FIRST MASTERCLASS WRITING SECTION

WRITING SECTION FCE

The Writing Section of the Official Exam takes 1 hour and 20 minutes and you will
have to devote approximately 40 minutes to each of the two parts of the exam. There are
two parts:

- Part 1.
 There is only one option and it is compulsory, it is an essay, and the
candidate will be very well guided because candidates will be offered two
ideas to comment on and also they are asked to give another one.
 Your piece of writing should have 140-190 words.

- Part 2.
 There are four options for you to choose only one of them.
 Your piece of writing should have 140-190 words.
 You can find some types of text in Part 2 of the Writing section:
 Article.
 Letter (emails, informal or formal letters).
 Report.
 Review.

1
FIRST MASTERCLASS WRITING SECTION

WRITING PAPER PART 1.

ESSAY.

An essay is a text in which where the writer tries to analyse a given topic. From 2015
onwards, essays will be compulsory, so there will be some aspects to consider:

1. It is a formal text, and it is a teacher who asks you to do it.

2. There are two types of essays:
a. An essay in which you are asked to discuss a statement and give your opinion,
for example, ‘private cars should be banned from city centres. Do you agree?’
b. An essay in which you are asked to discuss which of two things is better, for
example, ‘Is it better for students to study something they really enjoy when
they leave school, or something which will them a good job?’

3. How to do the task:

a. Firstly, read the task and take into account that the title is given in the exam
question, although it is not compulsory to use it when we write our essay.
b. Underline the areas you must deal with so that you don’t miss any important
information.
b. Then, you have to make a plan of what you are going to include in your essay.
c. After that, you have to decide if you agree or disagree with the statement.
d. Finally, you have to think about two ideas for the points appearing in ‘Notes:
Things to write about’, as well as your own ideas.

4. Your essay should be divided into different paragraphs, being the appropriate number
four or five of them. The paragraphs should have a ‘topic sentence’ and ‘supporting
sentences’ which expand on the idea in the topic sentence. These paragraphs should be
clearly distinguished before reading the text because there will be a space between each
of them:
a. First paragraph: The subject is introduced, as well as the main arguments related
to it, and we have to include an explanation of what we intend to do.
b. Second paragraph: Details about one side of the argument are given.
c. Third paragraph: We should include details about the other side of the
argument.
d. Concluding paragraph: It is where our opinion is expressed together with
reasons supporting it.

5. An essay should include well-stated opinions supported by well-chosen examples and

convincing reasons for each point in the notes, including your own idea.
6. The use of connectives is essential.

2
FIRST MASTERCLASS WRITING SECTION

7. Useful language for essays:

- Introduction:
 First of all,…
 I will discuss both points of view and express my own opinion.
 I’d like to begin by saying that,...
 To begin with,…

- Saying what people think:

 According to experts/ scientists,…
 Another point of view is that…
 It is sometimes said / claimed / argued that …
 It is widely believed that…
 It is generally agreed that...
 Some / many people/ experts feel / argue / claim / maintain that…
 Others argue that…

- Expressing arguments or reasons.

 To enumerate or add ideas:
 A further point is that...
 After that...
 Another point is...
 Apart from that,...
 As well as that,...
 Besides (this),...
 Eventually,...
 Finally,....
 In addition to this,...
 In the end,...
 First of all,...
 Furthermore,...
 Moreover,...
 Not only...but also
 Then,...
 What is more,...

 Expressing a consequence:
 As a result,...
 Consequently,...
 For this reason,...
 So...
 That is why...
 Therefore,...
 Thus...

3
FIRST MASTERCLASS WRITING SECTION

 Expressing a reason or explanation:

 As...
 Because...
 Because of this,...
 Due to...
 Owing to...
 Since...
 The main reason for this is...
 This is because...

 Introducing an example:
 For example,…
 For instance,…
 Such as…

 Offering different ideas:

 Although...
 As a result,...
 But...
 Consequently,...
 Despite the fact that...
 Despite this,...
 For this reason...
 Having said that,...
 However,...
 In contrast,...
 In spite of...
 Nevertheless,...
 On the one hand,...
 On the other hand,...
 On the other side of the argument,...
 Whereas,...
 While,...
 While it may be true that...
 With the result that...

4
FIRST MASTERCLASS WRITING SECTION

- Expressing your opinion:

 As a result...
 I (do) believe that...
 I personally feel that…
 I firmly believe that…
 I think...
 I partly/ fully agree that…
 I would like to conclude by saying that...
 In conclusion,...
 In my opinion, …
 In my view,…
 It seems to me that …
 My personal view is that…
 On balance, it seems to me that...
 Personally,...
 To sum up...

- Concluding phrases:
 All in all,...
 In conclusion,…
 In short,...
 On balance, I think that…
 To conclude,…
 To summarise,…
 To sum up,…

5
FIRST MASTERCLASS WRITING SECTION

EXAMPLE 1:

In your English class you have been discussing the role of technology in the home. Now
your teacher has asked you to write an essay. Write an essay using all the notes and give
reasons for your point of view.
You have to write your essay in 140-190 words.

ESSAY QUESTION
Modern domestic appliances have improved the quality of our
lives. Do you agree?

Notes:
Write about:
1. Affect on household chores.
2. Time saved for other activities.
3. ………………………………………… (your own idea)

Model answer:

Have domestic appliances improved the quality of our lives?

Nowadays, many people have a wide range of appliances and devices in their home, all of
which are designed to make life easier. However, they have also some disadvantages.

On the one hand, they have reduced the amount of time required to complete domestic
chores. Cleaning and ironing, for example, can be done far more quickly and efficiently
than fifty years ago. In addition, some inventions have meant that certain tasks no longer
have to be performed. Washing up is almost extinct in households with a dishwasher, and
thanks to the microwave, cooking in no more than pushing a button.

On the other hand, some modern technology has made our lives less interesting than
before. Food which has been taken from the freezer and heated in a microwave is not as
tasty as fresh food cooked in a conventional oven. Moreover, the reason why many people
buy these labour-saving devices is to enable them to spend more time working, which does
not necessarily make them happier.

To sum up, I think that although technology has made life easier in the home, it has not
improved the overall quality of our lives.

6
FIRST MASTERCLASS WRITING SECTION

EXAMPLE 2.

In your English class you have been talking about relationships with family and friends.
Now your teacher has asked you to write an essay. Write an essay using all the notes and
give reasons for your point of view.
You have to write your essay in 140-190 words.

ESSAY QUESTION
Is it better to go on holiday with family or friends?

Notes:
Write about:
1. Which is cheaper.
2. Which is more fun.
3. ………………………………………… (your own idea)

Model answer:

Is it better to go on holiday with family or friends?

Provided that there are reasonably strong and healthy relationships between parents and
children, it is my opinion that a family holiday has more advantages than one with friends.

To begin with, it is much more economical to spend your holiday with your family,
particularly if you are a teenager. Parents are happy to pay for almost everything, enabling
their children to do things that they would not be able to afford if they were with friends.

Secondly, even though the two types of holiday are very different, you can have just as
much fun with your family as with your friends. Parents and children may not always
agree on what to do each day, but this is also true between friends.

Finally, an important advantage of having fun with your family is that it helps to
strengthen relationships between the different members. In their busy lives, they have
little time to spend with each other; a holiday helps bring everybody together in a relaxed
situation.

For these reasons, I believe that while time spent away with friends can be very enjoyable,
a holiday spent with the family has a much more beneficial effect.

7
FIRST MASTERCLASS WRITING SECTION

WRITING PAPER PART 2.

ARTICLE.

1. An article is a piece of writing aimed to the audience of a certain magazine. It combines

information and opinion.
2. How to write an article:
- Read the question carefully.
- Make a plan about what you are asked.
- Think of a suitable title for your article, which will make people want to read it.
- Think about what kind of person reads the magazine.
 You should interest the reader. Think that the purpose is to inform the
audience about a particular topic in an entertaining way.
 Use a semi-formal style.
 Personal angles are welcome.
 Direct and indirect questions will add colour to your article.
 Ideas should be linked clearly, so make a good use of connectors.
 Use your own experience, or what you have read or seen on TV or heard
about.
 Try not to repeat yourself, especially when you use adjectives.

3. Organisation:
 1st paragraph: Start your article in an interesting way. You could ask the reader
a question or make a strong statement. Try to end the paragraph in a way
which makes the reader want to continue reading.
 2nd paragraph: Build on the interest you have raised in the first paragraph.
This may mean answering the question or telling the next part of the story.
 Last paragraph: Finish the article in an interesting way. This could be
humorous ( a small joke) or thought-provoking.

8
FIRST MASTERCLASS WRITING SECTION

4. Useful vocabulary:

- Addressing the reader directly.

 Are you one of those people who...?
 Can you imagine...?
 Did you know that...?
 Have you ever...?
 How would you feel if...?
 Just think...
 You have to admit...
 You may be wondering why / what / how,....
 You might think that ...
 What do you think about...?
 What would you do if...?

- Making a strong statement.

 As far as I’m concerned...
 (Un)fortunately,...
 In my opinion...
 Interestingly,...
 Naturally,...
 Personally, I find / think that...
 (Not) surprisingly,...
 There’s nothing worse than...
 To my mind...
 You may not agree with me, but I think...
 What I believe is...

- Describing a personal experience.

 It happened to me when...
 This is what happened to me when...
 The occasion I have in mind...
 I’ll never forget the time...
 I must admit that...

9
FIRST MASTERCLASS WRITING SECTION

- Conversational expressions.
 You can imagine...
 If you ask me...
 Another thing is that...
 To be honest,...
 To tell the truth,...
 Believe it or not,...
 The thing is,...

- Introducing your final points.

 In conclusion, ...
 To conclude,...
 To sum up,...

10
FIRST MASTERCLASS WRITING SECTION

EXAMPLE:

EXAM QUESTION
You see this announcement in an international magazine:

MY IDEAL JOB
We’re interested in knowing what jobs people would most like to do. Write us an article
telling us what your ideal job would be and why.

Write your article. (140-190 words)

EXAM ANSWER:

WORKING WITH WILDLIFE-NATURALLY!

What else a zoology student and keen nature photographer possibly want to do?
Office jobs are dull, sales jobs are stressful and industry is out of the question. The ideal
job for me is that of a warden on a nature reserve.

Can you imagine being outside all day, surrounded by nature and wildlife? You
would hear the sound of birdsong rather than the noise of traffic, smell flowers and trees
instead of exhaust fumes and cigarettes, and see peaceful rivers, not busy roads. You have
to admit, those are wonderful working conditions.

Importantly, with a job like this, I would be doing something I believe in, helping to
preserve the environment for future generations. And although I’d be far from built-up
areas and large populations, I would still have contact with people, teaching visitors to
the reserve about nature conservation.

Of course, it’s not the best-paid job in the word. But I’d probably be able to afford to
rent a small cottage with a cosy fireplace and a vegetable garden. It’s not everybody’s
idea of luxury, but personally, I couldn’t imagine anything better.

11
FIRST MASTERCLASS WRITING SECTION

INFORMAL EMAILS AND LETTERS.

1. Informal emails and letters are directed to a person we know, so we will use informal
language.
2. They can serve many purposes: to exchange news, to request or give information, to ask
for or make suggestions or recommendations,...
3. How to write informal emails and letters:
- Read the instructions carefully.
- Identify what is the purpose of the task.
- Make a plan to write the letter.
- How to begin a letter It is usual to begin with ‘hi Jo!’ or ‘Dear Jo,’ and later by
referring to a letter you’ve received, or by making some polite introductory
comment:
 Glad to hear that...
 How have you been?
 How is it going?
 How are things with you and your family?
 I hope you are all well.
 It was great to hear from you.
 It was good/ nice to hear from you recently.
 It’s ages since I’ve heard from you.
 I hope you/ you and your family are well.
 It was great to hear from you.
 I’m writing to tell you that…
 Just a quick letter to ask…
 Thank you for/many thanks for your recent letter.
 We haven’t talked for ages.

- Ways of apologisingSay what you are apologising for and give reasons to explain
your behaviour. Try to suggest a way of putting things right, if possible.
 I’m sorry I haven’t written/been in touch for such a long time.
 I’m really sorry that I forgot to send you a birthday card but I was so busy
with my new job.
 I’m writing to apologise for missing your party last week but I’m afraid I was
in bed with ´flu.
 If you let me know where you bought it/ how much it cost, I’ll gladly pay
for it/ replace it.
 Please let me know how much the bill is and I’ll gladly pay it.

- Ways of complaining.
 I’m not very happy about...

12
FIRST MASTERCLASS WRITING SECTION

- Ways of giving advice:

 If I were you,...
 It’s a good idea to...
 It’s best (not) to...
 Make sure that you...
 You could...
 You should...
 What about trying...

- Ways of giving news/ information.

 By the way, have you heard about/ did you know that...?
 I thought you might be interested to hear about/know that...
 This is just to let you know that...

- Ways of inviting, accepting / rejecting Say what the event is and give clear details
of the date, time and place. It may be helpful to give other information such as how
to get there, who else is coming and what (if anything) to bring. It’s usual, too, to
ask for confirmation:
 Could you let me/us know if you can come/ you’d like to join us?
 I’m/we’re having a party on Friday 19th and I/ we hope you’ll be able to
come.
 I was wondering if you’d like to go to the theatre/come on holiday with us?
 Thank you for asking/inviting me to... but I’m afraid I won’t be able to
come/join you because...
 Thank you very much for your invitation. I’d love to come.
 Would you like to come/go to see ‘Matrix’ with me at the weekend?

- Ways of making requestsIn some cases, you may want to introduce your request
immediately. In others, you may prefer to begin your letter with some brief news
before going on to make the request. Either way, explain exactly what the request
is, with reasons, and emphasize how grateful you would be for the help you are
asking for.
 I’m writing to ask for your help/ you (if you could do me) a favour.
 I’d be very/really/terribly grateful if you could...
 I hope you don’t mind me asking bout could you (possibly)...?
 I wonder if/ I was wondering if you could help me/do me a favour.

- Ways of suggesting:
 How about going to the cinema?
 Let’s have a meal in a restaurant.
 What about visiting Canada?
 Why don’t we spend the night at home?
 Why not tell Paula to come with us?

13
FIRST MASTERCLASS WRITING SECTION

- Ways of changing topics:

 Anyway,…
 By the way,…
 So much for…
 Well, that’s enough about…

- Ways of continuing a topic:

 As I was saying,…
 You asked about…

- Ways of thanking, congratulating and wishing good luck When thanking

someone for something, it is usual to say as much as possible about how
useful/ enjoyable/ helpful it was. When offering congratulations for some
success, you usually mention how well-deserved it is. when wishing someone good
luck, try to reassure them or offer some friendly advice:
 Congratulations on passing your exams/your excellent exam results!
 Do be on time, won’t you, and don’t forget to ...
 Don’t worry, I’m sure you’ll do well/pass.
 I really appreciated all your help/advice.
 I’m writing to thank you for your hospitality/the wonderful present.
 I wish you good luck/ Good luck in/with your exams/your driving test/ your
interview.
 It was so kind of you to invite me to stay with you.
 You really deserved to succeed after all your hard work!
 Well done!

- Ways of finishing It is usual to end with a polite remark written on a separate
line:
 All the best.
 Anyway, that’s all for now.
 Best wishes.
 Bye for now.
 Drop me a line if you have time.
 Give me a ring soon.
 Give my love / regards to...
 Hope to hear from you soon.
 I look forward to...
 Keep in touch
 Looking forward to hearing from you.
 Lots of love.
 Once again, thank you for all your help.
 See you soon.
 Take care.
 That’s all for now.
 Write again soon.

14
FIRST MASTERCLASS WRITING SECTION

EXAMPLE.

EXAM QUESTION Here is part of a letter from an English friend:

Guess what? My parents have given me some money for

passing my exam, so I can splash out on something really
special. I can’t choose between buying a new computer game
or saving up a bit more and getting some clothes. Which do
you think would be better? And can you suggest what exactly
I should get?

Write a suitable letter to your friend. (140-190 words).

SAMPLE ANSWER 
Dear Jan,
Thanks for your letter and well done for passing that exam. Your parents sound much more
generous than mine!

I’m not sure that you need any more computer games, do you? If I were you, I’d save up for
a bit longer and then buy some clothes. In fact, why not get something special, like a new
pair of boots or a coat? There are some lovely winter coats in the shops, and many of them
are quite a bargain. Also, you said you needed a new coat last year –well, now’s your
chance.

I think a charcoal grey one would suit you really well, especially something stylish and
well-cut. Make sure you choose wool, and find one with nice, deep pockets, to stuff all your
bits and pieces in. I’d go for a longish one, below the knee or even full-length. Then you’ll
be nice and warm when the snow comes!

Let me know what you decide and have fun shopping.

Lots of love.

15
FIRST MASTERCLASS WRITING SECTION

FORMAL LETTERS.

1. Formal letters are directed to a person we do not know for a given reason. The use of
formal language is compulsory, as well as politeness.
2. There are some reasons to write formal letters: to ask for or give information, to apply
for a job, to make a booking, to make a complaint,...

3. ORGANISATION OF A FORMAL LETTER.

Writer’s address.
Date.

Receiver’s name.
Receiver’s address.

a) Dear Sir or Madam (if we don’t know the person’s name or whether they
are a man or a woman).
b) Dear Mr/ Mrs/Miss / Ms + name.

1. First paragraph: Say why you are writing. State the subject or context
clearly.
2. Middle paragraphs: Organisation of all the essential information from the
task prompts in a clear and logical way in the main paragraphs. You may
need to add some extra ideas of your own.
3. Last paragraph: How you expect the other person to respond to your letter
if this is appropriate.
4. Conclusion and thanking: I look forward to hearing from you.

a) Yours faithfully,

b) Yours sincerely,

Signature.
Writer’s complete name.

16
FIRST MASTERCLASS WRITING SECTION

4. TYPICAL VOCABULARY IN FORMAL LETTERS.

- Introduction:
 I am writing to ask about…/ complain about…/ apologise for…/ apply
for…/ enquire about... / suggest...
 I am writing in response to...
 I am writing on behalf of...
 I am writing to complain about...
 I am writing with reference to your letter.
 I am writing with regard to ...
 I am currently studying/ working…
 I am writing to apply for the job/ position of a ...
 I have seen your advertisement for the post / vacancy / job of…
advertised in the local newspaper on 16 June. I am writing because I
would like to apply for the job.
 I would like to apply for the grant to study...
 I would like to volunteer to work with...
 In reply to your letter of 26 February, I am writing to...
 In response to your letter of 26 February, I am writing to...
 Thank you for your letter about...

- Asking for information:

 Could you send me information about…?
 I would also like to know about…
 I would appreciate if you could…
 I would be interested in ...
 I would be most grateful if you could send me details of...
 I would like (to receive) further information about...
 I would like to request further information about...
 I would like to thank you in advance for...
 It would be helpful if you could...
 Please, could you....?

- Complaining.
 I am not satisfied with...
 I would be grateful if my money was refunded / if you could give me
a refund
 I would like to complain about ...
 ... is not what I expected / was expecting

17
FIRST MASTERCLASS WRITING SECTION

- Describing skills and experience:

 I consider myself to be...
 I have a great deal of / some / considerable experience ...
 I have excellent communication / computer / organisational skills.
 I have good knowledge of...
 I spent (two months) working as a...
 I would welcome the opportunity to...

- Personal qualities and suitability.

 I am confident that I would be suited to the job.
 I believe I am an ideal candidate for a grant / the job.
 I feel I have the necessary (patience/ energy) for the job.
 I have a friendly / sensitive / easy-going enthusiastic nature.

- Suggesting:
 I suggest that you (should)...
 I would be grateful if you gave me a refund of my money.
 It would be a good idea to... (formal)

- Organising information:
 Firstly,...
 Secondly,...
 Thirdly,...
 I should also like to introduce another point which is...
 In addition,...
 Furthermore,....
 Lastly,...

- Concluding and thanking:

 I hope to hear from you at your earliest convenience.
 I hope you will consider my application favourably.
 I look forward to hearing from you.
 I look forward to receiving a full refund.
 I look forward to receiving your explanation.
 I look forward to your reply.
 I would like to know what you are going to do about this situation.
 If you require further information please do not hesitate to contact
me.
 Thanking you in advance for your help / cooperation.

18
FIRST MASTERCLASS WRITING SECTION

EXAMPLE.

EXAM QUESTION  You see this newspaper article about a concert which you
enjoyed recently. You decide to write to the editor, correcting the facts and giving
your own point of view.

GOOD SOUND SYSTEM- SHAME ABOUT THE BANDS!

Last night’s annual ‘Talentspot’ concert at the Juniper Theatre was a

huge disappointment. None if the bands who performed there were
worth watching. An excellent sound system was provided by the
theatre, too, so the performers had no excuse. If this is the best local
bands can do, I would rather stay at home and listen to CDs!

First on stage was the group ‘Acid Rain’, whose twenty-minute set was
appalling. The microphone used by the singer was of poor quality –I
couldn’t make out any of the words she sang. Next came ‘Dingbats’,
who couldn’t even agree on what to play –the bass player was at
loggerheads with the lead guitarist for much of the time!

‘Down and Out’, the final act, is exactly how I felt by the end of the
evening. This second-rate group performed an unambitious collection
of songs, supported by a useless drummer and a guitarist who knew a
total of three chords! I hope the organisers wash their hands of this
embarrassing event next year!

SAMPLE ANSWER 

Dear Editor
I would like to comment on the article about ‘Talentspot’, in this morning’s edition. I was
present at the concert, which I enjoyed.

I think your paper should be more supportive of local music. Many of the bands were
performing live for the first time and may have been nervous. As for the poor quality of the
microphone used by Jenny Lowe, this is surely the responsibility of the organisers, as your
reporter implies in the article.

‘Dingbats’ played brilliantly, especially when they added the brass section. I don’t think your
reporter understands the way this band performs: the arguments between the bass player
and guitarist Mike Thompson are part of the act!

‘Talentspot’ is a wonderful event, which is very popular with young people. It must
continue, as it gives local bands a unique opportunity to show us what they can do.
Yours sincerely,
Harry Wild.

19
FIRST MASTERCLASS WRITING SECTION

EXAMPLE (LETTER OF APPLICATION)

EXAM QUESTION  You see the following advertisement in an international magazine.

Can you answer YES to these questions?

- Do you speak English confidently?
- So you enjoy visiting new places?
- Do you get on well with people?

If so, we would be interested in hearing from you! We are looking for energetic and
cheerful guides to lead our 15-day coach tours round Europe. Tell us why you would be
suitable.

Apply to: Europewide Coach Tours, PO Box 23, London W1X 6TY, stating where you
saw the advertisement.

Write a letter of application in 140-190 words. Do not include any postal addresses.

SAMPLE ANSWER 
Dear Sir or Madam,

I am writing to apply for the job of tour guide with Europewide Coach Tours, which was
advertised in The Times last Saturday. I am just the person you are looking for.

I have been studying English fro twelve years, so I am fluent. I recently spent three months
in London, as part of my studies. I also speak French and a little German.

Although I know many parts of Europe well, I am always keen to visit new places and find
out more about them. It would be good to share this knowledge with others.

People say that I am a good communicator and I enjoy being with other people. I have a
good sense of humour and plenty of energy.

In terms of relevant experience, I have spent the last two summers working as a guide,
taking groups of foreign tourists on walking sours around our city. I therefore have a good
understanding of the needs of visitors from other countries.

I hope you will consider my application favourably and look forward to hearing from you

Yours faithfully,
Adam Smith.

20
FIRST MASTERCLASS WRITING SECTION

REPORT.

1. A report is a type of writing which gives information, evaluates something

and/or makes suggestions and recommendations. The people who usually ask
for reports are official groups or authorities, bosses, the council of the
town,...
2. Useful notes:
 The first step to write a report is to make a plan about what the report
should contain (a mind map would be useful).
 Organisation:

TITLE. TITLE.

Introduction. Introduction.
Recommendatinons.
1. Sightseeing. Sightseeing.
2. Shopping. Shopping.
3. Lunch. Lunch.

Conclusion.
Recommendations.

 Choose a title for your report in case it is not offered to you.

 Use clear headings or double spacing to help the reader see how the
report is organised. (Introduction, Recommendations and Conclusion
are often appropriate). More headings could be added depending on
what the report is about.
 Give each section of the report its own paragraph. Use numbers or
bullets to make them stand out. Where appropriate divide sections into
paragraphs.
 Use your conclusion to summarise briefly. Make sure that you express
your personal recommendation if this is asked for in the question.
 Make sure you use a semi-formal style.

21
FIRST MASTERCLASS WRITING SECTION

3. Useful expressions:
 Introduction.
 The aim/purpose of this report is to ....
 This report covers....
 This report is intended to....
 This report will consider/ examine/ compare...

 Giving reasons:
 As/ since ....
 For this reason....
 It is thought that...
 It was commented upon by a number of people we talked to that...
 To prepare for this report, I conducted interviews with...
 To prepare for this report I discussed the issue with...
 To prepare for this report I visited three of the most popular...

 Discussing pros and cons:

 A cause of dissatisfaction was...
 According to...
 All those who were interviewed believe that/are concerned that...
 One advantage of ... is...
 The arguments against are...
 The arguments supporting this idea are...
 There are strong arguments in favour of...
 The drawback of ... is...

 Making suggestions or recommendations:

 In view of this, I (would) recommend / suggest (that)....
 We/ I suggest (that) the council should ....
 We suggest organising...
 They could....
 It would be a good idea for the council to provide ...
 A visit to ... is an option worth considering.
 A visit to ... is to be recommended.
 It is advisable to....
 It would be advisable to...
 Passive voice.

22
FIRST MASTERCLASS WRITING SECTION

 Describing amounts and quantities and facilities:

 A wide range / selection/ variety of...
 A large number of...
 A great deal of...
 A large amount of...
 Plenty of / several / many/ numerous...
 The facilities are excellent / outstanding / second to none.
 Adequate / reasonable.
 Poor / inadequate/ basic.

 Conclusion.
 I would therefore recommend ...
 In conclusion,...
 Last but not least,...
 Taking all the factors mentioned into account...
 To sum up...
 To conclude,...
 I hope that you will find this information helpful ( as a final remark)

23
FIRST MASTERCLASS WRITING SECTION

EXAMPLE.

EXAM QUESTION  A group of elderly tourists will be spending a morning in your

town as part of a ten-day tour of the region. The local tourist office has asked you to
write a report for the group leader, suggesting ways in which the tourists might spend
the morning. You should give advice on the sightseeing and shopping, as well as
information on where they could have lunch.
Write your report. (140-190 words)

SAMPLE ANSWER.

Introduction.
The aim of this report is to give suggestions to a group of elderly tourists on how to
make the most of their morning in Roxburgh.

Sightseeing.
The group might like to begin the morning with a visit to the sixteenth century
church, with its impressive stained-glassed windows. Within easy walking distance of
the church is the Roxburgh Folk Museum, containing numerous exhibits which show
what life was like in the town in former centuries.

Shopping.
For those who would like to go shopping, the farmers’ market in the main square is
an option worth considering. A wide choice of fresh, organic products is on sale,
together with locally made cheeses, bread and wine. The square also contains a
number of interesting pottery shops, some of which offer discounts to senior citizens.

Lunch.
After a busy morning, lunch in one of the reasonably priced restaurants on the
seafront is to be recommended. Non-vegetarians should try one of the many fresh
fish dishes for which Roxburgh is famous.

Conclusion.
Although the group is only in Roxburgh for a short time, everyone is guaranteed a
warm welcome and memorable morning.

24
FIRST MASTERCLASS WRITING SECTION

REVIEW.

1. DESCRIPTION.
- A review is a type of article, generally published in a magazine or posted on
a website.
- Reviews cover all the arts as well as other areas (books, concerts, films,
music, musicals, plays, restaurants, TV programmes...) and they give
information to the reader. This information will help the reader decide
whether to attend the event or not.
- Most reviews have two functions:
 description and information.
 judgement, opinions and recommendations.

2. REGISTER- STYLE.
- Write for the target readership, so read the question carefully to establish
this.
- Your review will be written for an English-language magazine or newsletter
so the style should be similar to that of an article, which is likely to interest
the reader.
- Give essential information about the story, the cast, band members,... Say
what you liked and didn’t like about the performances. Make a
recommendation to the reader about whether or not they should go.

3. STRUCTURE OF THE REVIEW.

- State the name of the film, play, concert,... at the start of the review.
- Introduce the topic of the review in the first paragraph. That is the reason
why most reviews don not have a title. A brief summary of its plot should be
mentioned, but never the ending.
- Talk about the film not about yourself:
Ex: ‘The actress playing his lover is Juliette Binoche, and although I don’t
like her very much, I must admit that her performance is very good’.
 ‘The actress playing his lover is Juliette Binoche, whose performance
is very good’.

- Be careful with the use of ‘you’.

Ex: ‘This film is about what happens when you become middle-aged’.
’This film is about what happens to a man when he becomes
middle-aged’.

- Give the positive and negative features in separate paragraphs.

- End with a final recommendation.

25
FIRST MASTERCLASS WRITING SECTION

4. PUNCTUATION IN REVIEWS:

- Capital letters.
 Capital letters are used for the first letter of every word in the title of a
film, book, book, opera, record,... The only words that do not have to
start with capital letters are small words (prepositions, adverbs,..).
Ex: ‘Love Actually’.
‘The Lord of the Rings’ or ‘The Lord Of The Rings’.

- Inverted Commas.
 In handwriting, it is necessary to put inverted commas around the title.
Ex: Have you seen ‘The Jungle Book’?

- Brackets.
 When telling the story of a film or play, are you going to use the names of
the actors/actresses or the names of the characters they portray?
Ex: When Jack Somersby (Richard Gere) returns to his wife, Laurel
(Jodie Foster), he seems a changed man.

 In a film review, Gere and Foster could be written instead of the names of
the characters. This cannot be done in theatre reviews.

5. USEFUL STRUCTURES AND VOCABULARY IN EXHIBITION REVIEWS.

- catalogue
- display
- gallery
- handicrafts
- painting
- sculpture

26
FIRST MASTERCLASS WRITING SECTION

6. USEFUL STRUCTURES AND VOCABULARY IN CONCERT AND MUSICALS

REVIEWS.
- artist
- auditorium
- (backing/lead) singer
- band
- bass/lead/rhythm guitarist
- (catchy) tune
- choreography
- drummer
- gig
- hall
- lyrics
- musician
- orchestra
- soloist
- trio
- venue

27
FIRST MASTERCLASS WRITING SECTION

7. USEFUL STRUCTURES AND VOCABULARY IN HOTELS AND

RESTAURANTS REVIEWS.

- (a bit/somehow) expensive
- a three-course meal
- always fully booked
- amenities
- attractive setting
- book in advance
- complimentary
- cook book
- disappointing setting
- good/excellent/poor value for money
- head chef (restaurant)
- hotel facilities
- house specility
- location
- manual
- on a tight budget
- overpriced
- owned by
- not worth the money
- reasonable prices
- room service
- run by
- service
- set menu
- setting
- staff
- staff at reception
- tasteless
- textbook
- travel book
- waiters
- wine list

28
FIRST MASTERCLASS WRITING SECTION

8. USEFUL STRUCTURES AND VOCABULARY IN BOOKS, FILMS AND PLAYS

REVIEWS.

- Giving background.
 I recently saw...
 It is set in...
 It stars Colin Firth as ...
 It tells the story of...
 The main character is played by...
 The film is about...
 The play is directed by...
 The screenplay has been nominated for an award.
 There is a twist at the end...
 This show starts...

- Expressions which introduce a contrast.

 On the plus side,...
 On the down side,...
 On the one hand,...
 On the other hand,...

29
FIRST MASTERCLASS WRITING SECTION

- Giving a positive opinion.

 a feel-good movie
 amazing special effects
 appalling dialogue
 awesome
 bestseller
 breathtaking
 brilliant
 cast
 chapter
 clever
 convincing acting
 entertaining
 excellent acting skills
 exciting
 expert costume and set design
 fascinating storyline
 first rate
 frighteningly realistic
 funny
 gripping storyline
 hilarious script
 historical events
 interesting locations
 it has you on the edge of your seat
 it is full of humour/ action / suspense...
 one of its strengths is ...
 original plot
 sensational
 spectacular
 stunning
 talented cast
 tremendous soundtrack
 the acting is outstanding.
 the best part of it is ...
 unexpected twist
 witty
 wonderful

30
FIRST MASTERCLASS WRITING SECTION

- Giving a negative opinion.

 amateurish
 awful
 boring love scenes
 complicated plot
 depressing
 disappointing special effects
 dreadful
 dull and unoriginal script
 dull characters
 fake
 it has plot holes
 it is full of humour/ action / suspense...
 I was disappointed by....
 one of its weaknesses is ...
 over-complicated
 over-long
 predictable
 poor direction
 predictable ending
 shocking violence
 slow-paced
 tedious
 terrible costumes
 the acting is disappointing
 the best part of it is...
 the lead actors have no chemistry
 the worst part of it is ...
 unbelievable
 unconvincing
 unrealistic ending
 weak acting
 weak dialogues
 wooden

31
FIRST MASTERCLASS WRITING SECTION

- Other vocabulary.
 atmosphere
 author
 based on a true story
 cast
 chapter
 chat-shows
 costumes
 current affairs programmes
 debate
 director
 documentary
 ending
 factual
 fantasy
 historical
 lead role
 main character
 mystery
 presenter
 producer
 released
 romance
 scene
 scenery
 science fiction
 secondary
 series
 set in
 sitcom
 soundtrack
 soap opera
 star role
 stunt
 thriller
 written by

32
FIRST MASTERCLASS WRITING SECTION

- Recommending.

 All in all, the film/ restaurant/ book,.. was...

 Do not bother reading / watching ...
 I can thoroughly recommend this book / film...
 I think that everybody will enjoy this film/ restaurant/ book,...
 I was disappointed by/with ……
 I would not hesitate to recommend this film/ restaurant/ book,... to
teenagers/...
 I strongly advise this film/ restaurant/ book,... to you.
 I suggest that you should see this film without delay.
 I was pleasantly surprised by …..
 I would advise you not to miss this film/ restaurant/ book,...
 I (certainly) wouldn’t encourage anyone to...
 If you get a chance to ….
 It is definitely (not) worth seeing.
 It will appeal to anyone interested in ...
 Overall, I would recommend...
 The plot struck me as completely bizarre/absurd/incomprehensible
 The thing I liked most was ….
 You will not be disappointed.
 Young children are sure to enjoy it.
 What I disliked was...
 What I disliked most was …..
 What I liked was...
 What I liked most was …..

33
FIRST MASTERCLASS WRITING SECTION

EXAMPLE.

EXAM QUESTION  You have seen this announcement on your college noticeboard.

We want your reviews now!

Have you enjoyed a particular programme on TV recently? Or is there one that you just
can’t stand? Either way, why not write a review for the college website? Include plenty
of information about the programme and give us your opinions on it, good or bad.

Write your review (140-190 words).

SAMPLE ANSWER.

FRASIER.
One of my favourite shows on TV is the comedy series Frasier, starring Kelsey Grammer.
Although new programmes are no longer being made of this long-running series, it is
possible to watch regular repeats.

The key to the programme’s success is the sensitive and humorous way in which it shows
everyday life. Frasier hosts a radio phone-in show, assisted by his efficient producer Roz
Doyle. The supporting cast includes his father Martin, a retired policeman, who lives with
Frasier; Martin’s amusing (and exceptionally well trained) dog Eddie; Frasier’s young
brother Niles, who has gone through many disappointments in love and yet who finally
ends up with the woman of his dreams, Daphne Moon; and Frasier’s ice ex-wife Lilith and
their son Freddy, who appears on the programme from time to time.

The series is set in Seattle and rarely strays far from this city, in fact, the two commonest
locations are Frasier’s apartment and his broadcasting room at the radio station. But the
programmes are never dull! What makes this series so remarkable is its scripts, which are
tightly written and contain some memorable jokes. I highly recommend this show.

34