Academic Writing from paragraph to essay 1.1- :<..-!;ftUBlii i) wm it I M t • • • - 9_ \ 1 ' / , , , Dorothy E Zemach Lisa A Rumisek Academic Writing fro/?? paragraph ro essay Dorothy E Zemach Lisa A Rumisek MACMILLAN UNiVERSIDAD DE SP'" Biblioteca de Hurnam Contents To the Teacher To the Student iv V Introduction: Process Writing 2 • Understanding process writing, the writing method used in most English-speaking university classes / Pre-Writing: Getting Ready to Write 5 • Choosing and narrowing a topic • Gathering ideas • Editing ideas 2 The Structure of a Paragraph 11 • The definition of a paragraph • The parts of a paragraph • Identifying and writing topic sentences 3 The Development of a Paragraph 17 • Paragraph support and development • Writing concluding sentences • Peer editing 4 Descriptive and Process Paragraphs 25 • Descriptive paragraphs and reasons for writing them • Organising and writing descriptive paragraphs using adjectives and prepositions • Process paragraphs and reasons for writing them • Using transition words to write a process paragraph 5 Opinion Paragraphs 33 • Distinguishing between fact and opinion • Organising and writing paragraphs expressing opinions and arguments • Using transition words to express cause and effect • Using modal expressions to make recommendations 6 Comparison I Contrast Paragraphs 40 • Comparison / contrast paragraphs and reasons for writing them • Organising comparison / contrast paragraphs • Connecting words used for comparing and contrasting topics • Writing about the advantages and disadvantages of a topic CONTENTS 7 Problem I Solution Paragraphs • Writing about problems and solutions • Using first conditionals • Writing a two-paragraph text with linking phrases 8 The Structure of an Essay • The definition of an essay • Formatting an essay • Writing a thesis statement 9 Outlining an Essay • The purpose of an outline • Writing an outline 10 Introductions and Conclusions • The purpose of an introduction • Types of information in introductions • The purpose of a conclusion • Writing conclusions / / Unity and Coherence • The importance of unity in essay writing • Editing an essay for unity • The importance of coherence in essay writing • Creating coherence 12 Essays for Examinations • Common instructions for essay tests • Writing timed essays and managing time Additional Materials • Sample essay: brainstorming • Sample essay: first draft • Sample essay: second draft • Punctuation • Sample information letter • Sample personal statement • Sample CV 1 • Sample CV 2 • Addressing an envelope Answer Key Photocopiable Materials To the Teacher Non-native English speakers who enrol in a college or university want to develop writing skills that will lead to academic success. This book is a combination text and workbook. Its focused lessons, specific exercises, and ample opportunities for practice are designed to help your students gain confidence in writing academic prose. This book is designed to take university-level students with an intermediate ability in English as a Foreign Language from paragraph writing to essay writing. The course combines a process approach to writing (where students work on invention, peer response, editing, and writing multiple drafts) with a pragmatic approach to teaching the basics of writing (with direct instruction on such elements as topic sentences, thesis statements, and outlines). Writing Reviewing and Revising The Introduction presents process writing to students. The tasks in the main units are graded. Students first work on recognising and identifying key writing structures from model paragraphs and essays. Then they manipulate the structures in short, manageable tasks. Finally, they apply the structures to their own writing. There are opportunities for students to work independently, with a partner, and with a group. The exercises can be done either in class or as homework. Critical thinking is emphasised, so that students become aware of the impact of their choice of words, sentences, and organisational techniques on the effectiveness of their writing. The focus throughout is on academic writing—the type of writing used in university courses and exams in English-speaking institutions of higher education. In Units 1-6, students analyse and write the types of paragraphs that commonly occur in academic contexts. They practise writing topic sentences and concluding sentences, organising the paragraph coherently, and using appropriate vocabulary, grammar, and transitional devices in the paragraph body. In Unit 7, students write two-paragraph texts, in preparation for longer assignments. In Units 8-11, students apply what they have learned about paragraphs to essay writing. They work on developing and supporting a central thesis, organising an outline from which to write, and writing effective introductions and conclusions. Unit 12 discusses strategies for timed essay writing, including understanding standard instructions, time-management techniques, and methods for organising information. Included in the Student Book are samples of the development of an essay from brainstorming to the final draft. There is also a guide to punctuation and examples of a letter requesting information, a personal essay of the type commonly required in university applications, CVs and addressed envelopes. Photocopiable exercises and activities are also included. iv TO THETEACHER To the Student Writing is a very important part of your university study. You will write assignments that may range from one paragraph to several pages long, and will write answers on tests and exams that may be a few sentences long or a complete essay. Academic writing in English may be different not only from academic writing in your own language, but even from other writing in English. The purpose of this book is to help you recognise and produce the sort of writing that you will do for your university courses. During this course, you will have many opportunities to study and discuss examples of English academic writing. Naturally, you will also have many opportunities to discuss your own academic writing and the writing of your classmates. You will learn how important the reader is to the writer, and how to express clearly and directly what you mean to communicate. We hope that what you learn in this course will help you throughout your academic studies and beyond. You should come to your writing class every day with energy and a willingness to work and learn. Your teacher and your classmates have a lot to share with you, and you have a lot to share with them. By coming to class with your questions, taking chances and trying new ways, and expressing your ideas in another language, you will add not only to your own world but to the world of those around you. Good luck! TO THE STUDENT V Introduction: Process Writing In this unit, you will ... learn about process writing, the writing method used in most English-speaking university classes. The writing process These words are important for understanding the writing process. Match each word with the correct definition. a. step b. topic c. gather d. organise e. paragraph f. essay g. proofread h. edit 1. to check a piece of writing for errors 2. a group of related sentences 3. one thing in a series of things you do 4. subject; what the piece of writing is about 5. to change or correct a piece of writing 6. a short piece of writing, at least three paragraphs long 7. to arrange in a clear, logical way 8. to find and collect together 2 INTRODUCTION: PROCESS WRITING le six steps of the writing process Read about the writing process. These are the steps you will practise in this book. Process writing When we write, we do more than just put words together to make sentences. Good writers go through several steps to produce a piece of writing. Pre-writing STEP ONE: Choose a topic. Before you write, your teacher gives you a specific assignment or some ideas of what to write about. If not, choose your topic yourself. STEP TWO: Gather ideas. When you have a topic, think about what you will write about that topic. STEP THREE: Organise. Decide which of the ideas you want to use and where you want to use them. Choose which idea to talk about first, which to talk about next, and which to talk about last. Drafting STEP FOUR: Write. Write your paragraph or essay from start to finish. Use your notes about your ideas and organisation. Reviewing and revising I Rewriting f 1 STEP FIVE: Review structure and content. Check what you have written. Read your writing silently to yourself or aloud, perhaps to a friend. Look for places where you can add more information, and check to see if you have any unnecessary information. Ask a classmate to exchange texts with you. Your classmate reads your text, and you read his or hers. Getting a reader's opinion is a good way to know if your writing is clear and effective. Learning to give opinions about other people's writing helps you to improve your own. You may want to go on to step six now and revise the structure and content of your text before you proofread it. STEP SIX: Revise structure and content. Use your ideas from step five to rewrite your text, making improvements to the structure and content. You might need to explain something more clearly, or add more details. You may even need to change your organisation so that your text is more logical. Together, steps five and six can be called editing. Proofread. Read your text again. This time, check your spelling and grammar and think about the words you have chosen to use. Make final corrections. Check that you have corrected the errors you discovered in steps five and six and make any other changes you want to make. Now your text is finished! Steps five and six can be repeated many times. INTRODUCTION: PROCESS WRITING 3 Review 3 Complete this chart, summarising the steps of the writing process. Pre-writing • STEP ONE: Choose a • STEP TWO: Gather .... • STEP THREE: Decide.... Drafting I ^ • STEP FOUR: Write........................................................................................................ Reviewing and revising "ly' -——- - ' • STEP FIVE: Check ...................................................................................................... Rewriting t • STEP SIX: May need to ... ■ explain ■ add..... ■ change Steps............and............may be................................................................many times. 4 INTRODUCTION: PROCESS WRITING I Pre-Writing: Getting Ready to Write In this unit, you will learn how to ... ■ choose and narrow a topic. ■ gather ideas. ■ edit ideas. What is pre-writing? Before you begin writing, you decide what you are going to write about. Then you plan what you are going to write. This process is called pre-writing. si' wit Choosing and narrowing a topic Z) How to choose a topic for a paragraph A paragraph is a group of five to ten sentences that give information about a topic. Before you write, you must choose a topic for your paragraph. • Choose a topic that isn't too narrow (limited, brief). A narrow topic will not have enough ideas to write about. The ages of my brothers and sisters is too narrow. You can't write very much about it. • Choose a topic that isn't too broad (general). A broad topic will have too many ideas for just one paragraph. Most paragraphs are five to ten sentences long. Schools is too general. There are thousands of things you could say about it. A student could narrow this topic by choosing one aspect of schools to discuss. schools m^^- secondary schools in my country popular school clubs university entrance exams I Choose three topics from this list. Narrow each of the three down to a paragraph topic. Then compare with a partner. a. festivals b. friends c. my country d. dancing e. cars PRE-WRITING: GETTING READYTO WRITE 5 Brainstorming Z) What is brainstorming? Brainstorming is a way of gathering ideas about a topic. Think of a storm: thousands of drops of rain, all coming down together. Now, imagine thousands of ideas 'raining' down onto your paper! When you brainstorm, write down every idea that comes to you. Don't worry now about whether the ideas are good or silly, useful or not. You can decide that later. Right now, you are gathering as many ideas as you can. You will learn three types of brainstorming in this unit: making a list, freewriting, and mapping. Making a list Write single words, phrases, or sentences that are connected to your topic. Look at this list a student made when brainstorming ideas to write about her topic, 'What should I study at university?' history—learning about the past maths (too difficult, not interesting?) What job do I want later? English for work? Travel? writing? science—biology, chemistry I don't like physics! journalism I like reading—literature? art—drawing, painting, sculpture photography? studying / homework friends / social life 2 Work with a partner or small group. Choose one of these topics. List as many ideas as you can in five minutes. a. teenage fashions b. things to do at the beach c. driving a motorbike 3 Work alone. Choose a topic from exercise 1 on page 5, and list as many ideas as you can in five minutes. 6 PRE-WRITING: GETTING READY TO WRITE Freewriting When you freewrite, you write whatever comes into your head about your topic, without stopping. Most freewriting exercises are short—just five or ten minutes. Freewriting helps you practice fluency (writing quickly and easily). When you freewrite, you do not need to worry about accuracy (having correct grammar and spelling). Don't check your dictionary when you freewrite. Don't stop if you make a mistake. Just keep writing! Here is an example of a student's freewriting: There are -ho so many subjects to study at university, it is difficult to choose one. I've always hadcjood marks in maths, but I don't like it very much. I don't like physicalphysics or any science very much. Writing—I've always liked writing. Would journalism be a good course to take? Newspapers have pictures, too, so maybe photography would be good. I'm maybe definitely looking forward to meeting new friends at university. And what about reading? Reading is a part of any course, but literature includes a lot of reading and it probably includes a lot of writing, too. Notice how the writer's ideas jump around. When she makes a mistake, she just crosses it out and continues writing. One thought [writing] leads to another {journalism), and then to another {photography). There are some details that are not exactly about her topic {looking forward to meeting new friends), but that's OK in freewriting. You want to get as many ideas on paper as you can. You can take out unnecessary words and sentences later. Choose one of the narrowed down topics you thought of for exercise 1 on page 5. Practise freewriting for five minutes. Remember, do not stop, erase, or go back. Just write as much as you can. PRE-WRITING: GETTING READY TO WRITE 7 Z) Mapping To make a map, use a whole sheet of paper, and write your topic in the middle, with a circle around it. Then put the next idea in a circle above or below your topic, and connect the circles with lines. The lines show that the two ideas are related. The example below shows a map of 'What should I study at university?' The writer connected favourite subjects to the main idea. Art and English are connected to favourite subjects to show that they are related. 5 Choose another narrowed down topic you thought of for exercise 1 on page 5. Make a map in five minutes. Share your map with a partner. Explain how the circles are related to each other. Z) What's the best way to brainstorm? There is no best method of brainstorming. Some writers like to use lists because they don't have to write complete sentences. Some writers like freewriting because they can write quickly and ideas come easily. Some writers prefer mapping because they can easily see the relationship between ideas. Experiment with all three methods, and then choose the one that works best for you. 8 PRE-WRITING: GETTING READY TO WRITE Editing How to edit After you have gathered plenty of ideas, you will need to go back and edit them. This is the time to choose which ideas are the most interesting, and which are the most relevant to (important or necessary for) your topic. Of course, you can still add new ideas if you think of something else while you are re-reading your list. For example, the student writing 'What should I study in college?' edited her list like this: history—learning about the past iumu (too dmCull, uol intL-rp-tinq?) Not interesting to me. What job do i want later? Describe more. English for work? Travel? writing? Important in many subjects. oc\or\co—biology, chcmictry i Jui i'd like phycicci / don't want to study science! journalism I like reading—literature? art—drawing, painting, sculpture photography? studying / homework What about it? fi \o\\do / social life Not related. To edit freewriting, cross out sentences or parts of sentences that aren't related. You can add more ideas in the margin or add more sentences at the bottom. To edit a map, cross out circles that don't belong, and add new ones if you get more ideas. You might also change the lines you have drawn. 6 Look at the list you made in exercise 3 on page 6, the freewriting you did in exercise 4 on page 7, or the map you made in exercise 5 on page 8. Edit your brainstorming. Show your work to a partner. Explain how you edited your brainstorming. PRE-WRITING: GETTING READY TO WRITE 9 Review 7 Complete the crossword puzzle. 7. 2 3. 5. 1. 9. 8. 4. 6 Each paragraph has only one topic. If the topic is too n_, you will not be able to write enough about it. On the other hand, if the topic is too 2- b_, you will have too many ideas for just one paragraph. After you choose a topic, you will need to 3- b_some ideas to write about in your paragraph. One way to do this is to make a 4-1_. Another way of brainstorming is 5- m_. After you have written down many ideas, you can go back and decide which ones are the most interesting and the most 6- r_to your topic. 7 F_is a useful way to help you write more easily and naturally. In this kind of writing, you are working on 8- f_, and not 9- a_. 8 Look again at the note about brainstorming at the bottom of page 8. Brainstorm a list of pros (good things) and cons (bad things) about each of the three methods of brainstorming. 10 PRE-WRITING: GETTING READY TO WRITE The Structure of a Paragraph In this unit, you will learn ... ■ the definition of a paragraph. ■ the parts of a paragraph. ■ how to identify and write topic sentences. Z) What is a paragraph? As you learned in Unit 1, a paragraph is a group of sentences about a single topic. Together, the sentences of the paragraph explain the writer's main idea (most important idea) about the topic. In academic writing, a paragraph is often between five and ten sentences long, but it can be longer or shorter, depending on the topic. The first sentence of a paragraph is usually indented (moved in) a few spaces. Understanding a paragraph I Read this paragraph. It is the beginning of an article about Switzerland in a student newspaper. Then answer the questions. Switzerland — Something Interesting at Every Turn By Ken Jones If you dream of travelling to a country with beautiful mountains, delicious food, wonderful places to go sightseeing and polite people, you should visit Switzerland. If you look at the map, the first thing you notice is that Switzerland has many mountains, including some of the highest in Europe. Climbing or skiing down the mountains is great fun. Another thing you will notice is that Switzerland shares its borders with five different countries: France, Germany, Italy, Austria and Liechtenstein. In fact, there are four official languages in Switzerland: German, French, Italian and Romansch. All these groups of people make Swiss culture very interesting. Finally, Switzerland has many cities and interesting places to visit. Cities such as Bern have modern buildings like the Paul Klee Zentrum, yet the traditional alpine refuges in the mountains show that the country's old traditions are still alive. All the people, places and things to see definitely make Switzerland a great place for a holiday. THE STRUCTURE OF A PARAGRAPH 11 a. What is the topic of the paragraph? b. What is the main idea about the topic? c. What ideas help explain the main idea? Paragraph organisation What makes a paragraph? A paragraph has three basic parts: 1. The topic sentence. This is the main idea of the paragraph. It is usually the first sentence of the paragraph, and it is the most general sentence of the paragraph. 2. The supporting sentences. These are sentences that talk about or explain the topic sentence. They are more detailed ideas that follow the topic sentence. 3. The concluding sentence. This may be found as the last sentence of a paragraph. It can finish a paragraph by repeating the main idea or just giving a final comment about the topic. Xxxxx XX XXXXX XXX XX XXXXX XXXX XX XXXX XX XXXXXXX XXX XX XXXX XXXXX XX xxxxxxxxx xx. Xxx XXX XXXXXX XXX XX X XXXXXXXXX XX XXXX XXX XXXXX XXXXXXX XXXX XXXXXXXX XXXX XX XXX X XX XXXXX XXXXXXXXXX XXX XXXXXXXX xxxx. Xxxx XX X xxxx x xxxxx xxx xxx xxx. Xxxx X XXX XXXXXX XXX XXXXXX XX XX XX X xxxxxxxxx XX XXXXX xxxxx xxxxx. Xxxx XX X XXXX X XXXXX xxx xxx xxx. Xx XXXXXX xxxxxxxxx XX XX XXXXXXX X XXXX X XXX XXXXX XX X XXX XX XXX XX X XXX X XXXXX XXX. 12 THE STRUCTURE OF A PARAGRAPH Read the paragraph about Switzerland in exercise 1 on page 11 again. Circle the topic sentence, put one line under the supporting sentences, and put two lines under the concluding sentence. Put a tick (/) next to the group of sentences that makes a good paragraph. Why are the other groups of sentences not good paragraphs? Mg best friend has mang different hobbies, such as skiing, cooking, and plaging the piano, and she is verg good at all of these activities. For example, she has plaged the piano for ten gears and has won three piano competitions. She also likes to spend time travelling, and she has been to mang different countries in the world. She grew up speaking Spanish and English, but now she can also speak French and Italian. I like mg best fiend verg much. c. Classes in literature are ueeful no matter what job you intend to have when you finish university Books are about life. Feople who study literature learn the skill of reading carefully and understanding characters, situations, and relationships. This kind of understanding can be useful to teachers and business people alike. Literature classes also require a lot of writing, so they help students develop the skill of clear communication. Of course, a professional writer needs to have this skill, but it is an equally Important skill for an engineer, finally, reading literature helps develop an understanding of many different points of view, Reading a novel by a Russian author, for example, will help a reader learn more about Russian culture. For anyone whose job may bring them into contact with Russian colleagues, this insight can help encourage better cross-cultural understanding. Studying literature is studying life, so it is relevant to almost any job you can think of. One good way to learn another language is to live in a country where that language is used, when you live in another country, the language is around you all the time, so you can learn to listen to and speak it more easily. THE STRUCTURE OF A PARAGRAPH 13 The topic and the main idea z) The topic sentence ... • usually comes first in a paragraph. • gives the writer's main idea or opinion about the topic and helps the reader understand what the paragraph is going to talk about. 4 Circle the topic of the sentence. Underline the main idea about the topic. a. (Switzerland) is a very interesting country to visit. b. Dogs make excellent pets. c. A really good place to study is the library at my school. d. Learning a foreign language creates job opportunities. e. Football is my favourite sport because it is exciting to watch. f. One of the most valuable tools for students is the computer. g. My sister and I have very different personalities. h. Summer is the best time to travel in my country. i. My hometown is a friendly place to live. For each of these paragraphs, choose the sentence from the list below that would make the best topic sentence. ........................................................... When Ken wanted to enter a good university, he studied hard to pass the examination. The first time he took the exam, he did not do well, and he felt very discouraged. But he knew he wanted to study at that university, so he studied more. The next year, he tried taking the exam again. The second time, he did very well, and now he is studying engineering. I believe Ken is a good role model for me, and he has taught me that never giving up is the best way to succeed. 1. One of my closest friends, named Ken, is a person I can trust. 2. My friend Ken is a very successful student. 3. I admire my friend Ken because he doesn't give up. 14 THE STRUCTURE OF A PARAGRAPH b. ........................................................................................................................ Many children begin learning to play football when they are very young. You can often see them playing at school or in the streets around their houses. At secondary school, students may play football in a learn and compete in championships. If a player is very good, he might go on to play for a professional learn. People in my country love watching football on television and also go to matches whenever they can. Many people have a favourite team or player, and everyone loves to talk about matches and competitions. Football is really like a national sport in my country. 1. I love playing football, and I hope I can become a professional player one day. 2. There are many popular sports in my country, but the most popular sport is football. 3. Football is a difficult sport to learn to play well. 6 Write a topic sentence for three of these topics. a. a favourite place to relax b. a grandparent c. a pet I have known d. a favourite food to eat e. playing a musical instrument topic: .............................................. topic: topic: THE STRUCTURE OF A PARAGRAPH 15 Review 7 These sentences are mixed up parts of one paragraph. Number the parts in order: 1. topic sentence, 2. supporting sentences, and 3. concluding sentence. - What should I study at university? a......... It wasn't an easy decision, but (of the reasons listed above, I have decided to study journalism. b......... It can be difficult to choose a subject to study at university because there are so many choices, but by considering my skills and interests, I have decided to study journalism. c......... / have always enjoyed writing, so it is sensible to choose a subject that involves writing. When I begin working, I would like to have the opportunity to travel, and travel is often an important part of a journalist's job. Finally, I am also interested in photography, and 8 Use words or phrases in the box to complete the sentences. concluding sentence indented main idea paragraph supporting sentences topic topic sentence a. The..............................is usually the first sentence in a...............................It gives the ..............................and the............................... b. The first sentence of a paragraph can be............................... c. The..............................come after the topic sentence, and they explain the topic sentence. d. The..............................comes at the end of a paragraph. 16 THE STRUCTURE OF A PARAGRAPH 3 The Development of a Paragraph In this unit, you will learn ... ■ methods of paragraph support and development. ■ how to write concluding sentences. ■ how to do peer editing. Z) Paragraph development After you have chosen a topic and written a topic sentence, you develop your main idea by adding more information to explain what you mean. This unit will explain three common ways to develop a paragraph: giving details, giving an explanation, and giving an example. Details Details are specific points that tell more about a general statement. Read this brochure from a health club. Notice the details that help develop the paragraph. 2 In the paragraph above, underline the topic sentence. Below, list the details used to support the topic sentence. Compare your answers with a partner. a. b. c. d. e. f. THE DEVELOPMENT OF A PARAGRAPH 17 Explanation 3 An explanation tells the reader what something means or how something works. In this paragraph, underline the topic sentence. Then answer the questions. 'A stitch in time saves nine. 'My mother, who likes sewing, used this simple saying to teach me the value of working on problems when they are still small. Originally, the saying referred to sewing—if you have a small hole in a shirt, you can repair it with one stitch. But if you wait, the hole willjet larger, and it will take you nine stitches. This simple sentence reminds me to take care of smallproblems before they become big problems. a. What is the writer trying to explain?................................................................................... b. Is she successful? Do you understand the explanation? yes / no Example 4 An example is a specific person, place, thing, or event that supports an idea or statement. This paragraph includes an example from the writer's own experience. Underline the topic sentence. Even when a first date is a disaster, a couple can still become good friends. For example, my first date with Greg was terrible. i thought he was coming to pick me up at 6.30, but instead he came at 6.00. i didn't have time to do my hair, and my make-up looked messy. When I got into his car, i scraped my leg against the car door and tore my tights. Next, he took me to an Italian restaurant for dinner, and i accidentally dropped some spaghetti on my shirt. Then we went to a film. Greg asked me which film i wanted to see, and I chose a romantic comedy. He fell asleep during the film, and i got angry. Now that Greg and I are good friends, we can look back and laugh at how terrible that first date was! 5 Why do you think the writer chose to use an example to develop the paragraph in exercise 4 above? Write your reason here, and then compare with a partner. 18 THE DEVELOPMENT OF A PARAGRAPH Choosing a means of support 6 Would you develop each of these topics with details, an explanation, or an example? Explain your choices to a partner. (More than one answer is possible.) a. what freedom means to me b. an unusual holiday c. weddings in my country d. why I don't like swimming e. the ideal job 7 Develop your own paragraph. Look back at the topic sentences you wrote in Unit 2, exercise 6 on page 15. Follow these steps. Step one: Choose one that you would like to develop into a paragraph. Step two: Brainstorm some ideas using any method you like. Step three: Develop your paragraph with supporting sentences. Step four: Exchange paragraphs with a partner. Say what kind of support your partner used. Could your partner tell what kind of support you used? Concluding sentences Z) How to end a paragraph The final sentence of a paragraph is called the concluding sentence. It sums up the main points or restates the main idea in a different way. A sentence that sums up the paragraph reminds the reader of what the writer's main idea and supporting points were. A sentence that restates the main idea should give the same information in a slightly different way, perhaps by using different words or by using different word order. A concluding sentence should not introduce a new point. 8 Read the example paragraphs in exercises 3 and 4 on page 18 again. Underline the concluding sentences. Do the concluding sentences sum up the information in the paragraph or restate the main idea? Work with a partner. Take turns reading these paragraphs aloud. Is the main idea developed by details, an explanation, or an example? Is there a concluding sentence? Circle yes or no. If there is no concluding sentence, write one with your partner. Even simple study habits can improve your marks. At university I learned how important it is to yet enouqh sleep. When yon are well-rested, it is easier to learn. Research shows that when people don't yet enouqh sleep, their memories aren't as effective, if-students are really tired, they miqht even fall asleep in class! It's easy to see howyetb'nq enoayh sleep can improveyoarperformance at university. a. means of support: ..................... concluding sentence? yes / no THE DEVELOPMENT OF A PARAGRAPH 19 My favourite subject is psychology. I enjoy learning about the ways people think and behave. I am also interested in learning about the way children's minds develop. b. means of support:..................... concluding sentence? yes / no I am too nervous to sing karaoke songs with my friends. The last time I tried was on my birthday, when my friends took me to a karaoke club. I told my friends I didn't want to sing, but they encouraged me until I said yes. When I stood up in front of the microphone, I was so scared, I felt dizzy. It was hard to hear the music, and my mouth was too dry to make a sound. I just stood there until a friend jumped up next to me and finished the song. c. means of support:..................... concluding sentence? yes / no / will never eat dinner at The Little French Bistro again. The restaurant is not very clean. You can see dust in the corners and on the shelves. The food is expensive, but the portions are small. I never feel full after I've finished eating. In addition, the waiters are not very friendly. For these reasons, I will not visit that restaurant again. d. means of support:.................... concluding sentence? yes / no For me, a friend Is someone who accepts you the way you are. A friend doesn't want you to change your personality or your style. I like people who don't care if the people they are with are wearing popular clothes or listening to trendy music. e. means of support:..................... concluding sentence? yes / no THE DEVELOPMENT OF A PARAGRAPH Peer editing Z) What is peer editing? Showing your work to another student is a very useful way to improve your writing. This is called peer editing. You read your partner's writing and your partner reads yours. You comment on your partner's writing and your partner comments on yours. You might talk together, write comments on a sheet that your instructor gives you, or write directly on your partner's work. Here is the first draft of the paragraph about the writer's first date with Greg. The writer has shown the paragraph to another student, who wrote some comments. Topic sentence Even when a first date is a disaster, a couple can still beveloped by example become good friends. For example, my first date with Can you make this stronger? Greg wasn't very good. I thought he was coming to pick When did he come? me up at 6.30, but he didn't. When I got into his car, Explain how you tore them. Tell me more about this. I tore my tights. Next, I accidentally got some spaghetti on What kind of film ? How did you feel about that? my shirt.Then we went to a film. He fell asleep during the Concluding sentence film. Now that Greg and I are good friends, we can look Ctood! The same as the topic sentence back and laugh because even when a first date is a disaster, a couple can still become good friends. 10 Look at the handwritten comments on the paragraph above, and answer these questions with a partner. a. How many of the comments are statements? How many are questions? b. Why do you think the peer editor sometimes wrote questions instead of statements? For example, why did she write 'Can you make this stronger?' instead of 'Please make this stronger'? c. Why do you think the peer editor marked the topic sentence and the concluding sentence? d. Do you agree with the peer editor's comments? e. What do you think the writer will do next? f. Go back to exercise 4 on page 18 and read the paragraph about the date again. Did the writer use the reader's suggestions? THE DEVELOPMENT OF A PARAGRAPH 21 Z) Why do writers use peer editing? There are two reasons for peer ediling. The first is to get a reader's opinion about your writing. A reader can tell you that ... • you should add more details or explanation. • something is not organised clearly. • vou have some information that is not relevant. • there is something that is hard to understand. These comments will help you write your next draft. The second reason to share writing with others is for you to read more examples of writing. Other people will have had experiences that you haven't. They may show you fresh ways of writing about experiences. Reading their paragraphs and essays can give you good ideas to use yourself in the future. Z) How do I peer edit? • Read your partner's work several times. The first time, just read from the beginning to the end. Ask yourself, 'What is it about? What is the writer's purpose?' • On your second reading, go more slowly and look at specific parts of the writing and make notes. ■ Look for topic sentences and concluding sentences. ■ Note places where you have trouble understanding something, where there seems to be unnecessary information, or where there is not enough information. ■ Let the writer know which parts of the text are especially strong or interesting. ■ Ask questions. This is a good way to let the writer know where he or she could add more information. ■ Circle or underline words, phrases, and sentences that you wish to comment on. • Don't look for grammar or spelling mistakes. Pay attention just to the content and organisation of the work. 22 THE DEVELOPMENT OF A PARAGRAPH Giving constructive suggestions I I For each pair of sentences, check (/) the one that you feel would be most helpful to the writer. Share your answers with a partner, and explain your choices. a. □ This is a weak topic sentence. □ Can you make this topic sentence stronger? b. □ Did you remember a concluding sentence? Why didn't you write a concluding sentence? You didn't write enough. Please explain more about your holiday. Where did you stay? What did you do during the day? d. □ I'm not sure what this part means. This must be wrong. I can't understand it. e. □ I think this sentence should come before the next one. Your organisation is pretty bad. You'd better change it. f. EH Why do you keep saying the same thing over and over again? I think these two sentences are really saying the same thing. q. □ I can't understand why you're talking about your sister. Your paragraph is about your brother, but this sentence is about your sister. Are you sure it's relevant? h. EH This is a good paragraph. Nice work! I wish I could write as well as you. I like your topic sentence because it has a strong main idea. Your example is funny. I wish I could meet your brother! 12 Read this paragraph aloud with a partner. Then peer edit it together. Then join another pair and share your comments. Mi) father is a teacher. I admire him a lot. I am considering becoming a teacher, too. Mg older brother works for a big company. Mif father really loves learning, so he is a natural teacher. Mg father alwags helped me with mi/ homework. I think I will become a teacher. THE DEVELOPMENT OF A PARAGRAPH 23 13 Write a second draft of the paragraph in exercise 12 on page 23. Use the comments you and your partner made. Then exchange paragraphs with your partner. Discuss how your versions are different from the original. Do you think the second drafts are better? Why or why not? Review 14 Read these statements. Write T (true) or F (false). If the statement is false, change it to make it true. Then compare your answers with a partner. a......... Details give more specific information than the topic sentence. b......... An explanation tells the reader what something is or how it works. c......... A detail is usually a short, personal story. d......... The concluding sentence uses the same words as the topic sentence. e......... The concluding sentence should finish the paragraph with a new idea. f......... A peer editor should mark any spelling and grammatical mistakes carefully g......... A peer editor should give some positive comments. h......... Peer editing helps the writer, not the reader. i......... If a peer editor can't understand something that you wrote, then you know he or she isn't a very good reader. j......... A peer editor should be able to identify your topic sentence, main idea, and concluding sentence easily. 24 THE DEVELOPMENT OF A PARAGRAPH Descriptive and Process Paragraphs In this unit, you will learn about... ■ descriptive paragraphs and reasons for writing them. ■ organising and writing descriptive paragraphs using adjectives and prepositions. ■ process paragraphs and reasons for writing them. ■ using transition words to write a process paragraph. z) Describing people, places, and processes A descriptive paragraph explains how someone or something looks or feels. A process paragraph explains how something is done. Descriptive paragraphs z) Using adjectives Adjectives are words that tell us how things look, feel, taste, sound, or smell. Adjectives also describe how you feel about something. Here are a few common adjectives. shape and size large / small wide / narrow round rectangular atmosphere cosy comfortable warm / cool cold / hot how you feel amazed surprised happy nostalgic appearance colourful unforgettable beautiful unattractive A description of a place may answer some of these questions • Where is the place? How big is it? How warm or cold is the place? How does the place make you feel? Why? What things can you see in this place? What colours do you see? I List some words to describe these places. DESCRIPTIVE AND PROCESS PARAGRAPHS 25 4 2 Read this description from a travel brochure. Circle the adjectives. Niagara Falls, a popular destination for thousands of visitors each year, is a beautiful place. When you stand at the edge and look down at the 188 feet of white waterfalls, you feel amazed at the power of nature. The tree-lined river that leads into the falls is fast-moving, pouring over the edge of the falls and crashing to the bottom in a loud roar. If you want to experience the falls close up, go for a boat ride. You'll come near enough to look up at the roaring streams of water flowing over the edge and feel the cool mist that rises as the water hits the rocks below. Seeing Niagara Falls is an unforgettable experience! Describing the place around you Z) Using prepositions Prepositions tell us how a space is organised. These are some common and useful prepositions: in front of / behind to the right of / to the left of on top of / on the bottom of in the middle of next to around above / below, underneath between 3 Read this paragraph that describes someone's favourite place. Underline the prepositions. My favourite place to relax is a small cafe down the street from where I live. This cafe is on a small side street and as soon as you see it, you feel like going in. There are three windows on either side of the door, and each window has a small window box with brightly coloured flowers. There is a small wooden door that opens into the cafe, and as you go in, you can see a dozen small tables all around the room. Even though it isn't a big place, its size makes it very cosy and comfortable. I always like to sit at a small table in the corner near the front windows. From here, I can look at the artwork on the walls and at the pretty green plants hanging from the ceiling. With a strong cup of coffee and a good book, I feel very happy and relaxed in my favourite cafe. 26 DESCRIPTIVE AND PROCESS PARAGRAPHS Write six sentences to describe the place where you are right now. Try to answer some of the questions under 'Using adjectives' on page 25. Use adjectives and prepositions. Describing a character Z) Describing people Here are some common adjectives for describing people: Personality happy, satisfied relaxed exciting nervous angry serious sad, depressed outgoing Physical characteristics big, large, tall small, tiny, short thin heavy strong weak brown-, black-, blond-, red-haired light-, dark-skinned A description of a person may answer some of the following questions: • Who is the person? • What does the person do? • What does he or she look like? • How does the person act—what is his or her personality like? • How does he or she make others feel? With a partner, add at least two other adjectives to the two lists above. DESCRIPTIVE AND PROCESS PARAGRAPHS 27 6 Read this description written by a young woman about her grandmother. Circle the adjectives that describe the grandmother. When I was young, I admired my grandmother for her strength and kindness. She was not very big. In fact, she was tiny and very thin. She was strong, though. She lived by herself and still did a lot of the chores around her house. When I was a child, I saw her almost every day, and she and I would talk about everything. She was a very happy person and was always smiling and joking, and she often made me laugh. My grandmother was also very patient, and she would listen to all of my problems. She gave me very good advice whenever I needed it. I didn't need to be afraid to tell her anything, because she never got annoyed with me. She just listened and tried to help. I also liked to spend time with her because she had interesting stories to tell me about her own childhood and life experiences. When I was young, my grandmother was my best friend. 7 Describe one of these people. Write eight sentences. Try to answer three or more of the questions at the bottom of page 27. Use your imagination! vo^onir ZT °i kn°W We,h Th6n brainstorm Weas, narrow down your topic, and write a descriptive paragraph. DESCRIPTIVE AND PROCESS PARAGRAPHS Process paragraphs 9 A process paragraph is a description of how to do something. It explains the steps you need to follow to complete an activity. Read this recipe and do the exercises below. Ingredients two cups of brown rice one tablespoon ofcookin oil three tablespoons of chilli sauce three cloves of garlic one green pepper one redpepper one onion two tomatoes two spring onions salt pepper Mike's Brown Rice and Vegetables Brown rice and vegetables is a simple and delicious meal to make. First, cook the rice, following the directions on the packet. Then, cut the vegetables into one-inch pieces. Next, heat the oil, chilli sauce, andgarlic in a frying pan. After that, add the vegetables and fry them until they are soft, but still a little bit crunchy. Now it's time to stir in the cooked rice. After stirring the rice and vegetables together, add salt andpepper to your own taste. Finally, put the rice and vegetables into a large bowl and serve it with freshly chopped tomatoes and spring onions on top. Now you are ready to enjoy your delicious brown rice and vegetables! a. Underline the topic sentence and the concluding sentence of the paragraph. b. List the steps for making brown rice and vegetables in the order you find them. 1. Qofflf. Ph ?. ,(7££:... 2......................................................................................................................................... 3......................................................................................................................................... 4......................................................................................................................................... 5......................................................................................................................................... 6......................................................................................................................................... 7. ........................................................................................................................................ c. How are the steps in the paragraph connected together? What words do you see that help show the sequence to follow? Underline them. DESCRIPTIVE AND PROCESS PARAGRAPHS 29 Transitions Z) What are transitions? Transitions are words that connect the steps in a paragraph. Transition words and phrases show the relationships between the ideas in a paragraph. They are not used between every sentence, but arc used often enough to make the order clear. Here are some common transition words and phrases that show time order or the order of steps: first, second, third, etc. finally ........................ next the last step ........................ then before ........................ after, after that while ........................ 10 Add other transition words you know to the list above. I I Choose appropriate transition words to connect the steps in this paragraph about preparing for a trip. Planning a holiday abroad? Here are some suggestions to make your trip successful. a ......................, find out if you need a visa for the country that you want to visit. Make sure you have enough time to apply for it b'.....................you buy your ticket. c-.....................you've found out about visas, you should research airfares and timetables. d-......................, look for the best flight for you. Remember, the cheapest flight may stop over in several cities and reduce the amount of time you have to spend at your destination. You might want to fly direct. e-......................you're researching flights, you can also ask your travel agent about getting a good deal on a hotel. It's a good idea to book your flight and hotel early if you're sure of your destination. If you haven't already done it, the 1.....................step is to learn about places to visit, the weather, the food, and other details about the country. The Internet can be a very useful source of information. 9 ......................, on the day of your flight, make sure you go to the airport at least two hours before your flight. Now you are ready to start enjoying your holiday! x ' jfc "■■ /* ..'V/' V '.\ \ 4-.,' 30 DESCRIPTIVE AND PROCESS PARAGRAPHS Ordering sentences 12 Order the steps to form a process paragraph. Write 1 next to the first step, 2 for the second step, and so on. - Introduction to linguistics: language-learning research project Conduct an experiment to find out whether learners of English use English more correctly in a written test or in informal conversation. a........ Next, make a written test that checks the grammar point you are researching. This could be a fill-in-the-blanks test, a correct-the-errors test, or another style. It should have at least ten questions, but it should not be too long. b........ After giving the written test, interview each learner individually for about ten minutes. Try to make the interviews informal and friendly. Be sure to ask questions that will encourage learners to use the grammar point you are researching. Record the interviews. (Ask for learners' permission first!) c........ After you have counted the errors, calculate the score as a percentage. Do this for the written test and the spoken inteview. d........ Next, read the tests and listen to the recordings. Make a note of how many times your chosen grammar point was used, and how many times it was used incorrectly. Do this for both the written test and the recorded conversation. e........ Third, find about ten intermediate-level English learners who will agree to take your test. Arrange a time to give the test to each learner. f. ....... Finally, prepare two graphs to compare your results. Did learners make more mistakes on the written test or while they were speaking? g...... First, choose a common English grammar point you would like to use in your research. Ask your teacher for a suggestion if you need help choosing one. DESCRIPTIVE AND PROCESS PARAGRAPHS 31 Review make it more interesting. 6 *he Para§™Ph, adding description, to / //V fawn Comparison I contrast organisation z) Two methods for organising a comparison / contrast paragraph Method 1: Block organisation First, write about supporting points for the first topic. Then compare or contrast those same points to the second topic. This type of organisation could be outlined like this: Topic sentence comparing / contrasting two topics (A and B) Points of comparison / contrast about Topic A Points of comparison / contrast about Topic B Concluding sentence Reading a story in a book is often very different from seeing it as a film. When you read a story, you need to use your imagination. A book usually gives a lot of description about the people, places, and things in the story, so you can create pictures in your mind. In addition, the conversations between people are always written with details that describe how the people look or feel while they are talking. When you read, you use a lot of imagination to help 'see'the characters in the story. However, when you see a film, it is a different experience. When you watch a film, you don't need to use your imagination. The pictures on the screen give all the details about the people, places, and things in the story. The conversations are spoken out loud, so you just listen and watch. The feelings of the people come through their faces, body movements, and voices. Although a book and a film might tell the same story, reading a book and watching a film are very different experiences. 44 COMPARISON / CONTRAST PARAGRAPHS Method 2: Point-by-point organisation Compare or contrast one point about the two topics, then a second point, then a third point, and so on. This type of organisation could be outlined like this: Topic sentence comparing or contrasting two topics (A and B) First point of comparison / contrast (Al, Bl) Second point of comparison / contrast (A2, B2) Third point of comparison / contrast (A3, B3) Fourth point of comparison / contrast (A4, B4) Fifth point of comparison / contrast (A5, B5) / Concluding sentence Marilyn Monroe and Princess Diana lived at different times in different countries, but their lives had some surprising similarities. First of all, both women had a difficult childhood. Monroe spent many years without parents in an orphanage, and Diana's mother left the family when she was only six. Later in their lives, both women married famous men. Princess Diana married Prince Charles, and Marilyn Monroe married a famous baseball player and later a famous writer. They also had difficult marriages and eventually separated from their husbands. Another similarity between Marilyn Monroe and Princess Diana was that they were both very popular. Diana was called 'The peoples princess' because she was so friendly. Although Monroe was famously sexy, she was well-liked because she seemed very Innocent, however, although they both seemed to have very happy lives, both women actually had emotional problems and often felt sad and depressed. Monroe went through serious depression and had to go to a hospital for treatment. Likewise, Diana suffered from an eating problem and was depressed during parts of her marriage. A last similarity between Marilyn Monroe and Princess Diana was their deaths at an early age. In fact, they were both thirty-six years old when they died, Monroe in 1962 and Diana in 1997. Maybe their similar life circumstances and lifestyles explain why Princess Diana and Marilyn Monroe also had similar personalities. Read the two paragraphs above then answer the questions. a. Which paragraph mostly compares and which mostly contrasts? b. Finish filling in the outlines on page 46 for each paragraph. COMPARISON / CONTRAST PARAGRAPHS 45 Block organisation: Paragraph 1 Topic sentence: Reading a story in a book is often very different from seeing it as a film. Topic A—reading a book Supporting points: 1.................................................................................................................................................. 2.................................................................................................................................................. Topic B—............................................... Supporting points: 1.................................................................................................................................................. 2.................................................................................................................................................. Point-by-point organisation: Paragraph 2 Topic sentence: Marilyn Monroe and Princess Diana lived at different times in different countries, but their lives had some surprising similarities. First point of comparison—difficult childhood Al:............................................................................................................................................... Bl: Princess Diana—mother left family Second point of comparison—............................................... A2: Princess Diana—married Prince Charles, later separated from him B2:............................................................................................................................................... Third point of comparison—............................................... A3:............................................................................................................................................... B3:............................................................................................................................................... Fourth point of comparison—had emotional problems A4: Marilyn Monroe—............................................................................................................... B4: ............................................................................................................................................... Fifth point of comparison—............................................... A5:............................................................................................................................................... B5: ............................................................................................................................................... Look again at the second paragraph in exercise 2 on page 41. Does it use point-by-point or block organisation? How do you know? COMPARISON / CONTRAST PARAGRAPHS 8 Read this list of details about two popular sports. Then make a list of similarities and a list of differences below. Discuss your answers with a partner. Golf played outdoors on a large, open area played with at least two people clubs are used to hit a ball both men and women play very expensive to play in some countries accuracy is an important skill few spectators Tennis a racket is used to hit a ball played by pairs of people played on a court with a net played outside or inside both men and women play fairly cheap to play speed is an important skill Similarities between the sports Differences between the sports 9 Write a comparison or contrast paragraph. Use either point-by-point organisation or block organisation. COMPARISON / CONTRAST PARAGRAPHS 47 Advantages and disadvantages Z) Writing about advantages and disadvantages Another way to compare or contrast is to talk about advantages (positive points) or disadvantages (negative points) of a topic. If you are writing about one topic, it is usually best to discuss advantages and disadvantages in two separate paragraphs. If you are comparing or contrasting two topics, you could organise the paragraph in either point-by-point or block style. 10 Read this paragraph from a school newspaper. List the supporting points. Does the paragraph discuss advantages or disadvantages? Studying abroad and studying in your own country both have definite benefits for a student. Living in another country can be an exciting experience because everything seems new and different. The challenge of living in a new environment can give you courage and self-confidence, too. If you want to learn another language, living abroad is a great way to do that because you can read magazines or newspapers, watch television programmes, or make friends with people who are native speakers. Another good reason to live abroad is to learn more about another culture. On the other hand, there are also advantages to staying in your own country to study. It is cheaper than living abroad, so you can save more money. Also, in your home country, everything is familiar. You don't need to worry about being taught in a foreign language, and you can understand the culture and the expectations of teachers. Finally, if you stay in your own country, you can be close to your family and friends. So, if you are thinking about where to study, consider all of these benefits and make a decision that is right for you. I Write one or ,wo paragraphs comparing „ ^ ^ ^ or one action films / romantic films the advantages and disadvantages of living abroad living in a small town / living in a big city doing sport / watching sport on TV the advantages and disadvantages of having a job while at university COMPARISON / CONTRAST PARAGRAPHS Review 12 List five words or phrases of comparison and five of contrast. Use them to compare and contrast two things at your university. Share your sentences with the rest of the class. Comparison Contrast 13 Work with a partner. Separate these ideas into advantages (A) and disadvantages (D). Studying English a.........takes a lot of time b.........classes are fun c.........grammar is difficult d.........useful for talking to people from other countries e.........good for using the Internet f.........lots of vocabulary to learn g.........too many tests to do h.........helps to understand English-language films i.........my friends like English j.........pronunciation is difficult J 4 Now, in pairs, one person should write a paragraph about the advantages and the other person should write about the disadvantages of studying English. Add one new idea of your own to your paragraph. I 5 Share your paragraphs with another pair of students. COMPARISON / CONTRAST PARAGRAPHS 49 7 Problem I Solution Paragraphs In this unit, you will ... ■ write about problems and solutions. ■ use real conditionals. ■ write a two-paragraph text with linking phrases. Z) Problems and solutions Problem / solution writing first explains a problem and then proposes one or more solutions to that problem. Often this type of writing requires more than one paragraph. In this unit, you will write a two-paragraph discussion of a problem and solution. Problems and solutions I Read the article from a website on page 51. What is the main idea of the first paragraph? What is the topic sentence? 2 Answer these questions. a. How is the first paragraph developed? What are the supporting ideas? b. What do the supporting ideas show? c. What is the main idea of the second paragraph? What is the topic sentence? d. What solution does the writer offer? What details support or explain the solution? e. Is there a concluding sentence in the first paragraph? In the second paragraph? Writing about problems Z) How to write a problem paragraph A problem paragraph describes and discusses a problem issue. The topic sentence names the issue you will discuss. The supporting sentences show why this issue is a problem. 3 Work with a partner or small group. Discuss why these issues are problems. Then add two more issues and discuss them. a. air pollution b. traffic c. overcrowded classrooms d................................................................................................................................................. e................................................................................................................................................. 50 PROBLEM / SOLUTION PARAGRAPHS 3 Page Title - Microsoft Internet Explorer -ItSlxl File Edit View Favorites J_ools Help B @ n & s a Back : nd Stop Refresh Home Search Favorites History ; Mail Print Edit Discuss Translate Address | j Links £] Customize Links 0] Free Hotmail 0] My Presario SJ MyAIlaVrsta S] MyCity 0] Search £J Service and Support Shopping Deforestation is a serious problem because forests and trees aren't just pretty to look at, they do an important job making the earth's environment suitable for life.They clean the air, store water, preserve soil, and provide homes for animals.They also supply food, fuel, wood products, and paper products for humans. In the past fifty years, more than half of the world's rainforests have been destroyed. Today, the forests of the world are being cut down at a rate of fifty acres every minute! Scientists say that if deforestation continues, the world's climate may change, floods may become more common, and animals will die. One solution to the problem of deforestation is to use less paper. If you use less paper, fewer trees will be cut for paper making. How can you use less paper? One answer is to reduce your paper use by using both sides of the paper when you photocopy, write a letter, or write an essay. A second answer is to reuse old paper when you can, rather than using a new sheet of paper.The backs of old envelopes are perfect for shopping lists or phone messages, and when you write a rough draft of an essay, write it on the back of something else. A final answer is to recycle used paper products instead of throwing them away. Most schools, offices, and districts have some kind of recycling center. If you follow the three Rs—reduce, reuse, and recycle—you can help save the world's forests. Using conditional structures The first conditional is a useful way to talk about both problems and solutions: Fish will get ill if factories dump their waste into streams. modal + main verb present (will, can, could, should, etc) If you eat fish from polluted waters, you could get sick too. present modal + main verb (will, can, could, should, etc) Punctuation note: No comma is needed when the .(/-clause comes second: People can become ill if they eat the ill fish. The event in the //-clause is possible, or is likely to happen. The event in the result clause would logically follow. There are other types of conditional sentences, but first conditionals are the most common in writing about problems and solutions. Read the paragraphs on page 51 again. Underline the conditional sentences. Complete these sentences by circling the correct form of the verb. a. If you use / don't use a map when you drive, you get I could get lost. b. Students do / will do badly in their exams if they don't get I won't get enough sleep. c. If you want / could want to lose weight, exercise / don't exercise three times a week and eat I don't eat junk food. d. If you fly I could fly there, it will be I can faster than taking the train. e. Many arguments are / can be avoided if you think / will think before you speak. f. I will go / won't go to that film if I find / will find someone to go with me. Complete these sentences with your own ideas. Then compare with a partner. a. If it rains this weekend,.................................................................................................... b. If the library isn't open tomorrow,................................................................................... c. If petrol prices increase even more, ................................................................................... J. f. d. e. ........... , I'll call you tonight. , you can make a lot of money ...........I won't go on holiday. PROBLEM / SOLUTION PARAGRAPHS 7 For each topic in exercise 3 on page 50, write one or two conditional sentences that explain the problem. Compare your sentences with a partner. Did you have similar or different ideas? 8 Choose one topic from exercise 3 on page 50. Brainstorm more ideas if necessary, then write a paragraph about it. Use conditional sentences. Linking problems with solutions Q How to link a solution paragraph to a problem paragraph The first paragraph—the problem paragraph—explains the problem. The topic sentence of the second paragraph—the solution paragraph—introduces your solution or solutions. The supporting sentences show how your solution(s) will solve the problem. Use these phrases: In order to solve these problems, ... In order to overcome these problems, ... To meet this need, ... One solution is ... One answer is ... One thing we can do is ... A second / third I final answer is ... 9 Read the solution paragraph on page 51 again. Circle the linking phrases. 10 Work with a group. For each of these topic sentences, brainstorm solutions. Introduce each solution with one of the phrases above. Then think of one more problem together, and give it to another group to discuss. a. We must reduce exam stress for secondary school students. b. Teenagers spend so much time using their mobile phones that they are no longer skilled at face-to-face interaction. c. In the next five to ten years, experts predict that there won't be enough doctors and nurses to meet hospitals' needs. d. We need to find ways to protect young children from violence on television. e............................................................................................................................................ PROBLEM / SOLUTION PARAGRAPHS 53 Writing solutions Z) Finding the best solution After you have brainstormed solutions to your problem, you need to select the best one or ones to write about in your solution paragraph. A strong solution clearly and reasonably solves the problem. A weak solution doesn't really solve the problem or is not practical or not logical. I I With a partner, talk about the solutions that this student brainstormed for her topic. Mark each one strong, OK, or weak. To0c^entence: I need more money while I am at university. .............borrow money from my friends .............sell eome of my things .............aek my parents for money .............go busking with my guitar .............get a part-time job .............drop out of university and get a full-time job .............buy lottery tickets .............nde my bike to university Instead of using public transport .............aek my lecturers for money .............buy fewer CDs and new clothes I 2 Use at least three solutions from the list in exercise 11 above to write a solution paragraph. Use linking phrases and conditional sentences to explain how the solutions will solve the problem. Share your paragraph with your partner. I 3 For the problem paragraph you wrote in exercise 8 on page 53, brainstorm solutions. Edit your brainstorming, then write a solution paragraph. Use linking phrases and conditional sentences. 54 PROBLEM / SOLUTION PARAGRAPHS Review 14 Look at this list of ideas that a student brainstormed about his topic. Work with a partner to divide the ideas into problems and solutions. Try to add one more problem and solution to the list. Topic: getting along with a flatmate noisy flatmate make cleaning rota flatmate is messy argue about now to decorate flat fighting causes stress set aside quiet time for studying each person decorates half of the flat talk each week about concerns problems a............ b............ c............ d............ e............ solutions f............ h. i- I 5 Work alone. Use the ideas above to write a problem paragraph and a solution paragraph. Remember to write a topic sentence for each paragraph, and a concluding sentence for the solution paragraph. Use conditional sentences and linking phrases where you can. Then compare your paragraphs with your partner. What parts were similar? What parts were different? PROBLEM / SOLUTION PARAGRAPHS 55 The Structure of an Essay In this unit, you will learn ... ■ the definition of an essay. B how to format an essay. ■ how to write a thesis statement. z) What is an essay? An essay is a group of paragraphs written must have at least three paragraphs, but a academic writing. The structure of an essay z) The three main parts of an essay about a single topic and a central main idea. It five-paragraph essay is a common length for The introduction ■---- This is the first paragraph of an essay. It explains the topic with general ideas. It also has a thesis statement. This is a sentence that gives the main idea. It usually comes at or near the end of the paragraph. The main body These are the paragraphs that explain and support the thesis statement and come between the introduction and the conclusion. There must be one or more paragraphs in the main body of an essay. The conclusion---- This is the last paragraph of an essay. It summarises or restates the thesis and the supporting ideas of the essay. Title Xxxxx XX XXXXX XXX XX xxxxx xxxx XX XXXX XX xxxxxxx XXX XX xxxxxxx XXXXX XX xxxxxxxxx xx. Xxx XXX XX x XXXXXX XXX XX X XXXXXXXXX XX XXXX XXX XXXXX X XXXX XX XXX X XX xxxxx XX XXXXX XXX XXXXXXXX XXXX. Xxxx XX X XXXX X XXXXX XXX XXX XXX. Xxxx X XXX XXXXXX XXX XXXXXX XX XX XX X XXXXXXXXX XX XXXXX X XX XXXXXX xxxxx. Xxxx XX X XXXX X XXXXX XXX xxx xxx. Xx XXXXXXX XXXX XXXXXXXX XXXXXX XXXXXXXXX XX XX XXXXXXX X XXXX X XXX XXXXX XX X XXX XX XXX XX X XXX X XXXXX xxx. Xxx XXX XXXXXX XXX XX X XXXXXXXXX XX XXXX XXX XXXXX XX xxxxxxx xxxx XXXXXXXX XXX XXXX XX XXX X XX XXXXX XXXXXXXXXX XXX XXXXXXXX xxxx. z) How to format an essay 1. Use double spacing (leave a blank line between each line of writing). 2. Leave 2.5 centimeters (1 inch) of space on the sides, and the top and bottom of the page. This space is called the margin. 3. If you type your essay, start the first line of each paragraph with five spaces (one tab). This is called indenting. If you write by hand, indent about 2 centimeters (:V4 inch). Alternatively, paragraphs can begin at the left-hand margin with no indentation. However, you must then leave one line space between each paragraph. 4. Put the title of your essay at the top of the first page in the centre. 56 THE STRUCTURE OF AN ESSAY Label the three parts of this essay: introduction, main body paragraphs, and conclusion. 1 Changing English: the African American Influence If you ask average Americans where their language comes from, they will probably say 'England'. However, English vocabulary has also been influenced by other countries and groups of people. Some words are borrowed from other languages, such as typhoon, which originally came from the Chinese word, 'tai-fung', meaning 'big wind'. Skunk, the name of a small, smelly, black-and-white animal, came to English from a Native American language. African Americans, too, have both contributed new words to English and changed the meanings of some existing words. African Americans, many of whose ancestors were brought to the States as slaves hundreds of years ago, have introduced a number of words to English from languages that they spoke in their native countries. The common English word OK Is used around the world today, but it was not always part of English vocabulary. One theory is that slaves in America used a phrase in their own language that sounded like OK to mean 'all right'. Americans heard the phrase and started using it. Today, almost everyone in the world uses OK to mean 'all right'. Another good example of a 'new' word is the word jazz. African American musicians living in the United States began playing jazz music in the city of New Orleans, and they used the word jass or jazz to describe the music and certain kinds of dancing. No one is sure where the word originally came from, but as jazz music became more and more popular, the word jazz became a common English word. The meanings of words sometimes change over time. The word cool is a good example. Cool has been used in English for a long time to describe a temperature that is 'not warm but not too cold' or to describe a person who is 'calm or unemotional'. However, an additional meaning was given to the word cool in the past 100 years. Just like the word jazz, African American musicians used the word cool to describe the music they were playing. For them, cool meant 'good'. As jazz music and other forms of music played by African American musicians became popular, more and more people started to use the word cool in conversation. Today, it is still a commonly used word, especially by younger people, to mean 'good' or 'great'. A word with the opposite meaning of cool is square. Square is, of course, a shape, but it also is used to describe a person who is not cool. This may be because a person who is too old-fashioned and not flexible is like a shape with four straight sides and four corners. English owes some of its interesting and colourful vocabulary to African Americans. Existing ethnic groups in the United States as well as new immigrants will surely continue to bring new words to English and give fresh meanings to existing words. Who knows what the 'cool' words of tomorrow will be? _I THE STRUCTURE OF AN ESSAY 57 Thesis statements Z) What is a thesis statement? The thesis statement is the sentence that tells the main idea of the whole essay. It can be compared to a topic sentence, which gives the main idea of a paragraph. It usually comes at or near the end of the introductory paragraph. 2 Look at the essay in exercise 1 on page 57 again. Underline the thesis statement. 3 In these introductory paragraphs, underline the thesis statement. Then circle the topic and draw another line under the main idea in each thesis statement. Share your answers with a partner, a. Before I travelled to the UK last year, I thought that British food was just fish and chips, roast beef, apple pie, rice pudding and endless cups of tea. These foods are popular in Britain, but during my travels, I discovered that there is so much more to eating in the UK. People from all over the world have made their home In Britain, and they have brought with them their own food. Even in small towns, you can find Chinese, Indian and Italian restaurants, amongst others. The UK can be divided Into different regions that each has its own characteristic foods Influenced by the culture of the people who live there. Everybody knows the koala, that sweet Australian animal that resembles a teddy bear. Although koalas look like toys, they are actually strong climbers and spend their days in the treetops. Mother koalas carry their babies around from tree to tree in a pouch, or pocket, on their stomach. Although there were millions of koalas in Australia in the past, they are now a protected species of animal. As a result of human population growth, deforestation and hunting, the number of koalas has declined. c. Taoism is an ancient philosophy pom Asia that places great importance on the natural world. Taoists believe that spirit can be found in every person or thing, living or non-living. For the Taoist, even a mountain or a stone contains spirit. Lao Tsu, a Taoist writer and philosopher, said, 'People follow earth. Earth follows heaven. Heaven follows the Tao. The Tao follows what is natural'. For thousands of gears in China and other Asian countries, gardens have been an important wag to create a place where people can feel the spirit of the natural world. Creating a Taoist qarden is an art. No two Taoist gardens are e^actlg alike, but all Taoist gardens include four essential elements: water, mountains, buildings and bridges. 58 THE STRUCTURE OF AN ESSAY Writing a strong thesis statement • A thesis statement gives the author's opinion or states an important idea about the topic. It should give an idea that can be discussed and explained with supporting ideas: The qualifications for getting into university in my country are unreasonable. When studying a foreign language, there are several ways to improve your use of the language. These are strong thesis statements. They can be discussed or explained. • A thesis statement should not be a sentence that only gives a fact about the topic: In the Northern Hemisphere, the summer months are warmer than the winter months. This is not a strong thesis statement. It cannot be discussed or argued about. • A thesis statement should not state two sides of an argument equally: There are advantages and disadvantages to using nuclear power. This could be a topic sentence, but it is not a thesis statement. It gives two sides of an argument without giving a clear opinion of support or disagreement. It could be revised like this: Although there are some advantages, using nuclear power has many disadvantages and should not be a part of our country's energy plan. This is a strong thesis statement. It clearly gives the writer's opinion about nuclear power. Read these thesis statements below. Write S (strong thesis statement), F (fact only—a weak thesis statement), or N (no clear opinion—a weak thesis statement). a........ The top government official in my country is the prime minister. b........ Some people prefer digital cameras, while others like traditional cameras. c........ India became an independent country in 1947. d........ To be a successful student, good study habits are more important than intelligence. e........ There are several advantages of owning a car, but there are also many disadvantages. f........ Half of the families in my country own a house. g........ Using public transport would be one of the best ways to solve the traffic and pollution problems in cities around the world. h........ While travelling, staying in a hotel offers more comfort, but sleeping in a tent is less expensive. i........ Classical music concerts are very popular in my country. j........ In order to create a successful advertisement, it is necessary to consider three issues: who should be targeted, where the advert should be placed, and what type of advert should be made. THE STRUCTURE OF AN ESSAY 59 8 Writing thesis statements Z) How to connect the thesis statement and the essay The paragraphs in the main body of an essay should always explain the thesis statement. In addition, each paragraph in the main body should discuss one part of the thesis. Look at the following thesis statement. The topics to be discussed are underlined: To create a successful advertisement, it is necessary for advertisers to answer three questions: What are we selling?. Who are we selling it to?, and How can we make people want to buy it? Possible topic sentences for each paragraph in the main body: 1. The first step in creating a successful advertisement is to completely understand the product that is being sold and how it can be used. 2. A second important part of creating an advertisement is deciding who is expected to buy the product. 3. Finally, a way must be found to create an ad that will make people want to buy the product. 60 THE STRUCTURE OF AN ESSAY Look at the introductory paragraphs in exercise 3 on page 58. What should the paragraphs in the main body discuss for each thesis statement? Write your ideas and then compare your answers with a partner. How to develop a thesis statement One way to develop a thesis statement for an essay is to write opinions you have about the topic. Begin, / think that... and complete the sentence with your opinion. Then remove / think that ... and the remaining words make a possible thesis statement. Topic: diet /food I think that a vegetarian diet is one of the best ways to live a healthy life. I think that governments should restrict the use of chemicals in agriculture and food production. After you have written several opinion statements, choose the one that would make the best thesis. Remember to decide if the sentence gives a clear opinion, states a fact, or presents two sides without a clear argument. For each of these topics, write two or three opinions you have, starting with J think that. a. exercise b. university study c. the Internet d. music THE STRUCTURE OF AIM ESSAY 61 7 Now cross out the / think that in the statements you wrote in exercise 6 on page 61. Choose the best thesis statement for each topic. Share these with a partner. Decide which ones are good thesis statements. 8 Choose one of your thesis statements from exercise 7 above. Circle the topics that must be explained in the essay. Write a topic sentence for each of the circled ideas. Review 9 Complete the crossword. 2. 1. 4. 6. 5. 7. 8 3. The topic sentence gives the 1- m_idea of a 2- p_. Likewise, the thesis statement gives the main 3- i_of an 4- e_. The 5- s_sentences of a paragraph explain the topic sentence, just as the 6- m__ paragraphs of an essay explain the thesis statement. The last sentence of a paragraph is called the c_sentence, and the last paragraph of an essay is called the 8- c_. 62 THE STRUCTURE OF AN ESSAY 9 Outlining an Essay In this unit, you will learn ... ■ the purpose of an outline. ■ how to write an outline. What is an outline? An outline is a list of the information you will put in your essay. You can see an example of an outline on page 65. An outline ... • begins with the essay's thesis statement. • shows the organisation of the essay. • tells what ideas you will discuss and shows which ideas will come first, second, and so on. • ends with the essay's conclusion. Writing an outline before you write an essay will ... • show you what to write before you actually begin writing. • help make your essay well organised and clearly focused. • keep you from forgetting any important points. Imagine your skeleton: although you don't see it, it supports your body. In the same way, although a reader won't see your outline, making an outline in advance will support your essay by providing its structure. In fact, adding more information to an outline is called 'fleshing it out'. W^l"T/Mc7 AM OWTUHE. /. Xxx xx x xxx xxx xxx XX xxx OUTLINING AN ESSAY 63 Looking at an outline I Read the outline on page 65. Answer the questions. a. What will the thesis statement of the essay be? b. How many paragraphs will there be in the main body? c. How many supporting points will the third paragraph have? What will they be? d. How many details will the fourth paragraph have? What will they be? Writing an outline Z) How to write an outline Before writing an outline, you must go through the usual process of gathering ideas, editing them, and deciding on a topic for your writing. Writing an outline can be a very useful way of organising your ideas and seeing how they will work together. To show how the ideas work together, number them. To avoid confusion, use several different types of numbers and letters to show the organisation of the ideas. Use Roman numerals (I, II, III, IV, V, VI, etc.) for your essay's main ideas: your introduction and thesis statement, your main body paragraphs, and your conclusion. Write all of these first, before going into more detail anywhere. I. Introduction II. First main idea III. Second main idea IV. Third main idea V. Conclusion Next, fill in more information for the paragraphs in the main body by using capital Roman letters (A, B. C, etc.). Use one letter for each supporting idea in your main body paragraph. Complete this information for each paragraph in the main body before going into more detail. I. Introduction II. First main idea A. First supporting point B. Second supporting point ... and so on. Finally, use Arabic numerals (1, 2, 3, etc.) to give details for your supporting points. Not every supporting point will have details, and some points will have several. It is not important to have the same number of details for every supporting point. I. Introduction II. First main idea A. First supporting point 1. First detail 2. Second detail B. Second supporting point 1. First detail 2. Second detail ... and so on. 64 OUTLINING AN ESSAY Don't Support Nuclear Energy! I. Nuclear power is not a good energy source for the world. II. Very expensive ■ A. Nuclear fuel is expensive B. Nuclear power stations are expensive to build and operate 1. Cost of construction 2. Cost of training workers 3. Cost of safety features III. Nuclear materials are not safe A. Nuclear fuels are dangerous 1. Mining fuels produces radioactive gas 2. Working with radioactive fuels can harm workers B. Nuclear waste products are dangerous 1. Very radioactive 2. Difficult to dispose of or store safely IV. There is a great possibility of accidents A. Nuclear power stations can fail 1. Three Mile Island, USA (1979) 2. Tarapur, India (1992) 3. Darlington, Canada (1992) B. Workers can make mistakes 1. Chernobyl, USSR (1986) 2. Kola, Russia (1991) 3. Tokaimura, Japan (1999) C. Natural disasters can occur 1. Earthquake: Kozloduy, Bulgaria (1977) 2. Tornado: Moruroa, the Pacific (1981) V. Because of the cost and the danger, the world should develop different types of energy to replace nuclear power. OUTLINING AN ESSAY 2 Fill in this outline for the essay in Unit 8, exercise 1 on page 57. Then compare with a partner. The Changing Vocabulary of English I. Thesis statement: ....................................................................................................... II. Words introduced by...................................................... A....................................................... 1. From an African language 2. Now used all over the world to mean...................................................... B. Jazz 1. Came from...................................................... 2. Exact origin unknown III....................................................... A. Cool 1....................................................... 2. New meanings B....................................................... 1. Original meaning 2....................................................... IV. ......................................................: Existing ethnic groups in the United States as well as new immigrants will certainly continue to bring new words to English and give fresh meanings to existing words. 66 OUTLINING AN ESSAY Label each statement T for thesis statement, M for main idea, S for supporting point, or C for conclusion. Title: The Benefits of Yoga a. b. c. d. e. f. g- Develops clear thinking Physical benefits Improves concentration Reduces fear, anger, and worry Mental benefits Improves blood circulation Improves digestion h........ Helps you feel calm and peaceful i........ Develops self-confidence j........ Doing yoga regularly can be good for your mind, your body, and your emotions. k........ Makes you strong and flexible I........ Therefore, to build mental, physical, and emotional health, consider doing yoga. m........ Emotional benefits Arrange the ideas in exercise 3 above into an outline. Compare your finished outline with a partner. I. II. III. A. IV. A. B. C. V. A. B. C. OUTLINING AN ESSAY 67 Evaluating an outline Z) The outline checklist Before you start writing your essay, check your outline for organisation, support, and topic development. If possible, ask a friend or your teacher to check your outline too. Organisation □ paragraphs in the right order □ supporting points and details in the right order Support □ each main idea related to the thesis statement □ each supporting point related to the paragraph's main idea □ each detail related to the paragraph's supporting points Topic development □ enough (and not too many) main ideas to develop the thesis statement □ enough (and not too many) supporting points for each main point □ enough (and not too many) details for each supporting point With a partner, check the outline on page 69 for organisation, support, and topic development. What should the author add, subtract, or change in this outline? Share your ideas with another pair. Did you make the same recommendations? In 1848, gold was discovered in California. People from all over the world rushed to California to look for gold—they wanted to become rich. This was called 'the gold rush'. 68 OUTLINING AN ESSAY The Effects of the California Gold Push on the City of San Francisco I. The California gold rush changed San Francisco in ways that we can still see today. II. History of the gold rush A. 1545 1. Gold was discovered near San Francisco 2. The US president tells the country there's gold in California F3. 1364: the gold rush ends C. 1549: the gold rush begins as people from all over the world go to California to look for gold. Gold is very easy to find. D. 1550s: gold becomes more difficult to find; big, expensive machines are now needed to find gold E. Gold rushes in other countries 1. Australia (1551-53) 2. South Africa (1554) 3. Canada (1597-95) III. Effects on San Francisco today A. People still come to San Francisco hoping to get rich 1. Computer Industry F3. Sightseeing is very popular in San Francisco C. San Francisco is still an expensive city 1. Houses and land 2. Food and clothing 3. Many new fast-food restaurants sell cheap hamburgers D. Still problems In the city E. Technological development is still Important F. There is no gold mining today G. Character of San Francisco today IV. Changes In California in the 1500s A. Population increased—more than 40,000 people moved to California In 1545-50 f3. Everything became more expensive 1. Houses and land C. Problems with crime and violence D. Technology to find gold Improved V. The special personality of San Francisco can be traced In part to the famous gold rush of the 1500s. OUTLINING AN ESSAY 69 6 Look at the thesis statement and topic sentences you wrote in Unit 8, exercise 8 on page 62. Write an outline for your essay. Then write the essay. 7 Exchange the essay you wrote for exercise 6 above with a partner. As you read your partner's essay, write an outline of the main ideas, supporting points, and details. Your partner will outline your essay. Discuss the outlines. Review 8 Write a simple outline of yourself or your life. First, outline only the main body paragraphs. Your main ideas could include physical characteristics, your personality, your habits, your family, places you have lived, jobs had, things you like and dislike, and so on. Explain your outline to a partner. Your then add a thesis statement and cone statement. 10 Join another pair and present your complete outlines. 70 OUTLINING AN ESSAY Introductions and Conclusions In this unit, you will learn about ... ■ the purpose of an introduction. ■ types of information in introductions. ■ the purpose of a conclusion. ■ techniques for writing conclusions. z) The importance of introductions and conclusions Unit 8 explained that the introduction and the conclusion are two of the three main parts of an essay. Without an introduction and a conclusion, an essay is just a group of paragraphs. The introduction and the conclusion work together to make the topic and main ideas of the essay clear to the reader. The introduction z) What is an introduction? The first paragraph of an essay, as you learned in Unit 8, is called the introduction. The introduction ... • is usually five to ten sentences. • catches the reader's interest. • gives the general topic of the essay. • gives background information about the topic. • states the main point (the thesis statement) of the essay. The introduction is often organised by giving the most general ideas first and then leading to the most specific idea, which is the thesis statement, like this: r Specific idea (Thesis statement) INTRODUCTIONS AND CONCLUSIONS 71 I Read the introduction to the essay in Unit 8, exercise 1 on page 57. Complete this diagram. General ideas: Most Americans would probably say that their language comes from England. Specific idea (Thesis statement): Z) How to write a strong introduction A strong introduction ... • introduces the topic clearly. • gives several sentences of information about the topic. • states the thesis (the main idea) of the essay. Any of the following will make an introduction weak: • It doesn't give enough information about the topic or gives too much information about it. • It talks about too many different topics. • It does not state a clear thesis. 2 Read and discuss the following introductions with a partner. Mark the strong introductions with a tick (/). Mark the weak introductions with a cross [X). What could the writers do to make the weak introductions strong? Family structure has changed a lot in the last fifty years in Asia. The decrease in the number of extended families and nuclear families has caused several social changes. The number of businesses using the internet for selling products has increased greatly in recent years. Shoppers, too, are using the Internet in greater numbers to buy all types of products, such as books, cameras, and clothing. Although e-business has become popular, there are certain risks involved in Internet shopping that are a concern for both businesses and consumers. 72 INTRODUCTIONS AND CONCLUSIONS 10 Stargazing—looking at the stars—is something everyone should try. I love it When looking at the night sky, most people observe that the moon, planets, and stars move from the east side of the sky to the west over a period of several hoars. In fact, this movement is actually the movement of the Earth rotating on its axis. In addition, as the Earth revolves around the sun throughout the year, different stars are visible at different times. d. The origins of Irish music can be traced back nearly 2,000 years to the time when the Celts arrived in Ireland. Music thrived under the rule of the Chieftans, but later declined during the British colonisation of Ireland. However, during the Great Famine of the 1540s, thousands of Irish people emigrated to North America in search of a better life, taking their music with them. Irish music soon became established in American cities with a high proportion of Irish immigrants, such as Chicago and &oston. These cities are popular tourist destinations with many interesting sights. However, Irish music really became known to a wider audience in the 1970s, when musicians experimented with more modern arrangemente of traditional songs and fusion with rock, world music and jazz. Jazz originated In the American South in the early twentieth century. Now, in the twenty-first century, Irish music is more popular and successful than ever. Adjusting to another culture's food can be a challenge for many travellers. The geography of a country can greatly affect the Ufpicalfoods that are eaten bij its people. LU P Q = INTRODUCTIONS AND CONCLUSIONS 73 Types of information Z) How to make an introduction interesting To make an introductory paragraph interesting for the reader, you can include ...-- 3 Read the three introductions in Unit 8, exercise 3 on page 58 again. What types of information does each introductory paragraph contain? 4 Look at the introduction of the essay you wrote for Unit 9, exercise 6 on page 70. With a partner, rewrite the introduction, making changes to improve it. The conclusion Z) The importance of a conclusion The conclusion is the final paragraph of the essay. A good concluding paragraph ... • summarises the main points of the essay. • restates the thesis (using different words). • makes a final comment about the essay's main idea. • may emphasise an action that you would like the reader to take. Don't introduce new ideas in a conclusion. A conclusion only restates or gives further commentary on ideas discussed in the essay. 5 Look at the essay in Unit 8, exercise 1 on page 57 again. Answer these questions. a. Does the conclusion use any of the four techniques described above? Which ones? b. Which sentence in the conclusion restates the thesis (from the introduction)? 74 INTRODUCTIONS AND CONCLUSIONS Match each of these introduction thesis statements with its rewritten version for a conclusion. a....... Supermarkets are the best places to buy food because of their convenience and lower prices. b....... Travelling abroad is a valuable learning experience. c....... Learning to play a musical instrument is very beneficial for children. d....... Creating and owning a business offers more advantages than working as an employee in a company. e....... More houses should be adapted to use solar energy because it is clean and renewable. f....... The World Wide Web can be very useful for research, but it also contains a lot of incorrect information. 1. People can learn many things by travelling to other countries. 2. Despite the challenges, being an entrepreneur can offer more benefits than other types of employment. 3. The fact that larger supermarkets offer cheap prices and a large selection of products makes them the best place for shoppers. 4. The World Wide Web gives access to a huge amount of knowledge, but users shouldn't believe everything they read there. 5. When children are exposed to music and are taught to play instruments such as the piano or violin, there are many positive effects. 6. The sun gives a constant, free supply of clean energy, which more homes should take advantage of. INTRODUCTIONS AND CONCLUSIONS 75 7 Read paragraph a in Unit 8, exercise 3 on page 58 again. Choose the best concluding paragraph, below. b. The British eat many different kinds of food, but the typical diet of many people includes eating a lot of fast food and ready-made dishes. The popularity of hamburger and pizza restaurants has increased greatly over the years. As a result of this diet, many British people have food-related health problems. To create a healthier society, people should learn about eating a good diet and should teach their children to do the same. Clearly, it is difficult to say that there is one type of British food. Every part of the country has its own special dishes based on the produce and tastes of that region. From the Ancient Britons and the Roman, Saxon and Viking invasions to present-day immigrants, the cuisine of the UK continues to change with its changing population. m-J People who have come from other countries to live in the UK have brought their own traditions and customs with them and added them to British culture. It is possible to find restaurants from all different ethnic backgrounds, especiallg in larger cities around the country. Immigrants mag also maintain their traditions bg building places to practise tlieir religion, such as mosaues, temples and churches. Bg continuing to follow some of their customs and beliefs, immigrants can stag in touch with their past while also livina a new life in a new country. 8 Look at the conclusion of the essay you wrote for Unit 9, exercise 6 on page 70. With a partner, rewrite the conclusion, making changes to improve it. 76 INTRODUCTIONS AND CONCLUSIONS Review 9 Complete the crossword puzzle. 6. 9. 7. 10. A strong introduction catches the reader's i_. It can do this by including interesting 2- f_, a personal 3- s_, or an interesting 4- q_. It also gives the general 5-1_of the essay, several sentences of 6- i_about the topic, and states the 7-1_. A conclusion 8- s_the main points of the essay. It also 9- r_the thesis, makes a final 10c_about the essay's main idea, and it may emphasise an 111 a_for the reader to take. 10 Write an introduction and conclusion for the outline you created for Unit 9, exercise 8 on page 70. Then exchange these with a partner. Make comments on your partner's paragraphs using the information you learned in this unit about writing good introductions and conclusions. INTRODUCTIONS AND CONCLUSIONS 77 | Unity and Coherence In this unit, you will learn ... ■ the importance of unity in essay writing. ■ how to edit an essay for unity. ■ the importance of coherence in essay writing. ■ methods of creating coherence. Z) Writing effective essays You've already learned that an essay should be organised into an introduction, a body, and a conclusion. The next step is to make sure that all three parts of the essay work together to explain your topic clearly. Unity in writing Z) What is unity? Unity in writing is the connection of all ideas to a single topic. In an essay, all ideas should relate to the thesis statement, and the supporting ideas in a main body paragraph should relate to the topic sentence. I Read the essay on page 79 about Chinese medicine. Then do these tasks. a. Underline the thesis statement with two lines. b. Underline each topic sentence with one line. c. List the supporting ideas in each main body paragraph on a separate piece of paper. d. After you have finished, review the topic sentences and supporting ideas. With a partner, discuss how the topic sentences relate to the thesis statement and how the supporting sentences relate to the topic sentences. Is the essay unified? 78 UNITY AND COHERENCE 11 Next Time, Try Chinese Medicine The last time I had a cold, a friend suggested that instead of taking the usual cold medicines, I visit the traditional Chinese doctor in our city. Although I knew nothing about Chinese medicine, I decided to try it. When I walked in to the Chinese doctor's surgery, I was amazed. It was not at all like my usual doctor's. There were shelves up to the ceiling full of glass containers filled with hundreds of different dried plants and other things I could not identify. Could this really be a doctor's surgery? It seemed very strange to me. When I met the doctor, he explained that Chinese medicine is thousands of years old. The plants in the jars in his office were herbs. These herbs could be mixed together to make medicines. He explained the philosophy of Chinese medicine. The philosophy of traditional Chinese medicine is not the same as the philosophy of modern medicine, but it is useful for curing many health problems. Modern medicine focuses on illness. If a patient with a cough visits a modern doctor, then the doctor will give the patient a medicine to stop the cough. If the patient also has a fever, the doctor may give a different medicine to stop the fever. For every person with a cough, the doctor will probably recommend the same cough medicine. The philosophy of modern medicine is to stop problems like coughing and fever as quickly as possible. Western doctors usually see illness as an enemy. They use medicines like weapons to fight diseases. Chinese medicine, in contrast, has a different philosophy. Instead of focusing on a patient's health problems, Chinese medicine tries to make the patient's whole body well again. Specifically, doctors of Chinese medicine believe that inside people, there are two types of energy. The first type of energy, called 'yin', is quiet and passive. The other type of energy, called 'yang', is active. When these two energies are in equal balance, a person is healthy. When there is an imbalance—too much yin, for example—a person becomes unhealthy. A doctor of Chinese medicine doesn't try to stop a person's cough by giving a cough medicine. Instead, the doctor gives a mixture of herbs that will restore balance in the patient's body. As a result, when the body is in balance, the cough will stop naturally. The Chinese doctor's herbs seemed strange to me at first, but they made me feel better. My cold wasn't cured instantly, but I felt healthy again after a few days. For a very serious health problem, I would probably visit a modern hospital, but the next time I catch a cold, I am going back to the Chinese doctor. Chinese medicine definitely works for some health problems. UNITY AND COHERENCE 79 Editing an essay for unity Z) Keeping unity in an essay One way to keep unity in an essay is to edit the outline for ideas that are not relevant to the thesis statement or topic sentences, as you learned in Unit 9. Likewise, after you have written the essay, it is helpful to review the text and look for ideas that do not relate to the thesis or the topic sentences. 2 Read this thesis statement and main body paragraphs. The writer has begun to cross out sentences that do not belong. There is still one large piece of the text that should be removed because it isn't relevant to the thesis. Can you find it? Compare your answer with a partner. Then look at the edited version in exercise 6 on page 85. Thesis statement: Sign language, the language used by many deaf people, has a 500-year history. The first sign language for deaf people was developed in Europe in the 1500s. In Spain, a man named Pedro de Ponce was the first person to teach deaf children using sign language. Another Spaniard, Juan Pablo de Bonet, was the first person to write a book on teaching sign language to deaf people. Moot of hio students woro from rich families. Another important teacher who influenced the development of sign language was a Frenchman named Abbé de ĽEpée. ĽEpée understood that deaf people could communicate without speech. He started to learn the signs used by a group of deaf people in Paris. Using these signs, he developed a more complete French sign language. ĽEpóo also taught religion classes. Another Frenchman, Louis Braille, also lived during this time. He invented a system of reading and writing for blind people, using raised bumps that can be felt with the fingers. In Germany, a man named Samuel Heinicke was another important teacher of the deaf during this time. However, he did not use sign language for instruction. Instead, he preferred to teach the deaf to understand other people by looking carefully at other people's mouths when they spoke. This is called lip or speech reading. Speech reading became a popular way of teaching deaf in the United States in the mid-1800s. Alexander Graham Bell, who invented the telephone, was one of the strongest supporters of teaching deaf people to do speech reading. Bell became interested in deafness and teaching deaf people. With his interest in science and the production of sound, he focused on ways of helping the deaf communicate with more _I 80 UNITY AND COHERENCE 11 American Sign Language for deaf people (people who cannot hear) listening tools and speech reading. He eventually opened a training school for teachers of the deaf. Not much is known about the uoo of sign language among deaf pooplo in tho United States boforo tho 1800s. The early 1800s were an important period in the development of American Sign Language. In 1815, a man named Thomas Gallaudet became interested in teaching deaf people. He travelled to Europe to study ways of communicating with deaf people. He was twenty-seven years old at this time, and he studied at a school for deaf students in Paris for several months. In 1817, Gallaudet returned to the United States, and he brought with him Laurent Clerc, a deaf sign language teacher from Paris. Gallaudet started the first school for the deaf, and Clerc became the first sign language teacher in the USA. Tho school, called tho American School for tho Doaf, still exists in Hartford, Connocticut. American Sign Language developed from the mixture of signs used by deaf Americans and French Sign Language. Today, it is used by more than 500,000 deaf people in the United States and Canada. About twenty million pooplo in tho United States havo hearing problems, and about two million of thoso aro doaf. UNITY AND COHERENCE 81 Coherence in writing What is coherence? Coherence is related to unity. Ideas that are arranged in a clear and logical way are coherent. When a text is unified and coherent, the reader can easily understand the main points. As you learned in Unit 9, creating an outline helps make a well-organised essay. When organising your ideas, think about what type of organisation is the best for your topic or essay type. Here are some examples of types of writing and good ways to organise them. Type of writing Chronology (historical events, personal narratives, processes) Description Classification Comparison / contrast Argumentation / persuasion and cause / effect Type of organisation Order by time or order of events / steps Order by position, size, and shape of things Group ideas and explain them in a logical order Organise in point-by-point or block style Order from least important to most important 3 Look again at the essay in exercise 1 on page 79. What type of organisational pattern does the essay use? How do you know? What about the text in exercise 2 on pages 80 and 81? Cohesive devices Z) What is a cohesive device? Cohesive devices are words and phrases that connect sentences and paragraphs together, creating a smooth flow of ideas. In this unit, we'll look at transitions, pronoun references, and repetition of key ideas. £) Transitions Pronoun references Repetition of key ideas 82 UNITY AND COHERENCE Z) Transitions As you've learned in previous units, there are many transition words and phrases in English that are used to connect sentences together or relate ideas to one another. Here are several types of writing and some common transitions that are used with them. Chronology Comparison Contrast Additional information Examples Cause and effect Concluding ideas before likewise however and for example therefore in conclusion after compared to on the other also in general so in summary next similarly hand in addition generally thus finally since as ... as but in fact for instance as a result therefore first, second and yet furthermore specifically since to conclude while in spite of moreover in particular because to summarise when in contrast although instead Another... is/was 4 Use transitions from the list above, or others that you know, to connect these sentences taken from the essay about Chinese medicine on page 79. When you have finished, compare your answers with the essay. ...................................of focusing on a patient's health problems, Chinese medicine tries to make the patient's whole body well again. 2-..................................., doctors of Chinese medicine believe that inside people, there are two types of energy. The first type of energy, called 'yin', is quiet and passive. The other type of energy, called 'yang', is active. ... When there is an imbalance—too much yin, 3-...................................—a person becomes unhealthy. A doctor of Chinese medicine doesn't try to stop a person's cough by giving a cough medicine. 4 ..................................., the doctor gives a mixture of herbs that will restore balance in the patient's body. 5-..................................., when the body is in balance, the cough will stop naturally. Z) Pronoun reference Two sentences can be connected by the use of a pronoun. A pronoun [he, she, it, they, etc.) takes the place of a noun (a person, place, thing, or idea) or a noun phrase (several words that refer to a person, place, thing, or idea). Look at the following example taken from the essay on sign language: American Sign Language developed from the mixture of signs used by deaf Americans and French Sign Language. Today, it is used by more than 500,000 deaf people in the United States and Canada. The pronoun it refers back to the subject, American Sign Language, and connects the two sentences together. UNITY AND COHERENCE 83 For each of the italicised pronouns in this passage, identify the noun or noun phrase to which it refers. Write your answers on the lines below the text. Barcelona, Spain's second biggest city and the capital of Catalonia, is a popular tourist attraction for several reasons. First, the city is ideally located for both the mountains and the beach. Althougha it is on the coast, it is only a couple of hours away from the Pyrenees. In addition, Barcelona is both modern and historic. There are many stylish hotels.b It has a clean and efficient underground system, and visitors can find a variety of shops and restaurants, especially in the Eixample area. The oldest area of the city, the Barrio Gdtico, or Barri Gotic in Catalan, is very beautiful because many ofc its oldest buildings were protected as areas of the city were rebuilt or developed. The most interesting thing about Barcelona may be d its Catalan heritage. Approximately 70% of the people living in and around Barcelona speak Catalan, a Romance language related to Spanish, ande they speak Spanish as weU. In addition to the strong Catalan background, there are large groups of people who originally came from other parts of Spain such as Andahicia and Murcia livingf there. All ofg this makes Barcelona a great place to visit. a. it = ..... b. It= ..... c. its = .... d. its = .... e. they = . f. there g. this = .. UNITY AND COHERENCE Repetition of key nouns or ideas Another way to connect ideas in an essay is by repeating important words and phrases. This will help the reader remember the main ideas in the text. Modern medicine focuses on illness. If a patient with a cough visits a modern doctor, then the doctor will give the patient a medicine to stop the cough. If the patient also has a fever, the doctor may give a different medicine to stop the fever. For every person with a cough, the doctor will probably recommend the same cough medicine. The philosophy of modern medicine is to stop problems like coughing and fever as quickly as possible. Read these revised paragraphs from the essay on sign language. Underline examples of transition use, pronoun reference, and repetition of key words. Then compare your answers with a partner. - Thesis statement: Sign language, the language used by many deaf people, has a five-hundred-year history. The first sign language for deaf people was developed in Europe in the 1500s. Three men in particular contributed a lot to the development of sign language. In Spain, a man named Pedro de Ponce was the first person to teach deaf children using sign language. In addition, another Spaniard, Juan Pablo de Bonet, wrote the first book on teaching sign language to deaf people at about the same time. Another important teacher who influenced the development of sign language was a Frenchman named Abbé de ĽEpée. ĽEpée understood that deaf people could communicate without speech. He started to learn the signs used by a group of deaf people in Paris. Using these signs, he developed a more complete French sign language. The early 1800s were an important period in the development of American Sign Language. In 1815, a man named Thomas Gallaudet became interested in teaching deaf people, so he travelled to Europe to study ways of communicating with deaf people. He was twenty-seven years old at this time, and he studied at a school for deaf students in Paris for several months. After that, Gallaudet returned to the United States, and he brought with him Laurent Clerc, a deaf sign language teacher from Paris. As a result of his experience in Europe, Gallaudet started the first school for the deaf, and Clerc became the first sign language teacher in the USA. American Sign Language developed from the mixture of signs used by deaf Americans and French Sign Language. Today, it is used by more than 500,000 deaf people in the United States and Canada. UNITY AND COHERENCE 85 7 This paragraph needs more connection. Revise it. Then share your version with other classmates. Ho Chi Minh City, in Vietnam, is a fascinating destination for travellers to Southeast Asia. It is located on the Mekong River. It was once an important trading center for the French in Southeast Asia. The influence of French culture can still be felt. Many people, especially the older generations, learned French in school and still can speak it very well. Some cafes serve French-style bread and pastries in Ho Chi Minh City. Expensive hotels and restaurants serve French food. Many of the buildings in the city are built in French style. The Vietnamese and the French fought. The French eventually left the country. There are museums and monuments documenting the country's long—and often bloody— history. If you are looking for a unique city to visit in Southeast Asia, Ho Chi Minh City is an attractive choice. I 8 Write an outline for an essay on one of the following topics or on a topic of your choice. a. health and medicine in your country b. an important problem in your country c. the importance of technology in society 9 Edit your outline for unity and coherence, then write the essay. 10 Exchange the essay you wrote in exercise 9 above with a partner. Look for the use of the cohesive devices you have learned about in this unit. 86 UNITY AND COHERENCE Review I I These pairs of sentences need to be joined together to form English proverbs. Choose the best transition word or phrase to connect each pair. Compare your answers with a partner, and then discuss the possible meaning of each proverb. a. Don't count your chickens............they hatch. 1. before 2. so 3. because b.............life gives you lemons, make lemonade. 1. Before 2. When 3. Because c. Time flies............you're having fun. 1. after 2. although 3. when d. You can lead a horse to water,............you can't make it drink. 1. and 2. but 3. or e. Laugh.............the world laughs with you. Cry.............you cry alone. 1. and, but 2. and, and 3. but, but f. You don't know what water is worth............your well is dry. 1. because 2. after 3. until 12 Think of one or two proverbs in your language and translate them into English. Share yours with the class. Then choose one of the proverbs and write a paragraph explaining its meaning. UNITY AND COHERENCE 87 Essays For Examinations In this unit, you will learn ... ■ common instructions for essay tests. ■ techniques for writing timed essays and managing time. 3 Essay tests You may be asked to write essays for tests in your classes, or in entrance examinations for colleges and universities in English-speaking countries. You will have to write essays if you take the TOEFL (Test of English as a Foreign Language), the MELAB (Michigan English Language Assessment Battery), the IELTS (International English Language Testing System) or other Cambridge examinations (University of Cambridge ESOL Examinations). These essays are written at one sitting, in a limited amount of time. Timed essays I You probably already have some experience and ideas that will be useful to you when you write timed essays. Discuss the following questions with a partner or group. a. Have you ever written timed essays in your own language? Describe the situation(s). b. Have you ever written timed essays in English? Describe the situation(s). c. In what situations will you write timed essays in English in the future? d. What are some ways in which writing a timed essay is different from writing an essay without a time limit? Make a list. Then look at your list and say which aspects might be challenging for you. e. Do you know any good techniques for writing timed essays? Share them with your partner or group. 88 ESSAYS FOR EXAMINATIONS Instructions for timed essays Z) How to write good timed essays • Check to see how many questions you must answer. Some exams may say Choose three of the following five topics. You will not receive a higher score if you write more than three essays—the examiner will probably just mark the first three. • Check how many points the essay is worth. In a 100-point test, an essay worth twenty points should be longer and more detailed than one worth five points. Spend more time on the longer essays. • Pay close attention to the instructions for each individual essay question. Be especially careful with questions that have several parts. It is helpful to underline or circle key instructions so that you do not leave anything out. Example: Which effect of the California gold rush do you think had the biggest impact on the character of San Francisco today? Use examples to illustrate your answer. • Use some of your time for planning (gathering and organising ideas) and for proofreading your finished essay. • Always write in complete sentences and pay careful attention to grammar and spelling. Don't experiment with structures or words you are not confident about using correctly. • Write neatly. Examiners may give lower marks to essays they cannot read easily. Z) Common instructions in essay tests compare / contrast As you learned in Unit 6, compare / contrast paragraphs talk about similarities and differences. You can write one paragraph to compare and another to contrast, or compare and contrast a different idea related to your topic in each paragraph. discuss This broad term invites you to describe different ideas about a topic. Organise your discussion around a central thesis statement. explain, show how These instructions ask you to show cause and effect. You may also find instructions like these for a problem / solution essay, as discussed in Unit 7. show, describe, use examples Make sure that you provide specific details to support your points, as you practised in Unit 3. which This word asks you to make a choice. Often a question with which will also ask you to defend your choice, for example, Which solution would you recommend, and why? Make sure that you clearly indicate your choice in your answer. Don't try to write about each possibility. ESSAYS FOR EXAMINATIONS 89 2 Underline the most important part of the instructions in these essay questions. Discuss your answers with a partner or group. Talk about what kinds of information you would include in your answer. a. Compare and contrast state and private secondary school education in your country. b. Think of a story you have read which has also been made into a film. Describe the differences between the two versions. c. Show how the rise in popularity of communication by mobile phone has changed the ways in which young people communicate. d. Discuss three results of the Norman conquest of Great Britain in 1066. Which do you feci was the most important? e. Which environmental problem is the most significant in your community? Explain how your community can solve this problem. Answering directly O Essay test short cuts Time is limited, so it is a good idea to take certain 'short cuts' in essay tests. Most importantly, you should write a very short introduction—just one or two sentences is OK—which includes your thesis statement. Do not include the background information you might normally include in an essay. Make sure that your thesis statement directly answers the question. Your answer should show that you know the information that the test asks about. Extra information or any information that is not related to your topic will not help your mark. Your conclusion should also be brief. 3 Underline the key words of this essay question. Which effect of the California gold rush do you think had the biggest impact on the character of San Francisco today? 4 Tick (/) the introductions that answer the question in exercise 3 above directly. Write a cross [x] by the ones that contain unnecessary information or do not directly address the question. Discuss your answers with a partner. a. San Francisco is a fascinating city with a very special character. Each year, thousands of tourists from the United States and other countries visit San Francisco to enjoy its unique style. Many important events contributed to the character of San Francisco, including the California gold rush, the earthquake of 1906, Immigration from Mexico, and the rise of the computer industry. 3ut the gold rush was the most Important of these events. b. The effect of the California gold rush that had the biggest impact on the character of San Francisco today was the damage done by the mining to the rivers and surrounding land. 90 ESSAYS FOR EXAMINATIONS 12 Experts agree that the California gold rush had an impact on the state of California. In particular, San Francisco was affected by the gold rush. For example, many people came to San Francisco hoping to get rich during the late 1880s. It was a very exciting time. d. The California gold rush affected the character of San Francisco In many ways: the population Increased, the crime rate rose, land prices went up, rivers were damaged, and people seeking adventure chose ban Francisco as their destination. The character of San Francisco as an adventurous city, a place that attracts risk-takers and thrill-seekers, is the most important effect of the California gold rush of the 1880s. Managing your time Write a five-minute outline Before you write a test essay, write a quick outline. This is the easiest way to be sure that your answer includes all the necessary information and that you don't waste your time with unnecessary information. With practice, you should be able to write a brief outline in no more than five minutes, including the thesis statement and main ideas. Before you write anything else, write your outline at the top of the page. If you run out of time to finish your essay, your instructor will still be able to see your main ideas, and will know that you had a problem with time and not with the content. Topic: At university, would you rather live alone, with your family, or with a flatmate? Give reasons to support your answer. Sample outline 1: I. I would rather live with my family to save money. II. No rent III. Save money on food IV. Don't have to pay bills A. Electricity f3. Water C. Phone V. Conclusion: If I save on my living expenses, I will have enough money to pay for tuition and books. ESSAYS FOR EXAMINATIONS 91 Sample outline 2: /. Living alone is the best way for me to learn independence while I am at university. II. Will learn to take care of myself A. Cook my own food B. Do my own housework and washing III. Will learn to manage my money IV. Conclusion: University is a time not only to study, but to learn to be an independent adult. Living alone will help me learn how to handle this responsibility. ■-- Write a five-minute outline for each of these topics. Write a thesis statement, two or more main ideas, and a conclusion. When you have finished, compare your outlines in groups or with the whole class. a. Some people like to organise their own trips, and others like to travel on a professionally organised tour. Which do you prefer, and why? b. Your community is considering building a new shopping centre in the centre of town. Do you support or oppose this plan? Give specific reasons in your answer. c. Discuss why music is an important part of people's lives. d. What do you feel will be the most popular career choices for young people in your country in the next five years? Explain your answer with examples. e. Compare and contrast sending personal letters by e-mail and by post. Which do you prefer, and why? ESSAYS FOR EXAMINATIONS Z) Write your topic sentences first Some students like to first write the topic sentence for each main point on the answer sheet, leaving space to go back and fill in the details. If you choose this method, you can add information and examples to each paragraph until you finish or your time runs out. If you run out of time, you may leave out some details, but you won't leave out any main points. Living alone is the best way for me to learn independence while I am at university. One of the main benefits of living alone will be that I will learn to look after myself by cooking my own food and doing my own housework and washing. Another bene ft of living alone will be that I will learn to manage my money. University is a time not only to study, but to learn to be an independent adult Living alone will help me learn how to handle this responsibility. 6 For one of the five-minute outlines you wrote for exercise 5 on page 92, write a topic sentence for each main point. Checking your work Z) Check your work After you finish your essay, or at least five minutes before your time is up, take some time to check your work. Read the essay from beginning to end. Although you cannot read your essay out loud (unless you are alone), try to 'hear' what it would sound like in your head. • Did you answer all parts of the question? • Is your essay unified? Cross out any unrelated ideas. • Are words spelled correctly and written neatly? • Do your sentences sound clear? If you are not sure if your grammar is correct, try to say your ideas another way. • Did you erase or cross out any mistakes or stray marks? 7 You have already spent five minutes writing an outline for the topics in exercise 5 on page 92. Now choose one of those topics and spend another twenty minutes writing the essay. Then take five minutes to check your work. Then share your essay with a partner or small group. ESSAYS FOR EXAMINATIONS 93 Review 8 Work in groups of four. Divide into pairs. Pair A, look at the essay on English vocabulary in Unit 8, exercise 1 on page 57. Pair B, look at the essay on Chinese medicine in Unit 11, exercise 1 on page 79. Do the following: a. In pairs, write two or three essay questions about the information presented. Give your essay questions to the other pair. b. Individually, choose one of the questions the other pair wrote for you and write an answer based on the information given in the essay. You may use your textbook. Write a thirty-minute essay in this way: First, write a five-minute outline. Then, write your essay for twenty minutes. Finally, spend five minutes checking your work. c. Rejoin your group of four. Take turns reading your essays aloud. After one person reads the essay, the other group members should identify the thesis statement and main ideas. Tell the writer something you liked about the essay. 94 ESSAYS FOR EXAMINATIONS Additional Materials Sample essay: brainstorming 96 Sample essay: first draft 97 Sample essay: second draft 99 Punctuation 101 Sample information letter 103 Sample personal statement 104 Sample CV I I OS Sample CV 2 106 Addressing an envelope 107 Sample essay: brainstorming Assignment: Write an argument essay of 2-3 pages. First, choose a topic and brainstorm some ideas.Then, organise your ideas into an outline. After you have checked your outline carefully, write the first draft of your essay. Exchange drafts with a classmate, and give and receive peer feedback. Using those comments to guide you, prepare a final draft. Remember: All final drafts must be typed and double-spaced! Please hand in your brainstorming, outline, and first draft together with your final draft. fuels are dangerous stations break down -3 Mile Island (others?) workers' mistakes 96 The outline for this sample essay appears on page 65. ADDITIONAL MATERIALS Sample essay: first draft Z) The comments on the essay were written by one of the writer's classmates. Don't Support Nuclear Energy! Can you add some kind of introduction before giving your thesis statement? Even though it can provide the world with a source of electricity, nuclear power is not a good energy source because it is too expensive, the materials used in the pood thesis statement—very clear power stations are not safe, and there is a great possibility of accidents. Can you add a topic sentence to this paragraph? First of all, nuclear fuel is expensive. It must be taken out of the ground and transported great distances. As fuels are used up, they will become even more expensive, just as oil and gas have become more expensive. In addition, nuclear Can you explain this idea a little more? power stations are expensive to build and to operate. It is expensive to train workers. Needs transition You have used 'expensive' 5 times in the paragraph... Nuclear materials are not safe. When uranium is taken out of the ground, radioactive gas is released. This is not safe for the miners. Uranium itself is also not Why is uranium not safe? safe. Being around uranium is not safe for workers. Needs transition Nuclear waste is also dangerous. It is very radioactive, and it is difficult to dispose of it or even to store it safely. This is a very short paragraph... Nice transition Most significantly, there is always a possibility of nuclear accidents. The power stations themselves can fail when they get old or if they are not built correctly. The Nice specific example machinery can malfunction, too. In 1979, problems at the Three Mile Island nuclear power station in the United States resulted in radioactive materials escaping into the nearby community. More recently, equipment failures were responsible for accidents Can you explain what happened at these places? in power stations inTarapur, India (1992) and Darlington, Canada (1992). Can you add a transition? Workers at nuclear power plants can make mistakes. Perhaps the most famous of these incidents occurred at Chernobyl (in the former USSR) in 1986. Radioactivity from the Chernobyl accident was recorded as far away as Eastern ADDITIONAL MATERIALS 97 Good detail Europe, Scandinavia, and even Japan. Human error was responsible for power station Are these the only mistakes that have happened? accidents in Kola, Russia (1991) andTokaimura, Japan (1999). There is no way we can guarantee that workers will not make mistakes again in the future. Even natural disasters can affect nuclear power plants. An earthquake in Bulgaria in 1977 damaged the nuclear power plant in Kozloduy, and a big storm in Canyon give some comment about this? the Pacific Ocean in 1981 washed nuclear waste out into the ocean. It is true that oil and gas cannot supply all of the world's energy needs much Good restatement of thesis longer. However, we cannot replace them with an energy source that is too expensive and is dangerous from the time the fuels are taken out of the ground and even after the station is running. / think you need some kind of concluding sentence. What do you recommend instead of nuclear power? Good essay! You have a lot of information and specifc examples. Your arguments are very clear. Your organisation is good, too. 98 ADDITIONAL MATERIALS Sample essay: second draft Tian Chan Academic Writing Argument Essay, second Draft 15 May 2005 Don't Support Nuclear Energy! These days, it seems like everyone is worried about how the world will meet its energy demands when we have run out of oil and natural gas. Scientists and researchers are investigating such power sources as solar energy, wind energy, and even energy from hot rocks beneath the earth's surface. However, there is one energy source that I believe should not be developed any further. In fact, I believe that we should stop using it as soon as possible. Even though it can provide the world with a source of electricity, nuclear power is not a good energy source because it is too expensive, the materials used in the power stations are not safe, and there is a great possibility of accidents. Nuclear power is not an economical energy source. First of all, nuclear fuel is expensive. It must be taken out of the ground and transported great distances. As fuels are used up, they will become even more expensive, just as oil and gas have. In addition, nuclear power stations cost a lot of money to build and to operate because of the great care that must be taken with safety. Because the people who work in nuclear power stations must be highly trained specialists, salaries for workers are also high. In addition to being expensive, nuclear materials are not safe. When uranium is taken out of the ground, radioactive gas is released. This is not safe for the miners. Uranium itself is not safe either because of its high radioactivity. Because of this, people who work with nuclear fuels are at risk of cancer. As nuclear power stations run, they create nuclear waste, which also is dangerous. It is very radioactive, and it is difficult to dispose of or even to store safely. No town wants nuclear waste buried nearby, and for good reason. ADDITIONAL MATERIALS 99 -1 Most significantly, there is always a possibility of nuclear accidents. The power stations themselves can fail when they get old or if they are not built correctly. The machinery can malfunction, too. In 1979, problems at the Three Mile Island nuclear power station in the United States resulted in radioactive materials escaping into the nearby community. More recently, equipment failures were responsible for accidents in power stations inTarapur, India in 1992, and Darlington, Canada, also in 1992. Both of these accidents led to leaks of radioactive material. It is not just buildings and equipment which can fail, but people, too. Workers at nuclear power stations can make mistakes. Perhaps the most famous of these incidents occurred at Chernobyl, in the former USSR, in 1986. Radioactivity from the Chernobyl accident was recorded as far away as Eastern Europe, Scandinavia, and even Japan. Human error has been responsible for numerous power plant accidents. Some recent well-known examples include Kola, Russia, where workers accidentally caused an equipment failure in 1991, andTokaimura, Japan, in 1999. There is no way we can guarantee that workers will not make mistakes again in the future. Even natural disasters can affect nuclear power plants. An earthquake in Bulgaria in 1977 damaged the nuclear power plant in Kozloduy, and a big storm in the Pacific Ocean in 1981 washed nuclear waste from Moruroa out into the ocean. Of course, it is impossible for people to predict or to prevent events like this. Different types of severe weather or natural disasters can strike almost anywhere in the world. It is true that oil and gas cannot supply all of the world's energy needs much longer. However, we cannot replace them with an energy source that is expensive and dangerous, from the time the fuels are taken out of the ground to even after the plant is running. Instead, we must develop cheaper and, most importantly, safer types of energy to power our world. 100 ADDITIONAL MATERIALS Punctuation Here are some common rules for using punctuation in your writing. Of course, this is not a complete list. If you have further questions, check a grammar book or ask your teacher. Z) Capitalisation Always capitalise: • the first word of every sentence. • days of the week [Tuesday) and months of the year [April). • the first letter (only) of the names of people and places [Bangkok, Ayaka Seo). • the main words of a title, but not articles [a, an, the) or prepositions (words like to, of, for) or conjunctions [and, but), unless they are the first word in the title: The Three Things I Do in the Morning Z> Full stop ( .) A full stop comes at the end of a statement: An electronic dictionary is more convenient than a paper one. Z) Comma ( , ) Use a comma to separate a series of three or more items: I take a dictionary, a notebook and some paper to class every day. Use a comma before words like and, but, or, so, and yet to separate two parts of a sentence that each have a subject and a verb. She needed some work experience, so she got a part-time job. He did not study at all, but he still got 87% in the test. Use a comma after an introductory word or expression, such as However, Therefore, and In conclusion: However, the high price of electric cars means that most people cannot afford one. Z) Quotation marks ( ' ') Use quotation marks when you type or write the title of a book or film: 'Hamlet' was written by Shakespeare. When you use a word processor, you can use italics instead: Hamlet was written by Shakespeare. Use quotation marks to show the exact words someone said or wrote: The teacher announced, 'We're going to have an exam next week.' Shakespeare wrote, 'All the world's a stage'. Do not use quotation marks if you're reporting what another person said: The teacher said that we should study hard this week. Note: That, as used in the sentence above, usually indicates that the remark is not a direct quotation. ADDITIONAL MATERIALS 101 Z) Punctuation when using quotation marks If you are using expressions like he said or the girl remarked after the quotation, then use a comma and not a full stop at the end of the quoted sentence: 'We're going to have an exam next week,' announced the teacher. Use a full stop if the quoted sentence comes at the end: The professor announced, 'We're going to have an exam next week.' Notice how a comma is used after announced, above, to introduce the quotation. Full stops and commas are placed inside quotation marks. Exclamation marks and question marks may come inside or outside, depending on whether they are part of the quotation or part of the surrounding sentence: 'Do you know who wrote Hamlet?' asked the teacher. Do you know who said 'All the world's a stage'? Z) Quotation marks and capitalisation Capitalise the first letter of the word that begins a quotation. However, if an expression like she said interrupts the quotation and divides the sentence, then do not capitalise the first word of the part that finishes the quotation: 'Next week', said the teacher, 'we are going to have an exam.' The comma after week separates the quotation from the rest of the sentence. Use a capital letter only if the second part is a new, complete sentence: 'We'll have an exam next week,' explained the teacher. 'It will take thirty minutes.' Z) Advice for academic writing The following are not usually used in academic writing, although they are fine in informal situations, such as letters to your friends. • Brackets that give information which is not part of your main sentence: Mobile phones are useful (and besides, I think they look great). If your idea is important, it should be in a sentence of its own. If it is not important, it should not be in your text. • The abbreviation etc to continue a list. Instead, use a phrase like such as in your sentence: Students at my university come from countries such as China, India, and Australia. • Exclamation marks ( ! ). Instead, write strong sentences with plenty of details to show your reader your feelings: Angel Falls is one of the most spectacular natural wonders you will ever see. • An ellipsis (...) at the end of a sentence, to show that the sentence is not finished: The teacher said that I should study hard, so ... Instead, finish your sentence: The teacher said that I should study, so I should not go to the party tonight. 102 ADDITIONAL MATERIALS Sample information letter Sender's address bate the letter was written Admissions Office **- Central Midlands University Hunter Road Wellingham Shropshire WL2 3YC UK Ulsan-si 352 ponji Kyongsangnamdo Yaum-dong Korea E-mail hsk@yahoo.com 1 June 2005 - Receivers address Dear Sir or Madam Greeting I am writing to express an interest in the pre-sessional English courses at your university, which I learned of while searching the Internet. -*- Introduction I would appreciate any information you could provide about your courses. I am interested in studying English for one term, so I would like to know more about the courses you offer, the number of hours of classes per week and the tuition fees. In addition, it would be helpful if you could provide information about accommodation. I am interested in learning as much as possible about British culture, so if it is possible, I would like to live with a family. Main body Thank you in advance for your time and help. I look forward to receiving more information about your courses. ~*- Conclusion Yours faithfully Hijun Sil Kim Hyun Sil Kim Cli ose ure Signatt Sender's name ADDITIONAL MATERIALS 103 Sample personal statement What is a personal statement? When you apply to a college or university in Britain for an undergraduate or postgraduate degree, you are often asked to write a one-page personal statement. This is a short essay that tells the university why you are applying, and also why you would be a good student to have on their course. The essay below is from a Taiwanese student wishing to do a Master's Degree (MA) in Teaching English as a Foreign Language at Central Midlands University in Britain. - I have been interested in English since I was twelve, when my family took a trip to Australia. I thought then how useful and exciting it would be to talk to the people I met. It was not only the Australians who spoke English, but also other tourists we met who had travelled there from all over the world. Whether they were from Germany, Indonesia, or Brazil, their common language was English, and I wanted to share that language with them. I worked hard at my English studies at secondary school. I was a member of our school's English Conversation Club, and in my last year I was secretary of the club. I also took part in the national English Speech Contest for three years. At university, I studied English literature. I also had English conversation lessons at a private school two evenings a week. In addition, I made friends with some of the international students at my university, and we always spoke together in English. During my last two years at university, I took a part-time job tutoring university, primary and secondary school students in English grammar and conversation. Because of my long interest in English and my experience teaching English, I would like to become an EFL teacher. I have chosen to study in Britain so that I can also learn about the culture of an English-speaking country. I have heard about Central Midlands University from other graduates, and I am impressed with the classes offered there and the quality of the teaching. I think I would be a valuable addition to your EFL course because I could share my own experiences of learning English. I look forward to the opportunity to further my own knowledge of English and of British culture, and to meeting the challenges of both learning and teaching with the other students on the course. _ 104 ADDITIONAL MATERIALS Sample CV I Ibtisam Barwani PO Box 533 Muscat 110 Oman Tel 00 968 24413 558 E-mail ibarwani@omanmail com EDUCATION: 9/97-6/00 Sultan Qaboos University, Oman BSc in Management and Information 5/97-present Universal English School Studying business and conversational English 9/95-6/97 Omani High School, Muscat A levels in Business Studies, Economics and IT EXPERIENCE: 6/03-present Al-Amry Irrigation Company Assistant IT Manager 10/00-5/03 The British Council, Oman IT Coordinator SPECIAL SKILLS: • Webmaster (3 years' experience) • Native Arabic, advanced spoken and written English REFERENCES: Available upon request. ADDITIONAL MATERIALS 105 Sample CV 2 Tao Wang 401 Hui Xin Dong Li Block 4 Chao Yang District Beijing China 100029 Tel (00 86) 1064942572 E-mail tw29@sina.com WORK OBJECTIVE To obtain a job working in management and marketing for an international company. EDUCATION University of Central Wales June 2004 MSc in Business Administration Beijing University, China Feb 2000 OTHER QUALIFICATIONS Cymru Business Centre, Nov 2003 Newtown BA in Business Studies European Computer Driving Licence English Language Institute, University of Central Wales WORK EXPERIENCE University of Central Wales Sept 2003 Sept 2003-April 2004 Certificate from the English for University Studies Pre-sessional Course IT Help Desk Assistant • Responsible for answering queries at the IT Help Desk. • Provided assistance for students using the university computer rooms. • Assisted in maintaining equipment. Lian Wen, Da Lian, China April 2000-June 2003 Personal Assistant to the Managing Director • Responsible for sales and delivery of farming materials and supplies to farmers. • Conducted banking and financial transactions, including payroll distribution. • Coordinated and supervised staff of 10 in premises and materials management. • Developed and analysed marketing strategies for the sales of agricultural products. • Arranged and executed the purchase of inventory essential to business. ADDITIONAL SKILLS Languages Chinese (native), English (fluent, both written and oral) Computer Microsoft Office, Lexis-Nexis, Internet applications 106 ADDITIONAL MATERIALS Addressing an envelope Z) For a business letter: Ms Elizabeth Berriman Director English Language Institute Newington University Longbridge Campus London Road Hants NW2 9LA UK For a friendly letter: Karen Armstrong 9 Kennet Road Reading Berks RG3 2BN UK NB The writer's name and address can be written on the back of the envelope, at the top. Now, address an envelope from you to the following person: Mr Peter Saunders, Head of School, School of Business, University of North Wales, Machynlleth, Powys, Wales MCI 2XL ADDITIONAL MATERIALS 107 Answer Key Introduction: Process Writing The writing process 1 a. 3 b. 4 c. 8 d. 7 e. 2 f. 6 g. 1 h. 5 Review 3 Pre-writing • Step one: Choose a topic. • Step two: Gather ideas. • Step three: Decide which ideas you want to use and where to use them. Drafting • Step four: Write your paragraph or essay. Reviewing and revising • Step five: Check what you have written. Rewriting • Step six: May need to ... • explain something more clearly • add more details • Change your organisation. Steps 5 and 6 may be repeated many times. / Pre-Writing: Getting Ready to Write Choosing and narrowing down a topic l Answers will vary. Possible answers: a. festivals: The New Year's celebration in my country The origin of Halloween b. friends: My best friend at secondary school How to be a good friend c. my country: A typical dish from my country The seasons in my country d. dancing: Why I love dancing salsa Studying ballet taught me discipline e. cars: How I learnt to drive My favourite kind of car Brainstorming and editing 2-6 Answers will vary. 108 ANSWER KEY Review 7 1. narrow 2. broad 3. brainstorm 4. list 5. mapping 6. relevant 7. freewriting 8. fluency 9. accuracy 2 The Structure of a Paragraph Understanding a paragraph 1 a. Switzerland b. It is a country with beautiful mountains, delicious food, wonderful places to go sightseeing and polite people. c. • Many mountains - climbing them and skiing down them is fun. • Borders with five countries - France, Germany, Italy, Austria and Liechtenstein. • Four languages — German, French, Italian and Romansch. • Many cities and interesting places to visit. Paragraph organisation 2 If you dream of travelling to a country with beautiful mountains, delicious food, wonderful places to go sightseeing and polite people you should visit Switzerland. If you look at the map, the first thing you notice is that Switzerland has many mountains, including some of the highest in Europe. Climbing or skiing down the mountains is great fun. Another thing you will notice is that Switzerland shares its borders with five different countries: France, Germany, Italy, Austria and Liechtenstein. In fact, there are four official languages in Switzerland: German. French, Italian and Romansch. All these groups of people make Swiss culture very interesting. Finally, Switzerland has many cities and interesting places to visit. Cities such as Bern have modern buildings like the Paul Klee Zentrum, yet the traditional alpine refuges in the mountains show that the country's old traditions are still alive. All the people, places and things to see definitely make Switzerland a great place for a holiday. 3 Paragraph b is the good paragraph. It has a clear topic sentence, it has several supporting ideas that connect well to the topic sentence, and it has a clear concluding sentence. Problems with paragraph a: • Not enough supporting sentences to explain the various hobbies mentioned in the topic sentence; • The sentences about travelling and speaking different languages are not connected to the topic sentence. Problems with paragraph c: • Not enough supporting ideas to explain the topic sentence; • No concluding sentence. The topic and the main idea 4 a. (Switzerland) is a very interesting country to visit. b. (Dogs)make excellent pets. c. A really good place to study is (the library at) (my school. ) d. (Learning a foreign language) creates job opportunities. e. (Football) is my favourite sport because it is exciting to watch. f. One of the most valuable tools for students is (the computer.) g. (My sister and 1) have very different personalities. h. (Summer)is the best time to travel in my country. i. (My hometown)is a friendly place to live. 5 a. 3 b. 2 6 Answers will vary. Review 7 a. 3 b. 1 c. 2 8 a. topic sentence; paragraph; topic; main idea b. indented c. supporting sentences d. concluding sentence 3 The Development of a Paragraph Details 2 The topic sentence is the first one, You'll love working out at the Atlas Health Centre, and you'll love what it does for you! a. state-of-the-art exercise equipment b. large, air-conditioned rooms c. work out alone or with trainers d. staff nutrition experts e. aerobics, swimming, and kickboxing classes f. whirlpool bath and sauna Explanation 3 The topic sentence is the second one, My mother, who likes sewing, used this simple saying to teach me the value of working on problems when they are still small. a. The writer is trying to explain the meaning of the saying 'A stitch in time saves nine'. b. Answers will vary. Example 4 The topic sentence is the first one, Even when a first date is a disaster, a couple can still become friends. 5 Answers will vary. Possible answers: Because the writer had had a personal experience that illustrated the topic sentence; because the writer's personal story was funny and interesting; etc. Choosing a means of support 6 Answers will vary. Possible answers: a. explanation; example b. details; example c. details d. example; details e. details; explanation ANSWER KEY 109 7 Answers will vary. Concluding sentences 8 Exercise 3, concluding sentence: This simple sentence reminds me to make small repairs as soon as I can. It restates the topic sentence. Exercise 4, concluding sentence: Now that Greg and I are good friends, we can look back and laugh at how terrible that first date was! It sums up the information in the paragraph. 9 New concluding sentences will vary. Possible answers are provided below. a. means of support: example concluding sentence: yes (restates the topic sentence) b. means of support: details concluding sentence: no new concluding sentence: Learning about how the mind works makes psychology my favourite subject, (sums up the information) c. means of support: example concluding sentence: no new concluding sentence: / will never try to sing karaoke again! (sums up the information) d. means of support: details concluding sentence: yes (both sums lip the information and restates the topic sentence) e. means of support: explanation concluding sentence: no new concluding sentence: Someone who likes me the way I am is a good friend for me. (restates the topic sentence) Peer editing 10 a. Seven comments are statements; four are questions. b. Questions are softer and more polite; questions let the writer decide what to do. c. To let the writer know that they could be easily identified. d. Answers will vary. e. The writer should read the comments, make some changes, and rewrite the paragraph. f. Yes, the writer did use the suggestions. Giving constructive suggestions n In items a-g, the best choices are the most polite. For item h, the most helpful comment is the one that tells the writer why the paragraph was effective. a. Can you make this topic sentence stronger? b. Did you remember a concluding sentence? c. Please explain more about your holiday. Where did you stay? What did you do during the day? d. I'm not sure what this part means. e. I think this sentence should come before the next one. f. I think these two sentences are really saying the same thing. g. Your paragraph is about your brother, but this sentence is about your sister. Are you sure it's relevant? h. I like your topic sentence because it has a strong main idea. Your example is funny. I wish I could meet your brother! 12 Answers will vary. 13 Paragraphs will vary. 14 False statements can be corrected in more than one way. Possible answers: a. T b. T c. F; A detail is a specific description. An example is sometimes a short personal story. d. F; The concluding sentence uses different words from the topic sentence. e. F; The concluding sentence should not finish the paragraph with a new idea. f. F; A peer editor should not mark any spelling or grammatical mistakes. g- T h. F; Peer editing helps the writer and the reader. i. F; If a peer editor can't understand something that you wrote, then you know there may be a problem with his or her reading or your writing. j, T 110 ANSWER KEY 4 Descriptive and Process Paragraphs Descriptive paragraphs 1 Answers will vary. 2 popular, beautiful, white, amazed, tree-lined, fast-moving, loud, roaring, cool, unforgettable Describing the place around you 3 down the street from, on, in, on either side of, with, into, in, around, at, in, near, at, on, at, from, with, in Describing a character 4 Answers will vary. 5 Answers will vary. Possible answers: Personality Physical Characteristics shy brown-, black-, blue-, quiet green-eyed talkative muscular friendly petite stocky 6 (not) big, tiny, thin, strong, happy, patient, good (advice), (I didn't need to be) afraid, (she never got) annoyed, interesting (stories), best (friend) 7 Answers will vary. 8 Answers will vary. Process paragraphs 9 a. topic sentence: Brown rice and vegetables is a simple and delicious meal to make. concluding sentence: Now you are ready to enjoy your delicious brown rice and vegetables! b. 1. Cook the rice. 2. Cut the vegetables into one-inch pieces. 3. Heat the oil, chilli sauce, and garlic. 4. Add the vegetables and fry them. 5. Stir in the cooked rice. 6. Add salt and pepper. 7. Put the rice and vegetables into a bowl and serve with tomatoes and spring onions on top. c. Transition words and phrases connect the sentences together. First; Then; Next; After that; Now; After; Finally; Now Transitions 10 Answers will vary. Possible answers: now; when; at first; to begin / start with; first of all; afterwards; later; lastly 11 Answers will vary. Possible answers: a. First / First of all b. before c. After d. Next e. While / When f. next g. Finally Ordering sentences 12 a. 2 b. 4 c. 6 d. 5 e. 3 f. 7 g. 1 13 Answers will vary. Review 14 Paragraphs will vary. One possible answer: I live next to a beautiful park. The park is quite large and has a lot of nice, green trees and grass. There is a small lake in the park where you can see people enjoying many different activities, such as swimming, fishing, boating, and other outdoor sports. In addition, there are many comfortable places to sit and relax. If you feel like walking or jogging, there are a lot of well-planned paths that you can take, and everywhere you go you can see beautiful flowers in all sorts of colours. I really enjoy spending time in this park. ANSWER KEY 111 5 Opinion Paragraphs An opinion paragraph 1 a. The first sentence expresses the main idea. b. The writer is trying to convince other people in his town to ride bicycles. He wrote the letter to show them why they should ride bicycles. c. Sentences and phrases that show an opinion are: More people should ride bicycles into town; Car traffic in town is terrible; parking places are hard to find; pollution from cars is a real problem; Citizens ... ought to try this non-polluting form of transport. Cycling is good exercise; The city must not allow this problem to get worse; people should ride bicycles to work and school. d. The writer included a fact (seventy-three percent of all workers drove their own car to work) to support his opinion. 8 a. should b. can't c. must d. could e. should f. ought to Expressing opinions: class survey 9 Answers will vary. 10 Answers will vary. 11 Answers will vary Connectors of cause and effect 12 Because petrol is becoming scarce and expensive. (we should develop electric cars) (We should develop electric cars?) since petrol is becoming scarce and expensive. The transitions come before the causes. 1 Answers may vary. a. O or B e. F b. O f. OorB c. F g. B d. B h. O or B 3 Use opinions: editorials in newspapers and magazines, personal essays, restaurant reviews, etc. Use facts: business reports, summaries or minutes of meetings, encyclopaedia entries, etc. 4 a. O b. O c. F d. F e. O f. F g. O h. O 5 Answers will vary. 6 Answers will vary. Modal auxiliaries 7 should; ought to; must not; should Petrol is becoming scarce and expensive, so (we should develop electric cars) Petrol is becoming scarce and expensive. Therefore, (we should develop electric cars) The transitions come before the results. 13 a. , so b. because or since c. Because or Since d. , so e. , because or , since f. Therefore, 14 a. The city doesn't have enough money, so we ought to increase council tax. b. I'm going to leave my part-time job because I don't have enough time for my homework. Because I don't have enough time for my homework, I'm going to leave my part-time job. c. Some plants and trees have been dying since this summer has been very dry. Since this summer has been very dry, some plants and trees have been dying. d. Many students are graduating with nursing degrees. Therefore, it might be hard for nurses to find jobs in the future. e. My friends all recommend that restaurant, so I will try it this weekend. 112 ANSWER KEY 15 Answers will vary. Writing an opinion paragraph 16 Paragraphs will vary. Review 17 a. 8 b. 5 c. 11 d. 2 e. 9 f. 13 g. 4 h. 7 i. 6 j. 10 k. 1 1. 12 m. 3 18 Paragraphs will vary; one possibility is given below. Mobile phones should not be allowed in cinemas. For instance, last night, I went to see a film with my friend. It was a thriller. At the most exciting moment, the actors didn't speak, and only quiet music was playing. It was very exciting, so my friend and I leaned forward listening carefully. Suddenly, we heard a loud sound—a silly tune. The man behind us had a mobile phone, and he was receiving a call. In addition, he decided to answer it, so he spoke out loud to his friend. Because it was very distracting, my friend and I felt annoyed. Therefore, we feel that people should turn off their cell phones when they watch a film, or not bring them at all! 6 Comparison I Contrast Paragraphs Choosing a topic 1 Answers will vary. Comparing and contrasting 2 a. living with a host family and living in a flat in a hall of residence on the campus b. Contrasting. The topic sentence in paragraph two says but I want to live in a shared flat in a hall of residence on the campus, which signals that contrasting ideas will be given. Also, transitions and transition phrases such as on the other hand and However show contrast. Comparative and contrastive structures 3 a. similar lo c. Both ... and b. Likewise. / Similarly, d. as ... as 4 a. but / while / though b. different from c. On the other hand, / However, d. more ... than Similarities and differences 5 Possible sentences showing similarities: Both cars have a clear 'For sale' sign. Another similarity between the two cars is that they are both made in Germany. Car 1 is the same colour as car 2. A dog is sitting in the passenger seat of car 1. Likewise, car 2 has a dog sitting in the passenger seat. Possible sentences describing differences: Car 1 has four doors, while car 2 has only two. Car 2 is £100,000. but car 1 is only £1,000. Car 2 is smaller than car 1. The top speed of car 1 is 50 mph. On the other hand, car 2's top speed is 150 mph. Comparison I contrast organization 6 a. Paragraph 1 mostly contrasts, and Paragraph 2 mostly compares. b. Outline for Paragraph 1: Topic A—reading a book 1. Use imagination; descriptions of people, places, things let you see the pictures in your mind. 2. Conversations with descriptions of how people look or feel let you create the characters in your mind. Topic B—seeing a film 1. Imagination not needed; pictures on screen give all necessary details. 2. Conversations are spoken aloud, so just watch and listen; feelings of people come from their faces, bodies, voices. Outline for Paragraph 2: First point of comparison—difficult childhood Al: Monroe—many years in orphanage Bl: Diana—mother left family ANSWER KEY 113 Second point of comparison—later lives—married famous men Al: Diana—married Prince Charles; separated Bl: Monroe—married famous baseball player, famous writer; separated Third point of comparison—popular Al: Diana—friendly, called 'The people's princess' Bl: Monroe—sexy but well-liked, seemed innocent Fourth point of comparison —had emotional problems Al: Monroe—serious depression, went to hospital for help Bl: Diana—eating problem, had depression Fifth point of comparison—deaths Al: Monroe—died in 1962 at age 36 Bl: Diana—died in 1997 at age 36 7 The second paragraph in exercise 2 on page 41 uses point-by-point organisation. first point—living arrangements and freedom second point—food 8 Similarities Differences • Played outdoors. • Tennis can also be • Played with at played indoors, least two people. • Tennis is played on a • Both men and court with a net. women play. • Golf is played on a • A ball is hit. large area. • Accuracy is • Tennis uses a racket to important. hit a ball. • Golf uses clubs to hit a ball. • Tennis is fairly cheap to play. • Golf is expensive to play in some countries. • Speed is an important skill for tennis. 9 Paragraphs will vary. Advantages and disadvantages 10 The paragraph discusses the advantages of studying abroad and in your own country. Supporting points: living in another country: • exciting, new, and different • challenging; therefore, develops courage and self-confidenne • great way to learn another language • good way to learn about another culture staying in own country: • cheaper; therefore, can save money • everything is familiar; no need to study in another language; culture and expectations of classes are clear • close to family and friends 11 Paragraphs will vary. 12 Answers will vary. 13 a. D b. A c. D d. A e. A f. D g. D h. A i. A j. D 14 Paragraphs will vary. 7 Problem I Solution Paragraphs Problems and solutions 1 • The main idea of the first paragraph is that deforestation is a problem. • The topic sentence is the first one, Deforestation is a serious problem because forests and trees aren't just pretty to look at, they do an important job of making the earth's environment suitable for life. 2 a. The first paragraph is developed by details. The supporting ideas are that trees clean the air, store water, preserve soil, and provide homes for animals; that trees supply food, fuel, wood products, and paper products; that deforestation may change the climate, cause floods, and cause the death of animals. 114 ANSWER KEY b. The supporting ideas show the importance of trees. c. The main idea of the second paragraph is that individuals can prevent deforestation by using less paper. The topic sentence is the fourth one, Here's one simple suggestion that everyone can try: use less paper. d. The writer offers one solution to deforestation: Use less paper. The writer offers three ways to do this: reduce, reuse, and recycle. e. Both paragraphs have concluding sentences (the last sentence of each paragraph). Writing about problems 3 Answers will vary. if deforestation continues, the world's climate may change if a lot of people make small changes in their lifestyle, the effect can be great; If you use less paper, fewer trees will be cut for paper making; If you follow the three Rs—reduce, reuse, and recycle—you can help save the world's forests. a. use; could get b. will do; don't get c. want; exercise; don't eat d. fly; will be e. can be; think f. will go; find Writing solutions 11 Answers will vary. Possible answers are: • borrow money from my friends: weak • sell some of my things: OK • ask my parents for money: OK • go busking with my guitar: weak • get a part-time job: strong • drop out of university and get a full-time job: weak • buy lottery tickets: weak • ride my bike to university instead of using public transport: strong • ask my lecturers for money: weak • buy fewer CDs and new clothes: strong 12 Paragraphs will vary. 13 Answers will vary. Review 14 Additional problems and solutions will vary. problems solutions noisy flatmate flatmate is messy argue about how to decorate flat fighting causes stress make cleaning rota set aside quiet time for studying each person decorates half of the flat talk each week about concerns 6 Answers will vary. 7 Answers will vary. 8 Paragraphs will vary. Linking problems with solutions 9 One solution to the problem of deforestation is to ... One answer is to ... A second answer is to ... A final answer is to ... 10 Answers will vary. 15 Paragraphs will vary. 8 The Structure of an Essay The structure of an essay 1 Introduction: first paragraph Main body paragraphs: second and third paragraphs Conclusion: fourth paragraph Thesis statements 2 The thesis statement is the last one in the first paragraph: African Americans, too, have both contributed new words to English and changed the meanings of some existing words. ANSWER KEY 115 3 a. Thesis statement: The UK can be divided into different regions that each has its own characteristic foods influenced by cultures of the people who live there. Topic: British food Main idea: Each region has its own characteristic foods influenced by the cultures of the people who live there. b. Thesis statement: As a result of human population growth, deforestation and hunting, the number of koalas has declined. Topic: koalas Main idea: number declining due to human population growth, deforestation and hunting c. Thesis statement: No two Taoist gardens are exactly alike, but all Taoist gardens include four essential elements: water, mountains, buildings, and bridges. Topic: Taoist gardens Main idea: all Taoist gardens include the elements water, mountains, buildings, and bridges 4 a. F b. N c. F d. / e. N f. F g. / h. N i. F j. / Writing thesis statements 5 a. Main body paragraphs: one paragraph per region, describing what the food and culture in each region is like and how it is different from the others b. Main body paragraphs: three paragraphs that each discuss one of the three causes for koala bears' decline—human population growth, deforestation, and hunting c. Main body paragraphs: four paragraphs that each discuss one of the four elements—water, mountains, buildings, and bridges 6 Answers will vary. 7 Answers will vary. 8 Answers will vary. Review 9 1. main 2. paragraph 3. idea 4. essay 5. supporting 6. main body 7. concluding 8. conclusion 9 Outlining an Essay Looking at an outline 1 a. Nuclear power is not a good energy source for the world. b. It will have three paragraphs in the main body. c. The third paragraph will have two supporting points: Nuclear fuels are dangerous and Nuclear waste products are dangerous. d. There will be eight details in the fourth paragraph: Three Mile Island, USA (1979); Tarapur, India (1992): Darlington, Canada (1992); Chernobyl, USSR (1986); Kola, Russia (1991); Tokaimura, Japan (1999); Earthquake: Kozloduy, Bulgaria (1977); Tornado: Moruroa, the Pacific (1981). Writing an outline 2 I. Thesis statement: African Americans, too, have both contributed new words to English and changed the meanings of some existing words. II. Words introduced by African Americans (who came as slaves) A. OK 1. From an African language 2. Now used all over the world to mean all right B. Jazz 1. Came from African American musicians in New Orleans 2. Exact origin unknown III. Words whose meanings changed over time A. Cool 1. Original meaning 2. New meanings B. Square 1. Original meaning 2. New meaning IV. Conclusion: Existing ethnic groups in the 116 ANSWER KEY United States as well as new immigrants will certainly continue to bring new words to English and give fresh meanings to existing words. 3 a. S b. M c. S d. S e. M f. S g. S h. S i. S j. T k. S 1. C m. M 4 I. Doing yoga regularly can be good for your mind, your body, and your emotions. II. Mental benefits A. Develops clear thinking B. Improves concentration III. Physical benefits A. Makes you strong and flexible B. Improves blood circulation C. Improves digestion IV. Emotional benefits A. Develops self-confidence B. Reduces fear, anger, and worry C. Helps you feel calm and peaceful V. Therefore, to build mental, physical, and emotional health, consider doing yoga. Evaluating an outline 5 I. • OK. II. • Points B and C should be swapped (dates in the wrong order). • Point E should be deleted (not relevant). ITT. • III and IV should be swapped. • Point A might include a second category of people who come to San Francisco to get rich. • Point B should be deleted (not relevant). • Point C3 should be deleted (not relevant). • Point D could be more specific. • Point F should be deleted (not a separate subpoint; it might be mentioned in a topic sentence, however). • Point G could be more specific. IV. • Point B should discuss expenses for food and clothing (to be parallel with the section on San Francisco today). V. • OK. 6 Answers will vary. 7 Answers will vary. Review 8 Answers will vary. Sample answer: I. Mary enjoys both indoor and outdoor hobbies. II. Indoor hobbies A. Reading 1. Novels 2. Poetry B. Sewing C. Listening to music 1. Pop 2. Jazz III. Outdoor hobbies A. Walking 1. Mountain climbing 2. Around town B. Bird watching C. Canoeing IV. Both Mary's indoor and outdoor hobbies are activities that she enjoys doing by herself. 9 Answers will vary. 10 Answers will vary. ANSWER KEY 117 / 0 Introductions and Conclusions The introduction 1 Line 1: English has been influenced by other countries and groups. Line 2: Some words are borrowed from other languages. Lines 3 and 4: African Americans have contributed and changed words. 2 Answers may vary. a. X—Too short. The writer could add one or two more sentences with information about changes in families. Also, there is no interesting information to draw the reader in. Some statistics or examples could be added at the beginning. b. ✓ c. /—The introduction doesn't have a thesis statement. A possible thesis statement: Stargazing is a valuable way to learn about our world as well as outer space. If a different thesis statement is chosen, some of the details in the introduction may be too specific or not relevant. d. /—Too long, with some information that is not relevant. The writer should delete These cities are popular tourist destinations with many interesting sights and Jazz originated in the American South in the early twentieth century e. X—Too short; also, the sentences are not related closely enough. One of the ideas needs to be chosen and developed into an introductory paragraph. Types of information 3 a. personal experience b. facts c. facts, an interesting quotation 4 Answers will vary. The conclusion 5 a. The conclusion restates the thesis and makes a final comment about the essay's main idea. b. The first sentence, 'English owes some of its interesting and colourful vocabulary to African Americans' restates the thesis statement. 6 a. 3 b. 1 c. 5 d. 2 e. 6 f. 4 7 Paragraph b is the best concluding paragraph. Paragraph a discusses health problems and paragraph c discusses how immigrants bring customs from their native countries to Britain. Only b summarises the information about how British food has been influenced by other cultures. 8 Answers will vary. Review 9 1. interest 2. facts 3. story 4. quotation 5. topic 6. information 7. thesis 8. summarises 9. restates lu. comment 11. action 10 Answers will vary. / / Unity and Coherence Unity in writing l a. Thesis statement: The philosophy of Chinese medicine is not the same as the philosophy of modern medicine, but it is useful for curing many health problems. b. Topic sentences: First main body paragraph: Modern medicine focuses on illness. Second main body paragraph: Instead of focusing on a patient's health problems, Chinese medicine tries to make the patient's whole body well again. c. Supporting ideas: First main body paragraph: • In modern medicine, a patient with a cough gets medicine to stop the cough. • Different medicine given for fever. • Same medicine given to all people. 118 ANSWER KEY • Philosophy of modern medicine—stop problems quickly. Second main body paragraph: • Chinese medicine—two types of energy in people. • One type is yin (passive). • Second type is yang (active). • Healthy when there is equal balance of energy. • Imbalance means person is unhealthy. • Don't stop illness by giving medicine. • Herbs given to restore balance, so illness stops naturally. d. The essay is unified. Editing an essay for unity 2 The text that should be removed is the following: All the sentences beginning from Another Frenchman, Louis Braille ... to ... a training school for teachers of the deaf. These sentences don't relate to the topic of the essay, which is sign language. Coherence in writing 3 The essay in exercise 1 uses comparison / contrast organisation. The topic of modern medicine is contrasted with Chinese medicine. It has block style organisation. The essay in exercise 2 has chronological organisation. The main body paragraphs are organised by different periods in history. Cohesive devices 4 Answers will vary. Possible answers: 1. Instead 2. Specifically / In particular 3. for example / for instance 4. Instead / Rather 5. As a result / Therefore / Thus 5 a. the city / Barcelona b. Barcelona c. the Barrio Goticos / Barri Gotics d. Barcelona's e. Catalan speakers in and around Barcelona f. in Barcelona g. all of the previous supporting points in the paragraph G • transition use—first, another, and • pronoun reference—these signs (the signs used by a group of deaf people in Paris); he (L'Epee, Thomas Gallaudet); this time (in 1815, travelling in Europe); it (American Sign Language) • repetition of key words—sign language / signs, deaf, developed / development 7 Answers will vary. Ho Chi Minh City, located on the Mekong River in Vietnam, is a fascinating destination for travellers to Southeast Asia. It was once an important trading centre for the French in Southeast Asia, and the influence of French culture can still be felt. For example, many people, especially the older generations, learned French in school and still can speak it very well. In addition, some cafes serve French-style bread and pastries in Ho Chi Minh City, and expensive hotels and restaurants serve French food. Another sign of French influence is that many of the buildings in the city are built in French style. There are also many museums and monuments documenting the country's long—and often bloody—history. The Vietnamese and the French also fought, but the French eventually left the country. If you're looking for a unique city to visit in Southeast Asia, Ho Chi Minh City is an attractive choice. 8 Answers will vary. 9 Answers will vary. 10 Answers will vary. Review 11 a. 1. before Meaning: Don't think about future rewards (such as money) until they actually appear. b. 2. When Meaning: If you are facing a bad or difficult situation, try to make something good from it. c. 3. when Meaning: Time passes very quickly when you are enjoying yourself. d. 2. but ANSWER KEY 119 Meaning: You can suggest an idea or give someone advice, but you cannot make the person listen to or follow the advice. e. 2. and, and Meaning: People prefer to be around someone who is in a good mood. f. 3. until Meaning: You don't know how important something is to you until you lose it. 12 Answers will vary. / 2 Essays for Examinations Timed essays 1 Answers will vary. Possible answers: a. Students' own answers b. Students' own answers c. For university entrance examinations; for tests in English classes; for tests in subject-matter classes taught in English d. Pressure is increased; less time is spent on preparing and checking your work; no peer feedback; only one draft is written e. Students' own answers Instructions for timed essays 2 Answers will vary. Possible answers: a. Compare and contrast state and private secondary school education in your country. b. Think of a story you have read which has also been made into a film. Describe the differences between the two versions. c. Show how the rise in popularity of communication by mobile phone has changed the ways in which young people communicate. d. Discuss three results of the Norman conquest of Britain in 1066. Which do you feel was the most important? e. Which environmental problem is the most significant in your community? Explain how your community can solve this problem. Answering directly 3 Answers will vary. Possible answer: Which effect of the California gold rush do you think had the biggest impact on the character of San Francisco today? 4 a. X There are too many general sentences [San Francisco is a fascinating city Each year, thousands of tourists ... Many important events ...). This would be OK in an essay written as coursework, but takes too much time in a test situation and is not relevant information. In addition, the writer does not say which effect of the gold rush was the most important. b. / It answers the question clearly and directly. c. X The first sentence is too general. The writer doesn't clearly slate which effect of the gold rush was the most important; the use of for example makes it sound like the writer will also discuss other effects. It was a very exciting time is not necessary. d. X The writer lists many effects of the gold rush, but does not choose the most important one. e. / It answers the question clearly and directly. Managing your time 5 Answers will vary. 6 Answers will vary. Checking your work 7 Answers will vary. Review 8 Answers will vary. 120 ANSWER KEY Photocopiable Materials Writing survey Peer feedback—paragraph Peer feedback—essay Paragraph evaluation form Essay evaluation form Error log chart Error code Error log exercises Error log exercises answer key Writing survey 1. Answer the questions. a. What types of writing do you do in your native language at least once a month? Add to the list. □ essays 1 letters □ n lists n n e-mail n diary n yes no □ □ □ □ □ □ n 1 -| □ b. What type of writing is the most enjoyable? What type is the least enjoyable? Why? c. How often do you write in English? What do you write in English? d. Will you write in English in the future? What kinds of things will you write? e. When you write: Do you write with pencil and paper? Do you use a computer? Do you use a dictionary? Do you make notes before you write? Do you write your text in your native language first? Do you write your text more than once? f. How easy are these things when you write in English? Circle the most appropriate number. (1 = very easy, 2 = quite easy, 3 = quite challenging, 4 = very challenging) grammar 12 3 4 expressing myself 12 3 4 vocabulary / finding the right word 12 3 4 getting ideas 12 3 4 writing something interesting 12 3 4 writing something beautiful 12 3 4 writing something original 12 3 4 writing something intellectual 12 3 4 g. What do you hope to learn from this class? 2. Share your answers with a partner or small group. 122 © Macmillan Publishers Limited, 2005. This page may be photocopied and used within the class. Peer feedback—paragraph Writer's name: Reader's name: Assignment: 1. What is the topic of the paragraph? What is the main idea? 2. Does the paragraph have a topic sentence? If so, write it here. 3. Does each sentence support the topic sentence? If not, which sentence or sentences do not belong? 4. Does the paragraph have a concluding sentence? If so, does it restate the topic sentence or sum up the information? 5. Are there any places where the writer could add more details? Do you have any questions for the writer? 6. What are some good things about this paragraph? © Macmillan Publishers Limited, 2005. This page may be photocopied and used within the class. Peer feedback—essay Writer's name: Reader's name: Assignment: 1. What is the topic of the essay? What is the main idea? 2. Read the introduction. Is it interesting? Does it give some background information? Does it include a thesis statement? If so, write it here: 3. Does each paragraph in the main body support the thesis statement? Write the topic sentence of each paragraph in the main body here: 4. Are there any places where the writer could add more details? Do you have any questions for the writer? 5. Is there a conclusion to the essay? Does it restate the thesis or sum up the information or flow logically from the ideas in the essay? Does it contain any new points? 6. What are some good things about this essay? 124 © Macmillan Publishers Limited, 2005. This page may be photocopied and used within the class. Paragraph evaluation form Writer: Assignment: Final mark: Comments Mark Topic sentence / main idea Paragraph unity Paragraph coherence Language use Strengths of the paragraph Weaknesses of the paragraph © Macmillan Publishers Limited, 2005. This page may be photocopied and used within the class. 125 Essay evaluation form Writer: Assignment: Final mark: Comments Mark Introduction / thesis statement Main body paragraphs Essay unity and coherence Conclusion Language use Strengths of the essay Weaknesses of the essay 126 © Macmillan Publishers Limited, 2005. This page may be photocopied and used within the class. Error log chart Assignment Type of error sp wf wc wo sing Pi art inf ? pron s / v v-tense v-form v-pass cs ro frag CO infin / ger X prep punct c 1 A i Macmillan Publishers Limited, 2005. This page may be photocopied and used within the class. 127 Error code The symbols from the error log chart are explained below with an example sentence given for each type of error. The correction is given in brackets. sp = spelling wf = word form wc = word choice wo = word order sing = singular noun pi = plural noun art = article inf = too informal ? = meaning unclear pron = pronoun s / v = subject / verb agreement v-tense = verb tense v-form = verb form v-pass = passive verb cs = comma splice ro = run-on sentence frag = fragment co = connecting word inf / ger = infinitive / gerund line through word = delete prep = preposition punct = punctuation c = capitalisation f = start a new paragraph A = add a word The boy was afeared of the dog. (afraid) They were education in many different countries, (educated) We bought the rug after describing the price, (discussing) Amanda is reading always on her bed. (is always reading) )ohn works as an investment brokers, (broker) There are many advantage of living abroad, (advantages) A enthusiastic employee is an asset for a company. (An) The committee is not gonna change the plans of the project, (going to) The government plans to create every child goes to school, (plans to create a fund allowing every child to go to school) The company's profits continue to be good, so it will expand your product line, (its) Several people from my country attends the class, (attend) Last year, we go to visit relatives in a neighbouring city, (went) I will be go to the dentist next week, (will go) The workers forced to work for twelve hours by management, (were forced) The shop ended its sale, it marked up the remaining goods. ( ... sale, and it ... ) If the temperature drops, the lake will freeze last year it froze for several months. ( ... freeze. Last year ... ) Because the cinema was old and no longer in use. (Because ... in use, it was closed and the property was sold.) Examples: While we finished dinner, we went to meet the new neighbours. (After) The laboratory lacks modern equipment, or it is still used for many experiments, (but) The law attempts ending smoking in all public buildings, (to end) Several countries have signed te the peace treaty. ( ... have signed the peace treaty.) Donations were given into the charity, (to) The summer is long hot and humid. ( ... long, hot, and ... ) Number 10 Downing Street is the place of residence for the prime minister of the UK. (Number 10 Downing Street) CompletionAthe project is expected in six to eight months. (Completion of the project ... ) (prep) 128 © Macmillan Publishers Limited, 2005. This page may be photocopied and used within the class. Error log exercises 1. Correct the errors in the following sentences. a. Casinos attracting elderly people by offering them free gifts, (v-form) b. Football and American football are both very exciting game for spectators, (pl) c. Watching too much television can have A negative effect on children, (art) d. She concerns about the amount of money she spends with credit cards, (v-pass) e. Although the population is increasing in larger cities, (frag) f. The first step in applying to a university is to completion an application form, (wfj g. In the past ten years, most of the country's revenue will be spent on construction of the new transport system. (v-tense) h. Lecturers are expekted to mark students' work fairly, (sp) 2. Find six errors in the following paragraph and correct them: inf / ger, v-form, wc, pl, wf, and A. Regularly exercise helps people's physical and mental health. In particular, active exercises like cycling, playing basketball, to jog, playing tennis, or walking can all be especially helpful for people's health. When people do these types of exercise three to five time per week, they can received many benefits such as reducing their weight, decreasing their blood pressure and heart rate, and getting stronger muscles. Moreover, exercise helps people feel better mentally because it can help reduce feelings of sadness, anger, or worry. There are certain chemicals in the brain that increase during people exercise, and this often makes them feel happier. With regular exercise, people can take care themselves and enjoy a better life. © Macmillan Publishers Limited. 2005. This page may be photocopied and used within the class. Error log exercises answer key Answers 1 a. attract b. games c. a d. is concerned e. Answers will vary. Answers should be full sentences f. complete g. was spent h. expected 2 inf / ger: line 2, to jog -> jogging v-form: line 3, received -* receive wc: line 6, during -* when pi: line 3, rime -> times wf: line 1, Regularly -* Regular A line 7, care themselves -> care of themselves 130 131 A 2^ \ ^cDO £c Macmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 1-4050-8606-8 Text © Dorothy E. Zemach and Lisa A. Rumisek 2003 Design and illustration © Macmillan Publishers Limited 2003 First published 2003 This edition 2005 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Note to teachers Photocopies may be made, for classroom use, of pages 122-129 without the prior written permission of Macmillan Publishers Limited. However, please note that the copyright law, which does not normally permit multiple copying of published material, applies to the rest of this book. Designed by Glynis Edwards Project managed by Lewis Lansford Illustrated by Jackson Graham, Sophie Grillet, Stuart Perry Cover design by Andrew Oliver Cover photo by Stock Connection Distribution/Alamy Authors' acknowledgements Dorothy E. Zemach thanks students in the Academic English for International Students writing courses at the University of Oregon, who tried out many of the exercises in the book and provided valuable comments and suggestions. Special thanks to Lewis Lansford and David Williamson. Before I started writing, I used to wonder why authors thanked editors. But now I know! Lisa A. Rumisek thanks Lisa von Reichbauer, instructor in the English Language Institute at Central Michigan University and the students in the Intensive English program who kindly helped pilot many of the Printed and bound in Spain by Edelvives exercises in the book and provided helpful comments and suggestions. Special thanks to Lewis Lansford and 2009 2008 2007 2006 2005 David Williamson. 10987654321 The publishers would like to thank the following for their assistance in the development of this course (in alphabetical order): Stuart Bowie, Kevin Cleary, Chris Cottam, Clyde Fowle. Takashi Hata, Jeong Sook Lee, Pearl Lin, Steve Maginu, David Parker, Thawatchai Pattarawongvisut, Cristina Roberts, Gordon Robson, Satoshi Saito. Maria-Luiza Santos, Sandra Wu, Jinsoo Yoon The authors and publishers would like to thank the following for permission to reproduce the following photographic material: Alamy pp26 ©Glen Allison, 84 ©Johan Furusjo; Corbis pp28 ©Jed and Kaoru Share, 30 ©Stuart Westmorland, 33 ©Anne W. Krausel, 38 ©Paul Barton, 58 ©r-f Corbis, 75(tm) ©Layne Kennedy; Edifice p25(r) ©I Dunnel; Empics pl5; Getty Images: p76 ©Richard LAnson/Lonely Planet Images: Stone pp25(l), 51. 60, 66, 75(tl, bm), 78/9: Taxi ppl7, 65, 92: The Imagebank pp75(r); Sally & Richard Greenhill Photographers pl4; LondonStills ©www.londonstills.com p32; Photolibrary.com pll: Rex Features p37; Topham Picturepoint p68; Travel Ink p86 ©Travel Ink/Colin Marshall. Academic Writing from paragraph to essay Academic Writing has been written for intermediate level students who are preparing to study, or are already studying, in an academic environment and need to improve their writing skills. Academic Writing provides students with a variety of group, pair and individual planning and writing tasks plenty of practice to help with each stage of the writing process models of writing that are based on real assignments Academic Writing takes students from paragraph structuring to essay writing through a process approach. It teaches learners how to order and link paragraphs into cohesive and coherent essays and to create the various paragraph types that are used in written assignments. Academic Writing includes work on how to generate ideas, organise material, draft, review and revise written work. There are extra sample and reference materials at the back of the book, including models of essay development and a punctuation guide, to help students learn to evaluate their own work. Academic Writing includes a complete answer key and can be used in class or as a self-study book. MACM1UAN DICTION*" AS MACMILLAN IhS«- 600533642