BASIC ACADEMIC WRITING Lesson 1
COURSE OBJECTIVES
At the end of the course, students are able to:
write effective sentences using a variety of sentence types, correct grammatical structures
and word choice;
avoid common sentence problems;
expand sentences using various techniques;
brainstorm ideas for diverse topics and make an outline before writing a paragraph;
write a cause-effect and opinion paragraph with appropriate organisation, unity,
coherence and cohesion;
use appropriate conventions of spelling, punctuation and formality when writing a
paragraph.
COURSE ASSESSMENT
Diagnostic test: Students will write a paragraph in the first lesson.
Progress check: Students will write in class 3, 7, and 9.
Final test : Students will produce 1 paragraph in lesson.
Students will also write reflection journals on regular basis to identify the areas of
improvement and how to overcome the challenges in writing.
WRITING RULES 1
Number 1. Read. There is no way to write a good piece of writing without input.
Number 2. Make an outline. At the beginning stage of becoming a good writer, you
must prepare an outline before starting to write a full paragraph.
WRITING RULES 2
Number 3. Peer review. Peers can detect slips in your writing such as spelling,
punctuation and grammar errors. They can also suggest better word choice or more
effective sentence structures.
WRITING RULES 3
Number 4. Write and rewrite. Apart from teacher’s writing assignments, you are
encouraged to practise writing regularly at home. Pick a random topic and write
freely, rewrite until you find the product satisfactory enough. When teacher asks you
to rewrite the second draft, you must consider the strengths and weaknesses of the
first one to make further improvements in the revised paragraph.
Number 5. Reflect. Do not throw the writing paper away after reading teacher’s
feedback. Considering the comments carefully and write down what you have done
well and what you need improving. Then you can set your own aims for self-study or
improvement in the next piece of writing.
COURSE SCHEDULE
Lesson Writing skills
Writing process (prewriting: analyze the questions, brainstorm, make an outline, drafting, editing, publishing)
1 Common writing problems and how to fix (part 1): spelling and misused words, punctuation and capitalization
Diagnostic test: Write a paragraph.
Sentence writing (part 1):
Sentence pyramid: how to use adjectives, adverbs and adverbial phrases to expand a sentence. (simple sentence,
2 not yet complex or compound sentences)
Infinitive vs. Gerund ; Articles zero / a / an / the
S-V agreement (U, UC nouns, collective nouns, special cases)
Sentence writing (part 2):
Sentence types: simple, complex, compound, compound-complex sentences
3 Participlal phrases, reduced relative clauses
Passive vs. Active voice ; Avoid expletive constructions
Writing assignment 1
Commmon writing problems and how to fix (part 2):
Fragments; Run-on sentences; Comma splice
4
S-V agreement (revisit)
Vague pronoun reference; Split infinitives
COURSE SCHEDULE
Lesson Writing skills
Write a paragraph: Brainstorm ideas and Make an outline
4
Practise brainstorming and making an outline
Write a paragraph: Paragraph structure
Topic sentence: how to write a good topic sentence?
5
Support sentences: how to develop supporting details?
Concluding sentences: how to write a concluding sentence
Write a paragraph: Cause-Effect paragraph
Cause-Effect paragraph structure
6 Logical analysis
Language
Writing assignment 2
7 Write a paragraph: Unity, Coherence, Cohesion
COURSE SCHEDULE
Lesson Writing skills
Write a paragraph: Opinion paragraph
Opinion paragraph structure
9 Logical analysis
Language
Writing assignment 3.
Word choice (part 1)
10
How to choose the words effectively: sensory experience, parts of speech, thesaurus, collocation
Word choice (part 2)
11 Common word choice problems and how to fix: awkward/vague/unclear word choice, wordiness, cliché
Final test
Return final test
12
Revisit important lessons
WRITING PROCESS
Writing is a process that involves at least four distinct steps:
prewriting, drafting, revising, and editing. It is known as a recursive
process. While you are revising, you might have to return to the
prewriting step to develop and expand your ideas.
https://cmsw.mit.edu/writing-and-communication-center/resources/writers/writing-process/
PREWRITING
1. Prewriting is anything you do before you write a draft of your
document. It includes thinking, taking notes, talking to others,
brainstorming, outlining, and gathering information.
2. Although prewriting is the first activity you engage in,
generating ideas is an activity that occurs throughout the writing
process.
DRAFTING
1. Drafting occurs when you put your ideas into sentences and
paragraphs. Here you concentrate upon explaining and supporting your
ideas fully. Here you also begin to connect your ideas. Regardless of how
much thinking and planning you do, the process of putting your ideas in
words changes them.
2. This draft tends to be writer-centered: it is you telling yourself what
you know and think about the topic.
REVISING
1. Revision is the key to effective documents. The document becomes
reader-centered. How much support will each idea need to convince
your readers? Which terms should be defined for these particular
readers? Is your organization effective? Do readers need to know X
before they can understand Y?
2. At this stage you also refine your prose, making each sentence as
concise and accurate as possible. Make connections between ideas
explicit and clear.
EDITING
1. Check for such things as grammar, mechanics, and
spelling.
2. Don’t edit your writing until the other steps in the
writing process are complete.
WRITING PROCESS
WRITING CONVENTIONS: SPELLING
Use a (good) dictionary.
Though memory aids are useful for memorizing difficult-to-spell words, good spellers never rely solely on
memory: they depend on a reliable, up-to-date dictionary. There are many kinds of dictionaries available,
both in print and online.
Be consistent about using British or American spellings in your writing.
BrE: colour, honour, theorise, hypothesise
AmE: color, honor, theorize, hypothesize
Spelling tip: When adding suffixes to words ending in –our, it is customary to drop
the u: humorous not humourous; honorary not honourary.
WRITING CONVENTIONS: SPELLING
Always check certain “troublesome” suffixes in your dictionary.
-able or -ible (-ably/-ibly; -ability/-
ibility) responsible / dependable; responsibly / dependably; responsibility / dependability
-ent or -ant apparent / blatant
-ence or -ance occurrence / importance
-tial or -cial influential / beneficial
Create your own “difficult-to-spell” lists.
If you notice that you routinely misspell certain words, consider learning from your mistakes by creating your own
personal “difficult words” list. Keeping this list close at hand as you write will save you time and probably eliminate
many of your common spelling errors.
WRITING CONVENTIONS: SPELLING
Learn the standard pronunciations for frequently misspelled words.
The word mischievous, for example, is often misspelled because of the common pronunciation “miss
CHEEVY us.” Learning the standard pronunciation “MISS chiv us” will aid you in properly spelling the
word.
Watch out for homophones, near-homophones, and other easily confusable
words.
Many English words have identical or similar pronunciations but different spellings. Using the wrong word
of a homophone pair is one of the most common spelling pitfalls for all writers. (too, two, to)
Become familiar with English spelling rules
COMMONLY MISSPELLED WORDS
argument desirable fascinate immediately miniature
cigarette dilemma financially influential missile
committee disappoint fundamentally island Muscle
commitment dissatisfied guarantee laboratory government
competent efficiency harass legitimate Evironment
consistent exaggerate hesitancy likelihood accommodate
continuous exhaust hindrance maintenance acceptable
counselor expense ignorance manageable colleague
criticise explanation imaginary mathematics college
COMMONLY MISUSED WORDS
amount / number lie / lay
assure / ensure / insure bring / take
blonde / blond comprise / compose
beside / besides farther / further
between you and I fewer / less
affect / effect
WRITING CONVENTIONS: PUNCTUATION
Commas
Periods
Hyphen – Dash
Colons
Semi-colons
PUNCTUATION: PERIODS
1. To show that a sentence has ended
2. To show that an abbreviation has ended
Example: We are shopping on State St. today.
3. As a decimal point
Example: The shoes cost $42.99.
PUNCTUATION: COMMAS
1. Use comas to separate items in a list of three or more
(noun, verb, adjective phrase)
Usage of a comma to separate the second-to-last from
the last item is optional.
Example:
I need to buy eggs milk lettuce and bread.
I need to buy eggs, milk, lettuce, and bread.
PUNCTUATION: COMMAS
2. Use a comma to separate independent clause (complete thoughts) when they are
joined by the following conjunctions:
and or so for nor but yet
Note: The comma should come before the conjunction.
Example:
I want to buy the new jacket, but it is too expensive.
PUNCTIATION: COMMAS
3. Use a comma to separate a dependent clause (incomplete thought) rom an
independent clause (complete thought).
Example:
When I get older, I will be able to drive.
If you are good, I will buy you a toy.
Without water, the plant will die.
PUNCTUATION: COMMAS
4. Use a comma to separate any word or phrase from the rest of the sentence that is
not essential to the sentence’s meaning. This phrase usually provides extra information
about the subject.
Example:
My brother, a 26 year old male, is watching TV.
Amy Rivers, my best friend, is going to the mall today.
I am ready for my dad, a hard working man, to come home.
My mother, on the other hand, does not like chocolate.
PUNCTUATION: COMMAS
5. Use a comma to separate a quotation from the rest of sentence
Example: “We need to buy more sugar,” she said, “before it runs out!”
6. Use a comma to separate an introductory element from the rest of a sentence
Example: Hi, how are you?
PUNCTUATION: COMMAS
7. Use a comma to separate the name of a city from a country or state.
Example: I live in Chapel Hill, North Carolina.
8. Use a comma to separate the day of the week, the day of the month, and the
year.
Example: Today is Thursday, April 18, 1943.
PUNCTUATION: HYPHEN - DASH
Hyphen: Our products are built with high-grade steel.
Dash : I prefer chocolate milk – it’s tastier than plain milk. But I really like strawberry milk – although
the pink color bothers me – because the taste seems richer.
How to Avoid:
Use a hyphen (a small line) to combine two words to create a single idea. It’s most frequently used to
combine two words into an adjective.
Use a dash (a longer line with spaces before and after) to indicate that you’re moving onto a separate
idea or train of thought.
PUNCTUATION: COLONS
1. Before a list that is introduced by a complete sentence.
E.g. The reporter interviewed the following people: the department
heads, the members of the faculty council, and a representative group
of students.
2. To introduce the effect, or logical consequence of an action.
E.g. There was only one way he could win: he had to cheat.
3. Before a quotation.
E.g. This is what Plato had to say about mathematicians: “I have hardly
ever known a mathematician who was capable of reasoning.”
PUNCTUATION: COLONS
4. After the salutation in a business letter or memo.
E.g. Dear Senator Harkin:
5. To separate chapter and verse in scripture.
E.g. The Sunday school class studied James 4:10 .
6. To separates hours from minutes.
E.g. Our soccer game starts at 7:30.
7. To show ratios.
E.g. Pour in the milk and water at a 3:1 ratio.
PUNCTUATION: SEMICOLONS
1. To combine two closely related complete sentences (independent
clauses) which are not joined by a conjunction.
E.g. The man was wet; he was standing in the rain without an
umbrella.
2. To separate complete sentences (independent clauses) that are
joined by a conjunctive adverb.
in addition, thus, nevertheless, therefore, still, however, indeed,
furthermore, then
E.g. Jane likes fruit; however, she does not like apples.
PUNCTUATION: SEMICOLONS
3. To separate items in a list when commas alone would be confusing.
E.g. The school specializes in three fields of study: economics, the study of the
economy; philosophy, the study of thought; and anthropology, the study of mankind.
PUNCTUATION: PARENTHESES
PUNCTUATION: PARENTHESES
1. Use parentheses to enclose information that clarifies
E.g. He finally answered (after taking five minutes to think) that he did not understand
the question.
If material in parentheses ends a sentence, the period goes after the parentheses.
E.g. He gave me a nice bonus ($500).
Commas could have been used in the first example; a colon could have been used in
the second example. The use of parentheses indicates that the writer considered the
information less important—almost an afterthought.
PUNCTUATION: PARENTHESES
2. Periods go inside parentheses only if an entire sentence is inside the parentheses.
E.g. Please read the analysis. (You'll be amazed.)
This is a rule with a lot of wiggle room. An entire sentence in parentheses is often
acceptable without an enclosed period:
E.g. Please read the analysis (you'll be amazed).
PUNCTUATION: PARENTHESES
3. Take care to punctuate correctly when punctuation is required both inside and
outside parentheses.
E.g. You are late (aren't you?).
Note the question mark within the parentheses. The period after the parentheses is
necessary to bring the entire sentence to a close.
4. Parentheses, despite appearances, are not part of the subject.
E.g. Joe (and his trusty mutt) was always welcome.
If this seems awkward, try rewriting the sentence:
E.g. Joe (accompanied by his trusty mutt) was always welcome.
PUNCTUATION: SEMI COLONS
5. Commas are more likely to follow parentheses than precede them.
Correct: When he got home (it was already dark outside), he fixed dinner.
CAPITALISATION
1. Capitalize the first letter of important words in a title of a book, magazine, story, or
essay.
J.R.R. Tolkien wrote The Lord of the Rings Trilogy.
2. Capitalize historical events and documents.
The U.S. Constitution was written right after the Revolutionary War.
3. Capitalize acronyms. (An acronym is a word formed by the first or first few letters of
words in a long name of an organization.)
TOPS is the acronym for Take Off Pounds Sensibly.
4. Capitalize initialisms or acronyms.
USA refers to the United States of America.
