Table Of Content

! I tr\ I *'a Contents To the Teacher iv To lhe Student v lntroduction 2 . Formatting assignmentsa nd writing headings a Processw riting I Beginning to Work 5 a Recognisinga nd writing complete sentences . Beginninga nd endin8a senlence a Common paragraph features . Identifying the topic ofa paragraph . Identifying strong and weak paragraphs 2 Giving ond Receiving Presents t3 . Identi&int topics and main ideas . Identifying strong and weak topic sentences . Writing lopic sentences . Combinings entenceuss ing ond and buf . Using commas in sentencesw ith ond and but 3 A Fovourite Ploce 20 . Developing paragraphs with descripiive detail8 . Using lists to brainstorm . Learning to edit lists o Combinint sentenc$ containing adiectives . Writing aboutp laces 4 An Exceptionol Person 25 a Using word maps to brainstorm . Using adiectives in sentences o Writing concluding sentences . Using capital letters . Wdting about people 5 Trendso nd Foshions 34 . Review of descriptive vocabulary . Usin8 freelriting to brainstorm a Reviewo fparagraph contents . Developintp eerf eedbacks kills . Writing about a trend 5 tl{hite Lies 42 a Opinions and examples in supporting sentences . Usin8 discussion to brainstorm . Writing about your opidions ii CoNTENTS 7 Explo n oti on s ond Excuses 48 Paragraphse xplaining cause and effect / result a Combinings entencews ith so and because a Practising word maps and freewriting a Writing about explanaiions and excuses I Problems 55 a Expressingp ersonal feelings about problems Using would like to, wg,nt to, ali.dh ave to Logicalo rder of supporlings entences Editing lists by ordering ideas logically a Writing about problems or difficulties 9 Stunge Stories 62 a Using time expressions:a fte4 before, and wien Identifoingl -bem ain pafis of a narralive Ordering events in a nanative logically Wriling abouti nterestingo r unusuale xperiences l0 Differences 69 . Using double lists to brainstorm a Using w}ereos and ftowerzert o make comparisons . Organising a comparison paragraph . Comparing different situations / events . Writing about life changes I I Dfficult Decisions f5 Writing about cause and efrect relationships Using pair interviews to brainstorm Beginning paragraphs with a question a Writing about a difficult decision t2 Fote or Choice? 80 a Writing about hopes and plans for the future a Review of brainstorming techniques a Review of hansition expressions a Writing about the future Additionol Moteriols 85 Grammar for Writers Puncfuation Irregular Verb List a Sample brainstorming, first draft, peer review forms, and final draft paragraph Answer IGy 94 Photocopioble Materiols t03 CONTENTS iii To theTeocher Writing is an important form of communication in day-to-dayl ife, but it is especially important in secondarys chool and university. WritiDg is also one of the most difficult skills to master in both a first languagea nd a second language.S tudents can find it challenging to find ideas to include in their writing, and each culture has its or,.n style lbr organising academicw riting. However, with the help of this book and your guidance, your students will learn to recogniseg ood academicp aragraphsa nd develop their own paragraphw riting skills. Writing in Pamgaphs is designedt o help low-intermediate students aralyse model paragraphs,f ind ideas for their writing, put their ideas into sentences,o rganiset heir sentencesi nto paragraphs,r eview their paragraphs,a nd revise their paragraphss o that they become even stronger.T his processa pproach to wdting will not only develop your students' paragraphw dting skills, but will also encouraget hem to become independent and creative lrriters. Pre-writing \/vriting Reviewint and Revising Each main unit provides an interesting theme to engagey our students and motivate them to read and analyse the model paragraphs.T he unit themes also inspire your students to createt heir own writing. An introductory unit looks at how sLudentsc an format ttreir writing and introduces the idea of processw riting. The activities in each unit help students with a particular aspecto f paragraphw dting, such as brainstorming, wdting topic sentences,a nd developing paragraphsw ith supporting sentences.A unit's activities might also teach correct punctuation for academicw riting arrd useful grammatical functions for wdting, such as conjunctions and transition expressions.T he units also show students how to review ttreir own and their classmates'w riting in order to make rcvisions. Each unit ends with a sbuctured wdting assignmentt hat provides an opportunity for students to use everything presentedi n the unit. Included in this book are sampleso f a paragraphl rom brainstorming to final draft, with a completed peer Review Form. There is also a guide to common grammatical terms and concepts useful for writers, a list of irregular verbs and their past tense forms and participles, and a guide to punctuation. Finally, tlere is an answerk ey with answe$ to most oftlle exercisesa nd a photocopiable section with blank Peer Review Forms and a Writing Survey you may like to do with your studenlsa l the starto f lhe course. Learning to write well takes a lot of practice and patience. Students need clear guidance, positive feedback,a nd interesting ideas to wdte about. We hope this book provides tiis for you and you enroy using it. iv To THET EACHER Io the Student Writing is a very important part of your schoql and university study. You will write assignmentst hat may be one paragrapho r several paragraphs,a nd you will write answers for tests and examst hat may be a few sentences,a paragrapho r two, or a complete essay. Academic wdting in English may be different not only ftom academicw dting in your own language,b ut even ftom other writing in English. The purpose of this book is to help you recognisea nd prcduce the sort of paragraphw riting that will be expected of you in academic situations. During tli6 course,y ou will have many opportunities to study and discuss exampleso f English academicp aragraphw riting. You will also have many opportunities to discuss your own paragraphsa rd the paragraphso f your classmates.Y ou will learn how important the rcader is to tie write!, and how to expressc learly and directly what you mean to communicate. We hope that what you leam in this course will help you throughout your academics tudies and beyond. You should come to your writing class every day wittr energy and a willingness to work and learn. Your teacher and your classmatesh ave much to sharew ith you, and you have much to sharew ith them. By coming to class with your questions,t aling chancesa rrd bying new ways, and expressingy our ideas in another language,y ou will add not only to your own world, but to the world of those around you, Good luckl TO THES TUDENT V Introduction In this unit, you will learn ... r formatting for assiSnments. I how to write headings. I about processw ritinS. LoyoutlFormatting I a Match the words about layout with their deffnitions. a. paragraph b. margin c. double line spacing d. indent [v] e. title t. font 1. To start a paEgraph further in from the edge of the page than the rest of the text' 2. The spacea t tle side of the pagew here notling i5 wdtten 3. A set;f lettels in one size and style used for printing and computer documents' 4. A section of a piece of wdting that starts on a new line and contains several sentences' 5. The name of a piece of writing 6. A style of spacing where there are two blank lines between each line of text There are no set rules about how you set out your paragraphsa nd they can be hand britten or word-processed lt is down to personal preferencew hether you use indentation' double line spacing or a certarn font, unless your school or uaiversity has specific requirementsl Howwer, the general rule is that paragraphs should be clearly visible, easily readable a.rtdi lr one font, which is usually black I b Look at these student papere. Tick (/) the one that is befter for an acailemic assignment' schoot uhtfoths ate ^ol soal {ot studehts Schooul niformsa ren otg oodi or students. rAeA arc tot \traclire, so studehtsf eel bad Theya ren ot attractrves,o studentsfe elb adw hen uteh the| ale hlearihgt heh Studehk like to theya rew earingth em.S tudentsli ket o express exp/ess lheit pelsohalilies bg choosing theit theirp ersonalitiebsy c hoosingth eiro wnc lothes INTRODUCTION 2 Look at thesed ifierent waF ofwriting headings for student papers. Answer the questions below. a. ?rofei6oMr illgr EnglisWh rinngI 1. What is the writer's n€me? 2. What is ttre name of ttre class? 3. Who is teachingt }Ie class? 4. What is the title of ttre assignment? b. SebastiaMn itchell Schooul niforms 2nd draft 5 September2, 004 StudentsS houldC hooseT heirO wnC lothes 1. What is ttre writer's name? 2. What is ttre title of tle assignment? 3. What is the assignmenta bout? 4. \ Ihat does' 2"dd mft' mean? 5. \Alhen did ttre miter write the assignment? How does your teacher want you to u,Titeh eadings in this class? Write arr exanple here: INTRODUCTION 3 Processw riting Take a quiz! First guess the correct answers. Then read the paragraphs below to check your 8uesses. 'Process a. writing' means d. Your teacherm ay asky ou to wdte anotherd raft.T his is because E writing in English. n your teacherc an't think of any E writing with a word processor. new assrgnments, E writing in severasl tages(s tepsr. I the first time, your paperw as b. Beforey ou begint o write, you should bad. finish the homeworkf or your n yon -"k" your paperb etter "ur, otherc lasses. by makings omec hanges. n get somei deas. Before you hand in your paper for a grade,y ou should n asky our ftiendsf or help. n ask your teachert o give you a c. Your teacherm ay asky ou to reada good grade. classmaif'p'sa pera nda rswers ome questionsa bouti t. This is because n checkit caretully. n you can l""rr, .lot by reading ! put somep rettys tickerso n it. your classmate'ass signment. your teacheris too busy to read all the studentsp' apers. E you are a better writer than your classmate. Musicians pmctise their pieces many times before a concert. Athletes work out before a competition. In the samew ay, good writers go through several stagesw hen they 'Plocess u,'rite. wdting' will guide you through these stagess o your final paper is really your best effort. b. The first stageo f processw dting is getting ideas.I n this course,y ou will learn and practise several different ways to get ideas. Try them all and see which way works best for you. c. An important stagei n process\ ,'riting is sharing yoru \,'dting. You can see how other writers like you haidled the same assignment,a nd you can get some good ideas ftom them. You can also seeh ow well someonee lse understandsy our ideas. d. After you finish your assignment,p ut it away for some time. When you look at it again, you may have new ideas. Your classmatesm ay help you find new ideas, too. Writing 'revising') your paper again (called gives you the chance to improve your paper. e. Before you give your teachery our paper, check it carefully. Read it aloud. Does it sound natuml? Did you forget any words? Did you remembert o write the heading correctly?D oes your paper look neat?R emembert o give your teachery our best effort! INTFODUCTION Beginningt oWork In this Dnit, you will ... I reco8nise and write complete sentences. I learn how to begin and end a sentence. I learn the common features ofa paragraph. r identit/ the topic ofa paragraph. r idendry shong and weak paragraphs. Look at this chart. Tick (/) the answers for vour countrv. It's common. lt's not common. I'm not sure. / It depend-s. a. Secondarsyc hools tudents havep art-timejo bs. b. Universitys tudenths ave part{imej obs. c. Universitys tudenths ave volunteejro bs (iobst hat don'tp ay a salary). d. Part-timejo bs paya goods alary. e. After graduationb,o thm en andw omel wantt o find a full-timej ob. Share your inforrnation wilh a group ofyour classrnates.A sk and answer these questions about part.time jobs, o What are common part-time jobs? a Have you ever had a job? What was your first tob? What kind of job do you think is best for a secondarys chool / university student? (your idea) BEGINNINGTO WORK 1 You are going to read a paragraph called Port-time lobs and Secondory School, What do you ttrink the paragraph is about?C ircle the answer, a. lJsefuls econdarys chools ubjects b. Workinga nd studyinga t the samet ime c. How much moneya parFtimej ob pays 4 Read the paragraph. Did you chooset he right answer in exercise 3 above? Part-time Jobsa nd SecondaryS chool 1 Secondsrys chool studentss hould not havep art-timej obs.2 Secondary schooli s a very importantt ime for a sfudent,a nd studentsa rev ery busy, 3 Studentsh avet o Etudyh ard to a entera goodu niversity. Many secondarys chools tudentsa lsop lay sports,a nd ttreyp ractiseb eforea nd s afters chool. Secondarys chool studentsa lsos pendt ime with 6 Iriendso f the samea ge. Those ftiendshipsc anb e importantf or ttre rcst of ttreir lives. 7 A part-timej ob takes time away flom studying, playings ports,a nd makingf tiends, I Peoplew ork for most of their e adult lives. Whent hey arei n school,i t's importantf or them to just be students. 5 Which sentencet ells tle rwiterk most imDorta.nti dea? r! 2E 3n Bn 6 what do sentence3s ,4 and 5 do? a. They show new idea6. b. They give examples. c. They show differento pinions. 7 Do you agreew ith tle writer? Why / Why not? BEGINNINGTO WONK