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Effective A cademic W riting 1

Channang Sim

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JoEllen Simpson
Effective
A cademic W riting 1
THE PARAGRAPH

ALICE SAVAGE
MASOUD SHAFIEI

OXfORD
Effective
A cademic W riting 1
THE PARAGRAPH

ALICE SAVAGE
N orth H arris C o lleg e
H ousto n , Texas

MASOUD SHAFIEl
K ingw o o d C ollege
K intjw o o d , Texas

OX-FORD
VKI\ Kỉtsi I 'J nu-'iS
 ACKNOWLEDGMENTS
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S o u th K orea S w itzerlan d T h a ila n d T urkey U k rain e V ietn am p. 31. G.S. S h a ra t C h an d ra , e x c e rp ts fro m Sari o f the Gods. C opyright © 1989
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S en io r A c q u isitio n s Editor.* P ietro Along)
Editor: Rob F reire
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P ro d u ctio n M a n a g e r S h a n ta Persaud
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ISBN : 978-0-19-430922-6ISTUDENT BOOK)

ISBN : 9784M 9*430882-31ANSWER KEY)

P rin te d in H ong Kong

10 9 8 7 6
Acknowledgements
We would like to thank David Olsher. without whom we would never have
started this project. We want to give a special thanks to the editorial team: Rob
Freire, Kathleen Smith. Kenna Bourke, and Scott Allan Wallick for their insight and
expertise, and Pietro Alongi for his endless positivity and support. We would also
like to gratefully acknowledge the work of Susan Kesner Bland. Last but not least,
our gratitude to the following reviewers for their contribution to the project:
Sharon Allerson, East LA Community College; Frank Cronin, Austin Community
College; Kieran Hilu, Virginia Tech; Peter Hoffman, LaGuardia Community College;
Carla Nyssen, California State I Jniversity Long Beach; Adrianne Ochoa; Mary O ’Neill,
North Virginia Community College; Maria Salinas, Del Mar College.

I would like to thank the administration, faculty, and staff of North Harris College
for making it an inspiring place to work. I especially want to applaud the students
of the ESL program. Your papers are full of delightful surprises and interesting
insights. Thank you for allowing your work to be used to assist others. Finally. I
wish to thank my husband. Masoud, and children Cyrus and Kaveh, for helping me
balance work and home. I always look forward to seeing you at the end of die day.
A.S.

1 would like to express my appreciation to everyone at Kingwood College for

creating a great environment for teaching and learning. I am especially grateful
to the ESL faculty for their insightful suggestions and to the ESL students for their
generosity in sharing their writing. Lastly, and most importantly, I would like to
thank my wife Alice ten working with me on this project and our sons Cyrus and
Kaveh for adding so much color to our lives each and every day.
M.S.
 Contents

I n t r o d u c t i o n ............................. .................................................................................... vii

Unit 1: The Sentence and the Paragraph__________________

PART 1: Stimulating Ideas . ................. .. .................................... 2
The Paragraph
Formatting a Paragraph

PART 2: Developing a Paragraph.................................................... 5

Paragraph Organization
The Topic Sentence
Supporting Sentences
The Concluding Sentence

PART 3: Unity and Coherence.......................................................... 12

Unity within a Paragraph
Coherence within a Paragraph
PART 4: Editing Your W ritin g ......................................................... 19
Simple Sentence Structure
Punctuation and Capitalization
Fragments
Run-on Sentences
PART 5: Putting It All Together...................................................... 24

Unit 2: Descriptive Paragraphs___________________________

PART 1: Stimulating Id eas......................... .............................. .. . 30
Reading Text: “Sari of the Gods"

PART 2: Brainstorming and O u tlin in g ........................................... 33

Descriptive Organization
PART 3: Developing Your Ideas...................................................... 38
U sing S pecific L an g u ag e

PART 4: Editing Your W ritin g ......................................................... 43

Using Adjectives in Descriptive Writing
Using Be to Describe and Define
PART 5: Putting It All Together...................................................... 47

Contents
Unit 3: Example Paragraphs______________________________
PART 1: Stim ulating Ideas .............................................................52
Reading Text: “ Bumping into Mr. Ravioli"

PART 2: Brainstorming and O u tlin in g ............................................ 55

Example Organization

PART 3: Developing Your Ideas....................................................... 59

Using Examples as Supporting Details

PART 4: Editing Your W ritin g .......................................................... 65

Forming and Using the Simple Present
Subject-Verb Agreement

PART 5: Putting It All Together....................................................... 69

Unit 4: Process Paragraphs_______________________________

PART 1: Stimulating Id eas............................................................... 76
Reading Text: “How to Fight Off a Shark"

PART 2: Brainstorming and O u tlin in g ............................................ 79

Process Orga nization

PART 3: Developing Your Id eas....................................................... 84

Using Time Order Words in Process Paragraphs

PART 4: Editing Your W ritin g .......................................................... 90

Using Imperatives
Modals of Advice. Necessity, and Prohibition

PART 5: Putting It All Together.................................... .. ................ 95

Unit 5: Opinion Paragraphs______________________________

PART 1: Stim ulating Id ea s............................................................... 100
Reading Text: “City with a Gray-Green Heart”

PART 2: Brainstorming and O u tlin in g ............................................ 103

Opinion Organization

PART 3: Developing Your Ideas....................................................... 108

Using Reasons to Support an Opinion

PART 4: Editing Your W ritin g .......................................................... 113

Using There Is/There Are to Introduce Facts
Using Because o f and Because to Give Reasons

PART 5: Putting It All Together...................... .. ..............................117

Contents v
 Unit 6: Narrative Paragraphs
PART 1: Stimulating Id ea s........................... ..................................122
Reading Text: "The Snake-Man"
PART 2: Brainstorming and O u tlin in g ...........................................125
Narrative Organization
PART 3: Developing Your Id eas......................................................130
Using Sensory' and Emotional Details
Showing Order of Events in Narrative Paragraphs
Showing Simultaneous Events
PART 4: Editing Your W ritin g .........................................................136
Forming and Using the Simple Past
Forming and Using the Past Continuous
PART 5: Putting It All Together...................................................... 142

Appendices_____________________________________________
Appendix I: The W riting P ro ce ss.....................................................147
Appendix II: Elements of Pun ctuatio n ............................................ 148
Appendix III: G lo s s a ry .................................... .. ..............................149
Appendix IV: Correlation to Grammar Sense 1 .............................. 152

Contents
Introduction
Effective Academic Writing is a three-hook series intended to usher students into
the world of academic writing. The goal of the series is to provide students and their
teachers with a practical and efficient approach to learning the skills, strategies, anil
knowledge that arc necessary for succeeding in content coursework. A parallel goal
is to provide opportunities for students to explore their opinions, discuss their ideas,
and share their experiences through written communication. By guiding budding
writers through the experience of composing various types of paragraphs and short
papers, w e hope to provide students with the tools and the confidence necessary for
college success.

The Paragraph
Book 1 of Effective Academic Writing, The Paragraph, introduces students at the
high-beginning to low-intermediate level to the academic paragraph. The first unit
provides a review of sentence structure and an introduction to developing and
formatting an academic paragraph. Each of the following five units then addresses
a particular rhetorical mode and provides user-friendly guidance to mastering the
form. The hook also offers numerous opportunities for practicing relevant grammar
points. All grammar presentations and practice are correlated to Grammar Sense I.

Book 1 contains several features designed to support students in developing the

skills that they need for college writing;
• Each unit contains an authentic text to provide ideas and context for the
assignment.
• At strategic points in the unit, students read and analyze authentic student
paragraphs to see how other students have written on the same or similar topics.
• Each unit contains concise and effective language presentations designed to
develop students’ understanding of rhetorical modes and to improve their
grammatical accuracy.
• Each unit offers useful writing outlines so that students can structure their writing
and internalize the practice.
• Each unit offers collaborative learning activities allowing students to work
together and share ideas.
• At relevant points in the unit, editing exercises and editing checklists are provided
so that students can refine their writing.
• Timed writing activities com e at the close of each unit to prepare students for in­
class writing.
• A series of learner-friendly appendices are provided at the back of the book to
encourage student independence. A glossary of common grammar terms for
student reference is included.

Introduction
 Unit Organization
Each unit introduces a them e and a writing task and then guides the writer through
a five-pan process of gathering ideas, organizing an outline, drafting, revising, and
ediung. As students write, they practice specifk •'kills and put language knowledge
to work to produce a paragraph that follow.-, academic conventions. The rhetorical
and language-related goals of the unit are identified on the opener page.

Part 1
Pan 1 opens with an image to spark interest as students begin thinking about the
topic. This is followed by a short authentic text. Students answer questions about
the text that will help them connect the writers ideas 10 their own knowledge and
experience. They then move on to a freevvriting activity, an unstructured writing task
in which they can explore the topic without worrying about organization or grammar.

Part 2
In Pan 2 students are introduced to a specific rhetorical mode. They begin by
brainstorming ideas and vocabulary that they will use to write their paragraph. They
then learn about rhetorical organizational features and read and analyze a student
paragraph. Finally, students produce an outline for the paragraph they will write
later in the unit.

Part 3
In Part 3 students develop the ideas from their outline and produce a first draft. This
part opens with a second student paragraph for students to analyze. As they answer
questions about the second student model, students review the organizational
features learned in Part 2. They are then introduced to specific, level-appropriate
language points that will help students shape and structure their writing. Students
now write their first draft and. using a peer-review checklist, check each other’s
writing for organization and clarity of ideas.

Part 4
In Part I students edit their writing and produce a final draft. This pan focuses
on particular grammar trouble spots relevant to the theme and the rhetorical style
presented in the unit. Following the concise language presentation, students complete
practice exercises to help them develop their grammar skills and build confidence.
Students then move on to editing their own waiting, and produce a final draft.

Part 5
The final part of the unit is titled 'Putting It All Together." This is the summary of
the other parts of the unit. Through a series of skill exercises, students review the
points covered in Parts 1—4. They are then given the opportunity to write a timed
paragraph using a similar rhetorical focus, but on a different topic. Guidelines lor
using their time efficiently are suggested. This part also provides students with a
comprehensive checklist to review what they have written. The unit closes with
suggested tasks for future writing thal can be used for more practice.

vim Introduction
The Sentence and
the Paragraph
Unit Goals

Rhetorical focus:
* p arag rap h o rg an izatio n
* formatting a paragraph
j unity and co h eren ce in -i paragraph

Language focus:
* simple semen«: sirucwne
* cip ltn listth in ;md end p u n ctu jtiu n
* Iragm enLs iind run-on sen [cnees
 PART 1
S tim u la tin g Id eas

Exercise1 T hinking a b o u t t h e to p ic
DLstu.s> ilit pictures with ;i partner.
* Ijook ut the people writing. Wlut kind «f wnimg is each pLT1' n
* Afl' tJiL*y wriEjn^ for rollers i>r fur themselves?
* W lut <xhtr kinds o f writing enn you think up
► Wlml kiild fif writing do vole u m u IIn do?

Rhetorical Focus

The Paragraph

■\ p j r j j i r . i p l i i > ¡1 g r o u p o f s e n te n c e ^ n lw h ji j t o p i c . in th i> N 1

y o u iv ill l e a r n h o w t o o r g a n i z e ;m d w r i te d i e fa llo w m ,u k in tfa

p a r a g r a p h s ,

* In lL d t s c r ip t iv t p n ra g ra p h rlu'w iiCcr ÜL-vn i'V ' . J

or a tiling.

■ fn an e x a m p le p a ra g ra p h the w riter cwplut:-, r

exam ples,

2 L.nit 1: 'Hie Sentence and the Paragraph

* In .1 p ro c c s s p a ra g ra p h thi' w rfrtr ex p tíIins hiiw t<r dit som ething
srep by step.

* 111 ¡311 o p in io n p iim p rn p h lilt' writer expresses hiT- o r lier Ii'dinn-V

ídíanHiinJ opinions ühoul J lọpú:.

■ m y narrative paragraph ■IJI-u ri-fi K-lUi -il ifliiry

Formatting a Paragraph
Margins
A lunijir.iph musí h.ì VC a rnaigm on tỈHì rííìỉn And ;i ni;LíỊ?ln on ứiứ Iff I
This ineanĩ lhat ứ ìt paĩĩi^nph begins Í Inch (If 1 I \ incht'ii ftum rliv
of ihf paper.

Spacing
A paragraph riKọắẩd b t tlefUlik'-spauöd.

indenting

Tlie first scnkTitc <]f.î [wuyrujili must lie indctiktJ 'Mm rm-ans Ü131 it
'Xjpins fhv spates in from fhe lefi rnarHtn Tmdiĩrttìníi slit™« the rt-utVtr
dim Ü new paragraph is b^flinnljifl On 3 computer you Clin indem
wfth ihfi Tjỉ) key.

Connected Sentences
Thç secỉtnctí, ió a paragraph xtmLild MJ(m euch ôtiicf- ĩ' LS lUH a
|>jOịỊrjpìl lÍL-SfiV sL'nlL'In:f b^gíníi (Jn .1 fltrw line |\ wi/li-MPppurU'il
p;n;L^rj[iíi has .ILÍLfliti 5 sentences an d UÍILTL m<irLj.

Titte
A hy ilsi'lf usuitlly has ;i titte. lilis is o r e wand or a j^fi>Lip ol
W1 mcti that tetíỉ H.vhat The ropìc I>.
 Examine 2 I de ntjfym g the elements of a paragraph
Kciiti th e purajirnph. T h tn k ib d llic fo rm a ttin g elem en t* o f ill«
paragraph. U se the w ord s in th e b ox.

a. margin h, ■doul>k- sp;u:înji c liutav d. title

-» Red
-> I love i he color nidu No other color sym boli/es so many diffcrcnl
em otions and experiences. Life would be very borinj; without (he color
red. Fires would not bum in the same way. The sunset would not be
interesting, and blood would not be so surprisingly beautiful, Red is
powerful when iL appears in nature ►ami ir is llIsu ]Hjwerfui when ii

< appears in our em otions. Red is love. Red is mijjer. Red is beauty. I
like to live life in a strung way, so t dunk I will always admire the
color red.

In Part 2 you w ill..

learn about paragraph organisation

4 I 'nic 1: '11k- Sentence ^ind Lhe Para^paph

 PART 2

Developing a Paragraph

Rhetorical Focus

Paragraph Organization

A typical paragraph has tropic sentience, supporting scnieneeii, and a

concluding sentence.

•T h e to p ic sen ten ce infrtxhlees the iopk‘ and iclls what ilit wriier
will ijy about ihe i<ipie

• '[lie sentences tlul folJaw further explain ;ind support the topic
sentence The\ ;iri-called su p p o rtin g sen ten ces

* The c o n c lu d in g s e n te n c e i ilic-n repeats the im* in the topic

sentence in j different way.

Exercise 1 Reading a student paragraph

Read the paragraph holt™- and note the topic sentence, supporting
sentences, and concluding sentence. What was it that scared [lie
barcluui buy'!'

topic (rntcrarr
Barefoot Bov
if
+

I had u scary experience « lien I was a young boy. One evening

while my parents were eating dinner. f was playing barefoot in the
y<ml with my toys,. Even now t still remember ihe perfume oT Lhc
flowers and the moisture o f the grass. While I was silting on the grass
and playing with a truck. I looked up at ilte sky. and my attention was flfpparlirti)
IC-ITtlHICH
distracted by the beamy ot ihe stars. Then 1 felt *onielhing cold and
smooth slide over my feefr I stayed perfectly still, but I looked down
<u my feel. Then 1 saw a snake slowly slithering over my toes. I felt
terrible and afraid. sli iny heart beat very fast. After the snake moved
away. I streamed to my parents for help, and they captured (be snake
- i t -conctnding
and look ii away. The experience frightened me, and 1 never went irn ld tu

outside barefoot again.

l^n J 5
 bxeKise 2 Analysing the student paragraph
E x a m in e ih f 4ir^:iiLi/;iLLik[i u f the punifii'apti h y an sw erin g the ^uesikm s.

I. Vi'tiat t* tlKf (Opk sentcncc? Write it he-lciW,

2. How nun*- m p p artln g scntenOt?; an: th e re ? __

y 111 yi ii.tr ■ipinHJii, tU>itlf SLlpp* mini; scn lt:n L’S.11 il 'lie UJpii,
senlcnt-ic? . ________
1. Vtk*.1 the niqcludin^ sememcc Ik.' I<j\v

S D v t m Hit o_>nctucliiiLn itpCflt The ¡nhM’matjon in Ilie k>r>ic senKHi n :ii

:t 1KW wjiy?_____ ,_____

Rhetorical Focus

The Topic Sentence

The- ropfc s tn l t n ic ; is u su a lly thy lir>L o r secL.snd '■lj[iLeik l 1 L. ■■
paragraph It tn tn x k tco a new idea. li p itsen is ilie mpur ¡ituLissr ■
what the w rite r will a^y :tbtiLn the loplc. rrhls exp1;in:tiior; is . . . .
c o n tr o llin g id e a
Read ¡be following topic sentences, in (^¡ehIi tint; i3-l- tupit i% hi]
frien d . Tlie L/MiroHlng ideas explain whal t Li-_- w riter ■•■■■:.! ya
The Tnpic. 'IlieM.- Control] Inp idcflS M l r h f re a d e r W' I.M h ■ei*>ei : ;:' ' r C
MjpfwjrTing sen ten w s-
tnplc can ItdImnn iidci
My friend & <*n l-ionost person
M y friend ■s.m friurni^tjifESfln 1 l-no^y
M y fi-EEnd m s a ternbb danowtms >ob.

A tii]>ii st-Tilence must not b e a simple fiict it .c *pei.-it'K ..'l'.-.

controlling idiM must say w m vthing uJhilji Ltieiopu rj: .-
supixjrtL'd. developed, or derimriscTJTed In the -■If=;'" tT':- l -- "■
'[lie ' fnirf iliiFii- idea must atso not t>e too perietal. or ¡V- iujkc
sen itn o e w 1>] Im? uncEeaft
A surprise party is a kind of parly. ■■«; ae- +'?~
I here were 14 guests at my surprise bidhdsy par* r :)
My d is m a l« gavt me an unforgettable surprise ^¿n-. ra r - ' 1

Thii JhIM lo p k S t'n li'n ce t% ifffe e liw :! ir:=ri >Ji-'. tr' :“ i.

and Iwx a tnntraJhnw Wea eLi.H (.jh Ifc tieueki]xM ' r' :-
s e n tc n t'fc , T tie pcin^rjph will p ro k u b ly tt?H : "- -:■ "

6 L'jtiT I: The Scflflcnce .irnl 1tu- I'anjinipH

Exercise 3 Identifying topics and controlling id9a?
In cji;h topic sen ten ce b elo w circle th e topic and u n d erlin e die
controlling Idea.
] ‘i l i k i n g die Ln'si ^ my un?v>l(n-.r mmtre ■.kwlv.
2 My unt ]f hnd a frinlileninn experience ü* P ymunfl muí).
*, Test nii^sjjyn*: |iaa become p<iJíuIjr pnu>njj (eenjjtuiv
■i Effective ctr™? in.iii.i^ínifnr tuqUire*» Jour cjsy síe|
'y Every college 'iHidL‘n[ *huuEd rula1ri computer course

Eaercisei__ identifying effective topic sentences

Id eacli jíü J ffio r below, (irclc thi.Ltopic mid u n d erlin e th e conlrolJiciK
¡dea. If the K fltence does not contain an effective controlling! i^ K1’ w rite
oil X in th e hliink. For th e effective topic sentence*, w rite wtaal yon
think I lie su p p o rtin g s c itfc n c n «-LU be nbont,

] ____i Sly tfuToiyi^viaaJfcijj-Ls^. hi^ p:M

Tin* wrfCgr ivill a i^ gxjmplg* of wfly& iff ttfticft h¡3 dQCT#* is. klEd-HLpflKcnt^.

I, Fried rice in easy LOprepare if you fallow some simple steps.

S. ___ I .ini jruinft to write ub<mi my country

i 3 lutl in adventure in Ibe ¡UíijíLl' IdJÍ yt-.ir.

^. ___ Vudeu ip.f}*?s are not had for children.

Exercise 5 Writing topic sentences

t ie each w ord o r p h rase below to p riti a topic sentence w fih a
controlling idea. I'litn s lu r e yimr sentences w ith n pi»nner.
; Pei*
feta are ¿iPod cJffpflTliOrls for alJgr pcpJ2l£ ______ ____________
2. k firsl date

\ Terrible TeaeJier

■l. Tennis

Pan 1 7
Rhetorical Focus

Supporting Sentences
Supporting ttíitenccs mcUI inlbnnation jfxnit ihtr topic and the
controlling k li-j suppurtin£ can int lucki d efin itio n s,
explanatio ns, aniuS eJcamplcH Kc-jílI the Topk sentence lielow Then
.study (he lytie* oí supporting sentences i Im I ini^l li fnllc^^. it.
topk «rlfoJIing idra
Young people are ion dependent on computers

Supporting definition
Dependency on computer* means that young people cannot peifofm trie
normal tasks and (unctions of tfaiiy life without them
Supporting explanation
In the old days, people memorized important mformaron, out today'3
youth rely on their computers, cell phones, and PDA's to do assignments,
tecord numbers, and save importan information. As a result they can fi^d
themselves unprepared in an emergency sutfi as an electrical blactoui Once
their báltefies die, ihew people will not be ¿ble communicate
Supporting example
foi example, I do all my schoolwort on my comouier When ony compute1
craved Iasi w eel, I tost rny only dralt of an essay that was due thy nett ^j .
As a neriult, l goi a bad giade.

Exeróse6 Identifying topic sentences and supporting sentences

ro r e a c h set o f se menees, write 75 next 10 ih v lo p ic .11:11 tenet, Write
55 next to the sup p o rting s c n tc n o s .

1. 5 5 .1. Mmsquiluei) a ir aiUiieted tolieal,

55 l>. Mosquiines will fly w ven l mik-s to find Ftw*J.
55 c. Only die.- female intj^uito bitei
T5 d. Moduli oes ,lcv intt-resJin# insten.
2, ___ a. One o f my hobbies is listening tn international nuiilc,
___ h. I luve j Ui^je colkninn of world music rcetrfdinps,
____c. My friend* and I like to kmitxhice each other to new hntcmaiíoitil
artists we discover,
__ il. I enjoy guinfi to cwKVtts by iiiu s Il un'- tnim different oiuntric*.

8 I mi J . The SenietK» ¡muI ibe E’amp-jph

 5 :i. 3 HJcc die way jVetjpfe dec* irjte theEr homes and stores
____ I), I enjoy [filing shopping in cold weather
____ c. I eiijo\ tin.- parties ;md celebration* o f ilie winter holiday
____ d, I really like the winter holidays.
i ____ a. My new apcuuiKiii tus I>ig dosets
h My new apartment is perfect for my roommate and me
____ c. My new apartment Ls d ose to school and work
____ (I. My new apartment is ntrt tcx> expensive for students.

Rhetorical Focus

The Concluding Sentence

The con clu d in g or final, .sentence of a paragraph usually rem inds
the reader o f the topic ami controlling idea o f the paragraph. The
concluding sentence* restates »he main idea.

Topic sentence
I love the cokx red.

Concluding sentence
\ like to Sue life in a strong way, so I thmk. I will always admire The color red.
In addition to restating the main idea, the concluding sentence may;

• warn the reader.

If you do not follow these steps, you may not get the grade that you want.

• make a prediction
The automotive industry will change, and soon everyone will be driving
pollution-free cars

• give an opinion about th e topic

Some people might disagree, but I think lamb is the best meat for grilling.

.Sometimes w riters signal the condudinji sentence by using the phrase

In conclusion.
In conclusion, (earning a second language has many advantages

Part 1 9
 Exercise? Id en tifyin g supporting sentences and concluding sentences

Kl' u<I th e lu p k ' s c n tc n c c s b elo w . W rite SS n e x t to llitr llire c

s u p p o rtin g s c n lc n a 's and w rite CS n e \t to th e c u n cliid in g fitAtence.
t. Tile hesr way s w San Francisco is In wdiking.
CS .1, 'ft htfn |t nu explore S;m Francisco hy ftxx. you cun experience all
the city has to ¿lifer.
&5 b. When you w.ilfc, you experience due different wrueila dill*!
rr.sUur.ints. the planl> and «JindJUWS the ocean
55 t You a n Mtop and U-rjk in ilir windows oj shop* or ■ ’it on a bench
for a s tu n while and l<x>kat intr^rc'^EiiiK people
55 d. In ;l car tir a bus. you cinnt rt .Mup easily if v » i IW -Siwnvlliinfi
Imcnadpft Ikxjukw parkin*; is diOkuli.
2 An cgn i.kii takes tmly file minutes c«►
____ ,1 Yinjr ddtdDiw tjiji into is muly 1« eat In just a few minings.
____ li. He4it a flour tortilla In a MOflll amount of «ater
____ c. Scramble two ckh^ wiili u link' sakr and pepper-
____ cl When the t-’jijt*' ate done, .slide diem into the Wiifm tOftUla 4tnd iold
it over.
3, My paper lule because KOTlethmg happened lo nn cnmpUTer
____ j . ] wan almost f'inisheJ writing my paper, and I was checking
it for tm>T>i.
_____ h, Suddenly rm1i wnputcr sciem lMfrH blank. Jiwl the ptiwvt
was gone.
____ e. The .iceklent made itic Inis*.- many hours of work, so I could not
lum in rny e-ysiy on ii nut
____ d- Liter, Tlearned dial a squirrel £ot on the power line and di>r-ap:td
ihe elect rtdry
I t enli* the rlverwnlk in San Amonio.
___ A The riverwalk is lower llian the streets of the o r\
___ h„ You tun svulk down .stain tit .1 uMiil with a Mi iRe p.jiJ: ,tfld pl-ir>
on « r i l side,
____ (i T h a t ;tft many simps, restaurants and hotels alnn^ ¿lie
____ d. The rivervi'nlk is ,i pleasant place to spend an aftem ■ >uir everur.*
in San Anionki.

10 I nlr I: The Sentence and the I’an p ip h

I '■-L [ i s 3___EHamming concluding senten ce s
Circle the word i I ilu best d e s c rlx s each o f the a^nduding
sentences below.
1. If v 3U rttlJow Lliew: MtfT.-, VIHi vriWnever 1osc yOUf keys :i$yin.
a. (pfwlkriinn) b, opinion c. warning
2. Sutdenbs whu a a; not careful *iidi L'redit curds enn go into tlefcn quicJtty
a. predktion b. opinion c. warning

3. Vcnicc, Italy, « th e most beautiful city in the world.

■.a pretlkLiun b opinion c. warning
j. Y ou hi I l>e a b le [n> pnicttiCe :l b e a u tifu l [Kifier i r a n e wiLli Only 3 ItLtle bit
of practice.
a. prediction h. upirdun c warning
5; Hhcre are nun?) reasons why movie make i^oNuriiiiiv
a. prediction h. opinion c. warning
ii T ile dew^rt i*. : l heyulifiLl h)UI danf^eiOUS pLa-ce b ik e , so (.h ■y n u r rc'Sii^ri-h
j i ^lI L ike [im t Ui p r e p a r e LUEvMJy.

x p re d ic tio n b. o p in io n c, w a rn in g

In Part 3 you will

* feam about unity and coherence in paragraphs.

I1:1it 1 11
 PART 3
Unity and Coherence
Good K f ld e n k Writers follow specific Steps to m ake su re th e ir w riting
Is lw ih clear mid accurate, They jj£t he r, ifrp tn la;. an d develop idea*.
Tliey w rite drafts, som etim e* twro o r m ore. W hen th e y revise each draft.
Rood w riters look fur unity, co hcrencc, and Kranuiijiilcal problem s.

Rhetorical Focus

Unity within a Paragraph

A pjjapraph muSf liave unity \ paragraph has unity when all flic
stTtfencvs sup|x)n a single idem

•T he paragraph niusi have one eontrnJJinj; iilea in ibe (<.ipic sentence,

OihiirwLsc the pjia^niph losu» foens-

* T1>* s u p p fu tin ji .'■ etiiences m t^ i s y p p u n ■t e s p la in th e tw n ln u llin ^

id e a w ith l-\.m i p ie s , d e ra ils , ste p s, n r d e fin itio n s . O th e r w is e . th e
p .m ijir jp h w ill r ;n lx- j I m m ii o n e s ir ijje id e a

* The concluding sentence should restate the idea in the topic

senifriLe. Otherwise the main idej might not be clear.
T o p ic s e n te n c e

My friend Is generous.
Supporting sentences
She oi’ten lees travelers stay in her home She has hosted many stucent*
temporarily. S*ie sends money io her Umiiy m Chile every mcnih to r-plp
■hem with their bills. Site always br-rigs flowers or food to her v pros when
they are sick or have a need
Concluding sentence
Mata^n* is one of the mosi generous people I Vnow

Nqhf (hut j ]] the sentences are about Macaremis jienerosiu. A

sentence alxnjt the way slie looks or atxiut Ihlt iLih w ill noi support
the unity of the paragraph unless it ^Mnehtnv relates ti»Macarvrui's
generrwlty.

12 l.'nit I: Ilie Sentence ;ind the Paragraph

v.-jjcise i Reading a student paragraph
Hratt l h e paragraph. ’W'liere did [he pink * h e e p c o m e from ?

T h e P in k S h e e p
Many years uu;u. a yil'L came lo me in an imcrcsiing way.
When E wji* hi sm:ill boy, 1cloyed playing in my garden. One day,
[ found ii hole in the watl nf my garden. It was near the ground, so I
could not sec thiouiih the hole, hul t knew that b&lpd the wall was my
neighbor'^ garden. Who mode [hat hulc? 1 felt really interesk’d, so 1
used rocks to make the hole winter, One duy, when I was iryinj tn break
shroug h Ihe wall, I noticed □ small band j]>|*?ar from the hole. The hand
was holdiiit! a rubber slwep. It was. pink and it had wide eyes- J ^ujzln
ihm rubber sheep. Then I pushed my fivnriie wooden truck through the
hole n» -i\\c id that child on the uiher side. Sometime* 1 btiuglu ipys
with my luck> New Year money, A lung lime Imer. ^hen I was nld
enciu^h io go nut. I went around the coincr to Jind Ihe child who gave
nte that special gift, but nobody wy> in that house. My neighbor said
ihm a girl tiscd 10 live there, qntl she w is [lie sluuc aye as me. 1 never
found hi.-]. I>lil her gift has a special meaning tor me.

En n is* 2 A nalyilng a student paragraph for unity

E xam ine th e oi'g an izallo n o f th e p a ra g ra p h b y a n s w e rin g Ihe q u e stio n s
below . T h en c o m p a re yxmr mU^LIB w ld i a p a rtn e r.
L C ir c le IIk - t o p i c a n d L in d e d iile Itie z u r l C m l l i n f ; it l e j

1 Aftur you read Lhf controlling idea, Jwhat did yc m ir\pt-ei tin.' supporting idww
t o e x p la in . U r iie y tiiL r J f m W e r i n y o u r o w n w o id s .

,5 OiKrscntenot:m the paiajtraplt is olF-tople and doe* ne* jsupixnr the? unity ni
iIII- p jn ^ ju p h (Jkiw j IIiill through ft-
> Why doe* lhis s e m e n « hurt (he unity o l rhe paragraph!* tonic your
explanation below

Pafl * 13
EMfrise jL R ccocjntzintj u n ity in s u p p o r tin g s e n te n c e s
Read (he loEluwinf; lo p k sen ten c es, h i l ;i t k t k i / J m j.\t [u N t h
le n ie n c e below chat m ippQ rts th e to p ic acnti-ncc.

1, t am .m ocRanJzcd perxjn
/ ,.i M)1 d isk l« dlw^t .4 nth» aifd tic^t
S b. i hrWe ,i iysirrrt i" * ' H^urtLZinH ^I1^ p-ipct*, atk\ 3 can jlw;iy> fintl
whai l ntsed.
____ C. I Feel uii( i niil'i rJuh:L- when I .im in J *itTJ n^tLem ironiiKiil
/ _ (I My friends always watil mu- l*.? Iit.-Ipi Them pm lEiL'ir l ¡'■wrt.-is rn order
¿, Twenty tfuodions i^an ewsj to play w hen you are uavelin^.
____ Li. The [Kison w ho jp " n ' itiilh i Lhmk j person. place. ur fjijoct,
____ b Sometimes people [ravel by car. <md sometime* by train tw ulqilane.
____ c. It is very important 10 travel wUh pptrfAe that you ¿(l.h along w ith.
____d. The other players tik e lurrts J^kln^ ijU ^ io n ^ Ihill O il only !*--
answered with "ves“ or "no."
3 Tea anti coffec an- very d lftb tn l from « c h other.
___ hL. Ci jffee lias intm.- caETdne i h;i n i^.j dr us.
___ 11. CofFee and tea hath have otflfcine- '■
____ e. IVupl*. enjoy t«i yndcotfltee during ¿ w id occasions
____ (I Tea is much more common around rtle world than coffee fct,
h En rny opinion. people fl[*end [■*) filUi'h tlKKVrj, cn m
____ j. Some drive™ spend a fourth til' iheir tnm rne fr*r ;i car payment,
which i* unnecessary.
____ h. CaiTi d<) n < in c re a se in *jlu e. ¡®o they .Tie not;l ¿¿tvjHinwSDnttil.
____ l . Cjv « unpanuTH .in.1ata .ky* Look in tar w jy$ lu n u k e * eJikJe* suier
o n line rocnJ.
___ d. People who d o not pay cash muM also pay Interest. lltey lose
even rnore money.
‘y, it Is easy to x ti a sport. injury
____ j. MiutY peOpte «Ifoy spoils,
____ h. I! Ltnnej> hiflt n lliive problems wilh their .Lnkles :ind knee*.
___ t Basketball p Liyens can break 11it it dr ^:t tilCK’ktxJ ave( l*y
another pt.iycr.
____ d. JE;iny people rruke ihe simple mistake o f ¡oiniflg 1 et\tll. :lrld lllcn
t h ^ 1never t o there lo eseri isl-.

14 1 mi I Hie Sentence and the ftn ijjn p h

 ft. My city rs fan&OU* Ix’t '.ILIA.1 o f iis aTChiteetUn?
____ u. We State andem rtd-tiled bultdinjp around the main .squire
____ h. f lic restaurants near (he Ixrocb serve great seafood.
____ i It bus esp in sivf tree-lined Iwiuletards wi<h beautiful limestone
buildings and monument-^.
___ d. A famous uitivnsjiy 1is located on the side of mountain

l'.■•tine 4 Editing fo r u n ity

Read the psrsfifapl' bekrtf. Cross out the two sen ten ces ihai arc not
about ih c con trollin g Idea.

Life in a New Place

t am a Thai girl living in the U.S., ujid there arc many adjustments
that 1 must make. First of all. I niusi ye! used to a new kmd o f Food. 1
am learning to cat a lot ol hamburgers becau.se Ihey are not expensive
und they are eaj,> to buy. The people are different and I am learnine
tn meet new foreign friends. For example, two of my new friends
are from Pakistan. Pakistan is also an interesting country to \:.siir
The weather requires another kind of adjustment. Some days. \t is
hoi just as in my country, but on other days it is cold and ibis is very
strange for me. I came to ihe U.S. tn study and I enjoy my classes and
my teachers. I am adjusting to the U.S. in many ways, but it is not
a problem fur me because I like io know about different places and
people.

Exercise 5 DeveEoping unity

Write tw o s u p p o rtin g sen ten c es fo r each o f th e follow ing topic
sen ten c es. T h en ex ch a n g e b o oks w ith a p a rtn e r an d ch ec k y o u r
p a rtn e r’i s tu ir n c f s fo r unity.

I Computers anc useful in many ways.

Z, There are certain characteristics d u i l always li *.ik for in a good restaurant.

ftu tj 15
 W hen I ^sam to luok n ltv fo ra p.iri>. [ frtJcjrvv j few simple step*.

H Tllfne JIR.1 ¡K1iv ilLt'fi in .i park for fiimlH members o f jll ages

V I'hcrc .lrv iTtmy ways |o show respect tci nWer people.

ft, W hen ytiu ;irv KiN-ng campfnji ( here are n im f 11 ><m sJunikl always; (¡ike
with yim.

Rhetorical Focus

Coherence w ithin a Paragraph

A paragraph murit jiIjmi hatte ltj]kefellCU. Tills mean« l3kisl [he supporting
details are oi'giinlzttd so Ihut information Uial ftOO-s fijjtdher jppeitns
lugelher.

Wi irers nirL'n iLse lim e , s p a c e or o r d e r o f I m p o r ta n c e m prraen i

ih c su p a r t i n g inform ation in .i [xirj^rapJi coherent!} T he FnlUnvin^
fx jiiip le is ory&ilzed l>y spacc.
When you dfive into the airport, you will many signs for the different
terminals. After you pass the sigrts, you will drive over a hill fhe report is an
(tie other side of the hill. Oil your nghi, you will see the mtemationaf terminal
Ttiii tenmrr'a: Is two stones tall. Die franc is all g:ass On the left, you will see
?he domestic terminals ..

16 l :nit I: the Sentence and the Paragraph

Exercise & Irfentifyinq pattems of tohe rente
P.i.nri l|u- p a n ^ p l i s beltm-. l'lie ii c ir ele llic WufxI [lint l w i dH CfílhíS (he
Wffy tti l1 |>jrnKni|>Ji ú>

Paragraph J
My ravomií restauran! i-s in an oíd Hchim.-. Ti és veiy Lonvíiiíenl
bccau« it is in m> rtd^lilwr+iíHid. We can drivü. ov tf ihc cvcrtin^ i*
pkasoni, wc l'ü11 walk, I] has íi nice atnnoíphere and íncndly sen i « ,
We lüiuw üOotc of thc wliíl^ and waiiT^sses. so v e enjov taíkidg m
th iir tweause they anlc os jthuut our nhiklren. We lisfíet,'i^ill^ likc Üie
dc^urdii uris. The waJEs are soft ydlow , and i'imdltn and J'riiüh Flowers
üíc tul ihe luhlen iEistde and üüL'íidü. Rnally. thc food ¡h e^tellcni.
The utnk is ihc [ívtner a:id he makeü deliciouü duhtrs wiih l'r^^h
ingrediente. We alway&eiljoy uUT IHeaK

Tim e Space O rd er o f im portan«*

Paragraph 2
Mv ruvoriní reüLjurani is. in a» oíd houw. My Eiuvhand ;ind í enjuy
easing thc re on sumnucr tvcniryjs, We uuudly wjlk Fajín oiir hou se su
we can enjoy our ^e^ííhbor^, gardení nnd gci 3 linte bii of ej¡crc¿,¡tírTlie
efiemoan i¡un íhhics ibrou^ti ihc troes bul il ¡s nol too bri^ht. We arrib e
ai dusk. Lintl il u ll are hK’k\. ftí can sil üuisidt, TÍll- waiKf bri»^ li
hiiskci úf wanm bread and li coid drink. We have íiti appcli^er nr n sílIíiü
wttiJe she ’►un stL-Kis. düivn, The» ihe waiier Itjíhií líie candiel while u c
erjdy rhe main touríe, Bv dieciint we Finiüli desen, ii iü niuhi time, We
v í!k lióme ¡i]tnvly,feelirtíi full bmliapfry in ihe n&onüghL

Tim e Space O rtler u f lilip u n m o :

Pan 3 17
Exercise 7 Evaluating coherence within a paragraph
Rend (he foLbwing paragraphs. Which onu has htiicr cohercncc? Whai
Ls the paixem of organization?

Paragraph 1
Soccer brings ihc w'orld together in many ways, During iSe World
Cup, people from all over the world an.- luncd in. Il ihcy con not sec il
in person, ihcy watch i) on television. Many couniries participate in the
world cup. People Icam aboui ihc teami from 4.1i1tirrcFic countries. and
ihty learn something! about those countries. Whtfl people arc waiching
ibe World Cup. Ihcy do noi care if the same is nn ai lour im , in their
country. The} will siuv up 10 waich il. They letfm about ihe fla^s from
different count rie.s because ihcy will see [hi; fun»..

Paragraph 2
The besl w.lv lo meet new friends is to ta ls n class. TirM. all
the people in u class have something in common. They all want to
(c a m a b o u t ilie subjed. so ihere is something to talk about. Second,
everyone sees each other every time the class metis, so there are many
o p p o rtu n itie s to ttei lo know others. I liinl. then? ure often activities and
group projects so student* can W o rk together, and this is the best was
10 uet lo know people. Kv the ettd of the class, n is. hard not in know
your classmates.

In Pad 4 you will .„

« learn ¿»bout simple sentence structure.
* Isarn about end pufXtuatj&n and capitalisation.
* learn about fragments a^d run-on sentence?,

18 Unit 1: The Sentence and thu Paragraph

PART 4

Editing Your Writing

Language Focus___________________________________________

Simple Sentence Structure

A sentence is a statement that expresses a complete itlc.i. Sentences

form the building blocks o f written communication. They include
affirmative statements, negative statements, and questions. A complete
sentence must have a subject and a verb

Subject

The subject tells w ho or what tin* sentence is about. Sometimes the

subject is singular, and sometimes it is plural,
Fatima smiled, (singular subjeci)
Siblings fight, (plural subject)

Subjects can be more than one word.

Lois and Peter iiave eight children
The hungry kittens ran lo their mother.

Verb

The verb refers lo an action or a state. It indicates tense or time, Two

common tenses are present and past.
Jared sings 'present tense)
Ducks walked across the street, (pan ten$e)

A sentence can have more than one verb

My brother studied hard and earned a degree in economics

Exercise 1 Identifying subjects and verbs

Underline the subject and circle the vcrttfs) in each sentence.

1. ili_iiMlMlnttset.l)seven children.
2. she cooked anti cleaned all day long
3. My rather and liis brother luve a small business.
-i My three sixers live in Vietnam
V 1 help m\ aunt during the day and go to school in the evening.
6. My parents bought a new car

Part i 19
Exercise 2 Writing simple sentences
A nsw er each q u estio n bcltm in a co m p le te sen ten ce. W hen yciu finish,
tx clu n j^ t; hook* w ith y o u r partner* T h e n u n d e rlin e th e su b ject and
c lrc k 1 th e v e rb In each o f y o u r p a rtn e r's s c n itn tc s ,
1 Wliat spivns ï-Lc>>ou mp;y?
tigfilovlwcogr and _____________________________________________

2 Wlim* d o you livt‘?

.■i ^ l l t f t i t i J \ P" J like (| I J o I l t l 11K.-

^ Where do jotl istudy?

V Vi bat kind of footl du you ti k-L0

o. Who tli >>i »u enjoy spcniljng rime \viih?

Language Focus______________ _______________ _____________

Punctuation and Capitalization

• l l i t find word in a sentence j* always capitalized.

The wedding lasts Ick sewral tEays

* A complete strrHtrntx1cin end In j fX'ri'>d.

A good speech begins with a joke

• A question ends with ;i question nutrk

Do you enjoy learning about the world?

■ O a jtlo n a lh writers use an vxclamution mark rt i give emph:isls to ,j

ACntenra-
I looked down and siding dtross my tare foot was a giant green mjmbal

ZO [mil I The Sememe ;ind the Pjrcgnipli

Exercise 3 Identifying end punctuation
Read the paragraph, In each scatcocc, underline the subject and circle
<he verbis). Then draw a 1k>\ amimd cadi end punctuation.

Summer by the Sea

My favor?ienieiiiorvrjs)aboijt in> lamily^Jl happened ;i long time
aito before my brother got married and moved out. My parents had
seven children, All seven o f us piled in one car lor a summer holiday
by (he beach. Wc traveled in that crowded ear tor [wo days! Finally we
arrived ji a small house near ihc bcach. It had othj bit; room with many
beds and an other room for Ciling and conking. The kids spem all day
oulside. Wc played tocetliei in lEll- water. Sometimes, my mother made
a picnic dinner. We sal on the sand lo cat and watch the sun go down,.
One night w i broughi out blankets and slefH by the water. I loved
Ihat lime. We talked and looked at the stjirs unliJ late at nijiht. Tiiis
wonderful summer holiday was ihe best time of my life.

Language Focus

Fragments

livery sentence must have :i subject ami ;; verb and express a complete
idea. A sentence that is missing a subject or .1 verb is inctiriipletc. Il is
tjlle tl .1 frag m e n t.
Incorrect Correct
I like Minneapolis is a cfean city. I like Minneapolis, ft is a clean city,
(subject is misstng)
They successlul. (verb is mn&ng) They are successful.

Part 1 21
Exercise 4 Identifying and correcting fragments
Decide whether each fragment below Is m issing a subjeci o ra verb.
Then rewrite it SO [hal it is c o r r m .
I Some J'i hxI t cry spicy,
&t?ma food ¿a ugrv apicv.______________________________________ —
Qifii cm- Favtnile vejje[jl>kj

3. Is tery hrijjn in ilie afictnoon

4, 'lakes ;i nap far m u or thitc hutirtv,

l>. Eula ricc,

■r

fi. There EkiWeff in llle nmtket.

Language Focus

R u n -o n Se n te n ce s
Two w flic iiiii tli.nl mn together wiihoui c o n ta purijmuilton betwevn
[hem J if called n in o n s c n lc d « » . One ro oorrei.r .. nm-on
sentence Ls Ut put :i period k n v e e n the st'nlcm vs Armther wuy is to
add n com ma und :i conncctinii w oitl
Incorrect Correct
I received a le:tFr 'T w*as from I received 3 letter. It was from
my s>ster my sister.
(no punctuation between (peood ddcfed the sentences)
ftf/o sentences)
They laughed, I felt better. They laughed, and I (elt better
(comma alone bertveen (connecting word added)
Two senieriMSj

22 Utnii 1: Tin'Scntein.^1.ind the l*ai-jjyiaph

E**rciss5 id entifyin g and co rrectin g run-on sentences
C!urr« .1 the ftjMowing mn-un w nEi nCi's by rew riting Jic m utk I hi:
blanks belon-.

I ] Jin :■ full-unwi situdtriT, t live in .1 jfwutnmol near campus

_j_gm j fnjh -r-ma ^tuJcnt-. and I lii/g in a *¿3 * campus,____
2. "¡1K-A: :i(t' mic.f living tmdetneath myhtjuse they m a tp s Iru ofnr mm;.11 nijju

■i 1 us^-dtn l-1! ritv -incl vegem IjIl-s for hrtMkf:LSI niM11 lmLCelV.iliiml milk

► I Ju nrrt drfV'L\ 1 ride (Ik- bus.

5. ] ;HH w i n j j m o n e y fi w a h ic y e k Lt a h ' ■Warn Hj Ihiv :L t:iiils:r.i

jtenrisefl E diting for fra g m en ts and run-on s e n te n c e s

C o r r c t .1 Llit1 III r e t f c i ^ m c u tf. ;n u l Im * illlM H I CiTOfB in I h r f o D o ^ iilg
p an grap h . I>o nol forget l o i i i * appropriate punctuation and
capitalization.

My Hotel Job
My molher’s cousin owned ;i holek and I worked there us ¡1 young
man, I enjoyed ihrs w o it very much. mnny tmcrc+iiins |\:oplc.
One lime ;i family CHrtlt to stay In the hotel- Th.i;y ¿1 djuiiihtL’r, she
tvas my j*gc. We met often anti tulked abuui our lives. I invited her to
my house lo meei my family, She lold us ahoul her life in the Unhed
¡Himes. We shared eiur a x io m s uith her, Later m> mother told me
something unfoFgjeltab-le. She said. ,rl know that you ate going to live
in America." My mother a vetv smart woman, she was ri^ht. 1 uatne 10

America 10 search 1'or my friend, i am still looking.

In Pait 5 you will

♦ review the elements or 0 oaragriph,
* review unity anC coherence.
» review comerting fragments and am-on «ntencei.

to n a 21
 PART 5

Putting It All Together

Exercise 1 Identifying the elem ents of a paragraph

Bead tin; jjarag rap h . T h en l.dR-l th e lo r n u ttin g elem en ts o f th e
p a ra g ra p h . L'sc th e w o n t in th e b o \ ,

a. margin b. double spacing t. huJenL d tille

t Mv Grandfather the Baker

2. -> My tjrundfnther Jus li lot of respect in our community. He is ihe
owner o f a bakery tailed "The Family Bread Factory." The bakery lias

3. been his profes-sion since he was young. He started iiiii ihere ¡i[
ihe age o f 13, He learned many recipes. The most delicious and secret
recipe uses oatmeal and other ingredients th;u only he know.';, This
bread made him famous. Nowjidays he makes some bread only once in
4.
< a while because his legs bother him. and he get> tired easily. Instead,
he sits at a table, und the people o flh c town come to buy bread and to
pay tlicir respectv Even m e admires him very much because he is an
honest and hardworking man.

Exercise 7 Identifying topic sentences and_sujpporting^entences

For each set o f w n l c n n i, w rite 7S' next to the topic sen ten ce Uiitt
states th e rople and prov ides a con trollin g idea. Wrlic,W next to tlitr
supporting sentences.
1_____ _ .1 The cjlendars anr iliHerent.
____ h, The weekend starts on Friday Instead o f Syturiby,
____ C, "(lie lime is diJTvft-iïl Iwcaine my country drv* no) MKnv Gavnwich time
___ d. Then.1:ire wnK' very specific dJffarvrvce.s between tny p:m of die
world jml die weMetT» counLrit'S
2. a. I \vu> Ir.iwhny in Irw Angeles to visil my cousin,
___ h. My plane was dcbyed. I wa* «tick at ilie ulrport.
____c. 1 experienced a strange tolncklw cc J.ist year.
_ d. T heard my math teacher from my o)d hnm ctnun calling m* name

24 1 nil I: 1’heNenutfwc and the Paragraph

 1 ____ :t 3 like several d iln » al»ut my English class.
___ Li. L a m m e d in ^ m a n y n e w Irien tls Iro m (_liifc.-ront C utinlries
___ C, F.very d a y HTle:tm flew W Unb, and I keep llttfffl in j Hotel ?uok.
___ tl Sonieiimes WV pUy SPmci ^nd kiu^h during the L'Liss (¡jit*:
i ___ a You can im r The IntcoKl to find n grail ¡.hu I of infrjrmatuiti, but ji
y o u tin ncfl h a v e Llm- rij^ln skills, y o u r j n w a ste :i M o r liifle.

_ _ b. 'Lhe Interact can he incredibly useful if yjju kivw here»' jo . Ii.

um +

. c. There are (ippoitumlies tn buy anil .sell products on 1bL" Internet,

bin yati have to lcnow the proper way in send money,
____ d. The Internet is a (-riod plucc ttJ find a Job ftff people wbu know
how to use search engines.

;t 3 Evaluating concluding sentences

Read [be parajjrji p hs helow . Then read [he co n clu d in g itiH cna-ii th a t
follow and decide w h ich o n e w o rk s bccL Cpp> the K u te n c e you choose
int£ th e p a m ^ ra p h T

There They
*r
Are!
I fee] happy whenever I ;im stuntfinj: beside u tmin lrjcl; tacause
[ am wailing for someone who is close to me. t vtas the youn^csl
clitld In im family. so older lumber* ynd sisters left home before
[ dkl. However, they always relumed for vacations and holidays. M\
mother and father arid I were always ai die irjin "nation to yreei them.
I enjoyed the smell o f the irain ami Lhe rqjiirjmj; noise it made us the bi^

black engine pulled into the Matjon. I would jump up and down Lr\ine
to see while everyone crowded »round [be rlrjt.irv “Tberc lhev are!“ rny
rum her would cry. I would ran to jump into the arms of im beloved
brother or siste r _______________________________________________

... In cmtcliusii in ] ;ih\ay; ii,id an enjoyable hisii wiih my brother» and sis:crs.
"■ In vr melus ion. my «'luile famih likes irtin st.irtnrs
Vow 1 ;itn ?il adult, hut ! still feel j<iy Wheel 1 fttilo train station to meet
NtHikxjili I love.

1Jati S 25
 A Wise Shopper
A consumer can save a lot o f money by top p in g wisely, This
means he i.s always looking for sales and collecting coupons, but ii
:ilso means 1hc person is not a compulsive shopper In other wolds* the
wi.se consumer does his «search and makes a plan so thai he knows
whai lie is looking I'or. Me ]\ 1101 templed by attractive products that arc
not necessary. Sometimes he goes home without purchasing anything.
He mi^ht ibink lie wasted ItLi time hut he knows he did not waste his
money.________________________ _ _________________________

a, In conclusion. a compuhivc shop[>er can never Ix: .1 wise chopper

11 In l . l inclusion. a wLw shopper :lImj kee|to a budjjet so that lie kntfW-i how
much he can spend.
l . In conclu.MOn. wisc shopper finds wfiys lo save money OR the price ¡LOd to
,ivoid buying what lie docs not need

fc*efcise 4__ Editing a paragraph

Head th e p a ra g ra p h below. C ross out the tw o se n te n c e s th a t do n ot
s u p p o rt th e roplc se n te n c e.

My Red Couch
I acquired ¡1 new couch in an interesting way. t was walking Lo the
bus stop, and ] ^;nv 3 yard sale. The family was selling a beauiiCul hut
heavy red couch at a very good price, I really liked the couch, ami 1
wanted lo buy h. However, there was a problem. I did not have a truck,
and my apartment was five block** away. Suddenly. 1 saw my classmate
across Ihe street. She usually sal nest 10 me in a computer class, t told
her my problem, aiul she offered lo help. Then f paid for the couch and
my frieiKl and £ carried it down the street. When we got tired, we sai
down to rest on the sidewalk. Finally, we brought ii to my door, and

26 i nit 1. The Si'nteno.- .md the PjiupyapH

 my neighbor helped carry ¡1 upsiairs, I really like to buy old ihiiujs

because I live in an old huitding. U wba a j'ujiEhy day J'or me, and [ like

to remember iliis day whenever ] eome home anti see my beautiful

red couch.

Exemsg 5 Identifying subjects and verbs

UfldcrJint ih r Mibjctt and circic the vertHs} In each sentence.
1 My da^'mate drinks 3uH chucoblu
2 M(V Uv'L-d in Liciia.
3. E[oiifl Knnji lu* cmm Jmrtesdrçy neîj’lihijirhcjiïdii
-I, My hroiher sm ±ritt and drink ■
nmilk at ev^ry rrm’.il

•yorc'se 6 Practicing w ith end punctuation.

Add th e eorreel cud puu{.iu:iti»r to [he rolli>wfn|> x n ln K ts >

I How do men ;ind HVnflicfl mt-vl tJfh ofhvr____

* Vi'berl [ ¿¿Ot Uttme, theft WC>V cafidles ïlei*.I I rvsfi flowers Cl'Wy^’hpnL
y Ht.- I.iK' to Ins. own hirthitiy p:my ____
l Tl îe jipiii-ts danted 1'IcfCnftue :md mjJka _ .

bgftiss 7 Identifying and correcting fragments

IlL-eidc whrfrfKT c u l l fr o m e n t b elow Is iUls>iJ)K^ suhjtcl Or a verb.
Then rewrite it correctly*
E Sunkierdy fell down

J. lliLh a trnpieul dlm nK

' I walking Ivside 1Lilt j.i k-o wElIi mv Ix>t friend.

-i Mi-Jü an imj*>rl3Jil d,iy fur mo.

Exercise B Identifying and correcting run-on sentences
to r r c tt ilie follow ing run -011 sen ten ces by rewrfilnji them on die
hlank> below*
1 We v m ic tw d d movie ir w a s ulx>m ;i dinosaur i l u t lost its mother

2 Vie liiiii e Itunm i nvxm lesHvul every yea I ltiiiu r cily, [hew -ire ¡mil
kiosk* with ncxxlle soup jm l frther dcLfcinus food

3 . J hud to siop _ni isiijj « i sehiN it for ;< while, my f;Mlirj wanted m e to help lllin
w ith h is b u s in e s s .

■i Rice putkHnji i?i delicious and «tsy to make il is tfntal fi >r piirttes, loo.

2fl [.'till ] T lieSen ttn re anti the l^.inifiraph

Descriptive Paragraphs
Unit Goals

Rhetorical focus:
' descriptive Qnygpfefltton

Language focus:
* ufiinj; sp cfiilf lunjiLiiLftc
■ usiii£ adjectives in d c & rlp rirc w riting
■ u&lnv be iu Jciiin: ;md describe
PART 1

Stimulating ideas_______________________________
In A descriptive paragraph, lhe writer uses word-, that create an Image
and help ihc reader sec, toik'h, frvl, sm ell, or taste the mpic il» i lie or
she is describing-

Exeflnso 1 Thinking about the topic

Discuss th e p icture w ith a p n rtn tf.
* HOw i* lfie w i.jinail dressed'
• Where i%she?
■ Have ytiU ever st-en someone i !r s »h I Ihis way? II >■>. where?

^ercisc 2 Reading about the topje

F rap u llai* a. yoiniH Indian bride, She an d h e r husband, Shekar, arc
niuviii^ to New York, w h ere be has a job w ith si 1 ^ . com pany. PrnpuUa
m ust decide how she will d ress in h e r new country: in w estern pants
a n d skiriKH or in a sari, the traditional dress For In d ian w om en. Why Is
th e sari so special to FmpuJIa?

30 l nil 1 Destfipiivi- rarojftfpltt

-
 Sari of the Gods

En route t o New York on the jum bo, Shekai had dixreetiy

opened up the conversation ¿bout what she'd wea* once 1hey were
in America. At the mention of skins she had flared up so defiantly
he had io leave the seat For Prapulla, it was no: c o n v e n i e n c e but
convention Lhat made the difference She hati always prized
her S 3 m s , especially on the occasions when she wore her weddinq
san with !s blue, hand-spun silk and its suer border on which
mages ot the gods had been embroidered

She remembered ihe day she had shopped for the sari, n had
been a week before he* wedding The enure family had gone to
the silt bazaar artd spem The day looking fo' the pedecl one They
had at last found it in the only hand-spun sari shop in the market
The merchant had explained that the weaver who had knitted the
gods into its border had died soon after, Taking his craft w th hrm
This was his last san, his partna gift lo some lucky bride

Shdiil C h o n d f i, C. S S Jrr $ t r A f O o d i M in n e a p o lis ' to ffe e H w s ? F re iS i, I9 B 9

___
rr= i

c n r o u t e o n th e w -.* y bordm chi- l-J jíc <\t v H u r t h iiij t

f u m h o ; A U t ty : jlf p U r n .' ^ m b r < > k l e r « l : i l t c i w j i c d b> > c w n n :^ u n h
i d i i i v n U n n : a 1P.ldllMin.lJ V\;i} n f h r fia v tn R vhjII rtlTchti
ijt i h j i n j j 'H im c il lt n ^ ' h a * a a r i .lit O fw n n i i l f k t i U t i l l ih o j i\ SlJDp*
p r is m li t d n -M J m r d 'i i m r t h ln n ‘. j l i L i l i k - a n d S tjlls
L lJ it d h p ljit : w n v c n I 's K in d c r a f t ! j l i i : i 1 y n r --kill
> U k r .ill M ill ^ m im ih la h rtc

Exercise 3 Und ersta n d in g th e te x t

W r it e T f o r tr u e o r F F o r fa ls e f o r e a c h s ta te m e n t.

-------------------- 1 . P r :i p y ]| j w e n t H t io p p u ij' f o r h e r w e t k J i n f i s j r i w i t h h e r f a m ily .

_____ 2 t 'm p u l b ^ w e d d in g suri w a s m a d e b y h a n d

_____ }. FV .ip u lb i's w e d d m jt i i n m w h ite .

________ -5 . T h e j n u n w h o w m e P r ip L i]]j" f i w e d d i n g 7^ n i t o l d h e r ^ Ih : w a s L u c k y

___ 5. The s a ri w js th e last o n e Jil th e Miire.

Kiri I 31
Exercise A Responding to the te *t
Write y o u r a n s w e rs for e a c h q u e s tfn n in lull s e n te n c e s . T hen d iscu ss
y o u r a n s w e rs w ith a p artn er
] Prjpullfl is jy.imj? t<3 live in New York w ith h er i>l-w huslrand. How d o es her
husband w:mt hei 10 dress? Vtliy tli>yuo ihink mu?

2. W hat d o you think Ampulla will w ear Jn N ew York? W hy d o you tliink so?

W h y is p r.ip u lh s w e d d in g >*in important to tier?

Exe.rcise 5 F re e w r it in g
Write for ten minutes on (he topic below, Express yourself as well as
you can. Don’t worry about mistakes,
PfcpuHa lias speeial nwmorivs and I H ln p .ilviut her wedding Sli n <in a sepaiile
piece rvt’ piper, write jIxjue ;l piece of clntliinH llui is >ix\’ial to you.
- Wliat does it Itiok tike?
• HOw' did you iiet it?
• \\ hy is. it important loyiiu?
• How docs ii nuke you feeP

• |<?arn about descriptive organisation.

« brainstorm ideas arid specific vocabulary to use in
your writing.
* create an outline for your descriptive paragraph.

32 1 nil 2. Descriptive [J;inym phs

PART 2

Brainstorming anti Outlining

TZS!M WRITING TASK
In ( h i s u n i t , y o u t i 'U J w r i t e it t l c M r r i ^ l i v c j i i i r a ^ r a p i i a l x u i i a s p e c ia l

possession.

Exorcise i Brainstorming ideas

A. Review- ynur frccwrEl mg a o d K W rite the piece o f clo th in g you

fretm rfllt’ abuul in ih r tllilrt bffow . Then th in k o f som e Ofh e r ite n ^
yo-u (ra n th&T llnvc a ggpecifll iitL'Jciiniu fitr ynu. Add [jitni to Lh(h(lia n
as well.

Mechanical
ckelectronic
Jewelry Photographs devices Art or music Clothing

_j

it Qrdfc two or three items that you might like ro write about. iJeserihe
these items to a partner.

Exercise 2_ B rai nstorin Ing vota bulary

A. Vi'Idi a partner, think o f wnrdii tlial ynti immid use In describe items
in H iecaleporiw Ix-luw. A few descriptive word* have already been
added to the chart.

Mechanical
Of electronic
Jewelry Photographs devices Art or music CPOlhing
illwcr faded useful Cbtftfrfijl colorful
delicate serious convenient drama He warn
round h^ppy prsct*sal Bilk

l’ait 1 33
 B. Select som e d c H iip t lit w ords from Ihe t h a n »11 pafje 35 and n w
them io ^vrile ftvc fc n ic n c e s ahom tin* iiviiw you circled.

My ana nd mother a aoU vjstcn i& dsi\C3itc,_____________________________

Rhetorical Focus

Descriptive Organization
A, tlcM-npLUe paragraph describes y ¡xtmjii. place, or iliinp; su tli.it the
redder t i n picture ¡1 in liis <11 her mind,
Topic Sentence
■ The topic sentence In a descriptive paragraph introduces the item that (tie
writer will describe
* It may alio include the writer's genera) feeling or opinion about the item.

Supporting Sentences
- Thfr supporting sentences give some background information about the
item.
* The supporting sentences also give descriptive details about the item
these details describe how the item look;*, smells, feels, or tables.
■The supporting sentences may also describe in more detail how the writer
ieefc about the item.
Concluding Sentence
■ The paragraph ends w^(h a concluding sentence tbat restates the idea m
the topic sentence using different words.

Exercise 3 Reading a student paragraph

Read the paragraph. Wliat d o ts the writer plan 10 do with the cari

34 I'n il Z-. Descriptive Panjirjp lis

 The Long Life o f my Grandfather's Car
I own n ear h;is meaning for rrte because ir belonged
to m y grandfiUhcr. When he a young man- he saved money m he
could buy ii b e a u tifu l car lo u>e on irips around Ih e country, lie finally
bouchi a Cadillac convertible. Tl was white and blue with j^iIt.cr trim.
There were w h ite circle* on the Urex. ajiJ it had a powerful horn that
made jicople jump out of his w ay. The sca ts were also while, hut ihe
d a sh b o a rd was b la c k . The steering wheel had a brown leather cover.
The muls were gray an d always dean. My grandfather took ’. cry good
care of ihe cm. and after he died my uncle eave i: id tnc. 1 uni very
happy because it still has ihe original motor, and the h o d y is intacl. 11'
jt has problemsf 1 will fix it myself, 1 plan to lake very gtrod care of
my grandfather^ car because someday [ will use il to travel mall the
stales :»nd cities lhat my grandfather visiicd when be was a young man,

^ amfn' n9 the student paragraph

A. R espond to the parag rap h by answ ering th e questions below.
I Which of i lie folkming sentences bess desi-rilx-s Ihe main Idea of ilw;
pjragraph?
.i The writer's grandfather traveled around the country in the I W s .
b. The writer tikes Cadillac convertibles,
c Tin.' writer I l l s stcorvg Jvclirtfls aljout his grandfather's Cadillac convertible
1 w h id i o f ih e fo lli in ^ ty p e s o f d e ta ils d id [h e .u tlh o r N O T In d u tle ill tile
parjpr.iphi1
a vp p ean n ce
I) sm d l
c. sound
i. According uj ihe lant sentence. why in (lie cur inifw mailt to the author'
a. It tw utK B the wfiWr Iti hi* flnwdfather
h, The wriler tikes expensive cars,
c. The wriler tikes t<nwork <)n cjr- and icpittr engine*.

H. Examine the orftatii^iliun o f ihe paragraph by answering (lie

questions below. Then compare your answers with a partner.

I I rnderHnc die topic sentence in (he p.ira£raph

Part; 35
 7- W h .it n o rd ? ur p f c iis t s J d ie a u U v sr u s e t o d e s c n h c h is ic e Emits a b o u t
d ie '. u tr

■j. Underline die concluding sentence twice.

Exercise 5 Com pleting an outlin e

Look back :it the paragraph on page 35- Then fill in the missing
information in ihe outline below.

Topic Sentence
Item the author describes:______ __________________________________
The author's general feeling about the item -_______________________

Supporting Sentences
Background information about the item

Descriptive details about the item:

DeiaHs about the author's feelings;

Concluding Sentence
Restated id e a :___

36 IVin 2: Descriptive Paragraphs

t ■: r^isc?_6 W riting ¿in outline
K fvlew y o u r h r» !n M (irn ij[^ Id tiu an d y o u r f r tf w r itin u c x m rls c . 1'licu
u s e t h e c h u r l b e lo w to w r i t e m i o u t lin e f o r y o u r p a r a g r a p h a t * m i a
s p e c ia l p t t s s i's jiit m y o u o w n . U m .' t h e o n p a g e 3 6 a * a n e x a m p lb

Topic sentetice
What are you going 10 describe? _________________________ _______

w hat is your general feeling about the possession?

Supporting Sentences
Write some notes about ihe background or history o^ (Ke possession

What are some netaiis you can use tu tft-icribEf ifte possession?

W hat a re some Lieiails you tan use to describe your feelings about the
possession?___________ ___________ _________________________________

Concluding Sentence
Rebate the dea In 'he to yc sentence

In Part 3 you w ill ...

* learn 10 use specific language in your writing,
* A fite a first draft of your descriptive paiagrapft

Pan 2 *7
PART 3

Developing Your Ideas

Exercise 1 Reading a student paragraph

Rc.id [Jit p arag rap h . H ow due* th e “lrc w o rc " m ake th e ¡uittm r feel?

My Special Treasure
My special treasure is ¡1 picture o f my mother on her fifteenth
birthday. This picture whs; always in my house when I was growing
up. Year', later, when I £nt married and mnved m Montreal, my mm her
gave it 10 me so that 1 would always remember her. Now it sit* on
the table nexl 10 my hed. I lt»ok at it and imagine my moiher's life nn
that day, I think she was excited because twreycti are shining with
happiness Her smile ¡n shy as il she were ihinkinti about a secret, She
is standing next to a rose bush, and the roses ate taller than she is. She
ts wearing a beautiful white lace dress and black shoes Her hnir is
lonu and curly, She look« lovely in this peaceful place, and I feci calm
when 1gaze into her eyes al the end of my busy day. This picture of
my mother is my most valuable possession.

Exercise 2 Examining the student paragraph

A. Respond icj the paragraph by answ ering the cjut'silons below In
fuE sentefKes,
1. Wlutt is the authnr's spetial uvasurc? _______________________________

J \V I \ diK-s, tlT.‘ .iLilhor like ibis pt .-^Nsion?

M Fhogaw it tn the author?

36 f nit J Descriptive- ^¡irajtraphs

 i What words does the author use to descrtlx* the possession?

B. Exam ine ih e organization o f the paragraph by answ ering the

q u estion s b elo w . Then coin pare you r an sw ers w ith a partner.

Underline the topic sentence. \\ Itat will the writer describe?_______

_ t)oe> the writer give details about how she got the picture in the first pan.
the middle part, or die Iasi part of the paragraph?______________________

3. Does tlie writer describe w hat the picture looks like in the fir*t part, the
middle part, or the last part o f die paragraph?________________________

I. Does the writer describe her thoughts and feelings alxuit the picture in the
first pan. the middle pan, or die la.st part o f the paragraph!'______________

3 t nderiine the concluding sentence rw ice. l>oes it restate the tdea in the topsc
>enlence?______
How many sentences jre there In the paragraph?

jage Focus

Using Specific Language

1 sing specific language in descriptive writing helps give the reader a

clear mental image o f what som ething looks, fuels, sounds, or smells
tike Read the following exam ples Which set o f sentences has a
stronger effect?
General Sentences Sentences w ith Specific Language
He bougnt a vehicle. He bought a 1965 Cadillac
We heard a notse We heard the sound of breaking glass
Suddenly, I smelled food. Suddenly. I smelled steak and onions,

In the first column, die words are general and could b e used to
describe a variety of vehicles, noises» or food. In the second column,
he w riter h a s replaced the general term s with more specific words
! >r the topics being described 13> doing this, the w riter has made the
•' 'pic specific and clearer for the reader.

Pair 3 39
Exercise 3 Id en tify in g S p e c ific la n g u a g e
Read ihe fo[lo«viiijt pairs o f scjilenicsu Put a check t / ) next to ihtr
sen ten ce flint is m ore spccillc-

1. ____ a. THke to w ear m y giuncfmiKbcrsjewelry

/ ‘j 1 likf 10 wear my ftrjmlanlhi-r -'i ix.-jH necklace.
2. ___ j, Mj- liest friend ipive me a novelL>y ClianR-Rafi Lee fr>r my birthday.
____ lv My lx«it friend gave me J book for my birthday
3. __ _ j, Someone lew her an umbrella.
____ h Hit father knt her an umbrella.
■l. __ _ a. ! inherited sonic Alftflure.
___ b. 1 inlumted my giandrm (tiler's rhair.
5- ____ a Steve has a new laptop,
____ h>, Steve haj> a new computer.
0. _ _ a. Jordan received a toy.
____ b. Jordan received a teddy l^ar,

Exercisejl A d d ing s p ecific d e ta ils

Rewrite the follow in g ^cntcrices. Replace tbe im dertini'j words and
phrases with w ords lhat are m ore specific.
1. Ll>nu;i;hl a njirof
I bought a pair of running ah oca.________________________________________
2 Maria found soiiur lcwdn~ in the basement.

3. My mother yave me aumejD£Hlsa.

‘1, I like my tk-%k.

i My father enjoyed making Things

6 Mi, prandp:Lren[s collected snmenirs,

", >1e always have Vegetables with dinner.

40 I ’nii 2: Descriptive Pjngraphs

EaerflSg 5 Ed itin g a paragraph fo r sp e cific la n gu a ge
A. R w d th e follow ing p a r a g r a p h s I :n d trtiu c five word* o r phrLiseS T h a i
LyiuJil Ik1m a te »pctiJic. lik en f o rc a c h bii(krLiiit<l w ord o r phrase,
w rite o n e ij J ^ li o n k ‘lou Mi;iL you could ash 11it w H itr IO h elp tllm
o r h e r be m o re specific,

M y Lost Treasure Box

When I mv home town, my rclalive gave n>e ft special bo*,
itn; syiJ [ could use the bos to keep my s-po^Jal treasure*. Tlie hci\ was
made oFa special material, and it was painted ft brigtn color. When 3
opened it. ii rlaj'J-'d ft pretty song- f kept thi^ Ixix on my dresser and
I used 11 to store my things. Unfortunately, I Iohi my heuuiifui ho*
when I moved to ¡1 d fb R iil cilj. bui 1will afways r^mL’iutter it ajid my
relaiive who gave it to me.

i. What tfflwi.rfld.vw oomg.frotni1_______ __________ ___________________

L _________________________________________________ __________________

I . __________________________________________________________________
4 - _____________________________________________________________________

5 . ____________________________________________
G . _____________________________________________________________________

B, Kew fine Tluh p arag rap h on a separate ph-ee o f paper, changing th e

underlined m i n t an d [illrase* to m ake llicm nifirt specific, V heh
yoti Hni^li. com pare y o u r p arag rap h w ith a p a rtn e r's.

Exert se6 W riting a first draft

Review your outline. T hen w rite y o u r first d raft o f m paru£rii}jh j !khii n
possession th a t fc im p iirtsri m you.

Exercise 7 Peer editing a first draft

Alter you « r ite your H n t draft, exclian^e It Willi a plrtiLtr, A ilsw it the
{[motions on the checklist on paye 42. You may also w rite com m ents or
question* oil your p a rtn e r's drafl. Then rtm l your p a rtn e r's eom tncnts
o n )X)Lr draft, an d revise it as n c c s x a ry 1.

P:irt3 41
 Editor's Checklist

Put a check {•/) as appropriate. Write answers in complete sentences

in the lines provided.
L ] 1 Does ihe paragraph have a topic sentence? Can you identify ihe
possession the writer w ll describe?

H 2 Does the wnte* provide background information about the possession?

tf so, write il here. ___________________________________________

3. Does the paragraph have er>ough descriptive detail to make the

desenption clear to the reader?

□ A. D o « t*ie writer use specific wofris (instead of general terms} in ihe

description? If the^ are woick that could be nrtore specific, wnie
them here_____________________ _______________________________

I L . 5. Does the paragraph have a concJudmg sentence that restates the idea
m the topic sentence?

* learn to use adjectives descriptive writing

►
1 11

* learn to use the verb be to describe and ielino.

■ edit your first draft fo/ mistakes.

42 t.'rw 2’. Descriptive Paragraph*

PART 4
Editing Your Writing
Now that you have written a firM draft. It is lime.- lu edit. Editing involves
making L-hjngR» to your writing to improve- It and correct mistakes.

Language Focus____________________________________________

Using Adjectives in Descriptive Writing

Adjectives art- words [Jut de.sc.-nbe no u m frite n , u«* a d je ttiv ^ in^Evi-
die reader a iimn,- complete ])ic[ure of the people,. places, .Lnd dtLng*
they want u> desenlie. Djíitpare the following pains o f phrases. Nolicc
how the adjectives help you v-Lstalizi- the object-
a bicycle -— ►a racing bicycle,
a desk --- * a large, metal desk

* An adjective can COJIV? before :t noun. Ei' tlic noun is ^in^ut;»!, use
ti nn or the Iw fW (he adjective.
t own an antique v>olin.
My mother gave me a big hug.

■Adjectives )i:HL-on]y one form. I'm; the s in if adjetive with Angular

and plural nouns,
a lovely bracelet
two b vely oraceléis

* An adjective Ljn cptne .ilier 6t>. When two adjectives com e Jtter ber
w p a rjie them with and.
Tli«e íhüM arp comfortable
Mv faltier's expression r-. wise and serious

* Nouns can also Junction as adjectives. In die following examples. ihe

first noun describes (Jr - second mum
a rose garden
a pocket knife
A Wlten .1 noun functions as un adjective, ir i> jIwii> Miiyular
two kitchen tables
two fcrtchem, lab?« (mcoRHCi)

I'.irt » 43
Excrcisg \ Id entifying adjectives
Read the following sentences and underline itlt adjcftiTCs.
1 I take eaic of my stmnk. cjjd bicycle.
2. 1 ant fond of my house plam.
3 If has baw d green l e s m and delicate, white flowers.
4 J bought a srraw hat at m usk fotivnl.
5. it was not expensive. Itlu I liked ii Ik-c:ulsv it w;is practical jn d attract ive,
6. I Ixhi^Iit rru muR At a small touri>[ shop at th e Phoenix airport

Exercise 2 Using adjectives

CIuiikc the rollowLnft sentences by aiidin^ tw o or three adjective^ to
each one,
1 My umbrella is like a friend,
Mv bifl. black Uirbrglla 15 ilfef an o'-d friend,_______ __________________

2 I love my b k y d c.

J \ ro ortL- understands why t Mill w ear my jo-an*.

4. li I could only save one tliinjq, from a fire. it would be my chair.

5. The piano Ln my parents' house is located in the iwmi.

6. My mosher jyite me litr riny.

Language Focus__________________________________________

Using Be to Describe and Define

Use the verb be ro descrilx- die suhfert ■if a sentence. You can use
either a mmn m sn adjective after toe.

* You can use he + ad[ective 10 describe conditions. physical

characteristic*. ape, and personality.
P h y sical
Condition Characteristic Age Personality
He is neadv ' am ^rono. My daughter- is ad* Gabriel is gracious.

44 L.nil 2- TJeMripthe l^ra.^i'Jphs

 * You t’.tn us*1 l.\< + m ■.11: u.h riL vun p h rjv . ' let LLk’iitify m define
somethlrg. <jf to dcstnlxr o m jp a tlo m :cnd reLiiionsliips.
Identifying Describing Occupations Describing Relationships
It fcs a map. He ft ¿j&aiuy:. We are classmate

A In ■.vntinn tlic ounEnu-U-d :■ ■r m " I t h e vert» /■ .lr>■ noi

jttepublL". Uk thi- Full rarnto id'the vcHn in byth affiflnativt: and
n e g a tiv e sc tlH T O O ,
The marmoset is a smai: mammal
rl -a y a r e n o t responsible for the research.

S c w it h A d jectives r Sf with Nouns

WWECT ffi ADJECTIVE suBjicr BE NOUN PHRASE

am am
I I an not an hontst pt^wn,
healthy.
i n n ot

He is He Is
ath letic. a dancer.
She Knot She is not
Yov fou
are anc
Wf srt nut young. m
an not
b ro th e r;.
T^r

Jnfjcise 3_ Using be with adjectives

Finish the fnllim inn S iiitcn i t s w ith n fn m i o f th e verb be and o n e o r
m onj w ljectlvt» to describe people you know .
1. M y tcMLcher '■& Crtfatwe__________________ _

2. My tLwsmatca_________ _______________ ,
3. My paren ts__________ ___________________ _,

’1, My neiBlibon_______ __________________

5- My iiftkiin* ant! I ______ __________________ _
6. | _____________________________ _

Exercise 4 Using be wtth nouns

HnisEi cat'll HfinvrKu below. Make sure th ere is a n o u n lit yo u r answer.
1 There is an Inhater______ fo r n r,- asthma in m y backpack-

2, There 1$______________________________ on my dcak.

3. My Either is _________ _______________ _
^ Someone whn wnlcs nci'V'ds is ________________

Part I 45
 T1icft* is _____ _____ ___________ dbwntuwn
6 S u t K O f K w h o d e i g n s h o u s e s L s _____________ ______________

ExmtseS Editing a paragraph

Read the paragraph. Correct the mistake1* with adjectives, Then: arc five
m ina kev lJor heip rpvJcw ihc rules on paf(c -*3,

1 have a new digital camera, and I a n very excited atioul using it

because ii has so many feuturcN useful. I do not need ro spend a lot of
lime iocusini; ¡L. Il tins j u t a l k focus. People do ntii have (o wait a
lony lime for me tci lake their picture. In addition, its Irn* is powerful. I
can photograph a person and scenery. and both ate clc;ir wlien I print ihc
finals picture?.. Another feature allows me to delete pictures blurry, I .save
a lot of money bccau.se I do not liavc lo prim ugly pictures. I am very
e\citcd about my new camera because il is convenient easy, and 1 can
lake ¡nreirsiings, pictures wiifi it. T expect to have a lot of fun uith it.

Exercise 6 Editing your first draft and rewriting

Review your paragraph for mistakes, I'm; the c h a k ltst be low. Then
write a final draft.

Editor's Checklist

Put a check (yr) as appropriate.

□ 1 I>id you include adjectives in your sentences to give your reader a more
L'oiTiplete picture?
i l 2 Did you use adiectiw s aFi#>r articles and before nouns?

□ 2 Did you use itie ^erh be b e t o e adjective«. and nouns?

□ J Did you capitaltoe the first letter of each sentence and put end
punctuation at the end?

In Part 5 you will

« rev'.ew ihe elements of a descriptive paragraph.
* review adject w « and the verb be.
* practice writing with a time limit.

46 Un.lt 2: Descriptive [hara^ap1i.s

PART 5
Putting It All Together
In this part o f the unit, you w ill Complete fo u r ¡.‘vcrclscs to im prove
y o u r accuracy', w rite a timed paragraph to im prove yo o r fluency, and
explore topics for future w riting,

rereis? t Using specific language

Rewrite the following sentences. Replace the underlined words and
phrases with words that are more specific,
1 I ;t»n rtMding a lu*>k.

2 . In llit- p h o t o g r a p h , i h e p t - i w n l l> h o l d i n g s o m e t h in #

V I ,iur.i w ent |n liuitipc for -i while

■i l l Ls j p i r t u t e ful' .t m o i u i r t ^ T 1^

lile Vi . H e r t i i « s llu T H i^ h .i I u u -.m

£k Our room kxjfced ouL m irr sf¡me m f ^ ry

Exercise 2 Identifying adjectives

R tad the follow ing sentences, L n d erlin e th e adjectives*
1 We planted n vegetabie girden behind t lie house.
1. Kríendl} |vop[e;irc usually happy
3- She has a different Idea.
■i, My lavunte bnotw ;ire hLMimcjJ jiovds,
5 T lu í 4"I.lSs |s ;lL > o u ! t h e ni-nli te*i.

Pan 5 47
Exercise 3 Using adjectives
Rewrite the following seolciKia and add two or three ^djittivcs to
each one.
I. My toother owned j car.

My friend lias a Msler.

TIkj man was a leather

n iis -niTjeti Ls actually j computer

1 have a plant and a cai.

Tlieie L%j tree next tollie house

Exercise 4 Editing ajjaragrajjh

HtM(l the p im gniph, Corrcct tlie mistakes with adjectives. There are
m \ mb-iakes.

My most valuable possession is ;i handmade Persian carpet, My

parents gyve ii to me ¡is redding gift right before I married my
husband This carpel is made of wool and silk. U is rectangular in
shape*, and it hrts a cold fringe along lhe borders. The colors o f my
carpet arc mostly dark red tm a cream colored background. but there
are also blue LUid browns designs woven inio iL In the center of the
carpet, a round medallion is decorated with exquisites lines and curves.
The carpet is nal thick soft, but it is lovely to look at. I keep it in my
living Tiiom bccause u reminds me of my parents wonderful, and the
country beautiful where it was made.

E I | TIMED W RITING; 45 minutes

Write a descriptive paragraph about yt>ur favorite place to vtailL Before
you begin to write, review the following lime management strategy.

48 t'nii 1 Descriplive Paragraphs

■
Step 1 BRAINSTORMING: 5 minutes
Wriie d im ii so m e irttfi's iin jj p b o s you h:rve visited. Then w rite tiuWn
so m t spi-iidc (Iculls ¡ilxiul each p b c c . W hen you llni>hLdlooiR' [he
place you w ould like to w rite a (k scrip tiv e p arag rap h abmiL

S:,p2 OUTLINING: 5 minutes

VTritC an oil Iline for j o u r p:ira_iir;! ph.

Topic SErrtence
Topic _________________________________________________________ _ ______

General feeling about the top ic:____________________________________________

S u p p o rtin g S e n te n c e s
Background inform ation:_________________ _________________________________

Details that describe the top-t:

Details ilxa? describe how you tee: about the topic

C o n clu d in g S e n te n c e

Slep 3 WRITING: 25 minutes

l:sc your Iir;f j nvorrtiliifc notes and ciutilne to w rilr your flfM draft on :i
sep;imte pitcc o f paper.

Pjrt. ■) 49
 5tep 4_ EDITING: minutes
W hen you h a v t finished your first draft, ch ec k it fo r m isiakcs, u sin g ific
checkliül hctCHV.

Put a check (/ ) as appropriate.

L 1. D oes the paragraph have a topic sen ten ce that introduces the thing
you will iteHfitie?

1 2 Did you include bst^grourni information about Hie in ng you are

describing?
n 3 Did you include descriptive details about how t t e thing looks, iroelis.
tastes, sounds, feeli, £tc?

4 . Cud yon use specri* words as pan of v&ur description7

5 Did you use adjectives *> part of your description T

6 Are adjectives usea corredtyi (Refer Eo th e rules on p 43)

~ 7 D oes the paragraph ha^e a concluding « m e n « (hat restate? the 'flea

irr the ;opi< «nter>ce?

Topics for Future Writing

1. Write a descriptive- paragraph on one of the following topics,
* A pttson lhal you atlmirc (üüËidr of your family )
* A Î;i*<nrilLJ piece r>T;m or mttwC
* Your favorite room in your hume
■ *, way «1 Intel ÜUt inti.-Ti.-Nls >uli O'V bkyiic, iryin, hoi air balloon i
2. Interview j friend, dassniatr, or relative about his o r her view* on
ont of the topics above. l'alttL n o lo during thu interview. Then write
a descriptive p arag rap h on the topic, but from y o u r friend's point
o f view.

SO 1. nit 1 Descriptive H'jiragrcipfLs

Unit

Example Paragraphs
Unit Goals

Rhetorical Focus
* example organization
* using ex am p les as su p p o rtin g details

Language Focus:
* forming and using the simple present
* subject-verb agreem ent
PART 1
Stimulating Ideas______________________________
’W riter1 use exam ples to h elp read e rs u n d erstan d w b i they m ean. A
Kuod ex am p le supports a m ore idea w ith sonirthiiiB specific.
In th is unit. you will w rite a parag rap h Lhui use* exam ples as
sup|H>rtin^ details.

Exercise 1 Thinking about the topic

Discuss th e p icturc w ith a partner.
■ Who is tile little j*iri witfrt
* ’¡H'lio d o yi HJ d lin li she i> L ilk frl# m?
* Where cJ<tjnu think ¡¡toe might lie jicwiijt?
* Wiiai do vtm dunk her diiiJy activities m|ghi lie?
* Wvmld yrHi d e jn iilx f h e r IHe as I k i ^ v ?" W I a <_>r w hy cH)t^

Exercise 2 R eading about the t op ic

Thrce-y ear-old OlivJn [h-’t s In busy New York City an d has an ImapEnary
friend. W hat is iltt* m ain pro b lem w ith this Imaginary fHcnd?

52 L nil 5: Example Purugniphs

 Bumping Into Mr. Ravioli

M'. daL,ghier Olivia, w n o i’j s l turned three, lu s ^ n Im aginary

friend w h o se n a m e is Charlie Ftav.ok Qlvia is growing up m
M anhattan, s'id so C hari b Ravioli has j lot ot ¡ocal traits: h e lives
in an apartm ent or- Mad son and Lexington," h i dines o n grilled
chicken, fruit, and bottled walerj and, having reached the age
o f seven and a half, h e ieels, or is th ou gh t, old " S u l t-h^ m ost
peculiatfty lo tji thing ¿jno-.r Ciiv afs magtpary p la y m a te is this he is
alw ays t o o busy to play w^ti he* Sh e holds her toy cell p h on e up to
her ear, and w e hear her taift into it; "flavioh? It's Olivia . it^ Oiiv;a
C om e play? 0 .k Can m e Bye. " T h en she s n a p s ttsh u t, Bod
shak es he; h ead "I alw ays get Ins m ach in e." she says. Or sh e w n
say. I spok e 10 Raviol loday." 'D id y o u h a w fu n ? ' my w ife a n d
i ask "No. He w a s busy w orking On a television" (leaving ;t up m
the air if ?ie repairs electronic devices or has his o w n tafk show f.

Gopmt 'L "Sun^nna mtn Mr ftawol fi» Hew Yoft^r iepftmiH 30, ¿Oai

t n L iiH t r u r ^ -! L-ici^Linn n :n lv in ( h e ( jn n p n t U k U l p la y c u , a l l ^ J t l l l l U ' i C D f n ^ n K m HI p lu y ■ If

LrjJlv features, lIu r.k tL'n.'-i il'i m.miil.tfl
d in » ool ran Jftap: w'iih 41 s>ini>>!*mn»d

Ete^ise 3 Understanding the text

Write T feir true n r F t'nr false fo r fiich Statem ent.
____I . OJiviiL Li ihrce yir.i r* old.
_ J. Gtarik1 JU'iuli Ls ;l real person
_ _ 3 t >ln ia Wien plays with G&dic kavinEi
\ ChiirlJe iLlVidli is Virt different frum niuM NfW Yorkis.
S 0!ii'Jj Hit'tk'n Ulksiu Ctiartie l^irioli in peninv

Exercise 4 Respondingto the text

Write yo u r answ ers for each q u n tin n in full ie n lin c t's . Then tlistiiss
>Our Answer* with :i partner*
1. Mi bu Lt Olivia?_______________________________________

rf,ir1 I 53
 2 'A Im is O w riii? H.itinli?

5- Awonlinjl lo ibtraulJlOf. is t .lurLie ftavfoH a typiral New Vorkef? Why do you

think mi?_______________________________________________ —-------------

■*, Whar docs Charlie Knviuli eat and drink? Why do you think the author
in dudes these details?___________________________________ _ _ ____

Exercise 5 Freewriting
Write fo r ten m inute» o n ih c ro p k below. n x p rtss y o u rself as well as
you «til. D on’t w o rry about m aking m istakes,
Till;- w rite r dcstrflics ChariSt1KaviiolJ J-s ,l busy |>L'ison. ¡lo w TmwUJ you d ^ ilS K -
yuunfdl? O n * separate p t u f pJpWi m ake j Ihr o f four nr fi vu jdjociiveN that \ o il
w ould llm.1H» de-vcnlx.1’ y n u js d t Then w rite jllXAJt w hy L'iich ont- destribi'i; you You
may c Ik x m In n « the list l*l< rt\ <w use o th er adjcctiVe*

active äthtetk In irin^ busy

oomp ¡intonate confidcni çnuuijtcous ewatlve
difficult fkstil ite hm ^t'neroui
liuidwnrklnit healthy intelligent ( njfj nl/ed
pnjud shy Mubljom

fn Part 2 you will

■ team a b o j l exam ple organiratiûrv
• brainstorm id e « and specific vocabulary tu u k in
your writing.
• create an outline for youf e*ampte paragraph,

54 I rtii 3 Example l\iragrap»hs

 Brainstorming and Outlining
W '-^ W WRITING TASK
In [Ills unit, you will w rite an CNJmipkh pani^rApIl (hä[ d tS C n b ^ you autl
ynur lift'. You will m e specific « u m p i t s to support y o u r ideas.

:si?rd5c 1 Brainstorming jdeas

A. RCricw ;\ iu r fre en rffin a «CTClse: T h e n choooe o n e LliljeCtive from yrmr
freew rlüni' e x e r d ie Ui;n you u u u ld like to « r ite ntniut. Utc that adjective
Tu co m p k -u iJie s a r t t ö t c hti™ -, T h h will h t u m r tnptu' sentence.
pcrcm

B. Complete {|iie3tiori?< 1 and 1 bttiiw with tbc same Kljntire. Then

Wflit your ¡uisw iirs (o I he qu^iimh.
t w h a t e x p c r it m c t i yum Ei-10 i l i a r s h o v y o u a k y.- i m _________________
ptiTsoni?

2,. Vl1i;ii nit a i| iL_-h tltJ jtKJ nF lt^do (lull slmw yrsu litv j an
|ier>i in?

“xer-cr^e ; Brainstorming vocabulary

*. Heail ilie follcin iit« h ats o f adjcctii-e*. Adri any new words yoi] can
Thinh d f to ilnLL'hjri. t s t > w r dieliimary for http.

thiirful. outgoing, oiLniiTic, icv*n Lurnuj.

Pefjonality

peaceful, nervous. errnja ratted, gJoomy. excited.

Fiwi.ng^

SlOCky, petuy. sr«eiul,. har r^cme.

Appearance

intelligent creative, soitai. organized. alhleiic.

C na^ct eristics

Pait 2 SS
 U, C hoose four « « rd s from th e ch art tli.it you m ight use .-ls example*
ill yo u r paray rap lu Wriie a practice m hIHKV vr[i h cach w ord
you choose,
] Jam shy. Far cKamplg. t f«S rcarvaue whgn I meet rew pgcpif .___________
2 , _______________ ____________ ______ ____________________________

.V -------------------------------------------------------------------------------------------------
4. __________________ ______________________________ _______________
5 . _______________________________________________ ______________ _

R h e to ric a l F o c u s ________ ____________________________________________ _

Exam ple O rganization

.\n example jitfuipypli gives t'xiniplcs so that ihe reader deari}
understand* (he wriier* itkras ab«ul J Dopic.
Topic S e n te n c e
• The first sentence introduces (he topic.
* It also includes the controlling idea, or what the wriier will say about Ihe
topic
S u p p o rtin g S e n te n c e s
•The middle sentences give examples lhat support the controlling idea,
* These exampEet, give -jctear picture of the writer's specific meaning

C oncluding S e n te n c e
- The last sentence of ihe paragraph resta:« Ihe Lopic anti whaî the writer
has said about k.

Exeruie 3 f te a d in g ji s tu d e n t p a r a g r a p h
Head th e student paragraph. Wlï}‘ is I he title “Like a M ille'? W ho in the
p arag rap h Ls Like ft mule?

Like a Mule
I am a stubborn person. My Mends and relatives ure sure about
iht* because ihcy have experience with me, For example, I do not lake
advice from other pt-ople, When I wa^ looking for work. I had to make
a choice between iwo johs. My mother and my husband wanted me

5Ê I nit 3:HarajirJphs
 its take a job tn a childcare ccntcr. but I did n o t like1ii. I siubb<jm,
and ] did ikh rake their advice. ) [mfc a different job ill a bookstore.
AEm», I do n□[ i-h^nge my mind ca*iEy. For example. when I bought inv.
e,Lr, I warned ii in while. 'Hie car dealer had all the oilier colors. j^il-^ti,
gold- blue. even net!. I said tin. and wc weni to a different dealer on
llit freewav almut miles away, They had [be ear m white. Now I am
driving a while car. Alsu, t always defend my opinions. For example. 1
do not lilc-c ihe wife of my husbands friend. She is a mean person, and
I Edkl Ih.t whin I lK lm i hl [if her. so we do nni spend Hme LogeEhcraa
couples. My life is not always easy, hut I am proutl to Ik a strong and
stubborn woman.

E*erose 4 A nalysin g th e s tu d e n t p a r a g r a p h
A. R espond to (he p arag rap h b j ansm -riitu tb e q u H tlo o « below In
full p tfu c n e u .
I . WIlii I afe the lhri.ji“ m ain WAVs in which thir Liutbi.tr is sruhtvirn?______

£ tt'hy doe* ibc JMirhor sij her lift not

It. E xam ine ihe organization o f th r p^ragriiph by iJUWrnJlj! ih e

questions below. n j r n co m p are answ ers w-iih a partner.
1. Carvle ilhi te-pi-L' .md underline the i.'nríi«ojIMtijí idea
2. Ke,id tilt: sett>rnJ teniente IKhut dh)TH! |u.-l.i ilk' ivlippCjriJng deuils If
ikM libei ________________ ____________________ _________________
3. H o w iiu n y e X A in p L t!U k > e s i h e a L L L ÍK irp iv i;? _ _________ ________________ ___________

1. ^ V if e 1 ipKr e x a m p le lh a t s lw jw > th e a u l h u r S s t u M > o jn f t e f t r ________________

>, [Jo all the suppnninp svtiteatvs .sU|t]>h'H die tnpk sfmtnt'c?_____

Pan ¿ 57
 ii. t. ntkfUnc the eonvludinf; Nifflcoo.1 twice. L>oe* it restate iIil- topk ^vílE^-rlL^,‘■,

MCTiat does (hij jmiJinr jd d tr»(Jit eonelmUnjt ^nttnc-i: dial h m i In i Ik 1(opk

w m c iirti--------------------------------------------- --------------------- -------------------------------------------

H. In your opinion, does tlK- ¡uitlmr like hcJnn >luhlxim? Explain Vfujr answer.

Exercise 5 Writing an outline

Review your brainstorm ing ideas anil your free w riting c x rrc ist. Then
use (he form to w rite an outline for ynur exam ple p;ifS(traph - You do not
in-Ltl to w rite in full stnttMices, Lise only the word* dial a tv iw c a w r y for
rtm tm b e rlilg th e inform ation you wUrtt to Indlidc in your piirj^niph,

Topic Sentence
I am a/an___________ ___________person
S u pp orting S en ten ces
Example 1:____________ ____________________ ______________________ .

Example 2:

example 3:

C o n clu d in g Sentence
fiestatr? 1h4? idea in (tie topic sentence

in Part 3 you will .

* learn more abtHJt using examples as
1uppnTl ijid dulailt.
* w riie a first tfrafi of your exam ple paragraph.

58 I 'nil 3: lXimplL‘ Paragraphs

PART 3

Developing Your Ideas

t f.n v w 1 Beading a student paragraph

Read this studeni paragraph, H'hai Is die game the audior ic f e n to in
the title?

My Game
) am an iitMelic guy. I like w uateh ^poit^ on television, but 1
lovi piayinn sports even more. My favorite sport is soccer bccause il
requires team work. 1 enjov working with ocher player? as a leant I am
in two leagues. On both teams, I play forward hedm*e 1 am uggrrxsfvt
¡.md can scoic ^oals. One of the leagues is just for fun. so I can mess
jjniund with my cousins and friends. The olber league is more ‘wrious.
[ have to keep myself in gL.mil condition. There arc regular pnitiiees
and we vujrk on special plays. Sometimes wc iratvd 14 other cities,
in the state. I am also j sludtau. so it is tlifHcuJi [q wiifc around my
school schedule. Basketball is another one of my s|ion.s. [ often jnj^y
at the i^ark with my friends. Basketball Ls fun even thuugh I am noi ■in
skillful. My friends and I joke white uic pliiy and have a gL>«l time, I
also like swimming, Inn 1 l! l> nm swim in ciwnpctiiions. M&mly I sivjiti
to stay in shape loi >otcer. Playing spans is the Lbing dun I enjoy
mosL anti 1 GS]>eejalfy like speetr bccausc J feel happy when nty team
and I play well together.

Exerose 2 Analyzing the student paragraph

A. Kc*i>und to th e parajp-jph by an sw erin g th e qurt*rions below In
full H rnlenc«^
] ttliat is llie author's favorite .‘■jxnn? Wh;Jl you feUm ,l^ hli[ Itim ;ls ,i player?

Part 3 59
 2 Why does the author likt- soccer?

5. Whal other sports *U.n.^ thi- author jXiiticipatP IrV

4. 'tt'tui examples tloes the author ^ e that show hew the two sorter leagues
jirt* difierentf ^ _ _ ---------------------------------------------- -------------------- -----

5. Are you convinced [hat ihe author is .tthktic? Explain.

B, Exam ine the organization of the paragraph by answ ering llic

questions below. Then com pare your answ ers with a partner.
3. Circle the li 'pic and underline the contniQiflft Idea in the topic .sentence
2. Read llie second sentence. %1ui do >ou expect the supporting details to
describe? ■ _________ _____ ________________________________

V 'W rite t jr e e x a m p le ilu it .show s i I k a u th o r t.s -LihletiiJ*___________________________

-t Du nil ihc dentils support the topic sentence?___________________ ______

^ Underline the (.'oavlndLnfi sentence Does it restate ihe lOpK?_____ _______
<} What due* the author jdd ti> the concluding .sentence ihat is m it in the topic
scnlencx1? __________ _____________________________________________

Rhetorical Focus___________________________

Using Examples as Supporting Details

Kftectfve examples have ihe folk>winft features:

* They are specific.

* 'Fhey re kite dearly rn the cnnudling idcM
- They do n- Msimply restate Ilie topic sentence.

60 Lnii 3 F.Jiamptc Pum^raplv.

 Head the Il*11 < i M ' l i i L - n t f
la p ic e OM l-roi; M--5 ir l p i

My mothei a a good neighbor.

Sow rt-ad the following ,supponti£ig itment.'cH Thi.-y ku h support ihi.-

L\)nr rnsti ini; iif « by giving corhTett, apedllt: iixample*
She always invites people from our neighborhood over lor di-nner.
Every year ih e Iwstj a badc'to-KtiOCt party for the children on our block.

X o w rt.nl i Im-.^■flL fitcn tw , which are? mu effectiv e example^

jhr? enjoys (gardening iitoh ci'early related ro rfte tonfttuV/j^
She ■
!? a wonderful person to live ¿round {teszates Uie .rfsaJ

An c^nmplc often begins wilh 1lit: phrase For example, or For

irpilanw, irt]](jwcd hy a commit,
Ke i k » to slay in shape For example, h e runs six mi es every day
before w ort

'itTTm.iime* writers uat; .1 -Jtml LLiJon to . nnrttscr j ^»nLT-Ll s tu t e n « w^ih

a specific ¿xiiiip le iy^ i nn ing with fr/r nijjh1, i ir fo r instance.
Ourt te a t er i s e n r e r t a r ir-.L?; f o r i n s t a n c e W rx e ljrrie s h e u se i p u fo e rs

te a c h g ram m ar.

Exe^iii1 3 Id e n tify in g s p e riff c ex am pi es

hciid th e fo llo w in g to p ic K n tc n c c fl. T h e n p u l * rltc rh iktxi to die
uxam pfes t i u l Niipjm n flic Inplc » O l H I « in die m ost way,

I To hccHjmc :i gim d writer. a student sh o u ld w riLt vitim .

____ a- Ftw L-sarnphi, she should try lu Write CYtr} dav because w riting
is im portant.
/ - h. For rsjm plc. slit: *lH>uld fceep.i ¡ourrul ,md wrUe in n every
evening Ix'icsrv b ill
(L c. T-i .resam ple she can Htid jft tn u il frtertd and w rftt
messages fivquenik
2. Living in itu: rily challenging in mtny wa>v
____ L. C-i<y cJv. L'llfih usually pay L| loi ciFmimcy to Iivll In j
‘iillaU OpjniUcM.
____ 3' [r is 4J1lllk Lih lo live in ^ Lity Imx-j li ■*- s .t |]k- IttwitjrJe ill CiltCS
_ t'. I \ i ‘pk' who live irt [he City Ji.n v in ck-at with pollution

Part 3 61
 3 M y simt-r is e a s y to te:Lse.

____ a. For Instance. many people Like Lu pike with her

___ h. For ¡nuance, 1 often tell ller than i am f i l i n g married. and she
a lw a y s h e iit ie * m o.

____c. For inst.i in.e. slie lu s j cheerful personality mint she dut?, nrH gel
angry wlien t make Icdi^s jlTout her hoyfttend*
t. This school often; 3 lo< of opportunities to students
___ a, There ¡ire many clubs and or^m i virions ^tudenr.s cun ioln.
___ It, The sclionl Tries tu lidp ¡student*.
___ c. Tile School has a career cnutodintJt center rhal olfers id v ift and
w o r k s h o p fo r students.

T fw w o rld b b K O itiid {t liin ille r .

;i fo r Instance, it is easy to see dial many ihkn^ utv changing fn

[lie WXJrrid-
___ b hc.n1InsKtncc, new forms of comnflinicatlon make it easy for people
frtiin dlflvreni countries to work together on projects
c. For instance. many Asian people can s:x.-nd pnrr oE llie year ill tile
l.l.S. and pari of the year in Asia Ix-iniLtse ii Ls easy ro Havel Ixack
and forth

Extfrose4 M aking ex a m p les sp ecific

Read the passa^ei below. Underline the exam ple. Then revise each
exam ple to make it more specific.
1 1 h a v e .1 v e r y p a u e n t cut. F o r m ^ l:m ce . s h e a iv e s t ip .

Rpit.instance. She can sit In frani of a mou&e hole for hour*.____________

2 My doaiff is a taring person Fur example, he I* very nice u j patients.

3. The nei^hlxiis in my apartment buiktLrtK are noisy Fur example, I can't sleep
at nipht hei-aube they are making a itn of flense

-t. My friend has a yftal sense of humor. For example, she always makes
me laugh.

S. My nephew is nauj^hiy For instance. he is always jiettinjt Into troubk-

6 My friend is very talented. For example, she can dd many tliiji&s,

62 I'n il ?: Fxample Paraiiilphs

Exercise 5 Writing specific examples
Write two exam ples as supporting details for each o f the following
topfc sentences. Make sure ihe exam ples are specific.
1, Mj IViertd love* .intiTLLbi.
5 h a alwa y s P rin ts ¿ nimaJfr. to Tag u a t shelter,_________
rflfos canc of agvsral animate jr.iijrJiizmg,__________ _
2 I Jjn a Ihjm1person.

3. There ;ire many tiling to ‘■L-e in my dly.

l, plwiX’i. are u^et'til ii>r nuny djiferenl situation.-«

-L

5. My sister k> beautiful.

My iici^W K)|^ are jiviicrm>.

Exorcise 6 Writing a first draft

Hevirt- your on«line. Then w rite th e first draft o f ¡ui exam ple paragraph
about yourself,

e x e rc is e 7_ Peer editing a first draft

After you write your firSI J o r i Hcxchaiijjc it wiiJi j partner. Answer the
questions on the checklist on p a ^ 64, You m ay also write c o m m en t Hr
question* on your partner'- draft. Then read your partner's com m ents
oil your iirst draft, and revise it as necessary.

Putt 3 63

1
 Editor's Checklist

Put a ilintk { /) as appropriate Write answers in the linos provided.

_ 1. Dees the paragraph haw <
* titJe* W its the litJD he*.? If tte re ts no title,
suggest a t i t l e . ____________________________________________________

□ ?. D ies The paragraph have a topic senietice Snai m irp d u ifi the and
has ¿i controlling -deai ii the (op*£ sentence does nol h s w s controJing
idea, suggest a Mmirolling -,^h

_ 3. D p jupmoriuig dyuiis give examples [hai supcorr rhu : qi>;l

sentence? Write the eM 'tiples ISire. _____________________

J. Are all liie supporting examples relevant? w rite down ar.jr th.it seem
u n r a te d to the io p ic .____________________ ______

_ i 5. D oes the eoniludifitl w nrence rcstati; the idea in the lop;c sentence?

_ l 6. Arp you cpnv.nced rlia; the inain deseripti« word Thai th ew m er tries
j s t h t con trebling idea describes thewrLtei vne^P

* ¡earn about the simple p-eatm te

* icaro about subjed-verb agreemerrt.
■ edit youi first draft for mistakes

64 [ 'nit 3: E^LtnpIc Piintprjph*

PART 4

Editing Your Writing

Non- lliat you h ^ w r i l l c i ! j first tlrjft. il is Lime: Id edit. FdcliJi^ Lnvulvi.“«;
DiükJiiE chm iftre lo y o u r w ritin g im prove it a n d c o rrect m istakes.

Language Focus____________________________________________

U&ing the Simple Present

( '■lj the *rrtp3f p rire n t rtrflst? to expresü tuh][s jjjlI routines
I waits up dT &:0Û w wy day

AJso use 11ic iiivipk- p a re n t i:i v/nte .il kjur jfiifK il truths and
scientific facts.
Batnts a*e a great responsiiuiity.
The ia n h revolves around the sun

Forming the Simple Present

FcjHuw ihcse rales [ft Furm [lit: simple present rt'nsL'

* Wln.il the subject =* i'ir-.L !"'LLr.-.- >r. 1/. ttv'i. hvti-nj p u rlin [y^ti\. rjf tliirel
person plur.il lihty, ib&bcys), use ihe base firmi of (he veilj.

* W Iilh lJil- .‘■uhii'd ■;! .1 -vcnlcrKC is .1 Ihind [xjrMin eL.i t prcxnuun

*l<L'r sb tt iH, .1 sin>^jbr rtame \Milribti. Lux AjihcÎlv), tir a ¿¿r^uLir
iiuim «my/rteutl tbc faA')_ add h>i s s to cltL- kise form o f the ■ ,trb.
* "JO ft mi t i]c:y Lvu si lH-lti ;l- iits iislj dwtit \f + ti(K + 11il- Im e li inn tü"
|jlLl VeHï.
We exercise lvo v -My. He works in Manhattan. E^na d o « not go
to school.

À S p eak er often L'cmintLt tfo not jn d titn.n not Lii dam t imd ¿h*.r,u :
Htimrv'cr, contraittions Jie nor appropriate for written academic Lji^lsIi.

i^sit *1 65
 Affirmative ita tcm en b N e g a tiv e S tite *p c w ti

s u it e r BASE FOAM OF VEflB SUBJECT DOtOOiS BASE FORM

OR 8ASE f<WM OF * NOT OF VERB
VtRB + -S/'fS
t
d ü nol
1 Vou

Vtiu «e
Sht does. ro t eat hoahhy lot«
He
it
y» eats hei?liiv food.
It We

we ‘t'ou do not

Yi*j eat
(Jhey J
Exercise i Practicing with the simple present
Complete ih n e mdil'IIccs with Information aboiti people you kntiw. Use
a present tense verb oilier than the verb be.
L My father rapds a book sverw wggfc. ----------------------------------------------

1 My oou& i________________________ — _____________________________

i . Mow. of mjr ctassraMii______________________________________________
4 My lx*r friend______________ ________________________________ ______ _
S. The children kn my rtritftiboihtxxJ___________________________ _________ .

Language Focus____________________________________________

Subject-Verb A g r e e m e n t
xttb mitsi ügrvx- in number with its subject. consider d*? examples.
In the fir.sj sc m tiK t, a plund verb form f a rt) frttkjws j plural pronoun
i u c) Hi >wever. in lhc se o m d sentence, a fiinjiiiiur form i ¿0 follows rhe
plural subject This sentence Is incorrect.
We »re tired.
We is tired. GncotrectI
Uic ,i plural verb folltnvinj; two or more noun* ttwl are joined Iv^1and
Man/ and her sister live m Ldi, Vegas

I ;se singular verti follow inn '3 nnun when it talks olxnit the
Kioup as a whole.
The cfasi goes on a iield trip every month

frG I rliil 3: E x a m p le E'.ir.inrjph«,

 I Min Blnpulitr verb follnwJnjj ;i noun rn ^xprt^slons rh;n r^ilvr n> ,t
single memlx-Tof^t jiriJLip.
One-of ihe siudenLi owns a restaurant
IhE- Pif<Jh'r []i [he w oirtfS Ö sviiyv e a t s iirsC.

Exerciser Practicing subject-verb agreement

Complete each sen renit wfth t lK O T t U form o f a prescm icn w
t i Hj k lo w .

cook sxxtliiv practkc/practk'c-* U-U'jM- atöYCJl

own own*. do noi nvfk/<loe»Dai work

I. T lieiiram ___ ____ _ -ii ilk' stadium each morning.

1 Oile nf nuy brothers _____ __________ __j brarhl new cat

5. Itachet anil Julia _________ IweaklüT ;tnd dlnr»w every lI.iy.

' \U sister und her Imyfnend _______________ tin weekend*.
V H it fun c lu b ____________ ____ ai L-j.si |IK) k't[tT> 4 w^eck-

Excr-ctse 3 Editing a paragraph

Krnd liic ^rn pjJi . O ir r c d ill? iu iM :io with piW cul H’iim - Vb I m .
T b t f t are ICO iiiisla k i.'s.

My Talented Sisters
My &isiers arc- hoih r^ifc^nidi people, Vanessa und Rita is musicians.
Vanessa is a piiino player and Rila play ihe iuiinr. They are students
at The High School tor the Performing Arts. Van&ssa and some other
girl* in her cJii.ii> is p e rfo rm e rs at churches und other cvems
nearly every weekend Jim jnc good pract^c for them tsjcHuse Ihey
wanls bo ptay professionally one day. My oilier sister. Kila, is yoinicer
lhan Vanessa, She is nol ready to perform ycl. but ühc play the ^uitLr
vcr\ welt. She usually perform at family panic*. They works hard.
Every <Liy when ihey eonies home, 'hey nie tir e d . hm somelimes they
p la y m u sic: tor u& al home. We feels lu e k y 10 have such f t J e t t f c d people
in our family.

L^lh i &7
Exercise 5 Editing Your First Draft
Review yo u r p arag rap h fa r mistakes* I.'ne the f h if k lls t ¡«.‘k m . Then
w rite a final draft.

Put a ch eck ( / ) as ap p rop riate,

□ 1 D'ct you ch«k for sLib;ect*vefb agre*m&nt?

_ 2 , D d y o u u s e p r e s e n t te n s e verbs c o rre c tly ?

3. Did you chet^ to fnsfce sure there are no contractions?

A Did y^u capitalize the first letter o f each sentence and put e<«d
punctuation at tiie end?

In Part 5 you w ill...

review the element* of an example paragraph,
w /ite a timed pxampte paragraph.

6$ [ nil i-. Example P;ir.ijyuphs

PART 5

Putting It All Together

In [k b p:»rlof ih c tm it, yom w illcam p le« - five exercises to im prove vour
a ta ira c y . w riw JI limed pjifSjtfapil to im prove ytm r iluL'iicy. iind th e n
I’Splorc topics for future w riling.

Exeretie 1 Id e n tify in g e x a m p le s a s s u p p o r tin g d e ta ils

Read the to p ic uem ences an d the exam ple* iha[ follow. Then pm A
chtvỉí next to i h t exam ples [hid iUp|H)rt th e fopfc KiitciKC.
I . Computer* tux t' ni-itkuĩtu JmLw" Iive* ir.1sicf
____ d. They can iiHJi ([LLVMii'n1. (if ihcir in?iiut.iur>
___ b They 1-jn (itiil dwir papers casỉlv hy (IddinK their fjĩin> and typing
new words tH- st-ntL-rtC»
___ t. They can ftmll Mudy groups ilfKl discuss lopiL-s in live liixnlrv.
_____ (L The1,' c t ji njMfUTb in/orm 2ik>n i>n <1*7 [níerrktỉ

2 \;ibiU INMỉmcortc who is ¿hv:iy:> tLMch lohetp

__ _ -I Ft IT L'xample. -she enjoys IO p an to
___ h, For rxyniplL‘, she Is witling to IrnJ her frteflds mond)' it lliev
for It-
___ c For tMimpV. she takes timcofT Ui u k e L"jn_‘ of J .sick lir.mtlrin x h tT ,
.___ ik For CKHnp](.‘hshe inlw:tyj. itiiics rf there IS SEsythLTtjj .she cun dfi Fur
her friends.
3- Shopping online ĨÍ num.1t'OrtVeniem Than stjtK)>pin>ỉ Jt a dcpartmenl Ktijfr.
___ a Y(MJ can shop online at any titrv oJ thi? day.
____ h, V(KJ cun c a m iw t prices 31 iXiVtral store* when \hopptny £ini»nc.L.
_ _ c VfHi cvinntjt luvch the fabric o f die dothe* you Uftlct.
_ 0- StaLt? stnj dll nfH I t n t £(J leu VC VTJLK huuMi* you will stnu OĨ1 BỈ44
siuiiliTW,
■I. Reading is an important way |t> practice J nfft lanpuagt.
___ _ a For tnsunw. n s d h it linprtmcs M Kihulin'.
___ b For tnsunoe. it is tdifiojlt lo Icam a new bnguãỊỊLv
___ c. ro r tm u n a:. n a tlb ii fKlp^ peopli- b m ỉícntciv-t; iMinrtv.
____ tl For Insismee, ivadinR iiitfjus you to praiiH.v II ™.‘W hngu;tge.

Pan s 69
 ^ Tlit‘ hinti my son helped esil11« lx.vtJiriLj more puiienL
. ¡1 J exffiiw i! uitwt (d Ns.iy healthy for my so/i
____ Is. 3 II.nlJ u.>sit MllS for bow s holding hLru in. ni>r Jmi' unlilhe tell ileep
____ e frill Arum'S J IttJ If) spend up to IWU \mum trying tn Feed turn.
____ J. when ht M S older. ] ’.vent (ft illi^'ic* ft'iih him.

Fxgrrise 2 W riting sp-edft^ ex a m p les

li'rilc two exjjiipies a* sup porting deiaila for Cdtll o f Ilit fol!(fflinfi
topic sen ten ces
J (JiJkTie Mutlenrs h:nv :j stuvAifiil Itfe.

1. T hcivait many :idv-jrtU|ie?sKi fwtn.^of)(.«riz«J

t My hi^li sch<xt[ yturs Utrt* 11m IVM lime of my life

1 \l\ t^ptflcncis will* o impiiii fH ¡i.iyl-1 lUL-n (niflralinji

S T.Lkirvq :i v*rarinn on llie Ivjc Ii t? ;i Inn of fun

Ey«id»3 Using the simple present

f jjm p le le the FoUtwinK se n te n c e s w ith In fo n n ^ rio u that in clu d es !l
siEiipIc p rc s e m ten se verh.

J. Writing ;t (piod paragraph _________ _______ ______________________

2, ilajTifuf drivers _ _ ____________________________________________

3. A tourist._______________________________________________________
■I, My licmielown________________________________________
>_ A lien) ______________________________________
6l My tell phonu____________________________________ ________

70 1"nit i: Example LJ.ir.l,UripilS

uwcjse J Practicing subject verb agreement
C om plete citch MiiienLi; w fih Ihe c o r r t n form o f :i p n e s tn tense
vtrfa below.

WlKk’S'Wi'aUih dofti rwMHiyve do rKi agree pL'rinnn^'ix.'ri'nrrtl

drives drive shares share studies study

1. I Litold and Run____________ __ . Hi w o rk [ [ ^ l i e r at I k w :

iVL-k f a w e e k .

2. My favtjriie ha rui ________ _ .J* llte S I . U r f :tir

every year-
V H i e p r e s id e n t cjf ih t- c w jj^ n iy n ik tm ______________ WlLtl [III!
eiHiuninee's M onnntadiiinn.
■I. One (jCmy sisierv_____________ . n *i much itk ^ in n .
’I Gtnad-i and ilie I rilled Sillies __________li lwirder.
6. H e __________________________ Hnglish jntt econuQlks Jt
the university,

cK^TCtse 5 Editing a paragraph

Head th e p in ij^ ip h , f o r r e tl [lie m istflji« w ith p resen t tense vfrhs.
There ¡ire eight miMiiko.

Trust
The most important quiiliiy o f a friend is honesty. An honest friend
never lie ¡itioui anything. She id i you, for csanrpk^ if she i;rt:c-
v-iiK vliu on an issue. When you ^sk for artvice, she tel is vou ihe truth
even when it is difficult. When you usk\ an honest friend's opinion
about the clothes you are wearing to a p;my, she tells you if they ure
inappropriate. If you docs something bad, iihe do noi hesitate to give
you sincere feedback. Thi>* honesty result in trust between you and
your friend. In -hurt, honesty iire ihe most important characteristic that
I took for in a friend.

I'jri 5 71
| M t|MED WRITING: 4S minutes
Ul'rttc 311 cxam pk paragraph nn the to p k below . Before you begin ti>
wrilt, review llic following time manajicmeni mrattg)’.
!X‘*crlbe your ideal Knjilish ((.-.tL'llel Whal is lu^ rir her most import JM
characteristic?

Step 1 B R A IN S T O R M IN G : ^ m i n u t e s

What characteristics must a good Entijish t c a d w have? Urite down as

many o f these d u n ctcfiiitjk s you con In the b o \ or on a separate piece
of paper. Ilien chtKwt one characteristic tliat is die must Impiirtant to
yon, and w rilr four specific c x s n ip l« for die ch>HCftH$(ic.

72 1"nil 3 Exmnpfe Paragmplk?,

Step 1 OUTUNING: 5 minutes
Vt'ritp an otiilint for your ijuniynpli.

Topic S e n te n c e

Supporting Sentences
Example l ________

Example 2

Exampie 5

Eiamplfc 4:

C o n c lu d in g S e n te n c e

Step 1 WRITING: 25 minutes

Hat: your brainstorming nolts mul Oinline lit write your firsl drafl on a
separate piccc o f paptT.

PnnS 73
Step 4 EDITING: 10 minutes
W hen you have fin ish ed y o tir firsi draft, ehcck It for m falakes, Lisinn th e
fhtrklLM hckrvv. M ike u iy cb njtt-' nccesMry.

Put a check { / ) 35 ap p rop riate.

□ 1. Does the t a p s sentence introduce tne topic 3Hri contain a

controlliftg ides?

2. D oes the paragraph irKíude ip ecifit examples to Irelo Ihộ rMLULT

u ntíeivand ii'OLir point of view?

L : 3. Do the examples support tKe toptc and cofiifolling idea?

n 4 D oes the paragraph bave 3 condud ní) sen ten ce thaï restâtes the
topic M fiteníe?

5 Did you use p resell iệ n ie YPrtìỉ corre c lu í

6- 9ữ all Wie subjects and vộíbí agrộe?

L ' 7 Pid you capitaliza the firît letler of each sentence and nul eníí
punctuation at T h e find?

Topics for Future Writing

1. Write an exam p it paragraph on one o f the following topk>,

■ A good physician
• Y u u t (avixrtte rc(;«ivc
• A prtMdeni prime minuter >ou would voie for
• The worst w.iiler
2, interview a frkiid, iLiism atc, or ir U th r aboul hi* or her vltw s on
o n e o f the topics above. Jake notes during ihe interview to use for
your pitr^M ph. Then write ;in exam ple paragraph on one o f the
topics above, hut from a friend's point view.

74 I!nit j-1-sim ple Parjprjph.s

Process Paragraphs
Unit Goals

Rhetorical focus
• proccss organization

Language focus:
• using time order words in proccss paragraphs
• using imperatives
• modal* o f advice, ncccssity, and prohibition
Stimulating Ideas
A pfQCCfl |)»ra^rjph explains turn lu do som ething step by MtLp. Tlie
reader should be able to follow Ihe sie|is to get a desired result.

Exercise I Thjnking about the topic

Discus* ib e picture with a partner.
- NTlUI <!<►siiti s: l- ill Ml - |iltlurvl
* hat is llfctr p i f i v *1 tli >in g ? W li> ?
* \Fhat tk> you liunk lité person should do r a ' Why?
■ H¡n e v'ui evL-r hecn frightened by another cit-ailllc?
FajjIuhi whj' ,ind what happened

Exercise 2^_ Reading about the topje

Sharks som etim es Attack swimmers or ¿Cuba divers In the ocean. What
is the most important thing lo do if a shark attacks you?

76 1 nn i Piocev. iMrajy-.ipti:;
 How to Fight Off a Shark

M oil shaik attacks occur near land, typically near or between

sandbars where sharks fepd Alecks a-SO happen :r areas with
steep drop-offs Sharks gather in ihcse ¿reas because ’heir natural
prey ls there Alm-Dst any large sr'aik around si* tw?i or loiger m
total le'igth, is a danger to humans
If a shark is Coming iowanj you or attacks you. use anything you
have in your possession to hit the shad's eyes or gills These are
the areas most -¿ensiii^ to pajn. Mane quldk, sn^rp, repeated jabs
m these areas. Sharks are predators ¿ind wiEI usually cnly fclioW
through on an attack if ihey hav* the advantage, so making the
shark unsure of its advantage m any way oossble will 'iicrease your
chance* of survival Contrary to popular opsnion, "he si^a^'s nose
is not the area to attack, unless you cannot reach the eyes or gills.
Hittjng the shaK simply :*!Js ii that you are not defenceless
ll a shsrSt shciw^ itself to your it might just be curious and may
swim on and leave you atone. If you are under the surface and
lucky enough to see an attaching hhart then you do have a good
chance of defending yoursell :f the shark ^ not too large

^i.ntThaf; pn undeiWSlB Nil ¡ Il th : ,i I.',l L hliriv (H cLklty ilu u r in ::]i Iftc i >i
J m p d r t jtci rf Uie im'iin w htw p r v d a m i r : A p t f t r w u j r ¡ u t f o a l t h a i S iu rtt*
I fit Ijml Jj;K jn-n >inkk'n^ n:!k-r Imiljj l'SeJLuct* lur N.hjlI
prtiyL j jjCThLir i«r jninut |M 1+ hunttJ ai-fco'icltss: un.lhlr HI (5nJ[n:l lhmjscII
fi;. .irl'il Iict .iimmijJ
slm k>CJ[nl 1riLUic sk k lu f tlUrk*
ttur sJnu' niL-rti '•■<tur^Mi

Exercise 3 Understanding the text

Write r for true or F fur false for i'ach au-mcnt.
____] Sliark> l t Hilt d o * : n.] Ijnti w | urn Hi try ure In i n ^ n .
____ i Shark?, ahvay* jfueJi p e o p le w h o a te for i w i y innn ih t lic*idi-
____ 3- VtaHt durftf ^i[\ not ¡aii^’k liuonra.
____ i ll" s attacks you, you sh o u ld In: ii Ln rhL- m iw .
____ 3 If ¡1 -»ftthi aces whi. it w ill p fobaltly □¡tuck \lju.

Pan I 77
Ejf^rr iw 4 Res ponrfi ng to the text
Write y o u r an sw ers fo r each question in full sentences. Then discuss
yo u r an sw ers w ith a partner,
1. You are ^wirmiung and vou >ee ;l sil:i rk t'om inji Low ard you V d m should
you do?_____ ______________________________ _ ___________ _______

2 Whai should you nut tin?

3, Vflien y o u are cli<«^ins ,i pl.ice to ¡»wjm or >*uki dive. v I lit .soft of places
should you m ay jw jv from ? ___________ __________________________________ __ ______

Jjcercisc' 5 Freewriting
Write for leu minutes on the topic below, Express yourself ».* well a>
you eon. Don't worry about making mistakes.
How ic» Rglll Off a Murk" expblin* the Steps you shtiukl wke to jjer out of j
M[u;sri<m. Thinfmi .^Niieitiniffihat you Etnmv hem to do ttui mijiht Ix-
helpful Irj someone else, li does ntH Imc tt) Ik: Jil emeiltcncy '■itualiori It can lx-
someihing .simple sudi packing a suitcase or i.li_i njcin>: die oil in a car. ConskkT
the ft i|l<n\ mu question* a* y<»u w ile
■ \x IMl is the liwk?
• What wi|] >he ie>ull l*v
• Whui tltj> vou need to do fin»? Second? 'Child?
• W hal n h o uld y<3U a vokl d u in j'*

» learn about procevi organization

» brainstorm idea* and specific vocabulary to use in your
writing.
■ create an outline for your proce« paragraph.

78 l nil 4: Pmctss Parjgrap1i>

PART 2

Brainstorming and Outlining

WRITING TASK
[n th is im lu you will w rite a p ro cess p a ra g ra p h nlK>ut so m e th in g you
km™ how lo d o that m ight be h elp fu l id so m e o n e c is t.

: :TCiseJ_ S ra ínstormingjdeas
Review y o u r freew ritln g ex ercise. T hen d o th e follow ing,
A. T hink o f winH1 task s :tnd activities th a t you d o often . W rite th em
in th e c h a rt below . Then select o n e o r tw o that a r e prot£$üvs th a t
re q u ire >Tcp<¡. Finally, p u t a ch ec k n e x t to th o se activities th a t m ight
be good limpies fo r a p rtn 'ess p arag rap h .

Time Tasks and actrvitites

Morning

Afternoon

Evening

W eekends

B. D escribe o n e o f th e task* o r activities in th e c h a n to a p artn er.

Part 2 79
Exercise 1 ftrainrtorming vocabulary
A* Circle the words that you might Like to il« In your writing. Then add
two or three words to each list.

Measure a loot, a pouna, a tablespoon,

Use a kmfe, a hammer, a pencil, a pair of scissors,

fill a container, a bucket, a bottto, a bowd,

rnsen a screw, a wire, a h o o i, a tube,

Remove dirt, shells, bones, iw*gs, the cap, the lidr

H, On a s i-p ira ti p ic te o f pa per, m r v n r o b u k r y from (he t h a n to wriiu

five KOtvnoes about y o u r p ro tfs^ .

Rhetorical Focus

Process Organization
A pm ccH |'.ii,Lnn;Lj>h iltstiilx 's the steps neccssary to perform a
prnccss or task.
Topic S e n te n c e
* The topic sentence iniroducei the process lhat the writer will explain,

S u p p o r t in g S e n te n c e s
* The middle sentences describe a sequence o1 step-, that give detailed
mftjrmation about trie stages of the proctss.
• Toese sentences may also give bdckoround details, rhat help define the
process for [he reactor or explain why ttics p n x e si is useful
of rnxessary
• Supporting sentences may also include ihe tool? needed for the task

8D Limn i h o i c .\ i rarJKraph>i
 Concluding Sentence
* Tilt* paraarapti e n d * W ith a concluo'ing sentence itia r Testa;es The topic
sentence ujEni] different irtiQFtls
* Th -. sen ieru e n a y also include a suggestion or warning to help the reader
do Ths rask mane easily.

Eaencto 3 Rea dSng a student pa rag rap h

R e a d L ilt p a r a g r a p h , W T u J < to e s T h e w o r d “ r o y a lty " in I lit- til I f r e f e r TO?

Koyalty in your Garden

Roses arc royalty among fkiWffS* Many people say (Jiey Lire as
difficult to maintain as king* and qucen>, hm arc actually unite
easy u> yiovt. All you need is a shovel and a few simple steps. In faL-tr
^rowing rosts tail actually be fun. l-'irst, go to a nursery to (Hjrgliest
die rose pi ¡inis. Vou wilt probably see man} beautiful varieties, hail il i*
best Lo thoose Lsnly iwo or thra: ioia; I m l m to ^tan with. You should
liIso purchase potting s<ti| jtrwl rose food, Aftur you bring your rose
plants home. look for a vumiy -.pot in your garden because rosesi tovc
sunshine. Then dig a deep bole wiih a shovel and lllLlL j tittle polling
toil and rose food, Ncm. transplant y o u rro s fi from th^ pot 10 die
garden. Co^er (be rooi> with mote polling soil and then give jo u r nev
roses a big drink of walor. A,> long a* They have Minshine and water,
jo u r io>c> will stay healthy all summer. When winter comes, your
noses will lose Their howers and leaves and look dead. As a result, you
might iliink about discarding llieni. Do not do thal. Instead this b the
best tim e io prune lhem. Cul o il Hie thin stems with garden shears so
Lhat Jhe bush ceui become stronger ihe next spring. If you continue to
iplic L-;ine of your tuscs er ibis simple way, they will produce beautiful
flowers ye?r after ycfl.r.

Pun J £1
Exercise 4 Analyzing the student paragraph
A. Respond to the paragraph by answering tile question* below In
hill sentences,
1. Why arc sotnc people jlr.iid to grow rose piursts?____ _____________

2, What do n*-es need io lie heslibv?

.4 VV'lui luppeivi tr» rose ptartw in the winter?

i Do you Jcel cwifidcil! that t, oil cnutd raise mtie* :ifter reading this paiagrjph?
Why or why run?_______________ ___________________________________ _

ft, F xainine [lie o rganization n f die p arag rap h by an sw erin g d ie

qufStlon> b cltm . Then c o m p Jf l- yo u r an sw ers w ith ii p artn er.
1. i ’ndeftlne the topic sentence. Which of iln.- following tfiitenients l>esL
describes ILie m;tin Idea of rhe paragraph? (Check one.)
j. Roses a lt very spflitlL fkiwer*.
____h, Crowing mscs Is easy.
____ c. Hoses arc difficult to grow,
1. Wlikti nr' ihe following type-. cl deiaih does the writer intlude in the
paragraph? (Clieck all that apply. I
____ a ihe loots lh:U are ncofrttury 11 If growing rose'.
____ h. warnings about what nut to do when (PDwing n^ses
____ v Meps dxa gardener* nhmitd u k c when growing rose*
____d. die result of (he task
3. [Underline ilte tondudingseniencc twice. Which statement hdow 1h;m
dcM rilx*s die concluding sentence? (Check tme k
____ ,i h h a w j mtog alxml what can go wrong when growing r o w .
__ _ h. h tells llie expected result of (he procL's.1-
____ C- ll is J summary of the main isteiis.

82 l'n jM : IprcKtss 1J.irjgrap)>v

tae^ise i W riting an outline

Ht'vlew villirtirjiitMurilLil); iiUvLv am! valif I n w r itin n c ic r c lw , t'tltn

use tlit t h a n below to w rite m (mtllm- f w y o u r process parflKnjplL

Topic Sentence

S u p p o r t in g S e n t e n c e s
¡Background informal«*!

Step i : ____________ .

Swp 2:____________

Slep J; ___________

Step 4 ____________

Step 5; „ ______

Concluding Sentence

In Part 3 you w ill...

* loam TOUHi time Order wdrrfe :n a prows? paragraph,
* w rite 0 first draft Of your proceM paragraph.
I

Part 1 83
Developing Your Ideas

Exercise i Reading a student paragraph

Read tile paragraph, Wliat is the s t i m nteni toned in (he title?

The Secret to a Successful Vacation

Imagine that you art on vacation at ihe beach, anti you nfien your
sulicafie 10 discover ihat you have forgotten your sw im su it? This and
other disasters and Jnconvenicoccs can be avoided if you follow certain
steps when puckinj; i'uLir suitcase. The first step is tn review your
travel plans ami activities. Make a list and save it that you can check
your item^ before ytm leave, Next, uather the items you will need for
your activities. Remove any item that is not necessary. Try Jo mix and
match fewer pieces of clothing and shoes by choosing a color or colors
thai match. Third, you are ready to pack. Start with large items such
as books or shoes.. Stuff your shoes vuih extra ■socks to save spare.
Then place shties in plastic bag* and fit them into the comers ot ynur
suitcase. There should be plait) of room for the clnthcs. To avoid
wrinkles, layer yuur clothcs and rol! them up. Pul the rolls o f cloth mg
into the suitcase. Then pul in the smaller items, Finally, before you
d ose your suitcasc. cheek your list. Make sure you bave uni forgotten
your swimsuit! Many people like to swim while they are on vacation, h
is worthwhile to lake your time u hen \ ou pack your suitcase because a
^ell-packed suitcasc is the secret to a good travel experience.

Ewrose 1 A nalyzing th e s tu d e nt p a raqraph

A. R espond to th e p arag rap h by answ ering th e qu estio n s below in
hill sentences.
1. is it impcjftjril to «vtew travel plans?__________________ ____

84 t ’ni'l i i'noLess p.iraj-wpks

¿ vt II.Il smIk- LIli iihlTS sínití^y for piLL'kinK "nÈỊ" :i (i."w |1ịdcLj.Hlu'ckrthinfl?

3. \V]i;Li items does [he author suggest pulling in due jiuUcaw first? Why?

■I. w 13.I1 LS u K' ton siep in p ackuim y SLAiicjK.-r

u. Examine tbfc ũ i^ íiniuiiũỉi o f [he paragraph bysnsworJr(t rlic

ijucMioiu Iferkm- Tlitn COïOpJré your p q w e n It ¡Mi ¡1 pAitnư.
Í Korcad till- fir*< twi.J sen lent ựs. Vi-i Ill'll omj is itiL* ItipÏL" sen IL-raze?
Write It here,

2 r?dw đte auilitìí [fcLík}ịĩi_HJrtd irtLttfiiiadon UL-lụ ri11- fjmcew is

LmpôTîjnl or Usçful? Ir >n. ’A'Ji.il L1- ihn? hatkjpmj™J infnnnuliün?

ỳ. How ämny Steps cm vou tdfidJf)1in ÜK.' protvssi___________________

I 'S'?■;H k ilkli* u i tlt)Ca th e a u th o r p n w k t f to suppiJrt tliL- ÄJUL-pS in
d>e pfOÇOiS?

Í. Hind (.Th.: scflicnrc that äs unrelated to the lïjrpk nmd <Jrc«v J lâne (hnnigSi 11.

6. I m k-rlini: the L 'iriL-JutUnt; scnth-iiLL-1« me. [Vn;s n I fh(.i HM h f I o ịìll Svntuiee?

Explain your answer.

l’jrt 3 35
language Focus

Using rim e Order Words in Process Paragraphs

TlnM; order words k-l! ihe order o f step.'; in a p ro test. Vou c a n use first
and second uj indicase the first w o siL-ps in a p ro e e ^ . L’sc next, then*
taler, nr (tfi^rtbax to add m ore steps, Fi) tatty m arks the last siep In ihe
ymjetiss.
First. make ¿ list.
Second, select your cioihes.
Hext. pl^ce your sh o e s in the corners
T hen ananq^ your cfothe> in neai layers.
Later, add last minute »tens such medication*.
A fte r th a t, roll the clolhes to ¿void wnnM ts
Finally, check your I íor any forgotten i[em s

A Thun ls not follow ed by .< . i-.mnn¡

ConnecUiii link tw o d m se * toi-cthei Q jnneetors like before and aft or

can also function as time order w ords w hen they link two srepts Ln j
p ro cess.
B efore you ctosu your ctiecV- youi list.
Begin u a ciin g a fte r you have eliminated all unnecessary items.

Exercise 3 Using t ime order words to id en tifyjh e sequence of steps

Number [Jie steps in [lie following process according to how they
should he followed. Use the time order words to help yuu decide the
correct order,
]i i» ejsv 10 lim* a yrwjd dinner party ii yrju Follow some easy steps.
____ it Nexi, make u list tif people llul yuu woukl like to invite
___ h. After ymtr house Is dean, >411 chopping for RkkI. flowers and
tIet.Knotion*
____ c. Then make j funny or pretty Inviliiikin and email ii to your friend*
____, d. Ftruilh, tum tin the nliKlC, and waft for the fun to Ixgin.
_____ c . Before die gue^s amve. dccncute the house, ^ t the mWe, and take
j shower,
____ f. After you have everything you need plan u inu-al and make surt you
ean eook most Lif it beforr your guests arrive.
____p A few days before die party, snirt eleanmg your lKXise.
____ h. Firs*, choose an approprime date .it least rwo weeks before s3iv party

86 I nit -i: P n k v * Pj mgi-jphs

Exercise 4 _ Practicing with time order words
Head th e following prtmsniplii. Fill in th e blanks w ith ap p ro p ria te time
o rd e r w ords. R em em ber to uh - p ro p e r punctuation.

One big challenge Ihat many people like is running in a marathon.

A marathon is ;i race that i* over 26 mite-., so it is very hard to

complete the rate. If you wanl (u run Ihe entire course, ynu have

to train diligently,____________ buy a good pjiir of tom tom Me

running shoes. Then begin your running practice at least sin months

____________ you ran in ihe race. Try to run three to six miles at
t
least four Times a week. You csiust also slrelch before and after a run Jo

avoid light m uscles.____________ your liody is accustomed to longer

i
runs, you can work on your sirength by doing sprints, or short fast

ran s . ______ ______lengthen your runs to ten or 12 miles. Make sure

4
you drink plenty of water when ynu go on longer runs because it is

important for your muscles. When ihe day of the nice is close, cheek

your shoes. Ynu might need a new pair. The ni^hi before you race,

eat a lot of carbohydrates, They will stive you energy for the tig day.

____________ on Lhe day o f the race, get up early and drink plenty of

water. You shmild feel confident, \tmng. and ready to ao.

P.m 5 87
Exercise 5 Writing t he steps in a process
Head the following topic. With a partner, write some important steps in
the process. l x ’ appropriate time order word*.
Trjpk\ ] tow to Ijiiv j used tvr

Stop ] : ________________________ __ _____________________________________

Step

Slep i:

Slirp i

Exercise 6 Writing a first draft

Review your outline. Then writ* your first druit o f a process paragraph
about sDiiii'lhinf! you know how lo do that might be helpful to
som eone else.

Exercise 7__ Peer editing a first draft

After you write your (trst draft, cschaiiRc it with n partner. Answer the
questions on the checklist on pjge B!i You may also write com m ents or
questions on your partner's draft. Then read your partner's com m ents
on your first draft and revise It as necessary.

SS t mi 4. Pkkl^ Purjyrjpi'Ls
 Editor's Checklist

Put a check W ) as appropriate. Write answers in complete sentence* in

the lines provided.
□ 1 D o « ih e paragraph have a topic sentence? Can you identify the
process the vvnter will describe?

_2. D oes the writer provide background inioim aiion about the process? If
so. w /ite i| here. __________ _________________________________ _

3. Dotfi. The paragraph have tim e or-der word; to help clarity she orrier o<
tne steps in The p r o « js 1 If 50. winch tim e order words d oes the w rier
use? .

_ 4 D o « IN? wr iter ejtpiain w hy thu process is useful or necessary and

include the tools n ^ d t'd ? If not, w n ie the mformation that is
missing h e r e .______________________ ____________________________

_ 5. Does Lhe concluding sentence restate the mam idea m Ihe topic
sem ence or give a suggestion or warning’

* le a m a b o u t im peratives.
* 'earn to identify and use madals of advice, necessity,
and prohibition.
* e d i t y o u r first drjFt for mistakes.

Furr 3 89
PART 4

Editing Your Writing

Now that you have written a first draft, it is time to edit. Fditing involves
making u lia t i^ to your writing to im prove it acid correct m isU k « .

Language Focus_____________________________________________

Using Imperatives
Use Imperative .scnicnutbt to £lve Instructions. dircctif»ns, or to tell
step» in 4 process.
* The verb m an Imperative ¡iddre.vse.s the redder w listener dirccily.

« The imperative uses the bsie form of ihe verk

• An ini|X'raiivt.4 sentence docs nt>i require 3 subject, bul the subject
JWI i> jtways Emptied.
Hold the fisning rod gently m your righi har.ti
Be yu ct or you may disturb the fi&fl

lror ji negative imperative, iio not.

A
Do nol let you - fir.ijer g et Mughrt in (he strirvy

Exercise 1_ Identifying imperatives

Pul a check next 10 the- Imperative sentence*..
/ 1. Buy a good quality tjipe-
____ 1. ll L> ini|>jn:in[ in .sun early in llw mommy 10 avoid tlic lte-ji.
___ 3. tiei down on your luncll ¡ukI knees and crawl uniter the .smoke.
____ 1 . Try not to >;et chili powder in your eyes.
____ S. You should .isk j prafcssjuruL 10 dispose of ilic used motor otl
___ <). 'Wish i^mr left Jurtd. Krjl' UlO tvd handle J.fhJ pull il
_____ " G e ttin g <>vu o f j tra ffic ¡Jin is not too drlTiculi if yo u fo llo w
ihts procedure.

90 I.'nit + Process KiMjïpiph*

Exercise 2 Practicing with imperatives
H ew rite th e füiEowiii>; seoKHtrtts JIS I m p e n l tv » ,

L II H rtCũL-sAiry lo check the htwsc s hack for SlJdlS UDid ùlatcĩs btff>nr fKJUinj;
[HI (he Sfliljk' blanket
Çhfîir t* Ị hpi-sgfr.iMck far S ĩiĩte J fld jflgeeta k g f e s pucxmp p n r t g ____ _
Saddle bijnfcet.______________________________________________________

2. Ee is n RfxifJ Jdej to ruj w akrr Ixwtkv irtd pur litem il] ibe ficfÄ T ih r
nielli befare.

You sh^ntíi dress ifl tt.uslftimbLc doíhsrtp: jrid sneakers 11r KinhJaU.

i Ü ^ impi,nqn:T in dtìblựl ycnir ỉiLird dni't |K:riftdicdl}

>- You rH ’ i f ll t u le p U w rh t’ w - r i L .T i l l i h c [aiik c re rt H t c li û r lw f ï.

u Ycm 111LIhi- HÉ* if.Lw the fin? unaxiL'ndtt]

Language Focus_________________________________ _________

M oríais o f A dvice, N e c e s s ity and P roh ibition

SỉĩOitỉtỉ Lirkl ftttast Jnp míKlul « rtw , You can USL- [luxJ.iU to ex.-pre.vs
ad v ict, nccM íiiv. iiíKl pruliibiim n. MtXiUbl Vtfrhii ro m e before il:u host'
forrfl iff |]k l Wftv

You shûuid Eat ĩKDte Vegetables You must AtiivỀ by --■[¡hr o'clixfc.

Advice
ĨÍ1 51pfOOiS* paraiỊỊraph. II v- ihc rmnJilJ jj&nitfif to ülîef :ldlJk cjr Tips., llhlI
for Iteinji mortỉ líLiiLreisíul-
You should remare ali jewriry betoi'1» Wtìr!ár ạ vwih the ds:
p
Nsce&sity
I Jso lht rtiLxhl n/t-Wiii np h lD riiks. :i.[]d Liw* th.1t a f t « t a pnxcw Of
Lu f \jìla líi vjLi]f lEi iII th ít is nil1“ jlLJtriv rn n -.M ii’,
Vbu must wçÿf protective heaJijear r.T cTi yũu compete
t->f i/o mil A^di-TỄ- Jim lu .sii lb -11 MjniBíhJnx is not ijeOL'Ksary.
vbu do not have to pay a fee to enter the museum

t e i r t 91
 Prohibition
In negsthv stiHemenls ol prohibition, u sthihtmld jm J must wi i h nut
:m d th e Imm.‘ f- >ntJ -il lin.- v e r b .

Vbh should not open me ovf-n while checa^e baking.

You must not dunk alcohol

Affirmative Statements with Negative Statcntcnti with

Shoufd indlH uil Should and Must
SUBJECT SHOULD,'iWLTir BASE fORM SUBJECT 3Howe>'MiJir BASE FORM
Of VERS *NOT OF VERB

J
VftJ You

He He Should not
should 5he tain?.
She ton».
must m int not
It Jt

Wf We
YOU YOU
^Thev
J They

N eg ative Statem ent* w ith H ave to

SUttfECT DOfDOtS WAVf TO BASE FORU

+
■(VOr Of VERB

1
do not
You

He
She does not h a w to came.
n

We
VOu do rot
They
J

Exercise 3 Using mo da Is of advice, necessity, and prohibition

Complete each sem en cc vriih sfoottitl or m u st. Then cip tain your choice
or modal.
I Ync Should slait e:irly In tht' mtwrnnfi to a\oid llw traffic
B ite 15 ttteCC> but it te not J_gecea9fty>-----------------------------------------------
1. You____________ luvc a iicen-ie to drive- * c.ir

92 1 1in -i Pr<>. -i4ss Pjaj;raphs

 5. Y w nrA hnnggunj; imo riie airport.

■t V tm I-'ilk [3fL"<J- Vrm ______________ a tfO th J I ^ t h t i s l e e p

5. Yt*i_____________ nm Jcavc &hafry alone in j bathtub.

Exercise 4 Practicing with modal verbs

L.tc mod LiI vtrbf- (□ write om- nffinnaiivr and on? neaalivF HTJlcnce
about each r«pk.
1. Babysitting
You shouLj about tfig child's baJEiinffi.
Yciu ruu&t »ot if-g^ tftff.-shM cuTij^fc_________________________

2 . C h a jiflin ^ j N^it bulb

3. A p p ly in g fo r a |u b

’J. T a k in g a te st

Driving in the: rain

Exercise ^ Editing a paragraph

Read die pa rajjrapJ i and rorrpct any mistake* with imperative?, or with
.•¡In m ill or Wit St. There are seven m is t a k e

People who ant scriuii> about managing tlieir titne better .nliuuld
foltCwiny ihis pafOceduTie. [1 win hi:Ip you to have mure control ovtr
your lime. First, you need to figure oui how you actually spend your
time. You make 1 1a>t o f all tlie dungs you dn daily, Wniin^ down how
ninth lime you spend on each diitiy. Include activities like latkm^on

P.trt 4 93
 the telephone or buying a cup i>f coflFec, Your list will be quiio long.
Tlic-n find iltc activities thill you cun eliminate from your daily routine.
It may tv hard to ^ive up a trip to the coffee shop. boil you can do
ft. You must Eoinii to work, su v<hi cannoi eliminate that item, but
you will probably find other items that are not nceosary, Yn-u sfwuld
Jrojjpcd those unnecessary activities to mate tune for more important
Things. Nc\t, prepare a schedule for yourself. Beinj: realistic about
1he lime of day you choose for certain activities. Make a schedule
ihm you can follow, Nol try110 clo too much. If you follow Llie^e steps
and manage your schedule carefully, you will have :t happier, more
organized life.

Exercise 6 Editing you r first draft

Review y o u r p arag rap h fo r m istakes. Lise th e checklist below . Then
w rite a final draft.

Put a check (/ ) as appropriate.

Li t Did you use imperatives to give instructions or directions?

□ 2 Did you use sfiouto' to give tips and advice?

□ 3 Did you u w m utt to explain rules or necessities?

□ i Did you use not w ith a modal ta express urafiiintions?

I. I 5. Did you use do not haw? to to explain that som ething ts

not necessary?

6 Did you c a p it a ls the first letter of each sentence and put end
punctuation at the end?

h i P n rf 5 y o u w i l t ...

■ review th e e le m e n t of d process paragraph,

• practicc writing with a time limit.

94 Lnit 4. tJixweji.s hirjjyuphi

PART 5

Putting It All Together

In this p:irt o f the unit, von will com plete three exercises 10 improve*
your accuracy, write A timed paragraph lo improve your fluency, and
thru tuition- topics f»r future writing,

Exettáe 1 Using time order words

Read ihi- follow ing paragraplL FLU lil t k blanks with Appropriate lim e
order words from die box. Use eac h word once. Remember io use
proper punctuation*

ih m .w iu n d flrx*llvr fLrsi n est

A lransai is u mu ¡ill ticc planted in a poi, It tomes Trent the Japanese

culture, but it is now u hobby of many people ¡iround the world, A

hon^ai is living art. anil how it looks depends (in ¿'our tasie and skills.

To creatc u tx.>ns;ii, it is imponant to follow lhcse siep s.___________

choose a tree that suits your ¡merest ;s[>d ilie local ion where it will be

kept. Some irees do better inside the house and some look healthier

outside. The ievc must be young and hjg enough to resemble n mature

tree. The si/c o f die irce could be between 10 to 100 cenlimeiers.

depending cm vour t=tssc.______ _ find a pot ihat is the righi (viiic

fnr the tr e e .____________cut two-diird.s off the roots uf the iree in

j.
urder to slop Hs natural gm w th.. ______ pm (be hnpisai m die
4.

pot und add did fortified with minerals. ____________ give the bonsai

a natural shape wnh special clippers, Creating a bonsai requires sornu

lime jnd patiencc. bui it is certainly worth Ihe effort.

ftin S 95
Exerdse 2 Using imperatives
Rewrite the following scntcona a>. imperatives.
t. Ychi must buy -i fpxiJ fishing rad

1. Yul* lihouL! wjm die p,uk;ni liefoic you him an tntectHrfi

3, Llis riL-oeNmry lo speak English wil^ V°ur classmates

4 Vou need to iy|xr in your lou*Ui in and puftrwanl.

S. You need tl"i inn ¿¡lowly :l i Lsrsl.

Exercise^ Using s h o u ld and must

{.ampli'te each Kntcmcc w iih sJjanUi or m u sl. I hen explain your choice
or m odal
1 You_______________ _ not begin eiilimi unlU lhc h w l t t t doe.*, It is not
very poUie.

Vntt arrive on time. <ir the bu;»l will lejve w itlioul

viiu. Do rn ir hjryrt1

ntrt wail until [lie ]jm minute u> pack.

You drink pienLv of waier when v<iu exerdse on n

warm day.

|n «line sutes. you he 18 years old to drive.

K 1 TIMED WRITING: 4S minutes

W’rtle a prflccw paragraph that cxpkiiiu lhc sltp s for th ixw in g a
special gift for som eone you love. Before you begin to write, review die
following Unie management strategy.

96 I-nit-i Process Par.igroph5

 BRAINSTORMING; 5 minutes
['Ei ink about som eon e that you h aw bntighi a spot Lai gHt lor. Write
down tb*-- glO tli-it you c h o w Lind limv ;on decided lo buy ft. Try- to Uilnk
o f Uiree o r fo u r s ic p s thai djcsrrilK the prooc;,;;. Think o f r e a iM fj) ibnt
l-j c I i step k L i i ] | ) o i i a j L [ and w r J c e down (he reasons,

Step 2 QUTLIH1NC: 5 minutes

W rttr iin o JtU llC for ) W r paragraph.

Topic Sentence

S u p p ortin g S en ten ce«

Background information-

Step I

Step 3

Concluding Sentence

Step 3 WRITJNGr 25 minutes

Use yo u r b rain sto rm in g nores an d o u tline to w rite y o u r lirsi drul'i o n a
separate piece o f pu per.

Pint 5 97
Step 4 _ EDITING: 10 minutes

VFhtn you h a v e f in L s h d p u r firsl dm fl. check il fo r m b u k t s , u sin g th e

checklist bekrw,

Put a check (/) a s ap p rop riate.

□ 1 Does t t e topic sentence tell '.vtijt the task is?

□ 2 Does the topic sentence coH ain a controlling idea?

. 3. Da the supporting sentences include a sequence of steps that give

detai^d information. background details, and ih e lo d * fleeced for
the task?

4. Did ymi use time order words to s e p t a t e the steps?

Z- 5 Did you u ie imperatives to give direction or instruclions'i

. 6, Did you use rrodaSs lo express advice, necessity, arid prohibitions?

D 7 D oes ih e concluding sentence offe* a suggestion or warning to help

ttie reader do lh e ta A nwre easily?

□ 8. Did you capitalize the (¡rst letter of each sentence and put end
punctuation at the end’

Topics for Future Writing

1. Vt rilc a p m c i'ss para)>r»]ih cm o n e o f ilic folknvinfl lopics,

*I Jm v to o b u tln a d r iv e r 's heerw e

*Hovk' |o field a liflLtse tir a p a rtm e n t few re n l
*I f e w lo liiriA v a su rp rise b irth d a y p a rty f o r a frie n d
*How lo pluy a video |ym e
2. l i i l t n ifw a friend, classm ate, o r relative to le a n t how to do
•vomci hlng. Take notes d u rin g ih e Intcn'E™ Lo use fo r yo u r
p r .i^ m p h , T hen w rile a process p aragraph, ex p lain in g lh c sleps
lo y o u r reader.

98 Unit -i Ph jc o s ftirjjiraphs
Opinion Paragraphs
Unit Goals

Rhetorical Focus
• o p in io n o rg an izatio n
• using reaso n s to s u p p o rt an o p in io n

Language Focus:
• u sing there is/there are to in tro d u c e facts
• u sin g because o f an d because to give reaso n s
 PART 1

Stimulating Ideas
In a n o p in io n p a r a g r a p h , th e w r ite r e x p r e s s e s a n d s u p p o r ts a n o p in io n
o n a p a r tic u la r to p ic o r issu e. T h e w r ite r m u s t g iv e r e a s o n s th a t h e lp
p e r s u a d e th e r e a d e r to a g re e w ith h im o r h er.

Exercise 1 Thinking about the topic

D iscu ss th e p ic tu re w ith a p a r tn e r .

• Describe the picture. Whai kinds of natural beauty do you see?

• How might the natural landscape affect the people w ho live here?
• Would you like to live in a place like this? Why or why not?

Exercise 2 Reading about the topic

T h e a u t h o r o f th is e s s a y e x p la in s w h a t h e th in k s m a k e s S eattle a s p e c ia l
p la ce. W hy d o e s th e a u th o r lik e S eattle s o m u ch ?

100 Unit 5; O pinion Paragraphs

 City with a Gray-Green Heart

I think o f S ea ttle as having a gray-green heart. It is a city shaped

by nature, a city o f snow -covered m ountains, sparkling glaciers,
and blue lakes. It has been called "A m e ric a 's M o st D yn am ic C ity,"
th e "N o . 1 C ity o f the Fu tu re ," and "A m e ric a 's A th e n s " by three
m ajor U .S. publications. Bu t w h y has a to w n th a t is so far a w a y
from the nation's m ajor p o w e r centers a ttracte d so m uch a tte n tio n ?
The a n sw e rs m ay lie in Seattle's yo u th fu l en e rg y and its scenery.
Seattle began as a w ild pioneer to w n , and its en erg y con tinu es
in vigorous political activity and in th e q uiet creation o f m ore
m illionaires per capita than an y o th er urban area in th e U nited
States. Th rough six g eneratio ns o f gold seekers, lumberjacks,
teachers, fisherm en, airplane builders, and so ftw a re inventors, w e
all share th e feeling that living here is an ad venture.
You w o u ld be hard-pressed to find a city as beautiful as
Seattle. T h e O lym pics and C ascad e M o u n ta in s, M o u n t Baker and
M o u n t Rainier, a lo n g w ith Lake W a s h in g to n and Puget S o u n d , all
offer spectacular view s. The S p ac e N eed le pokes up over Q u ee n
A n n e Hill, an d the Lake W a s h in g to n Ship C an al shimmers across
the n a rro w w a ist of th e city. Becau se o f this m ag n ificen t natural
landscape, people are both calm and yet energized as if th e y shared
a feeling th at S e a ttle is a place o f unlim ited possibility.

Rogers, J. W. Seattle (Adapted) Portland: Graphic Arts Center Publishing

Company. 2006

glaciers: rivers of ice lumberjacks: workers who cut down trees

pioneer: early .settler in a natural area for wood
per capita: compared lo the rest of hard-pressed: challenged
the population poke up: lo stand
shim m er: to shine with a soft light

Exercise 3Understanding the text

W rite T fo r tr u e o r F fo r false fo r e a c h s ta te m e n t.

____ 1. The author lives in Seattle.

____ 2. Seattle is a major pow er cen ter in the world.
____ .3. Seattle is a go<kJ place fo r p eo p le w h o have n scn.sc of adventure.
____ i. Many Seattle residents are involved in politics.
------ 5. There are beautiful views o f m ountains and w ater in Seattle.

Pan 1 101
Exercise 4 Responding to the text
W rite y o u r a n s w e r s to th e q u e s tio n s in full s e n te n c e s . T h e n d is c u s s y o u r
a n s w e rs w ith a p a rtn e r.

1. What are sortie o f the characteristics o f t he people o f Seattle?______________

2. What did you learn ab o u t the history of Seattle from this text?

3. W hat arc so n ic o f ih c natural features o f th e Scuttle urea?

4. Would you like to visit this city? Why o r why not?

Exercise 5 Freewriting
W rite fo r te n m in u te s o n th e to p ic b elo w . E x p re s s y o u r s e lf as w e ll as
y o u c a n . D o n ’t w o rry ' a b o u t m a k in g m ista k e s .

In “City with a Grey-Green Heart," the author writes about a city with natural beauty
and youthful energy. What do you look for in a city? Describe the features of a city
that wOuld be perfect for you.
• W hat practical conveniences does the city have? (e.g., housing, jobs,
transportation?)
• H ow d o es it look o r feel?
• W hat entertainm ent, sports, o r opportunities for fun are there?

In Part 2 you w ill...

• learn about opinion organization.
• brainstorm ideas and specific vocabulary to use in
your writing.
• create an outline for your opinion paragraph.

102 Unit 5: O pinion Paragraphs

PART 2

Brainstorming and Outlining

W ZSM WRITING TASK
In th is u n it, y o u w ill w rite a n o p in io n p a r a g r a p h a b o u t a c ity o r to w n
th a t y o u th in k p ro v id e s a g o o d q u a lity o f life.

Exercise 1 Brainstorming ideas

A. R eview y o u r f r e e w r itin g e x e rc is e . T h e n b r a in s to r m a list o f th r e e
p la c e s w h e r e y o u w o u ld lik e to live. G ive tw o o r th r e e r e a s o n s f o r
each one.

Ideal places to live Reasons

1.

2.

3.

B. C h o o se th e p la c e th a t y o u w o u ld lik e to w rite a b o u t. A dd o n e o r tw o
m o r e r e a s o n s f o r w h y y o u w o u ld lik e to live th e re .

Pan 2 103
 Exercise 2 Brainstorming vocabulary
A. W ith a p a r tn e r , d is c u s s th e m e a n in g o f th e p h r a s e s in e a c h c a te g o ry
b elo w . If y o u d o n o t k n o w a w o rd , u se v o u r d ic tio n a r y fo r h e lp . T h e n
b r a in s to r m a d d itio n a l w o rd s fo r e a c h c a te g o ry .

Attractions Opportunities Cost of living People

tem perate climate low unem ploym ent inexpensive talented cooks
beautiful scenery excellent colleges restaurants diverse
interesting world-class convenient public com m unities
architecture museums transportation colorful
affordable housing personalities

B. S elect w o r d s fro m th e c h a r t a b o v e, in c lu d in g th e w o r d s y o u a d d e d ,
a n d u se th e m to w r ite five s e n te n c e s a b o u t th e p la c e y o u w o u ld lik e
to live.

San Francisco has convenient public transportation.

Rhetorical Focus

O pinion O rgan ization

In an o p in io n p arag rap h , th e w riter p re se n ts an o p in io n an d tries to

p e rs u a d e read ers th a t the o p in io n is a g o o d o n e. T h e w riter tries to
m a k e read ers ag ree w ith him o r her.
Topic Sentence
• The topic sentence introduces the topic and states the writer's opinion
about the topic.

Supporting Sentences
• The middle sentences give reasons that support the writer's opinion.
• W riters often use facts, explanations, and personal experiences to support
their opinion.

104 I ’nit 5: O pinion Paragraphs

 Concluding Sentence
• The last sentence restates the writer's opinion in different words.
• It also com m ents on the opinion in some way.
• The concluding sentence som etim es summarizes the main reasons for the
writer's opinion.

Exercise 3 Reading a student paragraph

R ead th e s tu d e n t p a r a g r a p h . W hy is Da Lat a p a ra d ise ?

A Vietnamese Paradise
In V ietnam , the best place to spend a honeym oon is the beautiful

m ountain city called Da Lat. For many reasons, this rom antic city
has the perfect atm osphere fo r a new husband and wife to celebrate

their m arriage and plan their future. First o f all, the scenery provides
a beautiful setting for w alking and talking. The clim ate is pleasant all

year round because it is high above the ocean. S om etim es fog com es
in and the city becom es m ysterious and private. At other tim es, the sun

shines, and Da Lat is cheerful and lively. T here are beautiful gardens

and lovely French colonial architecture. Young couples can w alk along
the boulevards in the shade o f tall pine trees. They can sit on benches

in the flow er parks and hold hands. In addition. Dal Lat is fashionable.
T here are excellent hotels that have special room s for honeym ooners

with candles and beautiful decorations. A lso, the streets are full o f
activity, so the new lyw eds can go out to one o f the stylish restaurants

that are open until late at night. The lights are soft, and the m usic is
rom antic. T he new lyw eds can eat delicious food, listen to m usic, and

m eet other young couples in love. Da Lat is the V ietnam ese people's

first choice for a honeym oon because it has lovely natural scenery,
many rom antic places to stay, and exciting things to do.

Fart 2 105
Exercise 4 Examining the student paragraph
A. R e s p o n d to th e p a r a g r a p h b y a n s w e r in g th e q u e s tio n s b e lo w in
full s e n te n c e s .

1. How is ihe clim ate in Da Lat?______________________________________

2. What activities can h o n eym ooners enjoy in Da Lat?

3. What does the city look like?

-t. What can p eo p le d o at night in Da Lat?

5. Would you like to hav e a honeym oon in Da Lut? Explain.

B. E x a m in e th e o r g a n iz a tio n o f th e e s s a y b y a n s w e r in g th e q u e s tio n s
b elo w . T h e n c o m p a r e y o u r a n s w e r s w ith a p a r tn e r .

1. U nderline the topic sentence. Which of the following statem ents best
describes the main idea of the paragraph? (C hoose one.)
____ a. Da Lat is the perfect place to have a honeym oon.
____ b. Da Lat is a po p u lar place to have a honeym oon.
____ c. Vietnam is a great place to live.

2. Which of the following reasons d o es th e au th o r use to support her opinion?

(C hoose all that apply.)
____ a. the climate
____ b. the reasonable cost o f food and hotels
____ c. the scenery and architecture
____ d. die nightlife
____ e. the transportation

106 Unit 5: O pinion Paragraphs

 3. U nderline the concluding sentence twice. W hich statem ent best describes the
concluding sentence? (Choose one.)
____ a. a description o f how the climate of Da Lat is romantic
____ b. a suggestion that the reader have a honeym oon in I)a Lat
____ c. a prom ise that Da Lat will not disappoint the reader
____ d. a sum m ary o f the main reasons w hy Da Lit is a great place to have
a honeym oon

Exercise 5 Writing an outline

R eview y o u r b r a in s to r m in g id e a s a n d y o u r f re e w ritin g e x e rc is e . T h e n
u s e th e fo r m b e lo w to w rite a n o u tlin e fo r y o u r p a r a g r a p h . R e m e m b e r
to w rite y o u r o u tlin e in n o te fo rm .

Topic Sentence
State the topic and your opinion about the topic.

Supporting Sentences
W h a t are some reasons for your opinion? Include notes about some of the
following: attractions, opportunities, cost of living, and people

Concluding Sentence
Restate your opinion and com m ent on it, or summarize the main reasons.

In Part 3 you will ...

I • learn to use facts, explanations, and experiences to
, support opinions.
• w rite a first draft of your opinion paragraph.

Pan 2 107
 PART 3

Developing Your Ideas

Exercise 1 Reading a student paragraph
R ead th e p a r a g r a p h . W hy d o e s th e a u th o r w a n t to m ove?

Get Me Out of Here

A lthough m any people say there are great opportunities in a big

city, the life here is not good fo r me. First, people do not have enough
free tim e because they are too busy with w ork and appointm ents.

Parents and their children do not com e hom e to eat lunch together.
Som e em ployees go to work before the sun com es up and return

hom e after dark. Because o f th eir schedules, fam ilies only spend time

together on the w eekend. Second, driving is necessary. Everyone

must use a car to go to school o r w ork o r the store. 1 have to drive

my children to school, and after school we go to soccer practice or

to other activities. B ecause there is usually a lot o f traffic, I have a

lot o f anxiety. T hird, the cost o f living is very expensive. Like many

fam ilies, my fam ily lives in an apartm ent because we cannot buy a

house here. A lso, people must spend a lot o f m oney lo r entertainm ent.
A visit to the aquarium costs tw enty dollars for each ticket. In the

future, 1 hope that 1 can live in a small tow n with friendly people. I
w ant a house, a garden and a peaceful life. M aybe if I am lucky, my
dream will com e true, and 1 will m ove to a small town.

Exercise 2 Examining the paragraph

A. R e s p o n d to th e p a r a g r a p h b y a n s w e r in g th e q u e s tio n s h i
h ill s e n te n c e s .

1. What is the au th o r’s opinion o f city life?_____________________

108 Unit 5: O pinion Paragraphs

 2. What three main reasons does the author give to support her opinion?

3. What are some things that the author must do that she does not like to do?

4. W here d oes th e author w ant to live?

5. W ould you p refer to live in the city or the country? Why?

B. E x a m in e th e o r g a n iz a tio n o f th e p a r a g r a p h b y a n s w e r in g th e
q u e s tio n s b e lo w . T h e n c o m p a r e y o u r a n s w e rs w ith a p a rtn e r.

1 U nderline the topic sentence.

2. How many main reasons d o es the w riter g iv e ?____________________________

3. I inderline die concluding sentence twice. D oes it restate the idea in die topic
sen ten ce?_______________________________________________________________

4. Do you agree with any o f the points the writer makes? Explain.

Rhetorical Focus______________________________________________

Using Reasons to Support an Opinion

T here are often m any different o p in io n s a b o u t a certain topic.
T herefore, w riters must give reasons for dieir o p in io n s in o rd e r to
co n v in ce their readers. T hese su p p o rtin g reaso n s are often in the form
o f facts, ex p lan atio n s, o r ex p erien ces.

• A fact is a p iece o f inform ation that p e o p le generally ag ree is true.

In an op in io n parag rap h , a w riter m ight u se scientific, historical, or
o th e r ty p es o f facts.

• An explanation c a n n o t be p ro v en (like a fact can) but it still helps

th e read er u n d erstan d w hy th e w riter h o lds a certain opin io n .

Pan 2 109
 • An e x p e r i e n c e is so m eth in g rhut h a p p e n e d to you o r s o m e o n e else.
Writers o ften u se e x p erien ces to s h o w h o w Lhey w ere in flu en ced to
[hink a certain way.
Opinion: You have to be tough to live in Chicago
Fact: W in ters in C hicago are very cold.
Explanation: It is not easy to deal w ith those cold, w indy days.
Experience: M y cousin once got frostbite w hile w aiting at a bus stop.

Exercise 3 Identifying facts, explanations, and experiences

R ead e a c h o p in io n a n d th e r e a s o n s th a t s u p p o r t it. W rite Fact,
Explanation, o r E xperience n e x t to e a c h re a s o n .
1 Tokyo is the most technologically advanced city in Asia.
F a c t_____________ a. In Tokyo, most people have cell p h o n es and m any
buildings are eq u ip p ed with w ireless technology.
__________________ b. Peoples' daily lives com e to a halt if there is a
blackout in Tokyo.
__________________ c. I rode the subw ay in Tokyo for many years, and it
never broke dow n.
__________________ d. Some subw ay stations in Tokyo can handle m ore
than a million passengers a day because o f the use o f
com puters.

2. Hawaii has the best surfing beaches in N orth America.

__________________ a. If you have never surfed in the Hawaiian Islands,
you cannot be a w orld-class surfer because Hawaii
is the benchm ark by which other beaches are
evaluated.
__________________ b. The w inter w aves in O ahu are higher than the
sum m er waves, so serious surfers tend to spend time
there during the w inter months.
__________________ c. I got hooked on surfing after just one afternoon of
surfing there.
__________________ d, Storm w aves can rise as high as 20 feet with a face of
up to 50 feet.

110 Unit S: O pinion Paragraphs

 3. T here is no better city to visit than Istanbul.
__________________ a. P eople in Istanbul are friendly and alw ays willing to
help their neighbors.
__________________ b. Bridges connect the n eighborhoods o f Istanbul so
that it can exist in both E urope and Asia at the sam e
time.
__________________ c. I had th e best meal o f my life in a small café
in Istanbul.
__________________ d. Istanbul has a historically im portant location
as a port city on the only route betw een the
M editerranean and the Black Sea.

Exercise 4 Using reasons to support an opinion

In e a c h item , fin ish th e first s e n te n c e b y w ritin g th e n a m e o f a city
o r p la ce th a t y o u k n o w . T h e n a d d o n e r e a s o n ( a fact, e x p la n a tio n , o r
e x p e r ie n c e ) to s u p p o r t th e o p in io n given.

1. 1 do not want to live i n _____ Chicago because o f the high cost of living.
Housina in Chicago is very expensive. People sometimes work more than
one job ju s t to pay rent fo r a small apartment. __________________________

2. In my o p in io n ,_________________ has som e o f the friendliest people.

3. I believe t h a t _________________ is a very beautiful place to live.

4. is a good place to raise a family for several reasons.

Exercise 5 Writing a first draft

R eview y o u r o u tlin e . T h e n w rite y o u r firs t d r a f t o f a n o p in io n
p a r a g r a p h a b o u t th e b e s t c ity to liv e in .

Pan 3 111
 Exercise 6 Peer editing a first draft
A fter y o u w rite y o u r firs t d ra ft, e x c h a n g e it w ith a p a r tn e r . A n sw e r th e
q u e s tio n s o n th e c h e c k lis t. You m a y a lso w rite c o m m e n ts o r q u e s tio n s
o n y o u r p a r t n e r ’s d ra ft. T h e n re a d y o u r p a r t n e r ’s c o m m e n ts o n y o u r
firs t d ra ft, a n d re v is e it a s n e c e s s a ry .

Put a check ( / ) as appropriate. Write answers in complete sentences in

the lines provided.
□ 1. Does the paragraph have a topic sentence that expresses an opinion
about the topic?

D 2. Does the paragraph include any facts to support the writer's opinion?
W h a t facts does it in c lu d e ? _______________________________________________

3. Does the writer provide explanations that support the opinion?

4. Does the w riter tell any experiences that support the opinion?

5. Does the w riter need to provide more reasons to support the opinion?
W h a t kinds of re a s o n s ?___________________________________________________

6. Does the paragraph have a concluding sentence that restates the

writer's opinion and com m ents on it in some w a y ?

In Part 4 you will ...

• learn how to use there is/there are in statements.
• learn how to use because o f or because to
give reasons.
• edit your first draft for mistakes.

112 Unit 5: O pinion Paragraphs

PART 4

Editing Your Writing___________________________

Now that you have w ritten a first draft, it is time to edit. Editing involves
making changes to your w riting to im prove it and correct mistakes.

Language Focus____________________________________________

Using T h e r e I s / T h e r e A r e

Wriiers o ften use there is/there are to in tro d u c e facts.

T h e re a re harvest festivals every autum n.

T h e re is a picturesque village in the m ountains near Mexico City.

T h e re a re no mosquitoes at this altitude.

In statem en t, a n o u n o r a n o u n p h rase follow s there is/there are.

U se there are w ith plural n o u n s. U se there is w ith all o th e r n ouns.
T h e re a re tall nine trees lining the streets of Da Lat.(plural noun)

T h e re is a large lake near M aracaibo, (singular noun)

T h e re is w a te r beyond the m ountains, (noncount noun)

Use no after there is/there are to e x p re ss a n egative fact.

There is n o snow.

There are n o theaters in m y hom etow n.

Exercise 1 Practicing w ith t h e r e i s / th e r e a r e

W rite is or are in the blanks to complete the sentences below.

1 . T here le a p arad e o f children holding flowers.

2. T h e r e ___________ a lot of m usic in the streets.
3. T h e r e __________ m any nightclubs.
4. T h e r e __________ not m any cars on the road, but you might see bicycles.
5. T h e r e __________ no airport in my city.
6. T h e r e __________ not much w ind, so p eo p le prefer this beach.

Exercise 2 Writing sen tences w ith t h e r e is / t h e r e a r e

Rewrite the following sentences using there is or there are.

I. Bad w eath er is not in the South.

There is no bad weather in the South._______________________________

Part 4 113
 2. Houses are not on the island.

3. Colorful birds are in the jungle.

4. Many international restaurants are dow ntow n.

5. Many vendors are on the beach.

6. A lot o f good seafood is along die coast.

Language Focus____________________________________________

Using B e c a u s e O f an d B e c a u s e

Use because o r because o f to give a reason. Because of is follow ed by

a n o u n p h rase.
People spend a lot of tim e outdoors because of the mild clim ate.

Because is fo llo w ed by a co m p lete se n te n c e w ith its o w n subject

a n d verb.
Tourists are attracted to the coast because the fishing is fantastic.

N ote that in each exam p le, because o f an d because give a reaso n after
a statem ent.

Because o f a n d because can also a p p e a r b efo re th e statem en t. W h en

th ey co m e before, u se a com m a.
Because of the mild climate, people spend a lot of tim e outdoors.
Because the fishing is fantastic, tourists are attracted to the coast.

Exercise 3 Practicing w ith b e c a u s e o f and b e c a u s e

Use because o f or because to complete each sentence below.

1. This city is a good place for young p e o p le _____ b ecau se of_______the

world-class nightclubs.
2. 1 here is a lot o f diversity _______________________ many p eo p le from Europe
and Asia m oved to Brazil during the past tw o centuries.
3. Many p e o p le retire to w arm er clim a te s______________________ die weather.

114 Unit S: O pinion Paragraphs

 4. G ardening is popular th e r e ______________________ th e valley has ideal
conditions for roses.
5. Il is easy to gel around die c ity ______________________ lhe governm ent has
im proved lhe public transportation system.
6. A lot o f p eople go t h e r e ______________________ die gourm et food.

Exercise 4 Using b e c a u s e of and b e c a u s e

Finish each sentence w ith a phrase or a statement of your own.

1. I w ant to live in a big city because o f th e cultural life._____________________

2. My city is beauiiful because o f ___________________________________________

3. My city is interesting b e c a u se ____________________________________________

•i. 1 w ould like lo live in a small tow n because

5. I do not w ant to live in a big city because of

6. The best city to live in i s __________________ because of

Exercise 5 Editing a paragraph

Read the following paragraph and correct mistakes w ith there is/there
are and because o f or because. There are seven mistakes.

T he B eau tifu l Faces o f R io de Janeiro

I was very sad when I had to leave Rio de Janeiro because it is
the best place on earth. Rio is important to me because of my family
still lives there. However, I think anyone who moves there will agree
it is a wonderful place. That is because Rio has something for every
personality. First there is the people. Rio is famous because of many
beautiful people live there, especially in the beach neighborhoods,
such as lpanema. The city is very fun during the Carnaval when
Brazilians dress up in costumes and dance in the streets and
nightclubs. Rio is also beautiful because its location. The city is on

Pan 4 115
 I the Atlantic Ocean. There is a lot of beaches, and they are full of
activity every day. The scenery is spectacular as well. You can see
great geological formations, such as the granite mountain called
Sugar Loaf, and on another peak named Corcovado, you can see an
enormous statue that looks over the city. Brazil also has many varieties
of music because the many cultures and traditions. Finally, there are
also a place for people who enjoy tranquility. The botanical gardens
are filled with exotic varieties of plants and animals. So Rio de Janeiro
is a place with many different faces, it can be beautiful, crazy, and
peaceful depending on your mood.

Exercise 6 Editing your first draft and rewriting

Review your paragraph for mistakes. Use the checklist below. Then
w rite a final draft.

Put a check ( / ) as a p p ro p ria te.

_ 1. Did you use there is/there are to introduce the existence or location of
som ething or som eplace?

_ ! 2. Did you use because to give reasons w ith statem ents?

3. Did you use because o f to give reasons w ith noun phrases?

4. Did you capitalize the first letter of each sentence and put end
punctuation at the end ?

In Part 5 you will ...

• review the elements of an opinion paragraph.
• practice w riting with a tim e limit.

116 Unit 5: O pinion Paragraphs

PART 5

Putting It All Together

In this part of the unit, you w ill complete three exercises to im prove
your accuracy, w rite a tuned paragraph to im prove your fluency, and
then explore topics for future writing.

Exercise 1 Identifying facts, explanations, and experiences

Read each opinion and the reasons that support it. W rite Fact,
Explanation, or Experience next to each reason.
1. The Guggenheim museum is the most interesting building in New York City.
__________________ a. The tilled corkscrew shape o f the building is unlike
anything else in the city.
__________________ b. It was designed by the architect. Frank Loyd Wright.
__________________ c. The first time I saw the Guggenheim. I was so
amazed that I spent an hour just looking at the
building from the outside.
__________________ d. Many visitors have trouble focusing on the artwork
because they are distracted by the intensity of the
architecture.

2. People spend too much money on personal appearance.

__________________ a. People spend billions annually on cosmetics.
__________________ b. People want to look good, but they are spending
money that could be used for more important
purposes such as education or a home.
__________________ c. Cosmetic surgery is becoming more and more costly
as the variety of procedures increases.
__________________ d. My brother-in-law had to work overtime because his
wife spent a lot Of money on clothes, and jewelry, so
he ow ed a lot of money on his credit cards.

3. Water is our most important natural resource.

__________________ a. What would happen in your house if you lost water
for one day?
__________________ b. The human body is 98 percent water.
__________________ c. Lick o f fresh drinking water causes major health
crises in som e countries even,' year.
__________________ d. Not only is water important for drinking, washing
and badiing, it is also important for growing food.

Part 5 117
 Exercise 2 Writing sentences with t h e r e is / t h e r e a r e

Rewrite the following sentences using sentences w ith there is/there are.

1. Whales arc in Puget Sound in the summer.

2. G old exists in Siberia.

3. Penguins are not in Florida.

4. No cure exists for cancer.

5. Many stories exist about the first blue-eyed tribes that lived in Argentina.

6. Beautiful terraced hillsides are in China.

Exercise 3 Using b e c a u s e of and b e ca u se

Complete each sentence w'ith because o f or because.

]. Many people learn E nglish______________________ their jobs.

2. Many young p eop le g o out in the ev e n in g _______________________they like
to listen to music.
3- Our food is h o t ______________________ w e use a lot o f chilies.
4. Most people do not have private b o a ts______________________ they are
very expensive.
5. We won the g a m e ______________________ die other goalie’s error.
6. A lot o f people becom e English teachers______________________ the
opportunities to travel.

■ I B TIMED WRITING: 45 minutes

W rite an opinion paragraph about what you think is the best age to
get m arried. Before you begin to w rite, review' the follow ing time
management strategy.

118 U nit 5: O pinion Paragraphs

Step 1 BRAINSTORMING: 5 minutes
W rite down tliree or four ages that people get m arried. Then think
o f reasons w hy each might be good. Then choose the best age for
your paragraph.

Step 2 OUTLINING: 5 minutes

W rite an ouUinc for your paragraph.

Topic Sentence
State the topic and your opinion about the topic

Su p p o rtin g Sentences
F a c ts :____________________

Explanations:

Experiences:

C o n clu d in g Sentence
Restate your opinion and com m ent on it, or summarize the main reasons.

Step 3 WRITING: 25 minutes

Use your brainstorm ing notes and outline to w rite your first draft on a
separate piece of paper.

Fart5 119
 Step 4 EDITING: 10 minutes
When you have finished your first draft, check it for errors, using the
checklist below.

Put a check ( / ) as appropriate.

□ 1. Does the topic sentence state your opinion about the topic?

2. Did you include facts, explanations, and personal experiences to support

your opinion?

U 3. Does the paragraph have a concluding sentence that restates your

opinion?

L 4. Did you use there is/there are to introduce facts?

_J 5. Did you use because o f and because correctly w h e n giving reasons?

_ 6. Did you capitalize the first letter of each sentence and put end
punctuation at the end ?

Topics for Future Writing

1. W rite an opinion paragraph on one of the follow ing topics.

• Whai is the best job for you? Why?

• Is it a good idea to live with relatives?
• Are pets gocxl com panions?
• What changes w ould yoti like to see m ade to th e educational system?

2. Interview a friend, classmate, or relative about his orher views on

one of the topics above. Take notes during the interview to use for
your paragraph. Then w rite an opinion paragraph on one of the
topics above, but from your friend's point of view.

120 Unit 5: Opinion Paragraphs

Narrative Paragraphs
Unit Goals

Rhetorical Focus
• n arrativ e o rg an izatio n
• using sensory and emotional details

Language Focus:
• s h o w in g o rd e r o f e v e n ts in n arrativ e p a rag rap h s
• sh ow in g sim ultaneous events
• fo rm in g an d using th e simple* past
• fo rm in g an d u sin g th e p ast c o n tin u o u s
PART 1

Stimulating Ideas
In narrative w riting, the w riter tells a story that sets the background for
an event, describes the event, and often comments on the event. In this
chapter, you w ill w rite a narrative paragraph that tells the story of an
event in your life.

Exercise 1 Thinking a bout th e topic

Discuss the picture w ith a partner.

• D escribe the m an in the photograph

• H ow d oes he feel?
• W hat do you think he is doing?
• What mighi hap p en to him?
• D o you think peo p le are brave if they feel fear w hen they d o som ething
difficult or dangerous?

Exercise 2 Reading a bout the to pic

The author, who Is working in West Africa, describes a frightening

experience at a dinner party. A deadly poisonous snake called a Green
Mamba has entered the house and chased the guests outside. The host
has summoned “the snake-man” to come and take the unwelcome
visitor away. What happens next?

122 Unit 6: Narrative Paragraphs

 The Snake-Man

"T h ere's a goo d boy,'' the snake-m an said softly. "There's a clever
boy. T h e re ’s a lovely fellow . You m u stn ’t get excited. Keep calm and
everything's going to be all rig h t." As he w a s speaking, he w a s slow ly
low ering the end of the p o le until the forked p ron gs w e re a b o u t
tw e lve inches above the m iddle o f th e snake's body. "There's a lovely
fe llo w / ' he w hispered. "There's a g oo d kind little chap. Keep still now ,
m y b eau ty Keep still, m y pretty. Daddy's n ot going to hurt y o u ."
Then w h a m , th e rubber prongs ca m e d o w n right across the
snake's body a b o u t m id w a y alo n g its length and pinned it to the
floor. All I could see w a s a green blur as the snake th rash ed around
furiously in an e ffo rt to free itself. B u t th e snake-m an kept up the
pressure on the prongs and th e snake w a s trapped.

Then at last the prongs w e re right behind th e head itself,

pinning it d o w n , and at th a t point the snake-m an reached forw ard
w ith o n e g lo v e d hand and grasp ed th e snake very firm ly by the
neck. He th re w a w a y the pole. He took th e sack off his should er
w ith his free hand. He lifted the great still tw istin g length o f the
d e ad ly green snake and pushed the h ead into th e sack. Then he let
g o th e h ead and b u nd led th e rest o f th e creature in the closed sack.
The sack started jum p in g a b o u t as th o u g h there w e re fifty an g ry rats
inside it, but th e snake-m an w a s n o w totally relaxed and he held
th e sack casually in o n e hand as if it co n tain e d no m ore th an a fe w
p ounds o f potatoes.

Dahl, R Going Solo New York. Farrar, Straus & Giroux, LLC, 1986

pole: a long slen d er rod pin: hold firmly against ilie ground
prongs: p o in ted ends o f a tool gloved: vvidi a glove on
thrash: m ove aro u n d wildly grasp: hold firmly

Exercise 3 Understanding the te x t

W rite T for true or F for false for each statement.

____ 1. The snake-m an talked to the snake.

____ 2. T he snake-m an pinned the snake to the floor with his bare hands.
____ 3. T he snake w as m oving around as the snake-m an held it in his hand.
____ 4. The snake jum ped aro u n d alter it w as in the .sack.
____ 5. The snake-m an seem ed afraid as he held the sack with the snake in it.

Part 1 123
Exercise 4 Responding to the te x t

W rite your answers to the questions in full sentences. Then discuss your
answers w ith a partner.

I. What did the snake-m an do to k eep the snake calm while he w as preparing
to catch it?_____________________________________________________________

2. What did the snake do after th e snake-m an caught it?

3. H ow d o you think the snake-m an felt w hile he w as catching the

snake? E x p lain ._______________________________________________

4. W hy didn't the snake-m an just kill the snake?

Exercise 5 Freew riting

W rite for ten minutes on the topic below. Express yourself as w ell as
you can. Don't w orry about making mistakes.

In “The Snake-Man” the author describes an experience that required courage. Have
you ever done something that challenged you? It does not have to be something
dangerous: it can be something that simply made you nervous, such as speaking in
front of an audience. Think about the following questions as you write:
• W hat did you do?
• Why did you do it?
• How did it m ake you feel?
• W hat did it teach you ab o u t yourself?

In Part 2 you w ill...

• learn about narrative organization.
• brainstorm ideas and specific vocabulary to use
in your writing.
• create an outline for your narrative paragraph.

124 Unit 6: Narrative Paragraphs

PART 2

Organizing Your Ideas

BkjfciB WRITING TASK
In this unit, you w ill w rite a narrative paragraph about a challenge that
you have faced.

Exercise 1__Brainstorming ideas

A. Review your freew riting exercise. Then choose two experiences

you have had that challenged you or required courage. W rite them
in the chart below. Then answer the questions for each experience
in note form.

Experience 1 Experience 2

1. W h e n did the
experience take
place? H o w long
did the experience
last?

2. W h e re did the
experience take
place?

3. W h a t clear and
specific memories
do you have of
the experience?

Pari 2 125
 B. Choose one experience from the chart that you would most like to
w rite about. Often a single event in a single place is easier to describe
than something that took place over a long period of time or at many
places. Describe to your partner the event you chose.

Exercise 2 Brain sto rm ing vo cabulary

A. W ith a partner, brainstorm additional descriptive words to complete

each sentence.

1. I was in a/an____________________ place.

(scary, elegant, enormous,_______s t range__________________________ , _____ faraway_____ )

2. I felt___________________ .
(nervous, important, numb,___________________ ____________________ )

3. I ___________________ •
(ran, cried, fe ll,___________________ ____________________ )

4. The experience___________________ me.

(thrilled, matured, motivated,___________________ . ___________________ )
5. I gained a lot o f___________________ from this experience.
(confidence, knowledge, friends,___________________ . ___________________ )

B. Choose five words you wrote in Part A and use them to w rite five
additional sentences about your experience.
1. Mv body felt numb.___________________________________________________
2. _______________________________________________________________________
3. . __________________________=__________________________ _____________
4. _________________________________________________________________________________________ _

5. _____________________________________________________________________
6. ____________________________________________________________________________________________

R h e to ric a l Focus_____________________________________________________________

N arrative O rganization

A narrative paragraph tells a story. Like other kinds of paragraphs you

have learned about in this book, it has a topic sentence, supporting
sentences, and a concluding sentence.

126 Unit 6: Narrative Paragraphs

 Topic Sentence
• The topic sentence tells the reader w h a t the story will be about.
• It may also tell w hen and w here the story took place.
• The topic sentence should capture the reader's interest.

Supporting Sentences
• The supporting sentences tell the details of the story, including the
sequence of events.
• They also include sensory details, such as w h at the author saw, heard,
smelled, or tasted.
• Supporting sentences may also tell about the writer's feelings during the
events.

Concluding Sentence
• The concluding sentence "w ra p s u p " the story It may include a com m ent
about w h y the experience w as important or h o w the w riter felt after it.

Exercise 3 Reading a student paragraph

Read the student paragraph. What made the hamburger memorable?

T he Best H am b u rger o f M y Life

W hen 1 was thirteen years old. 1 had a great surprise at the G rand
Hotel in Toronto. My favorite soccer team was visiting from M exico, so
I went to the hotel to get autographs from som e o f the players. W hen I

got there. I waited outside for a long lime because I was very nervous.
Finally. I told my legs to start m oving, and I went up to my favorite striker.

Sergio Verdirame. and asked for his autograph. My voice was trem bling,
but I controlled it. He stopped to listen to me. and then an am azing thing

happened. He invited me to his table for dinner. I could not believe it!

Suddenly I was sitting across the table from Sergio Verdirame! 1 ordered a

big ham burger with everything on it except onions. W hen the food cam e,
my hands were shaking, and I could not eat o r talk. A fter a while. I took a

deep breath and said to m yself, “ Hey, this happens just once in your life.”
I got rid o f my nerves and started talking with the team and enjoying my

ham burger They w ere really great guys, and we had a good lime laughing

and joking together. That was the most delicious ham burger 1 ever ate in
my life because 1 was eating it with my idol.
Exercise 4 Analyzing the student paragraph
A. Respond to the paragraph by answering the questions below in
full sentences'.

1. Why did the w riter go to th e h o te l?________________________________

2. W hat did he d o after he got there? W hy?___________________________

3. W hat kind o f challenge did the w riter face? Was it physical o r emotional?
E x p la in ._____________________________________________________________

i. I lov\ did the w riter deal with the challenge?

S. H ave you evt-r had a similar challenge? lixplain.

B. Exam ine the organization of the paragraph by answering the

questions below. Then compare your answers w ith a partner.

I. Underline the topic sem ence. Whai inform ation ap p ears in the topic
sen ten c e?_______________________________________________________

2. Read the following events from the story. N um ber them in the order in
which they occurred.
____ a. The w riter o rdered a ham burger.
____ b. The w riter w as very nervous and his hands w ere shaking.
____ c. The w riter asked the soccer player for his autograph.
____ d. Sergio Verdirame invited the w riter to have dinner.
____ e. T he w riter overcam e his fear and enjoyed his dinner.

3. In ihe concluding sentence, the w riter explains w hat m ade him happiest.
Which sentence best describes his final com ment?
a. He w as able to eat a very g o o d ham burger.
b. He was able to sp en d tim e with his favorite soccer player.
c. He w as able to overcom e his Fear o f sp eak in g to h is heroes.
d. He finall) goi an autograph from his favorite player.

128 Unit 6: Narrative Paragraphs

Exercise 5 Writing an outline
Review your brainstorm ing ideas and your freew ritlng exercise. Then
use the form below to w rite an outline for your narrative paragraph.
Remember to w rite your outline in note form.

Topic Sentence
W h a t is the story ab o u t? W h e re and w hen did it take p la c e ? __________________

Supporting Sentences
W h a t happened f ir s t ? __

W h a t happened next?

W h a t else happ en ed ?

H o w did the experience en d ?

Concluding Sentence
W h a t w as im portant about the experience? H ow did it affect you ?

In Part 3 you w ill...

• learn to use sensory and em otional details
in a narrative paragraph.
• learn to show the order of events in a
narrative paragraph.
• w rite a first draft of your narrative paragraph.

Part 2 129
PART 3

Developing Your Ideas

Exercise 1 Reading a student paragraph
Read the student paragraph. How did the author feel just before his w ild
experience?

S om eth in g W ild
For my 25th birthday, my favorite uncle gave me a gift certificate

to go skydiving at a special place near M iam i. I w as happy because I

w anted to do som ething wild. On the day o f my ju m p , 1 w oke up with

a crazy feeling in my stom ach. I could not eat breakfast because o f
the nerves. A fter we arrived at the place. 1 had to sign a lot o f papers

because o f the risk involved. I signed them quickly because I did not

want to think about the danger. Before I knew it, I w as on the plane
with my parachute on my back. The only thing I could think was,

"W hat am 1 doing?” O ne o f the staff opened the door o f the plane and
told me to get ready. I pul my right foot o v er the edge and w aited for

the signal ... “ three, tw o, one . . . ” and then I was free falling, going

dow n at alm ost tw o hundred kilom eters per hour. 1 w as shouting, and
I could feel adrenaline running through me. Nearby, there w as another

guy taking photos. I like to take photos too. Then the parachute opened,

and the next five m inutes w ere the most incredible m om ents o f my life.

1 was floating com pletely free, like a bird. All my problem s w ere gone,
and I could see the curve o f the earth, the ocean, and faraw ay clouds

o ff the shore. It was aw esom e. Those w onderful m om ents helped me to

realize that I am the kind o f person who likes to take risks, and I hope 1
alw ays will be.

130 Unit 6: Narrative Paragraphs

Exercise 2 Analyzing the student paragraph
A. Respond to the paragraph by answering the questions below in
full sentences.

1. W here w as the author w h en he had the ex p erien ce?________________

2. W hy did the author jum p out o f an airp lan e?_______________________

3. H ow did the au th o r feel while in the air?

4. Would you like to do the sam e thing? W hy or w hy not?

B. Examine the organization of the essay by answering the questions

below. Then compare your answers w ith a partner.

1. U nderline the topic sentence. W hat background details does it include?

2. H ow d o es the author feel ab o u t jum ping out of an airplane? Why do you

think he feels this w ay ?_________________________________________________

3. D oes die event lake place in o n e location?________________________________

4. Cross out o n e sentence that is n o t directly related to the topic sentence of

the paragraph.

5. Underline the concluding sentence twice. W hat did the au th o r learn from his
experience?____________________________________________________________

Pan 3 131
Rhetorical Focus

Using Sensory and Emotional Details

In o rd er to m ak e a narrativ e p a rag rap h interesting, w riters in clu d e
sen so ry details an d em o tio n al details that h elp d ie re a d e r sh are the
e x p e rie n c e o f th e story.

• Sensory details give in fo rm atio n ab o u t h o w so m eth in g looks, sm ells,

tastes, feels o r w h at it so u n d s like.
M y teeth w ere chattering, and my legs felt like jelly.
The m orning sun w arm ed my back.

• Em otional details h elp th e re a d e r u n d erstan d th e w riter’s feelings.

Suddenly, my fear vanished, and I felt confident as I looked out at
the crowd.
The sight filled me w ith excitement.

Exercise 3 Identifying sensory and emotional details

Read the sentences below. W rite an S next to sentences that have
sensory' details. W rite an E next to the sentences that have emotional
details.

S 1. The m orning mist brought in th e smell o f the ocean.

____ 2. We w ere very nervous, so w e called the police.
____ 3. I had nev er felt such happiness.
____ 4. The dates w ere sticky and sw eet, and they w ere a delicious
com plim ent to the hot. bitter tea.
____ 5. I felt a sharp pain in my ankle, and I recognized the sting
o f a jellyfish.
____ 6. We could hear die roar of th e waterfall for a long tim e before w e
actually saw it.

Exercise 4 Practicing with sensory details

Use sensory details to support the follow ing sentences.

1. O ur guide had an interesting fashion sense.

He wore the same khaki pants every day. but his s h irts always had
colorful pa tte rn s of flowers, dancers, or other tropical scenes._______

2. We ate a w onderful meal.

132 Unit 6: Narrative Paragraphs

 3- The flow er garden was delightful.

4. The alley had not been taken care o f for many years and it w as in bad shape.

5. My father taught m e to swim in a river behind o u r house.

6. My m o th er’s kitchen w as everyone’s favorite room.

Exercise 5 Practicing with emotional details

Use em otional details to support the follow ing sentences.

1. I w ould like to forget my first job interview.

I was so nervous mv hands were wet. and so was mv shirt.

2. I met my girlfriend on Lhe Internet.

3. At first. I did not like the new puppy, but after aw hile I changed my mind.

4. I began to walk d ow n the aisle tow ards my future husband.

5. I w alked into the cold dark cave.

6. The test w as over, and I had earned the highest score.

Language Focus

Showing Order of Events in Narrative Paragraphs

W riters o f narrative essays u se s e q u e n c e w o rd s an d ex p ressio n s to
clarify th e o rd e r o f ev en ts in a story.

T h e follow ing s e q u e n c e w o rd s are u se d w h en ev en ts h a p p e n in

ch ro n o lo g ical (tim e) order. T hey often b eg in sen ten ces.

n ex t after that afterw ard s d ie n later

finally ev en tu ally a little w h ile later so o n

W e unpacked the car and set up our tent. After that, w e built a fire and
cooked our food.

Our entire family squeezed into the car, and so o n w e w ere on our way.

Showing Simultaneous Events

W riters u se d ie follow ing w o rd s a n d ex p re ssio n s to sh o w that tw o
ev en ts o ccu rred at d ie sam e time.

m e an w h ile w h ile a t th e sam e tim e that

I m ade coffee. M eanwhile, my brother tried to distract our mother.

I w as planning a surprise party at th e sam e tim e that I w as getting
ready to move.

Exercise 6 Identifying order of events

Read the following sentences. Then number them in the order you
think they occurred. Use the sequence words and phrases as clues.

J ___ a. A few years ago. my tw o older brothers and I went trekking in the mountains.
____ b. Finally. I found the m uddy trail, an d w e m ade it back to o u r b ase camp.
____ c. Soon w e w ere hiking through thick pine forests.
____ d. We set out from o u r base cam p on a bright w inter m orning.
____ e. After that experience, I realized it is very im portant to b e careful w h e n hiking
in the m ountains.
____ f. A little w hile later, w e sto p p ed to eat. and my oldest b ro th er said w e should
turn aro u n d because w e w ere losing the trail in the snow.
____ g. Eventually, it b eg an to snow , and visibility becam e poor.
____ h. G oing back dow n the m ountain was harder because it w as icy and slippery,
and w e could not find the way. We becam e tired, cold and diirsty.

134 Unit 6: Narrative Paragraphs

Exercise 7 Writing a first draft
Review your outline. Then w rite the first draft o f a narrative essay about
a challenge you faced.

Exercise 8 Peer editing a first draft

After you w rite your first draft, exchange it w ith a partner. Answer the
questions on the checklist. You may also w rite comments or questions
on your partner’s draft. Then read your partner’s comments on your
first draft, and revise it as necessary.

Editor's Checklist

Put a check ( / ) as appropriate. Write answ ers in com plete sen ten ces in
th e lines provided.

1. Does the paragraph have a topic sentence that tells w h a t the story will
be ab o u t?

□ 2. Do the supporting sentences tell the details of the story?

J 3. Does the w riter use sensory and em otional details? If so, w h a t sensory
and em otional details are in c lu d e d ?______________________________________

: 4. Does the w riter use sequence words and transition words to explain the
order o f the events in the story? If so, w hich o n e s ? _____________________

□ 5. Does the paragraph have a concluding sentence that "w ra p s u p " the
story? Does it include a com m ent about the experience? If so, w h a t is
the c o m m e n t ? ____________________________________________________________

In Part 4 you will ...

• learn about simple past tense verbs.
• learn about past continuous verbs.
• edit your first draft for mistakes.

Pan 3 135
PART 4

Editing Your Writing

Now that you have w ritten a first draft, it is time to edit. Editing involves
making changes to your w riting to im prove it and correct mistakes.

Language Focus_________________________________________________

Using the Simple Past

• U se th e sim p le p a st to tell a b o u t actio n s a n d ev en ts lhat started and
finished in die past.
Dalia w alked hom e quickly that night.
Ronald s t u d i e d all night for that exam

Forming the Simple Past

• A dd -d o r -eel to th e b a se form o f m o s t regular verbs to fo rm th e
sim p le past.
In 2 0 0 3 ,1celebrated Christmas w ith my fam ily in Baranquilla.
I graduated from high school in 2001.

• S o m e verbs are irregular in th e sim p le past.

Eliza and her sister s p e n t all their money.
I m et my husband at th e airport on N ew Year's Day,

• To form a neg ativ e statem en t in the sim p le past w ith a reg u la r o r

irregular verb, use d id not follow ed by th e b ase form o f th e verb.
1 did not fall off the cliff.
I did not w a ste any money.

• T he v erb be has tw o p ast form s. Was a n d were,

Doug w as a good father.
Scott and Eric w ere anxious.

• T o form negative statem en ts w ith be in th e sim ple past, u se not

after was o r were.
w a s n ot nervous.
Eliza
They w ere not generous people.

136 Unit 6: Narrative Paragraphs

 Affirmative Statements Negative Statements
SUBJECT BASE FORM OF VERB SUBJECT DID +NOT BASE FORM
+-DI-ED OF VERB
I I
You YOU

He He
She waited patiently. She did not wait patiently.
It It

We We
You You
^They Ijh e y
J
Affirmative Statements Negative Statements
SUBJECT WAS/WERE SUBJECT W A S 1W E RE +NO T

I was I was not

You were You were not

He He
She was beautiful. She was not beautiful
It It

We We
You were You were not
vjhey Ijh e y

Exercise 1 Using simple past tense verbs

C o m p le te th e fo llo w in g s e n te n c e s w ith p a s t te n s e v e rb s.

1. I _______ was________ interested in Astronomy.

2. W e ____________________ about o u r plans.
3. S h e ____________________an um brella, som e sandw iches, and a therm os
o f hot, sw eet tea.
4. We _________________ for help, and a helicopter
to rescue us.
5. W e ________ the roasted pig w ith fried plantains an d Arepas.
6. T h e r e ______ __ 122 people at the w edding.
7. After I _____ __ my host family, I _____________________
less w orried.
8. W e ________ ___ lo the top of a m ountain w here w e
an ancient temple.

Part 4 137
Exercise 2 Editing a paragraph
R ead th e fo llo w in g p a r a g r a p h a n d c o r r e c t m is ta k e s w ith th e s im p le p a s t
te n s e . T h e r e a r e te n m ista k e s.

Two years ago, my friends and I decide to go to a special temple

in my country. We wake up very early in the morning that day. We
brought some fruit and drinks for breakfast. After we ate our fruits, we
want to climb the mountain. We got to the temple about 10 a.m. It was
very beautiful. We stay there and talked, but after a while, we wanted
to hike some more. We did not brought food, but we had some water,
and we started climbing. We become tired, but we did not wanted to
stop. We was thirsty too, but we did not had enough water. Finally we
met some people and they gave us drinks and helped us. That day. I
learn to be very careful when 1 go hiking in the mountains.

Language Focus_______________________________________________

Using the Past Continuous

• U se th e past co n tin u o u s to d escrib e an event th a t w as alread y in
p ro g ress w h e n a n o th e r ev en t o ccu rred o r in terru p ted th e first event.
M y brother and Iw ere w atching TV w h e n w e heard a crash.
The car w as m oving slowly, so I had plenty of tim e to cross the street.

• Use th e p;isr co n tin u o u s to tell a b o u t tw o o r m o re activities that w ere

in p ro g ress at th e sa m e lime.
She w a s running w hile talking on the cell phone.
Som e teenagers w ere splashing and shouting at each other.

Forming the Past Continuous

• To form th e past co n tin u o u s, u se was/were a n d th e b ase form o f th e
v erb + ing
I w as living in W ashington at the time.

• To form negative statem en ts in th e p a st co n tin u o u s, use not b e tw e e n

was/were a n d th e v erb + ing.
We w ere not laughing at the com edian's jokes.

A We d o not usually use stative verbs ( be. know, understand, see,

believe) in die past c o n tin u o u s. Lise th e sim p le p ast instead.

138 Unit 6: Narrative Paragraphs

 Affirmative Statements Negative Statements
BASE FORM OF BASE FORM OF
SUBJECT WAS/ WERE VERB -I-ING SUBJECT WAS/WERE + NOT VERB + ING

w as I w a s not

You w e re You w e re not

He He
She w as w atch in g . She w a s not w atching.
It It

We We
You w ere You w e re not
vjh e y
J
(th e y
J
Exercise 3 Using the past continuous
Answer the following questions with sentences that use the past
continuous.

1. W hat w ere you doing yesterday at this time?

I was shopping fo r a grift fo r mv sister._______________________

2. W hat w ere you doing last night at 6 p.m.?

3. What w ere you doing this m orning at 10 a.m.?

4. What w ere you doing last year at this time?

5. W hat w ere you thinking ab o u t w hile you w ere com ing to school today?

Exercise 4 Identifying when to use the past continuous

Underline the verbs in each sentence. Then rewrite the sentences replacing
the simple past with the past continuous where it Is more appropriate.

1. I talked to my Iriend w hile the teacher explained the grammar, so I did not
understand it.
.I yvas talking to mv friend when the teacher was explaining! the grammar,
so I did not understand it._________________________________________

2. I lived in Paris w hen I had a terrible car accident.

Pan 4 139
 3. I worked on my paper and watched the game w hen he called.

4. A stranger stood in the doorw ay w hen w e arrived home.

5. We drove to the hospital w hen mv w ife told the taxi driver to stop the car

6. In those days I w o rk ed and w ent to school, so I didn't have m uch free time.

Exercise 5 Editing a paragraph

Read the following paragraph and correct mistakes w ith the simple past
and the past continuous. There are nine mistakes.

W hen I w as a university student about tw o years ago, 1 enrolled

in a scuba diving course. M y scuba diving teacher was having a big

surprise: I w asn ’t know ing how to swim. In fact, I had a big fear
o f water. W hen I w as a child, my parents tried to help m e. so they

make me take many sw im m ing courses. A lthough 1 try hard. 1 did not
learning to sw im . W hen I enrolled in the scuba diving course, I was

still afraid o f water. Every day w hen I entered the sw im m ing pool, I

battle w ith my fear. Fortunately, my courage won every time. Finally,

one day w hile I practicing my dive, I realized that I w as do very well.

So, finally, after six m onths o f hard work. I com pleted the course.

It is true that 1 w as alw ays the worst o f the group, but in my ow n

evaluation. I w as a cham pion because I conquer my fear o f water. For

me. this experience w as very im portant. It was a test o f courage, and

I passed it.

140 lln it 6: Narrative Paragraphs

Exercise 6 Editing your firstjlraf^andjgwriting
Review your paragraph for mistakes. Use the checklist below. Then
w rite a final draft.

Grammar Checklist

Put a check ( / ) as appropriate.

□ 1 Did you use the simple past to express events that started and finished
in the past?

2. Did you check for correct irregular verb form s?

. 3. Did you use the past continuous to sho w sim ultaneous or

interrupted actions?

4. Did you capitalize the first letter of each sentence and put end
punctuation at the e n d ?

In Part 5 you w ill...

• review the elements of a narrative paragraph.
• w rite a timed narrative paragraph.

Part 4 141
PART 5

Putting It All Together

In this part o f the unit, you w ill complete three exercises to im prove
your accuracy, w rite a timed paragraph to im prove your fluency, and
explore topics for future w riting.

Exercise 1___Id entifying sensory and em otional details

Read the sentences below. W rite an 5 next to sentences that include

sensory' details. W rite an E next to sentences that include em otional
details.
____ 1. Olivia reached fo r the doorknob, an d it w as burning hot.
____ 2. Ricky and 1 arrived aro u n d 8:00. an d w e w ere hap p y to be home.
____ 3. We w ere g reeted by a large m an w ith long black hair.
____ 4. 1 w as shocked and disappointed by the results.
____ 5. My m other always sm elled like flowery perfume.
____ 6. The new s left us sad d en ed and w orried about the future.

Exercise 2 Identifying order of events

Read the follow ing sentences. Then number them in the order you
think they occurred. Use the sequence words and phrases as clues.

____ a. For years, I did not know w h at lo d o with my life, but after I decided
to becom e a helicopter pilot, I becam e very d edicated to my goal.
____ b. At the beginning, I delivered groceries in my truck.
____ c. After that, 1 had to get a visa and p rep are to com e to the U.S.
____ d, Next, 1 m ade a plan to get the m oney for my training. I becam e a truck
driver and drove all over Jap an for live years.
____ e. First, I did som e research and found out that it w ould cost a lot o f
m oney.
____ f. Finally, I w as ready to take my training. S om eone advised m e to do a
program in the U.S. because it w as not as expensive, so I decided to
com e here even though I n eeded m ore English.
____ g. Now. 1 am in the U.S. 1 go to school to study English. At the sam e time.
I take flying lessons.
____ h. Later, I got an o th er job delivering fuel to gas stations. I lived in my
truck to save m oney.
____ i. Finally, I am learning to pilot a helicopter, and soon I will b e ready to
fly solo. I know that I will reach my goal in tw o years.

142 Unit 6: Narrative Paragraphs

Exercise 3 Editing a paragraph

Read the following paragraph and correct mistakes w ith the simple past
and the past continuous. There are ten mistakes.

Facing Danger in French Guiana

Three years ago. I was living in an exciting and adventurous place:
French G uiana. M y husband and I ow n a lovely house that was right
next to the jungle. M any anim als lived there, such as crocodiles,

m onkeys, poisonous spiders, jag u ars, tigers, and snakes. People often

warn us that our house w as too close to the ju n g le, but we enjoying

the house so much that we decided to stay. Then one m orning I had a
frightening adventure. I was plan to go for a sw im in the pool. I put

on my sw im m ing suit, and w ent outside and start to cross the patio. I
was take o ff my jack et to dive in the w ater w hen suddenly. 1 had a big

surprise. A big snake w as swim in my pool and m ove quickly tow ards

me. I could not breathe. It seem ed as though he staring at me fo r a

long time. I ran into the house to call the police. W hen they arrive, the

snake w as gone. T hat day I learned to never ju m p in that pool before

inspecting it for visitors.

I M TIMED WRITING: 45 minutes

W rite a narrative paragraph about something that happened to you

w hile you were on a trip. Before you begin to w rite, review the
following time management strategy.

Step 1 BRAINSTORMING: 5 minutes

Make a list of recent trips you have taken. W'rite down some of the
tilings that you did on those trips, people you met, and tilings that you
saw. Keep adding to your list until you decide on a specific incident that
you would like to w rite about.

Part 5 143
Step 2 OUTLINING: 5 minutes
W rite an outline for your paragraph.

Topic Sentence
W h a t is the story a b o u t ? _______________

W h e re did it take p la c e ? _______________

Supporting Sentences
W h a t happened f ir s t ? __________________

W h a t happened next?

W h a t else hap pen ed?

H o w did the experience end ?

H o w did you feel during the experience?

Concluding Sentence
W h a t w as im portant about the experience? H o w did it affect you ?

Step 3 WRITING: 25 minutes

Use your brainstorm ing notes and outline to w rite your first draft on a
separate piece o f paper.

144 Unit 6: Narrative Paragraphs

Step 4 EDITING: 10 minutes
When you have finished your first draft, check it for mistakes, using the
checklist below.

Editor's Checklist

Put a check ( / ) as appropriate.

□ 1. Does the paragraph have a title?

L 2. Does the paragraph have a topic sentence that tells w h at the story
will be ab o u t?

3. Does the paragraph have background inform ation?

4. Does the paragraph give the events of the story"?

5. Are there sensory and/or em otional details?

C - 6. Does the paragraph use sequence w ords and/or other transition words
to sho w the order of events?

□ 7. Did you use simple past and past continuous verbs in the correct form ?

8. Did you include a concluding sentence that "w ra p s u p " the story?
Does it tell h ow the experience affected you ?

Topics for Future Writing

1. W rite a narrative paragraph on one of the follow ing topics.

• How you met so m eo n e w h o is im portant to you

• The last time you celebrated a special holiday
• A special m em ory from your childhood
• A funny o r em barrassing incident

2. Interview a friend, classmate, or relative about something interesting

that happened to him or her. Take notes during the interview. Then
w rite a narrative paragraph about your friend’s experience.

Part 5 145
Appendices
Appendix I The Writing Process................................... 147

Appendix II Elements of Punctuation............................. 148

Appendix III Glossary....................................................... 149

Appendix IV Correlation to G r a m m a r S e n s e 1 ............ 152

Appendix I: The Writing Process

1. Brainstorming
Before you begin to write, gather information about the topic. Then brainstorm
ideas and vocabulary related to the topic. Read your assignment carefully so that
your finished product will meet your instructor’s expectations.
► Strategies: Read about the topic and discuss it with your classmates. Look at
pictures or diagrams to help you com e up with ideas.

2. Creating an Outline
Decide which ideas you will use in your essay. Cluster ideas into logical parts. This
may be in the form of a chart, a web. or a list of main ideas. Write an outline or plan
for your paper.
► Strategies: Look at models that are similar to the writing that you want to
do. Learn ways to organize and sequence your ideas Create a visual plan for
your paper.

3. Writing a First Draft

Expand your outline into a draft by rewriting your notes into full sentences. At this
stage, d o n ’t worry about mistakes. When you have finished, ask a classmate to read
your work and give you feedback.
► Strategies: Evaluate your outline as you write. Take out ideas that do not
support your main idea; add clarification or examples. Check your work to
make sure your writing is clear and accomplishes the goals of the assignment.

4. Editing
Now apply your knowledge of grammar and mechanics, and correct any mistakes
that you notice. Review the feedback you received from your classmates,
► S trategies: Separate yourself from the ideas so that you can focus on clarity
at the sentence level. If possible, put your paper aside for a few hours before
you edit. Read your essay sentence by sentence. (Some writers read a paper
backwards so as not to be distracted by content.)

5. Writing a Final Draft and Submitting Your Work

Rewrite your draft so that it looks neat and has all the features of a finished college
paper. Some writers type their papers: others write by hand.
► S trategies: Make sure your paper has the correct format. Make sure your
name and the date are on the paper, and that there is a title.

Appendix I; The Writing Process

 Appendix II: Elements of Punctuation

Commas (,)
A comma is used to separate information from other parts of the sentence.

1. A com m a is used to separate items in a series. I se a n d before the last item if

listing th ree o r m ore items.
• W e made rice, chicken, salad, and cake

2. A com m a is used to separate an introductory w ord o r phrase.

• At the end of the day, my husband and I sit on the sofa and talk about our day.

3. A com m a is used to separate tw o sentences w hen there is a conjunction such

as and, but, o r so that show s a relationship betw een them.
• The temperature was below freezing, but w e were warm.

Periods (.)
Periods are used to mark the end of a sentence.
• She speaks four languages.

Apostrophes (')
Apostrophes are used to show possession.

1. W hen a noun is singular, add an apostrophe and s to show possession. In

the first exam ple, th e w riter has o n e cousin
• W e w ent to my cousin's house.

2. W hen a noun is plural, put the ap o stro p h e after th e plural s. In the next
exam ple, the writer has m ore than o n e cousin.
• W e w ent to my cousins' house.

3. When a noun ends in s. You may add the ap o stro p h e + after th e final s o r
just the apostrophe.
• M y boss' car was ridiculously expensive.

• My boss's car was ridiculously expensive.

4. A postrophes are also used to show contractions. (Note, however, that

contractions are not appropriate in academ ic writing.)
• Scott doesn't have any hair.

Quotation Marks
Quotation marks are used to show that you are repeating or quoting someone
else’s words.
Put quotation marks around only tiie exact words you take from som eone else’s
speech or writing. Use a comma to separate the quote from the rest of the sentence.
• I heard him say, "D o n 't worry about the rebate, Mr. Noor. I will take care of it."

148 Appendix II: Elements o f Punctuation

Appendix III: Glossary
Adapted from the Gramm ar Sense Glossary of Grammar Term*

actio n v erb \ verb that describes a thing that b a se fo rm The form of a verb without any verb
someone or something does. An action verb does endings; the infinitive form without tv
not describe a state or condition. sleep be stop
Sam rang the bell.
It rains a lot here.
clau se A group of words that has a subject and a
verb. See also d e p e n d e n t clau se and m a in clause.
activ e s e n te n c e In active sentences, the agent If I leave,.., . .. when he speaks.
(the noun that is performing the action) is in subject The ram stopped. . . . that I saw.
position and the receiver (the noun that receives or
i.s a result of the action) Ls in object position. In the co m m o n n o u n A noun that refers to any of a class
following sentence, the subject Alex performed the of people, animals, places, things, or ideas. Common
action, and the object le tte r received the action. nouns are not capitalized
Alex mailed the letter. man cat crty pencil grammar

ad jectiv e A word that describes or modifies the c o m p a ra tiv e A form of an adjective, adverb, or
meaning of a noun. noun that is used to express differences between
two items or situations
the o ran g e car a stran g e noise
This book is heavier th an that one
a d v e rb A word that describes or modifies the He runs m ore quickly than his brother
meaning of a verb, another adverb, an adjective, or A CD costs m ore m oney th a n a cassette
a sentence Many adverbs answer such questions as
How? When' Where? or How often' They often end com plex s e n te n c e A sentence that has ,t main
in -ly. clause and one or inore dependent clauses.
She ran quickly She ran very quickly, When the bell rang, we were finishing dinner.
a really hot day Maybe she'll leave. co m p o u n d se n te n c e A sentence chat has
a d v erb ial p h ra s e A phrase that functions as an two main clauses separated by a comma and a
adverb. conjunction, or by a semi-colon.
Amy spoke very softly She is very talented; she can sing and dance.

affirm ativ e s ta te m e n t A sentence that does not co n d itio n al se n te n c e A sentence tlxat expresses a
have a negative verb. real or unreal situation in the if clause, and the (real
or unreal) expected result in the main clause.
Linda went to the movies.
If I have time, I will travel to Africa.
a g re e m e n t The subject and verb of a clause must If I had time, I would travel to Africa.
agree in number. II the subject is singular, the verb
form is also singular. If the subject is plural, the verb c o u n ta b le n o u n \ common noun that can be
form is also plural. counted. It usually has both a singular and a plural
form.
He com es home early, They come home early.
orange — oranges woman — women
article The words a, a n , and th e in English Articles
are used to introduce and identify nouns d efin ite article The- word t h e in English It is used
to identify nouns based on assumptions about what
a potato an onion th e supermarket
infonnation the speaker and listener share about the
auxiliary v erb A verb chat is used before main noun The definite article is also used for making general
verbs (o r other auxiliary verbs) in a sentence. statements about a whole class or group of nouns.
Auxiliary verbs are usually used in questions and Please give me th e Key.
negative sentences. Do. have, and be can act as The scorpion is dangerous
auxiliary verbs. Modals (may, can, will, and so on)
are also auxiliary verbs. d e p e n d e n t clau se \ clause that cannot stand
alone as a sentence because it depends on the main
Do you have the time? The car w as speeding
clause to complete the meaning of the sentence. Also
I have never been to Italy. I may be late.
called subordinate danse
I'm going home a fte r he calls

Appendix III: Glossary 149

d e te rm in e r A word such as a, an , th e , this, th at, m o d al The auxiliary verbs c a n , co uld, m ay,
th ese, th o se , m y, so m e, a few, and th re e that is m ight, m u st, s h o u ld , w ill, and w o uld. They
used before a noun to limit its meaning in some way modify the meaning of a main verb by expressing
th o se videos ability, authority, formality, politeness, or various
degrees of certainty Also called modal auxiliary'.
fu tu re A time that is to come. Th e future is
You should take something for your headache.
expressed in English with w ill, be g o in g to, the
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simple present, or the present continuous. These
different forms of the future often have different n e g a tiv e s ta te m e n t A sentence with a negative
meanings and uses. verb.
I will help you later. I d id n 't see that movie.
David is going to call later.
n o u n A word that typically refers to a person,
The train leaves at 6:05 this evening.
animal, place, thing, or idea.
I'm driving to Toronto tomorrow.
Tom rabbit store computer mathematics
g e ru n d An -ing form of a verb that is used in place
of a noun or pronoun to name an activity or a state. n o u n clau se A dependent clause that can occur in
the same place as a noun, pronoun, or noun phrase
Skiing is fun. He doesn't like being sick
in a sentence. Noun clauses begin with w h- words,
if clau se A dependent clause that begins with if if, w h e th e r, or th at.
and expresses a real or unreal situation. I don't know w here he is.
If I have th e tim e. I'll paint the kitchen, I wonder if he's coming
If I had th e time, I'd paint the kitchen I don't know w hether it’s true
I think th a t it's a lie.
in d e fin ite a rticle The words a and a n in English.
Indefinite anicles introduce a noun as a member of n o u n p h ra s e A phrase formed by a noun and its
a class of nouns or make generalizations about a modifiers. A noun phrase can substitute for a noun
whole class or group of nouns. in a sentence.
An ocean is a large body of water. She drank milk.
She drank chocolate milk.
in d e p e n d e n t clau se See m ain clause.
She drank th e milk.
in d irect o b je c t A noun or pronoun used after
o b je ct A noun, pronoun, or noun phrase that
some verbs that refers to the person w ho receives
follows a transitive verb or a preposition.
the direct object of a sentence.
He likes pizza Go with her
John wrote a letter to Mary
She likes him Steve threw th e ball.
Please buy some milk for us.
p assiv e se n te n c e Passive sentences emphasize the
in fin itiv e A verb form that includes to + the base
receiver of an action by changing the usual order of
lorm of a verb. An infinitive is used in place of a
the subject and object in a sentence. In the sentence
noun or pronoun to name an activity or situation
below, the subject (T he lette r) does not perform
expressed by a verb.
the action; it receives the action or is the result of an
Do you like to sw im 7
action. The passive is formed with a form of b e + the
in tra n sitiv e v erb A verb that cannot be followed past participle of a transitive verb.
by an object. The letter was mailed yesterday.
We finally arrived
p a s t c o n tin u o u s A verb form that expresses an
m ain clau se A clause diat can be used by itself as a action or situation in progress at a specific time in
sentence. Also called independent clause. the past. The past continuous is formed with w as or
I'm going home. w e re + verb + -ing. Also called past progressive.
A: What w ere you doing last night at eight o'clock?
m ain v erb A verb that can be used alone in a B I w as studying
sentence. A main verb can also occur with an
auxiliary verb. p a s t p articip le A past verb form that may differ
I a te lunch at 11:30. from the simple past form of some irregular verbs. It
Kate can't e a t lunch today is used to form the present perfect, for example.
I have never seen that movie.

150 Appendix III: Glossary

p h ra sa l v erb A t w o or three-word verb such as s ta tiv e v erb A type of verb rhat is not usually
tu r n d o w n or ru n o u t of. I lie meaning of a phrasal used in the continuous form because it expresses a
verb is usually different from the meanings of its condition or state that is not changing. K now , love,
individual words. see, and sm e ll are some examples.
She t u r n e d d o w n the job offer su b je c t A noun, pronoun, or noun phrase that
Don't ru n o u t o f gas on the freeway precedes the verb phrase in a sentence. The
p h ra s e A group of words that can form a subject is closely related to the verb as the doer or
grammatical unit. A phrase can take the form of a experiencer of the action or state, or closely related
noun phrase, verb phrase, adjective phrase, adverbial to the noun that is being described in a sentence
phrase, or prepositional phrase. This means it can act with be.
as a noun, verb, adjective, adverb, or preposition. E ric a kicked the ball
The t a l l m a n left. She spoke t o o fa s t. T h e p a rk is huge
Lee h it t h e b a ll They ran d o w n t h e s ta ir s s u b o rd in a te clau se See d e p e n d e n t clausc.
p re p o sitio n A word such as at, in, o n , or to, that su p erlativ e A form of an adjective, adverb, or noun
links oouns, pronouns, and gerunds to other words. that is used to rank an item or situation first or last in
p re p o sitio n a l p h ra se A phrase that consists of a a group ot three or more.
preposition followed by a noun or noun phrase, This perfume has t h e s tr o n g e s t scent.
on Sunday under the table He speaks t h e f a s t e s t of all
That machine makes t h e m o s t n o is e of the tr r&e
p re s e n t c o n tin u o u s A verb form that indicates that
an activity is in progress, temporary, or changing. It te n s e The form of a verb that Shows past, proc-rr
is formed with be + verb + -ing. Also called present and future tune.
progressive He liv e s in New York now
I'm w a t e r i n gthe garden. He liv e d in Washington two years ago
Ruth is w o r k i n g for her uncle. H e 'll liv e in Toronto next year

p re s e n t p e rfe c t A verb form that expresses a tim e clau se A dependent clause that begins with
connection between the past and the present. It a word such as w hile, w hen, before, or after.
in d ic a te s indefinite past time, recent past time, 01 It expresses the relationship in time between two
continuing past time. The present perfect is formed different events in the same sentence
with have + the past participle of the main verb. B e fo r e S a n d y le f t , she fixed the copy machine.
I'v e s e e n that movie. tim e e x p ressio n A phrase that functions as an
The manager h a s just re s ig n e d . adverb of time.
W e ’ v e b e e n here for three hours.
She graduated t h r e e y e a rs a g o
p ro n o u n A word that can replace a noun or noun I II see them t h e d a y a f t e r t o m o r r o w
phrase I, y o u , h e , sh e , it, m in e, and y o u rs are
tra n s itiv e v erb A verb that ls followed by an
some examples of pronouns.
object
q u a n tity ex p ressio n A word or words that occur I re a d the book
W o r e a noun to express a quantity or amount of that
u n c o u n ta b le (n o n co u n t) n o u n A common
noun.
noun that cannot be counted. A noncouni noun has
a lo t o f rain fe w books fo u r trucks
no plural form and cannot occur with a . a n . or a
sim p le p a s t A verb form that expresses actions and number.
situations that were completed at a definite time in the information mathematics weather
past.
v erb A w ord that refers to an action or a state.
Carol a t e lunch. She w a s hungry.
Gina c lo s e d the window
sim p le p re s e n t A verb form that expresses general Tim lo v e s dassical music
statements, especially about habitual o r repealed
v erb p h ra se A phrase that has a main verb and an\
activities and permanent situations.
objects, adv erbs, ur dependent clauses (hat complete
Every morning I c a tc h the 8:00 bus
the meaning of the verb in the sentence.
The earth is round.
Who c a lle d y o u 7
He w a lk e d s lo w ly .

Appendix III: Glossary 151

Appendix IV: Correlation to Grammar Sense 1
5 p w , __ i
-1
EFFECTIVE ACADEMIC WRITING 1 GRAMMAR SENSE 1
THE PARAGRAPH

U nit 2 Chapter 6
Using adjectives Descriptive Adjectives
I Ising he to define anti describe
Chapter 1
Simple Present Statements with Be

U nit 3 Chapter 9
The simple present The Simple Present

Unit 4 Chapter 3
Imperatives Imperatives
Modals of advice, necessity, and
prohibition Chapter 22
Modals of Advice. Necessity, and
Prohibition

U nit 5 Chapter 16
Using there is/there are to There Is and '/here Are
introduce facts

U nit 6 Chapter 12
The simple past The Simple Past
The past continuous
Chapter 13
'Hie Past Continuous
V ' J

152 Appendix IV: Correlation to G ram m ar Sense I

 E ffective /V p ro p c W riting 1
THE PARAGRAPH ’ '

The ftfe c fJ v e^ fd r fc itn /r Wri+t"~ *« n es t e a c h « Hie VUriting m o d e* rhetorical

devices, and language points required for academ ic success. Each of the three
t.N< HIM I levels provides user-friendly activities and self -contained le sio n s that make
teaching and learning m anageable

EWC Each iim: introduces a th em e and a s i t i n g task and then gu id es the student
writer ill rough thu process ol galhenng ideas, organizing an outline, drafting,
levi&ing, and edrtmg. Studcnls are given ih e opportunity to explore iheir
opinions, discuss their idea?, and share iheir experiences through written
OXFORD com m unication.
Collocations
Effective Academic Waiting I; 7 he Paragraph reviews se n ten ce Structure
> and prepares stud en ts to wriie academ ic paragraphs, w hile introducing five
e&sentiat rhetorical m odes.

Features:
rht Mm»Odiutuin
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writing m o d e s are introduced.

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■ Editing checklists prom ote peer feedback and aid students in revising
their written work,

■ Timed paragraph writing and testing material at ih e end of each unit

reinforce skills and prepare students for in-class writing as w ell
as high-stakes assessm en t.

* Grammar presentatm ns and pra ctice are tOrrelaled to Grom m at ie ^ is e F

E ffe c tiv e A c a d e m ic W r itin g

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