Description This overview activity asks students to discuss some questions about Paper 2, Wr iting.

They then look at a Part 1 task and analyse the question. They also look at Part 2 an d decide which task they would choose and why. Time required: 30 minutes Materials required: . . . . Student s worksheets 1 and 2 (one copy per two students) Sample task (one copy per student) Student s worksheet 3 (optional) Cambridge English Proficiency handbook (optional)

Aims: . to familiarise students with the content of the Writing paper . to help students focus on what is required in Part 1 . to make students aware of the choice of task types in Part 2 and the importance of making the right choice.

Procedure 1. For these activities, you can use the Sample task below or the Cambridge Engl ish Proficiency Handbook. Divide the class into pairs, Student A and Student B. Give Student s worksheet 1 to Student A and Student s worksheet 2 to Student B. Go through the instructions for Exercise 1. Set a time limit of approximately 5 min utes. Go through the answers (see Key) and ask if anyone has any other questions. 2. Explain that they are going to look at a Writing paper to see exactly what th ey have to do. Introduce Part 1 by reminding them that it s compulsory and that they have to process some input material. Give out the Sample tasks. Allow students about 5 minutes to discuss Exercise 2 in pairs. 3. Go through the answers with the students (see Key). Point out that these are the sort of questions candidates should ask themselves in the exam to make sure they understand the context, address all the content points and write the correct num

ber of words in a suitable style. 4. Refer students to the Part 2 questions on the Sample tasks. Point out that ma king the right choice of question is important. Candidates should choose the task that is suitable for a) What kind b) What kind c) What kind them. Ask: of person might find question 2 easy to answer? of person might find question 3 easy to answer? of person might find question 4 easy to answer?

d) What do you need to know to answer question 5? e) What are the topics in the three questions? Which one/s would you find easier to answer? f) What type of writing matches your skills best? See Key. 5. Discuss the benefits ormation). This may be a good time t texts. 6. Ask students to read would choose, as if they were decide, but don t allow of preparing for a set text question (see Additional inf to decide with the group whether to choose one of the se questions 2, 3 and 4 in Part 2 and decide which one they in an exam. Ask them to note down how long they take to more than 5 minutes.

Students discuss their choices with a partner, explaining how they went about choosing a particular task. Write the following discussion questions on the boar d: How long did you take to decide? Did you: . pick out any key words? . think about your own experience and knowledge? . note down vocabulary/expressions? . consider whether you know enough about the style required by that genre? . consider the type of grammar (tenses, modal verbs) that would be appopriate for the topic?

Feed back with the whole class (see Key).

Additional information You may like to look at the FAQs on Writing on the Teacher Resource website too, but avoid covering points that you will look at in more detail later in this act ivity. In Part 1, the context and content points are all covered in the task itself and information about the number of words and type of writing they have to produce i s given in the instructions. You will also find information about the set books on the Cambridge English Proficiency website. There are always two set books to choose from (each book stays on the list for 2 years) there are always questions on these books in the exam (see the website for

more information). It s worth considering whether you can build in work on the set books into your syllabus because

it encourages reading, which develops students vocabulary and the range of language they encounter. it gives students a wider choice in Part 2, especially as a range of books is offered to appeal to different tastes. the story and vocabulary and themes related to the set book can be covered in class before the exam. This gives students a lot of support for one of the Part 2 questions. students can be given chapters to read for homework and some time can be spent in class discussing the themes, the characters and so on. writing homework can be given to practise for the set book question. as part of the preparation for this and the Reading paper, students can read book reviews, which will also widen their range of reading texts. Assessment Examiners mark tasks using Assessment Scales that have been developed with expli cit reference to the Common European Framework of Reference for Languages (CEFR). The scales consist of four sub-scales: Content, Communicative Achievement, Organisation, and Language: Content focuses on how well the candidate has fulfilled the task, in other words if they have done what they were asked to do. Communicative Achievement focuses on how appropriate the writing is for the task and whether the candidate has used the appropriate register. Organisation focuses on the way the candidate puts together the piece of writing , in other words if it is logical and ordered. Language focuses on vocabulary and grammar. This includes the range of language as well as how accurate it is. Responses are marked on each sub-scale from 0 to 5. Further details of the Assessment Scales and examples of candidate responses wit h examiner comments can be found in the CPE Handbook. Set reading texts In question 5, the examiners are looking for evidence that candidates have read and understood a set text and are able to provide evidence of this in the form of il lustrated description and discussion. Assessment is based, as for the other tasks, on cont rol of language in fulfilling the task set, and also requires explicit reference to the chosen text. Candidates should not attempt these tasks without having prepared the texts thor oughly. Suggested follow-up

Give out copies of Student s worksheet 3 and get students to complete it as you go through the course, adding information as you work on each type of writing.

alternatively, you could ask students to do research and then fill in parts of t he chart for homework. you could also ask students to bring in examples of the different types of writi ng in their own language or in English. See Key for a completed chart.

Answer keys Procedure step 4 Question 2 will appeal to many students because many people have a building in t heir town or city that they like very much. It could be a world famous building such as th e Eiffel Tower, the Colisseum, the Parthenon or a less well-known building that is important locally. Note that it includes museums so you can write about the inside of the building as well as the outside.You have a free choice, which make s it an attractive question This question requires descriptive writing. A article should be written in a sty le which attracts the readers. Question 3 may be suitable for candidates with an interest in cartoon books and website groups. If you have never read a cartoon book and don t belong to a website group, this is not the question for you. It is quite a specialised question. Not e that you have to express opinions. Question 4 has wide appeal because everyone has made an important decision in th eir life. The decision is not specified so you have a free decision based on your own personal experience. You have to give reasons and discuss possibilities. Question 5 is suitable for students who have read the set book(s) or seen the fi lm(s). What are the topics in the five questions? Which one/s would you find easier to answer? Students can make a good choice by selecting a task which requires them to write about a topic that they have studied in class because they will have a wide range of app ropriate vocabulary on the topic and they may have already discussed many related ideas. What type of writing matches your skills best? Some students have a flair for writing descriptive language (good for question 2 ) which could be suitable for a review, whereas others may be very good at expressing th emselves very logically (good for question 4) and may find essay and report writing easie r. All these factors (experience, knowledge, skills) influence students estion. Procedure Step 6 Students should probably spend around 5 minutes to make their choice in the exam , to choice of qu

ensure they don t rush into a question without thinking all the issues through. Highlighting key words in each question will help them to focus on what s required and whether they can answer that question By brainstorming the vocabulary required by a question, they can check that they have enough at their fingertips

Doing this, as well as considering your experience and knowledge, will help you to eliminate certain tasks. If a topic appeals but you can naturally write a differ ent genre more easily, you should consider which is better for you.

Exercise 1 Student s Worksheet 1 Student s Worksheet 2 1 b 1 d 2 d 2 a 3 e 3 c 4 c 4 e 5 a 5 b

Exercise 2 1 What text type do you have to write? An essay 2 Who are you writing to? Essays are written for teachers, examiners and the general reader 3 Why are you writing? To summarise and evaluate the key points, to present a logical argument 4 What are you going to include in your writing? Traditional advertising: advantages and disadvantages Digital advertising: advantages and disadvantages

Yout own ideas about these points 5 How many words are you going to write? 240- 280 6 What style is your writing gong to be in? Neutral register, slightly formal.

Student s Worksheet 3 (suggested answers) Type of writing Who reads it? format/organisation type of language Article A general reader of a magazine or newspaper Headline Sub-headline Paragraphs (para 1 usually has main info. and subsequent paras have more details/background) An article is engaging (has a catchy title) and interests the reader. Descriptions, examples and anecdotes are often appropriate. The language should be lively and colourful. There should be opinion and comment. Report Usually a superior, a boss or college Title,clearly organised, may Factual information,

suggestions or

principal include headings recommendations are made Letter The reader will be specified in the exam e.g. the editor of a newspaper, the director of an international company or a friend Letters should have an opening salutation, clear paragraphing and closing phrasing. may be narrative, factual etc. It depends on the question. Essay A teacher Paragraphing, using linkers and good opening and closing paragraphs are essential. An essay should present an argument and give reasons for this. Review Usually the reader of a magazine Often similar to an article with a headline/title and paragraphs There should be a good description of the event etc and the writer s personal opinion should be clear. There should also be a recommendation to the reader Set book

It depends if it s an essay, a review, a report or an article (see above) It depends if it s an essay, a review, a report or an article (see above) This should include description of the book etc + discussion of the characters. The writer should express his opinions and give reasons for these.

Student s Worksheet 1 Exercise 1 Work in pairs; Student A and Student B. Each of you has five questions about the writing paper and the answers to your partner s questions. However, the answers to your pa rtner s questions are jumbled up.

Ask your partner your questions and listen to your partner s answer. Then your par tner will ask you their questions, and you must find the correct answer from Information A .

Questions A 1 2 3 4 5 How many parts are there in the Writing paper? Where do we write the answers? Is each part worth different marks? Do we have to write in pen? What sort of things do we have to write?

Information A a. Part 1 is one compulsory task. However in Part 2, we select one task from a c hoice of five. b. If we write significantly fewer words, it s likely that we haven t successfully c ompleted the task. Overlong pieces may involve irrelevancies, repetition of ideas, poor organisation and have a negative effect on the target reader. c. four/five: questions 2, 3, 4 and 5. Question 5 is divided into a) and b) (one for each set book) d. One hour thirty minutes e. In Part 1 we have to write 240 280 words. In Part 2, 280 320 words. Exercise 2 Read through Part 1 of the Writing paper and discuss these questions with a part ner.

1 What text type do you have to write? 2 Who are you writing to? 3 Why are you writing?

4 What are you going to include in your writing? 5 How many words are you going to write? 6 What style is your writing going to be in?

Student s Worksheet 2 Exercise 1 Work in pairs; Student A and Student B. Each of you has five questions about the writing paper and the answers to your partner s questions. However, the answers to your pa rtner s questions are jumbled up.

Your partner will ask you their questions, and you must find the correct answer from Information B. Then ask your partner your questions and listen to your partner s a nswer.

Questions B 1 How much time do we have for the Writing paper? 2 Do we have a choice in both parts? 3 How many questions are there in Part 2? 4 How many words do we have to write? 5 Is it a problem if I write too many or too few words?

Information B a. The task type in Part 1 is an essay and the task focus is discursive, particu larly summarising and evaluating. In Part 2: an article, an essay, a letter, a report, a review b. There are two parts in the Writing paper. c. Answers in the Writing paper must be written in pen. d. We must write our answers on the lined pages following each question. We can also use the blank pages at the back of the question booklet to make notes but these pages will not be marked. These pages may also be used to finish answers to the questions but we should make it clear that the writing is part of our answer. e. No, each part carries equal marks. Exercise 2 Read through Part 1 of the Writing paper and discuss these questions with a part ner.

1 What text type do you have to write?

2 Who are you writing to? 3 Why are you writing? 4 What are you going to include in your writing? 5 How many words are you going to write? 6 What style is your writing going to be in?

Student s Worksheet 3 Exercise 3 To help you think about the different genres in Cambridge English Proficiency, f ill in the table below. Think carefully about the following questions: Who might read each type of writing in real life? What format/organisation does each piece of writing typically have? What type of language do writers usually use? The first one has been completed as an example. Type of writing Who reads it? format/organisation type of language Article A general reader of a magazine or newspaper Headline Sub-headline Paragraphs (para 1 usually has main info. and subsequent paras have more details/background) An article is engaging (has a catchy title) and interests the reader. Descriptions, examples and anecdotes are often appropriate. The language should be lively and colourful. There should be opinion and comment. Report

Letter

Essay

Review

Sample Tasks Part 1 You must answer this question. Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use yo ur own words throughout as far as possible, and include your own ideas in your answers. Write your answer in 240 280 words.

1 The Excitement of Advertising Outdoor advertising has to attract, engage and persuade potential customers; it is the most important way of grabbing customers attention and outdoor media continue to undergo a transformation. At the core of this transformation is the digital screen media, which encompass everything from giant screens to digital billboards. The technology is cheap and advertising agencies rave about the creative possibilities for advertisements which entertain, amuse, inform, inform , make the environment brighter and enliven the world we live in.

Advertising: an undesirable business Once upon a time outdoor advertising was straightforward. Posters were stuck up on anything from a bus shelter to a motorway hoarding. Many people considered this kind of advertising to be fairly dull, a harmless blot on the landscape and chose to ignore it. These people now regard digital advertising as a form of unwanted, creeping commercialization: it attracts a buzz simply because it is new. They feel that any advertising which targets children or vulnerable adults is a dubious practice at the best of times, and digital advertising is, moreover, wasteful, damaging to the environment and completely unnecessary.

Write your essay.

?22 through

Part 2 Write an answer to one of the questions 2 80 320 words in an appropriate style. 5 in this part. Write your answer in 2

2 A travel magazine has asked readers to send in articles on their favourite pub lic building, a town hall or museum, for example. You decide to write an article in which you describe your favourite public building. Explain why it is your favourite bu ilding and assess its significance for the wider community. Write your article. 3 You belong to an English-language reading group which recently read a book in cartoon format. You have agreed to write a review of the book for the group s website. In your review you should give your opinion of the cartoon format used for the book and say whether you think cartoons are a good way of telling a story in general Write your review. 4 A popular English-language magazine has invited readers to send in letters sha ring their recent experience of making an important decision. You decide to send a le tter in which you briefly describe the situation and explain the reasons why you took an important decision, and assess what the consequences of that decision might be i n the future. Write your letter. You do not need to write postal addresses. 5 Write and answer to one of the following two questions based on one of the tit les below. Write 5(a) or 5(b) at the beginning g of your answer. (a) Tracy Chevalier: Girl With A Pearl Earring A literary magazine has asked readers to send in articles on Creating Atmosphere in Novels . You decide to write an article on Girl With A Pearl Earring in which you describe the atmosphere of secrecy and fear which Griet experienced in the Vermeer household. You should also explain how Griet s relationships with two or three of the following characters added to her feelings of anxiety: Cornelia, Catharina, Maria Thins and van Ruijven. Write your article. (b) Tobias Hill: The Cryptographer

You belong to a book club which has asked its members to write reports on the theme of trust in a novel of their choice. You decide to write a report recommending The Cryptographer, describing the part trust plays in the development of the story and assessing how important trust is to at least two characters in the novel. Write your report.