Advanced Writing with English in Use i Hugh Cory _ Oxford University Press 1996Oxford Unversity Press, Walon treet, Oxford OX2 6OF Oxford New York Athens AucKand Bangkok Bombay CCatutta Cape Town Dares Salaam Dsty Forence Hong Kong Istanbul Keach! Kunis Lumour Macrae. Madrid Melbourne Mexico Cry Natebi Pars Singapore Tape Tokyo Toronto and eesociald compares in ‘erin tbacan (OXFORD and OXFORD ENGUSH fare trace mars of Oxtord Univers Press ISBN 0 19 453946 8 (© Oxford University Press 1996 Fst published 1986 No unauthorized photocopying AN ights reseed, No par ofthis pubicaton may be reproduced, stored na releval system, of ransmitted, in ay form or by ary rears. electronic, mechanical, photocopying, recording or ctherwise, ‘without the pie wren permission of Oxord Universty Pres. 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Printed in Hong Korg ‘Acknowledgements “The Publisher and author are grata to the University of Cambridge Loca Examinations Syndicate for passion to reoroduoe the assessment cera for CAE Paper 2 cn page 8 “The Pubshar and author are grate to those who have gien jermiasion o reproduce the folowing extracts and adaptations of ‘copyright mater: ‘The Fak of nla ard Charles Charaswart rom Tales of the Wiora'S by Ral Steadman Jonathan Cape 1990) Gotaway Car ropeoduood with permission, © Saatchi & Saatchi ‘Adverising Limited ‘tloves tha at reprocuced wih permission, © Fat Auto (UK) Lic ‘Advrtsement with kn permson of Stoves Faxes, Phones and Foregners, © Betish Telecommuricatons ple, by prison ‘Adapted trom The gt way to keep Rabests by Roy Ranson (1980) ‘Song fom the Forest by Sue Gator LA Rots Report by John LUchfls; The golden near tha sts oiter by Mavarne MacDonal ‘he sadist who destroyed me by anny Derwige and Raters fgged {down patos car, al produced courtesy of © Tho Independent ‘Short edracts ken fom Morocco, Alger and Tuna by Crowthar ‘4 Finlay, © Lonely Planet ‘Soft Centre in 2 Chocolate, © Reader's Digest, by permission Breaking Sto by Luke Jennings; Kies; Genesis, Eas Court by Adam ‘Sweeting; Doctor: Francs ames by George an Smith; How Metal Detector Works and How a Fre Extinguisher Wr, al taken from (© The Guaraan Mentors and Tormentors by Margaret Forster, source: The Olde ‘The Foots of he Bues by Samuel Charters, © Marion Boyars PPubleners Ltd Landon and New York nen? 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We apologize for any apparent iningement of copytght and it Poti, the pubicher wil be pleesed to rectly any eros or omissions ft the eaest opportunity Prince Peter Kropotn ‘Au boo con ‘Weome to Oxora, source: Souther Tourist Board ‘Wecome fo the Landes, source: Département du Tourisme des Landes “The Publcher and author woul Ike to thank the flowing for parison to reproduce photograph: ‘Anes Press AgoncyiG, DBVavorsky p81, Carlos Reyes Marzo pb, 77 ‘Bamaby's Pietute Library pS6/Gordon Loran pS? Bridgoman Art Lnary’Muse D'Orsay, Van Gogh Badroom st ‘AlesiGrauson pea Finnish Tourist Board p16 French Petre LiberyBarie Sith p197 Hutton Deutsch Colection pt Magnum PhotosfRoné Buri pe Cherie Nutting Pomegranate Pubicatlons p81 ‘Agence FaphoRobet Deisneau pa2 ustatons by ‘Anna Brookes p4@, Ray and Corene Burrows p52, Neil Gower 254, 192, 133, Jaquaine Pastel p80, Raph Steadman p34, Alex Tan pot 121,139, Hamy Verning, p13, 19, 22, 26, 27, 4, 108,110. “The Pusher ang author woul also tke to thank al hose who jarispated n the research and development ofthe book, n parkour the folowing for tha valsble acc: ‘Carine Coals, Sara Evane/Guturainglesa Copscabana, Disne Fleming, Rosalie Ker, Ann Whites, Sion Wills. The author woul especialy ke to thank tho folowing for tel help and support my coleagues at Eurocentre Cambridge, notably annon vllame and Cla Anderson who ploted mater: my students at urocentre, wha were the motvaton fer this back and the source ot ‘many of ha ideas he stat of Newnham Language Cente, Cambriee, fnd the Camrige Academy, Gren, or tele hep in ploteg mater Annee Capel FeictyO'Dok and lst but not east, Rafiaela BonacnaInrropuction Aims of the book This book has two objectives: 1 to prepare you for the CAE exam Paper 2 (Writing) land Paper 3 (English in Use). 2 te develop your practical writing skils to an advanced level “There is no conflict between these two objectives, because CAE writing tasks are as close to real-life situations as possible, and the examiners use real-ife criteria in assessing candidates’ work. Ifa piece Of writing would ‘do the job’ effectively in real life, it should algo satisty the examiners. Why combine Papers 2 and 3? For those unfamiliar with the CAE exam, it may seem. surprising that this book combines Paper 3 (the ‘grammar’ paper) as well as Paper 2 (the ‘writing’ paper) Infact, this combination is inevitable, given the many areas the two papers have in common. A characteristic Of the CAE exam is that grammar is tested in context. Paper 3 tests the abilty to use grammar in order to communicate, and focuses on many of the key areas of written communication — including register, cohesion, and even punctuation. ‘The Paper 3 exercises: * provide exam practice for Paper 3. «are integrated with the Paper 2 work, as controled practice in writing skils. + are models (well written, well organized, and usually about 250 words long), which may be referred to when doing the writing tasks that follow them. * demonstrate cifferent registers and explore different aspects of the theme of the Unit. * are usualy based on authentic texts, How the book is organized Part 1: the frst part of the book contains an introduction to CAE Papers 2 and 3, folowed by preiminary work on three key areas of writing skils at this level: style and register, cohesion, and punctuation. Its intended that this part of the book should be used for preparatory ‘work, remedial work, and reference. Part 2: Units 1-5 divide waiting into types (descriptions, instructions, narrative and argument), to develop the skills specific to each type. At the same time, each Unit looks at a variety of registers, to focus on the importance of the context and the purpose of a piece of writing, Part 3: Units 6-10 cover all the writing task types in the CAE Paper 2 sylabus, Task bank: a further selection of writing tasks, indexed to the appropriate units. Key: answers to all exercises and Paper 3 questions. Model answers to Paper 2 Section A tasks. Working through the book It is suggested that you work through Units 1-5 before {going on to Units 6-10, as each writing task in Units 6-10 practises skis that have been developed in one or more of the first five units. Nevertheless, as there is no progression through the book in terms of difficulty, and {as Units 1-5 also contain writing tasks in the style of the ‘exam, the Units may be taken in any order. Classroom work and self study ‘This book can be used in class, for self study, or for a combination of the two, In class Each Unit is divided into modules which can be taught in class in about 90 minutes (plus homework). Explanations, presentations and activites are folowed by Paper 3 exercises and either mini writing tasks or ful: scale Paper 2 tasks. Suggestions for pairwork are ‘sometimes included when an exercise would be more ‘enjoyably done with a partner; many other exercises can also be done in pairs and groups. For self-study Many features of the book make it especially useful for soff study: ‘the introductory units, with their thorough treatment of register, style, cohesion and punctuation. * the use of Paper 3 writing tasks as controlled writing practice, easily corrected with the key when working without a teacher. * the inclusion of mode! texts in the form of Paper S tasks, and the inclusion of model answers in the key. * the fact that it is self-contained: itis the student's book, the teacher's book and the key all in one. Non-exam use Because of the ‘real-life’ nature of the CAE writing syllabus and assessment criteria, this book can be used just as sucessfully as a general writing course at ‘advanced level focusing on practical writing tasks.