Teaching writing skills to students moving from FCE to CAE

Guy Brook-Hart

Russia, April 2012

In this workshop, we will

look at the different types of writing CAE/C1 students are expected to manage compare writing competencies between B2 and C1 look at ways of approaching writing tasks in class look at the skills we need to teach look at assessing/correcting written work.

Examples will be taken from Complete CAE (CUP 2009)

Which of these have you written?

an article a competition entry a contribution to a longer piece an essay, an information sheet a letter a proposal a report a review

FCE

vs

CAE
an article a competition entry a contribution to a longer piece an essay an information sheet a letter/email a proposal a report a review

transactional letter/email an article an essay a report a review a short story

FCE

vs

CAE

length

80 mins Part 1: 120-150 words Part 2: 120-180 words

90 mins Part 1: 180-220 words Part 2: 220-260 words

What differences would you expect in a students writing at CAE (C1) level as opposed to FCE (B2) level?

FCE

vs

CAE
CAE Can write on most topics. Is able to engage the reader by using stylistic devices such as sentence length, variety and appropriacy of vocabulary, word order, idiom and humour though not always appropriately.

FCE Can write on familiar topics. Shows some ability to use stylistic devices such as variety and appropriacy of vocabulary and idiom though not always appropriately.

FCE

vs

CAE
CAE Can write on most topics. Is able to engage the reader by using stylistic devices such as sentence length, variety and appropriacy of vocabulary, word order, idiom and humour though not always appropriately.

FCE Can write on familiar topics. Shows some ability to use stylistic devices such as variety and appropriacy of vocabulary and idiom though not always appropriately.

FCE

vs

CAE
CAE Can write on most topics. Is able to engage the reader by using stylistic devices such as sentence length, variety and appropriacy of vocabulary, word order, idiom and humour though not always appropriately.

FCE Can write on familiar topics. Shows some ability to use stylistic devices such as variety and appropriacy of vocabulary and idiom though not always appropriately.

FCE

vs

CAE
Can communicate effectively with only occasional inaccuracies of grammar and vocabulary. Is able to construct extended stretches of discourse using accurate and mainly appropriate complex language which is organisationally sound.

Can communicate clearly using extended stretches of discourse and some complex language despite some inaccuracies of grammar and vocabulary. Can organise extended writing which is generally coherent.

FCE

vs

CAE
Can communicate effectively with only occasional inaccuracies of grammar and vocabulary. Is able to construct extended stretches of discourse using accurate and mainly appropriate complex language which is organisationally sound.

Can communicate clearly

using extended stretches of discourse and some complex language despite some inaccuracies of grammar and vocabulary. Can organise extended writing which is generally coherent.

CAE expects ability to

identify the target reader(s) and the reason(s) for writing write in a style appropriate for the reader(s) inform, describe, evaluate, recommend, express opinions, discuss possibilities and persuade. organise the answer in a logical way write accurate English use their own words

- identify the target reader(s) and the reason(s) for writing

When you give students texts to read, ask them to identify the target readers. They should discuss content register stylistic devices

- identify the target reader(s) and the reason(s) for writing

Give students tasks and ask them to discuss what the readers need to know, why they might be reading, what will hold their attention, how to persuade them i.e. talk about content their relationship to the target reader(s) what style/register would be appropriate and why what stylistic devices they can use to build the relationship/persuade.

The company you work for has been developing a new product which it is now ready to launch. You have been asked to write a letter concerning this, which will be sent to all the companys main clients.
Write the letter to the companys main clients: describing the new product telling them about the launch presentation and inviting them to attend explaining other ways in which the company will be promoting the product.

Focus on building the relationship / persuading:

What facts / arguments will persuade? Stylistic and content devices Get students into the habit of treating writing tasks as a role play.

Focus on building the relationship / persuading:

Stylistic or content devices: expressing how you feel/felt being upfront telling readers how they will feel making things sound attractive asking rhetorical questions giving examples readers can relate to quoting actual words using emphatic language using an appropriate level of formality and sounding reasonable using irony (?) / humour

16

Persuading: first impressions, final impressions: work on beginnings and endings:

1. Ask students to work in pairs and decide what the first paragraph should contain. 2. They then work alone and each write it. 3. In pairs they compare their paragraphs. If connected to an IWB, project paragraphs for the class to comment on.

Dear clients, We are pleased to announce you that our company has been developing a new product. Specialised in IT, we have developed a new mobile phone, which is considered by our specialists as the best in the market.

35,36

Dear clients, We are pleased to announce you that our company has been developing a new product. Specialised in IT, we have developed a new mobile phone, which is considered by our specialists as the best in the market.

35,36

If connected to an IWB, project paragraphs for the class to comment on:

Do the paragraphs grab the readers attention? state clearly the subject of the piece of writing? suggest something of what is going to follow? reveal something of the writers attitude?

Ability to organise the answer in a logical, relevant way: planning activities in class.
Analyse and work from a model In pairs: analyse the task In small groups: brainstorm content With whole class: pool ideas In pairs: write a plan In small groups: present and compare plans With whole class: discuss any issues arising Alone: amend plans Alone: write 65

Correction, feedback and assessment

The General Impression Mark Scheme summarises the content, organisation and cohesion, range of structures and vocabulary, register and format, and target reader indicated in the task. The accuracy of language, including spelling and punctuation, is assessed on the general impression scale. The examiners first priority is to give credit for the candidates efforts at communication, but candidates are penalised for irrelevant content.

Correction, feedback and assessment

The General Impression Mark Scheme summarises the content, organisation and cohesion, range of structures and vocabulary, register and format, and target reader indicated in the task. The accuracy of language, including spelling and punctuation, is assessed on the general impression scale. The examiners first priority is to give credit for the candidates efforts at communication, but candidates are penalised for irrelevant content.

Content, organisation, cohesion

Has it covered all the content points? Are there any areas which are missing? Is it communicating clearly? Is it well organised? Do the points follow clearly and logically one from another? Is it clearly aimed at the target reader? How does it affect you, does it hold your attention, does it persuade you? Is it all relevant?

- describing how communication currently takes place within your department

...that would help us in our line of work. Moreover, we have a strict policy regarding the communications channels, and every employee is advised to turn only to their line manager when in need of advice. That being so...

- pointing out the weaknesses of the present situation

That being so, sometimes it is very difficult for the employees to react promptly to unexpected tasks and to fulfull their duties on time. And as the line managers are not always available, nor are they always in the company, some tasks remain unsolved and the company is loosing money.

- recommending one or two improvements that should be made. Therefore, it is strongly recommended that the company invests in techical equipment which would ensure the faster flow of information and communication within the department. It is also suggested that employees receive specific and regular feedback from their senior managers. In addition, weekly meeting meetings should be organised within the department where both the managers and the employees could exchange opinions and suggest different ways of resolving the problems that occur within the department.

Cohesion: Is it well organised? Do the points follow clearly and logically one from another?
- Is each sentence related to the sentence before it? Use of linkers, reference devices etc. - Is each paragraph related to the paragraph before? Is there something at the beginning of the paragraph which refers back? - Does each paragraph have a clear purpose? This can often be stated explicitly.

Content, organisation, cohesion

With your class take some of the questions on the previous slide for a checklist. discuss with students before the task. Ask students to use the checklist while writing. in class, ask students to work in pairs, exchange answers to writing task, and evaluate each others writing using the checklist. circulate outstanding answers to whole class with owners permission. discuss good features, what could be improved.

Range of structures and vocabulary

Before writing, ask students to review structures and vocabulary worked on recently in class and aim to incorporate several examples of language recently learnt in their answers.

Range of structures and vocabulary

When giving feedback give feedback on correct/incorrect use of new language, give credit for it. underline vocabulary where an alternative might be more effective and ask students to suggest alternatives. work together on synonyms. Discuss which word/phrase would be more effective. 160

www.cambridge.org/elt/ www.cambridgeesol.org guybrookhart@gmail.com