EffectiveA cademic W riting 1THE PARAGRAPH

ALICE SAVAGE MASOUD SHAFIEI

OXfORD

Effective A cademic W riting 1THE PARAGRAPH

ALICE SAVAGEN orth Harris C ollege

H ouston, Texas

MASOUD SHAFIElK ingw ood C ollege

K intjw ood, Texas

OX-FORDVKI\ Kỉtsi I 'J nu-'iS

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ISBN : 978-0-19-430922-6ISTUDENT BOOK)ISBN : 9784M 9*430882-31ANSWER KEY)

ACKNOWLEDGMENTS

Cover a n .R ichard D iebenkom O cean Park * 1 2 2 .19S0oil a n d charcoal o n canvas; 100 in . x 80 5/8 in. (254 cm X204.79 cm)San Francisco M useum o f M odem A rtC harles H la n d Fam iliar F oundation Fund purchase© E state o f R ichard D iebenkorn

Stills photography lnMClockwise from top left: Purestixk /S uperstock : 2. P hoto Edii Inc: David Young-Woltf. 2: Punch StockjCom stock: 2; Punch Stock: 2: Corbis: David Tum ley, 30; P hoto Edit Inc.: David Young-WolfT, 52. Punch Stock/DGV' Carl Roessler, 76; Superstock- D w ayne L. H arlan. 100; B race C olem an Inc.: G. K rishnan, 122.We would like to thank /bKowingfor permission to reproduce these extracts unit adaptations o/ropvmrfllid material:p. 31. G.S. S harat C hand ra , excerp ts from Sari o f the Gods. C opyright © 1989 by G.S. S hara t C handra. R eprin ted wii h t he perm ission ol Cotfee House Press. M inneapolis. M innesota: p. 101. A dapted fro inS cu lik by |oel Rogers.© 2006. w ith perm ission o f G raph ic A ns Books, an im p rin t o f G raphic Arts C en ter Publish ing C om pany; p. L23. F.xcerpis from "The G reen M am ba" from Going Soiii by Roald Dahl. C opyright © 1986 by Roald D ahl R eprin ted by perm ission o f Farrar. S traus and G iroux. L1.C

Prin ted in Hong Kong

10 9 8 7 6

Acknowledgements

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

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

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

Contents

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

Unit 1: The Sentence and the Paragraph__________________PART 1: Stimulating Ideas . ................. .. .................................... 2

The Paragraph Formatting a Paragraph

PART 2: Developing a Paragraph.................................................... 5Paragraph Organization The Topic Sentence Supporting Sentences The Concluding Sentence

PART 3: Unity and Coherence.......................................................... 12Unity within a Paragraph Coherence within a Paragraph

PART 4: Editing Your W riting ......................................................... 19Simple Sentence Structure Punctuation and Capitalization Fragments Run-on Sentences

PART 5: Putting It All Together......................................................24

Unit 2: Descriptive Paragraphs___________________________PART 1: Stimulating Ideas......................... .............................. .. . 30

Reading Text: “Sari of the Gods"

PART 2: Brainstorming and O utlin ing ........................................... 33Descriptive Organization

PART 3: Developing Your Ideas...................................................... 38U sing Specific Language

PART 4: Editing Your W ritin g ......................................................... 43Using Adjectives in Descriptive Writing Using Be to Describe and Define

PART 5: Putting It All Together...................................................... 47

Contents

Unit 3: Example Paragraphs______________________________PART 1: Stimulating Ideas .............................................................52

Reading Text: “Bumping into Mr. Ravioli"

PART 2: Brainstorming and O utlin ing ............................................ 55Example Organization

PART 3: Developing Your Ideas....................................................... 59Using Examples as Supporting Details

PART 4: Editing Your W riting ..........................................................65Forming and Using the Simple Present Subject-Verb Agreement

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

Unit 4: Process Paragraphs_______________________________PART 1: Stimulating Ideas............................................................... 76

Reading Text: “How to Fight Off a Shark"

PART 2: Brainstorming and O utlin ing............................................ 79Process Orga nization

PART 3: Developing Your Ideas....................................................... 84Using Time Order Words in Process Paragraphs

PART 4: Editing Your W riting .......................................................... 90Using ImperativesModals of Advice. Necessity, and Prohibition

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

Unit 5: Opinion Paragraphs______________________________PART 1: Stimulating Ideas............................................................... 100

Reading Text: “City with a Gray-Green Heart”

PART 2: Brainstorming and O utlin ing............................................ 103Opinion Organization

PART 3: Developing Your Ideas....................................................... 108Using Reasons to Support an Opinion

PART 4: Editing Your W riting ..........................................................113Using There Is/There Are to Introduce Facts Using Because o f and Because to Give Reasons

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

Contents v

Unit 6: Narrative ParagraphsPART 1: Stimulating Ideas........................... ..................................122

Reading Text: "The Snake-Man"

PART 2: Brainstorming and O utlin ing...........................................125Narrative Organization

PART 3: Developing Your Ideas......................................................130Using Sensory' and Emotional Details Showing Order of Events in Narrative Paragraphs Showing Simultaneous Events

PART 4: Editing Your W riting .........................................................136Forming and Using the Simple Past Forming and Using the Past Continuous

PART 5: Putting It All Together...................................................... 142

Appendices_____________________________________________Appendix I: The Writing Process.....................................................147Appendix II: Elements of Punctuation............................................ 148Appendix III: G lossary....................................................................149Appendix IV: Correlation to Grammar Sense 1 .............................. 152

Contents

Introduction

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

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

Book 1 contains several features designed to support students in developing the skills that they need for college writing;• Each unit contains an authentic text to provide ideas and context for the

assignment.• At strategic points in the unit, students read and analyze authentic student

paragraphs to see how other students have written on the same or similar topics.• Each unit contains concise and effective language presentations designed to

develop students’ understanding of rhetorical modes and to improve their grammatical accuracy.

• Each unit offers useful writing outlines so that students can structure their writing and internalize the practice.

• Each unit offers collaborative learning activities allowing students to work together and share ideas.

• At relevant points in the unit, editing exercises and editing checklists are provided so that students can refine their writing.

• Timed writing activities come at the close of each unit to prepare students for in­class writing.

• A series of learner-friendly appendices are provided at the back of the book to encourage student independence. A glossary of common grammar terms for student reference is included.

Introduction

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

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

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

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

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

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

vim Introduction

The Sentence and the Paragraph

Unit Goals

Rhetorical focus:* paragraph organization* formatting a paragraphj unity and coherence in -i paragraph

Language focus:* simple semen«: sirucwne* cipltnlistthin ;md end punctujtiun* IragmenLs iind run-on sen [cnees

PART 1S t i m u l a t i n g I d e a s

Exercise1 Thinking a b o u t th e to p ic

DLstu.s> ilit pictures with ;i partner.

* Ijook ut the people writing. Wlut kind «f wnimg is each pLT1' n* Afl' tJiL*y wriEjn^ for rollers i>r fur themselves?* W lut <xhtr kinds of writing enn you think up ► Wlml kiild fif writing do vole u m u IIn do?

Rhetorical Focus

The Paragraph

■\ p j r j j i r . i p l i i > ¡1 g r o u p o f s e n t e n c e ^ n l w h j i j t o p i c . i n t h i > N 1

y o u i v i l l l e a r n h o w t o o r g a n i z e ; m d w r i t e d i e f a l l o w m , u k i n t f a

p a r a g r a p h s ,

* In lL d t s c r ip t iv t p n rag rap h rlu'w iiCcr ÜL-vn i 'V ' . Jor a tiling.

■ fn an e x a m p le p a rag rap h the w riter cwplut:-, rexam ples,

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

* In .1 p ro ccss p a ra g ra p h thi' wrfrtr exp tí I ins hiiw t<r dit something srep by step.

* 111 ¡311 o p in io n p iim prnph lilt' writer expresses hiT- or lier Ii'dinn-V ídíanH iinJ opinions ühoul J lọpú:.

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

Formatting a ParagraphMargins

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

of ihf paper.

Spacing

A paragraph riKọắẩd b t tlefUlik'-spauöd.

indenting

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

Connected Sentences

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

Titte

A hy ilsi'lf usuitlly has ;i titte. lilis is o r e wand or a j fi>Lip olW1 mcti that tetíỉ H.vhat The ropìc I>.

Examine 2 I d e nt jfymg the elements of a paragraphKciiti th e purajirnph. T h tn k ib d llic form atting elem ent* o f ill« paragraph. Use the w ords in the box.

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

<

-» Red-> I love ihe color nidu No other color sym boli/es so many diffcrcnl

emotions and experiences. Life would be very borinj; without (he color

red. Fires would not bum in the same way. The sunset would not be

interesting, and blood would not be so surprisingly beautiful, Red is

powerful when iL appears in nature ► ami ir is llIsu ]Hjwerfui when ii

appears in our emotions. Red is love. Red is mijjer. Red is beauty. I

like to live life in a strung way, so t dunk I will always admire the

color red.

In Part 2 you w ill..learn about paragraph organisation

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

PART 2

Developing a Paragraph

Rhetorical Focus

Paragraph Organization

A typical paragraph has tropic sentience, supporting scnieneeii, and aconcluding sentence.

•T he top ic sentence infrtxhlees the iopk‘ and iclls what ilit wriier will ijy about ihe i<ipie

• '[lie sentences tlul folJaw further explain ;ind support the topic sentence The\ ;iri-called supporting sen ten ces

* The c o n c lu d in g s e n te n c e i ilic-n repeats the im* in the topicsentence in j different way.

Exercise 1 Reading a student paragraphRead the paragraph holt™- and note the topic sentence, supporting sentences, and concluding sentence. What was it that scared [lie barcluui buy'!'

topic (rntcrarrBarefoot Bovif

+

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

while my parents were eating dinner. f was playing barefoot in the

y<ml with my toys,. Even now t still remember ihe perfume oT Lhc

flowers and the moisture of the grass. While I was silting on the grass

and playing with a truck. I looked up at ilte sky. and my attention was

distracted by the beamy ot ihe stars. Then 1 felt *onielhing cold and

smooth slide over my feefr I stayed perfectly still, but I looked down

<u my feel. Then 1 saw a snake slowly slithering over my toes. I felt

terrible and afraid. sli iny heart beat very fast. After the snake moved

away. I streamed to my parents for help, and they captured (be snake

and look ii away. The experience frightened me, and 1 never went

outside barefoot again.

flfpparlirti)IC-ITtlHICH

- i t -conctndingi r n l d t u

l n J 5

bxeKise 2 Analysing the student paragraphExam ine ih f 4ir^:iiLi/;iLLik[i u f the punifii'apti hy answering the ^uesikm s.

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

2. How nun*- m ppartlng scntenOt?; an: there?__

y 111 yi ii.tr ■ ipinHJii, tU> itlf SLlpp* mini; scnlt:n L’S .11 il 'lie UJpii,senlcnt-ic?. ________

1. Vtk*.1 the niqcludin^ sememcc I k.' I<j\v

S Dvtm Hit o_>nctucliiiLn itpCflt The ¡nhM’matjon in I lie k>r>ic senKHi n :ii:t 1KW wjiy?_____ ,_____

Rhetorical Focus

The Topic SentenceThe- ropfc s tn l tn ic ; is usua lly thy lir>L o r secL.snd '■lj[iLeik l1 L. ■■ paragraph It tn tnxktco a new idea. li p itsen is ilie mpur ¡ituLissr ■ what the w rite r will a^y :tbtiLn the loplc. rrhls exp1;in:tiior; is . . . . co n tro llin g id ea

Read ¡be following topic sentences, in ( ¡eh I i tint; i3-l- tupit i% hi] friend. Tlie L/MiroHlng ideas explain whal tLi-_- w riter ■•■■■:.! ya The Tnpic. 'IlieM.- Control] Inp idcflS M l rh f read e r W ' I.M h ■ ei*>ei : ;:' ' r C MjpfwjrTing sentenws-

tnplc can ItdIm nn iidciMy friend & <*n l-ionost person My friend ■s.mfriurni^tjifESfln 1 l-no y M y fi-EEnd ms a ternbb danowtms >ob.

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

Thii JhIM lo p k S t'n li'nce t% ifffeeliw :! ir:=ri >Ji-'. tr' :“ i.and Iwx a tnntraJhnw Wea eLi.H (.jh Ifc tieueki]xM ' r' :- sen tc n t 'fc , T tie pcin^rjph will p rokubly tt?H : "- -:■ "

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

Exercise 3 Identifying topics and controlling id9a?

In cji;h topic sentence below circle the topic and underline die controlling Idea.

] ‘i l i k i n g die Ln'si ^ my un?v>l(n-.r mmtre ■.kwlv.2 My unt ]f hnd a frinlileninn experience ü* P ymunfl muí).*, Test nii^sjjyn*: |iaa become p<iJíuIjr p nu>njj (eenjjtuiv

■i Effective ctr™? in.iii.i^ínifnr tuqUire*» Jour cjsy síe|

'y Every college 'iHidL‘n[ *huuEd rula1 ri computer course

Eaercisei__ identifying effective topic sentences

Id eacli jíü J ff io r below, (irc lc thi.L topic mid underline the conlrolJiciK ¡dea. If the K fltence does not contain an effective controlling! i^ K1’ write oil X in the hliink. For the effective topic sentence*, write wtaal yon think I lie supporting sc itfcncn «-LU be nbont,

] ____i Sly tfuToiyi^viaaJfcijj-Ls . hi p:MTin* wrfCgr ivill ai^ gxjmplg* of wfly& iff ttfticft h¡3 dQCT#* is. klEd-HLpflKcnt^.

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

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

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

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

Exercise 5 Writing topic sentencest ie each word o r phrase below to p r iti a topic sentence wfih a controlling idea. I'litn s lu re yimr sentences w ith n pi»nner.

; Pei*feta are ¿iPod cJffpflTliOrls for alJgr pcpJ2l£______ ____________

2. k firsl date

\ Terrible TeaeJier

■l. Tennis

Pan 1 7

Rhetorical Focus

Supporting Sentences

Supporting ttíitenccs mcUI inlbnnation jfxnit ihtr topic and the controlling k li- j suppurtin£ can int lucki d efin ition s,explanations, aniuS eJcamplcH Kc-jílI the Topk sentence lielow Then .study (he lytie* oí supporting sentences i ImI ini^lli fnllc^ . it.

topk «rlfoJIing idraYoung people are ion dependent on computers

Supporting definitionDependency on computer* means that young people cannot peifofm trie normal tasks and (unctions of tfaiiy life without them

Supporting explanationIn the old days, people memorized important m formaron, out today'3 youth rely on their computers, cell phones, and PDA's to do assignments, tecord numbers, and save importan information. As a result they can fi^d themselves unprepared in an emergency sutfi as an electrical blactoui Once their báltefies die, ihew people will not be ¿ble communicate

Supporting examplefoi example, I do all my schoolwort on my comouier When ony compute1 craved Iasi weel, I tost rny only dralt of an essay that was due thy nett j .As a neriult, l goi a bad giade.

Exeróse6 Identifying topic sentences and supporting sentencesro re a c h set o f se menees, write 75 next 10 ihv lopic .11:11 tenet, Write 55 next to the supporting sc n tc n o s .

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

5 5 l>. Mosquiines will fly w venl mik-s to find Ftw*J.

5 5 c. Only die.- female intj^uito bitei T5 d. Moduli oes ,lcv intt-resJin# insten.

2, ___ a. One of my hobbies is listening tn international nuiilc,

___ h. I luve j Ui je colkninn of world music rcetrfdinps,____c. My friend* and I like to kmitxhice each other to new hntcmaiíoitil

artists we discover,__ il. I enjoy guinfi to cwKVtts by i i i u s I l un'- tnim different oiuntric*.

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

5 :i. 3 HJcc die way jVetjpfe dec* irjte theEr homes and stores____ I), I enjoy [filing shopping in cold weather

____ c. I eiijo\ tin.- parties ;md celebration* of ilie winter holiday

____ d, I really like the winter holidays.

i ____ a. My new apcuuiKiii tus I >ig dosets

h My new apartment is perfect for my roommate and me

____ c. My new apartment Ls dose to school and work

____ (I. My new apartment is ntrt tcx> expensive for students.

Rhetorical Focus

The Concluding Sentence

The concluding or final, .sentence of a paragraph usually reminds the reader o f the topic ami controlling idea of the paragraph. The concluding sentence* restates »he main idea.

Topic sentenceI love the cokx red.

Concluding sentence\ like to Sue life in a strong way, so I thmk. I will always admire The color red.

In addition to restating the main idea, the concluding sentence may;

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

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

• give an opinion about the topicSome people might disagree, but I think lamb is the best meat for grilling.

.Sometimes writers signal the condudinji sentence by using the phrase In conclusion.In conclusion, (earning a second language has many advantages

Part 1 9

Exercise? Identifying supporting sentences and concluding sentences

Kl'u<I the lupk ' scn tcnccs below . W rite SS nex t to llitr llirecsu p p o rtin g s c n lc n a 's and w rite CS n e \t to the cuncliid ing fitAtence.

t. Tile hesr way sw San Francisco is In wdiking.

CS .1, 'ft htfn |t nu explore S;m Francisco hy ftxx. you cun experience allthe city has to ¿lifer.

&5 b. When you w.ilfc, you experience due different wrueila dill*!rr.sUur.ints. the planl> and «JindJUWS the ocean

5 5 t You a n Mtop and U -rjk in ilir windows oj shop* or ■’it on a bench for a s tu n while and l<x>kat intr rc' EiiiK people

5 5 d. In ;l car tir a bus. you cinnt rt .Mup easily if v» i IW -Si wnvlliinfiImcnadpft Ikxjukw parkin*; is diOkuli.

2 An cgn i.kii takes tmly file minutes c« ►

____ ,1 Yinjr ddtdDiw tjiji into is muly 1« eat In just a few minings.

____ li. He4it a flour tortilla In a MOflll amount of «ater____ c. Scramble two ckh wiili u link' sakr and pepper-

____ cl When the t-’jijt*' ate done, .slide diem into the Wiifm tOftUla 4tnd ioldit over.

3, My paper lule because KOTlethmg happened lo nn cnmpUTer

____ j . ] wan almost f'inisheJ writing my paper, and I was checkingit for tm>T>i.

_____ h, Suddenly rm1 i wnputcr sciem lMfrH blank. Jiwl the ptiwvtwas gone.

____ e. The .iceklent made itic Inis*.- many hours of work, so I could notlum in rny e-ysiy on ii nut

____ d- Liter, T learned dial a squirrel £ot on the power line and di>r-ap:tdihe elect rtdry

I t enli* the rlverwnlk in San Amonio.

___ A The riverwalk is lower llian the streets of the or\___ h„ You tun svulk down .stain tit .1 uMiil with a Mi iRe p.jiJ: ,tfld pl-ir>

on « r i l side,____ (i T h a t ;tft many simps, restaurants and hotels alnn ¿lie

____ d. The rivervi'nlk is ,i pleasant place to spend an aftem ■ >u ir everur.*in San Anionki.

10 I nlr I: The Sentence and the I’anpiph

I '■ -L [ i s 3___EHamming concluding senten ce sCircle the word i Iilu best d e sc r lx s each o f the a^nduding sentences below.

1. If v 3U rttlJow Lliew: MtfT.-, VIHi vriW never 1 osc yOUf keys :i$yin.a. (pfwlkriinn) b, opinion c. warning

2. Sutdenbs whu a a; not careful *iidi L'redit curds enn go into tlefcn quicJtty

a. predktion b. opinion c. warning

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

■a. pretlkLiun b opinion c. warning

j. Y ou hi I l>e a b le [n> pnicttiCe :l b eau tifu l [Kifier i r a n e wiLli Only 3 ItLtle bit

of practice.a. prediction h. upirdun c warning

5; Hhcre are nun?) reasons why movie make i oNuriiiiiv a. prediction h. opinion c. warning

ii T ile dew^rt i*. :l heyulifiLl h)UI danf^eiOUS pLa-ce b ik e , so (.h ■ y n u r rc'Sii^ri-h

j i ^lI L ike [ im t Ui p re p a re LUEvMJy.

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

In Part 3 you will* feam about unity and coherence in paragraphs.

I1:1 it 1 11

PART 3

Unity and CoherenceGood K f ld e n k Writers follow specific Steps to make sure th e ir writing Is lw ih clear mid accurate, They jj£t he r, ifrp tn la;. and develop idea*. Tliey write drafts, sometime* twro o r more. W hen they revise each draft. Rood w riters look fur unity, cohcrencc, and Kranuiijiilcal problem s.

Rhetorical Focus

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

•The paragraph niusi have one eontrnJJinj; iilea in ibe (<.ipic sentence, OihiirwLsc the pjia^niph losu» foens-

* T1>* su p p fu tin ji .'■etiiences m t^ i sy p p u n ■ t e s p la in th e tw n ln u llin ^ id ea w ith l-\.m i p ies, d era ils, steps, n r d e fin itio n s . O th e rw ise . th e p .m ijir jp h w ill r ;n lx- j Im m ii o n e s ir ijje idea

* The concluding sentence should restate the idea in the topic senifriLe. Otherwise the main idej might not be clear.

Top ic sen ten ce

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

Nqhf (hut j ]] the sentences are about Macaremis jienerosiu. A sentence alxnjt the way slie looks or atxiut Ihlt iLih w ill noi support the unity of the paragraph unless it ^Mnehtnv relates ti»Macarvrui's generrwlty.

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

v.-jjcise i Reading a student paragraphHratt l he paragraph. ’W'liere did [he pink *h eep com e from ?

The P in k SheepMany years uu;u. a yil'L came lo me in an imcrcsiing way.

When E wji* hi sm:ill boy, 1 cloyed playing in my garden. One day,

[ found ii hole in the watl nf my garden. It was near the ground, so I

could not sec thiouiih the hole, hul t knew that b&lpd the wall was my

neighbor'^ garden. Who mode [hat hulc? 1 felt really interesk’d, so 1

used rocks to make the hole winter, One duy, when I was iryinj tn break

shroug h I he wall, I noticed □ small band j]>|*?ar from the hole. The hand

was holdiiit! a rubber slwep. It was. pink and it had wide eyes- J ^ujzln

ihm rubber sheep. Then I pushed my fivnriie wooden truck through the

hole n» -i\\c id that child on the uiher side. Sometime* 1 btiuglu ipys

with my luck> New Year money, A lung lime Imer. ^hen I was nld

enciu^h io go nut. I went around the coincr to Jind I he child who gave

nte that special gift, but nobody wy> in that house. My neighbor said

ihm a girl tiscd 10 live there, qntl she w is [lie sluuc aye as me. 1 never

found hi.-]. I>lil her gift has a special meaning tor me.

Enn is* 2 Analyilng a student paragraph for unityExam ine the oi'ganizallon o f th e p a rag rap h by answ ering Ihe questions below. T hen com p are yxmr mU^LIB w ldi a partner.

L C i r c l e I I k - t o p i c a n d L i n d e d i i l e I t i e z u r l C m l l i n f ; i t l e j

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

,5 OiKr scntenot:m the paiajtraplt is olF-tople and doe* ne* jsupixnr the? unity niiIII- p jn ^ ju p h (Jkiw j IIiill through ft-

> Why doe* lhis sem en « hurt (he unity o l rhe paragraph!* tonic your explanation below

Pafl * 13

EMfrise jL Rccocjntzintj u n ity in s u p p o r tin g s e n te n c e s

Read (he loEluwinf; lo p k sen tences, h i l ;i t k t k i / J m j.\t [u N t h len ien ce below chat mippQrts th e top ic acnti-ncc.

1, t am .m ocRanJzcd perxjn

/ ,.i M)1 d isk l« dlw^t .4 nth» aifd tic^tS b. i hrWe ,i iysirrrt i" * ' H^urtLZinH I1 p-ipct*, atk\ 3 can jlw;iy> fintl

whai l ntsed.____ C. I Feel uii( i niil'i rJuh:L- when I .im in J *itTJ n^tL em ironiiKiil

/ _ (I My friends always watil mu- l*.? Iit.-Ipi Them pm lEiL'ir l ¡'■wrt.-is rn order

¿, Twenty tfuodions i^an ewsj to play when you are uavelin^.____ Li. The [Kison w ho jp " n ' i t i i l h i Lhmk j person. place. ur fjijoct,

____ b Sometimes people [ravel by car. <md sometime* by train tw ulqilane.

____ c. It is very important 10 travel wUh pptrfAe that you ¿(l.h along w ith.

____d. The other players tike lurrts J^kln^ ijU ^ion^ I hill O il only !*--answered with "ves“ or "no."

3 Tea anti coffec an- very d lftb tn l from « c h other.

___ hL. Ci jffee lias intm.- caETdne i h;i n i^.j dr us.

___ 11. CofFee and tea hath have otflfcine- '■____ e. IVupl*. enjoy t«i yndcotfltee during ¿w id occasions____ (I Tea is much more common around rtle world than coffee fct,

h En rny opinion. people fl[*end [■*) filUi'h tlKKVrj, cn m

____ j. Some drive™ spend a fourth til' iheir tnmrne fr*r ;i car payment,which i* unnecessary.

____ h. CaiTi d<) n< increase in * jlue. ¡®o they .Tie not ;l ¿¿tvjH inwSDnttil.

____ l . Cjv « unpanuTH .in.1 ata .ky* Look i n tar wjy$ lu nuke * eJikJe* suieron line rocnJ.

___ d. People who do not pay cash muM also pay Interest. lltey loseeven rnore money.

‘y, it Is easy to x ti a sport. injury____ j. MiutY peOpte «Ifoy spoils,

____ h. I! Ltnnej> h iflt n lliive problems wilh their .Lnkles :ind knee*.___ t Basketball p Li yens can break 11 it it dr ^:t tilCK’ktxJ ave( l*y

another pt.iycr.

____ d. JE;iny people rruke ihe simple mistake o f ¡oiniflg 1 et\tll. :lrld lllcnth ^ 1 never t o there lo eseri isl-.

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

ft. My city rs fan&OU* Ix’t '.ILIA.1 of iis aTChiteetUn?

____ u. We State andem rtd-tiled bultdinjp around the main .squire

____ h. f lic restaurants near (he Ixrocb serve great seafood.

____ i It bus espinsivf tree-lined Iwiuletards wi<h beautiful limestonebuildings and monument- .

___ d. A famous uitivnsjiy1 is located on the side of mountain

l'.■•tine 4 Editing fo r unity

Read the psrsfifapl' bekrtf. Cross out the two sentences ihai arc not about ihc controlling Idea.

Life in a New Placet am a Thai girl living in the U.S., ujid there arc many adjustments

that 1 must make. First of all. I niusi ye! used to a new kmd of Food. 1

am learning to cat a lot ol hamburgers becau.se I hey are not expensive

und they are eaj,> to buy. The people are different and I am learnine

tn meet new foreign friends. For example, two of my new friends

are from Pakistan. Pakistan is also an interesting country to \:.siir

The weather requires another kind of adjustment. Some days. \t is

hoi just as in my country, but on other days it is cold and ibis is very

strange for me. I came to ihe U.S. tn study and I enjoy my classes and

my teachers. I am adjusting to the U.S. in many ways, but it is not

a problem fur me because I like io know about different places and

people.

Exercise 5 DeveEoping unityWrite tw o su p p o rtin g sen tences fo r each o f the follow ing topic sen tences. T hen exchange books w ith a p a rtn e r and check your p a rtn e r’i s tu irn c fs for unity.

I Computers anc useful in many ways.

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

f t u t j 15

When I ^sam to luok n ltv fo ra p.iri>. [ frtJcjrvv j few simple step*.

H Tllfne JIR.1 ¡K1 iv ilLt'fi in .i park for fiimlH members o f jll ages

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

ft, When ytiu ;irv KiN-ng campfnji ( here are nim f 11 ><m sJunikl always; (¡ikewith yim.

Rhetorical Focus

Coherence within a ParagraphA paragraph murit jiIjmi hatte ltj]kefellCU. Tills mean« l3kisl [he supporting details are oi'giinlzttd so I hut information Uial ftOO-s fijjtdher jppeitns lugelher.

Wi irers nirL'n iLse lim e, sp a c e or o rd e r o f Im p o rta n c e m prraeni ihc su p a r t in g information in .i [xirj^rapJi coherent!} The FnlUnvin^ fx jiiip le is ory&ilzed l>y spacc.

When you dfive into the airport, you will many signs for the different terminals. After you pass the sigrts, you will drive over a hill fhe report is an (tie other side of the hill. Oil your nghi, you will see the mtemationaf terminal Ttiii tenmrr'a: Is two stones tall. Die franc is all g:ass On the left, you will see ?he domestic terminals ..

16 l :nit I: the Sentence and the Paragraph

Exercise & Irfentifyinq pattems of tohe renteP.i.nri l|u- p a n ^ p l i s beltm-. l' lie ii c ir ele ll ic WufxI [lint l w i dHCfílhíS (he Wffy t ti l1 |>jrnKni|>Ji ú>

Paragraph JMy ravomií restauran! i-s in an oíd Hchim.-. Ti és veiy Lonvíiiíenl

bccau« it is in m> rtd^lilwr+iíHid. We can drivü. ov tf ihc cvcrtin i*

pkasoni, wc l'ü 11 walk, I] has íi nice atnnoíphere and íncndly sen i « ,

We lüiuw üOotc of thc wliíl and waiiT^sses. so v e enjov taíkidg m

th iir tweause they anlc os jthuut our nhiklren. We lisfíet,'i ill likc Üie

dc^urdii uris. The waJEs are soft ydlow, and i'imdltn and J'riiüh Flowers

üíc tul ihe luhlen iEistde and üüL'íidü. Rnally. thc food ¡h e^tellcni.

The utnk is ihc [ívtner a:id he makeü deliciouü duhtrs wiih l'r h

ingrediente. We alway&eiljoy uUT IHeaK

Time Space O rder o f im portan«*

Paragraph 2Mv ruvoriní reüLjurani is. in a» oíd houw. My Eiuvhand ;ind í enjuy

easing thc re on sumnucr tvcniryjs, We uuudly wjlk Fajín oiir hou se su

we can enjoy our ^e ííhbor , gardení nnd gci 3 linte bii of ej¡crc¿,¡tír Tlie

efiemoan i¡un íhhics ibrou^ti ihc troes bul il ¡s nol too bri^ht. We arrib e

ai dusk. Lintl il u ll are hK’k\. ft í can sil üuisidt, TÍll- waiKf bri»^ li

hiiskci úf wanm bread and li coid drink. We have íiti appcli^er nr n sílIíiü

wttiJe she ’►un stL-Kis. düivn, The» ihe waiier Itjíhií líie candiel while uc

erjdy rhe main touríe, Bv die ciint we Finiüli desen, ii iü niuhi time, We

v í!k lióme ¡i]tnvly, feelirtíi full bm liapfry in ihe n&onüghL

Time Space O rtler u f l ilip u n m o :

Pan 3 17

Exercise 7 Evaluating coherence within a paragraph

Rend (he foLbwing paragraphs. Which onu has htiicr cohercncc? Whai Ls the paixem of organization?

Paragraph 1Soccer brings ihc w'orld together in many ways, During iSe World

Cup, people from all over the world an.- luncd in. Il ihcy con not sec il

in person, ihcy watch i) on television. Many couniries participate in the

world cup. People Icam aboui ihc teami from 4.1 i1 tirrcFic countries. and

ihty learn something! about those countries. Whtfl people arc waiching

ibe World Cup. Ihcy do noi care if the same is nn ai lour im , in their

country. The} will siuv up 10 waich il. They letfm about ihe fla^s from

different count rie.s because ihcy will see [hi; fun»..

Paragraph 2The besl w.lv l o meet new friends is tota ls n class. TirM. all

the people in u class have something in common. They all want to

( c a m a b o u t ilie subjed. so ihere i s something to talk about. Second,

everyone sees each other every time the class metis, so there are many

o p p o r t u n i t i e s to ttei lo know others. I liinl. then? ure often activities and

group projects so student* can W o r k together, and this is the best was

10 uet lo know people. Kv the ettd of the class, n is. hard not in know

your classmates.

In Pad 4 you will .„

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

18 Unit 1: The Sentence and thu Paragraph

PART 4

Editing Your Writing

Language Focus___________________________________________

Simple Sentence Structure

A sentence is a statement that expresses a complete itlc.i. Sentences form the building blocks o f written communication. They include affirmative statements, negative statements, and questions. A complete sentence must have a subject and a verb

Subject

The subject tells who or what tin* sentence is about. Sometimes the subject is singular, and sometimes it is plural,Fatima smiled, (singular subjeci)Siblings fight, (plural subject)

Subjects can be more than one word.Lois and Peter iiave eight children The hungry kittens ran lo their mother.

Verb

The verb refers lo an action or a state. It indicates tense or time, Two common tenses are present and past.Jared sings 'present tense)Ducks walked across the street, (pan ten$e)

A sentence can have more than one verbMy brother studied hard and earned a degree in economics

Exercise 1 Identifying subjects and verbsUnderline the subject and circle the vcrttfs) in each sentence.

1. ili_iiMlMlnttset.l)seven children.

2. she cooked anti cleaned all day long

3. My rather and liis brother luve a small business.-i My three sixers live in Vietnam

V 1 help m\ aunt during the day and go to school in the evening.

6. My parents bought a new car

Part i 19

Exercise 2 Writing simple sentencesAnswer each question bcltm in a com plete sentence. W hen yciu finish, txclunj^t; hook* w ith your partner* T hen underline the subject and c lrck1 the verb In each o f your p a rtn e r 's s c n itn tc s ,

1 Wliat spivns ï-Lc > > ou mp;y?tigfilovlwcogr and _____________________________________________

2 Wlim* do you livt‘?

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

Where do jotl istudy?

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

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

Language Focus______________ _______________ _____________

Punctuation and Capitalization

• l l i t find word in a sentence j* always capitalized.The wedding lasts Ick sewral tEays

* A complete strrHtrntx1 cin end In j fX'ri' >d .A good speech begins with a joke

• A question ends with ;i question nutrk Do you enjoy learning about the world?

■ O ajtlonalh writers use an vxclamution mark rt i give emph:isls to ,j ACntenra-I looked down and siding dtross my tare foot was a giant green mjmbal

ZO [mil I The Sememe ;ind the Pjrcgnipli

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

Summer by the SeaMy favor?ienieiiiorvrjs)aboijt in> lamily^Jl happened ;i long time

aito before my brother got married and moved out. My parents had

seven children, All seven of us piled in one car lor a summer holiday

by (he beach. Wc traveled in that crowded ear tor [wo days! Finally we

arrived ji a small house near ihc bcach. It had othj bit; room with many

beds and an other room for Ciling and conking. The kids spem all day

oulside. Wc played tocetliei in lEll- water. Sometimes, my mother made

a picnic dinner. We sal on the sand lo cat and watch the sun go down,.

One night w i broughi out blankets and slefH by the water. I loved

I hat lime. We talked and looked at the stjirs unliJ late at nijiht. Tiiis

wonderful summer holiday was ihe best time of my life.

Language Focus

Fragments

livery sentence must have :i subject ami ;; verb and express a complete idea. A sentence that is missing a subject or .1 verb is inctiriipletc. Il is tjlle tl .1 fragm ent.

Incorrect CorrectI like Minneapolis is a cfean city. I like Minneapolis, ft is a clean city,(subject is misstng)They successlul. (verb is mn&ng) They are successful.

Part 1 21

Exercise 4 Identifying and correcting fragmentsDecide whether each fragment below Is missing a subjeci o ra verb. Then rewrite it SO [hal it is c o rrm .

I Some J'i hxI t cry spicy,&t?ma food ¿a ugrv apicv.______________________________________ —

Qifii cm- Favtnile vejje[jl>kj

3. Is tery hrijjn in ilie afictnoon

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

l>. Eula ricc,■r

fi. There EkiWeff in llle nmtket.

Language Focus

Run-on Sentences

Two w flic iiiii tli.nl mn together wiihoui c o n ta purijmuilton betwevn [hem J if called n in o n s c n lc d « » . One ro oorrei.r .. nm-on sentence Ls Ut put :i period k n v e e n the st'nlcm vs Armther wuy is to add n comma und :i conncctinii woitl

IncorrectI received a le:tFr 'T w*as from my s>ster(no punctuation between ftf/o sentences)

They laughed, I felt better. (comma alone bertveen Two senieriMSj

Correct

I received 3 letter. It was from my sister.(peood ddcfed the sentences)

They laughed, and I (elt better (connecting word added)

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

E**rciss5 identifying and correcting run-on sentences

C!urr« .1 the ft j Mowing mn-un wnEi nCi's by rewriting Jicm utk I hi: blanks belon-.

I ] Jin :■ full-unwi situdtriT, t live in .1 jfwutnmol near campus_j_gm j fnjh -r-ma ^tuJcnt-. and I lii/g in a *¿3* campus,____

2. "¡1K-A: :i(t' mic.f living tmdetneath myhtjuse they m atps Iru of nr mm; .11 nijju

■i 1 us^-dtn l-1! ritv -incl vegem I jIl- s for hrtMkf:LSI niM11 lmL CelV.il iiml milk

► I Ju nrrt drfV'L\ 1 ride (Ik- bus.

5. ] ;HH w i n j j m oney fi w a h icyekL t a h ' ■ Warn Hj Ihiv :L t:iiils:r.i

jtenrisefl Editing for fragm ents and run-on sen ten ces

C o r r c t .1 Llit1 III r e t f c i^ m c u tf. ;n u l Im * illlM H I CiTOfB in I h r fo D o ^ iilgpangraph. I>o nol forget lo i i i* appropriate punctuation andcapitalization.

My Hotel JobMy molher’s cousin owned ;i holek and I worked there us ¡1 young

man, I enjoyed ihrs w oit very much. mnny tmcrc+iiins |\:oplc.

One lime ;i family CHrtlt to stay In the hotel- Th.i;y ¿1 djuiiihtL’r, she

tvas my j*gc. We met often anti tulked abuui our lives. I invited her to

my house lo meei my family, She lold us ahoul her life in the Unhed

¡Himes. We shared eiur axiom s uith her, Later m> mother told me

something unfoFgjeltab-le. She said. ,rl know that you ate going to live

in America." My mother a vetv smart woman, she was ri^ht. 1 uatne 10

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

In Pait 5 you will♦ review the elements or 0 oaragriph,* review unity anC coherence.» review comerting fragments and am-on «ntencei.

ton a 21

PART 5

Putting It All Together

Exercise 1 Identifying the elements of a paragraphBead tin; jjaragraph. T hen l.dR-l th e lo r n u ttin g elem ents o f the paragraph . L'sc the w o n t in th e b o \ ,

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

t

2.

3.

4.

Mv Grandfather the Baker

<

-> My tjrundfnther Jus li lot of respect in our community. He is ihe

owner o f a bakery tailed "The Family Bread Factory." The bakery lias

been his profes-sion since he was young. He started iiiii ihere ¡i[

ihe age of 13, He learned many recipes. The most delicious and secret

recipe uses oatmeal and other ingredients th;u only he know.';, This

bread made him famous. Nowjidays he makes some bread only once in

a while because his legs bother him. and he get> tired easily. Instead,

he sits at a table, und the people oflhc town come to buy bread and to

pay tlicir respectv Even m e admires him very much because he is an

honest and hardworking man.

Exercise 7 Identifying topic sentences and_sujpporting^entencesFor each set o f w n lc n n i , write 7S' next to the topic sentence Uiitt states the rople and prov ides a controlling idea. Wrlic,W next to tlitr supporting sentences.

1_____ _ .1 The cjlendars anr iliHerent.____h, The weekend starts on Friday Instead of Syturiby,

____ C, "(lie lime is diJTvft-iïl Iwcaine my country drv* no) MKnv Gavnwich time___ d. Then.1 :ire wnK' very specific dJffarvrvce.s between tny p:m of die

world jml die weMetT» counLrit'S

2. a. I \vu> Ir.iwhny in Irw Angeles to visil my cousin,

___ h. My plane was dcbyed. I wa* «tick at ilie ulrport.

____c. 1 experienced a strange tolncklwcc J.ist year._ d. T heard my math teacher from my o)d hnm ctnun calling m* name

24 1 nil I: 1’heNenutfwc and the Paragraph

1 ____ :t 3 like several d iln» al»ut my English class.___ Li. L am m e d in ^ m an y new Irientls Irom (_liifc.-ront Cutinlries

___ C, F.very d ay H T le:tm flew W Unb, and I keep llttfffl in j Hotel ?uok.

___ tl Sonieiimes WV pUy SPmci ^nd kiu^h during the L'Liss (¡jit*:

i ___ a You can im r The IntcoKl to find n grail ¡.hu I of infrjrmatuiti, but jiyou tin ncfl have Llm- rij^ln skills, you r j n w aste :i M o r liifle.

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

. c. There are (ippoitumlies tn buy anil .sell products on 1 bL" Internet, bin yati have to lcnow the proper way in send money,

____ d. The Internet is a (-riod plucc ttJ find a Job ftff people wbu knowhow to use search engines.

;t 3 Evaluating concluding sentences

Read [be parajjrji p hs helow. Then read [he concluding itiH cna-ii that follow and decide w hich o n e w orks bccL Cpp> the K u ten ce you choose int£ the pam ^raphT

There They Are!*r

I fee] happy whenever I ;im stuntfinj: beside u tmin lrjcl; tacause

[ am wailing for someone who is close to me. t vtas the youn^csl

clitld In im family. so older lumber* ynd sisters left home before

[ dkl. However, they always relumed for vacations and holidays. M\

mother and father arid I were always ai die irjin "nation to yreei them.

I enjoyed the smell of the irain ami Lhe rqjiirjmj; noise it made us the bi^

black engine pulled into the Matjon. I would jump up and down Lr\ine

to see while everyone crowded »round [be rlrjt.irv “Tberc lhev are!“ rny

rum her would cry. I would ran to jump into the arms of im beloved

brother or sister_______________________________________________

... In cmtcliusii in ] ;ih\ay; ii,id an enjoyable hisii wiih my brother» and sis:crs. "■ In vr melus ion. my «'luile famih likes irtin st.irtnrs

Vow 1 ;itn ?il adult, hut ! still feel j<iy Wheel 1 fttilo train station to meet NtHikxjili I love.

1Jati S 25

A Wise ShopperA consumer can save a lot o f money by topping wisely, This

means he i.s always looking for sales and collecting coupons, but ii

:ilso means 1hc person is not a compulsive shopper In other wolds* the

wi.se consumer does his «search and makes a plan so thai he knows

whai lie is looking I'or. Me ]\ 1101 templed by attractive products that arc

not necessary. Sometimes he goes home without purchasing anything.

He mi^ht ibink lie wasted ItLi time hut he knows he did not waste his

money.________________________ _ _________________________

a, In conclusion. a compuhivc shop[>er can never Ix: .1 wise chopper11 In l . l inclusion. a wLw shopper :lImj kee|to a budjjet so that lie kntfW-i how

much he can spend.l . In conclu.MOn. wisc shopper finds wfiys lo save money OR the price ¡LOd to

,ivoid buying what lie docs not need

fc*efcise 4__ Editing a paragraphHead th e p a ra g ra p h below. Cross out the tw o sen tences that do not su p p o rt the roplc sen tence.

My Red CouchI acquired ¡1 new couch in an interesting way. t was walking Lo the

bus stop, and ] ;nv 3 yard sale. The family was selling a beauiiCul hut

heavy red couch at a very good price, I really liked the couch, ami 1

wanted lo buy h. However, there was a problem. I did not have a truck,

and my apartment was five block** away. Suddenly. 1 saw my classmate

across I he street. She usually sal nest 10 me in a computer class, t told

her my problem, aiul she offered lo help. Then f paid for the couch and

my frieiKl and £ carried it down the street. When we got tired, we sai

down to rest on the sidewalk. Finally, we brought ii to my door, and

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

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

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

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

red couch.

Exemsg 5 Identifying subjects and verbsUfldcrJint ihr Mibjctt and circic the vertHs} In each sentence.1 My da^'mate drinks 3uH chucoblu

2 M(V Uv'L-d in Liciia.

3. E [oiifl Knnji lu* cmm Jmrtesdrçy neîj’lihijirhcjiïdii -I, My hroiher sm± ritt and drink ■n milk at ev^ry rrm’.il

•yorc'se 6 Practicing with end punctuation.Add the eorreel cud puu{.iu:iti»r to [he rolli>wfn|> x n ln K ts>

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

* Vi'berl [ ¿¿Ot Uttme, theft WC>V cafidles ïlei*. I I rvsfi flowers Cl'Wy ’hpnLy Ht.- I.iK' to Ins. own hirthitiy p:my____

l Tl îe jipiii-ts danted 1'IcfCnftue :md mjJka _ .

bgftiss 7 Identifying and correcting fragmentsIlL-eidc whrfrfKT c u l l fro m en t below Is iUls>iJ)K^ suhjtcl Or a verb. Then rewrite it correctly*E Sunkierdy fell down

J. lliLh a trnpieul dlm nK

' I walking Ivside1 Lilt j.i k-o wElIi mv Ix>t friend.

-i Mi-Jü an imj*>rl3Jil d,iy fur mo.

Exercise B Identifying and correcting run-on sentencesto rrc tt ilie follow ing run -011 sentences by rewrfilnji them on die hlank> below*

1 We v m i c t w d d movie ir w a s ulx>m ;i dinosaur i l u t lost its mother

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

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

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

2fl [.'till ] T lieSenttnre anti the l .inifiraph

Descriptive ParagraphsUnit Goals

Rhetorical focus:' descriptive Qnygpfefltton

Language focus:* ufiinj; spcfiilf lunjiLiiLftc■ usiii£ adjectives in dc& rlprirc writing■ u&lnv be iu Jciiin: ;md describe

PART 1

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

Exeflnso 1 Thinking about the topicDiscuss the picture with a pn rtn tf.

* HOw i* l fie w i.jinail dressed'

• Where i% she?■ Have ytiU ever st-en someone i!r s »h I I his way? II >■>. where?

^ercisc 2 Reading about the topjeFrapullai* a. yoiniH Indian bride, She and her husband, Shekar, arc niuviii^ to New York, w here be has a job w ith si 1 ^ . com pany. PrnpuUa m ust decide how she will dress in her new country: in w estern pants and skiriKH or in a sari, the traditional dress For Ind ian women. Why Is the sari so special to FmpuJIa?

30 l nil 1- Destfipiivi- rarojftfpltt

Sari of the Gods

En route t o New York on the jumbo, Shekai had dixreetiy opened up the conversation ¿bout what she'd wea* once 1 hey were in America. At the mention of skins she had flared up so defiantly he had io leave the seat For Prapulla, it was no: c o n v e n i e n c e but convention Lhat made the difference She hati always prized her S 3 m s , especially on the occasions when she wore her weddinq san with !s blue, hand-spun silk and its suer border on which mages ot the gods had been embroidered

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

Shdiil C h o n d f i , C . S S J r r $ t r A f O o d i M i n n e a p o l i s ' t o f f e e H w s ? F r e i S i , I 9 B 9

___r r = i

c n r o u t e o n t h e w - . * y

f u m h o ; A U t t y : j l f p U r n . '

i d i i i v n U n n : a 1P.ldllMin.lJ V\;i} n f h r fia v tn R

i j t i h j i n j j ' H i m c i l l t n ^ '

p r i s m l i t d n - M J m r d ' i i m r t h l n n ‘. j l i L i l i k -

L l J i t d h p l j i t : w n v c n I ' s K i n d

> U k r . i l l M i l l ^ m i m i h l a h r t c

Exercise 3 Understanding th e tex t

W rite T fo r tru e o r F Fo r fa ls e fo r e a c h s ta te m e n t.

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

_____ 2 t ' m p u l b ^ w ed d in g suri w as m ade b y hand

_____ }. FV .ipulb i's w eddm jt i i n m w h ite .

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

___ 5. The sari w js the last o n e Jil the Miire.

b o r d m chi- l-J jíc <\t v H u r th ii i j t

^ m b r < > k le r « l : i l t c i w j i c d b> > cw n n : u n h

vhjII rtlTchti h a * a a r i .lit O fw n n i i l f k t i U t i l l ih o j i\ SlJDp*

a n d S t j l l s

c r a f t ! j l i i : i 1y n r --kill

Kiri I 31

Exercise A Responding to the te*tWrite y o u r an sw ers for each qu estfn n in lull sen ten ces . Then discuss y o u r an sw ers w ith a partner

] Prjpullfl is jy.imj? t<3 live in New York with her i>l-w huslrand. How does her

Exe.rcise 5 F re e w r it in g

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

husband w:mt hei 10 dress? Vtliy tli> yuo ihink mu?

2. What do you think Ampulla will w ear Jn New York? W hy d o you tliink so?

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

• |<?arn about descriptive organisation.« brainstorm ideas arid specific vocabulary to use in

your writing.* create an outline for your descriptive paragraph.

32 1 nil 2. Descriptive [J;inymphs

PART 2

Brainstorming anti Outlining

TZS!M WRITING TASK

I n ( h i s u n i t , y o u t i'U J w r i t e it t l c M r r i ^ l i v c j i i i r a ^ r a p i i a l x u i i a s p e c i a l

possession.

Exorcise i Brainstorming ideas

A. Review- ynur frccwrEl mg a o d K Write the piece o f clo thing you fretm rfllt’ abuul in ih r tllilrt bffow. Then th ink o f som e Of her iten ^ yo-u (ra n th&T llnvc a ggpecifll iitL'Jciiniu fitr ynu. Add [jitni to Lh(h(lia n as well.

Jewelry Photographs

Mechanical ck electronic devices Art or music Clothing

_ j

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

Exercise 2_ B rai nstorin I n g vota bularyA. Vi'Idi a partner, think o f wnrdii tlial ynti im mid use In describe items

in Hiecaleporiw Ix-luw. A few descriptive word* have already been added to the chart.

Jewelry Photographs

Mechanical Of electronic devices Art or music CPOlhing

illwcrdelicateround

fadedserioush^ppy

usefulconvenientprsct*sal

Cbtftfrfijl drama He

colorfulwarnBilk

l’ait 1 33

B. Select som e d c H iip tlit words from I he th a n »11 pafje 35 and nw them io ^vrile ftvc fcn icn ces ahom tin* iiviiw you circled.

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

Rhetorical Focus

Descriptive OrganizationA, tlcM-npLUe paragraph describes y ¡xtmjii. place, or iliinp; su tli.it theredder t in picture ¡1 in liis <11 her mind,

Topic Sentence■ The topic sentence In a descriptive paragraph introduces the item that (tie

writer will describe* It may alio include the writer's genera) feeling or opinion about the item.

Supporting Sentences- Thfr supporting sentences give some background information about the

item.* The supporting sentences also give descriptive details about the item

these details describe how the item look;*, smells, feels, or tables.■ The supporting sentences may also describe in more detail how the writer

ieefc about the item.

Concluding Sentence■ The paragraph ends w (h a concluding sentence tbat restates the idea m

the topic sentence using different words.

Exercise 3 Reading a student paragraphRead the paragraph. Wliat d o ts the writer plan 10 do with the cari

34 I'n il Z-. Descriptive Panjirjplis

The Long Life of my Grandfather's CarI own n ear h;is meaning for rrte because ir belonged

to m y grandfiUhcr. When he a young man- he saved money m he

could buy ii beau tifu l car lo u>e on irips around Ih e country, lie finally

bouchi a Cadillac convertible. Tl was white and blue with j iIt.cr trim.

There were w h ite circle* on the Urex. ajiJ it had a powerful horn that

made jicople jump out of his w ay. The scats were also while, hut ihe

dashboard was b lack . The steering wheel had a brown leather cover.

The muls were gray and always dean. My grandfather took ’. cry good

care of ihe cm. and after he died my uncle eave i: id tnc. 1 uni very

happy because it still has ihe original motor, and the hody is intacl. 11'

jt has problemsf 1 will fix it myself, 1 plan to lake very gtrod care of

my grandfather^ car because someday [ will use il to travel mall the

stales :»nd cities lhat my grandfather visiicd when be was a young man,

^ amfn'n9 the student paragraphA. Respond to the paragraph by answ ering th e questions below.

I Which of i lie folkming sentences bess desi-rilx-s Ihe main Idea of ilw; pjragraph?.i The writer's grandfather traveled around the country in the I W s .b. The writer tikes Cadillac convertibles,c Tin.' writer Ills stcorvg Jvclirtfls aljout his grandfather's Cadillac convertible

1 w h id i o f ih e fo lli in^ typ es o f d e ta ils d id [he .u tlhor N O T In d u tle ill tile parjpr.iphi1 a v p p e a n n c e I) sm d lc. sound

i. According uj ihe lant sentence. why in (lie cur inifw mailt to the author'a. It tw utK B the wfiWr Iti hi* flnwdfather h, The wriler tikes expensive cars, c. The wriler tikes t< n work < )n cjr- and icpittr engine*.

H. Examine the orftatii^iliun of ihe paragraph by answering (lie questions below. Then compare your answers with a partner.

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

Part; 35

7- W h .it n o rd ? ur p f c i is t s J d ie a u U vsr u se t o d e s c n h c h is ic e Emits a b o u t

d i e '.u t r

■j. Underline die concluding sentence twice.

Exercise 5 Completing an outlineLook back :it the paragraph on page 35- Then fill in the missing information in ihe outline below.

Topic SentenceItem the author describes:______ __________________________________The author's general feeling about the item-_______________________

Supporting SentencesBackground information about the item

Descriptive details about the item:

DeiaHs about the author's feelings;

Concluding SentenceRestated id e a :___

36 I Vin 2: Descriptive Paragraphs

t ■ : r isc?_6 Writing ¿in outlineKfvlew y o u r h r»!nM (irn ij[^ Id tiu and y o u r f r tfw r it in u cx m rlsc . 1'licu u se th e c h u r l b e lo w to w r it e m i o u t lin e f o r y o u r p a r a g ra p h a t* m i a s p e c ia l p tts s i's jiitm y o u o w n . U m .' th e o n p a g e 36 a * a n e x a m p lb

Topic senteticeWhat are you going 10 describe? _________________________ _______

what is your general feeling about the possession?

Supporting SentencesWrite some notes about ihe background or history o (Ke possession

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

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

Concluding SentenceRebate the dea In 'he toyc sentence

In Part 3 you will ...

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

Pan 2 *7

P A R T 3

Developing Your Ideas

Exercise 1 Reading a student paragraphRc.id [Jit paragraph . How due* the “lrcw o rc" m ake the ¡uittm r feel?

My Special TreasureMy special treasure is ¡1 picture o f my mother on her fifteenth

birthday. This picture whs; always in my house when I was growing

up. Year', later, when I £nt married and mnved m Montreal, my mm her

gave it 10 me so that 1 would always remember her. Now it sit* on

the table nexl 10 my hed. I lt»ok at it and imagine my moiher's life nn

that day, I think she was excited because twreycti are shining with

happiness Her smile ¡n shy as il she were ihinkinti about a secret, She

is standing next to a rose bush, and the roses ate taller than she is. She

ts wearing a beautiful white lace dress and black shoes Her hnir is

lonu and curly, She look« lovely in this peaceful place, and I feci calm

when 1 gaze into her eyes al the end of my busy day. This picture of my mother is my most valuable possession.

Exercise 2 Examining the student paragraphA. Respond icj the paragraph by answering the cjut'silons below In

fuE sentefKes,1. Wlutt is the authnr's spetial uvasurc? _______________________________

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

MFhogaw it tn the author?

36 f nit J Descriptive- ^¡irajtraphs

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

B. Examine ihe organization o f the paragraph by answering the questions below . Then coin pare your answ ers with a partner.

Underline the topic sentence. \\ I tat will the writer describe?_______

_ t)oe> the writer give details about how she got the picture in the first pan.

the middle part, or die Iasi part of the paragraph?______________________

3. Does tlie writer describe w hat the picture looks like in the fir*t part, the

middle part, or the last part o f die paragraph?________________________

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

3 t nderiine the concluding sentence rw ice. l>oes it restate the tdea in the topsc >enlence?______

How many sentences jre there In the paragraph?

jage Focus

Using Specific Language

1 sing specific language in descriptive writing helps give the reader a clear mental image o f what something looks, fuels, sounds, or smells tike Read the following examples Which set o f sentences has a stronger effect?

General Sentences Sentences with Specific LanguageHe bougnt a vehicle. He bought a 1965 CadillacWe heard a notse We heard the sound of breaking glassSuddenly, I smelled food. Suddenly. I smelled steak and onions,

In the first column, die words are general and could be used to describe a variety of vehicles, noises» or food. In the second column, he w riter has replaced the general term s with more specific words

! >r the topics being described 13> doing this, the w riter has made the •' 'pic specific and clearer for the reader.

Pair 3 39

Exercise 3 Identify ing S p ecific la n g u a g e

Read ihe fo[lo«viiijt pairs o f scjilenicsu Put a check t / ) next to ihtr sentence flint is more spccillc-

1 . ____ a. THke to wear m y giuncfmiKbcrsjewelry

/ ‘j 1 likf 10 wear my ftrjmlanlhi-r -'i ix.-jH necklace.

2. ___ j, Mj- liest friend ipive me a novel L>y ClianR-Rafi Lee fr>r my birthday.____ lv My lx«it friend gave me J book for my birthday

3. __ _ j, Someone lew her an umbrella.

____ h Hit father knt her an umbrella.

■l. ___ a. ! inherited sonic Alftflure.

___ b. 1 inlumted my giandrm (tiler's rhair.

5- ____ a Steve has a new laptop,____ h>, Steve haj> a new computer.

0. _ _ a. Jordan received a toy.

____ b. Jordan received a teddy l^ar,

Exercisejl A dding s p ecific d e ta ils

Rewrite the follow ing ^cntcrices. Replace tbe imdertini'j words and phrases with words lhat are more specific.

1. L l>nu;i;hl a njirofI bought a pair of running ah oca.________________________________________

2 Maria found soiiur lcwdn~ in the basement.

3. My mother yave me aumejD£Hlsa.

‘1, I like my tk-%k.

i My father enjoyed making Things

6 Mi, prandp:Lren[s collected snmenirs,

", >1e always have Vegetables with dinner.

40 I ’nii 2: Descriptive Pjngraphs

EaerflSg 5 Ed iting a paragraph fo r specific language

A. Rw d the following p a ra g ra p h s I :n d trtiu c five word* o r phrLiseS T hai LyiuJil Ik1 m a te »pctiJic. liken fo rc a c h bii(krLiiit<l word o r phrase, w rite one i j J ^ l io n k ‘lou Mi;iL you could ash 11 i t w H itr IO help tllm o r her be m ore specific,

My Lost Treasure BoxWhen I mv home town, my rclalive gave n>e ft special bo*,

itn; syiJ [ could use the bos to keep my s-po Jal treasure*. Tlie hci\ was

made oFa special material, and it was painted ft brigtn color. When 3

opened it. ii rlaj'J-'d ft pretty song- f kept thi Ixix on my dresser and

I used 11 to store my things. Unfortunately, I Iohi my heuuiifui ho*

when I moved to ¡1 d fb R iil cilj. bui 1 will afways r mL’iutter it ajid my

relaiive who gave it to me.

i. What tfflwi.rfld.vw oomg.frotni1_________________ ___________________

L _________________________________________________ __________________

I . __________________________________________________________________

4 - _____________________________________________________________________

5 . ____________________________________________

G ._____________________________________________________________________

B, Kew fine Tluh paragraph on a separate ph-ee of paper, changing the underlined m i n t and [illrase* to make llicm nifirt specific, V heh yoti Hni^li. com pare your paragraph w ith a partner's .

Exert se6 Writing a first draftReview your outline. Then w rite your first d raft o f m paru£rii}jh j !khii n possession that fc im p iirtsri m you.

Exercise 7 Peer editing a first draftAlter you « r ite your H nt draft, exclian^e It Willi a plrtiLtr, A ilsw it the {[motions on the checklist on paye 42. You may also w rite com m ents or question* oil your partner's drafl. Then rtm l your p artn e r 's eom tncnts on )X)Lr draft, and revise it as n ccsx a ry 1.

P:irt3 41

Editor's Checklist

Put a check {•/) as appropriate. Write answers in complete sentences in the lines provided.L ] 1 Does ihe paragraph have a topic sentence? Can you identify ihe

possession the writer w ll describe?

H 2 Does the wnte* provide background information about the possession? tf so, write il here. ___________________________________________

3. Does the paragraph have er>ough descriptive detail to make the desenption clear to the reader?

□ A. D o« t*ie writer use specific wofris (instead of general terms} in ihe description? If the^ are woick that could be nrtore specific, wnie them here_____________________ _______________________________

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

* learn to use adjectives 1 1 1 descriptive writing* learn to use the verb be to describe and ielino.■ edit your first draft fo/ mistakes. ►

42 t.'rw 2’. Descriptive Paragraph*

PART 4

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

Language Focus____________________________________________

Using Adjectives in Descriptive WritingAdjectives art- words [Jut de.sc.-nbe noum friten , u«* ad je ttiv^ in^Evi- die reader a iimn,- complete ])ic[ure of the people,. places, .Lnd dtLng* they want u> desenlie. Djíitpare the following pains o f phrases. Nolicc how the adjectives help you v-Lstalizi- the object-a bicycle -— ► a racing bicycle, a desk --- * a large, metal desk

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

■ Adjectives )i:HL-on]y one form. I'm; the sin if adjetive with Angular and plural nouns,a lovely bracelet two bvely oraceléis

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

* Nouns can also Junction as adjectives. In die following examples. ihe first noun describes (Jr- second muma rose garden a pocket knife

A Wlten .1 noun functions as un adjective, ir i> jIwii> Miiyular two kitchen tables two fcrtchem, lab?« (mcoRHCi)

I'.irt » 43

Excrcisg \ Identifying adjectivesRead the following sentences and underline itlt adjcftiTCs.

1 I take eaic of my stmnk. cjjd bicycle.

2. 1 ant fond of my house plam.

3 If has bawd green l e s m and delicate, white flowers.

4 J bought a srraw hat at musk fotivnl.

5. it was not expensive. Itlu I liked ii Ik-c:ulsv it w;is practical jn d attract ive,

6. I Ixhi^Iit rru muR At a small touri>[ shop at the Phoenix airport

Exercise 2 Using adjectivesCIuiikc the rollowLnft sentences by aiidin^ tw o or three adjective^ to each one,

1 My umbrella is like a friend,Mv bifl. black Uirbrglla 15 ilfef an o'-d friend,_______ __________________

2 I love my bkydc.

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

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

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

6. My mosher jyite me litr riny.

Language Focus__________________________________________

Using Be to Describe and Define

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

* You can use he + ad[ective 10 describe conditions. physical characteristic*. ape, and personality.

P h ysicalCondition Characteristic Age PersonalityHe is neadv ' am ^rono. My daughter- is ad* Gabriel is gracious.

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

* You t’.tn us*1 l.\< + m ■. 11: u.h riL vu n p h rjv . ' let LLk’iitify m define somethlrg. <jf to dcstnlxr o m jpatlom :cnd reLiiionsliips.

Identifying Describing Occupations Describing RelationshipsIt fcs a map. He ft ¿j&aiuy:. We are classmate

A In ■.vntinn tlic ounEnu-U-d :■ ■ r m " I th e vert» /■ .lr> ■ noijttepublL". Uk thi- Full rarnto id'the vcHn in byth affiflnativt: and n e g a tiv e sc tlH T O O ,

The marmoset is a smai: mammal rl-a y a re n o t responsible for the research.

S c w ith Adjectives

WWECT ffi ADJECTIVE

I ami n not

healthy.

HeShe

isKnot

athletic.

YovWfT^r

aresrt nut young.

r Sf with Nouns

suBjicr BE NOUN PHRASE

I aman not an hontst pt^wn,

HeShe

Isis not a dancer.

foum anc

an not brother;.

Jnfjcise 3_ Using be with adjectivesFinish the fnllim inn S iiitcni t s with n fnm i o f the verb be and one or m onj wljectlvt» to describe people you know.

1. My tcMLcher '■& Crtfatwe__________________ _

2. My tLwsmatca_________ _______________ ,3. My parents__________ ___________________ _,

’1, My neiBlibon_______ __________________5- My iiftkiin* ant! I ______ __________________ _6. | ______________________________

Exercise 4 Using be wtth nounsHnisEi cat'll HfinvrKu below. Make sure there is a noun lit your answer.

1 There is an Inhater______ for nr,- asthma in my backpack-

2, There 1$______________________________ on my dcak.3. My Either is_________ _______________ _

^ Someone whn wnlcs nci'V'ds is________________

Part I 45

T1 icft* is _____ _____ ___________ dbwntuwn6 S u t K O f K w h o d e i g n s h o u s e s L s _____________ ______________

ExmtseS Editing a paragraph

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

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

because ii has so many feuturcN useful. I do not need ro spend a lot of

lime iocusini; ¡L. Il tins j u t a l k focus. People do ntii have (o wait a

lony lime for me tci lake their picture. In addition, its Irn* is powerful. I

can photograph a person and scenery. and both ate clc;ir wlien I print ihc

finals picture?.. Another feature allows me to delete pictures blurry, I .save

a lot of money bccau.se I do not liavc lo prim ugly pictures. I am very

e\citcd about my new camera because il is convenient easy, and 1 can

lake ¡nreirsiings, pictures wiifi it. T expect to have a lot of fun uith it.

Exercise 6 Editing your first draft and rewriting

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

Editor's Checklist

Put a check (yr) as appropriate.

□ 1 I>id you include adjectives in your sentences to give your reader a moreL'oiTiplete picture?

i l 2 Did you use adiectiws aFi#>r articles and before nouns?

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

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

In Part 5 you will« rev'.ew ihe elements of a descriptive paragraph.* review adject w « and the verb be.* practice writing with a time limit.

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

PART 5Putting It All Together

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

rereis? t Using specific language

Rewrite the following sentences. Replace the underlined words and phrases with words that are more specific,

1 I ;t»n rtMding a lu*>k.

2 . In llit- p h o to g r a p h , ih e p t- iw n l l> h o ld in g s o m e th in #

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

■i l l Ls j p ir tu te ful' .t m o iu ir t^ T 1

l i l e Vi . H er t i i « s l lu T H i^ h .i Iu u -.m

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

Exercise 2 Identifying adjectives

Rtad the following sentences, Lnderline the adjectives*

1 We planted n vegetabie girden behind t lie house.1. Kríendl} |vop[e;irc usually happy 3- She has a different Idea.■i, My lavunte bnotw ;ire hLMimcjJ jiovds,5 T l u í 4" I.lSs |s ;lL >ou! t h e ni-nli te*i.

Pan 5 47

Exercise 3 Using adjectives

Rewrite the following seolciKia and add two or three ^djittivcs to each one.I. My toother owned j car.

My friend lias a Msler.

TIkj man was a leather

n iis -niTjeti Ls actually j computer

1 have a plant and a cai.

Tlieie L% j tree next tollie house

Exercise 4 Editing ajjaragrajjhHtM(l the pim gniph, Corrcct tlie mistakes with adjectives. There are m\ mb-iakes.

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

parents gyve ii to me ¡is redding gift right before I married my

husband This carpel is made of wool and silk. U is rectangular in

shape*, and it hrts a cold fringe along lhe borders. The colors o f my

carpet arc mostly dark red tm a cream colored background. but there

are also blue LUid browns designs woven inio iL In the center of the

carpet, a round medallion is decorated with exquisites lines and curves.

The carpet is nal thick soft, but it is lovely to look at. I keep it in my

living Tiiom bccause u reminds me of my parents wonderful, and the

country beautiful where it was made.

E I | TIMED WRITING; 45 minutesWrite a descriptive paragraph about yt>ur favorite place to vtailL Before you begin to write, review the following lime management strategy.

48 t'nii 1■ Descriplive Paragraphs

Step 1 BRAINSTORMING: 5 minutes

Wriie d im ii som e irttfi's iin jj p b o s you h:rve visited. Then w rite tiuWn som t spi-iidc (Iculls ¡ilxiul each pbcc. When you llni>hL dlooiR' [he place you would like to write a (kscriptive paragraph abmiL

S:,p2 OUTLINING: 5 minutes

VTritC an oil I line for jo u r p:ira_iir;! ph.

Topic SErrtenceTopic _________________________________________________________ _ ______

General feeling about the topic:____________________________________________

S u p p o rtin g S en te n cesBackground information:_________________ _________________________________

Details that describe the top-t:

Details ilxa? describe how you tee: about the topic

C oncluding S en te n ce

Slep 3 WRITING: 25 minutes

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

Pjrt. ■) 49

5tep 4_ EDITING: minutes

When you h a v t finished your first draft, check it fo r misiakcs, u sing ific checkliül hctCHV.

Put a check (/) as appropriate.L 1. Does the paragraph have a topic sentence that introduces the thing

you will iteHfitie?

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

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

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

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

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

~ 7 Does the paragraph ha^e a concluding « m e n « (hat restate? the 'flea irr the ;opi< «nter>ce?

Topics for Future Writing

1. Write a descriptive- paragraph on one of the following topics,

* A pttson lhal you atlmirc (üüËidr of your family )* A Î;i*<nrilLJ piece r>T ;m or mttwC* Your favorite room in your hume■ *, way «1 Intel ÜUt inti.-Ti.-Nls > uli O'V bkyiic, iryin, hoi air balloon i

2 . Interview j friend, dassniatr, or relative about his or her view* on ont of the topics above. l'alttL n o lo during thu interview. Then write a descriptive paragraph on the topic, but from y o u r friend's point o f view.

SO 1. nit 1 Descriptive H'jiragrcipfLs

Unit

Example ParagraphsUnit Goals

Rhetorical Focus* example organization* using exam ples as supporting details

Language Focus:* forming and using the simple present* subject-verb agreement

PART 1Stimulating Ideas______________________________

’W riter1 use exam ples to help readers understand w b i they mean. A Kuod exam ple supports a m ore idea with sonirthiiiB specific.In th is unit. you will w rite a paragraph Lhui use* exam ples as sup|H>rtin^ details.

Exercise 1 Thinking about the topic

Discuss the picturc with a partner.

■ Who is tile little j*iri witfrt* ’¡H'lio do yi HJ d lin li she i> L ilk frl# m?

* Where cJ<t jnu think ¡¡toe might lie jicwiijt?* Wiiai do vtm dunk her diiiJy activities m|ghi lie?* Wvmld yrHi d e jn iilx f her IHe as Ik i^v?" W Ia <_>r why cH)t^

Exercise 2 Reading about the t opic

Thrce-y ear-old OlivJn [h-’t s In busy New York City and has an ImapEnary friend. What is iltt* main problem w ith this Imaginary fHcnd?

52 L nil 5: Example Purugniphs

Bumping Into Mr. Ravioli

M'. daL,ghier Olivia, w no i’js l turned three, lu s ^ n Im aginary friend w h ose nam e is Charlie Ftav.ok Qlvia is growing up m Manhattan, s'id so Chari b Ravioli has j lot ot ¡ocal traits: he lives in an apartment or- Mad son and Lexington," h i dines on grilled chicken, fruit, and bottled walerj and, having reached the age o f seven and a half, he ieels, or is thought, old " Sul t-h most peculiatfty lo tji thing ¿jno-.r Ciiv afs magtpary p la y m a te is this he is always to o busy to play w^ti he* She holds her toy cell phone up to her ear, and w e hear her taift into it; "flavioh? It's Olivia . it^ Oiiv;a Com e play? 0.k Can m e Bye. "T hen she sn a p s ttshut, Bod shakes he; head "I always get Ins m achine." she says. Or sh e w n say. I spoke 1 0 Raviol loday." 'D id y o u h a w fu n ? ' my w ifea n d i ask "No. He w as busy working On a television" (leaving ;t up m the air if ?ie repairs electronic devices or has his o w n tafk showf.

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

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

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

Ete^ise 3 Understanding the text

Write T feir true n r F t'nr false for fiich Statement.

____I. OJiviiL Li ihrce yir.i r* old.

_ J. Gtarik1 JU'iuli Ls ;l real person

_ _ 3 t >ln ia Wien plays with G&dic kavinEi

\ ChiirlJe iLlVidli is Virt different frum niuM NfW Yorkis.

S 0!ii'Jj Hit'tk'n Ulksiu Ctiartie l^irioli in peninv

Exercise 4 Respondingto the text

Write your answers for each q u n tin n in full ie n lin c t's . Then tlistiiss >Our Answer* with :i partner*

1. Mi bu Lt Olivia?_______________________________________

rf,ir1 I 53

2 'A Im is Ow riii? H.itinli?

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

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

■*, Whar docs Charlie Knviuli eat and drink? Why do you think the author

indudes these details?___________________________________ _ _ ____

Exercise 5 Freewriting

Write for ten minute» on ihc ro p k below. n x p rtss yourself as well as you «til. Don’t w orry about making mistakes,

Till;- w riter dcstrflics ChariSt1 KaviiolJ J-s ,l busy |>L'ison. ¡low TmwUJ you d ^ ilS K -

yuunfdl? On * separate p t u f pJpWi make j Ihr o f four nr fi vu jdjociiveN that \ o il

would llm.1 H» de-vcnlx.1’ ynujsdt Then write jllXAJt why L'iich ont- destribi'i; you You

may c Ik x m Inn« the list l*l<rt\ <w use other adjcctiVe*

active äthtetk In irin^ busyoomp ¡intonate confidcni çnuuijtcous ewatlvedifficult fkstil ite hm ^t'nerouiliuidwnrklnit healthy intelligent ( njfj nl/edpnjud shy Mubljom

fn Part 2 you will■ team a b o jl example organiratiûrv• brainstorm id e « and specific vocabulary tu u k in

your writing.• create an outline for youf e*ampte paragraph,

54 I rtii 3 Example l\iragrap»hs

Brainstorming and Outlining

W '-^ W WRITING TASK

In [Ills unit, you will w rite an CNJmipkh pani^rApIl (hä[ d tS C n b ^ you autl ynur lift'. You will m e specific « u m p i ts to support your ideas.

:si?rd5c 1 Brainstorming jdeasA. RCricw ;\ iu r freenrffina «CTClse: T hen choooe one LliljeCtive from yrmr

freew rlüni' e x e rd ie Ui;n you uuu ld like to « rite ntniut. Utc that adjective Tu com pk-u iJie s a r t tö tc hti™ -, T h h will h t u m r tnptu' sentence.

B. Complete {|iie3tiori?< 1 and 1 bttiiw with tbc same Kljntire. Then Wflit your ¡uisw iirs (o I he qu^iimh.

t w h a t e x p c r i t m c t i yum Ei-10 i l ia r s h o v y o u a k y.- i m _________________

ptiTsoni?

2,. Vl1i;ii nit a i| iL_-h tltJ jtKJ nFlt^do (lull slmw yrsu litv j an

“xer-cr e ; Brainstorming vocabulary

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

pcrcm

|ier>i in?

Pefjonalitythiirful. outgoing, oiLniiTic, icv*n Lurnuj.

Fiwi.ng peaceful, nervous. errnja ratted, gJoomy. excited.

AppearanceSlOCky, petuy. sr«eiul,. har r^cme.

Cna^ct eristicsintelligent creative, soitai. organized. alhleiic.

Pait 2 SS

U, Choose four « « rd s from the chart tli.it you might use .-ls example* ill your parayraplu Wriie a practice m hIHKV vr[i h cach w ord you choose,

] J am shy. Far cKamplg. t f«S rcarvaue whgn I meet rew pgcpif .___________2 , _______________ ____________ ______ ____________________________

.V -------------------------------------------------------------------------------------------------4. __________________ ______________________________ _______________5 . _______________________________________________ ______________ _

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

Exam ple O rganization

.\n example jitfuipypli gives t'xiniplcs so that ihe reader deari} understand* (he wriier* itkras ab«ul J Dopic.

Topic S en ten ce• The first sentence introduces (he topic.* It also includes the controlling idea, or what the wriier will say about Ihe

topic

Supporting S en ten ces• The middle sentences give examples lhat support the controlling idea,* These exampEet, give -j ctear picture of the writer's specific meaning

Concluding S en ten ce- The last sentence of ihe paragraph resta:« Ihe Lopic anti whaî the writer

has said about k.

Exeruie 3 f te a d in g ji s tu d e n t p a ra g ra p h

Head the student paragraph. Wlï}‘ is I he title “Like a Mille'? Who in the paragraph Ls Like ft mule?

Like a MuleI am a stubborn person. My Mends and relatives ure sure about

iht* because ihcy have experience with me, For example, I do not lake

advice from other pt-ople, When I wa looking for work. I had to make

a choice between iwo johs. My mother and my husband wanted me

5Ê I nit 3: HarajirJphs

its take a job tn a childcare ccntcr. but I did n o t like1 ii. I siubb<jm,

and ] did ikh rake their advice. ) [mfc a different job ill a bookstore.

AEm», I do n□[ i-h^nge my mind ca*iEy. For example. when I bought inv.

e,Lr, I warned ii in while. 'Hie car dealer had all the oilier colors. j il- ti,

gold- blue. even net!. I said tin. and wc weni to a different dealer on

llit freewav almut miles away, They had [be ear m white. Now I am

driving a while car. Alsu, t always defend my opinions. For example. 1

do not lilc-c ihe wife of my husbands friend. She is a mean person, and

I Edkl Ih.t whin I l K l m i hl [if her. so we do nni spend Hme LogeEhcraa

couples. My life is not always easy, hut I am proutl to Ik a strong and

stubborn woman.

E*erose 4 A nalysin g th e s tu d e n t p a ra g ra p h

A. Respond to (he paragraph bj ansm -riitu tbequH tloo« below In full p tfu c n e u .

I . WIlii I afe the lhri.ji“ main WAVs in which thir Liutbi.tr is sruhtvirn?______

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

It. Exam ine ihe organization o f th r p^ragriiph by iJUWrnJlj! ihe questions below. n j r n com pare answ ers w-iih a partner.

1. Carvle ilhi te-pi-L' .md underline the i.'nríi«ojIMtijí idea

2. Ke,id tilt: sett>rnJ teniente IK hut dh)TH! |u.-l.i ilk' ivlippCjriJng deuils IfikMlibei ________________ ____________________ _________________

3 . H o w i i u n y e X A i n p L t ! U k > e s i h e a L L L Í K i r p i v i ; ? _ _________ ________________ ___________

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

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

Pan ¿ 57

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

MCTiat does (hij jmiJinr jdd tr»(Jit eonelmUnjt ^nttnc-i: dial h m i In iIk1 (opk

w m ciirti--------------------------------------------- --------------------- -------------------------- -----------------

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

Exercise 5 Writing an outlineReview your brainstorm ing ideas anil your free writing cx rrc is t. Then use (he form to w rite an outline for ynur exam ple p;ifS(traph- You do not in-Ltl to write in full stnttMices, Lise only the word* dial a tv iw c a w ry for rtm tm berlilg the inform ation you wUrtt to Indlidc in your piirj^niph,

Topic SentenceI am a/an___________ ___________person

Supporting S en ten cesExample 1:____________ ____________________ ______________________ .

Example 2:

example 3:

Concluding Sentencefiestatr? 1 h4? idea in (tie topic sentence

in Part 3 you will .

* learn more abtHJt using examples as1 uppnTl ijid dulailt.

* wriie a first tfrafi of your example paragraph.

58 I 'nil 3: lXimplL‘ Paragraphs

PART 3

Developing Your Ideas

t f .n v w 1 Beading a student paragraph

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

My Game) am an iitMelic guy. I like w uateh ^poit on television, but 1

lovi piayinn sports even more. My favorite sport is soccer bccause il

requires team work. 1 enjov working with ocher player? as a leant I am

in two leagues. On both teams, I play forward hedm*e 1 am uggrrxsfvt

¡.md can scoic ^oals. One of the leagues is just for fun. so I can mess

jjniund with my cousins and friends. The olber league is more ‘wrious.

[ have to keep myself in gL.mil condition. There arc regular pnitiiees

and we vujrk on special plays. Sometimes wc iratvd 14 other cities,

in the state. I am also j sludtau. so it is tlifHcuJi [q wiifc around my

school schedule. Basketball is another one of my s|ion.s. [ often jnj y

at the i ark with my friends. Basketball Ls fun even thuugh I am noi ■in

skillful. My friends and I joke white uic pliiy and have a gL>«l time, I

also like swimming, Inn 1 l! l> nm swim in ciwnpctiiions. M&mly I sivjiti

to stay in shape loi >otcer. Playing spans is the Lbing dun I enjoy

mosL anti 1 GS]>eejalfy like speetr bccausc J feel happy when nty team

and I play well together.

Exerose 2 Analyzing the student paragraph

A. Kc*i>und to the parajp-jph by answ ering the qurt*rions below In full Hrnlenc«^

] ttlia t is llie author's favorite .‘■jxnn? Wh;Jl you feUm ,l hli[ Itim ;ls ,i player?

Part 3 59

2 Why does the author likt- soccer?

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

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

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

B, Exam ine the organization of the paragraph by answ ering llic questions below. Then com pare your answers with a partner.

3. Circle the li 'pic and underline the contniQiflft Idea in the topic .sentence2. Read llie second sentence. %1ui do >ou expect the supporting details to

describe? ■ _________ _____ ________________________________

V 'W rite t jre exam p le ilu it .shows i Ik au th o r t.s -LihletiiJ*___________________________

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

Underline the (.'oavlndLnfi sentence Does it restate ihe lOpK?____________

<} What due* the author jdd ti> the concluding .sentence ihat is m it in the topic

scnlencx1?__________ _____________________________________________

Rhetorical Focus___________________________

Using Examples as Supporting DetailsKftectfve examples have ihe folk>winft features:

* They are specific.* 'Fhey re kite dearly rn the cnnudling idcM- They do n- M simply restate I lie topic sentence.

60 Lnii 3 F.Jiamptc Pum raplv.

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

My mothei a a good neighbor.

Sow rt-ad the following ,supponti£ig itment.'cH Thi.-y kuh support ihi.- L\)nr rn sti i ni; ii f« by giving corhTett, apedllt: iixample*She always invites people from our neighborhood over lor di-nner.

Every year ih e Iwstj a badc'to-KtiOCt party for the children on our block.

X o w rt.nl i Im-. ■ flLfitcntw , which are? mu effective example^jhr? enjoys (gardening iitoh ci'early related ro rfte tonfttuV/jShe ■!? a wonderful person to live ¿round {teszates Uie .rfsaJ

An c^nmplc often begins wilh 1 lit: phrase For example, or For irpilanw, irt]](jwcd hy a commit,

Ke i k » to slay in shape For example, he runs six mi es every day before wort

'itTTm.iime* writers uat; .1 -Jtml LLiJon to . nnrttscr j ^»nLT-Ll s tu te n « w^iha specific ¿xiiiiple iy^i nn ing with fr/r nijjh1, i ir for instance.Ourt t e a t e r i s e n r e r t a r ir-.L?; f o r i n s t a n c e W r x e l j r r i e s h e u s e i p u f o e r s

t e a c h g r a m m a r .

E xe^iii1 3 Id en tify in g spe riff c ex am pi es

hciid th e fo llow ing top ic K n tcnccfl. T hen pul * r ltc rh iktxi to dieuxam pfes t i u l Niipjmn flic Inplc » O lH I « in die m ost way,

I To hccHjmc :i gim d writer. a student should w riLt vitim.____ a- Ftw L-sarnphi, she should try lu Write CYtr} dav because writing

is important.

/ - h. For rsjm plc. slit: *lH>uld fceep.i ¡ourrul ,md wrUe in n every evening Ix'icsrv b ill

(L c. T-i .resam ple she can Htid jft tn u il frtertd and wrftt messages fivquenik

2. Living in itu: rily challenging in mtny wa>v

____ L. C-i<y cJv. L'llfih usually pay L| loi ciFmimcy to Iivll In j

‘iillaU OpjniUcM.

____ 3' [r is 4J1 lllk Li h lo live in ^ Lity Imx-j li ■*- s .t |]k- IttwitjrJe ill CiltCS

_ t'. I \ i ‘pk' who live irt [he City Ji.nv in ck-at with pollution

Part 3 61

3 M y simt-r is easy to te:Lse.

____ a. For Instance. many people Like Lu pike with her___ h. For ¡nuance, 1 often tell ller than i am f i l in g married. and she

a lw ays h e iit ie * mo.

____c. For inst.i i n.e. slie lus j cheerful personality mint she dut?, nrH gelangry wlien t make Icdi^s jlTout her hoyfttend*

t. This school often; 3 lo< of opportunities to students

___ a, There ¡ire many clubs and or^mi virions ^tudenr.s cun ioln.

___ It, The sclionl Tries tu lidp ¡student*.

___ c. Tile School has a career cnutodintJt center rhal olfers id v if t andw o rk s h o p for students.

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

;i for Instance, it is easy to see dial many ihkn^ utv changing fn [lie WXJrrid-

___ b hc.n1 InsKtncc, new forms of comnflinicatlon make it easy for peoplefrtiin dlflvreni countries to work together on projects

c. For instance. many Asian people can s:x.-nd pnrr oE llie year ill tile l.l.S. and pari of the year in Asia Ix-iniLtse ii Ls easy ro Havel Ixack and forth

Extfrose4 Making exam ples specific

Read the passa^ei below. Underline the example. Then revise eachexample to make it more specific.

1 1 h a v e .1 v e r y p a u e n t cut. F o r m ^l:m ce. sh e a iv e s t ip .

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

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

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

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

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

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

62 I'nil ?: Fxample Paraiiilphs

Exercise 5 Writing specific examples

Write two examples as supporting details for each of the following topfc sentences. Make sure ihe examples are specific.

1, Mj IViertd love* .intiTLLbi.

5 h a alwa y s P rints ¿ nimaJfr. to Tag u a t shelter,_________

rflfos canc of agvsral animate jr.iijrJiizmg,__________ _2 I Jjn a Ihjm1 person.

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

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

5. My sister k> beautiful.

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

Exorcise 6 Writing a first draft

Hevirt- your on«line. Then write the first draft o f ¡ui exam ple paragraph about yourself,

exercise 7_ Peer editing a first draft

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

Putt 3 63

1

Editor's Checklist

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

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

□ ?. Dies The paragraph have a topic senietice Snai m irpdu ifi the and has ¿i controlling -deai ii the (op*£ sentence does nol h sw s controJing idea, suggest a Mmirolling -, h

_ 3. Dp jupmoriuig dyuiis give examples [hai supcorr rhu : qi>;l sentence? Write the eM'tiples I Sire. _____________________

J. Are all liie supporting examples relevant? write down ar.jr th.it seem

u n r a te d to the io p ic .____________________ ______

_ i 5. Does the eoniludifitl wnrence rcstati; the idea in the lop;c sentence?

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

* ¡earn about the simple p-eatm te* icaro about subjed-verb agreemerrt.■ edit youi first draft for mistakes

64 [ 'nit 3: E^LtnpIc Piintprjph*

P A R T 4

Editing Your WritingNon- lliat you h ^ w r i l l c i ! j first tlrjft. il is Lime: Id edit. FdcliJi^ Lnvulvi.“«; DiükJiiE chmiftre lo your w riting im prove it and correct mistakes.

Language Focus____________________________________________

U&ing the Simple Present( '■lj the *rrtp3f p riren t rtrflst? to expresü tuh][s jjjlI routines I waits up dT &:0Û wwy day

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

Forming the Simple PresentFcjHuw ihcse rales [ft Furm [lit: simple present rt'nsL'

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

* W Iilh lJil- .‘■uhii'd ■;! .1 -vcnlcrKC is .1 I hind [xjrMin eL. i t prcxnuun *l<L'r sb tt iH, .1 sin>^jbr rtame \Milribti. Lux AjihcÎlv), tir a ¿¿r^uLir iiuim « my/rteutl tbc faA')_ add h>i s s to cltL- kise form o f the ■, trb.

* "J O ft mi t i]c:y Lvu si lH-lti ;l- i its iislj dwtit \f + ti(K + 11 il- I m e li inn t ü"|jlLl VeHï.We exercise lvo v -My. He works in Manhattan. E^na d o « not go

to school.

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

i sit *1 65

Affirmative itatcm enb

s u ite r BASE FOAM OF VEflB OR 8ASE f<WM OF VtRB + -S/'fS

1

Vtiu

He

y»It

eats hei?liiv food.

weYi*j eat

(Jhey J

Negative S tite*pcw ti

SUBJECT DOtOOiS BASE FORM* NOT OF VERB

td ü nol

Vou

«eSht does. rot eat hoahhy lot«

it

We‘t'ou do not

Exercise i Practicing with the simple present

Complete ih n e mdil'IIccs with Information aboiti people you kntiw. Use a present tense verb oilier than the verb be.

L My father rapds a book sverw wggfc. ----------------------------------------------

1 My oou& i________________________ — _____________________________

i . Mow. of mjr ctassraMii______________________________________________

4 My lx*r friend______________________________________________ ______ _

S. The children kn my rtritftiboihtxxJ___________________________ _________ .

Language Focus____________________________________________

Subject-Verb A greem en t

xttb mitsi ügrvx- in number with its subject. consider d*? examples.In the fir.sj scm tiK t, a plund verb form fa rt) frttkjws j plural pronoun i u c) Hi >wever. in lhc seom d sentence, a fiinjiiiiur form i ¿0 follows rhe plural subject This sentence Is incorrect.We »re tired.We is tired. GncotrectI

Uic ,i plural verb folltnvinj; two or more noun* ttwl are joined I v1 and Man/ and her sister live m Ldi, Vegas

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

frG I rliil 3: E xam ple E'.ir.inrjph«,

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

Exerciser Practicing subject-verb agreement

Complete each sen renit wfth t lK O T tU form of a prescm icnwt iHj k lo w .

Excr-ctse 3 Editing a paragraph

Krnd liic ^rn pjJ i . O irrc d ill? iu iM :io with piW cul H’iim - Vb Im.T b t f t are ICO iiiis la k i.'s.

My &isiers arc- hoih r ifc nidi people, Vanessa und Rita is musicians.

Vanessa is a piiino player and Rila play ihe iuiinr. They are students

at The High School tor the Performing Arts. Van&ssa and some other

girl* in her cJii.ii> is p e r fo rm e rs at churches und other cvems

nearly every weekend Jim jnc good pract^c for them tsjcHuse I hey

wanls bo ptay professionally one day. My oilier sister. Kila, is yoinicer

lhan Vanessa, She is nol ready to perform ycl. but ühc play the uitLr

vcr\ welt. She usually perform at family panic*. They works hard.

Every <Liy when ihey eonies home, 'hey nie t ire d . hm somelimes they

p la y m usic: tor u & a l home. W e feels lu eky 10 have such f tJ e ttfc d people

in our family.

cook sxxtliiv practkc/practk'c-*own own*. do noi nvfk/<loe»Dai work

U-U'jM- atöYCJl

I. T lieiiram___ ____

1 Oile nf nuy brothers _____

5. Itachet anil Julia _________

' \U sister und her Imyfnend

V Hit fun c lu b ____________

_ -ii ilk' stadium each morning.

__________ __j brarhl new cat

IweaklüT ;tnd dlnr»w every lI.iy.

_______________ tin weekend*.

____ ai L-j.si |IK) k't[tT> 4 w eck-

My Talented Sisters

L lh i &7

Exercise 5 Editing Your First Draft

Review your paragraph fa r mistakes* I.'ne the fh ifk lls t ¡«.‘km . Then write a final draft.

Put a check ( / ) as appropriate,

□ 1 D'ct you ch«k for sLib;ect*vefb agre*m&nt?_ 2 , D d yo u use p re s e n t ten s e verbs correctly?

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

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

In Part 5 you w ill...

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

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

PART 5

Putting It All TogetherIn [k b p:»rlof ih c tm it, yom w illcam ple«- five exercises to im prove vour a ta iracy . w riw JI limed pjifSjtfapil to im prove ytm r iluL'iicy. iind then I’Splorc topics for future w riling.

Exeretie 1 Iden tify ing ex am p les as s u p p o rtin g d e ta ils

Read the topic uem ences and the exam ple* iha[ follow. Then pm A chtvỉí next to ih t exam ples [hid iUp|H)rt the fopfc KiitciKC.

I . Computer* tux t' ni-itku ĩtu JmLw" I ive* ir.1sicf____ d. They can iiHJi ([LLVMii'n1. (if ihcir in?iiut.iur>

___ b They 1-jn (itiil dwir papers casỉlv hy (IddinK their fjĩin> and typingnew words tH- st-ntL-rtC»

___ t. They can ftmll Mudy groups ilfKl discuss lopiL-s in live liixnlrv._____ (L The1,' c t ji njMfUTb in/orm 2ik>n i>n <1*7 [níerrktỉ

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

___ -I Ft IT L'xample. -she enjoys IO pan to

___ h, For rxyniplL‘, she Is witling to IrnJ her frteflds mond)' it llievfor It-

___ c For tMimpV. she takes timcofT Ui uk e L"jn_‘ of J .sick lir.mtlrin x h tT ,

.___ ik For CKHnp](.‘h she inlw:tyj. itiiics rf there IS SEsythLTtjj .she cun dfi Furher friends.

3- Shopping online ĨÍ num.1 t'OrtVeniem Than stjtK)>pin>ỉ Jt a dcpartmenl Ktijfr.

___ a Y(MJ can shop online at any titrv oJ thi? day.

____ h, V(KJ cun cam iw t prices 31 iXiVtral store* when \hopptny £ini»nc.L.

_ _ c VfHi cvinntjt luvch the fabric o f die dothe* you Uftlct._ 0- StaLt? stnj dll nfH I t n t £(J leu VC VTJLK huuMi* you will stnu OĨ1 BỈ44

siuiiliTW,

■I. Reading is an important way |t> practice J nfft lanpuagt.___ _ a For tnsunw. n s d h it linprtmcs MKihulin'.

___ b For tnsunoe. it is tdifiojlt lo Icam a new bnguãỊỊLv

___ c. ro r tm una:. n a tlb ii fKlp^ peopli- b m ỉícntciv-t; iMinrtv.

____ tl For Insismee, ivadinR iiitfjus you to praiiH.v II ™.‘W hngu;tge.

Pan s 69

Tlit‘ hinti my son helped esil1 1« lx.vtJiriLj more puiienL . ¡1 J exffiiwi! uitwt (d Ns.i y healthy for my so/i

____ Is. 3 II.nlJ u.> sit MllS for bows holding hLru in. ni>r Jmi' unlil he tell ileep

____ e frill Arum'S J IttJ If) spend up to IWU \mum trying tn Feed turn.

____ J. when ht MS older. ] ’.vent (ft illi^'ic* ft'iih him.

Fxgrrise 2 Writing sp-edft^ exam ples

li'rilc two exjjiipies a* sup porting deiaila for Cdtll o f I lit fol!(fflinfi topic sentences

J (JiJkTie Mutlenrs h:nv :j stuvAifiil Itfe.

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

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

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

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

Ey«id»3 Using the simple presentf jjm p le le the FoUtwinK sen tences with In fonn^riou that includes !l siEiipIc p rcsem tense verh.

J. Writing ;t (piod paragraph _________ _______ ______________________

2, ilajTifuf drivers _ _ ____________________________________________

3. A tourist._______________________________________________________

■I, My licmielown________________________________________

>_ A lien) ______________________________________

6l My tell phonu____________________________________ ________

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

uwcjse J Practicing subject verb agreement

Complete citch MiiienLi; wfih I he c o r r tn form o f :i p n e s tn tense vtrfa below.

WlKk’S'Wi'aUih dofti rwM Hiyve do rKi agree pL'rinnn 'ix.'ri'nrrtldrives drive shares share studies study

1. I Litold and Run____________ __iVL-k f a w e e k .

2. My favtjriie ha rui ________every year-

V H i e p re s id e n t cjf ih t- cw jj^niyniktm

eiHiuninee's Monnntadiiinn.■I. One (jC my sisierv_____________

. Hi w o rk [ [ ^ l i e r at Ik w :

_ .J* llte S I . U r f : t i r

______________ WlLtl [III!

’ I Gtnad-i and ilie I rilled Sillies

6. H e __________________________

. n * i much itk ^ in n . __________li lwirder.

Hnglish jntt econuQlks Jtthe university,

cK TCtse 5 Editing a paragraph

Head the p in ij^ ip h , fo r r e t l [lie mistflji« w ith p resent tense vfrhs.There ¡ire eight miMiiko.

TrustThe most important quiiliiy of a friend is honesty. An honest friend

never lie ¡itioui anything. She idi you, for csanrpk^ if she i;rt:c-

v-iiK vliu on an issue. When you sk for art vice, she tel is vou ihe truth

even when it is difficult. When you usk\ an honest friend's opinion

about the clothes you are wearing to a p;my, she tells you if they ure

inappropriate. If you docs something bad, iihe do noi hesitate to give

you sincere feedback. Thi>* honesty result in trust between you and

your friend. In -hurt, honesty iire ihe most important characteristic that

I took for in a friend.

I'jri 5 71

| M t|MED WRITING: 4S minutes

Ul'rttc 311 cxam pk paragraph nn the topk below. Before you begin ti> wrilt, review llic following time manajicmeni mrattg)’.

!X‘*crlbe your ideal Knjilish ((.-.tL'llel Whal is lu rir her most import JM characteristic?

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

What characteristics must a good Entijish t c a d w have? Urite down as many o f these dunctcfiiitjks you con In the b o \ or on a separate piece of paper. Ilien chtKwt one characteristic tliat is die must Impiirtant to yon, and w rilr four specific c x sn ip l« for die ch>HCftH$(ic.

j

72 1 "nil 3 Exmnpfe Paragmplk?,

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

Topic S en ten ce

Supporting SentencesExample l ________

Example 2

Exampie 5

Eiamplfc 4:

C onclud ing S en ten ce

Step 1 WRITING: 25 minutes

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

PnnS 73

Step 4 EDITING: 10 minutes

W hen you have finished yotir firsi draft, ehcck It for mfalakes, Lisinn the fhtrklLM hckrvv. M ike u iy cbnjtt-' nccesMry.

Put a check { / ) 35 appropriate.

□ 1. Does the ta p s sentence introduce tne topic 3Hri contain a controlliftg ides?

2. Does the paragraph irKíude ipecifit examples to Irelo Ihộ rMLULT untíeivand ii'OLir point of view?

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

n 4 Does the paragraph bave 3 condud ní) sentence thaï restâtes the topic M fiteníe?

5 Did you use p resell iện ie YPrtìỉ cor reclu í

6- 9ữ all Wie subjects and vộíbí agrộe?

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

Topics for Future Writing

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

■ A good physician• Y u u t (avixrtte rc(;«ivc• A prtMdeni prime minuter >ou would voie for• The worst w.iiler

2, interview a frkiid, iLiismatc, or irU th r aboul hi* or her vltws on one o f the topics above. Jake notes during ihe interview to use for your pitr^M ph. Then write ;in example paragraph on one of the topics above, hut from a friend's point view.

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

Process ParagraphsUnit Goals

Rhetorical focus• proccss organization

Language focus:• using time order words in proccss paragraphs• using imperatives• modal* o f advice, ncccssity, and prohibition

Stimulating IdeasA pfQCCfl |)»ra^rjph explains turn lu do something step by MtLp. Tlie reader should be able to follow I he sie|is to get a desired result.

Exercise I Thjnking about the topic

Discus* ib e picture with a partner.

- NTlUI <!<► siiti s: l- ill M l - |iltlurvl* hat is llfctr p i f i v *1 tli >i ng? W li> ?* \Fhat tk> you liunk lité person should do r a ' Why? ■ H¡n e v'ui evL-r hecn frightened by another cit-ailllc?

Exercise 2^_ Reading about the topje

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

76 1 nn i Piocev. iMrajy-.ipti:;

FajjIuhi whj' ,ind what happened

How to Fight Off a Shark

M oil shaik attacks occur near land, typically near or between sandbars where sharks fepd Alecks a-SO happen :r areas with steep drop-offs Sharks gather in ihcse ¿reas because ’heir natural prey ls there Alm-Dst any large sr'aik around si* tw?i or loiger m total le'igth, is a danger to humans

If a shark is Coming iowanj you or attacks you. use anything you have in your possession to hit the shad's eyes or gills These are the areas most -¿ensiii^ to pajn. Mane quldk, sn^rp, repeated jabs m these areas. Sharks are predators ¿ind wiEI usually cnly fclioW through on an attack if ihey hav* the advantage, so making the shark unsure of its advantage m any way oossble will 'iicrease your chance* of survival Contrary to popular opsnion, "he si^a^'s nose is not the area to attack, unless you cannot reach the eyes or gills. Hittjng the shaK simply :*!Js ii that you are not defenceless

ll a shsrSt shciw itself to your it might just be curious and may swim on and leave you atone. If you are under the surface and lucky enough to see an attaching hhart then you do have a good chance of defending yoursell :f the shark ^ not too large

^i.ntThaf; pn undeiWSlB Nil J m p d r t jtci rf Uie im'iin whtw

I fit Ijml Jj;K jn-n >inkk'n^ prtiyL j jjCThLir i«r jninut |M 1+ hunttJ

fi;. .irl'il I ict .iimmijJslm k>CJ[nl 1riL Uic sk k lu f tlUrk*

ttur sJnu' niL-rti '•■< tur^Mi

Exercise 3 Understanding the text

Write r for true or F fur false for i'ach au-mcnt.

____] Sliark> l t Hilt d o * : n. ] Ijnti w | urn Hi try u re In i n ^ n .

____ i Shark?, ahvay* jfueJi p eo p le w h o a te for i w i y innn ih t lic*idi-

____ 3- VtaHt durftf ^i[\ not ¡aii^’k liuonra.

____ i ll" s attacks you, you should In: ii Ln rhL- m iw .

____ 3 If ¡1 -»ftthi aces whi. it w ill pfobaltly □¡tuck \lju.

¡ Il th : ,i I.',l L hliriv ( H c L k l ty ilu u r in ::]i I f t c i > i

p r v d a m i r : A p t f t r w u j r ¡ u t f o a l t h a i S iurtt*

n:!k-r Imiljj l'SeJLuct* lur N.hjlI ai-fco'icltss: un.lhlr HI (5nJ[n:l lhmjscII

Pan I 77

Ejf rr iw 4 Res p o n rfi n g to the text

Write your answ ers for each question in full sentences. Then discuss your answ ers w ith a partner,

1. You are ^wirmiung and vou >ee ;l sil:i rk t'ominji Low ard you V dm should

you do?_____ ______________________________ _ ___________ _______

2 Whai should you nut tin?

3, Vflien y o u are cli<«^ins ,i pl.ice to ¡»wjm or >*uki dive. v I li t .soft of places

should you m ay j w j v from ? _____________________________________________ __ ______

Jjcercisc' 5 Free writing

Write for leu minutes on the topic below, Express yourself ».* well a> you eon. Don't worry about making mistakes.

How ic» Rglll Off a Murk" expblin* the Steps you shtiukl wke to jjer out of jM[u;sri<m. Thinfmi .^Niieitiniffihat you Etnmv hem to do ttui mijiht Ix-

helpful Irj someone else, li does ntH Imc tt) Ik: Jil emeiltcncy '■itualiori It can lx- someihing .simple sudi packing a suitcase or i.li_i njcin>: die oil in a car. ConskkT the ft i|l< n\ mu question* a* y< »u w ile

■ \x I Ml is the liwk?• What wi|] >he ie>ull l*v• Whui tltj> vou need to do fin»? Second? 'Child?• W hal nhould y<3U avokl d u in j'*

» learn about procevi organization » brainstorm idea* and specific vocabulary to use in your

writing.■ create an outline for your proce« paragraph.

78 l nil 4: Pmctss Parjgrap1i>

PART 2

Brainstorming and Outlining

WRITING TASK

[n th is im lu you will write a process parag raph nlK>ut som eth ing you km™ how lo do that m ight be helpful id som eone c is t.

: :TCiseJ_ S raínstormingjdeasReview y o u r freew ritlng exercise. Then do the following,

A. Think o f winH1 tasks :tnd activities that you do often. W rite them in th e chart below. Then select one o r tw o that a re prot£$üvs that req u ire >Tcp<¡. Finally, pu t a check nex t to those activities tha t might be good limpies fo r a prtn 'ess paragraph .

Time Tasks and actrvitites

Morning

Afternoon

Evening

W eekends

B. D escribe one o f the task* o r activities in the c h a n to a partner.

Part 2 79

Exercise 1 ftrainrtorming vocabulary

A* Circle the words that you might Like to il« In your writing. Then add two or three words to each list.

Measure a loot, a pouna, a tablespoon,

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

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

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

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

H, On a s i-p ira ti p ic te o f pa per, m rv n ro b u k ry from (he th a n to wriiu five KOtvnoes about your pro tfs^ .

Rhetorical Focus

Process OrganizationA pmccH |'.ii,Lnn;Lj>h iltstiilx 's the steps neccssary to perform a prnccss or task.

Topic S en ten ce* The topic sentence iniroducei the process lhat the writer will explain,

S u p p o r t in g S e n te n c e s

* The middle sentences describe a sequence o1 step-, that give detailed mftjrmation about trie stages of the proctss.

• Toese sentences may also give bdckoround details, rhat help define the process for [he reactor or explain why ttics pn x esi is usefulof rnxessary

• Supporting sentences may also include ihe tool? needed for the task

8D Limn i h o ic . \ i rarJKraph>i

Concluding Sentence* Tilt* paraarapti end* With a concluo'ing sentence itiar Testa;es The topic

sentence ujEni] different irtiQFtls* Th -. senierue n a y also include a suggestion or warning to help the reader

do Ths rask mane easily.

Eaencto 3 Rea dS n g a student pa rag rap h

R e a d L i l t p a r a g r a p h , W T u J < t o e s T h e w o r d “ r o y a l t y " i n I l i t - t i l I f r e f e r T O ?

Koyalty in your GardenRoses arc royalty among fkiWffS* Many people say (Jiey Lire as

difficult to maintain as king* and qucen>, hm arc actually unite

easy u> yiovt. All you need is a shovel and a few simple steps. In faL-tr

^rowing rosts tail actually be fun. l-'irst, go to a nursery to (Hjrgliest

die rose pi ¡inis. Vou wilt probably see man} beautiful varieties, hail il i*

best Lo thoose Lsnly iwo or thra: ioia; I m lm to ^tan with. You should

liIso purchase potting s<ti| jtrwl rose food, Aftur you bring your rose

plants home. look for a vumiy -.pot in your garden because rosesi tovc

sunshine. Then dig a deep bole wiih a shovel and lllLlL j tittle polling

toil and rose food, Ncm. transplant y o u rro sfi from th^ pot 10 die

garden. Co^er (be rooi> with mote polling soil and then give jour nev

roses a big drink of walor. A,> long a* They have Minshine and water,

jour io>c> will stay healthy all summer. When winter comes, your

noses will lose Their howers and leaves and look dead. As a result, you

might iliink about discarding llieni. Do not do thal. Instead this b the

best time io prune lhem. Cul o il Hie thin stems with garden shears so

Lhat Jhe bush ceui become stronger ihe next spring. If you continue to

iplic L-;ine of your tuscs er ibis simple way, they will produce beautiful

flowers ye?r after ycfl.r.

Pun J £1

Exercise 4 Analyzing the student paragraph

A. Respond to the paragraph by answering tile question* below In hill sentences,

1. Why arc sotnc people jlr.iid to grow rose piursts?____ _____________

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

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

i Do you Jcel cwifidcil! that t, oil cnutd raise mtie* :ifter reading this paiagrjph?

Why or why run?_______________ ___________________________________ _

ft, Fxainine [lie organization nf die paragraph by answ ering die qufStlon> bcltm . Then co m p Jfl- your answ ers w ith ii partner.

1. i ’ndeftlne the topic sentence. Which of iln.- following tfiitenients l>esL describes I Lie m;tin Idea of rhe paragraph? (Check one.)

j . Roses a lt very spflitlL fkiwer*.

____h, Crowing mscs Is easy.____ c. Hoses arc difficult to grow,

1. Wlikti nr' ihe following type-. cl deiaih does the writer intlude in the paragraph? (Clieck all that apply. I

____ a ihe loots lh:U are ncofrttury 11 If growing rose'.____ h. warnings about what nut to do when (PDwing n ses____ v Meps dxa gardener* nhmitd u k c when growing rose*

____d. die result of (he task

3. [Underline ilte tondudingseniencc twice. Which statement hdow 1h;m dcM rilx*s die concluding sentence? (Check tme k____ ,i h h a w j mtog alxml what can go wrong when growing row .__ _ h. h tells llie expected result of (he procL's.1-

____ C- ll is J summary of the main isteiis.

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

tae^ise i Writing an outline

Ht'vlew villirtirjiitMurilLil); iiUvLv am! valif In w r itin n c ic r c lw , t'tltn use t l i t th a n below to w rite m (mtllm- fw y o u r process parflKnjplL

Topic Sentence

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

Step i : ____________ .

Swp 2:____________

Slep J; ___________

Step 4 ____________

Step 5; „ ______

Concluding Sentence

In Part 3 you w ill...* loam TO UHi time Order wdrrfe :n a prows? paragraph,* write 0 first draft Of your proceM paragraph. I

Part 1 83

Developing Your Ideas

Exercise i Reading a student paragraph

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

The Secret to a Successful VacationImagine that you art on vacation at ihe beach, anti you nfien your

sulicafie 10 discover ihat you have forgotten your sw im su it? This and

other disasters and Jnconvenicoccs can be avoided if you follow certain

steps when puckinj; i'uLir suitcase. The first step is tn review your

travel plans ami activities. Make a list and save it that you can check

your item before ytm leave, Next, uather the items you will need for

your activities. Remove any item that is not necessary. Try Jo mix and

match fewer pieces of clothing and shoes by choosing a color or colors

thai match. Third, you are ready to pack. Start with large items such

as books or shoes.. Stuff your shoes vuih extra ■socks to save spare.

Then place shties in plastic bag* and fit them into the comers ot ynur

suitcase. There should be plait) of room for the clnthcs. To avoid

wrinkles, layer yuur clothcs and rol! them up. Pul the rolls o f cloth mg

into the suitcase. Then pul in the smaller items, Finally, before you

dose your suitcasc. cheek your list. Make sure you bave uni forgotten

your swimsuit! Many people like to swim while they are on vacation, h

is worthwhile to lake your time u hen \ ou pack your suitcase because a

^ell-packed suitcasc is the secret to a good travel experience.

Ewrose 1 Analyzing the stu d ent p araqraph

A. Respond to the paragraph by answ ering the questions below in hill sentences.

1. is it impcjftjril to «vtew travel plans?__________________ ____

84 t ’ni'l i i'noLess p.iraj-wpks

¿ vt II.Il smIk- LI li i i hl TS sínití^y for piLL'kinK "nÈỊ" :i (i."w |1ịdcLj.H lu'ckrthinfl?

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

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

u. Examine tbfc ũi^íiniuiiũỉi o f [he paragraph bysnsworJr(t rlic ijucMioiu Iferkm- Tlitn COïOpJré your pqw en It ¡Mi ¡1 pAitnư.

Í Korcad till- fir*< twi.J sen lent ựs. Vi-i Ill'll omj is itiL* ItipÏL" sen IL-raze?Write It here,

2 r?dw đte auilitìí [fcLík}ịĩi_HJrtd irtLttfiiiadon UL-lụ ri 11- fjmcew isLmpôTîjnl or Usçful? Ir >n. ’A'Ji.il L1- ihn? hatkjpmj™J infnnnuliün?

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

I 'S'?■ ;H k ilkli* u i tlt)Ca the author p n w k tf to suppiJrt tliL- ÄJUL-pS in

d>e pfOÇOiS?

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

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

Explain your answer.

l’jrt 3 35

language Focus

Using rim e Order Words in Process Paragraphs

TlnM; order words k-l! ihe order o f step.'; in a pro test. Vou can usefirst and second uj indicase the first w o siL-ps in a p roee^ . L’sc next, then* taler, nr (tfi^rtbax to add more steps, Fi) tatty marks the last siep In ihe ymjetiss.First. make ¿ list.Second, select your cioihes.

Hext. pl^ce your shoes in the corners

Then ananq^ your cfothe> in neai layers.

Later, add last minute »tens such medication*.A fter th a t, roll the clolhes to ¿void wnnMts

Finally, check your I íor any forgotten i[ems

A Thun ls not followed by .< . i-.mnn¡

ConnecUiii link two dm se* toi-cthei Q jnneetors like before and aft or can also function as time order words when they link two srepts Ln j p rocess.

Before you ctosu your ctiecV- youi list.

Begin uaciing a fte r you have eliminated all unnecessary items.

Exercise 3 Using t ime order words to identifyjhe sequence of steps

Number [Jie steps in [lie following process according to how they should he followed. Use the time order words to help yuu decide the correct order,

]i i» ejsv 10 lim* a yrwjd dinner party ii yrju Follow some easy steps.

____ it Nexi, make u list tif people llul yuu woukl like to invite

___ h. After ymtr house Is dean, >411 chopping for RkkI. flowers andtIet.K notion*

____ c. Then make j funny or pretty Inviliiikin and email ii to your friend*

____, d. Ftruilh, tum tin the nliKlC, and waft for the fun to Ixgin.

_____ c . Before die gue^s amve. dccncute the house, ^ t the mWe, and takej shower,

____ f. After you have everything you need plan u inu-al and make surt youean eook most Lif it beforr your guests arrive.

____p A few days before die party, snirt eleanmg your lKXise.

____ h. Firs*, choose an approprime date .it least rwo weeks before s3iv party

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

Exercise 4 _ Practicing with time order words

Head the following prtmsniplii. Fill in the blanks w ith appropria te time o rder words. Rem ember to uh- p ro p er punctuation.

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

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

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

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

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

____________ you ran in ihe race. Try to run three to six miles att

least four Times a week. You csiust also slrelch before and after a run Jo

avoid light muscles.____________ your liody is accustomed to longeri

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

ran s .____________lengthen your runs to ten or 12 miles. Make sure4

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

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

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

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

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

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

P.m 5 87

Exercise 5 Writing the steps in a process

Head the following topic. With a partner, write some important steps in the process. l x ’ appropriate time order word*.Trjpk\ ] tow to Ijiiv j used tvr

Stop ] : ________________________ __ _____________________________________

Step

Slep i:

Slirp i

Exercise 6 Writing a first draft

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

Exercise 7__Peer editing a first draft

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

SS t mi 4. Pkkl^ Purjyrjpi'Ls

Editor's Checklist

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

□ 1 D o « ihe paragraph have a topic sentence? Can you identify the process the vvnter will describe?

_2. Does the writer provide background inioimaiion about the process? If

so. w /ite i| here. __________ _________________________________ _

3. Dotfi. The paragraph have time or-der word; to help clarity she orrier o< tne steps in The p r o « js1 If 50. winch time order words does the w rier

_ 4 D o « IN? wr iter ejtpiain why thu process is useful or necessary and include the tools n^dt'd? If not, w nie the mformation that is missing here .______________________ ____________________________

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

use? .

* leam a b o u t imperatives.* 'earn to identify and use madals of advice, necessity,

and prohibition.* ed i t your first drjFt for mistakes.

Furr 3 89

PART 4

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

Language Focus_____________________________________________

Using Imperatives

Use Imperative .scnicnutbt to £lve Instructions. dircctif»ns, or to tell step» in 4 process.

* The verb m an Imperative ¡iddre.vse.s the redder w listener dirccily.

« The imperative uses the bsie form of ihe verk

• An ini|X'raiivt.4 sentence docs nt>i require3 subject, bul the subject JWI i> jtways Emptied.Hold the fisning rod gently m your righi har.ti

Be yu ct or you may disturb the fi&fl

lror ji negative imperative, iio not.A

Do nol let you - fir.ijer get Mughrt in (he strirvy

Exercise 1_ Identifying imperatives

Pul a check next 10 the- Imperative sentence*..

/ 1. Buy a good quality tjipe-

____ 1. ll L> ini|>jn:in[ in .sun early in llw mommy 10 avoid tlic lte-ji.___ 3. tiei down on your luncll ¡ukI knees and crawl uniter the .smoke.

____ 1. Try not to >;et chili powder in your eyes.____ S. You should .isk j prafcssjuruL 10 dispose of ilic used motor otl

___ <). 'Wish i^mr left Jurtd. Krjl' UlO tvd handle J.fhJ pull il

_____ " G e ttin g <>vu o f j tra ffic ¡Jin is not too drlTiculi if you fo llo w

ihts procedure.

90 I.'nit + Process KiMjïpiph*

Exercise 2 Practicing with imperatives

Hew rite th e füiEowiii>; seoKHtrtts JIS I m p e n l tv » ,

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

Saddle bijnfcet.______________________________________________________

2. Ee is n RfxifJ Jdej to ruj wakrr Ixwtkv irtd pur litem il] ibe ficfÄT ihr nielli befare.

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

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

>- You r H ’ i f l l t u lepU w rh t’ w - r i L .T i l l i h c [aiik c r e r t H t c l i û r l w f ï .

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

Language Focus_________________________________ _________

Moríais o f Advice, N ecess ity and Prohibition

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

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

AdviceĨÍ1 51 pfOOiS* paraiỊỊraph. II v- ihc rmnJilJ jj&nitfif to ülîef :ldlJk cjr Tips., llhlI

for Iteinji mortỉ líLiiLreisíul-You should remare ali jewriry betoi'1» Wtìr!ár ạ vwih the ds:

pNsce&sity

I Jso lht rtiLxhl n/t-Wiii nphlD riiks. :i.[]d Liw* th.1t a f t « t a pnxcw Of Lu f \ j ì la l í i vjLi]f lEi iII th ít is nil1“ jlLJtriv rn n -.M ii’,

Vbu must wçÿf protective heaJijear r.T cTi yũu compete

t->f i/o mil Adi-TỄ- Jim lu .sii lb -11 MjniBíhJnx is not ijeOL'Ksary. vbu do not have to pay a fee to enter the museum

t e i r t 91

Prohibition

In negsthv stiHemenls ol prohibition, u sth ihtmld jm J must wi ih nut :m d th e Imm.‘ f- >ntJ -il lin.- ve rb .

Vbh should not open me ovf-n while checa^e baking.You must not dunk alcohol

Affirmative Statements withShoufd indlHuil

SUBJECT SHOULD,'iWLTir BASE fORM Of VERS

J

VftJ

HeSheIt

shouldmust

ton».

WfYOUThev J

Negative Statcntcnti with Should and Must

SUBJECT 3Howe>'MiJir*NOT

BASE FORM OF VERB

You

He5heJt

WeYOUThey

Should not mint not

tain?.

Negative Statement* with Have to

SUttfECT DOfDOtS +■ (VOr

WAVf TO BASE FORU Of VERB

1You

do not

h aw to came.

J

HeShen

does not

WeVOuThey

do rot

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

Complete each semen cc vriih sfoottitl or m ust. Then ciptain your choice or modal.

I Ync Should slait e:irly In tht' mtwrnnfi to a\oid llw traffic

Bite 15 ttteCC> but it te not J_gecea9fty>-----------------------------------------------

1. You____________ luvc a iicen-ie to drive- * c.ir

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

5. Yw nrA hnnggunj; imo riie airport.

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

5. Yt*i_____________ nm Jc avc & ha fry alone in j bathtub.

Exercise 4 Practicing with modal verbs

L.tc mod Li I vtrbf- (□ write om- nffinnaiivr and on? neaalivF HTJlcnce about each r«pk.

1. BabysittingYou shouLj about tfig child's baJEiinffi.

Yciu ruu&t »ot if-g^ tftff.-shM cuTij^fc_________________________

2 . C h a jiflin ^ j N it bulb

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

’J. T ak in g a te s t

Driving in the: rain

Exercise Editing a paragraph

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

People who ant scriuii> about managing tlieir titne better .nliuuld

foltCwiny ihis pafOceduTie. [1 win hi:Ip you to have mure control ovtr

your lime. First, you need to figure oui how you actually spend your

time. You make 1 1a>t o f all tlie dungs you dn daily, Wniin^ down how

ninth lime you spend on each diitiy. Include activities like latkm^on

P.trt 4 93

the telephone or buying a cup i>f coflFec, Your list will be quiio long.

Tlic-n find iltc activities thill you cun eliminate from your daily routine.

It may tv hard to ^ive up a trip to the coffee shop. boil you can do

ft. You must Eoinii to work, su v<hi cannoi eliminate that item, but

you will probably find other items that are not nceosary, Yn-u sfwuld

Jrojjpcd those unnecessary activities to mate tune for more important

Things. Nc\t, prepare a schedule for yourself. Beinj: realistic about

1 he lime of day you choose for certain activities. Make a schedule

ihm you can follow, Nol try110 clo too much. If you follow Llie e steps

and manage your schedule carefully, you will have :t happier, more

organized life.

Exercise 6 Editing your first draft

Review your paragraph for mistakes. Lise the checklist below. Then w rite a final draft.

Put a check (/) as appropriate.Li t Did you use imperatives to give instructions or directions?

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

□ 3 Did you uw mutt to explain rules or necessities?

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

I. I 5. Did you use do not haw? to to explain that something ts not necessary?

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

h i P n rf 5 yo u w i l t ...

■ review the e le m e n t of d process paragraph,• practicc writing with a time limit.

94 Lnit 4. tJixweji.s hirjjyuphi

PART 5

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

Exettáe 1 Using time order words

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

ih m .w iund flrx*llvr fLrsi nest

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

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

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

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

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

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

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

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

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

fnr the tree .____________cut two-diird.s off the roots uf the iree inj.

urder to slop Hs natural gmwth.. ______ pm (be hnpisai m die4.

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

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

lime jnd patiencc. bui it is certainly worth I he effort.

(

ftin S 95

Exerdse 2 Using imperatives

Rewrite the following scntcona a>. imperatives.

t. Ychi must buy -i fpxiJ fishing rad

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

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

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

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

Exercise Using s h o u ld and must

{.ampli'te each Kntcmcc wiih sJjanUi or m usl. I hen explain your choice or m odal

1 You_______________ _ not begin eiilimi unlU lhc h w l t t t doe.*, It is notvery poUie.

Vnttviiu. Do rn ir hjryrt1

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

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

Youwarm day.

drink pienLv of waier when v<iu exerdse on n

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

K 1 TIMED WRITING: 4S minutes

W’rtle a prflccw paragraph that cxpkiiiu lhc s ltp s for thixw ing a special gift for som eone you love. Before you begin to write, review die following U nie management strategy.

96 I-nit-i Process Par.igroph5

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

Step 2 QUTLIH1NC: 5 minutes

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

Topic Sentence

Supporting Sentence«Background information-

Step I

Step 3

Concluding Sentence

Step 3 WRITJNGr 25 minutes

Use your brainstorm ing nores and outline to write your lirsi drul'i on a separate piece o f pu per.

Pint 5 97

VFhtn you have f in L sh d p u r firsl dm fl. check il fo r m b u k ts , using th e checklist bekrw,

Step 4 _ EDITING: 10 minutes

Put a check (/) a s appropriate.

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

□ 2 Does the topic sentence coHain a controlling idea?

. 3. Da the supporting sentences include a sequence of steps that give detai^d information. background details, and ihe lod * fleeced for the task?

4. Did ymi use time order words to s e p ta te the steps?

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

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

D 7 Does ihe concluding sentence offe* a suggestion or warning to help ttie reader do lhe taA nwre easily?

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

Topics for Future Writing

1. Vt rilc a pm ci'ss para)>r»]ih cm o n e o f ilic folknvinfl lopics,

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

* Hovk' |o field a liflLtse tir a p a rtm e n t few ren l

* I f e w lo liir iA v a su rp rise b irth d a y p arty f o r a friend

* How lo pluy a video |ym e

2. l i i l tn ifw a friend, classmate, o r relative to lean t how to do •vomci hlng. Take notes during ihe Intcn'E™ Lo use for your p r .i^ m p h , Then w rile a process paragraph, explaining lhc sleps lo your reader.

98 Unit -i Phjcos ftirjjiraphs

Opinion Paragraphs

Unit Goals

Rhetorical Focus• op in ion organization• using reasons to su p p o rt an op in ion

Language Focus:• using there is/there are to in tro d u ce facts• using because o f and because to give reasons

PA R T 1

Stimulating IdeasIn a n o p in io n p a ra g ra p h , th e w rite r e x p re s se s an d su p p o r ts a n o p in io n o n a p a r tic u la r to p ic o r issue. T he w r ite r m u st give re a so n s th a t h e lp p e rsu a d e th e re a d e r to ag ree w ith h im o r her.

Exercise 1 Thinking about the topicD iscuss th e p ic tu re w ith a p a r tn e r .

• Describe the picture. Whai kinds of natural beauty do you see?• How might the natural landscape affect the people who live here?• Would you like to live in a place like this? Why or why not?

Exercise 2 Reading about the topicT he a u th o r o f th is essay e x p la in s w h a t h e th in k s m akes Seattle a sp ec ia l p lace. W hy d o es th e a u th o r like Seattle so m uch?

100 Unit 5; Opinion Paragraphs

City with a Gray-Green Heart

I think of Seattle as having a gray-green heart. It is a city shaped by nature, a city of snow-covered mountains, sparkling glaciers, and blue lakes. It has been called "Am erica's Most Dynamic City," the "N o . 1 City of the Future," and "Am erica 's A thens" by three major U.S. publications. But w hy has a tow n that is so far aw ay from the nation's major pow er centers attracted so much attention? The answers may lie in Seattle's youthful energy and its scenery.

Seattle began as a wild pioneer town, and its energy continues in vigorous political activity and in the quiet creation of more millionaires per capita than any other urban area in the United States. Through six generations of gold seekers, lumberjacks, teachers, fishermen, airplane builders, and software inventors, w e all share the feeling that living here is an adventure.

You would be hard-pressed to find a city as beautiful as Seattle. The Olympics and Cascade Mountains, M ount Baker and M oun t Rainier, along w ith Lake W ashington and Puget Sound, all offer spectacular views. The Space Needle pokes up over Queen Anne Hill, and the Lake W ashington Ship Canal shimmers across the narrow waist of the city. Because of this m agnificent natural landscape, people are both calm and yet energized as if they shared a feeling that Seattle is a place of unlim ited possibility.

Rogers, J. W. Seattle (Adapted) Portland: Graphic Arts Center Publishing Company. 2006

glaciers: rivers of ice lumberjacks: workers who cut down treespioneer: early .settler in a natural area for woodper capita: compared lo the rest of hard-pressed: challenged

the population poke up: lo standshim m er: to shine with a soft light

Exercise 3 Understanding the textW rite T fo r tru e o r F fo r false fo r e a c h s ta te m e n t.

____ 1. The author lives in Seattle.

____ 2. Seattle is a major pow er center in the world.

____ .3. Seattle is a go<kJ place for people w ho have n scn.sc o f adventure.____ i. Many Seattle residents are involved in politics.

------ 5. There are beautiful views o f mountains and w ater in Seattle.

Pan 1 101

Exercise 4 Responding to the textW rite y o u r a n sw e rs to th e q u e s tio n s in full sen te n c e s . T h en d iscu ss y o u r a n sw e rs w ith a p a rtn e r .

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

2. What did you learn about the history of Seattle from this text?

3. W hat arc son ic o f ihc natural features o f the Scuttle urea?

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

Exercise 5 FreewritingW rite fo r te n m in u te s o n th e to p ic below . E x p ress y o u rse lf as w ell as you can . D o n ’t w orry ' ab o u t m a k in g m istak es .

In “City with a Grey-Green Heart," the author writes about a city with natural beauty and youthful energy. What do you look for in a city? Describe the features of a city that wOuld be perfect for you.

• What practical conveniences does the city have? (e.g., housing, jobs, transportation?)

• How does it look o r feel?• What entertainm ent, sports, or opportunities for fun are there?

In Part 2 you w ill...• learn about opinion organization.• brainstorm ideas and specific vocabulary to use in

your writing.• create an outline for your opinion paragraph.

102 Unit 5: Opinion Paragraphs

PART 2

Brainstorming and Outlining

W Z S M WRITING TASKIn th is un it, you w ill w rite an o p in io n p a ra g ra p h a b o u t a c ity o r to w n th a t y ou th in k p ro v id es a good q u a lity o f life.

Exercise 1 Brainstorming ideasA. Review y o u r f re e w ritin g ex e rc ise . T h en b ra in s to rm a list o f th re e

p laces w h e re you w ou ld like to live. G ive tw o o r th re e re a s o n s fo r e a c h o n e .

Ideal places to live Reasons

1.

2.

3.

B. C hoose th e p lace th a t y ou w o u ld like to w rite ab o u t. Add o n e o r tw o m o re re a so n s fo r w h y y ou w ou ld like to live th e re .

Pan 2 103

Exercise 2 Brainstorming vocabularyA. W ith a p a r tn e r , d iscu ss th e m e a n in g o f th e p h ra s e s in each ca teg o ry

below . If y o u d o n o t k n o w a w o rd , u se v o u r d ic tio n a ry fo r h e lp . T h en b ra in s to rm ad d itio n a l w o rd s fo r each catego ry .

Attractions Opportunities Cost of living Peopletemperate climate beautiful scenery interesting

architecture

low unemployment excellent colleges world-class

museums

inexpensive restaurants

convenient public transportation

affordable housing

talented cooks diverse

communities colorful

personalities

B. Select w o rd s fro m th e c h a r t above, in c lu d in g th e w o rd s y ou added , a n d use th e m to w rite five s e n te n c e s a b o u t th e p lace you w ou ld like to live.

San Francisco has convenient public transportation.

Rhetorical Focus

Opinion Organization

In an op in ion paragraph, the w riter p resen ts an op in ion and tries to persu ad e readers that the opin ion is a good one. T he w riter tries to m ake readers agree w ith him o r her.

Topic Sentence• The topic sentence introduces the topic and states the writer's opinion

about the topic.

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

their opinion.

104 I ’nit 5: Opinion Paragraphs

Concluding Sentence• The last sentence restates the writer's opinion in different words.• It also comments on the opinion in some way.• The concluding sentence sometimes summarizes the main reasons for the

writer's opinion.

Exercise 3 Reading a student paragraphRead th e s tu d e n t p a ra g ra p h . W hy is Da Lat a parad ise?

A Vietnamese ParadiseIn Vietnam, the best place to spend a honeym oon is the beautiful

mountain city called Da Lat. For many reasons, this rom antic city

has the perfect atm osphere for a new husband and wife to celebrate

their m arriage and plan their future. First o f all, the scenery provides

a beautiful setting for walking and talking. The clim ate is pleasant all

year round because it is high above the ocean. Som etim es fog com es

in and the city becomes mysterious and private. At other times, the sun

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

and lovely French colonial architecture. Young couples can walk along

the boulevards in the shade o f tall pine trees. They can sit on benches

in the flower parks and hold hands. In addition. Dal Lat is fashionable.

There are excellent hotels that have special rooms for honeym ooners

with candles and beautiful decorations. Also, the streets are full of

activity, so the new lyw eds can go out to one o f the stylish restaurants

that are open until late at night. The lights are soft, and the music is

romantic. The newlyweds can eat delicious food, listen to music, and

m eet other young couples in love. Da Lat is the Vietnamese people's

first choice for a honeym oon because it has lovely natural scenery,

many rom antic places to stay, and exciting things to do.

Fart 2 105

Exercise 4 Examining the student paragraphA. R esp o n d to th e p a ra g ra p h b y a n sw e rin g th e q u e s tio n s b e lo w in

full se n ten c es .

1. How is ihe climate in Da Lat?______________________________________

2. What activities can honeym ooners enjoy in Da Lat?

3. What does the city look like?

-t. What can people do at night in Da Lat?

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

B. E x am in e th e o rg a n iz a tio n o f th e e ssay by a n sw e rin g th e q u e s tio n s below . T h en c o m p a re y o u r a n sw e rs w ith a p a r tn e r .

1. Underline the topic sentence. Which of the following statem ents best describes the main idea of the paragraph? (Choose one.)

____ a. Da Lat is the perfect place to have a honeym oon.

____ b. Da Lat is a popular place to have a honeym oon.

____ c. Vietnam is a great place to live.

2. Which of the following reasons does the author use to support her opinion? (Choose all that apply.)

____ a. the climate

____ b. the reasonable cost of food and hotels

____ c. the scenery and architecture

____ d. die nightlife

____ e. the transportation

106 Unit 5: Opinion Paragraphs

3. U nderline the concluding sentence twice. Which statem ent best describes the concluding sentence? (Choose one.)

____ a. a description o f how the climate of Da Lat is romantic

____ b. a suggestion that the reader have a honeym oon in I)a Lat

____ c. a promise that Da Lat will not disappoint the reader

____ d. a summary o f the main reasons w hy Da Lit is a great place to havea honeym oon

Exercise 5 Writing an outlineReview y o u r b ra in s to rm in g ideas a n d y o u r f re e w ritin g ex e rc ise . T h en u se th e fo rm be lo w to w rite a n o u tlin e fo r y o u r p a ra g ra p h . R em em b er to w rite y o u r o u tlin e in n o te fo rm .

Topic Sentence

State the topic and your opinion about the topic.

Supporting SentencesW hat are some reasons for your opinion? Include notes about some of the following: attractions, opportunities, cost of living, and people

Concluding SentenceRestate your opinion and comment on it, or summarize the main reasons.

In Part 3 you will ...I • learn to use facts, explanations, and experiences to , support opinions.

• write a first draft of your opinion paragraph.

Pan 2 107

P A R T 3

Developing Your Ideas

Exercise 1 Reading a student paragraphR ead th e p a ra g ra p h . W hy d o es th e a u th o r w an t to m ove?

Get Me Out of HereA lthough many people say there are great opportunities in a big

city, the life here is not good for me. First, people do not have enough

free time because they are too busy with work and appointm ents.

Parents and their children do not com e home to eat lunch together.

Some em ployees go to work before the sun com es up and return

home after dark. Because o f their schedules, fam ilies only spend time

together on the weekend. Second, driving is necessary. Everyone

must use a car to go to school or work or the store. 1 have to drive

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

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

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

families, my family lives in an apartm ent because we cannot buy a

house here. Also, people must spend a lot o f money lor entertainm ent.

A visit to the aquarium costs twenty dollars for each ticket. In the

future, 1 hope that 1 can live in a small town with friendly people. I

want a house, a garden and a peaceful life. M aybe if I am lucky, my

dream will come true, and 1 will move to a small town.

Exercise 2 Examining the paragraphA. R esp o n d to th e p a ra g ra p h by a n sw e rin g th e q u e s tio n s h i

h ill sen te n c e s .

1. What is the author’s opinion o f city life?_____________________

108 Unit 5: Opinion Paragraphs

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

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

4. W here does the author want to live?

5. Would you prefer to live in the city or the country? Why?

B. E x am in e th e o rg a n iz a tio n o f th e p a ra g ra p h by a n sw e rin g th e q u e s tio n s below . T h en c o m p a re y o u r a n sw e rs w ith a p a rtn e r .

1 Underline the topic sentence.

2. How many main reasons does the writer g ive?____________________________

3. I inderline die concluding sentence twice. Does it restate the idea in die topicsentence? _______________________________________________________________

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

Rhetorical Focus______________________________________________

Using Reasons to Support an OpinionThere are often m any different opin ions abou t a certain topic. Therefore, w riters must give reasons for dieir opin ions in o rder to convince their readers. These supporting reasons are often in the form o f facts, explanations, o r experiences.

• A fact is a p iece o f inform ation that peop le generally agree is true. In an opinion paragraph, a w riter m ight use scientific, historical, or o ther types o f facts.

• An explanation canno t be proven (like a fact can) but it still helps the reader understand why the w riter holds a certain opinion.

Pan 2 109

• An e x p e r ie n c e is som eth ing rhut h ap pened to you o r som eone else. Writers often use experiences to sh o w how Lhey w ere influenced to [hink a certain way.

Opinion: You have to be tough to live in ChicagoFact: W inters in Chicago are very cold.Explanation: It is not easy to deal with those cold, windy days.Experience: My cousin once got frostbite while waiting at a bus stop.

Exercise 3 Identifying facts, explanations, and experiencesRead eac h o p in io n a n d th e re a so n s th a t s u p p o r t it. W rite Fact,Explanation, o r Experience n e x t to ea c h re a so n .

1 Tokyo is the most technologically advanced city in Asia.

Fact_____________ a. In Tokyo, most people have cell phones and manybuildings are equipped with wireless technology.

__________________ b. Peoples' daily lives com e to a halt if there is ablackout in Tokyo.

__________________ c. I rode the subway in Tokyo for many years, and itnever broke down.

__________________ d. Some subway stations in Tokyo can handle m orethan a million passengers a day because o f the use of com puters.

2. Hawaii has the best surfing beaches in North America.

__________________ a. If you have never surfed in the Hawaiian Islands,you cannot be a world-class surfer because Hawaii is the benchmark by which other beaches are evaluated.

__________________ b. The winter waves in Oahu are higher than thesummer waves, so serious surfers tend to spend time there during the winter months.

__________________ c. I got hooked on surfing after just one afternoon ofsurfing there.

__________________ d, Storm waves can rise as high as 20 feet with a face ofup to 50 feet.

110 Unit S: Opinion Paragraphs

3. There is no better city to visit than Istanbul.

__________________ a. People in Istanbul are friendly and always willing tohelp their neighbors.

__________________ b. Bridges connect the neighborhoods of Istanbul sothat it can exist in both Europe and Asia at the sam e time.

__________________ c. I had the best meal o f my life in a small caféin Istanbul.

__________________ d. Istanbul has a historically im portant locationas a port city on the only route betw een the M editerranean and the Black Sea.

Exercise 4 Using reasons to support an opinionIn eac h item , fin ish th e first se n te n c e by w ritin g th e n am e o f a cityo r p lace th a t yo u know . T h en ad d o n e re a so n (a fact, e x p la n a tio n , o re x p e rie n c e ) to s u p p o r t th e o p in io n given.

1. 1 do not want to live in _____ Chicago because o f the high cost of living.Housina in Chicago is very expensive. People sometimes work more than

one job ju s t to pay rent for a small apartment.__________________________

2. In my o p in io n ,_________________ has some of the friendliest people.

3. I believe t h a t_________________ is a very beautiful place to live.

4. is a good place to raise a family for several reasons.

Exercise 5 Writing a first draftReview y o u r o u tlin e . T h en w rite y o u r firs t d ra f t o f an o p in io n p a ra g ra p h a b o u t th e b e s t c ity to live in .

Pan 3 111

Exercise 6 Peer editing a first draftA fter y ou w rite y o u r firs t d ra ft, e x c h a n g e it w ith a p a r tn e r . A nsw er th e q u e s tio n s o n th e ch eck lis t. You m ay a lso w rite c o m m e n ts o r q u e s tio n s o n y o u r p a r tn e r ’s d ra ft. T h en read y o u r p a r tn e r ’s c o m m e n ts o n y o u r f irs t d ra ft, an d rev ise it as n ecessa ry .

Put a check ( / ) as appropriate. Write answers in complete sentences in the lines provided.

□ 1. Does the paragraph have a topic sentence that expresses an opinion about the topic?

D 2. Does the paragraph include any facts to support the writer's opinion? W hat facts does it in c lude?_______________________________________________

3. Does the writer provide explanations that support the opinion?

4. Does the writer tell any experiences that support the opinion?

5. Does the writer need to provide more reasons to support the opinion?W hat kinds of reasons?___________________________________________________

6. Does the paragraph have a concluding sentence that restates the writer's opinion and comments on it in some w ay?

In Part 4 you will ...• learn how to use there is/there are in statements.• learn how to use because o f or because to

give reasons.• edit your first draft for mistakes.

112 Unit 5: Opinion Paragraphs

PART 4

Editing Your Writing___________________________Now that you have written a first draft, it is time to edit. Editing involves making changes to your writing to improve it and correct mistakes.

Language Focus____________________________________________

Using T h e r e I s / T h e r e A r e

Wriiers often use there is/there are to in troduce facts.

There are harvest festivals every autumn.

There is a picturesque village in the mountains near Mexico City.

There are no mosquitoes at this altitude.

In statem ent, a noun o r a noun phrase follows there is/there are.Use there are w ith plural nouns. U se there is with all o ther nouns.

There are tall nine trees lining the streets of Da Lat.(plural noun)

There is a large lake near Maracaibo, (singular noun)

There is water beyond the mountains, (noncount noun)

Use no after there is/there are to express a negative fact.

There is no snow.

There are no theaters in my hometown.

Exercise 1 Practicing w ith t h e r e i s / th e r e a r e

Write is or are in the blanks to complete the sentences below.

1 . There le a parade of children holding flowers.

2. T h e re ___________ a lot of music in the streets.

3. T h e re __________ many nightclubs.

4. T h e re __________ not many cars on the road, but you might see bicycles.

5. T h e re __________ no airport in my city.

6. T h e re __________ not much w ind, so people prefer this beach.

Exercise 2 Writing sentences w ith t h e r e is / t h e r e a r e

Rewrite the following sentences using there is or there are.

I. Bad w eather is not in the South.

There is no bad weather in the South._______________________________

Part 4 113

2. Houses are not on the island.

3. Colorful birds are in the jungle.

4. Many international restaurants are dow ntow n.

5. Many vendors are on the beach.

6. A lot of good seafood is along die coast.

Language Focus____________________________________________

Using B e c a u s e O f and B e c a u s e

Use because or because o f to give a reason. Because of is follow ed by a noun phrase.

People spend a lot of time outdoors because of the mild climate.

Because is follow ed by a com plete sen tence w ith its ow n subject and verb.

Tourists are attracted to the coast because the fishing is fantastic.

N ote that in each exam ple, because of and because give a reason after a statem ent.

Because o f a n d because can also ap p e a r before th e statem ent. W hen they com e before, use a com m a.

Because of the mild climate, people spend a lot of time outdoors.

Because the fishing is fantastic, tourists are attracted to the coast.

Exercise 3 Practicing w ith b e c a u s e o f and b e c a u s e

Use because o f or because to complete each sentence below.

1. This city is a good place for young p e o p le _____ because of_______theworld-class nightclubs.

2. 1 here is a lot o f diversity _______________________ many people from Europeand Asia moved to Brazil during the past two centuries.

3. Many peop le retire to w arm er clim ates______________________ die weather.

114 Unit S: Opinion Paragraphs

4. Gardening is popular th e re ______________________ the valley has idealconditions for roses.

5. Il is easy to gel around die c i ty ______________________ lhe governm ent hasimproved lhe public transportation system.

6. A lot of people go th e re ______________________ die gourm et food.

Exercise 4 Using b e c a u s e o f and b e c a u s e

Finish each sentence with a phrase or a statement of your own.

1. I want to live in a big city because o f th e cultural life._____________________

2. My city is beauiiful because o f ___________________________________________

3. My city is interesting because____________________________________________

•i. 1 would like lo live in a small town because

5. I do not w ant to live in a big city because of

6. The best city to live in i s __________________ because of

Exercise 5 Editing a paragraphRead the following paragraph and correct mistakes with there is/there are and because o f or because. There are seven mistakes.

The Beautiful Faces o f Rio de JaneiroI was very sad when I had to leave Rio de Janeiro because it is

the best place on earth. Rio is important to me because of my family

still lives there. However, I think anyone who moves there will agree

it is a wonderful place. That is because Rio has something for every

personality. First there is the people. Rio is famous because of many

beautiful people live there, especially in the beach neighborhoods,

such as lpanema. The city is very fun during the Carnaval when

Brazilians dress up in costumes and dance in the streets and

nightclubs. Rio is also beautiful because its location. The city is on

Pan 4 115

I the Atlantic Ocean. There is a lot of beaches, and they are full of

activity every day. The scenery is spectacular as well. You can see

great geological formations, such as the granite mountain called

Sugar Loaf, and on another peak named Corcovado, you can see an

enormous statue that looks over the city. Brazil also has many varieties

of music because the many cultures and traditions. Finally, there are

also a place for people who enjoy tranquility. The botanical gardens

are filled with exotic varieties of plants and animals. So Rio de Janeiro

is a place with many different faces, it can be beautiful, crazy, and

peaceful depending on your mood.

Exercise 6 Editing your first draft and rewritingReview your paragraph for mistakes. Use the checklist below. Then write a final draft.

Put a check ( / ) as appropria te .

_ 1. Did you use there is/there are to introduce the existence or location of something or someplace?

_ ! 2. Did you use because to give reasons with statements?

3. Did you use because o f to give reasons with noun phrases?

4. Did you capitalize the first letter of each sentence and put end punctuation at the end?

In Part 5 you will ...

• review the elements of an opinion paragraph.• practice writing with a time limit.

116 Unit 5: Opinion Paragraphs

PART 5

Putting It All TogetherIn this part of the unit, you w ill complete three exercises to improve your accuracy, write a tuned paragraph to improve your fluency, and then explore topics for future writing.

Exercise 1 Identifying facts, explanations, and experiencesRead each opinion and the reasons that support it. Write Fact, Explanation, or Experience next to each reason.

1. The Guggenheim museum is the most interesting building in New York City.

__________________ a. The tilled corkscrew shape o f the building is unlikeanything else in the city.

__________________ b. It was designed by the architect. Frank Loyd Wright.

__________________ c. The first time I saw the Guggenheim. I was soamazed that I spent an hour just looking at the building from the outside.

__________________ d. Many visitors have trouble focusing on the artworkbecause they are distracted by the intensity of the architecture.

2. People spend too much money on personal appearance.

__________________ a. People spend billions annually on cosmetics.

__________________ b. People want to look good, but they are spendingmoney that could be used for more important purposes such as education or a home.

__________________ c. Cosmetic surgery is becoming more and more costlyas the variety of procedures increases.

__________________ d. My brother-in-law had to work overtime because hiswife spent a lot Of money on clothes, and jewelry, so he owed a lot of money on his credit cards.

3. Water is our most important natural resource.

__________________ a. What would happen in your house if you lost waterfor one day?

__________________ b. The human body is 98 percent water.

__________________ c. Lick of fresh drinking water causes major healthcrises in some countries even,' year.

__________________ d. Not only is water important for drinking, washingand badiing, it is also important for growing food.

Part 5 117

Exercise 2 Writing sentences with t h e r e is / t h e r e a r e

Rewrite the following sentences using sentences with there is/there are.

1. Whales arc in Puget Sound in the summer.

2. Gold exists in Siberia.

3. Penguins are not in Florida.

4. No cure exists for cancer.

5. Many stories exist about the first blue-eyed tribes that lived in Argentina.

6. Beautiful terraced hillsides are in China.

Exercise 3 Using b e c a u s e o f and b e c a u s e

Complete each sentence w'ith because o f or because.

]. Many people learn English______________________ their jobs.

2. Many young people go out in the even ing_______________________they liketo listen to music.

3- Our food is h o t______________________ w e use a lot o f chilies.

4. Most people do not have private b oa ts______________________ they arevery expensive.

5. We won the g a m e______________________ die other goalie’s error.

6. A lot o f people become English teachers______________________ theopportunities to travel.

■ I B TIMED WRITING: 45 minutesWrite an opinion paragraph about what you think is the best age toget married. Before you begin to write, review' the following timemanagement strategy.

118 Unit 5: Opinion Paragraphs

Step 1 BRAINSTORMING: 5 minutesWrite down tliree or four ages that people get married. Then think of reasons why each might be good. Then choose the best age for your paragraph.

Step 2 OUTLINING: 5 minutesWrite an ouUinc for your paragraph.

Topic SentenceState the topic and your opinion about the topic

Supporting Sentences

Facts:____________________

Explanations:

Experiences:

Concluding SentenceRestate your opinion and comment on it, or summarize the main reasons.

Step 3 WRITING: 25 minutesUse your brainstorming notes and outline to write your first draft on a separate piece of paper.

Fart5 119

When you have finished your first draft, check it for errors, using the checklist below.

Step 4 EDITING: 10 minutes

Put a check ( / ) as appropriate.

□ 1. Does the topic sentence state your opinion about the topic?

2. Did you include facts, explanations, and personal experiences to support your opinion?

U 3. Does the paragraph have a concluding sentence that restates your opinion?

L 4. Did you use there is/there are to introduce facts?

_J 5. Did you use because o f and because correctly when giving reasons?

_ 6. Did you capitalize the first letter of each sentence and put end punctuation at the end?

Topics for Future Writing

1. Write an opinion paragraph on one of the follow ing topics.

• Whai is the best job for you? Why?• Is it a good idea to live with relatives?• Are pets gocxl companions?• What changes w ould yoti like to see m ade to the educational system?

2. Interview a friend, classmate, or relative about his or her views onone of the topics above. Take notes during the interview to use foryour paragraph. Then write an opinion paragraph on one of the topics above, but from your friend's point of view.

120 Unit 5: Opinion Paragraphs

Narrative Paragraphs

Unit Goals

Rhetorical Focus• narrative organization• using sensory and emotional details

Language Focus:• show ing o rd e r o f even ts in narrative paragraphs• show ing sim ultaneous events• form ing and using th e simple* past• form ing and using th e past co n tinuous

PART 1

Stimulating IdeasIn narrative writing, the w riter tells a story that sets the background for an event, describes the event, and often comments on the event. In this chapter, you w ill write a narrative paragraph that tells the story of an event in your life.

Exercise 1 Thinking a bout th e topic

Discuss the picture w ith a partner.

• Describe the man in the photograph• How does he feel?• What do you think he is doing?• What mighi happen to him?• Do you think people are brave if they feel fear when they do something

difficult or dangerous?

Exercise 2 Reading a bout the to pic

The author, who Is working in West Africa, describes a frightening experience at a dinner party. A deadly poisonous snake called a Green Mamba has entered the house and chased the guests outside. The host has summoned “the snake-man” to come and take the unwelcome visitor away. What happens next?

122 Unit 6: Narrative Paragraphs

The Snake-Man

"There's a good boy,'' the snake-man said softly. "There's a clever boy. There’s a lovely fellow. You m ustn’t get excited. Keep calm and everything's going to be all right." As he w as speaking, he was slowly lowering the end of the pole until the forked prongs w ere about twelve inches above the middle of the snake's body. "There's a lovely fellow/' he whispered. "There's a good kind little chap. Keep still now, my beauty Keep still, my pretty. Daddy's not going to hurt you ."

Then w ham , the rubber prongs cam e down right across the snake's body about m idway along its length and pinned it to the floor. All I could see was a green blur as the snake thrashed around furiously in an effort to free itself. But the snake-man kept up the pressure on the prongs and the snake w as trapped.

Then at last the prongs w ere right behind the head itself, pinning it down, and at that point the snake-man reached forward w ith one g loved hand and grasped the snake very firmly by the neck. He threw aw ay the pole. He took the sack off his shoulder w ith his free hand. He lifted the great still tw isting length of the deadly green snake and pushed the head into the sack. Then he let go the head and bundled the rest of the creature in the closed sack. The sack started jumping about as though there w ere fifty angry rats inside it, but the snake-man w as now totally relaxed and he held the sack casually in one hand as if it contained no more than a few pounds of potatoes.

Dahl, R Going Solo New York. Farrar, Straus & Giroux, LLC, 1986

pole: a long slender rod pin: hold firmly against ilie groundprongs: pointed ends of a tool gloved: vvidi a glove onthrash: move around wildly grasp: hold firmly

Exercise 3 Understanding the text

Write T for true or F for false for each statement.

____ 1. The snake-m an talked to the snake.

____ 2. The snake-m an pinned the snake to the floor with his bare hands.

____ 3. The snake w as moving around as the snake-m an held it in his hand.

____ 4. The snake jum ped around alter it was in the .sack.

____ 5. The snake-man seem ed afraid as he held the sack with the snake in it.

Part 1 123

Exercise 4 Responding to the text

Write your answers to the questions in full sentences. Then discuss your answers with a partner.

I. What did the snake-man do to keep the snake calm while he was preparing

to catch it?_____________________________________________________________

2. What did the snake do after the snake-m an caught it?

3. How do you think the snake-man felt while he was catching the

snake? Explain._______________________________________________

4. Why didn't the snake-m an just kill the snake?

Exercise 5 Freewriting

Write for ten minutes on the topic below. Express yourself as well as you can. Don't worry about making mistakes.

In “The Snake-Man” the author describes an experience that required courage. Have you ever done something that challenged you? It does not have to be something dangerous: it can be something that simply made you nervous, such as speaking in front of an audience. Think about the following questions as you write:

• What did you do?• Why did you do it?• How did it make you feel?• What did it teach you about yourself?

In Part 2 you w ill...• learn about narrative organization.• brainstorm ideas and specific vocabulary to use

in your writing.• create an outline for your narrative paragraph.

124 Unit 6: Narrative Paragraphs

PA R T 2

Organizing Your Ideas

BkjfciB WRITING TASKIn this unit, you w ill write a narrative paragraph about a challenge that you have faced.

Exercise 1__Brainstorming ideasA. Review your freewriting exercise. Then choose two experiences

you have had that challenged you or required courage. Write them in the chart below. Then answer the questions for each experience in note form.

Experience 1 Experience 2

1. W hen did the experience take place? How long did the experience last?

2. Where did the experience take place?

3. W hat clear and specific memories do you have of the experience?

Pari 2 125

B. Choose one experience from the chart that you would most like to write about. Often a single event in a single place is easier to describe than something that took place over a long period of time or at many places. Describe to your partner the event you chose.

Exercise 2 Brainstorm ing vocabulary

A. With a partner, brainstorm additional descriptive words to complete each sentence.

1. I was in a/an____________________place.(scary, elegant, enormous,_______strange__________________________ , _____ faraway_____ )

2. I felt___________________ .(nervous, important, numb,___________________ ____________________ )

3. I ___________________ •(ran, cried, fe ll,___________________ ____________________ )

4. The experience___________________ me.(thrilled, matured, motivated,___________________ . ___________________ )

5. I gained a lot o f___________________ from this experience.(confidence, knowledge, friends,___________________ . ___________________ )

B. Choose five words you wrote in Part A and use them to write five additional sentences about your experience.

1. Mv body felt numb.___________________________________________________2. _______________________________________________________________________

3. . __________________________=__________________________ _____________4. _________________________________________________________________________________________ _

5. _____________________________________________________________________6. ____________________________________________________________________________________________

R h e to rica l Focus_____________________________________________________________

N arrative O rganization

A narrative paragraph tells a story. Like other kinds of paragraphs you have learned about in this book, it has a topic sentence, supporting sentences, and a concluding sentence.

126 Unit 6: Narrative Paragraphs

Topic Sentence• The topic sentence tells the reader what the story will be about.• It may also tell when and where the story took place.• The topic sentence should capture the reader's interest.

Supporting Sentences• The supporting sentences tell the details of the story, including the

sequence of events.• They also include sensory details, such as what the author saw, heard,

smelled, or tasted.• Supporting sentences may also tell about the writer's feelings during the

events.

Concluding Sentence• The concluding sentence "wraps up" the story It may include a comment

about why the experience was important or how the writer felt after it.

Exercise 3 Reading a student paragraphRead the student paragraph. What made the hamburger memorable?

The Best H am burger o f M y LifeWhen 1 was thirteen years old. 1 had a great surprise at the Grand

Hotel in Toronto. My favorite soccer team was visiting from Mexico, so

I went to the hotel to get autographs from som e o f the players. When I

got there. I waited outside for a long lime because I was very nervous.

Finally. I told my legs to start moving, and I went up to my favorite striker.

Sergio Verdirame. and asked for his autograph. My voice was trembling,

but I controlled it. He stopped to listen to me. and then an am azing thing

happened. He invited me to his table for dinner. I could not believe it!

Suddenly I was sitting across the table from Sergio Verdirame! 1 ordered a

big hamburger with everything on it except onions. When the food came,

my hands were shaking, and I could not eat or talk. After a while. I took a

deep breath and said to myself, “Hey, this happens just once in your life.”

I got rid of my nerves and started talking with the team and enjoying my

hamburger They were really great guys, and we had a good lime laughing

and joking together. That was the most delicious hamburger 1 ever ate in

my life because 1 was eating it with my idol.

Exercise 4 Analyzing the student paragraphA. Respond to the paragraph by answering the questions below in

full sentences'.

1. Why did the writer go to the ho te l?________________________________

2. What did he do after he got there? W hy?___________________________

3. What kind o f challenge did the writer face? Was it physical o r emotional?

E xp lain ._____________________________________________________________

i. I lov\ did the writer deal with the challenge?

S. Have you evt-r had a similar challenge? lixplain.

B. Examine the organization of the paragraph by answering the questions below. Then compare your answers with a partner.

I. Underline the topic sem ence. Whai information appears in the topic

sentence?_______________________________________________________

2. Read the following events from the story. Number them in the order in which they occurred.

____ a. The writer ordered a hamburger.

____ b. The writer was very nervous and his hands w ere shaking.

____ c. The writer asked the soccer player for his autograph.

____ d. Sergio Verdirame invited the writer to have dinner.

____ e. The writer overcam e his fear and enjoyed his dinner.

3. In ihe concluding sentence, the writer explains what m ade him happiest. Which sentence best describes his final comment?a. He was able to eat a very good hamburger.b. He was able to spend time with his favorite soccer player.c. He was able to overcom e his Fear o f speaking to his heroes.d. He finall) goi an autograph from his favorite player.

128 Unit 6: Narrative Paragraphs

Exercise 5 Writing an outlineReview your brainstorming ideas and your freewritlng exercise. Then use the form below to write an outline for your narrative paragraph. Remember to write your outline in note form.

Topic Sentence

W hat is the story about? W here and when did it take p la ce ?__________________

Supporting Sentences

W hat happened f irs t?__

W hat happened next?

W hat else happened?

How did the experience end?

Concluding Sentence

W hat was important about the experience? How did it affect you?

In Part 3 you w ill...• learn to use sensory and emotional details

in a narrative paragraph.• learn to show the order of events in a

narrative paragraph.• write a first draft of your narrative paragraph.

Part 2 129

PART 3

Developing Your Ideas

Exercise 1 Reading a student paragraphRead the student paragraph. How did the author feel just before his wild experience?

Som ething W ildFor my 25th birthday, my favorite uncle gave me a gift certificate

to go skydiving at a special place near Miami. I was happy because I

wanted to do som ething wild. On the day o f my jum p, 1 woke up with

a crazy feeling in my stomach. I could not eat breakfast because o f

the nerves. After we arrived at the place. 1 had to sign a lot o f papers

because o f the risk involved. I signed them quickly because I did not

want to think about the danger. Before I knew it, I was on the plane

with my parachute on my back. The only thing I could think was,

"W hat am 1 doing?” One o f the staff opened the door o f the plane and

told me to get ready. I pul my right foot over the edge and waited for

the signal ... “ three, two, one . . . ” and then I was free falling, going

down at alm ost two hundred kilometers per hour. 1 was shouting, and

I could feel adrenaline running through me. Nearby, there was another

guy taking photos. I like to take photos too. Then the parachute opened,

and the next five minutes were the most incredible mom ents o f my life.

1 was floating com pletely free, like a bird. All my problem s were gone,

and I could see the curve o f the earth, the ocean, and faraway clouds

off the shore. It was awesome. Those wonderful moments helped me to

realize that I am the kind o f person who likes to take risks, and I hope 1

always will be.

130 Unit 6: Narrative Paragraphs

Exercise 2 Analyzing the student paragraphA. Respond to the paragraph by answering the questions below in

full sentences.

1. W here was the author w hen he had the experience?________________

2. Why did the author jump out of an airplane?_______________________

3. How did the author feel while in the air?

4. Would you like to do the same thing? W hy or why not?

B. Examine the organization of the essay by answering the questions below. Then compare your answers with a partner.

1. Underline the topic sentence. What background details does it include?

2. How does the author feel about jumping out of an airplane? Why do you

think he feels this w ay?_________________________________________________

3. Does die event lake place in one location?________________________________

4. Cross out one sentence that is not directly related to the topic sentence of the paragraph.

5. Underline the concluding sentence twice. What did the author learn from his

experience?____________________________________________________________

Pan 3 131

Rhetorical Focus

Using Sensory and Emotional DetailsIn order to m ake a narrative paragraph interesting, writers include sensory details and em otional details that help d ie reader share the experience o f the story.

• Sensory details give inform ation about how som ething looks, smells, tastes, feels o r w hat it sounds like.

My teeth were chattering, and my legs felt like jelly.The morning sun warmed my back.

• Em otional details help the reader understand the w riter’s feelings.

Suddenly, my fear vanished, and I felt confident as I looked out at the crowd.The sight filled me with excitement.

Exercise 3 Identifying sensory and emotional detailsRead the sentences below. Write an S next to sentences that have sensory' details. Write an E next to the sentences that have emotional details.

S 1. The morning mist brought in the smell o f the ocean.

____ 2. We w ere very nervous, so w e called the police.

____ 3. I had never felt such happiness.

____ 4. The dates were sticky and sweet, and they w ere a deliciouscom plim ent to the hot. bitter tea.

____ 5. I felt a sharp pain in my ankle, and I recognized the stingof a jellyfish.

____ 6. We could hear die roar of the waterfall for a long time before weactually saw it.

Exercise 4 Practicing with sensory detailsUse sensory details to support the following sentences.

1. O ur guide had an interesting fashion sense.

He wore the same khaki pants every day. but his sh irts always had

colorful patterns of flowers, dancers, or other tropical scenes._______

2. We ate a wonderful meal.

132 Unit 6: Narrative Paragraphs

3- The flower garden was delightful.

4. The alley had not been taken care o f for many years and it was in bad shape.

5. My father taught me to swim in a river behind our house.

6. My m other’s kitchen was everyone’s favorite room.

Exercise 5 Practicing with emotional detailsUse emotional details to support the following sentences.

1. I would like to forget my first job interview.

I was so nervous mv hands were wet. and so was mv shirt.

2. I met my girlfriend on Lhe Internet.

3. At first. I did not like the new puppy, but after awhile I changed my mind.

4. I began to walk dow n the aisle towards my future husband.

5. I walked into the cold dark cave.

6. The test was over, and I had earned the highest score.

Language Focus

Showing Order of Events in Narrative ParagraphsWriters o f narrative essays use sequence w ords and expressions toclarify the o rder o f events in a story.

T he following sequence w ords are used w hen events hap p en in chronological (tim e) order. They often begin sentences.

next after that afterw ards d ien laterfinally eventually a little w hile later soon

W e unpacked the car and set up our tent. After that, we built a fire andcooked our food.

Our entire family squeezed into the car, and soon w e were on our way.

Showing Simultaneous EventsW riters use d ie follow ing w ords and expressions to show that tw o events occurred at d ie sam e time.

m eanw hile w hile a t th e sam e tim e that

I made coffee. Meanwhile, my brother tried to distract our mother.

I was planning a surprise party at the sam e tim e that I was getting ready to move.

Exercise 6 Identifying order of events

Read the following sentences. Then number them in the order you think they occurred. Use the sequence words and phrases as clues.

J ___ a. A few years ago. my tw o older brothers and I went trekking in the mountains.

____ b. Finally. I found the muddy trail, and we made it back to ou r base camp.

____ c. Soon w e w ere hiking through thick pine forests.

____ d. We set out from our base cam p on a bright w inter morning.

____ e. After that experience, I realized it is very im portant to be careful w hen hikingin the mountains.

____ f. A little while later, we stopped to eat. and my oldest brother said w e shouldturn around because w e w ere losing the trail in the snow.

____ g. Eventually, it began to snow, and visibility becam e poor.

____ h. Going back dow n the mountain was harder because it was icy and slippery,and w e could not find the way. We becam e tired, cold and diirsty.

134 Unit 6: Narrative Paragraphs

Exercise 7 Writing a first draftReview your outline. Then write the first draft of a narrative essay about a challenge you faced.

Exercise 8 Peer editing a first draftAfter you write your first draft, exchange it with a partner. Answer the questions on the checklist. You may also write comments or questions on your partner’s draft. Then read your partner’s comments on your first draft, and revise it as necessary.

Editor's Checklist

Put a check ( / ) as appropriate. Write answers in com plete sentences in the lines provided.

1. Does the paragraph have a topic sentence that tells what the story will be about?

□ 2. Do the supporting sentences tell the details of the story?

J 3. Does the writer use sensory and emotional details? If so, what sensory and emotional details are included?______________________________________

: 4. Does the writer use sequence words and transition words to explain the order of the events in the story? If so, which o n e s ?_____________________

□ 5. Does the paragraph have a concluding sentence that "wraps up" the story? Does it include a comment about the experience? If so, what is the co m m en t?____________________________________________________________

In Part 4 you will ...

• learn about simple past tense verbs.• learn about past continuous verbs.• edit your first draft for mistakes.

Pan 3 135

PART 4

Editing Your WritingNow that you have written a first draft, it is time to edit. Editing involves making changes to your writing to improve it and correct mistakes.

Language Focus_________________________________________________

Using the Simple Past• U se th e sim ple p ast to tell ab o u t actions and events lhat started and

finished in die past.

Dalia walked home quickly that night.Ronald s tu d ie d all night for that exam

Forming the Simple Past• Add -d o r -eel to the base form o f m o st regular verbs to form the

sim ple past.

In 2 0 0 3 ,1 celebrated Christmas with my family in Baranquilla.I graduated from high school in 2001.

•S o m e verbs are irregular in the sim ple past.

Eliza and her sister s p e n t all their money.I m et my husband at the airport on New Year's Day,

• To form a negative statem ent in the sim ple past w ith a regu lar or irregular verb, use did not follow ed by the base form o f the verb.

1 did not fall off the cliff.I did not w aste any money.

• The verb be has tw o past forms. Was an d were,Doug w as a good father.Scott and Eric w ere anxious.

• To form negative statem ents with be in the sim ple past, use not after was o r were.Eliza w as not nervous.They w ere not generous people.

136 Unit 6: Narrative Paragraphs

Exercise 1

Affirmative Statements

SUBJECT BASE FORM OF VERB+ -DI-ED

I

You

HeShe waited patiently.It

WeYou

^They

Affirmative Statements

SUBJECT WAS/WERE

I was

You were

HeShe was beautiful.It

WeYou were

vjhey

Negative Statements

SUBJECT DID + NOT BASE FORMOF VERB

IYOU

HeShe did not wait patiently.It

WeYou

Ijhey JNegative Statements

SUBJECT WAS 1 WE RE + NOT

I was not

You were not

HeShe was not beautifulIt

WeYou were not

Ijhey

Using simple past tense verbsC o m p le te th e fo llo w in g se n te n c e s w ith p a s t te n se v erbs.

1. I _______ was________ interested in Astronomy.

2. W e ____________________ about our plans.

3. S h e ____________________an umbrella, some sandwiches, and a thermosof hot, sw eet tea.

4. We _________________to rescue us.

5. W e ________

6. T h e re ______

7. After I _____less worried.

8. W e ________

for help, and a helicopter

the roasted pig with fried plantains and Arepas.

__122 people at the wedding.

__ my host family, I _____________________

___ lo the top of a mountain where wean ancient temple.

Part 4 137

Exercise 2 Editing a paragraph

R ead th e fo llo w in g p a ra g ra p h an d c o rre c t m is tak es w ith th e s im p le p as t ten se . T h e re a re te n m istakes.

Two years ago, my friends and I decide to go to a special temple

in my country. We wake up very early in the morning that day. We

brought some fruit and drinks for breakfast. After we ate our fruits, we

want to climb the mountain. We got to the temple about 10 a.m. It was

very beautiful. We stay there and talked, but after a while, we wanted

to hike some more. We did not brought food, but we had some water,

and we started climbing. We become tired, but we did not wanted to

stop. We was thirsty too, but we did not had enough water. Finally we

met some people and they gave us drinks and helped us. That day. I

learn to be very careful when 1 go hiking in the mountains.

Language Focus_______________________________________________

Using the Past Continuous• Use the past con tinuous to describe an event that w as already in

progress w hen ano ther event occurred o r in terrup ted the first event.

My brother and I w ere watching TV when w e heard a crash.The car w as moving slowly, so I had plenty of time to cross the street.

• Use the p;isr con tinuous to tell abou t tw o o r m ore activities that w ere in progress at the sam e lime.

She w as running while talking on the cell phone.Some teenagers w ere splashing and shouting at each other.

Forming the Past Continuous• To form the past continuous, u se was/were and the base form o f the

verb + ingI w as living in Washington at the time.

• To form negative statem ents in th e past continuous, use not be tw een was/were and the verb + ing.W e w ere not laughing at the comedian's jokes.

A We d o not usually use stative verbs ( be. know, understand, see, believe) in die past continuous. Lise th e sim ple past instead.

138 Unit 6: Narrative Paragraphs

You

HeSheIt

WeYou

vjhey

Affirmative Statements

SUBJECT WAS/ WE RE

w as

w ere

was

were

BASE FORM OF VERB -I- ING

watching.

J

Negative Statements

SUBJECT WAS/WERE + NOTBASE FORM OF VERB + ING

I w as not

You w ere not

HeShe w as not watching.It

WeYou w ere not

(they J

Exercise 3 Using the past continuousAnswer the following questions with sentences that use the past continuous.

1. What were you doing yesterday at this time?

I was shopping fo r a grift fo r mv sister._______________________

2. W hat w ere you doing last night at 6 p.m.?

3. What w ere you doing this m orning at 10 a.m.?

4. What w ere you doing last year at this time?

5. What w ere you thinking about while you w ere coming to school today?

Exercise 4 Identifying when to use the past continuousUnderline the verbs in each sentence. Then rewrite the sentences replacing the simple past with the past continuous where it Is more appropriate.

1. I talked to my Iriend while the teacher explained the grammar, so I did not understand it.

.I yvas talking to mv friend when the teacher was explaining! the grammar,

so I did not understand it._________________________________________

2. I lived in Paris w hen I had a terrible car accident.

Pan 4 139

3. I worked on my paper and watched the game w hen he called.

4. A stranger stood in the doorw ay w hen w e arrived home.

5. We drove to the hospital w hen mv wife told the taxi driver to stop the car

6. In those days I w orked and w ent to school, so I didn't have m uch free time.

Exercise 5 Editing a paragraphRead the following paragraph and correct mistakes with the simple past and the past continuous. There are nine mistakes.

W hen I was a university student about two years ago, 1 enrolled

in a scuba diving course. My scuba diving teacher was having a big

surprise: I w asn’t know ing how to swim. In fact, I had a big fear

o f water. W hen I was a child, my parents tried to help me. so they

make me take many sw im m ing courses. Although 1 try hard. 1 did not

learning to swim. W hen I enrolled in the scuba diving course, I was

still afraid o f water. Every day when I entered the sw im m ing pool, I

battle with my fear. Fortunately, my courage won every time. Finally,

one day while I practicing my dive, I realized that I was do very well.

So, finally, after six months o f hard work. I com pleted the course.

It is true that 1 was always the worst o f the group, but in my own

evaluation. I was a cham pion because I conquer my fear o f water. For

me. this experience was very im portant. It was a test o f courage, and

I passed it.

140 lln it 6: Narrative Paragraphs

Exercise 6 Editing your firstjlraf^andjgwritingReview your paragraph for mistakes. Use the checklist below. Then write a final draft.

Grammar Checklist

Put a check ( / ) as appropriate.

□ 1 Did you use the simple past to express events that started and finished in the past?

2. Did you check for correct irregular verb forms?

. 3. Did you use the past continuous to show simultaneous orinterrupted actions?

4. Did you capitalize the first letter of each sentence and put end punctuation at the end?

In Part 5 you w il l ...

• review the elements of a narrative paragraph.• write a timed narrative paragraph.

Part 4 141

PART 5

Putting It All TogetherIn this part of the unit, you w ill complete three exercises to improve your accuracy, write a timed paragraph to improve your fluency, and explore topics for future writing.

Exercise 1___Identifying sensory and emotional details

Read the sentences below. Write an 5 next to sentences that include sensory' details. Write an E next to sentences that include emotional details.____ 1. Olivia reached for the doorknob, and it w as burning hot.

____ 2. Ricky and 1 arrived around 8:00. and w e w ere happy to be home.

____ 3. We w ere greeted by a large man w ith long black hair.

____ 4. 1 was shocked and disappointed by the results.

____ 5. My m other always smelled like flowery perfume.

____ 6. The news left us saddened and worried about the future.

Exercise 2 Identifying order of events

Read the following sentences. Then number them in the order you think they occurred. Use the sequence words and phrases as clues.

____ a. For years, I did not know w hat lo do with my life, but after I decidedto becom e a helicopter pilot, I becam e very dedicated to my goal.

____ b. At the beginning, I delivered groceries in my truck.

____ c. After that, 1 had to get a visa and prepare to com e to the U.S.

____ d, Next, 1 made a plan to get the m oney for my training. I becam e a truckdriver and drove all over Japan for live years.

____ e. First, I did som e research and found out that it w ould cost a lot ofmoney.

____ f. Finally, I was ready to take my training. Som eone advised m e to do aprogram in the U.S. because it was not as expensive, so I decided to com e here even though I needed more English.

____ g. Now. 1 am in the U.S. 1 go to school to study English. At the same time.I take flying lessons.

____ h. Later, I got another job delivering fuel to gas stations. I lived in mytruck to save money.

____ i. Finally, I am learning to pilot a helicopter, and soon I will be ready tofly solo. I know that I will reach my goal in two years.

142 Unit 6: Narrative Paragraphs

Exercise 3 Editing a paragraph

Read the following paragraph and correct mistakes with the simple past and the past continuous. There are ten mistakes.

Facing Danger in French GuianaThree years ago. I was living in an exciting and adventurous place:

French Guiana. My husband and I own a lovely house that was right

next to the jungle. M any anim als lived there, such as crocodiles,

m onkeys, poisonous spiders, jaguars, tigers, and snakes. People often

warn us that our house was too close to the jungle, but we enjoying

the house so much that we decided to stay. Then one morning I had a

frightening adventure. I was plan to go for a swim in the pool. I put

on my sw im m ing suit, and went outside and start to cross the patio. I

was take o ff my jacket to dive in the w ater when suddenly. 1 had a big

surprise. A big snake was swim in my pool and move quickly towards

me. I could not breathe. It seemed as though he staring at me for a

long time. I ran into the house to call the police. W hen they arrive, the

snake was gone. That day I learned to never jum p in that pool before

inspecting it for visitors.

I M TIMED WRITING: 45 minutes

Write a narrative paragraph about something that happened to you while you were on a trip. Before you begin to write, review the following time management strategy.

Step 1 BRAINSTORMING: 5 minutes

Make a list of recent trips you have taken. W'rite down some of the tilings that you did on those trips, people you met, and tilings that you saw. Keep adding to your list until you decide on a specific incident that you would like to write about.

Part 5 143

Step 2 OUTLINING: 5 minutes

Write an outline for your paragraph.

Topic SentenceW h at is the story a b o u t?_______________

W here did it take p la ce ?_______________

Supporting Sentences

W hat happened f irs t?__________________

W hat happened next?

W hat else happened?

How did the experience end?

How did you feel during the experience?

Concluding SentenceW hat was important about the experience? How did it affect you?

Step 3 WRITING: 25 minutes

Use your brainstorming notes and outline to write your first draft on a separate piece of paper.

144 Unit 6: Narrative Paragraphs

When you have finished your first draft, check it for mistakes, using the checklist below.

Step 4 EDITING: 10 minutes

Editor's Checklist

Put a check ( / ) as appropriate.

□ 1. Does the paragraph have a title?

L 2. Does the paragraph have a topic sentence that tells what the storywill be about?

3. Does the paragraph have background information?

4. Does the paragraph give the events of the story"?

5. Are there sensory and/or emotional details?

C - 6. Does the paragraph use sequence words and/or other transition words to show the order of events?

□ 7. Did you use simple past and past continuous verbs in the correct form?

8. Did you include a concluding sentence that "wraps up" the story?Does it tell how the experience affected you?

Topics for Future Writing

1. Write a narrative paragraph on one of the following topics.

• How you met som eone w ho is im portant to you• The last time you celebrated a special holiday• A special memory from your childhood• A funny or em barrassing incident

2. Interview a friend, classmate, or relative about something interesting that happened to him or her. Take notes during the interview. Then write a narrative paragraph about your friend’s experience.

Part 5 145

Appendices

Appendix I The Writing Process................................... 147

Appendix II Elements of Punctuation............................. 148

Appendix III Glossary....................................................... 149

Appendix IV Correlation to G r a m m a r S e n s e 1 ............ 152

Appendix I: The Writing Process

1. BrainstormingBefore you begin to write, gather information about the topic. Then brainstorm ideas and vocabulary related to the topic. Read your assignment carefully so that your finished product will meet your instructor’s expectations.

► Strategies: Read about the topic and discuss it with your classmates. Look at pictures or diagrams to help you come up with ideas.

2. Creating an OutlineDecide which ideas you will use in your essay. Cluster ideas into logical parts. This may be in the form of a chart, a web. or a list of main ideas. Write an outline or plan for your paper.

► Strategies: Look at models that are similar to the writing that you want to do. Learn ways to organize and sequence your ideas Create a visual plan for your paper.

3. Writing a First DraftExpand your outline into a draft by rewriting your notes into full sentences. At this stage, don’t worry about mistakes. When you have finished, ask a classmate to read your work and give you feedback.

► Strategies: Evaluate your outline as you write. Take out ideas that do not support your main idea; add clarification or examples. Check your work to make sure your writing is clear and accomplishes the goals of the assignment.

4. EditingNow apply your knowledge of grammar and mechanics, and correct any mistakes that you notice. Review the feedback you received from your classmates,

► Strategies: Separate yourself from the ideas so that you can focus on clarity at the sentence level. If possible, put your paper aside for a few hours before you edit. Read your essay sentence by sentence. (Some writers read a paper backwards so as not to be distracted by content.)

5. Writing a Final Draft and Submitting Your WorkRewrite your draft so that it looks neat and has all the features of a finished college paper. Some writers type their papers: others write by hand.

► Strategies: Make sure your paper has the correct format. Make sure your name and the date are on the paper, and that there is a title.

Appendix I; The Writing Process

Appendix II: Elements of Punctuation

Commas (,)A comma is used to separate information from other parts of the sentence.

1. A comma is used to separate items in a series. I se and before the last item if listing three or more items.

• W e made rice, chicken, salad, and cake

2. A comma is used to separate an introductory w ord or phrase.

• At the end of the day, my husband and I sit on the sofa and talk about our day.

3. A com ma is used to separate two sentences w hen there is a conjunction such as and, but, or so that show s a relationship betw een them.

• The temperature was below freezing, but we were warm.

Periods (.)Periods are used to mark the end of a sentence.

• She speaks four languages.

Apostrophes (')Apostrophes are used to show possession.

1. When a noun is singular, add an apostrophe and s to show possession. In the first exam ple, the writer has one cousin

• W e went to my cousin's house.

2. When a noun is plural, put the apostrophe after the plural s. In the next exam ple, the writer has more than one cousin.• W e went to my cousins' house.

3. When a noun ends in s. You may add the apostrophe + after the final s or just the apostrophe.

• My boss' car was ridiculously expensive.

• My boss's car was ridiculously expensive.

4. A postrophes are also used to show contractions. (Note, however, that contractions are not appropriate in academic writing.)

• Scott doesn't have any hair.

Quotation MarksQuotation marks are used to show that you are repeating or quoting someone else’s words.

Put quotation marks around only tiie exact words you take from someone else’s speech or writing. Use a comma to separate the quote from the rest of the sentence.

• I heard him say, "Don't worry about the rebate, Mr. Noor. I will take care of it."

148 Appendix II: Elements o f Punctuation

Appendix III: GlossaryAdapted from the Grammar Sense Glossary of Grammar Term*

action verb \ verb that describes a thing that someone or something does. An action verb does not describe a state or condition.

Sam rang the bell.It rains a lot here.

active sen ten ce In active sentences, the agent (the noun that is performing the action) is in subject position and the receiver (the noun that receives or i.s a result of the action) Ls in object position. In the following sentence, the subject Alex performed the action, and the object le tte r received the action.

Alex mailed the letter.

adjective A word that describes or modifies the meaning of a noun.

the orange car a strange noise

ad verb A word that describes or modifies the meaning of a verb, another adverb, an adjective, or a sentence Many adverbs answer such questions as How? When' Where? or How often' They often end in -ly.

She ran quickly She ran very quickly,a really hot day Maybe she'll leave.

adverb ial ph rase A phrase that functions as an adverb.

Amy spoke very softly

affirm ative s ta te m e n t A sentence that does not have a negative verb.

Linda went to the movies.

ag ree m en t The subject and verb of a clause must agree in number. II the subject is singular, the verb form is also singular. If the subject is plural, the verb form is also plural.

He comes home early, They come home early.

article The words a, an , and th e in English Articlesare used to introduce and identify nouns

a potato an onion the supermarket

auxiliary verb A verb chat is used before main verbs (or other auxiliary verbs) in a sentence. Auxiliary verbs are usually used in questions and negative sentences. Do. have, and be can act as auxiliary verbs. Modals (may, can, will, and so on) are also auxiliary verbs.

Do you have the time? The car was speedingI have never been to Italy. I may be late.

base form The form of a verb without any verb endings; the infinitive form without tv

sleep be stop

clause A group of words that has a subject and a verb. See also d e p e n d en t clause and m ain clause.

If I leave,.., . .. when he speaks.The ram stopped. . . . that I saw.

com m on noun A noun that refers to any of a class of people, animals, places, things, or ideas. Common nouns are not capitalized

man cat crty pencil grammar

com parative A form of an adjective, adverb, or noun that is used to express differences between two items or situations

This book is heavier than that one He runs more quickly than his brother A CD costs more money than a cassette

com plex sen tence A sentence that has ,t main clause and one or inore dependent clauses.

When the bell rang, we were finishing dinner.

com pound sen ten ce A sentence chat has two main clauses separated by a comma and a conjunction, or by a semi-colon.

She is very talented; she can sing and dance.

conditional sen ten ce A sentence tlxat expresses a real or unreal situation in the if clause, and the (real or unreal) expected result in the main clause.

If I have time, I will travel to Africa.If I had time, I would travel to Africa.

coun tab le noun \ common noun that can be counted. It usually has both a singular and a plural form.

orange — oranges woman — women

definite article The- word th e in English It is used to identify nouns based on assumptions about what infonnation the speaker and listener share about the noun The definite article is also used for making general statements about a whole class or group of nouns.

Please give me th e Key.The scorpion is dangerous

d ep e n d e n t clause \ clause that cannot stand alone as a sentence because it depends on the main clause to complete the meaning of the sentence. Also called subordinate danse

I'm going home after he calls

Appendix III: Glossary 149

d e te rm in e r A word such as a, an , the , this, that, these, those, m y, som e, a few, and th re e that is used before a noun to limit its meaning in some way

those videos

fu tu re A time that is to come. The future is expressed in English with will, be going to, the simple present, or the present continuous. These different forms of the future often have different meanings and uses.

I will help you later.David is going to call later.The train leaves at 6:05 this evening.I'm driving to Toronto tomorrow.

g eru n d An -ing form of a verb that is used in place of a noun or pronoun to name an activity or a state.

Skiing is fun. He doesn't like being sick

if clause A dependent clause that begins with if and expresses a real or unreal situation.

If I have th e time. I'll paint the kitchen,If I had th e time, I'd paint the kitchen

indefin ite artic le The words a and a n in English. Indefinite anicles introduce a noun as a member of a class of nouns or make generalizations about a whole class or group of nouns.

An ocean is a large body of water.

in d e p en d en t clause See m ain clause.

ind irect ob jec t A noun or pronoun used after some verbs that refers to the person who receives the direct object of a sentence.

John wrote a letter to Mary Please buy some milk for us.

infin itive A verb form that includes to + the base lorm of a verb. An infinitive is used in place of a noun or pronoun to name an activity or situation expressed by a verb.

Do you like to sw im 7

in transitive verb A verb that cannot be followed by an object.

We finally arrived

m ain clause A clause diat can be used by itself as a sentence. Also called independent clause.

I'm going home.

m ain verb A verb that can be used alone in a sentence. A main verb can also occur with an auxiliary verb.

I a te lunch at 11:30.Kate can't ea t lunch today

m odal The auxiliary verbs can , could, may, m ight, m ust, shou ld , w ill, and w ould. They modify the meaning of a main verb by expressing ability, authority, formality, politeness, or various degrees of certainty Also called modal auxiliary'.

You should take something for your headache. Applicants must have a high school diploma

n egative s ta te m e n t A sentence with a negative verb.

I d idn 't see that movie.

noun A word that typically refers to a person, animal, place, thing, or idea.

Tom rabbit store computer mathematics

noun clause A dependent clause that can occur in the same place as a noun, pronoun, or noun phrase in a sentence. Noun clauses begin with w h- words, if, w h e th er, or that.

I don't know w here he is.I wonder if he's coming I don't know w hether it’s true I think th a t it's a lie.

noun p h rase A phrase formed by a noun and its modifiers. A noun phrase can substitute for a noun in a sentence.

She drank milk.She drank chocolate milk.She drank th e milk.

object A noun, pronoun, or noun phrase that follows a transitive verb or a preposition.

He likes pizza Go with herShe likes him Steve threw the ball.

passive sen tence Passive sentences emphasize the receiver of an action by changing the usual order of the subject and object in a sentence. In the sentence below, the subject (The letter) does not perform the action; it receives the action or is the result of an action. The passive is formed with a form of be + the past participle of a transitive verb.

The letter was mailed yesterday.

p a s t con tinuous A verb form that expresses an action or situation in progress at a specific time in the past. The past continuous is formed with w as or w ere + verb + -ing. Also called past progressive.

A: What w ere you doing last night at eight o'clock?B I w as studying

p as t partic ip le A past verb form that may differ from the simple past form of some irregular verbs. It is used to form the present perfect, for example.

I have never seen that movie.

150 Appendix III: Glossary

phrasal verb A tw o or three-word verb such as tu rn d o w n or ru n o u t of. I lie meaning of a phrasal verb is usually different from the meanings of its individual words.

She tu r n e d d o w n the job offer Don't ru n o u t o f gas on the freeway

phrase A group of words that can form a grammatical unit. A phrase can take the form of a noun phrase, verb phrase, adjective phrase, adverbial phrase, or prepositional phrase. This means it can act as a noun, verb, adjective, adverb, or preposition.

The ta l l m a n left. She spoke to o fa s t.Lee h it th e b a ll They ran d o w n th e s ta irs

p reposition A word such as at, in, o n , or to, that links oouns, pronouns, and gerunds to other words.

p repositional ph rase A phrase that consists of a preposition followed by a noun or noun phrase,

on Sunday under the table

p re sen t con tinuous A verb form that indicates that an activity is in progress, temporary, or changing. It is formed with be + verb + -ing. Also called present progressive

I'm w a te r in g the garden.Ruth is w o r k in g for her uncle.

p resen t perfec t A verb form that expresses a connection between the past and the present. It in d ic a te s indefinite past time, recent past time, 01

continuing past time. The present perfect is formed with have + the past participle of the main verb.

I 'v e s een that movie.The manager has just re s ig n e d .

W e ’v e b e e n here for three hours.

pronoun A word that can replace a noun or noun phrase I, you, he, she, it, m ine, and yours aresome examples of pronouns.

q u an tity expression A word or words that occur W o re a noun to express a quantity or amount of that noun.

a lo t o f rain f e w books fo u r trucks

sim ple p as t A verb form that expresses actions and situations that were completed at a definite time in the past.

Carol a te lunch. She w a s hungry.

sim ple p resen t A verb form that expresses general statements, especially about habitual or repealed activities and permanent situations.

Every morning I catch the 8:00 bus The earth is round.

s ta tiv e verb A type of verb rhat is not usually used in the continuous form because it expresses a condition or state that is not changing. Know, love, see, and sm ell are some examples.

sub ject A noun, pronoun, or noun phrase that precedes the verb phrase in a sentence. The subject is closely related to the verb as the doer or experiencer of the action or state, or closely related to the noun that is being described in a sentence with be.

Erica kicked the ball T h e p a rk is huge

su b o rd in a te clause See d ep e n d en t clausc.

superlative A form of an adjective, adverb, or noun that is used to rank an item or situation first or last in a group ot three or more.

This perfume has th e s tro n g e s t scent.He speaks th e fa s te s t of allThat machine makes th e m o s t n o ise of the tr r&e

te n se The form of a verb that Shows past, proc-rr and future tune.

He lives in New York nowHe liv e d in Washington two years agoH e 'll l iv e in Toronto next year

tim e clause A dependent clause that begins with a word such as while, w hen, before, or after.It expresses the relationship in time between two different events in the same sentence

B e fo re S a n d y le f t , she fixed the copy machine.

tim e expression A phrase that functions as an adverb of time.

She graduated th re e y e a rs a g o

I II see them th e d a y a f t e r to m o r r o w

tran s itiv e verb A verb that ls followed by an object

I re a d the book

uncoun tab le (noncount) noun A common noun that cannot be counted. A noncouni noun has no plural form and cannot occur with a . a n . or a number.

information mathematics weather

verb A word that refers to an action or a state.Gina closed the window Tim lo v e s dassical music

verb phrase A phrase that has a main verb and an\ objects, adv erbs, ur dependent clauses (hat complete the meaning of the verb in the sentence.

Who ca lled y o u 7 He w a lk e d s lo w ly .

Appendix III: Glossary 151

Appendix IV: Correlation to Grammar Sense 1

5 p w , __ iEFFECTIVE ACADEMIC WRITING 1 THE PARAGRAPH

- 1GRAMMAR SENSE 1

Unit 2Using adjectives I Ising he to define anti describe

Chapter 6Descriptive Adjectives

Chapter 1Simple Present Statements with Be

Unit 3The simple present

Chapter 9The Simple Present

Unit 4ImperativesModals of advice, necessity, and prohibition

Chapter 3Imperatives

Chapter 22Modals of Advice. Necessity, and Prohibition

Unit 5Using there is/there are to introduce facts

Chapter 16There Is and '/here Are

Unit 6The simple past The past continuous

V

Chapter 12The Simple Past

Chapter 13'Hie Past Continuous

' J

152 Appendix IV: Correlation to Grammar Sense I

t.N< HIM I

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E ffec tiv e / V p r o p c W riting 1THE PARAGRAPH ’ '

The ftfecfJve^ fd rfc itn /r Wri+t"~ *« n es te a c h « Hie VUriting m ode* rhetorical devices, and language points required for academ ic success. Each of the three levels provides user-friendly activities and self -contained les io n s that make teaching and learning m anageable

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■ Rhetoncal presentations and exercises refine writing skills,

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