A

NEW.

FOWLER
PROFICIENCY

WRITING ^
S K ILLS
 Introduction

INTRODUCTION 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
New Fowler Proficiency Writing Skills 2 is t h e second part 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
of a t w o - p a r t c o u r s e which aims to teach the are required t o w r i t e o n e o f t h e following:
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 an article
revised Cambridge Proficiency examination. an essay
Approximately ten per cent of t h e material in Writing a letter
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 a review
material in this book is new. Each of the twenty units a report
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 T h e t i m e limit (2 hours) and length of writing tasks
writing task to be done later in approximately o n e hour, ( 3 0 0 - 3 5 0 w o r d s ) remain unchanged.
the time allowed for it in the examination.
T e a c h i n g w r i t i n g skills
The changes in the examination
It is important for students to understand that while
The biggest change in the writing paper of the revised credit is given to Proficiency candidates for their use of
Cambridge Proficiency examination is that it n o w has 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
t w o parts, as do FCE and CAE. considerations to be taken into account; organisation
and the relevance of the answer to the task are at least
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 equally important. Different writing tasks require
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 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
candidates with a clear c o n t e x t . T h e r e is always m o r e 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
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 written within the capacity of a g o o d student that can
candidates should learn to identify t h e s e points and be analysed, imitated and practised. T h e s e models are
ensure that they c o v e r t h e m w h e n writing. The supported with revision of t h e necessary grammatical
q u e s t i o n is discursive, and candidates are e x p e c t e d to structures and lexical items by means of accompanying
w r i t e o n e o f t h e following: exercises and the reference section and the appendix at
t h e end.
an article
an essay Doing justice to oneself in an examination
a letter
a proposal T h e Proficiency examination requires a considerably
m o r e sophisticated use of English than First Certificate
In P a r t 2, candidates choose one question and t h e difference b e t w e e n t h e s e t w o levels is often
comprising instructions which give candidates underestimated by students. The difference, however, is
guidance to t h e c o n t e x t . In o r d e r to be successful in 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
Part 2, candidates should be c o m p e t e n t at narrating, s t r u c t u r e s or a w i d e r range of vocabulary as of
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 , 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
persuading, judging priorities, evaluating, making organised in g o o d , clear sentences and paragraphs. The
recommendations, giving information and 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
summarising. Candidates are e x p e c t e d t o w r i t e o n e considerable, as indicated by the contents pages of this
of t h e following, from a c h o i c e of t h r e e : 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
an article students pay particular attention to the tips provided
a letter throughout the book. These consist of practical advice
a proposal on what to do and what not to do in a given situation
a review and should make it possible for s t u d e n t s taking t h e
a report exam to realise their full potential.

3
1
Contents

UNIT PART TECHNIQUE MODELS REVISION PAGE

S E C T I O N 1: A R T I C L E S

! 2 Describing My working day Adverbs of frequency 6

A working day in the life of a florist Prepositions of time

Tenses

2 2 Describing and narrating A key moment in my childhood Past & Perfect Tenses 10

Indirect Speech

3 1 Discussing an issue Should mothers go out to work? Passive Voice:

impersonal structures 14

4 1 Responding to generalisations Crime: genes or upbringing? Compound Adjectives 18

S E C T I O N 2: L E T T E R S

S 2 Describing Teacher of the Year Adjectives 22

The most unpleasant person

1 have ever met

6 1 Giving opinions The aims of education Connectors and modifiers: 26

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 3: E S S A Y S

9 1 Expressing opinions The future of entertainment Tenses 38

Inversion

1§ 1 Comparing Films vs Books Comparison 42

4
 UNIT PART TECHNIQUE MODELS REVISION PAGE

S E C T I O N 4 : P R O P O S A L S

2 Applying for funds 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 54

2 Giving reasons Promoting a new snack Connectors and modifiers: 58

14
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

22

2 Reviewing a magazine National Geographic Connectors and modifiers: 70

developing an argument

26
S E C T I O N 6 : R E P O R T S

Discussing the findings Maintown residents' opinions on Quantifiers 74

30 of a survey how best to spend a donation Passive Voice: impersonal

and personal structures

Providing solutions Threatened closure of The Catherine 78

Wheel restaurant
34

2 Evaluating Mr Quick Dry Cleaner's Indirect Speech 82

Travel the World game

Reference section 86

38

Appendix 94

42 CPE Writing S h e e t s 96
 1
WmÊHmmMm
Articles Describing

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 .

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 )

2 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 1
3 Underline all t h e adverbs of frequency in t h e article.

6.30 aei up
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,
7.30
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 .
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 in on

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) lunchtime b e f o r e things g e t busy a g a i n
(7) the early afternoon when the new guests arrive.

As t h e Grand Hotel is (8) 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 Articles Describing

6 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 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.

b 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

Make sure you have understood whether the
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,
question requires an article in the first person
t h e a f t e r n o o n s , at night? Do they do shift work? or the third person singular before you start
Is each w o r k i n g day different? writing. Check your tenses carefully.

6.00 2.00

7.00 3.00

HH^ 4 . 0 0

9.00 5.00

10.00 6.00

11.00 7.00

12.00 H @ 8.00

1.00 9.00

9
 Articles Describing and narrating

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.

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 g r o u p of my c l a s s m a t e s followed m e . I tried
had spent the war years in the country but to ignore t h e m but they gathered r o u n d me,
when it was over my parents returned to 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 .
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 (7) a boy I hardly knew pushed
class of 40 boys in a s t a t e p r i m a r y school. 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
I h a d h a d advantages most of the boys
Scott a n d I c a n still s e e h i m clearly. He h a d
had lacked. T h e r e were plenty of books in
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
the house and my parents had encouraged
wore a r e d jersey. ' W h a t are you laughing
me to read. T h e teacher in this L o n d o n
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
s c h o o l , a m a n called J o n e s , (2)
the answer and he just got one question
found that w h e n he asked the class a
w r o n g , just o n e ! ' H e p u t his h a n d o n
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
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
and (3) knew the answer.
(8) dispersed.
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 T h a t incident t a u g h t m e two things t h a t
s h o w off, a lot of t h e boys obviously t h o u g h 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 me as 'The Teacher's Pet'. 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
(4) Mr J o n e s asked a
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
q u e s t i o n a n d several boys failed to a n s w e r it
mob, eager to humiliate them. The other is
b e f o r e he t u r n e d to m e . (5) I got
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
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
such a m o b can m a k e t h e m a s h a m e d of
u s e d t o relying o n m e t h a t h e w a s irritated.
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
' N o , d o n ' t b e silly, Professor,' h e said.
h a v e f o u n d t h a t as t r u e in politics as it was in
(6) l a t e r , t h e bell r a n g the playground.
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
 Describing and narrating Articles

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 one day soon suddenly

then this time usually when

3 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 ?

4 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 .

5 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
Remember, the person and incident you
in this unit into c o n s i d e r a t i o n .
describe do not have to be real, as long as
the description you give is believable.

13
 Articles Discussing an issue

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.

Women have Children need

fought foe equality in 1 wish the stability that
the workplace and should be allowed
1 coufdstay only their mothers
at home, hut we can provide.
to continue working even when
need the second
they have children.
income.

Should mothers go out to work?

W o m e n ' s position in society
has changed dramatically in
r e c e n t years. G o n e are the days
when a woman was only
expected to get m a r r i e d , have
children and k e e p the family
h o m e running smoothly, catering
for everyone's n e e d s . Nowadays
women are able to go to
university, pursue a career and delay marriage and
m o t h e r h o o d indefinitely if they choose. However, should
those w o m e n who do have a family give up their career in
order to stay at h o m e and look after their children, or not?
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
example, it is known that children n e e d stability in their
lives. Some people believe that this can only come from the
m o t h e r and that outside help is detrimental to the children.
However, who is to say that outside help cannot provide
children with the stability they need? T h e r e is good quality
childcare available, although it is often expensive. M o r e
importantly, forcing a w o m a n who would rather be out in
the workplace to stay at h o m e to look after h e r children
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 ,
frustrated a n d even resentful of h e r children if h e r own
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
d r e a m to stay at h o m e with her children. W o m e n who have
worked hard to build themselves a career are
understandably reluctant to give it up.
Factors other than what a woman wants also play a role
in deciding whether or not a w o m a n goes out to work. T h e
cost of living is high and people now expect a comfortable
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 ,
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
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.
In conclusion, I believe that the decision about whether
a w o m a n stays at h o m e to raise her children or goes out to
work is o n e that should be m a d e by each family
individually. Everyone's situation is different and such a
wide variety of factors must be c o n s i d e r e d that it is
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

an
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

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.
The impersonal and personal
passive structures can used to give
it is k n o w n that children n e e d stability in t h e i r lives.'
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 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.

Why should
All criminals Not all criminals tax payers' money be
must be punished and ore a danger to society. spent on feeding, clothing
s. the best way to do this Shouldn't they be made to help and generally looking after
is by locking society through community criminals! Criminals should
them up. service programmes?
be made to pay for
their crimes in
other ways.

b 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
Nothing can Different people are
demand certain
prepare a person better for suited to different things and
qualifications before
a job than on-the-job not everyone excels in
you can even be
training. the academic world-
considered for
a position.

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

Example

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 ...

Conclusion 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 Until the second half of the nineteenth century, it
have b e e n asked to w r i t e an article f o r was widely accepted that it is something in a persons
the college magazine entitled biological makeup that determines whether or not he
Crime: genes or upbringing? Write will become a criminal. Since then, however, there
y o u r article taking t h e points raised have been many theories which claim that criminality
on t h e right into c o n s i d e r a t i o n and giving is the result of factors in an individual's environment.
y o u r o w n opinion.

Crime: genes or upbringing?

Crime is not a new problem in society. is the case, it could be argued that there is
Even today, instruments of torture used to no need for c r i m e p r e v e n t i o n , nor for criminal
punish criminals during the Middle Ages can rehabilitation. If it is in some people's nature
be seen on display in European castles. to c o m m i t crimes, it follows t h a t t h e r e is little
Although present-day methods of punishing point in trying to teach them that such
criminal behaviour may bear little or no b e h a v i o u r is u n a c c e p t a b l e .
resemblance to the barbaric methods of
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 Difficult as it m a y be to a c c e p t h e r e d i t y as
remain, to all intents a n d p u r p o s e s , divided. the cause of crime, the argument that
criminal behaviour is dependent on the
external environment In which the individual
lives is by no means irrefutable. While it is
true that crime is widespread in what are
commonly known as 'bad' neighbourhoods,
studies have shown that not all people who
are b r o u g h t up in u n f a v o u r a b l e circumstances
are involved in criminal activity. Furthermore,
it has been proved In similar studies that
crimes are also committed by people from
It is difficult for many people to accept well-adjusted families and good social
the theory that criminal behaviour is circumstances.
determined biologically, that a person is born
a criminal. Although the original evolutionary The view that a person's genes are
theory that criminals had a certain ape-like responsible for criminal behaviour is an
appearance lost credence more than a century unpopular one, and it is doubtful that a
ago, there are still criminologists who believe person's character traits act In isolation.
that there are inherited character traits which Therefore, l believe it is fair to say that
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 criminal behaviour can be attributed to
the right to condemn people from birth to a individual traits in conjunction with social
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.

•MMHHHM
 Responding to generalisations Articles

2 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.

Paragraph I 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 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 a 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.

WËËÊÊËËÊËËÊËËËËËËÈËÊËËËÊÊÈÊÊËËËËËÊÊ•MMBBMMMHNHHMHHHMflMBHi
Tip I . ..

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 Responding to generalisations

5 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 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.

7 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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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
 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 Justification

a enthusiastic

1
——
—. ———
•—
• ——— — —• —• —
b having extensive knowledge/memory

c respects his subject and students

d approachable

:
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 Justification

1
[PK WHß jl

SHHii^&SBifiiiî* •' B
! 3
 Letters Describing

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) ( b e ) very
p a t i e n t a n d t o l e r a n t a n d (5) (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
(6) ( 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) (enter)

t h e building, I (9) (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) (come) to see us at regular intervals. He even

(17) (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) (change)
o v e r n i g h t . In a few m o n t h s his h a i r (20) (go) w h i t e a n d his face (21)
(grow) tired a n d old. H e (22) (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 Tip
5 or 9 and w r i t e y o u r letter. U s e t h e
Remember to support your choice of person with justification for the points you make.
n o t e s y o u have m a d e t o help y o u .
 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.

struggle to pass e x a m s in a r e ill-equipped to apply

subjects t h a t would p r o v e to t h e o r e t i c a l k n o w l e d g e to a
b e o f v e r y little p r a c t i c a l career. Moreover, as many
value to t h e m in their students find the more
w o r k i n g lives, so t o d a y ' s academic lessons boring,
s t u d e n t s should be f o r c e d to t h e y have no i n t e r e s t in
do t h e same. Many t e a c h e r s s t a y i n g on at school and,
believe t h a t s t u d e n t s m u s t be consequently, enter the job
e x p o s e d to certain s u b j e c t s m a r k e t with no qualifications
Sir, such as literature and or skills.
classical languages during t h e
l am w r i t i n g in response to course of their school y e a r s i t is, t h e r e f o r e , e s s e n t i a l
t h e l e t t e r s recently published precisely because it is highly that students have the
in y o u r magazine r e g a r d i n g unlikely t h e y will come into opportunity to study w h a t
t h e aims of education, while c o n t a c t with such subjects a r e known as vocational
the s u b j e c t of education is later on in life. subjects, such as business
one which has always been and information technology,
c o n t r o v e r s i a l , it is s l o w l y On t h e o t h e r hand, although as well as the more
being accepted that t e a c h e r s m a y h a v e a point academic subjects, in this
educators are responsible n o t regarding the reasons for way, students can be
only f o r s t u d e n t s ' general c e r t a i n subjects being t a u g h t provided with knowledge
knowledge, but also for at school, it has b e c o m e a n d p r a c t i c a l skills w h i c h
providing y o u n g people with increasingly a p p a r e n t over a r e m o r e likely t o p r o v e
skills for living. recent years that students useful in t h e i r a d u l t lives,
must also be given the but not at the expense of
Many people feel that o p p o r t u n i t y to acquire t h e m o r e academic qualifications.
so-called academic subjects skills required In t h e world
should be studied by for which they are I l o o k forward to s e e i n g
everyone, regardless of supposedly being prepared. my l e t t e r p u b l i s h e d in a
s t u d e n t interest or ability. Many e m p l o y e r s complain of f o r t h c o m i n g issue.
S o m e o l d e r people b e l i e v e skills s h o r t a g e s , claiming t h a t
that, just as they had to t h e y o u n g people of t o d a y Sam Henderson
 Giving opinions Letters

1 \ 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.
 Letters Giving opinions

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 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)

5 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 as a general rule as a result however on the other hand personally

a 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 , 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 , 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.

d 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 .

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 , 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 .

6 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 Letters Complaining

I 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.
 Letters Complaining

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
 Letters Applying for a job

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 Education.
As you a r e probably aware, students have considerable vacation time in t h e 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, I became a member of the junior swimming
t e a m . While at college, my 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 could find out m o r e a b o u t t h e
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 forward to hearing from you.

Yours faithfully,

Kevin Lockhart
 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
<evin's letter. Read t h e m in c o n t e x t and say w h e t h e r t h e y refer to real or hypothetical situations. W r i t e R for real
i - d H for hypothetical.

a 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 Applying for a job

5 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. and
d explains t h e p u r p o s e o f t h e letter.

:
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.
 Essays Expressing opinions
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 Nothing can replace the excitement of sitting in a crowded
electronic games and 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) (say) t h e t h e a t r e a n d
o t h e r forms of live art (4) (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) (progress) very

quickly a n d it (8) (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) (be)
even m o r e credible when you (13) (consider) that t h e y o u t h of t o d a y m o r e
t h a n ever b e f o r e (14) (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) no need for t h e a t r e s a n d concert halls.

It (18) (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) (be) enough people in the future who want to
experience music or drama live so that t h e live arts do not become completely obsolete.
 Expressing opinions ^^^^^B 9
: '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
:
: : - - 5 " 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 .

_ : : :ne essay again and a n s w e r t h e following q u e s t i o n s .

a 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 for future g e n e r a t i o n s .

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 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.

c 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 they s h o u l d have d o n e s o m e t h i n g .

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 such o p p o r t u n i t i e s .

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 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 , 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.

f 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 such high levels.

g 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 b e saved.

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 , it would be easier to choose a university course.

i 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 how badly t h e c o u n t r y s i d e w o u l d be affected.

j 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.

lurw can anyone The besf

There ifi no point whatsoever- in
hope to achieve their policy is fake
planning for- the future. Mo one
ambitions if they each day as
knows where they will be or what
don't jpCanfor the if comes.
they will be doing. It'e a complete
future?
waste of time.

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. What is required is support

make, the litter they leave lying around or the for green tourism* and encouraging

wildlife they disturb. There should be a complete tourists to respect the area they are visiting.
Besides, if tourism were banned, the local
ban on tourism so that what is left of our valuable
economy would suffer.
countryside can be preserved.

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.

 Essays Comparing
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

and picture home cinemas imagination convenience

WATCHING A FILM READING A BOOK

no imagination
passive viewing no sound no pictures
needed

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 reason.

As a p a s t i m e , 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
 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 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 .

7 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 Essays

to compar; :
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.

2 - 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.

opportunities for
steady income sense of security independence
success

WORKING FOR AN BEING

EMPLOYER SELF-EMPLOYED

taking orders income is not can be very

no freedom
is unavoidable guaranteed 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.

supportive common interests strong ties unconditional love

FRIENDS FAMILY

come and go 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 Applying for funds
I 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 We desjyeratefy We must update

our educational
cost effective, need to do
facilities if school
we must attract something ahout visits are to
more visitors. the state ojthe continue.
hudding.

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 local advertising

~:<e museum more appealing repair roof repair work 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 I'm surprised there

must be done to nothing to do and nowhere hastt t been a serious
that place. It's to go. Why can't it he made rid'metal
*fru'tf
an eyesore. ™to a playground? md rubbish*

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 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.

b 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.

c 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 attract m o r e visitors is to m a k e a profit.

d 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
In order to make your proposal
Paragraph 2 T h e c u r r e n t situation more realistic, go into details on a
Paragraph 3 W h a t is r e q u i r e d few things which could be done,
Conclusion H o w t h e funds w o u l d b e o f benefit 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:

In order fo be
We must update out We desveratehj need to cost effective, we
image if the paper is to upgrade the computers must attract more
advertisers.
remain competitive in and programs in the
the local market.
design department.

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:

Something must he
I hate having
willing +o help done to heev younß
nothing to do and
peoyhe off the streets.
u s f i n d joloÇ. nowhere to 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 Assessing choices
i 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 Proposals 12
•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 in a terrible state
b in d i s r e p a i r

2 a for ages
b 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 g^&jflLWi'SL^.^^Ifr
a considerably less expensive lll^SS^^^KtlS^^?^tefflF
b 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^'^<&" M
-^2t
h reall) n e e d s ^Jf^^",.. i l ^ K '
" a I think ^ »11
b I a m of t h e o p i n i o n f^"^^*^!^? i , * t

8 a is t h e next best thing

b is t h e best alternative

- 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 expensive good example of local architecture

cost effective need multi-storey car park regain use of the Opera House

retain an attractive example of early 20th century architecture time<onsuming

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.

 Proposals

- p i e t e t h e paragraph plans for t h e t w o

You do not always need to have arguments both for and against a
- positions below. T h e n c h o o s e o n e of t h e m and
suggestion as long as your recommendation ties in with what you
:= • our article.
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 Reason?

rooms 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 Evaluating a situation
I 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 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

centre. The town council have asked local residents t o suggest possible s o l u t i o n s t o t h e
problem. W r i t e a 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
p r o b l e m could be 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 Proposals Evaluating a situation

5 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 local schools and the youth club to get new young members
advertise performances more widely
area is not as safe as it once was
be observant, report anything suspicious
high production costs because performances are poorly attended
home and car insurance has increased
no new members for the past eighteen months
offer reduced ticket prices to school parties or groups of friends attending performances
petition police for more presence on the streets
residents are afraid in their own homes
stage different kinds of productions that will appeal to more people
take extra precautions - burglar alarms, car alarms, park cars in garages if at all possible

a 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
 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 Giving reasons

I 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 Proposals

*.,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 . 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 ? , and

£ -.er opinion on w h a t m a k e s a p r o d u c t successful?
c 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 ?
4\ 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 ? , and

% 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.

While it is perfectly acceptable to

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
disagree with a part of the
: : be a p p r o p r i a t e or effective.
question, because you have been
asked to comment on it in your
i W h a t is it?
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

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

i
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 Proposals 14
r «

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 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
I offers) 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
 Reviews Reviewing a festival
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) (splash o u t o n ) an expensive seat, as it allowed me
e n
(6) ( 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:
It is very important to use
a for p e o p l e w h o a t t e n d t h e festival? a wide range of vocabulary
when writing at Proficiency
, and level. Try not to repeat
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? words and phrases over and
over again.
and

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 w a n t t o see t h a t play.

b 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 g o o d seats.

c 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 of t h e best in t h e w o r l d .

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 b a n d played b e t t e r t h a n ever b e f o r e .

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 officials.

f 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 fifty y e a r s ago.

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 W W W W W w W w w w
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.
Sandra - Up-and-coming 20-year-o\d 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 musical talent and
1
Improve and advance music education. offers
something f o r everyone.

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 .
 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 Reviewing a holiday
I 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 ? and

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 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) 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 ....

(ii) WhichparticipleclausehasthemeaningofftecaM.se?

iii) W h i c h participle clause refers to an a c t i o n ?

67
 Reviews Reviewing a holiday

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 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 17
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 rr ~z «M
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
 Reviews Reviewing a magazine

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 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 .

6 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 anyone interested in current affairs award-winning journalism and photography

rpny
business clear and concise first published 1933 health
Newsweek politics technology 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 Children's magazine

title
age of magazine
topics of interest
possible readership
comments on articles
special features
cost
number of issues

72
 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 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 ?

b 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 Reports Discussi] igs of a sun

1 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.

State the purpose of the report. Give details of survey.

Introduction

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 the employees.

6 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 Reports itions
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 gives y o u s o m e ideas that may help

b puts forward s o m e suggestions that may improve the situation

2 a has remained unchanged for a considerable length of time

b 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 that it's about time y o u had a change

b that y o u reassess the m e n u on offer

4 a The Catherine Wheel is really boring in comparison

b 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

6 a the opportunity should be taken advantage of

b y o u should cash in on this

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 Solution

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.

 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 the new restaurants
b 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 1
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 State the purpose of your report.

Main B o d y 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 State the purpose of your report.

Main B o d y 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 When you write your report don't forget to use headings like those in
and w r i t e a report. the report on page 78. Stan a new paragraph for each point you make.
20 Reports

I 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 :

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 ?

82
 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 jjon tj g t changes in
or e tenses.
a '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 l u a t i m

6 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) They spent over an h o u r playing the
g a m e a n u m b e r of times, which (3) 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) It is also
reasonably priced and would m a k e an ideal gift.
 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 State the purpose of your report.

The Test 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 W h a t h a p p e n e d (briefly)?

Conclusion 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
C o m p o u n d adjectives
an
C o m p o u n d adjectives are made up of t w o p a n .
A n i s used before a vowel sound: a n elephant, a n They are usually hyphenated, and t h e second
umbrella, an aeroplane; but not w h e n u is part is often a present or past participle.
pronounced like ' y o u ' : a useful book. It is also used C o m p o u n d adjectives are used to describe a
before h when h is not pronounced: an h o n e s t man. 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
W h e n we mention something for the first time, we character. The meaning is usually w i t h , h a v i n g
normally use a / a n ; when that thing is referred to or being:
again, we use the definite article t h e , because by He's a red-haired, broad-shouldered man.
n o w it is understood which o n e we mean: (He's a man with red hair and broad shoulder: I
A photographer took his photograph without
permission. He got so angry that he broke the Comparison
photographer's camera. (a) W e can use a s . . . a s and n o t a s / s o . . . a s wit- |
adjectives for comparison:
We also use a / a n in numerical expressions (for He's as tall as his sister but not as/so
example, in expressions of frequency or quantity): intelligent as she is.
She has classes three times a week. (b) W e use m o r e / l e s s . . . t h a n with s o m e
Petrol costs about sixty pence a litre here. adjectives and the comparative form -er...
(See also t h e , u s e a n d o m i s s i o n ) t h a n with others:
He's more talented but lazier than I am.
2 Adjectives Adjectives of o n e syllable and two-syllable
adjectives ending in -y (plus a few others)
a Position
form the comparative with - e r . T h e spelling
changes from -y to -i w h e n - e r is added
1 Adjectives generally c o m e before the noun
( h e a v y - h e a v i e r ) . Most two-syllable
or as a c o m p l e m e n t after be and s o m e other
adjectives and all longer adjectives form the
verbs ( l o o k , s e e m , f e e l etc.)
comparative with m o r e .
She's a pretty girl. She looks very pretty.
(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
2 W h e n we use m o r e than o n e adjective
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
She's far/much more intelligent than he is.
With plural nouns after the adjective we use
the combination is not usual, but not if it is
far or m a n y :
very c o m m o n . Compare:
Far/Many more people came than I expected
He's a nice little man. (common) W e use n o t n e a r l y a s / s o . . . a s t o emphasise
She's a shy, secretive woman, ( n o t usual)
a negative difference.
W e use a n d w h e n the adjectives are a
We're n o t nearly as/so well off as they are.
complement after b e , s e e m , f e e l , etc.:
(d) The superlative form is made with - e s t or
He's short and fat./She seems charming and m o s t . W h e n w e compare m o r e than t w o
intelligent. people or things we use the superlative even
W i t h three adjectives, we usually put a w h e n the number involved is not mentioned:
c o m m a after t h e first: She's the prettiest girl in the class. (There are
We were cold, wet and tired. m o r e than t w o students.)
(e) Remember t h e irregular forms:
b Order good better best
In normal usage, we prefer to put s o m e bad worse worst
adjectives before others: little less least
He's a nice little man (NOT little nice). much/many more most
The rule is that general adjectives like n i c e or far *farther/ farthest/
p r e t t y c o m e before m o r e precise o n e s . N o t e further furthest
t h e s e examples: *Both forms are used for distance, but we say
a I've read the first hundred pages. f u r t h e r i n f o r m a t i o n ( = 'additional')
(ordinal-cardinal) E l d e r / e l d e s t are irregular forms of o l d but
b An intelligent young man (mental are only used for members of the family: my
ability-age) e l d e r brother.
c A large round ball (size—shape) (f) W h e n we want to say that t w o things happen
d A green cotton dress (colour-material) t o g e t h e r or in proportion to each other, we
e A German car factory use t w o comparative forms:
(nationality/origin-purpose) The older I get, the more impatient I become.

86
 Reference section

2 Alternatives to b are:
3 Adverbs of frequency
If we were to offer you the job, would you
f t w o parts.
a Adverbs of frequency, like a l w a y s and o f t e n accept it?
: second
and o t h e r single-word adverbs of indefinite time Were we to offer you the job,...
pie.
like r e c e n t l y , generally go before t h e main verb T h e s e suggest that the offer is unlikely.
scribe a
:ommon but after forms of b e :
3 Alternatives to c are:
Margaret is never late; Jane never comes home
Had I known, I would have informed you.
late, either.
This is m o r e formal than:
b They usually go b e t w e e n an auxiliary and the If I had known ...
main verb or after the first auxiliary if t h e r e are
t w o o r more: Gerund
/ have never seen such a good film.
She must sometimes have wondered if she had a General
made the right decision. 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
4 Conditional sentences the same form as the present participle:
/ like reading and listening to music.
a Present and future Possessive forms are used with the gerund. In
W e generally use t h e present t e n s e for the informal English, the object form of the personal
condition and a future t e n s e for t h e main clause, pronoun or t h e noun is often used instead:
but n o t e t h e alternative with t h e imperative: Do you mind my/me going without you?
If I see him tomorrow, I'll give him your message. Do you agree with Anthony's/Anthony getting
If you see him tomorrow, give him my message. married so young?

Modals may also be used in t h e main clause: b Preposition + gerund

If you go out, you must put on your coat. It's cold. A preposition is s o m e t i m e s followed by a gerund
verb form:
b Imaginary situations in p r e s e n t or future Before leaving the house, he turned out the lights.
W e use t h e past t e n s e for the condition and t h e S o m e verbs are followed by the preposition to
conditional t e n s e ( w o u l d + infinitive) for the and t h e gerund, n o t the infinitive with t o . The
main clause. W i t h t h e verb b e , we usually use 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
w e r e for all persons: dedicated to, be devoted to, be given to,
If I were (was) rich, I'd buy a house by the sea. be limited to, be o p p o s e d to, be
If we offered you the job, would you accept it? resigned to, be/get used to, c o m e near to,
limit oneself to, look forward to, object to,
c Past situations resign oneself to.
In talking about the past, we usually use t h e past c G e r u n d and p r e s e n t participle
perfect t e n s e for the condition and the The form is the same but t h e r e is a difference
conditional perfect ( w o u l d h a v e + past b e t w e e n t h e m in usage:
participle) for the main clause: Playing games is healthier than watching them.
If I'd known what was wrong, I would have (gerund)
told you.
He broke his leg (while he was) playing football.
But if the present situation is a direct result of
(participle)
an unfulfilled condition in the past, the main
clause may be in the conditional tense: d G e r u n d and infinitive ( i m p e r s o n a l
If I'd studied more when I was at school, I would structure)
have a better job today.
We prefer to use the gerund at t h e beginning of
a sentence, the infinitive in an impersonal
d Permanent condition
structure:
If a condition is always true we use t h e present
E a t i n g people is wrong. It is wrong to eat people.
t e n s e for both parts of t h e sentence:
If it doesn't rain, the rivers dry up and the
e G e r u n d and infinitive after c e r t a i n v e r b s
animals die of thirst.
C o m m o n verbs followed by the gerund, apart
from those that are followed by a preposition, are:
e Variations
avoid, consider, delay, deny, dislike, enjoy, escape,
I As alternatives to a we can suggest that t h e
face, feel like, finish, forgive, can't help, imagine,
possibility is n o t very likely:
involve, mention, mind, miss, practise, resist, risk,
If you should see him, will you give him my
can't stand, suggest, understand.
message? (please give him my message)
In s o m e cases, either a gerund or infinitive may
T h e r e is also a formal variation of this: be used but there is usually a difference in
Should you see him, ... meaning or usage:
Reference section

(a) a d v i s e , a l l o w : Infinitive with a personal 7 Indirect speech: paraphrase

object, otherwise gerund:
They don't allow smoking/you to smoke on S o m e verbs can be used in indirect speech to
these flights. indicate the way things are said and t h e purpose of
(b) b e g i n , s t a r t : when these verbs are used in what was said. In the table below, n o t e t h e purpose
continuous tenses, only an infinitive can follow: of the verb from the example in direct speech, and
It is starting to rain. the constructions possible with the verbs we can use
(c) g o o n means 'continue' with the gerund but instead of s a y and t e l l in indirect speech:
with the infinitive indicates a change of topic
or action: Purpose Verb Direct speech and paraphrase
She first explained the problem and then went 'You stole it, didn't you?'
accusation accuse
on to outline some solutions. I accused him of stealing it.
( d ) l i k e , h a t e , l o v e , p r e f e r . In t h e conditional - admission admit 'Yes, I took it'
for example, w o u l d l i k e - w e use the He admitted having taken it
infinitive. L i k e and l o v e generally take the advice advise 'You should take more exercise.'
gerund to express general feelings, the He advised her to take more exercise
infinitive w h e n they refer to regular habits: He advised taking more exercise.
/ like swimming. I like to go for a swim on agreement agree 7 think you're right'
She agreed with melthe idea.
Sunday mornings.
'All right I'll help you'
H a t e and p r e f e r usually take the gerund in
She agreed to help me.
general, the infinitive on particular occasions. 'That's the best method.'
(e) r e m e m b e r , f o r g e t , r e g r e t take the We agreed that it was the best
infinitive with future reference, the gerund method.
with past reference: We agreed on the best method.
Remember to ask Sarah to give you that apology apologise 'I'm sorry I arrived late.'
recipe. ('Don't forget'). He apologised for arriving late.
Do you remember eating that wonderful meal complaint complain 'You should have done the job better.'
at Sarah's? He complained that they
('Have you t h e m e m o r y of it or have you should have...
7 wish he wouldn't do that'
forgotten that occasion?')
She complained to me about him.
(f) s t o p with the gerund means 'give up'. With
denial deny 'I didn't steal it'
the infinitive, the verb indicates purpose:
He denied t h a t he h a d s t o l e n it.
/ stopped to buy the newspaper and then
He denied h a v i n g s t o l e n it.
drove on. invitation invite 'Would you like to come to
( g ) t r y followed by the infinitive means 'attempt, the party?'
make an effort'. With the gerund it means He invited h e r ( t o c o m e ) to
'experiment, adopt a different method': the party.
I've been trying to open this door for some time! offer offer 'I'll help you, shall I?'
Well, try turning the key the other way round! She offered to h e l p m e .
refusal refuse 'I won't do it.'
6 Indirect questions: w o r d order He refused to do it.
regret regret 'I wish I hadn't broken it.'
She regretted h a v i n g b r o k e n it.
In indirect questions, the question uses the
She regretted t h a t s h e h a d
affirmative or negative, not interrogative form: the b r o k e n it.
w o r d o r d e r is always subject before verb. If t h e reminder remind 'Don't forget to post it.'
direct question has no question w o r d , the indirect She reminded h i m to p o s t it.
question c o m e s after i f / w h e t h e r ; if it has a question suggestion suggest 'Why don't you go with her?'
w o r d , this w o r d is repeated in the indirect question: He suggested t h a t I s h o u l d go
She wants to know iflwhether you are English. with her.
I wonder where I will be tomorrow. 'Let's go for a walk!'
N o t e the changes in form in the present and past She suggested g o i n g for a walk.
simple tenses: threat threaten 'If you don't go away, I'll call the
(Does he speak English?) Ask him iflwhether he
police.'
He threatened to call the police
speaks English.
if they didn't go away.
(What did he say?) I wonder what he said.
warning warn 'Be careful. The roads are icy.'
If the question w o r d is already the subject in t h e He warned h e r to be careful.
direct question, the w o r d order will not change He warned h e r o f / a b o u t the
unless the verb is b e : icy roads.
(What happened next?) Tell me what happened next. He warned her t h a t the roads
(Who is she?) I wonder who she is. were icy.
 Reference section

8 Infinitive Lucy only realised how difficult the course would be

when she had started it
a Form Only when Lucy had started the course did she
The infinitive is generally formed with t o . Verbs realise how difficult it would be.
followed by the infinitive without to are many
auxiliary verbs ( c a n , m a y , etc.), m a k e (in the 10 Participle clauses
active, but not t h e passive), l e t (which has no
passive), h e l p (which can be used with or a Adjectival
without t o ) , verbs o f the senses like s e e , h e a r We can use the present participle, ending in
( s e e Participle clauses). T h e negative infinitive is - i n g , and the past participle, ending in - e d , in
made b y putting n o t before t o : clauses that are rather like relative clauses. The
/ advised her n o t to sell the house. present participle is only used w h e n t h e action is
The perfect infinitive is made with to h a v e + happening at the same time as the main verb:
past participle: The girl (who is) dancing with John is my sister.
I'm sorry to have kept you waiting (= 'that I kept The man (who was) injured in the car crash lives
you waiting'). next door to me.

b Infinitive after v e r b b Adverbial

Many verbs are followed by the infinitive with to Present, past and perfect ( h a v i n g + past
and s o m e can also be followed by t h e gerund participle) participles can all be used:
(but s e e Gerund for differences in meaning and Looking up from my book, I noticed a stain on the
usage). ceiling. ('When I looked...')
B u i l t in the last century, the house is still in good
c adjective + infinitive repair. ('Although it w a s built...')
S o m e adjectives can be followed by t h e infinitive: Having spent most of his life abroad, he found it
/ 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 had spent...)
can c o m e at the end of the sentence and in such Never having played the game before, I found it
sentences the object is not placed after the verb: rather confusing. ('As I had never played...')
She was very pleasant to talk to. ( N O T 'to talk t o
her.') c W i t h verbs of the senses
After verbs like s e e and h e a r we can use an
d Q u e s t i o n w o r d s + infinitive
object and either the infinitive without to or t h e
W e can use h o w , w h a t , w h o , w h e r e , w h e n
present participle. In general, the infinitive is
and w h e t h e r with the infinitive after verbs like
used w h e n talking about a completed action and
a s k , tell, k n o w , u n d e r s t a n d :
the participle when we saw or heard it w h e n it
/ don't know where to go.
was incomplete:
Tell me how to do it
/ saw her cross the road and go into the shop.
(completed actions).
9 Inversion
/ saw him crossing the road and heard the car
approaching and then it hit him. (incomplete).
Inversion is used to make a s e n t e n c e m o r e emphatic.
In the passive t h e infinitive is formed with t o :
The verb form is inverted and the question form is
She was seen to cross the road and go into the shop.
used w h e n a sentence or a clause begins with a
negative form.
He had never met such an obnoxious person before.
11 Passive Voice: impersonal and
Never before had he met such an obnoxious person.
personal structures

They didn't see her until she called out their names. 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 ,
Not until she called out their names did they see her. 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 is not only good for headaches but also
for other cold symptoms. Impersonal structure
Not only is this medicine good for headaches but also It + passive verb + t h a t + clause
for other cold symptoms. It is thought that foreign languages are becoming
more important every day.
I had hardly sat down when the doorbell rang.
Hardly had I sat down when the doorbell rang. Personal structure
subject + passive verb + full infinitive
She spoke so fast that I couldn't understand her. Foreign languages are thought to be becoming
So fast did she speak that I couldn't understand her. more important every day.
Reference section

Note She's swimming in the lake.

R e m e m b e r that there are four full infinitive forms: In the corner of the room (= inside) but atlon ( n
corner of the street (= outside).
(Present/Future) He's at the cinema (he's g o n e t o s e e a film).
present infinitive /'// meet you at the cinema, (outside, o r near
He is said to work in France. t h e door)
p r e s e n t c o n t i n u o u s infinitive They aren't here. They must be in the cinema.
He is said to be working in France. (inside the building)
(Past) On the screen (surface), on the radio, on TV
perfect infinitive
He is said to have worked in France. b into, onto, out of, off

p e r f e c t c o n t i n u o u s infinitive
W i t h verbs of movement, we generally use intc
and o n t o , though i n and o n are c o m m o n :
He is said to have been working in France.
He fell intolin the water.
He got ontolon his bicycle.
12 Phrases in apposition
O u t o f indicates the opposite m o v e m e n t t o
i n t o and o f f the opposite m o v e m e n t t o o n t o .
O n e way of giving additional information about a
(See in and on in a above, for the idea of being
person or thing is to use a phrase in apposition
'inside' or 'on a surface'. Compare:
(instead of a relative clause with a relative pronoun
He took the knives and forks out of the drawer.
and a form of b e ) .
(opposite o f i n t o / i n )
Mr Taylor, (who is) the team manager, said...
We'll have to take the tyre off the wheel.
The cathedral, (which is) the oldest building in the
(opposite o f o n t o / o n )
city, was 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 number 27. dinner time, at this moment.
for places w h e n we are concerned with their at for festivals: at Christmas, at Easter, at
purpose or location, not their size or shape: New Year.
at the station, at the supermarket. others are: at night (but during the day), at
She works at the post office. weekends, at present (= now)
(Compare: She's in the post office, buying
some stamps (= inside).) on for days and dates: on Monday, on
for places (small t o w n s , villages etc.) the June I Oth, on Christmas Day (compare at for
speaker d o e s not consider very important or the festive period), on summer evenings, on
d o e s not k n o w very well: at Melton Sunday morning, on Friday night
Mowbray, a town near Leicester. (Someone
w h o lived there would probably say: / live in in for longer periods of time: in August, in
spring, in 1985, in the nineteenth century, in
Melton Mowbray.)
the Middle Ages, in the past, in the future
(compare at present)
I n suggests:
in for periods of time within which or at t h e enc
'inside' or a situation with three dimensions:
of which something may happen: in the
in t h e kitchen, in the High S t r e e t (but
morning, in five minutes, in a week's time.
USA = on Main S t r e e t ) because of the
houses on both sides,
15 Quantifiers
a large area, like a country, province, city:
in New Zealand, in Kent, in Manchester. 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
O n suggests: b o t h , ( a ) f e w , t h e m a j o r i t y o f ) combine with
a surface: on t h e wall, on Earth, on a small countable nouns; s o m e (ie a g r e a t d e a l o f , ( a )
island. l i t t l e , ( n o t ) m u c h ) with uncountable and s o m e (ie
- a line: on the coast, on t h e River Thames, all ( o f ) t h e , e a c h , e i t h e r ) with both kinds.
on the road, on the way to on the T h e majority of the people at the party were at
left-hand side of the street. school with my brother.
There's a little cheese in the fridge, if you're hungry.
Also n o t e t h e following: All of my colleagues work very hard.
They're sailing in their boat on the lake. Don't eat all of the ice cream; leave some for me!
 Reference section

16 Reported speech c Orders and requests

T h e s e are made with t h e imperative in direct
a Statement speech. In reported speech we use the object +
W h e n w e convert direct speech t o reported infinitive after t e l l (for orders) and a s k (for
speech and the introducing verb is in the past, requests):
the t e n s e changes. Expressions of time and place Direct Reported
also change unless t h e speaker is still in the same D o n ' t worry. She told him not to
worry.
place on the same day ( h e r e is still h e r e , and
Please keep quiet! She asked them to keep
t o d a y is still t o d a y ) . U s e t h e conversion table
quiet
for reference and n o t e that in all cases t o l d me
W h e n we do not reproduce t h e actual w o r d s used in
could replace said:
direct speech we can paraphrase what w a s said by
Direct Reported
using o t h e r verbs (offer, s u g g e s t , etc.) (See
I'm working hard. She said she was
Indirect speech: paraphrase)
working hard.
I travel by train. She said she travelled by
17 Should
train.
I'm going to change She said she was going to a should a n d o u g h t to
my job. change... S h o u l d and o u g h t t o indicate obligation o r
/'// see you on She said she would see ... advice. W e prefer o u g h t t o i f w e are doubtful
Sunday. that t h e obligation will be m e t or the advice will
I've never seen it She said she had never be taken:
before. seen... You've got a bad cough. You should/ought to see
I spoke to him on She said she had spoken ... a doctor.
Monday. You ought to see a doctor, but I don't suppose
I can run faster She said she could run ... you will.
wan him.
The train may She said the train might
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
arrive late. arrive...
in the first person, blame or criticism in the
I must go to the She said she had to go ...
second and third:
doctor.
/ shouldn't have said that to her. It was very
(with general future She said she would have
unkind, (regret)
meaning) to go ...
You should have been more careful. Then you
wouldn't have broken it (blame o r criticism)
Other changes
here there b Should a n d would
this that S h o u l d and w o u l d can both be used for t h e
now then first person in the conditional tense, and as the
yesterday t h e day before, t h e previous day past of s h a l l for t h e first person in reported
tomorrow t h e day after, t h e next day, t h e speech. But they have separate meanings and
following day usage. (For w o u l d s e e Conditional s e n t e n c e s
last w e e k t h e w e e k before, t h e previous 4 b , 4 c and 4 e . )
week W h e r e they are often seen in combination is
next w e e k t h e w e e k after, the next w e e k , the w h e r e s e n t e n c e s of advice or regret/blame (see
following w e e k s h o u l d a) are followed by conditional
sentences: They shouldn't (should not) allow
ago before
motor cycles in the forest If they kept them out,
these fires wouldn't (would not) start.
b Questions
You should have taken my advice. If you had, this
N o t e t h e w o r d o r d e r of indirect questions (see
wouldn't (would not) have happened.
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
18 Tenses
statements (see table in a above).
a Present tenses
Direct Reported The present simple t e n s e is used for actions that
Have you seen She asked me if I had seen ... occur repeatedly or at any time, often with
the film? adverbs of frequency like a l w a y s and time
Where does She asked me where he lived. expressions like e v e r y d a y . The question form
he live? and negative are formed with do as auxiliary:
Reference section

She lives in the country but she doesn't 2 to talk about actions which have taken place
work there. repeatedly up to t h e present:
Do you ever wonder what's going to happen in I've seen that film six times.
the future? 3 with f o r , s i n c e and expressions like all
Everything comes to those who wait, so they say. m y life:
The present simple tense can be used to refer to I've lived in the village for ten years, but my
future time.
husband has lived here all his life.
The present continuous t e n s e is used for actions
They are not used with past time expressions,
that are going on at present and for temporary
which always require a past tense. Compare:
situations. The t e n s e is formed by the verb be +
/ haven't seen her recently/for a long time.
present participle:
I saw her yesterday/three days ago.
Look! They're waving at us!
What is she doing these days? She's writing We use the present perfect for questions and
a novel. answers referring to past events without a time
The present continuous t e n s e can be used to reference, but the past must be used w h e n a
refer to future time. time is mentioned:
Have you seen the film at the Palace?
b Future tenses No, I haven't/Yes, I saw it on Saturday.
T h e future simple t e n s e is used to:
d Past simple and continuous
I make predictions, promises and threats.
T h e past simple is used to refer to past actions
It will be worth all your hard work.
in t h e o r d e r they occurred, but also for
I will love you forever.
I will never speak to you again!
customary or continuing actions in past time:
He s p e n t his childhood in London, and did not
1 offer to do something. move to the country until he got married at the
/ will buy the tickets. age of twenty-five.

3 make a sudden decision.

The past continuous is used for continuing
/ will answer the phone.
actions in past time in relation to a main action
It is often used after the verbs t h i n k , b e l i e v e , in the past simple.
etc and with phrases like I a m s u r e ... t o give He met his wife in the city; at that time he was
our opinion about what will happen in t h e studying at the university, (before and after he
future. m e t her)
/ think our holiday will be great. In everyday situations, we usually find t h e s e
I'm sure you will like Susan when you meet her. t e n s e s in three combinations:

The future continuous is used to:

1 a sequence of completed actions (past
1 talk about an action that will be in progress
simple):
at a specific time in the future.
She will be waiting when we arrive. She came in, took off her hat and coat, and
sat down.
2 talk about arrangements for the future.
They will be travelling through Italy next 2 an action taking place before and possibly
month. after a completed action (past continuous
and simple):
Be going to is used to:
/ was talking to my father on the phone
1 talk about plans and arrangements.
when she came in.
We are going to visit Grandma tomorrow
evening.
3 t w o actions continuing side by side in past
2 make a prediction about t h e future based on time (past continuous):
a present situation. While he was talking to me I was looking
Look.' He is going to win the race. out of the window.

c Present perfect and past tenses

e Past and past perfect tenses
The present perfect tenses are used:
W e use the past perfect tenses w h e n w e are
I to talk about actions or situations that began already talking about the past and want to refer
in the past and are still going on, s o m e t i m e s to a previous time:
with a time expression which refers to the When he finally arrived, we had been waiting for
present: him for over three hours.
I've been working hard this year. Until he met her, he had never been in love.
f Past and conditional tenses 1 games and sports: She plays tennis and
W e use the conditional t e n s e ( w o u l d + goes skiing.
infinitive) in combination with the past w h e n
2 subjects of study: She studies history and
we refer forward in time in a narrative:
geography.
/ hoped that she would soon feel better.
(Compare: / h o p e you will soon feel better.) 3 languages: She can speak English. ( N o t e that
we talk about t h e E n g l i s h (the people as a
g T e n s e s in 'timeless' t i m e group, as in a3 above), but nationality has no
We do not normally use the present t e n s e s as article: I'm English.)
the main narrative t e n s e s unless we are dealing
with what always happens - for example, 'a 4 mountains: E v e r e s t , A c o n c a g u a .
typical day in s o m e o n e ' s life' or in describing
5 meals and clock times: She has breakfast at
what happens in books, films, etc. N o t e the use eight o'clock.
of t e n s e s in this kind of narrative:
'Hamlet' takes place in Denmark. When Hamlet 6 gerunds: She likes getting up early.
comes on stage he is mourning his father, who
died before the play began, but the audience have c Use and omission
already seen his ghost appear to Hamlet's friends. W e use t h e w h e n referring t o something
Soon afterwards, they will come to tell him what specific, not w h e n we are talking in general
they have seen (or saw the night before). terms; something specific includes something
previously mentioned. C o m p a r e t h e following:
the, use and omission We want peace, not war.
The war in that distant country is still going on.
The use of t h e definite article in English often differs (a specific war)
from usage in other languages. Check each example
T h e is not used unless t h e noun is followed by a
against your o w n language.
clause that modifies it; for example, a relative
clause, or a phrase containing of that modifies it.
a Use
N o u n s modified by adjectives before them or
W e use t h e when talking about:
prepositional phrases after t h e m do not
require t h e :
1 weights and measures: Petrol is sold by the Life is hard.
litre, (but: It's sixty pence a litre.) Modern life is more complex than life in the
nineteenth century.
2 musical instruments: She can play the violin. The life that we lead today is more complex than
the life of our ancestors.
3 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:
used to and would
The young/Young people today are very
Used to, followed by the infinitive, refers to
different from my generation.
what habitually happened in the past in contrast
to what happens now. T h e negative is either
4 rivers, seas, oceans, mountain ranges (but
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
not mountains o r lakes): t h e T h a m e s , t h e
no present form. For customary actions in t h e
Mediterranean, the Atlantic, the A l p s .
present, we use t h e present simple tense:
/ used to live in London, but now I live in Bristol.
5 unique objects and points of the compass:
We usually prefer w o u l d + infinitive for
the world, the sun, the m o o n , the
repeated actions in past time in a c o n t e x t
north. The moon is the earth's moon,
already established by a verb in the past simple
though there may be others.
t e n s e or u s e d t o . It d o e s not always indicate a
W e say t r a v e l n o r t h (direction) but t r a v e l contrast with present time but rather
t o t h e n o r t h (compass point, area). 'Whenever/Every time this happened...'.
When I was a child, we used to visit my
b Omission grandmother every Sunday. The whole family
W e d o not use t h e w h e n speaking about would put on their best clothes and we would
the following: walk to her house.
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.

DEVELOPING A N A R G U M E N T
1 Sequence
Making a list of points:
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
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
(when it is t h e m o s t important point).
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
if t h e r e are further reasons to c o m e ) ; In
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
reason); A p a r t f r o m t h a t , W h a t i s m o r e
(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
t o w a r d s the same conclusion as the first);
B e s i d e s (for a s e c o n d reason so strong that it
makes t h e first almost irrelevant).
Final point: F i n a l l y , L a s t l y ; A b o v e all (only
used if t h e last point is t h e m o s t important).
Conclusion: I n c o n c l u s i o n , T o s u m u p
(usually at t h e beginning of t h e last paragraph,
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
into account, All things considered, All in
a l l (reaching a conclusion, w h e t h e r or n o t t h e
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).
2 Contrast
This can be established by clauses with but or
c o n c e s s i o n clauses with although, in spite of etc.
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
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
against previous points that has apparently n o t
been considered); I n c o n t r a s t ( a direct
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 -
but also alone to indicate an alternative point
of view).
3 Balance
This can be established by clauses using w h i l e .
In presenting opposing arguments of equal
strength, use O n t h e o n e h a n d and O n t h e
o t h e r h a n d . T o indicate that you are reaching:
balanced conclusion, use O n b a l a n c e .
4 Result
To s h o w the result of an action, or to indicate
the logical d e v e l o p m e n t of an argument from
examples y o u have given, use A s a r e s u l t , I n
consequence, Consequently.
B ESTABLISHING FACTS
In fact, T h e fact of t h e m a t t e r is t h a t . . . ; As a
m a t t e r o f f a c t (indicating that the hearer may b e
surprised by it).
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
t o I n f a c t t o s h o w the difference b e t w e e n
appearance and fact).
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
p r i n c i p l e to establish w h a t happens in reality; In
e f f e c t , close to In f a c t in meaning, suggests 'for
practical purposes'.
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
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
(contrasting t h e individual v i e w with that of t h e
majority); A s f a r a s I ' m c o n c e r n e d
(conversational) = 'In so far as it affects me'.
D MODIFYING
1 General statements
G e n e r a l l y , In general, As a rule, As a
g e n e r a l rule, O n the w h o l e , I n the m a i n ,
F o r the m o s t part.
2 Partly c o r r e c t
T o s o m e extent, T o a certain extent, U p
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.
F REPHRASING
4 Assigning responsibility
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 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 Obviously + noun/noun p h r a s e / t h e f a c t t h a t .
Clearly, Obviously, Of course, Needless to
say, A s everyone k n o w s , I t g o e s without I T E R M I N A T I N G DISCUSSION
saying. 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 happens', 'whatever the facts are', and in effect imply
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 that nothing else can be said or needs to be said.