The English Examination
Paper One
The paper has two writing sections:
1. Free composition/imaginative writing
2. Guided /situational composition
- Tips for Paper One
Mistakes in spelling, grammar and punctuation may be penalized in any part of the paper. Be conscious at all times of the need to write legibly and avoid making common mistakes in spelling and grammar. Try to leave time to check through your work before the end of the exam.
The paper is marked on an impression based standard meaning there is no correct or wrong answer.
Know yourself
• By the time you sit for the final exam, you should know your strengths so you can pick the best composition type that you can write be it narrative, descriptive, dialogue and so on.
• Some topics may entice you during the exam but stay focused and stick to what you know. For example, there are several rules that apply to writing dialogue and if you do not know them and try to write one you will lose a lot of marks.
• Create a draft of your composition or essay, write down ideas and important points that you may wish to include.
• Do not get carried away when writing, be sure to stick to the recommended word limit. You may lose marks for work that is too short or too long.
Tips for Paper Two
This paper is marked on the assessment of comprehension skills, testing your understanding of the given comprehension passage. Each question has a set of specific and acceptable answers, no marks will be given for answers mis-matched; For example, giving the answer for question one in question two and vice-versa. Your answers should be clear and straight to the point.
Comprehension
• Read widely as much as you can, about whatever you can, whenever you can. Having a strong reading culture improves your understanding, analysis, grammar and other critical skills.
• During the examination be sure to read the comprehension passage a number of times until you get a general direction of the events in the passage. Read the passage a first time, then go through the questions. Once done, you should go back to the passage and try to identify the answers but do not write anything on the answer sheet as yet.
• After the second read through, you can then attempt the questions. Write clear, short answers and stick to the passage as a source. Unless otherwise asked for, do not state your own opinion on any of the answers.
Summary
Summary questions are marked based on your ability to extract and summarize relevant information from the passage. The last section of the paper examines your ability to give or identify the most appropriate response to a given situation as you may meet in real life. The response you choose may be correct in a real life situation but may also be seen as inappropriate for the given situation hence marked as wrong.
• Make sure you clearly understand the summary instruction.
• A summary question addresses a particular aspect of the entire passage and this renders several parts of the passage irrelevant. • Write down points from the comprehension passage that are relevant to the question as this will help you to lay out a guide of the number of words to add or remove to meet the word limits set in the question.
• You should familiarize yourself with the use of discourse markers as they enable you to link summary points without changing their meaning. • Your summary should state at the end the actual number of words used in brackets.
Appropriate register
• Read and understand each given situation.
• Choose the most appropriate response to that situation.
• Situations usually require contradicting responses.
• Avoid repetition of responses for instance if you have used rude in question one, you will not be accorded marks if you repeat the same term in question two.
• Avoid the use of double negatives, for example, saying unhappy instead of not happy. Constant practice will help you to improve analysis of register situations.
• Your answers should be clear and straight to the point.
The Eight Parts of Speech
The paper has two writing sections:
1. Free composition/imaginative writing
2. Guided /situational composition
- Tips for Paper One
The paper is marked on an impression based standard meaning there is no correct or wrong answer.
Know yourself
• By the time you sit for the final exam, you should know your strengths so you can pick the best composition type that you can write be it narrative, descriptive, dialogue and so on.
• Some topics may entice you during the exam but stay focused and stick to what you know. For example, there are several rules that apply to writing dialogue and if you do not know them and try to write one you will lose a lot of marks.
• Create a draft of your composition or essay, write down ideas and important points that you may wish to include.
• Do not get carried away when writing, be sure to stick to the recommended word limit. You may lose marks for work that is too short or too long.
Tips for Paper Two
This paper is marked on the assessment of comprehension skills, testing your understanding of the given comprehension passage. Each question has a set of specific and acceptable answers, no marks will be given for answers mis-matched; For example, giving the answer for question one in question two and vice-versa. Your answers should be clear and straight to the point.
Comprehension
• Read widely as much as you can, about whatever you can, whenever you can. Having a strong reading culture improves your understanding, analysis, grammar and other critical skills.
• During the examination be sure to read the comprehension passage a number of times until you get a general direction of the events in the passage. Read the passage a first time, then go through the questions. Once done, you should go back to the passage and try to identify the answers but do not write anything on the answer sheet as yet.
• After the second read through, you can then attempt the questions. Write clear, short answers and stick to the passage as a source. Unless otherwise asked for, do not state your own opinion on any of the answers.
Summary
Summary questions are marked based on your ability to extract and summarize relevant information from the passage. The last section of the paper examines your ability to give or identify the most appropriate response to a given situation as you may meet in real life. The response you choose may be correct in a real life situation but may also be seen as inappropriate for the given situation hence marked as wrong.
• Make sure you clearly understand the summary instruction.
• A summary question addresses a particular aspect of the entire passage and this renders several parts of the passage irrelevant. • Write down points from the comprehension passage that are relevant to the question as this will help you to lay out a guide of the number of words to add or remove to meet the word limits set in the question.
• You should familiarize yourself with the use of discourse markers as they enable you to link summary points without changing their meaning. • Your summary should state at the end the actual number of words used in brackets.
Appropriate register
• Read and understand each given situation.
• Choose the most appropriate response to that situation.
• Situations usually require contradicting responses.
• Avoid repetition of responses for instance if you have used rude in question one, you will not be accorded marks if you repeat the same term in question two.
• Avoid the use of double negatives, for example, saying unhappy instead of not happy. Constant practice will help you to improve analysis of register situations.
• Your answers should be clear and straight to the point.
The Eight Parts of Speech
There are eight parts of speech in the English language: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. The part of speech indicates how the word functions in meaning as well as grammatically within the sentence. An individual word can function as more than one part of speech when used in different circumstances. Understanding parts of speech is essential for determining the correct definition of a word when using the dictionary.
1. NOUN A noun is the name of a person, place, thing, or idea.
woman... Bulawayo College... tree... sadness
A noun is a word for a person, place, thing, or idea. Nouns are often used with an article (the, a, an), but not always. Proper nouns always start with a capital letter; common nouns do not. Nouns can be singular or plural, concrete or abstract. Nouns show possession by adding 's. Nouns can function in different roles within a sentence; for example, a noun can be a subject, direct object, indirect object, subject complement, or object of a preposition.
2. PRONOUN A pronoun is a word used in place of a noun.
She... we... they... it
The young girl can run very fast. She is the fastest runner in our school.
A pronoun is a word used in place of a noun. A pronoun is usually substituted for a specific noun, which is called its antecedent. In the sentence above, the antecedent for the pronoun she is the girl. Pronouns are further defined by type: personal pronouns refer to specific persons or things; possessive pronouns indicate ownership; reflexive pronouns are used to emphasize another noun or pronoun; relative pronouns introduce a subordinate clause; and demonstrative pronouns identify, point to, or refer to nouns.
3. VERB
A verb expresses action or being.
jump... is... write... become
The verb in a sentence expresses action or being. There is a main verb and sometimes one or more helping verbs. ("She can sing." Sing is the main verb; can is the helping verb.) A verb must agree with its subject in number (both are singular or both are plural). Verbs also take different forms to express tense.
4. ADJECTIVE
An adjective modifies or describes a noun or pronoun.
pretty... old... blue... smart
An adjective is a word used to modify or describe a noun or a pronoun. It usually answers the question of which one, what kind, or how many. (Articles [a, an, the] are usually classified as adjectives.)
5. ADVERB
An adverb modifies or describes a verb, an adjective, or another adverb.
gently... extremely... carefully... well
An adverb describes or modifies a verb, an adjective, or another adverb, but never a noun. It usually answers the questions of when, where, how, why, under what conditions, or to what degree. Adverbs often end in -ly.
6. PREPOSITION
A preposition is a word placed before a noun or pronoun to form a phrase modifying another word in the sentence.
by... with.... about... until
(by the tree, with our friends, about the book, until tomorrow)
A preposition is a word placed before a noun or pronoun to form a phrase modifying another word in the sentence. Therefore a preposition is always part of a prepositional phrase. The prepositional phrase almost always functions as an adjective or as an adverb. The following list includes the most common prepositions:
7. CONJUNCTION
A conjunction joins words, phrases, or clauses.
and... but... or... while... because
A conjunction joins words, phrases, or clauses, and indicates the relationship between the elements joined. Coordinating conjunctions connect grammatically equal elements: and, but, or, nor, for, so, yet. Subordinating conjunctions connect clauses that are not equal: because, although, while, since, etc. There are other types of conjunctions as well.
8. INTERJECTION
An interjection is a word used to express emotion.
Oh!... Wow!... Oops!
An interjection is a word used to express emotion. It is often followed by an exclamation point.
Comprehension Skills
The following skills are essential for a student who sits for an exam and wishes to excel in the comprehension section:
• Skimming
When you skim, you are getting a quick overview of the passage. This helps you get a general idea of what the passage is about and this helps you get a better understanding of the passage and subsequent questions.
• Scanning
Scanning is concentrated reading of a given passage looking for particular information. Once you are able to scan a given text quickly you are on a better footing to appropriately respond to given questions and instructions.
• Inference and deduction
Here you are giving a contextual interpretation of words and phrases used in a given passage. You need to master both scanning and skimming before you can apply inference and deduction on a given passage.
• Answering Questions
To obtain maximum marks on comprehension work you must be able to respond to given questions using only the information available in the passage. Question interpretation and analysis skills are essential as it places you in a better position to correctly respond to an instruction. There has been a general observation of the fact that in an exam set-up, candidates fail to answer but instead, copy whole sections of text from the passage which they feel contain information required by the question.
• Skimming
When you skim, you are getting a quick overview of the passage. This helps you get a general idea of what the passage is about and this helps you get a better understanding of the passage and subsequent questions.
• Scanning
Scanning is concentrated reading of a given passage looking for particular information. Once you are able to scan a given text quickly you are on a better footing to appropriately respond to given questions and instructions.
• Inference and deduction
Here you are giving a contextual interpretation of words and phrases used in a given passage. You need to master both scanning and skimming before you can apply inference and deduction on a given passage.
• Answering Questions
To obtain maximum marks on comprehension work you must be able to respond to given questions using only the information available in the passage. Question interpretation and analysis skills are essential as it places you in a better position to correctly respond to an instruction. There has been a general observation of the fact that in an exam set-up, candidates fail to answer but instead, copy whole sections of text from the passage which they feel contain information required by the question.
Question types
Questions can be generally categorised into seven types:
1. The Factual Question
2. The Inferential Question
3. The Use Your Own Words Question
4. The Language Use Question
5. Writing down/Quoting a Word/Phrase/Sentence/Expression
6. The Vocabulary Question
7. The Summary Question
Sometimes, however, you may find that some questions straddle two categories. For example, you may find a question that can be categorised either as a Use Your Own Words Question or a Language Use Question.
1. The Factual Question
2. The Inferential Question
3. The Use Your Own Words Question
4. The Language Use Question
5. Writing down/Quoting a Word/Phrase/Sentence/Expression
6. The Vocabulary Question
7. The Summary Question
Sometimes, however, you may find that some questions straddle two categories. For example, you may find a question that can be categorised either as a Use Your Own Words Question or a Language Use Question.
The Factual Question
The word factual’ comes from the word “FACT’, and as the word suggests, this type of question requires you to retrieve facts given in the passage.
Examples of factual questions:
who, what, where,when,why and how questions
For this type of question, DO NOT INCLUDE FACTS WHICH ARE NOT GIVEN IN THE PASSAGE.
Examples of factual questions:
who, what, where,when,why and how questions
For this type of question, DO NOT INCLUDE FACTS WHICH ARE NOT GIVEN IN THE PASSAGE.
| Question Type | Examples |
|---|---|
| Who: You are asked to identify the person or person. | Who won the high jump competition? |
| Where: You are aksed to identify a place. | Where did he meet the woman who helped him find his daughter? |
| When: You are asked to give the time an event occured. | When did the Challenger space craft leave the solar system? |
| Why: You are aksed to give a reason for your answer. | Why did the children suddenly run from the school car park? |
| How: You are asked to give a method or a process to your answer. | How did the young boy persuade his mother that he was responsible enough to go to the fair alone? |
| What: What can be broad. A what question must be answered depending on how it is phrased. It is best to analyze the requirements of the question then answer it. | What were the reasons of the king's downfall? What symbol did the book have on its cover? |
Use your own word questions
STEP 1 : Check the context of the expression.
STEP 2 : Identify key words/key ideas (which may be expressed in two or more words} used by the author.
STEP 3 : Replace each key word/key idea with:
(i} a synonym (a word with similar meaning)
(ii} a phrase with similar meaning
(iii} associated word
(iv} an antonym* (a word with opposite meaning}
*[Please note that antonyms can only be used in special cases.)
STEP 4 : String your substitute words into a complete sentence that answers the question.
Example:
Type 1:
Obtain the points for your answer for the passage, and then re-phrase the points using your own words. It is a factual question that asks you to use your own words in an answer.
First, locate the answer in the passage, in the writer's own words.
Identify the key words or key ideas which you will have to rephrase. As a general guide, one mark requireds one key idea that you rephrase.
Replace these key words with synonyms or phrases with similar meaning. You can also use antonyms in certain cases. Your final answer must be part of a complete sentence.
Type 2:
This type of question asks you to explain what the author means by a word or phrase, sentence or expression. You do not have to look for particular points but rather analyze the author's use of language.
STEP 2 : Identify key words/key ideas (which may be expressed in two or more words} used by the author.
STEP 3 : Replace each key word/key idea with:
(i} a synonym (a word with similar meaning)
(ii} a phrase with similar meaning
(iii} associated word
(iv} an antonym* (a word with opposite meaning}
*[Please note that antonyms can only be used in special cases.)
STEP 4 : String your substitute words into a complete sentence that answers the question.
Example:
Type 1:
Obtain the points for your answer for the passage, and then re-phrase the points using your own words. It is a factual question that asks you to use your own words in an answer.
First, locate the answer in the passage, in the writer's own words.
Identify the key words or key ideas which you will have to rephrase. As a general guide, one mark requireds one key idea that you rephrase.
Replace these key words with synonyms or phrases with similar meaning. You can also use antonyms in certain cases. Your final answer must be part of a complete sentence.
Type 2:
This type of question asks you to explain what the author means by a word or phrase, sentence or expression. You do not have to look for particular points but rather analyze the author's use of language.
The Vocabulary Question
1. A word or phrase is chosen from the passage and you are required to explain its meaning.
2. You will be required to give another phrase or word with the same meaning as that word.
Examples:
Pick an alternative word for the words or phrases in bold for each question that best keep the meaning of the original sentence.
1. It is difficult to get young people to plan for their old age, which seems very distantto them.
a) obervable
b) far away
The correct answer is b
2. Receptors for the sense of smell are located at the top of the nasal cavity.
a) upper end
b) inner edge
The correct answer is a
2. You will be required to give another phrase or word with the same meaning as that word.
Examples:
Pick an alternative word for the words or phrases in bold for each question that best keep the meaning of the original sentence.
1. It is difficult to get young people to plan for their old age, which seems very distantto them.
a) obervable
b) far away
The correct answer is b
2. Receptors for the sense of smell are located at the top of the nasal cavity.
a) upper end
b) inner edge
The correct answer is a
The Rephrasing Question
The rephrasing question requires you to express certain phrases or sentences in your own words, .i.e. you have to explain their meaning. In answering this type if question, you have to read the given phrase or sentence in its context, i.e. you have to read the given phrase or sentence in its context, i.e. you have to read what comes before or after, in order to understand its meaning fully.
“I waited for Zibanani to appear. The minutes ticked by. It seemed like an age before he finally appeared.”
To understand the meaning of the phrase “an age” you have to read the two sentences before it. Then you understand “an age” to mean a very long time.
Now read the following:
“Once you have tracked down the wild animal, you must shoot it cleanly.”
Cleanly here means killing it immediately. Notice how that meaning of clean here is related to the context of hunting, and has nothing to do with the usual meaning of clean (i.e. free of dirt.)
Sometimes sentences given to you contain idioms and figures of speech, such as metaphors.
For instance:
1.) The ghosts of his past misdeeds keep returning to haunt him. (He kept remembering, with guilt and fear, his past wrongdoings.)
2.) He was convinced that his enemies, one fine day, would do him in. (He knew his enemies would find and kill him.)
“I waited for Zibanani to appear. The minutes ticked by. It seemed like an age before he finally appeared.”
To understand the meaning of the phrase “an age” you have to read the two sentences before it. Then you understand “an age” to mean a very long time.
Now read the following:
“Once you have tracked down the wild animal, you must shoot it cleanly.”
Cleanly here means killing it immediately. Notice how that meaning of clean here is related to the context of hunting, and has nothing to do with the usual meaning of clean (i.e. free of dirt.)
Sometimes sentences given to you contain idioms and figures of speech, such as metaphors.
For instance:
1.) The ghosts of his past misdeeds keep returning to haunt him. (He kept remembering, with guilt and fear, his past wrongdoings.)
2.) He was convinced that his enemies, one fine day, would do him in. (He knew his enemies would find and kill him.)
The Inferential Question
These types of quesions need you to read between the lines to find a hidden meaning.
You will not be able to find an answer directly in the passage, but you need to use deduction skills to infer the answer through the given words phrases.
Examples:
- Explain clearly / explain the contrast ....
- Suggest how ....
- What do you think ....
- Why does the author suggest ....
- What impression ....
Example Question:
"Winnie! Winnie! Where are you?"
The old lady called out again and again as she walked along the wide road. A bad road for dogs. She prayed he had not wandered this far. It had been nearly seven days since she had seen him.
Answer these questions:
1. Who was Winnie?
2. Describe the woman's relationship with Winnie.
As you answer the questions, you will realise that the information given in the story does not directly state the answer. You need to look at clues/facts that will help you pick an answer.
1. Who is Winnie?
Clues:
- A bad road for dogs.
- She prayed he had not wandered this far.
The two details above allow a conlcusion to be made that the old lady was looking for Winnie along a road that was dangerous for dogs. Hence, it is most likely she was looking for her dog.
Winnie was the old lady's dog.
2. Describe the woman's relationship with Winnie
You need to give a reason why you have chosen this answer.
Clues:
- The old lady called out again and again.
- She prayed he had not wandered this far.
- It had been nearly seven days...
The woman is looking for the dog anxiously, praying that he had not wandered off too far onto the bad road for dogs and after seven days she was still looking. This shows us that she loved and cared for the dog deeply and was close to him.
You will not be able to find an answer directly in the passage, but you need to use deduction skills to infer the answer through the given words phrases.
Examples:
- Explain clearly / explain the contrast ....
- Suggest how ....
- What do you think ....
- Why does the author suggest ....
- What impression ....
Example Question:
"Winnie! Winnie! Where are you?"
The old lady called out again and again as she walked along the wide road. A bad road for dogs. She prayed he had not wandered this far. It had been nearly seven days since she had seen him.
Answer these questions:
1. Who was Winnie?
2. Describe the woman's relationship with Winnie.
As you answer the questions, you will realise that the information given in the story does not directly state the answer. You need to look at clues/facts that will help you pick an answer.
1. Who is Winnie?
Clues:
- A bad road for dogs.
- She prayed he had not wandered this far.
The two details above allow a conlcusion to be made that the old lady was looking for Winnie along a road that was dangerous for dogs. Hence, it is most likely she was looking for her dog.
Winnie was the old lady's dog.
2. Describe the woman's relationship with Winnie
You need to give a reason why you have chosen this answer.
Clues:
- The old lady called out again and again.
- She prayed he had not wandered this far.
- It had been nearly seven days...
The woman is looking for the dog anxiously, praying that he had not wandered off too far onto the bad road for dogs and after seven days she was still looking. This shows us that she loved and cared for the dog deeply and was close to him.
The Summary Question
Being able to answer summary questions well will give you a huge advantage in your Comprehension paper.
Here are the 4 Steps to answering any summary question.
Step 0: Reading the Question
There are 2 very important things you MUST take note of before you begin writing your summary.
- Identify EXACTLY what the question wants,
- Take note of the paragraphs from which you are tasked to identify your points from.
The first requires you to take note of key terms and understand question words.
The second requires no more than a couple of seconds to check but is often the most common careless mistake that exam takers make. It may seem implausible for one to miss such an obvious instruction but it has happened too often for you to brush it off. So double check the paragraphs you are allowed to get your points from.
Step 1: Identify the relevant answers from the passage
When identifying answers from comprehension passages there are a few rules we normally follow:
- Only select key ideas - Leave out examples - Leave out adjectives and adverbs
That is true for most questions unless they specifically ask you for examples.
Underline the points from the relevant paragraphs and write a quick word or two (noting) in the margin about each point so that you will take less time sorting them out later.
Sort your answers in the sequence you would present them (or as required by the question).
Group any answers that are similar or belong to the same category in order to reduce the number of words used. For example:
He returned home to shower and had a sandwich after that. But it wasn’t until he finished his homework that he realised he left his basketball in school.
The three bolded points all have one thing in common: they are all things he did before he realised he left his basketball in school. You can group them into one sentence when summarising them: He bathed, ate, and completed his assignments before realising he left his basketball in school.
Quick Tip: If you are required to identify 8 points, identify 10 points instead. This leaves room for errors and there will be a higher probability of getting the right answers. Scoring the goal 8 out of 10 times is easier than 8 out of 8 times.
Step 2: Identify the key words in the answer
While your language grade in the summary is determined by your choice of vocabulary and grammar, the content grade is determined by the number of key words you managed to identify.
On top of that, the key words are the words that you cannot lift directly from the passage (unless it is a technical jargon like photosynthesis or nulcear fusion).
It is therefore crucial that you identify the key words before you start writing your summary. Once you’ve had enough practice, you can actually complete this step together with Step 1. However, it is not recommended that you attempt to do so right from the start without practice.
Step 3: Change the key words
When answering the summary question it is recommended that you use your own words as much as possible. But it is impossible to change everything. The key words and phrases, however, have to be changed. For example:
Q: What did Sibahle do at night?
Passage: Sinahle ate a muffin before she went to bed.”
The word muffin and SInahle are almost impossible to change. In most cases, proper nouns (Sibahle) do not have to be changed. Common nouns (muffin) may be changed but most of the time this isn’t necessary.
Important Note: DO NOT force yourself to change common nouns. Unless there happens to be another alternative name, attempts to change common nouns usually end up fairly ridiculous. (Someone once changed ‘bird’ to ‘flying mammal’. You DO NOT want to do that.)
The question asks for what Sibahke did at night, therefore the key words we are looking for are most likely verbs (action words). In this case, they are ‘ate’ and ‘went to bed’. You should try your best to change these words.
Sibahle retired to bed/went to sleep/slept after consuming a muffin.
Tip: Try to rephrase each point you’ve identified under six words. This will make it easier for you when combining the points together.
Step 4: Writing your answer
You have identified the answers, collated and categorised them, and changed the key words. Now all you have to do is to write everything down.
The grid method This is something that most students are taught in schools today hence it is common enough for examiners to accept seeing it.
What you do is basically draw grids on your paper to make counting the number of words used a breeze.
Writing in the grid would look something like this:
Draw an 8 by 10 table on your paper and simply multiply the rows by columns to obtain your word count. It also means you can easily check your word quota while you are writing.
BONUS Step: Check your writing for mistakes
This is a step many forget or simply do not have time to go through. Once you’ve familiarised yourself with the various steps for summary it should speed up your process and leave you enough time to look through your final answer at least once.
Informal Letters
Here are the 4 Steps to answering any summary question.
Step 0: Reading the Question
There are 2 very important things you MUST take note of before you begin writing your summary.
- Identify EXACTLY what the question wants,
- Take note of the paragraphs from which you are tasked to identify your points from.
The first requires you to take note of key terms and understand question words.
The second requires no more than a couple of seconds to check but is often the most common careless mistake that exam takers make. It may seem implausible for one to miss such an obvious instruction but it has happened too often for you to brush it off. So double check the paragraphs you are allowed to get your points from.
Step 1: Identify the relevant answers from the passage
When identifying answers from comprehension passages there are a few rules we normally follow:
- Only select key ideas - Leave out examples - Leave out adjectives and adverbs
That is true for most questions unless they specifically ask you for examples.
Underline the points from the relevant paragraphs and write a quick word or two (noting) in the margin about each point so that you will take less time sorting them out later.
Sort your answers in the sequence you would present them (or as required by the question).
Group any answers that are similar or belong to the same category in order to reduce the number of words used. For example:
He returned home to shower and had a sandwich after that. But it wasn’t until he finished his homework that he realised he left his basketball in school.
The three bolded points all have one thing in common: they are all things he did before he realised he left his basketball in school. You can group them into one sentence when summarising them: He bathed, ate, and completed his assignments before realising he left his basketball in school.
Quick Tip: If you are required to identify 8 points, identify 10 points instead. This leaves room for errors and there will be a higher probability of getting the right answers. Scoring the goal 8 out of 10 times is easier than 8 out of 8 times.
Step 2: Identify the key words in the answer
While your language grade in the summary is determined by your choice of vocabulary and grammar, the content grade is determined by the number of key words you managed to identify.
On top of that, the key words are the words that you cannot lift directly from the passage (unless it is a technical jargon like photosynthesis or nulcear fusion).
It is therefore crucial that you identify the key words before you start writing your summary. Once you’ve had enough practice, you can actually complete this step together with Step 1. However, it is not recommended that you attempt to do so right from the start without practice.
Step 3: Change the key words
When answering the summary question it is recommended that you use your own words as much as possible. But it is impossible to change everything. The key words and phrases, however, have to be changed. For example:
Q: What did Sibahle do at night?
Passage: Sinahle ate a muffin before she went to bed.”
The word muffin and SInahle are almost impossible to change. In most cases, proper nouns (Sibahle) do not have to be changed. Common nouns (muffin) may be changed but most of the time this isn’t necessary.
Important Note: DO NOT force yourself to change common nouns. Unless there happens to be another alternative name, attempts to change common nouns usually end up fairly ridiculous. (Someone once changed ‘bird’ to ‘flying mammal’. You DO NOT want to do that.)
The question asks for what Sibahke did at night, therefore the key words we are looking for are most likely verbs (action words). In this case, they are ‘ate’ and ‘went to bed’. You should try your best to change these words.
Sibahle retired to bed/went to sleep/slept after consuming a muffin.
Tip: Try to rephrase each point you’ve identified under six words. This will make it easier for you when combining the points together.
Step 4: Writing your answer
You have identified the answers, collated and categorised them, and changed the key words. Now all you have to do is to write everything down.
The grid method This is something that most students are taught in schools today hence it is common enough for examiners to accept seeing it.
What you do is basically draw grids on your paper to make counting the number of words used a breeze.
Writing in the grid would look something like this:
Draw an 8 by 10 table on your paper and simply multiply the rows by columns to obtain your word count. It also means you can easily check your word quota while you are writing.
BONUS Step: Check your writing for mistakes
This is a step many forget or simply do not have time to go through. Once you’ve familiarised yourself with the various steps for summary it should speed up your process and leave you enough time to look through your final answer at least once.
Informal Letters
An informal letter should be fairly informal – but don’t overdo it. The examiner will not be impressed by text messaging shorthand such as "U" for you. Likewise, please avoid excessive use of slang: your objective is to show off your knowledge of standard English vocabulary and grammar.
The content of informal letters is difficult to predict. However, they often include an account of recent events. If you have to write a letter like this, then take care with your verbs! Also, try to use some time phrases (e.g. Shortly after that, Later, That afternoon, After dinner, …) Try to use a good range of vocabulary too, avoiding dull words such as "nice", "fun" and "scary".
Notice and practise writing common phrases found in formal letters:
• Recently I read your advertisement for a …
• I would like to apply for …
• the position of … / the job of … / the vacancy.
• I believe that I am suitable for the job in a number of ways.
• Firstly, … Secondly, … Thirdly, …. Finally, …
• Also, … In addition, …
• I have worked as a …
• I had a holiday job as a …
• I have good _________ skills
• I have experience of ______ing …
• If you wish to obtain a reference, you may contact …
• Please feel free to contact me at any time.
• I read your recent article on ...
• I would like to lend my support to ...
• The School Council recently proposed that …
• I believe that this idea should be rejected.
• There are a number of reasons for this. Firstly, … Secondly, …
The content of informal letters is difficult to predict. However, they often include an account of recent events. If you have to write a letter like this, then take care with your verbs! Also, try to use some time phrases (e.g. Shortly after that, Later, That afternoon, After dinner, …) Try to use a good range of vocabulary too, avoiding dull words such as "nice", "fun" and "scary".
Notice and practise writing common phrases found in formal letters:
• Recently I read your advertisement for a …
• I would like to apply for …
• the position of … / the job of … / the vacancy.
• I believe that I am suitable for the job in a number of ways.
• Firstly, … Secondly, … Thirdly, …. Finally, …
• Also, … In addition, …
• I have worked as a …
• I had a holiday job as a …
• I have good _________ skills
• I have experience of ______ing …
• If you wish to obtain a reference, you may contact …
• Please feel free to contact me at any time.
• I read your recent article on ...
• I would like to lend my support to ...
• The School Council recently proposed that …
• I believe that this idea should be rejected.
• There are a number of reasons for this. Firstly, … Secondly, …
Informal Letter Structure
Dear Winston
BEGINNINGS
Thank you for your lovely letter.
Many thanks for your letter.
Thanks for writing.
It was good to hear from you.
Sorry for not replying sooner. I have been very busy.
Sorry for taking so long to reply. I have been revising for my exams.
SIGNALLING: "THE END IS NEAR"
Well, that’s all my news for now.
It’s getting late, so I’d better stop now.
I’d better stop now. It’s past midnight and I have an exam tomorrow.
Time to stop: Mum’s calling me for dinner.
I’d better finish – I’m running out of space.
ENDINGS
I look forward to hearing from you.
I can hardly wait to meet you.
Please write again soon.
Please keep in touch.
Give my regards to …
BEST WISHES
Lots of Love
Regards
Thinking of you
BEGINNINGS
Thank you for your lovely letter.
Many thanks for your letter.
Thanks for writing.
It was good to hear from you.
Sorry for not replying sooner. I have been very busy.
Sorry for taking so long to reply. I have been revising for my exams.
SIGNALLING: "THE END IS NEAR"
Well, that’s all my news for now.
It’s getting late, so I’d better stop now.
I’d better stop now. It’s past midnight and I have an exam tomorrow.
Time to stop: Mum’s calling me for dinner.
I’d better finish – I’m running out of space.
ENDINGS
I look forward to hearing from you.
I can hardly wait to meet you.
Please write again soon.
Please keep in touch.
Give my regards to …
BEST WISHES
Lots of Love
Regards
Thinking of you
Example
4144B Irvine Ave
Bradfield, Bulawayo
4 October 2014
Dear Nathan
How has life been treating you, friend? I read your novel and I am writing to tell you I thoroughly enjoyed it. Well done.
Since you left to Madrid to pursue your writing career, we have drifted apart. I hope we can start a correspondence here. I wish to hear as much as I can about your Spannish expolits.
Give my regards to Winnie, your pet.
Best,
Vince
Bradfield, Bulawayo
4 October 2014
Dear Nathan
How has life been treating you, friend? I read your novel and I am writing to tell you I thoroughly enjoyed it. Well done.
Since you left to Madrid to pursue your writing career, we have drifted apart. I hope we can start a correspondence here. I wish to hear as much as I can about your Spannish expolits.
Give my regards to Winnie, your pet.
Best,
Vince
Formal Letters
Re-read good examples of formal letters; notice the structure:
Where I read the advertisement + Basic information about myself (not name!)
• Why I believe I am suitable for the job: 1…… 2….. 3…… 4……
• Who to approach for references
• Yours faithfully/sincerely + name
Notice and practise writing common phrases found in formal letters:
• Recently I read your advertisement for a …
• I would like to apply for …
• the position of … / the job of … / the vacancy.
• I believe that I am suitable for the job in a number of ways.
• Firstly, … Secondly, … Thirdly, …. Finally, …
• Also, … In addition, …
• I have worked as a …
• I had a holiday job as a …
• I have good _________ skills
• I have experience of ______ing …
• If you wish to obtain a reference, you may contact …
• Please feel free to contact me at any time.
• I read your recent article on ...
• I would like to lend my support to ...
• The School Council recently proposed that …
• I believe that this idea should be rejected.
• There are a number of reasons for this. Firstly, … Secondly, …
Where I read the advertisement + Basic information about myself (not name!)
• Why I believe I am suitable for the job: 1…… 2….. 3…… 4……
• Who to approach for references
• Yours faithfully/sincerely + name
Notice and practise writing common phrases found in formal letters:
• Recently I read your advertisement for a …
• I would like to apply for …
• the position of … / the job of … / the vacancy.
• I believe that I am suitable for the job in a number of ways.
• Firstly, … Secondly, … Thirdly, …. Finally, …
• Also, … In addition, …
• I have worked as a …
• I had a holiday job as a …
• I have good _________ skills
• I have experience of ______ing …
• If you wish to obtain a reference, you may contact …
• Please feel free to contact me at any time.
• I read your recent article on ...
• I would like to lend my support to ...
• The School Council recently proposed that …
• I believe that this idea should be rejected.
• There are a number of reasons for this. Firstly, … Secondly, …
Letter Structure
Open and Close
Dear Sir or Madam -----> Yours faithfully
Dear Ms Waters -----> Yours sincerely
Use a formal tone: this affects your choice of vocabulary and grammar. For example, the first text below would not be appropriate in a formal letter, whereas the second would be:
Hey
I saw some stuff in your mag about activities for kids and I just wanna say that the activities in this town suck. I mean what are we supposed to do in the evenings?
Dear Sir or Madam
With regard to your recent feature on leisure activities for young people, I would like to make a few suggestions. Firstly, there is a clear shortage of playing fields with the result that many children play football in the road, which is dangerous. Secondly, …
NOTE: You should not use short forms (e.g. don’t, won’t, isn’t) in a formal letter.
Dear Sir or Madam -----> Yours faithfully
Dear Ms Waters -----> Yours sincerely
Use a formal tone: this affects your choice of vocabulary and grammar. For example, the first text below would not be appropriate in a formal letter, whereas the second would be:
Hey
I saw some stuff in your mag about activities for kids and I just wanna say that the activities in this town suck. I mean what are we supposed to do in the evenings?
Dear Sir or Madam
With regard to your recent feature on leisure activities for young people, I would like to make a few suggestions. Firstly, there is a clear shortage of playing fields with the result that many children play football in the road, which is dangerous. Secondly, …
NOTE: You should not use short forms (e.g. don’t, won’t, isn’t) in a formal letter.
Letter applying for a job
Your address
Date
Thier Address
Dear Sir or Madam
SUBJECT: IN BLOCK LETTERS AND UNDERLINED
I have read your advertisement in the Weekly News and would like to apply for a position as a Playworker. I am a fifteen-year-old student at Bulawayo College and will be available for work throughout the school holidays.
I believe that I am suitable for the job in a number of ways. Firstly, I have worked as a babysitter for the past three years and my employers have been very satisfied with my work. The children I have looked after are between four and ten years old. Secondly, I have good organisation skills as I am a Girl Guide leader and have helped to plan four camping trips. As part of my duties, I supervise team games and sing-song sessions. I also play the guitar. Thirdly, I am a reasonably good cook. I can prepare simple pasta dishes and I have a lot of experience of making sandwiches for Girl Guide outings. Finally, I am bilingual, speaking both Indonesian and English fluently. I am also beginning to learn Ndebele.
If you wish to obtain a reference, you may contact my Headteacher, Mr L Jongwe (Tel: 123456) or Mrs V Lee (345098) who has employed me as a babysitter.
Yours faithfully
Date
Thier Address
Dear Sir or Madam
SUBJECT: IN BLOCK LETTERS AND UNDERLINED
I have read your advertisement in the Weekly News and would like to apply for a position as a Playworker. I am a fifteen-year-old student at Bulawayo College and will be available for work throughout the school holidays.
I believe that I am suitable for the job in a number of ways. Firstly, I have worked as a babysitter for the past three years and my employers have been very satisfied with my work. The children I have looked after are between four and ten years old. Secondly, I have good organisation skills as I am a Girl Guide leader and have helped to plan four camping trips. As part of my duties, I supervise team games and sing-song sessions. I also play the guitar. Thirdly, I am a reasonably good cook. I can prepare simple pasta dishes and I have a lot of experience of making sandwiches for Girl Guide outings. Finally, I am bilingual, speaking both Indonesian and English fluently. I am also beginning to learn Ndebele.
If you wish to obtain a reference, you may contact my Headteacher, Mr L Jongwe (Tel: 123456) or Mrs V Lee (345098) who has employed me as a babysitter.
Yours faithfully
Argumentative Essays
There are three basic ways of organising an argumentative essay:
1. Set ‘em up and knock ‘em down (present your opponents’ arguments and destroy them with your own stronger points)
2. The balanced approach (present arguments from both sides of the debate, but then say what you think yourself)
3. Problem-Solution (explain the problem/s and then propose solutions)
1. Set ‘em up and knock ‘em down (present your opponents’ arguments and destroy them with your own stronger points)
2. The balanced approach (present arguments from both sides of the debate, but then say what you think yourself)
3. Problem-Solution (explain the problem/s and then propose solutions)
Set ‘em up and knock ‘em down
Using this approach, you present each of your opponents’ arguments in turn (you "set it up" like a bowling skittle) and then demonstrate that it is false or weak (you "knock it down").
Below you can read an example on the topic of zoos. (Phrases have been highlighted to draw your attention to the way the essay is organised.)
Zoos – Sanctuaries or Prisons?
Zoos have been popular for hundreds of years, introducing a wide variety of animals to visitors who otherwise would never have seen them. Times change,however, and we must question whether zoos are still relevant in a world where we wish to treat animals humanely.
It is often said that zoos are educational. They teach people, especially children, about animal behaviour and encourage an interest in animal welfare. This may be partly true, but does a captive animal behave like its counterpart in the wild? Zoo animals are often confined to a very small area compared with their vast natural habitat. Polar bears, for example, roam for hundreds (even thousands!) of kilometres in their Arctic home whereas in zoos they can only manage about 20 metres. As a result, many animals develop unnatural habits such as pacing back and forth or swaying.
Another argument put forward in favour of zoos is that they help to conserve endangered species through breeding programmes. Thus, for example, a rare species such as the orang-utan can be protected and encouraged to reproduce in a zoo environment. In reality, though, breeding programmes often fail because the animals do not benefit from natural selection and successive generations grow weaker. For example, attempts to breed pandas in captivity have been very costly and unsuccessful. Even successful breeding programmes have their limitations. For instance, two rare lynxes released into the wild in Colorado died from starvation even though their natural prey, a hare, was abundant. Evidently zoo life does not prepare animals for the challenges of life in the wild.
Supporters of zoos sometimes claim thatthe inhabitants are even better off than their counterparts in the wild. On the contrary, the zoo is an unnatural environment that exposes animals to numerous dangers. Diseases often spread between species that would never co-exist naturally. For example, many Asian elephants have died in US zoos after catching herpes from African elephants. Zoo animals are often exposed to chemicals, solvents and other toxic substances. Also, in an effort to control their behavior, animals are sometimes forcibly medicated and tranquilized.Furthermore, it is not uncommon for visitors to tease and provoke confined animals.
In summary, therefore, the continued existence of zoos cannot be defended. They do not educate people; they do not conserve wildlife; and they do not treat animals humanely. They are cruel prisons and the time has come to abolish them.
Below you can read an example on the topic of zoos. (Phrases have been highlighted to draw your attention to the way the essay is organised.)
Zoos – Sanctuaries or Prisons?
Zoos have been popular for hundreds of years, introducing a wide variety of animals to visitors who otherwise would never have seen them. Times change,however, and we must question whether zoos are still relevant in a world where we wish to treat animals humanely.
It is often said that zoos are educational. They teach people, especially children, about animal behaviour and encourage an interest in animal welfare. This may be partly true, but does a captive animal behave like its counterpart in the wild? Zoo animals are often confined to a very small area compared with their vast natural habitat. Polar bears, for example, roam for hundreds (even thousands!) of kilometres in their Arctic home whereas in zoos they can only manage about 20 metres. As a result, many animals develop unnatural habits such as pacing back and forth or swaying.
Another argument put forward in favour of zoos is that they help to conserve endangered species through breeding programmes. Thus, for example, a rare species such as the orang-utan can be protected and encouraged to reproduce in a zoo environment. In reality, though, breeding programmes often fail because the animals do not benefit from natural selection and successive generations grow weaker. For example, attempts to breed pandas in captivity have been very costly and unsuccessful. Even successful breeding programmes have their limitations. For instance, two rare lynxes released into the wild in Colorado died from starvation even though their natural prey, a hare, was abundant. Evidently zoo life does not prepare animals for the challenges of life in the wild.
Supporters of zoos sometimes claim thatthe inhabitants are even better off than their counterparts in the wild. On the contrary, the zoo is an unnatural environment that exposes animals to numerous dangers. Diseases often spread between species that would never co-exist naturally. For example, many Asian elephants have died in US zoos after catching herpes from African elephants. Zoo animals are often exposed to chemicals, solvents and other toxic substances. Also, in an effort to control their behavior, animals are sometimes forcibly medicated and tranquilized.Furthermore, it is not uncommon for visitors to tease and provoke confined animals.
In summary, therefore, the continued existence of zoos cannot be defended. They do not educate people; they do not conserve wildlife; and they do not treat animals humanely. They are cruel prisons and the time has come to abolish them.
The Balanced Approach
A different approach is to look at both sides of the argument in a more balanced way. In the end, however, you must indicate your opinion. The following is an example of how such an essay might be structured:
Introduction: The issue of handgun ownership
A. Some people believe individuals should not own handguns
B. Others believe ownership is an important personal right
Disadvantages of handgun ownership
- Adults and children can have accidents
- People can use guns for crimes
Advantages of handgun ownership
+ People can protect themselves from intruders
+ People can use guns for recreational purposes
Conclusion - summary & evaluation of arguments presented
Problems of accidents and crime make gun ownership difficult to accept
Gun ownership should not be allowed in the interest of a better society
Now here is the essay itself:
A spate of recent murders at American schools has led to a lot of debate about the issue of gun ownership. While some believe that private individuals should not be allowed to own guns, others maintain that gun ownership is an important personal right. Both sides present convincing arguments, but I have little doubt that that the possession of such weapons threatens the safety of society as a whole.
One of the strongest arguments against handgun ownership is that accidents can happen when adults use guns carelessly or when children discover them. Statistics also show a relationship between the crime rate and the number of privately owned handguns. The number of deaths by shooting in the USA, where handguns are legal, is far higher than in Britain where they are not.
Those in favour of handgun ownership argue that citizens should be able to protect their homes and families from intruders. On the other hand, in a society where guns can be bought over the counter, even petty criminals find it easy to obtain a weapon. Supporters also argue that guns are used for recreational purposes such as hunting. However, such "hobbies" often result in the death or injury of innocent bystanders.
Supporters of gun ownership claim that these weapons have been part of our life for centuries. Nevertheless, the problems of increasing crime and family conflict in today’s society make gun ownership difficult to accept. Handguns are too dangerous to be made freely available to just anyone who wants them.
Introduction: The issue of handgun ownership
A. Some people believe individuals should not own handguns
B. Others believe ownership is an important personal right
Disadvantages of handgun ownership
- Adults and children can have accidents
- People can use guns for crimes
Advantages of handgun ownership
+ People can protect themselves from intruders
+ People can use guns for recreational purposes
Conclusion - summary & evaluation of arguments presented
Problems of accidents and crime make gun ownership difficult to accept
Gun ownership should not be allowed in the interest of a better society
Now here is the essay itself:
A spate of recent murders at American schools has led to a lot of debate about the issue of gun ownership. While some believe that private individuals should not be allowed to own guns, others maintain that gun ownership is an important personal right. Both sides present convincing arguments, but I have little doubt that that the possession of such weapons threatens the safety of society as a whole.
One of the strongest arguments against handgun ownership is that accidents can happen when adults use guns carelessly or when children discover them. Statistics also show a relationship between the crime rate and the number of privately owned handguns. The number of deaths by shooting in the USA, where handguns are legal, is far higher than in Britain where they are not.
Those in favour of handgun ownership argue that citizens should be able to protect their homes and families from intruders. On the other hand, in a society where guns can be bought over the counter, even petty criminals find it easy to obtain a weapon. Supporters also argue that guns are used for recreational purposes such as hunting. However, such "hobbies" often result in the death or injury of innocent bystanders.
Supporters of gun ownership claim that these weapons have been part of our life for centuries. Nevertheless, the problems of increasing crime and family conflict in today’s society make gun ownership difficult to accept. Handguns are too dangerous to be made freely available to just anyone who wants them.
Problem-Solution
This approach does not work for every topic. However, if you are discussing a problem of some sort (e.g. graffiti, litter, poverty, examination stress), then it makes sense to use it.
A Problem-Solution essay or letter has a fairly simple structure: first, you explain the problem (or problems), and then you propose a solution (or solutions). The following example looks at health problems in shanty towns (slums) and suggests a few solutions:
There are numerous health problems in shanty towns. Firstly, because the sites are illegal the government does not provide piped water. As a result, drinking and bathing water are usually dirty and this causes diseases such as dysentery, typhoid and hepatitis, as well as skin and eye diseases. Secondly, houses are often overcrowded and have poor air circulation. This makes it easier to catch diseases like flu, TB and diphtheria where infection enters through the throat. Thirdly, there are no drains, sewers or rubbish collection services. The resulting pools of stagnant water and heaps of household waste attract rats and insects, which can pass on diseases.
The government could do a lot to solve these problems. For example, they could supply clean, piped water to individual houses or, at least, to neigbourhoods. This would make drinking water safe and reduce infections. In addition, the authorities could provide householders with building materials to improve their conditions and educate them about the importance of ventilation. Lastly, the city council could construct drains and provide a rubbish collection service to reduce the risk of infections spread by rats and insects.
If the government took these steps, the result would be a safer, healthier environment. Furthermore, the improvements would also lead to increased employment opportunities in areas such as construction, plumbing and rubbish disposal. It is time for politicians to come to the aid of the people who elected them!
Looking more closely, we can see that the actual structure of text is:
PROBLEM -> SOLUTION -> CALL FOR ACTION
Vocabulary for Argumentative Writing
When we write an argumentative essay, our opinions carry more weight if we look at both sides of the issue. In other words, we acknowledge our opponents’ views but try to convince the reader that our own argument is stronger.
Our essay would be extremely dull if we used the words "supporters" and "opponents" all the way through. Similarly, it would be unimpressive if we only used the verb "say" to refer to people’s opinions. Alternative terms can be Supporters, Proponents, Those in favour of …, Advocates of …; used in place of "say" to avoid repeating the same verb over and over.
A Problem-Solution essay or letter has a fairly simple structure: first, you explain the problem (or problems), and then you propose a solution (or solutions). The following example looks at health problems in shanty towns (slums) and suggests a few solutions:
There are numerous health problems in shanty towns. Firstly, because the sites are illegal the government does not provide piped water. As a result, drinking and bathing water are usually dirty and this causes diseases such as dysentery, typhoid and hepatitis, as well as skin and eye diseases. Secondly, houses are often overcrowded and have poor air circulation. This makes it easier to catch diseases like flu, TB and diphtheria where infection enters through the throat. Thirdly, there are no drains, sewers or rubbish collection services. The resulting pools of stagnant water and heaps of household waste attract rats and insects, which can pass on diseases.
The government could do a lot to solve these problems. For example, they could supply clean, piped water to individual houses or, at least, to neigbourhoods. This would make drinking water safe and reduce infections. In addition, the authorities could provide householders with building materials to improve their conditions and educate them about the importance of ventilation. Lastly, the city council could construct drains and provide a rubbish collection service to reduce the risk of infections spread by rats and insects.
If the government took these steps, the result would be a safer, healthier environment. Furthermore, the improvements would also lead to increased employment opportunities in areas such as construction, plumbing and rubbish disposal. It is time for politicians to come to the aid of the people who elected them!
Looking more closely, we can see that the actual structure of text is:
PROBLEM -> SOLUTION -> CALL FOR ACTION
Vocabulary for Argumentative Writing
When we write an argumentative essay, our opinions carry more weight if we look at both sides of the issue. In other words, we acknowledge our opponents’ views but try to convince the reader that our own argument is stronger.
Our essay would be extremely dull if we used the words "supporters" and "opponents" all the way through. Similarly, it would be unimpressive if we only used the verb "say" to refer to people’s opinions. Alternative terms can be Supporters, Proponents, Those in favour of …, Advocates of …; used in place of "say" to avoid repeating the same verb over and over.
Report Writing
Writing Format
Here are the main sections of the standard report writing format:
Title Section – This includes the name of the author(s) and the date of report preparation.
Summary – There needs to be a summary of the major points, conclusions, and recommendations. It needs to be short as it is a general overview of the report. Some people will read the summary and only skim the report, so make sure you include all the relevant information. It would be best to write this last so you will include everything, even the points that might be added at the last minute.
Introduction – The first page of the report needs to have an introduction. You will explain the problem and show the reader why the report is being made. You need to give a definition of terms if you did not include these in the title section, and explain how the details of the report are arranged.
Body – This is the main section of the report. There needs to be several sections, with each having a subtitle. Information is usually arranged in order of importance with the most important information coming first.
Conclusion – This is where everything comes together. Keep this section free of jargon as most people will read the Summary and Conclusion. Recommendations – This is what needs to be done. In plain English, explain your recommendations, putting them in order of priority.
Appendices – This includes information that the experts in the field will read. It has all the technical details that support your conclusions. Remember that the information needs to be organized logically with the most important information coming first.
Here are the main sections of the standard report writing format:
Title Section – This includes the name of the author(s) and the date of report preparation.
Summary – There needs to be a summary of the major points, conclusions, and recommendations. It needs to be short as it is a general overview of the report. Some people will read the summary and only skim the report, so make sure you include all the relevant information. It would be best to write this last so you will include everything, even the points that might be added at the last minute.
Introduction – The first page of the report needs to have an introduction. You will explain the problem and show the reader why the report is being made. You need to give a definition of terms if you did not include these in the title section, and explain how the details of the report are arranged.
Body – This is the main section of the report. There needs to be several sections, with each having a subtitle. Information is usually arranged in order of importance with the most important information coming first.
Conclusion – This is where everything comes together. Keep this section free of jargon as most people will read the Summary and Conclusion. Recommendations – This is what needs to be done. In plain English, explain your recommendations, putting them in order of priority.
Appendices – This includes information that the experts in the field will read. It has all the technical details that support your conclusions. Remember that the information needs to be organized logically with the most important information coming first.
Pointers to score high in Report Writing
Use names and pronouns: (I, he, her) when you write about yourself and others at the scene. Avoid outdated expressions like “this officer” and “the abovementioned person” or “official 1.”
There are certain people who advocate that use of impersonal terminology brings in guaranteed objectivity and accuracy, but it not true. You have the same integrity whether you are calling yourself “I” or “this officer.” And think about this: if you were testifying in court, and sworn to tell the truth, you would use everyday language (“I,” “me”) in your testimony. Follow the same practice in your reports.
Limit yourself to one idea per sentence
Short, straightforward sentences are easy to read, understand and save time for everyone. You will appreciate this time-saving tip when you are reviewing a report to prepare for an important business meeting. Also, the longer a sentence is, the more likely you are to make an error.
Short sentence and its structure in English generally begin with a noun, and the grammar is simple. Complicated sentences, on the other hand, require complicated punctuation, and they open the door to sentence errors.
Try to limit yourself to three commas per sentence. If a sentence has more than three commas, it’s probably too complicated to be read easily, and it may contain usage or punctuation errors.
Be as clear and specific as possible
“Contacted” is vague: Did you visit, phone, or email the witness? “Residence” is just as confusing: House, apartment or mobile home? Always strive for clarity.
Use simple language
“Since” is easier to understand (and write) than “inasmuch as.” “Pertaining to” is a fancy (and time-wasting) way to write “about.”
Stick to observable facts
Conclusions, guesses, hunches, and other thought processes do not belong in a report. Stick to the facts. A statement like “He was aggressive” won’t stand up in court. You can, however, write “Jackson clenched his fists and kicked a chair.”
Write in paragraphs
Organizing information in groups has two important benefits: Your report is more logical, and it’s easier to read and understand later on.
Use active voice
A widespread mistaken notion is that passive voice guarantees objectivity and accuracy. However, it is not true. Writing a sentence like “A revolver was seen under the nightstand” does not guarantee that you are telling the truth. It is much simpler to just write “I saw a revolver under the nightstand.” That is what you would prefer to read in the report submitted by someone else as well, isn’t it?
Use bullet style
Bullet style is nothing but the style you have probably been writing shopping lists all your life when your mother asks you to bring something from the grocery shop nearby. Use the same format when you’re recording several pieces of related information, like this:
Zibanani Hama told me:
- He and Sibahle have been “fighting a lot”
- She was drunk when he came home from work
- She threw a package of frozen chicken at him
- He didn’t touch her
There are certain people who advocate that use of impersonal terminology brings in guaranteed objectivity and accuracy, but it not true. You have the same integrity whether you are calling yourself “I” or “this officer.” And think about this: if you were testifying in court, and sworn to tell the truth, you would use everyday language (“I,” “me”) in your testimony. Follow the same practice in your reports.
Limit yourself to one idea per sentence
Short, straightforward sentences are easy to read, understand and save time for everyone. You will appreciate this time-saving tip when you are reviewing a report to prepare for an important business meeting. Also, the longer a sentence is, the more likely you are to make an error.
Short sentence and its structure in English generally begin with a noun, and the grammar is simple. Complicated sentences, on the other hand, require complicated punctuation, and they open the door to sentence errors.
Try to limit yourself to three commas per sentence. If a sentence has more than three commas, it’s probably too complicated to be read easily, and it may contain usage or punctuation errors.
Be as clear and specific as possible
“Contacted” is vague: Did you visit, phone, or email the witness? “Residence” is just as confusing: House, apartment or mobile home? Always strive for clarity.
Use simple language
“Since” is easier to understand (and write) than “inasmuch as.” “Pertaining to” is a fancy (and time-wasting) way to write “about.”
Stick to observable facts
Conclusions, guesses, hunches, and other thought processes do not belong in a report. Stick to the facts. A statement like “He was aggressive” won’t stand up in court. You can, however, write “Jackson clenched his fists and kicked a chair.”
Write in paragraphs
Organizing information in groups has two important benefits: Your report is more logical, and it’s easier to read and understand later on.
Use active voice
A widespread mistaken notion is that passive voice guarantees objectivity and accuracy. However, it is not true. Writing a sentence like “A revolver was seen under the nightstand” does not guarantee that you are telling the truth. It is much simpler to just write “I saw a revolver under the nightstand.” That is what you would prefer to read in the report submitted by someone else as well, isn’t it?
Use bullet style
Bullet style is nothing but the style you have probably been writing shopping lists all your life when your mother asks you to bring something from the grocery shop nearby. Use the same format when you’re recording several pieces of related information, like this:
Zibanani Hama told me:
- He and Sibahle have been “fighting a lot”
- She was drunk when he came home from work
- She threw a package of frozen chicken at him
- He didn’t touch her
Sample Report
Typical structure template for writing a committee report:
Members to which the report is meant for
[Name, institution, location, Chair]
[Name, institution, location, member]
[Date, Time, and Location]
[Provide simple documentation of any meetings of the committee or subset of the committee, in whatever mode and format, e.g., in person, conference call, etc.]
Purpose
[Here you mention the purpose of the report in a brief. This enables the reader to understand the purpose behind writing the format.]
Issues [Write different issues as sub headings and explain their highlights in bullet points below the respective sub headings]
Current Status
•
•
Accomplishments / Issue 1
•
•
Future Goals
•
•
Near-Term Plans / Main Body of the Report [Use Sub Headings as and where needed. In bullet form, outline near-term actions and plans as well under those sub headings.]
Informal Recommendation(s) [An opportunity to make recommendations, suggestions, and comments to the Board and Executive Director] Respectfully Submitted,
[Authocr’s Name]
Members to which the report is meant for
[Name, institution, location, Chair]
[Name, institution, location, member]
[Date, Time, and Location]
[Provide simple documentation of any meetings of the committee or subset of the committee, in whatever mode and format, e.g., in person, conference call, etc.]
Purpose
[Here you mention the purpose of the report in a brief. This enables the reader to understand the purpose behind writing the format.]
Issues [Write different issues as sub headings and explain their highlights in bullet points below the respective sub headings]
Current Status
•
•
Accomplishments / Issue 1
•
•
Future Goals
•
•
Near-Term Plans / Main Body of the Report [Use Sub Headings as and where needed. In bullet form, outline near-term actions and plans as well under those sub headings.]
Informal Recommendation(s) [An opportunity to make recommendations, suggestions, and comments to the Board and Executive Director] Respectfully Submitted,
[Authocr’s Name]
Speech Writing
What is a speech?
Speech refers to a formal address or discourse delivered to an audience.
Before writing a speech, make sure you are writing to inform people, to persuade them, to convince them or to entertain them. Clarity of purpose will ensure clarity in the choice of style and vocabulary.
Generally, there is a choice (internal) between the following:-
- Debate writing
- Article writing
- Speech writing
- Report writing
Speech refers to a formal address or discourse delivered to an audience.
Before writing a speech, make sure you are writing to inform people, to persuade them, to convince them or to entertain them. Clarity of purpose will ensure clarity in the choice of style and vocabulary.
Generally, there is a choice (internal) between the following:-
- Debate writing
- Article writing
- Speech writing
- Report writing
Format of a speech
A perfect speech must consist of :-
HEADING- The heading should be catchy and in not more than 5-6 words. You can go as creative as you want with this one just make sure you do not devote too much time on it in the exam.
OPENING LINE- This includes salutations, introduction and the topic. Make sure you do not mention your personal details (name, school name, etc.).
Example- Respected Principal, teachers and my dear friends! Today, I (name given in the question) stand before you all to speak on the topic “(given in the question)”.
OR you could start with a quote related to the topic and then go with the salutations and introduction.
BODY- It is the main part of your writing piece.
It is always prescribed that you begin with a short introduction on the topic, it’s meant to be precise.
Then you need to explain the current situation, the problems (if any) and whether after any corrective actions, betterment in the situation has been observed or not.
It may include advantages/ disadvantages depending upon the topic in question.
Now here, it is important you follow a sequence. It is possible that you have too many points or very few points. When you have a lot of varied points, it is better you choose a few best ones and write a line on each. In case you have very few already, explain them in at least two lines each.
You have to strictly follow the prescribed word limit in a limited time frame so just do not go on writing and writing.
MOST IMPORTANT- Always begin with your strongest point. You can accommodate the weaker ones in between and end with another strong point.
Feel free to give your personal opinion in one or two lines.
It is very important that you do not deviate from the topic. There are chances you may get ideas linking from one to another that may deviate you from the main point. You have to refrain from doing so.
SOLUTION/CONCLUDING PARAGRAPH- Now, it is to be remembered that wherever you elaborate a problem, you always have to mention the steps being taken to improvise the situation and suggest a few solutions as well.
Now, it would be great if you could add a few quotes relating to motivating the people to take action.
Here also, the rule of STRONG-WEAK-STRONG applies.
Last but not the least, the concluding line, thanking the audience for their cooperation and their patience. It is very important to conclude what you've started. Never leave a speech or for that matter, any of your answer open-ended.
HEADING- The heading should be catchy and in not more than 5-6 words. You can go as creative as you want with this one just make sure you do not devote too much time on it in the exam.
OPENING LINE- This includes salutations, introduction and the topic. Make sure you do not mention your personal details (name, school name, etc.).
Example- Respected Principal, teachers and my dear friends! Today, I (name given in the question) stand before you all to speak on the topic “(given in the question)”.
OR you could start with a quote related to the topic and then go with the salutations and introduction.
BODY- It is the main part of your writing piece.
It is always prescribed that you begin with a short introduction on the topic, it’s meant to be precise.
Then you need to explain the current situation, the problems (if any) and whether after any corrective actions, betterment in the situation has been observed or not.
It may include advantages/ disadvantages depending upon the topic in question.
Now here, it is important you follow a sequence. It is possible that you have too many points or very few points. When you have a lot of varied points, it is better you choose a few best ones and write a line on each. In case you have very few already, explain them in at least two lines each.
You have to strictly follow the prescribed word limit in a limited time frame so just do not go on writing and writing.
MOST IMPORTANT- Always begin with your strongest point. You can accommodate the weaker ones in between and end with another strong point.
Feel free to give your personal opinion in one or two lines.
It is very important that you do not deviate from the topic. There are chances you may get ideas linking from one to another that may deviate you from the main point. You have to refrain from doing so.
SOLUTION/CONCLUDING PARAGRAPH- Now, it is to be remembered that wherever you elaborate a problem, you always have to mention the steps being taken to improvise the situation and suggest a few solutions as well.
Now, it would be great if you could add a few quotes relating to motivating the people to take action.
Here also, the rule of STRONG-WEAK-STRONG applies.
Last but not the least, the concluding line, thanking the audience for their cooperation and their patience. It is very important to conclude what you've started. Never leave a speech or for that matter, any of your answer open-ended.
Speech Writing Tips
Here are a few valuable tips for you to attempt the class 12 English writing skills - speech writing question in a better way-
1. Make sure you use language which is suitable for the audience you are addressing to. Usage of complex vocabulary for addressing children is not advisable.
2. Usage of quotes is highly recommended. Quotes can be used at the time of commencement or as an ending statement. A quote in the middle of the speech would also be fine.
3. Make sure you write in paragraphs.
4. Practice previous year question papers.
5. Read as many samples as you can. It will give you an idea as to how they are actually written.
6. Read newspaper editorials or opinions. They give new ideas and opinions that may help during exam.
7. Plan before you pen. Just make a list of all your important points on the rough sheet (last sheet of your answer booklet) so that you do not forget relevant points while writing. This also helps you in maintaining a sequence, which is very important.
8. Presentation is very important.
9. Make sure you double check for grammatical accuracy and spellings. They carry marks.
10. Leave adequate number of lines between paragraphs to make it look clean.
11. Underlining the main points is very important. But it is advised to do it after finishing your exam. Use a pencil and scale for underlining.
12. Always have a few general quotes in handy. They help in presentation and shows that you’re prepared.
1. Make sure you use language which is suitable for the audience you are addressing to. Usage of complex vocabulary for addressing children is not advisable.
2. Usage of quotes is highly recommended. Quotes can be used at the time of commencement or as an ending statement. A quote in the middle of the speech would also be fine.
3. Make sure you write in paragraphs.
4. Practice previous year question papers.
5. Read as many samples as you can. It will give you an idea as to how they are actually written.
6. Read newspaper editorials or opinions. They give new ideas and opinions that may help during exam.
7. Plan before you pen. Just make a list of all your important points on the rough sheet (last sheet of your answer booklet) so that you do not forget relevant points while writing. This also helps you in maintaining a sequence, which is very important.
8. Presentation is very important.
9. Make sure you double check for grammatical accuracy and spellings. They carry marks.
10. Leave adequate number of lines between paragraphs to make it look clean.
11. Underlining the main points is very important. But it is advised to do it after finishing your exam. Use a pencil and scale for underlining.
12. Always have a few general quotes in handy. They help in presentation and shows that you’re prepared.
Speech Writing Example
You are Babongile, Head girl / Head boy of your school. You are deeply disturbed by the rising cases of aggressive behaviour of students in your school. You decide to speak during the morning assembly about it. Write a speech on ‘Indiscipline in Schools’. (150 – 200 words)
INDISCIPLINE IN SCHOOLS
It has been reported that number of fights and cases of bullying has gone up tremendously in the last few months in our school.
Good morning to one and all present here. Today, I, Ali/Alia, your head boy/girl stand before you to throw light upon the grave issue of “Increasing Indiscipline in Schools”.
It has been brought into lime light that disobedience of teachers, bullying, fights with peers, truancy and insults is becoming a common trend. Not only this, there have been complaints of parents witnessing a shift in their children’s attitude. This is resulting in a lot of children getting hurt emotionally, mentally and physically. The impact this attitude is having on kids at early age is disastrous and irreversible.
Not to forget the damage that has been done to the school property. Stealing chalks, scribbling on desks, walls and washroom doors, destroying CCTV cameras and the list goes on. By doing this, we are only letting us deprive ourselves of the amenities being provided to us.
After a lot of meetings, lack of proper guidance, excessive use of social media and peer pressure have been observed to be the root causes of the problem. The counsel is taking steps to improve the situation. Life skill classes are being made mandatory for everyone. Teachings will include counselling, motivation and inculcating friendly values. Seminars for parents and students will be regularly organised. A counsellor to help you all share your feelings, grudges and sharing your personal problem is being made available. We are doing everything we can and expect the same from you.
So, let’s join our hands together and build an environment where we encourage, motivate, help and be kind to each other for we are good and civilised beings capable of a lot of love.
Thank you.
INDISCIPLINE IN SCHOOLS
It has been reported that number of fights and cases of bullying has gone up tremendously in the last few months in our school.
Good morning to one and all present here. Today, I, Ali/Alia, your head boy/girl stand before you to throw light upon the grave issue of “Increasing Indiscipline in Schools”.
It has been brought into lime light that disobedience of teachers, bullying, fights with peers, truancy and insults is becoming a common trend. Not only this, there have been complaints of parents witnessing a shift in their children’s attitude. This is resulting in a lot of children getting hurt emotionally, mentally and physically. The impact this attitude is having on kids at early age is disastrous and irreversible.
Not to forget the damage that has been done to the school property. Stealing chalks, scribbling on desks, walls and washroom doors, destroying CCTV cameras and the list goes on. By doing this, we are only letting us deprive ourselves of the amenities being provided to us.
After a lot of meetings, lack of proper guidance, excessive use of social media and peer pressure have been observed to be the root causes of the problem. The counsel is taking steps to improve the situation. Life skill classes are being made mandatory for everyone. Teachings will include counselling, motivation and inculcating friendly values. Seminars for parents and students will be regularly organised. A counsellor to help you all share your feelings, grudges and sharing your personal problem is being made available. We are doing everything we can and expect the same from you.
So, let’s join our hands together and build an environment where we encourage, motivate, help and be kind to each other for we are good and civilised beings capable of a lot of love.
Thank you.
