Cambridge English Proficiency Writing: Overview

Description
This overview activity asks students to discuss some questions about Paper 2, Writing. They
then look at a Part 1 task and analyse the question. They also look at Part 2 and decide
which task they would choose and why.

Time required: 30 minutes

Materials  Student’s worksheets 1 and 2 (one copy per two students)
required:
 Sample task (one copy per student)
 Student’s worksheet 3 (optional)
 Cambridge English Proficiency handbook (optional)
Aims:  to familiarise students with the content of the Writing paper
 to help students focus on what is required in Part 1
 to make students aware of the choice of task types in Part 2 and the
importance of making the right choice.

Procedure
1. For these activities, you can use the Sample task below or the Cambridge English
Proficiency Handbook. Divide the class into pairs, Student A and Student B. Give
Student’s worksheet 1 to Student A and Student’s worksheet 2 to Student B. Go
through the instructions for Exercise 1. Set a time limit of approximately 5 minutes.
Go through the answers (see Key) and ask if anyone has any other questions.
2. Explain that they are going to look at a Writing paper to see exactly what they have to
do. Introduce Part 1 by reminding them that it’s compulsory and that they have to
process some input material.
Give out the Sample tasks. Allow students about 5 minutes to discuss Exercise 2 in
pairs.
3. Go through the answers with the students (see Key). Point out that these are the sort
of questions candidates should ask themselves in the exam to make sure they
understand the context, address all the content points and write the correct number of
words in a suitable style.
4. Refer students to the Part 2 questions on the Sample tasks. Point out that making the
right choice of question is important. Candidates should choose the task that is
suitable for them. Ask:
a) What kind of person might find question 2 easy to answer?
b) What kind of person might find question 3 easy to answer?
c) What kind of person might find question 4 easy to answer?

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Cambridge English Proficiency Writing: Overview
d) What do you need to know to answer question 5?
e) What are the topics in the three questions? Which one/s would you find easier
to answer?
f) What type of writing matches your skills best?
See Key.
5. Discuss the benefits of preparing for a set text question (see Additional information).
This may be a good time to decide with the group whether to choose one of the set
texts.
6. Ask students to read questions 2, 3 and 4 in Part 2 and decide which one they would
choose, as if they were in an exam. Ask them to note down how long they take to
decide, but don’t allow more than 5 minutes.
Students discuss their choices with a partner, explaining how they went about
choosing a particular task. Write the following discussion questions on the board:
• How long did you take to decide?
• Did you:
 pick out any key words?
 think about your own experience and knowledge?
 note down vocabulary/expressions?
 consider whether you know enough about the style required by that
genre?
 consider the type of grammar (tenses, modal verbs) that would be
appopriate for the topic?
Feed back with the whole class (see Key).

Additional information
• You may like to look at the FAQs on Writing on the Teacher Resource website too,
but avoid covering points that you will look at in more detail later in this activity.
• In Part 1, the context and content points are all covered in the task itself and
information about the number of words and type of writing they have to produce is
given in the instructions.
• You will also find information about the set books on the Cambridge English
Proficiency website.
• There are always two set books to choose from (each book stays on the list
for 2 years)
•
there are always questions on these books in the exam (see the website for
more information).
• It’s worth considering whether you can build in work on the set books into your
syllabus because

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Cambridge English Proficiency Writing: Overview
• it encourages reading, which develops students’ vocabulary and the range of
language they encounter.
• it gives students a wider choice in Part 2, especially as a range of books is
offered to appeal to different tastes.
• the ‘story’ and vocabulary and themes related to the set book can be covered
in class before the exam. This gives students a lot of support for one of the
Part 2 questions.
• students can be given chapters to read for homework and some time can be
spent in class discussing the themes, the characters and so on.
• writing homework can be given to practise for the set book question.
• as part of the preparation for this and the Reading paper, students can read
book reviews, which will also widen their range of reading texts.
Assessment
Examiners mark tasks using Assessment Scales that have been developed with explicit
reference to the Common European Framework of Reference for Languages (CEFR).
The scales consist of four sub-scales: Content, Communicative Achievement,
Organisation, and Language:
Content focuses on how well the candidate has fulfilled the task, in other words if they
have done what they were asked to do.
Communicative Achievement focuses on how appropriate the writing is for the task
and whether the candidate has used the appropriate register.
Organisation focuses on the way the candidate puts together the piece of writing, in
other words if it is logical and ordered.
Language focuses on vocabulary and grammar. This includes the range of language as
well as how accurate it is.
Responses are marked on each sub-scale from 0 to 5.
Further details of the Assessment Scales and examples of candidate responses with
examiner comments can be found in the CPE Handbook.
Set reading texts
In question 5, the examiners are looking for evidence that candidates have read and
understood a set text and are able to provide evidence of this in the form of illustrated
description and discussion. Assessment is based, as for the other tasks, on control of
language in fulfilling the task set, and also requires explicit reference to the chosen text.
Candidates should not attempt these tasks without having prepared the texts thoroughly.
Suggested follow-up
Give out copies of Student’s worksheet 3 and
• get students to complete it as you go through the course, adding information as
you work on each type of writing.

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Cambridge English Proficiency Writing: Overview
•
alternatively, you could ask students to do research and then fill in parts of the
chart for homework.
• you could also ask students to bring in examples of the different types of writing
in their own language or in English.
See Key for a completed chart.

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Cambridge English Proficiency Writing: Overview
Answer keys

Procedure step 4
Question 2 will appeal to many students because many people have a building in their town
or city that they like very much. It could be a world famous building such as the
Eiffel Tower, the Colisseum, the Parthenon or a less well-known building that is
important locally. Note that it includes museums so you can write about the
inside of the building as well as the outside.You have a free choice, which makes
it an attractive question
This question requires descriptive writing. A article should be written in a style
which attracts the readers.
Question 3 may be suitable for candidates with an interest in cartoon books and website
groups. If you have never read a cartoon book and don’t belong to a website
group, this is not the question for you. It is quite a specialised question. Note
that you have to express opinions.
Question 4 has wide appeal because everyone has made an important decision in their life.
The decision is not specified so you have a free decision based on your own
personal experience. You have to give reasons and discuss possibilities.
Question 5 is suitable for students who have read the set book(s) or seen the film(s).
What are the topics in the five questions? Which one/s would you find easier to
answer?
Students can make a good choice by selecting a task which requires them to write about a
topic that they have studied in class because they will have a wide range of appropriate
vocabulary on the topic and they may have already discussed many related ideas.
What type of writing matches your skills best?
Some students have a flair for writing descriptive language (good for question 2) which
could be suitable for a review, whereas others may be very good at expressing themselves
very logically (good for question 4) and may find essay and report writing easier.
All these factors (experience, knowledge, skills) influence students’ choice of question.

Procedure Step 6
• Students should probably spend around 5 minutes to make their choice in the exam, to
ensure they don’t rush into a question without thinking all the issues through.
• Highlighting key words in each question will help them to focus on what’s required and
whether they can answer that question
• By brainstorming the vocabulary required by a question, they can check that they have
enough at their fingertips

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Cambridge English Proficiency Writing: Overview
• Doing this, as well as considering your experience and knowledge, will help you to
eliminate certain tasks. If a topic appeals but you can naturally write a different genre
more easily, you should consider which is better for you.

Exercise 1
Student’s Worksheet 1 Student’s Worksheet 2
1b 1d
2d 2a
3e 3c
4c 4e
5a 5b
Exercise 2
1 What text type do you have to write?
An essay
2 Who are you writing to?
Essays are written for teachers, examiners and the general reader
3 Why are you writing?
To summarise and evaluate the key points, to present a logical argument
4 What are you going to include in your writing?
Traditional advertising: advantages and disadvantages
Digital advertising: advantages and disadvantages
Yout own ideas about these points
5 How many words are you going to write?
240- 280
6 What style is your writing gong to be in?
Neutral register, slightly formal.

Student’s Worksheet 3 (suggested answers)

Type of Who reads it? format/organisation type of language

writing
Article A general reader of a Headline An article is engaging (has
magazine or a catchy title) and interests
Sub-headline
newspaper the reader. Descriptions,
Paragraphs (para 1 examples and anecdotes
usually has main info. are often appropriate. The
and subsequent language should be lively
paras have more and colourful. There
details/background) should be opinion and
comment.
Report Usually a superior, a Title,clearly Factual information,
boss or college organised, may suggestions or
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Cambridge English Proficiency Writing: Overview
principal include headings recommendations are
made
Letter The reader will be Letters should have may be narrative, factual
specified in the exam an opening etc. It depends on the
e.g. the editor of a salutation, clear question.
newspaper, the director paragraphing and
of an international closing phrasing.
company or a friend
Essay A teacher Paragraphing, using An essay should present
linkers and good an argument and give
opening and closing reasons for this.
paragraphs are
essential.
Review Usually the reader of a Often similar to an There should be a good
magazine article with a description of the event
headline/title and etc and the writer’s
paragraphs personal opinion should
be clear. There should
also be a recommendation
to the reader
Set book It depends if it’s an It depends if it’s an This should include
essay, a review, a essay, a review, a description of the book etc
report or an article (see report or an article + discussion of the
above) (see above) characters. The writer
should express his
opinions and give reasons
for these.

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Cambridge English Proficiency Writing: Overview
Student’s Worksheet 1
Exercise 1
Work in pairs; Student A and Student B. Each of you has five questions about the writing
paper and the answers to your partner’s questions. However, the answers to your partner’s
questions are jumbled up.

Ask your partner your questions and listen to your partner’s answer. Then your partner will
ask you their questions, and you must find the correct answer from Information A.

Questions A
1 How many parts are there in the Writing paper?
2 Where do we write the answers?
3 Is each part worth different marks?
4 Do we have to write in pen?
5 What sort of things do we have to write?

Information A
a. Part 1 is one compulsory task. However in Part 2, we select one task from a choice
of five.
b. If we write significantly fewer words, it’s likely that we haven’t successfully completed
the task. Overlong pieces may involve irrelevancies, repetition of ideas, poor
organisation and have a negative effect on the target reader.
c. four/five: questions 2, 3, 4 and 5. Question 5 is divided into a) and b) (one for each
set book)
d. One hour thirty minutes
e. In Part 1 we have to write 240–280 words. In Part 2, 280–320 words.
Exercise 2
Read through Part 1 of the Writing paper and discuss these questions with a partner.

1 What text type do you have to write?

2 Who are you writing to?
3 Why are you writing?
4 What are you going to include in your writing?
5 How many words are you going to write?
6 What style is your writing going to be in?

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Cambridge English Proficiency Writing: Overview
Student’s Worksheet 2
Exercise 1
Work in pairs; Student A and Student B. Each of you has five questions about the writing
paper and the answers to your partner’s questions. However, the answers to your partner’s
questions are jumbled up.

Your partner will ask you their questions, and you must find the correct answer from
Information B. Then ask your partner your questions and listen to your partner’s answer.

Questions B
1 How much time do we have for the Writing paper?
2 Do we have a choice in both parts?
3 How many questions are there in Part 2?
4 How many words do we have to write?
5 Is it a problem if I write too many or too few words?

Information B
a. The task type in Part 1 is an essay and the task focus is discursive, particularly
summarising and evaluating. In Part 2: an article, an essay, a letter, a report, a
review
b. There are two parts in the Writing paper.
c. Answers in the Writing paper must be written in pen.
d. We must write our answers on the lined pages following each question. We can also
use the blank pages at the back of the question booklet to make notes but these
pages will not be marked. These pages may also be used to finish answers to the
questions but we should make it clear that the writing is part of our answer.
e. No, each part carries equal marks.
Exercise 2
Read through Part 1 of the Writing paper and discuss these questions with a partner.

1 What text type do you have to write?

2 Who are you writing to?
3 Why are you writing?
4 What are you going to include in your writing?
5 How many words are you going to write?
6 What style is your writing going to be in?

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Cambridge English Proficiency Writing: Overview
Student’s Worksheet 3
Exercise 3
To help you think about the different genres in Cambridge English Proficiency, fill in
the table below. Think carefully about the following questions:
• Who might read each type of writing in real life?
• What format/organisation does each piece of writing typically have?
• What type of language do writers usually use?
The first one has been completed as an example.

Type of Who reads format/organisation type of language

writing it?
Article A general Headline An article is engaging (has a
reader of a catchy title) and interests the
Sub-headline
magazine or reader. Descriptions,
newspaper Paragraphs (para 1 usually examples and anecdotes are
has main info. and subsequent often appropriate. The
paras have more language should be lively and
details/background) colourful. There should be
opinion and comment.
Report

Letter

Essay

Review

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Cambridge English Proficiency Writing: Overview
Sample Tasks
Part 1
You must answer this question.
Read the two texts below.
Write an essay summarizing and evaluating the key points from both texts. Use your own
words throughout as far as possible, and include your own ideas in your answers.
Write your answer in 240 – 280 words.

1 The Excitement of Advertising

Outdoor advertising has to attract, engage and persuade potential customers; it is
the most important way of grabbing customers’ attention and outdoor media
continue to undergo a transformation. At the core of this transformation is the
digital screen media, which encompass everything from giant screens to digital
billboards. The technology is cheap and advertising agencies rave about the
creative possibilities for advertisements which entertain, amuse, inform, inform,
make the environment brighter and enliven the world we live in.

Advertising: an undesirable business

Once upon a time outdoor advertising was straightforward. Posters were stuck up
on anything from a bus shelter to a motorway hoarding. Many people considered
this kind of advertising to be fairly dull, a harmless blot on the landscape and
chose to ignore it. These people now regard digital advertising as a form of
unwanted, creeping commercialization: it attracts a buzz simply because it is
new. They feel that any advertising which targets children or vulnerable adults is
a dubious practice at the best of times, and digital advertising is, moreover,
wasteful, damaging to the environment and completely unnecessary.

Write your essay.

?22 through

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Cambridge English Proficiency Writing: Overview
Part 2
Write an answer to one of the questions 2 – 5 in this part. Write your answer in 280 – 320
words in an appropriate style.
2 A travel magazine has asked readers to send in articles on their favourite public
building, a town hall or museum, for example. You decide to write an article in which
you describe your favourite public building. Explain why it is your favourite building
and assess its significance for the wider community.

Write your article.

3 You belong to an English-language reading group which recently read a book in
cartoon format. You have agreed to write a review of the book for the group’s
website. In your review you should give your opinion of the cartoon format used for
the book and say whether you think cartoons are a good way of telling a story in
general

Write your review.

4 A popular English-language magazine has invited readers to send in letters sharing
their recent experience of making an important decision. You decide to send a letter
in which you briefly describe the situation and explain the reasons why you took an
important decision, and assess what the consequences of that decision might be in
the future.

Write your letter. You do not need to write postal addresses.

5 Write and answer to one of the following two questions based on one of the titles
below. Write 5(a) or 5(b) at the beginning g of your answer.
(a) Tracy Chevalier: Girl With A Pearl Earring
A literary magazine has asked readers to send in articles on ‘Creating
Atmosphere in Novels’. You decide to write an article on Girl With A Pearl
Earring in which you describe the atmosphere of secrecy and fear which Griet
experienced in the Vermeer household. You should also explain how Griet’s
relationships with two or three of the following characters added to her
feelings of anxiety: Cornelia, Catharina, Maria Thins and van Ruijven.
Write your article.
(b) Tobias Hill: The Cryptographer
You belong to a book club which has asked its members to write reports on
the theme of trust in a novel of their choice. You decide to write a report
recommending The Cryptographer, describing the part trust plays in the
development of the story and assessing how important trust is to at least two
characters in the novel.
Write your report.

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