English as a Second Language Focus on Writing ee Alison DiggerIGCSE English as a Second Language: Focus on Writing Alison Digger Hodder MurrayAcknovledgements ‘The Publishers would lke to thank the following for permission to reproduce copyright material: Reproduced by permission of the University of Cambridge Local Examinations Syndicite, IGCSE English ‘ara Second Languape: p-120 May 1998, Paper 2 Par 3, Exercise 3 QU9: pp.142-3 2006 Specimen ‘Paper 1, Exercise 1; ppd 43-5 2006 Specimen Paper 2, Exersse 3; pp.146-7 2006 Specimen Paper 1, ‘Exercise 4; pp.158- November 1996, Paper 2 Pare 2, Exercise 2; pp-164-8 May 1996, Paper 2 Parc, ‘Exercise 3; p.169 November 1998, Paper 2 Part 2, Exervse 3; p.174 June 2004, Paper 3 Pare 2, ‘Exercise 1'Q7; p.175 June 2004, Paper 4 Part 2, Exercise 2 QS; p.179 June 1997, Paper + Par’3, Exercise 1 QI-6, p:169 ‘Our in the wheel world by AIF Alderson “Byery efor has been made ro eave all copyright holders, bur any have been inadvertently overlooked the Publishers willbe pleased to make the necessary arrangements atthe firse opporcunity.. 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Apart from any use permitted under UK copyright lav, no pare of dis publication may he reprodiiced or transmitted in any form oF by any means, eleeronic oF mechanical, including ‘photocopying and recording, or held within any information storage and retrieval system, without [permission in writing fom the publisher or under licence from tie Copyright Licensing Agency Limited, Further details of such licences (for eeprographic reproduction) may be obtained irom the Copyight “Lvensing Agency Timited, Safton House, 6-10 Kirby Steet, London ECIN &T, Cover photo © Royaty-Free/Corbis “ypeser in 11 on spe Gallard by Phoenix Phoroseusing ‘Peed in Iealy Acaralogue record for this Hl wvallable from the Brtsh Library ISHN 978 0 340 92806 6INTRODUCTION Exam overview How to use this book IMPROVING YOUR INFORMAL WRITING 1 Different kinds of English 2 Friendly register 3 Friendly letters: the basics PRODUCING INFORMAL WRITING 1 Friendly letters: descriptive 2 Friendly letters: advice 3 Friendly letters: narrative 4 Friendly letters: descriptive narrative IMPROVING YOUR FORMAL WRITING 1 Basic tools 2. Suggestions 3 Opinions 4 Views and arguments PRODUCING FORMAL WRITING 1 Compositions 2 Formal letters 3 School magazine articles 4 Book reviews READING 1 Overview 2 Summaries LISTENING AND SPEAKING 1 Listening overview 2 Speaking overview REFERENCE 1 Register 2 Key grammar points 3. Essential prepositions 4 Word partners and sayings 5 Confused phrases 6 Spelling tips 7 Problem spellings 8. Exam hints for the writing exam DATABASE OF TOPIC-RELATED VOCABULARY AND IDEAS I ANswers To EXERCISES HB Uunvex iv iv viINTRODUCTION IGCSE English as a Second Language is designed primarily for students preparing for the International General Certificate of Secondary Education (IGCSE) examination in English as a Second Language, but will also be extremely usefull to students taking a course in English as a first language. All parts of the exam are covered, with strong emphasis on the written component, which is the area where students usually need most help. Detailed units, geared to exam techniques, cover each aspect of the written paper, including letter writing, formal writing, school magazine articles and ‘summaries. The skills needed for the written component are taught through the extensive use of examples in a step-by-step, hands-on guide, designed to boost students’ coniidence in their ability to answer exam questions successfully. Equal attention is paid to the importance of style and content as well as accuracy, with reference to regular mistakes made by students in these areas, Many units include students’ answers to previous exam questions, annotated with teachers’ comments. Much emphasis is placed on the correct use of different registers, and a unit in the reference section outlines many of the common register mistakes made by students and how to overcome them. Also included in the reference section is a selection of grammar points relevant to the requirements of the IGCSE exam. In an attempt to ensure that there is no barrier to understanding for the student working alone, every effort has been made to use clear, carefully selected language throughout, and grammatical terms are included only where absolutely necessary. ‘The IGCSE English as a Second Language exam is very demanding, requiring intimate knowledge of both language and culture. To bridge the ‘gap of cultural difference, the final section of this book, Database of topic- related vocabulary and ideas, provides students with relevant cultural information and encourages both development of ideas and ways of expressing them. IGCSE English as a Second Language is an invaluable guide for students preparing for the First Certificate in English (FCE) and Certificate in Advanced English (CAE) exams, for any students keen to improve their level of language proficiency and writing skills, and for teachers of students at these levels. l™@ Exam overview The IGCSE exam is offered at both Core and Extended tier. Candidates who take the Core tier may obtain Grades C to G. Candidates who take the Extended tier may obtain Grades A* to E. ‘At both Core and Extended levels there are two compulsory papers and an ‘otal component, Marks for the oral Componentide Hot contribats to the: ‘overall grades candidates receive for the reading, writing and listening components. Results are given on a separate certificate with grades from 1 (high) to 5 (low),Introduction @ v Reading and Writing Paper 1 (Core) or Paper 2 (Extended) Weighting: 70 per cent. Reading and writing skills are equally weighted within the component. ‘At both levels the question paper is divided into seven exercises m Exercises | and 2 are reading exercises. m Exercise 3 requires you to read a passage and then complete a form or some notes using the information fiom the passage. m Exercise 4 requires you to read a passage, and make notes using information from the passage. = At Core level, exercise 5 is linked to exercise 4 and requires you to write a paragraph-length summary about an aspect of the passage you read using the notes you made in exercise 4. = At Extended level, exercise 5 requires you to read another passage and write a paragraph-length summary about an aspect of it. = At Core level, exercises 6 and 7 cach require you to write 100-150 words of continuous prose in response to a statement and/or prompts. m At Extended level, exercises 6 and 7 each requ you to write 150-200 words of continuous prose in response to a statement and/or prompts. Listening Paper 3 (Core) or Paper 4 (Extended) Weighting: 30 per cent, At both levels there are three parts. m= Part 1 involves listening to six short spoken texts and giving short answers, = Part 2 involves listening to two longer spoken texts and using the information to complete a form or chart. = At Core level, Part 3 involves listening to two longer spoken texts and ticking True /False boxes. = At Extended level, Part 3 involves listening to two longer spoken texts and giving short or sentence-length answers. Oral Component 5 (Examination) or Component 6 (Coursework) Oral exam ‘The oral exam lasts about 10-15 minutes. It includes: = conversation on general topies such as the student’s family, hobbies, future, This part is not assessed, and allows the student to relax and ‘warm up’ (2-3 minutes) m= talk by the student on a topic from an Assessment Card (2-3 minutes) = assessed conversation between the student and the assessor, developing the topic (6-9 minutes). ‘The exam is assessed internally.| INTRODUCTION * Note When you read the examples cf sudents’ work inched in this Look, you wl noice that tot every mistake has been corded. This 's becouse individual erors are not ches telovent when teaches ond examiness re looking for overall inguisic rot. Oral coursework Oral coursework is devised by individual Centres, and involves students being. assessed on three oral tasks which are assessed internally. For both of the oral components, a recorded sample of candidate performance is sent for external moderation by Cambridge International Examinations, For ideas and development of likely topics in the oral component, see the Database of topic-related vocabulary and ideas towards the end of this book. How to use this book This book may be used as a course book in class or by students working alone. In order to benefit from the material included in the book you should work through the units in order from the beginning, It is essential that you spend time working through the exercises methodically. If using it as a Course book, your teacher may ask you to do certain exercises in pairs or groups. Whenever possible, compare your answers with other students. You can learn about your strengths and weaknesses this way. Remember that there are many different ways of producing good answers fiom the prompts given, and the answers provided in this book are only suggestions. Under no circumstances should you learn any of the suggested answers in order to reproduce them in an exam — this will be seen as cheating. Every answer must be original. Various features are used throughout the book to help you: = Remember boxes remind you of very important information. = Exam tips contain useful information about what to do in the exam. int boxes highlight and explain various important language Colour is used in Sections 1 and 2 to show the key features of informal writing, = Words or phrases in this colour are being used to create interest. m Words or phrases in this colour are being used to make the writing more personal = Words or phrases in this colour are being used to support a point. Colour is used in Sections 3 and 4 to show the key features of formal writing. = Words or phrases in this colour are expressing generalisations, Words or phrases in this colour are expressing suggestions. = Words or phrases in this colour are expressing opinions. & Words or phrases in this colour are expressing views or arguments. m Words or phrases in this colour are being used as time fixers & Words or phrases in this colour are being used to introduce points. = Words or phrases in this colour are being used to join points. m Words or phrases in this colour are being used to support a point.IMPROVING YOUR INFORMAL WRITING ‘The first unit in Section 1 explains what is meant by key words referred to in the IGCSE syllabus and gives examples of different levels of English, both written and spoken, to make you aware of the differences. The following units then concentrate on the informal written language you need in the exam, using examples to show you how to begin to write informal or ‘friendly’ letters. | Different kinds of English In order to achieve the best possible grade in the exam, it is important to be aware of what the examiner expects fom your answer. The IGCSE syllabus for the writing paper states that you should be able to ‘employ appropriate register/style’. It also states that the tasks for the writing paper ‘will be distinguished by requiring different purposes /formats/audiences /register’, When referring to language, register can be defined as ‘the use of socially appropriate kinguage’ ~ in other words, using the correct level of language to suit a particular situation. ‘Most languages have different registers or levels. The register you use when speaking to your friends will be very different from the register you use to speak to your grandmother. The words you choose will be different because your grandmother is probably not familiar with the modern expressions you use with friends. The sentence structure you use with friends will be more flexible, too. Even the grammar could be more relaxed. Compare these ‘examples of spoken language: Hey Saz! You alright? You goin’ up the city Monday? (young person speaking to a friend) Hello Grandma. How are you? Are you going to the city on Monday? (young person speaking to his grandmother) Ifyou are writing rather than speaking, there will again be differences - these will depend on whom you are writing to. Writing generally uses a more formal register than specch. Compare these examples of written and spoken language: Please let me know when you're arriving. (informal, written) | should be grateful if you would inform me of your expected time of arrival. (formal, written)2 @ IMPROVING YOUR INFORMAL WRITING Could you fill in this form, please? (formal, spoken) | should be grateful if you would kindly provide the necessary information on the form attached. (formal, written) In the exam, you are expected to show awareness of the differences benween formal and informal registers and the ability to use the correct register according to the situation in the question.Friendly register In the IGCSE exam you may be asked to write a letter toa friend, a penfriend ora relative. We will call all such letters “friendly letters’, because you need to use informal or ‘friendly’ register when you write them. So what is friendly register? m Although it is called friendly, it is nor as informal as the language you would use when speaking to a friend. = Although written, it is nor as formal as the language you would use when writing a letter applying for a job. = In other words, friendly register is a level of language which comes between informal spoken language and formal written language. Writing in friendly register ‘When witing di. Biendly register, becurefil mor to make pourlevel of language too informal. Do not include the following thice features w! often used when speaking toa friend: 1 Words, phrases or sentence structures which use slang: ‘like to chill out at the beach. wv (like to relax at the beach. x Hanging out at the club is real cool v We enjoy going to the club. My Mum, well she kinda like freaks out when | tell her about ... ‘My Mum gets upset when | tell her about ... x My friend, she went. tke .. v- My friend saidjreplied ... <* 2 Words shortened to look phonetic (in other words, to look the way they sound), such as: x How ya doine v How are you? 3 Tent message/SMS-style phonetics, such as ‘w? for ‘you’, or small instead of T, or a number to represent a word, for example 4 instead of *for’, and so on: ® How ru? v How are you? On the other hand, when writing in friendly register be careful nor to make your level of language too formal: % Social interaction can be one of the benefits of sport. ‘This looks like a sentence from a textbook!4 @ IMPROVING YOUR INFORMAL WRITING Exercise 1 In fact, when writing in friendly register, you should try to simplify your language as much as possible. When you ty this, you will find that simplifying language very often involves expanding it; a larger number of simple words are needed to explain or replace bigger words. For example, imagine your friend is having difficulty understanding a certain section of a science textbook and asks you for help. When you begin to explain what the text means, you find that you automatically replace long, complicated words with shorter, easier ones; you also need to use more words, and this helps to make your language less formal. Applying this to the example above, the meaning of the phrase: social interaction could be expressed in friendly register by a phrase such as: mixing and getting on with people and the phrase: benefits of sport could be replaced by a phrase such one of the good things about sport So the whole phrase could be rewritten in friendly register as: ‘One of the good things about sport is that you get to be with people and learn how to get on with them. Rewrite the following sentences using friendly register. 1 Taking up employment in a children’s holiday camp offers excellent opportunities for adventure, errand Sorter ie tletline every tel verse 3 It's essential that measures are taken fo prevent motoriss from exceeding speed limits. 4 Regular exercise ts beneficial fo health. Moreover, it may result in weight reduction. 5 Tourism represents a significant contibutton to the national economy. ‘The Register unit on page 182 helps you to understand more about the difference between formal and informal register. It also shows you how to change from formal to informal register and gives examples. As you work through this book, you will also find some pieces of work which were written by students and have been corrected to show their register mistakes. This should help you avoid making the same mistakes.Friendly letters: the basics I Before you write * Remember Every piece of rlrmation contained in o queston is there ora reason — fer you to ‘expord to, Imagine how different your answer would be to. « maths question f you ignored hal ofa moheratical equation! Before you begin to write your answer in the exam, it is extremely important to read the question several times and analyse it carefully. Often some parts of the question are implied — in other words, not all the details about the situation are actually given to you. However, you must show that you are aware that information is missing by referring to it or including it in your letter. Many students are unaware of this; others, perhaps because of exam nerves or lack of time, fail to recognise the implied part and lose many marks. Only the students who are well prepared will find the hidden implications and supply a full answer. Look at this example of a friendly letter question: Wile to relative wha missed a family celebration, laling her/him all about i AA fall answer will not only give details about what happened at the celebration, but also inform the reader why the relative missed the party. (We will look at more examples and how to deal with them in this and the following unit.) As you read a question, try to follow these steps: 1 Establish the facts according to the information both given and implied in the question. Where are you writing from? Home? Another town? Another country? Why are you writing? How do you eel at the time of writing? u Establish the audience: Who are you writing to? You may be asked to write toa relative, a friend, or a penftiend. (A penftiend is usually someone who lives in another country — England is a good choice for the purpose of this exam — and whom you haye probably never met, but to whom you write mainly to improve your English.) 1 Establish the implications. 1 Establish which type of friendly letter is required (see Section 2). Format of a friendly letter Friendly letters can be divided into the following sections: = Greeting m Paragraph 1: Introduction = Paragraph 2: Transition and body m Paragraph 3: Body = Paragraph 4: Conclusion = Ending and signature ‘There are several different types of friendly letter you may be asked to write in the exam. The body of each type has certain features, which we will look at separately in the four units of Section 2, together with the relevant conclusions. We will look at the other sections of a friendly letter in this unit.6 @ IMPROVING YOUR INFORMAL WRITING * Remember Keep the name short ond simple. Groups of consonants such os}, oh, dj, hm, ore dif for Englh readers, for example Khadija, Mahmoud. + Remember One of he main aims of the exam 5 fo fest your aware: ress of diferent registers ond ‘your ability to handle hem, :0.an inodvetion writen in the appropriate register wil bo vary sect. Greeting Be sure that you know the ways of starting a letter to different people. v Toa friend: Dear + first name v Toa brother/sister: Dear + first name x Dear Brother Omar 8 ‘To your mother/father: Dear Mum/Dear Dad ‘Dear Mother/Dear Father v To your parents: Dear Mum and Dad x Dear Parents v Toa cousin: Dear + first name ‘® Dear Cousin omar ¥ ‘To an aunt: Dear Auntie + first name v ‘To an uncle: Dear Uncle + first name In every case, use only the standard Dear, Do not be tempted to write: ® Dearest ® My Dearest My Best Friend Although most people now write their letters on computers, remember that the type of letter you will be writing in the exam is hand-written. Paragraphs need to be clearly shown by indenting the first line of each new paragraph so that it lines up under the comma following the name: Dear Omar, Itwas lovely . Ive in a large house 1'm really looking forward . Introduction Most types of friendly letter should have a short introduction. As this type of introduction is only used for friendly letters, it distinguishes them from any other kind of letter. It would be quite wrong, for example, to use this type of introduction in a formal letter. More importantly, as soon as the examiner reads your introduction she will know whether you are able to show that you understand different registersFriendly letters: the basics @ 7 What is the purpose of the introduction? ‘The introduction warms the reader up and prepares for the main part of the letter, so the reader knows what to expect and can get in the right mood. Look at this example of a letter without an introduction: % Dear Uncle Omar, I'm writing because | want to come and stay with you for @ month, This sounds very blunt and rude. Even if Unele Omar agrees to your request, he may consider your language inappropriate (not suitable)! Here is another example: % Dear Heba, Ifyou want my advice on how to lose weight, stop eating chocolate. Again, this sounds very cold and definitely unfriendly! Although the advice itself may be relevant, the language used to express it sounds uncaring because it is too direct. ‘The introduction also establishes the relationship between the writer (you) and the audience (the person you are writing to). Look at this phrase: I'm sony | haven't written this week, but ‘The phrase this week tells us how friendly the writer and the reader are, because it implies (and we understand) that they usually write to each other every week - so they must be good friends. What do I write in an introduction? There are several set, or fixed, ways of writing an introduction. In each ease, the grammatical structure of the sentence must not be changed. However, the other parts of the sentence can be adapted to suit the question. 1 Using an apology 2 Not using an apology 3 Personal reference 1 A favourite way to begin an informal letter is by using an apology. There are two kinds of apology introductions. a) Apologising when there is a genuine reason why the writer has not written Apology Reason ’t written for ages, but I've been busy studying and haven't had the time. I'm sorry | have How can the sentence be adapted? = The construction with for (+ length of time) could change to a long time or to so long. ages I'm sorry | haven't written for | so long a long time The construction with for could be replaced by a construction with since (+ specific time)8 m IMPROVING YOUR INFORMAL WRITING * Remember Tho short form of tho verb should only be used in {iondly tgiser wing. your birthday I'm sorry | haven't written since > the party we last met = The actual reason for not writing can change. moving settling into my new house. rehearsing for the school play. getting fit at the gym. I've been busy Ifno reason is given or implied in the question, then ‘studying’ or ‘revising for my exams” can be used. Suggesting that you are a serious, hardworking student will probably make a good impression on the cxaminer! * Language Point 12. Notice the use ol the contacted (or shot form of tho verb in the inoductory sentence (tm, haven't, Ive}. Do net think hat to sheren the verb is poor English, Infact, the short form is ‘most appropriate In fiend regizer — 0 # must be used in tis part of the exam, and only inthis por of he exom. 1b) Apologising when there is no real excuse for not writing I've been meaning to write for ages, but I'm afraid | just haven't got round to it. How can the sentence be adapted? 1m The construction with for can change, as we have just scen above. 1m Again, the excuse can change, but because there is no real reason for not having written, the phrases used are very vague I've been meaning to write since the party I'm afraid | just haven't got but things kept cropping up and round to it. but what with one thing and another [| |'m afraid | just haven't had the time. Look again at the two examples of ‘apology’ introductions: I'm sorry | haven't written I've been meaning to write Both imply that the writer has been thinking about the reader and feels bad about not having written. They also imply that the reader has been expecting a letter and may be feeling disappointed not to have received one. In other words, this is obviously a letter between friends. 2 Other introductions to friendly letters do not involve an apology. iewas | YY 4p | get your letter | yesterday, a great “ hear from you [ last week.