This is the fifth sample article candidates of the ECPE examination (Examination for the Certificate of Proficiency in English of the University of Michigan) My first post to deal with articles , explains what needs to be present in this type of piece of writing. As stated, examiners are looking for articles that elaborate on ideas and have solid arguments; are well organized; make use of a wide lexical and grammatical range; have an original ring to them (in other words, readers are able to distinguish the author's unique "voice").   Before reading, take a look at the following post if you haven't already done so. It will help you focus on the vital aspects you need to be aware of while reading the article and what you should make sure to use when you write your own.     The question appeared in Practice Tests for the ECPE Book 1 (revised 2021 version) and is accompanied by the following three writing prompts:  

This is the fourth sample article that conforms to the writing section requirements of the ECPE (Examination for the Certificate of Proficiency in English) of the University of Michigan.  My first post to deal with articles , explains what needs to be present in the piece of writing candidates compose. Examiners are looking for articles that elaborate on ideas and have solid arguments; are well organized; make use of a wide lexical and grammatical range; have an original ring to them (in other words,

ESL/EFL exams may contain writing tasks that require students to write a review of a film or book.  This is an example of a film review intended to give candidates and teachers a springboard for vocabulary exercises and discussions about the organization of reviews.  The topic dealt with in this post is the following: 

Writing stories for fun, for school or for English as a foreign language (EFL) exams.   Stories, or narratives, are a part of several English language examinations such as Cambridge's First for Schools (formerly known as the First Certificate in English or FCE for short), the Learning Resource Network's LRN and the English Speaking Board's ESB.  Apart from exams though, many students are asked to write a short story as a school assignment and find themselves in a bind.  Add to this crowd those who enjoy writing or want to put pen to paper in the hopes of entering a competition or becoming the next book-to-film adaptation tycoons, but don't know where the launchpad is. Well, this post hopes to get the creative juices flowing.  

Few books have the ability to astound readers with their portrayal of austere social conventions and ludicrous mores as Jane Austen’s masterpiece Pride and Prejudice does. Written a good many decades ago in a time that seems so far removed from ours that we question the logic behind wanting to read it in the first place, this 400-page novel is considered a novel of manners whose simple plot exposes more than the romantic story which it is clothed in would have readers believe.  

My two previous posts explained how to deal with two distinct types of oral examination questions as part of English-language certification qualifications. The first post gave some tips how to describe a person, place, object or activity while the second how to narrate past experiences or any kind of situations one may have had to deal with.     Though these types of questions are typically part of the English oral examination for the Michigan State University (MSU) certificate at C2 level, this as well as the two previous posts can be used to train candidates of other English-language examinations, be they B1, B2, C1 or C2-level exams. Based on experience, I have seen that helping a candidate develop fluency requires building up their ability to narrate and describe, so whether they are sitting the IELTS or CPE, the ECPE or LRN, LRN, TOEFL, BULATS, TIE, ECCE, FCE and so many others that are out there on the market, knowing how to describe and narrate is a must.   T...

In my last post , I talked about how to deal with oral exam questions that asked candidates of English-certification exams -- such as the the Michigan State University (MSU) exam -- to describe someone or something. The post and questions that accompanied it were meant to help C2-level candidates, but the same questions could easily be used to get B2-level exam takers to speak more. This post now deals with narrations, that is, questions which require candidates to speak about a past experience, a situation they had to endure or they enjoyed. As I said in my last post, the questions that follow can be used by students and teachers alike as discussion starters, so even if you are not planning to sit an exam, you might find this article useful in terms of improving your English. Prepare vocabulary associated with the topic, or think about using linking words to sequence your ideas. These are just two of the "activities" teachers can promote as they discuss these questi...

The English oral examination for the Michigan State University (MSU) certificate at C2 level is a straight-forward affair if you know ahead of time what it is examiners might ask. This applies to all Speaking components of English-language certificate exams which means that the more varied the types of questions a candidate has knowledge of in advance, the more likely he or she is to stumble upon a similar question on the actual day of the test. Thinking about what answers could be given ahead of time and jotting down some ideas in note form lets candidates worry about finding the right words to use during the exam instead of searching for things to say, arguments to give, examples to support an opinion which they might even not have at that particular moment. This post therefore is not only geared towards those taking the MSU exam, but for candidates preparing for the IELTS, CPE, ECPE, ESB, LRN, TOEFL, PTE, BULATS, TIE, and similar tests whose list will doubtless increase with...

Please read the first two paragraphs from Grammar: The Subjunctive by way of introduction to this series of blog posts regarding grammar. Knowing how to properly use constructions that contain wishes in them demonstrates a better knowledge of English, which is why it is taught to students preparing for a B2, C1 or C2 level English examination (IELTS, ECPE, ECCE, ESB, LRN, MSU-CELP, MSU-CELC, TOEFL, TOEIC, ALCE, to name a few). In English, wishes are expressed either using the verb "wish" (which is a regular verb) or the phrase "if only" stated just before you say the thing you wish for. It is easy to learn how to express wishes if you divide them into three categories.

Describing a person is a basic skill required when speaking a language which is why English tests contain both oral and written tasks that ask candidates to talk about a person they know or admire, someone who influenced them or is a close friend.  If you are simply learning English to be able to communicate, the list that follows will help improve your vocabulary.  For those preparing to take an English exam, the difference between a good answer and an exceptional one is vocabulary. Saying a person is "nice" and "kind" is not that bad, but using words like "trustworthy" or "demure" will certainly give you points for lexical range. Teachers can distribute the following list, ask students to find the meanings of words and make sentences with them. Those who want to improve their English on their own can translate the words into their own language and practice using them with a speaking partner.

Depending on the English exam you're taking, the oral component will include questions that deal with things you already know about because the question will ask for information based on what you do, or about things that have to do with the country or city you live in. As you already know from my blog post IELTS Speaking: The Basics (even though the post deals with the IELTS exam, the main ideas stated also refer to oral exams administered by other examination boards), examiners are looking for variety in grammatical structures and vocabulary as well as good, long answers that show you feel comfortable expressing yourself in English.   The following list deals with a number of topics that could crop up during the oral examination and has therefore been divided into topic categories. Each category is followed by a short list of words that can be used to either add somewhat more advanced vocabulary to your answers or give you ideas how to develop your answer. For instan...

Seeing as the World C up is a major obsession for people of all nations and all ages, it's a good t ime as ever to refresh or learn a few football (or soccer, if some of you prefer ) phrases used i diomatically in everyday speech in Engl ish .

Let's look at the meaning of the word "dilemma", its origins and synonyms.

Ever wondered what the word 'halcyon' meant? Read on and discover the ancient myth that gave birth to this word.

Studyi ng Engl ish g rammar is seldom exciting. Nevertheless, it is something that s tudents who are preparing to sit an Engl ish examination at B2 level need to do as the exam (be it the ECCE, MSU-CELP, L RN, ESB, or FCE F i rst for Schools) is likely to include a separate section entirely devoted to it. Regardless of the test's format, proper use of the English language in writing and speaking is required for a candidate to achieve a passing score , so careful and organized study of grammar is needed, no matter what.  Which is why the following list was drawn up for both teachers and students. If a B2 exam candidate is able to outline the rules that apply to each and every element on this list, then passing the exam should not be an issue. The reason for this is because they will be able to a) recognize the grammatical construct examined in a particular question of the exam (for instance, in the multiple choice questions of the grammar section of the ECCE or M...

I've often found that students aren't taught how to write about literary texts. They attend a Literature course either in school or university, but their work is devoid of that little extra something that would make it commendable.  The reason for this is because either they haven't been told what work of this nature requires or because they haven't paid close attention to what their teachers or professors have expressly stated they base marks on.  Whatever the case may be, the following pointers should prove useful. If you're a student, make a checklist of the notes hereinafter and check them off when you reread your finished assignment. If you're a teacher, you can make a handout and go over the points in class at the beginning of the academic year.  Knowing what is expected of you will make your writing more to the point, show your knowledge of

Essay writing at B2 level is no different from B2 letter writing in that candidates are still expected to write formally, give good, clear arguments and develop their ideas using a variety of grammatical structures and vocabulary expected at this level. To see what the different types of essays are and how they may be structured, read B2 Writing: The Basics.  The sample essay that follows answers the following question: A healthy diet plays a large role in a person's emotional health. Discuss, giving examples to support any information. Remember the reason why these sample essays have been uploaded and how to make the best of them by reading  "What do I do with the sample writing found on this blog?".

Essay writing at B2 level is no different from B2 letter writing in that candidates are still expected to write formally, give good, clear arguments and develop their ideas using a variety of grammatical structures and vocabulary expected at this level. To see what the different types of essays are and how they may be structured, read B2 Writing: The Basics.  Let us deal with the following question:

Please read "What do I do with the sample writing found on this blog?" before reading this blog entry.  The following letter is an example of how examination candidates could tackle the subject of limiting students' summer break. The sample has been modeled on the University of Michigan Examination for the Certificate of Competency in English (ECCE) Task 1 question of the Writing section available on page 206 of the Hellenic American Union's ECCE Practice Examinations book (Book 1).

To get the most out of these sample essays and letters, please read "What do I do with the sample writing found on this blog?" before reading this blog entry.   The following letter is an example of how examination candidates could tackle the subject of recommending one of their pe e rs . The sample has been modeled on the University of Michigan Examination for the Certificate of Competency in English (ECCE) Task 1 question of the Writing section available on page 182 of the Hellenic American Union's ECCE Practice Examinations book (Book 1). Task 1 of the rubric asks candidates to write a recommendation letter. If you haven't already done so, read this post B2 Writing: The Basics to see what these letters are and how they can be organized. Based on an announcement that appeared in Greenpark High School's newsletter, the Board Members of the school are looking for a student to represent both school and country at the International Student's...