STEP 1 : BRAIN STO R M FOR I DEAS
• Write down a l l the ideas you can think of.
• Don't worry a bout whether the idea is relevant.
• Don't worry a bout g rammar or spelling.
• You can write i n your own language.
STEP 2: ORGA N I S E YOUR I DEAS
• Decide which ideas to keep and cross out the oth ers.
• G roup similar ideas together.
• Organise the groups according to a writi ng plan.
STEP 3: FOCU S O N LANGUAG E
• Think of words and expressions you will need i n your work.
STEP 4: WRITE A FIRST D RA FT
• Write your first draft on the computer or by hand.
If you a re writing by hand, use a penci l . Leave wide margins for notes.
• Leave space between l i nes for additions and corrections.
• Write quickly. Don't worry about neatness or accu racy.
• If you can't think of a word in English, write it in your own language. Look u p the word in a dictionary later.
• If you can't spell a word, write it any way you can . Then check the word in a dictionary or use a spellcheck when you have finished.
TOPIC: Aftenwo�-t jobs
Cor�-t sorve to bu.y sorvtethi�Y you. reorlly Worl-tt of respo11.Sibility
du.ri�Y Lessoi1.S orjter worki�Y Lorte ort 1-tijht ww�-tey to spel-td
Leorm to Of3otl-tise you.r tirvte
· horve to orsk porrel-tts for everythi�Y e�-taugh tirvte to stu.dy for exorms
group A - Worki�Y �s � positive experievt£e grou.p 5 - Fi�vt£i�l �dv�VIiqgu of worki.IY group C - Effut o�-t schoolwork
STEP 5: C H E C K YOUR WORK
• Use the Writer's C hecklist on this page to improve your work.
Worki.11:9 duxi11:9 tifter-sdwol hours Cc:.'IJ.t 3ive teef11i!9ers excellevtt
Life experieJ.tee. First of c:.'lll, they jc:.li�-t "' seJ.tJe their of rupoJ.tSibility. Th.i.s i.s buc:.'luse they will Lose
do�t't I�-t "'dditio�t if they
�
come. Lc:.'lte or � show up.�
o. worki11:9teef11i!9ers 1-tc:.lve Less free ttme, so they use
STEP 6: WRITE A F I N A L D RAFT
• If you a re writing by hand: copy your corrected work neatly onto a clean sheet of paper.
• Use a pen and leave a marg i n on the left-hand side.
• Make sure your paragraphs are clearly i n dicated .
N OTE
You can i n dicate the beg i n ning of a paragraph by:
1 . indenting (moving the fi rst word of the paragraph to the rig ht).
2. skipping a line before beg i n n i n g a new paragra p h . Each paragraph begi ns at the left-hand marg i n .
Writing Guide
Both styles a re correct, but be consistent i n you r writi n g . The i ndented style is preferred for i nformal letters.
W RITER'S C H ECKLIST
ORJ3ANISATION
0 I OY!fc:.'IJ.tLSed my work "'aordi11:9 to "' plc:.l�-t.
0 fc:.lch P"'�"�'!Jrc:.lph 1-tc:.ls 011-e topic.
0 My pc:.lnympl-ts c:.lre dec:.lrly iltdicc:.'lted.
0 My idec:.'ls c:.lre i�-t "' LojiCc:.'IL order.
0 I used suitc:.'lble coJ.tJ.teetors to LiJ.tk my idec:.'ls.
CONTENT
0 My work i.s ivtteruti11:9 c:.'IM orf.qiftc:.ll.
0 I bt'::!fc:.'IJ.t with "' suitc:.'lble opeJ.ti.11:9 sevtteJ.tee.
0 I pruevtted my idec:.'ls dec:.lrly.
0 I iJ.teluded omy releVc:.'lvti: idec:.'ls.
0 I supported my idec:.'ls with detc:.'lils c:.'IM exc:.lmples {opiftio�-t, for "'ltd qg"'iJ.tSt us"'y) .
0 I eltded witJ.t "' suitc:.'lble dosi11:9 sevtteJ.tee.
0 I used COJ.tJ.teetors to LiJ.tk my idec:.'ls.
LAN (j lJ..AljE
My jrc:.lmW!.c:.lr i.s correct.
spelli11:9 i.s correct.
0 My word order i.s corrut.
0 My pu�-tCtUc:.ltio�-t i.s correct.
0 I used Cc:.lpitc:.'IL Letters correctly.
n I used "'djutivu correctly.
Skills
WORD ORDER
Word order is very i mportant in English. The usual order is:
subject + verb + o bject + a d ditions
N ote the following:
1 . If a sentence has both a d i rect and an indirect object, there are often two possibilities:
I gave you the l etter . ./
I gave the l etter to you . ./
2 . Many time expressions can come at the beginning or the end of the sentence.
Today, we don't have any homework . ./
We don't have any homework today . ./
3 . Never separate the verb from its object(s). We cannot say:
We don't have today any homework. )(
4. Adverbs of manner can come in several positions, but not between the verb a nd the object.
C a reful ly, she opened the box . ./
She carefully opened the box . ./
She opened the box careful ly . ./
She opened the box. )(
5. Adverbs of frequency come before the main verb. Some can come at the beginning and I or the end of a sentence as wel l .
W e sometimes play footbal l . ./
Sometimes we play footbal l . ./
We n ever play footbal l . ./
S U BJ ECT-VE R B AGREEMENT
We play footbal l sometimes . ./
Never we play footbal l . )(
The verb is singular or plural, depending on the subject.
The child loves to paint . (si ngular) I The childre n love to paint. (pl u ral)
N ote the following:
1 . Singular nouns that refer to groups can have either singular or plura l verbs.
My family does I do many things together.
2 . Amounts and quantities usually have singular verbs.
Five thousand dollars was found in the su itcase.
3. Words l i ke anyone, everybody and nobody have singular verbs.
Does anyone have any money to lend me?
I think everybody is here.
Nobody wants to leave
4. M ost uncountable nouns have got singular verbs.
You r advice was excellent.
The news is very exciting.
5. Some uncountable nouns have got plural verbs.
You r clothes a re so fashionable !
Writin g Guide
USE O F A DJ E CTIVE S
1 . Adjectives come before nouns a n d after certain verbs.
a black cat ./ a cat black )( He looks u pset . ./
2 . The adjective form for singular and plura l nouns is the same.
a n excel lent film I exce l l ent films./ excellents films )(
3. Adjectives follow a specific order: opinion + size o r age + colour + origin + m ateri a l .
a fanta stic, new Japanese c a r ./ a new car )(
CONNECTORS
Connectors a re l i n king words which join ideas and show how those ideas a re related to one another.
Mike got into the basketball team because he's a talented player (to give a reason)
He wants to i m prove his game, so he practises every day after schoo . (to describe a resu lt) He spends a lot of time training, but he still gets high marks at school . (to express a contrast) They a lso help us to organise our writing and make it easy for the reader to follow.
Many people feel that they must always wear expensive, brand-name clothes. First of a l l, they claim that 1f they don't, they won't look good or be accepted by other people. I n addition, they say that brand-name clothes are designed better. However, brand-name clothes have disadvantages. For example, the brand name is often printed in large letters on the clothes. As a result, wearing them turns you into a walking
Study the chart of connectors and phrases below.
to add points o n the same
to express a contrast to describe a cause or reason to describe a result
to show
to express personal opin ions
to i ntroduce facts
to make statements to l ist poi nts
to give exa mples
to i ntroduce opposi ng poi nts to show sequence
to show time to conclude
and I i n addition I furthermore I moreover I what's more I besides I also I too I as well as
but I however I nevertheless I yet I sti ll I although I even if I
even / i n of /
because (of) I since I due to I as I as a result of I one/another reason for . . . is . . .
so I therefore I consequently I thus I a s a result I a s a consequence I for this reason I that is why
I likewise I in the same
in my opinion I I (strongly) believe (that) I I think I feel (that) I in my view I it seems to me (that) I I as I see it
I the truth is (that) i n
t o begi n/start with I i n the first place I first o f all I for o n e t h i n g I
I I
on the one hand I on the other hand I i n contrast I contrary to I it can also be that I but there are who (that)
fi rst I at first I in the beg i n n ing I before I next I then I soon I meanwh ile I later I after that I afterwa rds I at last I I I in the end I I when i n conclusion I to sum u p I in short I all i n all