DE VELOPING

WRITING
THE IMPORTANCE OF WRITING
For 21st century teenagers, English is vital. The speed of technological advancement and the ever increasing
growth of social media mean that teenagers today have far more access to English than at any other time in our
history. In order to actively participate in this world of global connections and international media, mastering
written English is of the utmost importance.

WRITING AND THINK

An important feature of Think is the approach to writing. Students are asked to not only focus on what they
are writing, but to reflect on why they’re writing and who they’re writing for.
To encourage students to focus on these issues, Think uses a guided approach that requires the student
to critically engage with planning, preparing, and producing a piece of written text in a structured and
logical manner.

DEVELOPING WRITING
The Developing Writing sections in the student’s book and workbook allow us to engage with writing in different
ways. The approach used in the student’s book allows the teacher to guide their students through each activity,
highlighting the various stages required to produce a piece of written work.
The Developing Writing sections of the workbook allow for a greater degree of flexibility. As it may not be
possible to study these sections in class, the activities have been designed for learners to work through a set
of structured activities that take them through the writing process. Students make discoveries along the way,
coming to their own conclusions about how to create a written text before undertaking a final productive task.

IN CLASS OR AT HOME
In order for students to benefit from this guided approach, the Developing Writing sections are available here in
a pdf format which can be printed and distributed to the students. As the person who knows their learners best,
the teacher can decide whether to cover the work in class, or whether their students would benefit by doing the
work at home.
The final writing task in each Developing Writing stage has been included in the online workbook. It is for
the teacher to decide how they want their students to work through the activities, but the online workbook
provides a forum for students to complete the final written task which will then feed into the gradebook.

Think Level 3 Developing Writing PHOTOCOPIABLE © Cambridge University Press 2016

 1 LI FE PL A N S
DEVELOPING WRITING

An email about a problem

1 Read the email. Who is …
1 Dave?
2 Kev?
3 Conner?
4 Gina?

2 Read the email again and answer the questions.

Hi Dave,
1 What specific problems does Kev have with A Sorry for not writing back sooner. I wanted to but I’ve been pretty
Conner? busy with school work and football. Next week we’re in the cup final
– very exciting. Here’s a photo of us at football training last week. We
2 Underline the expressions that show you he’s not had just scored a goal! I hope you had a good time in Dubai – write
and tell me what you did there.
happy with these things.
B I’ve also been having a few problems at school recently with a new
3 What plans has he made to resolve the situation? kid called Conner. The teacher asked me to look after him and I was
happy to do that. The problem is that he’s now decided I’m his best
friend. He’s always sending me text messages and wanting to hang
out with me. I quite like him but if I’m honest I’m getting a bit tired of
him following me everywhere. He also gets really jealous of my other
4 Circle the language which introduces these plans. friends and says some really mean things about them. Obviously, I’m
not very happy about that!
3 What does Kev do in each paragraph? Write a
C I know it’s not easy moving somewhere new. So I’ve decided that
short description.
I’m going to do something to help him (and, of course, help me too).
A He apologises for not writing and Next week I’m having a welcome party for him so he can get to know
some other people better and make more friends. I’ve also told him
offers some excuses. about the youth club and I think he’s going to join it. The best part of
B that plan is that I can’t go for the next few weeks because of football
training so he’ll have to hang out with other people. And finally I know
Gina wants to meet him so I’ve given her his number.
C D So that’s my plan. If none of it works, I’m going to change my phone
number! I’ll write and let you know how it goes, but only if you write to
me soon. Hope you’re well.
D From Kev

4 Think of a person, real or imaginary, and write down three complaints about him / her. For each problem,
think of a way of resolving it.
problem resolution
1 He’s / She’s always …

2 The problem is …

3 If I’m honest …

5 Write an email to a friend explaining your problems and what you’re going to do about them. Write about
250 words.

CHECKLIST ✓
Say goodbye
Introduction
Informal email language
Explanation of problems
Say what you’re going to do about them

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 2 H A R D TI M ES
DEVELOPING WRITING

A newspaper article
1 Read the outline for writing a newspaper article. Match the information to the headings.
introduction | main body | conclusion | lead sentence | headline
1 This paragraph answers the questions ‘what?’, ‘where?’, ‘when?’ and ‘how?’
2 This paragraph (or paragraphs) give more details and background information.
Action verbs are used to make the article interesting and more dramatic.
3 This is short and catches the reader’s attention.
4 This is usually a memorable sentence to end the article.
5 This is usually a short opening sentence that summarises the article and answers
the question ‘who?’

2 Now read the article and label it 1–5 for the headings from Exercise 1.

31st AUGUST 1997

Tragedy in Paris
Princess Diana has died after a car crash.

T ragedy struck late last night, as

Princess Diana left the Ritz Hotel with
Dodi al-Fayed. They were travelling in a
who relentlessly followed Princess Diana.
Dodi al-Fayed and the driver died at the
scene. The Princess and her bodyguard
car across Paris when at 35 minutes after were rushed to hospital in an ambulance
midnight, the car crashed in the Alma in the early hours of Sunday morning. Her
tunnel below the River Seine. bodyguard, Trevor Rees-Jones, survived.
Photographers were chasing the car Surgeons tried for two hours to save Diana’s
on motorbikes, and their driver was life but she died at 3 am.
driving very fast. They crashed into the This morning, the world woke up to the
wall of the tunnel. French radio reported shocking news that Princess Diana was
that a spokesperson for the royal family dead.
expressed anger with press photographers

3 Now read the news story again and find the 4 Write an article for the school newspaper about
answers to the questions below. Write sentences. a dramatic event in your town. This can be true
or something that you make up. Ask yourself
1 Who?
the questions in Exercise 3 and use the answers
to plan your article. Write about 200 words.
2 What?

3 Where?
CHECKLIST ✓
Use narrative tenses
4 When? Follow the outline of an article
Use action words
5 How? Check spelling and punctuation

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 3 WH AT’S I N A N A M E?
DEVELOPING WRITING 1 Which of the things Burcu asks about does Sarah
not mention?

An email about rules

2 What are students not allowed to wear at Sarah’s
1 Read the email. What does Burcu want to know about? school?

3 What advice does Sarah give Burcu about clothes?

To SarahH@mail.com
Subject Exchange Visit! 4 What do students have to do with their phones
when they go into the classroom?
Hi there, Sarah!
Well, I think you know who I am, right? My name’s Burcu and
I’m going to be at your school for the exchange visit later this year. 5 Where are students not allowed to eat at Sarah’s
I’m really excited about it – hope you are too!! school?
Well, why am I writing right now? The thing is, I really don’t want
to do the wrong thing while I’m there and especially at the school,
so I’m wondering if you could tell me a bit about it. I mean, what 3 Answer the questions about Sarah’s email. They
are the rules? About phones, clothes, talking in class, food … you are all about writing informally.
know what I mean, yeah?
Could you send me a quick email to tell me? I’d love to hear from She writes: ‘you’d better bring some warm clothes,
you when you’ve got a free moment. OK?’
Take care and hope to hear from you soon. 1 She uses the word ‘OK’ to
Burcu check for understanding / show disagreement.
2 What word does she sometimes use instead of ‘OK’?

2 Now read Sarah’s email in reply. Answer the She writes: ‘it’ll be kind of cold when you’re here.’
questions that follow it.
3 ‘kind of’ means very / a bit.
4 Find and underline another time when she writes
‘kind of’ in the email.
To BurcuP@mail.com She writes: ‘good to hear from you.’
Subject Re: Exchange Visit! 5 She has left out the words This is / It is.
6 Find two other times when she leaves words out.
Hi Burcu What are these words?
Thanks for your email – good to hear from you. Yes, I’m
looking forward to the exchange too!
Anyway, about the rules and things. The school here isn’t 4 Imagine that Burcu wrote her email to you.
very strict about most things, but there are a few things you Write a reply to her.
need to know, right? First of all – clothes. We don’t have a
uniform, so you can wear what you want, but we can’t wear a Think about the rules in your school and the
jeans with holes in them or anything like that, or T-shirts things Burcu asks about:
with things written on them. You should wear things that are ● clothes ● phones
comfortable. Oh, and it’ll be kind of cold when you’re here so
● food ● talking in class
you’d better bring some warm clothes, OK?
The school’s pretty strict about phones – of course you can b What other rules (if any) should she know about?
bring them, but you have to switch them off in lessons, you c This is an informal email (like Sarah’s) – think about
can’t just put them on silent, right? And you can bring food to how you can make it easy for Burcu to read.
school but you must eat it outside, during the break – except
if it’s raining, then you can eat in the classrooms (but not in Write about 200–250 words.
the corridors!)
Not much else to say – I mean, it’s a normal school (and the
teachers are kind of normal too) so no stress. You really don’t CHECKLIST ✓
have to worry about anything here.
Include a greeting
Hope this helps. Write again soon, OK? And tell me if there’s
e
anything else you need to know. Use informal languag
tions
Love, Respond to all ques
Sarah
Sign off the email

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 4 DI LE M M A S
DEVELOPING WRITING

A diary entry about a dilemma

1 Read the diary entry. What is Olivia’s dilemma and what does she decide to do?

I have a confession. I’ve not shown my best friend the trust she deserves and I’m feeling really bad about it.
It all started when she asked to borrow my tablet to check her email. Of course, I let her use it. [A] The problem is that
she forgot to close it afterwards so when I went online a few hours later, her email page was the first thing I saw. I went
to close it down when I noticed an email, a very unusual email. [B] but there it was – an email from my boyfriend to
my best friend and the title was my name – ‘Olivia!’ I thought
1 . I knew I should just close the
page but I had to know: why was he writing to her? I didn’t even know he had her email address. I knew it was the
2 to do but I opened the message. [C] As soon as I read it I knew I’d made a horrible mistake.
The message was all about arranging a surprise party for my birthday at the4 end of the month.
Now I’ve got a horrible dilemma. Should I 3 and or say nothing and
5 from her? If I was braver, I’d tell her what I’d done. [D] I think that this time I won’t say
anything and pretend that the party is a surprise. But I know there’s one thing I’ll never do again – I’ll never let anyone
use my tablet to check their email!

2 Complete the text with the phrases in the list. There is one extra phrase.
long and hard | tell a lie | tell her the truth | own up | wrong thing | hide the truth

3 These sentences have all been removed from the diary entry. Complete them using the verbs in brackets to
make second or third conditionals. Then decide in which of the spaces A–D they go.
1 If I (can turn) back time, I (close) the page without taking a look.
2 If I (not see) it, I (never think) of reading any of her messages.
3 If I (tell) her, she (never speak) to me again.
4 If I just (say) ‘no’, I (not have) this dilemma.

4 Read the dilemmas and then complete the 5 Choose one of the dilemmas in Exercise 4
conditional sentences. (or think of one of your own) and write
1 I broke my best friend’s games console.
a diary entry of about 250 words.

a If I’d been more careful, ● Explain the dilemma.

● Explain the background behind the dilemma.
● Talk about what you should do.
b If he knew it was me,

2 I saw my best friend cheating in an exam.

a If I told the teacher, CHECKLIST
Conditional se
✓
b If she had studied harder, ntences
Honesty vocabu
lary
3 My friend wants to borrow £100 from me. It’s all the Explanation of
dilemma
money I’ve got. Background to
dilemma
a If I gave it to him and he never paid me back, Thoughts abou
t what you sh
ould do
b If he had been more careful with his money,

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 5   WH AT A STO RY!
DEVELOPING WRITING

A book review
BOOK
1 Match the sentence halves. REVIEW
1 The hero or heroine of the book [1] The Boy Who
2 The setting Biked the World is
3 The opening sentence a travel adventure.
It was written by
4 It is very important to have a strong ending Alastair Humphreys,
5 Some writers include jokes and witt y dialogue who completed a
6 There may be several different characters four-year bicycle
ride around the
a at the beginning of the book is very important. world. In the story,
b which makes the story more entertaining. the hero is a boy
called Tom who
c which satisfies the reader. really wants to be an
d is the person who is the main character. explorer. His favourite book is an atlas and
e is where the action takes place. he is more interested in adventurers than
he is in footballers. One day, Tom nally sets
f who have different strengths and weaknesses. off on his own adventure. He travels through
2 Look at the book cover. What genre of story is it? Europe, the Middle East and Africa on his
bicycle. The story is full of fascinating facts
Circle the answer.
about the countries he travelled through,
A horror story B travel adventure C poetry and the characters he meets.
D romantic novel E science fiction
[2] One of my favourite parts was the opening
3 Answer the questions about the book review. of the book. Tom is caught daydreaming in
his maths class, which has happened to me
Paragraph 1
too. I loved Tom. My favourite thing about the
1 What is the story about in general? (Write about book, however, was the funny illustrations
the plot. But don’t give the whole plot or the and amusing little notes.
ending away.)
[3] I would denitely recommend this book
to anyone who loves geography and wants
to go on an adventure. Although the book is
for 8 to 12 year olds, I think older teenagers
2 Where does the story take place? (Give the setting.)
will enjoy reading it too, and it’s perfect for
students learning English. I give this book
Paragraph 2 5 out of 6 stars because it’s very interesting.
3 What happened to Tom, the main character, that
the writer can identify with?

4 Did the writer like the book? What was his / her 4 Now choose a book to review. Use the review
favourite thing about it? and the questions above to help you to plan your
writing. Then write a short review of the book in
200 words.
Paragraph 3
5 Does the writer recommend the book to older
readers, younger readers or all ages? CHECKLIST ✓
Use adjectives to make your
review more
6 How does the reader rate the book? What are his / interesting
her reasons?
Use which, who, whose and
where to
improve your writing style

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 6 H OW DO TH E Y DO IT?
DEVELOPING WRITING

Describing a process
1 Read the text and match the words in the list with the pictures.
1 pulp 2 wood fibres 3 bark 4 log 5 branch 6 roll of paper

A B C

D E F

[1] We all know that paper comes from trees, but how exactly do you turn a solid piece of wood into the thin
sheets of paper that we use every day?
[2] First of all the trees are cut down. This means, of course, that every year millions of new trees need to be
planted to make sure there will be enough trees for future paper production.
[3] When the tree has been cut down the branches are taken off to make logs. The logs are loaded onto lorries and
taken to the paper mill. At the paper mill, the logs are first put into a grinder machine where the outer layer of
the tree, called the bark, is taken off. After that they are put into another machine where they are compressed
tightly and broken into tiny pieces called fibre. Next, water is added to this fibre to make a thick soup-like liquid
called pulp.
[4] This pulp is then sprayed into very thin sheets in a paper making machine. These sheets are passed under huge
rollers which squeeze a lot of the water out. But the paper is still too wet so it is passed under heated rollers to
dry it out completely. Finally the dry sheets of paper are rolled up ready to be taken from the paper mill.

2 In which paragraph is … 4 Choose one of the processes below (or one of

your own) and write a short text of about 200
1 the forest process described?
words to describe it.
2 the paper mill process described?
● How dried pasta is made
3 the subject introduced?
● How glass is made
4 the final process described? ● How ice cream is made
3 Put the forest process in order. Then write the ● How politicians are elected
process in a short paragraph. Use firstly, next,
after that and finally.
In the forest
CHECKLIST ✓
Branches taken off Use words to describe a p
rocess
Logs taken to paper mill Explain the process in ord
er
Trees cut down Explain how the proces
s is finished
Logs loaded onto lorries

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 7 A LL TH E SA M E?
DEVELOPING WRITING
A blog about a different country
1 Read the blog. Which of the things in the photos does Frances mention?

Well, here I am in Indonesia! We arrived a few weeks ago and

we’ll be staying for two years, so I’ve got lots of time to write
about my experiences – but here’s my first post.
Jakarta! 1 , I love the place. It’s
wonderfully warm and for me, warm weather is always
good news! It gets humid sometimes and then you feel
uncomfortable, but I’m already used to that. At this time
of year, it rains every day for about an hour, usually in the
afternoon. Sometimes it rains really hard! But when it stops, you get
the wonderful smell of grass and roads after summer rain.
2
, some things are different. Number 1 is
the traffic! They say that 10 million cars go onto the streets every day
– very different from our little English town. In the morning it can take
an hour to drive five kilometres! I don’t think I’ll ever get used to it.
What’s great here are the people: they smile and are warm, polite and
friendly. They’re easy to get on with. 3 there’s
the food – it’s delicious (I love Nasi Goreng, the local fried rice) but it can be
quite spicy.
4
I like most: it’s what people do when they meet an
older person. The older person puts their hand out and the younger person
takes it and puts it on their own head. It shows respect. I think it’s wonderful.
5
, more in a week or two.
Best wishes from Frances!

2 Read the blog again and answer the questions.

1 How long is Frances going to live in Jakarta?

2 What thing(s) does Frances find very different in

Jakarta?

3 Which thing(s) does she dislike? How do you know?

4 What is her favourite thing about Indonesia?

5 Now write a blog post about your new country
using the notes you made in Exercise 4. Write
3 Complete the blog with the phrases in the list. about 250 words.
Anyway | Here’s what | Then | So far | Of course

4 Imagine you have gone to live in another country.

How is it different to your home country? Make
CHECKLIST ✓
a list of things you have to get used to in this new Write where you are.
country, or are already used to. Use the ideas in Write when you arrived.
the blog to help you. Write what things you
like / dislike about the
1 new country.
2 Write what things you
have got used to.
3 Write what things you
haven’t got used to yet
.
4

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 8 IT’S A CR I M E
DEVELOPING WRITING
An essay about crime
1 Read the essay quickly. What is it about?

2 Read the essay again and label the headings below with the paragraphs A–E.
Argument for The conclusion The writer’s opinion Argument against
Introduction summarising the debate

Poverty is the Cause of Crime

A Crime is a serious problem in every country around the world. Some people think that the main cause of crime
is poverty. Other people have argued that poverty does not have a direct link to crime.
B 1
, there are many reasons why people commit crimes, and poverty is one of them. For
example, a teenager has no money but wants the same trainers as his or her classmate so goes out and shoplifts
them.
C 2
, it’s not just poor people who commit crimes. Wealthy people with good jobs and
loving families also commit crimes. However, they probably commit their crimes for other reasons.
3
, they may be risk takers. 4 , children from a poor family with a very
loving mother and father will probably not commit a crime. They have love and security and they’re happy.
D 5
, the main reason for teenagers and young people committing crimes is the lack of
support from their family and people around them. They feel unloved and they have no good role models.
E 6
, poverty is a cause of crime, but it is not the only cause. Governments need to improve
living standards for all their citizens, and we all need to try and help children and teenagers who have no
support from others.

3 Complete the essay with the phrases in the list.

To conclude | However | Firstly | For example | In my opinion | On the other hand

4 Write an essay with the title ‘Heavier Punishments Will Reduce Crime’.
Planning your essay
● Think about the advantages and disadvantages of stronger criminal sentences.
● Add two advantages and two disadvantages to the columns.

Advantages Disadvantages
It will deter criminals from committing another crime. Mixing with other criminals in prison will do more harm
than good.

Now you have your argument for and

against heavier punishment. You also need:
●

●
An introduction
Your opinion CHECKLIST ✓
A conclusion My thoughts
Introduction
●

Look again at the phrases in Exercise 3 Conclusion

Arguments for
above to help with your writing. Connecting phrases
Arguments against
Write about 250 words.

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 9 WH AT H A PPEN ED?
DEVELOPING WRITING
A blog entry about a mystery
1 Read the blog entry. What does the writer think about the Bélmez faces? Tick a box.
They were fake. They were real.

What do you think?

They were fake. They were real.

[A] On the 23rd August 1971, María Gómez Cámara saw a human face appear on the
kitchen floor of her home in the southern Spanish town of Bélmez. So she told her husband
and son, who, [B] broke up the kitchen floor and laid down another. However when a
second face appeared sometime after, word got out to the mayor of Bélmez. He ordered that
the floor should be cut out and taken away for study.
Ever since these initial sightings, there have been a number of reports of the sudden
appearance and disappearances of human faces in the kitchen floor. [C] tourists have visited
La Casa de las Caras (The House of the Faces) hoping to experience the phenomena for
themselves.
Of course, several theories were put forward to try and explain what was going on. One
idea was that María herself could have produced the faces through a process called
‘thoughtography’, in which Maria was subconsciously projecting the pictures onto the floor
from her mind.
Other people looked for a more scientific explanation and a lot of testing was done on
the chemicals in the concrete. Studies showed that the images might have formed through
chemical reactions. This could have been a natural process or it could have been done deliberately.
[D] I think the faces were made by Maria’s husband or son. [E] To make a lot of money perhaps. [F] What about you?

2 Blogs are often quite informal and chatty in their 4 Do some research about a famous mystery from
style. Where do these informal phrases fit into your country. Make notes and write an entry for
the text? a blog in about 250 words.
1 I’m not a big believer in paranormal activity and ● What is the mystery?
2 Why? ● What are the theories around it?
3 One of the weirdest things I’ve ever heard ● Do I believe it?
about are the Bélmez faces.
4 Well that’s what I think.
5 probably not being too happy about it,
6 Millions of

3 Match the phrases in Exercise 2 with the effect

they have.
a A way of introducing your own opinion
b A way of summing up your thoughts
c Using a question which you answer yourself
CHECKLIST ✓
Explain the story behind it.
to say what you think it. Don’t
Discuss some of the theories about
d Using a superlative to introduce the topic in
forget to use modals of deduction.
a dramatic way
r blog more
e Exaggeration Use informal language to make you
interesting.
f Imagining / supposing how someone must
have felt Say what you think.
ers to answer.
Include a short survey for your read

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 10 MO N E Y
DEVELOPING WRITING
An essay about the importance of money
1 Read Matt’s essay for the title ‘Money is not the most important thing in the world’ and answer
the questions.
1 Is the style formal or informal?
2 Is it a balanced argument, i.e. are there arguments for and
against the statement?

My dad earned a huge salary and he had a very successful career, but we never saw him. For me, money
is not the most important thing in the world.
Firstly, some people earn a lot of money but they don’t have time to spend it because they are working so
hard. 1Secondly, they spend long hours in an office, so they don’t have time to see family or friends.
2
Without doubt, there is a feeling of safety in being wealthy. You will never be homeless or hungry. You will
be able to buy your children everything they want. In addition, you will probably have reached the top of your
career and you will have achieved success as well as wealth, but will you be happy? Furthermore, will your family
be happy?
On the one hand, money makes you rich, but on the other hand, it makes you poor. You are able to buy your
children everything they want. 3However, you can’t give them all the time and love they want. 4For this reason,
I conclude that money is definitely not the most important thing in the world.

2 Match the underlined words and phrases with the similar phrases below. Then find two other examples in
the essay of ways to link ideas.
but furthermore therefore without question

3 Number the statements in the correct order for an essay plan:

Matt’s plan for his essay
Present my first argument against the statement. Conclude the essay.
State whether I am ‘for’ or ‘against’ the argument in Present my second argument against the statement.
the introductory paragraph. Present my second argument for the statement.
Present my first argument for the statement.

4 Now plan your essay. Write two statements to support your argument, two statements against and
a conclusion.
Paragraph plan Money is important Money isn’t important
First

Second

Conclusion

5 Now write your essay. Write between

200–250 words.
● Look at the vocabulary in the unit to see what CHECKLIST ✓
words you could use. ulary
Money and work vocab
● Check with your paragraph plan, and make sure My opinion
you give arguments for and against. Arguments for
Conclusion
● Make sure you mention your opinion, and use the Arguments against
last lines to sum up and state your conclusion.

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 11 H ELP!
DEVELOPING WRITING

A rescue story
1 Read the story. What did the divers think the whale did after she was freed?

Sometimes, it’s amazing when an animal is involved in a rescue.

Back in 2005, some fishermen were working at sea near pushing her nose into them. She seemed to be thanking
San Francisco when they saw a whale that was in them and even though it was huge they didn’t feel
1
trouble. The 2 humpback whale was 7
threatened.
caught in some ropes and she could not swim properly. The Experts on whales say it’s hard to imagine that the whale
ropes also had heavy weights on them that were making it was really saying ‘Thank you’. But the divers don’t care.
difficult for the whale to come up to breathe. They all agreed that it was an 8 experience.
Some divers realised that the only way that they could
save the whale was to go into the water and try to cut the
ropes. This was 3 dangerous, since one hit from
the whale’s 4 tail could kill them. But the men
jumped in. They were worried that they wouldn’t be able
to save it. The rope was so tight around the whale that it
was cutting her body. She was dying.
The divers worked for an 5 hour cutting away
the ropes. 6 the whale was free and started
swimming again.
And then an amazing thing happened. The whale began
to swim in circles, coming up to each of the divers and

2 Complete the article with the words in the list.

There is sometimes more than one possibility.
Writing tip: a story
enormous | eventually | exhausting | huge
incredibly | remotely | terrible | unbelievable ● Think about the content of your story (it can
be real or invented).
3 Use a word from Exercise 2 to replace the underlined ● Think about how to make it as interesting
words in these sentences. and dramatic as you can for the reader.
1 It was a big problem. ● Look again at the Exam guide in Unit 4 to
2 We had to walk for two hours – it was hard! help you.
3 The film was very exciting. ● Use extreme adjectives and verbs to make
your story exciting.
4 It was a bad moment.
● Think about your sentences. Short sentences
5 In the end we got home. can make your story more dramatic.
6 I wasn’t even a little bit scared.

4 Write a story about a rescue. Choose one of the

following sentences to begin your story.
A Sometimes it’s amazing when an animal is involved in CHECKLIST ✓
a rescue. end
Beginning, middle and
B It was a bad mistake to go there in the first place. es and adverbs
Use interesting adjectiv
C ‘Lucky to be alive’ was never truer than in this story.
tences
Use long and short sen
Write between 200 and 250 words.

Think Level 3 Developing Writing PHOTOCOPIABLE © Cambridge University Press 2016

 12 A FI R ST TI M E FO R E V ERY TH I N G
DEVELOPING WRITING

A blog entry about a mistake

1 Read the blog entry. What was the effect of the writer’s mistake?

A big mistake
If only I’d stopped to think! That’s what I say when I look back at that big
mistake. I was 12 and I’d started to play tennis. I couldn’t get enough of it.
When there was no one to play with, I used to hit tennis balls against a wall.
And the best wall was at my school, not far from my house. It was about six
metres high. Perfect!
There was a hole in the fence around the school so sometimes I crawled
through it, into the school yard to hit tennis balls against that wall. I wasn’t
supposed to be there after school hours, but I didn’t care.
One evening I was there hitting my only tennis ball when it went up onto
the roof, rolled down, and into the gutter. Stuck. Now what was I going to
do? I had to get it down again. I had to! There was a drainpipe on the wall,
going up to the gutter – I didn’t think, I just started to climb. I got to the top,
and started to go carefully along the gutter. Was I crazy? Absolutely! And
what happened? The gutter broke, of course, and I fell.
I could have been killed. Luckily someone had seen what happened and
called an ambulance. I’d broken my right leg. The doctors did their best but
it never mended properly. My parents were angry because I’d done such a
dangerous thing. The school was angry because I shouldn’t have been there.
I was unhappy because I was in hospital.
If only I’d stopped to think! But I was only 12, after all.

2 Find three ‘questions’ that the writer asks. 5 Write a blog entry about a mistake that you
(or someone you know) once made. It can
1 Are they really questions for the reader?
be true or invented. Start or finish with one
of these sentences.
2 What effect does the writer want to create by I wish I hadn’t said it.
using them?
If only I’d known that I was breaking the rules.
I wish he / she / they had told me.
3 Find three times that the writer uses a single word as
a sentence. What effect does the writer want to create If only I hadn’t opened that door.
by doing this? Circle the answer. I wish I / he / she / they had gone straight home.
A avoid problems with grammar
Write about 250 words
B create more impact
C use fewer words

4 Rewrite the underlined parts. Use either a question

or a single word.
CHECKLIST ✓
Opening sentence
1 I told him the news. This was a mistake! ces
‘I wish’ or ‘If only’ senten
matic effect
Include questions for dra
2 He got really angry and started shouting. I didn’t know
nces’ for
why he was shouting at me. Include one-word ‘sente
3 There clearly was a problem. I didn’t know what it was. dramatic effect
Write a suitable ending
4 Then he walked out and closed the door. He closed it
loudly.

Think Level 3 Developing Writing PHOTOCOPIABLE © Cambridge University Press 2016