ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ Государственное образовательное учреждение высшего профессионального образования «Пермский государственный педагогический университет» Кафедра английского языка

WRITTEN ENGLISH. STUDENT’S BOOK = ПИСЬМЕННАЯ РЕЧЬ АНГЛИЙСКОГО ЯЗЫКА

Учебное пособие

ПЕРМЬ ПГПУ 2009

УДК 802.0

ББК Ш 143.21

П 35

Р е ц е н з е н т :

кандидат педагогических наук доцент кафедры ПЛИиТО

Пермского государственного технического университета М.А. Мосина

Автор-составитель : канд. филол. наук

доц. каф. английского языка Е.В. Тетерлева

Written English. Student’s book = Письменная речь английского языка : учебное пособие / авт.-сост. Е.В.Тетерлева ; Перм. гос. пед. ун-т. – Пермь, 2009. – 119 с.

Учебное пособие предназначено для развития и совершенствования навыков письменной речи английского языка в написании таких видов письменных работ, как эссе за и против, эссе-мнение, дескриптивное эссе, письмо-жалоба, письмо-извинение, статья. Издание включает теоретический блок по написанию указанных письменных работ; образцы для написания эссе и писем; список тем для написания эссе и статей; задания для написания писем; а также приложения, содержащие лексическую поддержку при написании письменных работ; список символов, используемых при исправлении ошибок и др. Содержание пособия соответствует тематике устной практики английского языка на 2 курсе.

Адресовано студентам 2 курса английского отделения факультетов иностранных языков.

УДК 802.0

ББК Ш 143.21

Печатается по решению учебно-методического совета

Пермского государственного педагогического университета

© Тетерлева Е.В., составление, 2009

© ГОУ ВПО «Пермский государственный

Педагогический университет», 2009

C O N T E N T S

	Предисловие ……………………………………………… Written work requirements ……………………….……….. Error correction requirements ………………………..……. Composition assessment …………………………….…….. Style and register ……………………………………..……. Module I Discursive Essay Writing …………………..…. A. For and against essays …………………………….. B. Opinion essays .………………………..…………... Module II Descriptive Essay Writing ……..…………….. Making descriptions interesting …………………………… A. Describing objects ………………………………… B. Describing places/ buildings ………………………. C. Describing events/ celebrations …………………… Module III Letter Writing ………………………………... A. Letters of complaint ……………………………….. B. Letters of apology………………………………….. Module IV Article Writing …….……………………..…..	4 5 6 7 9 13 19 23 27 27 29 32 40 44 50 54 62
Revision ………………………………………………………………… Writing topics bank …………………………………..………….……. Extension Section APPENDIX I Language support 1 (to describe places/buildings) ……….. APPENDIX II Language support 2 (for letters of complaint/apology) .….. APPENDIX III Linking devices ……………….…………………..…….... APPENDIX IV Writing: style and format ……………………….……….. APPENDIX V Words of wisdom …………………………….…..…….… APPENDIX VI Symbols used in marking written work …………………. Literature ………………………………………………………………..		69 73 87 96 102 110 111 116 118

ПРЕДИСЛОВИЕ

Учебное пособие «Written English. Student’s book» предназначено для студентов 2 курса факультета иностранных языков ПГПУ и включает 4 модуля: Discursive essays; Descriptive essays; Letter writing; Article writing, которые охватывают такие виды письменных работ, как: эссе «за» и «против»; эссе-мнение; дескриптивное эссе, письмо-жалоба, письмо-извинение и статья.

Каждый модуль включает информацию справочного характера о специфике письменной работы и ее структуре. В конце каждого модуля предлагаются образцы для написания каждого вида письменной работы.

Поскольку каждый вид письменной работы требует использования определенной лексико-грамматической и стилистической поддержки, например, при высказывании аргументов «за» или аргументов «против», высказывания своего мнения относительно темы или написания вступления и заключения, данное пособие содержит необходимое языковое обеспечение.

Автор выражает искреннюю благодарность Красноборовой Анастасии Александровне, оказавшей неоценимую помощь в процессе работы над данным пособием.

Written work requirements

1 The written work must be submitted on time.

2 Students are expected to present their written works in an exercise book.

3 Handwriting should be legible and as neat as possible. You can lose one or even two marks if your writing is difficult to read.

4 Spelling and punctuation are taken into consideration in the marking – a significant number of spelling mistakes will affect the marks, as will insufficient or inappropriate punctuation.

5 It is obligatory to write in block letters.

6 Students draw a margin on the left-hand side of each page, about three centimeters wide unless there is a printed margin. The margin is left free for the teacher’s writing.

7 The date is usually written in the top right-hand corner and is usually underlined.

8 The title of the work is usually written in the centre (the usual place), often on the line below the date. Sometimes it is put on the left, against the margin. The first word of a heading and all the following words except for articles and prepositions should be written with a capital letter.

9 Handwritten essays must observe the conventions of paragraph layout. Indent a new paragraph 2cm. Do not omit a line when changing paragraph. Be aware that word-processed essays have different rules.

10 Punctuation is meant to help visually – leave a sizeable gap after a punctuation mark, but none at all before it.

11 You should always edit your piece of writing before handing it in.

12 For a 250-word task, nobody is going to count the words BUT:

• in practice, it is very difficult to write a completely satisfactory answer in fewer words

• if you write much too much, your writing is very likely to ‘have a negative effect on the target reader’ and to include irrelevant material, for both of which you would be penalized.

13 Write an essay in about 200-300 words.

14 Write descriptions of objects in about 50-100 words.

15 Write a letter in about 200-250 words.

16 Write an article in about 250 words.

ERROR CORRECTION REQUIREMENTS

1. Use good English dictionaries to self-correct your written work.

2. Correct all your mistakes but not selectively.

3. Write complete sentences to provide the correct words, forms and structures.

4. Comment on each mistake made in your work.

5. Peer correction (students using symbols on each other) is also productive.

COMPOSITION ASSESSMENT

General Impression Marking Scheme based on criteria relating to the following:

1. relevance: assessing whether the piece of writing successfully covers the specific theme/topic

2. range of structures: use of direct/ reported speech, passive voice, conditionals, etc

3. vocabulary: wide range and appropriate level of vocabulary and idiomatic expression (at this level students are expected to present a variety of more sophisticated vocabulary.)

4. organization: ideas well planned and organised in paragraphs according to the relevant model, use of linking words, etc

5. register: appropriate writing style: formal/informal, personal/impersonal, use of colloquial English, etc

Marking Scheme

5

– successful accomplishment of the task; strong writing abilities

• all points required by theme/topic fully covered/minimal errors

• wide range of sophisticated structures and vocabulary used

• well-organised with a variety of linking devices

• paragraph organization and style used: appropriate

Overall assessment: very positive impression, ambitious in concept, natural in style

• 4

  good realization of the task; average writing abilities

• points required by theme/topic covered in sufficient detail/few errors

• good range of structure and vocabulary used – general accuracy

• quite well-organised, suitable linking devices

• paragraph organization and style used: appropriate

Overall assessment: positive impression, sufficiently ambitious and natural in style

3

– reasonable performance of the task; minimal writing abilities

• main points required by the theme/topic covered in some detail/several errors

• adequate range of structure and vocabulary

• sufficiently organised, simple linking devices

• paragraph organization and style used: appropriate

Overall assessment: quite satisfactory impression, ideas communicated, simple in concept and style

2

– task not adequately achieved; a lack of writing abilities

• some omissions and/or irrelevant material/basic errors

• range of structures and vocabulary limited

• rather badly organised, few linking devices

• paragraph organization and style used: not appropriate

Overall assessment: message not clearly communicated to the reader/insufficient control of the language

1

– task not achieved; a lack of writing abilities

• too many omissions and/or highly irrelevant material/too many basic errors

• very narrow range of vocabulary and structures – difficult to extract meaning because of poor command of language

• extreme lack of organization and linking devices

• little or no awareness of the paragraph plan and style that has to be used

Overall assessment: very negative impression, no control of the language

(Successful Writing. Proficiency. T’s book.)

STYLE AND REGISTER

In matters of grave importance, style, not sincerity, is the vital thing. ~Oscar Wilde