DEVELOP THE

SKILLS NECESSARY FOR

EFFECTIVE WRITING AT
ADVANCED LEVELS

Leaflet ArtOfWriting_B2.indd 1 23/2/2023 10:43:42 πμ

 The
of Art
Writing
• presentation & analysis of the most commonly
used genres at CEFR levels B2, C1, C2
• warm-up and introduction sections presenting the
key elements that characterise each genre
• 2-page units with rubric and model analysis, useful
notes, writing tasks & plan
• Reflection and Evaluation section at the end of
each genre to help learners develop self-
awareness
• guidance on how to assess learners’ writing pieces
& how to provide feedback sessions in the
Teacher’s Books

Components
• Student’s Book
• Teacher’s Book
• Digibooks app

Leaflet ArtOfWriting_B2.indd 2 23/2/2023 10:43:42 πμ

 Jenny Dooley

The
of Art
Writing

B2
Leaflet ArtOfWriting_B2.indd 3 23/2/2023 10:43:42 πμ
 Contents
EMAILS /LETTERS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Giving news (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9
Giving advice (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11
Thanking (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12-13
Apologising (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15
Describing people (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17
Recommending a place (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19
Describing an event (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-21
Thanking (semi-formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-23
Applying for a post (formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24-25
Applying for a course (formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-27
Asking for/Giving information (formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28-29
Describing an object (formal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30-31
Making a complaint (formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32-33
Apologising (formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34-35
Inviting – Accepting/Refusing (formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36-37
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

STORIES
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40-41
1st person narrative (with prompts) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42-43
3rd person narrative (beginning given) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

ESSAYS/LETTERS TO THE EDITOR

Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-49
Opinion essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50-51
For-and-against essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52-53
Solutions to problems essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54-55
Letters to the Editor (opinion) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56-57
Letters to the Editor (for-and-against) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58-59
Letters to the Editor (suggestions). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60-61
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

ARTICLES
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64-65
Articles describing and explaining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66-67
Articles making suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68-69
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

REVIEWS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72-73
Review of play/film/TV series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74-75
Review of a book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76-77
Review of a product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78-79
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

REPORTS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82-83
Assessment reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84-85
Reports making suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86-87
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Leaflet ArtOfWriting_B2.indd 4 23/2/2023 10:43:43 πμ

 Emails/Letters

• When do we write informal emails/letters?

Warm-up

• Who can they be for?

• What can we write about?

Leaflet ArtOfWriting_B2.indd 5 23/2/2023 10:43:44 πμ

 Introduction
Emails/Letters can be formal, semi-formal or informal depending on who we are writing to. Reasons for writing them include: giving
news, inviting, accepting or refusing invitations, complaining, asking for or giving information, applying for a post/course, expressing
apology, asking for/giving advice, explaining, thanking, suggesting, expressing preference, etc.

General outline for emails/letters

Paragraph 1 Paragraphs 2, 3
Paragraph 4
greeting opening remarks, development of sign off
closing remarks
reason(s) for writing the topic

Informal Style Semi-Formal Style Formal Style

Greeting: Dear John/Uncle Jim/Mum,
etc
• friendly, relaxed, personal style e.g.
Thanks so much for your last letter.
• frequent use of colloquial
expressions, idioms, phrasal verbs,
short verb forms e.g. It’s been ages
since we last saw each other.
• pronouns are often omitted
e.g. Thought I’d drop you a line.
• chatty language e.g. I hope you’re
doing well.
• simple linking words e.g. and, but,
so
Sign off: Best wishes,/Yours,/Regards,
(our first name)
Greeting: Dear Mr Harris,
• polite, respectful tone e.g.
I would like to thank you for
your help.
• use of less colloquial
language e.g. Thank you so
much for your letter, instead
of Thanks a million for your
letter.
• less frequent use of short
verb forms, linking words,
phrasal verbs e.g. Also,
I was wondering if you had
a computer I could use while
I am staying with you.
Sign off: R
 egards,/Kind regards,
(our full name)
Greeting: Dear Sir/Madam, – Dear
Mr Smith,
• serious, impersonal style e.g. I am
writing to apply for the position of
salesperson at your company.
• complex sentence structure,
frequent use of passive voice,
formal linking words, no
colloquial English, advanced
vocabulary, no short verb forms
e.g. The item in question, which
I received last week, was damaged
in transit. I would be grateful if
a replacement could be dispatched
as soon as possible.
Sign off: Yours faithfully,/
Yours sincerely,
(our full name)

Style

1 Match the informal phrases (1-10) to their formal equivalents (a-j).

1. Sorry I haven’t written for ages, but I’ve a. Please find my CV enclosed.
been really busy.
2. Can you tell me a little more about the b. I look forward to our meeting.
course?
3. Just give us a call if you have any c. I regret to inform you I will not be able to
questions. attend.
4. I’ve put my CV in with the letter. d. Do not hesitate to contact us if you require
further information.
5. See you soon! e. Could you give me some more information
about the course?
6. Thanks a lot for everything. f. We apologise for any inconvenience caused.
7. Sorry for any trouble caused. g. I really appreciate everything you have done.
8. I’m sorry but I won’t be able to make it. h. I apologise for not getting in contact with you
earlier.
9. Great to hear from you! i. We were delighted to receive your invitation.
10. Thanks for the invitation. j. I was pleased to receive your letter.

Leaflet ArtOfWriting_B2.indd 6 23/2/2023 10:43:52 πμ

 Rubric Analysis

EMAILS /LETTERS
Read the rubric carefully and underline the key words/phrases. These indicate:
• the imaginary situation you are going to write about, who you are and the reason you are writing.
• the imaginary reader who is going to read your piece of writing.
This will help you decide on the writing style you should use (formal, semi-formal or informal); the type of writing task; the
specific topics you should include in your piece of writing and how many words you should write.
Study the example below.

1)
You have received an email from 2) your English-speaking friend 3) Emily.

My parents are visiting your area next month for a weekend. They
want to visit some places of cultural interest. 4) Can you tell me
which places they could visit? What’s the best way to travel
around?
Emily

Write your 5) email 6) (140-190 words).

1) imaginary situation, 2) writing style, 3) imaginary reader, 4) specific topics, 5) type of writing task, 6) word count

2 Read the rubrics (A-C). Underline the key words. What information do they give?
A. You have received an email from your English friend Luke.

I’m planning to visit your country this summer. Which places should
I visit? Also, what’s the best way to travel from place to place and
where should I stay? Any advice?
Luke

Write your email (140-190 words).

B. You have seen this advertisement for a job in the local newspaper.

Wanted: social media manager for successful bicycle shop

We have many customers and also organise cycling events and tours, so
we need to keep our social media accounts up to date. The person we’re
looking for must be creative, have experience with modern technology,
and be enthusiastic about pedal power!
The job is part-time, so it would suit a student.

Write your letter (140-190 words) applying for the post.

C. Write an email (140-190 words) to your best friend’s dad, who took
you on a two-day mountain hiking trip. Thank him for driving you
both to the mountain, arranging the accommodation at the hostel
and lending you some equipment. Describe the experience of
climbing the mountain and express a wish to do it again.

Leaflet ArtOfWriting_B2.indd 7 23/2/2023 10:43:55 πμ

 Giving news (informal)
1  a) Underline the key words in the rubric. Answer the questions.
You have received an email from your English-speaking pen friend Sally.

How are things? Are you enjoying your holiday? What are your plans
for tomorrow? Write back and tell me about it.
Sally

Write your email (140-190 words).

1. What are you going to write?
2. Who is going to read it?
3. What should you write about?
4. What style should you write in?
5. How many words should you use?

b) R
 ead the model and choose the correct tenses.

Hi Sally,
 Great to hear from you! Sorry it’s taken
so long to reply, but 1) I’m being/I’ve
been really busy at work recently.
Anyway, now that I’m on holiday,
I thought 2) I’ve dropped/I’d
drop you a line to let you know how I’m getting on.
Note! Informal style is  I’m spending two weeks in Rome, Italy. I arrived two days ago, and I 3) am having/had a really great
characterised by the time! So far, 4) I’m seeing/I’ve seen the Colosseum, the Trevi Fountain and the Pantheon. They’re all
use of a friendly tone, really spectacular sights.
everyday expressions,  Tomorrow, I have quite a busy day planned! I 5) haven’t been/didn’t go to the Vatican City yet, so
short verb forms and I’m going to spend a whole day there. Afterwards, 6) I’d meet/I’m meeting a friend for dinner before
simple linking words. heading to the Roman Opera House. The performance 7) is starting/starts at 7 pm. I can’t wait!
Find examples in
Emma’s email.  Well, I’d better get going. Write back soon and let me know what 8) you’ve been/you were up to
since the last time I heard from you.
Yours,
Emma

2 Find and replace the opening/closing remarks in Emma’s letter in Ex. 1b with sentences
from the Useful Language box.

Useful Language
Opening remarks
• Hi, how’s everything? Hope you are well.
• Thanks for your email.
• I wanted to drop you a line to tell you my
news.
• Sorry for not writing sooner, but I was busy.
• Just a quick email to tell you what I’ve been
up to.
• I’m sorry for not getting back to you earlier.
Closing remarks
• Looking forward to hearing your
news.
• Got to go now or I’ll be late.
• Give my regards to your parents.
• It was good to hear from you.
• I hope to hear from you soon.

Leaflet ArtOfWriting_B2.indd 8 23/2/2023 10:43:56 πμ

 3

EMAILS /LETTERS
a) Underline the key words in the rubric. Answer the questions.
You have received an email from your English-speaking pen friend Mary.

How is it going on your English course in New York? Where are you
staying? How long will you be there? What is the course like? Do you
like it? Write soon.
Mary

Write your email (140-190 words).

1. What are you going to write?
2. Who is going to read it?
3. What should you write about?
4. What style should you write in?
5. How many words should you use?

b) Make notes under the headings:

PLACE LENGTH OF STAY COURSE DESCRIPTION FEELINGS/IMPRESSIONS

4 Use your notes in Ex. 3b to write your email to Mary. Follow the plan.

Plan
Hi Mary,
(Para 1) opening remarks, reason for writing

(Para 2) where you are staying, how long you are going to stay there

(Para 3) description of course, impressions

(Para 4) closing remarks

Yours,
(your first name)

Leaflet ArtOfWriting_B2.indd 9 23/2/2023 10:43:58 πμ

 Making a complaint (formal)
1 Read the rubric. Underline the key words. Answer the questions.
You recently paid for a holiday, but the travel agency booked the wrong dates.
You contacted the travel agency to correct the mistake and you were promised
that someone would contact you. You are still waiting for a reply. Send an
email (140-190 words) to the travel agency explaining the reasons for
your dissatisfaction and saying what action you expect them to take.
1. What are you going to write?
2. Who is going to read it?
3. What should you write about?
4. What style should you write in?
5. How many words should you use?

2 Read the email and fill in the missing words/phrases with

ones from the list.
• take further action
• make matters worse • extremely annoyed
• express my extreme dissatisfaction • to my frustration
• incredibly unhelpful • an error had been made
• refused to amend my flight

Dear Sir/Madam,
 I wish to 1) ________________________ with the appalling inefficiency of the staff at your travel
agency.
 On 21st May, I booked a holiday to Tenerife departing on 5th June. Checking my ticket, I realised that
Note! Letters/Emails 2) ________________________; my outbound flight had been booked for 5th July.
of complaint are  When I returned to amend the details of my trip, I was told, 3) ________________________, that the
normally written in dates could not be changed without charging an extra fee.
formal language with  To 4) ________________________, when I asked to speak to the manager, he was
an impersonal tone. 5) ________________________ . He insisted that I had made an error when booking and
However, we should
6) ________________________ until he had investigated the matter. However, I have heard nothing
never be rude or
for two days.
insulting. The language
used depends on  As you can imagine, I am 7) ________________________ with the service I have received at
whether we want to your agency. I demand my flights be changed within the next 24 hours or I shall be forced to
complain in a mild or 8) ________________________ .
strong way. Yours faithfully,
Jonathan Young

3 Read the Useful Language box. What tone is the letter in Ex. 2 written in: strong or mild?

Useful Language
Opening Mild
remarks • I am writing in connection with/on the subject of ...
• I wish to draw your attention to/bring to your attention a problem
which arose due to ...
Strong
• I am writing to express my strong dissatisfaction with the disgraceful
treatment I received/the attitude of your staff.
• I am writing to complain about the appalling behaviour of .../the
shocking quality of ...

32

Leaflet ArtOfWriting_B2.indd 10 23/2/2023 10:44:03 πμ

 EMAILS /LETTERS
Closing Mild
remarks • I feel that I am entitled to a refund/replacement/compensation in the
form of (vouchers).
• I hope/I would appreciate it if this matter could be dealt with promptly.
Strong
• I insist on/I demand a full refund/an immediate replacement.
• If the matter is not dealt with promptly, I shall be forced to take legal
action/take the matter further.

4 Rewrite the sentences using a mild tone accordingly.

1. I would like to express my strong dissatisfaction with the shocking quality of your rooms.
2. I was completely appalled by the rudeness of the assistants in your store.
3. I must insist on an immediate refund for the goods I ordered from your site.
4. I am writing to express my strong dissatisfaction about the items I ordered, which arrived in an
appalling condition.

5 Read the complaints. What product does each refer to? Circle the correct answer.
1. It is not working well because the bag compartment keeps falling off. vacuum cleaner/camera
2. There are a number of nails sticking out of it and the cushion is flattened. bed/chair
3. It leaks water. washing machine/book
4. There are sparks flying out of it whenever I use it. toaster/cup
5. Two buttons are missing and there is a stain on the sleeve. shirt/skirt
6. The lens gets stuck while extended. sunglasses/camera
7. The zipper was stuck and the strap was broken. heels/handbag
8. The buttons were missing and the sleeves were of uneven lengths. trousers/coat
9. It was chipped in multiple places. dress/vase
10. The heels had scratches and one came off when I put them on. shoes/gloves

6 a) Underline the key words in the rubric. Answer the questions.

You recently bought a book online but you received the wrong book by mistake. You asked for a
replacement and there has been a delay with delivery. Send an email (140-190 words) to the online
bookshop explaining the reasons for your dissatisfaction and saying what action you expect the
bookshop to take.
1. What are you going to write? 4. What style should you write in?
2. Who is going to read it? 5. How many words should you use?
3. What should you write about?

b) Write your email of complaint. Use phrases from the Useful Language box. Follow the
plan.

Plan
Dear Sir/Madam,
(Para 1) reason for writing
(Para 2, 3) complaint(s) with justification(s)/example(s)
(Para 4) action to be taken, closing remarks
Yours faithfully,
(your full name)

33

Leaflet ArtOfWriting_B2.indd 11 23/2/2023 10:44:05 πμ

 Reflection & Evaluation

Answer the questions.

Did I understand what the rubric asked for?

Did I include all the points in the rubric?

Did I set the scene appropriately?

Did I list the events in the order they happened?

Did I use techniques to start/end the story?

Did I describe feelings of the main character(s)?

Did I organise my ideas into appropriate paragraphs?

Did I present the events in well-balanced paragraphs?

Did I use a variety of descriptive adjectives/adverbs?

Did I use the senses to describe particular details?

Did I use linking words/phrases to show time and sequence of the events?

Did I use a variety of simple/complex sentences?

Did I use appropriate tenses?

Did I stay within the word limit?

Did I start sentences with capital letters?

Did I use appropriate punctuation?

Did I do my best at spelling?

Did I use grammatically correct sentences?

Use the questions to evaluate your classmates’ performance.

46

Leaflet ArtOfWriting_B2.indd 12 23/2/2023 10:44:06 πμ

 Jenny Dooley

The
of Art
Writing

STUDENT’S BOOK C1
Leaflet ArtOfWriting_C1.indd 13 23/2/2023 11:10:14 πμ
 Contents
ESSAYS BASED ON PROMPTS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Essays based on prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9
Essays based on prompts and opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
DESCRIPTIVE ESSAYS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15
Describing people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17
Describing a place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19
Describing an object . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-21
Describing events/experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-23
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
DISCURSIVE ESSAYS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-27
Opinion essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28-29
For-and-against essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30-31
Solutions to problems essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32-33
Cause and effect essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34-35
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
EMAILS /LETTERS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38-39
Giving news (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40-41
Giving advice (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42-43
Inviting/Accepting/Declining (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45
Apologising (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46-47
Giving information (informal/formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-49
Thanking (informal/formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50-51
Making a request (informal/formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52-53
Making suggestions/recommendations (formal) . . . . . . . . . . . . . . . . . . . . . . . . 54-55
Making a complaint (formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56-57
Emails/Letters to the Editor/Authorities (formal) . . . . . . . . . . . . . . . . . . . . . . . . 58-59
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
NARRATIVES
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62-63
1st/3rd-person narratives (with prompts) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64-65
Flashback narration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66-67
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
REPORTS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70-71
Assessment reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72-73
Reports making suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74-75
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
ARTICLES
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78-79
Descriptive/Narrative articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80-81
Discursive articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82-83
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
REVIEWS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86-87
Reviews I (plays/films/TV series/documentaries/books) . . . . . . . . . . . . . . . . . . 88-89
Reviews II (products/apps) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90-91
Reviews III (events) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92-93
Reviews IV (places) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94-95
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
PROPOSALS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98-99
Proposals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100-101
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Leaflet ArtOfWriting_C1.indd 14 23/2/2023 11:10:17 πμ

 Essays based on
prompts
• What is the purpose of an essay based on
Warm-up

prompts?
• Should we use a formal or informal style?
• Should we use the prompts exactly as they are
given to us?

Leaflet ArtOfWriting_C1.indd 15 23/2/2023 11:10:23 πμ

 Introduction
• An essay based on prompts is a piece of writing which the prompts we need to include. Then read the prompts
is based on written input (bullet points, opinions, etc). and identify the point each is making/supporting. We
The prompts are on the same topic and each one should decide if we agree or disagree with these points,
makes a clear point. They present different aspects of where required, and add ideas of our own that are
the topic so we will need to evaluate them, selecting relevant.
the ones of use to us, adding any relevant points of our • We should avoid using exact words from the prompts.
own. We should always try to paraphrase, using synonymous
• Before doing anything, we should find out how many of words and phrases.

Outline for essays based on prompts

Plan A Plan B
(Para 1) present the topic (Para 3) evaluate the second (Para 1) present the topic (Para 3) evaluate both
(Para 2) evaluate the first prompt (Para 2) present both prompts
prompt (Para 4) s um up your prompts (Para 4) sum up your opinion/
opinion/conclusion conclusion

Expanding prompts Paraphrasing

The prompts are there to give you some or all of the
key points in your essay. You will be given a number
of prompts, which may be given as single words or
short phrases. They may be backed up by further
information. You may be asked to evaluate the
ideas in the prompts side by side in order to reach a
conclusion as to which of the two is better or use two
complementary key points to make an argument for or
against an issue.
When we paraphrase the language used in the rubrics, we
express the same ideas in our own words as far as possible.
This can be done by using a different sentence structure (e.g.
making the subject the object or vice versa), using synonyms and
antonyms, with the use of derivatives, etc. When we have finished
our essay, we should check that:
• we have done more than just substitute a word here and there.
• we have not altered the meaning of the original in our effort to put
it in different words.

1 Read the rubrics and underline the key words. Circle the prompts.
A M
 ore and more students are choosing to study at universities in countries other than the one in which
they grew up. What is your opinion of this trend in education? Write an essay to express your views.
Elaborate on the following points:

PROS CONS
• discover another culture • can be very costly
• learn responsibility • brain drain from home country
• better educational standards • homesickness
• better job market post-studies • culture shock

B Y
 our class has listened to a TV discussion about how to encourage less well-off young people to
attend university. You have made the notes below.

How less well-off young people could be
encouraged to attend university.
• lower fees
• give automatic places to local students
• make courses more career relevant
Some opinions expressed in the discussion
“They’re starting working life with a huge burden of debt.”
“If students could live at home, their costs would be way
lower.”
“Young people want a return on their three-year
investment.”

Write an essay (220-260 words) discussing two of the points in your notes. You
should explain which strategy would be most effective in encouraging less well-
off young people to attend university, giving reasons to support your answer.
You may, if you wish, make use of the opinions expressed in the discussion, but
you should use your own words as far as possible.

Leaflet ArtOfWriting_C1.indd 16 23/2/2023 11:10:31 πμ

 2 Read the prompts in rubric A in Ex. 1 and the sentences (1-8) expanding and paraphrasing them.

ESSAYS SUMMARISING A TOPIC

Write which prompt from rubric A in Ex. 1 each paraphrases, as in the example.
1. One of the most significant disadvantages of leaving your home country to study is that most people
are very attached to the place where they live, and not being there can affect them emotionally.
the 3rd con
2. Another advantage is the better employment opportunities which may be on offer in the host country after
graduation.
3. It is a definite plus for a person of that age to be completely independent and learn to look after themselves.

4. Another drawback of such a move is the extra expenses a student living in another country will incur.

5. A negative aspect of changing countries at such a young age is that the differences between your country
and the one you are studying may be so great as to cause you confusion.
6. Additionally, a student may want to attend an overseas university due to the superior teaching on offer there.

7. On a national level, it can be very costly for a country for its brightest minds to go abroad to study, since
many never return home.
8. The positive aspects of encountering a new culture and immersing yourself in it, while learning their language
in depth, cannot be overemphasised.

3 a) Match the words/phrases (1-6) from rubric B in Ex. 1 with their paraphrases (a-f). What technique
has been used each time: different sentence structure, using synonyms, using antonyms or using
derivatives?
1. lower fees a. owing large sums of money
2. local students b. our youth
3. more career relevant c. those studying in their place of residence
4. with a huge burden of debt d. more economically disadvantaged
5. less well-off e. reduced financial contribution
6. young people f. less theoretical

b)  Expand the prompts from rubric B in Ex. 1 into full sentences, using phrases from Ex. 3a, as in the
example.
1. One way to encourage the worse-off to
attend university would be through a reduced financial contribution.
2. Additionally, financially challenged students

3. Another method of promoting university to

c) Rewrite the opinions in your own words, using phrases in Ex. 3a to help you.
1. They’re starting working life with a huge burden of debt.

2. If students could live at home, their costs would be way lower.

3. Young people want a return on their three-year investment

Note! Opinions given

in
the form of direct sp
eech
should be paraphra
sed
with as much care
as the
other prompts. We
should
also take care to ra
ise
the register from se
mi-
formal to formal wh
ere
necessary.

Leaflet ArtOfWriting_C1.indd 17 23/2/2023 11:10:34 πμ

 Essays based on prompts
1 Read the rubric and underline the key words. Mark the statements T for True or F for False.
Some schools are considering the reduction or complete cancellation of sport. In your opinion, is it
a good idea to take this step? Write an essay (250-300 words) to express your views. Use the points
given below. You may add points of your own if you wish. Support your ideas with examples.
Advantages Disadvantages
• lower costs for school • fitness habits relate to life-long health
• physical education dangerous • favourite part of many students’ week
• focus more on academic subjects • helps students focus in class
lly
e rubric carefu
See page 1. You are going to write a solutions to problems essay. Note! Read th it asks
th er
103
2. You should include all of the prompts. to decide whe or all of the
e
3. You should write in an informal style. you to use som the prompts
pt s. W e us e
prom
4. You should use the words given to you in the prompts. ve n to orga ni se our essay
gi
5. You should give your opinion. graphs.
into clear para
6. You should write a maximum of 250 words.

2 Read the model and answer the questions.

1. Has the writer included all the prompts given? Underline them.
2. Has the writer given their opinion on the topic? Where does it appear?
3. Has the writer included ideas of their own?
4. Mark the supporting sentences for each argument the writer makes Ex for example, Rea for reason or Res
for result.

People who used to make up excuses to get out of PE may not have to soon, as many
schools are considering slashing such classes or even eliminating them altogether. To
what extent, however, is this a wise choice?
There are a number of advantages. First, it would take pressure off the school
budget. Sports are expensive, requiring investment in equipment
for sports as diverse as hockey and gymnastics. Secondly, they
can be risky. This is because many students sustain injuries on the
sports field and in the gym every year, causing disruption for the school
and worry for parents. Finally, fewer sports hours would mean more hours
in class, which would obviously benefit students in the case of difficult subjects
like maths or physics.
On the other hand, there are disadvantages to cancelling PE. Firstly, PE is the
most enjoyable subject of the week for a certain proportion of the student body,
and for this reason it is unfair to deprive them of it. Secondly, developing an
Note! We paraphrase interest in sports and fitness will benefit a student throughout their life, since
the prompts we someone who loves running, for instance, is likely to be far healthier than
are given as far as average. Finally, doing sport has been shown to help with concentration in the
possible, using our classroom. Children and teenagers are full of energy, and doing activities such
own words while as running and jumping allows them to get rid of some of that excess energy.
keeping a formal style. As a result, they are able to sit and concentrate during the classroom lessons
Paraphrasing can that follow PE classes.
involve changing the
sentence structure, All in all, I believe it would be a terrible mistake to cancel sport in schools.
as well as using For many students, it is the one part of the school day that they really look
antonyms, synonyms forward to, and for those that do not, it still provides both the foundations of
and derivatives. good fitness habits and an outlet for the boundless energy of youth. After all,
school should have an obligation to train the body as well as the mind.

3 How has the writer rephrased the prompts? Complete the gaps with phrases from the model.
1. lower costs for school

2. physical education dangerous

3. focus more on academic subjects

4. fitness habits relate to life-long health

5. favourite part of many students’ week

6. helps students focus in class

Leaflet ArtOfWriting_C1.indd 18 23/2/2023 11:10:37 πμ

 4 Read the rubric and underline the key words. Mark the statements T for True or F for False.

ESSAYS SUMMARISING A TOPIC

 any young people work in what is called the ‘gig economy’, where they are hired on a job-by-job
M
basis, for example to deliver food to homes. This kind suits some people, whereas others argue that
this model of employment is not sustainable in the long term. In your opinion, is the gig economy a
sustainable model for employment? Give reasons to support your views.
 ou must use at least two points from the box below to develop and support your opinion, but you can
Y
also add your own ideas. You should write at least 250 words.
For: For:
Gig economy Stable employment
• can work any time that suits • employee rights
• can work as much or as little as you want • sickness pay
• not reliant on one employer • pension plan
• paid on the day • guaranteed minimum of hours

1. You are going to write an essay.

2. You should include all of the prompts.
3. You should write in an informal style.
4. You should use the words given to you in the prompts.
5. You should give your opinion.
6. You should write a maximum of 250 words.

5 Complete the sentences with the phrases in the list. Then match them to the prompts in the rubric in
Ex. 4.
• be laid off • provision for • pick and choose
• on a job-by-job basis • unable to work • give zero work
1. Permanent workers cannot at will.
2. There is retirement pay.
3. Employers cannot to their workers when demand drops.
4. Payment is made .
5. People can when they work.
6. Employees who are for health reasons still get an income.

6 Match the supporting sentences a-f with items 1-6 in Ex. 5.

a. This means that money becomes available daily.
b. This removes a significant source of stress for those with health issues.
c. A student, for example, does not have to work when they have lectures.
d. As a result, workers will not find their pay drop to nothing without warning.
e. The reason is that such employees have certain guaranteed rights.
f. The reason for this is that permanent jobs automatically contribute to a pension package.

Useful Language
To introduce causes: To introduce effects:
• One reason for … is … , main cause is .../ • As a result,/The result is that … /This means
This is because/due to ... (that) .../Consequently, …/ Therefore, …
To add examples:
• For instance/example, …/In particular, ... /… such as ...

7 a) Complete the plan with: opinion, opening remarks/your opinion, second viewpoint, first viewpoint.

Plan
(Para 1) 1) Note! In an opinion
(Para 2) 2) with supporting argument essay with prompts,
(Para 3) 3) with supporting argument we state our opinion
(Para 4) summarise points, give 4) in the introduction to
the essay, then again
in the conclusion.

b) Use the ideas from Ex. 5 and Ex. 6 along with ideas of your own if you wish, to write your essay.
Follow the plan from Ex. 7a. Use words/phrases from the Useful Language box to help you.

Leaflet ArtOfWriting_C1.indd 19 23/2/2023 11:10:37 πμ

 Essays based on prompts and opinions
1 Read the rubric and underline the key words. Answer the questions.
 our class has listened to a podcast discussion about how home owners could reduce the carbon
Y
footprint of their homes. You have made the notes below.

 ow home owners could reduce

H Some opinions expressed in the discussion
their carbon footprint. “Electrical equipment that is off but plugged in still consumes
• unplugging unused appliances power.”
• better insulation “Huge quantities of heat leave the average house without
• installing solar panels warming anyone.”
“The sun is a clean, endless source of energy.”

Write an essay (220-260 words) discussing two of the points in your notes. You should explain which
strategy would be most effective in reducing your carbon footprint, giving reasons to support your
answer.
 ou may, if you wish, make use of the opinions expressed in the discussion, but you should use your
Y
own words as far as possible.

1. What do you have to write?

2. How many of the prompts should you include?
3. Do you have to use the opinions given?
4. Do you have to give your own opinion?
5. What style of writing should you use?
6. How many words should you write?

2 a) Read the model and choose the correct words/phrases.

Note! We should make our
essay easy to understand
by using clear paragraphs,
sequence words (first,
finally, etc) and linking
devices (moreover, also, etc).
Climate change and global warming are the most pressing problems
we face today, since we are completely dependent on the planet where
we live. We are pushing industry to clean up its act, as is right, but there
are also steps individuals can take in their homes to make their carbon
footprint smaller. Which, however, is most effective?
1) The first suggestion/One final idea for achieving this is for homes to
improve their heat retention. This could be in the form of double-glazed
windows or insulating material under the roof, or ideally both. It has been
pointed out that a large amount of energy escapes from badly insulated
homes, which is a waste of both resources and money. 2) However/In
fact, some estimates say the average home could reduce their electricity
bills by 15% by fully insulating their houses, resulting in a financial gain for
the homeowner too.
3) The third method of shrinking/Another way to shrink our carbon
footprint is by not leaving electrical equipment not in use plugged into the
socket. 4) As a result/This is because our television, microwaves and
computers all draw small amounts of electricity even while turned off but
with the plug in the wall socket. Indeed, the amount is not as small as you
might think: experts say a flat-screen TV, off but plugged in, uses 10% of
the power it would if on. 5) Therefore/Also, by simply pulling out the plug
when we are finished watching, we can bring our carbon footprint down by
10%.
6) To begin with/Overall, I find the second solution the best to promote. Changing windows and
installing insulation costs money that would have to come from private pockets or government,
both of which will create resistance. Unplugging is a simple, low-tech solution with immediate
results, and the point could be made simply through a public information campaign.

b) W
 hich prompts from the rubric has the writer addressed in the essay? Has the writer made use of
the opinions corresponding to those prompts? Where has the writer included their own opinion?
What is it?

10

Leaflet ArtOfWriting_C1.indd 20 23/2/2023 11:10:38 πμ

 3 Read the rubric and underline the key words. Answer the questions from Ex. 1.

ESSAYS SUMMARISING A TOPIC

 our class has watched a round-table discussion about how alcohol consumption by underage
Y
teenagers could be reduced. You have made the notes below.

H
 ow alcohol consumption by
underage teenagers could be
reduced.
• ban advertising of alcoholic drinks
• launch a campaign showing the
health risks
• increase the price of drinks
Some opinions expressed in the discussion
“TV commercials showing handsome young people drinking
have an unmistakable effect.”
“Posters showing damage to the liver and more would put
young people off alcohol.”
“The best way to persuade teenagers is to target their
wallets.”

Write an essay (220-260 words) discussing two of the points in your notes.
You should explain which strategy would be most effective in reducing underage Note! When we paraphrase,
drinking, giving reasons to support your answer. we express an idea in
You may, if you wish, make use of the opinions expressed in the discussion, our own words. To avoid
but you should use your own words as far as possible. plagiarising unintentionally,
it is imperative to use
synonymous words/
4 Expand the prompts into full sentences to paraphrase the bullet points of
phrases while changing the
sentence structure, too.
the rubric in Ex. 3.
1. promotion/drinking/prohibited
The promotion of drinking, whether on television, online or elsewhere, should be prohibited.
2. public service announcements/make/portray/negative impact/alcohol/body

3. raise/cost/purchase/alcohol

5 Complete the paraphrases of the opinions from the rubric with the phrases in the list.
• stop teens drinking • good-looking youth • adolescents
• optimal method • health impact of alcohol • consuming alcohol
1. Television advertising with who are has a strong impact.
2. Visual reminders of the would .
3. The of influencing is economic.

Useful Language
To give examples/reasons/ results:
• For example,/For instance, …/ …such as .../ This is due to/as a result of …
• This way,/Consequently,/ Therefore, …
To introduce points: To make contrasting points:
• One/The first idea/suggestion is to ... • Even though/Despite/In spite of the fact that
• Another/The second idea/suggestion is to …
... • However,/Nonetheless, …
To conclude showing balanced To conclude showing opinion directly:
consideration/opinion indirectly: • I firmly believe that …
• On balance,/All things considered, … • In my opinion, …
• Taking everything into consideration, … • It is, on the whole, my firm belief that …

6 Use the ideas from Ex. 5 and Ex. 6, along with ideas of your own if you wish, to write your essay.
Use words/phrases from the Useful Language box. Follow the plan.

Plan
(Para 1) opening remarks
(Para 2) first viewpoint with examples/reasons/results
(Para 3) second viewpoint with examples/reasons/results
(Para 4) summarise points; give opinion about which is best with reason(s)

11

Leaflet ArtOfWriting_C1.indd 21 23/2/2023 11:10:39 πμ

 Reflection & Evaluation

Answer the questions.

Did I understand what the rubric asked for?

Did I read each prompt carefully?

Did I include as many key points from the prompts as was required?

Did I paraphrase the key points?

Did I use formal style?

Did I support my key points appropriately?

Did I organise my essay into paragraphs?

Did I create well-balanced paragraphs?

Did I present any relevant ideas of my own?

Did I present my own opinion on the topic?

Did I summarise the main points in the conclusion?

Did I use sequence words and linking devices to connect my ideas?

Did I stay within the word limit?

Did I use appropriate punctuation?

Did I use correct spelling?

Did I use grammatically correct sentences?

Use the questions to evaluate your classmates’ performance.

12

Leaflet ArtOfWriting_C1.indd 22 23/2/2023 11:10:40 πμ

 Jenny Dooley

The
of Art
Writing

C2
Leaflet ArtOfWriting_C2.indd 23 23/2/2023 10:51:33 πμ
 Contents
ESSAYS SUMMARISING A TOPIC
Warm-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Essays summarising a topic (complementary texts). . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9
Essays summarising a topic (opposing texts). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
DESCRIPTIVE ESSAYS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15
Describing people. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17
Describing a place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19
Describing an object. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-21
Describing events/experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-23
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
DISCURSIVE ESSAYS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-27
Opinion essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28-29
For-and-against essays. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30-31
Solutions to problems essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32-33
Cause and effect essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34-35
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
EMAILS /LETTERS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38-39
Giving news (informal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40-41
Giving advice (informal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42-43
Inviting/Accepting/Declining (informal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45
Giving information (formal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46-47
Making suggestions/recommendations (formal). . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-49
Making a complaint (formal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50-51
Thanking (formal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52-53
Making a request (formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54-55
Emails/Letters to the Editor/Authorities (formal). . . . . . . . . . . . . . . . . . . . . . . . . . . . 56-57
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
NARRATIVES
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60-61
1st/3rd-person narratives (with prompts). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62-63
Flashback narration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64-65
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
REPORTS
Warm-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68-69
Assessment reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70-71
Reports making suggestions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72-73
Survey reports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74-75
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
ARTICLES
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78-79
Descriptive/Narrative articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80-81
Discursive articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82-83
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
REVIEWS
Warm-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86-87
Reviews I (plays/films/TV series/documentaries/books). . . . . . . . . . . . . . . . . . . . . 88-89
Reviews II (products/apps) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90-91
Reviews III (events) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92-93
Reviews IV (places) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94-95
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
PROPOSALS
Warm-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98-99
Proposals with sources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100-101
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Leaflet ArtOfWriting_C2.indd 24 23/2/2023 10:51:37 πμ

 Reports

• What is the purpose of a report?

Warm-up

• Who do we write reports for?

• What style do we use in reports?
• How is information presented
in reports?

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 Introduction
• Reports are informative formal pieces of writing we
write for a person in authority (e.g. a teacher, superiors,
members of a committee, etc). They normally contain:
- an assessment or evaluation of the positive and/or
negative features of a situation described (assessment
reports)
- a description of something (e.g. how useful the
current computer lab is) and our suggestions/
recommendations (reports making suggestions)
- the presentation and analysis of the results/findings of
research concerning the situation (survey reports).
• The information in a report is presented in separate
sections under appropriate subheadings.
• A report usually starts by stating who it is addressed to
and what their position is, the writer’s full name and his/
her position, what the report is about and the date.
• We normally use present tenses when writing reports,
but past tenses can be used for reports related to
past events (e.g. a report assessing an event that has
already been held), and future tenses and hypothetical
constructions when referring to suggestions/
recommendation.

Outline for reports:

Paragraph 1 Paragraphs 2, 3 Paragraph 4
state the purpose of the report and present each aspect of the rubric general assessment,
what it contains. It is entitled Purpose under separate subheadings recommendation and/or
or Introduction a personal opinion

1 Read the rubrics. Answer the questions.

A. Y
 our student council has been tasked with organising the school graduation dinner and ball. As a member
of the council, you have been asked to write a report evaluating the available venues in terms of size, cost
and appropriateness.

B. Y
 ou are a student who has been given the results of a survey into the effectiveness of the school’s
recycling campaign. Using the results of the survey, write a report for the deputy head teacher on the
relative success of the campaign and make constructive recommendations about ways in which it can be
improved.

C. Y
 our school guidance counsellor is concerned that there has been an increase in the incidents of bullying
at your school and he has asked you to write a report from a student’s perspective, reviewing the current
help available to student victims and suggesting how they can be improved.

D. Y
 ou are a member of the local council. You have been asked by the chairperson to write a report
evaluating the need for a sports centre for local children. Write 200 - 250 words.
You could write about:
• why sports are important for children – think about improving fitness, tackling
childhood obesity, encouraging healthy competition, etc
• the lack of existing facilities in the area
• reducing anti-social behaviour
1. What is your role?
2. Who is the target reader?
3. What is the purpose of the report?
4. What points do you have to cover?
5. Which tenses will you use?
Style
Formal style
Reports are written in formal style, that is:
• complex sentence structure (e.g. The venue has ample space to accommodate our guests in addition to the students
and faculty members.)
• advanced vocabulary (e.g. This report outlines/examines/concerns/assesses …)
• advanced verbs and adjectives (e.g. This report intends to show the expected results of the imminent closure of the
local health centre.)
• full verb forms (e.g. There is an onsite catering service available.)
• formal linking words/phrases (e.g. In summation, the course is suitable …)
• impersonal tone (e.g. It would be appropriate to allow students to …)
• frequent use of passive forms (e.g. The facilities are housed in an unsuitable establishment that is in dire need of
refurbishment.)
• formal expressions (e.g. The venue fully meets our requirements.)

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 2

REPORTS
The paragraphs below are written in the wrong style. Replace the words/phrases in bold with
words/phrases in the list to make the paragraphs formal.
• with regards to • are deemed • establish • amendments

A. The purpose of this report is to work out the success of the new vegan items that were introduced to the
school canteen and offer suggestions about any changes to the current menu that I think are necessary
based on popularity and value for money.

• are inadequate for our purpose • require updating

• state-of-the-art • In conclusion

B. To finish, it is believed that the current studio facilities aren’t good enough for what we need and need
to be newer. It is strongly recommended that investment in a new lighting rig and blue screen technology be
made.

• were to be demolished • the consensus of public opinion is

• a prominent local landmark • indicate

C. The results of the survey clearly show that people agree that the old opera house is an important site in the
area and it would detrimentally affect the community if it was got rid of in favour of a new shopping centre.

Introduction/Conclusion: In the introduction of a report, we should briefly state the reasons for writing the report
and the aspects we will address in the main body. We should also indicate if we will make a recommendation.
In the conclusion, we should summarise the report findings in a concise way and make any necessary
recommendations based on the contents of the main body of the report.

3 Look at the beginnings and endings from various reports. Match the introductions to the conclusions
and say:
• who the reports are written for. • what phrases are used to introduce and conclude
• what the purpose of each report is. each report.
• what each of them concludes and/or recommends. • what the subheadings of the main body
paragraphs could be.

Introductions Conclusions

1. As requested by the board of governors,
this report analyses the information gathered
concerning the introduction of continual
assessment in the curriculum and ascertains its
level of effectiveness. The report examines both
faculty and student opinions and recommends
possible areas for improvement.
2. This report outlines the recommendations
for the council’s planned expansion of the
existing facilities in the public sports centre.
As requested, the report considers the cost,
feasibility and desirability of various proposals
as well as public opinion.
3. The aim of this report is to examine the
findings of a recent poll conducted on behalf
of Nation Bank into the proposed closure of
the local branch in the town of Skelby and the
introduction of online and remote banking.
The report will determine the impact on the
community in addition to weighing up the pros
and cons for the bank.
4. The intention of this report is to assess the
results of the marketing research into Star
Electronic’s proposed new product launch and
its likelihood of success. The report will also
consider the recommendations for changes
made during the research.
A. On the basis of the points mentioned above, it is
obvious that the installation of a swimming pool
would be the preferred option. It is believed that
the potential profit earned by such a facility would
soon cover its initial cost and such a facility would
improve the health of the community.
B. To summarise, the overriding view is that, while
the new product contains a number of attractive
features, it does not go far enough to warrant
the increase in the price tag. It is, therefore,
recommended that a cost analysis be carried out to
determine areas where improvements can be made.
C. In conclusion, it is felt that, in spite of a few teething
problems, the new system is of benefit to all
concerned in that it offers a fairer assessment of
students' abilities. However, the current delivery
system of feedback needs to be clearer in order
for the students to fully benefit from their teacher’s
guidance.
D. It is indicated, therefore, that this branch is no
longer cost-effective and, although its removal will
detrimentally affect a portion of the community, the
cost saving to the bank would deem the closure
necessary. It is our recommendation, however, that
the steps for lessening the impact outlined in this
report be taken without delay.

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 Assessment reports
1 Read the rubric. Underline the key words. Answer the questions.
 ou recently attended a filmmaking seminar with your college drama club. The drama department is
Y
considering including the seminar as part of their filmmaking course. The head of the drama department
has asked you to write a report assessing the effectiveness of the seminar and its usefulness as a teaching
tool. Write your report. (280-320 words)
1. What information would you give before stating the purpose of the report?
2. What is the purpose of your report?
3. Who is the target reader of your report?
4. What topics do you need to write about?
5. What subheadings would you use?
6. What style should you write in?
7. What tenses should you use?
8. How many words should you write?

2 Read the model. Fill in the correct subheadings. Use: Format, Recommendation, Purpose, Value for
money, Areas covered. Then, choose the correct word/phrase in bold.

To: Mr Jenkins, Head of Drama Department

From: Abigail Adams
Subject: Filmmaking seminar
Date: 22nd June
A.
As requested, the following is a report into the suitability of including the filmmaking seminar
at the community college as part of the filmmaking course. The report examines the various
aspects of the course 1) in addition to/moreover its value for money.
B.
The seminar programme consisted of presentations by guest speakers from the industry.
2) Moreover/As well as the presentations, practical sessions were held where the topics were
explored further. These practical sessions gave the participants some hands-on experience
practising the information they had just reviewed. However, 3) despite/while these practical
sessions were an extremely helpful learning tool, there were unfortunately too many participants
Note! Tenses in each group. 4) For this reason/For instance, smaller group sizes or one-on-one tutorials
in reports are would have been preferable.
commonly used in C.
the passive voice. A number of different areas of film production were examined, which gave a good grounding
in each of the production stages. It was particularly helpful seeing how the different roles are
arranged throughout the process. 5) On the other hand/In spite of, it may have been of
more use for each individual to have selected one or two specialties to approach in more detail.
D.
All materials used during the seminar and the hire of all equipment were included in the cost.
6) To start with/To my mind, it was good value for money considering all the items which
had been covered. 7) All things considered/That being said, it may
prove prohibitively expensive for a number of students on the
drama course. The college should be approached to determine
Note! In assessment whether a special package can be arranged.
reports, we
can make a E.
recommendation Taking everything into consideration, I think that the
based on our course is well constructed and an excellent source of
assessment in the information. I would definitely recommend that it be
conclusion. added to the course in spite of the aforementioned
drawbacks. 8) By and large/It is my belief that
the knowledge gained by the students would be
invaluable.

3 Look at the model in Ex. 2 again and underline

all the passive forms used.

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 4

REPORTS
Put the verbs in brackets into the correct active or passive tense. Some variation is possible.
1. As requested, this report (assess) the suitability of the conference hall as a venue for the
graduation ball (hold) in September.
2. A high number of visitors (expect) to attend the event.
3. The product (rigorously/test) in order to verify the claims that (make) in
the advert.
4. The impact on the community of the new building (take into) consideration and
recommendations regarding the lessening of its impact (include).

5 Read the rubric and answer the questions.

 our school’s annual prize-giving is coming up but the assembly hall is currently undergoing renovation. As
Y
a member of the student council, you have been asked by your headteacher to assess the town hall as a
possible replacement venue, evaluating its capacity and onsite facilities. You should also bear in mind that the
event will feature the school choir and orchestra, who require space. Write your report. (280-320 words).
1. What information would you give before stating 5. What subheadings would you use?
the purpose of the report? 6. What style should you write in?
2. What is the purpose of the report? 7. What tenses should you use?
3. Who is the target reader of the report? 8. How many words should you write?
4. What topics do you need to write about?

Brainstorming: Before we begin writing, we should spend some time thinking of ideas related to our task. It would
be a good idea to make a spidergram or table and make notes under the subheading we will write about. This will
help us plan what we are going to write.

6 Fill in the spidergram with the notes (1-6) in the list.

Positive points Negative points

Capacity

Positive points Negative points

TOWN HALL Facilities

Performance Positive points Negative points

1. Sound system in need of updating and lighting rig out of order.

2. Venue has substantial seating with extra space on balcony for 50 people.
3. Raised stage suitable for both orchestra and choir and a preparation/dressing area.
4. Ample onsite parking for staff and guests and nearby on street spaces. Also enough toilets,
and kitchen can be hired with the hall for catering purposes.
5. Building does not have disabled access. Work to install it scheduled for after event.
6. Seats at venue are hard and would be uncomfortable for long periods of time.

7 Use the ideas from Ex. 6 to write your report for the rubric in Ex. 5. Use appropriate words and
phrases from the Useful Language box.

Useful Language
To introduce To end
To introduce/ To introduce To summarise To recommend
list points contrasting • To conclude/ • It is (therefore) felt/believed/
• Firstly/First points To sum up/In apparent/obvious (that) … would
of all/To • However/On conclusion … be ideal for …
begin with, the other hand/ • On the basis of the • It would (not) be advisable/
… In contrast / points mentioned advantageous/practical/wise to
• Secondly … Nevertheless, … above/On the …
• Despite/In spite whole, it would
• Moreover/In • I (strongly) recommend/would
of the fact that seem (that) …
addition … suggest (that) …
…
• Alternatively … • My/Our recommendation is that
… should be …

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 Reports making suggestions
1 Read the rubric. Underline the key words. Answer the questions.
 he managing director of the company you work for as the Head of Human Resources is concerned that
T
there has been an increase in the levels of staff absenteeism and low morale. He has asked you to write
a report giving the reasons for this recent change and possible actions that can be taken to rectify the
situation. Write your report. (280-320 words)
1. What information would you give before stating 5. What subheadings would you use?
the purpose of your report? 6. What style should you write in?
2. What is the purpose of your report? 7. What tenses should you use?
3. Who is the target reader of your report? 8. How many words should you write?
4. What topics do you need to write about?

2 Read the model and fill in the correct subheadings. Use:

• Work/Life balance • Introduction • Pay scheme
• Training sessions • Conclusion

To: Albert Ginney, Managing Director

From: Susan Calmine, Head of Human Resources
Subject: Reducing staff absenteeism and increasing morale
Date: 26th January
A.
The purpose of this report is to attempt to identify the reasons for the recent increase in staff
absenteeism and low staff morale. This report will also identify ways in which the problems can
be addressed.
B.
The first possible issue identified is that of the constraints of the fixed working day. A
number of employees have families and have struggled to maintain a 9-5 day alongside their
family obligations. Consequently, they have experienced significant amounts of stress. It is
recommended, therefore, that the company introduce flexitime whereby employees can manage
their time more effectively and tend to outside needs, while still meeting their work targets.
C.
Another area of concern is the recent cancellation of the reward system regarding staff who
participate in training events. Previously, these workers would receive a day off in lieu for any
events attended outside the working week. However, this practice was abolished as a cost-
cutting measure. I strongly believe that the costs saved do not outweigh the negative impact on
Note! In reports staff morale, and that the compensation should be reintroduced. If we did so, staff morale would
making suggestions, receive a significant boost immediately.
all of the D.
suggestions should
be followed by their The final problematic area appears to be the new performance-based pay scheme.
expected results. A number of employees have expressed dismay due to the complicated
structure of the scheme and its lack of transparency. I would recommend
that a company-wide seminar be held to provide more information to the
employees about the way in which their production rate is assessed and
remunerated. This would lead to an increased appetite for
work.
E.
To summarise, it would appear that the problem
is resolvable. If the above actions are adopted, a
boost in staff morale and a reduction in absenteeism
will follow within a short space of time.

3 Complete the table with information from the report in Ex. 2.

SUGGESTIONS EXPECTED RESULTS
1.
2.
3.

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 4

REPORTS
Find the corresponding formal language for the sentences below in the report in Ex. 2.
1. I’m writing this report to try to find out why workers have been off recently and why they are not happy.
2. Some workers find it difficult working normal hours when they have a family.
3. Also, some staff have a problem with not getting anything extra anymore when they do training.
4. Before, they would get an extra day’s holiday if they went to an event at the weekend.
5. Some workers aren’t happy about how the scheme works and the fact that it’s difficult to understand.
6. In other words, you can fix the problem if you do what I say and it won’t last long.

5 Read the extract below and replace the underlined words/phrases with the formal expressions given.
• volume of traffic • implement • constructing traffic-calming
• increasing the number of • alternate days measures
pedestrian crossings • significant growth • pedestrians
• an upturn in the rate of • road infrastructure

Traffic Congestion
There has been 1) a big rise in the 2) number of cars and other
vehicles in the city centre over the last six months. This has led
to both a rise in pollution levels and 3) more accidents, especially
those involving 4) people walking. It is, therefore, recommended that
we improve the 5) way the roads are set up by 6) building speed
bumps and 7) more places for people to cross. We should also 8) start
a traffic control scheme, allowing cars with certain number plates
access to the area on 9) every second day.

6 Read the rubric and answer the questions.

 ou have recently been on a student exchange programme with your language school and it is your
Y
school’s turn to host students next month. The director of the school has asked you to write a report
suggesting events and/or activities to organise for the visiting students to make their stay an enjoyable and
successful one. Write your report. (280-320 words)
1. What information would you give before stating 5. What subheadings would you use?
the purpose of the report? 6. What style should you use?
2. What is the purpose of the report? 7. What tenses should you use?
3. Who is the target reader of the report? 8. How many words should you write?
4. What topic do you need to write about?

7 Match the suggestions to the expected results.

Suggestions Expected Results

1. organise cultural outings A. students get the opportunity to relax and enjoy themselves

2. visit an outdoor market B. students can see the cultural background of the language

3. hold an end-of-visit ball C. students hear the language in everyday use

8 Use the ideas in Ex. 7 and the rubric in Ex. 6 to write your report using appropriate subheadings. Use
words and phrases from the Useful Language box to help you.

Useful Language
To express cause/effect To express result To express purpose To express opinions
• Owing to the fact that/ • Thus,/ • To (+ inf) • I firmly/strongly
Because (of)/Due to (the Therefore,/ • In order to/that believe (that) …
fact that) … As a result/ • As far as I am
• So as (not) to …
• Thanks to … Consequently,/ concerned, …
For this reason, • So that …
• On the grounds that … • I am of the opinion
… • With the intention/
• Given that … that …
• By doing this, purpose of (+ -ing)
• In view of/Seeing that … … • I am inclined to
• for (+ -ing)
• That is why … believe that …
• … is attributed to …

73

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