Speaking & Writing CELPIP Methods, Practice and Assessment

Table of Contents
Speaking
Introduction ………………… Pg. 3.
Task 1 Giving Advice ……….Pg. 10.
Task 2 Talking about a Personal Experience …. Pg. 22.
Task 3 Describing a Scene … ……….Pg. 28.
Task 4 Making Predictions … …Pg. 34.
Task 5 A & B Comparing and Persuading… Pg. 40.
Task 6 Dealing with a Difficult Situation … Pg. 51.
Task 7 Expressing Opinions… ……Pg. 57.
Task 8 Describing an Unusual Situation… Pg. 63.
Practice Method Cards … Pg. 69.
Writing
Part 1:
Grammar Review ……… Pg. 74.
Paragraph Review …… Pg. 81.
Part 2
CELPIP Writing Task 1 and Task 2 … Pg.86.
Informal ……Pg. 96.
Semi formal …… Pg. 103.
Formal ……… Pg. 111.
Part 3
Responding to a Survey ……Pg. 119.

10 prompts, 20 essays …… Pgs. 124 - 164.
More Practice ………Pg 164.
Part 4
109 Academic words with short definitions …… Pg. 167.
Appendix and Practice ……… Pgs. 173.
CELPIP Speaking
Introduction
There are 8 tasks test-takers will have to master to pass the speaking section of the CELPIP
exam. A practice task that is unscored is used to see if the test-takers microphone and headset are
working properly. Of the 8 marked tasks, only Giving Advice and Expressing an Opinion allow
for 90-second responses, with all the other tasks allowing 60 seconds for a spoken response.
This is a great deal of time to give proper responses on this exam. Usually, you have 30 seconds
of preparation time but Comparing and Persuading and Dealing with a Difficult Situation allow
60 seconds to prepare. Remember, what the markers value most are authentic responses or
individual responses that are not memorized.
This text expresses an organized approach and method to answer each of the 8 tasks. Finally, the
techniques introduced will help guide test-takers to make their responses more authentic.
The Question Types (you will be asked to respond to 1 question for each task)
Task Name of task (and order of Time to Recorded Response
questions) Prepare Time
0 Practice Task (equipment 30 60
check)
1 Giving Advice 30 90
2 Talking about a Personal 30 60
Experience
3 Describing a Scene (with 30 60
Image)
4 Making Predictions (with 30 60
Image)
5 a Compare (2 images – choose 1 60 Not recorded (take
image) notes)
5 b Persuade (chosen image + 60 60
another)
6 Dealing with a Difficult 60 60
Situation
7 Expressing an Opinion 30 90
8 Describing an Unusual 30 60
Situation
Test-takers will only have to answer 1 question for each task, and the questions will follow the
same order as above (1 – 8). Note, the questions range from informal tasks (1-4) followed by
more Formal tasks (5- 8).
To answer more accurately to the different tasks, it might be helpful to review some of the
differences between Informal and Formal language use when speaking.
Informal Formal
Use of Phrasal verbs: Single word verbs:
- look at, check out - to observe
- cut back on - to reduce
- put off - to postpone
Idioms: a dime a dozen - inexpensive
Informal signal words (coordinating Formal signal words

conjunctions): (adverbials):
And Consequently, However,
But Furthermore, In addition,
so Therefore,
Simple sentences Complex sentences

The man was late for his appointment. The man who was late for his
He ran to the bus stop. appointment ran to the bus stop.
Ending sentences with prepositions Not ending sentences with
Who are you referring to? prepositions
To whom are you referring?
Anglo-Saxon forms Latin and French origin
Bad weather words
I bought a book Inclement weather
I walked to the store I purchased a book
I strode to the store
Hopefully, this text will help you move towards more formal language when you answer
questions, but it is not necessary to achieve a score of 7+. Organization is the key!
The Criteria
Test-takers work will be rated by 3 or 4, or as many as 5 markers. The general criteria they use is
as follows:
What is assessed? Do the answers include?

Content/Coherence Are the ideas organized and mature?
Vocabulary Is the vocabulary used suitable for
the task?
Can any listener understand the Is it easy or difficult to understand
response? the response?
Was the question answered Yes, or no? What about tone? (Is the
appropriately? answer they authentic?)
The Criteria (note the criteria is almost identical to the Writing Criteria but Listenability is
substituted for Readability)
Criteria (General) Criterion (Specific)
Content/Coherence 1. Number of ideas
2. Quality of ideas
3. Organization of
ideas
4. Examples and
detail
Vocabulary 5. Word Choice
6. Suitable usage
7. Range of words
8. Precision and
Accuracy
Listenability 9. Rhythm,
pronunciation, and
intonation
10. Pauses
interjections, and self-
correction
11. Grammar and
sentence structure
12. Variety of
sentence structure
Task Fulfillment 13. Relevance
14. Completeness
15. Tone
16. Word Count
Content and Coherence: The easiest way to defeat all the criteria in this section is to think
of your answer as a paragraph response (as you do when you write). So, you should introduce
what you are talking (an introduction) then support your introduction with ideas, and then give
examples that support your ideas. This is the sort of organization you will need in all your
Speaking responses. You cannot just give reasons without an explanation; you cannot give an
opinion without support!
In each of the 8 Speaking Tasks that follow in this text, there will be example evaluations that
measure responses based on the following criterion:
1. Number of ideas: This simply refers to the test-takers ability to support the question
prompt with a number of ideas (usually 2 or 3 are enough – perhaps more when you have
90 seconds of recording time)
2. Quality of ideas: This is slightly judgemental on behalf of the marker, but ‘quality’
refers to how well your ideas relate to the question prompt. You cannot use ideas that do
not correspond to the question prompt or are off topic. For example, if you are asked
about street traffic, you would not talk about the number of people shopping in the malls
unless you referenced the fact that they all drive to the mall, and this congests the streets
with their cars.
3. Organization of ideas: this criterion refers to the logic of your argument and support
for your introduction. Usually, a response will move from an introduction/statement to an
idea to support for an idea + another idea and support for this idea, etc.
4. Examples and detail: Detail and/ examples are used to support your ideas. Detail
and examples from your own life experiences are rated higher than if you use typical,
generic, answers. As long as you are supporting an idea, support it with an example that
is specific and somewhat short in length of time because while you are speaking, you will
give 2 or 3 examples to match the number of ideas you have for that particular question
prompt. Usually, one idea equivocates to one example (as you will see in the following
Tasks).
Vocabulary:
5. Word Choice: Word choice refers to words that reference the context of the
discussion – are they appropriate or not? (Informal or formal -see table above)
6. Suitable usage: Again, this is a slightly judgemental criterion as the marker decides
if the words you are using are related and are properly chosen or aligned with the
question prompt. For example, an accident usually involves police cars, an ambulance, a
type of injury and people watching, etc.
7. Range of words: This can be rated on the different types of words you use (i.e., parts
of speech (see appendix) or synonyms used because you have to support your ideas, you
will undoubtedly refer back to an idea and this can be done in different ways. For
example, if you are speaking about ‘an accident,’ you might refer to it using synonyms
like misfortune, mishap, catastrophe, or disaster…. depending on the ‘degree’ or ‘extent’
of the ‘the accident’ – spilled coffee or a train crash?
8. Precision and Accuracy: These terms refer to the same word usage – truthfulness to
a description or an exactness of expression. Sometimes test-takers use too many
adjectives and not many are accurate. For example, it is a ‘huge’ house on a hill, but this
can be expressed in a similar fashion with words like massive, big, and/ large… house on
a hill. These different adjectives do not make the expression any clearer – they are all
about the same in meaning. However, if you responded with ‘it is large, sprawling house
upon a hillside,’ the listener would get a better impression of the house because the word
‘sprawling’ gives an impression of a house that is ‘long’ in length, across the top of a
hillside, which would be considered a more accurate description.
Listenability:
9. Rhythm: This criterion refers to the fluency of spoken English. Technically, English
is a stress-time language, so rhythm is a combination of ‘stressing’ the important words
of an utterance and using ‘grammatical’ words with less stress over time. For example, ‘I
want to go to the store’ – the stressed words are blackened. This utterance would be
spoken in 3 beats (I want) ^ (to go to) ^ (the store) – notice ‘to go to’ is spoken quicker
to keep the rhythm of the beat. Without rhythm a speaker may sound slightly robotic (i.e.,
I + want + to + go + to + the + store. Hesitation is normal, as one pauses to recollect, but
try to stay away from long pauses.
Pronunciation: This criterion refers to proper syllable stress of words and the phonemic
sounds of the letters of the alphabet. Hopefully. test-takers have the ability to speak to be
understood – one or two errors are acceptable as long as the listener can understand the
utterance.
intonation: This criterion refers to the rising or falling of the utterance. For example,
when a speaker uses the ‘who’ question forms the intonation falls at the end of a
sentence. (i.e, Where are you going↓? If the speaker uses a ‘yes or no question,’
intonation usually goes up. (i.e., Do you like pizza↑?) Generally, in the English language,
intonation is ‘even’ until questions are asked.
10. Pauses: pauses can be used in many different ways, but there should always be
appropriate pauses between sentences. This is what the markers are listening for.
Generally, a good pause is when you are trying to remember something, and you pause
slightly. For example, what is your grandmother’s phone number? It is 456…uh 43 25.
Opposed to this are the bad or marked down pauses, these are heard when speakers delay
in speech because they are searching for the correct word to use.
Interjections: interjections signal emotion to the listener (i.e., Wow! my friend said
when he won the prize (marked with an exclamation point when written). You may give
an interjection to an answer but not too often as it does affect the tone.
Self correction: self-correction is normal and is not marked negatively unless there is too
much of it. People often self-correct single to plural, for example, many native speakers
often do this as well. (i.e., ‘She often goes’ to the park together… oh sorry, ‘They often
go to the park together. Self-correction is a positive attribute for ESL/EFL learners while
developing their language ability because they are showing that they ‘notice’ the
language they are using – do not be afraid to self-correct on the Speaking tasks.
11. Grammar and sentence structure: Are the grammar and sentence structure correct
for any test-taker’s response? Grammar can be confused, spoken in the wrong order, or
suffix endings can be left off the endings of words. For example, I was walk(ing) to the
store. Sentence structure refers to the word order of a sentence (i.e., ‘I go home’ as
opposed to ‘I home go.’
12. Variety of sentence structure: This simply means that the speakers should use
different types of sentences when they respond; they should use a variety of simple,
compound, complex sentences, or even compound-complex sentences in any given
response.
Task Fulfillment:
13. Relevance: Is the test-takers response ‘relevant’ to the question prompt? This
criterion refers to whether or not the test-taker remained on the subject or not.
Sometimes, a speaker will speak off-topic (tangential response) – i.e., the question
prompt asked for ‘prediction’ and the response ‘described’ the picture in the past tense –
this response would have no relevance to the question prompt. Whereas if the speaker
would have used the future forms of some verbs ‘to predict,’ the answer would have been
relevant to the question prompt. Also, the test-taker should try to use detail and examples
that are truthful/proper/factual to the question prompt. In these ways, answers remain
relevant and accurate.
14. Completeness: Did the test-taker answer the question prompt? Again, if the test-taker
used an introduction and responded with supported (examples and/ details) ideas, the
answer would be considered complete.
15. Tone: Tone is always ‘best’ when it is consistent or not changing or varying too
much. A test-taker never wants to show too much emotion – being angry (or crying) – the
emotion is expressed through words but also the tone of voice used… do not be loud
when speaking into the microphone to show that a particular subject angers you (or
makes you feel sad). ALWAYS speak in a neutral tone when Expressing an Opinion or
describing a situation or giving advice – you can use words to suggest you are upset (i.e.,
I had a terrible time last weekend) but never raise your voice to express this (i.e., I HAD
A TERRIBLE TIME LAST WEEKEND).
16. Word Count: This criterion is almost useless in a Speaking exam. A level 12 speaker
might answer a question prompt with very few words but be extremely accurate. A level
7 speaker may use many words to answer the same question prompt and be accurate as
well. The only way ‘Word count’ is relevant is if the speaker uses to too few words and,
therefore, cannot answer the question prompt sufficiently. So, as a substitute, test-takers
should try to speak for the complete time limit if possible.
The 8 CELPIP Speaking Tasks

· Remember: Always give logical responses that follow a paragraph form, and you
will score well. It is the organization of your response that matters most.
Task 1: Giving Advice
Instructions:
1. The situation for this task that is given on the exam is most likely related to school
or
work, and the individual who receives the advice has little to no experience. So, you
must give advice to the inexperienced person.
2. The test-taker must speak to the person as if they are a work colleague (role play), a
relative, or friend for approximately 90 seconds.
3. The idea is to persuade the friend, colleague, or relative with advice.
4. There will usually be two (2) choices of advice for the test-taker to choose from, but
the test-taker can argue the other side of the argument and give reasons as to ‘why
not’ to use the advice given on the alternative side of the argument.
5. The speaker/ test-taker has 30 seconds to prepare and 90 seconds to respond.
Procedure:
1. Always give advice using strong modal verbs of obligation, advice, suggestion, and
add a reason.
2. Support your advice with examples and/detail.
Modal verbs of Obligation (very strong persuasion):
You can say:
You must …, You have to…., You must not …,
Negative modal forms:
You can’t…, You aren’t allowed to ….
Modal verbs of Advice (most useful for this task):

You can say:
You had better …, You should …, You ought to …,
Negative modal forms:
You had better not …, You shouldn’t…,
Modal verbs of Suggestion:

You can say:
You could …., You might …
Negative modal form:
You don’t have to ….
** Remember, since this is a form of ‘role play,’ where you imagine you are really giving
advice to a friend, a colleague, or relative, you will not have to use the past tense form of
these modal verbs – always keep your advice in the present tense.
Task 1: Giving Advice Examples

Example 1: Your friend has been dating his girlfriend for 2 years and would like to propose
marriage to her as soon as they graduate from university. Give your friend advice on how to
propose to his girlfriend (you have 30 seconds to prepare, and 90 seconds to give your response).
30 seconds to prepare: in this time frame, you can write down three reasons or things your
friend can do.
i. Expensive restaurant (mention a consequence if you don’t go to an
expensive restaurant)
ii. Have a diamond ring in a box (mention a consequence if you do not have a
diamond ring)
iii. Drop to one knee when you ask (mention a consequence if you don’t drop
to a knee)
Tip: Always mention the outcome or consequence if your advice is not taken. Test-takers
need to mention the other side or possible negative outcome because you have to fill 90
seconds of recorded time.
Use a modal verb form before your advice:
i. You should take her to an expensive restaurant.
ii. You had better have a diamond in a box with you.
iii. You must drop to a knee when ask her to marry you.
You have 90 seconds to respond - add detail and the consequence:

There are several things you should do when you propose to your girlfriend. You should take
your girlfriend to an expensive restaurant. She won’t guess what is about to happen because she
will probably be thinking about her new surroundings, which is what you want. Whereas, if you
went to a cheap restaurant, she might be asking you all kinds of questions, which is what you do
not want because you want this night to be special. You had better bring the diamond
engagement ring with you. If you don’t, you will look silly because you want to propose
marriage and without the ring, she won’t think you are serious. So, after dinner is over and the
coffee or tea arrives, you tell your girlfriend that you have a question to ask her. You must drop
to one knee while extending your hands with the box and you say, ‘will you marry me?’ – then
open the box and show her the ring before she has time to answer. Again, if you don’t drop to
one knee, she will think you are serious about the marriage. Also, she wants to tell her friends all
about this night, so if you do not drop to a knee everyone will know you didn’t. She will raise her
hands to face in disbelief, but she will say yes. Besides, girls know they can say ‘no’ later on and
return the ring!
Finally, add signal words: If you want to step-by-step instructions, sometimes it helps to add
signal words to keep your response organized. For example,
There are several things you should do when you propose to your girlfriend. First, you should
take your girlfriend to an expensive restaurant. She won’t guess what is about to happen because
she will probably be thinking about her new surroundings, which is what you want. Whereas, if
you went to a cheap restaurant, she might be asking you all kinds of questions, which is what you
do not want because you want this night to be special. Then you had better bring the diamond
engagement ring with you. If you don’t, you will look silly because you want to propose
marriage and without the ring, she won’t think you are serious. Finally, after dinner is over and
the coffee or tea arrives, you tell your girlfriend that you have a question to ask her. You must
drop to one knee while extending your hands with the box, and you say, ‘will you marry me?’ –
then open the box and show her the ring before she has time to answer. Again, if you don’t drop
to one knee, she will think you are serious about the marriage. Also, she wants to tell her friends
all about this night, so, if you do not drop to a knee, everyone will know you didn’t. She will
raise her hands to face in disbelief, but she will say yes. Besides, girls know they can say ‘no’
later on and return the ring! Ha-ha.
If you follow these directions, everything will go smoothly for you – Congratulations!
Statistics: (247 words – read with ‘delays’ and ‘gasps’ and ‘ughs’ – in 81 seconds)
Tip: you do not have to speak for the entire 90 seconds if you give an organized response like
this one. Undoubtedly, you will pause at times to remember or to think what you should say,
BUT this normal, so you do need to remember everything just the three points and ‘what if you
don’t consequences’ and work your way through your answer. Modal verbs are what you use to
introduce your 3 points.
Tip: in the history of debates or arguments, 3 reasons or ideas prove your side of any argument.
Two (2) ideas never quite do it, so always give 3 reasons or ideas in any argument where you
have to explain.
How would you rate this answer according to the criteria?

Criteria (General) Criterion (Specific)
Content/Coherence 1. Number of ideas
2. Quality of ideas
3. Organization of
ideas
4. Examples and
detail
Vocabulary 5. Word Choice
6. Suitable usage
7. Range of words
8. Precision and
Accuracy
Listenability 9. Rhythm,
pronunciation, and
intonation
10. Pauses
interjections, and self-
correction
11. Grammar and
sentence structure
12. Variety of
sentence structure
Task Fulfillment 13. Relevance
14. Completeness
15. Tone
16. Word Count √
NOTE: There are 16 criterion that are measured to achieve a score for all 8 Tasks in the CELPIP
Speaking section. But notice for our purposes to measure this response, only the ‘Variety of
Sentence Structure’ will be used from the ‘Listenability’ criteria because we do not have a voice
for this written text. So, we will mark this text out of /13 marks. Also, ‘Vocabulary’ can be
approached differently by speakers of different ability, so an alternate response will be given
below to show a possible response variance through vocabulary (i.e., the difference between
informal and formal language usage).
Content/Coherence
Number of ideas √: There are 3 ideas; this is sufficient
Quality of ideas √: These are standard moves for a wedding proposal
Organization of ideas √: Organized in order of ‘proposal procedure’ and with signal words
Examples and detail √: Enough detail was given based on consequence and anticipating what a
woman would do in this situation.
Vocabulary
Word Choice √: the choice of words was sufficient for this task, though other words could have
been chosen.
Suitable usage √: all words were related to the question prompt function of ‘how to propose.’
Range of words √: the range of words was sufficient for the question prompt, though they could
be extended.
Precision and Accuracy √: the accuracy is precise enough to answer this task, but the response
could be made more precise if worded differently.
Listenability
Rhythm, pronunciation, and intonation: – dependant on test-takers ability.
Pauses interjections, and self-correction: - dependant on test-takers ability.

Grammar and sentence structure √: suitable response also dependant on test-takers ability
(grammar related to pronunciation as it must be ‘heard’ or spoken correctly).
Variety of sentence structure √: yes, a variety was used (see appendix for types of sentences)
Task Fulfillment
Relevance √: The response stays on topic and relates directly to the question prompt.
Completeness √: The response is complete to end and answers to all parts of the question
prompt (3 reasons with detail, a short introduction, and conclusion).
Tone √: The tone remained consistent for the most part.
Word Count √: If the speaker speaks for approximately 80 to 90 seconds, this can be considered
an appropriate word count, especially if the paragraph form is used in the response.
Assessment: The score above would range in the 9 or 10/13 category simply because the
language used could be made more formal but as a normal conversation between friends, this is
an excellent example. A test-takers response as organized as this one would enjoy an easy pass to
level 9 or 10 for this task.
Here is another response where the vocabulary is elevated and, therefore, the response may
achieve a higher score (it depends on how well it is spoken).
Example 1: Your friend has been dating his girlfriend for 2 years and would like to propose
marriage to her as soon as they graduate from university. Give your friend advice on how to
propose to his girlfriend (you have 30 seconds to prepare, and 90 seconds to give your response).
There are only 3 things you should do when you propose marriage, Mark. We can assume that
since you have been dating for 2 years, Veronica expects you to propose to her. Therefore, you
must take her to a place unexpected by her. For example, explain by the circumstance that you
came across an invitation to dine at Maxim’s with the M. Perry quartet to play, so she will not
suspect that you are to propose. Then be wary that you have your diamond ring with you as we
have all heard stories of men who have forgotten their rings on this most important day! So, all
you have to do is to time your asking for her hand in marriage. You can choose after dinner, in
between songs, or you can grandstand with the microphone and do it in front of the entire
audience ‘live’ - if you will. Due to all of the excitement going on around you with music and
festooning, she will be so surprised when you drop to a knee and present the ring with the words
‘will you marry me’ that she will give you an honest answer immediately.
I did the same with my wife and it worked perfectly, though we did get divorced two years later.
Anyways, if you follow this outline, you will be on your way – Congratulations.
Statistics: 224 words, spoken without any hesitation in 70 seconds
Note: Just follow an outline of 3 ideas and possible consequences – write the ideas down in the
30 seconds you have – and then follow the procedure:
1. Take notes – 3 ideas (30 seconds)
2. (In 90 seconds)
Introduce your idea ‘generally’ – as a topic sentence for a paragraph, for example, There
are several things you should do when you propose to your girlfriend. OR: There are
only 3 things you should do when you propose marriage, Mark.
3. Remember to use signal words before a modal verb form and add 1 of your 3 ideas of
advice. For example: First, you should take your girlfriend to an expensive
restaurant.
4. Try to conclude or round off your advice with a conclusory statement. For example:
Anyways, if you follow this outline, you will be on your way – Congratulations!
Do you think adding a name(s) makes your response more authentic? For example:
“There are only 3 things you should do when you propose marriage, Mark. We can assume that
since you have been dating for 2 years, Veronica expects you to propose to her.”
The answer is YES. By using names in Role Play (you are to speak into the microphone as if
you are speaking to your friend), you make your response more authentic. Your examiner will
give you a mark for this immediately!
Example 2: A friend of yours wants to buy a special gift for her husband to celebrate their
wedding anniversary. Advise her about the different types of gifts you can she can buy (you have
30 seconds to prepare, and 90 seconds to give your response).
Procedure: In this example, the detail is found in what type of person Marci’s husband is
because different gifts suit different types of people.
3 ideas in 30 seconds:
i. 2 airline tickets – a trip for 2 to New York
ii. A years’ subscription his favorite magazine or newspaper
iii. Golf Bag
Response: There are several things you can give your husband for your anniversary, Marci, but
it depends on what he really likes to do. I think you should take a trip with your husband. You
can buy two airline tickets to a place he would like to go to. Maybe New York City because there
is so much to do there. Another thing you might consider, if Murry likes to read a lot, is a
magazine or newspaper subscription for a year. The Globe and Mail has discounts all the time –
up to 20% off sometimes. Do you think Murry will spend a lot of money on you? So, it depends
on how much you want to spend. If it is your 25th anniversary, then it is a big deal, and you will
both spend a little more on each other. But, you know, some people exchange pens and
calendars! I know Murry likes to golf, so maybe you could buy him a golf bag and some golf
accessories? Golf bags are expensive, and you know how men like to show off on the golf
course, so maybe this is a good gift for him. Or how about the latest golf shoes? Men like to strut
their stuff with expensive shoes, too.
It really is up to you, Marci, because you know what your husband really likes.
Statistics: 228 words, spoken in approximately 78 seconds
Modal verbs and ideas:
There are several things you can give your husband for your anniversary, Marci, but it depends
on what he really likes to do. I think you should take a trip with your husband. You can buy two
airline tickets to a place he would like to go to. Maybe New York City because there is so much
to do there. Another thing you might consider if Murry likes to read a lot, is a magazine or
newspaper subscription for a year. The Globe and Mail has discounts all the time – up to 20%
off sometimes. Do you think Murry will spend a lot of money on you? So, it depends on how
much you want to spend. If it is your 25th anniversary, then it is a big deal, and you will both
spend a little more on each other. But, you know, some people exchange pens and calendars! I
know Murry likes to golf, so maybe you could buy him a golf bag and some golf accessories?
Golf bags are expensive, and you know how men like to show off on the golf course, so maybe
this is a good gift for him. Or how about the latest golf shoes? Men like to strut their stuff with
expensive shoes, too.
It really is up to you, Marci, because you know what your husband really likes.
Marker’s score: 9 or 10
Content and coherence: The ideas are organized, and this gives a strong sense of coherence.
The speaker supports their choices with references to her friend’s husband.
Vocabulary: The speaker uses natural phrases and collocations (underlined above) with few, if
any, errors.
Listenability: based upon the speaker’s ability. However, there are few grammatical errors.
Task Fulfillment: The test taker thoroughly answers the question prompt with 3 examples and
appropriate detail.
Example 3: Your friend is traveling to a different country for the first time. Give advice as to
how your friend should prepare for before, during, and after this trip (you have 30 seconds to
prepare, and 90 seconds to give your response).
Response:
I am glad to hear you are going to Malaysia, Roberto. You will be to Malaysia; I would give you
some tips for traveling because I have been around the world. Be sure to get all your stuff, like
tickets, passport, and baggage together before you leave ah keep it in protected place when you
travel. Don’t keep it in your jacket ah just keep it in your hand luggage when you are on the
plane.
Also, be careful of the food you eat, and the better natural foods should be eaten because you
might be allergic to other foods. Many hotels offer free breakfast, so uh these are good places to
stay. Oh, and uh try to room with people you know because there are many thieves around when
you travel, so do not take chances with strangers. Enjoy your trip and have fun, when coming
home make sure you have your passport, uh there will be big problems if you lose it. And
remember to bring things home but not too heavy because of weight restrictions. I used to mail
things ahead from the country I was in, so I could get them when I came back home in the mail.
Ah if you need anything from me, just call immediately, I can always be around the phone. I will
write down other things when I remember them and mail them to you, so you can keep them
with you when you travel when required. So, have great trip, enjoy your time. And ah see soon
when come back.
Statistics: 256 words spoken in 85 seconds
Marker’s score = 7 (*an example of how as speaking sample is marked)
Content/Coherence: The ideas are organized well, which creates quite good overall
coherence. Although the writer gives several different pieces of advice, he or she just
barely supports them with specific details or examples.
Vocabulary: The speaker uses appropriate phrases and natural collocations for giving
advice (“would give you some tips,” “don’t keep,” “be careful,” “do not take
chances”), but there are also a number of awkward or vague phrases in this response
("be around the phone," "the better natural foods", and “to bring things home but not
too many”).
*Listenability: The speaker's pace is quite fast, and some of the words/phrases are
not clearly enunciated ("thieves," "restrictions"). This creates some difficulty in fully
understanding the response. Pronunciation errors such as leaving out word-initial r-
sounds and pronouncing l as r also create difficulties for the listener. There is little
variation in sentence structure; the speaker relies mainly on imperative constructions
and short phrases. Grammar errors also force comprehension problems for the listener
(e.g., "You will be to Malaysia," " when come back” – continual use of ‘when’ as
subordinate conjunction, and
* (rewritten from an official assessor’s guide where there was an actual audio file)
Task Fulfillment: The test-taker tackles one part of the task quite well: what to do
during the trip, but there is little information provided about what to do before or after
the trip. The speaker spoke for an appropriate length of time (85 seconds).
Tip: Be confident with Task 1, the mark above is a Level 7 score, which is the minimum for
immigration and work (unless you are in a PBLA program), and this can be easily achieved if
you give an organized response – just follow the Procedure for Task 1.
Practice:
The best way to practice for task 1 is to write out your answers and record your response. Then
listen to your response and assess your response against the criteria mentioned (16 criterion).
- Also, listen to conversations in movies, tv shows, and online because you have to
respond to questions AS IF YOU ARE TALKING TO A REAL PERSON though it is
recorded into a microphone
- Finally, make it interesting as if you yourself are in the situation, role play, as this
will help score much higher than if you were just answering a question.
Attempt Example 4 and 5 on your own (send me a recording if you would like me to
assess your response: tutor@mjgeducation.com
Example 4: Your brother has recently gotten his driver’s license and wants to buy a car. Advise
him on how to buy his first car (you have 30 seconds to prepare, and 90 seconds to give your
response).
Example 5: Your co-worker, Mary, has her birthday next week. Advise your co-workers as to
how to celebrate her birthday together (you have 30 seconds to prepare, and 90 seconds to give
your response).
Task 2: Talking about Personal Experience

Instructions:
The test-taker will be asked to talk about something that happened to them:
• This task tests the speaker’s ability to tell a story in the past tense
• The story can be a real or imaginary event, exciting or boring, but it should be
realistic in description (true to life), as it would be more effective.
• This task usually involves a general description of a series of events so that a
listener can understand what happened (a party, a sporting event, an exciting time, a
time of lost expectation etc.)
• The test taker has 30 seconds to prepare and 60 seconds to respond
Procedure: (30 seconds to prepare, 60 seconds to respond)

1. Choose an event from your life (quickly) that matches the question prompt
(the prompt is usually quite general, so it easy to choose an event(s))
2. Write down some of the events (3 or 4) or occurrences that help explain the event
Tip: at least 3 events to explain in the past tense – 2 events will lower your score here
When you start to speak, follow a paragraph outline:
- Topic sentence to introduce the event
- Support sentences and detail x 3
- Short conclusion (i.e., “and that is how (subject here) happened”)
Example 1: Describe an exciting sporting event you witnessed. (Verbs underlined)

Topic sentence: I once saw a hockey game where one team scored 4 goals in 3 minutes to win a
game in regulation time.
Support and detail: Boston beat Toronto in a playoff game 4 – 3, but it was a bizarre game.
Toronto scored 1st period, 2nd period, and 3rd-period goals and had taken a 3 – 0 lead with only 5
minutes left in the game. Everybody thought the game was over, but then Boston scored 1 goal
with 4 minutes left and then another with 3 minutes left, but then everyone sighed when Boston
got a penalty, but then they scored a short-handed goal to tie the game with 1:30 seconds left. We
all wanted the game to go to overtime, but as Boston tried to ice the puck, one of their players
caught up to it at the blue and scored with 12 seconds left. It was unbelievable but I saw it
happen – I still can’t believe they lost!
Statistics: 157 words spoken at a moderate speed at 58 seconds.
Marker’s score = 11
Content/Coherence: The content was organized and relayed in an appropriate order,
so it was coherent. The references were clear.
Vocabulary: is accurate to the question prompt as many of the words relate to

hockey – appropriate phrases and collocations as they relate to hockey.
*Listenability: If spoken at an even tempo, which can allow for some tonal
excitement as it was an exciting game, then it would score well - considering
pronunciation and intonation. There are several compound and complex sentences,
and the verb tenses were used appropriately throughout the response.
Task Fulfillment: The answer is what the question prompt asked. The answer (we
hope) was completed in under 60 seconds with 3 interesting points of reference
(goals, the final score, its believability).
Example 2: Describe a birthday party or any party that was a fun time. (ideas/support
underlined)
I went to my friend’s birthday party when I was 11 years old. Mark turned 12 that day, but I had
never been to one of his parties. His parents were nature lovers, so we ended up driving a van
with 10 of us up into the Gatineau hills. Then we started hiking up a mountain. I thought I would
never make it to the top but after 2 hours we made it. I remember thinking this is no birthday
party because I was tired and wanted a drink of water. Then Mark said, ‘my mom is at the
bottom of the hill barbequing hamburgers, and there is a lot of Coca-Cola on ice, too. You had
never seen so many boys and girls run down a mountain so fast that day. The hamburgers and
coke were delicious.
Statistics: 137 words spoken at a moderate pace in 52 seconds.
Content/Coherence: The speaker describes what he or she did on the day of the
party. The question prompt was answered in an organized way from the type of party
to what they did to expectations and a sort of surprise ending; thus, it is a coherent
answer.
Vocabulary: Vocabulary is sufficient for the task as the words used are related to the
question prompt. Again, appropriate phrases and collocations as they relate to the
day’s activity of hiking and a barbeque.
Listenability: This depends upon the speaker’s ability to speak with the specific
criterion of rhythm, pronunciation, intonation, pauses, interjections, and self-
correction.
However, the grammar is spoken correctly throughout, and there are a variety of
sentence types used.
Task Fulfillment: the speaker answers to all of the criteria – less than 60 seconds
(word count); the answer was relevant in that everything mentioned related to a
birthday party context, the tone was consistent, and it was complete in that the food
and drink were good after a long hike – though there was no mention of birthday
presents, but we can assume the speaker had fun.
Example 3: Describe your first day of high school. (Detail is underlined)
On my first day of high school, I felt excited and awkward. It was a big leap to go from a small
Grade 8 graduating class of 18 students to a high school that had approximately 1900 students,
so it was exciting. The first day I wore a brown vest over a white shirt and had brown corduroy
pants on. I thought I was ‘looking good,’ but when I got to the school, many of the students in
my homeroom class wore jeans and a t-shirt. I thought then that I looked silly. Four years later
when I graduated, one of the girls reminded me ‘I looked so cute’ on the first day. That’s when I
knew the clothes, I wore were assuredly impractical. It was a lesson in expectation and
perceptions, I guess.
Statistics: 132 words spoken at a moderate pace in 54 seconds.
Content/Coherence: The test-taker answers to the question prompt and responds to
‘a first day of school.’ The response is organized as before going to high school is
mentioned, the speaker’s personal expectation is mentioned (exciting), and
conclusion that answers to the awkwardness again after several years.
Vocabulary: accurate descriptions of clothes and a phrase were appropriate. Several
collocations were used, like ‘looking good,’ looked so cute, and looked silly,’ that
imparted a familiarity with the language as you could ‘look’ in several different ways.
Also, synonyms were accurately used – clothes that ‘looked silly’ to clothes that
were impractical. Higher forms of words and understanding were used – impractical,
perceptions, and expectations.
*Listenability: depends upon the speaker’s ability to speak with the specific criterion
of rhythm, pronunciation, intonation, pauses, interjections, and self-correction.
However, the grammar is correct throughout at there is a variety of sentence types.
Task Fulfillment: If the speaker has spoken their response in almost 60 seconds (45
– 60 seconds), then the response is relevant. It remains relevant because the test-taker
answered the question prompt, and no idea was too outlandish or remained outside
the question prompt. The tone was consistent even though earlier expectation was
made ridiculous (looking good to a knowledge of silly/impractical). The answer was
complete as there was an appropriate ‘wise’ ending of the difference of expectations
and perceptions.
Example 4: Describe how excited you were when you received a special gift.
I received gift from my brother. He gave me a Tyson vacuum on my birthday 2 years ago, so I
was happy. Uh we needed it because we have a dog and there is a lot of hair around the house.
Also, we have a lot of traffic in our house from friends and friends of our children, and uh we
need to clean often. It is helpful to have good one, too. This is the best vacuum on the market,
they say. It can really pull up dirt and dust. I can clean the vacuum, too, because I can uh take
apart and put together again. Finally, it is a great gift because it was so expensive, but my brother
shows he loves me by bought me the best vacuum.
Statistics: 131 words spoken in approximately 51 seconds.
Marker’s score = Level 7
Content/Coherence: The speaker spoke in the past tense and used the present tense
well as we can assume the speaker is still using the vacuum. The speaker gave
reasons as to why the gift was important and added some detail. Although there was
some hesitation, it did not affect the meaning of what was said.
Vocabulary: The level of vocabulary was informal, but the words used did not
impede the meaning of what the speaker was saying. There were some grammatical
inaccuracies, but the appropriate phrases and words were used for this question
prompt.
*Listenability: The speaker’s pronunciation was clear, and her sentence structure
was for the most part accurate, so they had little impact on the listener’s ability to
understand what was said.
Task Fulfillment: The speaker addressed all parts of the task as she worked through
why she enjoyed her birthday present. She could have chosen a different type of
present to elaborate on, but we have to accept that this is an important gift to her, so
the answer is complete.
The best way to practice for Task 2 is to write out your answers and record your response. Then
listen to your response and assess your response against the criteria mentioned (16 criterion).
- Also, listen to conversations in movies, tv shows, and online because you have to
respond to questions AS IF YOU ARE TALKING TO A REAL PERSON (role play),
though it is recorded into a microphone
- Finally, make it interesting as if you yourself are in the situation, role play, as this
will help score much higher than if you were just answering a question.
** Note: you can use a real event from your life BUT you do not have to be truthful as you can
use your imagination and keep it realistic (do not make up unbelievable (ridiculous) happenings
as this will lower your score – i.e., men from outer space, invisible people, billion-dollar
winners, etc.).
Practice:
Attempt Example 5, and 6 on your own (send me a recording if you would like me to assess your
response: tutor@mjgeducation.com
Example 5: Describe a time where your expectations were high but then nothing happened.
Example 6: Choose one of your own experiences to describe.
Task 3: Describing a scene (spatial references)
Instructions: Describe some of the things that are happening in the picture below. The person
you are speaking to cannot see the picture. You have 30 seconds to prepare and 60 seconds to
speak.
Note:
1. In 30 seconds, choose 3 things in the image to discuss.
2. Be aware you have to move around in this picture ‘spatially’, so use the terms: In the
foreground, I can see ….; In the background, I can see…; In the middle area, I can see.
Use these terms and describe what you see somewhat accurately, and you will be
guaranteed a 7 or higher because you are organized – spatially!
3. Also, use prepositions of place, next to, beside, on top of, between, etc.
4. Use adjectives to give color or to describe.
5. Use Gerunds when necessary
While speaking for 60 seconds, use a paragraph form and spatial prepositional phrases.
1. Topic sentence = a general overview of the picture
2. In the foreground, I can see … (next to, beside, in front of, between, etc. (a noun)
3. In the background, I can see … (next to, beside, in front of, between, etc. (a noun)
4. In the middle area, I can see … (next to, beside, in front of, between, etc. (a noun)
5. A conclusory statement: (i.e., There is a lot going on in this picture.)
Example 1: Describe some of the things that are happening in the picture below. The person
speak.
Response: (verbs are underlined)
Note: (in italics; in the response are gerunds, or present participles, or words with ‘ing’ endings
that resemble verbs but are nouns – driving, crossing, carrying, peddling, and resting).
Topic sentence: This picture ‘is’ of a street scene in, …India. In the foreground, I can see a man
on a motorcycle driving down the middle of a road and a woman crossing the road carrying bags
in her right hand. In the background, there are 2 story buildings that follow the curved road.
People are walking on the side of the road beside the buildings. In the middle area, I can see a
man who is peddling on a bicycle towards the man on the motorcycle and a woman crossing the
street. There is a rickshaw driver resting on his rickshaw seat. It is a very busy street.
Remember: You cannot talk about ‘everything’ in the picture – what you can do is give an
organized response.
Marker’s score = 9 or 10
Content/Coherence: The test-taker describes several different people and their
actions in the scene, which are suitable for the content of this task. The response is
organized spatially as the response uses in the foreground, background, and middle
area to help give the listener a solid image of what the test-takers sees in the image.
The introductory and conclusory sentences support the overall image as well.
Vocabulary: The test-tasker uses apt vocabulary and accurate language to describe
the scene. Although there are two errors with verb forms, the candidate’s response is
excellent for the most part. Several gerunds are used correctly as well.
*Listenability: The speaker’s grammar errors have a minimal impact on the

listener’s comprehension. The vocabulary is precise and is related to the question
prompt.
Task Fulfillment: The response fulfills the question prompt due to its spatial
organization and detail, so it is complete. In the response, the tone is consistent, and it
is of a fitting length.
speak.
Response:
This is a picture of a busy crosswalk in China on a summer’s day, as many people are wearing t-
shirts, some are in shorts, all are wearing medical masks. In the foreground, there are several
people crossing a street in the crosswalk’s black and white stripes. There is a with a green hat
and bag, there is another man with a red shirt who is carrying a black bag, and a man and a
woman with two other men all carrying bags. In the background, there is the other side of the
street that leads down a very busy street with many shoppers. The middle area of the picture
includes more people starting to walk across the crosswalk and just behind them are buildings
with advertising written in the Chinese language on their walls. In looks like a very busy street
on a weekend.
Content/Coherence: The ideas are well organized, and this creates an acceptable
coherence. The spatial representations of in the foreground, background, and middle
help the listener visualize the scene better.
Vocabulary: Some adjectives are used to point out the differences between people in
the scene. The test-taker uses typical language to describe the scene, such as
‘crosswalk with black and white strips,’ advertising, shoppers, and buildings with
advertising.
*Listenability: The speaker’s sentence structure varies between compound and
complex sentences. A test-takers high score for these criteria depends upon the
speaker’s ability to speak with rhythm, pronunciation, intonation, pauses,
interjections, and self-correction.
Task Fulfillment: the task is complete as the test-taker has 3 specific descriptions of
different people with appropriate detail.
speak.
Response:
This is a picture taken from above an intersection in a city at the daytime. In the centre of the
intersection, there is a man wearing a red suit directing traffic. Uhh there looks to be 2 busses
and 9 cars in this area of the intersection. Uh…there seems to be a rectangular area on the road at
the bottom centre of the photograph where about 15 motorcyclists wait for the light to change.
There is traffic that are waiting to cross the intersection uhh on both sides but uhh it looks as if
some traffic has to turn to the right to avoid head-on collisions. There are 4 crosswalks for people
to walk on, but uhh I can only see 2 corners where pedestrians are waiting to cross. It is a busy
intersection at this time of the day.
Content/Coherence: Very little coherence is lost due to the speaker’s hesitations
throughout this passage, as it is organized and coherent. The speaker uses spatial
references accurately, which moves the listener through different areas of focus in the
image.
Vocabulary: The language used, and the specificity of numbers aid the listener’s
comprehension of the scene. For example: ‘in the centre of the intersection’ – ‘2
busses and 9 cars’ or ‘rectangular area’ about 15 motorcyclists’. The verb forms are
used accurately as well.
*Listenability: Although the speaker does hesitate several times, the vocabulary
reflects an understanding of some of the terms used to describe an intersection
(person directing traffic, busses, motorcycles, crosswalks). The language used is
detailed enough to provide a somewhat accurate description of the intersection. There
is also some variety in sentence structure to describe the scene.
Task Fulfillment: the test-taker has effectively completed the task by describing
important aspects of the scene with some detail. She seems to be directly addressing
her audience (the listener) as she uses the phrase ‘I can only see’ and ‘there look to
be.’ The response is long enough, and the tone remained steady throughout.
Task 4: Making Predictions (image reference)

Note:
· Task 4 always uses the same picture from Task 3 Speaking
· Test-takers are to predict what happens next.
· Answers maybe factual, imaginative, predictable, or completely unexpected – but
must be easy to understand.
· Future verb forms are to be used throughout with ‘possible’ reasons for the
Predictions.
· There is 30 seconds preparation time and 60 seconds of speaking.
Instructions: In this picture, what do think will happen next? You have 30 seconds to prepare
and 60 seconds to speak.
Procedure: again, test-takers should prepare at least 3 observations in 30 seconds and be
prepared to use future verb forms:
For example: i. This person is going to + base form verb (simple)
ii. This person will + base form (simple)
This person starts a new job tomorrow (simple present)
This person is visiting friends in an hour or two (present progressive/future)
This person will have arrived by 4:00 p.m. (Future perfect – rarely used)
(Test-takers should try and use a variety of future verb forms – at least 3)
** While speaking, use paragraph form:
1. Introduce what you see again – a topic sentence
2. The describe what will happen to one person(s) or thing(s) in the image and try to
give a reason – do this 3 times with 3 different people or things
3. Use a concluding sentence to finish
Note: This is an organized way to approach this question, so if it is spoken in a correct manner,
any test-taker will score 7 or higher.
Also, you can use your ‘spatial markers’ to introduce people or things (i.e., in the foreground, the
man in the red shirt will fall because he will trip on the curb).
Example 1: In this picture, what do think will happen next? You have 30 seconds to prepare and
60 seconds to speak.
Response: (verbs are underlined) (1, 2, 3 different events)
This is a picture that depicts a street scene in India. (1) The woman carrying a bag in the
foreground of the picture will go home and take a long rest in front of the television after her
busy day. Her favorite show starts at 6:00 p.m. (2) The man who is driving the motorcycle in the
foreground is going to crash into the man on the bicycle coming the other way. Then many
people will rush to the scene of the accident and yell ‘the man on the motorcycle is at fault,’
‘bring him to jail.’ (3) The rickshaw driver in the middle area of the picture will have had his
rest, and now he is going to start peddling looking for new customers.
Statistics: 121 words spoken in approximately 51 seconds
Remember: You do not have to speak quickly – just speak in an organized way using the correct
verb forms.
Content/Coherence: The speaker is an adequate number of predictions (3) and uses

an introductory sentence and a concluding sentence to neatly describe the scene and
then his predictions. The predictions are organized from foreground to background
and there is detail that makes the predictions plausible.
Vocabulary: The use of different future form verbs and prepositions of place indicate
that the speaker is comfortable using the English language. This makes it easier for
the listener to understand and follow the predictions. The use of different sentence
structure forms also helps the listeners understanding as they help give a coherent
‘picture’ of what the speaker sees.
*Listenability: Intonation and word stress are good enough that the listener has little
difficulty understanding what the speaker is saying. There is very little hesitation
throughout the response, so this response is well-spoken.
Task Fulfillment: The response is complete in as much as it gives a suitable number

of predictions about future events and uses the appropriate form (paragraph form) to
depict the scene.
Response:
This picture shows many people walking across a street intersection. In the foreground, there is a
man who is wearing a mask with a green hat and a bag; he is going to walk into another person
soon because he not looking where he is walking. Likewise, there are two men walking together,
but one of them is slightly ahead of the other on the crosswalk. The man behind is going to trip
on the man in front and fall. Also, in the background, I can see the backend of a close to the
intersection. The car is going to back up and hit a telephone pole. This is a dangerous
intersection for people.
Content/Coherence: There is an appropriate number (3) of descriptions that are
spoken in an organized way. The scene is described using adjectives (red and green)
and spatial descriptions (in the foreground, background, etc.) which help the listener
understand what the speaker sees.
Vocabulary: the test-taker uses suitable vocabulary to describe people and give
details in the scene (in the foreground, in the background,), and these helps explain
the listener understand what might happen next.
*Listenability: the pronunciation of the speaker is clear, but she speaks a little too
loudly at times. At times, words stress is slightly problematic, and the listener must
rethink what they have just heard (i.e., walking, and dangerous)
Task Fulfillment: They are an appropriate number of predictions that are mostly
precise, so the response is suitable to the question prompt. However, the description is
a little short.
Response: (prepositions and prepositional phrases)
This picture is taken from high above a busy intersection of cars and people. Uh…there are two
busses moving through the middle of the intersection beside each other. The bus to the left is
going to turn and smash into the bus on the right. Uh …there is a yellow taxicab trying to turn
left in the middle of the intersection, and this taxi is going to drive over the corner curb and
make all the people scatter for safety. Uhh …. finally, the group of motorcyclists at the bottom of
the picture are going to drive into the intersection and turn in all directions, forcing all the cars
to stop before there is an accident. This is what will happen in the busy intersection.
Content/Coherence: The test-takers commented on some important details shown in
the scene, and they are organized in an appropriate way so a person who does not see
the scene can understand some of what might possibly happen in the future.
Vocabulary: The test-taker uses precise and appropriate language to describe the
scene (motorcyclists, intersections, busses, and taxis). Also, prepositions are used
correctly throughout the response.
*Listenability: pronunciation is easily understood, so it does create any

misunderstandings. There is little hesitation as the speakers moves through their
future possibilities to describe a scene. Word stress and intonation were also used
correctly.
Task Fulfillment: The test-taker provides three predictions about what will happen
next, and these are suitable enough for a complete response.
Task 5 A and B: Comparing (image)

Part A Instructions: (60 seconds)
Test-takers do not have to speak for the first part (A) of Task 5:
• You have 60 seconds to choose between two choices
• Look at the pictures
• The time should be used to compare the two items and choose the one they feel
most comfortable talking about
Procedure:
1. Choose between the two (2) images to defend in your argument
2. Read the descriptions below the picture and take notes or add detail to your argument
3. Know that the next page will contain another picture of another person’s choice (your
boss, a family member, or a friend), so you will have to use the information from your
choice in an argument against the information of another person’s choice.
Tip: This is a debate structure where you will use persuasive techniques against the information
of another person’s choice (see below)
For example:
Your company is planning to move to a new office soon, and your boss has asked you to help
find a new location. You find two suitable options. Using the pictures and information below,
choose the option that you prefer. In the next section, you will need to persuade your boss that
your choice is the better choice. If you do not choose an option, the computer will choose one for
you. You do not need to speak for this part.
Your choice
Downtown Business Centre Industrial District
- built in 2012 - built in 1910

- 12,000 square feet - 10,000 square feet
- rent: $15,000 per month - rent: $10,000 per month
- close to bus and train stations - walking distance to bus
Part B (60 seconds)
Your boss is suggesting another office space. Persuade him that the option you chose is more
suitable by comparing the two office spaces. You have 60 seconds to persuade.
Your choice Your boss’s choice

- 12,000 square feet - 12,000 square feet
- rent: $15,000 per month - rent: $13,000 per month
- close to bus and train stations - close to a bus station
Note: This task emphasizes two (2) types of language:
1. Comparative forms are adjectives
The comparative form uses different suffix endings and use the words ‘more’ or ‘less,’
which depend on the number of syllables in any given word.
Rule 1: add -er to words with one or two syllables to make a comparative form
For example:
One syllable: soft – softer, fast – faster, big – bigger, pretty – prettier, etc.
Rule 2: with words of 3 or more syllables use ‘more’ or ‘less’ in front of + the adjective
Positive: - 3 or more syllables: comfortable – more comfortable, beautiful – more
beautiful, interesting – more interesting, intelligent – more intelligent
Negative: - 3 or more syllables: comfortable – less comfortable, beautiful – less
beautiful, interesting – less interesting, intelligent – less intelligent
2. Persuasive forms
Generally, there are 3 rhetorical ways to sway your audience passed down through the
ages: 1. by sympathy; 2. by logic; 3. by character (Aristotelian)
For this task you will use 2. - logic or the facts given under the images
Persuasive arguments include several techniques, but for this task, you only need to
use three:
1. Be empathetic (mention your bosses’ side of the argument and pretend to
understand)
2. Ask rhetorical questions (Do you want your employees to take a bus to work
every day?)
3. Emphasize your point (use the comparative form here)
Part B Procedure:
1. Open with a statement of empathy about the other’s choice but ‘turn’ the argument
back to your choice. For example, ‘that is a good-looking office space you have chosen,
but I have another one for you to consider.’
2. Point out the first comparative form and then ask a rhetorical question (ask a question
only once). For example, ‘my choice of office space is a little bit more modern than
yours. Look at all the natural light we will have. Do you want your employees to work
under fluorescent lighting?’ OR as a tag question at the end: You do not want your
employees to work under fluorescent lighting, do you?
3. Then move to comparative forms and list all the differences between choices add
detail (not questions). For example, also our buildings have the same number of sq. feet
at 12000, so they are similar in this aspect. However, although the rent is a little more
expensive with my choice, there are two ways for the employees to get to work, bus and
train, whereas your office space only allows for taking a bus. The employees will
appreciate these options.
4. Add a concluding sentence. For example: So, I think it should be clear which choice
is better now.
5. Try to use signal words (i.e., First, Also, Finally, etc.).
Remember: It is not about what side you argue, as there is no right or wrong choice – It is more
about ‘HOW’ you argue that gets you the highest score!
Example 1:
Part A: Your choice
- built in 2012
- 12,000 square feet
- rent: $15,000 per month
- close to bus and train stations
Part B: (60 seconds)
The company’s choice Your choice

- 12,000 square feet - 12000 square feet
- rent: $13,000 per month - 15,000 per month
- close to a bus station - close to bus and train stations
Response:
That is a good-looking office space you have chosen, boss, but I have another one for you to
consider. My choice of office space is a little more modern than yours. Look at all the natural
light we will have. Do you want your employees to work under fluorescent lighting? Our
buildings have the same number of sq. feet at 12000, so they are similar in this aspect. However,
although the rent is a little more expensive with my choice, there are two ways for the employees
to get to work, bus and train, whereas your office space only allows for taking a bus. The
employees will appreciate these options. So, I think it should be clear which choice is better now.
Content/Coherence: This is a well-organized response as there is an introduction, a
persuasive body, and a conclusion. There is a rhetorical question that enforces the
idea that the speaker is persuading ‘their boss’ (fluorescent lighting).
Vocabulary: The comparatives ‘more modern’ and ‘more expensive’ are used.
*Listenability: This criterion depends upon the speaker’s ability to speak with
rhythm, pronunciation, intonation, pauses, interjections, and self-correction. The
response is spoken grammatically correct with few pauses or hesitations.
Task Fulfillment: The response is complete because it answers to the question

prompt; it is persuasive (comparatives noted); it follows a paragraph form, and the
tone remains consistent.
Example 2:
Part A: (60 seconds)
You are planning to buy a house soon, and your spouse has asked you to help find a new house.
You find two suitable options. Using the pictures and information below, choose the option that
you prefer. In the next section, you will need to persuade your spouse that your choice is the
better choice. If you do not choose an option, the computer will choose one for you. You do not
need to speak for this part.
Choice 1 Your choice
Price: 500,000 $276,000

Built: 1996 2012
Square footage: 2900’ 1650’
Location: Close to the airport only Close to shopping centres, a recreation
centre,
and parks
Part B: Spoken (60 seconds)

Your spouse’s choice Your choice
Price: 300,000 $276,000

Built: 2004 2012
Square footage: 2000’ 1650’
Location: Close to the airport and busses Close to shopping centres, a recreation
centre, and parks
Procedure:
1. Open with a statement of empathy about the other’s choice but ‘turn’ the argument
back to your choice.
2. Point out the first comparative form and then ask a rhetorical question (ask a
question only once).
3. Then move to comparative forms and list all the differences between choices add
detail (not questions).
4. Add a concluding sentence.
5. Try to use ‘signal’ words
Response: (signal words) (comparatives)
That is a very nice house you have chosen, Honey, but I have one house for you to consider here.
First off, you can save $24,000 dollars if you choose this house. You do like saving money, don’t
you? I do, and there is a lot of things to spend $24,000 dollars on. So, it is much cheaper! Also,
this house is *more modern than yours as it was built in 2012 and not 2004 – thus, it is 8 years
newer than yours! Finally, although my house is a little bit smaller than yours, by only 350
square feet, it is close to parks, a recreation centre, and shopping centres, so there is a lot of
space and entertainment close by when you need to leave your house. I think you can see my
house is a better choice than yours.
*The word modern has two syllables but is used with ‘more’ rather than ‘er’ (‘moderner’), which
never used.
Content/Coherence: The speaker moves through their response giving good reasons
as to why their house is preferred. (Save money, it is newer and closer to forms of
entertainment). These examples add to the persuasiveness of the response.
Vocabulary: The test-taker uses many comparatives to complete their response

(more modern, smaller, better, cheaper)
*Listenability: the speaker makes a few errors in pronunciation which hinders

understanding slightly at times. However, intonation and rate of speech are natural.
Task Fulfillment: The response is complete since it argued through at least 3

comparatives, and it is an organized response as it addresses the task requirements.
The tone is consistent for the most part (it may have risen for the comparative
‘cheaper!.’ Both and opening statement (topic sentence) and a conclusory statement
were used effectively.
Example 3:
Your company is planning a large piece of real estate for potential development and has asked
you to help review some land. You find two suitable options. Using the pictures and information
below, choose the option that you prefer. In the next section, you will need to persuade your
company that your choice is the better choice. If you do not choose an option, the computer will
choose one for you. You do not need to speak for this part.
Procedure:
1. Open with a statement of empathy about the other’s choice but ‘turn’ the argument back
to your choice.
2. Point out the first comparative form and then ask a rhetorical question (ask a question
only once).
3. Then move to comparative forms and list all of the differences between choice add detail
(not questions).
4. Add a concluding sentence.
5. Try to use signal words
Part A: (60 seconds)
Size: 20 acres 25 acres

Location: SW Praire SW Praire
Price: $27,000 $35,000
Resources: Tilltable land, well water, pre- Tillable land, well water, must be
developed, and zoned by municipalitly. approved for zoning by municipality.
Ready to build.
Part B: (60 seconds)
Company’s Choice Your Choice
Size: 19 acres 25 acres
Location: Mountain region SW praire
Price: 40,000 35,000
Resources: River water access Tillable land, well water, must be
Pre-developed and zoned. Ready to build. approved for zoning by municipality.
Response: the comparatives are underlined

Your option is a beautiful place to develop housing. However, I would like you to see the option
I have chosen. I have a 25-acre plot that is suitable for development that is bigger and less
expensive than your plot of land. The fact that your land is in a mountainous region means that
your construction can not include basements to your houses as the prairie can because the land is
easily tillable. Do you think families will appreciate the extra space a basement can provide?
Even though you have river water access and pre-developed and zoned land, in the prairie we
can build more houses and provide more space per unit at a cheaper price. I think you can see
now that my choice is better.
Content/Coherence: The speaker clearly argues throughout the response for their
plot of land. The response is in order, as it follows a proper form, so it is coherent.
Vocabulary: Several comparisons are used to help the persuasiveness of the

speaker’s argument (bigger, less expensive, more houses, more space)
*Listenability: Much of the criteria in this section are dependant on the speaker’s
ability to speak clearly. Test-takes should try and speak as naturally as possible
through an organized response to ensure a high score.
Task Fulfillment: The task is complete and relevant because it follows a paragraph
form – introduction, persuasive techniques, including a rhetorical question, and a
conclusion which answers the question prompt. Also, the tone is consistent
throughout.
Task 6: Persuading (no image)

Instructions: 60 seconds to take notes, and 60 seconds to respond
This task presents a representative situation that may occur in a person’s daily life. Test-takers
are required to choose one (1) of two (2) ways to solve a problem and explain their reasons to
a friend, an associate, or a family member. Test-takers must defend their choice to the
‘imagined’ other person (a friend, an associate, or a family member), but they have to be careful
how they argue (delicately/ be sensitive) because they are disagreeing with another person (i.e.,
they do not want to make the other person angry). Test-takers can concentrate on speaking
about other things to explain but they have to respond directly to the question prompt they
choose. There are 60 seconds for both preparation and the spoken response.
Procedure:
Preparation (60 seconds):
Take notes:
1. Choose a side/position to defend.
2. State the purpose of your response first (very important) (topic sentence)
3. Write down 2 or 3 reasons why you cannot participate - being understanding of the
other person’s situation (extra information) – use your imagination.
Procedure when speaking (60 seconds):
1. Remember to speak in a paragraph form – topic sentence (purpose), 2 or 3 reasons

why (to explain) - use your imagination/ make up plausible excuses.
2. Speak a concluding sentence.
Example 1:
Your child’s school has asked you to help with a class field trip. Your friend bought you tickets
to a baseball game for that same day. The school will cancel the field trip if there are not enough
parents, but your friend will be upset if you cannot go to the baseball game because the tickets
were expensive.
Note*: There is no correct answer, a good response is an organized response every time!
Choose ONE of the following options: (you have 60 seconds to respond):
EITHER
1. Talk to the school. Explain why you cannot help with the field trip.
OR
2. Talk to your friend. Explain why you cannot attend the game.
For example:
Hi. This is Mr. Turner. To whom am I speaking? (Extra information underlined)
PURPOSE of call: Hi. I am hopeful you have enough parents to help with the field trip today,
Marci. I am sorry that I cannot attend, but something suddenly came up.
Reasons/ excuses: An old friend from out of town, asked me to attend a baseball game with him.
We have not seen or spoken with each other for 30 years, so this is a very special occasion for us.
Now, to make amends, I will offer you my time for the next two field trips, as I know there is
another one at the end of the month and again in two months' time. I can guarantee I will help in
whatever you need. Again, I am sorry I cannot participate, but this is a situation that I cannot
change as my friend will move to another country and we will probably never see each other
again. [use your imagination to make excuses, but make sure your excuses are believable]
Conclusion: I hope you can understand, thank you.
Response 1: (defending #1 option) (imagined information underlined)

Hi. This is Mr. Turner. To whom am I speaking?
Hi. I am hopeful you have enough parents to help with the field trip today, Marci. I am sorry that
I cannot attend, but something suddenly came up. An old friend from out of town asked me to
attend a baseball game with him. We have not seen or spoken with each other for 30 years, so
this is a very special occasion for us. Now, to make amends, I will offer you my time for the next
two field trips, as I know there is another one at the end of the month and again in two months'
time. I can guarantee I will help with whatever you need. Again, I am sorry I cannot participate,
but this is a situation that I cannot change as my friend will move to another country and we will
probably never see each other again. I hope you can understand, thank you.
Statistics: 149 minutes spoken in 58 seconds.
Content/Coherence: The speaker’s response is organized and is coherent, in that it
fulfills the question prompt. The response uses a proper paragraph form, and some
remorse is presented adequately so the listener (the character of Marci) can
understand the speaker’s plea.
Vocabulary: The speaker used different verb tenses effectively throughout the
response. Present perfect (have not seen); simple present the verb to be (is, am, are);
simple past (asked); simple future (will move).
response is grammatically correct.
Task Fulfillment: The speaker’s response is complete because it responds directly to
the question prompt and tries to resolve the problem at a later while giving plausible
excuses. The tone varies (from ‘now to make amends’ to ‘I am sorry’), but it is
acceptable due to the difficulty involved with the question prompt.
Response 2 (defending #2 option) (imagined information underlined)

Hi Bill, I just wanted to call and tell you I cannot go to the baseball game with you as I have to
assist with a field trip at my daughter, Jenny’s, school. Needless to say, I want to go, but the
school doesn’t have any help for this trip, so it is my turn to do so. Anyways, you and Rodger
both love baseball, perhaps he can go with you as I am sure he will jump at your box seats on the
third baseline. Tell you what, I will buy suitable seats for the next home series in a two-weeks, so
then we can go together. Again, sorry I have to cancel but I promised the school.
Content/Coherence: The speaker gives a coherent response to the question prompt
as there is a purpose stated and is presented in an understandable manner – the
prompt is tackled in a direct manner with plausible insight.
Vocabulary: Some collocations related to baseball make the conversation more

believable (third baseline, love baseball (as a sport), home series).
Task Fulfillment: The tone is believable as the speaker does show some remorse in
the form of ‘making up for not being able to go to the baseball game. The response is
complete because it answers the question prompt directly, and the speaker attempts to
settle or make up for missing the event.
Example 2:
A friend who lives in another country is coming to visit for a year. She tells you that she would
like to stay at your place to explore your country’s culture and to spend some time with you.
Your roommate does not agree and says you will have to move out if she comes.
Choose ONE of the following options:
EITHER
1. Talk to your friend. Explain why she cannot move in for a year.
OR
2. Talk to your roommate. Explain why your friend should be allowed to move in with you for a
year.
Response 1: (option 1)
Hi Rachel. I spoke with my roommate about the possibility of you moving in with us, but she
said no. In fact, she said that I would have to move out if you moved in! The problem is we have
a three-year lease on our apartment while we go to school, so I would have to pay for my rent
even if I moved out. I can’t afford to do that, so that is the problem – money. I hope you
understand the situation because I would prefer to live with you, but we had already signed this
lease 4 months earlier.
I hope you decide to come anyway. We can hang out together at my apartment even if you do not
live here. I will send you an email of some other place to live close by. Hope to see you soon.

Content/Coherence: The content of the speaker’s response is complete as the
question prompt is answered directly, and it is organized in the proper form.
Coherence is gained by the speaker thoroughly explaining why it is impossible for her
to move in due to the expense. Finally, the speaker tries to reconcile with her friend
by stating that she would prefer to room with her.
Vocabulary: The speaker uses the modal verbs accurately (I would have to move
out/ future possibility) and the ‘if clause’ (if I moved out,).
Task Fulfillment: The speaker’s response is complete as it is organized, and it offers

a solution even though her friend cannot stay with her. The tone is consistent
throughout and the question prompt is answered directly.
Response 2: (option 2) (Notice how this task needs only a little imagination – just 3 reasons)
[grammatical errors]
I have listened to your complaint, Susan, uhh but I think my friend should be able to live here for
a year. There [is] a lot uhh of benefits if she does, you know. We will [has] uhh someone to share
the cleaning of the apartment – and - if she lives with us here, she will [give] rent which means
we will both uhh have more money to spend. Besides, my friend, Zowie, is uhh a quiet type, so
there will not be any problems or arguments with her. She uhh will probably get a job as well, so
she will not [am] in the apartment all that much. Finally, uhh you will [enjoy] her, so all three of
us will get along just fine. These uhh are my reason [] why Zowie should live with us.
Content/Coherence: the response was logical in its approach – spoken like a
persuasive paragraph with an opening counter to why the speaker’s friend should not
be able to stay, then proceed to give 3 acceptable reasons, and finally, conclude
appropriately. Hence, the response was very coherent away from the hesitations and
grammar errors.
Vocabulary: There are errors in the choice of words - the speaker should use ‘pay’
and not ‘give;’ and substitute ‘like’ for ‘enjoy.’ Also, the speaker did not pluralize the
noun ‘reason’ as ‘reasons.’
*Listenability: The speaker does hesitate several times, but the response does move
forward and is comprehensible to any listener. There are some grammatical errors,
but these do not impede the listener’s understanding.
Task Fulfillment: The speaker’s response is complete as the task used the proper
paragraph form, which included a concluding/summarizing sentence. The tone
wavered a little as there were hesitations, but these were acceptable.

Task 7: Expressing Opinions
Instructions:
Task 7 focuses on a social issue that is familiar to many Canadians.
• Test takers are to state their opinion and then defend it logically
• They should try to persuade the listener that their opinion is rational and practical
(Use logic)
• Choose a position immediately – agree or disagree with the statement
immediately
• Think of reasons/ facts to support (empirical evidence (stats), quotes from experts
in the field, personal stories, or anecdotal evidence)
• 30 seconds to prepare and 90 seconds to respond!
Procedure: (30 seconds)
1. Choose a position.
2. Write down three ideas that will help you argue (against) or persuade (agree)
Note: Again, as with other tasks, this task seeks a logical response in the form of a persuasive
argument (use paragraph form).
In 90 Seconds:
1. You need to make a statement immediately that reflects which side of the argument
you are on.
2. You need to have 3 reasons to support your position – and give reasonable examples
to support your 3 reasons (use facts)
3. Finally, add a simple conclusion to your argument.
Note: Do not worry if your response ends around 60 - 70 seconds – if you are logical with good
paragraph form, you will score well.
Examples:
1. Do you think all university students should study abroad for a year, if there is
sufficient funding? Explain your reasons.
Topic sentence: I believe that university students should study overseas for several reasons.
Reason 1: First, it is all about culture.
· Detail: Students can learn a great deal by being immersed in a different culture
where they can expand their knowledge of different traditions and languages of a
different culture. This can be a lot of fun because it is so interesting to be apart of
Christmas, festivals, or rituals.
Reason 2: Also, studying overseas allows students to observe different professors and
instructors that have different study methods.
· Detail: There are usually many ways of getting to the same answer, so this can be
accelerated by studying under foreign instructors. Elon Musk chose to study in Canada
even though he is from South Africa.
Reason 3: Finally, studying abroad helps students find employment after they graduate.
· Detail: Many employers seek for employees with experience in multicultural

environments, so education counts
Conclusion: In these ways, studying overseas can be beneficial for students.
Response 1:
I believe that university students should study overseas for several reasons. First, it is all
about culture. Students can learn a great deal by being immersed in a different culture where
they can expand their knowledge of different traditions and languages of a different culture.
This can be a lot of fun because it is so interesting to be apart of Christmas, festivals, or
rituals. Also, studying overseas allows students to observe different professors and instructors
that have different study methods. Detail: There are usually many ways of getting to the same
answer, so this can be accelerated by studying under foreign instructors. Elon Musk chose to
study in Canada even though he is from South Africa. Finally, studying abroad helps students
find employment after they graduate. Many employers seek employees with experience in
multicultural environments, so education counts. In these ways, studying overseas can be
beneficial for students.
Marker’s score = 10 /11
Content/Coherence: There are a sufficient number of reasons with examples that
suggest that this response has satisfactory content. Because it is organized in a typical
paragraph form it is coherent.
Vocabulary: The vocabulary used is related to the reasons given (culture –

language), methods – accelerated, Elon Musk – Canada - South Africa, employment –
multicultural environments.
Task Fulfillment: The task is complete because it answers directly to the question
prompt, and it is organized. Likewise, the tone is consistent throughout.
Response 2:
Even if students are given the opportunity to study overseas, they should not go for several
reasons. First, even if a student has funding, it is very expensive to live and study there. Rent and
food in foreign countries cost a great deal and many times these costs are unexpected, including
hidden taxes and utilities. Also, students new at university must learn how to study first before
being exposed to different teaching methods and culture. Culture alone can be difficult if a
student is forced to use a foreign language in their daily life. Then there is the added pressure to
understand lectures and new methods. Why go through all this trouble? Finally, the proper time
to go overseas to study is after you have completed your first bachelor’s degree and are seeking a
master’s degree. All students would appreciate this experience as they have already uncovered
their major course of study and they know already know how to study. These are good reasons
for not studying overseas.
Marker’s score = 10 /11

Content/Coherence: The response adheres to proper paragraph form, so it is spoken
in a coherent manner. Further, since there are 3 reasons with some detail, there is
adequate content that answers the question prompt, so it is appropriate in this
response (expensive as it relates to hidden taxes and utilities; culture that can be a
form of added pressure; comfort of study after completing a BA degree).
Task Fulfillment: The task is complete in that the response answers the question
prompt in an organized way with related content. The tone of the speaker varied only
slightly the question ‘Why go through all this trouble?’
Example 2:
Do you think that young adults should pay rent to their parents if they do not move out by
the age of 21? Explain your reasons.
Response 1: I believe that young adults have a right to stay home for as long as they want
without paying rent. The basis of this response is upon employment. If a 21-year-old has a job,
then I think they can pay some rent. If they are not employed, then they should not have to pay
any rent – and their parents should understand that. First, to have a job means that you have an
income and can afford to pay rent. But, if you do not have a job, there is no way to pay rent to
your parents – and your parents certainly do not want you to live on the streets. Also, if a 21-
year-old has a job, they probably want to move out of the house immediately, anyways. Most
people I know leave when they graduate from high school or university. Parents have to give
their children a chance to graduate from university or college before asking for any kind of rent
money. Finally, parents should allow their children to stay home past the age of 21 if they are
employed because they need to save a little money before they start paying rent in their own
apartment. For these reasons, young adults need their parent’s support.
Statistics: 207 words were spoken in 85 approximately seconds
Marker’s score
Content/Coherence: The responses is organized, fulfilling the question prompt with
several reasons and examples, and is, therefore, coherent.
Vocabulary: The vocabulary used is sufficient for the content used to explain the
reasons the speaker used to explain why a student to remain at home and not pay rent.
(Not employed – parents should understand (modal should – as future possibility); not
employed – save a little money before moving out).
Task Fulfillment: The task is complete in an appropriate way with a proper

paragraph form and enough content to answer the question prompt. The tone of the
speaker and the force of the language used was consistent.
Response 2:
I think young adults should uhh pay rent to their parents because/if they are living at home. First,
by the age of 21 uhh any person should have at least a part-time job that can provide rent money.
Many college and university students have part-time employment while they uhh are at school,
so parents should be paid for uhh supplying room and board. This is especially true if a young
adult doesn’t go to university of college because, from the age of 18, they should have found
work now that they are 21. Also, uhh to pay rent is a form of education for young people as well
because it is just like living in the real world where people have to survive on their own. Most
people pay rent for an apartment before they can afford to buy a house, so uhh by paying rent at
house prepares the young adult and, from the parental point of view, it provides a stimulus for
this person to formally move out. Finally, young adults should know it more fun to live on their
own, so why uhh pay rent to your parents? These are some of the reasons uhh I paid rent to my
parents for only one year past the age of 21.
Content/Coherence: The form of this response is organized as it follows a proper
paragraph form. The reasons and support/detail are coherent or work in unison to
answer the question prompt convincingly.
Vocabulary: The speaker uses modal verbs correctly (should have found (present
perfect with ‘should’ used as a mode of past possibility/probability) and should know
(with ‘should’ used as a mode of ‘probability’).
*Listenability: the speaker’s ability to speak with rhythm, pronunciation, intonation

is acceptable though there are frequent pauses of hesitations that slightly distract the
reader. The response is also grammatically correct.
Task Fulfillment: The task is complete as answers to the question prompt directly in
paragraph form with adequate content. The tone is consistent even though there are
some hesitations. The rhetorical question ‘why pay rent to your parents?’ helps the
persuasiveness of the speaker’s argument.
Task 8: Describing an Unusual Situation
Instructions:
Test-takers must describe something unexpected and perhaps unusual to someone
who is not there to see it.
Speakers should use specific vocabulary to describe the object or scene precisely.
This task rewards test-takers who use accurate vocabulary to describe.
The speaker has 30 seconds to prepare and 60 seconds to respond
Procedure:
1. Generally, the first sentence spoken should give an overview of the object or
scene.
2. There should be at least 2 or 3 attempts at description, which can include spatial

dimensions or the proximity of objects in the scene or the object itself in relation
to each other.
3. Include colour descriptions and what the object reminds you of – another object
with similar features – essentially try to give the listener who cannot see the
object a visual image as best you can.
In 30 seconds:
- Write down a description of what is going on in the scene or different ideas of what
the object reminds you of.
In 60 seconds:
Note: A strong paragraph form will help you move through your description
1. A topic sentence that allows for an overview and the general shape or scene to be
described.
2. 2 or 3 descriptive presentation of an object – what it looks like – or 2 or 3 descriptive
sentences of a scene presented.
3. Offer a concluding sentence.
Example 1:
You are in a furniture store, and you see a bed you would like to buy, but the store clerk won’t
let you take a photo. Telephone a member of your family. Provide a full and clear description of
the bed and ask if you can buy the bed.
Response:
Hi Mark,
I am in Burgundy Furniture, and I can see this bed in front of me, but it is very strange looking. I
want to know if I should buy it or not. Let me describe it for you. It looks like a single bed as the
head and toe board are about the right size in terms of width and length, but what is really
interesting is the bed part of the bed. There is no box spring just a piece of wood that outlines the
shape of a person lying on their side while sleeping. The mattress on top of the wood is the same
outline, so basically if I bought this bed, people can only sleep in this bed on their left side. I
guess it is called a left-side bed. Do you think I should buy it?
Content/Coherence: The response is organized in a paragraph form, and it includes
several accurate, contextually appropriate details.
Vocabulary: The test-taker uses a range of descriptive language that assists the
listener to recognize the furniture being described (outline, single bed, shape of a
person lying on their side, left-side, no box spring).
*Listenability: The speaker has clear pronunciation and keeps a steady tempo
throughout the response. There are several different sentence types.
Task Fulfillment: The speaker addresses the person they are talking to and answers
to the question prompt. The speaker speaks for an appropriate length of time as well.
Example 2.
You see two people playing a sport at a sports centre. Call your friend George and describe in
detail what the sport is like and what each player is doing. Ask him if she would be interested in
trying this sport sometime.
Response:
Hi George. How are you?
Guess where I am? I am at the hockey arena tonight. I thought I was going to see a boxing match
tonight, but you will never guess what I am witnessing! There is a boxing ring in the middle of
the arena with people crowded around it and there are two men at the centre of the ring with an
announcer, but guess what the supposed boxers are doing? They are sitting at a table with their
boxing trunks on with no shirts, and they are playing chess with headphones on. So, they are not
boxing they are playing chess – isn’t that weird? I thought I was going to see a real fight. We
should try this sometime whenever we have an argument to settle. What do you think?
Content/Coherence: The speaker gives a long description of the chess match in front
of them. The speaker gives a logical account of what is happening, so the response in
both accurate in terms of content and coherence.
Vocabulary: The test-takers uses prepositional phrases to help spatial place people
and the supposed boxers in the scene (in the middle of the area, crowded around, at
the centre of the ring, at a table)
rhythm, pronunciation, intonation, pauses, interjections, and self-correction.
However, throughout the response, the grammar is correct.
Task Fulfillment: The task is complete as the speaker answers directly to his friend,
George, and gives an organized response throughout. The tone fluctuates a little as
the speaker seems flabbergasted or somewhat shocked about what they see in the
ring, but this is contextually acceptable.
Example 3:
You are in a city park, and you see a person walk by with a strange hat on, but you cannot take a
photo because you do not have a camera. Telephone a member of your family. Provide a full and
clear description of the hat.
Response: (grammar corrections/ missing words)

Hi Mary,
Guess what I am seeing in the park today. I took Rover for (a) walk and I ended up (in) the
middle of (a) fashion show in the park. Right now, I can see this woman with a strange ashtray-
hat worn on the side of her face. It looks like a giant ashtray with a cigarette (extinguished) in it,
attached to the side of her head. The ashtray is black and about twice the size of the woman(’s)
head and the tray has (those half-moons) cuts in it where the cigarette (is) to rest – just like (a)
real ashtray - but the cigarette is stuck in the middle of the ashtray. If you could (extend) the
cigarette through the bottom of the ashtray, it would be stuck in her head right above her right
ear. (You have to see this!)
Content/Coherence: The response is organized in that it confronts the ‘Mary’
directly and uses a proper form of description. Although there are some verbs and
articles missing from the speaker’s speech, there is enough content to express what
the speaker sees with appropriate content.
Vocabulary: The description could be made better using possible articles and word
choices through part of the response (see bracketed words). However, the vocabulary
does convey a sense of what the person is looking at.
*Listenability: The grammar errors and some missed articles make the response
slightly difficult for a listener to comprehend. However, there is good rhythm and
pronunciation throughout.
Task Fulfillment: The task is complete away from some words not spoken because it
is organized and appeals directly to her family member, Mary. The tone is consistent
aside from the fascination with the hat. Finally, the test-taker speaks for the required
period of time even though the timers cut off her last few words.
Practice Method Cards (role play)

-----------------------------------------------------------------------------------------------------------------
Task 1: Giving Advice
30 seconds to Prepare:
Write down 3 points of advice/help.
When Speaking for 90 seconds:

Be organized! - Use paragraph form and modal verbs (you should):
1. Topic sentence
2. 3 ideas points of interest with detail/examples.
3. A conclusion
------------------------------------------------------------------------------------------------------------------
Task 2: Talking about a Personal Experience
Write down 3occurrences from an event in your life:

Be organized! – Use paragraph form and Speak in the past tense.
1. Topic sentence
3. A conclusion
------------------------------------------------------------------------------------------------------------------
Task 3: Describing a Scene
Write down 3 things to describe that you see in the image.
Be organized! – Use paragraph form and Speak using spatial prepositional phrases (in
the foreground, background, and middle area).
1. Topic sentence
3. A conclusion
-----------------------------------------------------------------------------------------------------------------
Task 4: Making Predictions
30 seconds to Prepare using the same image as used in Task 3:
Write down 3 things you think might happen!
When Speaking for speaking for 60 seconds
Be organized! – Use paragraph form and Speak using future verb forms (see future
forms at Task 4 in the text).
1. Topic sentence
3. A conclusion
--------------------------------------------------------------------------------------------------------------------
Task5: Comparing and Persuading
60 seconds to Prepare Part A:
Choose an image, study the descriptions, think ways to persuade (see Task 5 in the
text)
60 seconds to Prepare Part B:
Prepare to argue against the other choice.
Think of 3 points where your choice is better:
When Speaking for 60 seconds
Be organized! – Use paragraph form and Speak using comparative adjectives and
persuasion techniques (see Task 5 in the text).
1. Topic sentence
3. A conclusion
Task 6: Dealing with a Difficult Situation
Two positions are presented – Choose one to defend.
Write down three reasons ‘why’ you can or 3 reasons ‘why’ you cannot or 3
problematic
happenings that led to the problem (prompt dependant, but always discuss 3)
Be organized! – Use paragraph form and Speak paying particular attention to your
‘tone’ – speak
as though you do not want to upset the other person,
1. Topic sentence (state your side of the argument/ your position)

3. A conclusion
-----------------------------------------------------------------------------------------------------------------
Task 7: Expression Opinions
Choose a position.
Write down three ideas that will help you argue (against) or persuade (agree) – use
facts to support your opinion (see Task 7 in text)
Be organized! – Use paragraph form and speak using facts and examples to support
your
side of the argument.
1. Topic sentence (state your position/ or your side of the argument)

3. A conclusion
-----------------------------------------------------------------------------------------------------------------
Task 8: Describing an Unusual Situation
Write down a description of what is going on in the scene or different ideas of what the
object reminds you of.
Be organized! – Use paragraph form and speak using descriptive words (adjectives,
shapes, sizes etc.
1. Topic sentence (state your position/ or your side of the argument)

3. A conclusion
CELPIP Writing
Part 1
Grammar Review
Sentence Structure
(1) A clause always has a subject (S) and a verb (V). RULE
For example: (S) John (V) runs to the store – this is an independent clause. It is called an
independent clause because it is a complete thought. An independent clause is a sentence.
(2) There are four (4) types of sentences in the English language and they all can be
used for the written tasks on the CELPIP exam.
1. Simple sentences
2. Compound Sentences
3. Complex Sentences
4. Compound-Complex sentence
Simple Sentences:
A simple sentence may be complete in any of the following 4 forms:
1. One Subject and one Verb; John runs to the store. (S + V +
complement)
2. One Subject and two Verbs; John walks and runs to the store. (S+ VV +
complement) [***used specifically in the 3rd sentence of the introductory paragraph – see Write
Essay].
3. Two Subjects and one Verb; John and Rajeev walk to the store. (SS+V +
complement)
4. Two or more Subjects and two Verbs; John and Rajeev walk and run to the
store. (SS +VV + complement)
Compound Sentences
A Compound Sentence joins at least two independent clauses joined as a single sentence.
These are independent clauses or complete sentences that are joined together; hence, they are
made ‘compound.’
You can join independent clauses in 3 ways:
1. Coordinating conjunctions (the most common)
2. Conjunctive Adverbs (useful to know when rewriting the Write Essay
prompt)
3. A semicolon (the two independent clauses must be related across
the
semicolon)
Coordinating Conjunctions: (the first and most commonly used way to form a sentence)
These are typically called ‘FANBOYS’ as this is an acronym for the coordinating conjunctions:
For, And, Nor, But, Or, Yet, and So. Each word has a specific function as a conjunction (see the
chart below)
Coordinating Conjunctions Function

(*note the comma placement after the first
independent clause)
For introduces a reason:
I like math, for I like numbers.

And introduces an equal idea:
I like football, and I enjoy cricket.

Nor introduces two negatives:
*Note: the question form after ‘, nor do I I don’t like swimming, nor do I enjoy bungee
jumping.
enjoy…’
But introduces an opposing idea:
I like watching films, but I don’t like going to the
theatre.
Or offers a choice:
We can out to dinner, or we can visit your sister.
Yet used like ‘but’, however, offers a surprise:
I like pizza, yet I do not like cheese.
So introduces a result:
I passed the test, so I feel good.
Conjunctive Adverbs: (the 2nd way to join independent clauses to form a sentence)
Conjunctive adverbs offer a similar function, just as the coordinating conjunctions do above, but
are considered more formal (see the revised Chart below)
Function
Coordinating Conjunctions and their Conjunctive Adverbs
corresponding Conjunctive Adverbs
(*note the different use of punctuation involving
a semicolon and a comma)
For introduces a reason:

(Note: ‘for’ is not commonly used anymore;
I like math because I like numbers.
nowadays, people use ‘because’ in a dependent · See dependent clauses
clause more often)
And introduces an equal idea:
Adverbs: in addition, furthermore, besides, also,
I like football; in addition, I enjoy cricket.
moreover
Nor introduces two negatives:
I don’t like swimming, nor do I enjoy bungee
jumping.
But introduces opposing ideas:
Adverbs: in contrast, on the other hand, on the I like watching films; on the other hand, I don’t
contrary like going to the theatre.
Or offers a choice:
Adverb: otherwise, instead, alternatively We can out to dinner; otherwise, we can visit
your sister.
Yet - ‘yet’ offers a surprise use ‘but’ or ‘however’:
Adverbs: however, nevertheless, still, I like pizza; nevertheless, I do not like cheese.
nonetheless
So introduces a result:
Adverbs: as a result, consequently, therefore, I passed the test; therefore, I feel good.
hence, thus,
** ‘for example,’ and ‘for instance’ are often Many people must score higher than 79 on the
used as conjunctive adverbs. PTE; for example, you will get extra points
toward your immigration status in Australia if
you do so.
To add an explanation: in other words, which is Classical music is pleasing; in other words, this
type of music is enjoyable.
To make a strong statement: indeed, in fact Quantum computer technology may be
revolutionary; indeed, research is on-going
around the world.
Semicolons: (the 3rd way to independent clauses to form a sentence)

If two independent clauses are related, then a semicolon can be used to join them.
For example:
I like math; I like numbers.
I like watching films; I don’t like going to the theatre.
I like pizza; I do not like cheese.

We can out to dinner; we can visit your sister.
Note: in each sentence above the two independent clauses are related, so a semicolon can
be used to join them. Coordinating Conjunctions and Conjunctive Adverbs work to give
the reader a ‘function’ or a way of understanding the relation between independent
clauses. A semicolon, on the other hand, assumes the reader understands the relationship
presented in each independent clause.
Complex Sentences:
Complex sentences must have an independent clause and at least one (or more) dependent
clause. RULE A dependent clause is written with a subordinate conjunction (see list below).
In the following examples, the dependent clauses are underlined:
1. I like music because I like to dance.

2. Although some people like to dance, other people do not like dancing.
3. Although some people like to dance, other people do like dancing
because it involves moving to a beat.
4. Although some people like to dance because it involves moving to the
beat, other people do not like dancing.
5. Some people do not like dancing although other people like to dance,
because it involves moving to a beat.
In (1), the independent clause is ‘I like music’, and this is joined to the dependent clause with the subordinate conjunction
‘because’. Please note that ‘Because I like to dance’ is NOT an independent clause simply since a subordinate conjunction
precedes the clause ‘I like to dance.’ The subordinate conjunction is the only ‘word’ that distinguishes an independent clause
(IC) from a dependent clause (DC).
In (2), the dependent clause (DC) ‘Although some people like to dance’ precedes the independent clause (IC) with itself and
a comma. As a rule, a dependent clause may precede or follow an independent clause. There is no punctuation needed
between clauses if the independent clause is written first: [IC DC]. However, when the dependent clause is written first,
there must be a comma before the independent clause [DC, IC].
In (3), the dependent clause (DC) ‘Although some people like to dance’ precedes the independent clause with itself and a
comma, and another dependent clause ‘because it involves moving to a beat’. As a rule, you form these types of complex
sentences in any form: [DC IC DC – as in (3)], [DC, DC, IC – as in (4)], or [IC DC, DC]
Top 51 Subordinate conjunctions
1. after 18. if then 35. till
2. although 19. just once 36. unless
3. as 20. lest 37. until
4. as far as 21. now 38. when
5. as if 22. now since 39. whenever
6. as long as 23. now that 40. where
7. as soon as 24. now when 41. whereas
8. as though 25. once 42. where if
9. because 26. provided 43. wherever
10. before 27. provided that 44. whereas
11. even 28. rather than 45. whether
12. even if 29. since 46. which
13 ever though 30. so that 47. while
14. even when 31. supposing 48. who
15. if 32. than 49. whether or not
16. if only 33. that 50. whoever
17. if when 34. though 51. why
Types of Dependent Clauses:

1. Adverbial clause: An adverb is used to begin a clause. For example, although many people
like chocolate, there are some people who don’t like it. (See complex sentences above)
2. Adjective clause: There are two types of adjective clause.
1. The boy who lives down the street is happy. (Identifying adjective clause)
Here, ‘the boy’ is a general term (as there are 4.5 billion boys on the planet), so the relative
clause/adjective clause ‘who lives down the street’ helps identify the boy – so no commas are
necessary!
2. Mark, who lives down the street, is happy. (non-identifying adjective clause or extra
information)
In 2, Mark has been identified by his name, so the adjective clause ‘who lives down the street’ is
considered ‘extra information about Mark – so commas are necessary to separate it from the
independent clause ‘Mark is happy’.
3. Noun Clause: Most commonly used in the object position or after a transitive verb. A
transitive always needs a Direct Object to follow it as opposed to an intransitive verb.
For example: I jog. This is a complete thought, so it is a sentence.
However, ‘I like.’ Is not a sentence because it is not a complete thought. Notice that if I
complete this sentence with a direct object, it becomes a complete thought, therefore, a
sentence:
I like pizza. (Here pizza is the direct object of the verb ‘like’)
With English grammar, we can allow a direct object of a verb to become an entire clause. In
the sentences below, the direct object has been underlined.
He believes that people should wear hats in cold weather. (Transitive verb - believes)
He mentioned how people can live on the Moon. (Transitive verb) – mentioned)
Compound-Complex Sentences:
A Compound-Complex must have at least two independent clauses and one dependent clause.
RULE
1. The men worked hard in the afternoon; it was a payday where they were to receive
their bonus for the year. [ IC; IC DC]
2. Although the women worked in the rain, the work wasn’t difficult; moreover, they
could talk while they worked. [DC, IC; moreover, IC DC]
3. Dogs often pant when they are hot, and this helps them cool down. [IC DC, IC]
Paragraph Review
1. The Paragraph ¶
A paragraph is a group of sentences where every sentence is about the same topic. There are
usually 4 parts to a paragraph: 1. Topic sentence, 2. Support Sentences, 3. Detail or examples,
and 4. A concluding sentence. To ensure that a paragraph is consistently about one topic, all
writers use a topic sentence to tell the reader what the paragraph is about.
i. Topic sentence
A topic sentence consists of two parts: 1. The topic 2. A controlling idea

The topic tells the reader the subject of the paragraph and the controlling idea informs the reader
of the main idea of a paragraph.
Note: Writers use the term controlling idea in their topic sentence, but for readers, this is the
main idea of the paragraph.
For example, here is a paragraph.

PARAGRAPH 1
Elephants use their trunk in many useful ways. First, their trunk is
convenient at watering holes. Elephants can draw water up to their trunk
and then release it into their mouths to have a drink. Second, an elephant
can use its trunk to eat. Elephants usually break away branches from trees
and shrubs with their trunk, and then they feed themselves by directing the
food to their mouths. Finally, elephants use their trunks to smell. Elephants
raise their trunks high in the air above their heads to smell for water, food,
or predators. In these ways, an elephant’s trunk helps them survive.
The underlined sentence in the box above is the topic sentence. It contains the topic (elephants)
and the controlling idea (use their trunk in many useful ways). This topic sentence tells the
reader that this paragraph will only be about the useful ways that an elephant uses its trunk.
On the CELPIP exam, you are expected to start your paragraphs with a topic sentence. However,
there are different ways of structuring a paragraph.
Here is the same paragraph again where the topic sentence is found in the last sentence.
PARAGRAPH 2
Have you ever seen an elephant use its trunk? Their trunk is convenient at
watering holes because they can draw water up to their trunk and then
release it into their mouths to have a drink. Also, an elephant can use its
trunk to eat. Elephants usually break away branches from trees and shrubs
with their trunk, and then they feed themselves by directing the food to their
mouths. Finally, elephants use their trunks to smell. Elephants raise their
trunks high in the air above their heads to smell for water, food, or
predators. Elephants use their trunk in many useful ways.
Although the narrator asks you, the reader, a question, ‘have you ever seen an elephant use its
trunk?,’ this is not the topic sentence! Rather, the writer has chosen to replace the concluding
sentence with a topic sentence and begin with ‘an interest generating question’ followed with
Detail and Support Sentences before informing you of the topic sentence at the very end.
ii. Support Sentences
Support sentences are called support sentences because they ‘support’ the controlling idea found
in the topic sentence. Academic paragraphs usually have at least 3 support sentences because a
writer’s work can be deemed ‘weak’ if it is not convincing enough, but 3 properly written
support sentences are typically used to prove to readers that their controlling idea in the topic
sentence has merit. On the CELPIP exam test-takers usually use 2 or 3 support sentences.
In PARAGRAPH 1 below there are 3 support sentences (underlined herein)
and shrubs, and then they feed themselves by directing the food to their
mouths. Finally, elephants use their trunks to smell. Elephants raise their
trunks high in the air above their heads to smell for water, food, or
predators. In these ways, an elephant’s trunk helps them survive.
Elephants use their trunk in many useful ways. First, their trunk is convenient at watering holes.
Elephants can draw water up to their trunk and then release it into their mouths to have a drink.
Second, an elephant can use its trunk to eat. Elephants usually break away branches from trees
and shrubs, and then they feed themselves by directing the food to their mouths. Finally,
elephants use their trunks to smell. Elephants raise their trunks high in the air above their heads
to smell for water, food, or predators. In these ways, an elephant’s trunk helps them survive.
Notice, too, that each support sentence reflects ‘a useful way’ or the controlling idea found in the
topic sentence. Likewise, detail or examples are used to complete the support sentences.
iii. Detail
Each support sentence is also ‘supported’ by detail. Detail or examples are used to complete the
elaboration on the subject which helps ‘round out’ the overall expression of the controlling idea.
For example, below, the details that back up the support sentences are underlined.
and shrubs with their trunk, and then they feed themselves by directing the
You can now see how a proper paragraph is written – Details back up the Support Sentences, and
the Support Sentences support the Controlling Idea.
Topic sentence = (Topic + controlling idea)
↓
Support Sentence = supports ↑ the controlling idea
↓
Detail supports = ↑ the Support Sentence
It is important that test-takers are able to separate ‘fact’ from ‘opinion.’ Below are the typical
ways in which ‘fact’ is used to support Supporting Sentences. Opinions have to be sustained by
‘Fact’ or the opinion/argument loses its credibility. In other words, facts are the evidence needed
to make an opinion valid, so ‘facts’ remain as ‘truth’ by themselves. On the CELPIP exam, it is
important to use ‘your own’ evidence or examples, authentic evidence, to support your ideas.
FACT as:
i. Empirical Evidence is usually used in the form of statistics (i.e., 33% of the
population, 1/3 of the people etc.).
ii. Quotations are usually reported in the first person from the perspective of
an expert in the field of the given subject/topic.
iii. Examples are used as either: (1) anecdotal evidence or from personal
experience – ‘the man that I saw was wearing a mask’ (2) from a common ‘accepted
or universal truths’ – ‘nobody is perfect’; ‘people cannot fly’; ‘car drivers have
accidents’.
· For the CELPIP exam, always us AUTHENTIC (your own ideas) EXAMPLES (in iii above) to support your ideas.
iv. Concluding Sentence
The concluding sentence of a paragraph can (1) summarise the main points of the paragraph,
or (2) it can be a rewrite of the topic sentence, or (3) it can contain a future-leaning sentence
that offers a warning or continued fulfillment. You can use one (1) of these conclusion types
to complete your Survey, as in the Email you will write an ‘outcome’, usually.
In the paragraph below, the ‘signal words,’ ‘transition words’ or ‘cohesive devices’ are
underlined. In the concluding sentence ‘In these ways’ is a prepositional phrase that signals
to the reader a ‘summary’ of the ‘usefulness of an elephant's trunk’ and is followed by a
future-leaning statement that this ‘usefulness’ helps the elephant to survive (as we assume it
lives in the wildness). So, ‘In these ways’ refers to the 3 ways in which an elephant can use
its trunk, which in turn illustrates to the reader how the elephant ‘survives’. Likewise, ‘First,’
‘Second,’ and ‘Finally’ all allow for consistent, easy to follow, organized reading, which
helps your ‘readability score’ on the CELPIP exam (see criteria)
and shrubs with their trunks, and then they feed themselves by directing the
Note: PARAGRAPH 1 and 2 above are basic paragraphs that use all the typical parts of a
paragraph. We will delve into more difficult paragraphs in the Email and Survey parts of this
text, but if you know the basics, this can really help you organize your ideas into a coherent
paragraph.
Part 2
CELPIP Writing Task 1 and Task 2
Introduction:
Generally speaking, the CELPIP exams are used for 2 purposes: 1. The CELPIP-General (that
tests Speaking, Listening, Reading, and Writing) is used as proof of English for test-takers who
would like to become a Permanent Resident in Canada; 2. CELPIP-General LS Test (that tests
Speaking and Listening) is used as a measure of proficiency for people who wish to apply for
Canadian citizenship. Both are accepted by IRCC or Immigration, Refugees and Citizenship
Canada as proof of proficiency in the English language.
The tasks that make up these tests are based upon ‘functional’ language usage and are rated by
CELPIP raters that base their scores on Paragon Testing’s (the administrators of these tests)
criteria. Functional language refers to language that is used on a daily basis when doing everyday
activities.
The criteria found in the chart below is not closely related to the Canadian Language
Benchmarks (CLB) but is used ‘as a guide’ to the test-takers ability. In other words, the CLBs
are far more specific in terms of criteria whereas the CELPIP exam gives a somewhat accurate
‘snapshot’ or photo of the test-takers ability on the day of the test.
CELPIP LEVEL CLB STAGE CLB Language
ability
12 Advanced 3 Fluent
11 Advanced 3 Adequate
10 Advanced 3 Developing
9 Advanced 3 Advanced 1
phase
8 Intermediate 2 Fluent
7 Intermediate 2 Adequate
6 Intermediate 2 Developing
5 Intermediate 2 Intermediate 1
phase
4 Developing 1 Basic
3 Developing 1 Basic
Min. (0, 1, 2) Minimum 1 Basic 1 phase
This textbook is set for individuals to score at a CELPIP 7 level and above.
Writing Introduction
There are only two (2) tasks for the Writing section on the CELPIP- General exam:
Task 1: Writing an Email (approximate time of 27 minutes)
Task 2: Responding to a Survey (an approximate time of 26 minutes)
The CELPIP raters use these criteria to assess written texts for this exam:
Criteria Particulars
Content/Coherence · Number of ideas
· Quality of ideas
· Organization of ideas
· Examples and supporting
details
Vocabulary · Word Choice
· Suitable use of words and
phrases
· Range of words and phrases
· Precision and accuracy
Readability · Format and paragraphing
· Connectors and transitions
· Grammar and sentence
structure
· Spelling and punctuation
Task fulfillment · Relevance
· Completeness
· Tone
· Word Count
The above table was taken from CELPIP Instructor Training Manual 2019 issued by Paragon Testing
Content and Coherence

Number of ideas: Usually, in the context of an Email or Survey, the raters want 2 or 3 ideas or
support sentences.
Quality of ideas: Quality here refers to how closely the idea connects with the context of the
situation (‘true to everyday life’ is a good guide)
Organization of ideas: This refers to the proper order of ideas. If you are writing about an
argument in a supermarket with a cashier; for example, you might start with ‘what the fight was
about’ and then mention who won the argument and why, and not vise-versa (the opposite).
Usually, there is a proper order or sequence to events.
Examples and supporting details: the raters will judge how appropriate your details are in your
paragraphs – again: (‘true to everyday life’ is a good guide)
Vocabulary
Word Choice: words have meanings, and the meanings of the words have to be appropriate to
the context of the question prompt.
Suitable use of words and phrases: ‘suitable is used in 2 contexts: (1) suitable words and
phrases in reference to the prompt question and (2) ‘suitable in terms of Parts of Speech (see
appendix at end of this book). This criterion is slightly judgemental, so just keep your word
choices close to the context you are writing about. Never use words you are unsure of.
Range of words and phrases: this refers to synonymous language or the ability of the writer to
write the same idea in a different way (i.e. - if you never repeat the word-for-word part of the
question prompt or text which you have written previously in the text, you will score well in this
criterion). For example, big, large, huge, massive, etc.
Precision and accuracy: using exacting adjectives, appropriate nouns that accurately reference
the meaning what you are trying to communicate.
Readability
Format and paragraphing: These refer to the ‘format’ – for the Email and the Survey, always
three (3) paragraphs: Email – (purpose, detail, outcome); Survey – (introduction, body,
conclusion) - (see the many examples that follow).
Connectors and transitions: These refer to ‘signal or transition’ words or discourse markers at
the start of paragraphs or sentences - words like ‘First, Also, Next, Then, Finally, In conclusion,
etc. – you are to use 2 or 3 per text to show that you can ‘signal’ to the reader a change in the
text.
Grammar and sentence structure: You should be able to use at least three (3) different types of
English sentences (simple, compound, complex, and compound complex) in your writing
Spelling and punctuation: Your score will decrease with the number of spelling or punctuation
errors
Task fulfillment
Relevance: Your writing will be assessed as to whether or not your examples and support
sentences are ‘relevant’ or applicable to the context of the question prompt. Your response
should directly answer the prompt and not be ‘tangential.’ This, too, is a slightly judgemental
criterion.
Completeness: One question you can always ask about your writing is: ‘Did I answer the
question?’ Completeness refers to a ‘complete’ answer whereby the appropriate topic
introduction, topic sentence, support, and conclusion all work to answer the question prompt.
Essentially, you must support your ideas with proper support and detail while following a proper
format (see below)
Tone: Tone always has to remain even or the same. For example, if you are writing a letter of
complaint (see examples in the Email section) ever use words that convey explicit negativity
with a person – never write like this: you are a ‘terrible landlord,’ this store ‘is pathetic’, or I will
never recommend this ‘evil shop’ to my friends! You always have to remain professional – I
disagree with the way our problems have been dealt with, this store is underachieving with
regards to its service, I can not recommend this shop to my friends based on the way my
complaint has been handled.
Word Count: On both writing tasks try to be between 150 to 200 words, but never go over the word
limit or your score may be lowered.
Proper Format:
* All Email and Opinion examples in this text will use the same formatting as found below*
1. Task 1 - Email Format: There are 6 steps to a proper Email letter
i. [Greeting Here], (To whom it may concern – if you do not know whom you
are writing to - formal, Dear Mr. or Mrs. _____ - if you have met the person once or
twice – semi-formal, or Dear friend’s 1st name - informal]
Emails should be written in the 3 paragraphs with a word count of 150 – 200 words.
ii. 1st paragraph: State the purpose of the letter

iii. 2nd paragraph: Give detail to the situation in the question prompt
iv. 3rd paragraph: Suggest a possible outcome
v. Sign off (yours faithfully, yours sincerely, your friend)
vi. Your name here]
[
2. Task 2 - Survey Format: There are three paragraphs to any opinion response with a
word count of 150 – 200 words.
i. An Introduction of no more than 2 sentences
ii. A Body paragraph with a proper topic sentence and 2 or 3 ideas that are
supported with examples/detail
iii. A conclusion of no more than two sentences
Email example, with possible scoring equivalences

An Email
1. A member of your family is thinking about going to university.
Write an email to your family member explaining:
· Why some people go to university (new experiences, career preparation, increased
knowledge).
· Why some prefer universities far from home.
· Which courses you think would be interesting and/or useful.
Dear Mark, (informal greeting because this is a member of your family)
(purpose) I am writing to you to point out a few things about going to university. I hope you do
go! ( Simple )
(Detail) University is a lot of fun but it will be challenging as well (compound). University
classes will prepare you with a vast amount of knowledge for a career in your chosen field. Also,
along with meeting a lot of new and interesting people, you will have to study a great deal. So, it
may be wise to study at a university away from your friends at home, as this will allow you to
concentrate better on your major course of study (complex). Finally, if you are considering what
to study, I think computers are the way to go for the future. This field is still accelerating, so a
computer science degree may allow you to have a home and a family soon after graduation.
(Outcome) When you do decide where and what you are going to study, please call or write to
me because I would like to help out in any way I can, even helping you move .
Your uncle,
Buck (177 words)
Criteria (How many checkmarks would you give for this Email response?)
Content/Coherence √ · Number of ideas
Judgemental · Quality of ideas
√ · Organization of ideas
√ details
√
√ · Suitable use of words and
Judgemental phrases
√ · Range of words and phrases
Synonyms
√
√
√ · Connectors and transitions
· Grammar and sentence
√ structure
√
√
√ · Completeness
· Tone
√ · Word Count

Number of ideas: the three prompt ideas are given + an idea in the conclusion. √
Quality of ideas: - this is a judgemental score the CELPIP marker will give (usually scored well
if related to the question prompt and, perhaps, in a Canadian context).
Organization of ideas: Ideas are organized as they move step-by-step towards a conclusion √
Examples and supporting details: the examples ‘concentrate more,’ ‘the offer of help’ support
the idea of a university farther away – sufficient for this prompt.
Vocabulary
Word Choice: major course of study, computer science degree, concentrate, and graduation are
used – sufficient for this prompt.
Suitable use of words and phrases: suitable for this prompt as they are related – ‘wise to
study,’ ‘what you are to study.’
Range of words and phrases: limited range, as not many synonyms are used.
Precision and accuracy: vocabulary is accurate for the purpose of this prompt – all related to
university.
Readability
Format and paragraphing: 6 points of the letter are maintained with three major paragraphs. √
Connectors and transitions: These are underlined. Minimum of 2√, maximum of 3.

Grammar and sentence structure: Simple (blue), Compound (yellow), and Complex sentences
(green); verb tenses shift properly. √
Spelling and punctuation: All words and punctuation are correct. √
Task fulfillment
Relevance: Computer Science is relevant to going to university is the other sentence that answer
to the prompt – knowledge, friends, choice of major, etc.
Completeness: The final paragraph completes an Email that mentions all of the points
mentioned in the question prompt. √
Tone: The tone is consistent; the only form of emotion noted is the use of an exclamation mark (I
hope you can go!). √
Word Count: 177 – this between 150 and 200 words. √
Assessment:
If we were to give 1 mark for each criterion, we would have a score out of 16 marks. The
markers for the CELPIP will do exactly the same thing when they mark your exam text. Spelling
should never be a problem with this exam because you can use spell check when you write this
exam! However, there are some judgemental marks that the CELPIP markers will give, and these
are related to the relationship between the ideas and the appropriateness of the support either by
the examples used or the particular words. Likewise, they will judge if your response is authentic
or not, which means they never want their test-takers to memorize a response – you will fail if
you do this. If you practice both Task 1 and Task 2 before the exam, you should do well.
The Email written above would score in the 13-16 range, which would undoubtedly be in an 8 –
11 range on the CLB or a CELPIP score – a fairly high score in other words. The variance would
be for the judgemental range of the CELPIP examiners (?).
Email - Method for note taking

1. Recognize the level of formality of the letter (Formal or Informal)
2. Put yourself in the situation given by the question prompt
3. Write authentic examples as notes for the ‘detail paragraph’ of the letter
4. proceed to write your letter and rewrite your notes as either formal or informal
5. be professional if it is a formal letter; be socially and friendly if it is informal
Formal and Informal writing

Here are some typical differences between informal and formal writing.
Remember: do not use contractions in Formal and Semi-Formal letters (i.e., use cannot, not
can’t)
Informal: The improvements canʼt be brought forward at this time.
Formal: Improvements cannot be brought forward at this time.
Informal: The construction project wonʼt continue next year.
Formal: The construction project will not continue next year.
Phrasal verbs
Informal: The problem was blown out of proportion.
Formal: The problem was conflated.
Informal: The worker got over his problem.
Formal: The worker recovered from her problem.
Informal: The numbers on the page were mixed up.
Formal: The numbers on the page were confused.
Colloquialism or Slang
Informal: The mob was out of control in the downtown area.
Formal: The crowd was out of control in the downtown area.
Informal: Teachers still count on parents to help educate their children.
Formal: Teachers expect parents to help educate their children.
Email Letters
The letters below are written for you to notice certain aspects of email letter writing that you will
have to perform during your CELPIP exam. You will always write a greeting, a sign-off, and
your name (full or first name). You must memorize all of these letter reference points, so you can
use them on your exam.
In the letters that follow the purpose, detail, and outcome have all been highlighted. Also, please
note only the compound and/ compound-complex sentences have been underlined.
TIPS
i. Note the greeting – Is it Formal or Informal (both formal and semi-formal
letters are written in the same manner - just the greeting is different).
ii. Follow the 6 points of a letter
iii. Try to use 3 types of English sentences
iv. Write the email as an authentic email – as if you are involved in your life,
use language you would use – change your language to formal writing a formal/semi-
formal letter
v. Stay focused on answering the question!
vi. Check your grammar (verb tenses) and punctuation
vii. Check your word count
Informal Letters
Example 1:
You have recently been to stay with an old friend for a few days. You hadn't seen each
other for a long time.
Write a letter to the friend:

* say how you felt about the visit
* refer to something enjoyable that you did while staying with him/her
* invite your friend to visit you.
Dear Mary,
I just wanted to write to you to mention how marvelous it was to see you again after all these
years. It was just wonderful to spend last weekend together, and I really enjoyed seeing your
children again.
Your mountain cottage was the perfect place to catch up for the time that we have missed these
past few years. The hike to the lake and the picnic we shared on the island was very picturesque.
I am so glad that employment has turned out so well for you and your husband and family. To
think that Mark and Marla are soon to graduate university now; this speaks to just how much
time we missed together as I was there when they were both born.
I would like you and your family to join our family at our cottage on Lake Michigan this fall.
We have rented a huge cabin for the last two weeks of August. Please let us know if you can
make it at any time during this period.
Love always,
Joan
Dear Mary, (informal greeting)
• (Purpose): I just wanted to write to you to mention how marvelous it was to see you
again after all these years. It was just wonderful to spend last weekend together, and I
really enjoyed seeing your children again.
• (Friendly sociable detail): Your mountain cottage was the perfect place to catch up for
the time we have missed these past few years. The hike to the lake and the picnic we
shared on the island was very picturesque. I am so glad that employment has turned out
so well for you and your husband and family. To think that Mark and Marla are soon to
graduate from university; this speaks to just how much time we missed together as I was
there when they were both born.
• (Outcome: Tone - pleasant): I would like you and your family to join our family at our
cottage on Lake Michigan this fall. We have rented a huge cabin for the last two weeks of
August. Please let us know if you can make it at any time during this period.
Love always,
Joan.
(173 words)
Example 2:
You bought a ticket to a concert. However, you are unable to go, so you decide to offer your
ticket to a friend.
Write a letter to your friend:

* explain why you are unable to go
* tell your friend about the details of the concert
* and explain how your friend can receive your ticket
Dear Mark,
I would like to offer you my Bob Dylan concert tickets as I have been recently told that I have to
attend a conference in Toronto.
The tickets are in the front row almost centre stage. The warm-up group is the Psychedelic Furs,
and it is their first concert in almost 20 years! Of course, Bob Dylan is going to play hit after hit
of his prestigious, multi-decade career, and I hear that he is going to bring out on stage several
special guests to sing and play with him. Seeing as this may be one of his last concerts, it
provides a unique opportunity to see this classic American performer.
Anyways, if you would like the tickets, you can pick up the tickets at my house. I can tell my
wife to put them in the mailbox for you on the day of the concert, or you can email or call me
when you have the time, and then we can make suitable arrangements for both of us.
Your friend,
Melvin
Purpose: I would like to offer you my Bob Dylan concert tickets as I have been recently told
that I have to attend a conference in Toronto.
Detail: The tickets are in the front row almost centre stage. The warm-up group is the
Psychedelic Furs, and it is their first concert in almost 20 years! Of course, Bob Dylan is going to
play hit after hit of his prestigious, multi-decade career, and I hear that he is going to bring out
on stage several special guests to sing and play with him. Seeing as this may be one of his last
concerts, it provides a unique opportunity to see this classic American performer.
Outcome: Anyways, if you would like the tickets, you can pick up the tickets at my house. I can
tell my wife to put them in the mailbox for you on the day of the concert, or you can email or call
me when you have the time, and then we can make suitable arrangements for both of us.
Your friend,
Melvin
(170 words)
Example 3:
One of your friends recently had a birthday celebration, but you missed, and you forgot to tell
your friend that you couldn’t attend.

* apologize for missing the birthday celebration
* explain why you missed it and why you didn’t tell your friend
* and say what you would like to do to show you are sorry.
Dear Quentin,
Sorry I could not make Jasper’s birthday party last week as I was called away to work at the last
minute.
My life had a strange turn of events, so I hope you understand. On Friday night, the day before
your son’s party, my office called and said that there was an emergency situation that I had to
resolve over the weekend. Without going into detail, it turns out that the client was not charged
with any offense; consequently, I flew to Chicago for no real reason at all. During the party, I
was locked in confinement with my client for 4 hours as we worked out the details of this recent
incident.
I hope you accept my apology and the gift I have for Jasper. I am home now, so if you let me
know when I can stop by and see him, I will gladly explain and present him with his gift.
Your friend,
Jacob
Dear Quentin,
Purpose: Sorry I could not make Jasper’s birthday party last week as I was called away to work
at the last minute.
Detail: My life had a strange turn of events, so I hope you understand. On Friday night, the day
before your son’s party, my office called and said that there was an emergency situation that I
had to resolve over the weekend. Without going into detail, it turns out that the client was not
charged with any offense, consequently, I flew to Chicago for no real reason at all. During the
party, I was locked in confinement with my client for 4 hours as we worked out the details of this
recent incident.
Outcome: I hope you accept my apology and the gift I have for Jasper. I am home now, so if you
let me know when I can stop by and see him, I will gladly explain and present him with his gift.
Your friend,
Jacob
(156 words)
Example 4:
You have heard that a friend has had some problems as a result of a recent car accident.
* express concern (say you are sorry to hear of what happened)
* tell him/her about a similar experience that you or a friend had
* offer some advice as to what your friend should do.
Dear Bill,
I have recently heard that you had a fender-bender on the highway and have ended up in the
hospital. I was a little worried to hear of this, but I know that you are well taken care of and on
the road to recovery.
My friend Margery had a similar incident last year, and, like you, had her back throw-out
slightly. She was back on her feet in two weeks. I wish the same for you.
When you are released from the hospital, you can rest assured that I will take care of anything
you need to be done around your house as you should rest. My son and I can do the groundwork
and take care of the daily chores, including picking up the mail and grocery runs. Also, Margery
told me you should try to stretch every day in the morning and in the evening before you go to
bed because this will aid in relaxing your muscles in your body, especially in your back.
Your friend,
Joe
Dear Bill,
Purpose: I have recently heard that you had a fender-bender on the highway and have ended up
in the hospital. I was a little worried to hear of this, but I know that you are well taken care of
and on the road to recovery.
Detail: My friend Margery had a similar incident last year, and, like you, had her back throw-out
slightly. She was back on her feet in two weeks. I wish the same for you.
Outcome: When you are released from the hospital, you can rest assured that I will take care of
anything you need to be done around your house as you should rest. My son and I can do the
groundwork and take care of the daily chores, including picking up the mail and grocery runs.
Also, Margery told me you should try to stretch every day in the morning and in the evening
before you go to bed because this will aid in relaxing your muscles in your body, especially in
your back.
Your friend,
Joe
(161 words)
Example 5:
You are planning a celebration for the birth of your first child, and you want to invite your
friends.
Write a letter to your friends:

* tell them why you are having a celebration and invite them
* give the address, date, and what they should wear
* suggest what they can bring to the celebration
Dear friends,
We are having a party for our first-born child, Mary Louise, and want you to come.
This is a celebration of life is at our home at 97 Lark Lane on July 27th from 5 to 9 pm. Please
dress in formal wear as there will be a professional photographer taking pictures throughout the
evening.
We ask that you bring something useful for our baby - be it a blanket, a bottle, or a toy. If you
would like to bring food instead, that would be fine. If you are thinking of the baby’s future and
would like to present a bond or cash certificate, we ask that you do so in the name of Mary
Louise Albert as we will open a bank account the following week after this celebration. Finally,
we will have a professional disc jockey playing music, so if you wish to bring samples of music
you like, please do so. We want this to be the best party of the year!
Hope to hear from you soon.
Mark
Dear friends,
Purpose: We are having a party for our first-born child, Mary Louise, and want you to come.
Detail: This is a celebration of life is at our home at 97 Lark Lane on July 27th from 5 to 9 pm.
Please dress in formal wear as there will be a professional photographer taking pictures
throughout the evening.
Outcome: We ask that you bring something useful for our baby - be it a blanket, a bottle, or a
toy. If you would like to bring food instead, that would be fine. If you are thinking of the baby’s
future and would like to present a bond or cash certificate, we ask that you do so in the name of
Mary Louise Albert as we will open a bank account the following week after this celebration.
Finally, we will have a professional disc jockey playing music, so if you wish to bring samples
of music you like, please do so. We want this to be the best party of the year!
Hope to hear from you soon.
Mark (164 words)
Semiformal Letters
Example 6:
Your workplace pays for employees to attend relevant training courses. You would like to attend
a specific course.
Write to your supervisor and request to attend the course:
• Describe the situation
• Explain the details of the training course
• Suggest how the course will help you.
Dear Mr. Ross,
I am writing to you today because I would like to take an accounting class at the University of
Toronto. This is a 6-week course where I can further my skills, which will help me assist our
clients in more ways.
This accounting class offers innovative ways to integrate computer software into our present
computer system without any risk of data loss or security breach possibility. Further, it includes
managerial settings that will allow me to meet our client’s needs, assuring them that our
investment strategies can adjust to market trends. I have enclosed detailed information about this
course in this letter.
I would appreciate it if someone could review the included information. The course will be
beneficial for my professional development, and I can also network with industry professionals
that rank with our company’s business level. I am confident that the course will greatly benefit
my ability to manage our clients with differing accounting strategies.
Yours sincerely,
Britany Marsh
Purpose: I am writing to you today because I would like to take an accounting class at the
University of Toronto. This is a 6-week course where I can further my skills, which will help me
assist our clients in more ways.
Detail: This accounting class offers innovative ways to integrate computer software into our
present computer system without any risk of data loss or security breach possibility. Further, it
includes managerial settings that will allow me to meet our client’s needs, assuring them that our
investment strategies can adjust to market trends. I have enclosed detailed information about this
course in this letter.
Outcome: I would appreciate it if someone could review the included information. The course
will be beneficial for my professional development, and I can also network with industry
professionals that rank with our company’s business level. I am confident that the course will
greatly benefit my ability to manage our clients with differing accounting strategies.
Yours sincerely,
Britany Marsh
(159 words)
Example 7:
You and some friends ate a meal at a restaurant to celebrate a special occasion, and you were
very pleased with the food and service.
Write a letter to the restaurant manager:

* Give details of the visit to the restaurant
* explain the reason for the celebration
* say what was good about the food and the service.
Dear Mr. Dorchester,
My friends and I recently enjoyed a meal at your restaurant, and I just want to thank you for a
wonderful time on the afternoon of Saturday 7 July 2020.
Our ombudsman group was celebrating a change in a city bylaw that now requires buses to less
frequently used routes in residential areas. It may not sound like a special occasion, but this
legislative change does make the city streets in many areas less crowded, allowing people
to relax just a little bit more where they have invested a great deal of their income. This group
had been working on this project for 2 years, so this celebration was long overdue.
Most of us thought the food to be sublime, especially the sweet spareribs, New York cut steaks,
lobster, and Caesar salad. Everybody enjoyed the cheesecake for dessert, as well. The waiters
and waitresses were very polite, and our food was promptly delivered.
Yours sincerely,
Rodney Signore
Dear Mr. Dorchester,
Purpose: My friends and I recently enjoyed a meal at your restaurant, and I just want to thank
you for a wonderful time on the afternoon of Saturday 7 July 2020.
Detail: Our ombudsman group was celebrating a change in a city council bylaw that now
requires buses to less frequently use routes in residential areas. It may not sound like a special
occasion, but this legislative change does make the city streets in many areas less crowded,
allowing people to relax just a little bit more where they have invested a great deal of their
income. This group had been working on this project for 2 years, so this celebration was long
overdue.
Outcome: Most all of us thought the food to be sublime, especially the sweet spareribs, New
York cut steaks, lobster, and Caesar salad. Everybody enjoyed the cheesecake for dessert, as
well. The waiters and waitresses were very polite, and our food was promptly delivered.
Yours sincerely,
Rodney Signore
(159 words)
Example 8:
Your local council is considering closing a sport and leisure centre that it runs, in order to save
money.
Write a letter to the local council:
* give details of how you and your friend or family use the centre
* explain why the centre is important for the local community
* describe the possible effects upon local people if the centre closes.
Dear city counselors,

Many of us in the north end of Ottawa have heard that the city plans to close our Community
Sport and Leisure Centre. Thus, this letter has been written to stop this proposal before it
becomes legislation.
This center is important to the community because of the many activities that it provides the
elderly. The games room, the aqua fitness centre, the gym, and the coffee shop are all places
where friendships bloom, aside from keeping us all in shape. My friend Bill and I frequent this
place regularly to play pinochle and commensurate with friends, and we only represent a small
percentage of 634 members of this community.
If this community center is closed, it will crush the spirit of many people living in this area who
have been coming here for years. Obviously, the general health of the many members will
decline, which will only work to fill the hospitals and clinics, and we can also assume that many
of the local businesses will suffer as well, especially the dry cleaners, the grocery stores, and
various shops. We ask that you do not close this centre.
Yours sincerely,
Gene Withers
Dear city counselors,

Purpose: Many of us in the north end of Ottawa have heard that the city plans to close our
Community Sport and Leisure Centre. Thus, this letter has been written to stop this proposal
before it becomes legislation.
Detail: This centre is important to the community because of the many activities that it provides
for the elderly. The games room, the aqua fitness centre, the gym, and the coffee shop are all
places where friendships bloom, aside from keeping us all in shape. My friend Bill and I frequent
this place regularly to play pinochle and commensurate with friends, and we only represent a
small percentage of 634 members of this community.
Outcome: If this community centre is closed, it will crush the spirit of many people living in this
area who have been coming here for years. Obviously, the general health of the many members
will decline, which will only work to fill the hospitals and clinics, and we can also assume that
many of the local businesses will suffer as well, especially the dry cleaners, the grocery stores,
and various shops. We ask that you do not close this centre.
Yours sincerely,
Gene Withers
(190 words)
Example 9:
You have just read an article in an international magazine which contained some information
about your town that is incorrect.
Write to the editor of the magazine:

* correct the information in the article
* explain why it is important for the magazine to give correct information
* suggest what the magazine should do about this situation.
Dear Mr. Smith (editor),
I have read your most recent Panavision magazine, July 2020, including the article entitled
“Rocks in Red Rocks” which discusses, in particular, Red Rock Canyon in Southern Alberta,
Canada. In this article, I found 3 errors with regards to Red Rock Canyon.
A magazine such as yours should always give accurate information because people will believe
in your veracity. What if people believed that it is 1460 kilometers to Red Rock from Calgary,
Alberta? They might cross the border to the United States looking for Red Rock Canyon. Also,
the effects on your magazine's reputation could be devastating if people begin to realize that
much of the information is false. First of all, Red Rock Canyon is inside a National Park, only
850 kilometers from Calgary. Further, the locals refer to the canyon as ‘the Can,’ not ‘the gulch’
or ‘the ditch.’
I would hope that you will make a correction of these errors that I have outlined in this letter in
the next issue of your magazine. I have enjoyed my subscription so far, but now I have to rethink
all of what I have read.
Yours sincerely,
Mary Hollingsworth
Dear Mr. Smith (editor),
Purpose: I have read your most recent Panavision magazine, July 2020, including the article
entitled “Rocks in Red Rocks” which discusses, in particular, Red Rock Canyon in Southern
Alberta, Canada. In this article, I found 3 errors with regards to Red Rock Canyon.
Detail: A magazine such as yours should always give accurate information because people will
believe in your veracity. What if people believed that it is 1460 kilometers to Red Rock from
Calgary, Alberta? They might cross the border to the United States looking for Red Rock
Canyon. Also, the effects on your magazine's reputation could be devastating if people begin to
realize that much of the information is false. First of all, Red Rock Canyon is inside a National
Park, only 850 kilometers from Calgary. Further, the locals refer to the canyon as ‘the Can,’ not
‘the gulch’ or ‘the ditch.’
Outcome: I would hope that you will make a correction of these errors that I have outlined in
this letter in the next issue of your magazine. I have enjoyed my subscription so far, but now I
have to rethink all of what I have read.
Yours sincerely,
Mary Hollingsworth
(191 words)
Example 10:
You are working for a company. You need to take some time off work and want to ask your
manager about this.
Write a letter to your manager:

*explain why you want to take time off work
* give details about the amount of time you need
* suggest how your work can be covered while you are away.
Dear Mr. Hatchet,
I would like to request 2 weeks off from work from 17 to 31 March 2020. I need this time for a
sabbatical to Europe to do some research for my book entitled ‘Churches of Europe.’
The two weeks I need will be spent traveling throughout Italy, France, Belgium, England, and
Spain. As you may know, the 3 largest churches in Christendom are St. Paul’s in London,
England, St. Peter’s in Vatican City, and the Cathedral of St. Mary in Seville, Spain. In my
travels between these churches, I will also stop in Paris to see the Notre Dame Cathedral and few
places of interest in Belgium. I will have very little time in each place, but it should be an
interesting and informational trip.
I have completed the outline of my project on ‘Travel Destinations in South America,’ so I

believe that Margret Collins can step right in and complete the initial draft of this report while I
am away.
Yours sincerely,
Marcus Rivera
Dear Mr. Hatchet,
Purpose: I would like to request 2 weeks off from work from 17 to 31 March 17, 2020. I need
this time for a sabbatical to Europe to do some research for my book entitled ‘Churches of
Europe.’
Detail: The two weeks I need will be spent traveling throughout Italy, France, Belgium, England,
and Spain. As you may know, the 3 largest churches in Christendom are St. Paul’s in London,
England, St. Peter’s in Vatican City, and the Cathedral of St. Mary in Seville, Spain. In my
travels between these churches, I will also stop in Paris to see the Notre Dame Cathedral and few
places of interest in Belgium. I will have very little time in each place, but it should be an
interesting and informational trip.
Outcome: I have completed the outline of my project on ‘Travel Destinations in South America,’
so I believe that Margret Collins can step right in and complete the initial draft of this report
while I am away.
Yours sincerely,
Marcus Rivera (163 words)

Formal Letters
Example 11:
You live in a room in college which you share with another student. However, there are many
problems with this arrangement, and you find it very difficult to work.
Write a letter to the accommodation officer at the college:
• Describe the situation
• Explain your problems and why it is difficult to work
• Say what kind of accommodation you would prefer.
Dear Sir or Madame,
I am writing to inform you that I am having trouble with my present accommodation. It seems
my roommate and I do not get along very well.
From the start of this semester, my roommate, Mark, and I have had difficulty sharing our room.
He tends to invite people over who stay late into the night listing to music and talking while I am
trying to sleep. Furthermore, it seems to fall to me to clean up the mess that is left in the
morning. I have tried to talk to him about these issues, but his behaviour has not changed, so
with mid-term exams coming, I feel my grades will drop because I cannot study properly due to
my lack of sleep.
Would it be possible for me to change rooms or roommates? I hope I can have a roommate that
is more helpful and responsible.
Thank you for your consideration of this matter.
Yours faithfully,
Johnathan C. Gilmour
Dear Sir or Madame,

Answer ‘Why’ you are writing (Purpose): I am writing to inform you that I am having trouble
with my present accommodation. It seems my roommate and I do not get along well.
(Topic sentence + 2 or 3 examples): Let me explain in more detail. From the start of this
semester, my roommate, Mark, and I have had difficulty sharing our room. He tends to invite
people over who stay late into the night listing to music and talking while I am trying to sleep.
Furthermore, it seems to fall to me to clean up the mess that is left in the morning. I have tried to
talk to him about these issues, but his behaviour has not changed. So, with mid-term exams
coming, I feel my grades will drop because I cannot study properly due to my lack of sleep.
(Tone): Would it be possible for me to change rooms or roommates? I hope I can have a
roommate that is more helpful and responsible.
Thank you for your consideration of this matter.
Yours faithfully,
Johnathan C. Gilmour (159 words)
Example 12:
You recently bought a piece of equipment for your kitchen, but it did not work. You phoned the
shop, but no action was taken.
Write a letter to the shop manager:

*describe the problem with the equipment
* explain what happened when you phoned the shop
*say what you would like the manager to do.
Dear Sir or Madame,
I have recently purchased a Stand Mixer from your store; however, it does work properly.
Although there are three-speed settings on the machine, none of them work to change speeds.
Rather, the machine grinds slowly at one slow speed all the time. I think that the electric motor is
broken.
Let me explain the situation in more detail. Because the machine was not working, I called your
shop to see if I could arrest this problem quickly, but the person I spoke with on the phone said
that there was nothing they could do because they believed that the machine did not have a
warranty.
Would it be possible for me to bring this mixer to your shop for repair, as the information packet
inside the box clearly states that there is a one-year warranty for this product? I can be reached at
home at 519 763 – 8765, or by email at juliemartin@gmail.com.
Yours faithfully,
Julie Martin (152 words)

Purpose: I have recently purchased a Stand Mixer from your store; however, it does work
properly. Although there are three-speed settings on the machine, none of them work to change
speeds. Rather, the machine grinds slowly at one slow speed all the time. I think that the electric
motor is broken.
Detail: Let me explain the situation in more detail. Because the machine was not working, I
called your shop to see if I could arrest this problem quickly, but the person I spoke with on the
phone said that there was nothing they could do because they believed that the machine did not
have a warranty.
Outcome: Would it be possible for me to bring this mixer to your shop for repair, as the
information packet inside the box clearly states that there is a one-year warranty for this product?
I can be reached at home at 519 763 – 8765, or by email at juliemartin@gmail.com.
Yours faithfully,
Julie Martin (154 words)
Example 13:
A work colleague (or student friend) has applied for a new job, and he/she has asked you to write
a reference letter to the new employer.
Write a letter to the employer to recommend your colleague or friend:

* state your reason for writing and state how you know the applicant
* describe your colleague/friend’s relevant qualifications and skills
* and explain why you are recommending this person for the job.
Dear Sir or Madame,
I am writing to you to recommend a colleague of mine for the position of digital archivist at your
company. I have known Richard Seymour for over 20 years since we both started at My Spot
Digital together in February of 2000.
As you may know, My Spot Digital was a ‘start-up’ company in 2000, and Richard and I were
the first two employees hired, so we have shared a great deal of knowledge in business acumen,
the creation of numerous applications for computers and cellphones, and silicon chip design. It
was his design of Rocket Mail that became the industry’s standard for all email applications to
this present day.
I recommend Richard for this position because in the field of digital archives there can be no
better person since he almost single-handedly invented the position, as it pertains to the safe
storage of digital recordings, including all of its 104 possible extensions.
Yours faithfully,
Emile Frank (155 words)
Dear Sir or Madame,
Purpose: I am writing to you to recommend a colleague of mine for the position of digital
archivist at your company. I have known Richard Seymour for over 20 years since we both
started at My Spot Digital together in February of 2000.
Detail: As you may know, My Spot Digital was a ‘start-up’ company in 2000, and Richard and I
were the first two employees hired, so we have shared a great deal of knowledge in business
acumen, the creation of numerous applications for computers and cellphones, and silicon
chip design. It was his design of Rocket Mail that became the industry’s standard for all email
applications to this present day.
Outcome: I recommend Richard for this position because in the field of digital archives there
can be no better person since he almost single-handedly invented the position, as it pertains to
the safe storage of digital recordings, including all of its 104 possible extensions.
Yours faithfully,
Emile Frank (155 words)
Example 14.
A construction company is doing work outside your home for the city.
Write a letter to your city council:
* tell the counselor about the noise it is causing and how it is hard to concentrate on your work
* explain when the work should be conducted
* advise the counselor what should be done as a form of compensation for your lost time.
Dear Sir or Madame,
I am writing to you to complain about the constant noise outside my home these last two weeks.
Your road repairs have now become intolerable as I find it difficult to do any of my written work
in my house.
Can this work be rescheduled in some way to allow residents in this area to have periods of quiet
time? From 7:30 a.m. to 6:00 p.m. every day is unacceptable for the taxpayers in this
neighbourhood. You should be able to work until 1:00 p.m. every day and leave the rest of the
day for people to go about their daily routines without all this racket outside. My house’s
windows shake all day! I have lost over 80 hours of work in these last two weeks even though I
have tried to work with earplugs in my ears.
Would it be possible for me to get compensation for my lost time at work? I hope that this is
feasible because I estimate I have lost over $2000.00 in invoiced labour, but who knows how
much work I have lost due to word of mouth by now.
Yours faithfully,
Patricia Foley
Dear Sir or Madame,
Purpose: I am writing to you to complain about the constant noise outside my home these last
two weeks. Your road repairs have now become intolerable as I find it difficult to do any of my
written work in my house.
Detail: Can this work be rescheduled in some way to allow residents here to have periods of
quiet time? From 7:30 a.m. to 6:00 p.m. every day is unacceptable for the taxpayers in this
neighbourhood. You should be able to work until 1:00 p.m. every day and leave the rest of the
day for people to go about their daily routines without all this racket outside. My house’s
windows shake all day! I have lost over 80 hours of work in these last two weeks even though I
have tried to work with earplugs in my ears!
Outcome: Would it be possible for me to get compensation for my lost time at work? I hope that
this is feasible because I estimate I have lost over $2000.00 in invoiced labor, but who knows
how much work I have lost due to word of mouth by now.
Yours faithfully,
Patricia Foley (184 words)
Example 15:
You recently stayed in a hotel in a large city. The weather was extremely warm and the cooling
system in your hotel room was unsatisfactory.
Write a letter to the manager of the hotel:
* explain what was wrong
* give details as to how you had to overcome the problem
* say what action you would like the manager to take.
Dear Madam or Sir,
The purpose of this letter is to complain about my room during a recent stay at your hotel. It
seems the cooling system was not functioning on July 18th and 19th during my stay.
I had booked my room 3 weeks in advance, but I had great difficulty from the moment the
concierge opened the door. I arrived at 3:00 p.m. at your hotel and was promptly taken to my
room on the third floor facing west. When the door opened, I could smell only stale air. It was as
if the windows had not been open for weeks. Thus, I asked the bellhop to open them, but he
could not because; as he said, they do not open. I then thought I would turn on the air
conditioning, but I was informed by the front desk that it was not working, and it would not be
fixed for 3 days. I spent two days at your hotel with my door open with the bathroom fan on in a
very warm room where I could hardly sleep at night.
Is it possible I can have my money refunded for my stay? As you have my contact information
already, I am hopeful you will call or email me as soon as possible to tell me the outcome of my
request.
Yours faithfully,
Karen Jones
Dear Madam or Sir,
Purpose: The purpose of this letter is to complain about my room during a recent stay at your
hotel. It seems the cooling system was not functioning on July 18th and 19th during my stay.
Detail: I had booked my room 3 weeks in advance, but I had great difficulty from the moment
the concierge opened the door. I arrived at 3:00 p.m. at your hotel and was promptly taken to my
room on the third floor facing west. When the door opened, I could smell only stale air. It was as
if the windows had not been open for weeks. Thus, I asked the bellhop to open them, but he
could not because; as he said, they do not open. I then thought I would turn on the air
conditioning, but I was informed by the front desk that it was not working, and it would not be
fixed for 3 days. I spent two days at your hotel with my door open with the bathroom fan on in a
very warm room where I could hardly sleep at night.
Outcome: Is it possible that I can have my money refunded for my stay? As you have my
contact information already, I am hopeful you will call or email me as soon as possible to tell me
the outcome of my request.
Yours faithfully,
Karen Jones (219 words)
Part 3
Responding to a Survey
Task 2
Survey Format: There are three paragraphs to any opinion response, with a word count of 150 –
200 words, that you should complete in approximately 26 minutes.
3 Paragraph Essay
i. An Introduction paragraph of no more than 2 sentences
ii. A Body paragraph with a proper topic sentence and 2 or 3 ideas that are supported with
examples/detail
iii. A Concluding paragraph of no more than two sentences
Survey method
1. Read the prompt and choose an Option (A or B)- this called a position (your entire response
will be guided by your position or the side of the argument you have chosen)
2. Write 2 or 3 reasons why you support your position
3. Write your introduction (usually a neutral statement + thesis = (your position, rewritten using
different words to have the same meaning as the question prompt – see examples that follow)
4. Write the topic sentence (topic and controlling idea) for your body paragraph that suggests
‘why’ you have chosen your position – keep it general (i.e., for several reasons – see examples
below)
** NEVER give REASONS in your introduction – just a neutral statement and your position you
have chosen.
5. Add your ideas and support these ideas with examples – remember to use signal words to
add to the readability of your essay
6. Write a 2-sentence conclusion (see examples below)
7. Try to leave yourself 3 to 4 minutes to re-read your essay and make corrections to spelling
and sentence structure, etc. at the end of the time limit.
A note on surveys:
It does not matter what side/ option you argue (option A or B); it only matters ‘how’ you argue.
So, by writing a solid introduction, a body paragraph with 2 or 3 ideas that are supported, and a
conclusion, you will undoubtedly score a 7 or higher if your text is logical with few spelling or
sentence structure errors. If you follow this format, your text will look organized (face validity),
and this will go a long way towards you getting a higher score.
A Survey example with possible scoring equivalences

Question Prompt
Your local city council believes elderly drivers over the age of 65 should be required to reapply
for their driving licenses. The city is now surveying its citizens upon this issue.
The city survey:
Option A: Senior citizens should have to have their driving licences renewed.
Option B: Senior citizens should not have to have their driving licences renewed.
Choose the option that you prefer. Why do you prefer your choice? Explain the reasons for
your choice. Write about 150-200 words.
Position: Option A: Elderly people should have to have their driver's licences renewed every
year after the age of 65.
Everything changes with age, especially the human body. This essay will discuss the reasons
why people over the age of 65 should have their licences renewed every year.
There many arguments for having elderly people renew their driver’s licence annually. First and
foremost, the senses of sight, hearing, and awareness start to deteriorate when a person gets
older. Vision is a particular problem because if a driver cannot see properly in an automotive
vehicle, they are prone to accidents. This is a problem not only for the driver of the vehicle but
also the public at large as well. Also, senior citizens have to account for newer and different
vehicles and traffic lights as the world progresses digitally. These new forms of street signals and
car signals may cause hesitation in drivers, so a renewed driving test helps older drivers stay
informed to the latest changes in driving. Finally, as a safety precaution, a renewal licence allows
the driving assessor to keep an eye on reaction time and any physical disability a driver may
have as they age.
In conclusion, having persons over the age of 65 renew their driving licences yearly will help
keep the older drivers and other road users safe. (200 words)

Number of ideas: 3 ideas – sufficient for this prompt
Quality of ideas: judgment call for the raters, but all examples are related to their ideas
Organization of ideas: by way for their signal words (first, also, finally) age of senses, digitality
of signage, instructor to note physical movements – sufficient but not overly so
Examples and supporting details: are related to ideas - sufficient
Vocabulary
Word Choice: deteriorate, senses, particular, automotive, prone, hesitation, renewal, assessor,
and disability are sufficient for the context and representative of a strong English vocabulary
Suitable use of words and phrases: the words are used in the proper context to give meaning to
the ideas presented
Range of words and phrases: deteriorate, senses, particular, automotive, prone, hesitation,
renewal, assessor, disability show a range of suffix endings (parts of speech knowledge)
Precision and accuracy: the words are used accurately
Readability
Format and paragraphing: 3 paragraphs
Connectors and transitions: The signal words of First, Also, and Finally are used to add
cohesion.
Grammar and sentence structure: a sufficient number of simple, compound, and complex
sentences are used.
Spelling and punctuation: all spelling and punctuation are accurate
Task fulfillment
Relevance: Some problems relevant to old age are maintained throughout the response – senses,
physicality, and digital change as confusion
Completeness: The question prompt is answered from a consistent position
Tone: The tone is consistent throughout √
Word Count: the maximum of 200 words is reached √
Criteria (How did you score this Task 2 opinion response?)

Content/Coherence · Number of ideas
· Quality of ideas
· Organization of ideas
details
· Suitable use of words and
phrases
· Range of words and phrases
· Connectors and transitions
· Grammar and sentence structure
· Completeness
· Tone
· Word Count
By following the outline of a 3-paragraph response and answering much of the criteria above,
this response would score a 7 - 9 or higher. Remember there are judgemental aspects to the
criteria but if your response well-written, it will be reflected in your score.
Notes on the Survey Responses that follow below
In the following essays, both options of each the survey question prompt will be answered. What
is important is that you follow ‘the proper form’ when you answer/respond to a survey question –
you answers should all follow the same form as they do in this text. They will have an
introductory paragraph, a body paragraph with a proper topic sentence and with at least 2 or 3
ideas with examples, and a short conclusion. In the introductory paragraph you can write your 2nd
sentence as either ‘implicit’ or ‘explicitly’ – because this type of essay falls into the category of a
‘persuasive essay’; thus, the explicit these statement/positions are acceptable, but either one will
be scored the same. However, note that the phrase ‘I believe that’ is used repeatedly – the word
‘that’ must follow ‘believe’ because this is a written part of the exam – when we speak, we do
not include the word ‘that’ – the word ‘that’ begins a noun clause, so it is grammatically
important that you include it if you use the explicit form to express your thesis/position.
Also note, that the essays below will be repeated, and signal words will be exposed by way of
ITALICS and the vocabulary that relates to the criteria will be presented in BOLD letters.
Remember, it is far more important to use words, especially adjectives, accurately than it is to
many criteria related words. 3 or 4 words that are related to the context will keep your score
high.
This is a very short essay of 150 to 20 words that you will write on the CELPIP exam, and you
only have to answer to one option you choose – you can mention the other side of the argument
but do not support it in any way, only defend one side of the argument or you may go over the
word limit of 200. ‘Practice makes perfect’ so try to write as many CELPIP Task 1 and 2
examples as you can before your exam.
10 Question prompt examples – 20 essays
Prompt 1
A company has announced that it wishes to build a large factory near your community.
Options: Do you support or oppose the factory? Explain your position.
Give reasons for your answer and include any relevant examples from your own knowledge or
experience. Write 150 – 200 words
Outline:
Position: Support the building of a factory
1. Introduction:
Neutral statement: Factories provide employment for local people.
Implicit thesis statement: For the sake of our local community, the building of a factory is a
crucial step forward in our community.
Explicit thesis statement: I would support the building of a large factory in our community.
2. Body Paragraph: (Always give 2 or 3 reasons why you would support a factory being built)
Topic sentence: There are many reasons why the building of a factory in our town should be
supported.
Support: One good reason is that a factory will provide employment and this income will help
spur growth.
Example: For example, people will buy houses for their families, and this will help bring more
development money into our community to build malls, restaurants, and recreational facilities.
Support: Another good reason involves the factory company providing incentives for more
community growth.
Example: For instance, companies often help develop local schools or university departments,
which usually makes them more attractive for students to attend. The University of British
Columbia has a research department paid for by RBC bank. Incentives like this will help create
more markets related to student needs.
3. Conclusion: In conclusion, the growth of a community is dependent upon employment

income from many people; therefore, a factory built in this area will create the employment and
subsequent growth this community needs.
Essay 1: Support a factory being built
Factories provide employment for local people. For the sake of our local community, the
building of a factory is a crucial step forward in our community.
There are many reasons why the building of a factory in our town should be supported. One good
reason is that a factory will provide employment and this income will help spur growth. For
example, people will buy houses for their families, and this will help bring more development
money into our community to build malls, restaurants, and recreational facilities. Another good
reason involves the factory company providing incentives for more community growth. For
instance, companies often help develop local schools or university departments, which usually
makes them more attractive for students to attend. The University of British Columbia has a
research department paid for by RBC bank. An incentive like this will help create more markets
related to student needs.
In conclusion, the growth of a community is dependent upon employment income from many
people; therefore, a factory built in this area will create the employment and subsequent growth
this community needs. (179 words)
Essay 1. Signal words and criteria related to vocabulary
Factories provide employment for local people. For the sake of our local community, the
building of a factory is a major step forward in our community.
There are many reasons why the building of a factory in our town should be supported. One good
reason is that a factory will provide employment and this income will help spur growth. For
example, people will buy houses for their families, and this will help bring more development
money into our community to build malls, restaurants, and recreational facilities. Another good
reason involves the factory company providing incentives for more community growth. For
instance, companies often help develop local schools or university departments, which usually
makes them more attractive for students to attend. The University of British Columbia has a
research department paid for by RBC bank. An incentive like this will help create more markets
related to students. This will help create more markets related to student needs.
In conclusion, the growth of a community is dependent upon employment income from many
people; therefore, a factory built in this area will create the employment and subsequent growth
this community needs. (199 words)
Essay 2
Position: The building of a factory should NOT go forward.
1. Introduction
Neutral statement: Large factories in close proximity to towns can cause problems.
Implicit thesis statement: A large factory being built-in our community could cause
environmental problems.
Explicit thesis statement: I oppose a large factory being built close to our community because it
could cause environmental problems.
2. Body Paragraph
Topic sentence: There are many reasons why a factory should not be built near our
community. A major cause of concern involves air pollution. Factories often spew large
volumes of cancerogenic gas into the air and this will be inhaled by everyone in the community.
Air pollution often leads to increased medical bills or hospitalization. Also, the scale of
employment will create congestion in the streets due to the number of people driving to work,
and this increase in traffic will increase air pollution due to car exhaust. Finally, the area that a
factory physically takes will displace the local birds and wild animals that roam near our
community. This may force more animals to encroach upon our town looking for food or shelter.
3. Conclusion:
In conclusion, our environment will suffer if a factory is built near our community. There will be
more air pollution and potentially more displaced wildlife.
Essay 2:
Large factories in close proximity to towns can cause problems. A large factory being built in
our community could cause environmental problems.
There are many reasons why a factory should not be built near our community. A major cause of
concern involves air pollution. Factories often spew large volumes of cancerogenic gas into the
air and this will be inhaled by everyone in the community. Air pollution often leads to increased
medical bills or hospitalization. Also, the high number of employed people will create
congestion in the streets due to the number of people driving to work, and this increase in traffic
will increase air pollution due to car exhaust. Finally, the area that a factory physically takes will
displace the local birds and wild animals that roam near our community. This may force more
animals to encroach upon our town looking for food or shelter.
more air pollution and potentially more displaced wildlife. (171 words)
Essay 2: Signal words and criteria related to vocabulary
Large factories in close proximity to towns can cause problems. A large factory being built in
our community could cause environmental problems.
There are many reasons why a factory should not be built near our community. A major cause of
concern involves air pollution. Factories often spew large volumes of carcinogenic gas into the
air this will be inhaled by everyone in the community. This often leads to increased medical bills
or hospitalization. Also, the high number of employed people will create congestion in the
streets due to the number of people driving to work, and this increase in traffic will increase air
pollution due to car exhaust. Finally, the area that a factory physically takes will displace the
local birds and wild animals that roam near our community. This may force more animals to
encroach upon our town looking for food or shelter.
more air pollution and potentially more displaced wildlife. (171 words)
Prompt 2
You are a volunteer at the local community theater group. You have been asked whether the
group should spend its money on costumes or on storage.
Options: Which alternative do you support? Explain your position.
experience. Write 150 – 200 words
Essay 1 (mentions the other side of the argument – ‘like costumes in a theatrical play’)
Position: Spend money on storage space
1. Introduction
Neutral statement: So much equipment goes into every Shakespearian play.
Implicit thesis statement: Theatre groups should spend their money on storage space to house
their equipment.
Explicit thesis statement: I believe that theater groups should have extra storage space for their
equipment.
2. Body Paragraph
Topic sentence: There are many reasons to choose storage space over other expenses like
consumes in a theatrical play. One good reason involves the fact theatres run several plays a
year, so they need storage space for their wooden sets and props that they use for the plays. For
example, just this last year our theatre ran 4 different Shakespearian plays and all the sets were
piled on top of one another in a small backroom. If there was space to place these things
together, it would help to organize individual sets and make it easier to find particular props that
can be used interchangeably with different plays, like a crown or a wooden set for a forest theme.
3. Conclusion: In conclusion, having more space to store the equipment of different plays, a
theatre group can become more organized and, inevitably, become better prepared for every play
they produce.
Essay 1:
So much equipment goes into every Shakespearian play. Theatre groups should spend their
money on storage space to house their equipment not costumes.
There are many reasons to choose storage space over other expenses like consumes in a
theatrical play. One good reason involves the fact that theatres run several plays a year, so they
need storage space for their wooden sets and props that they use for the plays, not the costumes,
which take up very little space. For example, just this last year our theatre ran 4 different
Shakespearian plays and all the sets were piled on top of one another in a small back room. If
there was space to place these things together, it would help to organize individual sets and make
it easier to find particular props that can be used interchangeably with different plays, like a
crown or a wooden set for a forest theme.
In conclusion, having more space to store the equipment of different plays, a theatre group can
become more organized and, inevitably, become better prepared for every play they produce.
(180 words)

So much equipment goes into every Shakespearian play. Theatre groups should spend their
money on storage space to house their equipment not costumes.
There are many reasons to choose storage space over other expenses like consumes in a
theatrical play. One good reason involves the fact that theatres run several plays a year, so they
need storage space for their wooden sets and props that they use for the plays, not the costumes,
which take up very little space. For example, just this last year our theatre ran 4 different
Shakespearian plays and all the sets were piled on top of one another in a small back room. If
there was space to place these things together, it would help to organize individual sets and
make it easier to find particular props that can be used interchangeably with different plays,
like a crown or a wooden set for a forest theme.
In conclusion, by having more space to store the equipment of different plays, a theatre group
can become more organized and, inevitably, become better prepared for every play they
produce.
Essay 2
Position: spend money on consumes
1. Introduction
Neutral statement: Costumes are important when doing a production of a play.
Implicit thesis statement: Detailed costumes that support the exact period of a theatre
production are important.
Explicit thesis statement: I believe that costumes must fit the period of the play’s production, so
money spent here is never wasted.
2. Body Paragraph
Topic sentence: There are many reasons why costumes are critical to a theatrical play. First of
all, people that come to the theatre want to be entertained. The best way to entertain is by making
them believe, through their imagination, that this play true to life, so costumes are an important
segue to allow people to believe what is being portrayed before them. Besides, nobody would
believe it is queen Elizabeth before them if she were not wearing a ruffed neckpiece, a crown,
and jewels. Further, costumes also make the theatre experience contiguous if all the characters,
the major and minor ones, are wearing costumes that detail their position, as you would expect a
beggar to wear realistic motley when on stage.
3. Conclusion
In conclusion, people accept the veracity of a play if the clothes the actors are wearing are
suitable and accurate for the time period.
Essay 2
Costumes are important when doing a production of a play. Detailed costumes that support the
exact period of a theatre production are important.
There are many reasons why costumes are critical to a theatrical play. First of all, people that
come to the theatre want to be entertained. The best way to entertain is by making them believe,
through their imagination, that this play true to life, so costumes are an important segue to allow
people to believe what is being portrayed before them. Besides, nobody would believe it is queen
Elizabeth before them if she were not wearing a ruffed neckpiece, a crown, and jewels. Further,
costumes also make the theatre experience contiguous if all the characters, the major and minor
ones, are wearing costumes that detail their position, as you would expect a beggar to wear
realistic motley when on stage.
suitable and accurate to the time period they represent. (169 words)
Costumes are important when doing a production of a play. Detailed costumes that support the
exact period of a theatre production are important.
There are many reasons why costumes are critical to a theatrical play. First of all, people that
come to the theatre want to be entertained. The best way to entertain is by making them believe,
through their imagination, that this play true to life, so costumes are an important segue to allow
people to believe what is being portrayed before them. Besides, nobody would believe it is queen
Elizabeth before them if she were not wearing a ruffed neckpiece, a crown, and jewels. Further,
costumes also make the theatre experience contiguous if all the characters, the major and minor
ones, are wearing costumes that detail their position, as you would expect a beggar to wear
realistic motley when on stage.
suitable and accurate to the time period they represent.
Prompt 3
Do you think most celebrities would vote for a law that made it illegal for photographers to take
and publish photos of people without their permission?
Options: Would you vote for or against a law like that?
Explain your position with reasons and details.

Position: Celebrities would vote for a law like this
1. Introduction
Neutral statement: Many celebrities attribute their fame to published pictures of themselves
found all around the world.
Implicit thesis statement: Most celebrities would disallow their images being published.
Explicit thesis statement: I believe that most celebrities would disallow their images being
published.
2. Body Paragraph
Topic sentence: There are many reasons why celebrities would not have their pictures published
if they had a chance to disallow them. Part of a celebrity’s fame is predicated on the fact that
they have become popular due to their image being published, but many times photographers go
too far to get a picture, which is usually considered an invasion of privacy. When a celebrity is in
their own backyard lounging by a swimming pool, they probably do not want their picture taken,
for example. Likewise, pictures are often taken when a celebrity is unaware part of, or all their
body is exposed; this is another example when a celebrity would like to have control over their
image instead of it being sent digitally all around the world without their permission.
3. Conclusion:
In conclusion, celebrities would probably like to have control over the image’s photographers
take because they usually involve inappropriate photos of themselves that they would not like
other people seeing.
Essay 1
Many celebrities attribute their fame to published pictures of themselves found all around the
world. Most celebrities would disallow their images being published.
There are many reasons why celebrities would not have their pictures published if they had a
chance to disallow them. Part of a celebrity’s fame is predicated on the fact that they have
become popular due to their image being published, but many times photographers go too far to
get a picture, which is usually considered an invasion of privacy. When a celebrity is in their
own backyard lounging by a swimming pool, they probably do not want their picture taken, for
example. Likewise, pictures are often taken when a celebrity is unaware, so part of or all their
body may be exposed; this is another example when a celebrity would like to have control over
their image instead of it being sent digitally all around the world without their permission.
In conclusion, celebrities would probably like to have control over the image’s that
photographers take because they usually involve inappropriate photos of themselves that they
would not like other people seeing. (180 words)
Essay 1: Signal words and criteria related vocabulary
Many celebrities attribute their fame to published pictures of themselves found all around the
world. Most celebrities would disallow their images being published.
There are many reasons why celebrities would not have their pictures published if they had a
chance to disallow them. Part of a celebrity’s fame is predicated on the fact that they have
become popular due to their image being published, but many times photographers go too far to
get a picture, which is usually considered an invasion of privacy. When a celebrity is in their
own backyard lounging by a swimming pool, they probably do not want their picture taken, for
example. Likewise, pictures are often taken when a celebrity is unaware, so part of or all their
body may be exposed; this is another example of when a celebrity would like to have control
over their image instead of it being sent digitally all around the world without their permission.
In conclusion, celebrities would probably like to have control over the image’s that
photographers take because they usually involve inappropriate photos of themselves that they
would not like other people seeing.
Position: Would not vote for a law like that
1. Introduction
Neutral statement: Celebrities love images of themselves.
Implicit thesis statement: Celebrities enjoy the popularity that comes with images of
themselves digitally conveyed around the world, so they would never vote for a law that reduces
or impedes the reproduction of their image.
Explicit thesis statement: I believe that celebrities would turn down a chance to control their
images found in public media.
2. Body Paragraph
Topic sentence: There are several reasons why a celebrity would not want to have control over
their own photographic images. First, a celebrity’s fame is predicated on the fact that they are
popular, so by being in the public eye in newspapers, magazines, video, and on TV they can
remain popular, as it is probably what makes them more money. Most people would not know
who Pamela Anderson, Wayne Gretzky, or Neil Young are without much-needed media
coverage. Finally, if celebrities don’t control their image, they can follow trends more easily than
if they had control. Therefore, if celebrities did not allow their image to be used, then this would
disrupt the flow of popularity or trends. Since all celebrities change their hairstyle, fashion, or
relationships by way of trends, so without trends they would not be able to follow any consistent
trend because there would be too few images in circulation.
3. Conclusion:
In conclusion, celebrities have gained their stardom or popularity by way of free public exposure,
why would they want to change that and risk losing their popularity?
Essay 2
Celebrities love images of themselves. Celebrities enjoy the popularity that comes with images
of themselves digitally conveyed around the world, so they would never vote for a law that
reduces the reproduction of their image.
There are several reasons why a celebrity would not want to have control over their own
photographic images. First, a celebrity’s fame is predicated on the fact that they are popular, so
by being in the public’s eye in newspapers, magazines, video, and on TV they can remain
popular, as it is probably what makes them more money. Most people would not know who
Pamela Anderson, Wayne Gretzky or Neil Young is without much-needed media coverage.
Finally, if celebrities do not control their image, they can follow trends more easily than if they
had control. Therefore, if celebrities did not allow their image to be used, then this would disrupt
the flow of popularity or trends, so without trends they would not be able to follow any
consistent trend because there would be too few images in circulation.
In conclusion, celebrities have gained their stardom or popularity by way of free public exposure,
why would they want to change that and risk losing their popularity? (198 words)
Celebrities love images of themselves. Celebrities enjoy the popularity that comes with images
of themselves digitally conveyed around the world, so they would never vote for a law that
reduces the reproduction of their image.
There are several reasons why a celebrity would not want to have control over their own
photographic images. First, a celebrity’s fame is predicated on the fact that they are popular,
so by being in the public’s eye in newspapers, magazines, video, and on TV they can remain
popular, as it is probably what makes them more money. Most people would not know who
Pamela Anderson, Wayne Gretzky or Neil Young is without much-needed media coverage.
Finally, if celebrities do not control their image, they can follow trends more easily than if they
had control. Therefore, if celebrities did not allow their image to be used, then this would disrupt
the flow of popularity or trends, so without trends they would not be able to follow any
consistent trend because there would be too few images in circulation.
In conclusion, celebrities have gained their stardom or popularity by way of free public
exposure, why would they want to change that and risk losing their popularity?
*Note: Pamela Anderson, Wayne Gretzky, and Neil Young are Canadian
Prompt 4
Your company is considering whether or not to sponsor a float in the upcoming community
parade. Your superiors have asked for your opinion.
Options: Do you support or oppose the investment?
What possible advantages or disadvantages might there be? Explain your position.
experience. Write about 150-200 words.
Position: To support the investment in a parade float
1. Introduction
Neutral statement: Parades draw large crowds.
Implicit thesis statement: Companies that invest in floats for parades create a lot of revenue.
Explicit thesis statement: I believe that a company float in our local parade will create a lot of
revenue.
2. Body Paragraph
Topic sentence: There are several arguments for supporting a float in our local parade. First and
foremost, a parade float will generate revenue due to the incredible exposure it will receive since
most all of the city’s residents will attend. I know that our family and friends talk excitedly about
our annual parade weeks in advance. Further, the float represents our company’s involvement
with the community, so the float becomes a symbol of our company’s continued goodwill, which
will reflect upon all of our support for the community over the years. For example, the float may
remind people of our sponsorship of a hockey rink, recreational centre, and garden centre. In
these ways, a parade float becomes a good investment opportunity for our company.
3. Conclusion:
In conclusion, our company should sponsor a float in our parade because; above all the revenue
it will generate, it will show our continued support for our citizens.
Essay 1
Parades draw large crowds. Companies that invest in floats for parades create a lot of revenue.
There are several arguments for supporting a float in our local parade. First and foremost, a
parade float will generate revenue due to the incredible exposure it will receive since most all of
the city’s residents will attend. I know that our family and friends talk excitedly about our annual
parade weeks in advance. Further, the float represents our company’s involvement with the
community, so the float becomes a symbol of our company’s continued goodwill, which will
reflect upon all of our support for the community over the years. For example, the float may
it will generate, it will show our continued support for our citizens. (166 words)
Parades draw large crowds. Companies that invest in floats for parades create a lot of revenue.
There are several arguments for supporting a float in our local parade. First and foremost, a
parade float will generate revenue due to the incredible exposure it will receive since most all of
the city’s residents will attend. I know that our family and friends talk excitedly about our
annual parade weeks in advance. Further, the float represents our company’s involvement with
the community, so the float becomes a symbol of our company’s continued goodwill, which will
reflect upon all of our support for the community over the years. For example, the float may
it will generate, it will show our continued support for our citizens.
Essay 2:
Position: To oppose an investment in a parade float
1. Introduction
Neutral statement: Parade floats provide an interesting way to advertise.
Implicit thesis statement: However, although parade floats can possibly provide increased
revenue, they are too risky for a serious investment.
Explicit thesis statement: I believe that parade floats are too risky for a serious investment.
2. Body Paragraph
Topic sentence: There are many arguments for not supporting a parade float as a company
investment. First, parades are not that popular in a world with digital entertainment, so there is
no guarantee that this investment will create added revenue by way of this form of
advertisement. Also, a parade is an outdoor event that depends on pleasant weather, but if the
weather is bad, your investment is a waste of money. For example, at last year’s parade
attendance was low because it rained most of the day. Finally, there are better, more long-lasting,
ways to invest in advertising than a single day event. Billboard signs and website advertisements
are all proven ways to increase advertising. These are good reasons to question an expenditure on
a parade float.
3. Conclusion:
In conclusion, there are better ways to advertise our company’s name and/ products than by way
of a short, weather dependent, event such as a parade.
Essay 2
Parade floats provide an interesting way to advertise. However, although parade floats can
possibly provide increased revenue, they are too risky for a serious investment.
There are many arguments for not supporting a parade float as a company investment. First,
parades are not that popular in a world with digital entertainment, so there is no guarantee that
this investment will create added revenue by way of this form of advertisement. Also, a parade is
an outdoor event that depends on pleasant weather, but if the weather is bad, your investment is a
waste of money. For example, at last year’s parade attendance was low because it rained most of
the day. Finally, there are better, more long-lasting, ways to invest in advertising than a single
day event. Billboard signs and website advertisements are all proven ways to increase
advertising. These are good reasons to question an expenditure on a parade float.
of a short, weather dependent, event such as a parade. (177 words)
Parade floats provide an interesting way to advertise. However, although parade floats can
possibly provide increased revenue, they are too risky for a serious investment.
There are many arguments for not supporting a parade float as a company investment. First,
parades are not that popular in a world with digital entertainment, so there is no guarantee that
this investment will create added revenue by way of this form of advertisement. Also, a parade is
an outdoor event that depends on pleasant weather, but if the weather is bad, your investment is a
waste of money. For example, at last year’s parade attendance was low because it rained most of
the day. Finally, there are better, more long-lasting, ways to invest in advertising than a single
day event. Billboard signs and website advertisements are all proven ways to increase
advertising. These are good reasons to question an expenditure on a parade float.
of a short, weather dependent, event such as a parade.
Prompt 5
You are employed by a large restaurant chain. Your line manager has written to you to ask your
opinion on plans for the yearly staff trip in the coming winter. There are two options to choose
from and your manager would like feedback on which you think is best.
Options:
Option A: Take all the employees to a local restaurant with a small charge to each employee.
Option B: Have a ‘pot luck’ dinner at the office, where everyone brings a dish that they have
bought or prepared.
Why do you prefer your choice? Explain the reasons for your choice. Write about 150-200
words.
Position: To go to a restaurant
1. Introduction
Neutral statement: Staff parties are always fun.
Implicit thesis statement: This year’s staff party should be a local restaurant.
Explicit thesis statement: I believe that that this year’s staff party should be held at a local
restaurant.
2. Body Paragraph
Topic sentence: The staff would love to go to a restaurant for a staff party this year for several
reasons. First, going to a different restaurant than the one we all work at would be a subtle
change. Even though we have to pay a little for our dining experience there, the entire staff
would like to try a different menu and observe how this staff treats its customers, because we all
know what it takes to get good restaurant reviews. Another reason to go to a different restaurant
would be educational, as after we ate, we could evaluate the food and the service and then reflect
on our own experience in our restaurant. At this point, we could note the differences and work on
how to improve our own restaurant.
3. Conclusion:
In conclusion, the staff would enjoy going to a different restaurant because it would be a subtle
change, and we can assess the food and service as a way to improve our own restaurant.
Essay 1
Staff parties are always fun. This year’s staff party should be at a local restaurant.
The staff would love to go to a restaurant for a staff party this year for several reasons. First,
going to a different restaurant than the one we all work at would be a subtle change. Even though
we have to pay a little for our dining experience there, the entire staff would like to try a different
menu and observe how this staff treats its customers, because we all know what it takes to get
good restaurant reviews. Another reason to go to a different restaurant would be educational, as
after we ate, we could evaluate the food and the service and then reflect on our own experience
in our restaurant. At this point, we could note the differences and work on how to improve our
own restaurant.
change, and we can assess the food and service as a way to improve our own restaurant. (178
words)
Staff parties are always fun. This year’s staff party should be at a local restaurant.
The staff would love to go to a restaurant for a staff party this year for several reasons. First,
going to a different restaurant than the one we all work at would be a subtle change. Even
though we have to pay a little for our dining experience there, the entire staff would like to try a
different menu and observe how this staff treats its customers, because we all know what it takes
to get good restaurant reviews. Another reason to go to a different restaurant would be
educational, as after we ate, we could evaluate the food and the service and then reflect on our
own experience in our restaurant. At this point, we could note the differences and work on how
to improve our own restaurant.
change, and we can assess the food and service as a way to improve our own restaurant. (178
words)
Essay 2
Position: To have a pot luck dinner

1. Introduction
Neutral statement: Staff parties are always fun.
Implicit thesis statement: For this year’s staff party we should have a potluck dinner.
Explicit thesis statement: I believe that a potluck dinner would make for a great staff party.
2. Body Paragraph
Topic sentence: There are many reasons why a potluck dinner would make for a great staff
party. First, there is a lot of competition between staff members, especially the cooks, so the food
will be quite different from our restaurant’s regular menu. Some staff personnel will try and ‘out
cook the cooks’ while the cooks will try to show who is the best cook by preparing incredibly
special food. Also, all the drinks will be free or ‘on the house,’ as we say, so the entire staff can
order whatever beverage like. Finally, the staff can control the music on this night, so after
dinner, we can dance to whichever songs or music we like.
3. Conclusion:
In conclusion, this year’s potluck staff party will be a lot of fun because the staff will enjoy great
food, free drinks, and the music they prefer to listen to.
Essay 2
Staff parties are always fun. For this year’s staff party, we should have a potluck dinner.
There are many reasons why a potluck dinner would make for a great staff party. First, there is a
lot of competition between staff members, especially the cooks, so the food will be quite
different from our restaurant’s regular menu. Some staff personnel will try and ‘out cook the
cooks’ while the cooks will try to show who is the best cook by preparing incredibly special
food. Also, all the drinks will be free or ‘on the house,’ as we say, so the entire staff can order
whichever beverage like. Finally, the staff can control the music on this night, so after dinner, we
can dance to whichever songs or music we like.
food, free drinks, and the music they prefer to listen to. (163 words)

Staff parties are always fun. For this year’s staff party, we should have a potluck dinner.
There are many reasons why a potluck dinner would make for a great staff party. First, there is a
lot of competition between staff members, especially the cooks, so the food will be quite
different from our restaurant’s regular menu. Some staff personnel will try and ‘out cook the
cooks’ while the cooks will try to show who is the best cook by preparing incredibly special
food. Also, all the drinks will be free or ‘on the house,’ as we say, so the entire staff can order
whichever beverage like. Finally, the staff can control the music on this night, so after dinner,
we can dance to whichever songs or music we like.
food, free drinks, and the music they prefer to listen to.
Prompt 6
Our company is thinking of creating a facility on one of its floors. The Human Resources
Department of your company wants to survey their employee’s opinion on what to create. The
major question is whether the company should build a gym or a childcare center.
Options:
A: Gym: This gym would include a basketball court, exercising equipment, and shower rooms.
B: Childcare center: This center would include a playground, a green area, and some classrooms.
words.
Position: Build a gym
1. Introduction
Neutral statement: Health is an important aspect of everyone’s life.
Implicit thesis statement: A gym facility at work is a major step towards employee health.
Explicit thesis statement: I believe that a gym facility at work is a major step towards employee
health.
2. Body Paragraph
Topic sentence: There are several arguments as to why a gym should be built for our employees.
First, employees will improve their health. Everyone knows the statistics if a person increases
their rate of exercise: a stronger heart, body, and mind. Also, employees can release a lot of
work-related stress in a gym. Further, many people will work out or play basketball during their
lunch hour break and return to work feeling refreshed. Finally, as the gym will be for employees
only, this will provide an informal place to discuss work objectives and projects, which is
important because a team effort sometimes helps these initiatives to be finalized. In these ways, a
gym will be a big asset to our company.
3. Conclusion:
In conclusion, a gym will help employees feel better at work and help them complete more
projects, so this is a facility that should be built without delay.
Essay 1
Health is an important aspect of everyone’s life. A gym facility at work is a major step towards
employee health.
There are several arguments as to why a gym should be built for our employees. First, employees
will improve their health. Everyone knows the statistics if a person increases their rate of
exercise: a stronger heart, body, and mind. Also, employees can release a lot of work-related
stress in a gym. Further, many people will work out or play basketball during their lunch hour
break and return to work feeling refreshed. Finally, as the gym will be for employees only, this
will provide an informal place to discuss work objectives and projects, which is important
because a team effort sometimes helps these initiatives to be finalized. In these ways, a gym will
be a big asset to our company.
projects, so this is a facility that should be built without delay. (163 words)
Health is an important aspect of everyone’s life. A gym facility at work is a major step towards
employee health.
There are several arguments as to why a gym should be built for our employees. First,
employees will improve their health. Everyone knows the statistics if a person increases their
rate of exercise: a stronger heart, body, and mind. Also, employees can release a lot of work-
related stress in a gym. Further, many people will work out or play basketball during their lunch
hour break and return to work feeling refreshed. Finally, as the gym will be for employees only,
this will provide an informal place to discuss work objectives and projects, which is important
because a team effort sometimes helps these initiatives to be finalized. In these ways, a gym will
be a big asset to our company.
projects, so this is a facility that should be built without delay.
Essay 2
Position: Build a daycare centre
1. Introduction
Neutral statement: Most all full-timer employees have children.
Implicit thesis statement: Our company needs a daycare centre so our employees with children
can work without worrying about their children.
Explicit thesis statement: I believe that a daycare centre will be a great facility to add to our
company.
2. Body Paragraph
Topic sentence: There are many good reasons to build a daycare centre for employees. First and
foremost, employees will not have to worry about their children while they are working. Every
parent knows that if their children are safe and engaged in something, they are completely happy
because children are what matter most. The fact the daycare centre includes classrooms, and a
playground ensures that staff will be happy. Another reason includes the fact that the employees
can visit their children on their breaks from work to see that they are occupied doing an activity.
Finally, the employees and their children can go to and from just one place during the day. This
is important because the number one cause of lost time for companies is based on issues with
children.
3. Conclusion:
In conclusion, a daycare centre on the company site is a great idea simply because it works to
keep employees on time, happy, and productive while they are at work.
Essay 2
Most all full-timer employees have children. I believe that a daycare centre will be a great
facility to add to our company.
There are many good reasons to build a daycare centre for employees. First and foremost,
employees will not have to worry about their children while they are working. Every parent
knows that if their children are safe and engaged in something, they are completely happy
children.
keep employees on time, happy, and productive while they are at work. (182 words)

Most all full-timer employees have children. I believe that a daycare centre will be a great
facility to add to our company.
There are many good reasons to build a daycare centre for employees. First and foremost,
employees will not have to worry about their children while they are working. Every parent
knows that if their children are safe and engaged in something, they are completely happy
children.
keep employees on time, happy, and productive while they are at work.
Prompt 7
Company Survey
Your company’s management is thinking of asking employees to come on Saturday mornings for
two months in order to catch up with some delayed paperwork. Management is surveying
employee’s opinions about two possible options.
Options:
Option A: Half the staff should come Saturday mornings and work four hours for one month.
Option B: All the staff should come Saturday morning and work two hours only for two months.
words.
Essay 1
Position: Work for 2 hours for 2 months
1. Introduction
Neutral statement: It is always important to stay ahead of company work.
Implicit thesis statement: The best way to complete company work is to have the entire staff
work together for 2 hours every Saturday for the next 2 months.
Explicit thesis statement: I believe that the best way to complete company work is to have the
entire staff work together for 2 hours every Saturday for the next 2 months.
2. Body Paragraph
Topic sentence: There are several good reasons as to why the entire staff should work together
on Saturday mornings for 2 months to complete company work. Since it is a company problem
the entire staff is responsible for getting the work done. Although the period of work seems
drawn out at 2 months, 2 hours of work on Saturday morning will hardly be considered work at
all as 2 hours will pass quickly and all employees will be right back doing their regular Saturday
activities soon after. Finally, as most all employees are contractually bound to their employer,
these two hours will be paid as overtime, so everyone will enjoy extra money to spend or save
when their paycheque is cashed.
3. Conclusion:
In conclusion, employees will only notice the financial benefits of an extra 2 months of Saturday
weekend work as 2 hours passes very quickly when one is working.
Essay 1
It is always important to stay ahead of company work. The best way to complete company work
is to have the entire staff work together for 2 hours every Saturday for the next 2 months.
There are several good reasons as to why the entire staff should work together on Saturday
mornings for 2 months to complete company work. Since it is a company problem, the entire
staff is responsible for getting the work done. Although the period of work seems drawn out at 2
months, 2 hours of work on Saturday morning will hardly be considered work at all as 2 hours
will pass quickly and all employees will be right back doing their regular Saturday activities
soon after. Finally, as most all employees are contractually bound to their employer, these two
hours will be paid as overtime, so everyone will enjoy extra money to spend or save when their
paycheque is cashed.
In conclusion, employees will only notice the financial benefits of an extra 2 months of Saturday
weekend work as 2 hours pass very quickly when one is working. (182 words)
is to have the entire staff work together for 2 hours every Saturday for the next 2 months.
There are several good reasons as to why the entire staff should work together on Saturday
mornings for 2 months to complete company work. Since it is a company problem, the entire
staff is responsible for getting the work done. Although the period of work seems drawn out at
2 months, 2 hours of work on Saturday morning will hardly be considered work at all as 2 hours
will pass quickly and all employees will be right back doing there regular Saturday activities
soon after. Finally, as most all employees are contractually bound to their employer, these two
hours will be paid as overtime, so everyone will enjoy extra money to spend or save when their
paycheque is cashed.
In conclusion, employees will only notice the financial benefits of an extra 2 months of
Saturday weekend work as 2 hours passes very quickly when one is working.
Essay 2
Position: Work for 4 hours for 1 month
1. Introduction
Neutral statement: It is always important to stay ahead of company work.
Implicit thesis statement: The best way to complete company work is to have 50% of the staff
work together for 4 hours every Saturday for 1 month.
Explicit thesis statement: I believe that the best way to complete company work is to have 50%
of the staff work together for 4 hours every Saturday for 1 month.
2. Body Paragraph
Topic sentence: There are many arguments as to why 50% of the staff should work together for
4 hours every Saturday for 1 month to complete company work. First, the company's work needs
to be done as quickly as possible. Obviously, not all staff can make it to work on Saturdays due
to prior commitments, but 50% of the workforce is sufficient to complete the company work in
only 4 Saturdays of 4-hours of work. Also, as most all employees are contractually bound to their
employer, so these four hours will be paid as overtime, and everyone will enjoy extra money to
spend or save when their paycheque is cashed. Finally, 4 hours of work on a Saturday will pass
very quickly as all the working employees will be engaged in their work, so when their work is
over, they can return to their usual Saturday activities.
3. Conclusion:
In conclusion, employees will only notice the financial benefits of an extra 4 hours of weekend
work, as 4 hours passes very quickly when one is working.
Essay 2
is to have 50% of the staff work together for 4 hours every Saturday for 1 month.
There are many arguments as to why 50% of the staff should work together for 4 hours every
Saturday for 1 month to complete company work. First, the company's work needs to be done as
quickly as possible. Obviously, not all staff can make it to work on Saturdays due to prior
commitments, but 50% of the workforce is sufficient to complete the company the work. Also, as
most all employees are contractually bound to their employer, so these four hours will be paid as
overtime, and everyone will enjoy extra money to spend or save when their paycheque is cashed.
Finally, 4 hours of work on a Saturday will pass very quickly as all the working employees will
be engaged in their work, so when their work is over, they can return to their Saturday activities.
work as 4 hours passes very quickly when one is working. (200 words)
is to have 50% of the staff work together for 4 hours every Saturday for 1 month.
There are many arguments as to why 50% of the staff should work together for 4 hours every
Saturday for 1 month to complete company work. First, the company's work needs to be done as
quickly as possible. Obviously, not all staff can make it to work on Saturdays due to prior
commitments, but 50% of the workforce is sufficient to complete the company the work. Also,
as most all employees are contractually bound to their employer, so these four hours will be
paid as overtime, and everyone will enjoy extra money to spend or save when their paycheque is
cashed. Finally, 4 hours of work on a Saturday will pass very quickly as all the working
employees will be engaged in their work, so when their work is over, they can return to their
Saturday activities.
work as 4 hours passes very quickly when one is working.
Prompt 8
You live in a city a small town of 8,000 people. A green belt surrounds the town. The city has
sent out a survey to see what residents would like to see expand into parts of this area.
City Development Survey:
Option A: A Shopping Centre would include restaurants, a supermarket, and a movie theatre.
Option B: A Recreational Park: This park will incorporate a sports complex and a small Zoo.
Essay 1
Position: Shopping Centre

1. Introduction
Neutral statement: Shopping centres help create harmony in small towns.
Implicit thesis statement: This town should build a shopping centre to help promote unity.
Explicit thesis statement: I believe that this town should build a shopping centre to help
promote unity.
2. Body Paragraph
Topic sentence: There are many reasons why a shopping centre should be built in our town.
First, it will centralize shopping for all of our citizens; therefore, everybody can go to one place
to shop instead of driving around the town to many different shops. Also, the town council can
collect tax from the people who rent space in the centre, so citizens do not have to pay for
parking throughout the town when they shop. Finally, a shopping centre is also a form of
entertainment, so people do not have to go to the mall just to shop. People can relax and see
different exhibitions and events and go to movies and restaurants at the shopping centre. For
example, at Christmas time, children can line up to have their picture taken with Santa Claus at
the mall. For these purposes, a shopping mall will bring the community together in one place.
3. Conclusion:
In conclusion, everybody can go to a shopping mall and enjoy shopping with free parking and
timely events.
Essay 1
Shopping centres help create harmony in small towns. This town should build a shopping centre
to help promote a feeling of unity.
There are many reasons why a shopping centre should be built in our town. First, it will
centralize shopping for all of our citizens; therefore, everybody can go to one place to shop
instead of driving around the town to many different shops. Also, the town council can collect
tax from the people who rent space in the centre, so citizens do not have to pay for parking
throughout the town when they shop. Finally, a shopping centre is also a form of entertainment,
so people do not have to go to the mall just to shop. People can relax and see different
exhibitions and events and go to movies and restaurants at the shopping centre. For example, at
Christmas time, children can line up to have their picture taken with Santa Claus at the mall. For
these purposes, a shopping mall will bring the community together in one place.
timely events, which will help create a feeling of unity. (197 words)
Shopping centres help create harmony in small towns. This town should build a shopping centre
to help promote a feeling of unity.
There are many reasons why a shopping centre should be built in our town. First, it will
centralize shopping for all of our citizens; therefore, everybody can go to one place to shop
instead of driving around the town to many different shops. Also, the town council can collect
tax from the people who rent space in the centre, so citizens do not have to pay for parking
throughout the town when they shop. Finally, a shopping centre is also a form of entertainment,
so people do not have to go to the mall just to shop. People can relax and see different
exhibitions and events and go to movies and restaurants at the shopping centre. For example, at
Christmas time, children can line up to have their picture taken with Santa Claus at the mall. For
these purposes, a shopping mall will bring the community together in one place.
timely events, which will help create a feeling of unity.
Essay 2
Position: Recreational Park
1. Introduction
Neutral statement: Recreational Parks are fun for everyone.
Implicit thesis statement: A recreation park should be built in this town because it will provide
entertainment for a wide variety of people.
Explicit thesis statement: I believe that a recreation park should be built in this town because it
will provide entertainment for a wide variety of people.
2. Body Paragraph
Topic sentence: There are several arguments for having a recreation park built in this town.
Obviously, a recreational park will provide a form of entertainment as a place for people to
workout their bodies. Citizens with memberships can run, lift weights, or enjoy a sauna at a
recreation park. Also, there will be a lot of team events, like tennis, badminton, baseball, and
hockey that will be organized there. Finally, even the children can have fun because the centre
will provide daycare for children with crafts and events, along with a petting zoo that is also
proposed. In all these ways, a recreation park will appeal to many types of people.
3. Conclusion:
In conclusion, a recreational park is the right choice for the people of this town because it will
provide exercise, entertainment, and activities for children.
Essay 2
Recreational Parks are fun for everyone. A recreation park should be built in this town because it
There are several arguments for having a recreation park built in this town. Obviously, a
recreational park will provide a form of entertainment as a place for people to workout their
bodies. Citizens with memberships can run, lift weights, or enjoy a sauna at a recreation park.
Also, there will be a lot of team events, like tennis, badminton, baseball, and hockey that will be
organized there. Finally, even the children can have fun because the centre will provide daycare
for children with crafts and events, along with a petting zoo that is also proposed. In all these
ways, a recreation park will appeal to many types of people.
In conclusion, a recreational park is a right choice for the people of this town because it will
provide exercise, entertainment, and activities for children. (161 words)
Recreational Parks are fun for everyone. A recreation park should be built in this town because it
There are several arguments for having a recreation park built in this town. Obviously, a
recreational park will provide a form of entertainment as a place for people to workout their
bodies. Citizens with memberships can run, lift weights, or enjoy a sauna at a recreation park.
Also, there will be a lot of team events, like tennis, badminton, baseball, and hockey that will
be organized there. Finally, even the children can have fun because the centre will provide
daycare for children with crafts and events, along with a petting zoo that is also proposed. In all
these ways, a recreation park will appeal to many types of people.
In conclusion, a recreational park is the right choice for the people of this town because it will
provide exercise, entertainment, and activities for children.
Prompt 9
The traffic department of your city is conducting a survey because they want to change the
ticketing system. This city department has issued a survey to try to understand what their citizens
want.
City survey:
Option A: The traffic department should distribute more tickets with harsher penalties.
Option B The traffic department should create continual traffic awareness programs.
Essay 1
Position: distribute more tickets with harsher penalties
1. Introduction
Neutral statement: Traffic violations are increasing in our city.
Implicit thesis statement: The ticketing system should be changed towards stricter penalties for
traffic violations.
Explicit thesis statement: I believe that the ticketing system should be changed towards stricter
penalties for traffic violations.
Body Paragraph
Topic sentence: There are many reasons why tougher consequences are required for people that
violate traffic rules. Since there are more traffic issues in our city, the city should increase the
amount of money paid for violation of city traffic rules. If the city does so, then people may think
twice about speeding or double parking within the city’s limits. Also, the money raised from the
higher fines can be used for other city projects. For example, the money can be used to increase
signs that show higher fees for violating traffic rules. Finally, stricter penalties for traffic
violations will make our streets safer for pedestrians, including children and elderly people. For
instance, once word has spread to the public about the higher fines, drivers will slow down on
the streets. These are just a few of the ways higher fines can help.
2. Conclusion:
In conclusion, by increasing the price paid for traffic violations, our city will become safer
because drivers will be more considerate of the traffic rules.
Essay 1
Traffic tickets are increasing in our city. The ticketing system should be changed towards stricter
There are many reasons why tougher consequences are required for people that violate traffic
rules. Since there are more traffic issues in our city, the city should increase the amount of
money paid for the violation of city traffic rules. If the city does so, then people may think twice
about speeding or double parking within the city’s limits. Also, the money raised from the higher
fines can be used for other city projects. For example, the money can be used to increase signs
that show higher fees for violating traffic rules. Finally, stricter penalties for traffic violations
will make our streets safer for pedestrians, including children and elderly people. For instance,
once word has spread to the public about the higher fines, drivers will slow down on the streets.
These are just a few of the ways higher fines can help.
because drivers will be more considerate of the traffic rules. (186 words)
Essay 1: Signal words and Criteria related to vocabulary
Traffic tickets are increasing in our city. The ticketing system should be changed towards stricter
There are many reasons why tougher consequences are required for people that violate traffic
rules. Since there are more traffic issues in our city, the city should increase the amount of
money paid for the violation of city traffic rules. If the city does so, then people may think twice
about speeding or double parking within the city’s limits. Also, the money raised from the
higher fines can be used to for other city projects. For example, the money can be used to
increase signs that show higher fees for violating traffic rules. Finally, stricter penalties for
traffic violations will make our streets safer for pedestrians, including children and elderly
people. For instance, once word has spread to the public about the higher fines, drivers will slow
down on the streets. These are just a few of the ways higher fines can help.
because drivers will be more considerate of the traffic rules.
Essay 2
Position: more awareness programs
1. Introduction
Neutral statement: Many people continue to violate traffic rules.
Implicit thesis statement: Traffic awareness is something that should be increased in our city.
Explicit thesis statement: I believe that the traffic department should work to publicize traffic
awareness.
2. Body Paragraph
Topic sentence: There are several arguments for increasing traffic awareness in our town. First,
there are too many traffic violations. These types of violations can be a serious threat to public
safety whether it involves city or highway driving. For example, in the city people will speed
through domestic areas endangering the lives of pedestrians. Likewise, on the highways,
traveling over the speed limit is a threat to others driving on the highway, and these violations
can end in fiery crashes where people die. By making people more aware of the driving issues
and traffic violations, this will help people be more safety conscientious when they are in their
vehicles. For instance, extra signage, information bulletins, and pamphlets that are available
throughout the city are diverse ways people can be made aware of driver safety.
3. Conclusion:
In conclusion, it will be money well spent if the city decides to develop traffic awareness
programs for our city because it will save lives.
Essay 2
Many people continue to violate traffic rules. Traffic awareness is something that should be
increased in our city.
There are several arguments for increasing traffic awareness in our town. First, there are too
many traffic violations. These types of violations can be a serious threat to public safety whether
it involves city or highway driving. For example, in the city people will speed through domestic
areas endangering the lives of pedestrians. Likewise, on the highways, traveling over the speed
limit is a threat to others driving on the highway, and these violations can end in fiery crashes
where people die. By making people more aware of the driving issues and violations, this will
help people be more safety conscientious when they are in their vehicles. For instance, extra
signage, information bulletins, and pamphlets that are available throughout the city are diverse
ways people can be made aware of driver safety.
programs for our city because it will save lives. (175 words)
Many people continue to violate traffic rules. Traffic awareness is something that should be
increased in our city.
There are several arguments for increasing traffic awareness in our town. First, there are too
many traffic violations. These types of violations can be a serious threat to public safety
whether it involves city or highway driving. For example, in the city people will speed through
domestic areas endangering the lives of pedestrians. Likewise, on the highways, traveling over
the speed limit is a threat to others driving on the highway, and these violations can end in fiery
crashes where people die. By making people more aware of the driving issues and violations,
this will help people be more safety conscientious when they are in their vehicles. For instance,
extra signage, information bulletins, and pamphlets that are available throughout the city are
diverse ways people can be made aware of driver safety.
programs for our city because it will save lives.
Prompt 10
Your local city council believes elderly drivers over the age of 65 should be required to reapply
for their driving licenses. The city is now surveying its citizens upon this issue.
The city survey:
Option A: Senior citizens should have to have their driving licences renewed.
Option B: Senior citizens should not have to have their driving licences renewed.
Essay 1
Position: Elderly people should have to have their driver's licences renewed every year after the
age of 65.
1. Introduction
Neutral statement: Everything changes with age, especially our five senses.
Implicit thesis statement: This essay will discuss the reasons why people over the age of 65
should have to have their licences renewed every year after the age of 65.
Explicit thesis statement: I believe that people over the age of 65 should have to have their
licences renewed every year after the age of 65.
2. Body Paragraph
Topic sentence: There many arguments for having elderly people renew their driver's licence
annually. First and foremost, the senses of sight, hearing, and awareness start to deteriorate when
a person gets older. Vision is a particular problem because if a driver cannot see properly in an
automotive vehicle, they are prone to accidents. This is a problem not only for the driver of the
vehicle but also for the public at large as well. Also, senior citizens also have to account for
newer and different vehicles and traffic lights as the world progresses digitally. These new forms
of street signals and cars may cause hesitation in drivers, so a renewed driving test helps older
drivers stay informed of the latest changes in driving. Finally, a renewal licence allows the
driving assessor to keep an eye on reaction time and any physical disability a driver may have as
they age. This is just another safety check to help keep the roads safe for all drivers.
3. Conclusion:
In conclusion, having persons over the age of 65 renew their driving licences yearly helps keep
elderly drivers and other road users safe.
Essay 1
why people over the age of 65 should have their licences renewed every year
There many arguments for having elderly people renew their driver's licence annually. First and
also for the public at large as well. Also, senior citizens also have to account for newer and
different vehicles and traffic lights as the world progresses digitally. These new forms of street
signals and cars may cause hesitation in drivers, so a renewed driving test helps older drivers
stay informed of the latest changes in driving. Finally, as a safety precaution, a renewal licence
allows the driving assessor to keep an eye on reaction time and any physical disability a driver
may have as they age.
elderly drivers and other road users safe. (200 words)
why people over the age of 65 should have their licences renewed every year
There many arguments for having elderly people renew their driver's licence annually. First and
also for the public at large as well. Also, senior citizens also have to account for newer and
different vehicles and traffic lights as the world progresses digitally. These new forms of street
signals and cars may cause hesitation in drivers, so a renewed driving test helps older drivers
stay informed of the latest changes in driving. Finally, as a safety precaution, a renewal licence
allows the driving assessor to keep an eye on reaction time and any physical disability a driver
may have as they age.
elderly drivers and other road users safe.
Essay 2
Position: Senior citizens should not have to have their driving licences renewed
1. Introduction
Neutral statement: Driver licences are a test of knowledge and skill.
Implicit thesis statement: Senior citizens should not have to have their driver's licence renewed
every year.
Explicit thesis statement: I believe that senior citizens should not have to have their driver's
licence renewed every year.
2. Body Paragraph
Topic sentence: There are several reasons why people over the age of 65 should not have their
driver's licence renewed annually. Since a driver's licence is an estimate of a driver’s knowledge
and skill behind the wheel of an automobile, once this licence has been achieved there should not
be a need for renewal. In fact, since a person’s age is only a prerequisite when they are young, an
older a person should qualify for an exemption because they are more road wise after driving for
so many years. Finally, the only problem with age is that the senses tend to become weaker.
Older drivers should not have to have a road test; rather, they should just go to a doctor to have
their eyes, ears, and mental faculties tested.
3. Conclusion:
In conclusion, senior citizens do not have to renew their licence because they are veteran drivers
that only need a doctor’s reassurance of health.
Essay 2
Driver licences are a test of knowledge and skill. Senior citizens should not have to have their
driver's licence renewed every year.
There are several reasons why people over the age of 65 should not have their driver's licence
renewed annually. Since a driver's licence is an estimate of a driver’s knowledge and skill behind
the wheel of an automobile, once this licence has been achieved there should not be a need for
renewal. In fact, since a person’s age is only a prerequisite when they are young, an older person
should qualify for an exemption because they are more road wise after driving for so many years.
Finally, the only problem with age is that the senses tend to become weaker. Older drivers should
not have to have a road test; rather, they should just go to a doctor to have their eyes, ears, and
mental faculties tested.
that only need a doctor’s reassurance of health. (176 words)
Driver licences are a test of knowledge and skill. Senior citizens should not have to have their
driver's licence renewed every year.
There are several reasons why people over the age of 65 should not have their driver's licence
renewed annually. Since a driver's licence is an estimate of a driver’s knowledge and skill
behind the wheel of an automobile, once this licence has been achieved there should not be a
need for renewal. In fact, since a person’s age is only a prerequisite when they are young, an
older person should qualify for an exemption because they are more road wise after driving for
so many years. Finally, the only problem with age is that the senses tend to become weaker.
Older drivers should not have to have a road test; rather, they should just go to a doctor to have
their eyes, ears, and mental faculties tested.
that only need a doctor’s reassurance of health.
Practice
For the following 4 Email question prompts make sure you:
i. Note the greeting as Formal or Informal (both formal and semi-formal are
written in the same manner - just the greeting is different.
ii. Follow the 6 points of a letter
iii. Try to use 3 types of English sentences
iv. Write the email as an authentic email – as if you are involved in your life,
use language you would use – change your language to formal writing a formal/semi-
formal letter
v. Stay focused on answering the question!
vi. Check your grammar (verb tenses) and punctuation
vii. Check your word count
Writing an Email
1. A family member recently had a baby and is overwhelmed by parenting.
Write an email:
· Encouraging the young couple in their role as new parents.
· Explaining why you think that parents are the best teachers.
· Offering support (suggestions for organizations they could turn to, financial,
babysitting, etc.)
2. You want to do some voluntary, unpaid work in a developing country. Write a letter
to a company called CELPIP-TIP, which organizes such travel.
Write an email to the volunteer in about 150-200 words. Your email should do the
following things
· Explain why you want to volunteer.

· State your skills and experience.
· Indicate where you would like to volunteer and how long.
3. You recently bought a TV set from a well-known store in town. However, the TV
worked fine for only three days, then it shut down for no reason. You went back to the
store to talk to the manager, but he was not available. You tried to explain the situation to
the salesman, but he was very rude to you and provided no assistance. Therefore, you left
without a resolution.
Write an email to the store’s manager in about 150-200 words. Your email should do the
following things:
· State the problem you had with the TV you bought.

· Complain about the rude behavior of the salesman and the bad customer service.
· Describe how you want the store to resolve the problem to your satisfaction.
4. You have recently attended a parent-teacher meeting at your daughter’s high school.
However, two of her teachers were absent from that meeting. You waited for more than
an hour, but they did not come. Therefore, you were not able to assess your daughter’s
progress in those two subjects.
Write an email to the principal of the school in about 150-200 words. Your email should do
the following things:
· Explain clearly the situation.

· Explain how the teachers’ absence affected your perception of your daughter’s
educational progress.
Describe how you want to resolve the issue.
Survey question prompts
For the following Survey question, write an essay response of 3 paragraphs
You are employed by a large restaurant chain. Your line manager has written to you to ask your
opinion on plans for the yearly staff trip in the coming winter. There are two options to choose
from and your manager would like feedback on which you think is best.
Options:
Option A: Take all the employees to a local restaurant with a small charge to each employee.
Option B: Have a ‘pot luck’ dinner at the office, where everyone brings a dish that they have bought or prepared.
Why do you prefer your choice? Explain the reasons for your choice. Write about 150-200 words.
EMAIL YOUR RESONSES FOR A FREE TUTORIAL: tutor@mjgeducation.com
Part 4
Academic words by syllables and short (effective) definitions:
1. Syllable:
1. Dross (noun)- something that is base, trivial, or inferior
2. Pan (verb) - to criticize severely
3. Bilk (verb) - to obtain (something) by defrauding someone
4. Wax (intransitive verb) - to assume a (specified) characteristic, quality, or state:
wax indignant
5. Shard (noun) - a piece or fragment of a brittle substance
6. Niche (noun) - a specialized market, a place for something
7. Scourge (noun) - an instrument of punishment or criticism
2. Syllables:
1. Fiat (noun) - a command or act of will that creates something without or as if
without further effort
2. Hubris (noun) - exaggerated pride or self-confidence
3. Elan (noun) - vigorous spirit or enthusiasm
4. Tacit (adjective) -expressed or carried on without words or speech
5. Panache (noun) - dash or flamboyance in style and action
6. Acute (adjective) - marked by keen discernment or intellectual perception
especially of subtle distinctions
7. Obtuse (adjective) - lacking sharpness or quickness of sensibility or intellect
8. Astute (adjective) - mentally sharp or clever
9. Zeitgeist (noun) - the general intellectual, moral, and cultural climate of an era
10. Chthonic (adjective) - of or relating to the underworld
11. Delta (noun) – the alluvial deposit at the mouth of a river
12. Hoary (adjective) - gray or white with or as if with age
13. Nuance (noun) – a subtle distinction or variation
14. Impasse (noun) – a predicament affording no obvious escape
15. Schism (noun) - the formal division in or separation from a church or religious
body
16. Dilate (intransitive verb) - to become wide
17. Latent (adjective) - present and capable of emerging or developing but not now
visible, obvious, active
3. Syllables:
1. Adamant (adjective) - unshakable or insistent, especially in maintaining a
position or opinion
2. Liminal (adjective) - of, relating to, or situated at a sensory threshold: barely
perceptible or capable of eliciting a response
3. Patina (noun) - a surface appearance of something grown beautiful especially
with age or use
4. Cavalier (adjective) - marked by or given to offhand and often disdainful
dismissal of important matters
5. Tenebrous (adjective) - shut off from the light
6. Scintilla (noun) - spark or trace
7. Acumen (noun) - keenness and depth of perception
8. Sagacious (adjective) - keen and farsighted penetration and judgment
9. Discerning (adjective) – showing insight and understanding
10. Cognizant (adjective) - knowledgeable of something especially through
personal experience
11. Prescient (noun) - foreknowledge of events
12. Prosaic (adjective) - differentiated from poetry; dull unimaginative
13. Mnemonic (adjective) - assisting or intended to assist memory
14. Didactic (adjective) - designed or intended to teach
15. Erudite (adjective) - having or showing knowledge that is gained by studying
16. Judicious (adjective) - having, exercising, or characterized by sound judgment
17. Tectonics (noun) - a branch of geology concerned with the structure of the
crust of a planet, especially with the formation of folds and faults in it
18. Libido (noun) – instinctual psychic energy that in psychoanalytic theory is
derived from primitive biological urges; sexual energy
19. Expiate (verb) - to make amends for
20. Mountebank (noun) - a boastful unscrupulous pretender
21. Misnomer (noun) - a use of a wrong or inappropriate name
22. Virago (noun) - a loud overbearing woman; shrew
23. Dogmatic (adjective) - characterized by or given to the expression of opinions
very strongly or positively as if they were facts
24. Abrogate (verb) - to abolish by authoritative action or annul
25. Conundrum (noun) – an intricate and difficult problem
26. Obfuscate (verb) - to throw into shadow; darken
27. Postmodern (adjective) - various movements in reaction to modernism that are
typically characterized by a return to traditional materials and forms (as in
architecture) or by ironic self-reference and absurdity (as in literature)
28. Palimpsest (noun) - writing material (such as a parchment or tablet) used one or
more times after earlier writing has been erased
29. Cynosure (noun) - one that serves to direct or guide
30. Paradox (noun) - a statement that is seemingly contradictory or opposed to
common sense and yet is perhaps true
31. Narcissist (noun) - an extremely self-centered person who has an exaggerated
sense of self-importance
32. Redundant (adjective) - exceeding what is necessary or normal
33. Enigma (noun) - something hard to understand or explain
34. Visceral (adjective) - felt in or as if in the internal organs of the body
35. Inculcate (verb) - to teach and impress by frequent repetitions or admonitions
36. Dyspeptic (noun) – indigestion; ill humour
37. Sobriquet (noun) - a descriptive name or epithet or nickname
38. Prescience (noun) - human anticipation of the course of events
4. Syllables:
1. Assiduous (adjective) - showing great care, attention, and effort
2. Apocryphal (adjective) – of doubtful authenticity; spurious
3. Ineffable (adjective) - incapable of being expressed in words
4. Iridescent (adjective) - having properties of iridescence or a lustrous rainbowlike
play of color caused by differential refraction of light waves
5. Casuistry (noun) - a resolving of specific cases of conscience, duty, or conduct
through the interpretation of ethical principles or religious doctrine
6. Lilliputian (adjective) – small or miniature (ref. Gulliver’s Travels by Jonathan
Swift)
7. Symbiotic (adjective) - characterized by, living in, or being a close physical
association
8. Polysemous (adjective) - having multiple meanings
9. Avaricious (adjective) - greedy of gain: excessively acquisitive especially in
seeking to hoard riches
10. Hermeneutics (noun) - the study of the methodological principles of
interpretation
11. Empirical (adjective) - originating in or based on observation or experience
12. Hortatory (adjective) - urging to some course of conduct or action; exhorting;
encouraging
13. Concomitant (adjective) – accompanying, especially in a subordinate or
incidental way
14. Impunity (noun) - exemption or freedom from punishment, harm, or loss
15. Hegemony (noun) - influence or authority over others
16. Labyrinthine (adjective) - related to a labyrinth: a place constructed of or full of
intricate passageways and blind alleys
17. Jeremiad (noun) - a prolonged lamentation or complaint
18. Microcosm (noun) - a little world
19. Attenuate (verb) - to lessen the amount, force, magnitude, or value; to weaken
20. Rebarbative (adjective) – repellent or irritating
21. Dialectic (noun) – the Socratic techniques of exposing false beliefs and
eliciting truth
22. Doppelganger (noun) – double; alter ego; a person’s twin
23. Oxymoron (noun) - a combination of contradictory or incongruous words (such
as cruel kindness)
24. Ambivalent (adjective) - having or showing simultaneous and contradictory
attitudes or feelings toward something or someone
25. Simulacrum (noun) – a representation; an insubstantial form or semblance of
something
26. Tautology (noun) - needless repetition of an idea, statement, or word
27. Ambiguous (adjective) - doubtful or uncertain especially from obscurity or
indistinctness
28. Reiterate (verb) - to state or do over again or repeatedly sometimes with
wearying effect
29. Iconoclast (noun) - a person who attacks settled beliefs or institutions
30. Exegesis (noun) - explanation, exposition
31. Dionysian (adjective) - characteristic of Dionysus or the cult of worship of
Dionysus: being of a frenzied or orgiastic character
32. Exiguous (adjective) - excessively scanty
33. Draconian (adjective) – cruel, severe; a severe code of laws
34. Peremptory (adjective) - putting an end to or precluding a right of action,
debate, or delay
35. Solipsistic (adjective) - extreme egocentricity
5. Syllables:
1. Inexorable (adjective) - not to be persuaded, moved, or stopped
2. Hebetudinous (adjective) – suggestive of a person’s mental dullness, often
marked by laziness or torpor
3. Apollonian (adjective) - harmonious, measured, ordered, or balanced in
character
4. Metamorphosis (noun) -
5. Supercilious (adjective) - coolly and patronizingly haughty.
6. Verisimilitude (noun) - the quality or state of being similar to the truth
7. Iconographic (adjective) - representing something by pictures or diagrams
6. Syllables:
1. Indeterminacy (noun) - the quality or state of being indeterminate
2. Ratiocination (noun) - the process of exact thinking
3. Historiography (noun) - the principles, theory, and history of historical writing
4. Infinitesimal (adjective) - immeasurably or incalculably small
7. Syllables:
1. Epistemological (adjective) - relating to the study of the nature, origin, and limits of
human knowledge
Use: merriam-webster.com/ for pronunciation and definitions of these words.
Appendix
Parts of Speech:
Especially suffixes (added to the end of the root words) to change meanings/ usage of nouns,
verbs, adjectives, and adverbs, are extremely important to know.
Parts of speech (articles a, an, and 'the' are not included in this set)
Parts of Definition Types
Speech
Nouns a person, place, thing + Gerunds and infinitives
Verbs Action/ non-action or stative Count and non-count
Adjectives modify a noun -ing and ed endings; a single word
Adverbs Modify a verb, adverb, or adjective Adverbs of time/frequency/degree/

manner/place/affirmation
Pronouns Substitute for nouns Subject/object/possessive

adjectives/possessive/ self-reflexive
Prepositions links nouns/pronouns/phrases place/time/objects/people
Conjunctions A word used to connect clause or Coordinating

sentences or to coordinate words in the Subordinating
same clause
Interjections Use of emotion Exclamation marks!
Note: adjectives modify nouns; adverbs can modify adjectives, verbs, and other adverbs. Verbs
as either action or nonaction (stative) and either transitive or intransitive while nouns represent
persons, places, things, or ideas.
Parts of speech are important not only for noting which part of speech is being used but also for
‘the form’ or the suffix added to the root word being used.
For example: observe the different suffixes added to the end of these words:
Noun Verb Adjective Adverb

culture X cultural culturally
distinction distinguish distinct distinctly
generation generate generated generationally
investment invest invested X
link link X X
negation negate X X
pity pity X X
signal signal signal X
Note: Suffixes indicate a word’s part of speech, or its meaning, or both.
For example, the word distinction, as found in the table above, tells you just buy its ending ‘tion’
that it is a noun.
The professor has served his country with great distinction (noun).
Likewise, the rest of the word forms can be used in a similar fashion.
The professor has distinguished himself in his field of study. (Past participle in a perfect tense)
The professor has a distinct understanding of his scientific field. (Adjective modifying
understanding).
The professor distinctly understands his field of study (adverb modifying the verb understands).
In each of the examples above the different suffixes of the word have several different
grammatical uses and several different meanings.
Word form Meaning

Distinction (noun) - a difference or contrast; an excellence
that separates one from others
Distinguish (verb) - recognize or treat someone or
something as different
Distinct (adjective) - recognizably different in nature from
something else
Distinctly (adverb) - in a way that is readily or clearly
unique
Different suffix endings are crucial to understand when you are confronted with a blank and
different word options.
Here are some typical adjective suffixes: (google ‘adjectives’ for a more comprehensive list)
Adjective suffixes Common adjectives
- ible
delectable, irresistible, permissible, tangible
- ed
related, rounded, biased, disinterested, occupied
- ent
salient, incoherent, independent, pertinent
- al
royal, spiritual, original, emotional, vital,
colossal
- cal
logical, critical, crucial, principal, central
- ing
shocking, touching, appetizing, striking, leading
- ant
pliant, relevant, significant, important
- able
sustainable, remarkable, retainable, teachable
- ful
wonderful, pitiful, youthful, harmful, resentful
- ious
delicious, precious, luscious, sagacious,
· Adverbs can be easily identified by their ‘ly’ ending in most cases.

· However, there a several words that end in ‘ly’ that are adjectives, such as: lively,
leisurely, early, chilly, beastly
costly, cowardly, crassly, deadly, early, elderly, enormously, fatherly, friendly,
gentlemanly, ghastly, godly, greatly, heavenly, holy, homely, humanly, leisurely, lively,
lonely, lovely, manly, masterly, miserly, monthly, motherly, nightly, poorly, portly, priestly,
princely, saintly, scholarly, shapely, silly, stately, timely, ugly, ungainly, unruly, unsightly,
unseemly, unworldly, vastly, weekly, worldly, yearly.
Some typical verb suffixes:

Verb suffixes Examples
- ify
beautify, clarify, identify
- ate
complicate, dominate, irritate
- ise/ize
economise, realize, industrialize (s or z)
- en
harden, soften, shorten
Luckily, are few suffixes for verbs, so they can be quickly identified by their place in a sentence
(S+V + O (or DO)) or by their inherent meaning.
Finally, noun suffixes are many. Here, again, is a general list of noun suffixes:
Common Noun Suffixes Examples
- age
baggage, mileage, postage
- al
arrival, deferral, revival
- ance or ence
prominence, deliverance, insistence
- dom
freedom, fiefdom, kingdom
- ee
employee, trainee
- er/or
worker, director, player
- hood
neighbourhood, fatherhood, childhood
- ism
truism, capitalism, socialism
- ist
perfectionist, capitalist, trombonist
- ity/ty
piety, equality, cruelty
- ment
government, firmament, parliament
- ness
happiness, selfishness, usefulness
- ry
rivalry, robbery, ministry
- ship
friendship, membership
- sion/tion/xion
nation, pollution, complexion
Pronouns: (pronouns are substitutions for nouns)

Subject Object Possessive Possessive Reflexive
Pronouns Pronouns Adjectives Pronouns Pronouns
st
1 Person I me my mine myself
2nd Person you you your yours yourself
3rd person (male) he him his his himself
3rd person(female) she her her hers herself
3rd person it it its X itself
1st person (plural) we us our ours ourselves
2nd person (plural) you you your your yourselves
3rd person (plural) they them their theirs themselves

Speaking & Writing CELPIP Methods, Practice and Assessment

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Table of Contents

Task 1 Giving Advice ……….Pg. 10.

Task 2 Talking about a Personal Experience …. Pg. 22.

Task 3 Describing a Scene … ……….Pg. 28.

Task 4 Making Predictions … …Pg. 34.

Task 5 A & B Comparing and Persuading… Pg. 40.

Task 6 Dealing with a Difficult Situation … Pg. 51.

Task 7 Expressing Opinions… ……Pg. 57.

Task 8 Describing an Unusual Situation… Pg. 63.

Practice Method Cards … Pg. 69.

Grammar Review ……… Pg. 74.

Paragraph Review …… Pg. 81.

CELPIP Writing Task 1 and Task 2 … Pg.86.

Informal ……Pg. 96.

Semi formal …… Pg. 103.

Formal ……… Pg. 111.

Responding to a Survey ……Pg. 119.

More Practice ………Pg 164.

109 Academic words with short definitions …… Pg. 167.

Appendix and Practice ……… Pgs. 173.

Informal signal words (coordinating Formal signal words

Simple sentences Complex sentences

What is assessed? Do the answers include?

The 8 CELPIP Speaking Tasks

Modal verbs of Advice (most useful for this task):

Modal verbs of Suggestion:

Task 1: Giving Advice Examples

You have 90 seconds to respond - add detail and the consequence:

How would you rate this answer according to the criteria?

Pauses interjections, and self-correction: - dependant on test-takers ability.

Task 2: Talking about Personal Experience

Procedure: (30 seconds to prepare, 60 seconds to respond)

Example 1: Describe an exciting sporting event you witnessed. (Verbs underlined)

Vocabulary: is accurate to the question prompt as many of the words relate to

Example 3: Describe your first day of high school. (Detail is underlined)

Statistics: 132 words spoken at a moderate pace in 54 seconds.

*Listenability: The speaker’s grammar errors have a minimal impact on the

Task 4: Making Predictions (image reference)

Content/Coherence: The speaker is an adequate number of predictions (3) and uses

Task Fulfillment: The response is complete in as much as it gives a suitable number

*Listenability: pronunciation is easily understood, so it does create any

Task 5 A and B: Comparing (image)

Downtown Business Centre Industrial District

- built in 2012 - built in 1910

- built in 2012 - built in 2009

- built in 2009 - built in 2012

Task Fulfillment: The response is complete because it answers to the question

Choice 1 Your choice

Price: 500,000 $276,000

Part B: Spoken (60 seconds)

Price: 300,000 $276,000

Vocabulary: The test-taker uses many comparatives to complete their response

*Listenability: the speaker makes a few errors in pronunciation which hinders

Task Fulfillment: The response is complete since it argued through at least 3

Size: 20 acres 25 acres

Response: the comparatives are underlined

Vocabulary: Several comparisons are used to help the persuasiveness of the

Task 6: Persuading (no image)

1. Remember to speak in a paragraph form – topic sentence (purpose), 2 or 3 reasons

Response 1: (defending #1 option) (imagined information underlined)

Response 2 (defending #2 option) (imagined information underlined)

Vocabulary: Some collocations related to baseball make the conversation more