2 a re no t really sorry for wha t they do .
3 a re hypocri t ical in the i r defence of the i r act ions.
4 upse t peop le ' s lives.
Many well-known people
5 will do anything to be not iced .
6 have no ser ious a im in life.
7 invite t he invasion of the i r privacy.
b W h a t is the effect of subst i tut ing these words for those t he wri ter uses: follow (pursue ) , pay (br ibe) , in format ion (secrets) , n u m b e r s (a rmies ) , u n h a p p i n e s s (misery)?
c Which of these words is obviously an exaggera t ion bu t effective because it also implies aggression?
Articles S!
Taking sides
4 Based on the compos i t ion and the tip on page 10, put the paragraph plan b e l o w into the correc t order.
a Say why you disagree with these a r g u m e n t s a n d d is regard t h e m because those you suppor t a re m o r e impor tan t . Give examples .
b R e a c h a conclusion, summar i s ing your persona l opin ion in two or t h r ee sentences .
c Th ink of o n e or two ideas for the o the r side of the issue and say wha t sort of p e o p l e a re likely to suppor t t hem.
d I n t roduce the subject in genera l t e rms . Do no t reach a conclusion immedia te ly t hough you can suggest which side you a re on.
Look at this quest ion and then put the paragraph n o t e s b e l o w into the correc t order according to the plan in exercise 4. Can you think of a suitable title?
You heard the following c o m m e n t s about vivisection while you attended a debate on the subject at col lege recently. You have decided to write an article for publication in the col lege magazine responding to t h e s e c o m m e n t s and giving your o w n opinion.
So manu
once ^atal diseases
are now curable an
its all thanhs to
research, carried out
on anima
d
Under no
circumstances should
animals be used in laboratory
experiments. Animals feel
pain and shouldn't be made
to suffer in this way.
ils.
'Medicalresearch
is acceytahie, hut
using animahsjor
cosmetic testing is
intoferahfe.
There is no justification for
vivisection: animals have rights too.
Q0Q(?Q<?QQ0Q Scientists - must carry out research on someone/something - better
animals than humans. 1000s lives saved through medical breakthroughs
- only possible because of experiments on animals. Humans are higher
life form than animals - using animals justified.
Conflict surrounding use of animals in labs - nothing new. Laws brought
in - ban some experimentation. Extend law to cover ALL experiments?
Medical research to save lives OK if NO other way of doing research
possible. Cosmetic research not acceptable - total ban.
Animal rights activists all forms banned no justification.
Pain/Suffering extreme. Humans - no right to treat animals like this.
Alternative methods must be found, Some research done for cosmetic
reasons only!
Taking sides Articles 2 i 6 C h o o s e o n e of the quest ions b e l o w and write your article using the paragraph plan oppos i te . Don't forget to
think of a title.
You belong to a debating soc ie ty and overheard these c o m m e n t s at a recent debate . The debate w a s about w h e t h e r capital punishment should be restored for s o m e crimes. You feel strongly about the issue and have decided to wri te an article for your local newspaper responding to the c o m m e n t s and giving your o w n opinion.
An eye for an eye,
a tooth for- a tooth!
^Jabln
anotlier perion-'i
life is never riq Lt
wLatever tL
l{ the restoration of capital punishment
prevents even one murder, then its
worthwhile.
What if
someone who's
innocent is
foundguiCty?
plan in
b You live in a small t o w n s o m e of w h o s e residents are becoming increasingly worr ied about sports and hobbies that harm the environment. The t o w n council held a meeting to discuss the problem and you attended. After hearing w h a t local people had to say, you decided to wri te an article for the local paper responding to the c o m m e n t s and giving your o w n opinion.
^Jlie auiet
country ianei around tL
town, are overrun witli
ijouiiii racing eir
motorlllei and creating, a
nuliance let atone
putting tL iivei oJI
otkeri In danger.
The wildlife of Granger's Lake is being terrified every
weekend by jet skie shattering the silence of this once
peaceful haven. It's a disgrace. ifl can't
ride my jet ski on the Cake, where am 1
sup-posed to go?
We live in this town too and should
be able to do what we like, where and when
we like. Were not any
laws.
13
Articles Balancing an argument
l Read the quest ion and the article b e l o w and c o m p l e t e the exerc ises that follow.
Your tu tor has s h o w n you the following extracts on the subject of computers . You have been asked to write an article for the col lege magazine entitled Computers: a dream or a nightmare? W r i t e your article taking the points raised b e l o w into considerat ion and giving your o w n opinion.
Technological progress in the world of
computers saves everyone time. At the
touch of a button, massive amounts of
information can be accessed. Furthermore,
work done on a computer can be updated
and changes can be made speedily.
Future generations will come to rely on computer technology to such a great extent that they will no longer need to learn to do things for themselves. This would appear to be acceptable, but what happens when the machines go wrong?
Computers: a dream or a nightmare? W i t h i n a few y e a r s , we h a v e
c o m e t o r e g a r d c o m p u t e r s a s a n indispensable par t of everyday life. We see them in operat ion in almost every office and they are increasingly common in the home. While this has b e e n a g r e a t a d v a n t a g e for s o m e p e o p l e b e c a u s e i t has m a d e t h e i r work easier, it has been a nightmare for others, who have had difficulty in learning new skills. In the same way, while some parents believe that their c h i l d r e n c a n l e a r n f a s t e r w i t h
computers , others worry that they will b e c o m e totally d e p e n d e n t on t hem before they have learnt to read, write and count for themselves.
On the one hand , the benefi ts computers have brought are obvious. Above all, they save space and time. Vast quanti t ies of data can be kept e c o n o m i c a l l y o n d i sk s a n d r e p r o d u c e d a t any t i m e in s t ead of filling rows of filing c a b i n e t s , and t h e r e a r e h u n d r e d s o f t i m e -c o n s u m i n g t a sks t h a t c a n now b e per formed very simply. In a minute or two , a typ is t can now ed i t a n d re type a le t ter ; in a few seconds , a bank can check how much a customer has in an account in another city.
O n the o t h e r h a n d , h o w e v e r , t h e r e a r e a l so d i s a d v a n t a g e s . C o m p u t e r s d o m a k e m i s t a k e s although they are always the result of a h u m a n e r ro r . We r ead of peop le r e c e i v i n g gas bi l ls for m i l l i o n s of p o u n d s b e c a u s e the c o m p u t e r has b e e n b a d l y p r o g r a m m e d o r a n
opera tor has pressed the wrong key. The trouble is that computers do not recognise such e r r o r s so t h e r e is a danger that the next generation may be taught to rely on them absolutely b e f o r e t h e y h a v e l e a r n t t h e ba s i c skills necessary to work out problems for themselves.
O n b a l a n c e , c o m p u t e r s a r e n e i t h e r a d r e a m n o r a n i g h t m a r e . T h e y a r e a d m i r a b l e t o o l s t h a t improve the quality of life but, like all tools, they must be used sensibly. We must never forget that human beings provided them with the information they contain so we cannot trust them unti l we know enough to recognise when it is inaccurate. In this respect, t h e g r e a t e s t r i sk c o m e s a t t h e national level; the advice given by a government compute r could lead to d i s a s t e r i f t h o s e r e s p o n s i b l e for making the decisions were t e m p t e d to take it just because it came from a m a c h i n e t h a t i s s u p p o s e d t o b e infallible.
2 The writer's approach to the subject is balanced. Study Connectors and Modifiers A3 on page 70 and underline the four w o r d s or phrases that the wri ter has used to balance his argument.
Tip 2 The writer's approach to the subject is balanced. Study Connectors and Modifiers A3 on page 70 and underline the four w o r d s or phrases that the wri ter has used to balance his argument.
Good articles of this kind do not require the use of very
complicated structures but they do require connectors to be well
used. Always check the appendix on page 70 before writing one.
Balancing an argument Articles 3 A n s w e r t h e s e quest ions.
a Which two sen tences in t he first p a r a g r a p h a re examples of t he wri ter ba lancing by using contras t . Which ph ra se does he use to show tha t he regards t he examples as equa l?
b W h a t cont ras t exists b e t w e e n p a r a g r a p h s 2 a n d 3?
c W h a t conclusion does t he wri ter r each? Is he in favour of c o m p u t e r s or against t h e m ?
d Ind ica te t he pu rpose of each pa rag raph , wri t ing t h e correct n u m b e r in t he space.
A d v a n t a g e s of c o m p u t e r s Conclus ion Disadvan tages I n t r o d u c t i o n ,
The wri ter supports general s ta tements with explanation or examples . Underline the phrases or s e n t e n c e s in the article that support t h e s e s ta tements .
a We rega rd compu te r s as an indispensable pa r t of everyday life.
b F o r some p e o p l e this has b e e n an advantage , for o the r s a n igh tmare . c C o m p u t e r s save space . d C o m p u t e r s save t ime. e C o m p u t e r s m a k e mis takes . f T h e informat ion they conta in may no t be correct .
A magazine is inviting readers to submit articles about different forms of transport. You have read the personal account b e l o w and have decided to wri te an article on the advantages and disadvantages of travelling by train. W r i t e your article responding to the points b e l o w and giving your o w n opinion.
It seems that nowadays cars and aeroplanes are much more popular forms of transport than the train, depending, of course, on whether your journey is short or long distance. But 1 remember years ago, when 1 was a young child, that travelling by train was considered the best way to go.
very
jrfoTï to be well
we writing one.
Before writing your article, look at the plan b e l o w and make s o m e notes . You can wri te four paragraphs, following the same plan as the article on computers .
a Tit le. T h i n k of a tit le for your art icle. Whi l e it is i m p o r t a n t for your art icle to have a sui table tit le, do no t spend too m u c h t ime on it.
b In t roduc t ion . Give a genera l impress ion of t he cu r ren t s i tuat ion. Do no t at this s tage give explanat ions of advantages or d isadvantages .
c Advan tages of travell ing by t ra in . List t h r ee in compar i son with cars or p lanes , and give an example or explanat ion for each, as in t he tab le .
Advantage 1 .No.traffic.jams.
2
3
Example/Explanat ion
. difficult.to. calculate. time of.. jour.ney.5..
d Disadvantages . List t h r e e d isadvantages and give an explana t ion or example , as for p a r a g r a p h 2.
Disadvantage Example/Explanat ion
1
2
3
e Conclus ion . Sum up your a rgument , giving your own opinion.
15
4 Articles
Read the quest ion below, the n o t e s oppos i t e and the article below, and c o m p l e t e the exerc ises that follow.
You belong to a soc ie ty that is c o n c e r n e d about the environment . A gues t speaker recently gave a talk to the soc ie ty on the subject of the problem of population growth which you attended. You t o o k s o m e notes and have been asked to wri te an article for the society's monthly newspaper. W r i t e your article.
Providing solutions
0 0 0 0 0 0 0 OOK^O World pop, doubled since 1950. UN predict + 5 0 % by 2050.
World's naturai resources - running out!
Impose birth confrot? - human rights/religion/tradition would not
agree (eg China)
Politicians in developing countries say developed countries use too
many resources - reduce, BUT still not a solution.
Put pressure on govts to find solution. If not = war, famine, disease!
[ Too many people, not enough earth Of all the problems the human race is responsible
for that threa ten life on Ear th , popula t ion growth is t he most ser ious . T h e world ' s popu la t ion has m o r e t h a n d o u b l e d s ince 1950 a n d t h e U n i t e d N a t i o n s predict that it will grow a further 5 0 % by 2050 to nine billion. All these additional people will require more food, more land to grow it on and more houses to live in, and will consume more raw mater ia ls to provide the basic requ i rements of everyday life. The world 's resources cannot support such an increase indefinitely.
At first sight, the solution seems simple. Experts in developed countries argue that we should impose birth control worldwide. If pa ren t s only had the chi ldren they really wanted, they say, populat ion growth would be manageable , as it is in Europe . People should be e d u c a t e d in re l iab le m e t h o d s of b i r th cont ro l , and where necessary, these should be supplied. If a birth is not desired, the pregnancy should be t e rmina ted by abortion.
H o w e v e r , t h e f a i l u r e o f c o u n t r i e s t o r e a c h agreement on problems like global warming indicates that there would be even stronger resistance if a plan of this kind were pu t into pract ice. In this case, the
opposition would be due not merely to selfish national i n t e r e s t s bu t to ind iv idua l wishes and conv ic t ion , family or tribal tradition and the powerful influence of religious authorities. In some parts of the world, large families are considered desirable and a son is regarded as e s sen t i a l . In C h i n a , w h e r e t he g o v e r n m e n t has pursued a ruthless policy of limiting families to one child, populat ion growth has only been controlled at the cost of considerable personal suffering.
Poli t icians in many developing countr ies , where the populat ion is growing much faster than in Europe , r e f u s e to a c c e p t t h a t i t i s t h e m a i n c a u s e o f environmental problems. They point out that countries like the Un i t ed States consume far m o r e than their fa i r s h a r e o f t h e w o r l d ' s r e s o u r c e s . D e v e l o p e d countries should reduce their consumption, but even if t h e y d id , t h i s w o u l d n o t p r e v e n t d i s a s t e r u n l e s s p o p u l a t i o n g rowth was b r o u g h t u n d e r con t ro l . We should put pressure on governments to find a viable s o l u t i o n . O t h e r w i s e , t h e p a i n f u l a l t e r n a t i v e will become unavoidable; the populat ion will eventually be decimated by war, famine and disease.
2 C h o o s e the best heading for each paragraph, and wri te the correc t number in the space. N o t e that t w o of the cho ices are n o t correct .
a An al ternat ive solut ion d W h y a solut ion mus t be found
b A st ra ightforward solut ion e Selfish oppos i t ion
c W h y solut ions a re no t easy f T h e size of t he p r o b l e m
3 Look at Reference section 4a and b on page 64 and Reference section I1 on page 67 and then study the use of should, would and will in the article above and underline them w h e r e they appear.
Providing solutions Articles
Read Sarah's article on the environment. C o m p l e t e it by putting the verbs in brackets in the correc t t e n s e or using should or would w h e r e necessary.
Preserving the planet for future generations
Human activity (1) (have) a devastating effect on the environment since the industrial Revolution. Factories and their products have polluted the air in cities, and the water in rivers and seas; forests (2) (be transformed) into desert by poor methods of cultivation; in our hunger for land, we (3) (invade) the natural habitat of other species, now in danger of extinction. Our activities (4) (probably increase) the temperature of the earth, bringing with it the risk of flooding, wha t (5) (we do) to resolve these problems before it is too late?
Solutions certainly exist. In general, we (6) (consume) less and recycle raw materials. In particular, we (7) (restrict) the use of cars in cities; we (8) (close) factories that pollute the air or the rivers; we (9) (protect) wildlife by banning indiscriminate hunting; and we (10) (protect) the rainforests by providing poor farmers with the means to cultivate efficiently. Above all, we (11) (try) to control population growth, which (12) (add) to the problems as fast as we take steps to resolve them.
If we could accomplish this, we (13) (preserve) the planet for future generations. But it (14) (not be) possible unless governments laid aside self-interest and (15) (agree) to co-operate. In fact, laws protecting the environment already exist in almost every country. The trouble is that they are often broken, in many countries with the consent of the rulers. Perhaps a real solution (16) (only be found) if every country in the world had an honest, democratic government.
in such circumstances we may think that there is nothing we can do as individuals to save the environment. But we can do a great deal if we are prepared to make sacrifices. We (17) (ask) ourselves if we really need to go out in the car or buy something new. And we (18) (respect) the environment at all times, we (19) (not leave) litter around the countryside or throw rubbish in rivers. We (20) (plant) trees and not cut them down.
Sarah is following the same paragraph plan that was used for the article on population growth. In paragraphs 1 , 2 and 4, circle the topic s e n t e n c e and underline the examples that support it.
Wr i t e an article in answer to the quest ion below, using the paragraph plan in exercise 2.
The extract b e l o w was taken from a letter you read in your col lege magazine. You have decided to wri te an article for the magazine responding to the letter and proposing s o m e solutions to the problem.
. . . is just not the same any more. I remember walking along
the river as a child and even swimming in it when the weather
was warm. Now, the water is stagnant and polluted and the
path along the bank is littered with rubbish.
The town centre itself has also been affected. Traffic blocks
the roads and the poor pedestrians are choked with exhaust
fumes. It really is time that something was done to save our
town and the surrounding countryside before it's too late.
If you answer a problem-solving question, do not make vague general statements that you cannot support. Make use of any facts that you know to be true from whatyou have experienced or read. Take account of opposition to any solution you propose and bear in mind that there is probably no simple answer to the question.
Letters Complaining
Sheila Donaldson is annoyed about the way in which people behave in the park near her house . Read her letter to the secretary of the local ne ighbourhood watch s c h e m e and c o m p l e t e the exerc ise that fol lows.
Dear Anne,
I'm writing on behalf of my family and my neighbours to ask you if you would mind writing to the council about Russell Park. We are fed up because,
as you know, we've written to them several times to protest but they still haven't done anything.
The real problem is that there aren't any walls or fences round the park and
young people bang around inside at night shouting and laughing so loudly that we can't sleep. Some of them are vandals and have broken the swings that the children play on and trampled all over the flowerbeds.
There is also a problem with tramps - New Age Travellers as they are called
these days - sleeping on the benches at night. So every morning the park
looks a mess with paper and beer cans lying about. The council ought to send people round to clear up every day, instead of once a week.
Really these are just signs of bigger social problems that the council should
try to tackle. They ought to provide a shelter for the homeless and teach the vandals a lesson by enforcing the laws that l suppose exist.
We would really be very grateful if you could write on our behalf - maybe your letter would carry more weight and get some results. I'll see you at our meeting next month.
Best regards,
Sheila Donaldson I n t h e lamination, you are not required to write addresses on your letters.
2 Dec ide w h e t h e r the following s ta tements are true or false. Underline the phrases in the letter that justify your answers.
T F
a This is the first t ime Sheila has compla ined .
She is complaining about young people because they:
b cl imb over the walls r o u n d the park .
c m a k e a noise in the pa rk at night.
d have des t royed instal lat ions in t he play area .
She is complaining about New Age Travellers because:
e they s leep in the pa rk dur ing the day.
f c rea te lit ter.
She thinks the council should:
g send p e o p l e r o u n d to clean the pa rk once a week.
h p rovide a c c o m m o d a t i o n for N e w A g e Travel lers .
i pass laws to control vandals .
j punish vandals by enforcing the p resen t laws.
18
Letters Complaining
Read Anne's letter to the council, writ ten in formal language, and c o m p l e t e the exercise that fol lows.
Dear Sir/Madam,
I am writing on behalf of my neighbours in the vicinity of Russell Park to express our annoyance that in spite of repeated protests, nothing has been done to improve the situation there.
The problem stems in part from the fact that there are no walls or fences round the park and young people remain there at night making so much noise that it keeps everyone awake. A number of them are vandals who have broken the swings in the children's play park and destroyed the flowerbeds.
Apart from that, the park is used as a refuge at night by New Age Travellers sleeping on benches, with the result that every morning the area is covered with litter. In our view, the park should be cleaned every day, instead of once a week.
We are aware that the real solution lies in dealing with more general social problems affecting society. However, we consider that action should be taken to provide a shelter for homeless people and that if laws exist to prevent young people from vandalising the park, they should be enforced.
We look forward to hearing from you, jQ W£KtKtBBKS& Yours faithfully, Two ways in which formal and
_ . informal language are different y-\nne DanKs a r e m a t w e ^ 0 n o t u s e s f o o r i
Anne Banks ^ o r m s < " e g > I v e ) f o r m a l l e t t e r s
and we often use passive forms rather than active (eg, nothing
-zz< at the sentences below, taken from Sheila's letter. Find and underline the equivalent sentences in Anne's letter. \ c : e the way the phraseology changes depending on whether the style of writing is formal or semi-formal.
a We 've wr i t ten several t imes to p ro tes t bu t they still haven ' t d o n e anything.
h Y o u n g peop le hang a r o u n d inside at night shout ing and laughing so loudly tha t we can ' t s leep.
c Some of t h e m are vandals and have b r o k e n the swings that the chi ldren play on.
d The pa rk looks a mess with p a p e r and bee r cans lying about .
e The council ought to send peop le r o u n d to clear up .
f They o u g h t to t each t h e vanda ls a lesson by enforcing the laws tha t I suppose exist.
Read the question and the notes b e l o w and wri te your letter, using Anne's letter as a model for form and style.
You attended a residents' m e e t i n g r e c e n t l y w h i c h w a s held to d iscuss t h e problems with a football ground near your house . You heard the complaints be low at the meet ing and have decided to write to the counci l on behalf of y o u r n e i g h b o u r s t o ask t h e m t o t a k e a c t i o n t o improve the situation.
% \ s \ s \ \ \ \ \ \ They make so much noise - no games late at night!
Keep rival fans_apart! Stop the fighting! Police should escort visiting supporters to and from the ground.
Don't let them park their cars on the pavement! Tow them away!
Buses and coaches in the club car parkl Stop people throwing
stones at visiting teams! •_
Letters Giving information
Read the quest ion b e l o w and Tom Aldridge's letter, and c o m p l e t e the exerc ises that follow.
TrZu^T 1 t 3 k i n f P a r t i n
u
a n
L
e x c h a n S e Programme with s tudents from abroad and has dec ided t o produce a w e l c o m e letter wh,ch students will receive on arrival. The edi tor has asked y o u t c w r i t e a w e l c o m e letter g.vmg information on col lege facilities, describing places of part cu ar interest: hT he area as well as mentioning special events which will take place during their stay
Dear Visitor
(!) Welford College of Educat ion, I would like to welcome you to
our college, and I hope that you have a pleasant stay during the Student Exchange Programme. The
information which follows is intended to help make your stay more pleasurable.
College Facilities
The Main Library is open from 8 am - 10 pm on weekdays and from 10 am - 7 pm at the weekend.
Books may be borrowed for a one-week period, with the exception of books in the Reference Library
(Anderson Building), which must not be removed under any circumstances.
The Halls of Residence provide half-board accommodation, so lunch can be bought at the college
canteen (Main Building), or the Students ' Union, or off campus itself. (2) ,
however, that the college is some distance from town (20 minutes by bus) so students should ensure
they have sufficient t ime between lessons if they want to leave campus.
A map of the campus can be found on the noticeboard situated in the entrance to the Main Building.
Fur ther information regarding lessons, extra activities, etc can also be found there, while the
noticeboard outside the Students ' Union is the best place to find out about upcoming social events.
Places of Interest
The town itself has lots to offer. With its tiny streets and winding alleys, it is a great place to buy
souvenirs. The Art Gallery and the Natural History Museum are situated in the town centre.
Special Events
As part of the National Students ' Council Arts Festival, the college has organised a week of concerts
to be held in the Students ' Union from 15th May. Programmes and tickets (3)
members of the Enter ta inment Commit tee .
A quiz night (4) 25th May. This is a charity event; all proceeds will
go to the local children's hospital. Students interested in taking part should contact Sarah on the
Enter ta inment Commit tee .
We hope that this information (5) and that you enjoy your stay.
Please (6) the College Secretary should you require further
information.
Yours sincerely
Tom Aldridge
Student Counsellor
Giving information Letters
Read Tom's letter again and fill in the gaps with the phrases below.
are available from
is being held on
do not hesitate to contact
it should be noted
will be helpful
on behalf of
The quest ion stated that the wri ter should give information on col lege facilities, describe places of particul; nterest in the area as well as ment ion special events which will take place during their stay. C o m p l e t e the
chart with the things the wri ter ment ions on each of the topics .
College facilities Places of particular interest Special events
WÊÊ \~~~ III ^ ipPI ! 5 • I 5 • I
Look again at the letter and answer the following quest ions .
Why does t he wri ter men t ion :
a the Refe rence Library?
It is very important that letters giving information do not sound like long lists. The information will sound more realistic if there is a reason for giving the information.
b the Hal ls of R e s i d e n c e ?
c the fact tha t the college is some dis tance from town?
d the no t iceboards?
e the Nat ional S tuden t s ' Counci l Ar t s Festival?
f the local chi ldren 's hospi ta l?
6 Letters Giving information
5 The following table summarises all the information given in Tom's letter. C o m p l e t e the table with the
w o r d s and phrases below.
A r t Gallery charity
Halls of Residence
upcoming social events
enough time Entertainment Committee
off campus Reference Library
I week borrowing 15th May
C o l l e g e facil it ies
P laces o f i n t e r e s t
town
Spec ia l e v e n t s
library Main L ibrary - 8 - 1 0 w e e k d a y s , 1 0 - 7 w e e k e n d s -
- A n d e r s o n Bui ld ing - no b o r r o w i n g a l l owed
lunch - half board on ly ; no lunch
can teen - Ma in Bui ld ing
S tuden ts ' Un ion
co l lege 20 m i n s f r o m t o w n - ?
noticeboards Main Bui ld ing - m a p of c a m p u s - info l e ssons / act iv i t ies
S tuden ts ' Un ion -
souven i rs
Nat ional H is tory M u s e u m
week of concerts Nat ional S tuden ts ' Counc i l Ar ts Festival
S tuden ts ' Un ion
p r o g r a m m e s and t i cke ts -
quiz night 25 th M a y
- p roceeds to loca l hospi ta l
in terested? - Sarah , Enter ta inment C o m m i t t e e
Recommended
