The Art

Jenny Dooley

of
Writing

The Art of Writing C2 STUDENT’S BOOK

C2 STUDENT’S BOOK

The Art
The Art of Writing C2 aims to
develop the skills necessary for
effective writing at C2 level. It
presents and analyses the most
commonly used genres at CEFR

of
Writing
Level C2 and most international
exam boards. Its flexibility of
approach makes it suitable for
classes of all kinds, including large

Jenny Dooley
or mixed ability classes.

Components
• Student’s Book
• Teacher’s Book

STUDENT’S BOOK C2
ArtOfWriting_C2_SB_Cover_2022.indd 1 30/7/22 7:29 PM
 Contents
ESSAYS SUMMARISING A TOPIC
Warm-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Essays summarising a topic (complementary texts). . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9
Essays summarising a topic (opposing texts). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
DESCRIPTIVE ESSAYS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15
Describing people. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17
Describing a place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19
Describing an object. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-21
Describing events/experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-23
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
DISCURSIVE ESSAYS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-27
Opinion essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28-29
For-and-against essays. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30-31
Solutions to problems essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32-33
Cause and effect essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34-35
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
EMAILS /LETTERS
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38-39
Giving news (informal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40-41
Giving advice (informal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42-43
Inviting/Accepting/Declining (informal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45
Giving information (formal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46-47
Making suggestions/recommendations (formal). . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-49
Making a complaint (formal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50-51
Thanking (formal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52-53
Making a request (formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54-55
Emails/Letters to the Editor/Authorities (formal) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56-57
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
NARRATIVES
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60-61
1st/3rd-person narratives (with prompts). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62-63
Flashback narration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64-65
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
REPORTS
Warm-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68-69
Assessment reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70-71
Reports making suggestions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72-73
Survey reports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74-75
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
ARTICLES
Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78-79
Descriptive/Narrative articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80-81
Discursive articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82-83
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
REVIEWS
Warm-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86-87
Reviews I (plays/films/TV series/documentaries/books). . . . . . . . . . . . . . . . . . . . . 88-89
Reviews II (products/apps) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90-91
Reviews III (events) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92-93
Reviews IV (places). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94-95
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
PROPOSALS
Warm-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98-99
Proposals with sources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100-101
Reflection & Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

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 Essays summarising a topic
(complementary texts)
1 Read the rubric and underline the key words. Then answer the questions.
Write an essay summarising and evaluating the key points from both texts. Use your
Note! We should make our
own words throughout as far as possible, and include your own ideas in your answer.
essay easy to comprehend
Write your answer in 240-280 words.
by using clear paragraphs,
1. What type of writing task is it? sequence words (first, finally,
2. What should you include in the main body? etc) and linking devices
3. How should the information in the texts be presented? (moreover, also etc).

2 a) Read the two texts below and underline the key points in both texts.

Text 1 The power of sport Text 2 Gadgets and gains

Sport and fitness is a growing business around The nature of exercise is changing. Nowadays,
the world. More and more people are becoming following a huge interest in fitness, people are
interested in healthy living via new avenues such as seeking new and exciting ways to work out.
social media, with exercise such as group activities Technology has stepped up in this regard, and
being particularly popular. Such activities can be offers numerous options for the healthy living
done anywhere, either in gyms and sports centres enthusiast. Gadgets such as fitness trackers and
or outdoors in parks. Many people feel that a good smart watches allow people to record important
way to maintain their motivation and interest in data about their exercise, such as their heart
exercise is to share it with other people, both in rate, calories burned and duration of exercise.
person and online. What’s more, the camaraderie Technology can also motivate people with digital
that group activities offer, brings a welcome social personal trainers so anyone can reach their goals.
element to keeping fit. Group members feel that
together they can do anything.

b) Do the key points that you have underlined present opposing or complementary views?

c) How far do you agree with these points?

3 a) Read the notes made on Text 1 in Ex. 2. Choose the notes that correctly summarise the key points
in the text.

Note! It is useful to
Notes
make notes about the 1. Greater numbers of people are pursuing health and exercise.
texts before we start 2. Exercise should be promoted more within the community.
writing the essay to 3. Group activities are the only way to reach fitness goals.
help us summarise
the key points and 4. Shared training offers unique benefits for participants.
formulate our 5. Gyms need to offer more facilities for those who wish to exercise.
opinion.

b) Make your own notes based on the information in Text 2 of Ex. 2.

ArtOfWriting_C2_SB_Text_2022.indd 8 4/8/22 4:14 PM

 4 Read the model essay and highlight the writer’s opinion. Complete the plan, then rewrite the main

ESSAYS SUMMARISING A TOPIC

body using the alternative plan on p. 6.

Paragraph 1 Most people agree that sport and exercise are important for our health and wellbeing and that
the industry has seen a growing interest in recent years. Without a doubt, both texts support
this view and give complementary reasons for the popularity of fitness and the role that
technology plays in this.

Paragraph 2 Both texts make an argument that trends in health and fitness are evolving and demand is
increasing. The first text highlights the role of social media and group activities in these new
trends, and stresses the importance of shared training in terms of fulfilling one's aspirations.
The second text discusses the role of technology in terms of devices and the ways they can
facilitate one’s training. It also points out the motivational aspect of digital personal trainers.

Paragraph 3 The arguments presented in both texts are strong and convincing. I believe that the point
about group exercise raised in the first text is particularly true as many people value the
support and encouragement from peers that such a path offers. What is more, remaining
stimulated by and engaged with your exercise is also crucial and the means offered in the
second text, of digital performance tracking, is particularly effective.

Paragraph 4 All in all, I believe that looking for fun ways to exercise is very important and technology
can help a great deal. Whether it is by group training or via an app assisted regime for an
individual, the outcomes can be the same and just as rewarding. One thing is for sure, we live
in an age of amazing new possibilities for fitness and that can only be a good thing.

5 Read the rubric and underline the key words. Then read the two texts and answer the questions that
follow.
 ead the two texts below. Write an essay summarising and evaluating the key points from both texts. Use
R
your own words throughout as far as possible, and include your own ideas in your answers. Write your
answer in 240-280 words.

Text 1 Policing plus Text 2 Community guardians

Nowadays, if you walk through city streets and town The purpose of community wardens is not to
centres, you’ll most likely come across Community infringe on civil liberties or intimidate but rather
Wardens. These wardens aren’t police officers, but to reassure citizens. This is achieved through
support the work of the police and serve to deter crime being approachable and developing a positive
in a similar fashion. They allow an additional presence community spirit in a courteous and respectful
on streets and increase pressure on criminals, who manner, which leads to wardens being in a
know that additional eyes will be on them. Powers of position to provide problem-solving solutions
community wardens are wide ranging and vary from focussed on local businesses and residents.
issuing fixed penalty notices and fines to enforcing public What is more, community wardens can also act
safety. By dealing with antisocial behaviour and minor as a link between communities and the police,
crimes, community wardens free up police officers to and improve dialogue between these groups.
deal with more serious offenders, for the benefit of all.

1. How many key points does each text contain? Underline them.
2. Are the two texts opposing or complementary?
3. How could you paraphrase the key points?
4. How many paragraphs will the essay contain?
5. What would you include in the introduction to the essay?

6 Use your answers from Ex. 5 and the Useful Language box to write your essay.

Useful Language
To summarise points: To express agreement between texts:
• The texts consider the issue of/highlight … • The arguments in both texts are ...
• According to the first/second text, … • Both texts agree that ...
• The first/second text highlights/discusses ... • Both texts make an argument that ...
To emphasise a point: To express disagreement between texts:
• Clearly,/It goes without saying, ... Doubtless,/ • The first text ... while the second text ...
Naturally, Without a doubt ... • In contrast, .../Alternatively, .../On the other
To express similar ideas: hand, ... the second text...
• Similarly/Likewise/In the same way, … • The two texts present different views/reactions/
positions...

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 Essays summarising a topic
(opposing texts)
1 Read the rubric and the two texts, then underline the key points in both texts.
Write an essay summarising and evaluating the key points from both texts. Use your own words
throughout as far as possible, and include your own ideas in your answer. Write your answer in 240-280
words.

Text 1 Taxis on demand Text 2 Impact of taxi apps

Online apps have turned out to have a Many people who use apps to book taxis have little
profound positive impact on taxis and the awareness of the negative impact that such services
way people use them. Thanks to online have on the industry. Taxi apps, with their added
services, users can book a taxi easily and convenience, seem like a win-win option. However,
safely, locate nearby taxis with a simple touch there are numerous disadvantages which can create
of a button and receive live updates on the issues. Taxi apps do not always offer the best value for
taxi’s exact position. What is more, payments passengers. Many use surge pricing systems, which
are all handled electronically by these apps, increase charges during busy periods. Many taxi apps
removing the need for drivers and passengers also fail to guarantee drivers a minimum wage, and
to handle or carry cash, a development which drivers have to provide and maintain their own vehicles.
is much more convenient and safer for all So, before people rush to book a taxi online, they need
parties involved. to consider the true costs of opening that app.

2 a) Read the model essay for the rubric in Ex. 1 and underline the paraphrased version of the points
you underlined in Ex. 1. Highlight the writer’s opinion.

Nobody can deny that technology has had a major impact on modern life, and as the texts
point out, this is especially true of the taxi industry. The first text focuses on the benefits of taxi
apps, while the second discusses the potential issues.
So, how can developments such as online taxi services improve our experience? According to
Note! In this task, we are the first text, apps allow users to identify the nearest taxis in their area and receive tracking data
also asked to evaluate the
and estimated times of arrival. Add to this the ease of booking and extra safety they offer, and it
key points raised by the
writers. We should consider is clear that apps have changed the industry in a beneficial way. Let us not forget the benefits of
how far we agree with the having an electronic record of a driver’s details, allowing easy reporting of any issues directly to
points and comment on the service provider, who can act as a mediator.
them. Finally, we should
list any relevant ideas of In contrast, the second text raises the concern that large numbers of users have no knowledge
our own by considering of the disadvantages of taxi apps. In particular, the issue of prices not being as cheap as one
what the writers may have might expect, as pricing varies depending on demand. There is also the ethical issue of the
failed to mention. way apps treat their drivers. This is a view that to my mind overlooks all those drivers who have
successfully benefited from taxi apps.
The two texts obviously present different reactions to what taxi apps are offering. In my opinion,
the rise of taxi app services is positive as it offers the customer convenience and improved
safety, while employing far more drivers than the traditional taxi industry.

b) Read the model essay again and answer the questions.

1. What is the focus of the first main body paragraph?
2. What is the focus of the second main body paragraph?
3. Does the writer summarise and evaluate the key points of the texts?
4. Does the writer add extra relevant points?

3 a) Read Text 1 in Ex. 1. Then, read the two extra ideas below. Which one is relevant and
which is irrelevant?
1. Taxi apps not having a fixed schedule means drivers have flexibility to choose their own
hours.
2. Checking prices with yellow cabs in city centres before getting inside a taxi is
advisable.

b) Read Text 2 in Ex. 1 and write a relevant idea of your own.

10

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 4 Match the words/phrases from the list to the words/phrases in bold in the sentences. Use them to

ESSAYS SUMMARISING A TOPIC

write sentences that paraphrase the information.
• scheme • shopping trends • refuse to believe
• notable • top business people • an ulterior motive
• across the community • confront positions

1. Price comparison websites have led to significant changes in consumer behaviour.

2. The government is trying to challenge views on the issue on a social level.

3. Many industry leaders believe that the company has a hidden agenda behind the decision.

4. Campaigners reject that the proposal is for the benefit of the economy. Note! When we
paraphrase, we express
an idea in our own words.
To avoid plagiarising
5 Put the linking words/phrases below into the correct gaps in the paragraph. Then, unintentionally, it
replace them with alternative ones from the Useful Language box on p. 9. is imperative to use
• similarly • both texts argue that • the texts synonymous words/
highlight phrases while changing
• in contrast • naturally the sentence structure, too.

1) developments in education and the role of technology. 2) ,

Note! When we write essays, technology can be a major player in the field of learning. For example, the teacher can use virtual
we should use linking words/ learning environments and video lessons. 3) , students can learn through gaming
phrases to connect ideas so and research projects online. 4) these are beneficial for students.
as to make a piece of writing 5) , there are things that such approaches to teaching cannot offer. Traditional
easier to follow. classroom teaching develops important interpersonal skills, and in this respect, online lessons simply
cannot compete.

6 Read the rubric and underline the key words. Then, read the two texts and answer the questions that
follow.
 ead the two texts below. Write an essay summarising and evaluating the key points from both texts. Use
R
your own words throughout as far as possible, and include your own ideas in your answers. Write your
answer in 240-280 words.

Text 1 Home Cinema Text 2 Safeguarding Film

Films have experienced numerous changes in It appears that people enjoying films at home are
recent years, especially with regards to means of oblivious to the negative effects home cinema has
consumption by filmgoers. Streaming via online on the industry. This can clearly be seen in the
TV services has seen the idea of home cinema case of online streaming taking away customers
become increasingly popular, particularly when we from traditional cinemas, which impacts hugely
consider that many films are now simultaneously on their box office earnings. The fact that such
released by studios for cinemas and streaming at developments are sanctioned by film studios
the same time. Such an approach by the industry shows that they seem to be neglecting the issue
has fundamentally changed how people choose and the serious ramifications it can have for the
to enjoy films, and undoubtedly allowed greater industry. As ticket sales and box office profits fall,
freedom to customers, more and more of whom so too does the funding available for new films.
are choosing to see the latest blockbusters in the Only a serious revaluation will address these
comfort of their own home. concerns and ensure the long term viability of
motion pictures.

1. What are the key points of each text?

2. How could you paraphrase these key points?
3. How many paragraphs will the essay contain?
4. What would you include in the introduction to the essay?
5. Do you need to evaluate the points raised?

7 Use your answers from Ex. 6 and the Useful Language

box on p. 9 to write your essay.

11

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 Reflection & Evaluation

Answer the questions.

Did I understand what the rubric asked for?

Did I read each text carefully?

Did I Identify the key points in each text?

Did I evaluate the key points raised by the writers?

Did I identify if the texts presented complementary or opposing points?

Did I paraphrase each writer's key points?

Did I summarise the texts effectively?

Did I comment on the key points?

Did I present any relevant ideas of my own?

Did I present my own opinion on the topic?

Did I organise my essay in appropriate paragraphs?

Did I use sequence words and linking devices to connect my ideas?

Did I stay within the word limit?

Did I use appropriate punctuation?

Did I use correct spelling?

Did I use grammatically correct sentences?

Use the questions to evaluate your classmates’ performance.

12

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 The Art
Jenny Dooley

of
Writing

The Art of Writing C2 STUDENT’S BOOK

C2 STUDENT’S BOOK

The Art
The Art of Writing C2 aims to
develop the skills necessary for
effective writing at C2 level. It
presents and analyses the most
commonly used genres at CEFR

of
Writing
Level C2 and most international
exam boards. Its flexibility of
approach makes it suitable for
classes of all kinds, including large

Jenny Dooley
or mixed ability classes.

Components
• Student’s Book
• Teacher’s Book

STUDENT’S BOOK C2
ArtOfWriting_C2_SB_Cover_2022.indd 1 30/7/22 7:29 PM