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Welcome to Writing A guide to successful writing CEF Levels B2, C1 & C2 Studentâ&#x20AC;&#x;s Book by

Tony Gough

Welcome to Writing

Welcome to Writing by Tony Gough

PUBLISHED BY: Anthony Gough

Welcome to Writing Copyright ÂŠ 2010 Anthony G. Gough BA (Hons)

All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise) without the prior written permission of both the copyright owner and the above publisher of this book.

Welcome to Writing

Excerpts from The Oxford Interactive Encyclopedia, Developed by The Learning Company, Inc. Copyright © 1997 TLC Properties Inc. Excerpts from the Collins CoBuild Advanced Learners Dictionary and CD-ROM, HarperCollins Publishers Ltd 2001. All rights reserved. Oxford Dictionary of English Grammar, 1996 Edition, page vii Excerpt taken from “Teaching English”, Routledge, 1996, edited by Susan Brindley, page 225. All cartoons, drawings and illustrations are taken from non-royalty sources and copyright ownership is unknown. All other material, tables etc remain the copyright of Anthony G. Gough ©

This book is produced, by the author, solely as a teaching aid for the teaching of English as a Foreign Language (EFL) and for no other purpose. Under no circumstances is any material within this book to be photocopied, or reproduced in any other way, whether in part or whole, without the express written consent of the author, or other authors, or those retaining copyright for material used in this book. The author unreservedly offers his apologies for any failure to identify the sources of the material used, and would welcome any information from the copyright owners.

Welcome to Writing

Welcome to Writing Acknowledgements I would like to thank the following people for their help and support in producing this book. All are either teachers teaching in Volos, Greece, or friends without whose help and participation this book would not have been possible. I would also like to thank those unknown individuals, without whose knowledge of the English language this book would not have been possible, and whose work I have acknowledged elsewhere. Their contribution to this book has been for the sole purpose of teaching English as a foreign language.

Ms. Irene Ioannidou (teacher) For her undoubted friendship, humour, support and guidance

Ms. Vicki Makropoulou (teacher) For her unflagging friendship, humour, support and guidance

A special word of thanks To my dear friends, Dino, Mary, Stefan, Stela, & Steph, a big thank you for your patience, understanding and acceptance of my right to be an individual.

Welcome to Writing

Welcome to Writing Contents Page

3 4 6

SECTION ONE – THE MECHANICS OF WRITING

9 10 11 12

Let‟s be honest, writing something is boring Grammar Tenses

SECTION TWO – THE STRUCTURE OF WRITING How to structure an Informal Letter How to structure a Formal Letter How to structure an E-Mail How to structure a Report How to structure an Article How to structure a Review

17 19 21 23 24 27 29

How to structure Sentences and Paragraphs Punctuation Spelling

30 35 48

SECTION THREE – WRITING IN PRACTICE

53 54 62 67 82 85 88 92 102 106

Introduction Planning and Organisation Writing a Sentence Writing Sentences to Write Paragraphs Building Paragraphs Writing the Introduction Writing the Main Body Writing the Conclusion Writing Exercises

APPENDICES Appendix One – Grammar Terms Appendix Two – Punctuation Appendix Three – Useful Words and Phrases

121 122 183 194

Welcome to Writing Learner‟s Introduction „Welcome to Writing‟ is a book designed to help you, the learner, to improve and become successful in your writing. I think it is important to point out that the more you put into this book the more you will get out of it. In other words, if you read this book, study it, follow it, then you should see yourself constantly improving. However, if you ignore much of what is written and only do the exercises you are likely to miss out on a great deal of material that is designed to help you and make life a lot easier for you. Also what problems you presently have in writing cannot be tackled if you don‟t pay attention to something that is designed purely for your benefit and success. Whilst I have no doubts that some of you will be already successful, it is to those learners who aren‟t as successful as you that this book is aimed at. However, even the most successful of writers, from time to time, get stuck and write a poor piece of work, and with that in mind I‟m reasonably sure that there are things in this book which will help you get over those periods when you don‟t do as well as expected in your writing. What is different about this book? Firstly, it breaks down writing into the different skills that make a writer successful. Secondly, it gives you, the learner, the opportunity to use and apply your own knowledge of the English language. Thirdly, many of the exercises don‟t have „model answers‟, the only possible answer is the one you give using your own words and language. Fourthly, it gives you the opportunity to take „control‟ over how you use language in a way that you, individually, understand. Finally, this book makes it possible for you to write with as much „freedom‟ as possible. In a way this book is challenging because it expects you to make decisions about the way you think, the way you work out answers, the language you use, the way language is used to reflect your own personality and your relationship with the English language. Consequently, there are no „right or wrong answers‟ only the answers which are either right or wrong in terms of the correct use of English. Whatever you achieve in terms of this book, how far you progress, what you get right and how much you improve, is yours and yours alone. The answers you give, except for certain exercises, reflect your ability in the English language and what you personally know and understand. So, what does this all mean and what is in this book? Basically the book is divided into three main sections and they are as follows:

1. The „mechanics‟ of writing I‟ve put this in terms of mechanics because it‟s like all the bits of a car engine, which broken down and scattered across a garage floor, won‟t make the car go. In other words this is the bit where we have to identify what‟s what, piece it together and finally have something that looks like a car engine. Hopefully, once we have figured out what‟s what, the car engine will work in the way it was designed to. Once you understand each bit of the engine, assemble it bit by bit; you can then progress onto the second section. Here you will find the subject of grammar and the basics of grammar. A WORD OF WARNING this bit of the book you are likely to be utterly bored by. I‟m telling you this for a good reason, that building a car engine, for most people, is UTTERLY BORING! I am telling you this in advance so that you are suitably warned! However, whilst I readily admit to this part being boring, nevertheless it will be useful, and you will need it if you are to become more successful writers. It would have been nice to avoid this section, but as I am trying to help you avoid making the same mistakes it has been necessary to include it.

Welcome to Writing Finally, make every attempt to use this section, particularly as the engine isn‟t going to change so it will be useful throughout the length of time you are involved with the English language, no matter the level of English you are presently at. REMEMBER THAT THE MECHANICS OF WRITING DON‟T CHANGE, ONLY THE LEVEL OF SOPHISTICATION AS YOU SUCCESSFULLY PROGRESS!

2. The „structure‟ of writing Having built the car engine, we‟re now going to build the car body. This gets more interesting for you because you can see what the outside of the car will look like. A car body is the first thing we see, and it‟s the bit, which either impresses, or fails to impress us. Our first impression is the one that matters, because if we like it then „WE BUY IT!‟ If it doesn‟t impress us then „WE DON‟T BUY IT! This is important because if you get the structure right, then the impression you give to the reader, THE CUSTOMER/TEACHER, is a GOOD ONE! It does well TO REMEMBER that the first thing the reader sees is NOT THE CAR ENGINE, IT IS THE STRUCTURE (or car body).

3. Writing in practice Writing is either pleasurable, or something which is hated. So the first thing you have to decide is which one applies to you. If you find writing pleasurable, exciting, and enjoy doing a lot of it GOOD FOR YOU! If you hate it, take the time to ask why, and I mean ask yourself why. Once you have understood why you hate writing, then you can work on making it easier and more enjoyable for yourself. I personally don‟t believe that THERE ARE GOOD OR BAD WRITERS, what I do believe is that there are pieces of writing of little or no interest to us, whether we are teachers or learners. This is important because if we understand WHAT WE ENJOY READING and WHAT WE DON‟T ENJOY READING then we have a good idea of WHAT WE LIKE TO WRITE AND WHAT WE DON‟T. For example, I have virtually no interest in mathematics, so if I was asked to write about maths I would be very bored with what I‟m writing and it wouldn‟t be very good. Now, no matter how much you hate reading, READING IS CRUCIAL TO GOOD WRITING! The first thing to remember is that the writing you do IS GOING TO BE READ BY SOMEBODY! THIS IS SOMETHING THAT YOU CANNOT AVOID, NO MATTER HOW MUCH YOU WOULD LIKE TO. The second thing to remember, and this is important, YOU ARE NOT TRYING TO BE AN AUTHOR, WHAT YOU ARE TRYING TO DO IS WRITE A PIECE OF WORK THAT WILL GET YOU THE HIGHEST MARK POSSIBLE! If you want to become an author, then I would be the first to encourage you but that comes much later, unless you are particularly gifted and then it comes much sooner. As regards reading, the more you do, AND THIS BOOK HAS MANY EXAMPLES WHICH WILL BE VERY USEFUL TO YOU, the more you will understand, the more you will remember, and consequently the more your writing improves. For example by reading a lot of different material, e.g. newspapers, magazines, literature etc, you will begin to understand „the mechanics of writing‟, you will understand why „the structure of writing‟ is important, and finally you will see „writing in practice.‟ Another advantage to reading is that you will see how the language is used, how to manipulate, or play with it and so on. Furthermore, by reading lots of material YOU WILL GET THE „FEEL‟ OF THE LANGUAGE. Because the English language is ambiguous, that is not clear, in the way it is used, it is important that when you write you understand this; but more of this as we progress. In this section there are a lot of writing exercises. The reason is that WE ARE TRYING TO IMPROVE YOUR WRITING, and the only way we can do that is by getting lots of practice!

Welcome to Writing With regard to the exercises these are learner focussed and the answers that you give is yours, not mine or anyone else‟s. Although this will entail a lot more work on your part as regards writing, to progress and become more successful you should be allowed more control over what you write. As regards answers, there is no „right or wrong‟ answer; only the level of your English. Finally, the basis of the exercises is constant repetition. This has been done to „drill‟ into you the need to follow a particular way of doing something, which is based on present UK, and to a lesser extent USA, writing practices. All the structures seen are those which apply to the UK and USA and are genuine representations of present use. I wish to make the point here that learners are sometimes faced with a multitude of different structures, which bear little resemblance to the actual structures being used in Britain and the United States, thus there is an inconsistency in writing structures, which ultimately leads to learners being less successful than they should be. I wish you every success in your writing!

Welcome to Writing

SECTION ONE The Mechanics of Writing or The Very Boring Bit We Have To DO!

Welcome to Writing

LET‟S BE HONEST WRITING SOMETHING IS BORING or

I‟VE GOT NOTHING TO SAY or

I DON‟T KNOW HOW TO SAY IT WHEN I DO HAVE SOMETHING TO SAY First of all I disagree with these comments because all of us have something to say, even if we don‟t think we have. Personally, I think that writing is exciting because it is THE ONE THING IN MY LIFE I HAVE SOME CONTROL OVER. As you can see below there are 20 SUGGESTIONS FOR GETTING IT RIGHT. Nobody, least of all me, is suggesting that writing is easy, it isn‟t. But you can make it easier if you follow them. Nor do I claim that these twenty suggestions are all you will need to improve your writing, there are many more things to think about, but they will come in time and will come naturally. In every piece of writing I do I use these 20 suggestions WITHOUT THINKING ABOUT THEM. When I‟m writing I am constantly checking and re-checking my work (1) because it improves my writing, and (2) because it saves me a lot of time in the long run. Personally I HATE re-reading everything I‟ve done after I‟ve done it because that takes up far too much of my time; time, which is better spent on doing other things. I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

The words I use are MY WORDS! There are NO RIGHT or WRONG WORDS, ONLY WRONG MEANINGS! The language I USE is the ONE I UNDERSTAND BEST! I never try to impress by what I KNOW! I never impress by writing by WHAT I DON’T KNOW! I always try to make the reader UNDERSTAND WHAT I MEAN! I never assume the reader WILL UNDERSTAND WHAT I MEAN! I try to make EVERYTHING ABSOLUTELY CLEAR! The words I use ARE THE ONES THAT MAKE SENSE! I read what others write TO IMPROVE MY OWN WRITING! I learn from other writers HOW TO PLAY WITH AND USE LANGUAGE! I always use the rule „123-IMC‟ „123-IMC‟ means 1=(I)ntroduction, 2=(M)ain Body, and 3=(C)onclusion! At the start of a paragraph I always try to use A TOPIC SENTENCE! I always use LINKING WORDS/PHRASES to make THE WRITING FLOW! I PLAN and ORGANISE MY WRITING! I always CHECK MY WRITING! I always look for WHAT’S WRONG WITH MY WRITING! I always CHECK WHAT THE STLYE WILL BE! If I have to follow the rules and instructions THERE’S NO POINT IN IGNORING THEM!

Welcome to Writing

Grammar Or The very, very, very boring bit of writing! Now there are some people out there who will tell you that GRAMMAR is VERY EXCITING! Indeed, in the introduction to the Oxford Dictionary of English Grammar, 1996 Edition, page vii, it says that “Grammar, etymologically speaking, is related to glamour.” Personally, I think that is nonsense because there are far more interesting things I would call glamorous, and grammar is not one of them. As a native English speaker I‟m very lucky that I‟ve happily forgotten the rules of grammar, and been able to get on with more important things such as writing what I WANT TO WRITE, IN A WAY THAT I‟M HAPPY WITH, AND IN A WAY THAT GIVES ME THE GREATEST PLEASURE. Furthermore, because I‟m extremely comfortable with the English language, and instinctively UNDERSTAND WHAT IS RIGHT, I can then BEND THE RULES OF GRAMMAR TO SUIT MY OWN ENDS. But before you can do that, YOU HAVE TO UNDERSTAND WHAT THE RULES ARE! Sadly there‟s no way round this problem. If you don‟t understand what the rules are, then we‟re all heading for a DISASTER OF THE WORSE KIND! I‟ve no need to remind you of all the work you‟ve put into your writing, only for someone, normally the teacher, telling you that there are many mistakes; these are normally very obvious to you and had you carefully checked your work, didn‟t use the electronic translator, use the two language dictionary etc, your work would be of a higher standard. At this point I‟m telling „grandma how to suck eggs‟, in other words I‟m stating the obvious! Why you get it wrong is VERY EASY TO UNDERSTAND! I 2 3 4 5

English grammar is English grammar! English grammar ISN’T, AND WILL NEVER BE, RUSSIAN, GREEK, ITALIAN, GERMAN, OR SPANISH GRAMMAR! English DOESN’T TRANSLATE INTO OTHER LANGUAGES! OTHER LANGUAGES DON’T TRANSLATE INTO ENGLISH! WHY DO LEARNERS’ REFUSE TO BELIEVE THIS SIMPLE FACT OF LANGUAGE LIFE!

Now you will told by your teacher, and spend countless hours having to learn, probably years if the truth is known, the TENSES in grammar. Part of this is understandable, given that you need to understand who is doing what, where, when, and how. Once you understand the logical order, AND ENGLISH IS A VERY LOGICAL LANGUAGE, then the mechanics of building sentences becomes easier. BUT TO BE SUCCESSFUL YOU CAN ONLY DO IT IF YOU ARE THINKING IN ENGLISH! THIS IS CRUCIAL BECAUSE IF YOU ARE SPENDING MOST OF YOUR TIME THINKING IN YOUR OWN LANGUAGE, THEN YOU WILL WRITE IN A MIXTURE OF BOTH YOUR OWN LANGUAGE AND ENGLISH – HENCE THE MISTAKES IN YOUR WRITTEN WORK! Personally I never think of the 12 tenses when I‟m writing. Instead what I do is CONCENTRATE on making sure that I‟m CORRECTLY USING THE PAST, PRESENT, and FUTURE IN EVERYTHING THAT I DO WRITE. For example, “I went shopping for groceries yesterday (PAST), today I‟m going swimming (PRESENT), and tomorrow l have to go back to work (FUTURE).” However, as a concession to those who think that grammar is wonderful, I will go through the 12 tenses; they are as follows:

Welcome to Writing

THE TENSES THE PAST (Fill in the examples with short sentences) TENSES

USE  An action that happens at a definite time in the past.

PAST SIMPLE

 Actions that immediately follow another action in the past.  Habits or states, which have now finished.  An action, which was happening, but interrupted by another action.

PAST CONTINUOUS

 Two or more actions happening at the same time in the past.  An action that was taking place at a specific time in the past.  Describing atmosphere, the setting, and giving background information as in a story.  An action that happened in the past before another action or before a specific time

PAST PERFECT

 An action that had finished in the past but you can see the result of that action later on.  A general situation in the past.  Emphasising the length of an action, which began and finished in the past.

PAST PERFECT CONTINUOUS

 An action, which lasts for a length of time in the past and where the result can be seen.

EXAMPLE

Welcome to Writing THE PRESENT (Fill in the examples with short sentences) TENSES

USE  Facts and permanent states.  General truths and laws of nature.

PRESENT SIMPLE

 Habits and routines.  Sporting commentaries, reviews and narrations.  Feelings and emotions.  Actions taking place at the time we talk about them.  Temporary situations.

PRESENT CONTINUOUS

 Fixed arrangements in the future.  Situations that are currently developing and changing.  Expressing anger and irritation at a repeated action.  An action that has occurred in the past at a time, which isn‟t specified.

PRESENT PERFECT

 An action beginning in the past, which carries on until the present.  An action, which has just finished.  The things which happen to us, or which change.  Emphasises a past action that continues to the present

PRESENT PERFECT CONTINUOUS

 A past action that lasted for a period of time  Showing anger, irritation and annoyance  Repeated past actions that continue to the present

EXAMPLE

Welcome to Writing

THE FUTURE (Fill in the examples with short sentences) TENSES

USE

EXAMPLE

 Decisions made at the time of speaking  Future predictions based on belief

FUTURE SIMPLE

 Promises, threats, warnings, requests, hopes and offers.  Future actions, events and situations that will take place  Actions in progress at a stated time in the future

FUTURE CONTINUOUS

 Routine actions and arrangements that will definitely occur in the future  Politely asking about someone‟s future plans

FUTURE PERECT

FUTURE PERFECT CONTINUOUS

 Actions which have ended before a stated time in the future.  Emphasising the length of time an action takes up to a certain point in the future.

Now we‟ve gone through the tenses let‟s look at some of the most important grammatical terms you‟ll come across, and HAVE TO USE in writing. By the way WRITTEN GRAMMAR IS DIFFERENT TO SPOKEN GRAMMAR! However, that shouldn‟t worry us at this point because it is WRITING THAT WE ARE INTERESTED IN and so we‟re concentrating on that and nothing else. However, on we plod (which means we‟re going very slowly), taking the time to dip our little tootsies (toes) into the murky waters (the water‟s not very clear at the moment) of grammar according to the good folk at Oxford and Collins. Grammar, the study of the formal properties of words and sentences. Traditionally, it includes morphology, which describes the ways in which words are formed from smaller units or other words, and syntax, which describes how words combine into sentences. It sometimes also includes phonology and semantics. Grammar is descriptive, that is, concerned to describe the facts, and not prescriptive, that is, concerned to recommend or prohibit particular forms. A central branch of modern linguistics is generative grammar, which seeks to provide precise formal descriptions of the grammatical systems of languages and to develop a theory of universal grammar: a set of general statements about the structure of human languages. Transformational grammar is a form of generative grammar which makes use of operations known as 'transformations', which systematically indicate the links between various types of sentence and derive one type from the other.

Welcome to Writing Parts of speech, a set of categories to classify words in a grammar. In modern linguistics, the term 'lexical categories' is often preferred. The most important parts of speech are probably noun, verb, and adjective, but others, such as preposition, adverb, article, and conjunction, are also noteworthy. All these parts of speech are used in the sentence, 'The old man often talked to the boys and girls'. Man, boys, and girls are nouns, talked is a verb, and old is an adjective. To is a preposition, often is an adverb, the is an article and and is a conjunction. Traditionally, the parts of speech are defined in terms of meaning. Thus, nouns are said to refer to persons or things, verbs to actions, and adjectives to qualities. In modern linguistics, however, they are defined in formal terms. Nouns in English, for example, normally have plural forms and can be preceded by an article, verbs normally have a number of different tense forms, and adjectives normally have a comparative form formed with the ending -er or the word more. Excerpted from The Oxford Interactive Encyclopedia. Developed by The Learning Company, Inc. Copyright (c) 1997 TLC Properties Inc. All rights reserved.

At this point it might help if we look at the table below and see what it is we use grammar for. This is only a brief look and therefore nothing more than an overview. Again, I am not a grammar teacher, nor am I interested in grammar as a subject except to ensure that everything I write is grammatically correct for the purposes of writing. However, it is EXTREMELY IMPORTANT THAT WE GET THE GRAMMAR RIGHT, THUS WE MUST, AT THIS STAGE, ACCEPT THE IMPORTANCE OF GRAMMAR AND THE EFFECT IT HAS ON WHAT WE WRITE AND HOW WE WRITE IT. Teaching grammar: some aspects of grammar that we might want to learn 1.

A A knowledge of some terminology, e.g. noun, verb, but not confined to 'parts of speech'. Terms needed for talking and writing about language, e.g. paragraph, standard English.

The ability to write well-constructed and effective prose, using the grammar of standard English where appropriate.

Knowledge of sentence structure  in children's writing: clauses within sentences, linking words (besides 'and');  from children's reading: how sentences are built up, e.g. main clause, subordinate clauses, phrases, etc.

Knowledge of word formation  past tenses, plurals - regular and irregular, e.g. I goed, bringIbrought, mouse/mice (if necessary!), comparatives and superlatives - -er/-est; 

prefixes, suffixes, nouns formed from adjectives, and vice versa, etc., e.g. entertain/entertainment, beauty/beautiful.

Some knowledge about the variation in grammar when we write and speak  how the grammar of standard English may differ from dialect grammars known to the children and contexts when each may be appropriate, e.g. past tense uses of did/done and how each works according to rules; 

h how grammatical choices may vary according to the speaker's/writer's purpose, audience and context of use, e.g. when you might or might not use whom; 1. how grammatical choices may be shaped by the demands of different types or genres of writing or speaking, e.g. grammar of non-fiction books - word order, use of the passive, etc. 'Because brown bears sometimes killed cattle, they have been hunted and many have been destroyed.'

Some knowledge about the ways in which writers' choices of grammar affect us when we read or listen  This might involve developing ways of talking and writing about language that encourage a critical awareness, leading to an ability to 'see through' language and understand the ways in which messages are mediated or shaped and how grammatical choices can be used to persuade, manipulate or dominate. Excerpt taken from “Teaching English”, Routledge, 1996, edited by Susan Brindley, page 225.

Welcome to Writing

The table you have just read refers to the use of grammar with native English users in mind, but the information remains the same for non-native speakers of English and those learning English. For further grammatical terms, references and uses refer to Appendix One on page 122, where you will find a wealth of useful information. When carrying out any of the exercises in this book always take the opportunity to constantly refer back to the appendices; THEY ARE THERE TO HELP YOU TO BECOME SUCCESSFUL WRITERS! By the way, I have used both the Oxford English Dictionary (OED) and Collins CoBuild Advanced Learners Dictionary (CO) for the grammar explanations. The mechanics, or the car engine, is now out of the way! We can now move on to the structure of writing, or building the car body, which is far more enjoyable. By the way, I want to remind you that not all the grammatical terms have been included, but you have enough to be going on with for the time being.

Welcome to Writing

SECTION TWO The Structure of Writing or

The Very Necessary Bit We Have To DO To get it looking right! or

The First Thing Anyone Ever Looks At or

The Thing That Either Impresses or

Fails To Impress The Reader

Welcome to Writing

ON THE FOLLOWING PAGES IS EVERYTHING YOU NEED TO KNOW ABOUT STRUCTURES BUT NEVER TOOK ANY NOTICE OF!

As with everything to do with the English language, IT HAS TO HAVE A STRUCTURE TO IT! Now I know that‟s common sense, but learners keep getting it completely wrong for goodness how many reasons. Indeed, if I‟m going to be blunt, which means „I‟m about to very hard on you‟, and say that learners only have themselves to blame for getting it wrong. First of all, structures are NOT DIFFICULT TO REMEMBER, BUT THEY ARE VERY EASY TO GET WRONG IN THE HANDS OF LEARNERS! A structure is a structure is a structure! Now that you‟re suitably confused and haven‟t understood a word I‟ve just said I‟ll go on to explain everything simply and clearly. Below there are the model structures for virtually everything you do in writing. structure has been broken down into its different sections or parts.

Each

If you learn the model structures, follow them, and use them every time you do a piece of writing YOU WILL HAVE A PIECE OF WRITING THAT IS PERFECT IN TERMS OF STRUCTURE. The bit in the middle, THE WRITING ITSELF, is another matter and I shall deal with that in Section Three. The order (STRUCTURE) will be as follows: 1. AN INFORMAL LETTER 2. A FORMAL LETTER 3. A REPORT 4. AN ARTICLE

5. A REVIEW

Welcome to Writing

How To Structure an Informal Letter This is how your informal letter should be structured. This structure never changes! THIS IS NOT THE STRUCTURE FOR A FORMAL LETTER. (SEE BELOW)

7 Smith Street Carlisle Cumbria CA2 6MG 21/8/10

Your Address & Postcode Date

Dear Clare Thanks very much for your letter. It was lovely to hear from Introduction you. I’m glad you’re enjoying your new job and that you like Bristol. It’s nice that the people at work are so friendly. We’re all missing you here in Carlisle! Bob and Hilary had a party last weekend and everyone was asking how you were. It was a good party, although I didn’t get home till five in the morning so I spent most of The Main Sunday in bed. Body I don’t know what the weather’s been like in Bristol but it’s really hot here this week. I hope it stays like this as Helen and I are planning to go camping in Scotland at the end of the month. It won’t be much fun if it rains! Conclusion Well, no more news for the moment, but I’ll write again soon. Love

Nick

End & Signature

NOTE: An informal letter DOESN’T HAVE GAPS BETWEEN THE PARAGRAPHS. At the beginning of each new paragraph you start a little way in, as in the above example. This kind of paragraph is called an INDENTED PARAGRAPH and is common in many types of writing you will do. 1

If you know the person you‟re writing to very well, you can finish with Love or Lots of love. If you don‟t want to be quite so informal, you can finish with Best wishes or With best wishes.

The style of this letter is informal, so the writer uses lots of contractions – it’s, we’re, didn’t, etc.

Welcome to Writing Now look at the following informal letter and see how it is structured. Although it would be a good idea to look at the language within the letter, the important thing is to see and understand how it is structured. If you copy this structure every time you write an informal letter, your work will look better and your marks will improve as a result.

15/9/10

Dear Janie

Introduction rd

I’m having a party on Saturday 3 November to celebrate Bonfire Night and my birthday the following week; I thought that it would be great to have the two together. I know that it is short notice, but you know what I’m like, impulsive and unpredictable at the best of times. I did think of giving it a miss this year, what with reaching the grand old age of 30, but then I though ‘oh blow it’ why not. So out of the twenties with a bang hopefully! Don’t worry too much about the weather we’ve hired a marquee and it comes with heating, so at least we’ll all be dry. By the way, can you remember Ted Simmons, the old farmer that lives in the village, well he’s been kind enough to let us The have one of his fields; and here’s me thinking that he was always an Main old miserable devil. Guess you can really get it wrong sometimes! Body Anyway, I’ve invited tons of people to the party. You’ll know a lot of them, they went to university with us and I thought it was the perfect opportunity to catch up with what everyone was doing these days. Phil, Debbie, Ali, Rachel, Amanda, Andy, Jakki, Sarah and Phillipa have all said that they’ll come and have confirmed already. I’m hoping that the rest of our graduation group turn up as well. I’ve also invited the rest of the ‘thirty somethings’ in the village to come as well; don’t worry they are a great bunch and love a party. Ok, that’s it for now. You need to come to the house around 7pm and then I can take you to the place where it’s happening. By Conclusion the way, I’ve got someone new in my life. Speak to you soon; hope you can make it.

Lots of love Amanda

End & Signature

Welcome to Writing

How To Structure a Formal Letter This is how your formal letter should be structured. This structure never changes! THIS IS NOT THE STRUCTURE FOR AN INFORMAL LETTER. (SEE ABOVE)

34 Stoney Street Winchester Hants WC6 2TJ

Your Address & Postcode

14 December 2010

Date

Dear Mrs. Brown Introduction

I am writing to thank you for your recent help during my stay at your hotel. I am happy to say that I had a very enjoyable stay, and that I regret not being able to stay any longer than a few days. However, it is envisaged that I shall be returning sometime in the New Year, and I would like to make a provisional booking for the second week in February. I will telephone to confirm the dates in a few weeks time. I would also ask you to pass on my thanks to the rest of the staff for making my stay a very comfortable one. I would particularly like to thank Denis for his help with the problems I had with my car whilst at the hotel. I look forward to seeing you again in due course. As soon as I can confirm the dates of my next stay I shall be in touch.

The Main Body

Conclusion

Yours sincerely End & signature

John Peters

NOTE: A formal letter HAS GAPS OF WHITE SPACE BETWEEN THE PARAGRAPHS. EVERYTHING LINES UP ON THE LEFT HAND SIDE as in the above example. This is common in many types of formal writing you will do. 1. If you know the person you are writing to, you MUST FINISH with YOURS SINCERELY. If you do not know the person you are writing to e.g. DEAR SIR/MADAM, you MUST FINISH with YOURS FAITHFULLY. 2. If the letter is written to a female reader, and you do not know her TITLE e.g. Miss. Mrs, or Ms., THEN YOU MUST ADDRESS HER AS MS. E.g. Ms. Brown ending the letter with YOURS SINCERELY. 3. The style of this letter is formal, so you cannot use lots of contractions e.g. „it‟s, we‟re, didn‟t‟ etc, IT MUST BE ‘IT IS’, ‘WE ARE’, ‘DID NOT’ etc.

Welcome to Writing Now look at the following formal letter and see how it is structured. Although it would be a good idea to look at the language within the letter, the important thing is to see and understand how it is structured. If you copy this structure every time you write a formal letter, your work will look better and will improve as a result.

Ms. A. Griffith Rose Cottage Whatton in the Vale Leicestershire LE25 1FU

Mr. Andrew Conroy Personnel Director Pedigree Petfoods Sheepfold Lane Melton Mowbray Leicestershire LE18 5KL

Tel: 0116 234 5678 24 September 2004

Dear Mr. Conroy I am replying to your advertisement, The Leicester Mercury, 23 September Introduction 2001, regarding the post of Personal Assistant (PA) to the Managing Director. Please find enclosed my Curriculum Vitae (CV) for your perusal. As can be seen from my enclosed CV, I am presently employed as a PA for one of the directors at my present company. I have held this position for 5 years and now feel that to enhance my career prospects and opportunities it is the right time to move to a larger company. I am used to working long and unsociable hours, travelling extensively throughout the UK and on occasion I have had to travel to various cities within Europe as part of the requirements of my present post. As a result of such extensive travel, I am fluent in French and Spanish and I have a working knowledge of German, Italian and Greek: I am presently having private tuition to improve my knowledge and use of these three languages. You will further see that I am educated to degree level, with qualifications in Administration, Accounting, Systems Analysis and Customer Relations. I also have various other qualifications, which you may find useful to your company. On a more practical level I am able to offer many interpersonal skills, which are, I believe, essential to the smooth running of such a complex and varied post as a PA. I further believe that, should I be successful in gaining employment with you, I can offer you a level of experience commensurate with the needs of your company. I look forward to hearing from you and I can be available for an interview at a time convenient to yourself.

Conclusion

Yours sincerely End & Signature Amanda Griffith

Enc.

The Main Body

Welcome to Writing

How To Structure An E-Mail The structure for an e-mail is exactly the same structure for either a formal letter or an informal letter. The rules that must be followed for normal letter writing are exactly the same for an e-mail. It has become the normal convention in writing E-mails to IGNORE or FORGET the rules which apply to letter writing. Why? 1. E-mails encourage poor writing because we‟re more interested in quantity than quality. Most individuals are overwhelmed by the number of e-mails they receive on a daily basis in the course of a working day. Thus to respond to and answer a received e-mail the tendency is to quickly write the briefest of answers without any real thought to structure. 2. E-mails are often written in the same manner we use the mobile phone for sending sms or text messages, using the same kind of abbreviations, corruption of language, lack of grammatical structures, poor sentence structure and many other problems that wouldn‟t occur if we were to write a letter in the normal way i.e. using a pen or writing it using a word processor. 3. E-mails are often written in an inappropriate way. They are often sent in a very relaxed and informal way, when the opposite should be the case. For example, they are sent with an individual‟s Christian name, “Hello David”, when they should have been sent formally “Dear Mr. Smith” 4. With the ever-increasing use of e-mails to communicate between the company and the client, it is often the first impression that is the lasting one, and quite often the one that causes problems in the future. 5. When writing e-mails remember the “target” audience, the type of relationship you have with the recipient of the e-mail, the kind of information that is being sent and so on. 6. Unless requested, or if on a previously agreed basis, the normal way of sending attachments is to include them in the e-mail and not as a separate attachment. Some companies are reluctant to open attachments for fear of computer viruses. Always check on how the attachment should be included in the e-mail.

Welcome to Writing

How To Structure a Report As we can see from the structure of this report REPORTS HAVE HEADINGS FOR EACH TOPIC/SUBJECT. To: Learners From: Tony Subject: How to write a Report.

Introduction

Introduction The purpose of writing this report is to show how easy it is to write one! However, there are a number of things that can wrong in writing a report, but more of that below. Structure The structure is the first thing that anyone looks at. If this is not right then the impression is that everything else, including the language you have used, is also wrong. This is deadly, because the first impression is the one that lasts, and if you do not get it right you might as well not bothered writing it in the first place. As you will see throughout this report every paragraph dealing with a different topic/subject has a heading. The heading clearly tells you what the topic/subject is about. You will also notice that the language is formal. A Good Report A good report is one that sticks to the point! A good report also clearly explains what it is that is being discussed, or reported upon. Furthermore, when writing a report you have to assume that the reader has no understanding of the topic/subject in question. Also when writing a report, it is far better to use simplified language so that there can be no misunderstanding in what you have written. A Bad Report A bad report is one that does not stick to the point, and wanders off in all kinds of direction. Furthermore, if you assume that the reader will understand what you are thinking, therefore you can leave things unwritten; you will find yourself in serious trouble.

The Main Body

Language One of the greatest failings in reports, as well as all other forms of written work, is a poor use of language. You are expected to be able to use a wide range of language skills to show your ability in English. Perhaps the most important is spelling, correct use of grammar/use, punctuation, linking words, sophisticated use, and manipulation of English. It is extremely important to stick with what you know, using it to its best effect, rather than trying to impress the reader. The reader will be far more impressed with how much is correct, than a report full of sophisticated English that makes no sense. Conclusion Plan your work, and what you are going to put in the report, using every piece of information you are given. Make sure the structure is correct throughout. Use your language well, efficiently, and effectively. Keep to the point you are making. Make the reader understand everything you write. Impress the reader by what you know and not by anything you do not know.

Conclusion

Welcome to Writing Now let‟s look at a written report. THIS WAS WRITTEN FOR A BUSINESS MANAGER LEARNING HOW TO WRITE REPORTS IN ENGLISH. This time I‟ve not shown you where the main body is, this has been done on purpose so you can begin to see what a structure actually looks like. DON’T WORRY ABOUT UNDERSTANDING THE CONTENTS OF THE REPORT, INSTEAD CONCENTRATE ON HOW THE CONTENTS LINK BACK TO THE 1ST SECTION, AND ALSO BEGIN TO BE AWARE OF THE LINKS TO THE 3 RD SECTION ‘WRITING IN PRACTICE’. To: The Board From: Stephanie Beacham Subject: The purchase of a new labelling machine. Introduction The purpose of this report is to show that due to increased production quotas, there is a need to replace the present labelling machine with a more up to date system. The Present Machine The present labelling machine is now beginning to hold up production on a regular basis. Over the past 52-week year, production has ceased for a period of 60 days due to regular maintenance schedules and mechanical breakdowns. The machine itself is over ten years old, and whilst sufficient for the present scale of labelling production, is highly unlikely to be able to cope with the projected increase in production quotas. In addition, maintenance charges are beginning to exceed the budgeted limits e.g. since 1994 when the machine was purchased maintenance costs were in the order of €10,000 per annum; these costs have now risen to €60,000 per annum. Due to mechanical breakdowns and loss of production, there has been an extra expenditure of some €100,000, a figure that will have to be recovered through the Capital Expenditure budget. The forecast over the next 5 years, should the present rate of expenditure continue, is likely to be in the region of €750,000; this figure takes into account all known contingencies. It is clear, from the present and future predicted expenditure, the present machine will become ever increasingly expensive to run. If the machine continues to be used, it is highly likely that stoppages to the production process will continue to occur, and there is also a high probability that an even greater number of lost production days will take place. Furthermore, it is highly unlikely that the present machine can fulfil the predicted increased production quotas. A New Machine Following comprehensive investigations into labelling machinery, it is clear there are a number of machines that are likely to be advantageous to the company. However, one machine, the fully automatic Spenser labeller, is the most likely machine to fulfil all of our predicted requirements. It uses the latest computer technology in the production of labels. In addition, it is easy to use and requires little in extra staff training. Spenser‟s, as part of the purchase package, will train and support our staff in-house for a period of two years. Spenser‟s have assured us that it takes approximately one working week to upgrade present staff skills, with additional one-day training workshops as and when they are required. Furthermore, Spenser‟s have put together a comprehensive after sales package, whereby there will be included a three year service onsite warranty package. Part of the package on offer includes no maintenance or repair costs for the first three years of use. Furthermore, based on the increased production quota figures the machine will be operating at 70% capacity, allowing for even greater production quotas should the need arise in the future. The cost of the machine is €10,000,000. Whilst this figure is a substantial one, the package on offer is likely to save the company €1,500,000 over the initial first 5 years of use. In

Welcome to Writing addition, further savings are predicted through fewer stoppages due to mechanical failures and subsequent loss of production. The total predicted savings over the 5 years is likely to be in the region of €2,000,000. In addition to this, the computer package on offer means that the design of labels can be done in-house. This will save the company a great deal of money in terms of sub-contracting, and placing orders with outside design companies. Of further advantage, in terms of efficiency in designing labels, is that the company will be able to respond more effectively to changing conditions, as and when they occur. Conclusion After careful consideration of all the available facts to hand, it is recommended that the company purchase the Spenser machine. Whilst the cost of the machine is substantial, over the next 5 years, as shown above, the savings in expenditure presently encountered with the present machine is likely to be substantial, and will be more than offset by increased production quotas. Should the board so desire, a senior director from Spenser‟s is willing to attend a future board meeting to discuss the purchase, in addition to which a tour can be arranged to see the machine working.

---------------------------------------------------------------------------------------------------------------Note: I know nothing about labelling machines! Yet by knowing a little about how the subject of how business works, AND BY USING, OR APPLYING, THAT KNOWLEDGE I AM ABLE TO WRITE A 719 WORD REPORT. This is important when writing, being able to use what you‟ve got, and making no attempt to use what you haven‟t got. Now somebody who has the technical knowledge about labelling machines might well say I‟ve got it wrong, I‟ve no doubts that the „Spenser Labeller‟ doesn‟t exist, all I did was pluck a name out of the air and use it. However, the language I‟ve used is perfectly correct and everything is clearly explained, MAKING IT EASY FOR THE READER TO READ AND UNDERSTAND. How did I acquire the knowledge that I‟ve used? BY READING! READING IS CRUCIAL TO GOOD WRITING (1) BECAUSE IT GIVES US ACCESS TO LOTS OF USEFUL LANGUAGE, (2) HAVING NEVER BEEN TAUGHT HOW TO WRITE A REPORT I WAS ABLE TO READ REPORTS AND SIMPLY COPIED THE STRUCTURE, (3) HAVING READ REPORTS AND COPIED THE STRUCTURE I WAS ABLE TO WRITE REPORTS! By following the 3 steps above I‟ve submitted reports, on many different subjects, to government agencies, political parties, the European Union, other groups, and also managed to get a nature reserve protected by law!

Welcome to Writing

How to Structure an Article Although an article looks very similar to a report, IT IS DIFFERENT TO A REPORT. If we compare the report above with the article below the first thing that we notice is that BOTH HAVE HEADINGS. However, when we look closely at the article the information it gives you is of A GENERAL NATURE, whilst a report IS MORE SPECIFIC AND USUALLY REFERS TO A PARTICULAR TOPIC/SUBJECT IN SOME DETAIL. Furthermore, articles may only have ONE HEADING, WHEREAS A REPORT HAS SEVERAL. HOW THE EDUCATION SYSTEM WORKS The organization of the modern school system has been a subject of heated debate in the United Kingdom for more than 30 years. Although political interest has now shifted somewhat to the curriculum and assessment, school organization can still arouse fierce passions. The situation is further confused because although the UK, the Department for Education and Employment in London (and its equivalents in Wales, Scotland, and Northern Ireland) has taken an increasingly centralizing role in what goes on in school, actual control still rests with more than one hundred local education authorities (LEAs) based in town and county halls. As a result, the organization of schools may vary from one part of England to another, although the other three constituent parts of the UK have had more uniform - but different structures. Compulsory from age five Compulsory schooling does not begin for children in the United Kingdom until the age of five, although in practice many children start before that age, part-time nursery education is widely, although not evenly available, but is not compulsory. The Labour Government elected in 1997 is making places available for all four year olds whose parents want it, and intends to extend provision for three year olds. At five children move from the nursery school or class to primary school, where the emphasis during the early years is very much on the skills of reading, writing, and mathematics. Children generally stay in their primary school until they are eleven (twelve in Scotland) although some local areas provide separate infants and junior schools with a break at seven, or first and middle schools with a break at eight or nine and again at twelve or thirteen, rather than eleven. Secondary education in the UK is generally 'comprehensive': schools accept children of all abilities without any selective procedure on entry. Only Northern Ireland retains a completely selective system in which children are allocated to grammar (academic) or secondary modern schools on the basis of tests Of attainment at the age of eleven. Scotland runs a completely comprehensive secondary system, starting at the age of twelve. In England a few local education authorities have retained some grammar schools, in some cases running them alongside 'comprehensives', which are of course unlikely to be able to recruit the full ability range. Specialist schools Within the comprehensive system, the Labour government is encouraging some schools to specialize by in providing grants for subjects such as technology, languages, and the performing arts, These schools will be able to admit a small proportion of children on the basis of their 'aptitude' for the specialist subject. Another complicating factor is the role of the religious denominations in the provision of education in the UK. Historically the Church of England was responsible for the establishment of many schools, particularly in rural areas, The Roman Catholic Church also established its own schools. In England, Wales, and Scotland most schools are

Welcome to Writing non-denominational 'county' schools, but about a third are run jointly by the local council and a religious denomination. The former Conservative government allowed parents to vote to transform their existing LEA schools into a new type of school, directly funded by the government and responsible for running their own affairs, The establishment of these grant-maintained schools proved highly controversial in many areas, and they are being brought back into cooperative arrange ments with their local authorities under Labour. There is also a flourishing system of fee-paying private schools, which caters for just under 8% of British children. These range from prestigious, academic, and very expensive, boarding schools like Eton and Harrow to small day schools, some of these specializing in the education of children with special needs. Compulsory education ends at the age of 16, but in practice the majority of young people continue their full-time education at least until the age of 18, At 16 there are four educational options: to remain at school for another one or two years to gain further qualifications such as A Level and GNVQs in a 'sixth form'; to move to a sixth form college, which will provide mainly the same sort of academic courses offered in a sixth form; to go to a further education college which will provide a range of vocational and prevocational courses; or, in some areas, to go to a tertiary college which will offer academic and vocational courses in one post-16 institution. After school those who wish to continue their education - and more than one third of the age group now do so - have a choice of higher education courses in almost 200 degree-awarding institutions ranging from international universities of the stature of Oxford and Cambridge, London and Manchester, to new universities which specialize in vocational degree and diploma programmes, and small institutes and colleges which offer a more restricted range of higher education courses, by Maureen O'Connor ----------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------

Iâ&#x20AC;&#x;ve purposely omitted/left out showing you where the INTRODUCTION, MAIN BODY, AND CONCLUSION ARE. WHY? Generally, if you read articles, normally in a newspaper or magazine, THERE IS NO REAL CONCLUSION TO THE ARTICLE. In other words AN ARTICLE IS A FACTUAL STORY. A story, fictional or fact, normally COMES TO AN UNDERSTANDABLE AND LOGICAL END. This is not always true, but FOR THE PURPOSES OF LEARNING TO WRITE IN ENGLISH IT SHOULD. The PURPOSE/REASON an article is written IS TO INFOM US, GENERALLY, ABOUT A SUBJECT/TOPIC. Whereas a REPORT IS A DETAILED ANALYSIS ABOUT A SUBJECT/TOPIC AND ALWAYS HAS A CONCLUSION, which sums up the contents of a report. If we look at the article above the STRUCTURE IS AS FOLLOWS: The INTRODUCTION tells us HOW THE BRITISH EDUCATION SYSTEM WORKS. The MAIN BODY is the REST OF THE ARTICLE. The CONCLUSION is the FINAL PARAGRAPH, which tells us what an individual can do to continue their education after the age of 16. IT DOES NOT SUM UP, CONCLUDE, THE CONTENTS IN THE ARTICLE AS A REPORT WOULD DO.

Welcome to Writing

How To Structure a Review A review is often confused with an article. This is understandable, given that reviews look very similar to an article. Generally a review talks about a specific subject/topic, these normally cover such areas as literature, music, art, television programmes, plays, concerts, cars, food, gardening, pc games, and so on. Reviews normally appear in newspapers, periodicals and general or specialist magazines.

“Quadrophenia” This film is set in London, 1964, the „Swinging Sixties‟, a time of rebellion for groups of teenagers trying to find their own identity. Introduction The lead character is Jimmy, brilliantly portrayed by Phil Daniels, a teenager who has difficulties living in a world of adults. Jimmy is a „Mod‟, a youth culture centred on riding motor scooters, taking drugs, getting into fights, and love affairs between boys and girls. He doesn‟t accept the words of adults and feels a stranger in his own home, where his parents argue with him, and cannot accept his way of life. The film shows his life collapsing around him, becoming isolated, losing friends, growing dependent upon drugs, and finally…I‟ll leave The you to watch the film to see how it ends. All Jimmy wants is to be Main free; free of the restrictions put on him by his family, friends, and the Body people he works for. The soundtrack for the film is by the „Who‟, and blends in perfectly with the message the film carries. Despite the film dealing with many youth issues that seem to have no real answer, it realistically shows many of the problems that teenagers are faced with in the UK. I would highly recommend this film to anyone over the age of 18, and anyone who wants to gain an insight into how teenagers think Conclusion and act in certain circumstances. Of all the British films ever made, this must surely rank as one the very best. NOTE: Many learners have problems with writing reviews (1) because they think that they have to just „re-tell‟ the book or film etc, or (2) they think that they are writing an article, which a review isn‟t. Reviews are YOUR OPINION ABOUT WHAT YOU SAW, READ, OR LISTENED TO. They are a CRITICAL ANALYSIS OF WHAT YOU PERSONALLY LIKED/DISLIKED. When writing a review, you give a brief summary of what the story, film, music is about. You mention who played the main character, who did what, whether the actor‟s/musician‟s performance was good/bad etc.

Welcome to Writing

How to Structure Sentences and Paragraphs As you can see from the examples above, we have gone through what various structures look like. Now we need to break down each structure into its sentence and paragraph structure. This is very important because the whole thing needs to look balanced. First of all most learners don‟t know how to calculate the length of a piece of writing; that is to say how many words there are, or should be, in a sentence. This point is necessary because the learner is either in danger of not writing enough or writing too much, a point that examiners don‟t like. For example, a B2 learner has to write a composition of between 120 – 180 words, what the learner should be aiming for is around 150 words. This means, allowing for the stress of the exam, that if a learner has „trained‟ themselves to write 150 words during writing practice, then they will generally be around this figure in the examination. To some learners 150 words seems a lot, it isn‟t. Let‟s breakdown the sentence and paragraph structure of a composition that is 150 words in total: For a B2 composition each sentence should be between 6 – 12 words, with an average sentence length of 10 words. This means your composition is only going to be 15 sentences long (10 words X 15 sentences = 150 words).  The first paragraph, INTRODUCTION, should be I – 3 sentences (10 – 30 words)  The second paragraph, MAIN BODY, should be 8 – 12 sentences (80 – 120 words)  The third paragraph, CONCLUSION, should be 2 – 4 sentences (20 – 40 words) Now look at the sentence and paragraph structure of an average composition:  INTRODUCTION = 2 SENTENCES (20 WORDS)  MAIN BODY

= 10 SENTENCES (100 WORDS)

 CONCLUSION

= 3 SENTENCES (30 WORDS)

 A TOTAL OF 150 WORDS IN 15 SENTENCES We can see from this that the sentence and paragraph structure is balanced with the structure of the composition itself. In other words everything looks good, neat and tidy, and impresses the reader. Furthermore, it looks to the reader, CUSTOMER/TEACHER, that you have PLANNED AND ORGANISED YOUR WORK! I CAN‟T STRESS THIS ENOUGH! WORK THAT LOOKS PLANNED AND ORGANISED GIVES A VERY GOOD IMPRESSION. A GOOD IMPRESSION IS ONE THAT LASTS AND LIKELY TO GET A GOOD RESULT! For B2 learners a sentence that is 10 words in length is easy to control and more importantly MASTER! What I mean by „master‟ is that a 10-word sentence is unlikely to need much in the way of punctuation, whereas a 15-word sentence is, more often than not, going to need some form of punctuation. This is not strictly true, but it gives you a good guide. For most B2 learners punctuation can be a nightmare, and I will often read work where punctuation is either absent, when there should be some form of punctuation, or punctuation that is wrongly used. (See „Punctuation‟ below). The point here IS TO TRY AND AVOID USING PUNCTUATION WHEREVER POSSIBLE, STICKING TO A 10 WORD SENTENCE HELPS CONSIDERABLY!

Welcome to Writing Now for C1 & C2 we have, as the Americans would say „a different ball game‟. To write a 300 – 350 word composition is a considerably harder task than at B2, but the „rules‟ I have given above for B2 still applies; it is just that the „maths‟ have become a little more complicated. For a C1 & C2 composition each sentence should be between 12 - 20 words, with an average sentence length of 15 words. This means your composition is going to be 22 sentences long (15 words X 22 sentences = 330 words).  The first paragraph, INTRODUCTION, should be 2 – 4 sentences (30 - 60 words)  The second/third/fourth paragraphs, MAIN BODY, should be 9 - 17 sentences (135 – 255 words)  The third paragraph, CONCLUSION, should be 3 – 5 sentences (45 - 75 words) Now look at the sentence and paragraph structure of an average composition:  INTRODUCTION = 3 SENTENCES (45 WORDS)  MAIN BODY

= 15 SENTENCES (225 WORDS)

 CONCLUSION

= 4 SENTENCES (60 WORDS)

 A TOTAL OF 330 WORDS IN 22 SENTENCES We can see from this that the sentence and paragraph structure is balanced with the structure of the composition itself. In other words everything looks good, neat and tidy, and impresses the reader. Furthermore, it looks to the reader, CUSTOMER/TEACHER, that you have PLANNED AND ORGANISED YOUR WORK! AGAIN, I CAN‟T STRESS THIS ENOUGH! WORK THAT LOOKS PLANNED AND ORGANISED GIVES A VERY GOOD IMPRESSION. A GOOD IMPRESSION IS ONE THAT LASTS AND GETS A GOOD RESULT! With C1 & C2 learners we now enter the world of „uncontrollable‟ language. With a sentence length of 15 words, it is inevitable that a lot can go wrong. First, the structure of a sentence becomes a problem because we have to introduce „CONTROL, OR RATHER SELF CONTROL‟ over what we write. Second, the structure has to clearly follow the „rules‟ of grammar. Third, the use of prepositions, an important key in successfully structuring a sentence, becomes an ever-increasing problem. Fourth, with 15 words there is a tendency to wander off the point that is being made. Fifth, and this is a perennial problem, although it shouldn‟t be, with 15 words to write THERE IS THE TERRIBLE DESIRE TO THINK IN YOUR OWN LANGUAGE AND THEN TRANSLATE INTO ENGLISH; THIS IS A RECIPE FOR DISASTER! IT IS FAR BETTER TO WRITE IN SIMPLE ENGLISH THAN WRITE IN YOUR OWN LANGUAGE! THE READER IS INTERESTED IN, AND WILL JUDGE YOU ON, YOUR CORRECT USE OF THE ENGLISH LANGUAGE! THE FOLLOWING EXAMPLES EQUALLY APPLY TO LEVELS B2, C1 & C2 LEARNERS.

Welcome to Writing The problems with translating languages For the moment we‟ll look at a very simple model of what happens when we translate from one language, in this case Greek to English. We will use the very common Greek phrase „Πριν απο λιγο‟ as the example:

Πριν

απο

λιγο

Before

from

little

From this example we can see that whilst „Πριν απο λιγο‟ is perfectly understood in Greek and is grammatically correct, the phrase „Before from little‟ is not understood in English, because such a phrase DOES NOT EXIST! Πριν απο λιγο means „a little while ago‟ but in English means nothing at all BECAUSE IT DOES NOT TRANSLATE CORRECTLY! Let‟s now look at another example of translating from one language to another. Again we will use English to Greek, although it could be any other language.

English

Greek

What we now have is a number of problems, which ultimately affects how the structure of the sentence will be, particularly in the grammar and use. First, the learner is given a word/phrase in English, because of their desire to do the best they can, and their wish to express themselves in the best way that they can, but suffering from either a lack of confidence or a lack of vocabulary, two very common problems, they translate the English into Greek and then back into English. Second, having followed the above translation, they write something that the reader fails to understand because IT IS A MIXTURE OF TWO INDIVIDUAL, TWO DISTINCTLY DIFFERENT LANGUAGES, IN WHICH NEITHER LANGUAGE SUCCESSFULLY TRANSLATES INTO THE OTHER!

Welcome to Writing

We can understand the problem of translating between languages when we look at this example:

English

Before from little

Πριν απο λιγο

Greek

What we now have are two „perfect circles‟ whereby each language is separated and divided by culture and history, to name but two important effects on the development of language. THIS IS IMPORTANT, NOT ONLY TO THE STRUCTURE OF WRITING, BUT ALSO TO EVERY OTHER AREA IN WHICH WE USE LANGUAGE. A NATIVE ENGLISH SPEAKING INDIVIDUAL DOES NOT THINK AS A GREEK INDIVIDUAL, BECAUSE THE CIRCUMSTANCES, ENVIRONMENT, CULTURE, HISTORY, AND EVERY DAY LIFE SEPERATES THEM. THIS IS REFLECTED IN THE INDIVIDUAL LANGUAGE THAT THEY USE! As we can further see from the above example there are problems, because at each point the translation is attempted, there is an obstacle in the way of translation taking place. Thus the sentence structure is badly constructed, reads badly, and fails to be understood. Another problem that occurs in sentence structure is that the learner will often think „that the reader will understand what it is they are trying to say‟. Thus a verb, noun, adjective, adverb and so on will often be missing, which is crucially important to the meaning and context of a sentence. Furthermore, the learner by thinking, reacting to, dealing with, and understanding English in their own language, WILL WRITE IN THEIR OWN LANGUAGE USING THE ENGLISH LANGUAGE AS A MEANS TO UNDERSTAND WHAT THEY WANT TO SAY, WITHOUT UNDERSTANDING THAT THE READER WILL HAVE NO UNDERSTANDING OF WHAT IT IS THEY WANT TO SAY, OR AS IS MORE LIKELY TO HAPPEN „MISSING THE POINT OF WHAT IS BEING SAID! HENCE THE AWFUL, TERRIBLE, UPSETTING LOW MARKS THE LEARNER GETS! IN AN EXAMINATION THIS MEANS FAILURE!

Welcome to Writing One final comment here, my learners will often say to me that I should make allowances because I teach them, therefore I understand the problems they have, that I generally know how they think and so know what it is they are trying to say. As I often point out to them, whilst this may be true, to some extent, the EXAMINER DOESN‟T KNOW THEM, HE/SHE HAS NO IDEA WHO THEY ARE, AND IF THEY HAVE FIVE HUNDRED EXAM SCRIPTS TO MARK, THEY WILL DO SO ON THE WORK THAT IS PRESENTED TO THEM. IF WORK IS BADLY STRUCTURED AND WRITTEN THEN IT DOESN‟T GET THE MARK THE LEARNER THINKS IT SHOULD GET! Again, structures are either easy, or they are hard. Either way it depends on the individual learner and the approach they adopt to their writing. For example learners who consistently do badly, generally have little interest in writing, or do not care about what they are writing, or do everything at the last possible moment and in a rush. Such attitudes to writing always end up looking bad. However, learners, even if they are weak in their writing skills, or suffer from a lack of vocabulary, or have a lack of confidence etc, but who understand the need for structures, and learn how to use the structure effectively, will always improve. as will their writing. Let us now turn to the problem of punctuation. As I‟ve written above it‟s sensible to try and avoid using punctuation because you can get into all kinds of problems. Clearly you can‟t avoid punctuation, after all every sentence you write starts and ends with punctuation.

Welcome to Writing PUNCTUATION! On the following pages are a series of exercises that have been compiled by „Edexcel‟ (The University of London) for you to test your knowledge and application of the rules of punctuation. These exercises are from the British examination „General Certificate of Secondary Education (GCSE)‟, which tests the knowledge and ability of 16 year old, and older, learners in English. It would do well to remember that some of the language may seem „grammatically wrong‟ but in fact reflects the English language as used by native English speakers, something you are trying to achieve particularly at the higher levels of your English studies. Furthermore, by being exposed to material not normally encountered from normal „course books‟ that you learn from, this will help you to develop your English studies. For fuller details on punctuation refer to Appendix Two on page 183. In the following exercise you will add a full stop where necessary. Write your answer in the box provided.

FULL STOPS (.) Rewrite each of these sentences as two short statements and punctuate them correctly. 1. Although I get up early, I am still always late. 1. 2. I'd arrange for you to change groups as you really dislike this one. 2 3. Melanie thoroughly enjoyed the few days that she spent in London. 3 4. There has just been a news announcement that there has been a serious accident on the motorway. 4

5. My uncle is very old but he is still active. 5

Having completed this exercise we‟ll now move on to an exercise using capital letters

Welcome to Writing CAPITAL LETTERS In the following exercise you will add Capitals where necessary. Write your answer in the box provided. Look at these words and decide which ones should begin with a capital letter: paris country sea the pacific

hinduism religion wednesday new york

september queen elizabeth autumn month

Write your answer in the space provided.

Write out the following sentences putting in the capital letters where necessary: 1. rick's visit to the tower of london did not go according to plan but he enjoyed the cruise on the river thames. 1

2. i was born in halifax but moved to the scilly isles before i started school. 2

Rewrite the following extract putting in all the required full stops and capital letters. Write your answer in the box provided. We have had some dramatic entrances and exits upon our small stage at baker street, but i cannot recollect anything more sudden and startling than the first appearance of dr thorneycroft huxtable ma, ph d, etc his card, which seemed too small to carry the weight of his academic distinctions, preceded him by a few seconds, and then he entered himself - so large, so pompous, and so dignified that he was the very embodiment of self-possession and solidity. (Sir Arthur Conan Doyle: The Adventure of the Priory School)

Welcome to Writing In the following exercise you will add commas where necessary. Write your answer in the box provided.

COMMAS Rewrite the following sentences putting in the commas where required. 1. If you can borrow a car on Saturday come along to the party. 1 2. Cheer up it might never happen. 2 3. Cynthia who is my half cousin could be a real nuisance at times. 3 4. Would you say Mr Slade that there has been an improvement in these grades? 4 5. Yes I think that you could say that some improvement has taken place. 5 6. For Rebecca Richard always remained a mystery. 6 7. The bowl was full of apples oranges peaches pears and grapes. 7 8. "Do hurry up" said Louise "or we are sure to miss the bus." 8 9. It is better to save a little each month rather than squander all you earn. 9 10. My daughter who is aged thirteen has been riding for a number of years. 10 Write the following putting in the full stops and commas where needed. 1. 2. 3. 4.

mr f r dale cllr j s simons prof e s hardacre ma ph d raley st

I 2 3 4

Welcome to Writing In the following exercise you will add colons where necessary. Write your answer in the box provided.

COLONS (:) Rewrite the following sentences replacing the commas with colons where appropriate. 1. I checked I had all the tools I needed, a saw, screwdriver, chisel, hammer and pincers. 1 2. Tom enjoyed a variety of school subjects, English, history, French, maths, geography and art. 2 3. Listen carefully and then do the following, put down your luggage, pick up your jacket, turn off the lights and leave the building immediately. 3 4. There are several things on my list, a CD player, a new art box, a pair of binoculars and a digital watch. 4 5. Look what's happened to me this week, my car has been broken into, I lost my wallet, the television was smashed and I locked myself out. 5

SEMI-COLONS (;) Punctuate the following replacing commas with semi-colons where appropriate: Your next art lesson will require the following: a range of pencils, including a HD, 2B, 4B, some oil pastels in red, orange, green, yellow, blue, some cartridge paper in sizes, A4, A3 and A5, a watercolour palette and your art folder.

Welcome to Writing In the following exercise you will add inverted commas where necessary. Write your answer in the box provided.

INVERTED COMMAS (“ ** ”) Have a go at punctuating these sentences: Narrative first, speech second 1. The doctor said you should be up and about in a week or two 1 2. He said I hope so I have a great deal to do 2 3. She asked why do you worry so much 3 4. He exclaimed someone has to 4 5. She replied keep calm. It's bad for your blood pressure. 5 INVERTED COMMAS (“ ** ”) Have a go at punctuating these sentences for yourself: SPEECH FIRST, NARRATIVE SECOND 1. Have you always wanted to be a vet asked the reporter 1 2. Your hair dye is fading said grandma 2 3. How dare you accuse me of cheating shouted Robert 3 4. The wind is getting up nicely said the bosun 4 5. I saw a brilliant film last week have you seen it yet asked Chris. 5

Welcome to Writing INVERTED COMMAS (â&#x20AC;&#x153; ** â&#x20AC;?) Try punctuating these sentences for yourself: Speech interrupted by narrative 1. If you haven't brought the right ingredients said the cookery Teacher then you will not be cooking today 1

2. Why don't you come for a drink after work asked John and then we can share a taxi home 2

3. Stop talking now shouted the Teacher or you will all stay in at break 3 4. I can see what you mean said Max but I do not agree with you 4 5. Can you come to supper asked Helen next Thursday evening. 5 Now try punctuating these sentences for yourself: Two or more sentences interrupted by narrative 1. Get up now shouted Vic do you know what time it is 1 2. Go away exclaimed Paul I feel terrible what day is it 2 3. I'm going to go in now said Steve I'm frozen stiff and it is getting late 3 4. I want to finish this essay before I go out said Kerry it has to be handed in tomorrow have you done yours 4 5. Get in now yelled Dave. There is no time to lose 5

Welcome to Writing INVERTED COMMAS (â&#x20AC;&#x17E; ** â&#x20AC;&#x;) Titles and Quotations 1. the daily mirror and the sun are rival newspapers 1 2. I particularly enjoyed great expectations but did not think it better than Hard Times 2 3. They are obviously among the nouveau riche but none the worse for that. 3 4. Alive and Kicking and Chat are amongst my favourite magazines. 4 5. I saw Armageddon recently but preferred saving private ryan. 5

In the following exercise you will add question marks and exclamation marks where necessary. Write your answer in the box provided.

QUESTION MARKS AND EXCLAMATION MARKS (? & !) Full Stops and Question Marks (. & ?) Write out these sentences putting full stops or question marks at the end as required. (You might find a couple of commas are needed too.) 1. Have you change for a twenty pound note 1 2. We couldn't understand any of the questions 2 3. He asked the attendant what time the performance finished 3 4. Do you want to injure yourself permanently 4 5. I couldn't understand any of the questions asked 5

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6. They said that it didn't matter, didn't they 6 7. Will you please clean out the horses 7 8. Would you send me a quarter of the profits please 8 9. Don't you think it would help if you put that down 9 10. Why don't you do it now please 10 Did you spot the couple of commas required as well?

Question Marks (?) Rewrite the following INDIRECT questions as DIRECT questions. 1. He asked me why I was late for the lesson. 1 2. She wondered if I would mind giving her my 'phone number. 2 3. I asked him what he had got for his birthday. 3 4. The speaker asked the audience if they could hear him at the back. 4 5. My neighbour inquired if I could help him push his car. 5

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Full Stops, Question Marks and Exclamation Marks Punctuate the following sentences by using full stops, question marks and exclamation marks as appropriate. 1. You should be careful on that slippery path 1 2. Look out 2 3. Have you hurt yourself 3 4. Oh no you have torn your jeans 4 5. Do you want me to help you up 5 6. I asked her if she had enjoyed the film 6 7. It was totally ridiculous I've never seen so much rubbish in all my life 7 8. What was wrong with it 8 9. How long have you got 9 10. Hey don't take that tone with me 10

Welcome to Writing In the following exercise you will add apostrophes where necessary. answer in the box provided.

Write your

APOSTROPHES ( â&#x20AC;&#x; ) Rewrite the following sentences putting in the apostrophes where required. 1. Were going to Beths party where therell be some live music. 1 2. The womens course was a great success but unfortunately the mens equivalent didnt attract sufficient learners. 2

3. Alans homework was excellent but unfortunately his sisters was unfinished and so her Teacher wasnt very pleased. 3

4. Theyll have to follow Sues car otherwise well all be lost. 4 5. It was a hard days work but he then was able to take five weeks holiday. 5 In the following exercise you will add the correct punctuation where necessary. Write your answer in the box provided.

ALL PUNCTUATION Look carefully at the following sentences. Each of them has at least one thing wrong with it. Write out the correct version of the sentence. The features in need of correcting are given in brackets with each answer so that you can identify the particular punctuation marks you have problems with and turn to the relevant section for more help. a) peter left his bag in the changing room a b) alan and melanie enjoyed their sightseeing trip on the river thames although as they pointed out later it was rather expensive b

Welcome to Writing c) Don't go just yet said Emily. I'm afraid I must replied David I've a great deal to do before tomorrow. c

d) This revision is hard going said James. Not if you get yourself properly organised smirked Jane. d e) "What time is it" asked Dan. "Look for yourself" shouted Mrs Mellow. e f) "It's going to be a long day if you two dont stop bickering," said Mum. "Youd think theyd be tired of it by now." f g) Charlottes bike needed cleaning and Michaels needed a complete overhaul before they could go on their schools sponsored ride. g h) I wonder Mrs Hayes if you would mind locking up the surgery after the last patient has left. h i) Miss Haigh please make sure the children bring in eggs flour sugar milk and chocolate. i j) He had a mean streak he always saw the worst in people. j k) She is extremely capable her promotion is well deserved. k l) I would like the following money, power and a happy life. l m) The scene was complete chaos people were milling everywhere, no-one had taken charge equipment and luggage was scattered everywhere. m

Welcome to Writing n) I don't want a lot from life but there are times when I'm not sure where I'm going even though my friends have given me their advice. n o) The author who's first novel was such a success later won the Booker Prize, but whose the writer who came second? o

p) I know its not your fault but its a shame that the dog lost it's bone nevertheless. p

ALL PUNCTUATION Re-write the following passage putting in all the relevant punctuation marks, capital letters and using the correct layout. girl number twenty said mr gradgrind squarely pointing with his square forefinger I dont know that girl who is that girl sissy jupe sir explained number twenty blushing standing up and curtseying sissy is not a name said mr gradgrind dont call yourself sissy call yourself cecilia its father as calls me sissy sir returned the young girl in a trembling voice and with another curtsey then he has no business to do it said mr gradgrind tell him he musnt.

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ALL PUNCTUATION Now try punctuating the following passage bearing in mind the various patterns we have looked at: Soon Oak too went homeward by a different route from theirs in front of him against the wet glazed surface of the lane he saw a person walking yet more slowly than himself under an umbrella the man turned and plainly started; he was Boldwood How are you this morning sir said Oak yes it is a wet day - oh I am well very well, I thank you; quite well I'm glad to hear it sir Boldwood seemed to awake to the present by degrees you look tired and ill Oak he said then desultorily regarding his companion I am tired. You look strangely altered sir I not a bit of it: I am well enough what put that into your head I thought you didn't look quite so topping as you used to that was all indeed then you are mistaken said Boldwood shortly nothing hurts me my constitution is an iron one. (From Far From the Madding Crowd Chapter. 38 by Thomas Hardy)

More than one speaker

Welcome to Writing SPELLING Having dealt with punctuation, we‟ll now move on to another critical area in writing, that being spelling. Whilst it is inevitable that spelling mistakes do happen, particularly with long words, words that sound similar and so on, nevertheless you should try to avoid as many spelling mistakes as possible. Sometimes I despair at some spelling mistakes because the word tends to be either a short word, or the word is misspelt because it has been confused with the spelling in the writer‟s own language! TWO THINGS WHICH SHOULD NOT HAPPEN PARTICULARLY AT B2 AND ABOVE! At this stage I think it would be helpful to read the following comments that come with the GCSE section on spelling. There is little doubt that society frowns on poor spellers. Even if you say that such acknowledged writers as Shakespeare weren't too hot at spelling, you won't convince many people that spelling doesn‟t matter. But it‟s very important to get spelling in perspective. I‟m sure you would much rather read a piece that was interesting and full of ideas than a dull but accurate piece with little to say because of the writer‟s extreme caution and fear of making a mistake. One of the advantages of drafting, redrafting and proofreading is that it permits your pen to flow freely – getting down on paper what you want to say – with the knowledge that spellings can be checked later in the dictionary. Make sure you use a dictionary. There can‟t be a famous author in the land who doesn‟t use one to check spellings and meanings.

Don‟t think of yourself as a bad speller! Three useful pieces of advice come out of the above quotation: 1. nobody likes poor spelling, and by extension examiners really don‟t appreciate a lack of effort on the part of the learner when it comes to spelling. 2. it is extremely useful to constantly check your work for spelling mistakes. 3. and finally, using a dictionary to check your spelling. Now I know that you can‟t take a dictionary into an examination with you, but there is no reason for not using one when your doing your homework, or for that matter using one in the classroom if there‟s time and the Teacher doesn‟t mind. One last word on spelling, NEVER USE A NON-NATIVE LANGUAGE TO ENGLISH DICTIONARY, E.G. GREEK-ENGLISH, SPANISH-ENGLISH, GERMAN-ENGLISH, TO CHECK ENGLISH SPELLINGS, I‟VE SEEN FAR TOO MANY MISTAKES IN THE DICTIONARIES I‟VE ENCOUNTERED. ALWAYS USE AN ENGLISH-ENGLISH DICTIONARY TO FIND THE CORRECT SPELLING AND MEANING! The following pages regarding spelling come from advice given to GCSE learners. They equally apply to those learners who are learning English as a Foreign Language.

SPELLING Write down words you misspell, or are unsure about, in a notebook. Learn each word by: 1 2 3 4

looking at it, saying it out loud covering it up while trying to say it without looking, and then writing it down on a scrap of paper.

Welcome to Writing Try to learn words in families: ache chemist choir stomach technical or circular grammar nuclear particular solar or science conscience conscious conscientious

Learn how words are constructed: comfort comfortable uncomfortable or dis + appear = disappear dis + appoint = disappoint dis + satisfy = dissatisfy Make up nonsense rhymes or sentences. One learner found the „c‟s and „m‟s in „accommodate‟ difficult to remember, so he made up this phrase: A cold chicken on my mother‟s oven And another who could never remember that „necessary‟ had one „c‟ and two „s‟s, learned: One coat and two socks And if you can spell „argue‟ but not argument‟, you need to gum argument into your memory. However ridiculous you think it might be, use any gimmick you can think of to help your memory. If it works for you, it‟s worth doing.

Welcome to Writing SOME SPELLING RULES Prefixes. Be careful not to alter the spelling of the main word. dis + approve dis + obedience dis + solve

= = =

disapprove disobedience dissolve

= = = =

mistrust misspent unnatural unnecessary

Note also: mis + trust mis + spent un + natural un + necessary

When all is a prefix, it loses the final l: almighty almost alone although

altogether always already

Note: all right is two words, though there doesn't seem to be a good reason for this. When full is added, it loses an l: Beauty fright faith

beautiful frightful faithful

grace pity thought

graceful pitiful thoughtful

Adding –ly. Be careful not to change the word preceding: immediate real complete beautiful

immediately really completely beautifully

careful final extreme sincere

carefully finally extremely sincerely

Adding –ed, –ing. If these suffices follow a single consonant, the consonant doubles if the syllable is stressed. That may sound complicated, but it's not difficult in practice: fit occur begin

fitted occurred beginning

refer slim

referring slimming

If the last syllable is not stressed, no doubling of the consonant is necessary: benefit

benefited

focus

focusing

Verbs ending in a silent e (like make, argue, hope) omit the e when –ing is added: make argue hope

making arguing hoping

file queue

filing queuing

Note these two verbs in which the e is retained to avoid confusion: dye

dyeing

singe

singeing

What confusion would occur if these two verbs followed the normal pattern?

Welcome to Writing Adding â&#x20AC;&#x201C;ce or â&#x20AC;&#x201C;se? Nouns take c, verbs s: I advise you to follow my advice. (Pronunciation helps here). If you come to the hockey practice and practise hard, you might get a place in the team. You must license your car. You can easily get a licence at the post office. i before e believe receive achieve

except after c field deceit

when the sound is ee retrieve ceiling

siege receipt

Exceptions include: seize, weird, protein When the sound isn't ee, you simply have to learn each word: foreign weight

reign species

heir

height

Plurals of nouns ending in a y. Generally the y is changed to an i and es is added: fly factory lady

flies factories ladies

lily territory possibility

lilies territories possibilities

But if the letter before the y is a vowel, the plural is regular: delay delays convoy convoys chimney chimneys valley valleys guy guys On the following page many of the words in these rules have been repeated in the Checklist for handy reference. Study them and practice pronunciation using the words. When youâ&#x20AC;&#x;ve read through the Checklist move on to the final section in the book.

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A CHECKLIST OF WORDS OFTEN CONFUSED OR MISSPELT accommodate achieve address affect - to act on or influence effect - to bring about, to result allowed - permitted aloud - to be heard all right (NB two words) a lot (NB two words) = many allot - to share out, distribute appreciate argue argument beauty beautiful begin beginning belief believe benefit benefited Britain business ceiling character chief commit commitment committed committee complete completely conscience conscientious conscious convenient criticism deceit deceive deciding decision definite definitely description desperate disappear disappoint disapprove dissatisfy doesn't - does not either embarrassed especially except excitement extreme extremely February final finally foreign forty - 40 faulty -with faults

freight friend government guard hear - to listen to here - in this place height hope hoping immediate immediately information its - of it it's - it is know knowledge a licence to license lonely lovely minute - 60 seconds - very small naughty necessary occasion occasionally occur occurred occurrence occurring pay paying paid parliament position possession a practice to practise prefer preferable preference preferred preferring prepare preparation quiet - silent quite -fairly, completely realise receive Reference: reference referred referring relief relieve science separate sincere sincerely society stationary - not moving stationery - pens, envelopes, etc success successful surprise

technical technique technology their - belonging to them: 'their rooms' there - at that place they're - they are tomorrow too - also, much, very two - 2 try trying tried unconscious unfortunately unnecessary until very weather - rain, wind whether - if Wednesday where - at, in or to what place were - past tense of 'are' we're - we are who's - who is whose -'whose book?' woollen writing written your - belonging to you, 'your book' you're - you are

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SECTION THREE Writing in practice Or

Getting Creative With The Pen Or

The Very Nice Bit We Have To Do To get it looking right! Or

The Thing That Really Impresses The Reader

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INTRODUCTION “The pen is mightier than the sword”, some bright spark once said, and on reflection perhaps they had a point. The written word lasts a lot longer in people‟s minds than anything we might say, and it is also a record of what we were thinking at a particular moment in time, so if we keep journals or diaries we can read them and remember the happy moments, as well as the unhappy moments. And this is THE POINT OF WRITING WE EITHER WANT TO TELL/INFORM SOMEONE OF SOMETHING, OR WE WANT TO RECORD DETAILS OF SOMETHING. IN TODAY‟S WORLD OF MASS COMMUNICATION AND INSTANT TECHNOLOGIES WE CAN NO LONGER ESCAPE WRITING SOMETHING AT SOME POINT.

Writing is difficult for a number of reasons: 1. we have to write about something 2. we might not have a great deal of knowledge about the subject/topic 3. we might not be confident in our writing ability 4. we might feel that we are boring and have nothing interesting to say 5. we might not want to upset somebody by what we write 6. our knowledge of the language might be weak or poor 7. we might not have the time to write 8. we don‟t know how to say what we mean because of a lack of vocabulary/language 9. our handwriting skills aren‟t very good so any writing looks untidy 10. we think that what we have to write has to be what the reader wants to read 11. any number of reasons that you can think of for not writing! THINK POSITIVELY ABOUT WRITING! 1. WE ALL HAVE SOMETHING TO SAY! 2. WE KNOW MORE THINGS THAN WE THINK WE DO! IF NOT WE CAN ALWAYS READ! 3. IF WE WRITE THEN WE ARE CONFIDENT IN WHAT WE WRITE! 4. WE‟RE NOT BORING IT‟S JUST THAT SOMEBODY ELSE THINKS WE ARE! 5. WE ONLY UPSET PEOPLE WHEN WE INTEND UPSETTING THEM! 6. OUR LACK OF LANGUAGE IS THE RESULT OF NOT READING AND USING THAT LANGUAGE! 7. WE ALWAYS HAVE TIME TO WRITE, IT JUST MIGHT TAKE A LITTLE LONGER THAN WE EXPECTED! 8. SEE NUMBER SIX ABOVE! 9. PRACTICE MAKES PERFECT! 10. WE WRITE WHAT ALLOWS US TO EXPRESS OURSELVES AS INDIVIDUALS!

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NOW HAVING SAID THE TEN POINTS ABOVE LET‟S MOVE ON! As a teacher one of the things I DESPAIR OF AND GET ANNOYED BY is that learners don‟t take a few minutes BEFORE THEY START WRITING AND THINK ABOUT WHAT IT IS THEY ARE GOING TO WRITE ABOUT! As a consequence/result their work looks bad, reads badly, and generally DOESN‟T GET THE RESPONSE THEY EXPECTED! If you have been told how to structure something correctly, learnt how to use the „mechanics‟, and have a reasonably good command of the language for your level THERE IS NO EXCUSE FOR GETTING IT WRONG! LET‟S LOOK AT WHY YOU GET IT WRONG! 1. poor planning and organisation leads to a bad result! 2. not thinking properly and carefully about sentence construction! 3. not thinking how the introduction, main body, and conclusion all link to each other and together! 4. not putting the „bits of the car engine‟ together in the right order! 5. trying to „impress the reader‟ by your command of the English language, when all you‟ve done is use a lot of excellent vocabulary, which doesn‟t fit in with your meaning and context! 6. by trying to find the „perfect word or phrase!‟ No such thing exists! 7. by writing something that you haven‟t made absolutely clear, what it is you mean! 8. by writing something you think the reader will understand! 9. by constantly repeating a point, a word, or a phrase because you happen to like it! 10. by using the wrong register e.g. writing formally when you should be writing informally! NOW LET‟S LOOK AT THE POINTS ABOVE AND SEE IF WE CAN IMPROVE MATTERS! 1. PLAN, PLAN, PLAN, ORGANISE, ORGANISE, ORGANISE, YOUR WRITING BEFORE YOU DO ANYTHING ELSE! 2. THINK, THINK, THINK ABOUT WHAT YOUR SENTENCE IS GOING TO SAY AND WHETHER YOU HAVE USED THE CORRECT TENSES, VERBS, NOUNS, ADJECTIVES ETC! 3. DOES YOUR INTRODUCTION INTRODUCE/SAY WHAT YOU‟RE GOING TO TALK ABOUT? DOES YOUR MAIN BODY GIVE ALL THE DETAILS OF WHAT YOU WANT TO DISCUSS? DOES YOUR CONCLUSION SUM UP EVERYTHING YOU HAVE WRITTEN IN YOUR PIECE OF WORK? 4. ARE YOU SURE THAT YOUR SENTENCE IS GRAMMATICALLY CORRECT? AND HAVE YOU CHECKED IT AFTER YOU HAVE WRITTEN IT? 5. WHERE DID YOU FIND THE WORD YOU HAVE USED TO IMPRESS THE READER? IF IT WAS FROM A DICTIONARY, WHAT KIND OF DICTIONARY? WAS THE DICTIONARY ENGLISH-ENGLISH, OR WAS THE DICTIONARY E.G. GREEK-ENGLISH? IF IT WAS YOUR LANGUAGE-ENGLISH THE CHANCES ARE

Welcome to Writing YOU‟RE SPENDING FAR TOO MUCH TIME, WASTED TIME, THINKING IN YOUR OWN LANGUAGE AND WRITING IN YOUR OWN LANGUAGE. 6. THE PERFECT WORD/PHRASE IS THE ONE USED IN ITS PROPER CONTEXT WITH THE CORRECT MEANING, IN THE CORRECT ORDER! 7. THERE ARE AROUND I.5 BILLION PEOPLE WHO USE THE ENGLISH LANGUAGE. THAT IS I.5 BILLION DIFFERENT MINDS THINKING AND WORKING DIFFERENTLY, DO THEY KNOW YOU PERSONALLY? IF NOT THEN STOP THINKING THAT THEY DO! 8. SEE NUMBER 7! 9. YOU MIGHT LIKE THE WORD, AND IT MIGHT BE OK TO USE IT ONCE OR TWICE, BUT WITH OVER 2 MILLION WORDS IN THE ENGLISH LANGUAGE READERS GET BORED VERY QUICKLY WITH READING THE SAME THING/LANGUAGE! 10. WHY HAVEN‟T YOU CHECKED AND FOLLOWED THE INSTRUCTIONS YOU WERE GIVEN? So far we‟ve done no practice writing, you haven‟t been asked to do an exercise, they will come trust me, in fact all we‟ve done is read. BUT THERE‟S A METHOD TO MY MADNESS, THAT BEING IF YOU‟RE READING YOU ARE LEARNING, OR SHOULD BE, HOW TO WRITE CORRECTLY! There‟s no point to writing if (1) you don‟t know how to, (2) you haven‟t taken the time to understand what your problems are, (3) and finally got a very boring teacher pointing out what you‟re doing wrong (I‟m only doing it because you know it makes sense!). So far I‟ve filled your heads with goodness knows how many tips and strategies for improving your writing, how much notice you‟ve taken is a matter entirely up to you. However, by now, having read so much English, your reading skills will have certainly improved. Having read thousands of words, you can now get down to writing yourself. THIS IS THE MOMENT YOU‟VE BEEN WAITING FOR – THE EXERCISES! FROM THIS POINT ONWARDS IT‟S YOUR WORK WITH A BIT OF HELP FROM ME AND A FEW OTHER AUTHORS.

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PLANNING AND ORGANISATION Planning and organising what you are going to write is crucial to your overall result. If it looks neat, well structured, and appears to flow, then it will receive the attention it deserves. So how do we plan and organise to give that ALL IMPORTANT FIRST IMPRESSION? Put simply we follow the following diagram in every piece of work we do. It takes no more than a few minutes to complete and will save you a lot of time because it will help you concentrate on WHAT YOU ARE DOING and WHY YOU ARE DOING IT!

Spider graph (the planning bit) (because it looks like a spider!)

Greenhouse Effect CFCs Water/Air Pollution

The Environment

Wildlife Nuclear Energy Transport

What we now have is the PLAN OF WHAT WE ARE GOING TO WRITE ABOUT. In this case we are going to write a composition about the environment and the reasons why the environment is effected by e.g. pollution. At this stage of writing WE ARE ONLY INTERESTED IN GETTING IDEAS DOWN ON THE PAPER, SO WE HAVE SOME IDEA OF WHAT WE WANT TO WRITE ABOUT. As with the example above we only use ONE OR TWO WORDS TO EXPRESS THAT IDEA, WE DONâ&#x20AC;&#x;T NEED ANY MORE THAN THAT. Having got our ideas down on paper, WE NOW NEED TO ORGANISE OUR WORK INTO A STRUCTURE WE CAN USE AND FOLLOW.

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THIS NEXT STAGE IS IMPORTANT AND AFFECTS OUR WRITING. We now organise what we are going to write about in the order that we can write a lot about. For example: 1. 2. 3. 4. 5. 6.

Wildlife Transport Water/Air Pollution CFCs Nuclear Energy Greenhouse Effect

As you can see I have six ideas, which I could write about, but as I am only going to write about three of them, I have put them at the top of the list. Importantly, I have crossed out, put a line through, the three that I am not going write about or mention in my composition. Consequently, I am now CONCENTRATING AND FOCUSSING ON WHAT I AM GOING TO WRITE ABOUT. Now do the following exercise. Using the spider graph on the previous page put the ideas in the order YOU THINK THEY SHOULD GO IN, AND CROSS OUT THE THREE THAT YOU DONâ&#x20AC;&#x;T KNOW MUCH ABOUT. 1. 2. 3. 4. 5. 6. There is NO RIGHT OR WRONG ANSWER to this exercise. All you have done is CAREFULLY THINK ABOUT WHAT IS BEST FOR YOU and the composition YOU ARE GOING TO WRITE. On the following pages are examples of 8 spider graphs, with the main idea included. All you do is fill out the empty spaces with your own ideas. When you have done that, complete the order in which YOU HAVE DECIDED WHICH IDEA IS THE MOST IMPORTANT, AND WHICH YOU CAN WRITE SOMETHING ABOUT.

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Spider graph (planning) (because it looks like a spider!)

SPORT

I. 2. 3. 4. 5. 6.

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Spider graph (planning) (because it looks like a spider!)

THE MEDIA

I. 2. 3. 4. 5. 6.

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Spider graph (planning) (because it looks like a spider!)

RELATIONSHIPS

I. 2. 3. 4. 5. 6.

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Spider graph (planning) (because it looks like a spider!)

A COMPLAINT

I. 2. 3. 4. 5. 6.

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Spider graph (planning) (because it looks like a spider!)

HEALTH

I. 2. 3. 4. 5. 6.

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Spider graph (planning) (because it looks like a spider!)

CULTURE

I. 2. 3. 4. 5. 6.

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Spider graph (planning) (because it looks like a spider!)

ENTERTAINMENT

I. 2. 3. 4. 5. 6.

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Spider graph (planning) (because it looks like a spider!)

LEISURE

I. 2. 3. 4. 5. 6.

Welcome to Writing

WRITING A SENTENCE Now that we have successfully completed planning and organising our ideas, we need to START WRITING our composition. But before we go on to write our composition we need to be able to write sentences. I know this is obvious, but if we don‟t get this right, it doesn‟t matter how good our ideas are, or how well structured our work is, A BAD SENTENCE WILL RUIN ALL OUR WORK SO FAR. In the exercises that follow, we will be concentrating on the PAST, PRESENT, AND FUTURE tenses. You will be given some information, but you have to work out the answer. Whilst the answer is YOUR ANSWER it must BE WRITTEN CORRECTLY. Your teacher will check the answer you give. Example: Buying a train ticket (Tony) + Reason (why) + Outcome (what happened) 1. I (Tony) went to the train station yesterday (Past) to buy a ticket so I could travel to London (Reason). The woman in the ticket office was really helpful and the ticket cost me £35 (Outcome). 2. I (Tony) had a really good journey on the train today (Present). I met John and we went to Covent Garden for lunch (Reason). I had a very good time and it was great to see John again (Outcome). 3. I (Tony) have arranged to meet John again in a month‟s time (Future) to go and see a show (Reason). I am not sure which theatre we will go to, but John will let me know (Possible outcome – not known because it is in the future). As you can see I have broken down each part of the sentence down into its various stages, and also followed the rules of grammar. Now look at the same sentences but note the differences: 1. Tony went to the train station yesterday (Past) to buy a ticket (Reason) so that he could travel to London by train. (Outcome) Tony found the woman in the ticket office really helpful and purchased a ticket costing £35. 2. Tony had a really good journey on the train today (Present). He met with John and they went to Covent Garden for lunch (Reason). (Outcome)Tony had a very good time and thought it was great to see John again. 3. Tony has arranged to meet John again in a month‟s time (Future) to go and see a show (Reason). Tony‟s not sure which theatre they will go to, but John will let him know at some point in the future (Possible outcome – not known because it is in the future). The sentences are now in „Reported speech‟ and altered slightly to reflect this. However, the first examples are in „Direct speech‟. You must be aware of this when writing sentences.

Welcome to Writing CONSTRUCTING SENTENCES USING „DIRECT SPEECH‟ Having read the above examples now it is your turn to write the sentences. Remember, although I have given you some information in the following exercises, the end result/answer you give is YOUR ANSWER. There is no right or wrong answer, what we are looking for is a SENTENCE THAT HAS BEEN WRITTEN CORRECTLY USING DIRECT SPEECH.

Tense

Information

Answer

Past

Visiting the doctor‟s (Jim) + Reason + Outcome

Present

Visiting the doctor‟s (Jim) + Reason + Outcome

Future

Visiting the doctor‟s (Jim) + Reason + Outcome

Past

Going to the shops (Mary) + Reason + Outcome

Present

Going to the shops (Mary) + Reason + Outcome

Future

Going to the shops (Mary) + Reason + Outcome

Past

Telephoning Jane (Dennis) + Reason + Outcome

Present

Telephoning Jane (Dennis) + Reason + Outcome

Future

Telephoning Jane (Dennis) + Reason + Outcome

Past

Going for a meal (Colin) + Reason + Outcome

Present

Going for a meal (Colin) + Reason + Outcome

Future

Going for a meal (Colin) + Reason + Outcome

Welcome to Writing

Past

Applying for a job (Sandra) + Reason + Outcome

Present

Applying for a job (Sandra) + Reason + Outcome

Future

Applying for a job (Sandra) + Reason + Outcome

Past

Flying to London (Audrey) + Reason + Outcome

Present

Flying to London (Audrey) + Reason + Outcome

Future

Flying to London (Audrey) + Reason + Outcome

Having done these 18 sentences we are starting to construct a sentence that we can use effectively. Although it is unlikely you will use any of the actual sentences at some point, what you are developing is the skill to write a correct sentence using the correct tense. By doing it this way you are learning how to write a sentence that has meaning and context. This is important because the sentence has to be understood by the reader; it has to be clear and there can be no doubts in the reader‟s mind what you have written is what you actually meant. We are now going to look at sentences using reported speech, using the same format as that above. Reported speech is important because it allows us, the writer, to express what someone has/might have said. The sentences below have also been made slightly more difficult/complex by the addition of „Place + Time‟. I have added these because it is likely that you will have to include such information when writing a sentence. Again, remember that although I have given you some information in the following exercises, the answer you give is YOUR ANSWER. There is no right or wrong answer, what we are looking for is a SENTENCE THAT HAS BEEN WRITTEN CORRECTLY USING REPORTED SPEECH.

Welcome to Writing CONSTRUCTING SENTENCES USING „REPORTED SPEECH‟

Tense

Information

Answer

Past

Taking a pet to the vet‟s (John) + Place + Time + Outcome

Present

Taking a pet to the vet‟s (John) + Place + Time + Outcome

Future

Taking a pet to the vet‟s (John) + Place + Time + Outcome

Past

Depositing money at the bank (Miranda) + Place + Time + Outcome

Present

Depositing money at the bank (Miranda) + Place + Time + Outcome

Future

Depositing money at the bank (Miranda) + Place + Time + Outcome

Past

Asking for directions (Shelley) + Place + Time + Outcome

Present

Asking for directions (Shelley) + Place + Time + Outcome

Future

Asking for directions (Shelley) + Place + Time + Outcome

Welcome to Writing

Past

Going to the pictures (James) + Place + Time + Outcome

Present

Going to the pictures (James) + Place + Time + Outcome

Future

Going to the pictures (James) + Place + Time + Outcome

Past

Replying to a formal letter (Joan) + Place + Time + Outcome

Present

Replying to a formal letter (Joan) + Place + Time + Outcome

Future

Replying to a formal letter (Joan) + Place + Time + Outcome

Past

Taking a helicopter flight (Albert) + Place + Time + Outcome

Present

Taking a helicopter flight (Albert) + Place + Time + Outcome

Future

Taking a helicopter flight (Albert) + Place + Time + Outcome

By now you should have begun to understand HOW TO CONSTRUCT AND CORRECTLY WRITE A SENTENCE. The sentences you wrote may have used very simple English, but were they correct? If they were correct, how could you have IMPROVED what you wrote e.g. more sophisticated language. If you got it wrong, how and in what way did you get it wrong? If you got some right and some were wrong, ask yourself why this happened. At each stage of writing YOU MUST CHECK YOUR WORK. This is important, because BY CONSTANTLY CHECKING YOU ARE LOOKING FOR MISTAKES! IF YOU CORRECT YOUR MISTAKES THEN YOUR REUSLT IS BETTER, SO ALWAYS CHECK YOUR WRITTEN WORK!

Welcome to Writing The previous exercises were concerned with correctly constructing sentences using YOUR KNOWLEDGE OF THE ENGLISH LANGUAGE. The following exercises are different; you are now required to complete the exercises written by somebody else. Complete the following exercises. Remember that these sentences link back to the â&#x20AC;&#x2DC;Mechanics of Writingâ&#x20AC;&#x2122; in Section One, and also link back to Section Two. 1. Complete the sentences by matching the number with the letter, and also write the answer in the space provided. (Present Simple)

I 2 3 4 5 6 7 8 9 10 11 12 13 14 15

The train usually She usually gets up He never has We often go out I speak We sometimes have lunch We seldom listen to They usually go abroad Tom and Peter never do You never tell me Mary sometimes plays Robert usually meets My wife and I always watch I hardly ever drink He always wears

a b c d e f g h i j k l m n o

the radio. at 6.30. TV at the weekend. you love me! in the evening. jeans and a T-shirt. French and German. milk or Coca-Cola. for their holiday. toast for breakfast. tennis on Fridays. at a Chinese restaurant. his friends after work. leaves at 7 o'clock. their homework.

Welcome to Writing 2. Complete the sentence by matching the statement with the correct ending. (Question Tags)

I 2 3 4 5 6 7 8 9 10 11 12 13 14 15

It isn't cold, You stole it, It's Friday today, You didn't say that, You've got two brothers, They're not French, They're working hard, He's spoken to her, He had broken his leg, He loves you, You were lying, He wasn't at home, It's happened before, You won't tell anyone, You will do it,

a b c d e f g h i j k l m n o

haven't you? will you? was he? aren't they? are they? doesn't he? hasn't it? hadn't he? is it? weren't you? didn't you? did you? won't you? isn't it? hasn't he?

Welcome to Writing 3. Complete the sentences by writing the answer in the space provided. (Linking sentences using â&#x20AC;&#x2DC;Becauseâ&#x20AC;&#x2122;)

I 2 3 4 5 6 7 8 9 10 11 12

I stayed in I had to use my credit card I had to get a taxi home I switched on the central heating I drew the curtains I drank two glasses of water I went to the local shop I couldn't get in I ate a large meal I was late for work I didn't phone Julie I didn't marry him

because I had lost my keys. because it was starting to get dark. because I had run out of bread and milk. because I didn't have enough money on me. because I didn't love him enough. because I'd missed the last bus. because I forgot. because my car broke down. because the room was cold. because I was very thirsty. because I wanted to wash my hair. because I was very hungry.

Welcome to Writing 4. Complete the sentence by writing your answer in the space provided. (Linking sentences using conjunctions)

I 2 3 4 5

Although he was rich As it was raining We'll go out As long as she got well paid Because she didn't have a car

6 7 8 9 10 11

I wouldn't go out with her I'll give you ÂŁ5 He's a marvellous painter Take a torch with you We went for a swim. She'll be an excellent Teacher

Provided that they don't do anything stupid

13 14

I couldn't lend him any money He bought a new suit

15 16 17 18 19 20

It was so cold Unless he arrives soon Everyone has to die Whatever you do, James When it rains a lot I always feel like dancing

once she's had a bit more experience. in case it gets dark. don't upset her! they cancelled the picnic. they should win tonight's match easily. that the lake froze. in spite of being almost blind. whenever I see a Fred Astaire film. as soon as it stops raining. so that he could make a good impression. we'll have to go without him. she didn't mind what she had to do. my roof starts to leak. even if you paid me. whether they like it or not. even though the water was freezing. he lived a relatively simple life. since I was practically broke myself. if you do me a favour. she could afford to go by taxi more often.

Welcome to Writing 5. Match the reason with the answer. Write your answer in the space provided. (Prepositions after adjectives) I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

He was delighted She was worried She was always kind He was rude He was fed up We were shocked She wasn't satisfied He is afraid She was ashamed We are proud He was jealous I was suspicious I'm not very good My sister is married He was sorry This country is famous She is responsible I'm very interested She's very fond They were tired Your dress is similar Your answer is different The room was crowded I can't pay. I'm short to animals. of children. of his intentions. from mine. to his grandmother. with people. of spiders and snakes. for its lakes. about the exam. of our country. in tennis. to an Australian. with the bad weather. to mine. for his bad behaviour. of my success. with her exam results. of waiting. of money. of her parents. with his present. for the mess. at maths. at the news.

Welcome to Writing 6. Complete the sentence by filling in the space provided, using the phrases in the table below. (Past tenses/Word order) I 2 3 4 5 6 7 8

He bought She has played

for three years. to the airport. bacon and eggs

They walked two years ago. this book They had a taxi home for breakfast. in the park. I borrowed

their dog We made He left in the country. I took

from the library. with their coffee. a house a biscuit the guitar

7. Put the following words into their correct sentences. (Present simple/Past simple, Word order)

She My We They

moved prefers uncle last

works saw to dogs

our Wales to for

cats son the BBC three

years in especially as

a producer. ago. the summer. poodles.

Write your answers here: I 2 3 4 8. Put the following words into their correct sentences. (Present simple/Perfect simple, Prepositional phrases) There Everyone My wife In It

Britain is isn't was over

trained warm too eighteen people

is still enough much to be

Write your answers here: 5 6 7 8 9

yet allowed a Teacher drive violence

on in to to go on the

Cambridge. television. left. vote. swimming.

Welcome to Writing 9. The words in the sentences below are in the wrong order. Put them in the right order, writing your answers in the space provided. (The commas and full stops are in the correct places.) When you have done that, mark the sentences 1-7 so that they give you step-by-step instructions on how to make tea in Britain. Pour the water away put in per person and one teaspoon the tea, and for the pot. one Stir briskly, put several minutes. the lid for teapot on the let it brew and Fill cold full water. of a kettle a kettle You will a cup of tea. now perfect have Pour some of a teapot the water heat it into thoroughly to Take the teapot and while to the kettle pour onto still it is boiling. the water the tea Let the water go on boiling come for to the boil, do not but any length of time. let it

I 2 3 4 5 6 7 We have now gone through several different ways of writing sentences. By now you should be beginning to understand the importance of writing a sentence correctly. IT IS CRUCIAL THAT YOU UNDERSTAND HOW TO WRITE A SENTENCE CORRECTLY BECAUSE EVERYTHING YOU WRITE DEPENDS ON HOW WELL YOU CAN CONSTRUCT A SENTENCE TO CONVEY MEANING AND CONTEXT. To put this into context, you are now going to do a number of exercises, which require you to read a number of texts and answer questions about those texts. Whilst you might consider this is a reading exercise, it isnâ&#x20AC;&#x;t because it is testing whether you can understand what the writer has written and whether you can understand what the writer is saying. REMEMBER THAT YOUR WRITING TO BE SUCCESSFUL DEPENDS ON WHETHER THE READER CAN UNDERSTAND WHAT YOU HAVE WRITTEN.

Welcome to Writing The following short texts all concern some aspect of British history. You must read each of the texts and then complete the exercises that follow.

History in the making Come and see places where royalty has changed the face of Britain's history. You can walk on actual historical sites and imagine what it was like to be there at those events. Some sites even stage reconstructions of these historical events during the year. Battle, East Sussex: Battle of Hastings - 14 October 1066 Probably the most famous date in Britain's history, when William, Duke of Normandy invaded Britain from France and defeated King Harold, the last Saxon king, to become William 1. Discover how close the battle was, at Battle Abbey, where there is a discovery centre and film. Had Harold not had to fight the Vikings a few weeks before at Stamford Bridge in Yorkshire, the result might have been quite different! Tel: +44 (0) 1424 773792, www.english-heritage.org.uk Runnymede, Surrey: Signing of the Magna Carta - 15 June 1215 By the River Thames, the historic Runnymede Meadows are a beautiful area of riverside meadows, woodland and grassland. It was at this site that King John signed the Magna Carta, which first enshrined some civil liberties into British law. Visit the memorial to the Magna Carta, or just relax by the Thames. Tel: +44 (0) 1784 432891, www.nationakrust.org.uk Bannockburn, Stirling: Battle of Bannockburn - 23 June 1314 Just outside the Scottish city of Stirling is the historic site of Bannockburn. Here, the Scottish led by Robert Bruce defeated the English forces of Edward 11 and won Stirling Castle and freedom for the Scottish over English domination. Visit the heritage centre and nearby Stirling Castle. Tel: +44 (0) 1786 812664, www.nts.org.uk Market Bosworth, Leicestershire: Battle of Bosworth Field - 22 August 1485 In the heart of the Leicestershire countryside is Bosworth Field, the site of the most famous battle of the War of the Roses between the Houses of Lancaster (red rose) and Yorkshire (white rose). Henry Tudor defeated Richard III, and became Henry VII. Find out more at the visitor centre and stroll around the nearby country park, Tel: +44 (0) 1455 290429, www.leics.gov.uk Culloden, Inverness: Battle of Culloden - 16 April 1746 This was the site of the last major battle fought on mainland Britain. This ended the 'forty-five' Jacobite rebellion, when the government forces of the Duke of Cumberland army defeated Bonnie Prince Charlie (Prince Charles Edward Stuart). The original site has been reconstructed with turf and stone dykes, and the visitor centre has a Jacobite exhibition. Tel: +44 (0) 1463 790607, www.nts.org.uk Did you know? That Richard 111, often portrayed as the most evil of monarchs, was only king for two years -2002 marks the 550th anniversary of his birth at Middleham Castle, North Yorkshire

Welcome to Writing

The Perfect Script Britain is the perfect location for films about royalty. With many of its palaces, castles and stately homes awash with royal history, filmmakers rarely have to go far to find genuine or plausible sets. A Man for All Seasons This Oscar-winning film was about Thomas More, who stood up to King Henry VIII when he decided he wanted to obtain a divorce from his first wife, Catherine of Aragon. Featuring Hampton Court Palace, its six Oscars included Best Actor for Paul Scofield. Dame Wendy Hiller, famous for starring in Pygmalion, played More's wife. Tel: +44 (0) 20 8781 9500, www.hrp.org.uk Elizabeth In 1558, the young Queen Elizabeth, played in this film by Cate Blanchett, inherited a country wracked by internal religious conflict after the rule of her father Henry VIII. Also starring Joseph Fiennes as Robert Dudley, it was shot at many UK locations including York Minster, AInwick Castle, Bamburgh Beach and Warkworth Castle. York Minster Tel: +44 (0) 1904 557200, www.york-tourism.co.uk AInwick Castle Tel: +44 (0) 1665 510777, www.ainwickcastle.com Warkworth Castle Tel: +44 (0) 1665 711423, www.ntb.org.uk The Madness of King George In the late 18th century, King George 111, played by Oscar-nominated Nigel Hawthorne, started to go insane. This film charts the political and royal backstabbing which ensued, set against the backdrop of an insight into royal life at the time. Locations included Wilton House and Arundel Castle. Helen Mirren played his Queen. Wilton House Tel: +44 (0) 1722 746720, www.visitwittshire.co.uk Arundel Castle Tel: +44 (0) 1903 883136, www.arundelcastle.org Mrs Brown Following the death of her beloved husband Albert, Queen Victoria (Judi Dench) fell into a deep depression and isolated herself on the Isle of Wight. This story follows the extraordinary relationship that developed between her and her loyal Scottish servant, John Brown (Billy Connolly). Largely set at Osborne House, but also at Wilton House. Osborne House Tel: +44 (0) 1983 200022, www.english-heritage.org.uk Did you know? Dame Judi Dench has played both Queen Victoria (in Mrs Brown) and Queen Elizabeth I (in Shakespeare in Love) Now you have read the texts, complete the exercises, which are on the following page.

Welcome to Writing 1. In this exercise you will be required to work out, from the above information, what the correct answer is. 1 2 3 4 5 6 7 8 9 10

What colour is the Lancaster rose? Where was the Magna Carta signed? Which actor played Thomas More? Who fought the Vikings at Stamford Bridge? What will you find at www.ntb.org.uk Who was the daughter of Henry VIII Who was married to Albert? Who was the most evil monarch? What battle was the last to take place on mainland Britain? Who was going insane? 2. Complete the following exercise by matching the name with the city, county or country.

1 2 3 4 5 6 7 8 9 10

Where is Market Bosworth? Where would you find York Minster? Where is the Isle of Wight? Where is Bannockburn? Where is Stamford Bridge? Where is Battle? Where is Normandy? Where is Osborne House? Where is Middleham Castle? Where is Runnymede? 3. Complete the exercise by giving the correct date or number.

1 2 3 4 5 6 7 8 9 10

How many King Georgeâ&#x20AC;&#x;s had there been before George III? Give the years for the 18th century When did Henry Tudor defeat Richard III? How many years, in 2002, was it since Richard III birth? When did Culloden happen? What is the most famous date in British history? When did Elizabeth become Queen of England? When did the battle near Stirling take place? When did the Jacobite rebellion take place? When did civil liberties first become law in England? 4. Complete this exercise by naming the individual.

1 2 3 4 5 6 7 8 9 10

Who was Bonnie Prince Charlie? Who played Queen Elizabeth I? Which actor played Robert Dudley? Who starred in Pygmalion? Who did Billy Connolly star as? Which actor played George III Who did Henry VIII divorce? Who became Henry VII? Who starred as Queen Victoria and Queen Elizabeth I? Who played George III wife?

Welcome to Writing

WRITING SENTENCES TO WRITE PARAGRAPHS! We have completed our exercises in sentence construction using a variety of different ways to accomplish this. What we now need to do is to combine a number of sentences to construct a paragraph. One of the problems of building a paragraph is that we use several sentences, ONE AFTER THE OTHER. By the time you have reached CEF level B2, you should be able to write a successful paragraph at a reasonable level of English. As you are no doubt aware a lot of your work comes back with RED INK for any number of reasons. Such reasons include spelling, mistakes in grammar, mistakes in the use of English and so on. As I have pointed out in Section Two, most of these errors are to do with „translating‟ from one language to another, and if you insist on doing it then you only have yourself to blame. There is no point in TRYING TO BLAME THE TEACHER FOR YOUR MISTAKES, THEY ARE YOUR MISTAKES AND NOT THE TEACHER‟S; HE/SHE IS NOT DOING THE TRANSLATING YOU ARE! Before I go further it is an appropriate moment to mention again the use of dictionaries. There are two schools of thought regarding the use of dictionaries. The first simply says do not use them because they cannot put words into the proper context, this is particularly true of puns where the dictionary is likely to give the correct meaning of the word, but because puns have a double meaning to them the dictionary is unlikely to give the meaning you want to use. The second states that dictionaries are useful aids to language because you have access to an amount of vocabulary that you wouldn‟t normally have access to, and that each word is sufficiently described in its meaning for you to use it correctly. As both a native English speaker and a Teacher I can see the merits of both arguments and agree with both schools of thought. However, the sophisticated use of English, e.g. using puns, is something that comes with the learning process and the acquisition of vocabulary as you progress in your studies. For the time being, until you become more proficient in English, USE A DICTIONARY AS IT WILL HELP YOU NOT ONLY WRITE SENTENCES AND PARAGRAPHS CORRECTLY, BUT ENABLE YOU TO INCREASE YOUR VOCABULARY. WHICH DICTIONARY DO I BUY? Well, that depends on the level you are at, but if you are reading this then you are at B2, or above, my advice is to buy an ADVANCED LEARNERS DICTIONARY. Most advanced dictionaries, today, come with a CD-ROM which I think is particularly useful as it will give you a detailed description of the word itself, meanings associated with the word, and very often you will hear the word being correctly pronounced. For myself I have three dictionaries for general use, the first is the Oxford English Dictionary with 200,000 words, the second is the Collins CoBuild for advanced learners with CD-ROM, and the third is the Oxford English pocket dictionary, which I carry about with me. These three are sufficient for all my needs as a native speaker and teacher and each is useful in its own way. In addition I have two dictionaries for English grammar, a rhyming dictionary, a thesaurus and one for idioms. Whilst this may seem a lot nevertheless it helps me considerably when I need to check something when I am writing. So, in answer to the question above, BUY THE DICTIONARY THAT SUITS YOUR PURPOSE! Dictionaries, whilst containing basically the same amount of information, should reflect your interests and needs. Some of my learners have Oxford, others Collins, and yet others Webster‟s. It is not for me to recommend which one; all are good in their own way, but when buying one make sure (I) you understand what you are buying it for, (2) that it is large enough to allow you to advance and build on your vocabulary, and (3) it covers the majority of vocabulary that you will be concerned with in your studies.

Welcome to Writing Now having said all that let us get back to the business of writing paragraphs. In the previous exercises we concentrated on constructing, building, sentences using a variety of different methods; what we have to do now is use that knowledge to build a paragraph of, say, ten sentences. AT THIS POINT WE NEED TO GO BACK TO STRUCTURES AND THE „GOLDEN RULE – 123-IMC‟. Although we have planned and organised our writing using a spider graph, we still need to plan and organise our paragraphs. If we follow the golden rule, then it becomes much easier to write a successful paragraph. What we need to do is BREAK DOWN THE PARAGRAPH INTO ITS COMPONENT/SEPERATE PARTS. „I‟ (I) = THE FIRST, OR INTRODUCTION/TOPIC, SENTENCE. „2‟ (M) = MAIN BODY, OR THE DETAILS. „3‟ (C) = THE FINAL, OR CONCLUDING SENTENCE. What we must now do is BE ABSOLUTELY CLEAR IN OUR INTENTIONS AS REGARDS THE CHOICE OF VOCABULARY WE WILL USE, THE MEANING WE WISH TO GIVE IN WHAT WE WRITE, THE CONTEXT IN WHICH IT TAKES PLACE, AND ITS OVERALL IMPRESSION AND FLUENCY. The best way to do this is to TREAT THE READER HAS AN IDIOT! Now I am not being rude, or disrespectful, to the reader, far from it, but YOU NEED TO MAKE EVERYTHING ABUNDANTLY CLEAR THAT WHAT YOU WRITE IS UNDERSTOOD BY THE READER, AND THAT NO MISUNDERSTANDING TAKES PLACE BETWEEN WHAT YOU MEAN AND WHAT THE READER THINKS YOU MEAN. Too often when we write something we do not think about the reader, rather the reader is thought of at a later stage. But the successful writer thinks about the reader first, and then works out the best way to get their point over. Look at this example: “Due to the variation in thinking, little was achieved at the intercontinental summit, held to discuss the equalisation of monetary policy across the developing world. Thus the summit broke up in turmoil with acrimonious dissent amongst the government representatives and delegates.”

Having read this DO YOU UNDERSTAND IT? The answer probably depends on your understanding of politics and economics, which for a teenager is highly unlikely to be the case. Put in more simple terms what the above example is saying is that “Because of the difference in people‟s thinking, nothing was agreed by those taking part in the intercontinental summit. Everyone there disagreed with each other and the summit ended in a mess.”

Both versions are perfectly correct, but the writer has only considered that the first example is to be read by a university-educated reader, with an interest in politics and economics, whilst the second has been written to reflect a more general audience. The first example assumes that the audience will understand; in the same way that the writer of the second assumes that the audience will also understand. In general terms, for B2 and above learners, such writing NEEDS TO BE EXTREMELY CLEAR TO A GENERAL READERSHIP RATHER THAN A SPECIFIC ONE UNLESS THE QUESTION/RUBRIC SPECIFIES OTHERWISE. REMEMBER YOU ARE BEING JUDGED ON YOUR ENGLISH SKILLS E.G. GRAMMAR. USE OF ENGLISH, FLUENCY, MANIPULATION, SOPHISTICATED USE OF ENGLISH ETC.

Welcome to Writing

Now let us turn to building a paragraph. When we have completed our planning and organisation, the spider graph and organisation, we then have to write in paragraphs to complete the writing task, hence we use „I‟ (I) = THE FIRST, OR INTRODUCTION/TOPIC, SENTENCE. „2‟ (M) = MAIN BODY, OR THE DETAILS. „3‟ (C) = THE FINAL, OR CONCLUDING SENTENCE. The first sentence, in a paragraph, is extremely important because IT TELLS US WHAT THE PARAGRAPH IS GOING TO BE ABOUT, OR IT USES „LINKING WORDS/PHRASES‟ SO THAT PARAGRAPHS APPEAR TO „FLOW‟. LOOK AT THIS EXAMPLE OF A „FLOWING COMPOSITION‟.

INTRODUCTION

MAIN BODY

CONCLUSION

We‟ll now move onto the building/construction of a paragraph.

Welcome to Writing BUILDING PARAGRAPHS! First of all let me say that building a paragraph is not that difficult, it is just a number of sentences put together in one block of writing. However, the difficulty lies in A LACK OF CONTROL, LITTLE SELF-DISCIPLINE, POOR PLANNING AND VIRTUALLY NO ORGANISATION ON THE PART OF THE LEARNER. IN ADDITION TO THIS THERE ARE THE PROBLEMS OF A LACK OF VOCABULARY, POOR GRAMMAR, POOR USE OF ENGLISH AND A LACK OF IDEAS. FURTHERMORE, THERE IS A TENDENCY TO WRITE WITHOUT MUCH THINKING ON THE PART OF THE WRITER, WRITING SOMETHING THAT IS PERFECTLY UNDERSTOOD BY THE WRITER BUT WHICH IS FAILED TO BE UNDERSTOOD BY THE READER. SO WHAT CAN WE DO TO GET OVER THESE PROBLEMS? THE ANSWER IS SIMPLE! PLAN AND ORGANISE EVERY STEP OF THE WAY! Now I want you to imagine that writing a paragraph is the same as climbing a flight of stairs. We start at the bottom and climb each step carefully. We do not miss a step. We take each step carefully. We look for the dangers that we might encounter along the way. If we do all this then we reach the top of the stairs without any harm and we are successful in getting to the top. Let us look at the stairs and see how we need to construct/build a nine sentence paragraph:

9 8 7 6 5 4 3 2 1

Introduction

The Main Body

Conclusion

As we can see the first sentence is the „INTRODUCTION/TOPIC‟ sentence, which means that we INTRODUCE WHAT THE PARAGRAPH IS GOING TO BE ABOUT. Sentence 2 – 8 is the „MAIN BODY‟ where the MAIN DETAILS/INFORMATION ARE. Sentence 9 is the „CONCLUSION‟ to the paragraph.

Welcome to Writing As they say „NOW LET‟S PUT SOME MEAT ON THE BONES!‟ Using the same flight of stairs we are going to construct our paragraph, first by giving each step a KEYWORD. This word will help us to think about what we are going to write about in each sentence and the paragraph as an whole. It will also allow us to THINK LOGICALLY, that is to say climb the stairs in a „NATURAL SEQUENCE OF EVENTS‟, which will make sense and ALLOW THE READER TO UNDERSTAND WHAT IT IS WE ARE TRYING TO SAY! 9 8 Bed 7 Dinner 6 Coffee 5 Sleep 4 Lunch 3 Swim 2 Paper 1 Breakfast Wake Introduction

The Main Body

Conclusion

Now we‟ve done this, we can now move on to construct/build a paragraph using nine sentences. At this point we are looking for a logical sequence of events/sentences that naturally follow each other. The level of sophisticated language is not an issue here, we are simply looking for sentences that correctly use grammar, use of English, that are fluent, that are linked together and which the reader can understand. Now turn to the next page and study how I have constructed a complete nine-sentence paragraph, using the information above.

Welcome to Writing

1 Wake

2 Breakfast

Introduction

Keyword wake

2 3

breakfast paper

4 5

swim lunch

sleep

coffee

dinner

bed

3 Paper

4 Swim

5 Lunch

6 Sleep

The Main Body

7 Coffee

8 Dinner

9 Bed

Conclusion

Sentence 8am is when I normally wake up and decide what I‟m going to do for the day. Of course it takes a while to eat breakfast and drink my favourite tea. But whilst sipping my tea I thoroughly enjoy reading the paper to find out the news. After I‟ve finished, if it‟s hot I‟ll nip down to the beach for a leisurely swim. But then around 2pm it‟s time to eat lunch, which today is stuffed peppers with salad. I normally go to sleep for a couple of hours in the afternoon, getting up at 5pm. Although I feel refreshed after sleeping I need to drink a strong cup of coffee. As it‟s Saturday night I‟ve arranged to go out with friends for dinner at a local taverna. Finally it‟s 2 in the morning, happy but exhausted and finally ready for bed.

There we have it, a whole paragraph with an introduction, a main body and a conclusion. Each of the keywords have been used and 142 words have been written. Each of the sentences are „naturally‟ linked together by the previous sentence. The conclusion is linked backed to the introduction by using ‟ “wake” and “bed”. The use of „breakfast/lunch/dinner‟ link different sentences together, as does the use of „sleep‟ and „bed‟. In other words, what you have above is a paragraph that flows „naturally‟ and most things within the paragraph are related in some way. You should also be able to see the „stairs being climbed‟. Having shown you this example it is now your turn to do a number of these exercises. However, the difference this time is that each of the paragraph exercises will reflect the „INTRODUCTION‟ the „MAIN BODY‟ and the „CONCLUSION‟. Once you have developed this skill the writing of a paragraph becomes a much easier to task to do.

Welcome to Writing

Writing the Introduction (Introductory Paragraph) Writing the introduction for a letter, composition, essay, report, article, review etc is either easy or hard depending on how you look at it. Depending on the writing task you have to do, the introduction is probably the easiest of all the paragraphs you will have to write. 1. The introduction only repeats the question you are given. In other words the introduction shows whether or not you have read the question, whether you have understood the question, whether you can interpret the question and whether you can plan and organise your work directly linking it to the question. 2. If your introduction is planned and organised and answers the question, you give your work the best possible start and the reader IS ALREADY BEING IMPRESSED by what you have done. 3. In a letter we „introduce‟ the reader to what we are writing about BUT WE GIVE ONLY THE SPECIFIC DETAILS E.G. “I AM WRITING TO COMPLAIN…”, “I AM WRITING TO APPLY FOR THE POST OF…” In a report we simply say “THIS REPORT WILL LOOK AT…” In a composition/essay we introduce the topic in general terms e.g. “THERE ARE MANY REASONS FOR THE CAUSES OF POLLUTION IN OUR CITIES TODAY…” Using the „stairs‟ and the subjects in the „spider graphs‟ above we‟ll begin to write our introductions. Each introduction must be 3 SENTENCES and there are no questions to refer to or answer. All we are interested at this stage is to find out if (I) we know anything about a particular subject/topic, and (2) whether we can write something which refers to the subject/topic mentioned. It is ok to go back to the spider graphs and use the information/ideas that you came up with. REMEMBER THIS IS YOUR WORK SO THERE ARE NO RIGHT OR WRONG ANSWERS! ALL WE ARE CONCERNED WITH IS WHETHER WE HAVE USED THE ENGLISH LANGUAGE CORRECTLY. YOUR TEACHER WILL CHECK YOUR WORK TO SEE IF YOU‟VE DONE OK.

SPORT (Composition/Essay)

1 There are many sports available to people today. I 2