ai ~ ae Ae AUIE Weitne ee aaEFFECTIVE Acapemic Writine 1 THE PARAGRAPH ALICE SAVAGE North Harris College Houston, Texas MASOUD SHAFIEI Kingwood College Kingwood, TexasOXFORD 138 Madison Avene Neve York NY 100360084 Great Cltendon Siret, Oxford OX2 @DP UK (Osford Univers Pree department ofthe University of Oxford. Iefarthersthe University’s objecie of excellence in earch, casi, An edaction by publishing worldwide n (Oxford New York ‘Auckland Cape Town Dares Silsam. Hong Kong Karachi Koala Lumar Mada Melbourne Mexico Cy Nacobi New Delt Shanghai Taipel Toronto With ofces in ‘Argentina Atels Beal! 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San fencico Museum of Moder Act (Chale Lana apna Foundation Fund purchase (© Fstate of Ricnard Diebenkorn Siphon ‘lockyse fom op lf: menockSeperstock: 2, Photo Edirne Bad ‘Young Wf 2 Pai) Stockcomstok: 2 Punch Sick: % Cots: David ‘Turney 30; Phowo Edi Ine: David Young Well. S2, Punch toc{OXV: Cart Rowse, 76 Superstock Dwayne Harlan, 10; Bruce Coleman Ine: G. xeibnan, 122. Wes eto tha he font ers epic de oats and saps opp tet ‘p81, GS. Sharat Chanda excepts Hom Sore the Gs. Copyright © 1989 ‘[Link] Chandra. Reprinted with the permission of Cote Howse “Psy Minnespois, Minnesota. 101 Adapted from Seal by fol Rogers, {© 2006, with permission of Graphic Aris Books. print of Graph Arts ‘Center ube Company, 123. Excerpes from “The Greet Mam rom ‘Going Sd by Roald Dal. Copyright © 1986 by Roald Dad. Reprised by permission of Fara, Straus and Giux, LGAcknowledgements ‘We would like to thank David Olsher, without whom we would never have started this project. We want to give a special thanks (o the editorial teant: Rob Freire, Kathleen Smith, Kenna Bourke, and Scott Allan Wallick for their insight and expertise, and Pietro Alongi for his endless positivity and support. We would also like to gratefully acknowledge the work of Sustn Kesner Bland, Last but not least, our gratitucle to the following reviewers for their contribution to the project Sharon Allerson, East LA Community College; Frank Cronin, Austin Community College; Kieran Hilu, Virginia Tech; Peter Hoffman, LaGuardia Community College; Carla Nyssen, California State University Long Beach; Adrianne Ochoa; Mary O'Neill, North Virginia Community College; Maria Salinas, Del Mar College. 1 would like to thank the administration, faculty, and staff of North Harris College for making it an inspiting place to work. [ especially want to applaud the students of the ESL program. Your papers are full of delightful surprises and interesting insights, Thank you for allowing your work to be used to assist others. Finally, 1 ish to thank my husband, Masoud, and children Cyrus‘and Kaveh, for helping me nce work and home, Lalways look forward to seeing you at the end of the day. bal AS. I would like to express my appreciation to everyone at Kingwood College for creating a great environment for teaching and learning. I am especially grateful to the ESL faculty for their insightful suggestions and to the ESL students for their generosity in sharing their writing, Lastly, and most importantly, | would like (0 thank my wife Alice for working with me on this project and our sons Cyrus and Kaveh for adding so much color to our lives each and every day. MS.7 eee Contents Introduction . ene . a . vii Unit 1: The Sentence and the Paragraph PART 1: Stimulating Ideas... . . . . a arwsactmemene ff ‘The Paragraph Formatting a aragraph PART 2: Developing a Paragraph... 0. 5 Paragraph Organization The Topic Sentence Supporting Sentences ‘The Concluding Sentence PART 3: Unity and Coherence... . . . . seeeeee WB Unity a Paragraph Coherence within a Paragraph PART 4: Editing Your Writing ene ne 19 Simple Sentence Structure Punctuation and Fragments Run-on Sentences PART 5: Putting It All Together... 0... 1 Unit 2: Descriptive Paragraphs PART 1; Stimulating Ideas... 2... sae BD Reading Text: “Sari of the Gods” PART 2: Brainstorming and Outlining cee BB Descriptive Organization PART 3: Developing Your Ideas... ee 38 Using Specific Language PART 4: Editing Your Writing... 0.2... as ead Using Adjectives in Descriptive Writing Using Be to Describe and Define PART 5: Putting It All Together... ........ uvaumcme Hf iv ContentsUnit 3: Example Paragraphs PART 1: Stimulating Ideas. . . . 52 Reading Text: “Bumping into Mr, Ravioli” PART 2: Brainstorming and Outlining... ..... . . vats ‘xample Organization PART 3: Developing Your Ideas. . . 59. Using Examples as Supporting Details PART 4: Editing Your Writing... 2.2... eee 65 Forming and Using the Simple Present Subject-Verb Agreement PART 5: Putting It All Together... 2.00... 0. 2 ee 69 U rocess Paragraphs PART 1: Stimulating Ideas... 2... eee ++ 76 Reading Text: “How to Fight Off a shark” PART 2: Brainstorming and Outlining a 79 Process Organization PART 3: Developing Your Ideas. . . 2. 84 Using Time Order Words in Process Paragraphs PART 4: Editing Your Writing. ©... 2... oe a) Using Imperatives Moduls of Advice, Necessity, and Prohibition PART 5: Putting It All Together... [Link]. 00. : 95 Unit pinion Paragraphs PART 1: Stimulating Ideas . - 100 Reading Text: “City with a Gray-Green Heart PART 2: Brainstorming and Outlining .............. - 103 Opinion Organization PART 3: Developing Your Ideas... . . . panne 1s 1B Using Reasons to Support an Opinion PART 4: Editing Your Writing . . . ‘ es 18 Using There Is/There Are to Introduce Using Because of and Because to Give Reasons PART 5: Putting It All Together... ..... ot weet 6 TAT! Contents vvi Unit 6: Narrative Paragraphs PART 1: Stimulating Ideas . Reading Text: “The Snake-\ PART 2: Brainstorming and Outlining . . . Narrative Organization PART 3: Developing Your Ideas... 2. ee 130 Using Sensory and Emotional Details Showing Order of Events in Narrative Paragraphs Showing Simultaneous Events PART 4: Editing Your Writing... 2... 2.2 eevee eee 136 Forming and Using the Simple Past Forming and Using the Past Continuous PART 5: Putting It All Together... ....... ss coc A Appendices Appendix I: The Writing Process . 447 Appendix Il: Elements of Punctuation 2148 Appendix lll: Glossary... . . . 149 Appendix IV: Correlation to Grammar Senso . 152 ContentsIntroduction Effective Academic Writing is a three-book series intended to usher students into the world of academic writing, The goal of the series is to provide stuclents and theit teachers with a practical and efficient approach to learning the skills, strategies, and knowledge that are necessary for succeeding in content coursework. A parallel goal is to provide opportunities for students to explore their opinions, discuss their ideas, and share their experiences through written communication. By guiding budding writers through the experience of composing various types of paragraphs and short papers, we hope to provide students with the tools and the confidence necessary for college success. The Paragraph Book | of Effective Academic Writing, The Paragraph, introduces students at the high-beginning to low-intermediate level to the academic paragraph. The first unit provides a review of sentence structure and an introduction to developing and formatting an academic paragraph, Each of the following five units then addresses a particular shetorical mode and provides user-friendly guidance to mastering the form. The book also offers ntimerous opportunities for practicing relevant grammar points. All grammar presentations and practice aré correlated to Grammar Sense 1 Book 1 contains several features designed to support students in developing the skills that they need for college writing: ‘* Each unit contains an authentic text to provide ideas and context for the assignment. « At strategie points in the unit, students read and analyze authentic student paragraphs to see how other students have written on the same or similar topics, + Each unit contains concise and effective language presentations designed to develop students’ understanding of rhetorical modes and to improve their grammatical accuracy. + Each unit offers usefill writing outlines so that students ean structure their writing and internalize the practice, + Each unit offers collaborative leaming activities allowing students to work together and share ideas. ‘+ At relevant points in the unit, editing exercises and editing checklists are provided so that students ean refine their weiting, ‘Timed writing activities come at the close of each unit to prepare students for class writing, + A seties of learner friendly appendices are provided at the buck of the book to encourage student independence, A glossary of common grammar terms for student reference is included. Introduction viiviii Unit Organization Fach unit introduces a theme and a writing task-and then guides the writer through 4 five-pant process of gathering ideas, organizing an outline, drafting, revising, and editing, As students write, they practice specific skills and put language knowledge to work to produce a paragraph that follows academic conventions. The thetorical and language-related. goals of the unit are identified on the opener page. Part 1 Part 1 opens with an image to spark inferest as students begin thinking about the topic. This is followed by a short authentic test, Suidents answer questions about the text that will help them connect the writer's ideas to their own knowledge and experience. They then move on to 2 freewriting activity, an unstructured writing taske in which they can explote the topic without worrying about organization or grammar, Part 2 In Part 2 students are introduced to a specifi rhetorical mode. ‘They begin by brainstorming ideas and vocabulary that they will use to write their paragraph. They then learn about rhetorical organizational features and read and analyze a student paragraph. Finally, students produce an outline for the paragraph they will write Jater in the ur Part 3 In Part 3 stidents develop the ideas from their outline ind produce’a first draft. This part opens with a second student paragraph for students to analyze. As they answer questions about the second student model, students review the organi features learned in Part 2. They ate then introduced to specific, level-appropriate language points that will help students shape and structure their writing, Students now write their first draft and, using a’ peer-review checklist, check each other's writing for organization and clarity of ideas. Part 4 In Part 4 students edit their writing and produce a final draft. This part focuses ‘on particular grammar trouble spots relevant to the theme and the thetorical style presented in the unit, Following the concise language presentation, students complete practice exercises to help them develop their grammar skills and build confidence. Students then move on to editing their own writing, and prodiice a final dat. Part 5 The final parvof the unit is titled “Putting It-All Together.” This is the summary of the other parts of the unit. Through a series of skill exercises, students review the points covered in Parts 1~4. They are then given the opportunity to write a timed paragraph using. similar chetorical focus, but on a different topic. Guidelines for using their time efficiently are suggested. This part also provides students with a comprehensive checklist to review what they have written. The unit closes’ with, suggested tasks for future writing that can be used for more practice. IntroductionThe Sentence and the Paragraph Unit Goals ——— Rhetorical facus; + paragraph organization + formatting a parigesph + unity and coherence in a paragraph Language focus: + simple sentence structure + capitalization and end punctuation + fragments and run-on sentencesExercise 1_ Thinking about the topic ‘Discuss the pictures with a partner. + Look ut the people writing, What kind of weting is each p + Are they writing for others or for themsely er? © Whar other kinds of writing can you think of + What kind of writing de you usually da? Rhetorical Focus The Paragraph A panigmph is u group of sentences about a topic. In this book, you will learn ow tingle Uaioe the following kinds of paragniphs,,. #1n.a descriptive paragraph the writer describes a person, a ora thing. + in an example paragraph the writer explains = topic by tei examples. 2 Unit 1: The Sentence and the ParagraphIna process paragraph the writer expliins haw to’do something step by-step. «Inn opinion paragraph the writer expresses bis or her feelings, ideay, und opiniens about s-wpic. Ind farrative paragraph the writer tells 4 story. Formatting a Paragraph Margins ‘A-paragmaph must have a margin on the right and 2 margin an the left This means that the paragraph begins 1 ineh or 1 1/4 inches from the edge-of the paper. Spacing ‘A paragraph should be double-spaced. indenting ‘The first sentence of a paragmph must be indented, This means that it begins five spaces in from the left: margin. Indenting shows the reader thnt a new pazagraph is beginning. On a computer, you can indent with the Tab key. Connected Sentences ‘The seniences in parigraph should follow each other. tis not a paragraph ifevery sentence begins an a new line. A well-supported paragraph has at least § sentences and often more. Tite A paragraph by itself usually has a tie. This is one word ora group of ‘wort that tells what the topic is. Part! 32) Iden’ the elements of a Read the paragraph. Then label the formatting elements of the paragraph, Use the words in the box. a, margin, double spacing indent. tithe 2. love the color red, No other color symbolizes so many different ‘emotions and experiences. Life would be very boring without the color red. Fires would not bum in the same way. The sunset would not be interesting, and blood would not be so surprisingly beautiful. Red is powerful when it appears in nature, and it is also powerful when it 4. ‘appears in our emotions. Red is love. Red is anger. Red is beauty. I Tike to live life in a strong way, $0 1 think T sill always admire the color red, + lear about paragraph orgenization > 4 Unit 1: The Semence and the Pamigraph7 aS OL Rhetorical Focus: Paragraph Organization Atypical paragraph has a topicsentence, supparting sentenees, and a concluding sentence. # The topic sentence introchuets the topic und tells what the writer vill say abour the topic. #-The sentences that follow further explain and support the topic sentence, They are cilled supporting sentences, # The concluding sentence often repeats the information in the topic sentence ina different way. Exercise) Reading a student paragraph ‘Read the paragraph below and note the topic sentence, supporting, sentences, and concluding sentence. What was it that scared the ‘barefoot boy? Barefoot Boy Tia scary experience when I was a young boy. One evening while my parents were eating dinner, 1 was playing barefoot inthe ‘yard with my toys. Even now Istill remember the perfume of the flowers afd the moisture of the grass. While I was sitting on the grass and playing with a truck, I looted up at the sky, and my attention was distracted by the beainy of the sutrs. Then I felt something cold and smooth slide over my feet, I stayed perfectly stil, but looked down atmy feet, Then I saw a snake slowly slithering over my toes,/I felt terrible and afraid, so my heartbeat very fast. After the snake moved away, T screamed to my patents for help, and they captured the snake and took it away. The experience frightened me, and I never weal ——| outside barefoot again,Exerce 2 Analyzing the student paragraph Examine the organization of the paragraph by answering the questions. 1. What is the topic sentence? Write il below. . How many suppering sentences are there? 3. In Your apinion, Jo the supporting sentences explain the topic sentence? 4. Write the concluding sentence below. 5. Doss the concluding sentence repeat the information in the topic sentence tn anew way? Rhetorical Focus ‘The Topic Sentence: ‘The topic sentence Is uswally the first or second sentence in a ‘paragraph, It intreduces.a new idea. It presents the topic and explains ‘what the -writer will say about the topic. ‘This explanation is called the controlling idea, . ‘Read the following topie-semtences. In each one, the topic is my: friend. The controlling ideas explain what the writer will say about the topic. These controlling ideas tell the reader what to expect im the supporting sentences. [sopte] — [eenrrotting idea ‘My friend is an honest person. My friend is the funniest person | know, ‘My friend has a terribly dangerous job. Atopic Sentence must not be a simple fact of a specific densil. ‘controlling ides must say something ubout the topic that can supported, developed, or demonstrated in the supporting "The: controlling idea must also not be too general, or the topic sentence will be unclear. ‘Avsurprise party is a kind of party. (too generals There were 14 guests at my surprise birthday party. (too specitec? My classmates gave me an unforgettable suprise party for my 18th ‘The last topic sentence i effective beeiuse it intrsduces the tog and has 2 controlling idea that ean be developed in the Sentences. The parigsaph will probably tell the sirry of tities 6 Unit 1: The Semence and the Paragraph“Geercie]_Identifying topics and controlling ideas In each topic sentence below, circle the topic and underline the controlling idea. 1. (Rings the aes. + nature close! 2. My uncle had a frightening experience asa young man 3. Test messaging has hecome popular among teenagers 4, Hffective time management requires four sy eps Tvory college student should fake a computer course Exercised Identifying effective topic sentences Exercise In cach sentence below, circle the topic and underline the controlling Idea. If the sentence dees not contain an effective controlling idea, write an in the blank. For the effective topic sentences, write what you think the supporting sentences will be about. 1 __Giy doctors vere kins to his patients The writer will lve cxamplen of ways in which hie doctor is Hn tients. ‘ned rice is easy to prepare if yon follow some si 3 Tam going to write abuut my country 4 Thad an adventure in the jungle last year. 5, ___ Video games are not bad for children. 5 Writing topic sentences Use each word or phrase below to write a topic sentence with a controlling idea, Then share your sentences with a partner. 1 Pets Fitts are aoad companions for older pe 2. A first eat 3. A terrible teacher Tennis Pant 7Rhetorical Focus Supporting Sentences Supporting sentences acd iriformation about the topic and the controlling idea. Supporting sentences can include definitions, ‘explanations, and examples, Read the topic sentence below, Then study the types of supporting sentences that might follow it [oe] aig ts] ‘Young people are too dependent on computers. ‘Supporting definition [Dependency on computers means that young people cannot perform the normal tasks and functions of daily life without them. ‘Supporting explanation In the old days, people memorized important information, but today’s youth rely on their computers, cell phones, and PDAS to do assignments, ecard numbers, and save important information, As a result, they can find themselves unprepared in an emergency such as 20 olectncal blackout: Once their batteries die, these people will not be able communicate Supporting example For example, Ido all my schoolwork on my computer. When my computer ‘crashed last week, I lost my only draft of an essay that was due the riext day ‘Asa result, | gat 3 bad grede. Exeicite 6 Identifying tople sentences and supporting sentences For each set of sentences, write 7S next wo the topic sentence. Write SS next to the supporting sentences. 1, SS a. Mosquitoes are attracted tw heat. SS}, Mosquitaes-wil fly several miles 10 find food. SS & Only the female mosquite bites. TS d. Mosqquitsres ane interesting insocts a. Qne of my hobbies is listening to international music. ____b. Thawe a Large enllvetion of word music recordings. —— © My friends and artisis we discover, Ub F enjoy going to concerts by musicians fram different «atuntries, to introduce gach other to new international 8 Unit 4: The Sentence and the Paragraph3. ____ a | like the wary people decorate their homes and stores. _— b. Lenjoy gaing shopping in cold weather. © Tenjoy the parties and celebrations of the winter holiday, —— 4. really like the winter holidays. a. My new-apartment bis big closets, b. My new apartment Is perfect for my roommaite and me. _—— © My new apartment is close to school and work. _—— 4. My new apartment is not too expensive for students, Rhetorical Focus The Concluding Sentence ‘The concluding, or final, sentence of a paragraph usually reminds the reader of the topic and controlling idea of the pamigraph. The concluding sentence restates the mutin idea. Topic sentence ove the color red. Concluding sentence ike to te fife in a strong way,'so F think | will always acimire the color ted. 1n addition to restating the main idea, the concluding sentence may: warn the reader. f you do not follow these steps, you may not get the grade that you want. smnike a prediction. The automotive industry will change, and soon everyone wail be driving pollution-free cars. give an opinion about the topic, ‘Some people might disagree, but | think larnb is the best meat for grilling. Sometimes writers signal the concluding sentence by using the phrase In conclusion, In conclusion, learning 2 second language has many advantages. Pan 2 9Exercise 7 Ider jorting sentences and concluding sentences Read the topic sentences below, Write 5S next to the three supporting sentences and write CS next to the concluding sentence. A. The best way CS. a. When you explore San Francisco by foot, you can experience all the city has to offer, 83 b, When you walk, yuu experience the different smells of the: restaurants, the plants and sometimes the ocean, S56 You cin stup and look in the windows af shops or sit on a beneh fora short witile and look at interesting people. Wyo see something see San Francisco is by walking. SS d. Inacar ora bus, you cannot stop easil inceresting because parking is alificult An egg taco takes only five minutes to-matke. Your delicious egg taco is realy to-eat in just a few minutes by Heats flourtonilla in a-smatl amount of water __— & Seramble two eggs with a title salt and pepper. When the es are done, slide them inte the weir tortilla and fold hover, 3, My paper is tate because something happened! to my eoniputes, __ & Twasalmost finished -wriling my paper, and 1 was checking, it for errors b. Suddenly, my computer screen went blame, and the power was go The accident made me fase many hours of work, so Ecoule not tum in my essay on time. oh Latter, T Feared that 8 squitel got on the power Tine and disap: the electricity. A. Denjoy the riverwalk in San Antonie, The riverwalk is lower than the streets of the city. —— b. You cin walk down stains te a canal with a stene pail and plants con each side, 6 There are many: shops, restaurants and hatels along the pth The riverwalk iu pleasant place to spend an afternoon in Sant Antonio, ening 10. Unit L: The Semence and the bn dieExercise &__Examining concluding sentences Circle the word that best describes each of the concluding 2, Swdents who are not careful with eredit cards can go into debe quickly. a. prediction 1b. opinion cc. waming 3. Venice, aly, isthe most beautiful eity in the world. a. prettiction 'b, opinion c. waming, 4. You will be able to preduce a beautiful paper crane with only a little bit of practice. a. prediction , opinion ©. waming 5. ‘There are many reasons why movie stars make poor politciins, a. prediction by, opinion warning 6, The desert is a benstiful beir danigerous place to hike, so de your research and take time to prepare carefully a. prediction, b, opinion waming learn about unity and coherence in paragraphs. Pot 2 11Unity and Coherence — Good academic writers follow specific steps to make sure their writing fs both clear and accurate. They gather, organize, and develop idcas. ‘They write drafts, sometimes two or more. When they revise each draft, good writers look for unity, coherence, and grammaticat problems. Rhetorical Focus Unity within a Paragraph ‘A paragraph must have unity. A parigraph has unity when’all the sentences support a single ikea. #"The paragraph must have one-controlling idea in the topic sentence: Othenvise the paragraph loses focus. # The supporting sestences must support or explain the controlling idea with examples, details, steps, or definitions. Otherwise, the paumigeiph. will not be about one single ide. The concluding sentence should restate the idea in the topic ‘sentence. Otherwise the main idea might not be clear. Topic sentence _My friend Macarena is generous. Supporting sentences: ‘She often fats travelers stay in hee home. She has hosted many’ students ‘temporarily She sends money to her famly in Chile every month to help ‘them wath thei bills. She always brings flowers or food 16 her frends when they are'sick or have @ need. ‘Concluding sentence “Macerena is one of the most genious peonie | know. Note that all the sentences are about Macarena’ generosity. A -semence about the way she looks or about her job will not support the uniy of the paragraph uunlessit somehow relates to Macarena's generosity, V2 Unit The Sentence and the Paragmph,Exercise 1__Reading a student paragraph Exercise 2 ‘Read the paragraph. Where did the pink sheep come from? The Pink Sheep Many years ago, a special gift came to me in an interesting, way. When T was a small boy, | enjayed playing in my garden. One day. | found a hole in the wall of my garden, It was near the ground, S01 could not see through the hole, but I knew that behind the wall was my neighbor's garden. Who made that hole? | felt really interested, 80 1 used rocks to make the hole wider, One day, when I was trying to break through the wall, I noticed a small hand appear from the hole. The hand was holding a rubber sheep. [t was pink and it had wide eyes. I caught that rubber sheep. Then I pushed my favorite wooden truck through the hole to give to that child on the other side. Sometimes T bought toys with my lucky New Year money. A long time later, when I was old enough to go out, I went around the comer to find the chile who gave ime that special gift, but nobody was in that house, My neighbor said that @ girl used to Tive there, and she was the same tige as me, I never found her, but her gift has a special meaning for me, Analyzing a student paragraph for uni ‘Examine the organization of the paragraph by answering the questions ‘below. Then compare your answers with a partner. 1, Circle the topic and undertine the controlling idea 2. After you read the controlling idea. what cid you expect the supponing ideas toexplain, Write your anewer in your own words, 3. One sentence in the paragraph is off-topic and does not suppor the unity of the paragmph. Draw a line through it i. Why does this sentence hurt the unity of the paragraph? Write your explanation below. Pat 3 13nizing unity in suy sentences ‘Read the following topic sentences. Put a check (7) next to each sentence below that supports the topic sentence. 1. Fant an omanized person, fa, My desk is always neat und tidy, fb. Thive a system for organizing my papers, and 1 ean always find what I need. — © Veet uncomfortabie when Tam ina strange environment. ad. My friends always want me to help them pur their closets in onder. 2, Twenty questions isan easy game to play when you are traveling. _—— 4 The person whois “it” must think of a person, place, or object, by, Sometimes people travel by car, and sometimes by train or airplane, © It is very important to uavel with people thar you get along with, —— 4, The other players take rurns asking questions that can only be answered with “yes” or “no.” 3. Tea and coffee are very different from each other. a. Coffe has more caffeine than tea does b, Coffee and tea both have caffeine \ ¢. People enjoy tea and coffee during social oceasians. ¢L Tea ismuch more common around the world than coffee ix. 4. In iny opinion, people spend too much maney on ers —— 4. Some drivers spend a fourth of their income for a car payment, whieh is unnecessary, by Gans donot increase in value, so they arenot & great investment. © Car companies are always looking for ways to mube Vehicles sifer ‘on the road. — 4. People whe do not pay cash must alse pay interest, 80 thiey lease even mare money. 5. I is easy to get a sports injury. a. Many people enjoy sports _ }, Runners often have problems with their ankles andl knees. © Basketbull players can break their fingers or get knocked over by another player. —— 4. Many people make the simple mistake of joining a gym, and then they never go there to exercise. 14 Unit 1: The Sentence and the ParagraphExercise 4 6. My city is famous because of its architecture 8) We have ancient red-uled buildings around the main square —— b, The restaurants near the beach serve great seafood. © [thas expensive treelined boulevards with beautiful limestone buildings and monuments, dL. A famous university is located on the side of mountain Read the paragraph below. Cross out the two sentences that are not about the controlling idea. Life in a New Place Jam a Thai girl living in the ULS., and there are many adjustments that | must make. First of all, 1 must get used to a new kind of food. 1 am learning to eat a lot of haaburgers because they are not expensive and they are easy to buy. The people are different and I am learning to meet new foreign friends. Forexample, two of my new friends are from Pakistan. Pakistan is also an interesting country’ to visit, ‘The weather requires another kind of adjustment. Some days, hot just as in my country, but on other days it is cold and this is very strange for me. I ¢ame to the U.S. to study and 1 enjoy my classes and my teachers, Lam adjusting to the U.S. in many way’, but itis not a problem for me because | like to know about different places and people. Seercise Developing unity ‘Write two supporting sentences for cach of the following topic ‘sentences. Then exchange books with a partner and check your partner's sentences for unity, 1. Computers are useful in many wavs 2. There:ure certain characteristics that T always look for in a good restaurnt Pan 33, When f want to look niice fora party, Hollow a few simple steps. 4. There are activities in a park for family embers of all ages. 1 “There are many ways to'show respect to older peaple, 6, When you are going camping. there are some things you should always take: with you. Rhetorical Focus hetoricat rocus Coherence within a Paragraph A paragraph must also have coherence, This means that the supporting, details are organized so that information that goes together appears together. Writers often use time, space, or order of importance to present the supporting information ina paragraph coherently, The following example is onganized by space. When you drive into the airport, you will see many signs for the different terminals. After you pass the signs, you will drive aver a hill, The airport 8.071 the other side of the hill. On your ight, you will see the Intemational terminal, This terminal fs two stoties tal. The frant is all glass, On the left, you will see the domestic terminals. 16 Unit I: The Sentence and the ParigraphIdentifyin jerns of coherence Paragraph 1 My favorite restaurant is in an old house. It ix very eonventent because itis in my neighborhood, We can drive, or if the evening is pleasant, we can walk, It has a nice atmosphere and friendly services ‘We kaiow some of the waiters und waitresses so we enjoy talking to them because they ask us about our childrea, We especially like the decorations, The walis are soft yellow, and candles and fresh flowers are on the tubles inside and outside. Finally, the food is excellent: ‘The cook is the owner and he makes delicious dishes with fresh ingredients. We always enjoy our meals. Time Space Order of importance Paragraph 2 My favorite restaurant is in an old house, My husband and F enjoy: cating there on summer everiings. We usually walk from our house 80 ‘We can enjoy our neighbors* gardens and get a little bit of exercise, The not too bright. We arrive afiemoon sun shines through the trees but it ardusk, and if we are lucky, we cam sit outside, The waiter brings 4 basket of warm bread and a cold drink. We have an appetizer or a sclad while the sun goes down. Then the waiter lights the candles while we -enjoy the main course, By the time we finish deser, it is night time, We walk home slowly, feeling full but happy in the moonlight. Time Space Order af importance Pats 17Exercise 7 Evaluating coherence within a paragraph Read the following paragraphs. Which one has better coherence? What is the pattern of organization? Paragraph 1 Soceer brings the world together in many ways. During the World Cup. people fram all over the world are mined in, If they can not see it in person, they watch it om television. Many countries participate in the world cup. People lexm about the teams from different countries. and they Jeam something about those countries, When people are watching the World Cup, they do not eare if the game is on at four am. in their country. They will stay up to watef it, They learn about the flags from different countries because they will see the fans, Paragraph 2 The best way to meet new friends is to take'a class, First. all the people in a class have something in common. They all want to Jeam about the subject, so there is something to talk about. Second, ‘everyone secs cach other every time the ¢lass meets, so there are many opportunities to get to know others, Third, there are often activities and group projects so students can work together, and this is the best way fo get 10 know people, By the end of the class, it is hard not to know: your classmates. UMLiceage ec * learn about simple sentence structure. + learn about end punctuation and capitalization, + learn about fragments and nun-on sentences, Unit 1: The Sentence and the ParagraphEditing Your Writing Language Focus Simple Sentence Structure A sentence i a statement that expresses a complete idea, Sentences fonm the building blocks of written communication. They include aifirmative statements, negative statements, and questions. A complete sentence must havea subject and a verb. Subject ‘The subject tells who or what the sentence is ubour. Sometimes the subject is singular, and sometimes it is plural, Fatima smiled. (singufer subject) Siblings fight: (plural subject) Subjects can be mare than one ward, Lois and Peter have eight children. ‘The hungry kittens ran to their mother: Vor ‘The verb refers to an action or x state, It indicates tense or time, Two common tenses are present ard past. Jared sings. (present tense) Ducks walked across the street. (past tense) A-sentence can have more than one verb, My brother studied hard and earned [Link] in economics. Exercise 1__Identifying subjects and verbs ‘Underline the subject and circle the yerb(s) in each sentence. 1, Mymother(fised)sewen children, 2, She cooked! andl cleaned all day long 3. My father and his brother have a snvall business. 4 My three sisters live in Vietnam, Thelp my-unt during the day und go te school i. the evening. My parents bought 2 new ca. Pond 19Answer cach question below in a complete sentence, When you finish, exchange books with your pariner, Thea undeeline the subject and circle the verb in each of your partner's sentences. Exercise'2__ Writing simple sentences | 1. Shar spons clo you enjoy? (fia aoccar ad tn Where da yous iv 3. What do you like to do on the weekends 4. Where do you sus? 5, ‘What kind! of food do you like? 6. Who do you enjoy spending tine with? ee | Punctuation and Capitalization -* The first word in a sentence is always capitalized. ‘The wedding lasts for several days. | # A complete sentence can end in-a period. ‘A good speech begins with a joke A question ends witha question mark, | Do your enjoy learning about the world? = Occasioniilly, writers use an exclamation mark to give emphasis to a wentence. Hooked down and sliding across my bare foot nasa giant green mambat | 20 Unit A: The Sentence and the Paragaph Np ty iExercise 3 intifying end punctuation Read the paragraph. In cach sentence, underline the subject and circle the verb(s). Then draw a box around each end punctuation. Summer by the Sea ‘My favorite memory fs)about my familys It happened a long time ago before my brother got married and moved out. My parents had seven children, All seven of us piled in one car fora summer holiday by the beach, We traveled in that crowded car for two days! Finally we arrived at a small howse near the beach. It had one big room with many. beds and an other room for cating and cooking, The kids spent all day ‘outside, We played together in the water, Sometimes, my mother made ‘a picnic dinner. We sat on the sand to eat and watch the sun go down. ‘One night we brought out blankets and slept by the water. I lowed that time. We talked and looked at the stars until late at night. This wonderful summer holiday was the best time of my life. Language Focus — Fragments ‘Every sentence must have a subject and 2 verls and express. a complete idea. A'sentence that is missing a subject or a verb-is incomplete. It is called 9 fragment. Incorrect Correct like Minneapolis, fs a dean city. | like Mirineapoits. tt a clean city. ‘Subject is missing) They successful, (verb is missing) They are successful Part 4 2Exercise 4__Identifying and correcting fragments Decide whether each fragment below is missing a subject or a verb. ‘Then rewrite it so that it is correct. 1. Some food very spicy. Some tood is vervepey 2 Com my favorite vegetable. 3. 1s very bright in the aftermoon 69a nap fortwo of three hours, 5, Rats tice. 6, There flowers im the market. Language Focus | Run-on Sentences “TWo Sentences that run together without cofrect puneation between them are called run-on sentences. One way to correct a run-on sentence is to put a period hetween the sentences; Another way is 10 add a comma and a conneeting word Incorrect Correct Freceived letter it was from received a letter 1t was fram my sister, my sbter (p0 punctuation between (period added betwreen the sentences) two sentences) They laughed, | felt better. They laughed, and | felt better: (comma alone between {connecting word adtied) two sentences} 22. Wait 1: The Sentence and the Paragraph eeExercise 5 Identifying and correcting run-on sentences Correct the following run-on sentences by rewriting them on the blanks below. 1. Lama fulltime student. 1 live ina great apartment near campus, JIctien i 2. Thereare mice living underneath my house they make a lotof noise at night, i campus, &. T used to eat rice and vegeubles for breakfast now 1 ear cereal and milk 4. 1 do noe drive: 1 ride thie bus. 5. Lam saving money for a hicyele [ also want ta buy a camer. Exercise 6 Editing for fragments and run-on sentences Correct the three fragments and two run-on errors in the following paragraph, Do not forget to use appropriate punctuation and capitalization. My Hotel Job My mother’s cousin owned a hotel, and I worked theneas- young man, T enjoyed this work very much, Met many interesting people. One time a family came to stay in the hotel. They a daughter, she ‘was my age. We met often and talked about our lives. I invited her 19 my house to meet my family. She told us about her life in the United States, We shared our customs with her, Later my mother told me something unforgettable. She said, “I know thai you are going to live in America.” My mother a very smart woman, she was right. I came 10 ‘America to search for my friend. tam still looking, Mer © review’ the elements of n parmgreph: * review unity and coherence. + reviewe correcting fragments and run-on sentences. Pana 23Putting It All Together Exercise 1 Ider ing the elements of a paragraph 1 a My Grandfather the Baker 14> My grandfather has a lot of respect in our community. He is the 2 3 4 —5. been his profession since he was young. He started working there at ft bread made him famous. Nowadays he makes some bread only once in Read the paragraph. Then label the formatting elements of the paragraph. Use the words in the box. owner of a bakery called “The Family Bread Factory.” The bakery has the age of 13, He feamed many recipes. The most delicious and secret recipe uses oatmeal and other ingredients that only he knows. This a while because his legs bother him, and he gets tired easily. Instead, he sits at a table, and the people of the town come to buy bread and to pay their respects. Everyone admires him very much because he is an honest and hardworking man, Exercise 2 Identifying topic sentences and supporting sentences. For cach set of sentences, write 7S next to the topic sentence that states the topic and provides a controlling idea. Write SS next to the supporting sentences, 1 a. The calendars ane different. i The weekend sturts om Friday instead of Saturday. “The time is different because my country does nox follow’ Greenwich time. —'e, There: are: sexe world and the weste ry specific differences between my part of the countries, Twas tniveling 1o Las Angeles to visit my cousin. ___ by My phine was delayed, so oar stuck at the airport, © Lexperienced a strange colnekdenee last year. ch Lheardl my math teacher from my ole hometown calling my name: 24 Unit 1: The Sentence and the ParagraphySa ke several things about my English lass. —— b: Tam meeting many new friends from different countries. 6. Every dy, Tlearn new words, and I keep them in a notebook. _—— d. Sometimes we play games-and laugh during the class time. 4 a. You can use the lnreret to find a great deal of information, but if you do net have the right skills, you can waste a lot of time. _—— by The Intemet can be ineredibly useful if you know haw to use it. © “There are opportunities to buy and! sell proctucts on the Internet, ‘but you have to know the proper way to send money. —— d, The Internet is a goad place to find a job for people who know how to use search engines. Read the paragraphs below. Then read the concluding sentences that follow and decide which one works besi. Copy the sentence you choose inte the paragraph. I feel happy whenever Tam standing beside a train track because Lam waiting for someone who is close to me. 1 was the youngest chile in my family, so my older brothers-and sisters left home before I did. However, they always returned for vacations and holidays. My mother and father and I were always at the train station to greet them. Tenjoyed the smell of the train and the roaring noise it made as the big | Black engine pulled into the station, 1 would jump up and down trying to see while everyone crowded around the doors. “There they are!” my mother would cry. I would run to jump into the arms of my beloved | brother or sister, | There They Are! | | In conclusion, 1 always had an enjoyable visit with my brothers and sisters. i. Th conclusion, my whole family likes train stations, ©. Now Lam an adult, but { till feel joy when go-to the train station to meet yomeone I love. Pans 25A Wise Shopper ‘A consumer can save a lot of money by shopping wisely. This means he is always looking for sales and collecting eoupons, but it also means the person is not a compulsive shopper. In other words, the wise consumer does his research and makes a plan so that he knows what he is looking for. He is not tempted by attractive products that are not necessary, Sometimes he goes home without purchasing anything. He might think he wasted his time: but he knows he did not waste his money. a. In conclusion, a compubbive shopper can never be a wise shopper, by In conclusion, a wise shopperalso Keeps 1 budget so that he knows how much he ean spend, © Tnconclusion, a wise shopper finds ways to save money on the price att tor avoid buying what he does not need Bverise a) Ed a pal Read the paragraph below. Cross out the two sentences that de-not ‘support the topic sentence. My Red Couch 1 acquired a new couch in an interesting way. I was walking to the bus stop, and 1 saw a yard sale, The family was selling a beautiful but heavy red couch at a very good price. I really Liked the couch, andl 1 ‘wamted to buy it, However, there was a problem. 1 did not have a truck, and my apartment was five blocks away. Suddenly, I saw my classimate ‘across the street, She usually sat-mext to me ina computer class. I told ther my problem, and she offered to help. Then I paid for the couch and imy friend and [earried it down the street. When we got tired, we sat down to rest on the sidewalk, Finally, we brought it to my door, and 26 Unit 1: The Sentence and the Paragraphmy neighbor helped carry it upstairs. I really like to buy old things because I live in an old building. It was a funny day for me, and I like to remember this day whenever I come home and see my beautiful red couch. Exercise 5 Identifying subjects and verbs Underline the subject and circle the verb(s) in cach sentence. 1. My classmate drinks hot chocolate. 2, We lived in Lima, 3. Hong Kong has many interesting neighborhoods, 4. My brother eats rice and drinks milk at every meal, Exercise 6 Practicing with end punctuation. FE Add the correct end punctuation to the following sentences. |. How do men and women meet each other 2. When f got home, there were candles and fresh flowers everywhere__ 3, He was late to his own binhday party__ 4, The guests danced Merengue and Salsa___ | Beecise7__ Identifying and correcting fragments ‘Decide whether each fragment below is missing a subject or a verb, Then rewrite it correctly. 1. Suddenly fell down. 2. Has a teopical climate, 3, Lwalking beside the lake with my best frie 4, Wasan imporsant day for me, Pat 27,Exetdise 8 Identifying and correcting run-on sentences Correct the following run-on sentences by rewriting them on the blanks below. 1, We watched a movie it was about a dindsaur that lost its mother. ee 2. We have a harvest moon festival every ‘kiosks with noodle soup and other deli in oureity, there are parades and owns Food! a 3, [had to stop going to schon! fora while, my father wanted! me te help him with his business. rr 4. Rice pudding is delicious and easy-to mathe It is great For parties, 100, oe 28° Unit 1: The Sentence and the ParagraphDescriptive Paragraphs Unit Goals Rhetorical focus: + descriptive organization Language focus: * using specific language + using adjectives in descriptive writing * using de to define and describeStimulating Ideas In a descriptive paragraph, the writer uses words that create an Image and help the reader see, touch, feel, smell, or taste the topic that he or Beercise 1 Thinking about the topic Discuss the picture with a partner. © Howisthe woman dressed © Where is she? = Have you cver scen someone dressed this way? Iso, where? Eiercise 2 Reading about the topic Prapulla is a young Indian bride. She and her husband, Shekar, are maving to New York, where he has a job with a U.S. company. Prapulla must decide how she will dress in her new country: in western pants and skirts, or in a sari, the traditional dress for Indian women. Why Is the sari so special to Prapullat 30. Unit 2: Desoriptive PanigraphsSari of the Gods En route to New York on the jumbo, Shekar had discreetly pened up the conversation about what she'd wear once they were in America. At the mention of skirts she had flared up so defiantly te had to leave the seat. For Prapulla, it was not convenience but convention that made the difference She had always prized her saris, especially on the occasions when she wore her wedding ‘sari with its bive, hand-spun silk and its siver border on which images of the gods had been embroidered. ‘She remembered the day she had shopped for the sar, t had been a week before her wedding, The entice family had gone to ‘he silk bazaar and spent the day looking for the perfect one, They hhad at last found it in the only hand-spun sari shop in the market. ‘The merchant had explained that the weaver who:had knitted the ‘9005 into its border had died soon after, taking his-craft with him. ‘This was his last sani, his parting gift to some lucky bride. ‘Shara Chandra. GS Sarjot the God. Minnaapols Coffe House Press, 1989. ‘en route am the way border: the eiige of sometbinyg jumbor« large sisplane ‘embroidered: decorated by sewing with convention: a traditional way of behaving small sticches ff eins something Dazaars in open marker with many shops prized: considered something very valuable and stalls hand -spuns woven by hand (craft ability or sll silks an expensive, soft, smboth fabric Giercise 3 Understanding the text ‘Write 7 for true or F for false for cach statement. 1. Prapulla went shopping for her wedding sari with her family: —— 2 Prapulla’s wedding sari was made by han —— 3) Prupilla’s wedding sar was white — 4 The man who wove Prapulli’s svedding sari told her sire was lucky. —— 4. The sari was the bist one in the stare Pant 31Exercise 4 Responding to the text ‘Write your answers for each question in full sentences. Then discuss your answers with a partner. 1, Pripulla is going to live in New York with her néw husband. How does her husband want her to dress? Why do you think so? Ne SS 2. What do you think Prapulla ‘will wear in New York? Why do you think so? ————————————————————— See 3, Why is Prapulla's wedding suri important to her? Exercise 5S Freewriting Write for ten minutes on the topic below. Express yourself as well as you can, Bon't worry about mistakes, Prapulla has special memoties and feelings about her wedding sari. On a separate piece of paper, write about 4 piece of clothing that is special to yeu: + What does tt kooks like? © How did you get it? + Why is it important to you? = How does it make you feel? ‘+ learn about descriptive organization. «= brainstorm ideas and specific vocabulary to use in ‘your writing. + ereate an outline for your descriptive paragraph. 32. Unit 2: Descriptive ParagraphsBrainstorming and Outlining an WRITING TASK In this unit, you will write a descriptive paragraph about a special Possession. Exercise 1_Brainstorming ideas A. Review your freewriting exercise, Write the piece of clothing you freewrote about In the chart below. Then think of some other items you own that have a special meaning for you. Add them to the chart as well. Macha: or electronic Phatagraphs_| devices Artor music| Clothing B, Circle two or three items that you might like to write about. Describe ‘these items to a partner, Exercise 2 Brainstorming vocabulary A. With a pariner, think of words that you could use to describe items in the categories below. A few descriptive words have already been added to the chart. Mechanical of electronic: [Bewelry_ Photographs. | devices Artormusic_| Clothing silver faded wsetul cheerful colorful delicate serigus convenient | dramatic — | wan round happy practical silk Pan 2: 33IB. Select some descriptive words from the chart on page 33 and use them to write five sentences about the items you circled. M fa gold watch i dati ay ————— eee Rhetorical Focus Rhetorical FOCus Descriptive Organization ‘A descriptive paragraph describes a person, place, or thing so that the reader can picture itin his or her mind, ‘Topic Sentence + The topic sentence In a descriptive paragraph introduces the item that the writer will describe, + it may also include the writer's general feeling or opinion about the item. Supporting Sentences + The supporting sentences give some background information about the item. © The supporting sentences also give descriptive details about the item, ‘These details describe how the item looks, smells, feels, or tastes. = The supporting sentences may alsa describe in more detail how the writer feels about the item, Concluding Sentence ‘= The paragraph ends with a concluding sentence that restates the idea in the topic sentence using different words. fxeicise 3 Reading a student paragraph ‘Read the paragraph, What docs the writer plan to do with the ear? 34 Unit2: Deseriptive ParagraphsThe Long Life of my Grandfather's Car Town a car that has special meaning for me because it belonged to my grandfather. When he was a young man, he saved money so he ‘could buy a beautiful car to use on trips around the couniry. He finally: bought « Cadillac conventible. It was white and blue with silver trim. ‘There were white circles on the tires, and it had a powerful horn that made people jump out of his way. The seats were also white, but the dashboard was black. The steering wheel Had a brown leather cover. ‘The mats were gray and always clean, My geundfather took very good ‘care of the ear, and after he died my uncle gave it tv me. I am very happy because it still has the original motor, andl the body is intact. If it has problems, I will fix it myself. I plan to take wery good care of ‘my grandfather's car because someday L will use it to travel to all the states and cities that my grandfather visited when he was a young man, Exercise’ Examining the student paragraph A. Respond to the paragraph by answering the questions below. 1, Which of the following sentences best describes the main idea of the paragraph? a. The writer's grandfather traveled around the country in the 1950's. by The writer likes Gaclillac convertibles, ©. The writer has strong feelings ubour his rankllathir’s Cadillac: convertible Which of the following types of dewils did the author NOT include in the paragraph? & appearance by smell © sound 3. Accomting to the last xentence, wihy isthe ear Important to the author? a, Tt connects the writer ta his grandfather. 1b, The writer likes expensive ears. © The writer likes to work on cans and repair engines, B. Examine the organization of the paragraph by answering the questions below, Then compare your answers with a partner. 1. Underline the topic sentence in the paragraph, Part 2 354. Underline the concluding semence twice. Exercise Completing an outline Look back at the paragraph on page 35. Then fill in the missing information in the outline below. Topic Sentence item the author describes: The author's general feeling about the item: EE SS Supporting Sentences Background information about the Item: Descriptive details about the item: Details about the author's feelings: Concluding Sentence Restated idea 36 Unit2: Descriptive Punigmphscxercise 6 Writing an outline Review your brainstorming ideas and your freewriting exercise. Then. use the chart below to Write an outline for your paragraph about a special possession you own. Use the outline on page 36 as an example, Topic Sentence ‘What are you going to describe? What is your general feeling about the possession? Supporting Sentences Write some notes about the background or history of the possession, What are some details you can use to describe the possession? What ate some details you ean use to describe your feelings about the possession? Concluding Sentence Restate the idea in the topic sentence. ie kL) * Jearn to use specific language in your writing. ‘© write a first dratt of your descriptive paragraph. Pat 2.37Developing Your Ideas Evite 1 Reading a student paragraph Read the paragraph. How does the “treasure” make the author feel? My Special Treasure ‘My special treasure is a picture of my mother on her fifteenth birthday. This picture was always in my house when I was growing up, Years later, when 1 got married und moved jo Montreal, my mother gave itto me so that T would always remember her. Now it sits on the table next to my bed. 1 look at it and imagine my mother’s life on that day. [think she was excited because het [Link] shining with happiness. Her smile is shy as if she were thinking about a secret. She is standing next to a rose bush, and the roses are taller than she is, She is wearing @ beautiful white lace dress and black shoes. Her hair is Jong and curly, She looks lovely in this peaceful place, and 1 feel calm when I gaze into her eyes at the end of my busy day. This picture of my mother is my most valuable possession. _fxercise 2__ Examining the student paragraph 'A. Respond to the paragraph by answering the questions below in full sentences. 1. What isthe author's special treasure? Why does the author kee this possession? 3. Who gave jt to the author 38. Unit 2: Descriptive Paragraphs4. What words does the author use to describe the possession? B, Examine the organization of the paragraph by answering the questions below. Then compare your answers with a partner. 1, Underline the topic sentence, What will the writer describe 2. Does the writer give details ahout how she got the picture in the first part, the middle part, of the Inst part of the paragraph? 3. Does the writer describe what the picture Ivaks like in the first part, the middle part, or the last part of the paragraph? 1 Does the writer describe het thoughts and feelings abour the picture in the first part, the micklle part, or the last part of the paragraph? +. Underline the concluding sentence twice. Does it restate the idea in the topic sentence? >. How many sentences are there in the paraigreph? age Focus Using Specific Language Using specific language in descriptive writing helps give the reader a clear mental image:of what something looks, feels, sounds, or smells ltke, Read the following examples, Which set of sentences has a stronger effect? General Sentences Sentences with Specific Language He bought a vehicle. He bought a 1968 Cadillac. ‘We heard.a noise. We heard the sound of breaking glass. Suddenly, | smelled food, Suddenly, I smalied steak and onions. In the first column, the words are genetal and could! be used to describe a variety of vehicles. noises, or food. In the second column, the writer has replaced the general terms with more specific words for the topics being described. By doing this, the writer has made the topic specific and clearer for the reader. Pam 3 39Exercise 3 Ider ing Sy Lan ie Read the following pairs of sentences. Put a check (7) next to the sentence that fs more specific. 1. __ a, Tike to wear my grandmother's jewelry. fy Like to wear my grandmother's pearl necklace. best friend gave mea novel by Chang-Rae Lee for my birthday. by. My best friend gave me a book for my birthday. a. Someone lent her ain umbrella by. Her father lent her an umbrella 1 inherited some furniture. 1 inherited my grandmother's char, oe Steve has.a new laptop, Steve has a new computer. ve 4. Jordan received a toy: b, Jordan received a teddy bear. Exercise A Adding specific details Rewrite the following sentences. Replace the underlined words and phrases with words that are more specific. 1. thought apair of shess. in ir m Maria found some jewelry in the basement. 3, My mother gave me sme money, 4. ec my desk. My father enjoyed making things 6. My gnindpirents collected souvenirs 7. We always have vegetables with dinner, 40 Unit 2: Descriptive ParagraphsExercise 5 Editim ih for specific wage A. Read the following paragraph. Underline five words or phrases that ‘could be more specific. Then for each underlined word or phrase, ‘write one question below that you could ask the writer to help him or her be more specific. My Lost Treasure Box ‘When I left my home town, my relative gave me a special box. ‘She said 1 could use the box to keep my special treasures, The box was made of a special material, and it was painted a bright color. When | ‘opened it, it played a pretty song. I kept this box on my dresser and Tused it to store my things, Unfortunately, I lost my beautiful box when I moved 10 a different city, but I will always remember it and my relative who gave it tome. B, Rewrite the paragraph on a separate piece of paper, changing the underlined words and phrases to make them more specific. When ‘you finish, compare your paragraph with a partner's. Exercise 6 Writing a first draft Review your outline. Then write your first draft of a paragraph about a possession that is important to you, Exercise 7 Peer editing a first draft After you write your first draft, exchange it with.a partner. Answer the questions on the checklist on page 42. You may also write comments or questions on your partner's draft. Then read your partner's comments ‘on your draft, and revise it as necessary,Put.a check (/) as appropriate. Write answers in complete sentences in the lines provided. (771. Does the paragraph have a topic sentence? Can you iefentity the possession the writer wil describe? (2: Does the writer provide background information about the possession? IF 0, write it here ————— SS SS ————— eS Does the paraaranh have enough descriptive details to make the description dear to the reader? Does the writer use specific words (instead of general terms) in the description? If there are words that could be more specific, write: them here _ Set SS 15. Does the paragraph have @ concluding sentence that restates the idea in the topic sentence? learn to use the verb be to dese ‘edit your first draft for mistakes. 42. Unit 2: Descriptive ParigriphsEditing Your Writing Now that you have written a first draft, it is time to edit, Editing involves making changes to your writing to improve it ancl correct mistakes, Language Focus Using Adjectives in Descriptive Writing Adjectives are words that describe nouns, Writers use adjectives to lve the reader a more complete picture of the people. places, and things they swant to describe, Compare the following pairs of phrases. Notice ‘how the adjectives help you visualize the object a bicycle — a racing bigrcle, adesk —> a large, metal desk * An adjective can come before a noun. Ifthe noun is singular, use a/ait or the before the adjective. Lown an antique violin My mother gave me a'big hug. + Adjectives have’ only ne form. Use the sime adjective With Singular and pluni! nouns. a lovely bracelet two lovely bracelets * An adjective can come after 6. When two: adjectives come after be, separate them with and, ‘These shoes are comfortable, ‘My fathers expression is wise and serious. * Notins can also. fonction as adiectives. In the follewing examples, the first noun describes the second noun. 2 rose garden pocket knife A When a noun functions as un adjective, it is always singular two kitchen tables ‘two kitchens tables (mcomect)lenti adjectives Read the following sentences and underline the adjectives. 1. Dake care of my sturdy, old bieyele. 2. Lam fond of my house plant. 3, Tehas broad green leaves ancl delicate, white flowers 4. bought a straw hat at a music festival. 5, Te-was not expensive, but | liked it because it was practical and attractive. 6. Lbought my mug at-a small tourist shop at the Phoenix airport, ‘Exercise 2 Using adjectives ‘Change the following sentences by adding two or three adjectives to each one. 1. My umbrella is like-a friend, bre! like an 2 Tlove my bicycle. a 3, No one understands why I stil wear my jeans. oe 4, If eould only save one thing from a fire, it would be my chair 5, The piano in my parents’ house is located in the room. a 6. My mother gave me her ring. a Language Focus Using Be to Describe and Define Use the verb be to describe the subject of a sentence. You can use either a noun or an adjective after be. ‘* You can use be + adjective ta describe’ conditions, physical chanicteristies, age, and personality. Physical Condition Characteristic Age Personality He is ready. lam/strong. © My daughteris sx. Gabriela is gracious. 44 Unit 2: Descriptive ParagraphsYou cin use b+ nolin (or noun phrase) to identify or define something, or to describe oceupations and relationships. identifying Describing Occupations —_escribing Relationships tBamen He ls awaiter ‘We are classmates. Acin academic writing the contracted forms of the Verb beare not acceptable. Use the full forms of the verb in both affirmative and negative sentences. The marmoset is 2 small mammal. ‘They ate nat responsible for the research, Be with Adjectives i ‘Be with Nouns \ ‘SUBIECT [ADIECTIVE sumect | BE om am i 3 t| Meaty: 1 a we |B Hee she | enet © She | Knot ‘You You are are We | young. We They | renee) they | af pot Exercise 3 Using be with adjectives Finish the following sentences with 2 form of the verb be and one or more adjectives to describe people you know. ‘My twacher Ie-crnative: es My classmates 1 2 3 My parents 4. My neighbors 5 6 My cousiné and 1 ! Excite 4) Using be with nouns Finish cach sentence below, Make sure there is a noun In your answer. 1. There is an lohaler for my asthma in my backpack, 2 Thereig__ an mye 3. My father is, 4 Someone who writes novels is Pad 45 eel LLC C_,5, There is downtown. 6, Someane who designs houses i sieitise5) Editing a paragraph ‘Read the parageaph. Correct the mistakes with adjectives. There are five mistakes. For help review the rales on page 43. Thave'a new digital camera, and Tam very excited about using it because it has so many fearures useful. 1 do not need to spend a lot of time focusing it. It has automatic focus, People do not have to wait a long time for me to take their picture, In addition, its tens is powerful. 1 ‘ean photograph # person and scenery, and both are elear when I print the finals pictures, Another feature allows me ta delete pictures blurry. T save alot of money because T donot have to print ugly pictures. { am very excited about my new camera because its convenient easy, and T can take interestings pictures with jt. Texpect 10 have a lot of fin with it. Gene Editing your first draft and rewriting Review your paragraph for mistakes, Use the checklist below. Then, write a final draft. Puta check (/) as appropriate. 571. Did you include adjectives in your sentences to give your reader @ more complete picture? O12: Die you use adjectives after articles and before nouns? (213. Did you use the verb be before adjectives and nouns? (4. Did you capitalize the first letter of each sentence and put end punctuation at the end? oe eee « review the elements of a descriptive paragraph. + review adjectives and the verb be. 1» practice writing with a time limit, 46 Unit 2: Descriptive ParagraphsPutting [t All Together In this part of the unit, you will complete four exercises to improve ‘your accuracy, write 2 timed paragraph to improve your fluency, and explore topics for future writing. Exercise! Using specific language Rewrite the following sentences. Replace the underlined words and phrases with words that are more specific. 1, Jam reading a hook 2. In the photograph, the person is holding something. 3, Laura Went to Eunope fora while 4. Itisa picture of amonumént 5. Thhe water flows through a forest 6. Our room looked out aver some scenery, Exercise 2__ Identifying adjectives Read the following sentences. Underline the adjectives. 1. We planted a vegetable garden bebind the house 2. Friendly people are usually happy 3. She has diferent ite. 4. My favorite books are historical novels 3. The clitss'is upset about the math test Par $47Exertise 3 Using adjectives Rewrite the following sentences and add two or three adjectives to each one. 1, My brother owned a car My friend bias ee 3, The man was a teacher Se a 4. This object is actually a computer, a 3. Thave a plant and a cat a & There is a tree neat to the house ee Exeicise 4 Editing a paragraph ‘Read the paragraph. Correct the mistakes with adjectives. There are six mistakes. My most valuable possession isa handmade Persian carpet. My parents gave it to me as wedding gift right before I married my husband, This earpet is made of woo! and silk. It is rectangular in shape, and it has a gold fringe along the borders, The colors of my carpet are mostly dark réd on a cream colored background, but there are also blue and browns designs woven into it. In the center of the carpet, a round medallion is decorated with exquisites Hines and curves. “The carpet is not thick soft, but itis lovely to look at. L keep it in: my Jiving room because it reminds me of my parents wonderful, and the ‘country beautiful where it was made. Ci timen waitine: 45 minutes Write a descriptive paragraph about your favorite place to visit, Before you begin to write, review the following time management strategy. 48 Unit 2: Descriptive Paragraphs _eStép1__ BRAINSTORMING: 5 minutes Weite down some interesting places you have visited. Then write down some specific details about cach place. When you finish, choose the place you would like to write a descriptive paragraph about, Step2 OUTLINING: 5 minutes: ‘Write an outline for your paragraph, General feeling about the topic: ‘Supporting Sentences Background information: Details that discribe the topic ‘Details that describe how you feet about the topic: Concluding Sentence itep 2__ WRITING: 25 minutes Use your brainstorming notes and outline to write your first draft on a separate picce of paper. Part $ 49Step EDITING: 10 minutes When you have finished your first draft, check it for mistakes, using the checklist below. Put a check (7) a5 appropriate. 1, Does the paragreph heve a topic sentence that introduces the thing you will describe? 2) 2, Didi you include background information about the thing yau ere describing? Did you include descriptive detaits about how the thing looks, smelis, tastes, sounds, feels, etc? Did you use specific words-as part of your description? Did you use adjectives as part of your description? ‘Are adjectives used correctly? (Refer to'the rules on p. 43) Does the paragraph have a concluding sentence thet restates the idea in the topic sentence? 1. Write a descriptive paragraph on one of the following topics. «A person that you admite (outside of your family) «A favorite piece of art or music * Your favorite room in your ome © A way to trive! that interests you (by bicycle, 2, Imerview a friend, classmate, or relative about his or her views on one of the topics above. Take notes during the interview. Then write a descriptive paragraph on the topic, but from your friend's point of view, hot air balloon) 50 Unit 2: Descriptive ParagraphsExample Paragraphs Unit Goals Rhetorical Focus * example organization * using examples as supporting details Language Focus: + forming and using the simple present + subject-verb agreementStimulating Ideas Writers use examples to help readers understand what they mean. A good example supports a more gencral idea with something specific, In chis unit, you will write a paragraph that uses examples as supporting details. fieitise 1 Thinking about the topic Discuss the picture with a partner, © Who ik the linle girl with? © Who do you think she is ulking tex © Where do youthink she might be going? + What do you think her daily uctivities might be? # Would you describe her life as “busy?” Why or why aot? Exercise? Reading about the topic Three-year-old Olivia lives in busy New York City and has an imaginary friend, What is the main problem with this imaginary friend? : Example ParagraphsBumping Into Mr. Ravioli My daughter Olivia, who just turned three, has an imaginary friend whose name is Charlie Ravioli. Qiivia is growing up in Manhattan, and so Chadlie Ravioli has a lot of local traits: he Ives in an apartment “on Wiadison and Lexington; ” he dines on grilled chicken, fruit, and bottled water, and, having reached the age of seven and a half, he feels, or is thought, “old.” But the most ‘peculiarly local thing about Olivia's imaginary playmate is this: he is ‘alvrays too busy to play with her. She holds her toy cell phone up to her ear, and we hear her talk into it: "Ravioli? its Olivia .. t's Oliva. ‘Come and play? ©.K. Call me. Bye.” Then she snaps it shut, and shakes her head, “I always get hhis machine,” she says. Or she will $93, “I spoke to Ravioli today.” *Did you have fun?” my wife and ask. “No. He was busy working: On 2 television” (leaving it up in the air if he repairs electronic devices of has his own talk show), Gopnik: A “Boring iia Mir Ravel.” The New Yorker: September 50, 2002. —— imaginary existing only in the imagination playmate: « childs companion in play or trait features, characteristics recreation dines on: ex ‘snap: close with a sharp sound Exercise Understanding the text ‘Write T for true or F for false for each statement. —— 1. Olivia is three years old. —— 2 Chute Ravioli ts a real person. —— 3. Olivia offen plays with Charlie Ravioli _—— 4. Charlie Ravioli is very different from-mvost New Yorkers. —— 5. Ollvia often talks to Chartie Ravioll in peso, Exercised Responding to the text Write your answers for each question in full sentences. Then discuss your answers with a partner, 1. Whois Olivia? Part 532. Whois Chartie Ravioli? 3, According 10 the author, is Chaifie Raviolla typical New Yorker? Why do you think so 4, What does Charile Ravioli eat nd drink? Why do you think the author includes these dette Exercise 5 Freewriting ‘Write for ten minutes on the topic below. Express yourself as well as you can. Don't worry about making mistakes. “The writer descries Charlie Raivioll asa busy person. How saul you describe ‘younvell’ On a sepanite piece of pape, make a list of four arfive adjectives that you ‘would usc to describe youll: Then write alwiit why each one describes you. You. may choose from the list below or use other adjectives. sictive athletic boring ‘compassionate confident counigeous creative difficult exible fun generous hurchworking healthy intelligent onganized proud shy stubborn * brainstorm ideas and specific vocabulary to use in your writing, * create an outline for your example paragraph. 54 Unit 3: Example ParagraphsBrainstorming and Outlining Ea WRITING TASK Jn this unit, you will write an example paragraph that describes you and ‘your life. You will use specific examples to support your ideas, Exercise 1 Brainstorming ideas A. Review your freewriting exercise. Then choose one adjective from your feeewriting exercise that you would like to write about. Use that adjective tw complete the sentence below. This will be your topic sentence, fama/an____ person. B, Complete questions 1 und 2 below with the same adjective. Then ‘write your answers to the questions, 4. What experiences hurve your had that shew you are a/an 2 ivities do you often do that show you are a/an Exercise? Brainstorming vocabulary ‘A. Read the following lists of adjectives. Add any new words you can, think of to the chart, Use your dictionary for help. |, eutgoing, optimist, adven uous. ae mn wutgoing, optimistic, adver fi feeloes | peaceful, nervaus, embarrassed, gloomy, excited, stocky, petite, graceful, handsome, Appearance intelligent, creative, social, organized, athletic, Characteristics Part2 55B, Choose four words from the chart that you might use as examples in your paragraph. Write a practice sentence with each word ‘you choose. Lam shy le, | when | met oo me —— an Rhetorical Focus Rhetorical Focus Example Organization ‘An example parigniph gives examples so that the reader clearly understands the writer's ideas about a topic, Topic Sentence «The first sentence introduces the topic. ‘alsa includes the controling idea, or what the writer will say about the topic. Supporting Sentences ‘The middle sentences glve examples thal support the controfing ides. ‘© These examples give a clear picture of the writers specific meaning. Concluding Sentence “The last sentence of the paragraph restates the topic and what the weiter has said about it. Exercise3__Reading a student paragraph Read the student paragraph. Why is the title “Like a Mule"? Who in the Paragraph is like » mule? Like a Mule Tam a stubborn person, My friends and relatives are sure about this because they have experience with me. For example, | do not take advice from other people: When I was looking for work, I had to make avchoice berween two jobs, My mother and my husband wanted me 56 Unit 3: Example Paragraphsto take a job ina childcare center, but I did not like it. Ewa stubbom, {and T did not take their advice, | tonk:a different job at a bookstore, ‘Also, I do not change my mind easily, For example, when E bought my car, 1 wanted it in white, The car dealer had all the other eolors, green, gold, blue, even red. I said no, and we went to different dealer on the freeway about 50 miles away. They had the ear in white, Naw 1 am driving a white car, Also, always defend my opinions. For example, t do hot like the wife of my hiisbarid’s friend. She is a mean petson, and [told her what T thought of her, so we do not spend time together as couples. My life is not always easy, but | am proud to be a strong and stubbom woman. Exercise 4 Analyzing the student paragraph ‘A. Respond to the paragraph by answering the questions below in fall sentences, 1. What are the Uiree main ways in which the author iy stubborn? ‘Why does the aut 'B, Examine the organization af the paragraph by answering the ‘questions below. Then compare answers with a partner. 1, Citele the topic and underline the controlling idea, 2. Real the second sentence. What do you expect the supporting details to describe 3. How many examples does the author give? ¢ example that shows the author's stubborness. A, Write 5. Do all the supporting sentences suppen the topic sentence? Pan2 5?