BÀI GIẢNG HỌC PHẦN VIẾT NÂNG CAO 2 (đh SƯ PHẠM ANH)

TRƯỜNG ĐẠI HỌC ĐỒNG NAI
Khoa: Ngoại Ngữ
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BÀI GIẢNG HỌC PHẦN VIẾT NÂNG CAO 2
(ĐH SƯ PHẠM ANH)

LECTURER: TRƯƠNG PHI LUÂN

ĐỒNG NAI, 2021


1. Lý do chọn đề tài
Trong thế giới phẳng ngày nay việc thụ đắc một ngôn ngữ thứ hai, đặc biệt là
tiếng Anh, được xem là lợi thế rất lớn nhằm giúp người ta thành công trong thế giới
hoc thuật, công việc, trong giao tiếp đời thường, đi du lịch quốc tế cũng như định
cư và làm việc ở nước ngồi nữa….. Trong 4 kỹ năng nghe, nói, đọc và viết, kỹ
năng viết từ lâu đã được xem là kỹ năng khó khơng chỉ đối với các em học sinh,
sinh viên nước ngồi học tiếng Anh như một ngơn ngữ thứ hai hay như một ngoại
ngữ mà cịn khó khăn ngay cả đối với cả các em học sinh, sinh viên bản ngữ, giáo
viên bản ngữ và phi bản ngữ, hay các em sinh viên học tiếng Anh như một chuyên
ngành nữa.
Để đáp ứng được mục tiêu đổi về đề án đổi mới giáo dục về dạy và học TA
cho giai đoạn đoạn 2018-2022, thì cần phải có sự thay đổi và đổi mới đồng bộ về cả
phương pháp dạy và học tiếng Anh cũng như thay đổi cách kiểm tra đánh giá đối
với sinh viên chuyên ngành ngôn ngữ. Sau 5 khóa đào tạo tiếng Anh chuyên ngành
cao đẳng và đại học sư phạm tiếng Anh khóa 1, 2, 3, 4, & 5, BCN khoa ngoại ngữ
DNU nhận thấy còn nhiều bất cập và thiếu thống nhất trong chương trình khung của
chuyên ngành lý thuyết tiếng và thực hành tiếng của cả hệ đai học và cao đẳng, cụ
thể ở đây là bộ đề cương môn VIẾT học thuật và tài liệu giảng dạy cho môn học
đặc thù này xuyên suốt từ viết cơ bản 1 đến viết cơ bản 4 để mà từ đó các em có

thể đi chuyên sâu vào viết nâng cao 1 & 2 trong học kỳ 5 và 6 của chương trình đào
tạo bậc đại học 4 năm của hệ đào tạo đại học sư phạm chuyên ngành tiếng Anh.
Với sự đồng bộ và thống nhất cả về đề cương chi tiết và tài liệu giảng dạy
cho phân môn môn VIẾT, tất cả các thầy cơ DẠY MƠN VIẾT HỌC THUẬT có
thể n tâm dạy và ra đề thi thống nhất nếu mình và một thầy cô khác cùng dạy một
phân môn trong các học kỳ đó. Xuất phát từ ưu đó, tơi đã tiến hành biên soạn lại bộ
đề cương môn viết nâng cao 1 & 2 dựa trên khung hình chuẩn châu Âu 6 bậc vào
năm học 2018-2019. Trên cơ sở đề cương chi tiết này, năm học này (2019-2020),
tôi đã tiến hành soạn tài liệu giảng dạy môn VIẾT NÂNG CAO 1 cho năm học này
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để mà các em sinh viên SPTA và các thầy cơ giảng dạy mơn viết có thể sử dụng tài
liệu này học/dạy trên lớp hay sinh viên và giảng viên có thể dùng nó để làm tài liệu
tham khảo bên ngồi lớp học. Bên cạnh đó, các sinh viên sư phạm Anh có thể dùng
nó để ơn tập giúp mình tự tin và biết được cách ra đề thi của kỳ thi lấy các chứng
chỉ FCE và CAE để đủ điều kiện tốt nghiệp ra trường của mình.
Hy vọng rằng BÀI GIẢNG HỌC PHẦN VIẾT NÂNG CAO 2 (ĐHSP
ANH) sẽ góp phần đổi mới và nâng cao hiệu quả giảng dạy môn viết chuyên ngành
tại khoa ngoại ngữ trường Đại học Đồng Nai. Tất nhiên trong q trình biên soạn,
tơi khơng tránh được những thiếu sót do bắt nguồn từ tâm lý chủ quan và kiến thức
hạn hẹp của mình. Tơi rất mong nhận được ý kiến đóng góp chân thành từ quý đồng
nghiệp, tổ trưởng bộ môn để sau này tài liệu sẽ được hoàn chỉnh hơn. Tất nhiên tất
cả các sai sót trong nội dung đề cương này (nếu có) sẽ hồn tồn thuộc về tác giả
biên soạn và tơi xin hồn tồn chịu trách nhiệm về phần lỗi của mình.
Tơi xin chân thành cám ơn!
2. Lịch sử nghiên cứu vấn đề
2.1. Căn cứ vào chương trình đào tạo đã được điều chỉnh vào năm 2016.
2.2. Căn cứ vào chuẩn đầu ra của sinh viên chuyên Anh Khoa Ngoại ngữ.
2.3. Căn cứ vào khung chương trình đào tạo học kỳ 5 năm 3 của SV chuyên

ngành tiếng Anh.
2.4. Căn cứ vào tình hình kiến thức thực tế của sinh viên sư phạm ĐH Đồng
Nai.
3. Đối tượng và mục đích nghiên cứu
BÀI GIẢNG HỌC PHẦN VIẾT NÂNG CAO 1 (ĐHSP ANH) được biên
soạn đặc biệt cho sinh viên sư phạm chuyên ngành tiếng Anh hệ cao đẳng và đại
học cần đạt được chứng chỉ FCE và CAE bậc 4/6 & 5/6 của khung hình chuẩn
Châu Âu (CEFR) để đủ điều kiện tốt nghiệp ra trường. Vì thế, mục đích soạn đề tài
liệu này là nhắm hướng đến mục tiêu đổi mới giáo dục dạy học tiếng Anh ở cấp độ
chuẩn hóa quốc tế, qua đó giúp các em đạt được bằng cấp quốc tế để đủ điều kiện
tốt nghiệp chuyên ngành tiếng Anh cũng như làm bệ phóng giúp các em tiếp tục học
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sau đại học, đủ điều kiện đi du học hay làm việc trong các cơng ty nước ngồi mà
địi hỏi năng lực nghe, nói, đọc và viết của người sử dụng tiếng Anh. Bên cạnh đó,
tài liệu này cũng giúp cho các giảng viên dạy môn viết chuyên ngành tiết kiệm được
thời gian khỏi phải sưu tầm nhiều tài liệu mà hóa ra lại khơng có khả thi vì có quá
nhiều nguồn tài liệu này trên thị trường sách hiện nay mà có thể khiến các giảng
viên rối chí. Với tài liệu tinh giản này, các giảng viên dạy cùng có thể dùng nó để
chuẩn bị bài giảng khi lên lớp, thiết kế đề thi sao cho phù hợp và tiện lợi cho sinh
viên nữa. Chính trong ý nghĩa này mà BÀI GIẢNG HỌC PHẦN VIẾT NÂNG
CAO 1 (ĐHSP ANH) được thiết kế để đưa vào giảng dạy cho sinh viên chuyên
ngành tiếng Anh sư phạm.
4. Phương pháp nghiên cứu
Phương pháp nghiên cứu này dựa trên phương pháp phân loại, chắt lọc và sưu
tầm từ nhiều nguồn tài liệu dạy viết FCE & CAE được biên soạn bởi các chuyên
gia ngôn ngữ về phương pháp giảng dạy tiếng Anh như Malcolm Mann & Steve
Taylore-Knowles với các quyển sách dạy về viết FCE và CAE như Writing for
First & Writing for Advance & Skills for First Certificate Writing và nhiều

nguồn tài liệu khảo cứu có giá trị khác của các tác giả chuyên gia về giảng dạy ngôn
ngữ về dạy viết (xem thêm trong phần tham khảo). Trên cơ sở chắt lọc đó, tơi đã
soạn ra bộ tài liệu giảng dạy mà mà có thể đáp ứng mục tiêu đổi mới giáo dục đào
tạo và thi cử môn viết và luyện thi viết trình độ B2 (FCE) & C1 (CAE) cho sinh
viên chuyên ngành sư phạm Anh hệ cao đẳng và đại học, giúp các em tự tin khi làm
bài thi cuối khóa và cả kỳ thi lấy chứng chỉ quốc tế nữa.

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MỤC LỤC
Lý do chọn đề tài ................................................................................................................1
Lịch sử nghiên cứu vấn đề.................................................................................................2
Đối tượng và mục tiêu nghiên cứu....................................................................................2
Phương pháp nghiên cứu ..................................................................................................3
Unit 0: Orientation for the Course ...................................................................................5
Unit 1: Writing an Informal Letter ................................................................................28
Unit 2: Writing a Formal Letter .....................................................................................57

Unit 3: Writing a Discursive Essay .....................................................................86
Unit 4: Writing Articles ......................................................................................109
Unit 5: Writing Reports ......................................................................................127
Unit 6: Writing Reviews and set books .............................................................142
Unit 7: Story telling (Bonus unit) .......................................................................142
ĐÁP ÁN ................................................................................................................155
Tài liệu tham khảo ..............................................................................................170

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UNIT 0:

ORIENTATION OF THE COURSE (Periods 1-2)

AND AN OVERVIEW OF FCE WRITING SECTION 1 & 2
 OBJECTIVES:
This section aims to
 help students understand in depth the requirements of the module
“advanced writing 1” in terms of coursework assessments in the areas of
credits, active attendances and participations, regular tests, midterm
tests and final exam, etc.
 arm students with commonly-found genres in FCE Writing Paper including
essays, letters, article, report, and review so that they set their appropriate
learning timetable in the prior preparation for their forthcoming exams.
 introduce students new formats of the FCE Writing Paper adapted From:
Cambridge First for Schools, Handbooks for Teachers for Exams from
2016)
 roughly introduce to students main steps of how to write a letter, essay,
article, report, and review effectively.
 introduce to students some popular themes found in FCE.
 introduce to students a sample FCE writing paper written by an FCE
candidate along with the remarks given by the FCE examiner.
I. Orientation of the Coursework
 The name of Module: Viết nâng cao 1 (Advanced Writing 1)
 Term delivery: Semester V, third-year of Undergraduate training Program
 Participants: English-majored students (TESOL Program)
 Course Description: Obligatory
 Credit: 2, approximately 30 periods, done in 15 weeks, 2 periods per week
 Lecture Delivering: In-class, Venture: Dong Nai University (DNU)
 Instructor of the Coursework: Mr. Truong Phi Luan, MA

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 Attendance: Compulsory, without any exemptions, a three-mark deduction
for one absent session; to be detained for the next year relearning if one is
found to be absent for three consecutive weeks.
 Participation: Active participation in class discussion, individual, pair and
group work activity
 Regular tests: Fulfill the test given by the instructor on weekly basis
 Mid-term test: In-class test
 Final exam: held by the DNU
II. ASSESSMENT of the coursework
 Attendance and Participation: 10%
 Regular Test:

10%

 Mid-term Test:

20%

 Final Exam:

70%

III. GENERAL DESCRIPTION of THE FCE WRITING PAPER EXAM
The writing tasks make up 20% of your final mark in FCE. There are two tasks
which are designed to test your writing ability in a number of ways. Part 1 is a
single essay task in which you are required to comment on the essay question, giving

your own ideas and opinions. In part 2 you have to choose one of three
contextualized questions. You will be asked to write one of the following text
types:
 Article
 Email/ letter
 Report
 Review
For both parts, you have to write 140-190 words.
 The marks you receive in each task are based on:
 How relevant the content is to the question.

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 How well you communicate your message to the reader and hold their
attention. This is called communicative achievement.
 How well your writing is organized.
 The range and accuracy of the language used in the writing (i.e. grammar and
vocabulary).
Below is the detailed table of FCE exam description.
GENERAL DESCRIPTION
PAPER FORMAT

The paper contains two parts

Timing

1h 20 minutes

NO. OF PARTS

2

NO. OF QUESTIONS

Candidates are required to complete
two tasks: A compulsory one in part
1 and one from a choice of three in
part two.

TASK TYPES

From the following: An essay, an
article, a letter/email, a review, a
report.
Each task has a given purpose and a
target reader.

ANSWER FORMAT

The questions are in a booklet. The
answers are written in a separate
booklet with lined pages

MARKS

Each question in this paper carries
equal marks

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STRUCTURE AN TASKS
PART 1
TASK TYPE AND FOCUS

Writing an essay with a discursive
focus.
Focus on agreeing or disagreeing with
a statement giving information, giving
an opinion, giving reasons, comparing
and contrasting ideas and opinions,
drawing a conclusion.

FORMAT: Candidates are required to deal with an input of up to 120 words.
There is an opening rubric to set the scene, and then an essay question with two
given prompts, plus a prompt requiring to write about their own additional idea
NO. OF TASKS AND LENGTH: One compulsory task. 140-190 words
PART 2
TASK TYPE AND FOCUS: Questions 2-5
Writing one of the following: An article, a letter/email, a review, a report.
Question 5
Writing one of the following, based on a prescribed reading text: an article, an
essay, a letter, a review. Varying focuses according to the task, including:
advising, comparing, describing, explaining, expressing opinions, justifying,
recommending
FORMAT: A situation ally based writing task specified in no more than 70
words
NO. OF TASKS AND LENGTH: One task to be selected from a choice of
four. 140-190 words

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IV. ASSESSMENT FOR FCE WRITING PROFICIENCY OF THE
CANDIDATE
Candidates’ answers will be assessed with reference to two mark schemes:
One based on the examiner’s overall impression (The General Impression
Marking Scheme), the other on the requirements of the particular task (The Task
Specific Mark Scheme). The General Impression Mark Scheme summarizes the
Content, Organization, Cohesion, ranges of Structure, and Vocabulary, Register,
and Formal, and Target Reader indicated in the Task. The Task Specific Mark
Scheme focuses on criteria specific to each particular task.
Candidates are penalized for dealing inappropriately with the requirements
of the task specific mark scheme. The accuracy of language, including spelling and
punctuation, is assessed on the general impression scale for all tasks.
The examiner’s first priority is to give credit for candidate’s efforts at
communications, but candidates are penalized for inclusion of content irrelevant to
the task set.
 General Impression Mark Scheme
Band 5 (approximately 17-20 marks): For a Band 5 to be awarded, the
candidate’s writing fully achieves the desired effect on the target reader. All the
content points required in the task are included and expanded appropriately. Ideas
are organized effectively, with the use of a variety of linking devices and a wide
range of structure and vocabulary. The language is well developed and any errors
that do occur are minimal and perhaps due to ambitious attempts at more complex
language. Register and format which is consistently appropriate to the purpose of
the task and the audience is used.
Band 4 (approximately 13-16 marks): For a Band 4 to be awarded, the
candidate’s writing achieves the desired effect on the target reader. All the content

points required in the task are included and expanded appropriately. Ideas are clearly
organized, with the use of the suitable linking devices and a good range of structure
and vocabulary. Generally, the language is accurate and any errors that do occur are
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mainly due to attempts at more complex language. Register and format which is, on
the whole, appropriate to the purpose of the task and the audience is used.
Band 3 (approximately 8-12 marks): For a Band 3 to be awarded, the
candidate’s writing, on the whole, achieves the desired effect on the target reader.
All the content points required in the task are included and expanded appropriately.
Ideas are organized adequately with the use of the simple linking devices and an
adequate range of structure and vocabulary. A number of errors are present, but do
not impede communications. A reasonable, if not always successful, attempt is
made at the register and format which is appropriate to the purpose of the task and
the audience.
Band 2 (approximately 4-7 marks): For a Band 2 to be awarded, the
candidate’s writing does not clearly communicate the message to the target reader.
All the content points required in the task are inadequately covered or omitted,
and/or there is some irrelevant material. Ideas are inadequately organized; linking
devices are rarely used, and the range of structure and vocabulary is limited. Errors
distract readers and may obscure communication sometimes. Attempt at appropriate
register and format are unsuccessful or inconsistent.
Band 1 (approximately 1-3 marks): For a band 1 to be awarded, the
candidate’s writing has a very negative effect on the target reader. There is notable
omission of content points and/or considerable irrelevance, possibly due to
misinterpretation of the task. There is a lack of organization or linking devices, and
there is little evidence of language control, the range of structure and vocabulary is
narrow, and frequent errors obscure communication. There is little or no awareness
of appropriate register and format.

Band 0 (No marks). For a band zero to be awarded, there is either too little
language for assessment or the candidate’s writing is totally irrelevant or totally
illegible.
 Note: Candidates who fully satisfy the Band 3 descriptor will demonstrate
an adequate performance in writing at FCE levels.
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III. MAIN STAGES OF FCE TEXT TYPES
Below are the description of the linguistic features and linguistic structure of
some commonly found genres in FCE.
1. Formal Letter
Stages
Greeting

Examples
 Name unknown: Dear Sir/Madam
 Name Known: Dear Mr. / Dear Mrs. / Dear Ms. + Surname,

Reason for Writing

 I am writing to…………………………………………….
 I am writing with regard to……………………………….
 I am writing on behalf of …………………………………
 I am writing in connection to/with ………………………..
 I am writing in response to ………………………………..

Asking questions

 I would be grateful if………………………………………..

 I wonder if you could……………………………………….
 Could you………………………………………………….?

Referring to their

 As you stated in your letter……………………………….

Letter/points

 Regarding …………………………………………………
 Concerning………………………………………………..
 With respects to…………………………………………..
 With regard to ……………………………………………

Closing Expressions

 If you require any further information, please do not hesitate to
contact me.
 I am looking forward to hearing from you (soon).

Signing off

 If Dear + name: Yours Sincerely,
 If Dear Sir/ Madam: Yours faithfully,
 Dear + name/ Dear + Sir/Madam: Yours,

Name

Your first name + surname

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2. Informal Letter
Stages

Examples
Dear + first name,

Greeting
Asking about them

 Hi! How are things?
 How are you?
 How’s it going on?

Referring to their news

 Great news about……………………………………….
 Glad to hear that……………………………………….
 Sorry to hear about……………………………………….

Giving news

 Listen, did I tell you about………………………………
 You’ll never believe what ………………………………
 Oh, and another thing……………………………………

Making suggestions

 Why don’t you ……………………………………….?
 Maybe you could ……………………………………….
 How about……………………………………………….?

Closing expressions

 Well, got to go now.
 Give my love/ regards to……………………………….
 Say hello to……………………………………………..
 See you soon!

Signing off

 Love,
 Lots of love,
 Yours,
Your first name

Name

3. Letter of application
Stages
Greeting

Examples
Name unknown: Dear Sir/ Madam,
Name known: Dear Mr./ Mrs./ Ms. + Surname

Reason for Writing

I am writing to apply for the post/ position of ………… as advertised in
………………………………………………….
I am writing with reference to your advertisement, which I
saw……………………………………………………………………

Your experience

I gained some experience while……………………………………..

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My qualifications include……………………………………….
I am currently…………………………………………………….
Please find attached my CV

CV

As you can see from the attached CV
Closing expressions

Please do not hesitate to contact me if………………………………
Should you require further information, main clause ………………
I am available for interview at your convenience.
I look forward to hearing from you.

Signing off

If Dear + name: Yours sincerely,
If Dear Sir/ Madam: Yours faithfully,

Dear + name/ or Dear Sir/ Madam: Yours faithfully,
Dear + name or Dear + Sir/ Madam: Yours
Your first name + Surname

Name

4. Report
Stages
Initial Information

Examples
To:
From:
Subject:

Or Re:

Date:
Headings

Introduction
Body
Conclusion

Introduction

As requested,
This involved visiting/ speaking to………………….
Having visited/ spoken to………………………….
My findings are outlined/ presented below

Presenting findings/
Opinion
Recommending

Having considered the options, I would like to suggest/
recommend……………………………………………………………..
I therefore suggest/ recommend ………………………………………..
You may wish to consider……………………………………………….

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5. ESSAY
Introducing the first

First/ firstly/ first of all/ To start with/ To begin with

point in a list of points
Introducing a further

Second(ly)/ Third(ly)/ Moreover/ Furthermore/ In addition/ What is

point in a list of points

more/ Apart from that/ also/ Another point to be made is that

Introducing the final

Finally/ Lastly

point in a list of points
Presenting two (dis)

Not only…. But also….

advantages together
Presenting two opposing

On the one hand/ On the other hand

points of view
Expressing results

For this reason/ because of this/ as a result/ therefore/ thus

Expressing contrasts

However/ but/ although/ though/ even though/ in spite of/ despite/
nevertheless/ In contrast to this

Giving examples

For example, / For instance,/ Such as/ like

Expressing your opinions

In my opinion,/ as I see it/ To my mind/ I believe that/ as far as I am
concerned / In my view

Expressing someone

Someone believe that

else’s opinions

According to/ It is said that

Introducing a conclusion

To conclude,/ In conclusion,/ To sum up,/ In summary,

Conclusion

The advantages of….outweigh the disadvantages….

6. Article
Engaging the readers

Have you ever………………………………………………………?
Do you find that…………………………………………………….?
Are you one of those people who…………………………………..?

Making suggestions

Imagine…………………………………………………………….
Let’s suppose………………………………………………………
Why not……………………………………………………………?
Have you thought of ………………………………………………?
Try…………………………………………………………………

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Giving examples

Take…. for example/ for instance

Expressing Opinions

As I see it…………………………………………………………..
To my mind ……………………………………………………..
I believe that …………………………………………………….
As far as I am concerned ………………………………………….
In my view …………………………………………………………..

V. Below are some commonly found themes in FCE WRITING.
 Film

 The Weather

 Occupation

 The Environment

 Education

 Technology

 Sport

 Health & Fitness

 People

 Transport

 Travel

 Fashion

 Food and Drink

 Crime

 The Media

 Shopping

VI. WRITING | SAMPLE PAPER 1
PART 1
You must answer this question. Write your answer in 140-190 words in an
appropriate style on the separate answer sheet.
__________________________________________________________________
1. In your English class you have been talking about the environment. Now, your
English teacher has asked you to write an essay.
Write an essay using all the notes and giving reasons for your point of view.
Every country in the world has problem with pollution and damage to the
environment. Do you think these problems can be solved?
Notes:

Write about
1. Transport

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2. Rivers and seas
3. _______ (your own idea)
Part 2
Write an answer to one of the questions 2-4 in this part. Write your answer in 140190 words in an appropriate style on the separate answer sheet. Put the question
number in the box at the top of the answer sheet.
__________________________________________________________________
2. You see this announcement in your college English-language magazine.
Book reviews wanted
Have you read a book in which the main character behaved in a surprising way?
Write us a review of the book in which the main character did and why it was
surprising. Tell us whether or not you would recommend this book to other people.
The best reviews will be published in the magazine.
Write your review.
3. You see this announcement on an English-language website.
Article wanted
The most useful thing I have ever learned.
What’s the most useful thing you have learned?
Who did you learn it from? Why is it useful?
Write us an article answering these questions.
We will publish the best articles on our website.
Write your article.
4. You have received this email from your English-speaking friend David.
From: David
Subject: touring holiday

Some college friends of mine are visiting your area soon for a week’s touring
holiday. They would like to travel around and learn about your local area and its
history.

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Can you tell me about some of the places they could visit? What’s the best
way to travel around- car, bike or couch?
Thanks,
David
Write your email.
CANDIDATES’ RESPONSES
QUESTION 1
CANDIDATE A:
To begin with pollution and damage to the environment is the most serious and
difficult problem for countries of all over the world. Scientists of different countries
predict a global ecocatastrophe if people won’t change their attitude to our planet.
First of all a huge damage to the environment brings a transport. People can’t
imagine their living without cars, buses, trains, ships and planes. But it’s an open
secret that one of disadvantage of these accustomed things is harmful exhaust.
Needless to say that use of environment friendly engines helps us to save
atmosphere from pollution.
In addition to this our rivers and seas are in not less danger situation. It’s a fact of
common knowledge that numerous factories and plants pour off their waste to
ponds. Obviously that cleaning manufacturing water helps to avoid extinction of
ocean residents.
Apart from this I’m inclined to believe that every person can and must contribute to
solving this important problem. Doing a little steps for protection our environment
every day we will be able to save our Earth. And it’s a task of each of us.

Examiner comments

17


Subscale

Mark

Content

4

Communicative
Achievement

3

Commentary
1. All content is relevant to
the task. However, the target
reader is on the whole
informed, rather than being
fully informed.
2. Both numbered points
(transport; rivers and seas)
are referred to with some
discussion of the problems
caused. (Harmful exhaust;

factories which pour off their
waste to ponds) and some
limited mention of solutions.
3. No tangible 3rd aspect of
environmental damage is
discussed.
4. While the writer does
conclude with a strong
statement of opinion (every
person can and must) the
reader is not fully informed
on the solutions proposed
(Doing a little steps for
Protection our environment
every day we will be able to
save our Earth).
1. The essay is written in a
consistently neutral register
and the format is appropriate
for the communicative task,
using more formal language
to introduce the ideas within
the text (To begin with; First
of all; It’s a fact of common
knowledge).
2. There is a clear essay
structure with an opening
statement, topic paragraphs
and a conclusion which sums
up the writer’s point of view.

Straightforward ideas are
communicated to the target
reader but when more
complex ideas are attempted
these are sometimes not as

18


Organization

3

Language

3

successful (Obviously that
cleaning
manufacturing
water helps to avoid
extinction
of
ocean
residents).
1. The text is generally well
organized and coherent using
a variety of linking words
and
cohesive

devices,
particularly to introduce the
ideas throughout the text (To
begin with; In addition to
this; Needless to say; Apart
from this).
2. The essay is clearly
organized into paragraphs,
which each deal with one
idea.
Occasionally
the
follow-up examples are
not as clearly connected as
they could be. For example,
they discuss how factories
pollute pond water and then
offer a solution which would
help ocean residents.
1. There is a range of
everyday vocabulary used
appropriately with some
attempt to use more
sophisticated lexis (a global
ecocatastrophe;
atmosphere;
common
knowledge; factories and
plants; inclined to believe;
must contribute to solving).

2. There is a range of simple
and some more complex
grammatical forms used, and
although there are errors,
these
do
not
impede communication (a
huge damage; People can’t
imagine their living without
cars; one of disadvantage; in
not less danger situation).

19


QUESTION 2
CANDIDATE B:
“Life of Buddha”: A Book Review
What would you do if you were born as a prince with all the exclusive facilities to
enjoy this material world? Yes, most of people will celebrate and enjoy every single
right that they have as a son of a king. Beautiful women, money, parties and all
senses’ gratification stuff. Surprisingly, it didn’t work that way for little Gautama
who in the future would be a Buddha.
In the book “Life of Buddha”, it is told that Gautama was born as a prince. He got
all the facilities to make him being comfortable staying in the palace. The king
didn’t allow him to get out from the palace for outside of the palace is the place of
real life happened.
One day, the king asked him to get married but the prince rejected it and decided to
leave the palace instead. There, he started his spiritual journey and later on had selfrealization and became a Buddha.

This book is suitable for you who like to read about someone’s autobiography and
life’s lesson. As a reader I can say that I learn a lot from this book. High
recommended as something to read before going to bed!

20


Examiner comments
Subscale

Content

Mark

5

Commentary
All the content is relevant
and the target reader is
fully informed.
The review gives details
about a book which
contains a character who
does something surprising
(Gautama was born as a
prince; (he) decided to
leave the palace instead;
(he) had self-realization
and became a Buddha).
The candidate

recommends the book by
explaining what they liked
about it and saying who
would find it enjoyable.
The review uses the
conventions
of
the
communicative task to
hold the reader’s attention.

Communicative
Achievement

3

The candidate introduces
the topic of the book and
the subject matter in an
engaging way, using a
rhetorical question, then
summarizes some of the
events in the narrative (In
the book; it is told that;
One day; the king; later
on).
Straightforward ideas are
communicated.
Information is given about
some of the characters and

21


Organization

3

Language

3

main events, and the
writer concludes with their
opinions of the book (This
book is suitable for; I can
say
that;
High
recommended as …).
The text is generally well
organized and coherent. It
moves
from
general
information
in
the
introduction, to more
specific details about the

story in the next two
paragraphs and concludes
with
an
appropriate
summary and opinion
about the book. A variety
of linking words and
cohesive devices are used
in the text, including
reference pronouns (it
didn’t work that way for
little Gautama; he; him;
One day; and; there; later
on; This book).
A range of everyday
vocabulary
is
used
appropriately,
and
although there are some
errors
(facilities;
all
senses’ gratification stuff)
there is also some good use
of less common lexis
(started
his

spiritual
journey).
Both simple and more
complex
grammatical
forms are used with a good
degree of control (What
would you do if you were
born; who in the future
would be a Buddha; before
22


going to bed). Errors do
not impede
QUESTION 3
CANDIDATE C
The most useful thing I have ever learned
The most useful thing i have learned is surely speaking English. I’ve been studing
English for nine years till now. I used to take regular classes in these language which
i found very interesting. Also, i learn English in school, my teacher is awesome but
strict, so i have to study constantly. But most of all, i learn English, watching
movies, TV shows. Allso cartoons when i was younger. When i came across a movie
which was subtitled i turned the subtitle off. I enjoy wathing TV and movies on
English.

English is the most spoken language across the world. It is studied all over the world.
In order to get in a conversation with a stranger from other country, you need to
speak English. I’m a swimmer, so i go on competissions in many countries, and in
all of those countries i speak English. I want to study abroad when I fnish

highschool, so i’ll defenetly need English.
All in all, i enjoy speaking it, writing it, and I’m very glad I got to learn it, i fnd it
very useful.

Examiner comments
Subscale

Mark

Content

5

Commentary
All content is relevant and
the target reader is fully
informed.
The article describes the
most useful thing which
the writer has learned:

23


Communicative
Achievement

3

Organization

3

speaking English, and
explains why it is useful
(English is the most spoken
language across the world.
i go on competissions in
many countries … in all of
those countries, i speak
English).
The second aspect of the
task is discussed in detail
and various methods of
learning are described (I
used to take regular
classes; i learn English in
school; watching movies,
TV shows. Allso cartoons).
The conventions of writing
an article are used
appropriately to hold the
reader’s attention. The
tone is friendly and
informative and the topic
is clearly introduced and
developed through the
paragraphs. The subject is
appropriate
for

the English website and
straightforward ideas are
communicated.
The
conclusion summarizes the
candidate’s
opinions
and rounds off the article,
re-stating the main points
of the question (All in all
… I’m very glad I got to
learn it, i fnd it very
useful).
The text is generally well
organized and coherent.
There is a clear structure to
the whole text, an
introduction of the topic,
paragraphs dealing with
24