English Writing

- - - Writing Proficiently - - -
Writing Proficiently
Essay Skills For
English Exam Success
Todd Pekel
E-book Cover Design - http://www.learn-to-draw-and-paint.com
1
Copyright 200 !odd "ekel #ll rights reserved.
Dedication
!his book is dedicated to everyone who reads its contents and applies its
principles. $y hope is that yo% &ind the &ollowing material to be practical'
%se&%l and rewarding in yo%r attempts at' Writing Proficiently.
Special Thanks
Every a%thor owes a debt o& gratit%de to someone. ( want to say a special
thank yo% to my dear &riend'
Christina
!hank yo% &or all o& yo%r help and s%pport.
)od *less.
You know that I know!
- !
2
Ta"le of #ontents
Introduction
First Things First
$rainstorming
#ommon Phrases
%pinion Essays
For and &gainst Essays
Pro"lem Sol'ing Essays
Transitional Phrases
Proficiency $uilders
(ore Proficiency $uilders
Writing Styles
%'erused Words
First and )ast Impressions
*o+ to $egin
Writing the $ody
Writing #onclusions
Sample %utlines
Sample Essays
Punctuation ,uide
3
Introduction
!he &ollowing material has been prepared to help st%dents with the written
section o& the vario%s English lang%age e+aminations in %se today. E+aminations
like the EC"E' C"E' !,E-.' (E.!/' $E.#* and $E.(CE! all re0%ire the st%dent to
prod%ce a variety o& written work at a pro&icient level o& the English lang%age.
*e&ore we disc%ss the writing challenges o& yo%r partic%lar test' there are a
co%ple o& things yo% sho%ld know abo%t writing English essays at the pro&iciency
level.
-irst' writing at this level is not something that comes nat%rally to people. (t
re0%ires work. /econd' writing is one o& those areas that we tend to leave %ntil
last. (n other words' writing is something that we seem to spend the least
amo%nt o& time on' even tho%gh it o%ght to act%ally re0%ire more o& o%r
attention.
!his combination can ca%se yo% disappointment on yo%r e+ams by receiving a &ail
mark &or yo%r written work. !his needn1t be the case' tho%gh' and (1ll tell yo%
why.
( have shared the &ollowing material with many st%dents over the years and those
who have learned and applied the principles set &orth in the ne+t pages have
passed the written section o& their e+ams witho%t any di&&ic%lties.
2ow' ( don1t claim to know everything there is to know abo%t writing essays' b%t
what ( do know is this3 what &ollows has proven to be effecti'e &or those who
have learned and applied it.
!he knowledge contained in these pages has been developed and per&ected in
more than &i&teen years o& classroom e+perience with st%dents 4%st like yo%. (
have assisted literally h%ndreds and h%ndreds o& st%dents ac0%ire internationally
recogni5ed English lang%age certi&icates and diplomas &rom well known
6niversities' private organi5ations and even government agencies.
7eep in mind that all o& them had to pass the written section o& the e+am in order
to receive their diplomas. !here&ore' it can 8and has9 been done.
(t is my hope and belie& that this book will assist yo% in accomplishing yo%r goals.
( thank yo% &or allowing me to play a small role in yo%r s%ccess.
!odd "ekel
:o%r /%ccess #ssistant;
4
First Things First
/o' what1s the first thing yo% need to know abo%t e&&ective essay writing<
=ell' the 'ery first thing to know is>
-. Effecti'e Essay Writing - is like going on 'acation/
.et me ask yo% a 0%estion. ?ave yo% ever gone on vacation and didn1t
know e+actly where yo% were going be&ore yo% set o%t on yo%r trip<
Even i& yo% wanted to maybe go to a place and then check aro%nd &or a
better price or somewhere closer to the beach or somewhere nicer' didn1t
yo% at least know where yo% wo%ld be staying when yo% &irst arrived<
,& co%rse' the answer to both 0%estions is> :E/;
/o how is e&&ective writing like going on vacation<
You need to kno+ +here you are going/ "efore you "egin0
(n other words' yo% have to have the concl%sion in mind "efore yo% even
write the &irst word; *y having already decided where yo% want to go' it
will help yo% get there more easily.
!he concept3 @e&&ective writing is like going on vacationA is simply an
adaptation to the well known reality that people dont plan to fail, they fail
to plan!
=hat1s important to remember< !hat the concl%sion yo% come to answers
what the 0%estion or r%bric has asked &or. (& it does' then +hate'er it is
needs to be s%pported by the evidence yo%1ve presented in the body o& the
composition. !o p%t it di&&erently' +hat yo% concl%de is not as important
as ho+ yo% concl%de yo%r composition.
:o% will not be penali5ed i& the e+aminer doesn1t agree with yo%r point o&
view as long as yo%1ve been able to s%pport it with s%bstantial evidence
and viable e+amples.
(1ll cover more on concl%sions a little later and we1ll take a look at some to
show yo% e+actly what ( mean.
/o what1s the &irst thing yo% need to know abo%t good' e&&ective writing<
!hat1s right;
Effecti'e Essay Writing - is like going on 'acation> yo% need to know
where yo% are going' be&ore yo% begin.
2ow' what1s the second thing we need to know abo%t e&&ective writing<
5
1. Effecti'e Essay Writing - is like good cooking/
2ow yo%1re probably wondering what on earth good writing and good
cooking have in common' right< #llow me to ask yo% another 0%estion.
?ave yo% ever had 4%st plain boiled vegetables or potatoes<
:o% know - no salt' no pepper' no b%tter' no cheese' no sa%ce' no onions'
and no garlic' nothing> 4%st nothing to give yo%r cooking a little &lavor<
E+actly' yo% know that good cooking involves a little more than 4%st
boiling. (t takes imagination. (t takes spices. (t takes salt and pepper and
b%tter and cheese and sa%ces and spices and> yo% get the pict%re' right<
/o good' e&&ective writing is like good cooking beca%se>
& little spice enhances the fla'or0
!hat being said' we need to know what the @spicesA o& good writing are.
:o%1ve probably g%essed it by now' haven1t yo%< !he spices o& good
writing are ad2ecti'es and ad'er"s.
#d4ectives and adverbs are to writing what spices are to cooking.
Bemember that witho%t spices' o%r &ood wo%ld be e+tremely "land' or
tasteless. .ikewise' when we o'eruse spices we make o%r &ood inedi"le
which means it1s so bad that no one can eat it' right<
=ell' the same holds tr%e when we add &lavor to o%r writing. !he o'eruse
o& ad4ectives and adverbs make o%r writing %nreadable. 2ot %sing' or
under %sing ad4ectives and adverbs makes o%r writing bland.
=e want o%r writing to have the &lavor o& o%r &avorite &ood. 2ot too salty'
not too watery' not too spicy' not too cold and not too hot.
(n other words' we want it to be> 2ust right0
=e1ll learn how to make o%r writing @4%st rightA when we take a look at
writing introd%ctions.
-or now' let1s remember that the second thing we need to know abo%t
good' e&&ective writing is>
!hat Effecti'e Essay Writing - is like good cooking/ we need to add
some spice to enhance the &lavor;
#nd now' what1s the third and final thing we need to know abo%t good'
e&&ective essay writing<
6
3. Effecti'e Essay Writing - is as easy as -4 14 3/
/erio%sly. )ood essay writing is as easy as C' 2' D>
.et me e+plain what ( mean. =hen we write a composition or essay &or
o%r English lang%age e+amination' o%r writing sho%ld incl%de>
C. an introd%ction

2. a body
D. a concl%sion
!hat1s it. #s easy as one' two' three>
:es' there1s a little more to it than 4%st n%mbers' b%t the principle o& good
writing being as easy as C' 2' D' holds tr%e. 2ow' let1s take a closer look at
this' shall we<
( always have my st%dents make the &ollowing chart in their notebooks as
( write on the board e+plaining the 5&s Easy &s6 C' 2' D' concept.
-irst ( e+plain the above and tell them that good' e&&ective writing is as
easy as one' two' three. !hen ( tell them that one' two' three' is really/
34 14 -.
?ow1s that' e+actly<
=ell' above notice that we have an introd%ction' a body and a concl%sion'
or' C'2'D. Bight< !hat1s the order in which we +rite the essay.
-. Introduction 3. #onclusion
1. $ody 1. $ody 7examples!
3. #onclusion -. Introduction
!he order in which we plan or "rainstorm the essay' however' is D' 2' C.
!he &ollowing 0%ote tells me that this person knew a little bit abo%t writing
pro&iciently.
8The last thing one kno+s in constructing a +ork
is +hat to put first.8 *laise "ascal
Bemember what we said abo%t good writing and going on vacation<
!here&ore' be&ore we even write one word' we m%st plan where we are
going;
!hey way we plan an essay is' D' 2' C.
*y planning the concl%sion &irst' we know where we are going. 2e+t' we
think o& speci&ic e+amples or arg%ments to %se in the body that will
s%pport o%r conclusion and lead %s to it. -inally' we come to the
introd%ction' which means we are now ready to write o%r essay.
7
!he great advantage o& %sing this method is that when yo% get to the
introd%ction yo% can begin writing. !his sa'es val%able time0
Bemember' some English e+aminations only allow 39 minutes to
accomplish the writing task. !hat doesn1t leave m%ch time &or changing
yo%r mind hal& way thro%gh yo%r composition.
*e&ore we look at each section o& o%r English composition separately' let1s
4%st 0%ick review what we1ve learned so &ar abo%t good' e&&ective' essay
writing.
-. )ood essay writing is like going on 'acation/
:o% need to know +here you are going> be&ore yo% begin;

1. )ood essay writing is like good cooking/
:o% need to add a little spice to enhance the &lavor;
3. )ood essay writing is as easy as/ -4 14 3/ which is really 34 14 -
-. Introduction 3. #onclusion
1. $ody 1. $ody 7examples!
3. #onclusion -. Introduction
2ow as we keep these three r%les in mind' we1re ready to look at each section o&
o%r essays. *ear in mind' however' that yo% already know the three things that
yo% need to know abo%t good' essay writing.
8
$:&I;ST%:(I;,
*rainstorming 8no one likes to call it planning anymore' altho%gh that1s e+actly
what it is9 E is the most crucial time o& yo%r essay. /pend a &ew min%tes
e&&ectively planning' and the rest o& the essay literally writes itsel&.
$any people r%sh past this planning stage and 4%mp right into the act%al writing.
!his is a grave mistake. !hey &ear they don1t have any time to @wasteA on
planning. !he &act is yo% don1t have time to waste ;%T planning yo%r essay.
(n other words' i& yo% are only allowed thirty min%tes &or yo%r e+amination' it is
not enough time in case yo% have to start an essay over. :o% don1t have time to
@think o& something betterA when yo% are hal& way thro%gh yo%r essay.
Bemember the old adage:
People don<t plan to fail/ they fail to plan
$any times' especially d%ring the planning stage o& a composition. (1ve heard
st%dents remark that they didn1t know anything abo%t the partic%lar topic
presented in the writing task. (n other words' they had no idea what to write
abo%t. (& this happens to yo% too' don1t worry' yo%1ll soon know how to @&i+A this
problem.
!o correct this problem' ( tell my st%dents to p%t on different glasses when
looking at the topic. #nd i& yo%1re like them' yo%1re wondering' what does that
mean< Bight<
=ell' ( think that we can look at a topic thro%gh di&&erent @lensesA so to speak and
come %p with a variety o& things to say abo%t the s%b4ect that we didn1t know we
knew. =hen we p%t on new glasses and look at the topic thro%gh other lenses we
will &ind more than eno%gh material to write. =e will &ind more than we had ever
imagined;
!ry looking at the s%b4ect thro%gh the &ollowing lenses in the planning stage.
/%rely yo% will &ind something to write abo%t i& yo% consider yo%r topic thro%gh
one or more o& the &ollowing lenses.
Social *ealth Economic En'ironmental :eligious
Scientific *istorical ,eographical Educational Psychological
Personal Ethical Political (oral Philosophical
,& co%rse' not all lenses are appropriate &or every s%b4ect. !ry on a co%ple and
see how they &it in relation to yo%r composition topic. Choose one or t+o
perspectives 8lenses9 and contin%e.
#&ter looking thro%gh di&&erent lenses start asking the @whA 0%estions. =ho' what'
where' when' why' how long' etc.
-or e+ample' i& the s%b4ect o& the composition was something like3 @disc%ss the
changing role o& women in society'A yo% probably wo%ldn1t %se the
@environmentalA lens to disc%ss the topic as it really doesn1t relate to the iss%e at
hand. ?owever' yo% could %se the historical' social' economic' political'
9
philosophical' traditional' religio%s and ed%cational lenses to gather more than
eno%gh material to write yo%r composition.
!hen' as stated' start asking 0%estions abo%t the topic thro%gh a partic%lar lens.
Who are the socially' historically' religio%s' economically etc' important women o&
the last &ew years' decades' cent%ries<
What contrib%tion did the socially' historically' religio%s' economically etc'
important women o& the last &ew years' decades' cent%ries do<
*o+ has that changed< Why<
#s yo% can see' by %sing this lens techni0%e' yo% will be able to gather
in&ormation abo%t any given topic. !he e+c%se o& @( don1t have anything to write
abo%t'A or' @( don1t know anything abo%t the topic'A has 4%st been eliminated.
#ren1t yo% glad<

#s has been stated earlier' some e+ams allow only D0 min%tes &or their essay
options. !he most common essay types are disc%ssed below. $any e+aminations
give yo% a choice between e+am topics and the type o& writing yo% will have to
do.
-or e+ample' some e+aminations 8$ichigan is one9 allow yo% to chose either an
opinion essay' a for and against essay' or a pro"lem sol'ing essay. =hile
other e+aminations re0%ire yo% to write a &ormal letter or maybe even a report.
!he best part abo%t the methods disc%ssed in this book is that they have a
%niversal appeal to all essay writing. Begardless o& the e+am yo% are planning on
taking' this material is help&%l and appropriate.

$ost essay topics on English e+aminations involve timely and modern iss%es. :o%
will be re0%ired to analy5e' comment' disc%ss' or o&&er sol%tions based on the
relevant given topics.
!he &ollowing are brie& o%tlines &or vario%s essay types that are common on many
English e+aminations. (ncl%ded are some %se&%l phrases to ac0%aint yo% with the
vario%s skills needed to write at the "ro&iciency level.
!he @old schoolA method 8meaning it1s been aro%nd a long time beca%se it1s
e&&ective9 still %sed &or p%blic speaking and/or e&&ective essay writing is the
&ollowing very good advice.
-irst' tell your readers what they are going to read.
2e+t' let them read it.

Concl%ding' remind them o& what they have 4%st read.
)ood essay writing takes more than 4%st p%tting words on a paper 8or a comp%ter
screen9. (t takes hard work and practice;
!ho%gh brie&' what &ollows thoro%ghly covers the necessary in&ormation yo% will
need to write an e&&ective 8i.e. passing9 essay.
10
#ommon Phrases
!he phrases shown below are %sed to link sentences together and g%ide readers
thro%gh an essay. !hey are extremely important beca%se they act as road
signs and let the reader know what is ahead' or rather' what to e+pect.
!o get the most o%t o& this book ( recommend yo% brie&ly read thro%gh them and
then get a newspaper' an old te+t book or even %se the internet. !hen' spend
some time looking &or these words and phrases in the material yo% have be&ore
yo%.
6se a pencil or pen to circle them. $ake a small collection o& articles and essays
and make notes o& how they are %sed by others. (n so doing yo%1ll help yo%rsel&
to %se them properly.
Small details are the di&&erence between writing a passing composition or one
that &ails. Don1t allow simple' C,BBEC!(*.E mistakes cheat yo% o%t o& yo%r
s%ccess.

)inking Words and Phrases for =se in &ll Essay Types
)isting Points
-irst o& all' to begin / start with' secondly' thirdly' &inally
-or starters' ne+t' a&ter' then' to concl%de
Introducing Examples
-or e+ample' &or instance' like' s%ch as' in partic%lar' this is clearly ill%strated
by' a typical or striking e+ample o& this is
To Explain sth to Your :eader
!his / which means that' in other words' meaning that' that is to say>
Sho+ing &ddition
(n addition 8to9' moreover' &%rthermore' apart &rom' besides' as well as' also
both> and
Expressing #ause
*eca%se 8o&9' d%e to' owing to' since' as' given 8that9
Sho+ing :esult
!h%s' there&ore' as a res%lt / conse0%ence' &or this reason' conse0%ently
Expressing :eality
(n &act' it is a &act that' act%ally' in practice
Emphasi>ing a Particular Point
Clearly' obvio%sly' it is obvio%s' needless to say' witho%t do%bt
Sho+ing contrast
#ltho%gh' 8even9 tho%gh' while' whereas' despite' in spite o& the &act that' on
the other hand' however' nevertheless' yet' still F it may be arg%ed / claimed
that' others 8many people9 &eel / claim / believe that>
11
!he &ollowing o%tlines show the basic &orm yo% sho%ld write that partic%lar essay
types in. #&ter each o%tline are %se&%l phrases that might accompany those
partic%lar essays.
( recommend %sing a variety o& the phrases %ntil yo% develop yo%r own writing
style. (n so doing yo% won1t &all into the trap o& %sing the same phrases over and
over.
%PI;I%; ESS&YS ? 5agree or disagree6
Example: /moking sho%ld be banned &rom all p%blic b%ildings. Do yo% agree
or disagree with the preceding statement<
Introduction
(ntrod%ce 8restate9 topic G state your opinion
Para --3
Hiewpoints G 4%sti&ications / 1-3 specific e+amples that support your opinion
Para 3 or @
%pposing 'ie+point G 4%sti&ication / e+ample
#onclusion
/%mmari5e / restate your opinion
Bemember that in an opinion essay yo% are e+pected to e+press your opinion.
(n other words' yo% sho%ld be as specific as possible. !he above o%tline is a
%se&%l g%ide as to what yo%r essay sho%ld incl%de and look like.
!o help recogni5e opinion essays' yo%1ll notice that the r%bric o&ten asks3 @do yo%
agree or disagree<A
!he &ollowing points sho%ld be considered with regard to opinion essays. ( o&ten
advise st%dents to learn a &ew o& them> not necessarily all o& them. !he point is3
yo% sho%ld be able to %se a 'ariety so as to avoid repetition and over%se 8i.e. (
think' ( think' ( think.9
,i'ing %pinions
(n my opinion / view>
$y opinion is that>
( &eel / think / believe that>
( am inclined to believe that>
(t seems / appears to me that>
( am 8not9 convinced that>
#s &ar as ( am concerned>
(t holds that>
( hold / maintain that>
12

=seful Expressions for &greeing Partially
this is partly tr%e
to 8an9 8certain9 / 8some9 e+tent
in some cases
%p to a point
=hile it can not be denied that
=hile it is tr%e that
=seful Expressions to Introduce &rguments or Aie+points
,ne arg%ment in &avor o& / against>is
(t is widely believed / claimed that>
(t can / co%ld be arg%ed that>
(t is generally believed / maintained that
/ome people believe / &eel / maintain that>
$any people claim / maintain that>
E+perts / /cientists s%pport the view that>
E+perts are / /cientists are / in &avor o& / against / opposed to
=seful Expressions for #oncluding an %pinion Essay
(n concl%sion' ( &eel / believe that>
!o concl%de' ( am inclined to believe that>
#ll things considered' ( am convinced that>
!aking everything into acco%nt (t is my opinion / belie& that>
-or the above-mentioned reasons' ( 8don1t9 agree that>
!o s%m %p'
#ll in all'
13
F%: &;D &,&I;ST ESS&YS B "alanced essay ? 5discuss6
Example .egal abortions are both a good and bad thing. Discuss.
Introduction
/tate topic 8+ithout stating yo%r opinion9
Para --1
&rguments for - pl%s 4%sti&ications / --1 specific examples
Para 3-@
&rguments against - pl%s 4%sti&ications / --1 specific examples
#onclusion
*alanced concl%sion / yo% may state opinion indirectly
Bemember that for and against essays are "alanced essays.
:o% sho%ld e+amine the s%b4ect &rom "oth a positive and negative side. !he
evidence yo% present &or one side o& the arg%ment sho%ld be as compelling as the
other. D%ring the concl%sion' and only d%ring the concl%sion' sho%ld yo% give an
opinion albeit' indirectly.
=seful Expressions for Presenting &d'antages
!he main / greatest advantage o&>is
,ne /# 8ma4or9 advantage o&>is
#nother /# &%rther advantage o&>is
,ne very convincing arg%ment in &avor>is
/%pporters o& claim / maintain /advocate that>
=seful Expressions for Presenting Disad'antages
!he main / greatest disadvantage o&>is
,ne / # 8ma4or9 disadvantage o&>is
#nother / # &%rther disadvantage o&>is
,ne very convincing arg%ment against>is
#nother negative aspect o&>is
"roponents o&>draw attention to the &act that>
=seful Expressions for #oncluding a $alanced Essay
(n concl%sion' it seems appears that>
,n balance' it may be concl%ded that>
#ll things considered' there is little do%bt that>
!aking everything into acco%nt it is likely / %nlikely that>
!o s%m %p' it is clear / obvio%s / evident that>
!o concl%de' the obvio%s concl%sion to be drawn is>
#ll in all' there is no absol%te answer to
14
P:%$)E( S%)AI;, ESS&YS ? 5+hat can "e done6
Example =hat can individ%als and governments do abo%t the rapidly
increasing crime rate<
Introduction
Bephrase topic - state its ca%ses and conse0%ences
Para --3
/%ggestions and e+pected res%lts 8"e specific9
#onclusion
/tate ho+ and +hy yo%r s%ggestions will be e&&ective
"roblem solving essays allow yo% to e+press yo%r creative sel&. !he problems
given in the r%bric %s%ally ask &or specific suggestions and will re0%ire the
development o& yo%r proposals to the reader. !here are no @wrongA proposals as
long as yo% s%pport yo%r proposals in a logical manner.
=seful Expressions to Suggest Solutions
,ne possible way / %se&%l s%ggestion to solve
#nother / #n alternative way / s%ggestion to overcome this 8the9 problem
8o&9>is/
combat wo%ld be
deal with
/teps sho%ld be taken in order to solve
$eas%res m%st so as to overcome this 8the9 problem 8o&9>
combat
deal with
(&>happened / were to happen' the res%lt
the e&&ect wo%ld be
the conse0%ence
*y IIIIIIIIIIIII' we / people / governments can ens%re / can prevent>
!he sit%ation co%ld / wo%ld improve i& we / people / governments >
(t wo%ld be a good idea to IIIIIIIIII that way IIIIIIIII.
Presenting Expected :esults
res%lt wo%ld be>
!he o%tcome o& this / 8-ing9
e&&ect might be>
conse0%ence
15
Transitional Phrases
.inking ideas' sentences and paragraphs
!he &ollowing list o& transitional phrases will prove %se&%l in any' or all' o& yo%r
writing assignments. #gain' to really learn their %sage' look at writing that is
similar to what yo% will be e+pected to prod%ce. )o thro%gh each te+t and make
note o& how the &ollowing words and phrases are %sed.
:o%1ll be s%rprised to see that many o& these little' seemingly %nimportant words
and phrases play s%ch an important role in good' e&&ective essay writing.
.earn to %se some o& the &ollowing in yo%r essays. "ick those that yo% like or
interest yo% or those that are similar to the transitional phrases yo% already %se
in yo%r own lang%age.
.earn a &ew o& these and %se them in yo%r essays and yo% will be well on yo%r
way to +riting proficiently0
Time Transitions
$eanwhile
(mmediately
#&ter a &ew days / ho%rs
#&terwards
#&ter a &ew min%tes
/everal days/ho%rs later
!en min%tes later/earlier
Earlier
#t length
/oon
(n the mean-time
.ater
2ot long a&ter
#t that moment
J%st then
/everal cent%ries/day/ho%rs be&ore
Place and )ocation
*eyond
2earby
,pposite
,n the opposite side
,ver head
!o / on the le&t
,ver to the le&t / right
(n the same area
(n the neighboring town
?ere
!here
2e+t to
#d4acent to
!o / on the right
(n the center
,n the =est / East coast
-o%r kilometers away
(n the village ne+t to mine
&ctions
/%ddenly
#ll at once
#t that moment
/%ddenly there came a noise>
Entering the room>
J%st then
(n ran / walked
Bising &rom his seat>
16
Emphasis
(n partic%lar
6s%ally
Especially o& note
!his is not always the case>
#ltho%gh %s%ally tr%e' it is also certain
,n one memorable occasion
:esult
?ence
!here&ore
#ccordingly
!here%pon
!h%s
Conse0%ently
#s a res%lt
!hen
#omparison
/imilarly
.ikewise
(n like manner
!he IIIII is also IIIII
# similar method o& IIII is IIIII
!his area too has IIIIIII
#ontrast
,n the other hand
!he IIII %nlike the III is>
!he IIII is 0%ite di&&erent &orm the II
,n the contrary
#&ter all
#t the same time
#ltho%gh tr%e' it is also certain thatIII
Despite the &act that
(n spite o& the &act that
*%t
:et
#nd yet
#ltho%gh
,therwise
/till
2evertheless
Despite
(n /pite o&
&ddition
$oreover
-%rther
-%rthermore
.ikewise
#lso
E0%ally important
-inally
*esides
#gain
(n addition
!oo
,&ten
-irst' secondly' thirdly' lastly
*esides
17
Purpose
!here&ore
!o this end
=ith this ob4ect in view / mind
-or this p%rpose
Summary C :epetition C Exemplification
!o s%m %p
,n the whole
(n short
(n other words
!o be s%re
-or e+ample
(ndeed
Certainly
(n brie&
,verall
(n concl%sion
#s ( have stated
#s has been noted
-or instance
(n &act
(n any event
Expressing %pinions
(n my opinion
#s &ar as (1m concerned
-rom my point o& view
$y viewpoint is
-rom where ( stand ( believe
(t wo%ld appear that
( wo%ld seem that
(t seems to me that
(t appears to me that
( maintain that
Dualifying Statements
!here is a tendency to
6s%ally' they are inclined to
/ometimes/6s%ally/,&ten/)enerally
things appear to be
(n most cases
# large n%mber o& the times
)enerally speaking
,n a &ew occasions
(n a large n%mber o& cases
(n some instances
&rgumentati'e C Discursi'e
(t has been said that
(t can be claimed that
(t can be arg%ed / stated / held that
,ne o& the main arg%ments in &avor o&
( wo%ld arg%e that
)iven the choice it wo%ld be best i&
(t has been arg%ed that
/ome wo%ld agree that
(t is a &act that
(t is %ndeniable that
!here can be no do%bt that
,ne main advantage / disadvantage is
18
Pro"a"ility
(t is virt%ally certain that
!here is little likelihood
!he main reason &or doing that is
(t is 0%ite probable that
(t is not inconceivable
!he main aim o& the research is
Proficiency $uilders
=ith the above in mind' we are now ready to learn some basic writing techni0%es
that are absol%te 5musts6 at this level o& essay writing. !he &ollowing is based on
observation and years o& correcting st%dent essays at this level.
(t is my belie& that i& yo% learn to correct these all too common mistakes3 yo%1ll
do well in the written section o& yo%r e+am.
!he &ollowing str%ct%res not only need to be %nderstood' theoretically, yo% need
to use them when writing yo%r essays on the e+amination. ( %se the term
proficiency "uilders tho%gh yo% may know them by other names.
#onnectors - +hen4 +hile4 until4 as soon as4 once
Connectors are %sed in the &ollowing manner. 2ote the verb tenses %sed a&ter the
connectors. !hese patterns are &o%nd at all levels o& the lang%age.
Time #onnector Aer"
:o% will see her
8&%t%re9
:o% can see her
8present simple9
Don1t speak to her
8negative imperative9
:o% will %nderstand
8simple &%t%re9
:o% will be able to leave
8simple &%t%re9
?e will &inish it
8simple &%t%re9
+hen
+hile
until
+hen
as soon as
once
she arrives.
8present simple9
she is staying here.
8present contin%o%s9
she has &inished her work
8present per&ect9
yo% have been living here as
long as ( have
8present per&ect contin%o%s9
she gets here
8present simple9
he has &o%nd the time to do so
8present per&ect9
19
(ore Proficiency $uilders

#s with all lang%ages' English has had certain patterns evolve in 8or with9 it over
the cent%ries. !he &ollowing are some o& the more typical sentence patterns with
e+amples to demonstrate.
#s yo% write yo%r essays bear these patterns in mind. !hey will help yo% go a
long way to writing at the pro&icient level. =hat1s more' yo% sho%ld be able to
8need to9 %se a variety o& these str%ct%res in yo%r writing.
It is E ad2ecti'e E that E su"2ect E 'er"C+ord E clause
(t is essential that yo% work hard i& yo% want to pass yo%r e+ams
(t is necessary that ( see her today.
(t is important that she be on time &or her appointment.
(t is ama5ing that yo% sho%ld believe that.
(t is recommended that yo% br%sh yo%r teeth at least three times a day.
It is E ad2ecti'e E infiniti'e E that E su"2ect
(t is astonishing to discover that she has never been o%t o& her village.
(t is terri&ying to reali5e that we have eno%gh weapons to kill everyone CK times.
(t is e+citing to hear that they may have discovered a c%re &or cancer.
(t is ridic%lo%s to think that smoking doesn1t harm yo%.
(t is important to remember that e+ercise is a m%st.
Infiniti'es for :elati'e #lauses
!he best thing 8which yo% can do9 is to wait &or me here.
!he best thing to do is to wait &or me here.
!he last man 8who le&t the island9 was the policeman.
!he last man to lea'e the island was the policeman. 8tense change9
Participles Present and Perfect
( started to call o%t her name as ( chased her
Starting to call o%t her name' ( chased her. 8present participle9
*a'ing started to call o%t her name' ( chased her. 8per&ect participle9
John t%rned on the light and walked into the room.
Turning on the light' 4ohn walked into the room. 8present participle9
*a'ing turned on the light' John walked into the room. 8per&ect participle9
Purpose #lauses

so as not to
#ction F so as to F res%lt or p%rpose o& action
so that F s%b4ect
in order to
?e went to $ichigan in order to b%y an apple orchard.
?e went to $ichigan so as to b%y an apple orchard
?e went to $ichigan so that he could "uy and apple orchard.
?e went to $ichigan so as not to miss out on "uying an apple orchard.
?e went to $ichigan so that he could "uy an apple orchard.
20
&d2ecti'al Phrases after ;ouns
!his is the school attended by the wealthy. 8phrase begins with past part.9
!his is a school attending to the needs o& the wealthy 8present part.9
!his is a school at +hich the wealthy attend. 8phrase begins with preposition9
#ontrast and #oncession #lauses
:o% may think that ( dislike 4a55 "ut that is not tr%e.
&lthough ( appear to not like 4a55' ( really do.
In spite of the fact that ( appear not to like 4a55' ( really do.
Despite the fact that ( seem to not like 4a55' ( really do.
Despite seeming not to like 4a55' ( do.
In'ersions and ;egati'e Introductions ? a m%st at this level;
;ot only did they regard b%ying a ho%se with a &ireplace as important' "ut they
considered it a necessity.
,nly on rare occasions did they &ight over politics.
;o+here has there been a more di&&ic%lt 4o%rney than to the /o%th "ole.
%n no account may yo% open yo%r presents be&ore Christmas morning;
@;o longer do ( smoke' thank yo%'A he said' as he t%rned down the cigarette.
)ittle did they know that the present was &or them.
:easons4 #auses and Explanations ? as' &or' beca%se' since
$ecause emphasi5es the reason &or doing something
( le&t the gathering because ( was tired.
&s ca%ses the action to be emphasi5ed
As ( was tired' ( le&t the gathering.
Since emphasi5es the res%lting action.
Since ( was tired' ( decided to leave the gathering.
For o&&ers an e+planation &or the action
( le&t the gathering for ( was e+tremely tired.
,erunds as Su"2ects and %"2ects E acting as verbs or no%ns
Examples
#s a verb: C. Can have an ob4ect
Chasing its tail' the dog &ell over.
2. -ollowed by adverbs
Chasing rapidly a&ter the cat' the dog &ell over
#s a no%n C. Can be s%b4ect o& the verb
Chasing its tail is the dog1s hobby.
2. "receded by ad4ectives
Strenuous chasing o& the cat ca%sed the dog to &all over.
!he general r%le &or ger%nd %se is as &ollows:
,erund E %"2ect E ad'er" of manner E ad'er" of place E ad'er" of time
Chasing the cat rapidly in the ho%se at anytime is dangero%s &or the dog.
:eason and :esult ? (t is IIIIII that IIIIIII
21
It is his lack of respect for her that causes me to dislike him.
It +asn<t until he spoke that I recognized him.
I +as only hen I sa her face that I realized ho upset she as.
While and Whereas ? con4%nctions %sed to contrast two or more things.
Note: *oth while and whereas may be %sed at the beginning o& a sentence or
between two contrasting statements.
While reading a book may be &%n' writing a book is m%ch more o& a challenge.
=riting a book is more o& a challenge +hile reading a book is m%ch more &%n.
Whereas ( &ind her 0%ite pleasant ( consider him an obno+io%s &ool.
( consider her 0%ite pleasant +hereas ( consider him and obno+io%s &ool.
In'erted #onditionals E last b%t certainly not least
!o invert conditionals and add emphases do the &ollowing.
(& F s%b4ect F verb' F cla%se
*ecomes
Herb F /%b4ect F verb' cla%se
If Fohn +ere to go' he wo%ld need to leave by &o%r. -%t%re / highly %nlikely
Were Fohn to go' he wo%ld need to leave by &o%r.
If Fohn should go' he wo%ld need to leave by &o%r. -%t%re / %nlikely b%t possible
Should Fohn go' he wo%ld>.
If Fohn had gone' he wo%ld have had to leave by &o%r. "ast / didn1t happen
*ad Fohn gone' he wo%ld>
!his is not a grammar book nor do ( intend to teach yo% all the grammar r%les
associated with good writing. !he proficiency "uilders above 8as ( call them9
are areas ( &ind most st%dents have di&&ic%lties with when constr%cting their
compositions.
?aving graded by now thousands of compositions &rom st%dents o& all ability
levels' ( believe the above to be essential to yo%r writing s%ccess' hence the
incl%sion in this book.
:o% wo%ld be well advised to print o%t these pages and have them with yo% as a
g%ide when yo% write yo%r essays. Bemember' it1s the details at this level o& the
lang%age that are important.

22
Writing Styles
(n all writing there are do1s and don1ts. -or instance' yo% wo%ld probably %se a
di&&erent style when sending an e-mail to a &riend than yo% wo%ld when writing a
letter to apply &or a management position at a bank' right<
,& co%rse yo% wo%ld. (& yo% didn1t' yo% certainly wo%ldn1t get the 4ob at the bank.
=riting to the bank and to yo%r &riend re0%ires %sing the proper style. .ikewise'
in English e+aminations the style yo% %se to answer yo%r topic is important.
Bemember that disc%rsive essays are a formal piece o& writing. !his means that
there are certain things yo% should #2D shouldn<t do.
D%s D%;<Ts
=se Formal #onnectors
conse0%ently' in other words'
&%rthermore
=se Passi'e #onstructions
it is believed / claimed to be / that>
=se In'ersion
2ot %ntil> did / 2ot only> do
=se &d'anced Aoca"ulary
in&ormed decisions' debatable s%b4ect'
tragic conse0%ences
=se #ontractions
don1t believe' there aren1t
it isn1t
=se #olloGuial Expressions
( didn1t catch / get the meaning
%'eruse Simple Aoca"ulary
( think / very good / bad
%'eruse Simple #onnectors
and' b%t' also
beca%se
=hen disc%ssing style' it helps to have an %nderstanding o& the vario%s terms and
&ig%res %sed. =hether yo% know what they are called or not' yo% sho%ld be able
to %se most o& them at this level o& writing. !he most common writing style
terminology &ollows with appropriate e+amples.
#nother sel& assignment might be to see how many o& these yo% can identi&y in
today1s newspaper.
Synonym
/ame meaning. =ords that may be s%bstit%ted &or another word are known as
synonyms. e.g. disappeared L vanished
&ntonym
,pposite meaning. # word directly opposite o& the word %sed is an antonym.
e.g. disappeared L appeared
23
(etaphor
# type o& comparison taking the point o& one ob4ect' person or 0%ality and
comparing it to another' %s%ally inanimate' ob4ect. e.g. !he dog is mans best
friend" .iterally speaking' a dog is not a &riend' b%t a pet. e.g. !he camel is the
ship of the desert" .iterally speaking a camel is not a ship b%t acts like one in the
desert. e.g. !he old battle#axe ore a long black dress" !he women wearing the
black dress was not really a battle-a+e' b%t yo% wo%ldn1t want to be %n&riendly to
her;
Simile
Comparisons %sing @likeA or @as.A =e %se it to compare people or ob4ects with
ob4ects they share something in common. E.g. She as tall as a tree and her
$oice as like an ambulance siren" "ict%re an e+tremely tall woman with a high-
pitched' dist%rbing voice.
&ntithesis
!he contrast or opposites o& ideas. 2otice that antonym is a single word whereas
antithesis describes an idea. e.g. Courage is considered an admirable %uality
hile coardice is deemed despicable" e.g. !he descent into e$il is easy hereas
the ascent to $irtue more difficult"
Personification
!he giving o& inanimate or li&eless ob4ects the 0%alities o& living things. e.g.
&o$erty is a cruel master" e.g. 'orry had car$ed trenches in his face"
&lliteration
!he repetition o& same so%nds or letters at the beginning o& words in a sentence.
e.g. Peter piper picked a peck o& pickled peppers.
In'ersion
!he changing o& the normal order o& words to add emphasis. e.g. !o dig I am
unable, to beg I am ashamed" !he normal wording o& the previo%s sentence
wo%ld be> ( am not able to dig and ( am ashamed to beg. *y %sing inversion the
writer achieves a more dramatic a&&ect.
Euphemism
!he %se o& more pleasant so%nding terms &or %npleasant or di&&ic%lt sit%ations.
2owadays' this is %sed e+tensively by the @"CA 8politically correct9 crowd. e.g.
She passed on ( she died" e.g. &eople ith special abilities ( physically
disabled"
(etonymy
!he %sing o& something connected to someone or something else to stand &or that
thing. e.g. She sets a good table - meaning she provides her g%ests with good
&ood. /imilarly' we o&ten re&er to 4%dges as' Mthe *ench.1
Paradox
$aking statements that are valid so%nd contradictory. e.g. !he more you hurry,
the sloer you go" !his appears to be a contradiction b%t i& yo% look at it more
closely yo% see it is a warning against making &oolish mistakes and there&ore
spending more time than necessary on a task otherwise h%rried.
Periphrasis
/aying something - with other words - in a ro%ndabo%t way. e.g. An agricultural
implement for breaking and turning o$er sod) is a periphrasis that describes what
is otherwise known as @a spade.A
24
Irony
Concealing real or intended meaning in other words. e.g. @*y, arent you in a
sunny mood today"+ !he speaker is most probably speaking to someone who is a
very foul' or bad' mood.
Illustration
)iving e+amples or proo& &or comments or statements in yo%r essays.
(n other words yo% illustrate yo%r arg%ment by given appropriate e+amples.
#ontrast
6se opposites to vary yo%r writing. ,pposites give yo%r reader the largest degree
o& contrast and make &or good impressions.
*umor
(rony' satire' parody and even sarcasm can be %sed in writing to enhance it. $e
careful0 -or most e+am settings h%mor may be inappropriate. $oreover' when
dealing with an international a%dience' yo%r intended la%gh may ca%se o&&ense.
$ost good' e&&ective essay writing will incl%de a combination o& some o& the style
elements mentioned above. (t will be worth yo%r while to act%ally %se some o&
the vario%s techni0%es mentioned.
#gain' practice is necessary to per&ect yo%r writing' especially when dealing with
new techni0%es.
25
%'erused Words0
#s a teacher' one o& the things ( enco%rage my st%dents to do is to learn o& &ew
o& the words &rom the &ollowing lists. *elieve it or not' they can go a long way to
making yo%r writing more pro&icient and have a greater impact on those who are
reading yo%r writing.
#t &irst glance' this may not seem important3 however' think o& the person
grading yo%r essay. ?e/she will have been reading many other essays on the
same s%b4ect by the time they get to yo%rs. =hat1s more' they will have been
reading similar s%ggestions and mistakes &rom most o& the e+aminees.
=o%ldn1t it be good to separate yo%rsel& with 4%st a &ew well placed s%bstit%tes o&
o&ten over%sed words<
,& co%rse it wo%ld; #nd at this level o& the English lang%age' every little bit helps'
right<
!here&ore' learn to replace words that are o$erused - words like: very' important'
negative' %nderstand' good' believe' dangero%s' etc.' with appropriate words
&rom one o& the &ollowing lists.
;E,&TIAE
#dverse
,pposing
Disr%ptive
Contrary
*ad
6n&avorable
,%%D
"ositive
/atis&actory
#cceptable
E+cellent
Hal%able
*ene&icial
I(P%:T&;T
Essential
Cr%cial
(mperative
Hital
/igni&icant
AE:Y
?ighly
E+ceedingly
/everely
(mmensely
6tterly
E+tremely
E+cessively
=;DE:ST&;D
Comprehend
)rasp
"erceive
Beali5e
Becogni5e
Enlightened
D&;,E:%=S
#larming
Bisky
?a5ardo%s
Critical
/erio%s
"erilo%s
$E)IEAE
?old
Contend
!hink
$aintain
Claim
#rg%e
26
.et1s %se the &ollowing e+ample to ill%strate the over%se o& words more clearly'
shall we< !he %nderlined words are typically o'erused by st%dents writing
lang%age e+aminations.
,sing drugs is dangerous" !here has been a $ery big increase in the use of
drugs noadays and I belie$e it is $ery negati$e for society" It is
important that go$ernments help those ho seem to be unable to help
themsel$es" 'e must understand that the people ho use drugs need our
help"
!here is nothing wrong with the above paragraph per se3 b%t compare it to what
&ollows and see the di&&erence only a &ew words can make.
,sing drugs is a perilous proposition" !here has been an exceedingly large
increase in the use of drugs noadays and I contend that it is extremely
hazardous for society as a hole" It is $ital that go$ernments help those
ho seem to be unable to help themsel$es" 'e must recognize the need
that the people ho use drugs need our help"

*y eliminating the over%se o& certain words' we go a long way in making o%r
writing more pro&icient. $oreover' we begin to separate o%r work &rom the work
o& others writing the same e+ams.
Bemember' a point or t+o is the di&&erence between pass or &ail &or most test
takers. !hose that &ail to receive a passing grade %s%ally do so by the slightest o&
margins. .ikewise' those who do receive passing marks may do so by no more
than a point or two.
)ive yo%rsel& the best opport%nity to pass by %sing this very simple' yet
effecti'e' 8there1s that word again9 writing method. .earn and %se the above
words to yo%r advantage.
(t1s time now to go back to yo%r newspapers and old test books to look at the
way others write essays and see how they implement 8 don1t over%se use 9 the
words in the above lists.
( bet yo%1ll be s%rprised to &ind that what yo% tho%ght to be good writing
contained mostly words &rom the lists and not the over%sed words in bold above.
)o ahead' check it o%t &or yo%rsel&.
27
First and )ast Impressions
,7. .et1s say we1ve &inished the planning stage and we are abo%t to begin the
act%al writing o& o%r composition. Bemember' we1ve read that e&&ective writing is
like good cooking and we1ve learned that good cooking needs some spice i& we
want o%r dish to be tasty.
!he same goes &or o%r writing.

=e only get one chance to make an impression on o%r reader so it1s important
to do all we can to make a good &irst impression. !he opening paragraph can
make or break a composition in my opinion.
!he art o& editing yo%r own work while writing can be learnt.
(& the opening paragraph states an obvio%s lie' e+aggerates' con&%ses or doesn1t
tell me why (1m reading this partic%lar composition' (1m not likely going to
contin%e to read it' am (<
/o' apart &rom not doing any o& the previo%s' how do we act%ally begin writing<
(1m glad yo% &inally asked;
!he &ollowing provides %s with part o& the answer. 2ote that the &ollowing are
only meant to be e+amples. !hey are in no way e+ha%stive. =hat ( hope to
accomplish in this section o& the book is to introd%ce yo%' the reader' to a &ew
techni0%es that have been %sed s%ccess&%lly by other st%dents writing English
lang%age e+ams.
$ake no mistake. You will have to +rite and apply these techni0%es in order &or
yo% to improve yo%r writing at this level o& the lang%age.
!he good news is that yo% are well on yo%r way to doing that very thing by
reading this book and doing the e+ercises (1ve compelled yo% to do.
#s ( e+plain on my website' writing is not theory. (t can1t be learned &rom only
reading a book. (t re0%ires practice. (t re0%ires yo% to make mistakes and to
learn &rom them. (t takes perseverance. *%t more than anything else' it takes
yo% act%ally sitting down with pen and paper 8or keyboard9 in hand' and writing
the words.
28
*o+ to $egin Your #omposition
%r4 techniGues to get the 2uices flo+ing>
#ny one 8or combination9 o& the techni0%es o%tlined below can be %sed in
starting yo%r compositions. #ll o& the e+amples that &ollow are based on the
&ollowing composition topic.
BBBBBBBBBBBB
-.escribe ho you imagine yourself in tenty years time"+
BBBBBBBBBBBB
-. Factual Statement ? showing what yo%r composition is all abo%t.
Example:
( imagine that in twenty years time' ( shall be 0%ite di&&erent &rom what ( am
now. ( hope that ( shall not only be twenty years older' b%t twenty years wiser as
well;
2ote: -act%al /tatements can be boring as compositions starters' b%t at least
they start yo% o&& and are &airly easy to write.
1. :ele'ant &ction to Your Theme.
Example
( glanced in the mirror this morning when ( was washing my &ace and s%ddenly it
occ%rred to me that ( was growing older and that this &ace which stares back at
me now will be 0%ite di&&erent in twenty years. ( began to wonder 4%st how my
li&e' as well as my &ace and body wo%ld have changed in twenty years1 time.
3. :ele'ant Dialogue to Your Theme.
Example
@?ow do yo% imagine yo% will be' and what do yo% think yo% will be doing in
twenty years1 time<A $ary asked me. !he 0%estion startled me beca%se %p %ntil
that very moment ( had never given the &%t%re m%ch tho%ght' let alone twenty
years into the &%t%re. ?ere ( was' one week &rom grad%ation' and &aced with the
concept o& what my li&e wo%ld be like when ( reached my &ather1s age.
@. :ele'ant &necdote or Story.
Example
( co%ldn1t help staring at the old man as he walked into the store. ?e stood
wearily against the co%nter as he placed his order. !he odor that soon greeted
me said that he already had had eno%gh' b%t s%re as rain' he wanted more. ?e
m%st have seen the s%rprised look on my &ace as he somewhat hissed3 @4%st wait
Mtill yo%1re my age' we1ll see how yo% t%rn o%t.A (t was then' &or the &irst time
ever' ( tho%ght abo%t what my li&e wo%ld be like in twenty years time.
29
H. :hetorical Duestions
Example
=hat shall ( be like twenty years &rom now< ( imagine that ( > etc.
I. Pro'er"s or Duotations
Example
@:o%th is wasted on the yo%ng.A !his statement can be interpreted both
metaphorically and literally' and do%btless' which-ever way it is interpreted' it is
tr%e. ( wonder' however' what ( shall be like when ( am not yo%ng3 say' twenty
years1 &rom now. =hat will my li&e be like then< =hat will ( have achieved and
done in the ne+t twenty years<
30
Writing the $ody
=riting the body o& yo%r essay sho%ldn1t pose any great di&&ic%lties. Do yo% want
to know why< *eca%se' we1ve planned o%t o%r composition be&ore we began to
write so the in&ormation we want to share here in the body sho%ld be the
in&ormation we tho%ght o& in the beginning when we did o%r brainstorming.
(n other words' there sho%ldn1t be any s%rprises in the body o& o%r compositions.
!ro%bles tend to arise &or those who write whatever comes to mind and then
hal&way thro%gh their essay something else comes to mind and they want to start
over.
#s has been previo%sly stated' this is not a good idea. :o% simply don1t have the
time &or @&alse starts.A
/o let1s consider how to write the body o& the sample essay3 -.escribe ho you
imagine yourself in tenty years time"+
-or starters' in the planning stage ( wo%ld have tho%ght o& 2-N specific e+amples
that ( wo%ld want to incl%de in my composition.
,ne way to think o& and incl%de speci&ic e+amples is &rom o%r own lives or
s%rro%ndings. -or e+ample' my -ather is a little more than twenty years older
than ( am. /o ( can imagine my li&e being similar to his 8at present9 in twenty
years time. 2ot only do ( get a point o& re&erence &rom which ( can %se a speci&ic
e+ample' ( get an idea abo%t what things might be incl%ded in my li&e in the
&%t%re time &rame.
.ikewise' ( have a point o& re&erence as to what li&e will ;%T be like. /o now (
have 2 speci&ic e+amples that ( can incl%de in the body o& my composition - 4%st
&rom my own &amily or close s%rro%ndings.
=hat i& ( e+pand my search &or speci&ic e+amples to people that are not in my
immediate &amily< .et1s say ( start to look at teachers' parents o& my &riends'
neighbors' b%siness ac0%aintances etc. :o% can see that (1ll have no problem
&inding material &or speci&ic e+amples to incl%de in my essay.
/o' let1s begin to write the body o& the essay incl%ding 2-N speci&ic e+amples that
will help lead to my concl%sion. Bemember' the concl%sion is that which we think
o& &irst b%t simply write last.
#s ( o&ten tell my st%dents at this point o& the essay writing process' when we
know where we want to go' 8the concl%sion9 all we have to do is draw the map to
get there. !he body is the map that will take %s to the concl%sion.
.et1s say ( started my essay with the proverb 8n%mber 9 &rom above.
-/outh is asted on the young"+ !his statement can be interpreted both
metaphorically and literally, and doubtless, hich#e$er ay it is
interpreted, it is true" I onder, hoe$er, hat I shall be like hen I am
not young) say, tenty years from no" 'hat ill my life be like then0
'hat ill I ha$e achie$ed and done in the next tenty years0

!he body wo%ld begin to look something like this:
31
!o anser the preceding %uestions I need look no further than my father"
/ou see, my father is nearly tenty years older than I am so I imagine my
life ill be similar to the life he has right no" 1e is $ery in$ol$ed in
coaching football and acti$e ith his childrens acti$ities" So, I imagine
that I ill ha$e a family and hope to ha$e the time a$ailable to be as
acti$e in their li$es as my father has been in mine" 'hats more, Ill be
half ay to retirement age and that means Ill need to start planning for
my retirement" 2ike my father, Ill probably be sitting at the dining room
table ith a bunch of papers spread out all o$er" I may be orrying about
ha$ing enough money for my retirement if my fathers life no is any
indication of the ay my life ill be in tenty years time"
#s ( always tell my st%dents' make yo%r e+amples as specific as yo% possibly
can. !he more speci&ic the better. *y adding the appropriate detail to yo%r writing
yo% can do m%ch to improve it. !oo o&ten ( read essays that are too general. (t
seems st%dents think that lots o& @blah' blah'A is good in an essay' whereas it is
not.
2ow' i& ( were to contin%e the body o& this composition ( wo%ld incl%de my
accomplishments pro&essionally by perhaps comparing them to a &riend1s &ather
who recently received a big promotion. (n that way ( co%ld avoid making this a
composition comparing my &ather and mysel&.
This point can not "e stressed enough0 /o (1ll say it one more time. (ake
sure you ans+er the ru"ric0 Bead it time and time again and read it while yo%
are writing yo%r essay to be s%re yo% tr%ly are answering it. !here is no e+c%se
&or losing val%able points or receiving a &ailing grade simply beca%se yo% &ailed to
answer the 0%estion that was asked.
Even writing well 8grammatically speaking9 does not save a composition that
doesn1t answer the r%bric.
#llow the body o& yo%r test to &low into yo%r concl%sion. -ollow yo%r map.
Bemember' what yo% are essentially doing is making a plan' writing the plan and
reminding people o& the plan yo% wrote. !hat1s it.
32
Writing #onclusions
%r4 as the prophet saidJ let us hear the conclusion of the matter/
2ow' how do we concl%de o%r essay< =ell' since we1ve planned o%r concl%sion
&irst' we only have to &ollow o%r plan to reach the concl%sion. =hat1s more' since
we tho%ght o& o%r concl%sion &irst' we1ve written the whole essay leading to it' so
o%r concl%sion sho%ld be the easiest part o& o%r composition to write.
(n the concl%sion' we need to accomplish t+o basic things. %ne' wrap things %p
nice and neatly and tie %p any loose ends and>. T+o' leave o%r reader with a
little something to think abo%t. (& we accomplish those two things' we1ve probably
written an e&&ective essay.
$any times ( co%nsel my st%dents to &inish in a manner similar to the way they
started. (n other words' i& yo% started yo%r essay with a rhetorical 0%estion3 why
not &inish yo%r composition with one as well<
Do yo% see how a 0%estion can leave the reader answering it in their mind< !his
is 0%ite a common and effecti'e approach to ending an essay.
,ther techni0%es incl%de:
-. Summation ? s%mmari5e all o& yo%r arg%ments

Example
/o that1s how ( imagine my li&e to be in twenty years1 time. ( shall have
established my career and be on the move %p in the corporation. (1ll have 2.D
children and live in a big ho%se in the s%b%rbs with an even bigger mortgage. #nd
(1ll be well on my way &or making plans &or the rest o& my li&e.
1. Future Finish - looking ahead to a given time in the &%t%re
Example
(& everything goes according to plan' (1ll be sitting on a beach en4oying the
royalties &rom my investments in a state o& retired bliss. #nd i& they don1t go
according to plan' (1ll be slaving away at my 4ob like so many other people my
age. Either way' (1ll have developed new goals and will be in hot p%rs%it o&
&%l&illing those twenty years &rom now.
3. Finish +ith a :ele'ant #limax
Example
=i&e' ho%se' children E the whole enchilada as they say. !his is the sit%ation (1ll
be in twenty years &rom now.
@. Sentence of Finality
Example
!his' then' is the stage o& li&e ( will have reached twenty years &rom the present.
H. :hetorical Duestions
Example
=ho can really say what &ate has in store &or them< !hat is the 0%estion' isn1t it<
=hat will my li&e be like twenty years &rom now<
33
I. Duotation or Pro'er"s
Example
(n the end ( can only leave the &%t%re %p to my &%t%re. #s it says in the *ible'
@take no tho%ght &or tomorrow &or tomorrow will take tho%ght &or itsel&. /%&&icient
%nto the day' is the evil thereo&.A
LLLLLLL
!he preceding e+amples show ways in which yo% can write introductions4 the
"ody and conclusions to yo%r written work. $ake s%re' no matter the
techni0%es yo% %se' to practice them. #s has been previo%sly stated3 good'
e&&ective writing doesn1t happen overnight.
!here is simply nothing that can replace practice when it comes to something as
comple+ as writing - especially when it1s in a &oreign lang%age. /o' ( strongly
s%ggest yo% &ind someone who knows how to write at the level yo% desire' and
ask them or have them help yo% by correcting yo%r mistakes and giving yo% the
proper g%idance to help yo% improve yo%r writing.
!he written sections o& most English e+aminations are di&&ic%lt to many st%dents
simply beca%se they don1t practice eno%gh. #&ter all' we read nearly every day
b%t how o&ten are we act%ally re0%ired to write &ormal letters or reports in o%r
everyday lives<
!he answer is' not too o&ten' right<
7eeping this in mind' yo% wo%ld be wise to get as m%ch writing practice as
possible be&ore act%ally sitting &or yo%r e+aminations.
/t%dents in o%r lang%age schools at the pro&iciency level o& English typically write
at least thirty essays 8a&ter being ta%ght the material in this book9 be&ore they
take their e+ams. $any o& them write many more than this n%mber as they &ollow
a two year pro&iciency preparation co%rse.
( share this in&ormation to emphasi5e yo%r need to write as many essays as
possible be&ore yo% take yo%r e+am.
I(P%:T&;T ;%TE
!he &ollowing pages contain composition topics &or a variety o& English lang%age
e+ams. $any are actual exam topics &rom previo%s academic years.
34
T%EF)
:o% have thirty minutes to write a composition o& abo%t 2O0-D00 words.
(& yo% co%ld change one important thing abo%t yo%r co%ntry' what wo%ld yo%
change< 6se speci&ic e+amples to s%pport yo%r answer.
=hat are some important 0%alities o& a good school teacher< 6se speci&ic details
and e+amples to e+plain why these 0%alities are important.
$any say that the internet is the most important invention ever. Do yo% agree or
disagree with this and i& not' what do yo% believe to be more important< 6se
speci&ic reasons and e+amples to s%pport yo%r opinion.
Do yo% agree or disagree with the &ollowing statement< "eople pay too m%ch
attention to the less important things in li&e and &ail to see the larger iss%es. 6se
speci&ic reasons and details to e+plain yo%r opinion.
=hich do yo% &eel is more important in yo%r li&e: sec%rity or &reedom and
independence< 6se reasons and speci&ic e+amples to s%pport yo%r opinion.
# 4ob sho%ld mean a 4ob &or li&e. Do yo% agree or disagree< 6se speci&ic reasons
and e+amples to s%pport yo%r answer.
Do yo% agree or disagree with the &ollowing statement< =ith the help o&
technology' li&e is easier today than in the past. 6se speci&ic reasons and
e+amples to s%pport yo%r answer.
Do yo% agree or disagree with the &ollowing statement< # problem shared is a
problem solved. 6se speci&ic reasons and e+amples to s%pport yo%r answer.
/ome m%sic is very inspirational. ,ther m%sic seems boring and meaningless.
=hich type o& m%sic do yo% listen to and why do yo% think some m%sic &orms are
m%ch more pop%lar than others< 6se speci&ic reasons and e+amples to s%pport
yo%r answer.
(& yo% co%ld travel back in time or into the &%t%re' which wo%ld yo% choose and
what e+act period o& time wo%ld yo% like to e+perience< 6se speci&ic reasons and
e+amples to s%pport yo%r choice.
# large new shopping mall will soon open near yo%r home. Disc%ss how this will
impact yo% and yo%r neighbors1 lives. =ill the impact be only positive<
Describe yo%r &avo%rite &ilm. )ive &%ll details incl%ding actors and plot. /tate why
yo% liked it and why yo% wo%ld recommend it to others.
=rite a composition both &or and against getting married at twenty years o& age.
(t has been said that the generation gap is %nbridgeable. Do yo% agree or
disagree with this assessment< )ive reasons to s%pport yo%r view.
(s speciali5ation a good thing< Disc%ss
35
E#PE
:o% have 39 minutes to complete one o& two topics
Every year cons%mers are in4%red %sing prod%cts 8&ood' cosmetics' appliances9
that seem to be sa&e b%t aren1t. =ho sho%ld be responsible &or making s%re that
prod%cts are sa&e to %se: the cons%mer' the prod%cer' the government' or
someone else< Disc%ss providing s%pport o& yo%r point o& view.
$ost people believe that laws e+ist to protect people and sho%ld not be broken.
2evertheless' some people may break the law at some time &or what they think
are good reasons. Describe a sit%ation that yo% think breaking the law is 4%sti&ied.
Changes in the political organi5ation o& vario%s co%ntries in Eastern E%rope have
had an impact on s%rro%nding co%ntries. Disc%ss how these changes have
a&&ected yo%r co%ntry or local comm%nity. .imit yo%r disc%ssion in a single
economic' political or social iss%e.
/ociety is in great need o& organs to be transplanted to people who might die
otherwise. =hat do yo% think o& organs donor and what sho%ld we do to sensiti5e
many people to do this.
:o%r grandmother le&t yo% in her will N things to choose &rom: a. an old &amily
photograph in a bea%ti&%l &rame b. something written by her 8a diary or a book9c.
material goods like a car or 4ewelry d. money. E+plain why yo% wo%ld choose one
o& the &o%r.
/ome very s%ccess&%l pro&essional per&ormers 8singers' actors' athletes' dancers9
contin%e to work a&ter their skills begin to decline' even tho%gh they don1t need
more money. =hy do yo% think they contin%e working while others stop early'
when they are still at the pick< )ive reasons &or yo%r point o& view.
$any %niversities have distance learning programs' which allow st%dents to take
classes at home via !H or the (nternet rather than attend classes at some capital
location. =hat impact' i& any' has distance learning had in yo%r co%ntry< Disc%ss
providing e+amples.
Disc%ss p%blic art 8paintings' stat%es' mon%ments9 and the 0%alities that make it
good or bad. Controversy on what designs are chosen &or display. E+plain and
give e+amples.
Does s%ccess depend on who yo% know or what yo% know< =hat makes a person
s%ccess&%l< 7nowing important people and having the right connections' or
having knowledge and e+pertise< Disc%ss and give e+amples.
!here have been many advances in medicine over the past cent%ry. =rite ,2E
s%ch invention / proced%re / dr%g that yo% believe has been especially signi&icant.
=hat e&&ects 8positive and/or negative9 has it had in society< )ive e+amples.
Besearches agree that watching !H a&&ects children behavior. (& yo% were a
parent what limits' i& any' wo%ld yo% place on yo%r children1s !H watching< )ive
e+amples.
36
#PE
:o% have 2 ho%rs to write t+o essays. Each sho%ld be abo%t 3H9 +ords.
*rie&ly describe the way in which yo% were bro%ght %p and then how yo% wo%ld
bring %p yo%r own children.
@!ravel sho%ld broaden the mind and lead to better %nderstanding' b%t it o&ten
&ails to do so.A Disc%ss.
=rite a short story beginning or ending with the words: /he took the &ramed
photo &rom the drawer and' with a smile' placed it care&%lly on the desk.
# new company is prod%cing a visitor1s in&ormation g%ide and' as the local to%rist
o&&icer' yo% have been asked to write a report on two contrasting eating places
which yo% wo%ld recommend. :o% sho%ld cover s%ch points as location'
atmosphere' 0%ality o& &ood and service.
*eing visited by relatives can be a di&&ic%lt e+perience. Describe some s%ch
sit%ations and how best they might be dealt with.
(s to%rism in the world today bene&icial or harm&%l<
=rite a short story beginning with the words: #s soon as ( p%t down the phone' (
reali5ed ( had made a mistake.
#s secretary o& a local gro%p which is concerned with the conservation and
improvement o& the environment' write a report &or the ne+t ann%al general
meeting. :o% sho%ld incl%de details o& membership' recent s%ccesses and any
proposals already s%bmitted &or &%rther action.
Describe a person whom yo% have known well &or a long time' showing how
perception o& that person has changed with the passing o& the time.
@!he growth in the world1s pop%lation is probably the biggest problem &acing
mankind today.A Disc%ss this statement and o&&er some possible sol%tions to this
problem.
=rite a story beginning with the words3 @the last time ( did that was when>.A
=rite a letter to yo%r s%perior asking permission to be e+c%sed &rom work to take
part in an important &amily occasion. :o% sho%ld give details o& the event and
indicate how yo%r work can be re-organi5ed d%ring yo%r absence. 8#bo%t D00
words9
Describe in abo%t DO0 words' either 8i9 a doctor1s waiting room' or 8ii9 a visit to
the dentist.
MEd%cation is not only &or the yo%ng1. Disc%ss.
=rite a story entitled M#n 6nwelcome Hisitor1.
=o%ld yo% rather live in the co%ntry or in the city< Describe the advantages and
disadvantages o& both.
=itho%t a moral compass' h%mankind is doomed to &ail%re. Disc%ss.
37
IE)TS
:o% have I9 minutes to complete the t+o tasks.
Task - E Information Interpretation 8abo%t CO0 words9
0
20
40
60
80
100
1st 2nd 3rd 4rth
east
west
north
!he graph above shows 0%arterly tra&&ic statistics &or the s%b%rbs o& the large
metropolitan area. =rite a report &or a college lect%rer e+plaining the in&ormation.
:o% sho%ld e+plain: trends' &%t%re pro4ections' data anomalies
Task 1 E &cademic Essay 8abo%t 2O0 words9
)iven that most %niversity lect%rers now post their notes on the internet &or
st%dents to access' the importance o& act%ally attending classes have been
red%ced.
Do yo% believe the %se o& the internet &or %niversity level ed%cation a good idea<
=hat e&&ects will the internet have on &%t%re st%dy at %niversities< Disc%ss.
0 50 100
9:00
10:00
11:00
12:00
PHYSICS
ENGLISH
M!H
!he above graph shows the n%mber o& st%dents taking core co%rses at yo%r
%niversity. E+plain the data to a &riend noting trends' sched%ling di&&ic%lties and
anything else yo% &eel is important to note.
Task 1 &cademic Essay 8abo%t 2O0 words9
!he idea @innocent %ntil proven g%iltyA plays a ma4or role in the way co%rts
cond%ct themselves. /ome co%ntries go so &ar as to allow no access to the
de&endant1s prior criminal record when cond%cting a case in an attempt to protect
the one being acc%sed o& the crime.
Do yo% think that this is a good practice< ,r do yo% think that the 4%ry sho%ld
have access to a de&endant1s past criminal record<
38
0
20
40
60
80
100
0 2 4 6
ho"s#n$
%ood
&oo's
!he above indicates average costs d%ring the school year. (nterpret the data
e+plaining any abnormalities with possible reasons.
Task 1 ? &cademic Essay 8abo%t 2O0 words9
Bising ed%cation costs have prevented many st%dents &rom &inishing their degrees
as the cost o& ed%cation has become too dear. /ho%ld higher ed%cation be &ree as
with grade school and secondary school<

0( 50( 100(
)ath
h#stor*
+h*s#,s
en$-#sh
)en
wo)en
&oth
!he chart above depicts the percentage o& men and women enrolled in vario%s
co%rses at the local college. =hat does the in&ormation tell yo%< (nterpret the
in&ormation above &or yo%r college co%nselor.
Entertainment is big b%siness. Disc%ss what is meant by the &ormer statement
%sing in&ormation and e+amples &rom yo%r own li&e to ill%strate yo%r position.
0
10
20
30
40
50
*ear
1
*ear
2
*ear
3
*ear
4
.S
.S!/LI
.0
39
!he in&ormation above shows the drop o%t rate by school year and co%ntry &or
%niversity level st%dies. Compare the &indings &ro yo%r instr%ctor.
/ome employers tie an individ%al1s compensation package to speci&ic company
goals. 8i.e. sales or costs9 (s this is &air to the individ%al< !o the company<
/%pport yo%r ideas.
"nder 20
20230
30240
403
!he preceding pie chart shows money spent on entertainment by vario%s age
gro%ps. Disc%ss the chart and its &indings. =hat concl%sions can yo% draw<
(t has been said that the @,lympic (dealA is dead. Disc%ss
0
10
20
30
40
50
0 2 4 6
)en
wo)en
!he preceding shows the average wages o& men and women by age and the
n%mber o& years worked at the present position. (nterpret the data &or yo%r
economics instr%ctor.
-ail%re and s%ccess walk hand in hand. !o what e+tent to yo% agree with the
preceding statement< )ive reasons &or yo%r answer.
40
Sample %utlines and Essays
Descripti'e Essays ? :o% may r%n into a descriptive essay or two when
writing yo%r English lang%age e+am. =hat &ollows are o%tlines incl%ding a co%ple
o& sample descriptive essays.
#t this level yo% probably won1t be asked to describe a person' b%t yo% may have
to describe a process or even a special event taking place.
!he o%tlines below sho%ld help yo% to incl%de all the important in&ormation.
Descri"ing People
Introduction
=ho the person is / when and how yo% &irst met
Para -
Describe their appearance 8be speci&ic9
Para1
Describe their personality 8incl%de e+amples9
Para 3
Describe their li&estyle / belie&s
Para @-H
E+plain why yo% chose to describe them E give 4%sti&ication
#onclusion
Comments / &eelings abo%t the person
Descri"ing Places
Introduction
2ame pl%s location o& place E e+plain why yo% chose it
Para --1
Describe the place and its s%rro%ndings' &acilities' activities that can be done
there. Describe the b%ilding: s%rro%ndings with detailed description incl%de
interesting details
Para 3-@K
E+plain why the place is special E give 4%sti&ication
#onclusion
Comments / &eelings abo%t the place pl%s yo%r recommendation
41
Descri"ing %"2ects
Introduction
=hat the ob4ect and its &%nction is
Para -
Detailed description o& appearance and what it is made o&
Para 1
Detailed description o& its %se
Para 3-@K
E+plain why it is special E give 4%sti&ication
#onclusion
Comments / &eeling abo%t the ob4ect E any recommendations<
Descri"ing E'ents
Introduction
=hat the event is pl%s when / where it is held
Para -
Describe the preparations E anything special abo%t them<
Para 1
Describe the act%al event
Para 3-@K
E+plain why yo% chose this event - give 4%sti&ication
#onclusion
Comments / &eelings abo%t the event / recommendation
Descri"ing a Process
Introduction
=hat the process is pl%s when / where it happens
Para -
Describe the preparations
Para 1
Describe the act%al event
Para 3-@K
E+plain why yo% chose it - give 4%sti&ication
#onclusion
Comments / &eelings abo%t the event pl%s yo%r recommendation
42
S&(P)E ESS&YS
!he &ollowing essays are all original. !hey have been gracio%sly s%pplied by
st%dents 4%st like yo%. $y corrections and comments are easily visible. ( have
assigned applicable scores so yo% can have an idea o& how yo%r essays match %p.
Description of a Process - Sample
Preparing ,rilled )am" #hops
(& yo% haven1t ever tried them' yo%1d be hard pressed to &ind a more delicio%s
item &or yo%r o%tdoor grill than delicio%s' lamb chops. *y &ollowing the simple
steps o%tlined below yo% too can en4oy the great taste o& the most e+cellent o& all
grilled meats.
-irst' chose lamb chops &rom a rep%table b%tcher. !ell them e+actly how yo%
want them c%t 8thick is best9 and be s%re to let them know that they are &or the
grill. (n this way' yo% will be certain to get meat that can take the heat o& the grill
witho%t shrivelling away to nothing b%t a b%nch o& charred bones. :o% sho%ld
&ig%re on abo%t a po%nd o& meat &or each average ad%lt.
2e+t' make a marinade to soak the meat in be&ore yo% grill them. -ig%re
anywhere &rom P to 2N ho%rs &or the meat to marinade 8the longer the better9. !o
make the marinade combine a table spoon o& dried m%stard powder with a table
spoon each o& salt and pepper in a small bowl. 8this is the dry mi+t%re9 !hen'
combine the 4%ice o& three whole lemons with a c%p or more 8depending on the
amo%nt o& meat9 o& white wine and a &ew sprinkles o& wine vinegar. 8this is the
wet mi+t%re9
#&ter the marinade mi+t%res are prepared' place the meat side by side in a large
&lat pan. 2e+t' po%r the wet mi+t%re over the meat so that the bottom o& the pan
is covered and making s%re that most o& the meat is covered as well. ,nce the
met is covered with the wet mi+t%re let it set &or a &ew ho%rs. #&ter a period o&
time' &lip the meat over and cover the meat with the dry mi+t%re. /0%ee5e a
lemon over the top o& the meat to ca%se the dry mi+t%re to stick to the meat.
=hile the meat is marinating start the grill by setting &ire to the charcoal
bri0%ettes. =hen the bri0%ettes near readiness 8they sho%ld be nearly white with
little or no visible &lames9 place the grate o& the grill over the &lames so that it can
become hot 8a&ter it has been cleaned &rom the last cook o%t9.
-inally' place the meat onto the grate over the &ire. !he meat sho%ld be t%rned a
&ew times to prevent its b%rning and is ready when the meat is cooked &%lly
thro%gh witho%t signs o& e+cess b%rning. /erve with potatoes and salad and
maybe a good wine or an ice cold beer. ,nce yo% take yo%r &irst bite yo%1ll
de&initely 4oin the @( love grilled lamb chops cl%bA.
Q!he above is an e+cellent essay. !here are no real mistakes. !he level o&
English %sed is that o& a native speaker. )ood connectors and advanced
str%ct%res.R
)rades: (elts K' EC"E high pass' C"E pass' !oe&l de&initely high pass this
essay wo%ld not be applicable &or the )$#! or )BE.
43
T%PI# F%: IE)TS C #PE C T%EF) C E#PE

!he number of fast food restaurants has increased rapidly o$er the last
fe years" Some people are $ery anxious about this increase" 'hat is
your opinion of fast food restaurants and their effects on the population0
3i$e reasons and4or examples to support your anser"
!he increased n%mber o& &ast &ood resta%rants in o%r cities is a sign that working
people tend to pre&er more and more the convenience &ood to a &%ll meal. !his
new %nhealthy diet' however' combined to with a little movement and a total o&
bad habits' e&&ects o%r li&e in more than one aspectQsR.
!o begin with' 4%nk &ood is not only is %nhealthy' b%t it is &attering &attening too.
#s o%r diet is getting worse and worse' obesity has become a serio%s problem
even &or yo%ng people. Especially children &ind it especially hard to resist to the
wide variety o& attractive choises' QspR which a place like a &ast &ood resta%rant
advertises.
(n addition to obesity' there are is several health problems directly linked to what
we eat. ?igh blood press%re' cholesterol and heart attacks are a big threat &or
people aro%nd &i&ty who have abandoned the traditional home-made meal.
$oreover' the 0%antity and 0%ality o& those &ast &ood meals o&&er is too low &or
their price per portion. Cons%mers end %p to pay paying too m%ch &or the &riendly
environment' the smartly-designed packages and a meal poor in vitamins.

(t can also be arg%ed that when people choose 0%ick snacks to home cooked
&ood' this can be bad &or the whole &amily.
!raditional meals' where the members o& the &amily are gathered to talk'
comm%nicate and disc%ss their problems' have been replaced by a lonely meal in
&ront o& a plastic packet.
!o s%m %p' eating &ast &ood m%st be concerned considered as a ma4or temptation
which we sho%ld try to avoid. Even i& it seems to be the only sol%tion to the
problem o& the little time we all have' we sho%ld always think that we are what
we eat and at least try to make the less least harm&%l choices. /o ne+t time' we
co%ld pre&er a homemade sandwich or a salad to a hamb%rger' a &r%it 4%ice to a
cake and to cook &or o%r &riends rather than to call &or a pi55a. !hen it won1t be so
harm&%l i& we occasionally cons%me occasionally a &ast meal when it is really a
necessity &or o%r modern way o& living.
Qwords or letters not needed that were in the te+tR
words or letters added to correct the meaning o& the te+t
QspR L wrong spelling QsynR L wrong synta+
Comments E overall ok. # &ew synta+ problems that don1t really inter&ere with the
%nderstanding. =rong words and weak concl%sion.
)rades L (elts O.O or ' EC"E borderline/ low pass' C"E &ail / borderline pass
!,E-. low pass
44
T%PI# F%: IE)TS C #PE C E#PE C T%EF)
If you had the choice, hich ould you choose 5 a high#paying 6ob
that meant orking long hours and ould gi$e you little time ith your
family and friends, or a loer#paying 6ob ith shorter hours that ould
gi$e you more time ith family and friends0 Explain your choice"
2owadays' the e+penses have been raised QsynR rapidly. "eople had QtsR to do
two 4obs so QasR to &%l&il QspR one1s obligation. *%t this has as a conse0%ence to
spent QtsR lots o& ho%rs away &rom their homes.
(n my opinion' ( wo%ld choose a lower-paying 4ob so as that to have more time
with my &amily and my &riends. *eca%se money can1t b%y happiness or good
health. ( know that this decision has and both positives and negatives e&&ects.
,ne positive e&&ect is that yo% can stay more longer spend more time with yo%r
children and with yo%r h%sband. :o% can do lots o& things together like taking
walks or playing with yo%r children. :o% can also help yo%r children st%dy and try
to e+plain to them every 0%estion that they have. (t1s very important to see yo%r
child to grew QtsR %p' to see his &irst steps and to take him to his &irst day at
school. #ll this these things are considered to be the 4oys o& li&e.
#nother positive aspect is that yo% can have more time with yo%r &riends. :o%
have the opport%nity to stay home with them to see watch a movie or to go to
the cinema or &or shopping. #lso yo% can go cl%bbing or anything else yo% like.
,ne more positive aspect is that yo% can spent QtsR sometime with yo%rsel&. #nd
do things that will rela+ yo%. ( know that it1s it so%nds sel&ish beca%se i& yo% want
a s%per career then yo% have to be prepared to make sacri&ies QspR.
,& co%rse the negatives are power&%l too. ,ne drawback is that technology have
been raised QtsR and we are obligate QtsR to &ollow it. 2ow children and &amilies
have more demandings demands. ,%r needs have become more e+pensive.
Children now need to st%dy more than one lang%age pl%s comp%ters i& they want
to &ind a good 4ob. $oreover' the e+penses &or the home have been QtsR raised
rapidly.
!o s%m %p' ( think that everyone i& they had the opport%nity to choose a 4ob they
will probably choose a high-paying 4ob with only eight ho%rs working o& work.
QspR L wrong spelling QsynR L wrong synta+ QtsR L wrong verb tense
Hery weak. =rong words and poor synta+ ca%se %nderstanding problems. !oo
many mistakes prevent &%ll development o& topic.
)rades E (elts N.O/O.0 )BE L -ail S )$#! -#(.
45
T%PI# F%: E#PE C T%EF) C #PE C IE)TS
!he internet as certainly one of the ma6or in$entions of the tentieth
century and it has radically changed our li$es in many ays" 7ut is that a
good or a bad thing0
!he (nternet is s%rely one o& the most great greatest inventions o& the 20
th
cent%ry and it has changed o%r lives in many ways. !he (nternet' also known as
the world wide web' has many advantages and disadvantages too.
# great advantage o& the (nternet is that it has radically altered the way we
comm%nicate. !ake' &or e+ample' e-mails. Everyone co%ld can comm%nicate with
others all aro%nd the world 4%st by sending an e-mail. #nother great bene&it o&
the internet is that it has revol%tioni5ed shopping trends. !here are many people
who b%y things which e+ist only in on the internet' s%ch as clothes' mobiles'
garden e0%ipment and everything anything that co%ld anyone imagine. #lso' it1s
&ascinating how the internet has a&&ected ed%cation. Every st%dent can have
in&ormations &or his lessons 0%ickly' witho%t looking &or ho%rs in an encyclopedia
as happened be&ore the internet.
,n the other hand' the internet has many disadvantages too. # great drawback is
that when someone works a lot o& ho%rs in %sing the comp%ter. *y %sing the
internet e+cessively' someone eats %nhealthily and also doesn1t want to speak to
others making him antisocial and a little bit la5y. #lso' the internet is can be
dangero%s &or children' beca%se they have access to pornography and other
websites which are not censored.
!o s%m %p' we can say that the invention o& the internet has helped %s a lot when
it is %sed normally' b%t it can also harm %s i& we %se it impet%o%sly.
QspR L wrong spelling QsynR L wrong synta+ QtsR L wrong verb tense
,ver all - 0%ite strong. # &ew small mistakes b%t doesn1t distract &rom
%nderstanding. )ood %se o& basic str%ct%res. Co%ld have more diverse str%ct%res.
)rades E (elts .0/.O EC"E pass C / C"E low pass / !,E-. pass / )$#!
borderline
46
Proficiency Punctuation ,uide
!he &ollowing p%nct%ation g%ide is by no means complete3 however' it does
incl%de the most important elements o& English lang%age p%nct%ation.
( &ind st%dents o&ten make mistakes and lose points in areas that can' and
sho%ld' be avoided. ,ne o& these areas is the area o& p%nct%ation.
( advise yo% to take a &ew min%tes and review the &ollowing pages. !he
in&ormation contained in them co%ld mean the di&&erence between
a pass and a &ail.
"%nct%ation is what clari&ies written comm%nication. (t simplifies it. (n short' it
helps make written work easier to %nderstand.
-or e+ample' 0%estion marks can tell %s that an answer is e+pected' b%t ho+ do
we read the 0%estion< #s in the previo%s sentence' yo% probably didn1t reali5e it
was a 0%estion %ntil the second hal& o& the sentence.
!he &ollowing p%nct%ation g%ide is meant to assist yo% in yo%r writing o& English
e+am essays. En4oy 3-9
Full stop or period 7.!
#ll statements are &ollowed by a &%ll stop. 86/ English' period9
#bbreviations 8the short way o& writing something9 are &ollowed by periods. 8$r.'
$rs.' Dr.' "ro&.9 Don1t make %p yo%r own abbreviations; !here are standards.
.earn them and %se them. /ome short &orms' s%ch as !H and 62 are not
abbreviations. !hey are prono%nced as they are written and they are not &ollowed
by &%ll stops.
# &%ll stop' not a comma' separates the two parts o& a decimal 8e.g. CN.D and is
read &o%rteen point three.9 !his is di&&erent than many lang%ages and sho%ld be
partic%larly noted. ( see and hear this as a common mistake all too often.
#omma 74!
# comma comes a&ter @:esA' or @2oA' at the beginning o& a response to a
0%estion. 8e.g. Did yo% clean yo%r room< :es' ( did.9
(t is placed between ad4ectives i& there are two or more be&ore a no%n. 8a large'
white car9.
Commas separate streets' cities and /tates in addresses. 8( live at DTT /o%th
Boss Boad' .ansing' $ichigan9.
Commas are %sed to separate three or more grammatically e0%al sentence parts.
!he parts m%st have the same s%b4ect. 8e.g. she picks %p the phone' dials the
n%mber' and begins to speak lo%dly. !here is one s%b4ect and three verbs with
ob4ects in a series.9
47
# comma separates the introd%ctory statement &rom the act%al words o& the
speaker in direct 0%otations. 8e.g. she said' @(s that $rs. #le+ander<A9
Commas' separate n%mbers into gro%ps o& tho%sands 8e.g. there are over
C0'000'000'000 websites in the internet> and co%nting9
=hen yo% address one person in a 0%ote 8e.g. @:o% know' $r. Jackson' my wi&e
knows yo%r wi&e.A9
Commas come be&ore 0%estion tags 8e.g. :o% are not a teacher' are yo%<9
=e %se commas a&ter e+clamations like @ohA' or @wellA 8e.g. ,h' that1s nice.9
Commas are %sed to set o&& appositions. *e s%re to incl%de commas be&ore and
a&ter the apposition. 8e.g. Dr. Childs and his &riend' Dr. "arent' went skating.9
=ords like: hence' there&ore' &or e+ample' &or instance' conse0%ently' as it were'
moreover' on the other hand' on the contrary' in the &irst place' m%st be placed
between commas.
#&ter introd%ctory adverbial phrases or cla%ses which are more than three or &o%r
words long 8e.g. =hen the water reaches the top o& the b%cket' empty it.
2on-de&ining cla%ses are always set o&& &rom the rest o& the sentence by commas.
8e.g. 7iriakos' who came &rom )reece a year ago' is one o& the tallest st%dents9.
De&ining cla%ses are never separated &rom the words they modi&y; 8(t was
7iriakos who came &rom )reece a year ago9
# comma is %sed to separate a conditional cla%se at the beginning o& a sentence.
8e.g. (& it rains' the game will be postponed.9
Semicolon 7J!
=hen two statements are closely related abo%t the same s%b4ect or idea' they
can be 4oined by a semicolon and the two statements make one sentence.
# semicolon is not %sed when two statements are 4oined by a connector e+cept in
very long sentences.
!he section a&ter the semicolon e+presses ideas &%rthering the tho%ght e+pressed
in the preceding section. 8e.g. !he train p%lled o&&3 he settled into his seat to
en4oy the scenery o& the co%ntryside.9
/emicolons can separate phrases i& a very de&inite pa%se is indicated.
8e.g. ?e stopped abr%ptly3 immediately ahead he saw the &ig%re o& a man walking
in the snow9.
#olon 7!
Colons can be %sed in similar &ashion as the semicolon. !he section a&ter the
colon re&ers back to the preceding section by e+empli&ying' e+plaining or
ill%strating what has gone be&ore. 8e.g. ?e is not a good &riend: he can not keep
secrets and never does what others want to do.9
48
# colon is %sed between a general statement and a list o& e+amples. 8e.g. =e
always take a lot o& s%pplies: bread' meat' tomatoes' potato chips' pickles' &r%it'
cake and co&&ee.9

6se a colon a&ter the name o& each speaker when writing dialog%e and not %sing
0%otation marks.
/ally: ?ello' ?arry' how are yo%<
?arry: Hery well' thank yo%' /ally.
# colon can introd%ce a 0%otation the same way a comma does' tho%gh this is
less common. 8e.g. John said: @( won1t do it.A9
# colon is %sed a&ter certain standard words or abbreviations s%ch as' 2ote: 8take
notice9' or 2.*: 8take good notice9. 8e.g. 2ote: 2ot everyone agrees with this
view.9
&postrophe 7L!
#ll contractions contain an apostrophe in the places where the letters have been
le&t o%t. 8e.g. won1t' it1s' we1re' we1ll' (1ll etc.9
!he word o1clock contains an apostrophe' as it means @o& the clockA.
(t is %sed &or the &ormation o& the genitive showing possession. 8e.g. !he
$anager1s tie is red9.
(t is also %sed in the words o& time: second' min%te' ho%r' day' week' month'
year' today' yesterday' and tomorrow to indicate speci&ic time or d%ration o&
time. !hese are also called possessives. 8e.g. # moment1s hesitation' two weeks1
notice' yesterday1s newspaper' tomorrow1s &orecast.9
*yphen 7-!
# hyphen between two or more words shows they are connected. (n many cases
the hyphen is not regarded as very important in English3 its %se is o&ten optional.
!he &ollowing are s%ggestions only' not necessarily' @grammar r%lesA.
"lace a hyphen between the ho%r and the min%tes when writing time. 8e.g. "eter
gets %p at seven-thirty.9
(n e+pressions like: person-to-person or station-to-station.
8e.g. *ill phones his mother person-to-person.9
Compo%nd n%merals &rom twenty-one %p to ninety-nine sho%ld have hyphens.
8e.g. twenty-one' twenty-two> thirty-one' si+ty-two' one h%ndred and eighty-
seven.9
# hyphen is %sed at the end o& a line 8never at the begin-
ing9 to indicate that a word has been broken. (& yo% are not s%re o& this techni0%e
it1s best not to break words at all. (n &act' with modern word processing and the
@4%sti&yingA o& te+ts' nowadays' this practice is 0%ickly becoming a memory.
/ome ad4ectives re0%ire a hyphen. 8e.g. a silk-lined coat9
# hyphen a&ter the pre&i+ re- s%ggests @againA. 8Compare: re-decorate a room to:
recover &rom an illness9.
49
# hyphen may separate a re-pre&i+ &rom a word beginning with an e or o. 8e.g.
re-establish' co-operate' co-ordinate9
2o%ns and ger%nds &orming a compo%nd no%n are %s%ally separated by a hyphen
8e.g. letter-writing activities' English-speaking co%ntries9.
2o%ns' ad4ectives or adverbs and present or past participles &orm an ad4ective
when hyphenated. 8e.g. hand-made' semi-detached' well-constr%cted' &ast-
moving9.
# hyphen may link a pre&i+ s%ch as pre-' pro-' post-' anti-' e+- with a proper or
abstract no%n. 8e.g. pre-?ellenic' post-Eli5abeth' anti-/ocialist' pro-Capitalist' e+-
"rime $inister9
!he &ollowing are al+ays written as two separate words: &ire station' b%s
station' post o&&ice' town hall' grammar school' hat &actory' dog licence' p%blic
ho%se' railway station.
!he &ollowing are usually written as a single word: needlework' shopkeeper'
playgro%nd' 8b%t' recreation gro%nd9' shipb%ilding' handwork' homework'
headmaster' typewriter' newspaper' timetable.
E+ceptions: tra&&ic-warden' ho%se-painter' mo%se-trap' dog-kennel. 2orth-East.
# hyphen separates the two words o& a &raction 8e.g. two-thirds' three-0%arters'
&ive-si+ths' three-eighths.9
Duestion mark 7M!
Every 0%estion is &ollowed by a 0%estion mark' isn1t it<
Duotation marks or in'erted commas 75 6! or 7L L!
!hey are placed be&ore the &irst word and a&ter the last word o& a 0%oted
%tterance. 8e.g. ?e sho%ted' @( shall &ind yo%.A9
!hey can be pairs or single &or direct speech as well as all other cases.
*oth marks are placed above the words they enclose. # comma precedes
the opening o& a direct speech and there is a comma at the end o& direct
speech. 8e.g. ?e said' @come here right now'A and got %p.9
;ote (& the words @and got %pA were omitted' there wo%ld be a &%ll stop in the
place o& the second comma.
End-o&-the statement commas and periods go inside the 0%otation marks.
U%estion marks and e+clamation marks also are placed inside the 0%otation
marks. 8e.g. ?e sho%ted' @(s there anybody hereM6 @=hat a lovely day06 he said.9
=hen 0%oted speech is broken by e+planatory words like: @he saidA' @the man
repliedA etc.' inverted commas are placed a&ter the speaker1s last word. !he rest
o& the speaker1s words are enclosed within another pair o& inverted commas
witho%t capitali5ing the initial letter. 8e.g. @!ake me to the station'A said the
woman' @and h%rry %p;A @=ith this tra&&icA replied the driver' @it will take at an
ho%r.A
50
(nverted commas 8in @pairsA or Msingle19 are placed be&ore and a&ter titles o&
books' plays' &ilms' maga5ines' ships etc.
Examples @)one with the =indA 8book9
@/o%th "aci&icA 8play9
@!he Deer ?%nterA 8&ilm9
@!he !itanicA 8ship9
@!he (nternational ?erald !rib%neA 8newspaper9
@2ewsweekA 8maga5ine9
(nverted commas may be %sed &or slang and other words that a writer wants to
emphasi5e 8%s%ally words %sed ironically9. 8e.g. !here has been some
@enlightenedA opinions e+pressed lately on the legislation and legali5ation o&
mari4%ana9. (t1s obvio%s in the e+ample that the writer does not approve o& the
legislation o& mari4%ana by his %se o& inverted commas highlighting the word
@enlightenedA.
Exclamation mark 70!
#n e+clamation mark is placed a&ter a single word o& e+clamation or a phrase o&
e+clamation. 8e.g. @,h;A cried Jane' @)ood heavens;A9
(t is %sed at the end o& cla%ses beginning with @whatA and @how.A 8e.g. =hat a
lovely day; ?ow e+cited yo% m%st be;9
/ometimes it1s %sed a&ter phrases with a meaning o& command. 8e.g. !he
e+amination has beg%n. 2ot a so%nd;9
=ith wishes or c%rses. 8e.g. $ay yo% live a long and happy li&e; Damn this tra&⁣
=e1ll never get there on time.9
$rackets and Dashes 7--!
!hey are both %sed to separate a word gro%p o& words e+pressing an idea which
is independent o& the main tho%ght o& the sentence. !he idea in QbracketsR or
-dashes- may be a de&inition' an alternative' a comment or an a&tertho%ght. 8e.g.
/he is in her early &orties-altho%gh she never disc%sses her age-o& small height
and dark comple+ion.9
!he dash also indicates that the speech was le&t %n&inished &or some reason. !his
can also be indicated by a line o& dots. 8e.g. @( don1t remember p%tting it>A he
said and s%ddenly cried @there it is;A li&ting a card &rom the drawer.9
*rackets' dashes and dots> are all %sed speci&ically. Don1t make a habit o&
over%sing them.
#&PIT&) )ETTE:S
!he &irst word o& every sentence begins with a capital letter.
Capitalise the &irst word o& a line o& poetry.
#ll titles begin with capital letters when they are %sed with a person1s name. 8e.g.
$iss' $rs.' $r.' Dr.' Capt.' "ro&.9 Do not capitalise words o& rank' title or
pro&ession when they are %sed alone.
51
#ll names o& people' &irst' middle and last pl%s proper no%ns begin with capital
letters. 8e.g. John /cott /mith' $ary ?elen Jones' the 2ile' the )a5a strip9.
Capitalise the names o& organi5ations' b%ildings' schools' companies etc. 8e.g.
@:o%ng $en1s Christian #ssociationA' @Empire /tate *%ildingA' @#merican
!elephone and !elegraph Co.A' @Coca-ColaA' @#braham .incoln ?igh /choolA.9
;ote the words: b%ilding' company' school' hospital are not capitalised when
they do not &orm part o& the name.
#d4ectives derived &rom the names o& peoples' nations' races' tribes' religions
and lang%ages begin with a capital letter. 8e.g. )reek' #merican' -rench'
$ongolian' Catholic' Jewish' "rotestant' /wahili: a )reek village' a /wedish town.
2ames o& school co%rses are written with capital letters. 8e.g. Chemistry'
$athematics' "hysics' ?istory9.
2ames o& the days o& the week are written with a capital letter. 8e.g. $onday'
!%esday' /at%rday' /%nday.9
2ames o& holidays are written with a capital letter. 8e.g. Christmas' !hanksgiving'
Easter9.
2ames o& streets' states' cities' co%ntries and continents are capitalised 8e.g.
Ch%rch /treet' $ichigan' 2ew :ork' )reece' #sia' #&rica9. *%t the word street is
not capitalised when it is not part o& a name.
!he words north' east' so%th and west are not capitalised e+cept when they are
parts o& names. 8e.g. /o%th #merica' 2orth "ole9. #s initials only' these words
are capitalised. 8e.g. 2.E.' /.=.9
!he names o& the seasons are not capitalised 8e.g. spring' s%mmer' a%t%mn'
winter9.
!he months are capitalised. 8e.g. Jan%ary' $arch' $ay etc.9
!he &irst 0%oted word o& a speaker is always capitalised even i& it occ%rs in the
middle o& a sentence. 8e.g. ?e m%mbled @)ood nightA' and went %pstairs to bed.9
!he more important words in the names o& books' newspapers' maga5ines' &ilms'
plays' ships' are capitalised.
Example @# !ale o& !wo CitiesA 8book9
@# $ids%mmer 2ight1s DreamA 8play9
@!he "aci&ic "rincessA 8ship9
@!he )rapes o& =rathA 8&ilm9
@=oman1s DayA 8maga5ine9
@!he Daily E+pressA 8newspaper9
!he more important words in a title' or heading are capitalised 8e.g. @!he
"roblems #&&ecting a /t%dent1s Choice o& Co%rses at 6niversityA9 or 8!he
!elevision "rogrammes ( have .east En4oyedA9
!he personal prono%n @(A is al+ays a capital. Even in emails;
52
(nitials o& degrees are always capital letters. 8e.g. ?e got his $.#. be&ore his "h.
D9
!he word @:o%rsA at the concl%sion o& letters is always capitalised' 8e.g. @:o%rs
sincerelyA b%t @Hery tr%ly yo%rsA9
Capitalise names o& rivers' lakes' seas' oceans' bays 8e.g. !he !hames' .ake
$ichigan' !he #egean /ea' !he "aci&ic ,cean' !he $ississippi Biver' !he #tlantic
,cean' !he )%l& o& $e+ico.9
2ames o& parks are capitalised 8e.g. ?yde "ark' Central "ark9
(mportant historical events' historical periods' historical doc%ments are
capitalised. 8e.g. Civil =ar' $iddle #ges' Benaissance' =orld =ar ((' Declaration
o& (ndependence' !he Cr%sades etc.9
2o%ns and ad4ectives re&erring to the Deity are capitalised 8e.g. )od' /%preme
*eing' /%preme Creator' the #lmighty' the /avio%r' the .ord' and the Divinity9
Capitalise the names o& the @*ibleA or parts o& the *ible and names o& other
sacred books 8e.g. ,ld !estament' /cript%res' *ook o& Job' 2ew !estament' !he
)enesis' !he *ook o& "rayer' 7oran' etc.
Capitalise words showing &amily relationships when %sed with the name o& the
person involved 8e.g. 6ncle John' #%nt $artha.9
Capitalise names o& planets' stars' constellations 8e.g. $ars' J%piter' 2ept%ne'
/at%rn' Hen%s' and $oon.9
;ote Do not capitalise the words earth' moon and s%n' %nless yo% are listing
them with other astronomical names. 8e.g. (n the solar system' the /%n
and the $oon in&l%ence li&e on the Earth.9
$ut !he pop%lation o& the earth is increasing alarmingly.
!he s%n shone brightly thro%gh the window.
!here was a &%ll moon last night.
53

English Writing

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

English Writing

Hochgeladen von

Copyright:

Verfügbare Formate

- - - Writing Proficiently - - -

Das könnte Ihnen auch gefallen