Writing Formal and Informal Letters. Part 1. Домбровская И.В - 5 стр.

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initiate action; the range of functions of this letter may include giving information, re-
questing information, making complaints, corrections, or suggestions requiring feed-
back. The usual conventions of letter writing, specifically opening salutation, paragraph-
ing and closing phrasing are required but it is not necessary to include addresses.
The input on which the candidates must base their letter is made up of varied combina-
tions of text and notes, sometimes supported by illustrations or diagrams. Widely used
abbreviations, such as NB, e.g., etc., may also appear as part of the input. It is important
that candidates cover all the essential points of the input in their answer. They should be
aware that the overall aim of the task is to achieve a positive effect on the target reader.
A list of questions or statements in simple sentences is not enough; organisation and co-
hesion*, clear layout, appropriate register, control and accuracy of language are all im-
portant features of task achievement. Some evidence of range of language is also re-
quired, which means building on key words from the input rather than lifting whole
segments. Part 1 tasks often offer the candidates the opportunity to add a piece of infor-
mation, suggestion or request of their own in order to expand their demonstration of
range.
Part 2
Candidates must choose one from four questions, one of which offers two set-text op-
tions. The input for these five tasks is considerably less than in Part 1 but a context, a
purpose for writing and a target reader are indicated; some tasks are contextualised and
others are defined by the rubric itself. Widely used abbreviations, such as NB, e.g., etc.,
may also appear, as in Part 1. Attention to every element in the rubric is essential to ef-
fective task achievement.
The different task types are intended to provide frameworks for the candidates so that
they can put together their ideas on a topic with a purpose for writing and a reader in
mind. For example:
A composition is usually written for a teacher, perhaps as a follow-up to a class activity
and would probably include some opinions and suggestions on the subject.
An article could be written for a magazine or newsletter for which the reader may be
someone with a similar interest to the writer or, as in the case of a college magazine, be
in the writer's peer group. There is often some description and occasionally anecdote in-
cluded. The main purpose is to interest and engage the reader, so there should be some
opinion or comment as well.
A report could be written for a superior (a boss or a teacher) or a peer group (club
members, colleagues) and will certainly contain some facts with the possibility of adding
suggestions or recommendations.
A letter of application could be written to an individual or an organisation. The purpose
is always clear (to get the job, the scholarship, etc.), and all information and expressions
of interest are directed to that end.
An informal letter would always be written for a known reader, e.g. a pen friend, and
would usually be intended to interest the reader, share an experience or explain feelings
or personal opinions.
A short story would be written for a magazine or anthology for which the typical reader
might be a fellow-student or an enthusiast for a certain type of fiction. The writer might
be writing for a fee or in the hopes of winning a prize - the immediate purpose would be
to engage the interest of the reader.