How to be Successful in the Writing Part of your Test? - презентация

1 How to be Successful in the Writing Part of your Test?

2 Some General Rules

3 The primary step to successful writing is reading a lot. You may choose newspaper and magazine articles, different reports and statistical accounts, any texts from any textbooks, novels and short stories. Thus you form passive, subconscious storage of writing pieces, layouts and forms, structures and servicing words. Activation of these will depend on the amount of your reading. Without INPUT there is no OUTPUT

4 EXPRESS METHOD If preparation time is not enough, it is better to outline an early memorized passage at the Olympiad than to create something. You must have: A kit of early memorized passages (for each type of writing). A kit of early memorized passages (for each type of writing). A tool kit of opening statements and linking words. A tool kit of opening statements and linking words.

5 You have to memorize as many writing type patterns as it is possible. For example, if youre asked to write a transactional letter, you have to keep in mind at least 5 – 10 letters of this kind. While writing the letter at the Olympiad you make an appropriate combination of these letters, adding a few sentences, which make your letter relevant to the task. A kit of early memorized passages

6 No one should understand that your fur coat is made of fur scraps. Memorizing of only 10 – 20 sentences will inevitably result in unnaturally and roughly constructed mosaics (or unjumbled jumbles). Half use of this strategy is worse than none. A kit of early memorized passages

7 If you are not skilled enough in combining writing readymades, it is advisable to borrow only word combinations and expressions. However, to minimize the risk you have to be very attentive with the part you create yourself; check it after completing the draft. A kit of early memorized passages

8 Types of Writing: Personal Writing (diary, autobiography, composition, description). Personal Writing (diary, autobiography, composition, description). Creative Writing (story, recollection, narrative). Creative Writing (story, recollection, narrative). Social Writing (letter, article). Social Writing (letter, article). Academic Writing (summary, review, report, essay). Academic Writing (summary, review, report, essay).

9 Subtypes of Writing: Description (static (non-chronological) description, process description). Description (static (non-chronological) description, process description). Transactional letter (a letter of complaint, a job application, a letter of enquiry, a letter of arrangement). Transactional letter (a letter of complaint, a job application, a letter of enquiry, a letter of arrangement). Article (in a school magazine, in a quality magazine). Article (in a school magazine, in a quality magazine). Essay (discursive essay). Essay (discursive essay).

10 Aspects to pay attention to: Form (layout). Form (layout). Discourse Organization (developing ideas, logical development). Discourse Organization (developing ideas, logical development). Paragraph Structure. Paragraph Structure. Cohesive Devices (linking words). Cohesive Devices (linking words). Choice of Vocabulary. Choice of Vocabulary.

11 Form (Layout): Is very important in writing a letter, especially formal one. Is very important in writing a letter, especially formal one. English people pay more attention to the form (structure, layout, logic) of the Writing Piece than we do. English people pay more attention to the form (structure, layout, logic) of the Writing Piece than we do.

12 Discourse Organization: Is organizing ideas, facts, events, opinions, statements, descriptions, evidence and proof, etc. into the logical consequence. Is organizing ideas, facts, events, opinions, statements, descriptions, evidence and proof, etc. into the logical consequence. You have to organize the above mentioned aspects so that the consequence of them serves the purpose of writing best. You have to organize the above mentioned aspects so that the consequence of them serves the purpose of writing best.

13 Example: If the purpose of the text is To make a critical review, writing piece can be organized in the following way: An Opening Statement. An Opening Statement. A Paragraph of Positive Comment. A Paragraph of Positive Comment. A Paragraph of Negative Comment. A Paragraph of Negative Comment. Conclusion. Conclusion.

14 Paragraph Structure: Topic (general) Sentence. Topic (general) Sentence. Supportive Sentence (-s) (develops the topic). Supportive Sentence (-s) (develops the topic). Paragraph Structure must be clear and visible, easy understandable for the reader. Paragraph Structure must be clear and visible, easy understandable for the reader.

15 Example: A Topic Sentence is followed by two Supportive Sentences: However, I have just a few criticisms to make. However, I have just a few criticisms to make. Firstly, ……………………... Firstly, ……………………... Secondly, …………………... Secondly, …………………...

16 Cohesive Devices: =linkers by which parts of a text are linked as logically related sequences. =linkers by which parts of a text are linked as logically related sequences. Provide relationship between ideas so that the writers intentions (purpose) are made clear. Provide relationship between ideas so that the writers intentions (purpose) are made clear. Make obvious the developing thread of meaning (message) which the writer is trying to communicate. Make obvious the developing thread of meaning (message) which the writer is trying to communicate.

17 Cohesive Devices: Pronouns. Pronouns. Articles. Articles. Conjunctions. Conjunctions. Demonstratives. Demonstratives. Prepositional Phrases. Prepositional Phrases. Synonyms. Synonyms. Repetition of Key Words. Repetition of Key Words.

18 Choice of Vocabulary: Selection of Vocabulary helps the author to create the desired effect. Selection of Vocabulary helps the author to create the desired effect. Exaggerated expressions. Exaggerated expressions. Superlative forms. Superlative forms. Comparative Forms. Comparative Forms. Adjectives, epithets. Adjectives, epithets. Abstract words. Abstract words.

19 Some Strategies for the success at the Olympiad

20 When you choose vocabulary try to find the lexical field which will best serve the function of your writing. For example, if you are describing your friends character you will use the words like: When you choose vocabulary try to find the lexical field which will best serve the function of your writing. For example, if you are describing your friends character you will use the words like: ?????????? ??????????

21 When you choose word combinations and expressions use only authentic ones, which you borrowed from different British sources (textbooks, tapescripts, videoscripts, English CDs, videofilms, etc.). When you choose word combinations and expressions use only authentic ones, which you borrowed from different British sources (textbooks, tapescripts, videoscripts, English CDs, videofilms, etc.).

22 When you choose vocabulary, always select extraordinary patterns (we call them izum). When you choose vocabulary, always select extraordinary patterns (we call them izum). Always prefer mature vocabulary of advanced or upper intermediate level, the words which are not well known by the majority of students (!!! not teachers). Always prefer mature vocabulary of advanced or upper intermediate level, the words which are not well known by the majority of students (!!! not teachers).

23 What can we use instead ofI think in our piece of writing?... Instead of I like?... Instead of In my opinion?...

24 When you choose the vocabulary always select the word combinations which contain the smallest number of words, but denote some big idea, i.e. laconic expressions. A real Englishman will use 2 words instead of 7 to express something. When you choose the vocabulary always select the word combinations which contain the smallest number of words, but denote some big idea, i.e. laconic expressions. A real Englishman will use 2 words instead of 7 to express something.

25 Example: A marketable job (a job which is in great demand on the labour market). A marketable job (a job which is in great demand on the labour market). Promotion prospects (possibilities and opportunities to be promoted in ones career) Promotion prospects (possibilities and opportunities to be promoted in ones career) etc. etc.

26 When you choose the vocabulary try to use mostly the words of a formal style. In reality there are types of writing in which informal style is preferable (personal and creative writing). But the jury (especially at the city level) does not want to accept that. To minimize the risk youd better use vocabulary marked as FML and WRIT in the dictionaries. When you choose the vocabulary try to use mostly the words of a formal style. In reality there are types of writing in which informal style is preferable (personal and creative writing). But the jury (especially at the city level) does not want to accept that. To minimize the risk youd better use vocabulary marked as FML and WRIT in the dictionaries.

27 When you are expressing your ideas try not to be direct or strict. It is considered impolite and may create a bad impression of you. Youd better use figurative expressions, indirect ideas, hints, modifiers like rather, quite, etc.). When you are expressing your ideas try not to be direct or strict. It is considered impolite and may create a bad impression of you. Youd better use figurative expressions, indirect ideas, hints, modifiers like rather, quite, etc.).

28 It is almost always dangerous to use contractions in writing; even if we know that native speakers do so. For using contractions your score will be possibly reduced. It is almost always dangerous to use contractions in writing; even if we know that native speakers do so. For using contractions your score will be possibly reduced.

29 Do not use simple, plain, nominative sentences. Try to unite them into a complex, considerable, meaningful, long sentence. Do not use simple, plain, nominative sentences. Try to unite them into a complex, considerable, meaningful, long sentence.

30 Use passive structures, proper consequence of tenses, proper modal verbs, complex constructions. But be very careful with the appropriate and relevant use of them. Use passive structures, proper consequence of tenses, proper modal verbs, complex constructions. But be very careful with the appropriate and relevant use of them.

31 Time is never enough. You should complete your work in 30 – 35 min. period. Time is never enough. You should complete your work in 30 – 35 min. period. 5 min. – pre-writing (thinking over, planning, building logical consequence). 5 min. – pre-writing (thinking over, planning, building logical consequence). 10 min. – writing a draft. 10 min. – writing a draft. 5 min. – analyzing the draft. 5 min. – analyzing the draft. 10 min. – rewriting into the answer paper. 10 min. – rewriting into the answer paper. 5 min. – checking. 5 min. – checking. 5 min. – extra. 5 min. – extra.

32 Your piece of writing must not exceed the limit of 150 – 180 words. Your piece of writing must not exceed the limit of 150 – 180 words. At the same time it must fit the space (lines) provided. At the same time it must fit the space (lines) provided. Practice shows that to achieve the above mentioned restrictions your letter size must be quite large. Practice shows that to achieve the above mentioned restrictions your letter size must be quite large. Pay special attention to handwriting. It must be clear, neat, understandable to the reader, without any corrections. It creates the first impression. Pay special attention to handwriting. It must be clear, neat, understandable to the reader, without any corrections. It creates the first impression.

33 Usually the following subtypes of writing are asked at the Olympiad: A letter of application. A letter of application. A letter of complaint. A letter of complaint. A letter of arrangement. A letter of arrangement. An article to a students magazine. An article to a students magazine. A story (or a recollection). A story (or a recollection). A description of a person. A description of a person. A description of a place. A description of a place. A description of a system. A description of a system. A discursive essay. A discursive essay.

34 Static (non-chronological) Description

35 Static (non-chronological) Description : Belongs to Personal Writing Belongs to Personal Writing

36 Static (non-chronological) Description : Description of a person. Description of a person. Describe one of your friends. Describe one of your friends. Description of a place. Description of a place. Describe the place you like to visit most in your native town. Describe the place you like to visit most in your native town. Description of a system. Description of a system. Describe what you like and dislike in your school system. Describe what you like and dislike in your school system.

37 Static (non-chronological) Description : Present Simple is mostly used. Present Simple is mostly used. Sometimes Present Continuous may be used as well as proper Passive Structures. Sometimes Present Continuous may be used as well as proper Passive Structures.

38 Static (non-chronological) Description : Sometimes a description is not a complete text type, but only a part of another text type. For example, it can be found in letters, student magazine articles, or essays. Sometimes a description is not a complete text type, but only a part of another text type. For example, it can be found in letters, student magazine articles, or essays. Certain lexical fields are used in descriptions. Usually adjectives. Certain lexical fields are used in descriptions. Usually adjectives.

39 Static (non-chronological) Description : Description of a person. Description of a person. Adjectives describing peoples appearances and characters. Adjectives describing peoples appearances and characters. Description of a place. Description of a place. Adjectives describing interiors and landscapes. Adjectives describing interiors and landscapes. Description of a system. Description of a system. Adjectives describing advantages and disadvantages of smth. Adjectives describing advantages and disadvantages of smth.

40 When you choose the adjectives you should keep in mind that there are 2 groups of words: When you choose the adjectives you should keep in mind that there are 2 groups of words: 1) with positive connotation. 1) with positive connotation. 2) with negative connotation. 2) with negative connotation.

41 1) with positive connotation (handsome, diligent, easy- going). 1) with positive connotation (handsome, diligent, easy- going). 2) with negative connotation (reckless, shy, crazy). You can sometimes modify them by using modifiers (rather, quite). 2) with negative connotation (reckless, shy, crazy). You can sometimes modify them by using modifiers (rather, quite).

42 A Discursive essay

43 A Discursive Essay : Belongs to Academic Writing Belongs to Academic Writing

44 A Discursive Essay We either… express personal opinion about some idea, statement, subject. express personal opinion about some idea, statement, subject. OR OR Discuss advantages and disadvantages of something. Discuss advantages and disadvantages of something.

45 A Discursive Essay: Present Simple is mostly used. Present Simple is mostly used. You may also use appropriate Modals and Passive Structures. You may also use appropriate Modals and Passive Structures.

46 A Discursive Essay Friends are thieves of time Here we express our personal opinion about this statement. Here we express our personal opinion about this statement.

47 A Discursive Essay Aspects to pay attention to: Discourse Organization (developing ideas, logical development). Discourse Organization (developing ideas, logical development). Paragraph Structure. Paragraph Structure. Cohesive Devices (linking words). Cohesive Devices (linking words). Choice of Vocabulary. Choice of Vocabulary.

48 Discourse Organization: Is organizing ideas, facts, events, opinions, statements, descriptions, evidence and proof, etc. into the logical consequence. Is organizing ideas, facts, events, opinions, statements, descriptions, evidence and proof, etc. into the logical consequence. You have to organize the above mentioned aspects so that the consequence of them serves the purpose of writing best. You have to organize the above mentioned aspects so that the consequence of them serves the purpose of writing best.

49 A Discursive Essay Friends are thieves of time writing piece can be organized in the following way: An Opening Statement. An Opening Statement. A Paragraph of Pros. A Paragraph of Pros. A Paragraph of Contras. A Paragraph of Contras. Personal Opinion (balanced). Personal Opinion (balanced). Conclusion (if necessary). Conclusion (if necessary).

50 Paragraph Structure: Topic (general) Sentence. Topic (general) Sentence. Supportive Sentence (-s) (develops the topic). Supportive Sentence (-s) (develops the topic). Paragraph Structure must be clear and visible, easy understandable for the reader. Paragraph Structure must be clear and visible, easy understandable for the reader.

51 Choice of Vocabulary: Selection of Vocabulary helps the author to create the desired effect. Selection of Vocabulary helps the author to create the desired effect. ???????????. ???????????.

52 The best sources to prepare for the writing part are: New First Certificate Masterclass Video set (a collection of video exercises with an activity book, which prepare you for the writing exam) available in RELOD New First Certificate Masterclass Video set (a collection of video exercises with an activity book, which prepare you for the writing exam) available in RELOD All English students books of Upper Intermediate and Advanced levels, which may be used to borrow authentic expressions and paragraphs to insert into your piece of writing All English students books of Upper Intermediate and Advanced levels, which may be used to borrow authentic expressions and paragraphs to insert into your piece of writing All English students books of Upper Intermediate and Advanced levels, which may be used to memorize ready writing patterns of different kinds (letters, articles, compositions, stories) All English students books of Upper Intermediate and Advanced levels, which may be used to memorize ready writing patterns of different kinds (letters, articles, compositions, stories) SEE X-PRESS PREPARATION TO WRITING. SEE X-PRESS PREPARATION TO WRITING.

53 A Story (recollection, narrative).

54 A Story (recollection, narrative): Belong to Creative Writing Belong to Creative Writing

55 A Story (recollection, narrative): Past Simple, Past Continuous, Past Perfect are mostly used. Past Simple, Past Continuous, Past Perfect are mostly used. You may also use appropriate Past Passive Structures. You may also use appropriate Past Passive Structures. You may also use used to and would structures for describing regular actions in the past. You may also use used to and would structures for describing regular actions in the past.

56 A Story (recollection, narrative): When I was a student I used to get up very early. When I was a student I used to get up very early. I clearly remember those perfect days. I would go out in the warm spring evenings, plunging in the fresh fragrance of lilac and jasmine. I would walk around the park, thinking how wonderful life was. I clearly remember those perfect days. I would go out in the warm spring evenings, plunging in the fresh fragrance of lilac and jasmine. I would walk around the park, thinking how wonderful life was.

57 A Story (recollection, narrative) Two main parts of speech are used: Verbs of action (go out, walk around, turn back, lay down, jump over, etc.). Verbs of action (go out, walk around, turn back, lay down, jump over, etc.). Epithet adjectives (fragrant, gloomy, cosy, welcoming, cheerful, etc.) Epithet adjectives (fragrant, gloomy, cosy, welcoming, cheerful, etc.)

58 A Story (recollection, narrative) When using verbs of action… You must follow the strict rules of Consequence of Tenses. You must follow the strict rules of Consequence of Tenses. You must provide the compatibility of Past Simple and Past Continuous. You must provide the compatibility of Past Simple and Past Continuous. You must provide the compatibility of Past Simple and Past Perfect. You must provide the compatibility of Past Simple and Past Perfect. You must properly use Future in the Past Tense. You must properly use Future in the Past Tense.

59 A Story (recollection, narrative) Pay special attention to Reported Speech in the Past: Pay special attention to Reported Speech in the Past: She said that I had to bring some photos of mine. She said that I had to bring some photos of mine. He asked if I knew the way to the National Museum. He asked if I knew the way to the National Museum. They insisted upon going there by early train. They insisted upon going there by early train.

60 A Story (recollection, narrative) The following Cohesive Devices may be used: A little while later… A little while later… During the afternoon (………..) During the afternoon (………..) As the ….. came in sight…. As the ….. came in sight…. Later, that evening……. Later, that evening……. Suddenly as they ……..-ed ……. Suddenly as they ……..-ed ……. As evening darkened into night….. As evening darkened into night….. Before going ……. Before going …….

61 A Story (recollection, narrative): A disastrous shopping trip. A disastrous shopping trip. My first childhood memory. My first childhood memory.

62 A Story (recollection, narrative) Common Mistakes: It was / It happened. (use more lively verb). It was / It happened. (use more lively verb). Said to me… / told me to…. Said to me… / told me to…. I was coming… / I was to come…. I was coming… / I was to come…. I forgot to come the next week … I forgot to come the next week … Paragraphing/Spaces between words. Paragraphing/Spaces between words. Some opening sentence in the story (perhaps used to or would structure). Some opening sentence in the story (perhaps used to or would structure).

63 A Story (recollection, narrative) Common Mistakes: That totally embarrassed me, because I had never been accused of doing something wrong. That totally embarrassed me, because I had never been accused of doing something wrong. Said / asked.... Said / asked.... There is no person… / You can hardly find a person… There is no person… / You can hardly find a person… Irrelevant use of passives Irrelevant use of passives Next day / the next day Next day / the next day

64 Cohesive Devices

65 Cohesive Devices: =linkers by which parts of a text are linked as logically related sequences. =linkers by which parts of a text are linked as logically related sequences. Provide relationship between ideas so that the writers intentions (purpose) are made clear. Provide relationship between ideas so that the writers intentions (purpose) are made clear. Make obvious the developing thread of meaning (message) which the writer is trying to communicate. Make obvious the developing thread of meaning (message) which the writer is trying to communicate.

66 Cohesive Devices: Pronouns. Pronouns. Articles. Articles. Conjunctions. Conjunctions. Demonstratives. Demonstratives. Prepositional Phrases. Prepositional Phrases. Synonyms. Synonyms. Repetition of Key Words. Repetition of Key Words.

67 Cohesive Devices Connectors of Concession: However (place in the sentence??). However (place in the sentence??). Despite (differs from in spite of ??). Despite (differs from in spite of ??). Yet (place in the sentence??). Yet (place in the sentence??). Although (differs from though ??). Although (differs from though ??). Nevertheless. Nevertheless.

68 Cohesive Devices Connectors of Addition: As well as (place in the sentence??). As well as (place in the sentence??). too (place in the sentence??). too (place in the sentence??). In addition (place in the sentence, punctuation??). In addition (place in the sentence, punctuation??). Also (place in the sentence??). Also (place in the sentence??). and. and.

69 Cohesive Devices Connectors of Addition: As well as middle / beginning + gerund. As well as middle / beginning + gerund. too end of a sentence / clause. too end of a sentence / clause. In addition beginning, coma. In addition beginning, coma. Also middle, after auxiliary verb / to be, or before main verb. Also middle, after auxiliary verb / to be, or before main verb. and When 2 coordinate clauses. and When 2 coordinate clauses.

70 GOOD LUCK! December 10 is finally here… ))) The English Club. Co Dec. 2005