New Fowler - Proficiency - Writing Skills 2
Short Description
Writing Skills...
Description
A
NEW.
FOWLER PROFICIENCY
WRITING ^ S K ILLS
Introduction
INTRODUCTION New Fowler Proficiency Writing Skills
2
is t h e
second
part
of a t w o - p a r t c o u r s e which aims to teach the t e c h n i q u e s s t u d e n t s r e q u i r e t o a t t e m p t any o f t h e variations among the six forms of writing task s e t in the revised Cambridge Proficiency examination. Approximately ten per cent of t h e material in Writing Skills has b e e n r e v i s e d f o r this b o o k . All t h e o t h e r material in this book is new. Each of the twenty units c o n s i s t s of f o u r - p a g e s , w h i c h s h o u l d , under normal c i r c u m s t a n c e s , be c o m p l e t e d in t w o l e s s o n s , with a writing task to be done later in approximately o n e hour, the time allowed for it in the examination.
For t h o s e c a n d i d a t e s w h o have s t u d i e d o n e o f t h e three set texts, Question 5 consists of three q u e s t i o n s , o n e for each o f t h e s e t t e x t s . Candidates are required t o w r i t e o n e o f t h e following: an an
article essay
a
letter
a
review
a
report
T h e t i m e limit (2 hours) and length of writing tasks ( 3 0 0 - 3 5 0 w o r d s ) remain unchanged. T e a c h i n g w r i t i n g skills
The changes in the examination The biggest change in the writing paper of the revised Cambridge Proficiency examination is that it n o w has t w o parts, as do FCE and CAE. P a r t I c o n s i s t s of a c o m p u l s o r y q u e s t i o n comprising i n s t r u c t i o n s and a t e x t or t e x t s w h i c h p r o v i d e candidates with a clear c o n t e x t . T h e r e is always m o r e than o n e p o i n t to a d d r e s s in this q u e s t i o n , and candidates should learn to identify t h e s e points and ensure that they c o v e r t h e m w h e n writing. The q u e s t i o n is discursive, and candidates are e x p e c t e d to w r i t e o n e o f t h e following: an an a a
article essay
an a
Doing justice to oneself in an examination
letter proposal
In P a r t 2, candidates choose one question comprising instructions which give candidates guidance to t h e c o n t e x t . In o r d e r to be successful in Part 2, candidates should be c o m p e t e n t at narrating, analysing, h y p o t h e s i s i n g , d e s c r i b i n g , giving r e a s o n s , persuading, judging priorities, evaluating, making recommendations, giving information and summarising. Candidates are e x p e c t e d t o w r i t e o n e of t h e following, from a c h o i c e of t h r e e :
a
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 a r e n o t t h e o n l y considerations to be taken into account; organisation and the relevance of the answer to the task are at least equally important. Different writing tasks require 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 t e c h n i q u e s can be taught effectively t h r o u g h m o d e l s written within the capacity of a g o o d student that can be analysed, imitated and practised. T h e s e models are supported with revision of t h e necessary grammatical structures and lexical items by means of accompanying exercises and the reference section and the appendix at t h e end.
article letter proposal
a
review
a
report
T h e Proficiency examination requires a considerably m o r e sophisticated use of English than First Certificate and t h e difference b e t w e e n t h e s e t w o levels is often underestimated by students. The difference, however, is n o t s o m u c h a m a t t e r o f 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 vocabulary as of providing a n a n s w e r r e l e v a n t t o t h e q u e s t i o n , well organised in g o o d , clear sentences and paragraphs. The range of q u e s t i o n s o p e n to the e x a m i n e r is considerable, as indicated by the contents pages of this book, but learning the right technique to deal with each is half t h e battle. T h e r e f o r e , 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 s t u d e n t s taking t h e exam to realise their full potential.
3
1
Contents
UNIT
PART
TECHNIQUE
MODELS S E C T I O N
!
2
Describing
REVISION
PAGE
1: A R T I C L E S
My working day
Adverbs of frequency
A working day in the life of a florist
6
Prepositions of time Tenses
2
2
Describing and narrating
A key moment in my childhood
Past & Perfect Tenses
10
Indirect Speech
3
4
1
1
Discussing an issue
Responding to generalisations
Should mothers go out to work?
Crime: genes or upbringing?
S E C T I O N
S
2
Describing
2:
Passive Voice: impersonal structures
14
Compound Adjectives
18
L E T T E R S
Teacher of the Year
Adjectives
22
Connectors and modifiers:
26
The most unpleasant person 1 have ever met
6
1
Giving opinions
The aims of education
developing an argument
7
2
Complaining
A letter of complaint to an airline
Indirect Speech
30
Conditionals Should
8
2
Applying for a job
Voluntary summer job
hypothetical
would
34
Student conference
S E C T I O N
9
1
Expressing opinions
3:
E S S A Y S
The future of entertainment
Tenses
38
Inversion 1§
4
1
Comparing
Films vs Books
Comparison
42
UNIT
PART
TECHNIQUE
MODELS S E C T I O N
2
Applying for funds
REVISION 4 :
PAGE
P R O P O S A L S
Keeping a museum open
Connectors and modifiers:
46
Clauses of Reason
12
2
Assessing choices
The Opera House: renovation
Formal language
50
or demolition?
10
2
Evaluating a situation
Traffic problem in town centre
2
Giving reasons
Promoting a new snack
14
54
Connectors and modifiers:
58
Clauses of Reason
18
S E C T I O N
5 :
R E V I E W S
Reviewing a festival
The Edinburgh Festival
Gerunds and infinitives
62
Reviewing a holiday
A weekend break in Venice
Participle clauses
66
Reviewing a magazine
National
Connectors and modifiers:
70
22
2
Geographic
developing an argument
26
S E C T I O N
Discussing the findings of a survey
30
6 :
R E P O R T S
Maintown residents' opinions on how best to spend a donation
Quantifiers
74
Passive Voice: impersonal and personal structures
Providing solutions
Threatened closure of The Catherine Wheel
34
2
Evaluating
78
restaurant
Mr Quick Dry Cleaner's Travel the
Indirect Speech
82
World game
Reference section
86
Appendix
94
CPE Writing S h e e t s
96
38
42
1
Articles
Describing
WmÊHmmMm
Before reading t h e question and article below, l o o k at Reference section 3 o n page 8 6 and c o m p l e t e this e x e r c i s e . Put t h e adverb in brackets in t h e m o s t suitable place in t h e s e n t e n c e .
2
a
I get up at seven o'clock, (usually)
b
My first a p p o i n t m e n t is at 8.45. (generally)
c
I d o n ' t h a v e t i m e to r e a d t h e p a p e r after breakfast, (often)
d
I have k e p t up with t h e latest r e s e a r c h , (always)
e
I have h a d to go o u t in t h e m i d d l e of t h e night, ( s o m e t i m e s )
N o w read t h e q u e s t i o n and t h e article b e l o w and t h e n do t h e e x e r c i s e s that follow. You live and w o r k locally. T h e c a r e e r s office In t h e t o w n publishes a m o n t h l y magazine for s t u d e n t s . T h e magazine has invited local business p e o p l e , d o c t o r s , t e a c h e r s , e t c to w r i t e articles describing their w o r k i n g day. You have d e c i d e d to w r i t e an article for t h e magazine describing y o u r normal w o r k i n g day.
My working day M o s t G P s t h e s e d a y s b e l o n g , as I d o , to a m e d i c a l p r a c t i c e s h a r e d with four o t h e r d o c t o r s . This has the advantage of o u r being able to employ two n u r s e s a n d two s e c r e t a r i e s . U n l i k e t h e o t h e r doctors in my practice, I am married with two young children and my husband, Michael, has a full-time job in London. Michael and I usually get up every day about six thirty and have a shower and get dressed before we wake the children. We have breakfast at 7.30 and
get the children ready for school. Fortunately, my husband passes the school on the way to the station so he d r o p s t h e m off. My first a p p o i n t m e n t is n o t u s u a l l y u n t i l 8.45 b u t t h e c h i l d r e n n e a r l y always n e e d something at the last minute so I don't often have time to read the paper after breakfast. In our practice, we ask patients to telephone for an a p p o i n t m e n t unless they are seriously ill. Most of those who come to the surgery just need a prescription for the chemist or a certificate to stay away from work. I normally finish surgery at about 11 o'clock and then start my rounds, visiting patients in their homes. With luck, I am h o m e for lunch by 1.00, a n d h a v e t i m e t o r e a d o n e o f t h e m e d i c a l journals before the children come h o m e from school at about 3.30.1 have always tried to keep up with the latest research. T h e c h i l d r e n have lunch at school, b u t I am always t h e r e w h e n they arrive h o m e and can give t h e m some tea and get dinner ready for my husband b e f o r e I r e t u r n for t h e e v e n i n g s u r g e r y a t six. Michael gets h o m e before then so I never have to leave t h e m a l o n e . I am n o r m a l l y h o m e again by 8.30. when the children go to bed, and by then t h e working day is generally over. We don't often go out in the evenings because I feel t o o tired but I have sometimes had to get up and go out in the middle of the night to answer an emergency call from one of my patients.
!
Articles
3
Underline all t h e adverbs of frequency in t h e article. 6.30
4
C o m p l e t e t h e diary page for t h e d o c t o r in n o t e form, indicating w h a t s h e d o e s at different t i m e s of t h e day, as in t h e e x a m p l e .
aei
up
7.30 8.45 11.00 1.00 3.30 6.00 8.30
5
L o o k at Reference sections 13 and 14 o n page 9 0 and c o m p l e t e t h e s h o r t article b e l o w with t h e p r e p o s i t i o n s provided. You will have to use s o m e of t h e m m o r e than o n c e .
at
on
in
My working day l w o r k as a porter (1)
t h e G r a n d Hotel (2)
Grippon Road. My w o r k i n g d a y
s t a r t s very early as l have to be at w o r k by 7 am to t a k e over f r o m t h e night porter. My a\arm clock w a k e s me up (3)
5.30 am, so I h a v e t i m e for a s h o w e r a n d a
good b r e a k f a s t b e f o r e l leave t h e house (4)
6.30 a m . The hotel is a 15-
minute bus ride a w a y a n d I generally bay a p a p e r to r e a d on t h e j o u r n e y . My j o b is quite interesting as I g e t to m e e t plenty of d i f f e r e n t people; some of t h e m a r e friendly a n d s o m e t i m e s give u s good tips, w h e r e a s o t h e r s c a n b e quite r u d e a n d t r e a t us like s e r v a n t s . Most g u e s t s leave (5)
t h e morning, so l
am k e p t busy bringing their luggage down to reception while they check out. Then t h e r e is usually a quiet period (6) (7)
the
early
afternoon
As t h e Grand Hotel is (8)
lunchtime b e f o r e things g e t busy a g a i n when
the
new
guests
arrive.
t h e city c e n t r e , a lot of t o u r i s t s s t a y with us.
Sometimes t w o c o a c h e s will a r r i v e full of visitors, which a l w a y s m a k e s my j o b m o r e tiring. Another busy t i m e is (9)
New Year, when lots of people s t a y
o v e r n i g h t in t h e city to go to a show, t a k e in t h e sights or go shopping in t h e sales for b a r g a i n s . My shift finishes (10)
3 pm when a n o t h e r p o r t e r t a k e s over. I am lucky t h a t I still
have t h e best p a r t of the a f t e r n o o n f r e e to run a few errands or have a walk (11) t h e p a r k before going home to my family (12)
t h e evening.
1
1 6
Articles
Describing
Look at t h e question below. In w h a t way is it different from t h e q u e s t i o n on page 6?
Your c o l l e g e magazine has d e c i d e d t o run a feature entitled A working day in the life of... . Students have b e e n asked t o w r i t e articles a b o u t p e o p l e w h o d o different jobs. W r i t e a n article describing t h e w o r k i n g day of s o m e o n e y o u k n o w w h o s e job y o u think o t h e r s t u d e n t s w o u l d be i n t e r e s t e d in finding o u t m o r e about.
L o o k at Reference section 1 8 a and c o n pages 91 and 9 2 and t h e n read t h e article below. C o m p l e t e t h e s p a c e s with t h e c o r r e c t form of t h e verb in brackets.
A working day in the life of a florist P e o p l e a r e often s u r p r i s e d w h e n I tell t h e m t h a t my m o t h e r is a freelance florist. It's q u i t e an u n u s u a l j o b a n d is c e r t a i n l y v a r i e d . My m o t h e r (1) (be) lucky e n o u g h to w o r k from h o m e , so she (2) (not h a v e ) a flower s h o p to r u n . She (3) (arrange) flowers for w e d d i n g s , p a r t i e s , b i r t h d a y s , a n n i v e r s a r i e s a n d o t h e r o c c a s i o n s . A l t h o u g h s h e (4) (put) a small a d v e r t i s e m e n t in a local p a p e r , m o s t of h e r c o m m i s s i o n s so far (5) (come) by w o r d of m o u t h ; w h e n people are pleased with s o m e o n e ' s work, they are quick to r e c o m m e n d t h e m to others. A typical w o r k i n g d a y for my m o t h e r (6) (often start) v e r y early, especially if it is a d a y w h e n s h e h a s to travel to L o n d o n to t h e flower m a r k e t . This (7) (be) a h u g e m a r k e t w h e r e fresh flowers a r e sold t o florists a n d p e o p l e i n t h e t r a d e . T h e m a r k e t (8) (begin) at 6 a m , so s h e (9) ( h a v e to) get up at 4 a m t o b e s u r e o f a r r i v i n g early a n d finding w h a t s h e w a n t s . O n c e s h e (10) ( p u r c h a s e ) t h e b l o o m s a n d foliage, s h e (11) (bring) t h e m b a c k h o m e in h e r v a n . My father (12) (build) a special s h e d for h e r i n t h e b a c k g a r d e n w h e r e s h e c a n w o r k i n p e a c e . Inside s h e (13) ( h a v e ) all t h e e q u i p m e n t s h e (14) ( n e e d ) a n d p l e n t y of s p a c e for d o i n g t h e flower a r r a n g i n g . S p a c e is v e r y i m p o r t a n t b e c a u s e s h e (15) (often do) a r r a n g e m e n t s for w e d d i n g s a n d (16) ( s o m e t i m e s n e e d ) t o m a k e u p t o t w e n t y o r thirty t a b l e d e c o r a t i o n s . O n s o m e d a y s s h e (17) (spend) the morning and the afternoon arranging flowers. S h e (18) ( a l w a y s listen) t o classical m u s i c w h i l e s h e ' s a r r a n g i n g a s s h e s a y s i t h e l p s give h e r i n s p i r a t i o n . O t h e r d a y s , w h e n s h e (19) (not h a v e ) a n y a r r a n g i n g to d o , s h e (20) (visit) p o t e n t i a l clients to d i s c u s s their r e q u i r e m e n t s or s h e m a y go s h o p p i n g for s u p p l i e s s u c h as ribbons, b a s k e t s , c o n t a i n e r s a n d so o n . If b u s i n e s s is q u i e t , s h e c a n s p e n d t h e d a y w i t h h e r family o r c a t c h u p o n h o u s e w o r k . I t h i n k m y m o t h e r i s f o r t u n a t e t o h a v e a j o b s h e loves a n d o n e w h e r e s h e c a n a r r a n g e h e r w o r k i n g t i m e t o suit h e r a n d h e r family's n e e d s . I h o p e t o b e able t o d o t h e s a m e w h e n I start w o r k .
Desct
8
C h o o s e o n e of t h e q u e s t i o n s b e l o w and w r i t e an article. a
b
Your local n e w s p a p e r has a s e c t i o n for t e e n a g e r s w h o are thinking a b o u t w h a t c a r e e r to f o l l o w w h e n t h e y are older. T h e n e w s p a p e r has invited local p e o p l e to w r i t e articles describing their typical w o r k i n g day. You have d e c i d e d to w r i t e an article for t h e newspaper.
Your t e a c h e r has asked y o u to w r i t e an article describing t h e daily routine of a policeman, a taxi driver or a teacher. W r i t e y o u r article.
You can prepare for either task by doing t h e e x e r c i s e below. D r a w up a diary reference like t h e o n e y o u did for t h e d o c t o r on page 7. Think of t h e a n s w e r s to t h e s e questions: •
W h a t t i m e d o e s t h e p e r s o n get u p ?
•
W h a t t i m e d o e s h e / s h e h a v e b r e a k f a s t , lunch, d i n n e r ?
•
W h a t t i m e d o e s h e / s h e leave t h e h o u s e t o g o t o w o r k ?
•
W h a t t i m e d o e s he/she start a n d finish w o r k ?
If you w r i t e a b o u t p e o p l e w h o do n o t w o r k regular hours, think of h o w their w o r k i n g day is different. Do they w o r k in t h e mornings, t h e a f t e r n o o n s , at night? Do they do shift work? Is each w o r k i n g day different?
6.00
2.00
7.00
3.00
Make sure you have understood whether the question requires an article in the first person or the third person singular before you start writing. Check your tenses carefully.
HH^ 4 . 0 0
9.00
5.00
10.00
6.00
11.00
7.00
12.00 1.00
H
@
8.00 9.00
9
Articles
I
Describing and narrating
Read t h e q u e s t i o n and t h e article b e l o w and c o m p l e t e t h e e x e r c i s e s that follow. A Sunday n e w s p a p e r has invited r e a d e r s to s e n d in articles for their s e r i e s on childhood. Readers are invited t o w r i t e an article entitled A key m o m e n t in my childhood. W r i t e y o u r article describing an i m p o r t a n t c h i l d h o o d e x p e r i e n c e and say h o w it affected y o u r character.
A key moment in my childhood T h i s i n c i d e n t o c c u r r e d (1) I was a b o u t t e n years old, just after t h e w a r . I had spent the war years in the country but when it was over my parents returned to L o n d o n a n d I f o u n d myself a s t r a n g e r in a class of 40 boys in a s t a t e p r i m a r y school. I h a d h a d advantages most of the boys had lacked. T h e r e were plenty of books in the house and my parents had encouraged me to read. T h e teacher in this L o n d o n s c h o o l , a m a n called J o n e s , (2) found that w h e n he asked the class a q u e s t i o n , I w a s t h e first to p u t up my h a n d and (3) knew the answer. Because of this, he started calling me ' P r o f e s s o r ' a n d t h o u g h I w a s n o t trying t o s h o w off, a lot of t h e boys obviously t h o u g h t of me as 'The Teacher's Pet'. (4) Mr J o n e s asked a q u e s t i o n a n d several boys failed to a n s w e r it b e f o r e he t u r n e d to m e . (5) I got t h e a n s w e r hopelessly w r o n g a n d h e w a s s o u s e d t o relying o n m e t h a t h e w a s irritated. ' N o , d o n ' t b e silly, Professor,' h e said. (6) l a t e r , t h e bell r a n g a n d w h e n I w e n t d o w n to t h e p l a y g r o u n d , a
g r o u p of my c l a s s m a t e s followed m e . I tried to ignore t h e m but they gathered r o u n d me, l a u g h i n g a n d j e e r i n g a n d calling m e n a m e s . (7) a boy I hardly knew pushed his way t h r o u g h t h e g r o u p , s t o o d b e s i d e m e , a n d t u r n e d t o face t h e m . H i s n a m e w a s I a n Scott a n d I c a n still s e e h i m clearly. He h a d fair h a i r a n d b r i g h t b l u e e y e s , a n d a l w a y s wore a r e d jersey. ' W h a t are you laughing a t ? ' h e d e m a n d e d . ' N o n e o f y o u ever k n o w the answer and he just got one question w r o n g , just o n e ! ' H e p u t his h a n d o n m y s h o u l d e r a n d t h e c r o w d fell silent, a n d (8) dispersed. T h a t incident t a u g h t m e two things t h a t I h a v e always r e m e m b e r e d . O n e is t h a t m o s t of us envy those w h o a r e m o r e successful t h a n w e a r e , a n d i t d o e s n o t t a k e very m u c h for a g r o u p of o r d i n a r y p e o p l e to t u r n i n t o a mob, eager to humiliate them. The other is t h a t o n e b r a v e m a n o r w o m a n willing t o face such a m o b can m a k e t h e m a s h a m e d of t h e m s e l v e s a n d b r i n g t h e m to t h e i r senses. I h a v e f o u n d t h a t as t r u e in politics as it was in the playground.
Describing and narrating 2
T h e w r i t e r u s e s a variety of t i m e e x p r e s s i o n s to e n s u r e that t h e reader k n o w s t h e o r d e r in which t h e main e v e n t s occur. Read t h e article again and fill t h e gaps using t h e w o r d s b e l o w .
a few minutes then
3
4
5
Articles
one day this time
soon usually
suddenly when
Answer these questions.
a
W h y did t h e writer n o t k n o w any of his c l a s s m a t e s ?
b
I n w h a t way w a s t h e w r i t e r privileged i n c o m p a r i s o n t o t h e o t h e r boys a t s c h o o l ?
c
W h y w a s t h e writer k n o w n as ' P r o f e s s o r " '
d
W h y did t h e boys m a k e fun of t h e w r i t e r in t h e p l a y g r o u n d ?
e
W h a t did this i n c i d e n t t e a c h t h e w r i t e r ?
In t h e article t h e w r i t e r u s e s t h e past simple, t h e past perfect and t h e p r e s e n t perfect t e n s e s . L o o k at Reference section 18c and e o n page 9 2 and underline all t h e e x a m p l e s y o u can find of t h e past perfect and p r e s e n t perfect t e n s e s . T h e n d e c i d e which o f t h e t h r e e t e n s e s a b o v e t h e w r i t e r has used t o : a
p r o v i d e an e x p l a n a t i o n of t h e b a c k g r o u n d to t h e story,
b
tell t h e story of t h e i n c i d e n t .
c
show t h e effect of t h e story on t h e w r i t e r ' s life since t h e n .
T h e article has five paragraphs. W h a t is t h e p u r p o s e of each one? W r i t e t h e c o r r e c t paragraph n u m b e r o n t h e d o t t e d line. a
A c c o u n t of t h e situation t h a t p r o v o k e d t h e incident
b
C o n c l u s i o n explaining why t h e w r i t e r t h i n k s t h e incident i m p o r t a n t
c
A c c o u n t of t h e i n c i d e n t t h a t is ' t h e key m o m e n t '
d
G e n e r a l i n t r o d u c t i o n establishing t i m e a n d p l a c e
e
I n t r o d u c t i o n explaining t h e b a c k g r o u n d to t h e incident
II
Articles
Look at t h e s e e x a m p l e s of direct s p e e c h which t h e w r i t e r has used to intensify his writing, a
' N o , don't be silly, Professor,' he said.
b
' W h a t are you laughing at?' he d e m a n d e d . ' N o n e of y o u e v e r k n o w t h e a n s w e r and he just g o t o n e q u e s t i o n w r o n g , just o n e ! '
W h i c h e x a m p l e is used to e m p h a s i s e that: 1
t h e t e a c h e r w a s angry?
2
t h e w o r d s said h a d a g r e a t effect on t h e w r i t e r ?
Look at Reference section 7 o n page 8 8 and t h e n w r i t e s e n t e n c e s in direct s p e e c h t o e x p r e s s t h e following situations.
a
He a g r e e d t h a t we h a d b e e n s t u p i d to think we could get away with it.
b
M r s S m i t h asked h o w long we h a d b e e n listening at t h e d o o r .
c
He advised me to write d o w n any ideas t h a t c a m e to me w h e n I w a s sleeping.
d
S h e w a r n e d me n o t to do it again,, or she w o u l d call my p a r e n t s .
e
T h e y d e n i e d writing graffiti on t h e p l a y g r o u n d walls.
f
S h e refused to let a n y o n e h e l p h e r with t h e project.
g
D a v i d r e g r e t t e d wasting so m u c h t i m e d u r i n g t h e school year.
h
H e r m o t h e r c o m p l a i n e d t h a t she s h o u l d h a v e b e e n m o r e r e s p o n s i b l e .
Articles
2
Look at t h e q u e s t i o n s below, think of an incident for each o n e and c o m p l e t e t h e paragraph plans which follow with y o u r ideas. a
A Sunday n e w s p a p e r has invited readers to s e n d in articles for their s e r i e s on s c h o o l days. W r i t e an article describing an u n f o r t u n a t e incident t h a t o c c u r r e d at s c h o o l . Say h o w y o u think t h e incident c h a n g e d y o u r o u t l o o k on life.
Introduction
Hain Body
Conclusion
b
A popular magazine is running a c o m p e t i t i o n for t h e b e s t article entitled A chance encounter. You d e c i d e to submit an entry. T h e article should d e s c r i b e an i m p o r t a n t c h a n c e m e e t i n g with s o m e o n e , and say h o w y o u think t h e incident influenced y o u r life.
Introduction
Main B o d y
Conclusion
9
N o w w r i t e an article in a n s w e r to o n e of t h e q u e s t i o n s a b o v e , using y o u r paragraph plan, and taking t h e things y o u have learnt in this unit into c o n s i d e r a t i o n .
Remember, the person and incident you describe do not have to be real, as long as the description you give is believable.
13
Discussing an issue
Articles
Read t h e question and t h e article b e l o w and t h e n c o m p l e t e t h e e x e r c i s e s that follow. You recently a t t e n d e d a discussion and heard t h e s e c o m m e n t s . T h e discussion w a s a b o u t w h e t h e r m o t h e r s should g o o u t t o w o r k o r not. You found t h e discussion very interesting and have n o w d e c i d e d t o w r i t e a n article for y o u r local n e w s p a p e r discussing t h e s e c o m m e n t s and giving y o u r o w n point of view.
Children need the stability that only their mothers can provide.
Women have
1 wish 1 coufdstay at home, hut we need the second
fought foe equality in the workplace and should be allowed to continue working even when they have children.
income.
Should mothers go out to work? W o m e n ' s position in society
the workplace to stay at h o m e to look after h e r children
has changed dramatically in
may create p r o b l e m s of its own. She may b e c o m e b o r e d ,
r e c e n t years. G o n e are the days
frustrated a n d even resentful of h e r children if h e r own
when
n e e d s are not met. F u r t h e r m o r e , it is not every w o m a n ' s
a
woman
was
only
expected to get m a r r i e d , have
d r e a m to stay at h o m e with her children. W o m e n who have
children and k e e p the family
worked
h o m e running smoothly, catering
understandably reluctant to give it up.
hard
to
build
themselves
a
career
are
for everyone's n e e d s . Nowadays women
are
able
to
go
to
Factors other than what a woman wants also play a role
university, pursue a career and delay marriage and
in deciding whether or not a w o m a n goes out to work. T h e
m o t h e r h o o d indefinitely if they choose. However, should
cost of living is high and people now expect a comfortable
those w o m e n who do have a family give up their career in
h o m e w i t h all m o d c o n s , f o r e i g n h o l i d a y s e a c h y e a r ,
order to stay at h o m e and look after their children, or not?
fashionable c l o t h e s and so on, all of which cost m o n e y . Very often, one salary is insufficient to meet the needs of a
N u m e r o u s arguments have been put forward as to why w o m e n should stay at h o m e and care for their children. F o r
family's m e m b e r s . As a result, t h e w o m a n is obliged to work in order to contribute financially to the family.
example, it is known that children n e e d stability in their lives. Some people believe that this can only come from the
In conclusion, I believe that the decision about whether
m o t h e r and that outside help is detrimental to the children.
a w o m a n stays at h o m e to raise her children or goes out to
However, who is to say that outside help cannot provide
work is o n e that should be m a d e by each family
children with the stability they need? T h e r e is good quality
individually. Everyone's situation is different and such a
childcare available, although it is often expensive. M o r e
wide variety of factors must be c o n s i d e r e d that it is
importantly, forcing a w o m a n who would rather be out in
impossible to come up with one rule for all.
___
Articles
3
Find w o r d s and phrases in t h e article that have a similar meaning to t h e w o r d s and phrases below.
a
providing what each person wants
b
p u t off for s o m e t i m e , m a y b e forever
c
suggested
d
h a s a b a d effect on
e
angry t o w a r d s
f
unwilling
g
a r e partly r e s p o n s i b l e for
h
things in a h o u s e w h i c h m a k e it m o r e c o m f o r t a b l e to live in
an
L o o k again at t h e article and a n s w e r t h e q u e s t i o n s below. a
W h a t g r a m m a t i c a l s t r u c t u r e d o e s t h e w r i t e r u s e in t h e first s e n t e n c e of t h e s e c o n d p a r a g r a p h to i n t r o d u c e t h e o p i n i o n t h a t m o t h e r s s h o u l d stay a t h o m e t o c a r e for t h e i r c h i l d r e n ?
b
W h a t e x a m p l e is u s e d as justification of this o p i n i o n ?
c
W h a t a r g u m e n t d o e s t h e writer u s e to show t h a t this o p i n i o n is w r o n g ?
d
W h a t a r g u m e n t s are m e n t i o n e d in t h e second p a r a g r a p h to s u p p o r t t h e idea that this opinion is w r o n g ?
e
H o w m a n y factors d o e s t h e w r i t e r discuss in p a r a g r a p h t h r e e ?
f
W h i c h s t a t e m e n t is t r u e of this article? (i)
T h e w r i t e r t h i n k s t h a t m o t h e r s s h o u l d stay a t h o m e with t h e i r c h i l d r e n .
(ii)
T h e writer thinks that m o t h e r s should go out to work.
(iii)
T h e w r i t e r t h i n k s t h a t m o t h e r s s h o u l d d o w h a t i s b e s t for their family d e p e n d i n g o n t h e i r o w n s i t u a t i o n .
H i
4
Look at Reference section 11 on page 8 9 . Look at h o w this s e n t e n c e taken from t h e article can be rewritten. it is k n o w n that children n e e d stability in t h e i r lives.'
The impersonal and personal passive structures can used to give opinions in more formal writing.
... c h i l d r e n a r e k n o w n to n e e d stability in t h e i r lives.
N o w rewrite t h e s e n t e n c e s b e l o w practising impersonal and personal passive structures.
a
It has b e e n r e p o r t e d t h a t o l d e r p e o p l e benefit from s p e n d i n g t i m e with y o u n g e r m e m b e r s of their families. Older people
b
A university e d u c a t i o n is said to be invaluable. It
c
Society is believed to benefit from t h e s e m e a s u r e s . It
d
It was believed t h a t prison was t h e m o s t suitable p u n i s h m e n t . Prison
e
F a m i l i e s have b e e n r e p o r t e d to be having fewer c h i l d r e n t h a n in t h e past. It
f
I t was c o n s i d e r e d t h a t o n - t h e - j o b training w a s b e t t e r t h a n t h e o r e t i c a l k n o w l e d g e . O n - t h e - j o b training
ig an issue
C h o o s e o n e of t h e q u e s t i o n s b e l o w and w r i t e an article. C o m p l e t e t h e paragraph plan with n o t e s before you start writing to help y o u organise y o u r ideas. gh'e a
s.
b
You recently w a t c h e d a television d e b a t e y o u found very interesting. T h e d e b a t e w a s a b o u t w h e t h e r criminals should s p e n d t i m e in prison regardless of their crime. S o m e of t h e points m a d e are outlined below. You have d e c i d e d to w r i t e an article for y o u r local n e w s p a p e r c o m m e n t i n g on t h e s e points and giving y o u r o w n opinion.
All criminals
Not all criminals
must be punished and
ore a danger to society.
the best way to do this
Shouldn't they be made to help
is by locking
society through community
them up.
service programmes?
Why should tax payers' money be spent on feeding, clothing and generally looking after criminals! Criminals should be made to pay for their crimes in other ways.
You b e l o n g to y o u r c o l l e g e debating s o c i e t y and a t t e n d e d a d e b a t e a b o u t w h e t h e r it is b e t t e r to have qualifications or e x p e r i e n c e w h e n looking for a job. T h e c o m m e n t s b e l o w w e r e m a d e . You have d e c i d e d to w r i t e an article for t h e c o l l e g e magazine discussing t h e s e c o m m e n t s and giving y o u r o w n opinion.
Many professions demand certain qualifications before you can even be considered for a position.
Nothing prepare a job
a
can
person than
better for on-the-job
training.
Introduction
I n t r o d u c e t h e subject in a g e n e r a l way.
Main Body
A n o p i n i o n o n t h e subject
Different people are suited to different things and not everyone excels in the academic world-
Example
Conclusion
A r g u m e n t ( s ) to s u p p o r t this o p i n i o n
...
A r g u m e n t ( s ) to refute this o p i n i o n
...
P r o v i d e a s u m m a r y of y o u r o p i n i o n .
17
Responding to generalisations I
Read t h e q u e s t i o n and t h e article b e l o w and c o m p l e t e t h e e x e r c i s e s that follow.
Your t u t o r has s h o w n y o u t h e following e x t r a c t o n t h e s u b j e c t o f c r i m e . You have b e e n asked to w r i t e an article f o r the college magazine entitled Crime:
genes
or
upbringing?
Until the second half of the nineteenth century, it was widely accepted that it is something in a persons biological makeup that determines whether or not he will become a criminal. Since then, however, there have been many theories which claim that criminality is the result of factors in an individual's environment.
Write
y o u r article taking t h e points raised on t h e right into c o n s i d e r a t i o n and giving y o u r o w n opinion.
Crime: genes or upbringing? Crime Even punish be
is
not
today,
criminals
seen
a
new
problem
instruments
on
during
present-day
criminal
behaviour
resemblance
to
Middle
in
the
is
no need for c r i m e p r e v e n t i o n , nor for criminal
can
punishing
little
barbaric
to
castles.
of
bear
society. used Ages
European
methods may
in
torture
the
display
Although
of
or
no
methods
of
the
rehabilitation. point
in
cause
is
that
determined a
many
Although
that
criminals
appearance
lost
ago,
there
are
that
there
are
person
original
had
a
more
accept
is
than
character
is
to
of
by
crime,
means is
known have
such
'bad'
involved
criminal
been are
proved also
well-adjusted
While
all
people
who
Furthermore,
similar
committed families
is are
circumstances
activity.
In
it
what
neighbourhoods,
are
has
the
individual
in
not
in u n f a v o u r a b l e
in
that
on
the
b r o u g h t up
by
and
studies
that
people
from
good
social
circumstances. The
view
that
responsible
a
century
unpopular
who
believe
person's
character
which
for
one,
a
and
it
believe
individual
life of c r i m e in this w a y ? F u r t h e r m o r e , if this
influences.
traits
is
traits
a
to
person's
criminal
the
birth
dependent
which
that
behaviour
from
that
irrefutable.
as
shown
l
people
is
nature
argument
widespread
criminal
condemn
them
is
no
Therefore,
to
people's
the
In
c o n t r i b u t e to criminal t e n d e n c i e s . Do we have right
teach
crime
ape-like
traits
there
born
evolutionary
certain
criminologists
inherited
to
behaviour
that a the
credence still
people
criminal
biologically,
criminal.
theory
for
that
some
are it
that
argued
in
behaviour
lives
crimes difficult
is
environment
true
studies
is
it
be
Difficult as it m a y be to a c c e p t h e r e d i t y as the
commonly
theory
If
trying
criminal
It
could
b e h a v i o u r is u n a c c e p t a b l e .
external
the
it
to c o m m i t crimes, it follows t h a t t h e r e is little
c e n t u r i e s p a s t , opinions on w h a t causes c r i m e remain, to all intents a n d p u r p o s e s , divided.
case,
it in
is
In
fair be
are
is
doubtful act
can
genes
behaviour
that
a
isolation.
to
say
that
attributed
conjunction
an
with
to
social
•MMHHHM
Responding to generalisations 2
Articles
C h o o s e t h e s e n t e n c e , a or b, that b e s t d e s c r i b e s w h a t t h e w r i t e r is saying in each paragraph. T h e n read t h e four s e n t e n c e s t o g e t h e r t o s u m m a r i s e t h e argument. a P e o p l e still can't agree on the reasons for criminal behaviour, b T h e m e t h o d s used to punish criminals are sometimes barbaric.
Paragraph I
Paragraph 2 a
Some criminologists believe that it is in some people's nature to commit crimes, and that these people look alike, b Some criminologists maintain that criminal behaviour is hereditary, although this opinion may be difficult to accept.
Paragraph 3
It is easier to accept that people's involvement in criminal activity is due to an unfavourable upbringing, b A n o t h e r theory which proposes that people develop criminal behaviour as a result of being brought up in adverse conditions is also debatable.
Paragraph 4
a Crime is probably caused by a combination of character traits and social influences. b As the argument that crime is caused by a person's genes is unpopular, it is m o r e likely that social influences are to blame.
Tip
I
a
WËËÊÊËËÊËËÊËËËËËËÈËÊËËËÊÊÈÊÊËËËËËÊÊ•MMBBMMMHNHHMHHHMflMBHi . ..
Although you are not expected to be an expert on the subject you are writing about, it is important that your writing is convincing. One way to achieve this is by supporting statements you make with explanations or examples.
3
Read t h e article again and a n s w e r t h e following q u e s t i o n s . a
W h y d o e s t h e w r i t e r m e n t i o n i n s t r u m e n t s o f t o r t u r e o n display i n E u r o p e a n castles?
b
H o w d o e s t h e w r i t e r express h e r difficulty i n a c c e p t i n g t h e a r g u m e n t t h a t c r i m i n a l b e h a v i o u r i s h e r e d i t a r y ?
c
W h a t e x p l a n a t i o n d o e s t h e writer give for t h e a r g u m e n t t h a t t h e r e is no n e e d for c r i m e p r e v e n t i o n , n o r for criminal rehabilitation?
d
W h a t e v i d e n c e d o e s t h e w r i t e r give t o refute t h e a r g u m e n t t h a t criminal b e h a v i o u r i s d e p e n d e n t o n t h e e x t e r n a l e n v i r o n m e n t in w h i c h t h e individual lives?
Find phrases in t h e article which mean t h e s a m e as: a
a r e n o t like
b
in almost every way
c
if it is t r u e
d
it is logical t h a t
e
n o t a t all
if
Articles
5
Responding to generalisations
T h e w r i t e r used t h r e e c o m p o u n d adjectives in t h e m o d e l article. Read Reference section 2c on page 86 and t h e n underline t h e t h r e e c o m p o u n d adjectives that appear in t h e article.
6
N o w rewrite t h e following s e n t e n c e s using c o m p o u n d adjectives. a
M a n y p e o p l e w h o m e a n well actually d o m o r e h a r m t h a n g o o d .
b
Locals h a v e to p u t up with t o u r i s t s in high spirits m a k i n g a lot of noise late at night.
c
F o r t h e r e a s o n s which I m e n t i o n e d a b o v e , I believe t h a t new legislation must be introduced immediately.
d
Scientists w h o a r e f a m o u s all o v e r t h e w o r l d h a v e b e e n a s k e d to c o n t r i b u t e to the research programme.
e
7
It is only fair t h a t p e o p l e w h o w o r k h a r d a r e r e w a r d e d for their effort.
Based on t h e article on page 18, put t h e paragraph plan b e l o w into t h e c o r r e c t order.
a
Discuss o n e of t h e views m e n t i o n e d in t h e q u e s t i o n , s u p p o r t i n g s t a t e m e n t s with e x a m p l e s a n d e x p l a n a t i o n s .
b
I n t r o d u c e t h e subject in g e n e r a l t e r m s a n d t h e n indicate t h a t t h e r e a r e different views on t h e subject.
c
R e a c h a conclusion, s u m m a r i s i n g y o u r p e r s o n a l o p i n i o n in two or three sentences.
d
Discuss t h e o t h e r view m e n t i o n e d in the q u e s t i o n . Again, s u p p o r t s t a t e m e n t s with e x a m p l e s a n d e x p l a n a t i o n s .
It is not necessary to agree or disagree with one of the opinions expressed in the question. The important thing to remember is that you must discuss the views mentioned, but you can come to your own conclusion, which could be a compromise.
io generalise
en
C h o o s e o n e of t h e q u e s t i o n s b e l o w and a n s w e r t h e q u e s t i o n s a b o u t it before y o u w r i t e y o u r article. a
You w o r k in a local travel agency. Your e m p l o y e r has s h o w n y o u t h e following e x t r a c t on t h e subject of tourism. He has asked y o u w r i t e an article for t h e local n e w s p a p e r discussing t h e subject. W r i t e your article responding to t h e points m a d e b e l o w and giving y o u r o w n opinion.
Local people arc, once again, at loggerheads over the local tourism industry. Some people believe thai commercialism is destroying the area, both environmentally and culturally, while others welcome the financial prosperity that visitors to the area bring.
Your t u t o r has s h o w n y o u t h e following e x t r a c t on t h e subject of genetically modified f o o d . You have b e e n asked to w r i t e an article for t h e c o l l e g e magazine discussing t h e subject. W r i t e y o u r article taking t h e points raised b e l o w into c o n s i d e r a t i o n and giving y o u r o w n opinion. The subject of genetically modified food is one which is becoming increasingly difficult to ignore. While it is true that GM foods can provide plant resistance to drought, disease and insects, critics say they are potentially hazardous to the environment and to human health.
W h a t d o you k n o w a b o u t t h e subject i n g e n e r a l ?
ii)
W h a t e x a m p l e s or e x p l a n a t i o n s c a n y o u t h i n k of for t h e first o p i n i o n m e n t i o n e d ?
iii)
W h a t e x a m p l e s or e x p l a n a t i o n s can y o u t h i n k of for t h e s e c o n d o p i n i o n m e n t i o n e d ?
D o y o u a g r e e o r d i s a g r e e with o n e o f t h e o p i n i o n s e x p r e s s e d i n t h e q u e s t i o n ?
C a n you t h i n k of a title for y o u r article?
Letters
Describing
Read t h e q u e s t i o n a n d t h e l e t t e r b e l o w a n d t h e n c o m p l e t e t h e e x e r c i s e s t h a t follow.
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competition and L p l a i r i n J why
°
f
t
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Dear Sir/Madam, When I first h e a r d a b o u t t h e competition to find t h e T e a c h e r of t h e Y e a r , one n a m e s p r a n g to mind immediately: Mr David Canavan. He has t a u g h t me law for t h r e e y e a r s now and, in my opinion, this m a n is m o r e t h a n w o r t h y of t h e title. One of t h e c h a r a c t e r i s t i c s t h a t m a k e s Mr Canavan so much more than a run-of-the-mill t e a c h e r is his e n t h u s i a s m for his subject, it is impossible to sit t h r o u g h one of his lectures and not be c a u g h t up in it. He m a n a g e s to hold his s t u d e n t s ' a t t e n t i o n a n d m a k e w h a t is a potentially dull subject c o m e to life t h r o u g h his e x a m p l e s a n d a n e c d o t e s . His knowledge a n d e x p e r t i s e is, w i t h o u t doubt, as extensive as his m e m o r y , in t h e t h r e e y e a r s I've known him as a t e a c h e r , l have never once seen him r e f e r to notes, a t e x t book or even stumble t h r o u g h w h a t he has to r e l a t e to us. F u r t h e r m o r e , he is a l w a y s p u n c t u a l a n d well p r e p a r e d , showing t h a t he r e s p e c t s his j o b a n d t h e s t u d e n t s in his classes. In turn, his s t u d e n t s give him t h e r e s p e c t t h a t he d e s e r v e s and, as a result, his classes a r e a l w a y s packed. Another t r a i t which m u s t be m e n t i o n e d is his a p p r o a c h a b i l i t y . His door is always open a n d s t u d e n t s a r e w e l c o m e to drop by with queries f r o m a lecture or to talk to him a b o u t s o m e t h i n g t h a t is troubling t h e m . I remember very clearly one occasion when l w a s in t h e first y e a r of my course. I h a d t a k e n Company Law as one of my subjects a n d Mr Canavan was the t e a c h e r . I h a d arranged to spend one month w o r k i n g in a company, r e s e a r c h i n g t h e effect of new technology on a small business, but the placement fell t h r o u g h at t h e last m o m e n t . Mr Canavan came to my r e s c u e a n d s u g g e s t e d t h a t I should research a legal Issue working f r o m his office, which is exactly w h a t l did. w a s full of i n t e r e s t a n d encouragement and t h e cancellation of my first placement turned out to be a blessing in disguise. As f a r as l am concerned, t h e decision of who is T e a c h e r of t h e Year' is e a s y to m a k e : Mr David Canavan. Yours
faithfully,
J a m e s Hudson
22
e
d
*>
-
write win t h e
Describing In this kind of letter it is very important to s u p p o r t y o u r c h o i c e of p e r s o n with justification for t h e p o i n t s y o u make. Look at James' letter again and c o m p l e t e t h e table below. Characteristic a
Justification
enthusiastic
—— — . ——— •— •
:
b
having extensive knowledge/memory
c
respects his subject and students
d
approachable
1
——— — —•
—• —
o r which of t h e characteristics d o e s James also give an example?
\ o w imagine a p e r s o n with t h e following characteristics. W h a t e x a m p l e s could be given that w o u l d justify t h e person being characterised in this way? hard-working dishonest tolerant amusing narrow-minded
L o o k at Reference section 2 o n page 8 6 and c o m p a r e t h e s e s e n t e n c e s : H e i s p u n c t u a l a n d well p r e p a r e d . He is a p u n c t u a l , w e l l - p r e p a r e d man. C o m p l e t e t h e s e s e n t e n c e s , c o n v e r t i n g from o n e form t o t h e other. a
He is a dishonest, hypocritical m a n .
b
He is h o n e s t a n d h a r d - w o r k i n g .
c
She is an intelligent, b r o a d - m i n d e d w o m a n .
d
He is r u d e a n d i l l - m a n n e r e d .
e
She is cheerful a n d g o o d - h u m o u r e d .
Read the question b e l o w and c o m p l e t e t h e table with characteristics and justification in support of them. R e m e m b e r t h a t t h e person you describe d o e s n o t have to be real as long as t h e description you give is believable. Your local newspaper is running a competition. It is inviting readers to write letters nominating o n e of their neighbours for the annual 'Neighbour of t h e Year' award. You k n o w s o m e o n e w h o d e s e r v e s this award and decide to write to t h e newspaper. W r i t e your letter, saying w h o your neighbour is and explaining why they d e s e r v e to win the award. Characteristic
[PK
1
Justification
WHß
jl SHHii^&SBifiiiî*
•'
B ! 3
Describing
Letters
T h e q u e s t i o n on page 22 required a description of a person's character. O t h e r q u e s t i o n s may require s o m e kind of narrative description or a physical description as well. Look at t h e q u e s t i o n b e l o w and t h e n read t h e l e t t e r putting t h e verbs in brackets into t h e c o r r e c t narrative t e n s e . You have recently read an article in a magazine entitled The most unpleasant person I have ever m e t A t t h e end of it, t h e w r i t e r asked readers to w r i t e in with their o w n s t o r i e s . You have decided to w r i t e a letter to t h e magazine a b o u t a p e r s o n you used to w o r k with. W r i t e y o u r letter.
Dear Sir/Madam, After r e a d i n g y o u r article e n t i t l e d ' T h e m o s t u n p l e a s a n t p e r s o n I have ever m e t ' , I felt I just h a d to write a n d tell y o u of my o w n e x p e r i e n c e t h a t involves s o m e o n e I u s e d to w o r k with, Mr L a m p i t t . I (1)
( w o r k ) for a big e n g i n e e r i n g firm called M a r d e x . I (2)
(start) as a j u n i o r typist, b u t after a few m o n t h s , I (3)
( p r o m o t e ) to t h e p o s i t i o n of
s e c r e t a r y to Mr W a l t o n , a kind, g o o d - h u m o u r e d m a n of a b o u t fifty. He (4) p a t i e n t a n d t o l e r a n t a n d (5) (6)
( b e ) very
(always h e l p ) m e w h e n I m a d e m i s t a k e s . B u t everything
( c h a n g e ) w h e n M r L a m p i t t , t h e n e w a r e a m a n a g e r , arrived a t o u r office o n e day.
I (7)
(arrive) at t h e office early t h a t day a n d w h e n I (8)
t h e building, I (9)
(enter)
(see) a big, aggressive-looking, m i d d l e - a g e d m a n s t a n d i n g in t h e lobby.
He (10)
( w e a r ) a d a r k b l u e suit a n d (11)
(carry)
a n u m b r e l l a . 'I'm L a m p i t t , t h e a r e a m a n a g e r , ' h e said. ' W h e r e ' s W a l t o n ? A n d w h o a r e y o u ? W h a t d o you d o h e r e ? ' I told h i m a n d (12)
(show) h i m into M r W a l t o n ' s office. M r W a l t o n
(13)
( c o m e ) in a few m i n u t e s later, with his usual friendly smile, b u t his face
(14)
(feU) w h e n h e saw L a m p i t t . H e (15)
(suddenly look)
tired a n d w o r r i e d . A f t e r t h a t M r L a m p i t t (16) (17)
(come) to see us at regular intervals. He even
(bring) a m a n called J a c k s o n with h i m , an efficiency e x p e r t . He (18)
( b e ) a thin-faced, u n t r u s t w o r t h y fellow. J a c k s o n u s e d t o spy o n u s a n d m a k e n o t e s a b o u t o u r w o r k . L a m p i t t u s e d t o s h o u t a n d accuse u s o f b e i n g inefficient, lazy a n d useless. P o o r M r W a l t o n (19) o v e r n i g h t . In a few m o n t h s his h a i r (20) (grow) tired a n d old. H e (22)
(change)
(go) w h i t e a n d his face (21) (ask) for early r e t i r e m e n t a n d (23)
(leave)
t h e firm. I (24)
(get) a j o b with B r a d s h a w ' s , a n o t h e r firm in t h e a r e a . T h e day I (25) (
(leave) M a r d e x , I (26))
(see) Mr L a m p i t t . T see y o u ' r e still h e r e , ' he said. T s u p p o s e y o u ' r e t h e
best of a b a d lot. Y o u c a n c o m e a n d w o r k for me at t h e a r e a office if you like.' ' N o , t h a n k you, Mr L a m p i t t , ' I r e p l i e d . T expect m y boss t o b e polite, g o o d - t e m p e r e d a n d p l e a s a n t . ' Y o u s h o u l d h a v e s e e n t h e l o o k o n his face! I shall n e v e r forget it or h i m , t h e m o s t u n p l e a s a n t p e r s o n I h a v e ever m e t . Y o u r s faithfully, Sue Crossman
Describing
Letters
5
T h e letter has five paragraphs. W h i c h paragraph m a t c h e s t h e following points? W r i t e t h e c o r r e c t paragraph n u m b e r on t h e d o t t e d line. a
Last m e e t i n g with Mr L a m p i t t
b
First m e e t i n g with Mr L a m p i t t
c
Introduction
d
L a m p i t t ' s effect on t h e staff
e
Some background information
Read t h e letter again and a n s w e r t h e q u e s t i o n s b e l o w a b o u t Mr W a l t o n and Mr Lampitt. a
W h a t adjectives d o e s S u e u s e t o d e s c r i b e M r W a l t o n ' s c h a r a c t e r ?
b
D o e s S u e d e s c r i b e M r L a m p i t t ' s c h a r a c t e r o r his a p p e a r a n c e ?
c
W h a t effect did M r L a m p i t t h a v e o n M r W a l t o n ?
d
W h a t d o e s this c h a n g e i n M r W a l t o n show u s a b o u t M r L a m p i t t ' s c h a r a c t e r ?
e
W h a t e x a m p l e s d o e s S u e u s e to r e i n f o r c e h e r o p i n i o n of his c h a r a c t e r ?
Read this q u e s t i o n and c o m p l e t e t h e paragraph plan that follows. You have recently read an article in a magazine entitled The most interesting person I have ever met. A t t h e end of it, t h e w r i t e r asked readers to w r i t e in with their o w n e x p e r i e n c e s . You have d e c i d e d to w r i t e a letter t o t h e magazine a b o u t s o m e o n e y o u know. W r i t e y o u r letter.
Introduction S t a t e t h a t h e / s h e is t h e m o s t interesting person you have ever met. Main B o d y
Conclusion
S t a t e w h e t h e r y o u still s e e t h e p e r s o n .
C h o o s e e i t h e r t h e letter in e x e r c i s e 5 or 9 and w r i t e y o u r letter. U s e t h e n o t e s y o u have m a d e t o help y o u .
Tip Remember to support your choice of person with justification for the points you make.
Letters
Giving opinions
Read t h e question and the letter b e l o w and c o m p l e t e t h e e x e r c i s e s that follow. You s e e t h e following e x t r a c t s from t w o letters printed in a magazine. In my opinion, t h e subjects taught at s c h o o l are n o t relevant to real life, and y o u n g p e o p l e are ill-prepared for survival in today's cut-throat w o r l d . Ian
Thompson,
businessman
It is o u r duty to provide t h e y o u n g e r g e n e r a t i o n with a general e d u c a t i o n of academic value, regardless of t h e skills n e e d e d to survive in t h e job market. Sandra
Brown,
teacher
T h e magazine is inviting readers to e x p r e s s their v i e w s on t h e subject of t h e aims of education. You d e c i d e to w r i t e a letter to t h e magazine, responding to t h e points raised and e x p r e s s i n g y o u r o w n views.
Sir, l am w r i t i n g in response to t h e l e t t e r s recently published in y o u r magazine r e g a r d i n g t h e aims of education, while the s u b j e c t of education is one which has always been c o n t r o v e r s i a l , it is s l o w l y being accepted that educators are responsible n o t only f o r s t u d e n t s ' general knowledge, but also for providing y o u n g people with skills for living. Many people feel that so-called academic subjects should be studied by everyone, regardless of s t u d e n t interest or ability. S o m e o l d e r people b e l i e v e that, just as they had to
struggle to pass e x a m s in subjects t h a t would p r o v e to b e o f v e r y little p r a c t i c a l value to t h e m in their w o r k i n g lives, so t o d a y ' s s t u d e n t s should be f o r c e d to do t h e same. Many t e a c h e r s believe t h a t s t u d e n t s m u s t be e x p o s e d to certain s u b j e c t s such as literature and classical languages during t h e course of their school y e a r s precisely because it is highly unlikely t h e y will come into c o n t a c t with such subjects later on in life. On t h e o t h e r hand, although t e a c h e r s m a y h a v e a point regarding the reasons for c e r t a i n subjects being t a u g h t at school, it has b e c o m e increasingly a p p a r e n t over recent years that students must also be given the o p p o r t u n i t y to acquire t h e skills required In t h e world for which they are supposedly being prepared. Many e m p l o y e r s complain of skills s h o r t a g e s , claiming t h a t t h e y o u n g people of t o d a y
a r e ill-equipped to apply t h e o r e t i c a l k n o w l e d g e to a career. Moreover, as many students find the more academic lessons boring, t h e y have no i n t e r e s t in s t a y i n g on at school and, consequently, enter the job m a r k e t with no qualifications or skills. i t is, t h e r e f o r e , e s s e n t i a l that students have the opportunity to study w h a t a r e known as vocational subjects, such as business and information technology, as well as the more academic subjects, in this way, students can be provided with knowledge a n d p r a c t i c a l skills w h i c h a r e m o r e likely t o p r o v e useful in t h e i r a d u l t lives, but not at the expense of m o r e academic qualifications. I l o o k forward to s e e i n g my l e t t e r p u b l i s h e d in a f o r t h c o m i n g issue. Sam Henderson
Giving opinions
1
Letters
\ o w read t h e letter again and a n s w e r t h e following q u e s t i o n s . - which paragraph d o e s Sam: j
give h e r side of t h e a r g u m e n t , giving e x a m p l e s a n d saying w h o s u p p o r t s h e r view?
b
think of o n e or t w o i d e a s for t h e o t h e r side of t h e issue a n d say w h a t sort of p e o p l e /.re likely to s u p p o r t t h e m ?
c
explain why she is writing?
i
express h o p e t h a t h e r l e t t e r will be p u b l i s h e d ?
e
i n t r o d u c e t h e subject in g e n e r a l t e r m s ?
f
first suggest which side she is o n ? summarise her personal opinion? >ay to w h a t e x t e n t she disagrees with t h e a r g u m e n t s , a n d give r e a s o n s ?
'. : .v a n s w e r t h e s e q u e s t i o n s a b o u t t h e letter. a
T h e writer m e n t i o n s t h e o p i n i o n s of t h r e e k i n d s of p e o p l e . W h o a r e they?
b
W h o believes t h a t schools m u s t t e a c h a c a d e m i c subjects b e c a u s e it is t h e only c h a n c e children will h a v e : o learn a b o u t t h e m ?
c
W h o believes t h a t t o d a y ' s s t u d e n t s s h o u l d b e m a d e t o study a c a d e m i c subjects w h e t h e r o r n o t they a r e interested in them, or good at t h e m ?
d
W h o believes t h a t y o u n g p e o p l e a r e n o t p r e p a r e d for t h e w o r k p l a c e ?
e
W h o d o e s t h e writer partly a g r e e w i t h ? H o w d o e s t h e w r i t e r m a n a g e t o i n c o r p o r a t e e v e r y o n e ' s views i n h e r c o n c l u s i o n ?
Although you must have an opinion on the subject to answer a question like the one in the model it is not necessary for you to be completely for or against a subject in order to write about it.
Giving opinions
Letters
4
Study Connectors and modifiers o n page 9 4 . W h i c h w o r d s o r phrases has t h e w r i t e r used t o : a
establish b a l a n c e / c o n t r a s t two things ( p a r a g r a p h 1)
b
i n d i c a t e an a l t e r n a t i v e p o i n t of view? ( p a r a g r a p h 3)
c
i n t r o d u c e a s e c o n d r e a s o n of a different kind, b u t o n e t h a t h a s t h e s a m e result a s t h e first? ( p a r a g r a p h 3 )
d
5
indicate t h e logical d e v e l o p m e n t of an a r g u m e n t ? ( p a r a g r a p h 3)
N o w fill t h e gaps using suitable c o n n e c t o r s and modifiers from t h e b o x . according to
a
as a general rule
as a result
however
T o o m a n y p e o p l e a r e studying m e d i c i n e
on the other hand
personally
, t h e r e will be lots of u n e m p l o y e d d o c t o r s in
t h e n e a r future. b
On t h e o n e h a n d , we c a n n o t s t a n d in t h e way of scientific p r o g r e s s
, some people
w o n d e r if it's right to i n t e r f e r e with n a t u r e . c
I w o u l d like to go to university
d e
, it w o n ' t be t h e e n d of t h e w o r l d if I d o n ' t get in.
scientists, h u m a n cloning will, o n e day, be a r o u t i n e p r o c e d u r e . S o m e p e o p l e believe t h a t t a k i n g a y e a r o u t is a w a s t e of t i m e
, I think it's a perfect
o p p o r t u n i t y t o t h i n k carefully a b o u t t h e future, f
6
, only a small p e r c e n t a g e of p r i s o n i n m a t e s a r e actually a t h r e a t to t h e c o m m u n i t y .
Look at t h e q u e s t i o n b e l o w and a n s w e r t h e q u e s t i o n s .
You s e e t h e following e x t r a c t s taken from t w o letters printed in y o u r local newspaper. You d e c i d e t o w r i t e a letter t o t h e newspaper, responding t o t h e points raised and e x p r e s s i n g y o u r o w n v i e w s .
In my opinion, criminals are a m e n a c e to society. T h e y should be kept o u t of harm's way. I say we lock t h e m up and t h r o w away t h e key! Nora
Robins,
senior
citizen
T o o much taxpayers' m o n e y i s s p e n t o n t h e upkeep o f prisons. W h y should w e have t o f o o t t h e bill? T h e criminals should pay, n o t t h e law-abiding public! Brian
Chambers,
civil
servant
Giving opinions
Letters
What d o e s N o r a m e a n by 'criminals a r e a m e n a c e to society"?
Is this always t r u e ? W h y / W h y n o t ?
W h a t a r e t h e c o n s e q u e n c e s o l locking t h e m u p a n d t h r o w i n g away t h e key";
Do you a g r e e with B r i a n ' s p o i n t of view in t h e o r y ? W h y / W h y n o t ?
Is t h e r e any way p r i s o n e r s could pay for t h e m a i n t e n a n c e of prisons?
••• j s e Sam's letter to help you organise y o u r opinions : a p a r a g r a p h plan and t h e n w r i t e y o u r letter.
Don't forget to mention the kind of people who hold the opinions you discuss in your letter.
•-z :he q u e s t i o n b e l o w and, before y o u w r i t e y o u r letter, ask yourself q u e s t i o n s , as in e x e r c i s e 6 a b o v e , belp you think of ideas. fou s e e t h e following e x t r a c t s taken from t w o letters printed in a magazine. N o b o d y can stand in t h e way of scientific progress. Human cloning will, o n e day in t h e n o t t o o distant future, be a routine p r o c e d u r e . Jan
Smythe,
scientist
It isn't right to interfere with nature like that. We have no idea w h a t t h e psychological c o n s e q u e n c e s of being a c l o n e could be! James
Witherspoon,
social
worker
The magazine is inviting readers to e x p r e s s their views on t h e subject of human cloning. You decide to w r i t e a letter to t h e magazine, responding to t h e points raised and e x p r e s s i n g y o u r o w n v i e w s .
7 I
Letters
Complaining
Read t h e q u e s t i o n and t h e letter b e l o w and c o m p l e t e t h e e x e r c i s e s that follow. As a regular c u s t o m e r of a particular airline, y o u w e r e surprised at their inability to c o p e with an u n e x p e c t e d situation. You have d e c i d e d to w r i t e a letter to t h e airline. W r i t e a letter of complaint describing w h a t happened, and saying w h a t y o u think t h e airline should have d o n e .
D e a r Sir/Madam, I am writing to draw your attention to the inconvenience caused to passengers by the lightning strike of your pilots last Thursday, July 2nd, affecting a n u m b e r of flights. A m o n g them was HA 5295 to Barcelona, a flight I take at regular intervals. While I realise that the strike took place at short notice, your preparation for such emergencies is clearly inadequate. I arrived at H e a t h r o w Terminal 2 at 10am, two and a half hours before the flight was due to take off. T h e r e was no indication on the TV monitor that, together with some others, it had just been cancelled. As only two of the six Hispanic check-in counters were m a n n e d , the queues were already very long, but during the forty minutes I stood in one of them, no attempt was m a d e to inform p a s s e n g e r s of cancellations. W h e n I r e a c h e d t h e front of the q u e u e , I was asked by one of the ground staff 1) (decide) immediately if I was willing to fly via Madrid, which would m e a n a t h r e e - h o u r delay. W h e n I asked her why the flight 2) (cancel), she said that she 3) (not know), and she m a d e ' n o apology for the inconvenience caused. In my opinion, the cancellation of the flight 4) (announce) as soon as it was known that the incoming flight had not left Barcelona. All six check-in counters 5) (man) in order to deal with the additional problems caused, and passengers in the queues 6) (inform) of the situation while queuing. If that 7) (do), they 8) (have) time to consider alternatives and telephone relatives before making a decision. Above all, some apology 9) (make) for the delay. If your pilots persist in irresponsible actions of this kind and you are not better organised to cope with the problems that arise, it is almost certain that you will lose custom to c o m p e t i n g airlines. I would be interested to hear what you p r o p o s e to do to avoid such situations in future.
30
Complaining
~-e w r i t e r used r e p o r t e d s p e e c h t o explain w h a t happened at t h e check-in desk. Study Reference section 16 on page 9 1 . Read t h e letter again and c o m p l e t e t h e s e c o n d paragraph by putting t h e verbs in : — ckets into t h e c o r r e c t form, using t h e passive w h e r e necessary.
Iz.zy Reference section 4 c o n page 8 7 and Reference section 17 o n page 9 1 . T h e n read t h e letter again and : : ~ o l e t e it by putting t h e verbs in brackets in t h e third paragraph into t h e c o r r e c t form, using t h e passive - ~ = r e necessary.
_; paragraph 2 r
Introduction: P u r p o s e of p r o p o s a l ?
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