WRITING

SLP
WRITING
To be chosen chosen from two options.
It must be approximately 200
Sixty minutes.
For each of the options, the following is specified
• the task required
• the type of text (letter, e-mail message, information note, etc.)
• the addressee (a friend, a relative, a boss, a subordinate, a
company, a customer service, etc.)
The proposals are in Spanish and deal with personal experiences,
professional experiences or general issues.
EXAMPLES
OPCIÓN 1: Ha organizado una cena en su casa para
despedir a uno de sus amigos que se marcha a vivir a
otra ciudad. Escriba un mensaje de correo electrónico
a otro de sus amigos, ausente en la cena, contándole
en qué consistió el menú (nivel 1) y alguna anécdota
que hubiera tenido lugar durante la cena (nivel 2).
OPCIÓN 2: Últimamente en su lugar de trabajo han
tenido lugar una serie de robos. Escriba un mensaje
de correo electrónico a su jefe haciendo un listado de
los objetos que han desaparecido (nivel 1) y cuéntele
cómo se las han arreglado para trabajar sin dichos
objetos durante estas últimas semanas (nivel 2).
ASSESSMENT
In order to achieve a level 2, the candidate must be
able to:
1. To write simple, routine correspondence
(everyday topics);
2. To narrate in the past/present/future tense;
3. To give physical descriptions;
4. To give instructions/directions;
5. To state facts.
ASSESSMENT
All this, making good use of basic grammar, with
appropriate vocabulary and without lexical or
grammatical errors distorting the message.
The text must be coherent and minimally cohesive.
THREE ELEMENTS TAKEN INTO ACCOUNT:
• The TASK
• The CONTENT
• The ACCURACY
Two people correcting the exam
ASSESSMENT
1. The task:
Level 1: meets his/her immediate needs;
Level 2: is able to record facts or events; is able to describe
places, objects or people; is able to give instructions or or
directions in some detail, etc.; can narrate in present, past
and future, past and future.
ASSESSMENT
2. The content
Whether it responds to the subject matter and whether the
content is relevant and pertinent; whether it follows an
appropriate narrative or expository line; whether the text has
the necessary coherence and cohesion; whether the text is
minimally structured.
3. The accuracy of the language
the type of vocabulary used; the degree of control of
morphosyntactic structures; the respect of spelling and
punctuation conventions; grammatical control, etc.
 ASSESSMENT
LEVEL CONTENT TASKS ACCURACY TEXTS
None or isolated Random words
0 words
No functional ability Unintelligible
and phrases

Immediate Spelling and

survival needs representation of
Can produce symbols; some of Memorized words
such as symbols may be
the most common characters. incorrect. and short
numbers, dates,
0+ own name,
Can write only memorized Understandable with phrases; lists of
material. difficulty even to a native common items
nationality,
speaker used to dealing
address; set
with the writing of non-
expressions.
natives.

Immediate
Can convey basic intention by
personal needs
writing short notes and personal Can be understood by Discrete
(travel, personal
1 background, and
letters, post cards, phone native readers used to
sentences
messages, invitations. Can fill non-natives’ attempts to
interests) and write.
out forms and applications.
informal situations.
 ASSESSMENT
LEVEL CONTENT TASKS ACCURACY TEXTS

Can readily write simple

Comprehensible to a
personal and routine workplace
Basic personal native speaker used to Limited ability to
documents. Shows inconsistent
needs and simple material written by non-
and unreliable ability to write connect a group
1+ workplace-related
instructions, descriptions of
natives; others may need
of sentences
matters. to confirm meaning with
people, places, and things; coherently
the writer.
narrations of activities and
short, factual accounts.

Prose can be understood

Can write simple personal and by a native not used to
Everyday personal Connected prose
routine workplace reading material written
topics such as own and complete, but
correspondence and related by non-natives.
background, family, simple,
documents such as Individual writes in a way
interests, work,
2 travel, and current
memoranda, brief reports, that is generally paragraphs that
private letters. Can state facts, appropriate for the contrast with and
events and routine
give instructions, describe occasion although connect to other
topics related to
people, places and things. command of the written paragraphs
the workplace.
language is not always
firm.
 ASSESSMENT
LEVEL CONTENT TASKS ACCURACY TEXTS
Can write relatively coherent
Practical, social,
personal and informational Prose can be readily
everyday
correspondence. Can organize understood by a native
professional topics, Some ability to
and elaborate on ideas in not used to reading
particular interests, arrange a series
special fields of competence. material written by non-
2+ special fields of
Writes less effectively when natives. Some errors
of paragraphs into
competence, and essay-length
supporting opinion, writing may interfere with efforts
to some extent documents.
about abstract concepts, to sustain essay-length
abstract topics.
clarifying points, answering argumentation.
objections.
Practical, social,
professional and Can write effective formal and
abstract topics, informal correspondence and
particular interests documents. Can use language Errors are occasional, do
and special fields to write essay-length not interfere with Extended essay-
3 of competence,
argumentation, analysis,
comprehension, and
length texts.
complex topics rarely disturb the native
which may include hypothesis. Can convey
reader.
economics, culture abstract concepts when writing
science, and about complex topics.
technology.
• Global Tasks
• Lexical Control (vocabulary)
• Structural Control (grammar)
• Sociolinguistic Competence
• Orthography (spelling, capitalization, punctuation)
• Texts Produced
 CHARACTERISTICS AND
ASSESSMENT CRITERIA
LEVEL 1 WRITERS
• Demonstrate survival control of the writing system.
• Complete forms, short notes. LEVEL 3 WRITERS
• Handle informal situations.
• Satisfy immediate needs and provide personal • Write effective professional correspondence and
information/routines. documents.
• Create sentences, strings of sentences, loose paragraphs.
• Can answer objections, clarify points, justify
• Make typical errors in basic grammar structures. decisions, state and defend a policy,

• Need a sympathetic reader for comprehension. and hypothesize about possible conditions and
outcomes.
• Can convey abstract topics.
LEVEL 2 WRITERS
• Produce cohesive, essay-length discourse.
• Write routine social correspondence, formal letters and
other short, simple work requirements. • Adequately control structure, vocabulary, spelling
and punctuation to convey the message accurately.
• Describe, narrate and summarize.
• Make occasional errors which rarely disturb the
• Satisfy writing requirements in informal personal and native reader.
routine workplace settings.
• Clearly and consistently convey the relationship of
• Produce connected prose in complete but simple ideas.
paragraphs.
• Typically control high-frequency vocabulary and
grammatical structures.
PREPARATION TIPS
1. Careful reading of the drafting proposal:
(a) identification of the task;
(b) aspects/points to be covered;
(c) type of text, language, length, time, etc.
2. Planning:
(a) setting out ideas and selecting
(b) defining the structure of the text and the hierarchy of ideas
to be presented.
3. Draft
4. Revision: content, possible lexical-grammatical errors, the
structure of the text (coherence and cohesion), spelling and
punctuation.
TYPES OF WRITING
4.1. DESCRIPTIONS
Descriptive writing is intended to create a word picture for the reader. It should include:
For People
- Physical appearance
- Attitudes, behaviour
- Interests, hobbies, profession
- Personality, character
- Biographical details
- Your personal opinion of that person
For Places
- Location
- Physical characteristics, atmosphere
- Special features and points of interest
- People, way of life, aspects of culture
- Historical details
For Things
- Physical appearance
- Origin (where it was made)
- Use
For Events
- Secene (time, place, participants…)
TYPES OF WRITING
4.2. NARRATIONS
- A narrative reporting events can include descriptions, dialogues and speech.
- It usually answers the following questions: Who? What? When? Where? Why?
and How?
- It should include : A title
An opening, which sets the scene and answers as many of the “Wh – questions as possible.
A main body, which describes the various occurrences that take place one af- ter the other.
- The language you use depends on your subject and your audience
- Either direct or indirect speech can be used.
4.3. INSTRUCTIONS
Instructions are a series of steps explaining how to make or do something. They should include:
- A title UNIT 0 Tips for effective writing
- An opening: a short, general introduction to the topic
- A main body: the input (material or equipment needed) and the process ( the steps you need to
follow in the correct chronological order)
- A closing sentence or paragraph: the output ( the end result, the finished pro- duct)
TYPES OF WRITING
4.4. DISCUSSING ISSUES AND EXPRESSING OPINIONS
- When discussing issues, our purpose is to inform, that is, to present a fair and
balanced picture by giving the “pros and cons”. You should include:
A title
An opening: to capture the reader’s interest as well as introduce the topic
A main body: giving a clear presentation of the facts and specific examples to
support them
A closing sentence or paragraph: usually with a concluding remark that leaves
an impression on the reader.
The language should be formal.
- When expressing opinions, our purpose is to convince our reader that our
viewpo- int is correct. You should include:
An opening: to introduce the topic and state your opinion clearly
A main body: giving arguments to support your opinion
A closing sentence or paragraph: to restate your opinion. The language should
be formal.
WRITING STYLES
The writing style you should use depends on the type of composition you are
writing, the situation and the intended reader. Therefore, you should not use the
same style of writing for every composition. The two main types of writing are
formal and informal.
Formal style is characterized by:
- Formal expressions, advanced vocabulary, longer sentences
- Formal linking words/phrases
- No use of short forms
- Impersonal tone
- Factual presentation of the information
Informal style is characterized by:
- Everyday/colloquial expressions, vocabulary and idioms
- Frequent use of short forms
- Informal phrasal verbs
- Simple linking words/phrases
- Shorter sentences
- Personal tone
TIPS TO IMPROVE YOUR
WRITING STYLE
Starting off
- Catch your reader´s attention by beginning your essay with a question, a quote or a strong
statement.
Being concise
- Omit unnecessary words. Do not use many words where a few will express the idea well.
Emphasizing ideas
- When we write, we often want to emphasize a particular idea. There are many ways of doing
this. One of the most common ways is by repeating important words.
Varying vocabulary
- English is a rich language with many synonyms. Vary your vocabulary to make your writing
more interesting. You will find examples of synonyms in a monolingual dictionary.
Being consistent
- Try to be consistent in your use of tenses. For example, don’t shift needlessly from past to
present. In addition, avoid any unnecessary changes in person or number.