Writers at work

« s i

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First published 20057th printing 2008 ' i

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A catalog record fo r this publication is available from the British Library 1

Library o f Congress Cataloging in Publication Data Singleton, Jill.

Writers at work. The paragraph / Jill Singleton.p. cm. ¡

isbn 978-0-521-54522-8 (pbk.)1. English language-Textbo'oks for foreign speakers. 2. English language - Paragraphs

Problems, exercises, etc. I. Title: Paragraph. H. Title

ISBN' 978-0-521-54522-8 paperback

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I Table of Contents

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

A c k n o w lé d g e m e n t s ................ ................... xvíi

B e g in a t t h e B e g i n n i n g ...................... 1

Chapter 1 A M o m i n g P e r s o n o r a jS fig h t P e r s o n ? ...................... 5

Chapter 2 A P e r s o n I m p o r t a n t t o Y o u ........................ 19

Chapter 3 T h e W e e k e n d J.......................... í f

Chapter 4 A S c a ry o r F u n n y E x p e r i e n c e ............................................ , , ü

Chapter 5 H o lid a y s . , , .................... \ ..............63

Chapter 6 T e ll in g S t o r i e s J . .............................. 77

Chapter 7 A F a v o r ite P la c e ...................................... ... ,%7

Chapter8 T h e Id e a l S p o a s e . *..............- • * - - ■> ■>'*.>■ ■

Chapter 9 W h a t 's Y o u r O p in ió n ? j ................................................. „ , . i f l

Q u ic k C h e c k .........................‘ ...................................................... s t Ü

Chapter Contents

Begin at the Beginning

Q j THINKING ABOUT WRIT1NG .............................................................................................................. 2A Reasons.for w rit in g ....................................................... 2B Thoughts about writing . ' .................................................................................................................. 2

0 THE WRITING PROCESS............................................................................................... 3A Steps for w riting..................................................... The w riting process*.................. 3.B Using the writing process.................................................................................................................. 3

GETT1NG STARTED ................................................. . . . 6

A Picturethis B Get ideas

CHAPTER 1 A M orning Person o r a 'N igh t Person?

i

I

II —

I II

6

.................................................... B ra ins to rm ing .................................................... .7

H PREPARING THE FIRST DRAFT ......................................................................................................... 8A Organize your.sdeas . . . . ................................. Organizing id e a s .......................................... 8B Plan your writing .................................................. The main i d e a ........................................ • 8C Write the first d r a f t ..................................... ... The firs t d r a f i .................................... 10

D JI REVIS1NG YOUR W R ff lN G .....................................’ f ie v is in g ......................................................... 10A Analyze a paragraph......................................................................... . . 10B Revise your w r it in g ............................Revhing with a p a r tn e r .....................................11

; íl \ -nC Write the secoíid draft ............................. . . . . .\. . . . ..............................................• *

| 3 EDIT1NG YOUR ^ÍR IT IN G ........................................................... \ ........................................ 12* j • j n

A Focus on seníence g ram m ar...............................£t i i i i n g ........................................................... ; l¿Simple seniences

B Edit your w riting ........................ . • ..................... ...............C Write the final j i r a f t ........................................................................................................................ . 16

FOLLOWING Ü F ....................................................................... .............................................................1'A Share your w rinng. . . . ! .............................................................................................................. ‘ /B Check your progresí 11

rTne Items in this coiumn refer te the titiss of the information box.ss that appearthrougñouíthe ccok.

vi W riters a t "Work: The Paragraph

CHAPTER 2 A Person Im p ortan t to You

| J GETTING STARTED ................................................................................... . ;« !A Picturethis ........................... 20B Get ideas .............................................. Brainstorming .................................................21

E | PREPARING THE FIRST DRAFT ..................................... . W

A Organize your ide as .............................................. Organizing by c a te g o ry ......................... 25B Pfan your writing ..................................... ... Topic sentence and supporting sentences . . 26C Write the first d r a f t ...................... . ' ................. 29

H 2 REVISING YOUR WRITIÑG 7 ! . . . / ‘I ’ . . ............ '• '■ $A Anaiyze a paragraph...................................... ! ................................................. .................................29B Revise your writing . . . ........................................................■. . 29C Write the second draft i ' í , : 2 M M . . ■ • ■ . . . 30

m EDITING YOUR WRiTiNG ............... ¡ ........................... .............................................. . 30A Focus on sentence g ram m ar..................... .J . . Fragm en ts .......................................................... . 30

¡ Correcting a fragment’ í Run-on sentences

B Edit your writing . . C Write the final draft

Q F0LL0WING U P .............................................. 36A Share your w riting........................................... ¡ . j ..................................................... 36

v B Check your p rog re ss .....................................f . i. . .............................. 36k

CHAPTER 3 The W eekend |l \

■ H -Q E T T m G ^m R TED . t-.: ............................................ .. \ •A Picíure this ...........................................![...................................... 38

IB Get ideas ....................................................... . An idea w e b ................. ..........................i 39= . j _ y

0 PREPAñING THE FIRST DRAFT .....................¡.................................................. .................- .i -S *

A Organize your ideas........................................... . Organizing by iime o r d e r ............................. 40i!

B Pian your writing .......................................... ¡. . Transitions .....................................................40

C Write the first d ra ft.......................... 42

Table of Contents VII

QQj REVISING YOUR W RITING ......................................................................................... 42A Analyze a paragraph .................................................. 42B Revise your w r it in g ..................... 43C Write the second draft .............................. 43

2 3 EDITING YOUR W RITING ......................................................................................................................44A Focus on sentence g ram m ar................................. Compound sen tences .................................44

Coordinating conjunctions

B Edit your w riting ................................................................................................................................... 48C Write the final d r a f t .............................. 48

0 FOLLOW1NG UPj . . 49A Share your w riting........................................... .................................................... ........................... . 49B Check your progress ................................. N......... * ................................................ 4^

CHAPTER 4 A ¡Scary o r Funny Experience

GETT1NG STARTEDA Picturethis B Get ideas

52.................. .52

Talking to get ideas . . . -53

Q PgEPARING TH|E FIRST D R A F T ...................................................................................................... ■ 53A Organize your ide as .......................’ ........................................................................................ . 53B Plan your wíiting ................................. DetaHs . .......................................................... . 54C Write the first d r a f t .............................................\ ....................................... • ........................... . 55

| T | REVISING YOUR W RITING................. \ .................. ; ■ 56A Analyze a pajragraph ................................................. V ................................... ..................56

B-fievise-yGüP-wfít-iflg- . . 56C Write the sesond draft ................................................ A ..........................................................57

EDITING YOUR iWRITING....................................................... J .................... *

A Focus on sentence grammar. ........................ . Compound sentences . . . . . 57Run-on sentences Correcting a run-on sentence

B Edit your w riong.................................................... 61C Write the fina draft . . ..................................................................................................................

FOLLOW1NG U P ............................................ 62A Share your w riting ...........................................; . . . . . . . . . 62

’kack your progrese

TÍil Writers at Work: The Paragraph

CHAPTER 5 H o lid a y s

D GETTING STARTED . . . . .......................................................... , 6 4A Picturethis .................................................................................. 64B Get ideas ............................................................................ 64

| 3 PREPARING THE FIRST DRAFT .......................................................... ......................... 65A Organize your ideas.................................... 65B Plan your writing ................................................. The conclusión.................................................66C Write the first d r a f t ............................................................................................ .6 8

REVISING YOUR WRITING.......................... 68A Analyze a paragraph. J-........................................................................................ 68B Revise your w r it in g ...................................................................■........................................................69C Write the second draft ............................................................................. 69

E | EDITING YOUR WRITING.................................................... 69A Focus on sentence gram m ar i . . . . Complex sentences ........................... 69

Subordinating conjunctions i Punctuating complex sentences

B Edit your writing ..............................J........... ...................................................................... ... . 75C Write the final d r a f t ............................... -........................... 75

E l ’ fOLLOWING U P ......................................... i 76A Share your w riting................................... J ........................................................... ...................... . • 76B Check your p ro g re ss ............................. i \ ............................ v. 76

• \

CHAPTER 6 T e llin g S to r ie s

l-ffiFRNG-STAfiT-EDA Picturethis . ... ...................................N............................. . 78

bet ideas .......................................................[ i 79* ■ ’ ' J ‘ ■

PREPARING THE FIRST DRAFTA Organize your id e a s ...............B Plan your writing . ...............C Write the first draft ............

. 80

. 80

. 80

. 80

REVISING YOUR W R IT IN G .................................................................................................. 81A ñnaíyze a paragraph .......................................................................................................................... 81

B Revise your w r it in g ........................ . 8 1

O Write the second draft .................. 82

Table of Coníenís

3 EDITING YOUR WRITING . . ........................................................................................................ 82A Focus on sentence g ram m ar...................................Dependent clause fra g m e n ts ........................82

Correcting a fragment

B Edit your w riting .............................................................................. 84C Write the final d r a f t .......................... 85

3 FOL1QWING U P ..........................................................................................................................86A Share your w riting........................................................................... 86B Check your p rog re ss ............................................................................................................. 86

CHAPTER 7 A Favorite Place

H GETT1NG STARTED........................................... 88A Picturé this .............................. 88B Get ideas; ..................................................................................... 89

0 PREPARlNG(jÍHE FIRST DRAFT .................................................................................. 89A Organize your ideas................................................. Describing a p la c e .........................................89B Plan your iwriting ..................................................................................................... 90C Write the jírst d r a f t ..................... 90-

H REVISING YOUR W R IT IN G ......................................................................................... 91A Analyze a. paragraph ................. - ......................... - . . . . 91B Revise yóur w r it in g ...................................................................................... .................. • - • ■ 91C Write the second draft ....................... . . . .................................................... 92

á %EDITING YÓ.UR W RITING ...........................................\ 92A Focus on| sentence g ram m ar................................. Ftepositions o f place .........................92

_B y^ypwriting - — :--------— .. . . 95

C Write tfieliinaí d r a f t .......................................................... \ ........................................ 96

■ ■E l FOLLOWING Ü F ............................................................. J .........................................................96A Share yot r wntinq ........... : .................... 96

B Cneck your progress

HAPTER 3 The Ideal Spouse

GETT1NG STARTED.................................. ....................................

A Picturethis ................................................................................B Get Ideas ............... Frsewriiíng

Writers at Work: The Paragraph

O PREPARING THE FIRST D R A F T ........................................................................................................ 100A Organize your ideas . ...................... Organizing by im portance .......................100B Plan your writing ................................................... Transitions................................................... 101C Write the first d r a f t ...........................................................................................................................103

D ] REVISING YOUR W R IT IN G ....................................... 103A Analyze a paragraph..................................... 103B Revise your w r it in g ...........................................................................................................................104C Write the second draft ................................. 104

E l EDITING YOUR W RITING ..................................................................... 105A Focus on sentence g ram m ar i . . . . . Sentence va rie iy . . . ............................ 105B Edit your w riting .................................. .* ...................................................................................... 108C Write the final d r a f t ..............................•.............. ............... v ........................108

H FOLLOWINGUP .................. . '.................................................................................. 109A Share your writing .......................I .......................................................................................... 109B Check your p rog re ss ........................./ I .......................................................................................... 109

CHAPTER 9 W hat's Your O pinión?

vGETTING STARTED............................./I......................................................................................112

A Picturethis ......................................... ; .......................................................................................... 112B Get ideas ..........................■.............J ' ....................................... \ 113

1 • \PREPARING THE FIRST DRAFT ....................................................... I .......................... 114A Organize your ideas............................í¡ ¡ ..............Quilines . . . . . . . . . . \ ...................... 114B Plan your writing ............................ j ’| ...................................................................... V . . . . 118

-C - Write4he--áfs^daft - , . : . . . . : ..................... . ^ - - ^ — 1-1

REVISING YOUR WRITING A Analyze a paragraph . . . B Revise your writing . . . C Write the second draft .

EDITING YOUR W RITING .......................... ¡................................................... 120!

A Focus on sentence g ram m ar .I .................................................................. . 1 2 0B Edit vcur w riting .................................................................................................. 121C Write the finaJ d r a f t ................................................. .................................... 121

Table of Contents

0 FOLLOWING U P ..........................

A Share your writing . . . . . . .B Check your progress . . . . .

Q u ick C heck

H EDITING SYMBOLS . .............

0 COMMON WRITING PROBLEMSA Verb probiem ( V ) ...................

B Subjecí-verb agreement (S-V). C Sentence fragment (Frag) . . . D Run-on,sentence (RO) . . . .

E Word fqrm (WF) .

F Wrong yvord (WW)

G Spellinc (SP)H Puncíuation (P) .

l CapitaJi; :ation (C) '

lis Writers at Work: Tke Paragraph

1

Introduction

THE WRITERS AT WORK SERIESThe Writers at Work series takes high beginning to high intermediate-level writing students through a process approach to writing. The series is intended primarily for adults whose first language is not English, but it may also prove effective for younger writers or for native speakers o f English who are developing their competence as independent writers in English.

Writers at Work: The Paragraph prepares high beginning to low inYermediate students to write well-organized !and accurate paragraphs. Writers at Work: The Short Composition prepares low iiitermediate to intermediate-level students to write well-constructed and acqurate short compositions. Finally, Writers at Work: The Essay prepares intermedíate to high intermedíate students to write fully-developed essays withjan introduction, body paragraphs, and a concjusion. Upon completion ofl the last book in the series, students will be ready for more advanced-level aqademic writing courses.

The approachCompetence in writing comes from knowing how to write as much as írom knowing what to write. That is why the Writers at Work books are organized

• around the process o f writing. They teach students about the ^riting process and then guide them to use it as^they write. We believe that on<te students understand how to use the writing process in writing paragraphs7\short compositions, and essays, they will gain the confidence they ñeed to advance to more complex writing tasks. ' i- \

In teadiing writing to lower levelj students, there is always the risk o f sacrifidng creativity in order to achieve acciíracy, or vice versa. The Writers at Work books guide students through the writing process in such a way that their final pieces o f writing are not onlv expressive and rich in contení, but also dear and accurate

Chapier sirueiure

Each chapter is aivided ínto the fdllowing five parís:

I Gettlng Started IStudents are stimulaíed to íhink about the topic of the chapter. They generate. ideas that they can use later in their writing.

II Preparing the First Draft Students organize. plan, and write their first draft.

xiii

ABOUT WRITERS AT WORK: THE PARAGRAPH

Chapter struciureEach chapter is divided into the following fíve parts:

I Getting StartedStudents are stimulated to think about the topic o f the chapter. They generate ideas that they can use later in their writing.

!! Preparing the First Draft Students organize, plan, and write their first draft.

Jil Revising Your WritingIn this section, students analyze sample paragraphs and compositions, leam about key elements o f writing, and apply those principies in revisions o f their first drafts. \

IV Editirjg Your Writing Students are introduced to selected aspects o f grammar. They edit their writing for accurate grammar and write their final drafts.

iV Following Up >

Students share their writing with each other. Finally, they fill out a self-kssessment form, which allows them to track their progress as writers J ¡thr^jughout the course.

Key íeatures

• The )Dpok begins with an introductory sectión, "Begin at the Beginning,"which introduces students to the ^vriting process, including its recursivenature. Ví \

» The 'nine chapters o f the book are thematic, each one dealing with a topic of personal interest. All o f the activitiesVnd exercises in a chapter relate to üie t¿emerin~this Way, studifiiLs u i i discoyer v o cabu lario use in thek=oggmg -----------------4t-

• writing on the theme. \

» Sámale paragraphs are presented for students to analyze, revise, and edit in preparation for working on their own writing. A major goal o f the test is to heip students, bit by bit, to become inore profident at revising and editing th eirí o wn writing. •

* Systematic and cumuiative instmction in paragraph constroction and in building sentences is presented in a logical and manageable way.

* Student interacüoQ is importaní in Writers at Work: The Paragraph.Throughout üie book, students are carefiilly guided to heip each other write more clearly and think more critically about writing.

• "Sharing Your Writing" activities at the end of each chapter engage students in sharing their final drafts.

• "Quick Check," an editing and grammar reference at the end of the book, introduces students to useful editing symbols and covers the most common basic writing errors. It can be used by students when editing their writing or by teachers as extra heip for an individual student.

No writing text can encompass the great variety of activities in a writing dass. In addition to the carefully sequenced writing assignments in the text, it is essential that students do a good deal of unstructured writing in order to increase their fluency and comfort in writing in English. Activities such as joumals, dialogue joumals, and informal letter-writing and e-mailing are vital to the growth of the students' writing ability. It is highly- recommended that the teacher indude such activities in the dass.

A FINAL NOTE

V

\

Introduction

I would like to express my appredation to the many people who have made this second edition a reality. I would first like to thank all o f my students at the English Language Center of Towson University for their generosity in sharing their writing and insights. I am very grateful, too, to the teachers and siaff o f ‘ the ELC for their continued heip and support over the years. Special thanks go tq Mary Jo ;Lindeman, teacher at the ELC, fór all the time and thought she unstintingly gave to this revisión.

Many thanks to the following students for gradously allowing me to use - their writing in this book: Sami Al-Weháibi, Osama Bulbul, Maria Coronado, Jéeyeon Jang, Hyung Kyu Kang, Hee Seung Lee, Shan Yih Liu, Aymeric Menargues, Myung Hwan Moon, Jin Seok Park, Jeongin Pu, Diana Rangel, Jung Youii Sim, In-Hyuk Song, Nuraputra Sudrajat, Yoji Yamada, and Shu-Hui Yang.

At Cambridge University Press, I would especially like to thank Bemard Seal, commissioning editor, whose visión and persistence tumed an idea into reality. Than'ks also go to the project editor, Helen Lee; and to the copyeditor, Linda

JLiDegtri for all their heip and hard work. Many thanks also to Ann Strauch, series co-author, who has been such a pleasure to work with.

Jenriifer Bixby, freelance development editor, deserves special thanks'for her kindness and thoughtfulness, which made our work together both pleasant and -productive.

Appijeáation is also due to Don W illkms, the . compositor, and to the designers at Adyenture House for their care and nard work.

I amf^rateful to tñe iollowing reviewers fór their thoüghtful critiasms and • - helpfúl suggestions: Randee Falk; Joe McVeigh; Catherine Salín, Columbus

Academy; and Larry Sims, University o f California at Irvine, Extensión.Torai:

Mosisupport'ana for keeping me írom "working on the book 24/7/' as Rob said.

o f all, thank vou to my husband Phil and my son Rob for your unfailing

Begin at the Beginning

[ ou are a wnfer. Ybu are a wnfer jft yeur own 5 1 |I . * fangpage, and soort^cíw#ie*a'i?sft!BF»i'á^|tsf> <I Jrityotif nghvé tenouagei voif’arerprcbábfya goocfwrrec

^ d litw t irr P éryoH-roa 'SrorFc1 r - '■ |>; W esjiwfry ajiñew Vau wrife? Dtfyotf ever thrnfcabouE f Ptow !c|lTfakaYébTw^ífig betSér? . ■ j '

THINKING ABOUT WRITING


ReaSons for writing1 Th'ipk about writing in your native language. When do you write? Do you take

notes, e-mail your friends, or make a list for the grocery store? Write your answers in tlhe chart in your native language, not in English.

th your dass, talk about your answers. Together, make a list of when people in tir dass write and whv thev write.

Thoiigíiís abouí writingAnswer these questions on a sepaiate piece of paper. Then talk about your answers with a partner or with your dass..1 Is writing easy or hard for you? Do you love it or hate it? Why?2 Do you ónly write when you have to, pr do you sometimes wriíe for ílin?3 What will heip you become a better writer?

revise organize](check ideas) ideas aiíd

plan writing

Step:.

write

C8SS

edit^check get ideas grammar)

Answer these questions on a piece of paper. Then talk about your answers with a partner or with your dass.1 Do you use any of these s;:eps when you write something for a dass? Which steps

do you use?2 Good writers do not use t ie writing process for eveiy tánd of writing. For example,

if you write a phone message, you do not revise and edit. What other kinds of writing do not need the writing process? Give several examples.

A Steps for writing

Look at these pictures. They show the steps that good writers use when they write a paragraph or short composition, but they are not in the correct order. Number the pictures to show the correct order. 1

' ' " ' " w q í ’f a m in u té is

T h is i s h o w I r e a l lys > ( ¿ r i f e . y

Good writers move forward and backward between ihe steps. For example, when you are writing your paragraph, you may think of a better way to organize your ideas. Thats good! That is how experienced writers really write. With this book, you will improve your writing by using the writing process.


Chapter H

i |

A Morning Person or a

Night Person?

■ ¡ Lü

D B i ^ á í n a narninghop; r e ' jh igpí b e ttes í EJo v PP uífik&tó vvak&tfpí eáyfc IfteôVi,ngMr"sTay

up-fafeáfnfgsBîífe^b a m0mrff)deT|oB orWtífgfl : • erstm^7¡'VV'' -- 1 ■>' - T ................. :

iri i f e - c b á p íe i; y o u >M torito a p a ra g ra p n j f e a f e th e tim e O picíay t íia i v i l » i k a % e b e s í You vmlf telí why you &Ke the ■

g r ^ f e if|||íáncf w h aí y a u d o \n ih e m orniag or||

■SrnSfit

GETTING STARTEDA Picture this

a b o u t e a c h p h o t o g r a p h w ith H s jf lp $ § ? ¡c > ;r » in a s m a l l g r o u p .

w m

mF W ' 'm ísm ■

i » V—

SÉ S . r S

1 W hat ís happening in the photograph?

photograph feel?3 Do you like to c 11 íe activity in

the photograph’

night or in the rcoming?


BRAINSTORMINGp iié wiy'to 'gei jde.is-foi svlHin¿is to biaiiistórm. H ra ir is ío m m g 'n ic ih s to t liínk abóiíla topic and wrifc; dówn as niany icli-as as pqssü»!e-in .. list. VVhea yóu l>ra>i)stoiin,'w!.ite werd.s orplinísesV-Yo

.don'i rtéed (ó w¡ite-senU'íices'Sonic ideas vviil'.bé gcióo otes, and otbers.wii! ni)¡ Beusef.d..Ojuí.'lisV. a!l o í ihe nicas that yoü l an ihink oí. Laioi;ybii ■ raiidioose the ideas.thal vóü want to.usr The.,

nippp.rtaní iitini! v iteM p itfea ín á g rm i^ b wrñc:; idoWn §§§ riiariy ¡deas ;¡s pósSiblc.' •

Follow these steps to get ideas for your paragraph. .

ipifedassw ram stptan a b ü t the .♦■taftis rrwmmg and m#& On'ÉJe boífti or on a large sheet of paper, write all of the ideas in á dass list. Write down words and phrases abóut why ypu like it, what you do, and how you feel about the moming and the night.

2 Now dedde if you will write about the moming or the night. Cirde Moming or Night in the box below.

3 Lqok at th%fdáH¡ listl__ use in ydur paragrapl'4 Add any more words that are important for your paragraph. Be sure that you havé

words to tdl why yoü like the moming or the night, what you do then, and how you

of ii^Síífe, the b|| b|if»8 «o p y # e wcastó ítist'you want to

M om ing / N ig h t\

B Get ideas

Chapter 1: A Moming Person or a Night Person?

-11

11 M

TT

11

1

IT

I

II II

11 11

I!1"

I I

1 I

1 I

1 I

I 1

U PREPARING THE FIRST DRAFT

A Organize your ideas

ORGANIZING IDEASAftex- you b rain sip rm /^ u ^ íí; Ea^-jiía nyîdéásoiLyourpaper. But you .are not

yoü: need writerábout &st, seGond/ anci tlurd? V^én yóü thinlc about'and deade thêthings, ypu áre organizing yot^ idéas/ ]:j<¿j.

Circle your topic, Moming person or Night person. Then use the chart to heip you ¡ organize your ideas. Write yoür words from the box ón page 1 into the difíerent i categories. You can add more ideas.

Morning person / Night person

^ W £ * I * f S

V

V,

\\ ■ -------- :---V

Plan your writing

THE MAIN IDEAIn English/ each paragraph shouid be about only one main idea. The mam idea is what the paragraph is about All o f the sentences in the paragraph shouid be about the main ideaL'Jf aseñférice is"abóüí- the m ain idea,; i t is' a relevant sentence: Relevant means related to or about the main idea. I f a sentence is not about the main idea, the sentence. is. inelevani ;(not relevant).. You shouid always. take íiielevant sentences. but o f your paragraph. •


PracticeLook at each group of words and phrases about a main idea. Put an X next to the irrelevant word or phrase. The first one is done for you.

1 moming 3 evening

a breakfast

X_. b go dancing

c read the paper

d newday

4 night

a dinner

b watch the news

c pretty sunrise

d wash dishes

a sunshine

b dahomework

c relax

d cali family and fiiends

PracticeIn each group o f sentí mees below, one o f the sentences is irrelevant Put an X next to the irrelevant sentence.

a It is quiet and peaceful early in the moming.

b I like the fresh feeling in the air.

—------- c I go jogging then because there are few cars on the roads.

d Some péople are tired and cranky in tiê moming.

2 ---------- a My cat íbves the night, of course. \i I \

b He goes huntins for mice then. \

c Dead m íe make me sick. \

d He also nghts with other cats at nightI J

a My sistencan't keep her eyes open aírer ten at night.

b í think tne best time of the day is after midnight

c I love to stay up and watch oíd movies on TV.

d It is also a good time to read and listen to music.

a I like to have a snack and read the newspaper.

b My brother gets home at 4:30.

c Late anemoon is my favorité'time of day.

d I Usually relax for an hour.

c

Chapter 1: A Moming Person or a Night Person?

Your turn /*z^Follow these steps to check for any irrelevant ideas in your chart on page 8.

1 Are all o f your ideas relevant to your main idea? I f an idea is irrelevant (not relevant)/ cross it out (if? ekvant-4dea).

2 Look at all your relevant ideas. Do you want to use them all? Cross out any ideas that you don't want to use.

3 Do you have any new ideas? Add any new ideas to your chart.4 Now look at your chart and .think about writing a paragraph with your ideas.

Decide what idea you want .to write about first, second, third, and so on. Number your ideas. . - .

C W rite the firs t draft

Aftér yoú plan yourwritíng^yóu are readyáo write your"paragraphTor íh e

b e t t e r ./ . :/ ;.';>•ÉSg ¡j^gárasiÉgi;aS^

Write the first draft o f your paragraph. Be sure to write about why you like the moming or the night, w hat you do then, and how you fe e l then. Use your chart to heip you. ..

SfSps¡si®

KEMSMGA fte r ’y a u ' w r it e y o u r p a rá g f a p & ^ y ó tr m lfn e e d ^ to " re v is e in Revise- m e a n s ; rc r d ife c k 1 y o u r id e a s - R e fo ré y o u -w ro te y o u r í ir s t d r a í t y o ilp la n n e d y a u r w r it in g . D id .y o u - f ó llo w y o u r-p ía n ? ' O r d id y o u c h a n g e v o u r p ía n w h r le y o u . w ro te ? A s k y o u rs e lf, - "O íd I sa y w h a t I w a m é d rró sa y^ 'P R evise d o e s r r á t m e a n c h e c k yora? g ra m n ra n Y o u

- w i l l h a ve ü m e ; io :d g ,th a í a ite ry o u - re v ise .; .- .

Read a student's first draít on the next page. It has not been révised or edited vet. It may have mistakes in organization and grammar. Answer the following questions. Then talk about your answers with your dass. ■ ¡j

1 What do you like about this paragraph?2 Is the paragraph about one main idea?;3 Are all of the sentences relevant to the main idea? Áre there any irrelevant sentencesí

Writers at Work: The ParagTOph

“ ■ *- M ÍA* <v í *i^jVüoIO

Night

N íg h t- ís th e b e s t t im e fo r m e . in th e e y é n in g /J c a l i m y . f r je n d s ; VVe g o to^ a c lu b . A n d h a v e a ; g o o d t im e . My : H é , s tá y s H o m e a n d s íu d ié k á ló n g t im e . W e

¡¡|gp ~ i - v v - ; i ' . % :d n n k c ó f f e e a n d ;s m d k é . M y ; b ro th e r th in k s - I s h g u íd -n ó t s m o k e . H e s á y s f w il l

W E o W r r . h o m e . A t h o m ‘e r £p fs i lé n c e . I . jo o k p u t th e

w in d o w . H o w b e a U tifú t ¡ s i t ó r r ió o n l S o m é m e n f iá y é w á lk e d o n l t . I lo o k á t th e m o ó n . T h in k a b ó Ü t 'rn y 'fu tu ré . T h e c lo c k s a y s m íd n ig h f. E v é ry th in g s ile n t,

B Revise your writing

RBñSING WfTM^PAR | ^S®en v o il i^ s e youiy

^fíine, do n otcfieá^ am m arl 1?

vExchaiige the first draft of your paiagraph with a partner. Read your partners paragraph, and answer these questions about it.

1 What do you like iabout your partner s paragraph? Put a star next to any ideas or sentences that you like. v

2 Read the paragraph again. Do all o f the sentencies relate to the main idea? Does the paragraph have any irrelevant sentences? If you tnmk a sentence is irrelevant, put parentheses ( ) aróund it. \

Your turn''Z-, [¡ VGet your paragraph back from your partner. Reread your own paragraph, and answer these questions. , ^

1 Did your partner nnd any irrelevant sentences? Do you agree that the sentences are irrelevant? If you agree, cross out the irrelevant sentences.

2 Are there any other irrelevant sentences that your partner did not find?3 Check vour chart on page 8. Did you write about everything that you wanted to

write about? Do you want tó add anything more to your paragraph?

C Write the second draft ^Rewrite your paragraph and make any changes-that vou need. Write a title at the top of your paragraph.

Chapter 1: A Moming Person or a Night Person? 11

B S I éB it ín o y o u r ;w fsiting

A Focus on sentence gram m ar

EDITINGparigfapb^yoiLê-reááyió; edi¿it: ^¿rmeáns

ta f^seô^'ideas first If you revise BrsCyoiriwiH. not waste.vour time

;ed|tihg i eleváníTsenteiícésv

i

i r

H

PracticeSom e o f the sentences íroiñ the paragraph "Night" on page 11 do not have.correct sentence grammar. They make the paragraph difficult to read. Read these sentences from the paragraph. W rite C for correct or I fox incorrect next to each sentence. You w ill check your answers later, in P ractice 6 on page 14.

1 Night is the best tim e for me.

2 In the evening.

3 I cali my friends. .

4 We go to a club.

5 And have a good tim e.

6 Everything silent, serene, and perfect.

¡j¡| S ig lis fc i^ e ry s e a te n c e m s s t haveaJsu h ject an d a Verbl. A sen tén cé with a

. R ................... I , . m „ , * ........................A ab o u t A' sim ple sentence Can háve -m o r e t h ^ o i^ su b je cL . - ,■ " k ’V £?»!■ ...i ■. -: : Tr0^

s >~ | ^ | -y g g p § £ %; :Ja d ^ -halss.the: morninG.. '¿ ¿ .

'Sr- y ' • - '■ •- ' ' • í/'v. ;' ■■■ . ■; i: .She never aeís ü(j or speaks 0 anyone befara nine o*ctócfc.v

-'••■'.s'/.-v . "s "5.: 'Everjf moming, ñer mptherand faíner wake,up afsix o'clóesc

t . ~ ", Thiey canl undersiand'Jácki& ' *'

¡ ¡ ' i i

12 Writers ai Work: The Paragraph

PracticeWhich of these words can be subjects and which words can be verbs? Write the words in the correct columñ in the chart.

likesnore

roommatethinks

Practice\

Underiine the subjects and -drcle-rj/g-rbs■ i-n these-sentcncc3. Wiite-5-fb r-subj-ectfor verb. The first sentence is done for you.

1 Dave(Iikes)aftern¡oons the best.

2 He gets up earlyjin the moming for his classes.

3 His eyes often dose in his 8 a .m . dass.|

4 At 12:30, he meéts his íriends and eats lunch with them.

5 Dave and his íriends play soccer in the aítemoon.

6 Soccer is their favorite sport.

7 After soccer, eveiyone has something to diink and talks about the game.

8 Then, Dave goes home for dinner.

Chapter I: A Moming Person or a Night Person?

Practice 0Look back at Practice 3 on page 12. Dóés every sentence have a subject and a.verb? Check your answers with your dass.

PracticePut these words in the right order to make simple sentences. Sometimes there are several right answers. You only need to write one right answer. Remember to begin each sentence with a capital letter and to put a period at the end o f each sentence The first sentence is done for you.

1 at / get up7 7:30 / I I g et up a t 7 :30 .____________________ • •- - _______

2 .moming / I / in /.the / go / dasses / to

3 order / at / pizza / my / roommate / noon / I / and

4 I / bed / in / on / study / aftemoón / the / my / usually

5 in / the / m y / visit / me / evening / íriends

6 we / and / listen / talk / to / niusic \

7 leave / at / my / friend s\ ll:30

________________________ V _

8 light / tum / out / I / at / midmght / my

Practice QThe paragraph at the top o f the next page has no punctuation or capital letters to show sentences. Dedde where the sentences begin and end. Put a capital letter at thí beginning of each sentence and a period at the end. All o f the sentences are simple sentences. The first sentence has been done for you.

/i i !f

i •


Daylight S av in g Tim e/

/n the United States, we have daylight saving time for half of the year. inA

late spring, we put our docks forward one hour then we have an extra hour

of daylight every day farmers are happy for an extra hour to work in the fields

chiidren have more time to play outside their parents are happy about that

adults have time to play sports afber work everyone likes the extra daylight in

the summer

Read the following paragraph. Notice that the writer took out all the irrelevant sentences from the first draft of this paragraph ón page 11. With your class, decide which sentences! are correct and which are not. Then write a corrected versión of the paragraph.

"window; Hovwbeautífitl ís~thé moonf f lóolcaf fhe'mooa,'ThÍnk aboütmv tutu re. i

HPfaetieeLook at this paragraph about the moming. Decide which sentences are correct and which are not. Tnen write a corrected versión of the paragraph.

in the Morning

¿■ilove the eáriy m o m í n g f - 1 T h e sun-s rays

marhínG sun. íiastiaíly wsíkMníhé eariy;-m0i ^ ^ i ^ p e a e e f ü L ". Mv day síarts,stü.dy. Also listen to ifrusíc beeaus'e l'feél frappyíjfl íhe múrning. Tíme.pásses very fast I ihink the morning is more produciive than the night.

Chapter 1: A Moming Person or a Night Person? 15

B Edit your writingUse the Editing Checklist below to edit your second draft. Follow these steps.

1 Underiine all o f the subjects in your sentences. (gírde)all o f the verbs.2 Read your paragraph several times. Using the Editing Checklist, look for only one

kind of mistake each time you read your paragraph. For example, the first time you read your paragraph, ask yourself, "Does every sentence have a subject and a verb?" The next time you read it, look for a different kind o f mistake.

3 Use Quick Check on pages 123-140 to heip you fix your mistakes.

^ fe b í^ a t g ¡ -

3- Write the final fa fHv

VVriíe your final draft, induding youx changes and corrections. Use correct format.y

Writers at Work: The Paraorapho J ttr ,i

FOLLOWING UPA Share your writing

Follow these steps to share your writing.1 Put eveiyone's papers on desks or tables in the dassroom.2 Move around the room and read your dassmates' paragraphs.3 Do you have more moming people or night people in your dass?

B Check your progress• After you get your paragraph back from your teacher, complete the Progress Check

below.

Date:

Paragraph titlfe:_______ :____ ;_____

Things I did ^rell in this paragraph:

Things I need (to work on in my next paragraph:

v

Chapter 1: A ¡Moming Person or a Night Person? 17

Chapter

2

Q GETT1NG STARTED A Piciure this

fmswer the liesti<||fiíafcotiMi|h}pb t<pg|áph with IrgB- s or in a smali^ótip ¿

Writers at Work: The ParagTaph

B Get ideasTo prepare for writing, study these words for describing personality.

Describing personality

Write four words that describe your persoiíality and four words that describe a family member's personality.

My personality ^ 7 —1-------------------------- s personality

Chapter 2: A Person Important to You 21

To prepare for writing, -study these words for describing people.

Describing appearance

Age

young middle-agea oíd

Shape

neavy slim thin

Height

average height V short

io n ? snort waw

22 Writers at Work: Trie Paragraph

«

Eyes dark brown light brown blue green

Men

Appearance

unattractive/ ugly

Fealures

\ beard moustache

Your turn ^ \Write four words that describe your appearance and four words that describe a partner's appearance. When you finish, compare íists with your partner. How are they the same or different? -■-

My appearance My partner's appearance

attractive/handsome

BRAINSTORMINGideasfor writing. When'you brainstorin,; tryto

• list as good idea:pr á bad idea. Writedown all ofyóurjdefasí^ . :5> j* - tá fe .'o í

f lpr;examp}¿|Sra¿v5any^^ get ideas :for her páfá^^h^she'W ê^Üiisr list ó f ideá3g!'

’V ' - v A d a t ó - -

-gdésto school every^cfay: i'had his íeacher before,f¡|

■ ídves^sphóol- • íctíeerfukiv .sweet-

í miss tiímí: " yóunger brotber •10 yeafs^óld;;: ; a iiítie heavy- short for bVage" • ¿

íhe yoúnaest ■ \ --;-^&rown eyes.2 broíhers. 1 s is t e r i f | í wrote to him yesterday:---1

smartj:-foliows my teénage broíher around driyes hini crázy ..

-iaughsalot:.I curíy dark'browh. hair ’; píays:soccer after school . - -

Your turn ^Follow the¡>e steps to brainstorm ideas about á person important to you.

1 Make a list o f four or five people who are important to you.2 Circle thie ñame of the person you want to write about.3 Brainstorm as many words or phrases as you can about that person. Use the

vocabulary on pages 21-23 to heip you describe the person.

24 Writers at Work: The Paragraph

PREPARING THE FIRST DRAFT

A Organize your ideas

!^ p i| a^ ^ Í^ t® eg| | p ^ S^ ^ ^ ^ i| p ® | | D É sin Sp | | ^ te^ ^ géM ^ T ^ org án ize :> : sfcyeur ídéal-hy c^égQ ^^m tóg'js^^& .^Y ou knó^wfiic&-ideás to grouptogether_‘ | “2S2sb, t&eêader can"áêrstá^^yo^F'vmüng betfe^H W ;Iim Sar ideas’are

Answer these questions with a partner.

1 What three categories did Sara use to organize her information? V

\V\2 Sara did not use ^1 o f the words from her brainstorming list. Which words are not

-— in her-categOíy4ist íVWhy were they leít out?— ;— ---------------- :------ = = —

3 She also aaded some new ideas. What are they?

Your turn Ôrganize your brainstorming ideas into categories on your paper. Take out any irrelevant ideas. Then add more ideas if you want.


B Plan your writing

In Engíish,^ paiagrap&is iisnal/yáboutlm eíinam idea. The topic sentence tells us the mam idea- t;i¿ usüáíly*tfíe first smtá&cám^paragrapSL 8 ¡| ¡¡ ¡f ¡¡ c~¿ \

AE o/êâ&er¿sént^cesK í^ fite j^ a ^ á ^ & & ^ p ¿ íth e to p fé : sentencer'They m ustaff,5& relévai^tórthe,m aM M ea lljesesénténces.âré cMleSsupportíng sentences. Suppoitmg se p tm c é ^ jtó p ^ ¿^ ^ ^ íj^ d é § ta n d the mam ídea by gívmg'more mfonnafio-n abou#ffe;Sngpoltíng^^ítenceS'abotit sim ilar ideas sh otíía b e groupeá^together m ih e p & g ra p h '11jfSfe,^J 5 f

Practice ORead the first draít o f Sara's paragraph about Adam. I.t has not been revised or edited yet. Then; answer the following questions with a partner.

1 What is the main idea o f her paragraph?2 Where /aoes she tell you the main idea? Find the topic sentence o f the paragraph.3 What Order o£categories did Sara use? What category did she write about first,

second andthird?

? '"Adarrr is a défíghtful boy/My wónáérftíí yourfger brother. He íVteri years oíd and the youngest ih oür íamily. He h a s dark; cudy hair. And big, brown eyes. ‘IJe'oftén .sm/fés. Thenlyb& ca fr"seé ;fe '6 í^ w feesm ffá ffé'sñort-for hrs age;-" ana\a4tttfe heavyl Adam- g o e s to scHooí eveíy day he- offén pfeys so ccer with fri&fríends after sehool. They aren’t váry goodr but they have a lot of-fun. Aiso íaves tafotiaw m y teenage bíotlier acouncL He- drives my brother crazyI Adam

featw eeí4!)'eyrh‘eêafty4ovés:a^fT^'fet-^©TO^mésrê4f i^êfc-iáke^caFe-of-htí n w tó a rta a is . Aiso. ver/ sm art He ioves scnooi-, and he gets good grades. I iqye hrm because h e is funny ana” cbeerfuí, xoo. He talks and iaucjhs a lot heraakesmuSiu>

;veryone iaugh with hte'Nbyy; l rri this country, and'l miss him yérv

28 Writers at Worjk: The Paragraph

| \ ~L\Practice 0 w js ío n ssbuoiecaEach group of sentences has one topic sentence and three supporting sentences. Write a T next to the topic sentence and S next to the supporting sentences.

1 ------- a Amy always understands me.

b Amy is special to me.

c I think Amy is bea-utiful.

d I love the wild way Amy dances.

2 ------------ a To me, my father is a great man.

b My father is an excellent lawyer.

c My father loves his family.

d |vly father always has time for me.

3 ______ a Chris likes to have a good time.

b Chris is short and has wavy, brown hair.

c Chris is one of my favorite people.

d Every day, Chris runs several miles.

Practice 0Read the paragraph below. Then, read the sentences that .follow the paragraph. Check («/) all the sentences that are good topic sentences for this paragraph.

My Grandm other

— ----------------------- She was born 77 years ago inEngland. W heto she was a baby, her fam ily moved to the U n ite d States. A fte r

canhigh-schücrfr she Worked in a bakery un t i l she m arried m y grand fa ine r. She

s till make delicrous^ cakes! M y g rand fa the r died five years ago, so she lives w ith

us now. M y g ra n d m o th e r is n o t patient, b u t she never gets a n g ry w ith me. She

always listens to me and helps me w ith m y problems.

1 My grandmother is tal! and thin.

2 I think my grandmother is a wonderful person.

3 An important person in my life is my grandmother.

4 My grandmother had five chiiaren.

5 Let me tell you about Grandma.

6 Mv grandmother can make me laugh when í am sad.

Chapier 2: A Person Important to You 27

PracticeRead the student paragraph below. Then, read the sentences that follow the paragraph. Check (/) all the sentences that are good topic sentences for this paragraph.

C ap ito

.. H e 's a m e d iu m -s ize L a b ra d o r

re trie ve r w ith s h o rt, y e llo w h a ir and a long ta il. In th e house, he is a lw ays w ith

me. W h e n he com es to me, he h its e ve ry th in g w ith his ta il. H e also likes to

com e w ith me fo r a w a lk o r a drive. C a p ito loves w a te r. H e ¡oves to sw im , p lay

in th e ra in , and even p la y w ith the w a te r in his bow l. H e is a g o o d s tu d e n t. H e

likes to learn, a nd he know s a lo t o f com m a n d s . A lso , C a p ito is very gen tle . H e

runs 'a fte r cats, b u t he d o e s n 't- to u c h 'th e m .

1 Capito is my dog and my friend.

2 Capito's face is big and square.

3 íMy dog is seven years oíd.

4 Capito is my lovable dog.

5 Capito is my wonderful pet.

PracticeWrite á topic sentence for this paragraph.

Ü ________ __ _______

A TeacheV to R em em b er

H e was

a tail th m m an w ith red narr, and he w o th ic k glasses. T n T h e ciassroom ,

he wás a lw ays m o v in g . H e neve r s a t s till. W h e n he w as te a ch in g , he a lw ays

w a lked a ro un d , sw ung h is a rm s. o r iapped h is fe e t M r . Jenk ins p u t his ene rgy

in to te a ch in g us lite ra tu re a nd d ra m a a t m y h ig h schooí. H e w as an exce llen t

teacr*er. H e ta u g n t us to íove lite ra tu re . A ls o , he he lped th e s tu d e n ts preseni

tw o s|chocS plays every yea r. M r je n k in s cared a lo t a b o u t his s tuden ts , to o . H e

a lw ays h ad t im e to ta lk to s tu d e n ts a b o u t th e ir p rób íem s. I hope th a t I can be

like hirrs w hen ! am a teacher.

Writers at W ork: Tke Pa.Ta9ra.-0h

G Write the first draft ^Get comfortable, relax, and think about your important person. Use your list o f categories to write a paragraph about that person. Remember, you will revise and edit your paragraph later, so don't worry about making mistakes.

E J REVISING YOUR WR1T1NG~ ; ^

A Analyze a paragraph

Excnange the first draft o f vour paragraph with a partner. Read your partner s paper, and answer these questions about it.

1 What do you like about your partner's paper? Put a star next to any ideas or sentences that you like.

2 Is there anvthing that you do not understand? Put a question mark (?) in the ; margin next to any sentence that vou do. not understand.

MySFrfend

fake c á re o f the "patfentsf bl±,sfTé;doésr1rt l lk é the dóct0Fsv%hésáys- they d o a V

.ene. Eürt, H e e ^ falf áridj ver¿Wg^Sfoe^tó curiy;“tó^& rów nr hailr '¿feioofcs^l Oyl7 ín íHef P opeyé^ T O Oy f isiPépeya-s gtrlfríend' 'Soróétaes;'w ftép 'm y niendsand 'twéreLsedous:, sñé tofd pke& to uSi4-ioya fí^ a B d . T want to¡ seerher agaínsoaru -■ - " ■**

Revise your writing

Read a student's first draft below. Then answer these questions. Talk about your answers with your dass.

1 What do you like about this paragraph?2 Is the parágraph about one main idea? •3 Is there a good topic sentence?4 Are all o f the supporting sentences relevant to the main idea?5 Are the supporting sentences grouped in categories?


3 Is there a topic sentence about the main idea? If there is a topic sentence, underline it and write TS above it. If there is no topic sentence, write "no topic sentence" at the top of the page.

4 Do all o f the supporting sentences give information about the topic sentence? Are there any irrelevant sentences? Put parentheses ( ) around any irrelevant sentences.

5 On the bottom o f your partner's paper, write one question about the paragraph. Ask about something you want to know about the.important person.

Your turn ^Get your paragraph back from your partner. Reread your paragraph. Then, followthese steps to revise it.

1 I f there are any question marks on your paper, write those sentences more clearly. Ask your teacher or your partner for heip if you need it.

2 Answer your partner's question about your important person. Add that information to yóur paper i f you want to. - * i

3 Thínk about the questions in Analyze a paragraph on page 29. Do you need to make any ¡other changes to your own paper?

4 Loók at your Progress Check on page 17 o f Chapter 1. Use it to heip you revise your paragraph.

C Write the second draft g rRewrii your paragraph, and make any changes that you need. Write a title at the topof your paragraph.

EDITING YOUR WRITING'

A Focús on sentence grammah

In Bi^ís-hr évéfy senteáce'm usthavéboth a- suhjéd anda: verb." í f a sentence does n o t ¿ave both asubject’arid a verb, i t i& called a fragñent Fragment means "broken piece/' A sentence fragment í& only a piece o f a sentence, not a complete" sentence.'

.Thede are three problems a fragment can have.

•“ Ño sub ject’ ¡Aisd leves to íoÍ!ow my teenage brotñer around.

• No verb. He shortfor f e age and s iiííie beavy.

• No subject orverbAnd big,.brown. eyes;.


Practice 0Read each sentence fragment and identify the problem. Write NS for no subject, NV for no verb, or NSV for no subject or verb.

_ 1 My wonderfulold grandmother.

2 Every moming of her long life.

3 Fixes breakfast for her family.

4 A dgarette always in her mouth.

5 Often worry about her.

6 An important person in my family.

PracticeWrité F next to the fragments and 5 next to the complete sentences.

1 My niece is a special person in my life.

2 Only nine months oíd.

3 Her silky, black hair.

4 Likes to play at three in the moming!

5 My niece is very cute.

6 I love her.

j§|ft§| ate severáí way . to correcta fragmenta. j j ||j|| 8 l ® 8 j ¡ ¡

Fra^méi^;, I Ajso foyes tp fqlfo pyJeerTage froteer"íroiincf.' |¡|§| j j j - t|¡S¡|áiS^gySSlui' iuuuw tf(jL tccfiay<r-üiaiaicf_ uuwu..;-;'

-Fiagniepi::. He..sííd fóR.fii& -ató^'fiitie tféavy:*'’i ’ - ; Sentence: y He ig sftoKtfor h& aoe aM aHítíle fteavy: 1

• Add a;.subfectan¿ a verK: . r' • ;•./ • • Fragment:'. My. wóñdé '!itt¡& broífiejr

Sentence: He is'roy wontferáillítílá brother -

• Add the fragment to anotHer sentence:Fragmdk: “And bíg brówrreyesv. /__■ í ; ; V Sentence:: He lias dai1<;'cúfíy fiáíF and Dio brown éyés.

Chapter 2: A Person Importani to Yon 31

Practice £•Read the following pairs. o f sentences. In each pair, one sentence is a fragment. Correct the fragment either by adding something to it.or by joining it to the other sentence. There are several possible ways to fix each fragment. Write only one.

1 An important person in my life is not a person. He a catHe ¡s a cat. ' '' . , ; ________

2 One night he carne to my door. And cried for food.

3 After that first night. Tramp has stayed with me.

4 Tramp is a large, gray cat. With one toril ear.

5 ¡He sleeps a lot during the day. And hunts at night

6 /¡He tries to catch mice. Too fast for him.

My cat and some o f the neighborhood cats. They fight sometimes.

In the evenings. Tramp watches TV with me.

9 ' Likes to sleep on my bed. Atvnight.

i!í 110 [Day or night, he a good friend tó\me. He keeps me company.

— —

RÚN-ON SENTENCES y f j j j

Aômmon wriiing mistake ís a ran-on sentence. A ran-on sentence happens" wíierx two -simple sentences are ran togeíhef w íthout cbrrecfpunétaation to

sepaiate thenu ’ ■ \ — :; ' • ; . ■ •

.Run-on sentences:; Aqarrris aswest boy.he reaiíy ioves. anímais.Adam iss swseí boy he reaily icves.anímais.

To- correa, a ran-on sentence, malee It Into two. simple sentences. Put a period = arthe end of the first /subjéa and verb gróup, Sta^t the second sentence.with a capital ietter.

Coirect sentences: Adam is a sweei bov.-He reaílv íoves snimais.

32 Writers at Work: The Paragrapn

Practice 0Write RO next to the run-on sentences and CS next to correct sentences.

1 I want to own a company some day I hope to be a good boss.

__ 2 I remember my first boss, he was terrible.

3 He never listened to us. He only shouted.

_ 4 He helped some workers a lot other workers got no heip from him.

...... 5 He also stole from the company and blamed the workers for it.

Practice í í « lCorrect these run-on sentences.

1 A persop. important to me is my twin sister her náme is Jody.

• |i

2 Jody and I are the same height, we both have blonde hair and green eyes. i

3 We enjoy the same things for example, we both love hot dogs and chess.V

i

4 Jody understands me better than anyone, she knows me veiy well.Y

\ •• ' fi\ «I

5 We live in áüferent dties we usually visit each other on weekends. I ....; i................ «

6 I can't live witnout my twin, once a day we cali each other and talk on the telephone.


PracticeIn this paragraph, some of the sentences are run-ons. To correct the run-on sentences, add periods and capital letters. Take out commas if you need to.

M ac - ! - - - VV ........... / - ___ m

1M a c is a special g u y .y e have been friends fo r a long ’ tíme. 2N o w we are a t

college together. 3M a c is ta il and very th in , m y m o th e r calis h im S tringbean.4H e has a to u g h life. 5H e takes elasses d u rin g the day and drives a ta x i every

n igh t. 6H is fa the r drinks to o m uch and som etí mes fig h ts -w ith his m o th e r M a c

tries to heip her. 7He also likes to have a good tim e. 8O r i his n ig h t ofl; he

goes o u t w ith his g irlfriend, sometimes he drives to the beach a t th ree in the

m o rn in g ! 9H e is am azing, N

PijacticeRead Sara's paragraph about Adam. Underline all o f the subjects and verbs. Then, find an|d correct the fragments and run-on sentences.

Adam

1A d a m is a deíightfu ! boy. 2M y w onderfu l yo u n g e r brother. 3H e is ten years

• t ld and the younges t in o u r fam ily. 4H e has dark, curly hair. 5A n d big, brow n

jáyes. 6H e often smiíes. TVnen jôu can see his big, w ide smile. 8H e s h o rt.fo r his

iage and a little heavy. 9A d a m goes to school every day he often plays soccer

> | / i th his friends a fte r school. 10TheV a ren 't very good, b u t they have a lo t o f

■jjcm. 11A lso leves ■ lc r rb l fo w ^ ^ ^ e r r a ^ ^ b ro th -e i^ m u n d 7 -12H ^^ riv e s -m y -b fü -th e i^

J razy ! 13A d a m is a sweet boy,, he réalfy ¡oves anim als. 14Sometimes, he tries to

ik k e care o f h u rí w ild anim als. 15A Is q / very s m a rt 16H e loves school, and he gets 1

good.grades. 17\ íove him because he is funny. and cheerful, too. 18H e ta iks and 1

Ijaughs a lo t he makes everyone laugh w ith him . 19N ow , i in th is country, and I 1 rpiss h im very much. ' | p

Wxiters ai Worjg Tae Paragraph

B Edit your writingUse the Editing Checklist below to edit your second draft. Follow these steps.

1 Underline all o f the subjects in your sentences. Circle all o f the verbs.2 Using the checklist look for only one kind of mistake each time you read your

paragraph. For example, the first time you read your paragraph, ask yourself, "Does every sentence have a subject and a verb?" The next time you read it, look for a differeiit kind o f mistake.

3 Use Quick Check on pages 1 2 3 -140 to heip you fix your mistakes.4 Look at your Progress Check on page 17 o f Chapter 1. Use it to heip you edit your

paragraph.

¡~y 1 Doesêwiy sexitenCefiave'a: subject ancLverb^

í'* W§é$&&£a(áaaáair^ÉW-í':i.?.-;

Write vour nnal erar


□ FOLLOWING UP

A Share your writingExchange papers with a partner. Read and talk about your papers. Compare your important people. How are they the same or different? Ask any questions that you have áboütyoufpaitnérs important person. — -- -—

B Check your progressAfter you get your paper back from your teacher, complete the Progress Check below.

‘Date:

j Paragraph title:_______ f__________

jThings I did well in this paragraph:

Things I need to work on in my next paragraph:

! Look at your Progress Check oirpage 17 o f Chapter 1. How did you improve your ** Hiwritmg in this paragraph?


1

■ " Ü? •• ■ É¡g§fs í' °: i? j ^ p p y p M »

„ JL onStínriá^Woht'Our weefcend Iwesacefcísaally *j

^ , ~ W # i^ á £ s^ w a rfe : WeefeSñd' job^ 'ár ’stücife TH§^ feeêri^7âlra&fe>Gfean íh¿ tousergcKsnoppfngí ar

j gato pames-1' w , v ^ i í ‘ w?> - * ‘V

!n íhtsxfiápter yotr wtíFwfLaapiragfágli aboofyouF

Chapter

The Weekend¡BBí'Í ■ I ■

GETtING STARTED

A Picture this' Answer the questions about each photograph with your dass or in a small group.

1 Where is this actívity happening?2 What is happening in the photograph?3 Dó you doJagrotiÎiké'this Eín the weekend?

Writers at Work: The PáTagraph

B Get ideas

classes

h a te it! 2 loud aíarw docks

Your íurn ^C-hoose one weekend day, either Saturday or Sunday, and make your own p idea web for it on piece o f paper. Follow the steps in the box above. Look a photographs on the opposite page for ideas.

see

school

\ 4homework í,

rtoo much!

friends

ersonai

Chapter 3: The Weekend 3 9

Look at this example o f an idea web for the topic Weekday. Draw more lin^s and add your own ideas to the web. Then talk about this web with your class.

PREPARING THE FIRST DRAFT . . y: V:. o y ■A Organize your ideas

Follow these steps to organize your ideas for your paragraph.

1 Look at your idea web, and árele the ideas you want to use. You can use all of them if you want.

2 Look at the ideas that you have drcled. Many of them are probably about things that you do during that day. What do you do first? Put a number 1 next to it. What do you do second? Put a number 2 next to it. Continué to number all of the other cirded ideas.

ORGANIZING BY TIME ORDER « -Thefe are ffl'any ways't'o-grganize yourwnting- When you organfeeyqprrdeas by telíing'what happened first,-"second, third'and so on, you are orgaiTÍzüigiby time í order In this-chapter,- yoiLwiü w n tt about a (iayt so you wiD use tíme order-to organize your paragraph | * ~

Plan your writingRead these two drafts of a paragraph about Saturday. With your dass, talk about which one is easier to understand and why.

Draft A

H Saturday

Saturday is the worstda . and the best day ofthe wéekfor me.. I usuáliy wakáup late. First, i take a hower; andthon.. [.sornétimés.wash my car. After -that, I eat. lunch. 4-don'f-eat bréakfast OR-Saturday-feesause 1 .§eiap-late,-Aftec~areai eat lunch, í gp to'my uncle’s: Store v/here. 1 work.: That fe thestart of a terrible .

. tíme-, It isyéry diffíeulí.to. selMhírigs’ becáuse f canrTot tindersfand English. I arrr espéciálly aíraid of the.téfepñóne. ffn the store. í féel like í-arri walking in a Fieft After. waF.k* 1 go báck homé. I eat dirrner and then stay in my cbom. tb siucy or read, At about.ten; o'ctóck, í cali, my girifriend in my cauntry. it is the happrest time of tfié week. If I could not cali her, I woutd go back to my country: After f cali my girifriend, I go to bed and sléep.

Writers sí Work: The Paragraph

Draft B

Saturday' of th e w eek for me. í usually;

wáke ü p wash m y car. f eat lunch. I ; ;: d ó ñ 't ea t b reákfasí¡op ; S a tu rday béeaüsé 1 ’g e t u p la té : I go to m y uhcfé ’s s to re j

is very difiicult to sell things becáüse I eañno t bndérstánd English.-1 am éspeciáíly afraid of the téíephpne. f afvvays m ake mistákes^^Vhilé I arn wprRing in the store, I feei like f am walking

fny^ room to study orTâd y L .ealí rnyy gj r{frtécicí in .my country. it i^ the happfest time of the .week. If I £pü£d-;nÓi: eall tó y .j% o u td g a b a é k 'ía m y fe ^ n try . i. go to- bed and-siéép^

TRANSITIONSWhen you write your paragraph, you need 1o use words to tellthe readerwhat you. do- first. secondr4and¿ó;3on- Most.wnr.ei-s; use,words -called transilions to telí the"ordér that soniethfng happénéd, in, Tfansitipn meánsl"¿hanget = ándjweluse' •: ttansitipns;.ta^how,a-timech a ñge;fntR^j^rágfapfí

Theseword'sr and pircases ar^transitipns'C §|J¡ ¡ i iiílfefOGming^' |r^ jB t te afterjioaa |

tfrén: % _ jafter íhati;;Cíátér' | atiW Q’ciock <finally § | / ;.at pdhigti^ y

^ôtÍGe,üiaMhe-®Rs-ÍTk)n--i-]Sí:ia}]y-coíT3es--airt]ie-begmRÍ^g ofa-ênTenceând-ií fo llo w e d b y a com rna . ' -. ' . f J f£ : " \ - / : " í . ; ' . 5 i |

Affert&a ir’s'atlUhcfe^-. :;--tran oort' • • v

I Alten o 'c ioc^j caii-my girifrientíírr my :-cotmífy.g■transflor!

Chapter 3: The Weekend

Practice QWrite the transitions in the paragraph below. Some sentences have several possible answers. Write only one. Be sure to use commas where you need them.

The B e s t Day of the W eek

S u nday is m y fa vo rite d a y o f th e w e e k -------------------------_ -------------------- I sleep

a long tim e ________________ I get up a n d eat a huge b re a k fa s t í

read the new spaper w h ile 1 e a t ______________ ------------------------ I do some chores.

M y . a p a rtm e n t is sm all, so i t is easy to elearv.-l take- m y d ir ty clothes to a

Ia u n d r o m a t ______ I cali a friend , and we go sh o p p in g o r

to th e gym.________________________ ' we p ick up i : p izza and go back to m y

.place to eat i t a _____ we re n t á video o r w a tch a m ovie(6)

on T V . M y friend goes hom e early because we b o th have classes on M onday.

listen to m usic a n d fin ish m y hom ew ork in th ein

q u ie t n ig h t(7)

C Write the first draftV

Get comfortable, relax, and write the first draft o f your paragraph. Use your idea web to tell what you do either on Saturday or on Sunday.

1 v&955283~

E J ¡ i l i i p l O U R W R I T I N GÉ | | ¡| g g m

1 . X -

A Analyze a paragraph \Read a student's first draft ontfip next page. It has not been revised or edited yet. Then, answer these questions. Talk about your answers with your class.

1 What do you like about this paragraph?2 Is íhe paragraph about one main idea?3 Is there a good topic sentence?4 Are all of the supporting sentences relevant to the main idea?5 Are the supporting sentences organized in time order? ’6 Did the writer use enough transitions?

m

J-

Writers at Work: m e Paragraph

My Sunday / m lTñis [âbbut myJSuhday. j .

ô’cípck;'“T jS en ;^ S a i|g ín c n ûniversity, We

go 'tq; a grócéry s to re to buyfop'd.and :to the malí: tó ' bu^ílotfiés^•My roommate : b u y s a fó to f clpthéá and: CDs-'éyery week. I dórt-t knów why, he dpés;that. He *

hprrievy'ork and.'WrkeTin.-^^^^^rnaÉíf^&^'-evíen ;BÜ¿}first;.:iâLvyays:.talle;o^Í#^p&£etP my ..:.| aboutthe-futiire in m y doVmcroom. Finally; \ organize m y backpack befare I go to bed. I always- go' to, sjeep earíyôri' Sunday nrghfl t 7 1

B Revise your writingExchange first drafts with a partner. Read your partner's paragraph, and. questions about it.1 Which transitions did your partner use show the time order in the paragraph? Write

v them here.

answer these

2 Does your partner's paragraph need any more transitions? Put parentheses ( f \around any sentence that needs a transition.

r Youriurn / U --

Get your paragraph back from your partner. Reread your paragraph, and answer these questions.1 Do you need to add any transitións?2 Ask yourself the questions in Analyze a paragraph on the opposite page. Do you

need to make any changes?3 Look at your Progress Check on page 36 of Chapter 2. Use it to heip yo|u revise your

paragraph.

C Write the second draft ARewrite your paragraph, and make any changes that you need. Write a title at the top o f your pacer.

Chapter 3: The Weekend 43

EDITING YOUR WRITING

A Focus on sentence grammarRead a student's paragraph about her favorite weekend day, Saturday. Can you think of a way to make the sentences better? Discuss your ideas with your class.

Saturday Saturday is my favorite; day; I; do n ’t .go

First, I caí! my mother. VVé.talk about.m y week. Next, I vacuúft4he:apartm ent. • M y sister coqks us breakfast. í can cppk. M y: s istér is á better cipqk than I. After breakfast,. í go shopping.. I usualíy b u y sq m e clpthes^ln the áfternbón, ¿í m eet my boyfriend. W e b eac p h ear thebrrdg’eVand fam büs hístorradistrrcfs. f dón’t know m y. w ay áround the city. He guidés me.. í;like w á ík in ^ 'W e vyáík weeat dínnér a t a restauran! H e fakes m e homé; Som etím es w e watch a video. O ther times w e watch a n oíd movié on TV. Therr, h e ;g o é^h p m e, | gét-ready for bed and íalk'to my sister about th e d a y I am usually very: tired. I go to -sieep quickíy. Tfteh* my night df dreárns: begins. %

COMPOUND SENTENCESA;símrple

Simple sehtencesarefine^büt your paragifaphmighWsouñd.boringifalô^yoiir'sentencesaresimple'sentences-: Tó solve this problem,\ou can join. two simple sentencés together to make a . cornpourtd sentejice. . \

f don l cío t<y scfíool - f I o e tm íate irtíñe morninc.'simple sentence- ' +- . simptó sentence

! d o n l g o fo scíioo!t s d !¡ así óp tete i r r i te morning.• compeund sentenc / r

Practice 0Write S next to the simple sentences. Write C next to the compound sentences.

1 My family likes to spend Sundays together.

2 I go out "with my íüends on Saturdays, but I stay home on Sundays.

3 My mother cooks a big meal, or we go out to eat at a restauran!

~ 4 Sometimes, my cpusiná cóme to visit us and eat with ús‘

5 I love our Sundays together, and I will always remember them.


COORDINATINGCONJUNCTiONS_Twó simple sentences can join together to forai a compound sentence. When. two sentences áre joined in this;way,the'two sentences‘aré calted ^ítdifferent |, náme They are called independent ¿lauses,- and the word that join? tliteiiscalled a

" coordinating cónjunction. \

A compound sentence is made o f twó independent clauses joined by a -coordinating cónjunctión. '

[ cfon’t go to scftooí, so 1 get ilp ia f^fn the mormng. - ||¡§independentclause i -f„' - independentelause | ¿ ' | I |É Í - | | ' \ §¡ 4 ® P

A conjuncíion Ls a ’wórd that jqins ideas. A coordinating conjunctidri joins -' - . - / íSeas/that áre the same/or equal. The coordinating' conjuñctions that we usé" most often are andy butr sá, and or^Notice that there is a cOmma before the coordinating conjunction. ¡ | p | fe ^ ¡gf| (* - |

|| And :shów&ádded infonnaüonli;^. |g -7-1 ¡ J S S SV r - : Rob ántf-Sará go-'to-the, ferary, and they stady fo rttire s hours:

' , , ' independent clause - V ■ CC ¿ jn d e g e n d ^c la u § e 1 _

| Biit shows'sOmethmg 'diíférént.o^á eontrastV |'y ¡~ \ ,| |¡ 4 Lgo'td-wor}cQtúSatQfeay büt L-don’t work: otf SándayJ Q » 11

U¡¡ | „índepenáeptrcfaüs%^r_C¿ ir independent elause&Égj jjJ1| j¡ 1 §

• "So showí tfrexesuTCof sometMng' ¡¡ i ¡ ¡ B i l l

MWúM mam

. «®SÉ®®8

K M* Or shows two difíerentchoíces |Jj| jg|i g| |¡| g p

)fittíe afternoan-, rdea rn ti^ ro O T ô p teâM o k .-«| É I ¡ ¡ I f f t ¡ j ¡ ¡ É 8

Poetice 0Thesé sentences are about SuEHay activities. Match with its ending, Wñte the letter in the blank.

1 Tony, works late on Saturday night

the beginning of e^:h sentence

2 Samia takes her children to the park,

3 Shu Fen relaxes in her room all day,

4 Yoji and his girifriend go to a movie,

5 In the moming, Lisa makes coífee,

6 On a good day- Mana takes a walk,-

7 Ji Yeon goes to ditirch -.with her familv,

8 After lunch, Akmed wc-iks on his car

a and she drinks ijt balcony.

b and they eat out

o but on a rainy di TV.'

on the

after church.

y, she watches

d so he sleeps late on Sunday.

8 or he plays tennis with a ftiend

f but she studies at night

Q so her children love Sunday.

h or they rent a video.

Chapter 3: The Weekend

Practice 2 3Join each pair of simple sentences to make one compound sentence. Use a I H H H J H n i i 3 & 1 A i 1» ; tP p p j u y p sentence coirectly.

1 I like tó síáy,¿pri|j|Éf r v¿i I ,V,y likes to go to bed' eárlfeg

2 Ken washes cars on Saturdáj|<»q<WHL ks on Sunday, too.

3 Carol loves art. She goes to the museum every Saturday.

4 Saturday night^Bferent a video.

5 We deán ou | ^ ^p|Ín^ |pA j|ay- It's m eém again on Sunday.

Practice 0Finish these compounti sentences with your own words.

1 I like to sleep late, buX._______ ■ 1 \ _______________________

2 We don't have school on t3^ weekend, so ~

3 I énjoy Sunday dinner with my family; ' ■ ■

4 Olí Isiturday aftemoon, I cali mj&est íriend, " JIL_.

5 I nasa timé to reías during week, éá.

PracticeThis paragraph has no puncíuation. Add periods and commas to make simple and compound sentences. Add capital letters as needed. The first one has béen done for you.

My SaturdaysO n Saturdays, I live an interesting life. I live by the ocean and I work there

fo r a very oíd woman in the past she Joved to stand on the beach and watch the sunrise but now.she is too oíd to leave her housé my job is to také pictures o f the sunrise for her every Saturday morning firs t I leave my house in the dark and I walk to the beach w ith my camera then I take lots o f pictures o f the sunrise I am often sleepy bu t I love to be near the ocean in the, morning next I go home and eat a big breakfast after th a t I p rin t out the pictures from my Computer in the aftemoon I take the pictures to the oíd woman. and we talk about the ocean she pays me so I have money to go out w ith my boyfriend a t n igh t we go tó a baseball game or we have fun a t an amusement park later we walk by the ocean in the m ooníight my Saturday begins and ends by the ocean

Practice Wm ■ ¡-Look at the following paragraph about Saturday again. With a partner, join some of the simple sentences to make compound sentences. Then, rewrite the paragraph on a separate piece o f paper.

I S a t ü r d á y y

Y Satórcfay is ray favorite dáy:;:.f dóríf- go tcrschoaL 1 g e t up: íatél n the. morning. First- f calí m y m other W e talk about m y w eek- N e x t i vacuum íh e a p srím en t \

Wly sisté rcao ks . üs:.breakfasf: rc a n cook. ¡My s isteris .a .betfer ¿oafetFían l A iíer breakfast; I go shoppíhg. I usuafíy büy som e cíothés.' In the aftem oon, I m eet m y boyfriend. W e go to in teresííngpjaces such a s íh e city, the oBach.near the bridgé. and famous historie dsstricfs. I cJon't know my way.aróund the. city. He guides me. í like walking. W e w a lk together and talk to each other. Later, we éaí.d inner at a Festaurant. H é takes m e fióm e. Som etim es.we watch a.vTdeo..• O ther times w e w atch an o íd m ov[e on T V Then,. he goes home, I; get ready for bed and tal k jo my sister about the; d a y } .ám usuáily very tired. [ go to .sleep quickly. Then, m y night o fd reám s begins.

Chapter 3: The Weekend 41

Your turnNow look at your own paragraph about the weekend. Did you write any compoundsentences? Can you join any simple sentences to make compound sentences?

S Edit your writingUse the Editing Checklist below to edit your paragraph. Follow these steps.1 Underline all of the subjects in your sentences. Circle all o f the verbs.2 Using the checklist, look for only one kind of mistake each time you read your

paragraph. For example, the first time you read your paragraph, ask yourself, "Does each sentence have a subject and a verb?7' The next time you read it, look for á different kind of mistake.

3 Use Quick Check on pages 123-140 to heip you fix your mistakes.4 Look at your Progress Check on page 36 of Chapter 2. Use it to heip you edit your

paragraph.

EDITING CfíECKLÍST(7[Look at each sentence.

; O 1 Does every sentence have a subject and a verb?

D 3 Are there ány njn-on sentéñcés?

Lookateachverb.

4 Do ll ó f the verbs agree wthE théir subjects? -

O : S Are aít of libé yerbs th!e correct tensé and fórm?

, Look at the punctuatkm and capitaljzátion.

;; Q 6 Doés eách sentence begin. with a capital letterj

, □ 7 Does each: sentencie end with thé correct punctuation?

-Q - & ís there' a comnia after each transitionT .

[ J .9-' fs there a comnia in. eacfy compound senténce?

■Q -1 & ; Did yoü <¿pitaüze,SámráaY áz Sundayl -,

; Look at; tíre words-

O 11 Is each Word spelled coirectlv?

Write the finai draft J r .Write your final draft, induding Vour changes and corrections: Use correa formal


I H IM .O W IM G UP

A Share your writingB Follow these steps to share your writing in small groups.

1 Get into a small group. Read each paragraph in your group. On the back o f the paper, write a sentence about the paragraph. Write about something you liked in the paragraph, or write about something that was interesting to you. Write only good things, and do not write about grammar. Sign your ñame.

2 When you get your paper back, read the comments on the back.

• B

I '

3 Ask each other any questions that you have.

• •' • íCheck your progressAfter you get your paragraph back from your teacher* complete the Progress Check below.

1

«1

■

p

F)atp*

Paragraph title:

Things I did well in this paragraph: 1 1

1

••• it 1

Things I need to work on in my next paragraph:i

n■

I

y Look at your Progress Check on page 36 o f Chapter 2. How did y writing in this paragraph?

}u improve your |.....9 [4 ■

3 Chapter 3: The Weekend

Q offl&ftiTÍes whéfi fríeñd&’afTcf fa m fy are a t a party j J ttírrg stbuncf the Sfiñsr tabre, of just refax’thg *tbgefft v tefKstbrres “kémémberwherr, begins s o m e c H te r^ n tí^ B F ^ f ttí-'erftfs' up teaghfrfg' ^ h T e v e r- *

forget .. . y” ana the f oerson sayá, 3 fd evé 'ycne sHvers with fear. Al¡ o f us have sienes í ro n our own ¡¡ves. Some; s iB r ie s y ^ e fe ip ^ ^

í 7*/! m e e« 5 £r a « m y af a scary , sfcpyffB r {HM jjBwfife

Q gETTING STARTEDA Picture this

Answer the questions about each photograph with your dass or in a small group.


B Get ideas

TALKING TO GET IDEASTalking WithLothers isá good way Jo get idéasfóryour writing. W héhyoutelía stoiy; you try ’to make it interesüng-fór the líst'ehefs. When you téll añ'interésting

. story, you can get many good id^s; for wrmng that stoiy,^ .

Follow these steps to get ideas by telling your story.1 Get in a small group with several other people.2 Tell a true story from your own life. The story can be either a scary story or a fiinny

story. It could be a memory from your childhood, about your family about your íriends, or about your time in sch.ool. It could be a ghost story that you have heard or a frightening experience from your own life.

3 As members of\your group tell their stories, be sure to ask a lot of questions to heip ¡ them think of ideas to include later in their own writing.

Q PREPARING THE FIRST DRÁf T " ^ -A Organize your ideas

To organize your ideas, make sure your story answers these six questions: Who, What, JAfhen, Where, Why, and How. Follow these steps to organize your ideas.1 Find a partner whose story you have not heard.2 Imagine that you are a newspaper repórter. Your assignment is to get information i |

\ about your partner's scary or funny experience. Ask your partner the questions in . i !the box below and write down the answers ón a piece of paper.

3 When you finish your interview, give your notes to.your partner.4 Read what your partner wrote. Is everything accurate? Do you need to add

anything? \

| interview questions ‘ | l! 1 W ásíhis a scary ^¿perience or a funny expérience?- r

2 Who was.there?i 3 When- did it happen?í* 4 Where did it: happen?

5 W hat happenea? Gtve a sumrnáry. :6 W hv díd it happen? ...7 How did yoü ana thé others féeí^;•

Chapter 4: A Scary or Funny Experience 53

B Plan your writingPracticeRead this student's paragraph. It is an interesting story, but it leaves the reader with many questions. After you read the paragraph, write some questions that you have about it on a separate piece o f paper.

Draft A

Á Sóáry and Funny Experience I rem em ber a tim e that w as; funny for me but scary for my sister. My sister

was in her bédroom trying to sléep. I decided to m ake som e strange noises and- pretend to be a spirit or ghost. She. couldn’t sleep, so she cálled my mother: W hen m y.m other carne, I stopped. My m other said, “í don ’t hear

;ánything excefDt the'w ind outsrdev’■ and; she went,dównsfairs. T starféd again. My sister talked to herself and to the rióises. A fter that, she. called my mother again . My m other shouted a i the spirits,.toó, a n d then she went downstairs á g a i n . Later/rcduídn:‘t keep q u ie í ánymóre, so I iaughed. Then; my sister understóod that í had m ad e th e noises’

PracticeRead Draft B of the paragraph. Answer the questions that follow with a partner.

Draft B

\A Scary and Funny Experience j

I rem em ber a tim e that w as funny for me but scary. for m¿ sister. It w as about seyen years ago, on a very dark night without a moon and-with a fot of wind. M y young'er síster was th h é r bédroom trying to sléep. I debrded to go to the attio oV erhe^roóm and m ake :some strange noisés:; i pretended, tb b e .a spfrit: or ghost;' Im a d a scary" Sounds-, bangecKorvthe fíoor;: and': hqwled; like5 a dog-.My sister- couldn’í; sleep, and. 1 could .hear. her movi'ríg-. kround in hér room. Finally, she cáiied m y mdthér. W h en my m other carné, T stopped. My mother iisíehed. Then. she said, “í d o n ’t hear anything; excépt the,w ind outsiae,” and she. réturrred;downstairs to Watch TV. After a few .m inutes, i started again. Mysister w as very nervous. S fie ta íked to herself,..and she .to íd ihe ghost or animal or m aybe spirits-to go away. lt was Very. funny;' so ¡t w as very difficuit for me . not to íau g h . After that, she called m y mother again, This time, my mother carne with a long stick. She shouted a t the spirits so thai my: sister w ouldn:t wórry: But my m other d idn’í believe in the spirits and soon returned ío th e T V


After about an hour and á ha|f, I couldn’t keep quiet anymore. It was too funny. I started to laugh, and then my sister understood that I had made.the noises. She was very angry. She. shouted at me to come dowri.írom the atíic. When l did, she sáid, “i can't sleep nów because of you. Yoü have to stay up all night with me.” The next morning, my mother found us together We were sitting on the floor back to back, and we were sieeping:

1 W ere th e questions y o u w rote in Practice 1 answered in D raft B?2 W h ich paragraph did you en jo y reading m ore, D raft A or B? W hy?

DETAILS,.Tntéresting;$tpries,tavé m any dgtails-D etaiís M espedfiG 'pieces.of. in fo rm atio n ::

; . (haf hdp ús tw undeistánd. a general-idea1bétter. When.we w rilek story, details . heip the reádérs.see ¡He stoiy in their niincis.. : : - . "

• D etails tell us differrnt, k inds o f in form ation . ; .

• : R k i s :: in form ation .about w ho,'w lia j, w hen, wh'ere, w hy,arul how .

■::: ít was about sevcir years ago, ona very tíark nigft wrthcut a moon ariti with a fot of wind:

• Scñsés: infqnnaiion about what you séehear, smelí; t6uch,.;?ud tásté | p • .Vly sístérx-oüidntsiéep, ar4l.codlcrSear rsr mqvíég arcur4in^ñer.naor%//r,

• Em otions: informalion about how the wriíer and thé people in ¡he story feci ■ • My sister was very nervous. . .

E»*i

PraGlice 0Lo o k a t D raft B on \ h e o p p o site page. U nderline details that were ad ded to give a d earer p icture o f the^story. W h at M nds o f in form ation do the details give ns?

Your turn ^Follow; th ese steps to add details and p lan your story.

1 Look again a t th e interview in fo rm atio n you r partner w rote in O rganize your ideas o n page 5 3 . C an you add m o re details o f fact, sense, o r em otion ? Add m ore details to m ake your story d ea rer and m ore interesting.

2 Reread th e In form ation o n yo u r interview page. T h in k ab ou t th e b e st way to use the in form ation to te ll you r story. You can n u m b er your ideas to heip you p ut them in tim e order.

W rite the firsí draft ^W rite a paragraph tellihg yóu r funny or scary story. Lí3é your n o tes fro m the interview to heip you w rite


E l REVISING YOUR WRITING

A Analyze a paragraphRead a students first draft below, and answer the questions. Then, talk about your answers with your dass.1 What do you like about this paragraph?2 Is the paragraph about one main idea?3 Is there a good topic sentence?4 Are all of the supporting sentences relevant to the main idea?5 Are the supporting sentences in good time order?6 Underline any transitions. Did the writer use enough transitions?7 Did the writer give three different kinds of details: facts, senses, and emotions?

A S c a ry Story

V l: remember about ten yeai;s ago. when t stayed witfysome friends in my ■ cbüniry;:W e were next to-an qfd, empty house., W e w ere talking about ghostsv,

I wilí gfve yoih300 dollárs.” I thought aboüt ítJHe gaye me 3ÚÓ doll$rsKand F went into the .hoúse.. After:[;went insíde. the hóus^.E w as yery scared be cause ! had h e a rd . ^áboutrth%hóuse. í:^ £ tó o k tn g t ó h e fefr a t ó :

G°d!J’m. safei’" Id id n ’t liké that.adyéniure, but l_ needed them ojiey.

\Revise your writingTo heip each other, you will read each other's scary and funny¡experiences. Enjoy the

íjhowrV’'ów'. Work in smallstoñes, and think about other details that you would like tcr] groups, and follow these steps.

1 Collect al1 the papers from your group, and exchange them

2 Each person in your group will read all of the papers. For e¡ ch paper, do the following:

» Put a star next to one word, sentence, or detail that yot like.• If you do not understand a sentence, put a question m< rk (?) next to it.9 At the bottom of the paper, write one question about ti íe story. Ask for more

details about something in the paragraph.

with another group.


Your turnWhen you get your paragraph back, reread it. Then, answer these questions.

1 Are there any question marks on it? If so, rewrite those sentences more ciearly.2 Answer the questions on the bottom of your paper. Can you add details to make

your story better?3 Look back at your interview notes. Did you include eveiything that you wanted to

include in your story?4 Ask yourself the questions in Analyze a paragraph on the opposite page. Do you

need to make any changes?5 Look at your Progress Check on page 49 of Chapter 3. Use it to heip you revise your

paragraph.

C Write the second draftRewrite your p'aragraph, and make any changes that you need. Write a title at the top ¡ of your paper. •

E ] EDlHNG YQUR WRtTiNG~~ "

A Focus on sentence grammar

A compound sentence is made up of twp simple sentences. In a compound £ | i^sentence; the simpleseníences. sure called independen^ dauses¿;ThereTáre usuallyI - * \

i ¡ only'twchindependent clauses in one compound sénténce. The cfauses; áre jomed- j \ 'hya coardinating conjunction Qmdôr, hut, so}. A-comma is placedâfter the,first índependéniNcIause.. ' V. , - ~ -I-;,-, - b i . -. '• *%

He gave me 3 w doilars, and ¡ warcf into the house. ¡ r ' ;' Á : independent-clátise «! CG índependenfcfeuse

\ r ___________„ _________________________________________- , ri

»

Practice Q jDo thése sentences fit the description of a compound sentence? With your dass, talk about why or why not

1 People have always talked about ghosts, and many books have been written about ! them, but people caimot agree on their existence.

2 Some people believe in ghosts others laugh at íhe idea, other people just aren't sure.

3 One student saw a ghost, and he'ü never forget the experience he belieyes in them now.


y

RUN-ON SENTENCESA com m on writing mistake is the compound ru n -on sentence does not usually have more is probably a com pound run-on sentence. There are can resuJt in com pound run-on sentences !

/ i t

• More than twoPeople have always taikecf about ghosts, and many books have been written about them, but people cárinot ágree on thefr existence. -

• More than two independent clauses not jo inedby-coordinating conjuncticSome peopíe believe in ghosts others laugh at the idea, other péopie just aren’t süíe.

-on sentences : V r -One student saw a

Read this student's story. Decide which sentences are run-ons. Write RO aboye the run-on sentences. Then, talk about your answers with your ¿lass.

A V isií

1O n e n ig h t in m y country, I co u ld n 't sleep. 2 I was alone in m y bédroom ,

and m y b ro th e r and sis ter were sleeping in th e ir room s. ÍO u ts id e , the w eather

was n o t good. 4l t was ra in in g hard m y room was dark, and i t was a b o u t three

ó c lo c k in the m o rn in g . 5 I prayed to -G o d , and I w ished fo r sleep. 6Suddenly, í

saw a yo u n g w om an w ith long b lack h a ir in f ro n t o f me,

com ing fro m her, so I cou ld see her clearly. 7She gave m]e

was flo a tin g above the fioor. 8! was sc a re ó a t the sight, l lc o u ld n 't do anyth ing ,

then, she s ta rted to laugh. 9! tu rned th e l ig h t on w ith a \ ig efFort, b u t she

disapt?eared in f ro n t o f me I w en t to the liv inq room and. I

m orn ing . 10Even t o d a y , I can 't fo rg e t th a t experience, and

b o th e r me z a a in .

and so ft lig h t was

a smile, b u t she

sa t there un til

hope she w ill n e va r

58 Writers at Work: T ke P aragraph

CORRECTING A RUN-ON SENTENCEA -m n:on sentence is :^ o pr m ore independent clauses incoiré^y/jomeci

|together. To coírert a.m n-pn sentence^ sepárate it into twOfpr n ipregood

1 Firid all in the■/'raJHJii;

2 D ecide where3. Add:, ó f take put coprdihanrig conjunctipns w here you-need to. -

| 4 Change the :

way to corfect'á run-on sentence. You can decide ;which:'way you Like besfc'

Run-on sentence 1; : - : ;People have always-talked: about.ghosíst and many- bóoks have been-writíerr; about them, but peopíe-cannotagrée: onfheír existen ce.;.

' ’G órfeá ión I :, People have. always talkéd;about ghosts, and": many books have been^ritíea.aboútthem. ;.:; Bút péopíé éannot agree órr tfieir existence^

Corréction 2 ; r ' ‘ | , -| beeri written"áboirt them, but

people cannot agree on their. existence, -

R un -c rn se n te n ce 2 : \ 1 '" '^ m & p e o p té ; believe:iihrghostáóthers}aughattheideáôther:people;iu s ta re n tsu re :v ;

;.CoTjécúón 1:. ...f Some people beííeve in gfiosts, but o t e s laugh at-theJde¿ Other people justaren^1 sure.

' CÓTrecíibn 2 : ' 1 1§ /;V. ..'v; ' Somé people belíeve in 'ghosts. Others laugh'af the idea: Other people. jüs t aren’t su re ...

R u n -o n se ñ té n ce 3::Oñé' Stüdent saw a ghost; anti He’li never forget thé experience he beiíevés in the'm now.

Corréction 1: y .' :•One student saw a ghost and’herll neveríorgét the experience. He befieves in them now.

Corréction 2 r . J -.One student saw a ghostr so. he believes in them now. He’!! never foroetthe experience. ¡

Practice l ?¡O n a separate piece o f paper, rewrite the paragraph "A vísit" in Practice 5 on the opposite page. Correct the run-on sentences. . .


Practice QThis student's paragraph has both simple and compound sentences, but there are many run-on sentences in it. Correct the run-on sentences by adding periods and capital letters. Yoü will need to add or remove some commas. You might choose to add some coordinating conjunctions.

A Funny Story

1A fu n n y th in g happened to m y fam ily three years agó. 2O ne evening, m y • parents, my brother, and I w ent to see a movie. 3A fte r tha t, we went to eat d inner a t a restaurant, we to o k a long tim e there, so we carne back home abou t tweive o'clock. 4I opened the fro n t door, I was very surjprised. 5Somebody had scattered everything in m y house. 6Books and records ¡were on the floor, and the sofá was to rn up. 7A t th a t time, I heard a strange nofse from m y room, and I was sure th a t there was somebody in m y room, and I wanted to be a hero, so I to ld m y fam ily, "Piease, watch o u t i w ill check m y r$om." 8I walked s!ow!y and quietly to m y room and opened m y door carefully. 9S;iiddenly, something jumpedo u t the w indow i t was. a w ild cat. 10W e realized. th a t everything in o u r house. 111 had forgotten to cióse the iaughed together.

:he cat had scattered window. 12Then, we al

-i i

This student's paragraph has both simple and co mpouná I sentences, but there are many run-on sentences in it. Coirect the run-on sentericés by adding periods and capital letters. You will need to add or remove.some comunas, and you might choose to add some caordinating conjunctions: ■ —=====

The student wrote about a terrible experience thathappen edin Texas. In 1987, a g ifí named Jessica fe ll doum a w ell H er rescuers had to drill a hole next to the wéll to reach her. The student imagined that she vuas Jessica and wrote the story frcTji Jessica's point ofview .

Je ss ic a ’s Terrible Experiefice

4W h e n I was onlv 18 m onths oíd, som ething terrible: liappened to me. 2O ne

day, I was playm g ouiside w ith some o ther children, ! :eii in to a weíí, a a&ep well. sA t first, I d idn 't know w ha t happened, i asked myself, "W h y is i t so dark?

W h e re is my m o'rnm y?".4A íle r a few minutes, I heard my mom cali me, "Jessica, jessica, where are yoü?” 5H er voice sounded very. wprned then, ! knew i was m the well. 3! began to feeí-pain because my bcdy had h it c-n the rocky sides o f .


the well. 7I cried and called my mom, then ! fell asleep.

8A fte r a long time, I woke up, I was still ¡n the well, I started to hear a loud noise. 9I d id n t know w h a t i t was, b u t I th o u g h t maybe it was Superman. 40He was com ing to save m y life. 11l.rem em bered in the cartoons, Superman always saves people's lives. 12W h e n I th o u g h t abou t tha t, I wasn't scared anymoré.13l even fe lt a little happy because I would see Superman. 14fin a lly , I saw him, b u t he fo rg o t to wear his Superman clothes he fo rg o t to wear his red cape. 15However, I believe he was m y Superman. 16H e to o k me up to see m y m om m y and daddy and they were both crying, and I cried, too. 17l was rescued\

Edit your writingUse the Editing Checklist to edit your paragraph. Follow these steps.

1 Underline all o f the subjects in your sentences. Circle all o f the verbs.2 Using the checklist, look for only one kind o f mistake at a time.3 Use Quick Check on pages 123-140 to heip you fix your mistakes.4 Lóok at your Progress Check on page 49 o f Chapter 3. Use it to heip you edit you

paragraph.

EDITING CHECKLIST £Loóle át;each sentence

XQ - ' 1 Does every sentence have a subject and a verb?

Í O ' , 2 A ié m ere any run-on sentences-?

: - T l 3 'Are tr^re any fragniénts?

. ;& ó& ateacir veib,'

O - : 4 I)o all ofíthe yerbs. a^éewíth-theirsubjéáá?'^':'

í~T 5- Are alí o f the verbs tHe co n ca tense and forai?

Lóok ai ■

U 6' Does each sentence begin with a capital. létter?'

□ ; 7 Does each sentence end with the correct punctuation?

L_l . 8 ís there a comma after each transition?.

U 9 ís there a comma in each compound sentence?

Look at th e words. ^

U 10 Ts each wórd.spéllédxoiTectly?.

Chapter 4: A Scary or Funny Experience 6 1

Write your final draft, induding your changes and corrections. Use correct format.

I FOLLOWING UP____

A Share your writing

Check your progressAfter you get your paragraph back from your teacher, below.

the Progress Check

Paragraph title:

Things I did well in this paragraph:

Look at your Progress Check on page 49 of Chapter 3. writing in this paragraph?

How did you improve your

Follow these steps to read your dassmates stories in small groups.

1 Get in a small group. Collect all of the paragraphs from your group, -and exchange them for the paragraphs of another group. >j

2 Each person .in the group will read all of the papers. Then, the group will dedde which story is the most enjoyable to read.

3 The teacher will. read each group's favorite stóry. The gjroup will explain why théy chose that story.

Things I need to work on in my next paragraph:


¡§i\

T J ofidayaf They are dtffeseof frorn- aff-other rfays of r"

X X the yem Wfién we tí'ear thé worcf holicfay.we, tfíink fí of special fodcf cfothes, an^^ î^ V fe can ctose oun

k&ti^VtoscD^^fi/© êroemóter gújplíir fainiiy and; ÍRencis.

' 1 1 g jl^ ÍN G STARTED

A Picture thisAnswer the questions about each photograph with your class or in a small group.

Gei ideasWhat is your favorite holiday? On a blank piece of paper write the ñame o f íhe holiday in the middle of the page. Draw a árele around it and make an idea web, as you did in .Chapter 3 ón page 39. Include in your web what you do on that holiday and also íhe sighís, soúnds, smeils, and tastes.

Writers átWoifc The Paragraph

123

What is íhe ñame of the holiday?What is happening in the photograph?Do you celebrate the same holiday or a similar one?

H PREPARING THE FIRST DRAFT

A Organize your ideasTo organize the information from your web, fill out the chart below. Use the words and phrases from your web, and add more details.

H O LID A Y :

What do you do, see, hear, smell, and taste . . .

1 . . . before, the holiday to prepare for it?

I I

2 . . . in the moming on the day o f the holiday?

/" ¿ j ; ¡

3 . . . later in the day of the holiday? .i. 1

; 1■ •• - - .

\ : 4 . \ during the evening o f the holiday?

Y i \ 1

i g

{

¡ \ . : ■ fSf ■ |v ................ . »j ' T

y .

ii

Your turnIn a small group, talk about your chart. Follow these steps.

1 Using vour chart, talk to other students about your favorite holiday.2 Answer their questions, and write any more information on your chart.3 Listen to the other students, and ask them questions about their holidays.

Chapter 5: Holidays 85

B Pian your writing

THE CONCLUSIONln English, a paragraph has three parts: a beginning a middle, and.an ejid- So farwe have studied the beginning tells the reader themam idea. Do you remember what that béginnmg sentence is;called? THe middle ó f a parágraph gives móre infonriation about the mám idea. W hát dÓ we call : those sentences?. :

The érid ó fá . paragraph is Called the concíitsion. It is usually A e Jast sentence o£¿V\ the páragráph. The. conclusión is âs- $ \sepárate;] ób'td doV The coridusiÓn Can do sévéfal thirigí ;’ :• ítcahrem ind the reader of the main idea. í;

. sentence in different words. •;* lt caii tell the writers feelings or opihio’n about theideas in the paragraph.• j t ; can do both of those things. ~ • ,v;v B ' .v^V-. .

PracticeRead the paragraph below, and pay particular attention to the condusion. Then answer the questions.

Eid al-FitrM y favorite holiday o í the y e a r is E id al-Fitr. It is.the m ostfam ous holiday

o f the M lislim religión;: a n d it com es after Ram adañ. At the end. o f Rarpadan v before. Eidv people prepare for the hóliday. They g d ta th e m arket to b ü yso m e V.new clothes and some sweets to e a t Mothers and house;. O h the. m om ing o f Eid al-Fitr, people g o tél;

tógéth-eirShftcfr

daughters also cíean the he mosque to pray. After T get m oney from the ofd er

/ísií éách other to; W ís It each staurahtsi Then ,'. they i go \

people to buy toys. In the aftem oon, peopíe g o to j other a happy Eid. Fámilies also go q u ita eat in ré and have a good tim e in the park. In the even i ng.^people celebrate together qntil m id n ig h t Finally, they go to sieep because they have woken up early on ih á t day.: E id aí-Fitr is th e besí day of th e yéár for rr>e..

\

1 What is the condusion of this paragraph?2 Does it remind the reader o f the main idea, tell the writers feelings or opinion

about Eid al-Fitr. or do both o f those things?


I Practice 0Read the paragraph below. Then, answer the questions about the condusion.

C h u so k

Chusok is the mbst fámous holiday in Korea. My family prepares,man y things the dáy befóre Chusok. First, vyé always m ake “sóngpyón.” ItTs a traditionaf rice cake. After that, we clean our house. At the end of. the day, we gó to bed eárly because we have to get up éarly. the next day. On.this holiday moming, we ¿II eat special food together. In the aftemoon, we usually visit my father’s sister. We spend the rest of the day at her home; We talk and play . traditional games such as "yut.” Finally, we go. home to. bed. I aiways feel happy and peaceful at the end o f the day ón Chusok.

1 What is the condusion of this paragraph?2 Does it remind the reader of the main idea, tell the writer's feelings or opinjion

about Chusok, or do both of those things?

PracticeRead this student's paragraph. Then, choose a good condusion for it from the list bdow.There are several good condusions. Put a check (/) next to each good conduí

Happy New Year

\ like the New Year in Jápan because it ísívery exciting. On the night. o lí Decem ber 31; my friertdsarid f go to a káraoke bar. W e are veiy loüd ana rbv\(dy-there. Just béfore midnight, we go to the tem ple because Japanese peopje pray for the new year. After 12 a .m .t everyone says, “Akemashite. ji Om edeíqu.gozaim asu.” That means “Happy New Year.” Ther^ w é go to thebeach tdwafch.the sunrise., it.i , very beautifuL After that, we goibome.and eat cf^licious foód together. In the aftemoon, my family goes to my j j grandfaíhéfs house. We.say, “Happy New Year” to affour réfatíves. Whéríthe children wish the adults a'happy new year the adults give them rnóhey. In' the événirig; we. play cárd games-fot money. l i’& a lot of funr.but iísométimestese.: At midnight, we all go hóme. . * ¡

1 I am exhausted, but very happy.

2 My grandmother has to deán up their house

3 I take a bath before I go to bed.

4.1 think that the New. Year is the mosí wonderfui time of-the year.

5 During' the vear, I always smile when I remember our New Yearían.

8 The next moming, I hate to get up. t

Chapter 5 : H olidays 87

S-Wriie íhe first draft ¿Use the"lñfomi'ation'in your chart on page 65 to wrile a paragraph about your favorite., holiday. Pay dose attentioYTto th e purpose of your condusion.

REVISING >Y0UR WRITINGA-Analyze a paragraph

—Read-a..student's .first.draft below, and answer'the questions. Then, talk;about your answers with your dass. j,1 What do you like about this paragraph?2 Is the paragraph about one main idea? ........... J3 Is there a good topic sentence?4 Are ¿U ofthe supporting sentences relevant to thé main idea?5 Are the supporting sentences in a good orden “ - . -

- 6 Cirde the transitions in the paragraph. Did the ■writer use enough transitions?7 Underline specific details. Did the writer give enough details?8 Does the paragraph have a good condusion?

C hristrrtas

Wmwk

stor/ofFatherjDhrisfmas Father- Christmas comes in ail the houses oh the

.^K-r r-~ •m-“Vi--tr---jrr--.T• H rr • I *. WBWBI iffiWhérx l-fm is fr®evgning itsfárts While our farqifyandjnendssstart to arrive^we have a little^ ' .food.ánd.dnnksand;JalkiV!^>é a c h p th ^ . Late ijS^ ¡go tó eat a 6ig dinrfee :.Sí ,S í ■

/w itH óne ór tvv'aturkb^ good fóodi Just beforé thq.déssart,.:ariad’uít: feayeS -the; table'anci; puís Ihé; fiF ^ é H tííu n q é r^ ^ the adult cáils tó the children to' litiriy arid.sec-.faíhbr Christfnás: When'the v : children rún info thé room, the adülts say, “foo iktei He left quickly. He was in ■

■^toiy.^Tha'iîldren^reîttle^ngfynb.ut-W hénJhey.see.the presénte, they, forgét Thén éverybody opens their presehts. When everyone is finished, w e ..;. gó _báclf';Jpth’éí&ble’fqrmy^grándmother’s special dossert. After déssert, the .. children play with their new toys, but íhe adulís sil at the tabie for a iong timé. We drink and talk together unti! it ís very late. ■ '


B Revise your writingFollow these steps to revise your first draft.. : -.-— ----------—

- -1~Ix)olra1ryourx»wrrpáp‘er/ and ask yóurself the questions in Analyze a paragraph on the opposite page. What changes do you need to make?

2 Does your paraigraph have a condusion? If not, write severa! condusions. Then, choose'the bést orie'io usé at the end o f your paragraph.

3 What does your condusion do? Does it remind the reader of the main idea,, give your feelings or opinion about your holiday, or do both of those things? 'Can yóu improve it? If your condusion does not do anv Of those things. jrewrite it.

4 Look at your Progress Check on page 62. of Chapter 4: Use it to heip you revise your paragraph.

Write the second draft ¡1Rewrite your paragraph, and make any changes that you need. Write a title at the topof your paper. ... . . ,_____ _____........

Focus on sentence grammar Practice O

. Look at these sentences. Write S next to the simple sentences. Writé C next to the compound sentences, and ard e thé coordinating conjunction (and, but, so, or). i Write D next to the ones that are a diíferent kind o f sentence (neither simple noi J compound).

— _ 1\Independence Day is July 4 in the United States, so it is a national holiday.

2 My family and I spend the day at a lake neár our house 1

— - -3-^dy^tm^rsisters^lrke^ó^ white, and blue dothés because thjóseare the colore o f the U.S. flag.

4 We also put an American flag on the picnic table.

5 • After we eat lunch,- my father rents a motorboat.

6 My youngest sister always begs to drive it, but he never lets her.

7 I always try waterskiing although Tm not veiy good at i t

S We have a cookout with watermelon for dessert/and mysistérs have füni spittiñg the seeds at each other.

9 When the day is over, we drive back to town to watch” the firéwbrks.

10 The fireworks are beautiíul, but they are over’too soon. .

Chapter 5: Holidays

COMPLEX SENTENCES; A complex senieHc'áhastwó.qi.mpréidauses in ii^Thiisén'tences jha.r'are.ifi^rait.' '•'ih -Practice 4 oupage (>9 aic.córriplcx seúler.ces. ihey'ár^Hefflitr.'si'mp^ • ^Compound A compcxmd sentence ís made o f two-Jadependent dStses„On the other hand, -i complex’Sentenceás'made o f one mdepffl3ÍBtâase-jHid on¿or j inore dependen! dauses A dependen): dause cannütptaiKtbîtself as. a¿sentence 'i

."Jt must aiways Be foíned toj6iíiR36^líídentdausef í Y_^

After we.eat luncfo -fr myfathecfetfea-motorboaK M >. - jp -> "dependent cfaose- " independent clause rt ~-* g J - ^ y ~ í ' T r- :

.E always tryto water ski -t afinongir ffirricf very gooS afTE*- 1JJ| ¡| - independent cla_üs&«Síotlce: that the dependent daose ân come eithei "befare o t after the independent ■Sanse Tf the dependent cíatisé fs'first, put a carama after it * - £ 1

SU BQ PD M Tltm

H e w tíáffl y o u i d §tS6rAnaüp-£eeî

'i& e stB£flp

ateatlmcfr, Érwiaffier' nib.dfn«ú Bi<iT fc’J y j

* ÉsflÉBBI«sis■ i

^M^youngesí stsrer alvvajís begs to (Jwe^ttjé bgaj, a iW a u g h m y fa í j r ié r ' f f i y e r , l é t s f i e r ? ® *

‘Ste os0(s a t\T T a í S ^ íSs * £■ rfSI ^ 11 j| S o | [r , B e f o r é é r s t & i e a r l ie r t m je ^ - i ’ j - á s ^ o i V S M Í i J .. w .ffilgSSifcré fíe spft w» ’ftiá n frrwM fíjíf fgr (y-jfchmó fe; fFgwOTS.

\,:£ífrÉMns'bn3úlfi, w í ^ $ ^ ■:

Sin e s - .te l is 1 why, s im ila r t o

My yourtger sisters like to wearred, wft¡tef ana bJue dothej sínceitiiose are thé co ló rsé f'f-, the-U.S.JIag.

Wfre/J. fime"í: ;;'':v? '■ ' : ■ PI í % m , r. ■ V;back to íawr,.ío wafeft tte.í

W h ile - h ap p en in g a t th e sam e lim e as t i ie in d ep e u d e n ijc ia u se .

' ' W h ile m y s i s t é r s a n d I s u n b a t f i e , wé watch the boys on the beacii.

Your turnUnderline the dependent clauses in the complex sentences you marked D in Focus on sentence grammar on page 69. Cirde the subordinating conjunctions.

Practice 0With a partner, match the daúses in the coíumn on the left with the correct dauses in the column on the right. When you have matched all the dauses, you will have a complete stoiy about a trick that was played on April Fool's Day.

An April Fool’s Day Trick

Fox' is both a wild animal and ¡a common family ñame. |

c-..— 1 Before Jim arrived at work, a since he wasn't bus^.

— -2 Jim saw the message _ b he laughed at the jolê

I

3 Pléase cali Mr. Fox c a coworker left a mdssage onhis desk.

Ú4 If you don't know his number, d because Jims coworker had

— ■ ---------- ------------ — -— . left the number for the-zoo ^

5 Jim called the nximber right away . e after you get in.

f while he was looking his mail.

through6 When soiiieone answered the phone,

7 The person on the phone laughed g Jim asked to speak tolMr. Fox.

8 Although Jim fdt a little foolish, h it is 555-8720.

Chapter. 5; Holidays

Practice 0Read this student paragraph, and.circle the correct subordinating conjunctions.

My Birthday

I th ink my birthday is the best “holiday" fo r me. Before / W h ile m y b irthdaycomes, I usually cali my friends and tell them about m y birthday. I jo k e and sayto them the most im portan t th ing is to prepare a present a lthough / because i tis very im portant to me. In the m orning on m y birthday, I eat brown-seaweedsoup. Koreans always eat brown-seaweed soup. after / when i t is th e ir b irthday.In the aftemoon, I meet m y friends¿ and we spend tim e together. A fte r^ / If. wego bowling and play pool, we go to a club iri the evening. M y friends bringá cake and ligh t the candles. Since / W h e n I'-blow them out, they pusb m y \head into the cake. Then, we eat the cake, and i t tastes wonderful. A t n ight, theterrible birthday ceremony starts. W h e n /^Because we go outside, m y friendsmake a cirde. W h ile / Before I stand in the frenter o f the circle, they th ro w eggs

(7) . V , Vi *a t me. The smell is incredible, b u t it is n t finís led y e t They sprinkle flo u r on me.Then, they give me presents. A lthou gh / A fte i ’ the sméll is terrible, the presentschange my feelings. Anyway, I love my b irthc jfy i f / since my friends and I have

- I r (9) •.a very good tim e on th a t day

PracticeRead the following paragraph, and fill in each bíank with a subordinating conjunction that makes sense in that sentence. Some blanks m ay have more than oí\e possible answer. UapitahzenasTieeded.

afteralthough since

becausebefore

wh&jwhile

vacations.my vacation plans.

’happiest _ _ ~ '

(2)

Summer Vacation

I th ink I am a typical s tuden tC)

am bored in sel iike school, I love

100I, I like to davdream abou tsum m er vacation is coming, I feel the

fin¿(3). i t is the lonqest vacation.

(4) ^ . <8Jexams are finished, I to ta lly relax. i sleep late, eat a t any time, and hang o u t


w ith m y friends. Sometimes I have a part-tim e jo b .

vacation..A lso , I g o to th e beach fo r a w eek

have a jo b , I have e x tra cash to have fu n w ith .

— m y paren ts re n t a co tta g eth e re . .

I love to .v is i t th e m .

(8)

(9) m y v a c a tio n is over, I a lways v is it m y g randpa ren ts .

^ th e y le t me do w h a te ve r I like. Finally,(10)

su m m e r ends, and it's b a ck to school I go.

fe dependen! cjdusc

Practice F1Punctuate tKis paragraph.

H a llo w e e nY ' ’ . ' ‘ ' ' • ■ '. W-\ 1 H a llow een is on O c to b e r 31 w hen th e w ea the r is cool an d crisp. ^Before

t h \ d a y com es ch ild ren an d m a n y a d u lts prepare costum es. 3A lth o u g íi|s to re s

sell Bêm th e besFones áre hom em ade. 4C h ild re n w ear th e ir costum esj to go

tr ic k -d r- tre a tin g in th e ir n e ig h b o rh o o d s a fte r i t gets d a rk 5W h e n they knock on

th e ir 'n e ig h b o rs ’ doors th e ch ild re n shou t, 'T r ic k o r tre a t!" “Then, the p¡ ople in

the houses g ive th e m candy because th e ch ild ren w ill p lay tr icks on th e m i f th e y

d o n t g ive th e m a n y th in g . 7A lth o u g h teenagers usua lly d o n 't g o tr ic k -o j- t re a t in g

th e y s till love to p lay tr icks on people. 8A d u lts o ften g o to H a llow een parties a t

n ig h t because th e y en joy dressing in costum es and acung like ch ild ren . rP a re n ts

also en joy eating th e ir K h ild re n 's 'H a llo w é e n candy after, th e ch ild ren are in bed!

10W h e n H a llow een comes ch ild ré n o f a ll ages are happy.

Chapter 5: Holidays 73

Practice |£Join each pair o f sentences to make one complex sentence Use a subordinating conjunction in each sentence and punctuat'e the sentences coirectly.

Halloween Revenge1 Jason and Joe don't like their next door neighbor He complains abóut their loud

music.

2 Halloween carne. They dedded to play a trick on him.

3 Jason kept watch. Joe put toilet paper all over their neighbor's trées andbusÍLes.

4 They hid behind some bushes. They finishecj

5 The neighbor opened thé door for some chil iren. Jason and Joe were delighted to see the surprisé on his face . ' Ñ.

6 The neighbor went to work the next m om ina He had tó deán up the mess.

' ■ i7 The neighbor asked lóts o f people He never!P p : \biew whó did it. :

y

Your turn ' i ,Study the sentences in your paragraph. Do you j do, underline the subordinating conjunctions. (.

íave any complex sentences? If you an you join together any other

\ *

sentences to make a complex sentence?


B Edit your writingUse the Editing G$ie¡c¡dist to edit your paragraph. for run-on sentences and other problems.-Follow these steps. : ?■

1 Underline all o f the subjects in yóttr sentences. Cirde all o f the verbs.2 Usidg the-Aeckhst, fi|>ki|Bpnly orae kind o f m istafó4t a3 UséQ üick'C keci on pages \ 30 ll4O tó^Bélp yoi|®yOur m istakes.''4 Look at your Progress Check on page 62 o f Chapter 4. Use it to heip you edit your

- EDITING CHECKLISTjg¡

ío o k a t each sentence*. *~£ - V**" ■- «•

O 1 D oes eveiy en tente have á: subject aad á'véib*

* r f * * ;Lóqlcát éadivérb ¡sí • s - ■

' I J ' 4 Do a ll^ f theyerba a gee w i^theitûbjects7

i_J 5 Ar-; nj 1 or Lile ;vm -i ilic corr-'.i l-: iim- an.í foro ? ■■

' íi Lia-: puacni ¡uon a<i í .:ápi¡.t¡u:jü'.'n □ P Doeáéach sentence begin wñh a ¿ápital len-:r; i

||Q|| 7 Does each- sm tence.eiidw itkrth^cgect.poBctttation?

-ft ¿ A e r g g oraraaimieácêorHpaitnffsentence?;

9 RigL- fherei£creiBasívffie^«ey& e needed ib ranipíes

ák.at i3'e''A'o:iás!..- . r¿:--Q V ítIseach :W títá 'sp elfeáreem M y- -

C Write the fina! draít ^ ^ ^- f l H k k u r '^ ^ H | ^ P m d M p K T O m -^ a w ^ ^ fWjBMwMIris . y Qoaáetfonnat.

Chapti : Holidays

A Share your writingExchange papers with a partner, and read about how your partner celebrates his orher

: chosen holiday. If possible, exchange papers with someone who wrote about the same holiday that you did. Talk about your papers.

B Check your progressAfter you get your paper back from your teacher, complete the Progress C heck below.

Daté»!1 - - 1

Things I did well in this paragraph: .■ ; ■ f | ¡| | § |

' ■ ’ . • .■ .¡i ¡f t e á l

v Things I need to work on in my next paragrá ph:

m -

(! : ■ t

Look at your Progress C heck on page 62. o f CÍikpter 4. How did you impróyeVour 'writing in this paragraph? ■; jjf ■ |-j '■ ; :j|

— — — \ ¡ r

: J" #f¡


#rrf&’ b d o ^ wrae oifrer péopfe wnfe j^ m a vtó fe f srngf-, ó r W shows: ÁjtFrougfi notfeveryone: ¿a^Sllhêr^hfagS., mósí e f us fcáftrñake up ¿pries É y v e u f esleí rpakéPúp, ¿ñtnny story tm ftakeuyQj ic fnéncfs íátígh7' DfCf ybü'ever'rrfaPce u jia Sjbfy to|reff¡S£7 cñsFd- a t b e d l ím é '^ r a l^ ^ ^ ^ r P ^ ^ ^ ^ # is* '-W * ‘¿“' i

Téliing Stoiies

In tfrrs chapter, yoü^wiff use your ífflagfnatrdn ta endrngfb iRjryr*

vrfte-traS

GETTING STARTEDA Picture this

Answer the questions about each photograph with your cláss or in a small group.

1 Who is telling a story?2 What kind of stóry is the person telling?3 Why is the person telling a story?.


Get ideasRead the beginnings o f the following three stories. After you fínish reading, follow

.these steps. • i

1 Decide which story you would like to-fínish.2 Get in a group with other students who want to fínish the same stóiy.3 Talk abóut pbssible endings for the story. Write down ideas and helpful vocabulary

as you talk. Kéep in mind, howevér, that you will write your own story, not one group story. Your ending shouid be different from other students' endings.

fst

One Dark Night j“G o o d 'n ig fitrIt w as a g reat party!” I waved to m y friend w h ó was síándíng

at the front door, an d I started walking down; the .road to m y hóüsé. I live a little w ay óut o f tow h, buf I had óften Walkéd hom e from m y friend’s hoüse.

It was dark, very dark. T h e re was nó moon in the sky. It w as á little chilly too, and soon, to m y dismay, it started to rain. As ! w afked, a. stróng wind blew buckets of rain into m y face. I-was coíd, w et' an d m iserable.. “If only I could find a p lace to watt until the rain s tops,” I thought. ¡Luckily, in a few minutes, I saw a p iace . lt was a smaü, oíd garag e, a n á its d¿ or w as banging open in the w ind. I s tepped inside, out of the. w ind and rain, and im m ediatejy felt better. I w a s n ’t happy for Ipng^thóugh, because sofr|ething - or was it som eone - w as in the garage with me. '

m

Mystery in the Dark J,Laura ciosed h e r book, s tood up, and stretchéd. It was ten o ’c lock and

she had béen ;studying in th e library .for three hours. It w as tim e to go ¡to the

^ o rm ito ry , she thought abo u t a hot bath and som e good müsic. " | |W hen she arriVed at her floor of- the dorm, everything w as quiet. -No one

was. in the haliway. “T h a fs funny," she thought. "W here is everybody?1’ She unlocked the door to her room. and opened jt. She expected to see Win, her rdom m ate, but the room w as dark. She reached to her right to turn on the larfip on her desk, but her h and only brushed the air. The lam p w as gene. “T h a f s strange,” she thought. S he turned to the left and dropped her tjooks on the chair that was alw ays b y the door. This time, she heard her books fall to the floor. The chair w a s n 't there either. Now seriously worried, Laura reached for íhe light switch on the wall to her left. W hen the íiqht carne on,she gasped!

9 |Síory3 ii

80

The LizardO ne afternoón when M ike w as reading in his room , his m other suddenly

screamed.. Then she shouted, “M ike, com e to the kitchen quickly! T h e re ’s a lizard on th e waii. Yoü know I hate lizards in m y kitchen. Kill it for m e .” M ike ’s m other ran out of the kitchen w hen M ike ran into it. O n the wall was a small, light-brown lizard. H e m ad e a grab fo r it and caught it in his hand.

"Oh, M ike ,” said the lizard, “please d o n ’t kill m e .”“Sorry,” said Mike, “but m y m other w ants m e to .”T m a m ag ic lizard. I will give you thrée wlshes if yo u don’t kill m e,” said

th e little lizard.“I don ’t believe you, but here is m y first wish. I w ant a sports car in this

kitchen right now .” M ike looked a tth e lizard, w ho closed his eyes tightly.•Nothing .happened.M ike said, “I knew you w erén ’t a m agicjlteard. N ow I have to obey m y N

m other’s wish an d kill yo u .” .“Oh, p lease, n o !” cried the lizard. “ít’s tiiue th a t I am not m agic, but if you

save m y life now, I will save yours som e day.”M ike laughed, but he took th e lizard oüls ide an d let him go. M ike d idñ ’t

believe that the lizard could save his life, £ lizard d id . This. is how it h appened .

irt o n é day, m any years later, the

PREPARING THE FIRST DRAFT■■A Organize your ideas s

Read over the list o f ideas and words thatíyou made wheñ your group wk> talking. Brainstorm about how you want to end tñe story. If you are háving troubl^writing an ending, ask yourself the following questions. ,

1 What is the problem to be solved in this story? ......2 What are some ways to solve that problem?3 p o I want to write a scarv story, a funn$4 Do I need to add any new characters to;

story, or an adventure stoiy? he story? (Characters are people or

animals in a story.) How will a new chajfatter change the stoiy?

Pian your writingWhen you tell a story, you need to organiza your ideas using time order. On your list,duí a number 1 next to íhe first thins that lappens in vour story. Put a number 2to the second thing that happens, and so on.

W rite the íirst draft 'wWrite your ending to the stoiy that you chose. Have fuñí


REVISING YOUR WRITINGA Analyze a paragraph

.>'•!?&" ' S S 'V *3 ? íjBaiSf*»Pnrr,;iir V.3'Siftf? * " T%j 11\ > f Answer the, questions with your dass. :

1 V ■.■,■■>■■ :■■'2 the s t o í * y » « ^ 1i¿|5i%S^|í^s^», ií'* rfQ- *'<7

. 3 Are the sentences in a good order?4 P ig r e «gfl^ y er^ U B ft ftaBjiwees? . ¡5 Did the writer give enough -6

■ ■ tóikrf.was vv^|^íng: c fc ^ # tfiS ^ p S j;ft; h a a :ráfrioc1.the'nrgtH..befbrG;; ajhcí t&’# /£ ; roád w ás 'w e t H e w a s g d in g fo roee ta 'fnerrd 'W hile ha'wlfe'vvaikirrg, he heard : a small voice cali him H e stopped an d looked ai! around; but he eouldn ’t find ■

> j| i í ^ v < V 4,V» , \ > '.whe.Fe:the;v o f^w ® corn m g :frQ frr:..H e'S iaE fed :ta waífcágaifiü A tie ra ltttle.'Wh(fes?í

h e■• :hâE dA ejsa® k*o!ce-agafa T h e ^ o ts g 'c a r a é r e ir o JB K h i& fe e f^ H & jlS fe a y j

siTialfchoíe:4:te.tñeHhofo:<w^th&[Hafdi.--The';taafdí.ealledfahim'.i to .hear ¡he lizards voice. W hen he bent d o w n ;‘argtinshot hearf T h e lizard ,sard tohim ., ''j-sav ed y au r lifeE" The- lizard

Mike bqiiit ddwrt

I m h Hfe.iéífífo:tetftesí^., „

~ h m

Revise your writing T?- a ^ 4i»’ a«sis each ^Jb¡|7!^?jf'W!rjT íi «■j S jfa jh £ i& 'd r ‘ ,thi11 about other details that you would like to know. Work in a sínall group, and

a\: W ftwfrfri f r f ..a kL t. ..Il E P ' 1 ~ T 7 ¡

—II £t«'í®C7SwW'«> </, "gis' «i ’VfUli_*_B?

;ach paper, do theVí.b'.V'SBg,

*. ?!;l 3 Vjüst J ? t f i* . i* ,VCU‘ S*- - í-, 'rt 'p 'y 3. 'T- i i íw * If y o u d o not un derst and a s ent ence, put a ques ti on maik (?' next t o it.' At the bottom o f the paper, write one question about the sto: é á t m i m oie

Chapter 6: Telling Stories

i:l<mII 1

Your turn. When you get your paragraph back, reread it. Then answer these questions.

1 Are there any question marks on it? If there are, rewrite those sentences more clearly.2 Answer the questions on the bottom of your paper. Can you add details to maké

your story better?3 Ask yourself the questions in Analyze a paragraph on page 81. Do you need to make

any changes? ' ■4 Look at yoúr Pnogjress Check on page 76 of Chapter 5. Use it to heip you revise your

paragraph.'1 , 'V

O Write the second draít ^ ^Rewrite your paragraph, and make any changes that you need; Writé'a title at.l^|ppof your paper.

IBUINGíYOUR WRíTiNGA Focus on sentence grammar ¡

Read these problem sentences taken from a student's endiag for Síó!F/Sj. 'One Dark Night". Why are they a problem? . ;

*1 Because I was so happy to be out of the rain.2 After I stood by the doorfSfa few míni|tts.3 ' Althóúgh I was tenifieft t „ Wk4 When i tumed on my tiashhght.5 Before I could ran.

^DEPENBEm CUOSE FRAGMENTS J * ^ ¿ j-«. J The examples: f l ¿5 l aboye ate a problem fór the reader.because they dcfnleí gafe S í e n p ^j # ’ 1 Socauso.fwaaso.fiappy t¿beüuí of f e (Vichar E.tppMedej-

2 Aifer i-stootí by thadoeríora fow minéis.3 Altficl'gh [ was fsnríietí/fW bát d rd the-

; 4 : Wiieft.!turneion my fia3hlight. (W h a t d id . i h é ^ p i S S e ? }

5 BeforeI ceuld run. (W h a t h ap p en ed b

Each íp these examples is- a dependent. i clauses because each one begins with a

(Whai happened nextí) m

efore the writer could run?);.

clause. Wc know that they áre:dép'értdént subordinating f e B I É » Vifíién-af.Tí

dependent dause stands by itself, it giyes incomplete informatidn. As.wejeamed' in previous chapters, an incomplete sentence is called afragrnent. i f you Write a ■ degfgjdent.dpiise -as a,;$epáratf®entence, itis a fragment, hdt á ééntencé- '

32 j Writers at Work: The Paragraph

Practice f jLook at one student's ending to Stoiy 2, "Mysteiy in the Dark." Write F above the fragments, and write a check (/ ) above the good sentences. The first one is done for you.

1 Laura gasped because her ro o m was a mess! 2Then, she fa in ted . 3W h e n she

w oke up. 4She s ta rted to p u t he r th in g s in th e ir r ig h t places. 5A fte r she fin ished

cíeaning up he r room , she s till c o u ld n 't f in d he r desk anywhere. 6J u s t then , th e

g ir l in th e next ro o m carne to L a u ra s room . 7She had los t he r bed. 8W h iIe her

roommate had lo s t a lam p. 9Jt was véry strange because every person in th e

d o rm had los t one th in g . 10T h is dorm had one e m p ty ro o m .,1,1 Everybody w e n t

th e re because th e y w ondered a b o u t w h a t had happened in tf jia t room . 12T hey

w ere surpñsed, 13W h e n th e y opened the door. 14There were á ll the los t th in g s !

15Since th e s tudents were very nervous. l6 They g rabbe d th e ir Is tu ff and qu ickly.

l e f t '17A fte r th a t, n o th in g like th is ever happened in th a t dorrii aga in . 18l t is s till

a m ystery. '

M R R E fflN m Fffim E N m

jgjEiaf'te¿kíM ndepend'ent d&ús&V f ¡ $WM | § 5

É ra g m e n tii Wftenihismótfief sudcfenl¿¿cFeame¿, . , i M ^ <;<■ í ;

4_ m g p é n t as rwalKed. £ sfrang wrníóíew Sirckets offáícir-' +' “■ j " ^Sentence: ..As I waíked¿,a>skotig; w/írd blew búckefe:oírar¿; f . v

M o téWhén it comes aíterithe-independent daust; dó ribt_%e a:coinm

tm

:

Practice oCorrect any fragments in the stoiy in Practice 1 by joiniñg the fragments to sentences before or after them. Write the corrected sentences on a piece of paper. Remember to use the correct punctuation for complex sentences.

Chapter 6: Telling Stories 83

PracticeAdd an independent clause to each óf these dependent dauses to make a complex sentence. When you have fihished, you will have an ending to the stoiy "One Dark Night." (For the beginning of the stoiy, see page 79.)

One Dark Night1 Because I was so happy to be out of the rain, ______ _ _ ________________ ______

2 After I stood by the door for a few minutes,.

3 Although I was terrified,

4 When I tumed on my flashlight,

5 Befoie I couíd run,

6 When the door slammed shut,.

7 While I stood there without móvirig,

8 AfterT stopped laughing,.

Edit your writing

me

Use the Editing Checklist on the right tb

1 Underline a11 of the subjects in youj2 Using the checklist, look for only oa3 Use Quick Check on pages 123-Í4Ó:i4 Look at your Progress Check on pagei

paragraph. j

\

edit your paragraph. Follow these steps.

sentences. Cirde all of the verbs. j kind of mistake at a time,

o heip yóu coirect vour mistakes.76 of Chapter 5. Use it to heip you edit your


§ m . u j h hE o o k % í l S d i . s e n t e n c e *• ^ i *«' ’

!_i' 1 Dbes^SMerSence ííayé^sul)}écta^^^®b?*'' 2 í ir& ttía é 'a n v ‘fr% n fen ts?J " *

O " 3 rbthere:^B^'ruBíQn^séHteni?és?í:-. •-•*.,<:

’': ‘'Í;,i’ í ■:■■.■ rí;'vi’:' ' ' ''■I _ : 4 i D c ^ a l l o f t h e ’v e í b s l í f r e e w i t h l h e i i ^ s t i b r ^ B 2 ^

. " E J : - 5 Are aJI o f líie vérb’s the correct- tense & y ‘'||§MM?,¡’n ppplgl, Tfe»¿

LoeSfeat tíie-û ncttr® cm an d capitíTizatxsn

E S - 6- ® ® e íe S h ® ite n e e :b 'e g fifW tt® .3 Íc a p ita | jí^ ^ ^ ^ g

— 7 í f f lS á fe c h s l S f e i g ^ n d with. t í r e f t ñ B f praícíuatiOT?

a p s is |||«¡í|| cóm .m á;'artéffech:tra ris jtió ñ 2 ■ •••:- L i ■ 9 Is- t f e g á i E ^ ^ ^ p | B k e & tf :e p rB p o M d -:s § | ^ B ^ ^ B

□ 1.0 'Are diere coirunás wliere they-'áre riééded in com plex sentences?

L o o R a í t í r e w a r á s 1 1 1

O t t I s * e á e h w O T c f s jy e lk d ! e o i r e ¿ t f j r ? ' ‘j * f ^

-Write íhe final draftW rite your fin al draft/ including you r changes and correctiorisí Úse correct fo rm a l

_Cíiapter 6: Jeiling Storigs

A Share your writing: ; Here is your chance to read the story endings written by some o f your classmates.

1 Get iñ a group with classmates who wrote endings to the same story as you did. Collect all o f the story endings in your group.

2 Exchange your group's story endings with another group.3 Each person in your group will read all of the papers. Then, your group will decide

which story ending is the most enjoyable to read.4 Read to the .class the ending chosen by your group. Then explaih why you chóse-,-

that story ending.. 1 .

B Check your progressAfter you get your paragraph back from your teacher, complete Úie Process Check


A Favorite 1 Place

'X/'QLf probáWy Ifave a favorite, pFace|-.a place you X Jo-ve tcrpe Maybe you feet safé and peacefat Fn

that placer Máybe rfs an excrong pfaaétíwheFe you feef verv róucfoVOVe-. Ydárfayoríte pfaná.may hf¡ a rnnrn, a

o j * - ' e-írrtñé$l§|iKte; tfiéách.;-or*Spi^ VS afc.is 3 Si>0ítíe-place7]

>ie arparagirapig

GETTING STARTEDA Picíure this

Answer the questions about each photograph wirb your dass or iiv a small group.

1 É Bp jjra-fcis place?2 EXíj'jiou like to be in.

this kind of place?3 Do you have a favorite

place, like this?

B Get ideasFollow the steps below to get ideas about your favorite place.

1 DraW a simple picture o f your favorite place on a sepárate piece of paper. Try to put. . in as much. detail as possible. If you do not want to draw a picture, you can makea word .picture of the place. To make a word picture, write the ñames o f objects on the paper in the same place that they would be if you were drawing a picture.

2 Brainstorm about the following questions. Write your ideas in words or phrases.• Why do you like this place? i• What do you do there?• How you feel in this plsce? •

PREPARING THE FIRST DRAFT _____

A Organize your ideasRead these.two desaiptions. Which One is easier to picture Discuss your answers with your cláss or in a small group. j

Draít A

in your mind? Why?

deslcMy fayo¿ite;pfacefe

My bed ís under the wtfidow* s ¿ V c a á hear f i e bírds i¿ is next to the door, but l rarely studythere. Usually í s iton my bed to study

have a beautífuf, oíd ch est ofcdrawérs wfth> rnvTewélr¥lbox~and^^ perfume on it Afso, th efe is-a faf|comforfablé chair fn’my room- Sometímes

sit there to read, and som etím esJ Just throw-my clbíhés on it. L fove to listento music in my room¿ too. L navega sterecx ít ís,on a bo'¿jkcáse/AisQ, tfrere ím st

mirror abóvejh& chestláídfawers^ Sometímés. F síándírír froritbf itánd pretendIhaTTam a singer in a rock band. ATso, there fe a basket for my cat.to. síeep ín

nextto the bockcase. Finalfy, there is a nightsíand nexü ciock radio, a few empíy soda cans. and severa! empty them.

Draft B

lo my bed; ítnoíds- my plates with- crumbs'dn;

My favorite place is my bédroom because I can do anything I like there. When you come into my room.; my desk is on íhe right, next to the wail. !í ris completeiy covered wiíbpápérs and books, so ! rarely study there. In íhe córner is a fat. comíoríabie chair. Sometímes i sit there ío read, and sometímes

- continuedjr" ■ ■?; ■.... ....... *r.. §gg“Ba:sChaDter 7: A Favorite Place 33

1t

t »

ii

tt

ti

in i~

i n

ii

ti

vi

ti

ti

Iju s t throw my cloíhes on it. In the middle óf the next wall is a window, and my - bed is.under it. I love listening to the birds in the rporning when I am still hálf asleép. Also, l usually; study on my b edsince rriy desk i's sucK á 'm éá a There ; is a nijgfrtstánd to. the right of the bed. It holds my clockradio; a fevy empty soda cans, and several empty plates with crumbs on them. In the middle of the next wall is a low bookcase with three shelves. My stereo is on the bookcasé, and l love to listen to music when I am in my room. On the floor to the left of the bookcase is a basket for my ¿at to sleep irv Next tó the basket is the door to. my dosel. In' the middie oí the wall across from my bed is a péautiful oíd chest of drawers with my jewelry box and bottles oí perfume on it. Therá.is a mírror above theL chest Sometimes;! stand ín front of it and pretend ‘ ¡

that I am á.stnger in a rock band. My room isn’t very big,1 but I énjoy being in it véry much, -

DESCRIBING/{PLACE

a place,' you want your readers’ ta be able to l Ta M p the readers imagine your pláce;-

" rcis;on,thé right;;,nexí ta the wall

J. When^you.writeá'desgipúóh

^ s ffe w itS e ^ irm g -p o m fc p f l oWhefi-yQEf-come-'thta my roóm;C'tYi..''* .........

Then use words to- show the direction your description moves around the place |" :Ther& is abookshellto- the right off^desk. i

Your turn /Z->"On á sepárate pieceuf paper, drav

B Plan your writingLook back at the picture you' drew; where you will begin your descrip! your description wiíl move.

C Write the first draít &

a^picte€=of^heêéroom describe -P r-ait B.

of your favorite place. Cirde the spot in thé picture .on. Draw arrows to show the direction in which

Write a paragraph about your favorite place. Use the picture or word picture that you . drew jn Get ideas on page 89. Remember tó describe what you do and how you feel in . this place, not just the things there. Also remember that readers shouid pe able to see y our place in their mines while they read your paragraph.

90 .Writers át Work: The Paragraph

E l REVISING YOUR WRITING

\

A Analyze a paragraphRead the following paragraph. This student describes a very large place, so the description is a little different than for a small place. Answer the questions with your dass.1 What do you like about this paragraph?2 Is the paragraph about one main idea?3 Is there a good topic sentence?4 Are all of the supporting sentences relevant to the main idea?5 Is the place description organized clearly? Can you picture the place in your mind?6 Did the writer give enough details?7 Does the paragraph have a good condusion?

The DesertI love the deserí because it rnakes me feel spiritual.| I especially like the

sunrise and sunset in the desert. In. my country, Saudi Arabía, l go to the desert on th e weekend to relax. f leayé my city, Riyadli,. and drive to the desert alone, Then, whenbírds in the bushes and small trees. I iook. a t the>tall p i t ó dunés, and f look far away to the hílfev In the desert) there ís so much space. I can see for 40 kilometers. I; look at everything around me, especially ¡the orange and red sunset. When the níghtcóm és, I feéí relaxécf. Then> f jp o k a t the sky and the sfars: íri the sky. f can’t forget the beautífuí sky. FFnallyr j feel happy, and f feel cióse to God in that beautiful picture. I lay my bíankeís on íhe sand, buil.d a tire, and eat some dínner. I; m ake Arabian cóffee. Thenl. I g o to bed because I am- waitíng fo r another beautiful -picture in the morning*. I mean the sunrise.. •

Revise your writingExchange the first draft of your paragraph with a partner. í ead your partner's paragraph, and then follow these steps.

1 Draw a picture of your partner's favorite place.2 Put an X at the starting place of the description.3 Draw airows to show the direction in which the description goes.4 Under the picture, write two words to describe how your partner feels in this place.

ace. jtion.h the descriptio

Chapter 7: A Favorite Place

PREPOSITIQNS OF PLACEiWHén ' Síd'esctiS'é á píate|jó%;i|&e -t©' Üsé&éfiósitiQns, tcí télíjwh^'thinâre; .Jh e s e p t^ c e s .'o R -t JM n é k t p¿ge;^fcp jfipo'sitions^

’VV'iiíers'Wt Work: The'Paragraph

Your tum ^G et y o u r p aragraph b ack f io n i y o u r panuer. Rcread yo u r paragraph, an d answ er th e q u estion s.

| W as y o u r ; jp S f e !|ible to draw a c le n r^ jc tu re frp ^ | y p u » a ra g ra p ^ ? ¡ ;2 D id yo u r p á p ¿ jr u n d erstan d h o w y ?t»i feel in th is p l a n s i f ■ n c% .^ p k 4o ^ S# ?Jartn er, -

a n d íin d o u t w h a t w as n o t d e a r in y o u r paragraph. i_3 A sk y o ü rself th e q u e stio n s in A n alyze a p aragraph o n p age 91 . D o y o u n eed to m ak e

plg^MÉM ■4 L o o k at y ou r Progress dnB§|£jn page 8 6 o f C K ap tei 6. U se it to K ejp y o u r e v is ^ o u r

paragraph.

C Wriíe the second draft ^ ^Rew rite y o u r paragraph/ a n d m a k e an y changes th a t y o u n e e d W rite a title a t th e top o f y o u r paper.

EDITING YOUR WRITINGA Focus on sentence grammar

Between A house stands between tvyo trees.

In front of In front o f the house, there are two children and a don.

On The children and:the dog are sittirig-on: the jjrass.

Next to '/ beside The boy is next to tlié'giri, and the dog' is 'béside the girl.

In A car is in the drivqway: A boat ¡s. in the river.

Over / above ' | A ¿ridge crosses over, fre river, and brrcfs' are flying above íhe bridge.. 1

Under / below The person únder^ fe cá r- is fix ir ig it-The fivér is beíow;tfe lW c¡é :': ‘ ' !

In the middle of A car isr in-thé-'midtife drí fhe brídge. :

Behind . A -rack is behínd the car.

.Across from There are some stores across .the bridge from the house. There is a aas'statior., - across-from the stores. •

To ¡lie right o¡. A ’drug store is to-ifíc riglrt of the srocery síóre.

To the left of A furnituré store- stánds~to the left. of the grocery store.

Practice O ■Look at the picture, and fill in the paragraph on page 9 4 with the correct prepositioní

C jj-p ter « A Favorite Place 93

I

:

The Kitchen

Th is ¡s a p ic tu re o f K ris ten and M a t t 's k itchen. K ris ten is s itt in g

’ a ch a ir w ith he r b re a k fa s t___________•__________her. H e r

n apk in is_O) (2 )

(3)th e fo rk , and th e p ía te is

th e fo rk and th e knife . A f r u i t bowl is(4)

th e tab le . M a t t is

m a k in g his b re a k fa s t a t th e stove, and th e k itchen ta b le is(6)

him . T he c a t is s it t in g

h a n g in g l_______(7)

th e f lo o r near th e stove. A p la n t is

(8)the s in k T he d ish d ra in e r is

______________ the s in k .___(9)

th e sink. and a te a p o t i s _____________________________ I I■ (10) | (11)

th e counter, th e re are som e cab ine ts fo r th e dishes. T he to a s te r is

th e re frige ra to r. T he tra s h can

___. th e stove.<1 ;

w all and(14)

PraciiceWrite sentences about the kitchen using the words givenj.

1 - the pot / the stoveThe pot is on the stove._________ ’ j.

2 a cabinet / the dish drainer

(13)

3 some dishes / the dish drainer

th<

4 the paper towel roll / the counter

5 Kristen / Matt

6 the teapot / the toaster

7 the toaster / the refrigerator / the teapoi

3. the corree cups / the cabinet.

94 Wintérs at Work:: The Paragraph

Your turn Êxchange the second draft o f your paragraph with a partner. Draw your partner's favorite place. Then retum the paragraph and drawing. Look at your partner's drawing o f your favorite place. Talk to your partner and find .out what was not dear in your description. Make any changes that you need to so that the reader can picture your place clearly.

B Edit your writingUse the Editing Checklist to edit your paragraph. Follow these steps.

1 Underline all o f the subjects in your sentences. Cirde all o f the verbs.2 Using the checklist look for only one kind o f mistake at a time.3 Check your paragraph for prepositions. Have you used them correctly? Change or

add where necessary.4 Use Q uitk Check on pages 123-140 to heip you fix your mistakes.5 Look at your Progress Check on page 86 o f Chapter 6. Use it to heip you edit your

paragraph.

E D IT IN G C f íE C K Ü S T ,/

Loplcat-eáchsentence^ .

y j f e I . Dóes'every sentenCehaVe á subject áiid a verb?

m_J:C 2j. Are theréany hragrrients?

D j 3 Are there.any r ^ -o n sentences?

Loóle át each verb. ;

O 4 Do all o f the verbs agrée with their sub jects?.

D 5 Are Mi o f the verbs the correct tens e, and form?

ptiYcruauóií f e á - o ' •* '■

L J 6 Does: éach sentence Begin with a capital letter?

' □ ' 7 Does each sentence end with the correct punctuation?

Q 8 Is there a comma after each transition?

■ i í 9 Is there a comma in each compound sentence?

LJ 10 Are there commas where they are needed in complez sentences?

Look at the wórds. •

[ j 11 Are prepositions used correcdy?

□ 12 Is each word speiled corréctlv? '

Chapter 7: A Favorite Place 95

Write your final draft, induding your changes and corrections. Use corred form al

FOLLOWING UP

A Share your writingYour teacher will choose some papers to read aloud. Listen and tiy to picture the place in your mind. Ask the writer any questions you have about the place.—

B Check your progressAfter you get your paragraph1 back from your teacher, complete the Progress Checkbelow.

Date:

Paragraph title:-----------

Things I did well in this diragraph:

Things I need to work on/|n my next paragraph:

TLook at your Progress Chech on page 86 of Chapter 6. How did ybu improve your writing in this paragraph?!


Chapter

re you married or single? if.fou are single, maybe A you wóüíd pké ío marry sdépt Or, máybeyóu think,

“Married-? Hqtjor a lortg tímeiHf

makes an ídeaí spouse? Mosí pq» tnside ofa,persort his or her pers

§S§ are married, you fffagc- ;e-3tero: WKat)p!e agree that th e . cnaüíY ;s the- mosí

important ¡ning fcr a happy marriage

ír; this chapter, you will wrííe abou 'íáL líS í^ ' r f

.your ideal or reaf

B i GETTl^GSTARTED

A Picture thisAnswer the questions about each photograph with your dass or in a small group.

I

1 How would. yon ; couple?

2 What do you think they feeling?

3 Does this couple remind couple you know?


B Get ideasLook at this list o f adjectives. Each adjective below describes aquality. Á personé personality is made up o f m any qualities. W ith your dass, talk about what these words mean. Then, d rd e four adjectives to describe your ideal spouse or your realspouse.

cheerful faithful honest seif-confident bravefunny inteiligent warm ambitious thoughtfulgentle kind Creative responsibíe curlous

FREEWRITINGFreewrítíng isâ good .way to get id easfp r your paragraph about you r real o r ideal spouse. Breewrítm g ís'iike brainstórmmg:,bécaüse you try to w nte down as'm any

| ideas as possible? But m freewTÍting^you^wiíte in paragraph fo rm ,,lo t in list' v

| This- is 'how íreewritihg works.

• Your teach erw ill give you abou t five o r ten m ínutes.Tn tü artim e, yoii w rite as | |raueh a& yoii'C ait’ábout your to p ic; w ithou t sto^pm gí

¡¡ '• W rite sentences; questions, wordsr or phrases. E <|S | OT-speSing. A fsoí you-m ay w sfe a wórd^'m^ybur

0 ^ -n q t im ow itM 'E n g lísh / b u t.f^ ñ o t to d o thi&ve ||| .Keepíw riting for ,the w hole tim ertSat 'tk e ie a c h l

~ writing^ and do n o t erase.t Ify o u cañnot th ink o f anything to say write the sam e w orá again anc&a‘gain; o r .write your to p ic ’ Soon, you w ilFhavea new

- After you'finisK Jreewritmgc reád< w hat y o n havefwritten: Underline any ideas \th at ypu want to-use in your paragraph. You ca tf ¿dd any new ideas that you

ffe re is an éxam pleofíreéw irfingr |ggj writterînparagraph fornx, bu t has many errbrk lS i s l s , not^bméthing>>to worry about wjíei^ you are treewritirig.

^0\ndt:wofryí about grammar o jm ^ a to e la n ^ a g e ^ y o u do

gfyesyou.; D o n o t stpp^ -

My ideal spouséi 1 donrí wantía married now. May be ébme ume. Beautifüíí BeautifuMhunny. íoo. Why funny important.for me? I íike to lausíi.! w house. Not crying. Giriscry too much. Not üke guys-. What, want responsibíe, not same as- aunt. She spena üncie mone}

antto Irave much iatKjhing irrmy 3ther thi'ng? wife wife wife Yes, i

dQnfFpay/b¡lts^ünclé3Pi^dfíp^

Your turn ^Freewrite about your ideal, or real spouse. Write about the qualities you have chosen Why do you think they are im portant in a husband or wife?

Chapter 8: The Ideal Sp'óiise

O PREPARING THE FIRST DRAFT

A Organize your ideasRead your freewriting. Which qualities o f a spouse did you write about? Which quality is most important to you?

ORGANIZING BY IMPORTANCEWrítiríg about ideas iii order o f importance is one way tó? organize ideas in a 5 logical'order. Logical order means explaining your reasons in acléar w aysothe reader can folloy/. your thin-kíng. If your ideas: are. all mixedup, the xéader will; , not understand them. j V . ;

When you write aboüt the qualities' ofyour real or ideai spóuseí tyoii ckrr organize;: tHemfibm móst-iinppnarit tó léast importantórírófn ’rimportant.

Read these two drafts, anq follow the steps below each one.

Draft A

m m m .i am- oiily 20 years o

Choosing a Husbánd

ábout m arriage very often."But I am s u re th a t sóm eday !' wii I êt-h lam eci/'í

bóred by m y husband. fo rh im t o b e a k ind m |nv.I-w ant him te be kind ana h a p íü t b o tfr to /m é .a n d ;|

: to",other; people. A kind^mán. vyill care ábqut m é.and try.K \m ake' m yI¡fe better. •T i f e ís easier and^móréj enjoyadle w hen you nave a kind sppuse¿ Nexrr i w arrr-

my husband to b e horilest. If he is honest, ! can alw ays believe him, an d our com munication.wlll be'better. If a m an is dishonest or keep^ secrets from m er l will always be. un.sure* of his love and worried about our marriage;. M ost o f .ail,' i want a fáiihíui husband. I need to trust that he wiíi always stay true to me physicáíly and írt hís heart. A good m arriage needs com plete trust; and for th a t I need a faithful husband. If my real husband has ail the qualities o í m y fdeaí husband,. w e will have a wónderfuL marriage.:

1 Cirde the transitions in Draft A that come before each quality. *

2 Cirde the letter o f the sentence that describes Draft A.a This paragraph' isorganized from most important to jeast important b This paragraph is orgaiiized from ieast important to most important.1

100 Writers at Work: The ParaGraph

Draft B

C h o o s in g a H u s b a n c i I am only 20 years oíd now, and I am enjoying my life as a student. I do'n't

think about marriage very, often.. But I am;sure tfia t som eday I will get married. I hipp'e that m y future husband will have certain qualities, Most important, I want a faíthful husband. I need to trust that he will.aJways stay trúe to me physically. and stay true in his heart. A good marriage needs com plete trust, and for that, I néed a faíthful husband. Also, I w ant my husband to be honest. If he is honest, I can always believe hím, ancf our communícation will be better. If a man is dishonest ór keéps secréts from me -1 wilf always be uñsuré o f his lóve and worriéd about our m arriage. In additjon,. it is im portant for hím to be a kind man. I w ant him to be kind and helpful'both to m e and to other people. A • kind man wiít óare; about m e and try to m ake my- jife better. Life' is easier and m ore enjoyable when you have a kind spouse. Finally, the man that; I w ant to marry will be Intelligent because intelligent mén are more interesting to me than dull m en. 1 don’t w ant to be bbred by m y husband. If my real husband has all the qualities o f my ideal husband, w é have a wonderful marriage.

1 Cirde the transitions in Draft B that come before each quality.

k 2 Cirde the letter o f the sentence that describes Draft B.a This paragraph is organized from most important to least important. b This paragraph is organized from least impdrtant to most important

3 Which order do you prefer, the order used in Draft A or Draft B? Why?

Plan your writing j¡||Look at the four qualities you arded in Get ideas]pn page 99. On the lines below, \write tne rour 'qualities tnat you nave cnosen to a< them in a logical order. Then, ard e the phrase th!<

1 _ J

¡scnüe your íaeai or rearspouse. rut it describes the order you are using.

2

3

4

Most important to least important

Least important to most important

Chapter 8: Tne Ideal Spouse_ 101

TRANSITIONSIñ your paragraph, you will write. about four. qualities in .óidér-óf importance. •; Of course, in a paragraph, you donót use nmnbers to üst these four qualities. : Iñsteád, yoú use transition words and pHrásesl:-TÍiese transitíoñs-snow wheii.the :"-;- writer is góing to introduce a new quality. Read the transitions -b.elów.- Ñotice that' transitions are followed by-á comma.

■First, Álsó,.; Vi -First; oí áil, in additíbn> > M ost o f all,. '■ - v ^ -

;• Second, Moreover, ;Third, ' V ''''Ne^r 'yv : ; . - ; :; t \Y

With your class, look at ÍDrafts A and B again. Which transitions are used in Draft A? Which are used in Drafí B? Which transitions introduce the quality of greatest importance?

PracticeRead the paragraph belc to introduce each qualiíjy

w. Underline each of the four qualities. Then add a transition

1W h e n I cióse my!

My Future Wife

eyes, I can see m y fu tu re wife. 2She w ill look beau tifu l, o f

course! 3B u t she w ill'a ls o have m any beau tifu l qua lities on the inside. 4She w illiV \

be a cheerful p e r s o n J r l a m a pessim ist, so I w a n tV w ife to sm ile a t me andj [|¡! • . • \ •

make me happy. 6I - l¡t|e to h e a r ja u g h te r in the h ouseV I w a n t a self-confident

- wife. gl f she^ a sêoafe

I f she fails, she w ill n o t be a fra id to i r y again. 10She w iilI

ana she w ill succeea.i

be qentle. 11W h e n I fiave a hard day a t work, I w a n t to come home to a geníie

wife. 12H e r so ft w ay vh

m other. 14/V \y w i fe will

and n o t look a t any <

make me feel better. 13l th in k children need a gentle

a lw ays.be fa ith fu l to me. 15i w a n t her to love oniy me

cjther m an. 16Then, o u r hearts w ill be safe.


C Wriíe the first draft ^Write á paragraph describing the personality of your ideal spouse. Include the reasons you chose each quality. Introduce each quality with a transition.

REVISING YOUR WRITING

A Analyze a paragraphRead the following student paragraph; Answer the questions with your dass.

1 What do you like about this paragraph?2 Is the paragraph about one main idea?3 Is there a good topic sentence?4 Are all o f the supporting sentences relevant tojthe main idea?. .5 Are the supporting sentences in a good order?|8 Did the writer use enough transitions?7 Did the writer explain why each quality is important?8 Does the paragraph have a good condusion?

A Good Life Partner

My husband Fs!.a very goqd 'man. First of a jiche is íovíng, He ioves animals" fiowers, and peopíe. He has a íof o f fiowers and pÍGtures o f ánímafs*at our home. He especially ioves woíves and whaíes, Also; he is very' energetic, so he Ioves to play tennis and to scuba díve: Hpílikesto swrrr> m the ócean,-|oo, b u t he can’t because we íive-faraway fróm íPre beach. H eos very cárefü!..wtriie drivíng. He likes ío shop1 so we often go to i| jb maü. He fs ven/ happy when j he buys new things. Finally, he is very hefpfu -bouse^/ofe-Sometímes-h e eooks4. ae éís a very good' life partner, so F love- him very |

He- usually helps me with íhe © m etipesê^w asfte^^r^dthesr'H e-

trv Mlucn.

B Revise your writingdrafts with a¡J¡SÉSÉJ?r. Read your paiüier's paragraph, ant!#sB5-w¿r these

- ,gi¡i8j(|Sfjs3jÍ>0ut it.

like aboiii'ii®|,pártilér’i |japer'? Put a s&fflieit •ti1 p t‘ideas or sentences that you. like.

2 List the qualities your partner wants in a spouse.

3 Cirde the phrase that describes how your partner organized the qualities.Most important ip least important

i ....“ Least imp&jlififif.;Jo most important

4 Does a transitioS; ntroduce each quality'?1

5 How did you knciw whieh was the most important quality?

Your turn ^^C^'yotir # ® back Írom ^ür partner. Reread your paragraph, and answer these "qu®iOns. !

1 Was your organization clear so that your partner could understand it?2 .thejajiestions page 103' abóut your olBi \| paragraph. Do yoii need to make any more changes?.3 ife k JMpafc Progpiss Check on page 96 of Chapter 7. Use it to heip you revise your

paragraplflf^

-Writeihe=seüOi rd draft T‘”M ^w 'ycÍÉPjara|rajS^(l'ttiá3se aü| oWSgfs p ife Ip ife.at US» top *of your paper. f

104 Writers at Work: The.Paragráph.

E 3 EDITING YOUR WRITINGS

A Focus on sentence grammarYou have leamed about three kinds. o f sentences: simple, compound, and complex. Which is the best kind of sentence to use in your writing? Read the three drafts o f a paragraph below, and answer the question or questions after each one.

Draít A

E m es tís m y wpnderfül husband. He always talks with a smile. His smile m akes m ¿ laugh all the tim e. He Is a very funny. and carefree person. W e have freé time som étim es. Then, w e play together like children. He Is also a

; responsibíe pérsoní. Hé js a good: man. He cares for m e and our house. He always pays the bilis.

V.- . - . , - , -> : * J •• V • * -

1 What kind o f sentences are used in Draft Ai simple, compound, or complex?í

Draft B . ■ ■ *

1 love Ernest very much because he. ís a a happy person, he.always. talks with a srj play together I f e children when w e h a ve '1 carefree person. Because h e . is a responsi rnan. Because he cares fo r m e and oúr hp

wonderíui husband. Since. he is . ¡le.. W hen h e smiles,,l; laugh. W e ree. tim e because. hé is a funny and ole. person,. 1 think that he js a good use* he a lw aysp ays th e bilis.

i2 What kind of sentences are used in Draft Bj

IDraft C

simple, compound, or complejk\

... :.... -____ __________ _ ___ :...... \ ......'[|; ' ■ rfWracs ' \ iI 1 : ■ • ■. ■ ■ v _' v.j. Ernest. is aw anded u l'husb añd v s o i love

wíth- á smiíe-. and. his smile m ákes me, laug . h e ís.a carefree person. W e.h a vé fre é tim e

■ children.: H e ís also a responsibíe person, ¡ m e and, our House, só h a alw ays pays the

. i r ' 1 •, V, ; | him; very m uch. He alw ays talks \raíl- th e time;.. He is very ftinny, and y ; |sometímes,. a n d íh e n w e p lay iikemd he is a gbod man. He cares for |DtílS. |r ■ . : ■ '6

3 What kind o f sentences are used in Draft C: (simple, compound, or compies?

4 Is it best to use one kind o f sentence in' a paragraph?

Chapter 8: The Ideal Spouse 105

SENTENCE VARIETYAii English proverb sáys, "Variety is the spice of life." What do you think this proverb means? Variety means á mix 6 f such as

; M i and pepper, which we add. to food to make it taste better, Using:different :- spices in food makes eating more.interesting. Good.writing ís the sanié-.A

¡ paragraph is more interesting to Vead when a variety o f sentences is. used.

There are several ways to add variegr to your paragraph. : .

• Join two sen tences to make a different kincTof sentence.1;:We have free time-sprnetimes. Then, we pláy like c h ild re n ,:

' When we have free timé, we pláy like children..

. Also, Ernest is a- responsibíe person anda'good man. ‘ - Y ‘

i f Start a sentence with ap h rase;(¿21 hight,: iri schoót^évéry íí^^ánd só on).. In fací, he j'aa yery. funny :and carefree-person. . t

Read Draft D of thé transitions. Do you

Draft D

paragraph about Emest. Now there is a variety of sentences and agree that this draft is more enjoyable to read?

0makés:'me .laugh ¡airthe:time.- frr 'fact, he is a very. funny. and carefree. person.

■ W hén .wé: háve;free timei W e;píay tógéthér like chíldréri. Also^ Em éstJs á

he always pays the biNs.. :

Practica!Rewrite each group ¡< of sentences. Add tre The first one has be :

1 I am a night persc the moming

¡of sentences. Join them or separate them t o make different kinds .nsitions and move prepositional phrases to vary the sentences. n done for you.

p e r

n. I want to many another night person. I hate cheerfulness i

on, so S want to marry another maht person. I hate

TJlness m the m orn ina !

106 Writers at Work: The Partigraph

2 I d o n 'tlik e to talk in the m om ing. I don't have enough energy to be pleasánt. I want to be grumpy and silent.

3 I shouldn't riiarry a m orning person. I f my wife chatters in the m om ing, I will go crazy.

4 I need to m any a night person. Ánother night person will frown at me in the m om ing. S h e ll leave m e alone. She will Understand me.

5 In my opinioyi, night people shouid ma: m anv m om ing people. They will b e happ

W night people. M om ing people shouid ier that way.

Your turng . I I YLook at your second draít. Choose one o f the qualities o f ypür ideal spouse\Find the

sentences that you wroté for that quality. Qipí the lines below, rewrite these sektences in different ways. You can com bine som e o fjjiie sentences or make longer sentences ínto .shorter odp.s. Yon ran akr>- add tran.sitimi.s or prppn.înnal n hrasp.s at fhp \ ___beginning o f som e o f th e sentences. Then espose the sentences you want to use in, your final draft

3 Edit your writingUse the Editing Checklist to edit your paragraph. Follow these steps.

1 Rewrite sentences in your paragraph to make them more interesting. Check that you have a variety o f sentences.

2 Use the Editing Checklist below to continué editing your paragraph. Use Quick Check on pages 123-140 to heip you fíxyour mistakes.

3 Look at your Progress Check on page 96 o f Chapter 7. Use it to heip you edit your paragraph.

ED IT IN G C tfE C K L IS T S

: Look at each sentence.

□ / . 1 Does every sentence have a subject and a verb?

O 2. Are there any fragments?

n 3 Are there any rnn-'on sentences?

. 4 Is there a variety of sentences? .

Look át each verb.

■\_S: 5 Do all o f the verbs agree with their subjeas?

□ > 6: Are all of the .verbs: in íhe correct tensé and form?

tal letter?

set punctuation?

ded in complex sentences?:

v-::ívoóíc;'át: thé punctuatión and capiíalization.

_3ÜZ:;- 7 Does each sentence beginwith a capi

K 3 S Does each sentence end with the. c o it - -’.V í ■" ' ■'/> • :'•:; : • " r : ' ' ' i‘

v O ■ 9; is there: a; comma after each transition?

'. . Q ‘10- . Is there a comma in.each compound fcentence?

/, • I t Are there commas where thev are nee,<

Look at the words.

O 12. Are prepositions used correctlv?

Lj 1 3 Is each word spelled correctly?..

Write the final draWrite your final draft, including your changes and corrections. Use correct íormat.


I ' • ■i _____________________________________ ■_ . • ■ ___________ ______

! H ~FOLLOWINfi U P ~ ~ I ^ ^3 " w

A Share p u r writing%

Exchange papers with a partner, and read each other's paragraphs. Talk about your papers. Compare your ideal or real spouses. How are they the same or different? Ask each other áñy questions you have about the papers.

B Check your progressAfter you get your paragraph back from your teacher, complete the Progress Check below.

1 ■ ü M U S¡¡¡¡B IS ffiS ll ;/ jSB H H Í’

Date:

Paragraph tiflp-

Things I did well in this paragraph:

ii, ■■ ■ /Things I need to work on in my next paragraph:

• i: 1

NLook at your; Progress Check on page 96 o f Chapter 7. How did you in writing in this paragraph?

iprove your |

\ ----------- -------------------- 1\\:) 1 J ii 1m

.

Ctiapter 8.- Thé Ideal Spouse 10S

What's You] ■ Opinión'

^ 1 ^ tK R B bs-' ’ ’gffil' ¿X-1.X j t p i H l

:b , . * I t ¿$g - || ¿ '’Í|■*- - ’v^ -- - vg-s* " ' " “

^fjff'WJy ~¿&$$$ífi/W- w-|i Vfixpréss:aEí©piin:©n..fiás]ihts ever happenecfto-yóu? J , "”_ M' 1 ^ ^ : í r j s . r ? íÜ|kppüitóng;.

i ~i «wSpFrfejí^^&Jw C. ° ne of y o i i g cpiní ó ns:

í.’pr.e * ■;•'* 3h that exoresses.

GETTING STARTED

A Picture this

Writers at Work: -The Paragraph

Answer the questions about each photograph with your class or in a small group.

o

What is happening in the photograph?What controveisy does the photograph show?Do you have a strong opinion about the activity in the photograph?

2

1

B Get ideasHere are some opinions for you to think about and discuss with your dassmates. First, read each opinion, and check ( / ) whether you agree or disagree. Then, discuss your opinions with the class.

Si&yiisitífi1 I believe ghosts exist.

2 Women shouid serve in the military.

3 Couples shouid not live together before they get married.

i4 Baseball is more interesting than soccer.

\ i ■15 Computers have made our lives worse.

¡ 6 Men shouid take three months off from work when their children are bom.

7 UFOs have visited our planet.

8 Life in our world today is better than it was 50 years ago.

Follow these steps to get ideas for your paragraph.

1 Choose one-opinión to write about, eitheiifrom the.ones above or another opinion that you feeljstrongly about. \

2 Freewrite fo i five or ten minutes, as you did in, Chapter 8 on page 99. While you write, think! ibou t all ofyour reasons for holding your opinion. What information

-do you-havéf :o support your reasons? Write as' m teh^yyou ian withdut stópping:3 Read what ycu have written. If you think of any new ideas, add them to your

freewriting. } j

Chapter 9: Wfuft&Your Opinión? ;* . 1 1 3

B T PREPARING THE: FIRST DRAFT

A Organize your ideas Practice OWhen you write your opinion, you want your reader to understand why you hold that opinion. You have to organize your ideas in a paragraph to heip a reader understand your thinking. Read the following opinion paragraph, and look at the way the ideas are organized. Then, answer the questions that follow with your dass.

T e le v is ió n : N o t a B a d id e a

. A lthough som e parents don’t aliów their children to watch televisión,; I believe that televisión cán be good fór families.. First of ail, televisión is :• inexpensive entertainmení for families.1 with young children. On a rainV

take the w hole family to the movie theater, the fám ijy can s it in: thefr living room vyith bowls o f hom em áde popcorn and watch a m bvíéon-televisión. Seco nd ,' jteie vis jo ft can be a: good teacher. For example^ small children can learn many th ings; such as the alphabet and

teach themab o u t ó ü f eárth and h b w to caré for it Parerits cari also use televisión dram asas a w a y to start con ve rsatio n s. with their children about important ideas. Most important, televisión lets chiídren see a bigger picture of the world than their own small neighbórhood. O u r fárnHy cannot travel all over the gfobe, so the new s shows them views o f other.people and places. The televisión also brings other cultures into our hom e through special childrén’s prog*ams. In condusrort, although som e parents aije throwirig oui their te levisions,\)ur fam ily is keéptnq ours.' .. . ' \

1 What is the wnter's opinion? How do ¡you know it is an opinion <

2 In which sentence do you find the opinion?

3 How many reasons does the writer give for the opinion? What are they?

1 1 4 Writers at Work: The Paragraph

4 Where do you find the most important reason?

5 Why is it necessaiy to support an opinion with reasons?

6 What facts or examples does the writer use to support each reason?

7 Why is it ríecessary to support reasons with facts or examples?

8 What kind of sentence comes at the end of the composition? What doés it do?

| i| r e a $ p § n e e fe | & !? :^ ^|r. reasons,' facts; and examplés, you"need to arránge them iri aiclear order.,- Y

3 kefeton"of/a paragraptó ideaS: YOii doJnorneed ta wnte cheideas- inênteíices I Use only v$ >rds or phrasés to remind yourSÎf ro f your-idéási

|' Heie th' r: }égínníng\qf án';outíirié.'(

Outline for “Televisión: Not a Bad Idea”

Opinión: televisión can be good for familiejk

Reason 1 - inexpensive enteriainment for families with young children

Support - too expensive to take the whole family to a movie theater

I I

*• i-.-;. ; . •.'í&r1; -'... .Chapter 9: W hat's Y o u r Opinión?’ ; 1 1 5

PracticeWith a partner, read the following paragraph. Then, cirde the opinion and underline the three reasons. Talk about the support for each reason.

S tu d y in g a F o r e ig n L a n g u a g e

I believe that all students in all countries shouid study a foreign language. First, knowing another language can heip you in your life. If you speak more than one language, you have a better chance for a good job. M any businesses today dea! with companies in,other countries, and they need workers who can speak another language. Aiso, your life can be more interesting and excitíng w hen you can talk to people from other countries, read their books, watch their movies, and sing their songs. Second, when you study another language, you i learn.abóut the world and its cultures. A language is not separatéfrom the peopie .who speak it, W hen yóu leam a language, you leam more thán words. You also learn how other peopie tíînk and live. In our small world today, it is very im portant for world. peace that we understand each other. Finally, when you study a different language, yoî learn about yourself. Learning another

ook a t your own language a n d culture 3xampíe, English uses only one word for anish: and: leam s-that Spanish has two

i words for y o u , the American may. aisk, “Why does English have only one word for.y o u ? " The American is ieáming. about his or her own culture. For all these1 réasoñs;. 1 think that the world wóuld be a better place if kll students every w here studied a foreign language. \

' language. gives you the.chance to through som eone else’s ey e s •. For

;y o ü , .When an American stud i es S p

Writers at Work: Tne ParagrapTi

Practice 0Complete the outliiie for the paragraph on the opposite page.

Outiine for “Studying a Foreign Language”Opinion

Reason 1— can heip y o u ¡n y o u r life

Support-7 y o u have a be tte r chance fo r a góod jo b — y o u r life can be m ore in te resting Nand exciting

Reason

SUp);

2 ,

port

Reasorjf [ASup;

3

Dort

Conclusi on

"Chapter 9 i vffliai's Your Úpinionj: 1 1 7

B Pian your writingThink about the opinion you chose to write about on page 113. Reread your freewriting, and underline all o f the reasons for your opinion. Look for any facts or examples that support your reasons in your freewriting. Then, make an outline for your paragraph. Add more reasons if you need to.

O pin ion

R eason 1

Support

R eason 2

Support

R eason 3

Support

C o n d u s io n

Paragraph Outiine

Writers at Work The Paragraph

Write your paragraph, following your outline. Explain your thinking dearly so that the reader can understand why you hold your opinion.

REVISING YOUR WRITING

A Analyze a paragraphExchange drafts with a partner. Outline your partner's paragraph on a sepárate piece o f paper. Then, answer the questions.

1 What is your partner's opinion?Did the writer give enough reasons for you?Do alí o f the reasons support the opinion?Is each reason supported by facts or examples?Does the paragraph need any more transitions?Is there anything you do not understand?

e writer give a strong explanation for his or her opinion?Did tt

B Revise your writing^Follow mese steps to revise your writing.1 Get together with your partner. Talk about the outlines you both made and yoür

answérs to the questions. Do you need to add or change anything to make your explamtion of your opinion stronger?

2 Look kk your Progress Check on page ^09 of Chapter 8. Use it to heip you revise your para¿aph.

CJA/jJtethe secojiri-riraltRewrite your paragraph and make any changes 'that you need. Write a title at the top of your p iper. J

Chapter‘9i'What's Your Opinión? 119

EDITING YOUR WRITING

A Focus on sentence grammarTo be a good writer, you need to be able to edit your own work. You have leamed about many different things to check for when you edit your writing. When you are writing on your own, you need to remember those things and edit for them.

Your turn ^Make your own editing checklist. Try to remember everything that you checked for in Chapters 1 -8 . Do not look back at previous chapters!

PERSONAL EDITI'KIG CHECKLIST 1

Look at each sentence.

"Loók a t each verb.

Loók at Qie punctúaiion and capiializatio-n

Lóojk at.the words.

120 Writers at Work: The Paragraph ¡fa>- .Vájlj

m

B Edit your writing1 As a class, compare your editing checklists, Then, with your class, fill in the Class

Editing Checklist below. Use it to check your own paper.2 Look at your Progress Check on page 109 of Chapter 8. Use it to heip you edit your

paragraph.

CLASS E D IT IN & C H E C K U S T P l

Loók át each sentence.,

Loók. at eách verb.

Lóofc at t He: punctuatibn and capitalíiatíon;

Look at the words;

Write the final draít w w wr* r*

Write your final draft, induding your changes. and. c'oiréctions. Use correct formal

Chaptér':9: What's Yoúr Opinion ? í' 121

FOLLOWING UP

A Share your writingFollow these steps to share your writing.

1 Get in a small group. If possible, work with others who wrote about the same opinion that you did.

2 Exchange papers with another group.3 Each person in the group will read all o f the papers. Then, the group will decide

which paragraph made the strongest explanation o f the opinion.4 The teacher will read each group's chosen paragraph. The group will explain why

they chose that paragraph.

Check your progressAfter you get your paragraph ba( below.

1 i

• - . \••:

k from your teacher, complete the Progress Check

rjfltp’

Paragraph títlp*

Things I did well in this paragiítaph:

i |i

I:i V iX 1

Things I need to work on in í\ i

íy nexí paragraph: \

;ll ... \Ii \ f-.

Loók at your Progress Checks fr writing in this paragraph? |

om previous chapters. How did you improve your |

• II tt;

|i 1

Writers at Work: The Paragra-ph

' í * ¡ P i l i a í -

a -.i:; . 4 >;v

EDITING SYMBOLS

When your teacher retums your paragraph to you, your errors may be marked with the editing symbols shown here.

V = verb problem S-V = subject-verb agreement

Frag = sentence fragment RO = run-on sentence WF = word form - .

WW = wrong word

SP = spelling P = puncíuation C = capitalization

Quick Check has a section for each of the editing symbols. You can refer to those sections to leam more about hów to correct common errors.

iwJÁi icg t i

A mYesterday, 1

V.eat breakfast eariy. Yesterday, 1 ate breakfast eárly.

B

v

s-v S-V She get upl ate every day. She gets up late every day ~~

c Frag FragWe hungryj n the morning. We are hungry in. the morning. m

D RO. t;í■¡1 ' RO

1 love Sunday mornings, 1 can sleep late. ' Ni

i \ . : S S1 íove Sunday mornings because i can sleep Ikte.

E WF ■ v í :Reís a hapr iiy man. He is a happy ma ri.

F WW w iShe went ai

Vthe morning. She went in the É Drning.- .

G | SP

i He drinks cí

D!|fíe for breakfast

•He drinks cofíe.eíor breakfast

¡H .! P

i1p'.

Can you se^ the stars. Can you see the stars?

1 j.i!•

' ■ C ' f ;He gets up íate on sundays.. He gets up late on Sundays.


n COMMON WRITING PROBLEMSA Verb problem (V)

1 D o I need to use th e simple presentí

a Use simple present for habitual actions.

I sleep late every Saturday morning.

b ]Jse simple present for facts.

• LThey are brothers.É live in Toronto.

2 D

I, you, we, they talk

He, she, it talks

to do + not + verb

1, you, we, they do not talk

He, she, it does not talk

•1tievérb-íoíb^vf;- ‘ í . i

. 1 am \ 1 am not

You, we, they are You, we, they are not

He, she, it is Hé, she, it is not

o I need to use the present Progressive?

Ari jevént is happening at tJiejtime o f speaking.

Loo|l It is snowing.

to be + verb + ring

am talking . W

Yoüywe, they are talking

He, she, it is talking

to be + 7iot + verb + -m&.

ta /77 not taiking

You, we, íhey are not talking

He, she, it is not talking

3 Dio i need to use ih.^~simpler p a sli

m I B B I H ^ I1 Anjivent happened and .

ñnished in the past.! •i calíed her iast night

■!

verb + - e d _

i, you, he, she, i t , we, they talked

(For irregular verbs, see the chart on the next page.)

did -i- not -í- verb ...

1, you, hé5 she, it we, they did nGt talk

The verb te b e

1. he, she,. it was

You, we.. they were jj £

1. he, she, t w a s , m t ¿

You, we, they weréñqHir

' -Quíck Check 125

•Writers at Work: The Paragraph

4 Do I need to use the present perfecta

a An event happened in to have + past participle to have + n o t + pastthe past, but the time is participlenot given.

I, you, we, they have talked I, you, we, they have n o t talkedWe have seen that movie. He, she, it has talked He, she, it has no t talked

b An event began in the (For irregular pastpast and continúes in partidples, see the chart onthe present. the opposite page.)

| Ana has been here for sixmonths.

5 p o I need to use the past Progressive?

Áa

|

n event was in progress at speafic tim e in the past.

vas studying at 10 p.m. last ght

was/were + verb + -ing

I, he, she, it was talking

You, we, they were talking

was/were + not + verb + -ing

I, he, she, it was n o t talking

You, we, they were n o t talking

D o I need to use th e past pérfect?

i| i event happened in the p|isl befuie another-aelioñ— or time in the past.

Tipoy had left before i arrived.No 30dy was there.

had + pWt partitiple

I, you, he, sj\e, i t we, they had ialked V~

had + not + past participle

I, you, he, she, It, we, they had not talked

Quick Check 127

7 Do I need to use the s im p le fu tu r e ?

future.

She will visit her friend tomorrow.

i, yuu, nc, ¿lie, u,will talk

b tobe + going to + verb

i, you, he, she, it, we, they will not talk

a will + not + verb

She is going to visit her friend tomorrow. \ am going to talk

You, we, they are going totalkHe, she, it is going to talk

b tobe + not + going to + verb

I am not going to talkYou, we, they are not going to talkHe, she, it is not going to talk

Subjecí-verb agreement (S-V)Subject-verb agreement me| the verb is the correct form When the verb is not the co

w r o n g : I is here.(The subject and i

is that the verb is the correct form for the subject. When |Íór the subject, we say the subject and the verb "agree/ jrect form for the subject, we say they do not agree.

correct: I am here.(The subject and verb agree/

e verb do not agree.)

MI1 Do I need to add •-S’tó til** ver >?

- ■ WJn the prpggnt fpnse-lhg, she. and i f need an -5 at the end ofvthe verb.w rong : She run to the bus. j c o r r e c t : She runs to the bus. i

2 Is the subject a noncouni: noun?

I Noncount nouns are singular.wrong: Homeworks are parí oí every students !m correct: Homework is part oí every students life.


3 Do all o f tlie verbs agree with the subject?

W hen one subject has several verbs, all the verbs must agree with the subject

w r o n g : She goes outside and look at the stars. c o r r e c t : She goes outside and looks at the stars.

4 Do I need there is or there are?

Use there is when the word after it is singular. Use there are when the word after it is plural.

There is a smile on her face.There are smiles on their faces.

5 Is the subject a singular or plural word?

/Certain words are singular, such as each, every, everyone, everybody.

|i Each child is special.Every student hates homework.

• Everyone wants to be happy.Everybody needs food to live. —

é Does the verb agree with the right word?A—_______________ ^ ______

C Sentence fragment (Frag)I f a sentence does not have both a subject and a verb, it is called a fragment A fragment is only part o f a sentence, not a complete sentence.

1 How can I fix a sim ple sentence fragm en t?

a Add a subject or a verb.

fr a g m e n t : Then, went to íhe store together. s e n te n c e : Then, they went to the store together, fr a g m e n t : Lucy and her cousin. s e n te n c e : Lucy and her cousin slept late.

b Add a subject and a verb. jfr a g m e n t : Difflcuít ío speii English words. s e n te n c e : Itjs diíficult to speilj English words.

c Add the fragment to another sentence.fr a g m e n t : And ate popcorn. j

s e n te n c e : We watched a movie and ate popcorn.

2 How can I fix a dependent clause fragm ent?

A dependent clause begins with a subordinating conjunction (although, because,-since, when, before, after, while, etc.).¡ A dependent clause cannot be a sentence by itself - because it gives incomplete information. It must be joined to an independent clause to make a complex sentence. j I

f r a g m e n t : When the rain began./;- ie children went inside.s e n te n c e : When the rain began,pi

dependent ciause independent clause

Writers at Work: Tne Paragraph

D Run-on sentence (RO)A ru n-on sentence happens w hen tw o sim ple sentences are run together w ithout correct pu ncíu ation to sepárate them .

1 H ow can I fix a ru n -on sen ten ce?

a I f two independent clauses are run íogeíher and are n o í separated, you can make two sim ple sentences.

r u n - o n : John and Paul love soccer they often play after school.c o r r e c t : John and Paul love soccer. They often play after school. ......

j b I f two independent clauses are only separated by a com ma, you can make two sim ple sentences. v •

r u n - o n : John and Paul love soQcer, they often play after school.I c o r r e c t : John and Paul love soccer. They often play after school. ’■

c You can add a coordinating conjunction to make a com pound sentence.

'j r u n - o n : John and Paul love soccer they often play after school.j c o r r e c t : John and Paul love soccer, so they often play after school.

I d You can add a subordinating conjunction to make a com plex sentence.

■1 r u n - o n : John and Paul love soccer, they often play after school.j c o r r e c t : . Because John and Paul love soccer, they often play after school. "

! -2 H ow can I f i x a ru n -on com p ou n d sen ten ce?

i :| A com pound seníence does n o í usually have m ore than two independent clauses. I f fí it has m ore than two independent clauses, it is probabiy a run-on sentence. To fix a !j run-on com pound sentence, keepV nly two independent clauses in one sentence. Make ‘I a new sentence w ith any other independent clauses.. . • , ..... . - ....

! I r u n - o n :~~Laura wanted a job, so she appli\d at a fast food place, and now she works on weekends.1 Independent clause independent clause Independent clause

1 correct: Laura wanted a job, so she applied a i a fast food place. Now she works on weekends.

Quick Check 1 3 1

E Word form (WF)For many words in English, there are different forms of the word depending how the word is used. For example, a word can have different forms as a noun, a verb, an adjective, oran adverb. There is also a different form for plural nouns, past tense verbs, comparative adjectives, and so on.

1 Do I need the noun form?

a Use a noun for the subject or object of a verb.w ro n g : Happy is important to everyone. c o r r e c t : Happiness is important to everyone.

b Use the noun form of a jword when it is the object of a preposition.w ro n g : I was happy about my friend’s succeed. c o r r e c t : I was happy about my írieñd’s success.

2 Do I need a singular orí plural noun?

a Use a plural noun withw ro n g : She always carri c o r r e c t : She always carri*

plural words, such as many and a few.'s many book. ¡s many books.

b Use a singular noun wim singular words, such as every and each, and with noncount words (for example, tirtíe, money, homework).w ro n g : The teacher gav¡eja paper to every students. c o r r e c t : The teacher gaviaja paper to every student.

(Every is a singular word.)w ro n g : 1 hate homewori®! c o r r e c t . 1 hate homework!

(HomewoTfrte k"iiuifcó un i noun. Nonc

3 Shouid I use an adjective2.

a Use an adjective before ja noun.w ro n g : He is a nealth baby. c o r r e c t : He is a heaithy baby.

b Use an adjective after the verb to be and iinking verbs (for example, to become, to seem, to look, to feel, to smell, to souná, to taste).w ro n g : You look terribíy today!c o r r e c t : You look terrible today! • . ■ -•

4 Shou id I use an ad v erb7.

a Use an adverb to describe á verb.

w r o n g : . The rabblt jumped quick into its hole.. c o r r e c t : The rabbit jumped quickfy. into its hole;

b Use an adverb to describe an adjective.

w r o n g : . She is terrible sick. c o r r e c t : She is terribly sick.

5 W hich form o f the adjective shouid I use w hen I com pare things?

a adjectives with 1 oíd, older thañ the oldestsyllable' big bigger than the biggest

b adjectives with 2 heavy heavierthari the heaviestsyllables, ending in -y noisy nojsier than the noisiest.

c adjectives with 2 or beautiful more beautiful than the most beautifulmore syllables expensive more expensive than the most expensive

■ d irregular adjectives good better than the bestbad worse than the worst

iQuick Check 1 3 3

F Wrong word (WW)1 Did I use the correct preposition o f time?

in I sleep late in the morning.She goes to class in the afternoonWe eat dinner in the evening.School begins In September.The days are shorter in winter.My son was bdrn in 1992.

í •

in + the m om ing

in + the aftem oon

in + the evening

in + m onth

in + season

in + year

at Everyone sleeps at night They play soccer at 4:00.I eat lunch at noon.He goes to bed ai midnight.

a i + night

y a t + dock time

a t + noon

a t + m idnight

'*s

on

V

I work'on Sat We were mar He calis hér o

f day.ed on August 11, 2004.

|| Sunday night.

on + day

on + date

on + day + m om ing - aftem oon

evening night -

f o m

from/to

I will gradúate We study fron

y

four years from now.) 8:30 to 10:30 p.m. Y

from + a beginning time

from + a beginning time to + án ending time

by By noon, aíl-tóf the píayers will be ready. by+ a future time/day/date

means bef<¡> word.) 1

1

re or no later than the time.............. ^ 4

\ ■j

y

134 .Writers at Work: The Paragraph

2 Did I use the correct pronoun or possessive adjective?

a Use a subject pronoun for the subject o f the sentence.He went to France.

b Use an object pronoun if it is the object o f a verb or of a preposition.Jason took her to the dance.Jason took Janet to it.

c Use a possessive adjective before a noun to show possession.1 washed my car.

d Use a possessive pronoun to show possession.I washed mine.

1 know Jim.

You know Jim.

He knows Jim.

She knows Jim. f

It knows Jim.

We know Jim.They know Jim.

Jim knows me. Jim knows yoü.

Jim knows him.

Jim knows her.

Jim knows it.Jim knows us.

Jim knows them.

That is my house.

That is your house.

That is his house. .

That is her house. That is its house.

That is our house.

That is their house.

That is mine.

That is yours.

That is his. That is hers.

That is its. That is ours.

That is theirs.

3 Shouid I use to be ókío have?

a Use to be with:* adjectives

t íe r sisiers are inteiiiaent My father is short.

• nouns that describe the subiécíThey are doctors.I am a student.

* numbers for age and heightShe is 24 years oíd. He is over six íeeí tai!.

b Use to mzi/é with:• belongings

üave a1Te"W~C3r She three brothers.

• body parts,JHe has, brown eyes. ...

They have big fe e l

• healthI nave a coid. •My mother has a weak heart.

G Spelling (SP)

1 Shouid I add -s o r -es to verbs and nouns?

a For mosí words, ádd only -s. This is also íhe rule for words ending in -e.run— runsdance - dancesschool - schoois

b If íhe word ends in -5, -55, -sh, -ch o í -x, add -es.bus - buses

... kiss - kisses •brush - brusheswatch - watch es I 'box - boxes

•1 ■ . .

c If íhe word ends. with a vowel (a, e, i, o, u) + -y, add Only -s.toy - toysbuy - buysday - days

d If íhe word ends wi£ i a consonaní (all oíher letters) + -y, change íhe -y to -i and add -es.study - stud ies* 'fly — files

V

2 How do I add -ed and -in g to verbs?

a Verbs ending in -e |

• When adding the;smile — smiled 1 hope - hoped ¡j

* When addins thél

ed ending, add only -d.

ing ending, drop the -e and add -ing)smiie - smiling ií hope - hoping ¡

b Verbs ending in -y

• When adding the 'Aea ending

If there is a vowel Xa, e, % o, u) before íhe -y, keep the -y. stay - stayed enjoy - enjoyed

If there is a consoiíant (all other letters) before the -y, change the -y to cry - cried

• ñurry - hurried* When-adding íhe -ing ending, just add -ing to the erid'of íhe ver!

stay - síaying ' . — - . V ■■ = 7 "c ry -c ry ln g ^ ; ; '.;..^^ .....

138 Writers at Work: TheParagrapn

3 When do I double the consonant when adding -ed or -ing to verbs?

a One-syllableverbs ending in a consonant• If the verb ends in two consonants, add -ed or -ing.

ta lk-ta lked - talking cc

heip - helped - helping cc

• If the verb ends in two vowels and a consonant add -ed or -ing.wait - waited - waiting wc

póur - poured - pouring wc .

• If the verb ends in a consonant a vowel, and another consonant double the end consonant.

hop - hopped - hopping cvc

. step - stepped - stepping cvc

• Do not double w or x.snow - srfowed - snowing m ix - míxed -m ix in g

b Two-syllable verbs

• If the verb ends in a consonant vowel, and another consonant, and the accent is on the first syllable o f the word; do riot double the end consonant.

listen - listened - listeníng ~ - •offer - offered - offering

• If the verb ends in a. consonant vowel, and another consonant, and the accent is on the second syllabífe of the word; double the end consonant.

permít -perm itted - pertaitlincj prefer - preferred - prefeiring

4 Shouid I write ie or ex?

This rhyme can heip you remember whether to use ie or ei.I before E except after C or when soimded like A as in neighbor or weigh.

I before E: believe, niece, reliefExcept after C: recelve, deceive, conceiíOr when soimded like A: . eight, freight

Exceptióhs to this rule include either, neither, height, .and foreign.

Quick Check 13.

ñ

H Punctuation (P)1 W hat pu nctuation do I need at th e end o f a sentence?

a Use a period at the end o f a statement.

Today is Wednesday.

b Use a question mark at the end o f a question.

Where are you going?

c Use an exdamation point to end a sentence with strong feeling.

I am very angry at you!

2 W hen d o I need to use a comma?

a Use commas in a list o f three or more things. Do not use a comma in á list o f only two things.

•jShe bought eggs, i ic e , milk, and bread at the store.He laughed and crí^d.

a transition (then, also, next, a fter that, etc.),

ough the window.

cMn a compound sentence, put a comma after the first independent dause.

It started to rain, sbjwe hurried inside.

d Use a comma in ^ complex sentence i f the dependent dause comes first in the

b Use a comma after

Then, he jumped th

sentence.

While I was daydréaiming, the teacher asked me a questiokkdependent clausi! independent ciause

e Do not use a com iña i f the dependent dause comes after the independent d ause

m

J--

aJ IThe teacher asked me a question while l was daydreaming7

independen^ lause deoendent ciause

1 8 8 Writers at Work: The Paragraph

3 W hen do I need to use an apostrophe'?

a Use an apostrophe + -s to show possession. I f the word ends in -s, add only an apostrophe.

I saw Ann’ s new car yesterday.I saw the boys5 new bikes yesterday.

b Do not use an apostrophe for the possessive form o f it.The tree lost its leaves.

c Use an apostrophe to make a contraction.

it’ s, there’s, tha fs (contraction o f ís) can’t, won’t, wouldn’t (contraction o f not)

she’ ll, 1*11, th a fll (contraction o f w ül)

4 How do I use qu otation m arks7

W hen you tell a stoiy, you often write words that people in the story say. When you do this, you must use quotation marks around those words.

Look at these examples. Notice where the periods, commas, question marks, exclamation points, and quotation marks are placed.

a Speakers ñame first

Kelly said, “ Open the door.”

b Speaker's ñame -last

■d Speaker's ñame before or aîer two.semencés -

Kelly said,. “ Open the door. If you don’t, I will knock It down!”ti

e Speakers ñame in the middle o f two sentences

“ Open the door,” said Kelly. “ If you don’t, I will knóck it down!”

Quick Check 1 3 9

f€ -U 7 5 J t ~

i Capitalization (C)1 What shouid I capitalize?

a Capitalize the first word in every sentence.Her baby ¡s beautiful.The night was dark.

b Capitalize the pronoun I.My friend and i will wait here.I think that I will stay home tonight.

c Ñames: Susan Tuttle, Mark D. Wheaton

d Days: ¡Sunday, Monday, Tuesday

e Months: January, February, March . \

f Holidays:)

Valentine’s Day, New Year’s Day

g Nationalities: Korean, Thai, MexiGan

h Languages: Chínese, English, Arabic

1 Cities: New York, Jakarta, Tokyo

J Countries: Cañada, Brazil, Australia

k 'Continents: 1South America, Africa, Europe

1 Ñames for deity: 1 1

God, AHah

2 W hat shouid I n j j capitalize'?

j¡ia Seasons:

¡spring, summer, winter, fall (autumn) \

b Sports: Dasketball. tennis, football \1 \c School subjects: í ¡Tiathematics, bioiogy, history 1

y

■

140 Writers at Wórk: The Paragraph

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