A
NEW.
FOWLER PROFICIENCY
WRITING ^ S K ILLS
Introduction
INTRODUCTION New Fowler Proficiency Writing Skills
2
is t h e
second
part
of a t w o - p a r t c o u r s e which aims to teach the t e c h n i q u e s s t u d e n t s r e q u i r e t o a t t e m p t any o f t h e variations among the six forms of writing task s e t in the revised Cambridge Proficiency examination. Approximately ten per cent of t h e material in Writing Skills has b e e n r e v i s e d f o r this b o o k . All t h e o t h e r material in this book is new. Each of the twenty units c o n s i s t s of f o u r - p a g e s , w h i c h s h o u l d , under normal c i r c u m s t a n c e s , be c o m p l e t e d in t w o l e s s o n s , with a writing task to be done later in approximately o n e hour, the time allowed for it in the examination.
For t h o s e c a n d i d a t e s w h o have s t u d i e d o n e o f t h e three set texts, Question 5 consists of three q u e s t i o n s , o n e for each o f t h e s e t t e x t s . Candidates are required t o w r i t e o n e o f t h e following: an an
article essay
a
letter
a
review
a
report
T h e t i m e limit (2 hours) and length of writing tasks ( 3 0 0 - 3 5 0 w o r d s ) remain unchanged. T e a c h i n g w r i t i n g skills
The changes in the examination The biggest change in the writing paper of the revised Cambridge Proficiency examination is that it n o w has t w o parts, as do FCE and CAE. P a r t I c o n s i s t s of a c o m p u l s o r y q u e s t i o n comprising i n s t r u c t i o n s and a t e x t or t e x t s w h i c h p r o v i d e candidates with a clear c o n t e x t . T h e r e is always m o r e than o n e p o i n t to a d d r e s s in this q u e s t i o n , and candidates should learn to identify t h e s e points and ensure that they c o v e r t h e m w h e n writing. The q u e s t i o n is discursive, and candidates are e x p e c t e d to w r i t e o n e o f t h e following: an an a a
article essay
an a
Doing justice to oneself in an examination
letter proposal
In P a r t 2, candidates choose one question comprising instructions which give candidates guidance to t h e c o n t e x t . In o r d e r to be successful in Part 2, candidates should be c o m p e t e n t at narrating, analysing, h y p o t h e s i s i n g , d e s c r i b i n g , giving r e a s o n s , persuading, judging priorities, evaluating, making recommendations, giving information and summarising. Candidates are e x p e c t e d t o w r i t e o n e of t h e following, from a c h o i c e of t h r e e :
a
It is important for students to understand that while credit is given to Proficiency candidates for their use of s t r u c t u r e and v o c a b u l a r y , t h e s e a r e n o t t h e o n l y considerations to be taken into account; organisation and the relevance of the answer to the task are at least equally important. Different writing tasks require s p e c i f i c t e c h n i q u e s t o deal w i t h t h e m , and s u c h t e c h n i q u e s can be taught effectively t h r o u g h m o d e l s written within the capacity of a g o o d student that can be analysed, imitated and practised. T h e s e models are supported with revision of t h e necessary grammatical structures and lexical items by means of accompanying exercises and the reference section and the appendix at t h e end.
article letter proposal
a
review
a
report
T h e Proficiency examination requires a considerably m o r e sophisticated use of English than First Certificate and t h e difference b e t w e e n t h e s e t w o levels is often underestimated by students. The difference, however, is n o t s o m u c h a m a t t e r o f using m o r e c o m p l i c a t e d s t r u c t u r e s or a w i d e r range of vocabulary as of providing a n a n s w e r r e l e v a n t t o t h e q u e s t i o n , well organised in g o o d , clear sentences and paragraphs. The range of q u e s t i o n s o p e n to the e x a m i n e r is considerable, as indicated by the contents pages of this book, but learning the right technique to deal with each is half t h e battle. T h e r e f o r e , it is r e c o m m e n d e d that students pay particular attention to the tips provided throughout the book. These consist of practical advice on what to do and what not to do in a given situation and should make it possible for s t u d e n t s taking t h e exam to realise their full potential.
3
1
Contents
UNIT
PART
TECHNIQUE
MODELS S E C T I O N
!
2
Describing
REVISION
PAGE
1: A R T I C L E S
My working day
Adverbs of frequency
A working day in the life of a florist
6
Prepositions of time Tenses
2
2
Describing and narrating
A key moment in my childhood
Past & Perfect Tenses
10
Indirect Speech
3
4
1
1
Discussing an issue
Responding to generalisations
Should mothers go out to work?
Crime: genes or upbringing?
S E C T I O N
S
2
Describing
2:
Passive Voice: impersonal structures
14
Compound Adjectives
18
L E T T E R S
Teacher of the Year
Adjectives
22
Connectors and modifiers:
26
The most unpleasant person 1 have ever met
6
1
Giving opinions
The aims of education
developing an argument
7
2
Complaining
A letter of complaint to an airline
Indirect Speech
30
Conditionals Should
8
2
Applying for a job
Voluntary summer job
hypothetical
would
34
Student conference
S E C T I O N
9
1
Expressing opinions
3:
E S S A Y S
The future of entertainment
Tenses
38
Inversion 1§
4
1
Comparing
Films vs Books
Comparison
42
UNIT
PART
TECHNIQUE
MODELS S E C T I O N
2
Applying for funds
REVISION 4 :
PAGE
P R O P O S A L S
Keeping a museum open
Connectors and modifiers:
46
Clauses of Reason
12
2
Assessing choices
The Opera House: renovation
Formal language
50
or demolition?
10
2
Evaluating a situation
Traffic problem in town centre
2
Giving reasons
Promoting a new snack
14
54
Connectors and modifiers:
58
Clauses of Reason
18
S E C T I O N
5 :
R E V I E W S
Reviewing a festival
The Edinburgh Festival
Gerunds and infinitives
62
Reviewing a holiday
A weekend break in Venice
Participle clauses
66
Reviewing a magazine
National
Connectors and modifiers:
70
22
2
Geographic
developing an argument
26
S E C T I O N
Discussing the findings of a survey
30
6 :
R E P O R T S
Maintown residents' opinions on how best to spend a donation
Quantifiers
74
Passive Voice: impersonal and personal structures
Providing solutions
Threatened closure of The Catherine Wheel
34
2
Evaluating
78
restaurant
Mr Quick Dry Cleaner's Travel the
Indirect Speech
82
World game
Reference section
86
Appendix
94
CPE Writing S h e e t s
96
38
42
1
Articles
Describing
WmÊHmmMm
Before reading t h e question and article below, l o o k at Reference section 3 o n page 8 6 and c o m p l e t e this e x e r c i s e . Put t h e adverb in brackets in t h e m o s t suitable place in t h e s e n t e n c e .
2
a
I get up at seven o'clock, (usually)
b
My first a p p o i n t m e n t is at 8.45. (generally)
c
I d o n ' t h a v e t i m e to r e a d t h e p a p e r after breakfast, (often)
d
I have k e p t up with t h e latest r e s e a r c h , (always)
e
I have h a d to go o u t in t h e m i d d l e of t h e night, ( s o m e t i m e s )
N o w read t h e q u e s t i o n and t h e article b e l o w and t h e n do t h e e x e r c i s e s that follow. You live and w o r k locally. T h e c a r e e r s office In t h e t o w n publishes a m o n t h l y magazine for s t u d e n t s . T h e magazine has invited local business p e o p l e , d o c t o r s , t e a c h e r s , e t c to w r i t e articles describing their w o r k i n g day. You have d e c i d e d to w r i t e an article for t h e magazine describing y o u r normal w o r k i n g day.
My working day M o s t G P s t h e s e d a y s b e l o n g , as I d o , to a m e d i c a l p r a c t i c e s h a r e d with four o t h e r d o c t o r s . This has the advantage of o u r being able to employ two n u r s e s a n d two s e c r e t a r i e s . U n l i k e t h e o t h e r doctors in my practice, I am married with two young children and my husband, Michael, has a full-time job in London. Michael and I usually get up every day about six thirty and have a shower and get dressed before we wake the children. We have breakfast at 7.30 and
get the children ready for school. Fortunately, my husband passes the school on the way to the station so he d r o p s t h e m off. My first a p p o i n t m e n t is n o t u s u a l l y u n t i l 8.45 b u t t h e c h i l d r e n n e a r l y always n e e d something at the last minute so I don't often have time to read the paper after breakfast. In our practice, we ask patients to telephone for an a p p o i n t m e n t unless they are seriously ill. Most of those who come to the surgery just need a prescription for the chemist or a certificate to stay away from work. I normally finish surgery at about 11 o'clock and then start my rounds, visiting patients in their homes. With luck, I am h o m e for lunch by 1.00, a n d h a v e t i m e t o r e a d o n e o f t h e m e d i c a l journals before the children come h o m e from school at about 3.30.1 have always tried to keep up with the latest research. T h e c h i l d r e n have lunch at school, b u t I am always t h e r e w h e n they arrive h o m e and can give t h e m some tea and get dinner ready for my husband b e f o r e I r e t u r n for t h e e v e n i n g s u r g e r y a t six. Michael gets h o m e before then so I never have to leave t h e m a l o n e . I am n o r m a l l y h o m e again by 8.30. when the children go to bed, and by then t h e working day is generally over. We don't often go out in the evenings because I feel t o o tired but I have sometimes had to get up and go out in the middle of the night to answer an emergency call from one of my patients.
!
Articles
3
Underline all t h e adverbs of frequency in t h e article. 6.30
4
C o m p l e t e t h e diary page for t h e d o c t o r in n o t e form, indicating w h a t s h e d o e s at different t i m e s of t h e day, as in t h e e x a m p l e .
aei
up
7.30 8.45 11.00 1.00 3.30 6.00 8.30
5
L o o k at Reference sections 13 and 14 o n page 9 0 and c o m p l e t e t h e s h o r t article b e l o w with t h e p r e p o s i t i o n s provided. You will have to use s o m e of t h e m m o r e than o n c e .
at
on
in
My working day l w o r k as a porter (1)
t h e G r a n d Hotel (2)
Grippon Road. My w o r k i n g d a y
s t a r t s very early as l have to be at w o r k by 7 am to t a k e over f r o m t h e night porter. My a\arm clock w a k e s me up (3)
5.30 am, so I h a v e t i m e for a s h o w e r a n d a
good b r e a k f a s t b e f o r e l leave t h e house (4)
6.30 a m . The hotel is a 15-
minute bus ride a w a y a n d I generally bay a p a p e r to r e a d on t h e j o u r n e y . My j o b is quite interesting as I g e t to m e e t plenty of d i f f e r e n t people; some of t h e m a r e friendly a n d s o m e t i m e s give u s good tips, w h e r e a s o t h e r s c a n b e quite r u d e a n d t r e a t us like s e r v a n t s . Most g u e s t s leave (5)
t h e morning, so l
am k e p t busy bringing their luggage down to reception while they check out. Then t h e r e is usually a quiet period (6) (7)
the
early
afternoon
As t h e Grand Hotel is (8)
lunchtime b e f o r e things g e t busy a g a i n when
the
new
guests
arrive.
t h e city c e n t r e , a lot of t o u r i s t s s t a y with us.
Sometimes t w o c o a c h e s will a r r i v e full of visitors, which a l w a y s m a k e s my j o b m o r e tiring. Another busy t i m e is (9)
New Year, when lots of people s t a y
o v e r n i g h t in t h e city to go to a show, t a k e in t h e sights or go shopping in t h e sales for b a r g a i n s . My shift finishes (10)
3 pm when a n o t h e r p o r t e r t a k e s over. I am lucky t h a t I still
have t h e best p a r t of the a f t e r n o o n f r e e to run a few errands or have a walk (11) t h e p a r k before going home to my family (12)
t h e evening.
1
1 6
Articles
Describing
Look at t h e question below. In w h a t way is it different from t h e q u e s t i o n on page 6?
Your c o l l e g e magazine has d e c i d e d t o run a feature entitled A working day in the life of... . Students have b e e n asked t o w r i t e articles a b o u t p e o p l e w h o d o different jobs. W r i t e a n article describing t h e w o r k i n g day of s o m e o n e y o u k n o w w h o s e job y o u think o t h e r s t u d e n t s w o u l d be i n t e r e s t e d in finding o u t m o r e about.
L o o k at Reference section 1 8 a and c o n pages 91 and 9 2 and t h e n read t h e article below. C o m p l e t e t h e s p a c e s with t h e c o r r e c t form of t h e verb in brackets.
A working day in the life of a florist P e o p l e a r e often s u r p r i s e d w h e n I tell t h e m t h a t my m o t h e r is a freelance florist. It's q u i t e an u n u s u a l j o b a n d is c e r t a i n l y v a r i e d . My m o t h e r (1) (be) lucky e n o u g h to w o r k from h o m e , so she (2) (not h a v e ) a flower s h o p to r u n . She (3) (arrange) flowers for w e d d i n g s , p a r t i e s , b i r t h d a y s , a n n i v e r s a r i e s a n d o t h e r o c c a s i o n s . A l t h o u g h s h e (4) (put) a small a d v e r t i s e m e n t in a local p a p e r , m o s t of h e r c o m m i s s i o n s so far (5) (come) by w o r d of m o u t h ; w h e n people are pleased with s o m e o n e ' s work, they are quick to r e c o m m e n d t h e m to others. A typical w o r k i n g d a y for my m o t h e r (6) (often start) v e r y early, especially if it is a d a y w h e n s h e h a s to travel to L o n d o n to t h e flower m a r k e t . This (7) (be) a h u g e m a r k e t w h e r e fresh flowers a r e sold t o florists a n d p e o p l e i n t h e t r a d e . T h e m a r k e t (8) (begin) at 6 a m , so s h e (9) ( h a v e to) get up at 4 a m t o b e s u r e o f a r r i v i n g early a n d finding w h a t s h e w a n t s . O n c e s h e (10) ( p u r c h a s e ) t h e b l o o m s a n d foliage, s h e (11) (bring) t h e m b a c k h o m e in h e r v a n . My father (12) (build) a special s h e d for h e r i n t h e b a c k g a r d e n w h e r e s h e c a n w o r k i n p e a c e . Inside s h e (13) ( h a v e ) all t h e e q u i p m e n t s h e (14) ( n e e d ) a n d p l e n t y of s p a c e for d o i n g t h e flower a r r a n g i n g . S p a c e is v e r y i m p o r t a n t b e c a u s e s h e (15) (often do) a r r a n g e m e n t s for w e d d i n g s a n d (16) ( s o m e t i m e s n e e d ) t o m a k e u p t o t w e n t y o r thirty t a b l e d e c o r a t i o n s . O n s o m e d a y s s h e (17) (spend) the morning and the afternoon arranging flowers. S h e (18) ( a l w a y s listen) t o classical m u s i c w h i l e s h e ' s a r r a n g i n g a s s h e s a y s i t h e l p s give h e r i n s p i r a t i o n . O t h e r d a y s , w h e n s h e (19) (not h a v e ) a n y a r r a n g i n g to d o , s h e (20) (visit) p o t e n t i a l clients to d i s c u s s their r e q u i r e m e n t s or s h e m a y go s h o p p i n g for s u p p l i e s s u c h as ribbons, b a s k e t s , c o n t a i n e r s a n d so o n . If b u s i n e s s is q u i e t , s h e c a n s p e n d t h e d a y w i t h h e r family o r c a t c h u p o n h o u s e w o r k . I t h i n k m y m o t h e r i s f o r t u n a t e t o h a v e a j o b s h e loves a n d o n e w h e r e s h e c a n a r r a n g e h e r w o r k i n g t i m e t o suit h e r a n d h e r family's n e e d s . I h o p e t o b e able t o d o t h e s a m e w h e n I start w o r k .
Desct
8
C h o o s e o n e of t h e q u e s t i o n s b e l o w and w r i t e an article. a
b
Your local n e w s p a p e r has a s e c t i o n for t e e n a g e r s w h o are thinking a b o u t w h a t c a r e e r to f o l l o w w h e n t h e y are older. T h e n e w s p a p e r has invited local p e o p l e to w r i t e articles describing their typical w o r k i n g day. You have d e c i d e d to w r i t e an article for t h e newspaper.
Your t e a c h e r has asked y o u to w r i t e an article describing t h e daily routine of a policeman, a taxi driver or a teacher. W r i t e y o u r article.
You can prepare for either task by doing t h e e x e r c i s e below. D r a w up a diary reference like t h e o n e y o u did for t h e d o c t o r on page 7. Think of t h e a n s w e r s to t h e s e questions: •
W h a t t i m e d o e s t h e p e r s o n get u p ?
•
W h a t t i m e d o e s h e / s h e h a v e b r e a k f a s t , lunch, d i n n e r ?
•
W h a t t i m e d o e s h e / s h e leave t h e h o u s e t o g o t o w o r k ?
•
W h a t t i m e d o e s he/she start a n d finish w o r k ?
If you w r i t e a b o u t p e o p l e w h o do n o t w o r k regular hours, think of h o w their w o r k i n g day is different. Do they w o r k in t h e mornings, t h e a f t e r n o o n s , at night? Do they do shift work? Is each w o r k i n g day different?
6.00
2.00
7.00
3.00
Make sure you have understood whether the question requires an article in the first person or the third person singular before you start writing. Check your tenses carefully.
HH^ 4 . 0 0
9.00
5.00
10.00
6.00
11.00
7.00
12.00 1.00
H
@
8.00 9.00
9
Articles
I
Describing and narrating
Read t h e q u e s t i o n and t h e article b e l o w and c o m p l e t e t h e e x e r c i s e s that follow. A Sunday n e w s p a p e r has invited r e a d e r s to s e n d in articles for their s e r i e s on childhood. Readers are invited t o w r i t e an article entitled A key m o m e n t in my childhood. W r i t e y o u r article describing an i m p o r t a n t c h i l d h o o d e x p e r i e n c e and say h o w it affected y o u r character.
A key moment in my childhood T h i s i n c i d e n t o c c u r r e d (1) I was a b o u t t e n years old, just after t h e w a r . I had spent the war years in the country but when it was over my parents returned to L o n d o n a n d I f o u n d myself a s t r a n g e r in a class of 40 boys in a s t a t e p r i m a r y school. I h a d h a d advantages most of the boys had lacked. T h e r e were plenty of books in the house and my parents had encouraged me to read. T h e teacher in this L o n d o n s c h o o l , a m a n called J o n e s , (2) found that w h e n he asked the class a q u e s t i o n , I w a s t h e first to p u t up my h a n d and (3) knew the answer. Because of this, he started calling me ' P r o f e s s o r ' a n d t h o u g h I w a s n o t trying t o s h o w off, a lot of t h e boys obviously t h o u g h t of me as 'The Teacher's Pet'. (4) Mr J o n e s asked a q u e s t i o n a n d several boys failed to a n s w e r it b e f o r e he t u r n e d to m e . (5) I got t h e a n s w e r hopelessly w r o n g a n d h e w a s s o u s e d t o relying o n m e t h a t h e w a s irritated. ' N o , d o n ' t b e silly, Professor,' h e said. (6) l a t e r , t h e bell r a n g a n d w h e n I w e n t d o w n to t h e p l a y g r o u n d , a
g r o u p of my c l a s s m a t e s followed m e . I tried to ignore t h e m but they gathered r o u n d me, l a u g h i n g a n d j e e r i n g a n d calling m e n a m e s . (7) a boy I hardly knew pushed his way t h r o u g h t h e g r o u p , s t o o d b e s i d e m e , a n d t u r n e d t o face t h e m . H i s n a m e w a s I a n Scott a n d I c a n still s e e h i m clearly. He h a d fair h a i r a n d b r i g h t b l u e e y e s , a n d a l w a y s wore a r e d jersey. ' W h a t are you laughing a t ? ' h e d e m a n d e d . ' N o n e o f y o u ever k n o w the answer and he just got one question w r o n g , just o n e ! ' H e p u t his h a n d o n m y s h o u l d e r a n d t h e c r o w d fell silent, a n d (8) dispersed. T h a t incident t a u g h t m e two things t h a t I h a v e always r e m e m b e r e d . O n e is t h a t m o s t of us envy those w h o a r e m o r e successful t h a n w e a r e , a n d i t d o e s n o t t a k e very m u c h for a g r o u p of o r d i n a r y p e o p l e to t u r n i n t o a mob, eager to humiliate them. The other is t h a t o n e b r a v e m a n o r w o m a n willing t o face such a m o b can m a k e t h e m a s h a m e d of t h e m s e l v e s a n d b r i n g t h e m to t h e i r senses. I h a v e f o u n d t h a t as t r u e in politics as it was in the playground.
Describing and narrating 2
T h e w r i t e r u s e s a variety of t i m e e x p r e s s i o n s to e n s u r e that t h e reader k n o w s t h e o r d e r in which t h e main e v e n t s occur. Read t h e article again and fill t h e gaps using t h e w o r d s b e l o w .
a few minutes then
3
4
5
Articles
one day this time
soon usually
suddenly when
Answer these questions.
a
W h y did t h e writer n o t k n o w any of his c l a s s m a t e s ?
b
I n w h a t way w a s t h e w r i t e r privileged i n c o m p a r i s o n t o t h e o t h e r boys a t s c h o o l ?
c
W h y w a s t h e writer k n o w n as ' P r o f e s s o r " '
d
W h y did t h e boys m a k e fun of t h e w r i t e r in t h e p l a y g r o u n d ?
e
W h a t did this i n c i d e n t t e a c h t h e w r i t e r ?
In t h e article t h e w r i t e r u s e s t h e past simple, t h e past perfect and t h e p r e s e n t perfect t e n s e s . L o o k at Reference section 18c and e o n page 9 2 and underline all t h e e x a m p l e s y o u can find of t h e past perfect and p r e s e n t perfect t e n s e s . T h e n d e c i d e which o f t h e t h r e e t e n s e s a b o v e t h e w r i t e r has used t o : a
p r o v i d e an e x p l a n a t i o n of t h e b a c k g r o u n d to t h e story,
b
tell t h e story of t h e i n c i d e n t .
c
show t h e effect of t h e story on t h e w r i t e r ' s life since t h e n .
T h e article has five paragraphs. W h a t is t h e p u r p o s e of each one? W r i t e t h e c o r r e c t paragraph n u m b e r o n t h e d o t t e d line. a
A c c o u n t of t h e situation t h a t p r o v o k e d t h e incident
b
C o n c l u s i o n explaining why t h e w r i t e r t h i n k s t h e incident i m p o r t a n t
c
A c c o u n t of t h e i n c i d e n t t h a t is ' t h e key m o m e n t '
d
G e n e r a l i n t r o d u c t i o n establishing t i m e a n d p l a c e
e
I n t r o d u c t i o n explaining t h e b a c k g r o u n d to t h e incident
II
Articles
Look at t h e s e e x a m p l e s of direct s p e e c h which t h e w r i t e r has used to intensify his writing, a
' N o , don't be silly, Professor,' he said.
b
' W h a t are you laughing at?' he d e m a n d e d . ' N o n e of y o u e v e r k n o w t h e a n s w e r and he just g o t o n e q u e s t i o n w r o n g , just o n e ! '
W h i c h e x a m p l e is used to e m p h a s i s e that: 1
t h e t e a c h e r w a s angry?
2
t h e w o r d s said h a d a g r e a t effect on t h e w r i t e r ?
Look at Reference section 7 o n page 8 8 and t h e n w r i t e s e n t e n c e s in direct s p e e c h t o e x p r e s s t h e following situations.
a
He a g r e e d t h a t we h a d b e e n s t u p i d to think we could get away with it.
b
M r s S m i t h asked h o w long we h a d b e e n listening at t h e d o o r .
c
He advised me to write d o w n any ideas t h a t c a m e to me w h e n I w a s sleeping.
d
S h e w a r n e d me n o t to do it again,, or she w o u l d call my p a r e n t s .
e
T h e y d e n i e d writing graffiti on t h e p l a y g r o u n d walls.
f
S h e refused to let a n y o n e h e l p h e r with t h e project.
g
D a v i d r e g r e t t e d wasting so m u c h t i m e d u r i n g t h e school year.
h
H e r m o t h e r c o m p l a i n e d t h a t she s h o u l d h a v e b e e n m o r e r e s p o n s i b l e .
Articles
2
Look at t h e q u e s t i o n s below, think of an incident for each o n e and c o m p l e t e t h e paragraph plans which follow with y o u r ideas. a
A Sunday n e w s p a p e r has invited readers to s e n d in articles for their s e r i e s on s c h o o l days. W r i t e an article describing an u n f o r t u n a t e incident t h a t o c c u r r e d at s c h o o l . Say h o w y o u think t h e incident c h a n g e d y o u r o u t l o o k on life.
Introduction
Hain Body
Conclusion
b
A popular magazine is running a c o m p e t i t i o n for t h e b e s t article entitled A chance encounter. You d e c i d e to submit an entry. T h e article should d e s c r i b e an i m p o r t a n t c h a n c e m e e t i n g with s o m e o n e , and say h o w y o u think t h e incident influenced y o u r life.
Introduction
Main B o d y
Conclusion
9
N o w w r i t e an article in a n s w e r to o n e of t h e q u e s t i o n s a b o v e , using y o u r paragraph plan, and taking t h e things y o u have learnt in this unit into c o n s i d e r a t i o n .
Remember, the person and incident you describe do not have to be real, as long as the description you give is believable.
13
Discussing an issue
Articles
Read t h e question and t h e article b e l o w and t h e n c o m p l e t e t h e e x e r c i s e s that follow. You recently a t t e n d e d a discussion and heard t h e s e c o m m e n t s . T h e discussion w a s a b o u t w h e t h e r m o t h e r s should g o o u t t o w o r k o r not. You found t h e discussion very interesting and have n o w d e c i d e d t o w r i t e a n article for y o u r local n e w s p a p e r discussing t h e s e c o m m e n t s and giving y o u r o w n point of view.
Children need the stability that only their mothers can provide.
Women have
1 wish 1 coufdstay at home, hut we need the second
fought foe equality in the workplace and should be allowed to continue working even when they have children.
income.
Should mothers go out to work? W o m e n ' s position in society
the workplace to stay at h o m e to look after h e r children
has changed dramatically in
may create p r o b l e m s of its own. She may b e c o m e b o r e d ,
r e c e n t years. G o n e are the days
frustrated a n d even resentful of h e r children if h e r own
when
n e e d s are not met. F u r t h e r m o r e , it is not every w o m a n ' s
a
woman
was
only
expected to get m a r r i e d , have
d r e a m to stay at h o m e with her children. W o m e n who have
children and k e e p the family
worked
h o m e running smoothly, catering
understandably reluctant to give it up.
hard
to
build
themselves
a
career
are
for everyone's n e e d s . Nowadays women
are
able
to
go
to
Factors other than what a woman wants also play a role
university, pursue a career and delay marriage and
in deciding whether or not a w o m a n goes out to work. T h e
m o t h e r h o o d indefinitely if they choose. However, should
cost of living is high and people now expect a comfortable
those w o m e n who do have a family give up their career in
h o m e w i t h all m o d c o n s , f o r e i g n h o l i d a y s e a c h y e a r ,
order to stay at h o m e and look after their children, or not?
fashionable c l o t h e s and so on, all of which cost m o n e y . Very often, one salary is insufficient to meet the needs of a
N u m e r o u s arguments have been put forward as to why w o m e n should stay at h o m e and care for their children. F o r
family's m e m b e r s . As a result, t h e w o m a n is obliged to work in order to contribute financially to the family.
example, it is known that children n e e d stability in their lives. Some people believe that this can only come from the
In conclusion, I believe that the decision about whether
m o t h e r and that outside help is detrimental to the children.
a w o m a n stays at h o m e to raise her children or goes out to
However, who is to say that outside help cannot provide
work is o n e that should be m a d e by each family
children with the stability they need? T h e r e is good quality
individually. Everyone's situation is different and such a
childcare available, although it is often expensive. M o r e
wide variety of factors must be c o n s i d e r e d that it is
importantly, forcing a w o m a n who would rather be out in
impossible to come up with one rule for all.
___
Articles
3
Find w o r d s and phrases in t h e article that have a similar meaning to t h e w o r d s and phrases below.
a
providing what each person wants
b
p u t off for s o m e t i m e , m a y b e forever
c
suggested
d
h a s a b a d effect on
e
angry t o w a r d s
f
unwilling
g
a r e partly r e s p o n s i b l e for
h
things in a h o u s e w h i c h m a k e it m o r e c o m f o r t a b l e to live in
an
L o o k again at t h e article and a n s w e r t h e q u e s t i o n s below. a
W h a t g r a m m a t i c a l s t r u c t u r e d o e s t h e w r i t e r u s e in t h e first s e n t e n c e of t h e s e c o n d p a r a g r a p h to i n t r o d u c e t h e o p i n i o n t h a t m o t h e r s s h o u l d stay a t h o m e t o c a r e for t h e i r c h i l d r e n ?
b
W h a t e x a m p l e is u s e d as justification of this o p i n i o n ?
c
W h a t a r g u m e n t d o e s t h e writer u s e to show t h a t this o p i n i o n is w r o n g ?
d
W h a t a r g u m e n t s are m e n t i o n e d in t h e second p a r a g r a p h to s u p p o r t t h e idea that this opinion is w r o n g ?
e
H o w m a n y factors d o e s t h e w r i t e r discuss in p a r a g r a p h t h r e e ?
f
W h i c h s t a t e m e n t is t r u e of this article? (i)
T h e w r i t e r t h i n k s t h a t m o t h e r s s h o u l d stay a t h o m e with t h e i r c h i l d r e n .
(ii)
T h e writer thinks that m o t h e r s should go out to work.
(iii)
T h e w r i t e r t h i n k s t h a t m o t h e r s s h o u l d d o w h a t i s b e s t for their family d e p e n d i n g o n t h e i r o w n s i t u a t i o n .
H i
4
Look at Reference section 11 on page 8 9 . Look at h o w this s e n t e n c e taken from t h e article can be rewritten. it is k n o w n that children n e e d stability in t h e i r lives.'
The impersonal and personal passive structures can used to give opinions in more formal writing.
... c h i l d r e n a r e k n o w n to n e e d stability in t h e i r lives.
N o w rewrite t h e s e n t e n c e s b e l o w practising impersonal and personal passive structures.
a
It has b e e n r e p o r t e d t h a t o l d e r p e o p l e benefit from s p e n d i n g t i m e with y o u n g e r m e m b e r s of their families. Older people
b
A university e d u c a t i o n is said to be invaluable. It
c
Society is believed to benefit from t h e s e m e a s u r e s . It
d
It was believed t h a t prison was t h e m o s t suitable p u n i s h m e n t . Prison
e
F a m i l i e s have b e e n r e p o r t e d to be having fewer c h i l d r e n t h a n in t h e past. It
f
I t was c o n s i d e r e d t h a t o n - t h e - j o b training w a s b e t t e r t h a n t h e o r e t i c a l k n o w l e d g e . O n - t h e - j o b training
ig an issue
C h o o s e o n e of t h e q u e s t i o n s b e l o w and w r i t e an article. C o m p l e t e t h e paragraph plan with n o t e s before you start writing to help y o u organise y o u r ideas. gh'e a
s.
b
You recently w a t c h e d a television d e b a t e y o u found very interesting. T h e d e b a t e w a s a b o u t w h e t h e r criminals should s p e n d t i m e in prison regardless of their crime. S o m e of t h e points m a d e are outlined below. You have d e c i d e d to w r i t e an article for y o u r local n e w s p a p e r c o m m e n t i n g on t h e s e points and giving y o u r o w n opinion.
All criminals
Not all criminals
must be punished and
ore a danger to society.
the best way to do this
Shouldn't they be made to help
is by locking
society through community
them up.
service programmes?
Why should tax payers' money be spent on feeding, clothing and generally looking after criminals! Criminals should be made to pay for their crimes in other ways.
You b e l o n g to y o u r c o l l e g e debating s o c i e t y and a t t e n d e d a d e b a t e a b o u t w h e t h e r it is b e t t e r to have qualifications or e x p e r i e n c e w h e n looking for a job. T h e c o m m e n t s b e l o w w e r e m a d e . You have d e c i d e d to w r i t e an article for t h e c o l l e g e magazine discussing t h e s e c o m m e n t s and giving y o u r o w n opinion.
Many professions demand certain qualifications before you can even be considered for a position.
Nothing prepare a job
a
can
person than
better for on-the-job
training.
Introduction
I n t r o d u c e t h e subject in a g e n e r a l way.
Main Body
A n o p i n i o n o n t h e subject
Different people are suited to different things and not everyone excels in the academic world-
Example
Conclusion
A r g u m e n t ( s ) to s u p p o r t this o p i n i o n
...
A r g u m e n t ( s ) to refute this o p i n i o n
...
P r o v i d e a s u m m a r y of y o u r o p i n i o n .
17
Responding to generalisations I
Read t h e q u e s t i o n and t h e article b e l o w and c o m p l e t e t h e e x e r c i s e s that follow.
Your t u t o r has s h o w n y o u t h e following e x t r a c t o n t h e s u b j e c t o f c r i m e . You have b e e n asked to w r i t e an article f o r the college magazine entitled Crime:
genes
or
upbringing?
Until the second half of the nineteenth century, it was widely accepted that it is something in a persons biological makeup that determines whether or not he will become a criminal. Since then, however, there have been many theories which claim that criminality is the result of factors in an individual's environment.
Write
y o u r article taking t h e points raised on t h e right into c o n s i d e r a t i o n and giving y o u r o w n opinion.
Crime: genes or upbringing? Crime Even punish be
is
not
today,
criminals
seen
a
new
problem
instruments
on
during
present-day
criminal
behaviour
resemblance
to
Middle
in
the
is
no need for c r i m e p r e v e n t i o n , nor for criminal
can
punishing
little
barbaric
to
castles.
of
bear
society. used Ages
European
methods may
in
torture
the
display
Although
of
or
no
methods
of
the
rehabilitation. point
in
cause
is
that
determined a
many
Although
that
criminals
appearance
lost
ago,
there
are
that
there
are
person
original
had
a
more
accept
is
than
character
is
to
of
by
crime,
means is
known have
such
'bad'
involved
criminal
been are
proved also
well-adjusted
While
all
people
who
Furthermore,
similar
committed families
is are
circumstances
activity.
In
it
what
neighbourhoods,
are
has
the
individual
in
not
in u n f a v o u r a b l e
in
that
on
the
b r o u g h t up
by
and
studies
that
people
from
good
social
circumstances. The
view
that
responsible
a
century
unpopular
who
believe
person's
character
which
for
one,
a
and
it
believe
individual
life of c r i m e in this w a y ? F u r t h e r m o r e , if this
influences.
traits
is
traits
a
to
person's
criminal
the
birth
dependent
which
that
behaviour
from
that
irrefutable.
as
shown
l
people
is
nature
argument
widespread
criminal
condemn
them
is
no
Therefore,
to
people's
the
In
c o n t r i b u t e to criminal t e n d e n c i e s . Do we have right
teach
crime
ape-like
traits
there
born
evolutionary
certain
criminologists
inherited
to
behaviour
that a the
credence still
people
criminal
biologically,
criminal.
theory
for
that
some
are it
that
argued
in
behaviour
lives
crimes difficult
is
environment
true
studies
is
it
be
Difficult as it m a y be to a c c e p t h e r e d i t y as the
commonly
theory
If
trying
criminal
It
could
b e h a v i o u r is u n a c c e p t a b l e .
external
the
it
to c o m m i t crimes, it follows t h a t t h e r e is little
c e n t u r i e s p a s t , opinions on w h a t causes c r i m e remain, to all intents a n d p u r p o s e s , divided.
case,
it in
is
In
fair be
are
is
doubtful act
can
genes
behaviour
that
a
isolation.
to
say
that
attributed
conjunction
an
with
to
social
•MMHHHM
Responding to generalisations 2
Articles
C h o o s e t h e s e n t e n c e , a or b, that b e s t d e s c r i b e s w h a t t h e w r i t e r is saying in each paragraph. T h e n read t h e four s e n t e n c e s t o g e t h e r t o s u m m a r i s e t h e argument. a P e o p l e still can't agree on the reasons for criminal behaviour, b T h e m e t h o d s used to punish criminals are sometimes barbaric.
Paragraph I
Paragraph 2 a
Some criminologists believe that it is in some people's nature to commit crimes, and that these people look alike, b Some criminologists maintain that criminal behaviour is hereditary, although this opinion may be difficult to accept.
Paragraph 3
It is easier to accept that people's involvement in criminal activity is due to an unfavourable upbringing, b A n o t h e r theory which proposes that people develop criminal behaviour as a result of being brought up in adverse conditions is also debatable.
Paragraph 4
a Crime is probably caused by a combination of character traits and social influences. b As the argument that crime is caused by a person's genes is unpopular, it is m o r e likely that social influences are to blame.
Tip
I
a
WËËÊÊËËÊËËÊËËËËËËÈËÊËËËÊÊÈÊÊËËËËËÊÊ•MMBBMMMHNHHMHHHMflMBHi . ..
Although you are not expected to be an expert on the subject you are writing about, it is important that your writing is convincing. One way to achieve this is by supporting statements you make with explanations or examples.
3
Read t h e article again and a n s w e r t h e following q u e s t i o n s . a
W h y d o e s t h e w r i t e r m e n t i o n i n s t r u m e n t s o f t o r t u r e o n display i n E u r o p e a n castles?
b
H o w d o e s t h e w r i t e r express h e r difficulty i n a c c e p t i n g t h e a r g u m e n t t h a t c r i m i n a l b e h a v i o u r i s h e r e d i t a r y ?
c
W h a t e x p l a n a t i o n d o e s t h e writer give for t h e a r g u m e n t t h a t t h e r e is no n e e d for c r i m e p r e v e n t i o n , n o r for criminal rehabilitation?
d
W h a t e v i d e n c e d o e s t h e w r i t e r give t o refute t h e a r g u m e n t t h a t criminal b e h a v i o u r i s d e p e n d e n t o n t h e e x t e r n a l e n v i r o n m e n t in w h i c h t h e individual lives?
Find phrases in t h e article which mean t h e s a m e as: a
a r e n o t like
b
in almost every way
c
if it is t r u e
d
it is logical t h a t
e
n o t a t all
if
Articles
5
Responding to generalisations
T h e w r i t e r used t h r e e c o m p o u n d adjectives in t h e m o d e l article. Read Reference section 2c on page 86 and t h e n underline t h e t h r e e c o m p o u n d adjectives that appear in t h e article.
6
N o w rewrite t h e following s e n t e n c e s using c o m p o u n d adjectives. a
M a n y p e o p l e w h o m e a n well actually d o m o r e h a r m t h a n g o o d .
b
Locals h a v e to p u t up with t o u r i s t s in high spirits m a k i n g a lot of noise late at night.
c
F o r t h e r e a s o n s which I m e n t i o n e d a b o v e , I believe t h a t new legislation must be introduced immediately.
d
Scientists w h o a r e f a m o u s all o v e r t h e w o r l d h a v e b e e n a s k e d to c o n t r i b u t e to the research programme.
e
7
It is only fair t h a t p e o p l e w h o w o r k h a r d a r e r e w a r d e d for their effort.
Based on t h e article on page 18, put t h e paragraph plan b e l o w into t h e c o r r e c t order.
a
Discuss o n e of t h e views m e n t i o n e d in t h e q u e s t i o n , s u p p o r t i n g s t a t e m e n t s with e x a m p l e s a n d e x p l a n a t i o n s .
b
I n t r o d u c e t h e subject in g e n e r a l t e r m s a n d t h e n indicate t h a t t h e r e a r e different views on t h e subject.
c
R e a c h a conclusion, s u m m a r i s i n g y o u r p e r s o n a l o p i n i o n in two or three sentences.
d
Discuss t h e o t h e r view m e n t i o n e d in the q u e s t i o n . Again, s u p p o r t s t a t e m e n t s with e x a m p l e s a n d e x p l a n a t i o n s .
It is not necessary to agree or disagree with one of the opinions expressed in the question. The important thing to remember is that you must discuss the views mentioned, but you can come to your own conclusion, which could be a compromise.
io generalise
en
C h o o s e o n e of t h e q u e s t i o n s b e l o w and a n s w e r t h e q u e s t i o n s a b o u t it before y o u w r i t e y o u r article. a
You w o r k in a local travel agency. Your e m p l o y e r has s h o w n y o u t h e following e x t r a c t on t h e subject of tourism. He has asked y o u w r i t e an article for t h e local n e w s p a p e r discussing t h e subject. W r i t e your article responding to t h e points m a d e b e l o w and giving y o u r o w n opinion.
Local people arc, once again, at loggerheads over the local tourism industry. Some people believe thai commercialism is destroying the area, both environmentally and culturally, while others welcome the financial prosperity that visitors to the area bring.
Your t u t o r has s h o w n y o u t h e following e x t r a c t on t h e subject of genetically modified f o o d . You have b e e n asked to w r i t e an article for t h e c o l l e g e magazine discussing t h e subject. W r i t e y o u r article taking t h e points raised b e l o w into c o n s i d e r a t i o n and giving y o u r o w n opinion. The subject of genetically modified food is one which is becoming increasingly difficult to ignore. While it is true that GM foods can provide plant resistance to drought, disease and insects, critics say they are potentially hazardous to the environment and to human health.
W h a t d o you k n o w a b o u t t h e subject i n g e n e r a l ?
ii)
W h a t e x a m p l e s or e x p l a n a t i o n s c a n y o u t h i n k of for t h e first o p i n i o n m e n t i o n e d ?
iii)
W h a t e x a m p l e s or e x p l a n a t i o n s can y o u t h i n k of for t h e s e c o n d o p i n i o n m e n t i o n e d ?
D o y o u a g r e e o r d i s a g r e e with o n e o f t h e o p i n i o n s e x p r e s s e d i n t h e q u e s t i o n ?
C a n you t h i n k of a title for y o u r article?
Letters
Describing
Read t h e q u e s t i o n a n d t h e l e t t e r b e l o w a n d t h e n c o m p l e t e t h e e x e r c i s e s t h a t follow.
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competition and L p l a i r i n J why
°
f
t
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Dear Sir/Madam, When I first h e a r d a b o u t t h e competition to find t h e T e a c h e r of t h e Y e a r , one n a m e s p r a n g to mind immediately: Mr David Canavan. He has t a u g h t me law for t h r e e y e a r s now and, in my opinion, this m a n is m o r e t h a n w o r t h y of t h e title. One of t h e c h a r a c t e r i s t i c s t h a t m a k e s Mr Canavan so much more than a run-of-the-mill t e a c h e r is his e n t h u s i a s m for his subject, it is impossible to sit t h r o u g h one of his lectures and not be c a u g h t up in it. He m a n a g e s to hold his s t u d e n t s ' a t t e n t i o n a n d m a k e w h a t is a potentially dull subject c o m e to life t h r o u g h his e x a m p l e s a n d a n e c d o t e s . His knowledge a n d e x p e r t i s e is, w i t h o u t doubt, as extensive as his m e m o r y , in t h e t h r e e y e a r s I've known him as a t e a c h e r , l have never once seen him r e f e r to notes, a t e x t book or even stumble t h r o u g h w h a t he has to r e l a t e to us. F u r t h e r m o r e , he is a l w a y s p u n c t u a l a n d well p r e p a r e d , showing t h a t he r e s p e c t s his j o b a n d t h e s t u d e n t s in his classes. In turn, his s t u d e n t s give him t h e r e s p e c t t h a t he d e s e r v e s and, as a result, his classes a r e a l w a y s packed. Another t r a i t which m u s t be m e n t i o n e d is his a p p r o a c h a b i l i t y . His door is always open a n d s t u d e n t s a r e w e l c o m e to drop by with queries f r o m a lecture or to talk to him a b o u t s o m e t h i n g t h a t is troubling t h e m . I remember very clearly one occasion when l w a s in t h e first y e a r of my course. I h a d t a k e n Company Law as one of my subjects a n d Mr Canavan was the t e a c h e r . I h a d arranged to spend one month w o r k i n g in a company, r e s e a r c h i n g t h e effect of new technology on a small business, but the placement fell t h r o u g h at t h e last m o m e n t . Mr Canavan came to my r e s c u e a n d s u g g e s t e d t h a t I should research a legal Issue working f r o m his office, which is exactly w h a t l did. w a s full of i n t e r e s t a n d encouragement and t h e cancellation of my first placement turned out to be a blessing in disguise. As f a r as l am concerned, t h e decision of who is T e a c h e r of t h e Year' is e a s y to m a k e : Mr David Canavan. Yours
faithfully,
J a m e s Hudson
22
e
d
*>
-
write win t h e
Describing In this kind of letter it is very important to s u p p o r t y o u r c h o i c e of p e r s o n with justification for t h e p o i n t s y o u make. Look at James' letter again and c o m p l e t e t h e table below. Characteristic a
Justification
enthusiastic
—— — . ——— •— •
:
b
having extensive knowledge/memory
c
respects his subject and students
d
approachable
1
——— — —•
—• —
o r which of t h e characteristics d o e s James also give an example?
\ o w imagine a p e r s o n with t h e following characteristics. W h a t e x a m p l e s could be given that w o u l d justify t h e person being characterised in this way? hard-working dishonest tolerant amusing narrow-minded
L o o k at Reference section 2 o n page 8 6 and c o m p a r e t h e s e s e n t e n c e s : H e i s p u n c t u a l a n d well p r e p a r e d . He is a p u n c t u a l , w e l l - p r e p a r e d man. C o m p l e t e t h e s e s e n t e n c e s , c o n v e r t i n g from o n e form t o t h e other. a
He is a dishonest, hypocritical m a n .
b
He is h o n e s t a n d h a r d - w o r k i n g .
c
She is an intelligent, b r o a d - m i n d e d w o m a n .
d
He is r u d e a n d i l l - m a n n e r e d .
e
She is cheerful a n d g o o d - h u m o u r e d .
Read the question b e l o w and c o m p l e t e t h e table with characteristics and justification in support of them. R e m e m b e r t h a t t h e person you describe d o e s n o t have to be real as long as t h e description you give is believable. Your local newspaper is running a competition. It is inviting readers to write letters nominating o n e of their neighbours for the annual 'Neighbour of t h e Year' award. You k n o w s o m e o n e w h o d e s e r v e s this award and decide to write to t h e newspaper. W r i t e your letter, saying w h o your neighbour is and explaining why they d e s e r v e to win the award. Characteristic
[PK
1
Justification
WHß
jl SHHii^&SBifiiiî*
•'
B ! 3
Describing
Letters
T h e q u e s t i o n on page 22 required a description of a person's character. O t h e r q u e s t i o n s may require s o m e kind of narrative description or a physical description as well. Look at t h e q u e s t i o n b e l o w and t h e n read t h e l e t t e r putting t h e verbs in brackets into t h e c o r r e c t narrative t e n s e . You have recently read an article in a magazine entitled The most unpleasant person I have ever m e t A t t h e end of it, t h e w r i t e r asked readers to w r i t e in with their o w n s t o r i e s . You have decided to w r i t e a letter to t h e magazine a b o u t a p e r s o n you used to w o r k with. W r i t e y o u r letter.
Dear Sir/Madam, After r e a d i n g y o u r article e n t i t l e d ' T h e m o s t u n p l e a s a n t p e r s o n I have ever m e t ' , I felt I just h a d to write a n d tell y o u of my o w n e x p e r i e n c e t h a t involves s o m e o n e I u s e d to w o r k with, Mr L a m p i t t . I (1)
( w o r k ) for a big e n g i n e e r i n g firm called M a r d e x . I (2)
(start) as a j u n i o r typist, b u t after a few m o n t h s , I (3)
( p r o m o t e ) to t h e p o s i t i o n of
s e c r e t a r y to Mr W a l t o n , a kind, g o o d - h u m o u r e d m a n of a b o u t fifty. He (4) p a t i e n t a n d t o l e r a n t a n d (5) (6)
( b e ) very
(always h e l p ) m e w h e n I m a d e m i s t a k e s . B u t everything
( c h a n g e ) w h e n M r L a m p i t t , t h e n e w a r e a m a n a g e r , arrived a t o u r office o n e day.
I (7)
(arrive) at t h e office early t h a t day a n d w h e n I (8)
t h e building, I (9)
(enter)
(see) a big, aggressive-looking, m i d d l e - a g e d m a n s t a n d i n g in t h e lobby.
He (10)
( w e a r ) a d a r k b l u e suit a n d (11)
(carry)
a n u m b r e l l a . 'I'm L a m p i t t , t h e a r e a m a n a g e r , ' h e said. ' W h e r e ' s W a l t o n ? A n d w h o a r e y o u ? W h a t d o you d o h e r e ? ' I told h i m a n d (12)
(show) h i m into M r W a l t o n ' s office. M r W a l t o n
(13)
( c o m e ) in a few m i n u t e s later, with his usual friendly smile, b u t his face
(14)
(feU) w h e n h e saw L a m p i t t . H e (15)
(suddenly look)
tired a n d w o r r i e d . A f t e r t h a t M r L a m p i t t (16) (17)
(come) to see us at regular intervals. He even
(bring) a m a n called J a c k s o n with h i m , an efficiency e x p e r t . He (18)
( b e ) a thin-faced, u n t r u s t w o r t h y fellow. J a c k s o n u s e d t o spy o n u s a n d m a k e n o t e s a b o u t o u r w o r k . L a m p i t t u s e d t o s h o u t a n d accuse u s o f b e i n g inefficient, lazy a n d useless. P o o r M r W a l t o n (19) o v e r n i g h t . In a few m o n t h s his h a i r (20) (grow) tired a n d old. H e (22)
(change)
(go) w h i t e a n d his face (21) (ask) for early r e t i r e m e n t a n d (23)
(leave)
t h e firm. I (24)
(get) a j o b with B r a d s h a w ' s , a n o t h e r firm in t h e a r e a . T h e day I (25) (
(leave) M a r d e x , I (26))
(see) Mr L a m p i t t . T see y o u ' r e still h e r e , ' he said. T s u p p o s e y o u ' r e t h e
best of a b a d lot. Y o u c a n c o m e a n d w o r k for me at t h e a r e a office if you like.' ' N o , t h a n k you, Mr L a m p i t t , ' I r e p l i e d . T expect m y boss t o b e polite, g o o d - t e m p e r e d a n d p l e a s a n t . ' Y o u s h o u l d h a v e s e e n t h e l o o k o n his face! I shall n e v e r forget it or h i m , t h e m o s t u n p l e a s a n t p e r s o n I h a v e ever m e t . Y o u r s faithfully, Sue Crossman
Describing
Letters
5
T h e letter has five paragraphs. W h i c h paragraph m a t c h e s t h e following points? W r i t e t h e c o r r e c t paragraph n u m b e r on t h e d o t t e d line. a
Last m e e t i n g with Mr L a m p i t t
b
First m e e t i n g with Mr L a m p i t t
c
Introduction
d
L a m p i t t ' s effect on t h e staff
e
Some background information
Read t h e letter again and a n s w e r t h e q u e s t i o n s b e l o w a b o u t Mr W a l t o n and Mr Lampitt. a
W h a t adjectives d o e s S u e u s e t o d e s c r i b e M r W a l t o n ' s c h a r a c t e r ?
b
D o e s S u e d e s c r i b e M r L a m p i t t ' s c h a r a c t e r o r his a p p e a r a n c e ?
c
W h a t effect did M r L a m p i t t h a v e o n M r W a l t o n ?
d
W h a t d o e s this c h a n g e i n M r W a l t o n show u s a b o u t M r L a m p i t t ' s c h a r a c t e r ?
e
W h a t e x a m p l e s d o e s S u e u s e to r e i n f o r c e h e r o p i n i o n of his c h a r a c t e r ?
Read this q u e s t i o n and c o m p l e t e t h e paragraph plan that follows. You have recently read an article in a magazine entitled The most interesting person I have ever met. A t t h e end of it, t h e w r i t e r asked readers to w r i t e in with their o w n e x p e r i e n c e s . You have d e c i d e d to w r i t e a letter t o t h e magazine a b o u t s o m e o n e y o u know. W r i t e y o u r letter.
Introduction S t a t e t h a t h e / s h e is t h e m o s t interesting person you have ever met. Main B o d y
Conclusion
S t a t e w h e t h e r y o u still s e e t h e p e r s o n .
C h o o s e e i t h e r t h e letter in e x e r c i s e 5 or 9 and w r i t e y o u r letter. U s e t h e n o t e s y o u have m a d e t o help y o u .
Tip Remember to support your choice of person with justification for the points you make.
Letters
Giving opinions
Read t h e question and the letter b e l o w and c o m p l e t e t h e e x e r c i s e s that follow. You s e e t h e following e x t r a c t s from t w o letters printed in a magazine. In my opinion, t h e subjects taught at s c h o o l are n o t relevant to real life, and y o u n g p e o p l e are ill-prepared for survival in today's cut-throat w o r l d . Ian
Thompson,
businessman
It is o u r duty to provide t h e y o u n g e r g e n e r a t i o n with a general e d u c a t i o n of academic value, regardless of t h e skills n e e d e d to survive in t h e job market. Sandra
Brown,
teacher
T h e magazine is inviting readers to e x p r e s s their v i e w s on t h e subject of t h e aims of education. You d e c i d e to w r i t e a letter to t h e magazine, responding to t h e points raised and e x p r e s s i n g y o u r o w n views.
Sir, l am w r i t i n g in response to t h e l e t t e r s recently published in y o u r magazine r e g a r d i n g t h e aims of education, while the s u b j e c t of education is one which has always been c o n t r o v e r s i a l , it is s l o w l y being accepted that educators are responsible n o t only f o r s t u d e n t s ' general knowledge, but also for providing y o u n g people with skills for living. Many people feel that so-called academic subjects should be studied by everyone, regardless of s t u d e n t interest or ability. S o m e o l d e r people b e l i e v e that, just as they had to
struggle to pass e x a m s in subjects t h a t would p r o v e to b e o f v e r y little p r a c t i c a l value to t h e m in their w o r k i n g lives, so t o d a y ' s s t u d e n t s should be f o r c e d to do t h e same. Many t e a c h e r s believe t h a t s t u d e n t s m u s t be e x p o s e d to certain s u b j e c t s such as literature and classical languages during t h e course of their school y e a r s precisely because it is highly unlikely t h e y will come into c o n t a c t with such subjects later on in life. On t h e o t h e r hand, although t e a c h e r s m a y h a v e a point regarding the reasons for c e r t a i n subjects being t a u g h t at school, it has b e c o m e increasingly a p p a r e n t over recent years that students must also be given the o p p o r t u n i t y to acquire t h e skills required In t h e world for which they are supposedly being prepared. Many e m p l o y e r s complain of skills s h o r t a g e s , claiming t h a t t h e y o u n g people of t o d a y
a r e ill-equipped to apply t h e o r e t i c a l k n o w l e d g e to a career. Moreover, as many students find the more academic lessons boring, t h e y have no i n t e r e s t in s t a y i n g on at school and, consequently, enter the job m a r k e t with no qualifications or skills. i t is, t h e r e f o r e , e s s e n t i a l that students have the opportunity to study w h a t a r e known as vocational subjects, such as business and information technology, as well as the more academic subjects, in this way, students can be provided with knowledge a n d p r a c t i c a l skills w h i c h a r e m o r e likely t o p r o v e useful in t h e i r a d u l t lives, but not at the expense of m o r e academic qualifications. I l o o k forward to s e e i n g my l e t t e r p u b l i s h e d in a f o r t h c o m i n g issue. Sam Henderson
Giving opinions
1
Letters
\ o w read t h e letter again and a n s w e r t h e following q u e s t i o n s . - which paragraph d o e s Sam: j
give h e r side of t h e a r g u m e n t , giving e x a m p l e s a n d saying w h o s u p p o r t s h e r view?
b
think of o n e or t w o i d e a s for t h e o t h e r side of t h e issue a n d say w h a t sort of p e o p l e /.re likely to s u p p o r t t h e m ?
c
explain why she is writing?
i
express h o p e t h a t h e r l e t t e r will be p u b l i s h e d ?
e
i n t r o d u c e t h e subject in g e n e r a l t e r m s ?
f
first suggest which side she is o n ? summarise her personal opinion? >ay to w h a t e x t e n t she disagrees with t h e a r g u m e n t s , a n d give r e a s o n s ?
'. : .v a n s w e r t h e s e q u e s t i o n s a b o u t t h e letter. a
T h e writer m e n t i o n s t h e o p i n i o n s of t h r e e k i n d s of p e o p l e . W h o a r e they?
b
W h o believes t h a t schools m u s t t e a c h a c a d e m i c subjects b e c a u s e it is t h e only c h a n c e children will h a v e : o learn a b o u t t h e m ?
c
W h o believes t h a t t o d a y ' s s t u d e n t s s h o u l d b e m a d e t o study a c a d e m i c subjects w h e t h e r o r n o t they a r e interested in them, or good at t h e m ?
d
W h o believes t h a t y o u n g p e o p l e a r e n o t p r e p a r e d for t h e w o r k p l a c e ?
e
W h o d o e s t h e writer partly a g r e e w i t h ? H o w d o e s t h e w r i t e r m a n a g e t o i n c o r p o r a t e e v e r y o n e ' s views i n h e r c o n c l u s i o n ?
Although you must have an opinion on the subject to answer a question like the one in the model it is not necessary for you to be completely for or against a subject in order to write about it.
Giving opinions
Letters
4
Study Connectors and modifiers o n page 9 4 . W h i c h w o r d s o r phrases has t h e w r i t e r used t o : a
establish b a l a n c e / c o n t r a s t two things ( p a r a g r a p h 1)
b
i n d i c a t e an a l t e r n a t i v e p o i n t of view? ( p a r a g r a p h 3)
c
i n t r o d u c e a s e c o n d r e a s o n of a different kind, b u t o n e t h a t h a s t h e s a m e result a s t h e first? ( p a r a g r a p h 3 )
d
5
indicate t h e logical d e v e l o p m e n t of an a r g u m e n t ? ( p a r a g r a p h 3)
N o w fill t h e gaps using suitable c o n n e c t o r s and modifiers from t h e b o x . according to
a
as a general rule
as a result
however
T o o m a n y p e o p l e a r e studying m e d i c i n e
on the other hand
personally
, t h e r e will be lots of u n e m p l o y e d d o c t o r s in
t h e n e a r future. b
On t h e o n e h a n d , we c a n n o t s t a n d in t h e way of scientific p r o g r e s s
, some people
w o n d e r if it's right to i n t e r f e r e with n a t u r e . c
I w o u l d like to go to university
d e
, it w o n ' t be t h e e n d of t h e w o r l d if I d o n ' t get in.
scientists, h u m a n cloning will, o n e day, be a r o u t i n e p r o c e d u r e . S o m e p e o p l e believe t h a t t a k i n g a y e a r o u t is a w a s t e of t i m e
, I think it's a perfect
o p p o r t u n i t y t o t h i n k carefully a b o u t t h e future, f
6
, only a small p e r c e n t a g e of p r i s o n i n m a t e s a r e actually a t h r e a t to t h e c o m m u n i t y .
Look at t h e q u e s t i o n b e l o w and a n s w e r t h e q u e s t i o n s .
You s e e t h e following e x t r a c t s taken from t w o letters printed in y o u r local newspaper. You d e c i d e t o w r i t e a letter t o t h e newspaper, responding t o t h e points raised and e x p r e s s i n g y o u r o w n v i e w s .
In my opinion, criminals are a m e n a c e to society. T h e y should be kept o u t of harm's way. I say we lock t h e m up and t h r o w away t h e key! Nora
Robins,
senior
citizen
T o o much taxpayers' m o n e y i s s p e n t o n t h e upkeep o f prisons. W h y should w e have t o f o o t t h e bill? T h e criminals should pay, n o t t h e law-abiding public! Brian
Chambers,
civil
servant
Giving opinions
Letters
What d o e s N o r a m e a n by 'criminals a r e a m e n a c e to society"?
Is this always t r u e ? W h y / W h y n o t ?
W h a t a r e t h e c o n s e q u e n c e s o l locking t h e m u p a n d t h r o w i n g away t h e key";
Do you a g r e e with B r i a n ' s p o i n t of view in t h e o r y ? W h y / W h y n o t ?
Is t h e r e any way p r i s o n e r s could pay for t h e m a i n t e n a n c e of prisons?
••• j s e Sam's letter to help you organise y o u r opinions : a p a r a g r a p h plan and t h e n w r i t e y o u r letter.
Don't forget to mention the kind of people who hold the opinions you discuss in your letter.
•-z :he q u e s t i o n b e l o w and, before y o u w r i t e y o u r letter, ask yourself q u e s t i o n s , as in e x e r c i s e 6 a b o v e , belp you think of ideas. fou s e e t h e following e x t r a c t s taken from t w o letters printed in a magazine. N o b o d y can stand in t h e way of scientific progress. Human cloning will, o n e day in t h e n o t t o o distant future, be a routine p r o c e d u r e . Jan
Smythe,
scientist
It isn't right to interfere with nature like that. We have no idea w h a t t h e psychological c o n s e q u e n c e s of being a c l o n e could be! James
Witherspoon,
social
worker
The magazine is inviting readers to e x p r e s s their views on t h e subject of human cloning. You decide to w r i t e a letter to t h e magazine, responding to t h e points raised and e x p r e s s i n g y o u r o w n v i e w s .
7 I
Letters
Complaining
Read t h e q u e s t i o n and t h e letter b e l o w and c o m p l e t e t h e e x e r c i s e s that follow. As a regular c u s t o m e r of a particular airline, y o u w e r e surprised at their inability to c o p e with an u n e x p e c t e d situation. You have d e c i d e d to w r i t e a letter to t h e airline. W r i t e a letter of complaint describing w h a t happened, and saying w h a t y o u think t h e airline should have d o n e .
D e a r Sir/Madam, I am writing to draw your attention to the inconvenience caused to passengers by the lightning strike of your pilots last Thursday, July 2nd, affecting a n u m b e r of flights. A m o n g them was HA 5295 to Barcelona, a flight I take at regular intervals. While I realise that the strike took place at short notice, your preparation for such emergencies is clearly inadequate. I arrived at H e a t h r o w Terminal 2 at 10am, two and a half hours before the flight was due to take off. T h e r e was no indication on the TV monitor that, together with some others, it had just been cancelled. As only two of the six Hispanic check-in counters were m a n n e d , the queues were already very long, but during the forty minutes I stood in one of them, no attempt was m a d e to inform p a s s e n g e r s of cancellations. W h e n I r e a c h e d t h e front of the q u e u e , I was asked by one of the ground staff 1) (decide) immediately if I was willing to fly via Madrid, which would m e a n a t h r e e - h o u r delay. W h e n I asked her why the flight 2) (cancel), she said that she 3) (not know), and she m a d e ' n o apology for the inconvenience caused. In my opinion, the cancellation of the flight 4) (announce) as soon as it was known that the incoming flight had not left Barcelona. All six check-in counters 5) (man) in order to deal with the additional problems caused, and passengers in the queues 6) (inform) of the situation while queuing. If that 7) (do), they 8) (have) time to consider alternatives and telephone relatives before making a decision. Above all, some apology 9) (make) for the delay. If your pilots persist in irresponsible actions of this kind and you are not better organised to cope with the problems that arise, it is almost certain that you will lose custom to c o m p e t i n g airlines. I would be interested to hear what you p r o p o s e to do to avoid such situations in future.
30
Complaining
~-e w r i t e r used r e p o r t e d s p e e c h t o explain w h a t happened at t h e check-in desk. Study Reference section 16 on page 9 1 . Read t h e letter again and c o m p l e t e t h e s e c o n d paragraph by putting t h e verbs in : — ckets into t h e c o r r e c t form, using t h e passive w h e r e necessary.
Iz.zy Reference section 4 c o n page 8 7 and Reference section 17 o n page 9 1 . T h e n read t h e letter again and : : ~ o l e t e it by putting t h e verbs in brackets in t h e third paragraph into t h e c o r r e c t form, using t h e passive - ~ = r e necessary.
_;<:< at t h e informal complaint below. W h y w e r e n ' t p a s s e n g e r s in t h e q u e u e s informed of t h e situation while queuing?
- i r e a c o r r e s p o n d i n g s e n t e n c e in t h e m o d e l letter and w r i t e it below.
-e writer then g o e s on to explain w h a t w o u l d have h a p p e n e d in different circumstances: I f ± j t h a d b e e n d o n e , they w o u l d h a v e h a d t i m e t o c o n s i d e r a l t e r n a t i v e s a n d t e l e p h o n e relatives b e f o r e m a k i n g a aeciaon."
I~£.-ge t h e s e complaints from informal to m o r e formal and u s e t h e w o r d s in brackets to form a conditional s e r c e n c e explaining w h a t p e o p l e w o u l d have d o n e .
a
W h y d i d n ' t y o u m a n all t h e check-in c o u n t e r s ? ( h a v e e n o u g h staff on duty, p a s s e n g e r s n o t have to s p e n d so long :r. the q u e u e )
b
W h y d i d n ' t y o u explain t h e situation to t h e p a s s e n g e r ? (tell h i m , n o t lose his t e m p e r )
c
W h y d i d n ' t you apologise for t h e delay? ( a p o l o g i s e , p e o p l e n o t g e t so angry)
d
W h y d i d n ' t t h e pilots give a d v a n c e n o t i c e of t h e strike? ( w a r n p e o p l e , m a n y p a s s e n g e r s stay at h o m e )
It is important that you make your points in a firm but polite manner when writing a letter of complaint. This is best done using formal language.
Complaining
Letters
6
Based o n t h e l e t t e r o n page 30, put t h e paragraph plan b e l o w into t h e c o r r e c t order. W r i t e Introduction, Paragraph
2,
Paragraph
3,
Conclusion.
Explain what happened. Say w h a t will h a p p e n if n o t h i n g is d o n e to avoid this h a p p e n i n g again. R e q u e s t a reply. Describe what should have happened, in your opinion. Give r e a s o n for writing; m e n t i o n n a t u r e o f p r o b l e m .
7
T h e paragraph n o t e s b e l o w are in a n s w e r to t h e q u e s t i o n in e x e r c i s e I. Put t h e m into t h e c o r r e c t o r d e r according to t h e plan in e x e r c i s e 6.
N
i
N
i
V
i
V
N
i
T
i
S
i
V
N
i
T
i
N
i
Why didn't t h e y e n s u r e all luggage transferred before Edinburgh plane took off? Why didn't t h e y w a i t till morning to deliver brown suitcase? Why didn't t h e y r e a d t h e label a n d deliver blue suitcase properly? Why w e r e staff in Edinburgh r u d e a n d not apologetic w h e n complained? Expect explanation. Otherwise, will not t r a v e l by Ailing a g a i n Ailing Airlines Flights AA999 from Athens to London a n d AB000 from London to Edinburgh, lune 24th. Luggage not t r a n s f e r r e d Brown suitcase delivered Kirriemuir 2.00 am, |une 25th. Blue suitcase not delivered. Telephone call to airline office in Edinburgh indicated sent by m i s t a k e to Munich. Too late to send it to Kirriemuir, so told t h e m to send it to home a d d r e s s in Athens.
8
Although perfectly acceptable, o n e of t h e paragraph n o t e s a b o v e d o e s n o t follow t h e plan in e x e r c i s e 6. W h i c h o n e is it?
Complaining
Letters
_ - : • -: t h e q u e s t i o n s below, think of a situation for e a c h o n e and c o m p l e t e the paragraph plans which follow with : . - ;eas. a
You are a keen cinema-goer. A film festival recently held at y o u r local cinema failed to live up to y o u r e x p e c t a t i o n s . You have d e c i d e d to w r i t e a letter to t h e cinema manager. W r i t e a letter of complaint, describing w h a t happened, and saying w h a t you think should have happened.
Introduction
R e a s o n for writing?
Nature of problem?
Paragraph 2
What happened?
Paragraph 3
What should have happened?
Conclusion
W h a t will h a p p e n if n o t h i n g is d o n e ? R e q u e s t a reply.
You recently had a w e e k e n d break at a luxury hotel. D e s p i t e t h e assurances of the travel agent w h o b o o k e d t h e w e e k e n d break, t h e hotel did n o t live up to y o u r e x p e c t a t i o n s . You have d e c i d e d to w r i t e a letter to t h e travel agent. W r i t e a letter of complaint, describing w h a t happened, and saying w h a t y o u think should have happened.
I ntroduction
R e a s o n for writing?
Nature of problem?
Paragraph 2
What happened?
Paragraph 3
W h a t should have h a p p e n e d ?
Conclusion
W h a t will h a p p e n if n o t h i n g is d o n e ? R e q u e s t a reply.
N o w w r i t e a letter in a n s w e r to o n e of t h e q u e s t i o n s a b o v e , using y o u r paragraph plan, and taking t h e things y o u - a v e learnt in this unit into c o n s i d e r a t i o n .
Do not express anger or indignation too forcefully. If you appear too aggressive or emotional, you lose credibility and your letter is not as persuasive.
3 3
Applying for a job
Letters
I
Read t h e question and t h e letter b e l o w and t h e n c o m p l e t e t h e e x e r c i s e s that follow. A charity organisation is looking for p e o p l e w h o w o u l d be willing to w o r k on a voluntary basis at a s u m m e r c a m p for physically disabled t e e n a g e r s . Volunteers w o u l d n e e d to be available for a minimum period of t w o w e e k s in July or August. W r i t e a letter saying that y o u w o u l d like to be c o n s i d e r e d for t h e job and explaining why.
Dear
Sir/Madam,
I am w r i t i n g in reply to your a d v e r t i s e m e n t t h a t appeared in t h e Swansea Gazette last week.
I h a v e h e a r d many good things a b o u t y o u r o r g a n i s a t i o n a n d t h e summer camps
it r u n s and, t h e r e f o r e , I would like to be considered as a volunteer at this y e a r ' s camp. Currently I am
in full-time education and attend the Swansea College of Higher
As you a r e probably aware,
students
have considerable vacation time in t h e
Education.
summer
and,
as a result, I would be available for any two-week period during July or August. Despite t h e f a c t t h a t I h a v e never w o r k e d with disabled people, I feel t h a t I h a v e a lot to offer. I am enthusiastic a n d enjoy working as a t e a m member. I can imagine that being part of a summer camp would be very r e w a r d i n g a n d I see it as an o p p o r t u n i t y to m e e t new people and form new friendships. I am not a f r a i d of h a r d w o r k a n d am fit a n d healthy. I have a l w a y s loved sport, especially swimming. At t h e a g e of seven, I joined t h e Swansea Swimming Club and a f t e r two or t h r e e years, t e a m . While at college,
my
I became a member of the junior swimming
love of swimming has
Increased and I now coach children
t w o evenings a week. I also belong to t h e college basketball t e a m . I believe my i n t e r e s t in swimming, a n d in s p o r t in general, is s o m e t h i n g I can s h a r e and pass on to the teenagers at t h e camp, as sport is s o m e t h i n g t h a t lots of people can enjoy in spite of physical limitations. F u r t h e r m o r e , I successfully c o m p l e t e d a first-aid course last summer run by t h e Red Cross o r g a n i s a t i o n . Your a d v e r t i s e m e n t g a v e no details a b o u t w h a t t h e j o b would involve and, for this reason, I would w e l c o m e an o p p o r t u n i t y to m e e t you so summer
camp
and
what
my
duties
would
be.
It would
also give you t h e chance to decide if l am suitable for t h e w o r k involved. I am available m o s t mornings and w e e k e n d s as my classes a r e all in t h e a f t e r n o o n . I
look
Yours
forward faithfully,
Kevin Lockhart
to
hearing
from
you.
could find out m o r e a b o u t t h e
Applying for a job
Letters
R e a d Kevin's letter again and d e c i d e which paragraph: a
tells us a b o u t Kevin's availability.
b
requests a meeting.
e
gives r e a s o n s for Kevin w a n t i n g t h e j o b .
d
tells us a b o u t Kevin's skills/qualifications.
e
explains t h e p u r p o s e of t h e letter.
K e v i n s u p p o r t s his application with a n u m b e r of points. L o o k back at his letter and find e x a m p l e s of: a
p e r s o n a l i t y traits
b
interests
c
qualifications
In letters of application, hypothetical situations are often referred t o . Look at t h e clauses b e l o w and find t h e m in
students have considerable vacation time
b
being p a r t of a s u m m e r c a m p w o u l d be very r e w a r d i n g I am n o t afraid of h a r d w o r k
:
I joined the Swansea Swimming Club
c
sport is s o m e t h i n g t h a t a n y o n e c a n do in spite of physical l i m i t a t i o n s
f
Y o u r a d v e r t i s e m e n t gave no details
2
w h a t t h e j o b w o u l d involve
h
w h a t my d u t i e s w o u l d be
i
I am available m o s t m o r n i n g s a n d w e e k e n d s
j
my classes a r e all in t h e a f t e r n o o n
x k a g a i n at t h e clauses y o u w r o t e H against. W h i c h v e r b form is u s e d to show t h a t t h e situation is h y p o t h e t i c a l ?
.
iirse, would + bare infinitive can also be u s e d to express o t h e r things.
~.i a c l a u s e in K e v i n ' s l e t t e r t h a t u s e s would + bare infinitive b u t d o e s n o t refer to a h y p o t h e t i c a l situation. W h y h a s :n used this v e r b f o r m ?
Letters
5
Applying for a job
N o w read this question and Vivien's letter below. C o m p l e t e her letter by putting t h e verbs in brackets in t h e m o s t suitable form. Think carefully a b o u t w h e t h e r t h e clauses refer to real or hypothetical situations.
Every year, t h e university y o u attend participates in a t w o - d a y n a t i o n w i d e s t u d e n t c o n f e r e n c e . T h e subject of t h e c o n f e r e n c e is t h e value of university life b e y o n d t h e lecture r o o m s . T h e university has d e c i d e d to s e n d t w o s t u d e n t s to t h e c o n f e r e n c e and will pay all their e x p e n s e s . T h e university is inviting students to apply in writing, explaining why they should be c h o s e n to r e p r e s e n t t h e university and w h a t they w o u l d learn from t h e e x p e r i e n c e . You have d e c i d e d to apply. W r i t e y o u r letter.
D e a r Sir/Madam. I am writing to put myself forward as a representative for the student conference to be held in Birmingham later this year. Throughout my time here, I (1) (take) an active part in university life, namely the student union and the debating society, and believe that I (2) (benefit) enormously as a result. F u r t h e r m o r e , I (3) (be) an articulate individual and I (4) (be) m o r e than capable of communicating my experiences to other students, given the chance to do so. As many students in their first year do, I (5) (join) the student union within a few days of arriving at university. I soon (6) (become) involved in the organisation of the very popular quiz nights T Ins (7) (lead) to a position on the entertainment committee, of which I (8) ., ( ' • . i now chairperson. I (9) (take) pride in the events we organise and I (10) (believe) that an active social life is very important to students, particularly as man;. ( !!) (live) away from home for the first time. T h e student union (12) (be) a place where they can form friendships above and beyond those they will have with students on the same courses as themselves. I (13) (also enjoy) being a m e m b e r of the d e b a t i n g society, which not only (14) (provide) the opportunity of hearing varied opinions on wide-ranging subjects, but (15) (also be) a stimulating way to pass an evening. Taking part in a debate is a challenge that (16) (give) students the chance to hone their public speaking skills, which (17) (stand) them in good stead later in life. Although I (18) (not be) s o m e o n e who plays sport regularly. I (19) (be) very aware of the variety of sports available both here on campus and on weekend excursions and day trips. Friends of mine who (20) (take) advantage of such facilities and opportunities speak highly of them. This (21) (be) another area of university life which I (22) (be) quick to c o m m e n t on at the conference. Finally, to be chosen to represent o u r university at the conference (23) (be) an honour. 1 (24) (undoubtedly find) it a rewarding experience and (25) (hopefully be able to) bring back information and ideas from other students attending other universities a r o u n d the country. I look forward to hearing from you. Yours faithfully. Vivien Cunniniiham
Applying for a job
Letters
;;
• vien's letter is slightly different to Kevin's in that s h e gives e x a m p l e s of her o w n e x p e r i e n c e s which s u p p o r t her app ication. Look again at her letter and say which paragraph(s):
:
a
tells us why Vivien t h i n k s she is suitable.
b
tells us w h a t Vivien feels she w o u l d gain from t h e e x p e r i e n c e .
c
aive examples of what Vivien and people she knows have gained from university life.
d
explains t h e p u r p o s e o f t h e letter.
and
e i c t h e q u e s t i o n s b e l o w and c o m p l e t e t h e paragraph plans. T h e n c h o o s e o n e of t h e q u e s t i o n s and w r i t e a letter.
a
You have s e e n an a d v e r t i s e m e n t for a t e m p o r a r y s u m m e r job at t h e t o u r i s t information c e n t r e , run by t h e local council, in t h e t o w n w h e r e y o u live. You have decided to apply for t h e job. W r i t e a letter of application, saying why you w a n t t h e job and giving details of any relevant skills and qualifications y o u have.
1 ntroduction
R e a s o n for writing?
Main B o d y
Why you want the job? R e l e v a n t skills/qualifications?
Conclusion
:
Request meeting/interview?
You w o r k for a large international company. T h e c o m p a n y has d e c i d e d to s e n d t h r e e e m p l o y e e s to w o r k in o n e of their offices abroad for a period of six w e e k s . Travel and hotel e x p e n s e s will be c o v e r e d . Employees wishing to be c o n s i d e r e d for this o p p o r t u n i t y m u s t w r i t e a letter of application, saying w h e n they w o u l d be able to go, w h y they should be c h o s e n for this trip and w h a t they h o p e to learn from such an e x p e r i e n c e .
Introduction
Purpose of the letter?
Main B o d y
Availability? Suitability? ( + e x a m p l e s i n s u p p o r t )
Conclusion
L e a r n from t h e e x p e r i e n c e ?
When you have finished writing your letter, look again at the verb tenses and forms you have used. Make sure you use ould + bare infinitive when you refer to a hypothetical situation.
Expressing opinions
Essays
I
Read t h e question and t h e essay b e l o w and t h e n do t h e e x e r c i s e s that follow.
Your t e a c h e r s h o w s y o u t w o e x t r a c t s taken from articles a b o u t t h e future of e n t e r t a i n m e n t . Things are progressing so far that electronic games
and
Nothing can replace the excitement of sitting in a crowded
technological
theatre waiting for the curtain to go up. Live arts will never
entertainment will make the live arts
die out because that feeling cannot be aroused by computer
obsolete in the future.
games
and
DVDs.
Your t e a c h e r asks y o u to w r i t e an essay on w h a t will happen to live art in t h e future. W r i t e y o u r essay responding t o t h e points raised and e x p r e s s i n g y o u r o w n opinion.
No one would d i s a g r e e with t h e s t a t e m e n t t h a t technology (1)
(progress)
in leaps a n d bounds, p a r t i c u l a r l y in recent years, and n o w h e r e is this m o r e evident t h a n in t h e field of e n t e r t a i n m e n t . With t h e invention of electronic g a m e s , home cinema s y s t e m s a n d virtual reality, it (2)
(be) little wonder that some people (3)
o t h e r forms of live art (4)
(say) t h e t h e a t r e a n d
(become)
o u t d a t e d a n d disappear In t h e
y e a r s t o come.
However, t h e live a r t s (5)
(provide)
something
t h a t technology
cannot.
The a n t i c i p a t i o n a f t e r booking your seats, be it to see a play or bear a concert, coupled with t h e e x c i t e m e n t of a live performance cannot be recreated by a DVD or a CD, no m a t t e r how good t h e quality is. As long as t h e experience of live a r t offers s o m e t h i n g m o r e t h a n technology does, it will never b e c o m e obsolete.
The danger (6)
(be), though, t h a t technology (7)
quickly a n d it (8)
(progress) very
(be) logical to a s s u m e t h a t it (9)
(continue)
its r a c e to c r e a t e a new experience or t h e ultimate sound system, in this case, t h e live a r t s as we know t h e m (10)
(adversely affect), i t . m a y be t h a t , in t h e f u t u r e ,
people (IT)
(not need) to leave t h e comfort o f ' t h e i r own homes: technology
m a y b r i n g t h e experience of the live arts to t h e m at home. This (12) even m o r e credible when you (13)
(be)
(consider)
t h a n ever b e f o r e (14)
that t h e y o u t h of t o d a y m o r e
(be used to) being s u r r o u n d e d by hi-tech e q u i p m e n t
a n d (15)
(be able
to)
while
away their time playing games, w a t c h i n g t h e
l a t e s t films or listening to their f a v o u r i t e bands all at the touch of a button or two. This g e n e r a t i o n (16)
( g r o w up) with electronic g a m e s a n d technological e n t e r t a i n m e n t a n d
(17)
(have)
It (18)
no need for t h e a t r e s a n d concert halls.
(be) s a d to say, b u t I do believe that the live arts
(19)
(suffer) b e c a u s e of technological a d v a n c e s in t h e world of e n t e r t a i n m e n t .
I only hope t h a t t h e r e (20) experience music
or
drama
(be) live
so that t h e
live
arts
enough do
people
in
not become
the future who want to completely
obsolete.
Expressing opinions
'e-'erence sections 18 a, b and c on pages 91 and 9 2 . Then read t h e essay again, c o m p l e t i n g it with t h e o r m of t h e verbs in brackets. Be careful b e c a u s e o n e of t h e m n e e d s passive v o i c e .
:
:
: : - - 5 "
_ : :
a
^^^^^B 9
:ne essay again and a n s w e r t h e following q u e s t i o n s .
H o w has t h e writer a v o i d e d giving away h e r p o i n t of view in t h e first p a r a g r a p h ?
\..
rding t o t h e writer, w h a t d o t h e live arts offer u s t h a t t e c h n o l o g i c a l e n t e r t a i n m e n t d o e s n ' t ?
c
W h a t is the d a n g e r t h a t t h e writer talks a b o u t in t h e third p a r a g r a p h ?
4
W h a t is t h e writer's g e n e r a l o p i n i o n a b o u t t h e future of t h e live arts?
.: : •
ill n at t h e essay and put t h e following paragraph plan into t h e c o r r e c t order.
- .
: : i a conclusion and give y o u r own point of view.
b
Discuss o n e p o i n t of view, giving e x p l a n a t i o n s or e x a m p l e s w h e r e possible,
c
I n t r o d u c e t h e subject in a g e n e r a l way, b u t do n o t state y o u r o p i n i o n yet.
Discuss the o t h e r point of view, giving explanations or examples w h e r e possible.
Essays
Expressing opinions
S o m e t i m e s a w r i t e r w a n t s to make w h a t t h e y are writing m o r e emphatic. O n e way of doing this is to use inversion. L o o k at t h e e x a m p l e below, which w a s taken from t h e first paragraph of t h e essay. '... n o w h e r e is this m o r e e v i d e n t than in t h e field of entertainment.' This could have b e e n written as follows: . . . this is m o r e evident in t h e field of e n t e r t a i n m e n t than a n y w h e r e else.
Read Reference section 4 e o n page 8 7 and Reference section 9 o n page 8 9 and then rewrite t h e following s e n t e n c e s practising inversion. a
We a r e r u i n i n g o u r p l a n e t for ourselves a n d for future g e n e r a t i o n s . N o t only
b
T i m e p a s s e s so quickly t h a t we n e e d to start p r e p a r i n g for t h e future now. So
c
for future g e n e r a t i o n s .
t h a t w e n e e d t o start p r e p a r i n g for t h e future now.
P e o p l e will only realise t h e y s h o u l d h a v e d o n e s o m e t h i n g w h e n it is t o o late. Only
d
Life d o e s n ' t offer us such o p p o r t u n i t i e s very often. Seldom
e
, t h e d a m a g e w o u l d n o t h a v e b e e n s o great.
P o l l u t i o n has n e v e r r e a c h e d such high levels b e f o r e . Never
g
such o p p o r t u n i t i e s .
T h e d a m a g e w o u l d n o t h a v e b e e n so g r e a t if p r e c a u t i o n s h a d b e e n t a k e n in t i m e . Had
f
they s h o u l d have d o n e s o m e t h i n g .
such high levels.
O u r p l a n e t can only be saved by g o v e r n m e n t s w o r k i n g t o g e t h e r . Only
h
If you d e c i d e d w h a t you w a n t to do in t h e future, it w o u l d be easier to c h o o s e a university c o u r s e . Were
i
, it would be easier to choose a university course.
We d i d n ' t realise t h a t t h e c o u n t r y s i d e w o u l d be so b a d l y affected until it actually h a p p e n e d . N o t until
j
b e saved.
how badly t h e c o u n t r y s i d e w o u l d be affected.
O n e g r o u p of t o u r i s t s h a d hardly left w h e n t h e next g r o u p arrived. Hardly
t h e next g r o u p arrived.
Expressing opinions
Essays
9
sse o n e of t h e q u e s t i o n s b e l o w and w r i t e an essay. C o m p l e t e t h e paragraph plan with y o u r n o t e s before :egin writing.
You belong to t h e s c h o o l debating s o c i e t y and recently a t t e n d e d a d e b a t e on t h e i m p o r t a n c e of planning for t h e future. You heard s o m e o f t h e c o m m e n t s below. Your t e a c h e r has n o w asked y o u t o .vrite an essay on t h e s a m e subject, responding to t h e c o m m e n t s and expressing y o u r o w n opinion.
There ifi no point whatsoever- in planning for- the future. Mo one knows where they will be or what they will be doing. It'e a complete waste of time.
lurw can anyone
The besf policy is fake each day as if comes.
hope to achieve their ambitions
if they
don't jpCanfor the future?
Your t e a c h e r has s h o w n y o u t w o e x t r a c t s a b o u t t o u r i s m and environmental damage.
This area of the country used to be quiet and
It is true that tourism has had an effect on
unspoilt. It is now overrun with tourists for the best
the local countryside, but reports have been
part of each year who care little about the noise they
exaggerated.
make, the litter they leave lying around or the
for green
wildlife they disturb. There should be a complete
tourists to respect the area they are visiting.
ban on tourism so that what is left of our valuable countryside
can
be preserved.
What is required is support
tourism* and encouraging
Besides, if tourism were banned, the local economy
would
suffer.
Your t e a c h e r asks y o u to w r i t e an essay on t h e effect of t o u r i s m on t h e e n v i r o n m e n t . W r i t e y o u r essay responding to t h e points raised and e x p r e s s i n g your o w n opinion. * green tourism is environmentally friendly tourism
If you support one point of view more strongly than the other, it is better to discuss this point of view in the paragraph before the •onclusion. In this way the conclusion will follow logically and you avoid jumping back and forth between opinions.
Introduction:
I n t r o d u c e t h e subject in a g e n e r a l way. Do n o t state y o u r o p i n i o n .
Main B o d y
O n e point o f view Explanation/example A n o t h e r p o i n t of view Explanation/example
Conclusion:
R e a c h a conclusion. G i v e y o u r o w n p o i n t of view.
Comparing
Essays I
Read t h e question and t h e essay b e l o w and c o m p l e t e t h e e x e r c i s e s that follow. As s e c r e t a r y of t h e college b o o k club, y o u t o o k n o t e s at a r e c e n t d e b a t e with t h e college film club entitled F/7ms vs Books. You have b e e n asked by y o u r t u t o r t o w r i t e an essay o n t h e subject. W r i t e y o u r essay using your n o t e s and expressing y o u r o w n opinions.
high quality sound
healthy use of home cinemas
and picture
WATCHING A FILM
no imagination needed
convenience
imagination
READING A BOOK
passive viewing
no sound
Many people believe t h a t t h e book is f a s t b e c o m i n g an endangered species. It is an indisputable f a c t t h a t m o s t people spend more t i m e w a t c h i n g films t h a n t h e y do reading books. They prefer to sit in f r o n t of a s c r e e n a n d w a t c h a s t o r y unfold b e f o r e their eyes t h a n r e a d . However, it should n o t be t a k e n for g r a n t e d t h a t r e a d i n g is n o t a w o r t h w h i l e activity. W a t c h i n g a film n o w a d a y s can be an
intense experience indeed.
Multi-million-
dollar p r o d u c t i o n s dazzle viewers with s p e c t a c u l a r special effects, b r e a t h t a k i n g scenery and outstanding soundtracks.
Moreover,
it is now no longer
necessary
to go to t h e cinema to fully appreciate a film, with the introduction of h o m e cinemas and
DVDs,
h o m e viewing
has
Improved to such an extent that it has
reached a s t a n d a r d which w a s , until v e r y recently, available only in c i n e m a s . However, t h e f a c t r e m a i n s t h a t w a t c h i n g a film is a passive experience, one in which all t h e 'work' h a s been done for t h e viewer; t h e r e is no place for imagination. Reading a book, on t h e o t h e r hand, is a much m o r e demanding experience. Without t h e help of sound a n d i m a g e s available to t h o s e who w a t c h films, readers must use their imaginations to c r e a t e t h e i r own i m a g e s of t h e s t o r y as It unfolds before them,
in this w a y ,
t h e y a r e not influenced by actors'
p e r f o r m a n c e s , or by d i r e c t o r s ' decisions, b u t by w h a t is w r i t t e n on t h e p a g e . Furthermore,
books a r e m o r e convenient t h a n films.
Readers are restricted
neither by t i m e nor by location; t h e y can read a book w h e n e v e r a n d w h e r e v e r t h e y w a n t , within As a p a s t i m e ,
reason.
reading may well be less popular than w a t c h i n g a film,
but t h a t
does not necessarily m e a n t h a t it does not have as much to offer. Personally would not replace the satisfaction of reading the last page of a book with a n y film ending, no m a t t e r how s p e c t a c u l a r .
i fì
A t
no pictures
Comparing
Essays
When you have to compare two things that each have advantages and disadvantages, deal with them in separate paragraphs, concentrating on one at a time.
nz t h e m o d e l essay again and c o m p l e t e t h e paragraph plan.
introduction*
Introduce the subject in a general way, without going into too m a n y details.
Paragraph 2:
P a r a g r a p h 3:
Paragraph 4:
-.- : : n e essay again to help y o u d e c i d e w h e t h e r t h e following s t a t e m e n t s are t r u e or false. 1 : 5 t h e phrases i n t h e essay that justify y o u r a n s w e r s .
a
T h e majority of p e o p l e w a t c h films m o r e frequently t h a n they r e a d b o o k s .
:
E v e r y o n e s h o u l d k n o w t h a t r e a d i n g is a w a s t e of t i m e . T h e availability o f h o m e c i n e m a s a n d D V D s h a s c h a n g e d t h e quality o f h o m e viewing.
i
R e a d i n g a b o o k involves m o r e effort t h a n w a t c h i n g a film. 7
. w riter feels t h a t w a t c h i n g a film with a s p e c t a c u l a r e n d i n g is b e t t e r t h a n c o m i n g
to t h e e n d of a b o o k .
- = w r i t e r s u p p o r t s general s t a t e m e n t s with explanations o r e x a m p l e s . Underline t h e phrases o r ; ~ t e n c e s in t h e article that s u p p o r t t h e s e s t a t e m e n t s : a
W a t c h i n g a film can be i n t e n s e .
b
Y o u d o n ' t h a v e to go to t h e c i n e m a to fully a p p r e c i a t e a film.
c
R e a d i n g a b o o k is d e m a n d i n g .
d
B o o k s a r e m o r e c o n v e n i e n t t h a n films.
10
Comparing
Read Reference section 2d on page 86 and then find t h e w o r d s and phrases t h e w r i t e r used in t h e essay to c o m p watching a film to reading a book.
6
N o w c h o o s e t h e c o r r e c t w o r d t o c o m p l e t e t h e s e n t e n c e s below. a
7
F r i e n d s can be just as s u p p o r t i v e than / as family.
b
F a r more I much p e o p l e work from h o m e n o w t h a n twenty y e a r s ago.
c
T h e o l d e r my b r o t h e r a n d I get, t h e closer I closest we b e c o m e .
d
It's n o t nearly I less as stressful as w o r k i n g in an office.
e
Playing a t e a m s p o r t is as / more enjoyable t h a n playing an individual s p o r t .
Read t h e s e general statements and write examples or explanations for each o n e using comparison w h e r e possible. a
O w n i n g y o u r own c o m p a n y offers o p p o r t u n i t i e s for success.
b
Being self-employed can be very stressful.
c
H a v i n g an e m p l o y e r p r o v i d e s a sense of security.
d
T a k i n g o r d e r s is u n a v o i d a b l e w h e n you work for s o m e b o d y else.
Comparing
to compar;
:
2
Essays
a : t h e questions and t h e n o t e s below, and write an essay on o n e of the questions, following the paragraph plan.
- c a r e studying business a t college. You t u t o r has asked y o u t o w r i t e a n essay o n t h e advantages and disadvantages of w o r k i n g for an e m p l o y e r and being self-employed. You have m a d e s o m e n o t e s d u r i n g a class on t h e subject. W r i t e your essay using your n o t e s and expressing y o u r o w n opinions.
sense of security
steady income
opportunities for success
independence
WORKING FOR AN
BEING
EMPLOYER
SELF-EMPLOYED
taking orders is unavoidable
no freedom
income is not guaranteed
can be very stressful
possible.
- s secretary o f t h e c o l l e g e debating society, y o u t o o k n o t e s a t a r e c e n t d e b a t e entitled - - e n d s vs Family. You have b e e n asked by y o u r t u t o r t o w r i t e an essay o n t h e subject. W r i t e y o u r essay .5 ng your n o t e s and expressing y o u r o w n opinions.
common interests
supportive
FAMILY
FRIENDS
come and go
unconditional love
strong ties
fair-weather
generation gap
high expectations
friends
Introduction
W r i t e a b a l a n c e d p a r a g r a p h but do not go into t o o m a n y details.
Paragraph 2
Discuss t h e a d v a n t a g e s and d i s a d v a n t a g e s of first topic.
Paragraph 3
Discuss t h e a d v a n t a g e s a n d d i s a d v a n t a g e s of s e c o n d topic.
Conclusion
If you have a p r e f e r e n c e , say so and s u p p o r t it with an e x a m p l e , preferably from p e r s o n a l e x p e r i e n c e . I f n o t , you can b a l a n c e y o u r conclusion, suggesting t h a t t h e choice d e p e n d s on c e r t a i n factors. Give an e x a m p l e in each case.
45
Proposals I
Applying for funds
Read t h e question and t h e proposal b e l o w and c o m p l e t e t h e e x e r c i s e s that follow. You w o r k for a small m u s e u m which is in grave danger of being c l o s e d d o w n if funding is n o t given. At a r e c e n t staff meeting, various o p i n i o n s w e r e voiced:
In order to be cost effective, we must attract more visitors.
We desjyeratefy need to do something ahout the state ojthe hudding.
We must update our educational facilities if school visits are to continue.
You d e c i d e to s e n d a proposal to t h e local council describing t h e current situation, explaining w h a t is required tc save t h e m u s e u m and saying h o w t h e funds w o u l d benefit t h e local community. W r i t e y o u r proposal, using t h e opinions e x p r e s s e d a b o v e and y o u r o w n ideas.
T h e purpose of this proposal is to outline the reasons why funding is required by the Newtown Natural History M u s e u m in order to avoid certain closure. It also aims to show how the local community would benefit, should funding be given.
While we are aware of the fact that the m u s e u m must m a k e some attempt to cover its costs, at present this is not possible for a n u m b e r of reasons. First and foremost, due to the fact that the building is in such a bad state of repair, it is difficult to keep up with m a i n t e n a n c e costs. This, in turn, makes it impossible to allocate money to other aspects of the m u s e u m which would increase the m u s e u m ' s income considerably.
If funding were m a d e available, the money would be spent in two ways. T h e first priority would be to deal with the basic repair work n e e d e d to bring the building up to standard. This would involve jobs such as fixing broken windows and radiators, and repairing sections of the roof. T h e second priority would be to m a k e improvements which would m a k e the m u s e u m m o r e appealing to a variety of people, thus increasing the m u s e u m ' s income. School visits, which were once a major source of income, have declined dramatically because the m u s e u m is not properly equipped for educational visits. This could be rectified immediately by improving the educational facilities of the museum. Schools would be far more likely to visit the m u s e u m if there was a m o d e r n lecture hall with all the necessary equipment available, and if they were provided with student worksheets and teacher information packs. Finally, funding could be spent on organising temporary exhibits from m u s e u m s in other parts of the country together with local advertising, which would attract m o r e local people, as well as giving t h e m a reason to visit the museum on a regular basis.
If the suggestions above were implemented, t h e local community would be able to enjoy a well-maintained m u s e u m . They would have the opportunity to see exhibits from all over the country, and local parents would be assured that their children were being offered worthwhile educational trips to the museum.
Applying for funds
Proposals
• nz : - e question and t h e m o d e l again and w r i t e a heading for each paragraph on t h e d o t t e d lines.
o o k at t h e proposal again and a n s w e r t h e s e q u e s t i o n s . a
W h a t two r e a s o n s a r e given for t h e m u s e u m ' s inability to cover its costs?
j n d i n g were m a d e available, what would be t h e m u s e u m ' s first priority?
;
W h a t w o u l d this entail?
4
W h a t w o u l d be t h e m u s e u m ' s s e c o n d priority?
t
W h a t w o u l d this e n t a i l ?
A c c o r d i n g t o t h e p r o p o s a l , w h o w o u l d benefit i f t h e suggestions w e r e i m p l e m e n t e d , a n d h o w ?
: - D i e t e t h e diagram plan of t h e m o d e l proposal using t h e phrases below.
fix windows & radiators ~:
improve educational facilities repair roof
repair work
local
advertising temporary
exhibits
Proposals
Applying
for fune
Read t h e q u e s t i o n b e l o w and c o m p l e t e t h e diagram plan with your o w n ideas. T h e r e is a disused p i e c e of land in t h e area w h e r e you live. At a r e c e n t m e e t i n g of t h e residents' association, various opinions w e r e voiced:
Something
ChiCdren in this area have
must be done to
nothing to do and nowhere
that place. It's an eyesore.
to go. Why can't it he made ™to a playground?
I'm surprised there hastt t been a serious rid'metal md rubbish*
*fru'tf
T h e residents' association has d e c i d e d to make it into a park with a children's playground. You have b e e n asked send a proposal to t h e local council describing t h e current situation, explaining w h a t w o u l d be required to create the park and saying h o w t h e funds w o u l d benefit t h e local community. W r i t e your proposal, using t h e opinions e x p r e s s e d a b o v e and y o u r o w n ideas.
6
Read Connectors and modifiers H o n page 95 and underline t h e t h r e e w o r d s o r phrases in t h e m o d e l o n page 4 6 that t h e w r i t e r has used to give r e a s o n s .
7
Rewrite t h e s e n t e n c e s b e l o w using t h e w o r d s in bold. U s e b e t w e e n t w o and five w o r d s . a
Y o u n g p e o p l e a r e on t h e s t r e e t s b e c a u s e they don"t h a v e a n y w h e r e else to g o . for The
b
c
T h e n e w s p a p e r is d o i n g badly b e c a u s e it looks old-fashioned, due T h e n e w s p a p e r is d o i n g badly
it looks old-fashioned.
In o r d e r to m a k e a profit, we m u s t a t t r a c t m o r e advertisers, why The
d
being on t h e s t r e e t s is t h a t they d o n ' t have a n y w h e r e else to go.
attract m o r e visitors is to m a k e a profit.
T h e r e is no o n e to h e l p t h e u n e m p l o y e d find a j o b . so s o m e of t h e m feel h a r d d o n e by. as Some unemployed t h e r e is no o n e to help t h e m find a j o b .
Applying for funds
U n e m p l o y m e n t is so high in t h e a r e a b e c a u s e t h e car factory closed d o w n two years ago. of U n e m p l o y m e n t is so high in
c l o s u r e of t h e car factory two years ago.
We want to remain competitive, so our image must be updated, since O u r image m u s t b e
to remain competitive.
e your o w n diagram plans for both of t h e q u e s t i o n s b e l o w and w r i t e o n e of t h e proposals using t h e graph plan.
Introduction
Purpose
Paragraph 2
T h e c u r r e n t situation
Paragraph 3
W h a t is r e q u i r e d
Conclusion
H o w t h e funds w o u l d b e o f benefit
In order to make your proposal more realistic, go into details on a few things which could be done, rather than just making a long list.
You w o r k for a local n e w s p a p e r which Is in grave danger of being c l o s e d d o w n if funding is n o t given. At a r e c e n t staff meeting, various opinions w e r e voiced:
We must update out image if the paper is to remain competitive in the local market.
We desveratehj need to upgrade the computers and programs in the design department.
In order fo be cost effective, we must attract more advertisers.
You d e c i d e to s e n d a proposal to t h e o w n e r describing t h e current situation, explaining w h a t is required to save t h e paper and saying h o w t h e funds w o u l d benefit t h e local community. W r i t e y o u r proposal, using t h e opinions e x p r e s s e d a b o v e and y o u r o w n ideas.
You live in an area w h e r e u n e m p l o y m e n t is very high and t h e majority of y o u n g p e o p l e have nothing to do. At a r e c e n t m e e t i n g of t h e residents' association, various opinions w e r e voiced:
willing +o
help
u s f i n d joloÇ.
Something must he done to heev younß peoyhe off the streets.
I
hate
nothing nowhere
having
to
do to
and go.
T h e residents' association has d e c i d e d to s e t up a day c e n t r e . You have b e e n asked to send a proposal to t h e local council describing t h e current situation, explaining w h a t w o u l d be required to s e t up t h e c e n t r e and saying h o w t h e funds w o u l d benefit t h e local community. W r i t e y o u r proposal, using t h e o p i n i o n s e x p r e s s e d above and y o u r o w n ideas.
Proposals
i
Assessing choices
Read the question and the proposal b e l o w and then complete the exercises that follow.
T h e r e w a s an article recently in y o u r local n e w s p a p e r a b o u t an old building in t h e t o w n c e n t r e . T h e building is in bad c o n d i t i o n and c a n n o t be left as it is: it m u s t e i t h e r be r e n o v a t e d or pulled d o w n . T h e t o w n council are asking residents for their o p i n i o n s and y o u have d e c i d e d to w r i t e a proposal assessing t h e s u g g e s t i o n s and giving y o u r o w n opinion a b o u t w h a t should b e d o n e .
Purpose This proposal aims t o discuss t h e suggestions t h a t have b e e n m a d e r e g a r d i n g the O p e r a H o u s e in M o n s o n R o a d . T h e building is (1)
a n d has b e e n out of use (2)
Renovation T h e O p e r a H o u s e was built at the beginning of t h e twentieth century a n d is a fine e x a m p l e of t h e a r c h i t e c t u r e at that time. As such, it is a valuable p a r t of o u r town's history that should be looked after. As far as r e n o v a t i o n is c o n c e r n e d , two suggestions have b e e n p u t forward. T h e first concerns the entire building, (3)
Such an undertaking would require (4)
and would take many months to complete. However, it would be worthwhile as our town would then have a functional O p e r a H o u s e to be p r o u d of. T h e second suggestion involves restoring the outside of the building to its former glory, but modernising the inside. Consequently, the attractive architecture will be kept while the building is used for other purposes. A restaurant and a youth centre are two ideas that have been mentioned.
Demolition An alternative p r o p o s a l to renovation is demolition. At t h e p r e s e n t time, t h e building is both unsightly and h a z a r d o u s . Knocking it down would be (5)
t h a n renovating it.
M o r e o v e r , it would result in a large site b e c o m i n g available in t h e town c e n t r e for d e v e l o p m e n t . T h e land could t h e n be sold, no d o u b t fetching a high price d u e to its central location. Alternatively, t h e site could be d e v e l o p e d by the town council. O u r town (6)
more
parking spaces, so a multi-storey car p a r k n e a r the town's m a i n s h o p p i n g a r e a would s e e m to be a g o o d idea.
Recommendation (7)
t h a t o u r town's heritage should be p r o t e c t e d . A l t h o u g h renovation is expensive,
restoring t h e O p e r a H o u s e is t h e best suggestion. Such a building deserves to be a focal point of o u r town. If the cost of total r e s t o r a t i o n is prohibitive, t h e n restoring the facade (8)
50
Assessing choices
12
Proposals
•lead t h e proposal again and d e c i d e w h i c h p h r a s e , a or b, is m o s t appropriate for each space. 1
a b
in a terrible state in d i s r e p a i r
2
a b
for ages for a c o n s i d e r a b l e time
3
a
b o t h internally a n d externally
b
inside a n d o u t
a
loads of m o n e )
B ~ US I ^ B H f i P ^ * ' ¥^sS>
b substantial funding a
b
"
8
g^&jflLWi'SL^.^^Ifr lll^SS^^^KtlS^^?^tefflF
considerably less expensive a lot c h e a p e r
HPSHL
^*^HB^'-?!**ajBy.
a
is d e s p e r a t e l y in n e e d ol
BR\' M^\wEv^'^<&"
h
reall) n e e d s
^Jf^^",.. i l ^ K '
a
I think
b
I a m of t h e o p i n i o n
a b
is t h e next best thing is t h e best alternative
M
-^2t
^
f^"^^*^!^?
i
, *
»11
t
- exercise 2, you had to d e c i d e which phrase w a s m o s t appropriate in each case. H o w did you make y o u r :~oice? Look at t h e s e n t e n c e s below. T h e underlined parts are e x p r e s s e d t o o informally. Rewrite t h e s e n t e n c e s , rephrasing t h e underlined phrases in a m o r e formal way. a
A few h u n d r e d p o u n d s w o u l d be just t h e thing to m a k e y o u n g p e o p l e go in for t h e c o m p e t i t i o n .
b
T h e r e c e p t i o n a r e a is crying o u t for a lick of paint.
A t t h e e n d o f t h e day, o u r c o m p a n y s t a n d s t o gain f r o m this s c h e m e .
1
We could t a k e on s o m e of t h e y o u n g s t e r s w h o gave t h e training p r o g r a m m e t h e i r best shot.
e
Lots of p e o p l e h a v e said they are i n t e r e s t e d in having s o m e w h e r e they can buy drinks or snacks.
f
W h a t might h a p p e n is t h a t a y o u n g s t e r with a n e w qualification will go a n d w o r k s o m e w h e r e else w h e n t h e y finish their c o u r s e .
_ : o k again a t t h e m o d e l . W h i c h w o r d s o r phrases has t h e w r i t e r used t o : a
refer to a p a r t i c u l a r subject? ( p a r a g r a p h 2)
b
limit or c o n t r a d i c t t h e p r e v i o u s p o i n t m a d e to s o m e e x t e n t ? ( p a r a g r a p h 2)
c
show t h e result of an a c t i o n ? ( p a r a g r a p h 2)
d
i n t r o d u c e a s e c o n d r e a s o n for a p a r t i c u l a r p o i n t ? ( p a r a g r a p h 3)
e
offer an alternative suggestion? ( p a r a g r a p h 3)
Proposals
Assessing choices
T h e w r i t e r discusses a variety of points relating to d e m o l i t i o n and renovation before arriving at a c o n c l u s i o n . Fill in t h e paragraph plan b e l o w with t h e phrases in t h e box.
create funds for town council cost effective
expensive
need multi-storey car park
good regain
use
example of the
retain an attractive example of early 20th century architecture
Purpose
State the aim of your proposal.
Main B o d y Renovation
Reason? I n t e r n a l a n d external: a r g u m e n t for a r g u m e n t s against E x t e r i o r only: a r g u m e n t for
a r g u m e n t s against Demolition
Reason? Selling site: a r g u m e n t for? Development: a r g u m e n t for?
Recommendation
S t a t e y o u r r e c o m m e n d a t i o n a n d a brief r e a s o n why.
Opera
of local
architecture
House time
Proposals
- p i e t e t h e paragraph plans for t h e t w o - positions below. T h e n c h o o s e o n e of t h e m and := • our article.
You do not always need to have arguments both for and against a suggestion as long as your recommendation ties in with what you have discussed in the main body of the proposal.
You w o r k in a s e n i o r position in a large c o m p a n y that is i n t e r e s t e d in setting up a s c h e m e to help y o u n g p e o p l e in t h e area. T h r e e s u g g e s t i o n s have b e e n m a d e - a c o m p e t i t i o n called Young Inventor with m o n e y as a prize, a scholarship to t h e local college and a training p r o g r a m m e within t h e company. You have n e e n asked to w r i t e a proposal, discussing t h e s e s u g g e s t i o n s and saying which idea y o u think is best.
Purpose
State the purpose of your proposal.
Main B o d y
Reason?
Competition
a r g u m e n t ( s ) for a r g u m e n t ( s ) against
Scholarship
Reason? a r g u m e n t ( s ) for a r g u m e n t ( s ) against
Training programme
Reason? a r g u m e n t ( s ) for a r g u m e n t ( s ) against
Recommendation
S t a t e y o u r r e c o m m e n d a t i o n a n d a brief r e a s o n why.
T h e s p o r t s c e n t r e y o u belong to has b e e n given a large a m o u n t of m o n e y to upgrade t h e facilities on offer. T h e m a n a g e m e n t has put forward t h r e e suggestions - redecorating t h e r e c e p t i o n area, creating a cafe/bar area, renovating t h e changing r o o m s - and has asked m e m b e r s of t h e club for their opinion. W r i t e a proposal assessing t h e suggestions and r e c o m m e n d i n g which o n e you think is best.
Purpose
State the purpose of your proposal.
Main B o d y
Reason?
Redecorate reception
a r g u m e n t ( s ) for a r g u m e n t ( s ) against
C r e a t e café/bar
Reason? a r g u m e n t ( s ) for a r g u m e n t ( s ) against
Renovate changing rooms
Reason? a r g u m e n t ( s ) for a r g u m e n t ( s ) against
Recommendation
State y o u r r e c o m m e n d a t i o n a n d a brief r e a s o n why.
Proposals
I
Evaluating a situation
Read t h e question and the proposal b e l o w and t h e n c o m p l e t e t h e tasks that follow.
You have read an centre. The town problem. W r i t e a p r o b l e m could be
article in y o u r local n e w s p a p e r a b o u t t h e problem of traffic in t h e t o w n council have asked local residents t o suggest possible s o l u t i o n s t o t h e proposal evaluating t h e situation and making s u g g e s t i o n s as to h o w t h e solved.
Purpose This proposal aims to discuss the problem of traffic in the town centre and to make suggestions which might solve the problem.
Current Situation (1)
Sadly, this is no longer true due to the large quantity of traffic that passes through the
centre. While some of the vehicles are b o u n d for the town centre itself, there are many that are simply passing through on their way to other destinations. In addition to the increase in exhaust fumes that pollute our air and destroy our buildings, the queues of vehicles which can often be seen are unsightly and hinder pedestrians. A further problem that has resulted from the increase in traffic is that the parking available is insufficient. Therefore, people park their cars in the streets, which obstructs the efficient flow of traffic through our narrow streets.
Recommendations 1 (2)
Providing an alternative faster route that avoids the busy town centre would reduce
the n u m b e r of vehicles in the town, as those drivers who are merely passing through would be able to avoid it.
2 (3)
T h e first is to provide a d e q u a t e off-road parking. A multi-storey car park in or
near the town centre would help to ease the problem of parking and reduce the n u m b e r of cars parked on the roadside. In this way, traffic would move m o r e easily through the centre. T h e second solution is to implement a park and ride scheme. People wishing to come into the town centre would park their cars in car parks provided outside the town centre and then travel in on specially provided buses. These buses would run regularly to and from the car parks. This would reduce the n u m b e r of vehicles having to come into the town centre.
Conclusion (4)
Although the suggestions outlined above are costly, it would be money well spent if
it m e a n t that o u r town centre was to b e c o m e the attractive place it once used to be.
54
Evaluating a situation
Proposals
n clear well-organised writing, each paragraph begins with a topic s e n t e n c e that tells t h e reader t h e p u r p o s e of : - e paragraph. Read t h e proposal again and put t h e t o p i c s e n t e n c e s b e l o w into t h e c o r r e c t places.
a
As far as t h e p r o b l e m of p a r k i n g is c o n c e r n e d , two solutions exist.
b
Providing an effective solution to t h e p r o b l e m of traffic in o u r t o w n c e n t r e is of t h e u t m o s t i m p o r t a n c e .
c
F o r m a n y y e a r s , o u r t o w n h a s b e e n hailed as o n e of t h e m o s t attractive in t h e a r e a .
d
It h a s b e e n suggested by s o m e r e s i d e n t s t h a t t h e c o n s t r u c t i o n of a ring r o a d w o u l d e a s e t h e situation.
2
id w o r d s and phrases in t h e proposal (including t h e missing t o p i c s e n t e n c e s ) that are similar in meaning to
: ~ o s e below. a
p r a i s e d for b e i n g
b
u n p l e a s a n t to look at
c
get in t h e way of p e o p l e on foot
d
not e n o u g h
e
d o e s n o t allow t h e free m o v e m e n t of
f
building
2
enough
h
put i n t o action very i m p o r t a n t
j
expensive
S o w l o o k back at t h e paragraph u n d e r t h e heading Current Situation and a n s w e r t h e s e q u e s t i o n s .
i
H o w m a n y p r o b l e m s s t e m m i n g from t h e i n c r e a s e i n traffic d o e s t h e writer m e n t i o n ?
-
What are they?
13 5
Evaluating a situation
Proposals
W h e n making her r e c o m m e n d a t i o n s , t h e w r i t e r justifies t h e m by explaining h o w t h e y will help. Read t h e secticr called Recommendations again and c o m p l e t e t h e table b e l o w with information taken from t h e proposal.
Recommendation
Justification
ring road multi-storey car park
6
Read t h e q u e s t i o n s b e l o w and t h e n c o m p l e t e t h e paragraph plans with t h e relevant information given below.
advertise
at
advertise
local
schools
and
performances
the
more
youth
club
to
get
new young
members
widely
area is not as safe as it once was be
observant,
high home no
and new
offer
a
insurance
members
for
ticket
the
more
are
afraid
in
extra
has
prices
for
different
kinds
suspicious
because
police
residents
take
anything
costs
car
reduced
petition
stage
report
production
performances
past to
eighteen school
presence their
on
own
-
burglar
attended
months
parties the
that
alarms,
or
groups
of friends
attending
performances
streets
will car
appeal alarms,
to park
more cars
You belong to a local t h e a t r e club that puts on amateur p e r f o r m a n c e s and also arranges trips to professional p r o d u c t i o n s . Unfortunately, t h e t h e a t r e club's m e m b e r s h i p is falling and it is in danger of closing. T h e chairman of t h e club has asked m e m b e r s t o w r i t e proposals evaluating t h e situation and putting forward s u g g e s t i o n s a b o u t h o w t o improve t h e situation. W r i t e y o u r proposal.
Current Situation
Recommendations Increase membership
I n c r e a s e i n t e r e s t in p e r f o r m a n c e s
56
poorly
homes
of productions
precautions
are
increased
people in
garages
if at
all
possible
Evaluating a situation
Proposals
You are a m e m b e r of a n e i g h b o u r h o o d watch s c h e m e and you have read an article in your local n e w s p a p e r about t h e increase in burglaries and car theft in t h e area. You have decided to w r i t e a proposal for t h e o t h e r m e m b e r s of t h e s c h e m e in your area outlining t h e problem and suggesting ways of tackling this problem.
Current Situation
Recommendations
Read t h e q u e s t i o n b e l o w and t h e n w r i t e a proposal. A n s w e r t h e q u e s t i o n s in t h e paragraph plan first to help y o u c o m e up with ideas.
You w o r k for a large c o m p a n y that is relocating to a n o t h e r area of t h e city. This m o v e will mean that many m e m b e r s of staff will have difficulty in getting to w o r k . You have b e e n asked to w r i t e a proposal discussing t h e p r o b l e m and suggesting ways of solving t h e problem.
Purpose S t a t e w h a t y o u r p r o p o s a l will d o . Current Situation W h y will p e o p l e n o t b e able t o get t o w o r k easily?
W h a t will p e o p l e do if they c a n ' t g e t to w o r k easily?
W h a t effect will this h a v e o n t h e c o m p a n y ?
Recommendations Provide transport: what kind?
Allow staff t o w o r k from h o m e : h o w w o u l d this w o r k ?
Conclusion S t a t e t h a t it is i m p o r t a n t that s o m e t h i n g is d o n e . S t a t e t h a t y o u r r e c o m m e n d a t i o n s will w o r k .
Proposals
I
Giving
reasons
Read the question and the proposal below and complete the exercises that follow.
A c o m p a n y is launching a n e w snack o n t o t h e market, and is running a c o m p e t i t i o n inviting p e o p l e to send in proposals for different w a y s of p r o m o t i n g it. T h e c o m p a n y w a n t s p e o p l e t o c o m m e n t o n t h e u s e o f advertising, i n t r o d u c t o r y offers, and t h e kind of image y o u think t h e p r o d u c t should have. W r i t e y o u r proposal, explaining w h y y o u think y o u r ideas w o u l d be effective.
Purpose T h e purpose of this proposal is to discuss different ways of promoting the new snack from Jupiter. It also aims to show that these suggestions would be effective. Advertising 1 T h e first priority would be to h a v e a large advertising c a m p a i g n , as this would m a k e t h e product a household n a m e in a relatively short space of time. T h e advertising campaign should definitely include T V , radio and billboards, but not necessarily newspapers and magazines, since these have relatively small readerships in this country. 2 T h e advertisements should be funny and appealing to people of all ages. T h e reason for this is that, while snacks are eaten mostly by young p e o p l e , they a r e often bought by p a r e n t s and g r a n d p a r e n t s t o o . M o r e o v e r , t h e adverts should depict everyday situations, as p e o p l e can identify w i t h t h e s e . T V a n d r a d i o a d v e r t i s e m e n t s s h o u l d h a v e t h e s a m e c a t c h y j i n g l e , preferably with a m e m o r a b l e slogan, because this will m a k e the product instantly recognisable. Image 1 It is essential that t h e product be given an appropriate n a m e . It could be something that can be associated with the snack itself, but, at the same time, it should be something which is easy to say, and instantly m e m o r a b l e . 2 D u e to the fact that t h e r e are already so many snacks on t h e market, this snack should be p r o m o t e d in such a way that the public believe it to have a special characteristic which makes it u n i q u e . T h i s c o u l d be a p a r t i c u l a r flavour, or it c o u l d be t h a t t h e s n a c k itself is a n e w combination of flavours. I n t r o d u c t o r y offers D e p e n d i n g on the budget allocated for this promotion, introductory offers such as 'buy o n e , get o n e free' could be used to p e r s u a d e people to buy the product. However, at this stage, it is m o r e important to heighten awareness of the product. This could be achieved at major points of sale, w h e r e promotional sales staff could tell customers about the product and give out samples. Conclusion I believe that for a product to be successful, it must be advertised effectively, it must appeal to a wide r a n g e of p e o p l e and it must be instantly recognisable. In my opinion, if t h e suggestions above are implemented, the new snack from Jupiter will be very successful indeed.
Giving reasons
*.,ead Connectors and modifiers H o n page 9 5 and underline t h e six w o r d s z r y i r a s e s that t h e w r i t e r has used t o give r e a s o n s .
Proposals
In proposals of this nature, you should have a good grasp of vocabulary which is relevant to the topic.
-rc w o r d s and phrases in t h e proposal which mean: i
^.mised p r o g r a m m e of a d v e r t i s e m e n t s
b
s o m e o n e o r s o m e t h i n g t h a t h a s b e c o m e very well k n o w n
c
a s h o r t s o n g t h a t is easy to r e m e m b e r a n d is u s e d in advertising
i
i » o r d or phrase that is u s e d to attract people's attention or to suggest an idea
*
ordinary people
f f t h e m o n e y available f
Activities d o n e in o r d e r to i n c r e a s e t h e sales of a p r o d u c t or service
k
t h e m a i n places w h e r e a p r o d u c t is sold p e o p l e w h o a r e e m p l o y e d to sell a p a r t i c u l a r p r o d u c t
j
i >mall a m o u n t of s o m e t h i n g t h a t can be t r i e d to s e e w h a t it is like
- - :- section(s) d o e s t h e writer: i
— i k e suggestions for p r o m o t i n g t h e p r o d u c t ? £
c 4\ «
%
,
and
,
and
-.er opinion on w h a t m a k e s a p r o d u c t successful?
m e n t i o n why this p r o p o s a l h a s b e e n w r i t t e n ? s u m m a r i s e h e r ideas from t h e m a i n b o d y o f t h e p r o p o s a l ? s u p p o r t h e r suggestions with r e a s o n s ?
V s w e r t h e following q u e s t i o n s a b o u t t h e m o d e l proposal. H e writer believes t h a t o n e o f t h e things s u g g e s t e d i n t h e q u e s t i o n : : be a p p r o p r i a t e or effective. i
W h a t is it?
While it is perfectly acceptable to disagree with a part of the question, because you have been asked to comment on it in your proposal, it must be dealt with.
I
W h a t e x a m p l e of an i n t r o d u c t o r y offer d o e s t h e w r i t e r give?
g
A c c o r d i n g to t h e writer, why w o u l d an offer like this be u s e d ?
4
W h a t d o e s t h e w r i t e r imply with t h e u s e o f ' d e p e n d i n g o n t h e b u d g e t a l l o c a t e d ...'?
T i e writer believes t h a t t h e r e i s s o m e t h i n g w h i c h i s m o r e i m p o r t a n t t h a n i n t r o d u c t o r y offers, e
W h a t is it?
f
H o w d o e s s h e suggest this could be a c h i e v e d ?
59
Proposals
Giving reasons
i 6
In t h e conclusion, t h e w r i t e r gives t h r e e c o n d i t i o n s for a product's s u c c e s s . T h e s e c o n d i t i o n s actually s u m m a r i s e t h e main points made in t h e main b o d y of t h e proposal. W r i t e t h e relevant points from t h e m o d e l proposal on t h e d o t t e d lines.
a
It m u s t be a d v e r t i s e d effectively. (Advertising, p a r a g r a p h
(Advertising, p a r a g r a p h ' , (Image, paragraph 2)
( I n t r o d u c t o r y offers)
b
It m u s t a p p e a l to a wide r a n g e of p e o p l e . (Advertising, p a r a g r a p h
c
It m u s t be instantly r e c o g n i s a b l e . (Advertising, p a r a g r a p h . (Image, paragraph 2)
7
Read t h e s e c o n d i t i o n s of t h e s u c c e s s of a drugs a w a r e n e s s campaign and think of relevant points which could be included in a proposal on t h e subject.
For a drugs a w a r e n e s s campaign to be successful, it m u s t be advertised effectively, it m u s t deal with t h e problem in a way that t h e public can relate t o , and it m u s t reach a w i d e range of p e o p l e .
a
It m u s t be a d v e r t i s e d effectively.
b
It m u s t deal with t h e p r o b l e m in a way t h a t t h e p u b l i c can r e l a t e to.
c
It m u s t r e a c h a w i d e r a n g e of p e o p l e .
Giving reasons r
Proposals
14
«
e model
>. p a r a g r a p h 1
'• rite a proposal on o n e of t h e following q u e s t i o n s . C o m p l e t e t h e paragraph plan before y o u begin writing to e o you, and u s e t h e things y o u have learnt in this unit.
', p a r a g r a p h 2 ìgraph 2)
I
offers)
i
T h e g o v e r n m e n t is launching a n e w drugs awareness campaign, and is running a c o m p e t i t i o n inviting p e o p l e to send in proposals on w h a t t h e campaign should include. T h e g o v e r n m e n t w a n t s p e o p l e to c o m m e n t on t h e use of advertising, s c h o o l visits, and t h e kind of approach you think t h e g o v e r n m e n t should take. W r i t e y o u r proposal, explaining why you think your ideas would be effective.
> paragraph 2 r
Introduction: P u r p o s e of p r o p o s a l ? <„ p a r a g r a p h 2
Main B o d y
igraph 2)
Suggestions & r e a s o n s :
advertising?
.
school visits? . approach?
ch Conclusion:
P e r s o n a l o p i n i o n o n subject? Hi t h e
S u m m a r i s e ideas from M a i n Body. S t a t e t h a t suggestions will be successful.
A company Is planning to launch a n e w radio station. T h e o w n e r w a n t s to find o u t w h a t p e o p l e w o u l d like to hear on t h e radio, and is inviting proposals about t h e possible c o n t e n t as well as ideas on h o w to p r o m o t e t h e station. W r i t e a proposal, explaining why y o u think your suggestions should be implemented.
Introduction: Purpose of proposal? Main B o d y Suggestions & r e a s o n s :
content? promotion?
.
Conclusion: P e r s o n a l o p i n i o n o n subject? S u m m a r i s e ideas from M a i n B o d y . S t a t e t h a t suggestions will be successful.
61
Reviewing a festival
Reviews
I
Read t h e q u e s t i o n and t h e review b e l o w and c o m p l e t e t h e e x e r c i s e s that follow.
An arts magazine is running a feature on festivals. It has invited its readers to s e n d in a review of an arts festival that t h e y have recently a t t e n d e d . W r i t e a review of t h e festival and say w h y y o u think it w a s w o r t h attending.
T h e E d i n b u r g h I n t e r n a t i o n a l Festival i s b e l i e v e d t o b e o n e o f t h e g r e a t e s t c e l e b r a t i o n s o f t h e arts, a t t r a c t i n g a u d i e n c e s from a r o u n d t h e w o r l d . H e l d every A u g u s t , t h e festival actually consists of a variety of festivals, all i n d e p e n d e n t l y o r g a n i s e d . C o m b i n e d , t h e y f o r m o n e of t h e biggest c e l e b r a t i o n s of t h e arts in t h e world, c l a i m i n g (1)
(offer) e n t e r t a i n m e n t
for all tastes. T h e biggest p r o b l e m for festival-goers is d e c i d i n g w h a t to see, a n d w h a t to miss.
On arrival in E d i n b u r g h , t h e festival spirit is i m m e d i a t e l y a p p a r e n t . T h o s e w h o c a n n o t afford (2)
( a t t e n d ) t h e a t r e s m a k e t h e m o s t o f t h e free s t r e e t shows o n t h e H i g h
S t r e e t . H u n d r e d s o f visitors from a r o u n d t h e w o r l d w a t c h a s street artists p e r f o r m everything from t i g h t r o p e walking t o fire eating. T h e s e p e r f o r m e r s a r e p a r t o f t h e F r i n g e , which w a s e s t a b l i s h e d i n 1947 ( t h e first y e a r o f t h e E d i n b u r g h I n t e r n a t i o n a l Festival) b y i n d e p e n d e n t c o m p a n i e s w h o p e r f o r m e d in small t h e a t r e spaces w i t h o u t t h e a p p r o v a l of t h e official festival.
This year t h e F r i n g e b r o u g h t t h e C h i n e s e State Circus t o E d i n b u r g h . S u p e r b p e r f o r m e r s d e m o n s t r a t e d incredible b a l a n c e and flexibility, showing off their acrobatic skills. T h e t r o u p e f o r m e d h u m a n p y r a m i d s a n d back-flipped from poles, miraculously avoiding (3) (crash) to t h e g r o u n d . Eight girls k e p t 64 p l a t e s spinning continuously, while boys s m a s h e d bricks with their b a r e h a n d s . A real spectacle, this was family e n t e r t a i n m e n t at its best.
N o trip t o Scotland's capital i n A u g u s t w o u l d b e c o m p l e t e w i t h o u t (4) ( a t t e n d ) t h e E d i n b u r g h Military T a t t o o , a military show with music which is p e r f o r m e d at night. I was lucky e n o u g h to h a v e b o o k e d tickets in advance, as t h e T a t t o o is a sell-out every year. First p e r f o r m e d in 1950 as t h e A r m y of Scotland's c o n t r i b u t i o n to t h e Festival, t o d a y t h e r a n g e of music p e r f o r m e d is as diverse as t h e c o u n t r i e s r e p r e s e n t e d . Set against t h e magnificent b a c k d r o p of E d i n b u r g h Castle, t h e m o s t moving sight a n d s o u n d of t h e evening w a s that of t h e p i p e b a n d s . It was definitely w o r t h (5) (6)
(splash o u t o n ) an expensive seat, as it allowed me e n
( J ° y ) t h e spectacle to t h e full.
U n f o r t u n a t e l y , it is impossible (7)
(see) everything on offer at t h e
E d i n b u r g h Festival. T h e r e a r e , q u i t e simply, t o o m a n y shows a n d t o o little t i m e . All in all, it is fair (8)
(say) t h a t t h e E d i n b u r g h Festival h a s s o m e t h i n g for e v e r y o n e .
Reviewing a festival
Study Reference section 5 o n page 8 7 and Reference section 8 on page 8 9 . T h e n read t h e r e v i e w again and c o m p l e t e it, c h o o s i n g e i t h e r t h e gerund or t h e infinitive form of t h e verbs in brackets.
Based on t h e review on t h e previous page, put t h e paragraph plan b e l o w into t h e c o r r e c t order. W r i t e production,
Paragraph
2,
Paragraphs
3
&
4,
Conclusion.
Give descriptive details of o n e or two shows/events. Give y o u r g e n e r a l o p i n i o n of t h e festival as a w h o l e . M a k e a r e c o m m e n d a t i o n . D e s c r i b e t h e g e n e r a l a t m o s p h e r e of t h e festival. Give g e n e r a l i n f o r m a t i o n a b o u t t h e festival. M e n t i o n w h e r e a n d w h e n t h e festival t a k e s p l a c e .
_
h e w r i t e r u s e s t w o main t e n s e s i n his review, t h e p r e s e n t simple and t h e past simple. W h i c h t e n s e d o e s
- e use: a
to give g e n e r a l i n f o r m a t i o n a b o u t t h e festival?
b
describe t h e g e n e r a l a t m o s p h e r e of t h e festival?
c
to d e s c r i b e w h a t he saw at t h e festival?
J n d e r l i n e all t h e verbs in t h e p r e s e n t simple t e n s e and s e e in which paragraphs they mostly occur.
T
h e w r i t e r u s e s different w o r d s t o talk a b o u t t h e s a m e thing. •Vhat w o r d s d o e s t h e w r i t e r use:
a
for p e o p l e w h o a t t e n d t h e festival?
b
for different kinds of p e o p l e w h o t a k e p a r t in t h e festival?
,
and
and
It is very important to use a wide range of vocabulary when writing at Proficiency level. Try not to repeat words and phrases over and over again.
63
Reviews
Reviewing a festival
R e w r i t e t h e s e n t e n c e s b e l o w using t h e w o r d s i n b o l d . U s e b e t w e e n t w o a n d five w o r d s . You may w i s h t o l o o k b a c k a t t h e m o d e l for help w i t h t h e s t r u c t u r e s n e e d e d . a
M a k e sure you b o o k well a h e a d if you w a n t to see t h a t play, advance You must
b
w a n t t o see t h a t play.
It's w o r t h s p e n d i n g a lot of m o n e y on g o o d seats, splashing It's w o r t h
c
g o o d seats.
S o m e p e o p l e believe this festival is o n e of t h e best in t h e world, believed T h i s festival
d
of t h e best in t h e w o r l d .
Y o u could say t h a t t h e b a n d played b e t t e r t h a n ever b e f o r e , fair It's
e
b a n d played b e t t e r t h a n ever b e f o r e .
In o r d e r to t a k e p a r t in t h e festival, t h e p e r f o r m e r s m u s t h a v e p e r m i s s i o n from festival officials, approval T h e p e r f o r m e r s c a n n o t t a k e p a r t i n t h e festival
f
officials.
T h e y s t a r t e d t h e I n t e r n a t i o n a l Festival o v e r fifty years ago. established T h e I n t e r n a t i o n a l Festival
T h e n o t e s o p p o s i t e are n o t e s a b o u t a n o t h e r festival. Look at t h e q u e s t i o n in e x e r c i s e I again and t h e n put t h e paragraph n o t e s b e l o w into t h e c o r r e c t o r d e r according to t h e plan in e x e r c i s e 3.
fifty y e a r s ago.
W
W
Sandra
W
-
W
Up-and-coming
W
w
W
20-year-o\d
w
singer
and s o n g w r i t e r . Distinctive voice and look. Blue Notes - local y o u n g jazz b a n d . Talented musicians, despite their a g e - p l a y e d their o w n music, as well as s o m e popular jazz. They were the f i n d of the weekend.
5th Annual Youth Music Festival. Gives y o u n g people the opportunity to s h o w off their
talents, while learning more about music at the same time. Held in a different t o w n every year.
Friday 26 July - Sunday 28 July 02,
Perth. in my opinion, the Youth Festival fulfils its a i m s - 'to
promote young
Improve and advance music something f o r everyone.
musical
talent
education.
1
and
offers
Friendly a t m o s p h e r e . V a r i e t y of fun music w o r k s h o p s . G r e a t effort put into d e c o r a t i n g the site - local schools d e c o r a t e d the m a i n
arena with their own a r t w o r k .
w
w
Aprite a review on o n e of t h e following q u e s t i o n s . C o m p l e t e t h e paragraph plan before y o u begin writing to help y o u . U s e appropriate t e n s e s and a w i d e range of vocabulary.
A film magazine is running a feature on festivals. It has invited its readers to s e n d in a review of a film festival that t h e y have recently a t t e n d e d . W r i t e a r e v i e w of t h e festival and say w h y y o u think it w a s , or w a s not, w o r t h attending.
Your college n e w s p a p e r has asked o v e r s e a s s t u d e n t s to w r i t e reviews of festivals held in their c o u n t r i e s . You have d e c i d e d to w r i t e a b o u t a festival that is held in y o u r h o m e t o w n each year. W r i t e y o u r review, describing t h e festival and saying w h y visitors w o u l d enjoy it.
A music magazine is running a feature on festivals. It has invited its readers to s e n d in a review of a music festival that t h e y have recently a t t e n d e d . You have d e c i d e d to w r i t e a b o u t a rock festival y o u a t t e n d e d last summer. W r i t e a review of t h e festival and say w h y y o u think it w a s w o r t h attending.
Introduction: G e n e r a l i n f o r m a t i o n a b o u t festival? Where? When? Paragraph 2 General atmosphere? Paragraphs 3 & 4 D e s c r i p t i v e details? Conclusion General opinion? A recommendation?
65
Reviews
I
Reviewing a holiday
Read t h e question and t h e review b e l o w and t h e n c o m p l e t e t h e e x e r c i s e s that follow.
You belong to a holiday club. T h e club magazine regularly reviews different kinds of holidays and has invited club m e m b e r s to send in reviews of w e e k e n d city breaks they have had. T h e best o n e s will be published in t h e magazine. W r i t e a review of a w e e k e n d city break you enjoyed, explaining w h a t t h e city had to offer and w h a t made your holiday special.
H a v i n g always w a n t e d to visit V e n i c e , I j u m p e d at t h e c h a n c e w h e n my friend C a r o l w o n a w e e k e n d away for two p e o p l e a n d a s k e d m e t o a c c o m p a n y h e r . T h e m e n t i o n o f V e n i c e usually b r i n g s t o m i n d canals, g o n d o l a s a n d tourists, b u t it actually offers a g r e a t d e a l m o r e , as I f o u n d o u t .
A s w e w e r e only going t o b e i n V e n i c e for a little o v e r two days, w e h a d b o t h r e a d u p o n t h e city b e f o r e arriving: w e d i d n ' t w a n t t o risk missing s o m e t h i n g w h i l e w e w e r e t h e r e . W e t o o k a w a t e r b u s from t h e a i r p o r t t o S a n M a r c o , which i s t h e s t o p n e a r t h e f a m o u s S t M a r k ' s S q u a r e . A s w e c r o s s e d t h e s q u a r e t o find o u r h o t e l w e g a z e d u p a t t h e magnificent Basilica, o n e o f V e n i c e ' s m a n y f a m o u s sights. W e visited i t t h e following m o r n i n g a n d saw S t M a r k ' s t o m b a n d t h e s t u n n i n g gold m o s a i c s inside. A f t e r w a r d s , w e f o u n d a t r a t t o r i a for lunch a n d h a d delicious s e a f o o d pizza. T h e a f t e r n o o n f o u n d u s w a n d e r i n g t h e m a z e o f n a r r o w s t r e e t s criss-crossing t h e c a n a l s , a n d p o p p i n g into many of the churches scattered throughout the city. As we discovered, V e n i c e is n o t an easy city to navigate, b u t b e c a u s e it is fairly small, you c a n n e v e r really lose y o u r way.
O n S u n d a y , w e visited just o n e o f t h e m a n y n e a r b y islands, M u r a n o , w h e r e t h e glass factories a r e . W e s p e n t t h e m o r n i n g t h e r e a n d w a t c h e d skilled c r a f t s m e n blowing glass into all m a n n e r of s h a p e s a n d designs. We also c h o s e small glass gifts for friends a n d relatives, which w a s n o t as easy as it s o u n d s as we w e r e spoilt for c h o i c e . S u n d a y a f t e r n o o n w a s s p e n t s o u v e n i r h u n t i n g . B o t h C a r o l a n d I t r e a t e d ourselves t o beautiful h a n d - p a i n t e d m a s k s t h a t a r e traditionally w o r n a t carnival t i m e . Sadly o u r w e e k e n d h a d almost c o m e t o a n e n d . J u s t t i m e for o n e m o r e delicious m e a l a n d t h e n i t w a s b a c k t o t h e h o t e l t o p a c k as we w e r e leaving in t h e m o r n i n g .
My only r e g r e t is t h a t I d i d n ' t s e e all I w a n t e d t o : t h e r e j u s t w a s n ' t t i m e . I s u p p o s e I'll h a v e to go b a c k a g a i n a n d stay for l o n g e r . H o w e v e r , this w e e k e n d away w a s w o n d e r f u l a n d all t h e m o r e special b e c a u s e I w a s able to s h a r e it with a g o o d friend of m i n e . I shall n e v e r forget it.
Reviewing a holiday
Reviews
Look at t h e review again and say in w h i c h p a r a g r a p h ( s ) t h e w r i t e r : a
tells us why t h e holiday w a s special?
b
relates w h a t she a n d h e r friend d i d ?
c
m e n t i o n s for t h e first t i m e which city she w e n t t o ?
d
gives us h e r last t h o u g h t s a b o u t t h e holiday?
e
explains h e r r e a s o n for going on t h e holiday?
f
and
tells us w h a t she a n d h e r friend saw?
and
Read t h e review again and a n s w e r t h e s e q u e s t i o n s .
a
W h a t d o e s t h e writer's u s e of ' j u m p e d at t h e c h a n c e ' tell us a b o u t h e r feelings t o w a r d s going to V e n i c e ?
h
W h i c h w o r d in t h e s e c o n d p a r a g r a p h reinforces t h e fact t h a t ' V e n i c e is n o t an easy city to n a v i g a t e ' ?
c
W h y w a s c h o o s i n g gifts for friends a n d relatives ' n o t as easy as it s o u n d s ' ?
_ o o k at t h e Reference section 10 o n page 8 9 . N o w l o o k at t h e s e s e n t e n c e s taken from t h e review and i n s w e r t h e q u e s t i o n s below. a
Having always wanted to visit Venice, I j u m p e d at t h e c h a n c e ...
b
T h e a f t e r n o o n f o u n d us w a n d e r i n g t h e m a z e of n a r r o w s t r e e t s criss-crossing the c a n a l s a n d ...
c
... p o p p i n g i n t o t h e m a n y c h u r c h e s scattered t h r o u g h o u t the city.
d
We s p e n t t h e m o r n i n g t h e r e a n d w a t c h e d skilled c r a f t s m e n blowing g l a s s into all m a n n e r of s h a p e s
*
and d e s i g n s . i) (ii)
W h i c h participle clauses give us m o r e i n f o r m a t i o n a b o u t a n o u n ?
a n d ....
WhichparticipleclausehasthemeaningofftecaM.se?
iii) W h i c h participle clause refers to an a c t i o n ?
67
Reviews
5
Reviewing a holiday
R e w r i t e t h e s e n t e n c e s b e l o w using participle clauses.
a
She decided to stay at h o m e at the w e e k e n d because she didn't feel well.
b
T h e hotel they stayed in overlooked the picturesque bay.
c
Peter recognised o n e of the air stewardesses w h o was working on his flight to Amsterdam,
d
After I'd c h e c k e d that my passport and ticket were in my bag, I left the house,
e
He put the luggage in the boot of the car, got in and started the engine,
f
We took advantage of the c h e a p a c c o m m o d a t i o n that was offered to us.
g
I realised I was going to miss my train, so I started running.
h
He interrupted the guide w h o was talking about the castle to ask where the toilets were.
6
Study Reference section 2 b o n page 8 6 . Using adjectives can bring a description t o life. Underline phrases in t h e m o d e l r e v i e w w h e r e t h e w r i t e r has u s e d m o r e than o n e adjective t o d e s c r i b e a n o u n .
7
N o w rewrite t h e s e s e n t e n c e s with the adjectives in the correct place.
a
We stayed in Palm Court, a hotel on the coast, (seventy-bedroomed, luxurious)
b
Instructors showed us how to use our equipment correctly, (diving, fully-qualified)
c
There was a beach very nearby, (beautiful, sandy)
d
For breakfast, there was bread everyday, ( h o m e - m a d e , fresh)
e
T h e staff were k e e n to do whatever they could to make our stay m o r e enjoyable, (friendly, well-trained)
f
T h e children's playground was full of swings, slides and climbing frames, ( w o o d e n , brightly-coloured)
Reviewing a holiday
Read t h e t w o q u e s t i o n s b e l o w and c o m p l e t e t h e p a r a g r a p h plans w i t h y o u r o w n ideas. T h e n w r i t e o n e review based o n y o u r n o t e s below.
a
You b e l o n g to a parent and child g r o u p that p r o d u c e s a magazine four t i m e s a year. T h e magazine is inviting m e m b e r s to w r i t e r e v i e w s of successful package holidays they have had for their s u m m e r issue. T h e holiday m u s t be suitable for families with s c h o o l - a g e d children. You had such a holiday last s u m m e r and have d e c i d e d to w r i t e a review for t h e magazine. W r i t e y o u r review describing t h e holiday and explaining w h y it is suitable for families with children.
Introduction
Where? R e a s o n for c h o o s i n g t h e holiday? With whom?
Main B o d y Brief description Accommodation? Activities? Facilities? Surrounding area?
Conclusion
S t a t e t h a t holiday w a s good/successful/etc. S t a t e w h y it is suitable for families with children.
T h e Student U n i o n at y o u r university is organising an activity holiday. Any s t u d e n t s w h o have already enjoyed such a holiday have b e e n asked to w r i t e a review of it so t h e Entertainment C o m m i t t e e can c h o o s e a holiday that w o u l d be suitable. W r i t e a review for t h e c o m m i t t e e describing t h e holiday and saying w h y it w o u l d be suitable.
Introduction
W h a t k i n d o f activity h o l i d a y ? W h e r e and when? With whom?
Main B o d y D e s c r i p t i o n of t h e holiday: Accommodation? Activities? W h a t m a d e i t enjoyable?
Conclusion
S t a t e t h a t y o u enjoyed t h e holiday/would r e c o m m e n d it/etc. S t a t e t h a t i t w o u l d b e suitable.
In your description, concentrate on the aspects of the holiday which support yo UT choice and mc he it suitable for the review you've been asked to write.
Reviews
Reviewing a magazine
WÊËÊÊËm I
Read the question and the review b e l o w and complete the exercises that follow.
Your college library has d e c i d e d to take o u t five magazine subscriptions. Students have b e e n asked to r e c o m m e n d a magazine. W r i t e a review r e c o m m e n d i n g a magazine, saying w h y y o u think t h e library should subscribe to t h e magazine of y o u r c h o i c e .
T h e N a t i o n a l G e o g r a p h i c Society i s t h e w o r l d ' s largest n o n - p r o f i t scientific a n d e d u c a t i o n a l o r g a n i s a t i o n . F o u n d e d in 1888, National Geographic is t h e society's flagship m a g a z i n e . ( T h e society also p u b l i s h e s Adventure,
Traveler,
World, National Geographic for Kids m a g a z i n e s , as well as a w a r d -
w i n n i n g b o o k s a n d C D - R O M s , a n d i t h a s its o w n T V c h a n n e l . ) I n a d d i t i o n t o k e e p i n g t h e r e a d e r a b r e a s t of ecological issues a n d t h r e a t s to wildlife, National Geographic also e n c o u r a g e s u n d e r s t a n d i n g of v a r i o u s c u l t u r e s all over t h e world.
As its n a m e suggests, m a n y of t h e articles in t h e m a g a z i n e in q u e s t i o n have a g e o g r a p h i c a l slant. H o w e v e r , this d o e s n o t m e a n t h a t it is of i n t e r e s t only to g e o g r a p h y s t u d e n t s . T h e r e a r e also i n t e r e s t i n g articles o n such topics a s t e c h n o l o g y a n d t h e i n f o r m a t i o n r e v o l u t i o n , a s well a s c u l t u r a l f e a t u r e s on societies from t h e four c o r n e r s of t h e g l o b e . As a result, s t u d e n t s from m a n y different faculties w o u l d h a v e g o o d r e a s o n to r e a d National Geographic, s h o u l d t h e library d e c i d e to t a k e o u t a subscription.
T h e articles a r e , for t h e m o s t p a r t , w r i t t e n from a n objective, u n b i a s e d yet involved p o i n t of view. T h e y a r e well r e s e a r c h e d a n d give a full historical p e r s p e c t i v e on t h e issue b e i n g c o v e r e d . O n e of National Geographic^ m o s t o u t s t a n d i n g f e a t u r e s , h o w e v e r , is t h e i n c r e d i b l e p h o t o g r a p h y which a c c o m p a n i e s every article. P h o t o g r a p h s of this quality a r e a rarity, b u t it is n o t surprising t h a t t h e y a r e b r o u g h t to us by National Geographic w h e n y o u c o n s i d e r t h e t i m e a n d m o n e y it s p e n d s in its effort to raise p u b l i c a w a r e n e s s of t h e w o r l d a r o u n d us.
A y e a r ' s subscription to National Geographic costs £29, a n d includes 12 m o n t h l y issues of t h e m a g a z i n e , a w o r l d m a p with t h e first issue, a n d as m a n y as 5 full-colour wall m a p s u p p l e m e n t s in s e l e c t e d issues of t h e m a g a z i n e , which c o u l d be p u t up in t h e library for g e n e r a l r e f e r e n c e p u r p o s e s . M o r e o v e r , all s u b s c r i p t i o n s h e l p s u p p o r t w o r l d w i d e scientific r e s e a r c h , exploration, and geography education.
In brief, m a n y students would benefit from a college subscription to a m a g a z i n e like National Geographic, which has so m u c h to offer. I believe that it deserves a place on t h e college library shelves.
Reviewing a magazine
Reviews
Study Connectors and modifiers o n page 9 4 . W h i c h w o r d s o r p h r a s e s has t h e w r i t e r u s e d t o : a
m e n t i o n an extra p o i n t after a p o i n t ? ( P a r a g r a p h 1)
b
s h o w t h a t a p o i n t limits t h e p r e v i o u s p o i n t m a d e to s o m e e x t e n t ? ( P a r a g r a p h 2)
c
i n d i c a t e t h e logical d e v e l o p m e n t or c o n s e q u e n c e of an a r g u m e n t ? ( P a r a g r a p h 2)
d
i n t r o d u c e a s e c o n d r e a s o n of a different kind, b u t o n e t h a t h a s t h e s a m e result as t h e first? ( P a r a g r a p h 4)
e
bring t h e a r g u m e n t to a c o n c l u s i o n in a few w o r d s ? ( P a r a g r a p h 5)
Rnd w o r d s and phrases in t h e review which mean: a
the most important magazine that the organisation produces
b
i n f o r m i n g t h e r e a d e r a b o u t t h e latest d e v e l o p m e n t s i n
c
p o i n t of view
d
special articles a b o u t s o m e t h i n g
e
pay m o n e y to receive r e g u l a r c o p i e s of a n e w s p a p e r or m a g a z i n e
f
impartial
2
o n e of a r e g u l a r series of m a g a z i n e s or n e w s p a p e r s
h
extra s e p a r a t e sections t h a t a r e sold with a n e w s p a p e r or m a g a z i n e
Read t h e m o d e l review again and tick t h e points which are m e n t i o n e d . a
age of m a g a z i n e
b
c o m m e n t s on articles
c
cost
d
details a b o u t w r i t e r s
e
free gifts
I
m e t h o d s of p a y m e n t
g
n u m b e r of issues
h
n u m b e r of p a g e s
i
p o i n t s of sale
j
possible r e a d e r s h i p
k
size of m a g a z i n e
1
special f e a t u r e s
m
title
n
topics of interest
o
type of m a g a z i n e
rr
~z
«M
17
Reviewing a magazine
Reviews
5
N o w c o m p l e t e the paragraph plan with t h e w o r d s you ticked in e x e r c i s e 4.
Introduction Main B o d y m a i n p o i n t s t h a t s u p p o r t t h e writer's choice: P a r a g r a p h 2? P a r a g r a p h 3? Paragraph 4? Conclusion
6
R e a s o n s for r e c o m m e n d i n g t h e m a g a z i n e .
C o m p l e t e t h e table b e l o w with t h e phrases in t h e box.
€47.50
52 business Newsweek
anyone
interested in
current affairs
clear and concise politics
award-winning journalism
and photography rpny
first published 1933 technology
health the
arts
f
Points
Current affairs magazine
title age of magazine topics of interest possible readership comments on articles special features cost number of issues
N o w c o m p l e t e t h e table b e l o w w i t i y o u r o w n ideas.
Points title age of magazine topics of interest possible readership comments on articles special features cost number of issues
72
Children's magazine
Reviewing a magazine
Reviews
Read t h e t w o questions b e l o w and c o m p l e t e t h e p a r a g r a p h plans. You may use your ideas from e x e r c i s e s 6 and 7, or o t h e r points if you think they are m o r e appropriate. Then write o n e review based on y o u r n o t e s below.
a
T h e head t e a c h e r of t h e primary s c h o o l w h e r e y o u w o r k as a t e a c h e r has decided to take o u t magazine subscriptions for s o m e children's magazines. She has asked all t h e t e a c h e r s to w r i t e a review of a children's magazine which they believe w o u l d be appropriate. W r i t e a review, explaining w h a t y o u think it has to offer.
Introduction Main B o d y main points that support your choice: Paragraph 2? Paragraph 3? Paragraph 4? Conclusion
b
R e a s o n s for r e c o m m e n d i n g t h e m a g a z i n e ?
You w o r k for t h e university newspaper. A local journalist has kindly offered to pay for yearly subscriptions to a n u m b e r of magazines or n e w s p a p e r s . He has asked i n t e r e s t e d parties to w r i t e a review of a magazine or n e w s p a p e r which t h e y think w o u l d be a useful r e s o u r c e for t h e university newspaper. W r i t e y o u r review, saying w h y y o u think it w o u l d be suitable.
Introduction Main B o d y m a i n points that s u p p o r t y o u r choice: Paragraph 2? Paragraph 3? Paragraph 4? Conclusion
R e a s o n s for r e c o m m e n d i n g t h e m a g a z i n e ?
18 1
Reports
Discussi]
igs of a sun
Read t h e q u e s t i o n and t h e r e p o r t b e l o w and c o m p l e t e t h e e x e r c i s e s that follow.
T h e local council has received a c o n s i d e r a b l e d o n a t i o n from a local resident, and has d e c i d e d to u s e t h e m o n e y to s e t up a local newspaper, radio station or TV channel. A survey w a s carried o u t to find o u t h o w local residents think that t h e m o n e y should be spent. You have b e e n asked to w r i t e a r e p o r t for t h e local council based on t h e opinions t h e residents gave in t h e survey, making appropriate recommendations.
Introduction T h e purpose of this report is to discuss the findings of a survey which was carried out in the week beginning 17th February, 2003. 200 people aged 18-65 were asked a number of questions concerning Maintown Council's proposal to establish a local newspaper, radio station or TV channel. Newspaper Generally speaking, this option was quite popular with those interviewed. T h e majority of people in the 50-65 age group believed that a local newspaper would be very useful, and that they would probably buy it on a regular basis. This option was also quite popular with local residents in their forties. A few people interviewed also pointed out that, of t h e three proposals, this is the only o n e whose revenue would not d e p e n d on advertising alone, as people would have to pay to buy a newspaper. T h e younger people who were interviewed, on t h e o t h e r hand, said that they would only buy a local p a p e r if it was written exclusively for young people. TV Channel Of all t h e projects proposed, this was the least popular. Few people interviewed thought that setting up a local TV channel was a good idea. T h e general consensus was that it would be so expensive to run that it is unrealistic to believe that this could be a successful long-term project. Radio Station Maintown Council's idea to set up a local radio station received the approval of t h e majority of the residents who were interviewed, regardless of age. It is believed that a radio station would be both popular and relatively easy to run, without being too expensive. Some people also mentioned that it would appeal to all age groups as well as to people with different interests if there were a variety of p r o g r a m m e s on different subjects. Conclusion To sum up, while a local TV channel would not be popular with residents, both a local newspaper and a radio station would have something to offer t h e community. Taking into account the fact that it is in t h e council's interest to m a k e decisions based on voters' wishes, it is r e c o m m e n d e d that Maintown Council establish a local radio station.
Don't confuse reports with proposals! Questions like the one above may look similar to a proposal as people have been asked to choose between different things they would like to happen, but the purpose of writing is to report on the survey, not to propose anything.
Discussing the findings of a
Reports
Read t h e r e p o r t again and c o m p l e t e t h e paragraph plan.
Introduction
State the purpose of the report. Give details of survey.
Main B o d y
Conclusion
Read t h e r e p o r t again and a n s w e r t h e following q u e s t i o n s .
a
What information is given about the survey in the first paragraph?
., a n d . b
H o w d o e s the writer manage to include reasons for the popularity (or lack of popularity) of the three things proposed?
What reason(s) are given for: c
the popularity of the idea of setting up a local newspaper?
d
the unpopularity of the idea of setting up a local TV channel?
e
the popularity of the idea of setting up a local radio station?
f
Why d o e s the writer m e n t i o n voters' wishes in the conclusion?
Study Reference section 15 o n page 9 0 , t h e n underline all t h e quantifiers t h e w r i t e r has used in t h e r e p o r t .
M
Discussing the findings of a survey
5
R e w r i t e t h e s e n t e n c e s b e l o w using t h e w o r d s in bold. U s e b e t w e e n t w o and five w o r d s . You may w i s h to l o o k back at t h e m o d e l for help with t h e s t r u c t u r e s n e e d e d . a
F u r t h e r m o r e , s o m e m e m b e r s of staff m e n t i o n e d t h a t t h e y w o u l d only go to t h e gym if t h e r e w a s an i n s t r u c t o r , few Furthermore,
m e n t i o n e d t h a t t h e y w o u l d only g o t o t h e gym i f t h e r e w a s
an instructor. b
W h e n a s k e d a b o u t t h e c o m p a n y ' s i d e a to invest in gym e q u i p m e n t , e v e r y b o d y w h o w o r k s for t h e c o m p a n y said it w a s a g o o d idea, all W h e n a s k e d a b o u t t h e c o m p a n y ' s i d e a t o invest i n gym e q u i p m e n t ,
for the
c o m p a n y said it w a s a g o o d i d e a . c
M o s t of t h e p e o p l e w h o w e r e i n t e r v i e w e d t h o u g h t t h a t local r e s i d e n t s w o u l d enjoy a s u m m e r c o n c e r t , few t h o u g h t t h a t local r e s i d e n t s w o u l d n ' t enjoy a s u m m e r c o n c e r t .
d
A c c o r d i n g to t h o s e w h o t o o k p a r t in t h e survey, a s u m m e r fete w o u l d be enjoyable a n d it w o u l d be profitable too. both A c c o r d i n g t o t h o s e w h o t o o k p a r t i n t h e survey, a s u m m e r fete
and
profitable. e
W e e k e n d b r e a k s at h e a l t h spas received t h e a p p r o v a l of m o s t of t h e e m p l o y e e s , majority W e e k e n d breaks at health spas received the
6
the employees.
Read Reference section 11 on page 89. L o o k back at t h e m o d e l r e p o r t o n page 7 4 and find t h e following sentence: 'It is b e l i e v e d t h a t a r a d i o station w o u l d be b o t h p o p u l a r a n d relatively easy to r u n , w i t h o u t b e i n g t o o expensive.' This is an e x a m p l e of t h e impersonal passive structure. It has b e e n used instead of t h e s e n t e n c e b e l o w to avoid having to repeat 'the residents', which w a s used in t h e preceding s e n t e n c e in t h e report: T h e residents believe that a radio station w o u l d be b o t h popular and relatively easy to run, w i t h o u t being t o o e x p e n s i v e . It could also have b e e n w r i t t e n using t h e personal passive structure: A radio station is believed to be b o t h popular and relatively easy to run, w i t h o u t being t o o e x p e n s i v e .
R e w r i t e t h e s e s e n t e n c e s , using t h e s t r u c t u r e s s h o w n a b o v e . a
T h e m a n a g e r s believe t h a t u n i f o r m s w o u l d i m p r o v e t h e c o m p a n y ' s i m a g e .
b
T h e e m p l o y e e s t h i n k t h a t a day c a r e c e n t r e w o u l d be a g r e a t asset to t h e c o m p a n y .
c
T h e r e s i d e n t s claim t h a t funding h a s b e e n m i s u s e d in t h e past by t h e local council.
d
T h e charity believes t h a t a s u m m e r fete w o u l d be a g o o d way to raise m o n e y .
e
H e a d t e a c h e r s think t h a t T h e N a t i o n a l P a r e n t T e a c h e r ' s A s s o c i a t i o n h a s d o n e a lot t o i m p r o v e e d u c a t i o n .
Read t h e q u e s t i o n s below, and w r i t e a r e p o r t on o n e of t h e q u e s t i o n s , following t h e paragraph plan, and using s o m e of t h e things you have learnt in this unit.
a
You are t h e p e r s o n n e l manager of a large c o m p a n y which has decided that it must do s o m e t h i n g a b o u t t h e health of its e m p l o y e e s . A survey w a s carried o u t to find o u t w h a t e m p l o y e e s think w o u l d be t h e b e s t idea: sending all e m p l o y e e s to a health spa for a w e e k e n d break, buying s o m e gym e q u i p m e n t or hiring a gym instructor. You have b e e n asked to w r i t e a r e p o r t for t h e board of d i r e c t o r s based on t h e o p i n i o n s t h e e m p l o y e e s gave in t h e survey, making appropriate r e c o m m e n d a t i o n s .
b
T h e local council has d e c i d e d to hold a s u m m e r e v e n t in t h e t o w n square. A survey w a s carried o u t to find o u t h o w local residents think that t h e m o n e y should be spent: on a s u m m e r c o n c e r t , a s u m m e r fete or a s u m m e r play. You have b e e n asked to w r i t e a r e p o r t for t h e local council based on t h e o p i n i o n s t h e residents gave in t h e survey, making a suitable r e c o m m e n d a t i o n .
Introduction
State the purpose of the report. Give details of survey.
Main B o d y
Discuss findings of t h e survey, using a s e p a r a t e p a r a g r a p h for e a c h of t h e t h r e e things m e n t i o n e d in t h e q u e s t i o n . G i v e r e a s o n s for t h e i r p o p u l a r i t y / u n p o p u l a r i t y .
Conclusion
S u m m a r i s e t h e findings of t h e survey. Make a recommendation.
19
itions
Reports
Read t h e question and t h e r e p o r t b e l o w and t h e n c o m p l e t e t h e e x e r c i s e s that follow.
You are an i n d e p e n d e n t consultant offering advice to small b u s i n e s s e s . You have b e e n a p p r o a c h e d by t h e o w n e r of a restaurant w h o n e e d s y o u r help. T h e r e has b e e n a decline in business and t h e restaurant is in danger of closing d o w n . You have investigated t h e situation and are n o w ready to w r i t e y o u r r e p o r t analysing t h e possible r e a s o n s for this decline and making s u g g e s t i o n s as to h o w t h e situation c o u l d b e improved. W r i t e y o u r report.
Introduction This report has been written following my inquiries and observations. It outlines my findings relating to the decline in business and also (1) The Menu The Catherine Wheel has always b e e n well known for its good quality food and wine. This, however, has led to complacency. T h e choice of food (2)
T h e m e n u is therefore predictable, which does not
encourage customers to return. It is my opinion (3)
In addition, people are m o r e willing to
try a wider variety of foods than they once were and the m e n u could reflect this with the inclusion of m o r e adventurous choices. This could be d o n e by m e a n s of a Specials board, or the m e n u could be a d a p t e d on a regular basis, although this would be fairly costly in terms of printing. Other Establishments In the past twelve months, three new restaurants have o p e n e d up within walking distance of The Catherine Wheel, two of which are proving to be extremely successful. They are attracting customers in their late twenties to early forties, the age g r o u p most likely to eat out on a regular basis, by providing good food in an upbeat environment. At present (4)
In o r d e r to c o m p e t e with these establishments, changes to
decor and music should be m a d e . Opening Hours Currently t h e restaurant only opens on Monday to Saturday nights from 6 pm until 11.30 pm. This limits the n u m b e r of customers that can be served. P e o p l e c o m e into the restaurant after 11.30 pm and ask for a table (5)
O p e n i n g hours could be extended, especially at weekends. F u r t h e r m o r e , it may be
worth opening at lunchtime. T h e r e are few places in town that offer good food in the middle of t h e day, so (6) Conclusion Although business has declined over t h e recent m o n t h s at The Catherine Wheel, the situation is rectifiable. My investigation has highlighted the causes of the problem and I feel certain that the measures outlined above will improve t h e situation.
Providi 1
Read t h e question and t h e r e p o r t b e l o w and t h e n c o m p l e t e t h e e x e r c i s e s that follow.
You are an i n d e p e n d e n t consultant offering advice to small b u s i n e s s e s . You have b e e n a p p r o a c h e d by t h e o w n e r of a restaurant w h o n e e d s y o u r help. T h e r e has b e e n a decline in business and t h e restaurant is in danger of closing d o w n . You have investigated t h e situation and are n o w ready to w r i t e y o u r r e p o r t analysing t h e possible r e a s o n s for this decline and making s u g g e s t i o n s as to h o w t h e situation could b e improved. W r i t e y o u r r e p o r t .
Introduction This report has been written following my inquiries and observations. It outlines my findings relating to the decline in business and also (1) The Menu The Catherine Wheel has always b e e n well known for its good quality food and wine. This, however, has led to complacency. T h e choice of food (2)
T h e m e n u is therefore predictable, which does n o t
encourage customers to return. It is my opinion (3)
In addition, people are m o r e willing to
try a wider variety of foods t h a n they once were and the m e n u could reflect this with the inclusion of m o r e adventurous choices. This could be d o n e by m e a n s of a Specials board, or the m e n u could be a d a p t e d on a regular basis, although this would be fairly costly in terms of printing. Other Establishments In the past twelve months, t h r e e new restaurants have o p e n e d up within walking distance of The Catherine Wheel, two of which are proving to be extremely successful. They are attracting customers in their late twenties to early forties, t h e age group most likely to eat out on a regular basis, by providing good food in an upbeat environment. At present (4)
In order to c o m p e t e with these establishments, changes to
decor and music should be m a d e . Opening Hours Currently the restaurant only o p e n s on Monday to Saturday nights from 6 pm until 11.30 p m . This limits the n u m b e r of customers that can be served. P e o p l e c o m e into the restaurant after 11.30 pm and ask for a table (5)
O p e n i n g h o u r s could be extended, especially at weekends. F u r t h e r m o r e , it may be
worth opening at lunchtime. T h e r e are few places in town that offer good food in the middle of t h e day, so (6) Conclusion Although business has declined over t h e recent m o n t h s at The Catherine Wheel, the situation is rectifiable. My investigation has highlighted the causes of the problem and I feel certain that the measures outlined above will improve the situation.
Providin
Reports
Read t h e r e p o r t again and d e c i d e w h e t h e r a or b is t h e m o s t suitable w a y to finish t h e s e n t e n c e s . 1
a b
gives y o u s o m e ideas that may help puts forward s o m e suggestions that may improve the situation
2
a b
has remained unchanged for a considerable length of time has stayed pretty much the s a m e for as long as everyone can r e m e m b e r
3
a b
that it's about time y o u had a change that y o u reassess the m e n u on offer
4
a b
The Catherine Wheel is really boring in comparison The Catherine Wheel s e e m s very staid in comparison
5
a
only to be turned away
b
but are told to leave
a
the opportunity should be taken advantage of
b
y o u should cash in on this
6
W h e n writing a r e p o r t it is i m p o r t a n t to have clear paragraphs t h a t a d d r e s s a particular point. In this r e p o r t , each paragraph in t h e main b o d y deals with o n e p r o b l e m and its possible s o l u t i o n ( s ) . L o o k again at t h e r e p o r t and c o m p l e t e t h e table b e l o w in n o t e form.
Problem Paragraph 2
Paragraph 3
Paragraph 4
Look at this s e n t e n c e taken from t h e r e p o r t and a n s w e r t h e q u e s t i o n that f o l l o w s . T h e m e n u is therefore predictable, which d o e s not encourage customers to return.'
What d o e s which refer to? a
the m e n u
b
the fact that the m e n u is predictable
The sentence could be rewritten as follows: T h e fact that the m e n u is predictable d o e s not encourage customers to return.
Solution
oviding solutions 5
Rewrite t h e s e n t e n c e s b e l o w practising t h e s t r u c t u r e s y o u s a w in e x e r c i s e 4. a
T h e fact t h a t t h e food is g o o d v a l u e m a k e s p e o p l e c o m e b a c k t i m e a n d again. T h e food
b
T h e fact t h a t M a r y w a s b r o u g h t up in Italy m e a n s s h e often e a t s p a s t a . Mary
c
T h e waitresses a r e r u d e a n d unhelpful, which gives t h e r e s t a u r a n t a b a d n a m e . T h e fact t h a t
d
T h e fact t h a t J e r e m y h a t e s c o o k i n g explains why he always e a t s out. Jeremy
e
T h e m e a l w a s e x t o r t i o n a t e l y expensive, which spoiled my b i r t h d a y c e l e b r a t i o n . T h e fact t h a t
6
Look at t h e s e n t e n c e b e l o w taken from t h e r e p o r t and a n s w e r t h e q u e s t i o n which follows.
' I n t h e p a s t twelve m o n t h s , t h r e e n e w r e s t a u r a n t s h a v e o p e n e d up within walking d i s t a n c e of The Catherine Wheel, two o f w h i c h a r e p r o v i n g t o b e e x t r e m e l y s u c c e s s f u l '
W h a t d o e s which refer t o ? a b
the new restaurants The Catherine Wheel
T h e s e n t e n c e could b e r e w r i t t e n a s follows:
I n t h e p a s t twelve m o n t h s , t h r e e n e w r e s t a u r a n t s h a v e o p e n e d u p w i t h i n walking d i s t a n c e o f The Catherine Wheel. T w o of t h e m a r e p r o v i n g to be e x t r e m e l y successful.
7
Join t h e s e n t e n c e s b e l o w together, practising t h e structure y o u m e t in e x e r c i s e 6. R e m e m b e r that t h e relative p r o n o u n whom is used after a preposition t o refer t o a p e r s o n . a
O n e h u n d r e d c u s t o m e r s w e r e interviewed. M a n y o f t h e m said t h e y w e r e satisfied with t h e service p r o v i d e d .
b
F i v e l o c a t i o n s w e r e c o n s i d e r e d . T w o of t h e m w e r e ideal.
c
T w o c a n d i d a t e s a p p l i e d for t h e j o b . B o t h of t h e m w e r e u n s u i t a b l e .
M r J o h n s o n r e a d t e n j o b a d v e r t i s e m e n t s . N o n e o f t h e m w a s w h a t h e w a s l o o k i n g for.
I h a v e t e l e p h o n e d t h r e e h o t e l s in t h e a r e a . All of t h e m a r e fully b o o k e d .
Providing solutions
Reports
19
Read t h e t w o q u e s t i o n s b e l o w and c o m p l e t e t h e paragraph plans for each q u e s t i o n with n o t e s .
a
You are e m p l o y e d as manager of a small gift s h o p . Unfortunately, t h e gift s h o p is n o t doing as well as it used t o . W r i t e a r e p o r t to t h e o w n e r explaining t h e r e a s o n s for this and putting forward s o m e s u g g e s t i o n s a s t o h o w t h e situation could b e improved.
Introduction Main B o d y
State the purpose of your report. Heading? Problem 1 Solution(s) Heading? Problem 2 Solution(s) Heading? Problem 3 Solution(s)
Conclusion
State that something must be done. S t a t e t h a t y o u r suggestions will solve t h e p r o b l e m / i m p r o v e t h e s i t u a t i o n .
You w o r k at a s p o r t s c e n t r e . T h e s p o r t s c e n t r e is n o t as busy as it u s e d to be and is under t h r e a t of c l o s u r e . You have b e e n asked to w r i t e a r e p o r t analysing t h e r e a s o n s for this and suggesting s o l u t i o n s t o t h e problem.
Introduction Main B o d y
State the purpose of your report. Heading? Problem 1 Solution(s) Heading? Problem 2 Solution(s) Heading? Problem 3 Solution(s)
Conclusion
State that something must be done. S t a t e t h a t y o u r s u g g e s t i o n s will solve t h e p r o b l e m / i m p r o v e t h e s i t u a t i o n .
C h o o s e o n e of t h e q u e s t i o n s from e x e r c i s e 8 and w r i t e a report.
When you write your report don't forget to use headings like those in the report on page 78. Stan a new paragraph for each point you make.
1
20 I
Reports
Read t h e q u e s t i o n and t h e r e p o r t b e l o w and t h e n do t h e e x e r c i s e s that follow. You w o r k for a c o n s u m e r magazine that is running a feature on local b u s i n e s s e s . You have b e e n asked to research a local dry cleaner's for t h e feature. W r i t e a r e p o r t a b o u t t h e s e r v i c e that is offered by this dry cleaner's, including details of w h e t h e r it is g o o d value for money.
Introduction This report evaluates the service offered by Mr Quick Dry Cleaner's on M a r k e t Square, which o p e n e d three months ago. The Test F o u r items of clothing were taken into the cleaner's: a man's suit, a lady's silk blouse, a pair of woollen trousers and a leather jacket. T h e blouse had a red wine stain on the front which was m o r e than a week old, the trousers had had salad dressing spilt on t h e m , t h e suit was in n e e d of freshening up a n d t h e leather jacket had marks on the elbows from everyday wear. T h e clothes were taken to t h e shop at 9.30 am on a Tuesday morning. T h e assistant told me that t h e g a r m e n t s would be ready in a week's time. I explained that t h e suit was n e e d e d urgently for an u n e x p e c t e d business m e e t i n g and asked for it to be ready the following afternoon. She said that this could be d o n e and pointed out that it would cost extra. The Results At 3.30 pm on t h e W e d n e s d a y afternoon, the suit was not ready. T h e assistant asked me to come back in an h o u r and apologised for the delay and inconvenience. No explanation was given. At 4.30 pm, I r e t u r n e d and the suit was ready. T h e following week, t h e other items were collected. T h e red wine and salad dressing stains had b e e n removed successfully. T h e leather jacket still had some marks on t h e elbows but looked a great deal better than w h e n it h a d been taken in. T h e cost of the cleaning c a m e to 63 euros for all items. Conclusion In my opinion, Mr Quick Dry Cleaner's provides a good service at a reasonable cost. Despite t h e fact that the suit was not ready w h e n I first went to collect it, the assistant was polite and apologetic and the suit was ready by the end of t h e afternoon. Considering the cleaning took a week to do, perhaps the n a m e of the cleaner's is a little misleading.
Read t h e r e p o r t again and a n s w e r t h e s e q u e s t i o n s . In which paragraph d o e s t h e w r i t e r m e n t i o n :
82
a
his o p i n i o n of t h e service offered?
b
t h e cost of t h e service?
c
t h e c o n d i t i o n of t h e c l o t h e s t a k e n to be c l e a n e d ?
d
t h e p u r p o s e of t h e r e p o r t ?
e
w h e n t h e c l o t h e s w o u l d be r e a d y ?
f
t h e c o n d i t i o n of t h e c l o t h e s w h e n t h e y w e r e c o l l e c t e d ?
Evaluating
Reports
T h e w r i t e r u s e s indirect s p e e c h in his r e p o r t but avoids using t h e verbs say o r tell repeatedly. L o o k at t h e r e p o r t again and list t h e o t h e r reporting verbs t h e w r i t e r uses.
Study Reference section 7 o n page 8 8 and t h e n r e w r i t e t h e s e n t e n c e s b e l o w practising indirect s p e e c h and using t h e reporting v e r b s given. r•• r o r o o a
jj
on
tj g t changes in or
e
tenses.
'If I w e r e y o u , I'd t a k e y o u r car to a different g a r a g e , ' he said, advise
b
' T h i s f o o d is cold a n d my cola is flat,' I said, complain
c
'I'll s p e a k to my lawyer if s o m e t h i n g isn't d o n e straightaway,' s h e said, threaten
d
' Y e s , I ' m afraid I h a v e o v e r b o o k e d t h e flight,' he said, admit
e
' I ' m sorry, b u t I really c a n ' t r e f u n d y o u r m o n e y , ' s h e said, refuse
f
' Y o u r flight is d e l a y e d b e c a u s e of b a d w e a t h e r , ' he said, explain
N o w read this q u e s t i o n and c o m p l e t e t h e paragraph plan with y o u r o w n ideas.
You b e l o n g to an a m a t e u r photography club. T h e club magazine is doing an article on photographic s t u d i o s in t h e area and t h e s e r v i c e s they offer for w e d d i n g photography. You recently g o t married and have b e e n asked to w r i t e a r e p o r t on t h e photographic s t u d i o y o u used. W r i t e y o u r r e p o r t , including details o f t h e s e r v i c e y o u w e r e given and w h e t h e r o r n o t y o u w o u l d r e c o m m e n d it.
Introduction
State the purpose of your report. Name? Where?
The Test
(What? When? Where?) The
Results
Conclusion
S t a t e y o u r o p i n i o n o f t h e service offered.
Reports
6
l u a t i m
This kind of r e p o r t may a s k you to w r i t e a b o u t a p r o d u c t rather than a s e r v i c e . L o o k at this q u e s t i o n b e l o w and then read t h e r e p o r t that follows. II
You w o r k for a w o m e n ' s magazine and have b e e n asked to research a child's t o y or g a m e for t h e D e c e m b e r issue, which will have a feature on gift ideas for children. W r i t e a r e p o r t explaining w h a t t h e t o y or g a m e is and w h y it w o u l d make a suitable gift.
Introduction This r e p o r t c o n c e r n s t h e b o a r d g a m e Travel the World, which is sold at most Early Learning Centre shops throughout the country. The Game T h e b o a r d g a m e is designed for children of five plus and can be played by two to four players. It consists of an attractive board with a colourful m a p of the world. T h e countries labelled on t h e m a p are those that commonly a p p e a r on m a p s that school children use. T h e r e is also a spinner that determines the m e t h o d of transport (car, bus, boat, helicopter or aeroplane) and the n u m b e r of spaces to be moved (1 to 4). Players, who have chosen t h r e e ticket cards, start from one of t h e countries shown on o n e of their tickets and travel a r o u n d the b o a r d visiting the other two countries shown on their tickets before finishing at the country they started from. The Test Travel the World was played by my niece and nephew, who a r e seven and eight years old respectively. T h e rules were explained to t h e m and they started playing. T h e g a m e progressed well and was fun as (1)
For
example, they discovered that a helicopter or plane could travel over any surface, but t h e boat was only good for covering stretches of water and no good on land. The Results Both my niece and nephew have asked for their own game, so (2) g a m e a n u m b e r of times, which (3)
They spent over an h o u r playing the
Adult help was n e e d e d initially to explain t h e object of the g a m e
and how it should be played, but after this they were able to play autonomously, with only occasional adult i n t e r v e n t i o n . It s h o u l d be n o t e d , however, t h a t c h i l d r e n of five or six w o u l d p r o b a b l y n e e d m o r e a d u l t assistance as (4) Conclusion I r e c o m m e n d that this g a m e is included in our D e c e m b e r issue as a suitable gift for children of primary school age because (5)
F u r t h e r m o r e , the g a m e does not take too long to play, which (6)
reasonably priced and would m a k e an ideal gift.
It is also
Evaluating
Reports
T h e w r i t e r u s e s t h e clauses b e l o w to explain t h e points she makes in her report. Can y o u put t h e m into t h e c o r r e c t place in t h e report? a
t h e y w o u l d be u n a b l e to r e a d their tickets
b
it w a s obviously successful
c
m e a n s c h i l d r e n w o n ' t lose interest in it b e f o r e a w i n n e r is f o u n d
d
it is b o t h e n t e r t a i n i n g a n d e d u c a t i o n a l
e
it s o o n b e c a m e clear t h a t it w a s m o r e difficult to g e t from c o u n t r y to c o u n t r y t h a n it first a p p e a r e d
f
indicates t h a t it h e l d t h e i r interest
Read t h e r e p o r t again and pay careful attention t o t h e t e n s e s t h e w r i t e r has used. N o w a n s w e r t h e s e questions. a
Is t h e w r i t e r referring to past, p r e s e n t or future t i m e in: p a r a g r a p h 1? paragraph 2? paragraph 3? paragraph 4? paragraph 5?
b
W h y d o e s t h e w r i t e r switch b e t w e e n p a s t a n d p r e s e n t t e n s e s i n this way?
J.
Read t h e q u e s t i o n b e l o w and t h e n c o m p l e t e t h e paragraph plan with y o u r o w n ideas.
You w o r k as a r e s e a r c h e r for a c o n s u m e r magazine. T h e magazine is going to do a feature on h o m e e n t e r t a i n m e n t equipment. You have b e e n asked to try o u t a p i e c e of e q u i p m e n t (video, DVD, s t e r e o , e t c ) and w r i t e a r e p o r t describing w h a t t h e e q u i p m e n t is u s e d for. You should include details of h o w easy it is to u s e and w h e t h e r or n o t it is g o o d value for money.
Introduction The Test
State the purpose of your report. W h o t e s t e d it? Brief d e s c r i p t i o n of t h e test
T h e Results Conclusion
W h a t h a p p e n e d (briefly)? State whether or not you r e c o m m e n d the product and why
W r i t e a r e p o r t in a n s w e r to t h e q u e s t i o n in e i t h e r e x e r c i s e 5 or 9. U s e y o u r n o t e s to help y o u .
Remember to use a variety of tenses depending on what you are referring to.
Reference Section an A n i s used before a vowel sound: a n elephant, a n umbrella, an aeroplane; but not w h e n u is pronounced like ' y o u ' : a useful book. It is also used before h when h is not pronounced: an h o n e s t man. W h e n we mention something for the first time, we normally use a / a n ; when that thing is referred to again, we use the definite article t h e , because by n o w it is understood which o n e we mean:
A photographer permission.
He
got
took so
photographer's
his
angry
photograph that
he
C o m p o u n d adjectives C o m p o u n d adjectives are made up of t w o p a n . They are usually hyphenated, and t h e second part is often a present or past participle. C o m p o u n d adjectives are used to describe a wide variety of nouns, but t h e m o s t c o m m o n o n e s describe personal appearance and character. The meaning is usually w i t h , h a v i n g or being:
He's
a
red-haired, broad-shouldered man. red hair and broad shoulder:
(He's a man with
I
without
broke
Comparison
the
(a) W e can use a s . . . a s and n o t a s / s o . . . a s wit-
camera.
|
adjectives for comparison: We also use a / a n in numerical expressions (for example, in expressions of frequency or quantity): She
has
classes
Petrol costs
about
three
times
sixty pence
a
litre
here.
(See also t h e , u s e a n d o m i s s i o n )
2
Position
1
Adjectives generally c o m e before the noun or as a c o m p l e m e n t after be and s o m e other verbs ( l o o k , s e e m , f e e l etc.) She's a
2
pretty
girl.
She
looks
very
pretty.
W h e n we use m o r e than o n e adjective before a noun we do not usually write a n d b e t w e e n t h e adjectives. We use commas if the combination is not usual, but not if it is very c o m m o n . Compare:
He's a nice little man. (common) She's a shy, secretive woman, ( n o t
usual) W e use a n d w h e n the adjectives are a complement after b e , s e e m , f e e l , etc.: He's short and fat./She seems charming
and
W i t h three adjectives, we usually put a c o m m a after t h e first:
b
cold, wet
and
tired.
Order
In normal usage, we prefer to put s o m e adjectives before others: He's a nice little man (NOT little nice). The rule is that general adjectives like n i c e or p r e t t y c o m e before m o r e precise o n e s . N o t e t h e s e examples: a I've read the first hundred pages. (ordinal-cardinal) b An intelligent young man (mental ability-age) c A large round ball (size—shape) d A green cotton dress (colour-material) e A German car factory (nationality/origin-purpose)
86
Adjectives of o n e syllable and two-syllable adjectives ending in -y (plus a few others) form the comparative with - e r . T h e spelling changes from -y to -i w h e n - e r is added ( h e a v y - h e a v i e r ) . Most two-syllable adjectives and all longer adjectives form the comparative with m o r e . (c) If we want to emphasise t h e difference in a comparison, w e use f a r o r m u c h with the adjective: She's
far/much more intelligent
than he is.
With plural nouns after the adjective we use far or m a n y :
Far/Many more people
came than I expected
W e use n o t n e a r l y a s / s o . . . a s t o emphasise
intelligent.
We were
not as/so
He's more talented but lazier than I am.
Adjectives a
but
(b) W e use m o r e / l e s s . . . t h a n with s o m e adjectives and the comparative form -er... t h a n with others:
week.
a
as tall as his sister intelligent as she is. He's
a negative difference. We're n o t nearly as/so well off as they are. (d) The superlative form is made with - e s t or m o s t . W h e n w e compare m o r e than t w o people or things we use the superlative even w h e n the number involved is not mentioned: She's the prettiest girl in the class. (There are m o r e than t w o students.) (e) Remember t h e irregular forms: good
better
best
bad
worse
worst
little
less
least
more
most
much/many far
*farther/
farthest/
further
furthest
*Both forms are used for distance, but we say f u r t h e r i n f o r m a t i o n ( = 'additional')
E l d e r / e l d e s t are irregular forms of o l d but are only used for members of the family: my e l d e r brother. (f) W h e n we want to say that t w o things happen t o g e t h e r or in proportion to each other, we use t w o comparative forms:
The older
I get,
the more impatient
I become.
Reference section
3 f t w o parts. : second pie. scribe a :ommon
Margaret late,
b
is
never
late; Jane
never
comes
3
home
Had If I
Gerund
/ have never seen such a good film. She must sometimes have wondered
a
right
if she
had
/
Modals may also be used in t h e main clause: If you go out, you must put on your coat.
b
It's cold.
Imaginary situations in p r e s e n t or future W e use t h e past t e n s e for the condition and t h e conditional t e n s e ( w o u l d + infinitive) for the main clause. W i t h t h e verb b e , we usually use w e r e for all persons:
Past situations In talking about the past, we usually use t h e past perfect t e n s e for the condition and the conditional perfect ( w o u l d h a v e + past participle) for the main clause: If I'd known told you.
what
was
wrong,
I
If I'd studied more when I was have a better job today.
at school,
I
c
have
informed you.
will you give him my
message? (please give him my message)
Should you see him,
...
reading and
listening to
music.
leaving the
house,
he
turned out the
lights.
S o m e verbs are followed by the preposition to and t h e gerund, n o t the infinitive with t o . The m o s t c o m m o n o n e s are a m o u n t t o , b e dedicated to, be devoted to, be given to, be limited to, be o p p o s e d to, be resigned to, be/get used to, c o m e near to, limit oneself to, look forward to, object to, resign oneself to. G e r u n d and p r e s e n t participle The form is the same but t h e r e is a difference b e t w e e n t h e m in usage:
He
games
is
healthier
than
watching
them.
broke
his
leg (while
he
was) playing football.
(participle) d
would
and the
T h e r e is also a formal variation of this:
...
(gerund)
Variations I As alternatives to a we can suggest that t h e possibility is n o t very likely: If you should see him,
had known
Preposition + gerund A preposition is s o m e t i m e s followed by a gerund verb form:
Playing
Permanent condition If a condition is always true we use t h e present t e n s e for both parts of t h e sentence: If it doesn't rain, the rivers dry up animals die of thirst.
like
Before
would have
But if the present situation is a direct result of an unfulfilled condition in the past, the main clause may be in the conditional tense:
e
would
Do you mind my/me going without you? Do you agree with Anthony's/Anthony getting married so young?
If I were (was) rich, I'd buy a house by the sea. If we offered you the job, would you accept it?
d
I
Possessive forms are used with the gerund. In informal English, the object form of the personal pronoun or t h e noun is often used instead:
If I see him tomorrow, I'll give him your message. If you see him tomorrow, give him my message.
c
known,
General The gerund is the term used for a verb form ending in - I n g w h e n it is used like a noun. It has the same form as the present participle:
decision.
Present and future W e generally use t h e present t e n s e for the condition and a future t e n s e for t h e main clause, but n o t e t h e alternative with t h e imperative:
b
I
This is m o r e formal than:
Conditional sentences a
the job,...
Alternatives to c are:
either.
the
offer you
would you
T h e s e suggest that the offer is unlikely.
They usually go b e t w e e n an auxiliary and the main verb or after the first auxiliary if t h e r e are t w o o r more:
made
4
If we were to offer you the job, accept it? Were we to
Adverbs of frequency, like a l w a y s and o f t e n and o t h e r single-word adverbs of indefinite time like r e c e n t l y , generally go before t h e main verb but after forms of b e :
a
Alternatives to b are:
2
Adverbs of frequency
G e r u n d and infinitive ( i m p e r s o n a l structure) We prefer to use the gerund at t h e beginning of a sentence, the infinitive in an impersonal structure: E a t i n g people
e
is
wrong.
It is wrong to
eat people.
G e r u n d and infinitive after c e r t a i n v e r b s C o m m o n verbs followed by the gerund, apart from those that are followed by a preposition, are: avoid, consider, delay, deny, dislike, enjoy, escape, face, feel like, finish, forgive, can't help, imagine, involve, mention, mind, miss, practise, resist, risk, can't stand, suggest, understand.
In s o m e cases, either a gerund or infinitive may be used but there is usually a difference in meaning or usage:
Reference section
7
(a) a d v i s e , a l l o w : Infinitive with a personal object, otherwise gerund: They
don't
these
allow
smoking/you
to
smoke
on
flights.
(b) b e g i n , s t a r t : when these verbs are used in continuous tenses, only an infinitive can follow: It is starting to rain.
(c) g o o n means 'continue' with the gerund but with the infinitive indicates a change of topic or action: She
first
on
to
explained outline
the
some
problem
and
then
went
infinitive. L i k e and l o v e generally take the gerund to express general feelings, the infinitive w h e n they refer to regular habits: / like swimming. I like to go for a swim on mornings.
H a t e and p r e f e r usually take the gerund in general, the infinitive on particular occasions. (e) r e m e m b e r , f o r g e t , r e g r e t take the
infinitive with future reference, the gerund with past reference: Remember to
ask
Sarah
to
give
you
that
('Don't forget').
Do
you
at
Sarah's?
remember
Purpose
Verb
accusation accuse
eating
that
wonderful
meal
('Have you t h e m e m o r y of it or have you forgotten that occasion?') (f) s t o p with the gerund means 'give up'. With the infinitive, the verb indicates purpose:
admit
should have... 7 wish he wouldn't do that'
She complained to me about him. denial
deny
on.
been trying to
Well,
6
try
turning
open
the
this door for some time!
key
the
other
way
invitation
invite
offer
offer
refusal
refuse
regret
regret
round!
Indirect questions: w o r d order In indirect questions, the question uses the affirmative or negative, not interrogative form: the w o r d o r d e r is always subject before verb. If t h e direct question has no question w o r d , the indirect question c o m e s after i f / w h e t h e r ; if it has a question w o r d , this w o r d is repeated in the indirect question: She I
wants
to
know
wonder where
I
iflwhether
will
be
you
are
speaks
b r o k e n it.
reminder
remind
suggestion suggest
threat
threaten
warning
warn
iflwhether he
say?)
I
wonder what
he said.
If the question w o r d is already the subject in t h e direct question, the w o r d order will not change unless the verb is b e : (What
happened is
she?)
I
next?) wonder
Tell who
me she
what is.
happened
next.
'Don't forget to post it.' She reminded h i m to p o s t it. 'Why don't you go with her?' He suggested t h a t I s h o u l d go
English.
(What did he
(Who
She regretted t h a t s h e h a d
tomorrow.
(Does he speak English?) Ask him
'Would you like to come to the party?' He invited h e r ( t o c o m e ) to the party. 'I'll help you, shall I?' She offered to h e l p m e . 'I won't do it.' He refused to do it. 'I wish I hadn't broken it.' She regretted h a v i n g b r o k e n it.
English.
N o t e the changes in form in the present and past simple tenses:
'I didn't steal it' He denied t h a t he h a d s t o l e n it. He denied h a v i n g s t o l e n it.
( g ) t r y followed by the infinitive means 'attempt, make an effort'. With the gerund it means 'experiment, adopt a different method': I've
'You stole it, didn't you?'
'Yes, I took it' He admitted having taken it 'You should take more exercise.' advice advise He advised her to take more exercise He advised taking more exercise. 7 think you're right' agreement agree She agreed with melthe idea. 'All right I'll help you' She agreed to help me. 'That's the best method.' We agreed that it was the best method. We agreed on the best method. apology apologise 'I'm sorry I arrived late.' He apologised for arriving late. complaint complain 'You should have done the job better.' He complained that they admission
/ stopped to buy the newspaper and then drove
Direct speech and paraphrase
I accused him of stealing it.
for example, w o u l d l i k e - w e use the
recipe.
S o m e verbs can be used in indirect speech to indicate the way things are said and t h e purpose of what was said. In the table below, n o t e t h e purpose of the verb from the example in direct speech, and the constructions possible with the verbs we can use instead of s a y and t e l l in indirect speech:
solutions.
( d ) l i k e , h a t e , l o v e , p r e f e r . In t h e conditional -
Sunday
Indirect speech: paraphrase
with her. 'Let's go for a walk!' She suggested g o i n g for a walk. 'If you don't go away, I'll call the police.' He threatened to call the police if they didn't go away. 'Be careful. The roads are icy.' He warned h e r to be careful. He warned h e r o f / a b o u t the icy roads. He warned her t h a t the roads were icy.
Reference section
Infinitive
8
a
Form
The infinitive is generally formed with t o . Verbs followed by the infinitive without to are many auxiliary verbs ( c a n , m a y , etc.), m a k e (in the active, but not t h e passive), l e t (which has no passive), h e l p (which can be used with or without t o ) , verbs o f the senses like s e e , h e a r
Lucy
only
when
she
Only
when
realise
a
how
difficult
house.
Lucy
had started
how difficult
it
the
would
The girl (who is)
would
be
course
did
she
be.
dancing with John
I'm sorry to have kept you waiting (= 'that I kept
The man
(who was)
you waiting').
next
to
Infinitive after v e r b
course
Adjectival
The perfect infinitive is made with to h a v e + past participle:
b
the
started it
We can use the present participle, ending in - i n g , and the past participle, ending in - e d , in clauses that are rather like relative clauses. The present participle is only used w h e n t h e action is happening at the same time as the main verb:
made b y putting n o t before t o : sell the
had
10 Participle clauses
( s e e Participle clauses). T h e negative infinitive is / advised her n o t to
realised
b
door
is my sister.
injured in the car crash lives
me.
Adverbial
Many verbs are followed by the infinitive with to and s o m e can also be followed by t h e gerund
Present, past and perfect ( h a v i n g + past participle) participles can all be used:
(but s e e Gerund for differences in meaning and
Looking up from
usage).
ceiling. ('When I looked...')
adjective + infinitive
repair. ('Although it w a s built...')
my book,
I noticed a stain
on the
B u i l t in the last century, the house is still in good c
S o m e adjectives can be followed by t h e infinitive:
Having spent
/ was surprised to see her.
strange to return to his own country. ('Because he
W h e n the infinitive is used with a preposition this can c o m e at the end of the sentence and in such sentences the object is not placed after the verb:
most
of his
life
abroad,
he
found
it
had spent...) Never
having
played
the
game
before,
I
found
it
rather confusing. ('As I had never played...')
She was very pleasant to talk to. ( N O T 'to talk t o
her.') d
c
W i t h verbs of the senses
After verbs like s e e and h e a r we can use an object and either the infinitive without to or t h e present participle. In general, the infinitive is used w h e n talking about a completed action and the participle when we saw or heard it w h e n it was incomplete:
Q u e s t i o n w o r d s + infinitive W e can use h o w , w h a t , w h o , w h e r e , w h e n
and w h e t h e r with the infinitive after verbs like a s k , tell, k n o w , u n d e r s t a n d : /
don't
know
where
to
go.
Tell me how to do it
9
/ saw her cross the
Inversion
/ saw him
Inversion is used to make a s e n t e n c e m o r e emphatic. The verb form is inverted and the question form is used w h e n a sentence or a clause begins with a negative form. He
had
Never
never
before
met
had
They didn't see Not
until she
road and go into
the shop.
(completed actions).
such he
an
met
obnoxious
such
her until she
an
called
called out their names
person
before.
obnoxious
person.
out their names. did they see
her.
crossing the
road and heard the car
approaching and then it hit him. (incomplete).
In the passive t h e infinitive is formed with t o : She was seen to cross the road and go into the shop.
11 Passive Voice: impersonal and personal structures T h e verbs b e l i e v e , c o n s i d e r , e x p e c t , h o p e , k n o w , r e p o r t , s a y , t h i n k , etc can b e used i n the
following passive structures: This
medicine
for
other
Not
only
for
other
is
cold is
not
this
cold
only good
for headaches
but
also
for
but
also
Impersonal structure
symptoms. medicine
good
headaches
It + passive verb + t h a t + clause It
symptoms.
is
more I
had
Hardly
hardly sat had
I
sat
down
when
down
when
the the
doorbell
rang.
doorbell
rang.
thought
that
foreign
important
every
day.
languages
are
becoming
Personal structure
subject + passive verb + full infinitive She
spoke
so
fast
that
I
couldn't
understand
her.
So fast did she speak that I couldn't understand her.
Foreign more
languages important
every
are day.
thought
to
be
becoming
Reference section
She's swimming in the lake. In the corner of the room (= inside) but atlon ( n
Note R e m e m b e r that there are four full infinitive forms:
corner of the street (= outside).
He's at the cinema (he's g o n e t o s e e a film). /'// meet you at the cinema, (outside, o r near
(Present/Future) present
infinitive
He is said to
work in
t h e door)
France.
p r e s e n t c o n t i n u o u s infinitive
They
He is said to
(inside the building)
be
working in
France.
perfect
is said to
have
worked in
b
France.
is said to
have
been
working in
the
cinema.
(surface), on the radio, on
TV
and o n t o , though i n and o n are c o m m o n :
France.
fell
Taylor,
(who
cathedral, was
is)
the
(which
the
the
ontolon
water.
his
bicycle.
O u t o f indicates the opposite m o v e m e n t t o
team
is)
intolin
He got
O n e way of giving additional information about a person or thing is to use a phrase in apposition (instead of a relative clause with a relative pronoun and a form of b e ) .
city,
in
into, onto, out of, off
He
The
be
W i t h verbs of movement, we generally use intc
12 Phrases in apposition
Mr
They must
infinitive
p e r f e c t c o n t i n u o u s infinitive He
here.
On the screen
(Past) He
aren't
manager, oldest
said...
building
in
i n t o and o f f the opposite m o v e m e n t t o o n t o .
(See in and on in a above, for the idea of being 'inside' or 'on a surface'. Compare: took
He We'll
the
the
knives
and
forks
out
of the
drawer.
(opposite o f i n t o / i n ) have
to
take
the
tyre
off the
wheel.
(opposite o f o n t o / o n )
built...
14 Prepositions of t i m e
13 Prepositions of place
a t , in, on a
at, in, on
U s e this list as a check:
A t i s used: for particular points: at the end of the road,
at for exact periods of time: at five o'clock, at
at
for places w h e n we are concerned with their purpose or location, not their size or shape:
dinner time, at this moment. at for festivals: at Christmas, at Easter, New Year.
at
others
number
the
She
27.
station,
works
at
at
the
the
post
(Compare:
She's
some stamps
(=
in
supermarket.
a
town
at
(but during the
present
(=
day),
at
now)
the post office, buying
on for days and dates: on Monday, on
inside).)
for places (small t o w n s , villages etc.) the speaker d o e s not consider very important or d o e s not k n o w very well: at Melton Mowbray,
at night
are:
weekends,
office.
at
near
Leicester.
June
I Oth,
on
Christmas
Day
(compare at for
the festive period), on summer evenings, on Sunday
morning,
on
Friday
night
(Someone
w h o lived there would probably say: / live in
in for longer periods of time: in August, in
Melton
spring, in 1985, the Middle Ages,
Mowbray.)
I n suggests: 'inside' or a situation with three dimensions: in t h e kitchen, in the
High S t r e e t (but
USA = on Main S t r e e t ) because of the
houses on both sides, a large area, like a country, province, city: in
New Zealand,
in
Kent,
in
Manchester.
O n suggests: a surface: on t h e wall, on Earth, on a small island. a line: on the coast, on t h e River Thames,
-
on the road, on the way to left-hand
side
of the
on the
morning,
in
their
boat
in
five
minutes,
in
a
week's time.
15 Quantifiers Quantifiers s h o w h o w many things or h o w much of something we are talking about. S o m e quantifiers (ie b o t h , ( a ) f e w , t h e m a j o r i t y o f ) combine with countable nouns; s o m e (ie a g r e a t d e a l o f , ( a ) l i t t l e , ( n o t ) m u c h ) with uncountable and s o m e (ie all ( o f ) t h e , e a c h , e i t h e r ) with both kinds. T h e majority of the people school with my brother.
on
All of my colleagues work very hard. Don't eat all of the ice cream; leave some
There's sailing
present)
in for periods of time within which or at t h e enc of which something may happen: in the
street.
Also n o t e t h e following: They're
at
(compare
in the nineteenth century, in in the past, in the future
the
lake.
a
little
cheese in
at the
the fridge,
party
were
if you're
at
hungry.
for
me!
Reference section
c
16 Reported speech a
Statement W h e n w e convert direct speech t o reported speech and the introducing verb is in the past, the t e n s e changes. Expressions of time and place also change unless t h e speaker is still in the same place on the same day ( h e r e is still h e r e , and t o d a y is still t o d a y ) . U s e t h e conversion table for reference and n o t e that in all cases t o l d me could replace said: Direct Reported I'm
working hard.
I travel by train.
worry. Please keep quiet!
She asked them to keep quiet
W h e n we do not reproduce t h e actual w o r d s used in direct speech we can paraphrase what w a s said by using o t h e r verbs (offer, s u g g e s t , etc.) (See Indirect speech: paraphrase)
She said she was working
Orders and requests T h e s e are made with t h e imperative in direct speech. In reported speech we use the object + infinitive after t e l l (for orders) and a s k (for requests): Direct Reported D o n ' t worry. She told him not to
hard.
She said she travelled by
17
Should
train. I'm going to change my job.
She said she
was going to
a
change...
/'// see you on
She said she
would see
...
Sunday.
should a n d o u g h t to S h o u l d and o u g h t t o indicate obligation o r advice. W e prefer o u g h t t o i f w e are doubtful that t h e obligation will be m e t or the advice will be taken:
I've never seen it
She said she had never
before.
seen...
You've
I spoke to him on
She said she had spoken ...
a
Monday. I can run faster
She said she could run ...
you
got
a
bad
cough.
You
should/ought
to
see
doctor.
You ought to see a doctor, but I don't suppose will.
wan him. The train may
The past forms are s h o u l d / o u g h t t o h a v e + past participle. They are used to express regret in the first person, blame or criticism in the second and third:
She said the train might
arrive late.
arrive...
I must go to the
She said she had to go ...
doctor. (with
general future
meaning)
She said she
/ shouldn't have said that to her.
would have
unkind,
to go ...
should
You
have
been
wouldn't have broken it
Other changes here there this that now then yesterday t h e day before, t h e previous day tomorrow t h e day after, t h e next day, t h e following day last w e e k t h e w e e k before, t h e previous week next w e e k t h e w e e k after, the next w e e k , the following w e e k ago before b
Questions N o t e t h e w o r d o r d e r of indirect questions (see I n d i r e c t q u e s t i o n s ) . T h e t e n s e changes in reported questions are the same as for statements (see table in a above).
b
Reported
Have you seen
She asked me if I had seen ...
the
film?
Where does he
live?
She asked me where he lived.
very
Should a n d
more
careful.
Then
you
(blame o r criticism)
would
S h o u l d and w o u l d can both be used for t h e first person in the conditional tense, and as the past of s h a l l for t h e first person in reported speech. But they have separate meanings and usage. (For w o u l d s e e Conditional s e n t e n c e s 4 b , 4 c and 4 e . ) W h e r e they are often seen in combination is w h e r e s e n t e n c e s of advice or regret/blame (see s h o u l d a) are followed by conditional sentences:
They
shouldn't
motor cycles
in
these
wouldn't
You
fires
the
forest
(would
(should If they
(would
should have taken
wouldn't
not)
not)
my advice. have
not)
kept
them
allow out,
start. If you had,
this
happened.
18 Tenses a
Direct
It was
(regret)
Present tenses The present simple t e n s e is used for actions that occur repeatedly or at any time, often with adverbs of frequency like a l w a y s and time expressions like e v e r y d a y . The question form and negative are formed with do as auxiliary:
Reference section
She lives in the country but she doesn't work there. Do the
you ever future?
wonder
Everything comes
to
what's those
going
who
to
happen
wait,
so
What a
They're is
she
waving doing
at
days?
She's
3
with f o r , s i n c e and expressions like all
I've
they say.
seen
that
film
m y life: husband has
lived here
all
his
life.
They are not used with past time expressions, which always require a past tense. Compare: /
haven't
I
saw
seen
her
her
recently/for
yesterday/three
a
days
long
time.
ago.
We use the present perfect for questions and answers referring to past events without a time reference, but the past must be used w h e n a time is mentioned:
writing
novel.
The present continuous t e n s e can be used to refer to future time.
Have you seen b
six times.
I've lived in the village for ten years, but my
us!
these
to talk about actions which have taken place repeatedly up to t h e present:
in
The present simple tense can be used to refer to future time. The present continuous t e n s e is used for actions that are going on at present and for temporary situations. The t e n s e is formed by the verb be + present participle: Look!
2
Future tenses
No,
the
I haven't/Yes,
film
at the Palace?
I saw it on
Saturday.
T h e future simple t e n s e is used to: I
make predictions, promises and threats.
d
Past simple and continuous
T h e past simple is used to refer to past actions in t h e o r d e r they occurred, but also for customary or continuing actions in past time:
It will be worth all your hard work. I will love you forever. I will never speak to you again!
He
1
offer to do something. / will buy the tickets.
3
make a sudden decision. /
will
answer the
Susan when you meet her.
waiting when
we
of twenty-five.
He
The future continuous is used to: 1 talk about an action that will be in progress at a specific time in the future. will be
age
met his
1
She
arrive.
be
travelling
through
Italy
next
2
Be going to is used to: 1 talk about plans and arrangements. We are evening.
came
the city; at that time
he
was
in,
took off her hat and coat,
and
down.
going
to
visit
Grandma
tomorrow
make a prediction about t h e future based on a present situation.
Present perfect and past tenses
The present perfect tenses are used: to talk about actions or situations that began in the past and are still going on, s o m e t i m e s with a time expression which refers to the present: I've
been
working
hard
this
year.
was talking to my father on
when
she
out e
came
the phone
in.
t w o actions continuing side by side in past time (past continuous): While
Look.' He is going to win the race.
I
in
an action taking place before and possibly after a completed action (past continuous and simple): /
3
c
wife
talk about arrangements for the future. They will month.
2
and did not married at the
a sequence of completed actions (past simple): sat
2
London,
country until he got
studying at the university, (before and after he m e t her) In everyday situations, we usually find t h e s e t e n s e s in three combinations:
/ think our holiday will be great.
She
the
childhood in
to
The past continuous is used for continuing actions in past time in relation to a main action in the past simple.
phone.
It is often used after the verbs t h i n k , b e l i e v e , etc and with phrases like I a m s u r e ... t o give our opinion about what will happen in t h e future. I'm sure you will like
s p e n t his
move
he of the
was
talking to
me
I
was
looking
window.
Past and past perfect tenses
W e use the past perfect tenses w h e n w e are already talking about the past and want to refer to a previous time: When him
he for
Until he
finally arrived, over three met her,
we
had
been
waiting for
hours. he
had
never been
in
love.
f
games and sports: She plays tennis and
1
Past and conditional tenses
goes
W e use the conditional t e n s e ( w o u l d +
infinitive) in combination with the past w h e n we refer forward in time in a narrative: /
hoped
that
she
would
soon
feel
2
languages: She can speak English. ( N o t e that
3
we talk about t h e E n g l i s h (the people as a group, as in a3 above), but nationality has no
T e n s e s in 'timeless' t i m e
article: I'm English.)
We do not normally use the present t e n s e s as the main narrative t e n s e s unless we are dealing with what always happens - for example, 'a typical day in s o m e o n e ' s life' or in describing what happens in books, films, etc. N o t e the use of t e n s e s in this kind of narrative: 'Hamlet'
takes
comes
on
already Soon
place
stage
died before
the
seen
in
he
is
Denmark.
ghost
but
appear
they will
seen
When
mourning his
play began,
his
afterwards,
they have
(or saw
come the
the
to to
eight 6
audience
have
c
friends.
tell him
Use and omission
what
before).
We
want
The
war in
peace,
weights and measures: Petrol is sold by the
Life is hard.
litre,
Modern
sixty pence
a
litre.)
life
is
nineteenth
2 3
war.
distant
country
is
still going
on.
T h e is not used unless t h e noun is followed by a clause that modifies it; for example, a relative clause, or a phrase containing of that modifies it. N o u n s modified by adjectives before them or prepositional phrases after t h e m do not require t h e :
Use
It's
not
that
(a specific war)
W e use t h e when talking about:
(but:
She likes getting up early.
gerunds:
W e use t h e w h e n referring t o something specific, not w h e n we are talking in general terms; something specific includes something previously mentioned. C o m p a r e t h e following:
The use of t h e definite article in English often differs from usage in other languages. Check each example against your o w n language.
1
o'clock.
who
Hamlet's
night
meals and clock times: She has breakfast at
5
Hamlet
father,
mountains: E v e r e s t , A c o n c a g u a .
4
the, use and omission
a
subjects of study: She studies history and geography.
better.
(Compare: / h o p e you will soon feel better.) g
skiing.
musical instruments: She can play the violin.
more
complex than
life
in
the
century.
The
life
that
the
life
of our
we
lead today is
more
complex than
ancestors.
groups o r classes of people: t h e young, the blind (NOT the youngs) but t h e verb form is
20
Used to
plural: The
young/Young
different
4
from
people
my
today
are
very
generation.
rivers, seas, oceans, mountain ranges (but not mountains o r lakes): t h e T h a m e s , t h e Mediterranean, the Atlantic, the A l p s .
5
unique objects and points of the compass:
used
to
and
would
Used to, followed by the infinitive, refers to what habitually happened in the past in contrast to what happens now. T h e negative is either u s e d n o t t o o r d i d n o t u s e t o . U s e d t o has
no present form. For customary actions in t h e present, we use t h e present simple tense: / used to live in London, but now I live in Bristol.
W e say t r a v e l n o r t h (direction) but t r a v e l
We usually prefer w o u l d + infinitive for repeated actions in past time in a c o n t e x t already established by a verb in the past simple t e n s e or u s e d t o . It d o e s not always indicate a contrast with present time but rather
t o t h e n o r t h (compass point, area).
'Whenever/Every
the world, the sun, the m o o n , the north. though
The there
moon may
be
is the
earth's moon,
others.
time
this
happened...'.
When I was a child, we used to visit my b
Omission
W e d o not use t h e w h e n speaking about the following:
grandmother
every
would
on
put
walk to
her
Sunday. their
house.
best
The
whole
clothes
and
family we
would
Appendix C O N N E C T O R S A N D MODIFIERS Expressing opinion in modern English depends to a considerable e x t e n t on the c o r r e c t use of connecting w o r d s and phrases that help the reader or listener to understand what is being said. Such w o r d s or phrases can be used to s h o w h o w an argument is organised, to prepare the reader for w h a t is coming n e x t or to convey the t o n e of w h a t is being said. In completing a writing task, above all o n e that requires you to organise an argument or e x p r e s s an opinion, use this Appendix for reference. It is also worthwhile, w h e n e v e r you c o m e across any of the w o r d s or phrases listed b e l o w in this b o o k or in your general reading, to make a n o t e of it and s e e h o w it is being used. 3
DEVELOPING A N A R G U M E N T 1
Balance This can be established by clauses using w h i l e .
Sequence
In presenting opposing arguments of equal
Making a list of points:
strength, use O n t h e o n e h a n d and O n t h e
Point I : I n t h e f i r s t p l a c e , T o b e g i n w i t h , T o
o t h e r h a n d . T o indicate that you are reaching:
s t a r t w i t h , F i r s t o f all, F i r s t a n d f o r e m o s t
balanced conclusion, use O n b a l a n c e .
(when it is t h e m o s t important point).
4
Result
Point 2 : S e c o n d l y , I n t h e s e c o n d p l a c e (used
To s h o w the result of an action, or to indicate
if t h e r e are further reasons to c o m e ) ; In
the logical d e v e l o p m e n t of an argument from
a d d i t i o n t o t h a t (usually t h e s e c o n d and final
examples y o u have given, use A s a r e s u l t , I n
reason); A p a r t f r o m t h a t , W h a t i s m o r e
consequence, Consequently.
(conversational), M o r e o v e r (formal) (used for s e c o n d reasons of a different kind, but tending
B
t o w a r d s the same conclusion as the first);
In fact, T h e fact of t h e m a t t e r is t h a t . . . ; As a
B e s i d e s (for a s e c o n d reason so strong that it
m a t t e r o f f a c t (indicating that the hearer may b e
makes t h e first almost irrelevant).
surprised by it).
Final point: F i n a l l y , L a s t l y ; A b o v e all (only
A t f i r s t s i g h t , O n t h e f a c e o f i t (used i n contrast
used if t h e last point is t h e m o s t important).
t o I n f a c t t o s h o w the difference b e t w e e n
Conclusion: I n c o n c l u s i o n , T o s u m u p
appearance and fact).
(usually at t h e beginning of t h e last paragraph,
I n p r a c t i c e , used i n contrast t o I n t h e o r y , I n
n o t at the end of a list); T a k i n g e v e r y t h i n g
p r i n c i p l e to establish w h a t happens in reality; In
into account, All things considered, All in
e f f e c t , close to In f a c t in meaning, suggests 'for
a l l (reaching a conclusion, w h e t h e r or n o t t h e
practical purposes'.
points listed agree); I n b r i e f , I n s h o r t , I n a w o r d (the last t w o conversational) (only used if w h a t you say is brief).
ESTABLISHING FACTS
C
EXPRESSING P E R S O N A L O P I N I O N I n m y opinion, I n m y view, T o m y m i n d , A s I
2
Contrast
s e e i t (conversational); P e r s o n a l l y , F o r m y p a r t
This can be established by clauses with but or
(contrasting t h e individual v i e w with that of t h e
c o n c e s s i o n clauses with although, in spite of etc.
majority); A s f a r a s I ' m c o n c e r n e d
C o n n e c t o r s are also available, h o w e v e r , to s h o w
(conversational) = 'In so far as it affects me'.
that a point contradicts or limits t h e previous point(s) made t o s o m e e x t e n t However, Nevertheless, All the same, At t h e s a m e t i m e ; A f t e r a l l ( a strong argument
D
MODIFYING 1
against previous points that has apparently n o t
g e n e r a l rule, O n the w h o l e , I n the m a i n ,
been considered); I n c o n t r a s t ( a direct
F o r the m o s t part.
contrast t o w h a t has g o n e before); O n t h e o t h e r h a n d (used for balance - s e e b e l o w -
General statements G e n e r a l l y , In general, As a rule, As a
2
Partly c o r r e c t
but also alone to indicate an alternative point
T o s o m e extent, T o a certain extent, U p
of view).
to a p o i n t .
Appendix
3
Limit of k n o w l e d g e
e s p e c i a l l y appears as an adverb, n o t as a
A s far a s I k n o w , T o the best o f m y
c o n n e c t o r at t h e beginning, like c l e a r l y ,
k n o w l e d g e ; F o r a l l I k n o w (conversational)
obviously.
suggests ignorance. 4
Assigning responsibility
F
A c c o r d i n g t o ...; B y a l l a c c o u n t s (indicating
REPHRASING In other w o r d s , T h a t is to say.
responsibility lies with a number of people). 5
Limited validity
G
R E F E R R I N G TO A SUBJECT OR P E R S O N
U n d e r t h e c i r c u m s t a n c e s , A s i t is, T h i n g s
A s r e g a r d s ..., W i t h r e g a r d t o ..., I n t h i s
b e i n g a s t h e y a r e (conversational) (what i s
c o n n e c t i o n , A s f a r a s ... I s c o n c e r n e d .
said is only valid in present circumstances, n o t in ideal circumstances).
H
G I V I N G REASONS A s / s i n c e / b e c a u s e + clause, t h e r e a s o n f o r +
E
INTENSIFYING
noun, t h e r e a s o n w h y + verb, b e c a u s e o f / d u e t o
1
+ noun/noun p h r a s e / t h e f a c t t h a t .
Obviously Clearly, Obviously, Of course, Needless to say, A s everyone k n o w s , I t g o e s without saying.
I
T E R M I N A T I N G DISCUSSION I n a n y c a s e , A n y w a y , A t a n y r a t e (the last t w o
m o r e conversational). All t h e s e suggest 'whatever 2
Especially I n p a r t i c u l a r , E s p e c i a l l y . N o t e that
happens', 'whatever the facts are', and in effect imply that nothing else can be said or needs to be said.
