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Longman Academic Writing Series 2 WWW Langdownload Com PDF

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Longman Academic Writing Series 2 WWW Langdownload Com PDF

series 2

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Sizelef Ansyar
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Longman Academic Writing Series PARAGRAPHS HTH Ann Hogue Longman Academic Writing Series 2: Paragraphs, Third Edition Copyright © 2014 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606 Staff Credits: The people who made up the Longman Academic Writing Series 2 ‘team, representing editorial, production, design, and manufacturing, are Pietro Alongi, Margaret Antonini, Eleanor Barnes, Kim Casey, Aerin Csigay, Ann France, Shelley Gazes, ‘Amy McCormick, Lise Minovitz, Liza Pleva, and Joan Poole. Cover image: jupeart/Shutterstock Text Composition: TS! Graphics Library of Congress Cataloging-in-Publication Data Hogue, Ann. [First steps in academic writing) Longman Academic Writing Series, Level 2: Paragraphs / Ann Hogue, Jennifer Bixby.— Third edition. pages om.—(Longman Academic Writing Series) ISBN-13: 978-0-13-291271-6 ISBN-10: 0-13-281271-6 1. English language—Rhetoric. 2. Academic writing, |. Bixby, Jennifer. Il, Title PE1478,H57 2013 808'.042—de23 2012048182 ISBN 10: 0-13-291271-6 ISBN 13: 978-0-13-291271-6 Printed in the United States of America 123456789 10—VOB2—18 17 16 15 1413 CONTENTS To the Teacher. Acknowledgments Chapter Overview. @iChapter 1 Describing People Introduction .... Prewriting ... a : ‘Asking Questions and Taking Notes... Organization .. Looking at the Models. Looking at Vocabulary: Descriptive Adjectives . Formatting the Page .... Grammar and Mechanics .. Sentences. Capitalizati Sentence Structure .. Simple Sentences .. Sentence Combining ... Applying Vocabulary: Using Descriptive Adjectives. The Writing Process ... Writing Assignment: A Paragraph about a Family Member .. 31 Self-Assessment . Expansion Timed Writing: A Paragraph about Someone You Admire. Your Journal iv Contents Chapter 2 Listing-Order Paragraphs. Chapter 3 Giving Instructions. Introduction .. Prewriting Clustering .. Listing-Order Paragraphs Looking at the Model.. Looking at Vocabulary: intensifiers... Organization The Topic Sentence ... ‘Supporting Sentences Listing-Order Transition Signal The Concluding Sentence.... Outlining: Creating an Outline from a Cluster....... Sentence Structure .. Compound Sentences....... ae Coordinating Conjunctions: And, But, Or, and So Common Sentence Errors: Run-ons and Comma Splices Applying Vocabulary: Using Intensifiers ... Writing Assignment: A Paragraph about a Career. Self-Assessment Expansion Timed Writing: A Paragraph about a Boss Your Journal. Introduction .. Prewriting .. Listing... “How-To” Paragraphs Looking at the Model.. Looking at Vocabulary: Descriptive Adverbs womelltir Organization .. Topic Sentences and Concluding Sentences... Time-Order and Listing-Order Transition Signals... 78 Outlining: Creating an Outline from an Edited Li Sentence Structure Independent and Dependent Clauses. Complex Sentences with Time Clauses ‘Common Sentence Errors: Fragments.. ‘Summary: Simple, Compound, and Complex Sentences. Mechanics Capitalization: Four More Rules... Punctuation: Commas. Applying Vocabulary: Using Descriptive Adverbs Writing Assignment: A “How-To” Paragraph Self-Assessment . Expansion a . Timed Writing: A Paragraph about How to Do Well in a Class... Your Journal Chapter 4 Describing with Space Order...... =i 106 Introduction Prewriting Listing Descriptive Details..... Descriptive Paragraphs ‘Space Order..... Looking at the Model Looking at Vocabulary: Prepositions of Place...... Organization Topic Sentences and Concluding Sentences .. 2 Supporting Sentences with Specific Details i 15 Outlining: Creating an Outline for a Descriptive Paragraph. Contents v Grammar 120 Adjectives 120 Order of Adjectives. 2B Sentence Structure 126 Prepositions .. sta Prepositional Phrases 127 Applying Vocabulary: Using Prepositions of Place. sesteromstoncenl tS Writing Assignment: A Paragraph Describing a Special Place Self-Assessment Paragraph Describing a Public Space Chapter 5 Stating Reasons and Using Examples .. Introduction ... Prewriting .. Listing and Outlining with Reasons and Examples... Paragraphs with Reasons and Examples Looking at the Model... Looking at Vocabulary: Words that Describe Geography Organization Reasons and Examples... Transition Signals that Introduce Reasons ‘Transition Signals that Introduce Examples Conclusion Signals... ‘Sentence Structure .... Complex Sentences with Reason and Condition Clauses.. Mechanics Capitalization: Two More Rules Punctuation: Four More Comma Rules... vi Contents Applying Vocabulary: Using Nouns that Describe Geography Writing Assignment: A Paragraph Recommending an Area... Self-Assessment . Expansion a Timed Writing: A Paragraph about a Place for a Day Trip. ‘Your Journal Chapter 6 Expressing Your Opinion Introduction .. Prewriting Getting Ideas from Reading. Opinion Paragraphs Looking at the Model. Looking at Vocabulary: Word Forms... Organization Facts and Opinions. Transition Signals in Opinion Paragraphs... ‘Sentence Structure Adjective Clauses with Who, Which, and That Punctuating Adjective Clauses... Complex Sentences with Adjective Ciauses.. More about Fragments... Mechanics Quotation Marks. Applying Vocabulary: Using Word Forms. Writing Assignment: A Paragraph that Expresses an Opinion... Self-Assessment .... Expansion . : Timed Writing: An Opinion Paragraph about Cheating .. Your Journal... 191 191 Contents vii Contents Appendices Appendix A More ideas for Journal Writing 193 Appendix B Grammar Terms. Appendix C Sentence Types... Appendix D Transition Signals 198 Appendix E Mechanics... 199 Appendix F Correction Symbols. Appendix G Peer Review and Writer's Self-Check Worksheets Index Credits TO THE TEACHER Welcome to the new edition of Level 2 in the Longman Academic Writing Series, a five-level series that prepares learners of English for academic coursework. This book, formerly called First Steps in Academic Writing, is intended for high-beginning students in a university, college, or secondary program. It offers a carefully structured approach that focuses on writing as a process. It teaches rhetoric and sentence structure in a straightforward manner, using a step-by-step approach, high-interest models, and varied practice types. Like the previous editions, this text integrates instruction in paragraph organization, sentence structure, grammar, and mechanics with the writing process. It carefully guides students through the steps of the writing process to produce the well-organized, clearly developed paragraphs that are essential to academic writing in English. Realistic models guide students, and clear explanations supported by examples help them through typical rough spots. ‘These explanations are followed by extensive practice that helps students assimilate writing skills and write with accuracy and confidence, These practice activities include interactive tasks such as pair and group work to round out the solitary work of individual writing. They progress from recognition exercises to controlled production exercises to communicative Try It Out activities, which serve to engage students in the process of their own learning, Each of its six chapters focuses on a standard pattern of paragraph organization and culminates in a final carefully staged writing assignment. The first three chapters focus on personal topics which gradually give way to the more academic topics and genres of the latter half of the book. Finally, the appendices and a thorough index reinforce student learning and serve as useful reference guides What's New in This Edition Instructors familiar with the second edition will find these new features: « Chapter objectives provide clear goals for instruction; * Two new vocabulary sections, Looking at Vocabulary and Applying Vocabulary, explain vocabulary from the writing models and support its use in the Writing Assignment; * Selected writing models have been updated or replaced, while old favorites have been retained and improved; + Prewriting and outlining sections have been expanded and improved; * Self-Assessments ask students to evaluate their own progress; » Timed Writing practices develop students’ writing fluency. The Online Teacher's Manual ‘The Teacher's Manual is available at www.pearsonELT.com/tmkeys. It includes general teaching notes, chapter teaching notes, answer keys, reproducible writing assignment scoring rubrics, and reproducible chapter quizzes. Acknowledgments X Tothe Teacher Many people have helped shape the third edition of this book. First and foremost, Jennifer Bixby brought tireless dedication to this book and contributed many new models, practices, activities, and assignments. ‘Members of the Pearson ELT team, particularly Amy McCormick, Lise Minovitz, and Eleanor Kirby Barnes, brought their expertise and dedication to this project. Diane Flanel Piniaris also contributed her time, support, and guidance in developing this book. Thanks to the many users of the first and second editions of this book who took the time to offer suggestions: Sandy Abouda, Seminole Community College, Florida; Linda Betan, Columbus State University, Georgia; Vicki Blaho, Santa Monica College, California; Jeff Cady, College of Marin, California; Eileen Cotter, Montgomery College, Maryland; Jackye Cumby, Mercer University, Georgia; Greg Davis, Portland State University, Oregon; Diana Davidson del Toro, Cuyamaca College, California; Terry Eisele, Columbus State Community College, Ohio; Diane Harris, Imperial Valley College, California, Mohammed Iqbal, City College of San Francisco, California; Linda Lieberman, College of Marin, California; Kathleen May, Howard Community College, Maryland; Mark Neville, ALHOSN University, Abu Dhabi, United Arab Emirates; Kim Sano, Aoyama Gakuin Women's Junior College, Japan; Laura Shier, Portland State University, Oregon; Christine Tierney, Houston Community College, Texas. Thanks also to the following people for their feedback on our online survey: Eric Ball, Langara College, British Columbia, Canada; Mongi Baratli, Al Flosn University, Abu Dhabi, United Arab Emirates; Jenny Blake, Culture Works ESL, London, Canada; Karen Blinder, English Language Institute, University of Maryland, Maryland; Bob Campbell, Academic Bridge Program, Doha, Qatar; Nancy Epperson, Truman College, Illinois; Kemal Erkol, Onsekiz Mart University, Canakkale, Turkey; Russell Frank, Pasadena City College, California; Jeanne Gross, Caiiada College, California; Lisa Kovacs-Morgan, English Language Institute, University of California at San Diego, California; Mary Ann T. Manatlao, Qatar Foundation, Academic Bridge Program, Doha, Qatar; Ruth Moore, University of Colorado at Boulder, Colorado; Brett Reynolds, Humber Institute of Technology and Advanced Learning, Ontario, Canada; Lorraine C. Smith, CUNY Queens College, New York. —Ann Hogue CHAPTER OVERVIEW Longman Academic Writing Series, Level 2, Paragraphs offers a carefully structured approach to high-beginning academic writing. STATING REASONS AND USING EXAMPLES: Prewriting sections introduce students to such techniques as clustering, freewriting, listing, and outlining. ¢.... objectives provide clear goals for instruction. xi Realistic writing models present the type of writing students will learn to produce in the end-of-chapter Writing Assignments. ©... at Vocabulary points out useful words and phrases from the writing models. Applying Vocabulary =a allows students to practice the new vocabulary and then use it in their writing assignments. Practice activities reinforce learning and lay the groundwork for the end-of-chapter Writing Assignment. Chapter Overview Organization sections explore paragraph format and structure in a variety of organizational patterns. pea ET ft em 3p Simple explanations and clear exampl AE enable students to improve their grasp of Paragraph structure and organization. ‘TweTORC SENTENCE © ‘Try It Out! activities challenge students to apply what they have learned. seme Sentence Structure, Grammar, and Mechanics sections help students understand the building blocks of sentences and accurately construct different types of sentences. Simple charts with clear examples make the rules easy to see and remember. “Gotten patties ot i Ss fing Rs cps Hew cent ap Sr ti Editing skills are sharpened as students find and correct errors in sentences and paragraphs. xiv Chapter Overview ‘Step-by-step Writing Assignments make the writing process clear and easy to follow. MED oe seven Peer Review and Writer's Self- Check Worksheets at the back of the book help students collaborate and sharpen their revision skills. | S Self-Assessment encourages students to evaluate their progress. Time prepare eas sao ee DESCRIBING PEOPLE CEs Writers need certain skills. inthis chapter, you will learn to: '* Use questions and note taking to get ideas for writing * Identity the three parts of a Paragraph * Use correct paragraph format ‘* Recognize subjects, verbs, and ‘objects in complete sentences * Use six rules of capitalization * Work with simple sentences laa and edit a paragraph describing a person Each person in a famity is unique. Can you think of a different word to describe each person in this family? © Use your questions from Part B to interview a classmate. Take notes. Ask more questions to clarify spelling and other information. You will use this information in the Try It Out! activity on page 13. What is your name? Santy Valverde Where are you from? Michoacdn, Mexico OR A paragraph is a group of related sentences about a single topic. The topic of a paragraph contains one, and only one, idea. A paragraph has three main parts and they appear in this order: * The topic sentence names the topic and tells what the paragraph will say about it. This sentence is usually the first sentence in a paragraph. « The middle sentences in a paragraph are called the supporting sentences or the body. Supporting sentences give examples or other details about the topic. In some cases, they might even tell a story to illustrate the topic sentence. # The last sentence in a paragraph is usually the concluding, sentence. The concluding sentence often restates the topic sentence in different words or summarizes the main points. A paragraph is like a sandwich: two pieces of bread (the topic and concluding sentences) holding the key ingredients (the supporting sentences). ‘Topic SENTENCE ———>> SUPPORTING SENTENCES. ——>> ‘conciuoma sentence ——> 4 CHAPTER

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