Gravoca 3A 본문 인쇄용 161215

glish
e building blocks of En
T h
Song Oh-hyun
3A
Gravoca Book 3A
Publisher Song’s English Company
Managing Editor Michael J. Meyers
Copyeditor Kevin Kim
Contributing Writer Neil Armstrong
Cover/Book Design
Bar Code Se-ra Jeong
Copyright © 2016 Song’s English Company

All rights reserved. No part of this book may be reproduced or
distributed in any form or by any means, electronic or mechanical,
including photocopying, recording, or by any information-retrieval
system without permission from the publisher.
www.choisun.co.kr
FOREWORD
Grammar and vocabulary are the building blocks of English. Grammar gives
us structure, and vocabulary gives us meaning. Gravoca focuses on the words
and their forms and how they are used in sentences. The vocabulary section
introduces the meanings and forms of relevant terms; the grammar section
explains the nine parts of speech (nouns, adjectives, articles, pronouns, verbs,
adverbs, prepositions, conjunctions, and interjections) and sentence structure.
As the saying goes, “You must learn to walk before you can learn to run.”
Learning English properly should be a step-by-step process slowly and steadily
taking the student from the darkness to the light. Gravoca does just that by
taking these basic building blocks and introducing them to the student in an
easy-to-understand format that guides the student from reading to writing using
a modified version of the DYB Circular System.
Students start with sentence grammar, which takes the student from the nuances
of words and phrases to the construction of clauses and sentences. These skills
will later be applied to writing paragraphs and essays.
In Gravoca, grammar and vocabulary come first. Once the student understands
the concepts outlined in the grammar and memorizes the vocabulary, he/she can
move on to the reading, which incorporates the grammar and vocabulary the
student has learned. Each lesson contains at least two grammar/writing points;
grammar/writing tests; vocabulary; vocabulary tests; one reading passage;
reading-comprehension questions; a vocabulary-theme prefix, root, or suffix;
phrasal verbs; speaking prompts; and writing prompts. The lessons are designed
to make a good student a great student, and to help students in the lower levels
get to the next step.
Don’t get left behind. Get Gravoca!
Michael J. Meyers
Director of Research and Development
CONTENTS
unit 1 Essays: p. 07
An Overview
unit 2 Prewriting I p. 29
unit 3 Prewriting II p. 51
unit 4 Effective Transitions p. 73
unit 5 Persuasive Essays p. 95

unit 6 Narrative Essays p. 117
and Writing
unit 7 Expository Essays p. 139

and Writing
unit 8 Evaluating p. 161

Essay Quality
unit 9 Drafting p. 183
unit 10 Comprehensive p. 205

Review
Units One-Nine
unit 1
Essays:
An Overview
Essays: An Overview
ESSAYS: AN OVERVIEW
1. WRITING SKILLS: AN INTRODUCTION TO ESSAYS

Read the following essay, then read the discussion that comes after.
I’m at New York’s MoMA, the world-famous Museum of Modern Art. In front
of me is a giant painting on a huge canvas, as large as a house’s wall. The image
on the canvas is nothing but white, except for three tiny, perfectly spaced black
dots in the center, suggesting an equilateral triangle. My brochure tells me the
painting is by Lukas Czerny, a young Czech artist. This particular painting is titled
“Hannibal Crosses the Alps,” and after it leaves MoMA, it will find a home with Grant
Connington, an American billionaire who has purchased the painting for five million
dollars. “This is disgusting,” I think. “The painting is garbage! This isn’t great art!” And
that’s the question: is there a such thing as great art, or is art impossible to judge?
Personally, I believe great art exists.
Before “modern art” came along, judging art was easy. A person had only to ask
himself, “Did this require skill? Did this require effort? Does the artwork affect me
emotionally?” These were simple, clear questions, and if a person were to look at da
Vinci’s Mona Lisa or Michelangelo’s sculpture David, the answers to these questions
would be equally obvious. Not so these days! A modernist like Andy Warhol creates a
painting that is nothing more than Elizabeth Taylor’s face repeated ten times; Jackson
Pollock simply dribbles paint all over the canvas to create a spaghettified nightmare;
Piet Mondrian creates boring patterns of colored rectangles. None of this requires
effort! None of this requires skill or technique! And all of it is too abstract to evoke, in
one’s heart, any real emotion. None of this is real art. None of this is great art.
So what is great art? Aristotle famously wrote, “The aim of art is to represent
not the outward appearance of things, but their inward significance.” In my opinion,
great art requires skill and talent; it also requires effort to create. Finally, great art is
deep and creates an emotional response: delight, joy, sadness, fear, anger, wonder,
awe—truly magnificent works of art can inspire any or all of these profound feelings in
answer to Aristotle’s “inward significance.” This is why most modern art is garbage: it
requires no talent, no skill, no effort, and no depth. Anyone can do it! Do you feel you
have accomplished something great every time you turn on your TV? Of course not.
But what about climbing a tall mountain, or mastering a new language? How do you
feel after these efforts? Surely, it’s obvious that greatness is linked with effort, skill, and
depth. This is why we give medals to great Olympic athletes, as well as awards to great
actors, writers, dancers, and musicians. We celebrate, and are uplifted by, mastery.
We use the word pretentious to refer to things that may seem fancy and complex
at first, but which turn out to be simple and dull, empty of substance. So much
modern art is pretentious: it seems to mean something deep, but in reality, it is hollow
and shallow. It wants to be significant, but it isn’t. This is how I feel as I walk past the
paintings and sculptures I see at MoMA; I feel as if I’m inside a silly prison, a garden
of pretentiousness. Pollock and Warhol? A waste of time. John Robson, in a 2016
National Post article, writes about how even professional modern artists are unable to
tell the difference between actual modern art and fakes. What’s the point, then?
Great art does exist, and even in this modern age, there are talented, hard-
working artists, like Australian sculptor Ron Mueck, who create great art. These artists
have the drive, the skill, and the inspiration to paint or sculpt scenes that captivate us,
fascinate us, and move us to joy, gasps, or tears. And they do this through talent, skill,
and effort, not through random and lazy motion, shallow thinking, and boring, empty
imagery.
8
In Level 1 of Gravoca, you learned all about sentences, which are
groups of words that express complete thoughts. In Level 2 of
Gravoca, you studied the art and technique of writing paragraphs.
Now that you are beginning Level 3, our focus will be on essays—in
particular, the standard five-paragraph essay.
An essay is a piece of writing that expresses and expands on a single main idea.
In a standard five-paragraph essay, the first paragraph contains the essay’s
thesis, or main idea. The next three paragraphs give support to the thesis, and
the final paragraph is the essay’s conclusion, which reviews all the ideas covered
in the essay and offers some final thoughts.
An essay normally has three parts: a beginning, a middle, and an end. More
formally, we call these parts the introduction, the body, and the conclusion. The
paragraphs in each part of the essay are therefore called introductory (or “intro”)
paragraphs, body paragraphs, and concluding paragraphs. Each paragraph has
4 or more sentences.
As you see above, different paragraphs have different functions, but they also
have different purposes. Are you trying to tell a funny or sad or scary story?
That’s narrative. Are you trying to convince someone to agree with you?
That’s persuasion. Are you just trying to explain or teach something? That’s
exposition. (You will see these terms again later!) Narrative, persuasive, and
expository writing are three different styles of writing that we will cover in this
book.
Generally speaking, when you write an essay, the first line of every paragraph is
indented (pushed inside a bit—usually 5 spaces), and there are no line spaces
between paragraphs. However, in “internet-style” writing, paragraphs (like the
ones on this page!) are not indented, and a single space is placed between each
paragraph. Your English teachers will probably want you to learn the standard,
non-internet-style of paragraphs, so this book will provide samples of standard
paragraph formatting.
PARTS OF AN ESSAY
Introduction (main idea/thesis) An easy way to remember the

functions of an essay’s intro, body,
Body (supporting ideas) and conclusion:
Conclusion (summary & final thoughts) 1. This is what I’m going to talk about.
2. I’m talking about it.
3. This is what I talked about.
Don’t forget!
Unit 1· Essays: An Overview 9

Look again at the essay on the previous page. Was the writer trying to be
persuasive, offering a narrative, or just being expository? The essay’s thesis,
as you see in the last sentence of the first paragraph, is “great art exists.” Does
great art really exist? Well, not everyone agrees, so this is a matter of opinion,
not fact. (No one disagrees that the sun rises in the east—that’s a fact!) Essays
in which the writer expresses an opinion, in the hopes of changing minds, are
examples of persuasive writing. In fact, the essay expresses a very strong
opinion: it calls modern art “garbage,” for example, and uses other negative
adjectives like dull, empty, hollow, shallow, and pretentious.
Below are three short passages. Decide whether they are narrative, persuasive,
or expository in nature. Read the discussion afterward.
Passage 1
Cooking Korean ramyeon takes only a few minutes from the package to your
soup bowl. First, pour some water in a pot, set it on the stove, and heat the water
until it boils. Next, place the ramyeon noodles in the boiling water. In a couple of
minutes, the noodles will soften. Add the flavor packet’s contents to the boiling
water; stir the noodles and water. Finally, remove the pot from the heat, pour the
soup into a bowl, and enjoy your Korean ramyeon.
Passage 2
Since she was a little girl, Sarah Winston had always wanted to walk across
Canada. After graduating from college, Sarah made plans, gathered funds, trained
until she was extremely tough and fit, and went in pursuit of her childhood dream.
Starting in Mary’s Harbour, Newfoundland, Sarah walked all the way west to
Vancouver, a trip that took her 3000 miles from ocean to ocean. Her walk lasted
about a year, and when she was done, Sarah Winston had become a much wiser
woman with an amazing story to tell.
Passage 3
One of the most fascinating and horrifying questions in the endless gun-
control debate is whether American college students should be allowed to carry
guns on campus to class, to their dormitories, to the library and the gym. Because
accidental gun deaths happen all the time, even with safety measures, and because
college students like to drink and party, I think it would be a very bad idea to allow
young, drunk, partying college students to carry guns everywhere. College should
be a safe space for learning.
10
REVIEW 1
• Look at the four sentences below. Can you tell whether their style is
narrative, persuasive, or expository? Circle “N” for “narrative,” “P” for
“persuasive,” or “E” for “expository.”
1. One night, while looking out a window, Andy saw a mighty dragon. N/P/E
2. Biologists now say that many dinosaurs probably had feathers. N/P/E
3. As of 2016, the European Union consists of 28 member countries. N/P/E
4. Capitalism isn’t perfect, but it’s not as destructive as socialism. N/P/E
REVIEW 2
• Look at the short essay below and answer the questions about it.
Dinnertime at the Miller residence is quiet. No one talks to anyone else because each family member is too
preoccupied with his or her smartphone. The Millers aren’t the only family with this problem: millions of American
families have moments like these—not just at dinnertime, but all day long. We are now too obsessed with our
smartphones. Technology is tearing the traditional family apart. If the family is the most basic unit of society and
5 culture, technology’s evolution spells doom for the world, and that doom is coming from three separate directions.
First, social networking takes many forms and has become extremely popular, whether we are talking about
services like Twitter or Tinder or Instagram or Facebook. Many of these allow users to get a sense of their own
popularity through “like”s, “follow”s, comments, messages, and other interactions. The feeling of being popular,
of being listened to and appreciated, is as addictive as a drug. Being online isn’t like reading a book: it’s a living,
10 distracting, interactive experience that screens out real life in favor of artifice.
Second, virtual reality (VR) has been making enormous progress in recent years. It, too, will soon become so
engrossing that people will want to spend all day in VR space instead of talking face to face with actual friends,
coworkers, classmates, and family. Why leave the couch when there are so many new fantasy worlds to explore?
It’s easy to imagine every family member having a separate VR adventure.
15 Third, entertainment technology—games, movies, TV shows, cartoons, etc.—is evolving along with social media
and VR to produce ever more immersive activities. Many of these activities are individual, but even the so-called
“social” activities eliminate the need for friends and fellow gamers to be physically present in the same room.
“Social” activities can take place in the darkness of one’s own bedroom. Physical isolation is the opposite of the
togetherness needed to keep families healthy.
20 With so many individualized distractions from social networks, virtual reality, and electronic entertainment, how
can the traditional family survive? Family is what gives us our basic values and our sense of how to live in the world.
Family members teach and learn from each other. Family bonding happens at home: while eating dinner, watching
TV together, helping each other with homework, and so on. Modern technology is steadily eroding these bonds,
and sometime in the near future, the traditional family will disappear, to be replaced by…what, exactly?
1. Imagine you must write a rebuttal that argues the opposite of this essay’s
thesis. What would your thesis and counter-arguments be? Write a (brief)
thesis and three supporting ideas.
THESIS:
SUPPORT 1:
SUPPORT 2:
SUPPORT 3:
2. What do the sentences in lines 21-23 explain?
a. the danger of technology b. why the future will be bad
c. why families are important d. the importance of culture

ESSAYS: AN OVERVIEW
2. GRAMMAR POINT : PREDICATE NOMINATIVES

A predicate nominative is a noun or pronoun located in a sentence’s predicate
that (1) completes (or complements) a linking verb and (2) renames the subject.
Look at the following sentences, especially the stressed words:
Kenneth is a teacher.
Katie is a teacher, a mother, and a karate master.
In the first sentence, teacher is a predicate nominative because it renames
what Kenneth is. In the second sentence, teacher, mother, and master are all
predicate nominatives because they rename what Katie is. When there is more
than one predicate nominative in a predicate, it is called a compound predicate
nominative. You will recall that a predicate is the part of the sentence
containing the verb:
SUBJECT PREDICATE
Louis was the king of France.

Elliott is not a taxi driver.
Remember that predicate nominatives can only be found after a linking verb (e.g.,
to be, to become, to seem, etc.) and not an action verb.
When you’re trying to find a predicate nominative, just look for a single noun or
a group of nouns, just as when you’re looking for a simple subject. Don’t include
adjectives and articles (a, an, the).
Oliver Twist is a Charles Dickens novel.
Jenna was the most beautiful woman I had ever seen.
Who is your boss?
In the above sentences, the predicate nominatives are “novel,” “woman,” and
“boss,” not the noun phrases “a Charles Dickens novel,” “the most beautiful
woman,” or “your boss.” Look again at this sentence:
Katie is a teacher, a mother, and a karate master.
Spoken English and written English are

two very different styles. Spoken English is
relaxed and less formal; written English can
be informal (in emails, text messages, etc.) or
very formal (in official documents, academic
papers, etc.). Always use proper grammar
when writing formally. It’s more respectable.
Don’t forget!
12
You can see the group of nouns that, together, make the compound predicate
nominative. And note, too, that “karate master” is a noun phrase; only the word
“master” is a predicate nominative. (“Karate” is an adjective here.)
Pronouns can be predicate nominatives, but be careful: natural spoken English is
very different from proper written English. Use your judgment about what sounds
better, but stick with proper English in your academic writing.
NATURAL SPOKEN ENGLISH PROPER WRITTEN ENGLISH
It’s me. I’m her. It is I. I am she.

A: Are those the bananas? A: Are those the bananas?
B: Yes, these are them. B: Yes, these are they.

REVIEW 1
• Read the following sentences and underline the predicate nominatives.

If there are no predicate nominatives, then underline nothing.
1. Janice found a spider under her pillow.
2. Greg used to be an Olympic diver.
3. I might have been a great debater once, but not anymore.
4. Nancy and Gilda sang a beautiful song.
5. Lions are ferocious animals.
REVIEW 2
• Read the following multiple-choice questions and circle the LETTER(S)

of the correct answer(s).
1. Which statements are true about predicate nominatives?
a. They are the objects of action verbs.
b. They complete linking verbs.
c. They repeat the object.
d. They rename the subject.
2. Which of the following are examples of natural (not proper) English?
a. You asked if I am Sherlock. Yes, I am he.
b. You’re looking for Ellen Rutherford? This is her.
c. Hey, Sanjay! It’s me! Open the door!
d. I want the diamonds. Are those they?
3. Look at the word “Russian” in the following sentences. In which sentence(s)
does the word “Russian” function as a predicate nominative?
a. Natasha is a Russian.
b. Natasha might be Russian.
c. Natasha is a Russian spy.
d. Natasha is the most beautiful Russian I know.
REVIEW 3
• Finish each sentence with a single or compound predicate nominative.

1. When I was young, I was .
2. Sheila and Tasha were who changed the world.
3. We should have become when we had the chance.
14
VOCABULARY
Passage
1. extracurricular adj outside the context of regular classes/courses at school

2. cram v study intensely, usually right before a test; force inside
3. acquaintance n someone known, neither a friend nor a stranger
4. allowance n money regularly given by parents to children, often for work
5. bank account v a reserved space at a bank to keep one’s money
6. keen adj interested

7. self-conscious adj nervously aware of oneself in front of other people
8. deposit v put money in a bank account
9. overdraft n removal of too much money from a bank account
10. precocious adj particularly talented or capable at a very early age
11. acumen n keen awareness, insight, or shrewdness

12. accrue v build up; amass; accumulate
13. thrifty adj wisely sparing with money; not spending too much
14. intermediary n a go-between; a “middle man”
15. deal v interact
16. query n a question; a request for information

17. consult v confer; ask for guidance
18. enthusiastic adj excited about
19. dimension n aspect
a heav y burden
20. endure v undergo or suffer through patiently
21. hardship n difficulty in life

22. head start n an advantageously advanced position
23. burden n something heavy that one carries
24. defray v pay down (as a cost)
25. affairs n business; happenings; important matters of concern

VOCABULARY EXERCISES
01 Match the word to the definition.

1. cram a. interested
2. keen b. study intensely
3. accrue c. question
4. query d. build up
02 For each sentence below, TWO words or expressions can go into the
blank WITHOUT CHANGING THE SENTENCE’S MEANING. Select
those two words or expressions.
1. You’ll need to with the boss before you spend the company’s money.
a. endure b. consult c. talk d. accrue
2. Sometimes, shy men who can’t meet women on their own need a(n)
to find women to date them.
a. intermediary b. professional c. go-between d. allowance
3. My son hated to sing in front of other people; he was very about
his voice.
a. enthusiastic b. precocious c. self-conscious d. nervous
4. Our soccer team was not very about facing the top-ranked team.
a. excited b. extracurricular c. self-conscious d. enthusiastic
5. Koreans have had to much hardship over the years.
a. suffer b. think about c. endure d. defray
6. Lacrosse is never played during normal school hours; it’s a(n) sport.
a. extracurricular b. precocious c. interesting d. out-of-school
7. Christina had to for her important math test the following day.
a. search b. cram c. ask d. study hard
8. Professor Axelrod is an expert in foreign
a. burdens b. acumen c. affairs d. business
03 Write sentences according to the instructions given.

1. Write a sentence using “intermediary” as a predicate nominative.
2. Write a sentence correctly using the word “precocious.”
16
READING PASSAGE
The Middle-school Boy

with a Bank Account
“Select Transaction”
Max is a typical middle-school student. He has a packed
schedule of lessons and extracurricular activities,
including sports, social clubs, and cram classes. Max
has a small circle of trusted friends, and a wider circle
of acquaintances whom he meets throughout the course
of a normal day. Max lives with his mom and dad in an
average-sized apartment. He has his own average-sized bedroom. Max’s parents ration
the amount of time he is permitted to spend playing computer games and watching TV.
He doesn’t always get to eat his favorite food, but his parents feed him a rich, balanced
diet. It is designed to provide Max with the protein and energy sufficient to keep him
energized and to ensure a natural, healthy growth rate. In all respects, Max is an average
15-year-old. Except one. Instead of giving him a weekly pocket-money allowance, his
parents have provided Max with a bank account and a cash card.
At first, Max wasn’t keen. He was self-conscious about having to use an ATM in front of
his friends whenever he needed money to spend. His friends wondered why Max didn’t
just carry money in his pocket, as they did. They teased him about his “wealth” and asked
Max if he had two lives, one as an ordinary student and the other working in a bank.
But in time, Max actually grew to prefer having to use a cash machine. He understood
the reasons why his mom and dad had decided to introduce Max to the adult world of
everyday money interactions. There were, he thought, advantages to their reasoning.
First of all, Max’s parents only deposit a fixed amount of money. Instead of him getting
a weekly allowance or just receiving random treats and gifts, Max’s parents place fifty
dollars on the first day of every month into Max’s Young Depositor’s account. Therefore,
Max understands the precise limitations on his spending power. His account has no
overdraft; should Max spend the entire amount in a single weekend, his parents will
not provide him with any extra funds. In this way, Max has developed a precocious

financial acumen. At a young age, Max is learning to deal with money as
a responsible adult has to. The lessons Max has learned are these:
1. You can only spend what you have.

2. It is unwise to go into debt.
3. If you don’t spend all of your money, you can earn interest on the funds you accrue.
4. Withdraw from your account only that amount which you think you will actually need.
In other words, Max has become thrifty. To date, he has saved over $300.
Secondly, most fifteen-year-olds who receive allowances from their parents have the
money handed over to them directly. Cash changes hands. Max’s relationship with money
is somewhat different. The bank operates as an intermediary. Although Max is fully
aware that the money deposited into his account originates from his parents’ hard work,
it is with the bank that Max must deal. At the age of fifteen, Max already has some
limited but important experience dealing directly with a financial institution. Whenever
he has a query, Max enters the bank and lines up to consult with a cashier. Initially, he
was a typically shy teenager who needed some prompting from his elders when he found
himself in an unfamiliar situation. But today, Max is relaxed and confident whenever
he enters the bank, not to mention enthusiastic and curious about the bank’s specially
designed young-people’s accounts. Max has also become adept at handling online
banking. This has introduced him to a new and practical dimension to the internet.
Another important benefit of having his own bank account is that Max’s relationship with
his parents has improved. Although many young people understand that their parents
work hard to provide for them the essentials and the extras in life, most don’t give it
more than a passing thought. Max is different. He has to carefully consider exactly how
much money he has available to him month to month. Max, therefore, became more
considerate of the financial pressures being endured by his parents; indeed, by all parents.
He understands now more than he ever did before that his parents do not have unlimited
funds. He understands that there must be sacrifices and times of hardship, that his parents
18
cannot simply buy whatever they wish whenever they wish.
So Max is a lucky young man. He has a growing bank account and a head start on his
friends when it comes to dealing with money. He also has something else. But Max
doesn’t know about this. Without Max’s knowledge, his parents have opened a savings
account in the same bank. They deposit money into that account every month. These
funds will be for Max’s higher-education years, when the expense of university and
living away from home will be a heavy burden. His parents have been submitting funds
into this account since Max was 8 years old. Hence, the financial burden on Max in his
young-adult life will be significantly defrayed. However, there is also something that
Max’s parents don’t know. Since Max has started dealing with the bank, he has developed
quite an interest in financial affairs. Thanks to his parents’ idea of providing Max with a
personal bank account at a young age, Max now wants to work in a bank!

READING COMPREHENSION
★ REFER TO READING PASSAGE
01 How much do Max’s parents deposit in his account?

a. five dollars b. fifty dollars
c. fifteen dollars d. fifty-five dollars
02 What do Max’s parents limit?

a. the time he spends in front of screens
b. the time he spends online banking
c. the time he spends eating a rich diet
d. the time he spends working in a bank
03 How did Max’s friends react?

a. with humor b. with envy
c. with admiration d. with anger
04 What does Max now understand better?

a. how to line up in the bank
b. his friends’ pocket monies
c. his extracurricular activities
d. his parents’ financial pressures
05 Why can’t Max withdraw however much money he wants?

a. You can only withdraw what you have.
b. He has two depositor’s accounts.
c. He is only fifteen years old.
d. He can only spend it in a single weekend.
06 True or False?
a. Max’s account has an overdraft.
b. Max often goes into debt.
c. Most fifteen-year-olds have bank accounts.
d. Max has another account in a different bank.
07 Scan the passage for the following information.

a. Where does Max want to work?
b. What does Max use in front of his friends?
c. How much has Max saved?
d. How often do Max’s parents deposit money?
20
VOCABULARY THEME
over-
The prefix “over-” comes from the Old English ofer, which means “above,”
“upon,” or “excessive.” The prefix is found in several common English words.
overdraft the removal of too much money from one’s bank account
overcharge mistakenly ask for too much money to pay for something
overwork labor too hard or intensely
oversleep sleep too long; sleep past one’s usual waking time
overthink think too hard about a problem
overspend spend too much money
oversleeping
overlook fail to see; fail to notice
overview a survey; the act of reviewing many topics in a short time
overachiever a person who tries to accomplish too many things
overabundant too numerous
USAGE: WORDS IN CONTEXT
Read the following example sentences to understand how to use these words.
overdraft The overdraft happened because I tried to pay $200 even though I
had only $150 in the bank.
overcharge I was overcharged for my meal. The menu said my meal was $15,
but the restaurant’s bill said I had to pay $25.
overwork Please don’t overwork yourself: you’ll be too tired to eat dinner.
oversleep Sharon overslept and was an hour late for work.
overthink You’re overthinking the problem. The solution is easy and obvious.
overspend If you overspend when shopping, you’ll have no money for later.
overlook A teacher correcting an essay cannot overlook a single student error.
overview The first chapter provides an excellent overview of Korean history.
overachiever My sister is an overachiever: she plays the piano, sings, plays soccer,
is involved in five different clubs, and is the student-body president.
overabundant Rabbits, which came from Europe, are now overabundant in Australia.

PHRASAL VERBS
open~
A phrasal verb is a verb that is often used with prepositions (at, with, behind,
under, over, on, etc.). The verb plus the preposition, when together, make a
phrase, and the meaning of the phrasal verb can change a lot, depending on
the preposition. Here are some examples:
PHRASAL VERB MEANING SENTENCE
uncover, reveal, un- You need to open up this door right

open up (1)
shut now!
give a view (window, The church’s large window opened
open out on
etc.) out on the beautiful bay.
As you see, the prepositions “up” and “out” can change the meaning of a
phrasal verb.
The verb “open” can be used by itself (He opened a can of sardines.), but it
can often be used as part of a phrasal verb. Many different phrasal verbs are
possible with “open.”
Luther is opening up; he talks more

open up (2) become less shy
with his classmates.
unfold and The flower’s beautiful petals opened
open out
spread out in the sunlight.
open into lead to (as a door) This door opens into the parlor.
uncover by Greg opened the crushed car door

open with
means of with a crowbar.
The restaurant will open for business
open for be ready for
next week
a lounge that opens out on the ocean
22
VOCABULARY EXERCISES ★ VOCABULARY THEME AND PHRASAL VERBS
01 Look at the words in the box below. Use the words provided to fill in
the blanks for the sentences that follow.
overdraft overcharge overwork

oversleep overthink overlook
Some financial and practical advice for you, son: first, you should never
have an in your bank account. Never spend too much!
Second, pace yourself when you work. If you yourself,
you’ll and wake up late the next day. Third, remember that
most problems and conflicts in life are simple, not complicated, so please don’t
them. You’ll only cause yourself unnecessary stress.
02 Fill in the blanks of the following sentences with the correct phrasal
verb using “open~.”
FLO: Have you seen our hotel room? It’s wonderful! The balcony sliding door
on the ocean! The view is lovely!
JOE: That sounds amazing. Tell me, does the balcony door lock? Do you have
to it a key?
FLO: Yes; we’ve got a key for that door, so the room is very safe. We’ll be hungry
tomorrow morning; when is the hotel’s restaurant
business?
JOE: I think it opens around 7 a.m. Be careful, though; the door that
the cafeteria is right next to the door that leads to the
swimming pool.

SPEAKING PROMPTS : LET’S TALK A BIT!
QUICK CONVERSATION
01 Give short answers to the following questions. Work with a partner.

1. Do your parents give you an allowance? Why or why not?
2. Do you have your own bank account? Why or why not?
3. A side from learning to use and save money, what other skills should you
learn while young?
4. Should children have credit cards? Why or why not?
5. What would you do if you had no money?
WORD PAIRS AND SENTENCE FORMATION
02 Here are some pairs of words. Can you make one sentence with each
pair?
1. precocious, self-conscious
2. consult, intermediary
3. cram, keen
4. hardship, burden
5. head start, affairs
GRAMMAR FOCUS: SPEAKING
03 Make short dialogues by writing questions or answers. Use the

PREDICATE NOMINATIVES covered in this unit to complete the
dialogues. Practice SPEAKING these dialogues with a partner.
EXAMPLE
RAYNE: Who’s that person?
KORDE: Oh, that’s Mr. Adams. He’s the new teacher.
1. BRUCE: What’s your favorite city or country to visit?

JEFF: My favorite .
2. GABY: Is Angela ?
SHARON: No, she’s my neighbor’s daughter.
3. COBY: Whose cat is that?
TRISH: .
24
WRITING PROMPTS: LET’S WRITE A BIT!
ESSAY WRITING
01 In the space below, write an essay on the following topic:

Do you think it’s a good idea to learn how to manage your money
early in life? Why or why not?
In your essay, use some of the vocabulary you learned from this unit,
as well as at least one or two instances of this unit’s grammar point
(predicate nominatives).


POST-WRITING CHECKLIST
02 Check off ( ) the following items if you have done them.

In the essay I just wrote, did I remember to…
 write an introductory paragraph (5-8 sentences)?
 write three body paragraphs (5-8 sentences)?
 write a concluding paragraph (5-8 sentences)?
 indent the first sentence of every paragraph by 5 spaces?
 make my purpose clear (narrative, persuasive, expository writing)?
26
MEMO

unit 2
Prewriting I
Prewriting I
PREWRITING I
1. WRITING SKILLS: BRAINSTORMING

“I don’t know what to write about!” is a common complaint among students who
have to do a writing assignment. Finding ideas can often be difficult, but the
task is not impossible. In this unit, we will talk about the prewriting skill called
brainstorming, which is a way of generating ideas for essays and stories.
But first, what is prewriting? Prewriting is what you do before you write your
essay. You gather a bunch of ideas together, keep the good ones, throw out the
bad ones, and organize your ideas into an essay structure. Gathering your ideas is
called brainstorming; organizing your ideas is called outlining (which will be the
topic of the next unit). Together, these two activities are prewriting. Let’s be honest:
many students hate prewriting; they prefer just to sit down and begin writing their
essays with no planning or organization at all. But this is a bad strategy because
many students sit down to write…then can’t think of anything to say.
Brainstorming is the messy phase of prewriting; it’s ugly and chaotic, and that’s
okay. When you brainstorm, some (or many!) of your ideas will be bad. That’s
perfectly normal: the point of brainstorming is to generate a lot of ideas so that,
when you write your essay, you won’t experience “writer’s block,” i.e., the inability
to think of any good ideas. If, during brainstorming, you generate 20 ideas, but 15
are bad ideas, you will still have 5 good ideas to use, and that’s plenty for an essay.
The particular brainstorming skill we will talk about involves a thought exercise
called mind-mapping or webbing. Why those terms? Because, when you do
this exercise, your paper will look either like a map or like a spider’s web.
The method is this: first, draw a large circle in the middle of a piece of paper.
Write your essay’s topic, and/or your thesis, in there. Remember : a topic is not
the same thing as a thesis! Your thesis—your essay’s main idea—will be related
to your topic. For example: your topic is space exploration, and your thesis
is that space exploration will be necessary because overpopulation will force
people to move off-planet soon. Next, think of things that are associated with
your topic. Draw smaller circles and write those things
inside them. Draw lines to attach the smaller circles Thinking before writing is
to the big central circle. If you think of more ideas always a better strategy than
not thinking before writing!
associated with those ideas, draw more circles and
Also: when looking for
draw connections to the previous circles.
inspiration, think about the
CONNECTIONS between
things, people, and events—
especially ones that seem
unconnected. You can get
many ideas by thinking deeply
about those connections.
Don’t forget!
30
How do you get ideas for your topic? In many cases, your teacher will assign
a topic, so you won’t have to think about that too hard. But sometimes, your
teacher will say you have a “free topic,” so it will be up to you to choose what to
write about. When you get a free topic, the sky’s the limit: you can write about
your life, about school-related things, about whatever you see on the news,
about your favorite kinds of sports and entertainment, about food, or about
whatever strikes your fancy.
You can research your topic at your school’s library, at a public library, or on
your own computer by using the internet. Talk with your teacher about research
techniques.
The harder question is: how do you arrive at a thesis? Sometimes, your teacher
will assign a topic that doesn’t interest you or is too complicated to understand
at first. In that case, you may have to do some research even before you begin
mind-mapping. Do your research, form a clear opinion, then create your thesis.
So far, prewriting looks like this:
1. Choose a topic.
2. Do research on your topic if necessary.
3. Form a clear opinion about your topic.
4. Create a mind-map with your topic/thesis at the center.
mind map of the aforementioned space topic might look like this (see next
A
page):
Unit 2· Prewriting I 31
32
REVIEW 1
• Create a mind map for the following topic:
What is the most important thing (skill, idea, moral, etc.) to learn from school
(e.g., “Always do your best” or “There are exceptions to every rule”)?
Include one thesis, three supporting ideas, and at least two details per
supporting idea.
REVIEW 2
• Create a mind map for the following topic:
What makes a movie a GOOD movie?
Include one thesis, three supporting ideas, and at least two details per
supporting idea.
PREWRITING I
2. GRAMMAR POINT: PREDICATE ADJECTIVES

In the previous unit, we went over predicate nominatives. In this unit, we will
review predicate adjectives.
Most of the time, a predicate adjective is an adjective located in the predicate—

after a linking verb—that describes or modifies the subject. But sometimes,
a predicate adjective can also come after an action verb to modify a direct
object. Here are some examples:
MODIFYING THE SUBJECT MODIFYING A DIRECT OBJECT

(LINKING VERBS) (ACTION VERBS)
Carl is tired.
Mattie is tired of the game. The disease made her sick.
My cat might be dead. Her punch rendered him unconscious.
2014 was terrible. Your excuses make me angry.
The accident could have been worse. The lightning struck him dead.
Miss Crane became very sick. I found the movie interesting.
Your decision seems unfair. You might think me silly.
Oh, God, that pizza smells delicious! The poison turned her blue.
Julian grew tall. The action movie left me breathless.
Are your roses pretty? Your sister’s behavior drives me crazy.
Did the cake taste good? Little Amy colored the picture green.
She was smart and kind. Ted squashed the mosquito flat.
I’m interested in your past, Mr. Bond.
There can be some confusion about

adjectives and adverbs. Look carefully:
• I feel bad.
• I feel good.
• I feel well.
The word “well” is often an adverb

(“He dances well.”), but in the above
example, “well” means “not sick.” It’s a
predicate adjective, just like “bad” and
“good” above.
Don’t forget!
34
To find a predicate adjective in a sentence:
1. ask yourself whether the verb is a linking verb.
2. check whether there’s an adjective in the predicate.
3. check whether the adjective modifies the subject or a direct object.
Remember that there can be more than one predicate adjective in a sentence!
When there is more than one predicate adjective, we call this a compound
predicate adjective: “My wife is smart, kind, and beautiful.”
NOTE: the verb feel is a linking verb, but many Americans make the mistake of
saying, “I feel badly.” Because feel is a linking verb, what follows should be a
predicate adjective, not the adverb badly.
WRONG: I feel badly about what I did.
RIGHT: I feel bad about what I did.
The expression “I feel bad” means something like, “I feel guilty.”
REVIEW 1
• Read the following sentences and underline the predicate adjectives. If

there are no predicate adjectives, then underline nothing.
1. Are your great aunts happy and excited to be in Florida?
2. Cornwallis watched his tired soldiers.
3. This bland chocolate cake could have been better.
4. Henry shot the coyote dead.
5. A long time ago, I was a professor.
REVIEW 2
• Read the following multiple-choice questions and circle the LETTER(S)

of the correct answer(s).
1. Which statements are true about predicate adjectives?
a. They often modify the subject.
b. They can come after action verbs.
c. They replace the direct object.
d. They can modify direct objects in the predicate.
2. Which of the following is/are correct?
a. Please don’t feel badly because you lied. Just be honest next time.
b. I’m sorry, but this salad tastes really strange.
c. Carla felt bad because she had yelled at her brother.
d. Mozart, when played on your electronic stereo system, sounds amazingly.
3. Look at the word “Russian” in the following sentences. In which sentence(s)
does the word “Russian” function as a predicate adjective?
a. Natasha is a Russian.
b. Natasha might be Russian.
c. Natasha is a Russian spy.
d. Natasha is the most beautiful Russian I know.
REVIEW 3
• Finish each sentence with a single or compound predicate adjective.

1. When I was young, I was .
2. Mike and Ike were .
3. Gerald found the coffee too .
36
VOCABULARY
Passage
1. kick around v (slang) discuss; consider

2. workforce n all, or a specific group of, working people
3. streak n tendency; character
4. destiny n ffee shop
fate; a fixed and determined future a barista at a co
5. cappuccino n strong Italian-style coffee served with cream or milk foam
6. latte n coffee (espresso) served with steamed and foamed milk

7. barista n one who works at the bar/counter of a coffee shop
8. hire v take as an employee; engage to work
9. newcomer n a beginner; someone newly arrived
10. brand n a product or product line’s distinctive name
11. niche adj specialized; sitting in a small corner

12. undertake v try; attempt (as a project or great effort)
13. entrepreneur n a person starting and managing his/her own business
14. inspiration n something that can energize, excite, and motivate
15. modernist adj done in a new, current, or trendy style
16. art gallery n a place where fine art (paintings, sculpture, etc.) is displayed
17. cubist adj modern art that is abstract and geometric in style
18. radical adj extreme; revolutionary
19. imbue v give a quality to; infuse with
20. appeal n the quality of attractiveness; charm
21. clogged adj jammed; blocked; stuffed

22. interfere v disturb; meddle; hinder; block
23. execute v put into action; initiate
24. bounce off v submit for consideration by others
25. logo n an image that represents a company or brand

1. streak a. attractiveness
2. hire b. blocked
3. appeal c. employ
cubist ar t
4. clogged d. tendency
those two words.
1. This strange-smelling perfume is a(n) product; not many people like it.
a. appealing b. niche c. strange d. specialized
2. Martha went to the mountains to find new for her paintings.
a. inspiration b. nightmares c. dreams d. exciting ideas
3. We’re going to this massive project even though we need more money.
a. undertake b. attempt c. abandon d. research
4. After training hard for a year, my son’s body showed a(n) change.
a. ordinary b. radical c. extreme d. long
5. A must know everything about the art of making great coffee.
a. tourist b. wine-bar worker c. barista d. coffee-shop worker
6. If you watch an exciting movie twenty times, it will lose its .
a. appeal b. danger c. charm d. suspense
7. It will be difficult to this plan if our best people are not here.
a. execute b. conclude c. change d. initiate
8. Never try to with my scientific experiments. You cannot stop me.
a. argue b. interfere c. agree d. meddle

1. Write a sentence using “cubist” as a predicate adjective.

2. Write a sentence correctly using the word “destiny.”

38
READING PASSAGE
“Wake Up and Smell the Coffee”

Darryl and Tess are best friends. The two recent art-history graduates are kicking around
ideas about what to do with their lives. Neither wants to enter the general workforce as
employees of large corporations. Both young women have a fiercely independent streak.
They want to be mistresses of their own destiny. The best friends therefore have decided
to open up their own small business.
Deciding what kind of business to open was a relatively quick process. Darryl and Tess
think of themselves as ‘coffee-holics.’ They have consumed every variety of coffee
beverage in every coffee shop in their sizeable home city. They know more about the
coffee beans and the coffee machines used to make their cappuccinos, lattes, and
Americanos than the baristas serving them. So since coffee is their area of passion and
expertise, they decide to open an independent coffee shop.
Darryl and Tess brainstorm ideas. They face a number of problems. Many of them
are the usual problems faced by anyone opening a small business. These include
financing, location, construction work, dealing with legal matters, hiring staff, and
time management. As newcomers to the business world, Darryl and Tess will have to
research and handle these matters. However, the other problems the partners will face
are more specific to their chosen field. As they both know well, the urban coffee-shop
market is an extremely crowded place. Many of their competitors are giant corporations,
globally famous brands with a large and loyal existing customer base. Darryl and Tess are
comparatively small-scale operators. How can they attract consumers to their product?
The final idea, the concept that they generate, will define the partners’ success or failure.
Darryl and Tess sit down over several meetings to create a mind map.
Darryl says they should aim to develop a niche market. They should, she says, develop
a completely original concept that has no direct rivals in the marketplace. It could be
related to either the coffee product they sell or the décor of their store’s interior. Their
mind map is starting to take shape.
Tess says they need to undertake further research

into the coffee-shop market. They are familiar with
the market in their city but not with the market nationwide. Online, they Google “niche
independent coffee shops.” They are not looking to copy the ideas of other entrepreneurs.
Instead, they are seeking inspiration from successful peers. They also want to make sure
they do not merely duplicate an already-existing concept.
Darryl and Tess discover that there are hundreds of independent coffee shops around the
country, run by individuals, families, or partners like themselves, all trying to survive in
a thriving but jam-packed marketplace. In particular, they are drawn to a medium-sized
business run by a retired artist on the coast. This artist and businesswoman has designed
her coffee shop to look like a modernist art gallery. Customers can drink their coffee in
an environment that feels like an art gallery from the turn of the twentieth century.
“That’s it!” says Tess. The art-history graduates are big fans of Picasso, especially his
cubist period. They don’t, however, wish to call their coffee shop ‘Picasso’ and simply
decorate it with prints of the famous artist’s works. They want to take the idea of cubism
literally. Their coffee shop will be called Cube Coffee. Now their mind map is really
developing.
Darryl and Tess are starting to get into the detail of what their coffee shop will look like.
It will be themed around the idea of the cube. Everything in it will be cube-shaped. The
chairs on which the customers sit will be cubes. The table in front of them will be box-like.
The counter will be a cube. The signs on the wall will be three-dimensional cubes. The
menus will be cardboard cubes. Even the cups out of which customers drink will be cuboid
in shape. The partners are very excited about their idea.
A coffee shop in which everything is designed in the shape of a cube is a radical idea.
Some might say it could be too silly or strange to attract a lot of customers. So Darryl and
40
Tess further develop their idea. They must imbue it
with general customer appeal. They agree that the furniture must
be extremely comfortable. Customers must feel at ease in their coffee shop. The layout
and ordering process must be simple, like in regular coffee shops. There should be lots
of free space; Cube Coffee must not be clogged up with cubes interfering with customer
comfort. And Cube Coffee should be cheap. The new business must not price itself out of
the market.
Darryl and Tess take a break for coffee. They are delighted with the progress they have
made in ideas development, and they are confident that they can execute their plan.
Working as partners—as a team—on design has allowed them to bounce ideas off
one another and quickly come up with an exciting concept. They are on the same page
in terms of look, interior, product, and name. Now they sit down to have fun making
up a logo for Cube Coffee. Then begin all those other problems: financing, location,
construction work, dealing with legal matters, hiring staff, time management…
Darryl and Tess’s
Niche idea Coffee shop

mind map
Original concept
Art / Picasso Cubism
Cube design
Inexpensive Spacious Cube everything
01 What did Darryl and Tess study at university?

a. history b. art history
c. art d. coffee
02 What kind of coffee shop will they open?

a. chain b. franchise
c. independent d. global
03 Which is not a problem faced by all new businesses?

a. coffee flavors b. hiring
c. legal matters d. financing
04 What kind of market will they develop?

a. crowded
b. general
c. nationwide
d. niche
05 Why don’t Darryl and Tess want to work for large corporations?
a. Corporations are too large.
b. They want to work for themselves.
c. They are art-history graduates.
d. They are two young women.
06 True or False?
a. Darryl and Tess are sisters.
b. Darryl and Tess are tea-holics.
c. Darryl and Tess don’t want to copy an idea.
d. There are hundreds of independent coffee shops.

a. Which artist do Darryl and Tess admire?
b. What did they “Google”?
c. What do they create together?
d. What will be the name of their new coffee shop?
42
VOCABULARY THEME
-corp-
The root “-corp-” comes from the Latin corpus, which means “body.” The root
is found in several common English words.
corporation a large business with the rights and duties of a person
incorporate include; take into; mix into
corpus a body of work (e.g., a series of books, essays, etc.)
corporal body-related
corporeal not spiritual; material, like one’s body
incorporeal having no body
corpulent fat; obese ancient corpse,
Peru
corpse a dead human body
corps an organized body of people, often military, with a function or purpose
corpuscle a cell (blood cell, etc.), usually unattached to tissue
corporation Multinational corporations should protect the rights of their workers.
incorporate Your suggestion was excellent; I will incorporate it into my plan
corpus The corpus of Shakespeare’s work is mostly plays and poems.
corporal Corporal punishment, like spanking, is still used in some countries.
corporeal Angels do not understand the troubles of the corporeal world.
incorporeal The ghost was incorporeal: I could see it but not touch it.
corpulent Our dog never exercised; after five years, he grew corpulent.
corpse LaShawn screamed when she saw the man’s corpse on the road.
corps The US Army Corps of Engineers has built many bridges.
corpuscle Red and white corpuscles float through human blood.
Language Note
A famous Japanese brand of athletic shoe is called ASICS. This word

is actually an acronym: each letter stands for a word. In this
case, “ASICS” stands for the Latin expression anima sana in
corpore sano, which means, “a healthy soul in a healthy body.”
You can see the word “corpore” in the expression: body.
PHRASAL VERBS
kick~
The group kicked around a few ideas

kick around (slang) discuss
before making a plan.
knock down with a My mean sister kicked over my sand
kick over
foot castle at the beach.
As you see, the prepositions “around” and “over” can change the meaning of a
phrasal verb.
The verb “kick” can be used by itself (She kicked the ball.), but it can often be
used as part of a phrasal verb. Many different phrasal verbs are possible with
“kick.”
(slang) promote Our boss got kicked upstairs and is

kick upstairs
(at a job) now a senior manager.
knock inward with The taekwondo master kicked in his
kick in
a foot opponent’s head.
knock outward Cheryl kicked the football out of the
kick out (1)
with a foot shed.
send away Mr. Miller kicked his wife out of their
kick out (2)
(angrily) house.
start; begin; Let’s kick off this celebration with
kick off
commence some beer!
a man being kicked out by his wife
44
01 Look at the words in the box below. Use the words to fill in the blanks
for the sentences that follow.
corps corpse corporeal

corpuscles corporation corpulent
GeniCell is a large medical that makes

to re-supply red and white blood cells in human blood. These engineered
cells, developed by a specially trained of highly disciplined
scientists, can even help people lose over 30 kg of weight
within a short time.
verb using “kick~.”
FLO: Why is the dog on our bed? He shouldn’t be here! him
now!
JOE: M cPherson! I want you and Abrams to go into the conference room,
a few ideas , then come back and tell me your
ideas.
FLO: C ongratulations on your promotion to vice president, Ray! I knew they
would you some day!
JOE: Last night, we the party with an amazing song sung
by Rita.
dog
a very corpulent
QUICK CONVERSATION

1. Would you like to start a business of your own? Why or why not?
2. Imagine you owned a business. What kind would it be?
3. What must a business do to be successful?
4. Look at the following list and rank the items from most to least important for
a business. Why did you rank them that way?
• financing • hiring staff
• location • interior design
• legal matters • time management
5. Imagine that all businesses (shops, companies, markets, etc.) suddenly
disappeared. How would the world be different? What does this “thought
experiment” tell you about how important businesses are?
pair?
1. kick around, cappuccino
2. streak, newcomer
3. destiny, undertake
4. inspiration, appeal
5. clogged, interfere es this living room
interior design: do
ugly to you?
look beautiful or
GRAMMAR FOCUS: SPEAKING
03 Look at the following dialogues, fill in the blanks with predicate

adjectives (single or compound), then practice speaking the dialogues
with a partner.
1. OLGA: How was the movie last night?
SLY: It was .
2. BAZ: What did you think of the dinner we just ate at Pat’s house?
LORI: You know, I hate to say it, but it made me .
3. MONTY: Tell me about your camping trip to George Washington National Forest!
CLAIRE: Well, the forest was definitely .
46
BRAINSTORMING
01 In the space below, create a mind map on the following topic:
What current K-pop artists (singers, etc.) do you think will be remembered
in the far future?
Mind Map
On the following pages, write an essay on the topic in the space
provided. In your essay, use some of the vocabulary you learned
from this unit, as well as at least one or two instances of this unit’s
grammar point (predicate adjectives).
ESSAY:



48
MEMO
unit 3
Prewriting II
Prewriting II
PREWRITING II
1. WRITING SKILLS: OUTLINING

When you write an essay, gathering your ideas is called brainstorming, which
we discussed in the previous unit. The next step in the prewriting process,
organizing your ideas, is called outlining. Know this:
Outlines are absolutely fundamental!
The notion of an outline dates back centuries. It is an integral part of Western

culture, with logical roots going back as far as the Greek philosopher Aristotle,
whose ideas have deeply influenced Western culture. Learning to “think in outline
form” is, basically, learning to think like a Westerner. If you want to learn to write
well, you must learn how to make outlines.
To break it down, then:
1. T he three main parts of the outline—the intro, body, and conclusion—are
marked with Roman numerals (I, II, III).
2. The supporting elements are marked with capital letters (A, B, C).
3. The details are marked with Arabic numerals (1, 2, 3).
4. Any sub-details are marked with lower-case letters (a, b, c).
5. Any “sub-sub-details” are marked with lower-case Roman numerals (i, ii, iii).
6. Indentation (pushing in the text) is used as ideas become more minor.
This is a very organized way of thinking and writing. It follows the beginning-
middle-end scheme, as you’ll notice that each level of detail supports the level
above it.
Aristotle Outlining is best for

essay-writing, but you
can also use outlines for
other types of writing, like
narratives (stories).
Don’t forget!
52
The basic structure of a 5-paragraph essay’s outline looks like this:
I. INTRODUCTION (1 paragraph)
A. Hook
B. Buildup
C. Thesis
II. BODY (3 paragraphs)
A. Supporting Idea 1
1. Detail 1
2. Detail 2
3. Detail 3
B. Supporting Idea 2 Man with GoPro
camera
1. Detail 1
2. Detail 2
3. Detail 3
C. Supporting Idea 3
1. Detail 1
2. Detail 2
3. Detail 3
III. CONCLUSION (1 paragraph)
A. Restatement of Thesis
B. Summary of Arguments
C. Speculation/Final Thoughts
Look at the following sample outline for an essay on this topic:
Are we filming/videoing too much these days?
I. Intro: Too Much Filming = Loss of Privacy & Rise of Superficial “Video Culture”
A. Hook: “caught on video”
B. Buildup: a global problem in modern societies
C. Thesis: Y ES, we’re filming/videoing too much these days—over-
videoing kills privacy and gives rise to “video culture”
II. Body: How Over-videoing Harms Us
A. Getting Put on YouTube
1. unwanted attention & loss of privacy
2. verbal abuse, violence, crime
3. Orwellian “surveillance society”: cameras are everywhere
B. The Rise of “Video Culture”
1. everyone is the star of his/her own movie
2. the worship of superficiality: image is everything
Unit 3· Prewriting II 53
C. Counterarguments and Objections
1. counterargument: more video = safer society
a. with so many cameras, it’s easy to track criminals
b. with video evidence, criminals can’t deny crimes
2. objection
a. wrong person can still be caught despite video cams
b. video evidence can be interpreted in context
c. people still commit crimes despite video
III. Conclusion
A. Over-videoing Kills Privacy
B. Video Gives Rise to Image-conscious Video Culture
C. Video Doesn’t Help Make Society Safer
With a well-written essay, you should be able to “reverse-engineer” the writing

to see the outline. The outline is the skeletal structure of the essay, and essays
written without outlining are usually poorly organized.
A SPECIAL NOTE ABOUT JOURNALISM: a newspaper article is usually written
as a narrative (i.e., a story) in the “inverted pyramid” format: the most important
facts come first, followed by minor details. The first paragraph of a news article
contains the most important facts, known as the “Five Ws”: who, what, when,
where, and why.
1. Who was involved? 2. What happened?
3. When did the event happen? 4. Where did the event happen?
5. Why did the event happen?
Look at this sample news article:
October 15, 2016

Three people are dead and twelve others wounded after a massive gun battle took place
on Saturday at a restaurant in the West Adams district of Los Angeles, California. Police
believe the gunfight occurred between two rival gang members. Two suspects have been
arrested, but authorities are still looking for the other shooters.
WHO: three dead, twelve injured, shooters
WHAT: gunfight
WHEN: Saturday
WHERE: restaurant, West Adams, Los Angeles, CA
WHY: possible gang fight
If you write a news article, remember that the first paragraph must show the 5
Ws. This style is a bit different from that of a regular intro paragraph for an essay.
We will talk more about journalism later in this book.
54
REVIEW
• Read the essay and fill in the outline with the words in the word bank.
Some words and phrases have already been placed in the outline.
ESSAY OUTLINE WORD BANK
Cloning a sheep or a dog is one thing, but what I. disadvantage: fast

about cloning a human being? Is human cloning aging, shorter life
unethical? Should it be banned? I think cloning A.Hook: is human
is necessary for the treatment of some illnesses cloning unethical?
such as leukemia, and it provides our children B. Thesis: Cloning is
better lives. Some people claim that cloning has
disadvantages, but I think they are mistaken. Necessary
Cloning is a new and necessary technology for II.
today’s world.
First, cloning can be a way to solve certain A. Male/Female Ratio
population problems. Although the world is 1.
overpopulated, there are many countries in
which men far outnumber women because of the
widespread abortion of female fetuses. Cloning 2. planet Introduction: Cloning
could be a corrective for that problem. It could also
colonization
provide a way to colonize other planets if some or
all of humanity ever decides to leave the comfort of B. Treatment of Illness/
Earth.
Second, there are still illnesses with no 1. leukemia Disease
treatment or cure, or whose treatments are long 2.
and painful. Leukemia is one example: treatment
for leukemia requires finding a person whose Solving Population
tissues match those of the person suffering from 3. improving Problems
the disease, and the probability of finding such children
a person is very low; the best match is usually
an identical twin. But if we were to use cloning C. Disadvantages & Awaiting a new
instead of trying to match two random patients, tomorrow
Objections
we could find a tissue donor easily. Cloning can
also help in decreasing the risks of cancer, stroke, 1.
and dementia, and also in increasing the cognitive
potential and talents of children—something that
scientist Lee Silver has written about. The quality 2. other diseases
of life for new generations will increase. If human
cloning has such advantages, then why not use it?
Some scientists believe, however, that human III. Conclusion Arguments For/
cloning has disadvantages. For example, cloned
Against Cloning
subjects age faster and have shorter life spans, A. Cloning will be
as we see in cloned animals. On the other hand, helpful.
we shouldn’t forget that cloning is a very new
technology; with time, it will improve. I believe that, B. Cloning will fight objection: cloning
after a while, cloning will provide us the advantages disease & improve tech will improve
mentioned above. All we can do is wait for science with time
to match our vision. health.
To sum up: in my opinion, cloning will greatly cloned dogs?
C.
help us, maybe not today, but definitely tomorrow.
With proper research and development, it can help
us fight disease and improve our overall genetic
health. For these reasons, I eagerly await a new
tomorrow.
PREWRITING II
2. GRAMMAR POINT: TRANSITIVE & INTRANSITIVE VERBS

A transitive verb takes an object; an intransitive verb takes none. A transitive
verb transfers action from the subject to an object; an intransitive verb might
involve action or a change of state (i.e., one thing becoming another), but this
action or change will affect only the subject of the sentence.
Some examples of transitive verbs:
Mark hit Brian. (object = Brian)
Jenny saw the scary tree. (object = the scary tree)
I gave my dog a massage. (objects = dog, massage) My God, Carl!
Do you have to sneeze
We will drive you to the stadium. (object = you) so loudly—and
disgustingly?
Some examples of intransitive verbs:
Jeremy lay in bed. (past tense of the verb to lie)
My cat grew fat.
We arrived in Paris at noon.
Carl sneezed loudly.
To check whether a verb is transitive or intransitive, look for an object, direct or
indirect. Note, too, that linking verbs are mostly intransitive.
WARNING: many, many verbs are both transitive and intransitive. Some
are listed above, like slide, taste, grow, and turn. Here’s a chart to help you
understand:
VERB TRANSITIVE INTRANSITIVE
slide The bartender slid the beer mug down the table. The child slid on the ice.
taste I tasted the soup. The soup tastes good.
grow Farmer John grew corn. Farmer John’s corn grew tall.
turn Lydia turned her face toward me. Lydia’s face turned green.
break Charles broke the glass. The statue broke in two.
Will the rope hold?

hold Please hold this rope.
(hold = not break)
56
“LIE” and “LAY”: many native speakers of English confuse the verbs lie and lay.
To be clear: lay (to put down) is transitive; lie (to recline fully) is intransitive. The
present/simple-past/past-participial forms of these verbs are:
LIE
lie, lay, lain
I lie down. I lay down yesterday. I have lain here too long.
LAY
lay, laid, laid
I lay the book down. I laid it there yesterday. I’ve laid it there before.
Also: don't confuse “lie” (to recline fully) with “lie” (to tell an untruth)!
Many verbs can be

both transitive and
intransitive. If the verb
has an object, it’s most
likely transitive.
Don’t forget!
REVIEW 1
• Transitive or intransitive? Look at the underlined verb in each sentence

and circle “TR” if the verb is transitive or “IN” if the verb is intransitive.
1. Ginger grew roses in the garden behind her house. TR / IN
2. We’re leaving Moscow tomorrow. TR / IN
3. This classical piano piece sounds wonderful! Is it Debussy? TR / IN
4. Despite his Italian name, Giuseppe Petri is actually French. TR / IN
5. The cat grew too fat to stay inside the house. TR / IN
REVIEW 2
• “Lie” or “lay”? Circle the LETTER(S) of the correct answer(s) for each
question below.
1. Please the document on my desk.
a. lie b. lay c. laid d. lain
2. The sick cat had at my front door for five hours before I came home
and saw it.
a. lied b. layed c. lain d. lies
3. Rick on the couch, staring at the ceiling and thinking about nothing
in particular.
a. laid b. lies c. will lay d. lay
4. We will our gifts at the king’s feet.
a. lay b. lie c. laying d. layer
5. You look tired. Why don’t you go down?
a. lay b. lain c. lying d. lie
REVIEW 3
• Write two compound sentences that each have one transitive and one
intransitive verb. Follow the examples given below.
EXAMPLES
Sarah grew corn for ten years; during that time, she also grew tall. (same verb)
You might like this sandwich; it tastes delicious. (different verbs)
1. .
2. .
58
VOCABULARY
Passage
1. pant v breathe quickly and heavily, usually from effort

2. trip v catch one’s foot on something and fall over
3. momentum n a force that is a combination of weight and speed; a force that
keeps something moving
4. adrenaline n a hormone that increases strength, speed, and alertness
5. pump v move in a forced, start-stop manner, as liquid through a tube
6. beast n an animal; a creature

7. evade v avoid; elude; get away from
8. trapped adj caught and unable to move or escape
9. gore v severely injure by deeply puncturing, usually with a horn
10. gash n a long, bloody wound that looks like a slice or a rip
11. witness v see; be present for; observe

12. trample v step on and injure (as by a heavy animal or animals)
13. panic n extreme, uncontrollable fear
14. aggression n the urge to attack or fight; a violent act
15. cruelty n the quality of taking pleasure while giving pain; savagery
16. enclosure n an area that has been shut away from the outside
17. bearing n orientation; direction
18. bullring n a stadium in which bullfights occur
19. lance n a long, spear-like weapon
20. executioner n a person who formally kills people or animals
21. disoriented adj confused; dizzy; without a sense of direction

22. reserves n hidden extra resources
23. corner v trap in a corner a young woman
feeling panic
24. spectacle n something exciting to watch; a show; a wonder
25. opponent n someone who is against something; an adversary

1. trip a. force of movement
2. momentum b. long, bloody wound
3. gash c. spear-like weapon
4. lance d. fall over something
those two words.
1. The angry elephant four people before it was caught.
a. stepped on b. trampled c. talked to d. killed
2. There was only one the car accident.
a. injured person at b. observer of c. witness to d. driver to
3. Your constant is the reason why no one wants to work with you.
a. pleasantness b. complaining c. fighting nature d. aggression
4. My nasty neighbor showed such to his poor dogs that we called
the police.
a. cruelty b. curiosity c. kindness d. savagery
5. After spinning around and around, Michelle became .
a. sleepy b. dizzy c. upset d. disoriented
6. My boss me at my desk and demanded to know why I was working
so slowly.
a. cornered b. called c. trapped d. found
7. Qingfu’s was less experienced in kung fu than he was.
a. adversary b. wife c. student d. opponent
8. The amazing fireworks show was quite a .
a. movie b. spectacle c. conflict d. wonder

1. Write a sentence including the word “beast” and a transitive verb.
.
2. Write a sentence including the word “adrenaline” and an intransitive verb.
.
60
READING PASSAGE
´
“Ole!”
The man heard himself panting in fear as the half-ton bull
pursued him down the narrow streets. If he tripped or fell,
the bull would catch him. At that point, there would be no
escape. The bull would show no mercy. It was a life-or-death
situation. He ran around a corner of this tight little street,
hoping to find a route to safety, but he couldn’t outrun the
bull. Instead, he stopped running. The man leaned back
against a house wall. He hoped the bull’s momentum would
take it past him. He hoped that it would chase someone else or tire and give up. He leaned
against the house and waited. Adrenaline was pumping through his body as he saw the
bull round the corner. Meanwhile, hundreds of people leaned out of windows and stood
on verandas in the old houses above. They waved and cheered and took videos. They
enjoyed this confrontation between man and beast. Why?
It is July in Pamplona, a pretty, historical city in northern Spain. The annual running of
the bulls festival has been held here for hundreds of years. It is a tradition at the very core
of Spanish culture. Attracting visitors from around the world, the running of the bulls is
a mixture of sport, ceremony, ritual, and art. On each day of the festival, six bulls are let
free to run an 850-meter course through the city’s famous winding streets. Thousands of
visitors seek to outrun and evade the chasing animals. However, some don’t make it. In
2016, a man just like the one trapped against the wall of a house above was caught and
gored by one of the bulls. He suffered a 12-centimeter gash to his neck. He wasn’t the
only one unable to escape. Viewers of a live television broadcast also witnessed three
Spanish men being trampled by the bulls. It is not just local people who get caught up in
the bulls’ panic and aggression. Visitors from the United States, Japan, India, and South
Africa have all been hospitalized.
Voices have been raised against such festivals. There are two main reasons. Firstly,
people argue that the running of the bulls constitutes
cruelty to animals. The bulls that are released onto
the streets of Pamplona are first kept in dark and
crowded enclosures. Then they are pushed out into
the blinding sunlight. Runners hit the bulls, dizzy
and unsure of their bearing, to force them along the streets. The bulls crash into walls
and charge along the hostile route in a general state of panic. But that is not all. At the
end of the day, the bulls are stationed alongside the bullring. Now takes place the famous
Spanish bullfight. The bull is released into the bullring, where picadores on horseback
attack the bull, driving lances into its back and neck. The bull now struggles to lift its
head in order to defend itself. Next come the banderilleros. The banderilleros enter the
bullring on foot. They run around the bull while sinking brightly colored sticks, called
banderillas, into the bull’s back. The bull is now significantly weakened. At this point,
the main performer enters the arena. The matador, distinctly dressed in a ‘suit of lights,’
holds to his side a red cape, called a muleta. He stands erect to induce a charge from the
bull. The exhausted animal will usually charge at the matador, who waves the muleta
over the passing bull’s head and body. The crowd cheers and applauds. After this ritual
has been completed several times, the matador stabs the bull to death with his sword.
Should he fail to kill off the animal, an executioner is called in to finish the job.
The second argument against bullfighting concerns the risk to human life. In the
bullring, the odds are stacked in favor of the matador. He is armed with a sword against
a weakened, surrounded, and disoriented opponent. He is an experienced professional,
trained in the skill of goading and killing his vulnerable prey. But sometimes, the ritual
doesn’t go according to plan. Sometimes, the bull may find reserves of strength. On other
occasions, the matador may slip or make an elementary mistake. On these occasions, he
is in great danger. In Pamplona on Saturday, July 9th, 2016, a 29-year-old matador was
gored to death in one such confrontation. Horrified spectators saw the young man taken
from the arena, having been tragically cornered by the bull, and now losing his life. The
wife of Victor Barrio, who died that day, was among the spectators in the bullring.
62
Those who are against the corrida de toros consider it to be nothing more than a blood
sport. On the other hand, its millions of fans consider it to be a cultural art form. The
latter admire the matador’s various formal moves, which they can identify as belonging
to a particular school of bullfighting. Supporters of bullfighting revel in the drama of
the occasion and the emotional connection between the fighter and the crowd. To them,
bullfighting is spectacle in its purest form. Opponents of bullfighting view the spectacle
from a different perspective. Instead of drama, they see torture. Instead of human
skill and courage, they see men taking pleasure in murder. Today, the opponents of
bullfighting are making progress. In 2010, the Catalonian regional government in Spain
banned bullfighting. Its popularity across Spain is falling. In 2008, over 3,000 bullfights
were held there. Within just a few years, that number had fallen to fewer than 500. Now
the question is raised: what will emerge to replace bullfighting in the cultural hearts of
the Spanish?
01 Where is Pamplona?
a. eastern Spain b. southern Spain
c. western Spain d. northern Spain
02 How long is the bull-running course?

a. 580 meters b. 80 meters
c. 850 meters d. 800 meters
03 Which country were hospitalized visitors not from?

a. Korea
b. Japan
c. USA
d. India
04 What is a matador?
a. the bull
b. the bullfighter
c. the bull runner
d. the street fighter
05 Why are some people against bullfighting?

a. because it is famous
b. because it is cruel
c. because it is dramatic
d. because it is emotional
06 True or False?
a. An executioner is sometimes used.
b. Matadors are trained.
c. There are different schools of matadors.
d. The matador charges the bull.

a. Who enters the bullring on horseback?
b. How often is the Pamplona festival held?
c. How old was Victor Barrio?
d. What are the colored sticks called?
64
VOCABULARY THEME
-tract-
The root “-tract-” comes from the Latin trahere, which means “to pull”
or “to drag.” The root is found in several common English words.
attract pull toward (as with gravity or a magnet)
Romantic attraction can
attractive good-looking; desirable be very distracting.
distract pull attention/focus away from
abstract not concrete or tangible; in the realm of ideas and principles
detract pull or take away from
retract pull back
extract pull out
subtract take from; take away; reduce (in number or size)
intractable stubborn; unable to be moved
tractor a large, powerful farm vehicle that pulls heavy items
tractor
attract You can attract a mouse to a mouse trap by using peanut butter.
attractive The attractive young man received plenty of female attention.
distract Your beauty is distracting me, Marlene. I can’t concentrate on my
work.
abstract To me, freedom is not an abstract idea: it is very real—as real as
breathing.
detract I would never detract from your tragic experience by saying it was
nothing.
retract The slug retracted its eyes when I gently touched them with my finger.
extract We have no choice but to extract the snake venom from your body.
subtract If you subtract 2 from 10, you get 8.
intractable The calm political discussion became a loud, intractable disagreement.
Farmer Joe used his tractor to pull tons of
tractor
hay to his barn.
PHRASAL VERBS
push~
Despite rain, we pushed ahead with

push ahead continue; press on
the baseball game.
bully; pressure The big student always pushed the
push around
verbally short student around.
As you see, the prepositions “ahead” and “around” can change the meaning of
a phrasal verb.
The verb “push” can be used by itself (He pushed hard.), but it can often be
“push.”
We pushed off and rowed the boat

push off launch (a boat)
downstream.
push back When the Empire came, the rebels
resist
(against) pushed back.
The president pushed through a law
push through force to happen
that no one liked.
Even though we were beaten, we
push on continue (bravely)
must push on.
Alice pushed her way past many
push past pass by roughly
people in the crowd.
66
distract abstract retract

detract extract tractor
The pulled a large flatbed stacked high with pumpkins.

Halloween was coming. Farmer Dave concentrated on driving while the black
crows tried to him from his work. Dave always worked hard;
his pumpkins were the best in the county; not to have Dave’s pumpkins for
Halloween would from the children’s celebration. Dave was
lucky: pumpkins grew above ground, so he didn’t need to them
from the dirt.
verb using “push~.”(NOTE: these are separate sentences, not a
dialogue!)
MAX: My sister is a strong-willed person. She’s very brave; no one can
her .
BOB: If the teacher gives us another stupid homework assignment, we students
will need to to stop this craziness!
PAT : I know we’re all sad and disappointed about the failure, but we must
.
JUG: Because of the rock concert, there are so many people at this hotel that
you’ll have to them all to get to the front desk.
tooth extraction
QUICK CONVERSATION

1. What’s your opinion about the corrida? Why do you think that way?
2. Is killing an animal always wrong? Why or why not? What about killing for meat?
3. Do animals have the same rights as people? Why or why not?
4. W hat are some traditions in Korea that you think should be changed or
eliminated? Why?
5. Do people from one culture have the right to criticize people from another
culture? Why or why not? (example: a Korean student complaining about the
Spanish corrida)
pair?
1. pant, beast 2. trapped, panic
3. bullring, executioner 4. disoriented, opponent
5. reserves, aggression
GRAMMAR FOCUS
03 Write three short dialogues below. For each dialogue, each speaker must
use the SAME verb, but for one speaker, the verb must be TRANSITIVE,
and for the other speaker, it must be INTRANSITIVE. Follow the example
shown below, and use the verbs provided in parentheses.
EXAMPLE
(to slide)
Kelly: Please slide your sandwich over to me. I’m hungry. (transitive)
Clarkson: While the sandwich is sliding to you, whistle like a bird. (intransitive)
(to taste)
1. BARK :
MEOW:
(to grow)
2. HARRY:
SALLY:
(to drive)
3. BEN:
STEIN:
68
ESSAY WRITING

Should animals have exactly the same rights as people do? Why or why
not?
In your essay, use some of the vocabulary you learned from this
unit, as well as at least one or two instances of this unit's grammar
point (predicate nominatives). Be sure to do your PREWRITING on a
separate page if necessary!


WRITING BUILDUP

Uh-oh… did
 do my prewriting, i.e., brainstorming and outlining? I remember
to do that?
70
MEMO
unit 4
Effective
Transitions
Effective Transitions
EFFECTIVE TRANSITIONS
1. WRITING SKILLS: EFFECTIVE TRANSITIONS

Good writing should flow smoothly and logically. Ideas that support a thesis
should be connected to each other. In an essay, when you move from paragraph
to paragraph, you’re moving from one main idea to another. This movement
is called a transition. A good transition logically connects current ideas to
successive ideas, allowing the reader to pass smoothly (i.e., to transit) from one
idea to another.
Imagine you’re moving from one paragraph to a new paragraph in an essay
about whether golf is a sport. Look at the two supporting paragraphs below and
note the transition sentence in red boldface.
Golf requires concentration and hand-eye coordination, just as other sports do. A
good golfer must have these skills, or he will be unable to perform well. Many shots in golf
must hit distant targets; untrained people cannot make such shots consistently. Golfers
must consider not only distance, but other physical factors like wind, lighting conditions,
and terrain. When a golfer swings his club, his form must be perfect in order to produce
both power and accuracy. But along with concentration and hand-eye coordination,
there are other reasons why golf should be considered a true sport.
This may come as a surprise, but golfing also requires strength and endurance. The
power in a golfer’s swing comes not only from proper form, but also from the golfer’s
native strength. Furthermore, playing eighteen holes of golf can take a long time, which
means the golfer’s concentration must never waver or weaken. Golfers who are too
weak, and who lack endurance, can never expect to succeed at golf.
Is the above transition sentence absolutely necessary? Even if the sentence is

gone, both paragraphs’ main ideas will be intact. But if the transition is missing,
and we move from one paragraph to another, the effect will be jarring—too abrupt.
Look at the above transition sentence and think about how it functions. Notice
that the phrase “there are other reasons why…” signals to the reader that more
ideas are coming, so when the reader moves on to the next paragraph, he
now expects to read some new ideas and arguments. This is the purpose of a
transition: to help the reader along smoothly from one paragraph to the next.
Notice the sentence’s use of “But” at the beginning. “But” indicates a contrast,
and it can also serve as a transition word. There are other common transition
words and phrases, such as most conjunctive adverbs (refer to Gravoca 1C, Unit
9) including therefore, consequently, subsequently, in
addition, likewise, however, nevertheless, otherwise,
One thesis per essay, and
on the other hand, etc. There are even more transition one topic per paragraph!
words and phrases, such as again, meanwhile, despite, Remember to BE CLEAR
sometimes, previously, etc. Use these transition words when writing your thesis
and phrases to move from one paragraph to another. and/or your topic!
Don’t forget!
74
crop circles:
maybe not so my
Look at the two short essays below. One has no transitions at all; ste rious!
the other has good transitions in place. Can you tell which essay is which?
ESSAY 1 ESSAY 2
We have all heard stories about aliens visiting You’re in college, it’s dinnertime, and
our planet, but how likely are they to be true? In this you’re hungry. Should you order a pizza
essay, I will argue that stories about alien visitations, or cook something yourself? A deeper
known as “close encounters,” are most likely untrue, question is: if you’re a college student,
and for several reasons: first, lack of imagination; should you know how to cook at all? The
second, lack of solid evidence; and third, a principle answer is a big yes, and there are a few
called Occam’s Razor. reasons why: nutrition, skill sets, and
When people who have supposedly lived through economics.
a close encounter are asked to describe aliens, their When you cook a meal, you’re in
descriptions sound strangely like people: hairless, control. You decide what ingredients
humanoid creatures with gray skin; large heads; and to use, so you don’t need to expose
large, black eyes. There is, however, no reason to yourself to too much sugar or to nasty
think that aliens would look like humans. Creatures chemicals. Also, when you cook, you
that evolve on a different planet will look completely control the quality of the food you eat,
different from humans: parallel evolution is statistically which means you can choose to make
impossible. For this reason, describing aliens nutritious meals.
as strange little humans shows a severe lack of Learning to cook means learning
imagination. Furthermore, there’s the problem of lack skills. These skills can be of great benefit
of evidence. no matter where you go. Learning to
People who claim to have been kidnapped by cook is part science and part art, so
aliens will sometimes show strange burns on their you’re also gaining technical knowledge
skin or tell a creepy story of being taken into a lab as well as a sense of how to make things
and experimented on. They offer no video evidence look beautiful and presentable. There’s
showing these aliens, no photographs of the alien also a certain pride that comes with
ship, no audio recordings of alien voices. They offer knowing how to cook: you’re more
no solid, provable, scientific evidence that they have independent because you know how to
really been abducted by aliens. Therefore, there feed yourself (and others) well.
must be some other explanation for their supposed Buying your own food, instead of
experience. paying for restaurant meals, means you
A principle called “Occam’s Razor” says that, can save more of your money. This is
if you have two explanations for a thing or event, especially important for college students,
the simpler explanation is more likely to be the truer who are usually on tight budgets. $100
one. If, for example, we see mysterious patterns in a can buy you three or four expensive
cornfield—the so-called “crop circles”—we should ask meals at a local restaurant, but that same
ourselves, “Did people make these patterns, or did money can feed you for at least two
aliens?” Scientists who have investigated crop circles weeks if you know how to shop for food.
have proven them all to be hoaxes: they were created In conclusion, it is clear that cooking
by human pranksters. This is easier to imagine than your own food has several advantages
aliens traveling all the way across the galaxy just to over buying pre-made restaurant meals.
mess with our vegetation. You can control the quality of what you
It should be obvious, by now, that claims of “close eat; you can be proud of your useful
encounters” are false. People who make such claims cooking skills, which help you to be
lack imagination and hard evidence, and Occam’s independent; you can also save plenty
Razor leads us to believe that earthly reasons are of money by shopping and cooking for
enough to explain weird occurrences like skin burns yourself.
and crop circles. Does this mean there are no aliens
at all? No. It just means we haven’t met them yet.
Unit 4· Effective Transitions 75

Essay 1 probably flows better: it’s the essay with the transitions. Essay 2 isn’t
bad, but the movement from paragraph to paragraph is jarring and abrupt—not as
good. Do you see the transitions in Essay 1?
Look at these next two passages (these are supporting paragraphs, not intros or
conclusions) to see examples (red boldface font) of good transitions versus bad
transitions.
PASSAGE 1 PASSAGE 2
Topic: “Is a Hot Dog a Sandwich?” Topic: “Would You Want to be Famous?”
[…] […]
All sandwiches have some kind of filling One good point about being famous is
surrounded by bread. This is true for standard that people you don’t know will want to hang
sandwiches like tuna melts or hamburgers; out with you, so wherever you go, you’re
it’s also true for non-standard dishes like automatically liked. Being a celebrity has a
wrap sandwiches or pita sandwiches. The strange, hypnotic effect on people. Think
filling can be meat, vegetables, or something about it: when a movie star sees you and says
else entirely, like peanut butter and jelly. A hot “hi,” you feel specially blessed. Who wouldn’t
dog is also meat surrounded by bread, so in want to have that power? Everywhere you
terms of its form, it’s definitely a sandwich. go, people already know you and like you—
More than that, a hot dog is a sandwich in maybe even love you! What else is great
terms of how its parts function. about fame?
W h a t i s t h e p u r p o s e of b r e a d i n a T h e c a m e r a s a r e a l way s fo ll ow i n g
sandwich? One obvious purpose is to provide you, so you have no privacy. Ever y time
an extra layer of taste, and most breads are you make even a little mistake, or get into
delicious. But another purpose of bread is to a fight, everything you do is recorded and
convey the sandwich’s filling to one’s mouth rebroadcast out to the public via news
without spilling anything. This is exactly networks, social networks, YouTube, and
what a hot dog’s bun does: it protects the other means. And sometimes, if you do
meat and sauce and helps convey the tasty something bad, the public will hate you. In
interior to the eater’s mouth. But a hot dog is that case, no matter where you go, your life
a sandwich for another reason. will always be miserable.
[…] […]
The transition sentence in Passage 1 mentions function, which is the topic of the
following paragraph. This is a good transition because it prepares the reader for
what’s coming next. In Passage 2, the transition sentence is a question—“What
else is great about fame?”—that does not prepare the reader for what comes
next. In fact, the transition in Passage 2 actually misleads the reader into thinking
that the next paragraph will also talk about the good points of being famous. In
fact, the next paragraph talks about the disadvantages of fame.
76
REVIEW 1
• Circle the LETTER(S) of the correct answer(s) for the following multiple-
choice questions. More than one correct answer may be possible.
1. What is a transition?
a. the supporting details of an essay b. movement from idea to idea
c. the main idea of an essay d. the conclusion of an essay
2. Which are NOT good transition words and phrases?
a. the b. on the other hand
c. however d. intelligent people
3. W
hich is NOT a good transition sentence?
a. Fear can be exciting, but there are other reasons to like horror movies.
b. Youth can be a time of difficulty, but what about young adulthood?
c. Now that we have discussed roses, nothing more can be said about them.
d. Memory is how we deal with the past, but how do we deal with the future?
REVIEW 2
• Look at the following paragraphs. How might they be connected? Write

TWO different transition sentences in the spaces provided.
Farm animals aren’t like people. They can be noisy, even aggressive. They also
move around a lot, so a farmer must constantly keep track of where they are. If cows
and horses and pigs run away, or if chickens and geese break out, a farmer can lose
a lot of money. It helps to learn something about animal psychology and behavior, but
such knowledge doesn’t make the job of animal care any easier: all that dirtiness can
be hard to handle, and that’s the basic point: taking care of farm animals is dirty work.
Pigs wallow in mud; farm dogs run through tall grass and roll in dirt; cows, chickens,
and geese are forever defecating, as if the whole world were their restroom. [WHAT
TRANSITION SENTENCE CAN BE PLACED HERE?]
Slaughtering farm animals is worse than caring for them. In some cases, a farmer
might become familiar with a cow, a pig, a chicken, or a goose. Having become
familiar with a particular animal, a farmer will have a hard time killing it. On big farms,
killing animals is often mechanized, i.e., done by machines. On smaller farms, killing
animals can be more personal. Very often, a farmer with a small property (sometimes
called a “smallholder”) will have to kill the animals himself.
1.
.
2.
.

EFFECTIVE TRANSITIONS
2. GRAMMAR POINT: PRONOUNS WITH NO ANTECEDENTS

When we want to talk about past habits or things we did but no longer do, we
can use two different verbal expressions: used to and would. The expression
used to is more common than would, and there are two other differences
between these two expressions:
1. You may (but you don’t have to) use would if you specify that the time period
you’re referring to is in the past BEFORE the word “would” appears in your
sentence.
When I was a child, I would visit my grandparents every year.
I used to visit my grandparents every year when I was a child.
ALSO: When I was a child, I used to visit my grandparents every year.
2. You cannot use would with verbs like love, be, understand, and feel. These
types of verbs are called stative verbs (see grammar tip).
RIGHT: I used to understand how you felt.
WRONG: I would understand how you felt.
CAUTION: don’t confuse this usage of would with the conditional tense! The
conditional tense is normally about an imagined future.
When I was little, I would play with Star Wars toys. (used to)
If I were little again, I would play with Star Wars toys. (conditional)
NOTE: the verb to have, when it means to own, is also a stative verb.
Stative verbs express a state or

condition. These are verbs like “like,”
“want,” “believe,” “understand,” and
“feel.” Normally, these verbs are
expressed with simple tenses, not
with progressive tenses.
Examples:
RIGHT: I feel tired.
Star Wars toys: WRONG: I am feeling tired.
ily
the Sk ywalker fam RIGHT: I understand.
WRONG: I am understanding.
Don’t forget!
78
Some examples of would and used to:
About ten years ago, I used to read newspapers.
I didn’t use to be so nervous; these days, I’m nervous about everything.
Did you use to smoke?
When I was a little girl, I used to love riding horses.
Back when he was five, Jared used to like mint-chocolate ice cream.
Natalie used to play video games all day when she was a teen.
When we were kids, we would go to the movies every weekend.
A long time ago, Sharon would talk all the time about her husband.
In the 1960s, Americans would often protest the government.
Millions of years ago, velociraptors would chase other dinosaurs.
Last century, world wars would happen too frequently.
When he was a big star, the actor would win prizes all the time.

REVIEW 1
• Correct or incorrect ways to talk about the past? Circle “ ” for “correct”
and “ ” for “incorrect.”
1. When Bert was ten, he would fight with other kids. |
2. Ten years ago, Darcy would love soccer. |
3. I used to have a remote-controlled helicopter. |
4. They would have hundreds of toy cars and trucks. |
5. Slade would be on a skateboard in the 1990s. |
REVIEW 2
• Circle the letter(s) of the correct answer(s) to the questions below.

1. When they were just babies, my twin sons .
a. would fight all the time b. will fight all the time
c. used to fight all the time d. would have fought all the time
2. Greg five years ago, but he’s quit smoking since then.
a. would smoke b. used to smoke
c. will smoke d. can smoke
3. Carla she could become president of the United States, but now
she doesn’t.
a. would believe b. will believe
c. was believing d. used to believe
4. Back in the 1950s, Elvis Presley in front of huge crowds.
a. was played b. used to play
c. would play d. could have played
5. Many years ago, my grandmother a beautiful young woman.
a. used to be b. would have been
c. would be d. is going to be
REVIEW 3
• Write one sentence using “used to” and another using “would” to
describe past actions.
1.
2.
80
VOCABULARY
Passage
1. tumble v fall while rolling

2. vessel n a ship (boat, spacecraft, etc.)
3. pitch black adj totally black; utterly dark
4. fellow adj companion; member of the same group or team
5. drift v float without power
6. marooned adj abandoned in isolation; stranded

7. cupboard n a closet-like space in the kitchen for storing cups, plates, etc.
8. universe n all of nature (space, galaxies, stars, planets, etc.); the cosmos
9. confront v face head-on, usually in conflict
10. cramped adj small and tight; having very little room or space
11. sliver n a very thin slice

12. cubbyhole n a small space (as in a set of shelves) to store small items
13. flee v quickly escape from (by running, etc.); get away from
14. broken-down adj old or worn down to the point of uselessness
15. caldera n the bowl-like opening of a volcano that contains the volcano’s
mouth
16. hazardous adj dangerous

17. descent n downward travel; downward movement
18. daring adj risky and requiring courage Caldera of Piton
de la Fournaise,
Réunion Island,
19. heights n high places Indian Ocean
20. pretend v imagine (often fancifully); act according to imagination
21. mental adj mind-related; thought-related; intellectual

22. bungee jump n a sport involving leaping from high places while attached to
long rubber bands (bungee cords)
23. appealing adj attractive and pleasing
24. two-dimensional adj flat
25. cellar n the lowest (usually underground) level or floor of a house,
primarily used for storage


1. universe a. dangerous
2. confront b. of the mind
3. hazardous c. cosmos
4. mental d. face
those two words.
1. The crew members found themselves on an empty tropical island.
a. marooned b. helpless c. starving d. abandoned
2. Six large guys had trouble squeezing into the little Honda.
a. dangerous b. cramped c. tight d. large
3. The deer tried to the tiger, but the tiger was too fast: it caught the deer.
a. run away from b. flee c. fight d. talk to
4. The lovely design of the house was very .
a. clever b. appealing c. pleasant to look at d. ugly
5. Marsha gave the dog just a of cheese.
a. big piece b. pile c. thin slice d. sliver
6. Batman’s rescue of the five hostages from the terrorists was on
the news.
a. daring b. noisy c. safe d. risky
7. On his computer screen, the map was very .
a. flat b. interesting c. 2-dimensional d. 3-dimensional
8. We keep a lot of old boxes in our house’s .
a. attic b. cellar c. underground floor d. kitchen

1. Write a sentence including the word “beast” and using “used to.”
.
2. Write a sentence including the word “pretend” and using “would.”
.
82
READING PASSAGE
“There’s No Such Things as Ghosts”

The captain, alone and millions of miles away from Earth, was tumbling through space
in his tiny vessel. The dark outside was pitch black. He reached out to find the walls of
the craft and steady himself. Just an hour ago, he had been talking and laughing with
his fellow astronauts on board the giant mother ship. Then the deadly explosion had
occurred. He was the only member of the crew to board a ‘lifeboat.’ Now, he was drifting
through the dark in an escape vessel with no power. The captain would have to find a way
of surviving among the stars in this marooned and powerless ship.
Then I opened the door and left the cupboard. I wasn’t a captain on a spaceship, nor was I
drifting through the universe alone. I was a nine-year-old boy playing a game. As a child,
I used to be scared of the dark. I didn’t like having the lights turned out in my bedroom,
and I didn’t like being the last person to go to bed at night. I would avoid the dark at
all costs. There was only one way to defeat my fear: I would confront it. So I found the
smallest room in the house—a small cupboard under the stairs—and closed the door.
Here was total darkness in a cramped space. Not even a sliver of light from underneath
the door illuminated the room. I would have to feel in order to “see.” I used to sit down in
the “cubbyhole” and count. At first, I would only make it to six or seven before my fear
won and I would have to flee the room. But in time I realized nothing bad would happen.
There were no monsters or ghosts, and the dark was a neutral phenomenon. Soon, I
turned the cubbyhole into a spaceship. Fear can stimulate creativity.
The cubbyhole was not just a spaceship. Whenever I was alone and bored at home, I
would imagine the cubbyhole as a different place. I used to think of a small and scary
place, such as a broken-down elevator, a caldera at the top of a volcano in the middle
of the night, or a medieval prison cell, and then I would close the door behind me. In
fact, the cubbyhole did have an electric light, but I never used to use it. Instead, I would
imagine myself trapped in the elevator, figuring a way out. I would imagine myself sitting
in the caldera, planning a hazardous descent. And I would imagine myself a prisoner in

the fearful cell, plotting a daring escape. I wouldn’t always think of a particularly clever
or realistic method, but I trained and exercised my imagination.
Playing in the dark cubbyhole was a childhood secret. Then one day, I told my best
friend. He laughed until I asked him the question, “What are you afraid of?” He thought
for a moment. Then he said he was afraid of heights. At our park was a climbing frame.
Many of the local boys and girls would hang and swing from it. Until that moment, I
had not realized that my friend never would. Now I understood that it was because he
was afraid of heights. So we went to the park and sat on the climbing frame. There, we
devised a new game. We pretended to be baby monkeys learning to climb for the first
time. At first, progress was slow. But we used to fill our imaginations with the idea that
the climbing frame was a complex of jungle trees, surrounded by hazards such as snakes
and lions and alligators. We had very good reason not to fall. Our mental picture became
so strong that staying on the climbing frame as high and as long as possible became more
important than the fear of its height. Today that friend is the only one of our group who
has done the Macau Tower bungee jump, which is the highest bungee jump in the world.
All children are imaginative. To see things

“through a child’s eyes” is to color the world
with strange imaginative possibilities, only some
of which are fearful. Animated cartoons are
more appealing to kids than dramas peopled with
real humans. Real humans seem too limited in
the child’s mind’s eye. It requires a real trick of
the imagination for adults to return to seeing the
world that way. We cannot easily reproduce our childhood state of mind, but we can try.
Adults can watch a cartoon by studying the objects individually rather than as images in a
two-dimensional field. In this way, they can recapture the childhood sense of stimulation
with all that color and movement.
84
Today, the dark doesn’t bother me. But nor do I sit in
the cubbyhole, imagining that I am trapped in some
life-or-death situation. Indeed, such a form of “fear-
play” is not to everyone’s taste. I remember once
spending time in the cubbyhole, pretending I was
in a flooded cellar. I exited and told my sister what I had been doing. She didn’t seem
impressed. I offered to show her what fun it could be. Again, she didn’t want to know. So,
as a mean older brother, I forced her to go into the cupboard in the dark. She screamed
from inside the cubbyhole, and I quickly let her out. I hope today that she is not scared of
the dark because of me. Was I right to make her experience my game?

01 Where was the cubbyhole?

a. in space b. under the stairs
c. in a bedroom d. in a hole
02 Which place did he not imagine in the cubbyhole?

a. a volcano b. a prison cell
c. an elevator d. a climbing frame
03 What kind of phenomenon is the dark?

a. neutral
b. daring
c. imaginative
d. individual
04 What was his friend scared of?

a. snakes
b. lions
c. alligators
d. heights
05 Why do children enjoy cartoons?

a. because they love television
b. because they love imagination
c. because they love ‘fear-play’
d. because they love new games
06 True or False?
a. The cubbyhole was dark.
b. Both boys were afraid of heights.
c. He pretended to be a prisoner.
d. There was an explosion in the cubbyhole.

a. What animal did they pretend to be?
b. What is the top of a volcano called?
c. What is a giant spaceship called?
d. Where was the local climbing frame?
86
VOCABULARY THEME
-scend-
The root “-scend-” comes from the Latin scandere, which means “to climb.”
The root is found in several common English words.
Rock climbers ma
king a
dif ficult ascent
ascend go up; rise
descend go down
condescend (to) act as if one were superior; act arrogantly
transcend pass beyond
descendant later generations of people: children, grandchildren, etc.
transcendent surpassing all limits; holy
ascendant rising
scend the force of a wave
crescendo a forceful conclusion (usually in a musical piece)
descendent coming down
ascend The campfire’s smoke ascended into the night sky.
descend As evening came, the group finished descending the mountain.
condescend (to) Don’t condescend to me! I’m your mother!
transcend I n mastering kung fu, you have transcended all your previous
limitations.
descendant When I die, I wish to pass this mansion on to my descendants.
transcendent Looking at the Grand Canyon is a humbling, transcendent experience.
ascendant The political party started small, but these days, it is ascendant.
scend Pushed by a sudden scend, the ship shot forward.
crescendo Their argument reached a crescendo when Mark hit Bill in the face.
descendent Some people think China’s economy is descendent these days.

PHRASAL VERBS
sit~
Marcia sat down when she heard the

sit down settle into a seat
terrible news.
Please sit up in your chair! Don’t
sit up seat oneself straight
slouch!
As you see, the prepositions “down” and “up” can change the meaning of a
phrasal verb.
The verb “sit” can be used by itself (He sat.), but it can often be used as part of
a phrasal verb. Many different phrasal verbs are possible with “sit.”
Have you ever sat in on a criminal trial

sit in (on) attend
at court?
Because she was injured, Sheila sat
sit out not participate in
out the field-hockey game.
be seated while Joe sat against a tree and did his
sit against
leaning homework.
be seated to the
sit behind The pretty girl sat just behind me.
rear of
sit for take (a test) Harry sat for his Latin exam.
a dog sits up
88
transcendent descendant ascend

condescend crescendo descend
My first-ever experience with Buddhist meditation was incredibly .

I felt my mind into the clouds and the sky, then I felt myself
back to the earth. Right before the end of my meditation,
the of my experience was when I gained enlightenment and
understood the true nature of the universe.
verb using “sit~.” (NOTE: these are separate sentences, not a
dialogue!)
LIM: You should straight while you’re in church. Be
respectful!
TOM: Guys, I’m going to this card game because I don’t
like poker.
MUC: Ah, Mr. Henderson! Come in! Please .
PHU: Eric has to his math test tomorrow. Can you help
him study?
biker making a ra
pid downhill descen
t

QUICK CONVERSATION

1. What kinds of pretend games did you play as a child? Did you play alone or
with friends? Which was more fun, and why?
2. When you were young, were there scary places inside your home? Where
were they? What did you imagine was inside those places?
3. Have you ever scared someone else? Why did you do it? Was it fun? Would
you do it again?
4. Talk about a time when you confronted your fears.
5. Is it possible to be absolutely fearless? Why do you think this way?
pair?
1. tumble, universe
2. caldera, hazardous
3. bungee jump, pretend
4. appealing, cellar
5. vessel, daring
GRAMMAR FOCUS
03 Complete the following dialogues by writing responses that use the

phrases “used to” or “would,” then practice reading the dialogues out
loud with a partner.
1. CARL: What games did you play when you were young?
LEWIS: .
2 CAO: What did you study in elementary school?
MAO: .
3. MAGPIE: What kinds of food did you eat when you were seven or eight?
RAVEN: .
90
ESSAY WRITING

Should children be allowed to have fun while young, or should they study
all the time?
(“used to” and “would”). Use effective transitions.


WRITING BUILDUP

 write three body paragraphs (5-8 sentences)? Did I do it?
Did I do it?
 write a concluding paragraph (5-8 sentences)? Did I do it?
92
MEMO

unit 5
Persuasive
Essays
Persuasive Essays
PERSUASIVE ESSAYS
1. WRITING SKILLS: PERSUASIVE ESSAYS

The most common, and most important, type of essay that students write is the
persuasive essay. But what is persuasion? Persuasion is the act of changing
someone’s mind. According to the ancient Greek philosopher Aristotle, there are
three main elements to persuasive rhetoric: ethos, pathos, and logos.
ethos = credibility, believability, authoritativeness
pathos = emotional force
logos = logic; reason; sense
If you’re not a cook, but you’re writing about cooking, why should I trust what
you say? If, however, you’re a professional chef, then of course I’ll be interested
in, and convinced by, almost anything you say about cooking. This is ethos: your
believability, your authority. Ethos is the reason why I should trust you.
If your essay is boring, if you do nothing to engage me emotionally, then we
would say that your essay lacks pathos—emotional force. Without pathos, I feel
no suspense, no pity, no joy, no fear, no anger, no excitement. I feel nothing. You
cannot persuade people without pathos.
If your essay makes no sense, if there’s no logic or reason to anything you say,
this means your essay lacks logos. A good essay is clear and well organized; its
ideas fit together solidly and smoothly. The essay’s thesis and supporting details
should all unite to create a forceful, persuasive argument.
Although there are many different types of essays, it’s good to remember
that ethos, pathos, and logos are essential elements of rhetoric, the art and
technique of effective communication.
On the next page, you will see two persuasive essays. As you read them (and
please read them as a teacher would), look for examples of ethos, pathos, and
logos.
When we say a
persuasive essay is
“making an argument,”
we don’t mean a verbal
fight: we mean the essay
is making a reasoned,
logical case.
Successful politicians
understand the power
of rhetoric. Don’t forget!
96
TOPIC: “When people succeed, it is because of hard work. Luck
has nothing to do with success.” Do you agree or disagree with the
quotation above? Use specific reasons and examples to explain your position.
5-level TOEFL essay 3-level TOEFL essay
W i n s to n C h u r c h i l l f a m o u s l y s a i d , “ S u c c e s s “ When people succeed, it is
i s wa lk i n g f r o m f a il u r e to f a il u r e w i th n o l o s s of because of hard work. Luck has
enthusiasm.” In other words, for Churchill, success nothing to do with it.” I disagree
is primarily about effort and attitude, not about luck. with this thinking. Many successful
Many of today’s successful businessmen would agree: people are lucky. If they do not have
while luck might be a factor, it is a minor one. Success luck, they will not successful. Hard
is mostly about factors you can control: having a clear working is important, but maybe luck
vision, anticipating difficulties, and never giving up. is more important.
A person with a clear vision of the future knows Think about winning a lottery.
what he or she wants. This is helpful because, with a Now the winner have a lot of money,
definite goal in mind, there will be much less wasted time bu t did he wo r k ha rd to get ting
and effort. Steve Jobs knew, early in life, that his future it? No. He was lucky. But he also
lay with computing technology. Yo-Yo Ma’s passion successful now, because he rich.
for the cello began in his childhood. Both men became I have an uncle who went to
extremely successful in their respective fields. Clear America. He worked hard and started
vision minimizes randomness and thus minimizes the a business there, but the America’s
need for luck, which is helpful in preparing for the future. economy got bad and his business
When you fail to plan for difficulties, you waste failed. Economic problem was not
time. Not anticipating problems can set you on the uncle’s fault. It was just bad luck. He
road to failure. While it’s impossible to anticipate every worked hard, but had poor result.
problem that might occur, it is possible to minimize Bill Gates is CEO of Microsoft.
the number of difficulties by thinking through as many How did he become so successful?
potential scenarios as you can. Businesses that fail to Maybe partly because of hard work,
consider hidden costs—construction, salaries, interior but a lso pa r tly b e c au se he wa s
design, marketing, etc.—will usually die within a year. lucky. His company first focusing
In the electronics industry, 90% of startup businesses on software, but in 1990s, internet
fail, mainly thanks to poor planning. Good planning suddenly become popular, so Bill
also reduces the need for good luck while reducing the Gates also suddenly change focus to
probability of bad luck. internet browsers, applications, etc.
Of course, we can’t control all circumstances, and His success mostly because of luck!
we can’t foresee all problems. When obstacles do Luck is powerful. It can change
arise, it’s not luck that allows us to surmount them: it’s your life. You might win Lotto, get
determination—the can-do attitude that prevents one rich, and be successful because
from giving up. Bad luck can strike at any moment, but of luck. You might work hard but
the answer to bad luck isn’t good luck: it’s perseverance. l o s e yo u r b u s i n e s s b e c a u s e o f
As Confucius said: “It does not matter how slowly you bad luck with economy. You might
go, so long as you do not stop.” start a business, then the market
Clarity of vision, anticipating difficulties through is changes, then you change your
good planning, and perseverance are all key factors business to follow market, and you
in success. Luck, by contrast, is only a minor factor. succeed…but market changing is
You have no control over good or bad luck, but you luck, not your effort. So I disagree
c a n control your vision, your planning, and your that hard work is most important for
determination. Churchill was right: success comes from succeed. Luck is more important.
effort and attitude.
Unit 5· Persuasive Essays 97

DISCUSSION
The difference between the two TOEFL-style persuasive essays on the previous
page should be obvious. The 5-level essay has perfect grammar, logical
arguments, and interesting writing. The 3-level essay has many grammatical
errors, weaker logic, and somewhat uninteresting writing. (It does, however,
make a clear argument and have a clear thesis, which is why it does not rate a 2
or a 1.) Let’s now concentrate on the 5-level essay, using Aristotle as a lens for
judging it.
Ethos. The writer has to establish believability and authority. Writing with good
grammar, spelling, and punctuation is one way to do this: it’s hard to respect an
essay that is poorly written. In the better essay, the writer also uses certain famous
people as examples to support his thesis: Prime Minister Winston Churchill,
Apple CEO Steve Jobs, cellist Yo-Yo Ma, and Chinese philosopher Confucius.
Using quotes from famous people adds respectability and makes an argument
more persuasive. Statistics are also useful, and the writer uses a “90% of startup
businesses fail” statistic as a way to make his argument more authoritative.
Pathos. The writer of the better essay uses emotional words to supply emotional
force to his writing—words like enthusiasm, attitude, passion, and inspirational
phrases like “never giving up.” The tone of the essay is also very optimistic; on one
level, the essay is saying that hard work will lead to success. One final note: above,
in the paragraph about ethos, we noted that statistics make an argument more
authoritative, but you should know that statistics can also provide emotional force
to an argument. “90% of startup businesses fail” is a shocking statistic, and this
causes the reader to pay more attention.
Logos. The writer persuades the reader with solid logic and good supporting
details. Note the structure of the essay’s argument: (1) the thesis states that
success comes from attitude and effort, and the intro paragraph also praises clear
vision, anticipating difficulties, and never giving up; (2) clear vision is shown to
minimize wasted time and effort; (3) anticipating difficulties through good planning
is shown to help avoid failure (failed businesses are used as a general example);
(4) perseverance is shown to be (with a little help from Confucius) the quality
that helps successful people deal with temporary failure. All three supporting
paragraphs build a strong logical case for the essay’s thesis, so the conclusion is
clearly that success is about attitude and effort, and not about mere luck.
A good persuasive essay has the Aristotelian qualities of ethos, pathos, and
logos. Such an essay is believable and authoritative; it has emotional force; it
is also logical and sensible. The essay’s thesis should be well supported by its
ideas and arguments, and the conclusion should be strong.
98
REVIEW 1
•E
thos, pathos , or logos? Look at the sentences below, decide which
techniques they employ, then circle “E” for “ethos,” “P” for “pathos,”
and “L” for “logos.” More than one answer may be correct!
1. I have been a chef most of my adult life; now, I will teach you E/P/L
about steak.
2. It would be very embarrassing not to know that information. E/P/L
3. The monk has meditated for twenty years, so he deeply E/P/L

understands the mind.
4. Our path goes through the desert; therefore, we won’t need E/P/L
winter gear.
5. We absolutely cannot fail! E/P/L
6. If we bring enough water for the hike, we won’t need to drink E/P/L
from rivers.
REVIEW 2
• In the space provided, write a short persuasive essay (3-4 paragraphs)
on the following topic:
Do you agree or disagree with the following statement? People should sometimes
do things that they do not enjoy doing. Use specific reasons and examples to
support your answer.

PERSUASIVE ESSAYS
2. GRAMMAR POINT: “BY” vs. “UNTIL”

For Korean students learning English, it may be difficult to understand the
difference between by and until. The difference is this:
by = not later than; before
until = up to the time (that); before (used negatively)
We normally say “by” when talking about due dates or due times.
Boss: Please do this project by 10 a.m. on Tuesday.
We normally say “until” when talking about a continuous (i.e., non-stop) activity
that goes on up to a particular time.
Clark was so tired that he slept until noon.
If we use “until” in a negative sentence, the meaning is a bit different. For
example, look at this sentence:
Henrietta didn’t begin her homework until midnight.
The above sentence means that Henrietta started doing homework after
midnight, so the word “until” means “before.”
You can also use clauses after both by and until, although the grammar is
somewhat different in each case. Look at these sentences:
By the time he was ten, Mozart had already accomplished much.
Henrik had already learned to drive by the time he was twelve.
Until you learn to control your anger, I’m not giving you any gifts.
We can’t do anything until we understand the problem.
Do you see the grammar patterns?
(1) BY + “the time” + clause Don’t be confused when
(2) UNTIL + clause you see “by” and “until”
in similar situations! They
mean different things. For
example:
1. He did it by 3 o’clock.
2. He did it until 3 o’clock.
In the first sentence, the
man finished his work
before 3 p.m. In the
second sentence, the
man didn’t stop working
learning to drive until 3 p.m.
Don’t forget!
100
Here are some more examples. Read carefully and notice the patterns.
BY UNTIL
By the time I was four, I already knew I won’t need the car until we’re ready
how to fish. to leave.
Gerard finished the painting by Friday,
Keep working until sunset.
as promised.
Kendra says she’ll do it by 3 o’clock. Neville worked until his hands bled.
Can you deliver this to Bob by this Rocky trained until dawn, then he
afternoon? trained more.
Send this package to Sheila by the Wow, did you stay awake until
time she’s ready to go to Switzerland. sunrise?
By the time the bear reached my tent, I studied and studied until I knew
I had already gotten away. everything.
The soldiers marched until they
By the time you read this, I’ll be gone.
reached camp.
By the time he grows up, he’ll have We won’t start working until Dennis
learned a lot. arrives.
LAST NOTE: for [until + a time expression], until is a preposition.

for [until + a clause], until is a subordinating conjunction.
The word by is always a preposition.

REVIEW 1
• “By” or “until”? Write the correct word in each of the blanks below.
1. Greerson! I want you to finish this project Friday!
2. I didn’t know how the weather was I left my house.
3. The bear ate all the campers, then it slept happily dawn.
4. Jake, the time you see this note, I’ll be hiking in Europe.
5. The news broadcast won’t begin 7 o’clock tonight.
6. The workers collected apples the sun went down.
7. I need to know the answer 10 a.m. tomorrow, OK?
8. Chip was washed and ready the time we sat down for dinner.
9. your grades improve, you won’t play any video games.
10. Bart thinks we can repair the damage completely this evening.
REVIEW 2
• Circle the LETTER(S) of the correct answer(s).

1. What is true about the following sentence?
John practiced until he was perfect.
a. “Until” is a preposition. b. There is one clause.
c. “Until” is a conjunction. d. There are two clauses.
2. Which words can fit in the blanks (in order) for the following sentences?
Bill and Jenny kissed sunrise.
You must kiss the frog once sunrise to change it into a prince.
a. by, until b. until, by
c. by, by d. until, until
3. We won’t see you again next year.
a. until b. by
c. Both “by” and “until” are OK. d. Neither is OK.
REVIEW 3
• Follow the directions for each of the problems below.

1. Write a sentence with the phrase “by the time…”
.
2. Write a sentence using until + [clause].
.
3. Write a negative sentence using until + [time/date].
.
102
VOCABULARY
Passage
1. measure v determine the size of

2. tend v prefer to; move/lean/incline toward
3. conscious adj aware
4. progression n forward movement; motion
5. stretch v expand; grow longer
6. retirement n the late period of life in which one no longer works at a job
7. dominate v take over; control; strongly influence
8. proportion n a fraction; a part; a measure; a percentage
9. retain v keep; not throw away
10. spirit n vital energy; vigor; mindset ne (showing
an actual milesto
ete rs) in Gu jarat, India
kilom
11. acquaintance n a person that one knows, but who is not a friend
12. milestone n a special, memorable point (in time or space)
13. concentrate v focus
14. otherwise adv alternatively; in another manner

15. midlife crisis n anxiety about being middle-aged
16. self-help adj allowing a person to improve his/her own situation

17. publish v print and distribute widely (books, news, blogs, etc.)
18. decline n a lessening; a decrease (in energy, strength, progress, etc.)
19. formerly adv previously; before, but not now
20. contentment n a general feeling of satisfaction about life
21. loneliness n sadness caused by being alone

22. mourning adj relating to grief caused by the death of a loved one
23. threshold n a boundary between one space/period and another
24. self-publish v print and distribute a book oneself, without the help of a
traditional publishing company
25. aurora borealis n a shimmering, curtain-shaped, electromagnetic display of light
that is visible in the high northern latitudes of the earth


1. decline a. boundary
2. threshold b. movement
3. dominate c. control
4. progression d. going down
those two words.
1. There is only one way to do this; we cannot do it .
a. otherwise b. another way c. quickly d. this way
2. T
he author could not his book because the government would arrest him.
a. buy b. publish c. print d. talk about
3. Dressing in black and attending a funeral are common customs.
a. celebratory b. marriage-related c. mourning d. grief-related
4. The professor is not a friend; he is only .
a. someone I know b. a coworker c. an acquaintance d. my boss
5. I think you need to harder on your studies if you want to get good grades.
a. focus b. think c. do a presentation d. concentrate
6. At age 48, Jeremy was experiencing .
a. a midlife crisis b. anger at the world
c. temporary insanity d. anxiety about middle age
7. The invention of the computer was a(n) in human history.
a. deep mystery b. important moment
c. conflict d. milestone
8. A large of my diet is carbohydrates like bread, pasta, and candy.
a. selection b. number c. proportion d. fraction

1. Write a sentence including the word “by.”
.
2. Write a sentence including the word “until.”
.
104
READING PASSAGE
“The Seven Ages of Man”

People measure out their lives in decades. Of course,
young children do not tend to do this. They are less
conscious of the progression of time. But by the time
young people reach the age of twenty, they are aware
that adult life stretches before them in ten-year chunks.
They know that they have, for example, until about the
age of 65 to plan and save for retirement. However, people often don’t act
on their knowledge of time’s passing until it is too late. Fail to prepare, prepare to fail, as
the saying goes. So what might the average person expect to experience throughout the
decades of his life?
The first twenty years of a person’s life are dominated by education. By the age of twenty,
most people have finished school. Then they decide whether to continue into higher
education or enter the workforce. In developed countries, an increasingly high proportion
enter university, finishing college at some time during their mid to late twenties. A
person’s twenties are considered a period of intense personal development, as he or she
becomes an adult while retaining a youthful spirit and identity. By the end of this period,
a person has usually decided on a particular vocation or career and is starting to part
company from teenage and university friends. But research suggests it is worth keeping in
touch. A 1973 Johns Hopkins study, “The Strength of Weak Ties,” found that maintaining
contact with old buddies and acquaintances can be very beneficial. Old friends often have
connections in different networks.
Until the age of 30, most people consider themselves “young.” Thirty marks a milestone.
By this age in many cultures, a person will have started his or her own family. In
developed countries, both men and women often concentrate on their careers. They
decide to delay having a family or otherwise choose not to start a family at all. By 2012,
the average age at which a British woman started a family had risen to 30. Some women

are choosing to freeze their eggs and delay childbirth even further,
having their first child during their fifth decade. Meanwhile, men
in their late thirties are approaching what psychologist Elliot Jacques in
1965 called the ‘midlife crisis.’
Life Begins at Forty was a self-help book published in the United States in 1932.
Written at a time of rapidly expanding life expectancy, the book became a best-seller.
The author’s thesis was that humans could enjoy many more enjoyable and productive
years of life if they maintained a positive attitude. By the age of forty-five, however, a
common complaint of many men is that they feel a sense of decline. They can no longer
run, think, compete, create, or work as fast as they could in their twenties and thirties.
In response, some men attempt to turn back the clock. They invest money and time in
traditionally youthful activities. Many are healthy and beneficial, such as taking up a
sport or a structured activity. These give what psychologist Victor Frankl called meaning
to life. The man who was formerly in the grip of a midlife crisis has found new purpose
in life. By the time a man has come out of his midlife crisis, it is supposed, he will feel
less pressure and more contentment. The phrase “life begins at forty” has now entered the
English language.
Until a man has a child, he remains a child. This idea implies that children create adult
men as well as men creating children. But by the age of fifty, many people’s children
will be grown up and starting to leave home, as they enter the workforce or head off to
university. Married couples in their fifties thus experience what is called ‘Empty Nest
Syndrome.’ They feel a new loneliness, caused by the departure of their children. Now
the home is quieter, less full of life and youth. Parents enter a kind of mourning state.
The good news in 2016 is that this state won’t last long because by 2014, according
to statistics, adults in the United States aged 18 to 34 were likely to be living in their
parents’ home. Due to delayed family-starting or financial difficulties, more people in this
age group lived at home than with a spouse or partner in their own household. So parents
in their fifties and sixties might experience a full household right up until the traditional
106
retirement-age threshold.
Life expectancy has now reached nine decades in some developed countries. With
advances in medical science improving the treatment and cure of previously fatal
conditions, it could one day reach 100. Before people pass away, tired of all that child-
raising, the midlife crises, and fifty years in the workforce, they may have completed
a ‘Bucket List.’ This is a list of experiences they were too busy or poor to enjoy while
younger, but now wish to accomplish before the end of their lives. Common bucket-list
items include skydiving, seeing the Grand Canyon, self-publishing a book, viewing the
aurora borealis in Scandinavia, performing in a light operetta, or saying sorry to all the
people who had been offended during a long life. Experiencing the items on a bucket list
lessens the worst feeling that age brings: regret. It also means you live life right until the
end.

01 Which is the first age to mark a milestone?

a. 20 b. 30
c. 40 d. 50
02 When do most college students finish university?

a. in their twenties b. in their thirties
c. in their forties d. in their fifties
03 Who published “The Strength of Weak Ties”?

a. Johns Hopkins
b. Victor Frankl
c. Elliot Jacques
d. Aurora Borealis
04 What do parents experience when their children leave home?

a. the midlife crisis
b. empty-nest syndrome
c. life begins
d. bucket list
05 Why don’t children count their lives in ten-year chunks?

a. They can’t count.
b. They measure time less.
c. They are too young.
d. They have a positive attitude.
06 True or False?
a. One day, the average human lifespan might be 100.
b. More 18-to-34-year-olds in the US live with their parents.
c. The ‘midlife crisis’ was invented in 1985.
d. Many people concentrate on their careers.

a. When was Life Begins at Forty published?
b. Who talked about ‘meaning’ in life?
c. What are some women freezing?
d. At what age do most people retire?
108
VOCABULARY THEME
-gress-
The root “-gress-” comes from the Latin gradus, which means “step.” This
ending is found in several common English words.
progression a forward movement; a sequence
congress a gathering; an interaction; a joining
move backward; worsen
retrogress
aggression angry, combative, or violent attitudes and/or behavior
regress move backward; worsen
progress move forward; improve
transgress break a rule; violate a code; misbehave
digress move away from one’s original or main point
a small dog shows
aggression
E ven though Max started piano five years ago, we’ve seen no
progression
progression in his skills.
The scientist at the south pole watched a strange congress of talky
congress
penguins.
retrogress I’m sorry, Mrs. Havelock, but your son’s condition seems to be
retrogressing despite the therapy.
aggression A loyal dog often shows love to its owners and aggression to strangers.
regress Even though he had lived in Seoul for 10 years, his Korean skills had
regressed.
progress You will never progress if you refuse to practice.
transgress Do not transgress our church’s rules by talking about the Devil here.
digress My professor loved to digress during his lectures, telling personal
stories instead of staying on topic.
Language Note
The word progress has two different pronunciations depending on whether you’re using the word
as a noun or as a verb.
NOUN: progress \ ˈprɑ: grɛs \ accent on first syllable
VERB: progress \ prə ˈgrɛs \ accent on second syllable
EXAMPLES: Wow, you’ve made a lot of progress on your painting! (noun)
John will never progress with the violin if he doesn’t listen to his teacher. (verb)

PHRASAL VERBS
stretch~
The hurricane stretched up from

stretch up extend upward
Florida to South Carolina.
The path stretched down from
stretch down extend downward
Canada to Central America.
As you see, the prepositions “up” and “down” can change the meaning of a
phrasal verb.
The verb “stretch” can be used by itself (Elaine stretched.), but it can often be
“stretch.”
stretch out relax The lazy cat stretched out on the sofa.
Ancient trading communities

stretch across extend
stretched across the Mediterranean.
My painful dance lessons stretched
stretch through last (time)
through the summer.
reach into the Our family’s history stretches back to
stretch back
past the Middle Ages.
The morning meeting stretched into
stretch into prolong until
the afternoon.
the Vasco da Gama Bridge, the

longest bridge in Europe, stretching
across the Tagus River in Portugal
110
congress transgress digress

progression aggression regress
When the of politicians came together for the important

meeting, Senator Kerry, instead of talking about the meeting’s topic, began to
, talking randomly about flowers and puppies. Another senator
became angry and spoke to Senator Kerry with , saying: “There
will never be any forward if we waste time talking about stupid,
unimportant things!”
verb using “stretch~.” (NOTE: these are separate sentences, not a
dialogue!)
GAR: Wow, you have a tiger? I see him on the living-
room floor!
PYM: This bridge the water from the island to the
mainland.
LEE: This house is old. Its history to before the Civil
War.
LON: My boring Spanish lessons will the whole week.

QUICK CONVERSATION

1. Imagine yourself old. What do you think your life will be like in 50 years?
What will you have accomplished? Will you have a family? Grandchildren?
How will the country have changed?
2. D
o you think the expression “Fail to prepare, prepare to fail” is true? Why or
why not?
3. How are people in their thirties different from people your age?
4. Do you plan to get married? Why or why not?
5. What items are on your “bucket list”? What do you want to do/experience
before you die?
pair?
1. conscious, self-publish
2. dominate, retain
3. concentrate, otherwise
4. decline, contentment
5. loneliness, threshold
GRAMMAR FOCUS
03 Complete the following dialogues by using “by” and “until,” then

practice reading the dialogues out loud with a partner.
1. CAROL: Tell me about one big thing that you have to do this week.
ANNE: .
2. BILL: Talk about a time when you worked on a long project or took a
long trip.
TED: .
3. STARSKY: What did you have to do last week?
HUTCH: .
112
ESSAY WRITING
01 In the space below, write a persuasive essay on the following topic:
How do you define “a life well lived”?
(“by” and “until”).



114
MEMO

unit 6
Narrative Essays
and Writing
Narrative Essays and Writing
NARRATIVE ESSAYS AND WRITING
1. WRITING SKILLS : NARRATIVE ESSAYS AND WRITING

In this section, we will explore narrative writing, including a type of narrative
writing that we might call journalistic, i.e., writing about news.
A narrative is a story. People tell stories for many different reasons. Sometimes,
as with persuasive writing, they tell stories to change people’s minds.
Sometimes, they merely wish to report a set of facts in story form ( journalism).
Sometimes, they tell stories in order to entertain people, make them think deep
thoughts, or even to make them sad. Stories are important because they allow
us to experience different lives and different worlds through our imagination.
A narrative essay can therefore have many different purposes. While such an
essay is not the same as a persuasive essay (it might be more silly and entertaining,
not sensible and logical), it does have the same basic structure: beginning, middle,
and end. When planning a story, you can use the same brainstorming and outlining
techniques discussed earlier in this book. One recommendation that comes from
many famous authors is this: in your mind, write your story backward. It’s easier to
write a story if you know the end of your story first.
Narrative structure—a formal concept that comes from the ancient Greeks and
Romans, and was developed over the centuries by European thinkers—normally
involves five principal parts or phases. Here are the parts of a story:
1. exposition: This is the establishment of the story’s basic situation and its
main characters.
2. rising action: In this part of the story, events and conflicts appear and become
more intense.
3. climax: This is when the drama of the story is at its most intense:
funniest, saddest, most frightening, most exciting, etc.
4. falling action: In this part of the story, the main action has already taken place,
so things are becoming calmer.
5. dénouement: Pronounced “day-noo-maw(n),” this is the
final part of the story. Dénouement is French Stories are a powerful
for “untying,” and it deals with everything part of human culture.
They help us to make
that needs to be concluded: any remaining sense of the world.
mysteries or questions, any lingering conflicts, Sometimes, even
any characters’ eventual destinies, etc. A story though stories are
made with words, they
that doesn’t have much of a dénouement is
can help us understand
often called “open-ended” or is said to have wordless truths, i.e.,
“loose ends.” A dénouement is also termed a things that cannot be
resolution. explained in words.
Don’t forget!
118
Along with structure, there are narrative elements. Every story Is time travel po
ssible?
will have these elements, and they are:
1. plot: A story’s plot is the story’s events. It’s what happens during
the story. Some plots are simple and easy to understand;
some plots are complex.
2. character(s): The characters of the story are the story’s main actors. These
can be people, animals, plants, or even objects that can
magically think and talk. Characters act the way real people
do: they love each other; they fight; they do things as friends;
they have wishes, desires, and ambitions. Characters can be
good or evil, funny or scary, sad or angry.
3. setting(s): The setting of a story is the story’s time and place. Does the
story take place in ancient Korea? Is it about a late-1890s
English genius who solves crimes (the famous detective
Sherlock Holmes)? Perhaps the story has more than one
setting, like H.G. Wells’s The Time Machine, which takes place
in different time periods—or a James Bond movie, which takes
place in many different countries.
4. tone: Is the story funny? Sad? Mysterious? Scary? These are all
tones—the general emotions of the story. A story can be funny
and sad at the same time.
5. theme(s): The theme of a story is what it’s really about. It is the story’s
deeper layer of meaning. For example, the love between
fathers and sons, friendship, courage, etc.
6. point of view: A point of view is a perspective. A first-person story is told
from the point of view of “I” or “me.” A second-person story
is told from the point of view of “you.” A third-person story is
told from the point of view of “he,” “she,” “it,” or “they.”
7. conflict: There is no drama without conflict. Conflict—when people and
things are against each other, causing problems that must be
resolved—is what makes stories interesting. Some conflicts
are concrete (“man versus man”); some are more abstract
(“man versus time” or “man versus nature”). A story can have
one or several conflicts.
Stories have genres (types), too: fiction (unreal) or nonfiction (real). Fictional
genres include fantasy, horror, adventure, drama, comedy, tragedy, and so on.
Unit 6· Narrative Essays and Writing 119

One special type of nonfiction narrative writing is journalism. A writer must note
the most-important things first and the less-important things later. And those
important things are called “the five Ws”: who, what, when, where, and why. Just
the facts.
Below are two examples of narrative writing. One is a quick retelling of the
old Star Wars story, and the other is an example of crime journalism. Look for
elements and structure discussed above.
The Story of Luke Skywalker At Least 80 Dead in Norway Shooting
Luke Skywalker is a bored young farmer who Central Times, July 22, 2011
lives on the desert planet of Tatooine. His galaxy is by Elisa Goodman
ruled by the evil Empire, whose leader is Emperor
Palpatine. Palpatine’s right-hand man is Darth Vader, A political extremist, probably
an evil warrior who, a long time ago, used to be a acting alone, bombed the
Jedi Knight. Jedis were good warriors, but they are government center in Oslo, Norway,
mostly dead now. The Emperor creates a moon-sized o n Fr i d ay. S eve n p e o p l e we r e
superweapon called the Death Star; some rebels killed and fifteen were wounded,
have stolen the Death Star’s plans, and Darth Vader according to police, before the
is chasing them and their leader, Princess Leia. When bomber went to an island summer
Leia’s robots land on Tatooine, Luke is suddenly camp for Labor Party youth, where
pulled into a great adventure along with old Jedi Ben he then killed at least 80 people in
Kenobi, ace pilot Han Solo, and Solo’s big alien friend what may be an act of domestic
Chewbacca. terrorism.
Luke and Han find Leia on board the Death Star; A 32-year-old Norwegian man
Ben Kenobi is killed by Darth Vader when the group connected with both attacks has
escapes, then Luke flies back to the Death Star with be en ar re ste d; the at tacks are
many rebels, and they succeed in blowing up the the deadliest in Norway since the
superweapon. The rebels move to the ice planet 1940s.
Hoth, but the Empire finds them. Most of the rebels
The Oslo explosions shattered
escape; Luke goes to the mysterious jungle planet of
the peace of the Scandinavian
Dagobah, where he meets Kenobi’s ancient teacher,
c a p i t a l, tu r nin g th e c i t y into a
Yoda, the oldest and greatest Jedi. Luke discovers
scene resembling terrorist attacks
that Han, Leia, and Chewbacca have been captured
in Baghdad o r O k la hom a Cit y,
by Darth Vader, so he goes to fight Vader before he
frightening citizens and blowing out
can finish his Jedi training. He fights Vader and loses
the windows of nearby buildings,
his right hand, but he escapes. Before Luke escapes,
including one government building
Vader shocks Luke by saying he is Luke’s real father.
that hou s e s the of f ic e of Je n s
Leia escapes with Luke, but not Han.
S t o l t e n b e r g , N o r w a y ’s p r i m e
Sometime later, Luke, Leia, and another friend, m i n i s te r. S to l te n b e r g wa s n o t
Lando Calrissian, rescue Han from a gangster named harmed.
Jabba the Hutt. Luke visits Yoda on Dagobah, and he
meets the ghost of Ben Kenobi. Yoda dies, and Ben’s
ghost tells Luke that Luke also has a twin sister: Leia.
The friends join in a huge attack against the Empire’s
second Death Star; Luke fights Vader again, but
changes his father’s heart. Vader kills his master,
Emperor Palpatine, but Palpatine also kills Vader.
The second Death Star is destroyed, and the whole
galaxy celebrates the end of the evil Empire. Now at
peace, Luke sees the ghosts of his father—whose real
name is Anakin Skywalker—and his two teachers,
Ben Kenobi and Yoda. All is well in the universe.
120
REVIEW
• The story in the first column is out of order. First, put it in the correct
order and read it. After that, answer the questions.
THE GOOD DRAGON AND THE LITTLE FROG
STORY STRUCTURE STORY ELEMENTS
(OUT OF ORDER!)
(1) “Use the magic globe!” the good dragon, fighting Which paragraph is Who are the
hard, bellowed. “I don’t know how!” wailed the frog. the dénouement? characters in this
“Yes, you do! Because you understand silver!” roared Write the number: story?
the good dragon. The frog concentrated, then suddenly
realized he did understand how to use the globe. With
a powerful shout of magic, the frog called up a great
burst of light that turned the evil dragons to dust and
blew away the thunderstorm. Nothing was left but a
beautiful, peaceful blue sky.
Which paragraph is
the rising action? What is the story’s
(2) But the evil dragon was waiting, floating in the dark,
rainy sky and holding the silver globe. “You will never
Write the number: setting?
take this back, and I will rule the world!” roared the
evil dragon. Two guardian dragons appeared, and all
three evil dragons attacked the good dragon and the
little frog. Lightning and thunder flashed and boomed
as the dragons fought in the sky. Tails whipped; claws Which paragraph is
and fangs ripped. The assault of the evil dragons was the exposition? What do you think is
too much for the good dragon, but he succeeded in Write the number: the story’s theme?
grabbing the silver prize.
(3) A little frog lived in a quiet lake, but he wanted
adventure. Bored, he played a game: he had a special
silver pebble; he threw the pebble randomly in the lake
and would try to find it. He always found it because Which paragraph is
he had a deep connection with silver things. The other
the falling action? What do you think is
frogs thought the little frog was very strange, and they
Write the number: the story’s tone?
laughed at him.
(4) The grateful dragon took the frog back to his home
and gently placed him on a lily pad. “You saved the
world,” the dragon said. “And now you know you are
powerful. You are also my very good friend. What gift
can I give you?” The frog was touched, but he said, Which paragraph is
“Your friendship is enough. Maybe one day, we can the climax?
What do you think is
go on another adventure.” The dragon nodded gravely Write the number:
the story’s genre?
and flew off. The frog, happy, found his silver pebble
and again played his little game. The other frogs, in
awe, approached the little frog and asked, “Were you
just talking to a dragon?” The little frog nodded. “And
he’s my good friend.” Together, all the other frogs said:
“Wow.” And no one ever made fun of the little frog again.
(5) One day, while the frog was playing, two giant Describe the story’s
dragons appeared at the lake, viciously fighting. One plot in a single
dragon was good; the other was evil. The evil dragon sentence.
stole a magical silver globe from the good dragon
and flew away. “Help me find that globe!” said the
good dragon to the frog. “But I can’t!” said the frog,
trembling. “Yes, you can!” said the dragon. “You
know how to find silver! I saw you do it!” So the two
flew into the sky and soon found the terrible, stormy
thundercloud where the evil dragon lived. “Can you
find the globe?” called the good dragon when they
were inside the thundercloud. The frog, riding on the
dragon’s back, closed his eyes and reached out with
his mind. “Yes! I know where it is!” He pointed.

NARRATIVE ESSAYS AND WRITING
2. GRAMMAR POINT: “SINCE” vs. “FOR”

The time expressions since and for are fairly similar, but they are used in
different contexts. Look at these two examples:
1. I have been a student for ten years.
2. I have been a student since 2008.
Do you see the difference?
Use for when talking about length of time.
Use since when talking about a starting point in time.
Here are some examples of for in context:
I have known her for a long time.
They worked for six hours, then took a break.
You’ve been waiting for how long?
Ken worked at the language school for a week, then he suddenly quit.
Mary talked on the phone for hours and hours.
We can stay in Fiji for a month if we want; we have the money.
A new dinosaur?! There haven’t been any dinosaurs for millions of years!
Here are some examples of since in context:
Since when do you talk disrespectfully to me?
I’ve known Arthur since the war.
Hey! Why are you so late? We’ve been waiting since lunchtime!
They have attended Oxford since 2015.
Ever since I met you, I have loved you.
We haven’t eaten anything since breakfast.
The neighborhood has been quieter and sadder since your mother died.
“Since” and “for” can also

be used to mean “because.”
Look at these examples:
Billy knew he could win, for
he was strong and fast.
Since you’re a new member
of our club, I don’t expect
kayaking in Fiji
you to know all the rules.
Don’t forget!
122
SPECIAL USAGE
(1) The words for and since can be used in special ways. For, for example, can
be used with a particular comparative expression:
Work on the problem for as long as it takes.
(2) As you see in the above examples, since can be used with pronouns, noun
phrases, and even clauses or noun phrases plus adjective clauses (for, as
a time expression, can never be used with clauses). Look at the following
sentences and note the underlined clauses after since.
I have lived in Korea since Kim Young-sam was president.
Bertrand has known you since you were a baby.
You have been stubborn ever since you were born.
Since we talked last time, my life has greatly improved.
Since the last time I saw you, something has changed. (NP + clause)

REVIEW 1
• “For” or “since”? Write the correct word in each blank below.

1. You have become even more beautiful the last time I saw you.
2. Ever we met your crazy uncle, life has been an adventure.
3. Betsy and I can wait maybe two hours, then we have to go.
4. The Marnier family has been making great wines 200 years.
5. The Marnier family has been making great wines the 1820s.
6. how many years did you take care of that tiger?
7. We have known how to do magic the 1990s.
8. your last visit, my son has grown taller and stronger.
9. Please babysit my daughter. I’ll be gone five hours.
10. centuries, the two tribes fought each other.
REVIEW 2
• Look at the following questions and circle the LETTER(S) of the correct
answer(s).
1. Which phrase can go in the blank for the following sentence?
The chicken has been roasting in the oven .
a. since this morning b. since all day long
c. for noon d. for five hours
2. How would you answer the following question?
How long have you been waiting?
a. For about twenty minutes. b. Since we talked this morning.
c. Since 4 o’clock. d. For the last time we met.
3. W
hich sentences are WRONG?
a. People have been using horses since thousands of years.
b. The ginkgo tree has existed for over 270 million years.
c. This festival has been held for 200 years ago.
d. Humans have used tools since the beginning of history.
REVIEW 3
• Write one sentence using since + [adjective clause]. Write another

sentence using for.
1.
2.
124
VOCABULARY
Passage
1. baffled adj confused; puzzled

2. formally adv officially paratroopers (i.e
.,
parachuting soldi
ers)
3. intrigue v make curious; interest
4. trace n a small piece of evidence
5. ransom adj relating to a demand for payment after kidnapping
6. hijack v forcibly take over a vehicle (car, bus, boat, plane, etc.)
7. parachute n a large, dome-shaped cloth to slow down a fall
8. refuel v take in more fuel (gas, etc.) while traveling
9. outlandish adj very strange-looking; garish
10. publicized adj talked about in the news; talked about publicly
11. cause n reason to campaign or fight (usually for social or political

change)
12. audacity n daring; nerve

13. vanish v disappear
14. tedium n lack of excitement; dullness
15. arouse v cause; excite; elicit
16. advent n coming; arrival

17. minimize v reduce to the smallest or least possible
18. virtual footprint n a visible pattern of online activity
19. suspect v guess; mistrust; have a hint of
20. creditor n a person to whom one owes money
21. web proxy n a website through which one’s activity is invisible

22. transaction n any sort of financial exchange (buying, selling, paying, etc.)
23. tricks n clever methods
24. task (to/with) v assign; give a duty or mission to
25. crumpled adj crushed and wrinkled


1. hijack a. evidence
2. intrigue b. disappear
3. vanish c. interest
4. trace d. take over
those two words.
1. I stared at Madame Zweibel’s pink-and-orange dress because it looked so .
a. normal b. very strange c. boring d. outlandish
2. S
peaking rudely to the CEO requires plenty of .
a. audacity b. laziness c. politeness d. nerve
3. We don’t want to any suspicions if we plan to steal the treasure.
a. arouse b. think about c. cause d. kill
4. Nowadays, if you commit a computer crime, the police can track your .
a. memory card b. virtual footprint c. online pattern d. email activity
5. I owe Jack $500 because he’s .
a. my creditor b. a person I must pay
c. the person who must pay me d. a friend I know
6. For this , you will need to use your credit card.
a. transportation b. transaction c. sale d. cancellation
7. Our team was the missing girl within 24 hours.
a. asked not to find b. told to deliver
c. tasked with finding d. given a mission to find
8. Every Christmas, Christians around the world celebrate the of the
baby Jesus.
a. arrival b. wisdom c. life d. advent

1. Write a sentence including the words “baffled” and “since.”
.
2. Write a sentence including the words “suspect” and “for.” (i.e., for + time)
.
126
READING PASSAGE
“The Invisible Man”

For nearly half a century, the FBI was baffled. They
invested great funds of money and manpower into
trying to solve the case. In 2016, they formally gave
up trying. Since there was no criminal to chase, they
stopped chasing. The case of DB Cooper has intrigued Boeing 727
and delighted observers for forty-five years. This smartly

dressed middle-aged man jumped out of a Northwest
Airlines Boeing 727 passenger-jet plane on November 24th, 1971, and disappeared from
history. Since that time, no trace of him has been found. The problem for the FBI was that
he disappeared with $200,000 of ransom money. After a short Portland-to-Seattle flight
took off, he passed a note to an attendant that read, “I have a bomb in my briefcase. I will
use it if necessary…You are being hijacked.” He demanded $200,000, four parachutes,
and refueling in Seattle. The plane took off again, this time minus the passengers. Cooper
jumped out with his cash prize and was never seen again.
Cooper’s startling act of disappearance occurred in a different era of travel and

communications. He committed his crime in the so-called ‘golden age of hijacking,’ which
ran for less than half a decade, from May 1968 to January 1973. That period witnessed 160
hijackings in American airspace. Most were outlandish or deliberately publicized events.
The hijackers were not trying to hide their identity. Often, they were bringing attention to
a political cause, such as events in Cuba or Palestine. Other hijackings were robberies, like
Cooper’s, in which the goal was to steal cash and get away. A hijacker who tried to copy
Cooper’s crime in the Philippines took the passengers’ valuables at 30,000 feet. He then
tried to escape using a homemade parachute. The parachute failed. But today, we are not
amazed at the audacity of Cooper’s crime. We are not amazed that he may have succeeded
in landing safely. We are amazed that he was never found. How can a person simply vanish?
There are many reasons why people might suddenly wish to disappear. Maybe they are

in an abusive relationship and wish to flee for their own
safety. Maybe they are being sought by law enforcement officials
or criminal gangs and wish to avoid justice or punishment. Or maybe they are just tired
of their current life and wish to escape the pressures and tedium of the nine-to-five rat
race. In each case, they face the challenge of erasing evidence of their existence and the
journey that took them to their secret destination. This is a process that should be done
methodically if it is to succeed and not arouse suspicion. A number of steps must be
taken.
Since the advent of the internet, people have socially networked online. In other words,
for two decades, we have been advertising our locations. A person wishing to disappear
must stop using networks such as Facebook and Instagram. This is called “minimizing
your virtual footprint.” It should be done slowly, so that people don’t suddenly suspect
your intentions. Before you leave your current life, you should also create disinformation
about yourself. Change the spelling of your name with creditors. Have your mail
delivered to a different address. Change your social-security number. These methods will
all confuse people trying to establish your new location.
From your new destination, you must exercise caution. If you must contact your family,
use phone cards or anonymous email accounts. You will have to use a web proxy to hide
your IP address. Since credit cards leave a trace of human identity, you must also start
completing all payment transactions by cash. Whether paying for air tickets or a sandwich,
cash is the method that does not flag your presence in a particular location. But you cannot
pay cash for the rest of your life, so your new life will need a new identity. This is the final
part of the mystery you are trying to create. So people who disappear start a corporation.
Then they hide behind it. The corporation will handle formal transactions, like renting an
apartment and paying bills. Erasing your identity and establishing a new one is a thorough
and delicate process because the person looking for you knows all the tricks.
The individual tasked to track down a disappeared person is called a skip tracer. The skip
128
tracer is hired to trace the whereabouts of any person who has skipped town. The skip
tracer is a kind of detective. He or she will use phone records, public records, credit-card
details, air-travel records, and all kinds of information to track down runaways. These
professional hunters also use ‘social engineering.’ That is, they contact individuals who
may have information about the subject. And of course, they scour the internet for any
trace of the subject’s recent activity. The people most likely to be able to make themselves
disappear would be skip tracers.
DB Cooper hasn’t been seen since 1971, when he opened a jet-plane door and jumped
out. For all this time, he might have been living anonymously under a new name, forever
keeping secret the truth about his identity. All that the FBI ever recovered was the
parachute and a few crumpled twenty-dollar bills. Credit cards were less common back
then, and there was no such thing as a virtual trail. From a plane high up in the sky, one
man was able to achieve the perfect disappearance.

01 Who couldn’t catch DB Cooper?

a. Portland b. the flight attendant
c. the airline d. the FBI
02 When was the ‘Golden Age of Hijacking’?

a. May 68 – Jan 73 b. Jan 68 – May 78
c. Jan 63 – Jan 73 d. May 68 – Jan 78
03 What is ‘minimizing your virtual footprint’?

a. erasing your online identity
b. joining Facebook
c. cancelling credit cards
d. starting a corporation
04 Who tracks down runaways?

a. a social engineer
b. DB Cooper
c. a skip tracer
d. runaways
05 For a skip tracer, using “social engineering” means

a. talking to police who are investigating the runaway.
b. talking to people who probably know the runaway.
c. finding phone records and other public records.
d. creating Facebook accounts with the runaway's name.
06 True or False?
a. DB Cooper was never caught.
b. Seattle is in Cuba.
c. Cooper detonated a bomb.
d. He refueled the plane in Portland.

a. How much money did Cooper receive?
b. How many hijackings occurred in the ‘Golden Age’?
c. When did DB Cooper disappear?
d. What airline did Cooper fly?
130
VOCABULARY THEME
-ish
The suffix “-ish” comes from the Old English -isc, which means “somewhat,”
“like,” or “having the character of.” The root is found in several common English
words.
outlandish strange; foreign-looking; weird
foolish like a fool; idiotic; stupid
reddish somewhat red
squeamish easily nauseated; easily sickened; afraid of violence, blood, and gore
amateurish unprofessional; poorly done
churlish rude; uncivilized (syn. boorish)
peckish hungry
mannish masculine-looking; like a man (usually said of women)
clannish keeping with one’s clan or family; not liking strangers
hellish horrible; terrifying; reminiscent of hell
outlandish I hope you don’t wear that ugly, outlandish hat to the party.
foolish Spending money—and never saving it—is a foolish way to live.
reddish Her cheeks were reddish because of the cold wind outside.
squeamish Ellen was always squeamish while watching horror movies.
amateurish I don’t like this amateurish painting. It looks as if a child had made it.
churlish Loudly saying bad words in church is a churlish thing to do.
peckish Feeling peckish, the bear dug around for honey.
mannish Brienne of Tarth is a tall, tough, and mannish female warrior.
clannish The Swiss are sometimes clannish, preferring to avoid strangers.
hellish Living through a war is an unimaginably hellish experience.
g squeamish
woman actin ell
about a bad sm

PHRASAL VERBS
make~
Maxwell made up a stupid story about

concoct; invent; lie
make up (1) a monster to explain why he had
about
come late to class.
Tiffany had terrible taste in clothing

make over remake differently and makeup, but when we made her
over, she looked gorgeous.
As you see, the prepositions “up” and “over” can change the meaning of a
phrasal verb.
The verb “make” can be used by itself (I make cakes.), but it can often be used
as part of a phrasal verb. Many different phrasal verbs are possible with “make.”
reconcile; forgive My fighting brothers finally shook

make up (2)
each other hands and made up.
Can you make him out in this huge
make out (1) discern; see; spot
crowd?
kiss and touch
make out (2) John and Carrie made out in the car.
romantically
Don’t make me into the bad guy! I did
make into convert; change
nothing wrong!
run away (usually The naughty monkey made off with
make off
after stealing) my food.
cat and dog, ma

king up
after a fight
132
01 Look at the words in the box below. Use the words provided to fill in
the blanks for the sentences that follow.
foolish outlandish peckish

squeamish reddish hellish
Darla turned green and became when she saw the strange-
looking, multicolored, fish the fishermen had caught. The
biggest fisherman took out a cleaver and chopped off the struggling fish’s
head. It immediately stopped moving. The huge man looked at Darla. “Eat it,”
he commanded, holding up the fish’s dead body. Darla shook her head no; she
wasn’t feeling at all. blood dripped from the
fish onto the deck of the ship, and all the men stared at Darla, waiting for her
to take the fish and eat its raw meat.
verb using “make~.” (NOTE: these are separate sentences, not a
dialogue!)
MAX: Can you the people in this blurry photo?
BOB: After I rescued the cat from the tree, the townspeople me
a hero!
PAT: Those terrible raccoons always with my dog’s food.
JUG: We’re going to this whole room, so take
everything out of it.
a very, very, very

outlandish hat

QUICK CONVERSATION

1. Why do you think people steal things?
2. D o you think some criminals want to become famous? Why do you think
this?
3. Imagine you’re going to commit the “perfect crime” in school. How would
you do it?
4. Why would anyone want to completely disappear? Would you do that? Why
or why not?
5. If you had to disappear, where would you move to? Why?
pair?
1. hijack, vanish
2. trace, parachute
3. audacity, tricks
4. outlandish, web proxy
5. advent, intrigue
GRAMMAR FOCUS
03 Complete the following dialogues using “since” and “for.” After

completing the dialogues, practice reading them out loud with a
partner.
1. GEORGE: How long have you known your best friend?
SCHULZ: .
2. CARL: How long must you go jogging every day?
HANS: .
3. SHERRY: How long have you been a professional chef?
TERRY: .
134
ESSAY WRITING

If you could do something bad and get away with it, would you? Why or
why not?
(“since” and “for”).


02 Check off ( ) the following items if you have done them. I forgot what?
136
MEMO

unit 7
Expository
Essays
and Writing
Expository Essays and Writing
EXPOSITORY ESSAYS AND WRITING
1. WRITING SKILLS : INTRODUCTORY PARAGRAPHS

In this unit, we will talk about expository writing.
What is exposition? This is a type of writing or speech in which something is
explained without giving an opinion. The writer or speaker tries to be objective
and unbiased, i.e., not judging anything as good or bad, better or worse.
Exposition is therefore about facts, not opinions.
There are many ways to write expositorily. You can, for example, write a recipe
for tomato soup—a set of instructions for how to make the soup. You can also
keep a diary or journal describing your day-to-day experiences, talking only
about events and your thoughts, but never giving your opinion. Some examples
of expository writing (just facts—no opinion):
RECIPE DIARY/JOURNAL INFO. ARTICLE NEWS ARTICLE
Bacon, Lettuce, Woke up at 6 a.m. When scientists This past

and Tomato today. Brushed my study Mars, our Tuesday, and
Sandwich teeth. Showered. closest planetary for the third
Went to school. neighbor, they time, Japanese
Ingredients: Sat through several see evidence that competitor Takeshi
- bread hours of class. the planet used Watanabe won the
- bacon Came home. to be covered in Norton’s Hot Dog
- lettuce Watched a bit of TV. water long ago. Eating contest in
- tomato Surfed the internet The surface of Chicago. Narrowly
- mayonnaise on my computer. Mars has many beating American
Played a game on features similar to competitor Jeff
Instructions: my phone. Called those on the earth: Lugnuts, Watanabe
1. Toast bread. one of my friends mountains, valleys, ate a record 72
2. C
ook bacon until and talked with him canyons, and plains. hot dogs in ten
crispy. Set aside. for an hour. Did It also has features minutes in front of
3. Slice tomato. some homework. that look exactly the a wildly cheering
4. Shred lettuce. Ate dinner. Cleaned way dry riverbeds crowd. “I live to
5. Spread my room. Did more and floodplains compete,” the
mayonnaise on homework. Was in do on our own happy contestant
bread. bed by midnight. world. Scientists said. “Hot dogs are
6. L ayer other think these Martian my life.”
ingredients on A normal day. features formed
sandwich. Eat! thanks to water,
years and years
ago.
Be careful! Facts can often be used to express opinions.

For example, if someone writes, “Millions of people die of
heart attacks every year,” he is probably trying to say that
heart attacks are an important health problem that we
should solve. So please watch how you use your facts!
Don’t forget!
140
Writing an expository essay requires the same sort of planning and organizational
skills that you need when writing other kinds of essays. Begin with brainstorming
and outlining, then arrange your essay in the standard format: intro, body, and
conclusion. Keep in mind that you are not injecting your opinion into this essay, so
avoid saying things like “This is worse” or “In my opinion, we should not…” or “Plan
A is better than Plan B.”
Understand the difference between fact and opinion. An opinion is a value
judgment. By “value,” we mean good or bad, better or worse. If we use the word
“too,” for example, then the sentence probably expresses a negative judgment:
this is bad. For example, “I ate too much pizza last night” means that I regret
eating so much pizza.
Look at the fact/opinion chart below to see examples of facts and opinions.
FACT (just facts—information) OPINION (value judgment—emotion)

The earth has over 7 billion people. The earth’s population is too large.
Every year, 480,000 Americans die Smoking is a dangerous habit.
from smoking.
Auto racing is a sport watched by Auto racing is exciting and fun to watch.
millions of Americans.
Carbonara spaghetti is an Italian dish Carbonara spaghetti is the most delicious
made with an egg-based cream sauce. kind of spaghetti.
Kim Yu-na received a gold medal for Kim Yu-na’s winning record makes her the
her figure-skating performance during greatest Olympic figure skater ever.
the Winter Olympics.
If your teacher asks you to write an expository essay (or a news article), you will
probably have to research and analyze your topic. Researching the topic means
finding information about it. Analyzing the topic means understanding the topic’s
parts and components—how they relate to each other, and what each part’s
importance is. If, for example, you must write an article about dogs, you will first
research dogs, gathering and organizing information about them. Then you must
decide which topics will appear in your five-paragraph essay. Your essay’s rough
outline might look like this:
I. Intro: A General Explanation of Dogs
II. What Dogs Look Like
III. Dog Biology
IV. Dog Behavior and Relationships with People horror
V. Conclusion action comedy
Unit 7· Expository Essays and Writing 141

Below is an example of an expository essay. It informs the reader without
offering an opinion. Read the essay carefully, noting its parts: intro, body,
conclusion. Note, too, the essay’s neutral tone.
TOPIC: Describe the traits of some popular movie genres.
People love the cinema. Movies entertain, allowing viewers to escape everyday life for a
couple hours. Different people watch movies for different reasons, so it is only natural that
there are many types of movies. These movie types are called genres, which is a French
word that means “class,” “category,” “type,” or “kind.” Some movie genres are strange and
not very popular, such as certain “art films,” but other genres are extremely popular. This
essay will discuss three of those genres: comedy, action, and horror.
Comedies make people laugh, so they are normally funny in tone, but many good
comedies also make people think or touch them emotionally, like Pixar’s The Incredibles or
Finding Dory. Many comedies showcase crazy or off-beat characters; comic stories also
often rely on hilarious misunderstandings or harmless disasters. So-called “adult” comedies,
like Sausage Party, might feature raw, vulgar language and sexuality. In many comedies, as
with most dramas, the main character experiences great difficulties before finally solving his
or her problems. Comedies also provide a subtle way to discuss sensitive social issues that
might otherwise make people angry (issues of race, sex, class, etc.).
Action movies normally tell the story of a hero or heroes who must face terrible danger.
The good guys must rescue a victim, take revenge after being hurt, or stop a global disaster in
time. Time is, in fact, crucial in most action movies because it helps build suspense—a feeling
of dramatic tension before something terrible might happen. Classic 1980s actions movies are
Die Hard and Predator. Nowadays, people enjoy the James Bond films starring Daniel Craig
or the Mission: Impossible series with Tom Cruise. Action films let us root for the hero and feel
good about his accomplishments. After watching such movies, we feel like heroes ourselves.
Horror movies are another popular genre. At first, it may be difficult to understand
why because horror movies are frightening, featuring terrifying, nightmarish images, often
accompanied by plenty of blood and gore, monsters and evil spirits. But in truth, people
enjoy being frightened and disgusted. Disgust, in particular, is a paradoxical emotion: when
we are disgusted by something, we are simultaneously attracted to it and repelled by it.
Think of a car accident: the scene is terrible, and you want to look away, but instead, you
continue to stare. Horror movies explore our fear of death and monsters, our fascination with
life after death, and our secret desire to watch other people suffer horrible fates. There are
old, classic horror movies like Dracula, and there are modern torture films like Hostel.
Comedy, action, and horror are three of the most popular movie genres, but we should
also note that mixed genres are possible: there are action-comedies like Deadpool and
horror-comedies like The Cabin in the Woods. And there are other popular genres as well:
thrillers, adventures, mysteries, and so on. Movies are a rich and varied form of entertainment.
They help us escape everyday life to live out our fantasies… and even our nightmares.
In outline form, the above essay looks like this:

I. General Introduction
II. Three Popular Genres
A. Comedies
B. Action Movies
C. Horror Movies
III. Conclusion
142
REVIEW 1
• Fact or opinion? Read the following statements, then circle “F” for “fact”
and “O” for “opinion.”
1. Pluto was called a planet, but it became a dwarf planet in the early F/O
2000s.
2. Traveling in Europe is interesting, but traveling in Asia is a lot more fun. F / O
3. The Dallas Cowboys won a 35-23 victory against the Denver Broncos. F/O
4. Sometimes, the weather in Switzerland is a little too cold. F/O
5. An elephant’s trunk is both flexible and strong enough to uproot trees. F / O
REVIEW 2
• CHOOSE: (1) Write the first two paragraphs of an expository essay

about high-school sports in Korea. Or: (2) Write the first two paragraphs
of a news article about an event that happened in your school or
neighborhood. Use the space provided below.

EXPOSITORY ESSAYS AND WRITING
2. GRAMMAR POINT: “ANOTHER” vs. “(THE) OTHER(S)”

The expressions another and other—which both refer to something further or
different—are easily confused by Korean learners of English. The most basic
thing to know is that another is always singular. Also: never use an article (a, an,
the) in front of another.
WRONG: Give me the another one.
RIGHT: Give me another one. (not specific)
ALSO RIGHT: Give me the other one. (specific)
ALSO RIGHT: Give me any other one. (not specific)
These words can be both pronouns* and adjectives.
ADJECTIVE: Did you see another cat on the street today?
PRONOUN: I ate one pancake, but I want another.
(another = another one)
ADJECTIVE: There are other children who are hungry.
PRONOUN: We don’t want this one. Give us the other.
(the other = the other one)
We don’t want these. Give us the others.
(the others = the other ones)
Notice, above, that when other is used as a pronoun, you need an article.
* Different textbooks may call another/other(s) a noun or a pronoun. In this textbook, we

will call it a pronoun because it represents or replaces nouns. For example, if we say
“Others are waiting,” the word “Others” represents the noun phrase “Other people.”
“Another” is always singular.

“Other” can be singular or plural:
- the other child
- the other children
Whenever you see the indefinite
articles “a” or “an,” the noun that
follows will always be singular.
The word “another” really means
“an other thing,” so that’s one
way to remember that “another”
is always singular.
Don’t forget!
144
SPECIAL EXPRESSIONS
other than Other than Marco, we all agree this is good.
(except for) Everything was tasty, other than the onions.
none other than Your father is none other than the president!
(that very person/thing) This is none other than Lee Min-ho!
[not]…other than by …ing We can’t win other than by fighting harder!
(only by …ing) You won’t get healthier other than by exercising more.
every other My relatives visit us every other weekend.
(every second one) She chose every other lollipop.
another That sandwich was good. May I have another?
(one more) We have another week to finish this project.
another I hate you. I want another brother.
(something different) She rejected the design and chose another.

REVIEW 1
• Circle the LETTER of the correct answer for each question below.
1. I don’t like this soda. May I have ?
a. the another one b. another one
2. In the sentence “Another child has found her way home,” the word “another” is
a. a pronoun. b. an adjective.
3. day will be OK for the meeting, Monday. I don’t care
which day.
a. Any other; other than b. Another; none other than
4. In the sentence “That was a bad storm; we’re waiting for another,” “another”
means
a. a different storm. b. one more storm.
5. You can’t get an “A” other than even more.
a. by studying b. studying
6. Wow! Yesterday, I saw Arnold Schwarzenegger, the Terminator!
a. none other than b. other than
REVIEW 2
• Circle the LETTER(S) of the correct answer(s) for each of the questions
below.
1. We have to prepare. One bear attacked us, but is coming.
a. every other one b. another
c. other than d. another one
2. Clark can’t use these tools. He needs .
a. the others b. the another one
c. another ones d. the other ones
3. My dog died last year, and now I want .
a. another one b. an other than
c. another dog d. none other
REVIEW 3
• Follow the instructions for each problem below.

1. Write a sentence using some form of “another.”
.
2. Write a sentence using some form of “other.”
.
146
VOCABULARY
Passage
1. trial n a challenge
2. rear v raise (a child, a pet, etc.)
3. patiently adv calmly and tolerantly; without anger
4. moody adj angry, irritated, or brooding; unpredictably emotional
5. squeeze v persuade by pressuring
6. compromise n an agreement that is the midpoint of extreme positions

7. impasse n a disagreement that is impossible to resolve
8. naughty adj misbehaving; mischievous
9. nuisance n a bother; an annoyance
10. strapped adj tightly fastened in, usually by belts or straps
11. monitor v watch over

12. moderate v keep at a normal, sensible amount or rate
13. exuberant adj joyfully energetic; enthusiastic
14. admit v confess; reveal (sometimes reluctantly) through speech
15. sharp adj cutting, clipped, or abrupt (in tone of voice, in attitude)
16. snafu n a complete disaster

17. organic adj all-natural; having no chemicals; having nothing artificial
18. fussy adj picky; very selective; not easy to please
19. additive n a chemical added to food (for flavor, color, preservation, etc.)
20. exacerbate v worsen
21. dilemma n a difficult choice, usually between two options

22. maturity n the state of being older, experienced, and wiser
23. discipline n strictness and precision in behavior and lifestyle
24. stern adj firm; severe
25. counterproductive adj unhelpful


1. impasse a. picky
2. fussy b. firm, strict
3. maturity c. age and wisdom
4. stern d. disagreement
those two words.
1. Whenever it rains, my grandmother becomes and starts crying.
a. moody b. emotional c. excited d. afraid
2. When my dog saw me coming, he became , barking and wagging his tail.
a. shy b. enthusiastic c. exuberant d. sad
3. Eric explained to his baby sister why she couldn’t have ice cream.
a. calmly b. excitedly c. patiently d. angrily
4. Many scientists think it’s better to eat food.
a. organic b. nutritious c. man-made d. all-natural
5. My brother is so thin because he’s a very eater.
a. quick b. slow c. fussy d. picky
6. Please our dog while we’re gone.
a. feed b. watch over c. play with d. monitor
7. We think this bad medicine will her illness.
a. worsen b. eliminate
c. change the nature of d. exacerbate
8. Meditating non-stop for two hours requires a lot of .
a. energy b. enthusiasm c. discipline d. strictness

1. Write a sentence including the words “snafu” and “another.”
.
2. Write a sentence including the words “additive” and “the other.”
.
148
READING PASSAGE
“Daddy, can you buy me a…?”

Rob and Marcia are the parents of two young children. They love their kids, but due to
pressures of time, exhaustion, and money, they are not the perfect parents they thought
they would be. Every day brings new trials of their parenting skills. Although they love
their children dearly, Rob and Marcia are often unsure exactly what to do in certain
parenting situations. Sometimes, they are sure at the time, but regret their actions later
on. They read books on how to be good parents, and they talk with their friends about
the best methods of child rearing. However, there are still occasions on which they don’t
know what to do. This is because parenting is more an art than a science. Let’s take a
look at a few such situations and consider what might be Rob and Marcia’s best course of
action.
Jessie is nine years old. Recently, she has started to complain that, apart from her, all
of her friends have a smartphone. In fact, Jessie believes that all other nine-year-olds
apart from her have a smartphone. Her daddy, Rob, has patiently explained to her that
this is not true, but Jessie is adamant. She is moody every day in her efforts to squeeze
a smartphone out of Dad. Her mom, Marcia, has suggested a compromise. She says that
they will buy Jessie a smart watch. This has some of the functions of a smartphone and,
most importantly, has a telephone function to call parents. But Jessie says she already has
a watch and doesn’t want another one. Mom and Dad hoped Jessie would eventually give
up her demand, but she persists. Parents and child are now at an impasse. How can the
situation be resolved?
Son David is a naughty boy. He takes great pleasure in bouncing off the sofas, climbing
on the kitchen surfaces, and generally making a nuisance of himself. This drives his mom
mad. But at four years old, David is too old to be strapped into a baby chair. And while
Mom and Dad are preparing dinner or engaged in some other necessary housework, they
cannot always monitor and moderate David’s exuberant misbehavior. What is more, both
parents have different methods for dealing with David. Mom is ‘shouty.’ She admits she is

impatient, but she says the only way she can control
David is to raise her voice and be sharp with him.
Dad is more patient. He rarely shouts at David and
instead gives his little son quiet explanations of why
it is dangerous, irritating, or wrong to jump, bounce, throw,
kick, and drop things. This has created a problem. Now David prefers Dad to Mom. He
also behaves differently depending on which parent is monitoring him. Rob and Marcia
have talked about it. What should they do?
Another problem parents have is with their children’s friends. Last week, Rob and Marcia
made a big snafu. One of Jessie’s classmates had a birthday party. She invited all of her
best friends from class. The girl’s parents posted a list of birthday presents on social
media. They asked the invited guests to buy one each for their daughter. Rob and Marcia
forgot all about the list and bought the girl another present instead. The other guests all
took a present on the Facebook list. The girl’s parents expressed their displeasure with
Rob and Marcia, and now Rob and Marcia are worried that the girl will treat Jessie
differently in school. They don’t want their daughter to be excluded from a class social
group. Is there anything they can do to fix the situation?
Rob and Marcia have different views on diet. Rob thinks that David’s behavior can be
calmed down if they have an organic-based diet, one that incorporates a lot of
vegetables. Marcia is less fussy. She thinks that sausages, bread, beans, chips,
and the kinds of foods that David loves to eat are all harmless. She
believes they make David happier and therefore easier to deal with.
Rob is of the opinion that the sugar and salt and artificial additives
present in such foods exacerbate David’s wilder tendencies.
The parents argue in the supermarket and have yet to find a
compromise solution. In this respect, David prefers his mom’s
approach. How should Rob and Marcia proceed?
150
These four parental dilemmas present unique problems. The first involves an issue of
maturity. The parents must decide whether their nine-year-old daughter is sufficiently
mature to be trusted with an item of technology. They must trust their daughter not
to use the smartphone excessively or inappropriately. The second dilemma involves a
disagreement between the parents over the issue of discipline. Mom and Dad have a distinct
approach to the problem of David’s behavior. While Mom favors an immediate and stern
response, Dad thinks impatience is counterproductive. David is getting mixed messages.
The third problem involves a sensitive case of friends and parental networking. Rob and
Marcia have made a mistake, albeit one that can affect their daughter’s popularity within
her immediate social circle. They have to find a delicate manner of handling the problem.
The fourth problem is as much an issue between the parents as it is between parents and
child. Mom and Dad are basically trying to feed their excitable son the foods that they
themselves like to eat. They have a growing list of problems to solve.

01 How do parents Rob and Marcia sometimes feel?

a. sure b. adamant
c. important d. unsure
02 Which food does Dad like?

a. sausages b. chips
c. organic d. bread
03 What does Jessie want?

a. smart watch
b. smart friend
c. smart diet
d. smartphone
04 Which of the following is not a parental pressure?

a. time
b. salt
c. exhaustion
d. money
05 Why does Jessie want the new item?

a. because she is 9
b. because her friends have one
c. because her parents say no
d. because she won’t compromise
06 True or False?
a. David can be strapped into a baby chair.
b. Rob and Marcia love their children.
c. Mom raises her voice when David is naughty.
d. David climbs on the furniture.

a. Where was the present list posted?
b. What does Rob want to feed David more?
c. What does Jessie already have?
d. How many dilemmas are there?
152
VOCABULARY THEME
counter-
The prefix “counter-” comes from the Latin contra, which means “against,”
“opposite,” “in return.” The root is found in several common English words.
counterpunch punch back (after being punched)
countersue sue in response to a suit
counterpoint a rebuttal of a view or an argument
counterattack an attacking response to an attack
countervailing moving against
countermand deny or contradict (a military order)
counteraccusation an accusation in response to another accusation
counterbalance eight used to stop something from falling over; action against
w
something
countercultural not mainstream; marginal; running against normal culture
counteroffer a financial proposal in response to a financial proposal
counterpunch When Bruiser punched, Rocky counterpunched.
countersue If you sue me, I’ll countersue you!
counterpoint He made a good point, but her counterpoint was stronger.
counterattack Because they attacked us, we must counterattack quickly.
countervailing any people like big hats these days, but the countervailing
M
fashion is all about wearing small hats.
countermand hen the captain ordered his soldiers to fire, the lieutenant
W
countermanded that order and told his troops to wait instead.
counteraccusation He accused her of stealing; her counteraccusation was that he
had lied.
counterbalance rance thinks it must act as a counterbalance to American global
F
power.
countercultural In the 1960s, hippies were a major countercultural force in America.
counteroffer hank you for your offer not to bomb my city, but I’ll make you a
T
counteroffer: leave my city, and I’ll let you live.

PHRASAL VERBS
squeeze~
Big Brad squeezed himself into the

squeeze into forcefully insert into
tiny car.
force out (of a tube, My young son squeezed out some
squeeze out
etc.) syrup.
As you see, the prepositions “into” and “out” can change the meaning of a
phrasal verb.
The verb “squeeze” can be used by itself (Darla squeezed the sponge.), but it
can often be used as part of a phrasal verb. Many different phrasal verbs are
possible with “squeeze.”
The explorer squeezed himself through

squeeze force (oneself)
the narrow, rocky passage inside the
through through
cave.
fire by gently
squeeze off Rick squeezed off a few pistol shots.
pulling a trigger
put (liquid) onto Mandy squeezed mayonnaise onto
squeeze onto
by squeezing bread.
force (oneself) I squeezed past a dozen people in the
squeeze past
past room.
The monster squeezed between the

squeeze force (oneself)
two children, reached into the bowl,
between between
and pulled out some popcorn.
nts
ing into his pa
a man squeez
154
countermand counterattack countersue

countercultural countervailing counterpoint
Back in the 1960s and 1970s, my uncle was part of the hippie
movement. He had crazy hair, protested against the government, did crazy art,
and fought for world peace. The hippies were making some kind of
against “establishment” culture—the so-called “normal” people, the dirty
politicians, and the people living joyless lives. My uncle and his friends were
pushing against “normal” values; hippies represented a point of
view. My uncle made a lot of enemies back then; some people still hate him.
One man is suing him, so my uncle told me that he plans to .
Good luck, Uncle Frank!
verb using “squeeze~.” (NOTE: these are separate sentences, not a
dialogue!)
NAT: I’ve gained so much weight that I can no longer these
pants!
BEE: A n octopus is so flexible that it can very small
openings.
RAY: The three-year-old carefully some toothpaste onto his
toothbrush.
DAG: The hunter a shot, but he missed the deer.

QUICK CONVERSATION

1. Sometimes, when your parents punish you, they say, “I’m doing this because
I love you” or, “I’m doing this because I care.” Do you believe them? Why or
why not?
2. How do good parents act?
3. How do bad parents act?
4. If a child does something bad, is it better for parents to forgive or to punish?
Why?
5. What is the earliest age at which a child can have a smartphone? Why?
pair?
1. trial, moody
2. patiently, exuberant
3. snafu, fussy
4. dilemma, exacerbate
5. discipline, nuisance
bad parenting!
GRAMMAR FOCUS
03 Complete the following dialogues, using “another” and “the other.”

After writing the dialogues out, practice reading them out loud with a
partner.
1. JOEL: Tell me about your children.
GREY: .
2. DOLLY: Who are all these lovely gifts for?
PARTON: .
3. JOHN: I want to know all about your cute kittens and puppies.
CASH: .
156
ESSAY WRITING

Describe things that different students do during their free time.
(“another” and “the other”).



I forgot…but
 write an introductory paragraph (5-8 sentences)? I don’t care.

158
MEMO

unit 8
3
Evaluating
Essay Quality
Evaluating Essay Quality
EVALUATING ESSAY QUALITY
1. WRITING SKILLS: EVALUATING ESSAY QUALITY

Look at the following two short essays. Which is better? Which is worse? Why?
On the following page, we will discuss both pieces of writing.
TOPIC : Do you agree or disagree that progress is always good?
There are different kinds of human Humans alway are try to improve
progress: social progress, technological t h e m s e l ve s . A l o n g t i m e a g o, f o r
progress, political progress, and so example, women cannot vote; but thees
on. Progress is not the same as mere days they can. This is a social progress.
change; progress implies improvement. Humans also improve with technology,
A good question to ponder, however, is like transportation: first walking, then
whether all progress is good. This essay using horses and carts, then using cars,
will argue that the answer is no because bus, and trains, then fly in airplanes.
progress, especially technological, Technology improve everything in life. Its
always comes at a cost. Progress is always good. So are other
Technology has to do with objects, good things. All progress always good.
tools, and devices created to help Is there any bad things technology?
people perform a function or accomplish Maybe weapons are bad because killing
a goal. Technology can be simple and people. A long time ago, people fight
non-mechanical, like a hammer or with sticks and rocks. Next is Swords,
shovel, or it can be as complex as a cell bows and arrow, then is coming guns
phone. By helping people, technology and rockets and the Missile.
supposedly improves human life by But is weapon technology so bad?
making us generally faster, stronger, and No because is protect us from enemies.
more efficient. If progress Weppons making, means
Unfortunately, technology can also better protect. So even weapons is
make us lazy, distracted, and even anti- mean better life for people because
social. Americans typically use cars to safer.
drive everywhere instead of walking, thus Human progress is always good
making people less healthy. Television b e c a u s e Te c h n a o l g y g o o d. W h e n
and video games distract people from techanolyg improve, peoples is improve
tasks and conversations. Cell phones too. But is not only improve. Culture
are arguably worse because they tempt is improve, art is improve, Polticks is
people into individual online worlds, thus iomrpove. All parts of human life is more
killing family interactions. better because progress.
Technological progress comes with a
cost. Technology might improve our lives
by making tasks less difficult, but it also
Two ways to judge an essay are (1) by the
harms us by making us lazy, distracted,
quality of its writing, and (2) by the quality of its
and fa r le s s sociable. A ll of the se
content.
negative effects are harmful for human
society and culture, so we can conclude WRITING: spelling, grammar, punctuation,
that not all progress is beneficial. capitalization, sentence structure, rhythm of
prose, word usage (diction), etc.
Buckyballs: an example of CONTENT: Rhetoric (ethos, pathos, logos),
nanotechnology organization, clarity, coherence, general
fluency, use of logic and evidence, etc.
Don’t forget!
162
DISCUSSION
Obviously, the first essay is better than the second essay—much
better. If this were a TOEFL exam, the first essay would rate a 5;
the second essay, which is hard to understand, would rate about a 2.
The first essay introduces the concept of progress and immediately associates it
with improvement. It then asks whether all progress is good.
The essay’s second and third paragraphs present a contrast: the second
paragraph defines technology and suggests that it has benefits, but the third
paragraph talks about technology’s negatives. Using contrast is a good rhetorical
technique.
The final paragraph is the essay’s conclusion, which sums up technology’s
benefits and dangers and reconnects technology to the original question of
whether progress is always good. The conclusion reaffirms that it is not always
good.
Overall, the quality of the first essay’s writing is excellent. There are no mistakes
in grammar, spelling, or other aspects of English.
The second essay, by contrast, is a mess. There are many spelling and grammar
mistakes, plus mistakes in capitalization and punctuation. The content is also
horrible: the essay’s bad-quality writing makes the meaning of some sentences
unclear, and the essay’s logic is also a problem because the writer provides the
weird, awkward example of weapons technology to make his point.
The TOEFL essay-rating scale, which is useful for judging essays, is from 0 to 5
points.
5 Nearly perfect English; the thesis is clear, the argument is well organized, and
there are almost no technical errors in language.
4 Almost as good as a “5” essay, but with a few more errors. The errors are
usually not very serious: poor punctuation or an occasional misspelling.
3 The essay has many mistakes, but the language and the logic are still
generally understandable.
2 The essay has more mistakes than a “3” essay, and the writing is very hard
to understand.
1 The essay is full of errors and almost impossible to understand.
0 The essay writer wrote nothing.
Unit 8· Evaluating Essay Quality 163

Below are writing samples that range in quality from “5” to “0.”
Read the writing samples and analyze the errors to understand the difference in
writing quality. Each sample of text is a paragraph on the same topic.
TOPIC: If you could change one important thing about your hometown,
what would you change?
5 4 3
I love my hometown of My hometown is Cleveland, Before I come this
A lexandria, Virginia, but I Ohio, which is actually a pretty u n i v e r s i t y, I a m f r o m
don’t think it’s per fect. If I terrible city. Cleveland has Busan, South Korea. This
could change one thing about many problem, but if I could fix is my hometown. Busan
Alexandria, it would be this: just one important problem, it ver y beautiful, but is also
make the city less expensive. will be crime, which has taken expensive. Many peoples is
There are several ways to do over the streets. We might living in there, and cost are too
this. First, we should… need to raise taxes in order to high. I want to change this.
fund the police, but…
2 1 0
My homtown Daegu. I hoomton is. Can notmuch ??? im sorry ??? ㅠㅠ
living there enjoy but problem do in any wer. I chengimg
subway, which is too much evrting. Menyyeers is the dirt y.
little. More stop is need more Men y is femly laviNg./ becos
line. No enough line now. Too no klin.
much peepl is on get subwya I WONT CHENG KLIN!!!!!!
so crowd very.
Also we’ve walkng far is not
enough sotp becoz.
Here are the same paragraphs, but improved to “5” level except for the “0”-level
text. Can you see the difference? What was changed? Why?
5 4 3
I love my hometown of My hometown is Cleveland, Before I came to this
A lexandria, Virginia, but I Ohio, which is actually a pretty university, I was from Busan,
don’t think it’s per fect. If I terrible city. Cleveland has South Korea, which is my
could change one thing about many problems, but if I could hometown. Busan is ver y
Alexandria, it would be this: fix just one important problem, beautiful, but it is also
make the city less expensive. it would be crime, which has expensive. Many people live
There are several ways to do taken over the streets. We there, and costs are too high.
this. First, we should… might need to raise taxes in I'd like to change this.
order to fund the police, but...
2 1 0
My hometown is Daegu. My hometown is Muyang. I’m sorry, but I don’t know
I enjoy living there, but one There isn’t much to do what to write.
problem is the subway, which anywhere. I would change
is too limited. There need to be everything about the town,
more stops and more subway but mostly, I would clean it
lines; there aren’t enough lines up because it has been dirty
now. Because there are too for many years, and many
many people, the subway gets families have left. I want a
very crowded. change—to live in a cleaner
We also have to walk far town.
because there aren’t enough
subway stops.
164
REVIEW 1
• Rate the following short paragraphs according to the 5-point TOEFL

scale. Write a number from “0” to “5” inside the small box for each
paragraph. Every paragraph will have a different rating.
Paying a teacher xxxx can’t xxxx ;;;; Should teachers be
depending on learning amount paid according to how much
of student is not ver y fair, I their students learn? While
think. Because student come this might se em fair, such
to class, but is not control by an idea is actually ver y
teacher. Some student are unfair to teachers, who have
lazy, some students harder- l e s s c o n t r o l ove r s t u d e n t
working. Teacher is cannot performance than one might
control these. If students do think. It is impossible to force
not learning, is this meaning a student to learn, or to raise
b a d t e a c h e r ? N o t r e a l l y. t h e i n te l l i g e n c e o f a l ow -
M ay b e te a c h e r g o o d , b u t IQ student. Students must
students is lazy and difficult. choose to le a r n. S hould a
All teacher needing good pay teacher be penalized for a
so they can live normal life. student’s choices?
Ticher spuden not Many teachers become Teacher pay impor tant,
norngmal pay bottm low Keep la z y because they can not but is relating how student
twen Thousen dollars notting be fired, nor can they have do? Good per form student
Much but wold meybenoug. the ir pay re du c e d. T his is is good pay teachers? Bad
If, supden try try try is myB why I think it would be a very per f form stodent is bad
nuf reezn Teach pay,, up tueni good idea to pay teachers paying teaches? Pay low to
Darzen ponts. according to how much their teacher is good idea. If thats
students learn. Such a system studeng is bad.Pay high to
is fairs because, the better techer for good stujent also
the students perform on tests god idea’s.
(thanks to teacher), the higher
t h e te a c h e r s’ p ay w i l l b e.
Good teachers will be paid
well; poor teachers will be
paid very little. This is just.
REVIEW 2
• Look at the following poorly written paragraph and write a corrected

version of it.
Ideally, married life is should to be
wonderful, but in fact, it is often extremely
stress and full of problems. Spouses
arguing all the time with each other,
mainly about moneys, child, and even
daily schedules. Why going through all
that stress? Is much better to remaining
single.

EVALUATING ESSAY QUALITY
2. GRAMMAR POINT: “FEW” vs. “A FEW”; “LITTLE” vs. “A LITTLE”

When talking about small quantities, numbers, and amounts, we can use the
expressions few, a few, little, and a little. We use the “few” expressions with
countable nouns; we use the “little” expressions with uncountable nouns. Here
are some examples of proper usage:
Few people came to the concert. (people = countable)
Few pieces of cake were left. (few = adjective; pieces = countable)
Many are called, but few are chosen. (few = plural indefinite pronoun)
We have very little time. (time = uncountable)
Little of the juice remains in the bottle. ( juice = uncountable)
Of the juice, little remains in the bottle. (little = singular indef. pron.)
What’s the difference between few/little and a few/a little, then? If you are
expecting a large quantity, but the quantity is smaller than expected, then
use few or little to express your disappointment/negativity. If you are merely
reporting a quantity positively or neutrally, use a few and a little to express a
small quantity, number, or amount. Look:
Few people came to Brad’s birthday party. (disappointment)
A few people came to Brad’s birthday party. (neutral attitude)
The same goes for little and a little.
Too bad: there’s very little cake left. (negative)
Oh, good! There’s a little cake left! (positive)
If a sentence expresses emotions in other ways, it is sometimes possible to
use either type of expression to create the same meaning. For example, in the
following sentences, the emotional content is underlined:
She was sad to see that so few people had come to her party.
She was sad to see that only a few people had come to her party.
You cannot put adverbs in front of “a

few” and “a little”! See here:
GOOD: very few, very little
BAD: very a few, very a little
One exception to this is the word “just.”
GOOD: just a little, just a few
Don’t forget!
166
So the general rules for using these expressions are:
1. with an article (a few, a little) = neutral or positive emotion
2. without an article (few, little) = negative emotion
3. with emotional content written out = either with or without an article is possible
REMEMBER: few = plural; little = singular!
Few are… Few are familiar with Bantu culture.
Little is… Little is known about the giant squid.
ALSO: as with the “another/other” expressions in Unit 7, “few/little” can
function as both pronouns and as adjectives.
Jack drank a little. (pronoun)
Few Westerners are familiar with Bantu culture. (adjective)

REVIEW 1
• In the blanks for each sentence, write in the correct words or phrases:
few, little, a few, a little . Follow the emotion shown in parentheses.
1. people attended Tim Kaine’s rally. (disappointment)
2. Yeah, I drank beer, and it was great! (happiness)
3. We own cats. (neutral attitude)
4. This stupid man has education. (negative)
5. Of course we can talk! I have time now. (neutral)
REVIEW 2
• Circle the LETTER(S) of the CORRECT answer(s).

1. The alligator swam to the edge of the lake and ate children.
a. little (quantity, not size) b. a little
c. a few d. few
2. Santa was unhappy because he had very reindeer to help him
this year.
a. little (quantity, not size) b. a little
c. few d. a few
3. Excuse me, sir, but we need of your gas, please.
(HINT: you’re trying to persuade the man to give you some gas, so you’re speaking in a
positive way. Speaking negatively doesn’t make sense.)
a. little b. a little
c. few d. a few
4. We have milk in our refrigerator.
a. little b. a little
c. few d. a few
REVIEW 3
• Write one sentence using a “little” expression; write the other using a
“few” expression.
1.
.
2.
.
168
VOCABULARY
Passage
1. pore v read or examine carefully

2. continual adj constant; never-ending
3. reasonably adv satisfactorily; better than moderately
4. take kindly (to) v appreciate
5. interrupt n stop the flow or continuity of; break off
6. shrug v move both of one’s shoulders up, usually as a gesture indicating

“I don’t know” and/or “I don’t care”
7. attentively adv with care and focus
8. Google v search online for information (usually via the Google engine)
9. trivial adj very minor; insignificant
10. extol v praise highly
11. virtues n good qualities; good points or aspects

12. burst n a concentrated amount; suddenly intense but brief activity
13. recall v remember
14. absorb v take in (as a sponge with water or a mind with information)
15. retain v keep; not lose
16. convinced adj persuaded; in a state of having one’s mind changed

17. tricky adj difficult to master
18. alongside prep next to
19. translated adj rendered from one language to another
20. apply v use in a (new or different) situation
21. flashcard n small file card with information written on both sides, often
a
used as an aid to memorization
22. fluke n a rare, random occurrence; an accident, usually fortunate
23. reproducible adj repeatable (as with a science experiment)
24. across the board adv happening in all categories; widely; everywhere
25. spare adj extra


1. pore a. keep
2. retain b. examine
3. continual c. accident
4. fluke d. constant
those two words.
1. Grandpa worked on his puzzle.
a. attentively b. emotionally c. carelessly d. carefully
2. When I saw the word “borborygmus,” I quickly it.
a. Googled b. thought about c. searched for d. repeated
3. The eagle flew me as I biked down the road.
a. just behind b. next to c. above d. alongside
4. I can’t when I last ate something so delicious.
a. remember b. recall c. say d. imagine
5. I didn’t want to try this strange-looking soup, but you , and it’s
good!
a. convinced me b. told me not to
c. recommended it d. changed my mind
6. Is life on Earth just a , or is there life everywhere in the cosmos?
a. big joke b. bizarre thing c. random accident d. fluke
7. The company president her employees’ creativity.
a. mentioned b. extolled c. praised d. hated
8. Learning to juggle is .
a. so easy b. difficult c. tricky d. amusing

1. Write a sentence including the words “reasonably” and “a few.”
.
2. Write a sentence including the words “absorb” and “little.”
.
170
READING PASSAGE
“Take a Break!”
I am a high-school student with bad grades. I don’t understand why. I spend long hours in
the school library poring over my textbooks and class notes. I take them home and read
them over in my bedroom, often missing sleep. I have few hours to myself. I even keep
some review material in the bathroom, and yet my grades are not improving. A few of
my friends who study less than I do still manage to achieve better grades. How do they
do better with less effort? This is a continual source of frustration. Everyone says I’m
reasonably intelligent. They all praise my attitude toward school and education. Yet the
problem remains. If I don’t resolve it soon, I worry it will affect my chances of doing well
on the university-entrance examination. So I started to look for answers.
I asked around. First, I turned my attention to my peers. A few of them were out on
the basketball court as usual. They didn’t take kindly to my interrupting their game,
especially with a question related to study. They shrugged their shoulders and said they
didn’t know why I wasn’t doing better. One of them said I take studying too seriously,
which I didn’t really understand. So I approached my homeroom teacher. He listened
attentively, but said that I was doing few things wrong. In the end, he suggested I have
a rest. I didn’t think that was much help, either. A few hours later, I returned home and
asked my parents. They were concerned for me and tried to put my mind at ease. “Let’s
go see a movie this weekend,” Mom suggested. “It will take your mind off studying.”
This was a nice idea, but it wouldn’t solve the matter at hand. Where else could I look?
The internet. I Googled my problem. I figured the internet has answers to much more
trivial questions than my own, so why not? The results surprised me. Pretty early on
in my search, I came across a study undertaken by the Surrey Business School in the
United Kingdom. This study extolled the virtues of something called “spaced learning.”
In spaced learning, students study material in short bursts and take regular breaks. The
university studied 600 business students who were divided into three test groups. Each
group was provided with the same learning material. However, they studied the material

in different formats. Some followed lectures, some students
were self-directed, and others used spaced learning. The
result was that the spaced-learning group recalled 20%
more than the other groups. How could less study time
actually lead to better results? I read on, surprised by what I was discovering.
The key, it seems, is giving the brain time to absorb the information it has just taken in. If
learners do this, they will actually retain more information. Shorter periods of learning are
more effective. In the study, subjects remembered 78% of the material presented in the first
half of an hour-long lecture. But then they only remembered 22% of the material presented
in the last half-hour. So they recalled few of the later presented facts. The study also reported
that spaced learning helps students score higher on tests. The difference in test scores was
nearly 20%. Now I was convinced. I had to change my approach to study. I was wasting my
time spending hours poring over the same books when I could just spend a more concentrated
few minutes taking in the same information. I would put spaced learning to the test.
One of my trickiest areas of study is Chinese vocabulary. Formerly, I spent hours reading
lists of words alongside their translated meaning. But within a day, it seemed I had forgotten
most and had to look them up again. This time around, I applied the methods of spaced
learning. I studied for no longer than twenty minutes, and instead of aiming to learn as
many words as possible, I made a shorter list of fifteen. To aid my recall, I made a few
flashcards on which I drew the character on one side and wrote its meaning on the other.
Then I had a glass of orange juice. When I returned to my desk half an hour later, I was
amazed. Looking at one side of my flashcard, I was able to recall what was written on the
other side. The results were much better. It seemed that my brain had fully absorbed the
information I had learned. But perhaps it was just a fluke, and I had gotten lucky with this
particular set of words. So I repeated the experiment to see if the results were reproducible.
Again, I studied for no more than twenty minutes, making flashcards of a short list of
Chinese words. Later that day, I returned to the flashcards, and to my surprise and delight, I
had great recall. The study was correct. I had found a solution to my problem.
172
In our recent midterm tests, I used spaced learning to review. I found the process
less pressured than traditional revision methods. I was able to relax a little instead of
panicking about the upcoming examinations. Pleasingly, I saw an improvement in my
grades across the board. I didn’t get all A’s, and I wasn’t top of the class, but that wasn’t
my goal. I had sought only to improve my general scores and remove the frustration of
spending all my spare time in the library. So my friends, my teacher, and my parents had
been right after all. I shouldn’t take it all too seriously; I needed to rest more; and I should
go out to take my mind off study. Today, I spend more time on the basketball court. And
this weekend, I am going to see a movie with my parents.

01 What does he find difficult?

a. basketball b. movies
c. Chinese d. resting
02 Where does he spend long hours?

a. the basketball court b. the library
c. home d. the movie theater
03 Why does he want to improve his test scores?

a. for his parents
b. for his friends
c. for his university-entrance exams
d. for his teachers
04 Whom didn’t he ask for advice?

a. his homeroom teacher
b. his friends
c. the Surrey Business School
d. his parents
05 Why is spaced learning effective?

a. The brain has time to rest.
b. It helps students sleep.
c. It makes tests easier.
d. Learning takes longer.
06 True or False?
a. He studies in the bathroom.
b. He drinks orange juice.
c. Surrey Business School is in the USA.
d. Spaced learning improves test scores.

a. How many students did Surrey Business School study?
b. How much information was recalled from the second half
of the lecture?
c. How many flashcards did he make?
d. Where did he Google?
174
VOCABULARY THEME
ab-
The prefix “ab-” comes from the Latin ab-, which means “away from,” “down,”
or “off.” The prefix is found in several common English words.
absorb take into (as a liquid into a sponge)
abjure renounce; deny; reject
abnormal not normal; not regular or ordinary; strange
abnegation refusal; denial; disciplined living through denial of material things
abjection a state of misery, poverty, and rejection
abdicate give up (one’s rule/authority, etc.)
abdomen the stomach region
abscond go away secretly
abduct kidnap
abstain refrain from
a woman with pa
in in her abdome
n
absorb ith his 220 IQ, Marcus could quickly absorb huge amounts of
W
information.
abjure You are no longer my son! I abjure you! Begone!
abnormal Having eight fingers on each hand is…a little abnormal, yes.
abnegation The old Buddhist monk lived a strict life of abnegation, accepting
nothing.
abjection When the prince saw his citizens, their faces filled with abjection, he
wept.
abdicate The king knew his people hated him, so he decided to abdicate the
throne.
abdomen Horace felt a sharp, stabbing pain in his abdomen, so he called the
doctor.
abscond The burglar absconded with all of our money.
abduct At what time did the terrorists abduct your family, Mr. Mills?
If you wish to be healthy, you should
abstain
abstain from smoking and drinking.

PHRASAL VERBS
read~
To understand General Patton, you

read up (on) research; study
should read up on his life.
Ah, yes—I remember reading about
read about learn by reading
the Great Depression.
As you see, the prepositions “up” and “about” can change the meaning of a
phrasal verb.
The verb “read” can be used by itself (She reads fast.), but it can often be used
as part of a phrasal verb. Many different phrasal verbs are possible with “read.”
read out loud (a Charles read out the list of prize-

read off
list) winners.
I read through the whole book in one
read through read completely
night.
examine by Please read over this document to
read over
reading make sure it’s all correct.
Despite the storm outside, Frank read
read on continue reading
on in his bedroom.
mentally add People look at art and read different
read into
meaning ideas into it.
176
abscond abnegation abdicate

abstain abdomen abnormal
I had always thought Cheol-su was . He didn’t like the

things that most students liked; he always thought very deep thoughts.
Years later, I found out that he had become a Buddhist monk, living a life of
strict . I wasn’t surprised. I guessed that it was a hard life;
monks have to from most things that regular people enjoy,
such as alcohol and romance. I imagine that Cheol-su is very thin, now; when
I look down at my fat , I wonder if I could be a monk like him.
Nah…probably not.
verb using “read~.”
ARM: Have you ever much Korean history?
LEG: Well, yes… I once a whole book called Korea:
Old and New. I’m convinced that, if Korea continues to progress, it will
one day take over the world.
ARM: Whoa, I think you’re too much the book! Korea
is a wonderful country, and it’s definitely improving, but I don’t think it’ll
become a global superpower.
LEG: You never know. Maybe you should on Korean
history!
rmal shape
one foot an abno
a bunion, giving

QUICK CONVERSATION

1. What kind of study habits do you have? Do you think they’re good habits or
bad ones?
2. Think about the reading passage for this unit. One key to learning seems to
be studying less. In Korea, do you think Korean teachers would agree? Why
or why not?
3. Have you ever tried “spaced learning”? Would you like to?
4. What’s your method for studying English vocabulary?
5. H ow much stress do you feel before a big test? How do you reduce your
stress?
pair?
1. pore, interrupt
2. absorb, retain
3. tricky, apply
4. continual, spare
5. across the board, trivial
GRAMMAR FOCUS
03 Complete the following dialogues using “few/a few,” “little/a little”

in each response. After you fill in the blanks, practice reading the
dialogues out loud with a partner.
1. PATRICIA: How many people were at the party tonight?
BARRY: .
2. ANTHONY: How many birds did you see while bird-watching today?
AMANDA: .
3. TYRONE: Did you eat any cake?
FELICIA: .
178
ESSAY WRITING

What, in your opinion, is the best way to study for any kind of test?
(“few/a few” and “little/a little”).



I hope I
 write an introductory paragraph (5-8 sentences)? remembered
everything.
180
MEMO

unit 9
Drafting
Drafting
DRAFTING
1. WRITING SKILLS : DRAFTING

Most students hate doing this, but drafting is actually a very important part of
good writing. The cycle looks like this:
first draft = first attempt at writing
second draft = second attempt, some corrections
final draft = last “polishing” of the essay: ready to go!
When you’re improving your drafts, you normally rely on two skills: proofreading
and editing. Proofreading is when you look for and correct technical mistakes in
your writing: spelling, grammar, and mechanics (i.e., punctuation and capitalization).
Editing is when you find and correct errors in content—problems of logic, tone, etc.
Look at the following first-draft, essay-intro paragraph. How can we improve it?
Which is kinds of rat traps are better: “killing” traps or “humane” traps.? There
are good arguments for both. People who support killing traps think that we haev
to reduce the rat porpulation because rats brings disease. If you use a human
trap and throw the rat into the woods, the rat population is reduced, in fact, it may
go up. Supporters of human traps, by contrast, say that it’s unethical to kill small
harmless animals. After all, a rat doesn’t know that bothering human beings, so
why does it deserve to die?
The first step is to look at the text and proofread it.

What errors do we see?
1. First sentence: remove “is.”
2. First sentence: remove the unnecessary period.
3. Third sentence: change “haev” to “have.”
4. Third sentence: change “porpulation” to “population.”
5. Third sentence: change “rats brings disease” to “rats bring disease.”
6. Fourth sentence: change “human” to “humane.”
7. Fourth sentence: change comma after “reduced” to semicolon.
8. Fifth sentence: change “human” to “humane.”
9. Fifth sentence: put a comma between “small” and “harmless.”
10. S ixth sentence: change “that bothering” to “that it’s bothering.”
Next comes editing. Only one thing needs to change: in
the fourth sentence, the phrase “is reduced” should be Leave your writing alone
“isn’t reduced.” This changes the meaning (content) of for a while before you
begin proofreading. This
the sentence, which is why it’s an example of editing, not
gives you the chance to
proofreading. see your own work with
“fresh eyes.”
Don’t forget!
184
Here is the second draft of the above paragraph:
Which kinds of rat traps are better: “killing” traps or “humane” traps? There
are good arguments for both. People who support killing traps think that we have
to reduce the rat population because rats bring disease. If you use a humane
trap and throw the rat into the woods, the rat population isn’t reduced; in fact, it
may go up. Supporters of humane traps, by contrast, say that it’s unethical to kill
small, harmless animals. After all, a rat doesn’t know that it’s bothering human
beings, so why does it deserve to die?
Much better! But is this perfect? It’s not bad, but it could be stronger. So, for the
final draft, let’s add in a hook, buildup, and thesis to make this a much stronger
intro paragraph.
We know we should be kind to all animals, but almost everybody hates rats.
Most people think of rats as dirty, disgusting creatures that eat garbage and make
messes. For this reason, most people want to get rid of rats by killing them and/
or removing them. For this purpose, people need rat traps. But which kinds of rat
traps are better: “killing” traps or “humane” traps? There are good arguments for
both, but in the end, even though they seem cruel, killing traps are much better.
Supporters of humane traps say that it’s unethical to kill small, harmless animals.
After all, a rat doesn’t know that it’s bothering human beings, so why does it
deserve to die? However, people who support killing traps think that we have to
reduce the rat population because rats bring disease. If you use a humane trap
and throw the rat into the woods, the rat population isn’t reduced; in fact, it may
go up. Killing traps reduce the population and stop disease.
Notice how we have edited our final draft. First, we added a hook to get the
reader interested (red). Second, we added a buildup (green) to talk about the
general problem. Third, we added a thesis (blue), so that our paragraph now has
a clear main idea. Fourth—and this may be harder to see—we changed the order
of the arguments for humane and killing traps: humane traps are now first, and
killing traps are second.
Why did we do that? For a very important rhetorical reason: the last
item is the thing we’re supporting! You will often see this technique
in Western speech and writing; it has psychological roots. The thing
we favor usually comes last in a list. For example:
We can refuse to negotiate and go to war, or we can try to negotiate and have
a chance at peace. (The writer wants peace: he mentions peace LAST.)
Unit 9· Drafting 185

Over-writing can be as a big of a problem as under-writing can be. Look at this

over-written paragraph:
People have long had a fascination with mountains. They are part of many
cultures’ stories—the dragon living on the mountain, the treasure hidden inside
the mountain, and so on. Mountains also attract climbers, who often feel that
climbing a mountain is like going on a sacred journey. Thousands of people die
every year when they go mountain climbing; the sport is popular but dangerous.
On Mount Everest alone, around 280 people have died climbing the mountain.
Why do people do something as dangerous as mountain climbing? Because they
love a challenge.
The hook and buildup of the above paragraph are not very smoothly put together.
Can we rewrite the above so that (1) the prose is smoother, (2) the paragraph
progresses from a hook to a buildup to a thesis, and (3) everything is a little more
concise (i.e., short but clear)? Let’s try:
Mountains are magical, mysterious, and deadly. They are part of our folklore,
their cloud-covered peaks seem to hide great secrets, and they kill hundreds of
climbers every year. It’s easy to understand why people think about mountains so
much, but why are so many people willing to risk their lives climbing mountains,
in spite of the dangers? This is probably because people love a challenge, and a
mountain is the ultimate challenge.
The above paragraph is shorter and clearer (more concise). The ideas within the
paragraph are better organized. This is a good redraft.
IMPORTANT NOTE: during the drafting process, you might realize that your first
draft is completely wrong, and that you have to start over again. Don’t be upset
or depressed: see this as an opportunity to learn, grow, and improve.
THINGS TO THINK ABOUT WHEN DRAFTING:
1. Is my grammar correct? How about my vocabulary usage? My spelling? My
punctuation and capitalization?
2. Is my writing rhetorically strong? Does it have ethos, pathos, and logos?
3. Is my thesis clear?
4. Am I missing any important information? Should I add anything?
5. Do I have enough ideas/details to support my thesis?
6. Do I have a good, strong conclusion?
7. Should I cut any text out to streamline my writing?
186

REVIEW 1
• Proofread the following sentences, writing a corrected version in each

blank space provided.
1. Students has too much free time, I know this becuse they’re always playing
vidio games.

2. Agood naybor is someone who’s cares for the people arond him.

3. Sumtimes, becose we must to protectng people’s feelings, it’s better not to tel
the trooth.

REVIEW 2
• Look at the two text boxes below. One is a first draft; the other is a
second draft. Which is which? Write “1” for “first draft” and “2” for
“second draft” in the little boxes, then write a final draft of the text in
the space provided.
Can play games teaching us about life? Can playing games teach us about life?
Games has rules, so some people might say Games have rules; they also often require
that gemes are unlike real life, which has no people to cooperate in teams or groups, and
rules. But is this true? In life, you are always they can encourage competition. All of these
follooing rules: social rules of politness, aspects of games are similar to real life, so it
rules of school conduct, rules at cherch, at seems clear that games can indeed teach us
the gym, etc. Games can also make people about real life.
cooperate with each other in teams, which is
like real life. Teams can compeat with each
other, which is also like those real life. So
games can definately teaching us about what
is the real life.
Write a final draft here:

DRAFTING
2. GRAMMAR POINT: MAY, MIGHT, & MAYBE

When talking about things that are possible, not definite, we use verbs like may
and might. We also use the adverb maybe.
May and might are very similar in use and meaning. They both function as
modal verbs, and they both refer to possibility. However, these verbs also have
some differences:
1. Use may when talking about what is generally possible.
2. Use might when talking about what is almost impossible.
In other words, use might for extreme cases only!
Jonathan may come to the party. (likely)
I may get an “A” if I study very hard. (likely)
Zombies might rise from the ground and kill us all. (unlikely)
Chanelle might win a million dollars through the Lotto. (unlikely)
This works for the past-perfect tense as well:
Grant may have done the right thing. (He likely did.)
Susie might have ended the world. (But she likely didn’t.)
What about maybe? Remember we said, above, that maybe is an adverb, so it
won’t function in the way that may and might will. Here are some examples of
maybe used in context (maybe + clause):
Maybe I’ll do it tomorrow.
Maybe she should quit drinking.
Maybe coming to this haunted house was a mistake.
But maybe it wasn’t a mistake. Maybe it was the best decision ever.
Some grammar books teach

that “may” is for present/current
situations, and “might” is for past
situations. This isn’t wrong, but it’s a
bit old-style to think this way.
rld ALSO: you may remember that “may”
the end of the wo
can be used to indicate permission:
“Yes, you may eat now.”
Don’t forget!
188
Maybe can be used in front of numbers:
There were maybe sixty people in the room.
Maybe is similar to perhaps and (it) could be (that):
Maybe I’ll win. = Perhaps I’ll win. = It could be that I’ll win.
But never confuse the adverb maybe with the verb may be!
WRONG: I’m sorry, but I maybe late.
RIGHT: I’m sorry, but I may be late.
WRONG: May be this is the best solution.
RIGHT: Maybe this is the best solution.
Note
In spoken English or in written dialogue, “This is maybe the best solution” is possible, but for
formal written English, it’s better to surround a mid-sentence maybe with commas: “This is,
maybe, the best solution.”

REVIEW 1
• Put a check ( ) in the box under the correct category (MAY, MIGHT,
MAYBE) to indicate which word should go in the blank for each of the
following sentences.
MAY MIGHT MAYBE
1. Be careful: it rain later today!
2. you should look for the book in the library.
3. We’re hungry, so we get some pizza for lunch.
4. I think, , that the baby is awake.
5. Oh, that guy? That be Richard.
6. There be a tiny, tiny chance that we’ll meet the pope.
7. They saw five or six monsters down in the valley.
8. my daughter will win the race.
9. A dragon be inside that egg.
REVIEW 2
• Circle the LETTER(S) of the correct answer(s). More than 1 answer may
be correct.
1. This the best day of my life!
a. maybe b. may be c. might d. might have been
2. you’ll have the chance to meet your cousin someday.

a. Perhaps b. Could c. Might be d. Maybe
3. The sentence “The enemy army may have won a victory.” means
a. the enemy definitely won a victory.
b. the enemy probably did not win a victory.
c. the enemy probably won a victory.
d. the enemy probably lost.
REVIEW 3
• Write one sentence using “may”; write another using “might.”

1. .
2. .
190
VOCABULARY
Passage
1. kill v (slang) spend or waste (as in time)

2. due adj scheduled
3. franchise-chain adj relating to brand-name stores, restaurants, etc.
4. signboard n a very large advertisement, often on the side of a building
5. tried and tested adj familiar and popular
6. visuals n the look or appearance of something

7. discovery n the finding of something new
8. browse v examine in a random, unhurried way (books, etc.)
9. stacked adj neatly piled
10. skateboard n a small board with skate-style wheels on which a person can
balance and travel faster than walking
11. visible adj seeable

12. pedestrianized adj made for walkers (not for vehicles)
13. drenched adj thoroughly soaked; covered in liquid
14. ambience n (also ambiance) atmosphere; the general mood of a place
15. intimate adj cozy; small and comfortable
16. ostensibly adv seemingly; supposedly

17. bellow v yell, usually with a deep, strong voice
18. dangle v hang; hold in suspension over
19. scores n (literally, groups of 20) dozens; many
20. tingling adj a prickling, pins-and-needles sensation
21. genial adj likably pleasant zone

a pedestrianized
22. reinvigorate v re-energize; give new energy to in Germany
23. opt v choose; select

24. stimulating adj exciting to the senses
25. relatively adv moderately; somewhat


1. stacked a. piled
2. kill b. seeable
3. visible c. choose
4. opt d. spend
those two words.
1. The quiet, serious of the restaurant reminded me of a library.
a. ambience b. mood c. customers d. chefs
2. The alien loudly and angrily when I hit it with the spear.
a. bellowed b. laughed c. whispered d. yelled
3. A nice bath, followed by a cold shower, might after a long, tiring day.
a. make me sleepy b. clean me up
c. reinvigorate me d. give me new energy
4. When I a toy in front of my cat, he always tries to catch it.
a. play with b. hang c. dangle d. throw
5. Do you think math is an invention or ?
a. a discovery b. a mystery
c. something we found d. something hidden
6. Your cousin to arrive tonight, isn’t he?
a. says he’s going b. is due c. is hoping d. is scheduled
7. Whenever Kate goes to the bookstore, she likes to .
a. browse b. read only one book
c. shop quickly for what she wants d. look around with no hurry
8. By the time we got inside from the rain, we were all .
a. almost dry b. very wet c. drenched d. quite upset

1. Write a sentence including the words “signboard” and “may.”
.
2. Write a sentence including the words “scores” and “might.”
.
192
READING PASSAGE
“This is My Kind of Town”

I was new to the city and, alone, had the afternoon to kill. I wasn’t
due to meet my friends until the evening, but I wanted to have a
walk around and get a sense of the place. I have lived in Korea
for a number of years, but I have never been to this particular city.
In many respects, all cities are alike. In 2016, you will see the same franchise-chain
signboards on the city’s major streets. You can, if you like, sample the same tried-and-
tested products in coffee shops, bakeries, restaurants, and clothing stores that you seek
out in your own city. These stores may vary in size and layout, but the visuals and interior
will match up to the originals. This might make you feel at home in some way, but it will
also minimize the possibility for discovery and new experience. So I wanted to try my
new city’s independent side.
I’m a comic-book lover, so I thought I could spend an hour or so browsing a comic-book

store. In South Korea, it is always a good idea to ‘look up’ if you are searching for a
comic-book room. Most are not on the ground floor of buildings. So I stood, staring up at
the ten-story buildings in the main downtown, hoping that I might spot one. There, across
the street, on the fifth floor of a new glass-and-steel-structured building, was a bright,
flashing sign for Haengseong Manhwa. ‘Haengseong’ means planet. ‘Manhwa’ means
comic book. I crossed and took the elevator to the fifth floor, where I found four walls
stacked with shelves from floor to ceiling, each of which was filled with comic books old
and new. I chose one about a high-school boy who uses his skateboard to enter the minds
of the powerful. Then I sat down to read. The owner brought me over a glass of apple
juice. I could have stayed all day. But I wanted to see more.
It was time for a snack. The usual burger and rice restaurants were all within the visible
distance. But, I thought, I may not have the chance to visit this city again. I should try
somewhere new. Lined up on the pedestrianized shopping street in front of me were half-
a-dozen bunshik stalls. Maybe I’ll discover a delicious local snack? I decided to sample

one. The first was a ddeokbokki stall. Ddeokbokki is soft rice cake, drenched in hot-
pepper sauce, and it is common enough. But this variety was seasoned with turmeric, an
Indian spice. The owner wasn’t Indian, so I wanted to know why he had used turmeric.
My Korean isn’t great, but I can speak well enough to hold a simple conversation. He said
that turmeric has many beneficial qualities. It even helps with memory and brainpower.
It helps with the taste of ddeokbokki, too. But now I needed something cooler. I went to
look for a coffee shop.
Sometimes, it feels as if there are more coffee shops in Korea than there are restaurants.
They are everywhere. Most are national and international franchise operations. But there
are also a vast number of small, independently run coffee shops, with unique features and
a distinct ambience. The first one I saw was a ‘pet coffee shop,’ where customers could
take their pets into an animal-friendly environment. I peered in to see a number of dogs
wandering around the floor area. That wasn’t for me. But then I found a small, intimate
place playing gentle traditional music. The owner was an elderly lady and I was delighted
to see a selection of traditional teas on the menu. I had a cup of sweet ginger tea. I was
beginning to like my new Korean city.
By now, I really wanted to stand in a small space and sing a loud pop song. Fortunately,
across from the tea shop was a noraebang, a karaoke-style singing room. Ostensibly, it
was for teenagers. Most of the customers this Saturday afternoon were kids of all ages,
placing 500-won coins into the slots of the machine and choosing some of
the latest K-pop releases to bellow out at each other. But there was no
rule against adults’ using it, and I can sing as badly as anyone else! I
spent a fun, noisy twenty minutes practicing a variety of
English and Korean-language songs.
194
My final stop was a place I have seen before
but never been brave enough to try. I treated
myself to a ‘fish foot massage.’ As I entered,
a member of staff directed me to leave my
shoes in a locker by the door and follow her
to a seat at a window facing onto the street.
Under the counter, my feet dangled in a cool tank of water, through which swam scores of
little fish. As they brushed over my feet, I felt a strange but satisfying tingling sensation.
Why had I never had a fish foot massage before?
After my foot bath, I spent the remaining hour until I met my friend wandering around,
enjoying the genial street life and the different feel and features of this new city. Coming
here had reinvigorated my interest in Korean people and culture. By avoiding franchises,
I had discovered original and interesting places. They were maybe not as popular and
famous as the global brands so many of us usually opt for, but they were stimulating and
relatively cheap. I may even come back one day.

01 What is ddeokbokki?
a. hard rice cake b. soft cake
c. soft rice cake d. hard cake
02 What does she love?

a. rice cake b. coffee
c. comic books d. fish
03 When is she due to meet her friends?

a. tomorrow
b. this evening
c. this morning
d. this afternoon
04 What kind of environment does the pet coffee shop have?

a. distinct ambience
b. animal-friendly
c. common
d. flashing
05 How is turmeric beneficial?

a. It helps with brainpower.
b. It helps with simple conversation.
c. It helps with pedestrianized shopping.
d. It helps with Korean.
06 True or False?
a. The bunshik-stall owner was Indian.
b. Manhwa means comic book.
c. The noraebang was across from Haengseong Manhwa.
d. It was not her first fish foot massage.

a. What kind of tea did she drink?
b. How many fish crawled over her feet?
c. How long did she stay in the comic-book room?
d. On what floor was the comic-book room?
196
VOCABULARY THEME
-ped-
The prefix “-ped-” comes from the Latin pes, which means “foot.” The suffix is
found in several common English words.
pedestrian (1) someone on foot; someone walking
pedestrian (2) normal; ordinary; prosaic; unexciting centipede
biped something having two feet (humans, etc.)

quadruped something having four feet (dogs, cats, cows, horses, etc.)
pedal a moving, step-like part of a bicycle or car on which one pushes with
the feet
centipede an insect-like arthropod with about a hundred legs
millipede an insect-like arthropod with, seemingly, a thousand legs
pedicure care and cleaning for the feet
backpedal step back; retreat (physically or verbally)
impediment a hindrance; something that blocks or hinders
millipede
pedestrian (1) Nice, France, has a famous pedestrian zone where walkers can visit
many different shops and restaurants.
pedestrian (2) After an adventurous life as a secret agent, James Bond found his
retirement to be rather boring and pedestrian.
biped The hairy biped in front of me grunted something I didn’t understand.
quadruped Sally was in love with all the world’s quadrupeds—all the dogs, all
the cats, all the horses, cows, skunks, elephants, and armadillos.
pedal I pushed hard on my bike’s pedals as I worked my way up the steep hill.
centipede Centipedes are long, ugly, and dangerous because they bite.
millipede The millipede quietly crawled along the branch.
W hen I got my pedicure, the ladies washed my feet, clipped my
pedicure
toenails, and scraped away all my calluses.
K nowing she had misspoken, Hillary backpedaled on her foreign-
backpedal
policy claim.
My love of sugar is a big impediment to
impediment
weight loss.

PHRASAL VERBS
stay~
I stayed up until 4 a.m., just watching

stay up remain awake (late)
YouTube videos.
After knocking his opponent down

stay down not get up with one powerful punch, the boxer
shouted “Stay down!” at him.
As you see, the prepositions “up” and “down” can change the meaning of a
phrasal verb.
The verb “stay” can be used by itself (She stayed home.), but it can often be
“stay.”
remain indoors/ It began to rain, so I chose to stay in

stay in
inside and watch TV.
“I want you to stay out of my life!” she
stay out keep away
yelled angrily.
remain until the The island is beautiful, and we can
stay through
end stay here through the summer.
Please don’t leave the team; we want
stay on not quit
you to stay on.
remain at a When you see a dangerous snake,
stay back
distance stay well back.
a young woman staying in to work
198
pedicure pedestrian pedal

impediment backpedal biped
Gloria’s life wasn’t extraordinary or special; in fact, it was very .

Every other Saturday, she would go to a salon to get a for
her feet. She always tried to get to the salon at exactly 2 p.m., but bad traffic
was a constant , so she was often late for her appointments.
She used to bike to the salon, but after she broke one on her
bicycle, she got into the habit of driving.
verb using “stay~.” (NOTE: these are separate sentences, not a
dialogue!)
BEL: I late every night, worrying about my son.
JOY: Do you go out or whenever the weather is
bad?
OSO: Because your cat is so sick, we don’t want to leave you right away; we
can the weekend and leave on Monday if you
want.
LIG : Rick was angry with the band leader, but the leader asked him to
because quitting was for losers.
pedicure

QUICK CONVERSATION

1. Imagine you’re visiting Reykjavik, Iceland. With your partner, make a list of
things to do and see. Which list items are most important to you?
2. Some Japanese tourists have experienced deep shock after visiting Paris.
They were so shocked that they had to get psychological help when they
returned to Japan (look up “Paris syndrome” on Google). They had thought
Paris would be beautiful and romantic, but they discovered the city is dirty
and has many rude people. How does Seoul market itself to the world? What
is Seoul really like?
3. Do you read comics, either in books or online? Why or why not?
4. Do you prefer popular restaurants, or do you like experimenting with less-
well-known restaurants? Why?
5. What are the best places to eat in your city or town? To shop? To go on a
walking tour?
02 Here are some pairs of words and expressions. Can you make one
sentence with each pair?
1. tried and tested, browse
2. visible, pedestrianized
3. genial, stimulating
4. stacked, discovery
nument,
5. tingling, reinvigorate Sun Voyager Mo
Reyk jav ik, Ice land
GRAMMAR FOCUS
03 Write answers to the following dialogues’ questions using “may,”

“might,” and “maybe.” After you have written your answers, practice
reading the dialogues out loud with a partner.
1. CAT : What are your plans for this coming weekend?
CORA: .
2. MIKE: How long does it usually take to travel from Seoul to Busan?
SYMON: .
3. BOBBY: If you were rich, what would you buy?
FLAY: .
200
ESSAY WRITING
Tours, France
How would you explore a new city in a foreign country?
(“may,” “might,” and “maybe”).



 write an introductory paragraph (5-8 sentences)? Ha ha!
I never
 write three body paragraphs (5-8 sentences)? forget.

202
MEMO

Review
unit 10
Comprehensive
Review
Units One-Nine
Comprehensive Review
unit 1 REVIEW PREDICATE NOMINATIVES + ESSAY OVERVIEW
PREDICATE NOMINATIVE
• Write 3 sentences, each containing at least one predicate nominative.

1.

2.

3.
ESSAY OVERVIEW
• In the space below, write a paragraph describing what an essay is, what its
parts are, and the different purposes it can have.

206
DEFINITIONS
• Write down, in your own words, what you think the following words mean.
After you write down your definition, write a sentence that uses the word.
1. cram
MEANING
SENTENCE
2. keen
MEANING
SENTENCE
3. query
MEANING
SENTENCE
4. hardship
MEANING
SENTENCE
SHORT WRITING
• Write 3-4 sentences, putting together the following words in a paragraph. You
can write a story or whatever you want, but please don’t write a simple list of
sentences. Put them all together with a main idea!
acquaintance consult deposit defray affairs
Unit 10· Comprehensive Review 207

unit 2 REVIEW PREDICATE ADJECTIVES + BRAINSTORMING
PREDICATE ADJECTIVES
• Write 3 sentences, each containing at least one predicate adjective.

1.

2.

3.
BRAINSTORMING
• Think about the following essay topic, then use the space below to brainstorm
an essay.
TOPIC: Why do you think people attend college or university?

Create your mind map here.
208
DEFINITIONS
1. destiny
MEANING
SENTENCE
2. hire
MEANING
SENTENCE
3. radical
MEANING
SENTENCE
4. interfere
MEANING
SENTENCE
SHORT WRITING
workforce newcomer modernist imbue execute

unit 3 REVIEW TRANSITIVE/INTRANSITIVE VERBS + OUTLINING
TRANSITIVE/INTRANSITIVE VERBS
• Write 2 sentences below, one with a transitive verb and one with an
intransitive verb.
1.
2.
OUTLINING
• Read the following essay topic and create an outline for an essay about it in
the space below.
TOPIC: Do you prefer living in small towns or big cities? Why?
I. INTRO
A. Hook :
B. Buildup :
C. Thesis :
II. BODY
A. 1st Supporting Idea :
1. Detail :
2. Detail :
nd
B. 2 Supporting Idea :
1. Detail :
2. Detail :
C. 3rd Supporting Idea :
1. Detail :
2. Detail :
III. CONCLUSION
A. Summary of Ideas :

B. Final Thoughts :

210
DEFINITIONS
1. momentum
MEANING
SENTENCE
2. gore
MEANING
SENTENCE
3. executioner
MEANING
SENTENCE
4. disoriented
MEANING
SENTENCE
SHORT WRITING
pump trapped enclosure reserves opponent

unit 4 REVIEW USED TO/WOULD + TRANSITIONS
USED TO/WOULD
• Write 2 sentences about past habits—one with “used to” and the other with
“would.”
1.
2.
TRANSITIONS
• In the space below, write TWO paragraphs on any topic. Include a transition
between paragraphs.

212
DEFINITIONS
1. vessel
MEANING
SENTENCE
2. drift
MEANING
SENTENCE
3. hazardous
MEANING
SENTENCE
4. pretend
MEANING
SENTENCE
SHORT WRITING
tumble cupboard cramped descent mental

unit 5 REVIEW BY/UNTIL + PERSUASIVE ESSAYS
BY/UNTIL
• Write 2 sentences—one using “by” and the other using “until.”

1.
2.
PERSUASIVE ESSAYS
• In the space below, write a short persuasive essay on the following topic:
“
Never give up” means to keep trying and never stop working for your goals.
Do you agree or disagree with this statement? Use specific reasons and
examples to support your answer. Use a separate piece of paper if you need
more room.

214
DEFINITIONS
1. measure
MEANING
SENTENCE
2. conscious
MEANING
SENTENCE
3. dominate
MEANING
SENTENCE
4. mourning
MEANING
SENTENCE
SHORT WRITING
tend progression retain concentrate decline

unit 6 REVIEW SINCE/FOR + NARRATIVE ESSAYS/WRITING
SINCE/FOR
• Write 2 sentences—one using “since” and the other using “for” (time
expressions).
1.
2.
NARRATIVE
• In the space below, write a short fictional story about you and your best friend.

216
DEFINITIONS
1. baffled
MEANING
SENTENCE
2. intrigue
MEANING
SENTENCE
3. outlandish
MEANING
SENTENCE
4. creditor
MEANING
SENTENCE
SHORT WRITING
ransom audacity suspect refuel crumpled

unit 7 REVIEW ANOTHER/THE OTHER + EXPOSITORY WRITING
ANOTHER/THE OTHER
• Write 2 sentences, one with “another” and the other with “the other” (ha ha!).
1.
2.
EXPOSITORY WRITING
• In the space provided below, write a news article about an event that
happened at home.

218
DEFINITIONS
1. patiently
MEANING
SENTENCE
2. nuisance
MEANING
SENTENCE
3. snafu
MEANING
SENTENCE
4. discipline
MEANING
SENTENCE
SHORT WRITING
trial compromise moderate fussy counterproductive

unit 8 REVIEW (A) FEW/(A) LITTLE + EVALUATING WRITING QUALITY
(A) FEW/(A) LITTLE
• Write 4 sentences in the spaces below—one using “few,” another using “a

few,” a third using “little,” and a fourth using “a little.”
1.
2.
3.
4.
EVALUATING WRITING QUALITY
• Look at the passage below. How good is the English on the TOEFL scale?
Give the passage a score, then explain, in the space provided, why you gave
that score.

When we were childrens, we were taught to tell truth. Telling truth and
being honest also become criteria of judging a person. I do think that most
people prefer to live in a world of pure truth and it is also the best wish of all
kind hearted people. However, what we have to facing is not the dream land.
Telling truth all the time could only exist in our dreams. In another word, lies
could not be avoided.
I will illustrate my opinion with the following facts. In the business world,
always telling truth equals to commit suicide. For example, when competitor
company is asking the content of a tender or the cost of a major product,
telling truth is nonsense. Furthermore, we could learn from old collegue that
to keep the business secrete is to keep the position.
My rating:
Why I gave this score:
220
DEFINITIONS
1. continual
MEANING
SENTENCE
2. shrug
MEANING
SENTENCE
3. burst
MEANING
SENTENCE
4. alongside
MEANING
SENTENCE
SHORT WRITING
pore over recall apply fluke reproducible

unit 9 REVIEW MAY/MIGHT/MAYBE + DRAFTING
MAY/MIGHT/MAYBE
• Write 3 sentences—one with “may,” a second with “might,” and a third with
“maybe.”
1.
2.
3.
DRAFTING
• Write a second draft of the passage from Unit 8 Review in the space provided
below.

222
DEFINITIONS
1. stacked
MEANING
SENTENCE
2. browse
MEANING
SENTENCE
3. genial
MEANING
SENTENCE
4. ambience
MEANING
SENTENCE
SHORT WRITING
due intimate tingling bellow opt

MEMO
MEMO
MEMO

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unit 4 Effective Transitions p. 73

unit 5 Persuasive Essays p. 95

unit 7 Expository Essays p. 139

unit 8 Evaluating p. 161

unit 9 Drafting p. 183

unit 10 Comprehensive p. 205

1. WRITING SKILLS: AN INTRODUCTION TO ESSAYS

Introduction (main idea/thesis) An easy way to remember the

Unit 1· Essays: An Overview 9

Unit 1· Essays: An Overview 11

2. GRAMMAR POINT : PREDICATE NOMINATIVES

Louis was the king of France.

Spoken English and written English are

NATURAL SPOKEN ENGLISH PROPER WRITTEN ENGLISH

It’s me. I’m her. It is I. I am she.

Unit 1· Essays: An Overview 13

• Read the following sentences and underline the predicate nominatives.

• Read the following multiple-choice questions and circle the LETTER(S)

• Finish each sentence with a single or compound predicate nominative.

1. extracurricular adj outside the context of regular classes/courses at school

6. keen adj interested

11. acumen n keen awareness, insight, or shrewdness

16. query n a question; a request for information

21. hardship n difficulty in life

Unit 1· Essays: An Overview 15

01 Match the word to the definition.

03 Write sentences according to the instructions given.

2. Write a sentence correctly using the word “precocious.”

The Middle-school Boy

Unit 1· Essays: An Overview 17

1. You can only spend what you have.

Unit 1· Essays: An Overview 19

01 How much do Max’s parents deposit in his account?

02 What do Max’s parents limit?

03 How did Max’s friends react?

04 What does Max now understand better?

05 Why can’t Max withdraw however much money he wants?

07 Scan the passage for the following information.

USAGE: WORDS IN CONTEXT

Unit 1· Essays: An Overview 21

PHRASAL VERB MEANING SENTENCE

uncover, reveal, un- You need to open up this door right

PHRASAL VERB MEANING SENTENCE

Luther is opening up; he talks more

uncover by Greg opened the crushed car door

a lounge that opens out on the ocean

overdraft overcharge overwork

Unit 1· Essays: An Overview 23

01 Give short answers to the following questions. Work with a partner.

WORD PAIRS AND SENTENCE FORMATION

GRAMMAR FOCUS: SPEAKING

03 Make short dialogues by writing questions or answers. Use the

1. BRUCE: What’s your favorite city or country to visit?

01 In the space below, write an essay on the following topic:

Unit 1· Essays: An Overview 25

02 Check off ( ) the following items if you have done them.

Unit 1· Essays: An Overview 27

1. WRITING SKILLS: BRAINSTORMING

• Create a mind map for the following topic:

• Create a mind map for the following topic:

2. GRAMMAR POINT : PREDICATE NOMINATIVES

• Read the following sentences and underline the predicate nominatives.

• Read the following multiple-choice questions and circle the LETTER(S)

• Finish each sentence with a single or compound predicate nominative.

03 Write sentences according to the instructions given.

03 Make short dialogues by writing questions or answers. Use the

01 In the space below, write an essay on the following topic:

• Create a mind map for the following topic:

• Create a mind map for the following topic:

• Read the following sentences and underline the predicate adjectives. If

• Read the following multiple-choice questions and circle the LETTER(S)

• Finish each sentence with a single or compound predicate adjective.

5. cappuccino n strong Italian-style coffee served with cream or milk foam

03 Write sentences according to the instructions given.

03 Look at the following dialogues, fill in the blanks with predicate

Cloning a sheep or a dog is one thing, but what I. disadvantage: fast

• Transitive or intransitive? Look at the underlined verb in each sentence