New-Fowler-Proficiency-Writing-Skills-1.pdf

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Et NEW EDITIONS
SOPHIA
ZAPHIROPOULOS
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Introduction
For those candidates who have studied one of the
three set texts, Question 5 consists of three
questions, one for each of the set texts. Candidates
are required to write one of the following:
INTRODUCTION
New Fowler Proficiency Writing Skills I is the first part of a
two-part course which aims to teach the techniques
students require to attempt any of the variations among
the six forms of writing task set in the revised
Cambridge Proficiency examination. Approximately one
third of the material in Writing Skills has been revised for
this book. All the other material in this book is new.
Eleven of the twenty units consist of two facing pages,
and should, under normal circumstances, be completed
in a lesson, with a writing task to be done later in
approximately one hour, the time allowed for it in the
examination. In the remaining nine units of four pages,
two lessons will normally be required.
an article
an essay
a letter
a review
a report
The time limit (2 hours) and length of writing tasks
(300-350 words), remain unchanged.
Teaching writing skills
It is important for students to understand that while
credit is given to Proficiency candidates for their use of
structure and vocabulary, these are not the only
considerations to be taken into account; organisation
and the relevance of the answer to the task are at least
equally important. Different writing tasks require
specific techniques to deal with them, and such
techniques can be taught effectively through models
written within the capacity of a good student that can
be analysed, imitated and practised. These models are
supported with revision of the necessary grammatical
structures and lexical items by means of accompanying
exercises and the reference section and the appendix at
the end.
The changes in the examination
The biggest change in the writing paper of the revised
Cambridge Proficiency examination is that it now has
two parts, as do FCE and CAE.
Part I consists of a compulsory question comprising
instructions and a text or texts which provide
candidates with a clear context. There is always more
than one point to address in this question, and
candidates should learn to identify these points and
ensure that they cover them when writing. The
question is discursive, and candidates are expected to
write one of the following:
an article
an essay
a letter
a proposal
Doing justice to oneself in an examination
The Proficiency examination requires a considerably
more sophisticated use of English than First Certificate
and the difference between these two levels is often
underestimated by students. The difference, however, is
not so much a matter of using more complicated
structures or a wider range of vocabulary as of
providing an answer relevant to the question, well
organised in good, clear sentences and paragraphs. The
range of questions open to the examiner is
considerable, as indicated by the contents pages of this
book, but learning the right technique to deal with each
is half the battle. Therefore, it is recommended that
students pay particular attention to the tips provided
throughout the book. These consist of practical advice
on what to do and what not to do in a given situation
and should make it possible for students who take it to
do justice to themselves in the exam.
In Part 2, candidates choose one question
comprising instructions which give candidates
guidance to the context. In order to be successful in
Part 2, candidates should be competent at narrating,
analysing, hypothesising, describing, giving reasons,
persuading, judging priorities, evaluating, making
recommendations, giving information and
summarising. Candidates are expected to write one
of the following, from a choice of three:
an article
a letter
a proposal
a review
a report
Contents
UNIT
PART
TECHNIQUE
MODELS
REVISION
PAGE
SECTION
I: ARTICLES
Tenses
Used to and would
I
2
Describing and narrating
What a difference!
Close friends again
10
I
Taking sides
Who's freedom? Theirs or ours?
14
Computers: a dream or a nightmare?
Connectors and modifiers:
balancing an argument
I
Balancing an argument
I
Providing solutions
Too many people, not enough earth
Conditionals
16
Preserving the planet for future
Should, ought to and would
generations
SECTION 2: LETTERS
Semi formal: A resident's concerns
Formal: An official complaint
18
5
2
Complaining
A letter of welcome to
exchange students
20
2
Giving information
24
2
Making suggestions
Preserving and restoring a town
Articles
Improving a town
Should
Conditionals
26
I
Giving opinions
Young people on the streets
SECTION 3: ESSAYS
30
Comparing
Public and private transport in the city Connectors and modifiers
Responding to generalisations
Relation between national
character and climate
Articles
32
Providing information
The importance to good health
Alternative medicine
Connectors and modifiers
34
I i
I
Contents
UNIT
PART
TECHNIQUE
MODELS
REVISION
PAGE
SECTION 4: PROPOSALS
First aid facilities at the
Five Oaks Sports Centre
12
2
Applying for funds
38
Passive voice
Spending the proceeds
of a summer fair
13
Assessing choices
42
Decline in local tourism
A college newspaper
Should
Conditionals
14
Evaluating a situation
46
SECTION 5: REVIEWS
Tenses in 'timeless' time
IS
2
Reviewing a book
Not without my daughter
50
Tenses in 'timeless' time
16
2
Reviewing a film
Castaway
52
Phrases in apposition
Compound adjectives
2
Reviewing a restaurant/hotel
The Willows
54
SECTION 6: REPORTS
The Majestic Hotel
Assessing facilities
58
Connectors and modifiers:
developing an argument
The Jorvik Viking Centre
2
Assessing suitability
60
A college film club
20
2
Giving information
62
Reference section
64
Appendix
70
CPE Writing Sheets
72
Describing and narrating
Articles
In this article, Martin Fraser describes his return to a small town in England after an absence of 25 years.
Read the article and complete the exercises that follow.
What a difference]
When I was a boy I used to spend a
fortnight every summer with my aunt
Elizabeth in Leabury, a small town in the
Midlands. But twenty-five years ago she
retired and moved to the seaside, and I did
nor return until I had to go there on
business last week.
My aunt's house was on the outskirts
of the town so I often used to ride out into
the country on my bicycle. I would follow
the London road for a mile or two and
then branch off for a circular tour of the
neighbouring villages, eventually finding
my way back by the other main road.
About a mile from home there was a small
pond with ducks swimming on it. I used to
stop there to watch them and skim stones
across the water. Beyond the pond was
Hayward's Farm, with cows grazing in the
fields, and then I would come down the
hill into the town and turn right into my
aunt's road to complete the circuit.
There have obviously been changes
since I was a boy but I was not prepared
for many of those I saw last week. For one
thing, the motorway that passes close to
the town actually goes over two of the
villages I used to ride to. As you come into
Leabury, you no longer pass a farm with
cows grazing in the fields. A vast housing
estate stretches from the motorway to
what used to be the outskirts.
The centre of the town has been
entirely transformed. The old buildings
have been knocked down and there is a big
shopping centre with a multi-storey car
park beside it. There are no family shops
in the main street now, only the same
offices, stores and fast-food restaurants
you find everywhere. The old town used to
have a character of its own but now it is
like any other place in England.
On the way back, I went to see my
aunt's old house, though I hardly
recognised it at first. The present owners
have painted it bright yellow so it looks
like a big jar of mustard. I shook my head
in disbelief and turned towards home. But
just before I reached the motorway, I
suddenly saw something familiar, a little
pond with a wall round it, some ducks, and
two boys skimming stones across the
water. At least some things have not
changed.
L
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