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E

ffective

A

cademic

W

riting

1

THE PARAGRAPH

ALICE SAVAGE

MASOUD SHAFIEI

OXfORD

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Effective

A

cademic

W

riting

1

THE PARAGRAPH

ALICE SAVAGE

N orth H arris C o lle g e H o u sto n , Texas

MASOUD SHAFIEl

K in g w o o d C o lleg e K in tjw o o d , Texas

OX-FORD

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O X J - 'O R D UNIVF.USITY I'RtSS 198 M adison A venue N ew York. NY 10016 USA

G reat C la re n d o n S tre e t. O xford 0 X 2 6D P UK

O xford U n iv ersity Press is a d e p a r tm e n t o f th e U n iv ersity o f O xford. Ii fu rth ers th e U niversity's objective o f excellence in research, scholarship, a n d e d u c a tio n b y p u b lis h in g w o rld w id e In

O x fo rd New York

A u ck lan d C a p e t o w n D a re s S a la a m H o n g Kong K arachi K uala L u m p u r M adrid M elb o u rn e M exico C ity N airo b i New D elhi S h a n g h a i Taipei T o ro n to

W ith offices in

A rg e n tin a A u stria Brazil C h ile C zech R epublic F ra n c e G reece G u a te m a la H u n g ary Italy J a p a n P oland P o rtu g al S in g a p o re S o u th K orea S w itz e rla n d T h a ila n d T u rk ey U k ra in e V ie tn a m

oxford a n d 0Xf0RD ENGUSH a re re g is te re d tra d e m a rk s o f O x fo rd U n iv ersity Press

® O x fo rd U n iv e rsity Press 2007 N o u n a u t h o r i z e d p h o t o c o p y i n g

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You m u st n o t c irc u la te th is b o o k in a n y o th e r b in d in g o r c o v er a n d you m u s t im p o s e t h is s a m e c o n d itio n o n a n y a cq u ire r.

Any w e b site s re fe rre d to in th is p u b lic a tio n a re in th e p u b lic d o m a in a n d t h e ir a d d re sse s a re p ro v id e d by O xford U n iv ersity Press fo r in fo rm a tio n only. O x fo rd U n iv ersity Press d isclaim s a n y re sp o n sib ility fo r th e c o n te n t. E xecu tiv e P u b lish e r; J a n e t A itch iso n

S e n io r A c q u isitio n s Editor.* P ie tro Along) Editor: Rob F reire

A n D irecto r; M aj-Britt H agstead A n E ditor; R o bin Fadool

P ro d u ctio n M a n a g e r S h a n ta P ersau d P ro d u ctio n C o n tro lle r: Eve W ong ISBN : 978-0-19-430922-6ISTUDENT BOOK) ISBN : 9784M 9*430882-31ANSWER KEY)

ACKNOWLEDGMENTS C over a n .

R ich ard D ie b e n k o m O cean P ark * 1 2 2 .19S0

oil a n d c h arco a l o n canvas; 100 in . x 8 0 5/8 in. (254 c m X204.79 cm ) San F ran cisco M u seu m o f M o d em A rt

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C lo ck w ise fro m to p left: P u re stix k /S u p e rsto c k : 2. P h o to Edii Inc: David Young-W oltf. 2: P u n ch S to ck jC o m sto ck : 2; P u n c h Stock: 2: C orbis: David T u m ley , 30; P h o to Edit Inc.: David Young-WolfT, 52. P u n ch Stock/DGV' C arl

R oessler, 76; S u p ersto ck - D w ay n e L. H a rla n . 100; B race C o le m an Inc.: G. K rish n an , 122.

We would like to thank /bKowingfo r permission to reproduce these extracts unit adaptations o/ropvm rfllid material:

p. 31. G.S. S h a ra t C h a n d ra , e x c e rp ts fro m S ari o f the Gods. C o p y rig h t © 1989 by G.S. S h a ra t C h an d ra. R ep rin te d wii h t h e p e rm issio n o l C otfee H ouse Press. M in n eap o lis. M in n eso ta: p. 101. A d ap ted fro in S c u lik by |o e l Rogers. © 2006. w ith p e rm is sio n o f G ra p h ic A n s Books, a n im p r in t o f G ra p h ic A rts C e n te r P u b lish in g C o m p an y ; p. L23. F.xcerpis fro m "T he G re e n M am ba" fro m Going Soiii by Roald D ahl. C o p y rig h t © 1986 by Roald D ah l R ep rin te d by p e rm is sio n o f F arrar. S tra u s a n d G iro u x . L1.C

P rin te d in H o n g Kong

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Acknowledgements

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

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

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

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Contents

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

Unit 1: The Sentence and the Paragraph__________________

PART 1: Stimulating Ideas . ... .. ... 2

The Paragraph

Formatting a Paragraph

PART 2: Developing a Paragraph... 5

Paragraph Organization The Topic Sentence Supporting Sentences The Concluding Sentence

PART 3: Unity and Coherence... 12

Unity within a Paragraph

Coherence within a Paragraph

PART 4: Editing Your W ritin g ... 19

Simple Sentence Structure

Punctuation and Capitalization

Fragments

Run-on Sentences

PART 5: Putting It All Together... 24

Unit 2: Descriptive Paragraphs___________________________

PART 1: Stimulating Id eas... ... .. . 30 Reading Text: “Sari of the Gods"

PART 2: Brainstorming and O u tlin in g ... 33

Descriptive Organization

PART 3: Developing Your Ideas... 38

U sing S p ecific L an g u a g e

PART 4: Editing Your W ritin g ... 43

Using Adjectives in Descriptive Writing

Using

Be

to Describe and Define

PART 5: Putting It All Together... 47

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Unit 3: Example Paragraphs______________________________

PART 1: Stim ulating Ideas ...52 Reading Text: “ Bumping into Mr. Ravioli"

PART 2: Brainstorming and O u tlin in g ... 55 Example Organization

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

PART 4: Editing Your W ritin g ... 65 Forming and Using the Simple Present

Subject-Verb Agreement

PART 5: Putting It All Together... 69

Unit 4: Process Paragraphs_______________________________

PART 1: Stimulating Id eas... 76 Reading Text: “How to Fight Off a Shark"

PART 2: Brainstorming and O u tlin in g ... 79 Process Orga nization

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

PART 4: Editing Your W ritin g ... 90 Using Imperatives

Modals of Advice. Necessity, and Prohibition

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

Unit 5: Opinion Paragraphs______________________________

PART 1: Stim ulating Id ea s... 100 Reading Text: “City with a Gray-Green Heart”

PART 2: Brainstorming and O u tlin in g ... 103 Opinion Organization

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

PART 4: Editing Your W ritin g ...

113

Using

There Is/There Are

to Introduce Facts

Using

Because o f

and

Because

to Give Reasons

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

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Unit 6: Narrative Paragraphs

PART 1: Stimulating Id ea s... ...122

Reading Text: "The Snake-Man"

PART 2: Brainstorming and O u tlin in g ...125

Narrative Organization

PART 3: Developing Your Id eas...130

Using Sensory' and Emotional Details

Showing Order of Events in Narrative Paragraphs

Showing Simultaneous Events

PART 4: Editing Your W ritin g ...136

Forming and Using the Simple Past

Forming and Using the Past Continuous

PART 5: Putting It All Together... 142

Appendices_____________________________________________

Appendix I: The W riting P ro ce ss...147

Appendix II: Elements of Pu n ctu atio n ... 148

Appendix III: G lo s s a ry ... .. ...149

Appendix IV: Correlation to

Grammar Sense 1

... 152

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Introduction

Effective Academic Writing

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

The Paragraph

Book 1 of

Effective Academic Writing, The Paragraph,

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

Grammar Sense I.

Book 1 contains several features designed to support students in developing the skills that they need for college writing;

• Each unit contains an authentic text to provide ideas and context for the assignment.

• At strategic points in the unit, students read and analyze authentic student paragraphs to see how other students have written o n the same or similar topics. • Each unit contains concise and effective language presentations designed to

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

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

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

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

• Timed writing activities com e at the close of each unit to prepare students for in­ class writing.

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

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Unit Organization

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

Part 1

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

Part 2

In Pan

2

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

Part 3

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

Part 4

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

Part 5

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

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The Sentence and

the Paragraph

Unit Goals

Rhetorical focus:

* p a ra g ra p h o rg a n iz a tio n * formatting a paragraph

j unity and co h ere n c e in -i paragraph

Language focus:

* simple semen«: sirucwne

* cip ltn listth in ;md end p u n ctu jtiu n * Iragm enLs iind run-on sen [cnees

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PART 1

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

Exercise1 T h in k in g a b o u t t h e to p ic DLstu.s> ilit p ictures w ith ;i partner.

* Ijook ut the people writing. Wlut kind «f w nim g is each pLT1' n * Afl' tJiL*y wriEjn^ for rollers i>r fur themselves?

* W lut <xhtr kinds o f writing enn you think u p ► Wlml kiild fif writing do voleu m uIIn do?

Rhetorical Focus

The Paragraph

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

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

p a r a g r a p h s ,

* In lL d t s c r ip t iv t p n ra g ra p h rlu'w iiCcr ÜL-vn i'V ' . J or a tiling.

■ fn an e x a m p le p a ra g ra p h the w riter cwplut:-, r exam ples,

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* In .1 p ro c c s s p a r a g r a p h thi' w rfrtr e x p tí I ins hiiw t<r dit som ething srep by step.

* 111 ¡311 o p in i o n p iim p rn p h lilt' writer expresses hiT- o r lier Ii'dinn-V ídíanH iinJ opinions ühoul J lọpú:.

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

Formatting a Paragraph

Margins

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

of ihf paper.

Spacing

A paragraph riKọắẩd b t tlefUlik'-spauöd. indenting

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

wfth ihfi Tjỉ) key.

Connected Sentences

Thç secỉtnctí, ió a paragraph xtmLild MJ(m euch ôtiicf- ĩ' LS lUH a

|>jOịỊrjpìl lÍL-SfiV sL'nlL'In:f b^gíníi (Jn .1 fltrw line |\ wi/li-MPppurU'il p;n;L^rj[iíi has . IL ÍLfliti 5 sentences an d UÍILTL m<irLj.

Titte

A hy ilsi'lf usuitlly has ;i titte. lilis is o r e wand or a j^fi>Lip ol W1 mcti that tetíỉ H.vhat The ropìc I>.

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Examine 2 I d e nt jfym g the elements of a paragraph

Kciiti th e purajirnph. T h tn k ib d llic fo r m a ttin g e le m en t* o f ill« p aragraph. U se th e w o rd s in th e b ox .

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

<

-» Red

-> I love i he color nidu No other color sym boli/es so many diffcrcnl em otions and experiences. Life would be very borinj; without (he color red. Fires would not bum in the same way. The sunset would not be interesting, and blood would not be so surprisingly beautiful, Red is powerful when iL appears in nature ► ami ir is llIsu ]Hjwerfui when ii appears in our em otions. Red is love. Red is mijjer. Red is beauty. I like to live life in a strung way, so t dunk I will always adm ire the color red.

In Part 2 you w ill..

learn about paragraph organisation

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PART 2

Developing a Paragraph

Rhetorical Focus

Paragraph Organization

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

•T h e to p ic se n te n c e infrtxhlees the iopk‘ and iclls what ilit wriier will ijy about ihe i<ipie

• '[lie sentences tlul folJaw further explain ;ind support the topic sentence The\ ;iri-called su p p o r tin g s e n te n c e s

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

Exercise 1 Reading a student paragraph

Read the paragraph holt™- and note the topic sentence, supporting sentences, and concluding sentence. What was it that scared [lie barcluui buy'!'

topic (rntcrarr

Barefoot Bov

if+

I had u scary experience « lien I was a young boy. One evening while my parents w ere eating dinner. f was playing barefoot in the y<ml with my toys,. Even now t still remember ihe perfume oT Lhc flowers and the moisture o f the grass. While I was silting on the grass and playing with a truck. I looked up at ilte sky. and my attention was distracted by the beamy ot ihe stars. Then 1 felt *onielhing cold and smooth slide over my feefr I stayed perfectly still, but I looked down <u my feel. Then 1 saw a snake slowly slithering over my toes. I felt terrible and afraid. sli iny heart beat very fast. After the snake moved away. I stream ed to my parents for help, and they captured (be snake and look ii away. The experience frightened me, and 1 never went outside barefoot again.

flfpparlirti) IC-ITtlHICH

- i t -conctnding i r n l d t u

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bxeKise 2 Analysing the student paragraph

E x a m in e ih f 4ir^:iiLi/;iLLik[i u f the punifii'apti h y an sw erin g the ^ uesikm s. I. Vi'tiat t* tlKf (O pk sentcn cc? W rite it he-lciW,

2. H ow nun*- m p p a rtln g scntenOt?; an: th e re ? __

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

1. Vtk*.1 the n iq clu d in ^ sememcc I k.' I<j\v

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

Rhetorical Focus

The Topic Sentence

The- ropfc s t n l t n i c ; is u su a lly thy lir>L o r secL.snd '■lj[iLeik l 1 L. ■■ paragraph It tn tn x k tco a n ew idea. li p itse n is ilie mpur ¡ituLissr ■ what the w rite r will a^y :tbtiLn the lop lc. rrhls exp1;in:tiior; is . . . . c o n tr o llin g id e a

Read ¡be following topic sentences, in (^¡eh I i

tint;

i3-l- tupit i% hi]

frien d . Tlie L/MiroHlng ideas explain whal t Li-_- w rite r ■•■■■:.! ya

The Tnpic. 'IlieM.- Control] Inp idcflS M l r h f re a d e r W ' I.M h ■ ei*>ei : ;:' ' r C MjpfwjrTing sen ten w

s-tnplc can ItdIm nn iidci My friend & <*n l-ionost person

M y friend ■s.m friurni^tjifESfln 1 l-no^y

M y fi-EEnd m s a ternbb danowtms >ob.

A tii]>ii st-Tilence must not b e a simple fiict it .c *pei.-it'K ..'l'.-. controlling idiM must say w m vth in g uJhilji Ltieiopu rj: .- supixjrtL'd. d evelop ed , or derimriscTJTed In the -■ If=;'" tT':- l - - "■ '[lie ' fnirf iliiFii- idea must atso not t>e to o perietal. or ¡V- iujkc sen itn o e w 1 >] Im? uncEeaft

A surprise party is a kind of parly. ■■«; ae- +'?~

I here were 14 guests at my surprise bidhdsy par* r :) My d is m a l« gavt me an unforgettable surprise ^¿n-. ra r - ' 1

T hii JhIM lo p k S t'n li'n c e t% ifffe e liw :! ir:=ri >Ji-'. tr' :“ i. and Iwx a tnntraJhnw Wea eLi.H (.jh Ifc tieueki]xM ' r' :- s e n tc n t'fc , T tie pcin^rjph will p ro k u b ly tt?H : "- -:■ "

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Exercise 3

Identifying topics and controlling id9a?

In cji;h topic sen ten c e b elo w circle th e topic and u n d e rlin e die co n tro llin g Idea.

] ‘i l i k i n g die Ln'si ^my un?v>l(n-.r mmtre ■.kwlv.

2 My unt ]f hnd a frinlileninn experience ü* P ymunfl muí).

*, Test nii^sjjyn*: |iaa become p<iJíuIjr p nu>njj (eenjjtuiv

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

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

Eaercisei__

identifying effective topic sentences

Id eacli jíü J f f io r below, (irc lc thi.L topic mid u n d e rlin e th e conlrolJiciK ¡dea. If the K flten ce does not co n tain an effective controlling! i^ K1’ w rite oil X in th e hliink. For th e effective topic sentence*, w rite wtaal yon

think I lie su p p o rtin g s c itfc n c n «-LU be nbont,

] ____i Sly tfuToiyi^viaaJfcijj-Ls^. hi^ p:M

Tin* wrfCgr ivill a i^ gxjmplg* of wfly& iff ttfticft h¡3 dQCT#* is. klEd-HLpflKcnt^.

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

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

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

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

Exercise 5 Writing topic sentences

t ie each w ord o r p h rase below to p r iti a topic sentence w fih a co n tro llin g idea. I'litn s lu r e yim r sentences w ith n pi»nner. ; Pei*

feta are ¿iPod cJffpflTliOrls for alJgr pcpJ2l£ ______ ____________

2. k firsl date

\ Terrible TeaeJier

■l. Tennis

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Rhetorical Focus

Supporting Sentences

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

topk «rlfoJIing idra

Young people are ion dependent on computers Supporting definition

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

Supporting explanation

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

Supporting example

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

Exeróse6 Identifying topic sentences and supporting sentences

ro r e a c h set o f se menees, write 75 next 10 ih v lo p ic .11:11 tenet, Write 55 next to the sup p o rting s c n tc n o s .

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

5 5 l>. Mosquiines will fly w v en l mik-s to find Ftw*J. 5 5 c. Only die.- female intj^uito bitei

T5 d. Moduli oes ,lcv intt-resJin# insten.

2, ___ a. One o f my hobbies is listening tn international nuiilc, ___ h. I luve j Ui^je colkninn of world music rcetrfdinps,

____

c.

My friend* and I like to kmitxhice each other to new hntcmaiíoitil artists we discover,

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

(19)

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

____ c. I eiijo\ tin.- parties ;md celebration* o f ilie winter holiday ____ d, I really like the winter holidays.

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

h My new apartment is perfect for my roommate and me ____ c. My new apartment Ls d o se to school and work

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

Rhetorical Focus

The Concluding Sentence

The co n clu d in g or final, .sentence of a paragraph usually rem inds the reader o f the topic am i controlling idea o f the paragraph. The concluding sentence* restates »he main idea.

Topic sentence I love the cokx red. Concluding sentence

\

like to Sue life in a strong way, so I thmk. I will always admire The color red. In addition to restating the main idea, the concluding sentence may;

• warn the reader.

If you do not follow these steps, you may not get the grade that you want. • m ake a prediction

The automotive industry will change, and soon everyone will be driving pollution-free cars

• give an opinion about th e topic

Some people might disagree, but I think lamb is the best meat for grilling. .Sometimes w riters signal the co n d u d in ji sentence by using the phrase

In conclusion.

In conclusion, (earning a second language has many advantages

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Exercise? Id en tifyin g supporting sentences and concluding sentences Kl'u<I th e lu p k ' s c n tc n c c s b elo w . W rite SS n e x t to llitr llire c

s u p p o r tin g s c n l c n a 's and w rite CS n e \t to th e c u n c liid in g fitAtence. t. Tile hesr way s w San Francisco is In wdiking.

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

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

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

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

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

____ ,1 Yinjr ddtdDiw tjiji into is muly 1« eat In just a few minings. ____ li. He4it a flour tortilla In

a

MOflll amount of «ater

____ c. Scramble two ckh^ wiili u link' sakr and

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

3, My paper lule because KOTlethmg happened lo nn cnmpUTer ____ j. ] wan almost f'inisheJ writing my paper, and I was checking

it for tm>T>i.

_____ h, Suddenly rm1 i w nputcr sciem lMfrH blank. Jiwl the ptiwvt was gone.

____ e. The .iceklent made itic Inis*.- many hours of work, so I could not lum in rny e-ysiy on ii nut

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

I t enli* the rlverwnlk in San Amonio.

___

A

The riverwalk is lower llian the streets of the o r\

___ h„ You tun svulk down .stain tit .1 uMiil with a Mi iRe p.jiJ: ,tfld pl-ir> on « r i l side,

____ (i T h a t ;tft many simps, restaurants and hotels alnn^ ¿lie

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

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I '■ -L [ i s 3___EHamming concluding senten ce s

Circle the word

i

I

ilu

best d e s c rlx s each o f the a^nduding

sentences below.

1. If v 3U rttlJow Lliew: MtfT.-, VIHi

vriW

never 1 osc yOUf keys :i$yin.

a. (pfwlkriinn) b, opinion c. warning

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

a. predktion b. opinion c. warning

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

. a pretlkLiun b opinion c. warning j. Y o u hi I l>e a b le [n> pnicttiC e :l b e a u tif u l [Kifier i r a n e wiLli O nly 3 ItLtle b it

of practice.

a. prediction

h.

upirdun c warning 5; Hhcre are nun?) reasons why movie make i^oNuriiiiiv

a. prediction h. opinion c. warning

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

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

x p r e d ic tio n b. o p in io n c , w a rn in g

In Part 3 you will

* feam about unity and coherence in paragraphs.

(22)

PART 3

Unity and Coherence

Good K f l d e n k Writers follow specific Steps to m ake s u re th e ir w riting Is lw ih clear mid accurate, T hey jj£t he r, ifrp tn la ;. a n d develop idea*. Tliey w rite drafts, som etim e* twro o r m ore. W hen th e y revise each draft. Rood w rite rs look fur unity, co h cren cc, and Kranuiijiilcal problem s.

Rhetorical Focus

Unity within a Paragraph

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

•T h e paragraph niusi have one eontrnJJinj; iilea in ibe (<.ipic sentence, OihiirwLsc the pjia^niph losu»

foens-* T1>foens-* s u p p fu tin ji .'■ etiiences m t^ i s y p p u n ■t e s p la in th e tw n ln u llin ^ id e a w ith l-\.m i p ie s , d e ra ils , ste p s, n r d e fin itio n s . O th e r w is e . th e p .m ijir jp h w ill r ;n lx- jIm m ii o n e s ir ijje id e a

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

T o p ic s e n te n c e

My friend Is generous. Supporting sentences

She oi’ten lees travelers stay in her home She has hosted many stucent* temporarily. S*ie sends money io her Umiiy m Chile every mcnih to r-plp ■hem with their bills. Site always br-rigs flowers or food to her

v

pros when they are sick or have a need

Concluding sentence

Mata^n* is one of the mosi generous people I Vnow

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

(23)

v.-jjcise i Reading a student paragraph

Hratt l h e p aragrap h . ’W'liere did [he pink * h e e p c o m e from ?

T h e P in k S h e e p

Many years uu;u. a yil'L came lo m e in an imcrcsiing way.

When E wji* hi sm:ill boy,

1

cloyed playing in my garden. One day,

[ found ii hole in the watl nf my garden. It was near the ground, so I could not sec thiouiih the hole, hul t knew that b&lpd the wall was my neighbor'^ garden. Who mode [hat hulc? 1 felt really interesk’d, so 1 used rocks to make the hole winter, One duy, when I was iryinj tn break shroug h I he wall, I noticed □ small band j]>|*?ar from the hole. The hand was holdiiit! a rubber slwep. It was. pink and it had wide eyes- J ^ujzln ihm rubber sheep. Then I pushed my fivnriie wooden truck through the hole n» -i\\c id that child on the uiher side. Sometime* 1 btiuglu ipys with my luck> New Year money, A lung lim e Imer. ^hen I was nld enciu^h io go nut. I went around the coincr to Jind I he child who gave nte that special gift, but nobody wy> in that house. My neighbor said ihm a girl tiscd 10 live there, qntl she w is [lie sluuc aye as me. 1 never found hi.-]. I>lil her gift has a special meaning tor me.

En n is* 2 A nalyilng a student paragraph for unity

E x am in e th e o i'g a n izallo n o f th e p a r a g r a p h b y a n s w e rin g Ih e q u e s tio n s below . T h e n c o m p a re yxmr m U ^LIB w ld i a p a rtn e r.

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

1 Aftur you read Lhf controlling idea, Jwhat did yc m ir\pt-ei tin.' supporting idww

t o e x p l a i n . U r i i e y t i i L r J f m W e r i n y o u r o w n w o i d s .

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

ft-> Why doe* lhis s e m e n « hurt (he unity o l rhe paragraph!* tonic your explanation below

(24)

EMfrise jL R cco cjntzin tj u n ity in s u p p o r t i n g s e n t e n c e s

Read (he loEluwinf; l o p k se n te n c e s, h i l ;i t k t k i / J m j.\t [u N t h le n ie n c e below chat m ippQ rts th e to p ic acnti-ncc.

1, t am .m ocRanJzcd perxjn

/ ,.i M)1 d is k l« dlw^t .4 nth» aifd tic^t

S b. i hrWe ,i iysirrrt i" * ' H^urtLZinH ^I1^ p-ipct*, atk\ 3 can jlw;iy> fintl

whai l ntsed.

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

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

¿,

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

____ b Sometimes people [ravel by car. <md sometime* by train tw ulqilane. ____ c. It is very important 10 travel wUh pptrfAe that you ¿(l.h along w ith. ____d. The other players tik e lurrts J^kln^ ijU ^ io n ^ I hill O il only

!*--answered with "ves“ or "no."

3 Tea anti coffec an- very d lftb tn l from « c h other. ___ hL. Ci jffee lias intm.- caETdne i h;i n i^.j dr us.

___ 11. CofFee and tea hath have otflfcine- '■ ____ e. IVupl*. enjoy t«i yndcotfltee during ¿ w id occasions

____ (I Tea

is

much more common around rtle world than coffee fct, h En rny opinion. people fl[*end [■*) filUi'h tlKKVrj, cn m

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

____ h. CaiTi d<) n < in c re a s e in * jlu e. ¡®o they .Tie not ;l ¿¿tvjH inwSDnttil. ____ l . Cjv « unpanuTH .in.1 ata .ky* Look i n tar w jy$ lu n u k e * eJikJe* suier

o n line rocnJ.

___ d. People w ho d o not pay cash muM also pay Interest. lltey lose even rnore money.

‘y, it Is easy to x ti a sp o rt. injury

____ j. MiutY peOpte «Ifoy spoils,

____ h. I! Ltnnej> h iflt n lliive problems wilh their .Lnkles :ind knee*.

___ t Basketball p Li yens can break 11 it it dr ^:t tilCK’ktxJ ave( l*y another pt.iycr.

____ d. JE;iny people rruke ihe simple mistake o f ¡oiniflg 1 et\tll. :lrld lllcn t h ^ 1 never t o there

lo

eseri isl-.

(25)

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

____ u. We State andem rtd-tiled bultdinjp around the main .squire ____ h. f li c restaurants near (he Ixrocb serve great seafood.

____ i It bus esp in sivf tree-lined Iwiuletards wi<h beautiful limestone buildings and monument-^.

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

l'.■•tine 4 Editing f o r u n ity

Read the psrsfifapl' bekrtf. Cross out the tw o sen ten ces ihai arc not about ih c co n trollin g Idea.

Life in a New Place

t am a Thai girl living in the U.S., ujid there arc many adjustments that 1 must make. First of all. I niusi ye! used to a new kmd o f Food. 1 am learning to cat a lot ol hamburgers becau.se I hey are not expensive und they are eaj,> to buy. The people are different and I am learnine tn meet new foreign friends. For example, two of my new friends are from Pakistan. Pakistan is also an interesting country to \:.siir The weather requires another kind of adjustment. Some days. \t is hoi just as in my country, but on other days it is cold and ibis is very strange for me. I came to ihe U.S. tn study and I enjoy my classes and my teachers. I am adjusting to the U.S. in many ways, but it is not a problem fur me because I like io know about different places and people.

Exercise 5 DeveEoping unity

W rite tw o s u p p o rtin g se n te n c e s fo r ea c h o f th e fo llo w in g to p ic se n te n c e s. T h e n e x c h a n g e b o o k s w ith a p a r tn e r a n d c h e c k y o u r p a r tn e r ’i s t u i r n c f s fo r u n ity .

I Computers anc useful in many ways.

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

(26)

W hen I ^sam to luok n ltv fo ra p.iri>. [ frtJcjrvv j few sim ple step*.

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

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

ft, W hen ytiu ;irv KiN-ng campfnji ( here are n im f 11 ><m sJunikl always; (¡ike with yim.

Rhetorical Focus

Coherence w ithin a Paragraph

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

Wi irers nirL'n iLse lim e , s p a c e or o r d e r o f I m p o r ta n c e m p rraen i ih c su p a r t i n g inform ation in .i [xirj^rapJi coherent!} T he FnlUnvin^ f x jiiip le is ory&ilzed l>y spacc.

When you dfive into the airport, you will many signs for the different terminals. After you pass the sigrts, you will drive over a hill fhe report is an

(tie other side of the hill. Oil your nghi, you will see the mtemationaf terminal Ttiii tenmrr'a: Is two stones tall. Die franc is all g:ass On the left, you will see ?he domestic terminals ..

(27)

Exercise & Irfentifyinq pattems of tohe rente

P.i.nri l|u- p a n ^ p l i s beltm-. l'lie ii c ir ele llic WufxI [lint l w i dH CfílhíS (he Wffy t ti l1 |>jrnKni|>Ji ú>

Paragraph J

My ravomií restauran! i-s in an oíd Hchim.-. Ti és veiy Lonvíiiíenl bccau« it is in m> rtd^lilwr+iíHid. We can drivü.

ov

tf ihc

c

vcrtin^ i* pkasoni, wc l'ü 11 walk, I] has íi nice atnnoíphere and íncndly sen i « , We lüiuw üOotc of thc wliíl^ and waiiT^sses. so v e enjov taíkidg m th iir tweause they anlc os jthuut our nhiklren. We lisfíet,'i^ill^ likc Üie dc^urdii uris. The waJEs are soft ydlow , and i'imdltn and J'riiüh Flowers üíc tul ihe luhlen iEistde and üüL'íidü. Rnally. thc food ¡h e^tellcni. The utnk is ihc [ívtner a:id he makeü deliciouü duhtrs wiih l'r^^h ingrediente. We alway&eiljoy uUT IHeaK

Tim e Space O rd e r o f im p o rtan « *

Paragraph 2

Mv ruvoriní reüLjurani is. in a» oíd houw. My Eiuvhand ;ind í enjuy easing thc re on sumnucr tvcniryjs, We uuudly wjlk Fajín oiir hou se su we can enjoy our ^e^ííhbor^, gardení nnd gci 3 linte bii of ej¡crc¿,¡tír Tlie efiemoan i¡un íhhics ibrou^ti ihc troes bul il ¡s nol too bri^ht. We arrib e ai dusk. Lintl il u ll are hK’k\. f t í can sil üuisidt, TÍll- waiKf bri»^ li hiiskci úf wanm bread and li coid drink. We have íiti appcli^er nr n sílIíiü wttiJe she ’►un stL-Kis. düivn, The» ihe waiier Itjíhií líie candiel while u c erjdy rhe main touríe, Bv die ciint we Finiüli desen, ii iü niuhi time, We v í!k lióme ¡i]tnvly, feelirtíi full bm liapfry in ihe n&onüghL

Tim e Space O rtler u f lilip u n m o :

(28)

Exercise 7

Evaluating coherence within a paragraph

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

Paragraph 1

Soccer brings ihc w'orld together in many ways, During iSe World Cup, people from all over the world an.- luncd in. Il ihcy con not sec il in person, ihcy watch i) on television. Many couniries participate in the world cup. People Icam aboui ihc teami from 4.1 i1 tirrcFic countries. and ihty learn something! about those countries. Whtfl people arc waiching ibe World Cup. Ihcy do noi care if the same is nn ai lour im , in their country. The} will siuv up 10 waich il. They letfm about ihe fla^s from different count rie.s because ihcy will see [hi; fun»..

Paragraph 2

The besl w.lv l o meet new friends is to ta ls n class. TirM. all

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

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

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

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

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

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

In Pad 4 you will .„

« learn ¿»bout simple sentence structure.

* Isarn about end pufXtuatj&n and capitalisation. * learn about fragments a^d run-on sentence?,

(29)

PART 4

Editing Your Writing

Language Focus___________________________________________

Simple Sentence Structure

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

Subject

The subject tells w ho or what tin* sentence is about. Sometimes the subject is singular, and sometimes it is plural,

Fatima smiled, (singular subjeci)

Siblings fight, (plural subject)

Subjects can be more than one word.

Lois and Peter iiave eight children The hungry kittens ran lo their mother. Verb

The verb refers lo an action or a state. It indicates tense or time, Two common tenses are present and past.

Jared sings 'present tense)

Ducks walked across the street, (pan ten$e)

A sentence can have more than on e verb

My brother studied hard and earned a degree in economics

Exercise 1 Identifying subjects and verbs

U nderline the subject and circle the vcrttfs) in each sen ten ce. 1. ili_iiMlMlnttset.l)seven children.

2. she cooked anti cleaned all day long

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

V 1 help m\ aunt during the day and go to school in the evening. 6. My parents bought a new car

(30)

Exercise 2 Writing simple sentences

A nsw er each q u estio n bcltm in a c o m p le te sen ten c e. W h en yciu fin ish , tx c lu n j^ t; hook* w ith y o u r partner* T h e n u n d e rlin e th e su b ject an d c lrc k 1 th e v e rb In e ac h o f y o u r p a r tn e r 's s c n it n tc s ,

1 Wliat spivns ï-Lc > > ou mp;y?

tigfilovlwcogr and _____________________________________________

2 Wlim* d o you livt‘?

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

11K.-^ Where do jotl istudy?

V Vi bat kind of footl d u you ti k-L0

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

Language Focus______________ _______________ _____________

Punctuation and Capitalization

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

*

A

complete strrHtrntx

1

cin end In j fX'ri' >d .

A good speech begins with a joke

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

■ O a jtlo n a lh writers use an vxclamution mark rt i give emph:isls to ,j

ACntenra-I looked down and siding dtross my tare foot was a giant green mjmbal

(31)

Exercise 3 Identifying end punctuation

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

Sum m er by the Sea

My favor?ienieiiiorvrjs)aboijt in> lamily^Jl happened ;i long time aito before my brother got married and moved out. My parents had seven children, All seven o f us piled in one car lor a summer holiday by (he beach. Wc traveled in that crowded ear tor [wo days! Finally we arrived ji a small house near ihc bcach. It had othj bit; room with many beds and an other room for Ciling and conking. The kids spem all day oulside. Wc played tocetliei in lEll- water. Sometimes, my mother made a picnic dinner. We sal on the sand lo cat and watch the sun go down,. One night w i broughi out blankets and slefH by the water. I loved I hat lime. We talked and looked at the stjirs unliJ late at nijiht. Tiiis wonderful summer holiday was ihe best time of my life.

Language Focus

Fragments

livery sentence must have :i subject ami ;; verb and express a complete idea. A sentence that is missing a subject or .1 verb is inctiriipletc. Il is tjlle tl .1 fra g m e n t.

Incorrect Correct

I like Minneapolis is a cfean city. I like Minneapolis, ft is a clean city,

(subject is misstng)

They successlul. (verb is mn&ng) They are successful.

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Exercise 4 Identifying and correcting fragments

Decide whether each fragment below Is m issing a subjeci o ra verb. Then rewrite it SO [hal it is c o r r m .

I Some J'i hxI t cry spicy,

&t?ma

food

¿a ugrv apicv.______________________________________ — Qifii cm- Favtnile vejje[jl>kj

3. Is tery hrijjn in ilie afictnoon

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

l>. Eula ricc,

■r

fi. There EkiWeff in llle nmtket.

Language Focus

R u n -o n Se n te n ce s

Two w f lic iiiii tli.nl mn together wiihoui c o n t a purijmuilton betwevn [hem J if called n in o n s c n lc d « » . One ro oorrei.r .. nm-on sentence Ls Ut put :i period k n v e e n the st'n lcm v s Armther wuy is to add n com m a und :i conncctinii w oitl

Incorrect

I received a le:tFr 'T w*as from my s>ster

(no punctuation between ftf/o sentences)

They laughed, I felt better.

(comma alone bertveen

Two senieriMSj

Correct

I received 3 letter. It was from my sister.

(peood ddcfed th e sentences)

They laughed, and I (elt better

(connecting word added)

(33)

E**rciss5 id en tifyin g and co rrectin g run-on sen tences

C!urr

« .1

the ft j Mowing mn-un w nEi nCi's by rew riting Jic m utk I hi: blanks belon-.

I ] Jin :■ full-unwi situdtriT, t live in .1 jfwutnmol near campus

_j_gm j fnjh -r-ma ^tuJcnt-. and I lii/g in a *¿3* campus,____

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

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

I Ju nrrt drfV'L\ 1 ride (Ik- bus.

5. ] ;HH w i n j j m o n e y fi w a h ic y e k L t a h ' ■ Warn Hj Ihiv :L t:iiils:r.i

jtenrisefl E d itin g for fr a g m e n ts and run-on s e n t e n c e s

C o r r c t .1 Llit1 III r e t f c i ^ m c u tf. ;n u l Im * illlM H I CiTOfB in I h r f o D o ^ iilg p a n g ra p h . I>o nol forget l o i i i * appropriate punctuation and capitalization.

My Hotel Job

My molher’s cousin owned ;i holek and I worked there us ¡1 young man, I enjoyed ihrs w o it very much. mnny tmcrc+iiins |\:oplc. One lime ;i family CHrtlt to stay In the hotel- Th.i;y ¿1 djuiiihtL’r, she tvas my j*gc. We met often anti tulked abuui our lives. I invited her to my house lo meei my family, She lold us ahoul her life in the Unhed

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

something unfoFgjeltab-le. She said. ,rl know that you ate going to live in America." My mother a vetv smart woman, she was ri^ht. 1 uatne 10 America 10 search 1'or my friend, i am still looking.

In Pait 5 you will

♦ review the elements or 0 oaragriph, * review unity anC coherence.

» review comerting fragments and am-on «ntencei.

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PART 5

Putting It

All

Together

Exercise 1 Identifying the elem ents of a paragraph

Bead tin; jja ra g ra p h . T h e n l.dR-l th e lo r n u ttin g ele m e n ts o f th e p a ra g ra p h . L'sc th e w o n t in th e b o \ ,

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

t

2.

3.

4.

Mv G randfather the Baker

<

-> My tjrundfnther Jus li lot of respect in our community. He is ihe owner o f a bakery tailed "The Family Bread

Factory."

The bakery lias been his profes-sion since he was young. He started iiiii ihere ¡i[ ihe age o f 13, He learned many recipes. The most delicious and secret recipe uses oatmeal and other ingredients th;u only he know.';, This bread made him famous. Nowjidays he makes some bread only once in a while because his legs bother him. and he get> tired easily. Instead,

he sits at a table, und the people o flh c town com e to buy bread and to pay tlicir respectv Even m e admires him very much because he is an honest and hardworking man.

Exercise 7 Identifying topic sentences and_sujpporting^entences For each set o f w n l c n n i , w rite 7S' next to the topic sen ten ce Uiitt states th e rople and prov ides a con trollin g idea. Wrlic,W n ext to tlitr supporting sen ten ces.

1_____ _ .1 The c jlendars anr iliHerent.

____ h, The weekend starts on Friday Instead o f Syturiby,

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

world jml die weMetT» counLrit'S

2. a. I \vu> Ir.iwhny in Irw Angeles to visil my cousin, ___ h. My plane was dcbyed. I wa* «tick at ilie ulrport. ____c. 1 experienced a strange toln ck lw cc J.ist year.

_ d. T heard my math teacher from my o)d hnm ctnun calling m* name

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1 ____ :t 3 like several d iln » al»ut my English class.

___ Li. L a m m e d i n ^ m a n y n e w Irien tls Iro m (_liifc.-ront C utinlries ___ C, F.very d a y HT le:tm flew W U nb, and I keep llttfffl in j Hotel ?uok. ___ tl Sonieiimes WV

pUy

SPmci ^nd kiu^h during the L'Liss (¡jit*: i ___ a You can im r The IntcoKl to find n g rail ¡.hu I of infrjrmatuiti, but ji

y o u tin ncfl h a v e Llm- rij^ln skills, y o u r j n w a s te :i M o r liifle.

_ _ b. 'Lhe Interact can he incredibly useful if yjju kivw here»' jo um.+ Ii. . c. There are (ippoitumlies tn buy anil .sell products on 1 bL" Internet,

bin yati have to lcnow the proper way in send money,

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

;t 3

Evaluating concluding sentences

Read [be parajjrji p hs helow . T hen read [he co n c lu d in g itiH cn a-ii th a t follow a n d decide w h ich o n e w o rk s bccL Cpp> the K u te n c e you ch o o se in t£ th e p a m ^ ra p h T

There They Are!

*r

I fee] happy whenever I ;im stuntfinj: beside u tmin lrjcl; tacause [ am wailing for someone who is close to me. t vtas the youn^csl clitld In im family. so older lumber* ynd sisters left home

before

[ dkl. However, they always relumed for vacations and holidays. M\ mother and father arid I were always ai die irjin "nation to yreei them.

I enjoyed the smell o f the irain ami Lhe rqjiirjmj; noise it made us the bi^ black engine pulled into the Matjon. I would jump up and down Lr\ine to see while everyone crowded »round [be rlrjt.irv “Tberc lhev are!“ rny rum her would cry. I would ran to jump into the arms of im beloved brother or s is te r _______________________________________________

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

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

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A Wise Shopper

A consumer can save a lot o f money by to p p in g wisely, This means he i.s always looking for sales and collecting coupons, but ii :ilso means 1hc person is not a compulsive shopper In other wolds* the wi.se consumer does his «search and makes a plan so thai he knows whai lie is looking I'or. Me ]\ 1101 templed by attractive products that arc not necessary. Sometimes he goes home without purchasing anything. He mi^ht ibink lie wasted ItLi time hut he knows he did not waste his m oney.________________________ _ _________________________

a, In conclusion. a compuhivc shop[>er can never Ix: .1 wise chopper

11 In l . linclusion. a wLw shopper :lImj kee|to a budjjet so that lie kntfW-i how much he can spend.

l . In conclu.MOn. wisc shopper finds wfiys lo save money OR the price ¡LOd to ,ivoid buying what lie docs not need

fc*efcise 4__ Editing a paragraph

Head th e p a ra g r a p h below. C ro ss out the tw o s e n te n c e s th a t do n o t s u p p o rt th e ro p lc s e n te n c e .

My Red Couch

I acquired ¡1 new couch in an interesting way. t was walking Lo the bus stop, and ] ^;nv 3 yard sale. The family was selling a beauiiCul hut heavy red couch at a very good price, I really liked the couch, ami 1 wanted lo buy h. However, there was a problem. I did not have a truck, and my apartment was five block** away. Suddenly. 1 saw my classmate across I he street. She usually sal nest 10 me in a computer class, t told her my problem, aiul she offered lo help. Then f paid for the couch and

my frieiKl and £ carried it down the street. When we got tired, we sai down to rest on the sidewalk. Finally, we brought ii to my door, and

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my neighbor helped carry ¡1 upsiairs, I really like to buy old ihiiujs because I live in an old huitding. U wba a j'ujiEhy day J'or me, and [ like to remember iliis day whenever ] eome home anti see my beautiful red couch.

Exemsg 5 Identifying subjects and verbs

UfldcrJint ih r Mibjctt and circic the vertHs} In each sentence.

1 My da^'mate drinks 3uH chucoblu

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

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

•yorc'se 6 Practicing w ith end punctuation.

Add th e eorreel cud puu{.iu:iti»r to [he rolli>wfn|> x n ln K t s > I How do men ;ind HVnflicfl mt-vl tJ fh ofhvr____

* Vi'berl [ ¿¿Ot Uttme, theft WC>V cafidles ïlei*. I I rvsfi flowers Cl'Wy^’hpnL

y Ht.- I.iK' to Ins. own hirthitiy p:my____ l Tl îe jipiii-ts danted 1'IcfCnftue :md mjJka _ . bgftiss 7 Identifying and correcting fragments

IlL-eidc whrfrfKT c u l l f r o m e n t b elo w Is iUls>iJ)K^ su h jtcl Or a verb. Then rewrite it correctly*

E Sunkierdy fell down

J. lliLh a trnpieul dlm nK

' I walking Ivside

1

Lilt j.i k-o wElIi mv Ix>t friend.

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Exercise B Identifying and correcting run-on sentences

t o r r c tt ilie fo llo w in g run-011 sen ten ces by rewrfilnji them on die hlank> below*

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

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

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

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

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Descriptive Paragraphs

Unit Goals

Rhetorical focus:

' descriptive Qnygpfefltton

Language focus: * ufiinj; sp cfiilf lunjiLiiLftc

■ usiii£ adjectiv es in d c & rlp rirc w riting ■ u&lnv be iu Jciiin: ;md describe

(40)

PART 1

Stimulating ideas_______________________________

In A descriptive paragraph, lhe writer uses word-, that create an Image and help ihc reader sec, toik'h, frvl, sm ell, or taste the mpic il » i lie or she is

describing-Exeflnso 1 Thinking about the topic D iscuss th e p ictu re w ith a p n rtn tf.

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

• Where i% she?

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

^ercisc

2

Reading about the topje

F ra p u llai* a. yoiniH Indian bride, She a n d h e r h u sb and , Shekar, arc niuviii^ to New York, w h ere b e h as a job w ith si 1 ^ . com pany. PrnpuUa m u st decide how sh e will d re ss in h e r new country: in w estern pants a n d skiriKH o r in a sari, the traditio n al dress For In d ia n w om en. W hy Is th e sari so special to FmpuJIa?

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Sari of the Gods

En route t o New York on the jum bo, Shekai had dixreetiy

opened up the conversation ¿bout what she'd wea* once 1 hey were in America. At the mention of skins she had flared up so defiantly he had io leave the seat For Prapulla, it was no: c o n v e n i e n c e but

convention Lhat made the difference She hati always prized

her S3 m s , especially on the occasions when she wore her weddinq

san with !s blue, hand-spun silk and its suer border on which mages ot the gods had been embroidered

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

This was his last san, his partna gift lo some lucky bride Shdiil C h o n d f i , C . S S J r r $ t r A f O o d i M i n n e a p o l i s ' t o f f e e H w s ? F r e i S i , I 9 B 9 ___

r r = i

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

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

i d i i i v n U n n : a 1P.ldllMin.lJ V\;i} n f h r fia v tn R i j t i h j i n j j ' H i m c i l l t n ^ '

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

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

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

Exercise 3 Und ersta n d in g th e te x t

W r it e T f o r tr u e o r F F o r fa ls e f o r e a c h s t a t e m e n t.

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

_____ 2 t ' m pul b ^ w e d d in g suri w a s m a d e b y h a n d

_____ }. FV .ip u lb i's w e d d m jt i i n m w h ite .

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

___ 5. The s a ri w j s th e last o n e Jil th e Miire.

b o r d m chi- l-J jíc <\t v H u r t h i i i j t ^ m b r < > k l e r « l : i l t c i w j i c d b> > c w n n :^ u n h vhjII rtlTchti h a * a a r i .lit O fw n n i i l f k t i U t i l l i h o j i \ SlJDp* a n d S t j l l s c r a f t ! j l i i : i1y n r --kill Kiri I 31

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Exercise A Responding to the te *t

Write y o u r a n s w e rs fo r e a c h q u e s tfn n in lull s e n te n c e s . T h en d iscu ss y o u r a n s w e r s w ith a p a rtn er

] Prjpullfl is jy.imj? t<3 live in New York w ith h e r i>l-w huslrand. How d o es her

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

Write for ten minutes on (he topic below, Express yourself as well as

you can. Don’t worry about mistakes,

PfcpuHa lias speeial nwmorivs and I H ln p .ilviut her wedding Slin < in a sepaiile piece rvt’ piper, write jIxjue ;l piece of clntliinH llui is >ix\’ial to you.

- Wliat d oes

it Itiok tike?

• HOw' did you iiet it? • \\ hy is. it important loyiiu?

• How docs ii nuke you feeP

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

2 . W hat d o you th in k A m pulla will w e a r Jn N ew York? W hy d o you tliin k so?

W h y is p r.ip u lh s w e d d in g >*in im portant to tier?

• |<?arn about descriptive organisation.

« brainstorm ideas arid specific vocabulary to use in your writing.

* create an outline for your descriptive paragraph.

References

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