1

1
978-1-107-49535-7 • Lambert, Bohlke, Brinks Lockwood, Hartmann • Final Draft SB 1 C M Y K

Series Editor:
Jeanne Lambert

David Bohlke
Robyn Brinks Lockwood
Pamela Hartmann

Copyright Material - Review Only - Not for Redistribution

Copyright Material - Review Only - Not for Redistribution
 1

Series Editor: Jeanne Lambert

The New School

David Bohlke
Robyn Brinks Lockwood
Stanford University
Pamela Hartmann
with
Wendy Asplin, University of Washington
32 Avenue of the Americas, New York, NY 10013-2473, USA

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/9781107495357
© Cambridge University Press 2016
This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing
agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2016

A catalog record for this publication is available from the British Library.

Cataloging in Publication data is available at the Library of Congress.

ISBN 978-1-107-49535-7 Student’s Book Level 1

ISBN 978-1-107-49537-1 Student’s Book with Writing Skills Interactive Level 1
ISBN 978-1-107-49538-8 Teacher’s Manual Level 1

Additional resources for this publication at www.cambridge.org/finaldraft

Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party
Internet Web sites referred to in this publication and does not guarantee that any content on such Web sites is, or will
remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in
this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such
information thereafter.

Art direction, book design, and photo research: emc design limited
Layout services: emc design limited
CONTENTS
SCOPE AND SEQUENCE 4
TOUR OF A UNIT 6
THE TEAM BEHIND FINAL DRAFT 10

1 DEVELOPING IDEAS
TECHNOLOGY: COMMUNICATING IN THE MODERN WORLD
13

2 INTRODUCTION TO PARAGRAPHS
PSYCHOLOGY: CHARACTERISTICS OF SUCCESS
43

3 NARRATIVE PARAGRAPHS
HEALTH: HEALTH BEHAVIORS
73

4 PROCESS PARAGRAPHS
BUSINESS: GETTING AHEAD
101

5 DEFINITION PARAGRAPHS
EDUCATION: THE VALUE OF EDUCATION
129

6 DESCRIPTIVE PARAGRAPHS
CULTURAL STUDIES: CULTURAL LANDMARKS
155

7 OPINION PARAGRAPHS
GENERAL STUDIES: POPULAR CULTURE
181

8 INTRODUCTION TO ESSAYS
HUMAN RESOURCES: CAREER PATHS
209

SELF-EDITING REVIEW 237

SOURCES 245
INDEX 248
CREDITS 253
 SCOPE AND SEQUENCE
UNIT TITLE & ACADEMIC TOPIC VOCABULARY MODELS
Academic Vocabulary • Writing in the Real World: “How We
1 DEVELOPING IDEAS Academic Collocations Use Our Cell Phones”
• Student Model: “How College Students
TECHNOLOGY: COMMUNICATING
Use Technology to Socialize”
IN THE MODERN WORLD PAGE 13
Academic Vocabulary • Writing in the Real World: “Space
2 INTRODUCTION TO Academic Phrases Diving Team”
• Student Model: “Success at Work,
PARAGRAPHS
at Play, and with Money”
PSYCHOLOGY: CHARACTERISTICS
OF SUCCESS PAGE 43
Academic Vocabulary • Writing in the Real World: “The
3 NARRATIVE PARAGRAPHS Academic Collocations Importance of Getting Sleep in
College”
HEALTH: HEALTH BEHAVIORS
• Student Model: “My Father, the Life
PAGE 73 Saver”
Academic Vocabulary • Writing in the Real World: “From
4 PROCESS PARAGRAPHS Academic Phrases Receptionist to CEO”
• Student Model: “Making a Sale”
BUSINESS: GETTING AHEAD
PAGE 101
Academic Vocabulary • Writing in the Real World: “The Benefits
5 DEFINITION PARAGRAPHS Academic Collocations of a College Education”
• Student Model: “Vocational Schools”
EDUCATION: THE VALUE OF
EDUCATION PAGE 129
Academic Vocabulary • Writing in the Real World: “Three
6 DESCRIPTIVE PARAGRAPHS Academic Phrases Famous Landmarks”
• Student Model: “A Flag as a Cultural
CULTURAL STUDIES: CULTURAL
Landmark”
LANDMARKS PAGE 155
Academic Vocabulary • Writing in the Real World: “The Elderly
7 OPINION PARAGRAPHS Academic Collocations Rights Law”
• Student Model: “Childhood is the Best
GENERAL STUDIES: POPULAR
Stage of Life”
CULTURE PAGE 181
Academic Vocabulary • Writing in the Real World: “Which
8 INTRODUCTION TO Academic Phrases Values? Which Career?”
• Student Model: “Photojournalism:
ESSAYS
More Than Just a Job”
HUMAN RESOURCES: CAREER
PATHS PAGE 209
All academic vocabulary words appear on the Academic Word List (AWL) or the General Service List (GSL). All academic
collocations, academic phrases, and common grammar mistakes are based on the Cambridge Academic Corpus.

4
 WRITING SKILLS GRAMMAR FOR WRITING AVOIDING PLAGIARISM
Simple and compound sentences Simple present Ways to avoid plagiarism
Capitalization and punctuation

Writing good topic sentences Common verb + preposition Strategies to avoid

Titles combinations plagiarism

Complex sentences Pronouns What is common

Avoiding sentence fragments knowledge?

Transitions of sequential order Imperatives Finding sources

Adding details

Paragraph unity Subject relative clauses Quoting others

Adding details with adjectives and There is and There are Sharing ideas
adverbs

Formal vs. informal language Superlatives Using quotations

Word forms

Avoiding run-on sentences and comma Parallel structure Creating a “Works Cited”
splices page

SCOPE AND SEQUENCE 5

 TOUR OF A UNIT
ACADEMIC WRITING AND VOCABULARY

1 PREPARE YOUR IDEAS Students begin to

A Connect to Academic Writing
In this unit, you will learn skills for writing well-organized academic essays. Some of the writing
explore a rhetorical
skills you will learn may seem new to you. However, many skills will not be new. When you
write an essay, you explain and organize your ideas in a clear way. You use these skills in mode and connect it to
everyday life, too. For example, you use similar skills to think about reasons to study a certain
subject or choose a certain career. their everyday lives.
B Reflect on the Topic
In this section, you will look at a writing prompt and reflect on it. Throughout the unit, you will
develop ideas about this prompt. You will use these ideas to practice skills that are necessary to
write your essay.
The writing prompt below was used for the Student Model essay on pages 216–217. The student
reflected on his topic and used a cluster diagram to brainstorm ideas about the important values.

WRITING PROMPT: Values are the beliefs, attitudes, and judgments we think are important.
Describe the values that are most important in your choice of career. Give specific examples
and explanations.

teamwork

to travel

VALUES IMPORTANT
TO MY CAREER AS A something new
PHOTOJOURNALIST

learn new things

ability to
influence people
creativity

1.1 Notice
Work with a partner. Look at the cluster diagram. What can you add to the blank circles?

210 UNIT 8

B Academic Phrases
Research tells us that the phrases below are commonly used in academic writing.

2.2 Focus on Use

Work with a partner. Complete the paragraph using each academic phrase from the box.
Next, students prepare for their It is important to One of the most important Part of the problem

writing by learning corpus-informed A Big Success

academic vocabulary, collocations, Robert Pershing Wadlow was a big success. Wadlow was the tallest person in history. He was
8’11” and was still growing at the time of his death in 1940.
(1)

and phrases. things to know is that Wadlow had a medical condition that caused him to grow so tall.
was that there was no treatment for this condition when he was
(2)
alive. He was known as the Gentle Giant because he was very quiet and
nice to everyone. Wadlow became very successful and traveled for the
shoe company that made his special shoes.
(3)
remember that Wadlow was an inspiration to many people.

INTRODUCTION TO PARAGRAPHS 47

6
ANALYSIS OF TWO WRITING MODELS

C Writing in the Real World Taj Mahal, India

3 Today, the Taj Mahal is a symbol of India, but it also symbolizes love. In the
You will read an article titled “Three Famous Landmarks.” The author of the article uses
seventeenth century, Shah Jahan built the beautiful buildings and gardens, at
descriptive writing to create pictures that make her ideas clearer.
great cost, as a tomb for his deceased wife. At the center is the brilliant white
Before you read, answer these questions: Which landmarks and monuments does the writer dome, which rises high above the area. At the top of this dome is a lotus flower,
think are the most famous? What is important about each one? another symbol of India, and around this large dome are four smaller ones.
Exquisite5 decoration and Islamic writing cover the buildings.
Now read the article. Think about your answer to the questions as you read.
4 Cultural landmarks are the heart and soul of any place. But some seem
important to all of us – not just to the people who live in that place.

THREE FAMOUS LANDMARKS 5

exquisite: especially beautiful

by Jeanne Fedowski

Many landmarks tell a story about a country, an ancient culture, or a religious belief.
Some also tell of simple human emotions – hope, curiosity, and love.
Great Pyramid of Khufu, Egypt Stonehenge, England
1 A group of huge monuments rises above Giza, 2 At about the same time as the Egyptians built
Egypt. Today, we think of these monuments as the pyramids, the people of ancient England
a symbol of Egypt. However, these structures built Stonehenge. Stonehenge is a circle of
are so ancient that even people two thousand huge standing stones. The largest weighs over
years ago did not remember their builders or 50 tons (about 100,000 pounds). Inside this
purpose. Probably the most famous of these stone circle, there is another ring of stones.
monuments is the Great Pyramid of Khufu. Nobody knows for certain about the religious
Almost five thousand years ago, the people of beliefs of the Stonehenge builders. We know,
Egypt built it. It was a tomb1 for their pharaoh, though, that the builders designed the stone
or king. In their religion, they believed that circle carefully to allow people to study the
the pharaoh was a connection between them sky. Perhaps they did this to predict3 changes
and the gods. Their priority was to keep the in seasons. In addition, archaeologists believe
pharaoh safe, in life and in death. To ancient that Stonehenge was a place for religious
Egyptians, the pyramids also represented ceremonies. They believe these ceremonies
hope. The people hoped that the deceased king let people remember their ancestors.4
became a god. Then he could keep harmony2 3
predict: to say that an event or action will happen in
in the world. the future 2.3 Check Your Understanding
4
ancestor: any member of your family from long ago,
1
tomb: a building or place underground for a dead person for example the grandparents of your grandparents Answer the questions.
2
harmony: a pleasing combination of different parts
1 How are the Great Pyramid of Khufu and the Taj Mahal similar?
2 What do we know about Stonehenge? What do some people believe about Stonehenge?
3 What other cultural landmarks do you know? Who built them and why?

2.4 Notice the Features of Descriptive Writing

Answer the questions.
1 Read the paragraph about the Taj Mahal again. Underline all parts of the Taj Mahal that the
writer describes. Which part do you think is the most important to the writer? Why do you
think so?
2 Circle words and phrases that tell you where these parts are.

160 UNIT 6 DESCRIPTIVE PARAGRAPHS 161

The first model shows students how the rhetorical mode is applied in a real-
world setting, helping them recognize that academic writing is all around them.

3 STUDY ACADEMIC WRITING

3.1 Check Your Understanding
In Section 1, you saw how the writer of the Student Model reflected on his topic. In this section, Answer the questions.
you will analyze the final draft of his paragraph. You will learn how to develop ideas for your
own paragraph. 1 How many stripes are on the flag of Malaysia? What do they represent?
2 What example of “unity” does the student writer give? How does he feel about his people?
A Student Model 3 What can you see in the middle of the dark blue area? What do these two things represent?
Read the prompt and answer the questions.
WRITING PROMPT: Describe an object that is important to a culture you know. Explain any 3.2 Outline the Writer’s Ideas
symbolism in the object.
Complete this outline for “A Flag as a Cultural Landmark.” Use the phrases in the box.
1 Read the title of the Student Model. What is a “cultural landmark”?
2 Look at the photo of the Malaysian flag. What do you think it symbolizes about the country? represent the states and the government yellow = color of the king and queen
beautiful and colorful different people try to work together
Read the paragraph twice. The first time, think about your answers to the questions blue rectangle
above. The second time, answer the questions in the Analyze Writing Skills boxes.
This will help you notice key features of a descriptive paragraph.
PARAGRAPH OUTLINE

A Flag as a Cultural Landmark Topic The flag of Malaysia is a famous symbol of my country.
1 Analyze Writing Skills Sentence
The flag of Malaysia is a famous symbol of my country. It is beautiful
Circle three adjectives that
and colorful. The flag is red, white, blue, and yellow. It tells important describe the flag in the Supporting A.
opening two sentences. Idea
information about our great country. The big part of the flag has fourteen
red and white stripes. The stripes represent the states and the government. 2 Analyze Writing Skills Detail 1. Red, white, blue, and yellow
At the top and on the left there is a blue rectangle. The color blue symbolizes Underline two phrases
that tell where the blue Supporting B. Fourteen red and white stripes
unity. People of Malaysia are from different cultures, and they have different rectangle is. Idea
religions. However, we try to work together. I am proud of my people for 3 Analyze Writing Skills Detail 1.
this! In the middle of the blue area is a big yellow star and a crescent moon. Underline the phrase that
Yellow is the color of the king and queen. The moon is a religious symbol. tells where on the flag to
find the star and crescent
Supporting C.
Idea
It symbolizes Islam, which is the main religion of Malaysia. Our flag is also moon.

called Jalur Gemilang. It means “Stripes of Glory.” I love my flag because I love Detail 1. Color symbolizes unity
4 Analyze Writing Skills
my country. What words describe the
star? Circle them. Detail 2.

Supporting D. Yellow star and crescent moon

Idea

Detail 1.

Detail 2. Moon = a religious symbol (= Islam)

Concluding I love my flag because I love my country.

Sentence

162 UNIT 6 DESCRIPTIVE PARAGRAPHS 163

The second model shows a typical assignment from a college writing

course. Students analyze this in detail, preparing for their own writing.

TOUR OF A UNIT 7
Copyright Material - Review Only - Not for Redistribution
 PREPARE YOUR IDEAS
THE SKILLS AND GRAMMAR EVERY WRITER NEEDS

4 SHARPEN YOUR SKILLS Students develop

A Writing Skill 1: Transitions of Sequential Order an extensive skill
Good writers help their readers follow the various steps in the process they are describing.
They use certain words and phrases, called transitions, that signal the introduction of a
new step. These transitions are similar to the ones used for chronological order. After all of
set, preparing them
these transition words, a comma (,) is required.
for every aspect of
TRANSITIONS OF SEQUENTIAL ORDER
1 A writer often indicates the first step in a First, look at the screen to see where the paper academic writing.
process by saying First or First of all. is stuck.
2 The writer may choose to indicate each First, look at the screen to see where the paper
step with a number, such as Second, is stuck. Second, open the part of the printer
Third, and Fourth. These are used when where the paper is. Third, gently pull the
there are only a few steps in the process. paper from the copier. Fourth, close the part of
the printer where the paper was.
3 Another way the writer can indicate each First, look at the screen to see where the paper
step is by saying Next, Then, and After is stuck. Next, open the part of the printer
that. These can be repeated and all mean where the paper is. Then, gently pull the paper
the same thing. from the copier. After that, close the part of
the printer where the paper was.
4 The writer can indicate the final step by Finally, give time for the printer to warm
saying Finally or Lastly. back up.

4.1 Write Transitions

Complete the paragraph using the transition words below. More than one answer may
be possible.

after that first of all lastly next then

How to Fill a Photocopier

It’s very simple to fill a photocopier with paper. , find the drawer
(1)
in the copier that holds the paper. , gently pull out the drawer.
(2)
, open a packet of paper and run your thumb along the edges.
(3)
This helps separate the paper so it does not stick together later. ,
(4)
place the paper inside the drawer and make sure it’s in place. ,
(5)
close the drawer. Now you’re ready to copy again with new paper.

PROCESS PARAGRAPHS 119

Avoiding Common Mistakes

Research tells us that these are the most common mistakes that students make when using
subject relative clauses in academic writing.

1 Use who for people and that for things. Do not use that for people and who
for things.
who
An academic counselor is a person that helps students plan their courses.

Students study specific applications

^
that
A scholarship is an award of money who helps a student further his or her education.
^
of grammar for the writing task and 2 The verb after a relative pronoun agrees with the noun that the pronoun modifies.
want
This is extremely beneficial for students who wants to get a job right away.

learn to avoid common mistakes ^

3 Do not use a subject pronoun after a relative pronoun.
A diagnostic test is a test that it assesses a student’s current ability.
(informed by the Cambridge 4 Do not omit a subject relative pronoun.

Learner Corpus).
who
This is an advantage for those students already know what they want to do.
^

4.4 Editing Task

Find and correct four more mistakes in the paragraph below.
A Major
which
In North America, a major is a specific subject who a
^
student studies while working toward a college degree.
Typically between a third and a half of a student’s courses
are part of his or her major. The other courses are known as
core courses. These consist of classes that all students they
have to take. Students usually need to choose a major by the
end of their second year of study. Students who wants to can
also choose two majors. This is called a double major. This is
an advantage for students can’t decide between two majors.
Another option is choosing a major and a minor. A minor
is similar to a major. It’s also a specific subject area who a
student studies, but students need to take fewer classes to
achieve a minor. Choosing a major is clearly an important
part of the college experience.

DEFINITION PARAGRAPHS 149

8
AVOIDING PLAGIARISM AND WRITING YOUR FINAL DRAFT

D Avoiding Plagiarism Students learn to

When you write a college assignment, you should use your own ideas and words.
acknowledge others’
I am worried. I often cannot write my thoughts in English, work and ideas and
and I do not want to make a mistake when I write.
Sometimes I like to use other people’s words. Their words
express my ideas. They say them more clearly than I do, but
appropriately incorporate
my teacher says I am plagiarizing. I don’t understand.
– Roberto
them into their writing.

Dear Roberto,
Do you play soccer? Maybe you do. Do you play like the Argentinian superstar Lionel
Messi? You probably don’t. However, you still play the game and work towards improving
your skills. It is the same in writing. You might find a really good author. You like the
author’s ideas, but you can’t just use his or her words. If you just use someone else’s words
or ideas, it is wrong. You need to think for yourself and say things in your own words. Your
instructors enjoy reading your ideas and helping you become the best writer you can be.
Yours truly,
Professor Wright

STRATEGIES TO AVOID PLAGIARISM

Here are some common thoughts that students have about writing. Think about your last
writing assignment. Were any of these true for you?
I can’t express my ideas well in English.
I need to get a good grade.
I don’t have enough time to do this writing assignment.
Sometimes students plagiarize for the reasons above. On the next page are some strategies to
help you avoid plagiarizing for those reasons.

68 UNIT 2

5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your paragraph.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
1 First, read the student’s brainstorm. First he developed his ideas using the freewrite in
Section 1, on page 74. Then, he organized these ideas into chronological order and placed
them in a timeline. What did the student change or take out? Why? Is the order of ideas
clearer in the freewrite than on the timeline? Discuss this with a partner.

Now fully prepared, students write, BEGINNING MIDDLE END

moving from brainstorming to overweight/ heart attack came home decided to lost weight

their final draft.

unhealthy – big shock get healthy – changed
attitude

2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1, page 75. Write the best ones in the timeline below. Include ideas from the Your
Turns throughout the unit. Finally, brainstorm more ideas. You will probably not use every
idea, but it is good to write as many ideas as possible.

BEGINNING MIDDLE END

98 UNIT 3

TOUR OF A UNIT 9
 THE TEAM BEHIND FINAL DRAFT
SERIES EDITOR
Jeanne Lambert brings 20 years of ESL classroom, teacher training,
and materials writing experience to her role as series editor of Final Draft.
Jeanne has taught at Columbia University, City University of New York
(CUNY), and The New School, specializing in academic writing and
English for Academic Purposes. While at Columbia University, she taught
writing courses in both the American Language Program and for the
School of International and Public Affairs. At CUNY, she co-designed a
faculty development program to help high school teachers align their
ESL reading and writing curriculum with college standards. She has
worked as an ESL Methods Practicum instructor and currently teaches
academic writing at The New School.

AUTHORS
David Bohlke has been actively involved in ELT since 1987. He has taught in
Asia, Africa, and the Middle East and frequently conducts teacher-training
sessions around the world. He has served as a writer and series editor of
numerous ESL publications.

Robyn Brinks Lockwood teaches at Stanford University’s Language Center and is

the coordinator for the American Language and Culture summer program. She
has authored and edited a wide range of print and digital ELT materials and has
presented at numerous national and international conferences.

Pamela Hartmann, who has more than 30 years of experience, taught EFL at
Seoul National University in Korea as well as in Greece before settling in Los
Angeles, California, where she has taught ESL at colleges and now at Evans
Community Adult School. She has written a number of ESL textbooks and has
given presentations throughout Asia, Latin America, and the United States.

ACADEMIC WRITING ADVISORY PANEL

The Advisory Panel is comprised of experienced writing instructors who have helped guide the
development of this series and have provided invaluable information about the needs of ESL
student writers.
Laszlo Arvai, Borough of Manhattan Community College, New York, NY
Leo Kazan, Passaic County Community College, Paterson, NJ
Amy Nunamaker, San Diego State College, San Diego, CA
Amy Renehan, University of Washington, Seattle, WA
Adrianne Thompson, Miami Dade College, Miami, FL

10
Copyright Material - Review Only - Not for Redistribution
INFORMED BY CLASSROOM TEACHERS …
Final Draft was influenced by the opinions and insights of classroom teachers from the following
institutions:
UNITED STATES Alabama: Cleburne County High School, Gadsden State Community College,
University of Alabama; Arizona: Arizona State University, Northern Arizona University,
Pima Community College; Arkansas: Arkansas State University, University of Arkansas, University of
Central Arkansas; California: Allan Hancock College, Berkeley High School, California State
Polytechnic University, California State University East Bay, California State University Fullerton,
California State University Long Beach, California State University Los Angeles, City College of San
Francisco, College of San Mateo, De Anza College, Diablo Valley College, East Los Angeles College,
El Camino College, The English Center, Evergreen Valley College, Foothill College, Fullerton College,
Gavilan College, Glendale Community College, Hollywood High School, Imperial Valley College,
Las Positas College, Los Angeles City College, Los Angeles Southwest College, Mendocino College,
Mills College, Mission College, Modesto Junior College, Monterey Peninsula College, Palomar
College, Pasadena City College, Placer High School, Roybal Learning Center, Sacramento City
College, Sacramento State, San Diego Community College District, San Francisco State University,
San Jose City College, Santa Ana College, Santa Barbara City College, Santa Monica College,
Santa Rosa Junior College, Skyline College, Stanford University, Taft College, University of California
Berkeley, University of California Davis, University of California Irvine, University of San Diego,
University of San Francisco, University of Southern California, West Valley Community College;
Colorado: Community College of Aurora, Front Range Community College, Red Rocks Community
College, University of Colorado; Connecticut: Central Connecticut State University, Enfield High
School, Naugatuck Valley Community College, Norwalk Community College, Post University,
University of Bridgeport, University of Hartford; Florida: Barry University, Florida SouthWestern State
College, Florida State University, Hillsborough Community College, Indian River State College,
Miami Dade College, Robinson High School, St. Petersburg College, University of Central Florida,
University of Florida, University of Miami, University of South Florida; Georgia: Augusta State
University, Emory University, Georgia Institute of Technology, Georgia Perimeter College, Georgia
State University, Interactive College of Technology, Pebblebrook High School, Savannah College of Art
and Design, West Hall High School; Hawaii: Hawaii Community College, Hawaii Tokai International
College, Kapiolani Community College, Mid-Pacific Institute, University of Hawaii; Idaho: College of
Western Idaho, Northwest Nazarene University; Illinois: College of DuPage, College of Lake County,
Elgin Community College, English Center USA, Harold Washington College, Harper College,
Illinois Institute of Technology, Lake Forest Academy, Moraine Valley Community College, Oakton
Community College, Roosevelt University, South Suburban College, Southern Illinois University, Triton
College, Truman College, University of Illinois, Waubonsee Community College; Indiana: Earlham
College, Indiana University, Purdue University; Iowa: Divine Word College, Iowa State University,
Kirkwood Community College, Mercy College of Health Sciences, University of Northern Iowa;
Kansas: Donnelly College, Johnson County Community College, Kansas State University, Washburn
University; Kentucky: Bluegrass Community & Technical College, Georgetown College, Northern
Kentucky University, University of Kentucky; Maryland: Anne Arundel Community College, Howard
Community College, Montgomery College, Johns Hopkins University; Massachusetts: Boston
University, Mount Ida College, New England Conservatory of Music, North Shore Community
College, Phillips Academy, Roxbury Community College, The Winchendon School, Worcester State
University; Michigan: Central Michigan University, Eastern Michigan University, Grand Rapids
Community College, Lansing Community College, Macomb Community College, Michigan State
University, Saginaw Valley State University, University of Detroit Mercy, University of Michigan,

THE TEAM BEHIND FINAL DRAFT 11

Copyright Material - Review Only - Not for Redistribution
 Wayne State University, Western Michigan University; Minnesota: Century College, Saint Paul
College, University of Minnesota, University of St. Thomas; Mississippi: Mississippi College,
Mississippi State University; Missouri: Missouri State University, St. Louis Community College,
Saint Louis University, University of Missouri, Webster University; Nebraska: Union College,
University of Nebraska; Nevada: Truckee Meadows Community College, University of Nevada;
New Jersey: Bergen Community College, The College of New Jersey, Hudson County Community
College, Kean University, Linden High School, Mercer County Community College, Passaic County
Community College, Rutgers University, Stockton University, Union County College; New Mexico:
University of New Mexico; New York: Alfred State College, Baruch College, Borough of Manhattan
Community College, City University of New York, Columbia University, Fashion Institute of
Technology, Hofstra University, Hostos Community College, Hunter College, John Jay College of
Criminal Justice, Kingsborough Community College, The Knox School, LaGuardia Community
College, LIC/LISMA Language Center, Medgar Evers College, New York University, Queens College,
Queensborough Community College, Suffolk Community College, Syracuse University, Zoni
Language Centers; North Carolina: Central Carolina Community College, Central Piedmont
Community College, Duke University, Durham Technical Community College, South Piedmont
Community College, University of North Carolina, Wake Technical Community College; North
Dakota: Woodrow Wilson High School; Ohio: Columbus State Community College, Cuyahoga
Community College, Kent State University, Miami University Middletown, Ohio Northern University,
Ohio State University, Sinclair Community College, University of Cincinnati, University of Dayton,
Wright State University, Xavier University; Oklahoma: University of Oklahoma; Oregon: Chemeketa
Community College, Clackamas Community College, Lewis & Clark College, Portland Community
College, Portland State University, Westview High School; Pennsylvania: Pennsylvania State
University, University of Pennsylvania, University of Pittsburgh; Puerto Rico: Carlos Albizu University,
InterAmerican University of Puerto Rico; Rhode Island: Johnson & Wales University, Salve Regina
University; South Carolina: University of South Carolina; South Dakota: Black Hills State University;
Tennessee: Southern Adventist University, University of Tennessee, Vanderbilt University, Williamson
Christian College; Texas: Austin Community College, Colleyville Heritage High School, Collin College,
Dallas Baptist University, El Paso Community College, Houston Community College, Lone Star
College, Northwest Vista College, Richland College, San Jacinto College, Stephen F. Austin State
University, Tarrant County College, Texas A&M University, University of Houston, University of North
Texas, University of Texas, Victoria College, West Brook High School; Utah: Brigham Young University,
Davis Applied Technology College, Weber State University; Vermont: Green Mountain College;
Virginia: College of William & Mary, Liberty University, Northern Virginia Community College,
Tidewater Community College; Washington: Bellevue College, EF International Language Centers,
Gonzaga University, The IDEAL School, Mount Rainier High School, North Seattle College, Peninsula
College, Seattle Central College, Seattle University, Shoreline Community College, South Puget Sound
Community College, Tacoma Community College, University of Washington, Whatcom Community
College, Wilson High School; Washington, DC: George Washington University, Georgetown
University; West Virginia: West Virginia University; Wisconsin: Beloit College, Edgewood College,
Gateway Technical College, Kenosha eSchool, Lawrence University, Marquette University, St. Norbert
College, University of Wisconsin, Waukesha County Technical College
CANADA British Columbia: Vancouver Island University, VanWest College; Nova Scotia: Acadia
University; Ontario: Centennial College, University of Guelph, York University; Québec: Université du
Québec
MEXICO Baja California: Universidad de Tijuana
TURKEY Istanbul: Bilgi University, Özyeğin University

12
Copyright Material - Review Only - Not for Redistribution
1
DEVELOPING IDEAS
TECHNOLOGY: COMMUNICATING IN THE MODERN WORLD

“Cell phones are so

convenient that they’re
an inconvenience.”
Haruki Murakami
(1949–)

About the Author:

Haruki Murakami is a
Work with a partner. Read the quotation about modern Japanese author of novels
communication. Then answer the questions. and short stories.

1 Convenient means helpful or easy. In what ways are cell phones

convenient?
2 In what ways are cell phones sometimes inconvenient?
3 Do any types of technology make communication more difficult?

DEVELOPING IDEAS 13

Copyright Material - Review Only - Not for Redistribution

 1 PREPARE YOUR IDEAS

A Connect to Academic Writing

In this unit, you will learn skills to help you develop your ideas in your writing. For example,
you will learn how to give reasons, give examples, and provide further information with
explanations. These are skills you already use in your daily life. For example, you might give
a reason for being late to class to your instructor. You might give a friend examples of apps
that you find useful in your studies. You might explain to your parents some of the new and
interesting things you are learning in class.

B Reflect on the Topic

In this section, you will look at a writing prompt and reflect on it. Throughout the unit, you will
develop ideas about this prompt. You will use these ideas to practice skills that are necessary to
write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 20. The student
reflected on the topic and used a cluster diagram to brainstorm ways people use technology
to socialize.

WRITING PROMPT: People are increasingly using technology to socialize. How do people of
your age use technology to socialize? Include at least three examples.

websites

texting

TECHNOLOGY TO talking
SOCIALIZE on
smartphones
video-chatting

social
networking
gaming

1.1 Notice
Tell your partner about one more example you could write about. Then add it to the
cluster diagram. Share your ideas with the class.

14 UNIT 1
Copyright Material - Review Only - Not for Redistribution
 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: Technology is increasingly being used by all age groups. How does one of
the age groups listed below use technology?
Children (2–8 years old) Pre-teens (9–12 years old)
Teenagers (13–19 years old) Young adults (20–35 years old)
Adults (36–59 years old) Older adults (60+ years old)
1 Choose one of the age groups. Write it in the center circle of the cluster diagram below.
2 Think about all the ways this age group uses technology. Write those ways in the
other circles.
3 Compare cluster diagrams with a partner.

USE OF
TECHNOLOGY FOR

DEVELOPING IDEAS 15
Copyright Material - Review Only - Not for Redistribution
 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your paragraph. You will
also notice how a professional writer uses this language.

A Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

contact (v) exchange (v) option (n) trend (n)

essential (adj) inform (v) technology (n) use (v)

2.1 Focus on Meaning

A Work with a partner. Match the words in bold to their meanings. Write the letters.
1 I get text messages from my phone provider. a to do something with an object
These messages inform me of special offers on or machine to complete a task
new phones.
2 People of all ages use electronic devices in b to give knowledge to someone
their daily lives. In the United States, almost
50% of children have cell phones by the age
of 10.
3 Modern technology, such as smartphones and c equipment or systems, especially
email, makes it very easy for people to stay those that have to do with
in touch. computers and modern science
4 People have more than one option for d one thing that can be chosen
accessing the Internet. They can use a from many possibilities
smartphone, a tablet, a laptop, or even a TV.

B Read the paragraph and guess the meaning of the words in bold. Then circle the letter
of the correct definition for each word.
Electronic Business Cards

Electronic business cards are a good way to connect professionally. Business cards are an
essential part of business culture. Businesspeople often exchange them when they meet for
the first time. The information on a business card allows someone to contact another person
easily. Printed business cards are still popular, but there is a recent trend toward electronic
business cards. For example, many businesspeople add their electronic business card at the end
of an email. In conclusion, electronic business cards help connect to other people.

16 UNIT 1
Copyright Material - Review Only - Not for Redistribution
1 Essential means
a strange or foreign. b very important or necessary.
2 To exchange means
a to hide or keep out of view. b to give and receive the same thing in return.
3 To contact means
a to communicate or get in touch b to find out something you did not
with someone. know before.
4 A trend is
a something that is rarely done anymore. b the general ways something is changing.

B Academic Collocations
Collocations are words that are frequently used together. Research tells us that the academic
vocabulary in Part A is commonly used in the collocations in bold below.

2.2 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the collocations in bold
and circle the correct definitions.
1 Many teachers today use technology, such as smartboards and classroom management
systems, in their classrooms.
a use electronic equipment to b use electronic equipment to
solve problems create problems
2 Teachers often allow students to bring smartphones to class. Usually, though, students are
not allowed to exchange messages on their smartphones during class.
a read information about someone b send and receive information with someone
3 Some teachers still accept handwritten homework assignments. The best option, though,
is for students to type assignments.
a the only choice b the number one choice
4 There is a general trend toward teachers using more technology in their classrooms.
New software allows teachers to manage, track, and deliver educational content online.
a reasons why something is staying b overall way something is developing
the same
5 For many teachers, a textbook, a whiteboard, and a computer are essential tools needed
to teach students.
a things that are necessary b things that are not very useful

DEVELOPING IDEAS 17
Copyright Material - Review Only - Not for Redistribution
 C Writing in the Real World
You will read an article titled “How We Use Our Cell Phones.” The author of the article develops
his ideas so his reader can understand them.
Before you read, answer this question: What do you think are the three most popular uses for
cell phones?
Now read the article. Think about your answer to the question as you read.

HOW WE USE OUR CELL PHONES

By Jorge Navarro

1 The cell phone is an essential tool for 2 The most popular cell phone activity is
many people. We use it to communicate, to taking pictures. Among all cell phone
inform, to share, and to entertain. According users, 82% use their phone to take photos.
to a survey by the Pew Research Center, 85% There is little difference between males and
of American adults now own a cell phone. females. For instance, 82% of men and 81%
The survey also shows some interesting of women take pictures with their phones.
information about how they use their Perhaps unsurprisingly, young adults are
phones. The top five uses for cell phones – the most likely to take pictures. Ninety-four
besides talking to others – are taking percent of those under 29 take pictures with
pictures, texting, accessing the Internet, their cell phones, compared to just 44% of
emailing, and recording video. those aged 65 and over.

18 UNIT 1
Copyright Material - Review Only - Not for Redistribution
3 The second most popular cell phone activity is 6 Recording videos is the fifth most popular
texting. A few years ago, 58% of people texted activity. Forty-four percent of users now
with their phones, but the number today is make videos with their phones, up from just
80%. Large numbers of users send and receive 18% a few years ago. Seven in 10 young adults
texts, with the exception of older Americans. record videos with their phones, compared
Among users 18–29 years of age, texting is nearly to just 9% of older adults. Younger users are
universal.1 more likely to be comfortable with using this
technology in their daily lives.
4 Fifty-six percent of cell phone owners access the
Internet with their phone, making it the third 7 How will people use their cell phones in
most common activity. The gap2 between young the future? What options will cell phones
and older users is high: 77% of those under 30 offer that we have not even thought of
access the Internet with their phones versus just yet? What general trends can we predict?
13% of those 65 and older. There is also a large It’s anyone’s guess!
difference according to income. Because it can
sometimes be expensive to get online, those who
earn more than $75,000 per year are much more
likely to access the Internet than those who earn
less than $30,000.
5 The fourth most common activity is emailing.
Half of users contact others via3 email on their
devices. As with other activities, younger users are
much more likely to use cell phones to exchange
messages using email.
1
universal: experienced by everyone
2
gap: difference
3
via: by means of

2.3 Check Your Understanding

Answer the questions.
1 After “talking,” what do most Americans use cell phones for?
2 Which statistic about cell phone use surprised you? Explain your answer.
3 How do your cell phone habits compare to those mentioned in the survey?

2.4 Notice the Writing

Answer the questions.
1 Read the first paragraph again. Underline the sentence that includes an explanation of why
a cell phone is an essential tool.
2 Read the second paragraph again. Underline the two-word phrase that signals an example.
3 Read the fourth paragraph again. Underline the word that signals a reason.

DEVELOPING IDEAS 19
Copyright Material - Review Only - Not for Redistribution
 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on her topic. In this
section, you will analyze the final draft of her paragraph. You will learn how to develop ideas for
your own paragraph.

A Student Model
Read the prompt and answer the questions.
WRITING PROMPT: People are increasingly using technology to socialize. How do people of
your generation use technology to socialize? Include at least three examples.
1 What are some ways people use technology to socialize?
2 What ways do you think the writer – a young adult – will mention?

Read the paragraph twice. The first time, think about your answers to the questions above.
The second time, answer the questions in the Analyze Writing Skills boxes. This will help
you notice the key features of a paragraph.

How College Students Use Technology to Socialize

1 Analyze Writing Skills
People of my generation use technology to socialize in different ways. Find a sentence that
contains the names of
Nearly everyone I know has a digital device such as a cell phone, tablet, or three devices. What
laptop. College students have several options for how they socialize. For punctuation (a period?
a comma? a dash?) does
many students, texting is the best option for contacting friends. People the writer use to separate
them? Circle them.
like texting since it’s fast and easy. College students are also big users of Underline any capital
social media, and this is a great way to socialize with a larger group of letters in the sentence.

people. Interestingly, some students also use social media to communicate 2 Analyze Writing Skills
with classmates outside of class. They often start discussions about Find and circle a word
that signals a reason.
interesting topics that come up in class. Teachers sometimes join in, too. Underline the reason.
They use these to inform students of class updates, such as reminders
3 Analyze Writing Skills
about homework and quizzes. Finally, video-chatting is also very popular
Find and circle an
for communicating with families. This is because some people do not live example of two complete
sentences joined by and.
near their families. For example, my family lives eight hours away, so we
video-chat every Saturday. Using cell phones, tablets, and laptops is clearly 4 Analyze Writing Skills

essential for socializing for my generation. Find and circle a phrase

that signals a personal
example. Underline the
example.

20 UNIT 1
Copyright Material - Review Only - Not for Redistribution
 3.1 Check Your Understanding
Answer the questions.
1 What three ways of socializing does the writer discuss?
2 According to the writer, what is a good way to socialize with people far away?
3 How do you think the writer might contact several friends that she wants to discuss a class
presentation with?

DEVELOPING IDEAS 21
Copyright Material - Review Only - Not for Redistribution
 3.2 Outline the Writer’s Ideas
Complete the outline for “How College Students Use Technology to Socialize.” Use the
phrases in the box.

fast and easy social media video-chatting

good for individual friends some families live far away good for large groups of people

PARAGRAPH OUTLINE

First People of my generation use technology to socialize in different ways.

Sentence

1st Idea A. Texting

Explanation 1.

Reason 2.

2nd Idea B.

Explanation 1.

3rd Idea C.

Explanation 1. Good for families

Reason 2.

Example 3. Writer’s family lives eight hours away

Last Using cell phones, tablets, and laptops is clearly essential for socializing for my generation.
Sentence

22 UNIT 1
Copyright Material - Review Only - Not for Redistribution
B Developing Ideas
Good writers develop their ideas so their writing is easily understood and interesting to read.
A well-developed paragraph includes examples, reasons, and explanations of the writer’s
ideas. Read the two paragraphs below. Which paragraph has ideas that are well developed?
Paragraph 1
Why Technology Is Essential for Today’s Student
Students today cannot imagine academic life without technology. A digital device is an
essential tool for most of my college friends. Many bring their digital devices into class.
Students also use their devices to complete assignments. Some teachers in my college
only accept assignments prepared in this way, so it’s very important for students to be
comfortable using technology.
Paragraph 2
Why Technology Is Essential for Today’s Student
Students today cannot imagine academic life without technology. A digital device such
as a cell phone, tablet, or laptop is an essential tool for most of my college friends. In fact,
most students use some sort of digital device to get updated information on their classes
from their teachers. Many bring their device into class, since they use it to take notes,
record lectures, or even take photos of their professor’s slides. This saves time and allows
them to share their notes with others after class. Students also use their devices to complete
assignments. These assignments consist of online homework that teachers regularly assign.
Some teachers only accept assignments prepared in this way, so it’s very important for
students to be comfortable using technology. In conclusion, technology is very important for
students today.
It is clear that paragraph 2 is better. Why? It’s because the writer has included examples,
reasons, and explanations in her writing. This additional information makes us think about our
knowledge of the topic: What are our experiences? Do we agree or disagree with the writer?

3.3 Notice
Underline the sentences in paragraph 2 above where the writer uses examples, reasons,
and explanations.

DEVELOPING IDEAS 23
Copyright Material - Review Only - Not for Redistribution
 EXAMPLES
One way to develop ideas is through examples. Certain phrases can signal examples.
For example and For instance are typically used at the beginning of sentences.
People use cell phones for more than phone calls. For example, / For instance, a recent survey
found that 82% of American adults use them to take photos.
Such as is usually followed by nouns, verbs, or other short examples. A sentence generally does
not follow such as.
NOUN NOUN NOUN
Digital devices such as cell phones, tablets, and laptops are an essential part of college life.
Note that writers can give examples without using signal words.
Older people are becoming more comfortable with technology. This is certainly true with my
grandmother. She likes to show her friends photos on her cell phone.

3.4 Notice
Look back at the Student Model on page 20. What example did you underline? Find and
write another sentence in the text that includes an example.

24 UNIT 1
Copyright Material - Review Only - Not for Redistribution
 3.5 Write Examples
Complete these sentences with your own examples.

1 There are many ways that smartphones can be useful during an emergency. For example,

2 A natural disaster such as

can cause huge damage. An early-warning communication system is essential in order to
save lives.

3 It is frustrating to not get help when you need it. For instance,

4 There are important phone numbers you should remember in case you need help.
For example,

3.6 Apply It to Your Writing

Work with a partner. Go to the ideas you wrote in Section 1 on page 14. Look at
your ideas and find places to add examples. Note your examples below.

REASONS
Another way to develop ideas is through reasons. The words because and since are commonly
used to explain reasons. They can begin a sentence. Because is used more often than since.
Many people prefer cell phones since they are cheaper than laptop computers.
Since they are cheaper than laptop computers, many people prefer using cell phones.

3.7 Notice
Circle the best word to complete each sentence.
1 Since is more / less commonly used than because.
2 The word since can / cannot begin a sentence.
3 The word because is / isn’t necessary before a reason.

DEVELOPING IDEAS 25
Copyright Material - Review Only - Not for Redistribution
 3.8 Complete Reasons
Complete the sentences using the phrases (a–e) below. Write the letters.
a she wanted to share her news immediately d they can get more up-to-date news online
b many people are busy e online news sites have comment boxes
c these sources can be more entertaining

1 Many people do not read paper newspapers today because .

2 Since , it’s faster for them to check news headlines online.

3 Because , anyone can post their own opinion about the news.

4 Because , she decided to post it on her social networking page.

5 Many people get their news from blogs because .

3.9 Write Ideas

Complete the sentences with your own ideas.

1 The best website to get the latest news is because

.

2 is a popular social networking site because

.

3 Because , I sometimes only check news about

.

4 I never share news about with other people online because

.

5 Since , the best digital device to buy now is

.

3.10 Apply It to Your Writing

Work with a partner. Go to the ideas you wrote in Section 1 on page 14.
Choose one idea and write a reason that supports that idea.

26 UNIT 1
Copyright Material - Review Only - Not for Redistribution
EXPLANATIONS
Another way to develop ideas is through explanations. In some cases, a writer might explain a
difficult or unfamiliar word or concept. At other times, explanations are simply additional details
that help the writer describe or elaborate.
Explanations often answer the questions How? or In what way? They may include an
explanation of how something came to be, how something works, or how things relate to one
another.
Read the sentences below. Notice how the second sentence gives more information about the
first sentence.
In some ways, technology has made people poor communicators. Some people do not listen well
because they are always looking at their phones. (The second sentence explains why they are
poor communicators.)
Some people think that technology lets people hide behind a “technology wall.” This means that
people prefer to communicate by texting instead of speaking face to face. (The second sentence
explains what the writer means by “technology wall.”)

3.11 Notice the Writing

Look back at the Student Model on page 20. Check (✓) the ideas that are explained.

1 how students contact individual friends

2 the name of a popular app for socializing

3 what students use email for

4 how teachers use social media

DEVELOPING IDEAS 27
Copyright Material - Review Only - Not for Redistribution
 3.12 Complete Explanations
Complete the paragraph by circling the best explanation.
Is Technology Damaging Our Communications Skills?

Too much technology is damaging our communication skills for several reasons. First,
no one talks to one another anymore. / everybody loves technology, especially young
(1)
people. For example, I went to a party last week. Most people were on their smartphones.
One person was sending a text. Another person was reading an email. Second, you can now
talk to one person while at the same time texting with someone else. In the past, this was
considered rude, but not anymore. No one likes to be around rude people. / Nowadays,
(2)
people accept this kind of behavior. Third, communication skills are worse with technology.
People say more negative things these days. It is easy to write negative comments when we
cannot see someone. / There are more negative messages on blogs than on social media
(3)
sites. Lastly, I think we are also losing our ability to have real conversations. Some people
have many friends online. / We often just send quick messages online. We have fewer
(4)
face-to-face conversations. For these reasons, many people believe that technology is damaging
our essential communication skills.

28 UNIT 1
Copyright Material - Review Only - Not for Redistribution
 3.13 Practice Writing
A Work with a partner. Use your own ideas to complete the paragraph with a reason,
an explanation, and an example.
More Sales with Social Media

Small businesses can use social media to get more customers. One type of business that
shows that social media can increase sales is food trucks. There is a food truck near where I work
called “Ben’s Burgers.” People stand in line, order their food, and eat it – often standing up.
It does not cost a lot to run a food truck because
(1)
(a reason).
To attract new customers, “Ben’s Burgers” has a social media page. They advertise
special deals. For example, they offer discounts, have special sales, or advertise different
events to get more customers. A food truck is like a moving restaurant. In other words,

(2)
(an explanation). This is useful because they
can go wherever there’s a crowd. For example,
(3)

(an example). “Ben’s Burgers” tweets its location to let customers know where it is. It’s a food
truck that is doing well because of social media.

B Exchange your work with another pair. Do you have similar reasons, explanations,
and examples?

3.14 Apply It to Your Writing

Work with a partner. Go to the ideas you wrote in Section 1 on page 15. Look at
your ideas. Choose one idea and write one or two sentences to explain it.

DEVELOPING IDEAS 29
Copyright Material - Review Only - Not for Redistribution
 4 SHARPEN YOUR SKILLS

A Writing Skill 1: Simple and Compound Sentences

Good writers use a variety of sentences in their writing to keep the reader’s attention. It’s
important for writers to understand different sentence types so they can use a mix of sentences.
The most basic type of sentence is the simple sentence. A simple sentence is an independent
clause. It contains a complete thought. Using only simple sentences can produce writing that
does not flow well.

SIMPLE SENTENCES
1 A simple sentence contains a subject and verb.
SUBJECT VERB
My computer crashed.
2 A simple sentence can also contain an object, a prepositional phrase, or both.
OBJECT
Businesspeople exchange business cards.
PREPOSITIONAL PHRASE
Food trucks often tweet in the morning.
OBJECT PREPOSITIONAL PHRASE
Many teachers use technology in the classroom.
3 A simple sentence can contain a compound subject, compound verb, or compound
object. However, it is still a simple sentence because it contains one complete thought.
COMPOUND SUBJECT
Men and women take photos in equal numbers.
COMPOUND VERB
Many people text and email each other every day.
COMPOUND OBJECT
Young people like to take photos and videos.

4.1 Complete Sentences

A Rearrange the words to write simple sentences.
1 I / on my Facebook page / post messages

2 pizza and burgers / sells / the food truck

3 write / Dani and Steve / in the evening / a blog

B Add labels to your sentences above. Write subject, verb, object, prepositional phrase,
compound subject, and compound object.

30 UNIT 1
Copyright Material - Review Only - Not for Redistribution
Another type of sentence is the compound sentence. A compound sentence contains two
independent clauses.

COMPOUND SENTENCES
1 Compound sentences contain a coordinating I text my friends every morning, and
conjunction. A coordinating conjunction links two we speak every evening.
complete thoughts.
2 The choice of conjunction can change the I text my friends every morning, but
meaning of the sentence. I prefer talking to them in person.
And adds information. I text my friends every morning, or
But shows contrast. I call and speak to them directly.
Or gives a choice. I text my friends every morning, so
I always know what they are doing.
So shows a consequence.

4.2 Combine Sentences

Join the two simple sentences to create one compound sentence. Use the best
coordinating conjunction in parentheses.
1 It’s easy to use Facebook. Even people uncomfortable with technology use it. (so / or)

2 Jim has not joined Facebook. His wife does not think he’ll ever join. (and / or)

3 You can “like” people on Facebook. You may choose to follow people. (or / so)

4 Many people still use Facebook. Some people think it will decrease in popularity. (but / so)

DEVELOPING IDEAS 31
Copyright Material - Review Only - Not for Redistribution
 B Writing Skill 2: Capitalization and Punctuation
Writers follow certain rules of capitalization and punctuation when writing.

CAPITALIZATION RULES
1 Always capitalize the pronoun I. I check my messages every morning.
(Writers do not use this pronoun
frequently in academic writing.)
2 Begin each word of a new sentence Texting is popular among my friends.
with a capital letter.
Emailing is not so popular.
3 Capitalize proper nouns, such as the Ian is from Manchester, England.
names of people, places, days of the
He moved to Berlin last August.
week, months, holidays, languages,
cities, and countries. He speaks German well.

4 Do not capitalize common nouns. Ian is from a large city.

Common nouns are general names of
He has never lived in a foreign country.
people, places, and things.
He speaks two languages.
5 Do not capitalize seasons. The seasons are spring, summer, fall, and
winter.
6 Do not capitalize directions. Drive east for a kilometer and then turn north.

4.3 Understand Capitalization

Correct the capitalization errors in the paragraph. There are seven mistakes.
Calling from the Top of the Earth

These days it’s easy to keep in touch from the top of Mount Everest. In the past, it was
hard to communicate from remote places. Edmund hillary, the first person to reach the top
of everest, had to use heavy radio equipment to make calls. Now, both china and Nepal have
cell phone networks there, so people can use a cell phone. The use of GPS technology also
makes things easier because climbers now know exactly where they are on the mountain.
It’s also easier for rescuers to find climbers who may need help. For instance, helicopters from
areas South of the mountain, or from the City of kathmandu to the west, can quickly go in
to rescue climbers during an emergency. Devices such as smartphones also help climbers get
current information. It’s difficult to predict the weather on Everest during the Summer climbing
season, but with a smartphone, climbers can get up-to-date weather forecasts. They can also
send emails or post updates about their climb. The top of the world does not seem too distant
these days.

32 UNIT 1
Copyright Material - Review Only - Not for Redistribution
 PUNCTUATION RULES
1 Always end sentences with a period (.), Social media can attract new customers.
a question mark (?), or an exclamation
How can we use technology to socialize?
point (!). Do not end a sentence with a
comma (,). Be careful!

2 Use commas in a list of three or more One person may be sending a text, another
words, phrases, and clauses. may be commenting on a blog, and another
may be reading an email.
3 Use commas before coordinating Printed business cards are still popular, but
conjunctions (and, but, or, so) in there is a recent trend toward electronic
compound sentences. business cards.
4 Use a comma after phrases such as for There is little difference between males and
example and for instance. females. For instance, 82% of men and 81%
of women take pictures with their phones.

4.4 Correct Punctuation Mistakes

Add the correct punctuation to these sentences.
1 A British climber named Daniel Hughes became famous in 2013
2 He was the first person to use his smartphone to make a video call from Mount Everest
3 Did he call his grandmother his mother or his friends
4 He called the BBC news organization and they interviewed him
5 Nepal was in the news but the government of Nepal was not happy about it
6 Hughes did not have permission to broadcast so the call is considered illegal
7 The government said that Hughes would be punished for the act
8 For example he could face a 10-year ban from climbing Everest

DEVELOPING IDEAS 33
Copyright Material - Review Only - Not for Redistribution
 C Grammar for Writing: Simple Present
The simple present is one of the most common tenses in English. Study these uses:

SIMPLE PRESENT
1 Use the simple present to describe Young people text more than older people.
facts and general truths.
Both China and Nepal have networks on Mount
Everest.
2 It is also used to describe habits and Most people use cell phones to take photos.
repeated actions.
Large numbers of cell phone users send and
receive texts every day.
3 It is often used with adverbs of Students often start discussions about interesting
frequency (always, often, sometimes, topics that come up in class.
never) and expressions of frequency
Teachers sometimes join the discussions, too.
(every day, once a week).
I video-chat with my family every Saturday.
4 It is also used with stative (non-active) I do not understand this message.
verbs such as like, hope, have, wish,
Who does that laptop belong to?
know, understand, belong, prefer,
believe, and want. How do you prefer to communicate?

4.5 Identify Form

Circle the correct statement(s) about each sentence.
1 I prefer texting to emailing.
a Is a fact / general truth
b Is a habit / repeated action
c Uses a stative verb
2 Teachers seldom allow students to exchange text messages during class.
a Is a fact / general truth
b Uses an adverb or expression of frequency
c Uses a stative verb
3 Fifty-six percent of cell phone owners access the Internet with their phone.
a Is a fact / general truth
b Is a habit / repeated action
c Uses a stative verb
4 At a food truck people stand in line, order their food, and eat it.
a Is a habit / repeated action
b Uses an adverb or expression of frequency
c Uses a stative verb

34 UNIT 1
Copyright Material - Review Only - Not for Redistribution
 4.6 Use the Correct Verb Tense
Complete the sentences with the correct form of the simple present tense.
1 Some people today do not trust (not / trust) the traditional news media.
2 Citizen journalism (refer) to the reporting of news events by
everyday people.
3 It often (let) people hear two sides of an issue.
4 A citizen journalist (not / have) a degree in journalism.
5 Technology (play) a big part in citizen journalism.
6 Citizen journalists usually (publish) online by using a blog or
community website.
7 Certain types of citizen journalism (act) as a check on regular
news reporting.
8 Some people (feel) that citizen journalism is a threat to traditional
journalism.

DEVELOPING IDEAS 35
Copyright Material - Review Only - Not for Redistribution
 Avoiding Common Mistakes
Research tells us that these are the most common mistakes that students make when using the
simple present tense in academic writing.

1 Use the simple present with stative verbs.

hope
I am hoping to upgrade my phone soon.
^
2 Use the correct form of do with singular and plural subjects.
do
Young people does not send many emails.
^
3 Do not use sometimes after not.
sometimes
My mother does not sometimes answer my texts. She calls me instead.
^

4.7 Editing Task

Find and correct four more mistakes in the paragraph below.
A Job That Uses Technology
uses
My uncle is a taxi driver, and he is using technology every day in this job. He has a
^
smartphone. The main taxi office sends him text messages that tell him where to pick up
passengers. His family and friends calls him regularly, too. He also has a two-way radio, but he
don’t use it very much. The main piece of technology my uncle uses is a GPS. My uncle does
not sometimes know places in our city, so the GPS technology is very useful. The newest
technology in my uncle’s taxi is an information tablet for passengers. Passengers can check their
route and watch the news. They can even pay for their fare using a credit card. I’m thinking my
uncle’s job has become easier with the latest technology.

36 UNIT 1
Copyright Material - Review Only - Not for Redistribution
D Avoiding Plagiarism
In North America, people have very strong opinions about plagiarism.

My instructor warned us about plagiarizing other writers’ ideas.

I know students get in trouble for plagiarizing, but what is
plagiarism? Why is it so important in North America?
– Thiago

Dear Thiago,
When you copy someone’s exact words or ideas, you are plagiarizing. In some cultures,
it is OK to do that. In North America, however, a person’s words and ideas are like
property. They belong to that person. You can use them, but you must always say where
you found them and name the original writer.
Yours truly,
Professor Wright

WAYS TO AVOID PLAGIARISM

Plagiarizing on homework or tests is not acceptable. The consequences are very serious.
Read your school’s academic integrity policy and make sure you understand it.
Let’s look at some ideas that will help you avoid plagiarizing.

DO: DON’T:

• Use your own words and ideas. • Do not copy and paste sentences or
paragraphs from the Internet.
• Say where you found your information. • Do not copy exact words from a book or
magazine.

DEVELOPING IDEAS 37
Copyright Material - Review Only - Not for Redistribution
 4.8 Practice
Read the paragraph from an original text. Then read the two paragraphs Students A and
B wrote. Student B’s writing shows signs of plagiarism. Work with a partner. Underline
the phrases that are plagiarized. Discuss the ways Student A avoided plagiarizing.

Psychologist Sherry Turkle studies how technology affects people. In her studies, she
found that technology, like text messages and email on a smartphone, changes our social
behavior. Now, it’s common to talk to someone while texting someone else. In the past,
this was considered rude. Today, it’s normal. Turkle insists we are losing our ability to have
real conversations.

Student A:
Is technology changing the way we behave with people? Sherry Turkle, a psychologist,
believes that. For example, nowadays we communicate by text and email to two
different people at one time. This is different from the past. She thinks we can’t have real
conversations now.

Student B:
Technology can change our social behavior. For example, sometimes we talk to someone
and text someone else at the same time. In the past, this was rude. Now, we are losing our
ability to have real conversations.

38 UNIT 1
Copyright Material - Review Only - Not for Redistribution
5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your
paragraph. The writing process helps writers think about, organize, and write their ideas.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
1 First, read the student’s brainstorm. She wrote many ideas from the cluster diagram she used
to reflect on her topic in Section 1 on page 14. Finally, she deleted ideas that she thought
would not work in her paragraph.

WRITING PROMPT: People are increasingly using technology to socialize. How do people of
your age use technology to socialize? Include at least three examples.

websites

texting

photo sharing

TECHNOLOGY TO
SOCIALIZE talking
on
smartphones

video-chatting

social
networking
gaming

DEVELOPING IDEAS 39
Copyright Material - Review Only - Not for Redistribution
 2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1 on page 15. Write the best ones in the cluster diagram below. Include ideas from
the Your Turns throughout the unit. Finally, brainstorm more ideas. You will probably not use
every idea, but it is good to write as many ideas as possible.

USE OF
TECHNOLOGY FOR

40 UNIT 1
Copyright Material - Review Only - Not for Redistribution
 STEP 2: MAKE AN OUTLINE
Making an outline helps you organize ideas. Complete the outline below with ideas for
your paragraph from Step 1 on page 40.

PARAGRAPH OUTLINE

First
Sentence

1st Idea A.

Explanation 1.

Reason 2.

Example 3.

2nd Idea B.

Explanation 1.

Reason 2.

Example 3.

3rd Idea C.

Explanation 1.

Reason 2.

Example 3.

Last
Sentence

DEVELOPING IDEAS 41
Copyright Material - Review Only - Not for Redistribution
 STEP 3: WRITE YOUR FIRST DRAFT
Now it’s time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline and the sentences you wrote in the Your Turns and in Step 2 on page 41.
2 Focus on making your ideas as clear as possible.
3 Add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Go through and look at every comma. Is it correct? Should it be a period?
3 Check that you have used a comma after adverb clauses when they start a sentence.
4 Make sure your first sentence and your explanations, reasons, and examples are clear.

STEP 4: WRITE YOUR FINAL DRAFT

1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent (misspellings, using commas instead of
periods, missing verbs). Try to avoid them as you write.
3 Review the Academic Vocabulary and Academic Collocations from this unit. Are there any
that you can add to your paragraph?
4 Turn to page 237 and use the Self-Editing Review to check your work one more time.
5 Write your final draft and hand it in.

42 UNIT 1
Copyright Material - Review Only - Not for Redistribution
2
INTRODUCTION TO
PARAGRAPHS
PSYCHOLOGY: CHARACTERISTICS OF SUCCESS

“Don’t aim for success

if you want it; just do
what you love and
believe in it, and it will
come naturally.”
David Frost (1939–2013)

About the Author:

Work with a partner. Read the quotation about success. Then answer
the questions. David Frost was a
British TV presenter and
1 Do you agree with David Frost? Does success come naturally? interviewer. He was best
known for his interviews
2 What other factors do you think help people succeed? with famous politicians.

INTRODUCTION TO PARAGRAPHS 43

Copyright Material - Review Only - Not for Redistribution

 1 PREPARE YOUR IDEAS

A Connect to Academic Writing

In this unit, you will learn the skills you need to write a paragraph. You will also learn how
to organize your ideas and support them around a main idea. While some of the writing
skills that you will learn may seem new to you, the skill of organizing your ideas is not new.
In your everyday life you organize your ideas when you make plans for the weekend or make
a shopping list.

B Reflect on the Topic

In this section, you will look at a writing prompt and reflect on it. Throughout the unit, you will
develop ideas about this prompt. You will use these ideas to practice skills that are necessary to
write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 50. The student
reflected on his topic and used a cluster diagram to brainstorm ideas about the characteristics
of a successful student.

WRITING PROMPT: Success can mean different things to different people. What three things
would you like to be successful at? Use specific details and reasons to support your choice.

play guitar

be healthy
be good with
money –
no debt

SUCCESS FOR ME get good

grades
own my
business

be a doctor
get married

1.1 Notice
Tell your partner about two more characteristics you could add to the cluster diagram.
Share them with the class.

44 UNIT 2
Copyright Material - Review Only - Not for Redistribution
 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: Success can be shown in different ways. Describe the characteristics of
a successful person you know.
1 Think about all the characteristics of a successful person (for example: personality traits,
talents or abilities, knowledge or intelligence).
2 Write the characteristics in the other circles.
3 Compare cluster diagrams with a partner.

SUCCESSFUL
PEOPLE

INTRODUCTION TO PARAGRAPHS 45
Copyright Material - Review Only - Not for Redistribution
 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your paragraph. You will
also notice how a professional writer uses this language.

A Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

achievement (n) background (n) effort (n) priority (n)

analyze (v) characteristic (n) goal (n) successful (adj)

2.1 Focus on Meaning

Work with a partner. Match the words in bold to their meanings. Write the letters.
A

1 My greatest achievement was getting 100% on a something you

my test. It’s the best possible grade. accomplished
2 Students who do well are often confident. b an attempt to do something
Confidence is one characteristic that successful
students share.
3 Salina makes an effort to learn new skills at her c to examine carefully
part-time job after school.
4 Mikhail analyzed the results of his research so he d something that is typical of a
can write a good report. person or thing

1 My goal is to get a college degree in biology. a a person’s education, family,

and experience
2 Melissa comes from a good educational b something that is more
background. Her parents are both teachers, important than other things
and her older brother goes to college.
3 My first priority is to prepare for the test. c achieving the results you
Then, I will do other less important activities. want
4 After my brother finished school, he became d something you want to do
a successful doctor. He has his own medical successfully in the future
practice.

46 UNIT 2
Copyright Material - Review Only - Not for Redistribution
B Academic Phrases
Research tells us that the phrases below are commonly used in academic writing.

2.2 Focus on Use

Work with a partner. Complete the paragraph using each academic phrase from the box.

It is important to One of the most important Part of the problem

A Big Success

Robert Pershing Wadlow was a big success. Wadlow was the tallest person in history. He was
8’11” and was still growing at the time of his death in 1940.
(1)
things to know is that Wadlow had a medical condition that caused him to grow so tall.
was that there was no treatment for this condition when he was
(2)
alive. He was known as the Gentle Giant because he was very quiet and
nice to everyone. Wadlow became very successful and traveled for the
shoe company that made his special shoes.
(3)
remember that Wadlow was an inspiration to many people.

INTRODUCTION TO PARAGRAPHS 47
Copyright Material - Review Only - Not for Redistribution
 C Writing in the Real World
You will read an article titled “Space Diving Team.” The author of the article organizes her ideas
clearly to make sure that her reader understands them.
Before you read, answer this question: Can people be successful without help?
Now read the article. Think about your answer to the question as you read.

SPACE DIVING TEAM

Felix Baumgartner sits in a capsule1 24 miles above the Earth – the edge of space. He jumps out.
Ten minutes later he lands on the ground and punches the air in delight. His record-breaking
space dive becomes famous. But, while the jump only took minutes, it took many years – and
many people – to prepare.
by Judy O’Lear

1 Felix Baumgartner is a skydiver and 3 Felix had the characteristics to be successful,

daredevil2 from Austria. He has a military but he also needed people to help him on
background where he learned the skills for the day of the jump. Safety was a priority,
the record-breaking stunts he performs. For so scientists monitored the weather conditions
example, he set a world record for the highest every minute. A team of technicians
parachute jump from a building. He was also monitored Felix from the ground. They gave
the first person to skydive across the English him step-by-step directions to help him
Channel. To achieve this goal, he used wings make the perfect jump. Without this help,
made out of special material. One of his he would not have survived. In addition,
most famous tricks was in October of 2012. media professionals recorded the jump and
Baumgartner jumped out of a capsule high posted updates online.
above the Earth and survived.
4 Success requires the help and support of
2 Felix could not have done his successful other people. Felix’s achievement was
space jump on his own. He needed the amazing – but it also belongs to the team
efforts of a team of 300 people for five years who helped him.
before he jumped out of the capsule. For
example, doctors analyzed how his body
would react to falling at over 800 miles per
hour. Felix needed engineers, too. With the
information from the doctors, engineers
built a special space suit for Felix to wear.
The engineers also built the capsule and
helium3 balloon that Felix used.
1
capsule: the part of a spacecraft that people live in
2
daredevil: someone who enjoys doing dangerous things
3
helium: a gas that is lighter than air and that will not burn

48 UNIT 2
Copyright Material - Review Only - Not for Redistribution
 2.3 Check Your Understanding
Answer the questions.
1 The author gives examples of Felix’s record-breaking stunts. Which stunt do you think is
most interesting?
2 The article explains that many people helped Felix prepare for his jump. Put a check (✓)
next to the people who helped him prepare.
a astronauts d family
b doctors e scientists
c engineers f technicians
3 How many people help you to be successful? Who are they?

2.4 Notice the Features of Paragraph Writing

Answer the questions.
1 Read the second paragraph. Which sentence tells you the main idea of the paragraph?
2 Read the first paragraph again. How many examples of record-breaking stunts does
the writer give?
3 What is the writer’s conclusion at the end of the article?

INTRODUCTION TO PARAGRAPHS 49
Copyright Material - Review Only - Not for Redistribution
 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on his topic. In this section,
you will analyze the final draft of his paragraph. You will learn how to develop ideas for your
own paragraph.

A Student Model
Read the prompt and answer the questions.
WRITING PROMPT: What three things would you like to be successful at? Use specific details
and reasons to support your choice.
1 Read the title of the Student Model. What three areas of his life will the writer discuss?
2 What do you think the writer will say about these three areas?

Read the paragraph twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes.
This will help you notice key features of a paragraph.

1 Analyze Writing Skills

Success at Work, at Play, and with Money
Underline the sentence
There are three parts of my life I want to be successful at. First, I want to be that tells what this
paragraph will be about.
successful at my career. I want to be a doctor and work in my community. It is
very hard to find good doctors that really help people, so I want to make sure I 2 Analyze Writing Skills

am there for my patients. For example, I will spend time with my patients and Circle the word that
introduces the first idea.
help them understand their illness. Second, I want to be really good at playing
3 Analyze Writing Skills
the guitar. I do not want to be in a band or to play professionally, but I would
Underline the second
like to play for fun. For example, I would like to play guitar for my family and idea that the writer gives.
friends when we are all together. Third, my biggest priority is that I want Double underline the
explanation and circle the
to be successful with my money and have no debt. Part of the reason this is examples.

important to me is because I grew up very poor. For instance, I never had 4 Analyze Writing Skills
new clothes and sometimes I had to borrow money to buy my lunch or school Circle the word the writer
uses to introduce the
books, which made me unhappy. In conclusion, the three things I want to be
third idea.
successful at are my career, my hobby, and my finances.
5 Analyze Writing Skills
Circle the phrase the
writer uses to introduce
the last sentence.

50 UNIT 2
Copyright Material - Review Only - Not for Redistribution
 3.1 Check Your Understanding
Answer the questions.
1 What are the three things the writer lists?
2 Do you agree that the things the writer chose are important?
3 What is one common goal that you would add to the paragraph?

3.2 Outline the Writer’s Ideas

Complete the outline for “Success at Work, at Play, and with Money.” Use the words and
phrases in the box.

finances play for friends and family

never had new clothes, had to borrow money spend time with patients
not in band, play for fun

PARAGRAPH OUTLINE

First Sentence There are three things I would like to be successful at in my life.

1st Idea A. Career

Explanation 1. Be a doctor who really helps people

Example 2.

2nd Idea B. Playing guitar

Explanation 1.

Example 2.

3rd Idea C.

Explanation 1. Grew up poor

Example 2.

Last Sentence In conclusion, the three things I want to be successful at are my career, my hobby, and

my finances.

INTRODUCTION TO PARAGRAPHS 51
Copyright Material - Review Only - Not for Redistribution
 B The Paragraph
A paragraph is a group of sentences about one idea. This idea is called the main idea. All of the
sentences are connected to the main idea. A good paragraph has three parts:
• a topic sentence
• supporting sentences and details
• a concluding sentence
An easy way to picture the order of ideas in a paragraph is to think of a sandwich. A sandwich
has two slices of bread (the topic and concluding sentences). The main part of the sandwich is
the filling (the supporting sentences and details).

Topic sentence: There are three things I would like to be successful at in my life.

Supporting sentence 1: First…

Detail: I want… Detail: It is very hard… Detail: For example…

Supporting sentence 2: Second…

Detail: I do not want… Detail: For example…

Supporting sentence 3: Third, the most important thing…

Detail: Part of the reason… Detail: For instance…

Concluding sentence: In conclusion, the three things I want to be successful at are my

career, my hobby, and my finances.

3.3 Notice
Look at the sandwich. Read and circle the correct answers.
1 The supporting sentences are related / are not related to the topic.
2 The writer always / sometimes added an example for each reason.
3 The ideas in the topic sentence and the concluding sentence are similar / different.

52 UNIT 2
Copyright Material - Review Only - Not for Redistribution
 3.4 Identify the Sentences
Write TS for the topic sentence, SS for supporting sentences, or CS for the concluding
sentence. Then, on a separate sheet of paper, write the sentences in the correct order to
create a short paragraph.
1 First, successful students get good grades. They study hard and earn high marks in
their classes. They usually win awards.
2 In conclusion, there are several characteristics that successful students share.
3 Successful students share three characteristics.
4 Also, successful students do extracurricular activities. For example, they play on one of
the school’s sports teams, are a member of a club, or play an instrument in the school
band.
5 Finally, successful students have excellent attendance. They rarely miss classes, even
when they feel tired.

THE TOPIC SENTENCE

The topic sentence introduces the main idea. A topic sentence relates to the question in the
writing prompt. There are two parts of a topic sentence:
• the topic
• the controlling idea
The topic is the general idea. It tells the reader what the paragraph is about. The controlling
idea is more specific. It tells the reader what kind of information about the topic is in the
paragraph. Read the topic sentences below and notice the two parts.
TOPIC (GENERAL) CONTROLLING IDEA (SPECIFIC)
Robert Pershing Wadlow was a big success.
CONTROLLING IDEA (SPECIFIC) TOPIC (GENERAL)
There are important benefits to being a part of a team.

3.5 Identify Topics and Controlling Ideas

Circle the topic in each sentence. Underline the controlling idea.
1 My greatest personal success was teaching my brother how to ride a bike.
2 There are benefits to failing before you succeed.
3 One of the most successful people I know is my father.
4 Bill Gates is one of the most successful businesspeople in history.
5 There are three strategies to successfully learn a second language.
6 Being successful requires a team of people.
7 I believe you can learn three lessons from failing before you succeed.
8 The most popular videos on YouTube share several characteristics.

INTRODUCTION TO PARAGRAPHS 53
Copyright Material - Review Only - Not for Redistribution
 MORE ABOUT CONTROLLING IDEAS
Many controlling ideas for each topic are possible. For example, the topic of the Student Model
on page 50 is personal success. The controlling idea is about the different ways to achieve
personal success.
Think about the topic of success. You could write about many ideas. For example:
Success changes people for the better
Success requires people to follow three steps
Money is not the only measure of success
Success takes a lot of effort
Below is the topic “Successful Businesspeople” and five possible controlling ideas.
TOPIC (GENERAL) CONTROLLING IDEA (SPECIFIC)
Successful businesspeople share three characteristics
have a wide variety of relationships
are focused on more than just money
make positive contributions to the world
The writing prompt will determine the choices that you have for your controlling ideas. You will
learn more about topic sentences in Section 4 of this unit.

3.6 Identifying Controlling Ideas

Read each writing prompt and complete the topic sentence with a controlling idea.
You can use the ideas from the “success” topic to help.
1 What characteristics do successful parents have?
Successful parents

2 Does success change people? In what way?

Success changes people

3 How do you achieve your goals?

Achieving your goals requires

4 Can failure ever be a good thing? Why or why not?

Failure

5 Some people say success comes naturally. Do you agree or disagree? Support your answer.
Many people think that success

54 UNIT 2
Copyright Material - Review Only - Not for Redistribution
 3.7 Apply It to Your Writing
Think about your writing prompt on page 45. Write a topic sentence. Then trade
sentences with a partner. Tell your partner what information you think he or she will
include in the paragraph.

SUPPORTING SENTENCES AND DETAILS

The supporting sentences are in the middle of the paragraph. They help readers understand
more about the topic sentence. They make the topic sentence clear and convincing to readers.
All the supporting sentences should be related to the topic sentence.
Writers sometimes organize their supporting sentences by ranking them. Ranking means
putting ideas in a particular order of importance. Writers usually use certain words and phrases
to rank sentences.
First, …
The first [characteristic] is …
Second, …
The next [factor] is …
Third, …
The most important [reason] is …
Look at the supporting sentences for the topic sentence below. All of these supporting
sentences help explain the characteristics of successful students.
Successful students share three characteristics: they get good grades, do extracurricular activities,
and have excellent attendance.
First, successful students get good grades.
Also, successful students do extracurricular activities.
Finally, successful students have perfect attendance.

INTRODUCTION TO PARAGRAPHS 55
Copyright Material - Review Only - Not for Redistribution
 As you learned in Unit 1, writers also include extra information to illustrate their ideas.
They include details, such as examples, explanations, and reasons. Writers sometimes include
one or two details after each supporting sentence. Look at the underlined details after each
supporting sentence in this draft paragraph:
Characteristics of Successful Students
Successful students share three characteristics. First, successful students get good grades.
They study hard and earn high marks in their classes. They usually win awards. Also,
successful students do extracurricular activities. For example, they play on one of the school’s
sports teams, are a member of a club, or play an instrument in the school band. Finally,
successful students have perfect attendance. They rarely miss classes, even when they feel
tired from work. In conclusion, there are several ways successful students are the same.

56 UNIT 2
Copyright Material - Review Only - Not for Redistribution
 3.8 Notice
Look at the Student Model on page 50. Check (✓) the ideas the writer included.

1 career success 4 help patients

2 play music for friends 5 play guitar

3 have no debt 6 borrow clothes

3.9 Recognize Supporting Sentences

Work with a partner. Underline the supporting sentences.
Success Is More Than Luck
It takes more than luck to become successful. First, to be successful you need a clear goal.
Successful people know exactly what they want to achieve and how they are going to do it.
For example, my brother knew he wanted to get a degree in pharmacology and work as a
pharmacist. He planned everything very carefully, such as the courses he would take and the
tests he needed to pass. Now he is a pharmacist at the largest pharmacy in the city. Second,
being successful requires focus. Successful people do not get distracted by things that are not
related to their goals. For example, my brother spent a lot of time studying and did not go
out with his friends very often. Third, being successful requires confidence. People who do
not believe in themselves cannot become successful. Successful people think positively and
know that they can achieve their goals. My brother always had a good attitude and knew he
could become a pharmacist if he worked hard. He did not believe anyone who said it would
be too hard. In conclusion, success is not just about luck; it requires specific goals, focus,
and confidence.

3.10 Write Supporting Sentences

Read the topic sentence and concluding sentence. Add supporting sentences using the
characteristics mentioned in the concluding sentence.
What Makes a Movie Successful?

In order for a movie to be successful, it must have three characteristics. First,

This means there should be lots of exciting and entertaining scenes. Next,

The best movies tell an interesting or unusual story. The most important thing is

Most people want to see a movie that has famous actors in it. In summary, a movie should have
a lot of action, a good plot, and movie stars.

INTRODUCTION TO PARAGRAPHS 57
Copyright Material - Review Only - Not for Redistribution
 3.11 Write Details
Add a detail (a–c) to each of the supporting sentences in the paragraph below.
Write the letters.
a As a result, I now have almost a thousand dollars saved that can help me pay for college.
b For example, my mother stayed home with me when my team lost the championship
baseball game.
c To illustrate, my mother fixed me chicken soup and took my temperature whenever I did not
feel well.

My mother was successful for several reasons. First, she was always there for me when I was
sad. . Second, she took good care of me when I was sick. . The most important
(1) (2)
thing my mother did was she saved money in a bank account for me. . In conclusion,
(3)
my mother was a success to me because she was always there for me, took care of me,
and saved money for me.

3.12 Write Supporting Sentences and Details

Work with a partner. On a separate piece of paper, write your own paragraph titled
“What Makes a Movie Successful?” Include three supporting sentences and a detail
for each.

3.13 Apply It to Your Writing

Work with a partner. Go to the topic sentence you wrote for Activity 3.7 on page 55.
Write a supporting sentence and some details for one idea in your topic sentence.

58 UNIT 2
Copyright Material - Review Only - Not for Redistribution
THE CONCLUDING SENTENCE
The concluding sentence is the last sentence in the paragraph. The concluding sentence often
restates, or repeats, the topic sentence using different words. Writers do not include any new
ideas in the concluding sentence. For example:
In conclusion, there are several characteristics that successful students share.
Sometimes the concluding sentence summarizes the main points from the supporting
sentences:
In conclusion, success is not just about luck; it requires specific goals, focus, and confidence.
Writers often use certain phrases to introduce the concluding sentence:
In conclusion, …, In summary, …, In brief, …, In short, …

3.14 Identify Concluding Sentences

Work with a partner. Read these topic sentences. Circle the concluding sentence that
best restates the topic sentence.
1 Topic Sentence: People do certain things to make sure a marriage is successful.
a In conclusion, marriages are not very successful.
b In conclusion, listening to your spouse is one thing people can do for a successful
marriage.
c In conclusion, marriages can become more successful by doing certain things.
2 Topic Sentence: There are obstacles beyond our control that can prevent success.
a In conclusion, sometimes we can control our own success.
b In summary, you will face a lot of obstacles.
c In brief, there are a lot of obstacles that prevent success.
3 Topic Sentence: I learned three things from failure.
a In conclusion, failure is usually negative.
b In short, failure taught me several things.
c In summary, many people have failed.

INTRODUCTION TO PARAGRAPHS 59
Copyright Material - Review Only - Not for Redistribution
 3.15 Write a Concluding Sentence
Write a concluding sentence for the paragraph below.
Planning a Successful Vacation

Having a great vacation is more likely if you plan three things in advance. First, you should
plan your accommodations. For example, if you are staying in a hotel, you should make a
reservation. If you are staying at someone’s house, you need to confirm the dates. One of the
most important things you should plan in advance is your transportation. For instance, you
need to make flight reservations if you are traveling to a place that is too far to drive to. If you
are driving, decide if you need to rent a car. Third, buy tickets for theme parks, museums, and
other tourist attractions before you leave. Part of the reason you want to do this is so that the
location will not be sold out when you arrive. Sometimes you get a better price, too.

3.16 Apply It to Your Writing

Think about the topic sentence that you wrote in Activity 3.7 on page 57.
Write two different concluding sentences you could use in your final paragraph.

60 UNIT 2
Copyright Material - Review Only - Not for Redistribution
4 SHARPEN YOUR SKILLS

A Writing Skill 1: Writing Good Topic Sentences

In Section 3, you learned that a topic sentence includes a topic and a controlling idea. A good
topic sentence has three main characteristics:
• It controls the whole paragraph.
• It is not too general.
• It is not too specific.
Think about the topic “the English language.” Which of the topic sentences below includes the
best controlling idea?
English is hard.
English borrows words from French.
English is the best language to learn for several reasons.
The first topic sentence is too general. It does not have any specific ideas and does not tell the
reader why English is hard. The second topic sentence is too specific. This could be one idea of
the paragraph, but it does not mention other ideas in the paragraph (i.e., other characteristics
of English). The third topic sentence is the best topic sentence. The reader will expect several
reasons why English is the best language to learn.

4.1 Recognize Good Topic Sentences

Read each topic and write an S next to the topic sentence that is too specific, a G next to
the topic sentence that is too general, and a B next to the topic sentence that is the best
choice.
1 A successful life
Money is a good measure of a successful life.
A successful life is measured by professional and personal achievements.
It is easy to have a successful life.
2 The United States
The United States has a large population.
The United States is a country in North America.
The United States is home to people from many nations.
3 Debating
Debating is a good skill to have for many reasons.
You need good communication skills to debate.
Debating is fun.

INTRODUCTION TO PARAGRAPHS 61
Copyright Material - Review Only - Not for Redistribution
 4 Tea
Tea tastes good.
Tea has several health benefits.
Tea contains too much caffeine.
5 Museums
Museums have paintings.
Museums contain several different types of art.
Museums are interesting.

4.2 Write Topic Sentences

Use your own ideas to write a topic sentence for each topic.
1 Failure

2 Successful businesses

3 A good doctor

4 Good public transportation

5 Soccer

62 UNIT 2
Copyright Material - Review Only - Not for Redistribution
 4.3 Write Topic Sentences
Read the paragraph about people who failed before finding success. Write a good topic
sentence for it.
Failure Before Success

One person who failed before becoming successful is Steven Spielberg. The University of
Southern California rejected him three times. He then became a famous movie director.
Another person who failed before becoming famous is the actor Harrison Ford. People told him
he did not have the qualities he needed to be a movie star. He then went on to star in films
such as Star Wars and Indiana Jones. He has been nominated for several acting awards. A third
example is the inventor of the lightbulb, Thomas Edison. Teachers told him he would not
succeed, and he was fired from several jobs. He even had many unsuccessful tries at inventing
the lightbulb. We still use the lightbulb and many of his other inventions today. In conclusion,
we sometimes fail before we succeed.

INTRODUCTION TO PARAGRAPHS 63
Copyright Material - Review Only - Not for Redistribution
 B Writing Skill 2: Titles
A good title tells the readers what they will find in the paragraph. It also makes readers curious
about the topic so they want to read the paragraph.

CHOOSING TITLES
1 Titles are short phrases. They are not Successful Engineers Have Several
sentences. Characteristics
Characteristics of Successful Engineers
2 Good titles tell the reader the main idea. GOOD TITLE: Characteristics of Successful
They are not too general or too specific. Engineers
Successful Engineers Are Smart,
TOO SPECIFIC:
Team Players, and Good Networkers
TOO GENERAL: Successful Engineers

FORMATTING TITLES
1 Center titles over the paragraph. Measuring Success
There are several ways to measure success …
2 Capitalize nouns, verbs, adjectives, and NOUN PREP ADJ NOUN

adverbs. Characteristics of Successful Engineers

VERB NOUN
Do not capitalize prepositions, Measuring Success
conjunctions (and and but), or articles (a/
an, the) unless they are the first word in
the title.
3 Do not put a period at the end of a title. A Successful Marriage.

4.4 Select Titles

Imagine you wrote a paragraph about a dinner you had at an award-winning new
restaurant and you did not like the food, service, or atmosphere. Choose which titles are
unacceptable (U ) and which are acceptable (A).
1 A New Restaurant
2 Eating
3 My Experience at a New Restaurant
4 I Hated the New Restaurant
5 The Food, Service, and Atmosphere at a New Restaurant
6 A Bad Experience at a New Restaurant

64 UNIT 2
Copyright Material - Review Only - Not for Redistribution
 4.5 Write Titles
Read the writing prompt and topic sentence and write a possible title. Share your title
with a partner. Choose one to share with the class.
1 WRITING PROMPT: In some countries, students work part-time while they are in school.
Do you think this is a good idea? Support your opinion by using specific reasons and details.
Topic Sentence: I believe that working part-time while going to school is a good idea
because it promotes hard work, improves time management, and encourages responsibility.

Title:
2 WRITING PROMPT: Some people believe that success in life comes from taking chances.
Others believe that success results from careful planning. What does success come from?
Topic Sentence: I think that success in life is the result of careful planning.

Title:
3 WRITING PROMPT: Do you agree or disagree with the following statement: Friends are a
more important influence than parents on a child’s success in school. Use specific reasons
and examples to support your answer.
Topic Sentence: In my opinion, parents are the greatest influence on a child’s success
in school.

Title:

INTRODUCTION TO PARAGRAPHS 65
Copyright Material - Review Only - Not for Redistribution
 C Grammar for Writing: Common Verb + Preposition
Combinations
Some verbs are usually followed by certain prepositions.

COMMON VERB + PREPOSITION COMBINATIONS

get ahead + of Successful companies get ahead of their competition.
commit + to Successful police officers commit to upholding the law.
focus + on Successful teachers focus on their students.
care + about Successful doctors care about their patients.
learn + from Successful managers learn from their mistakes.
look + for Successful coaches look for ways to win games.
work + for Successful stores work for their customers’ loyalty.
take care + of Successful mothers take care of their children.

4.6 Write Verb + Preposition Combinations

A Read each sentence. Choose the correct verb from the box.

commit to focuses on look for work for

1 Many people big companies because they often get better

benefits.

2 You can more information about famous inventors online.

3 If you want to get into a good college, studying hard.

4 The new documentary about Felix Baumgartner his recent stunts.

B Read each sentence. Choose the correct verb from the box.

cares about get ahead of learn from takes care of

1 A babysitter children until their parents return.

2 Some students like to e-books because e-books are easier to carry.

3 Business need to take risks if they want to the competition.

4 He getting good grades because he wants to go to a good

university.

66 UNIT 2
Copyright Material - Review Only - Not for Redistribution
Avoiding Common Mistakes
Research tells us that these are the most common mistakes that students make when using
verb + preposition combinations in academic writing.

1 Remember to use a preposition with certain verbs.

for
People need to look ways to improve their skills.
^
2 Do not confuse get ahead with go ahead.
get
You need to work hard if you want to go ahead in your career.
^
3 Remember to use of and not about with take care of.
of
People need to take care about their health in order to do well in school and work.
^

4.7 Editing Task

Find and correct four more mistakes in the paragraph below.

Famous Failures

Success does not mean winning all the time. There are some very successful people who
to
failed before becoming famous and successful. They stayed committed with their goals and
^
kept trying. The first example is Steve Jobs. When Jobs was younger, he was fired from Apple,
the company he started. However, he stayed focused to business. He started another company,
bought a movie company, and invented some of the electronics millions of people use today.
The second example is Walt Disney. Walt Disney worked to a newspaper. He was fired because
the manager did not think he had enough imagination or original ideas. Despite this failure,
Walt Disney focused about his goal and proved that he had a lot of imagination by starting
Disneyland, Disney World, and EPCOT. People think he was one of the most creative people
who ever lived. The third example is Oprah Winfrey. She was a news anchor for a television
station. The managers did not like her work. They said she cried too much and did not look
good on television. She did not let the failure stop her in achieving success. Later, her talk
show was one of the most watched shows on television. In conclusion, even some of the most
successful people have failed on their road to success.

INTRODUCTION TO PARAGRAPHS 67
Copyright Material - Review Only - Not for Redistribution
 D Avoiding Plagiarism
When you write a college assignment, you should use your own ideas and words.

I am worried. I often cannot write my thoughts in English,

and I do not want to make a mistake when I write.
Sometimes I like to use other people’s words. Their words
express my ideas. They say them more clearly than I do, but
my teacher says I am plagiarizing. I don’t understand.
– Roberto

Dear Roberto,
Do you play soccer? Maybe you do. Do you play like the Argentinian superstar Lionel
Messi? You probably don’t. However, you still play the game and work towards improving
your skills. It is the same in writing. You might find a really good author. You like the
author’s ideas, but you can’t just use his or her words. If you just use someone else’s words
or ideas, it is wrong. You need to think for yourself and say things in your own words. Your
instructors enjoy reading your ideas and helping you become the best writer you can be.
Yours truly,
Professor Wright

STRATEGIES TO AVOID PLAGIARISM

Here are some common thoughts that students have about writing. Think about your last
writing assignment. Were any of these true for you?
I can’t express my ideas well in English.
I need to get a good grade.
I don’t have enough time to do this writing assignment.
Sometimes students plagiarize for the reasons above. On the next page are some strategies to
help you avoid plagiarizing for those reasons.

68 UNIT 2
Copyright Material - Review Only - Not for Redistribution
STRATEGIES FOR AVOIDING PLAGIARISM

STRATEGY RESULT
Read about your topic and discuss the ideas You will develop confidence in expressing
with someone in English. your ideas.

Go to your school’s Writing Center, or ask This can help you improve your grade
someone to read a draft of your ideas. because you will improve your writing.
Make a schedule. Write a little bit every day. You will have time to complete the
assignment and decrease the pressure to
meet deadlines.

4.8 Practice
Work with a partner.
1 Choose two strategies from the chart above that you think will help you. Why did you
choose them? How can they help you on your next assignment?
2 With your partner, think of another reason a student might plagiarize. What strategy could
avoid this? Share your ideas with the class.

INTRODUCTION TO PARAGRAPHS 69
Copyright Material - Review Only - Not for Redistribution
 5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your paragraph.

STEP 1: BRAINSTORM
In this unit, you will continue your brainstorm using a T-chart. T-charts are boxes with two sides
that you fill in with your ideas. You can label the boxes so that each box is about a different part
of your topic. This will help you to brainstorm more and begin to organize your ideas.

Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
1 First, read the student’s brainstorm. He wrote many ideas from the cluster diagram he used
to reflect on his topic in Section 1, on page 44. Then, he created the T-chart below. Compare
the information in his paragraph on page 50 to the T-chart below. The writer chose not to
include some of the ideas. Why do you think he made that choice?

SUCCESS

PROFESSIONAL PERSONAL

Be a doctor Play guitar

Own my business Get married
Be healthy
No debt

2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1, page 45. Write the best ones in the T-chart below. Add ideas from the Your Turns
that you completed in the unit. Finally, brainstorm more ideas. You will probably not use
every idea, but it is good to write as many ideas as possible.

SUCCESSFUL PEOPLE

CHARACTERISTICS DETAILS

70 UNIT 2
Copyright Material - Review Only - Not for Redistribution
 STEP 2: MAKE AN OUTLINE
Complete the outline below with ideas for your paragraph from Step 1.

PARAGRAPH OUTLINE
Topic
Sentence

1st Idea A.

Detail 1.

Detail 2.

2nd Idea B.

Detail 1.

Detail 2.

3rd Idea C.

Detail 1.

Detail 2.

Concluding
Sentence

STEP 3: WRITE YOUR FIRST DRAFT

Now it is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline and the sentences you wrote in the Your Turns and in Step 2 above.
2 Focus on making your ideas as clear as possible.
3 Add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Go through and look at every comma. Is it correct? Should it be a period?
3 Check that you have used a comma after adverb clauses when they start a sentence.
4 Make sure your topic sentence and supporting sentences are clear.

INTRODUCTION TO PARAGRAPHS 71
Copyright Material - Review Only - Not for Redistribution
 STEP 4: WRITE YOUR FINAL DRAFT
1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent (misspellings, using commas instead of
periods, missing verbs). Try to avoid them as you write.
3 Review the Academic Vocabulary and Phrases from this unit. Are there any that you can add
to your paragraph?
4 Turn to page 238 and use the Self-Editing Review to check your work one more time.
5 Write your final draft and hand it in.

72 UNIT 2
Copyright Material - Review Only - Not for Redistribution
3
NARRATIVE
PARAGRAPHS
HEALTH: HEALTH BEHAVIORS

“Health is not valued

until sickness comes.”
Thomas Fuller
(1608–1661)

About the Author:

Work with a partner. Read the quotation about health. Then answer
Thomas Fuller was an
the questions. English historian.

1 Do you think about your health only when you get sick?
2 What do you do to keep healthy?

NARRATIVE PARAGRAPHS 73

Copyright Material - Review Only - Not for Redistribution

 1 PREPARE YOUR IDEAS

A Connect to Academic Writing

In this unit, you will learn skills to organize your ideas and support them in a narrative
paragraph. While some of these skills may seem new to you, in your everyday life you
often tell stories. For example, you might describe how you bought a new car or tell about
how you got your first job. The narrative can inform or entertain the reader. It can also
support your opinion and convince the reader to agree with you.

B Reflect on the Topic

In this section, you will look at a writing prompt and reflect on it. Throughout the unit,
you will develop ideas about this prompt. You will use these ideas to practice skills that are
necessary to write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 80.
The student reflected on the topic and used a freewrite to brainstorm someone who
inspired him.

WRITING PROMPT: Tell the story of someone who changed to a healthier lifestyle.
You can tell your own story or the story of someone you know.

My father had heart attack. I was 19. This saved my life. (It saved his life,
too.) I was overweight when was growing up. I was unhealthy. My father he was
unhealthy, too. He was overweight. He didn’t exercise. Then—wow!—the heart
attack. He was in the hospital. Then he came home, and we decided to improve
our lives.. 1) We started walking together four days a week—then running
2) We started eating vegetables and chicken or fish a lot. We lost over 250
pounds for the both of us..

1.1 Notice
Work with a partner. Who is this story about? What’s the first thing that happened in
the story? What’s the last thing?

74 UNIT 3
Copyright Material - Review Only - Not for Redistribution
 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: Who is someone who inspired you because of the way that they
recovered from an illness or accident? Tell their story.
1 Choose someone who has had an illness or an accident. It could be someone you know or
someone from the news.
2 Think about what happened to this person before, during, and after his or her illness or
accident. Use the space below to quickly write down – freewrite – this story.
3 Compare your freewrite with a partner.

NARRATIVE PARAGRAPHS 75
Copyright Material - Review Only - Not for Redistribution
 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your narrative
paragraph. You will also notice how a professional writer uses this language.

A Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

attitude (n) energy (n) improvement (n) quality (n)

brain (n) healthy (adj) produce (v) relax (v)

2.1 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the words in bold and
circle the correct definitions.
1 Elena has a lot of energy. She’s busy all the time and does not often feel tired. Energy means
a success in achieving goals. b ability to be active.
2 During sleep, the brain is still active. Research suggests that people can still work on math
problems even while they are sleeping. Brain means
a organ inside the head. b the hand that you write with.
3 Smoking cigarettes is bad for your health. There is improvement in your health when you
stop smoking. Improvement means
a something that gives someone b something that is better or makes
problems. something better.
4 Most students are stressed before an exam. They relax when the exam is over. Relax means
a become calm and comfortable. b begin to learn something.
5 A good attitude might help people recover from an accident. People who think positive
thoughts seem to get well faster than people who focus on the pain. Attitude means
a condition of the body. b the way a person feels about something.
6 Do not look at a computer screen late at night. The screens produce light which makes it
difficult to sleep. Produce means
a turn off. b make.
7 Marie was off work sick for two weeks, but now she’s healthy. She will return to work
tomorrow. Healthy means
a having a good condition of the body. b ready to work.
8 High quality food is essential for good health. However, some people eat too much low
quality food such as soda, donuts, and potato chips. Quality means
a how good or bad something is. b with a lot of sugar or fat.

76 UNIT 3
Copyright Material - Review Only - Not for Redistribution
B Academic Collocations
Collocations are words that are frequently used together. Research tells us that the
academic vocabulary in Part A is commonly used in the collocations in bold below.

2.2 Focus on Meaning

Work with a partner. Match the collocations in bold to their meanings. Write the letters.
1 A person with a good quality of life is happy a a feeling of hopefulness
with his or her work, leisure, and health. about things
2 If you have high energy, you can work or b an important, positive
exercise hard and not feel tired. change
3 Someone with a positive attitude believes that c a lot of ability to be very
good things are possible now and in the future. active
4 I never exercised. Then I read a report about the d a person’s level of
bad effects of not exercising that changed my satisfaction and comfort
attitude.
5 When I started exercising there was a significant e to have a new way of
improvement in my life. I had more energy. thinking about things

NARRATIVE PARAGRAPHS 77
Copyright Material - Review Only - Not for Redistribution
 C Writing in the Real World
You will read a blog titled “The Importance of Getting Sleep in College.” The author of the blog
uses a narrative to tell the reader why sleep is important.
Before you read, answer this question: How much sleep is necessary, and how can students
get enough?
Now read the article. Think about your answer to the question as you read.

THE IMPORTANCE OF GETTING

SLEEP IN COLLEGE
BY MARINA OLINSKY

1 Alex understood the importance of sleep in 2 Many college students have a similar
his first semester in college. As a child, Alex experience. A study from Brown University
had a lot of energy. He ate well, got a good found that 73% of college students don’t get
amount of exercise, and was healthy most enough sleep. There are many reasons for
of the time. Then he started college. He still this. First, they have homework to do and
ate well, but he got only about six hours of exams to study for. They’re also making
sleep each night. He was tired all the time. new friends and want to spend time with
When he started getting bad grades, he them. In addition, many students have to
knew something was wrong. That’s when he work part-time jobs to help pay for college.
realized he had to get more sleep. For these reasons, and many others, many
students do not get the eight hours of sleep
they typically need.

78 UNIT 3
Copyright Material - Review Only - Not for Redistribution
3 For many reasons, sleep is essential for a 4 Many students think they can catch up1
good quality of life. First, it is important on sleep over the weekend. Unfortunately,
for good physical health. For example, this doesn’t work. It can cause more sleep
it allows the body to fight off sickness. problems. Recent research suggests that
It gives the heart a rest. Second, sleep is students should follow these four steps to
necessary for clear thinking. The brain is improve their quality of sleep. Each day, they
actively working during sleep. This helps should spend some time outside. It is also
people to learn and remember things important to get daily exercise (but not just
when they are awake. Third, sleep can before going to sleep). They should avoid2
help fight off emotional problems such caffeine in coffee or tea after lunchtime.
as depression or sadness. And of course, They should avoid TV and cell phone screens
restful sleep makes everyone look and at night because the light they produce keeps
feel better the next day. people awake. Also, it is good to go to sleep
and wake up at about the same time every day.
5 If students follow these suggestions, they will
notice a significant improvement in their
sleep and their life in general.
1
catch up (on): do something you did not have time
to do earlier
2
avoid: stay away from

2.3 Check Your Understanding

Answer the questions.
1 What problem did Alex have that many college students have?
2 Why is sleep essential?
3 How many steps should you take if you want to get enough sleep?

2.4 Notice the Features of Narrative Writing

Answer the questions.
1 Read the first paragraph again. Underline the words that tell you the main idea of the
paragraph.
2 Check (✓) which sentence from the reading happens first in time. How do you know?

a Alex understood the importance of sleep in his first semester in college.

b As a child, Alex had a lot of energy.

3 What word is the same in the first and last sentences of the first paragraph?

NARRATIVE PARAGRAPHS 79
Copyright Material - Review Only - Not for Redistribution
 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on his topic. In this
section, you will analyze the final draft of his paragraph. You will learn how to develop
ideas for your own paragraph.

A Student Model
Read the prompt and answer the questions.
WRITING PROMPT: Tell the story of someone who changed to a healthier lifestyle. You can tell
your own story or the story of someone you know.
1 Read the title of the Student Model. Who is the writer going to write about?
2 What story do you think the writer will tell?

Read the paragraph twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes.
This will help you notice key features of a narrative paragraph.

1 Analyze Writing Skills

My Father, the Life-Saver
Circle the event that
When I was 19 years old, my father saved my life by having a heart changed the person’s life.

attack. I was overweight when I was growing up, and my quality of life
2 Analyze Writing Skills
was terrible. All I did was relax at home, eat, and play video games. I was
Underline the sentences
very unhealthy. My father was unhealthy, too. Like me, he was overweight about life before the
father’s heart attack.
and did not exercise. Then he had his heart attack. It was a big shock for
both of us. After he came home from the hospital, we decided to make
3 Analyze Writing Skills
significant improvements to our quality of life. We got healthy together. Double underline the first
First, we started eating vegetables and chicken or fish for every meal. event after the hospital.

At this time, we also started walking together four days a week. After a few
4 Analyze Writing Skills
months, we were running. Together, we lost over 250 pounds! One of the
What information is the
most important things we did was change our attitude. Now we believe same as in the topic
sentence? Circle it.
in the value of a healthy lifestyle. I say my dad saved my life, but he says I
saved his, too.

80 UNIT 3
Copyright Material - Review Only - Not for Redistribution
 3.1 Check Your Understanding
Answer the questions.
1 What was similar about the writer’s life and his father’s life when the writer was growing up?
2 What caused them both to make a big change? What changes did they make?
3 Have you ever experienced something bad that caused you to make a good change?
If so, what happened?

3.2 Outline the Writer’s Ideas

Complete the outline for “My Father, the Life-Saver.” Use the words and phrases in
the box.

father’s heart attack overweight and did not exercise started walking, then running
got healthy again quality of life terrible vegetables, chicken, and fish

PARAGRAPH OUTLINE

Topic When I was 19 years old, my father saved my life by having a heart attack.
Sentence

1st Event A.

Detail 1. Just relaxed, ate, and played video games

Detail 2. Father was unhealthy, too

Detail 3.

2nd Event B.

Detail 1. Big shock

Detail 2. Got healthy together

Final Event C.

Detail 1. Started eating well

Detail 2.

NARRATIVE PARAGRAPHS 81
Copyright Material - Review Only - Not for Redistribution
 Detail 3.

Detail 4. Lost over 250 pounds

Concluding One of the most important things we did was change our attitude. I say my dad saved
Sentences

my life, but he says I saved his, too.

B Narrative Paragraphs
A narrative is a story or a description of a series of events. Writers use the narrative for different
purposes: to entertain, inform, or persuade the reader. It has a beginning, middle, and end.
It is usually in order of time, or chronological order.

3.3 Put Events in Order

Look at the paragraph below. Then put the events (1–8) in the correct place on the
timeline on page 83.
She Can Dance Again
It took almost a year, but my friend Ana was able to recover from a horrible car accident.
From the age of five, Ana loved dancing. She took dance lessons through school and majored
in dance in college. She was full of energy and had a positive attitude about everything.
Then one day on her way to the college, she had a car crash. Ana woke up in the hospital the
next day and learned she had lost her left foot. She turned her face to the wall and did not
speak with any of us for days. She did not eat or read or watch TV. After several weeks, her
health improved, and she moved back home, but she was terribly unhappy. Then her dance
teacher came to visit her. He told her about a dance competition the next year. He wanted her
to enter it. This seemed impossible to her at first, but it gave her a goal – something to focus
on. She got a prosthetic foot and began physical therapy exercises six days a week. After a few
weeks, there was a significant improvement in her attitude. When she took her first step on her
new, prosthetic foot, her smile was like sunshine. She knew she could dance again.
1 got new prosthetic foot 5 took dance lessons
2 danced again 6 was terribly unhappy
3 had a car crash 7 had physical therapy
4 lost left foot 8 learned about a dance competition

82 UNIT 3
Copyright Material - Review Only - Not for Redistribution
 BEGINNING MIDDLE END

THE BEGINNING: TOPIC SENTENCES

In a narrative paragraph, the topic sentence sets up the story. It immediately answers the
prompt. It gets to the important information right away. For this reason, it is not usually in
the same chronological order as the rest of the story.
In the second sentence, the writer usually begins the story in chronological order.

3.4 Notice
Look at the timeline in Activity 3.3. Circle the correct answers.
1 We first learn about the car accident at the beginning / in the middle of the paragraph.
2 The actual beginning of the story (in the order of time) is in the first / second sentence.
3 The car accident happens in the second / fifth sentence of the story.

NARRATIVE PARAGRAPHS 83
Copyright Material - Review Only - Not for Redistribution
 3.5 Identify Topic Sentences
Read the writing prompts and sentences below. Choose the best topic sentence for each
prompt. Then underline the sentence that happened first in time. Share your answers
with a partner.
1 WRITING PROMPT: What is an experience that influenced your health habits or the health
habits of someone you know? Tell this story.
a Until last year, Lili used to have just a donut and coffee for breakfast.
b Today, Lili has a big, healthy breakfast every morning because of one week she spent on
her uncle’s farm.
2 WRITING PROMPT: There are many popular diet trends these days. In your opinion, is there
one that helps people to achieve success? If so, which one? If not, why? Tell the story of how
you (or someone you know) reached this conclusion.
a Sara recently learned that the best diet is no diet at all.
b In high school, she wanted to be thin, so she went from one crazy diet to the next.
3 WRITING PROMPT: Do you believe it is important to follow directions? Give an example of
a time when you did (or did not) follow directions. What happened?
a Sometimes, not following simple directions can be dangerous.
b One day last summer, my friend and I went for a short two-mile hike.

3.6 Apply It to Your Writing

Think about your writing prompt in Section 1 on page 75. How does your story
start? Write some possible topic sentences you could use.

84 UNIT 3
Copyright Material - Review Only - Not for Redistribution
THE MIDDLE
The sentences in the middle of a narrative paragraph tell the story. They explain the series
of events or problem that the topic sentence introduces. The middle of the paragraph tells
the story of what happened, in chronological order, or order of time. The writer of the
paragraph thinks, “What happened first? And next? And after that?”
As you tell a story, you can use words and phrases to indicate the chronological order of
events. Some of these words and phrases are:
First, Later, After a while,
At that time, Then Next,
One day, After that, The next day / week / month,

3.7 Notice
In the paragraph below, underline the words and phrases that indicate the order of events.
The Hike That Went Wrong
Sometimes, not following simple directions can be dangerous. One day, my friend Sam and I
went for a hike. At that time, we were not in good shape. The hike was short, so we thought it
was no problem. That was a mistake. We made other mistakes. First, we did not notice the sign
at the beginning of the hike. It had directions and a map of the trail. After a while, we started
to get tired. Then we came to a place where the trail divided. We went right. Later, we learned
that “right” was for the ten-mile hike. “Left” was for the short hike. We walked for a long, long
time. Finally, we reached the end. The next day, we did not want to move. On that hike, we
learned the importance of following directions.

NARRATIVE PARAGRAPHS 85
Copyright Material - Review Only - Not for Redistribution
 3.8 Use Language of Chronological Order
Complete the paragraph with the words and phrases below to indicate the order of
events. More than one answer is possible.

After a while, First, The next day,

At that time, One day, Then,

The Impossible Essay

My friend Danny learned a lesson about balance1 near the end of his first year
at the university. When he started the year, his goal was to finish in four years.
At that time, he enrolled in five classes. Also, he had to work twenty hours a week
(1)
at a supermarket to pay the tuition.2 It was not easy, but he had a lot of energy. To make time for
classes, work, and homework, he gave up3 several things. he stopped
(2)
running, which he usually did five mornings a week. he stopped
(3)
meeting his friends for pizza and a movie on Friday nights. Also, he got only five hours of
sleep at night. he started to have health problems. He had headaches
(4)
and stomach problems. He was always nervous. He could not relax. All the time, he thought,
“I need to work harder,” but he was very tired all the time, too. near
(5)
the end of his second semester, something happened. He was at his desk. He was trying to
write a difficult essay for class. He could not think of ideas. His brain did not seem to work.
Suddenly, he thought, “I can’t do this. It’s impossible.” He got his jacket and went for a long
walk. He stopped at my house, and we had a good visit. That night, Danny slept eight hours.
he woke up and felt much better. He says he felt free. He went to his
(6)
computer and finished the “impossible” essay. That morning, he saw how important it is to
balance work with other things, like exercise, friends, and sleep.
1
balance: having the right amounts of different things
2
tuition: money for classes, especially college or university
3
give up: stop doing or having something

MORE ABOUT THE MIDDLE OF THE PARAGRAPH

The events in the middle of the paragraph include details. Details are specific information
that helps the reader understand each event. These details also make the paragraph more
interesting. Some possible details are reasons, explanations, and examples. Other details
are adjectives, words that describe nouns and help the reader “see” and “feel” the picture.

86 UNIT 3
Copyright Material - Review Only - Not for Redistribution
Use the following questions to help you think about details for your narrative paragraphs:
1 Who was there? 4 How can I describe the event so that the
2 How did the person / people feel? reader can see and feel it?
3 Why did it happen? 5 What examples can I add?
6 Can I be specific with amounts?

3.9 Find Details

Work with a partner. Underline the details in the paragraph that make it more
interesting than the similar paragraph in Activity 3.7 on page 85. Share your ideas with
a partner.
The Hike That Went Wrong
Sometimes, not following simple directions can be dangerous. One day last summer,
my friend Sam and I went for a short hike. At that time, we were not very fit because we
did not exercise. The hike was only two miles, so we thought it was no problem. That was a
mistake. We made other mistakes. First, we did not notice the sign at the beginning of the hike.
It had directions and a map of the trail. After we walked for an hour, we started to get tired.
Then we came to a place where the trail divided. We went right. Later, we learned that “right”
was for the ten-mile hike. “Left” was for the two-mile hike. We walked for a long, long time.
We were very hot and tired. We thought we were going to die. Finally, we reached the end.
All our muscles hurt. The next day, we did not want to move. On that hike, we learned the
importance of following directions.

3.10 Apply It to Your Writing

Think about your writing prompt in Section 1 on page 75. Write the events in
order. Think about time words or phrases that you might use to introduce these events.

THE ENDING
The last sentence or two usually refers back to the topic sentence. This sentence
concludes, or ends, the narrative. In a narrative paragraph, the conclusion often gives the
solution or tells the message or lesson that was learned.
In this example, notice how the concluding sentence refers back to the topic sentence.
Also notice that it includes the lesson the person learned.
Topic sentence:
I believe that too much competition is not good for you.
Concluding sentence:
From this experience, I learned that the most important person to compete with is myself.

NARRATIVE PARAGRAPHS 87
Copyright Material - Review Only - Not for Redistribution
 3.11 Notice
Read the concluding sentences from some of the paragraphs in this unit. What did the
person learn from each experience? Underline it.
1 When she took her first step on her new, prosthetic foot, her smile was like sunshine.
She knew she could dance again.
2 One of the most important things we did was change our attitude. I say my dad saved
my life, but he says I saved his, too.
3 On that hike, we learned the importance of following directions.

3.12 Write Topic and Concluding Sentences

Write a good topic sentence and concluding sentence for the paragraph below.
Discuss your choice with a partner.
WRITING PROMPT: Sometimes you do the right things for the wrong reasons. Tell the
story of one time you thought this.

I never thought much about exercise.

I believed in moderation in all things, including exercise. I thought, “Some exercise is good.
Too much is bad.” However, one day a beautiful young woman walked into my communication
class. Her name was Jana. I wanted her to notice me. I wanted to have big muscles. I started
going to the gym every day. I exercised a lot. After a while, I looked like Superman. However,
Jana still did not notice me. Then one day, a group of students went for coffee after class.
Jana was with us. We were walking on the sidewalk. There was a lot of traffic. Suddenly, a car
lost control. It came up on the sidewalk and crashed. Jana was under the front wheel of the car!
She screamed. She could not move. I took off my jacket fast. Then I lifted up the car. The other
students pulled her out. “My hero!” she said to me. We got married two months later.

3.13 Apply It to Your Writing

Work with a partner. Write a concluding sentence that answers the prompt
on page 75. You might use this sentence later.

88 UNIT 3
Copyright Material - Review Only - Not for Redistribution
4 SHARPEN YOUR SKILLS

A Writing Skill 1: Complex Sentences

Good writers use a variety of sentences in their writing to make the ideas more interesting to
read and easier to understand. It’s important for writers to understand different sentence types
so they can include a mix of sentences.
A complex sentence has two clauses. One is the main clause, or independent clause.
The other is the dependent clause. A subordinating conjunction, such as when or
because, begins the dependent clause. The dependent clause can come first or second in a
sentence. Add a comma after the dependent clause when it comes first in the sentence
INDEPENDENT CLAUSE DEPENDENT CLAUSE
Timo came home for a nap after he finished the exam.
DEPENDENT CLAUSE INDEPENDENT CLAUSE
After he finished the exam, Timo came home for a nap.

TYPES OF COMPLEX SENTENCES

1 Time clauses show the order of
events in a sentence.
FIRST EVENT SECOND EVENT
Use subordinators such as when, You should not drink coffee before you go to bed.
before, and after to show the
order of events in the sentence.
Use when to refer to the time When she finished her exam, she celebrated with her
that something started. friends.
2 Reason clauses answer the CAUSE EFFECT
Because Jay had an exam, he stayed up late to study.
question, Why? They show the
cause and effect of two events.
EFFECT CAUSE
Use because with the dependent Students are tired because they do not get enough sleep.
clause (the cause).
3 Conditional clauses describe If you get enough sleep, it helps you to remember
possible situations in the present information.
or future.
You will have more energy if you get a good night’s sleep.

4.1 Combine Sentences with Because

For each pair of sentences, choose the one that is the cause. Then combine the sentences
in two ways. Use because in both ways.
1 a Lili never had much time in the morning.
b Lili had just coffee for breakfast.

NARRATIVE PARAGRAPHS 89
Copyright Material - Review Only - Not for Redistribution
 2 a Lili soon felt hungry and had no energy.
b Lili did not have a nutritious breakfast.

3 a Lili decided to have a complete breakfast every morning.

b Lili’s work was suffering.

4 a There was a significant improvement in her energy each day.

b She began the day with a good breakfast.

90 UNIT 3
Copyright Material - Review Only - Not for Redistribution
 4.2 Combine Sentences
Combine each pair of sentences with a subordinator.
1 when
First event: A new diet trend appears.
Second event: People get very excited.

2 before
First event: There were the “low-fat diets” of the 1980s.
Second event: The “low-sugar diets” of today appeared.

3 after
First event: A movie star recommends a diet trend.
Second event: Many people change what they eat.

B Writing Skill 2: Avoiding Sentence Fragments

Sentence fragments are common mistakes in writing. A fragment is a sentence that is
missing something essential, such as a subject or a verb. If it begins with a capital letter
and ends with a period, it looks like a sentence but, it is not a complete sentence if these
elements are missing.

AVOIDING SENTENCE FRAGMENTS

1 Make sure that a sentence has a subject It makes
Sleep is important for good health. Makes the
and a verb. ^
brain ready for the next day. (missing subject)
am
I never get enough sleep. I tired all the time.
(missing verb)
^

2 Make sure that a sentence with a when

I’m going to the gym. When I finish this
subordinator has two clauses. ^
homework.
because
Niko is tired. Because he got only four hours of
sleep last night.
^

NARRATIVE PARAGRAPHS 91
Copyright Material - Review Only - Not for Redistribution
 4.3 Editing Task
Underline six sentence fragments in the paragraph below. On a separate sheet of paper,
rewrite the paragraph to correct the fragments.
An Amazing Experience
On my grandmother’s 65th birthday, she had an amazing experience. She and two friends
went to a nice restaurant for her birthday. They sat down. Ordered fish, vegetables, and a glass
of wine. Then they noticed a man and his wife at a table near them. The man Jack LaLanne!
The three ladies went to his table. “Excuse me,” my grandmother said, “but I want to thank
you. You and your TV program changed my life. When I was young.” Jack LaLanne smiled.
His wife smiled and said, “He’s still young! He 92 years old.” Jack LaLanne looked wonderful.
He said to my grandmother, “If you want to stay healthy always. You must remember two
things. Exercise is king! Good food is queen!” Four years later, we all heard the sad news.
Jack LaLanne died at age 96. It a good, long life. He changed a lot of lives. My grandmother
will never forget the day she met him.

92 UNIT 3
Copyright Material - Review Only - Not for Redistribution
C Grammar for Writing: Pronouns
Pronouns are words that take the place of nouns or refer to nouns. Writers use pronouns
to avoid repeating the noun too often and to make their writing flow more smoothly.

TYPES OF PRONOUNS
Subject Object Possessive Possessive Reflexive Reciprocal
Determiner +
Noun
I me my + noun mine myself
you you your + noun yours yourself
he him his + noun his himself
she her her + noun hers herself each other
it it its + noun -- itself one another
we us our + noun ours ourselves
they them their + noun theirs themselves

USING PRONOUNS
1 Subject pronouns take the place of Alex started his diet by cutting down on junk food.
a subject. First, he stopped drinking soda.
2 Object pronouns take the place of I hate to exercise at the gym. It drives me crazy,
an object. but I know it’s good for me.
3 Possessive determiners take the Mei’s recipe is more popular than John’s. His recipe is
place of possessive nouns. too complicated.
4 Possessive pronouns take the place Did you bring your lunch today? I forgot mine.
of a possessive determiner + noun. (mine = my lunch)
5 Reflexive pronouns are in the object We hurt ourselves on that long hike.
position when the object is the
same as the subject.
6 Reciprocal pronouns show that two Maya and Sam help one another in their
or more people give and receive the exercise program.
same action.
( = Maya helps Sam, and Sam helps Maya.)

NARRATIVE PARAGRAPHS 93
Copyright Material - Review Only - Not for Redistribution
 4.4 Write Pronouns
Fill in the blanks with the correct pronouns or possessive determiners.

1 Some of my classmates do not worry about health.

Right now, just want to have a good time and enjoy
.

2 We are a team of athletes. commit

to daily exercise, but also believe that nutrition and sleep are
important to health. We rely on during
a race, so being fit is important.

3 Maria walks three miles a day and works in garden on weekends.

grows own tomatoes, carrots, broccoli,
and strawberries.

4 John tries to eat well, but sometimes eats junk food because
is fast and easy. takes multi-vitamin
pills every day. give him the vitamins that are not in
diet.

Avoiding Common Mistakes

Research tells us that these are the most common mistakes that students make when using
pronouns in academic writing.

1 Do not use a pronoun after a noun subject.

My father he saved my life.
2 Remember to use a pronoun as the subject in subordinating clauses when it refers
to a noun in the main clause.
he
Jason stayed up late to study because had an exam the next day.
^
3 Remember to use a possessive determiner—not the—when talking about things
that are related or belong to someone.
his
He hurt the arm.
^

94 UNIT 3
Copyright Material - Review Only - Not for Redistribution
 4.5 Editing Task
Find and correct six more mistakes in the paragraph below.

Recently, my grandmother she decided not to pay

attention to medical science. When she was young,
she read all the new health studies. At that time,
she learned that fat was bad for us. That’s why she
started to buy only nonfat milk and low-fat cheese.
However, a few months ago, she read about a new
study. This study it said that fat is not a problem.
Instead, sugar is the big problem. When she was
young, coffee and chocolate were “bad.” Now both
are good. Then there was research about calcium.
For many years, my grandmother took a calcium pill
every day for the bones because doctors they said
it was important. Now they say to get calcium from
food only – not a pill. Thirty years ago, her husband
hurt the back. Doctors told him to stay in bed and
rest. Later, doctors told him the same thing after had a heart attack. These days, doctors say
to get up and move. My grandmother is furious. Last week, she went to see her doctor. In a
shopping bag, she had many magazines with articles about health. Now my grandmother does
not pay attention to medical news because changes all the time. These days, she eats anything
she wants and waits for medical science to change its mind.

NARRATIVE PARAGRAPHS 95
Copyright Material - Review Only - Not for Redistribution
 D Avoiding Plagiarism
You usually need to say where you found your information in your writing, but sometimes
you don’t.

My class read an article on happiness and success. The author

included research on the topic. She showed where she got
her information. My instructor said we should do the same
thing. We should always say where we found our information.
I’m confused, though. Sometimes, the author didn’t include
that information. For example, she mentions some basic facts
about Mahatma Gandhi’s life, but she doesn’t say where she got
her information. Please help!
– Niko

Dear Niko,
The example you give is a good one. Mahatma Gandhi is a well-known leader. When we
write about things or people that most people know, it’s not necessary to say where
you found the information about them. It’s called common knowledge. The author you
mention also included information from someone else’s research. That’s not common
knowledge, so she says where she found it. You should do the same in your writing.
Good luck, Niko!
Professor Wright

WHAT IS COMMON KNOWLEDGE?

Common knowledge is information that:
• most people already know.
• you can easily find in many different places: books, magazines, websites, reference books.

COMMON KNOWLEDGE EXAMPLES

Common scientific facts Polio was once a common disease throughout
the world.
Well-known people or historical events In the U.S.A., Jonas Salk developed the polio
vaccine in 1952.

96 UNIT 3
Copyright Material - Review Only - Not for Redistribution
You do not include the name of the writer or place where you find common knowledge
information.

NOT COMMON KNOWLEDGE EXAMPLES

Data, research, or information you learned in Ninety other countries began to use the polio
your research vaccine within 10 years.
An idea or opinion from others Albert Sabin, another polio researcher,
disagreed with some of Jonas Salk’s research.
You must always include the name of the writer or place where you find information that is not
common knowledge.

4.6 Practice
Check (✓) the sentences that are common knowledge.

1 The U.S. Civil War was a fight between the North and the South.

2 The largest mammal in the world is the blue whale.

3 Memorizing words is not a good way to learn English.

4 Harvard has almost 52,000 alumni in over 200 countries.

5 Muhammad Ali was one of the world’s great heavyweight boxing champions.

NARRATIVE PARAGRAPHS 97
Copyright Material - Review Only - Not for Redistribution
 5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your paragraph.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
1 First, read the student’s brainstorm. First he developed his ideas using the freewrite in
Section 1, on page 74. Then, he organized these ideas into chronological order and placed
them in a timeline. What did the student change or take out? Why? Is the order of ideas
clearer in the freewrite than on the timeline? Discuss this with a partner.

BEGINNING MIDDLE END

overweight/ heart attack came home decided to lost weight

unhealthy – big shock get healthy – changed
attitude

2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1, page 75. Write the best ones in the timeline below. Include ideas from the Your
Turns throughout the unit. Finally, brainstorm more ideas. You will probably not use every
idea, but it is good to write as many ideas as possible.

BEGINNING MIDDLE END

98 UNIT 3
Copyright Material - Review Only - Not for Redistribution
 STEP 2: MAKE AN OUTLINE
Complete the outline below with ideas for your paragraph from Step 1.

PARAGRAPH OUTLINE

Topic
Sentence

Beginning A.

Detail 1.

Middle B.

Detail 1.

Middle C.

Detail 1.

Middle D.

Detail 1.

End E.

Detail 1.

Concluding
Sentence

NARRATIVE PARAGRAPHS 99
Copyright Material - Review Only - Not for Redistribution
 STEP 3: WRITE YOUR FIRST DRAFT
Now it is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline and the sentences you wrote in the Your Turns and in Step 2 on page 99.
2 Focus on making your ideas as clear as possible.
3 Remember to add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Go through and look at every comma. Is it correct? Should it be a period?
3 Check that you have used a comma after adverb clauses when they start a sentence.
4 Make sure your topic sentence and supporting sentences are clear.

STEP 4: WRITE YOUR FINAL DRAFT

1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent (misspellings, using commas instead of
periods, missing verbs). Try to avoid them as you write.
3 Review the Academic Vocabulary and Academic Collocations from this unit. Are there any
that you can add to your paragraph?
4 Turn to page 239 and use the Self-Editing Review to check your work one more time.
5 Write your final draft and hand it in.

100 UNIT 3
Copyright Material - Review Only - Not for Redistribution
4
PROCESS PARAGRAPHS
BUSINESS: GETTING AHEAD

“Believe you can and

you’re halfway there.”
Theodore Roosevelt
(1858–1919)

About the Author:

Work with a partner. Read the quotation about achieving your goals.
Theodore Roosevelt was
Then answer the questions. the 26th president of the
United States.
1 The author is writing about the importance of having confidence
in achieving your goals. What does he mean by saying that “you’re
halfway there”?
2 How important do you think confidence is in achieving your goals?

PROCESS PARAGRAPHS 101

Copyright Material - Review Only - Not for Redistribution

 1 PREPARE YOUR IDEAS

A Connect to Academic Writing

In this unit, you will learn skills to help you write about a process. This includes describing the
series of steps needed to do or achieve something. Many of these skills you already use in your
daily life. You might explain to a taxi driver how to get to your home. You might tell a classmate
how to order a textbook online. Or you might describe to a friend how to use a new app on
their smartphone.

B Reflect on the Topic

In this section, you will look at a writing prompt and reflect on it. Throughout the unit, you will
develop ideas about this prompt. You will use these ideas to practice skills that are necessary to
write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 108. The student
reflected on her topic and used a process diagram. This helped her plan what she would write.

WRITING PROMPT: Describe how to complete a transaction in a business setting. For example,
describe how to make a sale in an electronics store. Include detailed steps and clear examples.

How to Make a Sale

approach customer

let customer know your role

explain important features of product

find out customer’s needs

mention sales

be available for questions

bring customer to check-out counter

1.1 Notice
Work with a partner. Do you agree with the steps? Would you reorder any? Would you
add any? Would you remove any? Share your ideas with the class.

102 UNIT 4
Copyright Material - Review Only - Not for Redistribution
 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: Choose a task someone in a particular job does and describe the steps to
complete it. For example, describe how to take a customer’s order as a waiter, or how to take
someone’s temperature as a nurse. Include detailed instructions and clear examples.
1 Think of different jobs you know. They might be jobs you have done or jobs that friends or
family members have done. Then choose one.
2 Think about some common tasks for the job. Then choose one and complete the title below.
3 List the steps in the process diagram that are needed to complete it. Do not worry if you
have some steps out of order, or if you have too many or too few steps.
4 Compare process diagrams with a partner.
How to

PROCESS PARAGRAPHS 103

Copyright Material - Review Only - Not for Redistribution
 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your process paragraph.
You will also notice how a professional writer uses this language.

A Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

key (adj) obvious (adj) positive (adj) role (n)

meeting (n) opportunity (n) responsible (adj) social (adj)

2.1 Focus on Meaning

A Work with a partner. Match the words in bold to the correct definitions. Write the
letters.
1 The marketing manager’s role is to create a plan a having the job or duty of
to sell a product or service. taking care of someone or
something else
2 The marketing manager is a positive person. She b favorable or useful
always finds good things to say about her work.
3 A facilities manager is responsible for making c a gathering of people for a
sure the office runs smoothly. particular purpose
4 The directors’ meeting will be next Wednesday d the part someone has in a
at 2:00 in conference room 3. particular activity or job

B Choose the correct definitions. Write the letters.

1 His boss left the company, so he had an opportunity for promotion. Opportunity means
for personal gain.
a time b possibility
2 A key characteristic of a successful company is having happy employees. Key means .
a necessary b unknown
3 Many companies have social activities like picnics for employees and their families outside of
the office. Social means .
a related to work b related to people
4 It is obvious that Marta loves her job. She is always smiling and never complains. Obvious
means .
a lucky b clear

104 UNIT 4
Copyright Material - Review Only - Not for Redistribution
B Academic Phrases
Research tells us that the phrases in bold below are commonly used in academic writing.

2.2 Focus on Meaning

Work with a partner. Read the sentences about someone trying to fix a paper jam in a
photocopier. Choose the sentence that is closest in meaning to the first.
1 The first step is to see where the paper is stuck.
a The best thing to do is to see where the paper is stuck.
b Seeing where the paper is stuck is the place to start.
c There are many steps to do to see where the paper is stuck.
2 Turn off the copier in order to avoid getting an electric shock.
a Turn off the copier after you avoid getting an electric shock.
b Turn off the copier so that you avoid getting an electric shock.
c Turn off the copier but avoid getting an electric shock.
3 The process of fixing a paper jam is easy.
a The reason that we are fixing a paper jam is easy.
b The effects of fixing a paper jam are easy.
c The series of steps for fixing a paper jam is easy.

PROCESS PARAGRAPHS 105

Copyright Material - Review Only - Not for Redistribution
 C Writing in the Real World
You will read an article titled “From Receptionist to CEO.” The author of the article describes
the steps a receptionist took in her career.
Before you read, answer this question: How can someone rise from the bottom of a company
to become the leader?
Now read the article. Think about your answer to the question as you read.

From
RECEPTIONIST
to CEO
by Mark Narita

3 How did Kaplan get ahead with no formal

business education? First, she took her job
very seriously and did the best she could.
Second, she had excellent social skills. She
was a good communicator and got along well
with everyone at work. As people waited for
meetings, she chatted, asked questions, and
remembered key details about them. She kept
every business card she ever received. Third,
she stayed with the company long after others
moved on.2
1 It’s not easy to get ahead in the business
world. Then how did Karen Kaplan go from 4 Soon, opportunities opened up for Kaplan.
a receptionist responsible for answering the She got a promotion in another department
phone to CEO of Hill Holliday — one of the of the company. The job came with more
most successful advertising agencies1 today? responsibility, including preparing a weekly
Her story begins more than 30 years ago. report. Kaplan came in every Saturday to
type the report so no one would see how long
2 Kaplan had no business experience when it took her. Then she came in on Sunday in
she began working at Hill Holliday. The order to photocopy it. One weekend, after
22-year-old had no office skills, but got a fixing a paper jam, she found a piece of paper
job as a receptionist. In her first week, two inside the copier with everyone’s salary3 on it.
colleagues told her she was at the bottom She was shocked at the high salaries of some
of the company. “We’ll see about that,” people. She thought, “Wow, I could spend
recalls Kaplan. some time at this place!”
1
advertising agency: a company that makes advertisements 2
move on: leave a place to go somewhere else
3
salary: money that someone is paid for a job

106 UNIT 4
Copyright Material - Review Only - Not for Redistribution
5 Kaplan was patient and stayed positive. 7 “You can make your mark4 in every single
She became an account manager and later job,” Kaplan says. “I still run into people
took on the role of director. She jokes, “I had today who remember me from when I was
the same 12 jobs that everyone has. I’ve just a receptionist who say, ‘You were the best …
had them all at Hill Holliday.” receptionist in the history of receptionists.’”
4
6 When Hill Holliday was in the process of make your mark: attract recognition

selecting their next CEO, the choice was an

obvious one. As one former CEO stated,
“She was born to be CEO.”

2.3 Check Your Understanding

Discuss your answers to the questions below with a partner.
1 What did Karen Kaplan do as a receptionist?
2 To get ahead in business, which pieces of advice do you think Kaplan would say are very
important? Check (✓) the two best statements.
a Get a formal education.
b Be friendly, social, and confident.
c Change companies every few years.
d Do not do things you think you cannot do.
e Remember key details about people.
f Be realistic about what you can achieve and know your limits.
3 What do you think is important to get ahead in business these days? For example,
do you think it’s important to stay with the same company, or is it better to change
jobs every few years? Why?

2.4 Notice the Features of Process Writing

Answer the questions.
1 Look at some of the steps Kaplan took to get ahead. Number them from 1 to 6 in the order
they happened.
a She took on the role of director.
b She got promoted to a job in another department.
c She became an account manager.
d She worked hard and got along with everyone.
e She got a job as a receptionist.
f She took on more responsibility, such as preparing reports.
2 Of the things Kaplan did to get ahead, which do you think was most important? Why?

PROCESS PARAGRAPHS 107

Copyright Material - Review Only - Not for Redistribution
 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on her topic. In this
section, you will analyze the final draft of her paragraph. You will learn how to develop ideas
for your own paragraph.

A Student Model
Read the prompt and answer the questions.
WRITING PROMPT: Describe how to complete a transaction in a business setting.
For example, describe how to make a sale in an electronics store. Include detailed steps
and clear examples.
1 Look at the title below. How do you think the writer describes how to make a sale?
2 What steps do you think the writer will mention?

Read the paragraph twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes.
This will help you notice key features of a process paragraph.

Making a Sale
The process of making a sale is easy if you follow these five steps. 1 Analyze Writing Skills
This is based on my experience working at an electronic appliance Find the sentence that
contains step 1. Write “1”
store. The first step is to approach the customer and let them know over the academic phrase
that begins this sentence.
your role. Tell them your name and position, and remember to smile.
Second, find out about the customer’s needs. You can do this by asking 2 Analyze Writing Skills

questions, such as, “Are you looking for anything special today?” Stay Circle the purpose of this
sentence:
close to customers who say they are “just looking.” You can then be a to offer en explanation
ready to help them. Next, explain the key features of the product. For b to give a reason

example, a customer who is looking at headphones might want to c to give a reminder

know about the headphone’s weight, design, and price. After that, be 3 Analyze Writing Skills
available for questions. Obviously, you are responsible for answering Find sentences that
contain steps 2–5. Write
your customer’s questions correctly and honestly. Finally, bring the 2, 3, 4, and 5 over the
word that begins each
customer to the check-out counter when you think he is ready. This is
sentence. Then circle the
also a good time to suggest anything related to the sale. For example, verbs that tell the reader
to do certain things.
I suggest things like a memory card for a camera, or a case for a laptop.
Most of these steps are the same if you work in a department store,
an electronics store, or a car dealership. Good salespeople follow these
steps and often make a sale.

108 UNIT 4
Copyright Material - Review Only - Not for Redistribution
 3.1 Check Your Understanding
Answer the questions.
1 What five steps does the writer suggest for making a sale? Do you think they are all
necessary? What steps, if any, would you add?
2 The writer claims that “most of these steps are the same if you work in a department store,
an electronics store, or a car dealership.” Do you think that’s true? Why or why not?
3 How would you react if a salesperson used these five steps to try and sell you something?

PROCESS PARAGRAPHS 109

Copyright Material - Review Only - Not for Redistribution
 3.2 Outline the Writer’s Ideas
Complete the outline for “Making a Sale.” Use the phrases in the box.

an opportunity to sell more be available for questions

explain product’s key features find out about needs by asking questions
remember to smile stay nearby customers who are “just looking”

PARAGRAPH OUTLINE

1st Step A. Approach customer, let them know your role

Detail 1.

2nd Step B.

Detail 1. “Are you looking for anything special today?”

Detail 2.

3rd Step C.

Detail 1. For headphone – weight, design, price

4th Step D.

Detail 1. Responsibility to be honest

5th Step E. Ask customer if ready to check out

Detail 1.

110 UNIT 4
Copyright Material - Review Only - Not for Redistribution
 B Process Paragraphs
Process paragraphs are sometimes called “how to” paragraphs. They explain how to do or
achieve something. When writing about a process, writers list the steps and add support to
each step so the reader understands exactly what to do. The steps should be clear and easy for
the reader to follow.
Read the two paragraphs below. Which paragraph has steps that are easier to follow?
Paragraph 1
Steps to Becoming a Chef
It’s important to have a clear plan in place if you want a career in the culinary arts. Get a
part-time job in the field. Learn all you can while trying to get noticed by people in the
field. Apply to a culinary arts school. Think about what exactly you want to do in the field of
culinary arts. You might work in a restaurant, a school, a hospital, a cruise ship, or even work
as a private chef. Follow these steps and you can start your career in the culinary arts.
Paragraph 2
Steps to Becoming a Chef
It’s important to have a clear plan in place if you want a career in the culinary arts.
First, get a part-time job in the field. For example, get work as a cook or as an assistant to
a chef. After that, learn all you can while trying to get noticed by people in the field. You
can do this by letting others know you are interested in a professional career in the culinary
arts. Next, apply to a culinary arts school. Finally, think about exactly what you want to do
in the field of culinary arts. You might work in a restaurant, a school, a hospital, a cruise
ship, or even work as a private chef. Follow these steps and you can start your career in the
culinary arts.
It is clear that paragraph 2 is easier to follow. Why? It’s because the steps are introduced
with words like First, Then, Next, and After that. These words signal a new step is to follow. The
steps are also well supported with details.

TOPIC SENTENCES AND CONTROLLING IDEAS

Like other types of paragraphs, a process paragraph needs a topic sentence. The topic
sentence includes the topic and its controlling idea. The controlling idea tells the process that
the reader will read about. It often expresses an opinion or attitude about the process. It might
say, for example, how clear, easy, or important the process is.
A topic sentence in a process paragraph often uses the word “process” or “steps” – not
“things” – to make it clear to the reader that a series of steps follows. The topic sentence
does not always say exactly how many steps are in the process, but when it does, it provides
additional support for the reader as he or she reads through the steps.

PROCESS PARAGRAPHS 111

Copyright Material - Review Only - Not for Redistribution
 Imagine students are given the following writing prompt: Describe how to attract new customers to
a neighborhood coffee shop you know. Look at why sentence 1 is not a very good topic sentence.

The word “some” is not The word “thing” is not clear.

specific. How many are there? Are they actual steps?

1 There are some things that Coffee Corner can do to attract new customers.

There is no word that indicates a

controlling idea.

Now look at why sentence 2 is a better topic sentence.

The word “five” is specific. The word “steps” is clear.

2 There are five simple steps that Coffee Corner can do to attract new customers.

There word “simple” indicates a

controlling idea.

3.3 Notice
Look back at the Student Model on page 108. What process is the writer explaining?
Underline the topic sentence’s controlling idea.

3.4 Identify Topic Sentences

Read the writing prompts. Then check (✓) the best topic sentence (a or b).
1 WRITING PROMPT: Describe how to buy an e-book.

a Buying an e-book is not as difficult as you might think.

b Follow these six simple steps and you can buy an e-book anytime.

2 WRITING PROMPT: Describe how to set up a teleconference call.

a It’s so simple to set up a teleconference call that anyone can do it.

b The process of setting up a teleconference call is easy if you follow these five steps.

3 WRITING PROMPT: Describe the steps new graduates need to take to get a job.

a It’s important for graduates to follow these four steps if they want to get a job.

b New graduates can get a job by doing the following things.

112 UNIT 4
Copyright Material - Review Only - Not for Redistribution
 3.5 Write Topic Sentences
Look at each writing prompt. Write a topic sentence with a controlling idea.
Then compare your sentences with a partner.
1 WRITING PROMPT: Describe what you should do if your computer freezes.

2 WRITING PROMPT: What steps must someone take to get ready for a job interview?

3 WRITING PROMPT: Describe what an employer needs to do to give an employee a

written warning.

4 WRITING PROMPT: What steps should a department store customer service representative
take when a customer wants to return a purchase?

3.6 Apply It to Your Writing

Work with a partner. Look at your topic and the brainstorm you completed in
Section 1 on page 103. Write possible topic sentences.

PROCESS PARAGRAPHS 113

Copyright Material - Review Only - Not for Redistribution
 WRITING STEPS IN PROCESS PARAGRAPHS
The steps are a very important part of a process paragraph. The steps in a process paragraph
need to be in chronological (also called sequential) order. This means they are presented in
the exact order they are to be followed. This allows the reader to easily follow them.

Step 1 Step 2 Step 3 Step 4 Step 5

Some paragraphs may appear to describes processes but are, in fact, more like giving advice.
In cases like this, the writer may suggest that the reader do certain things, but the order is not
particularly important. It is therefore not a true process. A paragraph titled “How to Be a Team
Player,” for example, will only be a process paragraph if the steps are in a chronological order,
and dependent on one another. It will not be a process paragraph if it just lists advice in an
order that is not chronological.
You can check if a paragraph is a process paragraph by putting the steps in a different order.
If you did this with a process paragraph, the paragraph would quickly no longer make sense.
Writers usually help the reader identify the steps by using the following transition words
and phrases:
First step: First, Firstly, The first step is, … First of all, …
Later steps: Second, Third, and Fourth, Next, Then, After that,
Final step: Finally, Lastly, The final step is …
You will learn more about these words and phrases in Section 4.
A writer does not usually only list the steps. He or she also adds supporting sentences after
some or all of the steps. These may include examples, explanations, or other types of support
the writer thinks will help make the steps clearer and easier to follow.

3.7 Notice
Look back at Paragraph 2 on page 111. Write the four steps.

Step 1:

Step 2:

Step 3:

Step 4:

114 UNIT 4
Copyright Material - Review Only - Not for Redistribution
 3.8 Write Steps
Add these steps to the correct place in the paragraph below. Write the letters.
a click the upload button
b give your video a title and description
c open the video
d press the Share button
e tag the video
How to Upload a Video

You can publish a video from your smartphone in just five quick steps. First, . After the
(1)
video is open, . You may have several choices, so select where you want to share the video.
(2)
Next, . This lets people quickly understand the content of your video. After that, .
(3) (4)
This includes information about who is in the video. Finally, . Now the video is available for
(5)
others to see, and possibly share themselves. If you follow these steps, you can upload any video
in very little time.

3.9 Order Steps

The steps below are from a paragraph titled ”How to Order a Book Online.” First put the
steps on the left in the correct order. Then match each step to a detail on the right.
Click on the book you want to a For example, this could include your
order. name, age, and address.
Put in your credit card details and 1 b Prices can vary a great deal from site
click “purchase.” to site.
c It may go into an area called
Choose the website with the best
“shopping cart.”
price.
d It’s a good idea to wait until you get
Add your personal information.
verification that the purchase went
1 Compare the price of the book on through.
different websites. e You may even want to bookmark the
site for future reference.

PROCESS PARAGRAPHS 115

Copyright Material - Review Only - Not for Redistribution
 3.10 Write Details
Work with a partner. Use your own ideas to write details to complete the paragraph.
Getting a Job Interview in Five Steps

Getting a job interview is never easy, but following these simple steps will make it easier.
First, decide what kind of job you want.
(1)
.
Second, start researching companies you want to work for.
(2)
.
Next, prepare your résumé.
(3)
.
After that, send out your résumé to all the companies you want to interview with.
(4)
.
Finally, search for other jobs through social media, recruitment fairs, and friends.
(5)
.
It is obviously good to keep searching for other jobs while you wait. These steps are not difficult
and, in time, they will help you get that job interview.

116 UNIT 4
Copyright Material - Review Only - Not for Redistribution
 3.11 Apply It to Your Writing
Work with a partner. Choose one step you listed in Section 1 on page 103 and
write a sentence that supports it using a reason, an explanation, or an example.

CONCLUDING SENTENCES
Like other paragraphs, process paragraphs have a concluding sentence. This sentence
mentions the process again, and the controlling idea from the topic sentence is often expressed
in another way. Notice in the example below how the controlling idea of “quick” in the topic
sentence is expressed in the concluding sentence as “in very little time.”
Topic sentence: You can publish a video from your smartphone in just five quick steps.
Concluding sentence: If you follow these steps, you can upload any video in very little time.

3.12 Notice
Look back at Activity 3.10 on page 116. Underline the concluding sentence. Then circle
the controlling idea that is similar to the one in the topic sentence.

3.13 Practice Writing

A Work with a partner. Read the writing prompt. Decide on and write the steps.
Add more steps if necessary.
WRITING PROMPT: Describe the steps someone needs to follow to have a productive
business meeting. Think about what someone needs to do first, second, third, etc.

First,

Second,

After that,

Next,

Finally,

PROCESS PARAGRAPHS 117

Copyright Material - Review Only - Not for Redistribution
 B With your partner, to complete the paragraph. Include the steps from Part A on
page 117 and any additional details you think are important.
It’s important to follow these steps to have a productive business meeting.

In sum, follow these steps and you will soon have a good business meeting.

C Exchange your work with another pair. Read their paragraph. Do you have similar steps?

3.14 Apply It to Your Writing

Look back at your topic sentence in Activity 3.6 on page 113 and write a possible
concluding sentence for your paragraph.

118 UNIT 4
Copyright Material - Review Only - Not for Redistribution
4 SHARPEN YOUR SKILLS

A Writing Skill 1: Transitions of Sequential Order

Good writers help their readers follow the various steps in the process they are describing.
They use certain words and phrases, called transitions, that signal the introduction of a
new step. These transitions are similar to the ones used for chronological order. After all of
these transition words, a comma (,) is required.

TRANSITIONS OF SEQUENTIAL ORDER

1 A writer often indicates the first step in a First, look at the screen to see where the paper
process by saying First or First of all. is stuck.
2 The writer may choose to indicate each First, look at the screen to see where the paper
step with a number, such as Second, is stuck. Second, open the part of the printer
Third, and Fourth. These are used when where the paper is. Third, gently pull the
there are only a few steps in the process. paper from the copier. Fourth, close the part of
the printer where the paper was.
3 Another way the writer can indicate each First, look at the screen to see where the paper
step is by saying Next, Then, and After is stuck. Next, open the part of the printer
that. These can be repeated and all mean where the paper is. Then, gently pull the paper
the same thing. from the copier. After that, close the part of
the printer where the paper was.
4 The writer can indicate the final step by Finally, give time for the printer to warm
saying Finally or Lastly. back up.

4.1 Write Transitions

Complete the paragraph using the transition words below. More than one answer may
be possible.

after that first of all lastly next then

How to Fill a Photocopier

It’s very simple to fill a photocopier with paper. , find the drawer
(1)
in the copier that holds the paper. , gently pull out the drawer.
(2)
, open a packet of paper and run your thumb along the edges.
(3)
This helps separate the paper so it does not stick together later. ,
(4)
place the paper inside the drawer and make sure it’s in place. ,
(5)
close the drawer. Now you’re ready to copy again with new paper.

PROCESS PARAGRAPHS 119

Copyright Material - Review Only - Not for Redistribution
 B Writing Skill 2: Adding Details
Writers often need to explain each step so that the reader understands how to complete it.
It’s also important that they include the right amount of detail. With too little detail the reader
may not have enough information to complete the task. With too much detail, the reader may
get lost and be unable to follow the steps.
As you learned in Unit 1, good writers include specific examples, explanations, and reasons in
their paragraphs. For process paragraphs, it is also useful to include the following details:

ADDING DETAILS
1 A reminder provides additional information STEP
and can help break up a series of steps. Second, find out about the customer’s needs.
Don’t confuse reminders with steps.
REMINDER

Remember to smile and ask questions.

2 A warning makes clear what not to do STEP
Second, find out about the customer’s needs.

WARNING
Do not ask questions that are too direct or
personal.
3 Do not include details that are irrelevant Second, find out about the customer’s needs.
or not important. They can easily distract I need to buy a gift for my brother.
the reader.

4.2 Write Details

Read the paragraph below. Use the ideas below to add details to make the steps clearer.
Rewrite the paragraph on a separate piece of paper.
1 Add an explanation to make “home office” clearer.
2 Add a reminder about places in the home that may not be appropriate for a home office.
3 Add an example for how you might organize your desk.
4 Add a reason for why it is important to have a clean work area.
5 Add a warning to others regarding your office hours.

How to Set Up a Home Office

It is very easy to set up a home office these days. First, find a place in your home that
will be used for a home office and nothing else. Next, clean the area and remove anything
you will not need for your office. Then, buy some office furniture and arrange it in the clean
space. After that, organize your desk. Finally, set your office hours and let people know what
they are. You now have an office space that was easy to create.

120 UNIT 4
Copyright Material - Review Only - Not for Redistribution
C Grammar for Writing: Imperatives
The imperative is widely used in English to give advice or instructions, or to express requests or
commands. Study these rules:

IMPERATIVES
1 The imperative uses the base form of Remember to smile.
the verb. Be available for questions.
2 In imperative sentences, the subject Enjoy yourself.
is a singular or plural you. Don’t write Enjoy yourselves.
you, because it is understood.
3 Use Do not + the base verb for Do not bother the customer.
negative commands. Do not is often Do not forget to thank the customer.
contracted to Don’t.
4 You can begin imperatives with always Always be friendly and polite.
and never. Never ask personal questions.
5 You can use the imperative with time If you answer the questions, answer them
clauses. Include the pronoun you after honestly.
words like If and When. Bring customers to the check-out counter when
you think they are ready.

4.3 Write Imperatives

Complete the paragraph with the correct verbs. If necessary, make the verb negative.

brainstorm choose forget get look at remember remove test

How to Choose a Name for a New Business

Choosing a name for your new business may sound like a challenge, but it can be easy –
and fun – if you follow these steps. First of all, a group of people
(1)
together. They can be people who are starting the business, or friends, or even strangers.
Then possible names. This means you just say any names that
(2)
come to mind. to write all the names down.
(3)
Next, any names that are already used, are too long, or obviously
(4)
do not sound good. After that, your list and choose about five
(5)
that most of you like. Then them. For example, say them aloud or
(6)
just ask others for their opinion. Finally, your new business name.
(7)
to register your name so you know you can use it legally.
(8)
Following these steps can help you find your new business name.

PROCESS PARAGRAPHS 121

Copyright Material - Review Only - Not for Redistribution
 Avoiding Common Mistakes
Research tells us that these are the most common mistakes that students make when using
imperatives in academic writing.

1 Use Do not + base form of the verb. Do not use no with the base form in
imperatives.
Do not
No forget to write down the names.
^
2 Write do not as two words, not one.
Do not
Donot forget to write down the names.
^
3 Use the imperative – not the simple present with you – to explain a process.
If no one likes the names, you remove them from the list.

4.4 Editing Task

Find and correct four more mistakes in the paragraph below.
How to Make Coffee at Work

Anyone can make coffee in just five steps in our office

Do not
pantry. First, fill the pot with water. Donot fill it with hot
^
water – always use cold water. Then, take a coffee filter,
you fill it with some coffee, and place the filter and coffee
into the coffee maker. Next, pour the water carefully into
the coffee maker. No spill it! After that, place the empty
pot on the burner under the filter and turn it on. Leave the
coffee there until it is done. Finally, you enjoy your coffee.
When the coffee pot is empty, donot forget to empty the
filter and wash the pot for the next person. See what an
easy process coffee making can be!

122 UNIT 4
Copyright Material - Review Only - Not for Redistribution
D Avoiding Plagiarism
Good sources are important for academic writing, but how do you find them?

We read an interesting article about businesses helping their

communities. My instructor told us two things. First, the author
used an excellent source for his article. Second, we should look
carefully at the author’s sources. I don’t know what a source is.
I don’t understand my instructor’s explanation. What is a source?
Where can I find one?
– Yukiko

Dear Yukiko,
You ask good questions. A source can be a book, article, government report, or even
a video. A source gives you information for your paper. This information can support
your opinions and ideas, but it does not take the place of your own opinions and ideas.
These days, most students find sources on the Internet. You can also use the library.
Reference librarians are there to help you. Don’t be afraid to ask them for help!
Best,
Professor Wright

FINDING SOURCES
There are two key places where people find sources for papers: in a library and on the Internet.

PLACES TO FIND SOURCES SOURCES

• In a library, you can find the most books
resources for your research. scholarly journals
newspapers
magazines
videos
• On the Internet, you can use a online magazines and newspapers
search engine. Choose good key online books and scholarly journals
search words and you will find government reports
good sources. podcasts
audio and video

PROCESS PARAGRAPHS 123

Copyright Material - Review Only - Not for Redistribution
 4.5 Practice
A Read the four writing prompts below. Then read the list of key search words. Which
ones will help you find good sources on the Internet? Choose two good key words for
each prompt.
and 1 What can businesses do to protect the environment?
and 2 Should business schools teach ethics to their students?
and 3 How can small companies help disabled employees?
and 4 Discuss how small loans help people in developing countries.

KEY WORDS
a business school e small loans
b businesses f disabled employees
c developing countries g ethics
d environment h small companies

B Look at the prompt below. Work with a partner. Write two good key words for
this topic.
Discuss how businesses can help working mothers.

and

124 UNIT 4
Copyright Material - Review Only - Not for Redistribution
5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your paragraph.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
1 First, read the student’s brainstorm. She wrote many ideas from the process diagram she
used to reflect on her topic in Section 1 on page 102. Which step is not included in the
Student Model?

How to Make a Sale

approach customer

let customer know your role

explain important features of product

find out customer’s needs

mention sales and special promotions

be available for questions

bring customer to check-out counter

PROCESS PARAGRAPHS 125

Copyright Material - Review Only - Not for Redistribution
 2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1, page 103. Write the best ones in the process diagram below. Include ideas from
the Your Turns throughout the unit. Finally, brainstorm more ideas. You will probably not use
every idea, but it is good to write as many ideas as possible.

How to

126 UNIT 4
Copyright Material - Review Only - Not for Redistribution
 STEP 2: MAKE AN OUTLINE
Complete the outline below with ideas for your paragraph from Step 1.

PARAGRAPH OUTLINE

Topic
Sentence

1st Step A.

Detail 1.

Detail 2.

2nd Step B.

Detail 1.

Detail 2.

3rd Step C.

Detail 1.

Detail 2.

4th Step D.

Detail 1.

Detail 2.

5th Step E.

Detail 1.

Detail 2.

Concluding
Sentence

PROCESS PARAGRAPHS 127

Copyright Material - Review Only - Not for Redistribution
 STEP 3: WRITE YOUR FIRST DRAFT
Now it’s time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline and the sentences you wrote in the Your Turns and in Step 2 on page 127.
2 Focus on making your ideas as clear as possible.
3 Add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Go through and look at every comma. Is it correct? Should it be a period?
3 Check that you have used a comma after adverb clauses when they start a sentence.
4 Make sure your topic sentence and supporting sentences are clear.

STEP 4: WRITE YOUR FINAL DRAFT

1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent (misspellings, using commas instead of
periods, missing verbs). Try to avoid them as you write.
3 Review the Academic Vocabulary and Phrases from this unit. Are there any that you can add
to your paragraph?
4 Turn to page 240 and use the Self-Editing Review to check your work one more time.
5 Write your final draft and hand it in.

128 UNIT 4
Copyright Material - Review Only - Not for Redistribution
5
DEFINITION
PARAGRAPHS
EDUCATION: THE VALUE OF EDUCATION

“Education is not just

preparation for life,
but part of life itself.”
Henry Ford
(1863–1947)

About the Author:

Henry Ford was the
Work with a partner. Read the quotation about education. founder of the Ford Motor
Then answer the questions. Company.

1 Why does the author say that education is “part of life itself”?
2 In what ways does education prepare a young person for life?
3 Do you think that education will always be part of your life? Why?

DEFINITION PARAGRAPHS 129

Copyright Material - Review Only - Not for Redistribution

 1 PREPARE YOUR IDEAS

A Connect to Academic Writing

In this unit, you will learn skills to help you write definition paragraphs. Many of these skills you
already use in your daily life. You might define an unknown word in your language to someone
who speaks a different language. Or you might define a technical term from your area of study
to a friend who is unfamiliar with it.

B Reflect on the Topic

In this section, you will look at a writing prompt and reflect on it. Throughout the unit, you will
develop ideas about this prompt. You will use these ideas to practice skills that are necessary to
write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 136.
The student used a cluster diagram to brainstorm ideas to define what a vocational school is.

WRITING PROMPT: There are many different types of higher-education institutions. Choose an
institution – high school, community college, vocational school, or university – and define it.

has career
not a training
university
fun

like a
community
college
A VOCATIONAL also called trade
SCHOOL school (career
school?)

in urban areas
good for learning
to be a plumber,
electrician, etc.
graduates get
good jobs can finish in
one year (or
two?)

1.1 Notice
Work with a partner. How would you define a vocational school? Add one or two
additional ideas to the cluster diagram. Share your ideas with the class.

130 UNIT 5
Copyright Material - Review Only - Not for Redistribution
 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: Success in education often requires good grades. Define a grade.
1 Think about your answers to the questions below.
• Who uses grades? • Who are grades important to?
• Why do people use them? • What kind of grades are there?
• When do people use them? • What are some examples of grades?
2 Write your ideas in the cluster diagram.
3 Compare cluster diagrams with a partner.

A GRADE

DEFINITION PARAGRAPHS 131

Copyright Material - Review Only - Not for Redistribution
 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your definition paragraph.
You will also notice how a professional writer uses this language.

A Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

advantage (n) connection (n) expect (v) explain (v)

beneficial (adj) education (n) experience (n) reward (n)

2.1 Focus on Meaning

A Work with a partner. Complete the sentences with the correct words or phrases.
Circle the letters.
1 One advantage of going to college is that you usually get a better paid job afterward.
An advantage gives someone a chance of success.
a greater b lesser
2 Members of the university staff explain the housing rules to new students. They give
presentations to these students at the start of the school year. Explain means to
about something.
a give opinions b give information
3 He is successful because he got a good education. He had good teachers and studied
hard. Education is the someone gets from a school, college, or university.
a skills and knowledge b books and articles
4 There is a connection between music and language because they both use the same part
of the brain. Connection means .
a separation b relationship

132 UNIT 5
Copyright Material - Review Only - Not for Redistribution
B Read the sentences. Match the words in bold to the correct meanings.
Write the letters.

1 Include your work experience on your résumé. a helpful or useful

This can include any part-time work, summer
jobs, and volunteer work.
2 As a reward for graduating high school, my b to think something will
parents bought me a car. happen
3 I have not heard if I passed my final exam. But I c knowledge that you gain
expect to hear soon. from doing something
4 It is beneficial to talk to your advisors. They d something good that you get
can help you solve problems at college. because you worked hard,
behaved well, etc.

B Academic Collocations
Collocations are words that are frequently used together. Research tells us that the academic
vocabulary in Part A is commonly used in the collocations in bold below.

2.2 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the collocations in bold
and circle the correct meaning.
1 Lower tuition fees could allow more people to go into higher education.
a middle school or high school b college or university
2 Students can find ways to save money. For example, they can take advantage of student
discounts. At some clothing stores, students can buy some things for a cheaper price.
a use as an opportunity b be surprised about
3 It is extremely beneficial to have a laptop at college. For example, a laptop lets you take
notes during lectures.
a very easy b very helpful
4 A volunteer job is a job that does not pay money. People do them because they can gain
experience from them.
a get knowledge and skills from doing something
b get knowledge and skills from reading about something
5 There is a close connection between a person’s level of education and his or her salary.
a surprising result b strong relationship

DEFINITION PARAGRAPHS 133

Copyright Material - Review Only - Not for Redistribution
 C Writing in the Real World
You will read an article titled “The Benefits of a College Education.” In the article, the author
defines concepts that may be unfamiliar to the reader.
Before you read, answer this question: What do you think are some of the benefits?
Now read the article. Think about your answer to the question as you read.

THE BENEFITS OF A
COLLEGE EDUCATION
by Hector Ollarzabal

1 Is it worth the time, effort, and money to get 3 People with college degrees generally
a college degree? The answer is yes! First of have higher degrees of job satisfaction
all, one of the most obvious reasons to get than people with a high school education.
a degree is to increase your salary. People Job satisfaction is defined as how happy
who get degrees generally make more money someone is in his or her job. How can we
than those who don’t. According to the U.S. explain this? Degree holders are able to get
Census Bureau, people in the U.S.A. who high-paying jobs. They can also advance
only finish high school earn, on average, in a company and receive benefits. Perhaps
$32,500 a year. Those with bachelor’s most importantly, they gain experience
degrees earn $55,700. Those with master’s in the fields that actually interest them.
degrees earn $63,000. Get a Ph.D. and you According to a recent survey from the
make $100,000 or more. Over a lifetime of University of Chicago, some of the most
working, the financial rewards are huge. satisfying jobs are teacher, engineer,
Clearly, it’s extremely beneficial to pursue physical therapist, and office administrator.
higher education. All require a college degree.
2 People with degrees also have more job 4 Jobs that require a college education lead to
opportunities. College graduates are able to greater job stability. Job stability means an
complete tasks on time and think critically1 employee can expect to keep the same job
– two qualities that employers look for. for a long time. This is a key benefit when
For these reasons employers want to hire2 there are few jobs to be found, or when
college graduates. A college degree allows companies need to reduce their employee
you to work in areas a high school graduate numbers. The first people to lose their jobs
cannot. It lets you take advantage of more are often unskilled workers.
career options by opening doors that would
otherwise be closed. Going to college 5 Finally, earning a degree has a positive
also provides networking opportunities impact on a person’s communication skills.
that are not available to those who didn’t The ability to listen to others, ask the right
attend college. The number of connections questions, and speak with confidence3 may
increases with every level of education. just help you get the job you want.

1 3
thinking critically: thinking carefully about something, confidence: feeling certain of your ability to do
not allowing feelings or opinions to affect you things well
2
hire: to give someone a job

134 UNIT 5
Copyright Material - Review Only - Not for Redistribution
 2.3 Check Your Understanding
Answer the questions.
1 Which of the five benefits of a college education do you think the author feels is most
important? Why? What do you think is the main benefit of getting a college degree?
2 What are some other reasons for going to college that are not mentioned in the reading?
3 Do you think it’s possible to have the benefits mentioned in the reading without getting a
college degree? Explain your answer.

2.4 Notice the Features of Definition Writing

Answer the questions.
1 Read the third paragraph again. What does the author define? What phrase does the writer
use when defining the term?
2 Read the fourth paragraph again. What does the author define? What verb does the writer
use when defining the term?
3 Find another word or phrase that you think needs to be defined in the reading. How would
you define it?

DEFINITION PARAGRAPHS 135

Copyright Material - Review Only - Not for Redistribution
 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on her topic. In this
section, you will analyze the final draft of her paragraph. You will learn how to develop ideas for
your own paragraph.

A Student Model
Read the prompt and answer the questions.
WRITING PROMPT: There are many different types of higher-education insitutions. Choose an
institution – high school, community college, vocational school, or university – and define it.
1 Look at the title and the photo below. What do you think a vocational school is?
2 What do you think makes vocational schools different from other types of schools?
3 What do you think students can learn in vocational schools?

Read the paragraph twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes.
This will help you notice the key features of a definition paragraph.

1 Analyze Writing Skills

Vocational Schools
Find and underline the
Vocational schools are a type of school which provide career training. part of the sentence
that defines “vocational
They are similar to community colleges because they both offer shorter schools.”

courses of study. Vocational schools are not universities. At a vocational 2 Analyze Writing Skills
school, students study two years or less, and they focus on a single field, Find and underline the
such as health services, flower design, or car repair. This is an advantage sentence that states what
vocational schools are not.
for students who already know what they want to do. People interested
3 Analyze Writing Skills
in changing or finding new careers also attend vocational schools. For
Find and circle the two
example, a salesperson who is unhappy at work might learn new skills at a conjunctions (e.g. and,
but, or, so) that join two
vocational school. Also, stay-at-home mothers use vocational schools after
independent clauses.
they have raised their children. For these people, a short-term training
4 Analyze Writing Skills
program makes a lot of sense. Vocational schools also often have close
Find and circle the word
connections with the businesses in the community. Students gain work who. Underline the rest of
the sentence after who.
experience at these businesses. The businesses spend time and money
training students, so graduates can expect to get a good job there. This is
extremely beneficial for people who want to get a job after they graduate.

136 UNIT 5
Copyright Material - Review Only - Not for Redistribution
 3.1 Check Your Understanding
Answer the questions.
1 Explain what a vocational school is in your own words.
2 What are some advantages that vocational schools have over other types of schools?
3 Do you have vocational schools where you live? Do you think you would enjoy attending one?

DEFINITION PARAGRAPHS 137

Copyright Material - Review Only - Not for Redistribution
 3.2 Outline the Writer’s Ideas
Complete the outline for “Vocational Schools.” Use the phrases in the box.

focus on single field similar to community colleges

have close connections with businesses someone who is unhappy in his job
health services, flower design, or car repair a type of school that provides career training

PARAGRAPH OUTLINE

Definition

1st
Characteristic
A.

Detail 1. Because they offer short programs

Detail 2. Not universities

2nd B.
Characteristic

Detail 1.

Detail 2. Advantage for students who know what they want to do

3rd C. Good for people interested in changing or finding new careers

Characteristic

Detail 1.

Detail 2. Someone who raised kids

4th D.
Characteristic

Detail 1. Can get work experience

Detail 2. Can get job right away

138 UNIT 5
Copyright Material - Review Only - Not for Redistribution
B Definition in Academic Writing
Definition paragraphs are useful for explaining words or ideas that might be unknown or
unfamiliar to a reader. This may be a word from another language, a technical term, or a
concept. For example, a student writing about South Korean business culture may need to
define the word chaebol (a multi-company business). Or a culinary student may want to explain
what julienning is (cutting something into long strips).
In a definition paragraph, the topic sentence provides a brief definition. Like other types
of paragraphs, the remaining sentences provide additional information through examples,
explanations, descriptions, and other details. Unlike other types of paragraphs, however,
the concluding sentence in a definition paragraph usually does not restate the topic sentence
or main points. Instead, it may make a final comment on what is being described, for example,
by saying why it’s important or beneficial.
Read the two paragraphs. Which paragraph do you think better defines a letter of
recommendation?
Paragraph 1

A Letter of Recommendation
A letter of recommendation is a letter that describes a student’s character. It can help a
student get accepted to a university because it shows that the student will be successful.
The person who writes the letter knows the student very well, such as a high school teacher,
school counselor, or member of the community. The letter includes information that
describes the student’s accomplishments and personal strengths. For example, the letter
can tell a story about how a student overcame a challenge. The letter lets university staff see
what kind of person the applicant is and helps them decide whether to admit the student.
Students need to think carefully about who to ask to write this letter.
Paragraph 2

A Letter of Recommendation
When students apply to a university, they often need to include several letters of
recommendation with the application. The people who write the letters of recommendation
should know the student very well. I don’t remember who I asked to write my letters of
recommendation. The letters allow the university to see what kind of person the applicant is.
Letters of recommendation, along with grades, exam results, and an interview, are used
when considering whether or not to admit the student. They are therefore very important,
and students need to think carefully about who to ask to write these letters.
It is clear that paragraph 1 is easier to understand. Why? The topic sentence defines what
a letter of recommendation is, and the supporting sentences include detailed explanations
and examples. Paragraph 2 has no topic sentence and is lacking in detail. In addition,
it includes information that is not useful in helping the reader understand what a letter of
recommendation is.

DEFINITION PARAGRAPHS 139

Copyright Material - Review Only - Not for Redistribution
 3.3 Notice
Which of the beginning sentences in paragraph 1 or 2 defines a concept? What pronoun
follows the category of “letter”?

WRITING TOPIC SENTENCES IN DEFINITION PARAGRAPHS

The topic sentence in a definition paragraph introduces the word or idea (what is being
defined) and provides a brief definition. Don’t try to include too much information in the
topic sentence. You can use the rest of the paragraph to develop the ideas further.
Look at the topic sentence from paragraph 1 on page 139. Notice that it includes a topic,
a category, and an identifier.
TOPIC CATEGORY IDENTIFIER
A letter of recommendation is a letter that describes a student’s character.
A topic is the idea you are defining. A category describes the general type or kind of idea it is.
An identifier explains how it is different from other ideas in the same category. Look at some
other examples below:
TOPIC CATEGORY IDENTIFIER
A professor is a teacher who teaches in a college or university.
TOPIC CATEGORY IDENTIFIER
I think that patience is a virtue that is the most important for a parent.

TOPIC SENTENCE WITH A DICTIONARY DEFINITION

Not every topic sentence will follow the pattern above. A topic sentence can also include a
dictionary definition and sometimes the name of the dictionary you are using. Use verbs like
means, defines, and is defined as, to give a definition. The topic sentence may also include a
category and identifier.
According to Cambridge Dictionaries Online, integrity means “honesty and the ability to know
and do what is right.”
The dictionary defines a test as questions about a topic. The questions assess a student’s
current ability.
An achievement test is defined as a test that is designed to measure how much a student
has learned.

140 UNIT 5
Copyright Material - Review Only - Not for Redistribution
 3.4 Identify Features
Look at these four topic sentences. Circle the topic, underline the category, and double-
underline the identifier.
1 Tutors are private teachers who often teach students one on one.
2 A transcript is an official document that lists all your classes and grades.
3 A thesaurus is a reference book that has words with the same meaning grouped together.
4 The dictionary defines a teaching assistant as a person who assists a professor with his or
her class.

3.5 Write Definitions

Write a topic sentence that defines each term. Use a dictionary to help.

1 The dictionary defines a high school principal as

2 According to my dictionary, graduation means

3 A diploma is defined as

4 The dictionary defines kindergarten as

3.6 Write Definitions

Complete these topic sentences with your own ideas. Add categories and identifiers.

1 A mid-term exam is

2 Clubs are

3 A lecturer is

4 An A+ is

DEFINITION PARAGRAPHS 141

Copyright Material - Review Only - Not for Redistribution
 3.7 Apply It to Your Writing
Work with a partner. Write three different topic sentence for your writing
prompt on page 131. Decide which one you think is the best sentence. You may want
to use these ideas later.

WAYS TO DEFINE WORDS IN A DEFINITION PARAGRAPH

There are several ways that supporting sentences and details describe a word so that the reader
can really understand its characteristics. Often a writer has a unique – or special – perspective
on the word that he or she wants to share. Below are some common ways to define a word:
1 Give an example.
Tutors are private teachers who often teach students one on one. My brother is a math tutor for
our neighbors’ two kids, but sometimes I think he’s also the babysitter.
2 Give an explanation.
A transcript is an official document that lists all your classes and grades. It’s part of a student’s
permanent academic record where everything is listed in one place.
3 Compare the concept to something that is similar and familiar to your readers.
A thesaurus is a book that has words with the same meaning grouped together. It is similar to a
dictionary, but it has synonyms and antonyms instead.
4 Say what the word is not.
The dictionary defines a teaching assistant as a person who assists a professor with his or her
class. A teaching assistant is not the actual professor, but sometimes I feel I learn more from
the assistant!

142 UNIT 5
Copyright Material - Review Only - Not for Redistribution
 3.8 Identify Supporting Sentences and Details
Read the definition paragraph. Then identify the type of each of the supporting
sentences underlined below.
Elective Classes

An elective is a type of class that a student chooses to take. It is not a class that is required
(1)
for a student’s major. A business student, for example, may take an elective class in music
(2)
appreciation. An engineering student might take an elective in modern Chinese films.
Electives are similar to extracurricular activities because students choose what interests them.
(3)
However, students do not receive a grade with an extracurricular activity. Students do receive a
(4)
grade when they take an elective. These appear on a transcript like any other class. Electives help
give a student a balanced education.
1 Sentence 1 .
a gives an explanation b says what the concept is not
2 Sentence 2 .
a gives an example b compares the concept to something familiar
3 Sentence 3 .
a gives an explanation b compares the concept to something familiar
4 Sentence 4 .
a gives an explanation b gives an example

3.9 Identify Supporting Sentences

Complete the definition paragraph using the phrases (a–e) below. Write the letters.
a A scholarship is not a loan.
b It is given to students who have excellent grades, do well in extracurricular activities, or have
financial need.
c Some can also be used for housing, food, and other personal expenses.
d It is similar to a grant because the student does not have to pay the scholarship money back.
e A scholarship can be used for expenses that are directly related to a student’s academic
study, such as tuition, fees, and textbooks.
Scholarships

A scholarship is an award of money that helps a student further his or her education.
(1)
(explanation). (comparison). (says what concept is not). (example). However,
(2) (3) (4)
there are many types of scholarships. (explanation). A scholarship is very beneficial to a
(5)
student’s educational success.

DEFINITION PARAGRAPHS 143

Copyright Material - Review Only - Not for Redistribution
 3.10 Write Supporting Sentences
Work with a partner. Read the topic sentence below. Then write supporting sentences
for each.
Topic sentence: A group project is a task that requires students to work together.
1 Explain the value of a group project.

2 Give an example of a group project you were a part of.

3 Say what a group project is similar to.

4 Say what a group project is not.

3.11 Practice Writing

A Work with a partner. Use your sentences from Activity 3.10 above and other ideas to
complete the paragraph.
A Group Project

A group project is a task that requires students to work together.

It’s clear that group projects are an important part of academic study.

B Exchange your work with another pair. Read their paragraphs. Are the ideas clear?

144 UNIT 5
Copyright Material - Review Only - Not for Redistribution
 3.12 Analyze Your Writing
Look back at your brainstorm on page 131. Choose three ideas and write
supporting sentences. Use a variety of ways to support your topic sentences, such as
examples, explanations, comparing, and saying what something is not.

DEFINITION PARAGRAPHS 145

Copyright Material - Review Only - Not for Redistribution
 4 SHARPEN YOUR SKILLS

A Writing Skill: Paragraph Unity

All of the sentences in the paragraph need to be about the main idea in the topic sentence.
This is called paragraph unity. These supporting sentences work together to describe, clarify,
and explain that main idea. If supporting sentences do not directly relate to the main idea,
it confuses the reader.
As you write, ask yourself if each sentence supports your main idea. If it does not, it may be
irrelevant. Irrelevant sentences are those that are not related to the topic and, therefore, are not
part of a unified paragraph.
In this example paragraph, an irrelevant sentence is crossed out. The opinion about the
unfairness of the grading system is out of place in the middle of the explanation.
A Dean’s List
A dean’s list consists of students in higher education who get excellent grades during a
semester in college or university. It is similar to an honor roll, but an honor roll is generally only
used in high schools. To be on the dean’s list, students usually need a G.P.A. of 3.5 or above.
This means their grade point average for all classes must be above 3.5. I think this is unfair and
students who get 3.0 and above should be included. The G.P.A. is based on the A–F grading
scale. For example, on this scale an A is 4, a B is 3, a C is 2, a D is 1, and an F is 0. It is an honor
to be on the dean’s list, and many students work hard to achieve this each semester.

4.1 Analyze Irrelevant Sentences

Read the paragraph. Cross out the irrelevant sentence.
Homework
Homework is work that a teacher gives students to do at home. Homework can be
an important part of a student’s education. Besides learning from doing the homework,
students also learn other important skills, such as responsibility and time management.
It is very common for teachers to give homework in elementary, middle, and high school.
Some teachers say they don’t like to correct homework. In universities, homework becomes less
common. The teacher may still assign work to do at home, but it’s usually an “assignment,” not
homework. A teacher in a university is also less likely to check to see if a student has completed
the work at home. It is the student’s responsibility to make sure they have completed any work
that is assigned by a teacher.

146 UNIT 5
Copyright Material - Review Only - Not for Redistribution
B Grammar for Writing: Subject Relative Clauses
A subject relative clause combines two ideas. We use subject clauses to define, describe, and
to give additional information about someone or something without starting a new sentence.
This makes your writing sound more natural because you don’t have to repeat certain words.
For example:
A transcript is an official document. A transcript lists all your classes and grades.
RELATIVE CLAUSE
A transcript is an official document that lists all your classes and grades.

SUBJECT RELATIVE CLAUSES

1 A relative pronoun is the subject RELATIVE PRONOUN
A teaching assistant is a person who helps a professor
of a subject relative clause.
with his or her class. (who = person)
RELATIVE PRONOUN
A dictionary is a book that provides definitions of
words. (that = book)
2 Use the relative pronoun who A teaching assistant is a person who helps a professor
when it refers to a person. Avoid with his or her class.
using that in academic writing.
3 Use the relative pronoun which or A dictionary is a book which/that provides definitions
that when it refers to a thing. of words.
4 The verb in the relative clause
A tutor is a private teacher who often teaches
agrees with the noun that the
students one on one.
clause refers to.
Letters of recommendation are letters which/that help
a student get accepted to university.

4.2 Completion
Circle the correct relative pronoun.
1 Harvard is a university who / which is often ranked number 1 in the U.S.A.
2 In a dormitory, resident assistants are the people who / which are in charge of each floor.
3 A dictionary and thesaurus are two books who / which should be on every student’s desk.
4 A college roommate is someone who / which often becomes a close friend.
5 A study buddy is someone who / which can help motivate you when necessary.
6 Texas and Florida are two states who / which are popular places for American students to
vacation during spring break.

DEFINITION PARAGRAPHS 147

Copyright Material - Review Only - Not for Redistribution
 4.3 Sentence Combining
Join the sentences to make sentences with relative clauses.
1 Home schooling is a type of education. The education takes place at home rather than in
a school.

2 Home schooling is an option. The option is becoming more and more popular.

3 A home-schooling parent is a type of teacher. A teacher is also a principal, a coach, a cook,

and an administrator.

4 A home-schooler is a type of student. A student studies at home instead of at school.

5 State schools are places of learning. These places usually have affordable tuition.

148 UNIT 5
Copyright Material - Review Only - Not for Redistribution
Avoiding Common Mistakes
Research tells us that these are the most common mistakes that students make when using
subject relative clauses in academic writing.

1 Use who for people and that for things. Do not use that for people and who
for things.
who
An academic counselor is a person that helps students plan their courses.
^
that
A scholarship is an award of money who helps a student further his or her education.
^
2 The verb after a relative pronoun agrees with the noun that the pronoun modifies.
want
This is extremely beneficial for students who wants to get a job right away.
^
3 Do not use a subject pronoun after a relative pronoun.
A diagnostic test is a test that it assesses a student’s current ability.
4 Do not omit a subject relative pronoun.
who
This is an advantage for those students already know what they want to do.
^

4.4 Editing Task

Find and correct four more mistakes in the paragraph below.
A Major
which
In North America, a major is a specific subject who a
^
student studies while working toward a college degree.
Typically between a third and a half of a student’s courses
are part of his or her major. The other courses are known as
core courses. These consist of classes that all students they
have to take. Students usually need to choose a major by the
end of their second year of study. Students who wants to can
also choose two majors. This is called a double major. This is
an advantage for students can’t decide between two majors.
Another option is choosing a major and a minor. A minor
is similar to a major. It’s also a specific subject area who a
student studies, but students need to take fewer classes to
achieve a minor. Choosing a major is clearly an important
part of the college experience.

DEFINITION PARAGRAPHS 149

Copyright Material - Review Only - Not for Redistribution
 D Avoiding Plagiarism
Writers often use other writer’s words to support their own ideas. When they
do this, they make sure to give credit to the original author.

I understand that I can’t copy and paste text into my work

because it is plagiarizing. I also heard that when I start to write
essays and do research, I can use the exact words of another
writer to help me support my ideas. How do writers avoid
plagiarism when they want to use other people’s ideas?
– Irina

Dear Irina,
Sometimes when you do research, you might find a perfect sentence from another writer.
When that happens, you can use those words if you put the exact words in quotation
marks. You must also say where you found the original information by citing your source.
Be careful not to do this too often. You want most of your essay to be in your own words.
Sincerely,
Professor Wright

QUOTING OTHERS
There are two things to think about when you use quotes: what to quote and how to quote.

WHAT TO QUOTE EXAMPLE

1 Choose quotes carefully. There should not be too Original graduation speech by
many quotes in your paragraph or essay. Ariana Huffington including a
2 Use quotes that support your main idea. unique, strong, memorable idea:
3 Quote words, phrases, or sentences that Wherever we look around the
• use unique wording or unforgettable language; world, we see very smart leaders –
in politics, in business, in media –
• say something strong, dramatic, or moving;
making terrible decisions. What
• include something that is memorable or they’re lacking is not IQ, but
historically significant; wisdom. Which is no surprise, since
• give an idea that is written very clearly or hard to it’s never been harder to tap into
paraphrase. our own wisdom.

150 UNIT 5
Copyright Material - Review Only - Not for Redistribution
 HOW TO QUOTE EXAMPLE
1 Write the author’s name, if known, in the same In her 2013 speech at Smith
sentence as the quote. College, Ariana Huffington, an
2 Include information about the author’s background, author and journalist, says that
if it is known. world leaders are smart, but their
decisions are poor. She explains
3 Put the exact words in quotation marks (“ ” ).
that “what they’re lacking is not
IQ, but wisdom.”

4.5 Practice
Read the original text. Then read the student paragraph and underline words that need
quotation marks.

Original text by Lizzie Wann, Content Director for Bridgeport Education

Finally, one of the greatest benefits to having a college education is passing on the legacy
to your children. Children of a college grad are more likely to have a better quality of life and
pursue extended education themselves. Those children also have a much easier time getting
into good schools because their parents have emphasized the importance of an education
to them.
Student paragraph
College education has many advantages. According to Lizzie Wann, Content Director
for Bridgeport Education, one of the most important advantages is passing on the legacy.
She says that if a person graduates from college, that person’s children will probably enjoy
a better quality of life and pursue extended education themselves. Also, it will be easier for
them to get into better schools if their mother or father has made it clear how important it is
to get an education.

DEFINITION PARAGRAPHS 151

Copyright Material - Review Only - Not for Redistribution
 5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your paragraph.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
1 First, read the student’s brainstorm. She wrote many ideas from the cluster diagram she
used to reflect on her topic in Section 1, on page 130. Finally, she deleted the ideas that she
thought would not work in her paragraph.

has career
not a training
university

fun

like a
community
college
A VOCATIONAL also called trade
SCHOOL school (career
school?)

in urban areas
good for learning
to be a plumber,
electrician, etc.
graduates get
good jobs can finish in
one year
(or two?)

2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1, page 131. Write the best ones in the cluster diagram on page 153. Add ideas
from the Your Turns that you completed in the unit. Finally, brainstorm more ideas. You will
probably not use every idea, but it is good to write as many ideas as possible.

152 UNIT 5
Copyright Material - Review Only - Not for Redistribution
 A GRADE

STEP 2: MAKE AN OUTLINE

Complete the outline below with ideas for your paragraph from Step 1.

PARAGRAPH OUTLINE

Definition

1st
Characteristic
A.

Detail 1.

Detail 2.

DEFINITION PARAGRAPHS 153

Copyright Material - Review Only - Not for Redistribution
 2nd B.
Characteristic

Detail 1.

Detail 2.

3rd C.
Characteristic

Detail 1.

Detail 2.

4th D.
Characteristic

Detail 1.

Detail 2.

STEP 3: WRITE YOUR FIRST DRAFT

Now it’s time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline and the sentences you wrote in the Your Turns and in Step 2 above.
2 Focus on making your ideas as clear as possible.
3 Add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Go through and look at every comma. Is it correct? Should it be a period?
3 Check that you have used a comma after adverb clauses when they start a sentence.
4 Make sure your topic sentence and supporting sentences are clear.

STEP 4: WRITE YOUR FINAL DRAFT

1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent (misspellings, using commas instead of
periods, missing verbs). Try to avoid them as you write.
3 Review the Academic Vocabulary and Academic Collocations from this unit. Are there any
that you can add to your paragraph?
4 Turn to page 241 and use the Self-Editing Review to check your work one more time.
5 Write your final draft and hand it in.

154 UNIT 5
Copyright Material - Review Only - Not for Redistribution
6
DESCRIPTIVE
PARAGRAPHS
CULTURAL STUDIES: CULTURAL LANDMARKS

“We shape our

buildings; thereafter
they shape us.”
Winston Churchill
(1874–1965)

About the Author:

Work with a partner. Read the quotation about buildings.
Then answer the questions. Winston Churchill was a
British politician and prime
1 The author is saying that some buildings, such as places of worship minister during the 1940s
and 1950s.
or museums, influence our feelings and behavior. Do you agree that
buildings can shape, or influence, people? How?
2 Describe your favorite building.
3 How does the building you described above influence you?

DESCRIPTIVE PARAGRAPHS 155

Copyright Material - Review Only - Not for Redistribution

 1 PREPARE YOUR IDEAS

A Connect to Academic Writing

In this unit, you will learn skills to help you explain how an object looks in a descriptive
paragraph. You already know many of the skills to describe things because you do it in your
everyday life. For example, you might tell a friend about an amazing building that you saw on
vacation or explain a club or restaurant so well that you persuade your friend to go with you.

B Reflect on the Topic

In this section, you will look at a writing prompt and reflect on it. Throughout the unit, you will
develop ideas about this prompt. You will use these ideas to practice skills that are necessary to
write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 162. The student
reflected on his topic and used a cluster diagram to brainstorm his ideas. This helped him think
about all the details he might include in his paragraph.

WRITING PROMPT: Describe an object that is important to a culture you know. Explain any
symbolism in the object.

blue rectangle
yellow star
14 red & white
stripes

MALAYSIAN FLAG in the middle of

the rectangle
= the states
and the
government

meaning of crescent moon

color blue:
unity

1.1 Notice
Work with a partner. Describe the characteristics of a flag you know well.

156 UNIT 6
Copyright Material - Review Only - Not for Redistribution
 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: Describe a place or landmark of national importance in a country you
know. Explain why it is important.
1 Think of a city or country you know well. Think about places or landmarks that are important
there.
2 Choose one place from your list and create a cluster diagram for it. First, write your topic in
the circle in the middle.
3 Then think about everything you know about this place or object. Put this information in the
other circles. Add or delete circles if necessary.
4 Compare cluster diagrams with a partner.

DESCRIPTIVE PARAGRAPHS 157

Copyright Material - Review Only - Not for Redistribution
 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your descriptive paragraph.
You will also notice how a professional writer uses this language.

A Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

area (n) cost (n) design (v) represent (v)

century (n) cultural (adj) religious (adj) symbol (n)

2.1 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the words in bold and
circle the correct definitions.
1 Five different colored rings are the symbol of the Olympic Games. Symbol means
a a sign of something else. b a decoration on your fingers.
2 The Malaysian flag was designed over half a century ago, in 1947. Century means
a a long time. b a period of 100 years.
3 The large area in the left of the painting is filled with pale blue sky. Area means
a a color. b a part of a place.
4 The green color in the Brazilian flag represents the old royal family of the House of
Braganza. Represent means
a to fly over something. b to be a sign of; symbolize.
5 Architects designed a giant glass window at the front of the building. Design means
a to look at something such as a house in b to make or draw plans for something.
different types of light.
6 Residents want to build a new museum, but the cost will be very high. The city can’t
afford it. Cost means
a a strong interest in something. b an amount of money needed to buy or
do something.
7 In his country, there is a cultural belief in the importance of success. Cultural means:
a relating to the system of belief in a god b relating to the habits and traditions of
or gods. a society.
8 Some landmarks are religious. For example, some are important to people of the
Christian faith. Religious means
a relating to the system of belief in a god b relating to ideas about statues.
or gods.

158 UNIT 6
Copyright Material - Review Only - Not for Redistribution
B Academic Phrases
Research tells us that the phrases in bold below are commonly used in academic writing.

2.2 Focus on Purpose

Work with a partner. Read the paragraph. Then match the phrases in bold to the
purpose, or reason why, the writer used them. Write the letters.
A Beloved Statue in Rio de Janeiro
The statue Christo Redemptor in Rio de Janeiro is loved for its beauty. A good example of
its beauty is the face. The expression is calm and gentle. It makes me feel calm, too. Another
example is the position of the figure. He stands with open arms. It looks like he is embracing
the whole city. It is a powerful symbol of love. The huge statue stands on top of Corcovado
Mountain. In addition to its beauty, the statue is in an impressive place. There is an amazing
view from Corcovado. Visitors can see the whole city, beaches, and gardens. For many people
Christo Redemptor represents the beauty of the city it overlooks.
PHRASE PURPOSE
1 In addition to … , a introduce the first example

2 A good example [of ] is … b introduce another example

3 Another example [of ] is … c add an idea

DESCRIPTIVE PARAGRAPHS 159

Copyright Material - Review Only - Not for Redistribution
 C Writing in the Real World
You will read an article titled “Three Famous Landmarks.” The author of the article uses
descriptive writing to create pictures that make her ideas clearer.
Before you read, answer these questions: Which landmarks and monuments does the writer
think are the most famous? What is important about each one?
Now read the article. Think about your answer to the questions as you read.

THREE FAMOUS LANDMARKS

by Jeanne Fedowski

Many landmarks tell a story about a country, an ancient culture, or a religious belief.
Some also tell of simple human emotions – hope, curiosity, and love.
Great Pyramid of Khufu, Egypt Stonehenge, England
1 A group of huge monuments rises above Giza, 2 At about the same time as the Egyptians built
Egypt. Today, we think of these monuments as the pyramids, the people of ancient England
a symbol of Egypt. However, these structures built Stonehenge. Stonehenge is a circle of
are so ancient that even people two thousand huge standing stones. The largest weighs over
years ago did not remember their builders or 50 tons (about 100,000 pounds). Inside this
purpose. Probably the most famous of these stone circle, there is another ring of stones.
monuments is the Great Pyramid of Khufu. Nobody knows for certain about the religious
Almost five thousand years ago, the people of beliefs of the Stonehenge builders. We know,
Egypt built it. It was a tomb1 for their pharaoh, though, that the builders designed the stone
or king. In their religion, they believed that circle carefully to allow people to study the
the pharaoh was a connection between them sky. Perhaps they did this to predict3 changes
and the gods. Their priority was to keep the in seasons. In addition, archaeologists believe
pharaoh safe, in life and in death. To ancient that Stonehenge was a place for religious
Egyptians, the pyramids also represented ceremonies. They believe these ceremonies
hope. The people hoped that the deceased king let people remember their ancestors.4
became a god. Then he could keep harmony2 3
predict: to say that an event or action will happen in
in the world. the future
4
ancestor: any member of your family from long ago,
1
tomb: a building or place underground for a dead person for example the grandparents of your grandparents
2
harmony: a pleasing combination of different parts

160 UNIT 6
Copyright Material - Review Only - Not for Redistribution
 Taj Mahal, India
3 Today, the Taj Mahal is a symbol of India, but it also symbolizes love. In the
seventeenth century, Shah Jahan built the beautiful buildings and gardens, at
great cost, as a tomb for his deceased wife. At the center is the brilliant white
dome, which rises high above the area. At the top of this dome is a lotus flower,
another symbol of India, and around this large dome are four smaller ones.
Exquisite5 decoration and Islamic writing cover the buildings.
4 Cultural landmarks are the heart and soul of any place. But some seem
important to all of us – not just to the people who live in that place.
5
exquisite: especially beautiful

2.3 Check Your Understanding

Answer the questions.
1 How are the Great Pyramid of Khufu and the Taj Mahal similar?
2 What do we know about Stonehenge? What do some people believe about Stonehenge?
3 What other cultural landmarks do you know? Who built them and why?

2.4 Notice the Features of Descriptive Writing

Answer the questions.
1 Read the paragraph about the Taj Mahal again. Underline all parts of the Taj Mahal that the
writer describes. Which part do you think is the most important to the writer? Why do you
think so?
2 Circle words and phrases that tell you where these parts are.

DESCRIPTIVE PARAGRAPHS 161

Copyright Material - Review Only - Not for Redistribution
 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on his topic. In this section,
you will analyze the final draft of his paragraph. You will learn how to develop ideas for your
own paragraph.

A Student Model
Read the prompt and answer the questions.
WRITING PROMPT: Describe an object that is important to a culture you know. Explain any
symbolism in the object.
1 Read the title of the Student Model. What is a “cultural landmark”?
2 Look at the photo of the Malaysian flag. What do you think it symbolizes about the country?

Read the paragraph twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes.
This will help you notice key features of a descriptive paragraph.

A Flag as a Cultural Landmark

1 Analyze Writing Skills
The flag of Malaysia is a famous symbol of my country. It is beautiful
Circle three adjectives that
and colorful. The flag is red, white, blue, and yellow. It tells important describe the flag in the
opening two sentences.
information about our great country. The big part of the flag has fourteen
red and white stripes. The stripes represent the states and the government. 2 Analyze Writing Skills

At the top and on the left there is a blue rectangle. The color blue symbolizes Underline two phrases
that tell where the blue
unity. People of Malaysia are from different cultures, and they have different rectangle is.

religions. However, we try to work together. I am proud of my people for 3 Analyze Writing Skills
this! In the middle of the blue area is a big yellow star and a crescent moon. Underline the phrase that
Yellow is the color of the king and queen. The moon is a religious symbol. tells where on the flag to
find the star and crescent
It symbolizes Islam, which is the main religion of Malaysia. Our flag is also moon.

called Jalur Gemilang. It means “Stripes of Glory.” I love my flag because I love 4 Analyze Writing Skills
my country. What words describe the
star? Circle them.

162 UNIT 6
Copyright Material - Review Only - Not for Redistribution
 3.1 Check Your Understanding
Answer the questions.
1 How many stripes are on the flag of Malaysia? What do they represent?
2 What example of “unity” does the student writer give? How does he feel about his people?
3 What can you see in the middle of the dark blue area? What do these two things represent?

3.2 Outline the Writer’s Ideas

Complete this outline for “A Flag as a Cultural Landmark.” Use the phrases in the box.

represent the states and the government yellow = color of the king and queen
beautiful and colorful different people try to work together
blue rectangle

PARAGRAPH OUTLINE

Topic The flag of Malaysia is a famous symbol of my country.

Sentence

Supporting A.
Idea

Detail 1. Red, white, blue, and yellow

Supporting B. Fourteen red and white stripes

Idea

Detail 1.

Supporting C.
Idea

Detail 1. Color symbolizes unity

Detail 2.

Supporting D. Yellow star and crescent moon

Idea

Detail 1.

Detail 2. Moon = a religious symbol (= Islam)

Concluding I love my flag because I love my country.

Sentence

DESCRIPTIVE PARAGRAPHS 163

Copyright Material - Review Only - Not for Redistribution
 B Descriptive Paragraphs
A good descriptive paragraph lets readers experience the object or place in the same way as
the writer does. Readers can see and experience it clearly in their minds. As a result, they can
understand the writer’s feelings and purpose for writing about it.
In academic writing, writers use description for different purposes. For example, they might
describe a historical object so that the readers can understand its beauty, symbolism, and
importance to a culture.
In general, all descriptive paragraphs have the same parts as most paragraphs:
• a topic sentence that tells the reader what the writer will write about
• supporting sentences and details that give information about the topic sentence
• a concluding sentence that often restates the topic sentence
However, in a descriptive paragraph, writers have a variety of ways to describe an object and
talk about its significance. Below is an explanation of how the parts of a descriptive paragraph
are different from other paragraphs.

TOPIC SENTENCES
The topic sentence in a descriptive paragraph introduces the person, place, or thing that the
writer will describe. In this topic sentence, the controlling idea tells the writer’s focus for the
paragraph. The focus is what will get the most attention. The example below shows that the
focus is on the symbolism of the flag:
TOPIC CONTROLLING IDEA
The flag of Malaysia is the most famous symbol of my country.
In a descriptive paragraph, the focus in the controlling idea is sometimes as simple as a single
adjective. The example below shows the focus is on the beauty of the building:
TOPIC CONTROLLING IDEA
The Taj Mahal is one of the most beautiful buildings in the world.
As in other paragraphs, the topic sentence of a descriptive paragraph must answer the prompt.
This is helpful to you, the writer, because the prompt usually suggests what the focus should
be. One way to make sure you have a clear focus is to include an important word or phrase
from the prompt in the topic sentence.
WRITING PROMPT: What is one important cultural landmark in your hometown? Describe it.
An important cultural landmark in New York City is Central Park.

3.3 Notice
Read these prompts and topic sentences. Circle the words and phrases in each topic
sentence that come from the prompt.
1 WRITING PROMPT: If visitors to your city want to see a landmark of religious importance,
where should these people go? Describe this landmark.
Visitors to Moscow should go to St. Basil Cathedral if they want to see a religious landmark.

164 UNIT 6
Copyright Material - Review Only - Not for Redistribution
2 WRITING PROMPT: A tourist from another country has only one day to spend in your
hometown. Which landmark should this person visit? Why? Describe it.
A tourist in Athens should spend the day at the Acropolis because it is the symbol of
ancient Greece.
3 WRITING PROMPT: What is a famous piece of art that you do not like? Why? Describe it.
Although it is very famous, I do not like Da Vinci’s Mona Lisa because this woman’s face is not
attractive.
4 WRITING PROMPT: What is one landmark that people probably think of when they think
about your country? Do you think it represents your culture? Why or why not?
When people think about Brazil, the statue Christo Redemptor is probably the cultural landmark
that they think of.

3.4 Choose Topic Sentences

Choose the best topic sentence for each paragraph. Write the letter.
1
The problem began during the building process in the 12th century. The tower did
not stand straight. Today, it still leans at 3.97º. However, it is a beautiful building. It consists
of eight stories that look like a tall, round, white cake. Inside, there are 294 steps. At the top,
there are seven bells. It is a bell tower, but that was not its main purpose. Its main purpose
was to attract people to the cathedral that is behind it. It always achieved this purpose.
Today, tourists from all over the world come to see it. They are attracted to its lovely
imperfection.
a For most people, the Tower of Pisa is amazing.
b In Italy there is a tower that looks like a white cake.
c The Tower of Pisa is famous for its imperfection.
2
A souk is a huge outdoor market. In a typical souk, there are big crowds of people.
To their right and left, there are hundreds of shops. These shops are full of colorful things to
buy. You can find almost anything in a souk. A good example is the area with shops that sell
clothing or fabric. You can make your own clothing with this fabric. Another example is the
section for shoes. Next to this, another area sells carpets for your floor or blankets for your
bed. Then there are the wonderful food shops. They have mountains of nuts, spices, and
fruits. The owner sits at the center of his or her shop. When you talk with this person, it is
important to spend time discussing price. Often, you share a glass of mint tea with the shop
owner. In this way, a visit to a souk is a true Moroccan experience.
a There are many souks in Morocco.
b A visitor to a souk gets a wonderful taste of Morocco.
c I visited a souk when I went to Morocco.

DESCRIPTIVE PARAGRAPHS 165

Copyright Material - Review Only - Not for Redistribution
 3.5 Apply It to Your Writing
Work with a partner. Write three different topic sentences for your writing
prompt on page 157. Decide which one you think is the best sentence.

SUPPORTING SENTENCES AND DETAILS

In a descriptive paragraph, the supporting sentences and details make the “picture” clear
in the mind of the reader. However, they do not only tell how the object looks. They also give
information about the focus in the topic sentence. For example, they give an explanation of the
object’s symbolism, purpose, cultural or religious importance, or personal experiences with the
object. Look at the example below:
Topic sentence:
The flag of Malaysia is the most famous symbol of my country.
Supporting sentence:
In the middle of the blue area is a big yellow star and a crescent moon.
Details about the supporting sentence:
Yellow is the color of the king and queen. The moon is a religious symbol. It symbolizes Islam,
which is one of the main religions of Malaysia.

DESCRIBING LOCATION
In descriptive writing, it is often necessary to say where things are. To describe a photograph or
painting, use the following prepositions of place and prepositional phrases:
in the middle / in the center/at the center on the left
at the bottom in front (of)
at the top / on top (of) in back (of) / behind
on the right next to

166 UNIT 6
Copyright Material - Review Only - Not for Redistribution
 3.6 Write Supporting Details
Look at the painting The Red Oldtimer. Complete the paragraph with prepositions of
place and prepositional phrases from the box.

behind at the bottom on the left in the middle next to in front of

A Picture of the Past and Future

The painting of The Red Oldtimer represents the past and the future together. Most of this
unusual painting seems to be from the past. of the picture, there
(1)
is an old red car. of the car, there is an old building with open
(2)
green shutters on the second floor. A cowboy is walking the car.
(3)
On the right, a low wall is an old two-story building that has three
(4)
balconies. of the painting, we see a drain for water in the old stone
(5)
street. However, two details seem to be from the future. the old
(6)
town, there is a huge spaceship in the sky over a very modern city. The painting makes us
think. Maybe this strange place is the present, where past and future come together.

DESCRIPTIVE PARAGRAPHS 167

Copyright Material - Review Only - Not for Redistribution
 3.7 Apply It to Your Writing
Look at the ideas you wrote in Section 1 on page 157. Write sentences with
prepositions of place and prepositional phrases about your place or object.

ORGANIZING IDEAS IN SPATIAL ORDER

It is important to organize your ideas clearly and logically in a descriptive paragraph. This helps
a reader more easily understand your description. Writers often organize their ideas using
spatial order – where things are located in space.
For example, one way to organize ideas is
part 1 part 2 describing the parts clockwise – the direction of
the hands of a clock. Begin with the top of the
picture. Then describe something to the right of
this, and so on.
At the top, and on the left, there is a dark blue
part 5 part 3 area. In the middle of this area, there are two
symbols of Malaysia, a big yellow star with fourteen
points and a crescent moon. To the right of the dark
part 4 blue area is the biggest part of the flag. This part has
fourteen red and white stripes.
part 1 Another way to organize a paragraph is describing
something from top to bottom or, the opposite,
part 2 from bottom to top. For example:
part 3 The bottom of the Christo Redemptor statue
stands on top of Corcovado Mountain. In the middle
part 4 of the statue are his open arms. It looks like he is
embracing the whole city. At the top of the statue,
part 5 a calm, gentle expression is on his face.
Another way to organize ideas is by going from
less obvious biggest to smallest. In other words, starting with
part (3) the feature people usually notice first and then
describing smaller or less noticeable parts.
less obvious biggest less obvious The biggest part of the flag has fourteen red and
part (2) part (1) part (4) white stripes. At the top, and on the left, there is also
a smaller dark blue area. In the middle of this area,
there are two symbols of Malaysia. On the left is a
less obvious
part (5) crescent moon. On the right is a yellow star with
fourteen points.

168 UNIT 6
Copyright Material - Review Only - Not for Redistribution
 3.8 Notice
Look at the paragraph for Activity 3.6 on page 167. Check (✓) the type of spatial order
the writer used.
clockwise
top to bottom
biggest to smallest

3.9 Order Supporting Sentences

Look at the painting and paragraph in Activity 3.6. Choose a different type of spatial
order and rewrite the paragraph on a separate piece of paper.

3.10 Apply It to Your Writing

Go to the ideas you wrote in Section 1 on page 157. Write which way you might
organize your ideas spatially. Write why you think this is the best way to organize
your ideas.

ADDING DETAILS TO A DESCRIPTIVE PARAGRAPH

In a descriptive paragraph, each supporting sentence describes one part of the object.
After each supporting sentence, there is usually at least one detail about it. Sometimes these
details give more description. Sometimes they give more information. This information can be
symbolism, meaning, purpose, cultural or religious importance, or how something works.

DESCRIPTIVE PARAGRAPHS 169

Copyright Material - Review Only - Not for Redistribution
 3.11 Choose Details
Look at the photo of the Oval Office below. Match each detail (a–f) to its supporting
sentence.
Supporting Sentences
1 Behind the desk, there are two flags.
Detail: Detail:
2 There are three tall windows at the back of the office.
Detail:
3 At the center of the carpet is the presidential seal.
Detail:
4 The president’s desk is in front of the windows.
Detail:
5 On the walls, there are famous paintings from American history.
Detail:
Details
a These windows let in light from the Rose Garden.
b Each president chooses paintings that he likes.
c The flag on the left is the U.S. flag.
d The flag on the right is the president’s flag.
e It is a large desk with exquisite decoration; it symbolizes the president’s power.
f There are many symbols of the United States on this seal.

170 UNIT 6
Copyright Material - Review Only - Not for Redistribution
 3.12 Write Supporting Sentences and Details
Use the sentences from Activity 3.11 to complete the paragraph below on a separate
piece of paper. Choose a spatial order.
The Oval Office

The Oval Office, in Washington, D.C., symbolizes the American presidency.

3.13 Practice Your Writing

Go to the ideas you wrote in Section 1 on page 157. Note down some details
which you could use in your final draft.

CONCLUDING SENTENCES
In a descriptive paragraph, the concluding sentence usually includes a word or phrase from the
controlling idea. This reminds the reader of the focus and makes the paragraph seem complete.

3.14 Choose a Concluding Sentence

Choose the best concluding sentence for the descriptive paragraph in Activity 3.11.
a Clearly, the Oval Office, in the White House, is very beautiful.
b In conclusion, the Oval Office is an expression of each president.
c In short, the Oval Office symbolizes both the president and his job.

3.15 Apply It to Your Writing

Work with a partner. Write three different concluding sentences for your writing
prompt on page 157. Decide which one you think is the best sentence.

DESCRIPTIVE PARAGRAPHS 171

Copyright Material - Review Only - Not for Redistribution
 4 SHARPEN YOUR SKILLS

In this section, you will learn the writing and grammar skills that will help make your writing
more sophisticated and accurate.

A Writing Skill: Adding Details with Adjectives and Adverbs

Writers use adjectives and adverbs in their descriptions to create a clear and interesting picture
in their reader’s mind. Below are some rules for using adjectives and adverbs.

USING ADJECTIVES
1 An adjective usually comes ADJECTIVE NOUN
Stonehenge is an ancient structure.
before the noun or after a
SUBJECT ADJECTIVE
linking verb (be, become, seem, A flag is portable, so we can carry it.
or look).
2 Adjectives give more detail to Stonehenge is a circle of huge stones.
nouns in a sentence.
At the center is the brilliant white dome.

USING ADVERBS
Most adverbs end in -ly. They VERB ADVERB
The man waves proudly as he rides his horse.
usually come after the verb
ADVERB VERB
(or after the verb + object). The man proudly waves as he rides his horse.
Sometimes they come before
the verb.
Good writers don’t use too many The man waves proudly, excitedly, and enthusiastically,
adverbs. as he rides his horse

4.1 Analyze Descriptive Language

Circle the adjectives. Underline the nouns that they describe. Double-underline the
linking verbs.

1 A famous symbol of Japan is the Great Buddha of Great Buddah of Kamakura, Japan
Kamakura. This beautiful statue is huge – 13.35
meters high. His relaxed hands are in his lap, in
the lotus position. Around his face, his hair is in
tight curls. His face looks peaceful. This statue has
religious importance in Japan.
2 An incredible landmark in Moscow is St. Basil’s
Cathedral, from the 16th century. The cathedral is a
colorful collection of churches. A visitor will notice
the bright red, green, blue, yellow, and gold colors.
It also has an interesting characteristic. Its beautiful
domes look like fire going up to the sky.

172 UNIT 6
Copyright Material - Review Only - Not for Redistribution
 4.2 Notice
Circles the adverbs and underline the verbs they describe.
A Picture of a Place and Time
A painting by Renoir perfectly represents comfort in 19th century France. In Luncheon of
the Boating Party, men and women relax lazily after lunch on a hot summer day. A table is
covered with a white tablecloth. On this table, there are empty glasses and plates, some
bottles, and fruit. Some people sit sleepily around the table. Others stand and talk quietly
with each other. One woman plays with a cute little dog. It sits happily on the table in front
of her. I think this painting is very interesting. It shows us something about everyday life over
one hundred years ago. It shows us how comfortably some people lived.

4.3 Put It All Together

Complete this paragraph about the Statue of Liberty. Use adjectives and adverbs from
the box. Two are extra.

ancient completely long strong-looking

beautifully huge small

A Statue in New York Harbor

The Statue of Liberty is a symbol of the United States. The landmark, also called “Lady
Liberty,” stands on an island in New York Harbor. This statue looks
(1)
from a distance. However, it looks very big when you are close. Lady Liberty is a
woman. In her right hand, she holds a torch high over her head.
(2)
This torch symbolizes light. She is lighting the road to freedom for new immigrants. She
wears a robe, like the clothing on an
(3) (4)
Greek statue. She also wears a crown on her head. The crown is a symbol of the
continents. The statue looks green because it is made of copper. In time, copper
changes from golden brown to green. In addition to representing
(5)
the United States, Lady Liberty is also a symbol of freedom.

4.4 Practice Your Writing

Look back at your ideas in Section 1 page 157. Write adjectives and adverbs that
you think will make the description of your place or object clearer.

DESCRIPTIVE PARAGRAPHS 173

Copyright Material - Review Only - Not for Redistribution
 B Grammar for Writing: There is and There are
Writers often use There is / There are to point out the presence of an object or to state a fact.

THERE IS AND THERE ARE

1 Use there is when the first noun in a list There is one large dome and several smaller ones.
is singular.
2 Use there are when the first noun is There are several small domes and one large
plural. one.
3 You can use some after there are. There are some exquisite decorations.
4 For the negative, use there is/are no. There are no pictures of people in most
Islamic art.
5 Writers often follow there is/are There is a big yellow star. It represents the
sentences with It/They sentences to country.
give more details about the nouns.
There is and There are with Prepositional Phrases
1 Use there is / are with a noun and a There are two symbols in the middle of
prepositional phrase. the flag.
2 Add a comma after the prepositional Inside the stone circle, there is another ring
phrase. of stones.

4.5 Write There is and There are

A Fill in the blanks with there is or there are.
A Famous Painting by Van Gogh

Van Gogh’s Café Terrace at Night is a brilliant painting of a coffee house. This painting
shows a scene at night, but most of it isn’t dark. Instead,
(1)
yellows, greens, and blues. three sources of light. On the left,
(2)
a lantern that shines on the terrace.
(3) (4)
people sitting at the tables and people walking on the street in front of the café. At the top
of the painting, another source of light: a sky filled with stars.
(5)
a shop on the right. Light comes from its windows. The only dark
(6)
area is in the background.

B In the paragraph above, find prepositional phrases of place and underline them.

174 UNIT 6
Copyright Material - Review Only - Not for Redistribution
Avoiding Common Mistakes
Research tells us that these are the most common mistakes that students make when using
There is and There are in academic writing.

1 Use there is with singular or noncount nouns. Use there are with plural nouns.
are
There is fourteen stripes on the flag.
^
is
There are a big blue area in the corner.
^
2 Remember to use there – not it or they – when you explain what exists in a place,
a piece of art, or an object.
there
In the photo, they are trees next to the fountain.
^
3 In speaking, there are sounds like they’re. Do not confuse them in writing.
There are
They’re two symbols in the center of the flag.
^

4.6 Editing Task

Find and correct four more mistakes in the paragraph below.
Mount Rushmore National Memorial
there
In the state of South Dakota, it is a huge stone monument. It is at the top of a mountain
^
in the beautiful Black Hills. On this mountain, they are the massive heads of U.S. presidents.
They’re four of them: George Washington, Thomas Jefferson, Theodore Roosevelt,
and Abraham Lincoln. This monument is a popular place for people on vacation. There is
almost three million people who visit the area each year. However, not everyone enjoys this
monument. They’re many Native Americans who are unhappy about it. For them, this land
has cultural and religious importance.

DESCRIPTIVE PARAGRAPHS 175

Copyright Material - Review Only - Not for Redistribution
 C Avoiding Plagiarism
Writers often share ideas, but how do you know when sharing becomes
too much?

My friends and I have a study group. We work on our

assignments together and help each other brainstorm ideas.
If I use an idea from a friend, is it plagiarism?
– Meifen

Dear Meifen,
Good question! Writers often get ideas from other writers. It’s great to get an idea or two
from a friend, but be careful that all of your ideas aren’t from someone else. The most
important thing to remember is that your instructor wants to read what you have to say,
not what your friend or someone else has to say.
Sometimes writers even get ideas from their own writing. You must write something new
for each assignment and not reuse previous assignments.
Best regards,
Professor Wright

SHARING IDEAS
Brainstorming with others is a great way to come up with ideas. Sometimes, reflecting on your
own previous writing assignments helps, too. Follow the guidelines below to understand what
is plagiarism and what is not plagiarism when sharing ideas.
Do
1 Always use your own ideas for writing assignments. Remember that your instructor wants to
read your ideas, not the ideas of your friends.
2 If you get a good idea from a friend during brainstorms, good! That’s what brainstorms are
for, BUT write the idea in your own words and explain it in your own way.
Don’t
1 Don’t reuse your writing assignments from other classes. Changing words or a few sentences
is NOT acceptable.
2 Don’t copy and paste ideas from papers by other students or from the Internet. This is
plagiarism.
Sometimes assignments in classes are similar, but do not reuse them. Choose a different way
to write about the topic so that you are challenging yourself and improving your English.
Discuss ideas with your instructor.

176 UNIT 6
Copyright Material - Review Only - Not for Redistribution
 4.7 Practice
Read the examples below. Which contain plagiarism? Explain your answers to a partner.
1 Roberto talked to his friend about an assignment and wrote down everything his friend said.
Roberto added a title and then submitted the paragraph.
2 Susie wrote a paragraph about the CN Tower last semester for a descriptive essay.
She’s going to use the same paragraph, but she’s going to change the introductory sentence
and the concluding sentence.
3 Carol found a great paragraph online. She hates writing and thinks that this paragraph says
what she thinks perfectly. She copied the paragraph exactly.
4 Mei brainstormed some topics with her friends. She used one or two ideas from the group,
and used them to come up with more of her own. She wrote a paragraph in her own words.

DESCRIPTIVE PARAGRAPHS 177

Copyright Material - Review Only - Not for Redistribution
 5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your paragraph.

STEP 1: BRAINSTORM
In this unit, you will continue your brainstorm using a freewrite.

Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
1 Read the freewrite that the writer of the Student Model on page 162 did for his topic.
Notice how the writer wrote down everything he could think of in the freewrite, but he
chose only the ideas that he felt were the most important.

A flag / landmark. It has meaning it’s the symbol of a country. We can find it in
many public places such as schools, my neighbor has one in front of his house.
example = the flag of Malaysia (my country). Colorful! there is several symbols.
One is a crescent moon (symbolizes Islam, the religion of Malaysia). and they’re
fourteen red and white stripes. Another symbol = a big yellow star with fourteen
points (means the country). crescent and star in a dark blue area, top of the flag
(and on the left). Mohamed Hamzah, an architect, designed the flag in 1947. a
flag is portable we can carry easily this symbol anywhere. I love my flag!

2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1, page 157.
WRITING PROMPT: Describe a place or object of national importance in a country you
know. Explain why it is important.
3 Now start your freewrite. As you freewrite, do not worry about paragraph structure or
grammar. It is important to put all of your ideas down on paper and not worry about which
are “good” or “bad.” You will choose the best ideas for your topic in Step 2.

178 UNIT 6
Copyright Material - Review Only - Not for Redistribution
 STEP 2: MAKE AN OUTLINE
Complete the outline below with ideas for your paragraph from Step 1.

PARAGRAPH OUTLINE
Topic
Sentence

Supporting A.
Idea

Detail 1.

Supporting B.
Idea

Detail 1.

Supporting C.
Idea

Detail 1.

Detail 2.

Supporting D.
Idea

Detail 1.

Detail 2.

Concluding
Sentence

STEP 3: WRITE YOUR FIRST DRAFT

Now it is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline and the sentences you wrote in the Your Turns and in Step 2 above.
2 Focus on making your ideas as clear as possible.
3 Remember to add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Go through and look at every comma. Is it correct? Should it be a period?
3 Check that you have used a comma after adverb clauses when they start a sentence.
4 Make sure your topic sentence and supporting sentences are clear.

DESCRIPTIVE PARAGRAPHS 179

Copyright Material - Review Only - Not for Redistribution
 STEP 4: WRITE YOUR FINAL DRAFT
1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent (misspellings, using commas instead of
periods, missing verbs). Try to avoid them as you write.
3 Review the Academic Vocabulary and Phrases from this unit. Are there any that you can add
to your paragraph?
4 Turn to page 242 and use the Self-Editing Review to check your work.
5 Write your final draft and hand it in.

180 UNIT 6
Copyright Material - Review Only - Not for Redistribution
7
OPINION
PARAGRAPHS
GENERAL STUDIES: POPULAR CULTURE

“We all live with the

objective of being happy;
our lives are all different
and yet the same.”
Anne Frank
(1929–1945)

About the Author:

Work with a partner. Read the quotation about goals. Then answer
Anne Frank was a German-
the questions. Jewish girl and victim
of the Holocaust. She
1 An objective is a goal. What does the author say is the goal of all people? is famous for the diary
2 What other goals do most people share? entries she wrote while she
was in hiding.
3 Do you feel closer to people who share your goals? Why?

OPINION PARAGRAPHS 181

Copyright Material - Review Only - Not for Redistribution

 1 PREPARE YOUR IDEAS

A Connect to Academic Writing

In this unit, you will learn the skills you need to write your opinion. While some of the writing
skills that you will learn may seem new to you, the skill of giving your opinion is not new.
In your everyday life, you use opinions to tell people what you like and dislike or what you
think about a topic, such as a class or a new food.

B Reflect on the Topic

In this section, you will look at a writing prompt and reflect on it. Throughout the unit, you will
develop ideas about this prompt. You will use these ideas to practice skills that are necessary to
write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 188. The student
reflected on the topic and used a concept wheel to brainstorm the best stage of life.

WRITING PROMPT: Some people think our culture is obsessed with being young. What is the
best stage of life: childhood, adolescence, adulthood, or old age? Give specific reasons and
examples to support your opinion.

toys education
begins

no work taken
care of

CHILDHOOD

no innocence
responsibility

freedom stronger
friendships

1.1 Notice
Work with a partner. Discuss at least two more reasons childhood is the best time in a
person’s life. Share them with the class.

182 UNIT 7
Copyright Material - Review Only - Not for Redistribution
 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: Should people consider other people’s opinions when making choices
in life, for example, who to be friends with, what job to have, who to marry? Give specific
reasons and examples to support your opinion.
1 Think about your answer. Do you agree or disagree? Write Agree or Disagree in the center of
the wheel.
2 Think about the reasons you feel the way you do. Write them in the wheel.
3 Compare your concept wheel with a partner.

OPINION PARAGRAPHS 183

Copyright Material - Review Only - Not for Redistribution
 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your opinion paragraph.
You will also notice how a professional writer uses this language.

A Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

adult (n) illegal (adj) influence (v) preference (n)

appreciate (v) individual (n) opinion (n) right (n)

2.1 Focus on Meaning

Work with a partner. Match the words in bold to their meanings. Write the letters.

A
1 The age when someone becomes an adult is a not allowed by law
different in different countries. In China, the age
is 18.
2 I think it should be illegal to drive until you are b a mature, fully developed
18. Young people are not safe drivers. person
3 Some children do not appreciate how hard it is c a single person or thing
to be a parent.
4 To me, every individual under the age of 18 d understand
should be able to see any movie they want.

B
1 All citizens have the right to attend local a the legal or moral authority
government meetings.
2 A recent survey of teenagers showed a strong b a thought or belief about
preference for texting over emailing. something
3 Celebrities influence what young people wear. c liking one thing more than
another
4 In my opinion, friends influence children more d to affect how something
than parents. happens

184 UNIT 7
Copyright Material - Review Only - Not for Redistribution
B Academic Collocations
Collocations are words that are frequently used together. Research tells us that the academic
vocabulary in Part A is commonly used in the collocations in bold below.

2.2 Focus on Meaning

Work with a partner. Read the sentences. Match the collocations in bold to their
meanings. Write the letters.
1 My personal preference is to always wear a a something you like more than
suit to work even though I do not have to. another thing
2 Scientists tell us that a person’s diet directly b a significant idea of something
influences his or her health. you like more than another
3 The results in the science experiment showed c affect clearly or without
that people have a strong preference for question
sweet foods.
4 Wei only expresses her opinion about the d a person’s rights protected by a
issue to close friends. country’s laws
5 In the U.S.A., people have a legal right to e to say what your thought or
vote in elections. belief is

OPINION PARAGRAPHS 185

Copyright Material - Review Only - Not for Redistribution
 C Writing in the Real World
You will read an article titled “The Elderly Rights Law.” The author of the article expresses his
opinions about this topic.
Before you read, answer this question: What do you think the Elderly Rights Law might be for?
Now read the article. Think about your answers to the question as you read.

The
ELDERLY RIGHTS
LAW by Peter Chu

1 Thanks to improvements in health care, 3 Concerned about this problem, the

people are living much longer lives than in Chinese government created the
the past. While many continue to be healthy Elderly Rights Law. The law says that
and active in old age, some do not. Because people must look after their parents. It is
of this, care of the elderly is becoming a illegal for people to not look after their
top priority. One country where this is elderly parents. It doesn’t matter how far
particularly true is China. away they live from each other. Children
must visit their parents, and help them
2 In China, there are over 178 million adults financially and emotionally. If children
60 or older. By 2030, this number will double. are not dutiful,1 they may have to pay a
It is no longer common for aging parents fine or go to jail. Is this a good idea?
to live with their children. Many aging
1
parents do not live with their children as dutiful: doing something because it is expected

often now as they used to. The relationship

between them has changed. The issue of who
will care for these elderly individuals is a
growing concern.

186 UNIT 7
Copyright Material - Review Only - Not for Redistribution
4 Some people believe the Elderly Rights 5 However, some people are skeptical2 that
Law will help the elderly to live better the Elderly Rights Law will have any impact.
lives. They believe the law will encourage For a start, the law does not say exactly how
young people to respect their elders often a child should visit their elderly parents.
more. Too often, young people do not Some people also think that visiting family
want to listen to the advice and wisdom members should be a matter of personal
of their parents. Also, some people think preference, not a legal right.
the law will stop older people from being
badly treated. For example, there was a 6 No one knows if other countries will have
news story about a 91-year-old woman. a law like China’s Elderly Rights Law.
She was beaten and forced out of her Many people agree that something needs
home by her daughter-in-law. The law to be done about this issue. The elderly
punishes children for this kind of population is only going to keep growing.
behavior. Elderly-rights groups point It won’t disappear.
out another benefit of the law. It also 2
skeptical: doubtful
addresses the growing problem of
loneliness. Many older people are left
alone for long periods of time. They get
bored and unhappy. Like anyone, they
need someone to talk to. Perhaps more
importantly, the law emphasizes that
young people should think more about
the elderly.

2.3 Check Your Understanding

Discuss the questions below with a partner.
1 What does the Elderly Rights Law make illegal?
2 Why was this law created?
3 Do you think it’s a good law? Why or why not?

2.4 Notice the Features of Opinion Writing

Answer the questions.
1 Read the fourth paragraph. What phrase does the writer use to start this paragraph?
2 How many reasons does the writer give to support the law?
3 Read the fourth and fifth paragraphs. In your opinion, which reasons are the best to support
or reject the law?

OPINION PARAGRAPHS 187

Copyright Material - Review Only - Not for Redistribution
 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on her topic. In this
section, you will analyze the final draft of her paragraph. You will learn how to develop ideas for
your own paragraph.

A Student Model
Read the prompt and answer the questions.
WRITING PROMPT: Some people think our culture is obsessed with being young. What is the
best stage of life: childhood, adolescence, adulthood, or old age? Give specific reasons and
examples to support your opinion.
1 What is the writing prompt asking the writer to do? Circle the words in the prompt that you
expect the writer to use in her paragraph.
2 What are some ideas you think the writer might mention?

Read the paragraph twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes.
This will help you notice key features of an opinion paragraph.

Childhood Is the Best Stage of Life

1 Analyze Writing Skills
Many people feel that being an adult is the best stage of life, but in my
Underline the words that
opinion, childhood is the best. First, children have more free time than tell what the writer’s
opinion is.
adults because they have school vacations. In my school district, students
spend only 180 days in school per year. This means that children have lots 2 Analyze Writing Skills
Circle the word that
of time for fun. For example, they can watch television, play video games,
introduces the first
or play outside with friends. Another reason is that children have stronger reason.

friendships. This is because children spend more time being with their 3 Analyze Writing Skills
friends than adults. Adults are often busier and do not have time to be with Underline the phrase the
writer uses to give her
friends. According to psychologists, the friendships children make often last
second reason.
longer than adult friendships. Third, children have loving family members
4 Analyze Writing Skills
who appreciate them and want to take care of them. For example, families
Underline the words the
sometimes have parties for childrens’ birthdays and other special events, writer uses to introduce
the final reason.
which make these days very happy. Finally, the most important reason is
that children do not have to go to work. According to an article I read in 5 Analyze Writing Skills
the local newspaper, 15% of Americans hate their job. Studying at school is Circle the phrase the
writer uses to introduce
better than working all day, especially in a job you hate. For these reasons, the last sentence.
being a child is the most wonderful time of life.

188 UNIT 7
Copyright Material - Review Only - Not for Redistribution
 3.1 Check Your Understanding
Answer the questions.
1 What are the four reasons the writer gives to support her opinion?
2 Do you agree that childhood is the best stage of life? Why or why not?

OPINION PARAGRAPHS 189

Copyright Material - Review Only - Not for Redistribution
 3.2 Outline the Writer’s Ideas
Complete the outline for “Childhood Is the Best Stage of Life.” Use the phrases in the box.

children are taken care of spend more time with friends than adults
children do not work students spend 180 days in school
lots of time for fun 15% of American adults hate their jobs
psychologists: children’s friendships are better

PARAGRAPH OUTLINE

Topic Many people feel that being a young adult is the best stage of life, but in my opinion,
Sentence

childhood is the best.

1st Reason A. More free time

Supporting 1.
Idea

Supporting 2.
Idea

2nd Reason B. Stronger friendships

Supporting 1.
Idea

Supporting 2.
Idea

3rd Reason C.

Supporting 1. Happy birthday parties

Idea

4th Reason D.

Supporting 1.
Idea

Supporting 2. School better than working all day

Idea

Concluding Being a child is the most wonderful time of life.

Sentence

190 UNIT 7
Copyright Material - Review Only - Not for Redistribution
B Opinion Writing
In academic writing, writers often express their opinions about ideas and topics. They need
to do this in a way that makes the reader really understand their point of view. In order to be
convincing, writers need to support their opinions well.
The process of writing an opinion about a topic makes you reflect on the reasons why you
feel the way you do. It requires you to analyze your beliefs and support them with your
experiences, knowledge of the world, and facts.
An opinion paragraph has the same three parts as all other paragraphs: a topic sentence,
supporting sentences and details, and a concluding sentence. In an opinion paragraph,
• the topic sentence gives your opinion
• the supporting sentences give reasons, facts, explanations, and examples that support
your opinion
• the concluding sentence restates the topic sentence or summarizes the main idea
In order to write a good opinion paragraph, it is important to understand the difference
between a fact and an opinion.

DIFFERENTIATING FACTS AND OPINIONS

Read the sentences below. Which is a fact, and which is an opinion?
The temperature at which water freezes is 32 degrees Fahrenheit.
Where I live, winter is too cold.
The first sentence is a fact. The second sentence is an opinion.
Facts are true. They do not change. The first sentence about the temperature of water freezing
is a fact because it is true that the temperature is 32 degrees, and it’s not going to change.
Facts are statements that experts or scientists agree with. Facts can be found in more than one
source. In other words, more than one person knows it is true. Here are some more examples
of facts:
In 2007, India produced almost 22 million tons of bananas.
In my neighborhood, there are no supermarkets.
I have two aunts who live in Mexico.
An opinion, on the other hand, is what someone believes. People may agree with an opinion
or they may disagree with an opinion. For example, people may disagree with the writer about
the winter temperatures being too cold. Opinions may or may not be true. Here are some more
examples of opinions:
India does not produce enough bananas.
Every neighborhood should have a supermarket.
It would be better for my aunts to move to the U.S.A.

OPINION PARAGRAPHS 191

Copyright Material - Review Only - Not for Redistribution
 3.3 Identify Facts and Opinions
Write F if the statement is a fact. Write O if the statement is an opinion.
1 Everyone should quit smoking.
2 Most experts agree that smoking causes cancer.
3 My country, Qatar, is one of the richest countries in the world.
4 In China, there are over 178 million adults 60 or older.
5 Football is more exciting than golf.
6 I live in the state of Missouri.
7 It is wrong to hack into someone else’s computer.

3.4 Apply It to Your Writing

Think about your writing prompt in Section 1 on page 183. Write a fact to support
your opinion. Then share your fact with a partner. Ask them to check whether they think
what you wrote was a fact or an opinion.

TOPIC SENTENCES IN OPINION WRITING

Good topic sentences clearly respond to the writing prompt. Writers often do this by repeating
important words (or related words) from the prompt. They then add their point of view.
Writers sometimes use the following words to introduce their opinions.
In my opinion, …
I think (that) …
I believe (that) …
Read the prompts and the topic sentences below. Notice the circled words are repeated in both
the prompt and the topic sentence.
1 WRITING PROMPT: Sharing information about yourself online is important to many
people’s lives. How much sharing is appropriate?
Topic Sentence: I think that people should not share a lot of their private lives online for
three reasons.
2 WRITING PROMPT: Top athletes today receive millions of dollars for playing professional
sports. Is their salary appropriate?
Topic Sentence: In my opinion, the salary top basketball players receive is appropriate for
several reasons.

192 UNIT 7
Copyright Material - Review Only - Not for Redistribution
 3.5 Notice
In the topic sentences at the bottom of page 192, underline the words the writers used
to introduce their points of view.

3.6 Write Topic Sentences

Read each writing prompt below. Underline the words you might repeat in a topic
sentence. Then, write a topic sentence for each writing prompt.
1 WRITING PROMPT: Some people believe parents are the best teachers. Do you agree or
disagree? Use specific reasons and examples to support your opinion.

In my opinion,

2 WRITING PROMPT: Many media sources pay a lot of attention to the lives of celebrities.
In your opinion, do the media pay too much attention to public figures? Use specific reasons
and examples to support your opinion.

I believe

3.7 Apply It to Your Writing

Think about your writing prompt in Section 1 on page 183. Write some possible
topic sentences. Then share your sentences with a partner. Do you think the
sentences clearly respond to the writing prompt? Why or why not?

ADDING REASONS
In the body of an opinion paragraph, writers include reasons to support the opinion stated
in the topic sentence. It is a good idea to include a few reasons so that the opinion is more
convincing.
Each reason usually begins with the following words or phrases:
First, … The first reason is …
Second, … Another reason is …
Third, … One more reason is …
Finally, … The most important reason is …

OPINION PARAGRAPHS 193

Copyright Material - Review Only - Not for Redistribution
 3.8 Write Reasons
Complete the paragraph below by adding words or phrases that introduce each reason.
WRITING PROMPT: Top athletes today, such as basketball players, receive millions of dollars
for playing professional sports. Is their salary appropriate?
Athlete Salaries Are Appropriate

In my opinion, the salary top basketball players receive is appropriate for several reasons.
, basketball players work really hard for their money. For example,
they have to practice for hours every day, and they play hundreds of games a year. They
also have to do dozens of media interviews and publicity events.
is that top players often only have a short time where they can earn a lot of money.
I heard on the radio that the average basketball player’s career lasts only four or five years.
The is that top basketball players inspire others. According to my
doctor, children are inspired to stay healthy by watching their favorite sports star. For these
reasons, the money top athletes earn is absolutely justified.

194 UNIT 7
Copyright Material - Review Only - Not for Redistribution
 3.9 Write Reasons
Complete the topic sentence with your own idea. Then write three reasons to support
the topic sentence.

Topic sentence: In my opinion, learning English is .

1st reason:

2nd reason:

3rd reason:

ADDING SUPPORTING SENTENCES AND DETAILS

These reasons can be supported by more details to make the opinions convincing and clear.
Details could include examples, facts, or expert opinions.
Notice how the supporting sentences gave two examples of how hard basketball players work.
It helps support the writer’s opinion. An example could also include a personal story.
REASON EXAMPLES
First, basketball players work really hard for their money. For example, they have to practice for
hours every day, and they play hundreds of games a year. They also have to do dozens of media
interviews and publicity events.
Notice below how this supporting sentence uses a fact. It helps support the idea that basketball
players have short careers.
REASON
Another reason is that top players often only have a short time where they can earn a lot of
FACT
money. I heard on the radio that the average basketball player’s career lasts only four or five
years.
The supporting sentence below uses the opinions of an expert (another person or an official
organization) which helps strengthen the writer’s argument.
REASON EXPERT OPINION
The most important reason is that top basketball players inspire others. According to my doctor,
children are inspired to stay healthy by watching their favorite sports star.

OPINION PARAGRAPHS 195

Copyright Material - Review Only - Not for Redistribution
 3.10 Add Supporting Sentences
Work with a partner. Add one supporting sentence for each reason below.
1 It is better to be the leader of a group than only a member of a group. First, a leader can
decide what to do.

2 Good parents have many qualities. First of all, good parents have a lot of patience.

3.11 Write Supporting Sentences

On a separate piece of paper add a fact, example, or outside source to each of the
reasons you wrote for Activity 3.9 on page 195.

3.12 Apply It to Your Writing

Look at the topic sentences you wrote for Activity 3.7 on page 193. Write a
supporting sentence and details for your topic sentence.

196 UNIT 7
Copyright Material - Review Only - Not for Redistribution
CONCLUDING SENTENCE
The concluding sentence in an opinion paragraph is the same as in the other paragraphs you
have studied. It restates the topic sentence using different words. Writers do not include any
new ideas in the concluding sentence. Writers often start with the following transition phrases:
To conclude, …
For these reasons, …
In sum, …
Look at the topic and concluding sentences below:
Topic sentence: In my opinion, the salary top basketball players receive is appropriate for several
reasons.
Concluding sentence: For these reasons, the money top athletes earn is absolutely justified.

3.13 Notice
Underline the words or phrases in the concluding statement above that restate the topic
sentence.

3.14 Identify the Sentences

Write TS for the topic sentence, SS for supporting sentences, and CS for the concluding
sentence. Then underline the words that helped you determine the answer.
1 Another benefit of globalization is tourism. In 2010, there were over 900 million
international tourist arrivals around the world.
2 Finally, globalization has improved the world economy. According to researchers,
globalization increases the wealth for poor countries.
3 First, globalization allows for better trade agreements. For example, in the European
Union, all 27 member states can trade with each other.
4 For these reasons, I believe globalization has helped people around the world.
5 In my opinion, globalization has benefited many countries.

3.15 Practice Writing

On a separate piece of paper, write the sentences from Activity 3.14 in order.

OPINION PARAGRAPHS 197

Copyright Material - Review Only - Not for Redistribution
 4 SHARPEN YOUR SKILLS

A Writing Skill 1: Formal vs. Informal Language

It is important to think about your audience when you are writing. Most academic writing uses
formal language rather than the language you use when writing to a friend.

USING FORMAL LANGUAGE

1 Avoid contractions. do not
Scientists don’t agree on the evidence.
Note: Some professional writing includes he ^
will
contractions because it makes a sentence Next year, he’ll travel to India.
“flow” better. Instructors have different
^
rules about using contractions. Ask your
instructor what he or she prefers.
2 Avoid abbreviations. In my opinion,
IMO smoking is a terrible habit.
^ because
He has a right to speak about this issue b/c it
affects him personally.
^

3 Avoid spoken English. wanna – want to

hafta – have to
gonna – going to

4.1 Notice
Find and replace the contractions, abbreviations, and spoken English in the paragraph
below. There are five errors.
Adulthood Begins at 18

IMO, adulthood begins at 18 years of age. First, at this age

most people are responsible adults. 18-year-olds understand
that doing something illegal could mean jail or large fines.
This is b/c they know the difference between right and wrong.
Second, in many countries, 18-year-olds are old enough to
join the military. For example, in my country, Canada, people
who wanna join the army can do so at 18. They don’t need
the consent of their parents. Another reason is that when
someone turns 18, they usually don’t need their parents for
money or a place to live. By this age, most people know that
they hafta work and earn money. In conclusion, I believe
someone becomes an adult on their 18th birthday.

198 UNIT 7
Copyright Material - Review Only - Not for Redistribution
 4.2 Apply It to Your Writing
Look back at your responses to the other Your Turn activities in this unit.
Check and correct any informal language you may have used.

B Writing Skill 2: Word Forms

Writers often use different forms of a word to add variety and to help make their ideas flow
smoothly. When you learn a new word, you can often make new word forms by changing
the suffix.

CHANGING WORDS INTO OTHER WORD FORMS

1 Make nouns by adding one of the following
suffixes to verbs:
-tion appreciate → appreciation
-sion extend → extension
-ment enjoy → enjoyment
2 Make nouns by adding one of the following
suffixes to adjectives:
-ness good → goodness
-ity normal → normality
3 Make adjectives by adding one of the following
suffixes to verbs:
-able achieve → achievable
-ible access → accessible
4 Make adjectives by adding one of the following
suffixes to nouns:
-ful success → successful
-y craze → crazy
-ive act → active
5 Make adverbs by adding –ly to adjectives. different → differently
preferable → preferably

OPINION PARAGRAPHS 199

Copyright Material - Review Only - Not for Redistribution
 4.3 Change Word Forms
Complete the word form chart. (–) indicates the word does not have that form.
Use a dictionary to help.

NOUN ADJECTIVE VERB ADVERB

suggest suggestively
illegality –
inform
great –
entertainingly
related –
personalize

4.4 Choose Word Forms

Circle the correct word that completes each sentence. Then discuss with a partner what
part of speech each correct word is.
Internet Bad for News

I believer / believe that the Internet has significantly lowered the quality of news reporting.
(1)
First, there are too many influence / influential websites that cover entertainment “news.”
(2)
These websites often focus on celebrities’ personal / personally lives. I do not think this
(3)
information / inform is very important. Second, many websites post
(4)
news items too quick / quickly without checking the facts first.
(5)
For example, when a hurricane hit New York recent / recently,
(6)
someone posted a photo of a shark swimming down the Hudson
river. It was fake, but many websites, including major news
outlets, showed it. Finally, many news outlets rely on bloggers
and citizen journalists to post stories. Many of these people
are not trained journalists and do not always give a
balanced point of view. In sum, I strong / strongly
(7)
feel that the quality of journalism is falling fast
because of the Internet.

200 UNIT 7
Copyright Material - Review Only - Not for Redistribution
C Grammar for Writing: Superlatives
We use the superlative to compare and contrast people, places, and things in English.
Writers sometimes use superlatives to show a strong opinion.

CREATING SUPERLATIVES
1 For one-syllable adjectives: Add the I believe 18 is the youngest age a person should
before the adjective. Add -est to be considered an adult.
the end.
Double the final consonant if the I think Hawaii is the hottest state in the United
adjective ends consonant-vowel- States.
consonant.
2 For two-syllable adjectives that end Polls suggest that Norway is the happiest place
in -y: Add the before the adjective. on earth.
Change the -y to -i and add -est.
3 For other two-syllable adjectives: According to scientists, the most recent research
Add the most before the adjective. suggests the world is getting warmer.
4 For adjectives with three or more I think smoking is the most dangerous habit a
syllables: Add the most before the person can have.
adjective.
5 Change good to the best. In my opinion, Harvard is the best university.

6 Change bad to the worst. First, I think that winter is the worst time to
visit Siberia.

4.5 Write Superlatives

Complete each sentence with the superlative form of the adjectives below. More than
one answer is possible.

bad cheap healthy interesting successful violent

1 I believe that online games are both entertaining and educational.

2 An “F” is grade you can get.
3 I think essays include up-to-date research.
4 The guide book has information about places to stay when on a
limited budget.
5 Some researchers think that even movies do not make people more likely to
be aggressive.
6 Every few months a new report advises people on which foods are to eat.

OPINION PARAGRAPHS 201

Copyright Material - Review Only - Not for Redistribution
 Avoiding Common Mistakes
Research tells us that these are the most common mistakes that students make when using
superlatives in academic writing.

1 Do not use most and -est with the same adjective.

I believe that smoking is the most unhealthiest habit.
2 Do not use the most when you should use -est. Do not use -est when you should
use the most.
highest
According to some experts, violent movies have made the crime rate the most high that they
have ever been.
^
the most respectful
According to experts, young people are respectfulest to older people.
^
3 Follow the spelling rules for superlative adjectives.
healthiest happiest
In my opinion, people are the healthyest and the happyest after they quit smoking.
^ ^

4.6 Editing Task

Find and correct five more mistakes in the paragraph below.
College Should Be Free
best
In my opinion, college should be free for all students. First, free education is the goodest way
^
to help the economy in the future. Having the most smartest people will make our country the
most competitivest in the world. We would have the bestest doctors, engineers, and teachers.
Another reason is because it makes society more equal. Some really talented people, like my
friend Asher, cannot go to college because they do not have enough money. Free college
means everyone who is accepted can go, no matter how much money they have. This is true
in Denmark, which is one of the happyest
places to live. Finally, it is wrong to burden
people with huge debt at such a young
age. According to research, graduates
in the U.S.A. have almost $30,000 in
loan debt. For some people, it is the
expensivest mistake they make. For these
reasons, I believe a college education
should be free.

202 UNIT 7
Copyright Material - Review Only - Not for Redistribution
D Avoiding Plagiarism
Using quotations is helpful. They help support the ideas in your essay, but it’s important to use
quotation marks (“ “) and the correct punctuation.

My instructor explained that it is acceptable to use the exact words

of an expert. However, the writer has to use quotation marks
around the words he or she is borrowing to avoid plagiarism.
How do I use quotation marks correctly?
– Noora

Dear Noora,
It is worth taking the time to learn the correct way to write a quote. Sometimes you will
quote a whole sentence, and other times you will quote just a phrase. Be sure to put
those exact words between quotation marks at both the beginning and end of the quote,
and follow the rules for punctuating quotations in your writing. Don’t forget to mention
the author’s name, too.
Best,
Professor Wright

USING QUOTATIONS
Quotations are the exact words of an author. When the words are from an expert, they can
support your ideas and make them stronger. When you use quotation marks around a quote,
it shows that the words belong to someone else and you are just borrowing them.

OPINION PARAGRAPHS 203

Copyright Material - Review Only - Not for Redistribution
 USING CORRECT PUNCTUATION IN QUOTATIONS

HOW TO QUOTE EXAMPLES

Introduce the person or source
you are quoting
• Use an introductory phrase According to Carolyn Foote, “Grades are not everything.”
such as according to [name], or
reporting words such as argue,
say, explain, ask.
• Put a comma after the phrase Carolyn Foote argues, “Grades are not everything.”
or reporting word.
• Use quotation marks around
quote.
Quote a whole sentence
• Include the capital letter and Carolyn Foote says, “And as policymakers, we can never
punctuation of the original forget that a test is not the only measure.”
quote inside quotation marks. Carolyn Foote asks, “Did they have respect for one
another’s privacy?”
Quote a phrase
• Use quotation marks around According to Carolyn Foote, people who work in education
the phrase. “feel like voices crying in the wilderness.”
• Start the quote with a lower
case letter, not a capital letter.
• The period of the whole
sentence goes inside the
closing quotation mark.
• Question marks and As Carolyn Foote asks, do teachers want their students to
exclamation points ending the think that “success at any cost is the goal”?
whole sentence go outside the
closing quotation mark.

4.7 Practice
Read the paragraph from an original text by Carolyn Foote. Then read the student’s
sentences. Correct the two punctuation or capitalization errors in each sentence.
Most importantly, we cannot forget that we, as educators, administrators, policymakers,
and celebrities, set examples for our children every day. We want every child to succeed.
But do we want to show our students that success at any cost is the goal?
1 According to Carolyn Foote, all of us Set examples for our children every day.
2 Carolyn Foote says, “we want every child to succeed”.
3 Foote asks “But do we want to show our students that success at any cost is the goal”?

204 UNIT 7
Copyright Material - Review Only - Not for Redistribution
5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your paragraph.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
1 First, read the student’s brainstorm. She wrote many ideas from the concept wheel she used
to reflect on her topic in Section 1 on page 182. Compare the information in her paragraph
on page 188 to the concept wheel below. Highlight the ideas that the writer used. Did the
writer use all of the ideas in the concept wheel?

mor
ch ult h
ad
ea ob

e fu
pe bi
r t es

n
ha
n

ge er
bet a na wat
ter m d,
th toys education n ts , foo
an re g
wo
rk
begins pa usin
ho
tv, video
free time: ide
s
taken games, out
no work care of

CHILDHOOD

no innocence
responsibility

freedom stronger
friendships
sp h f
wi
en rie
t
d m nd
not
psychologis longer
friends las

or s
com

et
im
pet

e
itiv
t
ts: child

OPINION PARAGRAPHS 205

Copyright Material - Review Only - Not for Redistribution
 2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1, page 183. Write the best ones in the concept wheel below. Add ideas from the
Your Turns that you completed in the unit. Finally, brainstorm more ideas. You will probably
not use every idea, but it is good to write as many ideas as possible.

206 UNIT 7
Copyright Material - Review Only - Not for Redistribution
 STEP 2: MAKE AN OUTLINE
Complete the outline below with ideas for your paragraph from Step 1.

PARAGRAPH OUTLINE

Topic
Sentence

1st Reason A.

Supporting 1.
Idea

Supporting 2.
Idea

Supporting 3.
Idea

2nd Reason B.

Supporting 1.
Idea

Supporting 2.
Idea

Supporting 3.
Idea

3rd Reason C.

Supporting 1.
Idea

Supporting 2.
Idea

Supporting 3.
Idea

Concluding
Sentence

OPINION PARAGRAPHS 207

Copyright Material - Review Only - Not for Redistribution
 STEP 3: WRITE YOUR FIRST DRAFT
Now it is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline and the sentences you wrote in the Your Turns and in Step 2 on page 207.
2 Focus on making your ideas as clear as possible.
3 Remember to add facts.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Go through and look at every comma. Is it correct? Should it be a period?
3 Check that you have used a comma after adverb clauses when they start a sentence.
4 Make sure your topic sentence and supporting sentences are clear.

STEP 4: WRITE YOUR FINAL DRAFT

1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent (misspellings, using commas instead of
periods, missing verbs). Try to avoid them as you write.
3 Review the Academic Vocabulary and Academic Collocations from this unit. Are there any
that you can add to your paragraph?
4 Turn to page 243 and use the Self-Editing Review to check your work one more time.
5 Write your final draft and hand it in.

208 UNIT 7
Copyright Material - Review Only - Not for Redistribution
8
INTRODUCTION TO
ESSAYS
HUMAN RESOURCES: CAREER PATHS

“Don’t be afraid to
give up the good to go
for the great.”
John D. Rockefeller
(1839–1937)

About the Author:

Work with a partner. Read the quotation about work. Then answer
John D. Rockefeller was
the questions. an influential American
businessman and
1 Go for means to try to get or accomplish something. What does the cofounder of the Standard
author mean by “go for the great?” Oil Company.
2 When in your life have you gone for a great goal instead of a good
goal? Were you successful?

INTRODUCTION TO ESSAYS 209

Copyright Material - Review Only - Not for Redistribution

 1 PREPARE YOUR IDEAS

A Connect to Academic Writing

In this unit, you will learn skills for writing well-organized academic essays. Some of the writing
skills you will learn may seem new to you. However, many skills will not be new. When you
write an essay, you explain and organize your ideas in a clear way. You use these skills in
everyday life, too. For example, you use similar skills to think about reasons to study a certain
subject or choose a certain career.

B Reflect on the Topic

In this section, you will look at a writing prompt and reflect on it. Throughout the unit, you will
develop ideas about this prompt. You will use these ideas to practice skills that are necessary to
write your essay.
The writing prompt below was used for the Student Model essay on pages 216–217. The student
reflected on his topic and used a cluster diagram to brainstorm ideas about the important values.

WRITING PROMPT: Values are the beliefs, attitudes, and judgments we think are important.
Describe the values that are most important in your choice of career. Give specific examples
and explanations.

teamwork

to travel

VALUES IMPORTANT
TO MY CAREER AS A something new
PHOTOJOURNALIST

learn new things

ability to
influence people
creativity

1.1 Notice
Work with a partner. Look at the cluster diagram. What can you add to the blank circles?

210 UNIT 8
Copyright Material - Review Only - Not for Redistribution
 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: Choose a well-known leader or someone you admire. Write about three
values you think this person has. Give examples and explain.
1 Choose one person you would like to write about. Write the person’s name in the circle in
the middle.
2 Then think about everything you know about this person. What are the values that you
admire in this person? Put this information in the other circles. Write short phrases, not
sentences. Add more circles if you need them.
3 Compare cluster diagrams with a partner.

INTRODUCTION TO ESSAYS 211

Copyright Material - Review Only - Not for Redistribution
 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your essay. You will also
notice how a professional writer uses this language.

A Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

decide (v) honest (adj) perform (v) result (n)

discover (v) objective (n) power (n) security (n)

2.1 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the words in bold and
circle the correct definitions.
1 The leaders of a country have the power to change laws that affect people’s lives.
Power means
a control or influence. b knowledge or skill.
2 People like working with him because he’s very honest. People trust him. Honest means
a rich. b truthful.
3 Candidates must perform different tasks, such as managing projects and writing reports.
Perform means
a do an action or piece of work. b look for or try to find.
4 I do not want to work from 9:00 to 5:00 every day. I’d like a job where I can decide my own
work hours. Decide means
a to have a short work day. b to choose something.
5 Daniel managed people in his job, but he did not like telling people what to do.
He discovered that he did not like the responsibility. Discover means
a to get a new job. b to learn or realize.
6 Most actors do not have much job security. They are never sure how long a job will last or
what the next job will be. Security means
a freedom from worry about bad things b satisfaction or enjoyment of work.
happening.
7 Susana’s objective is to become a tour guide when she finishes school. For this reason,
she is learning languages. Objective means
a a goal. b an explanation.
8 Some people believe that success comes from good luck. Others say that success is a result
of hard work. Result means
a something that happens because of b something that happens to lucky people.
something else, or an effect.

212 UNIT 8
Copyright Material - Review Only - Not for Redistribution
B Academic Phrases
Research tells us that the phrases in bold below are commonly used in academic writing.

2.2 Focus on Meaning

Work with a partner. Match the academic phrases in bold to their meanings. Write the
letters.
1 In general, people with careers in showbusiness do a specifically
not often have much job security.
2 In particular, many acting jobs only last a few b (a) kind of
weeks or months.
3 Also, acting is a type of job that requires working c typically; in most cases
unusual hours.

INTRODUCTION TO ESSAYS 213

Copyright Material - Review Only - Not for Redistribution
 C Writing in the Real World
You will read an article titled “Which Values? Which Career?” The author of the article organizes
her ideas to make them clear to the reader.
Before you read, answer this question: What are your personal values?
Now read the article. Think about your answer to the question as you read.

WHICH VALUES?
WHICH CAREER?
by Dr. Joan Darcy

1 Are you in a job you hate? Are you deciding 3 If you know yourself well, you can make
which career is right for you? As Confucius a wise career choice, too. How can you
(the ancient Chinese philosopher) said: “know yourself ” better? Career counselors2
“Choose a job you love, and you will never recommend you consider your values when
have to work a day in your life.” you make decisions about a career.
2 In general, activities that we love to do never 4 To discover your values, read about
seem like work. Think of famous artists, extrinsic, intrinsic, and lifestyle values below.
writers, and scientists with great passion1 Then check (✓) whether each value is very
for their work. The result of such passion is important, somewhat important, or not
that they never want to retire. Imagine Pablo very important to you.
Picasso in his studio, working on his art until
the day he died at 91! Clearly, he chose the
right career for himself.
EXTRINSIC VALUES
5 Extrinsic values come from outside a person. They involve the rewards and benefits of a job.
Values Very Somewhat Not very
important important important
High pay
High social position
Control or power on the job
The ability to travel often
The ability to work as part of a team
The ability to decide on my own work hours
A beautiful work environment
Job security and health benefits
1 2
passion: powerful emotion, such as love counselor: a person whose job is to give advice

214 UNIT 8
Copyright Material - Review Only - Not for Redistribution
 INTRINSIC VALUES
6 Intrinsic values involve a different type of reward. An intrinsic reward brings a person inner3
satisfaction.4
Very Somewhat Not very
important important important
Helping other people
Helping society
Excitement and adventure5
The ability to influence other people
Having a sense of achievement
An opportunity to be creative
A job that fits with my religious beliefs
Good relationships with people at work

LIFESTYLE VALUES
7 Lifestyle values involve where you live and how you spend your time.
Very Somewhat Not very
important important important
Having my own home
Living in a big city
Living near sports facilities
Living near theaters, museums, restaurants
Having time for religion
Having time to spend with family and friends
Having fun at work and in life in general
Having educational opportunities
8 When you finish, analyze your answers. Which values are very important to you? Are there
any surprises? Do they suggest a type of career that might be good for you? Does your career
objective embrace these values? Let your answers guide you. With this knowledge, you can
choose a job where you will “never have to work a day in your life.”
3
inner: coming from inside you; private
4
satisfaction: the pleasant feeling you get when you are doing something you want to do
5
adventure: unusual, exciting, and sometimes dangerous experiences

2.3 Check Your Understanding

Answer the questions with a partner.
1 What does the author tell us about Picasso? Why do you think the author gives this example?
2 What three groups of values does the author list? Why should a person use this checklist?

2.4 Notice the Features of Essay Writing

Read the first and last paragraphs again. Which words or phrases are similar? Underline them.

INTRODUCTION TO ESSAYS 215

Copyright Material - Review Only - Not for Redistribution
 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on his topic. In this
section, you will analyze the final draft of his essay. You will learn how to develop ideas for
your own essay.

A Student Model
Read the prompt and answer the questions.
WRITING PROMPT: Values are the beliefs, attitudes, and judgments we think are important.
Describe the values that are most important in your choice of career. Give specific examples
and explanations.
1 Look at the photo. What do you think a photojournalist does?
2 Read the title. What do you think the writer means when he says photojournalism is
“more than just a job”?

Read the essay twice. The first time, think about your answers to the questions above.
The second time, answer the questions in the Analyze Writing Skills boxes. This will
help you notice the key features of the essay.

Photojournalism: More Than Just a Job

1 Why do some people spend their adult life doing a job they hate?
When I was growing up, most of the adults in my life were not happy in 1 Analyze Writing Skills
their work. In general, they worked only because they needed the salary Underline the sentence
and health benefits. They wanted job security, but they worked all day that tells what the writer
will write about. Circle the
and were bored. To be honest, I never understood this about adults. three reasons that he will
discuss.
I decided to find a career to make me happy. My objective is to become
a photojournalist because it is important for me to be creative, have
exciting experiences, and learn new things.
2 First, being a photojournalist is a creative job. Usually, a
photojournalist works with a news reporter to tell a story in a unique
way. The reporter uses a notebook or tape recorder and writes the story
in words. The photojournalist uses a camera and tells the same story in
pictures. Sometimes, a photojournalist works alone and creates a photo
essay. A photo essay is a group of pictures about a topic. I like working 2 Analyze Writing Skills

this way because I can point to the work and say, “I created that!” Underline the topic
sentence. Read the last
3 In addition, the job has excitement and adventure. I will not have sentence in paragraph 1
again. Circle the word in
to sit at a desk and do the same job eight hours every day. Instead, the topic sentence that
the writer uses to connect
each day will be different and exciting. This is because I can perform the ideas to that last
sentence.

216 UNIT 8
Copyright Material - Review Only - Not for Redistribution
 my job in all sorts of places. For example, I will take photos of famous
people who are filming a movie. I will take nature photos of oceans and
the animals in them. In particular, I hope to travel around the world and
see other cultures.
4 Finally, I want to be a photojournalist because I want to learn new
things every day. Each day’s job will be a new experience. It will be a
daily lesson in how other people think and live. It is a chance to learn
about subjects such as music, science, politics, and different religions.
3 Analyze Writing Skills
I will discover things about the world and myself. The result is that I
Circle the transitional
can continue to grow and change for my whole life. phrase that the writer
uses to show the reader
5 In conclusion, I want to be a photojournalist because of the that this will be the last
paragraph.
creativity, excitement, and opportunity to learn new things. I thought
about these values when I decided to become a photojournalist. I hope 4 Analyze Writing Skills
that if I follow these values, I will not spend my life complaining about Read the first sentence
and then the last sentence
my work. of paragraph 1. The two
sentences include the
same / different ideas.

3.1 Check Your Understanding

Answer the questions.
1 As a child, what did the writer notice about most adults in his life?
2 How does the writer want his life to be different?
3 What three values are important to the writer?

INTRODUCTION TO ESSAYS 217

Copyright Material - Review Only - Not for Redistribution
 3.2 Outline the Writer’s Ideas
Complete the outline for “Photojournalism: More Than Just a Job.” Use the phrases in
the box.

reporter uses words, photojournalist uses a creative job

photos do job in many different places
music, science, politics follow these values, not spend my life
adults in my life not happy in their work complaining about my work

ESSAY OUTLINE

I. Introductory paragraph

Hook Why do some people spend their adult life doing a job they hate?

Background

Thesis My objective is to become a photojournalist because it is important for me to be creative,

Statement

have exciting experiences, and learn new things.

Body II.
Paragraph 1

Supporting A. Works with a journalist to tell a story

Idea

Detail 1.

Detail 2. Photo essays

Body III. Excitement/adventure

Paragraph 2

Supporting A. No need to sit at a desk

Idea

Supporting B.
Idea

Detail 1. Famous person, nature photos

Body IV. Opportunity to learn new things

Paragraph 3

Supporting A. Subjects
Idea

Detail 1.

V. Concluding paragraph

Final
Comment

218 UNIT 8
Copyright Material - Review Only - Not for Redistribution
 B From Paragraphs to Essays
An essay is a group of paragraphs about one topic. Each paragraph presents a key point about
the topic and gives more ideas, information, and details. Look at how a paragraph and an
essay compare:

PARAGRAPH ESSAY

Introductory paragraph
• Hook
Topic Sentence
• Background information
• Thesis statement

Body paragraph 1
Supporting sentence 1
• Topic sentence
+ detail
• Supporting sentence and details

Body paragraph 2
Supporting sentence 2
• Topic sentence
+ detail
• Supporting sentence and details

Body paragraph 3
Supporting sentence 3
• Topic sentence
+ detail
• Supporting sentence and details

Concluding sentence Concluding paragraph

THE INTRODUCTORY PARAGRAPH

The introductory paragraph is always the first paragraph of an essay. It includes a hook,
background information about the topic, and a thesis statement.
The hook is the first sentence in the essay. Its purpose is to grab the reader’s attention.
The hook could be:
• a famous quotation or saying,
• an interesting fact, or
• a question. The question is usually answered in the introductory or concluding paragraph.
After the hook, a writer often includes a few sentences of background information.
These sentences help readers understand the topic. Background information can be:
• general information about the topic,
• a story that helps readers understand why the topic is important, or
• historical information.
The thesis statement is the last sentence in the introductory paragraph and tells the reader
what the essay is about. It is similar to a topic sentence for a paragraph. It includes the topic
and the writer’s point of view (similar to the controlling idea in a paragraph). The thesis
statement contains the topics that the body paragraphs will discuss.

INTRODUCTION TO ESSAYS 219

Copyright Material - Review Only - Not for Redistribution
 3.3 Identify the Parts
Read the introductory paragraph of the Student Model essay again on pages 216–217.
Answer the questions.
1 What is the hook in the introductory paragraph? Underline it.
2 What type of hook is it: quotation, fact, or question?
3 What is the background information in the introductory paragraph? Circle it.
4 What type of background information is it: general information, a personal story, or historical
information?
5 What is the thesis statement? Underline it.

3.4 Choose the Order of Sentences in an Introduction

A Put these sentences in order. Write 1 for the hook, 2–5 for background information,
and 6 for the thesis statement.
a However, good workplace relationships can make us much happier.
b Because we spend so much time with them, people in the workplace are very
important in our lives.
c Sixty percent means that these people spend more time at work than with
friends or family.
d Most people spend 60% of their life working.
e For a happier life, it is important to encourage good relationships with supervisors,
co-workers, and employees.
f Poor relationships at work can cause stress and unhappiness in life in general.

B Write the sentences from Part A in paragraph form on a separate piece of paper.

WRITING GOOD THESIS STATEMENTS

The thesis statement is the most important sentence in an essay. When people read the thesis
statement, they know what to expect in the rest of the essay. A good thesis statement:
• answers the writing prompt
• gives the topic
• gives the writer’s point of view
The thesis statement also often gives aspects, or parts, of the writer’s point of view. These aspects
give the reader a “map,” or plan, of the rest of the essay. Each of the aspects introduces one of
the body paragraphs, in the same order.
Look at the thesis statement below from the Student Model. The three aspects are underlined.
My objective is to become a photojournalist because it is important for me to be creative, have
exciting experiences, and learn new things.

220 UNIT 8
Copyright Material - Review Only - Not for Redistribution
In the Student Model, the writer introduces the topic sentence of each body paragraph using
each aspect in the thesis statement:
Aspect 1: be creative
Topic sentence in body paragraph 1: Being a photojournalist is a creative job.
Aspect 2: have exciting experiences
Topic sentence in body paragraph 2: The job has excitement and adventure.
Aspect 3: learn new things
Topic sentence in body paragraph 3: Finally, I want to be a photojournalist because I want to
learn new things every day.

3.5 Recognize Good Thesis Statements

Work with another student. Read the prompt and thesis statements below. Which do
you think are good thesis statements? Which are not good? Why not? Check (✓) the
appropriate boxes.
WRITING PROMPT: People work because they need money to live. In your opinion, what are
some other reasons that people work? Use specific examples to support your opinion.
1 Thesis statement: In my opinion, people work because they need money for themselves,
their family, and their future.
Good

Not good

If not good, why? It does not

2 Thesis statement: I believe people work to feel self-respect, meet other people, and have a sense
of achievement.
Good

Not good

If not good, why? It does not

3 Thesis statement: I think people work because it gives them a sense of purpose and lets them feel
needed.
Good

Not good

If not good, why? It does not

INTRODUCTION TO ESSAYS 221

Copyright Material - Review Only - Not for Redistribution
 3.6 Write Thesis Statements
Read the topic sentences below. For each group of three topic sentences, write one good
thesis statement.
1 WRITING PROMPT: What does success mean to you? How will you know that you are
a success?
Topic sentence 1: I will feel that I am a success when I have control over my own schedule.
Topic sentence 2: I will know that I am successful when I own my own business.
Topic sentence 3: Another sign of success will be when I have a sense of achievement.

Thesis statement:

2 WRITING PROMPT: In your opinion, why is money important? Give three reasons and
support them with specific information and examples.
Topic sentence 1: Money is important because it provides us with the basic needs in life.
Topic sentence 2: Another reason money is important is that it allows us to support our
family members.
Topic sentence 3: We also need money because it lets us help other people in society.

Thesis statement:

3 WRITING PROMPT: In your opinion, how should people spend their free time? Give three
ways and support them with specific information.
Topic sentence 1: It is essential to exercise in your free time.
Topic sentence 2: Another important way to spend free time is by becoming a better person.
Topic sentence 3: Also, it is important to spend time on relationships with friends and family.

Thesis statement:

3.7 Apply It to Your Writing

Use the cluster diagram that you created in Section 1 on page 211. Choose three
of the values. Then write a thesis statement with three parts in your controlling idea.
Share this sentence with a partner.

222 UNIT 8
Copyright Material - Review Only - Not for Redistribution
THE BODY PARAGRAPHS
The body paragraphs in an essay have regular paragraph structure: a topic sentence,
supporting sentences, and details such as reasons and examples. They may also have a
concluding sentence. Each body paragraph relates to one aspect of the thesis statement.
Writers sometimes, but not always, use the following transition words and phrases to introduce
each body paragraph:
First,
In addition,
Finally,

3.8 Notice
Look at body paragraph 3 in the Student Model essay again on pages 216–217.
Then, answer the questions.
1 Write the topic sentence. Underline the transition word.

2 Write the supporting sentences the writer uses to support the topic sentence.

3 Write the reason he gives why each day will be different and exciting.

4 Write one of the examples the writer gives.

INTRODUCTION TO ESSAYS 223

Copyright Material - Review Only - Not for Redistribution
 3.9 Write Body Paragraphs
A Choose the correct topic sentences for each body paragraph below. Write the number.
1 Another reason money is important is that it allows us to support our family members.
2 We also need money because it lets us help other people in society.
3 Money is important because it provides us with the basic needs in life.
Body Paragraph A
The most basic need, of course, is food. Without food, there is no life. Thousands of
years ago, people hunted for meat and walked around looking for fruits and nuts. Today, we
have supermarkets, but money is necessary to buy the food there. The next basic need is a
type of shelter. We need a place to live, a house or apartment. Money is necessary for rent
or house payments. The third basic need is clothing. We must cover our bodies and protect
them from cold or hot weather. Some people spend huge amounts of money on designer
clothes. This is not necessary, but money is necessary for even simple clothes.
Body Paragraph B
Without money, we cannot provide the basic needs for our family. However,
we always want to give family members more than just the basic needs. If we have children,
we want them to have a good education. In some countries, school is not free. Parents must
pay school fees. In places with free public education, there are still expenses. For example,
children might need to buy books, uniforms, or materials for class projects. We want a good
life, in general, for all family members. Money is necessary for this. In particular, we need
money for birthday gifts, summer vacations, or a movie on Saturday night.
Body Paragraph C
We are all members of society. This carries with it a responsibility. We must help
people who cannot help themselves. One way to do this is with money. In particular, money
can buy food for food banks. It can help a poor family pay doctors bills they cannot afford.
It can help people who do not have a home. Sometimes, a small amount of money can make
a big change in someone else’s life.

B Choose one of the paragraphs above. Underline the supporting sentences.

Double underline the details.

3.10 Apply It to Your Writing

Use the thesis statement you wrote in Activity 3.7 on page 222. Write three topic
sentences based on this thesis statement. Make sure they are in the same order as the
three parts of your controlling idea. Then share your sentences with a partner.

224 UNIT 8
Copyright Material - Review Only - Not for Redistribution
THE CONCLUDING PARAGRAPH
The concluding paragraph in an essay restates the thesis statement from the introductory
paragraph. It should include the aspects from the thesis statement in the same order.
For example:
Thesis statement in the introduction:
My objective is to become an engineer because it is important for me to solve problems, learn new
things, and work hard.
Restated thesis statement in the conclusion:
Problem-solving, an opportunity to learn, and hard work are values I considered in my goal to
become an engineer.
In the example above, the writer made these changes to restate the thesis:
• a change of order: In the introduction, the main idea (become a engineer) was first and the
controlling idea next. In the conclusion, he used the opposite order.
• a change of words (synonyms) without a change of meaning: He changed objective, in the
introduction, to goal in the conclusion.
• a change of parts of speech: The writer changed the verb phrases (solve problems, learn new
things, and work hard) to nouns or noun phrases (Problem-solving, an opportunity to learn,
and hard work).
A concluding paragraph can include a final comment. This comment might be a suggestion
or recommendation about something that people should do. It can be one or more sentences.
For example:
For these reasons, I think it is important to base a career choice on our values.
The comment may refer back to something in the introduction. For example:
Introduction:
When I was growing up, most of the adults in my life … complained about their jobs.
Comment in the conclusion:
I hope that if I follow these values, I will not spend my life complaining about my work.
If the hook in the introduction was a question, the comment can answer this question in one or
two sentences.
In the concluding paragraph, avoid adding new information to the essay. Also, do not include
sentences such as “This is the end of my essay” or “We are at the end of the essay.” The reader
understands that the conclusion is the end of the essay.

INTRODUCTION TO ESSAYS 225

Copyright Material - Review Only - Not for Redistribution
 3.11 Restate the Thesis Statement
Each sentence below is a thesis statement from the introduction of an essay. Restate it for
the concluding paragraph. Compare your sentences with a partner.
1 Thesis statement: I hope to become an animator because I love to draw pictures, make people
laugh, and have fun.

Restatement:

2 Thesis statement: An airline pilot must be responsible, calm, and intelligent.

Restatement:

3 Thesis statement: A good hairdresser is a creative person, a good listener, and a positive thinker.

Restatement:

3.12 Make a Comment

Read this introduction and concluding paragraph. Choose the best comment to end
the conclusion. Write the letter.
Introduction:
There is a saying that “Money is the root of all evil.” This means that money is a bad thing.
Maybe it is bad if people are greedy and want too much money. However, I think an important
value in life is having enough money. Money is important because it provides us with basic
needs, allows us to support our family, and makes it possible to help others in society.
Concluding paragraph:
To conclude, without money we cannot cover our basic needs, take care of our family,
or help others in the society.

a That is all there is to say about the issue of money being good and not bad.
b In the modern world, money is necessary. It is not “the root of all evil.” It is important to have
the right attitude about money.
c Money is also important because we can use it to make our lives more interesting and
exciting. For example, paying to see a movie or a concert.

226 UNIT 8
Copyright Material - Review Only - Not for Redistribution
4 SHARPEN YOUR SKILLS

A Writing Skill: Avoiding Run-on Sentences and Comma Splices

Two common types of mistakes with sentence structure are run-on sentences and
comma splices.
A run-on sentence (or run-on) is two sentences – independent clauses – incorrectly connected
without punctuation or conjunctions. For example:
I enjoy my job it is fun.
A comma splice is two or more sentences incorrectly connected by a comma instead of a
period. For example:
I enjoy my job, it is fun.

CORRECTING RUN-ONS AND COMMA SPLICES

1 Separate the sentences. Put a period I enjoy my job. It is fun.
after the first sentence. Begin the second
sentence with a capital letter.
2 Use a subordinating conjunction (see Unit 3) I enjoy my job because it is fun.
such as because, when, if, before, and after.

3 Use a coordinating conjunction (see Unit 5) I enjoy my job, and it is fun.

such as and, but, so, and or.

4.1 Identify and Correct Run-ons and Comma Splices

A Read these body paragraphs from a student’s essay. Find run-ons and comma splices.
Circle the places where two sentences incorrectly come together.

A good nanny must be very patient children do things that can make adults crazy.
Some babies cry for hours. At the age of two, a child’s favorite word is “no.” Children can
also get very angry they throw themselves on the floor and cry. Some children ask a lot of
questions. Some children want the nanny to read the same story to them over and over.
Many adults do not have the patience for this, a good nanny has a lot of patience.

A good nanny must also be a creative thinker. A nanny needs to create activities that
children like. Children enjoy surprises, they like to discover things. Also, it is essential for a
nanny to think of ways to solve problems, the nanny is often alone all day with the children.
The parents are not there to give directions the nanny must take responsibility for things that
go wrong.

INTRODUCTION TO ESSAYS 227

Copyright Material - Review Only - Not for Redistribution
 The third characteristic of a good nanny is the ability to multitask. In a home with several
children, many things happen at the same time. The nanny must be able to cook dinner for
older children with one hand with another hand she feeds the baby. With her third hand,
she helps a child with homework, with her fourth hand, she plays a game with another child.
As you see, it is necessary for a nanny to have many hands.

B Now correct the mistakes you found in Part A above. Rewrite the paragraphs on
a separate sheet of paper.

B Grammar for Writing: Parallel Structure

Parallel structure is helpful for writing clear thesis statements and supporting sentences in your
essay. You need parallel structure when your sentence has two or more items in a list, such as
the three aspects of the thesis statement.

PARALLEL STRUCTURE
For parallel structure, all items in a list should A good nanny must have patience,
use the same part of speech. Each item also creativity, and the ability to multitask.
should be a similar length. For example:
Money is important because it provides us
• noun (or noun phrase), noun (or noun with basic needs, allows us to support our
phrase), and noun (or noun phrase) family, and makes it possible to help others
• verb (or verb phrase), verb (or verb phrase), in society.
and verb (or verb phrase) To discover your own values, use this
• adjective, adjective, and adjective checklist of extrinsic, intrinsic, and lifestyle
values.

4.2 Use Parallel Structure in Supporting Sentences

In each sentence below, one item is not parallel. Delete or add words so that all the items
are the same part of speech.

1 A nanny cooks dinner, feeds the baby, is a helper with homework, and plays games.

2 The world is very different from 100 years ago because of advances in technology,
education, and better healthcare.

3 It is a chance to learn about subjects such as music, science, politics, and how people think
about religion.

4 Happiness comes from achievement and being creative.

5 My work environment is enjoyable, fun, and has friendly co-workers.

228 UNIT 8
Copyright Material - Review Only - Not for Redistribution
Avoiding Common Mistakes
Research tells us that these are the most common mistakes that students make when using
parallel structure in academic writing.

1 Do not mix the parts of speech in a list.

hikes
In his free time, Jeremy enjoys dinner with friends and to go hiking in the mountains.
^
allows for fun
Lorena’s new job pays well, offers educational opportunities, and fun.
^
2 Make each item in a list the same or similar in length.
In his free time, Jeremy enjoys dinner with friends at his own home because he is a fabulous
cook and hikes in the mountains.
Lorena’s new job pays well, offers educational opportunities at the company or at a local
college, and allows for fun.

4.3 Editing Task

Find and correct two more mistakes in the paragraph below.
Choosing a Career

In the past, most people had no opportunity to choose their own career. They did the same
were given work by the landowner
work as their parents, were hired as apprentices, or the landowner gave them work If a father
^
was a farmer, the son had to stay and farm, too. If the king picked someone for his army,
the person became a soldier. Most women had to stay home. They had to cook meals,
clean clothes by hand in a sink in the kitchen, and care for children. Today, most people can
choose whatever career they want. I feel fortunate to live in a time when I can follow my
passion for computers, mathematics, and learn about the universe.

INTRODUCTION TO ESSAYS 229

Copyright Material - Review Only - Not for Redistribution
 C Avoiding Plagiarism
Writing an academic paper takes planning, organization, and research.

I’m learning how to write academic papers. My instructor

mentioned that in the future we would write essays. We would
do research and include the researched ideas in our essays.
She said we would list the sources of those ideas under “Works
Cited.” What’s a “Work Cited”?
– Tenley

Dear Tenley,
“Works Cited” is a list of all your sources. It is the last page of your essay. It is usually
written in a specific format. There are a variety of formats you can use. In this book,
you will use the MLA style. Find out the format your instructor wants for your paper.
Take careful notes on each source while you do your research. It will make it easier to
write your Works Cited page later.
Best,
Professor Wright

CREATING A “WORKS CITED” PAGE

At the end of each essay, you will add a Works Cited page. This page includes all the sources
used for the essay. The sources are listed alphabetically by the author’s last name. The name is
followed by specific information in a very precise style. When you write a citation, you must pay
attention to these three things:
• complete information (author, title, publisher, city of publication, date of publication, page,
print or online)
• order of information
• punctuation (including quotation marks) and italics

230 UNIT 8
Copyright Material - Review Only - Not for Redistribution
 CITING SOURCES USING THE MLA FORMAT
1 Books AUTHOR’S FIRST CITY OF
LAST NAME TITLE PUBLICATION PUBLISHER
NAME
Greene, Howard. College Grad Seeks Future. New York: St. Martin’s,
YEAR OF
PUBLICATION MEDIUM
2010. Print.
2 Magazine AUTHOR’S FIRST
LAST NAME TITLE OF ARTICLE TITLE OF MAGAZINE DAY MONTH YEAR
NAME
articles Webber, Rebecca. “Reinvent Yourself.” Psychology Today 06 May 2014:
MEDIUM OF
PAGES PUBLICATION
23–26. Print.
3 Newspaper AUTHOR’S FIRST
LAST NAME NAME TITLE OF ARTICLE
articles Woods, Randy. “Ready to Change Careers? Think Like a Millennial.”
NEWSPAPER DAY MONTH YEAR PAGE MEDIUM
Seattle Times 20 July 2014: F1. Print.
4 Articles from AUTHOR’S FIRST
LAST NAME TITLE OF ARTICLE
NAME
the Web Townsley, Debra. “Preparing Students for Careers of Tomorrow.”
PUBLISHER DATE YOU READ
TITLE OF WEBSITE OF WEBSITE DAY MONTH YEAR MEDIUM THE ARTICLE
Huffington Post. Huffington Post, 9 Sept. 2012. Web. 4 Aug. 2014.

4.4 Practice
A Read the citations. Is everything in the correct order? If not, circle the items that are
not in the right order. Write it in the correct order.
1 Book
Ritsert Jansen. Funding Your Career in Science. 2013. New York: Cambridge, Print.
2 Magazine
Warner, Judith. New York Times Magazine. Print. “The Opt-Out Generation Wants Back In.”
7 Aug. 2013: 34–38.
3 Web article
“Coping with a Career Crisis.” Chronicle of Higher Education, Sternberg, Robert. 27 Jan.
2014. Chronicle of Higher Education. Web. 15 Sept. 2014.

INTRODUCTION TO ESSAYS 231

Copyright Material - Review Only - Not for Redistribution
 5 WRITE YOUR ESSAY

In this section, you will follow the writing process to complete the final draft of your essay.

STEP 1: BRAINSTORM

Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
1 Before you start, notice how the writer of the Student Model changed his cluster diagram.
Compare the information in his cluster diagram on page 210 to the cluster diagram below
and answer the questions:
a Why do you think he re-organized his ideas in this way?
b Highlight the ideas that the writer thought were the most important.

VALUES IMPORTANT
TO MY CAREER AS A
PHOTOJOURNALIST 3 learn new things

1 creativity

how other
people think
2 novelty
teamwork
subjects
alone

each day
different
music
no desk 8
with reporter hours daily
science

232 UNIT 8
Copyright Material - Review Only - Not for Redistribution
2 Now start your brainstorm. First think of people you know and all the values that you can
think of. Then, choose a person and three values you have the most ideas about. Add them
to the cluster diagram below.
3 Brainstorm supporting ideas (for example, explanations or your own personal experiences)
and write those in the circles extending from the value circle. Add more circles if you need
to. Use ideas from the Your Turns you completed.

INTRODUCTION TO ESSAYS 233

Copyright Material - Review Only - Not for Redistribution
 STEP 2: MAKE AN OUTLINE

Complete the outline below with your ideas from the previous steps. Include the ideas
that you wrote in the Your Turn activities throughout the unit.

ESSAY OUTLINE

Introductory I.
paragraph

Hook

Thesis
Statement

Body
Paragraph 1: II.
1st Value
Supporting A.
Idea

Detail 1.

Detail 2.

Supporting B.
Idea

Detail 1.

Detail 2.
Body
Paragraph 2: III.
2nd Value
Supporting A.
Idea

Detail 1.

Detail 2.

Supporting B.
Idea

Detail 1.

Detail 2.

234 UNIT 8
Copyright Material - Review Only - Not for Redistribution
 Body
Paragraph 3: IV.
3rd Value
Supporting A.
Idea

Detail 1.

Detail 2.

Supporting B.
Idea

Detail 1.

Detail 2.

Concluding V.
Paragraph

Concluding
Sentence

STEP 3: WRITE YOUR FIRST DRAFT

Now it is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline and the sentences you wrote in the Your Turns and in Step 2 above.
2 Decide on a good hook to begin your introductory paragraph. If this hook is a question,
remember to answer it in the introduction or conclusion.
3 Add a comment in your concluding paragraph.
4 Remember to add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Go through and look at every comma. Is it correct? Should it be a period?
3 Check that you have used a comma after adverb clauses when they start a sentence.
4 Make sure your topic sentence and supporting sentences are clear.

INTRODUCTION TO ESSAYS 235

Copyright Material - Review Only - Not for Redistribution
 STEP 4: WRITE YOUR FINAL DRAFT
1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent (misspellings, using commas instead of
periods, missing verbs). Try to avoid them as you write.
3 Review the Academic Vocabulary and Phrases from this unit. Are there any that you can add
to your essay?
4 Turn to page 244 and use the Self-Editing Review to check your work.
5 Write your final draft and hand it in.

236 UNIT 8
Copyright Material - Review Only - Not for Redistribution
SELF-EDITING REVIEW

1 DEVELOPING IDEAS
TECHNOLOGY: COMMUNICATING IN THE MODERN WORLD

Self-Editing: Review Your Work Completed

1 Check your paragraph one last time. Include examples, reasons, and
explanations. Make sure you use correct signal words.
2 Make sure your paragraph includes both simple sentences and compound
sentences.
3 Use capital letters correctly.

4 Use punctuation correctly.

5 Underline the Academic Vocabulary words and Academic Collocations you

used. Make sure you used at least two academic words and one collocation.
6 Underline all simple present verbs and make sure you avoided any mistakes.

7 Review any feedback and think about mistakes that you typically make,
such as using the wrong simple present forms or putting adverbs of
frequency in the wrong place. Make a list of your common mistakes here:

Look for these mistakes in your writing and correct them.

237
Copyright Material - Review Only - Not for Redistribution
 2 INTRODUCTION TO PARAGRAPHS
PSYCHOLOGY: CHARACTERISTICS OF SUCCESS

Self-Editing: Review Your Work Completed

1 Check your paragraph one last time. Include a topic sentence, three
supporting sentences, specific details, and a concluding sentence.
2 Organize your ideas by ranking and using language such as first, second,
and third.
3 Use capital letters and punctuation correctly.

4 Add a title.

5 Underline the Academic Vocabulary words and phrases and verb +

preposition combinations you used. Make sure you used at least two words
and one collocation.
6 Review any feedback and think about mistakes that you typically make,
such as using the wrong verb tense or form of the verb, using commas
instead of periods, missing “a/an” and “the.” Make a list of your common
mistakes here.

Look for these mistakes in your writing and correct them.

238
Copyright Material - Review Only - Not for Redistribution
3 NARRATIVE PARAGRAPHS HEALTH: HEALTH BEHAVIORS

Self-Editing: Review Your Work Completed

1 Check your paragraph one last time. Include examples of phrases
describing the chronological order of events.
2 Make sure your paragraph includes both simple sentences and complex
sentences.
3 Use capital letters correctly.

4 Use punctuation correctly.

5 Add a title.

6 Underline the Academic Vocabulary words and Academic Collocations you

used. Make sure you used at least two academic words and one collocation.
7 Underline all pronouns and make sure you avoided any mistakes.

8 Review any feedback and think about mistakes that you typically make,
such as using the wrong simple present forms or putting adverbs of
frequency in the wrong place. Make a list of your common mistakes here.

Look for these mistakes in your writing and correct them.

239
Copyright Material - Review Only - Not for Redistribution
 4 PROCESS PARAGRAPHS BUSINESS: GETTING AHEAD

Self-Editing: Review Your Work Completed

1 Check your paragraph one last time. Are all of the steps in the correct
order?
2 Make sure your paragraph includes transitions for sequential ordering.

3 Check the details after the steps. Do they add support?

4 Include at least one reminder or warning.

5 Add a title.

6 Underline the Academic Vocabulary words and phrases you used.

Make sure you used at least one academic phrase.
7 Circle all the imperative forms and make sure you avoided any mistakes.

8 Review any feedback and think about mistakes that you typically make,
such as using the wrong imperative form, or not using Do not correctly.
Make a list of your common mistakes here.

Look for these mistakes in your writing and correct them.

240
Copyright Material - Review Only - Not for Redistribution
5 DEFINITION PARAGRAPHS EDUCATION: THE VALUE OF EDUCATION

Self-Editing: Review Your Work Completed

1 Check your paragraph one last time. Does the topic sentence contain
a simple definition?
2 Make sure your paragraph includes supporting details that help explain
the definition.
3 Are all the details relevant? Is there any irrelevant information?

4 Circle all the coordinating conjunctions. Are they used correctly,

with correct punctuation?
5 Add a title.

6 Underline the Academic Vocabulary words and Academic Collocations you

used. Make sure you used at least two words and one collocation.
7 Underline all the subject relative clauses, and make sure you avoided any
mistakes.
8 Review any feedback and think about mistakes that you typically make,
such as using the wrong relative pronoun, or including a subject pronoun
after a relative pronoun. Make a list of your common mistakes here.

Look for these mistakes in your writing and correct them.

241
Copyright Material - Review Only - Not for Redistribution
 6 DESCRIPTIVE PARAGRAPHS CULTURAL STUDIES: CULTURAL LANDMARKS

Self-Editing: Review Your Work Completed

1 Check your paragraph one last time. Do you have a topic sentence with a
controlling idea?
2 Did you choose one type of spatial organization (such as clockwise or most
important part first)?
3 Do you have at least two supporting sentences?

4 Does each supporting sentence have at least one detail?

5 Do you have correct use of there is / there are?

6 Does your paragraph have adjectives and adverbs to make your description
richer?
7 Underline the Academic Vocabulary words and phrases you used.
Make sure you used at least two words and one phrase.
8 Add a title.

9 Review any feedback and think about mistakes that you typically make,
such as using there is / there are incorrectly or not including details.
Make a list of your common mistakes here.

Look for these mistakes in your writing and correct them.

242
Copyright Material - Review Only - Not for Redistribution
7 OPINION PARAGRAPHS GENERAL STUDIES: CULTURAL STUDIES

Self-Editing: Review Your Work Completed

1 Check your paragraph one last time. Did you include a topic sentence,
three reasons, specific facts, examples, and experiences, and a concluding
sentence?
2 Organize your ideas by using key words and phrases to introduce facts and
opinions and reasons.
3 Use capital letters and punctuation correctly.

4 Add a title.

5 Underline the Academic Vocabulary words and Academic Collocations you

used. Make sure you used at least two words and one superlative.
6 Review any feedback and think about mistakes that you typically make,
such as using the wrong verb tense or form of the verb, using commas
instead of periods, missing “a/an” and “the.” Make a list of your common
mistakes here.

Look for these mistakes in your writing and correct them.

243
Copyright Material - Review Only - Not for Redistribution
 8 INTRODUCTION TO ESSAYS HUMAN RESOURCES: CAREER PATHS

Self-Editing: Review Your Work Completed

1 Check your essay one last time. Do you have a thesis statement with three
aspects in the controlling idea?
2 Does the thesis statement have parallel structure?

3 Does each body paragraph have a topic sentence that comes from the
thesis statement?
4 Are the three topic sentences in the same order as the three aspects of the
thesis statement?
5 Do you have at least two supporting sentences in each body paragraph?

6 Does each supporting sentence have at least one detail?

7 Is your sentence structure correct (no run-ons or comma splices)?

8 Is the concluding statement in the same order as the thesis statement?

9 Does the concluding statement have different words from the thesis
statement?
10 Underline the Academic Vocabulary words and phrases you used.
Make sure you used at least two words and one phrase.
11 Add a title.

12 Review any feedback and think about mistakes that you typically make,
such as with run-ons or comma splices. Make a list of your common
mistakes here.

Look for these mistakes in your writing and correct them.

244
Copyright Material - Review Only - Not for Redistribution
SOURCES
The following sources were consulted during the development of Final Draft Student’s Book 1.

Unit 1
Duggan, Maeve, and Lee Rainie. “Cell Phone Activities 2012.” Pew Research Center. Pew Research Center,
25 Nov. 2012. Web. 18 May 2015.

Quan, Kristene. “Nepal Says Historic Everest Video Call Was Illegal.” Time. Time, 22 May 2013. Web. 18
May 2015.

Unit 2
Brown, Joel. “Why It Is Important to Fail.” Success Advice. Addicted2Success. Addicted2Success, n.d. Web.
18 May 2015.

“Felix Baumgartner and Team Celebrate Supersonic Freefall Anniversary.” Space.com. Purch, n.d. Web.
Video. 18 May 2015.

“Felix Baumgartner Pilot Biography.” Red Bull Stratos. Red Bull Air Race, n.d. Web. 18 May 2015.

“50 Famously Successful People Who Failed at First.” OnlineCollege.org. Online Colleges, 16 Feb. 2010.
Web. 18 May 2015.

“Innovative Minds Unite to Overcome Engineering Challenges in One of the Most Hostile Environments
Known to Man.” Red Bull Stratos. Red Bull Air Race, n.d. Web. 18 May 2015.

Red Bull. “Felix Baumgartner’s Supersonic Freefall from 128k’—Mission Highlights.” YouTube. YouTube,
14 Oct. 2012. Web. Video. 18 May 2015.

“Robert Pershing Wadlow.” Alton Museum of History and Art. Alton Web, n.d. Web. 18 May 2015.

“Robert Wadlow—8 Feet 11.1 Inches (272 cm).” TheTallestMan.com. TheTallestMan.com, n.d. Web. 18
May 2015.

Scott, Nate. “Felix Baumgartner Jumped from the Stratosphere and Would Like to Talk about Anything
Else.” USA Today. Gannett/USA Today Sports Digital, 4 Apr. 2014. Web. 18 May 2015.

“Tallest Man Ever.” Guinness World Records. Guinness World Records, n.d. Web. 18 May 2015.

Tierney, John. “24 Miles, 4 Minutes and 834 M.P.H., All in One Jump.” New York Times. New York Times,
14 Oct. 2012. Web.

Unit 3
Ryan, Megan. “Reaction to the Salk Polio Vaccine Clinical Trials.” The Albert B. Sabin Digitization Project.
University of Cincinnati Libraries’ Blog (LiBlog), 14 Mar. 2012. Web. 18 May 2015.

“Salk Produces Polio Vaccine 1952.” People and Discoveries. PBS. WGBH, n.d. Web. 18 May 2015.

“Sleep.” Common College Heath Issues. Health Promotion. Brown University, n.d. Web. 18 May 2015.

245
Copyright Material - Review Only - Not for Redistribution
 Unit 4
Stampler, Laura. “The Incredible Story of Karen Kaplan’s Meteoric Rise from Receptionist to CEO.”
Business Insider. Business Insider, 29 May 2013. Web. 18 May 2015.

Ward, Alexandra. “Receptionist to CEO: Karen Kaplan Did It at Ad Agency Hill Holliday.” Newsmax.
Newsmax Media, 30 May 2013. Web. 18 May 2015.

Unit 5
Adams, Susan. “It Still Pays to Get a College Degree.” Forbes. Forbes. 10 Jan. 2013. Web. 18 May 2015.

“The Benefits of Earning a College Degree.” College Atlas. CollegeAtlas.org, n.d. Web. 18 May 2015.

Di Maria, David L. “Plagiarism from a Cross-Cultural Perspective.” Al Jamiat. Al Jamiat Magazine, 4 June
2009. Web. 18 May 2015.

Huffington, Arianna. “Redefining Success: The Third Metric.” Graduation Wisdom. Graduation Wisdom,
May 2013. Web. 18 May. 2015.

McGuire, Jeff. “The Benefits of Having a College Education.” Articles and Advice. CollegeView. Hobsons,
n.d. Web. 18 May 2015.

Wann, Lizzie. “Why Your College Degree Has More Value Than You Think.” Brazen Life. Huffington Post.
Huffington Post, 2 June 2013. Web. 18 May 2015.

Unit 6
Alexander, Caroline. “If the Stones Could Speak: Searching for the Meaning of Stonehenge.” National
Geographic. National Geographic Society, June 2008. Web. 18 May 2015.

Bennett, Karen. “The Geopolitics of Academic Plagiarism.” Academia.edu. Academia, n.d. Web. 18 May
2015.

“Cultural Perspective on Plagiarism.” WSU Libraries. Washington State University, n.d. Web. 18 May 2015.

Donohue, Christiane. “When Copying Is Not Copying: Plagiarism and French Composition Scholarship.”
Originality, Imitation, and Plagiarism: Teaching Writing in the Digital Age. Ed. Caroline Eisner and
Martha Vicinus. Ann Arbor: U of Michigan, 2008. 90–103. Print.

“Flag of Malaysia.” Wikipedia. Wikipedia, n.d. Web. 18 May 2015.

“Great Buddha of Kamakura.” Sacred Destinations. Sacred Destinations, n.d. Web. 18 May 2015.

“Great Pyramid of Giza.” Wikipedia. Wikipedia, n.d. Web. 18 May 2015.

“Leaning Tower of Pisa.” Wikipedia. Wikipedia, n.d. Web. 18 May 2015.

“Leaning Tower of Pisa Facts.” Engineering Facts. Science Kids. Science Kids, n.d. Web. 18 May 2015.

Mattingly-Arthur, Megan. “Leaning Tower of Pisa History.” eHow. Demand Media, n.d. Web. 18 May
2015.

Mitchell, Sam. “Morocco Souks and Markets.” Morocco Travel Guide—Journey Beyond Travel. Journey
Beyond Travel. n.d. Web. 18 May 2015.

“Mount Rushmore.” Wikipedia. Wikipedia, n.d. Web. 18 May 2015.

“Oval Office.” Wikipedia. Wikipedia, n.d. Web. 18 May 2015.

246
Copyright Material - Review Only - Not for Redistribution
Renoir, Pierre-Auguste. Luncheon of the Boating Party. 1880–1881. Phillips Collection. Phillips Collection,
n.d. Web. 18 May 2015.

“Saint Basil’s Cathedral.” Wikipedia. Wikipedia, n.d. Web. 18 May 2015.

“Saint Basil’s Cathedral in Moscow.” Famous Wonders. Famouswonders.com, n.d. Web. 18 May 2015.

“Souq.” Wikipedia. Wikipedia, n.d. Web. 18 May 2015.

“Statue of Liberty.” Wikipedia. Wikipedia, n.d. Web. 18 May 2015.

“St. Basil’s Cathedral.” Moscow.Info. Moscow.Info, n.d. Web. 18 May 2015.

Stemwedel, Janet D. “Cultural Differences of Opinion about Plagiarism.” Adventures in Ethics and
Science. ScienceBlogs. ScienceBlogs, 9 Oct. 2006. Web. 18 May 2015.

“Stonehenge.” Wikipedia. Wikipedia, n.d. Web. 18 May 2015.

“Taj Mahal.” Wikipedia. Wikipedia, n.d. Web. 18 May 2015.

Unit 7
Bennington, Emily. “Should College Be Free?” Huffington Post. Huffington Post, 25 May 2011. Web. 18
May 2015.

Castillo, Michelle. “China Law Brings Attention to Pros, Cons of Caring for Aging Parent.” CBS News.
CBS Interactive, 1 July 2013. Web. 18 May 2015.

Ellis, Blake. “Average Student Loan Debt: $29,400.” CNN Money. Cable News Network, 5 Dec. 2013. Web.
18 May 2015.

Foote, Carolyn. “More Than a Test Score.” Huffington Post. Huffington Post, 14 Oct. 2010. Web. 18 May
2015.

Hatton, Celia. “New China Law Says Children ‘Must Visit Parents.’” BBC News. BBC, 1 July 2013. Web. 18
May 2015.

Martinez-Carter, Karina. “How the Elderly Are Treated around the World.” The Week. The Week, 23 July
2013. Web. 18 May 2015.

Singh, Sukhdeep S. “Why College Education Should Be Free for Everyone.” EzineArticles.com. SparkNET
15 Apr. 2011. Web. 18 May 2015.

Unit 8
Boer, Pat. “Work Values Checklist.” Monster.com. Monster, n.d. Web. 18 May 2015.

“Do You Know the Basics?” Work. Manifest Your Potential. C. A. Dowler, n.d. Web. 18 May 2015.

247
Copyright Material - Review Only - Not for Redistribution
 INDEX
Words that are part of the Academic Word List are noted with an A in this index.

A process diagram, 102–103, 125–126

achievement A , 46, 48, 61, 140, 215, 221–222, 228 T-charts, 70

adding details timeline, 98

as a writing skill, 120 brief definition, 139–140

to a descriptive paragraph, 169

C
with adjectives and adverbs, 172–173
capitalization and punctuation, 32–33
adult A , 15, 18–20, 24, 184, 186, 188, 190, 192, 198, 201,
205, 216–218, 225, 227 category, 140–141

advantage, 132–134, 136–138, 149, 151 century, 158, 161, 165, 172–173

take advantage of, 133–134 characteristic, 44–46, 48, 53–57, 59, 61, 64, 70, 104, 142,
156, 172, 228
a good example (of), 159, 165
chronological order, 82–83, 85–86, 98, 114, 119
analyze A , 7, 20, 46, 48, 50, 80, 108, 136, 162, 188, 191,
215–216 cluster diagrams, 14–15, 39–40, 44–45, 130–131, 152–153,
156–157, 210–211, 232–233
another example (is), 159, 165
common knowledge, 96–97
appreciate A , 184, 188, 199
common verb + preposition combinations, 66–67
area A , 32, 50, 115, 120, 130, 134, 149, 152, 158,
161–163, 165–166, 168, 174–175, 178 complex sentences, 89–91

aspect, 8, 220–221, 223, 225, 228 concept wheel, 182–183, 205–206

attitude A , 57, 76–77, 80, 82, 88, 98, 111, 117, 210, 216, concluding paragraph, 219, 225–226, 235
226 concluding sentence, 52–53, 57, 59–60, 87–88, 117–118,
change…attitude, 77, 80, 82, 88, 98 139, 164, 171, 177, 191, 197, 219, 223

positive attitude, 77, 82 connection, 132–134, 136, 138, 160

a type of, 136, 138, 143, 148, 213, 215, 224 close connection, 133, 136, 138

avoiding run-on sentences and comma splices, 227–228 contact A , 16–17, 19–21, 27

avoiding sentence fragments, 91–92 controlling ideas, 53–54, 61, 111–113, 117, 164, 171, 219,
222, 224–225

B cost, 29, 158, 161, 204

background, 46, 48, 151, 174, 219–220 cultural A , 158, 161–166, 169, 175

background information, 219–220 creating a “Works Cited” page, 230–231

beginning, 82–83, 98
D
beneficial A , 132–134, 136, 139, 143, 149
decide, 17, 26, 60, 74, 76, 80, 90, 95, 98, 116–117, 133, 139,
extremely beneficial, 133–134, 136, 149 142, 149, 158, 166, 171, 196, 212, 214, 216–217, 235
body paragraphs, 219–220, 223–224, 227 definition paragraphs, 129–154
brain, 76, 79, 86, 91, 132 cluster diagrams, 130–131, 152–153
brainstorming, graphic organizers: grammar, 147–149
cluster diagrams, 14–15, 39–40, 44–45, 130–131, plagiarism, 150–151
152–153, 156–157, 210–211, 232–233
self-editing review, 241
concept wheel, 182–183, 205–206
vocabulary and collocations, 132–133
freewrite, 74–75, 178
writing skills, 146

248
Copyright Material - Review Only - Not for Redistribution
descriptive paragraphs, 155–180 explain, 14, 19, 25, 27, 29, 49, 55, 85, 102, 108, 110–112,
120, 122, 125, 132, 134–135, 137, 139–140, 144, 146,
cluster diagrams, 156–157
151, 156–157, 162, 175–178, 203–204, 210–211
freewrite, 178
explaining words and ideas, 139
grammar, 174–175
explanation, 23, 27–29, 56, 86, 114, 117, 120, 139,
plagiarism, 176–177 142–143, 145, 191

self-editing review, 242

F
vocabulary and phrases, 158–159
facts, 34, 96, 174, 191–192, 195–196, 219–220, 233
writing skills, 172–173
final comment, 139, 225
design A , 136, 138, 140, 158, 160, 178
finding sources, 123–124
details, 27, 44, 50, 52, 55–56, 58, 65, 70, 86–87, 111, 116,
118, 120, 139, 142–143, 164, 166–167, 169–172, 174, formal vs. informal language, 198
191, 195–196, 219, 223–224, 233
freewrite, 74–75, 178
developing ideas, 13–42
cluster diagrams, 14–15, 39–40 G
grammar, 34–36 goal A , 46, 48, 51, 54, 57, 59, 67, 76, 82, 86, 101, 181,
204, 209, 212, 225
plagiarism, 37–38
grammar
self-editing review, 237
common verb + preposition combinations, 66–67
vocabulary and collocations, 16–17
imperatives, 121–122
writing skills, 30–33
parallel structure, 228–229
dictionary definition, 140–141
pronouns, 93–95
discover, 212, 214, 217, 227–228
simple present, 34–36
E subject relative clauses, 147–149
education, 46, 106–107, 129–136, 143, 146, 148–149, 151, superlatives, 201–202
182, 202, 204–205, 224, 228
there is and there are, 174–175
higher education, 130, 133–134, 136, 146
graphic organizers
effort, 46, 48, 54, 134
cluster diagrams, 14–15, 39–40, 44–45, 130–131,
ending, 87 152–153, 156–157, 210–211, 232–233
energy, 76–79, 82, 86, 89–90 concept wheel, 182–183, 205–206
high energy, 77 freewrite, 74–75, 178
essential, 16–20, 22–25, 28, 76, 79, 91, 222, 227 process diagram, 102–103, 125–126
essential tools, 17–19, 23 T-charts, 70
examples, 23–25, 29, 56, 86, 114, 117, 120, 139, 142–143, timeline, 98
145, 191, 195–196, 223
exchange, 16–17, 19, 29–30, 34, 118, 144 H
exchange messages, 17, 19 healthy, 44, 70, 73–74, 76, 78, 80–81, 84, 92, 98, 186,
194–195, 201–202
expect, 61, 132–134, 136, 188, 220
honest, 108, 110, 121, 140, 212, 216
experience, 23, 46, 64, 78, 81, 84, 87–88, 92, 106, 108,
132–134, 136, 138, 149, 164–166, 191, 216–218, hook, 219–220, 225, 235
220–221, 233
gain experience, 133–134, 136

249
Copyright Material - Review Only - Not for Redistribution
 I N
identifier, 140–141 narrative paragraphs, 73–100
illegal A , 33, 184, 186–187, 198, 200 freewrite, 74–75
imperatives, 121–122 grammar, 93–95
improvement, 76–77, 79–80, 82, 90, 186 plagiarism, 96–97
significant improvement, 77, 79–80, 82, 90 self-editing review, 239
in addition to, 159, 173 timeline, 98
individual A , 22, 27, 184, 186 vocabulary and collocations, 76–77
influence, 65, 84, 155, 184–185, 200, 210, 212, 215 writing skills, 89–92
directly influence, 185
inform, 16, 18, 20, 74, 82, 200
O
objective A , 181, 212, 215–216, 218, 220, 225
in general, 79, 164, 213–216, 220, 224
obvious A , 104, 107, 134, 168
in order to, 25, 67, 105–106, 191
one of the most important, 47, 60, 80, 82, 88, 151
in particular, 213, 217, 224
opinion, 26, 37, 65, 74, 84, 96, 111, 117, 121, 123, 132, 146,
introduction, 225–226
182–195, 197–198, 201–202, 221–222
introduction to essays, 209–236
express…opinion, 111, 185–186, 191
cluster diagrams, 210–211, 232–233
opinion paragraphs, 181–208
grammar, 228–229
concept wheel, 182–183, 205–206
plagiarism, 230–231
grammar, 201–202
self-editing review, 244
plagiarism, 203–204
vocabulary and phrases, 212–213
self-editing review, 243
writing skills, 227–228
vocabulary and collocations, 184–185
introduction to paragraphs, 43–72
writing skills, 198–200
cluster diagrams, 44–45
opportunity, 104, 106, 110, 133–134, 215, 217–218,
grammar, 66–67 225, 229
plagiarism, 68–69 option A , 16–17, 19–20, 134, 148–149
self-editing review, 238 best option, 17, 20
T-charts, 70
vocabulary and phrases, 46–47
P
writing skills, 61–65 paragraph unity, 146

introductory paragraph, 218–220, 225, 234–235 parallel structure, 228–229

it is important to, 47, 84, 120, 165, 168, 178, 191, 198, 220, part of the problem, 47
222, 225–226 perform, 48, 212, 216
plagiarism
K
common knowledge, 96–97
key, 20, 50, 80, 104, 106–108, 110, 123–124, 134, 136, 162,
creating a Works Cited page, 230–231
188, 216, 219
finding sources, 123–124
M quoting others, 150–151
main idea, 44, 49, 52–53, 64, 79, 146, 150, 191, 225 sharing ideas, 176–177
meeting, 104, 106, 117–118, 184 strategies to avoid plagiarism, 68–69
middle, 82–83, 85–86, 98

250
Copyright Material - Review Only - Not for Redistribution
 using quotations, 203–204 S
ways to avoid plagiarism, 37–38 second sentence, 27, 83, 191, 227
point of view, 191–192, 200, 219–220 security A , 212–214, 216
positive A , 54, 76–77, 82, 104, 107, 134, 226 self-editing review, 237–244
positive attitude, 77, 82 sharing ideas, 176–177
power, 170, 212, 214 simple and compound sentences, 30–31
preference, 184–185, 187 simple present, 34–36, 122
personal preference, 185, 187 social, 14, 20, 22, 26–29, 33, 38–39, 104, 106–107, 116, 214
strong preference, 184–185 spatial order, 168–169, 171
prepositional phrases, 30, 166–168, 174 strategies to avoid plagiarism, 68–69
prepositions of place, 166–168 student models, 20, 50, 80, 108, 136, 162, 188, 216
priority A , 46, 48, 50, 160, 186 subject relative clauses, 147–149
process diagram, 102–103, 125–126 successful, 44–64, 66–67, 70, 104, 106, 132, 139, 199, 201,
process paragraphs, 101–128 209, 222

grammar, 121–122 superlatives, 201–202

plagiarism, 123–124 supporting sentences, 52–53, 55–59, 71, 100, 114, 128,
139, 142–146, 154, 164, 166, 169–171, 179, 191,
process diagram, 102–103, 125–126 195–197, 208, 219, 223–224, 228, 235
self-editing review, 240 symbol A , 158–166, 168, 170, 172–175, 178
vocabulary and phrases, 104–105
writing skills, 119–120 T
produce, 30, 76, 79, 191 T-charts, 70

pronouns, 32, 93–95, 121, 140, 147, 149 technology A , 13–17, 19–20, 22–24, 27–28, 30–33,
35–36, 38–41, 228

Q use technology, 14–15, 17, 19–20, 22–23, 30, 33, 36, 39, 41

quality, 63, 76–77, 79–81, 134, 151, 196, 200 the first step, 105, 108, 114, 119

quality of life, 77, 79–81, 151 the process of, 105, 107–108, 112, 191

quoting others, 150–151 there is and there are, 174–175

thesis statement, 219–226, 228
R timeline, 82–83, 98
ranking, 55 titles, 64–65
reasons, 23, 25–26, 29, 56, 86, 117, 120, 191, 193–195, 223 topic, 53–54, 61, 111, 140, 191, 219–220
relax A , 76, 80–81, 86, 172–173 topic sentence, 52–55, 57–63, 65, 83–85, 87–88, 111–113,
117–118, 139–142, 144–146, 164–166, 191–193,
religious, 158, 160, 162–164, 166, 169, 172, 175, 215
195–197, 219, 221–224
represent, 113, 158–160, 162–163, 165, 167, 173–174
transitions of sequential order, 119
responsible, 104, 106, 108, 198, 226
transition words and phrases, 114, 223
result, 46, 58, 65, 69, 133, 139, 164, 185, 212, 214, 217
trend A , 16–17, 19, 33, 84, 91
reward, 132–134, 214–215
general trend, 17, 19
right, 83, 88, 94, 120, 134, 138, 140, 149, 184–187, 198,
214, 226, 231
legal right, 185, 187
role A , 102, 104, 107–108, 110, 125

251
Copyright Material - Review Only - Not for Redistribution
 U
use, 14–20, 22–25, 27, 29–37, 39–42, 44, 46–48, 50–51,
54–55, 59–60, 62–63, 65, 67–68, 70–72, 74–78, 81–82,
84–89, 93–94, 96, 98, 100, 102, 104–105, 109–111, 116,
119–123, 125–126, 128, 130–133, 135–136, 138–147,
149–150, 152, 154, 156, 158–160, 163–164, 166, 169,
171–177, 179–180, 182, 184–188, 190, 192–193, 195,
198–206, 208, 210, 212–213, 215–218, 221–228, 230,
233, 235–236
use technology, 14–15, 17, 20, 22–23, 30, 33, 36, 39–41
using quotations, 203–204

W
ways to avoid plagiarism, 37–38
word forms, 199–200
writing good topic sentences, 61–63, 192
writing skills
adding details, 120
adding details with adjectives and adverbs, 172–173
avoiding run-on sentences and comma splices, 227–228
avoiding sentence fragments, 91–92
capitalization and punctuation, 32–33
complex sentences, 89–91
formal vs. informal language, 198
paragraph unity, 146
simple and compound sentences, 30–31
titles, 64–65
transitions of sequential order, 119
word forms, 199–200
writing good topic sentences, 61–63

252
Copyright Material - Review Only - Not for Redistribution
ART CREDITS
The authors and publishers acknowledge the following sources of copyright material and are grateful for the
permissions granted. While every effort has been made, it has not always been possible to identify the sources of all
the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to
include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable.

The publishers are grateful to the following for permission to reproduce copyright photographs and material:

T = Top, B = Below, L = Left, R = Right, C = Centre, B/G = Background

p. 3: Alex Belomlinsky/Getty (1), Andy Whale/Getty (2), Brian A Jackson/Shutterstock (3), Matthias Breiter/
Getty (4), BsWei/Getty (5), Neil Webb/Getty (6), Diogo Salles/Getty (7), lvcandy/Getty (8), p. 6: Keystone-France/
Gamma-Keystone/Getty, p. 7: sculpies/Shutterstock (TL), Fulcanelli/Shutterstock (TC), alfredolon/Shutterstock
(TR), emran/Shutterstock (BL), p. 8: Nerthuz/Shutterstock, p. 9: Keystone-France/Gamma-Keystone/Getty,
p. 13: Alex Belomlinsky/Getty, p. 18: Lighthunter/Shutterstock, p. 21: Justin Lewis/Getty, p. 24: Amble Design/
Shutterstock, p. 28: andresr/Getty, p. 35: Cliff Hide News/Alamy, p. 36: saaton/Shutterstock, p. 37: Amble Design/
Shutterstock, p. 43: Andy Whale/Getty, p. 47: Keystone-France/Gamma-Keystone/Getty, p. 49: EDB Image Archive/
Alamy, p. 50: wavebreakmedia/Shutterstock, p. 56: svetikd/Getty, p. 60: lapon pinta/Shutterstock, p. 63: Bettmann/
Corbis, p. 65: AE Pictures Inc./Getty, p. 68: lukas_zb/Shutterstock, p. 73: Brian A Jackson/Shutterstock, p. 77:
Shahril KHMD/Shutterstock, p. 78: baranq/Shutterstock, p. 80: stockcreations/Shutterstock, p. 83: AlexSutula/
Shutterstock, p. 85: Alan Dawson Photography/Alamy, p. 90: bhofack2/Getty, p. 92: Everett Collection Historical/
Alamy, p. 95: Ron Fehling/Masterfile/Corbis, p. 96: Tetra Images/Alamy, p. 101: Matthias Breiter/Getty, p. 105:
Randy Faris/Corbis, p. 106: Karen Kaplan/Hill Holliday, p. 109: Zero Creatives/Getty, p. 116: imageBROKER/
Alamy, p. 122: Vstock/Alamy, p. 123: sunabesyou/Shutterstock, p. 129: BsWei/Getty, p. 135: Dan Dalton/Getty,
p. 137: Juice Images/Alamy, p. 145: Ammentorp Photography/Shutterstock, p. 149: Nerthuz/Shutterstock, p. 150:
Piotr Marcinski/Shutterstock, p. 155: Neil Webb/Getty, p. 159: Mark Schwettmann/Shutterstock, p. 160: sculpies/
Shutterstock (L), p. 160: Fulcanelli/Shutterstock (R), p. 161: alfredolon/Shutterstock, p. 162: emran/Shutterstock,
p. 167: Leks052/Shutterstock, p. 170: Joseph Sohm/Shutterstock, p. 172: Pornsak Paewlumfaek/Shutterstock, p. 176:
naka-stockphoto/Shutterstock, p. 181: Diogo Salles/Getty, p. 186: Inmagineasia/Getty, p. 189: Sergey Novikov/
Shutterstock, p. 194: ZUMA Press, Inc/Alamy, p. 198: wragg/Getty, p. 200: OJO_Images/Getty, p. 202: Pgiam/Getty,
p. 203: PathDoc/Shutterstock, p. 209: lvcandy/Getty, p. 213: Steve Debenport/Getty, p. 214: Geber86/Getty, p. 217:
Semmick Photo/Shutterstock, p. 230: Daniel M Ernst/Shutterstock

Author images courtesy of Cambridge University Press p. 10: Jeanne Lambert (T), David Bohlke (TC),
Robyn Brinks (BC), Pamela Hartmann (B)

Cover image: danielsbfoto/Getty

CORPUS
Development of this publication has made use of the Cambridge English Corpus (CEC). The CEC is a multi-billion
word computer database of contemporary spoken and written English. It includes British English, American
English and other varieties of English. It also includes the Cambridge Learner Corpus, developed in collaboration
with the University of Cambridge ESOL Examinations. Cambridge University Press has built up the CEC to
provide evidence about language use that helps to produce better language teaching materials.

253
Copyright Material - Review Only - Not for Redistribution
 NOTES

254
Copyright Material - Review Only - Not for Redistribution
NOTES

255
Copyright Material - Review Only - Not for Redistribution
 NOTES

256
Copyright Material - Review Only - Not for Redistribution