East West University

Department of English
Compilation of ENG101: Basic English
Course Materials

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Contents
Reading Comprehension ............................................................................................................... 4

MID TERM I MATERIALS ...............................................................................................................22

How to Write a Paragraph ................................................................................................................. 23

Descriptive Paragraph ........................................................................................................................ 30

Narrative Paragraph ........................................................................................................................... 44

Cover Letter........................................................................................................................................ 49

Word Formation ................................................................................................................................. 54

Phrasal Verbs...................................................................................................................................... 59

Academic Word List 1......................................................................................................................... 60

Present Tense ..................................................................................................................................... 69

Present Indefinite Tense/ Simple Present Tense ............................................................................ 69

Present Progressive (Continuous) Tense ........................................................................................ 70

Present Perfect Tense ..................................................................................................................... 71

Present Perfect Progressive (Continuous) ...................................................................................... 72

Past Tense ....................................................................................................................................... 75

Past Indefinite Tense ...................................................................................................................... 76

Past Progressive (Continuous) Tense ............................................................................................. 76

Past Perfect Tense .......................................................................................................................... 77

Past Perfect Progressive Tense....................................................................................................... 78

Subject-Verb Agreement ................................................................................................................ 81

MID TERM II Materials .................................................................................................................87

Cause and Effect Paragraph .............................................................................................................. 88

Compare & Contrast Paragraph ........................................................................................................ 93

Confusing Word Pairs ....................................................................................................................... 98

Phrasal Verbs ................................................................................................................................. 103

Academic Word List 2 .................................................................................................................... 105

Future Tense .................................................................................................................................. 110

Sentence Fragments and Run-ons................................................................................................. 117

Sentence Fragments......................................................................................................................... 117

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 Run-ons ............................................................................................................................................ 121

FINAL TERM MATERIALS ............................................................................................................ 126

Process Analysis Paragraph .............................................................................................................. 127

Argumentative Paragraph ................................................................................................................ 130

Formal Letter Format ....................................................................................................................... 133

Modifier............................................................................................................................................ 137

Dangling Modifier............................................................................................................................. 137

Misplaced Modifier .......................................................................................................................... 138

Parallelism ........................................................................................................................................ 142

Phrasal Verbs.................................................................................................................................... 148

Academic Word List 3....................................................................................................................... 149

Students’ Writing Samples ......................................................................................................... 164

Descriptive Paragraph ...................................................................................................................... 164

Narrative Paragraphs ....................................................................................................................... 169

Compare and Contrast Paragraphs .................................................................................................. 172

Cause and Effect Paragraphs............................................................................................................ 177

Process Analysis Paragraphs ............................................................................................................ 181

Argumentative Paragraphs .............................................................................................................. 184

Answer Key ............................................................................................................................... 189

First Mid Term .................................................................................................................................. 189

Second Mid Term ............................................................................................................................. 193

Final Term......................................................................................................................................... 199

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 Reading Comprehension

Read the passages below and answer the following questions:

Passage 1
Life in Deserts

As what geographers have estimated, about twenty percent of the earth's surface is occupied by
deserts. A majority of us view deserts as one unique kind of landscape -- areas with little or no
rainfalls.

In actual fact, there are differences between the deserts in varying degrees. While it is common
for laymen like us to see deserts as rocky or covered with pebbles, there are some where large
sand dunes inhabit. Despite the fact that rainfall is minimal, temperatures do change in deserts,
ranging from seasonal ones to daily changes where extreme hotness and coldness are
experienced in the day and night.

Adverse conditions in the deserts, especially the lack of water, have discouraged many living
things from inhabiting these landscapes. Nevertheless, there are exceptionally surviving ones
which through their superb tactics, have managed to live through and are still going strong. One
such kind is the specialist annual plants which overcome seasonal temperature changes with
their extremely short, active life cycles. In events of sudden rain, the plant seeds pullulate and
grow very quickly to make full use of the rain water. Their flowers bloom and set seeds that
ripen promptly in the hot sun too. Once the water runs dry, the mother plant dies, leaving
behind the drought-resistant seeds, waiting patiently for the next rainy season to arrive.

Besides plants, there are also animals with divergent surviving tactics in deserts too. For
instance, Skinks ( desert lizards ) metabolize stored fats in their bulbous tails, producing water
to supplement their needs, just like what camels do with the stored food in their humps during
long journeys through deserts. Antelopes like the addax, have very low water needs and hence
are able to endure the conditions in deserts, extracting moisture from the food they eat. Repent

Finally, there are the Sandgrouses (desert birds ) which do not have special features to
overcome the drought-like nature in deserts. To survive in these hot, dry deserts, they need to
spend a large part of their time flying in search of waterholes. The truth is deserts are full of
countless unique, resilient life forms. (352 words, source: http://www.englishdaily.com/)

1. Choose the best answer.

a) What is the synonym for ‘laymen’: i) commoners / ii) experts/ iii) professionals/ iv)
specialists
b) Which is the synonym for ‘adverse’: i) favorable / ii) neutral/ iii) mild/ iv) unpleasant
c) Which is the synonym for ‘divergent’: i) general / ii)similar /iii) different /iv)
analogous
d) What is the antonym for ‘promptly’: i)punctually /ii) rapidly / iii) quickly/ iv)
pensiveness
e) What is the antonym for ‘endure’: i) bear /ii) intolerant /iii) suffer /iv) abide
2. Answer the questions below.
I. How do general people with no proper science knowledge think of deserts?
II. Describe two features of deserts’ weather condition.
III. How desert plants multiply in number?
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 IV. How do desert lizards survive in scarcity of water?
V. What Sandgrouses must do during most of their daytime to find water?

Passage 2
Are Literate Women Better Mothers?
Children in developing countries are healthier and more likely to survive past the age of five
when their mothers can read and write. Experts in public health accepted this idea decades ago,
but until now no one has been able to show that a woman's ability to read in itself improves her
children’s chances of survival.
Most literate women learnt to read in primary school, and the fact that a woman has had an
education may simply indicate her family’s wealth or that it values its children more
highly. Now a long-term study carried out in Nicaragua has eliminated these factors by showing
that teaching reading to poor adult women, who would otherwise have remained illiterate, has
a direct effect on their children’s health and survival.
In 1979, the government of Nicaragua established a number of social programmes, including a
National Literacy Crusade (NLC). By 1985, about 300,000 illiterate adults from all over
the country, many of whom had never attended primary school, had learnt how to read, write,
and use numbers.
During this period, researchers interviewed nearly 3,000 women, some of whom had learnt to
read as children, some during the literacy crusade and some who had never learnt at all. The
women were asked how many children they had given birth to and how many of them had died
in infancy. The research teams also examined the surviving children to find out how well-
nourished they were.
The Investigators' findings were striking. In the late 1970s, the infant mortality rate for the
children of illiterate mothers was around 110 deaths per thousand live births. At this point
in their lives, those mothers who later went on to learn to read had a similar level of
child mortality (105/1000). For women educated in primary school, however, the infant
mortality rate was significantly lower, at 80 per thousand.
In 1985, after the NLC had ended, the infant mortality figures for those who remained illiterate
and for those educated in primary school remained more or less unchanged. For those women
who learnt to read through the campaign, the infant mortality rate was 84 per thousand, an
impressive 21 points lower than for those women who were still illiterate. The children of the
newly-literate mothers were also better nourished than those of women who could not read.
[390 words] [ Adapted from http://mini-ielts.com/380/reading/do-literate-women-make-
better-mothers]
1.1. Pick up the closest synonym of each of the underlined words taken from the passage:
Literate (i) practiced (ii) educated (iii) measured (iv) schooled
Eliminated (i) lightened (ii) evaluated (iii) invalidated (iv) proved
Crusade (i) campaign (ii) war (iii) struggle (iv) period
Infancy (i) infection (ii) teenage (iii) apathy (iv) childhood
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Nourished (i) polished (ii) grown (iii) behaved (iv) nurtured
1.2. Answer the questions in complete sentence/s:
a. What are the common indications of the fact that a woman is educated?
b. In how many years the NLC in Nicaragua could literate nearly 3 lac adults?
c. Who were the prime target attendees of NLC in Nicaragua?
d. In the late 1970s, what was the infant mortality rate for mothers educated in their early ages?
e. After the end of NLC, what difference was found in women who learnt to read through NLC?

Passage 3

Ecosystem

The concept of the ecosystem has evolved since its origin. The term, coined in the 1930s,
belongs to British botanists Roy Clapham (1904-1990) and Sir Arthur Tansley (1871-1955). An
ecosystem is a community of living organisms in conjunction with the nonliving components
of their environment, interacting as a system. Non-living things that support life in an ecosystem
are light, air, soil and water. Living things are the plants and animals, called organisms, which
use those resources.
Ecosystems are controlled by external and internal factors. External factors such as climate
which forms the soil and topography, control the overall structure of an ecosystem, but are not
themselves influenced by the ecosystem. Each of the specific ecosystems in the world has its
own conditions created by the non-living things. These conditions determine what kinds of
living things will be able to thrive there. Organisms can only thrive where their needs are being
met. Everything in an organism’s environment has an effect on it. One ecosystem that allows
many different kinds of organisms to thrive is a temperate zone. It is an area where the
conditions never become too hot or too cold.
All the living things in an ecosystem are called a community. All of one specific kind of
organism living in a community is called a population. All the tree frogs in a rainforest
community are one population within the community. All the white birch trees are another
population within the same community. All the jaguars are yet another rainforest community
population. All living organisms perform certain life processes. They take in nutrients like air,
sunlight, water, and food. They use energy from those nutrients to grow and develop. They
release energy by doing work and moving. They release waste products. They react to things in
their environment. They reproduce, producing offspring, or babies, that are similar to
themselves. (308 words, adapted from
https://www.k5learning.com/sites/all/files/worksheets/K5_RC_Gr4_LS1_SampleW.pdf)

1. Choose the correct answer.

a) As used in the first paragraph, the word conjunction does not mean- i) combination ii) union
iii) regular
b) The word determine in the second paragraph means - i) decide ii) detrimental iii) destruct
c) The word thrive in the second paragraph means- i) decline ii) grow iii) wither
d) The word community in the third paragraph does not mean- i) population ii) organisms iii)
society
e) The word organism in the fourth paragraph means- i) human being ii) organic iii) life form
2. Answer the following questions:

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a) How does an ecosystem sustain?
b) How is the overall organization of an ecosystem controlled?
c) Why does a temperate zone support many varieties of organisms?
d) What does population mean in a community?
e) What are three of the life processes that living organisms do?

Passage 4
Facebook Addiction Disorder

Facebook is one of the trendiest social networking websites on the planet. Created by Harvard
genius Mark Zuckerberg in 2004, it started out as a campus thing but progressively became a
worldwide source of communication and entertainment. Now we can create our own pages and
promote brands, products, movies, television shows and celebrities. Different websites have
their own Facebook icon ‘f’ which can be used to share pictures, tweets, articles and other stuff
directly on our Facebook walls. For the youth of 21st century social networking is everything.
They like to stay connected to their friends and families via different networking websites like
Twitter, MySpace and mostly Facebook. Many teens have admitted that they are
unquestionably addicted to Facebook. This Facebook fever is so strong that even educated
business people to intrigued grandparents has joined the phenomenon.
No doubt Facebook is a stroke of genius but excess of everything is bad. Facebook is taking
over the world and that is no exaggeration. That can easily be seen by the fact that people
spend more time on Facebook than actually being involved in any other activity. This is called
F.A.D: Facebook Addiction Disorder. People from all around the world are suffering from it yet
they do not comprehend that they are. Majority has claimed that Facebook obsession is worst
than smoking addiction.
A person suffering from F.A.D spends all the time on his computer checking his notifications,
messages and friend requests after every 5 minutes. Sometimes he becomes fretful just because
he has not checked his account in an over an hour. That person withdraws himself from normal
activities like hanging out with friends, helping around the house, going out on weekends, and
eschews the rest of the world. For him Facebook is his new world. For a teenager the situation
creates even more problems because this addiction affects his grades, his homework and his life.
Curing it is not easy unless we have the will power to do it. Like all other addictions, F.A.D
cannot be cured overnight but if we take a healthy look at our lifestyles then we might be able to
tell what went off beam with us. A balanced life is a healthy life, now it is up to us how we want
to live it. (380 words, adapted from
http://www.teenink.com/opinion/pop_culture_trends/article/521259/Facebook-Addiction-
Disorder)

1. Choose the correct answer.

a) The word eschew used in the fourth paragraph means- i) being interested ii) noticing
something iii) deliberately avoiding something iv) taking care
b) The word unquestionably used in the first paragraph means- i) without any doubt ii) with
explanation iii) without logic iv) with a scope of argument
c) The word fretful in third paragraph does not mean- i) relaxed ii) irritated iii) uneasy
iv) distressed
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d) The word exaggeration in the second paragraph is related to the idea of- i) simplifying
something ii) understanding something iii) dramatizing something excessively iv) reacting
to something
e) The word intrigued in the first paragraph means- i) not excited ii) enthusiastic
iii)uninterested iv) bored

2. Answer the following questions.

a) When did Zuckerburg create Facebook?

b) Why social networking is everything for the youth of the 21st century?
c) What are the symptoms of a person suffering from Facebook Addiction Disorder (F.A.D)?
d) Do you think Facebook addiction is harmful like any other addiction? Give reason for your
answer.
e) How would you deal with Facebook addiction in your life?

Passage 5
A Successful Formula
Vygotsky, a Soviet educational psychologist, describes learning as a social process in his socio-
cultural theory of human learning. According to this concept, learning takes place first at the
social level through interactions with others. Another aspect of his theory is the idea that the
learners are mentally prepared to a certain level and they require support from a teacher or more
experienced peers in order to fully develop. These theories have several implications for
teaching in the classroom.
Teachers need to plan activities using cooperative learning so that learners can be meaningfully
engaged. Student engagement is the fundamental component of successful academic
achievement. If students are active in the learning process through interactive activities, they are
being provided with the opportunities to strengthen different interpersonal skills. Students
increase their understanding through interaction with their teachers and peers.
It should be the goal of a teacher to create a congenial classroom environment where students
have the freedom to contribute and debate their ideas. It is very likely that students will
participate in class activities if they find the classroom environment-friendly. If teachers are
highly engaging and set clear expectations, students will feel as if they belong in the classroom.
If teachers encourage students to be engaged with the contents of their studies through various
activities, students are more willing to commit themselves to hard work. This helps students
take ownership of their own academic progress and to become self-regulated learners.
For a highly functional classroom, high-quality peer support is also important. Two heads are
always better than one. A team can accomplish a lot by combining their individual ideas. When
students have the opportunity to interact with each other and share learning experiences, they
feel that they belong in class. If they interact with classmates, they practice giving and receiving
feedback, providing help and setting academic goals. They negotiate activities in the classroom,
cooperate on group projects, explain assignments to each other, develop the ability for deeper
understanding and, most importantly, they don't rely on rote learning.
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However, it is not an easy task to bridge practical classroom application with pedagogical
theory and apply interactive teaching strategies effectively. It requires skill to engage students
with a variety of activities in order to develop their abilities in critical thinking, quantitative
reasoning, problem-solving and communication. Accomplished faculty members are not scared
of these challenges, but early career faculty members may face a number of challenges as they
begin their role as academics. Resources for professional development should be available in
the institutions to meet their teaching needs. The institutions should offer good quality and
sustainable Continuous Professional Development (CPD) programmes which will help the
faculty members to develop their skills. In order to promote innovation, universities should
focus on keeping campus community up to date with pedagogical knowledge and support
professional development. The basic principle behind this is that a good teacher should never
stop being a learner. (485 words)
1. Answer the questions in a complete sentence
a. How does learning take place at the social level?
b. Why is cooperative learning necessary?
c. Why is it important to create a congenial classroom?
d. What are the benefits of team work?
e. What are the characteristics of experienced faculty members?

2. From the passage, find out the synonyms of the words

a. conversation b. pleasant c. related to teaching d. suggestions e. new idea

Passage 6
The Changing Global Diet

For several reasons, many people choose fast food. First, it is quick and convenient. Second, it
is cheaper than special home-cooked meals or formal restaurant dinners. And third, it is
identical in every eating place with the same company name. The atmosphere and style of most
fast-food places is casual, comfortable, and familiar. So why do other eaters dislike or stay away
from this fast, easy kind of nourishment? The main reason is its low nutritional value. Fast food
doesn't contain large amounts of fiber, vitamins, minerals, and the like--elements necessary for
good nutrition and health. In contrast, most types of fast food have a lot of fat, cholesterol,
sugar, or salt in them. Possibly, these substances can cause or increase health disorders, like
heart disease, strokes, and some kinds of cancer.
Some people believe food should be perfectly fresh and "natural." According to natural food
eaters, fast food is not good for human beings. They don't believe convenience foods--canned,
frozen, or packaged in other ways--are very nutritious either. On the other hand, these quick and
easy kinds of worldwide nourishment are generally getting better and more healthful. For
instance, many fast-food restaurants now have salad bars and put vegetable items on their
menus. In some places, customers can get fish or vegieburgers instead of hamburgers, and
grilled chicken instead of fried. For health and sales reasons, some snack food companies are
producing packaged items with less fat, sugar, or salt. And nutrition bars--snacks with a lot of
protein, vitamins, and other nourishing food elements--are becoming more widely available.

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Of course, human beings around the world don't always eat in fast-food places. They don't buy
only canned, frozen, or packaged convenience items from stores or machines. A few families
are producing food on their own, but most people buy it from markets in their communities.
Some choose only natural food, items without chemical substances. Many families prepare good
meals at home. Other people are restaurant customers. Universally, more meals include the
basic necessary food elements--protein, carbohydrates, and fats. The number of food
preparation methods is growing too. Cooking customs, eating habits, and food preferences all
over the world are becoming more healthful. In these and other ways, the global diet
is changing (377 Words) [Kirn, E. & Hartmann, P. (2006), Interactions
1(Reading) (5thed.). New York: McGraw-Hill Publications.]
1. Answer to the following short questions from the text:
(a) What are the three reasons for people to eat fast food?
(b) Why some people do not like fast food?
(c) What are the most common and important food elements mentioned in the text?
2. Choose the correct meaning of the following vocabulary:
i) Identical = (i) unknown (ii) similar (iii) known (iv) familiar
ii) Convenience = (i) usefulness (ii) suitability (ii) usability (iv) inconvenient
iii) In contrast = (i) as opposed with (ii) similar to (iii) akin to (iv) afraid of
iv) Nourishment = (i) unhealthiness (ii) state of healthy (iii) healthfulness (iv) unhealthy

Passage 7
Galileo
Galileo Galilei was born in the year 1564 in the town of Pisa, Italy. He was the first of six
children of Vincenzo Galilei, a famous lutenist, composer, and music theorist, and Giulia (née
Ammannati), who had married in 1562. When Galileo Galilei was eight, his family moved to
Florence, but he was left with Jacopo Borghini for two years. He was educated from 1575 to
1578 in the Vallombrosa Abbey, about 30 km southeast of Florence. When he was 20 years old,
he was studying in Pisa. His father wanted him to be a doctor, but Galileo was bored with
school except for math. Because math was the one subject where he was doing well, the court
mathematician offered to tutor him privately so he could become a qualified mathematician.
Galileo’s father was disappointed, but he agreed.
As he needed to earn money, Galileo began experimenting with different things, trying to come
up with some sort of invention that he could sell for money. He had a little bit of success with
his invention that was like a compass that could be used to measure plots of land. He had
already experimented with pendulums, thermometers, and magnets. When he heard that a Dutch
inventor had invented something called a spyglass, but was keeping it a secret, Galileo decided
to work on one of his own. Within 24 hours, he had invented a telescope that could magnify
things to make them appear ten times larger than real life. One night, he pointed his telescope
toward the sky, and made his first of many space observations: the moon was not smooth, like
everyone thought. The moon was covered in bumps and craters.
As technology has improved, first Galileo, and then many others, have made improvements on
the telescope, the wonderful device that allows us to see from a distance.
(Words: 308; https://www.k12reader.com/worksheet/galileo-and-his-telescope/view/)

a) Where was Galileo born?

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 b) What was his favorite subject in school?
c) What was Galileo’s first invention?
d) What were other inventions of Galileo?
e) What are the features of a telescope?
2. Choose the best answer from the alternatives:
a) The word ‘except ’ in the passage means- i) apart from, ii) included, iii)
incorporated.
b) The word ‘craters’ is the synonym of - i) holes, ii) solid, iii) compact.
c) The word ‘magnify’ in the passage means - i) lessen, ii) reduce, iii) expand.
d) The word ‘appear’ is the antonym of - i) conceal, ii) show up, iii) occur.
e) The word ‘disappointed’ does not mean-i) comforted; ii) upset; iii) frustrated.

Passage 8
The Mother’s Day

The idea of Mother’s Day is a very old idea. This idea dates back to the ancient Egyptians, who
celebrated a day to honor Isis, the mother of the pharaohs. The Egyptians were not the only ones
who felt the need to honor their mothers. The ancient Greeks celebrated a day to honor Rhea,
the mother of the gods. The Romans built a temple to the mother of the gods, named Magna
Mater. The early Christians celebrated a day to honor Mary, the mother of Jesus. Later, English
Christians expanded the celebration to honor all mothers. This English holiday was called
“Mothering Sunday.”
During the U.S. Civil War, mothers on both sides of the war lost sons. The country was very
sad. Grieving mothers from both sides had meetings. Sometimes families had been torn apart
by the war. In 1868, Ann Reeves Jarvis started a committee to help families get back together
after the war. This committee tried to establish a “Mothers’ Friendship Day” for mothers who
had lost sons in the war.
Julia Ward Howe was also against the war. She was also against slavery. She declared the first
official Mother’s Day in 1870, and held an anti–war Mother’s Day observance. She funded this
observance with her own money every year for several years, but an annual Mother’s Day
celebration still did not catch on in the U.S. However, the idea stayed alive.
Now, carnations and other flowers are associated with Mother’s Day because they were handed
out at the first celebration of Mother’s Day. In 1914, the U.S. Congress passed a law which
designated the second Sunday in May as Mother’s Day. In the same year, President Woodrow
Wilson proclaimed the first Mother’s Day.
Now the holiday is a demonstration of the respect the Chinese have for the elderly, and the love
they have for their parents. In India, children send their mothers cards and flowers and cook a
meal for their mothers. Companies launch women’s products on Mother’s Day, and restaurants
advertise heavily for Mother’s Day; the day has become commercialized. In Canada, Australia,
New Zealand, South Africa, and Ireland, Mother’s Day is celebrated on the same day as in the
United States –– the second Sunday in May. (Words: 372) [ Source: Adapted from
www.Englishforeveryone.org]

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 1. Choose the most appropriate option according to the reading passage:
a. The word Expand in the fifth line does not refer to
(i)Develop (ii) Sufficient (iii) Amplify (iv) Extend
b. The word Grieve in the seventh line means
(i) Blind (ii) Observe (iii) Mourn(iv) Run
c. The meaning of Fund in the twelfth line is
(i) Grant (ii) Regret (iii) Withdrawn (iv) Accept
d. Find which one is not a synonym of Designated found in line number sixteen
(i)Announced (ii) Regretted (iii) Selected(iv) Decided
e. What does the word Commercialized mean in line number twenty-three?
(i) Fame-oriented (ii) Customized(iii) Personalized (iv) Money-oriented

2. Answer the following questions:

a. What was the early name of “Mother’s Day”
b. What did Ann Reeves Jarvis do for mothers after U.S. Civil War?
c. Who declared the first “Mother’s Day” and why?
d. When did we start celebrating Mother’s Day officially around the world?
e. “The day has become commercialized”- do you agree with this statement? Why?

Passage 9

William Kamkwamba
In 2002, William Kamkwamba had to drop out of school, as his father, a maize and tobacco
farmer, could no longer afford his school fees. But despite this setback, William was determined
to get his education. He began visiting a local library that had just opened in his old primary
school, where he discovered a tattered science book. With only a rudimentary grasp of
English, he taught himself basic physics - mainly by studying photos and diagrams. Another
book he found there featured windmills on the cover and inspired him to try and build his own.
He started by constructing a small model. Then, with the help of a cousin and friend, he spent
many weeks searching scrap yards and found old tractor fans, shock absorbers, plastic pipe and
bicycle parts, which he used to build the real thing.What he had built was a crude machine that
produced 12 volts and powered four lights. When it was all done, the windmill's wingspan
measured more than eight feet and sat on top of a rickety tower 15 feet tall that swayed violently
in strong gales. He eventually replaced the tower with a sturdier one that stands 39 feet, and
built a second machine that watered a family garden.
The windmill brought William Kamkwamba instant local fame, but despite his
accomplishment, he was still unable to return to school. However, news of his
magetsiamphepo - electric wind - spread beyond Malawi, and eventually things began to
change. An education official, who had heard news of the windmill, came to visit his village
and was amazed to learn that William had been out of school for five years. He arranged for
him to attend secondary school at the government's expense and brought journalists to the farm
to see the windmill. Then a story published in the Malawi Daily Mail caught the attention of
bloggers, which in turn caught the attention of organisers for the Technology Entertainment and
Design conference.
William Kamkwamba's example has inspired other children in the village to pursue science.
William says they now see that if they put their mind to something, they can achieve it. 'It has

12
 changed the way people think,' he says. (Words: 367) [Source: adapted from http://mini-
ielts.com/900/reading/william-kamkwamba]

1. Choose the most appropriate option according to the reading passage:

(a) What is the synonym of Rudimentary written in the fourth line?

(i) Primary (ii) Strong (iii) Faded (iv) Lovely
(b) What does it mean by Scrap in the eighth line?
(i) Useful (ii) Big (iii) Abandoned (iv) For sale
(c) Find the similar word for Sturdier in line number twelve:
(i) Stronger (ii) weaker (ii) More fragile (iv) Tender
(d) Which one is not the meaning of Accomplishment found in the thirteenth line?
(i) Achievement (ii) Astonishment (iii) Attainment (iv) Acquirement
(e) What is the meaning of Pursue written in line number twenty?
(i) Avoid (ii) Dislike (iii) Like (iv) Follow

2. Answer the following questions:

(a) Why did William stop going to school?

(b) What did he do to continue his study?
(c) How did he become popular?
(d) Could he start going to school again? How?
(e) What do you learn from the story of William?

Passage 10
FOMO

Everybody knows how important it is for students to get a good night’s sleep every night. You
aren’t able to do your best and keep up with all of your responsibilities unless you sleep well.
I’m sure you already know that you should go to bed at a reasonable hour. Most experts agree
that the optimum number of hours is eight, and this has been accepted as common sense for as
long as I can remember. However, I was young once and I know that most of you get much less
sleep than that – and in some cases it will be affecting your schoolwork.
I read an interesting article in a teachers’ magazine recently. They did a study of 848 students in
Wales. Worryingly, the results showed that teenagers are facing a new problem. They may go to
bed and get up at appropriate times but a growing number are waking up in the middle of the
night, not to use the bathroom or have a snack but because of a new phenomenon: FOMO – fear
of missing out!
According to the article, schoolchildren are suffering because of a growing trend to wake up
during the night to check social media. Afraid of missing a comment or opportunity to take part
in a chat, teenagers are waking at all times of the night, going online and getting involved. All
this are happening when they should be sound asleep.
Experts are worried about this growing trend and the report reveals some worrying statistics
that I’d like to share with you:
• 23% of 12 to 15-year-olds wake up nearly every night to use social media. Another
15% wake up at night once a week for the same reason.
• One in three students is constantly tired and unable to function to their full capacity.
13
• Students who use social media during the night are more likely to suffer from
depression and anxiety.
So, I would like to ask you to be responsible when it comes to social media. Be brave! Switch
off your devices at night. The world will not end and your social media will be waiting to greet
you in the morning! I give you my word that you will not miss anything important. (370 words)
(Source: http://learnenglishteens.britishcouncil.org/skills/reading/upper-intermediate-b2-
reading/fomo)

a) What do the passages primarily discuss about?

b) According to the experts, what is the optimum number of hours to get a good night’s
sleep?
c) What is the new problem teenagers are facing?
d) Why the school children are suffering?
e) Do you think FOMO is common in where you are?

2. Choose the best answer from the alternatives:

a. The word ‘reasonable’ in the passage means i) useless ii) acceptable iii) hide iv)
common
b.The word ‘optimum’ in the passage means i) ideal ii) seen iii) imperfect iv)
tired
c. The word ‘appropriate’ in the passage means i)proper ii) manifest iii) mobile iv)
unacceptable
d. The word ‘trend’ in the passage does not mean i)tendency ii) movement iii) shift iv)
peaceful
e. The word ‘expert’ in the passage does not mean i) authority ii) cluster iii) specialist iv)
oracle

Passage 11
Genetic Modification
Genetic modification involves human intervention into creation and hence, is an unnatural act.
Often viewed as a religious question, it avers that the technology is “so intrusive to life
processes that they amount to a form of disrespect for humanity’s proper relationship to nature,
a form of playing God.” Others believe that biotechnology disrupts natural order and violates
the limits of what humans are ethically permitted to do. Alternatively, there is the view that
science and progress are good things and are God-given faculties to help mankind support life
and better manage the environment. A central issue is whether the technology considers the
pursuit of the greatest good together with the concept of sustainability for farmers and the
environment. While a technology can provide more food it should not be to the detriment of the
environment or to human health or disrupt traditional behavioral systems. In like manner, it is
an ethical issue if food that can provide more and better nutrition is not made available to those
who need it most. Hence, not to use a technology that has potential to improve the quality of
lives of people is also a moral issue. As an environmental issue, questions raised have to do
with concerns regarding environmental protection, sustainable use of biodiversity, economic
growth and social equity. A concern particularly in developing countries is the concept of just
distribution. Questions have to do with whether the products produced by the technology will be
14
able to provide for those who really need them and whether they will generate wealth for the
society as a whole. A technology’s ability to increase or decrease the gap between the rich and
poor renders it an ethical issue. This includes allegations that products derived from modern
biotechnology are being introduced by private companies that have an obligation to make
profits. Also up for discussion is whether a technology, while able to increase technical
employment might eliminate subsistence labor as a result of replacing cultural operations. Other
concerns include exploitation or control over genetic resources, consumers’ choice and rights,
and use of genetically modified animals. [Word Count 349. Redacted by the instructor]
(Source: http://www.isaaa.org/resources/publications/pocketk/18/default.asp)
I. Answer the following question in a sentence.
1) What religious premises are assumed to oppose the application of genetic
modification?
2) How supporters of genetic modification use religious arguments to advance
their cause?
3) What is just distribution?
4) What environmental concerns are raised in regard to genetic modification?
5) What is the general theme of the passage?

2. From the passage, find out the synonyms of the underlined words.

Passage 12
Should Schools Switch to Electronic Textbooks to Save Money & Paper?

Perhaps you noticed many students in college are getting their textbooks from either Amazon or
another website which has their textbook listed online. Real textbooks are made up of multiple
hundreds of pages of information, but this information is being written on paper. Writing A
textbook on all paper takes so many pages that it can be harmful to the environment and cost
more money. Which would you rather be using? Would you rather be using a textbook that is
online or a textbook that has been printed into a real book?

The issue here is that it takes so many pieces of paper to write just one textbook. A regular class
of college students has at least 50 to 100 students. If the average textbook takes around 300 to
400 pages or more, you can see how this can be damaging to the environment and end up
costing a lot more money. Some students have already learned that by buying textbooks online
through Amazon, Chega, Kindle and other websites you can save almost half the money you
would originally be spending on a real textbook.

We are advocating for all textbooks to be switched to being electronic textbooks. Not only will
the switch help reduce the cost of textbooks, but it will also be saving the environment by
reducing waste and reducing the amount of paper used. The only concern we have is some
teachers refuse to allow their students to use textbooks online instead of real-life textbooks.
This is unfair and is only hurting the environment and the student’s wallet. What side would
you be on? Do you support textbooks? Or do you support electronic textbooks?
15
For every textbook that is bought and in stores you are essentially supporting at least 600 pages
on average to be wasted. Many textbooks can only be used for that year as they are constantly
being upgraded to new versions. All the old texts end up just going in the trash or are recycled,
however, if you take a closer look at electronic textbooks, they almost have zero waste and are
quite affordable. So, why wouldn’t you want to make the switch? Electronic textbooks give you
instant access to all of the same information, and you can even highlight, search, and bookmark
any pages that you would a normal book.

(Retrieved from: https://essaywriterforyou.com/argumentative-essay-examples/ , 399 words)

1. Answer the following questions -

a) What are the problems with written textbooks according to this passage?
b) How an e-book/ electronic book is defined in this passage?
c) From which sources students buy electronic books?
d) What are the benefits of electronic books?
e) Which type of books is referred to be used in the passage?
2. Choose the synonyms/antonyms of the given words from the passage above.
a) Multiple (synonym) : a) manifold b) solitary c) individual d) exclusive
b) Damage (antonym): a) curate b) build c) ravish d) destroy
c) Reduce (synonym): a) enhance b) decrease c) promote d) excel
d) Refuse (antonym): a) refute b) approve c) moving d) static
e) Wallet (synonym): a) pocket b) purse c) suit d) trouser

Passage 13

Different Form of Entertainment in human life

By Lauren Patel

A human life span is a mixture of joy and sorrows. When a balance statement of life is being
considered, the part of sorrows, crisis and the struggle to overcome hindrances have more
intensity over the moment of achievement. Another feature given to the man is his ability to
smile even in the worst situations. Anything that gives him amusement and pleasure is defined
as a form of entertainment. A tiny wild flower in the pathway may be an entertainment for a
person who is going through the hardships in his life. The form and matter of an entertainment
differs from situation to persons.

Earlier when man was an inhabitant of dense forests entertainment was in its primitive form of
music and dance. He recognized that sounds made out from voices gave him pleasure and
happiness. Along with the sounds, he began to do actions in rhythm that gave birth to the most
popular artistic form of entertainment of music and dance. The most powerful forms of
entertainment that are close to the culture and heart of man are music and dance.

The dance and music had a great impact even in the most advanced technological modern
world. Earlier these performances were conducted on stages before the crowd. Today most of
the entertainments are available through audio and visual media. Movies have also become the

16
most popular form of entertainment in current years. The actors are considered as celebrities
who influence crowd particularly the youth of today.

The impact of entertainment in any form cannot be avoided. But anything that is truly beyond
the logic, made just for the sake of entertainment, should not be encouraged. A genuine form of
entertainment needs to informative and promote joy and amusement in the mind of people.
(300 words) (Edited)

a. What is the definition of entertainment?

b. What is the most powerful form of entertainment related to culture?
c. What is the necessity of entertainment in human life?
d. Why movies have become powerful source of entertainment in recent years?
e. What kind of entertainment should not be promoted?

2. Choose the correct answer.

As used in the text,

a) the word hindrances means- i) difficulties ii) qualities iii) events
b) the wordhardship does not mean- i) satisfaction ii) sufferings iii) adversity
c) the wordinhabitant means- i) refugee ii) relative iii) resident
d) the word influenceis related to the idea of- i) discourage ii) inspire iii) immense
e) the word promotes does not mean- i) supports ii) terminates iii) endorses

Passage 14
War and Technology
Is it possible to persuade mankind to live without war? War is an ancient event which has
existed for at least six thousand years. It was usually foolish and wicked, but in the past human
race managed to live with it. Modern ingenuity has changed this. Either man will abolish war,
or war will abolish man. For the present, it is nuclear weapons that cause the gravest danger,
But bacteriological or chemical weapons may, before long, pose an even greater threat. If we
succeed in abolishing nuclear weapons our work will not be done. It will never be done until we
have succeeded in abolishing war. To do this we need to persuade mankind to look upon
international questions in a new way, not as contests of force, in which the victory goes to the
side the most skillful in massacre, but by arbitration in accordance with agreed principles of
law. It is not easy to change age-old mental habits, but this is what must be attempted.
There are those who say that the adoption of this or that ideology would prevent war. But most
of the ideologies are based upon false assertions which are, at best, doubtful, and at worst,
totally false. Their adherents believe in them so fanatically that they are willing to go to war in
support of them.
The movement of world opinion during the past two years has been very largely such as can be
welcome. It has become a commonplace that nuclear war must be avoided. Of course very
difficult problems remain in the international sphere. But the spirit in which they are being
approached is a better one than it was some years ago. It has begun to be thought, even by the
17
powerful men who decide whether we shall live or die, that negotiations should reach
agreements even if both sides do not find these agreements wholly satisfactory. It has begun to
be understood that the important conflict nowadays is not between the East and the West, but
between man and H-bomb. (340 words)
1. Answer the following short questions.
a. What is the writer's view on modem wars?
b. What is his suggestion for abolishing war?
c. What does he think of ideology?
d. What is the recent approach toward war?
e. Who is the present opponent of human being?
2. Find out the following words in the passage and select the meaning you think is most
likely to correspond among the choices given
i. ‘ancient event’ means- a. new event b. past event c. old event d. upcoming event
ii. ‘wicked’ refers to something which is- a. auspicious b. evil c. welcoming d. frank
iii. ‘abolish’ means - a. uproot b. cancel c. nurture d. disapprove
iv. ‘adherents’ mean- a. enemies b. friends c. strong upholders d. diplomats
v. ‘conflict’ refers to - a. support b. agreement c. distrust d. discordance

Passage 15
The Creativity Myth

It is a myth that creative people are born with their talents: gifts from God or nature. Creative
genius is, in fact, latent within many of us, without our realizing. But how far do we need to
find the path of creativity? For many people, it is a long way. In our everyday lives, we have to
perform many acts out of habit to survive, like opening the door, shaving, getting dressed,
walking to work, and so on. If this were not the case, we would, in all probability, become
mentally unbalanced. Our ingrained habits are so strong that, sometimes when a conscious
effort in made to be creative, automatic response takes over. We may try, for example, to walk
to work following on a different route, but end up on our usual path. By then it is too late to go
back and change our minds. The same applies to all other area of our lives. When we are
solving problems, for example, we may seek different answers, but, often as not, find ourselves
walking along the same well-trodden paths. Therefore, for many people, their actions and
behavior are set in immovable blocks, their minds are congested with habitual actions,
preventing them from operating freely. Unfortunately, mankind’s very struggle for survival has
become a tyranny – the obsessive desire to give order to the world. Witness people’s attitude to
time, social customs and the interplay of rules and regulations by which the human mind is now
constrained.

The truly creative mind is often seen as totally free and tolerant. But a better image of a mind is,
which can be free when it wants, and one that recognizes that rules and regulations are
parameters, or barriers, to be raised and dropped again at will. An example of how the human
mind can be trained to be creative might help here. People’s minds are just like tense muscles
that need to be freed up and the potential should be unlocked. As a form of inspiration, the
18
participants in the task can be forbidden to use particular solutions or to follow certain lines of
thought to solve a problem. In this way they are obliged to explore unfamiliar region, which
may lead to some astonishing discoveries. Unfortunately, the difficulty in this exercise, and with
creation itself, is convincing people that creation is possible, it is not a myth. (396 words)
(Adapted from: http://www.virginia-edu.sd/page.php?id=56)

1. Answer the following questions

a. Why do we need to perform several habitual acts?
b. How do we usually solve our problems?
c. What is the greater image of a free mind?
d. What is the procedure of achieving a free mind?
e. Why may the discoveries of a free mind seem surprising to us?

2. Find out the following words in the passage and select the meaning you think is most
likely to correspond among the choices given.

a. ‘latent’ means: i) lied ii) covert iii) tapped iv) unfulfilled

b. ‘ingrained’ means: i) embedded ii) outside iii) effective iv) unfathomable
c. ‘constrained’ means: i) defined ii) confined iii) effective iv) left
d. ‘congested’ means: i) disrupted ii) handicapped iii) frustrated iv) crowded
e. ‘potential’ means: i) exclusive ii) advantage iii) clear iv) prospect

Passage 16
Hunting for Hilsa
My mother told me to get a big Ilish for Pohela Baishakh. My face went pale. However much I
claimed to love my mother, I had no wish to go to the fish market.
I whimpered, “I’m a girl, Amma. The few times I had been to fish-market, I ended in disaster.
Remember, I even fell down and created a scene at the bazaar? And you want me to go to there
for Ilish?” Mother was ill but her temper was as unpredictable as ever. She raised her head a
little from her pillows and scowled at me like a cat. At that moment, she looked exactly like the
feisty grey cat that many have seen frolicking about the Road 4 and 5 of Dhanmondi.
“When have I ever asked you to go to fish-market? What gibberish! Go straight to Agora and
get the Ilish. And bring a big one.” Then she started grumbling about the inefficiency of her two
children (poor me and my poor brother), the two lazy maids who apparently gossiped through
the day, and the two useless drivers that did nothing but smoke.
It was only April 3 and she wanted the fish right away. I did try to make my mother understand
that hilsa would indeed be available a day or two before April 14. But as things were, it was
easier to placate my entire extended family, but my mother would not be satisfied. I did ask
Jamal, my driver (he was not strictly speaking my driver, but a friend’s), to get a hilsa.
Unfortunately, the fish-market men had secreted the hilsa or frozen them at the prospect of
Pohela Baishakh. All there was to be had were what they call Jatka (young hilsa).

19
She sat at the lunch table. Her eyes were closed and she seemed to be savouring the aroma of
the cooked mustard hilsa with a beatific expression on her face. My brother looked on bemused.
Things that parents do for their children! At that moment, I keenly felt our reversed roles. All
the hassle we had been going through for the past five days seemed worth that one smile on her
face. Finally, Amma was finally having her Ilish.
It has been ten months since my mother left us. It is not that I have not had hilsa since then. But
I cannot help wondering how in the world am I going to eat Ilish this coming Pohela Boishakh!
[This is a revised version of the original article written by Sohana Manzoor who is Associate
Professor, Department of English & Humanities, ULAB. Currently, she is also the Literary
Editor of The Daily Star. https://www.thedailystar.net/literature/news/hunting-hilsa-1729078]
1. Answer the following short questions:
a. Why was she upset when her mother told her to get a big Ilish for Pohela Baishakh?
b. How did her mother react when she refused to go to the fish market?
c. What happened when she told her driver to get a big hilsa?
d. How did the mother react when she got her big hilsa at the lunch table?
e. Why is she wondering how in the world she is going to eat Ilish this coming Pohela
Boishakh?
2. Choose the best answer:
a. Which one from the following words is synonymous with “whimper”? – (i) to make a series
of low, feeble sounds expressive of fear, pain, or unhappiness (ii) to indicate fear, pain, or
unhappiness (iii) to speak loudly (iv) to speak slowly
b. Which one from the following words has opposite meaning of ‘scowl’? (i) glower (ii) frown
(iii) glare (iv) a mild expression
c. What is the meaning of ‘gibberish’? (i) unimportant (ii) puzzling (iii) unintelligible or
meaningless speech or writing (iv) brilliant
d. Which one from the following words is the antonym of ‘aroma’? – (i) smell (ii) fragrance (iii)
scent (iv) stink
e. Which one from the following words is not the synonym of ‘hassle’? - (i) problem (ii)
difficulty (iii) annoyance (iv) pleasure

20
Passage 17
How Super Are Supermarkets?
Let's be honest, life without supermarkets would be hell. In the UK 90% of all the food people
consume is bought at 5 different supermarket chains. This makes these companies extremely
powerful, especially when it comes to determining the terms of contracts with the smaller
companies that supply them. Supermarkets use their huge buying power to squeeze suppliers to
get the best deal. Milk is a good example. To offer the lowest price possible to the consumer,
the supermarkets force dairy farmers to sell milk at less than the cost of production.
Supermarkets keep their profit margin while farmers are left struggling to make ends meet, and
the taxpayer unwittingly pays to prop the system up.
It would be nice if local grocers supported local agriculture. But for the big supermarkets this
just doesn’t make sense. You don’t want little farmers thinking they can dictate prices. So
supermarkets have started a global search for the cheapest possible agricultural produce. In
many supermarkets it is difficult to find anything which is produced locally.
UK farmers used to grow a lot of apples. Not anymore. In 1961 36% of apples were imported.
By 1999 the figure had risen to 80% and the domestic production of apples had fallen by two
thirds.
The consumer might just be happy to get a reasonably priced meal, but we should also bear in
mind the impact on local producers, local retailers and the environment (transporting all that
produce around the world does nothing to limit the production of greenhouse gases).
Then there’s packaging. Supermarkets like everything to be packed and wrapped so it can be
stacked neatly on shelves. Supermarket produce generates nearly 10 million tons of discarded
packaging in the UK every year, of which less than 5% is recycled. Some supermarkets make
sure that large recycling bins are prominent in their car parks, thereby creating the image that
they have an environmental conscience. But that is just an image.
There is also a question mark over the quality of the supposedly fresh food sold by
supermarkets. To store produce so that it can be sold at a higher price out of season or to keep it
“fresh” while it is being transported across entire continents suppliers inevitably use
preservatives to inhibit the natural rotting process.
(Word count: 381, source: http://bnjxw.zx98.com/englishreading/gkyd/201604/29352.html)
1. Choose the best answer:
a ) The word ‘consume’ in the first line means__? - Eat up/ Avoid/Cheerful/ Poisonous.
b )The word ‘squeeze’ in the 5th line refers to- Crush/Relaxed/Calm/Quiet
c ) ‘and the taxpayer unwittingly pays to prop the system up. ’- here ‘unwittingly’ means-
Unknowingly/Uncomfortably/ Comfortably/ Hurriedly
d) What does ‘dictate’ mean? - Command/ Inspiration/ Desperation/ Tired
e ) What does the word ‘inhibit’ mean in the last line? - Dirt/ Road/ Island/ Prevent.
2. Answer the following questions briefly.
a) Why are supermarkets so powerful in the U.K.?
b) What is the condition of the farmers while supermarkets keep making profit?
c) Do the local grocers support local agriculture?
d) Write about the domestic production of apple In the U.K.
e) How do the supermarkets keep their food supposedly ‘fresh’?

21
MID TERM I MATERIALS

22
 How to Write a Paragraph

What is a paragraph?
Paragraphs are comprised of sentences, but not random sentences. A paragraph is a
group of sentences organized around a central topic. In fact, the basic rule of paragraph
writing is to focus on one idea. A solidly written paragraph takes its readers on a clear
path, without detours. Master the paragraph, and you’ll be on your way to writing
“gold-star” essays, term papers, and stories.

Qualities of a good paragraph

A basic paragraph structure usually consists of five sentences: the topic sentence, few
supporting sentences, and a concluding sentence. But the secrets to paragraph writing
lay in four essential elements, which when used correctly, can make a okay paragraph
into a great paragraph.

1. Element #1: Unity. Unity in a paragraph begins with the topic sentence. Every
paragraph has one single, controlling idea that is expressed in its topic sentence,
which is typically the first sentence of the paragraph. A paragraph is unified
around this main idea, with the supporting sentences providing detail and
discussion. In order to write a good topic sentence, think about your theme and
all the points you want to make. Decide which point drives the rest, and then
write it as your topic sentence.
2. Element #2: Order. Order refers to the way you organize your supporting
sentences. Whether you choose chronological order, order of importance, or
another logical presentation of detail, a solid paragraph always has a definite
organization. In a well-ordered paragraph, the reader follows along easily, aided
by the pattern you’ve established. Order helps the reader grasp your meaning
and avoid confusion.
3. Element #3: Coherence. Coherence is the quality that makes your writing
understandable. Sentences within a paragraph need to connect to each other and
work together as a whole. One of the best ways to achieve coherency is to use
transition words. These words create bridges from one sentence to the next.
Also, in writing a paragraph, using a consistent verb tense and point of view are
important ingredients for coherency.

Transitional Words
Addition
again equally in fact
also further(more) moreover
and in addition (to...) too
and then indeed what is more

23
besides next finally

Comparison

compared with similarly again

in comparison with likewise also
in the same
way/manner

Contrast

besides naturally still

but nevertheless whereas
however of course while
in contrast on the contrary yet
instead on the other hand although
conversely regardless despite
it may be the case that granted it is true that
certainly like notwithstanding
different from
Alternatively

Enumeration

first(ly) secondly etc. last on top of (that)

finally to (begin) with next
in the (first) place more important then

Concession

although it is true that granted that of course

it may appear naturally it may be the case
regardless it is true that that
certainly I admit that

Exemplification

as (evidence of...) such as

for example to show what (I mean)
for instance specifically
thus let us (take the case of...)
to illustrate

Inference

24
if not, ... otherwise then
in (that) case that implies

Summary/Conclusion

in all in short on the whole

in brief in conclusion to sum up
to summarise therefore basically
in summary In a nutshell

Time and Sequence

after (a while) before (that time) since (then)
afterwards finally so far
at first in the end then
at last meanwhile (up to) (then)
at (the same time) next later
while immediately somewhat earlier
first , second, third... next shortly
thereafter firstly , secondly, over the next (2
concurrently thirdly... days)
soon in the future as long as
as soon as subsequently last
at that time

Result

accordingly for that reason then

as a result hence therefore
consequently thus the ( consequence )
since if...then... of that is...
as a consequence of... ...result(s) in ... ...is due to...
caused contribute to brought about
accordingly In consequence by/because...
lead to...

Reformulation
in other words that is (to say)
rather to put it more (simply)
Briefly basically
put simply

Replacement

again (better) still the alternative is...

alternatively on the other hand

25
Transition

as far as ... is now with regard to...

concerned to turn to... Concerning...
as for ... with ( reference) to
incidentally

Place/Position

above adjacent below

beyond here in front
in the back near there
nearby there closer to
elsewhere far farther on
opposite to to the left to the right
behind

Miscellaneous - Adverbs may be used at the beginning of sentences

to show how the sentence which follows relates to the rest of the text.
Many of them reveal the writers attitude to the idea they are expressing
and so can be used as an important tool in evaluative writing.

Admittedly Fundamentally Paradoxically

All things considered Generally speaking Potentially
As a general rule Interestingly Predictably
As far as we know Ironically Presumably
Astonishingly In essence Primarily
Broadly In general Probably
By and large In particular Remarkably
Characteristically In practice Seemingly
Clearly In reality Significantly
Coincidentally In Surprisingly
Conveniently retrospect/hindsight Theoretically
Curiously In theory To all intents and
Disappointingly In view of this purposes
Equally More interestingly Typically
Essentially More seriously Ultimately
Explicitly More specifically Understandably
Even so Naturally Undoubtedly
Eventually On balance Unfortunately
Fortunately Obviously With hindsight
On reflection
Overall

26
 4. Element #4: Completeness. Completeness means a paragraph is well-
developed. If all sentences clearly and sufficiently support the main idea, then
your paragraph is complete. If there are not enough sentences or enough
information to prove your thesis, then the paragraph is incomplete. Usually three
supporting sentences, in addition to a topic sentence and concluding sentence,
are needed for a paragraph to be complete. The concluding sentence or last
sentence of the paragraph should summarize your main idea by reinforcing your
topic sentence.

Paragraph writing: A Step-by-Step Process

Writing well composed academic paragraphs can be tricky. The following is a guide
on how to draft, expand, refine, and explain your ideas so that you write clear, well-
developed paragraphs and discussion posts:

Step 1: Decide the Topic of Your Paragraph and prepare an outline

Before you can begin writing, you need to know what you are writing about. First,
look at the writing prompt or assignment topic. As you look at the prompt, note any
key terms or repeated phrases because you will
want to use those words in your response. Then ask yourself:

On what topic am I supposed to be writing?

What do I know about this topic already? Write them in the OUTLINE. See
sample of outlines in John Langan’s (2001) Book. Pages from the book has
been attached with this compilation.
After looking at the prompt and doing some additional reading and research, you
should better understand your topic and what you need to discuss.
Step 2: Develop a Topic Sentence
Before writing a paragraph, it is important to think first about the topic and then what
you want to say about
the topic. Most often, the topic is easy, but the question then turns to what you
want to say about the topic. This concept is sometimes called the controlling
idea.

Strong paragraphs are typically about one main idea or topic, which is often
explicitly stated in a topic sentence. Good topic sentences should always
contain both (1) a topic and (2) a controlling idea.

The topic – The main subject matter or idea covered in the paragraph.

The controlling idea – This idea focuses the topic by providing direction to the
composition.

Read the following topic sentences. They all contain a topic (in italic) and a
controlling idea (in bold). When your paragraphs contain a clearly stated topic
sentence such as one of the following, your reader will know what to expect and,
therefore, understand your ideas better.
Step 3: Demonstrate Your Point
27
After stating your topic sentence, you need to provide information to prove, illustrate,
clarify, and/or
Ask yourself:
What examples can I use to support my point?
What information can I provide to help clarify my thoughts?
How can I support my point with specific data, experiences, or other factual
material?
What information does the reader need to know in order to see my point?

Here is a list of the kinds of information you can add to your paragraph:

Facts, details, reasons, examples

Information from the readings or class discussions
Paraphrases or short quotations
Statistics, polls, percentages, data from research studies
Personal experience, stories, anecdotes, examples from your life

Sometimes, adding transitional or introductory phrases like: for example, for instance,
first, second, or last can help guide the reader. Also, make sure you are citing your
sources appropriately.

Step 4: Give Your Paragraph Meaning

After you have given the reader enough information to see and understand your
point, you need to explain
why this information is relevant, meaningful, or interesting.
Ask yourself:
What does the provided information mean?
How does it relate to your overall point, argument, or thesis?
Why is this information important/significant/meaningful?
How does this information relate to the assignment or course I am taking?
Step 5: Conclude

After illustrating your point with relevant information, add a concluding sentence.
Concluding sentences:
link one paragraph to the next and provide another device for helping you ensure
your paragraph is unified. While not all paragraphs include a concluding
sentence, you should always consider whether one is appropriate. Concluding
sentences have two crucial roles in paragraph writing:
First, they draw together the information you have presented to elaborate your
controlling idea by:
Summarizing the point(s) you have made.
Repeating words or phrases from the topic sentence.
Using linking words that indicate that conclusions are being
drawn (e.g., therefore, thus resulting).
Step 6: Look Over and Proofread

28
 The last step in good paragraph writing is proofreading and revision. Before you
submit your writing, look
over your work at least one more time. Try reading your paragraph out loud to
(Source:https://awc.ashford.edu/PDFHandouts%5CHow%20to%20Write%20a%20Good%20Paragraph_f
inal.pdf)

Before & After Comparison: From a wandering paragraph to a

wonderful paragraph!
This example shows how one student approached the writing prompt “What is your
favorite day of the week and why?” The original draft has some interesting ideas but
overall, the paragraph wanders. It includes both relevant and irrelevant details and
lacks the coherent focus required for a successful paragraph. In this ENG101 course,
students are taught that the revision process is vital to writing successful paragraphs.
They learn how to use this key step to eliminate unnecessary details and write a tightly
structured paragraph.

Original Draft

Friday is my favorite day of the week. I like it because on Friday, I watch football. On
other days, I also get to watch football but not all day. There are other sports on other
days to watch on TV. Friday lunch is a favorite of mine because I eat with my father in
front of the TV. All the other days, I have to eat at the table which is less fun. Some
days my dad doesn’t make it home from work until after I am in bed. Some weeks my
dad travels, and I don’t see him for several days. The highlight of the day is when we
watch the Manchester United play. Dad and I get so excited, we yell and cheer
together. The thing that I like to do best in the world is watch TV with my dad.

Teacher Observations (Original draft)

The topic sentence restates the prompt but does not unify the paragraph. The writer
includes several irrelevant details. The unifying idea in this paragraph is that the writer
likes Sunday because it gives him/her a chance to be with his/her dad. However, the
idea is buried in this draft.

Revised Draft

Friday is my favorite day because I spend the day watching football with my dad. On
Friday, unlike the other days of the week when he works, my dad spends the whole day
with me watching football on TV. We even eat lunch together while watching. The
highlight of the day is watching the match of Manchester United. Dad and I get so
excited, we yell and cheer together. On Fridays, I get to combine watching my favorite
sport and spending time with my favorite person. It is a great day for me.

Teacher Observations (Revised draft)

29
The topic sentence connects the writing prompt with a summary of the main idea.To
keep the paragraph coherent, the most relevant details have been polished, and the
others deleted. The closing sentence summarizes the paragraph and emphasizes the
main idea.

Descriptive Paragraph

A descriptive paragraph describes a thing, a person, or a place. Detailed information

allows the reader to form an image in his or her imagination. The better the description,
the clearer the image. In descriptive writing, the author does not just tell the reader what
was seen, felt, tested, smelled, or heard. Rather, the author describes something from
their own experience and, through careful choice of words and phrasing, makes it seem
real. Descriptive writing is vivid, colorful, and detailed.

Examples of Descriptive Writing

The following sentences provide examples of the concreteness, evocativeness and
plausibility of good descriptive writing.
• Her last smile to me wasn't a sunset. It was an eclipse, the last eclipse, noon
dying away to darkness where there would be no dawn.
• My Uber driver looked like a deflating airbag and sounded like talk radio on
repeat.
• The old man was bent into a capital C, his head leaning so far forward that his
beard nearly touched his knobby knees.
• The painting was a field of flowers, blues and yellows atop deep green stems
that seemed to call the viewer in to play.
• My dog's fur felt like silk against my skin and her black coloring shone,
absorbing the sunlight and reflecting it back like a pure, dark mirror.
• The sunset filled the sky with a deep red flame, setting the clouds ablaze.
• The waves rolled along the shore in a graceful, gentle rhythm, as if dancing with
the land.
• Winter hit like a welterweight that year, a jabbing cold you thought you could
stand until the wind rose up and dropped you to the canvas.

Characteristics of Good Descriptive Writing

Good descriptive writing creates an impression in the reader's mind of an event, a place,
a person, or a thing. The writing will be such that it will set a mood or describe
something in such detail that if the reader saw it, they would recognize it.
30
To be good, descriptive writing has to be concrete, evocative and plausible.
• To be concrete, descriptive writing has to offer specifics the reader can
envision. Rather than "Her eyes were the color of blue rocks" (Light blue? Dark
blue? Marble? Slate?), try instead, "Her eyes sparkled like sapphires in the dark."
• To be evocative, descriptive writing has to unite the concrete image with
phrasing that evokes the impression the writer wants the reader to have. Consider
"her eyes shone like sapphires, warming my night" versus "the woman's eyes had a
light like sapphires, bright and hard." Each phrase uses the same concrete image,
then employs evocative language to create different impressions.
• To be plausible, the descriptive writer has to constrain the concrete, evocative
image to suit the reader's knowledge and attention span. "Her eyes were brighter
than the sapphires in the armrests of the Tipu Sultan's golden throne, yet sharper
than the tulwars of his cruelest executioners" will have the reader checking their
phone halfway through. "Her eyes were sapphires, bright and hard" creates the
same effect in a fraction of the reading time. As always in the craft of writing: when
in doubt, write less.
(Source: https://examples.yourdictionary.com/descriptive-text-examples.html

Techniques of describing a place

1. Start by describing the first thing that strikes you about the place.
2. Highlight small place details to make your description interesting.
3. Use surprising, exotic language to make the place come to life.
4. Write about how you react to the place.
5. Include only the most important details so you don’t bog your reader down.
(Adapted from < https://www.wikihow.com/Write-a-Descriptive-Paragraph.> Retrieved on 6.12.2018)

6. Writers have to consider the five senses of touch, smell, sound, taste, and sight.
Before writing the paragraph, make five columns and list words or ideas for the
subject of the paragraph based on these five senses. Like this:
touch smell sound taste sight

The sense of sight is the one that most writers consider first, but try to work on that one
last. Let's take, for example, a description of a place. What do you feel when you go
there? What do you feel on your skin. Is it hot or cold? Is it wet or dry? What do you
smell? Is there food? Are the smells good or bad? What do the smells remind you of?
What do you hear? Is it quiet or noisy? Are there cars moving about? Are people
talking? What about the sounds of nature? Are they present? Even a soft wind makes a
sound. Taste is a difficult sense to describe, and the degree to which you pay this any
attention depends on the subject matter. Sight comes last. Here you can describe color,
size, depth, height, width, etc.
31
Here is an example. A student wants to write a paragraph that describes a lake:

touch smell sound taste sight

water air laughing sand the sun
sand fish splashing lotion sand
heat hot dogs music children
food trucks volleyball lifeguard
sun block toys
boats
canoes

Lake Harriet is a great place to swim and relax. In the summer, the
water is warm and clean, and the beaches are large enough to
accommodate groups of people seeking relief from a midsummer
scorcher. In addition to swimming, visitors to the lake can go
canoeing, sailing, windsurfing, or fishing. The blue water is a
refreshing, tempting sight. The sweet scent of sun block wafts
through the air from sunbathers lying on the beach. Children laugh
and splash in the water, and nearby volleyball games stir passionate
shouts in the heat of competition. Meanwhile lifeguards sit atop their
towers and make sure everyone is safe. In the distance, sail boats
catch the soft breezes that ripple Lake Harriet's surface, and
canoeists glide quietly past. This is what summer is all about! (132
words)

In this simple description, the reader should get a good sense of what it's like to be in
this place. The prewriting exercise of listing different aspects of the experience as it
relates to the five senses is helpful when coming up with something to write.

(Source:
https://www.learnamericanenglishonline.com/Write_in_English/WL11_descriptive_paragraphs.
html )

Transitional devices used to signal location:

above, at the side, behind, by, farther, left, right, across, at the top,
below, center, front, middle, there, adjacent, back, beneath, close to,
here, next to, under, around, beside, down, in, nearby, underneath, at
the bottom, backup, beyond, far away, inside, outside, within

Techniques of describing an object:

1. Give an idea of the size and general shape of the object.

32
2. Describe its sensory details by mentioning different parts, like color, texture, or
taste.
Using Sensory Details
Sight: “The light bulb was incredibly powerful; throwing off a blaze so bright it was
almost violet.”
Sound: “The bag crinkled sharply when I opened it.”
Touch: “The wood of the tree was rough, almost biting, scratching her hand when she
brushed against the trunk by accident.”
Taste: “The pizza was garlicky and so salty that he finished his whole glass of soda
after just one piece.”
Smell: “When they opened the box, the faded, pungent scent of old paper lifted out.”

3. Write about what it’s used for to give a sense of its purpose.
4. End by telling or showing how the object is significant.
Adapted from < https://www.wikihow.com/Write-a-Descriptive-Paragraph.> Retrieved on 6.12.2018)

Examples of Paragraphs to Describe Objects

A mixer is used for mixing food. The mixer is made of metal and
plastic. It consists of 5 parts: a base, a stand, a motor housing,
beaters, and a bowl. The base is rectangular in shape. It is 12 cm
wide and 15 cm long. The stand which is supported by the base is 30
cm in height. The motor housing which contains a motor is joined
to the stand. The steel beaters are very hard and tough. They are
fitted in the gearbox. The glass bowl is hard and brittle. The edge of
the bowl is circular. The glass bowl is detached from the base. (107
words)

A kettle is a metal container which is used for boiling water. It

consists of 4 main parts: a vessel, a lid, a spout, and a handle. The
vessel is 7 inches high. It is hollow and spherical in shape. The base is
flat and circular. It has a diameter of 6 inches. On the top of the
vessel, there is a convex lid with a plastic knob in the middle. The lid
is 5 inches in diameter. Above the lid is as curved handle which is
covered with plastic at the middle part. At the side of the vessel is a
conical spout for pouring water out of the vessel. (111 words)

Techniques of describing a person

1. Start your paragraph with a general topic sentence that introduces the person.
2. Focus on the most striking part of their appearance first.

33
3. Focus on physical details that hint at the person’s personality.
4. Fill in any last details to give a good general picture.
5. Use figurative language and strong adjectives throughout your paragraph.
Use Figurative Language

Simile: a comparison between two things using “like” or “as.” Ex. “Her baby’s ears
were as tiny and delicate as seashells.”

Metaphor: using a word or phrase with an object, action or person that it can’t literally
apply to. Ex. “In class, Mrs. Sherman was an actress. She flew around the room and
boomed out each story we read, using different voices and facial expression for every
character.”

6. End the paragraph with a resonant description or conclusion.

(Adapted from < https://www.wikihow.com/Write-a-Descriptive-Paragraph.> Retrieved on 6.12.2018)

Now, your writing prompt is: Describe a good friend you know. If you don’t want
to write about a specific friend of yours, you may write about the characteristics all
good friends should have. The first thing you need to have is a sentence that
addresses the topic—also known as a topic sentence.

The sentence, “My friend has many likeable qualities.” works as a topic sentence
because it tells the reader what you are going to be writing about. Usually the topic
sentence in a single paragraph assignment is near the beginning of the paragraph.
Notice in the outline below that the topic sentence is followed by details that help
describe your good friend and explain why you like him or her. There should also be
a concluding comment that repeats your points in different words.

It’s always a good idea to take a few minutes to write an outline before beginning an
assignment. Here’s a good way to outline a response to the question, “What makes a
good friend?”

Topic Sentence: My friend has many likable qualities.

Detail #1: He is kind hearted.

(Example sentences of his kindheartedness.)
• He is very thoughtful and friendly to everyone.
• He never puts people down and cares about others
before himself.
Detail #2 He is funny.
(Example sentences of how he is funny and how he helps me laugh
at myself)
• Because he is smart, he knows how to use humor to get his
point across without hurting anyone’s feelings.
• He is also familiar with how to use humor to motivate people
and how to get people to agree with him.
Detail #3 He is trustworthy and honest.

34
 (Example sentences. The third detail is usually the most important and is
saved
for last because it will be the one the reader reads last and remembers
most.)
• He has shown me what it means to be honest and trustworthy
• The most important thing I like about my friend is that I know
that he would never turn his back on me or my family.
• He won’t lie to me.
• I feel very lucky to have someone like my friend because I can
count on him in many ways.
• If your car broke down far away from home in the middle of the
night, my friend is the kind of person who would get out of
bed to pick you up.
• The most important thing I like about my friend is that I know
that he would never turn his back on me or my family.
• I have learned how to treat other people better through watching
him.

35
Exercise 1
Work with a partner and combine the second and third sentences of the rough draft
into one sentence by using commas and listing the adjectives. Work on a separate
sheet of paper and don’t look at the examples below. Try to do this by yourselves.

Hopefully your sentence looks like, “He is kind hearted, very thoughtful, and
friendly to everyone.”

Combining Sentences by Creating Compound Sentences

Another way to combine short sentences is to write compound sentences. Notice the
sentence, “I have learned how to treat other people better through watching him, and
he has shown me what it means to be honest and trustworthy” works well because it
combines several points into one longer sentence.

Exercise 2
Work with the same partner and combine the two sentences “The most important
thing I like about my friend is that I know that he would never turn his back on me or
my family. He would not lie to me.” into one compound sentence on the separate
sheet of paper. For this exercise, remember to use a coordinating conjunction (and,
but, so, for, nor, yet) to join the two smaller sentences. Don’t peek at the example
below.

Examples of Possible Compound Sentences

“The most important thing I like about my friend is that I know that he would never
turn his back on me or my family. He would not lie to me.” The simplest way to
combine these two shorter sentences would be to add “and” between them to make,
The most important thing I like about my friend is that I know he would never turn
his back on me or my family, and he would not lie to me. A better way would be to
write, The most important thing I like about my friend is that he won’t lie to me, and I
know that he would never turn his back on me or my family. Another possible route
would be to shorten the second sentence into a phrase to create, “The most important
thing I like about my friend is that I know he would never turn his back on me or lie
to me or my family.” The meaning is a little different in the last one, but it improves
the style a lot.

36
Now we are ready to see what our revised paragraph looks like.

My Best Friend
My friend Nick has many likable qualities. He is kind
hearted, very thoughtful, and friendly to everyone. Because
he is smart, he knows how to use humor to get his point
across without hurting anyone’s feelings. Nick is also familiar
with how to use humor to motivate people and how to get
people to agree with him. The most important thing I like
about him is that I know he would never turn his back on me
or lie to me or my family. I feel very lucky to have someone
like my friend because I can count on him in many ways. If
your car broke down far away from home in the middle of
the night, Nick is the kind of person who would get out of bed
to pick you up. I have learned how to treat other people
better through watching him, and he has shown me what it
means to be honest and trustworthy. (159 words)

Notice that the sentences “He is funny and helps me laugh at myself”, “He is
trustworthy and honest”, and, “He never puts people down and cares about others
before himself” have been dropped because they are no longer necessary. This
process of editing out unnecessary sentences is a major part of editing papers and
will help your writing improve. Also, the word “He” has been changed to “My
friend”, “him” and to “Nick” to vary the flow of the paragraph

Exercise 3
Now it’s your turn to write on the topic: Describe your favorite place. Before you
write, fill out the outline below. Some of it has been done for you. You may change
the details if you feel you have better ones.

Writing Prompt: Describe Your Favorite Place

Topic Sentence: I like my neighborhood park for several reasons.

Detail #1: It is beautiful.

B. (Example sentences of its beauty.)

Detail #2 .

37
 B. (Example sentences of )

Detail #3 (Usually the most important detail) It is a great place to exercise

A. (Example sentences of the different kinds of exercise that can be
done there.)

Concluding Comment: (This is a restatement of your topic in different words

that includes the details and words that support your topic.)

Exercise 4
Put the topic sentence, details and their supporting sentences down in paragraph form
on a separate sheet of paper. Use the skills you practiced in Exercise 2 and
3 of this part to rewrite your second draft. After you finish writing your second
draft, share your work with a partner and talk about what you like and what you
think could be improved with your partner’s paragraph. Just like with your paper,
check your partner’s paper for content, format, and form. Often your instructor
will grade on these three criteria. Content refers to the ideas, the format refers to
how the paper looks regarding layout (title, indentation, use of margins, etc.), and
form refers to grammar, spelling and punctuation. Remember that you don’t have
to use every editing skill every time. For example, you might not need to write a
list, combine sentences or edit out unnecessary sentences with your rough draft. See
what your partner thinks. Be sure to let her see both your rough and second drafts.

38
(Source: https://www.glendale.edu/Home/ShowDocument?id=16356 )

Descriptive word list

Adjectives for describing places:

expensive (adj) costing a lot of money, pricy, costly

famous (adj) very well-known, celebrated, notable
fantastic (adj) wonderful, awesome, fabulous, marvelous
fascinating (adj) very interesting, captivating, intriguing
huge (adj) enormous, giant, sprawling, vast
lively (adj) somwhere with lots of thing going on, vibrant
inexpensive (adj) not costing very much, chep
popular (adj) liked by a lot of people
picturesque (adj) intersting in a unique way, charming, quaint
touristy (adj) visited by lots of tourists
ancients (adj) a place that has a long history; historic
beautiful (adj) very pleasing on the eye, attractive, lovely
boring (adj) dull and not very interesting, uninteresting
bustling (adj) a crowded, busy place; hectic
charming (adj) nice and very pleasing place, delightful, quaint
contemporary (adj) modern, very up-to-date
compact (adj) not very big
cosmopolitan (adj) with a rich and varied mix of cultures and languages
crowded (adj) very full of people, busy, bustling
exciting (adj) lively and thrilling with lots of enjoyable things
dirty (adj)
large (adj)
messy (adj)
modern (adj)
new (adj)

39
noisy (adj)
spacious (adj)
traditional (adj)
hospitable (adj) welcoming to guests or strangers
polluted (adj) dirty, contaminated

Some city adjectives

City: active, bustling, noisy, busy, clean, dirty, windy

Traffic: loud, congested, snarled
Buildings: old, shabby, rundown, crumbling, modern, futuristic, sleek, towering, squat
Buildings (walls): brick, stone, marble, glass, steel, graffiti-covered
Monuments, statues: stone, copper, carved, ancient, moss-covered, faded, green,
bronze
Sidewalk: concrete, cement, slick, cracked, tidy, littered, swept
Paint: fresh, weathered, peeling
Signs: neon, weathered, worn, bright, welcoming, flashing
Buses, cars, taxis: belching, crawling, speeding, honking, waiting, screeching
People: hurried, bundled, smiling, frowning, eager, rushed

Adjectives Describing Appearance

Adorable Attractive Alluring

Beautiful Bewildered Boorish
Bright Confident Cheerful
Cultured Clumsy Drab
Dull Dynamic Disillusioned
Elegant Energetic Fair
Fancy Filthy Gentle
Glamorous Handsome Homely
Hurt Ill-mannered Jolly

40
 Lovely Magnificent Neat
Nervous Pleasant Perfect
Plucky Prim Smiling
Splendid Self-assured Snobbish
Thoughtful Tense Timid
Upset Vivacious Wonderful
Worried Wild Zaftig

Adjectives Describing Personality

Aggressive Ambitious Amused
Brave Barbarous Cruel
Co-
Combative Cowardly
operative
Dangerous Diligent Determined
Disagreeable Evil Erratic
Frank Fearless Friendly
Generous Gifted Helpful
Harmonious Hesitant Instinctive
Kind-
Jealous Knowing
hearted
Loner Mysterious Naughty
Pleasing Placid Punctual
Quiet Rigid Successful
Sedate Sincere Selfish
Talented Thrifty Truculent
Unbiased Voracious Witty
Wise Warm Zany

Adjectives Describing Feelings

Afraid Angry Anxious Bored Berserk Bad
Calm Confused Comfortable Depressed Disturbed Creepy

41
 Dominating Deceitful Envious Faithful Fine Elated
Frustrated Good Gloomy Horrible Happy
Grieving
Hungry Ill Jovial Mature Kind
Lively
Nice Peaceful Sorrowful Silly Protectiv
Proud e
Somber Sore Tired Testy Unwell Troubled
Unhappy Wicked Wrong Zestful Weary
Vengeful

Adjectives Describing Shape

Broad Crooked Circular
Distorted Flat Hollow
Narrow Round Square
Skinny Steep Wide

Adjectives Describing Visual Sense

Gigantic Shimmering Shadowy Knotty

Shiny Gloomy Vibrant
Teeny-tiny Glowing Drab
Crooked Murky
Bulky Hazy Dull

Glitter

Sparkling

Adjectives Describing Sense of Touch

Fluffy Gritty Rough Smooth Slimy
Sticky Creepy Crisp Hairy Chilled
To stifle Woolly

Adjectives Describing Size

Big Colossal Great Gigantic Huge Large

42
 Miniature Mammoth Petite Thin Tiny Tall

Adjectives Describing Time

Ancient Annual Brief Fast Late Early
Modern Old Rapid Slow Young Swift

Adjectives Describing Sound

Blarin Buzz Deafening To sizzle Boom!

Cooing Deafening
g

Loud Melancholic Noisy Hubbub Squeaky To hiss Roaring

Humming To Thundering
Soft Shrill Squeaking
Earsplitting shriek

Silent Thundering Whispering Faint Serene Snappy Crunchy

Adjectives Describing Taste

Bitter Delicious Fresh Bland Juicy Yummy

Hot Icy Juicy Rotten Stinky Lipsmackingly

Spicy Sweet Sour Fragrant Gooey Pungent

Salty Tasty Tasteless Stale Bitter Zesty

Adjectives Describing Touch

Hard Loose Rough Sharp Scattered Soft

Smooth Slippery Sticky Tender Uneven Wet

Adjectives Describing Motion

Soaring Staggering Eye-popping To grab
To resonate Blown away Gob smacked Jaw-droppingly good
To breeze Paralyzed Shocking Turbulent
through

43
 Wriggling Turbulent Choppy Swirling

(Adapted from<https://www.enchantingmarketing.com/sensory-words/> Retrieved on 9.12.2018)

Narrative Paragraph

Definition: A narrative paragraph tells a story using specific details in chronological

(time) order.
Purpose: To show the reader the events that happened.
Practical Uses: When applying for a scholarship, you might tell a story of how you
faced a challenge in your life.
(http://www.elcamino.edu/academics/basicskills/English%20B%20Handbook%20Fourth%20Edition%202014.pdf)

In academic writing, an incident is often used to illustrate a larger point. For example,
you might use a personal narrative to support a general idea or an opinion. Narrative
paragraphs are often used to describe what a person does over a period of time. It
answers the 5-wh questions and 1 h-question (what, when, where, who, how and why).

Outline of a Narrative Paragraph

At the beginning of my story: A working title: WHERE/WHEN (the setting) WHO

(the main characters)

The significance, problem or conflict of the story (Topic Sentence):

______________________________________________________________________
____________________
_________________________________________________________________

In the middle of my story (events will occur in order of time/importance):

1st major event

2nd major event

44
3rd major event

4th major event

At the end of my story:

How did you feel about the whole story/ the solution (Concluding sentence):

______________________________________________________________________
______________________________________________________________________
________________

Example paragraph 1:

A Unforgettable Evening Spent with Friends

I had spent a memorable evening yesterday after a long time. I got home from work at 6
o'clock yesterday. My roommate had painstakingly prepared a delicious dinner which
we ate immediately. After I had cleaned up the kitchen, we watched TV show which
had been recommended by my friend. Then, we got dolled up for a night on the town.
Our friends arrived at about 9 o'clock. We chatted and played carom for a while. Later,
we decided to visit a local music club and listen to some music for a while. Some of the
young guitarists played Tagore’s lyrics truly well. We really enjoyed ourselves and
stayed late only leaving after the band had played their final lyric together. At last, we
came back home at 11:15p.m, and as we all were tired, we went to bed (Words: 139).

Rules:
Use of Tenses:
Use the simple past for succession of events:
• Narrate with the simple past tense when events follow each other. here are some
examples. Notice that each event occurs in succession.
I got up and went to the kitchen. I opened the door and looked into the fridge.
She arrived in Dallas, took a cab, and checked in to her hotel. Next, she had some
dinner in a restaurant. Finally, she visited a colleague before she went to bed.

45
Use the past continuous for interrupted actions:
• To express that an action is interrupted, use the past continuous to describe what
was happening when there was an interruption. Use the past simple with the action that
interrupts what was happening.
Finally, as we were discussing the issue, the teacher walked into the classroom.
Obviously, we stopped talking immediately.
Sharon was working in the garden when the telephone rang.

Use the past perfect for previous actions:

• To express something that was finished before another event in the past, use the
past perfect. This is especially useful when providing an explanation for what happened.
We decided to go out and celebrate because we had just finished remodeling our home.
Janet didn't join us for dinner as she had already eaten.

Use the past perfect continuous for the length of actions:

• The past perfect continuous is used to express how long something had been
happening up to a point in time in the past.
We had been hiking for more than ten hours and it was time to call it a day.
She had been nagging him for months to get a better job when he finally was hired.

Use of Transitional Devices:

Starting sentences with a time expression:
• Start sentences with linking phrases such as 'Then,' 'Next,' 'Finally,' 'Before that',
etc. to connect sentences and show time relationships in your narrative writing.
First, we flew to New York on our great adventure. After New York, we moved on to
Philadelphia. Then, it was on to Florida for some scuba diving.
After breakfast, I spent a few hours reading the newspaper. Next, I played softball with
my son.

Use time clauses to show relationships in time:

• Use 'before', 'after', 'as soon as', etc. to introduce a time clause. Pay special
attention to the use of tenses with time clauses. Begin a sentence with a time clause, but
use a comma before the main clause. OR Begin with the main clause and end with the
time clause using no comma.
After we had finished our homework, we watched a funny movie.
They attended a meeting as soon as they arrived in Chicago.

46
Descriptive Language
When writing a narration, it's a good idea to include descriptive language to help
readers get a feeling for what happened. Here are some suggestions on how to make
your writing more descriptive.
• Use adjectives to modify nouns. Nothing is more boring than a sentence such
as- We went to the store. It's easy to modify store to be more precise as well as
descriptive. We went to a big box electronics store is much more interesting.
They bought a car. -> They bought a used red Italian car.
She planted a tree. -> She planted a young oak tree.
• Use prepositional phrases such as in the corner and across from the bank to
give an idea of where something happens, as well as the relationships between objects.
After we arrived, we were shown to our table at the back of the restaurant.
The car was parked around the corner on the other side of the street.
• Use relative clauses to further describe and provide information about
important details in your narration.
After that, we enjoyed a tasty glass of wine which was grown locally.
Next, we took the car which we had rented in Los Angeles and drove to San Francisco.

Exercise 1 - Using Past Verbs and Prepositions

Write out the following sentences on to a piece of paper to form a paragraph based on
the narrative paragraph above. Conjugate each verb in the past and provide the correct
prepositions.
• Yesterday evening Jack _____ (get) home _____ (preposition) half past five.
• He immediately _____ (make) himself a cup _____ (preposition) coffee and
_____ (sit down) to read a book.
• He _____ (read) the book _____ (preposition) half past seven.
• Then, he _____ (make) dinner and _____ (get ready) to go out with his friends.
• When his friends _____ (arrive), they _____ (decide) to go out to see a film.
• He _____ (stay out) until midnight with his friends.
• Finally, he _____ (fall) asleep _____ (preposition) about one o'clock.

Exercise 2 - Making Your Writing More Interesting

47
Rewrite the following sentences using descriptive language to spice up your
writing.
• After that, the man went home.
• Later, we drove to a restaurant.
• He had finished the report before I gave the presentation.
• The children attended the class.
• My friends asked for help.

Exercise 3 - Adding Linking Language

As now you have a good feeling for the form of a narrative paragraph. Fill in the gaps in
this paragraph providing appropriate linking language to complete the paragraph.

_________ I drove my rusty old car to visit my best friend. _______ I arrived, he had
done his best to prepare a tasty meal. ________, we took a long walk through the park
next to his home. __________ we had been out for more than an hour, my friend asked
me if I could keep a secret. _________, I swore not to tell anyone anything. _________
he recounted a wild tale of a crazy night out on the town __________. ________, he
told me he had seen a ghost at the back of his house, __________ it was trying to tell
him something. Imagine my surprise!

(Adapted from <https://www.thoughtco.com/narrating-things-happening-over-time-1212346> Retrieved on 11

December 2018)

Example paragraph: 2

A Travel Nightmare

When I decided to travel across Europe with a backpack, I did not think I would meet
the local police. My best friend and I were sitting in Frankfurt on a train bound for Paris
when the nightmare began. A young man came to the window of the train and asked me
at what time the train leaves. It took us only ten seconds to open the window and answer
him. When we turned away from the window and sat down on our seats, we noticed that
our backpacks were missing. Quickly, we got off the train and went to the police of the
station. We explained what happened. The police officers did not look surprised. They
48
said that it was a common way of stealing bags. One person stays outside the train and
asks a passenger for help or information. While the passenger is talking to this person,
someone else comes quietly into the train and steals bags or other valuables. The "team
players" are so expert at it that they can steal in less than three seconds. The police
officers told us that there was nothing they could do, but they suggested us to look
through the garbage cans and hoped that the robbers took only our money and threw our
passports and bags away. We searched everywhere, but did not find our bags. The next
morning we were not in Paris; we were at our embassy in Frankfurt for duplicate
passports. That is how our nightmare come to a surprising end.

(257 words) (Adapted from <http://cmapspublic.ihmc.us/rid=1JB6SRSWW-XZPTLQ-

17P1/NARRATIVE%20PARAGRAPHS.pdf> Retrieved on 25th December, 2018).

Exercise 1. Now write a paragraph about your most favorite surprise birthday party.
Exercise 2.Write a paragraph on your first day at university.

Cover Letter

What is a Cover Letter?

A cover letter is a document sent with resume to provide additional information on

skills and experience. The letter provides detailed information on why someone is
qualified for the job s/he is applying for. A cover letter typically accompanies each
resume send out. Employers use cover letters as a way to screen applicants for available
jobs and to determine which candidates they would like to interview. If an employer
requires a cover letter, it will be listed in the job posting. Even if the company doesn’t
ask for one, you may want to include one anyway. It will show that you have put some
extra effort into your application.
(Adapted from https://www.thebalancecareers.com/cover-letters-4161919on 22nd December, 2018 at 8.44pm).

Example:

49
32, Gulshan-1
Dhaka-1000
Email:[email protected]
Mobile no: 01988888800

11 April 2019

The Human Resource Department

East West University
Jahurul Islam Avenue
Jahurul Islam City
Aftabnagar Dhaka-1212.

Subject: Applying for the post of a Librarian

Dear Sir,

I, Faria Islam, would like to apply for the position of a Librarian which was advertised
in The New Age dated on 10 December, 2018.

I am enthusiastically applying for this position because I firmly believe that a

combination of my natural ability, personality and work experience all make me an
ideal candidate for this role. I possess a strong understanding of management, IT
equipment and the day-to-day running of a library. In my current position as a Librarian
Intern with British Council Library, I have gained an insight into the different levels of
library management. I have been involved in coordination of children’s library
operations and customer/community service.

I consistently believe in taking challenges and exploring new, ingenious concepts to

improve library efficiency. I have also worked as a Library Volunteer at Public Library.
Both of my previous jobs have required a high standard of customer service skills.

I would be grateful if you kindly give an opportunity to work at your reputed university
as a librarian and oblige thereby.

Thank you in advance.

Yours sincerely,
(Four Spaces)
Signature
Typed name

Enclosed: 1. 2. 3.
50
32, Gulshan-1
Dhaka-1000
Email:[email protected]
Mobile no: 01988888800

11 December 2018

Mr. Abdul Kalam

VP Marketing
XYZ Company
Aftabnagar Dhaka-1212.

Subject: Applying for the post of a Marketing Manager.

Dear Sir,

I, Faria Islam, would like to apply for the position of a Marketing Manager which was
advertised in The New Age dated on 10 December, 2018.

I read your advertisement with great interest. If you are seeking to augment your
leadership team with an experienced and accomplished marketing professional known
for breakthrough results, please consider my enclosed resume.

As JKL Company’s marketing manager since 2015, I direct all phases of both the
creative and technical elements of marketing initiatives including data mining, brand
creation, print/Web collateral development, lead generation, channel partner cultivation,
customer segmentation/profiling.

Given the opportunity, I’m confident in my ability to achieve similar groundbreaking

marketing results for XYZ Company.

Thanks in advance.

Yours Sincerely,
(Four Spaces)

Signature
Typed name

Enclosed: 1. 2. 3.

51
Curriculum Vitae
The basics:
The curriculum vitae, also known as CV or vita, are a comprehensive statement of your
educational background, teaching, and research experience. It is the standard
representation of credentials within academia.
(Adapted from https://grad.illinois.edu/sites/default/files/PDFs/CVsamples.pdf. Retrieved on 25 December, 2018).

Example:

Emma Islam
Address: Flat 2, Rampura Road, Dhaka-1000
Email: [email protected] | Telephone: +01...

Professional Summary:

Enthusiastic, effective, passionate to take any kind of challenge. Assistant Head of

Department with a proven record of helping children progress, providing positive
learning experiences as well as building and maintaining effective behavior
management systems. Enjoys sharing knowledge, inspiring both children and adults.
Experienced in leading, adept at training, motivating and developing others. Widely
experienced with pupils who have special needs.

Key Achievement:
School: Appointed as English teacher for the special children.
School: Key role in making the learning community safe and successful.
School: Worked one to one with an ESL students with very little English.

Work Experience:
11/2016 – Present
Assistant Head of Department, Little Scholars’ School
● Provide full learning experience and support for students beyond set classes,
working with pupils experiencing barriers to learning across the academic range
● Provide enrichment opportunities for class 3 and 4
● Special responsibility for diversity and creativity

52
07/2013 – 11/2016
Coordinator (Early Years), Riverview School
● Planned and managed change in line with the ‘Letters and Sounds’ Phonics
scheme
● Led, managed and supported staff, coordinating training in Phonics as and when
required
● Observed Phonics being taught and provided classroom support for children
● Assessed children and analysed data to keep standards and expectations high

Academic Qualification:
01/2016 – 06/2017
Degree: Master of TESOL
Institution: Monash University, Australia
Result: High Distinction

10/2007 – 08/2011

Degree: BA (Hons) English

Institution: Dhaka University, Bangladesh
Result: Upper Second Class

09/2005 – 06/2007
Degree: H.S.C.
Institution: Dhaka Board
Result: First Division/ GPA 5

04/2005
Degree: S.S.C.
Institution: Dhaka Board
Result: First Division/ GPA 5

Other Skills:
Microsoft Office (Excel, PowerPoint, Word), SPSS, NVivo11
Interest:
Travelling, photography
References:
Mr. Latif Kabir Ms. Sruti Hossain
Principal Senior Lecturer
53
Riverview School Clemson School
Banani, Dhaka-1200 Progoti Shoroni, Dhaka-1000
Email: [email protected] Email: [email protected]
Contact no: 01239785222 Contact no: 01678888883

Word Formation

S.No. Verbs Nouns Adjectives Adverbs

1 accept acceptance acceptable
2 achieve achievement achievable
3 act action active actively
4 act activity active actively
5 act activeness active actively
6 add addition additional
7 adjust adjustment adjustable
8 admire admiration admirable
9 advise advice advisable
10 amass mass massive massively
11 amazed amazement amazing
12 amuse amusement amusing
13 annoy annoyance annoying
14 approach approach approachable
15 attend attention attentive
16 attract attraction attractive
17 avoid avoidance avoidable
18 believe belief believable
19 blacken blackness black
20 bleed blood bloody
21 bore boredom boring

54
22 bother botheration bothering
23 breathe breath breathing
24 bury burial buried
25 care care careful carefully
26 challenge challenge challenging
27 chase chase chasing
28 cheer cheerfulness cheerful cheerfully
29 choose choice chosen
30 clear clarity clear clearly
31 collect collection collective collectively
32 comfort comfort comfortable comfortably
33 complex complexity complex
34 confuse confusion confused
35 consider consideration considerable considerably
36 console consolation consoled
37 continue continuity continuous continuously
38 craze craze crazy crazily
39 create creation creative creatively
40 credit credit creditable creditably
41 cure cure curable
42 curse curse cursed
43 damage damage damaged
44 deafen deafness deaf
45 decide decision decisive
46 decorate decoration decorative
47 delight delight delightful delightfully
48 demand demand demanding
49 derive derivation derivative
50 deserve deserve deserving
51 destroy destruction destructive destructively
52 develop development developing

55
53 die death dead
54 differ difference different differently
55 disturb disturbance disturbing
56 dust dust dusty
57 educate education educative
58 embarrass embarrassment embarrassing
59 empower power powerful powerfully
60 empty emptiness empty
61 encircle circle circular circularly
62 encourage courage courageous courageously
63 endanger danger dangerous dangerously
64 enthuse enthusiasm enthusiastic
65 enumerate number numerable
66 envy envy envious enviously
67 evaporate evaporation evaporating
68 expect expectation expected expectedly
69 explain explanation explainable
70 explore exploration exploring
71 fascinate fascination fascinating
72 feed food
73 firm firmness firm firmly
74 fly flight flying
75 force force forceful forcefully
76 glorify glory glorious gloriously
77 grow growth growing growingly
78 harm harm harmful harmfully
79 hate hatred hateful hatefully
80 heal health healthy healthily
81 hope hope hopeful hopefully
82 identify identification identified
83 identify identity identifying

56
84 imitate imitation imitative imitatively
85 impress impression impressive impressively
86 include inclusion inclusive inclusively
87 indicate indication indicative indicatively
88 inform information informative
89 inhabit habitat inhabitant
90 injure injury injurious injuriously
91 inquire inquiry inquiring
92 instruct instruction instructive
93 insult insult insulting insultingly
94 intent intention intentional intentionally
95 interfere interference interfering
96 introduce introduction introductory
97 invent invention inventive
98 irritate irritation irritating irritatingly
99 lead leadership leading leadingly
100 live life lively livingly
101 live life alive livingly
102 live liveliness lively livingly
103 lose loss lost
104 madden madness mad madly
105 migrate migration migrating
106 modernize modernity modern
107 moisten moisture moistures
108 monotonies monotony monotonous monotonously
109 move movement movable movingly
110 narrow narrowness narrow
111 nationalize nationality national nationwide
112 observe observation observatory
113 own ownership own
114 perform performance performing

57
115 permit permission permissible
116 persuade persuasion persuasive
117 please pleasure pleasant
118 popularize popularity popular
119 quicken quickness quick quickly
120 redden redness red
121 sadden sadness sad sadly
122 secure security secured securely
123 see scene scenic
124 see sight seen
125 speed speed speedy speedily
126 whiten whiteness white

WORD FORMATION EXAMPLES

1. How long is the FLIGHT from Rome to Paris? (FLY)

2. I have a very good RELATIONSHIP with both my parents (RELATION)
3. Pulling my front tooth didn’t hurt. – It was completely PAINLESS (PAIN).
4. I can tell from your EXPRESSION that you’re not really happy (EXPRESS)
5. We offer free DELIVERY for purchases over € 100 (DELIVER).
6. James hasn’t had a lot of SUCCESS lately, so I hope he’ll do well with his new
company (SUCCEED)
7. It is CERTAINLY colder today that it was yesterday (CERTAIN).
8. What NATIONALITY is he? Spanish or Portuguese? (NATION)
9. You have the CHOICE. – You can either go by bus or walk (CHOOSE).
10. My best friend has a great PERSONALITY. (PERSON).
11. You need a lot of IMAGINATION to write a good story (IMAGINE)
12. The lesson was BORING. I almost fell asleep. (BORE)
13. Don’t be so CARELESS. This is the second vase you have broken this month
(CARE).
14. It’s simply UNBELIEVABLE. I have won the lottery. (BELIEVE)
15. I have to hold a SPEECH at my brother’s wedding (SPEAK)
16. There’s a lot of INFORMATION about that on the internet (INFORM)
17. The children were very NOISY when the teacher came in (NOISE).

58
 18. The film was a bit CONFUSING. I didn’t really understand what happened
(CONFUSE)
19. He has to wear these gloves for SAFETY reasons (SAFE)
20. Sally was UNEMPLOYED/EMPLOYED for two years before she found a new
job (EMPLOY)
21. In India, there are a lot of BEGGARS in the streets (BEG).
22. When I gave up smoking I started putting on more WEIGHT (WEIGH).
23. I had no DIFFICULTY in finding the right street. (DIFFICULT)
24. He talked about FREEDOM and peace in our world (FREE)
25. LUCKILY, I was invited to watch the new film (LUCKY)
26. The DESTRUCTION of our rainforests is a serious problem (DESTROY)
27. Animals in a zoo don’t live in their NATURAL environment (NATURE)
28. HAPPINESS does not have anything to do with how much money you have
(HAPPY)
29. Thank you for being so HELPFUL yesterday (HELP)
30. He has been a long- DISTANCE runner for a few years now (DISTANT)

Phrasal Verbs

You should know that sb. stands for "somebody" and sth. stands for "something".
1. Go off: (of an alarm) begin to sound.
From the time my alarm clock goes off, I am beginning my workout.
2. Wake (sb.) up: emerge or cause someone to emerge from sleep.
I woke up at 7 o’clock.
She woke him up gently.
3. Get (sb.) up: rise or cause someone to rise from bed after sleeping.
I got up feeling tired and disoriented.
We got him up because we had to go to a friend's house.
4. Put sth. on: place a garment, jewellery, etc. on part of one’s body
I put on my watch and set off a little late.

59
5. Dress up: put on smart or formal clothes.
I only dress up on special occasions, like weddings or other celebrations.
6. Tidy up (sth.): bring order to; arrange neatly.
The children don't like tidying up their bedrooms, but they always do it.
7. Switch sth. on: start the flow or operation of something by means of a tap, switch, or
button.
She switched on the TV to watch her favourite show.
8. Take sth. off: remove clothing from one’s or another’s body.
I took off my shoes and lay down on the sofa.
9. Warm up: prepare for physical exertion or a performance by exercising or practicing
gently beforehand.
I always warm up thoroughly before going out for a jog.
10. Work out: engage in vigorous physical exercise.
John tries to work out three or four times a week at the local gym.
11. Let sb. in: admit someone to a room, building, or area.
We let our lovely dog in the house every morning.
12. Come in: enter a room, building, or other place.
Please, come in and sit down.
13. Move over: adjust one’s position to make room for someone else.
Could you guys move over so I can sit down as well, please?
14. Kick sb. out: expel or dismiss someone.
They kicked me out of the club after the fight.
15. Drink up: quickly consume the rest of a drink.
She drank up what was left of her beer and left in a hurry.

Academic Word List 1

1. aberrant
a. markedly different from an accepted norm
60
 Example:

• If my aunt does not take her medication, she will have aberrant mood swings.
• The drunken man’s aberrant conduct drew the police officer’s attention.

2. aesthetic
a. characterized by an appreciation of beauty or good taste
Example:

• The committee did not attempt to make aesthetic judgments, nor did the artists
assume expertise in the issues.
• Maybe it was time they started paying more attention to the aesthetic value of
things.

3. aggregate
a. a sum total of many heterogeneous things taken together
Example:

• During the singing competition, the producers will aggregate singers into
groups based on gender and age.
• The fire drill shows our ability to aggregate in preselected destinations during
an emergency.

4. amalgamate
a. bring or combine together or with something else
Example:

• The two companies will amalgamate in a mutually beneficial merger next

week.
• Because of budget cuts, the two schools were forced to amalgamate into one
building.

5. ambiguous
a. having more than one possible meaning
Example:

• Instead of being ambiguous with your words, be clearer and more specific.
• With an ambiguous plot, no one could understand the film's premise.

6. ambivalence
a. mixed feelings or emotions
Example:

• Even though the new job meant more money, Tad felt a great deal of
ambivalence about accepting the position.

61
 • While many people love technology, there are just as many who show
ambivalence towards it.

7. analogous
a. similar or equivalent in some respects
Example:

• All of the actors reading for the role were analogous to each other in
appearance.
• We couldn’t decide between the two tiles because they were analogous to one
another.

8. anomalous
a. deviating from the general or common order or type
Example:

• He is in an anomalous position as the only part-time worker in the firm.

• In fact, the anomalous status gave him greater leeway.

9. antipathy
a. a feeling of intense dislike
Example:

• After serving in the war, he developed an antipathy to guns.

• After hearing about public antipathy to his programs, the candidate hired a new
consultant.

10. apprise
a. inform somebody of something
Example:

• The scouts went back to apprise their commanding officer of the enemy’s
location.
• Each week, the teachers apprise parents of their students’ progress by emailing
grade reports.

11. approbation
a. official acceptance or agreement
Example:

• I need to write a powerful resume to gain approbation from an employer.

• You cannot take prescription medication without doctor's approbation.

12. appropriate
a. suitable for a particular person, place, or situation
Example:
62
 • When someone sends you a gift, the appropriate response is to thank them.
• Her speech on retirement was appropriate for her middle-aged audience.

13. artless
a. simple and natural; without cunning or deceit
Example:

• My artless comment was mistaken for rudeness.

• The child asked many artless questions

14. audacious
a. disposed to venture or take risks
Example:

• Your plan of going abroad is an audacious decision.

• He described the plan as ambitious and audacious.

15. autonomous
a. existing as an independent entity
Example:

• Teachers aim to help children become autonomous learners.

• His philosophy is about becoming aware of oneself as an autonomous
individual.

16. aver
a. declare or affirm solemnly and formally as true
Example:

• I aver that I have spoken the truth.

• In spite of all you say, I still aver that his report is true.

17. banal
a. repeated too often; overfamiliar through overuse
Example:

• It was just another banal newspaper story.

• Melissa murmured some banal phrases of encouragement and put down the
telephone with a feeling of desolation.

18. beneficent
a. doing or producing good
Example:

• Many beneficent projects have to be foregone if sufficient funds are lacking.

63
 • Everything important to the farm was under the care of a beneficent power,
never conceived of as having a definite shape.

19. bombastic
a. ostentatiously lofty in style
Example:

• He is best known for three rather bombastic poems.

• The candidate spoke in a bombastic way of all that he would do if elected.

20. boorish
a. ill-mannered and coarse in behavior or appearance
Example:

• I found him rather boorish and aggressive.

• He disgusted many with his boorish behavior.

21. burnish
a. polish and make shiny
Example:

• The company is currently trying to burnish its socially responsible image.

• He missed no opportunity to burnish his image.

22. cacophonous
a. having an unpleasant sound
Example:

• They produced the most cacophonous beat of pop music.

• It is quite a shock to move from this charming, if slightly aimless stuff back into
the original cacophonous maelstrom.

23. capricious
a. determined by chance or impulse rather than by necessity
Example:

• The novelist characterizes his heroine as capricious and passionate.

• He was a cruel and capricious tyrant.

24. castigation
a. verbal punishment
Example:

• Some people believe that work is a better means of order and discipline than
chain and castigation.

64
 • Ever since its presentation, the Little Women's Prose receives much scold and
castigation.

25. catalyst
a. substance that initiates or accelerates a chemical reaction
Example:

• The high suicide rate acted as a catalyst for change in the prison system.
• The riots were later seen as the catalyst for the new political developments.

26. causality
a. the relation between reasons and effects
Example:

• They do not share our sense of causality, and so tend to view events as discrete
and unrelated.
• Thus, it is possible to discern three main levels of causality in this model of
industrial conflict.

27. chicanery
a. the use of tricks to deceive someone
Example:

• The investigation revealed political chicanery and corruption at the highest

levels.
• Clearly there is some chicanery going on.

28. coagulate
a. change from a liquid to a thickened or solid state
Example:

• Blood coagulates when it meets air.

• In extreme polarity, dreams coagulate into thought - form that is resonant.

29. coda
a. the closing section of a musical composition
Example:

• The coda is often more technically difficult than the rest of the piece.
• Still, it was a happy coda to a difficult week for US debt markets.

30. commensurate
a. corresponding in size or degree or extent
Example:

• Six yards is commensurate with eighteen feet.

65
 • Employees are paid salaries commensurate with those of teachers.

31. conciliatory
a. making or willing to make concessions
Example:

• Everyone was in a conciliatory mood at the start of the meeting.

• Perhaps you should adopt a more conciliatory approach.

32. confound
a. be confusing or perplexing to
Example:

• Don't confound public affairs with private ones.

• Use their expectations and then confound them.

33. contention
a. the act of competing as for profit or a prize
Example:

• His contention was that world trade barriers should be canceled.

• Her main contention is that doctors should do more to encourage healthy eating.

34. contentious
a. showing an inclination to disagree
Example:

• She has some rather contentious views on education.

• 3. Animal welfare did not become a contentious issue until the late 1970s.

35. conundrum
a. a difficult problem
Example:

• The administration is facing a familiar conundrum.

• Time will doubtless provide the answer to that conundrum.

36. conventional
a. following accepted customs and proprieties
Example:

• She's very conventional in her views.

• He made a few conventional remarks about the weather.

37. convoluted
a. highly complex or intricate
66
Example:

• His grammar explanations are terribly convoluted.

• Her book is full of long convoluted sentences.

38. craven
a. lacking even the rudiments of courage; abjectly fearful
Example:
• They condemned the deal as a craven surrender.
• For a craven moment she was tempted to go back and throw herself on the
mercy of the landlady.

39. decorum
a. propriety in manners and conduct
Example:

• I was treated with decorum and respect throughout the investigation.

• I hope you will behave with decorum at the funeral.

40. deference
a. courteous regard for people's feelings
Example:

• He treats her with such deference.

• The actress was accorded all the deference of a visiting celebrity.

41. delineate
a. represented accurately or precisely
Example:

• The law and the necessary punishments delineate a bottom line for decent
human interaction.
• Delineate the type of data being described by the data name.

42. denigrate
a. charge falsely or with malicious intent
Example:

• You shouldn't denigrate people just because they have different beliefs from
you.
• Ensure they speak well of us rather than denigrate us to their friends.

43. derivative
a. a compound obtained from another compound
Example:

67
 • I found the novel thin and derivative. I had expected more.
• His painting/style is terribly derivative.

44. dichotomy
a. a classification into two opposed parts or subclasses
Example:

• There is a dichotomy between the academic world and the industrial world.
• The recent trend is to de-emphasize the classical dichotomy.

45. diffidence
a. lack of self-assurance
Example:

• If I have any suggestions, I shall put them with garrulous hesitation and a
suitable air of diffidence.
• He has diffidence in expressing his opinions.

46. diffuse
a. spread out; not concentrated in one place
Example:

• Direct light is better for reading than diffuse light.

• The problem is how to diffuse power without creating anarchy.

47. digression
a. a message that departs from the main subject
Example:

• Talking about money now would be a digression from the main purpose of this
meeting.
• Please leave the digression, and get down to the business matter.

48. discerning
a. having or revealing keen insight and good judgment
Example:

• Politicians are good at discerning public opinion.

• Today's consumers are sophisticated, discerning and demand quality products
with real taste and flavor.

49. discordant
a. not in agreement or harmony
Example:

• The two experiments gave us discordant results.

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 • The authorities on the issue are discordant.

50. discredit
a. the state of being held in low esteem
Example:

• By telling lies he brought discredit upon Parliament.

• The company's lawyers tried to discredit her testimony.

Present Tense

Present tense has four different forms.

• Present Indefinite Tense/ Simple Present Tense

• Present Progressive (Continuous) Tense
• Present Perfect Tense
• Present Perfect Progressive (Continuous)

Present Indefinite Tense/ Simple Present Tense

The present indefinite tense, also known as simple present tense, denotes a stative or
habitual or eternally true action.

Generally simple present tense is used to indicate an action which happens – always,
regularly, every day, daily, normally, generally, usually, occasionally, sometimes, often,
rarely, frequently, nowadays, naturally, seldom, constantly, never, every a week, every
year, once a year, on a week, at times, at present, now and then, or all the time.

Structure:

• Subject (all other kinds) + verb in simple present form + . . .

• Subject (third person singular number) + verb in simple present form +
s/es + . . .
Note: When ‘be’ verbs work as the main verb in a sentence, they are different from the
above structures.

Number Singular Plural

Person/

First I am a good cricket player. We are good cricket players.

Second You are an irresponsible person. You all are always irresponsible.

69
 Third The earth is smaller than Jupiter. Junk foods are not good for health.

There are some stative verbs which are usually used in simple tenses whether present or
past or future. The stative verbs are:

Have Hate Appear Smell

Sound
Understand Need See Want
Own
Know Hear Like Taste

Believe Love Seem Wish

Examples:

• I know Samia.
• He understands it.
• They love swinging in the park.
• Some people do not believe in politics.
• I usually wake up at 6.00 AM.

Present Progressive (Continuous) Tense

The present progressive is used to indicate the ongoing time (now). However, the
stative verbs do not usually take the form of present progressive even though they refer
to the present time.

Now, continually, perpetually, at this moment, at the moment, right now, This season,
this year, forever, etc. are usually the signs of a verb to take present progressive tense.
However, these signs are not necessary all the time for a verb to present progressive
tense.

Structure:

Subject + am/is/are + verb + ing + . . .

Examples:

• I am going to the university ground.

70
 • He is coming here for some tips.
• They are making a basketball ground.
• Why are you working in that horrible place?
• Four teams are playing at this moment.

This structure can also be used to demonstrate future time.

Examples:

• Sami is leaving for Bhutan tomorrow.

• I am going to complete my task tomorrow.
• Our bus is leaving at 6.00 PM.
• They are flying to Canada next month.

Present Perfect Tense

The present perfect tense is used when one intends to indicate:

• an action that occurred at a time which is indefinite and has its effect on
the subject
• or an action that occurred many times and has the possibility to occur in
the present/future
• or an action that began in the past and still going on in the present.

Just, already, yet, just now, ever, lately, recently, etc. are some of the signs for present
perfect tense.

Note: Already comes between have/has and the past participle; yet appears with a
negative form at the end of the sentence.

Structure:

Subject + have/has + verb in the past participle form + . . .

Examples:

• Sami has read the book written by Dan Brown. (No time is indicated)
• I have read this poem many times. (Not habitual but occurred many
times in the past)
• He has lived in this apartment for 15 years. (Still going on)

Examples:

• Sami has already reached there.

• Sami has not reached yet.
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 • I have already cleaned the house.
• I have not cleaned the house yet.

Present Perfect Progressive (Continuous)

It is the least used form of present tense. Present perfect progressive is used to indicate
an action that began in the past and is still occurring in the present. Both present perfect
and present perfect continuous can be used to indicate this type of action.

Structure:

Subject + have/has + been + [verb + ing] + . . .

Examples:

• Sami has been reading for 3 hours.

• I have been sleeping since 10.00 AM.
• Sami has been working in that shop for 6 years.

EXERCISES ON PRESENT TENSE

Exercise 1

Direction: Complete the sentences with the verbs in brackets using present simple
and progressive tense.

1. Look. He .......................................... to us. (listen)

2. We .............................. at a hotel this week. (stay)
3. I ............................. to bed early on Sundays. (go)
4. My mum is at the shop. She .................................. a new dress. (buy)
5. Jill ...................................... a lot of money. (have)
6. They usually ............................ on Sunday. (leave)
7. Please, stop! You ........................... so fast! (drive)
8. We .............................. in Berlin each year. (meet)
9. We ................................. to discos on Fridays. (go)
10. He normally ................................. on time. (come)
11. I can't hear you! I .................................... a shower. (have)
12. Sam .......................... his homework at night. (do)

Exercise II

Direction: Make these sentences negative using present simple and progressive
tense.

72
 1. .................................................................................. very good. Why do
you read such magazines?
2. Why ................................................................ such magazines? I'm
doing housework at the moment.
3. ......................................................... housework at the moment. We go
swimming on Tuesdays.
4. .............................................................................. on Tuesdays. My
Spanish pen friend sends me postcards.
5. ............................................................................. me postcards. Why are
you listening to us?
6. Why................................................................................. to us?
What does Jack do?
7. What ....................................................................................... ?
She's sitting over there.
8. ................................................................................. over there.
They have a house in the mountains.
9. ....................................................................... in the mountains.
We're having fun.
10. ............................................................................................ fun.

Exercise III

Direction: Use the words in brackets to complete these sentences using present
perfect simple and continuous.

Example:

We can go home. We have mended three cars today. (mend)

We have been mending cars since the morning and we aren't finished. (mend)

1. She .......................................................... cakes all day. She's pretty tired.

(bake)
2. How many puddings ............... she ....................................? (make)
3. I .................................................................... my keys since we came
home. Where are they? (look for)
4. I .................................................................... my keys several times. But I
haven't found them. (look for)
5. Sam is so angry with you. What ................. you .................................... to
him? (do)
6. You are so dirty! What ................ you ..........................................? (do)
7. Joy .......................................................... on this computer yet. (not work)
8. Joy .......................................................... on the computer these days. It is
broken. (not work)
9. How many years ................ he ................................. this car? (have)

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 10. How long .................. he .......................................... the shower? I badly
need the bathroom. (have)
11. I'm shattered. I .............................................................. well lately. (not
sleep)
12. Is the new bed comfortable? I ...................................................... on it so
far. (not sleep)

Exercise IV

Direction: Use the underlined words to make questions using present perfect
simple and continuous.

Example: Sandra is a journalist. She publishes her interviews in American newspapers.

1. How long ……………………………….. her articles in the American

newspapers? My wife is learning Japanese. (publish)
2. .......... she ................................. Japanese before? I met Cosby a few
years ago. I know him. (learn)
3. How many years ............ you ............................... him? I haven't done
this for such a long time! (Know)
4. What ........... you .................................. instead of it all the time? My
hotel is quite prosperous. I run it myself. (do)
5. How long ........... you ............................ the hotel? She wanted to
borrow some money from me. (run)
6. ............ she .................................. the money yet? I have a camera. I can
take a picture of you. (borrow)
7. Good idea! .............. you ............................... pictures for a long time?
It's 10 o'clock and he isn't here yet. I'm not going to wait for him any
longer. (take)
8. It's terrible. How long ........... you ................................... for him? (wait)

Exercise V

Direction: Complete the following passage with the correct form of present tense.

Today (be) 1).............. the second day of my trek around Mount Annapurna. I am
exhausted and my legs (shake) 2)............; I just hope I am able to complete the trek. My
feet (kill, really) 3)............. me and my toes (bleed) 4).........., but I (want, still) 5)..........
to continue. Nepal is a fascinating country, but I have a great deal to learn. Everything
(be) 6) ............. so different, and I (try) 7)........... to adapt to the new way of life here. I
(learn) 8).......... a little bit of the language to make communication easier;
unfortunately, I (learn, not) 9)............... foreign languages quickly.
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I (travel, currently) 10) ............... with Liam, a student from Leeds University in
England. He (be) 11) ............... a nice guy, but impatient. He (walk, always) 12)
............. ahead of me and (complain) 13) ............ that I am too slow. I (do)
14).................. my best to keep up with him, but he is younger and stronger than I am.
Maybe, I am just feeling sorry for myself because I am getting old. Right now, Liam
(sit) 15)................. with the owner of the inn. They (discuss) 16)................ the
differences between life in England and life in Nepal.

Exercise VI

Read the following paragraphs. Can you spot the errors in tense? If yes, correct
the errors and rewrite the paragraphs.

If you want to pick up a new outdoor activity, hiking is a great option to consider. It’s a
sport that is suited for a beginner or an expert—it just depended on the difficulty hikes
you choose. However, even the earliest beginners can complete difficult hikes if they
pace themselves and were physically fit.

Not only is hiking an easy activity to pick up, it also will have some great payoffs. As
you walked through canyons and climbed up mountains, you can see things that you
wouldn’t otherwise. The views are breathtaking, and you will get a great opportunity to
meditate on the world and your role in it. The summit of a mountain is unlike any other
place in the world.

Past Tense

Past tense has four forms.

• Past Indefinite Tense/ Simple Past Tense

• Past Progressive (Continuous) Tense
• Past Perfect Tense
• Past Perfect Progressive (Continuous) Tense

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Past Indefinite Tense

The past indefinite tense, also known as simple past tense, is used to indicate a finished
or completed action/task that occurred/happened at a specific point in time in the past.
‘A specific time’ can be diverse and can cover a long period of time but it cannot be
undeterminable.

Structure:

Subject + verb in the past form + . . . + adverb of time + . . .

Note: Adverb of time (e.g. yesterday, later, last year) can also be at the beginning of the
sentence. Other sentences can also refer to that adverb and can use simple past tense.

Examples:

• Sami went to Mexico last year.

• I ate a mango a few minutes ago.
• He had an exam yesterday.
• I used to travel around the world when I was fit. (It can also indicate a
habit of the past which is not a habit in the present.)

Past Progressive (Continuous) Tense

The past progressive tense is used to demonstrate an action that was happening in the
past for a period of time in a particular context. The context can be a specific time or
another action.

Structure:

Subject + was/were + verb + ing + . . . a specific time

Examples:

• Sami was sleeping yesterday at 6.30 AM

• I was cleaning the dishes at around 5.30-6.30 yesterday.
Structure:

When + subject + simple past tense + subject + was/were + verb+ing . . .

Examples:

• When I went out, Samia was shouting from behind.

• When Sami came, I was sleeping.
Structure:

76
Subject + was/were + verb+ing + when + subject + simple past tense . . .

Examples:

• Samia was shouting from behind when I went outside.

• I was sleeping when Sami came home.
Structure:

While + subject + was/were + verb+ing + subject + was/were + verb+ing . . .

Examples:

• While I was sleeping, Samia was making noises.

• While Sami was playing, I was sleeping.

Past Perfect Tense

The past perfect is used to demonstrate an action that occurred before another action in
the past. There are usually two completed actions in the sentence; one happens before
the other.

Structure:

Subject + had + past participle form of the main verb + before + subject + simple past
tense . . .

Examples:

• Samia had completed the task before the teacher asked.

• I had bought a phone before you came here.
Structure:

Before + subject + simple past tense + subject + had + past participle form of the verb
+. . .

Examples:

• Before I went to the office, I had finished some business with her.
• Before she went home, she had taken a test.

Structure:

Subject + simple past tense + after + subject + had + past participle . . .

77
Examples:

• Nihal ate after I had bought him a toy.

• I went to the office after I had finished some business with her.
Structure:

After + subject + had + past participle + subject + simple past tense . . .

Examples:

• After I had bought a phone, she came to the shop.

• After she had gone, I came in.
Note: When can be used in place of before or after in any of the above structures.

Past Perfect Progressive Tense

The past perfect progressive tense is an extension to the past perfect tense and its
structures. Past perfect progressive is used to demonstrate an action which continued for
a specific period of time but stopped before another action.

Structure:

Subject + had + been + verb+ing + . . . + for/since + . . . + before + subject + past

simple tense

Examples:

• Akram had been playing cricket for 18 years before he retired.

• Sami had been living in Rajshahi since 2010 before he moved to Dhaka.
Note: This tense can be replaced by the past perfect tense withdrawing for/since.

EXERCISES ON PAST TENSE

Exercise I

Direction: Find mistakes and correct them using past simple and continuous.

1. I was doing my homework first and then I had a rest.

2. My mum was often driving when she was younger.
3. While daddy didn't look, Susan put his key in her pocket.
4. I needed to talk to her. And at 10 I was calling her.
5. I saw you with Jill at the cafe. You talked.
6. Your English is very good. Where were you studying?
7. As they walked along the river, they saw something in the water.
78
 8. I was taking her to Dover. We had a great time.
9. The weather was perfect when the sun was shining. But it was changing
soon.
10. When he met her, she wore a hat.

Exercise II

Read these sentences and make questions using past simple and continuous.

1. When I met him, he was talking on the telephone. Who

............................................................... to? (he | talk)
2. The company wanted to finish this house last week. And when
............................................................... it? (they | start)
3. I saw your wife last night. She was driving a car. What car
...............................................................? (she | drive)
4. I tried to get in touch with you last weekend. Why
............................................................... to get in touch with me? (you | want)
5. My sister was not listening when I wanted to tell her. What
............................................................... ? (your sister | do)
6. When I came to his bedroom, he was snoring. How
............................................................... ? (he | lie) On his back?
7. At 10 o'clock I was watching a documentary film. Which channel
............................................................... ? (you | watch)
8. I had an accident on Monday. What ............................................................... ?
(happen | you)

Exercise III

In the following paragraphs, some of the sentences contain errors in verb tense.
Write out the correct form of any verb that is used incorrectly

Late Bloomers

Some very remarkable adults are known to have experience quite unremarkable
childhoods. English author G.K. Chesterton, for instance, could not read until the age of
8, and he usually finish at the bottom of his class. "If we could opened your head," one
of his teachers remark, "we would not find any brain but only a lump of fat." Chesterton
eventually become a successful novelist. Similarly, Thomas Edison was label a "dunce"
by one of his teachers, and young James Watt was called "dull and inept."
79
Mona Lisa

Leonardo da Vinci's "Mona Lisa" is one of the most famous portraits in the history of
painting. Leonardo took four years to complete the painting: he begun work in 1503 and
finish in 1507. Mona (or Madonna Lisa Gherardini) was from a noble family in Naples,
and Leonardo may have paint her on commission from her husband. Leonardo is said to
have entertain Mona Lisa with six musicians. He install a musical fountain where the
water play on small glass spheres, and he give Mona a puppy and a white Persian cat to
play with. Leonardo did what he could to keep Mona smiling during the long hours she
sit for him. But it is not only Mona's mysterious smile that has impress anyone who has
ever view the portrait: the background landscape is just as mysterious and beautiful. The
portrait can be seen today in the Louvre Museum in Paris.

Exercise IV

Respond to the following situations using past perfect continuous.

Why were you so red?

1. Because I ................................................................ before we met. (jog)

Your test was absolutely correct.
2. Really? I .................................................................. for it so long. (revise)
Did you see Jane? She was so angry.
3. No wonder. She ....................................................... with her brother all
day. (argue) Bill was exhausted.
4. Yes, he really was. He ............................................................... too long.
(work) Your parents went to bed very late.
5. They ............................................................................. all afternoon.
(have a rest) Why were all the players so dirty at the end of the match?
6. Because they .................................................................... in mud. (play)
Did you get in touch with Richard in time?
7. Not really. But I ............................................................ to contact him all
the time. (try) Was Grace your classmate?
8. No, she wasn't. But she ...................................................... Class B for a
year before she left. (attend) Why were Matt and Sue so pale when they
returned?
9. Because they ..................................................................... in their room
all their holiday. (stay) What time did Doris get up?
10. She ............................................................ till ten o'clock. (sleep)
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Exercise V

Direction: Complete the following passage with the correct form of past tense.

When I 1) .............. (be) 18 years old, I 2).................. (decide) to spend some time in
America. However, until I 3)................. (save) enough money, I 4) .................... (not
tell) anybody about my plan. My mum 5) .............. .(be shocked), because we
6)................. (never be) abroad. At that time, I 7)............... (have) a pen-friend in Dallas
and I 8)................ (always want) to see her. I 9)............... (know) that my English
10).......... (be) very good as I 11).............. (pass) Cambridge exams with grade A.
Before I 12).................. (start) to write to Wendy, it 13)............. (never come) to my
mind that I 14)……….. (can) go to the States on my own. Nevertheless, after I
15).............. (decide) to set off, I just 16).............. (have) to go.

Subject-Verb Agreement

Being able to find the right subject and verb will help you correct errors of subject-verb
agreement.

Rule 1. A subject will come before a phrase beginning with of. This is a key rule for
understanding subjects. The word of is the culprit in many, perhaps most, subject-verb
mistakes.

Hasty writers, speakers, readers, and listeners might miss the all-too-common mistake
in the following sentence:

Incorrect: A bouquet of yellow roses lend color and fragrance to the room.

Correct: A bouquet of yellow roses lends . . . (bouquet lends, not roses lend)

Rule 2. Two singular subjects connected by or, either/or, or neither/nor require a

singular verb.

Examples:

• My aunt or my uncle is arriving by train today.

81
 • Neither Juan nor Carmen is available.

• Either Kiana or Casey is helping today with stage decorations.

Rule 3. The verb in an or, either/or, or neither/nor sentence agrees with the noun or
pronoun closest to it.

Examples:

• Neither the plates nor the serving bowl goes on that shelf.

• Neither the serving bowl nor the plates go on that shelf.

Rule 4. As a general rule, use a plural verb with two or more subjects when they are
connected by and.

Example:

• A car and a bike are my means of transportation.

But note these exceptions:

Exceptions:

• Breaking and entering is against the law.

• The bed and breakfast was charming.

In those sentences, breaking and entering and bed and breakfast are compound nouns.

Rule 5a. Sometimes the subject is separated from the verb by such words as along with,
as well as, besides, not, etc. These words and phrases are not part of the subject. Ignore
them and use a singular verb when the subject is singular.

Examples:

• The politician, along with the newsmen, is expected shortly.

• Excitement, as well as nervousness, is the cause of her shaking.

Rule 5b. Parentheses are not part of the subject.

Example: Joe (and his trusty mutt) was always welcome.

Rule 6. In sentences beginning with here or there, the true subject follows the verb.
82
Examples:

• There are four hurdles to jump.

• There is a high hurdle to jump.
• Here are the keys.

Rule 7. Use a singular verb with distances, periods of time, sums of money, etc., when
considered as a unit.

Examples:

• Three miles is too far to walk.

• Five years is the maximum sentence for that offense.

Rule 8. With words that indicate portions—e.g., a lot, a majority, some, all—Rule 1
given earlier in this section is reversed, and we are guided by the noun after of. If the
noun after of is singular, use a singular verb. If it is plural, use a plural verb.

Examples:

• A lot of the pie has disappeared.

• A lot of the pies have disappeared.
• A third of the city is unemployed.
• A third of the people are unemployed.
• All of the pie is gone.
• All of the pies are gone.
• Some of the pie is missing.
• Some of the pies are missing.

Rule 9. The word were replaces was in sentences that express a wish or are contrary to
fact:

Example:

• If Joe were here, you'd be sorry.

Shouldn't Joe be followed by was, not were, given that Joe is singular? But Joe isn't
actually here, so we say were, not was. The sentence demonstrates the subjunctive
mood, which is used to express things that are hypothetical, wishful, imaginary, or
factually contradictory. The subjunctive mood pairs singular subjects with what we
usually think of as plural verbs.

Examples:

• I wish it were Friday.

83
In this example, a wishful statement, not a fact, is being expressed; therefore, were,
which we usually think of as a plural verb, is used with the singular it. (Technically, it is
the singular subject of the object clause in the subjunctive mood: it were Friday.)

EXERCISES ON SUBJECT-VERB AGREEMENT

Exercise I

Direction: Circle the correct verb in each of the sentences below.

1. Your friend (talk-talks) too much.

2. The man with the roses (look-looks) like your brother.
3. The women in the pool (swim-swims) well.
4. Bill (drive-drives) a cab.
5. The football players (run-runs) five miles every day.
6. That red-haired lady in the fur hat (live-lives) across the street.
7. He (cook-cooks) dinner for his family.
8. The boys (walk-walks) to school every day.
9. The weather on the coast (appear-appears) to be good this weekend.
10. The center on the basketball team (bounce-bounces) the ball too high.
Exercise II

Directions: Put a C if the sentence is correct, an X if it is not correct.

1. ___ They have been waiting a long time.
2. ___ The pen or the pencil are lost.
3. ___ Someone don't understand.
4. ___ Those has been cheaper in the past.
5. ___ Randy and Juan like sports.
6. ___ These are really special.
7. ___ You rides with me.
8. ___ All of them goes to school.
9. ___ Tony likes Mary.
10. ___ That movie was awesome.

Exercise III Directions: Write the correct verb in the blank to the left of each
sentence. See the instructor for answers.
1. Everybody __________ asked to be quiet. (be)
2. In a marathon, few of the starters ___________ the race. (do)
3. Sixty days __________ not enough time to complete the project.
(be)
4. All of the workers ___________ receiving their bonus. (do)
5. On our street _____________ many tall trees. (be)
6. It ____________ make any difference. (do)
7. The value of cars and motorcycles ____________ increased. (be)
8. The principal and her husband _____________ honored guests.
(be)
84
 9. Either the pitcher or the base runners _____________ caught
napping. (be)
10. One of my friends ______________ in E.S.P. (be)
11. Have you ever heard the expression, “No new __________ good
news?” (be)
12. There ____________ several dents in the car. (be)
13. Louise _____________ want to drive that long distance. (do)
14. Either Luis or Horace ____________ the bills in our house. (do)
15. A boy and a girl _____________ here to see you. (do)
16. The box of apples ____________ on the porch. (be)
17. Some of the job applicants _____________ expected to pass the
difficult screening test. (be)
18. The army ______________ conducting maneuvers in March. (be)
19. Here ________________ the family now. (be)
20. Neither of us ____________ going to work. (be)
21. ______________ they know when to quit? (do)
22. Thirty minutes ___________ the time limit for the test. (be)
23. Measles ______________ a disease most children experience.
(be)
24. The class ____________ turning in their registration forms today.
(be)
25. Beyond the mountains ______________ a fertile valley. (be)

Exercise IV Directions: Write the correct verb in the blank to the left of each
sentence. See the instructor for answers.

I love to play bocce*. The game 1) ________ (do) not require any special athletic
abilities. There is a new bocce league at the recreational center. There 2) ________ (be)
several teams in the league. I have a new set of bocce balls. My friend 3) _________
(have) a new pallino** ball. Bocce is a game for people of all ages. I 4) __________
(be) going to show you how to play. The players take turns rolling a ball down the
court. Each of the players 5) _________ (take) one ball and aims for the pallino. We try
to get our balls as close to the pallino as possible. Rick often 6) _________ (try) to
bounce his ball off the side of the court. Nobody enjoys playing bocce more than I do.
Everybody who plays bocce 7) __________ (enjoy) the game. There are four players on
each team. There 8) ___________ (be) a tournament at the end of the season. The
winners of the tournament carry home a trophy. Everyone 9) _________ (carry) home
good memories. I am ready to play a game now. You and your friends 10)
___________ (be) welcome to join us.

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*Bocce, also known as Italian lawn bowling, is one of the most widely played games in the world and is
one of the oldest lawn or yard games.

**Standard bocce sets contain 8 colored balls — 4 balls each to a color, typically green and red — and
one smaller ball, called the jack or pallino.

SOURCES (Grammar and Vocabulary)

Materials have been collected and adapted from the following sources:
• https://www.learngrammar.net/
• https://www.e-grammar.org/
• https://www.grammarbook.com/grammar/subjectVerbAgree.asp
• https://www.thoughtco.com/review-exercises-in-subject-verb-agreement-
1690354
• https://www.thoughtco.com/review-exercises-in-subject-verb-agreement-
1690354
• https://www.grammarbook.com/grammar/subjectVerbAgree.asp
• https://www.english-grammar.at/worksheets/language-in-use/word-
formation/wf011- sentences.pdf
• https://www.worldclasslearning.com/english/list-of-verbs-nouns-adjectives-
adverbs.html
• https://www.thoughtco.com/proofreading-for-errors-in-verb-tense-1690362
• https://courses.lumenlearning.com/engcomp1-wmopen/chapter/text-verb-tenses-
and-agreement/

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MID TERM II Materials

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 Cause and Effect Paragraph

Definition: A cause and effect paragraph shows the result or results that follow from an
event or the cause or causes of an event.
Purpose: To explain to the reader how one thing may affect another.
Practical Uses: You may want to explain why changes happened in a chemistry
experiment. You might need to analyze a drop in sales at your business.
(http://www.elcamino.edu/academics/basicskills/English%20B%20Handbook%20Fourth%20Editi
on%202014.pdf)

A cause-effect paragraph shows the reader the relationship between something that
happens and its consequences, or between actions and results. For example: if too much
commercial fishing is allowed in the Padma River (action), the fish population in some
areas may diminish or disappear (result). Cause-effect paragraphs can be informative
and insightful. Unity is achieved in this type of paragraph by deciding if causes or
effects will be the focus. We write these types of paragraphs to
• To understand a situation
• To solve a problem
• To predict an outcome
• To entertain
• To persuade
Kinds of Cause-effect paragraphs:
1. Focus on causes: In which the writer focuses on the causes of something.
2. Focus on effects: In which the writer emphasizes the effects or results of a cause.
Example: If your teacher asks you to write a paragraph about culture shock. You have
to make a choice of writing either a cause paragraph or an effect paragraph.
Focus on cause method: (why something happened): You should focus on the causes
of culture shock- perhaps three or four things that lead people to suffer from culture
shock. The details would address the causes, and ask “why do people experience culture
shocks?”
Focus on effects method: (what happens when…?): You should focus on the effects of
culture shock- perhaps three or four things that people with culture shock feel or
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experience. By choosing the focus-on-effect method, your details would explain how
culture shock affects people. The detail part would address the effects. You might begin
with this question: what happens to people who experience culture shock?

Regardless of the way that you choose to develop a cause-effect paragraph, the
following organizational structure can apply:

• In the paragraph’s topic sentence, make your claim that x, or x and y, or x, y and
z, were the causes for the event (effect).
• In the paragraph’s body, use evidence and commentary to describe the process
of how these causes, x, y, and z, led up to the effects.
• In the paragraph’s conclusion, describe the resulting effect(s).
(Adapted from https://www.uhv.edu/student-success-center/resources/e-p/organizing-cause-effect-
paragraphs/ on 4 December, 2018 at 11:00 pm).

Useful transitional devices:

For cause: For, because, since, due to, for this reason one reason, another reason,
first, second, creates on, account of, leads to…, for that reason, causes are

For effect: So, as a consequence, as a result, consequently, otherwise, therefore,

thus, accordingly, thus, therefore, hence, because of

Sample paragraph 1
Pollution and Human Life
Pollution which is one of the biggest problems facing the world today has many
effects on human life. First of all, pollution is bad for people's health. For
example, smog, caused by car's exhaust fumes and factory emissions, can lead
to lung diseases in humans. Also, food and water can be polluted by poisonous
chemicals, and this can cause cancer in the people who consume them.
Another effect of pollution is the destruction of human habitat. Thus, an oil spill
can make an area where people previously lived uninhabitable. Another example
is the nuclear disaster in Fukushima, Japan, which made it impossible for people
to live in a large area around the site of the explosion. Finally, pollution can also
have negative effects on people’s psychology. People who live in a clean, unspoilt
landscape like the Swiss Alps will tend to be more positively affected by their
environment than people who live in a polluted, rubbish-strewn city such as
London. To sum up, pollution has many negative
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 effects on the lives of humans. (173 word)
(Source:http://writing.itu.edu.tr/sample_writing_process_effect.pdf)
Sample paragraph 2
Headaches
Headaches can have several causes. Many people think that the major cause of
headache is nervous tension, but there is strong evidence that suggests diet and
environment as possible factors. Some people get headaches because they are
dependent on caffeine. Other people may be allergic to salt, or they may have low
blood sugar. Still other people are allergic to household chemicals including polishes,
waxes, bug killers, and paint. If they can manage to avoid these substances, their
headaches tend to go away. When a person has recurring headaches, it is worthwhile to
look for the underlying cause, especially if the result of that search is freedom from
pain. (109 words)
Sample Paragraph 2 with clear support sentences
Headaches can have several causes. One obvious cause is stress. People have hectic
lives and frequently have multiple stressors every day, like work, family and money.
Another reason for headaches in some people has to do with diet. Some get
headaches because they are dependent on caffeine. Other people may be allergic to salt,
or they may have low blood sugar. The environment can also cause this
uncomfortable condition. Allergens such as household chemicals including polishes,
waxes, bug killers, and paint can lead to headaches. Lowering stress, controlling your
diet and avoiding allergens can help avoid headaches. (97 word)

Sample Paragraph 3
Headaches
Recurring headaches can have several disruptive effects on a person's life. Severe
headaches are more than temporary inconveniences. In many cases, these headaches
make a person nauseous to the point that he or she must go to bed. Sleep is often
interrupted because of the pain. This worsens the physical and emotional state of the
sufferer. For those who try to maintain a normal lifestyle, drugs are often relied on to
get through the day. Such drugs, of course, can have other negative side effects.
Productivity on a job can certainly be reduced, even to the point of regular absences.
Finally, perhaps the most distressing aspect of all this is the seemingly unpredictable
occurrence of these headaches. The interruption to a person's family life is enormous:
cancelling plans in the last minute and straining relationships with friends and family.
It is no wonder that many of these people feel discouraged and even depressed. (155
words)

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Sample Paragraph 3 with cause/effect signal words:

Headaches
Recurring headaches can have initiate disruptive effects in a person's life. Initially, in
many cases, these headaches make a person nauseous to the point that he or she must go
to bed. Furthermore, sleep is often interrupted because of the pain. Disrupted sleep
worsens the physical and emotional state of the sufferer. For those who try to maintain
a normal lifestyle, drugs are often relied on to get through the day. Such drugs, of
course, can lead to other negative effects. Drugs can inhibit productivity on a job,
perhaps even causing regular absences. Not only is work affected, but the seemingly
unpredictable occurrence of these headaches leads to disruption in family life. The
interruption to a person's family life is enormous: cancelling plans in the last minute and
straining relationships with friends and family. It is no wonder that many of these
people feel discouraged and even depressed due to the cycle of misery reoccurring
headaches cause. (157 words) (Source: http://www.eng010.net/paraagraphs/cuase-
effect%20paragraphs.pdf)

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Outline:
Remember, your supporting sentences can be causes or effects or causes and effects.
Pre write on a separate paper and then complete the outline below.
Topic Sentence:
____________________________________________________________
Supporting Sentence #1:
_____________________________________________________
Specific examples/proof/details:
________________________________________________________
________________________________________________________
Supporting Sentence #2:
______________________________________________________
Specific examples/proof/details:
_________________________________________________________
_________________________________________________________
Supporting Sentence #3:
_______________________________________________________
Specific examples/proof/details:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Supporting Sentence #4: (if used)
________________________________________________
Specific examples/proof/details:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Concluding Sentence:
_________________________________________________________

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Cause and effect exercise:
Exercise 1: Causes and Effects of the Popularity of Fast Food Restaurants
Exercise 2: Internet Influence on kids
Exercise 3: Effect of school bullying on children
Exercise 4: Causes and effects of reading books

Compare & Contrast Paragraph

Definition: A comparison paragraph explains the similarities in two subjects. A contrast

paragraph explains
the differences in two subjects.
Purpose: To show how subjects are alike or different.
Practical Uses: In an English class, you might explain the differences between two
poems by the same author.
When looking at apartments to rent, you might compare and contrast their location, rent,
and size.
(http://www.elcamino.edu/academics/basicskills/English%20B%20Handbook%20Fourth%20Edition%202014.pdf)

In a compare and contrast paragraph, we write about the similarities and differences
between two or more people, places, things, or ideas. A compare and/or contrast
paragraph is required when we are asked to examine similarities and/or differences.
Compare focuses on similarities. Contrast focuses on differences. There are two
methods for organizing a compare and/or contrast paragraph.
Point-by-point Method
The Point-by-Point method alternates arguments about the two items (A and B) that you
are comparing and/or contrasting. The pattern is as follows:
o Point 1 - discuss A
o Point 1 - discuss B
o Discussion about overall links between A and B

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o Point 2 – discuss A
o Point 2 - discuss B
o Discussion about overall links between A and B
o Etc.
This method is often easier for a reader to follow because similarities and differences
are more obvious when placed next to each other.

Block/ Subject-by subject Method:

The Block Method presents all arguments related to A, and then compares and/or
contrasts them to all arguments related to B. This style is a little bit more difficult to use
because there is so much space between points about A and points about B; however, it
can be useful for shorter assignments. The pattern is as follows:
o Point 1 about A
o Point 2 about A
o Etc.
o Point 1 about B (with discussion about connections to A)
o Point 2 about B (with discussion about connections to A)
o Etc.
Pointer: Make sure to present your points in the same order for A and B!
Useful transitional devices:
For comparison: similar to, similarly, in the same way, like, equally, again, also, too,
each of, just as . . . so,
For contrast: in contrast, on the other hand, on the contrary, different from, whereas,
while, unlike, however, but, although, however, conversely, yet, unlike

Sample paragraph 1

What Characteristics Distinguish Plants from Animals?

There are several characteristics which distinguish plants from animals. Green plants
are able to manufacture their own food from substances in the environment. This
process is known as photosynthesis. In contrast, animals, including man, get their food
either directly from plants or indirectly by eating animals which have eaten plants.
Plants are generally stationary. Animals, on the other hand, can usually move about. In
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external appearance, plants are usually green. They grow in a branching fashion at their
extremities, and their growth continues throughout their lives. Animals, however, are
very diverse in their external appearance. Their growth pattern is not limited to their
extremities. It is evenly distributed and only occurs in a definite time period. Therefore,
the differences between plants and animals is quite significant. (126 words) (Source:
www.une.edu.au/__data/assets/pdf_file/0008/12959/paragraph-comp.pdf)

Sample paragraph 2
Gorillas and Chimpanzees
Gorillas and chimpanzees have many physical similarities, as well as behaviors in
common. Both belong to the highest order of mammals, the primates (or apes). This
means that their genetic makeup is very similar. Additionally, these primates are
similar in height. Adult male gorillas and chimps are generally 5 feet tall. Another
physical similarity is that these primates have opposable digits on both the hands and
feet. This similarity leads to one of their behaviors in common. These digits make the
primates able to grasp and manipulate objects. Gorillas and chimps are able to provide
shelter for their families. Chimps use their hands to collect twigs and leaves to create
soft nests in trees for their family groups. Likewise, female and baby gorillas also sleep
in trees in homemade twig nests. Male gorillas are too heavy to sleep in the trees so
they sleep at the base of the tree that holds their family. Diet is another similarity
between the two primate groups. The image of the fierce gorilla is softened when it is
realized that they, like chimps, prefer a diet of fruit, nuts and vegetables. These
physical and behavioral similarities highlight some of the links between two members
of the primate family. (204 words) (Source: https://www.britannica.com/story/whats-the-
difference-between-monkeys-and-apes)

Sample paragraph 3
Basketball and Soccer
Basketball and soccer are sports with many similarities and differences. Both sports are
fun to play and each one has many beneficial qualities. Basketball and soccer are played
with a round ball. They both provide a ton of cardiovascular exercise such as running;
so if you want to get in shape these are the sports to play. A referee judges each game.
When a player breaks the rules he or she is called for a foul. A soccer player receives a
red or yellow card and a basketball player is called for a foul. Finally a score is kept in
each game. The team with the highest score wins. Even though basketball and soccer
are similar, differences do exist. Even though an athlete dribbles the ball in both sports,
a basketball player uses his hands and a soccer player uses his feet. Usually soccer is
played outside on a large field and basketball is played indoor on a court made out of
wood. Basketball is played with 5 players and soccer has 11. Lastly, basketball has four
quarters and soccer has two halves. In conclusion, both sports are fun and exciting to
play. Each one offers exercise and competitiveness. Also, they are unique in their own
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way. (207 words) (Source: http://www.aichi-
gakuin.ac.jp/~jeffreyb/write/compareEval.html)

Compare and Contrast Paragraph

Exercise 1: Write a compare and/or contrast paragraph between city life and urban life.
Exercise 2: Write a compare and/or contrast paragraph between school friend and
university friend.

Outlines for Comparison and Contrast Paragraph

NOTE: Choose one of these two outlines: The first pattern gives all the information about A, then all
the information about B, and the second pattern moves back and forth (A point one, B point one, and
so forth). These outlines serve only as guides. You may have more or fewer than three points of
contrast or comparison to discuss.

ALL A, THEN ALL B PATTERN

Topic Sentence:
_________________________________________________________
______________________________________________________________________
_
Subject A: _______________________________________________________
Point 1: ______________________________________________________

Facts, details, examples, and explanations:

_______________________________________________________
_______________________________________________________
Point 2: ______________________________________________________

Facts, details, examples, and explanations:

_______________________________________________________
_______________________________________________________
Point 3: ______________________________________________________

Facts, details, examples, and explanations:

_______________________________________________________
_______________________________________________________

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 SUBJECT B: _______________________________________________________
Point 1: ______________________________________________________

Facts, details, examples, and explanations:

_______________________________________________________
_______________________________________________________
Point 2: ______________________________________________________

Facts, details, examples, and explanations:

_______________________________________________________
_______________________________________________________
Point 3: ______________________________________________________

Facts, details, examples, and explanations:

_______________________________________________________
_______________________________________________________
Concluding Sentence:
____________________________________________________
______________________________________________________________________
_
A-B, A-B PATTERN
Topic Sentence:
_________________________________________________________
______________________________________________________________________
_
Point 1: _________________________________________________________
________________________________________________________________
Subject A: Facts, details, examples, and explanations:
_______________________________________________________
_______________________________________________________
Subject B: Facts, details, examples, and explanations:
_______________________________________________________
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 _______________________________________________________
Point 2: ______________________________________________________
_____________________________________________________________
Subject A: Facts, details, examples, and explanations:
_______________________________________________________
_______________________________________________________
Subject B: Facts, details, examples, and explanations:
_______________________________________________________
_______________________________________________________
Point 3: ______________________________________________________
_____________________________________________________________
Subject A: Facts, details, examples, and explanations:
_______________________________________________________
_______________________________________________________
Subject B: Facts, details, examples, and explanations:
_______________________________________________________
_______________________________________________________
Concluding Sentence:
____________________________________________________
______________________________________________________________________
_
(http://college.cengage.com/devenglish/fawcett/evergreen/8e/improve/outline_ch10.doc)

3. Confusing Word Pairs

1. Accept/Except
accept: A verb meaning “to agree to” or “to receive”
EXAMPLE: I accept your apology.
except: A preposition meaning “excluding”
EXAMPLE: I like all vegetables except broccoli.
2. Affect/Effect

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affect: A verb meaning “to influence”
EXAMPLE: Will missing class affect my grade?
effect: A noun meaning “result” or a verb meaning “to cause”
EXAMPLES: The effect of missing class will be a lower grade. (noun) Only the
supervisor could effect change to the rules. (verb)
3. Allusion/Illusion
allusion: A noun describing an indirect reference to something
EXAMPLE: The speaker made an allusion to a Greek myth.
illusion: A noun indicating something that misleads or gives a false meaning or
appearance
EXAMPLE: A magician uses illusion to entertain the audience.
4. Cite/Site/Sight
cite: A verb meaning “to quote an example or authority”
EXAMPLE: You must cite all of your sources in your research paper.
site: A noun meaning “a particular place”
EXAMPLE: We visited several tourist sites.
sight: A noun describing the function of “seeing”
EXAMPLE: Human beings have five senses: sight, touch, taste, sound, and smell.
5. Compliment/Complement
compliment: A noun that means “an expression of flattery, praise, or admiration”
EXAMPLE: Her compliment of my new dress made me smile.
complement: A noun that means “to complete” or “to add to” something
EXAMPLE: Butter is the perfect complement for bread.
6. Council/Counsel
council: A noun meaning “a group of people who meet together to make decisions”
EXAMPLE: Kamri was elected president of the school’s student council.
counsel: A noun meaning “advice” or a verb meaning “to advise”
EXAMPLES: My mom gave me good counsel about living on my own. (noun) She
counseled me to not procrastinate my homework. (verb)
7. Explicit/Implicit

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explicit: An adjective meaning “direct”
EXAMPLE: Professor Anderson gave explicit instructions for writing the paper.
implicit: An adjective meaning “implied”
EXAMPLE: Her description of the party contained an implicit insult of the host.
8. Farther/Further
farther: An adjective that describes an actual distance and that means “a greater extent
or degree”
EXAMPLE: My house is farther from campus than yours.
further: An adjective meaning “more distant in degree, time, space, or quantity”
EXAMPLE: Nothing could be further from the truth.
9. Fewer/Less
fewer: An adjective meaning “a small number” that refers to things that can be counted
EXAMPLE: Children have fewer teeth than adults.
less: An adjective meaning “little” that refers to a general amount or non-countable
measurement
EXAMPLE: I prefer less salt on my popcorn.
10. Good/Well
good: An adjective meaning “suitable”
EXAMPLE: It was a good movie.
well: An adverb meaning “in a proper manner”
EXAMPLE: She plays basketball well.
11. Imply/Infer
imply: A verb meaning “to suggest or state indirectly” that refers to the action of the
speaker
EXAMPLE: He implied that I wasn’t capable of completing the job.
infer: A verb meaning “to conclude” that refers to the action of the listener
EXAMPLE: I inferred there was trouble from the sight of the police cars.
12. Its/It’s
its: A personal possessive pronoun of “it”
EXAMPLE: The bird broke its wing.

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it’s: A contraction meaning “it is” or “it has”
EXAMPLE: Unfortunately, it’s time to leave, even though it’s been a while since I’ve
seen you.
13. Lay/Lie
lay: A verb that means “to put or place” and that needs a direct object
EXAMPLE: Lay the book on the table.
lie: A verb that means “to rest or recline” and that takes no direct object
EXAMPLE: I’m going to lie down for a while.
14. Loose/Lose
loose: An adjective meaning “not tight”
EXAMPLE: I like to wear loose clothing.
lose: A verb that means “to misplace” or “to be defeated”
EXAMPLE: I hate it when I lose my keys.
15. May be/Maybe
may be: A verb phrase meaning “it might be possible”
EXAMPLE: The storm may be more hazardous than we thought.
maybe: An adverb showing possibility
EXAMPLE: Maybe you should go to the doctor and have your sore throat checked.
16. Principal/Principle
principal: A noun meaning “the head of a school” or an adjective meaning “most
important”
EXAMPLES: Mrs. Smith, the principal of the school, is a very energetic woman.
(noun)
The principal speaker of the program spoke first. (adjective)
principle: A noun meaning “a basic truth”
EXAMPLE: Lying is against my principles.
17. Quite/Quiet/Quit
quite: An adverb meaning “whole” or “complete”
EXAMPLE: He is quite thorough in his calculations.
quiet: An adjective meaning “not making noise”

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EXAMPLE: Please be quiet; the baby is sleeping.
quit: A verb meaning “to stop” or “give up”
EXAMPLE: I quit my job last Thursday.
18. Set/Sit
set: A verb meaning “to place” and requiring a direct object
EXAMPLE: Ashley set her books on the table and got a snack.
sit: A verb meaning “to be seated” and that takes no direct object
EXAMPLE: Come sit by me.
19. Than/Then
than: A conjunction introducing a second element in a comparison
EXAMPLE: I am taller than my sister.
then: An adverb meaning “at that time,” “next,” or “after”
EXAMPLE: He picked up the tickets, and then he picked up his date.
20. There/Their/They’re
there: An adverb meaning “in that place”
EXAMPLE: Put the books down there.
their: A personal possessive pronoun for “they”
EXAMPLE: It’s their fault!
they’re: A contraction for “they are”
EXAMPLE: They’re going to eat dinner at seven.
21. Thorough/Through/Threw
thorough: An adjective meaning “complete in all respects”
EXAMPLE: Steve did a thorough job washing my car.
through: A preposition meaning “in one side and out another side”
EXAMPLE: To get to my apartment, you must drive through the tunnel.
threw: The irregular past tense form of the verb “throw”
EXAMPLE: Chris threw the ball at me and hit me in the head.
22. To/Too/Two
to: Either a preposition or the initial part of an infinitive verb phrase

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EXAMPLES: My mom sent me to the store. (preposition)
To break the law is wrong. (infinitive)
too: An adverb meaning “also”
EXAMPLE: I like dancing, and I like singing, too.
two: The number 2
EXAMPLE: I have two dogs.
23. Weather/Whether
weather: A noun referring to the condition of the atmosphere
EXAMPLE: We are having unusual weather for this time of year.
whether: A conjunction that indicates a choice between things
EXAMPLE: Sarah couldn’t decide whether she should go to the dance or stay home and
study.
24. Whose/Who’s
whose: A personal possessive pronoun for “who”
EXAMPLE: Whose book is that anyway?
who’s: A contraction for “who is” or “who has”
EXAMPLES: Who’s here?
Who’s got the answer?
25. Your/You’re
your: A personal possessive pronoun for “you”
EXAMPLE: Is that your new car?
you’re: A contraction for “you are”
EXAMPLE: You’re a good friend.

Phrasal Verbs

1. Pick up: answer a telephone call.

I kept calling her but she wouldn't pick up, so I couldn't tell her the news.
2. Speak up: talk more loudly.
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(On the phone) Could you speak up, please? I can't hear you properly.
3. Hang up (on sb.): end a telephone call.
She hung up on me when I told her I what I'd done.
4. Chill out: calm down and relax.
At the end of the day, I just want to put my feet up and chill out before going to bed.
5. Doze off: fall lightly asleep.
I don't take a real nap after lunch, I simply doze off for a bit in front of the TV.
6. Run out of (sth.): finish one’s supply of something.
We've run out of eggs; could you go and get some more, please?
7. Put sth. back: replace something.
Remember to put the books back on the shelves when you finish reading them.
8. Look after sb./sth.: take care of something or someone.
I normally ask my parents to look after my dog when I'm on holiday abroad.
9. Talk back to sb.: reply defiantly or insolently.
Unfortunately, all children talk back to their parents from time to time.
10. Go for sth.:decide on something; choose.
(In a restaurant) I think I'll go for the steak this time. I didn't like the fish the other
day.
11. Break up (with sb.): end a romantic relationship with someone.
After they broke up, he didn't leave his house for a week.
12. Break (sth.) down: stop or cause to stop functioning.
My TV seems to be breaking down all the time.
13. Hang (sth.) out (to dry): hang from a clothes line to dry.
I don't mind ironing, but I hate hanging the clothes out to dry.
14. Wash (sth.) up: clean crockery and cutlery after use.
I don't have to wash up any more; I bought myself a dishwasher.
15. Warm sth. up: reheat previously cooked food or drink.
I sometimes have to warm up my coffee because it takes me a whole morning to
drink it.

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 Academic Word List 2

1. discrepancy
a. a difference between conflicting facts or claims or opinions
Example:
1. A discrepancy in the financial reports is the reason for the audit.
2. When the store manager noticed a discrepancy in the inventory, he called
all of his employees into his office.
2. discrete
a. constituting a separate entity or part
Example:
1. Brown and white rice are two discrete varieties.
2. A watch is made up of many discrete gears.
3. disinterested
a. unaffected by concern for one's own welfare
Example:
1. The bowl is full because the dog is disinterested in his new food.
2. When the professor believed his students were disinterested in his
lectures, he would stop talking to see if anyone would notice.
4. disjointed
a. taken apart at the points of connection
Example:
1. Having just woken up from sleep, whatever words my little brother was
trying to say to me was disjointed and impossible to decipher.
2. Their work plan is entirely unsystematic so far as matter is concerned,
chaotic and disjointed in style.
5. dismiss
a. stop associating with
Example:
1. Don't dismiss any possibility.
2. Tom was dismissed from his job.
6. disparage
a. express a negative opinion of
Example:
1. It is never right to disparage people based on their language.
2. Do not disparage your mother for making you do the chores.
7. dissemble
a. behave unnaturally or affectedly
Example:
1. Although I am willing to help you as much as I can, I will not lie and
dissemble the truth about your lousy work history.
2. While it may be easier to dissemble your true feelings from others, it is
always best to be honest with those you love.
8. disseminate
a. cause to become widely known
Example:
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 1. Once we finalize the agreement, I will disseminate funds into your
account.
2. The news was disseminated broadly.
9. dissolution
a. separation into component parts
Example:
1. The dissolution of their friendship was caused by nasty gossip.
2. Extreme conflicting opinions led to the dissolution of the company's
executive board.
10. dissonance
a. disagreeable sounds
Example:
1. There is a great deal of dissonance between what a liar says and does.
2. Despite the peaceful intentions of the protestors, the dissonance among
the groups led to a small riot.
11. dogmatic
a. pertaining to a code of beliefs accepted as authoritative
Example:
1. The preacher was a dogmatic individual who was quick to argue with
anyone who challenged his opinion.
2. The government’s dogmatic approach to improving the country’s
educational system has not been welcomed by teachers.
12. dupe
a. fool or hoax
Example:
1. I won't be his dupe any longer.
2. The perpetrators of the hoax managed to dupe respectable journalists into
printing their story.
13. eclectic
a. selecting what seems best of various styles or ideas
Example:
1. The restaurant’s menu was eclectic and included foods from a number of
ethnic groups and cultures
2. My friends are an eclectic group of individuals who can rarely agree on a
single topic.
14. efficacy
a. capacity or power to produce a desired effect
Example:
1. Fortunately, the medicine had the efficacy to reduce the amount of pain
John was feeling.
2. In order to test the efficacy of its new security system, the bank staged a
fake robbery.
15. elegy
a. a mournful poem; a lament for the dead
Example:
1. During the funeral, Clay played an instrumental elegy for his brother.
2. When the princess died, one of her favorite songwriters wrote a moving
elegy for her.
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16. elicit
a. call forth, as an emotion, feeling, or response
Example:
1. The comedian hoped his jokes would elicit a great deal of laughter from
the audience.
2. The police chief hoped to elicit the truth about the missing evidence from
the corrupted officer.
17. embellish
a. make more attractive, as by adding ornament or color
Example:
1. Your narrative would be better if you did not embellish it with so many
unnecessary details.
2. Just tell the truth and don't embellish the story by any means.
18. empirical
a. derived from experiment and observation rather than theory
Example:
1. Our data is based on empirical evidence collected in numerous studies.
2. The judge ordered the lawyer to present the empirical evidence to the
court.
19. endemic
a. native to or confined to a certain region
Example:
1. Many of the birds that were once endemic to Africa are now being bred in
the United States.
2. While malaria is rarely seen in the United States, it is endemic to several
tropical countries.
20. enervate
a. weaken mentally or morally
Example:
1. The general devised an attack to enervate and conquer his enemy.
2. The wolf's plan of attack was to enervate the buffalo and kill it.
21. erudite
a. having or showing profound knowledge
Example:
1. The room was full of erudite scholars who made the discussion fun and
interesting.
2. Our erudite instructor was able to answer every question asked by our
class.
22. eulogy
a. a formal expression of praise for someone who has died
Example:
1. At the funeral service, John used the eulogy to fondly recall his father’s
dedication to the homeless.
2. The minister delivered a long eulogy.
23. euphemism
a. an inoffensive expression substituted for an offensive one
Example:

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 1. The phrase has become a euphemism for the erosion of workers' basic
rights.
24. exacerbate
a. make worse
Example:
1. If you do not take your medicine, your condition will exacerbate, and
you will feel worse.
2. If you do not tell the truth in court, you will only exacerbate your
situation.
25. exigency
a. a pressing or urgent situation
Example:
1. Economic exigency obliged the government to act.
2. Until my attacker is found, I consider having a bodyguard to be an
exigency.
26. facilitate
a. make easier
Example:
1. The facts will help facilitate group discussion.
2. Various laws have been passed to facilitate agrarian credit.

27. fallacious
a. containing or based on incorrect reasoning
Example:
1. His argument is based on fallacious reasoning.
2. Don't be misled by the fallacious advertisement.
28. felicitous
a. exhibiting an agreeably appropriate manner or style
Example:
1. The felicitous music made me happy.
2. Since I have plans to go to the beach today, I hope the weather is
felicitous.
29. flag
a. a rectangular piece of cloth of distinctive design
Example:
1. Bare your head when the flag is raised.
2. Every morning the flag is raised on its pole.
30. fledgling
a. young bird that has just fledged or become capable of flying
Example:
1. The fledgling country just declared its independence a few months ago.
2. The current economic climate is particularly difficult for fledgling
businesses.
31. flout
a. treat with contemptuous disregard
Example:
1. Safety guidelines exist for a reason, and if you flout them, there could be
serious consequences.
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 2. No one can flout the rules and get away with it.
32. forestall
a. keep from happening or arising; make impossible
Example:
1. We must act now to forestall disaster.
2. I left the room to forestall involvements.
33. frugality
a. prudence in avoiding waste
Example:
1. The principle of diligence and frugality applies to all undertakings.
2. We must practice the strictest frugality and economy.
34. garrulous
a. full of trivial conversation
Example:
1. Garrulous people make great talk show hosts.
2. This man does not speak in a straightforward manner, he is garrulous.
35. gregarious
a. temperamentally seeking and enjoying the company of others
Example:
1. If you want to be more approachable, show a gregarious smile.
2. As gregarious as you are with me, I am sure everyone will admire you.
36. gullible
a. naive and easily deceived or tricked
Example:
1. The gullible woman gave all her money to a fake charity.
2. Gullible people tend to believe whatever they are told.
37. homogeneous
a. all of the same or similar kind or nature
Example:
1. The population of the village has remained remarkably homogeneous.
2. The unemployed are not a homogeneous group.
38. hyperbole
a. extravagant exaggeration
Example:
1. It was not hyperbole to call Hitler the worst dictator in past one hundred
year.
2. The film is being promoted with all the usual hyperbole.
39. idolatry
a. the worship of idols or images that are not God
Example:
1. It is sad how many people exhibit idolatry towards celebrities.
2. The queen was adored to the point of idolatry.
40. immutable
a. not subject or susceptible to change or variation
Example:
1. This decision should not be seen as immutable.
2. My medical condition is immutable and cannot be altered even with
medication.
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 41. impair
a. make worse or less effective
Example:
1. Loud noise can impair your hearing.
2. Tiredness can seriously impair your ability to drive.
42. impassive
a. having or revealing little emotion or sensibility
Example:
1. Her impassive face showed no reaction at all.
2. It is so difficult to remain impassive when you’re faced with a life or
death situation.
43. impede
a. be a hindrance or obstacle to
Example:
1. If you do not eat while you are sick, the lack of nutrients will impede your
recovery.
2. The government project was impeded by a number of factors.
44. implicit
a. suggested though not directly expressed
Example:
1. The handshake between the two men was their implicit agreement to the
terms of the contract.
2. Her words contained an implicit threat.
45. inadvertently
a. without knowledge or intention
Example:
1. Viruses can be spread inadvertently by email users.
2. We had inadvertently left without paying the bill.

Future Tense

Functions of simple future tense

The simple future refers to a time later than now, and expresses facts or certainty. In this
case there is no 'attitude'.
The simple future is used:

• To predict a future event:

It will rain tomorrow.
• With I or We, to express a spontaneous decision:
I'll pay for the tickets by credit card.
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• To express willingness:
I'll do the washing-up.
He'll carry your bag for you.
• In the negative form, to express unwillingness:
The baby won't eat his soup.
I won't leave until I've seen the manager!
• With I in the interrogative form using "shall", to make an offer:
Shall I open the window?
• With we in the interrogative form using "shall", to make a suggestion:
Shall we go to the cinema tonight?
• With I in the interrogative form using "shall", to ask for advice or instructions:
What shall I tell the boss about this report?
• With you, to give orders:
You will do exactly as I say.
• With you in the interrogative form, to give an invitation:
Will you join with us for the dinner?
Will you join the seminar with me?

Note: In modern English will is preferred to shall. Shall is mainly used with I and we to
make an offer or suggestion, or to ask for advice (see examples above). With the other
persons (you, he, she, they) shall is only used in literary or poetic situations, e.g. "With
rings on her fingers and bells on her toes, She shall have music wherever she goes."

Will vs. Going to

When to use GOING TO
The structure BE GOING TO is normally used to indicate the future but with some
type of connection to the present. We use it in the following situations:
1. When we have already decided or we INTEND to do something in the future.
(Prior Plan)
The decision has been made before the moment of speaking.

• They're going to retire to the beach - in fact they have already bought a little
beach house.
• I'm going to accept the job offer.

2. When there are definite signs that something is going to happen. (Evidence)
Something is likely to happen based on the evidence or experience you have.

• I think it is going to rain - I just felt a drop.

• I don't feel well. I think I'm going to throw up. (throw up = vomit)

3. When something is about to happen:

• Get back! The bomb is going to explode.

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When to use WILL
In other cases, where there is no implicit or explicit connection to the present, use
WILL:
1. For things that we decide to do now. (Rapid Decisions)
This is when you make a decision at that moment, in a spontaneous way.

• I'll buy one for you too.

• I think I'll try one of those. (I just decided this right now)

2. When we think or believe something about the future. (Prediction)

• My team will not win the league this season.

• I think it will rain later so take an umbrella with you.

Note: You can use both Will and Going to for making future predictions.
3. To make an offer, a promise or a threat.

• I'll give you a discount if you buy it right now.

• I promise I will behave next time.
• I'll take you to the movies if you'd like.

4. You use WON'T when someone refuses to do something.

• I told him to take out the trash but he won't do it.

• My kids won't listen to anything I say.
• My car won't start.

Future Predictions
As you can see, both Will and Going to can be used for making future predictions
without having a real difference in meaning.

• The weather report says it will rain tomorrow. (Correct)

• The weather report says it is going to rain tomorrow. (Correct)

Compare Will vs. Going To

If someone asks: "Are you busy this evening?"
If I respond: "Yes, I'm going to the movies." I use going to because it is a plan I made
earlier (before I was asked the question). - In this case we cannot use Will.
If I haven't made plans, then you can say either: "I will probably watch TV." OR "I'm
probably going to watch TV."

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 Both will and going to are possible in this situation because we are predicting what will
happen (since we haven't made any plans).

Functions of future continuous tense

The future continuous refers to an unfinished action or event that will be in progress at a
time later than now. The future continuous is used for quite a few different purposes.
The future continuous can be used to project ourselves into the future.
Examples

• This time next week I will be exploring the beauty of the valley of Sajek.
• Just think, next Monday you will be working in your new job.

The future continuous can be used for predicting or guessing about future events.
Examples

• He'll be coming to the meeting, I expect.

• I guess you'll be feeling thirsty after working in the sun.

• You'll be missing the sunshine once you're back in England.

In the interrogative form, the future continuous can be used to ask politely for
information about the future.

Examples

• Will Sami be coming with us?

• Will she be going to the party tonight?
• Will I be sleeping in this room?

The future continuous can be used to refer to continuous events that we expect to
happen in the future.
Examples

• I'll be seeing Jim at the conference next week.

• When he is in Australia he will be staying with friends.
• I'll be eating with Jane this evening so I can tell her.

When combined with still, the future continuous refers to events that are already
happening now and that we expect to continue some time into the future.
Examples

• In an hour I'll still be ironing my clothes.

• Tomorrow he'll still be suffering from his cold.
• Next year will she still be wearing a size six?

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• Won't stock prices still be falling in the morning?
• Unfortunately, sea levels will still be rising in 20 years.

Functions of future perfect tense

The future perfect tense refers to a completed action in the future. When we use this
tense we are projecting ourselves forward into the future and looking back at an action
that will be completed some time later than now. It is most often used with a time
expression.
Examples

• I will have been here for six months on June 23rd.

• By the time you read this I will have left.
• You will have finished your report by this time next week.
• Won't they have arrived by 5:00?
• Will you have eaten when I pick you up?

Functions of future perfect continuous

Like the future perfect simple, this form is used to project ourselves forward in time and
to look back. It refers to events or actions that are currently unfinished but will be
finished at some future time. It is most often used with a time expression.
Examples

• I will have been waiting here for three hours by six o'clock.
• By 2001 I will have been living in London for sixteen years.
• When I finish this course, I will have been learning English for twenty years.
• Next year I will have been working here for four years.
• When I come at 6:00, will you have been practicing long?

EXERCISES ON FUTURE TENSE

Exercise I
Direction: Rewrite the underlined forms with the future simple or continuous.

1. Don't call me at 10 o'clock. I am going to fly to Spain.

2. I suppose we're going to stay at a hotel next summer.
3. Come to see me in the afternoon. I work in the garden.
4. Do you think it is snowing at the weekend?
5. Is the coat OK? - Yes, I am taking it.
6. This time on Sunday we are going to ski in France.
7. I don't know if I will stay here. Perhaps I move to a big city one day.
8. Every student is using a computer in the near future.

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Exercise II
Direction: Make negative sentences. Use the verbs in brackets.

1. The New Year .........................................on 31 December. (start)

2. I'll be sleeping in the afternoon. I ................................................ (do housework)
3. We'll be in beds. We .........................................to Sylhet when the sun rises.
(drive)
4. I forgot to tell her. But I ...................... her now. It's too late. (call)
5. My best friend will still be in Sylhet tonight. He .............................................. to
Dhaka. (return)
6. You can't meet me at the supermarket. I .........................................in the
afternoon. (shop)
7. Is Sami at school? - No, he isn't. I suppose he ............................. . (come)
8. I can't stand Sami. I hope he .............................there. (be)
9. We ............................... our luggage this time tomorrow. We'll already be on the
way. (pack)
10. If you are careful, the cars ........................... you down. (knock)

Exercise III
Direction: Jumbled sentences - make future simple questions.
Example:
you | tidy | room | your
Will you tidy your room?

1. Sami | arrive | when

2. not | work | mum | late | your | tonight
3. at | be | Maria | tomorrow | school
4. you | what | leave | time
5. classmates | in | be | classroom | their | your
6. hairstyle | think | what | Sami | my | of | new
7. concert | enjoy | the | Mr. and Mrs. Ahmed
8. you | till | stay | there | not | Sunday
9. you | address | your | tell | me | email
10. the | how | Sami | find | hotel

Exercise IV
Direction: Put in ‘will’ or ‘be going to’:
1.
A: We don’t have any bread.
B: I know. I __________________ get some from the shop.
2.
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A: We don’t have any bread.
B: Really? So I __________________ get some from the shop then.
3.
A: Why do you need to borrow my suitcase?
B: I __________________ visit my mother in Scotland next month.
4.
A: I’m really cold.
B: I __________________ turn the heating on.
5.
A: Are you going to Sami’s birthday party tonight?
B: Yes. Are you going too? I __________________ give you a lift.
6.
A: What are your plans after you leave university?
B: I __________________ work in a hospital in Rajshahi. I leave on the 28th .
7.
(The phone rings)
A: I __________________ get it!
8.
A: Are you ready to order?
B: I can’t decide ... Okay, I __________________ have the steak, please.
9.
A: Are you busy tonight? Would you like to have coffee?
B: Sorry. I __________________ go to the library. I’ve been planning to study all day.
10.
A: Why are you carrying a hammer?
B: I __________________ put up some pictures.

Exercise V
Direction: Complete the following passage with the correct form of future tense.
Sami’s family usually comes to stay with us for the new year, but this new year we are
going to visit them instead. They live in Cox’s Bazar. I can hardly wait – I a)
_______________ (have) a fantastic time there. School holiday’s b) ______________
(start) on Friday, and we are going to leave the following morning. At this time next
week, I c) _____________ (swim) in the sea, and paragliding with Sami. He’s an
expert, and he d) ________________ (practice) with me every day. By the last day of
our visit, his dad is going to take us to visit Laboni Beach. I hope by then I e)
_________________ (improve) enough to swim with them and see the magnificent
colored surrounding and brightly colored fish close up. Next year, I f)
_________________ (learn) scuba diving.

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 7. Sentence Fragments and Run-ons

The Basics
Before we get to the problems and how to fix them, let’s take a minute to review some
information that is so basic you’ve probably forgotten it.
What is a complete sentence?
A complete sentence is not merely a group of words with a capital letter at the
beginning and a period or question mark at the end. A complete sentence has three
components:
1. a subject (the actor in the sentence)
2. a predicate (the verb or action), and
3. a complete thought (it can stand alone and make sense—it’s independent).
Some sentences can be very short, with only two or three words expressing a complete
thought, like this:
Sami waited.
This sentence has a subject (Sami) and a verb (waited), and it expresses a complete
thought. We can understand the idea completely with just those two words, so again,
it’s independent—an independent clause. But independent clauses (i.e., complete
sentences) can be expanded to contain a lot more information, like this:
1. Sami waited for the bus all morning.
2. Sami waited for the bus all morning in the rain last Tuesday.
3. Wishing he’d brought his umbrella, Sami waited for the bus all morning in the rain last
Tuesday.

As your sentences grow more complicated, it gets harder to spot and stay focused on the
basic elements of a complete sentence, but if you look carefully at the examples above,
you’ll see that the main thought is still that Sami waited—one main subject and one
main verb. No matter how long or short the other sentence parts are, none of them can
stand alone and make sense.
Being able to find the main subject, the main verb, and the complete thought is the first
trick to learn for identifying fragments and run-ons.

Sentence Fragments
A sentence fragment is an incomplete sentence. Some fragments are incomplete because
they lack either a subject or a verb, or both. The fragments that most students have
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 trouble with, however, are dependent clauses—they have a subject and a verb, so they
look like complete sentences, but they don’t express a complete thought. They’re called
“dependent” because they can’t stand on their own (just like some people you might
know who are SO dependent!). Look at these dependent clauses. They’re just begging
for more information to make the thoughts complete:
1. Because his car was in the shop (…What did he do?)
2. After the rain stops (…What then?)
3. When you finally take the test (…What will happen?)
4. Since you asked (…Will you get the answer?)
5. If you want to go with me (…What should you do?)
Does each of these examples have a subject? Yes. Does each have a verb? Yes. So what
makes the thought incomplete? It’s the first word (Because, After, When, Since, If).
These words belong to a special class of words called subordinators or subordinating
conjunctions. If you know something about subordinating conjunctions, you can
probably eliminate 90% of your fragments.
First, you need to know that subordinating conjunctions do three things:
1. join two sentences together
2. make one of the sentences dependent on the other for a complete thought (make one a
dependent clause)
3. indicate a logical relationship

Second, you need to recognize the subordinators when you see them. Here is a list of
common subordinating conjunctions and the relationships they indicate:
• Cause / Effect: because, since, so that
• Comparison / Contrast: although, even though, though, whereas, while
• Place & Manner: how, however, where, wherever
• Possibility / Conditions: if, whether, unless
• Relation: that, which, who
• Time: after, as, before, since, when, whenever, while, until

Third, you need to know that the subordinator (and the whole dependent clause)
doesn’t have to be at the beginning of the sentence. The dependent clause and the
independent clause can switch places, but the whole clause moves as one big chunk.
Look at how these clauses switched places in the sentence:
1. Because his car was in the shop, John took the bus.
2. John took the bus because his car was in the shop.
Finally, you need to know that every dependent clause needs to be attached to an
independent clause (remember, the independent clause can stand on its own).
Finding Fragments
Remember the basics: subject, verb, and complete thought. If you can recognize those
things, you’re halfway there. Then, scan your sentences for subordinating conjunctions.

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 If you find one, first identify the whole chunk of the dependent clause (the subject and
verb that go with the subordinator), and then make sure they’re attached to an
independent clause.
1. John took the bus. (Independent clause. So far, all is well!)
2. Because his car was in the shop. (Dependent clause all by itself. Uh oh! Fragment!)
3. Sami took the bus because his car was in the shop. (Now that is okay!)

EXERCISES ON SENTENCE FRAGMENTS

Exercise I
Directions: Each of the 15 items in this self-test is in two parts. In the spaces to the
right of each item, indicate whether each part is a fragment (F) or sentence (S).
Examples:
a. Not really knowing what to do. So running away from home. F F
b. I studied for hours. Preparing myself for the next test. S F
c. We jogged around the park. We covered five miles in 40 minutes. S S
1. Startled by the loud noise of the engine. I dropped the wrench and jumped out of the
way. _____ ______
2. Sami was standing on the corner. Watching all the cars go by. _____ _____
3. Ridita gathered some dry twigs. And tried to start a fire for us. _____ _____
4. All of us waited at the door. To let the man in the wheelchair by. _____ _____
5. Written by a Black poet. Who had spent many years in the ghetto. _____ _____
6. I have wanted to drive a race car. For as long as I can remember. _____ _____
7. Even though Mr. Ahmed is more than seventy years old. He enjoys watching young,
active children. _____ _____
8. She gave me her phone number. So I could call her later. _____ _____
9. Without spilling a drop on the driveway. Sami drained the oil from her car. _____
_____
10. Our instructor gave us a mid-semester test. Which was not as difficult as we had
expected. _____ _____
11. Merely by giving him a gentle tap with a newspaper. Skippy can be controlled quite
easily. _____ _____
12. He grinds his teeth only during his sleep. Never while studying or watching TV.
_____ _____
13. Ms. Ahmed has a very low, soft voice. She plans to use a speaker during her speech.
_____ _____
14. He asked me to check my figures with the clerk. The usual procedure in matters of
this sort. _____ _____
15. After a long day of hard classes. A student needs a good rest. _____ _____

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Exercise II
Directions: If a group of words does not make a complete thought, place an X
beside it and rewrite it as a sentence in the space provided.

1. When the rest of the class rushed out into the sunshine.
2. Up in the library, I ran through the required chapters in the two different books, and
they differed on several points.
3. The opinion that when times are thoroughly bad a wise man will merely stand by the
wall.
4. But we have gone to the other extreme and are so obsessed with the idea of society as
a whole that it no longer seems quite respectable to seek even intellectual or spiritual
self-improvement.
5. A second reason for wishing to be philosophic is that mistaken beliefs do not, as a
rule, enable you to realize good purposes.
6.The movement of a concept or an image from the mind of the speaker to the mind of
the listener.
7.If there is no excuse for blurring and meandering in conversation, there is even less
excuse for it in written forms of communication.
8.The middle classes defended not only their purses and property but also their women
better than the barons.

Exercise III
Directions: Place a check mark beside each group of words that makes a complete
thought. If a group of words does not make a complete thought, place an X beside
it and rewrite it as a sentence in the space provided.

1. Maria, with great curiosity, cautiously pushed open the door of the cellar.
2. That he was right. Jamil, being quite sure that he was right.
3.The mayor's acceptance of the current status quo.
4.The clouds, massing on the horizon, gave warning that a storm was approaching.
5. Although the dress came from a local shop, it looked quite fashionable.
6. The large, overstuffed chairs that someone had pushed in the corner.
7.That a penny earned is no longer a penny saved is a sad but true alteration of that old
saying.
8. The largest cities of the U.S.--New York, Chicago, Los Angeles--cultured as they
are, with industries and fashion centers.
9.Essay in which the truly educated person brings the intellectual world and daily life
into harmony.
10. The old writer, like all of the people in the world, having a great many notions in his
head.

Exercise IV
Directions: Decide whether each of the following groups of words is a sentence or a
sentence fragment. If the word group is a sentence, underline the subject once and
the verb twice, and write S for sentence on the line provided. If the subject you is

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understood, write you in parentheses at the end of the item. If the word group is a
sentence fragment, write F for fragment.
Examples __S__ 1. The director is looking for talented, hardworking performers.
__F__ 2. Kneeling near the edge of the stage.
__S__ 3. Raise the curtain. (you)
_________ 1. The audience moved by his dramatic performance.
_________ 2. Mrs. Lina, the director of this classic tragedy.
_________ 3. Near the end of the first act.
_________ 4. Was playing the part of Lady Macbeth.
_________ 5. Walking aimlessly about and rubbing her hands.
_________ 6. At the final curtain came a loud burst of applause.
_________ 7. The actors staying in character during five curtain calls.
_________ 8. The most successful performance of the season.
_________ 9. What is the director planning next?
_________ 10. In the spring she will direct the well-known musical West Side Story.
_________ 11. That story based on Romeo and Juliet?
_________ 12. Are you interested in musicals?
_________ 13. Hoping for the role of Bernardo?
_________ 14. Practice the part now, and memorize the lines in time for the audition.
_________ 15. Who will play Maria?

Run-ons

These are also called fused sentences. You are making a run-on when you put two
complete sentences (a subject and its predicate and another subject and its predicate)
together in one sentence without separating them properly. Here’s an example of a run-
on:
My favorite Mediterranean spread is *hummus it is very garlicky.
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 (*Hummus is a food item made from cooked, mashed chickpeas or other beans, blended with olive oil,
lemon juice, salt and garlic. It is popular in the Middle East and Mediterranean, as well as in Middle
Eastern cuisine around the globe.)

This one sentence actually contains two complete sentences. But in the rush to get that
idea out, I made it into one incorrect sentence. Luckily, there are many ways to correct
this run-on sentence.
1. You could use a semicolon:
My favorite Mediterranean spread is hummus; it is very garlicky.
2. You could use a comma and a coordinating conjunction (for, and, nor, but, or, yet, so):
My favorite Mediterranean spread is hummus, for it is very garlicky. -OR-
My favorite Mediterranean spread is hummus, and it is very garlicky.
3. You could use a subordinating conjunction (see above):
My favorite Mediterranean spread is hummus because it is very garlicky. -OR-
Because it is so garlicky, my favorite Mediterranean spread is hummus.
4. You could make it into two separate sentences with a period in between:
My favorite Mediterranean spread is hummus. It is very garlicky.
5. You could use an em-dash (a long dash) for emphasis:
My favorite Mediterranean spread is hummus—it is very garlicky.
REMEMBER, you CANNOT simply add a comma between the two sentences, or
you’ll end up with what’s called a “comma splice.” Here’s an example of a comma
splice:
My favorite Mediterranean spread is hummus, it is very garlicky.
You can fix a comma splice the same way you fix a run-on—either change the
punctuation or add a conjunction. The good news is that writers tend to be either comma
splicers or run-on artists, but almost never both. Which one are you? If you have
particular trouble with comma
splices, try looking at our handout on commas.
Finding Run-ons
As you can see, fixing run-ons is pretty easy once you see them—but how do you find
out if a sentence is a run-on if you aren’t sure? Try these two tests:
• Turn your sentences into yes/no questions.
• Turn your sentences into tag questions (sentences that end with a questioning phrase at
the very end—look at our examples below).
These are two things that nearly everyone can do easily if the sentence is not a run-on,
but they become next to impossible if it is.
Look at the following sentence:
My favorite Mediterranean spread is hummus.

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 If you turn it into a question that someone could answer with a yes or no, it looks like
this:
Is my favorite Mediterranean spread hummus?
• If you turn it into a tag question, it looks like this:
My favorite Mediterranean spread is hummus, isn’t it?
The first sentence is complete and not a run-on, because our test worked.
Now, look again at the original run-on sentence:
My favorite Mediterranean spread is hummus it is very garlicky.
The yes/no question can only be made with each separate thought, not the sentence as a
whole:
Is my favorite Mediterranean spread hummus? Is it very garlicky?
But not:
Is my favorite Mediterranean spread hummus is it very garlicky?
The tag question can also only be made with each separate thought, rather than the
whole:
My favorite Mediterranean spread is hummus, isn’t it? It’s very garlicky, isn’t it?
But never:
My favorite Mediterranean spread is hummus it is very garlicky, isn’t it?
Unlike the complete sentence, the run-on sentence doesn’t pass these tests. When you
try to turn the run-on sentence into a single question, you immediately see that the
sentence has more than one complete concept. Make sure you try both tests with each of
your problem sentences, because you may trick yourself by just putting a tag on the last
part and not noticing that it doesn’t work on the first. Some people might not notice that
“My favorite Mediterranean spread is hummus it is very garlicky isn’t it?” is wrong, but
most people will spot the yes/no question problem right away.

EXERCISES ON RUN-ON SENTENCES

Exercise I
Directions: Try to correct the following run-on sentences.

1. My mother and father and sister are coming to dinner tonight.

2. I like learning English it makes me tired.
3. My sister was taller than me when we were young now I am the tallest it is fun.
4. I love school, I love learning, my teacher is nice.
5. I don’t want much for my birthday just some chocolates and a little toy car.
6. Blue is my favorite color it is the color of the sky and the sea and it reminds me of my
favorite insect which is the butterfly.
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7. When I get older I want to have a big family I like big families.
8. We usually leave at 11:00 but today is different we are leaving at 10:30.
9. I like Tuesdays and Wednesdays and I like Fridays because the weekend starts on
Friday.
10. We should get moving there’s no time to waste.

Exercise II:
Directions: Fifteen of the following sentences are run-on sentences. Please correct
each one of them on the lines below. Use all three ways to correct run-on sentences
at least three times each (period, semicolon, comma plus coordinating
conjunction). Five of them are correct. Write a C under each correct sentence.

1. My father retired from the Air Force last year he is writing a book about his
experiences.
2. Sami mowed the grass this morning tonight he will water the flowers and bushes.
3. The small girl seemed to be lost, she was crying and looking for her mother.
4. Mrs. Ahmed inherited a large sum of money from her brother she can buy a new car
now.
5. Sami and Rumi worked very hard on their project therefore they felt they deserved a
high grade.
6. I can never beat my little brother at video games, he has them all mastered.
7. Sami is flying to Sylhet for spring break, he will be gone a week.
8. We are moving to Rajshahi in July I'll go to school there.
9. The storm passed quickly through the area last night, and it caused a lot of damage.
10. We will be on vacation next week we will be unable to attend your party.
11. We bought shoes, luggage, and hats at the mall fortunately; we have a large trunk in our
car.
12. I didn't think it would be necessary to take my umbrella; after all, the sun was shining
when I left home.
13. Most of my study time is spent on biology it's my toughest class.
14. My car ran out of gas therefore I was late for my appointment.
15. A fifth-grade student from our school won the spelling competition; she spelled words I
had never heard before.
16. My younger brother collects aluminum cans to recycle and is saving the money for a
new computer.
17. Sami's dad is a pilot for a large airline sometimes he is gone for several days at a time.
18. My family reunion is in three months I wonder if everyone will be there.
19. I've missed several classes because I was ill I hope I will pass English class.
20. Sami is planning on going to Thailand for vacation; he'll need to take a lot of money.

Exercise III:
Directions: Decide which of the following groups of words are run-on sentences. If
the group of words is a correct sentence, write S; if it is a run-on, write R-O.
Revise each run-on sentence by (1) making it two separate sentences; (2) inserting
a semicolon, or (3) using a comma and a coordinating conjunction.

124
______ 1. Brown bears include the grizzly and the Kodiak, the largest brown bear is the
Kodiak.
______ 2. Kodiak bears weigh as much as 1,700 pounds, they grow to a height of ten
feet.
______ 3. Bears can live more than 30 years in the wild.
______ 4. Bears’ sense of smell is more developed than their hearing or sight.
______ 5. Females give birth to as many as four cubs, the cubs stay with their mother
two or three years.
______ 6. Many people are afraid of bears, encounters with bears are actually
infrequent.
______ 7. Grizzly bears are solitary animals, they do not want to interact with people.
______ 8. Generally, bears attack only when they are surprised, or when they are
protecting their young.
______ 9. People should always store food and garbage properly, bears could be
attracted by the smell.
______ 10. Never try to outrun a bear, it can run more than 30 miles per hour.
______ 11. School in Munich was too rigid and boring for young Einstein he did not do
well.
______ 12. However, young Einstein showed a talent for mathematics, at the age of 12,
he taught himself Euclidean geometry.
______ 13. After finishing secondary school, he entered the Federal Polytechnic
Academy in Switzerland, he did not like the teaching methods there.
______ 14. The academy frustrated him he could learn in a way that interested him.
______ 15. Einstein chose to educate himself, he missed classes often and spent the
time studying physics on his own.
______ 16. His professors had low opinions of him, he graduated anyway in 1900.
______ 17. In 1905, he published a paper on physics the University of Zürich awarded
him a Ph.D. for this work.
______ 18. In the same year, he published four more papers that presented new
thoughts on the nature of light and other important concepts.
______ 19. Physicists resisted his ideas at first, eventually his general theory of
relativity was confirmed through observation.
______ 20. Einstein achieved international recognition, in 1921 he received the Nobel
Prize in physics.

125
FINAL TERM MATERIALS

126
 Process Analysis Paragraph

Process Analysis Paragraph:

Definition: A process paragraph uses details and examples to explain how to do

something or how a thing works.

Purpose: To explain to the reader the order or steps needed to do something or to make
something work.

Practical Uses: You may want to explain to your friend how to research for a paper.
You may want to explain to a co-worker how to create a PowerPoint presentation
Process analysis is a method of paragraph by which a writer explains step by step how
something is done or how to do something.

(http://www.elcamino.edu/academics/basicskills/English%20B%20Handbook%20Fourth%20Edition%202014.pdf)

Process analysis writing can take one of the two forms:

1. Information about how something works (informative)

2. An explanation of how to do something (directive).

An informative process analysis is usually written in the third-person point of view;

a directive process analysis is usually written in the second person. In both forms, the
steps are typically organized in chronological order--that is, the order in which the steps
are carried out. (Adapted from <https://www.thoughtco.com/process-analysis-composition-1691680> Retrieved
on 5 December, 2018).

Useful transitional devices:

For the first step, for the second step, (and so on) next, then, following this, after this,
afterwards, subsequently, at the same time, in the meantime, meanwhile, most
importantly, crucially, furthermore, additionally, of secondary importance is, of equal
importance is, simultaneously, concurrently, while that is happening, during this time,
finally, for the final step, ultimately, before you are done, one last point is.

(Adapted from <http://spot.pcc.edu/~dramirez/262Writing8/Handouts/Paper2Process.pdf> Retrieved on 5 December,

2018).

127
Elements of a Process Analysis Paragraph:
Process Analysis paragraphs contain a number of elements that are indispensable in this

kind of writing:

• Chronology – all actions are described in a step-by-step manner which means

that the order of in which subsequent actions are described is analogical to the
order in which those actions are to be performed;
• Clarity – the instruction is concise and uses simple language. Process
analysis paragraphs, if composed correctly, will never be written in a descriptive
or subjective language and will also avoid opinion-based stances;
• Explanation – the paragraph explains how a particular result can be achieved.
(http://www.elcamino.edu/academics/basicskills/English%20B%20Handbook%20F
ourth%20Edition%202014.pdf)
Transitional Devices:

At the start of the process: At first,… In the beginning…, As you start,….. To begin
with,….. The first step,…. When you begin,…

In the middle of the process : Next,.…. After that,….. Continuing with,…. The next
step is…. When this step is finished,…. As you continue,……

At or near the end of the process: Finally,…. As you finish,….. Toward the end,….
The last step,…..

Outline:

Introduction: Topic sentence, supportive sentence (mention the steps briefly)

Details: Flowchart → →

↓ ↓ ↓

→ →

Conclusion: Sum up the steps

Sample Paragraph 1

128
 An Unique Treat

Turkish coffee is a unique treat. To make it, you need to follow a few steps. At first, you
need a special coffeepot called a jezue pot. Secondly, pour three cups of water into the
pot. Boil the water. Then remove the pot from the heat. Add three teaspoons of coffee
and sugar to the water. Gently stir the mixture and return it to the heat until the foam
appears on the top. Later, take the jezue from the heat and hit it lightly with a spoon to
make the foam go down. Next, reheat the coffee and tap the pot two more times to
remove it from the heat each time the foam forms. Before serving the coffee, give
everyone a small glass of cold water to drink with their hot, thick coffee (134).

(Adapted from file:///D:/Fall%202018/For%20ENG%20101%20compilation/Paragraphs-

Structure%20&%20Task/PROCESS%20ANALYSIS%20PARAGRAPHS.pdf on 5 December, 2018.)

Sample Paragraph 2

Steps to Success

There are several steps that are necessary to keep in mind in order to prepare for a job
interview. First of all, it is important to double check the time and location of the
interview. It is impossible to get the job if the applicant misses the interview or is, and
the first impression is terrible if the applicant is late. An applicant must always take care
of the time management. Secondly, pick clothing that is appropriate for the type of job.
For example, if the job is in an office, clothing should be neat and clean, ironed, and
conservative such as pants and a collared shirt for men or pants or a skirt and a nice top
for women. Thirdly, before the interview, it is a good idea to do some research about
the company that the applicant is interested in. It is easy to find all kinds of information
regarding the company using the internet. An applicant could research the size of the
company, its best products, and its customers. All these information will be useful in
order to response to the interview questions. Also, it can be helpful to have a friend or
family member do a practice interview to be better prepared for the real interview. This
practice can help the applicant to feel more confident and less nervous. It will also boost
the applicant’s self-confidence. In addition, it is important for the applicant to prepare
several thoughtful questions for when the interviewer asks, “Do you have any
129
questions?” Having no questions prepared might show that the applicant isn’t really
interested in the job. The questions should not just be about salary and benefits. Finally,
the applicant should end the interview positively with a handshake and enthusiasm
about the job. By following these steps, applicants can increase their chances of hearing
those exciting words, “You’re hired.”
(Adapted from
http://www.elcamino.edu/academics/basicskills/Eng_B_Textbook_Second_Edition.pdf
on 2nd January, 2019 at 3:37 pm, Word limit: 311).

Process Analysis Exercise

Exercise 1: Write a process analysis paragraph on “How to make cup of coffee”.
Exercise 2. Write a process analysis paragraph on “How to organize a group work”.
Exercise 3. Write a process analysis paragraph on “How to plan a family get together”.

Argumentative Paragraph

Argumentative Paragraph

Definition: An argument is an opinion supported by facts.

Purpose: To present a position and to have an audience adopt or at least seriously

consider your argument.

Practical Uses: In an everyday situation, you may try to convince a friend to go somewhere or
in a composition or speech class, the instructor may make an assignment in which you must
support or oppose the use of nuclear energy to produce electricity.
An argumentative paragraph presents a point of view and provides evidence for the
point of view taken. Writers refer to opinions as claims and facts as evidence. The claim
clearly states a stance on a topic or issue. Evidence to prove this claim can include
reasons, personal experience, statistics, confirmed facts, and expert research. For the

130
claim to be persuasive, an argument writer must support it with the most effective
evidence that comes from a variety of credible sources. Credible sources are websites,
reports, and articles developed by experts and journalists.
Outline:
Topic Sentence: Identify what is being argued for or against.
Support Sentences: Include facts, examples, appeal to authority or counter-argument to
back up your point of view. Present your reasons in order of importance: from the most
important to the least important.
Concluding Sentence: Restate what is being argued for or against and why.

Argumentative paragraphs contain the core components of claims and evidence.

- Authors may differ when it comes to the type of supporting details that they use and
the approach toward analysis and commentary that they employ.
- There is no mold for a perfect argumentative paragraph. However, if you structure
your paragraphs in an intentional way, they will be much more persuasive.

Useful transitional words and phrases

For giving reasons
first, second, third, another, next, last, finally, because, since, for, is based on, due to the
fact that
For counter-argument
but, however, of course, nevertheless, although, despite
For concluding
therefore, as a result, in conclusion, thus, which proves that, which shows that,
consequently

Example 1 & 2:
Necessity of Technological and Scientific Advancement

Technological advancement has become a focus of today’s society. Technology has

entered in every sphere, from kitchen to office. It undoubtedly makes people’s lives
easier. Without the benefits that technology brings, the world would be a much harder
place to live in. For example, it has improved the communication system. On the other
hand, technology also has the potential to destroy everything at the touch of a button.
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The danger of technological advancement is that machines will completely replace
humans, reducing human contact in everyday life. In conclusion, although technology
has the potential to provide a better quality of life for everyone, it is also capable of
destroying everything within a very short time. Consequently, it should be developed
with caution and should never be allowed to take the place of human contact, because
this is what ultimately holds a society together (142).

Technology makes us antisocial

Nowadays, we get technological support in every sphere of life to make our living
easier and comfortable. However, I agree with the statement that it also makes us
antisocial. We are leading a luxurious lifestyle with the help of technology, but many
things come with a price. For example, as smart phones have given us effortless life, it
has affected us physically and socially. Kids spend time on phone playing games or
watching videos. Consequently, they do not go for outing or any physical activities.
Similarly, parents spend most of the time on their phones or on laptop, and do not spend
time with their kids. In both cases, there is absence of socialization. To conclude, I
would like to state that technology should be used as an aid to give comfort, but not as
alternative for real life socialization. (Adapted from https://essayforum.com/writing/technology-made-
people-anti-social-agree-66735/> Retrieved on 22 December 2018; Words: 140)

Argumentative Paragraph
Exercise 1: Write an argumentative paragraph on “Smoking is bad for health”.
Exercise 2: Write an argumentative paragraph on “Is education too commercialized
nowadays”?
Exercise 3: Write an argumentative paragraph on “Internet access must be limited to
students”.

For further discussion:

1. Are you distracted by technology? Are Smartphone, texting, video games, Facebook,
Web surfing and television affecting your learning?

2. Has digital technology shortened your attention to study?

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3. Do you think technology is affecting your ability to write and communicate face to
face?

Formal Letter Format

A formal letter will encompass many things and is related to the business letter. To put
this into perspective, all business letters are formal letters but not all formal letters are
business letters. The term formal letter can be used to entail any written letter for
a formal purpose, whether that be a recommendation letter, an invitation letter, or
a complaint letter.
Any communication that is considered to be official enough to be explicitly written or
typed in a letter can be called a formal letter.
(Adapted from <https://justlettertemplates.com/what-is-a-formal-letter.html>Retrieved on 11December, 2018)

Parts of a Formal Letter:

Business letters usually contain the following information (in this order):

• Letterhead or sender's address

• Date
• Inside address
• Salutation
• Message
• Closing
• Signature, printed/typed name

Opening lines: Why do we need an opening line in a business letter or formal email?
- to make reference to previous correspondence
- to say how you found the recipient's name/address
- to say why you are writing to the recipient.

10 Good Opening Lines:

• With reference to your letter of 8 June, I ...
• I am writing to enquire about ...
• After having seen your advertisement in ... , I would like ...
• After having received your address from ... , I ...
• I received your address from ... and would like ...
• We/I recently wrote to you about ...
• Thank you for your letter of 8 May.
• Thank you for your letter regarding ...
• Thank you for your letter/e-mail about ...
• In reply to your letter of 8 May, ...

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When the recipient's name is unknown to you:
• Dear Sir ... Yours faithfully
• Dear Madam ... Yours faithfully
• Dear Sir or Madam ... Yours faithfully
When you know the recipient's name:
• Dear Mr. Chowdhury ... Yours sincerely
• Dear Mrs. Chowdhury ... Yours sincerely
• Dear Miss. Chowdhury ... Yours sincerely
• Dear Ms. Chowdhury ... Yours sincerely

When addressing a good friend or colleague:

• Dear Jack ... Best wishes/Best regards

Addressing whole departments:

• Dear Colleagues ... Yours faithfully

First paragraph

The first paragraph should be short and state the purpose of the letter- to make
an enquiry, complain, request something, etc.

Second/ third paragraph (s)

The paragraph or paragraphs in the middle of the letter should contain the
relevant information behind the writing of the letter. Most letters in English are
not very long, so keep the information to the essentials and concentrate on
organizing it in a clear and logical manner rather than expanding too much.

Last paragraph
The last paragraph of a formal letter should state what action you expect the
recipient to take- to refund, send you information, etc.
Closing lines: Why do we need a closing line in a business letter or email?
- to make a reference to a future event
- to repeat an apology
- to offer help
10 Good Closing Lines:
• If you require any further information, feel free to contact me.
• I look forward to your reply.
• I look forward to hearing from you.
• I look forward to seeing you.
• Please advice as necessary.
• We look forward to a successful working relationship in the future.
• Should you need any further information, please do not hesitate to contact me.
• Once again, I apologize for any inconvenience.
• We hope that we may continue to rely on your valued custom.
• I would appreciate your immediate attention to this matter.
(Adapted from <http://www.nvtc.ee/e-oppe/Varkki/layout/opening_and_closing_lines.html.> Retrieved on 20 December
2018)

134
Format:
Contact Information (Your contact information. If you are writing on letterhead that
includes your contact information, you do not need to include it at the start of the letter.)
Your Name
Your Address
Your City, postcode
Your Phone Number
Your Email Address
Date
Contact Information (The person or company you are writing to)
Name
Title
Company
Address
City, post code
Greeting (Salutation Examples)
Dear Mr. /Ms. Last Name: (Use a formal salutation, not a first name, unless you know
the person extremely well. If you do not know the person's gender, you can write out
their full name. For instance, you could write "Dear Rony Chowdhury" instead of "Dear
Mr. Chowdhury" or "Dear Ms. Chowdhury." Note that the person's name is always
followed by a colon (:) in a business letter, and not a comma. If you do not know the
recipient’s name, it’s still common (and safe) to use the old-fashioned “To Whom It
May Concern :”).
Body of Letter
The first paragraph of your letter should provide an introduction as to why you are
writing so that your purpose is obvious from the very beginning.
Then, in the following paragraphs, provide more information and specific details about
your request or the information you are providing.
The last paragraph of your letter should reiterate the reason you are writing and thank
the reader for reviewing your request. If appropriate, it should also politely ask for a
written response or for the opportunity to arrange a meeting to further discuss your
request.
Closing
With kind regards,
Signature
Handwritten Signature (for a hard copy letter – use blue or black ink to sign the letter)
Typed Signature
(Adapted from <https://www.thebalancecareers.com/sample-letter-format-2063479> Retrieved on 21 December
2018)

Sample Letter:

135
05 May 2019

The Chairperson
Department of English
East West University
Aftabnagar, Dhaka
Bangladesh.

Subject: Applying for extending a seat in ENG402 (1).

Dear Sir,

With due respect, I, Maisha Rahman (2014-3-40-020), would like to state that I am a
student of the Department of English, East West University. Though Summer 2019 is
my final semester, I still have one more elective course to complete.

For your kind information, I would like to add that all the seats of the courses which
were options for me are filled up. As ELT is my interest area, I wanted to take ENG402
(Pragmatics and Discourse Analysis. Moreover, ENG402 is the only course that
matches with my class routine.

Therefore, I would be grateful if you kindly extend a seat for me in ENG402, and oblige
thereby.

Thank you.

Yours sincerely,

_________
Maisha Rahman

Exercise:
1. Write an application to your Chairperson for allowing you to do late advising.
2. Write an application to your Chairperson for allowing you to organize a picnic/book
fair.
3. Write an application to your Chairperson for allowing you to sit for a makeup exam.

136
 Modifier

In English grammar, a modifier is a word, phrase, or clause that functions as an

adjective or adverb to provide additional information about another word or word group
(called the head). A modifier is also known as an adjunct.
He is a cute baby.

In this sentence, “cute” is an adjective modifying the noun, “baby.” The adjective
“cute” is a modifier. “Cute” modifies the type of baby.

Dangling Modifier

A dangling modifier is a word or phrase that modifies a word not clearly stated in the
sentence. A modifier describes, clarifies, or gives more detail about a concept.
Having finished the assignment, Jill turned on the TV.
"Having finished" states an action but does not name the doer of that action. In English
sentences, the doer must be the subject of the main clause that follows. In this sentence,
it is Jill. She seems logically to be the one doing the action ("having finished"), and this
sentence therefore does not have a dangling modifier.
The following sentence has an incorrect usage:
Having finished the assignment, the TV was turned on.
"Having finished" is a participle expressing action, but the doer is not the TV set (the
subject of the main clause): TV sets don't finish assignments. Since the doer of the
action expressed in the participle has not been clearly stated, the participial phrase is
said to be a dangling modifier.
Strategies for revising dangling modifiers:
1. Name the appropriate or logical doer of the action as the subject of the main
clause:
Having arrived late for practice, a written excuse was needed.
Who arrived late? This sentence says that the written excuse arrived late. To revise,
decide who actually arrived late. The possible revision might look like this:
Having arrived late for practice, the team captain needed a written excuse.

137
The main clause now names the person (the captain) who did the action in the
modifying phrase (arrived late).
2. Change the phrase that dangles into a complete introductory clause by naming
the doer of the action in that clause:
Without knowing his name, it was difficult to introduce him.
Who didn't know his name? This sentence says that "it" didn't know his name. To
revise, decide who was trying to introduce him. The revision might look something like
this:
Because Maria did not know his name, it was difficult to introduce him.
The phrase is now a complete introductory clause; it does not modify any other part of
the sentence, so is not considered "dangling."
3. Combine the phrase and main clause into one:
To improve his results, the experiment was done again.
Who wanted to improve results? This sentence says that the experiment was trying to
improve its own results. To revise, combine the phrase and the main clause into one
sentence. The revision might look something like this:
He improved his results by doing the experiment again.
More examples of dangling modifiers and their revisions:
INCORRECT: After reading the original study, the article remains unconvincing.
REVISED: After reading the original study, I find the article unconvincing.
INCORRECT: Relieved of your responsibilities at your job, your home should be a
place to relax.
REVISED: Relieved of your responsibilities at your job, you should be able to relax at
home.
INCORRECT: The experiment was a failure, not having studied the lab manual
carefully.
REVISED: They failed the experiment, not having studied the lab manual carefully.

Misplaced Modifier

Modifiers are words, phrases, or clauses that add description to sentences. Typically,
you will find a modifier snuggled right next to—either in front of or behind—the word
it logically describes.
138
Take the simple, one-word adjective blue. If we add it to the sentence that follows,
where should it go?

At a downtown dealership, Kara bought a truck from a salesman with a comb

over.

Should we locate blue next to dealership? A blue downtown dealership? A blue Kara? A
blue salesman? Of course not! Logic dictates that blue can describe only one word,
truck, so we must place the modifier next to that word:

At a downtown dealership, Kara bought a blue truck from a salesman with a comb
over.

In a similar manner, multi-word phrases and clauses often go right next to the
word they describe. Here are some examples:

Gazing out the window, Paul missed the homework assignment that Prof. Zuromski
wrote on the board.

Gazing out the window is a participle phrase describing Paul, the noun that follows.

Sam gobbled the sandwich, which was soggy with tomato juice, as he rushed to
class.

Which was soggywith tomato juice is an adjective clause describing sandwich, the noun
before it.

As the hurricane approached, we watched the tree branches waving in the strong
breeze.

Waving in the strong breeze is a participle phrase describing branches, the noun in front.

Sometimes a writer places the modifier too far away from the word it should
describe. Born in the confusion is a misplaced modifier, an error. Read these
examples:

Churning in the Atlantic Ocean, we anxiously watched the weather report for
information about the hurricane.

Churning in the Atlantic Ocean is a participle phrase. In the current sentence, it is

describing the pronoun we. How illogical! We cannot churn in an ocean!

Raymond wore his one collared shirt to the job interview, which was
unfortunately stained with yellow mustard.

139
Which was unfortunately stained with yellow mustard is an adjective clause. In the
sentence above, it is describing interview, the noun in front. But an interview can't get
stained with mustard!

Professor Jones, who was late with another essay, waited for the slacker
student.

Who was late with another essay is an adjective clause. In this sentence, it is describing
Professor Jones, the noun before it. But he's not the identified slacker! The student is!

EXERCISES ON MODIFIERS

Exercise I

Directions: In the blank beside each sentence, indicate whether that sentence
contains a dangling modifier (DM) or a misplaced modifier (MM).

1. The car on the bridge which is green is mine.

2. Expecting confusion, our plans were made.
3. Feeling hot, sweaters were taken off.
4. I showed my dog to the veterinarian with the fleas.
5. Larry told me he was getting married that afternoon at night.
6. This typewriter is used by a secretary with a wide carriage.
7. Swimming out into the sea, the current grew stronger.
8. Walking along the bridge, a ship suddenly appeared.
9. The Honda was stalled on the road out of oil.
10. He kept a note book of all the assignments he had completed in his desk.

Exercise II
Direction: Write "C" if the modifier is correctly placed. Write "MM" if it is
misplaced. Then, in the "MM" sentences, circle the modifier and draw an arrow to
show where it should go. Check the answers by using the key below. Because
rewritten sentences will vary, get them checked by your course instructor.

1. The man was stopped for speeding in the blue sweater.

2. I almost saw the whole movie, but I fell asleep around midnight.
3. Joey promised to mow the lawn running out the door.
4. The initials were those of the lovers carved on the tree.
5. There are only two parking spaces left in the lot.
6. Every four hours the doctor told him to take a pill.
7. Sitting on the porch, I wrote my last piece of poem.
8. The woman walked toward us wearing the feather hat.
9. The jet crashed into a cliff carrying 155 passengers.
10. I hardly ate any breakfast.
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Exercise III

Direction: First, underline the modifying phrase and circle the word it modifies.
Then, rewrite the sentence so that the modifying phrase is as close as possible to
the word it describes. Note: Some sentences contain two modifying phrases. Check
your answers in the back of this handout.

1. Jamil walked into only the house of horrors.

2. She almost needed one day to complete the assignment.
3. Her friend opened the door with a wicked smile.
4. We nearly waited one month for the answer to our questions.
5. My friend took me for a ride after showering and shaving on the skyway.
6. On the way to the movie, a bee stung Sharif.
7. The cat should be treated by a veterinarian that has worms.
8. The house in the Baridhara area faces the lake which Mr. Islam bought.
9. After reaching a weight of 275 pounds, the doctor insisted that Mr. Ahmed go
on a strict diet.
10. Sherina washed her hair when she finished eating with a new shampoo.

Exercise IV

Direction: The following sentences contain dangling modifiers. You will have to supply
a subject and rewrite the sentence so that the modifying phrase is in the correct
location to describe its subject. Check your answers in the back of this handout.

1. While sweeping the floor, the stew boiled over on the stove.
2. To write correctly, proper English should be used.
3. After putting a new ribbon in the printer, my papers looked better.
4. While washing his brother’s car, a scratch was discovered on the bumper.
5. Thinking of something else, the instructor's voice surprised me.
6. While writing my paper, the telephone rang.
7. To understand our new policy, the brochures were read.
8. Being short of money, an inexpensive restaurant had to be found.
9. On coming back to school after vacation, a new work schedule was developed.
10. By jogging five miles a day a toned body was insured.

Exercise V

The following sentences contain either misplaced or dangling modifiers. Rewrite

the sentences to correct the problems.

1. I found a cuckoo's nest near the river in a tree.

2. A man and his dog ran around the building with a red leather collar.
3. I heard that our school needs additional instructors on the television news.
4. Hoping to make a profit, the stock market became Sami’s interest.
5. Shahrin bought a pit bull dog alarmed by the robberies in her neighborhood.
6. Waiting for the rainstorm to pass through, the day passed slowly.

141
 7. We only drove as far as the state line the first day.
8. To complete the transaction, the check box for the terms of service must be
checked.
9. Limping along the sidewalk, I felt sorry for the dog.
10. They gave prizes to the top contestants in gift-wrapped boxes.

Parallelism

Parallel structure means using the same pattern of words to show that two or more ideas
have the same level of importance. This can happen at the word, phrase, or clause level.
The usual way to join parallel structures is with the use of coordinating conjunctions
such as "and" or "or."

• Words
and Phrases
With the -ing form (gerund) of words:

Parallel:

Mary likes hiking, swimming, and bicycling.

With infinitive phrases:

Parallel:

Mary likes to hike, to swim, and to ride a bicycle.

OR

Mary likes to hike, swim, and ride a bicycle.

(Note: You can use "to" before all the verbs in a sentence or only before the first one.)

Do not mix forms

Example 1

Not Parallel:

Mary likes hiking, swimming, and to ride a bicycle.

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Parallel:

Mary likes hiking, swimming, and riding a bicycle.

Example 2

Not Parallel:

The production manager was asked to write his report quickly, accurately, and in a
detailed manner.

Parallel:

The production manager was asked to write his report quickly, accurately, and
thoroughly.

Example 3

Not Parallel:

The teacher said that he was a poor student because he waited until the last
minute to study for the exam, completed his lab problems in a careless manner, and his
motivation was low.

Parallel:

The teacher said that he was a poor student because he waited until the last
minute to study for the exam, completed his lab problems in a careless manner, and
lacked motivation.

Clauses
A parallel structure that begins with clauses must keep on with clauses. Changing to
another pattern or changing the voice of the verb (from active to passive or vice versa)
will break the parallelism.

Example 1

Not Parallel:

The coach told the players that they should get a lot of sleep, that they should
not eat too much, and to do some warm-up exercises before the game.

Parallel:

The coach told the players that they should get a lot of sleep, that they should
not eat too much, and that they should do some warm-up exercises before the game.

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 OR

Parallel:

The coach told the players that they should get a lot of sleep, not eat too much,
and do some warm-up exercises before the game.

Example 2

Not Parallel:

The salesman expected that he would present his product at the meeting, that
there would be time for him to show his slide presentation, and that questions would be
asked by prospective buyers. (passive)

Parallel:

The salesman expected that he would present his product at the meeting, that
there would be time for him to show his slide presentation, and that prospective buyers
would ask him questions.

Lists after a Colon

Be sure to keep all the elements in a list in the same form.

Example 1

Not Parallel:

The dictionary can be used to find these: word meanings, pronunciations,

correct spellings, and looking up irregular verbs.

Parallel:

The dictionary can be used to find these: word meanings, pronunciations,

correct spellings, and irregular verbs.

Compare and Contrast

When making comparisons using the words than or as, ensure that the nouns
being compared follow a parallel grammatical structure.

Example 1

Not Parallel:

The football team at Western is better than Queen’s.

144
This example conveys the idea that the Western football team is better than the entire
institution of Queen’s University. To compare only the football teams, you must use
parallel structure:

Parallel

The football team at Western is better than the football team at Queen’s.

In the case of correlative conjunctions (not only...but also; both...and;

neither...nor; either...or), the grammatical form of the first construction should be
parallel in the second construction, and so the conjunctions should not be part of
either construction.

Example 1

Not Parallel:

She is either exaggerating or she is telling the truth.

In this example, the conjunction ‘either’ has been placed in the middle of the first
construction, and so the second construction cannot use a parallel form. The revised,
parallel sentence would read:

Parallel:

She is either exaggerating or telling the truth. OR

Either she is exaggerating or she is telling the truth.

EXERCISES ON PARALLELISM

Exercise I

Direction: Correct the faulty parallelism in the following sentences to make them
clear, concise, and easy to read.

1. Linda gets her daily exercise by walking her dog, going for a bike ride, and
cleaning.
2. Would you prefer the graceful owl, rats, or a sneaky cat as your pet?
3. The difference between rural and country living is the height of the buildings
and the population.
4. Stress makes it difficult to exercise regularly, have relationships that are stable,
and be eating food with benefits to one’s health.
5. The Writing Center can help your writing skills, to gain independence, and
confidently completing your assignments.
6. The position required experience, friendly, and get up early.
7. Good health requires eating right and exercise regularly.
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 8. Three reasons were given for the concert’s cancellation: the lead singer was
sick, low ticket sales, and because the drummer had left the band.
9. The city corporation explained when the cleanup would begin and it would be
funded by a referendum.
10. Eggs contain not only protein but are also are full of vitamins.
11. Eggs, however, are high in cholesterol and rather fat-filled.
12. The yolk of one egg contains 213 milligrams of cholesterol and there are 5
grams of fat.
13. Some people would rather not eat eggs at all than if they can only have egg
whites.
14. Raw eggs should not be eaten by people who are very young, pregnant, elderly,
or have immune system impairments.
Exercise II

Direction: Re-write the following sentences so that each has a list using the same
verb or noun form.

1. The presenter spoke in a nasal tone, unpleasantly, but conveying the

information clearly and was funny.
2. The coach told his players that they should get plenty of water, to not eat
sugary snacks, and being sure they are getting plenty of sleep.
3. Benefits of coaching include: knowing each player, helping that player to
improve and to get to see that person succeed in life.
4. At the party, my sister helped us make the cake, gathering the kids for
games, clean up and to drive some kids home.
5. Exercises that I enjoy doing are marathon running, to swim lengths in a pool,
riding my bicycle in the park, and to walk along the trails in a forest.
6. We must either change the laws about drunk driving or it will be necessary
to start enforcing them more strictly.
7. My brother loves diets and has tried: eating only meat, to not eat anything
but rice, smoothies every morning while not restricting anything else, and
fasting 12 hours a day.
8. To my horror, my wedding dress looked stained, torn and it had wrinkles.
Exercise III

Direction: Rewrite each of the following sentences, correcting any errors in

parallelism. Answers will vary, but you'll find sample responses below.

1. We must either raise revenues or it will be necessary to reduce expenses.

2. They deny the importance of such things as wealth, good looks, and having a
good reputation.
3. In his farewell address to the army, the general praised his soldiers for their
unsurpassed courage and gave thanks because of their devotion.
4. The crowd that had gathered outside the court was loud and they were angry.
5. The police have a duty to serve the community, safeguard lives and property,
protect the innocent against deception, and they must respect the constitutional
rights of all.

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 6. Sir Humphry Davy, the celebrated English chemist, was an excellent literary
critic as well as being a great scientist.
7. The Ahmeds were cheerful and knowledgeable traveling companions and
behaved generously.
8. The delegates spent the day arguing with one another rather than work together
to find common solutions.
9. My sister's promotion means that she will be moving to another district and take
the children with her.
10. A company is not only responsible to its shareholders but also customers and
employees as well.
11. Examples of aerobic exercises are distance running, swimming, cycling, and
long walks.
12. Consuming too much of vitamin can be as harmful as not to consume enough.
13. The gyrocompass not only points to true north at all times, it is unaffected by
external magnetic fields.
14. Everything that could make a sound either was removed or taped down.
15. If you hire a contractor to make home improvements, follow these
recommendations:
a. Find out if the contractor belongs to a trade association.
b. Obtain estimates in writing.
c. The contractor should provide references.
d. The contractor must be insured.
e. Avoid contractors who ask for cash to dodge paying taxes.
16. The new instructor was both enthusiastic and she was demanding.
17. Annie's dress was old, faded, and it had wrinkles.
18. By the time she was two, the child was not only active but also she was well
coordinated.
19. It is a truism that to give is more rewarding than getting.
20. A battery powered by aluminum is simple to design, clean to run, and it is
inexpensive to produce.

Exercise IV

Direction: If you've mastered the easy exercises, try these harder, more
complicated sentences:

1. Drunk drivers are thoughtless and take the lives of other people in their own
hands, risking their own lives, think about only their own pleasure and fun
and never considering the consequence of their action.
2. Police enforcement should be responsible for service in the community by
safeguarding the property of people who live in the community, in order to
protect the innocent from crimes, and to ensure that all people have their
constitutional rights getting respect.
3. When my husband takes another job in California, I will be staying here in
Texas to pack, let the children finish up their school year, fly out to find a
house (while my mom comes here to take care of the kids), and begin my
147
 new life by driving with all the kids in the car to California while the
moving van is taking all of our stuff.
4. In order to convey the information correctly to the crowd, the police officer
was speaking loudly, he told people where they should be standing,
repeating information so they would remember and gesturing.
5. My roommate and I this afternoon are going to be eating lunch at my
downtown favorite, a pizza place, then until our friend Sandy is out of work
we will study in the library, meeting up at the dorm with our sorority sisters
from Tri-Delta is our next plan, and then all of us will be eating the gourmet
popcorn my mom just sent me and we are planning to binge-watch the latest
Netflix episodes of our favorite show.

Phrasal Verbs

1. Heat sth. up: make or become hot or warm.

I think we can heat up yesterday's pizza and have it for dinner, right?

2. Look for sth./sb.: try to find something or someone.

Jack was looking for his phone everywhere, but couldn't find it.

3. Fall out with sb.: have an argument and stop being friends.

They were flat mates for two years, but then they fell out and never spoke to each other
again.

4. Come down with (an illness): begin to suffer from a specified illness.

Oh, god! I think I'm coming down with flu. I might not go to work tomorrow.

5. Tear sth. out: to pull or be pulled apart, or to pull pieces off.

He tore out the pages that he didn't want anyone to read.

6. Rip sth. up: tear something violently into small pieces so as to destroy it.

She ripped up her pile of old letters and put them in the bin.

7. Plug sth. in: connect an electrical appliance to the mains by inserting a plug in a
socket.

I need to plug in my phone; it's completely out of juice.

8. Pay sb./sth. back: repay some money or a loan to someone.

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If you lend me the money, I swear I'll pay you back by Friday.

9. Print sth. out: produce a paper copy of information stored on a computer.

My boss asked me to print out the report and give it to him.

10. Give in (to sb./sth.): accept someone’s wish or cease fighting; admit defeat.

He reluctantly gave in to the pressure they were putting on him.

11. Work sth. out: find or try to find the answer to something; solve a sum or
determine an amount by calculation.

I couldn’t work out whether it was a band playing or a record.

She worked out sums on her way to school.

12. Give up: stop making an effort; admit defeat.

It's not like you to give up so easily on an assignment so early after starting school.

13. Put up with sth./sb.: tolerate, endure, bear.

I'm leaving so I don't have to put up with you anymore.

14. Turn sth. on: adjust a tap or switch in order to start the operation or flow of
something.

She turned her PC on and opened her browser.

15. Log in: go through the procedures to begin use of a computer, database, or system.

I tried to log in with my username, but I couldn't remember my password.

Academic Word List 3

51. incongruity
a. the quality of disagreeing
Example:
1. The incongruity between the decisions of the parents can ruin a child’s
life.
2. There is a huge sense of incongruity what he says and what he does.

52. inconsequential
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 a. lacking worth or importance
Example:
1. Worrying about inconsequential tasks will prevent you from doing
projects which really matter.
2. Despite the teacher’s warning, the students would not stop their
inconsequential chatter.

53. incorporate
a. make into a whole or make part of a whole
Example:
1. No definition is complete without incorporating examples.
2. We can incorporate this information into our report.

54. indeterminate
a. not fixed or known in advance
Example:
1. Since most people have not responded to the party invitation, we are
expecting an indeterminate number of guests.
2. The judge sentenced the drunk driver to an indeterminate prison stretch
of seven to fifteen years.

55. indigence
a. a state of extreme poverty or destitution
Example:
1. Their indigence appalled him.
2. The luxury of one class is counterbalanced by the indigence of another.
56. indolent
a. disinclined to work or exertion
Example:
1. The natives were allowed to live the indolent life of the tropics.
2. Rather than fetch the ball, the indolent dog decided to take a nap.

57. inert
a. unable to move or resist motion
Example:
1. After being sprayed with the poison, the fly was inert and could not
move.
2. He lay, inert, in his bed.

58. ingenuous
a. lacking in sophistication or worldliness
Example:
1. He seemed too ingenuous for a reporter.
2. It is ingenuous to suppose that money did not play a part in his decision.

59. inherent
a. existing as an essential constituent or characteristic
Example:
150
 1. Most mothers have an inherent need to protect their children.
2. There was an inherent weakness in the design.

60. innocuous
a. not injurious to physical or mental health
Example:
1. While you may think bullying is innocuous, it leaves a lasting scar on its
victim.
2. His comment seemed perfectly innocuous.

61. insensible
a. barely able to be perceived
Example:
1. We are not insensible of your kindness.
2. She remained insensible of the dangers that lay ahead.

62. insinuate
a. suggest in an indirect or covert way; give to understand
Example:
1. Many dictators use propaganda to insinuate fear among the public.
2. He tried to insinuate himself into the boss's favor.

63. insipid
a. lacking interest or significance or impact
Example:
1. After an hour of insipid conversation, I left.
2. On the surface she seemed meek, rather insipid.

64. insularity
a. the state of being isolated or detached
Example:
1. Part of this is explained by the neighborhood's insularity.
2. The way they lived then was remarkable for its innocence and its
insularity.

65. intractable
a. difficult to manage or mold
Example:
1. Additional police officers were called to the scene when the crowd
became intractable.
2. We are facing an intractable problem.

66. inundate
a. overwhelm someone with things or people to deal with, or fill or cover with
water
Example:
1. We have been inundated with requests for help.
2. The fields were inundated with flood.
151
67. inured
a. made tough by habitual exposure
Example:
1. After living here for years I've become inured to the cold climate.
2. Doctors become inured to death.

68. invective
a. abusive language used to express blame or censure
Example:
1. He retorted the invective on her.
2. A woman had hurled racist invective at the family.
69. irresolute
a. uncertain how to act or proceed
Example:
1. The irresolute spend the most precious moments of life regretting.
2. He is never irresolute or inactive.

70. laconic
a. brief and to the point
Example:
1. She had a laconic explanation of the matter.
2. The manner is laconic yet earnest.

71. lassitude
a. a feeling of lack of interest or energy
Example:
1. I was overcome by lassitude.
2. Neither illness nor lassitude prevented him from going on with his work.
72. laud
a. praise, glorify, or honor
Example:
1. He was lauded for his courage.
2. They lauded the former president as a hero.

73. lethargic
a. deficient in alertness or activity
Example:
1. The weather made her listless and lethargic.
2. He felt too miserable and lethargic to get dressed.
74. levee
a. an embankment built to prevent a river from overflowing
Example:
1. Risks in levee engineering caused by many uncertainty factors are cared
about by people.
2. Look at that long levee of logs.

75. levity
a. a manner lacking seriousness
152
 Example:
1. Your levity is unseemly at this time.
2. His remarks injected a note of levity into the proceedings.

76. log
a. a segment of the trunk of a tree when stripped of branches
Example:
1. He balanced himself on a log.
2. Tom put another log on the fire.

77. loquacious
a. full of trivial conversation
Example:
1. His loquacious humour infected every one.
2. Fishes in a public aquarium grow loquacious, oblivious of their lack of
privacy.

78. lucid
a. transparently clear; easily understandable
Example:
1. She gave a clear and lucid account of her plans for the company's future.
2. You must write in a clear and lucid style.

79. malleable
a. capable of being shaped or bent
Example:
1. Knowledge gives you power by making you less malleable to
negative influences.
2. Unfortunately, most teenagers are malleable and give in to peer
pressure rather easily.

80. maverick
a. someone who exhibits independence in thought and action
Example:
1. My maverick boss has made his fortune by using a selling strategy
different from that of his competitors.
2. He was too much of a maverick ever to hold high office.

81. mendacious
a. given to lying
Example:
1. She gave us a mendacious report.
2. Some of these statements are misleading and some downright
mendacious.

82. metamorphosis
a. striking change in appearance or character or circumstances
Example:
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 1. She had undergone an amazing metamorphosis from awkward schoolgirl
to beautiful woman.
2. The metamorphosis was something to behold.

83. meticulous
a. marked by precise accordance with details
Example:
1. This accounting job requires a meticulous person.
2. The trip involved meticulous planning.

84. misanthrope
a. someone who dislikes people in general
Example:
1. After I was kidnapped and held hostage for a week, I became a
misanthrope and distrusted everyone.
2. Living in a crime-filled city will turn anyone into a nervous misanthrope.

85. mitigate
a. lessen or to try to lessen the seriousness or extent of
Example:
1. It is unclear how to mitigate the effects of tourism on the island.
2. Governments should endeavour to mitigate distress.

86. mundane
a. found in the ordinary course of events
Example:
1. It was hard to return to mundane matters after such excitement.
2. Initially, the work was pretty mundane.

87. negate
a. make ineffective by counterbalancing the effect of
Example:
1. They overlook the human ability to negate, which lies at the root of
thinking.
2. These facts negate your theory.

88. neophyte
a. any new participant in some activity
Example:
1. Even the best golfer in the world was once a neophyte at the sport of golf.
2. The neophyte began to stammer out a reply, but fell silent.

89. officious
a. intrusive in a meddling or offensive manner
Example:
1. We were tired of being pushed around by officious civil servants.
3. He's an officious little man and widely disliked in the company.

154
90. paragon
a. a perfect embodiment of a concept
Example:
1. As a paragon of purity, a nun would never dress inappropriately.
2. It would have taken a paragon of virtue not to feel jealous.

91. partisan
a. prejudiced or in favour of a particular person, cause or thing
Example:
1. The audience was very partisan, and refused to listen to the points she
was making in her speech.
2. He is clearly too partisan to be a referee.

92. pathological
a. relating to the study of diseases
Example:
1. My sister is a pathological liar who never tells the truth about anything.
2. I have got a pathological fear of heights.

93. paucity
a. an insufficient quantity or number
Example:
1. There is a paucity of information on the ingredients of many cosmetics.
2. The paucity of fruit was caused by the drought.

94. pedantic
a. marked by a narrow focus on or display of learning
Example:
1. His lecture was so pedantic and uninteresting.
2. Some people can be very pedantic about punctuation.

95. penchant
a. a strong liking
Example:
1. Her penchant for disappearing for days at a time worries her family.
2. He carried his penchant for secrecy to great lengths.

96. penury
a. a state of extreme poverty or destitution
Example:
1. Hardship and penury wore him out before his time.
2. He was brought up in penury, without education.

97. perennial
a. lasting an indefinitely long time
Example:
1. I wonder at her perennial youthfulness.
2. We face the perennial problem of not having enough money.
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98. perfidious
a. tending to betray
Example:
1. Your perfidious gossip is malicious and dangerous.
2. The company was betrayed by its perfidious allies.

99. perfunctory
a. hasty and without attention to detail; not thorough
Example:
1. They conducted a perfunctory examination.
2. He completed the act in a perfunctory manner.

100. permeable
a. allowing fluids or gases to pass or diffuse through
Example:
1. The thin permeable skin allows moisture to flow into the animal rather
than out of it.
2. The cell membrane is permeable enough to flow necessary fluids in and
out of it.
101. pervasive
a. spreading or spread throughout
Example:
1. The media’s pervasive coverage of the epidemic has most of the country
living in fear.
2. In many cities, police corruption is a pervasive issue that touches all
communities.

102. phlegmatic
a. showing little emotion
Example:
1. The normally phlegmatic man could not help but yell when he won a
gigantic lottery prize.
2. Even though the clown tried very hard, he could not get the phlegmatic
girl to laugh.

103. piety
a. righteousness by virtue of being religiously devout
Example:
1. They were drawn to the church not by piety but by curiosity.
2. In this capacity his sincere piety and amiable character gained him great
influence.

104. placate
a. cause to be more favorably inclined
Example:
1. He never attempts to placate his enemy.
2. He smiled, trying to placate me.
156
105. plasticity
a. the property of being physically malleable
Example:
1. Nothing better shows the plasticity of her character than the ease with
which she adapted herself to this sudden change.
2. Bending the object into a new shape, the child was surprised by its
plasticity.

106. plethora
a. extreme excess
Example:
1. The plethora of rules and regulations is both contradictory and confusing.
2. A plethora of new operators will be allowed to enter the market.

107. plummet
a. drop sharply
Example:
1. For some inexplicable reason her spirits seemed to plummet earthwards.
2. The rope snapped, causing the climber to plummet several hundred feet
down the mountain.

108. pragmatic
a. concerned with practical matters
Example:
1. My mother is quite pragmatic in nature and never does anything without
rationalizing it first.
2. We need to adopt a more pragmatic approach.

109. precarious
a. not secure; beset with difficulties
Example:
1. It could be a financially precarious solution.
2. He earned a precarious living as an artist.

110. precipitate
a. bring about abruptly
Example:
1. A slight mistake could precipitate a disaster.
2. The rising level of unemployment is going to precipitate a huge crowd at
the welfare office.

111. precursor
a. something indicating the approach of something or someone
Example:
1. As I looked up in the sky, I saw a large dark cloud, a precursor of an
upcoming storm.
2. All too often, high blood pressure is a precursor of heart disease.
157
112. presumptuous
a. going beyond what is appropriate, permitted, or courteous
Example:
1. It was presumptuous of him to take charge.
2. It would be presumptuous of me to comment on the matter.

113. pristine
a. immaculately clean and unused
Example:
1. He wasn't about to blemish that pristine record.
2. The car has been restored to pristine condition.
114. problematic
a. making great mental demands
Example:
1. Getting everyone there on time might prove problematic.
2. The future of our business is problematic.

115. prodigal
a. recklessly wasteful
Example:
1. If you want to save money for college, you should stop your prodigal
spending sprees.
2. Even when the dictator saw his people dying of hunger, he refused to
change his prodigal way of life.

116. propriety
a. correct behavior
Example
1. The sensitive matter was handled with great propriety.
2. She was careful always to behave with propriety.

117. proscribe
a. command against
Example:
1. In some cultures surgery is proscribed.
2. Most states have laws that proscribe texting while driving.

118. pungent
a. strong and sharp to the sense of taste
Example:
1. The taste is bitter and disagreeably pungent.
2. Her thoughts were interrupted by a pungent odor.

119. qualified
a. meeting the proper standards and requirements for a task
Example:
1. He qualified as a doctor last year.
(2) She is well qualified but has no relevant work experience.
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120. quiescent
a. being quiet or still or inactive
Example:
1. Ever since the police department hired ten new officers, crime has been
rather quiescent in our town.
2. During the quiescent phase of the lab, we simply observe and note the
growth of the cells.

121. rarefied
a. of high moral or intellectual value
Example:
1. Only a couple of audience members were not confused by the scientist’s
rarefied concept.
2. Getting a book published isn't the rarefied literary feat it once was.

122. refute
a. overthrow by argument, evidence, or proof
Example:
1. We can easily refute his argument.
2. These data do not refute the law of demand.
123. relegate
a. assign to a lower position
Example:
1. Women tended to be relegated to typing and filing jobs.
2. He has been relegated to the position of an assistant coach.

124. reproach
a. express criticism towards
Example:
1. She is quick to reproach anyone who doesn't live up to her own high
standards.
2. There was mild reproach in his tone.

125. resolution
a. a decision to do something or to behave in a certain manner
Example:
1. The memory gave her resolution.
2. The resolution in his face was unmistakable.

126. reticent
a. reluctant to draw attention to yourself
Example:
1.She is so reticent about her achievements.
2. Most of the students were reticent about answering questions.

127. reverent
a. feeling or showing profound respect or veneration
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 Example:
1. A reverent silence fell over the crowd.
2. He was brave, reverent, and clean, though perhaps lacking in the
trustworthiness department.

128. sage
a. a mentor in spiritual and philosophical topics
Example:
1. When I have questions about my courses, I often seek advice from my
sage, my college mentor.
2. My father was the sage who kept everyone in my family on a straight path
by giving us guidance before it was even requested.

129. sanction
a. official permission or approval
Example:
1. The conference gave its official sanction to the change of policy.
2. We received sanction to proceed with our plans.

130. saturate
a. infuse or fill completely
Example:
1. Water poured through the hole, saturating the carpet.
2. Our culture is saturated with television and advertising.

131. secrete
a. generate and separate from cells or bodily fluids
Example:
1. The pores of your body secrete sweat.
2. To keep skin moisturized, sebaceous glands secrete oil.

132. skeptic
a. someone who habitually doubts accepted beliefs
Example:
1. She is a skeptic about the dangers of global warming.
2. I need to see more hard evidence to become less of a skeptic.

133. solicitous
a. full of anxiety and concern
Example:
1. He was very solicitous for her safe return.
2. She was very solicitous for our welfare.

134. spectrum
a. a broad range of related objects, values, or qualities
Example:
1. This is a kind of atomic spectrum.
2. Beyond the red end of the visible light spectrum is infrared.
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135. sporadic
a. recurring in scattered or unpredictable instances
Example:
1. Her attendance at school was sporadic.
2 There has been sporadic violence downtown.

136. stigma
a. a symbol of disgrace or infamy
Example:
1. There is a social stigma attached to single parenthood.
2. There is no stigma to being made redundant.

137. substantiate
a. establish or strengthen as with new evidence or facts
Example:
1. We have evidence to substantiate the allegations against him.
2. There is little scientific evidence to substantiate the claims.

138. supersede
a. take the place or move into the position of
Example:
1. In time, the features of the smartphone may supersede those of the
personal computer.
2. The federal court decision will supersede the decision of the lower court.

139. supposition
a. the cognitive process of conjecturing
Example:
1. His version of the events is pure supposition.
2. The police are working on the supposition that he was murdered.

140. tacit
a. implied by or inferred from actions or statements
Example:
1. Although no words were spoken, our nods represented our tacit
agreement to a cease fire.

2. In my business, all that is needed for a tacit understanding is a handshake

between men.

141. tangential
a. of superficial relevance if any
Example:
1. Too much time was spent discussing tangential issues.
2. The matter you raise is rather tangential to this discussion.

142. tractable
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 a. easily managed
Example:
1. Gold and silver are tractable metals.
2. This approach helps to make the issues more tractable.

143. transgression
a. the violation of a law or a duty or moral principle
Example:
1. The judge will decide the penalty for my transgression.
2. When the banker stole funds from the vault, he made a huge
transgression.

144. veracious
a. habitually speaking the truth
Example:
1. He will be veracious only so long as the consequences are not seriously
injurious.
2. After listening to all evidence, the jury found the veracious woman to be
truthful and dismissed all charges.

145. verbose
a. using or containing too many words
Example:
1. His writing is difficult and often verbose.
2. Legal writing is often unclear and verbose.

146. viable
a. capable of life or normal growth and development
Example:
1. The committee came forward with one viable solution.
2. The government wants to encourage viable self-contained rural
communities.
147. volatile
a. liable to lead to sudden change or violence
Example:
1. Food and fuel prices are very volatile in a war situation.
2. Edwards was a dangerously volatile character.

148. warrant
a. formal and explicit approval
Example:
1. They issued a warrant for her arrest.
2. A warrant is out for his arrest/against him.

149. wary
a. marked by keen caution and watchful prudence
Example:
1. The strange look in his eyes made me wary of accepting his offer.
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 2. The police will need to keep awary eye on this area of town.

150. whimsical
a. determined by chance or impulse rather than by necessity
Example:
1. The whimsical music made me feel like a little kid again.
2. Much of his writing has a whimsical quality.

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 Students’ Writing Samples

Descriptive Paragraph

“My Hometown”

Topic Sentence: My hometown Rajshahi is a small city, also a city of tradition and
education and it is developing day by day with increasing number of infrastructures and
establishments.
Supporting detail 1: location, easy transportation

• Located on the northern bank of the padma River in western Bangladesh.

• Because of small city, there are different kinds of transportation available.
Supporting detail 2: Historical and traditional places

• Bagha Mosque, Temples and places of puthia and natore, Kusumba Mosque,
SomapuraMahavihara
• Ancient Bengal Capital Gauda, Mahasthangarh
Supporting detail 3: Religion, occupation

• Most of the people in Rajshahi are Muslims, Hindus, Christians also live here
• Most of the people are businessmen, some people do office job too.
Concluding statement: I have created some very pleasent memories here. So, I love
my hometown .

“My Hometown”
The name of my hometown is Rajshahi. Rajshahi is a small city which located just north
side of Bangladesh. Rajshahi is a city in west-central region of Bangladesh. It is also
called the city of education. It is enriched with several reputated educational institute.
Now it is developed and established. Rajshahi is home to many private and government
educational organization. University of Rajshahi is the second oldest university of
Bangladesh.Rajshahi college is another older educational institute of Rajshahi. There
are a Varendra Research Museum , Medical college Hospital, Sericulture Institute
situated in this city. The transportation system of Rajshahi is very comfortable. At any
time of the day there are many bus services are available from any part of Bangladesh.
The railway station of Rajshahi city is connected with all station of

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Bangladesh.Rajshahi is also a part of historical interest. Rajshahi city is full of
interesting places and tourist spots. Even it is called the city of tradition.

Bagha mosque Temples and places of Puthia and nature, Kusumba Mosque, Somapura
Mohavihara, Ancient Bengal Capital Gauda, Mahasthangaurh etc are the most famous
places of Rajshahi city. Every year many tourists come to Rajshahi to visit these
traditional places. Many of the citizens of our own town are involved in business and
also some people do office jobs. I reckon, we all love our hometowns, because we were
raised there. I am personally used to this place and I am very comfortable with it. In my
hometown I was formed physiologically as an individual. So, I love my hometown.

Questions:
1. What does the topic sentence lack?
2. Which feature of the paragraph has not been mentioned in the prewriting
section?
3. How many major features are mentioned?
4. Which major point of prewriting section is not brought up in the paragraph?
5. What is the major flaw in the structure of the paragraph?

My Favorite Restaurant

Word list
1. Star kabab
2. Located in Dhanmondi
3. Near my College and house
4. Famous place
5. tasty food
6. Healthy food
7. Nice decoration
8. Clean environment
9. Easy to find
10. Low price for quality foods

Out line:
1. Good location :
i. Near my house
ii. Family place
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 iii. Easy to find
iv. In Dhanmondi
2. Good Food:
i. Tasty food
ii. Healthy food
iii. Low price for good quality
3. Good environment:
i. Clean environment
ii. Good decoration
iii. Well-mannered staff

Star kabab is my favourite restaurant because of its good location, food and
environment. I always look for the best place to eat my food. Star kabab is situated in
Dhanmondi which is near my College and not too faar from my home. When I finish
my college I usually eat at this place. Star kabab has the best taste in my opinion. They
serve a variety of foods. Although the food is tasty it is not unhealthy in any way. They
makes sure to serve the most healthy and tasty food to the costomers. People thinks Star
kabab is expensive but it is not the cake. The food is in reasonable price for its quality.
In a restaurant you need to look for its environment other than food. Star kabab is
excellent in this department as well. It is well decorated and they keep the place very
clean. Star kabab does not stop with the good food and good environment part they have
one of the best staff working for them. The staff is quick to response to your requests
and they take you order with a smile on their face. I can not help but to go there again
after experiencing all of those hospitality.

Your Favourite Place for Hanging Out with Friends

Brainstorming:

• Besides the hill

• Travelling with my friends
• Gives refreshment
• Good environment
• Eating with friends
• Beautiful place
• Playing different games
• Location
• Seeing new place

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Outline:
I. Location of place:
• Besides the hill
• Seeing beautiful place
II. Sense of comfort:
• Good environment
• Safe place
• Peaceful area
III. Less expense:
• Homemade food
• Low cost transfort service

My favourite place to hangout with friends is Bandarban. It’s a place of Bangladesh.

This place attracts all tourist. Very beautiful place and also comfortable. Easy to spend
some quality time with friends. It gives us low cost transport service. Bandarban is a
peaceful area. This place gives us so many beautiful joys. We are playing so many
games. Also it gives us natural refreshment.

My favourite place beside on the hill which is located in bandarban. This place is a very
beautiful place and also refreshing area. Whenever, we are free then we go to the hill
and spend some good time. This place is safe for tourist and there guards are so helpfull.
We bring some homemade foods. It’s an amazing experience to hangout with friends.
It’s very less Transport service.
All over, it was a great journey for us.

Questions:
1. What is wrong with the topic sentence?
2. Which feature of the paragraph has not been mentioned in the prewriting
section?
3. How many major features are mentioned?
4. What is the major flaw in the organization of the paragraph?
5. What is the major flaw in the structure of the paragraph?

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 Your Favourite Restaurant for Hanging Out with Friends
Outline
Topic sentence: I visit my favorite restaurant Ponto Alto as frequently as I can which is
located on hill in the Bahsuss area in front of the sea with variety of food and
outstanding furnishing

Brainstorming:

• Located on the hill

• Beautiful scenario
• Provides refreshment
• Good environment
• Amazing sunset view
• Colourful décor
• tasty meals
• Colourful fishes
• Classical music
• Small playground for kids

Outline:
IV. Location of place:
• On the hill
• Top view
• Sunset view
V. Variety of food:
• Italian food
• Deliscious and healthy
• Special secret sauce
VI. Restaurant décor and environment:
• Homemade food
• Low cost transfort service

Concluding sentence: I think that place is the perfect place to eat and have a quit time
especially if you are out with the wife or girl friend. I do not hesitate for a second to
recommend anyone to visit and try this unquite restaurant.

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 Your Favourite Restaurant for Hanging Out with Friends

I visit my favorite restaurant Punto Alto as frequently as I can which is located on hill in
the Bahsuss area in front of the sea with variety of food and outstanding furnishing. The
view from this restaurant the is amazing especially during the sunset! one can sit-down
and have their food while looking to its beautiful view. it is so relieving. of course since
I go there a of lot the food must be great, It serves Italian food such as pasta and pizza
and also large varieties of chiken and beef with its remarkable sauce. It is not like fast-
food it much closer to home food but more delicious and very healthy also. The décor
and design inside are very creative, it has a large painting on the ceillng with cheeful
colors that draws a smile on your face every line you look up and see it. Moreover, the
restaurant also plays many classical English and French music, which makes you relax
and comfortable. I think it is the perfect place to eat and have a quite time especially if
you are out with your partner. I do not hesitate for a second to recommend anyone to
visit and try this unquite restaurant.

Narrative Paragraphs

The Most Memorable Journey in My Life

Topic sentence: I have many memorable journey in my life, but the journey by boat in
the last summer vacation is the most memorable one.
Supporting details 1: Time and place.
• It was in the last summer vacation.
• We went to Jamuna river for this journey.
Supporting details 2: Boat and the boatmen.
• It was a large boat with a big shed on the top.
• The boatmen was very fun loving.
Supporting details 3: Jamuna river.
• The river was full to brim.
• There were little waves.
Concluding statement: the journey was full of joy and happiness. Whenever I
remember this journey my heart leaps up with joy. If I get another chance I’ll again go
for it.

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 “The Most Memorable Journey in My Life”
Every journey is a pleasure to me. But I had the most memorable one in the last summer
vacation when me along with my family went on a journey by boat. We got out from
our home in the very early morning. Then we went to the Jamuna bridge. It is a huge
and beautiful bridge. After seeing the bridge we went to the river side and there was so
many boats. I choose a large boat and then after bargaining the rent we got on the boat.
We started our journy by 11 am. The river was full to brim and the boat was quite
shaking due to the little waves of the river. We were enjoying the beautiful river sights.
There were paddy fields, jute fields and so on. After roaming for two two hours we
paused our journey for lunch break. We took some food with us from home and we ate
that in a boat like a picnic. The boatmen was very fun loving. He sang many songs for
us. After finishing our lunch we started to come back to the river bank in the after noon.
Then we came back to home. The journey was full of joy and happiness.

“An Exciting Day of My Life”

Brainstorming
1. First job
2. undergraduate
3. school kids
4. quite nervous
5. First day at job
6. Amazing feeling
7. played with the kids
8. learnt a lot of things
9. took the class
10. kids gave me so much love
Outline
1. First day at job
2. Taught and learned lots of things
3. End of an amazing day

“An Exciting Day of My LIfe”

The first day at my job as a teacher in a kindergarden school. Being a student it is an
amazing feeling even though it comes with huge responsibilities. It was my life’s the
most exciting day. The moment I entered the classroom. I was very nervous at the first
place, but after some time all my nervousness went away as I met the kids. They were
so nice to me and gentle. I observed how to teach these little kids from a senior teacher
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who was also with me. I taught the kids seemed that they really liked me and the way I
teach. After my class, I played with my students. I learnt a lot of things that day.

Questions:
1. What does the topic sentence lack?
2. Mention the irrelevant sentence from the paragraph.
3. Which point from the outline should be explained more?

A memorable day with my friends

Outline:
Topic Sentence: There are many memorable days with my friends but last year’s picnic
was most memorable in my life because of it’s timing, beautiful Places and good
environment.
Supporting ideas
1) morning when we started our journey
2) evening when we enjoying the most
3) sang songs
4) played games
5) bonding with each other
6) reaching home.

Concluding sentence: At last I can say that I loved this picnic very much and it is a
mamorable day. in my life with friends

There are many memorable days with my friends, but last year’s picnic was most
memorable in my life because of its environment. Firstly, we started our journey at 8.00
AM. Though it was a short journey we took our breakfast in the bus. we ate bread,
banana, egg and water. After finishing our breakfast, we enjoyed our bus riding very
much. We were singing songs, playing game and what not. At 12.00 A.M. we reached
our picnic spots. The name of our picnic spot is SohagPalli. It is a very beautiful place.
There are many beautiful things which made us happy and joyful. The environment was
so good. At 2.00 PM we took our lunch. After taking rest for 20 minutes we again
played different kinds of game. At around 8.00 AM we came back to our home. At last I
can say that I loved this picnic very much and it is a memorable day with friends.

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 Compare and Contrast Paragraphs

1) Village Life and City Life

Prewriting
Brainstorming (Wordlist):
1. Rural area
2. Friendly neighborhood
3. Social relationships
4. Bonding
5. City people
6. Different lifestyle
7. Corporate life
8. Busy and ignorant
9. Modern facilities
10. Western food and clothing
11. Medical service and educational institutions.
12. Pollution free village
13. Environmental pollution in city

Scratch Outline:
1. Different way of life:
I. Social relationships
II. Acceptance of new standards of living
III. Food and dress habit.
2. Available opportunities:
IV. Quality of medical amenity
V. Standard education
3. Dissimilar environment:
VI. Level of pollution
VII. Density of population

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Topic sentence: Village life and city life are different from each other for their lifestyle,
opportunity and environment.
Concluding sentence: After all, this difference between village life and city life makes
people lead extremely different lives.

Village Life and City Life

Village life and city life are different from each other for their lifestyle, opportunity and
environment. First of all, in city life people are busy with their own lives and appear to
be relatively indifferent towards one another. In contrast, village people appear to be
more associated with each other. In city life people are more ready to accept differences
in cultures, religions etc. whereas in village people are more bound to tradition and old
ways of thinking. They do not tend to accept cultural or other differences easily. In
addition to this, food habit and dress habit are not same between the two life. On the
other hand, in city people get more opportunities than village. In village people can not
avail quality education and decent medical service. The education system and medical
facilities are much better in city life. On the other hand, there are also some differences
between city life and village life in environment. The weather in village is fresh and
healthy for us. We get enough fresh oxygen there to take breath. Contrastively, in city
the weather is polluted. This is unhealthy for human life. Besides, habitation system is
also different. In city it is over populated. Many people live there for work facilities.
However, in village there are enough open places for doing anything. After all, this
difference between village life and city life makes people lead extremely different lives.

2) Difference between Eating at Home vs. Eating Outside

Prewriting
Brainstorming (Wordlist):
1. Fresh food
2. Excessive oil
3. Limited amount
4. Eating to heart’s content
5. Too much spicy and unhealthy
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 6. Cleanliness issue
7. Cooking quality
8. No care in cooking
9. Budget for food
10. Unnecessarily expensive
11. Date expired ingredients
12. Maintaining diet chart
Scratch Outline:
1. Quality of food:
I. Fresh food
II. Fresh ingredients
III. Usage of chemical, color, extra salt and oil.
2. Quantity of food:
IV. Inadequate amount at restaurants
V. Sufficient food at home

3. Expenditure :
VI. Costly and unsatisfying
VII. Cost-effective and healthy.
Topic sentence: Eating at home and eating outside are two distinct experiences
because of the quality, quantity and expense factor.

Concluding sentence: Finally, we can say that having food outside can be
enjoyable sometimes, but having food at home is more beneficial and healthy
for us.

Difference between Eating at Home vs. Eating Outside

Eating at home and eating outside are two distinct experiences because of the
quality, quantity and expense factor. If we are going to eat at home, the food we
getting ready is totally fresh, hygienic and contains lots of nutrition. Homemade
food, are basically made in a very clean environment. People try to avoid
excessive oil and salt and sometimes they make their own food by following
their diet chart. Home food is also served in a very cleanway. On the other hand,
when we go for restaurant food, most of the time they do not use the fresh
ingredients. There is also lack of nutrition, vitamins but it tastes better than
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homemade food. They use various kind of spices to make it tasty, but actually it
becomes unhealthy. Secondly, we can have homemade food as much as we
want. There is no limitation. In contrast, at restaurants when we order a meal
platter, we only get the reserved amount of items. If we need more, we need to
pay more. Thirdly, homemade food is a lot cheaper than anything else. We do
not need to pay extra money, tax, vat or any kind of service charge. Moreover,
we do not need to travel for food where we waste time and money.
Contrastively, restaurants kill our money, time, energy, and sometimes they
charge irrelevant cash for a little amount of food. Eating at home is cheaper and
eating outside is expensive undoubtedly. Finally, we can say that having food
outside can be enjoyable sometimes, but having food at home is more beneficial
and healthy for u

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3) City life and Village life
city life and village life are different between from them. City and village are
two part of a country. There are different habits and tradition. The city life people are
modern.Village life people are normal. They lead a backdated life. Village people live
in old home.The area is not standard. In village there is no shopping mall. There are
markets. Sometimes they dont get their basic needs. The city people’s living condition
is standard.
• Give the paragraph a proper topic sentence.
• Mention the sentence which is irrelevant to the topic.
• How many major supporting ideas are there?
• Put transition words where needed.
• Give the paragraph a proper concluding sentence.

4) Public transport v/s private transport

Regular bus travelling is common for most of the city people. Bus is the public
transport. Public transport is cheap for general public. People use it because it can save
more money. Maximum time public transport wasteour valuable time. Many people
suffer in traffic jam on a daily basis. It’s not so easy to travel on the public transport
regularly.
Private transport includes people’s own car. It’s easy to use a car regularly. This is very
comfortable because of the relaxing journey it can give.It’s very expensive because
everyone does not have the ability to buy a car. This also saves our valuable time. At
last we can say that private transport is better than public transport.

• Does the paragraph have a proper topic sentence?

• How many major supporting ideas are there?
• Put transition words where needed.
• Mention the supporting idea which has been used to describe only private
transport.
• What is the biggest structural mistake in this paragraph?

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 Cause and Effect Paragraphs

1) Effects of Facebook Addiction

Facebook is a social media. It helps our communicating system. it has some effects
which makes our dangerous. There are so many effects of using facebook like lack of
attention, effect on time and effects to health also. Sometimes we don’t notice a very
important matter by using facebook. What is happining in the real world we some time
don’t notice yet. We always put our attention in facebook all the time. It also affects our
valuable time. Some time we don’t notice the time by using facebook. It kills our
important valuable time. We always our brain focus in facebook. So that’s why we
don’t notice our time values. In that cases our time goes away from our life and we
don’t notice this things. Over all it has so many effects on our precious life. So that we
have to take some steps to effects on facebook. Lastly I am going to say that facebook is
not a bad thing in our social life, but we have to proper use it.

• Does the paragraph have a proper topic sentence?

• How many major supporting ideas are there?
• Put transition words where needed.
• Which supporting idea has not been explained in the paragraph?
• Write a proper concluding sentence for the paragraph.

2) Effects of Facebook Addiction

Prewriting
Brainstorming (Wordlist):
1. Time killing
2. Wastage of study time
3. Easy access to internet
4. Smartphone using
5. Bad for health
6. Losing energy
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 7. Losing enthusiasm for real life works
8. Overlooking real life events
9. Less importance to daily activities
10. Unsafe position
11. Vulnerable condition
12. Emotional dependence
13. No privacy
Scratch Outline:
1. Wastage of valuable time:
• Losing time of study
• Wasting time of practical work.
2. Ignorance to real life work:
• Losing time of study
• Wasting time of practical work.
3. Lack of privacy:
• Trespassing one’s personal life
• Unwanted access to unknown people.
Topic sentence: In this modern era, all of us are addicted to facebook which has many
effects like wasting valuable time, ignoring one’s surroundings and giving access to
private life to unknown people.
Concluding sentence: Therefore, getting social with friends and relatives through
facebook is good, but getting addicted to it can cause a lot of problems.

Effects of Facebook Addiction

In this modern era, all of us are addicted to facebook which has many effects like
wasting valuable time, ignoring one’s surroundings and giving access to private life to
unknown people. To begin with, facebook addiction has become a common matter
nowadays because of much internet availability. People kill their important time being
unaware of its consequence.Sometimes spending a lot of time can cause less
attentiveness in our studies and work. Moreover, people have become unresponsive to
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their real life events. It is noticeable that people do not give enough time to their family
and real friends because of their addiction to virtual life. Finally, people kill their time
by getting social with less known or unknown people. An unknown person can harm a
lot through facebook. They can create a controversy by using someone’s personal
pictures. Unknown people can give us fake news and we might get harassed by it. It
may have a huge impact on our regular life. Therefore, getting social with friends and
relatives through facebook is good, but getting addicted to it can cause a lot of
problems.

3) Causes of increasing mental depression among young people in

Dhaka
Prewriting
Brainstorming (Wordlist):
1. Abusive people
2. Unexpected behavior from friends
3. Unhealthy work environment
4. Unsupportive family
5. Too much expectations
6. Difference between reality and dream
7. High aspiration
8. Academic failure
9. Rude life partners
10. Domestic violence
11. Emotional discontent
12. Materialistic mentality.
Scratch Outline:
1. Psychological Harassment:
• Ill treatment from friends and family
• Uncooperative work environment.
2. Unrealistic and high demand:

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 • Too much expectation from life
• Hankering after wealth.
3. Disappointing relationships:
• Lack of support from near ones.
• Any accident in the family.

Topic sentence: Depression is an extremely complex disease, which can occur for
mental harassment, high expectations, and problematic emotional relationships.
Concluding sentence: The ultimate impact of depression can be death.

Causes of Increasing Mental Depression among Young People in

Dhaka
Depression is an extremely complex disease, which can occur for mental harassment,
high expectations, and problematic emotional relationships. Mental frustration can
come from various reasons. Nowadays people are very judgmental towards others.
Before knowing the truth they pass comments. Many of us like to gossip about
someone’s physical conditions, appearance or smartness.Sometimes with their words
they insult people. Additionally, depression can come from our high expectations from
family and friends. If we do not get desired behavior or feelings from our near ones,then
we fall into frustration. Finally, depression and relationships are related to each other.If
a person faces his father, mother or any family member’s death, loses any friend or
faces breakup or divorce, then he will get into severe depression. So, people from all
age, class, education level, social or economic background may suffer from depression.
The ultimate impact of depression can be death.

4) The Causes of Water Pollution in Dhaka City

Water pollution is a big problem in our country. Specially in Dhaka. where population
is more than extreme. Dhaka is a devoloping city with a lots of factory and lots of
buildings. There is less supply of pure water than demand. People are putting all kind of
waste in the water. They don’t care about the enviournment. Once dhaka was a clean
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city. The water was very clean but now there are lot of factory by the river side. They
are putting those dangerous chemicals in the water. There are also a lot of ships going in
these rivers. The oil of the boats are making the water ususable. As for the drinking
water there is not much left. We waste water besides polluting it. This polluted water is
killing people. We have to stop getting our waste in the water. Otherwise there won’t be
any pure water left to drink or use. This is one of the most important issue of our
country.

• Does the paragraph have a proper topic sentence?

• How many major supporting ideas are there?
• Put transition words where needed.
• Which supporting idea has not been explained in the paragraph?
• Write a proper concluding sentence for the paragraph.

Process Analysis Paragraphs

Planning for a Family Picnic

Topic Sentence:
To plan a picnic we should keep some issues in mind such as- selecting a location,
making a budget, asking others for collaboration and executing the plan successfully.
Supporting ideas:
- Select a location
- Make a budget
- Ask others for collaboration
- Execute the plan successfully
Select a location
- More of a rural area
Make a budget
- Suitable for everyone
Ask others for collaboration

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 - Everyone has to help
Execute the plan successfully
- To enjoy the moments
Conclusion
Following these steps we can arrange a successful family picnic.

Planning for a Family Picnic

To plan a picnic we should keep some issues in mind such as- selecting a location,
making a budget, asking others for collaboration and executing the plan successfully.
When a group of people go somewhere for refreshment, relaxation and enjoyment that
is called a picnic. When it is with family, it is called family picnic. Firstly, we should
choose a location that is more of a rural area. It must be accessible where we can move
easily. Secondly, we have to make an affordable budget so that we do not have to spend
a lot of money. Thirdly, everyone should make an effort to make the plan successful.
Finally, we will know the plan is successful when we can enjoy the moments and stay
calm. We should not rush things because picnic is all about relishing the moments.
Following these steps we can arrange a successful family picnic.

How to get Get Admitted in East West University

Topic Sentence:
East West University is one on the most reputed universities of
Bangladesh and we need to follow some steps to get admitted here.
Complete the online application process

Sit for the examination

Get Selected

Complete all the admission process

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 Pay the tuition fees

How to get admitted in East West University

East West University is one on the most reputed universities of Bangladesh and we need
to follow some steps to get admitted here. Getting admission into a good university is a
dream to all and we need to follow some several steps to get admitted in university. To
get admitted in East West University, firstly we need to apply for the desired subjects
and departments online and we have to pay a definite amount of money to apply. After
that, we will get a admit card to sit for the admission test and we have to be selected in
the admission test. After getting selected, we have to follow some procedures such as
completing admission papers and all the required information. Then we need to submit
all our original copies S.S.C and H.S.C admit card, registration card and birth
certificates to confirm our identity. After these steps we have to pay a fixes amount of
admission fees and tution fees. After completing all these steps, the authority of East
West university will provide us a ID card or money receipt. By following all these
steps, we will be able to get admitted in East West University.

How to reduce smartphone Addiction

Outline:
Topic Sentence: To use smartphone is a very common issue.
Supporting Ideas:
1. Maintain time
2. know its misuse.
3. Time for children
Concluding Sentence:
If we follow this rule then people will reduce smartphone addiction.

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 How to reduce smartphone Addiction
To use a smartphone is a very common issue. Now-a days it is increasing day by
day. People are being addicted to the internet. children also being addicted. So, we need
a proper solution. We need to maintain time to use smartphone. We can share with each
other information of its bad use or effect. Children are also going to be addicted. So, we
can inform them about its bad effect. If children get proper time from their parents then
they will not suffer from this issue. So people need to meet each other and gossip with
each other. And then they can reduce their use of smartphone. it is a very helpful thing
for us as we communicate with people. So, we need not misuse it. If we follow this rule
then people will reduce smartphone addiction.

• What is wrong with the topic sentence?

• Rewrite the topic sentence.
• Find out the unnecessary sentence from the paragraph.
• Put correct transition words.
• Which step of the main paragraph is not mentioned in the outline?

Argumentative Paragraphs

Each student Must Have a Right to Pick

Only Those Disciplines He/She is Interested In.
Outline:
Topic sentence: I agree with the statement because allowing students to pick up their
own disciplines leads not only to a better chance of attaining the careers they desire, but
it can also make them much happier.
Supporting ideas:
1. Better career
- several options to choose from
- having interest
2. more enthusiastic and happier
- less likely to be absentees

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- being successful
Refutation:
-All students are equal
-There is a better opportunity by choosing same discipline
Concluding sentence: Therefore, to have a better career, each student must have a right
to pick discipline he/she is interested in.

Each student Must Have a Right to Pick

Only Those Disciplines He/She is Interested In.
I agree with the statement because allowing students to pick up their own disciplines
leads not only to a better chance of attaining the careers they desire, but it can also make
them much happier. Firstly, They can get to choose their career from various options.
As they can choose by themselves, they are more interested in that. Secondly, They are
less likely to be absentees. It is natural that students are more enthusiastic when they are
provided the opportunity to do those things they like. In addition, there is a greater
chance to be successful in this way. Lastly, many people think, all students should pick
same discipline. If they choose the same discipline there is a better opportunity for
everyone. I completely disagree with this concept because when a student is being
forced to do something, he/she cannot succeed. Therefore, to have a better career, each
student must have a right to pick discipline he/she is interested in.

Scientific Experiments Should Not Be Done on Animals

Outline:
Topic sentence: Scientific experiments should not be done on animals because animals
are very important in our Nature and Animals keep natural balance and we try to save
animals life.
Logical reason 1: Natural balance.
Logical reason: Scientific experiments
Logical reason: Animals life.
Concluding statement: Last of all We say that Scientific experiments is not good
because this reason many animals die and nature balance goes to very worst.

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 Scientific experiments should not be done on animals
Scientific experiments should not be done on animals because animals are very
important for our nature and animals keep natural balance and animals not only for
scientific experiments. Animals try to our natural beauty. Because natural beauty needs
animals. It’s not right to kill them. Because of scientific experiments, many animals
Everyday die. We should not this. Animals try to keep natural balance. If we want
beautiful life we need better nature. We also need to keep our environment clean.
Because natural is not good we don’t keep better life. For the last of all we say that
scientific experiment is not necessary and because of this reason many animals die and
nature’s balance is destroyed.

• How many major arguments are used in the paragraph?

• Rewrite the topic sentence including all the major arguments.
• Find out the unnecessary sentence from the paragraph.
• Put correct transition words.
• An extremely illogical argument has been used in the end. What is that?

Scientific Experiments Should Not Be Done on Animals (Rewritten)

Outline:
Topic Sentence: Scientific experiments should not be done on animals as it affects bio
diversity, hampers food chain and also leads to extinction of species.
Logical reason 1: Effect on bio diversity
Logical reason 2: Hampers food chain.
Logical reason 3: Extinction of species.
Concluding statement: We should save animals and our world by stopping scientific
experiments on animals.

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 Scientific Experiments Should Not Be Done on Animals

Scientific experiments should not be done on animals as it effects bio diversity, hampers
food chain and also leads to extinction of species. Many scientific experiments are
ruthless experiments. It is done with no mercy and it is usually done on animals. It has a
huge affect on bio diversity. It destroys environmental balance. Every animals in animal
kingdom is connected to one-another. One cannot live without another. If one hampers
food chain then the whole food chain process is hampered. For food animals depends on
another. Due to scientific experiments a lot of animals die. It hampers our environment
greatly. Scientific experiments can lead to extinction of a species. If one species gets
extincted then the whole food chain will be hampered. As a result other species may die
too. Extinction of a species is very dangerous for our environment. We will face
problems if it happens. Every animal is important for us and our environment. Scientific
experiments will cause imbalance in environment. We should take actions against
scientific experiments on animals. Scientific experiments on animals should be stopped.
To conclude, we should save animals and our world by stopping scientific experiments
on animals.

School Life Ensures More Freedom than University Life

Outline:
Topic Sentence: School life is a life of freedom because they have no tension about
their tution fee, food, life.
Logical reason 1: Tuition fee
Logical reason 2: cost of food
Logical reason 3: Life.
Concluding statement: So we can say that school life ensure much freedom than
University life.

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 School life is a life of freedom because they have no tension about their tution
fee, food, life. They have father and mother to take the responsibility. They are free to
do anything. They have a lot of friends in school. As this is a time of growing so they
have no worry about the world. Their parents take care of all. Beside all of this school
life is the best life of all. University life also ensure our our freedom but it is a little bit
hard because they have to think about career, study, assignment, CGPA and mostly
about the world. So we can say that school life ensures much freedom than University
life.
• Rewrite the topic sentence.

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 Answer Key

First Mid Term

Present Tense
Exercise I:
ANSWERS:
is listening, are staying, go, is buying, has, leave, are driving, meet, go, comes, am
having, does
Exercise III:
ANSWERS:
1. She has been baking cakes all day.
2. How many puddings has she made?
3. I have been looking for my keys since we came home.
4. I have looked for my keys several times.
5. What have you done to him?
6. What have you been doing?
7. Joy has not worked on this computer yet.
8. Joy has not been working on the computer these days.
9. How many years has he had this car?
10. How long has he been having the shower?
11. I have not been sleeping well lately.
12. I have not slept on it so far.
Exercise IV:
ANSWERS:
1. How long has she been publishing her articles in the American newspapers?
2. Has she learned /learnt Japanese before?
3. How many years have you known him?
4. What have you been doing instead of it all the time?
5. How long have you been running the hotel?
6. Has she borrowed the money yet?
7. Have you been taking pictures for a long time?
8. How long have you been waiting for him?
Exercise V:
ANSWERS:

189
Today 1) is the second day of my trek around Mount Annapurna. I am exhausted and
my legs 2) are shaking; I just hope I am able to complete the trek. My feet 3) are really
killing me and my toes 4) are bleeding, but I 5) still want to continue. Nepal is a
fascinating country, but I have a great deal to learn. Everything 6) is so different, and I
7) am trying to adapt to the new way of life here. I 8) have learnt a little bit of the
language to make communication easier; unfortunately, I 9) do not learn foreign
languages quickly.

I 10) am currently travelling with Liam, a student from Leeds University in England. He
11) is a nice guy, but impatient. He 12) always walks ahead of me and 13) complains
that I am too slow. I 14) am doing my best to keep up with him, but he is younger and
stronger than I am. Maybe, I am just feeling sorry for myself because I am getting old.
Right now, Liam 15) is sitting with the owner of the inn. They 16) are discussing the
differences between life in England and life in Nepal.
Exercise VI:
ANSWERS:
As we mentioned in the exercise, you will have to make sure your whole passage is
consistent in its tense. You may have noticed that the most of the verbs in this
passage are in present tense; we’ve edited the passage be consistently in the present
tense. All edited verbs have been bolded:

If you want to pick up a new outdoor activity, hiking is a great option to consider. (1)
It’s a sport that can be suited for a beginner or an expert—it just depends on the
difficulty hikes you choose. However, even the earliest beginners can complete difficult
hikes (2) if they pace themselves and are physically fit.

(3) Not only is hiking an easy activity to pick up, it also has some great payoffs. (4) As
you walk through canyons and climb up mountains, you can see things that you
wouldn’t otherwise. (5) The views are breathtaking, and you get a great opportunity to
meditate on the world and your role in it. The summit of a mountain is unlike any other
place in the world.

Past Tense

Exercise I:
ANSWERS:
1. I did my homework
2. My mum often drove
3. While daddy wasn't looking
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 4. I called her
5. You were talking
6. Where did you study?
7. As they were walking
8. I took her
9. it changed
10. she was wearing
Exercise II:
ANSWERS:
1. Who was he talking to?
2. And when did they start it?
3. What car was she driving?
4. Why did you want to to get in touch with me?
5. What was your sister doing?
6. How was he lying?
7. Which channel were you watching?
8. What happened to you?
Exercise III:
ANSWERS:

Late Bloomers

Some very remarkable adults are known to have experienced quite unremarkable
childhoods. English author G.K. Chesterton, for instance, could not read until the age of
eight, and he usually finished at the bottom of his class. "If we could open your head,"
one of his teachers remarked, "we would not find any brain but only a lump of fat."
Chesterton eventually became a successful novelist. Similarly, Thomas Edison
was labeled a "dunce" by one of his teachers, and young James Watt was called "dull
and inept."

Mona Lisa

Leonardo da Vinci's Mona Lisa is the most famous portrait in the history of painting.
Leonardo took four years to complete the painting: he began work in 1503
and finished in 1507. Mona (or Madonna Lisa Gherardini) was from a noble family in
Naples, and Leonardo may have painted her on commission from her husband.
Leonardo is said to have entertained Mona Lisa with six musicians. He installed a
musical fountain where the water played on small glass spheres, and he gave Mona a
puppy and a white Persian cat to play with. Leonardo did what he could to keep Mona
smiling during the long hours she sat for him. But it is not only Mona's mysterious
smile that has impressed anyone who has ever viewed the portrait: the background

191
landscape is just as mysterious and beautiful. The portrait can be seen today in the
Louvre Museum in Paris.

Exercise IV:
ANSWERS:
1. Because I had been jogging before we met.
2. Really? I had been revising for it so long.
3. No wonder. She had been arguing with her brother all day.
4. Yes, he really was. He had been working too long.
5. They had been having a rest all afternoon.
6. Because they had been playing in mud.
7. Not really. But I had been trying to contact him all the time.
8. No, she wasn't. But she had been attending Class B for a year before she left.
9. Because they had been staying in their room all their holiday.
10. She had been sleeping till ten o'clock.
Exercise V:
ANSWERS:
When I 1) was 18 years old, I 2) decided to spend some time in America. However,
until I 3) saved enough money, I 4) had not told anybody about my plan. My mum 5)
was shocked, because we 6) had never been abroad. At that time, I 7) had a pen-friend
in Dallas, and I 8) had always wanted to see her. I 9) knew that my English 10) was
very good as I 11) had passed Cambridge exams with grade A. Before I 12) started to
write to Wendy, it 13) had never come to my mind that I 14) could go to the States on
my own. Nevertheless, after I 15) had decided to set off, I just 16) had to go.

Subject-verb Agreement
Exercise I
ANSWERS: 1.talks 2.looks 3.swim 4.drives 5.run 6.lives 7.cooks 8.walk 9.appears
10.bounces
Exercise II:
ANSWERS:
1. _C_
2. _X_
3. _X_
4. _X_

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 5. _C_
6. _C_
7. _X_
8. _X_
9. _C_
10. _C_

Exercise IV:
ANSWERS:
I love to play bocce. The game 1) does not require any special athletic abilities. There is
a new bocce league at the recreational center. There 2) are several teams in the league. I
have a new set of bocce balls. My friend 3) has a new pallino ball. Bocce is a game for
people of all ages. I 4) am going to show you how to play. The players take turns rolling
a ball down the court. Each of the players 5) takes one ball and aims for the pallino. We
try to get our balls as close to the pallino as possible. Rick often 6) tries to bounce his
ball off the side of the court. Nobody enjoys playing bocce more than I do. Everybody
who plays bocce 7) enjoys the game. There are four players on each team. There 8) is a
tournament at the end of the season. The winners of the tournament carry home a
trophy. Everyone 9) carries home good memories. I am ready to play a game now. You
and your friends 10) are welcome to join us.

Second Mid Term

Reading Comprehension Vocabulary Answer Key

Cause and Effect Reading Comprehension: Arctic Shortcut Sparks Worry
a) iv) frozen
b) iii) intimidating
c) iii) sinking
d) i) strike
e) iii)cleanse

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Compare –Contrast Reading Comprehension: Tipis vs. Igloos

i) C. unstable
ii) D. array
iii) D. agree
iv) D. unmovable
v) B. firm
Future Tense
Exercise I:

ANSWERS:
1. Don't call me at 10 o'clock. I'll be flying to Spain.
2. I suppose we'll stay at a hotel next summer.
3. Come to see me in the afternoon. I'll be working in the garden.
4. Do you think it'll snow at the weekend?
5. Is the coat OK? - Yes, I'll take take it.
6. This time on Sunday we'll be skiing in France.
7. I don't know if I will stay here. Perhaps I'll move to a big city one day.
8. Every student will be using a computer in the near future

Exercise II:
ANSWERS:
1. The New Year won't start on 31 December.
2. I'll be sleeping in the afternoon. I won't be doing housework.
3. We'll be in beds. We won't be driving to Sylhet when the sun rises.
4. I forgot to tell her. But I won't call her now. It's too late.
5. My best friend will still be in Sylhet tonight. He won't be returning to Dhaka.
6. You can't meet me at the supermarket. I won't be shopping in the afternoon.
7. Is Sami at school? - No, he isn't. I suppose he won't come.
8. I can't stand Sami. I hope he won't be there.
9. We won't be packing our luggage this time tomorrow. We'll already be on
the way.
10. If you are careful, the cars won't knock you down.
Exercise III:
ANSWERS:
1. When will Sami arrive?
2. Will your mum not work late tonight?
3. Will Maria be at school tomorrow?
4. What time will you leave?
5. Will your classmates be in their classroom?
6. What will Sami think of my new hairstyle?
7. Will Mr. and Mrs. Ahmed enjoy the concert?
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 8. Will you not stay there till Sunday?
9. How will Sami find the hotel?
10. Will you tell me your email address?

Exercise IV:

ANSWERS:
1.A: There’s no milk.
B: I know. I’m going to get some from the shop.
2.A: There’s no milk.
B: Really? So I’llget some from the shop then.
3.A: Why do you need to borrow my suitcase?
B: I’m going to visit my mother in Scotland next month.
4.A: I’m really cold.
B: I’llturn the heating on, then.
5.A: Are you going to Sami’s birthday party tonight?
B: Yes. Are you going too? I’llgive you a lift.
6.A: What are your plans after you leave university?
B: I’m going to work in a hospital in Rajshahi. I leave on the 28th.
7.(The phone rings)
A: I’llget it!
8.A: Are you ready to order?
B: I can’t decide ... Okay, I’ll have the steak, please.
9.A: Are you busy tonight? Would you like to have coffee?
B: Sorry. I’m going togo to the library. I’ve been planning to study allday.
10.A: Why are you carrying a hammer?
B: I’m going toput up some pictures.

Exercise V

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ANSWERS:
a) will have,b) will start,c) will be swimming,d) is going to practice,e) will have
improved,f) am going to learn

Sentence Fragments
Exercise I
ANSWERS: 1. FS 5. FF 9. FS 13. SS
2. SF 6. SF 10. SF 14. SF
3. SF 7. FS 11. FS 15. FS
4. SF 8. SF 12. SF

Exercise II
ANSWERS: 1. X 2.a 3. X 4.a 5.a 6. X 7.a 8.a

Exercise III
ANSWERS: 1.a 2. X 3. X 4.a 5.a 6. X 7.a 8. X 9. X 10. X

Exercise IV
ANSWERS: 1. F 2. F 3. F 4. F 5. F 6. S—burst—came 7. F 8. F 9. S—director—is
planning 10. S—she—will direct 11. F 12. S—you—Are interested 13. F 14. S—
(you)—Practice; (you)—memorize 15. S—Who—will play

Run-on Sentences
Exercise I
ANSWERS: My mother, father, and sister are coming to dinner tonight.
My parents and my sister are coming to dinner tonight.
2. I like learning English, but it makes me tired.
3. My sister was taller than me when we were young. Now I am the tallest, which is fun.
4. I love school and learning. I have a nice teacher.
5. I don’t want much for my birthday – just some chocolates and a little toy car.
I don’t want much for my birthday. I would be happy with some chocolates and a little
toy car.
6. Blue is my favorite color. It is the color of the sky and the sea. Also, it reminds me of
my favorite insect which is the butterfly.
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Blue is my favorite color because it is the color of the sky and the sea. Also, it reminds
me of my favorite insect: the butterfly.
7. When I get older I want to have a big family; I like big families.
I like big families. When I get older, I want to have a big family.
I like big families. So, when I get older, I want to have a big family.
8. We usually leave at 11:00 but today is different; we are leaving at 10:30.
We usually leave at 11:00 but today is different. Today, we are leaving at 10:30.
9. I like Tuesdays and Wednesdays. I also like Fridays, because the weekend starts on
Friday.
I like Tuesdays and Wednesdays. I also like Fridays; the weekend starts on Friday.
10. We should get moving; there’s no time to waste.
We should get moving. There’s no time to waste.
There’s no time to waste. So, we should get moving.

Exercise II
ANSWERS:
1. My father retired from the Air Force last year. He is writing a book about his
experiences.
2. Sami mowed the grass this morning; tonight he will water the flowers and bushes.
3. The small girl seemed to be lost; she was crying and looking for her mother.
4. Mrs. Ahmed inherited a large sum of money from her brother, so she can buy a new
car now.
5. Sami and Rumi worked very hard on their project. Therefore they felt they deserved a
high grade.
6. I can never beat my little brother at video games; he has them all mastered.
7. Sami is flying to Sylhet for spring break. He will be gone a week.
8. We are moving to Rajshahi in July, and I'll go to school there.
9. CORRECT
10. We will be on vacation next week, so we will be unable to attend your party.
11. We bought shoes, luggage, hats, and swimsuits at the mall. Fortunately, we have a
large trunk in our car.
12. CORRECT
13. Most of my study time is spent on biology; it's my toughest class.
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14. My car ran out of gas; therefore I was late for my appointment.
15. CORRECT
16. CORRECT
17. Sami's dad is a pilot for a large airline. Sometimes he is gone for several days at a
time.
18. My family reunion is in three months. I wonder if everyone will be there.
19. I've missed several classes because I was ill. I hope I will pass English class.
20. CORRECT

Exercise III
ANSWERS:
R-O 1. Brown bears include the grizzly and the Kodiak; the largest brown bear is the
Kodiak.
R-O 2. Kodiak bears weigh as much as 1,700 pounds, and they grow to a height of
ten feet.
S 3. Bears can live more than 30 years in the wild.
S 4. Bears’ sense of smell is more developed than their hearing or sight.
R-O 5. Females give birth to as many as four cubs; the cubs stay with their mother
two or three years.
R-O 6. Many people are afraid of bears, but encounters with bears are actually
infrequent.
R-O 7. Grizzly bears are solitary animals; they do not want to interact with people.
S 8. Generally, bears attack only when they are surprised, or when they are
protecting their young.
R-O 9. People should always store food and garbage properly. Bears could be
attracted by the smell.
R-O 10. Never try to outrun a bear; it can run more than 30 miles per hour.
R-O 11. School in Munich was too rigid and boring for young Einstein. He did not do
well.
R-O 12. However, young Einstein showed a talent for mathematics. At the age of
12, he taught himself Euclidean geometry.
R-O 13. After finishing secondary school, he entered the Federal Polytechnic
Academy in Switzerland; he did not like the teaching methods there.
R-O 14. The academy frustrated him, but he could learn in a way that interested him.

198
R-O 15. Einstein chose to educate himself; he missed classes often and spent the
time studying physics on his own.
R-O 16. His professors had low opinions of him, but he graduated anyway in 1900.
R-O 17. In 1905, he published a paper on physics. The University of Zürich awarded
him a Ph.D. for this work.
S 18. In the same year, he published four more papers that presented new thoughts
on the nature of light and other important concepts.
R-O 19. Physicists resisted his ideas at first. Eventually his general theory of
relativity was confirmed through observation.
R-O 20. Einstein achieved international recognition, and in 1921 he received the
Nobel Prize in physics.

Final Term

Modifiers
Exercise I
ANSWERS:
1. MM 2. DM 3. DM 4. MM 5. MM 6. MM 7. DM 8. DM 9. MM 10. MM

Exercise II
ANSWERS:
1. MM man (in the blue sweater)
2. MM saw (almost) the whole
3. MM (Running out the door,) Joe
4. MM initials (carved on the tree) were
5. C
6. MM pill (every four hours.)
7. C
8. MM woman (wearing the feathered hat)
9. MM jet crashed (carrying 155 passengers)
10. MM ate (hardly) any

Exercise III
199
ANSWERS:
The modifying phrase is underlined, and the word it modifies is in parentheses to
indicate a circle. If the sentence contains a second modifier, it is indicated by italics. In
the second sentence of each pair, the corrections are shown in bolded letters.

1. (Jamil) walked into only the house of horrors.

Only Jamil walked into the house of horrors.
2. She almost needed (one) day to complete the assignment.
She needed almost one day to complete the assignment.
3. Her (friend) opened the door with a wicked smile.
With a wicked smile, her friend opened the door.
4. We nearly waited (one) month for the answer to our questions.
We waited nearly one month for the answer to our questions.
5. My (friend) took me for a ((ride)) after showering and shaving on the skyway.
After showering and shaving, my friend took me for a ride on the skyway.
Note there are two modifying phrases that must be placed correctly.
6. On the way to the movie, a bee stung (Sharif).
A bee stung Sharif on the way to the movie.
7. The (cat) should be treated by a veterinarian that has worms.
The cat that has worms should be treated by a veterinarian.
8. The (house) in the Baridhara area faces the lake which Mr. Islam bought.
The house in the Baridhara area, which Mr. Islam bought, faces the lake.
Note that this sentence contains a modifying phrase, in the Baridhara area, and a
modifying clause, which Mr. Islam bought.
9. After reaching a weight of 275 pounds, the doctor insisted that (Mr. Ahmed) go on a
strict diet.
The doctor insisted that Mr. Ahmed, after reaching a weight of 275 pounds, go on a
strict diet.
10. (Sherina) washed her ((hair)) when she finished eating with a new shampoo.
When she finished eating, Sherinawashed her hair with a new shampoo.
Note that there are two modifying phrases that must be placed correctly.
Exercise IV
ANSWERS:
Your answers may differ from those listed below; however, your answers are correct if
the modifying phrase is next to the word it modifies. If you are unsure of your answers,
ask a tutor to check them for you.
1. While sweeping the floor, I let the stew boil over on the stove.
2. To write correctly, students should use proper English.
3. After putting a new ribbon in the printer, I discovered that my papers looked better.
4. Dan, while washing his brother’s car, discovered a scratch on the bumper.
5. Thinking of something else, I was surprised by the instructor's voice.
6. While writing my paper, I heard the telephone ring.
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7. To understand our new policy, Susan read the brochures.
8. Being short of money, we had to find an inexpensive restaurant.
9. On coming back to school after vacation, the manager developed a new work
schedule.
10. By jogging five miles a day, the athlete insured himself a toned body.
Exercise V
ANSWERS:
1. I found a cuckoo’s nest in a tree near the river.
2 A man and his dog with a red leather collar ran around the building.
3. I heard on the television news that our school needs additional instructors.
4. Hoping to make a profit, Sami became interested in the stock market.
5. Alarmed by the robberies in her neighborhood, Shahrin bought a pit bull dog
6. While we waited for the rainstorm to pass through, the day passed slowly.
7. We drove only as far as the state line the first day.
8. To complete the transaction, check the check box to indicate that you agree to the
terms of service.
9. As I watched the dog limping along the sidewalk, I felt sorry for it.
10. They gave prizes in gift-wrapped boxes to the top contestants.

Parallelism
Exercise I
ANSWERS: ANSWERS MAY VARY
1. Linda gets her daily exercise by walking her dog, going for a bike ride, and cleaning
her house.
2. Would you prefer an owl, rat or cat as your pet? OR
Would you prefer the graceful owl, pesky rat or sneaky cat as your pet?
3. The differences between rural and country living are the height of the buildings and
the size of the population.
4. Stress makes it difficult to maintain regular exercise, stable relationships, and healthy
diet
5. The Writing Center can help you improve your writing skills, gain independence,
and complete your assignments.
6. The position required experience, friendliness, and a willingness to get up early. OR
They wanted someone who was experienced, friendly, and willing to get up early. OR
They wanted someone who had experience, was friendly, and liked to get up early.

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7. Good health requires eating right and exercising regularly.
8. Three reasons were given for the concert’s cancellation: the lead singer was sick,
ticket sales were low, and the drummer had left the band.
9. The city corporation explained when the cleanup would begin and how it would be
funded.
10. Eggs contain not only protein but also vitamins.
11. Eggs, however, are high in cholesterol and (in) fat.
12. The yolk of one egg contains 213 milligrams of cholesterol and 5 grams of fat.
13. Some people would rather not eat eggs at all than eat only egg whites.
14. Raw eggs should not be eaten by people who are very young, pregnant, elderly, or
impaired in their immune system.
Exercise II

ANSWERS:

1. The presenter had unpleasant, nasal tone, but conveyed the information clearly
and humorously.
2. The coach told his players to get plenty of water, not eat sugary snacks and be
sure they get plenty of sleep.
3. Benefits of coaching include: knowing each player, helping that player improve
and seeing that person succeed in life.
4. At the party, my sister helped us make the cake, gathered the kids for games,
cleaned up the mess, and drove some kids home.
5. Exercises I enjoy doing are running marathons, swimming lengths in a pool,
riding my bicycle in the park and walking along the trails in a forest.
6. We must either change the laws about drunk driving or start enforcing them
more strictly.
7. My brother loves diets and has tried: eating only meat, consuming nothing but
rice, drinking smoothies in the morning (while not restricting anything else), and
fasting 12 hours every day.
8. To my horror, my wedding dress looked stained, torn, and wrinkled.

Exercise III

ANSWERS:

1. We must either raise revenues or reduce expenses.

2. They deny the importance of such things as wealth, good looks, and a good
reputation.
3. In his farewell address to the army, the general praised his soldiers for their
unsurpassed courage and thanked them for their devotion.
4. The crowd that had gathered outside the court was loud and angry.

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 5. The police have a duty to serve the community, safeguard lives and property,
protect the innocent against deception, and respect the constitutional rights of
all.
6. Sir Humphry Davy, the celebrated English chemist, was an excellent literary
critic as well as a great scientist.
7. The Ahmeds were cheerful, knowledgeable, and generous traveling companions.
8. The delegates spent the day arguing with one another rather than working
together to find common solutions.
9. My sister's promotion means that she will be moving to another district and
taking the children with her.
10. A company is responsible not only to its shareholders but also to its customers
and employees.
11. Examples of aerobic exercises are distance running, swimming, cycling, and
walking.
12. Consuming too much of a vitamin can be as harmful as not consuming enough.
13. The gyrocompass not only points to true north at all times but is unaffected by
external magnetic fields.
14. Everything that could make a sound was either removed or taped down.
15. If you hire a contractor to make home improvements, follow these
recommendations:
a. Find out if the contractor belongs to a trade association.
b. Obtain estimates in writing.
c. Ask for references.
d. Make sure that the contractor is insured.
e. Avoid contractors who ask for cash to dodge paying taxes.
16. The new instructor was both enthusiastic and demanding.
17. Annie's dress was old, faded, and wrinkled.
18. By the time she was two, the child was not only active but also well coordinated.
19. It is a truism that to give is more rewarding than to get.
20. A battery powered by aluminum is simple to design, clean to run, and
inexpensive to produce.

Exercise IV

ANSWERS:

1. Drunk drivers are thoughtlessly taking the lives of other people in their own
hands, risking their own lives, thinking only about their own pleasure and fun,
and not considering the consequences of their actions.
2. Police enforcement is responsible for serving the community, safeguarding the
property of people in that community, protecting the innocent from crimes, and
ensuring that all people's constitutional rights are respected.
3. When my husband takes another job in California, I will fly out to find a house
(while my mom comes here to take care of the kids) and then stay in Texas to
pack up our house and let the children finish up their school year, then drive to
California with all the kids while the moving van takes all of our stuff.

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4. In order to convey the information correctly, the police officer spoke loudly to
the crowd, told people where they should stand, repeated the information to help
people remember, and gestured.
5. This afternoon, my roommate and I are going to eat lunch at my favorite pizza
place downtown, study in the library until our friend Sandy is free from work,
meet up with our Tri Delta sorority sisters back at our dorm, and binge-watch
the latest Netflix episodes of our favorite show while eating the gourmet
popcorn my mom just sent me.

THE END

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