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Specialism: Teaching examination classes
Word count: 4460

Preparing Argentine candidates for

the FCE writing exam

1 Preparing Argentine candidates for the FCE writing test

CONTENTS
Page
Introduction 3
Key issues 3
Specialist group 6
Needs assessment 6
Diagnostic test 7
Priorities 8
Course content 9
Course objectives 11
Materials 12
Formative assessment 12
Summative assessment 14
Conclusion 15
Bibliography 17
Appendix 1: Course plan 19
Appendix 2: Needs analysis and test results 26

2 Preparing Argentine candidates for the FCE writing test

 PART ONE
Introduction

The aim of this assignment is to develop a course which will prepare candidates for the FCE
writing test in Argentina. My interest in this area arises from my observation in the classroom
of the poor quality writing produced by learners. Generally, in my experience the Cambridge
writing paper is one of the weakest areas in which learners perform well in. There are many
issues as to why this may be so.

Key Issues

• Immaturity and lack of familiarity with the exam

May (1996) states that students are sometimes too young for the exam they are expected to
take. They may never have tackled these text types in their L1 and the genres may not be
relevant to their lives. Furthermore, even if the genre is familiar, the structure may differ in
different discourse communities i.e. in the student’s L1 culture and learners need to be made
aware of the differences e.g. how to start a formal letter.
The exam makes demands on the learners which they may not have focused on before. For
learners to produce an effective piece of writing they not only need to organise the text and
the message appropriately; write accurately and choose an appropriate style, but they also
need to pay attention to coherence and cohesion. Learners need to be able to use complex
grammatical devices for focus and emphasis and make careful choices about vocabulary,
grammatical patterns and sentence structures Tribble (1996).

• Motivation
Although many learners are intrinsically driven, there may well be younger learners who are
required to take the exam by their school system or their parents and will either be
extrinsically motivated as they are learning for an external reward, or not motivated at all (Ur
1995:274). In my experience motivation is usually high at the beginning of the course; choice
motivation as they have chosen to do the FCE exam, although this can wane later in the year
due to a perceived lack of progress; feeling overwhelmed by the challenge of the exam or
simply tiredness.

3 Preparing Argentine candidates for the FCE writing test

 • Pressure and stress

Naunton and Hughes (ELT Advantage) state that pressure and stress are also major factors in
exam classes which I agree with. In general English classes if a student does not master a
language point there will probably be an opportunity to return to this point later on and some
students will find a workaround strategy to avoid using a language point altogether, mixed
conditionals for example. However, for the FCE writing paper there are no such shortcuts and
the learner must be able to produce a text using the necessary structures. For example, writing
a story requires the use of a range of narrative tenses and if students do not use them they will
lose marks. Failure to understand a language point fully may result in anxiety and this is not
conducive to language acquisition and learning. It is, therefore, important to help learners to
recognise their own strengths and weaknesses and to suggest strategies for improving weak
areas. Developing autonomous learning skills will create independent learners who have a
better understanding of their own abilities than those who rely solely on what is taught in
class (Harmer 2005:5).

• Rubric constraints
Writing in non-exam classes differs greatly to what is expected in exam classes. In exam
classes learners need to produce the different genres within a time limit, two pieces of writing
within eighty minutes. They also need to keep within the word limits, either 120–150 or 120-
180 words as well as understanding and responding to the input material.

• Teacher training
I agree with Harmer (2005) when he states that exam results can have a significant effect on
people’s lives and careers. Whether it is to open doors to certain professions or just to
demonstrate success, there is a special responsibility placed on the teacher to prepare
candidates for the exam and many teachers can find teaching exam classes immensely
satisfying. However, it would seem that teachers are not well trained at teaching exam classes
and it is possible that some learners have not been introduced to different genres at
Intermediate levels. For example, teachers may not know how to teach writing for the
different text types in exam classes and are reluctant to spend time on writing during the
lessons and therefore set it for homework. This may result in the learners not doing
homework and, therefore, not receiving the full benefit of the input sessions.

4 Preparing Argentine candidates for the FCE writing test

The teacher needs to determine how many pieces of written work can be realistically set,
marked and fed back on within the time constraints of the course and the class size. To
maintain motivation levels, written work needs to be marked and returned swiftly and
feedback should be an integral part of the course, otherwise learners are likely to see little
benefit in completing it.

• Material selection
To keep motivation high the course should balance pure exam practice with authentic tasks
and make writing ‘real-world’. This is important, as I agree with (May 1996:4) that to
practice for the exam ‘letters on boring topics have to be written to anonymous readers who
are never going to write back anyway’. So, by asking learners to write for each other about
topics they are interested in, there is more incentive for learners to write and the process is
more authentic.

Conclusion

All of the above key issues need to be factored into the planning of exam courses to ensure
that the teacher is prepared to teach the course and the learners will receive the maximum
benefits from doing it. With regards to writing, I have concluded, after reading Hedge (2000)
that the genre, process and product approaches will be relevant for the design of my course as
well as ensuring there is practice of micro-skills at sentence and paragraph level.

5 Preparing Argentine candidates for the FCE writing test

 PART 2
Specialist Group

The group I have chosen to focus on are a class of nine men and two women
between the ages of 17 and 45
all Argentine
first language Spanish
a mixture of university students and professionals
I have chosen this group to work with as the results of their writing in the mid-year exam was
poorer than other classes at the same level and has been consistently weak throughout the
year.

General background information

The learners come from middle class backgrounds and the group in general is quite
homogenous. From observation of the class I believe there is a certain degree of extrinsic
pressure from the younger learners’ parents to learn English and take the FCE exam.
Otherwise their motivation for learning is mainly intrinsic. They are at Pre-advanced level as
determined by their results in the end of the year exam (2009). The class contains a variety
of learning styles including auditory, visual and kinaesthetic learners.

Needs assessment

Richards suggests that needs analysis serves three main purposes: it provides a means of
obtaining wider input into the content, design and implementation of a language programme;
it can be used in developing goals, objectives and content; and it can provide data for
reviewing and evaluating an existing programme (Richards 1984:5) I agree with Nunan
(1988) that it is desirable for a teacher to constantly monitor learners for changing needs and
preferences.

I have gathered information about the learners from:

my own needs analysis questionnaires (app. 1 & 2)
examination results and results of writing set during the year
observation of the class and informal conversations with the learners.
6 Preparing Argentine candidates for the FCE writing test
To enable me to know where the learners’ main areas of weaknesses lie now I gave them two
questionnaires (app. 1 & 2). I chose these questionnaires as they were practical – easy to
administer, informal – learners were able to work alone and in groups, and gave reliable
results based on the learners’ knowledge of what they know and do not know now.

Diagnostic Test

The information was gathered by using:

samples of student’s writing obtained throughout the year based on tasks set from
FCE past papers and coursebook tasks (app. 10).
a diagnostic test based on editing (app. 3)

According to Baxter (1997) a diagnostic test is used to analyse the strengths and weaknesses
of the student which enables the teacher to find out what students are still unable to do.
Baxter goes on to say that a direct test is more preferable than an indirect one and this is
because an indirect test gives us only an indication of the students’ performance e.g. they are
able to choose the correct contrast conjunction in a gap-fill but maybe are unable to
communicate well when speaking or writing. However, a direct test means we ask the student
to perform what we want to test (Baxter 1997:30).
By asking learners to produce different genres over the year these were direct tests of their
writing ability. I was then able to determine the learners’ ability to write for different
audiences and produce different text types. These were practical tests – easily administered
and quick to mark although the marking is subjective - different teachers could give different
marks. The writing tasks learners did to produce different genres had face validity as they
resemble the tasks found in the upcoming FCE writing paper.

I chose to give the learners an editing task to do to show which language areas need working
on (app. 3) as well as checking their editing abilities. Every mistake the teacher finds in a
student’s work is a mistake they have not found for themselves and students need to be able
to critically assess their own work and others to become more autonomous and take on more
7 Preparing Argentine candidates for the FCE writing test
responsible for their own learning Baxter (1997). This tested what I wanted it to test so had
construct validity and scorer reliability – different teachers would give the same marks.

The following priorities were derived from the results of the needs and diagnostic tests
(appendix 2 below). The numbers relate each priority directly to the equivalent number in the
Results table.
Priorities

1 To familiarise learners with the features of style, language and layout as well as
raising their awareness of the field, tenor, mode of each genre.

2 Learners need to focus on how writing is marked as well as to develop their ability to
identify errors.
Based on my observation of the learners’ writing, they need to plan and become
more autonomous at evaluating their own work.

3 Encouraging and improving planning skills and learners’ general abilities with the
various genres will help with addressing the rubric.
Students will have the opportunity to write under exam conditions in the intensive
course at the end of the year and at home. Therefore, (because of time constraints)
class time can be best used elsewhere and not on timed writing.

4 To raise awareness and improve learners’ ability to produce the general features of
formal written English and language appropriate for specific genres e.g. use of
rhetorical questions in articles or indirect questions in formal letters.

5 To raise awareness of how a text is organised on sentence/paragraph level.

6 To have a learner-centred classroom as much as possible and to have pair and group
work activities in the classroom.

8 Preparing Argentine candidates for the FCE writing test

 PART 3

There are many types of syllabus e.g. structural, situational, topical, functional, notional,
skills and task-based. I agree up to a point with Richards when he states there is little
empirical evidence to warrant commitment to any particular approach to syllabus
development. In practice, a combination of approaches is often used (Richards 1990:09).
However, my course will be mostly a skill-based syllabus as the content involves a collection
of particular skills that may play a role in using language. This type of syllabi merges
linguistic competencies (vocabulary, grammar, and discourse) together into generalised types
of behaviour such as writing well-formed paragraphs and reading different genres. The main
rationale behind skill-based instruction is to learn the specific language skill (Far 2008).

The course has been designed by following Taba’s (Taba 1962:12) model of curriculum
processes. I chose to use Taba’s steps as they were straightforward and logical to use.
After determining the course priorities in Part 2 based on the learners’ needs the next step in
Taba’s model is the selection and organisation of course content and to set the course
objectives.

Course objectives and content

This is a 120 minute weekly session course running from October to December therefore
consists of 10 lessons.
In this proposed course I aim to develop the learners’ abilities in written discourse, based on
their needs and priorities identified earlier, in order to successfully complete Paper 2 of the
FCE exam

The genre approach is used on Day one of the course to address the issue raised in Part 2 and
once the learners have been introduced to the different genres they then have a base on which
to work. The different genres will be focused on individually throughout the course and the
learners will be able to refer back to their notes from the first day to compare to other models
and become more aware of the salient features as well as style found in each genre.

As from Day three of the course learners will be introduced to the marking scheme and will
start to edit and mark each other’s work. This has several advantages. As editing takes place

9 Preparing Argentine candidates for the FCE writing test

immediately after the writing, as much as possible, this makes it meaningful and useful for
the writer. In addition, it addresses the issue of learners seeing the benefit of completing
written work as noted in Part one. Practice in suggesting corrections in their peers’ work
helps them to recognise errors in their own and when learners have to explain points to a
partner, their own understanding is redefined and clarified (Hedge 1988:159). By introducing
the learners to the bands and profiles it helps them focus on what examiners are looking for.

The product approach to writing, used from Day one, focuses the learner’s attention on the
features of texts such as the layout, organisation and language e.g. the use of relative clauses
in descriptions of people and places. This approach is largely concerned with developing the
learners’ ability to produce those features of format and discourse accurately (Hedge
2000:319). The methodology behind the Product approach therefore, involves analysis of
model texts to raise awareness of how such texts are structured.

Another alternative is the process approach. This approach moves away from the product
approach in that writing is a process over which the student should be able to exercise control
by planning, drafting, reading and revising and editing for accuracy (Hedge 2000:302). By
using the process approach on Day two, I will be guiding the learners through the necessary
stages early on so they will become accustomed to using this approach and, therefore, will
consider planning and editing their work in the exam.
I intend to mix the approaches throughout the course keep executive motivation high through
providing variety and challenge.

Activities have been selected according to the opportunities they provide for developing
composing skills (planning, drafting, revising) as well as for gaining control of the mechanics
of writing. Collaborative writing provides students with readers and critics of their work and
they become accountable in the way that writers are in real life, and this accountability is a
strong incentive for clear and effective writing (Hedge 2000:317).

Following Taba’s (1962) principles of course design my next step was to crystallise the
priorities in Part 2 into the objectives which follow:

Upon successful completion of this course, students should be able to:

1. Recognise and produce different text types by:
10 Preparing Argentine candidates for the FCE writing test
 analysing different genres from both authentic and published materials
listing prototypical features which occur frequently in these genres
using the conventions of layout correctly, e.g. letters
2. Plan writing by:
generating ideas: brainstorming, interviewing, debating
comparing model plans to task rubric
3. Use formal/informal language to use the necessary tone by:
comparing and contrasting lexical and grammatical aspects of style and
register appropriacy
changing the tenor from informal to formal and vice versa
4. Edit and review drafts by:
working collaboratively
using a marking code to correct texts
resubmitting work after making necessary changes
5. Achieve exam tasks by:
developing ideas well through paragraph planning
using language appropriate to the relationship between reader and writer
staying within the stipulated word limit
6. Organise and produce cohesive texts by:
understanding how texts are structured as a whole
understanding cohesion by showing relationships between clauses and
sentences by means of linking phrases, pronouns, synonyms and antonyms
7. Use a range of structures; passive voice, indirect questions and lexical chunks;
Could you tell me…? As well as discourse markers; To sum up…. And
appropriate lexis
8. Become more autonomous by:
keeping their writing in a note book to refer to. This book then contains
realistic models for the students to revise from before attempting the same or
similar task again Gethin (1984).
self-evaluating
(N.B these objectives are colour co-ordinated with their realisations in the course plan)

11 Preparing Argentine candidates for the FCE writing test

Materials

Materials are taken from a range of coursebooks such as: Ready for FCE (Macmillan) and
teacher resource books such as First Certificate Writing (Longman). These books were
chosen as they are geared towards exam students and encourage good strategies in writing.
They have internal validity as the tasks I have chosen meet the course objectives as the
activities focus on the process approach to writing at paragraph and sentence level. They also
have external validity as they suit the needs of the learners because they focus on different
types of practice in preparation for the exam Hedge (1988).
There are teacher-generated materials which ensure that learners focus on what I need them
to, for example sorting linking devices into categories of use. In addition learners are asked to
find texts to use in class as examples of articles and advertisements.
The materials, as well as focusing on relevant and interesting exchanges of information and
the presentation of grammatical forms, allow for different learning styles. Using a note book
to write down typical features and their final written texts provides opportunities for self-
evaluation as well as independent study.

PART 4

Hedge (2000) states that assessment is a multi-faceted concept that is integral to the whole
process of teaching and learning. It is the means by which students’ language learning
development and achievements are monitored over time.

Formative assessment
As Baxter (1997) points out formative assessment is concerned with keeping track of the
learner’s progress as it happens and identifying ways of helping it along. The traditional
testing system puts no responsibility on the student as they feel that assessment is something
that teachers do to them, rather than something teachers do with them (Baxter 1997:57).

12 Preparing Argentine candidates for the FCE writing test

In my course this is not the case as self-assessment on the part of the student, as well as
teacher assessment, go hand in hand which addresses a key issue in Part one of developing
autonomous learners who understand their own abilities.

At the start of the course I will present my course objectives to the class and ask the learners
to write down their objectives of what they hope to achieve by the end. I agree with Nunan
(1988) that learners should be fully informed about the course they are undertaking and by
sharing the course objectives with the class, and asking for theirs, the learners are aware of
what they are supposed to be learning and what is expected of them. It also provides a
constant means of feedback and on-going evaluation for both teacher and learner. Nunan
(1999) goes on to say that by making goals explicit throughout the course to the learners it
helps to focus them on the tasks to come and enhances executive motivation.

For assessment purposes I will use Cambridge Part 2 writing tasks as they have content
validity in that they test the learners overall writing skills. To improve scorer reliability
profiles and bands are used. Banding relates to level of ability and a profile breaks down the
marking system into a number of different areas (descriptors) so that both teacher and
learner can see where their strengths and weaknesses lie.
During the course the learners will be encouraged to mark and correct each others’ work by
means of using a Cambridge profile and band system. According to Baxter (1997) a profile
makes scoring more reliable, and less subjective as it breaks down an overall impression
mark into a number of criteria: C.R.O.A.T (app. 4): Content, Range and accuracy,
Organisation and cohesion, Appropriacy and format and Target reader. By giving the learners
more information about their ability to write, students can look at the descriptors and see in
general terms what their problems are and discuss them with the teacher. In this course
students assess each others’ work, with the teacher, and in this way evaluation becomes a
shared responsibility and at the same time they will learn how to edit their own work. As
Baxter (1997:51) states; this is an example of assessment that teaches.

To assess their improvement in the knowledge of genres and their confidence in writing, the
table given to them in the needs analysis (app. 1) will be given to them again at the end for
the summative assessment and I hope to see a distinct improvement in those areas.

13 Preparing Argentine candidates for the FCE writing test

Learners will also complete a self assessment form about what they did well and need to
improve on, (app. 5), at different times during the course for them to think about and assess
their own learning.

The learners will keep their drafts of written work in a notebook which will be their portfolio.
As they only write on the left-hand side of the page the right-hand side will have the teacher’s
or peer’s profile comments next to the writing. Hedge (2000:390) says in this way the
portfolio provides a comprehensive picture of the learner’s capabilities, strengths and
weaknesses. This mode of assessment can be used as the basis for dialogue with the teacher
and to identify developments in their own work and to monitor their progress.

At the end of every lesson the students make an entry in their learner diary describing their
learning that lesson. Baxter (1997:63) says that ideally the students write what they feel they
have learnt, rather than what the teacher thinks they have done in class. I agree with Baxter
that students do not learn everything we teach them and the diary is a way for the teacher to
assess any mismatch between their teaching and the students’ learning. By reading the
students’ extracts, valuable information can be gathered for the formative evaluation of the
course.

Summative assessment
According to Richards (1990) summative assessment is carried out on completion of a course
in order to measure how effective it was in attaining its goals.

Henning (1987) states a class can be assessed by the difference between their entry-level and
exit-level performance. As this particular group of learners took the mid-year exam, which
was a Cambridge Past Paper task, these results can be used to judge if there has been any
improvement in their work. The difference between the scores from the two tests, the results
of the mid-year exam, (pre-test) and the other after, at the end of the course, (post-test), is
referred to as a gain score. Typical differences between pre-test and post-test scores can be
used as evidence of course effectiveness.

One way of evaluating the course is to question the learners. This will be done by means of a
group discussion based on questions about the course, without the teacher present. The
students can say what they enjoyed or not, what was useful and what changes could be made
14 Preparing Argentine candidates for the FCE writing test
from their point of view. The learners will also review their own and the course objectives to
check they were met.
Due to the timetabling of this course teacher observations unfortunately will not be able to
take place. However, as Richards (1990) suggests the teacher can self-report and gather data
to find out whether all the course goals and personal goals have been met and whether
activities worked well to make any necessary changes for a future course. Results taken from
the formative assessment tasks above will also be used to evaluate the course for future use.

PART 5

This course is designed specifically for students taking an FCE exam to improve their ability
to produce the variety of different genres found in the exam. The course provides the learners
with writing practice through which to notice text features such as layout, paragraph content,
grammatical structures as well as lexis to address the problem of unfamiliarity with the
genres. Executive motivation is kept high by varying the classroom tasks as well as to cater
for the different learning styles.
During the needs analysis I found there was a strong need for the learners to be able to plan
and edit their work to ensure content of the rubric was covered as well as organising their
ideas and using appropriate lexis and grammar. The benefits in relation to the exam are that
they will be able to plan quickly and efficiently to ensure all the necessary features and
language are included and edit the finished product to check for mistakes.
The emphasis of the course is on the process of writing and providing the opportunity to work
collaboratively. This increases learner motivation and develops the necessary skills required
to produce coherent and accurate texts which learners will then be able to transfer to exam
situations as well as real life. Therefore, the learners, after doing the course, will not be
daunted when asked to write a discursive essay, a review or a report as they will have been
trained as to the benefits of planning and will have a much broader knowledge of the different
genres to succeed in the exam.
One limitation of this short course is that students will not be able to practice the different
genres more than once but as a short intensive course before the upcoming FCE exam it will
enable the learners to produce any of the tasks found in Part 1 and Part 2 of the exam.
15 Preparing Argentine candidates for the FCE writing test
Another limitation is as the learners are encouraged to edit and reformulate their own and
peers’ work it is essential that they do the homework and complete final drafts of their work
or it is easy for them to lag behind and not receive the full benefits of the course. One more
limitation is that as only one teacher will take the course there will be a lack of variable
markers to check the learners work.

16 Preparing Argentine candidates for the FCE writing test

Bibliography

Baxter, A (1997) Evaluating your Students, Richmond Publishing

Harmer, J (Ed.) (2005) how to Teach for Exams, Longman
Hedge, T (2000) Teaching and Learning in the Language Classroom, O.U.P
Hedge, T (1988) Writing, O.U.P
Henning, G (1987) A Guide to Language Testing, Heinle & Heinle Publishers
May, P (1996) Exam Classes, O.U.P
Nunan, D (1988) The Learner-Centred Curriculum, C.U.P
Nunan, D (1988) Syllabus Design, O.U.P
Ur, P (1995) A Course in Language Teaching, C.U.P
Richards, J (1990) The Language Teaching Matrix, C.U.P
Richards, J & Rodgers, T (2001) Approaches and Methods in Language Teaching, C.U.P
Taba, H (1962) Curriculum Development: Theory and Practice, Harcourt Publishers
Thornbury, S (2005) Beyond the Sentence, Macmillan
Tribble, C (1996) Writing, O.U.P

Journal article:
Gethin, A (1984) ‘How to succeed in Cambridge First Certificate in English’, Blackwell 154-
156.
Richards, J (1984) ‘Language curriculum development’, RELC Journal, 15, 1.

Electronic source:
ELT Advantage course Teaching for the FCE by Naunton, J & Hughes, J. Retrieved 2 Sep,
2010, from:
https://eltadvantage.ed2go.com/Classroom/PrintLesson.aspx?lesson=1&classroom=Fwhl7Sb
G1clEVE9BkBFbdT1q2qV3awzEB2ZRBM0mHMk%3D
An Overview of Syllabuses in English Language Teaching by Far, M. Retrieved 15 Oct, 2010,
from:
http://www3.telus.net/linguisticsissues/syllabi
University of Cambridge FCE Handbook for teachers. Retrieved 11 Nov, 2010, from:
http://www.cambridgeesol.org/assets/pdf/resources/teacher/fce_hb_dec08.pdf

17 Preparing Argentine candidates for the FCE writing test

Coursebooks and resource books:
First Certificate Writing by Copage, J (1999) Longman
Ready for FCE by Norris, R (2008) Macmillan.
Think First Certificate by Naunton, J (1996) Longman

18 Preparing Argentine candidates for the FCE writing test

 Appendix 1
COURSE PLAN

Session Objectives Lesson content Materials Homework

• To familiarise • Share course objectives with the class and • Different examples of genres • To write a short
learners with group discussions about their objectives • Text types which share some generic description of a
different genres • Short texts are put around the room features e.g. a formal letter on a specific person in the class
• To raise awareness • In small groups learners compare texts and topic contrasted with an informal letter using any genre –

1
(2 hours)
of the field, tenor
and mode
• To provide the
opportunity
identify generic features – the overall
structure, the obligatory and optional
elements and then the use of language
within these structures
on the same topic (to notice the change
in tenor)
• ‘Task types’ from the Cambridge FCE
Handbook for teachers (app. 6)
next class peers
guess what genre
was used
• To finish reading
throughout the • Learners note how the field, tenor, mode • A learner diary The Woman in
course for self changes depending on formality, reason • A notebook for writing tasks White – Set text
evaluation by the for writing book (by day 10)
use of a learner • Hand out the FCE text types info for Sts to
diary refer to during the course
• Learners ‘play’ with the genres –
formalizing a text that is informal (a
change in tenor), or turn a spoken text into
a written one (a change in mode)
• Write in learner diaries – self assessment

• To provide • Guess peers written genre • Longman First Certificate Writing • Write first draft of
learners with • Introduce topic – TV programmes pg.109 review in Writing
vocabulary for the • Complete a table of adjectives used to notebook on the
topic describe books, films, TV programmes left-hand side
• To generate ideas • Ask and answer questions about TV pages only
for the topic programmes

19 Preparing Argentine candidates for the FCE writing test

 • To raise awareness • Review generic features of a review from

2
(2 hours)
of a review
• To introduce
paragraph
planning
Day 1 – paragraph content, main tense
used, purpose of writing
• Learners write a plan in pairs for a review
• Write introductory paragraph and pass to
• To introduce peer peers to reformulate, correct, add other
correction and information
reformulation • Write in learner diaries – self assessment
• To write a review

• To introduce and • Introduce marking codes • Correction symbols (app. 13) • Write final draft of
use the marking • Introduce the profiles (marking sheets) • Profiles (marking sheets - app. 4) review in
code which focus on Content, Range & • Bands (app. 7) notebooks
• To raise awareness accuracy, Organisation & cohesion, • Models of reviews with high/low marks

3
(2 hours)
of Cambridge
criteria for
marking
• To develop ability
Appropriacy & format and Target reader
and the Cambridge bands
• Provide two models from Cambridge past
papers of reviews. Sts use the marking
from Cambridge Past Papers (app. 12)
• Self/peer assessment form (app. 5)
(Teacher to mark)

to edit and correct sheets and bands to decide on the grade –

peer work check against Cambridge’s results
• To work • Learners swop writing notebooks and
collaboratively mark each others’ homework
• Explain corrections and marks to partner
and complete peer assessment form
• Write in diaries

• To focus learners • Sts debate whether writing is the best form • Voice recorders • Partner
on differences of language and what would change in • Teacher story for a Dictogloss transcribes their
between spoken & society if nobody could write • Handout of features of spoken vs. peers’ story
written language • In small groups Sts note down differences written language • Each student
• To practice using between speech and writing writes the story

20 Preparing Argentine candidates for the FCE writing test

 narrative tenses • Teacher tells a story using a Dictogloss they told

4
(2 hours)
• To tell a story with
first line given
• Review features of
stories
approach to raise awareness of narrative
tenses, linkers (the first sentence is a set
story line from Cambridge task)
• Review notes on features of a story from
• To give time to Day 1
plan to achieve a • Give Sts time to prepare/plan and tell a
better product story from a first line prompt
• To write a story • Record individuals telling their stories
with first line given • Write in diaries

• To notice features • Compare their written version of the story • Transcribed story • Write a formal
of spoken versus with the transcribed version – note down • Think First Certificate Coursebook pg. transactional letter
written language differences 188-192 • Re-write review
• To practice editing • Peer correct the homework using the • First Certificate Writing pg. 124-126 for after teacher’s

5
(2 hours)
and correcting
• To raise awareness
of formal vs.
informal language
profile and bands & complete peer
assessment form
• Practice formal/informal/neutral
transformation activities and complete a
useful phrases
• Ready for FCE coursebook pg. 16-17
(app. 8)
• Passive voice practice from First
comments to
display in school
• Complete self
assessment form
• To practice table comparing formal and informal Certificate Language Practice (Vince
indirect questions language features Macmillan/Heinemann) pg. 45-48
• To notice reasons • Sts listen to a recording about a DJ to • Self/peer assessment form
for writing introduce and practice writing indirect
transactional questions
letters • In small groups analyse the different types
• To write a of Transactional letters to identify the
transactional letter reasons for writing e.g. giving/asking for
• To create information, complaining, inviting and
incentives for clear, language used
imaginative work • Practice using passive voice
• Each student chooses a different formal
transactional letter to write and plans in

21 Preparing Argentine candidates for the FCE writing test

 class
• Write in diaries

• Hand out debate topic – Sts discuss in • Cut up model text • Write final draft of
• To write an essay small groups • Worksheet of linking devices (app. 9) discursive essay in
• To debate giving • Sts note down the arguments for & against notebooks
personal opinions for the plan • Cambridge past

6
(2 hours)
and brainstorm
pros/cons
• To notice
paragraph order
• Sts re-order a model text which has been
cut up to notice the aim/order of each
paragraph – and focus on paragraph
structure as well as language features:
paper task –a
transactional letter

and content linking devices

• To develop the use • Sts complete linking devices worksheet
of linking devices • Review notes on features of a review
from Day 1
• Sts write a first draft of the essay in
class and pass to a peer to underline
arguments for/against and the use of
discourse markers and suggest ideas for
improvement
• Write in diaries

• To practice editing, • Correct and mark each other’s essays • Questionnaire about school facilities • Write final draft of
correcting, using the profiles and bands • Ready for FCE Teacher’s book pg. 163 report which is to
marking • In small groups Sts interview each other (app. 11) be given to the
• To generate ideas about the school facilities and note down school director

7
(2 hours)
and make report
writing ‘real-
world’
• To use lexis
findings
• Sts choose the correct word in the model
report for language of comparing and
contrasting e.g. both/neither,
(teacher to mark)

• Sts to find articles

appropriate for a despite/however and notice the layout: about their
report sub-headings favourite holiday

22 Preparing Argentine candidates for the FCE writing test

 • To understand • Review notes on features of a report destination to
paragraph content from Day 1 bring to class
• To create • Using notes from interview in pairs (from internet,
incentives for clear write the first draft – pass to peers to magazines)
work edit, correct and offer ideas • Complete self
• Complete peer assessment form assessment form
• Write in diaries

• To write an article • Teacher choose the most appropriate • Sts own articles • Re-write report to
• To focus learners articles and Sts in pairs create an open- • Individual white boards (to make hand in to the
on types of words cloze of the text. Pass to peers to complete changes easier to make) director
missing from an gaps • Write final draft of

8
(2 hours)
open-cloze and to
read for gist
• To encourage peer
correction,
• Discuss in small groups whether they
would go to these places why/why not?
• Focus on paragraphs and Sts highlight
information given in each e.g. location,
the article

(teacher to mark)
reformulation weather, accommodation etc. as well as
• To provide the the tenor
opportunity to • Sts write the introductory paragraph for
read everyone’s their chosen destination on whiteboards
work • Pass to peer to edit and offer further ideas
and to check tenor is good then discuss
together before doing the same with the
next paragraphs
• Put the first drafts around the room and
Sts vote for the one which would make
them want to visit the place
• Write in diaries

• To practise relative • Learners read the newspaper ads to find • Classified Advertisement section of a • ‘Send’ their
clauses two jobs they want to apply for newspaper applications to the
• Provide model of a C.V – learners write • Longman First Certificate Writing pg school Blog site.

23 Preparing Argentine candidates for the FCE writing test

 • To write a letter of their own 17-19 Correct any errors

9
(2 hours)
application & reply • Compare two model letters of

• To role-play an
interview
application
• Practice relative clauses
• Review notes on features of an
• Exam Classes (May 1996) pg. 80
• Model C.V
and decide if they
should get the job
or not. Write a
brief reply stating
application from Day 1 the reasons
• Half the group writes for one job, the other why/why not.
half the second job on the computer • The ‘applicants’
• Send letters and students correct any who were rejected
errors and discuss who gets the job write back to
• Provide useful language and students protest against the
write brief replies giving reasons for decision
why they have or have not been selected • Give Sts Part 2
• Decide on pairs for the homework Cambridge past
• Write in diaries paper task

• To listen to a • Sts go to the computer room and listen to • Flo-joe podcast: http://www.flo- • Teacher mark
podcast on Set text the Flo-joe podcast joe.co.uk/fce/students/writing/settexts.ht homework for gain
• To plan and • Sts discuss the plot based on the podcast m score evaluation
reformulate and their own reading • Two (homemade) Set text tasks based • Collect in posters

10 (2 hours)
• To use appropriate
layout/language for
either an essay or a
review
• Hand out the two tasks. Sts work with a
partner who wishes to write the same
genre
• Sts work together to write a plan using
on previous years – one a review the
other an essay
• Poster paper – with the following
questions: What I have learnt from this
for course
evaluation and note
down results of
comparisons and
• To provide Sts with appropriate language/layout etc. course. What I liked most about this can/can’t do
the opportunity to • Pass to peers (who are writing the other course. What I liked least about this statements from
evaluate the course genre) to reformulate, add suggestions course. How I think this course could be objectives
and themselves • One student sits with another writing the improved.
different genre and they discuss the • Needs analysis tables (app. 1)
changes that have been made • Course and students objectives from day
• Course evaluation: put guiding questions one
on separate large pieces of card

24 Preparing Argentine candidates for the FCE writing test

 • Ask Sts to discuss the questions together
and then list the comments and put a tally
of how many Sts agree with each
comment. They can write any other
comments they feel appropriate if need be.
Teacher withdraw from classroom
• Give Sts the table they completed for the
needs analysis and ask them to complete it
now and compare with the original
• Ask Sts to review the course as well as
their objectives from day one and tick
whether they can/can’t do each one

25 Preparing Argentine candidates for the FCE writing test

 Appendix 2
NEEDS ANALYSIS AND TEST RESULTS

Results of needs analysis and diagnostic tests used to determine course priorities:

RESULTS
1 The majority of the class read all the genres except for reports and formal letters/emails.
However, they were not familiar with the format of these text types when it came to writing
them in their own language let alone English.
Learners were familiar with informal letters/emails and, therefore, this genre is not a priority
in this course as I wish to focus on weaker areas.

2 The majority do not plan or edit their work and found it difficult to do the editing task correctly.

3 Some of the class found it difficult to include all the necessary information from the rubric and to
keep within the word and time limit.

4 Knowledge of formal expressions/lexis (e.g. discourse markers) and certain grammatical structures
(e.g. indirect questions) to be used within each text type is quite weak.

26 Preparing Argentine candidates for the FCE writing test

 5 The ability to write clear and logical paragraphs to engage the reader and make compositions easy to
read and follow was considered difficult for some.

6 The majority of students enjoyed working together on activities and saw the teacher as a resource
and provider of accurate language models.

Genre types: Informal letters/emails All of the students said they had no problem with this text type as they had written informal
letters from starting to learn English. They wrote informal emails to friends and for work and
were used to providing information, offering advice etc. and felt this was one genre that did
not need explicit focus on in the course.
Formal letters/emails The majority of the class said this genre caused particular problems as they did not know how
to express themselves formally. Although they were familiar with the format they rarely had
to write them in Spanish and, therefore, were uninterested in writing them in English as they
were not required to do so outside of class.
A review Generally the students said they did not read many reviews and they were not confident at
writing them but were interested to do so. They said they did not know the format and had
never written one in Spanish.

27 Preparing Argentine candidates for the FCE writing test

 An article Everybody was interested in reading articles although they were not keen on writing them.
They were aware of the format but were not confident at writing them in Spanish or English.
A report Only one of the students had to write reports for work in Spanish, and the rest said it was a
genre they were unfamiliar with but some of them were interested in writing reports although
they were not very confident in doing so.
An essay The majority of the class hadn’t read a discursive essay, had no interest in writing one and
were unfamiliar with the genre.
A story Everybody was interested in reading stories and overall were fairly interested in writing one,
although they were not very confident about how to do so.

Needs and diagnostic results based on course work and tests: (samples of students’ writing app.10)

Paragraphing/organisation
Use of linkers/cohesion
Discourse markers
Three of the learners had problems starting with a topic sentence then using supporting sentences
within one paragraph. They had different points contained within the same paragraph. Only one of
the students was able to use transitional sentences to connect paragraphs together.
The majority of the students were unable to use pronouns and determiners to refer to points made
before (anaphoric referencing).
Learners generally use ‘but’, ‘and’ and ‘also’ as linkers but have not advanced their writing by using
although, however, despite, as well etc. When a few of them have tried to use them they have not
been correct e.g. ‘the main attraction of the town is the craftsmanship whereas you can also buy
things in the shopping centre’.
To explain reasons in cause and effect arguments and to introduce opinions requires the use of ‘as a

28 Preparing Argentine candidates for the FCE writing test


Keeping within word limit
Using the correct formality
Positive effect on the target reader
Accuracy of language
Range of vocabulary
29
result’, ‘consequently’, ‘from my point of view’ etc. which are lacking in most of the students’
written work. Or are used but incorrectly without the correct punctuation (use of commas) or with the
incorrect propositions ‘in my point of view’.
Four of the learners find it difficult to keep within the word limit as they have many relevant points to
make, however, cannot make those points in complex sentences and so reduce the word count.
Another factor is that the learner has not planned what they want to say and the text has many points
jumbled around in the text which again makes it too long.
Students struggle with knowing what to use to make a text more or less formal. The use of
contractions, phrasal verbs and words such as ‘loads’ and ‘awesome’ are not appropriate for formal
writing. Yet, using passive voice to distant the writer is rarely used as well as formulaic expressions
such as ‘I am afraid that’, I look forward to hearing from you’ etc.
Most of the learners are unaware of whether they are writing to inform, describe, entertain or
persuade and ideas are disorganised which leave a negative effect on the target reader. They generally
have no target reader in mind before beginning to write. Writing the story is a good example of this.
Generally, the text which follows the given the line has no relevance to the introduction and so ends
with ‘it was all a dream’. Or gives the ending immediately and therefore there is no reason to read on,
e.g. It was 3 o’clock in the morning when the phone rang. ‘It was my mum.’
There are many basic mistakes in the whole groups writing generally. Mistakes with spelling,
dependant prepositions, articles and tenses. Possibly because of L1 transference mistakes such as;
making adjectives plural (differents responsibilities), appropriate verb conjugation (people is), and
determiners (share this things). Students are not penalised for mistakes if they try to use complex
language but basic language with basic mistakes will lose marks.
Some of the learners do try to incorporate vocabulary learnt during the year and some do not. The
Preparing Argentine candidates for the FCE writing test
 overuse of ‘I think’ for example, and the repetition of nouns instead of substituting them with
pronouns and determiners. The inability to think of synonyms makes certain vocabulary items appear
throughout the text which has a negative effect on the target reader and by lifting language directly
from the input text shows the learners lack of range.
Range of grammatical structures A few of the learners attempt to use the passive voice, indirect questions, comparatives and
conditionals etc. as well as a range of tenses and some only use the present, past and future simple
tenses.
Layout/format Although most of the learners were able to use paragraphs in their written work there was some
confusion as to whether use titles, headings, sub-headings, bullet points, etc. when and where
necessary depending on the genre. My observation at report writing, for example, showed that they
did not all use sub-headings before a new paragraph and articles did not have titles yet stories did.
Some pieces of writing did not indent new paragraphs or leave a space to show where a new
paragraph begins.
Following rubric Many of the students lost marks because they did not include all the relevant information asked for in
the input material. This may be because they failed to read the material fully and did not underline
important parts to include.

30 Preparing Argentine candidates for the FCE writing test