SELECTIVITAT WRITING GUIDE 2010-11

Step 1 : Brainstorm for ideas

Write down all the ideas you can think of

Don´t worry about whether the idea is relevant
Don´t worry about grammar or spelling
You can write in your own language

Step 2: Organise your ideas

Decide which ideas to keep and cross out the others

Group similar ideas together
Organise the groups according to a writing plan

Step 3: Focus on language

Think of words and expressions you will need in your work

Step 4: Write a first draft

Write your first draft on the computer or by hand. If you are writing by hand ,
use a pencil. Leave wide margins for notes.
Leave space between lines for additions and corrections
Write quickly. Don´t worry about neatness or accuracy
If you can´t think of a word in English, write it in your own language. Look up
the word in a dictionary later.
If you can´t spell a word, write it any way you can. Then check the word in a
dictionary or use a spellcheck when you have finished.

Step 5: Check your work

Use the Writer Checklist on this page to improve your work.

Step 6: Write a final draft

If you are writing by hand: copy your corrected work neatly onto a clean
sheet of paper
Use a pen and leave a margin on the left-hand side
Make sure your paragraphs are clearly indicated

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 SELECTIVITAT WRITING GUIDE 2010-11

NOTE ……………………………………………………………………………………
You can indicate the beginning of a paragraph by:

1. Indenting (moving the first word of the paragraph to the right)

2. Skipping a line before beginning a new paragraph. Each paragraph begins at
the left-hand margin. Both styles are correct, but be consistent in your
writing. The indented style is preferred for informal letters.

WRITER´S CHECKLIST

ORGANIZATION

□ I organized my work according to a plan

□ Each paragraph has one topic
□ My paragraphs are clearly indicated
□ My ideas are in al logical order
□ I used suitable connectors to link my ideas

CONTENT

□ My work is interesting and original

□ I began with a suitable opening sentence
□ I presented my ideas clearly
□ I included only relevant ideas
□ I supported my ideas with details and examples (opinion, for and against essay)
□ I ended with a suitable closing sentences
□ I used connectors to link my ideas

LANGUAGE

□ My grammar is correct
□ My spelling is correct
□ My word order is correct
□ My punctuation is correct
2 □ I used capital letter correctly
□ I used adjectives and adverbs correctly

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 SELECTIVITAT WRITING GUIDE 2010-11

STEPS OF THE WRITING PROCESS (PDRPP)

Prewrite

Collect information and begin organizing ideas using prewriting strategies

such as:

-brainstorming (either individually or with a group)

-notetaking
-outlining
-webbing

Draft

Write a first draft and get feedback either from peers  in  a  writer’s  
response group or from teacher. At this stage feedback should focus on:

-clear purpose
-sense of audience
-organized and well-developed ideas

Revise

Use  feedback  to  “re-visit”  the  first  draft,  clearing  up any ambiguities and
developing ideas.

Proofread

Edit writing, correcting errors in spelling, grammar, etc.

Publish

Turn in final draft of writing for assessment.

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 SELECTIVITAT WRITING GUIDE 2010-11

CONNECTORS
Connectors are linking words which join ideas and show how those ideas are related
to one another. They also help us to organize our writing and make it easy for the
reader to follow.

Study the chart of connectors and phrases below.

Purpose Examples
Adding points And /in addition/furthermore/moreover/what´s more/besides/
also/too/as well as/
To express a But/ however/nevertheless/yet/still/although/ even if/ even
contrast though/ in spite of/ despite
To describe a Because (of)/since/ due to/ as / as a result of/one/another reason
cause or for…is…
reason
To describe a So/ therefore/consequently/thus/ as a result/ as a consequence/
result for this reason/ that is why
To show In order to/so as to/so that/to
purpose
To describe Similarly/likewise/in the same way
similarity
To express In my opinion/ I (strongly) believe (that)/ I think/feel(that)/ in my
personal view/ it seems to me (that) personally/ as I see it
opinions
To introduce In fact/ as a matter of fact/actually/ the truth is (that)
facts
To make In general/generally/ as a rule/ on the whole
general
statements
To list points To begin/ start with / in the first place / first of all / for one
thing/ firstly, secondly, thirdly/finally/ lastly
To introduce On the one hand/ on the other hand/in contrast/ contrary to/ it
opposing can also be argued that/ but there are people who say/think (that)
points
To show First/at first/ in the beginning/before/
sequence next/then/soon/meanwhile/later/after that/ afterwards/ at last/
eventually/ finally/ in the end/ during/ when
To show time When/while/before/ after/ until/ as soon as/ by the time
To conclude In conclusion/ to sum up/ in short/ all in all

Linking words
4
Linking words help you to connect ideas and sentences, so that people can
follow what you say. Here is a list of linkers:

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 SELECTIVITAT WRITING GUIDE 2010-11

Giving examples
..........................................................................................................
.....................

For example
For instance
Namely

The most common way of giving examples is by using for example or for
instance.

Namely refers to something by name.

“There are two problems: namely, the expense and the time.”

Adding information
..........................................................................................................
................

And
In addition
As well as
Also
Too
Furthermore
Moreover
Apart from
In addition to
Besides

Ideas are often linked by and. In a list, you put a comma between each item,
but not before and.

"We discussed training, education and the budget."

Also is used to add an extra idea or emphasis. "We also spoke about
marketing."

You can use also with not only to give emphasis.

5 "We are concerned not only by the costs, but also by the competition."

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We don't usually start a sentence with also. If you want to start a sentence
with a phrase that means also, you can use In addition, or In addition to
this…

As well as can be used at the beginning or the middle of a sentence.

"As well as the costs, we are concerned by the competition."

"We are interested in costs as well as the competition."

Too goes either at the end of the sentence, or after the subject and means as
well.

"They were concerned too."

"I, too, was concerned."

Apart from and besides are often used to mean as well as, or in addition to.

"Apart from Rover, we are the largest sports car manufacturer."

"Besides Rover, we are the largest sports car manufacturer."

Moreover and furthermore add extra information to the point you are
making.

"Marketing plans give us an idea of the potential market. Moreover, they tell
us about the competition."

Summarising
..........................................................................................................
.....................

In short
In brief
In summary
To summarise
In a nutshell
To conclude
6 In conclusion

We normally use these words at the beginning of the sentence to give a

summary of what we have said or written.

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 SELECTIVITAT WRITING GUIDE 2010-11

Sequencing ideas
..........................................................................................................
................

The former, … the latter

Firstly, secondly, finally
The first point is
Lastly
The following

The former and the latter are useful when you want to refer to one of two
points.
"Marketing and finance are both covered in the course. The former is studied
in the first term and the latter is studied in the final term."

Firstly, … secondly, … finally (or lastly) are useful ways to list ideas.

It's rare to use "fourthly", or "fifthly". Instead, try the first point, the second
point, the third point and so on.

The following is a good way of starting a list.

"The following people have been chosen to go on the training course: N

Peters, C Jones and A Owen."

Giving a reason
..........................................................................................................
.....................

Due to / due to the fact that

Owing to / owing to the fact that
Because
Because of
Since
As

Due to and owing to must be followed by a noun.

7 "Due to the rise in oil prices, the inflation rate rose by 1.25%."

"Owing to the demand, we are unable to supply all items within 2 weeks."

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If you want to follow these words with a clause (a subject, verb and object),
you must follow the words with the fact that.

"Due to the fact that oil prices have risen, the inflation rate has gone up by
1%25."

"Owing to the fact that the workers have gone on strike, the company has
been unable to fulfil all its orders."

Because / because of

Because of is followed by a noun.

"Because of bad weather, the football match was postponed."

Because can be used at the beginning or in the middle of a sentence. For

example, "Because it was raining, the match was postponed."

"We believe in incentive schemes, because we want our employees to be

more productive."

Since / as

Since and as mean because.

"Since the company is expanding, we need to hire more staff."

"As the company is expanding, we need to hire more staff."

Giving a result
..........................................................................................................
.........................

Therefore
So
Consequently
This means that
8 As a result

Therefore, so, consequently and as a result are all used in a similar way.

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"The company are expanding. Therefore / So / Consequently / As a result,

they are taking on extra staff."

So is more informal.

Contrasting ideas
..........................................................................................................
.....................

But
However
Although / even though
Despite / despite the fact that
In spite of / in spite of the fact that
Nevertheless
Nonetheless
While
Whereas
Unlike
In theory… in practice…

On the one hand,... on the other hand....

But is more informal than however. It is not normally used at the beginning
of a sentence.

"He works hard, but he doesn't earn much."

"He works hard. However, he doesn't earn much."

Although, despite and in spite of introduce an idea of contrast. With these

words, you must have two halves of a sentence.

"Although it was cold, she went out in shorts."

"In spite of the cold, she went out in shorts."

Despite and in spite of are used in the same way as due to and owing to.
They must be followed by a noun. If you want to follow them with a noun and
a verb, you must use the fact that.

9 "Despite the fact that the company was doing badly, they took on extra
employees."

Nevertheless and nonetheless mean in spite of that or anyway.

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 SELECTIVITAT WRITING GUIDE 2010-11

"The sea was cold, but he went swimming nevertheless." (In spite of the fact
that it was cold.)
"The company is doing well. Nonetheless, they aren't going to expand this
year."

While, whereas and unlike are used to show how two things are different
from each other.

"While my sister has blue eyes, mine are brown."

"Taxes have gone up, whereas social security contributions have gone down."

"Unlike in the UK, the USA has cheap petrol."

In theory… in practice… show an unexpected result.

"In theory, teachers should prepare for lessons, but in practice, they often
don't have enough time."

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WRITING A PARAGRAPH
A paragraph consists of several sentences about a certain topic. It has the following
parts:

1. a TOPIC SENTENCE which gives the main idea of the paragraph

2. SUPPORTING SENTENCES which add reasons, details and examples
3. a CONCLUDING sentence which leads on to the next paragraph or
summarises the main idea

The parts of a paragraph should flow logically. The paragraph must be easy to
understand. You can accomplish this by:

1. using pronouns to refer back to the nouns in the text

2. using connectors to show the connections between ideas

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SELECTIVITAT FORMATS
A FOR AND AGAINST ESSAY
It is usually about a controversial issue. It presents both sides of the issue and then
concludes by supporting one of the sides. Look at the topic below. Then study the
plan and read the model.

Topic: Write a for and against essay on a topic connected to home schooling

Plan:

YES or NO to HOME SCHOOLING

In recent years, an increasing number of parents around the world have
chosen to take their children out of the school system and educate
them at home. The question is whether this is good for everyone.

On the one hand, home schooling means that parents are able to cater
to their children´s individual needs. For instance, parents can
encourage their children to explore their own interests. In addition,
parents can include important subjects that are often neglected in
normal schools, such as art and music. Moreover, parents can protect
their children from bullying and teasing.

On the other hand, children who are home schooled often have fewer
opportunities to participate in team sports and in other extra-curricular
activities. Furthermore, since home-schooled children are exposed to
fewer kids, they may not learn social skills that are necessary if they
want to live peaceably with others.

Despite the numerous benefits of home schooling. I believe most

children should go to school. The lack of opportunities for social
interaction may prove to be problematic in later life.

Useful connectors:

12 On the one hand, on the other hand, It is true that, Firsly, Secondly, Thirdly, For
example, For instance, such as, Furthermore, However, Nevertheless, Due to, As a
result, I believe that, In my opinion, In my view, The question is whether, In
addition, Consequently, In conclusion, To sum up…

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 SELECTIVITAT WRITING GUIDE 2010-11

AN OPINION ESSAY
An opinion essay states an opinion and tries to convince the reader that this opinion
is correct. Look at the topic below. Then study the plan and read the model

Topic: Write an opinion essay on a topic connected to teen drivers

Plan:

ADULT SUPERVISION FOR TEEN DRIVERS- Good or Bad?

It is well known that teen drivers are often involved in fatal driving
accidents. In order to help deal with this issue, some governments
around the world have proposed that new teen drivers should bee
required to drive with adult supervision for a period of time. While this
suggestion may sound like a good way to save lives, in my opinion, it
will not solve the problem.

First of all, a person´s age doesn´t determine their level of

responsibility or their driving ability. It´s a fact that many accidents
have involved experienced adult drivers.

Secondly, I believe that the more time a driver spends on the road, the
better his or her driving ability will be. By preventing new drivers from
driving without adult supervision, new drivers will inevitably gain less
driving experience since they will only be able to drive when an adult
supervisor is free to accompany them.

In short, forcing young drivers to drive with adult supervision will not
reduce the number of teen fatalities. It is only by educating teenagers
and adults about the importance of safe driving that we can hope to
make a difference.

Useful connectors:

Many people think that…, In my opinion, however,…, I disagree, In my view,… I

believe that ..., However,… Despite this, …, First of all, …, Secondly,…In addition,…,
13 Therefore,… As a result…, It is clear that… In short,…To sum up,… In conclusion,…

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 SELECTIVITAT WRITING GUIDE 2010-11

A NARRATIVE
A narrative is a story about a series of events and the people involved in them. Look
at the topic below. Then study the plan and read the model.

Topic: Write a story about a misunderstanding you once had

Plan:

JUMPING TO THE WRONG CONCLUSION

Last Saturday I visited my grandmother, who lives on the other side of

London. I had not seen her for ages and I was looking forward to eating
a piece of her delicious cake. It was a cold day, so I dressed warmly in a
hat and scarf.

I got onto the train and looked for a place to sit. I walked up and down
the aisles for some time until I found an empty seat next to an elderly
man who was reading a newspaper. Relieved, I sat down and took out
my book.

As soon as I had begun reading, I felt that the man was watching me. I
felt very uncomfortable. I wanted to move but there were no empty
seats. Finally, the train pulled into Kings Cross station. I rushed off the
train, eager to escape the stare of the old man.

I left the station and began walking towards my grandmother´s house.

After a few moments, I had a strange feeling that someone was
following me. I turned round. To my surprise, the elderly man who had
sat next to me on the train was running towards me. I started to run. I
could hear the man coming up behind me. In a minute he would catch
up with me…

“Wait!” he shouted. I stopped. The man stretched out his hand and I
could see that he was holding something. “Your hat”, he said. “You left
it on the train”. At that moment I realized that I had jumped to the
wrong conclusion.

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Useful connectors:

Time expressions- Last weekend/ summer/year,…, Two years ago,…., It was a

cold/hot/ stormy day…, It all began when…, One afternoon… Fortunately, /
Unfortunately, / Luckily, … To my surprise,…, I felt…, The funny thing is that…
Before I knew it…

Connectors of sequence- At first, before, after that, next, later, when, then, until,
as soon as, soon, suddenly, while, during, eventually, in the end, meanwhile.

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A SUMMARY
A summary provides the reader with the main points of an article in as few words as
possible. A summary usually does not include the writer´s opinion and it is written in
his or her words where possible. Look at the topic below. Then read the original
article and the model summary.

Topic: Write a summary of the article, using 50-70 words.

Plan:

Baby Einstein DVDs: Educational or not?

Baby Einstein DVDs are specifically aimed at babies and toddlers. These popular DVDs
feature classical music, and babies seem to love watching them. Not only do the DVDs
provide busy parents with a break from having to care for their infant, they are also
said to have educational benefits. Yet recent research suggests that these DVDs may
not be as beneficial to children as parents may like to believe. In fact, there is
evidence to suggest that television viewing between the ages of 1 and 3 could in fact
be harmful to them.

Research at the University of Washington found that babies who had watched baby
videos scored about 10 % lower on language skills than those who had not. In addition,
experts have shown that baby videos may also be associated with attention problems
later on. They claim that the more television children watch in their early years, the
shorter their attention spans later in life.

The Campaign for a Commercial-Free Childhood is a group which has been fighting
baby media companies for some time in an attempt to get them to admit that baby
videos are not educational. They claim that the entire marketing strategy of
companies like Baby Einstein is based on false and misleading claims that the videos
are educational. Recently, the Baby Einstein company announced that they would give
a full refund to anyone who had bought one of the DVDs in the last five years and
wished to return it. The campaigners see the recent announcement as an unspoken
admission that they did mislead the public and that the DVDs have no educational
value.

Yet it will be interesting to see how many parents will actually claim the refund and
return the DVDs to the company. Although the videos may not turn their children into
geniuses, as they might have hoped, they continue to keep them occupied and
stimulated, without the need for parental involvement. That may well be something
that parents are not willing to give up.

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MODEL SUMMARY:

DVDs designed specifically for babies and toddlers are very popular. Yet
recent research has suggested that they may in fact be harmful to
children´s development . In view of those findings, a recent campaign
has accused media companies of deliberately misleading parents by
implying that these products have educational value. Consequently,
the baby Einstein company has agreed to give a refund to parents
wishing to return the DVDs, although it is uncertain how many parents
will accept their offer.

Useful language:

TIP: Leave out less important examples and details. Shorten or combine
sentences and try to use your own words.

BEING CONCISE: Apparently,…, Finally,…, If…, Clearly,…, Consequently,…, In short,…

Presently,… although.

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A DESCRIPTION OF AN EVENT
A description of an event gives a clear impression of what the writer experiences. It
usually includes details of the writer´s senses and how the writer felt there. Look at
the topic below. Then study the plan and read the model.

Topic: Write about a family event that you have attended.

Plan:

The Wedding

Last week, I went to my cousin´s wedding. I hadn´t seen my cousin for

many years and I didn´t know many of the other guests, so I wasn´t
expecting to enjoy myself. In the end, I had a great time.

When I arrived, the wedding hall was already full of people. People
were standing around talking excitedly and there was a real buzz in the
air. The room was beautifully decorated with flowers and balloons and
the sweet smell of the flowers hung in the air. I couldn´t help but feel
excited. It felt as if something very special was about to happen.

Suddenly the musicians began to play. Everyone stopped talking at once

and turned to face the door. As the bride entered, many of the guests
had tears in their eyes. I felt so moved.

As she walked past in her beautiful white dress, my cousin turned and
smiled at me. She looked so happy. I realized that I wouldn´t have
missed this occasion for the world!

Useful connectors:

Last week …, When …, Suddenly…, I felt…, I heard…, It seemed…, The atmosphere

was…, The crowd/people were… It turned out to be … All in all,… In the end,…

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A DESCRIPTION OF A PLACE
When we describe a place, we want to describe what the place looks like and to give
an impression of the atmosphere. Look at the topic below. Then study the plan and
read the model.

Topic: Write a description of a place you like.

Plan:

The Natural History Museum

One of my favourite places is the Natural History Museum in London.

The museum is located in Kensington, close to the Kensington
underground station. This museum is a very popular attraction, and for
good reason. It´s one of the finest museums in the world – and
admission is free!

The building itself is architecturally breathtaking, with its impressive

ornate façade and enormous central hall. The ceilings, walls and arches
are intricately painted and carved with animals and plants,
representing the museums´s exhibits.

The museum has got two main galleries, the Life Galleries and the Earth
Galleries. The Life Galleries offer displays of nearly all living things on
earth, from gigantic dinosaurs and huge whales to the tiniest birds and
insects. In the Earth Galleries, visitors can explore natural phenomena
such as earthquakes and volcanoes and examine thousands of fossils and
precious stones.

I highly recommend the Natural History Museum to anyone visiting

London. It´s more than a museum- it´s an experience.

19 Useful language:

The first thing people notice …, It is located…, The scenery is…, it offers…, I can
recommend…, You shouldn´t miss…, I love… when I go there, Most people in …work
as …In short/conclusion,…

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AN INFORMAL LETTER
When we write an informal letter, we are usually congratulating, persuading or
asking for/giving some information. Look at the topic below. Then study the plan and
read the model.

Topic: Write a letter to your friend Harry accepting an invitation to go on an

adventure holiday with you.

Plan:

Greeting Dear Harry,

Thanks for your email! It´s great the summer is nearly here, isn´t it?

The adventure holiday you mentioned sounds like a great idea! Do you know if
they offer rock climbing and canoeing? I hope so?

Body I´d love to come for two weeks, but my sisters getting married during the
first week so I – obviously!- have to be here. I could come for the second
week, though. You didn´t say how much it costs. I can only afford £200, so I
hope it´s not more than that!
Conclusion One more question for now – what´s the best way to get to Wales from
Closing London? Is there a train or a bus that goes near the place?

Well, I´d better go now as I´ve got an exam tomorrow.

Hope to hear from you soon!

All the best,

Susan

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AN ARTICLE
An article is usually written for different kinds of magazines or newspapers. Look at
the topic below. Then study the plan and read the model.

Topic: Write an article for an international magazine giving your suggestions about
what the future holds.

Plan:

TITLE
What the future holds

What will life be like in fifty year´s time? It´s impossible to know for
certain, but there´s one thing we can be sure of. In some ways, life for
our grandchildren will be very different from life today. Let´s just
imagine some of the possibilities.

One thing that is changing very rapidly is technology. You can bet that
our grandchildren will live in a world where everything and everybody
relies on computers. Transport will also change, and perhaps we´ll have
cars that fly. Maybe our grandchildren will find themselves stuck in
traffic jams in the sky!

Yet another way in which life will be different is the environment. It

doesn´t look like we´re going to solve the problems of pollution soon,
so our grandchildren may live in a world where many species have
become extinct. Sadly, they might never see animals like pandas, apart
from in books and zoos.

So, like the present, I believe the future will have its good points and
its bad points. I, for one, can´t wait to find out!

Useful language:

Rhetorical questions: Have you ever…? Are you one of those people who…? What do you think about…?
Introducing first point: Firstly, First of all, In the first place, To begin with, One thing to consider is…
Introducing further points: Secondly, In addition (to this), Yet another…, Apart from that…
Introducing final points: So, in conclusion, To sum up, To conclude
21 Introducing your opinion: In my opinion, If you ask me, To my mind, Personally, I believe that…, In my
view…

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A FORMAL LETTER
When we write a formal letter, we are usually requesting information, applying for a
job or course, or writing to complain. Look at the topic below. Then study the plan
and read the model.

Topic: Write a formal letter applying for the job of sales assistant in a shop.

Plan:

23 Daylon lane

Norwood

21 June, 2006 London SE5 4FB

Zarat Fashions

68 Boyers Street

London

Dear Sir or Madam,

I am writing in response to your advertisement for sales assistants in

your chain of fashion shops. I would like to apply for a position. I am 18
years old and have just finished secondary school, so I am able too
begin to work immediately.

I feel that I would be suitable for this job because I have always had an
eye for fashion and feel that I could help customers choose clothes that
are suitable for them. I am also extremely responsible, organized and
hard working.

I look forward to hearing from you in the near future. I have enclosed
my CV and would be happy to attend an interview at a time convenient
for you. Thank you for considering my application.

Yours faithfully,

Marianne Edwards

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MINOR FORMATS
1. A speech

A speech must be engaging, clear, concise and most importantly, catered to

the audience’s interests.

Therefore the first step is to Choose a Topic after Learning who the
audience will be.

Once that is done, you must Write a statement of purpose for the speech.
Next, do the required research so that your speech is accurate and extensive.

After this you need to start writing your speech. But first, you must create an
outline.The outline must have an Introduction, Body of Speech and Ending.
Under each of those headings, place notes from the research, anecdotes,
quotes etc.

Once you decide this, you must also decide how to Start and End your speech.

To begin, you may Tell a Story, Use Humour, Use a snappy quote, or you may
start by getting your readers’ attention by Reading some startling statistics or
by Asking thought-provoking questions.The end must be dramatic, conclusive
and must leave a lasting impression on the listener’s mind. You may use the
same strategies that you used for the beginning.

Now you must start writing the Body of the Speech. Make sure that the
different points flow into each other and that you’ve not digressed from your
statement of purpose. Go back and read what you’ve written. Make any
adjustments that you think are needed. Put yourself in the audience’s shoes
and try to listen and see if your speech makes sense.

Do’s and Don’t’s

Use simple, direct words

Know exactly what you want to say

Cut words wherever possible, be brief

Use everyday English, not jargon

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Vary the length of your sentences

Use active verbs

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Don’t use passive tense

Don’t use modifiers

Example: You are a young painter who is thanking an art gallery for
displaying your first exhibition.

1. Organise!

* The opening: Ladies and gentlemen, it is a pleasure to welcome you to...

* The body os the speech: This could include facts about when/ how/ why you
started painting, your feelings about it and your plans for the future
* The closing: This could include your thanks and your good wishes.
I´d like to thank the gallery for giving me this wonderful opportunity. It has
been a pleasure working with them.... Of course, I´d like to thankk all of you
for coming and making this opening such a success.

2. The following words and expressions are often used in

speeches:
As you all know... I´d like to take this
opportunity to ...
It is an honour to... I have been asked to ...
You/we have all ... I would like to
thank/express my thanks ...
I´d like to wish you all ... On behalf of.../ in the
name of ...

Remember: The kind of language you use depends on the occasion and
the audience. If it is a formal occasion, you will use formal language
like that in the example. If it is an informal gathering, your language
can be less formal and more everyday.

2.A dialogue:

Remember the following when you are writing a conversation:

Identify each of the speakers in the conversation.

Start a new paragraph whenever you change speakers.
24 When you need to break a conversation and identify the speaker,
use commas (,).
Use the kind of informal language that people use when they speak:
contractions, everyday words, exclamations, etc.

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 SELECTIVITAT WRITING GUIDE 2010-11

Example: Imagine you are a journalist interviewing Mrs Cross. Write

about an interview where you ask her for her views on St. George´s Day
and find out what what she would say to people who oppose making it a
public holiday.

Interview with Gillian Cross

I: Interviewer, G: Gillian Cross

I: Mrs Cross, I understand that you have some very strong views on St. George´s Day.

G: Yes, I think it should be a public holiday. We need a day to demonstrate pride in

our region.

I: I see. What would you say to those people who think that a new holiday would be
too expensive?

G: I can understand their concern, but I also think that St. George´s Day is a great
business opportunity. People will want to spend their money on going out and having
fun.

I: Some people are also concerned that the day might have racist connotations.

G: Absolutely not! This day is for everyone who loves in England, no matter what
their colour or background. We need to show the racists that they´ve completely
misunderstood.

I: Thank you very much for your comments, Mrs Cross

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PPAAU
U:: AAnnggllèèss ..EEssttrruuccttuurraa ddee ll''eexxaam
meenn ii ccrriitteerriiss ggeenneerraallss dd''aavvaalluuaacciióó..

Estructura de l'examen
Criteris generals d'avaluació

Estructura de l'examen

L'examen de llengua anglesa consta de les tres parts següents:

Parts de l’examen Duració Valor

Comprensió d’un text oral 30 minuts 20 % de la nota
Comprensió escrita 60 minuts 40 % de la nota
Expressió escrita 40 % de la nota

Les preguntes i instruccions de l'examen són formulades en anglès i hauran de ser

respostes en anglès sense ajut del diccionari ni de cap altre material didàctic.

a) Comprensió d'un text oral

La prova utilitza un text de dificultat mitjana autèntic o semi-autèntic (text amb

característiques bàsiques d'un text autèntic, però simplificat a un nivell d'entrada a
la universitat -el que en podríem dir "text de registre pedagògic"-), sobre un tema de
cultura general actual, del tipus corrent en els mitjans de comunicació. L'examinand
haurà de respondre vuit preguntes d'opció múltiple (a, b, c, d) sobre aquest text,
amb un valor de 0,25 cadascuna.

La realització d'aquesta prova s'articula de la següent manera:

a. Una breu introducció per fer que l'oient es familiaritzi amb les veus, el tema,
el ritme i l'acústica de la gravació. El text de la introducció podrà ser llegit
alhora que escoltat.
b. Una pausa inicial per a que l'alumne llegeixi les preguntes de comprensió.
c. Primera audició del text.
d. Primera pausa per a completar les respostes.
e. Segona audició del text.
f. Segona pausa per a completar les respostes.

b) Comprensió escrita
Consisteix en una activitat de comprensió d'un text anglès escrit en llenguatge
estàndard, no especialitzat. L'exercici, amb un valor global de fins a quatre punts, té
com objectiu avaluar el nivell de comprensió escrita de l'alumnat. Consta de vuit
preguntes d'opció múltiple (a, b, c, d) sobre aquest text, amb un valor de 0.5
26 cadascuna.

c) Expressió escrita
Consisteix en la producció d'una redacció personal, sobre un tema relacionat amb el
text utilitzat en l'exercici de comprensió lectora. Aquesta redacció, d'una extensió no

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 SELECTIVITAT WRITING GUIDE 2010-11

inferior a cent paraules, s'haurà d'ajustar a les indicacions de l'opció triada. L'exercici
serà qualificat amb un total de fins a quatre punts.

Criteris generals d'avaluació

Listening comprehension: 2 points

0.25 points for each correct answer to a multiple choice question (8

questions).
wrong answers will be penalized (-1/3 of the question value = -0,08).

Reading comprehension: 4 points

0.5 for each correct answer to a multiple choice question (8

questions).
wrong answers will be penalized (-1/3 of the question value = -0,16).

Composition: 4 points
The following aspects will be evaluated separately on a scale of 0 to 10 points.

1 GGrraam
mmmaarr (25 % of the composition grade)
Two different aspects will be contemplated under this heading:

the correct and appropriate use of morphological and syntactic structures

the range (variety and complexity) of structures used.

2 VVooccaabbuullaarryy (25 % of the composition grade)

Two main aspects will be considered:

the range and appropriate use of vocabulary (variety of semantic fields, richness,
phrasal verbs, collocations, idiomatic expressions, linking words,...).
the correct spelling of words.

3 TTeexxtt // PPaarraaggrraapphh bbuuiillddiinngg (25 % of the composition grade)

Two main aspects will be examined:

The clarity of organization of ideas within the sentence, the paragraph and the
text
The clear and correct use of punctuation and text markers.

27 4M
Maattuurriittyy (25 % of the composition grade)
Aspects contemplated in this category:The skillful handling of the topic (clear thinking,
good outline, well-reasoned ideas, creativity, ...)

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Reminders

Wrong format: If a composition does not follow the format (letter, dialogue, news report, diary, for and
against argumentation, description, narrative, ...) of the chosen option, it will be penalized up to 1 point.
Copying from the text: the use of full sentences or fragments taken from the text will not be considered as
personal writing.
Insufficient length. Compositions under 100 words will be penalized up to 1 point.
Wrong topic: No points will be given to a composition written on a topic not included in the two given
options.

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SELECTIVITAT
1st term 2nd term 3rd term
FORMATS
A for and x

against essay
A x

formal/informal
letter
Selectivitat
An opinion essay x

A description of x
EXAM PRACTICE
an event/place
A narrative x

A summary x

A dialogue x

A speech x

An article x

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