OXFORD “UNIVERSITY PRESS ‘Great Clarendon Street, Oxford, OK2 6DP, United Kingdom Onford Univer Pe a deprment of the Univer af Oxo farther the rivers’ objec of excelence esearch dean by thing wai Ont arepere tae mre ‘Oxford University Press inthe UX and in certain other countries ‘Text © Imelda Pilgrim, Ken Haworth 2037 Original iustavions © Oxford University Press 2017 ‘The moral rights ofthe authors have been asserted First published by Nelson Thornes tid in 2012 ‘Tas edition published by Oxford University Press in 2017 All rights reserved No part of this publication may be reproduced, scored in a retrieval system, or transmitted, in any form or by any ‘eans, without the prior permission in writing of Oxford University Pres, oF a8 expressly permitted by law, by licence or under terms agreed wich the appropriate reprographics right organization. “Enquiries concerning reproduction outside the scope ofthe above should be sent to the Righis Department, Oxford University Press, at the address above, ‘You mast not crcuate this work in any other form and you must impose this same condition on any acquirer ‘British Library Cataloguing in Publication Data Data available oreo9se19012 Printed in india by Manipal Technologies Lid ‘Cover photograph: Mark lyndersay Lyndersay Digital, Tina swerwelyndersaydigital.com Mlustrations: Bridget Dowry, David Lowe, Paul McCaffrey, Alan ‘Rogers and Rory Walker, Other illustrations by Fantek Media. Page make-up: Pantek Media, Maidstone Although we have made every effort to trace and contact al holders before pubiiation this has nx been possible in all ‘ates notified, the publisher wil rectify any errors oF omissions at the earliest opportunity. Links to thi party websies are provided by Oxford in good faith and for information only. Oxford disclaims any responsbiity for ‘the materials contained in any third parry website referenced in ‘this work.Unit 1 WW 12 13 ory 15 Unit 2 24 22 23 24 introduction Choosing words and structuring texts Diction and syntax (choosing and using words) Formal and informal The active and passive voices Using a wide range of vocabulary Sentence structures: furctions and types ‘Agreement within sentences Writing speech Sentence structures and linking words Punctuation The basics ‘Commas and brackets Apostropnes and inverted commas Structuring texts: paragraphing and organisation What's @ paragraph? Crdering and linking paragraphs Planning for paragraphs Sequencing Ideas An approach to spelling Look, say, cover, write, check The most commonly misspelled words Writing sequentially and with clarity Connectives Working with information Information retrieval Information texts in your exar Inference, fact and opinion Inference Fact and opinion Conclusions based on facts ard opinions Information in graphics What are graphics? Understanding signs and symbols Use detal fom graphics te answer questions Interoret information in graphics Summarising information in a table Different kinds of granhics Summarising What s summarising? Reading to summarise Working cut meaning Identifying key points Writing your summary To summarise... @OARUNN 13 16 16 18 20 rr % 26 2 30 2 2 33 34 % 36 36 42 42 48 50 50 51 51 53 54 55 56 56 36 39 59) 6 63 25 unit 31 3.2 33 34 35 3.6 37 Units at Cet Writing to inform and explain Before writing - 5 minutes During writing - 35 minutes After writing ~ $ minutes Assessing writing Having an effect on the reader Denotation and connotation \Words and their meanings Denotative and connotative language Emotive use of language Objective and sudjective Register, tone and mood Register Tone Mood Creating mood Narrative voice Narrative voice ‘The writer and the narrator The writer and the speaker ‘Simile and metaphor Figurative language Creating characters How characters are created Personal response ‘Character reveaied througn description Creating character through contrast Creating character through spec Writing to describe Structuring descriptions Detal Vocabulary and imagery Putting it all together Enhancing your descriptive sills Your description Narrative writing Read a story Write a story Reading and writing non-literary texts Bias Bias through selection Bias through stereotypes Bias through language Persuasive devices Afew persuasive devices Persuasion in advertisement 65 65 65 70 70 70 70 nR 14 76 76 76 79 81 82 82 86 88 95 7 100 102 103 106 108 12 8 8 ne 120 121 122 122 12Cee ey 43 44 units Unit 6 61 Writing and speaking to persuade Persuasion in speeches: Persuasive writing Discursive writing Devices used in argument Structuring and developing an argument Writing an argument ‘Answering questions on poetry Elements of a poem Exploring word choice and meaning In poetry Exploring the structure of a poem Analysing the tone, mood and atmosphere in poetry Devices in poetry Doing well in your exams Doing well in Paper 1 ‘About the exam Mistakes to avoid Questions 1-25 Questions 26-60 126 126 130 134 134 136 139 142 142 144 145 146 146 148 148. 148 148 150 155 6.2 Doing wellin Paper 2 ‘About the exam Section A: Writing 2 summary Section 8: Exoository writing Section C: Narrative writing Section O: Writing te argue or persuade Practice exam questions Paper 1: Multiple-choice questions Paper 2: Practice exam questions Glossary Intex 160 160 160 162 164 165 168 168 176 18) 184Introduction This Study Guide has been developed exclusively with the Caribbean Examinations Council (CXC*) to be used as an additional resource by candidates, bot* in and out of school, following the Caribbean Secondary Education Certificate (CSEC*) programme. ithas been prepared by @ team with expertise in the CSEC* syllabus, teaching and examination. The contents are designed to suoport learning by providing tools to help you achieve your best in Englisy A and the features included make it easier for you to master the key concepts and requirements of the sylabus. Do remember to refer to your syllabus for full guidance on the course requirements ond examination format! This Study Guide is supported by a website thet includes electronic activities to assist you in deve‘oping good examination techniques: + On Your Marks activities provide sample examination-style shot answer and essay type questions, with example candidate answers and feedback from an exarniner to show where answers could be imoroved, ‘These activities will Oulld your understanding, skill level and confidence in answering examination questions. «Test Yourself activities are specifically designed to provide experience of multiple-choice examination questions and helpful feedback will refer you to sections inside the study guide so that you can revise problem areas. This unique combination of focused syilabus content and interactive ‘examination practice will provide you with Invaluable support te hela you reach your full potential in CSEC* English A. ‘Access your Support website for adcitional content and activities here:1 Choosing words and structuring texts 1.1 SKILLS COVERED | Formal and informal {9 this unit you will: + understand the difference between formal and informal language ‘+ understand the importance and practise the use of a wide vocabulary « learn about sentence type, structure and function '» make sure that sentence grammer 'scortect tense and agreement), + Investigate different ways of writing speech. ibbe: idard English (CSE) lk on the sea wal3. Using informal language write the text for your own blog entry. ‘Your purpose is to share your ideas, feelings and/or experiences with your audience, Your audience is likely to be people of your ‘own age. You could focus on a particular thing that has happened ‘toyou this week. Aim to write 150-200 words, 4 Highiight the places in your writing where your use of language is Clearly different fom CSE. By the side, identify how the word or phrase would be written in the more formal CSE. ‘There are many times when writing in an informal style is net appropriate. One of these is writing in examinations. While you may use Creoie when writing direct speech within a narrative, you must use CSE at all other times. As you may well spend much of your time talking in Creole, this means that you need to think carefully about the words you use and the corder in which you place them. The active and passive voices So far you have considered how the use of Creole can create a more informa’ style and tone. The word ‘tone's used here to describe the attitudes and feelings of the speaker to his or her subject. You can create e'ther an informal or a formal tone using Caribbean Standard English. For example: I think it’s going to be a really great carnival this year. (informal tone) [tis thought that this year’s carnival will be a truly spectacular affair. forma! tone) (One way of creating a more formal tone is through your use of the verb. Many verbs can be active or passive, When the verb is active, the subject performs the action, for example: — subj“? placed the book on the table. ‘This 's called the active voice, When the verb is passive, the subject is on the receiving end of the action, for example: a sbje— othe book was placed on the uble ab This called the passive voice ‘The passive voice 's often used to create 2 more formal tone. 5 Copy the table below Sort the sentences that follow inte active and passive Highlight the subject and the verb in each sentence as shown in the example, ‘Active | Passive I placed the | The book ‘book onthe | was placed table. ‘on the table. a A game was played by the cnildren b The children played a game. € The prayer was read quietly bythe woman. d She read the prayer quietly. @ You are considered innocent bythis court. f This court considers you innocent. 9 A book was moved by the doy. h The boy moved a book.Using a wide range of vocabulary Te do well in your exam, you need to snow that you have a wide vocabulary and the ability to choose the best words to suit your purpose. Using a dictionary (One of the most useful tools you have at your disposal isa printed or electronic dictionary. It helps you to: «find the meaning of a word you do not know * pronounce the word correcty ‘+ spell the word correctly A dictionary is organised in alphabetical order. Its not Just the first letter of the word that counts, When you have several words starting with the same two, three or even more letters, you have to go further into each word to find its alonabetical order. 6 Place each of the following sets of words into alphabetical order. a-drastic icing best. public fee money tisk envelope trial siver ready rush ratte reason ring robot range roller © rider red were they have —> they've isnot > isn’t cannot =» can't ‘The apostrophe is placed in the exact spot where the missing letter or letters would have appeared, ‘There are a few commonly used words that de not follow the normal rule. You need to leam these, will not becomes won't shail not becomes shant {tis_p Shave» hwill> Dear Mary, 13 Use apostrophes to write out shortened forms of the following, John is» tneyare — should not» — ‘14 Copy and complete the following message, Use apostrophes to shorten the underlined words. they would—> we have > Lwould really like to join you on your birthday. Unfortunately, Lhave « meeting planned for the same date. Hopefully, Lwill be able to leave a bit early so it should. not be too late to meet up with you, Itwill be good to see you again. Hope you are keeping well and have not had too many problems with work. Best wishes, Tom Using apostrophes for possession say my friend's house. n this case the apostrophe is used to show © ‘We rarely say the house of my friend, We would be more likely to that the house belongs to the friend. The friend is the possessor ‘Where you piace the apostrophe depends on whether the possessor is singular or plural Singular Plural, ending ins Plural, not ending ins When the possessor issingulay, asin the case of Paul, the apostrooheis placed after the word and an sis added, For example: the friend of Paul > Paul’s friend When the possessoris plural and already ends in an s, we justadd an apostophe. For example: ‘the school of the girls the girls’ school [When the possessor is plural but |does not end in an s, we add an lapestrophe and ans, For example the children of the men > ithe men’s children15 Copy and complete the following, using apostrophes to show: possession: a the daughter of the woman => b the football kits of the boys =». the homes of the women =». d the passengers ofthe boat -» € the stafroom of the teacrers > f the toys of the children > ‘tisimportant to remember that the possessive words yours, his, hers, its ‘ours, theirs are not written with an apostrophe. The word its should only have an apostrophe when it's being used as the shortened form of itis 16 The folowing passage should contain seven apostrophes to show possession. Rewrite the passage putting the apostrophes in the correct places, ‘Abduls mother told him not to go to Muhammeds house at all during the weeks holiday. However, while she was at work, he borrowed his brothers bike and went straight there, There was no one in, though the younger childrens toys were still ‘out on the lawn. Abduls window was open and Muhammed climbed in through it, intending to wait for him. Unfortunately for Muhammed, he was spotted by the neighbours dog and then by the neighbour ... Inverted commas ‘You have already revised how to use inverted commas in direct speech, Look back to pages 11~13 to refresh your memory. The second main use for inverted commas is when a writer Is quoting from another text, for example: ‘The reci instructed the chef to ‘stir in the spices’. This is why Inverted commas are sometimes called ‘quotation marks: Study the use of inverted commas for quotation by completing the following activties.117 Read the advert for holidays in Barbados, then study the student's writing below It. he anviotations help you to understand how to quote correctly from a text. BARBADOS ‘The place for you! il arbados is 3s utiful island but beautiful island with stunning bese ‘The writer targets the reader directly by using the word You’ at the close of the title. The reader is shown that Barbados is suitable for different types of holidays, ranging from ta@caribbeaw honeynicon’ to a GvOURINBLEARY. The appeal to different groups ic emphasised in the offer of ideal accommodation for ALL. the advertiser reveals its function in the sentenced ‘Let us help you find the perfect Barbados resort for your Caribbean holiday!” rae OOF the opening List with its stunning beaches, friendly people, passage, which Aa é Saco sbourthe | much to see and do is designed to tempt the reader. The notion advertisement, that this ic the best place to go to is emphasised by the use of the ee word perfect. tt is recommended as a romantic Location through cee its direct appeal to mewly weds Looking for aw island for your pecel caribbean honeymoon? The directives use and select further target and persuade the reader.In this unit you will: «understand how to use topic sentences + learn how to make inks within and between paragraphs + know how to put a series of paragraphs in logical order practise sequencing ideas in 2 series of paragraphs learn about moving from the genera! to the spectic, What is a paragraph? Most writing s organised into paragraphs This helps the reader to follow more easly the points being made. Each oaragraoh marks @ new stage or idea in the writing. In handwritten texts, a new paragraph is usvall signalled by the writer starting a new line about an inch in from the margin. In typed texts, paragraphs are often separated by a blank line (as they are in this book. The frst sentence of a paragraph is sometimes called the tople sentence. t often gives you a clue as to what the paragraph Is going to be about. Read’A Stars Born’on page 25 and use the topic sentences to help you ddertify what each paragraph Is about. Sentence order Sentences shoud follow a logical order within a paragraph. Here is a sentence breakdown of the fist paragraph of the articie on Barbadian singer Rihanna on page 25 Sentence 1 - statement about Rihanna’ childhood Sentence 2 — information about her birth Sentence 3 ~ information about ner parents Sentence 4 — information about the school she attended when her parents soit up Sentence 5 — information about her interestin music at this time ‘There was nothing too unusual about Ribas childhood. She vwas bom as Robyn Rihana Fenty on 20 February 1988 in the Parish of St Michael, Barbados Het father Ronald was Bajan and lier mother, Monica, was Guyanese; they split whiéat Rihanna She was attending the Combermere 5 ‘was fourteen. At the time High School in Waterford, St Michael. She to friends and family and it was that she with a couple of her classmates. ‘Asyou can see, there's a logical order in the way the details are given to the reader ‘As wellas havinga logical order the sentences of a paragraph must be coherently inked, Highlighting parts of the sentences can help you to see the connections between sentences. The highlighted parts ofthe following paragraph show you the connections of ideas within and between sentences, 1 Look again at the paragraph above. List: «all the direct references to Rihanna (date of birth, etc.) © all references to the year Rihanna turned fourteen.2. Now look at the second paragraph of the article below, Track the references to the highlighted ‘words through the paragraph and highlight them, 3 Write a coherent paragraph about yourself that could be included ina biography. Remember that ideas: ‘+ need to follow a logical order + should make links within and between sentences. 4 Highlight the links you have made within your peregraph. Things changed for the Jou /RInia in AA friend introduced her to ‘a music producer from New ‘York City who was on holiday in Barbados. From that point on, she never looked back. 5 ‘Together with Rogers, and co-producer Carl Sturken, she produced ademo CD containing twelve songs. The demo disc was sent to various record labels and people in the music industry and eventually it led to her signing a 10 deal with the label Def Jam Recordings. 4x A Star is Born «x14 | There was nothing too unusual about Rihanna's childhood. She Fenty on 20 February 1988 5 in the Parish of St Michael, Barbados. Her father Ronald was Bajan and her mother, Monica, was Guyanese; they split when Rihanna was attending the Combermere High School in Waterford, St Michael. She always enjoyed singing to friends and family that she formed a musical group with a couple of her classmates. kk Rihanna in December 2003. 20 A friend introduced her to Evan Rogers, a music producer from New York City who was on holiday in Barbados. From that point on, she never looked and co-producer Car! Sturken, she produced a demo CD containing twelve songs. The 4 demo dise was sent to various was born as Robyn Rihanna 30 record labels and people in the music industry and eventually it led to her signing a deal with the label Def Jam Recordings ke Success was soon to follow 10 fourteen. At the time she was 35 In August 2005, the Def Jam label launched Rihanna's debut album entitled Music of the Sun which made number 10 on the US Billboard 200 chart. In less 15 and it was at about this time 40 than a year, Rihanna's second album entitled Girl Like Me ‘was released. It turned platinum and its frst single, ‘SOS’, topped the charts, with a socond entitled Things changed for the young 45 ‘Unfaithful’ also becoming an 60 In 2012, international hit woke Since the beginning of her career, Rihanna has sold millions of 65 countries attending college in albums all over the world and 25 back. Together with Rogers, 0 has won a number of awards including the ‘Billboard Chart Achievement Award’ in 2016and Year award ‘Favorite R&B Artist at the 2017 People's Choice Awards. In 2008 she also received the first of her many Grammy Awards: ‘Best Rap/Sung Collaboration’ for her single‘Umbrella’, Rihannaisalso renowned for her philanthropy. the founded the Clara Lionel Foundation which supports education programmes and. delivers scholarships. to students from Caribbean the United States In February 2017, she was honoured with the Harvard Humanitarian of theOrdering and linking paragraphs a paragraph 5 A journalists writing an article entitied ‘Tourism in the Caribean’ Below isa list of the seven different areas he intends to cover in seven paragraphs, Decide the best order in which to cover these 228. aa The importance of tourism to the Caribbean economy b Why tourists come to the Caribbean « How tourism can be improved Problems created by tourism ¢ Popular tourist destinations # What the local people say about tourists 9 The history of tourism in the Caribbean 1 2 3 4 to the Caribbean 6 Read the four paregraphs written by the journalist 8 The journalist stil has three paragraphs to write. on the next page. They are about 7 Correctly match the following annotations to the * how tourism can be imoroved opening sentence of each paragraph + problems created by tour'sm + Refers to tourists of the past and today + what the local people say about tourists «+ Refers to tourists of the Write an appropriate opening sentence for each + Refers to tourists of today and tourists of the of these paragraphs. future + Refers to tourists of todayTourism in the Caribbean Tourists have been coming to sample the delights of the Caribbean for over 200 years. The Bath Hotel on the island of Nevis opened in 1778, the nearby hot springs being one of its mainattractions or foreign visitors,and bythe 5 late nineteenth century the Caribbean was a popular destination for the wealthy and those with the time to make the journey, However, itwas not until the advent of regular non-stop international airplane flights in the 1960s that 10 the market started to open up to the less rich but equally adventurous traveller. Today, millions of tourists visit the Caribbean each year. They come both by air andby sea, some stayingforjustafewhoursas 15 they hop from island to island, The attractions Of the islands remain as they always were: warm seas; dazzling coral reefs; beautiful beaches; stunning sunsets; and, of course, a ‘warm and welcoming people. Visitors come 20 to experience the frenzy of the camival, the trials and triumphs of the golf course and the never-ending array of delicious foods. While early tourists favoured islands according to their nationality, with the 25 English visiting Nevis, Barbados and Jamaica, and the French heading for Martinique, today’s tourist is more likely to pick an island for what it offers, rather than for its historical associations, Many 30 visit Barbados for its beaches, while the waterfalls of Dominica draw a wide range of visitors, as does the Blue Hole of Belize Scuba divers often head to Turks and Caicos, while those in search of romance, and even a wedding, might head for St Lucia With visitor numbers being so. high, tourism clearly plays an important partin the Caribbean economy. For countries such as ‘Antigua and Barbuda, and the Virgin Islands, tourism is the biggest contributor, and it is not just the tour operators and hoteliers who make money. Farmers, fishermen, merchants and those in the construction trade all benefit from the steady stream of people with money to spend. Thus, the Caribbean is not only vulnerable to the effects of climate change but also depends on a healthy global economy. Concern is growing as to what will happen if the visitors stop coming, 35 40 4s 50Planning for paragraphs The writer of the article about tourism in the Cariobean found it helpful to have an outline of what he wanted to write about in each paragraph. Before you can develop a paragranh pian, you need to thinkabout your subject and gatherideas connected witht Take, for exemple, the following task: Write a le for a schoo! magazine in which you GH ter SUG and pers abouts ecenescoal event + by identifying BRIBURBEER (what you are hoping to achieve) and fig BEGIEREE (rho you are writing for) and highlight these in the question. The next step is to make a note of ideas connected with the subject. You could list these or use a spidergram, as shown below. F pam. on & June — parents come ~ everyone very nervous. Staff/pupils ~ auditions and rehearsals Singing/dancing/ magio/comedy — worst and best acts ~ votes for best act in each eategory Hall packed ~ tickets $2 Judges ~ no teachers ~ conenuunity leaders Talent contest —__—__Priveipal speech at start - applause at \ endl ~ everyone happy Money going to support school sports teams ‘Once you have ideas, they need to be grouped and put in order. You could use four neadings for your ideas, for examoie: Paragraph 4 - preparations Paragraph 2 - performances | paragraph 3 ~ judging | Paragraph 4 ~ success Each paragraph heading can now be used as a'hook on which to hang you" ideas, and you may tnink of new ideas to add. For example:+ Preparations: auditions and rehearsals - 7pm. on 6 June ~ school hall ~ parents come Principal’ speech + Performances: everyone very nervous ~ singing/dancing/magic/ comedy ~ worst and best acts + Judging: judges - no teachers - community leaders — votes for best act In each category- tension - winners. + Suecess: hall packed - apoiause at end - everyone happy - tickets $2~ $300 raised for school sports teams Linking words ‘As you saw on page 24, writers sometimes link paragraphs through the topic sentences. It is also possible to make connections between paragraphs by using a range of linking words and phrases. Here are some words and phrases that are useful for linking paragraphs. As well as Thirdly ... Secondly... Nevertheless... However ... Similarly ... Furthermore... With regard to... Notwithstanding ... Finally ... Kirsty, eaeeaeenseneiceeriee. This does not mean that... In contrast to...Sequencing ideas 14 The directions a-g are taken from a recipe f Transfer to 2 large bow. macaron’ pie. They are in the wrong order, Use 9 Place the macaroni mix into an clues in the wording and your common sense cil ell led toplace them nthe correct order and complete ae the table below ‘8 Addn the remaining ingredients apart from 1]?]3]4]5]¢|7 402 of cheese. b Piace in oven at 350°F 15 Think of a household or outdoor task that you ¢ Pie is finished when the top cheese crust do. Name the task and write clear instructions starts to look slightly brown on how to carry it out, Remember to order your ace instructions chronol ok the mace drain. ina pan an @ Mix everything together with a spoon Why do volcanoes erupt? Volcanoes usually take a long time to erupt Firstly, a voleano makes something called everything in its path and son noves down the side of the volcano, burning 1S times causing, magma from melted rock. This magma forms _loss of hum ‘at the bottom of the voleano and slowly works its way up to th the volcano. As the magma goes up the main vent it gets hotter. By the main vent, which is @ hole in time it is halfway up the main vent it turns into a very hot liquid known as lava. This lava continues slowly up the main vent, steadily increasing in heat. 10 When the lava reaches the top of the main vent, the volcano erupts. At this point, the lava blasts out of the volcano, along with ash, rocks and a cloud of thick dust. Finally, the lavaText B Volcanoes have fascinated and terrorised ‘peoples across the Earth, from ancient times ‘to the present day. Named after Vulcan, the Roman god of fire, they have wreaked havoc ‘on the lives of many throughout the history $ | of mankind. From Indonesia to California, from Alaska to New Zealand, volcanoes continue to threaten the livelihoods and even the lives of those who live in their dangerous shadows, Across the world today, somewhere 10 between 10 and 20 volcanoes are hurling ash and molten rock from their cavernous vents. ‘The Caribbean has its fair share of ‘volcanoes, many of which are named Soufriére, after the French for‘sulphur outlet’. 15 ‘Whilst many of these lie dormant, La Grande Soufriére in Guadeloupe erupted violently in the 18th and 19th centuries, and in 1902 killed 1,680 people, Furthermore, the recent activity of the Soutftiére voleano in Montserrat, which 20 in 1997 wiped out the island’s evacuated capital of Plymouth and killed 19 people, shows there is no room for complacency. Concern is now focused on Dominica, which is home to nine of the Caribbean's 25 active volcanoes. With no major eruptions since Columbus visited the island, there is a general belief that one is long overdue. } 16 Texts A and B start with a general statement to introduce the topic. Identify and write down the opening staternents of Text A and Text 8, 17 Text Ais written to answer a specific question, It is written in chronological order, ie. it follows the process of 2 Volcano erupting. Why is chronological order the best choice to structure ths text? ‘18 Text Bis not structured chronologically. What is paragraph 1 about? What is paragraph 2 about? What's aragranh 3 about? 19 As you will have seen, Text 8 moves from the general (the world) to the more specific the Caribbean), to the even more specific (Dominica). Why is this an effective way of structuring this text? 20 Look et the words and ohrases used at the start of al sentences except the fist one in Text A. These are used t0/nk the sentences and the ideas. List all the linking words and/or ohrases that are used. 21 You are going to write an informative text based on either your schoo! oF the piace where you live. You should structure your writing by moving from the general to the specific. You should write three paragreons. Here are two possioie structures for you to choose from and adapt: School Where tive Paragraph 1: history of my school: information about Paragraph 1: information about the country in its stuation and external appearance which you live, eg, name, population, geographical Paragraph 2:detals about the Inside of the building, Postion. treditions oss refering to numoer and types of cissrooms Paragraph 2: information about the area ofthe (ea.Englsh, Home Economics, Music, Ar) school country which you live, eg, ame, urai/urban, hals,spors facilities population, local customs and traditions Paragraph 3: information about the classroom Paragraph 3: information about the building that you ‘you are currently sitting in and the people who call home, e.g. what your home is like, the people surround you you share yourhome with When you are writing remember to: «start with @ sentence that acts as a geneva introduction + organise your writing nto clearly visible paragraphs + use appropriate linking words to connect sentences and ideas.‘SKILLS COVERE! This unit will help you to: © write with accuracy of spelling ifferent forms of expression, Taree Accurate spelling is important. Of course, correct spelling will earn you ‘marks in the exam, out, more importantly, in working life people are often judged oy how well they can write ~ particularly with regard to spelling, Look, say, cover, write, check There are mary methods people use to try to improve the accuracy of their speling. The best known, and probably the most successful is'Look, Say, Cover, Write, Check’ For any word that you have difculty spelling correctly, ‘ock up the correct spelling, then go through the following short routine: LOOK at the correct spelling of the word SAY the word by breaking it down into syllables COVER the word WRITE |r down CHECK that you have got itright Here are five shortlists of words that a y used and frequently misspelled, existence similarly embarrassment superstitiow ‘exclamation surprising exhibition successful explanation species