Isbn Composition

Acknowledgements

Author's Acknowledgements

We would like to thank all the staff at Express Publishing who have contributed their skills to producing this book. Thanks are due in particular to: Douglas Stephens (Senior Editor), Paula Frater (Editor), Rania Dunn and Anna Miller (assistant editors), Mary Stevenson (senior Production Controller), E. Mavragani (art director), Helen Mavrodemos (assistant designer) and our design team, Tony Boyle (recording producer) and Bob Crossley, Laura Houston, Annette Person, Lucy Whitman and Ann Doyle for their support and patience. We would also like to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback influenced positively the production of the book.

Photograph Acknowledgements

Audio Visual for photographs on pages: 11, 16, 30, 38, 39, 42, 43, 67, 136, 139, 150, 151 Photographs

© BUENA VISTA PICTURES DISTRIBUTIONS INC All rights reserved for picture on p. 40; © 1984/85 BY MGM/UA ENTERTAINMENT CO. All rights reserved for pictures on pp. 48, 136(c); CBS/FOX for pictures on pp. 50, 57; © INTERSCOPE COMMUNICATIONS INC. All rights reserved for picture on p. 88; © 1989 WARNER BROS INTERNATIONAL TELEVISION DISTRIBUTION A WARNER COMMUNICATIONS COMP. All rights reserved for picture on p. 89; © 1996 LIVE INTERNATIONAL All rights reserved for picture on p. 139 (first); © 20th CENTURY FOX FILM CORPORATION All rights reserved for picture on p. 140; © HOLLYWOOD PICTURES COMPANY All rights reserved for picture on p. 153

Colour Illustrations: Tasso Sinerli

Virginia Evans

Express Publishing

Introduction

To the Teacher

Successful Writing Proficiency consists of nine units which cover all types of composition writing (descriptio narratives, letters, discursive essays, articles, reviews) required at advanced levels. Each unit starts with a leac listening activity through which the basic plan for the type of writing the unit deals with is introduced. This also sen as a brainstorming activity, giving the teacher the chance to elicit useful language and ideas on the topic un< discussion. Detailed theory and plans are provided to be used as a reference by students. A variety of models which the theory is applied are followed by exercises to improve students' writing skills, focusing on register a style. The exercises are graded, leading to the acquisition of those skills needed for students to be able to wi successfully at advanced levels. Topic identification, "discuss and write" sections and study check sections reinfoi students' knowledge and remind them of the structures previously presented, thus helping them revise the writi areas covered in the book. The Teacher's Book provides answers to the exercises, model plans, transcripts of 1 listening exercises and useful teaching tips. At the back of the Teacher's Book are marked model compositions help teachers mark students' compositions. The book is accompanied by a cassette with all the listening exercis'

The units can either be presented in the order they appear in the book or teachers can select the unit they want present according to their own judgement and their students' needs. The course can be covered in approximat 30 one-hour lessons.

Brainstorming Technique

The brainstorming technique can be used in all the units in this book. The technique may be applied each time tl students come across a new topic, whether in a model or a writing assignment.

The technique is used as follows: the teacher invites students to think of as many words or ideas as possible relati to the topic and writes them on the board. The teacher may choose to guide the students further by having them lii or categorise related terms.

This technique aims to stimulate students' knowledge about the topic, thus drawing together ideas and vocabula necessary for writing a successful composition.

e.g. Discuss the advantages and disadvantages of technological progress.

Brainstorming: computers, genetic engineering, information networks, unemployment, satellite communicator cloning, nuclear accidents, medical research, etc. Ss can then be asked to think of the positive and negative aspects of each item.

e.g. Describe a popular shop in your neighbourhood.

Brainstorming: T writes the following key words on the board and asks Ss to give him/her as many words ; possible related to each key word.

TYPES OF SHOPS f department store, supermarket,

Brainstorming

Brainstorming

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