Trainer’s Notes: Writing

Trainer’s Notes: Writing

Content Page

WRITING 1 4

1. GET IT RIGHT! 5

2. CHECK IT OUT! 6

3. DOs and DON’Ts 7-9

4. LINES GALORE 10-12

5. WHAT’S IN TREND? 13-19

6. DATA MATTER 19-22

7. WORDS, WORDS and MORE WORDS 23-25

8. STEP BY STEP 26-28

9. IT’S ALL UP TO YOU! 29-32

WRITING 2

1. WHAT IS WRITING TO YOU? 34-35

2. MIND YOUR LANGUAGE 36-37

3. BRING OUT THE IDEAS 37-39

4. HELLO… 40-42

5. SO WHERE IS IT GOING TO BE? 43

6. PUTTING IT TOGETHER 44-45

7. WRITE RIGHT!
47-48
Writing a Complete Essay
Trainer’s Notes: Writing

MUET 800/ 4 – An Overview

This module is an outline for the Course Participants (CPs). The purpose of the course is to create
awareness of the changes in the new MUET 800/4 Writing Paper and in doing so, recognise the
implications of this change for classroom practice.

Task 1

Aim: To establish knowledge about the format of MUET 800/4 Writing

Organisation: Individual or in pairs
Time: 15 minutes

Procedure

• Ensure that all CPs have the relevant notes/documents for this task.
• Ask CPs to work through the questions on the task sheet either in pairs or groups and to
discuss their answers to see how familiar they are with the revised format of the MUET
800/4.
• Give CPs sufficient time to complete the activity.
• If CPs have been working individually, allow them time to compare their answers before
going through them all together and establishing a clear framework.
• Check answers.
Trainer’s Notes: Writing

GET IT RIGHT!

Task 1

Task Sheet 1

Answer the following questions by choosing the correct answer A, B or C.

1. The MUET 800/4 Writing has

A one part
B two parts √
C three parts

2. Candidates must write

A one long response

B two short responses
C one long and one short response √

3. How much time do candidates have for Question 1?

A 40 minutes √
B 60 minutes
C 90 minutes

4. How much time do candidates have for Question 2?

A 20 minutes
B 40 minutes
C 50 minutes √

5. Which of the following is true?

A Question 1 carries more marks than Question 2.

B Question 2 carries more marks than Question 1. √
C The two questions are scored equally.
Trainer’s Notes: Writing

CHECK IT OUT!

Task 2

Aim: To establish knowledge about the format of MUET 800/4 Writing

Organisation: Individual or in pairs
Time: 15 minutes

Procedure

• Draw CPs attention to Task 2.

• Ask CPs to look through the list and decide where each might appear in the MUET 800 /4
paper.
• Give CPs sufficient time to complete the activity.
• If CPs have been working individually, allow them time to compare their answers.
• Elicit and discuss responses / answers from CPs.

Task Sheet 2

Look at the following list and decide whether they might appear in Question 1 or Question 2.

A A pie chart Question 1

B An opinion Question 1, 2
C A current issue Question 1, 2
D A point of view Question 1, 2
E A graph Question 1
F A table Question 1
G A significant event Question 1, 2
H A news clip Question 1, 2
I A global phenomenon Question 1, 2
J An illustration Question 1
Trainer’s Notes: Writing

DOs and DON’Ts

Task 3

Aim: To raise course participants’ awareness of the MUET 800/4 Writing

Organisation: Individual, pairs or groups
Time: 30 minutes

Procedure

• Ensure that all CPs read the Writing Module notes for this task.
• Ask CPs to look through the list in Task Sheet 3 and decide where each of the statements
might appear.
• Give CPs sufficient time to complete the activity.
• If CPs work individually, allow them time to compare their answers.
Trainer’s Notes: Writing

DOs and DON’Ts

Task Sheet 3

Complete the table using the phrases below.

(NB: You may use any of the phrases more than once.)

Answer :

DOs DON'Ts
• Select and organise
information.
• Be precise.

• Copy words and phrases

directly.
Question 1

• Compare and contrast the

information.

• Write an introductory and

summarising statement.
• Write in an academic style.

Question 2 • Support your ideas and claims.

• Link ideas together.

Trainer’s Notes: Writing

DOs DON'Ts
• Learn essays by heart.
• Copy words and phrases directly
from the question paper.
• Discuss only one side of the
Question 1 &
• Write a separate introduction topic.
Question 2 • Copy information inaccurately.
and conclusion.
• Write in note form.
• Support your ideas and claims. • Interpret only part of the
• Leave time at the end to check. information.
• Plan your answer. • Describe only part of the
• Write clearly. information.
• Use irrelevant information.
Question 1 &
Question 2 • Stop writing after 20 minutes.
• Repeat ideas and vocabulary.
• Leave out important data.

LINES GALORE
Trainer’s Notes: Writing

Task 4

Aims: • To help course participants understand visual information

presented in graphs.
• To interpret illustrations and use varied vocabulary.
• To interpret text into illustrations.
• To practise language useful in statistical writing.
• To transfer information from illustration to text.

Organisation: Individuals, pairs or groups.

Time: 40 minutes.

Procedure

• Draw CPs attention to Task 4.

• Give CPs enough time to complete the activity on mahjong paper.
• Elicit and check responses/answers with CPs.

Task Sheet 4
Trainer’s Notes: Writing

Illustrations (graphs, tables and charts) are used to make a point in reports so they must be clear,
simple and relevant to the objectives of the report. The commentary must be accurate.

4.1 Look at the following graph and put one of the numbers next to the word that best describes
the trend identified below:

Answer:

(9) a trough (3) a gradual fall

(5, 1) erratic movements (13) a plateau

(2) a gradual rise (6) plunge

(12) level off (14) a steady increase

(8) a dramatic fall (7) leap upwards

(1, 5) fluctuations (10) a decline

(15) reach a peak (11) slump

(4) a sharp recovery

Trainer’s Notes: Writing

4.2 Represent the following verbs below in individual line graphs.

1. to stagnate 6. to bottom out

2. to surge 7. to crash
3. to tumble 8. to soar
4. to top out 9. to plunge
5. to slump 10. to plummet

Points to Ponder:
1. What is the difference between “to
surge” and to “soar”?
2. What is the difference between “to
plunge” and to “plummet”?

4.3 Adjectives and adverbs can be used to describe the degree of change.
Complete the table with the correct adverbs.

1. A dramatic fall to fall dramatically

2. An abrupt rise to rise abruptly
3. A sudden decline to decline suddenly
4. A moderate growth to grow moderately
5. A slight increase to increase slightly
6. A rapid drop to drop rapidly
7. A gradual decline to decline gradually
8. A steady recovery to recover steadily
9. Erratic sales to sell erratically
10. An unexpected levelling off to level off unexpectedly

WHAT’S IN TREND?

Task 5
Trainer’s Notes: Writing

Aims: • To help course participants understand visual information

presented in graphs
• To interpret illustrations and be able to describe the trends in
graphs correctly
• To be able to use correct tenses, grammar and vocabulary when
describing non-linear text, the trends, changes and movements
in these charts, graphs and tables

Organisation: Individual
Time: 30 minutes

Procedure

• Get CPs to read all relevant Writing Module notes before attempting tasks in Task Sheet
5.
• Ask CPs to complete Tasks 5.1 – 5.4 individually.

• Elicit and check answers from CPs.

Task Sheet 5

5.1 Describing graphs

Trainer’s Notes: Writing

In the table that follows, there are nine line graphs (A-I) in the column on the left. Opposite each
graph, are four statements describing the number of patients in a hospital. Decide which
statement describes each graph. There may be more than one answer for each illustration.

i. The trend in number of patients was

A upward.
ii. The number of patients fluctuated slightly.
iii. There were considerable fluctuations in
the number of patients.
iv. There were fluctuations in the number of
patients.

B i. The number of patients fell dramatically.

ii. The number of patients fell.
iii. The number of patients fell steadily.
iv. There was a dramatic drop in the
number of patients.

C i. The trend in the number of patients was

upward.
ii. The number of patients fluctuated wildly.
iii. There was a downward trend in the
number of patients.
iv. The number of patients was erratic.

i. The trend in the number of patients was

D
downward.
ii. The number of patients fluctuated slightly.
iii. There were wild fluctuations in the
number of patients.
iv. There were fluctuations in the number of
patients.
Trainer’s Notes: Writing

E i. The trend in the number of patients was

upward.
ii. The number of patients hit a peak.
iii. There was a peak in the number of
patients.
iv. There was a slight dip in the number of
patients.

F i. The trend in the number of patients was

flat.
ii. The number of patients rose.
iii. The number of patients rocketed.
iv. There was a steep rise in the number of
patients.

G i. The number of patients soared.

ii. The number of patients rocketed.
iii. There was a steep rise in the number of
patients.
iv. There was a gradual rise in the number of
patients.

H i. There was a steady fall in the number of

patients.
ii. The number of patients fluctuated.
iii. The number of patients plunged.
iv. The trend was flat.
 Trainer’s Notes: Writing

I i. There was a slight dip in the number of

patients.
ii. The trend in the number of patients was
upward.
iii. The number of patients dipped.
iv. The number of patients reached a peak.

Points to Ponder
1. What words will you use to describe line graphs?
2. What tenses will you use to describe the trends ?

Task 5.1 – Answers

A – ii, iv
B – i, iv
C – ii, iv
D – iii
E – ii,iii
F – ii, iv
G – i, ii, iii
H – iii
I – iii

MORE VERBS OF CHANGE

Trainer’s Notes: Writing

Task Sheet 5.2

Matching Task
Match the following descriptions with the graphs that follow.
I. Sales bounced back.
II. Prices climbed.
III. Sales fluctuated.
IV. Sales dipped.
V. Sales peaked.
VI. Prices crashed.
VII. Prices levelled off.
VIII. Inflation soared.

1 ______________________________________

2 ______________________________________

3 ______________________________________

4 ______________________________________

5 ______________________________________

6 ______________________________________

7 ______________________________________

Task 5.2 - Answers

Trainer’s Notes: Writing

1. Sales dipped and rose. 5 Sales dipped.

.
2. Prices climbed. 6 Sales peaked.
.
3. Sales bounced back. 7 Prices levelled off.
.
4. Prices crashed.

Task 5.3- Answers

For each item below, choose the most appropriate option to complete the statement.

1. Car production shows a slight decline.

a slight increase. √

a dramatic decline.

a dramatic increase.

2. Production slumped and then reached a peak.

reached a peak and then fell rapidly. √

reached a peak rapidly and then fell.

reached a peak and then fell down rapidly.

3. Costs of rose steadily and then stabilised.

production

held substantially and then stabilised.

rose substantially and then held steady.

held steady and then rose substantially. √

4. Coffee sales have increased slightly.

decreased slightly.

increased dramatically. √

decreased dramatically.
Trainer’s Notes: Writing

DATA MATTER

Task 6

Aim: • To understand visual information presented in graphs

• To interpret illustrations and be able to describe the trends in
graphs correctly

Organisation: In pairs or groups of three

Time: 30 minutes

Procedure

• Get CPs to attempt the task in pairs or in groups

• Set a time limit.
• Discuss with CPs the idea of comparing and contrasting data interpreted from the text.
• Ask them to link the above data into sentences using connectors below:

Similar Information Contrasting Information

Both ... and ... Whereas

Similarly While

In addition However

Also Although

Not only ... but ... also On the other hand

Trainer’s Notes: Writing

Task Sheet 6

Task 6.1
The bar chart below shows the results of a survey to find out why native and non-native speakers
of English at a university in Australia learn languages. The survey involved 2000 students.
 Trainer’s Notes: Writing

Use the information from the bar chart to answer the questions.

1. What does the bar chart show? __________________________

2. How many students participated in the survey? __________________________

3. Where were the students from? __________________________

4. Which of the two groups was more positive

about language learning? __________________________

5. Which is the most frequently given reason by both groups

for learning languages? __________________________

6. What percentage of native speakers

found language learning useful for work? __________________________

7. What percentage of second language speakers

found language learning useful for work? __________________________

8. Why do most native speakers learn a language? __________________________

9. Which reason for learning languages is the least cited

among native speakers? __________________________

Answers :

1. reasons for learning languages 7. 90%

2. 2000 students 8. improves job prospects.
3. a university in Australia 9. learning languages is enjoyable.
4. non - native speakers
5. improves job prospects
6. 52%