118683 CPE NEW Writing Overview

Cambridge English Proficiency Writing: Overview

UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Cambridge English Proficiency: Writing Overview www.teachers.cambridgeesol.org Page 1 of 12

Description

This overview activity asks students to discuss some questions about Paper 2, Writing. They then look at a Part 1 task and analyse the question. They also look at Part 2 and decide which task they would choose and why.

Time required: 30 minutes

Materials required:

Students worksheets 1 and 2 (one copy per two students)

Sample task (one copy per student)

Students 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 English Proficiency Handbook. Divide the class into pairs, Student A and Student B. Give Students worksheet 1 to Student A and Students worksheet 2 to Student B. Go through the instructions for Exercise 1. Set a time limit of approximately 5 minutes.

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 they have to do. Introduce Part 1 by reminding them that its 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 number of words in a suitable style.

4. Refer students to the Part 2 questions on the Sample tasks. Point out that making the right choice of question is important. Candidates should choose the task that is suitable for them. Ask:

a) What kind of person might find question 2 easy to answer?

b) What kind of person might find question 3 easy to answer?

c) What kind 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 of preparing for a set text question (see Additional information). This may be a good time to decide with the group whether to choose one of the set texts.

6. Ask students to read questions 2, 3 and 4 in Part 2 and decide which one they would choose, as if they were in an exam. Ask them to note down how long they take to decide, but dont allow 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 board:

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 activity.

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 is 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).

Its 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 explicit 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 with 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 illustrated description and discussion. Assessment is based, as for the other tasks, on control 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 thoroughly.

Suggested follow-up

Give out copies of Students 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 the chart for homework.

you could also ask students to bring in examples of the different types of writing 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 their town or city that they like very much. It could be a world famous building such as the 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 makes it an attractive question

This question requires descriptive writing. A article should be written in a style 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 dont belong to a website group, this is not the question for you. It is quite a specialised question. Note that you have to express opinions.

Question 4 has wide appeal because everyone has made an important decision in their 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 film(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 appropriate 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 themselves very logically (good for question 4) and may find essay and report writing easier.

All these factors (experience, knowledge, skills) influence students choice of question.

Procedure Step 6

Students should probably spend around 5 minutes to make their choice in the exam, to ensure they dont rush into a question without thinking all the issues through.

Highlighting key words in each question will help them to focus on whats 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 different genre more easily, you should consider which is better for you.

Exercise 1

Students Worksheet 1 Students 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.

Students 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 writers personal opinion should be clear. There should also be a recommendation to the reader

Set book It depends if its an essay, a review, a report or an article (see above)

It depends if its 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.



Students 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 partners questions. However, the answers to your partners questions are jumbled up. Ask your partner your questions and listen to your partners answer. Then your partner will ask you their questions, and you must find the correct answer from Information A. Questions A

1 How many parts are there in the Writing paper?

2 Where do we write the answers?

3 Is each part worth different marks?

4 Do we have to write in pen?

5 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 choice of five.

b. If we write significantly fewer words, its likely that we havent successfully completed 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 240280 words. In Part 2, 280320 words.

Exercise 2

Read through Part 1 of the Writing paper and discuss these questions with a partner.

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?



Students 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 partners questions. However, the answers to your partners 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 partners answer.

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, particularly 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 partner.

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?



Students Worksheet 3 Exercise 3

To help you think about the different genres in Cambridge English Proficiency, fill 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 your 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 5 in this part. Write your answer in 280 320 words in an appropriate style.

2 A travel magazine has asked readers to send in articles on their favourite public 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 building 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 groups 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 sharing their recent experience of making an important decision. You decide to send a letter 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 in 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 titles 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 Griets 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.

Description30 minutesTime required:Materials required: to familiarise students with the content of the Writing paperAims:ProcedureAssessmentAnswer keysProcedure step 4Procedure Step 6Exercise 1Exercise 2Students Worksheet 3 (suggested answers)

Students Worksheet 1Students Worksheet 2Students Worksheet 3Sample Tasks

118683 CPE NEW Writing Overview

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