Supplementary W.S. (All LVS)

BOOKLET
J1 Research Writing
01 Researching
• In research writing, we can gather information from a variety of sources.
Some information might be more reliable than other information and it is
important to research from a wide variety of sources to avoid bias.
• What are some good and poor sources of information? Why?
Good Sources
Poor Sources
02 Brainstorming
• To produce quality writing, we must compile a list of our ideas on paper,
even if we will not use every idea. Although it is tempting to write less, it is
far better to have a lot more information than you need than to not have
enough content and write in poor or weak details to fulfill requirements.
• Read page 1 of English Writing J1 and think about what sources they used.
• Think of another source the author could have used to write the passage:
Source
03 Revising
• Revision helps us to make our writing better. If we only write the passage
once, then it is likely that we will have errors, weak arguments, and poor
vocabulary.
• Read The Dangers of the Spitting Cobra and attempt to revise as directed:
What sentence
could you improve?
Rewrite it here.
Which sentence
do you think isn't
necessary?
01 Eye Level Writing | Concept Study

SUPPLEMENTAL WORKSHEET J1
Let's learn some vocabulary that will be useful in your writing.
1. This is a substance from plants that may ① flavonoids

offer protection from some diseases.
② f atty acids
2. This is the thin layer covering a cell.

① mental
②m
embrane
3. Chocolate is made from these seeds.

① c acao
② c hoco
4. This means to give something much more energy.

① s uperfuel
② s upercharge
Let's practice using a few more words in sentences (pick any 4).
available nutritious healthy source

boost energy know identify
1.
2.
3.
4.
Eye Level Writing | Concept Study 02

BOOKLET
J2 Opinion Writing
01 Researching
• In opinion writing, we aim to persuade people or to change their views or
to take action. Although it is your opinion, it is important to provide solid
reasons in order to persuade others.
• Identify which is the strong and weak argument in the chart below and
discuss why.
I know you are very busy, but please come to speak at my school
about your books. Every kid I know loves your books and we've
watched all the movies. They are just as good as the books, maybe
even better!
I think you are the best author to come and speak to the kids at my
school. Your books won many awards for being so funny and since
your books were on the best-seller list for over 6 months, many kids
know about you.
02 Brainstorming
• Read page 1 of English Writing J2 and think of additional details that are
missing that would make the passage more convincing (use 5W1H).
Details
03 Revising
vocabulary.
• Read Best Place to Visit and attempt to revise as directed:
What sentence
could you improve?
Rewrite it here.
Which sentence
do you think isn't
necessary?

1. This means to make something better. ① improve

② e xample
2. This means being alone from other people.

① privacy
② s ecrecy
3. This is about a person's nature, such as how

honest they are. ① c haracter
②q
uality
4. This refers to a lie that is small and doesn't

significantly harm or deceive. ①w
hite lie
② black lie
treat charm regret decide

unfortunate trouble realize develop
1.
2.
3.
4.

BOOKLET
J3 Narrative Writing
01 Brainstorming
• The process of Narrative writing differs from most other types. It can be real,
non-fiction, or imaginary, fiction. However, a good narrative must consist of
at least one setting and character as well as a plot.
• Read page 1 of English Writing J3 and identify additional elements about
the character.
How would you
describe the main
character?
What are the main
character's desires
and motivations?
How does the main
character grow or
change?
• Good stories have conflict and resolution. What are the conflicts in the story
Spelling Bee Queen?
Main
Conflict
Resolution
02 Revising
vocabulary.
• Read Spelling Bee Queen and attempt to revise as directed:
Improve one sentence
here by adding more
description.
Is the story
interesting? What
would make it better?

1. Between or involving many countries. ① international

②n
ational
2. An african journey for adventure.

① safari
②M
alawi
3. A quick look at something.

①g
limpse
②m
ist
4. A slang word meaning that you agree with

something or that you understand it. ① f ool
② cool
spectacular site capital familiar

gigantic favorite tour structure
1.
2.
3.
4.

BOOKLET
J4 Informational Writing
01 Researching
• In informational writing, we need to gather facts and information similar to
research writing. However, the goal of an informational passage is to teach
or inform the reader about a particular topic.
• Consider the below prompt and think about related facts
Write at least 5 facts about how airplanes work. Use 5W1H to help you. You do not need
to write full sentences.
02 Brainstorming
even if we will not use every idea. Page 1 of English Writing J4 has various
information about bees.
• Now, try to write a short passage about airplanes using the facts above.
03 Revising
once, then it is likely that we will have errors, weak sentences, and poor
vocabulary.
• Think about your passage above, then rewrite it as instructed below.
Rewrite a sentence
by adding more
description.
Add a conclusion
to sum up the facts
you presented.

1. A disease that affects the motor neurons of a ① Lou Gehrig's

spinal cord and causes muscle weakness an
atrophy. ②P
arkinson's
2. To follow or chase something.

① subdue
② pursue
3. Concerning or involving the ideas of a subject

and not its practical application. ①h
ypothetical
② theoretical
4. To give away money or goods to another for free.

① donate
② remit
diagnose physicist advance insist

author theory dedication influence
1.
2.
3.
4.

BOOKLET
J5 Response Writing
01 Prewriting Task
• Response writing requires you to react or respond to a piece of writing that
you have read. Be careful not to summarize or repeat their points, as the
reader wants to hear about your reaction, not a retelling of the facts. When
you read the passage, think about the aspects of the paper that interest you.
• The below passage corresponds to Page 2 of booklet J5. Read it and complete
the activities listed.
Before Europeans came to America, Native Americans were playing a very

interesting game. This game was called “little brother of war” because it
was so violent. Interestingly, the game is similar to soccer and field hockey.
In fact, it is still played in many countries. However, the rules are quite
different. This game is now called lacrosse.
Lacrosse was taught to young men in the tribes. However, it wasn't taught
to them as a game. Lacrosse was meant to teach these young men how to
be warriors. As you can imagine, it was a very dangerous game. It taught
the men how to fight and how to work as a team. If a person was good at
lacrosse, he would be an excellent hunter and fighter.
Usually, one tribe played against a nearby tribe. Each player carried a
wooden stick. There was a small net at the end of the stick. Players used
this net to catch a small ball and to pass it to their teammates. The teams
played on a very large frield with goals at each end. To score a point, a
player had to throw the ball into the goal. The first team to score twelve
points won. However, it wasn't very easy to score. Sometimes, the games
lasted all day.
Since lacrosse was training for war, the players acted like warriors before
the game. They didn't eat for several days before a match. They also sat in
a sauna for several hours before a game. Then, they would jump in a cold
river. They believed this helped them prepare for battle. The players also
wore paint on their faces and bodies to scare the other team.
During the game, players passed the ball to each other and ran around the
field. There was only one rule: no player could touch the ball with his hand.
Players could hit each other with their arms, legs, or sticks. Often, players got
seriously hurt during a game. However, no one got upset. That was part of
the game.
Today, the game is still very popular in North America. In fact, it is the
national sport of Canda. Young boys and girls learn how to play the game
when they are young. Luckily, the rules for the game have changed, and
each player wears safety equipment. This helps make sure that players don't
get hurt. The game is a great exercise and a lot of fun.

1. A specific part or feature of something. ① aspect

② r espect
2. A game adapted from the Native Americans

game of “little brother of war”. ① lacrosse
② hockey
3. Referring or relating to something involving

people who share a culture. ① r egional
② national
4. A small room used as a hot-air or steam bath

for cleaning and refreshing the body. ① sauna
② spa
tribe toss vicious injure

frighten leap starve tradition
1.
2.
3.
4.

BOOKLET
K1 Opinion Writing
01 Researching
• In opinion writing, we aim to persuade people or to change their views or
to take action. Although it is your opinion, it is important to provide solid
reasons in order to persuade others.
• Identify which sentence is more convincing and discuss why.
An average person breathes out about 500 liters of carbon dioxide

a day. This does not seem like a lot, but collectively, our 7.7 billion
population breathe out over 3.8 million cubic meters of greenhouse
gases.
An average person breathes out a lot of carbon dioxide every day.
Considering how big the population there is, a lot of carbon dioxide
is breathed out every day contributing to the greenhouse gas
problem.
02 Brainstorming
• Read page 1 of English Writing K1 and identify the main ideas that the
author identified in his opinion paper. What other ideas could be used?
Ideas
03 Revising
vocabulary.
• Read The Greenhouse Effect and revise it as directed:
What sentence could

you improve?
Rewrite it here.
Which sentence
do you think isn't
necessary?

SUPPLEMENTAL WORKSHEET K1
1. This means to move about in an energetic way. ① bustle

②b
usy
2. This means to like something more than

another. ① infer
②p
refer
3. This adverb means by a lot of people.

①w
idely
②p
opularly
4. This means to think about something in a

①p
erceive
particular way.
② deceive
nuisance embrace community remote

constantly stress option landscape

BOOKLET
K2 Research Writing
01 Researching
• What are some good and poor sources of information? Why?
Good Sources
Poor Sources
02 Brainstorming
• Read page 1 of English Writing K2 and think about what source they used.
Do you think one source is adequate? How could writing be improved with
more sources?
Suggestion
03 Revising
vocabulary.
• Read The Galapagos Islands and revise as directed:
Find one sentence
lacking detail and
rewrite it here.
Find one sentence
which presents a
poor argument.

1. This refers to a person that gives things to people ① philanthropist

in need (such as money or food).
②a
ctivist
2. The difference between skin colors is an example

of _________ bias. ① racial
② c ultural
3. This means to move things in or out of an area

illegally. ① c onfine
② s muggle
4. This means alone.

①m
orality
② solitary
possess offense prosper politics

inspiration exploitation influence strive
1.
2.
3.
4.

BOOKLET
K3 Informational Writing
01 Researching
Write at least 5 facts about any country. Use 5W1H to help you. You do not need to write
full sentences.
02 Brainstorming
even if we will not use every idea. Page 1 of English Writing K3 has various
information about languages.
• Now, try to write a short passage about a country using the facts above.
03 Revising
vocabulary.
• Think about your passage above, then rewrite it as instructed below.
Rewrite a sentence
by adding more
description.
Add a conclusion
to sum up the facts
you presented.

1. A sensory organ, especially in fish, that can ① electroreceptor

detect electric fields.
② e lectric organ
2. A long, narrow cut or opening.

① slice
② slit
3. Vertabrates that are warm-blooded, produce

milk for young, and generally give birth to live ① mammal
babies (not eggs). ②a
nimal
4. The lobes of a whale's tail.

① flukes
② jukes
regulate cartilage rely sway

oceanic vertebrae rigid colossal
1.
2.
3.
4.

BOOKLET
K4 Narrative Writing
01 Brainstorming
• Read page 1 of English Writing K4 and identify additional elements about
the character.
How would you
describe the main
character?
What are the main
character's desires
and motivations?
How does the main
character grow or
change?
• Good stories have conflict and resolution. What is the main conflict in the
story My Childhood Fear? How did the character overcome the fear?
Main Conflict
Resolution(s)
02 Revising
vocabulary.
• Read My Childhood Fear and attempt to revise as directed:
What sentence could
you improve?
Rewrite it here.
Is the story
interesting? What

1. Refusal to believe or accept.

① misbelief
② disbelief
2. Strange or unusual.
① secular
② peculiar
3. To go across or extend over.

① span
② expanse
4. A curving or twisting shape.

① swirl
② surl
unsuited toxic widespread shudder

applied official distraught majority
1.
2.
3.
4.

BOOKLET
K5 Response Writing
01 Prewriting Task
• The below passage corresponds to Page 2 of booklet K5. Read it and complete
the activities listed.
The Black Stallion by Walter Farley

Alec left his cabin and headed to the deck of the ship. He couldn't get the
image of the beautiful, black Arabian out of his mind. He crept toward the
stall, listening for the horse. He heard nothing. The Black, as he had begun
calling the horse in his mind, was surprisingly quiet.
As he got closer, he looked through the darkness toward the window of the
stall. He finally saw The Black whose head was out the window, his nostrils
twitching in the sea air. The Black snorted softly, his ears forward and his
black mane flowing in the sea wind. Alec caught his breath at the sight. He
had never imagined that such perfection could exist. He reached into his
pocket for the sugar cubes he had taken from the dinner table. As Alec took
another step toward the stall, The Black saw him and, giving a wild, piercing
whistle, disappeared back into the stall.
Alec left the sugar on the windowsill and quickly walked away, knowing
that the horse wouldn't appear again with him standing there. When Alec
stopped back by the stall on his way to bed, he saw that the sugar was gone.
He returned every night with more sugar.
For a few weeks, as the ship stopped along different parts of the west coast of
Africa, Alec left sugar for The Black, hoping each night to c atch a glimpse
of the fierce stallion. One night, as the ship sailed north with Portugal on
its east side, Alec went back to the stall. Heavy clouds filled the sky, while
muggy wind blew and lightning flashed in the distance. When Alec arrived,
The Black was looking out the window again, nostrils twitching and a fierce
look in his black eyes. The Black saw Alec, whistled softly, and turned back
to the sea wind.
Alec wanted to shout for joy; this was the first time the horse had stayed. He
held out a hand filled with sugar. The horse whistled again and still didn't
move away. Alec knew this was the closest anyone had gotten to The Black
since the horse had come on board. He put the sugar on the windowsill and
took a small step back. After a moment, The Black moved over and ate the
sugar. Alec smiled as the rain began to fall. He went to bed, overjoyed at the
progress he was making with the wild, black stallion.

Alec woke up suddenly, wondering why he was rolling across the floor of
his cabin. He struggled to his feet as the ship lurched and lightning struck
nearby. His belongings were scattered all over the cabin's floor, but Alec was
able to find his pants. As he pulled them on, he felt the weight of his pocket
knife in his back pocket. He found a shirt, and then he grabbed a life jacket,
throwing it on as he staggered toward the deck. He didn't think he'd need
the life jacket, but he knew the captain would tell him to put it on.
Alec fought his way to the deck of the ship, the noise of the thunder
deafening. As he stepped onto the deck, another flash of lightning lit up the
sky, illuminating the furious activity of sailors scrambling everywhere.
Alec walked carefully toward The Black's stall. The fierce stallion's head
stuck out the window, the stallion answering the noise of the thunder with
shrill cries. Alec held onto the rail of the ship, turning his gave back and
forth between the horse and the storm-tossed sea. Alec stood that way,
fascinated by nature's fury, for an hour, the storm continuing unabated and
his arm growing tired from holding tightly to the rail.
• Think about the following questions:

1. What kind of emotions do you feel after reading the text?
2. Do you think the author presented a good story, why or why not?
Let's practice using a few words in sentences (pick any 4).
frenzied abrupt hasten swarm

serene havoc plunge shrill
1.
2.
3.
4.

BOOKLET
L1 Narrative Writing
01 Brainstorming
• Read page 1 of English Writing L1 and identify additional elements about
the character.
How would you
describe the main
character?
What are the main
character's desires
and motivations?
How does the main
character grow or
change?
• Good stories have conflict and resolution. What are other conflicts in the
story Unusual Friend? What other conflicts do you notice in the story?
Secondary
Conflict(s)
Resolution(s)
02 Revising
vocabulary.
• Read Unsual Friend and attempt to revise as directed:
What sentence could
you improve?
Rewrite it here.
Is the story
interesting? What

SUPPLEMENTAL WORKSHEET L1
1. This means to have dislike for someone or

① bias
something for no reason.
② s car
2. This means to make someone feel better when

① console
they are sad.
② hug
3. This is for asking forgiveness about certain

①a
pologize
actions, behaviors, or statements.
② r andomize
4. This means to fake something.

①p
retend
② portend
treat compare acknowledge estimate

unfair solve discriminate interact
1.
2.
3.
4.

BOOKLET
L2 Argumentative Writing
01 Researching
• Argumentative essays are a type of opinion writing where we aim to
explain our position on a topic through facts and data. While it is still your
opinion, we need to form a solid basis for our reasoning through research or
we will not be believed.
• Make a brief counter-argument to the passage below.
Year-round school is a good idea for kids because children need a lot of knowledge to
prepare themselves for life. Also, children learn faster than adults because they have
fewer responsibilities and can focus on their studies. Research also shows an effect called
“summer slide” whereby kids forget a great deal of what they learned during summer
break. Therefore, year-round school is best.
02 Brainstorming
• Read page 1 of English Writing L2 and think of additional details that are
missing that would make the passage more convincing (use 5W1H).
Details
03 Revising
vocabulary.
• Read Dangers of GMO Foods and attempt to revise as directed:
What is the weakest
argument in the
passage? Why?
How could they add
more data to make a
better argument?

1. This means the hard surface of a road. ① pavement

② sidewalk
2. This means new, better, and different than existing

① naval
ones.
② i nnovative
3. This means to become smaller and smaller.

①d
educe
② dwindle
4. This means not interesting or boring.

①m
undane
② extraordinary
profound persuade deciduous miserable

nuisance issue convert crucial
1.
2.
3.
4.

BOOKLET
L3 Informational Writing
01 Researching
Write at least 5 facts about your school. Use 5W1H to help you. You do not need to write
full sentences.
02 Brainstorming
even if we will not use every idea.
• Now, try to write a short passage about your school using the facts above.
03 Revising
vocabulary.
• Now that you have a basic framework from research and brainstorming
what do you think is the most important point to inform readers about
regarding your school? Expand upon that point with more detail below.

1. A young person who has a great natural ability ① effigy

in a subject or skill
②p
rodigy
2. To have as parts or members.

① comprise
② c ompose
3. To characterize or have a great influence on

something. ①d
ominate
② r uminate
4. To use force to change the direction of something.

①d
eflect
② reflect
tactics inferior traverse hinder

navigate midfield exhausted opponent
1.
2.
3.
4.

BOOKLET
L4 Research Writing
01 Researching
• What are some good sources for the topics below?
Extent of Damage to
the Environment
Endangered Animals
02 Brainstorming
far better to have a lot more information than you need and to trim what is
poor than to not have enough content and write in poor or weak details to
fulfill word requirements.
• Read page 1 of English Writing L4 and consider their sources. Is there
information up-to-date? Check their facts with other sources.
Possible
Inaccuracies
03 Revising
vocabulary.
• Read How Plastic Pollutes the Environment and revise as directed:
Revise a detail that

is inaccurate or no
longer up-to-date.
Revise a sentence
which presents a
poor argument.

1. To make smaller or less important. ① extinguishing

② diminishing
2. Worried, unhappy, or serious

① dim
② grim
3. To give new life or energy to something.

① reinvigorate
② r esuscitate
4. In a way of guessing which is lower than the real

amount. ① conservatively
② reserved
eliminate verify stringent enact

despite regulate logical instill
1.
2.
3.
4.

BOOKLET
L5 Response Writing
01 Analysis
• Think of any piece of writing that you've read recently for the below activity.
Were there any key themes or morals that the author presented?
What is the key message from the author?
Story Theme(s)
How did the characters change as the story progressed?
Do the events match the theme? Explain.
Main Event(s)
02 Critical Review
• It is important to critically review other authors writing, be it narrative or
informational. The author should write in ways that make sense and do not
contain flawed logic. Using the outline above, write a paragraph to explain
whether or not the author conveyed their message clearly.

1. A witch. ① hag
② nag
2. To change.
① reform
② transform
3. Something that is long-established and

habitual by a certain people or culture. ① t raditional
② r ational
4. A distinguishing characteristic or quality.

① traits
② kraits
convey thesis demonstrate vague

moral aspect progress critical
1.
2.
3.
4.

BOOKLET
M1 Narrative Writing
01 Brainstorming
• Read page 1 of English Writing M1 and identify additional elements about
the character.
Who is the main
character in the
story?
Describe the traits of ①

the story's characters.
②
How does the main
character's friend
change in the story?
02 Revising
once, then it is likely that we will have errors, poor vocabulary, or not
enough description.
• Read Pancake Kings and revise as directed:
Use a thesaurus
to improve some
simple vocabulary.
Use figurative
language to make a
sentence better.
Use at least one

adjective to improve
a sentence.
Think of other
ways the author
could improve their
writing.

SUPPLEMENTAL WORKSHEET M1
1. This means to have a good or kind effect. ① patient

②p
ositive
2. This means to be upset or in a bad mood.

① grumpy
② s uspicious
3. This means to make someone believe a wrong

①m
islead
thing or guide them in a wrong way.
②d
ispute
4. This means to cause some harm or damage.

① c ompliment
② detrimental
friendship fragile benefit envisage

unfortunately humble glower suspect
1.
2.
3.
4.

BOOKLET
M2 Research Writing
01 Researching
• What are some good sources for the topics below?
Fossil Fuels
Alternative Energy
02 Brainstorming
far better to have a lot more information than you need and to trim what is
poor than to not have enough content and write in poor or weak details to
fulfill word requirements.
• Read page 1 of English Writing M2 and think about what source they used.
What other information should they have included to make it better?
Suggestion
03 Revising
vocabulary.
• Read Chimpanzees Are Closely Related to Humans and revise as directed:
Find one sentence

lacking detail and
rewrite it here.
Find one sentence
which presents a
poor argument.

1. This means to try hard to be more successful ① competitive

than others.
②a
daptive
2. This means to make something more pure.

① refine
②d
efine
3. This means to discuss.

①d
eliberate
②d
ispute
4. This relates to the activity of deciding how to

① s ales
advertise a product or brand.
② market
convert displace advantage evidence

determine extract infrastructure stable
1.
2.
3.
4.

BOOKLET
M3 Informational Writing
01 Researching
Write at least 5 facts about studying effectively. Use 5W1H to help you. You do not need
to write full sentences.
02 Brainstorming
even if we will not use every idea. Page 1 of English Writing M3 is about the
effect of music on learning.
• Now, try to write a short passage about a country using the facts above.
03 Revising
vocabulary.
• Think about the passage on page 1 of English Writing M3.
Rewrite a sentence
by adding more
description.
Which facts would
make the passage
more compelling?

1. A license allowing for exclusive rights to ① patent

something.
② portent
2. Something that is annoying.

① nuisance
② nascent
3. Related to the government of a town.

① principal
② municipal
4. Almost everywhere.
① e ndemic
② widespread
get stuck thrive merge venture

stem from demise build up cease
1.
2.
3.
4.

BOOKLET
M4 Response Writing
01 Prewriting Task
• The below passage corresponds to Page 3 of booklet M4. Read it and
complete the activities listed.
A Girl's Courage with Changing Colors

Iggie's House is often the first Judy Blume book kids get ahold of. The book
starts out telling a story many kids are familiar with-how to make friends
with a stranger. However, it quickly becomes about much more than just
this. Set in the 1970's, Iggie's house is a story of racial tension in America.
At the time in the United States, African-American people and while people
were just starting to live in the same neighborhoods. It was a time of
change and fear.
A new family, the Garbers, moves into the home previously occupied by
Winnie Barringer's best friend, Iggie. At first, Winnie is surprised that the
family is African-American. She is interested in them because she has never
met any African-American people. She meets them and quickly becomes
friends with the three Garber kids. Winnie's reactions are important. They
remind us about how we should face changes in our lives. Often people fear
changes or things that are different from the norm, and sometimes hate is
developed from this fear. Winnie confronted something new in her life with
optimism, and as a result she gained some new friends.
As Winnie gets to know the Garbers, the rest of the neighborhood stays
away. One neighbor, Mrs. Landon, even campaigns against the Garbers.
Mrs. Landon gets people in the neighborhood to sign a petition to
encourage the Garbers to leave their town, and she even puts up a mean
sign on the Garber's lawn. Here, some people might turn away. They might
think, “I'm the only person and can't make a difference.” In this section
of the book, we see Winnie's character tested. For the first time in her life,
Winnie feels completely alone and small. Not even her parents see things as
she does. In addition, the Garbers become upset with her and question her
motives. However, Winnie doesn't give in. She lets her voice, as small as it is,
be heard.
Even though she feels weak, she makes a questionnaire surveying the
attitudes of her neighbors about African-American people. She also
confronts Mrs. Landon-an adult-about her racism. Winnie shows us that
human compassion and understanding are the most important things.
Even when we feel alone and helpless, there is always something we can do.

In this book, Winnie shows us that one person can make a difference. Most
of the time, standing up for what we believe in will be difficult. Iggie's House
is a good book to read whenever we feel that a situation is hopeless or too
big for one person to tackle. The book also reminds us that an open mind
and a willingness to change are always important.
1. To come face to face with someone or something, ① confront

usually hostile or intending to argue.
② conflict
2. A reason for something.

① remote
② motive
3. Believe that something is good or acceptable.

① approve
② appraise
sinister precisely privelage isolate

activism prevent bully avoid
1.
2.
3.
4.

BOOKLET
M5 Argumentative Writing
01 Researching
• Argumentative essays are a type of opinion writing where we aim to
explain our position on a topic through facts and data. While it is still your
opinion, we need to form a solid basis for our reasoning through research or
we will not be believed.
• Brainstorm a brief counter-argument for page 1 of English Writing M5
02 Brainstorming
• Read page 1 of English Writing M5 and think of some detail that is not as
convincing (use 5W1H).
Details
03 Revising
vocabulary.
• Read Dangers of GMO Foods and attempt to revise as directed:
What is the weakest
argument in the
passage? Why?
How could they add
more data to make a
better argument?

1. To notice. ① preserve
② observe
2. To be helpful.
① beneficial
② s uperficial
3. To be necessary.
① essential
② preferential
4. To be not useful.
① improperly
② impracticality
claim drama empathize required

classical emphasis basically modern
1.
2.
3.
4.

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BOOKLET

01 Eye Level Writing | Concept Study

Let's learn some vocabulary that will be useful in your writing.

1. This is a substance from plants that may ① flavonoids

2. This is the thin layer covering a cell.

3. Chocolate is made from these seeds.

4. This means to give something much more energy.

available nutritious healthy source

Eye Level Writing | Concept Study 02

03 Eye Level Writing | Concept Study

Let's learn some vocabulary that will be useful in your writing.

1. This means to make something better. ① improve

2. This means being alone from other people.

3. This is about a person's nature, such as how

4. This refers to a lie that is small and doesn't

treat charm regret decide

Eye Level Writing | Concept Study 04

05 Eye Level Writing | Concept Study

Let's learn some vocabulary that will be useful in your writing.

1. Between or involving many countries. ① international

2. An african journey for adventure.

3. A quick look at something.

4. A slang word meaning that you agree with

spectacular site capital familiar

Eye Level Writing | Concept Study 06

07 Eye Level Writing | Concept Study

Let's learn some vocabulary that will be useful in your writing.

1. A disease that affects the motor neurons of a ① Lou Gehrig's

2. To follow or chase something.

3. Concerning or involving the ideas of a subject

4. To give away money or goods to another for free.

diagnose physicist advance insist

Eye Level Writing | Concept Study 08

Before Europeans came to America, Native Americans were playing a very

09 Eye Level Writing | Concept Study

Let's learn some vocabulary that will be useful in your writing.

1. A specific part or feature of something. ① aspect

2. A game adapted from the Native Americans

3. Referring or relating to something involving

4. A small room used as a hot-air or steam bath

tribe toss vicious injure

Eye Level Writing | Concept Study 10

An average person breathes out about 500 liters of carbon dioxide

What sentence could

11 Eye Level Writing | Concept Study

Let's learn some vocabulary that will be useful in your writing.

1. This means to move about in an energetic way. ① bustle

2. This means to like something more than

3. This adverb means by a lot of people.

4. This means to think about something in a

nuisance embrace community remote

Eye Level Writing | Concept Study 12

13 Eye Level Writing | Concept Study

Let's learn some vocabulary that will be useful in your writing.

1. This refers to a person that gives things to people ① philanthropist

2. The difference between skin colors is an example

3. This means to move things in or out of an area

4. This means alone.

possess offense prosper politics

Eye Level Writing | Concept Study 14

15 Eye Level Writing | Concept Study

Let's learn some vocabulary that will be useful in your writing.

1. A sensory organ, especially in fish, that can ① electroreceptor