Professional Documents
Culture Documents
WRITING GUIDE
DO
DON'T
ESSAY GUIDELINES
Draw an outline (7 )
Write your essay (25)
Check spelling and punctuation (2)
Writing checklist:see Checklist for writing B2 (5)
Check number of words: 140-190 (1)
DEFINTION: a piece of writing written for a teacher to give your opinion and arguments to support it
(reasons).
FUNCTIONS:
Agreeing and/or disagreeing
Giving information/explanations
Exemplifying
Comparing & contrasting ideas
Drawing a conclusion
REGISTER: neutral or FORMAL: no contractions, formal verbs/nouns/adj, impersonal tone (3rd p., passive
voice, It constructions)
STRUCTURE
-Use paragraphs
and leave some
space between
them.
-Dont use first
line indent
TITLE
P.1. Introduction: general information about the topic (Nowadays, People state, a
rhetorical question, etc)
P.2. Note 1 (Idea 1)
P. 3 Note 2 (Idea 2)
Arguments for only, Arguments against only, Arguments for &
against
P.4 Note 3 (Idea 3)
P. 5. Conclusion: summarize your opinion, arguments (+ some suggestions, prediction)
LANGUAGE
Grammar: modal verbs, passive forms, conditionals, comparatives, relative clauses, etc
Vocabulary: topic-specific vocabulary, collocations, formal verbs, nouns, adverbs, adj. (see doc. formal and
informal lang. avoid repetition (use of synonyms, antonyms; see also Cohesion & avoiding repetition doc)
Connectors
Addition: In addition, What is more, Moreover, etc
Contrast: On the one hand/on the other hand, However, At the same time, Nevertheless, Although,
Despite, etc
Listing: Firstly, Secondly, Thirdly/Finally
Examples: such as, For instance, For example,
Cause/Consequence: Therefore, As a result, For that reason, Due to, etc
Conclusion: To sum up, From my point of view, In conclusion, In my opinion, etc
SPELLING & PUNCTUATION: check capital letters, commas (see punctuation rules)
Commentary
On the whole informed rather than being fully informed; first/second question is not fully addressed; not fully developed
Communicative purpose
The use of colloquial language (e.g. xxx) is not consistent with the rest of the essay, there is use of personal, subjective
examples; register is suitable for the target reader.
Clear essay structure, Essay format is used effectively
INTRODUCTION,MIDDLE PARAGRAPHS (arguments for or arguments against or arguments for and one against,
CONCLUSION
Examples, explanations, comparison/contrast, reasons,agreement/disagreement
Ideas
ORGANISATION:
Text well organized
LANGUAGE:
Vocabulary
topic-specific vocabulary is used
Paragraphs interconnected
A (wide) range of everyday voc. used appropriately, Some attempt to use more sophisticated voc.
Mark (5)
No.
Name: ______________________________________
Subscale
Commentary
CONTENT:
Is content relevant to the task?
Is target reader fully informed?
Is writers opinion clear?
COMMUNICATIVE ACHIEVEMENT:
Is the correct style of writing used?
Is essay format used effectively?
Is appropriate functional language used?
Are straightforward ideas
communicated? Or more complex ones?
ORGANISATION:
Is text well organized?
Is there a variety of linking words?
Is text coherent?
LANGUAGE:
Vocabulary
Is topic-specific vocabulary used?
Is interesting vocabulary used?
collocations, adj,adv
Is there any repeated vocabulary?
Grammar
Is a wide range of tenses used? And
complex structures?
SPELLING & PUNCTUATION
Band: _______
Mark (5)
6. Writing essays
Introduction and tips (Writing essays)
Expressing Contrast:
21
nevertheless
even so
even though
however
in spite of
despite
but
although
www.brays-ingles.com
Writing essays
Expressing results:
because of this
therefore
thus
as a result
for this reason
consequently
Giving examples:
such as
like
for example
for instance
2. You have had a discussion on fashion in your English class. Your teacher has
asked you to write an essay, giving your opinions on the following statement.
Young people never want to dress the same as their parents
Write your essay in 120-180 words in an appropriate style.
22
www.brays-ingles.com
Writing essays
FCE ESSAY
Example question
In class you have been discussing technology. Now, your English teacher has asked you to
write an essay.
Write an essay using all the notes and give reasons for your point of view.
You must write your answer in 140-190 words in an appropriate style.
Nowadays, technology is everywhere. Has technology made peoples lives better or
worse?
Notes
Write about:
1. medical science
2. the internet
3. your own idea
Sample Answer
LIVING WITH MODERN TECHNOLOGY
Modern technology has radically changed the way we live and even how long we live for.
However, some might argue that these changes have created new problems that we have
yet to solve.
The internet, for example, has become such an integral part of peoples lives that it feels as
though it has existed forever. It is a fantastic means of communication as well as source of
information and knowledge. Likewise, mobile phones allow us to stay in touch with each
other as well as access the world wide web when were on the bus, in a bar, or even
walking down a busy street. The danger is that people become addicted to their devices. It
is not uncommon nowadays to see couples sitting together staring at their phones instead
of speaking to each other.
Medical science is another area in which great advances have been made. Consequently,
people are living longer than ever. However, unless we change the age of retirement, our
governments risk running out of money.
In conclusion, I am convinced technology has improved our lives but we still need to take
some difficult decisions about how to make it best work for us.
http://desktopenglish.net/fce-writing-part-1-essay-answer-2015-exam/
REPORT GUIDELINES
Draw an outline (7 )
Write your report (25)
Check spelling and punctuation (2)
Writing checklist: see Checklist for writing B2 (5)
Check number of words: 140-190 (1)
DEFINTION: a piece of writing usually written for a superior (e.g. a teacher) or a peer group (e.g. members of
an English club).
FUNCTIONS:
Giving factual information.
Making suggestions/recommendations.
REGISTER: formal, impersonal; more informal for a peer group.
STRUCTURE
-Use paragraphs
and leave some
space between
them.
-Dont use first
line indent
It
TITLE
P.1. Introduction: purpose, aim of the report: The aim of this report is to; This report
outlines (the issues), This report is intended to.
P.2. Fact 1 (Idea 1)
P. 3 Fact 2 (Idea 2)
HEADINGS for each paragraph
P.4 Fact 3 3 (Idea 3)
P. 5. Conclusion: make recommendations/comments: It is therefore recommended that,
needs., It is clear that, 2nd conditional
LANGUAGE
Grammar: modal verbs, passive forms, conditionals, comparatives, relative clauses, It sentences, 3rd person,
longer and complex sentences, etc
Vocabulary: topic-specific vocabulary, collocations, formal verbs, nouns, adverbs adj. (see doc. formal and
informal lang, avoid repetition (use of synonyms, antonyms; see also Cohesion & avoiding repetition doc)
Connectors
Addition: In addition, What is more, Moreover, etc
Contrast: On the one hand/on the other hand, However, At the same time, Nevertheless, Although,
Despite, etc
Examples: such as, For instance, For example,
Cause/Consequence: Therefore, As a result, For that reason, Due to, etc
SPELLING & PUNCTUATION: check capital letters, commas (see punctuation rules)
Commentary
On the whole informed rather than being fully ; first/second task is not fully addressed; not fully developed
COMMUNICATIVE ACHIEVEMENT:
Report written in a consistent
register, suitable for the target
reader
Report format is used effectively
Communicative purpose
Formal and impersonal or more informal for a peer group. The use of informal/formal language (e.g. xxx) is not
consistent with the rest of the report; there is use of personal, subjective examples; register is suitable for the target
reader.
TITLE, HEADINGS, INTRODUCTION, DEVELOPMENT (2 or 3 par.), CONCLUSION/RECOMMENDATIONS.
Imbalance of length between x and x paragraph
Give factual information/facts are stated; make recommendations/comments, some examples.
ORGANISATION:
Text well organized
Ideas connected within the paragraphs, between paragraphs (ideas are connected across sentences and paragraphs)
LANGUAGE:
Vocabulary
topic-specific vocabulary is used
A (wide) range of everyday voc. used appropriately, Some attempt to use more sophisticated voc.
No repetition: use of
synonyms/antonyms
Grammar
Range of tenses (relatives,
conditionals, comparat.,etc)
Impersonal sentences, A range of simple forms, present simple most frequently used; some more complex grammatical
forms used
Xxxx forms are used with a good degree of control
Although there are errors they do not impede communication
Mark (5)
No.
Name: ______________________________________
Subscale
Commentary
CONTENT:
Is content relevant to the task?
Is target reader fully informed?
COMMUNICATIVE ACHIEVEMENT:
Is the correct style of writing used?
Is report format used effectively?
Is appropriate functional language
used?
Are straightforward ideas
communicated? Or more complex
ones?
ORGANISATION:
Is text well organized?
Is there a variety of linking words?
Is text coherent?
LANGUAGE:
Vocabulary
Is topic-specific vocabulary used?
Is interesting vocabulary used?
collocations, adj,adv
Is there any repeated vocabulary?
Grammar
Is a wide range of tenses used? And
complex structures?
SPELLING & PUNCTUATION
Band: _______
Mark (5)
7. Writing reports
Writing reports
Introductory Paragraph:
The aim of this report is to outline and to make some recommendations on...
This report outlines (the issues, etc)
This report is intended to inform about.
Recommending:
You may wish to consider
It is therefore recommended that(present clause)
It needs
A conditional clause : (The museum, the club, etc) would have a brighter future if its (displays, facilities,etc)
were improved or If the opening hours could be extended and the prices reduced slightly, the new caf would
undoubtly be more popular with students.
It is clear that
It constructions examples:
It could be argued that
It appears that
It is clear that
It seems that
It is doubtful that
25 |
Adapted from: www.brays-ingles.com FCE Paper 2 Writing How to pass the Cambridge First Certificate Writing Section
FCE REPORT
Example Question
Writing part 2 (140-190 words)
The college that you attend has recently experienced a reduction in student numbers and is
interested to know why current students think this has happened. The college principal has
therefore asked you to write a report which:
1) details which parts of the college that current students like the most
2) suggests ways to modernise the college to attract more students next year
Write your report.
Example Answer
Introduction
The purpose of this report is to give details about the best aspects of our college and also
to recommend some possible changes to make it more appealing. Current students at the
college were asked for their opinions.
Positive aspects of the college
The most common college facilities that were praised were:
1) The large number of modern computers in the library
2) The affordable prices in the canteen and the varied menu
3) The interactive whiteboards for multimedia lessons in most classrooms
Areas to change
Some disabled students complained that there is only one small lift to access the
classrooms on the 2nd and 3rd floor. It was also mentioned that the college currently lacks
Wi-Fi access, which means students have to go to the library to read their emails instead of
using their smart phones.
Recommendations
Most students suggested that the college should build a second lift at the other end of the
college to make the upper floors more accessible to disabled students. It was also
recommended that free Wi-Fi could be provided in the canteen area. In my view, both of
these changes would help to make the college more attractive to new students.
http://desktopenglish.net/cambridge-first-certificate-report/
ARTICLE GUIDELINES
Draw an outline (7 )
Write your article (25)
Check spelling and punctuation (2)
Writing checklist: see Checklist for writing B2 (5)
Check number of words: 140-190 (1)
DEFINTION: a piece of writing usually written for an English-language magazine or newsletter, and the
reader is assumed to have similar interests to the writer.
FUNCTIONS:
Interesting and engaging the reader
Giving an opinion or making comments
Telling anecdotes
Giving examples
Giving descriptions
REGISTER: light-hearted/friendly (in that case, contractions can be used) or more formal, depending on the
target reader. Always lively.
STRUCTURE
TITLE (engaging!)
P.1. Introduction: connected with the title
P.2.
Development
P. 3
P. 4. Conclusion: opinion, article is rounded off
LANGUAGE
Grammar: modal verbs, passive forms, conditionals, comparatives, relative clauses, past tenses (for personal
experiences) etc
Vocabulary: topic-specific vocabulary, collocations, (formal) verbs, nouns, adverbs, adj.; avoid repetition (use
of synonyms, antonyms; see also Cohesion & avoiding repetition doc); colorful language, direct questions to
speak directly to the reader and to catch his attention: Have you ever?; exclamatives. See useful phrases
(Writing articles)
Connectors
Addition: Besides, also, In addition, What is more, Moreover, etc
Contrast: On the one hand/on the other hand, However, At the same time, Nevertheless, Although,
Despite, etc
Listing: Firstly, Secondly, Thirdly/Finally; The first thing to consider, Another consideration
Examples: such as, For instance, For example,
Cause/Consequence: so, Therefore, As a result, For that reason, Due to, etc
Conclusion: To sum up, From my point of view, In conclusion, In my opinion, etc
SPELLING & PUNCTUATION: check capital letters, commas (see punctuation rules)
Commentary
On the whole informed rather than being fully ; first/second question is not fully addressed; not fully developed
COMMUNICATIVE ACHIEVEMENT:
Article written in a consistent
register, suitable for the target
reader
Article format is used effectively
Light/Friendly tone or more serious (always lively); The use of informal/formal language (e.g. xxx) is not consistent with
the rest of the article
TITLE (engaging), INTRODUCTION, DEVELOPMENT (1 OR 2PAR.), CONCLUSION (opinion, article is rounded off)
Communicative purpose
To interest and engage the reader, opinion, description, personal experience (anecdotes), some examples
ORGANISATION:
Text well organized
Ideas connected within the paragraphs, between paragraphs (ideas are connected across sentences and paragraphs)
LANGUAGE:
Vocabulary
topic-specific vocabulary is used
A (wide) range of everyday voc. used appropriately, Some attempt to use more sophisticated voc.
A range of simple forms,present simple most frequently used; some more complex grammatical forms used
Xxxx forms are used with a good degree of control
Although there are errors they do not impede communication
Mark (5)
No.
Name: ______________________________________
Subscale
Commentary
CONTENT:
Is content relevant to the task?
Is target reader fully informed?
COMMUNICATIVE ACHIEVEMENT:
Is the correct style of writing used?
Is article format used effectively?
Is appropriate functional language used?
Are straightforward ideas
communicated? Or more complex ones?
ORGANISATION:
Is text well organized?
Is there a variety of linking words?
Is text coherent?
LANGUAGE:
Vocabulary
Is topic-specific vocabulary used?
Is interesting vocabulary used?
collocations, adj,adv, colorful vocab.
Exclamations and direct questions to the
reader?
Is there any repeated vocabulary?
Grammar
Is a wide range of tenses used? And
complex structures?
SPELLING & PUNCTUATION
Band: _______
Mark (5)
REVIEW GUIDELINES
Draw an outline (7 )
Write your review (25)
Check spelling and punctuation (2)
Writing checklist: see Checklist for writing B2 (5)
Check number of words: 140-190 (1)
DEFINTION: a piece of writing usually written for an English-language magazine, newspaper or website. The
main purpose is to describe and express a personal opinion about something the writer has experienced (e.g.
a film, a holiday, a product, a website, etc) and to give the reader a clear impression of what item discussed
is like.
FUNCTIONS:
Describing and giving explanations (key functions)
Making a recommendation to the reader (sometimes) unless the review is negative: giving reasons
to avoid.
Giving opinion and factual information.
REGISTER: serious or light-hearted style (in that case, contractions can be used), depending on the target
reader.
STRUCTURE
-Use paragraphs
and leave some
space between
them.
-Dont use first
line indent
TITLE
P.1. Introduction: state some basic facts, mention what youre reviewing by name
P.2.
P. 3
P. 4. Conclusion: recommendation or reasons to avoid; cover some questions from the task
LANGUAGE
Grammar: modal verbs, passive forms, comparatives, relative clauses, etc
Vocabulary: topic-specific vocabulary, adj. & adv., adj.- collocations; avoid repetition (use of synonyms,
antonyms; see also Cohesion & avoiding repetition doc); see useful phrases (Writing reviews)
Connectors
Addition: In addition, What is more, Moreover, etc
Contrast: On the one hand/on the other hand, However, At the same time, Nevertheless, Although,
Despite, etc
Examples: such as, For instance, For example,
Cause/Consequence: Therefore, As a result, For that reason, Due to, etc
Conclusion: To sum up, From my point of view, In conclusion, In my opinion, etc
SPELLING & PUNCTUATION: check capital letters, commas (see punctuation rules)
Commentary
On the whole informed rather than being fully informed -Does the reader get an idea about the book, film, course, etc?
first/second question is not fully addressed; not fully developed
The use of colloquia/formal language (e.g. xxx) is not consistent with the rest of the review, there is use of impersonal
examples; Semi-formal, contractions can be used, personal language; register is suitable for the target reader.
Communicative purpose
1st two paragraphs: GENERAL DESCRIPTION + DESCRIPTION OF THE COURSE, BOOK, FILM, ETC (characters, some of the
story ), FINAL OPINION AND RECOMMENDATION (summary about the thing reviewed, what makes this experience
different)
Opinion,Description, explanation, details, personal recommendation, opinion
ORGANISATION:
Text well organized
Clearly organized into paragraphs; It moves from general information in the introduction to more specific details
A (wide) range of everyday voc. used appropriately, Some attempt to use more sophisticated voc.; Connected with the
topic, specific vocabulary to give opinion, to make a recommendation
Mark (5)
No.
Name: ______________________________________
Subscale
Commentary
CONTENT:
Is content relevant to the task?
Is target reader fully informed?
Is writers opinion clear?
COMMUNICATIVE ACHIEVEMENT:
Is the correct style of writing used?
Is review format used effectively?
Is appropriate functional language used?
Are straightforward ideas communicated?
Or more complex ones?
ORGANISATION:
Is text well organized?
Is there a variety of linking words?
Is text coherent?
LANGUAGE:
Vocabulary
Is topic-specific vocabulary used?
Is interesting vocabulary used?
collocations, adj,adv
Is there any repeated vocabulary?
Grammar
Is a wide range of tenses used? And
complex structures?
SPELLING & PUNCTUATION
Band: _______
Mark (5)
Draw an outline (7 )
Write your letter (25)
Check spelling and punctuation (2)
Writing checklist: see Checklist for writing B2 (5)
Check number of words: 140-190 (1)
DEFINTION: It is written in response to the situation outlined in the question. It is usually written to an
English-speaking friend or colleague.
FUNCTIONS:
(it depends on the question)
Giving opinion
Giving advice
Making suggestions
Congratulating
etc
REGISTER: informal: contractions, phrasal verbs,etc
STRUCTURE:
-Use paragraphs
and leave some
space between
them.
-Dont use first
line indent
GREETING
P.1. Introductory paragraph: it depends on the activity (e.g. congratulating, saying thanks,
etc)
P.2.
P. 3
Middle paragraphs: development of ideas
P. 4. Final line
CLOSURE
NAME
LANGUAGE
Grammar: imperatives, modal verbs, conditionals, comparatives, relative clauses, exclamatives, direct
questions, question tags, etc
Vocabulary: topic-specific vocabulary, phrasal verbs, colloquial nouns, adj. (see doc. formal and informal
language), avoid repetition (use of synonyms, antonyms; see also Cohesion & avoiding repetition doc); See
useful phrases (writing informal letters or emails).
Connectors
Addition: also, too, as well as, etc
Contrast: but, Although, Despite, etc
Examples: such as, For example,
Cause/Consequence: so, then, because, etc
Changing topic: well, anyway
SPELLING & PUNCTUATION: check capital letters, commas (see punctuation rules)
Commentary
The use of formal language (e.g. xxx) is not consistent with the rest of the letter
Communicative purpose
Ideas
ORGANISATION:
Text well organized
LANGUAGE:
Vocabulary
topic-specific vocabulary is used
Paragraphs interconnected
Mark (5)
No.
Name: ______________________________________
Subscale
Commentary
CONTENT:
Is content relevant to the task?
Is target reader fully informed?
COMMUNICATIVE ACHIEVEMENT:
Is the correct style of writing used?
Is informal letter format used effectively?
Is appropriate functional language used?
Are straightforward ideas communicated?
Or more complex ones?
ORGANISATION:
Is text well organized?
Is there a variety of linking words?
Is text coherent?
LANGUAGE:
Vocabulary
Is topic-specific vocabulary used?
Is interesting vocabulary used? collocations,
adj,adv, colloquial phrases, exclamation
marks, questions to the reader
Is there any repeated vocabulary?
Grammar
Is a wide range of tenses used? And complex
structures?
SPELLING & PUNCTUATION
Band: _______
Mark (5)
Draw an outline (7 )
Write your letter (25)
Check spelling and punctuation (2)
Writing checklist: see Checklist for writing B2 (5)
Check number of words: 140-190 (1)
DEFINTION: It is written in response to the situation outlined in the question. It can be written to a potential
employer, a college principal or a magazine editor.
FUNCTIONS:
(it depends on the question)
Giving/requesting information
Applying for a job: Describing your qualifications/professional experience
Complaining
etc
REGISTER: formal: no contractions, formal verbs/nouns/adj
STRUCTURE:
GREETING
P.1. Introductory paragraph: reason(s) for writing
P.2.
P. 3
Middle paragraphs: development of ideas
(P.4 )
P. 5. Final line
CLOSURE
NAME
-Use paragraphs
and leave some
space between
them.
-Dont use first
line indent
LANGUAGE
Grammar: modal verbs, passive forms, conditionals, comparatives, relative clauses, etc
Vocabulary: topic-specific vocabulary, collocations, formal verbs, nouns, adverbs, adj. (see doc. formal and
informal language), avoid repetition (use of synonyms, antonyms; see also Cohesion & avoiding repetition
doc); See useful phrases (writing formal letters or emails).
Connectors
Addition: In addition, What is more, Moreover, etc
Contrast: On the one hand/on the other hand, However, At the same time, Nevertheless, Although,
Despite, etc
Listing: Firstly, Secondly, Thirdly/Finally
Examples: such as, For instance, For example,
Cause/Consequence: Therefore, As a result, For that reason, Due to, etc
SPELLING & PUNCTUATION: check capital letters, commas (see punctuation rules)
Commentary
On the whole informed rather than being fully informed; first/second question is not fully addressed;
not fully developed
Communicative purpose
The use of colloquial language (e.g. xxx) is not consistent with the rest of the essay, there is use of
personal, subjective examples; register is suitable for the target reader.
Clear formal letter structure, letter format is used effectively
GREETING, INTRODUCTORY PARAGRAPH, MIDDLE PARAGRAPH (S), FINAL LINE, CLOSURE, NAME
Mention/explain work experience and qualifications; why you want the job
ORGANISATION:
Text well organized
LANGUAGE:
Vocabulary
topic-specific vocabulary is used
(qualifications, skills, etc)
Range of voc: collocations, adj,adv,
A (wide) range of everyday voc. used appropriately, Some attempt to use more sophisticated voc.
Mark (5)
Is text coherent?
LANGUAGE:
Vocabulary
Is topic-specific vocabulary used?
(qualifications, skills, etc)
Is interesting vocabulary used? collocations,
adj,adv
Is there any repeated vocabulary?
Grammar
Is a wide range of tenses used? Pres.
perfect, diff. forms of future,relatives,
conditionals. And complex structures?
SPELLING & PUNCTUATION
No.
Commentary
Band: __
Mark (5)
Cover letter
Many employers will ask you to write to them or phone them for an application form and
further details when they advertise jobs. Sometimes you will be asked to send your CV or
resume.
Your CV or curriculum vitae lists your educational and career history and is a useful
summary for an employer of all your educational and employment achievements up to the
present time. You must always ensure that it is up to date.
A covering letter may then be very useful because you can enclose it with your CV or a
completed application form. In your covering letter you can draw attention to particular
information which you wish to highlight. Such a covering letter might look like this:
Dear Mr Sorefoot
Fashion Shop Manager
Please find enclosed my completed application form for the above position.
As you will see from my form, I have ten years experience with Bates Retail
as a Fashion Shop Manager.
I look forward to hearing from you and hope that you will be able to invite
me for an interview. I can be contacted at any time by phone, fax or email
at work or at home. I would very much welcome an opportunity to discuss
my application in greater detail and convince you that I am the right person
for the job.
Yours sincerely
Frances Slimwaist
If you have filled in an application form you do not need to send a CV because all the relevant
information should be on your form.
Letter of application
If you are responding to a job advertisement you may be asked to write a letter of application.
This is the letter which lists all your work experience and qualifications and should also
explain why you want the job.
Structure:
Greeting
Dear .......... ,
Introduction
Begin your letter by telling the reader where you saw the advertisement:
I am writing to apply for the post of Fashion Shop Manager advertised in
the 'News Shopper' of 14 February 2002.
Main body
(2nd paragraph) You would then go on to list your experience and relevant qualifications:
I have worked in the retail industry for a total of ten years, first as a sales
assistant in a department store and for the last three years as a Section
Head and Deputy Manager at Jones the Bootmaker.
(3rd paragraph) You might then go on to mention the particular abilities and skills that you
have:
I believe I have all the skills, knowledge and expertise that you are looking
for. I have lots of retail initiative, can schedule and prioritise tasks and can
work to strict deadlines. I also work particularly well with people and would
enjoy leading the team and working with clients and customers.
(4th paragraph) Say why you are particularly interested in this job:
I am applying for this position as I am looking to progress from junior to
senior management. I have always been interested in the latest fashion
trends and developments and I believe your organisation is a well-run
quality fashion business. I would very much like to work for your company.
Final paragraph
(Final line)You might then close the letter with the following formula.
I look forward to hearing from you and hope that you will be able to invite
me for an interview.
Formal English: We use it when writing essays for school, cover letters to apply for jobs, or
emails and letters at work.
Informal English: We use it with friends, children, and relatives.
The following list will help you to recognize the informal and formal ways of saying the same
thing. The list is divided into sections of: verbs, transitions, emphasis words, abbreviations, and
slang.
Verbs Informal & Formal
Informal
Formal
say sorry
apologize, apologise
go up
increase
go down
decrease
set up
establish
look at
examine
blow up
explode
find out
discover
bring about
cause
put off
postpone, delay
rack up
accumulate
make up
fabricate
Informal
Formal
stand for
represent
find out
discover, ascertain
leave out
omit
point out
indicate
go against
oppose
contact
Its about
need to
required
think about
consider
get
obtain
put up
tolerate
deal with
handle
seem
appear
show
start
commence
keep
retain
free
release
bother
Informal
Formal
ring up
call
show up
arrive
let
permit
fill in
substitute, inform
block
undermine
authorize, authorise
Formal
Anyways
Nevertheless
Plus/Also
Moreover/ Furthermore
But
However
So
Therefore/Thus
Also
In addition, Additionally
ASAP
Okay, OK
acceptable
In the meantime
In the interim
I think
In my opinion,
Informal
Formal
In the end,
Finally
To sum up
In conclusion,
In a nutshell/Basically
To summarize,
Anyway,
Notwithstanding
All right
Acceptable
Well,
To top it all off,
On top of it all,
In order to
Formal
much, many
totally
completely, strongly
really, very
definitely
Informal
Formal
Hi Robert,
Love,
Cheers,
Yours Truly, Best regards, kind regards
Hope to hear from you soon
Formal
ASAP
as soon as possible
T.V.
television
photo
photograph
cell
cell phone
net
Internet
Formal
Informal
Formal
kids
children
bad
negative
good
positive
really big
considerable
right
correct
wrong
incorrect
smart
intelligent
cheap
inexpensive
loaded
rich
he/she/it
this/that/these/those
one
both
The way these words work is that they refer back to something already mentioned and replace
that word. So used well, they help you avoid repeating words and link your writing.
Former/latter/respectively/such
These words work in much the same way and are typical of more academic writing.
You should note:
such is typically used with a word following it: e.g. such a case
Synonyms
This is a key technique. The idea is that you dont repeat the word, you use another
similar word or phrase. Very often, you will need to use phrases and not individual
words to do this well.
PUNCTUATION RULES
1. Use capital letters:
a) At the beginning of every sentence.
b) For proper nouns, abbreviations of proper nouns, names of languages and nationalities,
days, months and the pronoun I.
Dont use capital letters for other words.
Example:
On Monday and Wednesday Juan and I go to our English class at the University of Seville. Our
first exam is going to be in February.
2. Use a period/full stop, question mark or exclamation point/mark at the end of every
sentence (only one per sentence). Dont put a question mark or exclamation point/mark at
the beginning of the sentence. Dont join sentences with commas.
Examples:
Incorrect:
- Where did you go on holiday?!!!
- We went to Kenya, the weather was good, we went on a safari, we took photographs of the
wild animals. It was very exciting!
Correct:
- Where did you go on holiday?
- We went to Kenya. The weather was good. We went on a safari and took photographs of
the wild animals. It was very exciting!
3. Dont end a list of words or a sentence with suspension points.
Examples:
Incorrect:
I saw the Louvre, the Eiffel Tower,Versailles. . . when I was in Paris.
I had dinner with my parents, my grandparents, my brother . . .
On the flight you can drink coffee, tea, Coke . . .
Correct:
I saw the Louvre, the Eiffel Tower and Versailles when I was in Paris.
I saw the Louvre, the Eiffel Tower, Versailles and other interesting places when I was in Paris.
I had dinner with my parents, my grandparents and my brother.
I had dinner with my parents, my grandparents and other relatives.
On the flight you can drink coffee, tea or Coke.
4. Dont put a comma after so or but in sentences like these:
Examples:
Incorrect:
I was hungry so, I ate a hamburger.
I wanted a hamburger but, I didnt have any money.
Correct:
I was hungry, so I ate a hamburger.
I wanted a hamburger, but I didnt have any money.
5. Put a comma when a) making lists
Example
I like playing tennis, listening to music and watching TV.
b) To separate adjectives when there are a number of adjectives before the noun
Example
Hes an enthusiastic, hard-working student.
6. Put a comma after for example, however, moreover, nevertheless, in fact, as a
result, later, therefore, all in all, generally, finally, in my opinion, etc. and after a
time phrase at the beginning of a sentence. Put a comma after Also and Besides if they
are at the beginning of a sentence.
Examples:
He was tired. However, he couldnt sleep.
He likes lots of sports. For example, he plays football, basketball and tennis and goes
swimming every week.
He was hungry. Also, he was very tired.
He was hungry. Besides, he was very tired.
In 2014, he left school and went to university.
7. Put a comma before and after a non-defining relative clause. Dont put a comma before
defining clauses:
Examples:
My friend John, who went to the same school as me, has just written a best-selling novel (nondefining)
He gave me the letter which/that was in a blue envelope (defining)
8. When you put the subordinator at the beginning of a clause to introduce the main clause,
you
need to put a comma between the two clauses. When you put a subordinator between
two clauses to connect them, you should not use any punctuation
Examples:
Before he turned on the TV, he did his homework.
He did his homework before he turned on the TV.
When everyone in a family helps with the housework, they have a better relationship.
They have a better relationships when everyone in a family helps with the housework.
Sources: - http://institucional.us.es/aiidi/ rea de ingls (IDI)
- Compiled by author
Example
WW
WT
WF
snow.
WO
SP
P
X
M
R
?
!
RW
Wrong word
Wrong time
Wrong form
Wrong order
Spelling
Punctuation
Extra word
Missing word
Register
Not clear
Silly mistake!
Try re-writing
www.teachingenglish.org.uk