Professional Documents
Culture Documents
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Step 1 : Brainstorm for ideas Write down all the ideas you can think of Dont worry about whether the idea is relevant Dont worry about grammar or spelling You can write in your own language
Step 2: Organise your ideas Decide which ideas to keep and cross out the others Group similar ideas together Organise the groups according to a writing plan
Step 3: Focus on language Think of words and expressions you will need in your work
Step 4: Write a first draft Write your first draft on the computer or by hand. If you are writing by hand , use a pencil. Leave wide margins for notes. Leave space between lines for additions and corrections Write quickly. Dont worry about neatness or accuracy If you cant think of a word in English, write it in your own language. Look up the word in a dictionary later. If you cant spell a word, write it any way you can. Then check the word in a dictionary or use a spellcheck when you have finished.
Step 5: Check your work Use the Writer Checklist on this page to improve your work.
Step 6: Write a final draft 1 If you are writing by hand: copy your corrected work neatly onto a clean sheet of paper Use a pen and leave a margin on the left-hand side Make sure your paragraphs are clearly indicated
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NOTE
You can indicate the beginning of a paragraph by: 1. Indenting (moving the first word of the paragraph to the right) 2. Skipping a line before beginning a new paragraph. Each paragraph begins at the left-hand margin. Both styles are correct, but be consistent in your writing. The indented style is preferred for informal letters.
WRITERS CHECKLIST
ORGANIZATION I organized my work according to a plan Each paragraph has one topic My paragraphs are clearly indicated My ideas are in al logical order I used suitable connectors to link my ideas
CONTENT My work is interesting and original I began with a suitable opening sentence I presented my ideas clearly I included only relevant ideas I supported my ideas with details and examples (opinion, for and against essay) I ended with a suitable closing sentences I used connectors to link my ideas LANGUAGE My grammar is correct My spelling is correct My word order is correct My punctuation is correct I used capital letter correctly I used adjectives and adverbs correctly
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Prewrite Collect information and begin organizing ideas using prewriting strategies such as: -brainstorming (either individually or with a group) -notetaking -outlining -webbing Draft Write a first draft and get feedback either from peers in a writers response group or from teacher. At this stage feedback should focus on: -clear purpose -sense of audience -organized and well-developed ideas Revise Use feedback to re-visit the first draft, clearing up any ambiguities and developing ideas. Proofread Edit writing, correcting errors in spelling, grammar, etc. Publish Turn in final draft of writing for assessment.
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Purpose Adding points To express a contrast To describe a cause or reason To describe a result To show purpose To describe similarity To express personal opinions To introduce facts To make general statements To list points To introduce opposing points To show sequence To show time To conclude
Examples And /in addition/furthermore/moreover/whats more/besides/ also/too/as well as/ But/ however/nevertheless/yet/still/although/ even if/ even though/ in spite of/ despite Because (of)/since/ due to/ as / as a result of/one/another reason foris So/ therefore/consequently/thus/ as a result/ as a consequence/ for this reason/ that is why In order to/so as to/so that/to Similarly/likewise/in the same way In my opinion/ I (strongly) believe (that)/ I think/feel(that)/ in my view/ it seems to me (that) personally/ as I see it In fact/ as a matter of fact/actually/ the truth is (that) In general/generally/ as a rule/ on the whole To begin/ start with / in the first place / first of all / for one thing/ firstly, secondly, thirdly/finally/ lastly On the one hand/ on the other hand/in contrast/ contrary to/ it can also be argued that/ but there are people who say/think (that) First/at first/ in the beginning/before/ next/then/soon/meanwhile/later/after that/ afterwards/ at last/ eventually/ finally/ in the end/ during/ when When/while/before/ after/ until/ as soon as/ by the time In conclusion/ to sum up/ in short/ all in all
Linking words
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Linking words help you to connect ideas and sentences, so that people can follow what you say. Here is a list of linkers:
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"We are concerned not only by the costs, but also by the competition."
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In short In brief In summary To summarise In a nutshell To conclude In conclusion We normally use these words at the beginning of the sentence to give a summary of what we have said or written.
Instituci La Miranda | The Writing process by Fina Melgar
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The former, the latter Firstly, secondly, finally The first point is Lastly The following The former and the latter are useful when you want to refer to one of two points. "Marketing and finance are both covered in the course. The former is studied in the first term and the latter is studied in the final term." Firstly, secondly, finally (or lastly) are useful ways to list ideas. It's rare to use "fourthly", or "fifthly". Instead, try the first point, the second point, the third point and so on. The following is a good way of starting a list. "The following people have been chosen to go on the training course: N Peters, C Jones and A Owen." Giving a reason .......................................................................................................... .....................
Due to / due to the fact that Owing to / owing to the fact that Because Because of Since As Due to and owing to must be followed by a noun.
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"Due to the rise in oil prices, the inflation rate rose by 1.25%." "Owing to the demand, we are unable to supply all items within 2 weeks."
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Therefore So Consequently This means that As a result Therefore, so, consequently and as a result are all used in a similar way.
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But However Although / even though Despite / despite the fact that In spite of / in spite of the fact that Nevertheless Nonetheless While Whereas Unlike In theory in practice On the one hand,... on the other hand.... But is more informal than however. It is not normally used at the beginning of a sentence. "He works hard, but he doesn't earn much." "He works hard. However, he doesn't earn much." Although, despite and in spite of introduce an idea of contrast. With these words, you must have two halves of a sentence. "Although it was cold, she went out in shorts." "In spite of the cold, she went out in shorts." Despite and in spite of are used in the same way as due to and owing to. They must be followed by a noun. If you want to follow them with a noun and a verb, you must use the fact that.
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"Despite the fact that the company was doing badly, they took on extra employees." Nevertheless and nonetheless mean in spite of that or anyway.
Instituci La Miranda | The Writing process by Fina Melgar
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Useful connectors: 12 On the one hand, on the other hand, It is true that, Firsly, Secondly, Thirdly, For example, For instance, such as, Furthermore, However, Nevertheless, Due to, As a result, I believe that, In my opinion, In my view, The question is whether, In addition, Consequently, In conclusion, To sum up Instituci La Miranda | The Writing process by Fina Melgar
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ADULT SUPERVISION FOR TEEN DRIVERS- Good or Bad? It is well known that teen drivers are often involved in fatal driving accidents. In order to help deal with this issue, some governments around the world have proposed that new teen drivers should bee required to drive with adult supervision for a period of time. While this suggestion may sound like a good way to save lives, in my opinion, it will not solve the problem. First of all, a persons age doesnt determine their level of responsibility or their driving ability. Its a fact that many accidents have involved experienced adult drivers. Secondly, I believe that the more time a driver spends on the road, the better his or her driving ability will be. By preventing new drivers from driving without adult supervision, new drivers will inevitably gain less driving experience since they will only be able to drive when an adult supervisor is free to accompany them. In short, forcing young drivers to drive with adult supervision will not reduce the number of teen fatalities. It is only by educating teenagers and adults about the importance of safe driving that we can hope to make a difference.
Useful connectors: Many people think that, In my opinion, however,, I disagree, In my view, I believe that ..., However, Despite this, , First of all, , Secondly,In addition,, Therefore, As a result, It is clear that In short,To sum up, In conclusion,
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JUMPING TO THE WRONG CONCLUSION Last Saturday I visited my grandmother, who lives on the other side of London. I had not seen her for ages and I was looking forward to eating a piece of her delicious cake. It was a cold day, so I dressed warmly in a hat and scarf. I got onto the train and looked for a place to sit. I walked up and down the aisles for some time until I found an empty seat next to an elderly man who was reading a newspaper. Relieved, I sat down and took out my book. As soon as I had begun reading, I felt that the man was watching me. I felt very uncomfortable. I wanted to move but there were no empty seats. Finally, the train pulled into Kings Cross station. I rushed off the train, eager to escape the stare of the old man. I left the station and began walking towards my grandmothers house. After a few moments, I had a strange feeling that someone was following me. I turned round. To my surprise, the elderly man who had sat next to me on the train was running towards me. I started to run. I could hear the man coming up behind me. In a minute he would catch up with me Wait! he shouted. I stopped. The man stretched out his hand and I could see that he was holding something. Your hat, he said. You left it on the train. At that moment I realized that I had jumped to the wrong conclusion.
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Useful connectors: Time expressions- Last weekend/ summer/year,, Two years ago,., It was a cold/hot/ stormy day, It all began when, One afternoon Fortunately, / Unfortunately, / Luckily, To my surprise,, I felt, The funny thing is that Before I knew it Connectors of sequence- At first, before, after that, next, later, when, then, until, as soon as, soon, suddenly, while, during, eventually, in the end, meanwhile.
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MODEL SUMMARY: DVDs designed specifically for babies and toddlers are very popular. Yet recent research has suggested that they may in fact be harmful to childrens development . In view of those findings, a recent campaign has accused media companies of deliberately misleading parents by implying that these products have educational value. Consequently, the baby Einstein company has agreed to give a refund to parents wishing to return the DVDs, although it is uncertain how many parents will accept their offer.
Useful language: TIP: Leave out less important examples and details. Shorten or combine sentences and try to use your own words. BEING CONCISE: Apparently,, Finally,, If, Clearly,, Consequently,, In short, Presently, although.
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The Wedding Last week, I went to my cousins wedding. I hadnt seen my cousin for many years and I didnt know many of the other guests, so I wasnt expecting to enjoy myself. In the end, I had a great time. When I arrived, the wedding hall was already full of people. People were standing around talking excitedly and there was a real buzz in the air. The room was beautifully decorated with flowers and balloons and the sweet smell of the flowers hung in the air. I couldnt help but feel excited. It felt as if something very special was about to happen. Suddenly the musicians began to play. Everyone stopped talking at once and turned to face the door. As the bride entered, many of the guests had tears in their eyes. I felt so moved. As she walked past in her beautiful white dress, my cousin turned and smiled at me. She looked so happy. I realized that I wouldnt have missed this occasion for the world!
Useful connectors: Last week , When , Suddenly, I felt, I heard, It seemed, The atmosphere was, The crowd/people were It turned out to be All in all, In the end, 18
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The Natural History Museum One of my favourite places is the Natural History Museum in London. The museum is located in Kensington, close to the Kensington underground station. This museum is a very popular attraction, and for good reason. Its one of the finest museums in the world and admission is free! The building itself is architecturally breathtaking, with its impressive ornate faade and enormous central hall. The ceilings, walls and arches are intricately painted and carved with animals and plants, representing the museumss exhibits. The museum has got two main galleries, the Life Galleries and the Earth Galleries. The Life Galleries offer displays of nearly all living things on earth, from gigantic dinosaurs and huge whales to the tiniest birds and insects. In the Earth Galleries, visitors can explore natural phenomena such as earthquakes and volcanoes and examine thousands of fossils and precious stones. I highly recommend the Natural History Museum to anyone visiting London. Its more than a museum- its an experience.
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Useful language: The first thing people notice , It is located, The scenery is, it offers, I can recommend, You shouldnt miss, I love when I go there, Most people in work as In short/conclusion, Instituci La Miranda | The Writing process by Fina Melgar
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Greeting
Dear Harry, Thanks for your email! Its great the summer is nearly here, isnt it? The adventure holiday you mentioned sounds like a great idea! Do you know if they offer rock climbing and canoeing? I hope so?
Body
Id love to come for two weeks, but my sisters getting married during the first week so I obviously!- have to be here. I could come for the second week, though. You didnt say how much it costs. I can only afford 200, so I hope its not more than that! One more question for now whats the best way to get to Wales from London? Is there a train or a bus that goes near the place? Well, Id better go now as Ive got an exam tomorrow. Hope to hear from you soon! All the best, Susan
Conclusion Closing
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TITLE
What the future holds What will life be like in fifty years time? Its impossible to know for certain, but theres one thing we can be sure of. In some ways, life for our grandchildren will be very different from life today. Lets just imagine some of the possibilities. One thing that is changing very rapidly is technology. You can bet that our grandchildren will live in a world where everything and everybody relies on computers. Transport will also change, and perhaps well have cars that fly. Maybe our grandchildren will find themselves stuck in traffic jams in the sky! Yet another way in which life will be different is the environment. It doesnt look like were going to solve the problems of pollution soon, so our grandchildren may live in a world where many species have become extinct. Sadly, they might never see animals like pandas, apart from in books and zoos. So, like the present, I believe the future will have its good points and its bad points. I, for one, cant wait to find out!
Useful language:
Rhetorical questions: Have you ever? Are you one of those people who? What do you think about? Introducing first point: Firstly, First of all, In the first place, To begin with, One thing to consider is Introducing further points: Secondly, In addition (to this), Yet another, Apart from that Introducing final points: So, in conclusion, To sum up, To conclude Introducing your opinion: In my opinion, If you ask me, To my mind, Personally, I believe that, In my view
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Zarat Fashions 68 Boyers Street London Dear Sir or Madam, I am writing in response to your advertisement for sales assistants in your chain of fashion shops. I would like to apply for a position. I am 18 years old and have just finished secondary school, so I am able too begin to work immediately. I feel that I would be suitable for this job because I have always had an eye for fashion and feel that I could help customers choose clothes that are suitable for them. I am also extremely responsible, organized and hard working. I look forward to hearing from you in the near future. I have enclosed my CV and would be happy to attend an interview at a time convenient for you. Thank you for considering my application. Yours faithfully, Marianne Edwards
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Use simple, direct words Know exactly what you want to say Cut words wherever possible, be brief Use everyday English, not jargon Vary the length of your sentences Use active verbs
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Example: You are a young painter who is thanking an art gallery for displaying your first exhibition. 1. Organise!
* The opening: Ladies and gentlemen, it is a pleasure to welcome you to... * The body os the speech: This could include facts about when/ how/ why you started painting, your feelings about it and your plans for the future * The closing: This could include your thanks and your good wishes. Id like to thank the gallery for giving me this wonderful opportunity. It has been a pleasure working with them.... Of course, Id like to thankk all of you for coming and making this opening such a success. The following words and expressions are often used in speeches: As you all know... Id like to take this opportunity to ... It is an honour to... I have been asked to ... You/we have all ... I would like to thank/express my thanks ... Id like to wish you all ... On behalf of.../ in the name of ...
2.
Remember: The kind of language you use depends on the occasion and the audience. If it is a formal occasion, you will use formal language like that in the example. If it is an informal gathering, your language can be less formal and more everyday.
2.A dialogue: Remember the following when you are writing a conversation: Identify each of the speakers in the conversation. Start a new paragraph whenever you change speakers. When you need to break a conversation and identify the speaker, use commas (,). Use the kind of informal language that people use when they speak: contractions, everyday words, exclamations, etc.
Instituci La Miranda | The Writing process by Fina Melgar
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Estructura de l'examen L'examen de llengua anglesa consta de les tres parts segents: Parts de lexamen Comprensi dun text oral Comprensi escrita Expressi escrita Duraci 30 minuts 60 minuts Valor 20 % de la nota 40 % de la nota 40 % de la nota
Les preguntes i instruccions de l'examen sn formulades en angls i hauran de ser respostes en angls sense ajut del diccionari ni de cap altre material didctic. a) Comprensi d'un text oral La prova utilitza un text de dificultat mitjana autntic o semi-autntic (text amb caracterstiques bsiques d'un text autntic, per simplificat a un nivell d'entrada a la universitat -el que en podrem dir "text de registre pedaggic"-), sobre un tema de cultura general actual, del tipus corrent en els mitjans de comunicaci. L'examinand haur de respondre vuit preguntes d'opci mltiple (a, b, c, d) sobre aquest text, amb un valor de 0,25 cadascuna. La realitzaci d'aquesta prova s'articula de la segent manera: a. Una breu introducci per fer que l'oient es familiaritzi amb les veus, el tema, el ritme i l'acstica de la gravaci. El text de la introducci podr ser llegit alhora que escoltat. b. Una pausa inicial per a que l'alumne llegeixi les preguntes de comprensi. c. Primera audici del text. d. Primera pausa per a completar les respostes. e. Segona audici del text. f. Segona pausa per a completar les respostes. b) Comprensi escrita Consisteix en una activitat de comprensi d'un text angls escrit en llenguatge estndard, no especialitzat. L'exercici, amb un valor global de fins a quatre punts, t com objectiu avaluar el nivell de comprensi escrita de l'alumnat. Consta de vuit preguntes d'opci mltiple (a, b, c, d) sobre aquest text, amb un valor de 0.5 cadascuna. c) Expressi escrita Consisteix en la producci d'una redacci personal, sobre un tema relacionat amb el text utilitzat en l'exercici de comprensi lectora. Aquesta redacci, d'una extensi no Instituci La Miranda | The Writing process by Fina Melgar
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Composition: 4 points
The following aspects will be evaluated separately on a scale of 0 to 10 points.
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Wrong format: If a composition does not follow the format (letter, dialogue, news report, diary, for and against argumentation, description, narrative, ...) of the chosen option, it will be penalized up to 1 point. Copying from the text: the use of full sentences or fragments taken from the text will not be considered as personal writing. Insufficient length. Compositions under 100 words will be penalized up to 1 point. Wrong topic: No points will be given to a composition written on a topic not included in the two given options.
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SELECTIVITAT FORMATS
1st term
x x
2nd term
3rd term
A for and against essay A formal/informal letter An opinion essay A description of an event/place A narrative A summary A dialogue A speech An article
x x x x x x x
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