For the adults exam, you have two writing tasks and you start with task number one, which involves
writing a letter.
So in this lecture, I'm going to explain to you the basic fundamentals behind writing task number one
for the general exam.
So first of all, let's take a look at the table of contents so that you have a really clear understanding
of what we're going to do in this section of the course.
After this introduction, we're going to proceed with giving you some rubric advice.
A lot of students don't know how to move their score up the rubric.
They've been stuck at a six or stuck at a 6.5, and they don't know how to move their score up the rubric
to a seven or an eight.
And so there's going to be a lecture that basically gives you the advice so you can achieve that goal.
Afterwards, we'll move into the different letter types and an identification exercise where you have
to identify the type of letter that you're going to have to write.
Then we're going to outline the letters, and following that, we'll go through the general writing
process.
We'll wrap things up by writing introductions and body paragraphs so that you know exactly how to do
the general letter task, number one.
So here are some basic information.
You know, for the child's exam, they're going to give you both writing tasks at the same time and
you're going to have a total of 60 minutes.
Now, they don't tell you spend this much time on task number one and this much on task number two.
But generally speaking, you want to spend 40 minutes on task number two and 20 minutes on task number
one.
The main reason why is because task number one is only worth 33% and task number two is worth 66% of
the score.
So task number two is worth double.
Now the standard rules of writing apply to task number one and task number two.
In regards to scoring and grading criteria.
You heard me.
Just talk about how task number two is worth double task number one.
And so when we're looking at the scoring system, if four task number one, you score an eight and then
task number two, you score six, your final score is six plus six plus eight because task number two
is scored twice.
And that's how some of you are getting a 6.5.
You have to make sure that you do a great job on task number two, some of you invest too much time
in task number one, taking 25, 30 minutes to write task number one.
And then you take away from your ability to write task number two, which is worth double the points.
So what some students do, and I think it's a pretty good idea, is they may start with task number
two.
First start would task number 2/1 because of the weight difference, put the time in to doing a great
job on task number two and then move to task number one.
Now, if you're able to confidently complete task number one in, let's say 17 minutes, then it's perfectly
fine.
Do task number 1/1 and then shift over to task number two.
Now, in regards to the grading criteria, there are four grading criteria task achievement, coherence
and cohesion, grammatical range, inaccuracy and lexical resource.
Now there's a separate lecture that solely goes over the rubric itself and explains to you how to move
your score up the rubric, because that's what you have to know how to do.
A lot of you are just keep doing the same thing over and over and over again and think magically that
the result will be different.
And you keep getting a six, a six, a six, a six over and over and over again.
And that's because you don't know how to do the things to move your score up the rubric.
You're not practicing the things to move your score up the rubric.
And so on that lecture, I'm going to really teach you how to do that.
So here are some general writing tests.
Number one, tips and advice.
First of all, you're going to do four separate paragraphs.
Really, it's more like, I guess, five parts we can say.
But you have an introduction.
You have your body, paragraph one, which is discussion point one, body paragraph two, discussion,
point to body, paragraph three, discussion point three.
And then you have a short conclusion.
And with the conclusion is basically just a summary statement.
That's very, very straightforward.
I don't like to count it as a paragraph because it's really just something that is fairly standard and
easy to do.
Now your focus should always be quality over quantity.
Writing more does not equal a better score.
Quality, quality and quality.
Quality.
I've had a lot of students test score eight and nine, and for test number one, they only will write
175 to 200 words.
It's difficult to do it at 150 because normally you're not really able to achieve a really good task
achievement score at 150 words.
Now typically you're going to ride between 9 to 11 sentences.
That's all.
When you think about it, it doesn't sound like a lot, right?
9 to 11 sentences.
That's all I need.
And then there are three letter types that you possibly might face.
You could do a formal letter, informal letter or semi-formal letter.
And I'll talk about the differences between those later on.
So when you talk about doing a general letter, really what you're talking about is a correspondence.
And there are many types of correspondence, but a general letter is something that you're going to
have to do if you're dealing in everyday English situations.
And that's why they tested.
So with a formal correspondence, these are the type of letters that you send to a governmental body,
an organization, employers, a business that you don't know.
Businesses and organizations, you're sending it to the organization.
You're sending it to the school.
An informal correspondence is really personal here.
You're writing to a friend, a neighbor, a family member, and then we have these semi formal correspondence
and this is written to a known person.
It could be a teacher, boss, manager, or even a colleague.
Now the difference between a formal and a semi formal correspondence is actually having a person that
you're going to be writing to.
So a formal a formal correspondence would be writing to an employer.
A semi-formal correspondence will be writing to a manager or boss at that company.
There really is not much difference between a formal and semi-formal correspondence.
In regard to the requirements, you have to have enough substance to show control over context.
Sequence relevant information ordered the subject matter.
And then you want to avoid the distractions.
You have to avoid those distractions because you have to imagine.
If somebody is reading a letter, we're talking we're talking about a real life situation.
And I'm reading a letter from somebody.
I'm their manager, and it's full of spelling and word, choice and grammar mistakes that takes away
from me being able to see the purpose of your letter or find agreement in what you're asking me to do.
And so that's why when you're making those spelling word choice, word form, grammar mistakes, they
take away from your score.
Because in real life it takes away from having understanding and clarity as to what you want.
So within a correspondence, your vocabulary and your grammar must be perfect.
So here are some high score tips that I want you to follow.
Sentence and vocabulary variety matter.
The Examiner, the assessor for the exam is really looking at your sentence and vocabulary variety.
So that you can do all of the different types of sentences correctly so that you can use synonyms and
paraphrase.
This really, really improves your score.
Number two, write in your own words.
Especially in the very beginning when it comes to doing the introduction.
Don't just copy what the notice says in terms of the letter they want you to write.
Don't just copy the information.
Try to restate or paraphrase the information in your own words.
And then finally, number three examiners love mistake free sentences.
I've talked to many examiners and former examiners and they love, love, love, mistake, free sentences.
Because because, again, it does not detract from understanding and clarity.
So one of your goals should be to have the majority of your sentences be 100% mistake free.
Many times, students are stuck at a score of a six or 6.5 because they are unable to write mistake
free sentences.
Time management is very, very important.
Very important.
Once you learn how to write task number one, always practice with the clock and your goal should be
to finish in 17 to 18 minutes, not 20 minutes.
Practice with a 17 to 18 minute clock.
It's important that you simulate the exam.
Writing in the comfort and quiet of your room is not always a great idea because when you go into the
exam center, it's not going to be so comfortable.
It's not going to be so quiet.
They're going to be distractions.
Number three, if you are writing the exam, then use the real answer sheets.
Write on their paper again.
You will be familiar with what you have to do on the real exam.
This really helps to make you comfortable.
Number four I want you to learn how to attack the rubric.
You are always writing to the rubric, you're trying to attack the rubric, making sure I'm doing everything
that qualifies me for an eight.
And then number five, simulate exam pressure.
Sometimes if you have three or four friends that are taking the exam, all of you get together.
Sit right next to each other with a clock and practice doing the exam.
Practice writing.
See how it is with having a person sitting in front of you behind you, next to you.
Simulate that pressure as much as possible.
If you can put up cardboard dividers so you can really have your desk simulate what is like sitting
in an exam center.
Now here is some more advice on task number one.
Students ask me sometimes, do I have to do do I have to address somebody?
Do I have to say, dear sir, dear madam, dear Mr. Williams, dear Mark.
Yes.
You do have to address the person or business that you're going to be writing to.
However, it's not necessary to give an address.
Let me be clear.
You don't have to put 1295 Maple Street.
London, England.
You know, you don't have to put an address.
You want to make sure that you address all parts equally, that you address all parts equally.
Right.
That really, really helps your score.
I've seen a lot of writing where somebody will have a great three sentence discussion point one, and
then when they get to discussion point three, they have one sentence and they just kill their score.
Number four, to really increase your score.
You want to make sure that you answer the specific topic points.
Every discussion point has limitation.
They are limiting what you can talk about and you need to stick to that.
Number five, use your imagination.
A lot of people say, well, I never I've never been in that situation before.
I don't know what to say.
Use your imagination is not about is not about you living a situation.
They're testing your English.
They're not testing the truth.
And then finally, it's a great idea when you when you're first starting to practice with a great grammar
application, I personally use Grammarly.
I think it's a great application because it checks especially the premium version.
It checks all aspects of your paper in terms of grammar and vocabulary, and it really helps you to
improve.
And so for those of you that need a grammar coach, I'd make that suggestion for you.
Here are some steps to success.
How you can best use this course section take notes.
The way that I teach is the same as if you're sitting in my classroom.
If you're sitting in my university classroom, you're going to take notes.
Also you want to consistently study.
That's how you really build and peak at the right time.
Number three, never stop improving your English.
You should be studying vocabulary every single day.
You should be improving your grammar every single day.
Just studying for the exam.
Does not improve your vocabulary in English in the way that you need.
You have to really specifically work on those things.
Number four, ask questions if there's something that you don't understand.
If there's something that I said and you need more clarity, please ask.
And number five, let's all work on our test anxiety.
So many students have told me, you know, when I'm practicing at home, I'm able to get a seven or
eight and then I go in and take the exam and I'm getting a six or five Y.
And I say, Well, what's going on with you psychologically?
What's happening with you on a psychological level?
Because what you're doing in practice, you should be able to replicate on the real exam.
The real exam is not harder than the practice material.
Right.
So you have to really work on your test anxiety.
And for those of you who are having those challenges or difficulties, I can make some recommendations
of videos you can watch or things you can read to really help you lessen your test anxiety.
All right.
So coming up next, we're going to go ahead and give you that rubric advice to really help you move
your score up to scale.
And then we're going to get into the different letter types and work on an exercise where you have to
identify those different letter types.
Thank you so much for joining me today.
It's a pleasure, as always, to be your instructor.
Take care.