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E Q L S O L U T I O N S

UnderstandingFunctional Skills

English - writinglevel 1

Workbook 3 - Use language, format and structure suitable for

purpose and audience

INTRODUCTION TO THE WRITING COMPONENT OF THE ENGLISH FUNCTIONAL SKILLS QUALIFICATION

Skill Standard - Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience.

As a learner you are required to demonstrate sufficient writing skills to ensure you attain all of the ‘coverage and range’ criteria within each qualification. For the level 1 Writing award there are 4 main criteria to meet:

a. Write clearly and coherently, including an appropriate level of detail

b. Present information in a logical sequence

c. Use language, format and structure suitable for purpose and audience

d. Use correct grammar, including correct and consistent use of tense

e. Ensure written work includes generally accurate punctuation and spelling and that meaning is clear

Assessment

The specifications require learners to complete a single controlled assessment component in Writing. The controlled assessment component (test) must require learners to complete an externally set and marked series of exercises, either on-screen or paper-based within a 45 minute window of time. It is anticipated that the pass mark is set at around 60% of available marks, with a possible 25 marks to be achieved at level 1.

It is recommended that the ‘Writing’ test is taken around the same timeframe as the English ‘Reading’ test however it is not compulsory to do this.

Please note: Learners must pass all three aspects of Functional Skills English to be awarded the full English qualification at this level.

• Speaking, Listening and Communication

• Reading

• Writing

INFORMATION ON WRITING

The Writing award asks you to demonstrate your writing skills across ‘a range of texts’. The types of text that you could therefore be asked to write could include: e-mail, memo, newspaper article, blog, internet message, magazine article, instructions, web discussion, letter etc… the list is extensive however you need to familiarise yourself with understanding of these different formats.

There will be 2 writing exercises to complete: Around 40-50% of the marks for each will be allocated to spelling, punctuation and grammar.

Each writing question gives you a scenario, or situation, where you might have to communicate something in writing in real life. In the test, you have to imagine yourself in this scenario and write as if it were a real situation.

How to answer a writing question

In the test, look closely at each question and ask yourself:

• What information, ideas or opinions do I need to give?

• What kind of document should I write? This might be a letter or email, report, leaflet, article, web discussion, etc.

• Besides this (still imagining yourself in the situation you have been given):

• Why am I writing this? What do I want to achieve? (your purpose)

• Who do I want to read this? (your audience)

Writing clearly

Whatever you are asked to write, you must express yourself clearly and organise your ideas so that they make sense to the reader. In what order should you present them to make the biggest effect? Before you begin to write, think about what you want to say, and how much detail you should include to make your meaning clear.

You must understand why you are writing and who you are writing for because this helps you decide what to write. For example, if you are writing a letter to apply for a job, you know you need to include details of all the things an employer might be looking for in someone to do that job, such as particular skills, qualifications, and the experience of doing similar jobs in the past. If you are writing a web discussion, knowing if your readers are likely to be ordinary members of the public with an understanding of the subject matter, will tell you whether your text needs to be written very simply or can be quite advanced.

Format and style

When you have worked out what type of document you need to write, think about what this means for the format and style of what you write.

Format

This is about how your writing looks on the page. Notice how different types of documents should be laid out: e.g. a letter should contain the sender’s address so that the person who receives it can reply if they have to – this is placed at the top right hand side of the letter; an article will have a heading and one or more sub-headings, depending on how long it is.

Style

The style of your writing is the way you use words to communicate. It consists of things such as whether you write in full sentences, how long your sentences are, how you organise your ideas using paragraphs, sub-headings, bullet points etc., and the tone of the words you choose.

Some types of document are often quite informal, such as leaflets, web discussion, notices, and some kinds of articles, and letters, emails or text messages to a friend. Informal writing is usually intended for someone you know or someone you have a lot in common with. When you are writing for the general public, or someone you don’t know, or if you are writing for a more official purpose, the tone should probably be more formal. Some examples of formal documents are complaints, business letters, and serious articles.

Spelling, punctuation and grammar

For all writing activities, whether formal or even informal, you must follow the rules of spelling, punctuation and grammar. The meaning of what you write can change or not be understood if you use the wrong spelling of a word, leave out punctuation marks or make mistakes with grammar. For this reason, between 40 – 50% of the marks you can get in the writing test will be for using the right spelling, punctuation and grammar.

Making the best use of your time

In a test situation, you don’t have much time so it is vital to make good use of it. Making mistakes wastes time, so make sure you:

• Read all the instructions on the test paper

• Read carefully any texts you are given

• Look closely at the questions and think about what you are being asked to do

• Think about your answers before you start to write

• Proof read your work and rewrite the parts which need to be improved

Top Tip: Writing

• Check your work when you have finished writing

• Make sure each sentence is complete and makes sense on its own

• Have you used the right form of the verb? It should agree with the subject of the sentence and be in the right tense

• Do all your sentences begin with a capital letter?

• Check carefully words which are often spelt incorrectly which sound the same or similar but can have different spellings, like their/there/they’re, weather/whether, to/too/two, etc. Have you used the right one?

• Plan your work beforehand

USE LANGUAGE, FORMAT AND STRUCTURE SUITABLE FOR PURPOSE AND AUDIENCE

Identifying the purpose of your writing

There are many different reasons for writing something. The reason you write is called the purpose. For example, the purpose of your writing could be:

• To write a note about your child for his or her school

• To complete a formal document at work

• To write a review on a website

• To write a complaint about a train being delayed

The purpose of your writing affects:

• The content - the ideas and information you include

• The format - the layout of your writing

• The style - the language you use, including how formal or informal you are

Note that:

• Formal language is used when writing an official document, such as a letter to a bank

• Informal language is used when writing to family or friends, such as sending a postcard or a text

You want to write a letter to a local business to accompany your completed job application form. The purpose of your letter is to apply for a job. The audience is the personnel department and managers at the company you are applying to. You’ve chosen to write a letter as this is what you think the company will expect: this is the format you are using. A letter format might include an introduction stating what you are applying for, a statement of your qualifications related to the job, and an ending outlining your future hopes.

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You may want to include in your letter:

• How you found out about the job

• Your relevant experience, skills and abilities

• A request for an interview

This is the content of your writing.

As you’re writing to a company, the language will be formal. This is the style you will use.Identifying your audience

When planning your writing, think about why you’re writing and who you’re writing to. You may need to write to many different people. The person or organisation you’re writing to is the audience. For example, you could be writing to:

• The bank manager requesting an overdraft

• The teacher at your child’s school telling them why he or she has been off sick

• The staff at your workplace with an article for the staff newsletter

The purpose of your writing affects:

• The content - the ideas and information you include

• The format - the layout of your writing

• The style - the language you use, inc

• luding how formal or informal you are

You’re writing to the manager of your local supermarket. The manager is your audience. The purpose of your writing is to complain about the poor quality of their fruit. You will:

• List the reasons you’re unhappy about the quality of their fruit. This is the content

• Write a letter. This is the format. The letter format will include the reasons you’re writing, a statement of the problem and what you want to happen as a result of your complaint

• Use formal language as you are writing a letter of complaint to someone in business. This is the style you will use

When you write, you need to ask yourself these questions:

• Why are you writing? What is your aim? (This is YOUR PURPOSE)

• Who are you writing for? Who is going to read it? (This is YOUR AUDIENCE)

If your purpose is serious, and you don’t know the reader very well, you need to write in formal English, e.g. when writing business letters.

If your purpose is not serious, and you know the reader well, you usually write in informal English, e.g. when texting or emailing friends.

In formal texts you should:

• Use proper names, not slang: e.g. great not cool; the police not the cops

• Write in complete words: e.g. going to not gonna

• Not use abbreviations: e.g. could have not could’ve; because not cos

Different vocabulary for different uses

Texts written for different purposes use different kinds of language and vocabulary. For example if you were writing a letter to your bank manager to ask for a loan, you would use different language and vocabulary from that you would use if you were texting a mate about meeting on Saturday night and different again if you were writing a thank you letter to your favourite aunt, wouldn’t you?

Vocabulary used to persuade

When someone is writing a text which is aimed at persuading people to do something or buy something, they need to choose their vocabulary carefully. They often choose words which over exaggerate the qualities they are describing.

Instead of describing a seaside resort as a pleasant place to take the family for a holiday, you may well see something like this:

“Bogthorpe is an ideal place to bring your family for a relaxing family holiday. The miles of golden beach and clear blue water will keep your little ones amused while you sit back and relax in carefree surroundings.”

You will see the vocabulary used is chosen carefully to reflect the kind of holiday the reader wants to see! It paints the ideal family holiday in the reader’s eye.

Different Uses of Descriptive Language

Even if the same object is being described, if it is for different purposes, the writers will choose to use different language and vocabulary. It is important that you recognise this in other writers before you begin to write for different purposes for yourself.

Using paragraphs

A paragraph is a group of sentences that follow on from each other and contain similar information. They are used to help the reader follow the information given more easily. New paragraphs are usually used in the following circumstances.

• When you write about something new

• Introducing a new person

• When someone new speaks

• Writing about a new place

• Moving to a different time

Bothamwood is a pretty village not far from the city of Frodham. It has a population of approximately 3,000 people and it is a very popular place to live.

Although it is a small place, it has many amenities that are well used by the locals. There is a small village school, a pub, a village hall and several shops.

The village school has a very good reputation and is often over-subscribed. It benefits from some excellent facilities and dedicated teaching staff. The pub, called the “Blue Bell”, is noted for the quality of its food. It is always necessary to book in advance. John and Mary, the licensees, make everyone welcome. The village hall has recently been refurbished and many local societies use it on a regular basis. These include, the local drama group, the Scouts and the Guides. As already stated, Bothamwood is well served by shops and these include a Post Office and small bakery.

Finally, Bothamwood offers everything that a family could need and is an excellent place to live.

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Notice how the above example shows the use of paragraphs to make the points clear. Also note that paragraphs may vary in length. The first and last are often short and can consist of only one sentence.

How to develop a paragraph

There are lots of different ways of developing your writing in a paragraph.

If you’re writing about changes in travel, you could develop the paragraph by giving an example of how travel has changed. For example you could write about the growth in air traffic over the last hundred years.

You could make a comparison. One hundred years ago, how long did it take to travel from England to India? How long would the same journey take now?

You could tell a story (or anecdote) to make your point. For example, you could write about some people who have sailed around the world.

You could give a reason why you think travel has changed completely, such as the huge changes in technology over the last hundred years. You could also discuss what you think are the consequences of these changes. Do many more people travel long distances than ever before? Has the increase in the number of travellers affected our planet?

You could use statistics (or numbers) to back up your argument. For example, can you find figures about how many people use public transport every day.

HOW TO UNDERSTAND PARAGRAPHS

A paragraph ...

• Is about one subject or topic

• Is sometimes one sentence, but often more

• Always begins on a new line with a line of space above

• It usually begins with a sentence telling you a bit about what the paragraph will be about

Paragraphs ...

• Breaks up our writing into chunks of meaning

• Breaks up writing so it’s easier to read

{ {Paragraphs are used to organise writing into ‘bite- sized’ chunks of meaning.

A sentence is group of words that makes complete sense on its own.

A paragraph is a group of sentences which makes sense of a point, theme or topic.

The sentences are together for a reason.

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Using language suitable for audience and purpose

It is important that, when a piece of writing is required, it is written in a style compatible with the reader. For example, when writing a job application or a letter of complaint, the writing needs to be formal and be set out in the accepted style.

However, when writing an informal letter, you have more freedom with the layout and language.

Similarly, there needs to be a difference between writing for an adult audience and writing for a child audience.

Writing Instructions for Different Audiences

When writing instructions it is always necessary to bear in mind the audience you are instructing.

If the instructions are for children, then the sentences need to be short and use simple words. However, if the instructions are intended for an adult audience, then the sentences may be more involved and assume more knowledge.

Use format and structure for different purposes

The methods used for planning our writing can also be used for presenting and organising our text. The choice depends on the type of text required and its purpose.

For example a long paragraph telling someone how to make your favourite dinner is not as easily understood as a list of instructions. Using headings and subheadings to write an article about a hobby is more interesting and effective than a numbered or bulleted list.

DIFFERENT TYPES OF TEXT

What might the purpose of a text be?

When you are reading or writing any text think about the purpose of the text or why it has been written.

• An advert might be trying to persuade you to buy something

• A letter from school might be to inform you about something

• A novel might describe somewhere or someone to you

• A car manual might instruct you how to do something to your car

Depending on the purpose of the text, different methods will be used to get the message across to the reader.

{ {Text is any piece of writing. This could be a letter, an email, a novel, a poem, a recipe, a note, instructions

for DIY, an article in a newspaper or magazine, writing on a web page or an advert.

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Persuasive texts might use:

A persuasive text is a text that really wants you to do something. For instance, an advert might want you to buy something. You might write a letter to persuade a friend to go on holiday with you or write a letter to try and get off a parking fine.

Persuasive texts might use:

• Repeated words

• Text in capital letters

• Exclamation marks

• Rhetorical questions (questions where no answer is needed)

• An emotional one-sided argument

• Humour

SPECIAL OFFER! Buy today! Would you want to miss this special offer?

Phone NOW ... I really think that you need this holiday. You have been working very hard lately and are so worn out. Just think of how nice it will be to lie on the beach in the sunshine.

Informative texts

Examples of instructive texts would include:

• A newspaper article might give you information about a health issue like giving up smoking

• A website might give you information about a movie, band or something that you are interested in

• A handout from school might be advising you about what your child will be doing during the next term

Informative texts usually ...

• Avoid repetition

• Contain facts

• Give information in a clear way - introducing the subject and then developing it

{ {An informative text is a text that wants to advise or tell you about something.

1. Make a plan to help you try and give up smoking. Plan the date you’ll give up, how you’ll try to deal with temptations and a list of the reasons why you are giving up to keep you motivated.

2. Autumn term: Your child will be covering simple fractions during weeks 1-6.

Instructive texts


• A recipe wants to instruct you how to cook something

• A leaflet with a piece of furniture wants to tell you how to put it together or take care of it

Instructive texts ...

• Are written as though the reader is being spoken to (although the word ‘you’ is not usually used)

• Language is direct and unnecessary words are left out

• Often use ‘must’ and ‘must not’

• Sometimes use diagrams or pictures to help understanding

{ {An instructive text is a text that instructs or tells you how to do something.

1. Put all ingredients into bowl together. Whisk until fully mixed

2. Go to the end of the road and turn left past the pub on the corner

3. Keep walking until you come to a park and then turn right into Hawker Street

Descriptive texts


• A novel might want you to imagine the characters and see them in your mind

• A travel book will want you to see the country it is describing

Descriptive texts usually ...

• Avoids repetition

• Contain facts

• Gives information in a clear way - introducing the subject and then developing it

{ {A descriptive text is a text that wants you to picture what they are describing.

1. The morning air was crisp and sharp as Sean walked down the road.

2. The pavement was slippery and cold beneath his feet like a slimy, wet fish.

Using language appropriate for advertising

When asked to write an advertisement, it is important to think about the following points before you plan.

• The audience you are trying to persuade – adult, child, senior citizens, male, female etc.

• What the positive points are that you can include

• Words to help exaggerate the good points, e.g. best, wonderful, fantastic, individual, sumptuous, lavish, superb etc.

• How you can make it sound exciting

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Using language appropriate for writing a letter

It is important to be aware of the type of language required depending on the recipient of the letter.

Formal letters are sent

• To people you do not know

• As letters of complaint

• As requests for information

• With job applications

ͳ These letters usually start with Dear Sir/Madam and finish with Yours faithfully

ͳ If you use the name of the person, finish with Yours sincerely

ͳ These letters are written in a formal style and tend to use more complex vocabulary

Informal letters are sent to people you know well and use chatty, informal language

• They start Dear ……, and may finish with love, best wishes, see you soon, etc

This is a formal letter written to a Council to complain.

(Your address) 8 Smith Street

Medway (Date)

30 January 2012 (Address of person you are writing to)

Local Council Medway

Dear Sir/Madam

I am writing to you to complain about the condition of the road outside my house. It has been several years since it has been re-surfaced and it is now quite dangerous. There are several large potholes that make it very difficult for cars travelling along the road and also difficult for adults and children crossing the road.

It is imperative that these dangerous holes are repaired as quickly as possible before someone is injured. It would also help to make the street look more attractive and improve the environment.

Repairing the road will benefit a lot of people as it is well used. I look forward to hearing from you soon and hope the road will be repaired quickly. Yours faithfully (Your signature) Print your name

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Top Tips: Ending your letter

When ending a formal letter use:

• Yours sincerely when you know the person’s name – (e.g. Dear Mrs Carter….Yours sincerely)

• Yours faithfully when you don’t know the name of the person – (e.g. Dear Sir…… Yours faithfully)

Using Language Appropriate for Writing a Newspaper Article

Newspaper articles are often set out in a particular way. The following points should be taken into consideration.

• Use a headline to introduce the article and subheadings to create paragraphs

• The article should start with a brief summary as an introduction

• Give the full names of people in the article and, if necessary, their occupation

• Depending on the story, use dramatic language

• Use quotations from people mentioned and remember to use speech marks

• Plan the story carefully before beginning

(plan of article)

Local girl wins place at prestigious Fame Academy Name – Sophie Day age 12 Comments from mother and singing teacher Sophie’s ambition Subheadings – Top Ten; First Appearance; Singing Lessons; Ambition

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(article itself)

FAME FOR LOCAL GIRL

Local girl Sophie Day (12) has won a place at the prestigious Fame Academy in London.

Top Ten

Sophie, who lives in the village of Weldon, is one of only ten children in the country to win a place for singing. Doreen Day, So-phie’s mother, said, “I am so proud of Sophie. She has worked so hard. She has always loved singing and entertained the family from a young age.”

First Appearance

Sophie’s first public singing experience was at the age of seven when she played the part of Tallulah in her school production of “Bug-sy Malone”. Since then she has appeared in many local productions at the Theatre Royal.

Singing Lessons

At the age of 10 she started having singing lessons. Mary Price, her singing teacher, said, “Sophie has great talent and she has excellent stage presence.”

Ambition

Sophie says that her ambition is to appear on stage in London in one of the big musicals. We look forward to seeing her name up in lights in the future.

Using language appropriate for writing an email

A formal business email is an email message sent to a business associate or superior. You need to make sure your email message is polite, professional and to the point. Most businesspeople don’t have time to read through a lengthy email. With business writing,simple and concise is almost always better than long and wordy.

1. Create a subject that clearly explains what your email is about. Businesspeople receive dozens of emails a day, and many will delete messages based on the subject. Be direct with the subject of your email. For example, if you’re writing an email to invite your colleagues to a seminar, your subject could be “Public Speaking Seminar Invitation - How to Win Over Your Audience.”

2. State the purpose of your business email right away. Much like the subject, you need to get right to the point. Use short sentences and short paragraphs. Your recipient doesn’t have time to read through lengthy paragraphs or repeated phrases.

3. Don’t use slang language or clichés. Go through your business email carefully and eliminate this type of language.

4. Proofread. Make sure you have no grammar or spelling mistakes and that your message is perfectly clear.

5. Tell the recipient what you need from them. Don’t assume they will know what you need. State clearly what the next steps should be, such as sending you certain information or calling you on the phone.

6. Close your letter with a professional closing, such as “Sincerely” or “Best Regards” and type your full name. Don’t assume the recipient will know who you are from your email address and first name.

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Memos are used primarily in a business setting to pass information to other departments or colleagues.{ {

WRITING MEMOS

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‘Memo’ is a shortened, informal version of the word ‘memorandum’. As they are internal to the company, they do not need additional address details or greetings, but still must be written in complete sentences and paragraphs, and written in clear and plain English.

Memo:

To: All managerial staff (distribution list,email,individual)

CC: Directors (any others copied in for information)

From: Miss J Barnes, CEO (author of the memo)

Date: 15 July 2009

Re: New business strategy (indicator as to the content)

I would like to make you all aware of the outcome of today’s meeting with the board regarding....

The beginning of the memo should include why the information is being communicated, followed by the main body of the message,

and finishing with any required actions or responses.

Using language appropriate for writing a notice

A notice is a very short piece of writing which is usually formal in style. It is widely used by individuals and organisations to announce events and celebrations. Your notice should give complete information and must be written in a clear and simple style and easily understand-able language.

Content that a good effective notice must include in it are:

• Name of the Organisation, Institution or person issuing it

• Date of issuing of a particular notice

• The heading ‘Notice’ to make it very clear

• A suitable description/ eye-catching caption or heading to hold the immediate attention of the reader

• Purpose for which it has been written like calling a meeting, drawing attention, making an appeal or informing general public about some issue of concern etc.

• Details of schedule i.e. date, time, venue, programme, duration etc. in case the notice is about an event to be organised in the near future

Presenting factual information

Facts need to be presented clearly, so that information is easily understood. There are several ways of splitting up text; paragraphs, numbered or bulleted lists, headings and sub headings, which all make it easier to access the information.

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The following example is written as one paragraph making it difficult to understand itscontents.

Different kinds of fruit. Fruit comes in all shapes and sizes. There is a wide variety of tropical fruit which is available throughout the year. These include bananas, which taste best when they are yellow and tinged with brown, pineapple best eaten when the skin is golden and not green and kiwi fruit which need to be soft to appreciate their flavour. Citrus fruits are also imported and this group includes lemons, oranges, satsumas, limes and grapefruits. There are several different varieties of oranges and all have different flavours. Lemons have their own distinctive flavour whereas limes have a more delicate flavour. Grapefruits are usually yellow and have a sour taste but some have a pink inside which is sweet enough to eat without sugar. Many different berries and stone fruits can be bought throughout the year. Blackberries can be cultivated or wild and are good for cooking. Strawberries are tasty when fresh but become soft and mushy when frozen. Peaches have stones in them and have a rough skin; the paler fruits have the best flavour. Plums are best eaten as soon as they are ripe and should have a firm unblemished skin. Nectarines are a cross between a plum and a peach. They are smooth skinned and should be eaten when pink and soft. There are many different sorts of apples and pears. Different varieties of apples have different flavours and textures. Pears can have green or yellow skins and can be soft or hard, it depends on the variety. Grapes grow on vines and can be either black or white. Some grapes are seedless.

When this information is presented in a different way it becomes clearer and easier to access.

Different kinds of fruit

Fruit comes in all shapes and sizes. There is wide variety of fruit which is available throughout the year. These include:

Tropical fruits

• Bananas, which taste best when they are yellow and tinged with brown

• Pineapple best eaten when the skin is golden and not green.

• Kiwi fruit which need to be soft to appreciate their flavour

Citrus fruits

• Oranges - several different varieties all have different flavours

• Lemons have their own distinctive flavour

• Limes are similar to lemons but have a more delicate flavour

• Grapefruits are usually yellow and have a sour taste but some have a pink inside which is sweet enough to eat without sugar

• Blackberries can be cultivated or wild and are good for cooking

• Strawberries are tasty when fresh but become soft and mushy when frozen

• Peaches have stones in them and have a rough skin; the paler fruits have the best flavour

• Plums are best eaten as soon as they are ripe and should have a firm unblemished skin

• Nectarines are a cross between a plum and a peach. They are smooth skinned and should be eaten when pink and soft

Other fruits

• Apples - the different varieties of apples have different flavours and textures

• Pears can have green or yellow skins and can be soft or hard, it depends on the variety

• Grapes grow on vines and can be either black or white. Some grapes are seedless.

By using headings and bullet points the information is much clearer.

Whatever document or text we are asked to read it is vital that we check and review the content to make sure it is appropriate and accurate to the reader. This PROOFREADING stage is critical.

Top Tips: Proofreading your Writing

When proofreading, we need to make sure that the text conveys what we want to say to the reader. To do this we need to make sure that:

• The text makes sense

• The grammar, punctuation and spelling are correct

We can achieve this by:

• Reading each sentence after writing it

• Reading through the whole text carefully after we have finished writing to be sure it makes sense

Proofreading and revision of writing

When we send text messages on a mobile phone, we often use abbreviations or incorrect spellings which are shorter than the correct ones, because there is limited space on the mobile’s screen.

Going 4 a drink after work. Do U want 2 come. Text back 2 let me no if U R comin

We would not write like this if we were writing a note to a friend. If this was a written note it would be something like this:

I am going for a drink after we finish work this evening. Do you want to come? Please send me a note to let me know that you are coming.

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Please find below a selection of very useful websites that can provide additional support resources in English. Please take the time to study and review these.

http://www.bbc.co.uk/skillswise/english

Click on a topic you are interested in and you will see the different types of materials or activities that are there to help you with that topic. For each topic, you will find fact sheets, worksheets, quizzes and games. Job skills related resources also available.

http://www.skillsworkshop.org/literacy

A good website with adult literacy and numeracy activities including more than 1500 free Functional Skills and Skills for Life resources.

http://premierskills.britishcouncil.org/

Learn English online with the help of this free website brought to you by the British Council and Barclays Premier League. Communicate in two of the world’s global languages – English and football

http://rwp.excellencegateway.org.uk/Interactive%20Materials/

These are interactive literacy and numeracy practice materials, designed to supplement teaching. The practice material is generic and has been set in everyday recognisable settings.

http://www.braingames.org.uk/brain_games_main/flash.aspx

Interactive quizzes that allows you to develop both English and maths skills. Even has a facility to be used on a mobile device.

There are two tasks which assess your writing skills.

Remember that spelling, punctuation and grammar will be assessed in both tasks.

Task 1

Letter:

Information

EXAMPLE QUESTIONS - TEST 1

Here are selective example questions from previous Writing test papers at English level 1. Please take the time to study these in preparation for your own test.

You organised a surprise birthday party at Dinton Bowling Alley for your best friend. You had a great time. The food was excellent, the staff were really friendly and the bowling was fantastic!

You decide to write a thank-you letter to the manager, Ria Lakhani, at Dinton Bowling Alley, 348 North Street, Dinton DN55 2UU.

Writing task

Write a letter to Ria Lakhani, the manager, thanking her for a great time.

In your letter you should include:

• Why you are writing

• Details of the party

• What you liked about Dinton Bowling Alley

Remember to set your letter out correctly.

Writing task

Write your own message on the internet discussion forum giving your detailed views on:

Who needs a degree?

Begin your answer on the next page.

Posted: Thu Dec 08, 2011 1:07 am

Post subject: Who needs a degree?

Nowadays it seems like everyone has to have a degree. You can’t get a job unless you have a degree even if you want to work in a shop. How ridiculous! I left school at 16 and went straight out to work. It didn’t do me any harm. I’ve now got my own business and made a really good life.

Most of the kids that stay on to do a degree are just lazy. They don’t know what they want to do. They would be better off getting a job! If everyone has degrees what’s the point of them anyway?

Eileen

Responded: Thu Dec 08, 2011 3:15 am

Post subject: Who needs a degree?

Well, Eileen, if kids don’t know what they want to do why not give them the extra few years to get a degree and decide? They can’t get a job if they don’t know what to do and don’t have a degree. If they get a degree it will give them more choice in life over what to do. The trouble with you, Eileen, is that you are clearly living in the past. You might have your own business but most people don’t.

You are forgetting the most important point about having a degree is that education is good in itself!

Katerina

Task 2

Internet forum task:

Information

Read the following contributions to an internet discussion on arguments for and against:

Who needs a degree?

TEST 2 - SECTION A

Here are selective example questions from previous Reading test papers at English level 1. Please take the time to study these in preparation for your own test.

Read Text A and answer questions 1-7.

Text A The manager of your company has asked you to organise a team building event for staff. You have found this leaflet.

Sagar Manor - Adventure Centre

Planning a team building event? Here at Sagar Manor we have just what you’re looking for because we believe ‘The Team That Works Together Wins Together:

Our team training games are suitable for all ages and abilities.

An outdoor team building day offers an excellent way of raising morale*. Our exercises provide opportunities to develop skills in teamwork, decision-making, leadership and planning.

No worries! We plan everything. We provide all the equipment. Our experienced staff are here to help at all times. All you have to do is turn up and enjoy yourselves.

Amazing! Sagar Manor is in the beautiful Dartmoor National Park. Our grounds cover 300 acres of fantastic countryside including rivers, woodlands, hills and open spaces. You will be amazed by the range of outdoor activities to choose from:

• Climbing

• Paintball

• Walking

• Archery

• Riding

• Canoeing

• Raft racing

• Golf

And much more! Our purpose-built facilities are open all year round. A day package includes the activities of your choice, all specialist equipment, personal accident insurance, tea/coffee/pastries on arrival, and a light lunch of soup and sandwiches.

Length of day: 0930 - 1700 Cost: £125 per person with reductions for groups of 6 people or more.

Drop in! Come and visit us for a coffee, see for yourselves what we have to offer and discuss your event details. Please contact John Miller on 01753465877 or email [email protected] to make an appointment.

TEST 2 - SECTION B

Read Text B and answer questions 8-13.

Text B

You have made the booking with Sagar Manor Adventure Centre and have been directed to this web page.

Programme of the Day

We keep to the timetable to make sure all activities are completed successfully.

09:30 tea, coffee, pastries 09:45 health and safety briefing (must be attended by all) 10:00-11:30 activity one 11:30-13:00 activity two 13:00-14:00 lunch 14:00-15:30 activity three 15:30-16:00 break 16:00-17:00 feedback and awards

Further Details

1. Refreshments are provided on arrival and at lunch time. We do recommend that your team members bring water and they do need to bring practical clothing and safe footwear to change into.

2. Lockers are provided for the safe keeping of belongings, and we ask that this includes mobile phones.

3. Some activities are challenging so you need to make sure that all group members have been medically cleared if necessary.

4. An instructor who has first aid training will lead each activity. It is important that you follow instructions at all times so that you enjoy the day.

5. The break in the afternoon gives your team members time to take refreshments, get changed and collect their belongings from the lockers.

6. At the final session, we ask you to fill in evaluation forms as part of the feedback before we move on to the awards.

7. All members of your team will take away individual certificates of attendance.

8. All team members will receive discount vouchers for future events.

Sagar Manor looks forward to meeting you and your team and will do everything to ensure you have a successful day.

Task 1 Indicative content General guidance on letters:

Response set out with attention to letter layout. • Uses relevant organisational features. • Opens and closes the letter clearly. • Attempts to use appropriate tone/language when giving your views about the plans

Be prepared to award marks for all responses which are fit for purpose but may not address all of the bullets below fully or may contain ideas not in the bullets

In the letter, the learner should include:

• Why they are writing

• Details of the party

• What they liked about Dinton Bowling alley (15 marks)

Mark A

Form, communication and purpose

0 No rewardable material

1 - 3

Communicates occasionally appropriate information and develops ideas at a basic level• Information is presented with limited sequencing of ideas• Uses language, format and structure for specific audience and purpose to a limited extent• Limited use of appropriate layout of a letter (address, date, open and close conventions)

4 - 6

• Communicates some appropriate information and develops ideas with some success• Information is presented with some logical sequencing of ideas, although this is not sustained throughout the response• Uses language, format and structure for specific audience and purpose, for some of the response• Some use of appropriate layout of a letter (address, date, open and close conventions)

7 - 9

• Communicates mostly appropriate information and develops ideas successfully, although there may be minor lapses• Information is presented with a logical sequencing of ideas and this is evident for the majority of the response.• Uses language, format and structure for specific audience and purpose throughout the response, although there may be occasional slips/omissions• Appropriate use of layout of a letter (address, date, open and close conventions)

Mark B Spelling, punctuation and grammar 0 No rewardable material

1 - 2 • There is limited use of correct grammar and use of tense is minimal• Spelling and punctuation are used with limited accuracy and errors will often affect clarity of meaning

3 - 4 • There is some correct use of grammar and some correct use of tense although not sustained throughout the response• Spelling and punctuation are used with some accuracy although errors will sometimes affect clarity of meaning

5 - 6There is correct use of grammar and consistent use of tense throughout the response, although there may be occasional errors• Spelling and punctuation are used with general accuracy and meaning is clearly conveyed, with only occasional lapses

ANSWER SCHEME FOR TEST 1

English level 1 Writing test paper15 possible marks (9 for content and 6 for spelling, punctuation and grammar)

Task 1: Letter

Task 2 Indicative content

General guidance on internet forum tasks: As there is no set format for internet forums, if the response to a task fulfils the requirements and is functional, use the mark scheme to reward accordingly.

In the contribution, the learner: • presents views clearly • uses appropriate tone/standard English when writing the contribution to the internet discussion forum

Note: Learners may choose to write about the argument for, the argument against or to cover both sides of the argument. All of these responses could gain full marks if they are fit for purpose

(10 marks)

Mark A

Form, communication and purpose


1 - 2

Communicates occasionally appropriate information and develops ideas at a basic level• Information is presented with limited sequencing of ideas• Uses language, format and structure for specific audience and purpose to a limited extent• Response has limited level of appropriate detail

3 - 4

• Communicates some appropriate information and develops ideas with some success• Information is presented with some logical sequencing of ideas, although this is not sustained throughout the response• Uses language, format and structure for specific audience and purpose, for some of the response• Response has some level of appropriate detail

5 - 6

• Communicates mostly appropriate information and develops ideas successfully, although there may be minor lapses• Information is presented with a logical sequencing of ideas and this is evident for the majority of the response• Uses language, format and structure for specific audience and purpose throughout the response, although there may be occasional slips/omissions• Response has some level of appropriate detail

Mark B B: Spelling, punctuation and grammar


1 - 2 • There is some use of correct grammar and some appropriate use of tense• Spelling and punctuation are used with limited accuracy and errors will sometimes affect clarity of meaning.

3 - 4

There is mostly correct use of grammar and mostly consistent use of tense throughout the response, although there may be occasional errors• Spelling and punctuation are used mostly with accuracy, with some lapses

English level 1 Writing test paper 10 possible marks (6 for content and 4 for spelling, punctuation and grammar)

Task 2: Internet forum task

ANSWER SCHEME FOR TEST 2

Task 1: Letter

15 possible marks (9 for content and 6 for spelling, punctuation and grammar)

Task 2: Email

10 possible marks (6 for content and 4 for spelling, punctuation and grammar)

Understanding Functional Skills|WB3 English Writing L1|V3

english - writing level 1 - irp-cdn.multiscreensite.com as whether you write in full sentences, ......

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