Help with english as second language report

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Added: 24.04.2021
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You will be given a particular context and asked to write a report on it. You are expected to write words, and the exercise is worth 16 marks. For the core paper 1 , take about 20 minutes to finish this exercise, 5 minutes to plan, 10 minutes to write and 5 minutes to check your writing. For the extended paper 2 , take 30 minutes for the whole exercise. Take 5 minutes to plan your report, by coming up with points to be included in the introduction, body and conclusion. Use 20 minutes for writing the report and the final 5 minutes to proofread and edit your report.
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Writing: Exercise 6 (Writing a Report)

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Report writing: Cambridge IGCSE English as a Second Language – ANN'S ENGLISH ACADEMY

Include Synonyms Include Dead terms. Download full text. English as a Second Language, The goal of the English as a Second Language ESL program, partially funded under Title I of the Elementary Secondary Education Act, is to help youngsters master the oral and written skills of English which are necessary for success in an English-speaking mainstream education.
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ESL Writing Skills

This article focuses on the new topic of formal writing in the revised pattern of examinations starting from in Cambridge IGCSE English as a Second Language which needs to be answered together with a few basic rules related to formal register. It then describes various features you should include when you use the formal register. It also focuses on specific phrases and expressions used for reporting accurately, giving opinions and making recommendations, and also to put forward your views and arguments too.
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Include Synonyms Include Dead terms. Download full text. This report lists the policy recommendations and describes staff and systemwide activities that have occurred since in support of each. Specifically, the report indicates that: 1 recommendations designed to improve data collection and course activity reporting have been pursued through the development of a statewide management information system; 2 recommendations to differentiate between credit and noncredit ESL have been advanced through the implementation of new regulations on course standards, and adoption of a policy on basic skills, which created the category of nondegree-applicable-credit courses to accommodate certain levels of ESL courses; 3 a recommendation on uniform assessment procedures has been advanced by the development and publication of "ESL Placement Tests for Community Colleges: A User's Guide"; and 4 recommendations on course equivalency and articulation with four-year schools and K adult schools have been furthered by the distribution of a model "continuum" of ESL courses, with competency descriptions for each level.
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