B2 WRITING

Study at Home
ECCE Writing Resource Pack
May, 2020

© 2020 Cambridge Michigan Language Assessment

 Writing Resource Pack
May • 2020

How to Use this Guide

This resource pack is provided for both students preparing independently to take the
ECCE and for teachers designing lessons to help their students improve their writing
skills for ECCE. This document includes exercises and study questions to accompany
a set of sample writing responses and commentary as well as a set of additional
ECCE writing prompts. Both of those resources are included in the appendix at the
end of the document.

Table of Contents
Tips and Suggestions for Students........................................................ 2
Tips for Teachers.................................................................................... 3
Description of ECCE Writing Task and Assessment Criteria................. 4
Writing Lesson Plan Template.............................................................5-6
Specific Exercises and Practice Activities..........................................7-8
Sample Lesson Plan for Use with New Prompts..............................9-10
Appendix 1: Writing Samples with Commentary............................11-17
Appendix 2: New Practice Writing Prompts....................................18-21

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For STUDENTS
Here are some specific suggestions about how you can use this guide to help you
improve your writing skills as you prepare for the ECCE.

• See general tips for independent practice (below).

• Become familiar with the task description and rating criteria on p. 4.
• Read the sample essay and letters and work through accompanying
exercises, pp. 7-8.
• Work through the lesson/study plan to accompany practice prompts,
pp. 9-10.
• Find a classmate or a friend to study with and share your writing samples.
Giving and receiving feedback will help you improve your writing skills.

General Tips for Independent Practice
• The most important way to learn to write is by writing! It takes time and
practice to become a good writer; there are no easy shortcuts.
• Use this resource pack to break down your writing practice into manageable
steps.
• Clear and effective writing implies clear and logical thinking about your topic.
Make sure you do not skip over the essential steps of pre-writing, including
brainstorming, studying vocabulary, outlining, and organizing your thoughts.
• The editing and revision process is the key to improving your writing. Once
you have a first draft, leave it for a day or more, then come back to it with
fresh eyes. Look for errors, repetition, grammar and vocabulary mistakes,
and a clear, logical flow of ideas with each paragraph.
• Pay special attention to memorized phrases or idioms. Correct use of idioms
can make your writing stronger, but avoid using ‘cliches’ (idioms that are
over-used) or the wrong idiom.
• In order to improve your writing, it is most helpful if you have someone who
can read your essays and letters and provide feedback. This could be a
teacher, tutor, classmate, or other peer. The more detailed feedback you
receive, the better, but any feedback is helpful. Go back to your writing with
fresh eyes after any feedback, and remember that your reader’s reaction is
important. If something is not clear to a reader, it can usually be re-written to
make it clearer.
 

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For TEACHERS
• See general tips for teaching online (below).
• Review task description and rating criteria on p. 4.
• Review lesson plan template (pp. 5-6) and adapt as needed.
• Refer to specific example exercises for use with sample essays
and letters (pp. 7-8).
• Refer to suggested lesson plan for use with new prompts (pp. 9-10)
—adapt as needed for your time and available resources.

General Tips for Teaching Writing Online
Engage with the learners: give all students a chance to participate in some way (chat,
audio, etc.), and invite students who haven’t spoken to participate.
Create a supportive atmosphere. Be patient with the use of technology.
Use screen-sharing to share documents with the entire class—for example to analyze
sample essays and letters or workshop student draft paragraphs.
Use low-tech equipment (e.g., whiteboards) for variety.
Provide feedback—both in real time, and after students submit work—via email or
other messaging platform.
Match students in small groups/pairs and encourage peer editing via email or video
chat outside of designated class time.
Establish clear deadlines and communicate the agenda and expectations for each
session ahead of time.

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ECCE Writing Section

The ECCE Writing Section offers test takers a choice of writing a letter or an essay
to express their opinion about a situation or issue introduced in a short newspaper
article. The test taker reads a short excerpt from a newspaper article and then writes
a letter or essay giving an opinion about a situation or issue. The test taker has 30
minutes to write the letter or essay. There is no word limit, but test takers are advised
to write a page.
According to the CEFR (Council of Europe, 2001), B2 level writers are able to:
• produce clear, detailed text on a wide range of subjects;
• explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options;
• express themselves clearly and without much sign of having to restrict what
they want to say;
• employ a sufficient range of language to be able to give clear descriptions,
express viewpoints and develop arguments, using some complex sentence
forms to do so.

Writing Assessment Criteria

Content and Development
• Length and development
• Relevance
• Supporting details
• Reliance on prompt content
Organization and Connection of Ideas
• Smooth flow of ideas
• Cohesion and coherence
• Connection of ideas across paragraphs
• Paragraphing conventions
Linguistic Range and Control
• Accuracy
• Severity of errors
• Use of prompt-specific vocabulary
• Repetition of vocabulary
Communicative Effect
• Address the prompt
• Establish context
• Genre requirements
• Appropriate register
 

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Writing Lesson Plan Template

This template is provided here to help teachers structure a set of lessons to teach
writing for the ECCE.
The timing of each step in the lesson sequence will depend on many factors, but it is
suggested to spread these steps out across at least 3 to 4 separate lessons.

Stage 1: Read and Analyze

Students need to read examples of appropriate model essays or letters and analyze
them to help familiarize themselves with good writing. In addition to reading examples
of good or model writing, students can also benefit from reading essays and letters
that are acceptable but still need improvement.

Specific Elements to Analyze:

• Structure and characteristics of the relevant genre
• Vocabulary, idioms, and effective phraseology
• Sentence structure and paragraph structure
• Details of the argument or claims, and why it is (or isn’t) convincing
• Effective use of examples, rhetorical devices, and descriptive language

Stage 2: Pre-Writing
In the pre-writing stage, students consider a topic, organize their thoughts, activate
their background knowledge, and take notes on relevant vocabulary.

Specific Steps:
• Brainstorm all ideas, concepts, examples, and words related to the topic.
• Form an opinion or decide on a perspective.
• Consider relevant personal experience, background information, or specific
knowledge.
• Cluster ideas using a graphic representation (e.g., outline format, word web,
spider map, 2- or 3-column chart/table).
• Evaluate reasoning. Is it logical? Is it convincing? Do the details support the
claim? Are the examples memorable? Are the implications of the examples
clear? Do you anticipate counter arguments?

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Stage 3: Composing the First Draft

Specific Steps:
• Write an introduction.
• Use the outline, word web, etc., to order paragraphs.
• Draft each paragraph, making sure the examples and details support the
main idea of each paragraph and making sure each paragraph has only one
main idea. Refer to vocabulary notes.
• Write a concluding sentence or paragraph.

Stage 4: Editing and Revising

• Re-read both at the time of drafting and after a break, to come back with
fresh eyes.
• Edit for grammar, vocabulary, sentence structure, and paragraph structure.
• Ask: is the point clear? Could the argument be stronger? Are there additional
details that could be added?
• Encourage peer editing in early drafting stages.
• Formal feedback should be focused and always followed by opportunities to
rewrite.
 

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SPECIFIC EXERCISES and PRACTICE ACTIVITIES

STAGE 1 Practice: Read and Analyze Model Essays

A. General Questions to Accompany Sample Essays (see Appendix 1)
1. Find the thesis statement or main argument.
2. Write the supporting details/arguments.
3. Write down 3-4 transition phrases or signposting devices the writer uses.
(Signposting devices: words and phrases that guide the reader through the
essay, structure it, and help make transitions.)
4. List adjectives and other descriptive language the author uses to support
their argument and convince the reader.
5. Write down the specific details or examples used.
6. Vocabulary and phraseology:
a. List any vocabulary words that are new to you.
b. List any words that you could think of a synonym for.
c. What key phrases do you notice? Are these effective,
or do they sound memorized?
d. Is there any repetition that could be avoided?
7. Errors: Find and correct any errors, inconsistencies, or examples of
sentences that could be improved.
8. Finally: Study the commentary provided and refer back to the essays.

B: Additional Specific Study Questions for Each Essay

Questions for Writing Sample #6:

1. Almost every sentence in this essay begins with a very common signpost.
The paragraphs all begin in a very predictable way (First of all, On the other
hand, and All in all). Stronger writers use more original language and vary the
ways they connect ideas. Choose either paragraph 3 or paragraph 4, and
rewrite it with a more original signpost.
2. Every part of an essay should work to support the writer’s main idea. This
writer states the main idea/thesis in the second sentence of paragraph
1: studying abroad can cause difficulties (and is not the best choice for
students).
Now look at paragraph 2. Does the information there support this main
idea?
Try to write a new first sentence for paragraph 2 so that the paragraph will
better support the main idea.

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3. How many advantages to studying abroad are mentioned? How many
disadvantages? Is this good for supporting the main idea of the essay?
What other disadvantages could be mentioned to add support for the main
idea?
4. Underline studying abroad each time you see it in this short essay. Each time
it appears, it is the subject of the sentence and followed by is or would be. A
wider range of vocabulary and grammatical structures would strengthen this
essay. Rewrite one of the sentences in paragraph 3 to avoid this repetition of
vocabulary and grammatical structure.

Questions for Writing Sample #5:

1. This writer gives a point of view and supports it consistently throughout the
letter. However, although the last paragraph refers to “All these important
problems,” not very many problems are actually mentioned or developed.
What are some additional reasons the writer could have included?
2. Underline the places where the writer uses of course. Does that phrase add
anything important to the sentences? What is the effect of using this same
phrase twice in a short letter?
3. The first sentence of paragraph 3 communicates a problem with studying
abroad but is a bit confusing because of grammar and syntax errors. Rewrite
that sentence to improve it.
4. Is paragraph 4 original language? Is it specifically relevant to this topic
or could it be the last sentence of an entirely different letter? Write a new
conclusion that shows clearly that it is not simply memorized language to fit
any topic but instead was written specifically for this topic.

Questions for Writing Sample #3:

1. Compare this letter to the letter in Writing Sample 5. What differences do you
see in the ways the writers support their viewpoint. Consider the number of
reasons and how they are developed in paragraphs 2 and 3 in both samples.
2. Compare this letter to Writing Sample 6 in terms of sentence structure and
vocabulary.
3. There is no “signpost” (such as all in all or finally) at the beginning of the last
paragraph. Do you think there needs to be one there? Why or why not?
4. Writing Sample 3 earned a Pass while Writing Samples 5 and 6 earned a
Low Pass. What features of Writing Sample 3 helped it earn a higher score
than the other papers earned? You may want to think about it in terms of the
ECCE rating criteria: content and development; organization and connection
of ideas; linguistic range and control; and communicative effect.

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STAGES 2 and 3: Pre-Writing and Drafting

Lesson Plan and Exercises for Use with New Prompts (see Appendix 2)

General Suggestions:

1. Decide how many prompts you/your students will have time to practice. We
suggest starting with 4 prompts.
2. Half of the prompts (first 2) should be used without a timer. Give yourself/
students as much time as you/they need, and allow use of dictionaries;
focus on producing clear, organized, and grammatically correct writing.
3. Get feedback from a teacher, tutor, or peer editor, and revise accordingly.
4. Focus on the feedback when writing the next essay or letter, so you/the
students remember to pay attention to specific weaknesses or areas to
improve.
5. Students: When you have done the un-timed writing, switch to timed writing,
so you can practice under test conditions. For each letter or essay that you
write, get someone (teacher/ tutor/peer editor) to read it and comment if
possible. Even practice test responses can be edited or revised afterward for
additional practice.
6. Teachers: You may want to separate each of the new prompts onto separate
pages and choose the topics/prompts for the students, especially after they
have completed the un-timed practice and are ready for timed practice.

Specific Steps: Summary

1. Pre-writing/brainstorming
2. Organizing main ideas
3. Adding details
4. Drafting/putting paragraphs together
5. Editing

Details:
1. Brainstorming/Pre-Writing
• What is your true opinion about the topic? It will be easier to write about
a topic if you are writing about what you believe. Alternatively, you can
practice writing two responses for each topic, taking both sides of the
issue.
• What vocabulary will you use for this topic? Brainstorm your active
vocabulary (avoid using a dictionary or other resource when you are
practicing under test conditions), and create a graphically organized
list of key content words you think you will need: verbs, nouns, and
adjectives/adverbs. Your vocabulary may be represented in an outline
format, word web, 2- or 3-column chart (e.g., showing word, definition,
example, synonyms), or any other format you find useful.

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2. Organize Your Main Ideas
• Start from the big picture: state your opinion.
• Identify the main reason you hold this opinion.
• Other reasons—first, list them in any order. Then when all main ideas are
listed, put them in a logical order.
3. Add Details
• Add some specific examples or details that make your point.
4. Compose Paragraphs
• Group your ideas into coherent paragraphs with clear topics, and draft
the paragraphs of your essay.

STAGE 4: Edit and Revise

• Check for organization and logical flow of your ideas.
• Eliminate repetition and clichés (overused and unoriginal phrases).
• Make sure you have not forgotten any of your main ideas or details from
steps 1 and 2.
 

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Appendix 1

ECCE Writing Samples with Commentary

Note: the sample responses here are reproduced from our ECCE Annotated Writing
Samples document, which has a total of 9 writing samples with commentary. The
numbering of the essays and letters refers to the original document, for users who
would like to refer to them in the longer resource as well. To access this original
resource, visit the resource library on the Michigan Language Assessment website at
https:// michiganassessment.org/resources/ and select the following search options:
Test=ECCE, Language Skills=Writing, Resource Type=Preparation Activities;
or, click on this direct link:
https://michiganassessment.org/resources/?fwp_tests=ecce&fwp_language_
skills=writing&fwp_resource_types=preparation-activities

Three sample ECCE responses are presented here, based on two different prompts,
along with detailed comments and an approximate score range for each. The
following two prompts are represented in these samples:

Question 1: Writing Samples 5, 6

In order to provide its students with a global education, Johnson University has added
a new requirement for students in order to graduate. All students must study abroad
in a foreign country for one academic term. Some parents and students worry that
studying abroad will be too expensive. Many feel that the decision to study abroad
should be a choice.
Question A (Sample 6):
Some students choose to do their college education in a foreign country while others
stay in their home country for university. What are the advantages and disadvantages
of studying in a foreign country? Give examples to support your opinion.
Question B (Sample 5):
Write a letter to the president of the university, explaining what you think of the
decision to make students study abroad for one academic term. Do you agree or
disagree? Give reasons to support your opinion. Start your letter with “Dear President.”

Question 2: Writing Sample 3

Tomorrow, the city council will vote on whether to build a café and nature museum in
the Smithton Forest. The city believes this will allow more people to enjoy this land.
Some people disagree with the decision of the council. They say it is best to leave this
area wild and untouched. The city has other cafés and museums that people can visit,
they say.
Question B:
Write a letter to the newspaper explaining what you think of the city council’s plan for
the land. Do you think building in the forest is a good idea? Why or why not? Begin
your letter, “Dear Editor.”

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Writing Sample 6

It is widely believed that, studying abroad is the best choise for a student.
However, I believe that it would be very difficult not only for a student but also
for their parents.

First of all, studying abroad surly would be a new adventure for a student.
So, student would have the chance to learn about an other culture e.t.c.
Furthermore studying abroad would be very beneficial for students too, because
so, they would become more responsible. For instance, if a student leave his/her
country and go away from his/her parents, he/she immediately became more
responsible than before because there where he/she will go there would be no
one who will care about him/her.

On the other hand, studying abroad is very dangerous. I believe that in a foreign
country there are many bullies who want to harm foreign students. In addition,
studying abroad is not the easiest thing for parents. I believe that it would be
too expensive and many parents would not afford it.

All in all, I consider that studying in a foreign country is not as preferable as

studying in a home country for students because there are plenty difficulties
about it.

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Writing Sample 6 – Commentary

• Paragraph 1 indicates the new policy would be difficult for students and their
parents, but then dedicates the majority of the response to talking about the
positive things associated with that policy, thus creating some dissonance
for the reader. The writer is able to support ideas; therefore, this is a B2 level
performance, but the response can certainly be improved.
• As previously discussed, the last sentence of the introduction presents the
writer’s stance that studying abroad “would be very difficult not only for a
student but also for their parents” and the following paragraph starts with the
transitional phrase “first of all,” but then talks about the benefits of studying
abroad. Thus, “first of all” is misused and causes confusion.
It is possible to use “first of all” correctly here. For example: “First of all, it should
be admitted that there are advantages to studying abroad … . However … .”
Alternately, the writer could use a different cohesive device.
Cohesive devices between and within sentences seem problematic as well,
especially in paragraph 2 (“so”, “because so”). This writer would benefit from
going over the meaning and use of cohesive devices.
• As the essay is quite short to begin with, repetitive words such as “believe” and
“studying abroad” stand out. While repetition may be beneficial in emphasizing
points, this does not appear to be intentional on the part of the writer. Ways to
vary the language include using synonyms (think, learning in a different country),
omitting words if possible (in many cases, “believe” could be taken out), and
changing the sentence structure (notice that the writer consistently writes “I
believe” and “studying abroad” in the beginning of the sentence). Changing
vocabulary can help improve the cohesiveness of an essay.
• With the writer expressing their opinion and then discussing the advantages and
disadvantages, the examinee does not seem to understand the purpose of this
writing. Furthermore, the misuse of cohesive devices and disorganized ideas
(in paragraph 3, why is the idea of money under the controlling idea of safety?)
cause confusion for the reader.

u Writing Sample 6 is an example of a Low Pass (650-745) writing performance.

 

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Writing Sample 5

Dear President,

I have recently read the article in the newspaper about the decision which was made
and shows that all students of Johnoson University must study abroad. Personally,
I disagree with this decision and I believe that it’s better all students to have the
opportunity to choose what they want to do.

Firstly, some students will not be able to study abroad because their families will
have economic problems. This means that students who have economic problems can’t
graduate and of course they can’t continue in this university. In addition, they will
search for another university and the university will lose them from students.

Another big problem is that the students who will not want to go because they don’t
want to leave their home and their country, they will feel homesick. Moreover, they
will want to come back and of course they will not concentrate in their subjects.

All these important problems will happen if you make this decision. I hope you to take
my suggestions into account.

Sincerely,

Leonidas

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Writing Sample 5 – Commentary

• The writer of this response expresses a point of view (“I disagree with this decision
and I believe that it’s better all students to have the opportunity to choose what
they want to do”) and is able to give reasons in support of that opinion (“economic
problems,” “students who will not want to go because they don’t want to leave
their home and their country, they will feel homesick”), providing some detail. The
essay is quite short, though, so adding more information to develop the ideas
would help to create a richer response.
• The writer is able to connect some of the ideas through the use of transitional
words (“firstly,” “another big problem,” “moreover”), which occur at the beginning
of sentences. This is fairly typical of learners at the B2 level. Help them improve
by teaching them ways of creating cohesion (such as through pronoun use or
synonyms) other than using lexical cohesive devices.
• “False friends” or “false cognates” are words in two languages that look or sound
similar, but actually have different meanings. The word “economic” is an example
of a false friend between Greek and English. In fact, a corpus study shows it’s the
highest frequency false friend between the two languages. Instead of using the
word “economic,” the writer could use “financial” to describe “problems.” As false
friends can mislead learners, it would be helpful for students to review a list of
these commonly confused words.
• “Of course” can be an effective rhetorical device to communicate a certain shared
perspective between writer and reader. In this case, the repetition of “and of
course they” reads more like a phrase lazily used that ends up highlighting the
lack of variety in the writer’s sentence structures, and thus weakens its rhetorical
effect.
In general, it’s good for writers to make sure that any repetition is intentional and
serves a known purpose. Writers will also want to be careful with the language
used to indicate degrees of certainty (“of course”).

u Writing Sample 5 is an example of a Low Pass (650-745) writing performance.

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Writing Sample 3

Dear Editor,

I am writing this letter to express my opinion about what is the city council
going to do to our city’s forest. I think that it would be distusting to destroy a
forest for a building.

First of all our town don’t have a lot of forests. Maybe two or three, and as it’s
mentioned in the article our city has a lot of caffes and museums. So why do we
have to destroy a beautiful natural place. What will residents from other cities
say about our humiliating action? Many tourists but mostly residents like the
Smithton forest just like it is, and they would be really disappointed with city
council’s decision, unless they change their mind.

On the other hand, if city council’s members have already decided to build
either a café or a museum in the forest and the major has agreed with them,
then the best option would be the museum. A reasonable reason is because the
city has up to twenty

cafes, whereas it only has three or four museums the maximum. Secontly the
employees of the museum could introduce visitors to interesting places where are
worth it to go and visit them, and also the museum could include a variety of
things that are selected form the forest like pieces of diferrent kinds of trees or
pieces of insects that only the forest might include etc. Furthermore it would be
an economical benefit for our city because I believe that most tourists or even
residents would find it interesting. If this museum will be build I will definently
go to check it out.

I don’t belevie that it’s right to destroy natural tourist attraction and I’m sure
that many people will dislike it as they are going to do with the museum but at
least it will probably be a benefit for our city’s economics but also it’s tourism.

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Writing Sample 3 – Commentary

• The writer’s arguments are reasonably well developed with supporting details
such as numbers in support of the argument (“two or three” forests, “twenty
cafes,” “three or four museums”). The writer also gives suggestions on what
the museum could include (“introduce visitors to interesting places,” “include …
things selected from the forests”), and mentions that it would be an “economical
benefit.” Having various types of support makes the writer’s arguments richer.
• There is a good use of inter- and intra-sentence connectors to help with
the flow of ideas between and within paragraphs. Inter-sentence linkers
include transitional words (“on the other hand”, “secontly”, “furthermore”)
and intra-sentence linkers include subordinating (“whereas”, “because”) and
coordinating conjunctions (“and also”). The cohesive devices are used mostly
correctly. The ideas flow well in general with the writer’s opinion that cafes and
museums should not be built, and the writer further gives an opinion on the
type of building to be built if one had to be chosen, which was captured by
the conditional “on the other hand, if … then.” The ability to write a multi-part
argument (as reflected in the use of the ‘if-’ conditional) makes this stronger than
the just-passing responses with the usual reasons for or against an idea.
• The writer has good uses of conditionals (“… they would be really disappointed
with city council’s decision, unless they change their mind” and “… if city
council’s members have already decided to build either a café or a museum in
the forest and the major has agreed with them, the best option would be the
museum”). In the first example using “unless,” the writer is showing that it is
possible for the council to change their mind which is the goal of the writer
as it is clear that the writer does not want the council to build structures in the
forest. The “if … , then” sentence is used in the third paragraph to rationalize
building a museum rather than a café if one had to build something. The writer’s
use of complex grammatical structures in addition to a range of higher-level
words such as “humiliating action” and “worth it” shows that the writer is able to
advance rhetorical goals.
• To persuade the reader and to express the writer’s emotion, the writer uses
several adjectives to show the mood (“disgusting,” “destroy,” and “beautiful
natural”), personal pronouns like “we “ and “our” to build solidarity and common
cause with the reader, as well as rhetorical questions (“So why do we have to
destroy a beautiful natural place. What will residents from other cities say about
our humiliating action?”). As a whole, the writer is able to effectively convey their
arguments by using these different types of rhetorical devices to persuade the
reader.

u Writing Sample 3 is an example of a Pass (750-835) writing performance.

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Appendix 2

ECCE Practice Prompts

1. The City Times
New Book Sharing Program
The public library announced today that it will be creating a new way to
share books in neighborhoods throughout the city. There will be a place in
each neighborhood where residents can leave used books that they don’t
want anymore. Residents will also be able to take books that other people
have left there. The books don’t have to be returned.
Letter: Write a letter to the director of the library, stating what you think
about this idea. Give specific reasons and detailed examples to support your
opinion. Begin your letter “Dear Director.”
Essay: Some people prefer to read traditional paper books. Others, however,
like to read “e-books,” or digital books that are read using an electronic
device. Which do you prefer? Support your opinion with specific reasons
and examples.
2. The City Times
Disagreement Over Higher Food Prices
City officials have passed a law that requires a higher price for unhealthy
food and drinks, such as potato chips and soda. They believe that the
extra cost will encourage people to buy healthier food and reduce the rates
of weight-related illnesses. Store owners believe that this will hurt their
business, and many citizens feel that the extra cost is unfair.
Letter: Write a letter to the editor of the newspaper explaining what you
think of the decision to increase the price of unhealthy food. Do you agree or
disagree with this idea ? Give reasons to support your opinion. Begin your
letter, “Dear Editor.”
Essay: Some people believe that governments should make people eat
healthier. Others believe that people should be free to make their own food
choices. What do you think? Explain your opinion, giving specific reasons to
support your view.
3. The City Times
Garbage on Roberts Beach
City government officials reported yesterday that they are very worried
about the amount of garbage on Roberts Beach. The beach is becoming
increasingly polluted as more visitors are leaving bottles, plastic bags, and
other kinds of garbage behind. Roberts Beach is known as one of the city’s
most beautiful areas, so the city government wants to solve this problem
soon.
Letter: Write a letter to the newspaper suggesting solutions to the garbage
problem on the beach. What can the city government and local people do?
Provide details to support your ideas. Start your letter, “Dear Editor.”

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Essay: Some people think that we should do more to protect our local
environments. How important do you think this issue is? Write an essay
explaining your opinion, giving specific reasons and examples to support
your view.
4. The City Times
Cell Phones Not Allowed in Schools
Local schools have announced that students will no longer be allowed
to bring their cell phones to class. Teachers say that mobile phones take
students’ attention away from the lesson and make it difficult to teach. The
new rule will be effective at the start of the next school year.
Letter: Write a letter to school officials explaining what you think of their
decision. Do you think they are making the right choice to ban cell phones in
class? Why or why not? Begin your letter, “Dear School Officials.”
Essay: Some people think that parents shouldn’t buy cell phones for young
children. Other people think children need to have a cell phone. What do you
think? Explain your opinion, giving specific reasons to support your view.
5. The City Times
New Books for Schools
Many local schools have been changing the list of books that students
must read for their literature lessons. Instead of classical literature, teachers
are asking students to read new, modern books. The parents in our local
school are not happy with this idea. They want children to continue to study
classical literature.
Letter: Write a letter to the editor of the newspaper explaining what you think
about children only studying modern literature. You should explain whether
or not you agree with the parents and why. Start your letter, “Dear Editor.”
Essay: Some people believe that schools should regularly update the
material that they teach to students. They think that this will help students
be successful in the future. What do you think? Explain your opinion, giving
specific reasons to support your view.
6. The City Times
Changes to the School Day
The principal at the local high school has decided to change school start
time from 7:00 am to 10:00 am. His reason for the change was based on
research that shows teenagers require much more sleep in order to perform
well in school. As a result of this change, students will remain in school until
5:00 pm. Many teachers and parents are shocked by this plan.
Letter: Write a letter to the editor of The City Times explaining what you think
about this plan. Do you think this is a good way to help high school students
perform better in school? Why or why not? Start your letter, “Dear Editor.”
Essay: When children become teenagers, their body clocks change, often
causing them to have trouble waking up early. Therefore, many doctors

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recommend that teens should start school at a later time than young
children. Do you agree with this idea? Give reasons to support your opinion.
7. The City Times
Getting Married Later
Statistics show that people in the United States are staying single longer
than they used to. In 1970, the average age to get married was 21 for
women and 23 for men. Today, many men and women don’t get married
until their late twenties. Some people wonder whether this is a good or a bad
change.
Letter: Do you think it is a good idea for people to wait until their late
twenties to get married? Write a letter to the City Times expressing your
opinion. Explain, giving reasons to support your view. Begin your letter,
“Dear Editor.”
Essay: What age do you think is the right age for people to get married?
Explain why you think such an age is the best age to marry.
8. The City Times
Not Enough Farmers
Today, very few young people choose careers in farming. Most youth who
live in the countryside decide to move to a big city and find employment
there. Experts are now concerned that without farmers it will be difficult for
our country to produce enough food. The Ministry of Agriculture and Rural
Development is looking into new programs to solve this problem.
Letter: Why do you think young people do not want a career as a farmer? Is
there anything the government can do to encourage people to live and work
in the countryside? Write a letter to The City Times explaining your view.
Begin your letter, “Dear Editor.”
Essay: What will be the consequences of a country not having enough
farmers? What can be done to solve this problem? Give specific examples to
support your opinion.
9. The City Times
Students to Graduate Early
Area high schools will allow students to graduate early if they pass a series
of final exams at the end of year three. Until now, students could only
take the exams after year four. School officials believe this will allow bright
students to move on to more challenging work in university. It will also mean
more resources for the students who remain for their fourth year.
Letter: Write a letter to the newspaper editor explaining what you think of
the schools’ decision. Do you think the schools are making a good decision?
Why or why not? Start your letter, “Dear Editor.”
Essay: Some people say that high school doesn’t prepare students for
college. Others think students who study hard in high school should be
able to succeed in college. What do you think? Explain your opinion, giving
reasons to support your view.

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10. The City Times

New Healthy Citizens Program
This week government officials started a new healthy living program hoping
to promote better eating and exercise habits. The program offers classes
and activities for people of all ages at a very low cost. Local doctors and
health care officials support the program, saying that the health of the local
citizens should be important for the city.
Letter: Write a letter to the city mayor explaining what you think of this new
program. Do you think it is a good way for the city to spend its money? Why
or why not? Begin your letter, “Dear Mayor.”
Essay: Some people think exercise is more important than healthy eating.
Others feel a healthy diet is more important. What do you think? Explain your
opinion, giving specific reasons to support your view.

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