| Advanced Writing Oy ~.) with English in Use OXFORD UNIVERSITY PRESS a!Contents Part 1 Writing sub-skills Papers 2 AND 3. STYLE AND REGISTER COHESION linking words reference PoNcTuaTION ful stops, sentences, paragraphs commas, semicolons colons dashes hyphens Part 2. Types of writing Unit 1 Description making descriptions interesting eseribing pictures and abjects describing products Unit 2) ActION instructions and directions advice processes and systems Unir3 NARRATIVE narratives and connecting words biographical narratives nowspaper stores. Unit 4 GIVING YOUR OPINION argument reviews personal advioe Unit 5 PEOPLE AND PLACES describing people desoribing places, 12 19 20 26 29 35 38 41 48 49 5st 54 59 62 6 72 76 79 83 Part3 Task typos Unit 6 FORMAL LETTERS letters of complaint: tact applying for jobs, courses and scholarships ‘other formal letters UNIT7 INFORMAL LETTERS technical matters iplomacy and tact Unit 8 REPoRTS information reports: people recommendation reports ‘eye-witness and narrative reports Unit 9 ARTICLES AND REVIEWS ‘openings and closings roviows Unrr 10 PUBLIC INFORMATION leaflets, brochures and information shoals tourism, ‘TASK BANK Key 87 87 102 102 109 112 112 "17 119 122 128 132 132 135 140 147kE Papers 2 ANp 3 Format ‘Tho writing paper is a two-hour paper in two parts, Part 1 and Pat 2. In each part, you are given a writing task of about 250 words, which ean be of the folowing types. Articles and reviews for a newspaper or magazine Unit 9 (also 1, 2,8, 4, 5) Leallets, information sheets, notices, announcements Unit 10 (also 1, 2.3, 5) Formal letters Unit 6 (also 2, 3, 4,5) Informal letters, personal notes, messages Unit 7 (also 2, 3, 4,5) Reports Unit 8 (also 1, 2,5) Instructions and directions Unit 2 (also 6. 7) Part 1 (e.g. page 64-65) 1 In Part 1, you have no choice of task. There is just one question that all ‘candidates must answer. 2 In Part 1, you need to read alot before you can plan your writing. The instructions for the task include information in the form of a numiber of texts ‘rom different sources, such as an advertisement or an extract fforn a letter. In order to complete the writing task in a satisfactory way, you must ‘process’ this information by selecting from it, summarizing it, or adapting it to suit the reader(s) you are writing for. 3 In Part 1, you are sometimes asked fo produce more than ono pieoe of writing, for example a report (200 words) which you must send to a friend ‘accompanied by a note (50 words}; the total number of words is sill 250, ‘words in all, This kind of question enables the examiners to soo tha difference: between, for example, your formal and your inforrnal writing, Part 2 (eg. page 53) offers a choice of four diferent tasks from which you must choose one. As in Part 1. the instructions for the task give a clear idea of who you are writing for, and why. Timing Because of the amount of reading in Part 1, and the time neoded to process the information, you will probably need to spend longer on this section than on Part 2, even though the two tasks are worth an equal nuriber of marks, Marking criteria - what the examiners are looking for CAE Paper 2 usos a marking system in which: every piece of writing is marked by at least two examiners. «a piece of writing does not have to be perfect in order to obtain full marks. The examiners are not only interested in how many mistakes you make. in fact, they give credit for suecessful task achievement and for accuracy and range. ‘The seven criteria by which writing is assessed in Paper 2, desoribod in tho following exercise, all relate to one or both of those perspectives, A guide to how the examiners allocate marks is given in the mark scheme after the exercise,Paper 2 Understanding the criteria , ‘The following criteria are used in the assessment of wing in Paper 2. range content accuracy rogister cohesion ‘organization target reader ‘Which of the criteria match each of the explanations below? Write them in the spaces provided. (The examiners reduce this list to six by combining 4 and 5.) ‘Have you vnitten in the appropriate style ~ should this task be written in a cold, procise style or should your writing be entertaining? ‘Does your writing have the right degree of formality or informality? Are you too personal, or not personal enough? How many things did the task description ask you todo? Have yon done all of them, and covered all the points raised? Is your writing interesting, informative or ‘convincing, as appropriate? Have you included anything else that is appropriate, e.g. a friendly ‘greeting in a personal letter? Have you made a lot of mistakes in grammar, spelling or punctuation? Have you used vocabulary in a procise way? Do your mistakes make your writing difficult to ‘understand? You can make a number of mistakes and still pass the writing paper, provided that your errors do not interfere with communication “Have you clearly indicated the connections between your ideas? Dotweon your sentences? between your paragraphs? Do you tse linking words and phrases as sppropriate? ‘Are the following all appropriate? the beginning of your piece of writing the ending the layout (eg, letter, note, leaflet) the onter and use of paragraphs the use of tiles, subtitles, headings Would your writing be successful and effective in & real-life situation? Would the compsny receiving this letter of complaint refund your money? Would you be forgiven by the person receiving this letter of apotogy? Would the magazine editor publish this article, and would anyone read it? Do you have enough mastery of both vocabulary and grammar to accomplish the task? Or is your vocabulary too elementary, and your choice of ‘grammar and sentence structure too simple and limited? JB» D> Uso this a of quotons when checking your tina! << | |Papers 2 and 3 CAE Popes 2 mark scheme Totally positive offect on target reader. _ Minimal errors: resourceful, controlled and natural use of language, showing good range of vocabulary and structure. Completion of task: well organized, good use of cohesive devices, appropriate register, no relevant omissions. Sufficiontly natural. Errors only when more complex language attempted. Some 2 evidence of range of vocabulary and structure. Good attompt at task, only minor ‘omissions. Attention paid to organization and cohesion; register not always natural but positive effect on target reader achiovect ‘Accuracy of language satisfactory; adequate range of vocabulary and structures. e Reasonable task achievernent. i ¥, an ambitious attempt at task, with good range of vocabulary and structures, ‘causing a number of non-impeding errors. There may be minor omissions, but content clearly organized, Would have a positive effect on target reader. Errors sometimes obscure communication and/or language too elementary. Sore 7 attempt at task but notable omissions ancVor lack of organization and cohesion. ‘Would have negative effect on target reader. Serious lack of control and/or frequent basic errors. Narrow range of language Z “Totaly inadequate attempt at task. Very negative effect on target reader. NNot sufficient comprehensible language for assessment. Omissions, It the task instructions ask you to produce two diferent pieces of writing, or ‘answer two questions in one piece of writing, you can't get a ‘pass mark’ unless you do both Spelling 1 Ifyou want to use American speling instead of British spoling, you must spell everything the American way, 2 You can lose a mark for bad spoling if it makes your writing hard to read and understand, Handweiting You can fose one or even two marks i your writing is difficult to read. Length For a 260-word task, nobody is going to count the words BUT: ~ inpractice, iis very dificult to write a completely satisiactory answor in tower words ~ if you write much too much, your writing is very likely to ‘have a negative effect Con the target reader’ ad to include inelevant material, for both of whieh you would be penalized. Layout You are expected to lay out your writing (letters, reports, instructions, leaflets, etc, in the appropriate way. If in doubt, read the instructions. iPaper 3 The English in Use paper tests your abilty ‘to apply knowledge of the language system, including control of the grammar, register, speling, punctuation, ‘cohesion, coherence and formulaic language.” 'n other words, itis @ practical grammar test: it tests not so much what you know about grammar as how well you can use it. The paper comprises six questions, and you have one hour and 30 minutes. Part 1 Vocabulary cloze je.g. page 98) Part 1 consisis of an authentic toxt of about 250 words. Thete are 15 gaps in the text. For each gap you have @ choice of four words, Typically the four words will fit the gap grammatically, but one of the words will be much more appropriate in the context, Advice on answering Part 1 Cover up all the suggested answers. 2 Read through the whole text. 3 Read through the text again, stopping at each gap. Try to think of a suitable word before looking at the four words suggested. Ifthe word you have thought of s tne of the four you are offered, then choose it. Do not allow yourself to be isiracted by the others. 4 If the word you thought of is not there, it may help if you start by eliminating those that are definitely wrong, 5 Make sure the word you choose is possible grammatically * does it fit with the prepositions in the text? * if tis a noun, is it singular / plural to match the ver’ and the article? 6 Ifyou don't know the answer, guess! Never leave a blank on your answer sheet 7 When you're doing practice exercises, don’t use the key to correct your answers. You won't learn much that way. Use a good English-English dictionary and look at the ways each of the four suggested words are used. The examples given in the dictionary will explain all the mast common collocations. Only when you've worked out answers should you check in the key. A more enjoyable way of studying collocations is to read a lot of English for pleasure: magazines, Fiction, or whatever interosts you most. Part 2 Grammar cloze (e.9. page 57) This focuses on grammar (0.9. prepositions) and cohesion (inking words, articles and pronouns). Like Part 1, it takes the form of an authentic text of about 250 words. Again there are 15 gaps, but this time the choice is open. Advice on answering Part 2 1 Read through the whole test frst. 2. Make sure that the word you ehoose fits * grammatically with the words before it. + grammatically with the words after it. * the punctuation. * the meaning of the text. 3. Remember, most of the answers in this question are ‘itl’ words ~ pronouns, articles, prepositions, conjunctions, etc. Don't imagine that the answer is going to be difficult: often it a simple word such as the orPapers 2 and 3 Part 3 Error correction (2.9. page 42) “This question requires you to correct mistakes in a text, You are given a text in \which there is one mistake in most of the lines. One mark is awarded per line, \whether for successfully correcting a mistake or for recognizing a correct line and marking it with a tick (/). The mistakes are al ofa similar type: the instructions tell you what kind of mistakes to be looking out for. ‘The possible types are * one unnecessary word. * punctuation and speling, ‘Tris is one of the questions in Paper 3 that can cortribute most towards developing your writing skils, Apart from the opportunity t affords for work on ‘grammar, punctuation and spelling, t gives practice which will hep you in correcting your own writing, Advice on answering Part 3 1 Read the question carefully. Make sure you know what kind of mistake you're looking for, and how you must write it on your answer sheet 2 Read the whole text through first 3. Don’t make unnecessary ‘comections’ while ignoring obvious and serious mistakes: look for the big mistakes first. 4 About 20% ofthe lines are eorrect. Don't forget to mark any lines where you ‘eannot find any mistakes with a tick (7) One unnecessary word 1 For a word to be an error in this question itis either grammatically incorrect or it does not fit in with the meaning of the text. 2 The grammar mistakes can include word order and prepositions or articles where there shouldn't be any. 8. The mistakes in meaning can inchide connecting words or even negatives that seemn to work grammatically, but in fact don’t make sense. 4 Inevery case, make sure that the sentence as a whole is correct and reads well ‘once the unnecessary word hus been deleted. Punctuation and spelling 1 Do the punetuation work inthis book (pages 29-37). Not oaly will it help you vwith this question, but it will also improve your writing. 2 ‘The punctuation errors im this question are basic mistakes. Look out for: + missing capital letter, + brackets or speech marks that open but do not close. + questions that are not markod with a question mark, 8 Tf comma is ‘optional (see page 33) you will usually find that there is real mistake elsewhere in the line, often a spelling mistake Ifyou have serious problems with spelling, read more and study the rules for English spelling (sec ‘Spelling’ in Michael Swan: Practical English Usage, OUP). Part 4 Word formation (e.g. page 50) Part 4 consists of two different texts, each with eight gaps, For each gap you are given a ‘prompt word’. You fil the gap by changing the prompt word so that it fits into the text. 10Advice on answering Part 4 1 Read through the whole text fist, for meaning. 2 Try markang each gap ‘noun’, ‘adjective’, ‘verb, ‘adver, ete. This wil help you focus on the grammar of the word you are looking for. 3. Make sure your answer fits the meaning of the text, as well as the grammar. For example, you might need a negative prefix (unbelievable) or sulfix (hopeless) IF you write believable or hopeful. your answer will fit the graromar, but t wall be ‘completely wrong in terms of the meaning of the text. 4 When doing practice exercises, use an English-English dictionary to correct them. 5 For further practice, make an effort to notice word formation when you are reading English, and note down anything interesting you find. You wall also find ‘word formation exercises in published vocabulary materials. Part 5 Register transfer (@.9. page 17) This question tests your command af register in other words, your ability to choose the appropriate style and vocabulary for a specific situation. This is a key area of advanced writing skills and is tested throughout Papers 2 and 3, but itis relatively unfamiliar and problematic to many candidates. For this reason a unit on ‘style and register is included in this book (pages 12-18), while every unit explores «8 variety of registers through contrasting text types, |n Part 5 there are two texts, containing the same information but written in different registers (one of them may be an informal letter, the other a formal notice}. The first text appears in ful, while the second contains gaps. You have to {il the gaps in the second text with information borrowed from the first, but because of the change of register you cannot use the same words. The instructions tell you how many words you can use for each gap. Part 6 Phrase gap (e.g. page 46) ‘Tris question again consists of a gapped text. This timé, the gaps correspond to phrases or whole sentences which have been removed and which are printed below the text, together with a few other phrases or sentences which do not fit. ‘This question focuses particuarly on discourse ~ the way ideas are organized into phrases, sentences and paragraphs. I is therefore a very useful exercise in tho development of wring ski, Advice on answering Part 6 1. Read through the whole text to get an idea of the subject matter, the overall meaning and the register. Where does the text come from? Who wrote it? Why? 2 Read through all the suggested phrases 3 Don't make your choices too quickly. Even when a phrase looks yood for a yap, it ‘may be wrong. 4 Work through the text slowly, making sure that the phrase you choose for each ‘gap matches for: ** meaning — does your choice fit with the phrase before it and the phrase after it? Does it fit with the meaning of the whole paragraph? ‘grammar — many of the suggested phrases may not fit grammatically 5 Don't get stuck on a difficult gap. Leave it and cone back to it ter 6 Start by crossing out the phrase you are given as an example, then gradually cross ‘out the other phrases as soon as you are certain you have found their place. This process of elimination simplifies the taskSTYLE AND REGISTER In matters of grave importance, style, not sincerity, is the vital thing. ‘Osear Wilde ‘At the Advanced lavel, you should of course aim to write ‘grammatically correct English. But is that enough? For ‘example, itis grammatically correct to write ‘Give me a Job!', but that is not the way fo write a successful job application. In fact, the employor is more likely to forgive a number of grammar or speling mistakes than to employ an applicant whose letter was too rude or too informal, in the GAE exam, writing is assessed with this, in mind: what effect would the piece of writing have on tho person who Is going to read it? The ability to use the right style, whether you are writing a business letter or a holiday postcard, is one of the skills assessed in Paper 2; itis also examined throughout Paper 3. But perhaps style is not the best word: you do not necessatily have to write stylishly. We could instead speak of register: the style appropriate to a particular kind of writing. 1.0 Story ‘This murder mystery in ten short texts is an exercise in recognizing register. 1. Fist, identify the origin of each text by writing the letter A-J by the desoriptions of the texts. (Some of the descriptions do not comespond to any toxts given.) What aspects of each text helped you to decido? Business letter __ ‘Tourist brochure —___ ‘Newspaper review of restaurant __ Spoken: job interview —__ Short newspaper report Spoken: polite conversation Back cover of a novel __ Informal telephone conversation —__ ‘Advertisement Love letter Police officer's report Recipe ‘Mat eos a Mans’ range om dak a rskny “gar sane tv aed erent hal sheng shot. mn pelts, al presen a8 a Gasquet: hs of ‘barely terse on tp of te rats log (le ‘perond,itel esting om ute noodles Another psialty tthe hose ithe Andalucian bith wil mushrooms Bp # Return the rabbitig the pan, Gover with thervine. Suasun. Adi the fresh tiymeamd simmer for 50-40 minutes with the jid on, Add the amustirioms aul tire “Tell me, Miss Lee, do youhave any previous experi as aitess?” : Om el 1d silver service the Royal tla Boat for five years. "That was before coming to Leivestet. But ‘nce I've beon here Pye beep assistant chef in he canteens {njecitional Defence Sysems* : hac gc DSH -Well to tll you the th it as some-pictares sa" OF ‘he television, And. [realized that if i wasn't for Gis ‘weapons we were selling them, ete fm DearMr Batt ‘Wowers ast impressed by yourplans, which we recelved last week, Our tepresentative in Europe, Colonel Lamont, will be contacting you upon his artival in London. ‘How much, did you say? This must bea bad Hine, 1 ‘hough you said §,0001..., Sounds like am awful tot of -maney.fora tummy ache! Foreigners, were they? ‘Wouldn't trast emf [were you. Just you make sure ‘you get the money up trons, in cash... Here, you don't think they're trying to do him in, do you"... That’ he seorth $0, nat five... Tell you ivhat, try some on Henry ‘Huiigerford first and see what happens. “Wonderful restaurast, Stef, Do you know, {hie his isspossibly the best hase F've ever eaten. And as for the St “Fonitiany | doubt you'd Find as good a bottle as this any fvhere in Paris. How are you getting on with the rabbit? 12. © Writing sub-skilsIntroduction Arms boss poisoned Mr Stefan Ball, managing director of the Leicester company, International Defence Systems, died in hospital at midday of stomach pains after eating in a restaurait on. Monday’ evening, and was rushed to hospital ater peing found unconseious in the morainig, Mr Kevin ‘Tracklo, a waiter at the restaurant where Mr Ball had eaten, was also admitted to hospital with suspected fond poisoning, but has now been discharged. ‘. ‘Words cannot desesibe how Hel when I think ‘back to Friday night. And I do: think of it, all the tine, ane ofthe look in your eyes when we ssl sgodight. Oh Stefi, say we can meet again soon! Bue we must be very careful, darling. My husand mist never find our. Mai has such 3 fiery temper, and go many sharp ives in his kitchen! yesterday. He had complained | ‘Having ascertained that the deceased had heen staves at tabile 13, a window seat equidistant between the ‘sichen dloor aud the hades’ toilets, { proceedeal to. question th rwanaigor about the waiting staff. Ho replied that Me Ball's table had been attended by Mr Truckle, and that in the norinal course of exerts noither of Hhe two waitresses, Miss ‘Le ad Mig Fates, auld tive hd ease to servo at Ne He sbagested that Tequestion the waitresses fomeda Het respec at Mr Troe was waaay Ihave howe ta m9 sy hs had to take bis og to the vet, W'S a recipe for murder when the sinister Colonel Lamont tines with briliant young scientist Stefan Ball BUR which oF his many enemies outs paid to Stelan's reer on his own expense account? And who is the Frysterious Henry Hungerford? Stefan won't he eating * ‘at Maximilien’ s again, but Holmes finds this menu very ‘uch tahis taste, and presents the solution ona plats... 2 Identity the murderer by filing in the grid and making your own deductions. Name and job Motive On the other hand Miss Lee Job: Maximilien His wife was having an affair Job: swith Stefan (text H) Colonel Lamont (Cou easily have poisoned Job: Stefin’s food while dining with him (text J) Opportunity Kevin Truce Job: Henry Hungerford Job: | ‘Was himself poisoned (text G) 1.1 Spot the mistake Making a mistake with register can have unintentionally comic results. With a partner, write a dialogue containing register errors. Some suggested situations: * a politician speaking to a close personal friend or family as if (s)he was addressing a political meeting or giving a press conference. * a TV game show host conducting a job interview. '* aprimary school teacher or a football coach advising the President of the USA (on foreign palcy \When you have frished, swap your cialogue with another pair. Undoing the register errors in their dialogue. Can you suggest a more appropriate word or phrase? Or is the whole phrase so out of place and irrelevant that it should be deleted? ‘Writing suib-shils © 13.Style and register One of the most important areas to master in terms of register is the difference between formal and informal English. Of course, there are many degrees of formality, and most written English (including newspapers, magazines and novels) is situated somewhere between the two extremes. Hore is a list of some of the most characteristio features that diferertiate formal and informal English, followed by some preliminary exercises. Many further exercises to practise the use of different registers, and particularly 10 distinguish between formal and informal usage, occur ‘throughout the rest cf the book. Formal Informal, Words of Latin/ French Words of Anglo-Saxon origin origin Single-word verbs Phrasal verbs, idioms with get Formal connecting words Informal connecting words Impersonal constructions Active constructions it is said that they say that the price has Been increased they'ee put the price up ‘one never knows you never know Abstract nouns Modal verbs, adjectives, clauses, ete. Is happiness possible during Can people be happy when unemployment? they haven't gota job? Afier clarification of the When the bits everyone toas problem areas . getting orong had been explained .. Not ending with preposition; Ending with preposition ‘se of whom To-whomwere you spoaking? Who were you speaking to? Complex sentences Simple sentences Use of inversion for Inversion sometimes used ‘conditionals and emphasis for emphasis Should you require further Only then did I realize information, please contact No contractions in waiting Contractions in waiting 1, we'd Twill, we would 14 © Writing sub-sklis 1.0 Vocabulary A Origin \Why are some English words considered to be more, polte or refined, whereas others which mean the sane thing are thought rude ar vulgar? English vocabulary comprises words taken ffom mary languages. particularly Anglo-Saxon, French and Latin. In 1006 the Anglo-Saxon inhabitants of Britain were conquered by the French-speaking Nonnans. As French was the language of the ruing classes (and Latin the language of education), words derived from French or Latin have boon considered more formal than those derived trom the language of the Anglo-Saxons. The table below compares relatively formal words of Lalin / French origin with their less formal alternatives, many of Anglo-Saxon origin. Its an ilustration of a general tendency, not a conversion table: the choles of vocabulary always depends on the context. Supply the missing words. Formal Informal Formal ——_‘Tnfornal Verbs Nouns todepat tog amore meateater toretain putrefaction to cease deficiency to function vision to masticate? residence to demonstrate respiration toreside somnambulist ioseem comprehension toshorten perspiration toend tohelp Adjectives to incorrect wrong fewest amiable toge vacant tefee’ insane tocar inexpensive ively Adverbials better subsequently nest /later childish principally vous at first older inthe end “Bodily functions ae an area where tho difference of formalty is pavticalrly marked. soi2Badf ] B Phtasal verbs and single-word verbs Killing a parrot (a true story) a Mr Lamprey and Mr Pear are rieighbours. Mr Pear and his wife keep parrots. The noise made by the parrots has finaly made Mr Lamprey so angry that he has broken down the fence between their two gardens and strangled one of the parrots. You are the lawyer Getonding Mr Lamprey, who is being sued by Mr Pear for the damage done to his property. The following is how your client describes the events to you ‘This as been going on for three years, ever since the Pears ‘came along and brought their infernal parrots into the ‘neighbourhood. The noise of the birds got on my nerves from the very start so T did use to complain a bit. L finally gave up hope of getting used to it wher! in the ‘middle ofthe night, heard someone calling out my name. twas atrick he'd put-one of his parrots tp to, just to wind ‘me up! in the mioenitg Thal it out with him, but he hed the cheek to say that the bird wasn’t saying my name at atl, and it wasn’t his fou if the bicd’s Tove call somnded bit ike “Herbert ‘Ldid’t know what to do. T dalled it aver with my mates at work, who sugpested I et in touch with the City Counedl amd mayhe par in a formal complaint. So L rang them up and they put ie through 1 the Social Services. The woman there Said she'd come and check oat the parrots the next week, but she never rimmed! yp, So we fixed up anothor time, a6d She stood me up again, They ‘kept cn pmting i off ill one day, out ofthe Bive, a bloke showed up. Yo let aftr five minutes, saying he'd prs tke ‘mater on to he Easivenimental Health Department.’ Now you are speaking in court, before a judge and jury. Note that your account appears more concise and less ‘emotive than your cient’, Fl the blanks by replacing the Phrasal verbs and phrases with get in the original (in itacs) with a single-word verb selected from the lst below. Put the verb into the appropriate tonso. lodge irritate == despair arrive contact refer postpone visit become discuss. —prowke investigate connect arrange come “Byer since the Pears (1) in the neighbourhood three years ago my client, Mr Lamprey, has been (2)___ by the birds. He finally (3)__of 4) accustomed to the noise the night that one of the birds stared to call outhis name. Mr Pear would appear «0 have taught the bird to say the name “Herbert” with the sole intention of (5), ‘ny client. “Having (6)__ — the problem with his colleagues, my client (7) the City Council with a view to Formal and informat @). a complaint. The switchboard (9)_____— him to the Social Services Department, where @ woman promised to (10) the matter the following week. The woman never (1), Another time was (12). , but again the woman failed to appear. In fact, this initial visit was contimully a. until six months later, when a council offi- cer finally (14) ‘After a brief inspection, the offi- cer said he would (15) the case’ to the Environmental Health Department.” b Now, reverse the process. The rest of the story is in your words, Read it then complete Mr Lamprey’s more informal version by fing each gap with a phrasal ver selected from the lst below, or with the verb get. “The prospect of aither six months waiting angered my client, He told the couneil officer he was no longer pyepated to tolerate the situation; moreover, he Felt it ‘was the Council's job to restore peace and quiet 10 the tteighbourhood, Nevertheless, in the twetve months that have elapsed since the officer eame, the Council has taken no further action. “Matters deveriorated recently when Me Bear's wife Dolores entered the quarrel. My clieat had previously enjoyed youd relations with Mis Peat, but all sor will ‘ended when it transpired that Mrs Pear had boea phoning, the police, claiming thatthe Lamipreys had threatened to kil the birds," snake out fall out goby bring back join in geton with ——putupwith get ‘Well I don't mind telling you that I (1) pretty angry. I told him that if he thought I was going to. @ another six months of being messed about by the City Council and taunted by screaming parrots he had another think coming. [ told him it was his job to @) __peace and quiet to the neighbourhood. Well, 12 months have (4) now and the council hasn't 6) anything done about it, “Recently, things (6) ‘worse when Mis Pear )__. We used t0 her OK, but then wwe 9) when it (10) she was the one that kept phoning the police about us, (11), we had threatened to kill the birds..." © Look back at the connecting words in botd in the boxed parts of the story (beginning with ‘so | cid use to complain’). What is the cifference between the connecting words in the forrnal speech and those in the informal spoken English’? Witting sub-skils * 15Style and register 1.1 Grammar Impersonal constructions (One of the most common register mistakos made by inexperienced waiters involves using too personal a manner in a piece of formal writing. A chatty stylo, ‘characterized by the use of the words / and you, could be inappropriate and even offensive in a formal letter or a magazine articie, 1 Me, myself, 1 Everybody likes to talk about themselves, but when (for example) you're reviewing a fim, you should be taking about the fitn and not about yourself, Rewrite these three passages so that the writers are no longer talking about themselves. Example In my opinion, this is a highly amusing film. ‘This is a highly amusing film a Twould say thatthe best place to spend an antumn, afternoon in Paris is probably the Jardins de Laxembourg. b The actress playing his lover is Juliette Binoche, and although I personaly don't like her very much I rust acimit that her performance is very good, © From my'point of view, this guidebook is very helpful. It tells mo about many little-known places and, as I'm not the kind of person sho likes to be past of a crowd of {ourists, I think this is the right guidebook for me. 2 The informal you ‘The way the word you is used in informal speach (‘You should have seen it ‘if you know what | mean’) is not appropriate in formal writing. At best it sounds chatty and informal at worst, disrespect or evon offonsive. ‘Tho word you points a fingor at the roader. But the readers are not friends of yours, and you have no right to ‘make assumptions about them. Consider the folowing sentence from a fim review written by a student. ‘The film is about what happens when you become middle aged: you comb your hair over the bald pate; ‘A man reading this will be offended because you accuse him personally. A woman might say you are talking nonsense, What the student moant was: The film is about what happens to a man when he becomes riddle aged: he combs Who exactly are you referring to? To yourself? This book convinces you of the advantages of vegetarianism, and after reading it yon never want to eat a ‘dead animal This book convinced me of the advantages of egetartanism, and after reading it never wanted to eat a dead animal again. To a specific person or group of people? 1f your house is burgled, you ean feel violated. Victims of a burglary can often eel violated. (Or to people in genera? ‘This flm makes you mditate on the meaning of life and reconsider your attitude to religion ‘This fin makes one meditate on the meaning, of life and reconsider one’s attitude to religion, (Use one only in formal writen English, and don't use it 10 rotor just to yoursett) Rewte the following sentences without using the word you, a8 it you were writing a faily formal article or review in a newspaper or magazine, Ifyou many now, in the 80s, you only stand half a chance of staying married for a lifetime. bb You easily forget how different life was 50 years ago. © It's incredible when you hear aboot how much they spend on the army, especially when you think of al the poor and homeless people. The Happy Kitten Beginners Picture Dietionary is a ‘good way of improving your vocabulary. ‘¢ Asyou read this book, you gradually become less ‘ignorant about what itis like to belong to an ethnic ‘minority that suffers from racial discrimination and abuse. £ The open fire and the dogs roaming around the restaurant will remind you of home. This book tells you everything you need to know about banking, 1h Focusing on the problems faced by working class people in the States today, this is a film that realy makes you think i Inmy home town, you're always seeing violence in the streets, but you soon lear to tum a blind eye. J Inimy country there are few jobs for school leavers, but ‘when you're desperate you'll do anything to get ahead, 3 The aggressive you ‘When the word you would sound unnecessary direct and even aggressive, it can often be avoided by use of the passive, You did't send us the eassottes wo ordered, and we've paid you for them. We have not yet received the eassettes, which were ordered anu paid for. Rewrite the folowing sentences, replacing the personal construction with a passive. & What I don't like about your club is that you don't offer enough activities for young people. 'b You must do something about these problems. Ifyou want to keep your customers happy, you shouldn't bbreak the promises you make in your brockinre 16 * Whiting sub-skils| f I 1.2 Register ‘transfer Read the following pisce of informal, spoken Engish in which someone desorives 2 job advertisement to a friend, then use the information init to complete the numbers gaps in the job advertisement tse. Use not more than two words for each gap. The exercise begins with an example (0). The words you need do riot cocur in the informal, spoken English. See page 11 for information and advice about this exam task type. MEE “There's am advert here in the paper for 2 jab that anight interest you, Maria. A young airline execitive wants a Personal Assistant. The money's not bad ~ £1,300 a month ~ bat the job's only temporary, The person who normally does the job is off for six months, having a baby, Actually, the jub sounds right up your street. You've only got to know how to use a word processor and be a Dit of a linguist: they” re asking for good English and at Jeast one other European langanige, Anel you smustn’t ‘mind working overtime, ‘The other'thing they say is that they want to give the job to somebody who's got "good interpersonal skills”. 'm fimid that means being charting, sociable and “articulate, (Nover mind, Pin sure they'll accept a made, sulky delinquent if she's good enough at blnffing her sway through interviews!) Oh yes, and you've got to be good on the telephone, If you're interested in the job, you've got to phe to xgot an application form. The womatt you speak.to. will also be able to tell you more bout it, Then you've got {o fill out the form and send it uff by the end of February, otherwise you'll be too Tate. Doesn't give ns meh time to work on your “interpersonal skills", does i” CEI RICHTHOFEN AIR Personalassistinst (based in Manchester) i Fixed serm contract Salary £1,300 per month plus paid overtime. A young airline executive (0) requires 4 Personal Assistant for six months while the resent postholder is on (1) ‘The successful (2) should have word processing @)______ya 00d of the Engiisin language and a keen interest in air travel Fluency in one or more European languages is highly > sis a willingness to work overtime, ‘The person (6), would alo be expected 10 ¢ good interpersonal skills and an excellent telephone ®. Application forms and (9)__ ise cei he PO tn Se Map (one 0171 606 9999). ee an, ayia ots st be returned by February 28th. No applications will be (12), after that dat. Writing sub-stals Formal and informat ifStyle and register 1.3 Writing practice Nicole Renault works in Public Relations in Lille, where ‘she shares a flat with Jane, an English secretary. Unfortunately, Nicole doesn't seem to understand the difference between a formal letier and a personal note: the result of her confusion may amuse her flatmate, but Is Ikely to offend the important Japanese client. Rewrite the Isttor as a note and the note as a letter, When rewriting each, borrow useful phrases from the other. 97 Rue du Wiows Faubourg 59002 Lille ‘April sth ‘Dent Jane, ‘wt with reference to your phar call of Apel! Ist { sinoorely regret that {shal be entitle to e present at ‘ar shed residence at the mormentof your cera from, ‘ysurvacaton! unfortanately, Have previo comiilt ents amely Tuacheon engagement and a deta appointment. i ‘Nevertheless, please allow 1 to ais yon that not only self but also antumiber of my enlleggues ae Ye Mute looking forward to obtaining more information core ing your recent cand, i piirticeilon, ee een a ee inst at Gpen For un pee ithe Café des Sports, followed by dinner atone wf the mons inexpensive restaprants in town? I should be very grate ak y00 ‘wld phone to confirm. ‘Took Sarwar to hear from You ‘Yours sinoerely, Nicole Mon. 1am Miss Ake Kurosawa Thus forte et, Acaly vealed got same. thing on for Tous ties abusiemtonc dae T've gotta go to the dentist's ~ so L won't be able to meet ‘You the airport. But me and the othets are dying to get do know you, se perhaps we could get tozether as soon a8 Po, you yet here? Why dont we ome ver 0 ut eight. and take you ont fora bite t? Kv ‘us ating and say if that’s OK, ieee Nioole Renault Pp. tean Far, Export Manager. 18 + Whiting sub-skisa Eee Whats the difference between a pile of stones and a stone wall? between lines of words and 2 good piece of written English? “The answer to both these questions is organization and. ‘cohesion: the way things are ordered and joined together. Like a stone wall, a good piece of writing is carefully constructed and all the parts are propery linked, not ust put next to each other. Phrases are connected to form sontences; sentences are joined to make paragraphs; paragranhs are linked together to bul a text, A Here are two versions of a fable from Aesop, one well \waitten and the other badly writen. In terms of organization and cohesion, what four things does the (900d writer do that the other doesn't? A.vixent who had four young enbs was walking down ‘road ane day when sire met a ones with fer cab. ‘The vixen stavted to hisast about her family, saying that she had four cubs, whereas the pocr lioness only hnad one. ‘Only onc? replied we lioness, hut he’s a lion? *uiteen — female fox Avvixem was walking down aad one day and had four young cabs and a vixen met.a linness with a.cab and a-visen started to boast about a vixen's family and ‘Said a vixen had four oubs and a lioness only had one cub and a lioness sata a tigness only had atte cub but ‘one eub was.a lion, robe ah ae 3 Mastery of cohesion is extensively tested in the CAE so this module, as well as developing writing skils, could also be the key to a greally improved exam performance. B Abed with a view This isthe fst part ofa story — but the narrative lacks ‘cohesion. Each idea is written in a short, isolated sentence which doés not connect to the sentence before or after it, Rewrite each one as a single sontenco; sometimes it will be necessary to add @ connecting ‘word. Divide those six sentences into four paragraphs. + Mick and Keith were two bedsridden old men. Mick and Keith,were sharing a room in an old people's home. *+ Mick had the bed next to the window. Mick used to describe in loving detail to. his friend the children playing in the sunshine, the dogs runing in the park znd any really nasty sireet fights. + Keith loved the descriptions. Keith soon became sick with jealousy. ‘This went on for years. One night Mick was very ill. Mick called out, "Please, Keith, ring for the nurse. [don’t think PM last the night.” His friend reached for the alarm. His friend thought, “Ithe dies, Pl get the bed next to the window.” + He ignored the calls, He pretended to be asleep. Your narrative wil start lke this: Mick and Keith were two bedridden old'men sharing a room in an old people's home. Wailing sub-skils + 19‘Cohesion ‘C Hore js the final paragraph of the story. Some of the words that/contribute to the cohesion have been left blank, What are they? Write one word in each blank. ‘Sadly, AD. the morniig, the nasse found Mick dead, @), __ she reassured Keith ‘that ie weld soon have seme MEK CORA. a. ‘hearing this, Keith was quick 10 ‘mist trata was hs turn to have the bed by the win dow. 1), ‘Bist, the nurses tied to well dhim why it would be easier if be stayed whee be. owas, but he became ($)___ angry thar they’ ‘inally corned him scans oo the other bed, He bay stil Yor a while, waiting w be aloe, Then, as hereon is thee mutes had gone, he lifted. ‘himself up expeetantly (7) poered ‘hrouigh the window to see asolid brick well, 1.0 Conjunctions and sentence adverbials ‘A conjunction connects two clauses in the same sentence, (A clause is a phrase with a verb in it) have been watching television since I got home at séx o'clock A sentence adverb (or adverbial phrase} + can connect a sentence with another sentence. I got home at six o'clock. Since then, I have been ‘watching television, + can connect a sentence with the whole text, and then T went to bed, AN in all, Thad a very boring, evening * can signal the writer's attitude to what they are saying. Frankly, [wish I didn’t have a television The lists on pages 21 and 23 group these words according to their function (for example, to indicate a relationship of time). Note that a few conjunctions can also be used as sentence adverbials. But note also that the practice of beginning a sentence with and, but or or, though common today = even among good writers — is often thought income. ‘A These sentences foous on the distinction between ‘conjunctions, in the @ sentences, and sentence adverbiais. Using the ists on page 23, fi the gaps in the b sentences with a sentence acverbial, so that the two sentences have the same meaning. The frst has been done as an example. ‘Time a (con) Silvia went for a swim after she had done her homework 1b (adv) Silvia did her homework, Afterwards, she went for a sit, 2a. She was dying for a swim by the time she had finished studying 2b She studied tll midday, 8a While she was swimming, I continued to study. Bb Teontinued to study. , she was swimming. Reason and result 4a The Addams live in a strange house, o they don't get ‘many visitors. db The Addams live in a strange house. . they don’t got many visitors, 5a Since she had proanised to visit him, she went there the neat day. 5b She had promised to visit him. there the nest day. ‘Contrast and concession Ga A lot of men are uncomfortable with Morticia, exen. though she has a seeet nature, ‘6b Morticia has a swoet nature. are uncomfortable with her. «she was dying for she went alot of men a The Einglish eat potatves, whereas the Chinese eat rie. ‘7b The English eat potatoes. The Chinese, eat rice Addition 8a Not only does Marcel play the trumpet, but he ean also Je 8b Marcel plays the trumpet: _ he can jugele, 20 + Writing sub-skilsB Conjunctions (and prepositions) ‘Most of tite words in this table are conjunctions and join two clauses, The words marked (P), however, are prepositions, and are followed by either a noun of a Linking words gerund (ng torn. "Time Contrast, “Justin case ‘mach as ajter* Coneession, ‘on account of (P) ‘on condition that the way after which Alternatives seeing os / that provided (that) ee and although since ‘providing (that) ond? ™ ate erent Purpose oe aswell as (P) as long as unless in case besides (P) as so08 as despite (P) eae whether... or : Soh (point) aay in order that besides whial pe ae in order to Manner in addition to () by the time ‘except that ana ae eats hardly in spite of ®) ae bs As . Giving examples tno sooner* or = oe ‘or insiance (P) now (that) much as Sie for example (P) fn the way ‘once nor Conditional oe in particular P) ssince not that as long as ee the moment though even if then whereas a af * Inversion — note the word order after these words when they begin hen ve the ventence Eke 2 We had hardly left the ground whon the storm broke, whereupon Reason Hardly had we left the ground when the storm broke. while ee ‘The plane had no sooner taken off than I regretted not taking the tain. ae — oe No sooner had the plane taken off than [ regretted not taking the tain al one + ‘These words can act as either prepositions oF conjunctions. He aa He went to bed after midnight. (preposition) sf i i oo He went to bed after he had finished his book. (conjunction) so in view of the fact 0 that that The sentences below ilustrate mary of the linking words in the table, Note that many conjunctions can be used ‘either in the mide of a sentence wouldn't have told the police even if I hadl known, (sentences 1-9) or at the beginning Even if [had known, I wouldn't have told the police. (sentences 10-12) 2. My weeks in captivity weren't too unpleasant.) considering the terrible reputation of my b unpleasant once I got used to ‘¢ unpleasant, even if the 8 The tigers ran away from the a Englishwoman as if she bb Englishwoman the toay ‘was ternble. “ran away from a ‘Complete the sentences by adding any appropriate word ‘or phrase: note which conjunctions aro used with. ‘commas in the exampies, 1 We are advised to do this exercise very a carefully, otherwise wo will nake a lot of. by carefull) shile our teacher ce carefully, even though it looks ‘¢ Englishwoman the moment they saw 4 Hler Olympic gold medal was 4 remarkable, though many people —__ remarkable, not that she didn't deserve ¢ remarkable in view of the fact that sbe hadi just Witing cub-ekils + 21Cohesion 5 His clothes smelled of 8 Chaslel Number 5, just as had expected. b Chanel Number 5, besides which he had lipstick on his ¢ Chanel Number 5 now that he was going out with, 6 Til look after your crocodiles while you're on a holiday provided that you look after > holiday as though they were my ¢ holiday.) aswell as watering the told him I had decided to break off our a engagement, much as [regretted losing b engagement, whereupon he started to ¢ engigement, so he made me 8 The FBI took the 1 photographs so that they could put pressure on ’b photographs in case evidence against. was needed, € photographs inspite of asking them not to. 9 Ive deeided to do two hours of aerobies every a day in order to lose weight and b day as soon as Fcan afford day as long as comes with mo. 10a By the time we arrived in Barbados, I was sony Thad 1b No sooner had we got to Barbaclos than I discovered ‘© Whenever T retum to Barbados, Tam filed with, LI Hardly had Ana entered the room when everyone started to Asa result of Ana's veeent wanted to meet her ¢ Despite her reputation, Ana didn’t seem to everyone 12 Not only was their relationship happy, but it also produced ___. b Since she has heen vith Bruno, she has forgotten ¢ So.as to celebrate their anniversary, they returned to G Choose nine of the linking words that you want to leam. Use a dictionary to find another example of how each is used, then write a new sentence of your own. 1.1 Sentence adverbials ‘Sentence adverbials frequently aopear at the beginning of a sentence, and are followed by a comma. Many of ther can, however, bo used in other postions, ‘The numbers (2, 3, 4) n the table opposite indicate some of the other positions where the adverbial frequently appears. Ino number is written, the adverbial normally appears in position (1). These aro suggestions for ‘guidance only and by no means a set of rues. ‘The following sentence wil itustrate the 4 positions. (The snake (2)(3) ate the mouse(4) 1 Capital letter folowed by a comnma. In the meantime, the snake was eating the mouse. 2. Mid position (before the verb), no comma, ‘The snake eventually aie the mouse. 3 Mid position, in parenthesis (between two commas}. ‘The snake, in the meantime, was eating the mouse. 4 End position The snake has eaton 12 mice so far. ‘Other notes: F = formal INF = informal + m when these adverbials are used in position 1, they are not followed by a comma. 22 + Willing sub-siiieLinking words Sentenge adverbials ‘Time Aftera while ‘After that ‘Afierwards (1, 2,4) ‘As yet (1,4) As frst (1, 2,4) ‘Atlast (1,2, 0) At once ‘At present (1, 3, 4) (F) ‘At the moment ‘At the same time Before that / then, etc. Beforchand By then /that time (1, 3,4) Earlier (1,4) Eventually* (1, 2, 4) Ever since {then) (1, 3,4) Finally* (1, 2) Birst? Brom then on (I, 4) Hitherto (1, 4) (F) Immediately (1, 2.4) Install (1,2, 4) Inno tine Trsiantly (1, 2,4) Inthe ond (1, 3,4) In the meantime (1.3, 4) Lastly Later on (1, 4) Meanachile Next* Now* Provionsly (1, 2,4) Simultaneously Since then (1,3, 4) So fart, 2,4) Soon (1,2, 4) Subsequently (1, 2,4) Suddenly (1,2) Then Unail then (1, 3,4) Within minutes / days Comparing & ‘contrastings alternatives; Admittedly All the same (1, 3) Alternatively And yet* At the same time Be that as it may Better still But By comparison (1, 3) By contrast (1, 3){F) By the some token Goncersely (F) Despite this Equally (1,2) Boen so However (1,3) In comparison (1, 3) In spite ofthis In the sare wway Tnstead,(1, 4) Likewise (1,2) ‘Mind you (INE) Nevertheless (F) Nonetheless (F) Of course (1, 3) On the contrary (On the one hand (On the other hand (1, 3) Or Similarly (1, 2) Stil ‘Then again Though 3,4) True Yer* Ordering points; adding information Abgve all Additionally Again Also And* (INF) ‘And then’ (INF) ‘As we shall see later ‘As wel (4) As well as that Besides Firstly) / Secondily) ete First of all Finally For one / another thing Furthermore (F) Incddition In the frst place (F) Lastly) More / most importantly Morsover (8) Next On top of that What is more Concluding, summarizing: generalizing Allin all Aliogether As arule Basically (1,2) Broadly speaking (1, 3) By and large Essentially (1,2) Generally (1, 2) In brief (1,3) Inconetusion (1,3) Ingeneral (1, 3) Inother words (1.3) In short (1,3) Mostly (1, 2) On average (1, 3) On balance (1,3) (On the whole (1, 3) Overall So* (INF) ‘Then (3) To some extent (1, 3) To sumup Ultimately (1, 2) Giving examples; focusing Among others (I, 3) For example (1,3, 4) For instance (1, 3,4) In particular (1,2, 3) ‘Mainly (1,2) Particularly (1, 2) Primarily (1, 2) Principally (1,2) Specifically (1, 2) Reformalating: clarifying Actually (1, 4) Atleast T mean (INF) Indeed In fact (1, 2, 3) In other words (1, 4) Rather / Or rather ‘That ts (to say) ‘To put it another way Changing subject; referring to subject “Anyhow (INF) “Anipoay (INF) ‘As far as... isconcered Asfor.../ sto ‘Ax regards ‘At ny rate (1,9) (INF) By the way (1.3) (INF) Incidentally (1,3) Now for Regarding Speaking of. Tolking about ... (INF) That brings me on to...) ‘That reminds me (INF) Toturnto With reference to... (E) Cause & effect; reason & results inference Accordingly (F) ‘As a result Because ofthis Consequently (F) For this that reason Hence* (F) not Ico In that case Otherwise So* (INF) That's why? Then® (1,3) Thus? (F} eTherefore® (F) Wing sub-skils = 23Cohesion “The exercises below wil help you to explore the meaning ‘and usagerot sentence adverbials. For each of the eight lists thete is an exercise A which focuses on the meaning of the items. (With linking words, ‘8 good monolingual dictionary can be very useful; on no ‘account, however, should you use a small bilingual dictionary.) Exercise B then puts the words into context. It consists of pairs of sontenoas: in each case the second sentence requires a Sentence adverbial in order ta shaw how itis ‘connected to the first. Think carefuly about the meaning, the word order, the degree of formality, the punctuation, then choose an appropriate word from the list indicated (9. Time) to fit the gap. 1 Time ‘A Under the heading Time, tind three items similar in meaning to immediately. three items similar in meaning to at the same time. three items simiar in meaning to finaly. Which of these implies a feeling of relief? B 1 Ive been waiting an eternity for this moment, TTean hold you in my arms, Clementine, 2 A friend of mine got a job on a ranch near Buenos Aires. he found the tfe very hard, but it didn’t take him long to find his fet. 3. The food's inthe oven and dinner will be ready in an hour. lets go and do some gardening, 4 We are always looking for bright young men to join our stall. However, there are no vacancies 5 The police received the bomb threat at 6.15 p.m, and arrived at the scene six minutes later. : the cinema had already been evacuated aad the adjoining streets cordoned of. 6 On iny twelfth birthday, I was finally told where babies come from, Thad imagined they came from the suporinarket like everything else 24 + Writing sub-skils 2 Ordering points, adding information ‘A When giving a number of reasons for something, adverbials cen be used lo mark each reason, and sometimes to indlcate which is most important: ‘There are three reasons why Lerossed the Atlantic in a pedal boat. First t had never been done before. Second, 1 ‘was generously sponsored by a soft drinks company. And lastly, [wanted to promote igreen'technelogy Find three items that could be used in the place of First in this text. Find thtoo items that could be used in the place of ‘Second in this text: Find three items that could be used in the place of lastly In this text. B There are ten adverbials in tho lst similar in meaning to.als0. Two are rather informal, and another two are pparficularly formal. Concentrating on the formality of the: ‘context, choose appropriate words for the gaps in each of those three sentences, 1 It’s loxurions, its not too expensive, and the food's out of this world there's dhe Italian barman: ty friends think he’s the veal reason I ahvays go there. 2 don’t want to have a drink with you, because it's {00 ‘early in the day and also I don't like you very much, » Tin not thirsty 3. We are not wholly satisfied with your work to date, patticulaly in terms of productivity on ‘more than one oceasion your poor timekeeping record thas been brought to our attention, Reformulating, clarifying Find three items similar in meaning ta in other words. B 1 It came as a surprise to hear that Clea was marvied ______iteame as a shock. 2 The only thing Chantal wants for her birthday is a ‘new English grammar book, A think that’s all she wants, 3 Our hotel was what the travel agents deseribe as ‘ively and colourful itwas in the red light distri 4 [don't know how you can listen to that music. it Sounds like Rambo's foreign policy: ‘no harmony bat lots of explosions >o4 Comparing and contrasting : AL Find Tour items similar in meaning to similarly. 2. Find five items similar in meaning to by contrast. 3 Find 12 items similar in meaning to but. (Note the degrees of formality.) B 1 All threo films give an extremely fine grained result Delta, » eannot quite match T-Max 100 for the fineness ofits grain structure. 2 The Delco freezer is cheap and efficient. Sometimes, »it ean be difficult to open. 3. Batman Returns is surely Hollywood at its most original ‘he fin has its fas 4. He's not much to look at, and he’s certainly no hero. love him. 5 Managers are advised to avoid confrontation. they should encourage staff to discuss their problems. 6 Professional eyelists do not got stomach pains, even though they eat and drink while competing _ swinnmers rarely suffer. 7 You say I was driving fast and dangerously. . Twas observing the speed limit ‘and driving with great car. 5 Concluding, summarizing, generalizing A Find three items similar in meaning to in brief. Find four items similar in meaning to in goneral, B 1 The earings gap between men and women in Europe is at its highest in Britain ‘women in British industry receive 69 per cent of men’s earnings. 2 The Personnel Manager interviews all job applicants here. she looks for potential rather than experience oF qualifications 3. And what was worse, it was raining all the time. _ it was a disastrous weekend. 4 (430 students voted in favour of the motion to ban stoking on the college premises, while 462 voted against} _ students atthe college are against a smoking ban. 5 At the back of the bookshelf, I found the cassettes of the telephone calls. It was Barbara, ; ‘who had been tapping the Palace phone lines 6 Giving examples, focusing ‘A Find two items that can mean for example. Find two more items that can mean mainly. B 1 My cat seems to think she’s a dog, Yesterday, , she bit the postman, and this morning. She jumped up and started licking my face Linking words 2 Yes, Lam studying Baglish at the mosnent, Kes for my job, but it also means that Vl find it a lot easier to travel 3 His parents said 1 was a bad influence on him. they accused me of taking him drinking last Sunday morning; they didn’t mention any other ways in which I was supposed to have ‘corrupted him. Changing subject, referring to subject Final two items similar in meaning to anyway. Find the item closest in meaning to by the way. 1. Tspent the rest of the day watching the cycling on television. bikes, have you yot yours ‘mended yet? 2 Darlene is as miserable as ever, and Jackie never comes tovisitus.____-_, T'm sure you don’t ‘want to hear about my problems, so let’s get back to those holiday plans. 3 Thad a letter from Patrick Kgl the other day. 1 don't suppose you remember Carine Tmho® 4. Education is still way behind the rest of Europe, and the Health Service isin crisis, the economy, there’s uo immediate sign oFan end to the Cause and effect, reason and result, inference Find one informal ang tour formal items that can mean 48 2 result Find two words that can mean in that case, 1 tis not advisable to drink beer after vigorous ‘exercise because alcohol isa diuretic — it makes you urinate. rather than replacing what ‘you have lost in sweat, it promotes dehydration, 2 Finally, I found the pricing to be as attractive as the other features detailed above. 1 recommend purchase of the A/EU/WACAE Mark 1 3. With The Last of the Mohicans, Day-Lewis has found that vital clement — star quality sheis a strong candidate for an Oscar 4 Sorry [didn’t come out lastnight, but Las feeking a bit under the weather, I stayed at hhome ancl watched telly. 5 Don't forget to pack insect repellent ‘you may find yourself eaten alive by the local ‘mosquitoes. 6 “She's only inviting you because you've got a car Ewart go." Wing sub-sklls + 25‘Cohesion 1.2 Attitude A Some sentence adverbials describe your attitude 10 ‘what you are saying. For example, in Luckily, it was raining, the word luckily describes nat the rain but the ‘way the writer fee's about it. If you are expressing your ‘own opinion, you could say frankly or personally. If you are expressing an idea that goes against your argument, you can signal this by saying Admittedly it's raising, but | do think we ought to go to the beach. Use the following attitude words to complete the table ‘below: for each word in the frst column there are two words that can mean almost exactly the same. predictably happily to my mind granted of course incredibly curiously frankly surprisingly funnily true it seems Inckily supposedly A admittedly B astonishingly fortunately D strangely enough enough, enough E natwally F apparently G in my opinion Note that it is very common to say strangely enough rather than just strangely. 26 + Wriing sub-skils ‘Tho use of words to refer back to things already mentioned or to refer forwards is a key area of cohesion. Mastery of reference is essential as a writing skill for Paper 2; it is also tested in Paper 3, 1.0 Various devices Here are some of the devices that contvibute towards, roference. Determiners a,an,the (articles) * my, your, his, her, thetr, one’s, its, our {possessive adjctives) this, that, these, those (Gemonstrative adjectives) Pronouns 1, you, one, ete me, her, i, ete. (personal) ‘mine, yours, hs, hers, its, theirs, ours (possessive) "this, that, these, those (demonstrative) who, which, where, when, that (relative) This and that ‘Both dhs and that can be used to refer to something that has been mentioned before, This is preferred when talking about something you are close to {in time as well as space), while that refers to something more distant. Helen says she's fed up with her job. This doesn't surprise me. Helen said she was fed up with her job. That was the last time Isat her, This but not that can be used to refer to something that has not yet been mentioned. You're never going to believe this — Helen's got a new job! Words that can be used as pronouns My brothers are very successful, but both have a girifrienad problem, Kev hasn't got one, and Julian has too many. Words that can replace adverbs I thought the atlas toas on the bookshelf but T can’ find i there. sod t on Saturday, but I haven't seen it since then. *S0 Tm not vary tidy; TIL have to be more so in future T don’t believe my brother is especially clever, but he certainly thinks 8. Ellipsis They want me to join the army, but Fm not going to, (ie. 10 join the army.) 1 don’t think TIL be sent to prison, but I might. (.e. be sent to prison)