Writing Packet 1: Sentence Variety, Paragraphs, Summaries and Responses

Writing Packet 1
Sentence Variety, Paragraphs, Summaries and

Responses
Name: Class:
Student ID:
Classroom language - Essential phrases
General Clarity English Questions
1) I don't understand this 2)(sentence) How do you say " 3)(word)What do you call "ハン
sentence/ this word/ this 私はイチゴが好きです" in バーガー" in English?
phrase. Could you explain what English?
it means?
4)Are you saying that 5)Could you say that again, 6)What does the sentence “I like
"strawberries are delicious"? please? strawberries" mean? What does
the word “strawberry” mean?
7)Could you explain it once 8)What is the meaning of 9)What does it mean? What
more, please? Could you explain "synonym"? does “pronoun” mean?
the meaning of this word once
more, please?
10)Could you repeat that, 11)Could you speak more 12)Could you speak more loudly,
please? slowly, please? please?
13)What’s the opposite meaning 14)What is the antonym of " 15)Could you read the last
of “cold”? hot"? sentence a little more slowly,
please?
16)"Cold" is the opposite 17)Would you mind speaking 18)Excuse me. What page are
meaning of "hot". louder, please? we on?
19)It means the same thing. 20)What is another meaning/ a 21)"Large" is another meaning/
synonym for "big"? synonym for "big".
Teacher to Student Classroom English
22) Do you have any questions 23)Are you ready? 24)Could you read the first
about the homework? (Yes, sentence on page twelve
could you explain number 10?) please?
25)How many papers would you 26)Please discuss the answers/ 27)What are we going to do
like? homework with your partner. now? (We are going to…)
28)Could you speak louder, 29) Please open your books to 30)Was the homework difficult?
please? I can't hear you. page 91. (Yes, it was. No, it wasn’t.)
31)Now let's go/move on to... 32)Say it one more time, please. 33)Let’s check the homework
now.
34)Please (read/say) the full 35)Please read it for five 36)That sounds good. That looks
sentence. minutes. good.
Student to Teacher Classroom English
37)Can I come to your office? 38)How should I pronounce 39)How do you pronounce this
"blah, blah, blah"? word?
40)Would you pronounce the 41)How do you spell "blah, blah, 42)What does USA stand for?
word "blah, blah, blah"? blah"?
43)Could you give us an 44)How do you spell that? How 45)Could you explain a little bit
example, please? Could you give do you spell the word “apple”? more about that? Could you
us an example of a noun, explain the answer to number
please? 10 please?
46)What do you mean? 47)What is the difference 48)I didn't understand today's
between "a" and "b"? homework. Could you go over
it?
49)I don't understand the 50)Please wait a moment. 51)When is the homework due?
question on page 12. (The hw is due on March 5th.)
52)Excuse me, could I talk to 53)I'm sorry I am late. 54)Could I go to the restroom?
you for a minute?
Chapter 1: Sentences
Chapter 1: Sentences
A sentence is a group of words that express a complete thought. In English, all sentences have a subject
and a verb. Therefore, every sentence in English has **at least one clause. Usually, sentences have no
more than three or four clauses because having too many clauses in one sentence causes too much
confusion.
For example:
Ex. 1)“The cat sat on the hat.” This is a sentence. The subject is “the cat” and the verb is “sat”.
Ex. 2) “The cat quietly on the hat” This is not a sentence because there is no verb and therefore no
clause.
Ex. 3) “When the cat sits on the hat,” This is not a sentence because it does not express a complete
thought (We’ll see why soon).
A clause is a group of words that have one subject and at least one verb.
For example:
Ex. 4) “If the English teacher drinks tea,” This is a clause. The subject is “the English
teacher” and the verb is “drinks”. Notice this verb takes the
object “tea” and thus the verb is transitive.
Ex. 5) “It rains.” This is a clause, too. The subject is “it” and the verb is “rains”.
Notice there is no object here. Thus , the verb is intransitive.
Ex. 6) “Sally and Mike play and dance in the rain.” This is also a clause (just one clause). The
subject is “Sally and Mike” (just one subject) and the two verbs
are “play and dance”. The phrase “in the rain” is an adverb
phrase that tells how the subject sang and dance. Remember,
each clause has one subject and at least one verb. A clause can
have many verbs but can usually only have one subject.
A phrase is a syntactic unit that is a group of two or more words. “Syntactic” here means that the unit
follows the rules of grammar. For example, “to go” or “in the sun” or “the people”.
Ex. 7) “Jenny sings, and Johnny sings too.” This sentence has two clauses. The subjects for the first
clause is “Jenny” and the verb is “sings”. The subject for the
second clause is “Johnny” and the verb is also “sings”.
Three definitions were discussed, sentences, clauses and phrases. Of the three, sentences are the
largest. Phrases are the second largest and phrases are the smallest. A sentence contains one or more
clause. A clause contains one or more phrase.
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Exercises
Directions: Circle the choice (A, B, C or D) that gives the best answer to describe the following groups of
words:
Example: Go to the store
A. a sentence B. a clause C. a phrase D. both A and B
1. After school, we met and played games.
A. a sentence B. a clause C. two clauses D. both A and B
2. in the park
A. a sentence B. a clause C. a phrase D. both B and C
3. When it rains, I go to the store.
A. a sentence B. a clause C. a phrase D. both A and B
4. Through the store, gently the people with their family and friends.
A. a sentence B. a clause C. Neither A or B D. both A and B
Directions: Circle the number of clauses in the following sentences:
5. After we go to the store, it will be raining, so I should try to bring my umbrella.
A. 0 clauses B. 1 clause C. 2 clauses D. 3 clauses
6. I often go there with my friends, and she does too.
7. Sometimes it’s better to think about many things besides shopping and eating like Mr. Davis.
8. John, Susan and Bill often go swimming and sailing in the ocean.
9. I go, but Mike does not.
10. If you think about it, the best way to experience Japan is to travel to its smaller cities and see the
countryside.
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2 types of clauses
Independent clauses – are clauses that can exist
alone in a sentence.
e.g. a) I like soccer. (one independent clause).
b) She likes kimchi, and I like konyaku. (two independent clauses).
c) Tina likes salad, Mike likes fruit, and Ken likes meat. (three
independent clauses).
Dependent clauses – are clauses that require an

independent clause in order to form a sentence.
e.g. d) When I watch TV,
e) Until you listen to the song, (one dependent clause)
f) After you come back from vacation, (one dependent clause)
- in examples e and f, there are no independent clauses so they do not
form sentences.
g) You should not try to study when I watch TV.
- in this example, “You should not try to study” is an independent
clause, and “when I watch TV” is dependent.
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3 types of connecting words
1) Conjunctions (coordinating conjunctions) – are words that connect
two independent clauses.
e.g. “I played soccer, and then I went home.”
- In this sentence, “and” is a conjunction that connects two clauses, “I
played soccer” and “then I went home.”
2) Subordinators – are word that connect an independent clause with a

dependent clause.
e.g. “After I played tennis, I met you.”
- In this sentence, “after” is a subordinator because it makes the clause “I
played tennis” into a dependent clause. Dependent clauses cannot exist
alone in the sentence. For example, “After she drank tea,” does not
express a complete thought and is therefore dependent on another clause
in order to form a sentence. Also, notice a comma separates the two
clauses.
3) Transitions – are words that connect sentences and paragraphs.
e.g. I played soccer. Next, I played tennis.
- Between these two sentences, “next” connects the ideas of both of
them. We’ll see later how transitions can connect ideas in paragraphs.
Transitions do NOT connect clauses.
e.g. I played soccer, next I played tennis. (This is incorrect).
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4 Sentence Types
Remember, a clause usually has a subject and predicate (usually one verb, but not always)
For example: The man goes to the park.
Subject Verb
Independent clauses (IC)– do not have a subordinator
Example: The sun was shining.
Dependent clauses (DC)– have a subordinator. They cannot exist alone in a sentence (remember
sentences express a complete thought).
Example: Although the sun was shining, …
A subordinator – is a word that makes the clause dependent on another clause.
Example: until, although, when, after, if, etc.
1) Simple sentences – have one independent clause.
Example: The girl was sleeping. (one independent clause, or IC)
2) Compound sentences – has two independent clauses joined by a coordinating conjunction. A

coordinating conjunction is one of 7 words (FANBOYS) that connect two independent clauses. They are:
For, And, Nor, But, Or, Yet, and So.
Example: Mike likes to play basketball, and Jenny likes to play tennis.
3) Complex sentences – have one independent clause (or IC) and one or more dependent clause(s) (DC).
If the DC comes first in a sentence before the IC, then there is a comma separating the two
clauses. If the IC is first, there is no comma.
Example: After you arrived at my house, I fell asleep. (comma) [DC, IC]
I fell asleep after you arrived at my house. (no comma) [IC DC]
4) Compound- complex sentences - have two or more independent clauses (IC) and one or more
dependent clauses (DC).
Example: If it’s cold outside, you should put on a jacket, and then you should walk the dog.
DC1
IC1 IC2
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Sentence Variation Practice exercise
A. My Partner
My partner’s name is Rian Davis. He likes sushi. He doesn’t like natto. He is from
Chicago. He has many hobbies. He likes swimming and dancing. He wants to study English.
English is very interesting. He wants to study hard every day.
B.
My Partner
My partner’s name is Rian Davis, and he likes sushi but not natto. Chicago is his
hometown. Swimming and dancing are his hobbies. English is very interesting, so he wants to
study it, and he wants to study hard every day.
Directions:
1) Read paragraph A and B. Underline the subject and put a square around the verb. For example:
He likes sushi.
2) Discuss with a partner the differences between paragraph A and paragraph B. You should write
at least 2 differences.
3) Which do you think is more interesting to read, paragraph A or B? Why?
4) How many sentences does each paragraph have?
5) Do both paragraph A and paragraph B have the same basic meaning?
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Compound sentences and coordinating conjunctions
The following is a list of the 7 coordinating conjunctions:
“and” (+) and “nor” (-) are used to show an agreement between items/clauses. It also shows sequence.
Example: I like natto, and Susan likes natto too. / The queen died, and the king died of sadness.
I don’t like natto, nor do I eat natto.
“yet”, and “but” are used to show a disagreement between clauses.
Example: Japanese food is very delicious, yet it is still healthy.
Thai food is very spicy, but it is very delicious.

effect
“for” and “so” are used to show a reason between clauses.
Example: I must study English, for English is my major. cause
She has no money, so she must find a part time job.

effect
“or” is used to show two possibilities.
cause
Example: I will go to Kyoto, or I will watch a movie at my home.
Directions: Choose the correct coordinating conjunction for the following sentences.
1) People like to eat pizza ____ sometimes they like to eat hamburgers instead.
2) Some people like the new movie _______ others dislike it.
3) Some things change _______ other things remain the same.
4) A ball goes up _________ then it goes down.
5) The students graduate from the university ______ they get a job.
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6) Laws protect the citizens of a country ________ sometimes they don’t protect their freedoms.
7) Japan has lots of delicious food ______ it doesn’t have a lot of spicy food.
8) A storm was coming _________ we boarded up the windows of our seaside cottage.
9) The coach took us out after the game for pizza and soda ________ we had a good time.
10) We stayed up late to watch a movie _________ we soon fell asleep on the couch.
11) We can hear neither the lead singer ________ can we hear the bass guitar.
12) I smell the mouse _______ I can’t see where it is.
13) You can have milk and cookies ________ you can have chips and salsa.
14) We made ten dozen cookies _______ none are left.
15) Mrs. Smith left her wallet at home ______ he couldn’t buy the tuna.
16) The car lurched up the hill ______ then it refused to move. (lurch = move with difficulty )
17) You take the sweater ______ do not take the jacket.
18) We wanted to see the movie _______ they were already sold out.
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19) David couldn’t see the lunar eclipse ________ the clouds blocked the moon.
20) Mr. and Mrs. Hilton found their keys underneath their car ________ they could not get them.
Directions for 21-25: finish the sentences using the conjunctions.
21) The movie was good, but _____________________________________________
________________________________________________________________________
22) We lost the car keys, so _______________________________________________
________________________________________________________________________
23) The small dog must have run away from its owner, or _____________________
________________________________________________________________________
24) No one had picked up the trash for weeks, nor _____________________________
________________________________________________________________________
25) There was an accident on the train, and ________________________________
_______________________________________________________________________
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Coordinating Conjunctions Practice (Remember use FANBOYS)
Fill in the coordinating conjunction (and, but, for, nor, so, or yet) that most logically links the
two parts of each of the following compound sentences. Remember to insert a comma before
each coordinating conjunction.
Example: Many people travel abroad to adopt children, for adopting internationally is often
easier than adopting an American or European child.
1. Many people today desperately want children _______ they are unable to conceive a child.
2. For many of these people, adoption is the answer ___________ a lot of them will choose
international adoption.
3. Children adopted by Americans frequently come from orphanages in poor countries _____
starting a new life in the United States is not always easy for these children.
4. Loving parents and a stable home may seem like luxuries _________ the child is also leaving
a familiar world behind.
5. Before the 1980s, adoption experts told adoptive parents to ignore their children’s background
______________ most children adopted internationally had no sense of their culture.
6. For example, either the Korean War orphans arriving in the United Sates in the 1950s were
too young to remember Korea ________they were urged to abandon any memories they had.
7. These Korean children were given American names ____ they often ended up living in towns
where there were no other Asian children.
8. Today, adoptive parents usually try to find out all they can about their children’s native
country and language ________ teaching adopted children about their native culture is
considered essential.
9. Adoptive parents often form support groups for adopted children from a particular country
_____ in these groups, their children can meet others who have similar backgrounds.
10. Today’s adoptive parents no longer ignore their children cultural backgrounds ________ do
they try to make their children conform to an “American” standard.
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Paragraph editing practice
Directions
1) Underline all subjects and put a square around the verbs. Check for subject-verb agreement
errors (there are 2 mistakes). Fix the errors.
e.g. X I likes sushi.  O I like sushi.
2) Change simple sentences into compound sentences using one of the 7 coordinating
conjunctions (FANBOYS). You can write the conjunction underneath.
3) Use your computer to type the paragraph again using the changes.
San Francisco is a Good Place to Visit
San Francisco is a beautiful and interesting place to visit. And it has a lot of history. Some
beautiful places to visit include the pier and the parks. The mountains around the city are scenic too.
The streets are interesting to walk on. Sometimes visitors have to be careful. The cars goes very fast.
Visitors to the city have to be careful. In addition, there are many museums. There are also many parks
for people to visit. The museums are not expensive. Visitors can go there without paying a lot of
money. San Francisco has a lot of historical buildings. Visitors can easily learn about the history by
traveling through the old streets. In conclusion, San Francisco am beautiful and interesting. There are
many historical places too.
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Subordinators Practice – subordinators are words that make the clause dependent and are at
the beginning.
after now that when wherever before though while
even if unless although once whenever as since where
if until because that even though as if as long as
Directions:1) Circle the subordinator (if any) 2) Underline the clause and label it as independent or
dependent. 3) Tell whether the sentence is simple, compound, complex or compound-complex. 4) Add
commas if needed.
1. When the school bell rang, the children left the classroom. Complex
Dependent clause Independent clause
2. Although the blue jacket was on sale I did not buy it.
3. I bought the plaid cape but it was not on sale even though it was advertised.
4. Your assignment is to read the chapter after you complete the lab assignment, so please do it.
5. He treated me kindly even though we had just met.
6. Whenever I have time I practice my guitar playing and sing as loud as I can once I am drunk.
7. David stayed home from work because he was sick on the day before his promotion.
8. As long as I am here I will help you since no one else seems to be willing to help.
9. I love traveling so now that I have money I want to go on the trip to Europe.
10. John and Susan like to sing and dance in the rain.
11. Though I hate tea parties I went on Saturday with my friends until the last train left.
12. She was not bitter or sad even though she has had many difficult problems.
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13. I cannot buy a car until I have saved a down payment since my credit is not too good.
14. While I am attending school I can work part-time so that I can save money.
15. She plans to read three books when she is on vacation since she likes reading.
16. My parents and I worked hard and saved money because we wanted to be safe.
17. As soon as I realized the facts about the murder in my home town I fainted.
18. If the motor will not start we will have to find a repairman as soon as possible.
19. The bandage stayed on but the wound did not become infected.
20. The family will not leave if the weather is bad since the roads will be impassable.
21. Before I could reply he was out the door while the sun was setting.
22. Even though the class was long no one fell asleep until the last lecturer.
23. After the student got the test with a respectable B he felt relieved.
24. Whenever I eat spicy food my stomach feels strange and begins to churn.
25. Since he had seen the movie before he watched it again for a while and then stopped it.
26. Unless we understand the past we will never be able to make sense of the present.
27. As the two teams disagree a strike may occur.
28. Bob plays soccer even if he is healthy.
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Complex Sentences
Common subordinators
after although as because before even

if even if in order to how since so that
though unless until what whatever
when whenever whether which whichever
while who whose though that
Use appropriate subordinating words to combine the following sentences and make complex
sentences. Remember to add a comma if dependent clause is first.
Example:
Ricky bit into the candy. He broke a tooth.
When Ricky bit into the candy, he broke a tooth.
1) I forgot to lock the door. I went back to my house.
______________________________________________________________________
2) The bear stepped on the snake. The snake bit the bear.
______________________________________________________________________
3) Gina ordered a hamburger. The waitress brought a hotdog.
______________________________________________________________________
4) Susan went to a party. She didn’t cook dinner tonight.
______________________________________________________________________
5) She was late to class. The teacher’s train was late.
______________________________________________________________________
6) Billy loved Betty. Betty was mean.
______________________________________________________________________
7) Kozue never eats rice. Kozue is Japanese.
______________________________________________________________________
8) Mike is American. Mike often plays basketball.
______________________________________________________________________
9) It’s raining today. We will go to the park and then the beach.
______________________________________________________________________
10) It’s summer now. It has been very cold and windy recently.
______________________________________________________________________
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Transitions – are words that connect sentences and
paragraphs
Basic transition types. The following transitions can be used at the beginning of the
sentence followed by a comma.
Common pattern: (Transition), ______________________.
Similar ideas: in addition, similarly, furthermore, moreover, likewise
Example: People like swimming in the summer. In addition, they also like biking.
Contrasting ideas: however, nonetheless, nevertheless, in contrast
Example: Japan has hot summers. However, it also has cold winters.
Sequence: first, second, third, last, next, after that, subsequently, then, later, meanwhile
Example: First, open the ramen packet. Next, pour the ramen into the pot.
Consequence – therefore, as a result, thus
Example: She enjoys listening to music. Therefore, she often listens to music in her room.
Particularizing (making specific): for example, in particular, for instance, namely, specifically
Example: Korean food is often spicy. For example, kimchi stew is often thought to be spicy.
Generalizing: generally, for the most part, usually, ordinarily, usually
In Japan, there are many dishes that include rice. Generally, rice is served during the meals.
Restatement: in other words, to put it differently, in essence
English is a difficult language to learn. In other words, students have a hard time understanding
it.
Summarizing: in sum, in short, in brief, to summarize, in conclusion, to sum up, on the whole
In sum, there are three reasons people should not smoke: health, safety of others, and cost
efficiency.
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Directions: Use the transitions from the box below to complete the following sentences.
1. I don’t like soccer. ____________ , I play it every day.
2. He’s a funny person. ____________, she is a fun person too.
3. I’m very shy. _____________ , I don’t talk to other people very often.
4. Natto is very healthy. ______________, it’s not very delicious.
5. There are many ways to study English. ___________, you can practice speaking with
native speakers after class.
6. I didn’t study for the test. _________________ , I didn’t do well on the test.
7. ____________ , I should practice English. ___________ , I should save money.

__________, I can study abroad.
8. Many people in the USA cannot speak Japanese. ____________ , some people in Los
Angeles can speak Japanese.
9. I want to travel this summer. ______________, I don’t have enough money to do it.
10. Part-time jobs have many benefits. ______________ , they can help people become
more responsible, so they are very useful.
11. English is not easy to learn. ____________, it is very difficult to learn.
12. I love eating natto ice cream. ______________ , I really enjoy eating natto ice cream.
13. He’s a very kind person. ______________ , he is smart and industrious.
First Next Finally However As a

consequence
In addition In other words Nonetheless As a result Nevertheless
Furthermore In fact Moreover For example On the other hand
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Transitions practice sheet
The following is an example of transitions:
Nelson Mandela
I admire Nelson Mandela because he is brave, kind and fair. First, he is a brave man
because he had to do many things that were dangerous. For example, he protested against the
white police officers in South Africa even though they threatened to hurt him. Furthermore, he
is kind. He was the president of South Africa, and he tried to listen to all people’s opinions.
Finally, he is fair. For instance, although many white and black people were arguing about
many things at that time, Nelson Mandela said that both should share the country of South Africa
equally. In conclusion, I have admiration for Nelson Mandela because he is brave, kind and
fair.
Directions: use transitions in the following blanks to complete the sentence.

Mother Teresa
Mother Teresa was a woman who was kind, thoughtful and selfless. 1)____________,
she was a kind woman. She always tried to help poor people. 2)__________________, when
she worked in Calcutta, she took care of many babies who did not have any parents.
3)_______________, she was a thoughtful person. She carefully considered each way that she
could help the poor people in India. 4) ___________, she said once, “We ourselves feel that what
we are doing is just a drop in the ocean, but the ocean would be less because of that missing
drop.” 5) _______________, even though she was helping only a small amount of people in
India, they still needed her help. 6)____________ , she was a selfless woman.
7)______________, she always made efforts to help others, including poor people at a hospital
in Calcutta, and she never thought about her own needs. 8)__________________, Mother
Teresa was a woman who was kind, thoughtful and selfless.
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Chapter 2: Paragraphs
Paragraphs - are a collection of three or more sentences

organized around a main idea sentence called the topic sentence.
Paragraphs have 5 characteristics
1) Indentation – is the space between the margin and the first
sentence. The margin is the space between the edge of the
paper and the part that you write on.
2) Topic sentence – is the first sentence of the paragraph, and
it expresses the main idea of the paragraph. It contains the
topic of the paragraph and the controlling idea. The topic is
one or two words that express what the paragraph is about.
The controlling idea is the part of the topic sentence that
limits the topic.
3) Supporting sentences – are the sentences that explain,
support and develop the topic sentence.
4) Conclusion – is the last sentence of the paragraph. It
usually restates the main idea of the paragraph, but in
different words. It can also give a final comment, opinion
or prediction for the future.
5) Double spacing – whenever possible, you should use
double spaces between sentences (up and down) when you
turn in an assignment, especially printed. However, if you
take a writing test, you can usually write single-spaced
sentences.
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Staple
here
margin
Example paragraph Rian Davis
Class IES I
April 9, 2016
1. Indentation (use “tab” key)
2. Topic sentence
Konyaku
Konyaku is an important food in Japan for two reasons. Konyaku is often eaten during special
Japanese holidays, and was important throughout Japanese history. For example, during the Edo period
in Japan, Konyaku was used as a kind of medicine for many illnesses. Furthermore, konyaku is used in
many types of Japanese foods, including oden. Oden is a Japanese winter dish that has eggs, daikon,
konyaku and other ingredients. In sum, konyaku is an important dish in Japan because it was eaten
throughout history and is eaten today in various kinds of food.
4. Supporting sentences
3. Double-space
5. Conclusion
Note: Always put the older drafts in the back, the newest drafts in the front. If you have a peer
review sheet or other sheets to attach, put them in front of the draft they are related to (e.g. peer
review sheet for draft 1 in front of draft 1). Staple the drafts at the top left corner.
For example:
(back) page 1: draft 1, peer review sheet, draft 2 (in front)
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Paragraph titles
Each paragraph should have a title that is underlined and at the top of the paragraph. It should
contain a title that helps the audience better understand the contents of the paragraph. Do not
ever use a title that just says “Assignment 1” or “Yes, I think so”, etc. This is because we cannot
guess any of the specific content of the paragraph with these titles. Titles should be short. No one
wants to read a long title. Titles should be as detailed as possible.
Examples of bad titles of paragraphs:

My Homework
Draft 2
My Summary
Yes, I agree
Examples of good titles of paragraphs

People Should Stop Smoking
Mt. Fuji Is an Important Symbol for Japanese Culture
Why Abraham Lincoln Was a Great President of the USA
 Look over the good and bad examples. Why are each good and why are each bad?
Directions. Discuss with your partner whether the following are good or bad paragraph titles.
1. I Think So
2. Yes, It’s True
3. New Year’s Day and Japan
4. Things
5. Japan
6. Relations Between the US and Japan
7. Today’s Assignment
8. My Answer
9. The Best Way to Study at American Universities
10. How to Prepare for a Test
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Paragraph Types
1. Informational Paragraph – is a paragraph that gives information about some topic. Usually, it
explains what the topic is to an audience who does not know much about it. The topics tend
to be more general (e.g. explaining what a holiday is such as setsubun, Christmas etc.).
2. Definition Paragraph – is a paragraph that explain what a term means (e.g. what is
“globalization”). It is a specific kind of informational paragraph.
3. Process paragraph – is a paragraph that explains a sequence of events to carry out some
activity. Usually, the audience should understand how to do the process, so it shouldn’t be
something like how rain occurs, which the audience cannot do.
4. Compare and Contrast paragraph – explains the similarities and differences between two
topics. The two topics should be similar enough to talk about (e.g. don’t talk about apples and
Justin Bieber). If the topics are too different then you might have a hard time finding
similarities and it will be confusing for the audience.
5. Persuasive paragraph – is a special paragraph type that tries to change the mind of the
audience about some opinion.
a. An opinion – is some idea that can be disagreed with (e.g. Tokyo is the best city in the
world. These ideas usually have opinion words like (good, beneficial, harmful, healthy,
etc.) and / or modals.
i. Modals are words that 1) show the opinions of society (People should take off
their shoes before entering the house. And 2) show someone’s beliefs (e.g.
Bob usually sleeps early, so he should be asleep by 11 pm.)
ii. Examples of modals : should, could, would, may, might, can, will, have to,
ought to, etc.
b. A fact – is something that most or all people agree on (e.g. Tokyo is the capital of
Japan. Mt. Fuji is the tallest mountain in Japan.)
c. In between cases? Sometimes an idea can be a little of fact and opinion (e.g.
Vegetables are healthy). In this case, these are usually treated as facts since most
people tend to agree with them even though they have opinion words like “healthy”.
Discuss:
1) What are the differences between each paragraph type?

2) Why do you think there are different paragraph types?
3) Which one of the five paragraph types is it hardest to write? Why?
4) Can people use modals in information paragraphs? Why or why not?
5) Which paragraph type do you have most experience with?
21
22
Topic sentences – expresses the main idea for the paragraph. However, there are different topic
sentence styles for different rhetorical modes (e.g. informational, persuasive and compare-contrast).
Informational paragraph: Is a paragraph that explains some detail and describes a particular topic. The
purpose is merely to describe or explain a topic more. A topic sentence for the informational paragraph
will state the topic and the controlling idea will limit the aspects of the topic that will be discussed.
Remember Topic sentence = topic + controlling idea For example: Sushi + is an important food in
Japan. Topic Controlling idea
Ex. 1) Christmas is an important holiday celebrated by many people in the USA.

Ex. 2) Shintoism is a major religion in Japan.
Persuasive paragraphs: are a paragraph which has the purpose of changing the mind of the audience.
Not only does the writer have to explain a topic well, but the author also has to change the mind of the
reader. The topic sentence should explain the opinion clearly and in detailed form as well as give 2-3
supporting points.
Opinion with topic and controlling idea + Supporting points [Supporting points are reasons to help
support the opinion.]
Ex.1: TV is harmful for three reasons: violence, obscenity and its overuse.
Topic Controlling idea A B C
Ex. 2) Christmas is the most important holiday in the USA for three reasons: its economic importance, its
roots in tradition and its popular perception.
Ex. 3) Japan should increase its tax rate for three reasons: financial stability, governance and its benefits
on the inflation level.
Directions: Find three supporting points to support each topic sentence.
1) Japanese food is the best kind of food in the world for three reasons:
2) English education in junior high and high schools is important for three reasons:
3) People should recycle for three reasons:
4) The Japanese government should make more laws to protect the environment for three reasons:
5) School uniforms should be worn in schools for three reasons:
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Topic sentence practice: too specific, too general or just right?
A topic sentence is the sentence that tells the main idea of the paragraph. It is often the first sentence of
the paragraph. Usually, it contains the topic and the controlling idea. The topic is usually a word or
phrase that describes the idea of the text. The controlling idea limits the topic. The topic sentence
should limit the topic so that it can be explained by about 3-7 supporting sentences.
Too specific Ex1. A shopping mall is a place

to shop. (Can’t explain anything
else).
If the topic is too general or vague,
it will be too difficult to describe it
Just right Ex2. A shopping mall is a use in one paragraph. If the topic is too
place to spend free time for three specific, it will be too difficult to
reasons. explain anything more
Too general Ex3. A shopping mall is a good

place. (too much too explain)
Practice: Compare the following topic sentences and decide whether they are too general, too specific
or just right.
1. Everybody studies English in university.
2. Studying English hard will open many opportunities for people.
3. Snowboarding is always a fun winter sport.
4. Snowboarding requires some very specialized equipment.
5. Namba is an exciting place to visit.
6. Namba is a good place to go shopping for two reasons.
7. Karate is one of the world’s most exciting sports.
8. Karate requires white pants and a jacket.
9. People like Shinzo Abe.
10. Shinzo Abe is a great leader for three reasons.
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1. Topic Sentence Warmup Activity: Compare Two Paragraphs
Directions: Compare the following paragraphs, A and B and think about the differences. Next,
answer questions number one and two below, and check your answers with your partner and
discuss.
2. Paragraph A
Let me tell you something. I like konyaku. I’m very happy to eat konyaku. Konyaku Is Important
in Japanese Culture. Everyday people eat konyaku. Daikon is also very delicious. We eat konyaku
during holidays in Japan. Its taste is very interesting. It is very healthy. Thank you very much.
3. Paragraph B
Konyaku is an important food in Japan for two reasons: its historical importance and
usefulness. Konyaku is often eaten during special Japanese holidays, and it was important
throughout Japanese history. For example, during the Edo period in Japan, Konyaku was used as
a kind of medicine for many illnesses. Furthermore, konyaku is used in many types of Japanese
foods, including oden. Oden is a Japanese winter dish that has eggs, daikon, konyaku and other
ingredients. In sum, konyaku is an important dish in Japan because it was eaten throughout
history and is often eaten today in various kinds of food.
1. Compare the two paragraphs, A and B. How are they different? One difference is given
already. Write down two more differences.

Paragraph A Paragraph B
-Does not begin with the topic - Begins with the topic
2. Which paragraph, A or B, do you think is easier to understand? Why? Write down at least 2
reasons.
25
Paragraph practice
Write the following sentences in order to make a paragraph, and then write the paragraph below using
proper form. You should first find the topic sentence and conclusion. Then notice the transitions.
A) Vitamins help protect against diseases and illness.

B) Eating vegetables cause people to become full faster than other types of food.
C) Fat is a harmful substance in the body that can harm it.
D) Eating vegetables is important for people’s health for three reasons.
E) Lastly, vegetables are low in calories, and too many calories are harmful for the body.
F) For example, vitamin C is used by the body to prevent colds and the flu.
G) First, vegetables are important sources of vitamins.
H) For example, lettuce has less than 1% of fat per gram.
I) In conclusion, vegetables are beneficial for health because they contain vitamins, have little fat,
and have few calories.
J) Furthermore, vegetables do not have much fat.
Why Vegetables Are Important
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
26
Five Main Types of Paragraphs
1. Description / information – describes or gives information about a topic

2. Narrative – tells a series of events in order of time. This is often the form novels use.
3. Argument & persuasion – attempts to change the opinion of the reader.
4. Explanation of process- tells step-by-step how to do something.
5. Compare and contrast - describes similarities and differences of a topic.
Match the following paragraphs to one of the five types.

1.
The topic sentence is a feature of paragraph structure. It is the first and most general
sentence in the paragraph. This sentence states the subject and the controlling idea for the rest
of the paragraph. The sentences that follow the topic sentence provide relevant evidence to
support the point that is made in the topic sentence. Topic sentences, then, must be brief and
to the point.
A. Description / Informational
B. Narrative
C. Argument & persuasion
D. Explanation
E. Compare & contrast
2.
The development of an assignment essay follows a number of sequenced steps. First,
you must analyze the question very carefully so that your essay answers the set question. Next,
you should brainstorm the topic of the essay and seek out some relevant sources of
information. Once you have a good grasp of the scope of the question, you should construct an
essay plan that details your approach to answering the question. This plan is then followed by
the development of a draft answer. Lastly, and most importantly, your written work must be
refined by careful editing and proofreading.
B. Narrative
D. Explanation
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3.
Academic reports and essays are similar in some ways and are different in others. They
are similar because both use a formal academic style incorporating references and are written
in paragraphs. Also, the writing of each type requires a high level of analytical thought with a
correct and neat final presentation. The report is different from the essay because it usually
presents information whereas the essay focuses more on argument. They are stylistically
different in that the report uses numbered headings and dot points. These features are not
usually encouraged in essays. Reports usually conclude with set of recommendations which is
different from an essay conclusion.
B. Narrative
D. Explanation
4.
For students to understand writing, it is essential that they have an explicit
understanding of topic sentences. If a topic sentence is well written (i.e. it is doing its job of
summarizing the paragraph), then it helps the writer to write clear and acceptable paragraphs.
Additionally, a reader can use topic sentences to scan paragraphs for an overview of the
meaning of whole articles and chapters of writing. Therefore, a precise understanding of the
function of topic sentences opens up the world of academic writing and reading for the learner.
B. Narrative
D. Explanation
5.
Assignment writing as a method of assessment is only a fairly recent academic activity.
Towards the end of the nineteenth century, most higher education assessment was dominantly
oral. At the turn of the century, academic research became a popular activity, thus creating a
writing culture. Up to the mid-1960s, most essay writing for assessment was done under exam
conditions and mainly in Arts subjects. Setting assignment tasks has been a feature of university
coursework since the 1960s when the role of essays as assignments became recognized for its
educational advantage.
B. Narrative
D. Explanation
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Chapter 3: Informational Paragraphs
Informational paragraphs – give information about some topic by giving facts and without
using opinions.
What is the difference between fact and opinion?
A fact – is something that everyone (generally) agrees. For example, Mt. Fuji is the highest
mountain in Japan. Washington D. C. is the capital of the USA.
An opinion – is something that people will disagree on. For example, Tokyo is the best city in
the world. Japanese food is healthier than American food.
George Washington as the First President
George Washington was the first president of the USA and set many rules for future
presidents. He was born on February 22, 1732 in Virginia. In addition, his ancestors came from
the British Empire. He was a general for the US military during the War of Independence of the
USA with England, and he later became the USA’s first leader after it gained its independence.
As president he set many rules for how a president should act. For example, he was the first to
use the title “Mr. President”. Another rule he established is the inaugural address, which is a
statement given to the people of the USA when a president first starts working, and it is held on
January 20 (or the 21st if the 20th is a Sunday). After Washington retired from office, the
presidents who came after used man of his same rules. In conclusion, George Washington was
the USA’s first president and set many of the standards for future presidents of the USA.
Directions: Answer 1-4 using complete sentences.
1. What is the topic sentence (you can just copy the sentence)?
2. What are two facts the paragraph gives (you don’t have to copy the full sentence)?
3. Are there any opinions in this paragraph?
4. What is the conclusion sentence (you can just copy the sentence)?
29
Hometown Paragraph Example. Directions: Read the next two paragraphs and discuss the
differences. What are the strong and weak points of each?
Chicago: An Important Place to Visit
Chicago is an interesting place to see for three reasons: its unique lakeside scenery, wonderful
food and historical areas. First, it has especially attractive scenery along the lake. This area is accessible
by a long road called Lakeshore Blvd, and every day many people go there to jog and walk along the coast.
Furthermore, many festivals and other events are held along the lake. Second, Chicago has a wide variety
of food, so there is something for everyone. For example, Chicago is famous for its thick pizza and also
delicious brats, a special sausage, which are part of its Polish and German heritage. Third, Chicago has
many historical areas. For instance, in 1871 there was a catastrophe called the Great Chicago Fire, and it
destroyed one-third of the city. Visitors can see the areas that were affected by the fire by attending a
historical walk, which is a very unique way to see the history of the city. In sum, Chicago has special views,
excellent food, and a unique heritage, and together these make excellent reasons for anyone to visit the
city. In the future, Chicago will become even more vibrant and important for years to come.
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My assignment for this class
Hello. Today I want to introduce my city. It’s Chicago. Chicago is great city for three reasons. It’s
big, famous and people eat good food. You should visit there. If you visit there, you will be happy. Why?
Because it’s got a so famous view. I lived there with my family. We were so happy and funny. I want to go
there with you someday. Thank you for reading my paragraph!
Answer the questions:
1. What are the strengths of the first paragraph titled “Chicago: An Important Place to Visit”? What
are its weaknesses?
2. What are the strengths for the second paragraph titled “My assignment for this class”? What are
the weaknesses?
3. How could the second paragraph be improved?
4. What is important to learn from reading these two paragraphs?
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Directions: You will introduce your hometown in a paragraph using sentence variety (i.e. various
sentence types) while giving 3 supporting points. Each supporting point needs at least one detail,
example, or explanation (see example paragraph).
Due Date :
Form: paragraph form
Audience: International students and tourists who speak English and do not know about Japan and your
city but want to know three things about it.
Topic: Cities in Japan
Purpose: to inform potential tourists about cities in Japan they may want to visit
Think about:
What interesting things does the city or town have that tourists may want to see?
What is special about the town or city?
Are there any special foods? Cultural events (e.g. festivals, etc.)? Shrines? Temples? Mountains?
Grading: You will be graded based on academic writing style, how well you write a topic sentence, how
detailed and related your supporting sentences are, and if you make a decent conclusion.
Your title should have a verb in it and describe the content of your paragraph.
Your topic sentence should have a controlling idea and three main points.
Your supporting sentences should have at least two sentences that explain each main point (see example
sheet).
Your conclusion should have a prediction for the future, final advice or comments. For example, you
could say something like,
“In the future, Tokyo will have the Olympics and become even better due to its investment and safety.”
(prediction)
“Tokyo, with its rich history, is a highly exciting place with lots to offer any tourist.”
(comment)
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Chapter 4: Definition Paragraphs
Step 1 in the writing process: Generating ideas through brainstorming
List the things important in the USA:
Helping one’s mother and father C
Helping one’s neighbors C
Helping one’s brothers and sisters C
Knowing about the Civil Rights movement A
Knowing about the previous leaders (e.g. George Washington, Abraham Lincoln) A
Being able to make a decision by oneself B
Thinking by oneself B
Making a lot of money B
Owning a house B
Knowing about the laws A
Knowing about other cultures ?
Equality ?
Participating in the public life (i.e. life of politics) A
Enjoying music ?
Enjoying celebrities ?
Eating pizza ?
Step 2: Making 3 categories and organizing ideas into three groups in order
to form 3 supporting points
A: knowledge of history
B: independence
C: caring for one’s family and neighbor
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Step 3: make a topic sentence using topic (being an American) + controlling
idea (requires three things) + 3 supporting points (knowledge of history,
independence and caring for one’s family and neighbor.)
Now you try….
Step 1 in the writing process: Generating ideas through brainstorming
List the things important in Japan:
Step 2: Making 3 categories and organizing ideas into three groups in order
to form 3 supporting points
A:
B:
C:
Step 3: make a topic sentence using topic (being Japanese) + controlling

idea (requires three things) + 3 supporting points (____________________,
________________________ and _____________________________________.)
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Topic sentence: To be an American requires three basic concepts: knowledge of history,
independence and caring for one’s family and neighbor.
Supporting Point 1: First, knowing the history of the USA is essential to being an American.
Explanation/example sentences of Supporting Point 1: Because there are so many diverse
cultures and backgrounds, it is important to know what the history of each one is first. For
example, many African-Americans had to endure the terrible history of slavery in order to gain
their freedoms and civil rights that are still being sought today.
Supporting Point 2: Second, it is important to be independent.
Explanation/example sentences of Supporting Point 2: Unlike other countries, most
Americans generally are taught to leave the house after they graduate high school. This means
that many people in the USA have to think about their future plans early on and make a decision
about what to do after. This requires independence, for not only do they have to pay for their
own education, they also must pay rent and contribute to society at the age of 18.
Explanation/example sentences of Supporting Point 3: Third, there is a respect and duty for
helping one’s family and neighbor.
All neighborhoods have some sort of watch or protection where each person keeps an eye on
their neighbor’s house or area in order to keep it safe. In addition, it is important to helping
one’s family as well since they are an important part of a person’s life. For example, many older
Americans depend on their children to help them when they get old and to choose what place to
live in.
Conclusion: In sum, being an American requires three things: historical awareness, the ability to
act and think alone and to watch out for one’s family and neighbor. In the future, these qualities
will always be essential and an important part of the fabric of the USA.
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Example Definition Paragraph Rian Davis
IES
May 20, 2016
Being an American Citizen
To be an American requires three basic concepts: knowledge of history, independence
and caring for one’s family and neighbor. First, knowing the history of the USA is essential to
being an American. Because there are so many diverse cultures and backgrounds, it is important
to know what the history of each one is first. For example, many African-Americans had to
endure the terrible history of slavery in order to gain their freedoms and civil rights that are still
being sought today. Second, it is important to be independent. Unlike other countries, most
Americans generally are taught to leave the house after they graduate high school. This means
that many people in the USA have to think about their future plans early on and make a decision
about what to do after. This requires independence, for not only do they have to pay for their
own education, they also must pay rent and contribute to society at the age of 18. Third, there is a
respect and duty for helping one’s family and neighbor. All neighborhoods have some sort of
watch or protection where each person keeps an eye on their neighbor’s house or area in order to
keep it safe. In addition, it is important to helping one’s family as well since they are an
important part of a person’s life. For example, many older Americans depend on their children to
help them when they get old and to choose what place to live in. In sum, being an American
requires three things: historical awareness, the ability to act and think alone and to watch out for
one’s family and neighbor. In the future, these qualities will always be essential and an important
part of the fabric of the USA.
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Directions: You will choose one of the following to explain: 1) define what it means to be Japanese, 2)a
foreigner in Japan or 3) define what is culture (i.e. various sentence types) while giving 3 supporting
points. Each supporting point needs at least one detail, example, or explanation (see example paragraph).
Due Date :
Form: paragraph form (5-8 sentences)
Audience: International students
Topic: Culture, what it means to be Japanese, or a foreigner in Japan
Purpose: to inform your audience about certain concepts
Think about:
What does it mean to be Japanese? What defining characteristics are there? What is culture itself?
sheet).
“In the future, being Japanese will mean to accept foreign cultures more.” (prediction)
“Being a foreigner in Japan is difficult and full of challenges, yet there are many rewards for
those who are patient.”
(comment)
Chapter 5: Process Paragraphs
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Process paragraph Important Points: 1) remember the audience should be able to carry out
this process using 3-7 simple steps (Don’t do global warming, etc. or how that occurs).
2) Use lots of transitions between steps to clearly indicate what is the next step in the process
(e.g. first, second, next, then, after that, etc.).
3) Pay careful attention to my topic sentence. You can use this template “ (Subject) is a process
that can be carried out in (number) simple steps.” Please don’t try to get creative here!
Writing Assignment 3 Example: Process Paragraph Example
Tying a Tie
Tying a tie for a formal occasion is a relatively easy process that can be carried out by
oneself with three simple steps using a tie and a mirror. First, it is important to wrap the tie
around the neck while leaving the tie with equal lengths on both sides. It may be helpful to keep
the thinner end of the tie a bit longer than the thick end. Furthermore, looking at the mirror will
help to keep the tie straight and balanced. Next, pull the thin end of the tie under and around the
thick end, pulling it through the circle of the thick tie part. This causes the knot that will keep the
tie straight. Last, pull the thin end of the tie through, then the thick end. Pull both ends of the tie
carefully, while making sure that the neck part is straightened and under the cuff of the shirt.
Once that step is finished, it should be easy to pull the tie to the final position. In sum, tying a tie
is a three-step process that can be carried out by anyone by him or herself while looking at a
mirror. In the future, this will be helpful for anyone who wants to wear a tie for a formal
occasion.
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Directions: You will explain a process and giving 3 supporting points. You need to use transitions such
as first, second, next, etc. to show the steps of the process. Your process should have about 3-7 steps and
you should explain the process clearly to the audience so that they can repeat the process.
Due Date :
Topic: A process you choose
Purpose: to inform your audience about a simple process that they will be able to do (e.g. don’t make a
process that someone cannot do from the audience like war between countries. Instead, do a process like
baking a cake, how to tie a tie or something like that). After reading your paragraph, your audience should
be able to do this process.
Think about:
What is the process? What steps are needed to carry it out?
sheet).
“In the future, this process will be more valuable in the future.” (prediction)
“Although this process may be difficult to carry out, with a little preparation it can be done easier
than before.”
(comment)
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Chapter 6: Compare and Contrast
Paragraphs
Compare and Contrast Paragraphs
A compare and contrast paragraph describes the similarities and differences of two topics.
Usually, the similarities are listed first and then the differences. An Example Compare and
Contrast Paragraph
Basketball and Baseball
Although baseball and basketball share some similarities, there are some differences as
well. The first similarity is that they are both team sports, and they have similar equipment.
Basketball and baseball are both played with a ball. Another similarity is that they are both
famous in the USA. Basketball, the same as baseball, is often watched by many people all over
the country. For example, around twenty-five million people watched the World Series
baseball game. Similarly, Basketball is also famous since sixteen million people watched the
NBA finals. In addition to being famous, they are both played by many children in public
schools. However, there are some important differences between basketball and baseball. The
first difference is that there are different kinds of uniforms for baseball and basketball. In
baseball, the players wear long-sleeved uniforms, but basketball players wear tank top jerseys.
Another difference is the number of players on team. While basketball has five players for
each team during the game, baseball has many more players. In addition to the number of
players, both basketball and baseball are played in different places. Unlike baseball, which is
played outside, basketball is played inside. In contrast to basketball, baseball players do not
often run, but instead they stay in the same place for a long time. In conclusion, baseball and
basketball have many similarities, but there are some differences as well.
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Questions for the compare and contrast paragraph
1. What two topics are contained in the paragraph?
2. How many similarities between basketball and baseball are given? What are they?
3. How many differences? What are they?
4. Does the paragraph use conjunctions, subordinators and transitions?
5. Fill in the following outline for the paragraph. You can use just one or two words.
I. Topic sentence Although baseball and basketball share some similarities, there are some differences as well.
A. Similarities
a. Both played with a ball
b.
c.
B. Differences
a. Different uniforms
b.
c.
II. Conclusion
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Compare and Contrast Words with Examples
1) Like
Like Japan, China is in Asia.
Tokyo, like Osaka, is a big city.
Like Christmas, New Year’s Day is an important holiday in the USA and Japan.
2) The same as…in that
American people are the same as Japanese people in that they care about their families.
The McDonald’s in the USA is the same as the McDonald’s in Japan in that they both have hamburgers.
However, the McDonald’s in the USA and the McDonald’s in Japan are not the same in that they have
different sizes. The sizes in the USA are bigger.
3) Also
I like hamburgers. I also like hotdogs.
She is a singer. She is also a dancer.
Japanese people like to sing karaoke. They also like to dance.
4) Both
Both the USA and Japan are friends with Canada.
McDonald’s and KFC are both fast food restaurants.
Sazaesan and Nana are both popular comics in Japan.
5) Similarly
Japanese people love to read manga about Japanese history. Similarly, Korean people love to read
manga about Korean history.
Sushi is a famous kind of seafood. Similarly, sashimi is another kind of seafood.
Japan is near China. Similarly, Korea is near China too.
6) Unlike
Unlike Japan, Korea does not use many Chinese characters.
The USA, unlike Japan, is a very big country.
42
7) In contrast to
In contrast to winter, summer is a good time to climb Mount Fuji.
In contrast to Japanese people, the people in the USA do not read Chinese characters very often.
8) But
Hokkaido is cold during the winter, but Hawaii is not.
Flying is sometimes expensive, but riding a bus is not.
9) On the other hand
Pizza is very delicious. On the other hand, it is very unhealthy.
Pachinko is very popular in Japan. On the other hand, it is not safe for some people.
10) Differs from
The weather in Hokkaido differs from the weather in Hawaii. Hawaii is very hot, but Hokkaido is very
cool.
The culture in the USA differs from the culture in Japan in that bowing is not common in the USA.
Baseball differs from basketball. For example, players cannot use a bat in basketball.
11) While
While Hokkaido is very cold in the winter, Hawaii is not.
While men are from Mars, women are from Venus.
Women are from Venus while men are from Mars.
(cf. while used for 2 events happening at the same time: While he was dancing, I was singing. This
means, “He was dancing at the same time that I was singing.”)
12) However
Seafood is very delicious. However, it is very expensive.
English is fun. However, it is difficult to learn.
43
Compare and Contrast Practice Word Sheet
Directions: For each question, please use the compare and contrast word in a sentence. You can use the
topics covered in the compare and contrast sheet. For example: “like: Like Taylor Swift, Bruno Mars is a
famous singer from the USA.”
1. Like
2. The same as
3. Also
4. Both
5. Similarly
6. Unlike
7. In contrast to
8. On the other hand
9. While
10. However
44
Compare and Contrast
Discuss the following topics with a partner and think about the similarities and differences. Then (if
possible) decide which one is better:
1) Doing homework or doing a part-time job

2) Being afraid to being bored
3) Going to a move to watching a movie at home
4) Winter or summer
5) Being rich to being famous
6) Physical beauty to inner beauty (e.g. kindness, compassion
7) A female friend and a male friend
8) A big college campus to a small college campus
9) Eating out or eating at home
10) Talking to friends and texting them
11) giving presents and receiving presents
12) driving a car and using public transport
13) Handwriting and typing
14)
15)
45
Directions: Fix the following paragraph by checking for 1) academic writing 2) correct punctuation (e.g.
commas, periods, etc.), 3) capital letters, 4)subject and verb agreement 5) add proper connecting words
(i.e. transitions, conjunctions and subordinators)if necessary and 6) articles and check for related
sentences. If the sentence is not related, you can delete it. Write the new paragraph by typing it and
handing it in during the assigned day.
(There are about 31 mistakes)
Bread and rice
Bread and rice are similar in two main ways, but they are different in two other ways. First bread
and rice both has the similar taste. A taste are not sweet. But it’s not salty either. Do you know rye
bread? It ain’t my favorite but its delicious and many people like it too. Second they share a same color
which is white. I like white, don’t you? Many bread have various white color and rice has it too. However
there’re some difference. The first difference is the form. Bread is very soft. Because it are baked. Rice
are not as soft as bread. Also they are prepared differently. According to the book cooking bread and
rice by Rian Davis (2004), there are many differences. Although rice is boiled. Bread doesn’t often baked.
Therefore the two methods of cooking and preparing are different. Bread and rice have some
similarities there are also some differences.
46
Compare and Contrast Paragraph Example: Rian Davis
IES
June 16, 2016
Utada Hikaru and Taylor Swift
Utada Hikaru and Taylor Swift are two famous singers who share at least two similarities
but also share at least two differences as well. First, both Taylor Swift and Utada Hikaru are
female singers and have been inspired by the same artists such as Whitney Houston and Michael
Jackson. Furthermore, they both learned from these two singers to influence their songs that they
wrote on their first albums at very young ages. In fact, both women made their first albums in
their teen years. Furthermore, Taylor Swift can sing well, and likewise Utada Hikaru can also
sing well. Taylor Swift often sings very high notes in songs. For example, Tyalor Swift’s song
“Lovestory” has some very high notes. Similarly, Utada Hikaru’s famous song “Automatic” has
very high notes as well. However, there are some differences between the two female stars. The
first difference is Taylor Swift sings only in English, but Utada Hikaru sings both in Japanese
and in English. For example, “Moving on Without You” by Utada Hikaru has many English
words in the lyrics, but sometimes there are Japanese words as well. On the other hand, songs
like “We Are Never Getting Back Together” by Taylor Swift have only English words in the
lyrics. Another difference is that Taylor Swift started by singing country songs while Utada
Hikaru started by singing pop songs. In sum, both Taylor Swift and Utada Hikaru share these
two similarities and differences, yet they both are dynamic singers who are famous and
successful.
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Compare and Contrast Prewriting
Step 1: Write down all the examples you can think of in the following two lists:
Singers Actors/Actresses
Step 2: Choose either 2 actors/actresses or 2 singers to compare and contrast. Then put them in a topic
sentence for a compare and contrast paragraph like the following:
Singer A and Singer B share some similarities, but there are some differences as well. (You can use the
same format with your topic sentence. In fact, it’s best not to change it too much).
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Directions: You will explain the similarities and differences between two famous singers or actors
whom you admire. You should list two similarities and two differences between the two. Your topic
sentence should start with something like “Singer A and Singer B share at least two similarities, but there
are at least two differences as well.” You should use compare and contrast words (see WP pp. 30-31).
Due Date:
Topic: Two actors or singers that you will compare and contrast
Purpose: to inform your audience about the singers or actors
Think about:
Who are the singers/actors, how are they similar and how are they different?
Your topic sentence should have a controlling idea which will clearly indicate it is a compare and
contrast paragraph.
sheet).
“In the future, these famous singers will use their unique talents to continue to be successful.” (prediction)
“Although they have some similarities such as being successful, both singers retain some
differences to set them apart.”
(comment)
49
Chapter 7: Persuasive Paragraphs
Persuasive Paragraphs
An argument or persuasive paragraph is a paragraph where the author tries to change the
audience’s opinion about a topic. Read the following examples.
Paragraph 1: Students Should Not Drink Coffee
Students should not drink coffee for three reasons: to improve their health, academics and
financial situation. First, students should not drink coffee because coffee is dangerous for
people’s health. Coffee has caffeine and this can prevent people from sleeping well. For
example, café lattes often contain enough caffeine to prevent sleeping for a significant amount of
time. Sleep is important for health because vital body functions take place when people sleep.
Next, drinking coffee harms students’ academic performance. Many students drink coffee to
study and stay awake very late, but coffee interferes with memory. This is again because of
caffeine which causes the body to become stimulated and not remember things well. Therefore,
people cannot remember information as well when they drink coffee. Last, coffee is expensive
and unnecessary. Students usually do not have much money, so spending money on coffee is not
useful for them because it causes them to spend money, which they could use for other purposes.
For example, a typical Starbuck’s coffee costs around five dollars, or 500 yen. This is a lot of
money compared to students’ part time job salaries, which is about 800 yen per hour. In sum,
students should not drink coffee because it hurts their health, academic and financial situation,
and they would be much better off without it.
Paragraph 2: Students Should Drink Coffee
Students should drink coffee for three reasons: to stay up late, to attract friends and to
enjoy life more. First, students need to stay up late without falling asleep on their desks. Coffee
can help them achieve this goal because caffeine in the coffee helps them stay awake. In addition
to staying awake, coffee can help students find many friends, even girlfriends or boyfriends (but
be careful of onatarashii!). If students go to coffee shops and drink coffee, they can have a
chance to meet many people. For example, at Seattle’s Best on campus, some Japanese students
could make friends with foreign students. This helped them to speak English more and make new
relationships with people. Last, coffee can help students enjoy life more. These days, a student’s
life is very busy, so it is important to take some time to rest and relax. Drinking coffee can help
students achieve this goal by giving them a chance to stop and think about their lives a little
more. For these three reasons, coffee should be drunk by students.
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Discussion: Discuss the following questions with your partner. You do not need to write down
your answers, just discuss them.
1. What are the topic sentences of each paragraph, 1 and 2?
2. What are the arguments given for each paragraph?
3. What are the connecting words used in each paragraph (e.g. transitions, conjunctions,
etc.)
4. Can you think of any more arguments to support either the first paragraph of the second?
Do you think there are any improvements the author should make for either paragraph one or two
(or both)?
51
Rian Davis
IES G
May 27, 2015

Two spaces between date and title
Japanese Students Should Wear Uniforms in School

Two spaces between the title and paragraph
Students in Japan should wear uniforms for three reasons: comfort, harmony and
increased academic performance. First, students should wear uniforms to increase comfort. Many
fashionable clothes are not comfortable. For example, high heels are often worn, but they are
very uncomfortable due to the nature of wearing them. Despite this, many women feel they must
wear them to be fashionable. Male students also can benefit from wearing a comfortable uniform
instead of uncomfortable clothes. Second, wearing uniforms can increase harmony. Many
students have different levels of money, and this makes a gap between rich and poor students.
Rich students often buy more expensive clothes, so they make poor students feel uncomfortable
because poor students feel left out of social groups. Finally, school uniforms can increase
academic performance. If all students wear the same clothes, they can spend less time on
shopping and worrying about clothes and spend more time on studying and other academic
activities. For these reasons, all students in Japan should wear uniforms.
1. What’s the topic of this paragraph? What’s the controlling idea?
2. What are the three supporting points?
3. Do you think the supporting sentences clearly explain each supporting point? Why or why not?
52
Persuasive Writing Example: Prisons in the USA
Overcrowded prisons in the USA should be reduced by making sentencing laws less strict for
three reasons: its negative impact on families, failure to address the root problems in society and
inability to allow for second chances. The first reason that sentencing laws should be reduced is
because forcing prisoners to stay in prison for long periods of time inadvertently harms the families of
prisoners, including spouses, children and parents. In fact, although the families are usually innocent of
any crime, they suffer more than others in society for simply being related to the prisoner. Of course
prisoners made the mistake, but it is not just them being punished. Instead, it is their families and loved
ones as well. Second, crime is often committed due to problems in society, and oftentimes these factors
are beyond the prisoners’ control. For example, education is one problem because many schools in poor
neighborhoods are severely underfunded. This poor quality of education leads to few chances in society
after graduation, and this in turn causes harm to many, leading to a life of crime. Third, the USA is a
nation famous for allowing second chances due to its inherent Christian nature. However, sentencing
prisoners for a long prison sentence contradicts this noble quality. In fact, long prison terms remove any
chances for prisoners to change their lives and allow them to show contrition and contribute to society
in a meaningful way. In sum, for these three reasons: harming families, lack of addressing the roots of
the problems and removal of any hope of second chances, prison sentencing should be made to be less
strict. In the future, these problems will not go away, and substantial harm is made to society because of
this injustice.
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Directions: You will write a paragraph to persuade your audience to agree with your opinion on one of
the following issues (choose only one to write about):
A) Any issue related to the Breaking News English assignments that shows your opinion (e.g.
should schools have air conditioning because colder temperatures result in higher grades)?
B) A topic related to the presentation on Monday July 2 by Ms. Koko Kondo. These topics are
related to peace in the world (e.g. “How should the Japan continue to advocate for peace?” or “Should
Japan continue to avoid having a larger military?”).
Please give at least 3 supporting points. Don’t forget to give explanations and examples of your
supporting points in the body of your paragraph (i.e. the part containing the supporting sentences).
Due Date: Monday July 9.
Topic: See above. If you would like to do another topic, please ask me in advance.
Purpose: to persuade your audience to share the author’s opinion about the chosen topic.
Think about:
Who are the singers/actors, how are they similar and how are they different?
Your topic sentence should have a controlling idea which will clearly indicate the authors opinion and
supporting points that have a positive or negative meaning (e.g. show benefits or drawbacks).
Your supporting sentences should have at least two sentences that explain each main point with detail or
examples.
Your conclusion should paraphrase the topic sentence and have a prediction for the future, final advice or
comments. For example, you could say something like,
“In the future, peace will continue to be a serious issue and have a large impact on Japan’s future.”
(prediction)
“The issue of peace in the world is sometimes divisive one, yet with careful debate and dialog,
the right outcome can be achieved.”
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(comment)
Writing Assignment 5: Pesuasive Paragraph Step 1 Prewriting
Write the pros and cons for the following issues:
Brexit
Pros (good points) Cons (bad points)
Having more immigrants in Japan

Pros (good points) Cons
55
How to write a good timed writing
A timed writing assignment – is an assignment during class when students write a paragraph, essay or
other format that will have a time limit (i.e. the writing must be finished in that amount of time). There
is usually a writing prompt, which gives instructions on what to write about.
For example: Within sixty minutes, write about the day you had your greatest achievement
(achievement – means something you did that was important and successful).
What teachers check for in a timed writing assignment:
- Is the writing related to the writing prompt or writing question?

- Is there organization? Are sentences in order and related to each other?
- Are transitions used?
- Is there sentence variation (e.g. 4 sentence types)?
- Is there a variety of vocabulary (e.g. are synonyms used instead of repeating the same word)?
- Is there correct spelling and grammar?
- Is there sufficient detail?
- Are the sentences related to the writer’s main idea?
How to prepare for a timed writing assignment:
1) Read the directions carefully. Make sure that you understand what the questions are asking and
that you know how to answer it.
2) Generate ideas about the topic by brainstorming related words as quickly as possible. This will
help you make ideas.
3) Organize your ideas into an outline form.
4) Prepare to write your paragraph by thinking of a topic sentence that includes all of the main
ideas of your paragraph.
5) Write supporting sentences that support each topic.
6) Write a conclusion that summarizes the key ideas.
7) Check your paragraph for mistakes (pencils are recommended so that you can erase the
mistakes).
If you have to read a text and use it in your writing, be sure to:
1) Do not copy the original text or use quotes. Instead, paraphrase and use synonyms to change the
words but not the meaning.
2) Keep the most important ideas and information from the original text.
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3) Write the year, author and title when taking the ideas from the original reading, or else you are
committing plagiarism.
Sample question and paragraph
1. In your opinion, what is the most important characteristic (for example, honesty, intelligence,
a sense of humor) that a person can have to be successful in life? Use specific reasons and
examples from your experience to explain your answer. When you write your answer, you are
not limited to the examples listed in the question.
Sample outline:
Topic sentence: Honesty is the most important characteristic that a person can have to be
successful in life for three reasons.
A. Promotes success
a. Focus on careers
b. Hard work
B. Promotes trust
a. Others trust honest people
C. Promotes social harmony
a. People worry less
Honesty is the most important characteristic that a person can have to be successful in
life for three reasons. First, honesty promotes success. If people are honest, they can focus on
their strengths and are able to have successful careers. For example, if someone studies hard
for an exam and does not cheat, they will have more knowledge than someone who cheated on
an exam. Second, honesty promotes trust. If someone is honest all the time, then others will
trust that person. Third, honesty helps promote social harmony. People do not have to worry
about others when many people are honest. However, in countries where many people are not
honest, people have to worry about being robbed or cheated. For instance, in Japan, many
people are honest, so Japanese people are well-respected in the world and trusted by
international visitors, and thus more people want to visit Japan. In conclusion, honest is the
57
most important characteristic for people to have success in life because it promotes success,
trust and social harmony.
Sample questions (Description):
1. In your opinion, what is the most important characteristic (for example, honesty, intelligence,
a sense of humor) that a person can have to be successful in life? Use specific reasons and
examples from your experience to explain your answer. When you write your answer, you are
not limited to the examples listed in the question.
2. If you were asked to send one thing representing your country to an international exhibition,
what would you choose? Why? Use specific reasons and details to explain your choice.
3. Your city has decided to build a statue or monument to honor a famous person in your
country. Who would you choose? Use reasons and specific examples to support your choice.
4. Describe a custom from your country that you would like people from other countries to
adopt. Explain your choice, using specific reasons and examples.
5. A foreign visitor has only one day to spend in your country. Where should this visitor go on
that day? Why? Use specific reasons and details to support your choice.
6. If you could go back to some time and place in the past, when and where would you go? Why?
Use specific reasons and details to support your choice.
7. What discovery in the last 100 years has been most beneficial for people in your country? Use
specific reasons and examples to support your choice.
8. Many students have to live with roommates while going to school or university. What are
some of the important qualities of a good roommate? Use specific reasons and examples to
explain why these qualities are important.
9. People have different ways of escaping the stress and difficulties of modern life. Some read;
some exercise; others work in their gardens. What do you think are the best ways of reducing
stress? Use specific details and examples in your answer.
10. People attend college or university for many different reasons (for example, new
experiences, career preparation, increased knowledge). Why do you think people attend college
or university? Use specific reasons and examples to support your answer.
58
Chapter 8: Summary and
Response
Summary and Response Sheet

Writing a summary: A summary is a condensed version of an original text or event that retains the most
important information. You should write the first sentence to include all of the important information (a
one sentence summary), followed by more essential information. If the summary is of an article or other
text, you should include the full name of the author, title and date. Length: the summary paragraph
should be about 5-8 sentences.
Titles for short stories, songs and articles have quotation marks (e.g. “Automatic” by Utada Hikaru).
Books, magazine names, newspaper names, movies or longer works (e.g. Harry Potter, The Japan Times,
etc.)
For example:
The IES class I met six CIE students on Wednesday November 6 to discuss culture and other
international topics for an hour and a half. First, the students entered the class and introduced
themselves and their hometowns. They did this by talking for about one minute and drawing a picture
on the board that representing their countries or states. Then, the students sat down at a table of four
or five IES students and talked for about five minutes. After five minutes, the students changed to a
new group. Next, the students played a Japanese game called karuta. This is a matching game where
students listen to vocabulary from the teacher and match it with the definition. Finally, all of the
students met for a free chat and continued until the end of the class.
A response is a paragraph or two describing your opinion about something and using reasons to support
your opinion. Your opinion could include your feelings and beliefs about something and often is a
reflection on an activity or a text. Explain why something is important or related to you and your ideas
and values. It is important to state one or two opinions and give reasons to support them.
For example:
(After an international activity with foreign students)
During the international meeting I felt that the cultural exchanges were very useful for my
personal development for two reasons. First, I was able to receive feedback from the international
students about my culture and hear their ideas about Japanese society. I learned many surprising things
from this. For example, I learned that it is not rude in the USA to not take of the shoes before entering a
house. This made me realize that there are many differences between Japan and the cultures of other
countries. Second, I gained new ideas about my own culture and identity. The international students
59
asked me many questions that I did not consider previously. For example, I wonder questions such as,
“Where did the kimono come from?” and “Why does Japanese culture respect aged people so much?”
Through these conversations I could learn more about myself and my culture.
How to write a summary of a short story:
A summary of a story – is a description of the most important events of the story, film or other text.
Summaries of a short story will describe the most important events as well as the theme of a story.
1) The first sentence describes the entire story, expressing its theme or main idea.
2) The following sentences describe the most important events in the story. Do not include the details.
You can write around seven sentences to describe the most important events in the story. You should
use transitions that show clearly the sequence of events in order to tell what the order of the events is
(e.g. “After that”, “Next”, “Finally”, etc.). The last sentence should describe the ending, which is how
the story wraps up, or finishes the story.
The topic sentence in a summary

Rian Davis
includes the author (first and last
IES Q
name), title and year in August 4, 2014
parenthesis.
The Unfairness of Society
“The Lottery” by Shirley Jackson (1948) is a short story about the unfairness of society
especially regarding tradition. First, the residents of a small village in an unknown location sometime in
the past gather on a warm, sunny summer day for a lottery which seems like a very harmless event.
After that, the residents begin to talk as if nothing scary was going to happen. Many children begin to
gather stones and seem to be playing. Next, a black box, which symbolizes tradition and death, is
brought into the center of town and Mr. Summers, the organizer of the lottery begins to call out names.
Eventually, Tess Hutchinson’s name is called, and she protests that the lottery is not fair. Finally, the
lottery is revealed as a way to choose a human sacrifice for the gods, and the crowd kills Tess with
stones.
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Rian Davis
IES hi
September 23, 2014

Give the theme or main idea in the
topic sentence
Topic sentence summarizes the first
Edward Faces Many Problems
part of the novel in one sentence and
Summary draft 1, pages 1-66 gives the title, author and year of the
book.
In the novel The Mysterious Journey of Edward Tulane by Kate DiCamillo (2006), the main
character Edward experiences many difficulties in his journey throughout the world but learns an
important lesson that it is necessary to love others and receive their love. The story takes place in the
1930s, USA. The main character is Edward Tulane, who is a china rabbit who looks down on others and
does not realize the importance of love. He was given to Abilene by her grandmother, and he is loved
by her and treated with respect. One night, he hears a story about a selfish princess who did not love
anyone and was turned into a warthog and eaten by a witch. Soon after that, Edward was dropped
overboard during a trip to London. Edward falls into the water, and is eventually rescued by a kind
fisherman, Lawrence, and his wife, Nellie. Edward is very grateful to them and appreciates the love that
he receives from them.

Give the setting and year here. For
part 2 and 3, you don’t have to do
this.
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How to write a summary of an article:
The first sentence in a summary:
Always begin your summary with a sentence containing:
1. the author’s full name and the date of publication. Use parentheses for the date.
2. the name of the source (e.g. article title), and
3. the main idea of the source (or theme if it’s a work of fiction).
Examples:
 According to Jack DuVall (2007) in his article “Liberation Without War,” __(main idea)__.
 Jack DuVall’s (2007) article “Liberation Without War,” discusses __(main idea)__.
 Author Jack DuVall (2007) in his article “Liberation Without War,”

states/claims/argues/maintains that _(main idea)__.
 In “Liberation Without War,” Jack DuVall (2007) states that __(main idea)__ .
 In “Microcredit for Developing countries” (2006), the author claims _(main idea)__.
(If no author is listed for the source.)
Summary reminders: Give credit to the author throughout the summary by using signal phrases,
such as:
 The author goes on to say that…..
 The article further states that…
 * DuVall also states/maintains/argues that…
 * DuVall also believes that…
 * DuVall concludes that…..
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A Truly Courageous Man in Search of His Dream
The article “Ghanaian Helps Disabled Countrymen” by Miki Fairley (2008) discusses Emmanuel
Ofosu Yeboah, a disabled man from Ghana who wanted to help other disabled people in his country
through encouragement. Emmanuel suffered from a deformity in his right leg, so he wanted to help
others with similar problems. Through the Challenged Athletes Foundation (CAF), he was able to
participate in a 610-kilometer bike ride. The author further states that he was able to receive more
support from CAF and other organizations to receive a new artificial leg. Through cash aid that he
received, Emmanuel hopes to do two things: help others by teaching children about his experiences and
pursue his own education. The author concludes that in the future Emmanuel would like to have a
Sports Academy for disabled people in Ghana in order to help them prosper more.
Questions for discussion. Discuss the following questions with your partner (you don’t have to
write them down).
1. What is the title of the article that this paragraph summarizes? Author’s name? Year of
publication? Which sentence has this information?
2. In your own words, what is this article about?
3. What is the topic of this paragraph?
4. What facts do we, the audience, learn about the topic from the topic sentence (e.g. where
he’s from, etc.)
63
DIFFERENCES BETWEEN THE U.S. AND
JAPANESE EDUCATION SYSTEMS
Posted by Yumi Nakata on May 6, 2014
1. I was born and raised in Japan but moved to California to attend

college. Even though I was able to read and write English, I was
nowhere near the level necessary for me to succeed in college level
classes.
2. So I signed up for a five-week intensive English program at the
California State University. It wasn’t a degree program so the overall
atmosphere of the program was much more relaxed but even in this
program, I noticed the differences between American and Japanese
educational styles.
3. My American ESL (English as Second Language) teachers really
encouraged the students (the majority was Japanese!) to actively
participate in the class. They wanted us to ask questions during the
class, discuss our opinions with our classmates and give oral
presentations in front of the class. All of which was new to the Japanese
students in the program.
4. Obviously English was a big issue for me but I soon realized that I
needed to adapt to the American college system. Japanese universities
tend to be much more relaxed in their curriculum because Japanese
students study really hard through high school to get into a reputable
national or private university. Once they get into their dream college,
things become more relaxed as they are almost guaranteed to
graduate. This is the opposite of many American universities where the
entrance is easy but graduation is difficult.
5. There were many differences between the U.S. and Japanese
education system. Here are three quirky differences that I found
challenging.
#1 Raise Your Hand To Ask A Question!
6. I was surprised to find out that it is ok to raise your hand and
interrupt your teacher to ask a question. They actually like that because
it shows that you are interested in learning the subject. But it’s the
64
complete opposite in Japan. Japanese teachers expect students to stay
quiet while they teach and write on the blackboard. I was used to just
copying whatever my teacher wrote on the board and then anxiously
waiting for my teacher to ask me a question.
7. I went to a very competitive high school in Japan and the teachers
would randomly ask questions to make sure that we were paying
attention. If we had any questions, we would just see our teacher after
class but we had to make sure the question wasn’t stupid. So I was
surprised that American students would just raise hands and ask
questions during the class.
#2 Discussion and Presentations
8. American educational curriculum emphasizes the importance of
group discussion and presentation. Again, I was so used to just sitting in
class quietly that it was really hard for me to speak up and join in on
group discussions. I wanted to just remain silent but had to force myself
to speak up because actively participating in the discussion section and
doing a group presentations or a solo presentations were part of the
grading. Sometimes the presentations took up nearly 25% of the total
grade. So I couldn’t afford to remain silent just because I was shy.
#3 You Actually Have To Attend Class
9. Japanese students study very hard in high school to pass the
entrance exam to get into a reputable national or private university. But
once they get into their dream university in Japan, they want to focus on
enjoying their last little bit freedom before they start a job hunt in their
senior year.
10. Some international students whom I met in college didn’t make it
because they didn’t understand what it took for them to even graduate
from a community college in America. University students in Japan often
skip their classes to party and have their classmates sign the
attendance sheet but instructors in America would not tolerate their
students faking their attendance.
11. Japanese college perpetuates the lecture-style text-bound
curriculum that doesn’t encourage students to actively participate in
their own learning. So it is understandable why many Japanese
students want to focus on having fun rather than actually studying. I
secretly envied my sisters in Japan talk about their college life. It
sounded like they were having a blast meeting new people, finding baito
(part-time jobs) and going to go-kon (group dating) when I was having
nervous breakdown preparing for a presentation almost every semester!
Summary:
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12. I don’t want you to think that American students don’t party in
college because they do! Some of them party too hard and they drop
out of college. In general, one of the biggest differences I found
between the American and Japanese education systems is that
students in America are expected to actively participate in their own
learning. Thus, American universities are generally much more rigorous
than Japanese universities.
13. I went to an academic high school that focused on preparing
students for Japanese university entrance examinations, so I knew that I
would be working my butt off if I decide to go to American college. It was
never easy but I am glad that I chose this route.
14. If I give some advice to any Japanese students interested in
attending college in America, I would say “You will be studying…a
lot!” Some professors were really hard because the university that I
graduated from had many world-renowned scientists, medical doctors
and professors. But I took so many interesting classes and learned a lot.
Would I do this again? Sure. Absolutely. I love studying!
15.
Fun and Stress
According to the article “Differences Between the U.S. and Japanese Education Systems”
by Yumi Nakata (2014), universities in the USA are much different from the ones in Japan.
First, the author writes that it is important to actively participate in the classroom by raising
one’s hand while attending. This shows that the student is interested in the class and helps
clarify misunderstandings. Second, Nakata mentions that discussion and group work are
essential in the US universities. In fact, working with others is a very important skill
necessary to do well there. Third, it is very important to attend class and not skip. Attending
classes is crucial for learning important material from teachers. In sum, there are some major
differences the Nakata discusses in the article, but it is possible to enjoy studying because
there is a lot to learn.
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Rian Davis
IES A
Topic sentence of the
May 14, 2014 response paragraph: include
Two spaces the title, author (first and last
name) and year, and then your
Japanese and American Universities opinion. It explains clearly how
and why.
Draft 1
How: become more open
Two spaces
After reading the article “Differences between the U.S and Japanese Education Systems” by
Yumi Nakta (2014), I think that Japanese schools should change by becoming more open for students’
creativity and expression for two reasons. First, American universities are more interesting than
Japanese universities because they allow more freedom through group discussion and presentations in
the US classrooms. According to the author, American students enjoyed more freedom in the classroom
than in Japan, and this helps them to have more interesting class discussions. This could help creative
new ideas and innovative thinking. For example, some students may discuss topics and change their
opinions based on the class discussions. Second, Japanese universities often do not allow chances for
students to express their opinions and this harms their education because it does not let them share
their ideas with other students and receive feedback. Feedback is very important in order to hear ideas
and criticism that may not have been considered yet. In order to learn and develop my thinking, I should
be able to discuss my opinions freely in the classroom. In conclusion, Japanese universities should
change and become more like universities in the USA by becoming more open and allowing more
classroom discussion.
Supporting sentences: explain Conclusion: restate the topic

your topic sentence by giving sentence in different words
reasons
67
Rules for capitalization for titles
Chapter 9: Rules and Practice
1. Always capitalize the first word in the title and subtitle, subtitles usually come after a colon
“:” or “;”, a semicolon. E.g. Peter Pan: or, The Boy Who Wouldn’t Grow Up
2. Do not capitalize articles (the, a or an), conjunctions and prepositions
(there are other rules for capitalization, but these two for now are the easiest and most
efficient).
3. Capitalize the last word
Practice. Rewrite the following titles next to each question using correct capitalization.
1. star wars: the empire strikes back
2. james and the giant peach
3. the phantom of the opera (オペラ座の怪人)
4. frankenstein; or, the modern prometheus
5. the scarlet letter
6. the woman in white
7. alice's adventures in wonderland
8. the portrait of a lady
9. the strange case of dr. Jekyll and mr. hyde
10. the riddle of the sands
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Other capitalization rules (examples in italics)
1. Brand names
Coke, Nike, Lawson’s
2. Newspapers, books, and magazines (these are the rules for titles, see above)
The New York Times, The Japan Times, etc.
3. Companies
Softbank, Nintendo Co., Ltd.
4. Days of the week and months of the year
Saturday, August fifteenth
5. Governmental matters
The National Diet, The Constitution of Japan (but constitutional)
6. Historical episodes and eras
the American Revolutionary War, World War 2
7. Holidays
New Year’s Day
8. Institutions
Harvard College, the Juilliard School of Music
9. Manmade structures
the Empire State Building, the Eiffel Tower, the Titanic
10. Manmade territories
Berlin, Montana, Cook County
11. Natural and manmade landmarks
Mount Everest, the Hoover Dam
12. Nicknames and epithets
Andrew "Old Hickory" Jackson; Babe Ruth, the Sultan of Swat
13. Organizations
American Center for Law and Justice, Norwegian Ministry of the Environment
14. Planets
Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune. Earth is usually not capitalized, but
both OK.
15. Races, nationalities, and tribes
Eskimo, Navajo, East Indian, Caucasian, African-American (Note: white and black in reference
to race are lowercase)
16. Religions and names of deities
Note: Capitalize the Bible (but biblical). Do not capitalize heaven, hell, the devil, satanic.
17. Special occasions
the Olympic Games, the Academy Awards
18. Streets and roads
Main Street, Hamilton Road
69
Directions: Change the following into proper sentences using capital letters.
1. my pet dog sam plays with john my kitten.
2. my uncle tom drove to toronto in 2 days last monday.
3. i read my first harry potter book ever, and i read it in Kyoto.
4. my favorite chocolate bar is the mars bar and you can get them at taffy’s store.
5. when you go to see your aunt sue in osaka, please ask if she ever shops at fresco for food.
6. my new nintendo console that my uncle ted gave me is awesome!
7. the atlantic ocean isn’t as big as the pacific ocean but both oceans are bigger than the indian
ocean.
8. mr. and mrs. bell gave me a dollar tip for delivering the new york times to their house each day.
9. directions to my house are easy, just go down davis drive

until you come to james road, turn right and i live on 10 james road.
10. justin, karen and janis want to go to biwa lake for a swim this saturday and watch the movie
titanic.
70
Relative clauses – are clauses (clauses have a subject and a verb) that modify (add information
to) nouns.
e.g. I met a man [ who came from Japan ].
Who is a relative pronoun. Relative pronouns introduce a relative clause. There are 5 relative
clauses:
who, whom whose, which and that
Join the following sentences to make one sentence using a relative pronoun when necessary.
If the relative pronoun is unnecessary, put it in brackets. You may sometimes have to change the
word order or change 'a' into 'the'.
Restrictive clause:
I went to the station that is next to Umeda. We don’t know which station, so we use
“that”.
Non-restrictive clause:
I went to the JR station, which is next to Umeda. We do know which station, so we use
“which”.
There's the boy. He broke the window.
There is the boy who broke the window.
1. The film star gave a party. It cost $10,000.
2. That's the palace. The Queen lives in it.
3. You met a man at the party. He is a famous film star.
4. My friend came to the party. He's a policeman.
5. There are the policemen. They caught the thief.
6. What's the name of the lady? She was wearing the blue dress.
7. I gave her a watch. It stopped after two days.
71
8. My car was very expensive. It's a Mercedes.
9. The Red Lion is a pub. We met in it for a drink.
10. There's someone at the door. He wants to speak to George.
11. Here are the letters. They arrived this morning.
12. I met Mr Da Silva. He is President of Brazil.
13. That's the dictionary. Bill gave it to me for Christmas.
14. Where is the lady? She ordered fish. .
15. The children went to New York. They speak English.
16. Do you know the children? They live in that house.
17. Do you like the people? Sarah invited them to her party.
18. Do you know? Are the clothes good quality. They come from Uniqlo. (hint: use
“if/whether”).
72
Articles practice sheet
Strategy:
1) Find the nouns (don’t worry about proper nouns)
2) Do we know which one?
 Yes – Use “the”
 No – Is it countable single?
 3) Yes – use “a/an”
 4) No – use no article
 Plural (more than one) nouns
 Uncountable nouns
1) Do you know __ man who came to my house yesterday?

a. a
b. an
c. the
d. no article is needed
2) When can I come and see ______ movie you talked about yesterday?
a. a
b. an
c. the
3) Do you like to drink _____ water, or would you like tea instead?
a. a
b. an
c. the
4) ___ president of China visited Japan last year.

a. a
b. an
c. the
5) Do you have ___ pen I can borrow?

a. a
b. an
c. the
6) I took _____ English class with my friend last year.

a. a
b. an
c. the
7) Do you who ______ next prime minister of Japan will be?

a. a
b. an
c. the
8) ______ peace is beautiful thing to see. Everyone wants to see it happen place
a. a
b. an
c. the
73
9) If someone steals something from you, you should call _____ police.
a. a
b. an
c. the
10) If you look at _____ sun too long, your eyes might become damaged.
a. a
b. an
c. the
11) What do you think of _____ love between Romeo and Juliet?
a. a
b. an
c. the
12) If you want to go snowboarding, you will need _____ proper equipment.
a. a
b. an
c. the
13) After ______ students came into the classroom, they started to sit down.
a. a
b. an
c. the
14) Mike went to the store to buy ____ pair of shoes.

a. a
b. an
c. the
15) ___ American people don’t eat hamburgers as often as many people think!
a. a
b. an
c. the
16) Before you go to _____ bed, you should brush your teeth, and turn off the lights.
b. an
c. the
17) Make sure all _____ lights are off.

b. an
c. the
74
Articles Worksheet
For 1-10, choose one of the correct answers, either A or B.
1. Which sentence is correct?

A. I am going to a party tonight that we discussed earlier. Have you decided if you’re coming?
B. I am going to the party tonight that we discussed earlier. Have you decided if you’re coming?

A. It must be great to see the Amazon river.
B. It must be great to see Amazon river.

A. I love going to the Giorgio’s. It’s a genuine Italian restaurant.
B. I love going to Giorgio’s. It’s a genuine Italian restaurant.

A. We can meet next to a church where we met yesterday.
B. We can meet next to the church where we met yesterday.

A. Before we leave I must take a photo of Eiffel Tower.
B. Before we leave I must take a photo of the Eiffel Tower.

A. Have you ever seen Great Pyramid?
B. Have you ever seen the Great Pyramid?

A. We could always take the train if you like.
B. We could always take train if you like.

A. That was nicest coffee I’ve ever tasted.
B. That was the nicest coffee I’ve ever tasted.

A. I can’t understand why the football is so popular. I think it’s so boring.
B. I can’t understand why football is so popular. I think it’s so boring.

A. I don’t like the cats.
B. I don’t like cats.
75
Direct vs. indirect quotes
1. Direct quotes – are the exact words that someone else has said or written.
- Write a comma between the main sentence and the quotation and then use double quotation marks to
separate the quote.
- If the quotation is a full sentence, capitalize the first word of the quotation.
- Do not use single quotes.
- The period comes before the quotation marks if it’s at the end of the sentence.
Important vocabulary:
1) ‘ = single quotation mark 3) , = comma

2) “ = double quotation marks 4) . = period
Capital letter at the beginning

For example:
ex. 1Bob said, “I went to Chicago last week.”

Comma+ space Double Quotation marks Period + quotation marks
Ex. 2“I went to Chicago last week,” said Bob.

2. Indirect quotes – are not the exact same words but have the same meaning as
the original words. No quotation marks are used because the words are not
exactly the same as the original person said them. They are a paraphrase of the
original words and have synonyms of the original words.
For example:
Bob said he traveled to Chicago last week.

3. Single quotes are used to show quotations inside a quotation. You shouldn’t
use them too often because they are confusing and not really necessary.
For example: Bob said, “Gina said, ‘I like soccer,’ but I think she’s
lying.” Gina’s speech
Bob’s speech
76
Practice quotations
Take the speech and write in a sentence using quotations.
For example:
Bob: Japan is a great place.  Bob said, “Japan is a great place.”
1. Mike: Konyaku is one of my favorite dishes.
2. Mr. Davis: I always have happy students.
3. Tom Cruise: Please watch my movies because I am a very handsome dude.
4. Taylor Swift: I love my fans in Japan because they’re so nice.
5. Mickey Mouse: My best friend is Pluto.
For the following questions, change the quotations into indirect quotations:
Example 1: Sally said, “I like Natto.” - Sally said she prefers Natto.
6. Tim said, “When are we going?” (use “they” in your answer).
7. “Did you do your homework?” Rian asked. (Use “we” in your answer).
8. “I always sleep late,” said Sleeping Beauty.
77
Common Mistake Sheet 1
The following are common mistakes that many students make. Check the sentences and fix them by
writing the correct sentences underneath.
e.g. I like to play baseball. And I play baseball often. - I like to play baseball, and I play it often.
1. We talked about foods.
2. I like funny and kind person.
3. Susan and Jenny talked about their family. (Susan and Jenny are not in the same family).
4. I want to go to sea, and she want to do BBQ.
5. We talked about family. (“we” means two people from different families).
6. We talked about our high school. (“we” means two people from different high schools).
7. We talked about favorite music.
8. Jenny will eat Harumaki for the dinner.
9. Almost people speak English in the USA.
10. I like to sing a song in the karaoke room. (hint = just one song???)
78
Common mistakes 2
Look at the following list of common mistakes. Fix the mistakes by writing the correct version
underneath. You should keep the original meaning of the sentence.
Example: I am very fun.  I am having fun.
1. There was so interesting.
2. Today was difficult day.
3. I am interesting in playing soccer.
4. It was a so bored class.
5. This two weeks were very interesting.
6. It’s taste was very bad.
7. My foot is so hurt.
8. It took 2 hour to get to Osaka.
9. We enjoyed at school.
10. After the watching a movie, we studied English.
79
Common Mistakes 3: The following are a list of sentences that have mistakes that many students made.
Please fix them and write the correct sentences underneath
1. We talked about Disney movie.
2. She worked part time job yesterday.
3. They talked about weekend.
4. We can’t wait this weekend.
5. Our part time jobs make us harder to make the time to study.
6. They talked about their summer vacation in this year.
7. Because he is very lazy student, he kept the silent.
8. She is going to go part-time job in Saturday and in Sunday.
9. They went to shopping.
10. Game hasn’t started yet.
80
Academic Writing Rules
1. Do not use contractions (I’m, he’s, it’s, don’t etc.)
2. Double space between lines.
3. Minimum of 3 sentences per paragraph.
4. Indent paragraphs 2.5 cm.
5. Do not use questions.
6. Do not use “I”, “we” or “you” and other 1st or 2nd
person pronouns unless it is in the directions.
7. Write your name, date and class at the top right.
8. Type:
 Times New Roman Size 12
 2.54 cm margins all around
 Left justify
9. FANBOYS (coordinating conjunctions) only go in the
middle of a sentence.
10. No direct quotations – use reported speech only.
11. Staple the top left hand corner (not glue).
12. Use italics for foreign words (words not found in an
English dictionary).
81

Writing Packet 1: Sentence Variety, Paragraphs, Summaries and Responses

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Sentence Variety, Paragraphs, Summaries and

General Clarity English Questions

Teacher to Student Classroom English

Student to Teacher Classroom English

Example: Go to the store

A. a sentence B. a clause C. a phrase D. both A and B

1. After school, we met and played games.

A. a sentence B. a clause C. two clauses D. both A and B

A. a sentence B. a clause C. a phrase D. both B and C

3. When it rains, I go to the store.

A. a sentence B. a clause C. a phrase D. both A and B

A. a sentence B. a clause C. Neither A or B D. both A and B

Directions: Circle the number of clauses in the following sentences:

5. After we go to the store, it will be raining, so I should try to bring my umbrella.

A. 0 clauses B. 1 clause C. 2 clauses D. 3 clauses

6. I often go there with my friends, and she does too.

A. 0 clauses B. 1 clause C. 2 clauses D. 3 clauses

A. 0 clauses B. 1 clause C. 2 clauses D. 3 clauses

A. 0 clauses B. 1 clause C. 2 clauses D. 3 clauses

9. I go, but Mike does not.

A. 0 clauses B. 1 clause C. 2 clauses D. 3 clauses

A. 0 clauses B. 1 clause C. 2 clauses D. 3 clauses

Dependent clauses – are clauses that require an

2) Subordinators – are word that connect an independent clause with a

For example: The man goes to the park.

Example: The sun was shining.

Example: Although the sun was shining, …

A subordinator – is a word that makes the clause dependent on another clause.

Example: until, although, when, after, if, etc.

1) Simple sentences – have one independent clause.

Example: The girl was sleeping. (one independent clause, or IC)

2) Compound sentences – has two independent clauses joined by a coordinating conjunction. A

3) Which do you think is more interesting to read, paragraph A or B? Why?

4) How many sentences does each paragraph have?

5) Do both paragraph A and paragraph B have the same basic meaning?

The following is a list of the 7 coordinating conjunctions:

I don’t like natto, nor do I eat natto.

“yet”, and “but” are used to show a disagreement between clauses.

Example: Japanese food is very delicious, yet it is still healthy.

Thai food is very spicy, but it is very delicious.

Example: I must study English, for English is my major. cause

She has no money, so she must find a part time job.

3) Some things change _______ other things remain the same.

4) A ball goes up _________ then it goes down.

12) I smell the mouse _______ I can’t see where it is.

14) We made ten dozen cookies _______ none are left.

Directions for 21-25: finish the sentences using the conjunctions.

21) The movie was good, but _____________________________________________

22) We lost the car keys, so _______________________________________________

25) There was an accident on the train, and ________________________________

San Francisco is a Good Place to Visit

many historical places too.

after now that when wherever before though while

even if unless although once whenever as since where

if until because that even though as if as long as

5. He treated me kindly even though we had just met.

27. As the two teams disagree a strike may occur.

28. Bob plays soccer even if he is healthy.

after although as because before even

Common pattern: (Transition), ______________________.

Similar ideas: in addition, similarly, furthermore, moreover, likewise

7. __ , I should practice English. _ , I should save money.