WRITING

Build Better Writing Skills

Master the essentials of grammar and
develop proficient business, professional,
and personal writing techniques!

IELTSMatters.com
Telegram:@IELTSMatters Instagram:@IELTS_Matters
Sharp WRITING

IELTSMatters.com
 Related Titles
Sharp Math
Sharp Vocab
Sharp Grammar

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 KAPLAN

sharp
WRITING
Building Better Writing Skills

KAPLAN
PUBLISHING
New York

IELTSMatters.com
 This publication is designed to provide accurate and authoritative information
in regard to the subject matter covered. It is sold with the understanding that
the publisher is not engaged in rendering legal, accounting, or other profes
sional service. If legal advice or other expert assistance is required, the ser¬
vices of a competent professional should be sought.

© 2008 by Kaplan, Inc.

Published by Kaplan Publishing, a division of Kaplan, Inc.

1 Liberty Plaza, 24th Floor
New York, NY 10006

All rights reserved. The text of this publication, or any part thereof, may
not be reproduced in any manner whatsoever without written permission
from the publisher.

Printed in the United States of America

August 2008
10 98765432

ISBN-13: 978-1-4195-5037-9

Kaplan Publishing books are available at special quantity discounts to use

for sales promotions, employee premiums, or educational purposes. Please
email our Special Sales Department to order or for more information at
[email protected], or write to Kaplan Publishing, 1 Liberty
Plaza, 24th Floor, New York, NY 10006.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Contents

Introduction.vii

SECTION I
Sharper Writing

Chapter 1: The Parts of Speech and Their Uses. 3

Chapter 2: Structure, Syntax, and Usage.35

Chapter 3: Punctuation.61

Chapter 4: Spelling, Capitalization, and Italics.95

Chapter 5: Diction, Clarity, and Tone.117

SECTION II
Sharper Writing Stages

Chapter 6: Prewriting.151

Chapter 7: Writing.177

Chapter 8: Revising, Editing, and Proofreading.195

SECTION III
Sharper Writing Formats

Chapter 9: Business Writing.217

Chapter 10: Personal Correspondence.237

Chapter 11: Academic Writing.249

Sharp Writing Cumulative Test 267

IELTSMatters.com
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Introduction

Dear Reader,

Are your business e-mails so long that they’re often ignored? Are there
words you frequently misspell? Do you misuse they’re, there, and their?
Whatever the reason, you picked up this book, which means you want to
improve your writing—a smart decision. Why? Because knowing and
using proper writing will get you places—on standardized tests, in the
workplace, and in everyday life.
Since elementary school, you’ve been learning the parts of speech, parts of
sentences, and their uses. Yet many well-educated, successful people retain
little of what they learned. You need look no further than local street and
shop signs, newspapers, and the Internet for evidence of this problem.
The goal of this book is to present the principles of great writing one last
time, using a unique Building Block Method that helps you retain the
information. You don’t need to commit every bit of information in this
book to memory. What you take away is the knowledge of what makes
good writing and how you currently measure up.
The experts at Kaplan devised this teacher-approved method to make
learning as painless as possible. You’ll begin with the basic rules of writ¬
ing. Then you’ll move on to application of those rules in real-life writ¬
ing formats, and you’ll develop your own Writing Guide to keep track
of errors you make frequently. When you are aware of your weaknesses,
you can find and correct mistakes more easily, and you’ll know how to
proceed.
There’s no smarter way to learn. So get started—good writing is only a
few building blocks away!

VII

IELTSMatters.com
 Sharp Writing

HOW TO USE THIS BOOK

The chapters in this book are divided into three sections, beginning with
sentence fundamentals, so everything else builds upon a firm foundation.

Section I: Sharper Writing

Here you’ll cover the fundamentals of grammar, usage, style, punctuation,
and spelling.

Section II: Sharper Writing Stages

This part will develop your prewriting, writing, and editing skills.

Section III: Sharper Writing Formats

Straightforward templates for the most common types of writing.
Whether you read this book from start to finish or only want to brush up
on certain topics, this book will help you to systematically improve your
skills. Each chapter contains five key components:

1. Building Block Quiz

Begin each chapter with a short quiz. The first few questions cover mate¬
rial from earlier lessons; if you get them wrong, go back and review! Other
questions will test your knowledge of the material to be covered in that
chapter, targeting the information you need to focus on. You’ll get even
more review from explanations that tell you why each choice is right or
wrong.

2. Detailed Lessons
Each chapter explains one specific topic in detail, with lots of relevant
examples and strategies to help you remember what you need to know.

3. Plentiful Practice
Repetition is the key to mastery. Be prepared to practice, practice, prac¬
tice! You’ll find everything from simple matching exercises to exercises
that ask you to apply the skills you’re learning to practical, real-life situa¬
tions. By “learning from all sides,” you’re much more likely to retain the
information.
The answers follow the Summary and precede the Chapter Quiz.

VIII
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing

4. Summary
Each chapter concludes with a concise review of key points.

5. Chapter Quiz
At the end of each chapter, you’ll take a quiz covering material in that
chapter and key concepts from previous chapters, to practice what you’ve
learned and assess your progress.

Writing Guide
Throughout the book, you will be prompted to create your own Writing
Guide (similar to style sheets used by professional editors)—a unique
document on which you note all your problem areas. Anything you come
across in this book that you respond to by saying, “I didn’t know that,” or
“I have trouble with that,” should be included. We’ve added prompts for
some, called Sharp Writing Tips, to jumpstart an entry for you rather
than be used verbatim.
You may wish to keep your guide in a blank notebook or on your word
processor, with sheets headed:
• Parts of Speech
• Grammar, Mechanics, Punctuation
• Prewriting
• Writing
• Editing
• Business Writing
• Personal Correspondence and
• Academic Writing.
To promote even greater retention, we suggest you organize and type your
final Writing Guide.
With a system as easy as this, good writing is well within your reach. All
you have to do is take the first step. Good luck!

IX
IELTSMatters.com
 0

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 SECTION I

Sharper Writing

IELTSMatters.com
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 1

The Parts of Speech

and Their Uses

Start your study of grammar with this 10-question Building Block Quiz.

BUILDING BLOCK QUIZ

Read each sentence below carefully. Determine the part of speech of the
underlined word or phrases.

1. Ramon needs a new car.

(A) noun functioning as a subject

(B) present tense verb
(C) noun functioning as an object
(D) verbal functioning as an adjective
(E) object of the preposition

2. He went to the used car dealership on Saturday.

(A) intransitive verb

(B) past tense verb
(C) participle functioning as an adjective
(D) adverb describing the verb
(E) present perfect tense verb

3
IELTSMatters.com
 Sharp Writing

3. The dealer showed him a silver sedan.

(A) object of the preposition

(B) gerund functioning as an adverb
(C) coordinating conjunction
(D) noun functioning as an adjective
(E) descriptive adjective

4. The color was not exactly what he had in mind.

(A) future perfect tense verb

(B) pronoun functioning as the subject
(C) limiting adjective
(D) noun functioning as the subject
(E) pronoun replacing the noun Ramon

5. Ramon told the dealer he would definitely buy the sedan

if it was red.

(A) infinitive functioning as an adverb

(B) correlating conjunction
(C) adverb modifying buy
(D) adverb modifying he would
(E) noun functioning as an object of the preposition

6. "We just sold a red one yesterday, but I think I know where
I can get another one" said the dealer.

(A) participle functioning as an adverb

(B) coordinating conjunction
(C) adjective modifying the noun yesterday
(D) subordinating conjunction
(E) preposition that shows the relationship between sold
and know

4
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

7. "Perfect," said Ramon; "that would be great."

(A) subordinating conjunction

(B) adverb modifying the verb be
(C) adjective modifying the adjective perfect
(D) adjective modifying the demonstrative pronoun that
(E) verbal functioning as an adjective

8. The dealer made some phone calls, and located a red sedan a few
miles away.

(A) preposition showing the relationship between few miles

and located
(B) adjective modifying the noun miles
(C) noun
(D) adverb modifying the verb located
(E) past tense verb expressing an action of the dealer

9. He told Ramon it would be ready between two and three

o'clock on Monday.

(A) clause functioning as a correlating conjunction

(B) adjectival phrase describing the adjective ready
(C) adverbial phrase telling when it would be
(D) prepositional phrase functioning as an adverb
(E) noun phrase used as a pronoun

10. "That's perfect," said Ramon excitedly.

(A) adverb describing the car

(B) adjective describing the noun Ramon
(C) gerund functioning as an adverb
(D) superlative adjective
(E) adverb describing the verb said

5
IELTSMatters.com
 Sharp Writing

BUILDING BLOCK ANSWERS AND EXPLANATIONS

1. C Nouns are people, places, or things. Car is a thing, and it is the

object of the verb needs.

2. B Verbs express action or a state of being. Went, the past tense of

go, is an action.

3. E Adjectives modify or describe nouns or pronouns. Silver describes

the noun sedan.

4. E Pronouns most often replace nouns or other pronouns. He replac¬

es the noun Ramon-, it is not the subject of the sentence (the color is).

5. C Adverbs modify or describe verbs, adjectives, and other adverbs.

Definitely modifies the verb buy, telling us how Ramon would make the
purchase.

6. B Conjunctions connect words or parts of sentences. But connects

the independent clauses We just sold a red one yesterday and I think I
know where I can get another one, showing the relationship between those
two clauses. That makes it a coordinating conjunction.

7. D Great describes the pronoun that, making it an adjective.

8. D Away describes the verb located4, it answers the question “where?”

Therefore, it is an adverb.

9. D Between is a preposition, so between two and three o ’clock is

a prepositional phrase. It functions as an adverb, telling “when” the car
would be ready (adjective).

10. E Excitedly’s -ly ending is a clue that it is probably an adverb;

its function as a modifier of the verb said (past tense of say) confirms it.
Gerunds end in -ing.

The parts of speech work together. Verbs, adjectives, and nouns have little
meaning by themselves. Instead, they function within sentences to convey
meaning. And words can act as different parts of speech depending on how
they are used in a sentence.

The word show can be a noun, as in “The show is about to begin.” But
it can also be an adjective, as in “show time,” or a verb, as in “show me
the way to go home.” To determine the part of speech, determine how the
word is used in the sentence.

6 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

NOUNS

WRITING SPEAK

A noun is a person, place, or thing.

Types of Nouns
• Singular, as in pencil, mouse, or book, or plural, as in pencils, mice,
or books
• Collective or group, naming a single entity composed of more than
one part, such as jury, class, or team
• Concrete, naming things that can be directly experienced by the
senses: igloo, sandwich, phone; or abstract, naming an idea, con¬
cept, or quality that can’t be experienced by the senses: fairness,
truth, neurosis
• Proper, naming specific people, places, or things: Maria Callas,
University of Pennsylvania, White House; or common, naming gen¬
eral people, places, or things: opera singer, school, building

In the following sentences, the nouns are underlined:

We are going to the game.
The concert is being held in Memorial Auditorium.
This application requires an additional essay.
Jeanne’s cooking class is meeting on Saturdays through June.
Recently, our State Legislature passed a Jaw governing the licensing of
hair stylists.

Nouns can be subjects: who or what the sentence is about—the person,

place, or thing that performs the action (or state of being). Examples above
include we, concert, and legislature. Nouns may also be objects: words
that receive the action of the verb. Examples above include essay, and
law. The noun hair and the possessive Jeanne’s are nouns functioning as
adjectives.

IELTSMatters.com
 Sharp Writing

Practice 1
Underline each noun in the paragraph below and identify whether each is
singular or plural, concrete or abstract, proper or common.

When grilling steaks, allow the charcoal to heat up until it is coated

with ash. If the coals are not hot enough, the steaks will not sear
properly. Chef Robert Lamouille of the Shoreline Steakhouses
recommends this test: if you hear a sizzle when the steaks touch the
grill, you know the coals are right. After just two or three minutes,
turn the steaks over. If a flare-up occurs, spray the flames with water,
or move the steaks to another part of the grill. Remove from the
heat after another two minutes, and allow the steaks to rest for five
minutes before slicing.

When a noun functions as a subject, it can be single (one subject) or com¬

pound (two or more subjects). Single subjects may be singular or plural,
but there is only one of them in a sentence. Here are examples of single
subjects:

The bushes around her house are overgrown.

Liam’s tennis racket needs to be restrung.
Our local auto repair shop does good work.

Compound subjects are made up of two or more distinct subjects, con¬

nected by the word and, or, or nor. Here are some examples of compound
subjects:

Tim and Juanita are working on the science project together.

Either the farmers or the developers will have control of the land.
Vice President Jacobus and her department are going on a retreat.

8 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

PRONOUNS

f WRITING SPEAK 1—......,....

Pronouns usually take the place of or refer back to one or more

nouns or pronouns; they can also take the place of whole phrases or
clauses. The word or words replaced are called the antecedent.

Dr. Liu is on vacation; Dr. Liu is in Hawaii.

Dr. Liu is on vacation; he is in Hawaii.

The Human Resources and Accounting Departments are hiring.

They are hiring.

A phrase is a set of words that are grammatically linked but do not include
both a subject and verb.

The people who waited on line got their tickets first.

They got their tickets first.

I found my mother’s favorite dessert in the pie store.

I found it in the pie store.
A clause is a set of words that are grammatically linked and include
both a subject and a verb. If a clause can stand alone as a sentence, it is
independent.

The class is studying.

A clause that cannot stand alone is dependent.

When we begin studying

Pronouns can take the place of either type of clause. For example:

Will one of the people who finished eating clean the table?
Will somebody clean the table?

IELTSMatters.com
 Sharp Writing

Types of Pronouns

Personal: Singular subject: I, you, she, he

Singular object: me, her, him

Plural subject: we, you, they
Plural object: us, them

Reflexive: Singular: myself, yourself, himself, herself, itself

Plural: ourselves, yourselves, themselves
Correct: I gave myself permission to sleep late.
Incorrect: He’s going to the game with herself.
Relative: Subject; refers to people: who
Object; refers to people: whom
Refers to objects: which
Usually refers to objects: that etc.
Correct: The dog who is dirty needs a bath.
Incorrect: Our soccer team, whom no one can beat,
won the trophy.
Demonstrative: this, that, these, those
Indefinite: Singular: another, anybody, anyone, anything, each,
either, everybody, everyone, everything, little, much,
neither, nobody, no one, nothing, one, other, some¬
body, someone, something Plural: both, few, many,
others, several
Singular or Plural: all, any, more, most, none, some

SHARP WRITING TIP

Words like everybody and everyone are singular.

After Jeremy completes his exam, he will be graded.

The pronoun he refers to Jeremy. Since Jeremy names one male, the pro¬
noun is also singular and male:

Incorrect: Clarice and Larissa went the party after she finished work.

Correct: Clarice and Larissa went to the party after they finished work.

10 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

REMEMBER THIS!

A pronoun must refer to a clear and unique antecedent and agree

with it in number and gender.

Some pronouns are subjects (I, you, he, she, we, they, who) and others
are objects (me, him, her, us, them, whom). Remember, objects receive
the action of the sentence, while subjects perform it. If you’re not sure
whether to use I or me, he or him, we or us, or who or whom, you need to
understand the difference between subjects and objects. Let’s look at an
example:

Shandra called Mark.

Shandra, the subject of the sentence (the person who performs the action
of calling), can be replaced by the subjective pronoun she or who (you
wouldn’t say Her called Mark). Mark is the object, the person who receives
the action of calling, so his name can be replaced by the objective pronoun
him or whom.

Practice 2
Circle the correct pronoun(s) in each of the sentences below.
1. Neither Bill nor (I/me) caused the damage.

2. He gave the assignment to Janice, (who/which) had to skip class

due to illness.
3. When Congress is in session, (it/they) decide(s) on many important
matters that affect our country.

VERBS _ - . - -w • - ^

WRITING SPEAK
A verb expresses actions, events, or states of being.

Verbs, by their tenses, also ground the sentence in time. They can be a sin¬
gle word, a compound, or a phrase formed by adding one or more helping
verbs (such as will, shall, may, might, can, could, must, ought to, should,
would, used to, and need) to the main verb.

IELTSMatters.com
 Sharp Writing

Basic Verb Tenses

Tense Definition Example

Present: indicates that something is happening She mows the
now. lawn.
Past: indicates that something happened in She mowed the
the past. lawn.
Future: formed with the helping verb will or She will mow the
shall-, indicates that something has lawn.
not happened yet.
Present formed with the helping verb have She has mowed
Perfect: or has; indicates that an action was the lawn.
completed at an unspecified point in
the past, but is still true.
Past formed with the helping verb had; She had mowed
Perfect: indicates an action took place at a the lawn
specified point in the past.
Future formed with the helping verbs will She will have
Perfect: have or shall have; indicates that an mowed the lawn
action will have occurred at a special by the time her
point in the future. allowance is due.

In the following sentences, the verbs are underlined:

The Green Bay Packers are my favorite football team.
The Packers will be the next Super Bowl champions.
My team would have had an excellent record last season, but injuries
sidelined many of our best players.

Transitive and Intransitive Verbs

In the sections on nouns and pronouns, you saw that those parts of speech
could function as objects. When a sentence has an object, its verb is called
transitive. That means the action of the verb is transferred to something
else (the object).

The professor assigned a term paper.

Raul gave plenty of reasons to doubt him.

12 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

Assigned and gave are transitive verbs because they need objects (in this
case, a term paper, and plenty of reasons). You wouldn’t say, “The profes¬
sor assigned,” or “Raul gave”; an object is needed to show what the action
refers to. Verbs that do not need objects are intransitive.

The dog barked loudly.

Genie complained when she got her grades back.

Barked and complained need no object; they are intransitive.

Verbals
Remember learning that nouns can function as subjects, adjectives,
adverbs, and objects? Verbs can perform a similar variety of functions
within a sentence. Verbals are formed from verbs, but by themselves are
not verbs. They include gerunds, participles, and infinitives.

Gerunds always end in —ing and act as nouns (which may be subjects or
objects).

Running is my favorite sport. (Running is the subject)

Participles can be present (ending in -ing) or past (ending usually in -ed),

and function as adjectives.

The smiling baby caught everyone’s attention.

The damaged section of the wall had to be replaced.

Participles can also function as part of the verb. Present and past forms
both use the help verb to be. Here are examples of the present participle
and past participle used as verbs:

The baby is smiling.

The wall was damaged.
Infinitives are the base forms of verbs preceded by the word to. They can
function as nouns within sentences (meaning of course that they can func¬
tion as subjects, adjective, adverbs, and objects). For example:
To drive with the top down is one of my favorite ways to enjoy the nice
weather.
Infinitives can also be part of the verb:

My boss asked me to write a memo to our department.

13
IELTSMatters.com
 Sharp Writing

Practice 3
For the following sentences, indicate whether the underlined verb is
(a) transitive, (b) intransitive, or (c) helping.

4. Ridding your computer of viruses can be complicated.

5. First, you should install anti-virus software.

6. Use software that eliminates viruses rather than just identifying

them.

Circle the correct tense for each sentence below.

7. We (had eaten / had ate) all the popcorn before the movie even
started.

8. The car (teared / tore / torn) around the corner.

9. The fog (creeped / crept) in and (was blanketing / blanketed)

the shore in mist.

ADJECTIVES

WRITING SPEAK

Adjectives describe or modify nouns and pronouns. They tell us

which one, what kind, or how many.

Descriptive or qualifying adjectives express a quality of the nouns they

modify. They answer questions such as what kind, what color, what size,
and what shape.

The fast roller coaster was Gray’s favorite.

Why can’t that radio station play anything but Top 40 music?

Limiting adjectives answer questions such as how many, how much,

which one, and whose. They can take the form of an article (a, an, the),
refer to a quantity (one, sixty, first, several, many), or indicate possession
(my, theirs, whose).

It’s my book.
We go on vacation the second week of January.
The alarm is going off.

14 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7: The Parts of Speech and Their Uses

Practice 4
In each sentence that follows, underline adjectives (if any) and identify
what each modifies.

10. I just finished a drivers' education course.

11. My test will be at the Division of Motor Vehicles on Tuesday.

12. Before I can drive, I need insurance.

ADVERBS__

WRITING SPEAK

Adverbs describe, modify, or limit verbs, adjectives, and other

adverbs.

Adverbs tell us when; where; how; why; under what conditions; and to
what degree something happened. They differ from adjectives, which tell
us about the thing (or person or place) itself.

Recognizing Adverbs
Most adverbs end with the suffix -ly, making them easy to identify.

We walked through the hospital quietly.

That customer complained angrily about the delay.

The adverb quietly describes how we walked; angrily describes how the
customer complained.

A few adverbs don’t end in -ly.

Rafael slept late. Rafael slept here.

The adverb late tells when Rafael slept, and here tells where.

And not all words ending in -ly are adverbs. Some adjectives also end with
the suffix:

A friendly woman fives next door. The flowers were lovelyl

The adjectifriendly describes the noun woman, and lovely describes the
noun flowers.

KAPLAN) 15
IELTSMatters.com
 Sharp Writing

Adjective-Adverb Confusion
Adjectives and adverbs are often misused for each other. To avoid making
this error, identify the part of speech that is being modified.

The rapid transit train left the station quickly.

Rapid and transit modify the noun train, therefore they are adjectives.
Quickly explains how the train left, making it an adverb.

Speak softly and carry a big stick.

Softly explains how you should perform the action of speaking. It is an

adverb. Big describes the noun stick, making it an adjective.

Comparative and Superlative Forms

Adjectives and adverbs also vary in degree. When comparing two things,
we use the comparative degree, and when comparing three or more things,
we use the superlative. The comparative is usually followed by the word
than and is formed with the suffix -er or the word more, as in Gordon is
smarter than Tom or This road is more direct than the other. The superla¬
tive is formed with the suffix -est or the words most or least, as in Shireen
is the smartest engineer or This road is the most dangerous.

Adjective Comparative Superlative

interesting more interesting most interesting

large larger largest
happily more happily most happily
funny funnier funniest

A few adjectives and adverbs have irregular comparative and superlative

forms. They include good (better, best), bad (worse, worst), far (further,
furthest), little (less, least), and much (more, most).

Adjectives and adverbs that are absolute should never appear in the com¬
parative or superlative form. Something is either unique or it sn’t; it can’t
be more unique than something else. Other words in this category are:
complete, entire, fatal, ideal, impossible, preferable, and whole.

SHARP WRITING TIP

Not all adjectives can be put into comparative and superlative forms.

16 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

Practice 5
Find and underline each adverb. Then identify the word it modifies, and
label it a verb, adjective, or adverb.

13. I came up with a way to easily remember my friends' birthdays.

14. I used to remember them early and forget to send a card, almost
miss them, or remember them late.

15. You don't need to buy a fancy birthday book to accurately

acknowledge important dates.

Fill in the blank in the following sentences.

16. Adjectives modify_.

17. a. Good is an_.

b. Badly is an_.
18. Use the comparative form to compare_things.

19. Use the superlative form to compare_things.

20. Modifiers should be placed_.

PREPOSITIONS

WRITING SPEAK
Prepositions are words that show a relationship between one
or more nouns or pronouns and one or more other words in a
sentence.

Prepositions often express a time or spatial relationship between the words

they link. The meaning of a preposition may be difficult to express in
words; it is easier to use gestures instead.

IELTSMatters.com
 Sharp Writing

Common prepositions:

about behind for off to

above below from on toward
across beneath in onto under
after beside inside out until
against between into outside up
along by like over upon
among despite near since with
at during next through within
before except of throughout without

Prepositional Phrases
Prepositions always appear in phrases that begin with a preposition.

Lean the rakes against the shed.

Against the shed is a prepositional phrase showing the relationship between
the verb lean and shed. The phrase answers the question where, so it func¬
tions as an adverb.

The firefighters scaled the building despite the intense heat and
darting flames.

Despite shows the relationship between the intense heat and darting flames
and scaled. Since it modifies the verb, it is an adverb. In the following sen¬
tences the preposition is underlined and the phrase is italicized:

After the lecture, I copied my notes into my notebook.

Shari’s house is on Baker Street, which you can get to by turning left at
the light.
Tia had to decide between going to the mall and studying for an exam.
It was hard to choose among the three contestants.

REMEMBER THIS!

Between refers to two things. Among refers to more than two things.

18 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7: The Parts of Speech and Their Uses

Common Preposition Pairs

To be idiomatically correct, prepositions are often paired with certain
nouns, verbs, and adjectives. Here are some of the more problematic
pairings.

approval of live at (an address)

aware of live on (a street)
belief in live in (a city or house)
capable of need for
compare to (emphasizing likeness) participation in
compare with (emphasizing difference) reason for
concern for confusion about desire for respect for
differ from (a thing) similar to
differ with (a person) success in
familiar with understanding of
interested in

Practice 6
Underline the prepositional phrase or phrases in the following sentences
and decide whether each functions as a noun, adjective, or adverb.

21. Approval of the project won't take place today.

22. When are your neighbors leaving for their vacation?

23. The children were afraid of the scary witch in the movie.

CONJUNCTIONS ___

WRITING SPEAK
Conjunctions join two or more parts of sentences—words, phrases,
or clauses—expressing a relationship between them.

Types of Conjunctions
Coordinating conjunctions are words that connect words, phrases, and
clauses that are grammatically equivalent. There are seven common

19
IELTSMatters.com
 Sharp Writing

coordinating conjunctions: and, or, nor, for, but, so, and yet. In the exam¬
ples below, the coordinating conjunctions are underlined:

We are tired but happy.

He got home early and went to bed.

Correlating conjunctions are paired words or phrases used to connect

grammatically equivalent elements. The most common are: as...as, either...
or, neither...nor, not only...but also, both...and, not...but, whether...or.

You must either drive to the bank or complete the transaction online.
Not only is tennis my favorite sport; it’s also the one I’m best at.

Subordinating conjunctions introduce dependent clauses (those that can’t

stand alone as a sentence).

Now that he is eighteen, he can register to vote.

The sentence contains two clauses, Now that he is eighteen, and he can
register to vote. The second is independent; the first is dependent, since
Now that he is eighteen cannot stand alone. The phrase now that estab¬
lishes the relationship between the clauses.

Here are more examples of subordinating conjunctions.

after except since when

although how so that whenever
as if that where
as if in order to though wherever
because once unless whether
before rather than until while
even though

REMEMBER THIS!

The same words that function as subordinating conjunctions may

also function as prepositions or adverbs.

20 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

Practice 7
Circle T for true or F for false for each of the following statements.

24. T F Correlating conjunctions can join a verb phrase and an

adjective.

25. T F Subordinating conjunctions are located at the beginning

of independent clauses.

26. T F Not only and but also are examples of a coordinating

conjunction pair.

Circle the correct conjunction type for each underlined word.

27. Even though we lost the (Coordinating, correlating,

game, our team played well. subordinating)

28. He ordered a large sandwich

(Coordinating, correlating,
and french fries.
subordinating)
29. The job interview was both
(Coordinating, correlating,
an exciting experience ami a
subordinating)
nerve-wracking one.

WHAT IT'S ALL ABOUT: THE SUBJECT

The subject of a sentence is who or what the sentence is about. You can
usually find the subject by asking who or what carries out the action of the
sentence:

I love to paint. Who loves to paint? I do.

On Wednesdays and Fridays, Pearl Who attends karate class? Pearl

and Jasmine attend karate class. and Jasmine.

Absolute power corrupts What corrupts absolutely?

absolutely. Absolute power.

Remaining silent can be What can be just as destructive?

destructive. Remaining silent.

As you can see, the subject usually comes before the verb (what the sub¬
ject is or does or has done to it). Most of the time, subject-verb is the
word order we expect in the English sentence, the rhythm of our language.
There are three exceptions:

KAPLAN) 21
IELTSMatters.com
 Sharp Writing

• when writers invert the order for effect

• when sentences begin with there is/are, it is/they are or was/were

• questions

Understood Subjects
Do your homework!

Who or what does the homework? The subject is understood to be you.

This is an imperative sentence—it gives advice or issues a command.

Kinds of Subjects
The simple subject is the subject minus any modifiers or articles (a/an,
the). The complete subject is the subject with its modifiers and articles:

Simple: The old yellow house on Turner Road is being demol¬

ished tomorrow.
Complete: The old yellow house on Turner Road is being demol¬
ished tomorrow.

The simple subject can be a single word, a phrase (a group of words with¬
out a subject and verb), or a clause (a group of words containing both a
subject and verb):

One word: There’s a rabbit in your hat.

Phrase: The phrase “once in a blue moon” means every two and
a half years.
Clause: What you just said was the best thing anyone has ever
said to me.

These subjects are still simple (even though there’s more than one word).

The predicate of a sentence is the verb and anything that logically belongs
with it—the objects, modifiers, or complements (we’ll define these shortly).
The predicate usually ends the English sentence. In the sentences below,
complete subjects are underlined and predicates are in brackets:
I [love to paint.]
Pearl and Jasmine [attend karate class on Wednesdays and Fridays.]
Remaining silent [can be just as destructive as telling a lie.]

22 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

WRITING SPEAK

The subject is who or what the sentence is about about (who or

what performs or recieves the action). The predicate is the verb and
any objects, complements, or modifiers.

Predicates can be single or compound. A compound predicate has the

same subject for two or more different verbs:

Single predicate:

A good neighbor [helps when asked].

Compound predicate:

A good neighbor [helps when asked] and [asks for help].

Predicates and Sentence Patterns

As you’ve seen, the basic English sentence pattern is subject-predicate.
Predicates come in different shapes and sizes, forming four main sentence
patterns:

s-v: subject-verb
s-lv-c: subject-inking verb-complement
s-v-o: subject-verb-direct object
s-v-io-o: subject-verb-indirect object-object

Linking Verbs and Complements

In some sentences, the base verb is a linking verb (lv)—a verb that links
a subject (s) to its complement (c).

GRAMMAR SPEAK
A complement is the part of a predicate that describes or renames
the subject. To complement means to make perfect or complete; a
complement completes the subject. Complements are connected to
the subject by a linking verb.

IELTSMatters.com
 Sharp Writing

I / am / a painter,

s/lv/ c

"Once in a blue moon" / means / about once every two and a half years.

s Iv c

The complement a painter describes the subject I. The phrase about once
every two and a half years defines once in a blue moon.

Forms of the verb to be {am, is, are, was, were, being, and been) often
serve as helping verbs, but when to be is the base verb (as in the first exam¬
ple) it is a linking verb. Descriptive verbs, such as become, feel, appear,
look, seem, taste, sound, and smell, are often linking verbs as well.

To test for a linking verb, remove the verb and insert an equal sign; does
it make sense?

I = painter
Once in a blue moon = about once every two and a half years

This doesn’t work for predicates that do not have subject complements:

Absolute power corrupts absolutely. I understand your message.

Absolute power * absolutely. I * your message.

f SHAPP WPITIMr- TIP 1

A verb is a linking verb if you can replace it with an =.

Receiving the Action: Direct Objects

While linking verbs connect a subject and complement, transitive verbs
(tv) take their action out on a direct object (o): a person or thing in the
predicate. There are a number of types of object; when we simply say
“object” we mean the direct object.

I / understand / your message,

s tv o
In this sentence, message receives the action of the verb; it is what is being
understood.

24
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

I / will pick up / some milk on the way home from work,

s tv o [prepositional phrases]
Like subjects, direct objects are never in prepositional phrases.

Who It's For: Indirect Objects

The direct object directly receives the action of the verb. The indirect
object (io) receives the direct object.

My boss /will give / me / a raise.

s hv tv io o
A raise is what will be given, so it is the direct object. But who will receive
that raise? Me—the indirect object.
Here’s one more example:

The police / questioned / Anna about the accident.

s tv o [prepositional phrase]

The police / asked / Anna / many questions about the accident,

s tv io o [prepositional phrase]

In the first sentence, there is no indirect object; Anna directly receives

the action of the verb questioned. In the second sentence, questions is the
direct object and Anna the indirect object.

Pattern Variations
As you’ve seen, the four basic sentence patterns—s-v, s-lv-c, s-v-o, and
s-v-io-o—can vary (1) when writers invert order for effect, (2) in ques¬
tions, and (3) in there is/are constructions:

[Why] did / you / give / Michaela / credit [for my work]?

[adv] hv / s / v / io /o [prepositional phrase]

25
IELTSMatters.com
 Sharp Writing

TYPES OF SENTENCES

Sentence type is determined by the number and type of clauses a sentence

contains. Before attacking them, quickly review what a subordinate clause
is. A subordinate clause cannot stand alone. It is subordinate to an inde¬
pendent clause, without which it doesn’t express a complete thought.

Subordinate clauses usually begin with a subordinating conjunction or

a relative pronoun. In the following examples each clause is bracketed
with a slash between subject and predicate, and the subordinate clause
indicator (the conjunction or relative pronoun) is in bold.

[You / act] [as if you / don’t care].

[independent clause] [subordinate clause]

[[Whoever / finds my wallet] / will get a reward.]

[[subordinate clause within] independent clause]

Note that in the second example, the subordinate clause is the subject of
the sentence.

Type 1: The Simple Sentence

A simple sentence contains one independent clause and no subordinate
clauses. The subject and predicate can be single or compound, but the
sentence contains only one subject-predicate pair.
I / must be true to myself. Then I / can be true to others,
s V S V

Type 2: The Compound Sentence

A compound sentence contains two or more independent clauses and no
subordinate clauses. The two independent clauses are connected by a
coordinating conjunction or by a semicolon with or without a conjunc¬
tive adverb (see chapter 1):
[You / must be true to yourself]; otherwise, [you / cannot be true to others.]
[independent clause]; conjunctive adverb [independent clause]

26 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

Type 3: The Complex Sentence

A complex sentence contains one independent clause with one or more
subordinate clauses.

[Before you can be true to [those you / love]], [you / must be true to
yourself.]
[subordinate clause [subordinate clause]], [independent clause]

Type 4: The Compound-Complex Sentence

A compound-complex sentence consists of two or more independent
clauses and one or more subordinate clauses.

[I / know that [if I / am not true to myself]], [I / cannot be true to others.]

[independent clause [subordinate clause]], [independent clause]

Practice 8
In each of the following, identify subject (s), verb (v), and object (o) and
then the sentence type.

30. Every road has two directions.

31. Those who sleep with dogs will rise with fleas.

32. Under a ragged coat lies wisdom.

33. Since we cannot get what we like, let us like what we can get.

kaplan) 27
IELTSMatters.com
 Sharp Writing

SUMMARY _ _

The parts of speech are the foundation of smarter writing. They are the
components of phrases, clauses, and sentences. When you are confident in
your knowledge of the parts of speech and their forms and uses, your writ¬
ing will improve. Here is an overview of what you’ve learned.

A sentence is a group of words containing both a subject and a predicate

and expressing a complete thought. The subject is who or what the sen¬
tence is about. In imperative sentences, the subject is understood to be
you. Subjects are never in prepositional phrases. The predicate is the verb
with its objects, modifiers, and complements.

Both subjects and predicates can be single (one singular or plural subject
or predicate) or compound (two or more singular or plural subjects or
predicates).
The basic order for English sentences is subject-predicate, but that order
is reversed in questions, there is/are statements, and sentences that are
inverted for effect. There are four common subject-predicate patterns: s-
lv-c, s-v-o, s-v-io-o, and s-v.

A clause is a group of words containing a subject and predicate. Clauses

may be subordinate or independent. There are four types of sentences:
simple (one independent clause), compound (two independent clauses),
complex (one independent clause and one or more subordinate clauses),
and compound-complex (two or more independent clauses and one or
more subordinate clauses).

PRACTICE ANSWERS AND EXPLANATIONS

Practice 1
Steaks (plural, concrete, common), charcoal (singular, concrete, com¬
mon), ash (singular, concrete, common), coals (plural, concrete, common),
steaks, chef (singular, concrete, common), Robert Lamouille (singular,
concrete, proper), Shoreline Steakhouses (plural, concrete, proper), sizzle
(singular, abstract, common), steaks, grill (singular, concrete, common),
minutes (plural, abstract, common), steaks, flare-up (singular, concrete,

28 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

common), flames (plural, concrete, common), water (singular, concrete,

common), steaks, part (singular, concrete, common), grill, heat (singular,
concrete, common), minutes, steaks, minutes.

Practice 2
1. 1.1 is part of the compound subject of the sentence; if it read “The
damage was done by neither Bill nor_” the answer would be
me because it is an object.

2. Who. The antecedent is “Janice.” The pronoun which refers to objects,

and who refers to people. Note that the pronoun who introduces the
clause (who had to skip class due to illness) that modifies Janice.
3. It. Congress, the pronoun’s antecedent, is a collective noun, so it calls
for a singular pronoun.

Practice 3
4. c (the main verb is be)
5. a (anti-virus software is the object)
6. a (software is the object)
7. had eaten. This action was already completed before the time of
another action (the movie starting).
8. tore. The past tense form of the irregular verb tear is tore.
9. crept, blanketed. Both verbs should be in the simple past tense as they
occured at the same time. Crept is the past tense form of creep.

Practice 4
10. Adjectives drivers’ and education both modify the noun course.
11. Possessive pronoun my acts as an adjective limiting the noun test',
motor describes vehicles.

12. No adjectives; if you chose before, recall that adjectives don’t indicate
time-review the section on adverbs.

Practice 5
13. Easily is an adverb that tells how the speaker remembers (verb).

KAPLAN) 29
IELTSMatters.com
 Sharp Writing

14. Early also tells how the speaker remembers (note that it can also func¬
tion as an adjective, as in the early bird); almost modifies the verb
miss; late describes the verb remember.

15. Accurately modifies the verb acknowledge.

16. nouns and pronouns
17. a. adjective; b. adverb
18. two
19. three or more
20. as close as possible to what they modify.

Practice 6
21. Approval is the subject of the sentence, and it is modified by the prep¬
ositional phrase of the project. That means the phrase functions as an
adjective.
22. For their vacation is an adverb that modifies the verb leaving.
23. Afraid is an adjective that describes the children. It is modified by
the adverbial prepositional phrase of the scary witch. In the movie is
also a prepositional phrase; it acts as an adjective, describing the noun
witch.

Practice 7
24. False. Correlating conjunctions only join grammatically equal parts
of a sentence, such as a noun and a noun, and a verb phrase with a verb
phrase.

25. False. Subordinating conjunctions are found at the beginning of

dependent clauses.

26. False. Not only and but also are correlating conjunctions.

27. Subordinating. Even though begins a dependent clause, and joins it

to the independent clause our team played well.
28. Coordinating. And joins the nouns large sandwich and french fries.
29. Correlating. Both/and is a common pair of correlating conjunctions
that connects the noun phrases an exciting experience and a nerve-
wracking one.

30
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

Practice 8
30. [Every road / has two directions.]
[s-v-o]
Independent clause.
Simple sentence.
31. [Those [who / sleep with dogs] / will rise with fleas.]

[s [s-v]—v]
Subordinate clause within independent clause.

Complex sentence.
32. [Under a ragged coat lies / wisdom.]

[v-s]
Independent clause.
Simple sentence. (Notice that the sentence structure is inverted.)
33. [Since we / cannot get [what we / like]], [let us / like [what we / can
get]].
[s-v-o [s-v]], [s-v-o [s-v]].
[Subordinate clause [subordinate clause]], [independent clause
[subordinate clause]

Complex sentence.

CHAPTER 1 QUIZ __

Identify the part of speech of each of the underlined words in the following
paragraph. Note the tenses of verbs, and types of conjunctions.

Most people think of sushi as raw fish. In fact, it actually refers to

1 2
rice. Both popular types of sushi, makizushi and nigirizushi, are
3
based on rice topped or mixed with seafood and other
4
ingredients. Makizushi refers to the roll shape created by encasing
5 6 7
the rice and other ingredients in nori, which is rolled into a

kaplan) 31
IELTSMatters.com
 Sharp Writing

8
cylinder in a bamboo mat. Nigirizushi, which was developed in

Tokyo, consists of a pad or ball of rice topped with seafood.

9 10

Read each sentence below carefully and determine the part of speech
needed to fill in the blank.

11. Jeffery talked on the phone_.

12. The quarterback did an excellent job,_his team lost

anyway.

13. Did you ever see such a_play?

14. Kara is missing_favorite coat.

15. What an incredible_!

16. His computer_well.

17. Every movie ever made is listed_that guidebook.

18. Alexandra could_stay on line or go home.

19. When the show was over, they_.

20. Our grocery store always has the_tomatoes.

CHAPTER 1 QUIZ ANSWERS AND EXPLANATIONS

1. Most is an adjective—it modifies the noun by answering the question

“how many” (in this case, people).

2. Actually is an adverb because it modifies the verb refers.

3. And is a conjunction; it joins the nouns makizushi and nigirizushi.

4. Based is a past tense verb that expresses the action of its subjects,
makizushi and nigirizushi.

5. Roll is an adjective because it describes the noun shape. (Note that

roll can also be used as a noun and a verb.)

32
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 1: The Parts of Speech and Their Uses

Chapter 1 Quiz Practice Answers and Explanations (cont'd)

6. By is a preposition that describes the relationship between the noun

(created shape or roll) and the verb encasing.

7. Encasing is a gerund acting as the object of the preposition by.

8. Nori is a noun. It would also be correct to note that it functions here as

the object of the preposition in.

9. Consists is a verb—it expresses the state of being of the noun nigiri-

zushi.

10. Or is a (coordinating) conjunction that links the nouns pad and ball.

11. Adverb. The word would tell how Jeffery talked on the phone, (qui¬
etly, incessantly, loudly).

12. Conjunction. A coordinating conjunction—specifically, but—would

connect these two independent clauses and show the relationship
between them.

13. Adjective. This word would describe the play (mysterious, awful,
fabulous).

14. Adjective. A possessive pronoun (your, her) is needed here.

15. Noun. The missing word is described by the adjective incredible, so it

must be a noun (store, sandwich, musician).

16. Verb. An action word (works, functioned, will search) is needed to

tell what the computer does or did well.

17. Preposition. A preposition (in, within) would tell us the relationship

between movie and guidebook.

18. Conjunction. A correlating conjunction is needed, specifically the

word either, which pairs with or.

19. Verb. An action word or phrase (clapped, went home, stayed in their
seats) would complete this sentence and tell us what the subject did.

20 Adjective. This word would describe the tomatoes (mushiest, ripest,

smallest).

kaplan) 33
IELTSMatters.com
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 2

Structure, Syntax, and Usage

BUILDING BLOCK QUIZ

Determine the part of speech of the underlined words in the following

sentences and write your answer below each word.

1. Television news increasingly covers the lives of celebrities.

2. A firewall should be used on your computer to protect it

from viruses.

3. Let's either go to the airport now, or call Mike

and tell him we will be late.

Choose the letter that describes the grammatical error in each of the fol¬
lowing. If the sentence is correct as written, choose (E).

4. Went to the game on Saturday.

(A) dangling modifier

(B) sentence fragment
(C) passive voice
(D) verb tense shift
(E) no error

kaplan) 35
IELTSMatters.com
 Sharp Writing

5. You're scarcely eating anything from the buffet; one should at least
try the salad bar.

(A) run-on sentence

(B) subject-verb agreement
(C) pronoun shift
(D) misplaced modifier
(E) no error

6. Shelly bought a souvenir while on her vacation that cost too much
money.

(A) misplaced modifier

(B) sentence fragment
(C) verb tense shift
(D) subject-verb agreement
(E) no error

7. Please print fifteen copies of today's lesson plan before coming to

class.

(A) passive voice

(B) run-on sentence
(C) pronoun shift
(D) dangling modifier
(E) no error

8. That group of businesswomen look like it is heading home.

(A) subject-verb agreement

(B) misplaced modifier
(C) sentence fragment
(D) passive voice
(E) no error

36
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

9. My favorite radio station played too many commercials, and

doesn't play enough good songs anymore.

(A) run-on sentence

(B) dangling modifier
(C) pronoun shift
(D) verb tense shift
(E) no error

10. The book was read by Mr. Potter.

(A) misplaced modifier

(B) subject-verb agreement
(C) verb tense shift
(D) passive voice
(E) no error

BUILDING BLOCK ANSWERS AND EXPLANATIONS

1. Television is a noun that functions as an adjective describing the noun

news. Increasingly is an adverb that modifies the verb covers.

2. Used is a verb, and on is a preposition.

3. Either and or are correlating conjunctions. Late is an adjective that

describes the subject we.

4. B There is no subject, making this a fragment. To correct it, add a

noun, such as, “Bill went to the game on Saturday.”

5. C The pronouns are inconsistent. The first, you, is second person

plural; the second, one, is impersonal.

6. A Did the souvenir or the vacation cost too much? The modifier
cost too much is ambiguous. The words should be rearranged to convey the
intended meaning clearly: “Shelly bought a souvenir that cost too much
while on vacation,” or “While on a vacation that cost too much, Shelly
bought a souvenir.”

KAPLAN) 37
IELTSMatters.com
 Sharp Writing

BUILDING BLOCK ANSWERS AND EXPLANATIONS (cont'd)

7. E The sentence is correct.

8. A The noun group is singular, even though it is made up of a num¬

ber of individuals, so it takes a singular verb, looks.

9. D The first time the verb to play is used, it is in the past tense
(played), but the second is in the present (play)—they should both be in
the same tense.

10. D There is no reason to use the passive voice in this sentence. It

should be in the active voice: “Mr. Potter read the book.”

SUBJECT-VERB AGREEMENT

Chapter 1 reviewed the parts of speech and their functions. This chapter
will focus on some of the most common grammatical errors and how to
avoid them.

What It Is
This seemingly straightforward rule causes difficulty for many writers: sin¬
gular subjects take singular verbs, and plural subjects take plural verbs.

Incorrect: Abe don’t like his hair cut too short.

The subject Abe is singular, and needs the singular form of the verb, does:
Abe doesn’t like his hair cut too short.

Getting It Right
There are four instances when determining subject-verb agreement can be
tricky.

1. Compound subjects connected with and are plural; those connected

with or are singular or plural depending on the noun closest to the verb.
Joan and Mary are going to the gallery.
Either a fox or some raccoons were responsible for the damage.

Since the plural raccoons is closest to the verb, the correct verb is were.

38 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

SHARP WRITING TIP

For compound subjects joined by or, the verb agrees with the closest
noun.

2. Collective nouns take singular verbs when the group as a whole is

intended, but plural when they refer to the individual units.
The family is united in supporting Marilyn.
The family are always fighting with each other.

FLASHBACK ■ .-----.—...—

As you saw in chapter 1, collective nouns are singular nouns that

represent a number of individual parts, such as government and team.

3. Complex sentences, in which a subject and verb are separated by one or

more phrases or clauses, may make agreement unclear. Eliminate them
to decide whether subject and verb agree.
The bridesmaids, waiting in the vestry for their cue to enter the church,
was bored.
Although church is the closest noun to the verb, it isn’t the subject. Since
bridesmaids is plural, the correct verb is were.

4. Inverted Sentences, which reverse the typical subject-verb order, can

make agreement difficult to determine.
Does Lee prefer the Dijon mustard?
Incorrect: There is sixteen candles on the cake.

The plural noun candles takes the plural verb, are.

Practice 1
Choose the correct verb or verbs for each sentence.

1. Jason and I (is/are) going shopping on Tuesday.

2. My cookbooks, splattered, torn, and otherwise abused with use,

(serves/serve) me well.

3. General Jones always (speaks, speak) loudly to his troops.

KAPLAN") 39
IELTSMatters.com
 Sharp Writing

4. Here (is/are) the answers I've been looking for.

5. Ahead of the pack (come/comes) last year's marathon winner.

Fill in the blanks or circle the correct word in parentheses in each sentence
below.

6. Subject-verb agreement means that subjects and verbs must be the

same in_and_.

7. In the present tense, only_person ( singular / plural)

verbs take the base + -s form. All others take the base form.

8. Subjects can be single or_.

9. Compound subjects joined by and need a (singular / plural) verb.

10. Compound subjects joined by or or nor should agree with the

subject that is_.

SENTENCE FRAGMENTS AND RUN-ON SENTENCES

What They Are

Sentence fragments are groups of words that are presented as sentences but
lacking a subject or a verb, or both, or unable to stand alone as a sentence.

No verb: The well-dressed man

No subject: Walked to school in the rain
Dependent: Because he was in a hurry
In the first fragment, the verb is missing. All we have is a subject. What did
the well-dressed man do? In the second fragment, the subject is missing.
Who walked in the rain? The final clause is dependent, introduced by the
subordinating conjunction because.

Run-on sentences are formed by incorrectly joining two or more indepen¬

dent clauses.

Incorrect: Pick up some milk, don’t forget to use the coupon.

This sentence contains two independent clauses (Pick up some milk, and
don’t forget to use the coupon). Because they can stand alone, they can’t
be joined with a comma.

40 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

Getting It Right
To correct sentence fragments, determine what is missing (subject or verb)
and add it or change the parts of speech to convert a word into the miss¬
ing part. Note that number of words has nothing to do with distinguishing
fragments from sentences.

Taking a taxi when it is raining to keep her shoes from being ruined by
the water.

Taking a taxi when it is raining keeps her shoes from being ruined by
the water.

Run-on sentences can be corrected by breaking them into two or

more complete sentences, by adding a conjunction (subordinating, coordi¬
nating, or correlative), or by changing the punctuation.

Incorrect: When spring break is over, we will get back to work, there
will be plenty of studying to do before finals.

The subordinate clause (when spring break is over) is correctly attached

to the first independent clause (we are going to get back to work) with a
comma. But the second independent clause, there will be plenty of studying
to do before finals is joined to the first with only a comma. (See chapter 3
for more information about proper use of commas). A period or semicolon
is called for here.

Practice 2
Choose the correct explanation for each of the following sentences or
fragments.

11. After the Civil War, and during the antebellum period when many
southern homes were rebuilt.

a. This is a correct sentence.

b. This is a run on that can be corrected by adding a semicolon
after period.
c. This is a fragment that needs both a subject and a verb.

IELTSMatters.com
 Sharp Writing

12. The Albrights went to the beach last summer, they said it was the
best vacation they ever had.

a. This is a fragment that can be corrected by adding a comma

after had and providing the missing information.
b. This is a correct sentence.
c. This is a run-on that needs a period, semicolon, or
conjunction after summer.

13. Dan left Kara returned.

a. This is a run-on; it can be corrected by adding a comma and a

conjunction after left.
b. This is a correct sentence.
c. This is a fragment that needs a subject and verb.

14. Baseball fans and their knowledge of statistics.

a. This is a fragment that needs a verb.

b. This is a correct sentence.
c. This is a run-on that can be corrected by adding a comma
after fans.

Part 2

List the three ways to fix a sentence fragment, on your own paper.

Part 3

List the five ways to fix a run-on sentence, on your own paper.

42
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

MISUSE OF THE PASSIVE VOICE

What It Is
When a verb is active, the subject of the sentence performs an action and
an object (if there is one) receives the action. In a passive construction, the
subject receives the action.

Active The bird ate the birdseed.

Passive The birdseed was eaten by the bird.

Getting It Right
Note how many more words it takes to communicate the same idea in the
passive voice. This is one reason the active voice is preferred for most
types of writing. It is more direct and concise.

There are two easy ways to spot passive verbs in your sentences:

1. Does the subject perform or receive the action? Subjects with passive
verbs always receive the action.

2. Is there a direct object? Passive verbs never have one.

SHARP WRITING TIP

In most cases, the active voice is preferable.

Practice 3
For each pair, note which sentence is active.

15. a. Turn the key to open the door.

b. The key is turned to open the door.

16. a. The bank account was closed by Sheila,

b. Sheila closed the bank account.

17. a. We made vacation plans for spring break.

b. Vacation plans for spring break were made by us.

IELTSMatters.com
 Sharp Writing

There are instances when you should use the passive voice. Choose the
passive voice when:

1. You want to deliberately emphasize the receiver of the action instead

of the performer
My fender was dented three times in that parking lot.

2. The performer is unknown

Mani ’s wallet was mysteriously returned.

3. You want to avoid mentioning the performer of the action

The experiment resulted in a new theory.

Practice 4
Is the passive voice used correctly in each of the following sentences?

18. yes/no The clock was adjusted to reflect daylight savings

time.

19. yes/no The gift was unwrapped by her.

20. yes/no Shauna and her brother were raised by their
grandmother.

Fill in the blanks in the following sentences.

21. Sentences in the_voice have a clear agent of action

performing the action of the verb.

22. In sentences in the_voice, the agent of action is

displaced to an object position or removed from the sentence.

23. In general, use the_voice whenever possible.

Rewrite each of the following in the active voice on your own paper.

24. The pictures were taken by a professional photographer.

25. Chicken pox was contracted by several children in the class.

44 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

For questions 26 and 27, determine which version is most appropriate

given the context of the sentence.

26. a. The train has been delayed for hours.

b. Something has delayed the train for hours.

27. a. Alfonse has requested your opinion.

b. Your opinion has been requested by Alfonse.

UNNECESSARY SHIFTS

What They Are

Shifts in grammar are movements from one form to another—in verb tens¬
es, pronouns, or the active and passive voices. Shifts can cause confusion,
and should only be made if necessary.

Verb tenses are often the only words that place the sentence’s action in
time. Tense should be used carefully to logically represent the sequence
of actions. When tenses shift unnecessarily, your writing becomes confus¬
ing.

Incorrect: If you make a mistake, your grade went down.

The subordinate clause, if you make a mistake, refers to something that

may happen in the future. But the independent clause is in the past tense.
We don’t know if the speaker is referring to something that already hap¬
pened, or something that may happen.

Correct: If you made a mistake, your grade went down.

Pronouns take the place of nouns, and may be masculine or feminine, sin¬
gular or plural. Shifting pronoun types within a sentence is another way to
confuse your reader.

Incorrect: If they want to succeed, one should study diligently for

tests.
The pronoun they is plural, but one is singular. The reader must guess at
the author’s intended meaning.

Correct: If they want to succed, students should study diligently for

tests.

45
IELTSMatters.com
 Sharp Writing

Another type of shift occurs when verbs move from active to passive, or
vice versa.

Incorrect: John wrote poetry and many novels were written by him.

The first clause, John wrote poetry, is in the active voice. The second,
many novels were written by him, is needlessly passive.

Correct: John wrote poetry and many novels.

Getting It Right
The key to avoiding verb tense shifts is to be aware of the tense in which
you are writing, and to use it consistently.

To correct the previous example, based on the intended meaning, either

put the independent clause in the past tense, or the subordinate clause in
the future:
Since you made a mistake, your grade went down.
If you make a mistake, your grade will go down.

Correcting shifts in pronouns also requires awareness. If you begin in the

third person, don’t change to the second in mid-sentence or mid-para¬
graph. Keep in mind that your goal is to communicate without confusion;
say what you mean as clearly as possible.

Incorrect: If one is careful, they can avoid additional cell phone fees.
Correct: If cell phone users are careful, they can avoid additional fees.

SHARP WRITING TIP

Pronoun shifts can cause confusion; avoid moving from second

person (you) to third person (he, she, they).

To correct unnecessary shifts between active and passive voice, determine

which voice is correct (remembering that the active is almost always pre¬
ferred), and adjust the incorrect part of the sentence to match it.

Incorrect: Gordon bought the nachos, and they were eaten by the
children.

46 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

To determine whether the passive voice is needed, ask whether:

(1) you want to deliberately emphasize the receiver of the action, or (2) the
performer is unknown, or (3) you want to avoid mentioning the performer
of the action. Since the example fits none of these situations, the second
part of the sentence should be rewritten in the active voice:
Correct: Gordon bought the nachos, and the children ate them.

Practice 5
Avoid or correct the unnecessary shift in each sentence by rewriting the
sentence.

28. The museum bought the new painting and_

(to display) it prominently.

29. After he drove for hours, the car was stopped by my father at
a gas station.

30. She raised her hand and_(to answer)

the professor's question.

31. The governor said he_(to campaign)

for our candidate next year.

32. Because the directions were not listened to, he completed the

assignment incorrectly.

MISPLACED, DANGLING, OR AMBIGUOUS

MODIFIERS

What They Are

First, let’s define the terms: modifiers is a general term for descriptive words
or phrases, including adjectives and adverbs, prepositional phrases, relative
clauses, and others. Be sure it’s clear which word or words they describe.

He asked the only girl on a date.

kaplan) 47
IELTSMatters.com
 Sharp Writing

The modifier only seems to mean that there is only one girl. But if the
author’s intended meaning was he did nothing more than ask the girl on
the date, the modifier should be before the word asked in order to convey
the correct meaning.

By accident, she fell off the ladder onto the ground, which was
wobbly.

The phrase which was wobbly is a modifier, but what is it modifying? The
ground was probably not wobbly (no earthquake is mentioned). It prob¬
ably describes the ladder, but is placed too far away from that noun to
function properly.

Modifiers are said to dangle when they have nothing to modify. They are
typically phrases made with participles or gerunds (see chapter 1 for a
review of verb forms) that don’t relate to the subject or verb in a sen¬
tence.

Waiting at the station, the bus drove by without stopping.

The phrase waiting at the station seems to modify the subject, the
bus. Since the bus is not waiting at the station, the phrase is a dangling
modifier. A simple rewrite adds the person intended:

While Joe was waiting at the station, the bus drove by without
stopping.
Waiting at the station, Joe saw the bus drive by without stopping.

Even when placed next to the term they modify, modifiers can be ambigu¬
ous: Yoko said at the meeting Jake raised a good point. Did Yoko say it at
the meeting or did he raise it at the meeting?

At the meeting, Yoko said that Jake raised a good point.

Yoko said that Jake raised a good point at the meeting.

Getting It Right
To keep the meaning of your sentences clear, place modifiers as close
as possible to the word(s) they describe. For example, the following two
sentences have two very different meanings:
She almost told her mother all of the details of her trip.
She told her mother almost all of the details of her trip.

48 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

SHARP WRITING TIP

Modifiers should be placed as close as possible to the word(s) they

describe.

In the first sentence, almost modifies told, and in the second, it modifies
all. If the author intended to say, she told her mother most, but not all, of
the details the first sentence would be wrong. To fix dangling modifiers,
add a word or words to the modifier or the clause to give the modifier
something to describe.

By beating the egg whites, the cake will be lighter.

The participle beating does not refer to the noun cake. An appropriate
noun must be added for the sentence to make sense.

By beating the egg whites, you make the cake lighter.

Practice 6
Are the modifiers correctly located in the following sentences? If not,
rewrite the sentence correctly.

33. yes/no Hernando gave a present to his mother that was useless.

34. yes/no Considering the economy, my bank account is doing

well.

35. yes/no Why don't we meet in front of the black building?

36. yes/no Brooke accidentally spilled coffee on my report that was

hot.

37. yes/no Ordering books online, independent bookstores are

losing business.

KAPLAN) 49
IELTSMatters.com
 Sharp Writing

PARALLEL STRUCTURE AND COMPARISONS

What It Is
Matching constructions must be expressed in parallel form. Make sure that
when a sentence contains a list or makes a comparison, the items listed or
compared are in parallel form.

Getting It Right
Incorrect: I love skipping jumping, and to play tiddlywinks.
Correct: I love skipping jumping, and playing tiddlywinks.
Also correct: I love to skip Jump, and play tiddlywinks.

Incorrect: To visualize success is not the same as achieving it.

Correct: Visualizing success is not the same as achieving it.

Word pairs like the following also require parallel form:

Neither.. .nor The better [or worse].. .the better [or worse]
Either.. .or The more [or less].. .the more [or less]
Both...and Not only...but also

Faulty Comparison
Comparisons must do more than be in parallel form. Most faulty compari¬
sons are illogical—you can’t compare apples and oranges.

Incorrect: The rules of chess are more complex than checkers.

Correct: The rules of chess are more complex than those of checkers.
Also correct: Chess is more complex than checkers.

50 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

Practice 7
Identify any parallel structure problems in the following sentences; think
of one way to correct each, then either edit the sentence or rewrite on the
line provided.

38. George's hobbies include reading, skiing, and he collects

international stamps.

39. The flowers I received from Becker's Florist Shop were fresher but
less beautifully arranged than Danson's.

40. It was neither responsible nor did it show proper respect to leave
the car blocking the way.

Fill in the blanks in the following sentences.

41. Parallel structure means that two or more items in a sentence have
the same_.

42. In general, parallel structure should be used whenever a sentence

has two or more_items.

43. Faulty parallelism can be repaired by identifying the parallel items

and_•

Revise the sentences to correct faulty parallelism.

44. At the party, the children stuffed themselves with cake and ice
cream and they were exhausted from backyard games.

45. Our foundation serves those who have been displaced because of
natural disasters and people needing shelter from relationships that
are abusive.

kaplan) 51
IELTSMatters.com
 Sharp Writing

SUMMARY

In this chapter, we covered the most common grammar errors. When you
understand them and why they’re wrong, you can avoid them in your
writing.

Subject-verb agreement means singular subjects take singular verbs, and

plural subjects take the plural form of verbs. There are instances when
determining subject-verb agreement can be tricky. They include com¬
pound subjects, collective subjects, complex sentences, and sentences that
begin with There is. There are, Here is, and Here are.

Sentence fragments and run-on sentences are extremes. Fragments don’t

contain enough information, and run-ons contain too much. Fragments are
often missing a subject or verb, so they don’t express a complete thought.
Run-on sentences are made of at least two independent clauses. In most
cases, they either lack a conjunction or proper punctuation that would oth¬
erwise link them properly.

Verbs are either in the active or passive voice. When a verb is active,
the subject of the sentence performs an action. The active voice places
emphasis on the subject, conveys meaning clearly, and is preferred in
most types of writing. In a passive construction, the subject receives the
action. Use of the passive voice can create confusing sentences in which
meaning is obscured. It is often used inappropriately, when the active
voice is needed.

Shifts are unnecessary moves from one form of a part of speech to anoth¬
er. Shifts of pronouns, active, and passive voice, and verb tenses are
the most common. Once you establish whether you are speaking in or
referring to first, second, or third person, singular or plural, usage should
remain consistent. This follows with active and passive voice, and verb
tenses. Tense use should not change unless you are deliberately referring
to another time.

Modifiers are words or phrases that describe nouns and verbs. If they’re
misplaced within a sentence, it’s not clear what they’re modifying.
Dangling modifiers are phrases using participles (verbs with -ing endings)
that have nothing to modify. In other words, they don’t relate to the subject
or verb of the sentence.

Matching constructions such as items in a list, items being compared, and

items connected by coordinating conjunctions, must be expressed in par¬
allel form.

52 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

PRACTICE ANSWERS AND EXPLANATIONS

Practice 1
1. Are. Jason and I is a compound subject connected by the word and,
so it takes the plural verb.

2. Serve. My cookbooks is the plural subject, taking the plural verb

serve.

3. Speaks. The subject is the singular General Jones.

4. Are. The plural subject is answers.

5. Comes. The singular subject, last year’s marathon winner follows the
verb.

6. number (singular or plural) and person (first, second, or third)

7. third, singular

8. compound

9. plural

10. closest to the verb

Practice 2
11. c. This fragment is a subordinate clause that should be joined with
an independent one (a clause that has a subject and verb) to make a sen¬
tence.

12. c. There are two independent clauses, which must be properly

joined.

13. a. Dan left and Kara returned are both independent clauses. They
can be divided by a comma followed by and or but.

14. a.
The fragment is a noun clause; what do the baseball fans and
their knowledge do, or what action do they receive? A verb is needed.

Three ways to fix a sentence fragment:

• Attach the clause or phrase to an independent clause.

• Add the missing elements to make a phrase a complete sentence.
• Delete the subordinating conjunction or relative pronoun to make
the clause independent.

KAPLAN) 53
IELTSMatters.com
 Sharp Writing

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

Five ways to fix a run-on sentence

• Turn the clauses into two sentences; separate them with a period.
• Separate the clauses with a comma and the appropriate coordinating
conjunction.
• If the clauses are closely related, separate them with a semicolon.
• If the second clause explains the first, separate them with a colon; if
you want the second to be set off for emphasis, use a dash.
• Turn one of the independent clauses into a subordinate clause or
modifier.

Practice 3
15. a. The subject is the implied you (refresh your memory in chapter
1). The subject performs the action of turning, so this is the active voice.
In contrast, the subject in (b) is key. The key does not perform the action,
but instead receives the action; that means it is in the passive voice.

16. b. The subject Sheila performs the action. In the first sentence, the
subject bank account is acted upon by Sheila.

17. a. The action of the sentence is the verb made, and it is performed
by the subject we. Sentence (b). uses vacation plans as its subject, and
those plans do not make themselves.

Practice 4
18. yes. The emphasis is on the clock, not on the person who adjusted it.

19. no. Unless the context makes this necessary, this sentence is awkward,
and should be rewritten in the active voice: She unwrapped the gift.

20. yes. The grandmother raised her grandchildren, but if we are focusing
on Shauna and her brother, the passive is appropriate.

21. active

22. passive

23. active

The revised agent of action in each sentence is underlined.

24. A professional photographer took the pictures.

54 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

25. Several children in the class contracted the chicken pox.

26. a. The passive voice is more logical here because the agent of action
(what delayed the train) is unknown.

27. a. The active voice is best here. The context doesn’t provide reason
to minimize the significance of Alfonse or to emphasize your opinion, and
the agent of action is known.

Practice 5
28. Displayed, because the action is in the past.

29. After he drove for hours, my father stopped the car at a gas station.
(The clause after the comma has been changed from the passive to the
active voice.)

30. Answered, because the action takes place in the past.

31. Will campaign, because the action is going to take place in the future.

32. Because he didn’t listen to the directions, he completed the assignment

incorrectly. (The first phrase has been changed from passive to active.)

Practice 6
33. No. The modifier useless obviously refers to the present, not to the
mother. The sentence should read, Hernando gave a present that was use¬
less to his mother, or better yet, Hernando gave a useless present to his
mother. (See the section on conciseness in chapter 4.)

34. No. Considering the economy is not something that a bank account
can do. To make sense, the sentence should be Considering the economy,
I think my bank account is doing well.

35. Yes. The modifiers in front of and black are correctly placed.

36. No. The modifier that was hot should be placed next to the noun it
modifies, coffee.

37. No. While bookstores could place orders online, clearly the intended
meaning is that the practice of ordering books online is hurting the sales of
independent bookstores. A better sentence would be: Independent bookstores
are losing business because people order books online. Or Independent
bookstores lose money when people order books online.

kaplan) 55
IELTSMatters.com
 Sharp Writing

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

Practice 7
38. This list could read “reading, skiing, and collecting.” If stamp collect¬
ing isn’t a hobby, that should be made clearer: “George’s hobbies include
reading and skiing. For a living, he collects international stamps.”

39. You can’t compare the flowers to Danson’s shop. “The flowers
from Becker’s were fresher ... than those from Danson’s.” Alternatively,
“Becker’s provides fresher flowers than Danson’s.”

40. The “neither...nor” structure requires parallel elements. “It was nei¬
ther responsible nor respectful to leave the car blocking the way.”

41. grammatical structure

42. comparable or analogous

43. giving them all the same grammatical structure

Answers may vary. The revised portion of the sentence is underlined.

44. At the party, the children stuffed themselves with cake and ice cream
and exhausted themselves with backyard games.

45. Our foundation serves those who have been displaced because of nat¬
ural disasters and those who need shelter from abusive relationships.

56
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

CHAPTER 2 QUIZ

For sentences 1-10, circle T for true or F for false.

1. T F Modifiers are said to dangle when there is nothing in the

sentence for them to modify.

2. T F Pronoun shifts happen when a sentence begins with one

subject and ends with two.

3. T F Use the passive voice when you want to emphasize the

performer of the sentence's action.

4. T F In an inverted sentence, the verb follows the noun.

5. T F Most misplaced modifiers may be corrected by moving

them closer to the word or phrase they are supposed to
modify.

6. T F To correct a run-on sentence, place a comma between the

two independent clauses.

7. T F Most nouns connected by and are treated as

plural.

8. T F Verb tense shifts create a sense of action within a sentence.

9. T F Collective nouns take singular verbs even though they are
made up of a number of individual units.

10. T F Sentence fragments are missing a verb or modifier.

For sentences 11-20, circle C for correct if there are no grammatical

errors, and I for incorrect if there are. If you choose the latter, note the
types of errors.

11. C I The Thomases, the Chius, and Joanne, bored with life in the
country, is moving to the city.

Error types:___

12. C I That store's customer service was great; it helps me find just
what I was looking for.

Error types: ___

KAPLAN) 57
IELTSMatters.com
 Sharp Writing

13. C I Learning to cook, my first dinner party was a

disaster.

Error types:__

14. C I There's nothing like a cold glass of iced tea to refresh me

after a tennis game.

Error types:_

15. C I After trying so many times to rid the computer of adware.

Error types:_

16. C I Flying to the Caribbean, I thought about all the work I was
leaving behind.

Error types:_

17. C I One of my favorite books is The House of Mirth. Edith

Wharton is an incredible writer.

Error types:_

18. C I Why can't you take any of those overdue books back to the
library?

Error types:_

19. C I Quinn bought a CD at the new music store that is at the

top of the charts.

Error types:__

20. C I After Sarah failed to figure out what was wrong, the car
trouble was diagnosed by the mechanic.

Error types:_

58 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 2: Structure, Syntax, and Usage

CHAPTER 2 QUIZ ANSWERS AND EXPLANATIONS

1. True.

2. False. Pronoun shifts are unnecessary changes between singular and

plural; and among first, second, and third person.

3. False. Sentences written in the passive voice do not use the performer
of the action as their subject.

4. False. In an inverted sentence, the noun follows the verb. For exam¬
ple, There are many common grammatical errors. The subject is many
common grammatical errors.

5. True.

6. False. Such a comma is a grammatical error. Two independent clauses

should be joined by an appropriate conjunction, separated by a semicolon,
or divided into two sentences.

7. True.
8. False. Verb tense shifts are typically unnecessary and should be avoid¬
ed unless deliberately changing reference to time periods.

9. True.
10. False. Sentence fragments are missing a subject or verb.

11. Incorrect; subject-verb agreement. The verb should be the plural are,
because the subject is compound, consisting of the Thomases, the Chius,
and Joanne.

12. Incorrect; unnecessary shift. The verb helps should be in the past
tense because the first part of the sentence is in the past (was great) and
there is no reason to change the tense.
13. Incorrect; dangling modifier. The phrase learning to cook has noth¬
ing to modify (the dinner party was not learning to cook).

59
IELTSMatters.com
 Sharp Writing

CHAPTER 2 ANSWERS AND EXPLANATIONS (cont'd)

14. Correct.

15. Incorrect; sentence fragment. There is no subject or verb. This phrase

would function better as a modifier. For example, He gave up after trying
so many times to rid the computer of adware.

16. Correct.

17. Incorrect; run-on sentence. Two independent clauses should not be

joined by a comma; they should be joined by a semicolon or made into two
sentences.

18. Correct.

19. Incorrect; misplaced modifier. The store isn’t at the top of the charts;
the CD is. That modifying phrase should be moved closer the word it mod¬
ifies: At the new music store, Quinn bought a CD that is at the top of the
charts.

20. Incorrect; unnecessary passive voice. The emphasis of the sentence is

on who diagnosed the car trouble. The passive voice instead places empha¬
sis on the problem. The active voice should be used: After Sarah failed to
figure out what was wrong, the mechanic diagnosed the car trouble

60
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 3

Punctuation

BUILDING BLOCK QUIZ

For questions 1-5, determine which underlined portion(s) of each sentence

contains an error (a blank line may indicate missing punctuation).

1. Time was up, however,. Gail still had 20 questions left_ to answer.
(A) (B) (C)

2. Such a small amount of caffeine, shouldn't have any affect on

(A) (B) (C)

your ability to fall asleep tonight.

(D)

3. Chuck felt really bad when Xu Mei started to cry, and he

(A) (B) (C)

decided never to tease her. again.

(D)

4. )ade_ Horace's favorite novel, is being made into a movie.

(A) (B) IQ
starring his favorite actor.

5. By the time the dinner party was over, it was well past
(A)

midnight, and. everyone was exhausted

(B) (C)

KAPLAN) 61
IELTSMatters.com
 Sharp Writing

For questions 6-8, choose the best version of each sentence, if the original
is best, choose (A).

6. Safe popular freedom consists of four things, the diffusion of liberty,

of intelligence, of property, and of conscientiousness. —Joseph Cook
(A) No change
(B) Safe popular freedom consists of four things, the diffusion of:
liberty, intelligence, property, and conscientiousness.
(C) Safe popular freedom consists of four things: the diffusion of
liberty, of intelligence, of property, and of conscientiousness.
(D) Safe popular freedom consists of four things: the diffusion of
liberty; of intelligence; of property; and of conscientiousness.

7. Frank Scully said, "Why not go out on a limb? Isn't that where the
fruit is"?
(A) No change
(B) Frank Scully said: "Why not go out on a limb? Isn't that where
the fruit is"?
(C) Frank Scully said; "Why not go out on a limb? Isn't that where
the fruit is?"
(D) Frank Scully said, "Why not go out on a limb? Isn't that where
the fruit is?"

8. Either I will find a way: or I will make one. —Sir Philip Sidney
(A) No change
(B) Either I will find a way—or I will make one.
(C) Either I will find a way, or I will make one.
(D) Either I will find a way; or I will make one.

For questions 9-10, identify which underlined portion (if any) contains an
error. If there is no error, choose (E)

9. WelL if I have to choose right now, I guess Hi pick^that one

(A) (B) (C)
over there. No error
(D) (E)

62 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

10. The pitcher threw a curve balL Quintero swung with all his
(A) (B)

might]. It was a grand slaml No error

(C) (D) (E)

BUILDING BLOCK QUIZ ANSWERS

AND EXPLANATIONS______

1. A This is a run-on; a comma is not strong enough to separate inde¬

pendent clauses without a coordinating conjunction (however is a con¬
junctive adverb; see chapter 1).

2. C Affect is a verb; effect is a noun and is the correct word for this
sentence.

3. B Bad is an adjective; this sentence needs the adverb badly to mod¬

ify felt.

4. A and B That the novel is Horace’s favorite is not essential to the

sentence, so set it off with commas.

5. A The clause by the time the dinner party was over introduces the
main action of the sentence, so set it off with a comma.

6. C Because the list follows a complete thought, it should be intro¬

duced by a colon, not a comma, (A) and (B). There is no comma in any
of the items in the list, so the items should not be separated by semico¬
lons (D).

7. D Quotations introduced by said should usually be preceded by a

comma, not a colon, (A) and (B), or semicolon (C). (A) and (B) also incor¬
rectly put the question mark outside the quotation marks.

8. B A colon introduces lists, quotations, and explanations; it should

not separate independent clauses (A). (B) and (C) are both correct, either
a comma or a dash effectively separate independent clauses with a coor¬
dinating conjunction. Given the nature of the quotation, however, (B) is
more emphatic and therefore more effective. A semicolon is incorrect
when two clauses are connected by a coordinating conjunction.

9. E There is no error. The ellipsis (...) is correctly used to show hesi¬

tation in speech.

kaplan) 63
IELTSMatters.com
 Sharp Writing

BUILDING BLOCK QUIZ ANSWERS AND EXPLANATIONS (cont'd)

10. C The exclamation point is overused. It is effective after the last

sentence.

THE VALUE OF PUNCTUATION

Writing that is otherwise powerful and clear can be mangled by misplaced

commas, misspelled words, and incorrect capitals—the subjects of this
final section.

Many writers consider punctuation an instrument of torture, but it really is

designed to help express ideas clearly:

a. I know who did it, Winston.

b. I know who did it: Winston.

Punctuation clarifies ideas and signals relationships between them. In a,

the speaker tells Winston that she knows who did it; in b, the speaker says
Winston did it. Effective punctuation can also add vigor, conveying emo¬
tion and tone:

Don’t do that!
That tie is a little ... colorful, don’t you think?

We’ll cover all of punctuation in this chapter; the next chapter will be
devoted to capitalization and spelling.

WHEN TO USE A COMMA _

The comma is the most common punctuation mark; it gently separates

sentence elements from each other or from the main clause. Here are its
seven rules.

1. Between two independent clauses connected by a

coordinating conjunction
Place the comma at the end of the first clause before the coordinating
conjunction. If both clauses are short and there’s no chance for confusion,

64 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

you can omit the comma. On the other hand, you may want to keep that
comma for effect.

Anuj always loved animals, so I’m not surprised that he is a

veterinarian.
I love you and you love me.
I love you, but you don’t love me.

FLASHBACK I_—--

A comma alone isn't strong enough to stand between two

independent clauses; it must be paired with a coordinating
conjunction {and, or, nor, for, so, but and yet).

2. After an introductory word, phrase, or clause

Introductory words, phrases, and clauses are typically adverbs that tell
us the when, where, why, how or under what conditions the action of the
sentence took place. They should always be followed by a comma.

Unfortunately, the roster is already full.

Without a cup of coffee. I’m useless in the morning.

In the last example, a subordinate clause introduces the main clause. But
be careful: a subordinate clause at the beginning of a sentence does not
always serve that function:

Incorrect: Whoever ate mv lunch, is going to pay!

This subordinate clause is the subject of the main clause, so the comma is
wrong.

Practice 1
Insert any necessary commas in the following sentences.

1. I wanted to call you right away but I didn't want to wake you so I
decided to wait until the morning.

2. Whatever you decide I will support you for you are my best friend.

KAPLAN) 65
IELTSMatters.com
 Sharp Writing

3. Between items in a series

Three or more items in a series should be separated by commas. This
includes a comma between the last two items (but not a comma after the
last item). Some consider this penultimate comma optional, but it’s best to
play it safe and use the comma to clearly separate the two items.

The sandhill crane, American alligator, and West Indian manatee

are all endangered Florida wetland species.

When one or more items in the series itself has a comma, use semicolons
to separate the items in the list.

4. Between adjectives that modify the same word

Coordinate adjectives modify the same noun or pronoun; they must be
separated by commas:

The dark, dingy room could use a coat of bright paint.

MEMORY TIP

If you can logically insert the word and between two consecutive
adjectives, there should be a comma between them.

Cumulative adjectives build up to one modifying phrase and do not take

commas:

The light blue paint really brightens the room.

Cumulative: The fierce north wind threatened to knock over the

old bam.

Coordinate: The fierce, steady wind threatened to knock over the

old bam.

Practice 2
Insert any necessary commas in the following sentences.

3. Neither rain nor sleet nor hail nor a plague of grasshoppers will keep
me from Miller's one-day sale.

4. The only thing we had to eat was watery vegetable soup.

66
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

5. To set off nonessential modifiers

Appositives and adjective phrases or clauses should be set off with com¬
mas if they are not essential to the meaning of the sentence.

An appositive is a modifier that defines or renames another noun (much

like a subject complement defines or renames the subject).

Adjective phrase: Henry Ford, openly challenging his own role as a

history maker, once said, “History is bunk.”

Adjective clause: Henry Ford, who is one of the most important

figures in American history, once said, “History
is bunk.”

Appositive: Henry Ford, one of the most important figures in

American history, once said, “History is bunk.”

Essential elements are not set off by commas. Without the information in
the phrase, clause, or appositive, the sentence loses its specific meaning.

The documents signed by Henry Ford fetched $2,000 each at the

auction.

REMEMBER THIS!

Any information that is essential (that limits the meaning of the

sentence) should not be set off by commas.

Practice 3
Insert any necessary commas in the following sentences.

5. My cousin Mikala who has been suffering from back pain for years
swears that acupuncture has cured her.

6. The package that I needed for the meeting had been delivered to the
wrong address.

67
IELTSMatters.com
 Sharp Writing

6. To set off transitional and parenthetical expressions,

question tags, affirmatives and negatives, and mild
interjections

Transitions
Transitional words and phrases link sentences or parts of sentences, show¬
ing the relationship between them (e.g., comparison or cause and effect).

Wolhee’s grandfather, for example, was a master potter in Korea.

Parenthetical expressions
A parenthetical expression offers ancillary information or acts as an after¬
thought that interrupts or concludes the sentence.

The wipers need to be replaced, you know.

Question tags
Question tags are exactly that: questions we tack on to the end of a sentence.

You’re coming with us, aren’t you?

Affirmatives and negatives

Words or phrases indicating acceptance or rejection should also be set off
from the main sentence.

On second thought, no, Haily and Jules would not make good
lab partners.

Mild interjections and other interrupters

Strong interjections stand alone as short sentences ending in an exclama¬
tion point (e.g., Back off!); but mild interjections are usually part of a sen¬
tence and are separated by a comma. Mild or casual interrupters such as
um, like, and well follow the same rule.

Hey, isn’t that Old Man Morrison’s dog running down the street?

68 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

7. To set off quotations, dates, and addresses

Direct address
In a direct address, the specific person being addressed should be set off
by commas.

We should grill Huang since it’s such a nice day outside.

We should grill, Huang, since it’s such a nice day outside.

This is essential for clarity; without the commas, we might grill Huang.

Direct quotation
When you quote someone else’s words, set them off with commas as well
as quotation marks. Indirect quotes should have neither commas nor quo¬
tation marks:

Direct: Omar said^Ted, I really need your help.”

Indirect: Omar told Ted he really needs his help.

Quotations consisting of more than four lines are usually introduced by

colons instead of commas.

REMEMBER THIS!

Direct address and direct quotations get commas; indirect

quotations do not.

Dates
Place commas around the year, unless the date is inverted or only the
month and year are stated:

On February 11. 1998. Lukas was bom.

April 2000 was the rainiest month in this town’s history.

Addresses
Use commas to separate the street from the town, the town from the state
or province, and the state or province from the country.

His mailing address is 2234 Vine Street, Oak Ridge, PA 19042.

KAPLAN) 69
IELTSMatters.com
 Sharp Writing

Practice 4
Insert any necessary commas in the following sentences.

7. We have lots of time to kill Eddie so what should we do?

8. "Please excuse me" Joel said and then he raced out of the room.

9. I met my husband at Waterloo Lounge in Watertown New York in

January 2001.

10. Noam Feighter AIA was the chief architect for the building at 3305
Main Street in Red Rock Arkansas.

SEMICOLON

The semicolon’s form actually reflects its function. Like a period, the
semicolon separates two independent clauses; like a comma, it keeps them
connected.

Between Two Independent Clauses

Two closely related independent clauses can be joined by a semicolon:

The polls suggest we are losing ground with young voters^

however, our level of support from all other demographic groups
remains strong.

FLASHBACK L----—.-
Common conjunctive adverbs include however, therefore, further¬
more, similarly, still, and thus (see chapter 1).

If one clause is independent and the other subordinate, a semicolon will

create a sentence fragment. If the clauses are not closely related, they
should not be connected:

Incorrect: The first Oscars were awarded in 1927; this year, the
nominees for best picture include three historical films.

In this case, even a coordinating conjunction isn’t wise; the best punctua¬
tion between these two sentences is a period.

70 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

Practice 5
Determine whether the semicolon is correct and appropriate in each of
the following sentences.

11. You don't get ulcers from what you eat; you get ulcers from what's
eating you. —Anonymous

12. A failure is not always a mistake; it may simply be the best one can
do under the circumstances. —B.F. Skinner

REMEMBER THIS! I_.....-.—-—.—

Note that the key to correct use of the semicolon is twofold:
(1) both clauses must be independent and (2) the sentences must
be closely related.

When Not to Use a Semicolon

Semicolons are easy to misuse. Do not use a semicolon:

1. Between independent clauses joined by a coordinating conjunction.

Use a comma or change the coordinating conjunction to a conjunc¬
tive adverb.
Incorrect: I usually drink coffee: but today I’m drinking tea.

2. Between a subordinate and independent clause. Semicolons join

grammatically equivalent parts. A subordinate clause and indepen¬
dent clause are not grammatically equal. Use a comma or make
both clauses independent.

Incorrect: Although I usually drink coffee; today I’m

drinking tea.

3. To introduce a list. If there’s any punctuation at all, it should be a

colon (see the next section).
Incorrect: Bela’s list of favorite bands includes; Coldplay;
Ween; and Crosby, Stills, Nash, and Young.

KAPLAN) 71
IELTSMatters.com
 Sharp Writing

Practice 6
Determine whether each space should be filled by a comma or a
semicolon, or left blank.

13. Never be haughty to the humble_ never be humble to the haughty.

—Jefferson Davis

14. It's great to be great_ but it's greater to be human. —Will Rogers

COLON

The colon’s main function is to introduce quotations, lists, summaries, or

explanations.

Introducing Quotations
Quotations introduced by an independent clause should be preceded by a
colon.

According to Maria Tatar, the power of fairy tales lies in their ability
to help us cope: “Fairy tales register an effort to develop maps for
coping with personal anxieties.”

If the quotation is introduced by a phrase or subordinate clause, use a

comma if necessary; otherwise, no punctuation is needed.

According to Maria Tatar, “[f]airy tales register an effort to develop

maps for coping with personal anxieties.”
Maria Tatar states that “[f]airy tales register an effort to develop
maps for coping with personal anxieties.”

If the quotation is introduced with said or other words of dialogue, use a

comma, not a colon, even if the introduction is a full sentence.

Incorrect: Professor Grimes said: “Pay particular attention to word

choice in this poem.”

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

Introducing Lists
If a list is introduced by an independent clause, separate the clause and list
with a colon:

Be sure to pack the following items: a sleeping bag, a flashlight,

bug spray, and a canteen.

However, do not use a colon to introduce

1. a series of objects or complements following a verb,

2. a series of objects following a preposition, or
3. a list introduced by such as, including, or for example (these words
already introduce, so a colon is redundant).

Practice 7
Determine whether the colons in the following sentences are correct.

15. Henry L. Doherty said: "It is the studying that you do after your
school days that really counts."

16. According to Henry L. Doherty: "It is the studying that you do after
your school days that really counts."

Introducing Summaries or Explanations

Use a colon to introduce a word, phrase, or clause that summarizes or
explains the preceding sentence. When what follows a colon is a complete
clause, the first letter should be capitalized.

The Allies’ mission was twofold: to halt the advance of German

troops near the capital and to open up a safe supply route to the city.

If you smoke, I have but one word of advice: Quit.

Don’t insert a colon before a summary or explanation that is a subject

complement.

Incorrect: Luck is: an accident that happens to the competent.

—Albert M. Greenfield

KAPLAN) 73
IELTSMatters.com
 Sharp Writing

Practice 8
Correct any colon, semicolon, or comma errors in the following
sentences.

17. The tongue is: more to be feared than the sword.

—Japanese proverb

18. Experience is the worst teacher, it gives the test before presenting
the lesson. —Vernon Law

DASH

A favorite punctuation mark of many writers, the dash is often used in places
where a comma, semicolon, colon, or parenthesis would also be correct.

We were alone—all alone at last—and I was too nervous to tell her

how I feel.
We were alone, all alone at last, and I was too nervous to tell her how
I feel.

The dashes emphasize the writer’s emotions; the commas are correct, but
deflating. Don’t overuse the dash: that defeats its purpose and makes your
writing choppy.

To Set off Appositives with Commas

Appositives—nouns or noun phrases that rename nearby nouns—should
generally be set off by commas. But if an appositive contains commas,
use dashes.

Everything that I’d packed—my suitcases, my golf clubs, and a box

of presents—was lost by the airline.

Practice 9
Correct any inappropriate uses of the dash in the following sentences.

19. You do not lead by hitting people over the head—that's assault, not
leadership. —Dwight D. Eisenhower

20. Conscience is the inner voice that warns us—that someone may be
looking. —HI. Mencken

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

QUOTATION MARKS

Quotation marks have three main functions:

To Set Off Direct Quotations

Any direct quotation—of a person, book, article, song, etc.—should be
enclosed in quotation marks.

Eric Hoffer said, “We lie loudest when we lie to ourselves.”

Direct vs. Indirect Quotations

Be sure to distinguish between direct and indirect quotations. Indirect quo¬
tations are not enclosed in quotation marks.

Direct: Ivy said, “Did you know a ten-minute shower uses 50

gallons of water?”
Indirect: According to Ivy, a ten-minute shower uses 50 gallons
of water.

Long Quotations
When quoting poetry or prose and the quotation is more than four full
lines of text or more than three lines of poetry, omit the quotation marks.
Instead, indent the quotation.

In Anne Sexton’s version of “Little Red Riding Hood,” deception

itself, not the wolf, is the true villain:

The wolf, they decided, was too mean

to be simply shot so they filled his belly
with large stones and sewed him up.
He was as heavy as a cemetery
and when he woke up and tried to run off
he fell over dead. Killed by his own weight.
Many a deception ends on such a note.

Quotations within Quotations

A quotation that appears within a quotation is set off using single quotes.

In his August 2003 article in The Nation, Joe Conason explains the
term “compassionate conservative”: “‘Compassionate’ softens con¬
servative,’ a word that tends to be associated with smug stinginess.”

75
IELTSMatters.com
 Sharp Writing

Practice 70
Correct any quotation mark errors in the following sentences.

21. According to Juanita Lawes, "Frankenstein's greatest error was

not in creating the creature but in abandoning him, leaving him
a "miserable wretch" forever."

22. Piu said "his favorite novel is Frankenstein."

Around Titles
Titles of short works or portions of long works should appear in quota¬
tion marks. Short works include: newspaper and magazine articles, short
stories, poems, chapters or sections of books, songs, episodes of television
or radio programs.

Thus, the title of Bob Dylan’s song “Tangled Up in Blue” should be

in quotation marks while the album title, Blood on the Tracks, belongs
in italics.

Quotation Marks and Other Punctuation Marks

One common area of confusion is where to place other punctuation marks
when you have a quotation. Fortunately, there are only two rules:

1. In American usage, periods and commas always go inside the quo¬

tation marks.

“I need a new job,” Juno said. “This one is driving me crazy.”

2. Colons, semicolons, dashes, question marks and exclamation marks

go inside if they are part of the quotation and outside if they apply
to the whole sentence.

Colin said excitedly, “There it is!”—and there it was, barely vis¬

ible: the Statue of Liberty.

Hamson wrote, “Dear Jane: I cannot tell you how deeply you
hurt me”; then he tore up the paper and threw it away, deciding
it was best to speak to Jane in person.

76
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

Practice 11
Insert quotation marks where needed in the following sentences.

23. Read Chapter 3: Invertebrates for next class.

24. The Love Song of J. Alfred Prufrock is one ofT. S. Eliot's most
famous poems.

END MARKS _

The Period
All sentences except direct questions and exclamations should end in
a period.

Statement: It’s getting late.

Statement: Gdza wants to know if you’re ready to go.
(indirect question)

The Question Mark

A direct question should be followed by a question mark. If you have a
series of questions, each question can be followed by a question mark,
even if each question is not a complete sentence.

Indirect: Cameron asked who is in charge around here.

Direct: “Who is in charge around here?” Cameron asked.
Series: Did you pack your pajamas? Your toothbrush?
Your medication?

REMEMBER THIS!

Only use question marks for direct questions.

The Exclamation Point

Genuine exclamations—words, phrases, or clauses that express strong
emotions or forceful commands—take the exclamation point as their
end mark.

kaplan) 77
IELTSMatters.com
 Sharp Writing

This is the most exciting day of my life!

“Duck!” Melinda yelled as Chet threw an icy snowball toward
my head.

In the second example, the quotation gets the exclamation point, not the
entire sentence—and the exclamation point is inside the quotation marks.

Don’t overuse the exclamation point. It is generally considered informal

(commonly used in comic strips, for example), and overuse will reduce the
impact of true exclamations.

Practice 12
Correct any errors in end mark punctuation in the sentences below.

25. You don't know where you're going, do you.

26. Juanita asked me whether I thought it was a good idea?

f FI ASHRArif 1

Remember, end marks go inside quotation marks.

Periods in Abbreviations
The period is also used in many abbreviations.

Period(s)

Social titles: Time references:

Mr., Mrs., Ms., Jr., Sr. B.C., B.C.E., A.D.; a.m.
Professional titles or rank: Latin abbreviations:
Dr., R.N., D.D.S., Sgt. i.e., e,g., vs., et al., etc.
Academic titles: Quantities or measurements:
B.A., M.A., Ph.D. lb., in., oz., no.

No Period(s)

State names: Organization names:

PA, CA, TX UN, FTC, NASA, NAACP, CIA

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

There are no spaces after the periods in abbreviations. When in doubt

about an abbreviation, consult a dictionary or style guide. Here are some
notes on using abbreviations correctly:

1. If a sentence ends in an abbreviation that uses a period, do not add

another period.

Incorrect: Someday, I will be Bakhtan Balarasan, Ph.D..

2. Do not abbreviate titles unless they appear with a name.

Incorrect: My dr. said I should stay in bed for about a week.

Correct: My doctor said I should stay in bed for about a

week.

3. To use an abbreviation that isn’t familiar to your readers, write out

the full word(s) followed by the abbreviation in parentheses; there¬
after you may use the abbreviation.

Incorrect: The AFWA reports an unusual weather pattern

over the North Pole.

Correct: The Air Force Weather Agency (AFWA) reports

an unusual weather pattern over the North Pole.

4. Use time and number abbreviations only with specific numbers.

Incorrect: Kobe wakes early every a.m.

Correct: Kobe wakes at 6 a.m. every morning.

5. Avoid informal abbreviations of days of the week, months, mea¬

surements, names, states, company names, and academic subjects.

Incorrect: Ty Bros. Co. has a big Xmas sale each Dec,

Correct: Ty Brothers Company has a big Christmas sale

each December.

Practice 13
Correct any errors in abbreviations in the following sentences.

27. Tamar earned her BS degree in just three yrs.

28. Maj Wrubleski has a reputation for being especially tough on

new recruits.

kaplan) 79
IELTSMatters.com
 Sharp Writing

THE APOSTROPHE _____

The apostrophe has two uses you know well: to show possession and
omission.

Possessives
Most nouns and indefinite pronouns (e.g., someone, anybody) show pos¬
session by adding the apostrophe and -s.

Uncle Ming’s homemade dumplings were the hit of the party.

Nouns ending in -s
For singular nouns ending in -s, add both the apostrophe and -s unless the
pronunciation will be awkward.

The witness’s statement sounded forced.

For plural nouns ending in -s, only add the apostrophe.

The witnesses’ statements corroborated the defendant’s story.

Joint possession and compound nouns

When two or more nouns share possession of an item, add the apostrophe
only to the last noun. However, if each individual possesses the item, show
possession for each noun.

Individual: Roxanne’s and Ravi’s dogs won prizes in the dog show.
[Roxanne and Ravi each own dogs.]

Joint: Roxanne and Ravi’s dogs won prizes in the dog show.
[Roxanne and Ravi jointly own the dogs.]

To Show Omission
Use the apostrophe when you omit one or more letters from a word or
numbers from a date.

I can’t believe you’re going without me.

Say what you like about disco; I still love the music of the ‘70s.

80 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

Incorrect Uses
Avoid the following common misuses of the apostrophe.

1. To form plurals. Plurals are formed only with -s (or -es)—not

with an apostrophe.
Incorrect: The dog’s chased the cat up the tree.

2. With possessive pronouns. The possessive pronouns (mine, yours,

his, whose, etc.) already show possession; to add an apostrophe is
both incorrect and redundant (see chapters 1 and 14).

Incorrect: Is this jacket vour’s or her’s?

3. With plural numbers and letters. Don’t use the apostrophe to

make plural numbers and letters. Use only the plural -s or -es for
numbers. To make a letter plural, italicize or capitalize the letter
and add -s or -es unless the result is a word. In that case, use the
apostrophe to prevent confusion.

Incorrect: There are two 10’s missing from this deck of cards.
Correct: There are two 10s missing from this deck of cards.
Incorrect: Both of the M’s had faded, so the sign read “Toy’s”
instead of “Tommy’s.”
Correct: Both of the Ms had faded, so the sign read “Toy’s”
instead of “Tommy’s.”
Correct: There are four Ps and four sis in Mississippi.
[Without the apostrophe, readers might mistake is for
is; use the apostrophe for both letters for consistency.]

Practice 14
Correct any apostrophe errors in the following sentences.

29. Alanas resume is very impressive, isnt it?

30. The 1980's is known as the "me" decade.

81
IELTSMatters.com
 Sharp Writing

ALL THE REST

Parentheses
Parentheses set off information that is supplemental or tangential—a
minor example, a digression, an afterthought. Parentheses are also used
for numbering items in a list as well as for citation material.

My brother has many nicknames (including Bullfrog, Tadpole,

and T-Man, to name a few), but he only ever answers to the
name Eugene.
Which would you rather have: (a) $1,000,000 in one lump sum or
(b) $100,000 a year for life?
The fiscal crisis that ensued was due “solely to the greed of a few
top managers” (Jacobs 113).

Formal writing should contain few parenthetical thoughts. As you revise,

see how many of your parenthetical ideas can be worked into the text or
omitted.

Brackets ([ ])
Brackets indicate that you have added words to, or changed words in, a
quotation. Brackets also indicate stage directions in a play. As you’ve seen
over and over in this text, brackets can also set off special instructions or
explanations.

Practice 15
Correct any errors in the use of parentheses or brackets in the following
sentences.

31. Do you want to 1. go to the movies, 2. go out to dinner, or 3. both?

32. In the final scene, Joy [crying softly] confesses to Hitch (her dying
son), "Dylan (Hitch's coach) is your real father, and he's loved you
more than you'll ever know."

Ellipsis (...)
Ellipsis has two uses: (1) to indicate that you have deleted one or more
words from a quotation and (2) to indicate hesitation, interruption, or

82 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

unfinished thought in speech. (If you delete a full sentence or more from a
quotation, use an additional period after the ellipsis.)

SUMMARY

DO use a comma:

1. between two independent clauses connected by a coordinating

conjunction
2. after an introductory word, phrase, or clause
3. between items in a series
4. between adjectives that modify the same word
5. to set off nonessential modifiers
6. to set off transitional and parenthetical expressions, question tags,
affirmatives and negatives, and mild interjections
7. to set off a direct address or direct quotation
8. to separate parts of dates, numbers, addresses, and titles
9. as needed to prevent confusion.

Semicolons are used primarily to separate independent clauses that are

closely related. They can be connected with or without a transitional word
or phrase.

Colons have three major functions: to introduce quotations, lists, and sum¬
maries or explanations that are introduced by an independent clause. If the
quotation is introduced by said, use a comma. Never use a colon between
a verb and its objects or complement, between a preposition and its object,
or after such as, including, and for example.

Minor functions of the colon include separating a salutation from the

body of the letter, separating hours and minutes, showing ratios or pro¬
portions, separating titles and subtitles, and separating city and publisher
in a bibliography.

The dash sets off words, phrases or clauses for emphasis. It should be used
sparingly, only when an idea really deserves to be set off.

Finally, quotation marks set off direct quotations, titles of short works,
and words being used in a special way within sentences. Long quotations

KAPLAN) 83
IELTSMatters.com
 Sharp Writing

should be indented and quotation marks omitted. If you have a quotation

within a quotation, use single quotation marks (‘) for the internal quota¬
tion. Periods and commas always go inside quotation marks; semicolons,
colons, dashes, question marks, and exclamation points go inside the quo¬
tation marks only if they are part of the quotation.

Most sentences should end in a period. A sentence that asks a direct

question should end in a question mark. Sentences that express strong
emotion (e.g., interjections) or forceful commands should end in an
exclamation point.

Periods are used in many abbreviations. In general, abbreviations of

social, professional, and academic titles; time references; Latin abbrevi¬
ations; and quantities or measurements should have periods. Sentences
ending in an abbreviation with a period do not take another period. Titles
should only be abbreviated if used with names. Unfamiliar abbreviations
should be written out first, with the abbreviation in parentheses. Time and
number abbreviations should only be used with specific numbers, and
informal abbreviations (e.g., Mon. or phys. ed.) should be avoided.

Apostrophes show possession and omission. To show possession, add an

apostrophe and -s (if the noun is plural and ends in -s, or if adding -s to
a singular noun ending in -s makes an awkward pronunciation, add only
the apostrophe). To show joint possession, add the apostrophe only to the
last noun. Do not use the apostrophe to make plurals or with possessive
pronouns, except to prevent confusion.

Parentheses set off supplemental or tangential information. Brackets

indicate added words or changed words in a quotation, and set off stage
directions in a play.

Ellipsis indicates omitted words in a quotation, or hesitation or interrup¬

tion in speech.

Practice: On Your Own

Choose a magazine or book and look for examples of each comma rule.
You can also search for examples of superfluous commas. Check samples
of your own writing, letters you receive, or websites such as blogs.

84 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

PRACTICE ANSWERS AND EXPLANATIONS

Practice 1
1. I wanted to call you right away, but I didn’t want to wake you, so I
decided to wait until the morning. [Comma between independent clauses;
it would be acceptable to omit the first comma as both clauses are short.]

2. Whatever you decide, I will support you, for you are my best friend.
[Comma after the introductory clause and between the two independent
clauses]

Practice 2
3. Neither rain, nor sleet, nor hail, nor a plague of grasshoppers will keep
me from Miller’s one-day sale. [Comma between items in the series]

4. The only thing we had to eat was watery vegetable soup. [No comma
between cumulative adjectives; vegetable describes soup]

Practice 3
5. My cousin Mikala, who has been suffering from back pain for years,
swears that acupuncture has cured her. [Commas around nonessential
clause]

6. The package that I needed for the meeting had been delivered to the
wrong address. [No comma; the clause is essential]

Practice 4
7. We have lots of time to kill, Eddie, so what should we do? [Commas
around direct address and between independent clauses]

8. “Please excuse me,” Joel said, and then he raced out of the room.
[Comma after direct quotation and between independent clauses]

9. I met my husband at Waterloo Lounge in Watertown, New York, in

January 2001. [Commas around the state; no comma between month and
year when no day is included]

IELTSMatters.com
 Sharp Writing

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

10. Noam Feighter, AIA, was the chief architect for the building at 3305
Main Street in Red Rock, Arkansas. [Commas around title and between
town and state]

Practice 5
11. Yes. Both clauses are independent and directly related.

12. Yes. Both clauses are independent and directly related.

Practice 6
13. Semicolon. Both clauses are independent and there is no coordinat¬
ing conjunction, so a comma would create a sentence fragment.

14. Comma. The independent clauses are connected by a coordinating

conjunction, so a comma is the correct punctuation mark.

Practice 7
15. No. Use a comma with the he said construction.

16. No. The introduction is only a phrase, so the punctuation mark should
be a comma.

Practice 8
17. Delete the colon; do not use a colon to introduce an explanation that
is a subject complement.

18. The comma creates a sentence fragment because it stands alone

between two independent clauses. A semicolon would be correct since
the clauses are closely related. A colon is even more correct as the second
clause explains the first (telling us why experience is the worst teacher).

Practice 9
19. The dash is appropriate.

20. The dash is unnecessary. Why separate the subordinate clause? It is

especially awkward because the clause is essential to the sentence.

86 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

Practice 10
21. The quotation marks around miserable wretch and become linked to
the chain of existence should be single quotation marks (‘) since they are
quotations within a quotation.

22. This is an indirect quotation, so there shouldn’t be any quotation

marks.

Practice 11
23. Read “Chapter 3: Invertebrates” for next class.

24. “The Love Song of J. Alfred Prufrock” is one of T. S. Eliot’s most

famous poems.

Practice 12
25. You don’t know where you’re going, do you? [This is a direct ques¬
tion and should end in a question mark. (Note the comma setting off the
question tag.)]

26. Juanita asked me whether I thought it was a good idea. [This is a

statement, not a question, so it should end in a period.]

Practice 13
27. Tamar earned her B.S. degree in just three years. [Use periods in
academia degrees and avoid informal abbreviations.]

28. Mai. Wrubleski has a reputation for being especially tough on new
recruits. [Use periods for title abbreviations.]

Practice 14
29. Alana’s resume is very impressive, isn’t it? [Alana s is possessive,
not plural; isn’t is a contraction needing an apostrophe.]

30. The 1980s is known as the “me” decade. [No apostrophes for decades
or other numbers.]

IELTSMatters.com
 Sharp Writing

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

Practice 15

31. Do you want to (1) go to the movies, (2) go out to dinner, or (3) both?
[Put parentheses around the numbers; the periods create confusion.]

32. In the final scene, Joy, crying softly, confesses to Hitch, her dying
son, “Dylan [Hitch’s teacher] is your real father, and he’s loved you more
than you’ll ever know.” [The brackets are incorrect; though the sentence
discusses a play, these are not stage directions. The first parentheses can
be replaced by commas for an appositive. The parentheses in the quotation
should be brackets.]

CHAPTER 3 QUIZ_

For questions 1-3, determine where in the sentence a comma(s) needs

to be placed.

1. A kiss can be_ a comma, a question mark_ or an exclamation

(A) (B) (C)

point. —Mistinguett

2. That_ must be fine_ for_ I don't understand a word. —Moliere

(A) (B) (C)

3. All meanings, we know, depend, on the key of interpretation.

(A) (B) (C)
— George Eliot

For questions 4-5, determine which commas, if any, are superfluous.

4. Is it possible for contestants on a reality show,, to be themselves,.

(A) (B)
or are they always acting?", Joachim asked.
(C)

88 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

5. With tears in his eyes,, the defendant told the jurors,, he was
(A) (B)
deeply sorry^ for what he'd done.
(C)

For questions 6-13, is the punctuation correct in each of the following?

How might you improve it?

6. Life is the greatest bargain, we get it for nothing. —Yiddish proverb

7. Doing what you like is freedom, liking what you do is happiness.

— Frank Tyger

8. Some people grow under responsibility: others merely swell.

—Carl Hubbell

9. Never mind your happiness, do your duty.—Will Durant

10. What did Lindsay mean when she said "We need to take a break?"

11. The editorial Justice for Mall is worth reading.

12. Never to have changed—what a pitiable thing of which to boast!

—Johann Wolfgang von Goethe

13. If you look closely, you will see, that the numbers increase at a
ratio of 1-3.

For questions 14—20,dentify which change, if any, is needed to correct

each sentence.

14. Our cat UFO (short for Unique Feline Organism) licked it's paws
and curled up on the pillow, purring contentedly.

(A) Put UFO in the parentheses.

(B) Change it's to its.

(C) Change paws to paw's.
(D) Insert periods in UFO.

(E) No change

89
IELTSMatters.com
 Sharp Writing

15. Dear Mr. Holmes: Enclosed please find a copy of my invoice from
Sept. Please remit ASAP as the invoice is now several months past
due. Thx.

(A) Write out Sept, ASAP, and Thx.

(B) Write out only ASAP.
(C) Insert periods between letters in ASAP.
(D) Change Thx to thank you.
(E) No change

16. Carlito tried to open the door, but it was locked! So was the other
one! How was he going to get out?

(A) Change the question mark to an exclamation mark.

(B) Change the first exclamation point to a period.
(C) Change both exclamation points to periods.
(D) Change both exclamation points to question marks.
(E) No change

17. I want a car that gets at least 18 m.p.g. and that I can finance at a
reasonable APR.

(A) Change APR to A.PR.

(B) Change m.p.g. to mpg.
(C) Change APR to A.PR. and add a period at the end of the
sentence.
(D) Change m.p.g. to miles per gallon and APR to rate.
(E) No change

18. After surveying both crime scenes, Det. Mombasa had no doubt
that the two robberies were the work of the same thief.

(A) Change Det. to det.

(B) Change Det. to detective.
(C) Change scenes to scene's.
(D) Change were to we're.
(E) No change

90
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

19. "We're goin fishin," Bubba said "Do you wanna come?"

(A) Move the comma outside the quotation mark.

(B) Add apostrophes to the end of goin and fishin.
(C) Delete the apostrophe in we're.
(D) Move the question mark outside the quotation mark.
(E) No change

20. "Giles needs to take his p.m. medicine," Patricia told the R.N.
on duty.

(A) Change p.m. to evening and R.N. to nurse.

(B) Change p.m. to pm and R.N. to RN.
(C) Change p.m. to P.M.
(D) Move the comma outside of the quotation mark.

(E) No change

CHAPTER 3 QUIZ ANSWERS AND EXPLANATIONS

1. B and C Items in a series should be set off by commas.

2. B Insert a comma between independent clauses connected by a

coordinating conjunction.

3. A and B The parenthetical expression we know interrupts the sen¬

tence and should be set off by commas.

4. A and C (A) has a superfluous comma between a subject and verb.

(C) is an unnecessary comma after a question mark. The second comma
correctly separates independent clauses connected by a coordinating con¬
junction.

5. B and C The clause he was deeply sorry should not be set off by
commas; it serves as the object (B). The comma between sorry and for (C)
unnecessarily sets off the prepositional phrase. The first comma sets off an
introductory phrase.

6. The colon correctly sets off the explanation for why life “is the great¬
est bargain.” Life is the greatest bargain: we get it for nothing.

KAPLAN) 91
IELTSMatters.com
 Sharp Writing

CHAPTER 3 QUIZ ANSWERS AND EXPLANATIONS (cont'd)

7. The two independent clauses are closely related and should be con¬
nected by a semicolon. Doing what you like is freedom; liking what you do
is happiness.

8. These two independent clauses are also closely related and should be
separated by a semicolon. Some people grow under responsibility; others
merely swell.

9. Again, the two independent clauses are closely related and should be
connected by a semicolon. A pair of dashes would make the quotation
choppy. Never mind your happiness; do your duty.

10. The direct quotation should be introduced by a comma and enclosed

in quotation marks. The question mark is part of the whole sentence and
should be outside the quotation marks. What did Lindsay mean when she
said, “We need to take a break”?

11. The title of the editorial should be enclosed in quotation marks. The
title is essential to the meaning of the sentence so it should not be set off
by commas. The editorial “Justice for Mall” is worth reading.

12. No correction needed. The dash effectively sets off the introduc¬
tion from the main clause. The exclamation point suggests that the dash is
ideal, indicating emotion.

13. The introductory clause needs to be set off by a comma, but the
comma after see and the object (the that clause) is incorrect. The ratio is
correctly expressed by a colon between the numbers. If you look closely,
you will see that the numbers increase at a ratio of 1:3.

14. B The cat’s name is UFO—it’s not an abbreviation. The error in

this sentence is it’s, the contraction for it is (see Chapter 14).

15. A All three of these informal abbreviations should be written out.

16. C None of these sentences are strong enough to warrant an excla¬

mation point. The question mark at the end of the third sentence, a direct
question, is correct.

17. D Both of these informal abbreviations should be written out.

92 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 3: Punctuation

CHAPTER 3 QUIZ ANSWERS AND EXPLANATIONS (cont'd)

18. E This sentence is correct.

19. B Both goin and fishin are missing the final g; mark this omission
with an apostrophe.

20. A Don’t use p.m. except with a specific time. Don’t abbreviate
titles unless used with a name.

93
IELTSMatters.com
 ■

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 4

Spelling, Capitalization,
and Italics

BUILDING BLOCK QUIZ

Start with this 10-question Building Block Quiz. The first few questions
test material you’ve already seen.

Determine which underlined portion, if any, contains an error in

grammar, mechanics, or style. If there is no error, choose E.

1. I think |fs an ingenuous idea, Shashi; however^ I don't think

(A) (B) (C) (D)

it's very practical. No error

(E)

2. Here's an interesting fact for you: more deer are killed by

(A) (B)
drivers each year than by hunter's. No error
(C) (D) (E)

3 If you think Americans are not wasteful, think again: We use

(A) (B)
more than 67 million tons of paper each year—that's 580 Jbs,
(C)

per person! No error

(D)

KAPLAN) 95
IELTSMatters.com
 Sharp Writing

4. The highest point in Ohio is said to be mount rumpke, a

(A)
"mountain" that is really a giant landfill owned by Rumpke,
(B)
one of the largest waste and recycling companies in the
(C) (D)
nation. No error
(E)

5. Steven Siegel's massive sculpture Scale appears at first to be a giant

(A) (B)
block of stone, but it is really composed of 20,000 pounds of
(C)
recycled newspaper that will eventually begin to degrade. No error
(D) (E)

6. Siegel's sculpture is on permanent display at the Sculpture Garden

(A) (B)
of the Abington art center in Jenkintown,. Pennsylvania No error
(C) (D) (E)

7. Neither option is desireable. but if we have no other choice, then

(A) (B) (C)
we should take Johnson's advice and reallocate our funds. No error
(D) (E)

8. While many over the counter cold remedies are safe during
(A) (B)
pregnant women should always consult their doctor before taking
(C) (D)
any medication. No error
(E)

9. Elise is bidding on a coop in the new Mver Building downtown.

(A) (B) (C)
but she is worried that she will end up in a bidding war. No error
(D) (E)

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 4: Spelling, Capitalization, and Italics

10. The secretarvs in the office have filed a joint complaint alleging
(A) (B)
sexual harassment by several top managers at the firm. No error
(C) (D) (E)

BUILDING BLOCK QUIZ ANSWERS

AND EXPLANATIONS

1. B Ingenious is the correct word in this context, not ingenuous.

2. D Hunters should be plural, not possessive; delete the apostrophe.

3. D The informal abbreviation lbs. is inappropriate and should be

written out.

4. A The proper noun Mount Rumpke should be capitalized.

5. B The title of the sculpture Scale should be italicized.

6. C The name of a specific place should be capitalized: Abington Art

Center.

7. B The e in desire should be dropped when adding a suffix begin¬

ning with a vowel.

8. A The words over the counter work together to form one modifier
for cold remedies, so they should be hyphenated: over-the-counter.

9. A Coop should be hyphenated—co-op—to differentiate it from coop.

10. A When forming the plural of words ending in -y, if the y is pre¬
ceded by a consonant, change the y to ie before adding -5.

SPELLING . ..

English spelling may seem illogical or haphazard, but there are a few pow¬
erful rules.

General Rules
Rule 1:1 before e except after c, unless the sound is a or i.

I before e: relief, achieve, believe, lien, field, chief, mischief,

friend, thief

KAPLAN) 97
IELTSMatters.com
 Sharp Writing

Except after c: deceive, conceive, receive

Unless the sound is a or i: eight, veil, height, weight, neighbor

There are numerous exceptions, including either and neither (for those
who pronounce those words with a long e sound instead of an i sound),
counterfeit, caffeine, weird, foreign, seize, protein, skein, leisure, science,
and conscience.

Rule 2: Form plurals of most words by adding -s.

Add -es to nouns ending in -s, -sh, -ch, and -x. For most nouns ending in
/, change the/to a v before adding -es.

letters foxes wishes thieves

Rule 3: Form plurals of hyphenated words by adding the -s to the

main word.

editors-in-chief forget-me-nots

Rule 4: Form plurals of most words derived from foreign languages as

they would in their original language.

-um —> -a medium —»media

-us —»-i alumnus —»alumni
-a —»-ae vertebra —> vertebrae
-sis —»-ses hypothesis —> hypotheses
-on —»-a criterion —»criteria

Rule 5: If a word ends in a silent -e, drop the e if adding a suffix that
begins with a vowel. Keep the e if the suffix begins with a con¬
sonant.

live —»living, lively erase —» erased, erasure

Exceptions include argument, truly, and changeable.

Rule 6: If a word ends in -y that is preceded by a consonant, change

the y to ie when adding -s or -d. If the y is preceded by a
vowel, keep the y.

chutney —» chutneys lily —> lilies

Exceptions include proper names ending in -y (e.g., Mahonys).

98 KAPLAN
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 4: Spelling, Capitalization, and Italics

Rule 7: If the stress falls on the final syllable and the final vowel is
short, double the consonant when adding a suffix beginning
with a vowel.

If the consonant is a c, use ck instead of doubling the c.

Double Don’t Double

hop —> hopped hope —> hoped
fat —> fatten fate —> fated
occur —» occurrence label —> labeled
panic —> panicked reveal—> revealing

REMEMBER THIS! 1---— .

Double the final consonant when adding a suffix if the preceding

vowel needs to be kept short.

Practice 1
Circle the correct spelling of the word in parentheses in each sentence.

1. These ( merry-go-rounds / merries-go-round ) were built in the

late 1800s.

2. The most important ( criteria / criterions) for the award are

originality and effectiveness of design.

3. We must remain in the shelter while the flood waters are

(recedeing/ receding).

Hyphenation
Here are the half-dozen rules for proper hyphen use.

Rule 1: Use hyphens to connect some compound nouns.

Some compound nouns are hyphenated, others are not; some are com¬
bined into one word, others stay as two separate words. When in doubt,
consult a dictionary.

compound, hyphenated: mother-in-law, cross-examination

compound, one word: roommate, pigtail, sunlight
compound, separate words: test tube, right of way

kaplan) 99
IELTSMatters.com
 Sharp Writing

Rule 2: Use hyphens to connect words functioning together as a

modifier.

When two or more words work together to create one modifier for a noun
or pronoun that follows them, hyphenate them. Do not use hyphens when
they follow the noun.

Correct: Charlise is a well-known photographer.

Incorrect: Charlise’s photographs are well known.

Rule 3: Hyphenate the prefixes all-, ex- (when ex- means former)
and self-.

Practicing meditation has made me more self-confident.

The team’s all-out effort game after game led it to the state champi¬
onships.
Chloe’s ex-bovfriend is still devastated by their breakup.

Most other words formed with prefixes do not have hyphens, except if
the second element is capitalized or a number (anti-Semitic, pre-1800s,
mid-May).

Rule 4: Hyphenate fractions and compound numbers from twenty-

one to ninety-nine.

My grandmother turned ninety-five yesterday.

The tank is three-quarters full.

Rule 5: Use hyphens to divide words between syllables at the end of

a line.

Divide words only between syllables. Don’t separate the final syllable
unless it is more than two letters.

Rule 6: Use hyphens as needed to avoid ambiguity or separate awk¬

ward doubling or tripling of letters.

The re-creation of the accident made it clear who was at fault.

This is a non-negotiable offer.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 4: Spelling, Capitalization, and Italics

Practice 2
Insert any necessary hyphens.

4. I made a list of my short and long term goals.

5. Make sure your records are up to date before you register for the fall
semester.

6. The movie tells the story of an excon who falls in love with his
parole officer.

Practice 3
Indicate with a slash where each word could be divided at the end of
a line.

7. egregious

8. microphone

9. stadium

HOMOPHONE MEMORY TIPS 1 .—.

• An arc is curved like a c.

• A censor cuts; a sensor sees.
• You hear with your ear.
• All three words in the phrase whole wide world begin with w.
• The inn is crowded because there are two ns.
• You peer with your two eyes.
• You add -s to form the plural: It's nice to get lots of presents
on your birthday.
• When you were learning to read, you were taught that the gh
in words like taught, caught, and bought is silent.

KAPLAN) 101
IELTSMatters.com
 Sharp Writing

Practice 4
Choose the correct homophone(s) within parentheses.

10. This design is stunning, but I don't think the bridge will be able
to ( bare / bear) ( wait / weight) in the center.

11. If you come over ( hear / here ) you can ( hear / here ) the
noise clearly.

12. I ( kneed / need ) to ( buy / by / bye ) a car by the weekend so I

can get to my ( knew / new ) job on Monday.

A Note About Spell Checkers

If spelling is not your forte, spell checkers in word processing programs
can be a tremendous help. But they do not eliminate the need for proof¬
reading. Both fair and fare are spelled correctly, but only one will be cor¬
rect in context.

Capitalization
Even minor capitalization errors can be disconcerting for readers, so it’s
important to master these dozen rules.

Rule 1: Capitalize proper nouns.

Proper nouns are the specific names of people, places, and things.

Woodrow Wilson Parker Avenue

Bright Eyes Coffee Company La Jolla Public Library

Family titles such as mom and dad should be capitalized only when used
as a proper name (as when you directly address that person):

Correct: My mom is going back to college to finish her degree.

Correct: Hey, Mom, are you really going back to college to finish
your degree?

Rule 2: Capitalize the first word in a sentence.

This applies to email and other online communications too.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 4: Spelling, Capitalization, and Italics

Rule 3: Capitalize the first word of a quoted sentence but not a quoted
word or phrase.

Capitalize: To Divjani, “The intensity with which we

worship celebrities is profoundly disturbing.”

Don’t capitalize: Divjani is “profoundly disturb[ed]” by the

“intensity with which we worship celebrities.”

Rule 4: You may capitalize the first word after a colon if it begins an
independent clause.

But you don’t have to. As always, be consistent; capitalize all independent
clauses after colons or don’t capitalize any.

With capital: Here’s my advice: Be honest, but don’t share

everything.

Without capital: Here’s my advice: be honest, but don’t share

everything.

Rule 5: Capitalize abbreviations for organizations, corporations,

departments and agencies, and radio and television stations.

The FBI was founded in 1908; the CIA was created 40 years
later in 1947.
The program Kids Komer is on WXPN every night at 7:00.
We bought stock in UJB back when the company first started.

Rule 6: Capitalize the first word and all important words in the titles
of publications, movies, songs, and works of art.

Do not capitalize prepositions (e.g., of, for, in) or articles (a, the) except at
the beginning of the title.

Hemingway’s novel For Whom the Bell Tolls takes its title from
John Donne’s poem “Meditation XVII: No Man Is an Island.

My favorite Auguste Rodin sculpture is The Kiss.

Rule 7: Capitalize titles when they precede a name.

Capitalize: Captain Sirico plans to retire at the end of the year.

Don’t capitalize: Sirico has been a captain for 20 years.

IELTSMatters.com
 Sharp Writing

Rule 8: Capitalize the days of the week and months of the year.

The semester ends May 18; I start my internship on the first

Tuesday in June.

Rule 9: Capitalize names of specific places and nouns and adjectives

derived from them.

I’m a New Yorker through and through.

The Toledo Cathedral in Spain is the most amazing building
I’ve ever seen.

Rule 10: Capitalize the names of special events and historical periods,
but not centuries.

The Industrial Revolution began in the late eighteenth century

in Great Britain.
The Academy Awards are held in February or March of each year.

Rule 11: Capitalize the names of countries, specific regions, languages,

and religions, and adjectives derived from them.

According to the latest census, ninety-five percent of Italians are

Roman Catholic.

Rule 12: Capitalize the names of the planets, stars, and other celestial
structures.

The Crab Nebula, which is 6000 light years away, is the remnant of a
supernova explosion that was visible from Earth in 1054.

What Not to Capitalize

• Words used for emphasis. Use italics instead: never rather than
NEVER.
• The names of academic subjects (except languages, specific
regions, and specific courses or departments).

Incorrect: I am majoring in Political Science.

Correct: My Contemporary Political Science class is fasci¬
nating.

104
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 4: Spelling, Capitalization, and Italics

• Seasons: Tomorrow is the first day of spring.

• The first word of an indirect quotation.
Incorrect: Hedy told me that She’s interested in joining our
book group.

Correct: Hedy told me that she’s interested in joining our

book group.

Practice 5
Correct any errors in capitalization in the following sentences.

13. Construction on the new Middle School begins next Month.

14. Take your forms to the financial aid office on the Third Floor in
the Meyer building.
15. The MacAdoo annual flower and art show is coming up in april.

16. The Officer said, "there's an accident ahead; you'll have to turn
around."

ITALICS _

Italics—slanted typeface—and underlining serve the same functions

in writing. Whichever you choose, be consistent. If you can’t italicize
or underline (e.g., in an email program), enclose the text in asterisks or
underscore (e.g., *Looking Ahead* is a fine novel). Here are five rules:

Rule 1: Italicize or underline titles of long or major works.

This includes books, newspapers, magazines, plays, long poems, films,

television and radio programs, musical compositions, works of visual or
performance art, comic strips, software, and websites.

This month’s Home Style magazine has some excellent recipes.

The author of American Mania was recently interviewed on
WHYY’s Radio Times.

Exceptions: Do not italicize or underline the Bible or books of

the Bible, titles of legal documents, or the title of
your own paper when writing an essay.

K a plan) 105
IELTSMatters.com
 Sharp Writing

FLASHBACK

Titles of short works or portions of long works (e.g., a poem or

chapter in a book) should be enclosed in quotation marks.

Rule 2: Italicize or underline foreign words.

DeeDee’s joie de vivre is infectious.

Rule 3: Italicize or underline words used specially or (as you’ve seen

in this chapter) letters used as letters.

The right word here is allusion, not illusion.

Rule 4: Italicize or underline names of ships, trains, aircraft, and

spacecraft.

The Queen Mary II is the largest cruise ship in the world.

The Sputnik II carried the first living creature—a dog—into orbit.

Rule 5: Use italics or underlining to emphasize words or ideas.

As with exclamation points, excessive use of italics or underlining will

detract from the emphasis and be distracting.

Ok, but this is the last time—I mean it!

Practice 6
Circle any words or phrases that should be italicized or underlined.

17. The Italian word for beautiful is bella.

18. The movie Apollo 13 is the true story of the spacecraft Apollo 13.

19. Oh, Anna, I'm so sorry!

20. Only the contraction they're gets an apostrophe, not their or there.

106
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 4: Spelling, Capitalization, and Italics

SUMMARY

General rules for correct spelling include:

1. / before e, except after c, unless the sound is a or i

2. Form the plural of most words by adding -5. Form the plural of
hyphenated words by adding -s to the main word. Form the plural
of most words derived from foreign languages as they would in
their original language.
3. If a word ends in a silent —e, drop the e if adding a suffix that begins
with a vowel. Keep the e if the suffix begins with a consonant.

4. If a word ends in a -y preceded by a consonant, change the y to ie

when adding -5 or -d.
5. If the stress falls on the final syllable and the final vowel is short,
double a final consonant when adding a suffix beginning with a
vowel.

Use a hyphen:

1. to connect some compound nouns (check a dictionary)

2. to connect words functioning together as a modifier

3. after the prefixes all-, ex- (when it means former), and self-

4. for fractions and compound numbers up to ninety-nine

5. to divide words between syllables at the end of a line

6. as needed to avoid ambiguity or awkwardness

Be alert for homophones.

Most people forget to capitalize:

1. the first and all important words in the titles of publications, movies,
songs, and artworks
2. titles when they precede a name, but not if they follow a name or
stand on their own
3. days of the week and months of the year, but not seasons

4. names of special events and historical periods, but not centuries

5. names of the planets, stars, and other celestial bodies and structures

kaplan) 107
IELTSMatters.com
 Sharp Writing

Use italics or underlining for:

1. titles of long or major works (e.g., novels, movies, or newspapers)

2. foreign words

3. words used specially or letters used as letters

4. the names of ships, trains, aircraft, and spacecraft

5. to emphasize words or ideas (but only sparingly)

PRACTICE ANSWERS AND EXPLANATIONS

Practice 1
1. merry-go-rounds

2. criteria

3. receding

Practice 2
4. short-, long-term [short and long both modify term]

5. No hyphens. Up to date follows the noun it modifies, so it isn’t

hyphenated.

6. ex-con

Practice 3
7. e/gre/gious

8. mi/cro/phone

9. sta/dium [don’t break the 2-letter ending]

Practice 4
10. bear, weight

11. here, hear

12. need, buy, new

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 4: Spelling, Capitalization, and Italics

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

Practice 5
13. Construction on the new middle school begins next month.

14. Take your forms to the Financial Aid Office on the third floor in the
Ostermeyer Building.

15. The MacAdoo Annual Flower and Art Show is coming up in April.

16. The officer said, “There’s an accident ahead; you’ll have to turn
around.”

Practice 6
17. The Italian word for beautiful is bella.

18. The movie Apollo 13 is the true story of the spacecraft Apollo 13.

19. Oh, Anna, I’m so sorry! [So could be italicized for emphasis.]

20. Only the contraction they’re gets an apostrophe, not their or there.

CHAPTER 4 QUIZ

Determine which correction, if any, would most improve each sentence.

1. According to Scientists, the typical raindrop falls at the speed of 17

miles per hour.

(A) Change the capital s in Scientists to a lower case s.

(B) Change the comma to a colon.

(C) Change raindrop to rain-drop.
(D) Change miles per hour to miles-per-hour.

(E) No change

KAPLAN) 109
IELTSMatters.com
 Sharp Writing

2. Mothers to be crave nachos more than any other food, including ice
cream and pickles.

(A) Change mothers to be to mothers-to-be.

(B) Capitalize nachos.
(C) Change nachos to nachoes.
(D) Change ice cream to ice-cream.
(E) No change

3. It is officially against the law to burp or sneeze in a Church in

Omaha, Nebraska.

(A) Change against the law to against-the-law.

(B) Change the capital c in Church to a lower case c.
(C) Change the capital o in Omaha to a lower case o.
(D) Change Nebraska to its abbreviation, NE.
(E) No change

4. The eight year old child has already composed two symphonies
that have been critically acclaimed and are being performed by
orchestras around the world.

(A) Change eight year old to eight-year-old.

(B) Change symphonies to symphonys.
(C) Change critically acclaimed to critically-acclaimed.
(D) Change orchestras to orchestra's.
(E) No change

5. The beauty of the California coastline, especially Big Sur, is

unparallelled.

(A) Capitalize coastline.

(B) Italicize Big Sur.
(C) Capitalize unparallelled.
(D) Change unparallelled to unparalleled.
(E) No change

110
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 4: Spelling, Capitalization, and Italics

6. Though you doubt my dedication, I am fully committed to seeing

this project threw.

(A) Capitalize dedication.

(B) Change fully committed to fully-committed.
(C) Change committed to commited.
(D) Change threw to through.
(E) No change

7. Dancing is the raison d'etre for Zelda, who has been studying ballet
since she was three years old.

(A) Change dancing to danceing.

(B) Italicize raison d'etre.
(C) Italicize ballet.
(D) Change three years old to three-years-old.

(E) No change

8. According to www.hookedonfacts.com, "there are more nutrients in

the Cornflakes package than there are in the Cornflakes."

(A) Remove the italics from www.hookedonfacts.com.

(B) Capitalize there.

(C) Change nutrients to nutreints.
(D) Change there to their.
(E) No change

9. After school, we will meet at Zoey's pizza shop to work on our

American History project.

(A) Capitalize we.

(B) Capitalize pizza shop.
(C) Change the capital H in History to a lower case h.

(D) Capitalize project.

(E) No change

KAPLAN) 111
IELTSMatters.com
 Sharp Writing

10. I always seem to spell foreign wrong; either I switch the / and e or
forget the g.

(A) Change foreign to foriegn.

(B) Italicize foreign.
(C) Capitalize foreign.
(D) Capitalize i, e, and g.
(E) No change

11. Tim O'Brien's novel In The Lake Of The Woods won the James
Fenimore Cooper Prize for historical fiction.

(A) Capitalize novel.

(B) Remove italics from In The Lake Of The Woods.
(C) Change In The Lake Of The Woods to In the Lake of the Woods.
(D) Italicize James Fenimore Cooper Prize.
(E) No change

12. A magician's job is to deceive the members of the audience with

slieght of hand.

(A) Capitalize magician.

(B) Change deceive to decieve.
(C) Change audience to audeince.
(D) Change slieght to sleight.
(E) No change

13. We are two thirds of the way to our goal of $450,000 for the new
Greenlawn Children's Library.

(A) Change two thirds to two-thirds.

(B) Italicize $450,000.
(C) Italicize Greenlawn Children's Library.
(D) Change Children's Library to children's library.
(E) No change

112
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 4: Spelling, Capitalization, and Italics

14. Monica firmly believes her son (who just turned two) will become
President of the United States one day.

(A) Change believes to beleives.

(B) Change son to sun.
(C) Change the capital p in President to a lower case p.
(D) Italicize United States.
(E) No change

15. Even though lain is an assistant professor, he is openly

antiintellectual and has alienated many of his colleagues.

(A) Capitalize assistant professor.

(B) Change assistant professor to assistant-professor.
(C) Change antiintellectual to anti-intellectual.
(D) Capitalize colleagues.
(E) No change

16. Prasaad's play Unamerican has caused quite a stir and has
reportedly caught the attention of several major movie studios.

(A) Italicize Unamerican.

(B) Change major movie to major-movie.
(C) Capitalize movie studios.
(D) Change studios to studioes.
(E) No change

17. In Guy de Maupassant's short story "The Necklace," Madame

Loisel borrows and loses what she believes to be a very valueable
necklace.
(A) Italicize The Necklace.
(B) Change loses to looses.
(C) Change believes to beleives.
(D) Change valueable to valuable.
(E) No change

IELTSMatters.com
 Sharp Writing

18. All leaders should remember this quotation by Epicurus: "a man
who causes fear cannot be free from fear."

(A) Change leaders to leader's.

(B) Capitalize leaders.
(C) Capitalize a.
(D) Italicize Epicurus.
(E) No change

19. Oliver was extremly disappointed by the reviews of his first novel,
but that didn't stop him from writing a second, and third, and
fourth...

(A) Change extremly to extremely.

(B) Change reviews to reveiws.
(C) Capitalize novel.
(D) Change writing to writeing.
(E) No change

20. " You are the only person in the whole world that I can trust!" Xavier
exclaimed.

(A) Delete italics from you and only.

(B) Delete all italics.
(C) Italicize trust.
(D) Put the exclamation point outside the quotation mark.
(E) No change

CHAPTER 4 QUIZ ANSWERS AND EXPLANATIONS

1. A The general noun scientists should not be capitalized.

2. A Mothers-to-be should be hyphenated.

3. B The general noun church should not be capitalized.

4. A Eight-year-old is a compound modifier.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 4: Spelling, Capitalization, and Italics

CHAPTER 4 QUIZ ANSWERS AND EXPLANATIONS (cont'd)

5. D The final / shouldn’t be doubled; the stress isn’t on the final

syllable.

6. D Threw is the past tense of throw, through means during the

entirety of.

7. B Foreign words should be italicized.

8. B The first word of a full-sentence quotation should be capitalized.

9. B Pizza shop is part of the title of the company and should be capi¬
talized.

10. B Words used specially should be italicized.

11. C Except as the first word, prepositions and articles in a title

shouldn’t be capitalized.

12. D Sleight is an exception to the i before e rule.

13. A Fractions like two-thirds should be hyphenated.

14. C Titles should only be capitalized if they precede a name.

15. C Hyphenate anti-intellectual to prevent the awkward doubling of

the letter i.

16. A Titles of major works such as plays should be italicized.

17. D The silent e at the end of value should be dropped when adding
a suffix beginning with a vowel.

18. C Since the quotation is a full sentence, its first word should be
capitalized.

19. A The silent e at the end of extreme should not be dropped when
adding a suffix beginning with a consonant.

20. B Use italics for emphasis sparingly; here, the exclamation point
is sufficient, though you might italicize only.

KAPLAN) 115
IELTSMatters.com
 '

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 5

Diction, Clarity, and Tone

Start with this 10-question Building Block Quiz. The first few questions
test material you’ve already seen.

BUILDING BLOCK QUIZ

Circle T for true or F for false for each of the following statements.

1. T F To make the pronoun it a possessive, add an

apostrophe and an s.

2. T F Use a dash to join two independent clauses.

3. T F Adjectives derived from proper names must be capitalized.

4. T F Denotation is the dictionary meaning of a word.

5. T F Use the word can when talking about permission, and the
word may when talking about ability.

6. T F Connotation can change based on context.

7. T F Writers often repeat themselves because if it's worth saying

once, it's worth saying again.

8. T F Cliches and slang add personality to your writing.

9. T F If the reference to a pronoun is unclear, don't use it.

10. T F Use "big" words when you can; they add a formal tone
that's professional yet approachable.

kaplan) 117
IELTSMatters.com
 Sharp Writing

BUILDING BLOCK ANSWERS AND EXPLANATIONS

1. False. An apostrophe is used to create the contraction of it is. The

possessive form of the pronoun is created with the addition of an s.

2. False. Dashes are used to set apart and emphasize parenthetical infor¬
mation, or to highlight something about the items in a list (following
the list). Semicolons are used to join two independent clauses.

3. True.

4. True.

5. False. Can states ability, and may states permission.

6. True.

7. False. It’s better to say it right the first time, and make that the only
time. Writers typically repeat themselves when they aren’t sure of
their message.

8. False. Cliches are boring, and should be eliminated. Use fresh images
instead. Slang should only be used when you are imitating speech.

9. True. Unclear pronoun references can confuse your reader.

10. False. “Big” words are pompous and intended to intimidate or impress
the reader. Strive instead for a less formal, more comfortable syntax
that helps the reader understand your message.

DENOTATION AND CONNOTATION

While writing, you continually make choices about the words you use. It’s
such an integral part of the process that you probably aren’t conscious of
it. Most of these choices are a matter of personal preference and an expres¬
sion of individual style. One writer might describe an event as “incredibly
dull” while another might say it was “tedious.” If the intended message is
conveyed, both choices are valid.

However, there are word choices that can cause problems. In this section,
we’ll explore the importance of paying attention to denotative and connota-
tive meanings. Using the wrong word, or the right word in the wrong con¬
text, can confuse or offend your audience. When you are certain of meaning,
and really pay attention to word choice, your writing speaks more clearly.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

Denotation
The literal, dictionary meaning of a word is known as its denotation. For
most of the words you use—like table, costly, or special—the denotative
meaning is well known. But bacchanal, koan, or salubrious may need a
quick look-up in the dictionary or be left out of your writing. So what is so
important about denotation?

Mistakes can occur when you use words you think you’re sure of, but
you’re not. For most writers using a highly complex and ever-evolving
language like English, there are thousands of words with meanings that
are unclear or unknown. That’s not surprising; English includes more than
800,000 words.

What may be surprising is the number of ordinary words and phrases that
are often used incorrectly. There are three categories of such words: con¬
fused, misused, and substandard. As you read through each category, note
those words that cause you trouble.

Confused Words
There are many pairs (and a few trios) of words that look or sound very
similar but have meanings that are vastly different. As you study the fol¬
lowing list, pay close attention to parts of speech where they are indicated.
Many of the confused words have different functions.

accept is a verb meaning to recognize or agree to; except is either a prepo¬

sition meaning excluding or a conjunction meaning unless.

access is a verb meaning means of approaching; excess is a noun or adjec¬

tive that means extra.

affect is a verb that means to influence; effect as a noun means result;

effect as a verb means to bring about (some kind of change).

all ready is an adjective meaning completely ready; already is an adverb

meaning previously.

ascent is a noun meaning a climb; assent is also a noun, meaning agree¬

ment and a verb meaning to agree.

assure means to convince (someone), ensure means to make certain; both

are verbs.

KAPLAN) 119
IELTSMatters.com
 Sharp Writing

beside is a preposition meaning next to; besides is an adverb meaning in

addition to.

brake means a device used for slowing or stopping motion, and to cause
slowing or stopping of motion4, break means an escape or the act of sepa¬
rating into parts and to separate into parts4, both may be nouns or verbs.

capital is the city or town that serves as the seat of government4, capitol is
a government building.

cite is a verb meaning to quote or document; sight is a noun meaning

vision; site is also a noun, meaning position or place.

coarse is an adjective meaning lacking refinement, of rough texture, or of

inferior quality; course as a noun means a route of movement, and as a
verb means to move quickly through.

complement means a match or to match; compliment means praise or to

praise; both may be nouns or verbs.

continual means intermittent or repeated at intervals; continuous means

without interruption; both are adjectives.

consul, a noun, means an official representative of one country who resides

in another; council is also a noun, meaning a group that meets to makes
decisions; counsel is a verb that means to give advice.

decent, with the accent on the first syllable, is an adjective meaning well-
mannered; descent, with the accent on the second syllable, is a noun
meaning decline or fall.

disburse means to pay, while disperse means to spread out; both are
verbs.

discreet means prudent or trustworthy; discrete means separate or

detached; both are adjectives.

disinterested means having no strong opinion either way; uninterested

means not caring at all.

elicit is a verb meaning to stir up; illicit is an adjective meaning illegal.

eminent means distinguished, or high in rank; imminent means about to

happen.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

farther means beyond, referring to distance; further means additional,

referring to degree, time, or quantity.

foreword is a noun meaning an introductory note or preface; forward is

an adjective or adverb meaning toward the front.

formally is an adverb meaning in the manner of accepted forms or rules',

formerly is also an adverb, meaning at an earlier time.

historic refers to what is important in history; historical refers to the past

in general, regardless of importance.

imply means to hint or suggest; infer means to conclude based on the

evidence provided.

lay is a transitive verb meaning the action of placing or putting something

somewhere. Lie is intransitive and means to recline or be placed. The past
tense of lie is lay, causing more confusion.

miner means a person who works in a mine; minor is a person who has
not reached the age of majority.

passed is the past tense of the verb to pass and means went by or went
away; past is an adjective meaning over (as in time) or ago.

piece, as a noun, means a segment of a whole; as verb, it means to join

together. Peace is a noun meaning a state of harmony or order.

personal is an adjective meaning private or individual; personnel is a

noun meaning a group of people employed by a business.

plain is an adjective meaning ordinary. As a verb, plane means to make

smooth; as a noun, it means a jet or aflat surface.

precede means to come before; proceed means to move forward.

principal, as a noun, means person in charge, and as an adjective it means

main; principle means standard. Than is a conjunction meaning in con¬
trast to; then is an adverb meaning next or consequently.

waist is a noun meaning the part of the body below the ribs and
above the hips. As a noun, waste means refuse; as a verb, it means to use
carelessly.

kaplan) 121
IELTSMatters.com
 Sharp Writing

Practice 1
Circle the word that correctly completes the following sentences.

1. I'm not sure what he means because he just (implied, inferred) it.

2. Delia can't stand hockey; she is completely (disinterested,

uninterested) in watching with the rest of the party.

3. The English language has many more words (than, then) the French
language.

4. After he lost his job, his financial situation was on the (decent,
descent).

5. My chicken casserole always earns me (complements,

compliments).

Match the following troublesome verbs with their meanings.

6. lie A. to move (something) up

7. lay B. to put or place (something)
8. rise C. to put or place (something)
9. raise D. to go up
10. sit E. to rest or recline
11. set F. to rest

Misused Words
The word pairs in this group look and sound nothing alike, but are
frequently misused because their meanings are similar (although not close
enough to make them interchangeable).
amount refers to the measurement of things you can’t count; number
refers to the measurement of things you can count

anxious means nervous; eager means enthusiastic, or looking forward to

something

among is used for comparisons or reference to three or more people or

things, between for comparisons or reference to two people or things

bring means moving someone or something toward the speaker; take

means moving someone or something away from the speaker

can states ability, may states permission

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

each other is for situations involving two people or things; one another is
for situations involving three or more people or things

e.g. is the abbreviation for the Latin “exempli gratia,” meaning free
example or for example; i.e. is the abbreviation for the Latin “id est,”
meaning it is or that is

fewer is used when you can count the items (see “number”), less when
you cannot count the items (see “amount”)

good is an adjective that describes a person, place, or thing; well an adverb

that describes a verb, an adjective, or adverb; as an adjective, it means
healthy

more is used for comparisons of two things to each another, most for
comparisons of one thing to more than one other thing

that is a pronoun that introduces a restrictive (or essential) clause; which

is a pronoun that introduces a non-restrictive (or unessential) clause

REMEMBER THIS!
To remember the difference between that and which: insert the
phrase by the way before the phrase or clause following either word.
If it makes sense, use which {by the way indicates that what follows
could be left out).
Incorrect: The eggs, which are combined with the milk, make the
batter rich.
Correct: The eggs that are combined with the milk make the batter
rich.

IELTSMatters.com
123
 Sharp Writing

Practice 2
Can you spot the error? Circle C for correct or I for incorrect; if incorrect,
note the correct word.

12. C I I felt bad when they took the injured player away in the
ambulance.

13. C I My professor keeps referring to the Big Three (e.g.

Shakespeare, Milton, and Keats), but the class has held
much debate on who deserves to be in that group.

14. C I After studying, she did well on the test.

15. C I Can I eat another cookie?

Substandard Words
Your purpose in writing is to convey a message to your readers. If they don’t
understand what you’re saying, you’ve failed. Reports are intended to share
ideas with colleagues and associates. Business communication shouldn’t be
about impressing the reader with “important-sounding” words, buzzwords,
technobabble, or industry-specific jargon. Letters and emails aren’t notes
to yourself; they should be meaningful to your intended audience.

Many substandard words are used frequently in speech, but are not standard
written English and should be avoided. They are only appropriate if you
are deliberately imitating someone’s speech or adopting a “folksy” tone.

REMEMBER THIS! ».

Slang, including buzzwords, is inappropriate in most written

communications.

acrossed/acrost: a folksy word used incorrectly in place of the adverb and

preposition across

alot: misspelling of a lot; acceptable in informal writing, but not in

business or other formal writing

anyways, anywheres: speech dialect form not acceptable in written

English; use anyway or anywhere

brang/brung: used incorrectly as the past tense of bring-, brought is

correct

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

hopefully: incorrect when used as a substitute for “I hope.” Hopefully is

an adverb meaning full of hope.

irregardless: this is a double negative, using the negative prefix ir-

and suffix -less. It is not standard English and should be replaced with
regardless.

—iize: this overused suffix creates verbs from nouns. Avoid words such as
calendarize, potentialize, and therapize.

majorly/minorly: major and minor are adjectives; these substandard

forms are attempts to use the words as adverbs.

medias: This Latin word is the plural of medium. The alternate plural
mediums is acceptable.

nowheres/somewheres: see anywheres

supposably: often used incorrectly in place of supposedly. Only correct

when used to mean “capable of being supposed.”

theirselves, themself: incorrect forms of themselves; because them is

plural, se//must be as well; and their is the possessive form.

Practice 3
In the following sentences, replace any substandard words with standard
ones.

16. The invitation was addressed only to him, but he brang his
whole family to the party.

17. We can get into the 9:00 show; supposably they have plenty
of tickets left.

18. Walter gets his news from many medias, including radio,
television, and newspapers.

IELTSMatters.com
kaplan") 125
 Sharp Writing

Connotation
Although some words may cause confusion, their denotative meanings are
straightforward. You can always look up good and well, for example, to
check their definitions. Connotation involves emotions, cultural assump¬
tions, and suggestions. For example, you could describe someone who
works in a restaurant kitchen as a chef ox a cook. Both words have the same
denotation, but chef has a more professional connotation.

Connotation can be even more problematic when you consider context.

Some words can be used neutrally (that is, without strong positive or nega¬
tive connotations) in one context, and give strong positive or negative con¬
notation in another context.

Practice 4
Circle the word with the most positive connotation for sentences 19-21.

19. During the kazoo performance, the audience wore (smirks, smiles).

20. He's a very (pushy, aggressive) salesman.

21. In July, we typically get many (humid, sticky) days.

Choose the word with the most negative connotation to fill in the blanks
for sentences 22-24.

22. Hearing the fire alarm ringing, he (walked, ambled) out of the
building.

23. Not only was it rainy in London, but it was (breezy, blustery) as
well.

24. The crowd outside the auditorium was (loud, cacophonous).

BIASED LANGUAGE OR INCLUSIVE LANGUAGE

Connotations change with the passage of time. Consider the term admin¬
istrative assistant, which is the title we currently give to an employee who
assists another with clerical duties. A few decades ago, that person was a sec¬
retary, but that term took on a negative connotation and was replaced. There
are now signs that administrative assistant will meet the same fate. The day
set aside to honor these workers is Administrative Professionals ’ Day.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

Other words and phrases that have taken on negative connotations over
time involve gender, racial and ethnic identity, and physical ability. At one
time, the term handicapped was considered neutral. When some found it
offensive, that word was replaced with disabled, which in turn gave way
to differently abled or physically challenged.

If you are not aware of these types of connotations, your writing may
be considered biased. Stereotypes and other hurtful or offensive language
alienate you from your audience, and obscure the real meaning of your
communication. How can you avoid biased language and make your
writing more inclusive? Here are some rules:

SHARP WRITING TIP

If you're guilty or unaware of biased writing, take notes.

Gender
Avoid the exclusive use of masculine pronouns by rewriting sentences to
eliminate the need for any pronoun; using he/she, and him/her (but don’t
overuse these); alternating between masculine and feminine; or making
the pronoun and its antecedent plural (them and they are gender neutral).

Incorrect: Any commuter wishing to buy a ticket should have his

money ready.
Correct: Any commuter wishing to buy a ticket should have money
ready.
Correct: Commuters wishing to buy tickets should have their money
ready.
Use titles that avoid overstressing gender. Chairperson (or just chair) is
preferable to chairman or chairwoman. Businessperson or executive is
better than businessman.

Incorrect: The congressmen discussed the bill in the elevator.

Correct: The members of Congress discussed the bill in the elevator.

Racial and Ethnic Identity

Leave out references to race and ethnicity unless specifically needed. If
you do mention a race or ethnic group, use the words preferred by that
group. For example, Asian and Native American are acceptable, while the
once favored Oriental and Indian are not.

KAPLAN) 127
IELTSMatters.com
 Sharp Writing

Incorrect: How many Oriental students are enrolled in the University?

Correct: How many Asian students are enrolled in the University?

Physical Ability
As with race and ethnicity, do not mention physical ability unless neces¬
sary. If you must use labels, use those that are preferred, such as disabled
and disability rather than crippled and handicap. Question your use of
phrases such as suffering from, victim of, and confined to.

Incorrect: Blind singer Andrea Bocelli performed.

Incorrect: Her math teacher is dying of cancer.
Correct: Singer Andrea Bocelli performed in a concert.
Correct: Her math teacher is living with cancer.

Practice 5
Replace biased language in the following sentences with more inclusive
words and phrases.

25. Ask the stewardess to get you another cup of coffee.

26. My brave boss, who is the victim of leukemia, ran the

meeting last Tuesday.

27. African-American Aretha Franklin is my favorite singers.

CLARITY AND CONCISION_

Words such as sleep, slumber, rest, and repose vary in shade. They provide
writers with the opportunity to say exactly what they mean. Why, then, is
so much of what we read confusing or boring? By choosing the word that
is exactly right, you convey your message in as few words as possible.
Don’t use ten words when three will do.

Here are three points to keep in mind.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

Don't repeat yourself

This one seems simple, but is seen too often, in too many types of writing,
to ignore. Repetition typically occurs when writers aren’t sure of exactly
what they want to say. They end up with paragraphs or pages of “variations
on a theme” that can put the most ardent reader to sleep.

What I mean to say is, I think our department should probably set some
goals. We’ve been working too hard, for too long, without something
specific to aim for. We’re all going off in different directions. Why
don’t we sit down together, have a meeting, and decide where we want
to be six months from now? Let’s plan for the future and set some
goals so we can all work toward them together.

Not only does this use five sentences to say repeatedly what was already
said in one or two, but it also sounds less than professional.

Everyone in our department has been working in a different direction

without a specific target. Let’s have a meeting to set some goals and
work together to achieve them.

These two sentences are confident and professional. They convey the mes¬
sage without repetition. The reader knows exactly what the writer means,
and no time has been wasted.

Economize
After you eliminate repetition of ideas, look at your words. Some writers
use too many words because they think it sounds more important or intel¬
ligent. But wordiness has the opposite effect. Economy can be as simple
as deleting extraneous words and phrases.

It has been indicated that there will be a snowstorm tonight.

What purpose does the introductory phrase serve? If it’s important to know
who predicted the storm, this sentence fails because it doesn’t identify
the forecaster. You can also tighten your writing by eliminating redundant
parts of a phrase.

KAPLAN) 129
IELTSMatters.com
 Sharp Writing

Words and phrases that often function as extraneous padding include:

a lot of (replace with many or much)

all of a sudden (replace with suddenly)
are able to (replace with can)
as a matter of fact (delete)
as the case may be (delete)
basic necessity (delete basic)
basically (consider deleting)
by and large (delete)
compare and contrast (delete either one)
completely finish (delete completely)
continue on (delete on)
due to the fact that (replace with because)
extremely (consider deleting)
final destination (delete final)
for all intents and purposes (delete)
in order to (delete in order)
in the event that (replace with if)
in the near future (replace with soon)
initial preparation (delete initial)
on a daily basis (replace with daily)
period of time (delete period of)
personal opinion (delete personal)
progress forward (delete forward)
quite (consider deleting)
somewhere in the (replace with about)
neighborhood of
split apart (delete apart)
the reason why (delete the reason)
through the use of (delete the use of)
totally obvious (delete totally)
very (consider deleting)
with regard to (replace with regarding)

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

REMEMBER THIS! L.—.—.

Never use two words when one will do.

Practice 6
In the following sentences, cross out extraneous and repetitious words and
phrases.

28. During the period of time in question, each and every man,
woman, and child was able to receive a hot meal last week.

29. Thanks to true and accurate reporting, the story about the space
crew not reaching its final destination was revealed to the public.

30. It was totally obvious that every car that is black in color, when
you compare and contrast them with cars that are lighter in color,
get dirty faster.

31. For all intents and purposes, the meeting that was held with our
biggest client was a complete and utter failure.

DON'T BE AMBIGUOUS ___

Some of the lessons you learned in chapters 1-3 will help you write more
precisely. Let’s revisit four of them.

Pronoun references must be clear.

If it’s not obvious to whom or what they refer, eliminate the pronouns.

Incorrect: Parents agree they show too much violence on TV. (Who
are “they”?)
Incorrect: Graduation is coming soon, which is nice. (What does
which refer to?)

Dangling or misplaced modifiers should be corrected.

Modifiers work best when they are near the word or words they modify.
What is meant:

I nearly scared everyone on the boat.

OR
I scared nearly everyone on the boat.

KAPLAN) 131
IELTSMatters.com
 Sharp Writing

Use the active voice.

The active voice forces you to focus on both the action and its performer.

Incorrect: A decision was reached to close the factory.

Correct: The board of directors decided to close the factory.

Use precise words.

Why just hint at your intended meaning? Business writing in particular
calls for details. Instead of there is a meeting this afternoon, write there
is a meeting today at 2:00, or better yet the managers will meet today at
2:00. Our financial goals for the year have been met is clearer than finan¬
cially, we ’re doing well.

Vague or understated writing is dull. Get specific and don’t settle for mean¬
ingless cliches. Consider these examples, noting that the more specific or
emotional language will not clutter or add unnecessary words.

Succinct: Vague:

Productive Much was accomplished

On Tuesday In a few days
November 15 th Soon
Elated Happy
Earned us $_ Was profitable
A week late somewhat behind schedule
Slump hard economic times
Skyrocket go up high
Overflow crowd many people
85 miles an hour fast

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

Practice 7
Replace vague words and phrases, if any, with more concrete language.
Make up details as necessary.

32. This computer is really expensive.

33. Because of some unforeseen problems we are having, we will

not be able to fill your order for a while.

34. Her career is going well.

35. He liked the gift he was given.

For each of the following sentences, identify the specific problem that ere
ates wordiness in the sentence. Choose from the following list:

a. imprecise language e. it is/there is construction

b. intensifiers or wishy-washy f. clause or phrase that could

language be a modifier

c. passive voice g. clutter word(s) or phrase(s)

d. lack of action verb h. unnecessary repetition

.36. Sputnik I, the first man-made satellite to orbit the Earth, was only
about as small in size as a soccer ball.

.37. Neptune is orbited by at least 13 moons.

.38. Francis's accident is what made me realize that I shouldn't take

anything for granted.

39. This gun has the appearance of having been recently shot, said
the detective.

40. The CD disk player is broken.

IELTSMatters.com
KAPLAN) 133
 Sharp Writing

41. Revise the following letter to eliminate wordiness.

Dear Mr. Pritchard:

The reason I am writing to you is because I want to complain about the

way I was treated by one of your employees.

On Tuesday I had a very strange and weird experience while shopping

at your store. As I was carefully looking over your produce, one of your
employees began to start stacking fruit next to me. When I looked over
to see what he was doing, he stopped.

After he stopped he looked at me and said, "Nanoo nanoo." Then he

stood there and looked hard at me for a long time without saying a
word, until the point at which I walked away. As I was leaving he said
again, "Nanoo nanoo."

This employee was about 5'10" tall in height. He had wavy black hair
down to his shoulders. He wore thick glasses. The glasses were tortoise
shell and large.

It should be clear to see that this employee made me feel very funny. I
do not wish to return back to your store to have another experience like
that again.

Sincerely,

Herbert Haines

Revise the following sentences to eliminate any ambiguity or vagueness.

42. Headline: Two Boats Collide, One Dies

43. We covered the wall with cracks.

44. I convinced her dogs are too much work to make good pets.

45. The divers said when there are sharks they are not scared of them.

46. After months at sea dreaming of a better life, the Statue of Liberty
finally appeared on the horizon.

134
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

47. Revise the following paragraph to add variety in sentence structure.

Stanley Kubrick directed Dr. Strangelove. It was released in 1964. It is

a classic satire about nuclear war. Kubrick wrote the screenplay. The
screenplay is based on a novel by Peter George. A rogue general tries to
initiate a nuclear attack on Russia. The problem is both countries have
enough nuclear weapons to destroy each other. An attack by one side
meant a counter-attack by the other. An attack would thus violate the
military doctrine of MAD. MAD stands for Mutually Assured Destruction.
MAD was supposed to prevent nuclear war.

TONE AND VOICE

Tone and voice convey attitude, individuality, and energy, making your
message something that’s worth reading. Note that in this context, voice
refers not to verb forms (active or passive), but to the personal qualities of
writing. Just as your speaking voice is unique, so is your writing voice.

Tone
Tone is the attitude you express toward your audience and your subject
by your word choice, sentence and paragraph structure, and punctuation.
It ranges on a sliding scale:

Formal. .Informal
Serious. .Humorous
Pompous. .Friendly
Heavy. .Light
Impersonal. .Personal

We are going to the cafe to have coffee and discuss politics.

We’re going to hang out at the cafe, have some joe, and chat about
politics.
What is the tone of these sentences? Their meaning is nearly identical, but
they convey it very differently. The first is straightforward without being over¬
ly formal or informal. Consider the word “discuss.” It could have been the
more formal converse, or the less formal chat. The second sentence uses chat,
along with the slangy “joe” and the contraction “we’re.” It is very casual.

kaplan) 135
IELTSMatters.com
 Sharp Writing

To determine the appropriate level of formality, you need to consider three

aspects of every writing task: your (1) subject, (2) audience, and (3) pur¬
pose. Specifically, four questions to ask are: (1) What sort of style does
your subject deserve? (2) Who is your audience? (3) What is your relation¬
ship to the audience? and (4) What style best fits your purpose?

Tone helps your reader feel comfortable about what you’re saying. If you
wrote the second sentence to elderly relatives, would it make them com¬
fortable, conveying the message that you are interested in communicating?
Would they understand you? Keep your audience in mind, and write using
a tone that will work for them.

Voice
With voice, your reader hears you in your writing. You are the one who
chose to say antidote instead of cure. You used short sentences to make
a point and create a rhythm, or you used longer, more complex sentences
to indicate the importance of your topic. Your voice is your writing style.
It’s how you use all of the information packed into the first four chapters
of this book.

Of course, you still need to keep audience in mind, tempering or modu¬

lating voice to fit the occasion. An email to a friend should sound very
different than an English Lit paper or a report for your boss. But your
style should be present in all communications. You never need to sound
mechanical, whether writing academic papers or business memos.

f RFMFMRFP THIS! 1

When you must adopt a formal tone, your voice should be a

whisper. Formality expresses concern for the subject and respect for
the audience.

What does writing look like without voice? Here is the first paragraph of
an emailed meeting synopsis sent to all in attendance.

Yesterday, there was a discussion of current client supply prob¬

lems followed by lunch and a strategy session in Conference
Room A. All employees were in attendance. The executive
in charge of the account, Peter Larou, gave his analysis of
the situation. He explained key areas in which improvements
should be made, and detailed those improvements. He then
proceeded to field questions and comments from others, and
many useful suggestions were made. It was productive.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

To improve this, consider the audience. The author is writing to her col¬
leagues, all of whom were at the meeting, so why give details they already
know (that everyone was there and where the meeting was)? The impor¬
tant information—the suggested improvements—isn’t in the paragraph.
Business people receive dozens of emails a day; be respectful of their time
by quickly giving them the information they need.

SHARP WRITING TIP

Adjust tone, voice, and content for audience.

Then consider tone. Writing to colleagues doesn’t require such a formal

tone, but extreme informality wouldn’t be appropriate either. It should be
formal enough to show that the content is serious, but informal enough to
engage the audience: probably using “you,” and even including a contrac¬
tion or two. Here is the same email with more voice:

Thank you for attending and participating in the very produc¬

tive discussion yesterday. We all came away with a greater
understanding of the client supply problems we face, and how
to address them. Here’s a summary of the points agreed upon
during the strategy session.

If your writing suffers from lack of voice, try one or more of these
methods:
• Explore and express your thoughts and feeling about the topic.
• Picture your readers and “talk” to them through your writing.
• Use the active rather than the passive voice.
• Don’t be pompous; being direct and concise is better than trying to
impress.
• Read your words aloud; if they sound wooden they probably don’t
belong.
• Read it aloud to someone you trust, and ask if it sounds like you.
• Be confident. If your subject is intimidating, do more research. If the
writing process is intimidating, write more! Keep a journal or blog,
correspond with friends and family.

SHARP WRITING TIP

Use techniques for injecting voice into writing.

KAPLAN) 137
IELTSMatters.com
 Sharp Writing

Practice 8
Choose the response that best describes each sentence.

48. Let's have a meeting to talk about whether we should take on new
clients right now.

(A) Tone is informal.

(B) Sounds wooden—needs voice.
(C) Audience is not considered.
(D) Tone is too formal for an email.

49. It might be a good idea to talk about whether or not we are too
busy to take on new clients right now, but maybe not.

(A) Tone is humorous.

(B) Voice is too serious.
(C) Voice is not confident.
(D) Audience should be addressed directly.

50. Just when you thought we had too much work, we've got new
clients knocking on the door! Should we let them in and start
working 80 hours a week?

(A) Humorous voice works well.

(B) Good use of less formal word choices.
(C) Formality level fits audience.
(D) Tone is too informal.

138
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

SUMMARY

Style is about the words you use and how you use them. The style of great
writers makes their writing come alive, communicating clearly and cor¬
rectly without boring or annoying them.

Denotation refers to the dictionary meaning of a word. Because many of

the words in our language are often confused or misused, it’s important to
understand denotation to make better choices.

Connotation is a word’s implied meaning, which can change based on

context: you could say that a train departed, but using that word at a funer¬
al means something very different. Connotations also change over time:
words that were once acceptable are now considered offensive. Be particu¬
larly mindful of connotation when writing about gender, race and ethnic
identity, and physical ability.

Concision is about using as few words as possible to get your point across.
Choose the precise words needed. Eliminate ambiguous and meaningless
words and phrases. Don’t use a phrase when a word will do, don’t use
a clause when a phrase will do, and don’t use a sentence when a clause
will do.

Clarity means saying precisely what you mean. Check your writing
for pronoun or modifier ambiguity. Don’t be vague when you can be
specific.

Tone is the attitude you take toward your audience and your subject. You
convey tone through word choice, sentence and paragraph structure, and
punctuation. It may be formal or casual, serious or humorous, positive or
negative. Consider who your readers are, and use a tone that will make
them feel comfortable.

Voice should be allowed to come through in your writing to make it lively

and personable. Voice is confident without trying to impress. It speaks to
the audience in a friendly but intelligent way.

kaplanJ) 139
IELTSMatters.com
 Sharp Writing

PRACTICE ANSWERS AND EXPLANATIONS

Practice 1
1. implied, which means to hint at

2. uninterested; disinterested means not having an opinion, which is not

the case if you can’t stand something

3. than, which means in contrast to

4. descent; a noun is called for, and decent is an adjective

5. compliments, which means praise

6. E

7. C

8. D

9. A

10. F

11. B

Practice 2
12. Correct; the speaker is referring to emotional feelings.

13. Incorrect; the speaker means to say “that is” (i.e.). The writers in
the parentheses are not examples of the Big Three—they are the Big
Three.

14. Correct; the adverb well modifies the verb did.

15. Incorrect; the speaker is probably physically capable of eating_

he or she is asking permission, so may should be used.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

Practice 3
16. Incorrect; brang is not the correct past tense form; it should be
changed to brought.

17. Incorrect; supposably is incorrect; use supposedly instead.

18. Incorrect; medias is not the correct plural form; it should be mediums
or media.

Practice 4
19. smiles; smirks connotes a more negative reaction

20. aggressive; pushy connotes rude and obnoxious behavior

21. humid; sticky sounds more unpleasant that mere humidity

22. ambled; most people leave a building that may be on fire more quickly
than what ambling connotes

23. blustery; this word connotes more severe weather than breezy

24. cacophonous; loud refers just to volume, while cacophonous con¬

notes both volume and unpleasant types of sounds

Practice 5
Note that there are acceptable variations to these responses.

25. Ask the flight attendant to get you another cup of coffee.

26. My boss ran the meeting last Tuesday.

27. Singer Aretha Franklin is one of my favorites.

Practice 6
Answers may vary. Check to see if you eliminated wordiness and repetition.

28. Last week, everybody received a hot meal.

29. Thanks to accurate reporting, the public heard the story about the
space crew not reaching its destination.

KAPLAN) 141
IELTSMatters.com
 Sharp Writing

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

30. It is obvious that, in comparison with lighter colored cars, black cars
get dirty faster.

31. The meeting with our biggest client was a complete failure.

Practice 7
Answers will vary. Check to see that you have replaced the vague lan¬
guage with more precise words and phrases.

32. The IBM NetVista costs $1,200.

33. Because one of our manufacturing machines is broken and awaiting

repair, we will not be able to fill your order until the 20th.

34. She was promoted for the third time.

35. He was thrilled with the sweater from his girlfriend.

36. h

37. c

38. d

39. c

40. h

41. Answers will vary, because there is much wrong with this letter and
many ways to revise to make the letter more concise. Notice how this
revision eliminates clutter and repetition, combines sentences and
simplifies structure, and uses more precise words.

Dear Mr. Pritchard:

I am writing to complain about the way I was treated by one of your

employees on Tuesday.

142
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

As I was examining your produce, an employee began stacking fruit

next to me. When I looked over to see what he was doing, he stopped,
looked at me, and said, “Nanoo nanoo.” Then he stared silently at
me for a minute until I walked away. As I was leaving, he repeated,
“Nanoo nanoo.”

This employee was about 5’ 10” tall with wavy black hair down to his
shoulders. He wore large, thick tortoise-shell glasses.

You can imagine that this employee made me very uncomfortable.

I do not wish to return to your store to have a similar experience.

Sincerely,

Herbert Haines

Answers will vary. We’ve underlined our changes to each sentence below.

42. Two Boats Collide; One Person Dies

43. We covered the wall that had cracks.

44. I convinced her that dogs are too much work to make good pets.

45. The divers said they are not afraid when there are sharks around
them.

46. After months at sea dreaming of a better life, Yvgenv finally saw
the Statue of Liberty appear on the horizon.

47. Answers will vary. Note how we turned some simple sentences into
modifiers and varying sentence openers.

Stanley Kubrick’s 1964 classic Dr. Stmngelove is a biting satire about

nuclear war based on a novel by Peter George. In Kubrick’s screen¬
play, a rogue general tries to initiate a nuclear attack on Russia. The
problem is both countries have enough nuclear weapons to destroy
each other; an attack by one side meant a counter-attack by the other.
An attack would violate the military doctrine of MAD, or Mutually
Assured Destruction, which was supposed to prevent nuclear war.

kaplan) 143
IELTSMatters.com
 Sharp Writing

Practice 8
48. a. The contraction let’s and pronoun we, along with words choices
like talk about rather than discuss, and take on rather than the more
formal accept, make the tone informal.

49. c. No matter what you’re writing about (even if you’re writing to say
you don’t understand something), your voice should be confident.
Using modifying phrases such as might be a good idea and but
maybe not tells your reader not to take you seriously.

50. d. This example is too informal even for the closest business col¬
leagues. The tone borders on sarcasm, which is inappropriate for
the subject.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

CHAPTER 5 QUIZ

If necessary, correct the underlined word or words.

1. Lje that book down next to the lamp.

2. She would never tell your secret; she's too discrete.

3. I feel bad that you won't be able to come swimming with us.

4. Rafael's dog won't go anywheres without him.

5. Denotation involves the cultural assumptions placed on

words.

6. Blind has a more positive connotation than visually

impaired.

7. Ask the stewardess to bring you another cup of coffee.

8. Use gender-neutral titles to avoid biased language.

9. Repeating ideas in your writing can make you sound more

professional and get your message across better.

10. Considering the fact that each and every man on the team is

tired and exhausted, we should end the press conference at

this time.

11. Genie, Nancy, and I are going shopping in her car.

KAPLAN) 145
IELTSMatters.com
 Sharp Writing

12. Thinking ahead. I'm not sure that taking out a home equity

loan is such as good idea. Interest rates could go up.

13. A decision was made.

14. Many clarity problems are caused by misplaced and dangling

modifiers.

15. Tone refers to the attitude expressed in your writing; it could

be serious or heavy, formal or informal, impersonal or

personal.

16. All employees are asked to please refrain from posting

incendiary messages, downloading suspicious programs,

visiting nefarious Web sites, and slopping down greasy

lunches over the keyboard!

17. Use tone to put your audience at ease.

18. Reading your writing to yourself is a good way to check for voice.

19. The addition of contractions can make your writing more

formal.

20. Awareness of your audience can make it difficult to establish

the right tone and voice.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 5: Diction, Clarity, and Tone

CHAPTER 5 QUIZ ANSWERS AND EXPLANATIONS

1. Change to lay. Lie means “to recline,” lay means “to put or place
something down” and takes an object.

2. Change to discreet. Discrete mean “separate.”

3. Correct. Feel bad refers to emotional feelings. “Feel badly” might

mean some of the nerve endings are malfunctioning.

4. Change to anywhere. Anywheres is not considered part of standard

written English.

5. Change to connotation. Denotation refers to the dictionary defini¬

tion.

6. Switch the underlined terms. Blind has a less positive connotation

than visually impaired.

7. Change to flight attendant. Words such as stewardess are considered

biased.

8. Correct. Chairperson and weather forecaster are preferable to chair¬

man and weatherman.

9. Change to less. Repetition can bore your reader, and make you sound
unsure of your message.

10. Considering the fact that should be replaced with because. Either
each or every should be removed. Either tired or exhausted should be
removed. At this time should be replaced with now.

11. Change to Genie’s or Nancy’s. The pronoun reference is unclear.

12. Correct. The phrase thinking ahead clearly modifies the subject of
the sentence, I.

13. Rewrite in the active voice, adding information. Who made the deci¬
sion, and what was it?

14. Correct.

15. Change to an antonym of heavy, such as light or humorous.

kaplan) 147
IELTSMatters.com
 Sharp Writing

CHAPTER 5 QUIZ ANSWERS AND EXPLANATIONS cont'd

16. Change to a phrase that repeats the idea, but in a more formal tone
that fits with the rest of the sentence. An example is, eating over the
keyboard.

17. Correct.

18. Change to aloud.

19. Change to less. Contractions, personal pronouns, and less formal word
choices (chew instead of masticate) make your writing less formal.

20. Change to makes it easier to. When you know who your readers are,
you can gauge level of formality, word choices, and other components
of tone and voice.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 SECTION II

Sharper Writing Stages

IELTSMatters.com
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 6

Prewriting

BUILDING BLOCK QUIZ

Identify the part of speech (function) of each underlined word in sentences

1-5. Identify subject and object, verb tenses, pronoun forms, and con¬
junction types.

1. Snowboarding can trace its roots to the 1920s, when children

created makeshift snowboards from barrel staves and plywood.

2. In 1965, an engineer invented the Snurfer (snow surfer) that was

marketed as a children's toy; a few years later, over half a million

had sold.

3. One fan of the Snurfer was Vermonter lake Burton.

4. Burton began making snowboards; they were typically made out

of wood with rubber straps as bindings.

5. The sport's popularity grew during the 1980s, as seasoned skiers

and youngsters new to the slopes embraced it.

kaplan) 151
IELTSMatters.com
 Sharp Writing

Circle C for correct for those sentences with no grammatical errors, and I
for incorrect for those with errors. Responses of I should also include the
type of error.

6. C I Good journalists who perform thorough research.

Error types:_

7. C I Interviewing her subject, the tape recorder broke.

Error types:_

8. C I She got her subject to open up when she asks neutral ques¬
tions and takes the time to listen.

Error types:_

9. C I The article was written by the reporter.

Error types:_

10. C I Either our local paper or the regional one followed the
story.

Error types:_

Correct the errors (if any) in the following sentences.

11. Its a great opporotunity for the class of 04, they get to lead

the Class Song at our reunion.

12. A rowsing sing-along will help deemphasize the fact that the

reunion is not well-attended.

13. The president of the university is scheduled to give a speach after

we hear from the Board of Trustees.

14. The Homeowner's Association is sponsoring a lecture by Herbert

Dickinson MD.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

15. After the movie let's head downtown, everyone will be hungry for

supper.

16. Ask the stewardess to bring more peanuts to each and every

member of our group.

17. Due to the fact that his actionable report urges us to progress

forward, I think we should follow it.

Circle the correct word to complete each sentence.

18. Would you hand me the lid (that/which) fits on this pot?

19. (Disperse, Disburse) the funds (irregardless/regardless) of (their,

they're) plan.
20. (Can, May) I choose (among/between) the three available options?

BUILDING BLOCK ANSWERS AND EXPLANATIONS

1. Snowboarding is a gerund (a verb form that acts as a noun) function¬

ing as the subject of the sentence. When is a subordinating conjunc¬
tion (a conjunctive adverb, it introduces a subordinate clause).

2. Snurfer is a noun functioning as the object of the verb invented. Had

sold is a verb in the past perfect tense.

3. One is an adjective that describes the noun fan. Vermonter is a noun

functioning as an adjective (it modifies the noun Jake Burton).

4. They is a plural pronoun that replaces the noun snowboards. Typically

is an adverb that describes the verb made.

5. Grew is an intransitive verb (it has no object). Seasoned skiers and

youngsters new to the slopes is a compound subject.

6. Incorrect; sentence fragment. There is a subject (journalists), but

no verb. The clause who perform thorough research is a subordinate
clause.

KAPLAN) 153
IELTSMatters.com
 Sharp Writing

BUILDING BLOCK ANSWERS AND EXPLANATIONS (cont'd)

7. Incorrect; dangling modifier. Interviewing her subject has nothing

to modify, because the subject of the sentence is the tape recorder
(which could not conduct an interview).

8. Incorrect; unnecessary shift. The sentence begins with the past tense
{got her subject), and changes to the present (asks, takes).

9. Incorrect; inappropriate use of the passive voice.

10. Correct.

11. Its should be It’s (contraction of it is); opportunity is spelled oppor¬

tunity; 04 should be ’04; class song should not be capitalized.

12. Rowsing is spelled rousing; deemphasize needs a hyphen (de-empha-

size); well attended does not need a hyphen.

13. President should be capitalized; speach is spelled speech.

14. The apostrophe in homeowners should follow the s; a comma should

set off the title MD.

15. A comma should follow the introductory phrase after the movie; a
semicolon rather than a comma should separate the closely related
independent clauses (let’s head downtown and everyone will be hun¬
gry for supper).

16. Stewardess should be replaced with the gender-neutral flight attend¬

ant; each and every is redundant, so one of the words should be
eliminated.

17. Due to the fact that is wordy, so replace it with the more con¬
cise because; actionable is a business buzzword and not standard
English, so it should be eliminated or replaced with an adjective that
describes the report; progress forward is redundant and should be
simply progress.

18. That; the clause that fits on this pot is essential, because it determines
the lid to be chosen.

154
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

19. The correct word, disburse, means to pay (disperse means to spread
out); irregardless is not standard English; their is the possessive pro¬
noun (they’re is a contraction of they are).

20. May, which indicates permission as opposed to ability; among,

because between refers to just two people or things.

THE WRITING PROCESS _—

The following three chapters examine the writing process step by step.
First you’ll learn how to get ideas on paper and organize them using a
variety of prewriting strategies. In chapter 6 you’ll see how a well thought-
out plan is executed, becoming a piece of writing. Chapter 7 will explain
the art of fine-tuning. Revising, editing, and proofreading will polish your
work and leave the mistakes behind.

The strategies in this chapter represent the first two stages of the writ¬
ing process. In the first stage, you formulate ideas. Whether your topic is
clear, or you’re not sure what you want to say, there is a technique that can
assist you in putting workable ideas on paper. The second stage involves
planning your writing by organizing the material you gathered in the first
stage.

All of these strategies are offered as suggestions. Some writers prefer one
or two, and use them for any type of writing they tackle, whether personal,
business, or academic. Others use different strategies for different writing
forms. Work your way through the entire chapter. To familiarize yourself
with all of them, even if a strategy hasn’t worked for you in the past, read
over the material and do the practice activities. Presented differently, the
technique may work well for you now.

STAGE 1: GETTING IDEAS ON PAPER

The five strategies in this stage will help you move from “I don’t know
where to begin” to developing workable ideas for your writing. They re
not all suitable for every type of writing situation you’ll encounter, so
learn them all, and be prepared to prewrite no matter what type of final
product you’re after.

IELTSMatters.com
kaplan) 155
 Sharp Writing

Brainstorming

What It Is
Brainstorming is an active, energetic method of getting your ideas on
paper. In order to brainstorm effectively, you must first establish a topic.
If your writing is an assignment, you’ve already got an idea about which
direction you’ll take. If your boss has asked you to write a report, you
know, at least generally, the material you need to cover. The idea behind
brainstorming is that, even if you feel hesitant or nervous about tackling
your topic, chances are you’ve already got some good ideas about how to
approach it. You just need to get them from your brain onto the page.

Getting It Right
To begin, write your topic at the top of a blank piece of paper. Then, let
go. Write down any and every thought that comes to mind pertaining to
that topic (remember the word brainstorm contains the word storml) Try
not to edit yourself yet; you can always toss out an idea later if it doesn’t
make sense, or doesn’t fit with the topic. Don’t worry about spelling or
grammar.

You might write ideas in a list, in short phrases, or as a “web,” with fines
drawn between connecting ideas. It doesn’t matter how you put the infor¬
mation on paper, as long as you understand what your notations mean.
Don’t get bogged down in details, which can slow the process. If you
know you’ll need specific information later, make a note of it. And remem¬
ber that your brainstorming will be impossible to use if you can’t read it;
neatness doesn’t count, but legibility does!

Example
Suppose you need to write a proposal that argues for updating your com¬
pany’s safety regulations regarding winter weather conditions. You’ll
probably have to do some research during the writing process to fill in
such details as key dates, federal regulations, and safety violations. But, as
our following sample shows, brainstorming merely mentions those things,
and moves on.

improve training for workers

check OSHA website for compliance issues
improve company’s safety record—list past problems
cold weather injuries: detail each one

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

how to better treat injuries (train staff)

teach warning signs for hypothermia
mandatory breaks in heated trailer
issue of clothing—should we provide?
Workers w/ existing medical conditions—screening for
Provide warm beverages at all work sites

Why It's Effective

Our example lists at least ten distinct ideas. Some are very specific, while
others are general and will need further clarification. There are questions
that require thought and investigation, and prompts for the writer to per¬
form research. It’s important to allow this kind of diversity in brainstorm¬
ing. Don’t limit yourself to a list of similar ideas, or try to find a link
between them.

[ SHARP WRITING TIP 1......——«

Don't edit while brainstorming; list as many distinct and diverse
ideas as you can come up with.

Practice 1
Choose one of the following topics. Brainstorm on it for three minutes on
your own paper.

(A) Why I enjoy my favorite books

(B) Where I would like to live

(C) How I handle anger

(D) How to describe a rose to an alien

Freewriting

What It Is
Freewriting is similar to brainstorming in that you write ideas as they come
to mind without editing.

But freewriting differs in that it is best used when you don’t have a specific
topic. If you need to write an essay, but have been given the freedom to
choose a subject, try freewriting. Most types of business writing, because

KAPLAN) 157
IELTSMatters.com
 Sharp Writing

it is clear from the beginning the material you need to cover, do not lend
themselves to this prewriting strategy.

Getting It Right
Effective freewriting is creative. It’s about flow. To get the most from this
technique, you need to allow your mind to wander, making connections
that lead from one idea to the next. Rather than listing ideas, you freewrite
in paragraph form. But that doesn’t mean you should worry about proper
sentence structure, spelling, punctuation, or grammar. Don’t reread any¬
thing you’ve written until you’ve finished freewriting.

If the idea of freewriting seems overwhelming, set a timer for 10 minutes.

It might seem short, but you’ll be surprised to find how much you can
write in this time, and there will be less anxiety about the process if you
know there is a scheduled end to it.

f BFMFMRFB THIS! 1

Good ideas may not appear in the first few minutes of freewriting.
Don't judge yourself. Continue writing until the timer goes off.

Example
I need to write a paper about Herman Melville, but I’m not sure where to start. I liked
Moby Dick, but why was it dedicated to Nathaniel Hawthorne? Did Melville like his
wriitng (I don’t see any similarities) or where they friends? I should look this up.

What are the connections between Melvilles’ life and his work? I know Typpee and
Omoo are considered autobiographical, but what about Moby Dick? Does it confine
a writer to use his life as subject matter, or does it free him? I’ve heard Moby
Dick is less autobiographical than the other two novels, so maybe I could compare
the three against his life story to draw conclusions about autobiography and his
creative proceas.

Why It's Effective

This writer jumped into freewriting hesitantly (“I’m not sure where to
start”), but continued until some good ideas emerged. He moves from
a seemingly irrelevant question (“why was it dedicated to Nathaniel
Hawthorne?”) to a valid essay topic (the link between autobiography and
the creative process). Obviously, there is more to do before this student
begins to write, but the freewriting process has helped to formulate a work¬
able idea.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

Here’s another example:

0t\, perceived job prospects are important but my initial reaction is they put too
much weight on this. Most people I know didn’t choose their major because of poten¬
tial jobs but because they like the field, or if they did choose because of a specific job
its because they think they’ll like that career, of course if there’s a high demand for a
particular career that does make it more appealing, but for example I’d never switch
from biology to computer technology simply because there’s a lot of highpaying jobs
waiting for me upon graduation. I think comp tech is so popular because kids like com¬
puters, not just because those undergrads want good jobs. Another prob: doubt that
it’s the most popular major because of the success of recent grads. That’s always
a boost, because it’s evidents of a good program. But is that what recruiting should
focus on? Yes, eminent profs and grad success rates are important but recruitment
should also focus on solidity of program. And what about the other programs at
5? What’s not said here is what % of students are comp tech majors and how that
fits into the overall mission/departmts/programs at the school. (BTW who are those
experts? Memo doesn’t say.)

Practice 2
Select a general theme, and freewrite for 5 minutes on your own paper.
Note that these themes are intentionally general; you must decide how to
approach the one you choose.

(A) The Impact of Art on Everyday Life

(B) Cooking

(C) Favorite TV Shows

(D) Work

Journalists' Questions

What It Is
Another effective technique for exploring a topic is to ask the six ques¬
tions every good journalist uses: who, what, where, when, why, and how?
These questions can help you look at your topic more closely, and discover
inventive ways of approaching it. Remember that the better you know your
topic, the better you can write about it.

Getting It Right
To get the most out of these questions, break them down into subtop¬
ics. Every question won’t apply to every topic. Be flexible, allowing the
nuances of your subject to emerge. The following lists are not exhaustive,
but are meant to get you started.

KAPLAN) 159
IELTSMatters.com
 Sharp Writing

Who: physical attributes, personality traits, family history, education,

occupation
What: meaning, cause, effect, duration, purpose, limits, parts,
history, size
Where: location, setting description, history, boundaries
When: time period, frequency, history of occurrence, duration
Why: causes, motives, results, objectives, reasoning
How: method, process, procedure, equipment needed, people
needed, level of difficulty

SHARP WRITING TIP l...._.

Use the journalists' questions (who, what, where, when, why, how)
to gather ideas.

Example
you’ve been assigned to write an essay on Stephen Crane s The Red dadge of
Courage. A more specific topic has not been determined.

Who: Henry Fleming (protagonist, Union Army soldier in Civil War), Jim Conklin (Henry’s
friend), Wilson (another friend), tattered soldier, lieutenant, Henry’s mother

What: Henry joins army to fight in civil war; questions his courage and manhood; runs
away from battle; rejoins regiment and fights courageously; becomes color
bearer; feels he has acquired courage and manhood

Where: unspecified, but presumed to be near Chancellorsville, Virginia; open fields,

woods, rivers

When: during the civil war (the battle of Chancellorsville took place in early May, 1363)

Why: Henry joins the army because he wants to experience the glory of battle; he
realizes that he might be a coward-, after running from one battle, he enters
the fighting and becomes a fierce soldier; believes he has passed through the
“red sickness” of battle; comes to understand what courage and manhood
really are

How: Henry grows and changes not only because of battle, but because of encoun¬
ters with death (corpse in woods, Jim Conklin); he works through his feelings
about manhood, courage, and even the meaning of human existence

160
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

Why It's Effective

Some of the questions (where and when) yield simple responses that aren’t
helpful. But consider the answers to why, what, and how. They repeat
a theme that could result in a great essay: the transformation of Henry
Fleming from frightened enlistee to valiant soldier. In this case, the exer¬
cise is effective because it ellicits a workable idea three times, with slight
variations. Have you heard the theory that a writer sometimes doesn’t
know what she is thinking until she begins to write? In this case, she was
probably unaware that she had recognized this theme until after answering
all six questions.

Note that many of the journalists’ questions could have been answered in
various ways. For example, why could mean why did Crane write the short
novel, why did the story end as it did, why did the protagonist act a certain
way, or even why the civil war was fought. All are valid responses. When
using this prewriting strategy, allow yourself to answer the questions in
whatever way makes sense to you. Some answers may seem offbeat, but
they could result in a workable idea.

Practice 3
Read a story in the newspaper, asking the journalists’ questions about it.
Note the information the printed story didn’t cover, but that you’d like to
know. What angle did the story take, and what did it ignore?

Journaling

What It Is
Journaling is the process of keeping a written record of your thoughts,
experiences, and/or ideas. Depending upon the type of writing you are
preparing for, you could try out different topics, write about experiences
and anecdotes, or explore some of your likes and dislikes.

Journaling is also a great way to discover your writing voice.

FLASHBACK
As we noted in chapter 4, without voice, writing is dull and lifeless.

kaplan) 161
IELTSMatters.com
 Sharp Writing

As you write to yourself, notice the words you use. What is your tone like?
It might be too casual for every occasion, but by keeping and reading your
journal, you will begin to hear yourself, and become familiar with your
unique voice.

Unlike the other prewriting techniques in this chapter, journaling takes

some time. A three-entry journal probably won’t offer much insight. But
if you have trouble writing, whether for school, business, or personal pur¬
poses, or have a long-term writing project assigned, this technique could
help you.

If you know you have three months to complete a report, a journal could
help you keep track of thoughts and ideas before you begin writing.
College application essays that may be written on any topic could also
benefit from journaling.

Getting It Right
Three suggestions for keeping a journal are the common blank book, a
word processing format, or the increasingly popular online blog (short for
Web log).

The blank book is portable. If you envision yourself writing in a coffee

shop, before class starts, in bed when you wake up, or at the dinner table,
this method would work best.

Computer-based journals are great if you don’t mind spending more time
at the computer and if you write better at a keyboard. Open a new docu¬
ment in your word processing program and begin typing.

If the allure of a potential audience is exciting and motivating, blogging

might be the best journaling method for you. The public nature of blogs
makes some writers stick with journaling better than if they used another
method. If you decide to try blogging, check out a Website such as www.
blogger.com, or enter the term blogging on a search engine to find hun¬
dreds of sites on which you can post your own Web log.

When you’ve chosen a method, stick with it. Journaling only works if you
do it regularly, and stay loosely on topic, whether that means writing about
yourself, or thinking of solutions to your company’s manufacturing line
problems. If you find yourself veering off on wild tangents, follow them
for a few paragraphs (you never know when a good idea might emerge).

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

But if you’ve got pages of unusable material, it’s time to refocus on your
topic.

Practice 4
Choose a journal format and describe an incident that happened to you
yesterday—not as a journalist would, but as if you were telling a friend
about it. Include the setting; the other people involved, if applicable; and
the action or actions taken. What made you act/think/feel as you did? Are
there any consequences of this incident? Use as many details as you can.

REMEMBER THIS! I.—.

Ruminating is the process of keeping a subject in mind. Writers who
use this technique think frequently, and in many ways, about their
topic.

Some writers benefit from ruminating during the prewriting stage. These
people will often tell you their best ideas come while driving, shaving, or
even dreaming. Allow yourself the freedom to think as if you were free-
writing. Let ideas flow from one to another without inhibition. Ruminating
doesn’t work for everyone, but you won’t know if this is a useful technique
without trying it.

Reading and Research

What It Is
This prewriting technique uses other sources of information to help you
formulate ideas. It’s not about plagiarizing, but rather involves diving into
your topic to find relevant data, statistics, and other types of information
that you can incorporate and agree or disagree with in your writing.

Getting It Right
To use reading and research effectively, you need to know at least gener¬
ally what your subject is. Look it up at a library or online using a search
engine or a general reference site such as:
• www.bartleby.com (searchable encyclopedias, works of literature,
dictionaries, and many other full texts)

kaplan) 163
IELTSMatters.com
 Sharp Writing

• www.highbeam.com (free trial membership allows searches of

magazines, newspapers, and journals)
• www.loc.gov (Library of Congress site has full texts of histori¬
cal print materials, international periodicals, many other research
tools).

Remember as you read and research that you are prewriting. Don’t stray
too far from your topic, but be willing to go off on a tangent. For example,
if your subject is the use of steroids by athletes, you can find magazine and
newspaper articles on specific athletes, legal documents about the con¬
sequences of distributing the drugs, medical explanations of the effects
steroids have on the body, and colleges’ drug use policies.

Reading and research take time. Set aside a few hours to look for, read, and
take notes on various sources pertaining to your subject.

Practice 5
On your own paper, using the subject of heirloom vegetables, use a search
engine to find information on the Internet. Make a list of five specific
sources with pertinent information, with a brief explanation of the type
(retail supplier, opinion, news story, how-to, etc.). Next, go to an online
library or other research center, and perform another search. Find five more
specific sources, and add them to your list. Finally, using those sources,
come up with three different topics you could write about on the subject
of heirloom vegetables.

STAGE 2: PLANNING

Once you’ve done some kind of prewriting, you will need to shape the
information and ideas you’ve gathered. Planning means getting ready to
write by discovering a main topic, subtopics, and examples or other illus¬
trative forms within your prewriting notes. The following pages explain
the most effective ways to transform your notes into a workable, organized
writing scheme.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

Use a Graphic Organizer

What It Is
A graphic organizer is a visual tool that presents ideas in a connected, clear
way. There are many types of graphic organizers, but no matter which one
you choose, you will first have to identify your subject, main idea(s), sec¬
ondary ideas, and examples or details from the prewriting you did in Stage
1. Notice that this list moves from general (subject) to specific (examples
and details).

Read through your prewriting and note each category. What stands out as
a main idea? Are there related secondary ideas? Do you have details or
examples to support your ideas?

Two of the most common graphic organizers are webs and outlines.

Think of a spider creating a web; she begins in the center, and works her
way outward. A writing web is similar. The subject is placed in the center,
and spokes radiate out from it. Those spokes are filled in with main ideas
(closest to the center), secondary ideas (next closest to the center), and
examples or details (furthest from the center).

Most writers are familiar with outlines, even if they’ve never used one
for prewriting. Standard outline form uses Roman and Arabic numerals
and upper and lower case letters to arrange ideas, details, and examples.
Depending on your subject, you may not use all of these layers; however,
main ideas should be placed at capital Roman numerals. Secondary ideas
are found at upper case letters and sometimes also Arabic numerals. The
details and examples used to support your ideas should be placed at Arabic
numerals or lower case letters, depending on how complex your subject is.
(The more complex, the more likely you’ll have layers of secondary ideas;
see the example on the following page.)

I.
A.
B.
1.
2.
a.
b.
i.
ii.

165
IELTSMatters.com
 Sharp Writing

You won’t use all of these subcategories for every topic. Here’s an
example:
I. Intro: College education is a right, not just a privilege. It should be
available to every citizen, and those with talent should be offered extra
opportunities.

II. Why it’s a right: democracy not meritocracy

A. Country founded on democratic principle, all created equal,

equal opportunity
1. Principle used throughout primary and secondary schooling
2. Used in work force, government, law enforcement
3. Why not higher ed?
4. Counterargument: high school should be enough to satisfy
equality for all principle

in. Rebuttal: lack of college education limits a whole segment of population,

keeps them at lower wages, lower socio-economic status (transition to
next para)

IV. Why meritocracy is a problem

A. Few in control of many (who decides who can go to college?)

B. How do you define “talented”?
C. Ripe for corruption

V. Benefits of equal opportunity

1. Less ignorance (thus more tolerance, better health care, less

drugs/violence, etc.)
2. More skilled workforce
3. Less poverty
4. More involvement in community and politics

VI. Conclusion (restate thesis)

Getting It Right
The most important step in graphic organizing is extracting information
from your prewriting. You’ll probably need to read it a few times to deter¬
mine how best to organize it. At this stage, you can gather any necessary

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

facts and cut anything that doesn’t work. Webs and outlines are flexible,
and should be completed in pencil. Rearrange, add, and delete until you
are pleased with the result.

If you are making an outline, you’ll need to think about how your main
ideas relate to one another. Could they be presented in any order, or do
they lead from one to another? Do they vary in importance? Arrange them
in a way that makes sense. As you create your outline, you may also wish
to reword or rephrase your ideas.

Web Example
Let’s go back to the brainstorming example earlier in the chapter, and cre¬
ate a web from that list. The writer has checked the OSHA website and
determined that mandatory breaks and screening for existing medical con¬
ditions are required by law.

improve training for workers main idea

check OSHA website for compliance issues main idea

improve company’s safety record— main idea

list past problems with examples

cold weather injuries: detail each one secondary idea

with examples

how to better treat injuries (train staff) secondary idea

teach warning signs for hypothermia example

mandatory breaks in heated trailer secondary idea

issue of clothing—should we provide? secondary idea

Workers w/existing medical conditions— secondary idea

screening for

Provide warm beverages at all work sites secondary idea

167
IELTSMatters.com
 Sharp Writing

SHARP WRITING TIP

Organize prewriting notes to create a useful plan for writing.

Why It's Effective

The writer has identified three main ideas, which could be used for three
body paragraphs in the assigned report. The web shows how they relate to
both the subjects and to supporting examples and details. Note that addi¬
tional information (regarding OSHA regulations) was gathered to answer
questions raised in the prewriting stage.

Webs can get as complicated as needed, as you can see on the following
page.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

FLASH FORWARD
Chapter 6 will cover how to write the three parts of almost any kind
of communication: Introduction, Body, and Conclusion. The subject
will be part of your introduction, and main ideas will anchor the
body, supported by details and examples.

kaplan) 169
IELTSMatters.com
 Sharp Writing

Outline Example
Let’s again use the brainstorming example. The writer has checked the
OSHA website and determined that mandatory breaks and screening for
existing medical conditions are required by law. He or she also checked
company records and found that, throughout the company’s history, two
workers were treated for hypothermia, and one was treated for frostbite.

I. Updating Our Company’s Winter Weather Safety Regulations

A. Improve Our Company’s Safety Record
1. Past problems and how they were dealt with
a. hypothermia and frostbite
2. Suggest providing appropriate clothing and warm beverages
3. Improve training for workers
a. hold seminar to teach about cold weather injuries
b. use signs posted in work areas to reinforce training
4. Comply with OSHA Regulations
a. provide mandatory breaks in heated trailers
b. screen all workers for existing medical conditions

Why It's Effective

This writer found one main idea—improving the company’s safety record.
He or she determined that looking at past problems, providing clothing
and warm beverages, improving training, and complying with Federal
regulations were all secondary ideas. Note that the outline form is flex¬
ible enough to coordinate these ideas, along with details and examples to
support them.

Practice 6
Using the notes you took in practice 3, determine your main idea, second¬
ary idea(s), and details and examples. On the following lines, create a web
or outline, adding or deleting information as necessary.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

SUMMARY

Prewriting is the first step in the writing process. Its two stages are: (1)
gathering ideas and (2) making a writing plan. In this chapter, you learned
seven great strategies for successful prewriting:

Brainstorming helps you get ideas from your brain onto the page. It’s an
active, energetic prewriting strategy in which you list any and every idea
you have about a given subject. Don’t worry about spelling, grammar, or
even making sense when you’re brainstorming.

Freewriting is similar to brainstorming, but it works best in paragraph

form. When you freewrite, you allow ideas to flow without interruption,
editing, or rereading. If you aren’t sure where to start your writing, or how
to approach a general topic, try freewriting.

Journalists’ Questions (who, what, where, when, why, and how) are
another great way to explore a writing topic. Remember to get detailed in
your answers; who isn’t just a name, but might also be a physical descrip¬
tion, family history, educational background, and/or political leaning. Why
might include causes, motives, results, objectives, and reasoning.

Journaling is the process of keeping a written record of your thoughts,

experiences, and/or ideas. You can use a blank book, word processor, or
even an online blog for your journal. Whichever method you choose, it s a
great way to discover your writing voice. But, unlike the other prewriting
techniques in this chapter, journaling takes some time.

Reading and Research for prewriting uses other sources of information

to help you formulate ideas. Libraries, Internet search engines, and online
research centers are all good places for reading and research.

Once you have your ideas on paper, you need to organize them before
beginning to write. The planning stage of prewriting is when you take a
hard look at your notes, and determine what are main ideas, secondary
ideas, examples, and details. Then, map them out with a graphic organizer
such as a web or outline. Graphic organizers get you ready to write by
imposing a framework on your ideas.

IELTSMatters.com
 Sharp Writing

PRACTICE EXPLANATIONS AND EXAMPLES

Practice 1
Your brainstorming page should have the topic printed at the top. Your
ideas could be words or phrases that are listed, “webbed,” or scribbled
around the page. They should also be legible.

For example:

Where I Would Like to Live

Beach/ocean
Change of seasons?
Not far from relatives (no California)
Good gardening weather
Culture
Good restaurants
Low taxes
Affordable housing

Practice 2
Your freewriting should be in paragraph form, allowing ideas to flow from
one to another. There will probably be spelling and other mechanics errors.
Good ideas and direction may not appear until the middle or end of your
freewriting.

For example:

Cooking
Why I like to cook. It relaxes me after work. It’s fun to share
meals with my friends. It feels almost like traveling to another
country and experiencing another culture when I dive into an ethnic
cookbook. Spicy food is great. I love the smell of exotic spices, and
experimenting with flavors. There is always something new to learn.
Some of the complicated French recipes are intimidating.

Practice 3
The journalists questions (who, what, where, when, why, and how) should
be listed, with responses to each. Some responses should involve specula-

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

PRACTICE EXPLANATIONS AND EXAMPLES (cont'd)

tion on what was left out of the news story you read (perhaps the who or
when wasn’t specified, or wasn’t as detailed as you would have liked).

For example:

Who: elephant in Singapore

What: acupuncture being performed on elephant’s leg; it has improved
mobility and muscle strength
Where: the Singapore zoo
When: treatment began a month ago, and there are four more
months left (does length of treatment depend on progress, or is it
predetermined?)
Why: her leg was broken nine years ago by another elephant. She now
weighs over 5000 pounds, and was having problems using her leg
because of her weight
How: a veterinarian and acupuncturist works on the elephant with
handlers who help the elephant cooperate with the treatment (how does
treatment differ from that done on humans?)

Practice 4
Your mock journal entry should have a casual tone that you would use to
talk with a friend. Did you use details to bring the incident to life? As you
reread it, is there an aspect of the incident you hadn’t given much thought
to, but which now seems important?

For example:
Yesterday my boss called a meeting for the three of us working on the
Ogden account. At first I thought something had to be wrong. Which
one of us messed up? What happened? When I got into her office, she
asked me to sit down with Ken and Mani, who were already there.
They both looked nervous. I saw through the blinds that the Ogden
group was sitting in the reception area. They were halfway across
the building, but I could tell they were chatting and laughing. Why
were they here? Our meeting was supposed to be tomorrow. When
I sat down I saw my boss smiling. My heart beat faster. She said,
“congratulations.”

IELTSMatters.com
 Sharp Writing

PRACTICE EXPLANATIONS AND EXAMPLES (cont'd)

Practice 5
The sources and types of information on your list should be varied. Possible
heirloom vegetable topics include: superiority of, history of, health risks
of genetically modified organisms (GMOs), propagating techniques, and
reasons for maintaining biodiversity.

For example:
Search engine:
1. www.extension.edu University website, definition, why grow, how
to save seeds
2. www.bookstore.com Retail site with guides and how-to books
3. www.vegetablecooking.net Recipes, other food information;
explains why heirloom varieties taste better, shows how to use
them
4. www.seedsoftheearth.com Retail site offering seeds
5. www.oldendays.net Nostalgia site with page on connecting with
the past through food; mentions heirloom vegetables as way to step
back in time

Online library:
1. American Folklife Center, Library of Congress, Local Legacies
project: Maine lumbeijacks prepare heirloom varieties of beans
with special technique used by Native Americans
2. American Folklife Center, Library of Congress, Local Legacies
project: Denver Farmers’ Market gives small growers of heirloom
vegetables retail exposure
3. American Folklife Center, Library of Congress, Local Legacies
project: history of county fairs-judging of heirloom vegetables
4. Science Reference Guides, Library of Congress: list of Internet
resources on container vegetable gardens
5. Immigration collection, Library of Congress: laws passed to prevent
Chinese immigrants from growing and selling certain vegetables
Possible topics:
Heirloom vegetables from Native Americans
Methods of seed saving
Laws dealing with heirloom vegetables

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 6: Prewriting

PRACTICE EXPLANATIONS AND EXAMPLES (cont'd)

Practice 6
If you made a web, it should have the subject at the center, with main
ideas surrounding it. Secondary ideas, details, and examples should also
be properly placed. You may have had to add or delete information to cre¬
ate a cohesive plan.

If you made an outline, it should show the relationship between main ideas
and secondary ideas, and list supporting examples and details.

For example:

I. Acupunture
A. History of
B. Veterinary Use
1. Case of elephant in Singapore Zoo
a. description of ailment
b. treatment
c. results

IELTSMatters.com
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 7

Writing

In this chapter, you will learn how to create a rough draft. Although this
step in the process is considered the most intimidating, it doesn’t have
to be.

Think of writing as freewriting with a plan. Let your writing flow unen¬
cumbered by worries about revising, editing, or proofreading (those will
come later). If your plan is good, your rough draft should be too. All you
are trying to achieve in this step is the creation of material that you can
later shape into a final piece of writing (except if you are writing a timed
essay).

FLASH FORWARD I...

Timed essays will be covered in chapter 10, Academic Writing.

Let’s first look at some general guidelines that will help you create your
rough draft. Then, we’ll examine the three parts of almost every written
communication: the Introduction, Body, and Conclusion.

GENERAL RULES FOR WRITING

Whether you are writing a memo, an academic paper, an essay, or a letter,

there are guidelines that can help you. Although the written products are
different, all of these formats share a common process that can be made
easier when you understand and follow it.

IELTSMatters.com
kaplan) 177
 Sharp Writing

Let It Flow
The first rule is the simplest: write! Put pen to paper or fingers to keyboard
and begin. As with freewriting, forget about mechanics and style when
you’re writing. Let it flow. Using your plan from chapter 5 as your guide,
create sentences and paragraphs that communicate your ideas.

Don’t worry about including too much information, or writing beyond a

specified length. You are creating the raw material from which, with the
help of chapter 7, you will create a polished piece of writing.

Write a Thesis Statement

A thesis statement distills the purpose of your writing into one or two
sentences. Most writers include it within their introductory paragraph to
announce to their readers what is to come. They also typically reword it
and insert it in the conclusion. But even if you don’t include it directly in
your writing, the act of producing a thesis statement will help you to focus
as you create your rough draft. Everything you say should relate to the the¬
sis statement—supporting it, explaining it, or giving examples or details of
it. If your writing veers away from the thesis statement, you’re either off
topic or your statement needs revising.

Use Paragraphs
Paragraphs visually display the organization of your writing. When you
move on to a new idea, or from one outline heading to another, begin a new
paragraph. That’s not to say you should worry too much about structure,
especially if it gets in the way of your main goal (getting your ideas into
a rough draft). But if you separate information logically into paragraphs,
it will help you to see where you have sufficient support and where you
don’t, it will make the process of revising easier, and it will help your
reader follow your argument, too.

Make Copies
A little paranoia can help you keep your writing safe. It’s unlikely that
someone will walk off with the notebook you’re writing in, but it’s still not
a bad idea to make a copy of your prewriting plan and your rough draft. If
you’re working on a computer, back up your work often. You don’t want to
have to go back to Square One unless it’s to improve your writing.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7: Writing

Go Back to Square One if Necessary

Just because you have a plan doesn’t mean you have to slavishly adhere to
it; if something isn’t working, go ahead and change it. You might need to
do some additional research to come up with more or better examples. One
of your secondary ideas might seem weak, and need to be either dropped
or amended. Remember that your plan is flexible. Add, subtract, or rear¬
range as necessary.

On occasion, you will find that your entire plan doesn’t work. That’s when
you need to take another look to determine whether any of it is worth
saving. Chances are you already have some good ideas. Perhaps one of
your secondary ideas should be the main idea, or perhaps a detail could be
expanded to create a new focus. Don’t abandon your work without trying
first to rework it.

SHARP WRITING TIP

Note any general rules you weren't familiar with or have trouble
with.

THE INTRODUCTION

What It Is
Good introductions do two things; they announce your subject and they
grab (or hook) the reader’s attention. Depending on the type of writing
you’re working on, you might need to write more “announcement and
less “hook.”

For example, a business memo should be more straightforward than a col¬

lege admissions essay. The audience for the memo probably needs to read
the information it contains, and would benefit from a direct approach that
explains the context and, at least generally, the content, of the memo. But
the admissions essay is different. It will be read in 2—3 minutes by an
admissions officer who has a stack of essays left to read. He or she doesn’t
even have to finish your essay. If you tell them what you’re going to say
in the first paragraph, they’ll probably put it down. The admissions essay,
therefore, needs more “hook” than “announcement.”

kaplan) 179
IELTSMatters.com
 Sharp Writing

Getting It Right: The Thesis Statement

An integral part of most effective introductions (except those acting purely
as hooks) is the thesis statement. The statement clearly explains the purpose
of your writing in one or two sentences. It serves as a guide to the reader,
either as a roadmap (“here’s what I’m going to show you”) or as a justifi¬
cation for your argument (“this is why this subject is important”). Strong
thesis statements take a stand, are specific, and express just one main idea.

Examples
Let’s look at a sample thesis statement:

The SUV has been blamed for many of our country’s woes.

This is a weak thesis statement for a number of reasons. First, it doesn’t

take a stand. How does the writer feel about the SUV? We don’t know.
Second, it’s not specific. “Many woes” doesn’t tell us whether the argu¬
ment will be about safety, the environment, gas consumption, or some¬
thing else entirely.

FLASHBACK 1..

As you saw in chapter 1, the passive voice is often inappropriate

in writing. A strong thesis statement that takes a stand should be
written in the active voice.

Here’s a better example:

SUVs are a threat to the environment. Scientists are warning that their
contributions to global warming and air pollution are far greater than
most people realize.

Why It Works
This statement works because it takes a stand in the first sentence, and gets
specific about it in the second. It has one main idea (SUV as threat to the
environment) and is written in the active voice.

SHARP WRITING TIP

Thesis statements should be in the active voice, take a stand, and be

specific.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7: Writing

Practice 1
Using your brainstorming notes or freewriting from the first or second
practice in chapter 5, come up with a strong thesis statement.

Getting It Right: The Hook

The “hook” part of the introduction can take various forms. Depending
on the type of writing you’re doing, you might want to startle your reader
with some interesting information, illustrate the point you’re about to make
with a story, or provide some historical background. Hooks can precede or
follow the thesis statement. Here are a few ideas for effective hooks:

1. Scene or Anecdote

A scene that illustrates or introduces your thesis statement is a great hook.

Anecdotes with details that appeal to the emotions and senses draw the
reader in. For example, if you are writing about how expensive it is to live
in New York, you could begin with a scene of a middle-class family mov¬
ing out of the city, leaving their beloved home and friends behind. Their
rent-controlled apartment became a condominium and they couldn’t afford
to buy it. After a long search, they could not find affordable housing.

2. Statistic

Operating under the assumption that numbers don’t lie, a statistic can
startle the reader, making the information you are about to present more
real. Instead of beginning with a thesis statement, “New York is the most
expensive U.S. city to live in,” consider opening with a statistic. “To get
by in New York, you’ll need an income of at least $80,000” gets more
attention.

3. Quote

Using someone else’s words can also grab the attention of your reader. But
keep this in mind: a quote works because of the credibility and familiar¬
ity of the person quoted, as well as the relevance of the words they used.
Therefore, the person (or organization) you’re quoting should be familiar
to your reader, and that person should say something insightful.

4. Context

If your topic needs some background information to make it more under¬

standable, an opening hook that gives context could work well. Historical,

IELTSMatters.com
 Sharp Writing

literary, biographical, or scientific background can help the reader under¬

stand the problem or question your writing addresses. But consider your
audience carefully; what will fascinate some could put others to sleep if
they already know it. If you’re worried that a few readers might need con¬
text, consider including it later in your writing, or as an appendix or foot¬
note.

5. Question

Provocative or puzzling questions immediately draw your reader in

because you are simultaneously addressing them directly and asking them
to think about your subject. If you use this type of hook, be certain your
thesis statement or writing as a whole satisfactorily answers the question!

Practice 2
Building on Practice 1, use your thesis statement and brainstorming notes
or freewriting to write two introductory hooks. Choose any of the five
types that appeal to you and work well with your topic.

Checklist: Avoid These Mistakes

• Too Broad: Sweeping generalizations about the importance or
relevance of your topic are boring, and won’t relate to your strong
thesis statement (which is specific). In addition, such generaliza¬
tions usually oversimplify. If you’re writing about New York as the
most expensive place to live, you’re writing in the present tense.
Your reader won’t care if you tell them, “Throughout the history of
the United States, New York has been a city where only the wealthi¬
est could live comfortably.” They might question your information,
too.

• Repetitious: If your writing is an assigned topic, don’t repeat or

reword it. A college admissions essay on the person who has most
influenced your life shouldn’t begin, “The person who has most
influenced my life is...” If your boss asks you to write a report on
the reasons why you think the company’s client base should be
expanded, don’t open with, “There are many reasons why I think
our company’s client base should be expanded.” Address the topic
immediately, without restating it.

• Cliched: Overused (and therefore boring) openers, cliches are typi¬

cally questions (“Did you ever wonder...”) or context. Resist the

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7: Writing

urge to repeat what has been written countless times before. One
introductory cliche that should never find its way into your writing
is the dictionary definition: It’s boring and probably too general to
shed light on your topic.

THE BODY

What It Is
In the body of your writing, you develop your argument, present your
ideas, and analyze your topic. The body is made up of paragraphs that sep¬
arate ideas and include details, examples, and evidence to support those
ideas.

Getting It Right
It’s important to let the writing of your rough draft flow. Use your plan as
a guide, and remember to use paragraphs to separate ideas. Those para¬
graphs can be from four to about ten sentences in length, depending upon
how much supporting material you include for the main idea of that para¬
graph. Variety in paragraph and sentence length adds interest. But don’t
worry too much about structure; your objective is to get a workable draft
onto the page.

Most writers are familiar with the rule that one must not use the work of
another writer without proper citation. Quotation marks, footnotes, and
acknowledgement within the text are all acceptable citations. But what
type should be used where? If you aren’t sure, you can end up plagiarizing
without any intention of doing so. Here are a few simple rules to avoid
plagiarism in your writing:

You need a citation when you use:

1. someone else’s words or ideas

2. ideas or information given to you in a conversation, interview, or

email
3. pictures, diagrams, illustrations, or charts created by someone else

You don’t need a citation when you use:

1. your own words to describe your experiences, thoughts, observations,
or insights

KAPLAN) 183
IELTSMatters.com
 Sharp Writing

2. information that could be described as common knowledge (facts

that appear in many sources and are known by many people)

Paraphrasing, or putting information you got from another source into

your own words, is a great way to avoid plagiarizing when you don’t want
to use a direct quote. However, you should still credit the original source.
For example,
As the historian Edward Gibbon noted in The Decline and Fall of the
Roman Empire, Charles V and the Roman emperor Diocletian had
much in common.

The writer did not come up with the idea that the two rulers had much in
common, but he or she also did not want to quote directly from Gibbon’s
text. A mention of him and his work is sufficient to give credit for the
idea.

THE CONCLUSION

What It Is
As you end your writing, you have another chance to show your reader
why everything you’ve said is important. Your conclusion should answer
the question, “So what?” Leave a good last impression with your reader
with a strong conclusion that avoids cliches. “To conclude,” “To summa¬
rize,” and “In closing” are boring and overused. Leave them out.

Getting It Right
Conclusions are not the place for introducing new information. But you
also don’t need a paragraph to repeat everything in the body of your writ¬
ing. What makes an effective conclusion? Many of the techniques that
help create strong introductions also work well as endings.

1. Look to the future. What do you anticipate doing or accomplishing?

What outcome do you hope for?

We can hope that our government will take a harder look at the
problems caused by SUVs, and begin to take action to correct them.
If we implement this plan, by next quarter we should begin to see
results.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7: Writing

2. Ask a question. The answer should echo your thesis statement.

How can the environmental impact ofSUVs be lessened?

What can our company do to improve our bottom line?

3. Issue a call to action. Tell your readers what they should do.

Begin by making better choices the next time you shop for a car.
Improve customer relations today by calling or emailing your contact
for each account.
4. Remind your reader why your topic is important to them.

If we are to enjoy a clean environment tomorrow, we must take action

today.
When our company succeeds, every employee reaps benefits as well.

5. Refer to the scene or anecdote used in the introduction.

The family that had to relocate out of the city could have been helped
by these reforms.

Practice 3
Building on Practice 2, use your thesis statement and introductory hooks
to write two conclusions. Choose any of the five types that appeal to you
and work well with your topic.

VARIETY IN SENTENCE STRUCTURE

You’ll want to use a combination of simple, compound, complex, and

compound-complex sentences. Here are some examples:

Simple (one main clause):

Any entrepreneur seeking a new business location should seriously
consider Nashville, Tennessee.
Compound (two or more main clauses):
Entrepreneurs often need to select a new business location, and they
should seriously consider Nashville, Tennessee.
Complex (one main clause, one subordinate clause):
If any entrepreneurs are looking for a new business location, they
should seriously consider Nashville, Tennessee.

KAPLAN) 185
IELTSMatters.com
 Sharp Writing

Compound-complex (two or more main clauses, plus at least one

subordinate clause):
Entrepreneurs often need to select a new business location, and when
they do, they should seriously consider Nashville, Tennessee.

In addition to using a variety of these basic sentence forms, you can enliv¬
en your sentences by placing “interrupters,” phrases and clauses in various
places:

X is unlike Y because of Z.
Because of Z, X is unlike Y.
However, X is unlike Y because of Z.
X, however, is unlike Y because of Z.
However, because of Z, X is unlike Y.

Practice 4
Each sentence is provided in either simple, compound, complex, or
compound-complex form. Rewrite each given example in the three
other forms.

Simple: Sometimes the fresh perspective of a non¬

expert can be valuable in the consideration of a
subject.

Compound: The feeling of having fulfilled a personal goal

is important, but the tangible rewards of society
are at least as important.

Complex: Even though Company B is more expensive,

the important question is whether the com¬
bined cost of pest-control and savings in prod¬
uct damage are greater with Company B.

Compound-Complex: Different academic communities have different

traditions, and while these differences may be
significant, it is an oversimplification to say that
there can be no meaningful interaction between
them.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7: Writing

Length
Write in a variety of sentence lengths to create rhythm for your readers.
A short sentence (four to eight words) can effectively emphasize a simple
point; a long sentence (30-45 words) might be necessary to present a rela¬
tively complicated idea. However, too many short sentences are likely to
sound monotonous while too many long sentences may be difficult on
your reader.

Example: Entrepreneurs often need to select a new business location,

and when they do, they should seriously consider Nashville,
Tennessee. This southern city has a great deal to offer.

Sentence Openers
How you start your sentences should vary too. If all of your sentences start
with the subject, even if the sentence lengths and forms vary, it can sound
awfully tedious (unless you are purposely using parallel construction).

Monotonous: Nashville was founded in 1779. Tenessee became the

sixteenth state of the union in 1796. Nashville became
the state’s capital in 1812.

Exciting: Founded in 1779, Nashville became the capital of

Tennessee in 1812, sixteen years after Tennessee
became the sixteenth state of the union.

To add variety, combine sentences as in the example above and start some
sentences with introductory clauses and phrases rather than the subject.
But keep the basic order for sentence structure for your core clause (sub¬
ject, verb, indirect object, object).
Needs Variety: Nashville was founded in 1779. It became the state
capital in 1812.

Has Variety: Founded in 1779, Nashville became the state capital

in 1812.

187
IELTSMatters.com
 Sharp Writing

A VARIED VOCABULARY

Repetition is one of our most effective rhetorical devices. However, exces¬

sive repetition should be avoided; One important sentence-level strategy
is to use synonyms instead of relying on a few key words throughout your
writing.

Repetitive Vocabulary: Business is not an occupation for the faint of

heart. Every businessperson should be aware
that nearly 50% of businesses fail in their first
year, while 75% of businesses go under within
three years. Our first order of business in this
essay is to consider the question, “What are
the causes of business failure?”

Synonym-Enriched: Business is not an occupation for the faint of

heart. Every entrepreneur should be aware
that nearly 50% of new ventures fail in their
first year, while 75% go under within three
years. Our first concern in this essay is to
consider the question, “What are the causes
of commercial failure?”

An effective way to avoid repetition is to make lists of terms pertinent to

the various prompt topics.

Practice 5
The following paragraph contains examples of overly repetitive word use.
Correct the problems by rewriting the paragraph with appropriate syn¬
onyms in place of the repetitive words and phrases.

Courses that focus on intellectual development are more important than

courses that contribute to professional development. Courses focused
on professional development assume that these courses will still be rel¬
evant to the future job market, while in fact the constant changes in the
job market might make such courses obsolete. In contrast, courses that
work toward intellectual development are courses that train a person for
a variety of job market roles, so that even if the job market changes, the
work done in the courses remains relevant. This is not to say that many
courses cannot do both: preparing a person for the job market while
also preparing her for a variety of different job market possibilities.
But, while courses on professional development have their place in the

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7: Writing

realm of university courses, they should not be allowed to supersede

courses that train the intellect for a changing job market.

TRANSITIONAL PHRASES

Your writing should be stitched together with transitional phrases. From

the second paragraph to the conclusion, each topic sentence should begin
with a conspicuous signpost marking the trajectory of your argument: the
first problem, first of all, second, furthermore, one additional factor, in
conclusion, etc.

Below, you’ll find a list of some of the most useful transitional words and
phrases for your essays.

Purpose Transitions
Show addition and, also, again, in addition, furthermore,
moreover, besides, next, too
Introduce an for example, for instance, such as, in particu¬
example lar, in fact, in other example words, that is,
specifically, on the one hand/other, to illustrate
Indicate the before, after, afterward, next, during, mean¬
passage of time while, later, eventually, passage of time in the
meantime, immediately, suddenly, finally
Indicate rank first, second, third, etc. (of all); first and
foremost; most important; more importantly;
above all
Indicate cause because, since, for this reason
Indicate effect as a result, consequently, therefore, hence
Indicate comparison similarly, likewise, like, just as, in the same
manner
Indicate contrast but, however, on the other hand, on the con¬
trary, conversely, in contrast, yet, whereas,
instead, rather, while, although, though,
despite
Add emphasis in fact, indeed, certainly, above all
Summarize or in sum, in summary, in short, in conclusion,
conclude to conclude, to sum or conclude up, that is,
therefore

KAPLAN) 189
IELTSMatters.com
 Sharp Writing

SUMMARY

The most important general guideline for producing a first draft is also
the simplest: let your writing flow. Don’t stop to worry about mechanics
and style, but do use your writing plan as a guide. Before you begin, cre¬
ate a thesis statement that distills your topic into a sentence or two. Your
statement should take a stand on one idea, be written in the active voice,
and be specific. While writing, use paragraphs to separate main ideas,
and make copies of your work to safeguard it. Finally, tweak your plan if
it has problems. Add or delete, change the order of ideas, or make other
necessary modifications.

Good introductions announce your topic and grab the reader’s attention.
You can begin with some general information, and lead up to a strong,
precise thesis statement, or begin with the statement, and generally show
how you will prove, explain, or argue for or against it. Some writing needs
very little announcing, but should begin with a strong hook for the reader.
Some good strategies for these types of introductions include the use of an
anecdote, statistic, or quotation. Information or facts that startle or elicit an
emotional response make good hooks.

The body of your writing is where you develop your argument using the
ideas and supporting facts and examples from your writing plan. It should
be structured in paragraphs that help to visually demarcate different ideas.
Remember if you are using words, phrases or ideas from another source,
you must credit that source. Even if you are paraphrasing, the originator of
ideas that aren’t your own must be mentioned.

Good conclusions avoid two mistakes: they don’t repeat everything you’ve
already said, and they don’t introduce new information. Strong conclu¬
sions leave a great final impression while answering the question, “So
what?” End your writing with a strategy similar to one you used in your
introduction.

As you write, vary your vocabulary as well as the length and complexity
of your sentences, and use transitions that make it easier for a reader to
follow your reasoning.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7: Writing

PRACTICE EXPLANATIONS AND EXAMPLES

Practice 1
Your thesis statement should tell, in one or two sentences, what you are
going to write about (a roadmap statement) or why your topic is important
(a justification statement). It should be written in the active voice, and take
a stand. Only one main idea should be expressed, and that idea should be
specific.

For example:
Cooking not only helps me relax and entertain my friends, but it allows
me to experience other cultures.

Practice 2
If you used a scene or anecdote in your introduction, does it illustrate or
introduce your thesis statement? Does it contain details that appeal to the
emotions and senses?

If you used a statistic, does it have the power to startle your reader? Do the
numbers make your topic seem more real?

If you used a quote, the person you quoted should be familiar to your
reader, and the words should be insightful.

If you provided context, does it give background information that helps

your reader understand the problem or question your writing addresses? If
you asked a question, your thesis statement should answer it.

For example:
How can you experience another culture without leaving your home?
The smell of toasting cardamom and coriander filled the kitchen as I
chopped the fresh garlic, ginger, and onions.

Practice 3
Your conclusions should not begin with a cliche such as In conclusion,
or “To summarize.” You may have provided a vision of your topic in the
future, given your reader a call to action, or reminded him or her why
your topic is important. Or, you may have asked a question that can be
answered by your thesis statement. If you used a scene or anecdote in your
introduction, you could refer to it again in your conclusion.

kaplanJ) 191
IELTSMatters.com
 Sharp Writing

PRACTICE ANSWERS AND EXAMPLES (cont'd)

For example:
My credit card never left my wallet, and I didn ’t have to wait in lines
at the airport, but I felt as if I’d just returned from a night out in
Bagalore.
The table was cleared, the pots and pans were washed and put away,
and the stove was scrubbed. But my kitchen was still fragrant with
curry, chutney, and basmati rice.

Practice 4

Simple Sometimes the fresh perspective of a nonexpert can

be valuable in the consideration of a subject.
Compound Experts often have the best advice about a subject, but
some times the fresh perspective of a non-expert can
be valuable too.
Complex Although experts often have the best advice about
a subject, sometimes the fresh perspective of a non¬
expert can be valuable too.
Compound- Because experts typically have the most information
Complex about a subject, they often have the best advice about
that subject, but sometimes the fresh perspective of a
non-expert can be valuable too.

Simple The tangible rewards of society are at least as impor¬

tant as the feeling of having fulfilled a personal goal.
Compound The feeling of having fulfilled a personal goal is
important, but the tangible rewards of society are at
least as important.
Complex Although the feeling of having fulfilled a personal
goal is important, the tangible rewards of society are
at least as important.
Compound- Rewards are important, and although the feeling of
Complex having fulfilled a personal goal is important, the tangi¬
ble rewards of society are at least as important.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7: Writing

PRACTICE ANSWERS AND EXAMPLES (cont'd)

Simple The important question is whether the combined cost of

pest-control and savings in product damage are greater
with Company B.
Compound The important question is not which pest-control com¬
pany is cheaper, but rather which company provides
the best combination of cost and savings in product
damage.
Complex Even though Company B is more expensive, the impor¬
tant question is whether the combined cost of pest-
control and savings in product damage are greater with
Company B.
Compound- Even though Company B is more expensive, if the
Complex combined cost of pest-control and savings due to prod¬
uct damage is greater, then Company B is a better deal
overall.

Simple It is an oversimplification to say that there can be no

meaningful interaction between academic communi¬
ties with different traditions.
Compound Different academic communities have different tradi¬
tions, but it is an oversimplification to say that these
differences preclude meaningful interaction between
them.
Complex Even though different academic communities may
have different traditions, it is an oversimplification
to say that there can be no meaningful interaction
between them.
Compound- Different academic communities have different tradi¬
Complex tions, and while these differences may be significant,
it is an oversimplification to say that there can be no
meaningful interaction between them.

KAPLAN) 193
IELTSMatters.com
 Sharp Writing

PRACTICE ANSWERS AND EXAMPLES (cont'd)

Practice 5
Answers will vary slightly.

Repetitive words and phrases in this paragraph: courses, development, job

market

Synonyms for “courses”: lessons, classes, curricula, programs, learning,

education

Synonyms for “development”: improvement, training, education, advance¬

ment, enhancement

Synonyms for “job market”: employment, professional setting, occupa¬

tion, trade, the world of work

Sample rewrite using these synonyms:

A curriculum that focuses on intellectual improvement is more important

than a curriculum that contributes to professional training. An educational
program that emphasizes professional advancement assumes that this edu¬
cation will still be relevant to the future occupation of the student, while
in fact the constant changes in the job market might make such learn¬
ing obsolete. In contrast, a course of study that works toward intellectual
growth trains a person for a variety of occupational roles, so that even
if the demands of employers change, the educational program remains
relevant. This is not to say that many curricula cannot do both: preparing
a person for employment in a specific field while also preparing her for a
variety of potential vocations. But, while classes that provide professional
training have their place in the realm of university curricula, they should
not be allowed to supersede education that trains the intellect for the ever-
changing world of work.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 8

Revising, Editing, and

Proofreading

In this chapter, you’ll learn how to hone your rough draft at two levels.

First, you will consider broad issues. How well do you address your topic?
Does your writing flow? Are your ideas well supported?

Second, you’ll examine the draft more closely, looking at sentences, word
choices, and mechanics. Is there variety in sentence length and structure?
Are the words you’ve chosen fresh and appropriate for your audience?
Are there errors in punctuation, grammar, and spelling? Knowing how to
edit your own work is a critical skill that will significantly improve your
writing.

PROFESSIONAL EDITING STRATEGIES

Those who make their living as editors have some tricks and tips that all
writers can use to make the process of refining a rough draft easier and
more thorough.

Wait
The longer you take between the time you finish writing and the time
you begin fine-tuning, the greater the chance you’ll see it with fresh eyes.
A minimum of twenty minutes is recommended; some editors wait at least
24 hours before taking another look.

Speak
Reading your writing aloud may help you to catch awkward passages,
word choices, and other errors that looked fine on paper.

IELTSMatters.com
 Sharp Writing

Slow down
Reading at a normal pace is too fast to catch errors.

Print
Many editors find it is easier to revise, edit, and proofread on paper than
on a computer screen. Print out a copy and mark it up as you find areas for
improvement. You may want to make changes after revising and print out
a new copy for editing, repeating the process before proofreading.

Back up
A great tip for proofreading is to read backwards, one word at a time. You
have a better chance of finding misspelled words (especially those not
caught by a spell check program), missing words, and misused words.

Learn from past mistakes

Keep your Sharp Writing guide with you as you edit. Look for the mis¬
takes you make frequently.

Enlist help
Ask a friend or colleague whose skills you trust to read your writing. They
may catch errors you missed and be able to point out areas that don’t make
sense, or need additional explanation.

SHARP WRITING TIP

Make note of any or all of the editors' tips.

REVISING

What It Is
“Re-vision” means literally to see again. When applied to writing, it means
looking at your rough draft with “fresh eyes,” as if you’re the reader and
not the writer. This kind of objectivity is needed to find and fix errors.

Some writers avoid the revision process because, once their writing is
on paper or computer screen, it seems “good enough.” They’re willing to

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 8: Revising, Editing, and Proofreading

proofread, correcting the obvious errors, but stop short of revision, which
considers the quality of their work more generally. Most great writers,
however, confide that revision is everything; their work would not be near¬
ly as good if they weren’t better at “re-visioning” than they were at writ¬
ing a first draft. Don’t think of revising as an optional step; it’s part of the
writing process.

[ REMEMBER THIS1 1...-.i-,

Editing is about fixing what isn't working. Don't rewrite your entire
piece of writing; enjoy those paragraphs, sentences, and word
choices that work well. Focus on those areas that could be stronger
or better organized to convey your intended meaning. Correct
grammar, spelling, or punctuation errors.

Successful revision involves two areas of concern: clarity and organiza¬

tion. Take your time as you answer the following questions, looking at
your writing repeatedly to find areas for improvement.

Questions for the Revision Process

Clarity:
Does your thesis statement accurately describe the goal of your
writing?
Does your writing maintain focus on the topic?
Is each main idea closely related to your topic?
If you’re making an argument or explaining a process, are all relevant
steps included?
Does the introduction clearly announce your topic and engage your
reader’s interest?
Is there a clear sense of purpose throughout your writing?
Does your tone support the nature of your writing (formal, casual,
business, etc.)?

Structure:
Do your main ideas follow a logical order?
Is each idea supported by examples, details, and/or evidence?
Compare your writing to your prewriting plan; if it doesn’t follow it
exactly, is there a good reason why you rearranged it?

kapianD 197
IELTSMatters.com
 Sharp Writing

Is each idea developed sufficiently?

Is sentence structure varied?
Is there unnecessary repetition of ideas?

Getting It Right
There are a number of effective ways to remedy clarity problems. They
include:
1. Refining your thesis statement if it’s too broad

2. Adding text that provides relevant information that was missing from
your first draft

3. Rewriting your introduction to clarify your topic

When you feel you’ve successfully addressed any clarity issues, go over
your writing once again, asking the same questions. Don’t stop the process
until you’re satisfied with your results.

If you find problems with structure, try one or more of the following:

1. Change the order of your paragraphs if your main ideas would make
more sense arranged differently. You may need to rework the topic sen¬
tences of those paragraphs, or add transitional sentences, to make the
new order flow.

2. Add more or better evidence, details, and examples if an idea needs fur¬
ther support, especially if all other main ideas are better supported.

3. If an idea needs development, consider that you may intuitively know

that idea, but while writing it may have left out a step. It may be easier
to explain it aloud first, and then write it down.

4. Eliminate ideas and phrases that are repetitious or otherwise unneces¬

sary.

5. If there is little sentence structure variation, try combining a few shorter

sentences, dividing longer ones, and adding or deleting introductory
phrases (if there are too few or too many).

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 8: Revising, Editing, and Proofreading

Examples
1. The War of 1612, sometimes called the “Second War for Independence” marked
the end of a near century-long conflict between America and Britain. The first
War for Independence (the Revolutionary War) ended with the formation of the
United States of America as a separate country that was no longer a British
colony. The British lost land, including vital trade routes, after that war. The
Native American leader Tecumseh, who was pushing for a separate state for
his tribes to be located south and west of Lake Erie, along with so-called War
Hawks like Henry Clay of Kentucky, helped push the Americans into a war with
Britain.

This paragraph begins with a strong thesis statement, which declares that
the War of 1812 “marked the end of’ the “conflict between America and
Britain.” It gives some historical context, explaining why the conflict
began. But then it veers off course. The topic is the end of the conflict with
Britain, and not who pushed us into the war. The last sentence therefore
does not support the topic. Either it needs to be dropped, or the thesis
statement needs to be reworded. The writer decided to remove the last
sentence, and instead continue to introduce the general argument about the
conflict. Here is the revised version:

The War of 1812, sometimes called the “Second War for

Independence” marked the end of a near century-long conflict
between America and Britain. The first War for Independence (the
Revolutionary War) ended with the formation of the United States
of America as a separate country that was no longer a British colony.
The British, who ruled Canada, lost land, including vital trade routes,
after that war. There was bitterness and distrust between the two
neighboring nations as a result.
2. We had a sales meeting on Friday. Everyone on the team was in attendance. It
went well. We discussed last year’s goals. Many of them were reached. We came
up with goals for this year. They are more ambitious than last year’s.

This paragraph conveys information about the meeting, but it’s dull. Every
sentence is eight words or less in length, sounding as if they were written
for an audience of beginning readers. To correct it, make some sentences
longer, while leaving others short. In addition, change some word choices
to make the new sentences flow.

We had a sales meeting on Friday with everyone on the team in

attendance. The meeting went well. We discussed last year’s goals,

199
IELTSMatters.com
 Sharp Writing

many of which were reached. We also devised goals for this year,
which are more ambitious.

Practice 1
Take one or two paragraphs of your rough draft (or any other writing you’d
like to revise), and check for clarity and organization problems. Rewrite
and rearrange until you are satisfied with the results.

PROOFREADING_ _

What It Is
Some writers consider proofreading a quick run of their computer’s
grammar and spell check programs. While those programs do find errors,
reliance on them to find every mistake is itself a mistake!

Do your own proofreading, and then carefully use grammar and spell
check to search for errors you may have missed (see suggestions for their
use in the last section of this chapter).

Working from a hard copy, examine your writing one sentence at a time.
Mark problems with a pencil as you find them. You might circle words you
want to replace, cross out what could be deleted, and make notes about
other possible changes in the margin.

As you examine the mechanics of your writing, check for one type of
error at a time. That means for each of the following questions, you will
read through your entire piece. This method helps you maintain focus and
catch more mistakes than you would trying to keep all of the questions in
mind at once.

SHARP WRITING TIP

When proofreading, check for one type of error at a time.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 8: Revising, Editing, and Proofreading

Questions for the Proofreading Process

• Are all words used correctly? Review the confused and misused
word lists in chapter 2 for guidance.
• Are there too many or too few commas? Check chapter 3 for tips on
correct usage.
• When using quotation marks, did you place all sentence-ending
punctuation inside them?
• Is there a good balance of contractions (not too few or too many)?
• Do all subjects and verbs agree? Review the section on subject/verb
agreement in chapter 2.
• Has the active voice been used whenever possible? Check chapter 2
for an explanation of the inappropriate uses of the passive voice.
• Are there any sentence fragments or run-on sentences? chapter 2
shows how to find and fix them.
• Axe there too many or too few adjectives and adverbs?
• Are there any unnecessary verb tense shifts? Review this subject in
chapter 2.
• Are all pronoun references clear? Review the section on pronouns in
chapter 1.
• Have all modifiers been used correctly?
• Are all apostrophes used correctly? Pay careful attention to posses-
sives, and check chapter 3 for information on correct usage.
• Do any lists of items contain mistakes in parallel structure? See
chapter 2 for a quick review of this topic.
• Have all hyphenated and compound words been used correctly?
Review the section on dashes in chapter 3.

Getting It Right
The goal of proofreading is to eliminate poor word choices and errors in
mechanics. Remove or replace words and phrases that don’t work, and
correct mistakes such as unnecessary verb tense shifts and confusing pro¬
noun usage. After proofreading, your writing will be more fresh, original,
interesting and understandable.

Example
The problems with my dishwasher began a weak ago. I ran a cycle, and the detergent
dispenser didn’t open. I tried again and it worked. The next day, I ran it, and, it leaked.

IELTSMatters.com
 Sharp Writing

Caused a flood in my kitchen. I hired a plumber to fix the leak, but when I try to run it
again, it isn’t starting. An appliance repair person told me the motor died, and I would
have to spend about $300 to replace it.

This paragraph has numerous errors, none of which were caught by gram¬
mar or spell check. They include a misused word (weak instead of week),
a sentence fragment (caused a flood in my kitchen), and incorrect comma
use (the next day, I ran it, and, it leaked). Here’s the proofread and cor¬
rected version:

The problems with my dishwasher began a week ago. I ran a cycle,

and the detergent dispenser didn’t open. I tried again and it worked.
The next day, I ran it and it leaked, causing a flood in my kitchen.
I hired a plumber to fix the leak, but when I tried to run it again, it
didn’t start. An appliance repair person told me the motor died, and
I would have to spend about $300 to replace it.

PROOFREADER'S MARKS

Save yourself time and make your notes clearer by using standard proof¬
reader’s marks. Here are the most common ones.

Begin new paragraph

No No new paragraph

Delete (with line through all that is to be deleted)

Close up; delete space

Delete and close up (to delete letters within a word)

# Insert space between two words or elements (put a vertical

line between the words or elements)

ef# Make space equal (between words or lines)

$0 Lowercase

UC Uppercase

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 8: Revising, Editing, and Proofreading

[ Move left

] Move right

][ Center

Flush left
¥

Flush right

// Align

9 Check spelling or spell out

Let it stand (with dotted line under the text that is to be left to
skt stand as it was originally)

f'-1 trows Transpose (with a line curved around the text that is to be
transposed)

itJ Set in italic type (with text underlined thta is to be italicized)

Set in roman (plain) type (circle the text to be set in

row
roman type)

Set in boldface type (with wavy line under text to be

boldfaced)

Capitalize letter (or three underscores under the letter(s) to

be capitalized).

A Insert here

A Insert comma

Insert apostrophe (or single quotation mark)

Insert quotation marks (also used for superscript)

© Insert period

KAPLAN) 203
IELTSMatters.com
 Sharp Writing

Insert question mark (also used for exclamation point)

?/
© Insert semicolon

© Insert colon

Insert hyphen

Insert dash

M Insert parentheses

Practice 2
Exercise 1
Proofread the following paragraph, making all necessary changes and
corrections.

Eliza Lynch was an Irish women living in Paris, when she met Francisco

Lopez, son of the dictator of Pariguay. Traveling with him for three

months back to his native land, she had five sons. Lynch remains in

Pariguay for 15 years. While her adopted country was at war with three

neighboring nations, the overseeing of the building of opera houses and

palaces, acquisition of almost half the land in the country, and amassing

of a fortune in gold and jewels was accomplished by “La Lynch”, as the

Paraguayans called her. The population and economy during that time.

Only 10% of Paraguayan males survived the war, and over 1 million

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 8: Revising, Editing, and Proofreading

citizens lost there lives. Although today she is revered with a majestic

shrine in Asuncion, many historians believes she was a powerful afflu¬

ence on Lopez, and had no concern for the people of Paraguay.

Directions for Exercises 2 and 3: Each of the following paragraphs includes

even more errors than you found in Exercise 1. Locate and correct all the
errors in each paragraph.

Exercise 2

(1) The advise given to the company managers that hiring more addi¬

tional workers will result in a larger number of houses being built con¬

tain a fallacy of exclusion. (2) Several pieces of extremely vital informa¬

tion are not taken into consideration in the reasoning that more workers

means more houses built, a moments reasoning reveals that many fac¬

tors other then merely the number of workers determines the answer to

the question of how many houses will be built? (3) For example, if the

construction company doesn’t have enough construction equipment/

tools to equip more worker’s, then extra workers won’t help irregard-

less. (4) If there aren’t enough building sights available, a raw materials

shortage, or sufficient infrastructure to support additional workers, then

hiring more workers might well been just a waste of money. (5) The

whole question of diminishing returns is not considered by this line of

reasoning at all in increasing staff size.

kaplan) 205
IELTSMatters.com
 Sharp Writing

Exercise 3

(1) While the School Boards argument that eating breakfast is related

to a reduction of absenteeism in the school breakfast program may be

convincing. (2) The conclusion that forcing more students to eat break¬

fast on the school program will cause a decreasing drop in absences is

unwarranted. (3) The statistic’s show a correspondance that is far from

clear enough to assume causation. (4) The attendance of students at the

school-sponsored breakfast program and at subsequent classes maybe

both result from a third, unexamined cause that creates the observed

affect. (5) For example, students who eat school breakfasts everyday

might just happen to be the ones who go to bed early, and therefore are up

in time for both the breakfast and for classes. (6) Or maybe the students

with better attendance experience a different kind of parent supervision

that contributes to both one’s better diet and their improved attendance.

GRAMMAR AND SPELL CHECK SOFTWARE

While both of these word processing features are useful, they aren’t fool¬
proof. Grammar and spell check software can miss errors, and flag correct
usage as mistakes. A recent university study concluded that students with
strong language skills, relying on these programs, made almost as many
errors as a group with weaker skills who proofread without grammar and
spell check.

It’s still not a bad idea to use grammar and spell check. But run them as a
skeptic. Don’t automatically make every change they suggest, or assume

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 8: Revising, Editing, and Proofreading

that they’re always right. You need to think, and use resources such as dic¬
tionaries and the grammar, mechanics, and style chapters in this book.

SHARP WRITING TIP

Use, but don't rely exclusively on, grammar and spell check
software.

Grammar Check
Run a grammar check program on your writing after you’ve finished revis¬
ing and proofreading. Even if you’ve set it to check as you type, it’s a good
idea to run it one more time to find any additional errors.

Grammar Check Settings

To modify the grammar check settings in Microsoft Word®, open a blank
document and:

1. Click on “Tools” on the toolbar at the top

2. Select “Spelling and Grammar”

3. Click on “Options”

4. Left-click on the options you want, and check the writing style; for
most written communications, “standard” is preferred, but the style can
also be set to casual, formal, technical, or custom

5. Select “settings” and left-click to choose how many spaces there should
be between sentences, whether punctuation should be placed inside
quotation marks, and many other options

6. Click on “OK”

Grammar check won’t catch every mistake. Pronoun references and dan¬
gling modifiers are examples of possible errors that grammar check won’t
even look for. Here are a few specific mistakes grammar check missed:

• Sasha are going to the concert after he eat his dinner.

Grammar check flagged the first subject-verb agreement error (Sasha are),
but not the second (he eat).
• The bus for which we waited for was already full.

KAPLAN) 207
IELTSMatters.com
 Sharp Writing

Grammar check finds no errors in this sentence, which uses the preposi¬
tion “for” twice.

When grammar check highlights an error, it offers a correction, or choice

of corrections. You first need to determine whether the “error” is real. If it
is, you then need to decide whether any of the corrections are right. Don’t
guess. Get help in the form of section I of this book, trusted online grammar
and mechanics sites, and reference books on English usage. For example:

• South America a lovely vacation destination, is also a bargain.

Grammar check’s suggestion for this sentence is to remove the comma.

In fact, the comma is correct, but an additional comma after America is
needed to set off the phrase “a lovely vacation destination.”

• While eating her lunch.

Grammar check catches this sentence fragment and suggests revising it. But
what if the writer revises it by adding “the doorbell rang?” Now the sen¬
tence fragment is a dangling modifier, and grammar check won’t flag it.

Using Spell Check

Run spell check on all of your writing, but don’t rely on it to be perfect.
When you type a real word that isn’t the one you intended (four instead of
for, for example), it probably won’t be caught.

Let’s sew on the bottoms we got from your old sweater.

This writer typed “bottoms” instead of “buttons,” and “from” instead of

“for,” creating a sentence that makes no sense. However, neither error was
caught by spell check.

Spell check will also identify correct words as misspelled. It uses a dic¬
tionary of over 100,000 words, but that number represents only about half
of the commonly used words in English today. Add most proper nouns and
industry-specific terms to the list of missing words for a total of hundreds
of thousands of words spell check won’t recognize, and possibly consider
misspelled.

When you do misspell a word, don’t rely on spell check’s suggestion for
the correction. It may not be right. This happens frequently when your
misspelling is inadvertently closer to another real word than to the one you
intended. For example, if you leave out the “c” from the word balcony,
you’ll be prompted to change the word to baloney. Don’t automatically

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 8: Revising, Editing, and Proofreading

select spell check’s first suggested corrections; review them carefully

before fixing any of your errors.

Most spell check programs allow you to add words to their dictionary. As
you type, include correct but flagged words, such as your name, your com¬
pany or school’s name, other proper nouns, and words pertaining to your
line of work or field of study. It will save time and effort in the future.

SHARP WRITING TIP ------

Take advantage of spell check features, such as the ability to add

words to the dictionary.

Practice 3
Type the paragraph from Practice 2, Exercise 1 into a blank word process¬
ing document. Check the setting for grammar and spell check, and run the
software. Compare the results with the answers found at the end of this
chapter. Which errors did those programs find, which did they miss, and
which were incorrectly flagged as mistakes?

SUMMARY _

Revising means looking at your rough draft objectively, as if you re the

reader and not the writer. This critical step in the writing process examines
the large issues of clarity and organization in your draft. You might find
that you need to refocus your thesis statement if it’s too broad, or add
text that provides missing but relevant information. Change the order of
your paragraphs if your main ideas would make more sense arranged differ¬
ently, or add more or better evidence, details, and examples. Improvements
such as these will assure that you’ve said what you intended to say and that
your readers will understand you.

Proofreading helps to eliminate poor word choices and errors in mechan¬

ics. Print out a copy of your writing, and review it one sentence at a time.
Use the professional editing strategies at the beginning of this chapter to
find words and phrases that don’t work and mistakes such as subject/verb
agreement and misplaced modifiers. Check for one type of error at a time
by asking the Proofreaders’ Questions. As you make changes, read your
work aloud, and ask a friend or colleague to check it, to determine whether
you’ve remedied the problems. Proofreading removes the “little” mistakes

k apian) 209
IELTSMatters.com
 Sharp Writing

that can make your work seem sloppy and reflect poorly on your skills as
a writer.

Grammar and spell check software can find many errors, but they also
miss errors, and flag correct usage as mistakes. Use them skeptically,
assuming they’re not always right. Use resources such as dictionaries and
this book to check errors and determine the correct remedy.

PRACTICE ANSWERS AND EXPLANATIONS

Practice 1
Your revision should have checked for problems with clarity and structure
by asking each of the questions listed. Did you use the suggested remedies
to these problems? After revising, you should have asked the questions
again to determine whether your revised version includes any clarity or
structure issues.

Practice 2
Exercise 1
Eliza Lynch was an Irish woman [changed from incorrect women] liv¬
ing in Paris [comma deleted] when she met Francisco Lopez, son of the
dictator of Paraguay [corrected spelling]. She traveled for three months
with him back to his native land, and had five sons [reworded dangling
modifier—Lynch did not have five sons in that time]. Lynch remained
[changed present tense to past—shift was unnecessary] in Paraguay for
15 years. While her adopted country was at war with three neighboring
[corrected spelling] nations, “La Lynch,” [comma placed within quotation
marks] as the Paraguayans called her [changed rest of sentence to active
voice] oversaw the building of opera houses and palaces, acquired almost
half the land in the country, and amassed a fortune in gold and jewels.
The population and economy during that time were ruined [added words
to make fragment a complete sentence]. Only 10% of Paraguayan males
survived the war, and over 1 million citizens lost their [changed word from
incorrect there] lives. Although today she is revered with a majestic shrine
in Asuncion, many historians believe [changed from believes to agree with
subject historians] she was a powerful influence [changed word from incor¬
rect affluence] on Lopez, but had no concern for the people of Paraguay.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 8: Revising, Editing, and Proofreading

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

Exercise 2
(1) The advice given to the company managers that hiring additional
workers will result in a larger number of houses being built contains a
fallacy of exclusion. (2) Several pieces of vital information are not taken
into consideration in the reasoning that more workers means more houses
built, and a moment’s thought reveals that many factors other than merely
the number of workers determines the answer to the question of how many
houses will be built. (3) For example, if the construction company doesn’t
have enough construction equipment or tools to equip more workers, then
extra workers won’t help regardless. (4) If there aren’t enough building
sites available, enough raw materials, or sufficient infrastructure to sup¬
port additional workers, then hiring more workers might well be just a
waste of money. (5) The whole question of diminishing returns in increas¬
ing staff size is not considered by this line of reasoning at all.

(1) Advice is the noun; advise is a verb.

More additional is redundant.
Advice is the singular subject of the sentence, so it takes the singular
verb form, contains.

(2) Extremely vital is redundant.

This sentence is a run-on—two independent clauses joined by a
comma with no conjunction. Fix it by either adding a conjunction or
by making it into two sentences (or possibly by swapping the comma
for a semicolon).
Moment’s is possessive here, so it takes an apostrophe.
Reasoning is repetitive with the preceding clause, so swap it out for
another term such as thought.
The sentence compares the number of workers with the other factors,
so the comparative than is required.
The final question is embedded, so it takes a period rather than a ques¬
tion mark.

(3) Omit the slash as a substitute for the conjunction or in essays.

Workers is a simple plural here, so no apostrophe is necessary.

Always use regardless rather than irregardless.

kaplan) 211
IELTSMatters.com
 Sharp Writing

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

(4) The sentence here refers to building locations (sites), not things seen
(sights).
The middle term in this series violates parallelism in the original, cre¬
ating confusion.
The future conditional subjunctive here takes the verb be rather than
been.

(5) The phrase in increasing staff size modifies the question of diminish¬
ing returns, so put the modifier next to the thing it modifies in order to
avoid confusion.

Exercise 3
(1) While the school board’s argument that eating breakfast in the school
breakfast program is related to a reduction of absenteeism may be convinc¬
ing, (2) the conclusion that forcing more students to eat breakfast on the
school program will cause a decrease in absences is unwarranted. (3) The
statistics show a correspondence that is far from clear enough to assume
causation. (4) The attendance of students at the school-sponsored breakfast
program and at subsequent classes might both result from a third, unexam¬
ined cause that creates the observed effect. (5) For example, students who
eat school breakfasts every day might just happen to be the ones who go to
bed early [no comma] and therefore are up in time for both the breakfast
and for classes. (6) Or perhaps the students with better attendance experi¬
ence a different kind of parent supervision that contributes to both their
better diet and their improved attendance.

(1) School board is a common noun, so there should be no capitals. If

it were the name of a specific school board, for example the Shelby
County School Board, then it would be capitalized.
In the school breakfast program modifies eating breakfast, so it
should go closer to what it modifies in order to avoid confusion about
what exactly is in the program.
This sentence is a fragment because of the subordinate while at the
beginning. One easy way to fix this problem is to join it to the next
sentence by changing the period to a comma and eliminating the capi¬
tal letter at the beginning of the next sentence as shown.

(2) Decreasing drop is redundant.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 8: Revising, Editing, and Proofreading

PRACTICE ANSWERS AND EXPLANATIONS (cont'd)

(3) Statistics is a simple plural, not a possessive, so no apostrophe is

needed.
Correspondence is misspelled.

(4) Maybe is a lowbrow qualifier; prefer might or perhaps.

Effect is the noun that describes an influence or outcome. The noun
affect is psychological jargon for “emotion.”

(5) The word everyday means “ordinary.” The phrase every day means
“happening on each day.”
The phrase that follows the conjunction and is not an independent
clause (it shares its subject with the clause before the conjunction) so
the comma is omitted in this case.

(6) Maybe is a lowbrow qualifier; might or perhaps is preferable.

Keep the perspective consistent, and try to avoid the use of one as a
pronoun.

Practice 3
Note that the answer for Practice 2, Exercise 1 corrects ten errors; grammar
and spell check caught just four. They were the misspellings of Paraguay
and neighboring, the sentence fragment, and the confusion of their/there.

213
IELTSMatters.com
 ■

I •

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 SECTION III

Sharper Writing Formats

KAPLAN) 215
IELTSMatters.com
Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 9

Business Writing

Formats are the framework of written documents. They act as a blueprint,

showing the layout and visual style of a type of writing. When you see a
person’s name and address centered at the top of a page, and their business
and educational experiences listed down the page on the left, you know
you’re looking at a resume. When you read “Dear_,” you know
you have a letter. These formats are familiar to most people, but mistakes
are still frequently made with them in business, personal, and academic
settings.

Business writing takes many forms, from the resume that gets you hired, to
informal emails, to highly organized, formal reports. Some are created for
internal use, meaning they are sent within a company or institution. Others
are meant for an audience outside the company. All of these documents are
written in specific formats that act as a roadmap for the writer as well as
the reader. The writer uses each standard format as a framework for his or
her ideas—one that is instantly recognizable by the reader.

Many word processing programs, including Word®, have formatting tem¬

plates for most business documents. However, before you use them, read
through this chapter and understand exactly what is required of each type
of document. Determine the formatting protocol of your company; is there
a standard form for memos? a preferred letter format? are proposals styled
as memos or reports? Don’t deviate from the accepted formats, whether
they’re those of your company or conventional practice.

SHARP WRITING TIP

Always check to see if writing formats are specified by your
employer; don't "get creative" and use an unusual format.

KAPLAN) 217
IELTSMatters.com
 Sharp Writing

RESUMES _

Resumes are summaries of job applicants’ education, experience, and rel¬

evant skills. They are written for one specific purpose: to get a potential
employer interested in hiring the applicant. When you write or rewrite
your resume, keep that purpose in mind. Your resume is an advertisement
that’s designed to sell you. It must catch the reader’s attention and con¬
vince him or her that you are the right person for the job.

Getting It Right: Form

Job competition is fierce. When a position is advertised, employers may
receive hundreds of responses. To weed out the weak candidates and find
the strong ones, just a minute or two is spent reading each resume. How
can you make yours stand out?

Begin by making it look perfect. It should be on high-quality paper and

printed cleanly. Your resume should be balanced and easy to read, with
adequate margins and no crowding. Here are some other tips for creating
a great-looking resume:
• Use the best quality paper you can afford, standard letter-size, in
white, ivory, or cream.
• Place your name and contact information at the top of every page.
• Use a 12-point font that is easy to read, such as Times New Roman
(your name should be slightly larger and boldface).
• Do not use more than two fonts.
• Use the editing tips in chapter 7 to clean up your resume; there is no
excuse for a spelling, grammar, or punctuation error.
• Use bulleted lists; they highlight main points and are easy to read.
• Avoid distracting graphics such as boxes and lines.
• Maintain consistency in the use of boldface, capitalization, underlin¬
ing, italics, dates, bullets, and spacing.
• Keep it to one page if possible, but don’t crowd it.
• Review chapter 4 on clarity and concision. Don’t use four words
when two will do.

Getting It Right: Substance

The two most important categories of information on a resume are your
professional experience and education. Put experience first if you have

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 9: Business Writing

plenty of relevant employment to emphasize. Education should be first if

you have recently completed or are about to complete a degree, and have
little work experience.

SHARP WRITING TIP

Placement of education and experience on a resume is based on what
you want to emphasize; the stronger of the two should come first.

When listing your work history, begin with the most recent job, and
work backwards chronologically. Include the name, city or town, and state
of each employer (complete contact information is not necessary). Use
strong verbs to describe your duties and achievements, and mention any
awards, special recognition, and/or promotions you received. Volunteer
work, military service, and internships can also constitute professional
experience; include them if they’re relevant to the position for which you
are applying.

Educational experience should also be presented in reverse chronological

order. Include the name of the institution, your major, the degree you
received or are working toward, and your grade point average if it is 3.0
or above (there’s no need to mention anything that isn’t a positive). If you
won any awards, honors, or commendations, highlight them. If you did not
complete a degree, you should still include this section, and mention pro¬
fessional study, training received for a job, home study, or credits earned
toward a degree.

If it’s not clear from your experience or education the type of position
you are seeking, you may want to begin your resume with an objective
statement. It should be a concise sentence. Don’t be general or vague.
“I am seeking a challenging position that will enable me to contribute to
the advancement of the company while affording me the opportunity for
growth and advancement,” tells the reader nothing, and wastes space on
your resume. Only use an objective statement if you can write one that is
clear and specific.

Involvement in professional and community organizations should also

be included on your resume if they have some connection with the position
for which you’re applying. Leadership roles should be highlighted, but
think twice about mentioning your affiliation with any group that might
offend a potential employer.

kaplan) 219
IELTSMatters.com
 Sharp Writing

Personal information such as nationality, race, religion, and gender do not

belong on your resume. Many resume experts counsel that even hobbies
and interests should be left out. Those that recommend them advise their
inclusion if they relate to the position, or if they will otherwise help “sell”
you. Remember, don’t include anything that might offend the reader.

[ writing speak 1_
Specific, vivid verbs add power to your resume. Use them to explain
both professional and educational experiences.

Example 1

Dena H. Kosinsky
46 Sandhill Road
Morristown, NJ 07960
800-555-1212
dhkosinsky @ acmeintemet.com

Objective
To obtain an entry-level position requiring strong organizational and writ¬
ing skills in the paralegal department.

Education
Eastern Virginia University
B.S. in Paralegal Science, May 2003
Honors: Alumni Prize for Legal Writing, 2003
Phi Beta Kappa

Professional Experience
Intern; Whittlesey, Smith, and Starbuck; Waitsfield, Virginia; Spring 2002
Assisted partner by performing legal research, writing memoranda, and
filing pleadings.

Writer; Morristown Daily Citizen; Morristown, New Jersey; Summer

2001 and 2002

Covered court and police activity for community newspaper. Conducted

interviews, gathered research, and wrote articles.

Computer Skills
DBASE IV, QBASIC, Word, Excel

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 9: Business Writing

Activities and Interests

President; Paralegal Society; campus chapter; Fall 2000-present Tutor;
Campus Writing Center; Fall 2001-present
Fluent in Spanish

Example 2
Sam Wildemuth
32 W. Clover Ave., Apt. 3
Redstone, PA 16842
800-555-1212

OBJECTIVE
Hospitality professional with extensive experience, seeks management
position.

PROFESSIONAL EXPERIENCE
Banquet/Restaurant/Bar Manager
Radisson Pittsburgh; Pittsburgh, Pennsylvania; 2003-present
Assistant manager of restaurant and catering department that produces over
$2 million annually in food and beverage revenues. Duties include menu devel¬
opment, quality and inventory control, product ordering, and cost analysis.

Room Service Manager/Restaurant Supervisor

Redtop Resort; Mountainview, Pennsylvania; 2001-2003
Hired as banquet server and bartender; promoted to Room Service Manager
after 6 months. Responsible for staffing, SOP controls and service upgrades.
Promoted to Restaurant Supervisor in 2002.

Assistant Weekend Lead Line Cook

Roberto’s Trattoria; Holdensville, Pennsylvania; 1998-2001
During college, promoted from part-time server to working in every aspect
of food preparation and presentation on weekends.

EDUCATION
B.S. Degree in Hotel/Restaurant Management, 2001
Pennsylvania State College; Holdensville, Pennsylvania

CERTIFICATIONS
TIPS—Health Communications, Inc., 2003
ServSafe—National Restaurant Association Educational Foundation, 2004

KAPLAN) 221
IELTSMatters.com
 Sharp Writing

EMAIL

Business email is the preferred format for most internal business commu¬
nications, eclipsing the more formal memo. Its ease of use and immediacy
are two of its best features, but they’re also two of its biggest detriments.
Because it’s so quick and easy, many businesspeople feel compelled to
send dozens of them each day, relaying information that may or may not
be of importance to the recipient(s).

In addition, because emailing is so immediate, it’s easy to forget that they

have permanence. They’re not the same as an offhand remark, or a quick
phone call to a friend. Emails are not intimate communications. They can
be stored, printed, and even used against you in a court of law. Don’t make
the mistake of treating them too casually.

Getting It Right
Business email is a fast, easy way to communicate with your colleagues.
But it’s not without its problems. Here is a list of many of those problems,
along with simple solutions.

Problem: Because of the volume of emails most people receive each

day, they don’t read them all.

Solution: First, send only pertinent information to those people who

must read it. If you forward jokes or other useless informa¬
tion, or inform your boss daily about minute details of your
projects, your email may languish in inboxes or be deleted
without being opened.

Second, always use the subject line. Describe the content of

your message as concisely and clearly as possible.

Third, be considerate. Emails longer than one page are

difficult to read, because the size of the computer screen lim¬
its how much text is visible at one time. In addition, avoid
using logos and graphics that take up space on the recipient’s
computer.

Problem: Emails aren’t taken seriously.

Solution: You’re at work. Write emails as you would any other business
correspondence. Avoid using emoticons, such as smiley faces

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 9: Business Writing

and winks (© and Use acronyms only if it is common

practice in your workplace. Edit and proofread emails as you
would any other type of writing; careless errors detract from
the seriousness of your message.

Problem: Emails are read, but rarely get a response.

Solution: Be proactive. Many readers put off responding because they

haven’t been asked directly to do so. When you start asking
for very specific responses, you’ll start getting them. “Do you
have time to meet with me this week?” should be replaced
with “Can we meet in my office Tuesday at 11:00?”

Problem: The intent of emails can easily be misinterpreted.

Solution: Without eye contact or tone of voice, emails rely solely on

word choice and mechanics to convey intentions. Review the
section in chapter 4 on denotation and connotation; don’t use
words or phrases whose meaning may be misinterpreted. Even
punctuation can send the wrong message; don’t use double
or triple marks, and limit or refrain from using exclamation
marks. All capital letters can appear aggressive or angry; use
only for headings in longer emails.

Problem: Business emails can be boring.

Solution: Review the section in chapter 4 on clarity and concision.

Don’t use meaningless words and phrases, but instead choose
high-impact words that express your meaning clearly and
succinctly. Don’t stray from your subject. If it’s a full page
long, consider opening with a summary.

SHARP WRITING TIP

Take business emails seriously—they can be stored, printed, and
used against you; watch tone, use subject lines, and keep it simple.

Email has spawned a language of its own: acronyms that make using this
quick communication tool even quicker. Most are not appropriate for busi¬
ness use, unless deemed acceptable by your company. For an extensive
list, check www.netlingo.com.

KAPLAN) 223
IELTSMatters.com
 Sharp Writing

MEMOS _
Memos are internal communications that provide information quickly and
concisely to a group of people within a company. Their tone is more for¬
mal than emails, and less formal than business letters or reports.

Getting It Right
Memos are made up of three parts: heading, discussion, and conclusion.
Each part has a specific purpose. The heading is made up of four or five
lines that note who the memo is directed to, who prepared it, others who
should receive a copy of the memo (if necessary), the date on which it is
distributed, and the subject. Use the subject line to draw attention to the
memo and capture your reader’s attention by writing something specific
and important. “Today’s Meeting” is vague. “Attendance Requested at
Emergency Budget Meeting” works better.

The discussion begins with a strong, concise thesis statement that expands
on the subject identified in the heading. It then explains the major points
of the subject, using details and examples to support them. Use formatting
tools such as headings, indentations, or bold type to organize information
in longer discussions.

The conclusion reiterates the goal and main points. If the purpose of the
memo is to persuade others to take action or respond in some other way,
the conclusion clearly but politely requests it.

REMEMBER THIS! I.-. _.

Learn your company's memo guidelines and follow them. If the

company has none, gather examples of recent memos and study
them before writing your first memo on the job.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 9: Business Writing

Example

Meekins, Thurber, Jones, and Associates

Memorandum
To: All Employees
From: Jennifer Preston, Human Services Director
Date: January 15, 2006
Re: New Security Entry System

Due to increased security risks, a new entry system will be installed in

our building over the weekend. Please familiarize yourself with the new
procedures, and be certain to follow the steps outlined below to obtain an
entry card before Monday.

Once the new system is operating, employees will need to slide an entry
card through a slot (similar to a credit card machine) located next to the
front door. If you have trouble, press the red button beneath the slot to
speak with the Security Department.

To obtain your entry card, report to the Security Department during this
week with photo identification and a letter from your supervisor confirm¬
ing employment with Meekins, Thurber, Jones, and Associates.

The new system will be working next Monday morning. Due to a need for
increased security, the only way to gain entry to the building is described
above.

Why It Works
The memo follows the three-part format, using the company’s heading.
The introduction explains why the new system is necessary, and how to
comply with it. The body of the memo discusses the specific details of the
system, both how to use it, and how to get the card needed to access it. The
concise (two sentence) conclusion reminds the reader why the system is
needed and when it will be functional. The tone of the memo is appropri¬
ate, being both formal and instructional.

Simplify your business communications by using plain English. Instead of

“the purpose and aim of the aforesaid conference,” write “the conference is
intended to.” Rather than “a response is requested within a period of time
not exceeding two weeks,” write “please respond within two weeks.”

KAPLAN) 225
IELTSMatters.com
 Sharp Writing

FLASHBACK!

In chapter 4, you learned to avoid buzzwords and jargon. This is

especially true in business writing. Hiding (unsuccessfully) behind
important-sounding, trendy words is an insecure writer.

BUSINESS LETTERS

Business letters are the standard form of communication between two

companies, or between an individual and a company. They are written to
convey important information, and to provide a permanent record that the
information was sent.

Getting It Right
To write a business letter, follow the procedure outlined in section II. First,
decide on a subject, and begin prewriting. Create an outline, and write a
draft, keeping your audience in mind. Finally, edit the letter to make it more
readable and easier to understand, and to eliminate errors in mechanics and
grammar. Remember that business letters are addressed to busy people;
state your purpose clearly and concisely, and don’t stray from your topic.

There are three formats used for the majority of business letters: block,
semi-block, and indented. In block format, all entries are set on the left-
hand margin. Semi-block format moves the date and inside address to
the right-hand margin. To create an indented format, use either block or
semi-block, and indent each paragraph five spaces. These formats may be
found as templates in most word processing programs. Remember to deter¬
mine if your company specifies a business writing format before writing
your first letter on the job. All of the formats are printed on letterhead that
includes the company’s name, address, and other contact information.

Here are a few letter-writing tips to improve your business correspondence:

• State your purpose in the first sentence. Your reader wants to know
immediately what the letter is about and why he or she should read it.
• If you are responding to another letter, don’t assume your reader
will remember it. Identify the letter by subject and date in the sub¬
ject line or first sentence.
• Help your recipient read your letters quickly and remember the
important facts or ideas by keeping paragraphs between three and
six lines long. One or two sentence paragraphs also work well.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 9: Business Writing

• Relay bad news in a positive way. Your goal is to maintain or

develop positive relationships by remaining friendly and tactful no
matter the situation. Avoid negative, harsh words such as cannot,
deny, fail, forbid, impossible, prohibit, refuse, and restrict.
• Concentrate on your reader’s concerns, making him or her the focus.
If there are too many “I”s or “me”s, your letter is too self-centered.

Depending on the type of letter you are writing, there are as many as
12 elements in a business letter. Their correct use and placement is essen¬
tial in making your document look professional. The elements are listed in
order as they appear on the page, from top to bottom.

Heading: the sender’s address and contact information, also known as a

letterhead

Date: the date on which the letter was written; placed at the top of the
page, at least two lines below the letterhead

Inside Address: recipient’s name, and/or professional title, and address;

two lines below the date

Salutation: a personal greeting to your reader; two lines below the inside
address.

Subject Line: a short phrase that describes the content of the letter
(optional); at least two lines below the salutation

Body: the message of the letter; two lines below the salutation or subject
line, single-spaced.

Complimentary Close: end of the letter (e.g.: Sincerely, Respectfully, or

Cordially)', two lines below last line of the body.

Signature Block: signature of the person writing the letter below the com¬
plimentary close; four lines below the closing signature is typed name
(followed by the job title when writing on behalf of a company).

Initials: the person signing the letter (all capital letters), colon, followed
by the typist (all lowercase).

Enclosure: indicates that additional paperwork is included in your correspond¬

ence; use the word enclosure, or attachment, two lines below the initials.

Copies: if sending copies of the letter to others, indicate it by using cc if

one or two people, or distribution if more; two lines below last notation.
KAPLAN) 227
IELTSMatters.com
 Sharp Writing

Continuation Pages: any page after the first page of a document. Put the
addressee’s name, the date, and the page number at the top left comer of
each page, flush left. Do not use letterhead for continuation pages.

Examples
Block: Cover Letter
17 Chestnut Street
Austin, TX 78759
6 June 2006

Raul G. Ramirez
Women’s and Children’s Hospital
4505 Central Ave.
Austin, TX 78703

Dear Mr. Ramirez:

I am writing in response to your classified ad in the Austin Citizen for

Assistant Director of Food Service. My experience and education qualify
me to fill this position.

For the past three years, I have been employed in the food service indus¬
try, working first for Standard Corporate Catering Services, and then for
American International Group. I have experience in purchasing, hiring,
training, and management.

I received my Associate Degree in Hotel and Restaurant Management in

2004, and have since completed two courses at Butler Community College
that will be applied toward a Bachelors Degree.

Women’s and Children’s Hospital serves a large, diverse community, has

been cited as one of the nation’s leading medical centers. I would be proud
to work for such an organization, and look forward to the challenges and
rewards of running a large food service operation. I look forward to hear¬
ing from you to arrange a time when we can discuss my qualifications for
this position. You can reach me at (618) 555-0991.

Sincerely,

Alice Smith
Enel.: resume

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 9: Business Writing

REMEMBER THIS! ». ■- .

Cover letters are a specialized form of business letter used to bridge

the gap between your resume and the requirements of the job you're
applying for.

You can use any format for a cover letter, but don’t forget these basics:
• Customize each letter for the position, company, and potential
employer
• Identify the position you’re applying for in the first sentence, and
mention how you heard about it, especially if it was through a per¬
sonal referral
• Demonstrate that you understand the job requirements and can
exceed their expectations
• Replace generalities with specifics; “I am responsible and hard¬
working” is meaningless. Try instead “At my previous position, I
was promoted from clerk to floor manager after my supervisor rec¬
ommended me.”
• Explain anything on your rdsumd that may be questioned by the
reader, including gaps in employment and reasons for leaving a job
• Show that you have researched the company and are familiar with
the position
• Be proactive; ask for an interview, and let them know you expect to
hear from them, or say that you will contact them to follow up
• Stand out through your skills and experience; use standard paper,
fonts, and format
• At the end of your letter, provide your contact information follow up
in a week if you haven’t received a response

IELTSMatters.com kaplan) 229

 Sharp Writing

Semi-Block: Adjustment Letter

Designer Fabric Wholesalers Ltd.
56 Industrial Parkway
Tampa, Florida 66069
(315)555-6789

March 2, 2006

Carolyn J. Stein
Fab Fabrics, Inc.
1267 Main Street
Manchester, VT 05609

Re: Your February 25 letter regarding incomplete shipment

Dear Ms. Stein:

I received your letter about the incomplete shipment you received from
our company and regret the inconvenience our error has caused you.

Your account of the problem indicates that 17 yards of Ivory Damask

(inventory #4547) was missing from your order. As you know, it whole¬
sales for $42.00 per yard. You requested that if we do not have the fabric in
stock, we should credit your account for $714.00. In fact, we do have the
fabric, and I am shipping it this afternoon. You should receive it no later
than tomorrow by 5:00 p.m.

Please accept my apologies for this unfortunate oversight. Designer

Fabrics Wholesalers prides ourselves on excellent customer service. If
you experience any other problems with our company, please let me know
personally. Thank you for your business, and I look forward to providing
you and your clients with our fine fabrics again in the future.

Sincerely,

David H. Morganthau, President

Designer Fabrics Wholesalers Ltd.

DHM:kp

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 9: Business Writing

Indented: Inquiry Letter

(not on letterhead)

Peabody Building Supply

P.O. Box 213
Seattle, Washington 52217
August 17, 2005

Mr. Paul Simington, President

Tri-State Tile
98 West End Avenue
New York, New York 10020
Dear Mr. Simington,

My company is the leading supplier of building materials for

construction companies working in our city and in the surrounding
suburbs. Recently, our tile source informed us that they were leaving
the business after 24 years, and we are therefore seeking to secure
another source.

Through my research, I found that your company produces the high

quality product our customers demand, at price points they will
appreciate. Last year, we sold over 1,800 units of tile, and are looking to
increase that amount by approximately 6% this year. New construction
is up in our area, and is expected to rise for the next three years.

Peabody is very interested in working with your company to provide

quality products to our many loyal customers. I would like to meet with
you in the near future to discuss this possibility. You can reach me in
my office this week to arrange a time and location. I look forward to
hearing from you.

Very truly yours,

Cynthia Peabody, Vice President

CP:ggn

IELTSMatters.com
 Sharp Writing

Proposals
The purpose of a proposal is to persuade its audience to take action; the
action might be buying your company’s services, donating grant money
to a worthy cause, or allowing you to launch a new program within your
company or department.

The subject of the proposal is an anticipated future occurrence. It begins

with a present problem or need, and offers a plan that, if implemented, will
solve or fill it. The plan is extensively detailed, explaining how it will be
done, when it will be done, how much it will cost, and why those who will
implement it are qualified. All of these details work together to logically
convince the reader that the proposed solution is the best one.

Getting It Right
Before you begin any prewriting exercises for your proposal, consider the
following:

Who is your audience? Are your readers in your field? Do they need any
background information to understand your proposal? Is there any techni¬
cal or other field-specific jargon that should be explained or avoided?

What are the needs of your audience? If you’re asking them to take
action, do they have the time? If you are asking for funding, is it within
their budget? If you are asking them to choose you over the competition,
what can you do better to fill their needs? Anticipate any questions or con¬
cerns they might have, and answer them within the proposal.

Who is your competition? How do they typically approach similar situ¬

ations? What can you do differently to set yourself apart? Anticipate their
solution, and show why, although it is acceptable, yours is superior.

Proposals are formatted as either memos or reports, depending upon audi¬

ence and subject matter. Internal proposals that are written in one or two
pages, for example, usually take a memo form. External proposals that can
exceed dozens of pages take the form of a report, whose structure helps
organize the large amount of material.

The content of a proposal also varies depending upon subject matter. Here,
we 11 explain the parts of a proposal; each part won’t be necessary for
every proposal. Use this list like a menu, choosing those parts will work
best for your purposes.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 9: Business Writing

Heading: informal proposals use a four- or five-line memo heading, while

formal proposals use a cover page. Both should include the author, the
recipient, the date, and a title.

Letter of Transmittal: if the proposal is sent to another company, there

should be a letter addressed to the recipient acknowledging the attachment
of the proposal.

Abstract, Introduction, or Executive Summary: see the explanation in

this chapter’s section on Reports.

Table of Contents: necessary only for longer proposals with many head¬
ings and subheadings.

Statement of Problem or Need: explain the problem or need that you

wish to solve or fill. The more clearly it is defined, the easier it will be to
imagine an effective solution.

Background: what is the history of this problem or need? Who wants it

solved or filled, and why?

Objectives and Scope: what will a solution to this problem achieve?

Speaking generally, how will you arrive at the solution?

Proposed Solution: what exactly will you do to solve the problem or

fill the need you’ve identified? Present facts using visuals such as charts,
graphs, and tables to support your ideas. Those facts should clearly lead
to the solution.

Implementation Method: how will you arrive at the solution? Explain

the steps needed, and include a schedule including start and finish dates,
as well as a list of necessary equipment and materials.

Qualifications: summarize your (or your company s) background and

experience. What do you have that the competition doesn’t? What strengths
and skills do you bring to the job?

Costs: breakdown of the costs of the project, explaining if necessary who

is responsible for each cost.

Conclusions and Recommendation: confidently highlight the benefits of

the solution for your audience, and encourage action.

kaplan) 233
IELTSMatters.com
 Sharp Writing

End Matter: information that may be of value to the reader, but does not
warrant inclusion in the body of the proposal. May include appendices
such as letter of reference, resumes, schedules, charts, statistics,

SHARP WRITING TIP

Proposals are sales pitches: they convince the reader of a present

problem and detail a plan to remedy it.

Reports
Reports are typically longer than memos, and are written to convey infor¬
mation to an audience that will use it to make decisions. For example,
a report analyzing the performance of a stock will be used by potential
investors to decide whether to purchase shares.

Getting It Right
Reports should present information so it is concise, easy to understand,
and useful. These tips will help you achieve those goals:
• Don’t include “padding,” whether in the form of unnecessary words
and phrases, useless appendices, or information that is not essential
to the topic
• Write in the active voice

• Use headings and subheadings to guide your reader to the informa¬

tion he or she is looking for; underlining, italics, and bold type may
be used for emphasis

• Include visuals, such as graphs, charts, and tables, to make numbers

easy to understand, and to provide interest and variety

FLASHBACK!

In section II, you saw how outlines turn prewriting notes into a
writing plan. Remember, the outline is not the end product. Reports
should contain explanations, recommendations, and conclusions.
Think of them as outlines with depth and substance.

There are between four and six components to a business report, depend¬
ing upon your topic and your company’s report protocol. Here’s what they
should include, with ideas about how to maximize the value of each part:

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 9: Business Writing

The headline includes the name of the report, author(s), date, and other
necessary identifying information. Some companies prefer a distinct cover
page for headline information, while others place this information at the
top of the first page.

The table of contents, if necessary, includes main headings and page

numbers. Subheadings and additional information may be included if the
length or complexity of the report warrants them.

The introduction, also referred to as the abstract, or executive summary,

states the purpose and goal of the report. It offers highlights of the report
without describing its content, and relates context (historical, scientific,
etc.) if necessary.

The body contains all supporting information for the topic. It relays facts,
figures, results, examples, and details. Write the body in short paragraphs
that include only the most pertinent information. Don’t make your reader
hunt for what he or she is looking for.

The conclusion may provide a result, recommendation, proposal, or con¬

cluding judgment. Some reports include a call to action in the conclusion,
which persuades readers to respond in specific ways to the information
presented in the report.

End matter contains information that is mentioned in the report, but is

not included in its entirety. Examples of such information are a graph of
data, another report, and historical context. End matter also includes a
reference page in which sources consulted during the preparation of the
report are listed.

REMEMBER THIS!
Use appendices in reports if some of your audience might not be
familiar with significant background information.

SUMMARY

You’ve reviewed the six basic formats of business writing, how to maximize
the effectiveness of each, and how to avoid the most common errors.

Your resume is an advertisement written to sell you to a potential employer.

In order to get noticed and convince him or her that you are the right person

kaplan) 235
IELTSMatters.com
 Sharp Writing

for the job, it needs to look perfect. Content should also be presented to put
you in the best light. Which is more impressive—your academic qualifica¬
tions or professional experiences? Place your strongest assets first.

Email is the preferred format for most internal business communications.

Its ease of use and immediacy are two of its best features, but if you’re not
careful, they can also be two of its biggest detriments. Because email is
so quick and easy, many businesspeople feel compelled to send dozens of
them each day, relaying information that may or may not be of importance
to the recipient(s). Treat email as you would any other business corre¬
spondence; keep it relevant and to the point, and use your editing skills to
correct any mistakes in spelling, grammar, or mechanics.

A memo is an internal correspondence that’s longer and more formal than

an email. Use memos to clearly and concisely convey information to your
company’s employees, and when you want a paper copy that can be filed
and referred to in the future. Write a memo in three distinct parts: the
heading, the discussion, and the conclusion.

Business letters are the standard form of communication between two

companies, or between an individual and a company. They are written to
convey important information, and to provide a permanent record that the
information was sent. Use one of the three standard formats on company
letterhead, and write in a formal but friendly tone.

Proposals are written attempts to persuade someone to take action. They

present and analyze a problem or need, and then clearly and logically
explain how it can be solved or filled. Proposals may take the form of a
memo or a report, and may be anywhere from a few paragraphs to dozens
of pages long.

Reports convey detailed information, such as the results of a study or a

summary of a lengthy research process. Because the audience of a report
will use it to make decisions, consider its usefulness as you write. In
addition, keep a report easy to understand; explanations should be clear
and concise, without confusing jargon or buzzwords. Write short para¬
graphs, and include charts, tables, and/or graphs to present some of your
information.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 10

Personal Correspondence

In chapter 8 you studied the basic formats of business communications. In

this chapter, we’ll look at the correspondence you send from home, includ¬
ing handwritten notes and emails to family and friends, letters to the people
and companies who provide you with goods and services, and even letters
to elected officials.

Most of these are decidedly less formal than business correspondence, but
they do follow some rules and social conventions. It’s important to know,
for example, why you shouldn’t forward emails without first verifying that
their content is correct, or why an overly aggressive complaint letter prob¬
ably won’t get you the result you want. Learn how best to create effective
personal letters, notes, and emails.

LETTERS

What They Are

Is the personal letter in danger of extinction, threatened by the easier,
faster email? Perhaps correspondence with family and friends is going
electronic, as more people venture online and begin using email, but there
are still many occasions when you will need to write and mail a letter.

Personal letters take many forms. The one you write to an elected official
is very different from the one you’d write to a friend. Some require the
warmth and individuality of handwriting, while others may be typed. In
this section, we’ll explain the formatting and styling of personal letters, as
well as three common occasions on which to write them.

KAPLAN) 237
IELTSMatters.com
 Sharp Writing

Getting It Right: Form

Personal, typed letters should be formatted as business letters, most com¬
monly in semi-block style. The letter is typed flush left, except for the
return address and the date, which are flush right. If you’re using letter¬
head, the return address is not needed, and just the date appears on the
right. Use a high-quality 8 1/2 x 11 inch paper in either white, ivory, or
cream. Include a return address on a business-sized envelope. Type the let¬
ter using a word processor, and print it cleanly. After signing your letter,
fold it neatly into thirds.

Informal letters, such as those thanking a relative for a gift or sharing

personal news, require a personal touch. They should be handwritten on
an appropriate card or stationery. Include a date in the upper right comer,
and use a salutation and complimentary closing as you would in a typed
letter.

The preferred salutation for personal letters is Dear. Use titles such as
Mr., Mrs., Ms., and Dr. for people whose name is familiar to you, but
whom you either haven’t met, or have a formal relationship with. If you
are writing to someone whose name and title you don’t know, use the
greeting Dear Sir or Madam, or To Whom It May Concern. Appropriate
complimentary closes for formal situations include Sincerely, Yours truly,
Regards, and Best Wishes. When writing to a friend or family member, you
may wish to close with something more casual and familiar such as See
you soon, Love, or Kindest Regards. A post script (P.S.) can be added to a
personal letter, setting an afterthought or additional short message at the
bottom of the page.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 10: Personal Correspondence

Sample Format: Personal Typed Letter

Return Address Line 1

Return Address Line 2

Date

Salutation

Body Paragraph 1

Body Paragraph 2

Body Paragraph 3

Complimentary Close
Signature

P.S.

IELTSMatters.com
 Sharp Writing

Getting It Right: Substance

Personal letters may be formal or informal. When writing to an acquaint¬
ance or someone you don’t know, such as an elected official or customer
service representative, adopt a more formal tone. You want to be taken
seriously, and you can accomplish this by paying attention not only to how
your letter looks, but also to how you organize and deliver its content.

Begin by defining your purpose. As you prewrite, answer these

questions:
Why are you writing the letter, and what result do you expect by sending
it?

What do you need to do to achieve the result (e.g., provide background

information, evidence, names of others who are affected)?

[ SHABP WPITIKin TIP 1 _

Even personal correspondence can benefit from prewriting. Think

ahead about purpose and appropriate content, and organize your
ideas.

Organize your ideas, keeping your desired result in mind; everything in

your letter should work toward attaining it.

As you write your formal letter, introduce your topic in the first paragraph.
Decide whether to state or imply the result you want, or wait to bring it up
at the end of the letter. If you are building an argument with many facts
and points to be made, it might be better to wait until the end of the letter,
when the conclusion (your desired result) is obvious.

Adopt a tone that says you’re serious. Don’t use slang or overly casual
words and phrases. Use the active voice, and keep sentences short and to
the point. Don’t allow your emotions to get in the way.

In the body of your letter, use paragraphs to separate different ideas.

Clearly and logically develop your argument. If there is more than one
paragraph, each one should focus on a separate aspect of the topic and
there should be clear links between paragraphs.

In your final paragraph, leave no doubt about your attitude toward

your topic. Ask for what you want in a positive way, without threaten¬
ing or otherwise getting aggressive. “I expect to receive a full refund” is

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 10: Personal Correspondence

straightforward and positive. “Give me all of my money back within five

days or I will contact my attorney” will put your reader in a defensive
position from which he or she may respond aggressively.

Opening Phrases That Get to the Point

Thank you for your letter...

I am grateful to you for...
It was kind of you to...
Many thanks for...
I am delighted to announce that...
I was delighted to hear that...
I am sorry to inform you that...
I am writing to let you know that...
I was sorry to hear that...

Letter of Complaint
When you purchase a defective product, experience a company error, or
receive poor service, don’t simply swear off the product or company. Most
businesses want to remedy problems; they know the benefits of repeat busi¬
ness and positive word-of-mouth advertising. By channeling your anger or
frustration into a well-written letter of complaint, you’re likely to get the
results you want, and you might even get more. Many companies routinely
send coupons, gift certificates, or free products to help right a wrong.

Checklist

• Act quickly, when the details of your transaction are fresh in your
mind as well as the minds of the company or serviceperson. There
may be a return policy or guarantee that covers your problem.
• Find out to whom to address your letter. It should only take a phone
call to get the correct name and title. Use To Whom It May Concern
if you must, but be certain it is directed to the proper department if
it’s going to a large company.
• Explain the situation using the Journalist’s Questions prewriting
technique from chapter 5 to cover who, what, where, when, how, and
why. If you give only the most pertinent information, you should
only need a short paragraph.

kaplan) 241
IELTSMatters.com
 Sharp Writing

• Write in a serious but friendly tone. Angry threats and name calling
will make it harder for you to get results.
• Provide tangible evidence to support your claims, including copies
of receipts, contracts, warranties, and other documents.
• Explain how you want the situation rectified. Do you want a refund?
Credit applied toward your account? A replacement product? Be
specific.
• Make a copy of the signed letter for your records.
• Call the person you sent your letter to after one week if you haven’t
received a reply. Tell them you are following up and want to know
the progress being made on your claim.
• When you get results, send another letter thanking the person in
charge.

SHARP WRITING TIP

Using aggressive language and threats can make your reader feel
defensive and therefore unwilling to help you.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 10: Personal Correspondence

Sample Complaint Letter

7014 Main Street, Apartment 2B
Juneau, Alaska 99802
March 18, 2006

Dear Ms. Jackson,

On January 31,1 purchased a set of handmade candles from your store.

The tag on the candles read, “Dripless. Bum time 20 hours.” Copies of my
receipt and the tag are enclosed.

That night, I lit the candles at 7:00 as guests began to arrive at my home.
After two hours, one of my guests remarked that she smelled smoke. I
walked into the dining room, and saw that both candles had completely
burned down to the wooden holders, which were smoldering!

Another guest thought quickly and picked up the candle holders and
brought them to the kitchen sink. He doused them with water and the
smoke subsided. However, both candleholders are mined. In addition, my
tablecloth has two black singe marks where the holders sat, and the marks
did not come out at the cleaners. A copy of the cleaner’s receipt is also
enclosed.

I expect to be reimbursed for the price of the candles ($11.26), the candle-
holders ($38.75), the tablecloth ($61.90), and the cleaning bill ($9.50). In
addition, I would advise you to discontinue the sale of these candles. They
are not only defective, but also dangerous!

I expect to receive reimbursement totaling $111.41 by March 31. Thank

you for your attention to this matter.
Sincerely,

Ginny Ackerman

243
IELTSMatters.com
 Sharp Writing

EMAIL

What It Is
Electronic mail, sent from one computer to another, is faster and easier
than writing letters, making phone calls, and sending faxes. Email may be
sent to one, one hundred, or hundreds of thousands of people at the same
time. It is becoming the preferred method of communication for friends
and families, organizations and associations, and business colleagues.

Email is more casual than other written communications, and typically

retains an informal tone even when the writer and reader don’t know one
another. It has a language of its own, filled with acronyms such as IMHO
(In My Humble Opinion). Email makes keeping in touch with friends, fam¬
ily, coworkers, and others fast and easy. But for all its informality, email is
still guided by rules, often referred to as Netiquette (Internet etiquette).

Getting It Right: Form

The first thing your email readers see in their inbox is the subject line. It
tells them, briefly, what they can expect to find when they open it. But many
writers leave this line blank, thinking of it as an option rather than an integral
part of the email. Consider this: many people receive dozens of emails a day,
and don’t have time to read them all. They rely on subject lines to help them
decide what to open, and what to discard. By writing an accurate, compel¬
ling subject line, you increase the odds that your email will be read.

SHARP WRITING TIP

Don't send email with a blank subject line.

There are many different software programs used for composing and
reading email. Yours may allow you to personalize your message with
colors, boldface, italics, underlining, and a variety of fonts. However,
some programs can’t handle the formatting, and will translate your mes¬
sage into HTML tags. Instead of boldface, for example, your reader will
see <b>boldface</b>. It’s safer to skip the fancy formatting, which will
guarantee that your message will arrive in readable form no matter what
software your reader is using.

Email attachments, such as Word® documents, pictures, or spreadsheets,

can also cause problems. Because computer viruses are easily spread

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 10: Personal Correspondence

through attachments, many people won’t open them, and some even block
email with attachments, so it never appear in their inbox. It’s best to ask
your recipients in a separate email whether they accept attachments. If they
do, ask if they have the software necessary to read the attachment, and even
if he or she has room on his or her computer for the attachment (pictures,
videos, and other types of files can take up hundreds of megabytes).

If you are sending a Web link, you may also have problems caused by differ¬
ing software programs. Some programs recognize a Web address as begin¬
ning with www but many only recognize them as beginning with http://. To
guarantee that your reader will be able to open the link, use the full address.

The casual nature of email can lull writers into thinking they don’t need
to follow the basic formatting conventions of written correspondence. For
example, salutations and closings are often left out. They shouldn’t be!
Greet your reader with a standard salutation such as Dear, or even with
a simple Hello or Hi. Close your letter with your name, which might not
appear anywhere else in the email (if your email address doesn’t include
your full name, and the “from” line only includes only your address).

Getting It Right: Substance

Emails are usually written quickly, and sent unedited. They therefore tend
to be terse and contain misspellings and other errors. Some people write
in a kind of shorthand, leaving out articles, pronouns, and other “non-
essential” words from their sentences (for example, I am awaiting your
response becomes awaiting response). Meaning can even be conveyed
without words, using emoticons such as the smiling face © and wink ;)

These casual hallmarks of emails are accepted by many of its users, especial¬
ly younger ones who’ve grown up with email. But not everyone appreciates
or even understands them. Acronyms and emoticons, for example, may be a
mystery to a new, older emailer. Consider your audience when sending email,
and be certain that your message is readable and inoffensive to them.

More Emailing Tips

When sending an email to a number of people who don’t know one another,
don’t enter their email addresses in the “To” field. Many people consider their
address to be private information, and do not want it shared with strangers.
Instead, address the email to yourself, and enter the addresses in the “Bcc”
field (use the “help” feature of your email software for specific instructions).
That way, no one will see the list of recipients’ email addresses.

KAPLAN) 245
IELTSMatters.com
 Sharp Writing

Length

Keep it short. Email is read on a screen that only shows about 20 lines at a
time. Try to keep emails that length or shorter. In addition, some email soft¬
ware breaks lines longer than 75 characters. While your message may look
fine on your screen, your reader may see part of a line, and have to scroll right
to read the rest. Some programs even delete characters after a certain number,
which would make most emails incomprehensible. By breaking lines at or
before the 75-character mark, you assure readability for any email recipient.

Forwarding

Think twice before forwarding emails. With the ease of forwarding, one
message can circulate to millions of people in a short period. Many such
emails are jokes, with graphics and/or animation that may take time to
download and take up valuable space on the recipients’ computers. Others
fall into the category of “urban legends” or email hoaxes, most of which
are false. These include stories about car thieves’ techniques, abductions,
and product safety warnings. To check the veracity of such an email before
forwarding it, search for its title or first line (in quotation marks) on a
search engine. Do some research to find out the source of the information,
and whether a website such as www.snopes.com,www.urbanlegends.com,
or www.scambusters.org has ascertained whether it is true. Don’t be guilty
of disseminating rumors, lies, or exaggerations.

SHARP WRITING TIP

Don't forward emails without checking first to see if the content is

accurate.

If you decide to forward an email, clean it up. The person you’re sending
it to doesn’t need to receive five pages of strangers’ addresses and notes
to one another. Delete everything in the body of the email except for the
message itself. Not only does it show that you value your recipient’s time,
but it makes the message more readable too.

Tone

The tone of an email can easily be misunderstood because there are no

facial expressions, tone of voice, or body language to help convey it.
Comments that could be easily misunderstood, such as an ironic I can’t
wait to see that one or There’s nothing I like more, should be left out.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 10: Personal Correspondence

Adding emphasis to key words can also be tricky. We’ve already explained
how italics and underlining can be unreadable by some email software
programs. So how do you add emphasis to a word or phrase? Some writers
capitalize entire words, but this is often interpreted as shouting, and it can
be hard to read. Try instead placing the word within asterisks; for example,
I already told you I *don’t* accept emails with attachments'.

SUMMARY

Personal correspondence can be formal or informal, serious or light-heart¬

ed. It can take the form of a letter to a business requesting a refund, or
a thank you note to your cousin expressing gratitude for a birthday gift.
Personal emails are exchanged with friends, family members and groups
such as sports teams, civic organizations, and community organizations.
Let’s review what we covered in this chapter about how best to approach
these types of correspondence.

Some personal letters should be typed and formatted as you would a busi¬
ness letter. They are the letters you write when you want to be taken seri¬
ously, and desire a result. Examples include letters of complaint and letters
requesting information. Other letters should be handwritten, because they
need to convey a more personal message.

Take care when sending personal emails to ensure that your message
arrives in a readable form, and gets the attention of your recipient. Don’t
send attachments without first asking if they’re accepted. Keep your e-
mails short to make them easier to read and respond to, and don’t clutter
up friends’ and family’s inboxes with hoaxes and “urban legends.” Before
forwarding any email, check to see if it’s true.

KAPLAN) 247
IELTSMatters.com
 .

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 CHAPTER 11

Academic Writing

Academic or scholarly writing takes different forms based on the discipline

in which you’re writing. Engineering students, for example, will be asked
to write reports based on designs and laboratory findings. English majors
analyze literature and write essays. History students digest information
from many sources and use it to develop unique ideas in their papers.

The two major categories, reports and essays, have already been explored
at length in this book. You’ve learned how to prewrite to come up with a
plan for writing, how to write a strong thesis statement, and how to use the
introduction, body, and conclusion of your writing to great effect. All of
these skills are used in academic writing.

This chapter will focus on techniques you’ll need to conquer the writing
assignments you receive in school, from using style guides to finding and
evaluating sources, writing bibliographies, and taking notes.

Audience
One of the most important ways academic writing differs from many
other types of writing is its audience: the reader of your report or essay is
already at least as well informed on your subject as you are. Your teachers
or professors aren’t reading to learn something; they’re reading to see if
you learned something. They’ll look for:

• proof that you understand your subject

• use of appropriate resources for research
• organization and development of ideas
• clear, intelligent thinking on the subject

Writing for this audience means you won’t have to give the kind of detailed
background information or context you might in a business report. You

KAPLAN) 249
IELTSMatters.com
 Sharp Writing

can assume that your professor knows who Tennyson or Einstein was;
short biographies aren’t necessary. Adopt a formal tone that’s objective
and acknowledges other points of view. Exclamation points, contractions,
and ellipses (unless they indicate where cited text has been cut) should be
avoided. Don’t be rude, harsh, mocking, satirical, or overly critical. Slang
and vulgarisms have no place in academic writing. State your case con¬
fidently, but without preaching. Review connotation and biased language
in chapter 4.

Using Style Guides

Style guides explain how to format your writing, with rules on everything
from how big your margins should be to how to create a bibliography.
Some disciplines have their own manuals, while others use a general one.
Before you prewrite or begin research, find out which style you need to
conform to, and get a copy of the manual.

These are the most common style guides, with publishing or Internet
access information:
American Anthropological Association Style Guide (anthropology)
http://www.aaanet.org/pubs/style_guide.htm
ACS Style Guide (chemistry)
American Chemical Society; 2nd ed. (1997)

Publication Manual of the American Psychological Association (educa¬

tion, psychology)
American Psychological Association (APA); 5th ed. (2001)
American Sociological Association Style Guide (sociology)
American Sociological Association; 2nd ed. (1998)

Scientific Style and Format: The CBE Manual (biology, medicine, natural
sciences)
Cambridge University Press; 6th ed. (1994)

The Chicago Manual of Style (known as “Chicago”; history, philosophy,

religious studies, fine arts)
http://www.chicagomanualofstyle.org

Modem Language Association Handbook for Writers of Research Papers

(known as “MLA”; English, foreign languages)
Modem Language Association; 6th ed. (2003)

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 11: Academic Writing

A Manual for Writers of Term Papers, Theses, and Dissertations (known as

“Turabian”; used by many undergraduate institutions for all disciplines)
University of Chicago Press; 6th revised ed. (1996)

[ CHAPP WPITIKir. TIP ) -

Find out which style guide your school or department follows;

purchase a copy for easy reference.

Exam Essays
Writing for an exam, whether it’s the SAT, a college final, the GED, or an
exit essay, requires excellent time management skills. Before taking the
exam, you need to spend time gathering all available information about it
and developing a writing strategy. You should walk into the exam know¬
ing exactly what you’ll be facing, and how to handle it. You might not be
able to eliminate normal test anxiety, but you can take away the fear of the
unknown.

How to Prepare
Standardized tests such as the SAT and GED have websites and published
study guides that provide critical information such as possible topics, sam¬
ple essays, and lists of criteria on which your essay will be judged. Take
advantage of it all! Try writing on the sample topics, and determine which
works best for you. Study the sample essays and figure out how they’re
structured: What does the introduction look like? Can you find a strong
thesis statement? how many paragraphs is the body made up of? How do
those paragraphs function? Is there a formal conclusion? are the grammar,
punctuation, and spelling perfect?

Practice writing appropriate essays, and time yourself. Compare your

essay with the list of criteria your scorer will be looking for. For the GED,
they include well-focused main points:

• clear organization
• development of ideas
• appropriate sentence structure and word choice
• correct punctuation, grammar, and spelling

Some state exams will score your prewriting notes and outline. Understand
exactly what is required of you, and practice until you can get it right.

KAPLAN) 251
IELTSMatters.com
 Sharp Writing

SHARP WRITING TIP

Do your homework: research your timed essay exam to get sample

topics, scoring criteria, and other important information that can
help you prepare.

Work with the Clock

Every minute counts when taking a timed essay exam. Not only must you
develop strong ideas that address the topic, but also you must organize
them, write them with a minimum of mechanics errors, and support them
with examples and details.

Begin by prewriting, and use the strategy that you chose during practice
sessions. If the topic is new to you, spend a minute or two thinking about
it. Why is it being asked? Is it looking for facts or opinion? If it can be
approached in a number of ways, which way can you best support? Write
your ideas in a loose outline form (don’t spend time trying to make it per¬
fect). Fill it in with examples and details, but remember you will have time
to come up with more during the writing process.

The bulk of your time should be spent writing (in fact, if errors in punctua¬
tion, spelling, and grammar won’t be held against you, use all but a few
final minutes to write). Begin with an introduction that includes a strong
thesis statement that refers directly to the topic. You might even include
some of the key words used in the topic in your thesis statement. This will
reinforce the idea that you understand it, and your essay will address it
clearly and deliberately.

The body of your essay is comprised of the main points you will make
about your topic. They should be developed and supported by details and
examples. In other words, don’t rely on unsubstantiated generalizations.
“Hemingway was one of the greatest writers of the 20th century” is simply
opinion. But if you preface the statement by noting: “Hemingway not only
won the Pulitzer and Nobel Prizes for literature, but his four major novels,
The Sun Also Rises (1926), A Farewell to Arms (1929), For Whom the Bell
Tolls (1940), and The Old Man and the Sea (1952), are read and studied as
much today as they were 60 years ago” you’ve substantiated it.

Use paragraphs to organize your essay, and don’t stray from your topic. If
you decide to use a quote or an important date, and aren’t sure if you have
it right, qualify it. Instead of hesitatingly noting, “the Civil War started

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7 7: Academic Writing

in 1860,” write, “the Civil War started in the 1860’s,” or “the Civil War
started in the mid-nineteenth century.”

I PPMFMRFP THIS! ) -.

Leave room in both your outline and your essay to add information.
You might think of a better detail or example as you write, or notice
while revising that you could use a better transition between two
paragraphs.

In the concluding paragraph, restate your topic and the points you made in
the body of your essay. Emphasize the fact that you stayed on topic, and
that your points developed it and were well supported. Don’t contradict
any of your points or introduce new material. You also shouldn’t repeat
your introduction, or use cliches such as “It just goes to show,” or “This
essay was about.”

When you’re finished writing, you should have a few minutes to revise
it. If you’ll be penalized for errors in spelling, punctuation, and grammar,
check for them. As you re-read the essay, make sure you included exam¬
ples, details, and/or evidence in each paragraph. The tone should be con¬
sistent. Expand any confusing sentences or phrases, and eliminate those
that don’t pertain to your topic.

Here’s a sample test response:

[question 1_i---—-
There are five elements of literature. Delineate and define each
element, and using a popular children's story (i.e., Little Red Riding
Hood), give an example of each element from the story.

Poor Response:
There are five elements of literature. These include title and author, plot,
main characters, setting, and conclusion.
The title, in this case. Little Red Riding Hood, tells what the story is
about. Sometimes, it can be misleading. The author is the person who
wrote the book. In this case, it is a fain/ tale and has been around a long
time. Thus, it does not really have an author.

kaplanJ) 253
IELTSMatters.com
 Sharp Writing

The plot tells what happens in the story. In this story, a child is on a
journey to her grandmother's house. She stops to talk to a wolf. The wolf
then tricks her. The main characters in the book are the little girl, the
wolf, and her grandmother.

The setting is another element. The setting where the story takes place.
This story takes place in the woods and at grandma’s house. The final
element is the conclusion. This is the final event that takes place. In this
case, the grandmother is saved and everyone is happy.

This essay has some of the elements correct (the elements are plot, char¬
acters, setting, theme, and point of view), but others that are incorrect.
Although the essay itself does contain correct grammar and spelling, it
does not include transitions. In addition, three things were required for
each of the elements. Each element was to be named, defined, and illus¬
trated by an example from the story. In order to receive higher points, the
writer would need to make sure all six elements were correct and that each
of the three parts for each element was included.

Strong Response:
The five elements of literature include plot, characters, setting, theme,
and point of view. Each of these elements are present in every story.

The first element is plot. The plot is the action that takes place in a
story. In the story, Little Red Riding Hood, the main action centers
around Little Red Riding Hood. She is walking through the woods to
her grandmother’s house when she encounters a wolf. She gives the
wolf information and then he uses that information to go to her
grandmother’s house to trick her. In the end, the grandmother and a
woodcutter help destroy the wolf.

The second element involves the characters in the story. In this story,
the characters are Little Red Riding Hood, the Sig Sad Wolf, the grand¬
mother, and the woodcutter. The characters are the main people (or
animals) who are involved in the action of the story.

The third element is the setting. This involves the places where the action
takes place in the story. In Little Red Riding Hood, there are two settings.
The first is the woods on the way to the grandmother’s house. The second
is the grandmother’s house.

The fourth element is theme. The theme is the moral of the story. It is the
main message the story is trying to convey. In this story, the main idea

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 11: Academic Writing

for children to learn is not to talk to strangers. Because the little girl
talks to the wolf, there is trouble later. Children reading this story learn
not to talk to strangers.

The final element is point of view. This involves what person the story is
written in as well as who is telling the story. This story is written in third
person. It is, however, written from the point of view of the main charac¬
ter—the little girl.

In conclusion, there are five main elements of literature. Each contributes

in its own way to the story. The plot, characters, and setting tell us what
is happening to whom and where it is taking place. The theme tells us the
moral of the story, and the point of view helps us know who is telling us
the story.

This essay answers the question fully. It includes the five correct ele¬
ments (plot, characters, setting, theme, point of view) and it gives the three
requirements for each element (name it, define it, and give an example
from the story of it). The essay is well written and includes transitions. It
follows the format of having an introductory paragraph (telling the main
points), a body (explaining the main points), and conclusion (wrapping up
the main points).

Research
If your assignment requires research, you must find source material (works
written by others) and use it to support your topic. Not only will you con¬
sult library books, periodicals, and other documents, but you’ll also search
the Internet for information. Staying focused when there’s so much mate¬
rial at your disposal can be difficult. It’s important that your topic is spe¬
cific before you begin research. Try writing a thesis statement that declares
your approach, and put the statement at the top of each page on which you
take notes. Don’t lose focus.

To begin, study your primary source before embarking on a search for

the opinions of others. Understand your source, and consider an original
approach if the assignment calls for one. What interests you most about
it? How did you initially respond to it? Has that response changed? Some
of the prewriting techniques you learned in chapter 5, such as asking the
journalists’ questions, can help narrow down your topic. Don’t start sifting
through secondary sources until you have a firm understanding of your
approach.

kaplan) 255
IELTSMatters.com
 Sharp Writing

Consult sources in this order:

1. Primary Sources: the text you’re writing about, or documents that

directly relate to it. If you’re writing a paper on Romantic Poetry, the
poems themselves are primary sources. If your topic is The Erosion of
Civil Liberties, your primary sources will be the Bill of Rights, and any
Executive Orders, Laws and Regulations you find applicable.

2. Secondary Sources: what other people have said about your topic. The
paper on poetry would probably benefit from a reading of sources pro¬
viding biographical information, critical analysis, and historical con¬
text. The Civil Liberties paper might be enriched with books, articles,
and essays that furnish legal background, reasoned opinion, and even
public sentiment. Begin with general reference materials, and work
toward more specialized ones:

• Encyclopedia, dictionaries, other reference works (paper texts or

online)
• Library catalogue, sources listed in the first bullet.
• Sources cited in bibliographies and notes of sources in the second
bullet.
• Periodical indexes that list articles on your subject
• Websites with content specific to your topic

Taking Notes
Using secondary sources is an integral part of research. However, it can
also be dangerous. If you don’t cite those sources properly, that is, if you
don’t acknowledge that you consulted them, you’re plagiarizing. If you
string many quotes and borrowed ideas together, you’ve created a cata¬
logue of your sources, not an original paper. While it is not expected that
every idea in your paper will be your own, you must give credit when
you borrow, and synthesize the information you’ve gathered with your
thinking on your topic. Don’t simply restate the words and thoughts of
others.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 7 7: Academic Writing

SHARP WRITING TIP

Acknowledge all sources, and cite them properly to avoid plagiarism

(check your style guide for help).

The best way to safeguard against plagiarizing is to take great notes during
your research. Notes will help you organize the material you’ve gathered,
and eventually create a formal bibliography of works consulted. Some stu¬
dents use sheets of paper for notes, while others prefer index cards. Either
way, here are some guidelines for note taking:

• Check your style guide for information needed for the bibliography
• Create a master list of works consulted as you research (see the sec¬
tion later in the chapter on bibliographies)
• Organize notes as you take them; if you’re using cards, put only one
note on each card, and label it by topic or sub-topic; if you’re using
pages, label the pages with topics and sub-topics, and list related
notes together
• Don’t crowd; leave plenty of room for additional thoughts and notes
to be added
• Add your comments in another color ink as you respond to information
• Use exact quotes only when a phrase or sentence stands out as truly
memorable, one that you may use in its entirety in your writing
• Summarize the most relevant ideas using short phrases and key
words (full sentences are not necessary)
• If the source is a borrowed book, consider using post-it notes to add
comments and point to important sections of the text
• Remember to include page numbers for each note

IELTSMatters.com
 Sharp Writing

Example: Note Card

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 11: Academic Writing

Practice 1
Create a note card for each of the following passages.

1. Katharine S. White, Onward and Upward in the Garden (New

York: Farrar, Straus and Giroux, 1979; Boston: Beacon Press,
2002) page 163. "The first power mower was conceived in
Detroit, when a Colonel Edwin George attached the gasoline-
powered engine from his washing machine to his lawnmower.
It did the trick, and in 1919 he established a company to make
and sell his Moto-Mower."

2. Arthur Herman. How the Scots Invented the Modern World (New
York: Crown Publishers, 2001; New York: Three Rivers press,
2001) page 345. "The Scottish mass migration of the eighteenth
and nineteenth centuries...was as momentous as any in history.
In sheer numbers, it hardly stands out; perhaps 3 million all told,
compared to the 8 million Italians who left their native land
between 1820 and World War I. Yet its impact was far-reaching
in more ways than one."

3. Ludlow Griscom, Audubon's Birds of American (New York: The

Macmillan Company, 1950) page 16. "In 1831 he made his
famous expendition to the Flordia Keys, the next year going to
Labrador, then traveling through the southern states to the inde¬
pendent republic of Texas, always seeking out wilderness ares."

4. Carol Shields, Jane Austen (New York: Viking Penguin, 2001)

page 75. "It is a cliche to think of Jane Austen's life as being
without event, since insanity, treason, illegitimacy, and elope¬
ment invaded her quiet family circle, and even, once or twice,
criminal proceedings. In 1799 her aunt, Jane Leigh-Perrot, was
accused of stealing a piece of lace from a Bath shop. For this
presumed crime she was imprisoned for several weeks and tried
at Taunton assizes, where she was eventually acquitted."

Evaluating Sources
Remember the cliche, “you can’t judge a book by its cover?” It may be
trite, but it’s solid advice. Just because a book has a glossy cover and a
few glowing blurbs on the back proclaiming it to be well received doesn’t
mean you should trust it. Sources are not all of the same quality. The only

KAPLAN) 259
IELTSMatters.com
 Sharp Writing

way to determine whether you’ve found something reliable is to do some

evaluating. Don’t use any source until you have determined that it provides
strong, credible support for, and information on, your topic.

Two important criteria to use for evaluating sources are bias and timeli¬
ness. Some books are written by writers who purport to objectively exam¬
ine a subject when in fact they simply promote an agenda. For example, if
you were researching the subject of gun control, would you rely on a book
published by the National Rifle Association, which is admittedly against
any kind of control? Unless you understand the bias of the publisher, you
risk including skewed statistics and other unreliable information.

Many subjects change over time. Scientific research, new rulings, and
even shifting public opinion can make information obsolete. If you’re
writing about the Fourth Amendment and its use by opponents of random
drug testing, you need to find the most current information. Courts reverse
decisions, legislation is passed, and regulations are approved frequently.
Relying on a six-month-old resource when you’re dealing with an ever-
changing subject such as law is risky.

Internet resources present special challenges to researchers. Websites are

easy and relatively inexpensive to create, making it possible for almost
anyone to publish information on the Internet. As with books, the mere
facts of a website’s existence and appearance do not guarantee value.
Before relying on any information found on the Internet, you need to eval¬
uate its source.

Legitimate websites have authority. At the bottom of most home pages,

you can find the contact information for the person, organization, or insti¬
tution that wrote or is responsible for the content of the site. A full name
or names, address, phone number, and email address should be provided.
If you can’t find the information, shorten the URL (Web address) by delet¬
ing everything to the right of first slash (which is commonly preceded by
.com, .org, .edu, or .gov). Is a responsible author identified? Don’t rely on
information from the site unless you can determine who claims responsi¬
bility for its content.

Don’t stop asking questions once you’ve found the author of the site. Do
you know if the person or groups is qualified to write on the topic? What
are his or her credentials? If the author is a group or organization, is it legit¬
imate? Try to find similar information on three other websites that have not
copied it from the original site. Look up the author or organization. Do
they exist as they say they do? Is the contact information correct?

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 11: Academic Writing

As with information from books and periodicals, the data you find on the
websites could be obsolete. Are there links to other pages? Try them to see
if they work; links to pages that no longer exist could mean the site you’re
looking at hasn’t been updated in a while. Internal clues can also date the
site. Are there “current” references to old material (for example, is the
1996 presidential election referred to as the most recent)? Check the bot¬
tom of the home page for a date on which the site was last revised. If there
is no date, or it’s been a few months (or longer), question the information.
Most legitimate sites are well maintained.

Sites created by individuals often contain the most unreliable informa¬

tion. Individuals do not have to pass any test of accuracy or legitimacy
before posting content on their own website. That’s not to say that all
personal pages are bad sources, but rather that you should evaluate them
more carefully. Before you determine the author, credibility, or currency,
check the URL for clues. A personal Web page URL typically has one or
more of the following: a tilde (~), a percent sign (%), the word “member,”
or the word “user.”

SHARP WRITING TIP

Before relying on information found on the Internet, determine

whether the source is reliable.

The Formal Bibliography

During the course of your research, you don’t need to consult a style guide
every time you refer to a different source. Instead, compile a working
bibliography that contains all of the information you’ll need to later style
a formal one. Study the citation examples in the guide you’ll be follow¬
ing, noting the kind of information required (typically, author’s name, title
of work, publisher, place and date of publication, and exact quotes with
page numbers). If you’re using the Internet for research, learn how to write
electronic citations.

Many researchers prefer to use note cards for keeping track of biblio¬
graphical information. Beginning in the upper-left-hand comer, place the
author’s name and title of the work. Then list the place and date of publica¬
tion, the publisher, pages consulted, and any other pertinent information,
such as date of the edition, number in a series, and volume and edition
number of periodicals. Other essential data includes the library and call

kaplan) 261

IELTSMatters.com
 Sharp Writing

number, URL, and other source identification so you can easily relocate
the material if necessary.

Your style guide will determine the formatting of your formal bibliogra¬
phy. For example, MLA dictates that a book by one author should be cited
with author’s last name first, followed by the first name and a period. APA
uses just the initial of the author’s first name. Type carefully, following all
rules for spacing, indentation, punctuation, alphabetization, and composi¬
tion of individual citations. Remember to list every work you consulted,
and not just those quoted directly in your work.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 11: Academic Writing

SUMMARY

Instead of revisiting the subjects of essays and reports, including how to

write an effective conclusion, and why to use appendices in reports, we
focused in this chapter on the specific skills you need to write well in an
academic setting.

Audience
Scholarly writing is read by a unique audience, one that is as well
informed as, or perhaps better informed on your subject than you are. That
means the focus is as much on you as it is on your topic. You need to show
that you have learned something about your topic, and that you developed
and organized ideas about it.

Style
Style guides are used by most institutions to achieve conformity in student
writing. The guides dictate how to format essays and reports, how to style
footnotes and endnotes, and even how to punctuate. Some disciplines have
their own style manuals, and others use more general ones such as MLA,
Chicago, and Turabian. Don’t turn in a writing assignment without first
finding out which guide you need to follow, and then using it to create
your finished product.

Preparation
Before you take an essay exam, prepare thoroughly. If possible, get infor¬
mation about the test online, or from a published study guide. If it’s an
exam for a class, study your notes. Practice prewriting and writing essays
while the clock is ticking. The better prepared you are, the easier it will be
to write a well-crafted essay.

Reference
Don’t consult secondary research sources until you have a good under¬
standing of your topic and its primary sources. Begin with reference
books and Internet sources of general information. Then, move on to more
specific books, articles, and websites. Take notes for each source you con¬
sult, and cite the details you’ll need to create a formal bibliography.

Before relying on a source, determine its credibility. Print and Internet

information should be questioned for authorship (including credentials),

kaplan) 263
IELTSMatters.com
 Sharp Writing

bias, and currency. Pay particular attention to personal Web pages, which
are notoriously inaccurate.

During your research, create a working bibliography that contains rele¬

vant details about each source you consult, such as author’s name, title
of work, publisher, date and place of publication, and pages read. When
you’re finished writing, translate the working bibliography into a formal
one. Use your style guide, which will determine alphabetization, spacing,
and indentation, as well as individual citations.

PRACTICE ANSWERS AND EXPLANATIONS

Cards will vary, but should contain the author’s name, title (may be con¬
densed), and page number. Content should be a brief summary, using
phrases and key words. If copying text word-for-word, it must be in quota¬
tion marks.

Practice 1

1.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Chapter 11: Academic Writing

2.

3.

IELTSMatters.com
 Sharp Writing

4 .

source: Shields, Jane Austen p. 75

Austen's life not uneventful as many believe

Family experienced insanity, treason, illegitimacy, elopement.

and run-ins with the law-
Aunt Jane Leiah-Perrot accused of shoplifting in 1799
She was imprisoned, tried, and acquitted-

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing
Cumulative Test

Congratulations on completing all the chapters and their exercises. Now

challenge yourself by answering the following question sets and on your
own paper try your hand at several writing exercises. The question sets
focus first on some of the very basic elements of writing and the more
common errors, and then on your editing and revising skills.

If you get any answers wrong, or find yourself uncertain about how to
approach any of the writing prompts, review the relevant chapters once
more.

Part 1
Read each sentence below carefully. Determine what part of speech is
needed to fill in the blank.
1. Constance walked_across the room.

2. I wanted to tell you earlier,_I was afraid you'd be angry.

3. That was such a_movie!

4. Please give me_coat.

5. Did you see that_?

IELTSMatters.com
 Sharp Writing

Part 2
Match each of the following terms to its example (we’ve done the first for
you).

Term Choice Example

6. independent clause b a. 1 was waiting for the
bus, it never came.
7. fragment, phrase b. 1 was waiting for the
bus.
8. run-on, comma splice c. and, or, nor, for, so,
but, yet
9. coordinating conjunction d. Waiting for the bus
10. subordinating conjunction e. since, because, after,
although

Part 3
Correct any pronoun errors in the following sentences.

11. Either Paul or Rita will bring their video camera.

12. On the news they said that the president will be in town tomorrow.

13. A good doctor listens to his patients' words as well as their bodies.

14. To who should I address this letter?

15. If you talk to Rajesh before me, tell him I need my notebook back.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing Cumulative Test

Part 4
Match each of the following terms with its example. We’ve done the first
one to get you started.

Subject Predicate
Linking verb Indirect object

16. Scientists know very little about the African bush elephant.
17. lam studying the African bush elephant._
18. Because they live so deep in the jungle, no one knows for sure
how many bush elephants there are.
19. The African Conservation Society has given me a grant for my
research.

Unscramble the following choices separately.

20. Simple A. Because they live so deep in the jungle,
sentence no one knows for sure how many bush
elephants there are; 1 intend to find out.
21. Compound B. Because they live so deep in the jungle,
sentence no one knows for sure how many bush
elephants there are.
22. Complex C. 1 am a research scientist.
sentence
23. Compound- D. 1 am studying the African bush
complex elephant, and 1 have received a grant
sentence for my research.

269
IELTSMatters.com
 Sharp Writing

Part 5

Correct any sentence structure errors in the following paragraph.

According to many experts. Most Americans do not get enough

sleep. While adults can often function on just a few hours of slumber.

Children and teenagers should get nine to ten hours of sleep each night,

otherwise their health and schoolwork will suffer. Studies show that

nearly one-third of school-age children. Do not get enough sleep. Many

parents don't recognize that their children are sleep deprived, these

tired children actually are overactive during the day. Instead of sleepy.

Tired children are more likely to have accidents, they have less effective

memories and shorter attention spans. It may be difficult to get children

to bed earlier however it is clearly very important. That they get enough

rest.

Part 6
For each of the following verbs, identify the form or tense indicated.

look sleep ride do be

base
present participle
past participle

3rd person singular simple

present
simple past
past perfect
future perfect

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing Cumulative Test

Part 7
Circle the correct alternative to complete each of the following sentences.

24. I didn't think it was possible, but Kendra ( may / could ) win this
debate after all.

25. Global warming ( could be / could been ) the main issue in the
next election.

26. I do not ( care / caring ) about the cost.

27. With the (raising / rising ) cost of (raising / rising ) cattle, many
small farms have gone out of business.

28. Some diseases can (lay / lie ) dormant in a patient for years before
the patient becomes symptomatic.

Part 8
Word Sets:

Which word means:

29. to take or receive:_

(a) accept (b) except

30. fully and clearly expressed or defined:

(a) explicit (b) implicit

31. to convince or guarantee:

(a) assure (b) ensure (c)insure

32. location:

(a) cite (b) sight (c) site

33. to recommend what should be done:

(a) advice (b) advise

Which word...

34. ...is a possessive pronoun?

(A) their
(B) there
(C) they're

KAPLAN) 271
IELTSMatters.com
 Sharp Writing

35. ...is used for comparisons?

(A) then
(B) than

36. ...means to agree7.

(A) ascent
(B) assent

37. ...is the verb meaning to have an impact on?

(A) affect
(B) effect

38. ...should be used with quantities that can be counted?

(A) amount
(B) number

Part 9
The following paragraph is a draft cover letter for a resume in response to
a newspaper advertisement. Rewrite the letter to eliminate any inappropri¬
ate language and maintain a consistent and appropriate level of formality.

Dear Sir/Madam:
As I perused the newspaper yesterday, I took note of the advertisement
for the procurement of a position within your organization.
The job sounds just divine! I'd love to have it. Here's my resume. You'll
see I bring a lot to the table. I'm especially good at number-crunching
and tasks of an analytical nature.
Every employer seeks the perfect man for the position. When you check
out my resume, you'll see that I'm the one for you.
I thank you sincerely for your consideration. Can't wait to hear from you!

Part 10
Read the following paragraphs carefully and correct any errors in
punctuation.

The playwright Arthur Miller (he was also a master carpenter)

died on Feb. 11 2005, leaving behind a remarkable body of work.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing Cumulative Test

His most famous play is of course Death of a Salesman [1948].

The plays main character Willy Loman (portrayed by Lee J. Cobb

in the original production) is a traveling salesman who believes

success is simply a matter of being liked! Lomans tragedy is so

powerful because it is also so hopeful. Indeed, Miller believed

tragedy "brings us knowledge ... pertaining to the right way of

living in the world". Death of a Salesman won the Pulitzer Prize

(in 1951) and has since come to be regarded as the quintessential

American play. In the late 1980's, Miller published his

autobiography and worried that American theater "...was gasping

and near death..." Many critics wondered if Miller was right? The

verdict may still be out, but this much is certain, Miller's plays

remain full of life and lessons for the living.

Part 11
39. List the two uses of a semicolon.

40. List the three main uses of a colon.

41. Explain the function of the dash.

42. List the three main uses of quotation marks.

Part 12
Correct any errors in commas, semicolons, colons, dashes, and quotation
marks in the following sentences.

43. "I know one thing for sure", Juliette said; and that is: I'll always
love you."
44. Edward Bulwer-Lytton once wrote; But is a word that cools many
a warm impulse stifles many a kindly thought puts a dead stop to
many a brotherly deed.

45. There are certain principles to which we hold, the sanctity of

treaties, good faith between nations, and the interdependence of

KAPLAN") 273
IELTSMatters.com
 Sharp Writing

peoples from which no country, however powerful, can altogether

escape. —Anthony Eden

46. There are two things to aim at in life; first—to get what you
want—and after that—to enjoy it. —Logan Pearsall Smith

47. Money is like love, it kills slowly and painfully the one who
withholds it; and it enlivens the other who turns it upon his fellow
man. —Kahlil Gibran

Part 13

Identify which punctuation mark serves each purpose listed below.

question mark 48. after a direct question

exclamation point 49. to separate two paired words
parentheses 50. to indicate a word or words have been
omitted from a quotation
ellipsis 51. after an emotional statement
slash 52. around supplemental information

Part 14

Each of the sentences that follow contains at least one error in spelling,
capitalization, and/or italics. Find and correct those errors using standard
proofreader’s marks.

53. Dustin has submited his Poem Evening Moods to a Poetry Contest
in Images magazine.

54. This has been a long-trying semester for me, and I am really
looking forward to Summer Vacation.

55. Are you refering to the time I said No one compares to Elvis?

56. My brother, professor Elmont, is world-famous for his

acheivements in neurosceince.

57. Francisco is my mejor amigo—my BEST FRIEND in the whole

World.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing Cumulative Test

WRITING PROMPTS

These prompts are designed to help you practice the skills you acquired
from Sharp Writing: Building Better Writing Skills. Although they each
require a different type of writing, and not all might pertain to your situa¬
tion, we encourage you to complete each one.

Prompt 1
Write a letter soliciting a donation from a business for your charitable
organization. You may need to do some research to provide information
about the organization, and create an outline that helps organize your
ideas. A tone appropriate to your audience should be conveyed through
the formatting of the letter, word choice, and level of formality.

Prompt 2
All of the salespeople in your office will be required to attend a training
seminar. Write a memo or email to tell them about this upcoming event.
Both formats should include a specific, attention-getting subject line, a
mention of the fact that attendance is mandatory, and the time, date, and
place of the seminar.

Prompt 3
You researched the timed essay exam you’ll be taking in three weeks, and
found that you will need to develop a point of view on a topic, substantiat¬
ing it with concrete examples and details. Using the topic and assignment
that follow, prewrite in no more than five minutes, creating a list or loose
outline of your ideas.

Topic: In one of Robert Frost’s most famous poems, the speaker remem¬
bers being confronted with two paths in the woods, and choosing the one
that is slightly less-travelled. He remarks “with a sigh” that his choice
affected the rest of his life.

Assignment: Some people play it safe, taking the well-travelled path,

while others deliberately take a different direction. What might be the pos¬
itive results of the latter? Plan an essay in which you develop your point of
view on this issue. Use concrete examples and details from your reading,
studies, experiences, and/or observations to support it.

KAPLAN) 275
IELTSMatters.com
 Sharp Writing

CUMULATIVE TEST ANSWERS AND EXPLANATIONS

Part 1
1. Adverb. The word here would tell us how Constance walked (slowly,
hesitantly, noisily).

2. Conjunction. A coordinating conjunction—specifically, but—would

connect these two independent clauses and show the relationship between
them. (However, a conjunctive adverb, would work only if the two clauses
were separated by a semicolon or period.)

3. Adjective. The word here would tell us what kind of movie it was
(fantastic, lousy, remarkable, banal).

4. Pronoun or possessive. A possessive pronoun (your, her) or demon¬

strative pronoun (that) would correctly fill the blank. You could also insert
a possessive noun (John’s, the lady’s, Eloise’s).

5. Noun. A person, place, or thing would complete this sentence (man,

accident, house, price tag).

Part 2
6. b

7. d

8. a

9. c

10. /

Part 3
11. Either Paul or Rita will bring a video camera. (The two singular ante¬
cedents are connected by or and one is male, the other female. The sen¬
tence needs to be revised because no pronoun can agree.)

12. The newscaster said that the president will be in town tomorrow. (The
indefinite they should be replaced by a specific noun.)

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing Cumulative Test

CUMULATIVE TEST ANSWERS AND EXPLANATIONS (cont'd)

13. Good doctors listen to their patients’ words as well as their bodies.
(The singular generic noun a good doctor needs pronouns that include both
genders. Instead of using his or her, we revised to make the noun plural.)

14. To whom should I address this letter? (Whom is the object of the prep¬
osition to, so it must be in the objective case.)

15. If you talk to Rajesh before I [do], tell him I need my notebook back.
(The context makes it clear that the speaker doesn’t mean “If you speak to
Rajesh before [you speak to] me.” The subjective case is required here for
the unstated verb do.)

Part 4
16. Subject
17. Predicate
18. Indirect object
19. Linking verb
20. (C) 21. (D) 22. (B) 23. (A)

Part 5
In (A) below, fragments are underlined and run-ons are bracketed. In (B),
we offer one version of the corrected paragraph. Revised paragraphs may
vary as there are many ways to correct these problems.

(A) According to many experts. Most Americans do not get enough sleep.
While adults can often function on just a few hours of slumber. [Children
and teenagers should get nine to ten hours of sleep each night, otherwise
their health and schoolwork will suffer.] Studies show that nearly one-third
of school-age children. Do not get enough sleep. [Many parents don’t rec¬
ognize that their children are sleep deprived, these tired children actually
are overactive during the day.] Instead of sleepy. [Tired children are more
likely to have accidents, they have less effective memories and shorter
attention spans.] [It may be difficult to get children to bed earlier however
it is clearly very important.] That they get enough rest.

(B) According to many experts, most [attach fragment] Americans do not

get enough sleep. While adults can often function on just a few hours of
slumber, children [attach fragment] and teenagers should get nine to ten

IELTSMatters.com
KAPLAN) 277
 Sharp Writing

CUMULATIVE TEST ANSWERS AND EXPLANATIONS (cont'd)

hours of sleep each night, [separate clauses with a period] Otherwise,

their health and schoolwork will suffer. Studies show that nearly one-third
of school-age children do [connectfragments] not get enough sleep. Many
parents don’t recognize that their children are sleep deprived because [turn
independent clause into subordinate clause] these tired children actually
are overactive during the day instead [attach fragment] of sleepy. Tired
children are more likely to have accidents, and [separate clauses with
comma and coordinating conjunction] they have less effective memories
and shorter attention spans. It may be difficult to get children to bed ear¬
lier. but [separate clauses with comma and coordinating conjunction (or
keep however and use semicolon] it is clearly very important that [attach
fragment] they get enough rest.

Part 6

look sleep ride do be

base look sleep ride do be
present participle looking sleeping riding doing being
past participle looked slept ridden done been

3rd person singular looks sleeps rides does is

simple present
simple past looked slept rode did was/were
past perfect had had slept had had done had been
looked ridden
future perfect will have will have will have will have will have
looked slept ridden done been

Part 7

24. May. May means possibility, which is suggested by the context.

25. Could be. The modal could must be followed by be.

26. Care. Forms of do must also be followed by the base form.

27. Rising, raising. Rise is intransitive—it is the cost that is rising. Raise
is transitive and takes the object cattle.

28. Lie. Lie is intransitive; the diseases lie. There is no object.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing Cumulative Test

CUMULATIVE TEST ANSWERS AND EXPLANATIONS (cont'd)

Part 8
29. accept

30. explicit

31. assure

32. site

33. advise

34. A

35. B

36. B

37. A

38. B

Part 9
Answers will vary. There are many problems with this letter. The first
paragraph is pretentious; the second, too informal, and it contains several
instances of slang and jargon (bring a lot to the table, number crunching)
as well as a pretentious phrase at the end (tasks of an analytical nature).
The third paragraph is also too informal (I’m the one for you), and it also
contains sexist language {perfect man). The first sentence in the last para¬
graph is acceptable though perhaps a bit too formal (or at least wordy),
while the last sentence is far too casual.

Here is one possible revision, with a consistently formal (but not stuffy)
level of formality. (Note also that it is much more concise—pretentious
language in particular tends to be wordy—and that we’ve added a few
specific details, such as the job title and name of the newspaper.)

Dear Sir/Madam:

I noticed your advertisement for a data analyst in yesterday’s New York

Times. I am very interested in the position.

kaplan) 279
IELTSMatters.com
 Sharp Writing

CUMULATIVE TEST ANSWERS AND EXPLANATIONS (cont'd)

I have several years of experience in accounting and am an excellent prob¬

lem solver. I believe I have much to offer to your organization.

I have enclosed my resume for your review. Thank you for your considera¬
tion. I look forward to hearing from you.

Sincerely,

Part 10
The playwright Arthur Miller (he was also a master carpenter) died on
February 11* 2005, leaving behind a remarkable body of work. His most
famous play is* of course* Death of a Salesman (1948). The play’s main
character* Willy Loman (portrayed by Lee J. Cobb in the original produc¬
tion)* is a traveling salesman who believes success is simply a matter of
being liked* Loman’s tragedy is so powerful because it is also so hopeful.
Indeed, Miller believed tragedy “brings us knowledge ... pertaining to the
right way of living in the world*” Death of a Salesman won the Pulitzer
Prize (in 1951) and has since come to be regarded as the quintessential
American play.

In the late 1980s. Miller published his autobiography and worried that
American theater “was gasping and near death.” Many critics wondered
if Miller was right* The verdict may still be out, but this much is certain:
Miller’s plays remain full of life and lessons for the living.

Corrections to Paragraph 1: The information in the first parentheses is

irrelevant and should be deleted. Feb. should be written out, and a comma
is needed between the day and year. Commas are also needed to set off of
course and Willy Loman and the parenthetical material that follows (the
use of parentheses here is fine). The brackets around the date 1948 should
be parentheses. Plays needs an apostrophe to show possession as does
Lomans. The ellipsis in the quotation is correct, but the period at the end
of the quotation should be inside the quotation marks. The parentheses
around in 1951 should be deleted.

Corrections to Paragraph 2: The apostrophe after 1980 should be delet¬

ed; form the plural only with an -s. The ellipses at the beginning and end
of the quotation should be deleted. Many critics...right is a statement, not
a question, so the sentence should end in a period. The comma after cer¬
tain should be a colon as the rest of the sentence explains what is certain.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing Cumulative Test

CUMULATIVE TEST ANSWERS AND EXPLANATIONS (cont'd)

Part 11
39. Use a semicolon (a) to separate (yet connect) two independent clauses
that are closely related and (b) between items in a series when one or more
of those items has a comma.

40. Use a colon (a) to introduce quotations, (b) to introduce lists, and (c)
to introduce summaries or explanations.

41. Use a dash to set off a word, phrase, or clause for emphasis.

42. Use quotation marks (a) to set off direct quotations, (b) around titles
of short works or portions of long works, and (c) around words being used
as words.

Part 12
43. “I know one thing for sure,” Juliette said, “and that is I’ll always love
you.” [Put the first comma inside the quotation marks; change the semico¬
lon after said to a comma, put quotation marks before and that...to indi¬
cate that the quotation is continued, and eliminate the colon after is.]

44. Edward Bulwer-Lytton once wrote, “’But’ is a word that cools many
a warm impulse, stifles many a kindly thought, puts a dead stop to many
a brotherly deed.” [Change the semicolon introducing the quotation to a
comma or colon (both are correct), put quotation marks around the direct
quotation {But...deed), enclose but in single quotation marks, and insert
commas between the items in the list.]

45. There are certain principles to which we hold: the sanctity of trea¬
ties; good faith between nations; and the interdependence of peoples from
which no country, however powerful, can altogether escape. [Use a colon
after hold to introduce the list of principles and put semicolons between
the items in the list, since the last item contains a comma.]

46. There are two things to aim at in life: first, to get what you want, and
after that, to enjoy it. [Use a colon after life to introduce the explanation
(what those two things are). Insert commas after the introductory words
first and after that as well as after want.

47. Money is like love: it kills slowly and painfully the one who withholds
it, and it enlivens the other who turns it upon his fellow man. [Use a colon to

KAPLAN) 281
IELTSMatters.com
 Sharp Writing

CUMULATIVE TEST ANSWERS AND EXPLANATIONS (cont'd)

introduce the explanation of how money is like love. Change the semicolon
between the two independent clauses connected by the coordinating conjunc¬
tion and to a comma.]

Part 13
48. question mark

49. slash

50. ellipsis

51. exclamation point

52. parentheses

Part 14
All corrections are underlined in the sentences below.

53. Dustin has submitted his poem “Evening Moods”to a poetry contest in
Images magazine.

54. This has been a long^trying semester for me, and I am really looking
forward to summer vacation.

55. Are you referring to the time I said no one compares to Elvis?

56. My brother, Professor Elmont, is world_famous for his achievements

in neuroscience.

57. Francisco is my meior amigo—my best friend in the whole world.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing Cumulative Test

CUMULATIVE TEST ANSWERS AND EXPLANATIONS (cont'd)

Sample Responses to Writing Prompts

Compare your responses to the examples we provide below.

Prompt 1

Sample 1:

Jane Johnson
Patient Volunteer
Amold-St. Bernadette Hospital Center
3000 Broadway
St. Louis, Missouri 00007

Ms Alice Jones
Community Outreach Director
Trademark Cards, Inc.
235 Willowy Drive
St. Louis, Missouri 00009

April 19, 2005

Dear Ms Jones:

As a volunteer for the Arnold-St. Bernadette Hospital Center, I am very

aware of the generosity of the Trademark Card Company to hospitals in
the greater St. Louis area. I am writing to request a donation of greeting
cards for use by our Patient Relations department. I’d like to tell you why
I believe this donation would be particularly important and helpful to the
patients we serve.

The Patient Relations staff greets all patients in the hospital upon arrival.
In addition to being sick, patients newly admitted to a large, busy hospital
are often frightened, lonely, and overwhelmed by the new environment.
Our staff would write personal messages to all the newly admitted people
on your beautiful cards and include a phone number of a Patient Relations

kaplan) 283
IELTSMatters.com
 Sharp Writing

CUMULATIVE TEST ANSWERS AND EXPLANATIONS (cont'd)

staff member that could answer their questions and help to orient them to
their surroundings. Your cards, well known to our patients as messages
and love and caring, would provide a warm welcome to people who need
it, especially the many children we serve.

Billy is one patient at our hospital. He is six years old, one of five children,
and his mother cannot visit him often. While he may not be able to read
the message in a Trademark card, he can see the bright colors and know
that he is a special because he has received it. Irina, 82 and preparing for
heart surgery, could look at the card and know she was not alone and that
a volunteer was available to talk to her.

It is for patients like these that I hope you can donate 10,000 cards. I will
write frequently to let you know the good results of your generosity. This
gift really can make a difference to people who need comfort and reassur¬
ance. Please contact me if I can provide you with any additional informa¬
tion. Thank you for your consideration.

Sincerely,

Jane Johnson

Prompt 2

Sample 1:

YOU MUST ATTEND THIS TRAINING (YOU’LL BE GLAD YOU

DID!)

There will be a mandatory sales training seminar this Thursday, September

18 at 4:00 in the Blue Conference Room. The seminar is called “Closing
Tips from Top Salespeople” and will feature speakers from leading busi¬
nesses. Signed copies of Ronald Stump’s The Art of Closing Sales will be
on sale. All sales personnel will be expected to attend and arrive promptly.
Refreshments will be served.

Prompt 3
Writing plans will vary in form and detail, depending on whether you are
writing a timed essay (for which a quick, short plan is needed), a report
that will go out in a few hours, or a long term paper or report.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Sharp Writing Cumulative Test

CUMULATIVE TEST ANSWERS AND EXPLANATIONS (cont'd)

Sample 1: Free writing

The less traveled road can lead to unusual, life-changing experiences, one
you wouldn’t have thought of except for this path.

Think of Mom’s decision to move to Vermont after her divorce. Took guts
for a woman with two small kids to pick up stakes and move to another
state. It certainly wasn’t what people advised her to do

We city kids had never seen that much green or wildlife. We learned to
enjoy finding and exploring hidden trails and usually saw the most inter¬
esting birds and flowers there.

Mom became a park ranger after being a secretary all her life. I plan to
study botany.

It would have been easy to stay, but she took a path that helped us all
grow.

Sample 2: Outline

I. Introduction
A. Nothing ventured, nothing gained.
B. The path less traveled offers the possibility for the unexpected.
Taking a chance on the unknown can open new possibilities.
C. My father took a different path from his five brothers and he has
been very successful and happy in his work.
II. Working-class boys in England during the 1950s generally left school
at fourteen and learned a trade. My father wanted to continue on in
school and get a college education.
A. The difficulty of making an unusual choice. Resisting expecta¬
tions of class and background
B. Lack of support from family because following a different path.
Because my father’s path was different, it was strange and threat¬
ening to his parents.
C. Necessary to be independent and confident in one’s choice.

KAPLAN) 285
IELTSMatters.com
 Sharp Writing

CUMULATIVE TEST ANSWERS AND EXPLANATIONS (cont'd)

III. Positive gains from taking the path less traveled

A. Following one’s own course, fosters independence and self-confi¬
dence.
B. Travel to places and learn things. For example, my father went to
college in London, earned his doctorate in physics and moved to
America to be an astronomer.
C. His brothers became bricklayers, a more traditional path. They
have also been successful at their trade, but this would not have
been right for my father.
D. Most people who take the road less traveled do so because they
are pursuing something that interests them. Following your dream
brings it own rewards.

IV. Conclusion
A. The path less traveled is so for a reason; it is either harder to travel
or longer.
B. Taking this path requires strength and conviction. Because these
qualities are usually found in people who choose to take the more
challenging or difficult way, this path often leads to success.
C. There is something exciting about striking out where few other
people have been. My father has followed a path almost totally
unique for someone of his background and certainly so within
his family. There is a certain loneliness to the path he chose, but
he also takes pride in having defied people’s expectations and his
work is a source of great pride and enjoyment.

Telegram:@IELTSMatters Instagram:@IELTS_Matters
Notes

IELTSMatters.com
 Notes

Telegram:@IELTSMatters Instagram:@IELTS_Matters
Notes

IELTSMatters.com
 Notes

Telegram:@IELTSMatters Instagram:@IELTS_Matters
Notes

IELTSMatters.com
 Notes

Telegram:@IELTSMatters Instagram:@IELTS_Matters
 Notes
■

IELTSMatters.com
 KAPLAN
With products serving children, adults, schools and businesses,
Kaplan has an educational solution for every phase of learning.

SCORE! Educational Centers offer individualized tutoring

programs in reading, math, writing and other subjects for
students ages 4-14 at more than 160 locations across the
country. We help students achieve their academic potential

KAPLAN, while developing self-confidence and a love of learning.

iviviv.escofe.com
We also partner with schools and school districts through Kaplan
KIDS AND SCHOOLS K12 Learning Services to provide instructional programs that
improve results and help all students achieve. We support
educators with professional development, innovative technologies,
and core and supplemental curriculum to meet state standards.
www.kaplank12.com

Kaplan Test Prep and Admissions prepares students for more

KAPLAN than 80 standardized tests, including entrance exams for
secondary school, college and graduate school, as well as
English language and professional licensing exams. We also
TEST PREP AND offer private tutoring and one-on-one admissions guidance.
ADMISSIONS www.kaptest.com

Kaplan Higher Education offers postsecondary programs in fields

such as business, criminal justice, health care, education, and

®
KAPLAN^
information technology through more than 70 campuses in the
U.S. and abroad, as well as online programs through Kaplan
University and Concord Law School.
www.khec.com
HIGHER EDUCATION www.kaplan.edu
www. concordlawschool. edu

If you are looking to start a new career or advance in your field,

Kaplan Professional offers training to obtain and maintain
KAPLAN professional licenses and designations in the accounting,
financial services, real estate and technology industries.
We also work with businesses to develop solutions to
PROFESSIONAL satisfy regulatory mandates for tracking and compliance.
www.kaplanprofessional.com

Kaplan helps individuals achieve their educational and career goals.

We build futures one success story at a time.
Telegram:@IELTSMatters Instagram:@IELTS_Matters
IELTSMatters.com
 Sharpen Your Writing Skills!
Want to improve your writing, but don’t know where to begin? Sharp
Writing gives you all you need to increase your grasp of language.
Boost your writing skills using Kaplan’s easy-to-follow Juilding Bio i
Method, which includes methods to help visualize and personalize
the rules of writing, strategies to help you avoid common errors, and
much more.

STEP 1: Take a Building Block Quiz to see

what you know already.
STEP 2: Building Block Lessons review your old skills
and hone new ones.
STEP 3: Building Block Practi< puts your new skills
to the test.
STEP 4: Review key points from each lesson with the
Building Block Summary.
STEP 5: At the end of each chapter, a
assesses your knowledge. A cumulative
test can be found at the end of each book.

kaplan; publishi

BUILDING FUTURES
Cover design by Carly Schnur

kaplanpublishing.com

Telegram:@IELTSMatters Instagram:@IELTS_Matters