guía emid prueba expresión escrita.pdf

8/17/2019 Guía EMID Prueba Expresión Escrita.pdf

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A

partir

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Hay

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8

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Para

más

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“Overview

of

Units

and

documents”

El orden aconsejado de utilización del material dentro de cada unidad es:

1.

Simples

;

2.

Structure;

3.

Use

of

English;

4.

Linking

words;

5.

Answers

Deseamos que sea de utilidad.

Dpto. de Lenguas Germánicas de la EMID.



COMPILATION OF THE FOLLOWING DOCUMENTS

UNIT 1 DESCRIPTIONSSamplesStructure

Use of EnglishLinking words Answers

UNIT 2 ESSAYS (I) Introduction to essaysSamplesStructureLinking words Answers

UNIT 3 ESSAYS (II) For and against essaysSamplesStructureLinking words Answers

UNIT 4 ESSAYS (III) Opinion essays and problem-solut ion essays

a Opinion essaysSamplesStructureLinking words Answers

b Problem-solution essaysSamplesStructureLinking words

Answers

UNIT 5 REPORTS and proposalsSamples- REPORT SAMPLE 1- REPORT SAMPLE 2- PROPOSALS SAMPLE 1StructureUse of English

ModalsWish+ Past/Would



Conditional Type3Reported speechPassive

Linking words Answers

UNIT 6 LETTERS (I) Request / to the editorSamples- LETTERS SAMPLE 1- LETTERS SAMPLE 2StructureLayout- informal layout- formal layout

Use of EnglishModals

Answers

UNIT 7 LETTERS (II) Complaint/CoveringSamples- LETTERS SAMPLE 3- LETTERS SAMPLE 4Structure- Structure letters of application- Structure letters of complaint- Letters of complaint expressionsUse of English- InversionLinking words Answers

UNIT 8 ARTICLES

Samples- ARTICLE SAMPLEStructure Answers



SLP WRITING PAPER

The writing part of the SLP exam looks like this:

Select one excercise (out of three) TIME: 75 minutes

1. Write an essay about (Topic A) covering the following points:a)b)c)350 words

2. Write an essay about (Topic B) covering the following points:a)b)

c) 350 words

3. Topic CPart 1 (Obligatory) 100 words (it could be an informal letter, an article, a descriptionetc) related to Topic CPart 2 related to Topic C. Choose between Option A and B,

Option A Write a letter/ report …250 words Option B Write a proposal/ article / …. 250 words

You may do your Writing task on the computer or on paper.

As you see, there is an hour and fifteen minutes to do the exam, but the extension in words isalso longer now (a total of 350 words).- Remember to do a brainstorming of ideas and structure them befote you start writing.- Be aware of the structure of you need for your writing.- Leave five minutes to review your work.

The first two exercises are as always, essays, but of 350 words.The third one is new. You will be asked to incluye recommendations, suggestions, hipothesis

etc

Adhere to the number of words.

There´s no Grammar Test and this skill will be evaluated in your Writing Exam (be aware ofusing a variety of structures)



DESCRIPTION UNIT 1

Description – SAMPLES

SAMPLE 1 – DESCRIBING A PERSON

Read the following composition describing a person.

Describe a person you know well

When I began working at Hillcrest Nursery School three years ago, I

was introduced to Sharon Dunn, the school’s headmistress.

Her smart appearance and warm, friendly expression made me like

her immediately. She is a small-boned, smiling woman in her early fifties,

with twinkling blue eyes and soft, silver curls. Although she dresses simply

she always manages to look elegant.

She is a very fair-minded person who treats everyone at the schoolwith equal respect. Despite clasping her hands nervously when she is upset,

she is actually very calm, which is shown by her ability to keep her temper

in the most difficult situations. Her quiet voice and gentle, caring manner

make her very popular with the children.

Ms Dunn has no children of her own; however, she says that she feels

like a mother to all of the children in her school. In fact, she has no time

for family life, since she dedicates her life to her job. Besides taking care

of various administrative tasks every day, she always takes time to talk to

the teachers and parents. In addition, she often holds meetings with theschool’s Board of Directors, as well as with staff and parents.

To my mind, Sharon Dunn is a dedicated professional who is a

wonderful role model, not only for the children but for the teachers, as

well.

EXERCISE 1: Match each paragraph with the correspondinginformation provided.

PARAGRAPHS

Paragraph 1Paragraph 2Paragraph 3Paragraph 4Paragraph 5

INFO PROVIDED

ConclusionIntroductionLife/lifestyle/beliefsAppearancePersonality/Behaviour

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DESCRIPTION UNIT 1

SAMPLE 2 – DESCRIBING A PLACE

Here you can find an example of how a place could be described. Canyou guess which city does the text refer to?

Describe a large, busy city

Built around a small peninsula in the south east of China, this city is

now one of the most densely populated places on earth, is a city of extreme

contrasts, where East meets West, and the latest technology is equally as

important as ancient customs are.

The streets are a frenzy of activity and deafening noise. The roads

are congested with vehicles, from sparkling limousines to dusty rick-shaws,

while countless hordes of people stream past on the pavements, and in the

crowded narrow alleyways, the senses of the pedestrian are bombardedwith a bewildering variety of exotic sights and smells. In contrast, not far

from the chaotic, cramped city centre lie parks with cool streams,

breathtaking backdrop to the towering skyscrapers of steel and concrete

packed closely around the harbor, where huge modern ships float along-side

with little Chinese junks.

Below the bright neon lights, garishly advertising every brand name

conceivable, visitors will find an endless variety of shops and restaurants

competing for space on the manic streets. You can buy anything here,

ranging from state-of-the-art computer technology to hand-made silk suits.There are also fish and bird markets all over the city, where heaps of

gleaming silver fish can be found displayed next to brilliantly-coloured

squawking parrots. Tourists and locals alike flock to the Jade Market,

hidden on a side street, with its intricately-carved pieces depicting Chinese

icons, Budhas and dragons made of smooth green stone. For food, Hong

Kong is second to none, as it offers a wide choice of dishes in all sorts of

eating establishments. The city’s nightlife, like its shops and restaurants,

caters for loved one in a karaoke bar or a simply after a beer and a bit of

dancing.Perhaps the strangest thing about this place is the way all of its

dramatically contrasting features co-exist so harmoniously. However,

unless you witness it for yourself, you will never know what a pleasant

atmosphere this creates. So, for an unforgettably unique experience, try

this amazing city – you won’t regret it.

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DESCRIPTION UNIT 1

SAMPLE 3 – DESCRIBING AN EVENT

Here you have two different models.

EXERCISE 2: What tenses have been used in each description of

events? Could you explain why the tenses are different in the twomodels?

MODEL A:

Describe an annual event that you attended and explain why

you enjoyed it.

About a year ago I was invited to a Halloween party at the home of a

friend. I was reluctant at first but I decided to go to help out with the

arrangements.

On the afternoon of the party, I drove to my friend’s house with ahuge box of materials which I thought might be useful for the

preparations. The children were full of enthusiasm as they worked on their

masks and costumes. But the best part of all was making the lanterns. I was

amazed at the imagination that the children showed when cutting grotesque

faces out of the hollowed-out pumpkins. The mood of anticipation was so

intense that, by the time the last costume had been made, I was as excited

as the children.

By six o’clock, the party was well under way and the house was full of

screaming children, with me running around in a mask trying to scare them.At one point during the evening, prizes were awarded to the children who

had made the best costumes. Games were organized, including one where

the children had their hands tied behind their backs while they tried to

pick apples out of a barrel of water using only their teeth. When the party

finally ended, the children left in a noisy group, running ahead of their

parents and doing their best any unfortunate passer-by.

Since those days I had never forgotten about Halloween, but this

party gave me so much pleasure that now it is a regular fixture in my diary.

I think everyone should have the chance to feel like a child at least once a

year.

MODEL B:

Describe an annual event that takes place in an English-

speaking country.

Halloween, which takes place every year on 31st October, is an

important event, particularly in America. It originated hundreds of yearsago when it was believed that on this night the souls of the dead came back

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DESCRIPTION UNIT 1

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and walked among the living. Today, it is treated light-heartedly and

celebrated mainly by children.

A certain amount of preparation is required of those who take part.

Costumes and masks, typically of ghosts or witches, have to be made.

Sweets are bought and parties are organized. Most importantly, a lantern is

made. This is done by taking a large pumpkin and cutting out the inside,

which is then used to make a pie. Next, holes are cut out of one side in the

shape of an evil face, and a candle is placed inside the lantern so that the

light glows through the eyes and mouth.

On the day itself, or rather in the evening, children wander around

the streets dressed in their costumes. The custom is for children to knock

on doors in their neighbourhood and say “Trick or treat”. This means that

their neighbours have to treat them to sweets or candies, otherwise the

“ghosts and witches” will play a trick on them. Usually the adults offer

them something, but if they fail to, then a practical joke might be played.

This is usually something harmless such as putting shaving foam on the

uncooperative neighbour’s window.

If a party has been arranged, then the lights are turned out and the

children take part in a variety of activities. This might include anything

from telling ghost stories to dancing. Although the parties are based on a

rather frightening theme, the emphasis is, of course, on having fun. A

typical party game for Halloween is played by putting apples into a barrel ofwater and inviting the children to pick them up with their teeth. Special

drinks are made, which are served with the traditional pumpkin pie.

Many people enjoy Halloween as an excuse to dress up and have fun. It is

unique in that its theme is essentially not a pleasant one. However, it

remains popular and is eagerly anticipated every year by people of all ages.



DESCRIPTION UNIT 1

Description – STRUCTURE

1. Describing people

1.1. Structure of a composition describing a person

A composition describing a person should consist of:

a) an introduction giving brief information about who the person is,where/how you met him/her, how you heard about him/her.

b) a main body which may include description of such things asphysical appearance, personality/behaviour, manners and/or detailsof the person’s life and lifestyle (hobbies, interests, everydayactivities, etc.)

c) a conclusion in which you comment on why the person is ofinterest, express your feelings/opinion concerning the person exceptfor some excerpts included in texts like reports where subjectivity isnot desirable.

1.2 Points to consider

- To describe physical appearance, you should give details of theperson height/build, age, facial features, hair, clothing, etc. moving

from the most general to the most specific details. E.g. Bill, who is in

his twenties, is quite tall and well-built, with thick black hair and piercing

blue eyes. He is usually dressed in jeans and a T-shirt.

- To describe personality and behaviour, you can support your

description with examples of manners. E.g. Mark is a rather unsociable,

usually sitting silently in a corner observing others from a distance.

- To describe life, lifestyle and beliefs, you should talk about theperson’s habits, interests, profession, daily routine, opinion, etc. E.g.

Being both a university student and a part-time assistant in a supermarket,

Janet has little time to go out in the evenings.

- Read carefully the title of the writing task in order to choose theappropriate verb tense. If the instructions ask you to describe

someone related to the present, e.g. “Describe a person who is unusual

…” , you will describe the person using present tenses. If you areasked to describe somebody related to the past, someone who is no

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DESCRIPTION UNIT 1

longer alive, or somebody you met some time ago … e.g. “Describe a

famous person you met who was not as you expected …”, you will describe

the person using past tenses.

EXERCISE 1: Read again the sample describing “a person you knowwell” and fill in the missing information in the plan:

INTRODUCTION

First met Ms Dunn at Hillcrest Nursery School,headmistress

MAIN BODY

‐ Appearance

smart, warm, friendly expression, ___________________ _______________________________________________

_______________________________________________

‐ Personality/Behaviour

_______________________________________________ _______________________________________________

‐ Life / Lifestyle/Beliefs _______________________________________________ _______________________________________________

CONCLUSION

_______________________________________________ _______________________________________________

2. Describing places

2.1. Structure of a composition describing a building or aplace

A composition describing a place/building would consist of:

a) an introduction giving brief information about the name andlocation of the place/building. If you are asked to describe a place ofyour choice, you could state here the reason for writing about it (e.g.what it is famous for, what makes it so special, etc.).

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DESCRIPTION UNIT 1

b) a main body giving both general and specific details about theplace/building usually moving from the general features to specificones.

i) when you describe a place you should give the overall

impression by referring to landscape, buildings, landmarks, etc. andparticular details (sights to see, places to go, things to do)

ii) when you describe a building you should write about itssurroundings (e.g. situated, then give a detailed description of itsexterior and interior

c) a conclusion in which you express your feelings or opinionconcerning the place or building or give a recommendation.


- Descriptions of places/buildings may include: factual information

such as age, size, colour, materials, etc (e.g. The temple, with 10-

metre tall marble columns, was built in 800 BC ), details relating to the

senses (sight, hearing, smell, touch, taste) to suggest mood and

atmosphere (e.g. Visitors’ footsteps on the worn stone floors echo

through the cool, dark corridors, disturbing the tranquil silence ),

opinions/impressions of the place or building (e.g. Tourists are

fascinated by its air of mystery .)

- Each aspect of the description should be presented in a separateparagraph beginning with a clear topic sentence which willintroduce the main idea of the paragraph.

- The use of descriptive vocabulary, a variety of linking words and structures as well as narrative techniques will make the writingpiece more interesting.

- Note that descriptions of places/buildings may be included inseveral other types of writing tasks, such as reports, letters, articles,

…..

EXERCISE 2: Read the composition and fill in the plan below.

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DESCRIPTION UNIT 1

INTRODUCTION

Location, population, reason

MAIN BODY

‐ General features _______________________________________________ _______________________________________________

_______________________________________________

‐ Particular details _______________________________________________

_______________________________________________ _______________________________________________

CONCLUSION _______________________________________________

_______________________________________________

2.3 Location verbs and preposition

- There are a number of verbs used to describe the location and/or

surroundings of a place. These may explain position (e.g. the old

house is situated next to/is surrounded by …); they may also give some

suggestion of movement (e.g. the road leads up to/winds past …)

and/or action (e.g. the statue towers above/stands at the top of…)

- These verbs are naturally used with prepositions and

prepositional/adverbial phrases (e.g. leads up to – winds past –

stands at the top of, etc.)

3. Describing an event

3.1 Structure

A descriptive composition about an event would consist of:

a) an introduction in which you mention the name/type, time/date,place and reason for celebrating the event.

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DESCRIPTION UNIT 1

5

b) a main body in which you describe the preparations for the eventand the event itself

c) a conclusion in which you describe people’s feelings or comments

on the event.


- When you describe annual events (e.g. a celebration or festivalwhich takes place every year), present tenses are used and the styleis formal. However, when giving a personal account of an event whichyou witnessed or took part in, past tenses are used.

The passive is frequently used to describe preparations / activities

which take place. E.g Pumpkins are carved and placed in windows andcostumes are designed.

EXERCISE 3: Rewrite the following paragraph in the passive.

Everyone awaited the Park Jazz Festival with anticipation. The local

newspaper published articles about the arriving musicians, and hotel rooms

which the local council had booked were filling up fast. On the first night,

people packed the park and the mayor introduced the first act. During the

weekend over twenty-four soloists and bands performed modern andtraditional jazz and blues. It was a festival which lifted everyone’s spirits.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

MAIN SOURCE:Evans, V. Successful Writing Proficiency. Express Publishing. London

1998



DESCRIPTION UNIT 1

Descriptions – USE OF ENGLISH

1. Relative clauses

As relative clauses are used to expand the information of a person,place or object we have just mentioned, relative clauses are verylikely to appear in descriptions.

EXERCISE 1

Combine these sentences with a relative pronoun to form a singlesentence.

1. He consulted his bank manager. The bank manager told him itwould be unwise to take out a loan. _______________________________________________________ _______________________________________________________

2. Australian dollars and cents were introduced in 1966. They arecompletely different to the US notes and coins. _______________________________________________________ _______________________________________________________

3. Even young children can open bank accounts. They often maintain

them for the rest of their lives. _______________________________________________________ _______________________________________________________

4. Banks carry out extensive market research. The market researchtend to show that students are attracted by special offers and gifts. _______________________________________________________ _______________________________________________________

5. Mortgages are offered by most banks. Mortgages are special loans

for the purchase of a property. _______________________________________________________ _______________________________________________________

6. There are several similarities between the old and new Australiancurrencies. One of them is the size of some coins. _______________________________________________________ _______________________________________________________

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DESCRIPTION UNIT 1

7. I am very impressed with my bank manager. He is always veryfriendly and helpful. _______________________________________________________ _______________________________________________________

8. One day I had to do my baking with a new teller. I had neverspoken to her before. _______________________________________________________ _______________________________________________________

EXERCISE 2:

Correct the errors in the relative pronouns in these sentences

1. Something what worries me is the high interest rate on that loan.2. She is part of a business group, among who she is the only onewoman.3. I’m opening accounts at two banks which interest rates are good.4. It’s worth investing in people which business are doing well.5. The advertising manager who’s proposal I like is coming to see metomorrow.6. Companies use celebrities which have high profiles to sell theirproducts.

2. Participles

Short sentences with the same subject may be joined withparticiples (-ing/-ed) or relative pronouns.

2.1 If we have a VERB IN ACTIVE the transformation wouldbe:

- Present » -ing- Past » having + P.P

a) The cottage stands at the top of a cliff. It faces out to sea.= The cottage, which stands at the top of a cliff, faces out to sea(passive)= The cottage, standing at the top of a cliff, faces out to sea(participle clause9

b) She was very rich. She could buy anything she wanted= Having been so rich, she could buy anything she wanted.

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DESCRIPTION UNIT 1

2.2 If we have a VERB IN PASSIVE the transformationwould be:

- Present & past » P.P.

The farmhouse was built in 1850. It is surrounded by fields.= The farmhouse, which was built in 1850, is surrounded by fields= The farmhouse, built in 1850, is surrounded by fields.

EXERCISE 3 (Description of places)

1. The castle dominates the skyline. It is built of local stone. _______________________________________________________2. The museum was opened in 1939. It is visited by thousands of

people every day. _______________________________________________________ _______________________3. The temple is surrounded by trees. It is difficult to see from adistance. _______________________________________________________ _______________________4. Greater London covers 610 square miles. It is the largest city inBritain. _______________________________________________________ _______________________5. The monument was erected in 1919. It is a memorial to those whodied in World War II.

_______________________

EXERCISE 4 (description of people)

She is so rich that she can buy anything she wants (PRESENT)= Being so rich, she can buy anything she wants

She was so rich that she could buy anything she wanted (PAST)= Having been so rich, she could buy anything she wanted

When he is seen from a distance, he resembles Paul Newman= Seen from a distance, he resembles Paul Newman

Monica, who was dressed entirely in red, entered the room.= Dressed entirely in red, Monica entered the room.

Rewrite the following sentences using participles

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DESCRIPTION UNIT 1

1. Oliver, who was covered in dust, climbed down the ladder2. Veronica, who was tired out, could not go on with the journey3. Richard is so rude that he has no friends4. She is so intelligent that she can speak six languages

5. Frank is so absent-minded that he always forgets his car keys.6. Susan, who was laughing hysterically, couldn’t speak.7. Paul, who was walking on crutches, left the room slowly8. Louise is so patient that she is cut out to be a teacher

3. Compound Adjectives

Compound adjectives are formed with:

a) present participles: a quick-acting officer, a hard-working doctorb) past participle: a stylishly-dressed woman, an open-heartedyoung man, a narrow-minded politician, a widely-known footballplayerc) cardinal numbers + nouns (noun after number is never plural):a three-year-old boy, a six-foot tall mand) well, badly, ill, poorly + past participle: a well-intentionatedfriend, an ill-mannered actress.

EXERCISE 5: make compound adjectives to describe the following

1. A baby who is crying constantly:2. A speaker who has prepared thoroughly3. Students who are organized well4. A girl who has curly hair5. A boy who has brown eyes6. A basketball player who is 42 years old7. An artist who is dressed in funny clothes8. A child-minder who has been specially trained9. A man who has a shot temper

10. A man with one leg11. A dentist who has gentle manners

4. Modal verbs: logical assumptions

Very often when we describe, we make assumptions about the peopleand things we are describing (age, origin, date when something wasbuilt …). As we are not sure about the specific data we make theselogical assumptions based on what we see, hear,…., and we use

modal verbs for this purpose.

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DESCRIPTION UNIT 1

Must= I’m sure/certain that something is true. Must is used inaffirmative sentences and expresses positive logical assumptions.

e.g. He must be in his 50’s. (Positive: I am sure he is)

Can’t/Couldn’t= I’m sure that something isn’t true, real. Can’t andCouldn’t are used in negations and express negative logicalassumptions.

b) This aircraft can’t be faster than a jet (Negative: I am sure he isn’t)

EXERCISE 6:

Complete the sentences using must or can’t as in the example1. I’m sure this cathedral was built in the Middle Ages

The cat hedr al must have been bui l t i n

t he Mi ddl e Ages.2. I’m certain he doesn’t know how to fly a planeHe _____________________________________________________3. I’m certain the troops have moved to the southern partThe troops ______________________________________________4. I’m certain my subordinates have never received any training onthat issue before, they have no clue of how things work.My subordinates __________________________________________ _______________________________________________________5. I’m certain she’s suffered a lot in her lifeShe ____________________________________________________

4. Modal verbs: ability

Modal verbs expressing ability are not intrinsically linked todescriptive functions. Nevertheless, as this ability function could bepresent in descriptive patters such as autobiographies, we havedecided to include them in this section.

Can is used in the present and future.

Could is used in the past. Weuse be able to to form all the other tenses.

- Can=be able to: ability in the present

e.g. The major can speak 5 languages- Will be able to: ability in the future

e.g. When we graduate from the Academy we will be able to recover our

personal independence- Could=was able to: ability in the past (REPEATED PAST ACTION)

e.g. I could run faster when I was in the Academy

- was/were able to = managed to do something: ability in the past(SINGLE PAST ACTION)

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6

e.g. Although it was dark on that way, we were able to find our way -We normally use could with the verbs of the senses.

e.g. We could see they were planning an ambush.-In negations we can use couldn’t or wasn’t/weren’t able to with

no difference in meaning.e.g. I couldn’t/wasn’t able to make it on time to see the Colliseum

EXERCISE 7

1.- Fill in the gaps with c a n , ca n ’ t , c o u l d , c o u l d n ’ t orw a s/ w a sn ’ t a b le t o .

1. I had my hands full, so I coul dn’ t / wasn’ t abl e t o

open the door.2.

When I was young I ……………………….. stand on my head.3. Although he felt ill, he ……………………… finish all the paperwork.4. Tony is clever. He …………………….. speak three languages.5. I ………………………. afford that bag. It’s too expensive.6. Although it was dark, he ……………………… find his way through the

woods.7. I heard his voice calling me, but I ……………………. see him.8. We’re busy tonight, so we …………………. come to the party.9. When I entered the house, I ……………………. smell fresh bread

baking.

10.

I ………………. drive a car. I learnt when I was eighteen.



DESCRIPTION UNIT 1

Descriptions – LINKING WORDS

1. Explaining impressions. Expressing impressions caused by

the people/places/events that we are describing is quite a commonpractice. However, there are some writing tasks like reports wheresubjectivity and emotion must be avoided.

- … is the first thing one notices …

A huge statue of a lion is the first thing one notices upon entering the

temple

- The most noticeable/outstanding/impressive feature (thing)

of …

The most noticeable/outstanding feature of the place is its golden dome.

STRONG FEELINGS (from an impersonal point of view):

- The thing which makes the strongest/most enduring

impression is … (can be used in the past as well)

The thing which makes the strongest/most enduring impression is the

hospitality of the locals.

- …..makes an inmediate/enduring/lasting impression on…

(can be used in the past as well)

Paris makes an immediate/enduring/lasting impression on all who visit it,since it is such a glamorous city.- One cannot help but be impressed/moved/struck by …

One cannot help but be impressed/moved/struck by the natural beauty of

the region

STRONG FEELINGS (from a personal point of view – make sureyou know when to use these expressions as such emotional languagemight not match many description tasks provided)

- I was immediately struck by ….

I was immediately struck by the staggering number of huge skyscrapers.

- …..confirmed my initial impression

The filthy, congested streets confirmed my initial impression that it was an

unpleasant city.

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DESCRIPTION UNIT 1

EXERCISE 1: Rewrite the sentences using the words in bold withoutchanging the meaning.

1. When visiting Paris, one particularly marvels at the incredible

architecture of the Pompidou Centre.e.g. When visiting Paris, one cannot

but marvel at the incredible …

2. What impressed me most about the entire building was thelavishly-decorated reception hall.strongest _________________________________________________ _________________________________________________

3. The first thing that one notices about the city is that there are somany well-preserved medieval buildings.noticeable _________________________________________________ _________________________________________________

4. What strikes visitors to Mykonos most is the perfect combination ofglamour and tradition.immediate

_________________________________________________ _________________________________________________

2. Expressing comparison.Expressing comparison is another function which is likely to appearwhen describing.My best friend is as intelligent as, more intelligent than, twice as intelligent as, less intelligent than me

To compare places or buildings you can use:

a) (just/nearly) as ….. (positive degree) …as …. e.g.In

those days the main streets were just as congested as they are today.

b) the same as….. e.g.The cottage was the same as it had been

fifty years before. c) (relatively/considerably) less …. (positive degree) …

than…. e.g.The new buildings are considerably less ornate than the old

ones. d) (much/far/considerably) more + adjective/adverb +

than …e.g.The northern area is more picturesque than the eastern area.

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e)(by far) the most + adjective e.g.Hill Manor is by far the

most elegant hotel in the region.

f) comparative + and + comparative e.g. The streets are

becoming dirtier and dirtier

g) the comparative ..., the + comparative e.g. The further

south you travel, the warmer it becomes.

EXERCISE 2:

Rewrite the following sentences without changing the meaning:

Example:

The castle was renovated and is now much more impressive than any otherin the region.

Af t er bei ng r enovat ed, t he cast l e i snow by f ar t he most i mpr essi veone/ cast l e i n t he r egi on1. Some of the archaeological sites are fascinating, whereas the museums

are rather uninteresting.The museums are not today ________________________________ _______________________________________________________2. The shopping center in Harries Road has many more shops than the one

in Bridge Street.The shopping center in Bridge Street hasn’t got _________________

_______________________________________________________3. As the population of the city grew the number of schools and hospitalsbeing built decreased.

As the population of the city grew, so _________________________ _______________________________________________________4. The Anderson Sports Centre has better equipment than the Pollock

Centre.The Pollock Centre is not ___________________________________ _______________________________________________________

5. The layout of our old flat was very impractical in comparison to thelayout of the new flat.

The layout of our new flat is far ______________________________ _______________________________________________________6. As the traffic of the city increases, the city centre becomes more

congested.The more traffic there is, ___________________________________ _______________________________________________________



DESCRIPTION UNIT 1

Description – ANSWERS

Samples - ANSWERS

EXERCISE 1:

Paragraph 1 – IntroductionParagraph 2- AppearanceParagraph 3- BehaviourParagraph 4 –Life/lifestyle/beliefsParagraph 1- Conclusion

EXERCISE 2:

In Model A, past tenses have been used because it is a description ofan event in the past. In Model B, however, present tenses are used todescribe annual event.

Structure- ANSWERS

EXERCISE 1.

INTRODUCTIONFirst met Ms Dunn at Hillcrest Nursery School, headmistress

MAIN BODY- Appearance

smart, warm, friendly expression, early fifites, twinkling blue eyes,soft, silver curls, dresses simply, looks elegant.

- Personality/BehaviourVery fair-minded; treats everyone with equal respect; clasps herhands nervously when upset; very calm, keeps her temper in themost difficult situations; quiet voice; gentle; caring manner

- Life / Lifestyle/BeliefsFeels like a mother to all children; no time for family life; dedicatesher life to her job; takes care of various administrative tasks; talks toteachers and parents; holds meetings with Board of Directors; staffand parents.

CONCLUSIONOpinion: a dedicated professional, a wonderful role mode.

EXERCISE 2:

INTRODUCTION

Location, population, reason (city of extreme contrasts)

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DESCRIPTION UNIT 1

MAIN BODY- General features: streets filled with activity/noise, pavements,

crowded narrow alleyways, variety of exotic sights and smells,chaotic cramped city centre, parks with cool streams, shrines,chirping birds, tranquil mountains, towering skyscrapers, huge

modern ships, little Chinese junks- Particular details: bright neon lights, state-of-the-art

computer technology, hand-made silk suits, fish and bird markets,silvery fish, brilliantly-coloured squawking parrots, Jade Market,intricately-carved pieces, Chinese icons, Buddhas and dragons, city’snightlife, karaoke bars

CONCLUSION- Comments: harmony despite contrasts, pleasant atmosphere,

unique experience

- Recommendation: well worth visiting

EXERCISE 3:The Park Festival was awaited with anticipation. Some articles werepublished about the arriving musicians by the local newspaper, andhotel rooms which had been booked by the local council were fillingup fast. On the first night, the park was packed with people and thefirst act was introduced by the mayor. During the weekend modernand traditional jazz and blues were performed by over twenty-foursoloists and bands. Everyone’s spirits were lifted by everyone.

.Linking words- ANSWERS

EXERCISE 1:1. The thing about the entire building which made the strongestimpression was the lavishly-decorated reception hall.2. The most noticeable thing about the city is its many well-preservedmedieval buildings.3.What makes an immediate impression on visitors to Mykonos is theperfect combination of glamour and tradition.

EXERCISE 2:1…. as fascinating/interesting as some of the archaeological sites2. ….as many shops as the shopping centre/one in Harries Road.3. …. Did the number of schools and hospitals being built.4. … as well-equipped as the Anderson Sports Centre.5. … more practical than the layout of our old flat/one.6. …the more congested the city centre becomes.

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DESCRIPTION UNIT 1

Use of English- ANSWERS

EXERCISE 1:

1 He consulted his bank manager, who told him it would be unwiseto take out a loan.2 Australian dollars and cents, which are completely different fromthe US notes and coins, were introduced in 1966.3 Even young children can open bank accounts, which they oftenmaintain for the rest of their lives.4 Banks carry out extensive market research which / that tends toshow that students are attracted by special offers and gifts.5 Mortgages, which are special loans for the purchase of a property,are offered by most banks.6 There are several similarities between the old and the newAustralian currencies, one of which is the is the size of some of thecoins.7 I am very impressed with my bank manager, who is always veryfriendly and helpful.8 One day I had to do my baking with a new teller who I had neverspoken to before.

EXERCISE 2:

1. Something that worries me is the high interest rate on that loan.2. She is a part of a business group, among whom she is the onlywoman.3. I’m opening accounts at two banks whose interest rates are good.4. it’s worth investing in people whose businesses are doing well.5. The advertising manager whose proposal I like is coming to see metomorrow.6. Companies use celebrities who have high profiles to ser theirproducts.

EXERCISE 3: (description of places)

1. Dominating the skyline, the castle is built of local stone2. Opened in 1939, the museum is visited by thousands of peopleevery day.3. Surrounded by trees, the temple is difficult to see from a distance.4. Covering 610 square miles, London is the largest city in Britain5. Erected in 1919, the monument is a memorial to those who died inWorld War I.

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DESCRIPTION UNIT 1

EXERCISE 4: (description of people)

1. Covered in dust, Oliver climbed down the ladder.2. Tired out, Veronica could not go on with the journey.3. Being so rude, Richard has no friends.

4. Being so intelligent, she can speak six languages.5. Being so absent-minded, Frank always forgets his car keys.6. Laughing hysterically, Susan couldn’t speak.7. Walking on crutches, Paul left the room slowly.8. Being so patient, Louise is cut out to be a teacher

EXERCISE 5:

1. a constantly-crying baby2. a thoroughtly-prepared speaker

3. well-organised students4. a curly-haired girl5. a brown-eyed boy6. a 42-year-old basketball player7. a funnily-dressed artist8. a specially-trained child-minder9. a short-tempered man10. a one-legged man11- a gentle-mannered dentist

EXERCISE 6:

2. He can’t know how to fly a plane3. The troops must have moved to the Southern part4. My subordinates can’t have received before any training on …5. She must have suffered …

EXERCISE 7:

2. could/couldn’t

3. was able to4. can5. can’t6. was able to7. couldn’t/wasn’t able to8. can’t9. could10. can

Main SOURCE for this compilation:

Evans, V. Successful Writing Proficiency . Ed. Express Publishing,Berkshire 1998

4



DESCRIPTION UNIT 1

5

….. CAE Gold. Ed. Oxford …….. Dooley, J. & Evans, V. Grammarway 3. Ed Express Publishing, Faltaaño



ESSAYS I UNIT 2

Introduction to essays - SAMPLES

A discursive essay is a piece of formal writing which discusses aparticular issue, situation or problem. It has a certain structure and is

written in formal style.

EXERCISE 1: Here you have two models of composition. One of themwould be a good model and the other one a bad one. Could yourecognize which is which? Give reasons to support your answer.

TOPIC: “Money is not the most important thing in life”. Discuss

Model A

In recent years life has greatly improved. The standard of living ishigher and all people can afford to buy things they couldn’t in the past. I

truly believe that life today is better and many things make people happy.

To begin with, unless people are healthy, a person’s life is unbearableand not worth living. When my father was seriously ill in hospital, I clearly

remember how nothing else mattered to any of us, and we learnt that the

people we love are more important than money.

Then there’s the question of your boyfriend or girlfriend. I don’tthink it matters if they’re rich – although it could be nice! What’s more

important is whether you see eye to eye. I once went out with a really richguy but we didn´t get on and I finished with him. This shows that money

isn’t everything.Also, statistics show that different people can be unhappy. Rich

people can be just as unhappy as poor people. So why do some people say

that money is everything? I know they are wrong to think that. Money can’tbuy happiness.

But it’s nice to live a life of luxury. Why take the bus when you can

take a taxi? And why not send your children to the best schools and pay for

the best doctors? There is no doubt about it, it’s a good feeling being richand powerful.

So, money is great – while it lasts! But you can’t beat having a good

time. So if you’ve got money, make the most out of it and if you’re happy,

enjoy yourself.

Model B

Money is certainly something which is often discussed in today’s

world. Hardly a day goes by without the subject of money being raised inmost people’s lives. However, it is highly debatable whether it is more

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ESSAYS I UNIT 2

2

important than other considerations, such as health and happiness, which

some people consider to be of greater significance.

To begin with, it is often argued that having money enables people toexert influence over others. Wealthy businessmen, for example, are often

the most highly respected members of society, and business tycoons are

often consulted by world leaders, who then make policies which affect the

whole population. As a consequence, money can be seen as the single mostimportant factor in daily life.

Secondly, from the point of view of the individual, money is vital for

survival. Western society is structured in such a way that, without money,

people are deprived of the means to obtain proper nutrition an health care.Furthermore, in some cases where state benefits are inadequate, the

inability to pay heating bills can indeed become a matter of life and death.

This is clearly illustrate by the fact that according to Social Services, the

majority of deaths due to hypothermia each winter occur among low-incomegroups.

On the other hand, many people claim that one of the factors in life

which is undoubtedly of greater importance than money is health. As Izaak

Walton said, health is “a blessing that money cannot buy”. What is more,

money is of little consolation to those who are suffering from healthproblems. Despite the fact that money that money can pay for the best

medical care available, this is not a guarantee of a longer life.In addition, most people would agree that personal happiness easily

outweighs money in importance. Even if an individual is extremely rich, thisdoes not necessarily lead to happiness. In some cases, the contrary is true

and vast wealth brings with it a whole range of problems and insecurities.

Genuine happiness cannot be bought and is usually independent of financialstatus.

On the whole, although there are those who would rank money as the

single most important thing in life, the vast majority would disagree.

Money, they argue, has an important part to play but perhaps the worldwould be a more harmonious place to live in if this were kept in proportion

and society put more emphasis on moral issues.



ESSAYS I UNIT 2

1. Structure of an argumentative essay

The argumentative essay must have:

- an introductory paragraph in which you clearly state the topicto be discussed

- a main body in which points are clearly stated in separateparagraphs and exemplified or justified- a closing paragraph summarising the main points of the essay(but changing the wording), in which you state/restate youropinion, and/or give a balanced consideration of the topic.

EXERCISE 1: Identify the three parts in the samples about “Money isnot the most important thing in the life”.

1.a Introduction

A good opening paragraph captures the interest of the reader andstates why the topic is important.

A good introduction provides some background information about thetopic, reveals the motive for arguing it or shows that there is acommon difference of opinion or controversy about this topic.

EXAMPLE 1:

A spate of recent murders at American schools has proved the issue of gun

ownership to be a very controversial one. While some believe that private

individuals should not be allowed to own guns, others maintain that gun

ownership is an important personal right. (44 words)

EXAMPLE 2

Censhorship is an issue which frequently generates a great deal of heated

debate, with supporters maintaining that it is vital in order to protectsociety, whilst opponents claim that it is an unjustifiable restriction of

public access to information. (38 words)

EXAMPLE 3:

We can scarcely turn on our televisions or pick up a newspaper these days

without being confronted with yet another depressing news item about the

environment. (26 words)

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ESSAYS I UNIT 2

EXERCISE 2: Which strategy or strategies have been used in theintroduction of Model Essay B?

A good introduction will capture the interest of the reader and often

one of these 3 strategies are used. Sometimes introductions startwith a catchy sentence. This may make reference to an unusual orstriking idea/scene/situation or could also be a quotation or a thoughtprovoking statement.

EXERCISE 3: Look at the quotations and the essay subjects below.Which quotation would be most relevant to each of the topics.

A. “You’re either part of the solution or you’re part of the problem” (EldridgeCleaver)

B. “A mother never realises that her children are no longer children” (HoolbrookJackson)

C. “One machine can do the work of 50 ordinary men. No machine can do the workof an extraordinary man” (Elbert Hubbard)

D. “Education is what survives when what has been learnt is forgotten” (B.F.

Skinner)

E. “It is the familiar that usually eludes us in life. What is before our nose is whatwe see last” (Professor W. Barret)

----------------------

1. “Too much emphasis is placed on educational qualifications” What are your

views?

2. “Teenagers have an important contribution to make to society”. Discuss

3. “It’s everybody’s responsibility to protect the environment”. Discuss

4. “People today take material comfort for granted”. Do you agree?

5. “As technology advances, humans are becoming redundant”. Discuss theproblem and suggest what might be done to remedy the situation.

1.b Body

Each subtopic should be presented in a separate paragraph. A well-developed paragraph contains these two parts

• a clear topic sentence: which summarises the contents of the

paragraph

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ESSAYS I UNIT 2

• a clear justification, explanation or support of the pointpresented

1.b.1 Constructing the arguments – topic sentence

A topic sentence is a sentence that indicates in a general way whatidea or thesis the paragraph is going to deal with. Although not allwriters start their paragraphs with a clear-cut topic sentence, this isan easy way for non-native professional writers to make sure thereader (the grader) follows the argument in the composition.

EXAMPLE 1:

One of the main arguments in favor of advertising is that it generates

wealth for a country. Taxes are paid on goods sold and this helps governments to pay for essential services such as education and health

care. Moreover, the number of jobs created for producing, marketing and

servicing these goods helps to reduce the unemployment problem, which is

also a great advantage for a country’s economy.

EXAMPLE 2

The lives of old people could be improved if attempts were made toaddress the problem of social isolation which so many of them face. If

we organised trips for the elderly to community centres, visits fromsocial workers or free bus passes to provide pensioners with greatermobility, the problem of lonelines would be alleviated

1.b.2 Supporting ideas /examples

Ideas introduced in topic sentences must be developed or justified,otherwise our argumentation will be weak. Similarly, the supportingideas must always be related to the idea expressed in the topicsentence. Keep just one main idea to one paragraph and develop it.

Avoid personal examples (e.g. In my school ) and rather use general

statements and make references to other sources (e.g. Experts have

proved that…) to provide the essay with a more professional

appearance.

Do not use very emotional language to support your ideas (e.g.

I absolutely detest people who ….). Do not express personal opinions too

strongly (e.g. I know …); instead use milder expressions (e.g. It seems

to me that …).

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ESSAYS I UNIT 2

1.c Conclusion

A good conclusion does some or all of the following:

•

rephrase the question• summarize the main ideas• give your opinion, if you haven't given it already• look to the future (say what will happen if the situation

continues or changes)

Supporters of gun ownership claim that these weapons have been part of

our life for centuries. Nevertheless, the problems of increasing crime and

family conflict in today’s society make gun ownership difficult to accept.

Handguns are too dangerous to be made freely available to just anyone who

wants them.

A good conclusion DOES NOT add new information. Never add a newidea just because you have thought of it at the end! Consider linkingyour conclusion to your introduction to establish a sense of balance.Frame your discussion within a larger context or show that your topichas widespread appeal.

Finish with a strong sentence. The conclusion is the last part of theessay and it is the part that the reader/tester may remember most.

2. Style

Compositions must be written in formal style.

DO’s

☺ passive voice, impersonal constructions e.g. It is argued

that, It is a common belief that

☺ a range of advanced vocabulary e.g. heated debate

concerning this controversial issue

☺ formal linking words e.g. furthermore, nonetheless, however

☺sentences with a certain degree of complexity (but

without too many subordinates e.g. Although it is widely accepted

that compulsory military service is beneficial to a country’s ability to

defend itself, a closer analysis of military efficiency suggests that it isadvanced weaponry which plays a crucial role in today’s conflicts.

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ESSAYS I UNIT 2

DON’Ts

- DON’T USE short forms ( e.g.I’m, isn’t)

- DON’T USE colloquial expressions ( e.g lots of, a pretty big

thing)- DON’T USE simplistic vocabulary (e.g. Experts say they think

this is bad, … )

- DON’T USE simple linking words (e.g. and, but, so ) except

for variety

- DON’T USE a series of short sentences (e.g. Many people

think so. They are wrong )- DON’T USE too long sentences- DON’T USE pompous or high-sounding sentences (such as

introduction or closing expressions) that you have learned byheart and that you might use almost like a template. Thecontrast between the style of these memorized sentences andthe rest of the composition (which shows what the real level ofthe writer is) will doubtlessly bring the trick to light, which willundoubtedly affect the resulting mark.

EXERCISE 4: Read the following excerpts and find examples of eachof the features of formal and informal style listed above.

Excerpt A

A matter of considerably controversy at present is the issue of whether

works of art should remain in their country of origin, or rather the woners of suchworks should be allowed to sell them to collectors abroad, thus depriving thecountry’s population of a vital part of its cultural heritage. Strong arguments existin support of both sides of this debate, which implies that it is worth examiningboth points of view before reaching any conclusions.

Should such sales be permitted, it is argued that the country of origin wouldlose pieces of art which rightfully belong where they were created. In addition,

works of art which were created to be viewed in a certain setting, or as part of aparticular structure, lose a great deal of their artistic impact when removed fromthis context. Venus de Milo, an ancient statue of Aphrodite is a clear case in point:this conspicuous example of the Hellenistic sculptural tradition, carved in 150 BCand found on the Aegean island of Melos in 1820, is now decorating nothing more

inspiring than a room at the Louvre Museum in Paris.

Excerpt B

People argue a lot nowadays about whether or not works of art from onecountry should be sold to another. I don’t think they should be. If they are, thenthe people of the country of origin lose out on the chance to see stuff that reallybelong to them. This just isn’t right. It’s a problem, too, when you see works of art

in the wrong place. I mean, the Parthenon friezes look boring the way they showthem in the British Museum. That’s just not where they belong. But if you could seethem on the Parthenon, they’d look great ….

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ESSAYS I UNIT 2

3. Brainstorming technique: the discussion clock

- When considering a topic you may refer to the discussion clock,

which will help you think of ideas when planning your essay.

- Referring to the discussion clock is a useful “brainstorming”technique, as it helps you examine a topic from various viewpointsand decide on ideas/points to include in your essay.

- Keep in mind that a topic may not relate to all the aspectspresented in the discussion clock.

- Remember that for each viewpoint you have thought of, there isusually an opposing argument. Think of the opposing argumentswhen planning your essay.

Psychological Personal Religious

HealthScientific

Historical Artistic

Moral Economic

Political Educational Social

EXERCISE 5: Read the points below and looking at the discussionclock identify the aspect each viewpoint relates to.

1. As far as ………………………………………………………….. is concerned,allowing cigarettes to be advertised is extremely damaging, sincecigarette smoking causes cancer and heart problems, as well asaffecting unborn babies.

2. From a …………………………………………………………….. standpoint, it maybe argued that the individual faces such problems as depression,

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ESSAYS I UNIT 2

7

anxiety, and attempted suicide, as a result of the pressures ofmodern life.

3. From a(n) …………………………………………………………. viewpoint, popular

sports create jobs for a large number of people in addition togenerating income for the state.

4. As for the …………………………………………………………. aspect, allowingchildren at school to express themselves more freely would help themto develop their creative talents.

5. With regard to ………………………………………………….. matters, the use ofcomputers gives students a chance to increase their knowledge anddevelop their research skills.

MAIN SOURCE:Evans, V. Successful Writing Proficiency. Express Publishing. London

1998



ESSAYS II UNIT 2

Essays I – Linking Words

1. Argumentative language: presenting opposing

arguments

When we write an essay, our opinions carry more weight if welook at both sides of the issue. By doing this, we can justify whichside is more convincing in a less biased, and therefore moreprofessional way.

This opposition becomes more effective if we present it from animpersonal point of view and if we use a broad vocabulary to expressthe opposing views.

We can introduce the various sides by using the followingterms:

+ -

Supporters Opponents

Proponents Opponents

Those in favour of … Those opposed to …

Defenders of … Critics of …

Advocates of … Objectors

Pro-… (e.g. Pro-abortionists) Anti-… (e.g. Anti-abortionists)

Similarly, it would be unimpressive if we only used the verb sa y

to refer to people’s opinions. Find below a list of useful alternatives.

…say that ….

...claim that … …. insist that+clause/on+ing

...assert that … …. suggest that …

… contend that … … point out that ….

…. allege that …

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ESSAYS II UNIT 2

EXERCISE 1: Complete the text below using words/phrases from thetables above where solid lines relate to the first table above anddotted lines relate to the second.

______________ of TV …….…………….. that it exposes us to too muchviolence and, as a result, we become less sensitive to real-life

violence. They also ………………………. that schoolchildren neglect

homework and have problems concentrating in class as a result of

spending too much time glued to the box. Finally, ____________

……………….……. that television has turned many of us into over-weight,

unfit "couch potatoes".

_______________________, on the other hand, …………..……… that

it is a blessing for lonely, elderly or housebound people. Furthermore,they ………………….., it does not simply entertain; it can be very

educational as well. Another argument _____ _________ of TV is

that it sometimes plays an important role in fundraising for disaster

relief and various charities. For example, the "Live Aid" rock concert

in 1984 raised millions of pounds for victims of the Ethiopian famine.

2. Sequencing

2.1. To list points in a specific sequence

Beginning: To begin/start with, Firstly, First of all, In the firstplace, the Home Secretary will make and introductory speechContinuing: Secondly, Afterwards, Then, the Prime Minister willspeakConcluding: Finally, Lastly, Last but not least, the Chancellor ofthe Exchequer will announce the new budget.

2.2. To add more points to the same topic

- Besides (this, that),…/ In addition to this,…/Furthermore,…/ Moreover,…/ What is more,…/Apart fromthis(that) your choice of career is a fundamental decision which willinfluence the rest of your life- Not only is your choice of career a fundamental decision, but it isalso one that will influence the rest of your life. (note the inversion) - Your choice of career is both a fundamental decision and something that will influence the rest of your life.- There is another side to the issue/question/argument of …

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ESSAYS II UNIT 2

2.3. To conclude

Finally, Lastly, All in all, Taking everything into account/consideration, All things considered, In conclusion, On

balance, For the above mentioned reasons, Therefore I feelthat, To sum up, it is unlikely that there will be peace in allcountries of the world concurrently

3. To SummariseIn short, Briefly, To put it briefly, his performance on stage wasfantastic.

4. To make contrasting points

On the other hand, it may be said/argued/claimed that …However, Yet,Nonetheless, others oppose this viewpointNevertheless, many people (strongly) disagree …even so claim/feel/believe this

argument is incorrect/misguided

although, though, even though, while, whilst, whereas,despite/in spite of(the fact that), regardless of the fact that

Opponents of …. argue/believe/claim that …The fact that … contradicts the belief/idea thatWhile it is true to say that …., in fact …While/Although …., it cannot be denied that ….

EXERCISE 2: Join the sentences using the words/phrases given inbrackets.

1. Pets can prove to be good companions. They teach children asense of responsibility. (not only) _________________________________________________ _________________________________________________2. Many people nowadays decide to open their own business. A slumpin the economy has resulted in the closure of many small business.(even though) _________________________________________________ _________________________________________________

3. Computers are time-saving devices. They can do things whichpeople could hardly do before. (apart from)

3



ESSAYS II UNIT 2

_________________________________________________ _________________________________________________4. Living in the countryside can be beneficial for your health. Someessentials are not so easily available in the country as in the city.

(despite) _________________________________________________ _________________________________________________5. Voting gives you a voice in the decisions of the government. Itgives you a feeling of belonging to a larger community. (not tomention that) _________________________________________________ _________________________________________________

EXERCISE 3: Read the items below and say whether the second

sentence presents an additional or contrasting point. Then join thesentences using words/phrases from the table.

1. Alternative medicines treat the symptoms of a disease.Conventional medicines treat the underlying cause of a disorder. _________________________________________________ _________________________________________________

2. Alternative medicine makes use of natural products rather thandrugs. Alternative medicines are not tested on animals. _________________________________________________ _________________________________________________

3. Conventional doctors have recognizable and respectedqualifications. Conventional treatments are widely available toeveryone. _________________________________________________ _________________________________________________

4. People trust conventional treatments because they are testedscientifically. People are often suspicious of alternative methods

which sometimes rely on a “trial and error” technique. _________________________________________________ _________________________________________________

5. Alternative treatments cause few or no side-effects. Conventionaltreatments can cause severe side-effects. _________________________________________________ _________________________________________________

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ESSAYS II UNIT 2

4. To give examples

- For instance / for example, by establishing day-care centresacross the country, working mothers can be encouraged to resume

their careers- By providing incentives, such as / like day-care centres workingmothers are encouraged to resume their careers- If working mothers are to resume their careers then the provision ofincentives particularly / in particular / especially day-carecentres is essential.

5. To emphasize a point

Indeed, / Naturally,/ Clearly,/ Of course,/ Needless to say,/

Obviously, the scheme was bound to fail due to insufficient funds

6. To clarify / rephrase a point

In other words, / That is to say, / To put it in another way, /This means that if you drive more carefully you are less likely tohave an accident.…. which means that if you drive more carefully, you are less likelyto have an accident

7. To make partially correct statements

Up to a point, To a certain extent/degree, To someextent/degree, In a sense, In a way, To a limited extent this istrue but computers will always nee human imput.

8. To express reality

It is a fact that, In effect, In fact, As a matter of fact, The fact

of the matter is (that), Actually, In practice, Indeed, smokingover a period of time will seriously increase the risk of heart disease.

9. To make general statements

As a (general)rule, By and large, Generally, In general, On thewhole, countries nearer the equator have warmer climates.

EXERCISE 4: Fill in the gaps using words/phrases from the list. Some

words / phrases can be used more than once.

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ESSAYS II UNIT 2

6

Up to a point, especially, indeed, this means, needless to say, ingeneral, in fact, the fact that, obviously, example.

1. ____________________ people have mixed feelings about the

effects tourism has on a country.2. Most people believe that computers always make life easier, but ______ ____________, the opposite is sometimes is true since they oftencause problems when they break down.3. _____________________ testing products on animals is cruel, butit is difficult to find a suitable alternative.4. A typical ____________________ of the benefits of country life isthe fact that there is very little pollution from traffic.5. _____________________ more and more zoos are closing down

shows that fewer people agree with keeping animals in captivity and,therefore, do not want to visit them any longer.6. Using public transport can be a nuisance, ___________________when buses and trains are late during rush hour periods.7. Advances in medical science mean that cures have been found formany diseases. _______________________ people live longernowadays.8. ___________________, most people agree that more effortshould be made where the recycling of materials is concerned.9. More and more women are going back to work after the birth oftheir children and _______________________ they have to findsomeone to look after the children during the day.



ESSAYS I UNIT 2

Introduction to essays– SAMPLES

Exercise 1: the good model is B

Reasons why Model A is bad:

- short forms – e.g. there’s- informal/colloquial language – e.g. I finished with him; money isgreat- very emotional language – e.g. unbearable and not worth living- personal opinion expressed too strongly – e.g. I know they’re wrong- over-generalisation – e.g. all people can afford to buy- blind reference to statistics – e.g. all people can afford to buy ….- blind references to statistics – e.g. statistics show …- cliché – e.g. money is great – while it lasts

- personal examples – e.g. When my father was …- simple linking words – e.g. Also; So; But- simplistic vocabulary – e.g. …. many things make people happy

Reasons why Model B is good:

- formal, impersonal style – e.g. Money is certainly something …- passive voice – e.g. is often discussed- impersonal constructions – e.g. it is highly debatable- linking words/sequencing – e.g. In addition, On the other

hand/secondly- each paragraph has a clear topic sentence – e.g. To begin with, it isoften- each point is accompanied by a reason/example – generalizations-e.g. business tycoons- reference to other sources – e.g. according to Social Services, ….- quotation and source – e.g. As Izaak Walton said, health is “ablessing that money cannot buy”.

Introduction to essays – STRUCTURE

EXERCISE 1:Samples A & B:

Introduction: 1st paragraphBody: 2nd – 5th paragraphConclusion: last paragraph

EXERCISE 2:

It reveals the motive for arguing it : “Hardly a day goes by without the

subject of money being raised in most people’s lives”

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ESSAYS I UNIT 2

It shows that there is a common difference of opinion or

controversy about this topic. “it is highly debatable whether it is more

important than other considerations, such as health and happiness, which

some people consider to be of greater significance”.

EXERCISE 3:

1-D (opinion)2-B (for and against)3-A (for and against)4-E (opinion)5-C (solution/problem)

EXERCISE 4:

Excerpt A- formal characteristics:

- Passive voice, impersonal constructions (should be allowed/strongarguments exist)- A range of advanced vocabulary (a matter of considerablecontroversy)- Formal linking words/phrases (thus/in addition)- Complex sentences with a variety of linking words (A matter of … itscultural heritage)-Inversion (should such sales be permitted)

EXERCISE 5:

1. health2. personal/psychological3. economic4. artistic/educational5. educational

Introduction to essays– LINKING WORDS

EXERCISE 1

EXERCISE 2 (suggested answers but not the only possible ones):

1. Not only can pets prove to be good companions, but they also teach children a sense of responsibility.

2. Many people nowadays decide to open their own business eventhough a slump in the economy has resulted in the closure of manysmall business. (or: Even though a slump in …., many people ….)

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ESSAYS I UNIT 2

3

3. Apart from being time-saving devices, computers can do thingswhich people could hardly do before.4. Living in the countryside can be beneficial for your health, despite the fact that some essentials are not so easily available in the countryas in the city. (or: Despite the fact that some ….)

5. Voting gives you a voice in the decisions of the government, not

to mention that it gives you a feeling of belonging to a largercommunity.

EXERCISE 3 (Suggested answer but not the only one possible):

1. (contrasting point). Alternative medicines treat the symptoms of adisease, while conventional medicines treat the underlying cause ofa disorder.

2. (additional point) In addition to making use of natural productsrather than drugs, alternative medicines are not tested on animals.

3. (additional point) Not only do conventional doctors haverecognizable and respected qualifications, but conventionaltreatments are widely available to everyone as well.

4. (contrasting point) Whilst people trust conventional treatmentsbecause they are tested scientifically, they are often suspicious of

alternative methods which sometimes rely on a “trial and error”technique.

5. (contrasting point) Alternative treatments cause few or no sid-effects whereas conventional treatments can cause sever side-effects.

EXERCISE 4:

1. Needless to say / In general / In fact / Indeed,

2. in fact3. Obviously4. example5. The fact that6. especially7. This means (In general)8. In general/In fact/Indeed/Obviously9. this means



ESSAYS II UNIT 3

For and against essays - SAMPLES

“For and against essays” present both sides of an issue, discussingpoints in favour of a particular topic as well as those against, or the

advantages and disadvantages of a particular question. Each pointshould be supported by justifications, examples, and/or reasons.

Model 2: “Censorship is necessary in modern society”. Discuss

Censorship is an issue which frequently generates a great deal of

heated debate, with supporters maintaining that it is vital in order to

protect society, whilst opponents claim that it is an unjustifiable

restriction of public access to information.

Firstly, all countries have secrets which must be safeguarded for

reasons of national security. For instance, if an enemy country were to

acquire such highly sensitive information, the effects could be

catastrophic. Consequently, governments have to have the power to restrict

access to information concerning areas such as the armed forces or

particular aspects of foreign policy.

Secondly, it is often argued that censorship is necessary to prevent

the broadcast and publication of obscene material which is consideredoffensive of harmful to public morals. Many people feel that, without

censorship the public would be constantly subjected to material that the

majority would find offensive. For this reason, the government has a duty

to impose certain restrictions on the mass media by censoring films and

texts which contain explicit scenes of sex, violence or foul language.

In contrast, opponents of censorship point out that when it is abused

by governments, censorship becomes an instrument used to misinform

society and maintain power. In order to control the flow of informationwhich reaches the public, repressive regimes try to put constraints on the

media, thus denying citizens the right to information owing to the fact that

governments believe it may lead them to seek greater freedom.

Furthermore, it is generally felt that mature adults are able to make

informed choices about what they watch, read and listen to and should,

therefore, be permitted to make their own decisions. For example, some

comedians make use of offensive language and taboo subjects in their

performances. Critics of censorship argue that the only people who willwatch or listen to such material are adults who have made a conscious

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ESSAYS II UNIT 3

2

decision to do so. Thus, it is unjust to censor material like this since it is

not forced upon people who may subsequently be offended by it.

All things considered, it can be concluded that a certain degree of

censorship is always necessary. The best course of action would be to

attempt to achieve a balance between the requirements of the country and

the public on the one hand, and individuals’ rights on the other.

EXERCISE 1: Read the model above and write down the topic of eachparagraph in the outline plan below. Underline the linking words.What aspects of the “Discussion clock” do the points included relateto?

- INTRODUCTIONo Summary of the topic

- MAIN BODYo ________________________________________________

________________________________________________

o ________________________________________________

________________________________________________

o ________________________________________________

________________________________________________

o

________________________________________________

________________________________________________

- CONCLUSIONo ________________________________________________

________________________________________________

EXERCISE 2: Underline the linking words

EXERCISE 3: What aspects of the “discussion clock” do the pointsincluded relate to?



ESSAYS II UNIT 3

1. For and against essays - STRUCTURE

A “For and against essay” present is a formal piece of writing in whicha topic is considered from opposing points of view, discussing points

in favour as well as those against, or the advantages anddisadvantages of a particular question. Both sides of an issue must bepresented in a fair way by discussing them objectively and in equaldetail by using justifications, examples, and/or reasons.

1.2 Structure

a) INTRODUCTION

Paragraph 1: state the topic (summary of the topic withoutgiving your opinion.

b) BODY

Paragraphs 2&3: arguments FOR & justifications, examplesand/or reasons

Paragraphs 4&5: arguments AGAINST & justifications, examplesand/or reasons

c) CONCLUSION

Final paragraph: balanced consideration OR your personalopinion. It is desirable to leave the paragraphs whose view yousupport right before the final paragraph. This way your final opinionwill seem more supported (e.g. if you support the “for” view, start thebody of the composition by mentioning the “against” arguments).


- Before you start writing your essay you should make a list of thepoints for and against

-Each paragraph should start with a topic sentence which summarisesthe topic of the paragraph

e.g. in addition, many people feel reading is a relaxing andworthwhile activity.

- Do not use informal style (e.g. short forms, colloquial language,

etc.) or strong language to express your opinion (e.g. I know …, etc).

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Express your opinion in a non-emotional way (e.g. It seems that, Itherefore feel, ….etc.)

Note: although these are “balanced” arguments, if you feel that

either the for or against side is stronger and should be supported,this side should be presented in paragraphs 4&5, thus leading thereader to your conclusion.

MAIN SOURCE:

Evans, V. Successful Writing Proficiency. Express Publishing. London1998



ESSAYS II UNIT 3

Essays II – LINKING WORDS

1. To list advantages

- One/Another/A Further/An additional(major) advantage of …. is…- The main/greatest/first advantage of …. is …

2. To list disadvantages

- One/Another/A further/An additional(major) disadvantage/drawback of ….is …..- The main/greatest/most serious/first disadvantage (drawback)of …. is …- Another negative aspect of ….. is …

3. To introduce points/arguments for or against

- One (very convincing) point/argument in favour of…../against ….- A further common criticism of ….. / It could be argued that ..

often claimed/suggested/It is widely argued/maintained/ that ….

generally felt/believed/held

claim/suggest/argue/feel/hold that ….maintain/believe/point out/agree that …

Some/Many advocate (+ing/noun)/support the view thatMost people/Experts oppose the view that …Scientists/Sceptics/Critics in favour of/against

are of the opinion that / convinced thatopposed to ……

it is a well-known fact that living in the city is harmful to one’s health yet,however, nevertheless, but, even so, still, nonetheless, a lot ofpeople move to the city every year in search of a better future.

Although, Even though, Regardless of the fact that, In spite of thefact that, Despite the fact that, While it is a well-known fact that livingin the city is harmful to one’s health, a lot of people move to the city everyyear in search of a better future

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ESSAYS II UNIT 3

EXERCISE 1:Complete the following sentences without changing the meaning of thesentences before.

1. It is widely maintained that recycling some products reduces the amount

of damage we do to the environment.Most people advocate __________________________________________ ____________________________________________________________

2. Some people still oppose the view that mothers can be career womentoo.Some people feel ______________________________________________ ____________________________________________________________

3. One argument against nuclear testing is that it has a long-lasting effects

on surrounding areas.Sceptics point out that _________________________________________ ____________________________________________________________

4. It is generally held that harsher punishments for criminals would resultin a decrease in the criminal rate.Many people support ___________________________________________ ____________________________________________________________

5. Critics often argue that the use of computers is reducing levels of

literacy.A further common _____________________________________________ ____________________________________________________________

EXERCISE 2:Fill in the gaps using words and expressions studied above.

1. Some people support the _________________ that the wealthiercountries of the world should support the less developed countries.

2. One major _________________ of using public transport is that it canget very crowded during busy periods.

3. Environmentalists _________________ banning the use of cars in thecity centre.

4. Another negative __________________ of keeping pets is thatveterinary bills can be extremely expensive.

5. It is widely ____________________ that nuclear weapons should bebanned world-wide to eliminate the threat of nuclear war.

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6. A _________________ advantage of owning a mobile phone is that onecan contact others from almost anywhere.



ESSAYS II UNIT 3

For and against essays – SAMPLES

EXERCISE 1:

-

INTRODUCTIONo Paragraph 1: Summary of the topic

- MAIN BODYo Paragraph 2: (FOR) National security (e.g. military

secrets)o Paragraph 3:(FOR) Restrictions on offensive materialo Paragraph 4: (AGAINST) Repressive governments abuse

censorship

o Paragraph 5: (AGAINST) Adults should have the freedom

of choice

- CONCLUSIONo Paragraph 6: Balanced consideration of the topic (achive

balance between requirements of country and individual’srights)

EXERCISE 2:

Paragraph 1: WhilstParagraph 2: Firstly, For instance, ConsequentlyParagraph 3: Secondly, For this reasonParagraph 4: In contrast, ThusParagraph 5: Furthermore, Therefore, For example, ThusParagraph 6: All things considered

TASK 3:Aspect of the “discussion clock” related to:Political, moral, social

For & Against Essays – LINKING WORDS

EXERCISE 1:

1. Most people advocate recycling some products in order to reducethe amount of damage we do to the environment.

2. Some people feel that mothers cannot be career women too.

3. Sceptics point out that nuclear testing has long-lasting effects onsurrounding areas.

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2

4. Many people support the view that harsher punishments forcriminals would result in a decrease in the crime rate.

5. A further common criticism of computers is that their use is

reducing levels of literacy.

EXERCISE 2:

1. view2. drawback/disadvantage3. advocate4. aspect5. held/maintained/believed etc.6. further



ESSAYS III UNIT 4

Opinion Essays – SAMPLES

In an opinion essay you will state your opinion on a topic.

EXERCISE 1: Read the model below and complete the paragraph planbelow identifying the topic of each paragraph. Has an opposing viewbeen included, and if so, in which paragraph?

Throughout this century, the role of women within society has

changed, and the majority of people feel that this change is for the better.

More women work than ever before, and it is accepted in Western culture

that many women now have careers. Nonetheless, in my opinion there is

still a great deal of sexual discrimination against women within society, and

the belief that sexual equality has been achieved is not altogetheraccurate.

To begin with, many women find it very difficult to return to work

after having children. The main reasons for this is that there are rarely

any provisions made for childcare in the workplace and, in these cases,

women are forced to find someone to look after the children while they are

at work. Obviously, this can prove to be a time-consuming and expensive

process, yet it must be done if mothers are to be able to resume their

careers.

Secondly, the traditional views of the position of women withinsociety are so deeply ingrained that they have not really changed. For

instance, not only is the view that women should stay at home and look

after their family still widely held, but it is reinforced through images seen

on television programmes and advertisements. An example of this is that

few men are ever seen doing housework on television, since this is

traditionally thought of as “a woman’s job”.

Thirdly, since families often need two incomes in order to enjoy a

good standard of living, a woman finds herself doing two jobs: one at home

and one at the office. So, it could be said that a woman’s position has, infact, deteriorated rather than improved, with the result that women carry

the burdens of equality but get none of the benefits.

In contrast, there are some people who claim that the problem of

sexual discrimination no longer exists. They point out that women do, after

all, have legal rights intended to protect them from discrimination. In

addition, a few women are now beginning to reach top positions as judges,

business leaders and politicians, while a number of other previously all-male

professions are opening their ranks to women. Nonetheless, these examples

are not the norm and discrimination is still very much with us.

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Taking these points into consideration, I would say that position of

women has improved only slightly. While rules and laws have changed, it is

the deep-rooted opinions of people within society which are taking a longer

time to evolve. Needless to say, until these attitudes have changed, sexual

discrimination will remain a problem which we all need to face and fight

against.

8.9.10.11.12.

- INTRODUCTION

o Summary of the topic – clear statement of opinion

- MAIN BODYo

________________________________________________________

________________________________________________________

o

_________________________________________________________ ________________________________________________________

o

_________________________________________________________

________________________________________________________

o _________________________________________________________

________________________________________________________

- CONCLUSIONo _________________________________________________________

________________________________________________________



ESSAYS III UNIT 4

Essays suggesting solutions to problems – Samples

An essay discussing problems and suggesting solutions is a formalpiece of writing where the causes of a problem are stated, the

solutions presented as well as the expected result or consequences.

EXERCISE 1: Read the model below and complete the paragraph planbelow.

TOPIC: What could be done to improve the lives of the elderly?

For many elderly people the latter part of their life is not a time to

relax and enjoy retirement, but rather a difficult and unhappy period,

owing to financial worries, failing health and loneliness. As life expectancyincreases, the average person lives well beyond the age of retirement. As a

result, the elderly make up an ever-increasing percentage of society, which

makes it more important than ever for a real effort to be made in

improving the lives of senior citizens.

One way to deal with the situation would be to ensure that the

elderly have enough money on which to live. Obviously, when a person stops

working, they still requiere a source of income to cover their basic needs

such as food, accommodation and heating. A clear solution to the problem is

for the government to make sure that the state pension is adequate for

these needs. Furthermore, free financial advice should be made available to

retired people so that the stress of worrying about money could be

reduced as far as possible.

Steps should also be taken to overcome problems the elderly face as

a result of deteriorating health due to old age, and inadequate health-care

provisions. Again, the responsibility should fall to the government to

provide access to the best health care available, which may necessitate

paying for residential homes where the elderly can have round-the-clock

nursing, or, at the very least, providing meditation free of charge to all

people over a certain age. As a result, old people would enjoy not only

better health, but also peace of mind from the knowledge that they need

not fear falling ill and being unable to pay for treatment.

The lives of old people could also be improved if attempts were made

to address the problem of social isolation which so many of them face. If

we organised trips for the elderly to community centres, visits from social

workers or free bus passes to allow pensioners greater mobility, the effect

would be to alleviate the problem of loneliness which marks the lives of somany old people living alone and far from their families.

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One final suggestion, which would help enormously, is to change the

attitude of the community towards its older members, who are all too often

see as a burden on society and dismissed as having little to do with modern

life. We need to be taught from an early age to respect the views of old

people, and appreciate their broader experience of life. This would help

society as a whole, and encourage appreciation of the role that old people

can still play today.

To sum up, there are several measures which could be taken to

improve the lives of old people. If the government and individuals alike

were to help, it would make retirement and old age a time to look forward

to, rather than dread.

EXERCISE 2: Identify which aspects of the Discussion Clock havebeen mentioned.

TASK 3: Underline the linking words/phrases and replace them withsynonyms.



ESSAYS III UNIT 4

1. Opinion Essays - STRUCTURE

An opinion essay is a formal piece of writing where your opinion on atopic is stated. This opinion must be stated clarly, giving various

viewpoints on the topic supported by reasons and/or examples.

1. An introductory paragraph in which you state the topic and youropinion

2. A main body which consists of several paragraphs, eachpresenting the viewpoint supported by reasons. You also include afinal paragraph presenting the opposing viewpoint and reason whyyou think it is an unconvincing viewpoint

3. A conclusion in which you restate your opinion using differentwording

EXERCISE 1: Read the main body of the essay below on the topic: “State benefits should be available to all” Do you agree? Read thebeginnings and endings and say which of the 3 strategies used tomake introductions more interesting are present here.

A man wakes up and sees well-shod feet rushing with inches ofhis face. His filthy sleeping bag is damp, and the sodden cardboardbox which shelters him is about to collapse. Yet, he cannot afford areal home and state benefits are not available to him. This situation isnot uncommon although, in my opinion, such unfortunate peopleshould all be eligible for financial aid.

A man wakes up and sees well-shod feet rushing with inches

of his face. His filthy sleeping bag is damp, and the sodden

cardboard box which shelters him is about to collapse. Yet, he

cannot afford a real home and state benefits are not available to

him. This situation is not uncommon although, in my opinion, such

unfortunate people should all be eligible for financial aid.

A man wakes up and sees well-shod feet rushing with inches

of his face. His filthy sleeping bag is damp, and the sodden

cardboard box which shelters him is about to collapse. Yet, he

cannot afford a real home and state benefits are not available to

him. This situation is not uncommon although, in my opinion, such

unfortunate people should all be eligible for financial aid.

Have you ever wondered what it must be like to wake up on

a cold pavement, knowing that you will have to spend the day

wandering from place to place, penniless, and hungry? For

thousands of people in the western world this is an everyday

experience – although in my opinion, it does not have to be that

way if the states administers benefits properly and fairly.

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ESSAYS III UNIT 4

George Bernard Shaw once wrote, “The greatest of evils and

the worst of crimes is poverty. “The question is why the homeless,

the disabled and the elderly should be treated like criminals by the

state rather than be given the help and services they rightfully

deserve. I believe that all people in need should be given help andsupport by the state.

In the first place, I think it is wrong to deny state benefits to any

person in need. It seems to me totally unfair that a homeless person

should be denied state benefits simply because he or she has no fixed

address. In effect, the homeless person is being punished for being

homeless, whereas state benefits would allow that person to find and

maintain a home.

In addition, it is not only the homeless who suffer from lack of stateaid but the handicapped are also neglected. Although all disabled people are

entitled to state benefits, many are unaware of the range and variety of

benefits they could be receiving in order to improve the quality of their

lives. This is a result of the complexity of the state system and the lack

of clear information about benefits. It appears that these people are

suffering from the simple reason that the state does not care enough to

make information freely available to those who are clearly in need of

financial help.

Furthermore, the elderly are another sector of society who sufferboth from lack of information and lack of concern. It is often the case that

medical benefits are denied simply because a person is not visibly or

dramatically ill, whereas in fact this person is in need of additional benefits

in order to maintain a reasonable level of health. Such people obviously

deserve to receive all the benefits they are entitled to.

There are those who argue, on the other hand, that many people

receive state aid although they do not deserve it. It is true that there is

such a problem. Certain people take advantage of the system by registering

for benefits in more than one country, or claim to have dependents who do

not even exist. It is my belief that it is the responsibility of the state to

impose tighter controls so that only those who are truly in need of benefits

receive them.

EXERCISE 2: List the viewpoints presented and the justifications orexamples.

EXERCISE 3: Replace the bold type words or phrases with other

synonymous ones.

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ESSAYS III UNIT 4

MAIN SOURCE:Evans, V. Successful Writing Proficiency. Express Publishing. London1998

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ESSAYS III UNIT 4

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ESSAYS III UNIT 4

Essays suggesting solutions to problems – StructureAn essay discussing problems and suggesting solutions is a formalpiece of writing where the causes of a problem are stated, thesolutions presented as well as the expected result or consequences.

1. Structure

a) An introductory paragraph where you clearly state the problem,what has caused it, and the consequencesb) A main body in which you present several suggested solutions,each in a separate paragraph together with its consequences/resultsc) A conclusion in which you summarise your opinion

2. Points to consider

a) Each paragraph should start with a topic sentence whichsummarises what the paragraph is aboutb) Appropriate linking words and phrases should be used to show theconnection between paragraphs as well as to link sentences within aparagraph.c) Use the techniques explained previously about the way to beginand end an essay

EXERCISE 1:Read the following essay and fill the gaps with the appropriate topicphrases below.

TOPIC: Smoking is on the increase among young people. Discuss theproblem and suggest what might be done about it.

While smoking is on the decline among adults, the latest USSurgeon-General’s report indicates that the increasing numbers ofyoungsters are taking up the habit. Perhaps the main reason for thisalarming fact is the seductive advertising campaigns aimed at young

people by the tobacco companies. Other contributing factors includethe lack of awareness on the part of school children of the dangers ofsmoking, and the widespread availability of cigarettes. Furthermore,somoking retains an image of sophisticated maturity among youngpeople, making the habit a magnet for those still in the process ofmoulding themselves into what they want to be.

Firstly, one way to combat this problem would be for thegovernmentto(1)___________________________________________________

_______________________________________________________ _______________________________________________________

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ESSAYS III UNIT 4

This ban could also prohibit smoking on television and in films. As aresult, young people would no longer be constantly exposed toseductive images of cigarettes.

Secondly, by introducing a “negative image” advertising

campaign, governments could (2) _______________________________________________________ _______________________________________________________ _______________________________________________________Not only would such a campaign deter young people from wanting tostart smoking, but others might also be encouraged to give up.

Another way to overcome this problem would be to (3) _______________________________________________________ _______________________________________________________ _______________________________________________________

Consequently, smoking would become far too costly a habit for mostyoung people to take up or maintain.If measures were taken at school to (4)

_______________________________________________________ _______________________________________________________ _______________________________________________________Teachers could tell their students what will happen to them if theysmoke and teach them about the wide variety of ailments thatsmoking produces. In this way, children will never want to starsmoking, thanks to their knowledge of what it could do to theirbodies.

One final suggestion which would help, would be to (5) _______________________________________________________ _______________________________________________________ _______________________________________________________

If it were impossible for young people to buy cigarettes beforethey are eighteen, it would, therefore, be impossible for them tosmoke.All in all, I think that it would be quite easy to reduce the number ofyoung people that smoke or even to eliminate smoking altogether,were it not for the lackadaisical attitudes of those who have the

power to do something about it. Until they find the motivation to act,however, it seems likely that the problem will simply get worse.

TOPIC PHRASES:A. ….expose the truth – that smoking is a dangerous habit which killsthousands of people every year.B. … warn children more effectively about the dangers of smoking,the situation might improveC. … ban all cigarette advertising in order to reverse this disturbingtrend.

D. … place a ban on the sale of cigarettes to under-eighteens, andensure that this ban is strictly enforced

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ESSAYS III UNIT 4

E. impose heavier taxes on cigarettes thus making them even moreexpensive than they already are.

MAIN SOURCE:

Evans, V. Successful Writing Proficiency. Express Publishing. London1998

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ESSAYS III UNIT 4

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ESSAYS III UNIT 4

Opinion Essays – LINKING WORDS

1. Useful expressions for giving opinions:

To my mind/To my way of thinking, …..It is my (firm) belief/opinion/view/conviction (that) ….In my opinion/view ….I (firmly) believeI am (not) convinced that ….I (do not) agree that/with ….It strikes me that ….I am inclined to believe that ….It seems/appears to me ….As far as I am concerned, ….

EXERCISE 1: Look at the following skeleton sentences and decidewhether you agree or disagree with each statement. Then, give youropinion on each, using expressions from the above table andexpanding the sentences.

1. television/have/negative effect/society2. carry out experiments/animals/be/morally wrong3. wildlife parks,/if/be/managed properly,/can help/protection/certainendangered species

4. real problem/be/lack/public awareness/and/not/lack/recyclingfacilities5. more responsibility/one/have/less freedom one/enjoy6. only alternative/some poor people/be steal

EXERCISE 2: Read again the text about the role of woman andreplace the linking words or phrases in bold with other synonymousones.

1.

2.3.8.9.10.11.12.

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ESSAYS III UNIT 4

Essays III – Linking Words

Useful expressions: Problem & Solutions

1. Calls for action:

Steps should so as to solve/overcome/combatMeasures must be taken

Could in order to deal with/erradicate

Serious attempts to halt/prevent/solve …. must be made

People should focus their to solve/overcome the problem ofGovernments our attention to improve the situation of

We on ways to reduce the impact of.. on society

2. Effects

The effects/consequence of (+noun/-ing) would beoutcome/result might

3. Proposes solutions

One (possible) solve/overcome this problem would be …

Another way to combat/deal with the problem (of) … is ….An alternative eradicate

4. Justifications of solutions

If steps/measures were taken to … the effect / result/If ….. happened/were to happen consequence would beIf attempts were made to address the probleBy (+ing) …., we/governments/etc, can ensure that/prevent …The … situation could be improved if …/ It would be a good idea if ….

EXERCISE 1:

Look at the topic below, then read the suffested solutions (1-4) and matcheach with its corresponding result (a-d). Finally, complete each of thesentences, as in the example.

TOPIC: “Crime is on the increase”. Discuss this statement and offer somepossible solutions.

Suggested solutions

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ESSAYS III UNIT 4

2

1. One way to combat crime would be to provide more job opportunities forthe poor and unemployed. The result of this would be the eradication ofpoverty, which is a major cause of crime.

2. Furthermore, if the prison sentences received for certain crimes weremade longer, the outcome …..

3. it would certainly be a good idea if police patrols were increased in highcrime areas, especially at night. This would improve …..

4. One final suggestion which would help to solve the problem of increasedcrime might be to establish recreational facilities, such as sports centres. Ifthis ……

Corresponding resut

a. keep idle youths off streets and away from crimeb. eradication of poverty which is a major cause of crimec. discouraging criminals with immediate police presenced. make criminals afraid of consequences of being caught



ESSAYS III UNIT 4

Opinion essays – SAMPLES

EXERCISE 1:

Main Body

Viewpoint 1: Difficult for women who have children to resume careerViewpoint 2: Traditional views (ie. Woman as housewife) unchangedViewpoint 3: Woman does two jobs = worse positionOpposing viewpoint: legal rights, (a few) top jobs for women

Conclusion

Summary/restatement of opinion

EXERCISE 2:

5th paragraph

Opinion essays– STRUCTURE

EXERCISE 1 :

Beginnings :

1. reference to unusual/stricking scene2. addresses reader directly3. use of quotation

Endings :A. summarises/restates opinionB. rhetorical questionC. give reader something to consider (thought-provoking statement)

EXERCISE 2.

Viewpoint 1: unfair a homeless person is denied state benefitsJustification: the homeless person is being punished for being homeless

Viewpoint 2: the disabled are entitled to state benefitsJustification: if they were aware of benefits they could be receiving theywould improve the quality of their lives

Viewpoint 3. the elderly are entitled to state benefitsJustification: they would maintain a reasonable level of healthOpposing viewpoint. Many people receive state aid although they do notdeserve it

1



ESSAYS III UNIT 4

EXERCISE 3:

Linking words/phrases

In the first place, I think: First of all, I feel/believeIt seems to me: To my mind, I am inclined to believeIn effect: In fact, etc.Whereas: although, while, etc.In addition to: Furthermore, Moreover, etc.Although: Though, Even though, etcThis is a result of: This is due to the, etcIt appears that: It seems that, etc.Clearly: obviously, most apparentlyFurthermore: Moreover, etc

Whereas: although, while, etc.In order to: so as to, etcObviously: indeed, clearly, etcThere are those who argue, on the other hand: it can also be argued, Onehas to acknowledge however, etcIt is true that there. It cannot be denied, There is without doubt, etcIt is my belief that: it is my conviction/view/opinion that, etc.

Opinion essays – LINKING WORDS

EXERCISE 1: (Suggested answers)

1. In my opinion television has exercised, to a certain extent, a negativeeffect on society2. I firmly believe that carrying out experiments on animals is morallywrong.3. I am convinced that wildlife parks, if they are managed properly, can helpin the protection of certain endangered species.4. I am inclined to believe that the real problem is the of public awareness

and not the lack of recycling facilities5. I do not agree that the more responsibility on has, the less freedom oneenjoys.6. I am not convinced that the only alternative some poor people have is tosteel.

EXERCISE 2:

In my opinion: I firmly believe, As far as I am concerned, etcTo begin with: Fist of all, Firstly, etcSecondly: Furthermore, Moreover, etcFor instance: For example, etc

2



ESSAYS III UNIT 4

3

An example of this: For instance, This is clearly illustrated/shown by the factthatThirdly: Furthermore, What is more, ectIn contrast: However, On the other hand, etc

In addition: Furthermore, Moreover, Besides thisNonetheless: NeverthelessTakind these points into consideration: Finally, All things considered, etcWhile: Although, Even though, etcNeedless to say: Of course, It is obvious that ….



ESSAYS III UNIT 4

Problem-Solution Essays – SAMPLES

EXERCISE 1&2:

Main body:- (ECONOMIC) Suggestion 1: better pension, free financial advice; stresscould be reduced- (HEALTH) Suggestion 2: government funding for health care; old peopleenjoy better health and peace of mind-(SOCIAL) Suggestion 3: community centres, vistis, free bus passes; solvethe problem of loneliness- (SOCIAL/PERSONAL) Suggestion 4: education to change prejudice;encourage greater understanding.Conclusion: summary of opinion/consequences

EXERCISE 3:- Linking words/phrases (suggested answer)Paragraph 1:

But rather = instead, however, it is …Owing to = as a result ofTherefore = thus

Paragraph 2:Obviously = clearlyFurthermore= moreoverSo that= in order that

Paragraph 3:As a result of= as a consequence ofDue to= owing toAs well as = consequentlyNot only … but also = both … and

Paragraph 6:To sum up = in conclusionRather than = instead of

Problem-solution essays– STRUCTURE

EXERCISE 1:1.C2.A3.E4.B5.D

1



ESSAYS III UNIT 4

2

Problem-solutions essays – LINKING WORDS

EXERCISE 1:1.B, 2.D, 3.C, 4.A

2. … the outcome would/might be to make criminals afraid of consequences3. … the situation by discouraging criminals with immediate police presence.4. If this were to happen, the effect would be to keep idle youths off streetsand away from crime.



REPORT SAMPLE 1 UNIT 5

In the exam you may have the choice of writing a report. It can be a level 2 task(100 words) or a level 3 or 4 task (250 words).In a level 3 or 4 task you will beasked to provide suggestions, what could be improved etc.

Strategy1. Look at what the question asks you to write about and think carefully aboutwhat points you need to include. Imagine you are the target reader – what youdo you need to know?2. Organise the information into topic paragraphs.3. Remember to concentrate on register and style.

1. Read the task below.Underline the separate parts of the report .How many sections do you think the report should have?

The sports centre you attend is concerned that it is not attracting enough

young people to join in with competitive sports. You have been asked to

write a report for the management committee detailing why members are

not taking part in competitive sports and providing suggestions for

encouraging to do so.

2. Choose the best ti tle for the report.a) Competitive sports: popular or not? An overviewb) Reasons why students don’t participate in sports

c) The current situation regarding competitive sports and recommendations forthe future.

3. Read this sample report and fill in the missing headings for eachparagraph. Choose from the headings below.- Background information- Sports done in school- Current situation- Recommendations- Conclusion

---------------------------------------- (TITLE)

The aim of this report is to examine the reasons why students are

reluctant to take part in competitive sports and to make recommendations

for ways of encouraging more students to participate.

a) ……………………………………………………………. (HEADING)

Most young people enjoy team sports because they are a social event. They

like playing with friends and are less interested in open competition. They

are keen on fitness and training in the gym, but some are totallyuninterested in sport. It also appears that although many enjoyed activities

1



2

like swimming, they were put off by the current state of the changing

rooms, which they felt were dirty and unattractive.

b) ………………………………………………………….

Students want to socialise, so sports competitions should be run at timeswhen as many as possible can participate and watch. At present they

happen on Saturdays when many students are reluctant to return to college

– this should be changed.

The changing rooms around the swimming pool must be improved for those

who are currently discouraged from using them because of the state they

are in.

The college could run teams for different for different year groups and

offer a prize annually. This would provide motivation as everyone likes to be

a winner.Most importantly, students lack information and should be made more

aware of the importance of sport for health and well-being. I recommend

that leaflets should be circulated as part of an overall fitness awareness

campaign.

c)…………………………………………………………………….

If these recommendations are implemented, I feel sure that there will be a

marked increase in popularity of competitive sport.

(255 words)

4. Look at paragraph b). Underline the evidence used by the wri ter tosupport each recommendation.

5. Which statement connected with reports below is NOT true?1. The conclusion should link clearly to the rest of the report with an appropriate

linking word or phrase.2. Reports should state their aims in the first paragraph.3. The writer should not include his or her opinion until the conclusion.4.. A report uses dramatic and informal language.5. Recommendations should be supported by evidence.

Remember to keep your report objective by using, for example, structures likethe passive.

Source: CAE Gold Plus – Longman



1

LINKING WORDS/ PHRASES UNIT 5

To refer to other sources

With reference to/ According to the latest scientific research, the use of mobile phones can be

damaging to one’s health in the long run.

-----------------------------------------------------------------------------------------------------------------

To express reality

It is a fact that, / In effect, / In fact,/ As a matter of fact,/ The fact of the matter is (that), /

Actually, / In practice,/ Indeed, smoking over a long period of time will seriously increase the

risk of heart disease.

----------------------------------------------------------------------------------------------------------------

To express purpose

Due to the storm, the pilot decided to turn back, so that the flight would not be jeopardized.

Due to the storm, the pilot decided to turn back , so as to / in order to avoid jeopardizing the

flight. Due to the storm, the pilot decided to turn back , in case the flight was jeopardized.

They purchased the old mansion with the purpose/ intention of converting it into a luxury

hotel.

1. Join the sentences using the word(s) in brackets.

1. He got the car out of the garage. He wanted to wash it. (so that).

He got t he car out of t he gar age so

t hat he coul d wash i t .2. I always lock the doors and windows. I don’t want to be burgled. (avoid)

…………………………………………………………………………………..

3. The doctor examined the patient. He wanted to find out what was wrong with

him. (so as to)

…………………………………………………………………………………….

4. I’ve taken out a loan. I want to buy a car. (to)

…………………………………………………………………………………….

5. We’ll take some food with us. We might get hungry. (in case)

…………………………………………………………………………………….

6. She is studying medicine. She wants to become a doctor. (so that)

…………………………………………………………………………………….

7. He put his keys in his briefcase. He didn’t want to lose them (in order not to)

…………………………………………………………………………………….

8. They will take some magazines with them. They may get bored. (in case)

…………………………………………………………………………………….



2

9. She set her alarm clock. She didn’t want to oversleep. (so that)

…………………………………………………………………………………….

10. We put the letters on the table. We didn’t want to forget to post them. (so as not

to)

……………………………………………………………………………………

2.- Complete each sentence with two to five words, including the word in bold.

1. We took a taxi. We didn’t want to be late. Not

We took a taxi so as not t o be late.

2. Tony is employing more staff. He wants to expand his business. That Tony is employing more staff ………………………………… his business.

3. Take your mobile phone. It is possible that someone may call you. Case

Take your mobile phone …………………………………………..…… you.

4. We use microwave to cook food quickly. For

We use a microwave ……………………………….…………. food quickly.

5. We took a camera. We wanted to take some photographs. That

We took a camera …………………………………….... some photographs.6. She applied sunscreen. She didn’t want to get sunburnt. Not

She applied sunscreen …………………………………..………… sunburnt.

7. I did my homework. I didn’t want the teacher to be angry with me. That

I did my homework …………………………………. not be angry with me.

8. Mark called John. He wanted to ask him for some advice. To

Mark called John …………………………………………… for some advice.

9.- He checked his answering machine. There may have been a message for him.

Case

He checked his answering machine ………………………………….. message for

him.

10.- She put her jewellery in the hotel safe. She didn’t want it to get to get stolen.

Prevent

She put her jewellery in the hotel safe …………………………….... stolen.

Sources: GRAMMARWAY 4- Express PublishingWRITING PROFICIENCY



ANSWER KEY REPORTS UNIT 5

REPORT SAMPLE 1

1. The sports centre you attend is concerned that it is not attracting enough young

people to join in with competitive sports. You have been asked to write a report for

the management committee detailing why members are not taking part incompetitive sports and providing suggestions for encouraging to do so.

four SECTIONS: an introduction (stating aims), a section on why members are not takingpart, a section on recommendations and a conclusion.

2. C (a is too general, b covers only half of the content of the report)

3.a ) Current situationb) Recommendationsc) Conclusion

4. Students want to socialise, so sports competitions should be run at times when as

many as possible can participate and watch. At present they happen on Saturdays

when many students are reluctant to return to college – this should be changed.

The changing rooms around the swimming pool must be improved for those who are

currently discouraged from using them because of the state they are in.

The college could run teams for different for different year groups and offer a

prize annually. This would provide motivation as everyone likes to be a winner.

Most importantly, students lack information and should be made more aware of the

importance of sport for health and well-being. I recommend that leaflets should be

circulated as part of an overall fitness awareness campaign.

5. Number 4 is NOT true.

Source: CAE Gold Plus – Longman

1



REPORT SAMPLE 2

1-2. 1a 2a 3b 4b 5b

3. should introduce, should also be considered, would strongly recommend,needs to be, could be consolidated

4. 1. commented that 2. was said to be 3. were generally thought to be4. was considered to be 5. was felt to be 6. there were some complaints

5. 1. People commented that a colour display screen made no difference.2. The voice recorder was generally said to be too complicated to use.3. The text messages were generally thought to be better value for money formoney than making a phone call.4. Some special features were felt to be unimportant.5. There were some complaints that the battery life was too short and thatrecharging it was very inconvenient.6. Customers commented that the WAP service had limited value.

Source: New Headway Advanced – Oxford

PROPOSAL SAMPLE 1

2 1a 2b 3b 4a

3 to suggest (d)It may be that (f)provides (a)both to stay (e)I would strongly recommend that our organization be given (c)without having (g)

Source: CAE Gold Plus – Pearson Longman

2



USE OF ENGLISH REPORTS MODALS UNIT 5

Exercise 1

2. mustn’t 3. needn’t/don’t have to 4. needn’t/don’t have to 5. mustn’t

6. must 7. must 8.needn’t/don’t have to

Exercise 2

2. didn’t need to hurry 3. needn’t have gone 4. didn’t need to ask

5. didn’t need to buy 6. needn’t have bought 7. needn’t have packed

8. didn’t need to pack

Exercise 3

2. may/might be home soon 3. may/might not stay in a hotel

4. may/might/could have been delayed in traffic

5. may/might/could have gone to the cinema 6. may/might/could be asleep already 7.

may/might not have been promoted

8. may/might/could have called while we were out

9. may/might go shopping this afternoon.

10. may/might/could be outside in the garden.

11. may/might not have received our message

12. may/might /could be visiting a friend.

Exercise 4

2 didn´t need to 3 should 4 may 5 could 6 can’t 7 could 8 was able to

9 needn´t 10 may 11. shall, can 12 could

SOURCE: GRAMMARWAY 4. – Express Publishing

3



USE OF ENGLISH REPORTS WISH + PAST / WOULD UNIT 5

Exercise 1: 1a 2b 3b 4b 5a 6b 7a 8b 9b

Exercise 2: 1 could have 2 hadn’t got 3 waited 4 would visit

5 hadn’t got married 6 started 7 didn’t live 8 had had

Exercise 3:

a) - feeling sad about an event or action that has happened = 1, 2, 3, 5, 6

- a polite formal way to express refusal = 4

b) - Past 1, 2, 3 (NB: although the wedding is in the future, the regret is

about ‘agreeing’, which is in the past), 5, 6

- present / future 4

c) = 4 regret + infinitive, because it refers to the present or the future time.

d) no, they both mean the same and refer to the same time.

Exercise 4: 1 regrets / regretted not being / having been

2 regret to say

3 regret telling / having told

4 regret taking / having taken

Exercise 5: 1 I wish my brother wouldn’t borrow / wouldn’t keep borrowing my

clothes.

2 If only I could travel round the world.

3 I wish I had a bigger family

4 I’d rather we had a big wedding.

5 It’s time my sister got a job!

6 I wish I had called my dad to apologise.

7 If only I hadn’t worked when the kids were young.8 Suppose we buy dad a present together?

SOURCE: CAE Gold Plus – Longman

4



USE OF ENGLISH REPORTS CONDITIONALS (TYPE 3) UNIT 5

2. the Titanic’s distress signals would have been received.

3. the loss of life would not have been so great.

4. many people wouldn’t have died.

5. some of the passenger would not have been rescued.

6. new rules would not have been made to ensure that sea voyages would be safer in

future.

7. it wouldn’t have sunk so quickly.

SOURCE: GRAMMARWAY 4. Express Publishing

USE OF ENGLISH REPORTS REPORTED SPEECH UNIT 5

1. 1 b2 a or b (this is usually optional eg may can become might, can can become could)3c 4a 5a 6f 7e 8e 9d 10g 11d

2. 1. Tom asked Alice if she would be able to come to the conference the following week.2. She asked me if I needed a lift to the airport the following day.3. The woman asked her who she had spoken to when she phoned the previous week.4. Sandra explained that she might / may have to leave early that afternoon.5. The doctor said I should take a few days off.

6. My boss is always asking me where his diary is.7. Tim asked Lynn if she had seen his report.8. Simon said he found it very difficult to do presentations.

3. 1. if he had sent in his2. that Maria had phoned the previous3. told me that he would help4. if I could come the following5. told me to call him that6. what I wanted her to do

4. 1. She accused me of2. He complained about3. She promised to/ that she would4. She refused to5. She warned me not to6. He reminded me7. He apologised for not coming8. She suggested I made

5. 1. to wear 2 . to go 3. to helping 4. to meet 5. on getting 6. to speak7. to attend 8. forgetting/ he forgot

Source: CAE Gold Plus - Longman

5



6

USE OF ENGLISH REPORTS PASSIVES UNIT 5

Exercise 1

1. is based on, was conducted 2. was questioned

3. were raised, are outlined 4. were/are rated, were singled out

5. were made, to have been implemented

SOURCE: Innovations Advanced WB

LINKING WORDS/ PHRASES UNIT 5

Exercise 1

1. I always lock the door and windows to avoid being burgled.

2. The doctor examined the patient so as to find out what was wrong with him.

3. I’ve taken out a loan to buy a car.

4. We’ll take some food with us in case we get hungry.

5. She is studying medicine so that she come become a doctor.

6. He put his keys in his briefcase in order not to lose them.

7. They will take some magazines with them in case they get bored.

8. She set her alarm clock so that she wouldn’t oversleep.

9. We put the letters on the table so as not to forget to post them.

Exercise 2

2. so that he can expand 3. in case someone calls 4. for cooking

5. so that we could take 6. so as not to get/in order not to get

7. so that the teacher would 8. (in order/so as) to ask him

9. in case there was a 10. to prevent it from getting

Sources: GRAMMARWAY 4- Express PublishingWRITING PROFICIENCY



REPORT SAMPLE 2 UNIT 5

1. What features are typical of report writing?Choose from these alternatives.1 A State your aims at the introduction.

B State your recommendations at the introduction.

2 A Use headings for each section.

B Have one general heading.

3 A Give mostly opinions rather than factsB Give mostly facts rather than opinions

4 A Use mostly active tensesB Use mostly passive tenses

5 A Give recommendations based on your personal experienceB Give recommendations based on facts

2. Read the report and check your answers.

3. Read the report again. Underline words or expressions the writer uses tointroduce recommendations.e.g. should introduce

4. Circle six dif ferent ways that customers´ opinions are reported.e.g. comment that----------------------------------------------------------------------------------------------------------

1



________________________________________________________________

5. Grammar: Reported Speech.Report these opinions about a news mobi le phone, using the prompts inbrackets.

“I’ve used the built-in digital camera – the photos are really good”(considered/good quality)

1. “It makes no difference to me if the display screen is in colour”(commented / made no difference)………………………………………………………………………………….2. “I don’t use the voice recorder – to be honest I don’t know how to”(said / too complicated)…………………………………………………………………………………..3. “ I prefer sending text messages to making a call. They’re a lot cheaper”(thought / better value for money):………………………………………………………………………………………

4.”I don’t care about the gadgets. I just want a phone that’s reliable”(felt / unimportant)

2



3

………………………………………………………………………………………..5. “The battery doesn’t last very long. It’s a real pain having to recharge it all the

time”(complaints / recharging inconvenient)…………………………………………………………………………………………..6. “I never use the WAP service. There’s nothing worth accessing apart from the

football results”(commented / limited value)

……………………………………………………………………………………………..

Source: New Headway Advanced – Oxford



PROPOSALS SAMPLE 1 UNIT 5

In the exam you may have the choice to write a proposal. The structure is similar to areport.Make sure your proposal is persuasive. Use persuasive language and give reasons for

your suggestions. The persuasive language is highlighted in the text.

1. Read this task. You see this announcement on a mobi le phone companywebsite.

Can we help?

Mobile phone companies are often criticised for making too much money. We would like

to put something back. We want to help by issuing free phones to charity organizations

for them to use as they wish. If you know a charity that would benefit from this, write us a

proposal

outlining

what

the

organization

does,

how

it

could

use

the

phones

we

give

and

how this would help the organization.

2. Read this sample answer and complete the gaps with appropr iate headings.Use the points in the question to help you decide.

1. ……………………………The aim of this proposal is to suggest a charity organization which would benefit fromhaving free mobile phones.

2. …………………………. A very worthy charity organization is KidsHelp. This is an organization in my localschool which looks after and helps kids who do not have the opportunity to do manythings. It may be that their parents do not have much money or maybe they have a lotof other children in their family. KidsHelp provides them with time in the gymnasiumwhere they can practise sports or get together to do other activities and it also takesthe children out for the day during the holidays to local museums or beaches.

3. ……………………………….If we had some mobile phones this would help us enormously as we have no official

office we can use on the school premises. We could use the phones to check up onchildren in their own homes and to find out where they are if they miss a session. Additionally, the phones would be very important when we are travelling for the day,both to stay in touch with the whole group and to allow children to speak to theirparents while they are away, for example if we are delaying getting back.

4. ……………………………I would strongly recommend that our organization be given the free phones as itwould improve our safety and security and make the parents feel more confidentabout letting the children come to us for activities and so on. Also it would allow us tomake a range of calls seeking sponsorship for our charity, without having to use our

private numbers for this.

1



2

1. a) Introduction b) A proposal

2. a) Who are the kids? b) The charity organization

3. a) Why the phones are important b) How the organization would use the phone

4. a) How the organization would benefit b) Why we need the phones

5. A proposal is usually wri tten in quite a formal or very formal language.Match the informal language below to the more formal language in thesample answer.

a) givesb) becausec) I think I should gived) I’m going to suggest

e) So we can stayf) Possiblyg) So we don’t have to

Source: CAE Gold Plus – Pearson Longman



REPORTS UNIT 5

Reports – Structure

1. Types

A report is an informative formal piece of writing concerning aparticular person, place, situation, etc; it is addressed to one’ssuperior/colleagues, members of a committee, etc, and is written inresponse to a request or instruction.

There are various types of reports, such as:

a) assessment reports which present and evaluate the positive and/ornegative features of a person, place, plan, etc; they also include youropinion and/or recommendation

b) informative reports which present information concerning ameeting that has taken place, progress made on a project, etc

c) proposal reports which present plans, decisions or suggestionsconcerning possible future courses of action for approval by one’ssuperior at work, members of a committee, etc.

2. Structure

A successful report should consist of:

a) an introductory paragraph which clearly states the purpose andcontent of the reportb) a main body in which the relevant information is presented indetail under suitable subheadings, which show the topic of eachparagraph. Positive and negative features of the same aspect shouldbe presented in the same paragraph, using linking words/phrasesshowing contrast (however, although, despite, but, while, eventhough, etc)c) a conclusion which summarizes the information given, and mayinclude an opinion and/or suggestion/recommendation.

Note that before writing your report you should give informationindicating who the report is written to (name/position/unit, etc.), whothe report is written by (name/position), the subject of the report andthe date, e.g.:

To: Col. Peter Robertson, Director of the Engineering School, RomeFrom: Maj. Juan García López

Subject: Counter-IED operational courseDate: 13 December 2009

1



REPORTS UNIT 5


- Reports should be written in a formal style (complex sentences,non-colloquial English, frequent use of the passive, linking

words/phrases)- Before you write your report you should thing of who the report

is being written by and who the report is addressed to.- Give your report an appropriate subject title, then careful plan

the information you will present. Think of suitable subheadings,then decide on the information you will include under eachsubheading. Use linking words to join your ideas.

To: ………………………………………

From: …………………………………

Subject: ……………………………..

Date: ………………………………….

INTRODUCTION

Paragraph 1: (heading: purpose)

State the purpose and content of your report

MAIN BODY

Paragraphs 2‐3‐4‐5…..

(one

subheading

for

each

paragraph)

Present each aspect of the subject under separate subheadings

(positive negative points of each aspect are presented in same

paragraph)

CONCLUSION

Final paragraph ‐ (heading: conclusion)

3. Useful Language

To begin reports:

The purpose/aim/intention of this report is…(toexamine/assess/evaluate the suitability of …. for/the advisability of(+ing)As requested, this is a report concerning/regarding …This report contains/outlines/examines/assesses …

This reports outlines the advantages and disadvantages of ….

2



REPORTS UNIT 5

3

To end reports:

- SummarizingTo conclude/To sum up/In conclusion/On the whole, ….

On the basis of the points mentioned above, it would seem that ….The obvious conclusion to be drawn from these facts is that ….

- General assessmentUnfortunately, progress has not been as fast as expected/a numberof difficulties have been encountered/the issue has not been resolvedI am pleased to inform that arrangements are progressingsmoothly/according to schedule/faster than anticipated../ahead ofschedule

-

RecommendingIt is (therefore) felt/believed/apparent/obvious (that) …. would beideal for …It would (not) be advisable/advantageous/practical/wise toI (strongly) recommend/would suggest (that) …My/our recommendation is that … should be ….I recommend that the best course of action would be ….



USE OF ENGLISH REPORTS MODALS UNIT 5

Expressing obligation/duty/necessity

a) You must attend the meeting. (You are obliged to/You have to/You need to/It is necessary.)

b) I must attend the meeting. (I have decided.)c) I must attend the meeting. (someone else has decided).d) We ought to/should respect the elderly. (less strong than must)e) Need I buy her a present? (Is it necessary?)

Expressing absence of necessity

a) She doesn’t need to/doesn’t have to/needn’t do the shopping. I’ll do it later. (It isnecessary).b) She didn’t need to/didn’t have to do the shopping as I had already done it. (it wasn’tnecessary for her to do it)

c) She needn’t have done the shopping. (It wasn’t necessary for her to do the shopping, but shedid)

1. Fill in the gaps with must, mustn’t or needn’t/don’t have to.

1. A: You must study hard to pass the exams.

B: I know. I study every evening.

2. A: You ……………….. be late for your new job interview.

B: I know. I’ll leave early so as to get there on time.

3. A: Shall I collect the children from the part?

B: No, you ………………….collect them. Mrs Shaw is giving them a lift home.

4. A: Do you want me to wait for you after work?

B: No. It’s you ………………….. wait. I can walk home by myself.

5. A: You ………………… interrupt while people are talking.

B: No. It’s very bad manners to do that.

6. My dog has been ill all week.

B: Oh dear! You …………………………. take him to the vet.

7. A: It’s Sally’s birthday on Wednesday.

B: I know. I ………………. remember to buy her a present.

8. A: Shall I wash the dishes for you?

B: No, you ……………………do that. I’ll do them later.



2.- Fill in the gaps with needn’t have or didn’t need to and the correct form of

the verb in brackets.

1. I ran all the way to work, but I needn’ t have hur r i ed (hurry)

because I was the first person to arrive.

2. We ……………………….. (hurry), so we stopped to have lunch on the way.

3. I went to college today, but I …………………….. (go) as all lectures were

cancelled.

4. I …………………… (ask) the way to Lewes, since I’d been there before.

5. I ………………. (buy) any food, so I didn’t go to the supermarket.

6. I ……………….. (buy) any food after all, because we had plenty at home.

7. I ………………… (pack) my shorts, as it rained all week.

8. We ………………. (pack) many things, as we would only be away for one

night.



Expressing probability

He ought to/should be in now (He is probably in.)

Expressing possibility

a) It can get very hot in July. (It’s theoretically possible)

b) We could/may/might be a little late. (It is possible)

c) He could/might have been injured. (But he wasn’t)

3. Rephrase the following sentences in as many ways as possible.

1. It´s likely she has forgotten about the meeting.

She

may/ mi ght / coul d have f or got t en about t hemeet i ng.2. Perhaps he will be home soon.He…………………………………….3. Perhaps we won´t stay in a hotel.We ……………………………………4. It´s possible she has been delayed in traffic.She………………………………………...5. It´s likely they have gone to the cinema.They ……………………………………….

6. Perhaps they are asleep already.

They………………………………………..7. It´s likely he hasn´t been promoted.He…………………………………………..8. It´s possible she called while we were out.………………………………………………9.It´s likely we will go shopping this afternoon.We………………………………………….10.Perhaps he is outside in the garden.He…………………………………………11. It´s possible they didn´t receive our message.They……………………………….12. Perhaps she is visiting a friend.She ……………………………………..



Making suggestions

a)Shall we visit grandma this weekend?

b)We can/could go to a concert tonight.

c)Where shall we go? (What is your suggestion?)

Giving advice

a) You ought to/should study harder. (I advise you to)

b) You must study harder. (I strongly advise you to)

Expressing criticism

a) You ought to/should have been more careful. (it would have been better if you had been

more careful)

4. Underline the correct word/s in bold.

1. A. I found a briefcase on the train.B. You ought to/ can take it to the police station.

2. A. Did you get some money from the bank?B. No, I didn’t need to/ needn’t. I had enough in my wallet.

3. A. Sorry, I’m late again.B. You should/might wear a watch.

4. A. Couldn’t/May I speak to Clare?B. Just a moment, I’ll call her.

5. A. We could/must go out for a meal this evening, if you like.B. Oh, yes. That would be nice.

6. A.I wonder if John and Jim have got lost.B. They can’t /mustn’t have got lost because I gave them a map.

7. A. Could/Would I use your telephone, please?B. Yes, of course.

8. A. Was the exam very difficult?B. Yes, but I can/ was able to answer all the questions.

9. A. We mustn’t /needn’t go shopping this week.

B. All right. We’ll go next week instead.10. A. Should / May I sit down, please?

B. Yes, of course. Make yourself at home.11. A When will/shall I visit you next?

B. You can/must call in tomorrow, if you like.12. A Helen should be here by now.

B. She ought to/could have missed the train.

SOURCE: GRAMMARWAY 4. – Express Publishing



USE OF ENGLISH REPORTS WISH + PAST / WOULD UNIT 5

1.- Match the following sentences to when we use them. Select a) or b).

1 I wish I had a car.

Is this about: a) the present b) the past

2 I wish he wouldn’t call me all the time

How do you feel: a) sad b) irritated

3 I wish I could stop biting my nails.

Do you think you will stop: a) Yes b) No?

4 I wish I had helped my mother.

Is this about: a) the present b) the past?

5 I only I could talk to him.

Is this wish: a) strong b) weak?

6 If only I hadn’t argued with him.

Is this wish about: a) the future b) the past?

7 It’s time we left.

Is this wish about: a) the present b) the past?

8 I’d rather take my brother to the party!

Do we want this to happen: a) now b) in the future?

9 Suppose he asked you out?

Will this event: a) definitely happen b) possibly happen?

1



2.- Complete the following sentences using the appropriate form of the verbs in

brackets.

TIP! Make sure you read the whole sentence before deciding onthe verb form

1 I know Ann wishes she……………. (have) another baby, but the doctor says it

might not be possible

2 If only I ………….. (not get) so angry with Patrick last time we met.

3 I’d rather we ………….. (wait) before telling Billy he’s going to have a little

brother.

4 I wish you………………(visit) your grandmother more often-you must call her.

5 Don’t you sometimes wish you and dad………………………… (not + get

married) when you were so young?

6 It’s high time you children…………………(start) helping round the house.

7 I wish I…………………… (not + live) so far away from the rest of my family – I

hate it!

8 Suppose you……………. (have) triplets instead of twins. Do you think you

would have been able to manage?

3.- Look at the main verbs used with regret in these sentences.

1 She regrets telling him that she didn’t like his mother.

2 I regret not looking after my father when he was ill.

3 He regrets having agreed to go to the wedding.

4 I regret to inform you that your application was unsuccessful

5 He regrets his decision now.

6 She regretted what she had done.

a) Which of these functions applies to each of the sentences above?

- feeling sad about an event or action that has happened.

- A polite formal way to express refusal.

b) When did the main event in each sentence happen?

- past.

- present or future.

2



3

c) Which form of regret is different to all the others?

d) Is there a difference between:

She regrets telling him that she didn’t like his mother.

She regrets having to ld him that she didn’t like his mother.

4.- Put the correct form of regret with the verb in brackets in the following

sentences.

1 She said that she………….(not + be) closer to her mother when she was

alive.

2 We ………………. (say) that we are unable to attend the anniversary

celebrations.

3 They ……………. (tell) her that she could live with them.

4 I …………….. (take) on the job but it’s too late now.

5.- Write new sentences for these situations using expressions of hypothetical

meaning.

Your brother keeps borrowing your clothes.

1 I wish …………………………………………………………………………

You would like to travel round the world.2 If only …………………………………………………………………………

You would like to have a bigger family.

3 I wish …………………………………………………………………………

You would prefer you and your fiancée to have a big wedding.

4 I’d rather………………………………………………………………………

You think your sister should get a job.

5 It’s time………………………………………………………………………..

You regret not calling your dad to apologise.

6 I wish…………………………………………………………………………..

You regret working when your kid were young.

7 If only…………………………………………………………………………..

You want to suggest that you and your sister buy a present for your dad together.

8 Suppose……………………………………………………………………….

SOURCE: CAE Gold Plus - Longman



USE OF ENGLISH REPORTS CONDITIONALS (TYPE 3) UNIT 5

Read the text and complete the sentences below using Type 3 Conditionals, as

in the example.

The Titanic was a British luxury passenger liner which sank

during its maiden voyage from Southampton to New York in 1912.

On 14th April, the Titanic hit an iceberg in the Atlantic Ocean.

Distress signals were sent to the Californian, a ship 20 miles away,

but their radio operator was off duty and the signals were not

received. Some of the passengers got onto lifeboats, but, although

the Titanic was luxurious, it did not have enough lifeboats for all the

passengers on board. As a result, the loss of life was great. Many

people died because the sea was very cold. Luckily, another ship,

the Carpathia, rescued some of the passengers. As a result of this

disaster, new rules were made to ensure that sea voyages would

be safer in future. It is now believed that the Titanic sank so quicklybecause it was too large.

1. If the ship had not hit an iceberg, i t woul dn’ t have sunk.

2. If the Californian’s radio operator had been on duty, ……………………….

3. If the Titanic had had enough lifeboats,.……………………………………...

4. If the sea hadn’t been so cold, ………………………………………………..

5. If the Carpathia had not arrived, ………………………………………………

6. If the Titanic had not sunk, …………………………………………………….

7. If the Titanic had not been so big, …………………………………………….

SOURCE: GRAMMARWAY 4. Express Publishing

1



USE OF ENGLISH REPORTS REPORTED SPEECH UNIT 5

1. How do you change the following into reported speech? Match 1 – 11 with

reported speech changes a – g.

1. past or present tensea) no change

b) shift back a tensec) make more distant, eg there,

that, thosed) use woulde) use if or whetherf) switch order of object and

verbg) use told + “to” infinitive

2. modals3. references, eg here4. things that are still true5. reporting in the present, eg says6. wh- questions7. do etc questions8. requests9. offers10. orders11. future tenses

2. Put these sentences into reported speech.

1. “Will you be able to come to the conference next week?” Tom asked Alice.2. “Do you need a lift to the airport tomorrow?” she asked me.3. “Who did you speak to when you phone last week?” the woman asked her.4. “I may have to leave early this afternoon”, Sandra explained.5. “You should take a few days off”, said the doctor.6. My boss is always asking me, ”Where is my diary?”7. “Have you seen my report? Tim asked Lynn.8. “I find it very difficult to do presentations”, Simon said.

3. Complete the second sentence so that it has a similar meaning to the first sentence,

using the word give. Use between three and six words, including the word given.

1. “Have you sent in your application form in yet?” I asked him.IF

I asked him ……………. application yet.2. He said to me, “ Maria phoned yesterday” HAD

He told me that ……………….day.

3.“I´ll help you with the project”, he said.TOLD

He ………………………me with the project.4. “Can you come next week?” she said.FOLLOWING

She asked me ……………………………..week.5. “ Call him this afternoon,” he said.TOLD

He …………. afternoon.6. She asked me, “What do you want me to do later?”WANTED

She asked me…………………later.

1



4. Rewrite these sentences in reported speech using one of the reporting verbs in the box.

Tip! Remember that you won’t need to repeat all the words in the original sentence.

apologise accuse suggest warn promised complained remind refuse

1. “It was you who took the report off my desk, wasn’t it?” she said.……………………………………………………………………2. “I hate having to work overtime”, he said.…………………………………………………………………………..3. “I’ll definitely finish the report by Friday”, she said.………………………………………………………………………..4. “I’m not going to work with him”, she said.………………………………………………………………..5. “Be careful you don’t take on too much work,” she said.……………………………………………………………

6. “Don’t forget to ask questions in the interview,” he said.…………………………………………………………….7. “I’m sorry I didn’t come to the meeting,” he said.……………………………………………………………

8. “Why don’t you make a list to help you organise your time,” she said.…………………………………………………………………

5. Put the correct form of the verb in brackets into the gaps together with a preposition, if

necessary.

1. He advised me……………………(wear) a suit.2. I decided …………………….. (go) on a training course.3. She thanked me ………………(help) her with the work.4. We agreed ……………………(meet) on Friday.5. I congratulated her …………….(get) the new job.6. He told me………………………(speak) to the new manager.7. They invited me ………………..( attend) the conference.8. He denied ………………………(forget) about the work.


2



REPORTS USE OF ENGLISH UNIT 5

Passive

1.- Complete these sentences with the correct form of the verbs.

be based on be made be raisedbe conducted be outlined be ratedbe implemented be questioned be singled out

1. This report ……………… an opinion poll which ……………………….over

the week beginning 29 July.

2. A representative sample of the electorate ………………………… about

the government’s performance in a number of areas.

3. Several concerns over the level of service …………………………….and

these …………………………….. below.

4. The staff in general ………………………………………. highly for the

service they provide. The receptionists ……………………………… for

particular praise.

5. A number of recommendations ………………………………. Following

customer feedback last year, but few, if any seem …………………………

SOURCE: Innovations Advanced WB



1

LETTERS SAMPLE 1 UNIT 6

1. Complete the letter with the words in the box.

appreciative aware behalf kind mutually pleasedpossible question understand wondering

Dear Mr. Skinner,

I am an English language teacher at the Gates School of English in

Chichester and I am writing to you on (1) …. of my students. I (2) ….

that you are visiting Chichester during the week beginning 3. November

and I was (3) … whether it might be at all …… for you to visit theschool and give a short talk to the students.

The students are aged between 18 and 30 and come from a variety of

countries. My current class is fascinated by the political system in the

UK and has been working on a project about our electoral system. I know

that would be extremely (5) …. of a visit by a Member of Parliament.

I am well (6) ….. that you must be extremely busy and that yourschedule may already be completely full, but I truly believe that you

would find such a visit most rewarding.

If you feel that you could make time to visit the school, would you be

(7) … enough to ask your secretary to contact our academic

administrator, Miss Markham, who would be (8) …. to arrange a (9)

…… convenient time. However, if such a visit is out of the (10) ………… ,

perhaps you would be so kind as to send the students a letter, which they

could then include in their project.

Thank you for taking the time to read this letter and I hope to hear

from you in the near future.

Yours sincerely,

Kelly Gilbert (255 words)



2

2. What kind of letter is this? Select the best answer.

a) of apology

b) giving an opinion

c) giving advice/ Suggestions/ Recommendations

d) it’s a letter to an author/ editor

e) of complaint

f) of request

g) application

3. Would. We often use would to make a sentence more tentative. Forexample:

Further negotiation is needed before we agree a price.Further negotiation would be needed before we agree a price.

Put the words in brackets in order to make common tentative expressionswith would.1. …………………………..(to /be /all /it /would /possible /at) cross-link some of the

items featured on the site?

2. …………………………… (you /as /kind /to /be /so /would) examine the

document thoroughly?

3. ………………………… (could/ would / I / grateful/ possibly / you/ most/ be / if)

help with any suggestions or hints.

4. ………………………… ( it / would / you / I / could / greatly / Appreciate/ if) get

back to me about this a s soon as possible.

5. ………………………….( enough/ be/ wondering / if/ I / was/ you/ to / would /

kind) forward this e-mail to the appropriate member of your editorial staff.

6. ………………………… ( afraid / to/ be / able/ I/ not/ I/ would / am) meet the

suggested deadline. Could it be moved back?

4. Useful expressions. Complete the sentences with one word.

1. Could you do me a ….. and e-mail me with any suggestions you have for the

portfolio?

2. I was ………….. if there was any …………….. you could find the original letter

for me?

3. You wouldn’t …………… to know anything …………. the speaker we have

booked for next Friday, ………. You?

4. I don’t ……….. you could possibly do me a huge favour and explain thesituation to Mark, …. You? I ……. be incredibly ……………..!



3

Source: Advanced workbook Innovations- Thomson




1. Look at this extract from a newspaper editorial, and read the letter to the editor .

“CANNABIS is no different from cigarettes in terms of health risks. And unlike cigarettes, forcertain conditions such as multiple sclerosis, it has been proven medicinal qualities. In short, there

is no real reason why cannabis shouldn’t be legalized”

Legalize cannabis? We want to hear from YOU. Write a letter to the editor with your opinion at:In the News, PO Box 33, Bristol BH2 7 YH.

Juan Pérez

15 Hessel Road

London N7 6PS

The Editor 7 th March

In the NewsPO Box 33

Bristol BH2 7YH

Dear Editor,

A ____________________________ There has been much debate about drugs in the

papers recently, and I am very concerned about the arguments put forward in support

of new, more liberal laws. I feel that legalization would not only be the wrong decision

to make, but also a dangerous one.

B _____________________________ According to your article, cannabis is no more

harmful than cigarettes. You state that in some circumstances, such as the treatment of

MS, it can actually be beneficial. It is also claimed that cannabis is not a gateway

harder than drugs, and that there is no proof to support the argument that it is.

Finally the article insists that it is a waste of police time and money to bring a cannabis

user to court, when this money could be better spent in preventing “real” crime.

C_______________________________ Tests have shown that the average joint

contains more than twenty times the amount of cancer-causing agents than cigarettes.

Moreover, it is a well-known fact that heavy users develop acute mental problems and

dependency on drugs. This far outweighs any beneficial effects. Secondly, it is not true

that cannabis use is unrelated to hard drugs. As rehabilitation centres have shown,

there is a disturbing trend from cannabis use to cocaine, then heroine use. Essentially

all these drugs feed addiction. Thirdly, I would argue that controlling the drug is not a

waste of time and money. Preventing people from buying cannabis ultimately saves

money for the health and social services, as well as saving lives.

1



D _________________________ Legalizing a drug which is addictive and encourages

the use of other drugs is not only irresponsible but downright dangerous.

Yours faithfully,

Juan Pérez (300 words)

2. Now match paragraphs A-D to the descriptions below. Which paragraph…

- Summarizes arguments in the article that the writer disagrees with?

- Concludes and restates the writer’s point of view?

- Puts forward arguments the writer agrees with?

- Introduces the reason for writing and states the writer’s point of view?

3. Choose the best introductory sentence for each paragraph.

Paragraph A

1. Here’s my reply to your article about making cannabis legal.

2. I am writing in response to your article on legalization of cannabis.Paragraph B

1. One of the main arguments for legalization is related to health.2. In your article you say that cannabis really isn’t that bad for our

health.Paragraph C

1. Taking each of your arguments in turn, first of all it has been

scientifically proven that cannabis is more of a health risk than

cigarettes.

2. Looking at your arguments one by one, it really is true that

cannabis is a lot riskier than smoking cigarettes.Paragraph D

1. To be honest, I can think of lots of reasons why cannabis users

should be arrested.

2. To conclude, there are many reasons why cannabis should not be

legalized.

2



3

4. Rewri te these sentences in the passive, using phrases from the box. There may bemore than one possible answer.

It could be argued that It is believed that

It is assumed that It would seem thatIt would appear that It has been proven that

1. If we ban cigarettes, we should ban hamburgers too.

I t coul d be ar gued t hat i f ci gar et t es wer e

banned, hambur ger s shoul d be banned t oo.

2. Young people’s friends often encourage them to smoke.

…………………………………………………………………………….

3. Lack of exercise and unhealthy diet causes most ill health.

…………………………………………………………………………….

4. Passive smoking kills people.

……………………………………………………………………………

5. People know about the risks of smoking.

…………………………………………………………………………….

6. Companies have increased the nicotine content in cigarettes.

……………………………………………………………………………

7. You can’t frighten people into giving up smoking.

…………………………………………………………………………….

Source: New Headway advanced- Oxford



LETTERS 1 UNIT 6

Letters – Structure

1. Types

There are various types of letters, such as:

a) letters of requestb) letters giving informationc) letters of adviced) letters making suggestions/recommendationse) letters of complaintf) letters of apology

g) letters of applicationh) letters to the editor/authoritiesi) transactional letters

2. Structure

A successful letter should consist of:

a) an appropriate greeting: e.g. Dear Ms Jones, Dear Mr. and Mrs.Mathews, Dear Sir/Madam, Dear Tony

b) an introductory paragraph which clearly states your reasons forwriting

c) a main body in which you develop the subject, and deal with theadditional objective(s) of the letter if necessary

d) a conclusion in which you summarize the subject

e) an appropriate ending e.g. Yours faithfully/sincerely + full name,

Best Wishes + first name

3. Style

The style of the letter varies depending on who it is addressed to. Forinstance, a letter to someone you do not know requires a formalstyle, a letter to someone you know but are not intimate withrequires a semi-formal style, while a letter to a friend requires aninformal style.

1



FORMAL LETTERS contain:

- Formal greetings and endings- Formal language i.e.

o complex sentences (Having spoken to the manager in

person, I still feel my requests have not been satisfied.)o non-colloquial English (Please keep me informed

regarding any further developments, NOT: Please keepme posted about what’s happening)

o frequent use of the passive (A two-week packageholiday to the picturesque village of St Martin’s is beingoffered by our agency for only $3,600)

o advanced vocabulary ( I feel it is appropriate to explainto you some of the practices which are enforcedtroughout all of our branches)

-

No abbreviated forms

INFORMAL LETTERS contain:

- Informal greetings and endings- Informal language and style

o Idioms (It was a blessing in disguise that I didn’t applyfor the job as that company is now in deep financialtrouble)

o Phrasal verbs (I’ll look you up next time I’m in Brussels)

o

Colloquial English and omission of pronouns (Hopeto see you soon!)

- Abbreviated forms

SEMI-FORMAL LETTERS contain:- Formal greetings (Dear Mr. and Mrs. Smith)- Informal endings (Best wishes/Yours + full name)- A respectful tone, depending on the relationship you have

with the recipient of the letter. Also, pronouns should not beomitted and idioms should be carefully used.

EXERCISE 1:

Look at the different layouts. Which are used to write a formal, semi-formal or informal letter? Which one would you use to write a letter toa) someone you know but are not on intimate terms with?b) a relative?c) a company manager whose name you know/don’t know?d) the authorities

2



Sample ADear Susan,

Love,

John

Sample BDear Mr. and Mrs.

Jones,

Best wishes,

Sample CDear Ms Parsons,

Yours sincerely,

Jake Varano

Jake Varano

Sample DDear Sir/Madam,

Yours faithfully,

John

Travolta

Sample EDear Sirs,

Yours faithfully,

Olivia

Newton

EXERCISE 2:

Read these extracts and say which is a)informal, b) semi-formal and c) formal. Thenunderline the characteristics which indicatethe style in each extract. What is thepurpose of writing these letters? Who arethe letters addressed to?

SAMPLE A:Regarding the future opportunities in your field of work, I would

recommend that you consider trying to find a position of greater seniority. Youhave already proved yourself to be a highly competent and effective member of

nceyour company, and I believe that you now possess sufficient skills and experie

to tackle the challenge of additional responsibility.

On the matter of further training, I would suggest that you might try to

upgrade your IT skills to enable you to take advantage of the full range of modern

technology available. There are some very well‐run and useful courses operating

3



SAMPLE B:If you really hate living in Winkleborough that much, I’d say do yourself a

favour and leave. Don’t hang about either. If you come back here soon, I’m sure you

can find a job without any problem, and you know you can stay with me until you

find yourself a place to live.

Why don’t you pull yourself together and get on with building a better life

back here where you belong? It’s high time you took a few risks again, like whenyour were a kid. Get a new job, find some other stuff to fill your time. Move back

here and go for it

4



LETTERS. FORMAL LETTERS LAYOUT UNIT 6

Print your name clearly

alter your signature

5 King Street

Harrogate 2346h

May 5, 2009 // 24th November 2009

ABC Academy

10, Main Street

Cork 2312

Ireland

Dear Sir or Madam, / Dear Mr. Smith,

------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------

--------------------------------------------------------------------

(Never begin with Dear friend.

Always use a name)

Write the date directly below.

Write the recipient’s nameand address on the left-

hand side below the date.

Write the name and/or title

of the person you’re writing

Write your address in the top right-hand

corner (without name). Write the house

number, followed by the street, town (and

postcode if you know it).

In the SLP, please INVENT these data.

----------------------------------------

-----------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------

(I look forward to hearing from you)

Yours faithfully, / Yours sincerely,

(Signature)

S. M. Johnson

Only use Dear Sir or Madam if you don’t

know the person’s name

Give your reason for writing at the

beginning. If you are replying to an

advert, say where you saw it and when. If

you’re replying to a letter, give the date

of the letter.

If you begin Dear Sir or Dear Madam,

end with Yours faithfully. If you begin

with a name, end with Yours sincerely.

Write Yours with capital “Y” and

faithfully or sincerely with a small “f”

or ”s”.

These endings are followed by comma.



LETTERS. INFORMAL LETTERS LAYOUT UNIT 6

5 King Street

Harrogate 2346h

Write your address in the top right-hand

corner (without name). Write the house

number, followed by the street, town (and

postcode if you know it).

In the SLP, please INVENT these data.

May 5, 2009 // 24th November 2009

Dear Ken,

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------

Never begin with Dear friend.

Always use a name.

Write the date directly below.

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------

Hope to hear from you soon./ Write soon. (for close friends) …

Best wishes/ Warm regards/ Yours/ Love (for close friends) …

(Signature)

Begin the next line under the name.

Begin the first sentence with a

capital.



LETTERS MODALS OF REQUEST UNIT 6

Making requests

a) Can/Will you explain this to me? (informal) b) Could/Would you explain this to me? (more polite)

c) Can I have some water? (informal)

d) Could/may I have some water? (formal)

e) Might I have some water? (very formal)

Making requests

In sample 1, a letter of request, we find the following modals:

whether it might be(very formal) you could make(formal)

which express a request in a polite and formal way.



ANSWER KEY LETTERS UNIT 6

LETTERS SAMPLE 1

1 1 behalf 2 understand 3 wondering 4 possible 5 appreciative 6 aware

7 kind 8 pleased 9 mutually 10 question

2 F

3 1 Would it be at all possible to

2 Would you be so kind as to

3 I would be mort grateful if you could be possibly

4 I would greatly appreciate it if you could

5 I was wondering if you would be kind enough to

6 I am afraid I would not be able to

4 1 favour 2 wondering, way/ possibility

3 happen, about, would 4 suppose, could, ´d/would, grateful

Source: Advanced workbook Innovations- Thomson

LETTERS SAMPLE 2

2 B summarizes arguments in the article that the writer disagrees with.

D concludes and restates the writer’s point of viewC puts forward arguments the writer agrees with A introduces the reasons for writing and states the writer’s point of view.

The letter puts forward eight arguments altogether.

3 Paragraph A 2Paragraph B 1Paragraph C 1Paragraph D 2

4 Sample answers

2 It would appear that/ It is assumed that young people are encouraged tosmoke by their friends.3 It has been proved that/ It would seem that most ill health is caused by lack ofexercise and unhealthy diet.4 It has been proved that/ It is believed that people have been killed by passivesmoking.5 It would seem that the risks of smoking are known.6 It would appear that the nicotine content in cigarettes has been increased.7 It could be argued that/ It would appear that people can´t be frightened intogiving up smoking.

Source: New Headway advanced- Oxford

1




1. Complete the letter with the words in the box.

addition attention concerning surely alternative cite speaking unaware

Dear Sir / Madam,

I live adjacent to your school in Grasmere Road and I am writing regarding theatrocious behaviour of some of your younger students. In (1) ……. To this, Iwould like to bring to your (2) ….. the irresponsibility of certain members of your staff when supervising students´ evening activities.

Firstly, (3) ….. the students ´behaviour, I should like you to make it very clearto those students walking along Gasmere Road towards the station that myfront garden is not a rubbish dump. When they leave school in the afternoons,they pass my house and dispose of empty cans, chocolate wrappers and evencigarette packets (although most of them are below the age for smoking) on mygrass.

Could you also please ask your students not to shout and use bad languagein the street, as this is detrimental to the reputation of both your school andthe area?

Regarding certain members of your staff, you are perhaps (4) …….. of the factthat the evening activities sometimes continue well beyond ten and the noise

is excessive. I (5) ……… as an example last Thursday night when the noise didnot stop until 10.30 pm. (6) …………… the members of staff supervising theseactivities could bring the events to a close at a reasonable hour.

I know that I am (7) …. for many households in the locality when I ask youto speak to your students and staff about these matters.

Should they continue to be so inconsiderate, I shall be forced to take mattersfurther and shall have no (8) …… but to contact the council.

Yours faithfully,

Mrs J Barker (275 words)

1



2

2. What kind of letter is this? Select the correct answer.

a) of apology

b) giving an opinion

c) giving advice/ Suggestions/ Recommendations

d) it’s a letter to an author/ editor

e) of complaint

f) of request

g) application

3. Being diplomatic. When we want to make a complaint sound softer andallow the recipient to save face, we often “ hedge” things. Look at theseexamples:Perhaps you are unaware of the effect of your actions on the local community.

Perhaps you are unaware of the fact that your actions have had a detrimental effect on

the local community.

Complete the sentences with “ of” or “ of the fact that” .

1. Perhaps you are unaware ……….. people are losing a great deal of money in

this venture.

2. Perhaps you are unaware ………….. the problems caused by bullying in

schools.

3. You are perhaps unaware ………. I have been waiting six months for a reply.

4. Perhaps you are unaware …….. your chef has no qualifications whatsoever.

5. You are perhaps unaware ………… the damage which is caused to your

reputation by allowing such behaviour to continue.

6. Perhaps you are unaware …….. the reasons for the decision to lay staff off.

Match the follow-up comments to the sentences above.

a. I suggest you take up references in future when employing staff.

b. As such, I would obviously appreciate a response in the very near future.

c. Indeed, several investors are now on the verge of bankruptcy.

d. Word of mouth is a powerful tool, and could go on to do your firm great harm.

e. The school has lost money and cuts must be made.

f. Left unchecked, it can scar victims for life.

Source: Innovations Advanced - Thomson




1. Letters of application. The covering letter.

Read the letter ands complete with the words in the box.

committed currently extend interpersonal possess recruitment

reputation role teamwork wish

549 Shaftsbury RoadFinsbury ParkLondon N6 4ST

20 February 2006Ms Angela CartwrightPersonnel Department

Speed Software Development150 The AvenueCroydon CR2 0QU

Dear Madam,

I was sent your recent advertisement for a deputy manager at your Croydon venueby a 1 …………. agency and am writing to apply for the position.

Where yousaw the postadvertised

at relevantrk experience

haveI am 2 …….. employed as assistant manager at “Atlanta” in Southampton, where I

have been working for three years. Prior to this, I worked in a wine bar and gainedexperience in my 3 … as duty manager.

What relevantualificationsou have

As you will see from my enclosed CV, I have experience in all areas of retailmanagement – from stock control to staffing levels. I 4 …… all relevant certificates,including the national licensee certificate and the door supervisor licence.

What you canring to the

ob- and whatou hope toet out of it

I feel that my greatest strengths lie in my 5 …… skills and the ability toencourage 6 …. among my staff. I am always 7 …. to whatever challenges I accept andexperiences.

I am looking to 8 ….. my experience by working in a larger venue with an emphasison catering and dance. I am also attracted by the 9 ….. of your company for staff andmanagerial progression.

Whatnterests you

bout thisarticularompany

Should you need further details or 10 …. To arrange an interview, please do nothesitate to contact me.

I look forward to hearing from you.

Yours faithfully,

Beresford Hammond (246 Words)

1



2

2. Collocations. Choose the correct word.

1. I am applying for the post of vice/ deputy manager in your Plymouth

branch.

2. Prior/ Before to working for British Gas, I worked for British Telecom.

3. I am able to drive in the United Kingdom as I possess a full European

driving test/ licence.

4. Your company has an excellent record in managerial career/ progression .

5. I also carry/ hold a Master’s degree in Botany.

6. I would look forward to facing new challenges/hopes , were I to be offered

the post.7. I trust you will feel this experience is relevant/ necessary to the post.

8. I have added/ enclosed a reference from my last employer.

3. Useful expressions. Complete each sentence with one word.

1. I am writing in …. to your recent advertisement for a French

translator.

2. I feel I would be …… for the post for a …. of reasons.

3. ………….. you require any further references, I would be happy to……….

Them.

4. Should you require any further information or ….. to arrange an

interview, please do not ….. to contact me.

5. Should any vacancies become …….. , please contact me at the …..

opportunity.

6. I am available for interview at any ….. .

7. I look forward to ….. from you.

Source : Advanced Innovations Workbook - Thomson



LETTERS II UNIT 7

Letters of Application– Structure


A formal letter of application is written when applying for a job or aplace on an educational course. A job application usually includeseducational/professional qualifications, details of previous experienceas well as the applicant’s qualities and skills. Previous experienceshould be presented in a clear order using linking words such as:currently, before this, subsequently, prior to this, following, etc.

2. Useful language

- To begin letters

I am writing to apply for the post/position of .. advertised inyesterday’s ….I am writing in connection with/with regard to the vacancy in yourSales Department, as advertised in The Times on/of 14th October.

- Experience/Qualifications

I am currently/At present I am employed/working as …I was employed as (position) by (company) from (date) to (date)

During this time, I held the position of …/ was responsible for …/ myduties included …I have received training in …./completed an apprenticeship, etc.

My qualifications include …/I am presently studying/attending acourse …I am due to take my final examinations in June …I have/hold/obtained/was awarded a degree/diploma/certificate in …I have successfully/recently completed a course in (subject) at(place).

- To end letters

I enclose/Please find enclosed my CV/references from….I would appreciate a reply at your earliest convenience/as soon aspossibleI would be available for an interview any time/until the end ofJune/etc.I would be pleased/happy to supply you with any furtherinformation/details …

Please contact me should you have any further questions.



LETTERS II UNIT 7

Letters of Complaint– Structure


A formal letter of complaint is written to complain about a problemwhich has arisen (e.g. faulty merchandise, rude staff, inaccurateinformation, etc.). It should explain the reasons for the complaint,and usually includes a suggestion/request/demand concerning whatshould be done. (e.g. refund, compensation, etc.)

Mild or strong language can be used depending on the writer’sfeelings and the seriousness of the complaint, but abusive languagemust never be used.

e.g. Mild complaint:I am writing to complain about a factual error in yesterday’snewspaper.I hope that you give this matter your prompt attention

e.g. Strong complaint:I am writing to express my strong disapproval concerning theoffensive behavior of an employee at your company’s WinchesterRoad branch.I demand a full, written apology or I will be forced to take legal

action.

The nature of the complaint should be clearly stated in the firstparagraph. Each aspect of the topic should be presented in a separateparagraph containing a clear topic sentence. Each complaint shouldbe supported by clear justification.

2. Useful language

- To begin letters

MILD COMPLAINT

I am writing to complaint about / draw your attention to (theproblem of)express my dissatisfaction with ….

STRONG COMPLAINT

I am writing to express my annoyance/extreme dissatisfaction

with/anger at/protest about

1



LETTERS II UNIT 7

2

I regret to/feel I must inform you how appalled/shocked I was …

- To end letters

MILD COMPLAINT

I hope/trust this matter will be dealt with/resolved as soon as possiblereceive your immediate attentionnot be treated lightly

I feel that you should …. / I am entitled to compensation/a refund/areplacement

STRONG COMPLAINT

I (must) insist on …./ insist (that)/ demand …/warn you that …Unless this matter is resolved …/ Unless satisfactory compensation isoffered …I will have no choice but to/I will be forced to take further/legal action



LETTER OF COMPLAINT UNIT 7

Useful expressions. This is a list with expressions that you may finduseful for your letter. They are not related to each other.

Your address (without name)

AddresseeDate

Dear Sir or Madam,

I am writing to complain about/ in connection with / to bring to your attention/ with reference to

…………….

Had I known that I would be treated like this, I would have asked from the start to see the

manager.

Not only did…., but..

I would like you to inform me the action you will take with regard to…

Unless I receive an apology and some form of compensation… / Unless …, I will be forced to

…

Disgusted by … I must insist that you

I am sorry to tell you that …/ I regret to inform you that…

As I am sure you will understand, I was very disappointed to find that…

In/ Under the circumstances, I think that it would be appropriate for you to refund the cost…/ to

provide some compensation in the form of…

I look forward to hearing from you at your earliest convenience.

Yours faithfully,

Pedro García

(Complete name and surname)



USE OF ENGLISH LETTERS INVERSION UNIT 7

1.- Complete the sentences with the correct form of the verb in brackets. Add any other words that you might need.

1. Rarely……………………… (read) such a marvelous book about

psychology.

2. Only when I saw his face ……………………. (realize) how upset he was.

3. Never…………………. (witness) such a terrible row.

4. Under no circumstances …………………… (phone) me at the office.

5. Hardly …………………… (take) my coat off, when the door bell went.

6. At no time ………………… (explain) how unhappy he was.

7. No sooner ………………… (apologise) that she started shouting at me!8. Not only …………………… (buy) her flowers but he took her to dinner as

well.

2.- Use each of the following adverbials and make all other necessarychanges to give greater emphasis to these sentences.

Never… Not only….. Rarely…… At no time…..Hardly… Only after… No sooner… Under no circumstances

1. She had just started working when a loud bang broke her concentration.

2. I have no often been in greater need of a confidence boost that I am

today.

3. He had only met such a fascinating and intelligent person as Madeleine

on rare occasions.

4. He forgets people’s names and he also finds it difficult to remember the

words for common objects.

5. You should not let anyone disturb you under any circumstances unless it

is an emergency.

6. Barely a second after she started work, the phones started ringing.

7. She posted the letter and then realized she had forgotten to post the

cheque.

8. She did not doubt at any time that he would make her happy.

1



2

3.- Complete the second sentence so it has a similar meaning to the firstsentence, using the word given. Do not change the word given. You mustuse between three and six words, including the word given.

1. I’ve not seen such a fantastic performance before.

NEVER……………………….. such a fantastic performance before.

2. I had only just arrived when he insisted we went out again.SOONER……………….. he insisted on going out again.

3. She’s never been in greater need of a friend than now.HARDLY…………………..in greater need of a friend.

4. They split up and then realized that they did love each other.ONLY…………………. did they realize that they love each other.

5. You must never disturb someone when they are sleepwalking.CIRCUMSTANCES…………………….. disturb someone when they are sleepwalking.

6. I had only just got on the train when it left!BARELY……………………. on the train, when it left.

7. She never doubted that she would be able to meet the challenge.TIME…………………….. the she would be able to meet the challenge.

8. I have hardly ever come across such a strange manSELDOM…………………. such a strange man.

SOURCE: CAE Gold- Longman



LETTERS LINKING WORDS UNIT 7

To express negative addition

Neither smoking nor consuming too much alcohol are considered healthy.

Smoking is not considered healthy; nor/ neither is consuming too much alcohol.

Smoking is not considered healthy and consuming too much alcohol isn’t, either.

To express exception

He has collected every edition of the magazine apart from/but/ except (for) one.

To express condition

His father promised to buy him a car on the condition that /provided (that)/providing

(that)/ only if/ as long as he passed his exams to enter university.

In the event of a fire alarm/ In the event that/ If a fire alarm should ring, leave by the nearest

fire exit quickly and quietly.

Take a map in case you become disoriented.

Do you happen to know whether (or not) this is the most direct route?

You should call her otherwise / or (else) she will start to become worried.

To express the consequence of a condition

The price of underground tickets is due to increase again; consequently/ then/ so / in which

case, I will start taking the bus.

I’m hoping to get paid today; if so, I’ll be going out tonight, if not/ otherwise, it’ll be another

night in front of the TV.

To express reference

I am writing to advise you of a meeting regarding/concerning the upcoming award

presentation ceremony.

I am writing with respect/ with regard/ with reference to / in regard/ in reference to your

recently published article on vivisection.

1. Select the best option.

1. You can have some friends over, apart from/ as long as you play quietly.

2. Everyone attended the meeting whereas/ apart from Steve, who was on

holiday.

3. Jason doesn’t like tomatoes neither/ no does Paul.

1



ANSWER KEY LETTERS UNIT 7

LETTERS SAMPLE 3

1. 1 addition 2 attention 3 concerning 4 unaware 5 cite 6 Surely 7 speaking

8 alternative

2. E

3. 1 of the fact that 2 of 3 of the fact that 4 of the fact that 5 of 6 of

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

Source: Innovations Advanced - Thomson

LETTERS SAMPLE 4

1. 1 recruitment 2 currently 3 role 4 possess 5 interpersonal 6 teamwork7 committed 8 extend 9 reputation 10 wish

2. 1 deputy 2 Prior 3 licence 4 progression 5 hold 6 challenges 7 relevant8 enclosed

3. 1 response 2 suitable, number 3 Should , supply/provide4. wish, hesitate 5 available, earliest 6 time 7 hearing

Source : Advanced Innovations Workbook - Thomson

USE OF ENGLISH LETTERS INVERSION UNIT 7

Exercise 1

1. have I read / had I read

2. did I realize3. had I witnessed / have I witnessed4. must you phone / should you phone5. had I taken6. did he explain7. had I apologised8. did he buy

Exercise 2

1. Not sooner had she started working than a loud bang broke her

concentration.

1



2

2. Never before / Rarely have I been in greater need of a confidenceboost than I am today.

3. Rarely / Never before had he met such a fascinating and intelligentperson as Madeleine.

4. Not only does he forget people’s names, he also finds it difficult to

remember the words for common objects.5. Under no circumstances should you let anyone disturb you unless it

is an emergency.6. Hardly had started work when the phones started ringing.

Exercise 3

1. Never have I seen such a fantastic performance before.2. No sooner had I arrived that he insisted on going out again.3. Hardly has she ever been in greater need of a friend.4. Only when the split up did they realize that they loved each other.

5. Under no circumstances must you disturb anyone when they aresleepwalking.

6. Barely had I got on the train, when it left.7. At no time did she doubt that she would be able to meet any challenge.8. Seldom have I come across such a strange man.

SOURCE: CAE Gold- Longman

LETTERS LINKING WORDS UNIT 7

1. as long as 2 apart from 3 neither



ARTICLES SAMPLE 1 UNIT 8

Strategy

1 Make your article interesting for the reader by using a wide variety of vocabulary andusing devices such as examples, anecdotes and rhetorical questions.

2 Remember to use a chatty style- speak to your reader!

1. You see this announcement in a health magazine.

Lifting your spirits?

Many of us think it’s possible to make yourself happier when you are feeling sad or down.

We want you, our readers, to send in articles on this topic.

In your article describe what you do to make yourself feel better when you’re sad, explain

why this helps you and say why you think it is important to take responsibility for your ownhappiness.

We will publish the best articles.

2. Read this simple answer. Complete the article with the phrasal verbs andlinking words in the box.

get fed up with as but gets rid of ever Also By the time

Do you …(1)…. feel blue or down? Does the stress of life sometimes get to you?Or maybe something happens that puts you in a very bad mood. What can you

do to lift yourself out of this?

I don’t often feel sad, …(2) …when I do sometimes I just want to go to my roomand sit and listen to music. This makes me feel better because music affects your

senses and your mood and can really cheer you up. (3) ……you can feel part of

a larger community if you listen to the radio, for example. But the thing that reallymakes me feel much better is going to the gym and doing some exercise. This

really pushes your body and …(4)…… all the stress and also makes you focus onsomething that is happening now so you can forget about your problems.

…(5)…. I leave the gym I feel quite bright and ready to tackle anything.

Everybody feels sad sometimes and you cannot expec t other people to listen toyou mopping and moaning as this will make them sad as well and they will…(6)……. you. It’s much better to think about what you can do to change your

mood – either doing some sport or helping other people. Anything that stops you

concentrating on yourself. It’s very important that you do this for yourself and theyou will always have a strategy for making yourself feel better …(7)…. you can’t

always rely on other people to help you. (251 words)

1



3. What is a rhetor ical question?

a) A question that tricks someone into giving the answer you want.b) A question you ask as a way of making a statement without expecting an answer.c) A question to which there is a certain or definite answer.

4. What is the effect of a rhetor ical question? Why do we use them in articles?

a) To make readers aware of what the article is about.b) To convince readers that the writer has an answer to a particular problemc) To persuade readers to continue reading the article.

5. You’ve probably not iced that the sample answer (exercise 2) is repetitive inplaces. Highlight where you th ink i t is repetitive. How could this have beenavoided?

Remember in your article to make several different points to support your argument.


2



ARTICLES UNIT 8

Articles– Structure

1. Structure

An article, in general, is a piece of writing for publication in amagazine, newspaper, brochure, leaflet, etc. It may be formal orinformal in style depending on its intended readership. Its purposemay be to provide information, describe a place/event/experienceetc, present an opinion or balanced argument, offeradvice/suggestion, etc.

There are certain specialized types of articles. These include:

i) news reports, which are brief, factual pieces of writing written forpublication in newspapers, describing important current events in aformal, impersonal style

ii) reviews, which are specialized articles written to describe, discussand/or evaluate a film, book, theatrical performance, TV series, etc.Such pieces are usually published in a magazine or news paper.

A successful article should consist of:

a) an eye-catching title or headline which suggests the topic of the

article that followsb) an introduction which clearly outlines the topic(s) to be coveredc) a conclusion which summarizes the topic and/or offers anopinion, comments, recommendations, etc.


- Before you start writing, it is important to decide:o

Where the article is intended to appear (e.g. magazine,leaflet, etc)o Who the intended readers are (e.g. the general public,

fellow students, etc.)o What the purpose of writing is (e.g. describe, inform,

advice, etc.)These factors will determine the style, language and

arrangement of your article

- The style of the article may be formal or semi-formal, dependingon the intended readership; however, in all articles/newsreports/reviews you should avoid extremely vivid description,

1



ARTICLES UNIT 8

over-emotional or over-personal writing, and simplisticvocabulary.

- Use suitable descriptive, narrative or argumentative techniques

and expressions which are consistent with the purpose of thearticle. Appropriate use of linking words/expressions and a widerange of vocabulary will make your writing more interesting.

- Select and organize the ideas and information you will present ineach paragraph carefully, and begin each paragraph with a cleartopic sentence.

3. Guidelines for writing titles/headlines

A headline/title is a short, clear summary of the information whichis presented in a news report/article.When writing titles you should give a clear idea of what the articleis about; so, the main topic of your article should be mentioned inthe title. You should also try to arouse the readers’ interest. Thereare a variety of ways to do this. For example, if you are writing adescription of a holiday destination, you could use adjectives tomake the place sound attractive even before the reader startsreading the article (e.g. “The Untamed Wilderness of the Scottish

Highlands”). If the article involves the presentation of an opinion,balanced argument or solutions to a problem, etc. you can addressthe reader directly (e.g. “What You Can Do to Save the Planet” ), orpresent a question (e.g. “Is Capital Punishment the Answer?” ) inthe title. Alternatively, and especially in more formal articles, youcould just present the topic in a short statement (e.g. “The role ofthe Monarchy in Britain today”). Try to keep the title/headline shortand remember that the style of the title/headline (e.g.formal/semiformal) should reflect that of the article. If you arewriting a review for a book, film, etc. the title of your piece should

be the same as that of the book, film, etc (e.g. “The People vs.Larry Flint”).

Certain rules can be followed when writing headlines:a) Use the Present Simple tense to describe events which haveoccurred very recently. “Typhoon kills ten” , for example, means tenpeople have died, probably in the last twenty-four hours, in atyphoon.

b) Omit the verb “be” when using the passive voice to

describe a past event. “Write Forests destroyed” or “Cyclistinjured” not: “Forests were destroyed or cyclists were injured”.

2



ARTICLES UNIT 8

3

c) Write “to be + past participle” when using the passivevoice to describe a future event, as in: “Summit meeting to beheld” (=A summit meeting is going to be held). When using the

active voice to describe a future event, write the to-infinitive formonly, as in: Council to close nightclubs (=The council is going toclose nightclubs).

d) Omit articles (a, an, the) as in: “Man questioned in murdercase” (=A man was questioned in a murder case)

e) Put nouns one after the other as in: “Murder investigationteam baffled ”, which means that a team of people working on aninvestigation related to a murder are baffled

f) Avoid using prepositions (to, from, ….) where possible. Write: “New York plane crashes” rather than “ A plane which was flying toNew York has crashed”

g) Use abbreviations like UK, FBI, DNA, etc. Write: “US satellitelaunched ” not “ A United States satellite was launched ”.



ANSWER KEY ARTICLES UNIT 8

ARTICLES SAMPLE 1

2 1 ever 2 but 3 Also 4 gets rid of 5 By the time 6 get fed up with 7 as

3 b, c

4 b, c

5 The last paragraph repeats the same point about making yourself feel betterand not relying on other people. This could have been expanded by givingexamples or suggesting consequences.


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