Proficiency writing skills 1
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Proficiency writing skills 1
_______ Neww. s. FOWLERSarah Bideleux Gill MackieEtNEW EDITIONS soph:a zap:-:[ropoulo$FOWLERPROFICIENCYIntroductionINTRODUCTIONNew Fowler Proficiency Proficiency writing skills 1 Writing SKHÌ3 I is the first part of a two-part course which aims to tench the techniques students require to attempt any of the variations among rhe six forms of writing task set in the revised Cambridge Proficiency examination. Approximately one third of the material in Writing Skills has hern re Proficiency writing skills 1 vised for this book. .Ml the other material in this book is nest. Eleven of the twenty units consist «f ln« facing pages, and should, under normal cirProficiency writing skills 1
cumstances, be completed in a lesson, with a writing task to be done later in approximately one hour, the time allowed lor it in the examination. Tn t_______ Neww. s. FOWLERSarah Bideleux Gill MackieEtNEW EDITIONS soph:a zap:-:[ropoulo$FOWLERPROFICIENCYIntroductionINTRODUCTIONNew Fowler Proficiency Proficiency writing skills 1 rhe revised Cambridge Proficiency examination Is that it now has two parts, as do FC.F and C’AF.Part I consists of a compulsory question comprising instructions and a text or texts which provide candidates with a clear context. There is always more than oue point to address in this question, and can Proficiency writing skills 1 didates should learn to identify these points and ensure that they cover them when writing. The question is discursive, and candidates are expected toProficiency writing skills 1
write one of rhe following: an article an essay a letter a proposalTn Part 2, candidates choose one question comprising instructions which give candi_______ Neww. s. FOWLERSarah Bideleux Gill MackieEtNEW EDITIONS soph:a zap:-:[ropoulo$FOWLERPROFICIENCYIntroductionINTRODUCTIONNew Fowler Proficiency Proficiency writing skills 1 giving reasons, persuading, judging priorities, evaluating, making recommendations, giving Information and summarising. Candidates are expected to write one of the following, from a choice of three: an article a letter a proposal a review a reportlor those candidates who have studied one of the thr Proficiency writing skills 1 ee Set texts, Question 5 consists of three questions, oue for each of the set texts. Candidates are required Io write one of the following;so articleaProficiency writing skills 1
n essay a letter a review a reportThe lime limit (2 hours) and length of writing tasks (Írtù-.TSO words), remain unchanged.Teaching writing skillsIt i_______ Neww. s. FOWLERSarah Bideleux Gill MackieEtNEW EDITIONS soph:a zap:-:[ropoulo$FOWLERPROFICIENCYIntroductionINTRODUCTIONNew Fowler Proficiency Proficiency writing skills 1 he only considerations to he taken Into account: organisation and rhe relevance of the answer to the task arc at least equally important. Different writing tasks rcqnirc specific techniques to deal with them, and such techniques can be taught effectively through models written within the capacity of Proficiency writing skills 1 a good student that can be analysed, imitated and practised. 1'hese models are supported with revision of the necessary grammatical structures and leProficiency writing skills 1
xical items by means of accompanying exercises and the reference section and the appendix at the end.Doing Justice to oneself In an examinationThe Pro_______ Neww. s. FOWLERSarah Bideleux Gill MackieEtNEW EDITIONS soph:a zap:-:[ropoulo$FOWLERPROFICIENCYIntroductionINTRODUCTIONNew Fowler Proficiency Proficiency writing skills 1 ften underestimated by stndcnts. The difference, however. Is not so much a matter of using more complicated structures or a wider rauge of vocabulary as of providing an answer relevant to (be question, well organised in good, clear sentences and paragraphs. The range of questions open to the examine Proficiency writing skills 1 r is considerable, as indicated by the contents pages of this book, but learning the right technique to deal with each Is half the battle. Therefore,Proficiency writing skills 1
It Is recommended that students pay particular attention to the tips provided throughout the hook. These consist of practical advice on what to do and_______ Neww. s. FOWLERSarah Bideleux Gill MackieEtNEW EDITIONS soph:a zap:-:[ropoulo$FOWLERPROFICIENCYIntroductionINTRODUCTIONNew Fowler Proficiency Proficiency writing skills 1 NIQUEMODELSREVISIONPAGESECTION 1: ARTICLES12Describing and narratingWhat a dillereuce! Close friends againTenses Used to and would1taking sidesWbo's freedom? Theirs or onrs?1UIBalancing an argumentComputers: n dream or a nightmare?Connectors and modifiers: balancing an argument141Prosidiug solutions Proficiency writing skills 1 Too many people, not enough earth Preserving the planer fnr future generationsConditionals Should, ought to and would16ỈLUIIOM ỉ: L L I I L K s0XComplProficiency writing skills 1
ainingSemi formal: A resident's concerns Forma): An official complaint182Giving informationA letter ol welcome tv20exchange students2Making suggestion_______ Neww. s. FOWLERSarah Bideleux Gill MackieEtNEW EDITIONS soph:a zap:-:[ropoulo$FOWLERPROFICIENCYIntroductionINTRODUCTIONNew Fowler Proficiency _______ Neww. s. FOWLERSarah Bideleux Gill MackieEtNEW EDITIONS soph:a zap:-:[ropoulo$FOWLERPROFICIENCYIntroductionINTRODUCTIONNew Fowler ProficiencyGọi ngay
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