Lengua Inglesa II

Writing Manual

PRÉCIS
 PART I
To the Student
As a general rule, you should write your précis after you have
answered the questions on the passage, as you will then be better
acquainted with the passage itself. It is best to leave the vocabulary
question till last instead of wasting valuable time trying to find the
meanings of words and phrases and then to discover that you have
all too little time left to devote to the précis. The amount of time you
should allow for each question should be roughly as follows: Essay:
60 minutes; Précis: 40 minutes; Comprehension: 15 minutes;
Vocabulary: 10 minutes.
How to write a p r é c i s
1. Read the passage carefully twice.
2. Read the ¡nstructions carefully to find out precisely what you are
required to do, marking in on the original passage the point at which
you should begin to write your précis and where you should end it.
3. Read the passage a third time, making a list of all the points you
will have to use. These notes should be very brief.
How to write a Précis
4. Using this list of points, write a rough draft of the précis, referring
to the original passage only when you want to make sure of some
point. This will help you greatly to reproduce the substance of the
passage in your own words. The number of words should be
counted when you have finished the rough draft, not after each sen-
tence.
5. After having counted the number of words in the draft and made
any alterations you think necessary, write out a fair copy of your
précis in a single paragraph, stating the exact number of words you
have used at the end.
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When you re-read your fair copy, there are two more points you
should bear in mind. First, your précis must be accurate. You
^ must learn to derive all your information from the passage and never
distort the meaning of the original or add to it. Secondly, your
précis should be written in such a way that it reads as a continuous
paragraph. To achieve this, you should use link-words like 'but',
'and', 'however', 'also', etc., to connect your points. When you have
become proficient at this, you should try connecting your points by
writing complex sentences, (i.e. beginning a sentence with words like
'since', 'though', 'even i f , 'when', 'after', 'before', etc.).
Study the model answers to the passages that follow, noting care-
fully how the précis has been written in each case.
The sentry watched a hawk that hovered overhead, looking for
some unsuspecting prey to pounce upon. Then he heard the
distant, muffled roar of planes, then silence. For the past week
he had been told to take note of everything that happened on the
5 hill within his range of visión, and to report anything suspicious.
The hill led to an experimental factory, where new and secret
weapons were tested. There was a threat of war and the factory
would be invaluable to the enemy. So the approaches to it were
watched day in, day out.
10 He shifted his position; he felt that he had been crouching in
the heather since the beginning of time, but only a couple of hours
of this day's duty had passed. Suddenly he saw something falling
from the sky like snow, only it was not snow. [He put out his
hand and caught bits that were drifting near him. They were thin
15 strips of metal to confuse delicate instruments, so that it would
not be possible to detect the landing of enemy craft. Next he
heard a long, low, continuous roar from the east and saw bundles
descending from the sky which looked like umbrellas opening,
but which he knew to be parachutes with men hanging from them.
20 He wanted to go at once to give the alarm, but he had to be sure
that the parachutists were not his own men out on an exercise.
The men were on the ground now. One of them pointed in the
direction of the secret factory and they all began marching to-
wards it. He had no more doubts and set off at once down the
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25 hill. He crawled slowly, sometimes on his stomach, sometimes on
his side, weaving himself a path through the heather down to the
stream. Once there, he decided that he had ampie cover and
started to run. But he had erred, for bullets were soon whistling
past him. He dropped fíat on the ground. Nobody carne to search
30 for him, so he counted up to a hundred and then began crawling
again. He moved tortuously and as silently as he could to his
camp at the foot of the hill.]
Describe in not more than 80 words what the sentry saw and did
from the moment when the strips of metal fell from the sky until he
got back to his camp. Use your own words as far as possible. Do
not include anything that is not in the passage.
(Cambridge Lower Certifícate in English Examination,
17 June, 1958)
MODEL
1. Points (Saw and Did)
1. Put out hand; caught strip metal.
2. Saw bundles.
3. Waited.
4. Saw men on ground.
5. One pointed; all marched.
6. Went downhill.
7. Crawled—stomach, side—to stream.
8. Started running.
9. Dropped fíat (why ?—bullets).
10. Counted 100; crawled.
11. Silently to camp.
2. Rough Draft (Linking of Points)
When the sentry held out his hand to catch what was falling out of
the sky, he found that it was strips of metal. Then bundles began
coming down. The sentry waited until men appeared on the ground.
One of them pointed and the sentry saw them march towards the
factory. Crawling on his stomach and on his side, the sentry moved
downhill. He began running when he carne to a stream, but dropped
down when he was shot at. After counting up to a hundred to him- 25 opening between two rocks quite near me. I reached this in time,
self, he began crawling silently again downhill. wedged myself in and shut my eyes. With a tremendous thud the
(95 words) mass of rock struck the ground and carne to rest a few feet away
3. Fair Copy (Cometed Draft) from me.] It hardly splintered at all, and none of the splinters
After catching hold of metal strips falling out of the sky, the sentry carne my way. It was indeed a miraculous escape.
saw bundles descending and, after a time, some men appeared on the
ground. One of them pointed, and they all began marching towards Describe in not more than 80 words what happened from the
the factory. The sentry crawled downhill on his stomach and his moment the writer heard the sound of the explosión until the mass
side. When he carne to a stream, he began running but dropped of rock carne to rest. Use your own words as far as possible. Do not
down when the men shot at him. He counted up to a hundred, then include anything that is not in the passage.
silently started crawling again towards his camp. (Cambridge Lower Certifícate in English Examination,
(80 words) 15 June, 1959)
MODEL
We reached a point where the path crossed a motor road under 1. Points [What happened)
construction, and we could see that it ran through a cutting made 1. Explosión—smoke—sky.
in the side of a steep hill. Men were working in the cutting, and
2. Rock bounded savagely.
there were more men far up the hillside above it. The bed of the
3. Men above gesticulated.
5 cutting was full of huge boulders which were to form the founda-
4. Writer jumped—next rock.
tion of the road.
5. Boulder hit hillside—dust.
Over these boulders we picked our way with difficulty, jumping 6. Carne towards him.
from one to the other like so many goats. In the middle of them 7. Glanced round.
I stopped to take a photograph, while the others went on ahead. 8. Noticed opening—2 rocks.
10 [Suddenly I heard shouts, followed by a dull sound of an explo- 9. Wedged himself in.
sión from the hillside above me. Looking up, I found I was now 10. Rock struck ground, thud.
alone in the cutting. The smoke of a blasting charge floated out 11. Stopped near him.
against the blue sky, and an enormous rock was bounding
savagely down the hill.
15 I had no doubt where it was going to land. It was going to land 2. Rough Draft (Linking of Points)
on me. This opinión was clearly shared by the men who had After the explosión, the writer saw smoke drifting across the sky and
released the boulder, as they were gesticulating wildly two hun- a big rock rolling wildly down the hill. The men above waved to
dred yards above me. I made a prodigious leap from my rock to him to warn him of the danger and the writer jumped on to the next
the next. The galloping boulder bumped against the hillside, rock. Then the boulder struck the side of the hill and raised a cloud
20 kicked up a cloud of dust, and slightly changed direction. It was of dust. It then carne towards the writer, who quickly looked around
still coming straight for me. There was nothing to be done but to for cover. He noticed a gap between two rocks and wedged himself
take cover if I could find any; otherwise the prospect before me between them. The boulder struck the ground with a thud and
was one of almost certain death. I glanced hastily around. Just stopped quite near him.
as I was resigning myself to inevitable disaster, I noticed a narrow (92 words)
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3. Fair Copy (Corrected Draft)
After the explosión, smoke appeared in the sky and a great boulder
* carne rolling wildly downhill. Above, the workmen waved to the
writer warning him of the danger and he jumped on to a nearby rock.
After striking the hillside and raising a cloud of dust, the boulder
moved towards the man. Quickly glancing round for shelter, he
noticed a gap between two rocks and wedged himself in it as the
boulder thudded against the ground and then stopped still. PASSAGES 1 TO 30
(80 words)

Early next morning the man left the little village where he had
spent the night. He took the narrow, winding, country road
which he knew led to a small town some twelve miles away. After
walking for two hours, he carne to a path which cut across coun-
5 try and led directly to the town. Leaving the road, the man
passed through a gate and was soon walking along the path. The
fields were deserted. To the left and right of the path, corn sheaves
were arranged in neat rows. The only sign of human habitation
was a small farmhouse across the fields where the brilliant morn-
10 ing sun was refiected in the windows.
Suddenly the man heard the low hum of an engine. At first
he thought that it must be a car travelling along the road he had
recently left. He expected the noise to fade away in the distance.
Instead, it grew louder and louder and seemed to be coming from
15 above. He looked up quickly and saw an aeroplane cutting a
crazy, zig-zag path across the sky. It disappeared for an instant
behind some clouds, then emerged and plunged towards the field.
The aeroplane was coming towards him. He gazed at it terrified
and immediately took cover in a small hollow in the field, his eyes
20 following the course of the aeroplane the whole time. As he
watched it, he feít sure it would crash and burst into ñames before
bis eyes. Then, as if by a miracle, it pulled out of the dive and
touched down on the field. The aeroplane bounced wildly across
the uneven ground carrying away anything that lay in its path.
25 In a matter of seconds, it crashed through a hedge only a few
yards away from where the man was crouching. After that, all
was still. The man stood up dazed. For a moment he thought of
running to the farmhouse and asking for help; but he changed
his mind and rushed towards the gap in the hedge.
Exerciscs
1. Give the passage a title.
2. Give brief answers to these questions in your own words as far as
possible. Use one complete sentence for each answer.
a. How do we know that the country-side the man crossed was
deserted ?
b. Where did the man think the noise carne from ?
c. Why could he not see the aeroplane the whole time ?
d. What did he do when he saw the aeroplane coming towards him ?
3. Explain the meanings of the following words and phrases as they
are used in the passage: neat (line 8); hum (1.11); cutting a crazy
zig-zag path (11.15-16); emerged (1.17); took cover (1.19); bounced
(1.23) gap (1.29).
4. Describe in not more than 80 words what the man saw and did
from the time he heard the engine to the moment he rushed towards
the hedge. Use your own words and do not include anything that is
not in the passage.
5. Write a composition in about 300 words on one of the following:
a. You are crossing the sea by 'plañe, when, in the middle of the
journey, one of the engines stops working. Describe what
happens.
b. Tt's a small world.'
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Exercises
The motor-race was not due to begin until 2.30 and the large 1. Give the passage a title.
crowd cheered loudly when at 2.15 the first cars were wheeled out 2. Give brief answers to these questions in your own words as far as
to take up their positions. So many racing-cars gathered together possible. Use one complete sentence for each answer.
were a rare and splendid sight. Shining red, blue, and silver in the
5 bright sunshine, they looked rather like jet-aeroplanes without a. How did the cars appear to the writer before the race began ?
wings. On the course, drivers dressed in helmets were talking to b. What happened to car No. 5 ?
each other or standing by their cars, while engineers checked the c. Why did Mercer have to stop ?
engines for the last time. Soon a great many people began arriv- d. What drew gasps of surprise from the crowd at the end of the
ing at the starting-point and the crowd broke into clapping when race?
10 the two champions, Mercer and Torres, arrived on the scene. 3. Explain the meanings of the following words and phrases as they
At 2.30 sharp there was a pistol-shot followed by a roar of are used in the passage: cheered (1.2); splendid (1.4); checked (1.7);
engines. The race had begun and in a few seconds the cars were fighting for first place (1.13); hurriedly (1.14); spun round (1.27);
fighting for first place. A l l the cars got off well except No. 5, tremendous (1.32).
which refused to start and was hurriedly wheeled off the track.
15 From the very beginning it seemed as if the race would be 4. Suppose you had been watching the race. Describe in not more
entirely between Torres and Mercer, for they were soon in front than 80 words what you saw after car No. 5 was wheeled off the track
of the others. A small blue car with an unknown driver at the up to the end of the race. Use your own words and do not include
wheel was following cióse behind, but was not near enough to anything that is not in the passage.
offer the champions any serious challenge. The cars flashed by 5. Write a composition in about 300 words on one of the following:
20 like bullets and there were cheers when Mercer's car took the
a. Describe the fastest (or slowest) journey you have ever made in
lead. But this did not last long, for after a while he seemed to be
your Ufe.
having trouble and he stopped his big silver car to have a wheel
b. Dangerous sports.
changed. Though this was done at great speed, it gave Torres
time enough to get well in front. There seemed little chance for
25 Mercer to catch up now. The only car anywhere near Torres was
the blue one—until something went wrong with it. On a danger-
ous bend it got out of control, spun round several times, and shot
up the side of the bank. Its driver steered it skilfully back on to
the course and went on as if nothing had happened. Torres was
30 now over half a lap in front and the race was nearing its end.
Mercer was just coming into third place when the blue car moved
away at tremendous speed. There were gasps of surprise from the
crowd as the unknown driver drew closer and closer to Torres and
finally sped past him in the last lap to win the race.
¡Ü
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3 Exercises
I was shown into the waiting-room which, as I had expected, was 1. Give the passage a title.
full. Any waiting-room—especially a dentist's, as this was—is 2. Give brief answers to these questions in your own words as far as
not the best place in the world to spend an afternoon. No matter possible. Use one complete sentence for each answer.
how hard a dentist tries to make his waiting-room look pleasant,
5 it always has an atmosphere of its own. There is that odd smell a. How did the writer decide to spend his time while waiting?
that reminds you of a hospital. A small table in the centre is b. Why was the young mother trying to restrain her son from making
covered with very oíd and torn magazines; the curtains are faded; a noise ?
and the armchairs have a hollow, sunken look about them. c. What was the little boy doing?
This waiting-room was no exception. There were dusty pic- d. Why did the people in the waiting-room look up expectantly as the
10 tures on the wall and the tattered magazines on the table looked door opened?
like a great pile of waste paper. I took my seat and decided to 3. Explain the meanings of the following words and phrases as they
pass the time watching the people around me. are used in the passage: reminds (1.6); faded (1.7); restrain (1.18);
A little man beside me was turning over the pages of a magazine growing bored (1.26); snatched (1.26); a deathly silence (1.29);
quickly and nervously. It was hard to understand what he was settled down (1.31).
15 looking at, for every three minutes or so he would throw the
magazine on to the table, seize another, and sink back into his 4. Describe in not more than 80 words what the writer saw from the
chair. Opposite me there was a young mother who was trying time he sat down in the waiting-room to the moment the nurse carne
to restrain her son from making a noise. The boy had obviously in. Use your own words and do not include anything that is not in
grown weary of waiting. He had placed an ash-tray on the floor the passage.
20 and was making aeroplane-noises as he waved a pencil in his 5. Write a composition in about 300 words on one of the following:
hands. Near him, an oíd man was fast asleep, snoring quietly to
a. Imagine a day you spent as one of the following: a dentist, a
himself, and the boy's mother was afraid that sooner or later her
doctor, a butcher, or a policeman.
son would wake the gentleman up. Meanwhile, the little man
next to me kept sighing loudly. At last, he got up, walked to- b. Waiting-rooms.
25 wards the door and impatiently began examining the pictures on
the wall. Soon growing bored, he snatched yet another magazine
from the bottom of the pile and dropped wearily into a chair.
Even the boy had become quiet and was sleeping in his mother's
arms. There was a deathly silence in the room as the door opened
30 and a nurse entered. The people looked up expectantly with a
ray of hope in their eyes, then settled down again as the next
lucky patient was led out of the room.
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4
For months the oíd tanker, Afrkan Queen, lay turned over on her
side, stuck fast in the sands off the coast of Maryland. She had
run aground so badly that her owners had decided to leave her to
her fate. It was considered impossible to refloat her and the ship
5 began to rust and sink deeper and deeper into the sands. Men
frequently carne out in small boats and removed any parts that
could be sold—until two men decided to attempt the impossible:
to float the African Queen once more. Both men were engineers
and had no experience of ships so that few people thought they
10 could succeed.
The men began by studying the exact state of the African Queen
and carne to the conclusión that she would float again if air were
pumped into the tanks which were now full of sea-water. A
diver was sent down to examine the underside of the ship. In the
15 cold, dark water he found an enormous hole in her side which had
been torn when the ship ran aground. It was plain that nothing
could be done until the hole was repaired. As no single sheet of
steel would cover it, the men were obliged to order a great number
of sheets which had to be joined together. For several weeks
20 divers worked continually to cióse up the hole. At times, the sea
was so rough that it was difficult to go down; and on more than
one occasion, they had to contend with sharks.
At last the hole was covered and the men began to pump the
sea-water out of the ship's tanks. It seemed as if they were bound
25 to succeed, for when the tanks were full of air, the African Queen
began to stir in the water. The men could not understand why she
still would not float until they discovered that her rudder was
embedded in mud. Huge cranes were brought to haul the sunken
rudder out and the ship was again afloat. By this time, the men
30 were almost exhausted. They had worked ceaselessly for three
months to save the African Queen and had succeeded when every-
one thought they would fail. Now they stood on the bridge of the
ship, tired but proud, as tugs brought the African Queen into the
harbour.
Exercises
1. Give the passage a title.
2. Give brief answers to these questions in your own words as far
as possible. Use one complete sentence for each answer.
a. Why had the owners of the African Queen decided not to re-float
her?
b. Why did few people think that the two engineers would succeed ?
c. When did the men order great quantities of steel ?
d. Why was it that the ship would still not float after air had been
pumped into the tanks ?
3. Explain the meanings of the following words and phrases as they
are used in the passage: leave her to her fate (11.3-4); considered (1.4);
underside (1.14); repaired (1.17); had to contend (1.22); bound to
succeed (11.24-25); stir (1.26).
4. Describe in not more than 80 words the sequence of events which
led to the floating of the African Queen after the men carne to the
conclusión that it could be done if air were pumped into the tanks.
Use your own words and do not include anything that is not in the
passage.
5. Write a composition in about 300 words on one of the following:
a. Imagine you were ship-wrecked near a desert island. Describe
how you got ashore and what you did.
b. Oíd ships.
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5 Exercises
The market-place was crowded. Everywhere people were buying, 1. Give the passage a title.
selling, arguing about prices, or looking very pleased with them- 2. Give brief ansv/ers to these questions in your own words as far as
selves at having discovered a bargain. The owners of stalls were possible. Use one complete sentence for each answer.
advertising their wares as the best in the world and shouting at
5 the tops of their voices to prove it. There was so much movement a. Why were the owners of stalls in the market-place shouting
that no one noticed a small boy pushing his way through the loudly?
crowd. Even the fat man examining a pair of silver candlesticks b. How do we know the boy was poor?
barely looked down as the boy brushed past him. Judging from c. What fascinated the boy in the clearing?
the condition of his patched but scrupulously clean clothes, the d. How did the boy escape from the angry crowd?
10 boy was obviously very poor. In his right hand he clutched a 3. Explain the meanings of the following words and phrases as they
penny and walked with such a sense of purpose that it was clear are used in the passage: bargain (1.3); advertising (1.4); clutched
he knew his way well. (1.10); eventually (1.13); dodging (1.25); in pursuit (1.27); in an uproar
Eventually the child arrived at a clearing behind a bombed site (1.30).
and went towards an oíd man who was playing a violin. Beside
15 the man was a little monkey dressed in a red cap and performing 4. Imagine that you were in the boy's position. In not more than 80
various antics on a stand. The monkey held the oíd man's hat words describe what you did after you reached the clearing to when
and offered it to passers-by. As the boy gazed fascinated at the you hid in the doorway. Use your words and do not include anything
animal, the oíd man looked down at him and smiled kindly. that is not in the passage.
Several minutes passed and the boy tried to put his penny into 5. Write a composition in about 300 words on one of the following:
20 the hat. The monkey, however, gave the hat a playful pulí and the
boy could not reach it. He stood on tip-toe and tried again. In a. Describe a market scene you know well.
his effort to reach, he knocked the stand over accidentally. The b. Window-shopping.
monkey chattered wildly and pennies went flying everywhere.
The oíd man's smile turned to a look of anger and he struck at the
25 boy with the bow of his violin. Dodging the blow, the child 4
dashed into the crowd. The man began shouting 'Stop thief!
Stop thief!' and soon a small crowd was in pursuit of the boy. In
his terror, the child fell headlong into an apple-cart and turned it
over. This at once brought a furious stall-keeper into the chase,
30 and the whole market-place was in an uproar: people began to
run without knowing why. But there was no one who knew his
way about as well as the boy who, by now, had slipped down a
side-street and crouched in a doorway. Huddled in fear, he
watched the angry crowd rush past.
7
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6 Exercises
As my train was not due to leave for another hour, I had plenty
of time to spare. After buying some magazines to read on the
journey, I made my way to the luggage office to collect the heavy
suit-case I had left there three days before. There were only a few
5 people waiting, and I took out my wallet to find the receipt for
my case. The receipt did not seem to be where I had left it. I
emptied the contents of the wallet, and railway-tickets, money,
scraps of paper, and photographs tumbled out of i t ; but no
matter how hard I searched, the receipt was nowhere to be found.
10 When my turn carne, I explained the situation sorrowfully to
the assistant. The man looked at me suspiciously as if to say that
he had heard this type of story many times and asked me to
describe the case. I told him that it was an oíd, brown-looking
object no different from the many cases I could see on the shelves.
15 The assistant then gave me a form and told me to make a list of
the chief contents of the case. I f they were correct, he said, I
could take the case away. I tried to remember all the articles I
had hurriedly packed and wrote them down as they carne to me.
After I had done this, I went to look among the shelves. There
20 were hundreds of cases there and for one dreadful moment, it
occurred to me that if someone had picked the receipt up, he
could have easily claimed the case already. This had not happened
fortunately, for after a time, I found the case lying on its side high
up in a córner. After examining the articles inside, the assistant
25 was soon satisfied that it was mine and told me I could take the
case away. Again I took out my wallet: this time to pay. I pulled
out a ten-shilling note and the 'lost' receipt slipped out with it.
I could not help blushing and glanced up at the assistant. He was
nodding his head knowingly, as if to say that he had often seen
30 this happen before too!
JlflffflfTÍÍJTflTÍÍ
1. Give the passage a title.
2. Give brief answers to these questions in your own words as far
as possible. Use one complete sentence for each answer.
a. What did the writer do before he went to the luggage office ?
b. What did the writer have to do to prove that the case was his?
c. Why was the writer afraid that he would not find his case?
d. How do we know that the writer felt foolish when the iost' receipt
slipped out of his wallet ?
3. Explain the meanings of the following words and phrases as they
are used in the passage: due to (1.1); scraps (1.8); situation (1.10);
sorrowfully (1.10); wrote them down (L18); dreadful (1.20); examin-
ing (1.24).
4. Describe in not more than 80 words the writer's experiences after
he found that his receipt was 'lost' to the end of the passage. Use
your own words and do not ínclude anything that is not in the
passage.
5. Write a composition in about 300 words on one of the following:
a. A story beginning or ending: 'When I reached home and opened
the suitcase I had claimed at the railway station an hour before, I
found that it was not mine at all, but somebody else's!'
b. Mistakes.
Í9
 ÍTTTTT1 FírríirrrrroToiii
7 Exercises
The journey two naval officers made some time ago to the very 1. Give the passage a title.
deepest point on the earth makes us realize how much of the
2. Give brief answers to these questions in your own words as far as
world still remains to be explored. The two men went down
possible. Use one complete sentence for each answer.
seven miles to the bottom of the Pacific Ocean inside a small steel
5 ball called a 'bathyscaphe' to find out if there are any ocean a. What does a bathyscaphe look like?
currents or signs of life. Above the ball there was a special tank b. Why did the men set out at dawn ?
full of petrol which was slowly emptied into the water to make c. Why were the officers startled by the cracking noise at 30,000 feet?
the bathyscaphe heavy enough to complete its journey. d. How long did they remain at the bottom of the ocean ?
It was necessary to set out early, so that the bathyscaphe would 3. Explain the meanings of the following words and phrases as they
10 come to the surface in daylight, and so be easily found by the are used in the passage: explored (1.3); surface (1.10); at dawn (1.12);
mother ship which would be waiting for it. The divers began kept in touch (1.17); instant (1.22); enormous water-pressure
preparations at dawn and soon afterwards, when all was ready,
(11.27-28); faint (1.30).
the steel ball disappeared under the surface of the water.
The divers felt as if they were going down steps as they passed 4. Describe in not more than 80 words what happened to the divers
15 through warm and cold layers of water. In time, the temperature from the time they began their journey down to when they returned
dropped to freezing-point and the men shivered inside the ball. to the surface. Use your own words and do not include anything
They kept in touch with the mother ship by telephone describing that is not in the passage.
how they felt. Then, at a depth of 3000 feet, the telephone stopped
5. Write a composition in about 300 words on one of the following:
working and they were quite cut off from the outside world. All
20 went well until some four hours later at 30,000 feet, the men were a. A story called 'Trapped in a Submarine'.
startled by a loud, cracking noise: even the smallest hole in the b. Great adventures in our time.
ball would have meant instant death. Luckily, though, it was
only one of the outer windows that had broken. Soon afterwards,
the bathyscaphe touched the soft ocean floor raising a big cloud
25 of 'dust' made up of small, dead sea-creatures. Here, powerful «
lights lit up the dark water and the men were surprised to see fish
swimming just above them quite untroubled by the enormous
water-pressure. But they did not daré leave the lights on for
long, as the heat from them made the water boil. Quite unex-
30 pectedly, the telephone began working again and the faint but
clear voices of the officers were heard on the mother ship seven
miles away. After a stay of thirty minutes the men began their
journey up, arriving three hours later, cold and wet through, but
none the worse for their experience.
20 11
 8 Exercises
The town of Deadwood in South Dakota became famous in the 1. Give the passage a title.
nineteenth century when gold was discovered there. Gold at-
2. Give brief answers to these questions in your own words as far as
tracted many fortune-hunters good and bad. Héroes like 'Dead-
possible. Use one complete sentence for each answer.
wood Dick' the stage-coach driver have since become as familiar
5 as Robinson Crusoe. The town itself acquired an extraordinary a. What made Deadwood famous in the nineteenth century?
reputation and carne to be known as the place where 'the coward b. Why is a fire particularly dangerous in Deadwood ?
never started and the weak died on the way'. c. Why did it seem for a moment that the inhabitants would be
Bad men come and go, but the biggest villain in Deadwood has unable to leave the town?
always been one thing: fire. The little town is built on the steep d. How was the fire finally put out?
10 sides of a deep valley. If a fire breaks out, this valley acts like a 3. Explain the meanings of the following words and phrases as they
chimney and sucks the ñames up to the houses. In 1879 fire
are used in the passage: familiar (1.4); acquired (1.5); villain Q.8);
destroyed the town completely. When it was re-built, special
sucks (1.11); belongings (1.21); panic-stricken inhabitants (1.26);
water-barrels were fitted into every roof.
desperately (1.29).
In our own times, a great fire threatened the town yet again.
15 It all began when some waste-paper caught alight at the foot of 4. Suppose you had been present when the fire broke out in Dead-
the valley. In less than an hour the ñames were leaping through wood. In not more than 80 words describe what you saw up to the
the tree-tops. The wind roared through the forest carrying the time the people began to return. Use your own words and do not
ñames almost to the edge of the town. Fire-brigades arrived from include anything that is not in the passage.
all parts of the country to save Deadwood.
5. Write a composition in about 300 words on one of the following:
20 Meanwhile, women and children prepared to leave the town.
They seized as many of their belongings as they could, and cars a. Describe how firemen saved some people trapped in a burning
piled high with clothing packed the streets. The wind changed house.
direction and it seemed as though no car would be able to leave; b. Fire: man's best friend and worst enemy.
then it changed again and a long Une of cars moved quickly out
25 of the town.
As if this fire was not enough, the panic-stricken inhabitants
heard that another fire had broken out twenty miles away near a
town called Nemo. If these twofiresjoined, they would get quite
out of control. Firemen desperately fought theflamesfor twenty-
30 four hours and in the end aeroplanes were used as well. The í
'planes began 'bombing' the fire with water and so prevented the
two fires from joining forces. The big fire began to lose the battle
and people who had left carne home. They found a blackened
valley, but their houses were still standing. Deadwood had been
35 saved from its worst enemy just in time.
22
 i QUESTIONS
1. Choose six of the foliowing words, and give for each
another word or phrase of similar rneahing in the context: „; -
CROSSING T H E E N G L I S H C H A N N E L '
daily.- make .. terribly .
Three years ago, on the 2pth oí June, the daily boát left anywa'y for . , ; lonely'..
Dicppe for Newhaven, and I was on it. Almost all the wondering ' manage . , recognise .
passengers were English; they were coming back from . 2. Expláin brieñy what you understand by the "following
the Continent overjoyed at the thought that they would three phrases:'
be seeing their beloved country soon: for is not England overjoyed at the thought; hardly worth speaking aboui;
the best country in the world?—for English people any- under a clouded sky.
wayl But there was I, wondering what I was going to find 3. Give short ahswers to these questions, usüng one com-
plete sen tence for "each answer: • • . . - -
on the other side.
(a) What was the weather like on the day when the writer
" T h e British Isles are separated from the rest of
of the aboye passage crossed the Channel?
Europe by the English Channel." I thought it was a (fe) Why were most of the passengers happy?
great mistake to make every foreigner cross the water to (c) Why did the writer of the above passage not ask for iV
s '''
see them, for the sea was very rough that day. Thoügh sométhing lo eat on the boat? >
I had spent hours in a small boat at the scaside, this was (d) What impression did Newhaven gíve.the writer of the
• my first crossing. ^- aboye passage?., ,.•—,
I had left Paris in the moming and I wanted some- 4. State briefly, in three or four sentences, what thoughts (^"Wmcir
thing to eat—all those miles of journey had made me the writer of the above pieos had during her crossing of the
hungry. How was I going to manage? It was an Channel. Do not- use more than 80 words.
" EngHsh-spcaking " boat, and what I knew of English Í
was hardly xtiorth speaking about: and the waiters
seemed so terribly tall—so I waited, thinking I would
have more courage in Newhaven.
I had left under a douded sky, and the white chalk
cliffs seemed rather sad and lonely. Newhaven gave me
the same impression. After al!, England was not so
differeñt. I néarly lost my luggage between the boat and
Customs. I could not recognise my porter—these
English porters all looked alike—and I had not under-
stood what he had said and had forgotten his number.
(About 360 words.) prora -EsienHal English. Book I I I , Lesson
•xxvüi. byX. E r E c k e r s l e y - f L o n g m i n S ) ' " "-VéJ . " %x ~"
V IV.'
QUESTIONS
T H E GOOD M A S T E R .
1. Choose slx oí the following words or phrases, and give
for each another word or phrase of similar meaning in the
Our master was a good, kind man. He gave us good context:
fbod, good lodging, and kind words; and he spoke as
lodging market day fun
kindly to us as he did to his little children. We were all
pat ploughboy geride
fond of him, and my mother loved him very much. favourifes hedge well off
When she saw him at the gate, she would neigh with
2. Explain bricfly what you under'stand by the following
joy and trot up to him. He would pat and stroke her, three phrases:
and give me a piece of bread, which was very good, and at this game; watching what was going on; roar with'
sometimes he brought a carrot for my mother. A l l the pain.
horses would come to him, but I think.we were his 3. Give short answers to these questions, using one com-
favourites. My mother always took him to the town on. plete sentence for each answer:
a market day in a light carriage. (a) Which horses were the master's favourites?
There was a ploughboy, Dick.who sometimes carne (b) What iwo things used Dick to do when he carne ¡nto
into our field to pick blackberries from the hedge.When the horses' field?
(c) How 'did the master discover that Dick was chasíng
he had eaten all he wanted, he would have what he called
the colts? "
fvri with the coks, throwing sticks and stones at them to (d) Why did the horses never sec Dick again?'
make them gallop. We did not much mind him, for we r" 4. State bricfly, in twb or three sentences, in what ways /
could gallop off; but sometimes a stone would hit and the-horses' master was kind to them. Do not use moré than/ -
hurt us. - 80 words. . /—
One day he was at this game, and did not know that
the master was in the next field; but he was there, viatch-
ing what was going on. Over the hedge he jumped in a
moment, and catching Dick by the arm, gave him such
a blow as made him roar with pain.
" Bad boy," he said, " to chase the coltsl Th;s is not
the first time, ñor the second, but it shall be the last.
There, take your money and go home." So we never saw
Dick again.
Oíd Daniel, the man who looked after the horses, was
just as gentU as our master, so we were well offl
(About 300 words.) From Black Beauty by Atina Scwell (Coluro),
• slightly simpliñed. ' -'- •• • -• • -* - -
 Lengua Inglesa II

Writing Manual

FOR AND AGAINST

ESSAYS
Lengua Inglesa II

Writing Manual

OPINION
ESSAYS
 Lengua Inglesa II
Writing Manual

COMPARISON AND
CONTRAST
ESSAYS
 3 Comparison
Essays

An American cruise ship docks

in Havana Bay, Cuba.

OBJECTIVES • Write a comparison essay FREEWRITE Look at the photo and read the caption. How would you compare the two
• Use connectors to show comparison and contrast modes of transportation in the photo? On a separate piece of paper, write
what comes to mind.
• Use adjective clauses correctly in an essay

68    69
 ELEMENTS OF GREAT WRITING Patterns of Organization
There are two basic ways to organize a comparison essay—the block method and the
point-by-point method.
What Is a Comparison Essay?
BLOCK METHOD POINT-BY-POINT METHOD
In a comparison essay, you can compare ideas, people, different times in history—any two
items that are related in some way. You can focus on the similarities between the two items, Present one subject and all its points of comparison. Include both subjects in one point of comparison
on the differences, or on both the similarities and the differences. Your goal is to show—in a Then do the same for the second subject. Discuss before moving on to the next point of comparison.
each subject completely without interruption.
meaningful way—how these items are similar or different, what their strengths and weaknesses
are, or what their advantages and disadvantages are. In a history class, your essay might compare Paragraph 1: Introduction Paragraph 1: Introduction
heroes of the French Revolution and the American Revolution. In an economics class, you Thesis: There are two solid options for data storage, Thesis: There are two solid options for data storage,
might write about the differences between supply-side and demand-side economics. In a each with pros and cons. each with pros and cons.
computer science class, you might write about the differences between cloud hosting and Paragraph 2: Cloud data storage Paragraph 2: Cost
traditional hosting of data. cost cloud data storage
ease of use, traditional data storage
Like other essays, the comparison essay has an introductory paragraph that contains a hook and reliability
a thesis statement, two or three or more paragraphs that make up the body, and a concluding Paragraph 3: Traditional data storage Paragraph 3: Ease of use
paragraph. cost cloud data storage
ease of use, traditional data storage
WRITER’S NOTE Avoiding Common Comparisons reliability
Good comparison essays do not state the obvious. They show similarities in things that Paragraph 4: Conclusion Paragraph 4: Reliability
are considered different and, conversely, focus on the differences between things that are cloud data storage
traditional data storage
considered to be similar.
Paragraph 5: Conclusion

Re-enactors in uniforms from the
American Revolution join a fourth of July
parade in Massachusetts, USA.
No matter which method of organization you choose, the information in a comparison essay
must be presented in the same order. In the block-method example, notice that in Paragraph
2, all the important information about cloud data storage is presented (cost, ease of use, and
reliability). The supporting information in Paragraph 3 also includes these three aspects in the
same order with the focus on traditional data storage.
In the point-by-point method, the points of development are also cost, ease of use, and
reliability. Each paragraph contains information about both storage systems.

ACTIVITY 1 | Comparing methods of organization

Review the two methods of organizing a comparison essay. Consider the advantages and
disadvantages of both. Work with a partner to answer the questions.

1. Which method, block or point-by-point, requires more paragraphs?

2. Which is likely easier to organize and write?
3. As a reader, in which method are the points of comparison easier to follow?

70  UNIT 3 • Comparison Essays   71

 ACTIVITY 2 | Analyzing a comparison essay
This essay compares some features of Brazil and the United States. Discuss the questions 2 One important similarity between Brazil and the United States is their
below.  Then read the comparison essay and answer the questions that follow. massive size. Both Brazil and the United States are extremely large countries.
Brazil covers almost half of the South American continent. It has a land mass of
1. How many different countries have you visited? Which of these countries felt “comfortable” nearly 3.3 million square miles (8.5 million square kilometers) and is home to
to you? Which countries were very different from your own? cosmopolitan2 centers such as Rio de Janeiro and São Paulo. Due to its size, few
Brazilians can say that they have traveled extensively within the country’s borders.
2. What does the word individualism mean to you?
Like Brazil, the United States takes up a significant portion of its continent (North
America). It extends from the Atlantic Ocean to the Pacific Ocean and has a
WORDS TO KNOW Essay 3.1
land mass of 3.1 million square miles (8 million square kilometers), not including
asset: (n) an advantage focus on: (v) to concentrate on
Alaska, Hawaii, and other territories. It is home to world-famous cities such as Los
core: (n) center, essential part massive: (adj) huge
disruptive: (adj) troublesome, disorderly remarkable: (adj) amazing, extraordinary
Angeles and New York. As a result of its size, it is fair to say that many people in
diversity: (n) variety unique: (adj) one of a kind, distinctive the United States have not visited much of their country.
ethnic: (adj) sharing cultural characteristics
3 Another similarity between Brazil and the United States is the diversity of
the population. Brazil was colonized3 by Europeans, and its culture has been greatly
influenced by this fact. However, Brazilians’ identity was influenced by many other
cultures as well. Brazil is a “melting pot” of many ethnic groups that immigrated
there and mixed with the indigenous4 people. The United States also has a diversity
of ethnic groups, from the Native American population and early colonists
from northern Europe to slave groups from Africa. Later immigrants from the
Mediterranean, Asia, and South America added to the diversity of its citizens. The
mixture of cultures and customs has worked to form ethnically rich cultures in both
countries.

4 Finally, both countries share an important value: individualism. Brazil works

ESSAY 3.1
Not as Different as One Would Think
1 All countries are unique. Obviously, countries are different from one another
in location, size, language, government, climate, and lifestyle. Some countries,
however, share some surprising similarities. In this case, Brazil and the United
States come to mind. Some may think that these two nations have very little in
common because they are in different hemispheres1. On the contrary, the two
countries share many similarities.
hard to defend the concept of freedom of choice. Citizens believe that they have
the right to do and be whatever they desire as long as they do not hurt others. This
attitude was introduced in the 1930s and 1940s by Brazilian President Getúlio
Vargas. He was responsible for establishing an individualistic government that
helped modernize and industrialize the country. Individualism is also at the core of
the culture in the United States, dating back to the Declaration of Independence
and the Bill of Rights. Both documents focus on individuals’ many rights. Some
people may believe that the desire for individual expression is disruptive and can
make a country weak. However, the ability of people to be whatever they want is an
asset to both countries.
5 Although Brazil and the United States have many differences, they also have
remarkable similarities in their size, ethnic diversity, and core values. Some people
believe that their culture and country are without equal. However, as with these
two countries, a closer inspection shows that cultures everywhere have more in
common than not.
1
hemisphere: half of the earth
2

3
cosmopolitan: international
colonized: settled
4
indigenous: native; original

72  UNIT 3 • Comparison Essays   73

 1. What is the main purpose of this essay? Begin with The purpose is... ACTIVITY 3 | Understanding the elements of a comparison essay
Below is an outline for essay 3.1. Some of the information is missing. Reread the essay and
complete the outline.
2. Which three things (points of development) about Brazil and the United States does this
Title:
essay compare?

I. Introduction (Paragraph 1)

A. Hook:

3. What method of organization does the writer use—point-by-point or block? B. Connecting information: Different location, size, language, government, climate,
lifestyle

C. Thesis statement:
4. What is the hook for this essay? Write it here.

II. Body
5. Underline the thesis statement. Is the thesis restated in the conclusion? If yes, underline the
A. Paragraph 2 (Similarity 1) topic sentence:
sentence that restates the thesis.

6. In Paragraph 2, the author describes the size of Brazil and the United States. List the
supporting information the writer uses.
1. Brazil’s characteristics

a. Size:

b. Travel: Few Brazilians have traveled extensively in their country.

SUPPORT
2.
7. Reread the concluding paragraph of Essay 3.1. Does the writer offer a suggestion, an
a. Size: covers most of North America, extends from Atlantic to Pacific Oceans,
opinion, a question, or a prediction?
3.1 million square miles (8 million square kilometers)

b. Travel:  

Rio de Janeiro, Brazil
B. Paragraph 3 (Similarity 2) topic sentence: Another similarity between Brazil and the
United States is the diversity of the population.

1. Brazil

a.

SUPPORT
b. Other ethnic groups

c.

74  UNIT 3 • Comparison Essays   75

 2. United States Developing a Comparison Essay: Supporting Information
a. Native Americans | Writing supporting information
ACTIVITY 4

b. Northern Europe Follow these steps.

SUPPORT

1. Essay 3.2 includes an introduction, three topic sentences, and a conclusion. Develop each
c.
body paragraph with supporting information. You may write on a separate piece of paper.
d. Later immigrants from Mediterranean
2. After you finish, compare your supporting information with that of other students. (Note:
e. This essay follows the point-by-point organizational pattern.)

f. WORDS TO KNOW Essay 3.2

consideration: (n) careful and mindful thought overwhelming: (adj) emotionally or physically
C. Paragraph 4 (Similarity 3) topic sentence: eliminate: (v) to remove, destroy overpowering
intimidate: (v) to persuade by using fear purchase: (n) anything that is bought

1. Brazilians’ belief in freedom: have the right to do and be whatever they want if don’t
hurt others, from President Getúlio Vargas in 1930s and 40s
SUPPORT

2. U.S. belief in freedom:

I II. Conclusion (Paragraph 5)

A. Restated thesis:

B. Opinion: All cultures are more similar than different.

An ice cave within a glacier in
Vatnajokull National Park, Iceland

WRITER’S NOTE Asking Questions

ESSAY 3.2
One of the best ways to develop details and facts that will support your main ideas (topic
sentences) in each body paragraph is to ask yourself questions about the topic—Where? Why?
When? Who? What? How? Smartphone Choices
1 Some years ago, people were intimidated by shopping for a smartphone. For one,
smartphone technology was so new that many people were afraid of it. It was also extremely
expensive, and many consumers were not sure if these phones would soon be replaced by yet
another new technology. History, of course, has shown that smartphones are here to stay.

76  UNIT 3 • Comparison Essays   77


Not only that, but they are getting smarter and smarter every year.  Today’s smartphone
shoppers need to know what their two main options are. Although the technology is no
longer new, it can still be intimidating to shop for a smartphone. Consumers can eliminate
some of this fear by doing their homework first. One of the biggest considerations for a
smartphone purchase is iOS or Android. To reach a decision, a buyer can compare these
two operating systems in terms of their overall cost, convenience, and style.
2 iOS and Android devices can differ in their cost.
Grammar: Connectors for Comparison Essays
Connectors help readers by providing logical connections between sentences, ideas, and
paragraphs. Some connectors show comparison between sentences or ideas, and others show
contrast or concession. Notice the use of commas with these connectors.
Connectors That Show Comparison between Sentences
COMPARISON EXAMPLES
Both Red Beauty and Midnight Dream roses are known for the size
In addition, subject + verb. of their blooms, their color, and their fragrance. In addition, they are
easy to grow.

The Midnight Dream rose won awards in local contests last year.
Similarly, subject + verb.
Similarly, the Red Beauty rose was singled out for its beauty.

The blooms of Red Beauty roses last longer than those of most
Likewise, subject + verb. other roses. Likewise, the blooms of the Midnight Dream rose are
long lasting.

Some roses last for a very short time. Compared to these roses, the
Compared to subject, + verb.
3 Another thing to consider is the convenience factor, such as the availability of certain blooms of Red Beauty and Midnight Dream roses last a long time.

apps.
Connectors That Show Contrast or Concession between Sentences
CONTRAST OR CONCESSION EXAMPLES
However, subject + verb. Many differences are clear to even beginner gardeners.
or Nevertheless, some of their differences are not very obvious.
Nevertheless, subject + verb.

Some people find gardening dull. On the other hand, some people
On the other hand, subject + verb.
like nothing better than to work in their gardens.

Red Beauty has a strong, sweet fragrance. In contrast, Midnight

4 Finally, there is the subject of style. In contrast, subject + verb.
Dream’s fragrance is light and fruity.

Both Midnight Dream roses and Red Beauty roses are red.
Although subject + verb,
Although both varieties produce red flowers, Midnight Dream roses
subject + verb.
are much darker than Red Beauty roses.

Red Beauty roses and Midnight Dream roses are long-stemmed.

Even though subject + verb,
Even though both of these species are long stemmed, Red Beauty
subject + verb.
stems are thinner and covered with thorns.

What do we know about the cost of these two kinds of roses?

Unlike noun, subject + verb. Unlike Red Beauty, Midnight Dream roses are relatively
5 Choosing between these two types of smartphones is a personal decision for the inexpensive.
consumer. This decision can be made more easily by looking at cost, convenience, and style
preferences. While it can seem like an overwhelming task now, it certainly will not get any
easier as more and more advanced smartphones come on the market.

78  UNIT 3 • Comparison Essays   79

 ACTIVITY 5 | Using connectors
Read the essay and choose the appropriate connectors. Refer to the grammar charts if necessary.
WORDS TO KNOW Essay 3.3
harm: (n) damage or injury
in essence: (phr) basically
lenient: (adj) tolerant, compassionate
monitor: (v) to observe something attentively
pretend: (v) to imagine, act as if something were true
scenario: (n) a situation, circumstance
when it comes to: (phr) with regards to
3 Disciplinarian parents consider themselves role models for their children.
3 (Unlike / Similarly) lenient parents, their main priorities are the safety and
protection of their children. In essence, children are monitored very carefully
and may not be allowed to play outside, interact with animals, or roughhouse4
in general. A child who experiences a strict upbringing may be encouraged to
focus on his or her studies instead of making friends. 4 (In addition / However),
interaction may be limited to only close family members. Children who are raised
in highly disciplined environments are typically very focused on their schoolwork.

4 In the end, no parents are truly 100 percent lenient or 100 percent strict when
it comes to raising their child. Most fall somewhere in the middle depending on
ESSAY 3.3 the child, the environment, and the particular situation. 5 (Nevertheless / Similarly),
parents clearly lean toward one or the other parenting style. Society knows
Parenting 101 that both child-rearing styles have advantages and disadvantages, but the more
1 The film previews are finished, and the movie theater is quiet as everyone interesting question is this: Which style will these children choose when the time
waits for the feature film to begin. 1 (However / In contrast), the stillness is suddenly comes for them to become parents?
broken by a noise. The audience hears a sniffle1. The sniffle soon turns to a cry, then 1
sniffle: a breath taken in through the nose
2
a wail. There is an uncomfortable, or perhaps unhappy, toddler sitting in the movie laissez-faire: French for not interfering; “leave it alone”
3
disciplinarian: a person who believes in and demands obedience to rules
theater. People start shuffling in their seats as they wait for what will happen next. 4
roughhouse: to play in a rough way
Will the child be taken out of the theater, or will the parent pretend that everything
is OK? Scenarios like these happen regularly. The parents’ reaction depends on their
parenting style. The two extremes are the lenient (laissez-faire2) parent and the strict
disciplinarian3 parent.
Grammar: Subject Adjective Clauses
An adjective clause (also called a relative clause) is a group of words that describes or identifies
2 Lenient parents often focus on their child having fun and enjoying being a kid. the noun or pronoun that comes before it. An adjective clause must have a subject and a verb. In
If a child does something careless like break a glass, lenient parents will not become a subject adjective clause, the relative pronoun (that, which, or who) is the subject of the clause.
angry or scream. They know that the child is probably experimenting and meant no Study the following rules and examples:
harm. Likewise, the parents may even explain to the child that it was an accident
EXPLANATION EXAMPLE
and the child should not be upset. 2 (In contrast / Similarly), lenient parents may not
be too concerned about following a schedule. They will allow their children to stay adjective clause
Use that or which for things. S V
up late and experience new things. The motto “You’re only a kid once!” rings very The textbook that is required for the class is sold out.
true to these free spirits. These types of parents see themselves as guides for their
children, which cannot be said about the second parenting group: the disciplinarians. adjective clause
Use who or that for people. S V
The teacher who started the arts program has retired.

Every parent has a different style. This father
encourages his children to play and joins
them in having fun.
If the information in the adjective clause is
necessary to clarify the person or thing it adjective clause
describes, do not use a comma to separate S V
The Florida city that is most popular with tourists is Orlando.
the ideas.
If the information in the adjective clause is
not necessary to understand the sentence,
use comma(s) to separate the adjective adjective clause
clause. Commas indicate the information S V
Orlando, which is located in Florida, is popular with tourists.
is extra. In nonessential clauses, do not use
the pronoun that.

80  UNIT 3 • Comparison Essays   81

 Adjective clauses are a way to combine two ideas (simple sentences) into one complex sentence. ACTIVITY 7 | Writing more adjective clauses
Study the following examples:
Complete each sentence with an adjective clause.
SIMPLE SENTENCES COMPLEX SENTENCES WITH ADJECTIVE CLAUSES

The shop is always very busy. The shop sells
used sports cars.
Samir studies at a university. The university is
well known for its technology programs.
The Khan Academy is a free online tutoring
service. It focuses on science and technology
education.
The shop that sells used sports cars is always very busy. 1. The employee wants a supervisor who .
2. World War II was an unforgettable event in history that .
Samir studies at a university that is well known for its
technology programs.
3. The town government passed a law that .
The Khan Academy, which focuses on science and
technology education, is a free online tutoring service. 4. The animals that are in danger of becoming extinct.
5. The Eiffel Tower, which , is located in Paris.

ACTIVITY 6 | Writing adjective clauses

Read the following introduction to a comparison essay on vacations. Use the information in
parentheses to write adjective clauses. Write the new sentences with adjective clauses on a BUILDING BETTER VOCABULARY
separate piece of paper.
WORDS TO KNOW
WORDS TO KNOW Essay 3.4
affordable (adj) focus on (v) AW numerous (adj)
affordable: (adj) inexpensive integral: (adj) essential, necessary asset (n) harm (n) overwhelming (adj)
burden: (n) a worrying responsibility numerous: (adj) many burden (n) in essence (phr) AW pretend (v)
consideration (n) integral (adj) AW purchase (n) AW
core (n) AW intimidate (v) remarkable (adj)
disruptive (adj) lenient (adj) scenario (n) AW
ESSAY 3.4 diversity (n) AW massive (adj) unique (adj) AW
eliminate (v) AW monitor (v) AW when it comes to (phr)
ethnic (adj) AW
The Benefits of Taking Vacation

(Vacations are an integral part of life. Vacations can range from a few days to
ACTIVITY 8 | Word associations
months.)1 Vacations, which can range from a few days to months, are an integral
Circle the word or phrase that is more closely related to the bold word or phrase on the left.
part of life .Taking time off from school or work has numerous benefits on
the mind, body, and spirit. (Some people might have to spend a lot of money. These 1. affordable expensive inexpensive

people wait too long.) 2 . However, the news is not all bad. There are 2. asset useless valuable

some affordable vacation options. For instance, some people might prefer to stay 3. burden difficult easy

home. (A “staycation” is a good alternative. A staycation involves relaxing at home 4. eliminate get rid of keep

without the burden of school or work.) 3 . Time off regenerates the 5. ethnic water food

individual and cannot be undervalued. Regardless of the destination, whether a 6. in essence basically uniquely

traditional vacation or a staycation, (time off is necessary for everyone. The time off 7. integral important lucky

should be relaxing.) 4 . 8. monitor keep watch

9. pretend imagine understand
10. unique many one

82  UNIT 3 • Comparison Essays   83

 ACTIVITY 9 | Collocations NOUN VERB ADJECTIVE ADVERB SENTENCES

Fill in the blank with the word or phrase that most naturally completes the phrase.
intimidation intimidate intimidated / 5. The lawyer the witness
intimidating during the trial.
core lenient numerous remarkable scenario
6. is what bullies use to
frighten their victims.
1. best-case

2. approach to parenting remark remark remarkable remarkably 7.  , the premature baby

survived the operation.
3. complaints
8. It was a movie; it is no
4. a recovery wonder it won an Academy Award.

5. values uniqueness unique uniquely 9. Her skill of foreseeing

problems has helped her advance in her career.
consideration disruptive diversity focus on massive
10. The of sharks
compared to other animals interests scientists.
6. the positive

7. of opinions
ACTIVITY 11 | Vocabulary in writing
8. behavior
Choose five words from Words to Know. Write a complete sentence with each word.
9. careful

10. explosion 1.

| Word forms 2.
ACTIVITY 10

Complete each sentence with the correct word form. Use the correct form of the verbs. 3.

NOUN VERB ADJECTIVE ADVERB SENTENCES 4.

diversity diversify diverse diversely 1. The types of palm 5.

trees found in the Middle East are fascinating.

2. One of the most interesting aspects

of the Moonwalker Corporation is the Great white sharks are warm-blooded fish,
one of the many traits that make them unique.
of its employees.

harm harm harmful harmfully 3. Doctors take an oath to do no

to their patients.

4. It is widely known that cigarettes are

to one’s health.

84  UNIT 3 • Comparison Essays     85

 3. The highest temperature on Earth was in El Azizia, Libya.
BUILDING BETTER SENTENCES The temperature was recorded.
The temperature peaked at 136 degrees Fahrenheit.

ACTIVITY 12 | Writing about photos

On a separate piece of paper, write three to five sentences comparing and contrasting the
two photos. 
ACTIVITY 14 | Scrambled sentences
Unscramble the words and phrases to write complete sentences. Be sure to punctuate correctly.

1. is often crowded / especially on weekends / with the best selection / the bookstore

2. the only metal / at room temperature / Mercury is / that is liquid

3. is Florence / one of the most visited cities / which is home of the Renaissance / in Italy

ACTIVITY 13 | Combining sentences

4. is one of the / of the 21st century / of the driverless car / most fascinating advancements /
Combine the ideas into one sentence. You may change the word forms, but do not change or
the development
omit any ideas. There may be more than one answer.

1. The city of Pompeii had plumbing.

The plumbing was extremely modern.
The city was destroyed by a volcanic eruption. 5. which is also known as the Hijri calendar / the cycles of the moon / the Islamic calendar / is
The eruption happened in AD 79. based on

2. The adult human body has bones.

There are 206 bones in the adult human body.
A baby’s body has 270 bones.
Two-hundred and seventy is an approximate number.

86  UNIT 3 • Comparison Essays   87

 Making a Venn Diagram
WRITING Another way to brainstorm similarities and differences is to use a Venn diagram. A Venn
diagram is a visual representation of the similarities and differences between two concepts. The
middle area, where the two circles overlap, shows the similarities. This Venn diagram compares
Developing Ideas for Writing: Brainstorming the characteristics of eating at home and eating in a restaurant.
You may be asked to write comparison essays in your classes. Often, you will be given the two
subjects to be compared, such as two poems from a literature course, two political beliefs from a
political science course, or an invention and a discovery from a history or science course. When
EATING AT HOME EATING IN A RESTAURANT
you have to choose your subjects for comparison, the following brainstorming tips will help you.
atmosphere always the same atmosphere varies
Tips for Brainstorming Topics depending on restaurant
food can
1. The two topics should have something in common. For example, eating at home and be cooked in
less expensive more expensive:
eating out in a restaurant are both examples of places where people can get a meal. Eating different ways
paying for food AND service
at home and going out to see a movie are both activities, but they do not have enough in
common to compare easily. limited food options—you eat with family can choose from a variety
eat what’s been prepared members of food from the menu
2. The two topics must also have some differences. For example, the most obvious
differences between eating at home and eating in a restaurant are atmosphere, cost, and
food variety. Eating eggs at home and eating pasta at home do not have enough differences
to make for an interesting comparison.

3. You need to have enough information on each topic to make your comparisons. If you
choose two topics that are not well known, it might be more difficult to come up with
information. For example, an essay comparing eating at home and eating at your neighbor’s ACTIVITY 15 | Identifying topics for a comparison essay
home, which you’ve never visited, would be difficult to support. Below are pairs of potential topics for a comparison essay. Write yes under the pairs that would
be good and explain briefly what characteristics could be compared. Write no under topics that
Making a List would not be good choices and change one or both of them into more suitable topics.
A good way to determine whether you have enough information about similarities and
differences between two topics is to brainstorm a list. Read the information in the lists. 1. living in a house/living in an apartment
yes—compare costs, privacy, space
Eating at home Eating in a restaurant
atmosphere always the same atmosphere varies depending on restaurant
2. international travel/domestic travel
less expensive more expensive: paying for food AND service

limited food options—you eat what’s been prepared can choose from a variety of food on the menu
food can be cooked in different ways food can be cooked in different ways
3. high school/college
eat with family members eat with family members

Notice that the similarities are circled. These are “links” between the two subjects. A writer could
4. the weather in Toronto/tourist attractions in Toronto
use these links to highlight the similarities between the two options or to lead into a discussion
of the differences between them: “Although food can be cooked in different ways whether eating
at home or eating in a restaurant, more people prefer. . .”
5. wild animals/animals in a zoo

88  UNIT 3 • Comparison Essays   89

 6. computers/computer keyboards 3. Now fill in the Venn diagram using the same information you wrote in the chart.

7. hands/feet

8. the surface of the ocean floor/the surface of the continents

9. Earth/the North American continent

10. Chinese food/Mexican food

ACTIVITY 16 | Brainstorming: working with a topic

Complete the following steps to develop ideas for a comparison essay.
4. Decide if you are going to focus on the similarities or the differences between the two
1. Choose one topic from the list or use your own idea for a topic. If you want to use an subjects or both in your comparison essay. Then choose three or four main points of
original idea, talk to your teacher to see if it is appropriate for a comparison essay. comparison that you will use and list them here.

two movies two systems of education

a.

two machines two professions

b.
two famous people two desserts
c.
2. Review the two brainstorming methods from this unit. Fill in the following chart to
brainstorm a list of information about each subject. d.

Comparing desserts at a cake shop in Melbourne, Australia

TOPIC:

Subject 1: Subject 2:

90  UNIT 3 • Comparison Essays   91

 ACTIVITY 17 | Creating an outline B. Paragraph 3 (second point of comparison) topic sentence:

Use the following outline to help you brainstorm a more detailed plan for your comparison
essay. For this activity, use the point-by-point method of organization. Remember that the
point-by-point method organizes each paragraph by one point of development. Include your 1.
ideas from Activity 16.
a.
Topic:
b.

SUPPORT
I. Introduction (Paragraph 1)
2.
A. Hook:
a.

b.
B. Connecting information:
C. Paragraph 4 (third point of comparison) topic sentence:

1.
C. Thesis statement:
a.

b.

SUPPORT
II. Body
2.
A. Paragraph 2 (first point of comparison) topic sentence:
a.

b.
1.
I II. Conclusion (Paragraph 5)
a.
A. Restated thesis:
b.
SUPPORT

2.
B. Suggestion, prediction, question, or opinion:
a.

b.
If you need ideas for phrasing, see Useful Words and Phrases in the Writer’s Handbook.

92  UNIT 3 • Comparison Essays   93

 ACTIVITY 18 | Peer editing your outline
Exchange books with a partner and look at Activity 17. Read your partner’s outline.
Then use the Peer Editing Form for Outlines in the Writer’s Handbook to help you comment
on your partner’s work. Be sure to offer positive suggestions and comments that will help your
partner write a better outline and essay. Use your partner’s feedback to revise your own outline.
Make sure you have enough information to develop your supporting sentences.
ACTIVITY 19 | Writing a comparison essay
Write a comparison essay based on your revised outline from Activity 18. Use at least two of the
vocabulary words or phrases presented in the unit. Underline these words and phrases in your
essay. Be sure to refer to Steps in the Writing Process in the Writer’s Handbook.
ACTIVITY 20 | Editing your essay
Exchange papers from Activity 19 with a partner. Read your partner’s essay. Then use Peer Editing
Form 3 in the Writer’s Handbook to help you comment on your partner’s writing. Be sure to offer
positive suggestions and comments that will help your partner improve his or her essay. Consider
your partner’s comments as you revise your essay.
Going camping is more
complicated with a baby.
94  UNIT 3 • Comparison Essays
Additional Topics for Writing
Here are five ideas for writing a comparison essay. Follow your teacher’s instructions and choose
one or more topics to write about.
TOPIC 1: Compare or contrast two places that you have visited. How are these places alike or
different? Consider each place’s geography, weather, food, language, etc.
TOPIC 2: Compare a couple’s life before and after having a baby. What activities are no longer
done after having a baby? What activities are more difficult? What are some new
experiences that couples have after having a baby?
TOPIC 3: Choose two famous athletes that play the same sport. Write a comparison essay
about how they are similar or different. A few points of comparison might be skill,
background, and popularity.
TOPIC 4: Explain how long-distance transportation is different today from 100 years ago.
How did people travel long distances before modern inventions such as the
airplane?
TOPIC 5: Show the similarities and/or differences in the ways that two cultures celebrate an
important event, such as a birthday, wedding, or funeral.
TEST PREP
TIP
Make sure that you understand the writing prompt or question. Every timed writing activity is
asking for a particular rhetorical style. If the writing topic asks for an explanation, you must explain.
If it asks for a comparison, focus on writing a comparison. Do not risk getting points taken off your
timed writing because you did not respond to the writing prompt.
You should spend about 40 minutes on this task. Write a comparison essay about the
following topic:
Compare two popular vacation destinations.
For this assignment, use the point-by-point method. Remember to double space your essay.
Include a short introduction with a thesis statement, three body paragraphs, and a brief
conclusion. Write at least 250 words.
  95
Writing
booklet

Appendix

- Linking devices
- Composition assessment
- Awareness and correction
- Useful Quotations
- Bibliographical reference

Universidad Nacional de Catamarca – Facultad de Humanidades

English Language II Useful Quotations

1
English Language II Useful Quotations

2
English Language II Useful Quotations

Extracted from: Evans, V. Successful Writing, Upper-Intermediate Teacher’s book, Express

Publishing. pp 44-47

3
 Lengua Inglesa II - Writing Manual

Bibliographical reference

Core bibliographical sources:

 Successful Writing: Intermediate (1998) by

Virginia Evans in Express Publishing
 Successful Writing: Upper-Intermediate (1998) by
Virginia Evans, Express Publishing
 Comprehension and Précis Pieces for Overseas
Students (1962) by L.A. Hill, Longmans

Complementary material extracted from other

sources:

 Real Life Student’s book and Workbook (2011) by

Sarah Cunningham and Jonathan Bygrave, Pearson
Longman
 Speak Out Advanced (2012) Student’s book and
Workbook by Antonia Clare and JJ Wilson, Pearson
 The Heineman English Wordbuilder: Vocabulary
Development and Practice for higher-level students
(1990) by Guy Wellman, English Speaking Union
 Précis Practice for Overseas Students (1959) by J. A.
Bright and K. F. Nicholson, Longmans
 Great Writing 4 - 4th Edition (2014) by Keith Folse
and April Muchmore-Vokoun (et al.), Cencegage
Learning