Professional Documents
Culture Documents
GIÁO TRÌNH
VIẾT 2
WRITING 2
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CHAPTER 1: WRITING SENTENCES
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LESSON 1: COMPOUND SENTENCES
(WITH COORDINATOR)
A-LANGUAGE FOCUS
I. Structure
A compound sentence is two or more independent clauses joined together. A compound
sentence can be formed as follows:
Independent clause, + coordinator + independent clause
II. Coordinators
There are seven coordinators, which are also called coordinating conjunctions. You can
remember them by the phrase FAN BOYS (For, And, Nor, But, Or, Yet, So). The following
sentences illustrate the meanings of the seven FAN BOYS coordinators.
To add a reason
for Japanese people live longer than most other nationalities, for they eat healthful diets.
To add a similar, equal idea
and They eat a lot of fish and vegetables, and they eat lightly.
To add a negative equal idea
nor They do not eat a lot of red meat, nor do they eat many dairy products.
Note: Nor means “and not.” It joins two negative independent clauses. Notice that question
word order is used after nor.
To add an opposite idea
but Diet is one factor in how long people live, but it is not the only factor.
To add an alternative possibility
or However, people should limit the amount of animal fat in their diets, or they risk getting heart
disease.
To add an unexpected or surprising continuation
yet Cigarette smoking is a factor in longevity, yet Japanese and other long-lived Asians have a very
high rate of tobacco use.
To add an expected result
so Doctors say that stress is another longevity factor, so try to avoid stress if you wish to live a
longer life.
Note: - There is a comma after the first independent clause.
- But and yet have similar meanings: They both signal that an opposite idea is coming. But is
preferred when the two clauses are direct opposites. When the second clause is an unexpected
or surprising continuation because of information given in the first clause, yet is preferred.
(But is acceptable for both meanings; yet for only one meaning.)
Compare:
I want to study art, but my parents want me to study engineering, (direct opposite)
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I am very bad at math, yet my parents want me to study engineering, (surprising continuation
after “I am very bad at math”)
B-LANGUAGE PRACTICE= bo
I. Choose but/ yet
L a. Too much sun damages the skin, many people still do not use______________ sunscreen.
b. Too much sun damages the skin,__too little sun also causes health problems.
2a. The company’s sales increased last year,________its profits declined.
b. The company moved its marketing division to Phoenix,________the
operations division stayed in Boston.
3a. Population growth has slowed in most developing countries,________
it has not slowed enough to avoid serious problems.
b. The fertility rate in India has decreased from 6 to 3 births per female,
_________India’s population is expanding at the rate of 18 million
per year.
C-PRACTICE IN TOEIC
I. Building Language
a- Give nouns, verbs or coordinators which may be used to describe pictures 1-6.
Compare with your friends.
b- Complete the following pictures 1-6 with the given words:
so and stopped so
talking listening hung and sold
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1. The girl wanted to get off, so the 4. An agreement has been reached,
bus………………. ………….they are shaking hands.
2. Merchant uses ice ………….he can 5. The man is listening to the information,
keep the fish fresh. ...............he is taking note.
3. The clothes are ………on the street, 6. The businessman is ……….to the
and a woman is choosing an item. woman, and she is ……………..carefully
to what he said.
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II. Tactic Practice
1. Put the words in the correct order
1. stopped/ got/ girl/ off / school bus/ 4. making/ listening to/ is/ the woman/
the/ the/ and the man/ and/ a presentation/ he/ is.
2. four lines/ lying/ fish/ and/ they/ still/ 5. come to/ The teacher/ talk to/ wants
are/ kept/ fresh/ There/ of/ are/ ice/ to/ students/ so/ they/ class.
by/in .
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2. Make sentences about the pictures with the suggested words
…………………………………
………………………………… …..
…….. …………………………………
………………………………… …
……..
5. hot/ park/ so
2. tied/ calm/ but
……………………………………… ………………………………………….
……………………………………... …………………………………………
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3. sunny/ so/ open
……………………………………….. …………………………….
……………………………………….. .……………………………..
……………………………………… ………………………………………
…………………………………….. ……………………………………..
………………………………………
………………………………………
……………………………………..
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……………………………………..
………………………………………
………………………………………
……………………………………..
……………………………………..
B-LANGUAGE PRACTICE
I. Complete the sentences
Example: The college campus is located in the center of the city;(therefore), it is very easy to get
there by public transportation.
1. Students must pay their tuition and fees before they register for classes; otherwise,
2. We wanted to go to the beach; however, _______________________
3. My roommate scored high on the English placement test; as a
result,___________________
4. Tuition and fees increase every year; for example, _______________
5. The class thought the teacher would give a test last Friday; instead, ________________
II. Choose the correct conjuctive adverbs
1. The work was new to me………. , it did not seem difficult. (Consequently, Nevertheless)
2. He is old…………. , his mind is still active. (Nonetheless, Therefore)
3. It was very misty. ……….., we could not get a clear view of the mountain. (Hence, However)
4. We had walked several miles……….. , we did not feel tired. (Accordingly, Still)
5. She is a talented actress…………. , she is very beautiful. (Moreover, Thus)
6. We take the bus every day………. , we are familiar with the bus route. (Nevertheless, Thus)
7. The child was sleepy………… , we went home early. (Otherwise, Therefore)
8. The food was delicious………… , the service was excellent. (Likewise, Nevertheless)
9. We looked everywhere. ………, we could not find the keys. (However, Thus)
10. The book is long…………… , the vocabulary is difficult. (Consequently, Furthermore)
C-PRACTICE IN TOEIC
I. Building Language
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a- Give some nouns, verbs, conjuctive adverbs which may be used to describe pictures
1-6. Compare with your friends.
b- Complete the following about pictures 1-6 with the given words:
therefore however meeting suitcase empty got out of
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II. Tactic Practice
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6. focusing on/ the exam/ The students/
otherwise/ on time/ can’t/ finish/ are/ they/ it
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……………………………………….. …………………………………
……………………………………… ………………………………
III. Test Practice
In this part of the test, you will write ONE sentence that is based on a picture. With
each picture, you will be given two words or phrases that you must use in your sentence.
You can change the forms of the words and you can use the words in any order.
1. work/ therefore 2. cold/walk
…………………………………………… ……………………………………………
….. …..
……………………………………………
….. ……………………………………………
…..
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……………………………………………
……………………………………………
…..
…..
…………………………………………… ……………………………………………
….. …..
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as soon as: soon after Eating habits changed as soon as people stopped moving
from place to place in search of food.
after: later After people learned how to grow their own food, they
settled in villages.
since: from that time Since the United States changed from an agricultural to
an industrial society, eating habits there have changed.
as: at the same time People in the United States started eating more processed
convenience foods as their lives became busier.
before: earlier Before people in the United States moved to cities, they
grew most of their own food.
until: up to the time Women had time to cook meals “from scratch”1until they
went to work in factories and offices.
An adverb time clause tells when the action described in the independent clause took place.
The action in a time clause can occur at the same time or at a different time. Be aware that verbs
in time clauses often take forms that you do not expect. For example, the verb in a future time
clause uses a present form, not a future form.
NOTE: No sooner .. than … or hardly/scarcely/barely …when.. is used in the meaning of As soon
as…but when the sentence starts with them, that part is inverted.
Examples:
As soon as I entered the room, I noticed her.
No sooner had I entered the room than I noticed her.
Hardly had I entered the room when I noticed her.
As soon as he approached the house, the policeman stopped him.
No sooner had he approached the house than the policeman stopped him .
Hardly had he approached the house when the policeman stopped him.
II. Place clause:
An adverb place clause tells where the action described by the main verb took place. The
subordinators wherever, everywhere, and anywhere are similar in meaning and are
interchangeable. You can begin a sentence with wherever, everywhere, and anywhere clauses,
but usually not with a where clause. (Expressions such as the following are exceptions: Where
there is lightning, there is thunder. Where there is smoke, there is fire.)
Place Subordinators
where: a specific place Most people shop where they get the lowest prices.
wherever: any place 1 pay by credit card wherever 1 can.
everywhere: every Can you use an ATM card everywhere you shop?
place
anywhere: any place Anywhere you go, you hear people talking on their cell
phones.
1
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B-LANGUAGE PRACTICE
I. Combine the two sentences
Example: Everyone should know what to do. An earthquake strikes.
Everyone should know what to do when an earthquake strikes.
1. First, I have to graduate. Then I can return home.
___________________________________________________________
2. The weather will be nice again. Then we can start playing tennis every morning before
class.
___________________________________________________________
3. My roommate walked into the room. Immediately, I knew that something was wrong.
4. I went to bed at 11:00. The phone rang at 11:05.
_________________________________________________________
5. We were sitting down to eat. At that moment, someone knocked on the door.
C-PRACTICE IN TOEIC
I. Building Language
- Give some words which may be used to describe pictures 1-6. Compare with your
friends.
- Complete the following about pictures 1-6 with the given words:
until while as soon as came before until
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1. The restaurant employees have to
4.The employees are looking at the
wait …………customers start arriving.
man………….he explains something.
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1. tied/ dock/ as soon as/ the/ arrived/ 4. in the taxi/ chatting/ she is/ cell phone/ on/
ship/ was/ to/ the/ it while/ she/ beside/is sitting/ a colleague/
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1. boats/ until/ untie 4. as/ phone/ secretary
……………………………………….
………………………………………. ………………………………………..
……………………………………….. 5. stand/ while/ down
2.since/ start/ painting
……………………………………….
………………………………………. ……………………………………….
………………………………………..
3. after/ prepare/ ready
6. newspaper/ while/ wash
……………………………………….
……………………………………….. ……………………………………….
…………………………………….
III. Test Practice
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In this part of the test, you will write ONE sentence that is based on a picture. With
each picture, you will be given two words or phrases that you must use in your sentence.
You can change the forms of the words and you can use the words in any order.
1. after/ curtain ……………………………………….
4. baggage/ until
……………………………………….
……………………………………….. …………………………………
2. over/ before ……………………………….
5. when/ passenger
……………………………………….
………………………………………..
3. sale/ until 6. order/ after
………………………………………..
………………………………………. ………………………………………...
……………………………………….. ………………………………………….
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LESSON 4: ADVERBIAL CLAUSES 2
(MANNER, CONDITION)
A-LANGUAGE FOCUS
I. Adverb clauses of manner
Adverb clauses of manner answer the question “How?”
In very Manner Subordinators
formal as: We mixed the chemicals exactly as the lab
written instructor had told us to.
as + adverb + as: Our instructor asked us to fill out the questionnaire
as carefully as we could.
as if, as though: The bus’s engine sounds as if/as though it is going
to stall at any moment.
English, the verb takes the same form as it does in conditional clauses when the information in
the as if/as though clause is untrue (or probably untrue). However, many English speakers use
normal verb forms in this situation.
FORMAL: John acts as if he were the Prince of Wales.
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INFORMAL: John acts as if he is the Prince of Wales.
Conditional Subordinators
if If you study, you will get good grades.
The mayor would have lost the election if the labor unions had
not supported him.
unless Unless you study, you will not get good grades.
Unless = “if
The mayor cannot govern unless the labor unions support him.
not.”
You cannot get a refund unless you have a receipt.
(You cannot get a refund if you do not have a receipt.)
Unless you get at least 90% on the final exam, you will not get an A inthe class.
(You will not get an A if you do not get at least 90% on the final exam.)
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B-LANGUAGE PRACTICE
I. Put the given verbs in brackets in the right form.
1. The house is quiet as though nobody ________ (be) home.
2. The room was very messy as if there ________ (be) a bomb explosion.
3. Don't talk to me as if I ________ (be) a child.
4. Don't look at me as though it ________ (be) my fault.
5. As it ________ (be) stated on the manual, you should turn off the machine
before cleaning it.
6. He walked into the furniture as if he ________ (be) drunk.
II. Match sentences beginnings 1-5 with the most appopriate ending a-e
1. If you go out,…
2. They can’t go in….
3. As long as you study hard, …..
4. Even if it jumps high, …
5. The man can go on the boat …
C-PRACTICE IN TOEIC
I. Building language
a- Give some nouns and verbs which may be used to describe pictures 1-3. Compare
with your friends.
b- Complete the following about pictures 1-3 with the given words:
Picture 3
Picture 2
5. He/ as though/ has/ worked/ just/
sleeps/ he/ hard.
Picture 1
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if/ practice/ good
3…………………………………………
…………………………………………..
4…………………………………………
………………………………………….
Picture 3:
1.
…………………………………………
………………………………………
2.
…………………………………………
……………………………………
Picture 2
unless/ help/ fix
5…………………………………………
………………………………………….
6…………………………………………
…………………………………………..
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1. if/ result
4. student/ as long as
…………………………………………
……………………………………….. …………………………………………
…………………………………………
2.buy/ a long as
5. check/ if
…………………………………………
………………………………………… …………………………………………
…………………………………………
3. unless/ subject
6. happy/ as if
……………………………………………..
…………………………………………… …………………………………………
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………………………………………….
LESSON 5: ADVERBIAL CLAUSES 3
( REASON & RESULT)
A-LANGUAGE FOCUS
I. Reason clauses
An adverb reason clause answers the question “Why?” A reason clause can come before or
after the independent clause in a sentence.
Reason Subordinators
because He lost his jobbecause he was often late.
since Since they live in the city, they feel very
comfortable.
as As the library is closed, the children won’t
be able to get any books.
Now that Now that the bus has arrived, he can get
aboard.
such a(n) + noun + that Joanne’s cookies are such a success that she is
considering expanding he business.
so much/many + noun + that Doing business takes so much time that Joanne has little
time for herself.
There were so many orders for her holiday cookies that
her workers were working 24 hours a day.
so little/few + noun + that She hasso little free time that she has not taken a
vacation in months.
Her cookies contain so few calories that even people on
diets can enjoy them.
An adverb result clause expresses the effect or consequence of the information in the
independent clause. A result clause follows the independent clause in a sentence.
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B-LANGUAGE PRACTICE
I. Read each clause below. Then write another clause to complete the sentence using the
words in parentheses.
1. The woman has taken off her shoes (because/ tight)
……………………………………………………….
2. (save/ so that) ……………………..they can buy a new house.
3. She can’t print her document (as/ out of paper)
……………………………………………………….
4. (now that/ spring) ……………………………, most of the snow has melted.
5. We ate in the garden (because/ nice day)
……………………………………………………….
II. Complete the sentences with “so/such”
1. She is ………..funny! She always makes me laugh.
2. Sarah and Ed are ………crazy people! I never know what they are going to do next.
3. James has ………much money that he could actually buy that Ferrari.
4. Martha is…….. a good cook that she is writing her own book of family recipes.
5. The movie was……… good that I saw it five times.
6. Terry speaks English…….. fluently that I thought he was American.
7. There was ………little interest in his talk that the room was half empty by the time he
stopped speaking.
8. That new song is ……..cool that it hit the top ten within a week of being released.
9. She has ……..many hats that she needs two closets to store them all.
10. That takes………. little time and effort that you might as well do it yourself.
C-PRACTICE IN TOEIC
I. Building language
Picture 1 Picture 2 Picture 3
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a- Give some wordswhich may be used to describe pictures 1-3. Compare with your
friends.
b- Complete the following about pictures 1-3 with the given words:
conference cleaned overtime time finish late
Picture 1
Picture 2
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4. They/ overtime they/ work/ / because/
work/want/ to finish/ soon.
Picture 3
………………………………………………
……………………………………………..
………………………………………………
……………………………………………… ………………………………………………
……………………………………………
2. since/ nice/ park ………………………………………………
…………………………………………….
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………………………………………………
……………………………………………..
………………………………………………
………………………………………………
……………………………………………… ………………………………………………
…………………………………… ……………………………………
………………………………………………
……………………………………………
5. class/ so
………………………………………………
……………………………………
3. because/ heavy
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……………………………………………… ………………………………………………
…………………………………………….. ……………………………………………..
6. vegetable/ such
LESSON 6: ADVERBIAL CLAUSES
(PURPOSE, CONCESSION, CONTRAST)
A-LANGUAGE FOCUS
I.Purpose clauses
An adverb purpose clause states the purpose of the action in the independent clause. A
purpose normally follows the independent clause, but you may put it at the beginning of a
sentence if you want to especially emphasize it.
Purpose Subordinators
so that Farmers use chemical pesticides so that they can get higher
crop yields.
Ex: Farmers use chemical pesticides in order to get higher crop yields.
Farmers use chemical pesticides to get higher crop yields.
In the second example, the two subjects (farmers and consumers) are different, so it is not
possible to use an in order to + verb or a to + verb phrase.
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II. Contrast clauses
There are two types of adverb clauses that express contrast: direct opposition clauses and
concession clauses.
In this type, the information in the adverb clause and the information in the dependent clause are
in direct contrast.
Direct Opposition Subordinators
whereas San Francisco Is cool during the summer, whereas Los
Angeles is generally hot.
Notes
1. Although, even though, and though have almost the same meaning. Though is less formal.
Even though is a little stronger than although.
2. Be careful about which clause you use the subordinator with. Sometimes you can use it
with either clause, but not always.
Incorrect: He loves sports cars, although he drives a sedan.
CORRECT Although he loves sports cars, he drives a sedan.
B-LANGUAGE PRACTICE
I. Match sentences beginning 1-5 with the endings a-e
1. Although he is standing on a ladder, a. they still went for a walk.
2. The people seems to enjoy themselves, b. he still can’t reach the book.
3. Even though it is raining heavily, c. though the weather is terrible.
4. The woman is dressed formally, d. they still won the competition.
5. In spite of the fact that they lost the e. whereas the man’s clothes are more
last game, casual.
.II. Fill in the gaps with “so that (in order that)/ to (in order to)/ not to (in oder not
to)”
1. I'm studying very hard at the moment ……….pass my exams next month.
2. I bought a dictionary……… help with my vocabulary.
3. I went to bed early……….. I wouldn't be tired in the morning.
4. I have to get up early. I set the alarm for five o'clock……….. oversleep.
5. I waited for an hour ………….I could meet her.
C-PRACTICE IN TOEIC
I. Building language
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Picture 1 Picture 2 Picture 3
a- Give some words which may be used to describe pictures 1-3. Compare with your
friends.
b- Complete the following about pictures 1-3 sentences with the given words:
tries others discuss drive inside getting
1. Three employees have gathered together around an oval table to .…………something.
2. The man is standing, whereas the two ……….. are sitting.
3. He is …………out of the car so that he can get better reception.
4. Though he can listen to the phone ………… the car, he get outside.
5. A man is clearing snow away from his car in order to………………...it.
6. Although there is a lot of snow, the man still……to clear it.
II. Tactic Practice
1. Put the words in the correct order
Picture 1
Picture 2 Picture 3
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5. The/ written/ specials/ are/ on/ so that/read
about/the board/ diners/ can/ them.
.
2. Make sentences about the pictures with the suggested words
………………………………………………
…………………………………………….
………………………………………………
……………………………………………..
………………………………………………
………………………………………………
………………………………………………
………………………………………………
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4. although/ open
……………………………………….
……………………………………….
2. fast/ although ……………………………………….
……………………………………….
5. work/ although
……………………………………….
……………………………………….
3. whereas/ modern
……………………………………….
……………………………………….
6. whereas/ look
……………………………………….
……………………………………….
……………………………………….
……………………………………….
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UNIT 7: REVIEW
Mini-test 1
Question 1 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
sit/ and
Question 2 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
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teacher/ explain
Question 3 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
look/ while
Question 4 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
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Question 5 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
investigate/ group
Mini-test 2
Question 1 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
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serve/ guest
Question 2 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
play/ under
Question 3 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
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avenue/ full of activity
Question 4 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
talk/ lunch
Question 5 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases under it.
You may change the forms of the words and you may use them in any order.
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Chapter 2:
RESPONDING TO A WRITTEN REQUEST
Lesson 8: Explaining a Problem
Lesson 9: Making Suggestion and Requests
Lesson 10: Commands and Soft Commands
Lesson 11: Review
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LESSON 8 : EXPLAINING A PROBLEM
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1. Who will receive this e-mail?
2. Why was this e-mail written?
When you are giving explanation and description, you should become familiar with the following
phrases.
B. PRACTICE
I. Match the useful phrases (in bold ) in sentences 1-4 to their uses in a-d below.
1. The main reason I am transferring my membership is because of the price change.____
2. I think the best way to solve the problem is by discussing the situation with all
concerned.___
3. The problem is that we haven’t received any of the last six deliveries on time._____
4. I’m pleased to let you know that your order will reach you today._____
a. Explaining a possible solution
b. Giving an explanation
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c. Describing a problem
d. Giving information
II. Write sentences based on the information in parentheses. Use the phrases in bold I.
1.----------------------------------------------------------------------------------------------------
(inform employees that they will receive their annual bonuses next month.
2.---------------------------------------------------------------------------------------------------
(explain that the solution is for everyone to work harder for a while)
3.---------------------------------------------------------------------------------------------------
(say that the problem is that the part is unavailable at the moment)
4.----------------------------------------------------------------------------------------------------
(the reason for not attending the meeting is a very tight deadline)
III. Read sentences 1-3 and match the conjunction in bold to its use, a or b
1. I will not be able to come to class on Wednesday because I have to visit my mother in the
hospital._______
2. The extra expense in May is due to an increase in fuel prices._______
3. I hired three new workers so that we can increase our production.____
a. giving a reason
b. explaining a purpose
LESSON 9: MAKING SUGGESTIONS AND REQUESTS
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2. What is the main purpose of the e-mail?
Respond to the e-mail as if you are looking for a house or apartment to buy. In your e-mail, ask
TWO questions and make ONE request.
CE
I. The sentence beginnings (in bold) in 1-6 show common phrases for making polite
requests. Match the beginnings to the endings a-f. The first one is done for you. The first
one is done for you.
II. Write the number of each completed sentence (1-6) from I next to the matching
description and recipient (a-f) below.
III. Use phrases 1-6 in I to complete requests 1-3. Change the period to a question mark if
appropriate.
1. Making ONE request for information about a course you are interested in taking ( to a
community college).
_________________________________________ information on schedules and costs
for your certificate course on network management.
2. Order ONE product from a catalog ( to a garden supply company)
________________________________________ one 25 kg bag of garden fertilizer
3. Make ONE request for details on the advertised job ( to a company hiring new
employees)
________________________________________ the training opportunities offered by
your company?
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LESSON 10: COMMANDS AND SOFT COMMANDS
In many cases, the e-mail requesting information will essentially ask for instructions. Therefore,
you will need to respond using commands. The following are commands: go to bed! And Be
quiet!
Commands are easy to form in English. They are simply the infinitive form of the verb, without
to. For example, the command form of the verb to go is go. The command form of the verb to be
is be. Commands do not have a subject with them- they always refer to the person you’re talking
to.
In addition to straight commands, native speakers often use soft commands, or slightly more
polite ways to suggest that someone do something. Some common ways of suggesting that
someone go to the store include:
Will you please go to the store?
Why don’t you go to the store?
Could you go to the store?
You should (probably) go to the store.
You could go to the store.
You might try going to the store.
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Although the question forms are very common in spoken English, they don’t quite as well in e-
mail because they implicitly ask for a response from the other person. Therefore, for the
remainder of this chapter we will use only the final three forms from above:
You should (probably) go to the store.
You could go to the store.
You might try going to the store.
CE TACTICS
each command below into a soft command using one of the forms above.
1. Take a trash out.
2. Make an appointment with the secretary.
3. Buy a guidebook.
4. Pay the phone bill today.
5. Talk to Mary at Bon Voyage Travel.
6. Speak French while you’re in Paris.
7. Start the engine again.
8. Give it to me.
9. Put your coat on.
10. Go to the bathroom before we leave.
e e-mail
To: James Gordon
Re: presentation
Dear Mr. Gordon,
Thank you for your work.
I read through the copy you sent me but there are two things I do not like.
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First, I think you should use shorter sentences in your presentation. Long ones could make
listeners confused.
Second, we need some more graphics to show that we want to say in a clear and simple way.
Apart from those, you did a great job.
Please correct what I have suggested and sent the new version of this presentation until
tomorrow.
Thank you and regards,
Michelle Kurt
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1. A health club manager wants to know why you canceled your membership.
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2. A customer wants to know why your company delivered the wrong merchandise.
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3. Your neighborhood dry cleaners wants to know why you no longer use its service.
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4. A painting company wants to know why you have not made the final payment for its service.
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5. A job applicant wants to know why he has not received a response to his application.
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IV. Directions: In this part of the test, you will show how well you can write a response to an e-
mail.
Your response will be scored on: the quality and variety of your sentences, vocabulary, and
organization.
[You will have 10 minutes to read and answer each e-mail]
Directions: Read the e-mail below.
From: Carla Sondheim
To: Edward McCurdy
Subject: Car for sale
Sent: May 2, 8:26 a.m
Edward,
I am interested in the 94 Toyota you have for sale. Could you tell me when the last maintenance
work was done on it? Does it need any repairs now (including body work)? Also, when would be
a good time for me to come and see it?
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Directions: Respond to the e-mail as if you are Edward McCurdy. In your e-mail, answer Carla’s
questions. Your e-mail should include at least THREE pieces of information and ONE question.
(write your response here)
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Thank you!
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Directions: Respond to the e-mail as if you are Briana Nelson. In your e-mail, answer James’s
questions. Your e-mail should include at least THREE pieces of information.
I am interested in adopting a dog, and saw one on your website that I’d like to know more about.
It’s the 4- year- old male golden retriever mix. Can you tell me when I could come in to meet
him? Do I need to bring anything with me when I come? And how do I get to the adoption
center?
Thanks in advance!
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Directions: Respond to the e-mail as if you are a manager at Four Paws Adoption Center. In your
e-mail, answer Carton’s questions. Your e-mail should include at least THREE pieces of
information and ONE question.
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Chapter 3: WRITING AN OPINION ESSAY
Lesson 12: Developing the thesis statement
Lesson 13: Using connectors between key ideas
Lesson 14: Making outline from key ideas (1)
Lesson 15: Review
The thesis statement is the most important sentence in the introduction. It states the
specific topic and often lists the major subtopics that will be discussed in the body of the
essay. Furthermore, it may indicate the method of organization such as chronological
order of importance.
Here are two examples of thesis statements. Each subdivision will itself become the topic
of a separate paragraph in the body of the essay. The topics of each paragraph are
underlined.
1. The most recent significant discoveries to benefit humankind in modern times are
in the fields of television and computer technology.
Practice 1 Write the topic sentence for each subdivision from the following thesis
statements. The first one has been done for you as an example.
1. Sports encourage people to get exercise, they provide opportunities for interacting
with others, and they give a sense of belonging to a group.
Topic sentence 2:
……………………………………………………………………….................................................................
.........................................................
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Topic sentence 3:
……………………………………………………………………….................................................................
.........................................................
2. In my opinion, employers should not allow workers to listen to music at the office
because it is distracting, it hurts teamwork, and it can lead to disagreements.
Topic sentence 2:
……………………………………………………………………….................................................................
.........................................................
Topic sentence 3:
……………………………………………………………………….................................................................
.........................................................
3. There are several advantages to living near the office, including saving time and
money, and being very convenient.
Topic sentence 1: Living near the office can help save time because employees
spend less time driving back and forth from work every day.
Topic sentence 2:
……………………………………………………………………….................................................................
.........................................................
Topic sentence 3:
……………………………………………………………………….................................................................
.........................................................
Topic sentence 1: Today’s mothers spend much less time with their children.
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Topic sentence 2:
……………………………………………………………………….................................................................
.........................................................
Topic sentence 3:
……………………………………………………………………….................................................................
.........................................................
5. There are several factors to consider when you choose a university to attend.
Topic sentence 1: One thing you must consider is the quality of the university’s
educational program.
Topic sentence 2:
……………………………………………………………………….................................................................
.........................................................
Topic sentence 3:
……………………………………………………………………….................................................................
.........................................................
4. Students who learn how to write well will earn better grades in most classes.
Connectors (Transition signals) are important not only within paragraphs but also
between paragraphs. If you write two or more paragraphs, you need to show the
relationship between your first and second paragraph, between your second and third
paragraph, and so on.
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Think of connectors between paragraphs as the links of a chain. The links of a
chain connect the chain; they hold it together. Similarly, a connector between two
paragraphs links your ideas together.
Two paragraphs are linked by adding a connector to the topic sentence of the
second paragraph. This connector may be a single word, a phrase, or a dependent clause
that repeats or summarizes the main idea in the first paragraph
Meaning/
Function Sentence Connectors Clause Connectors
Others
Transition Conjunctive Coordinating Subordinating
Phrases Adverbs Conjunction Conjunctions
s
To introduce in addition furthermore and another
an additional moreover
(+noun)
idea besides
also an additional
too
(+noun)
To introduce on the other however but although in spite of
an opposite hand nevertheless yet though
(+noun)
idea in contrast instead even though
still whereas despite
nonetheless while
(+ noun)
To introduce a otherwise or if
choice or unless
alternative
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To introduce a in fact that is
restatement or indeed
explanation
To introduce for example an example of
an example for instance
(+ noun)
such as
(+ noun)
To introduce a in conclusion
conclusion or in summary
summary in brief
in short
indeed
To introduce a accordingly therefore so
result as a result consequently
as a hence
consequence thus
Useful Language
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Study the following model, and notice how the paragraphs are linked by a single word, a
phrase, or a clause.
Paragraph connectors
Aggressive Drivers
Introductory paragraph
The number of vehicles on freeways and streets is increasing at an alarming rate.
This influx of motor vehicles is creating hazardous conditions. Moreover, drivers are in
such a rush to get to their destinations that many become angry or impatient with other
motorists who are too slow or who are in their way. Aggressive drivers react foolishly
toward others in several dangerous ways.
TRASITION WORDS
Body paragraph 1
One way an angry driver may react is to cut off another motorist.
(+ supporting sentences) …………………………………………………………….
………………………………………………………………………………………………
…………………………………………………………………………………
TRASITION WORDS
Body paragraph 2
Another way is to tailgate the other car. (+ supporting sentences)
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………..
TRANSITION PHRASE
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Body paragraph 3
In addition to cutting off and tailgating other cars,aggressive drivers often use
rude language or gestures to show their anger. (+ supporting sentences)
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………..
TRANSITION CLAUSE
Body paragraph 4
Although law enforcement authorities warn motorists against aggressive
driving, the number who act out their angry impulses has not declined. (+ supporting
sentences)
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………..
Concluding paragraph
To conclude, aggressive drivers are endangering everyone because they create
hazardous conditions by acting and driving foolishly. They should control their anger and
learn to drive safely. After all, the lives they save could be their own.
Practice 1 Put the paragraphs in this essay in the correct order (1-5). Make sure to
notice the structure of each of the paragraphs.
_______ Firstly, industry accounts for a large proportion of the greenhouse gas emissions,
and this can only be controlled by government action. Measures could be taken to
discourage pollution, such as limiting or taxing the use of fossil fuels. Alternatively,
subsidies could be offered to industries to clean up their production processes. If these
ideas were adopted, I believe that businesses would regard pollution as a financial issue.
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_______ In addition, I think individual attitudes to transport need to change. Instead of
making short tips by car, people could choose to walk, cycle, or take a bus. Since cars are
a major source of the problem, changing our behaviour in this area would have a major
impact.
_______ Secondly, only discussion between governments can ensure that solutions are
successful. The Kyoto agreement, for example, tried to reach global agreement on how to
address the problem. Without such co-operating, it seems to me that efforts to reduce fuel
consumption are unlikely to be effective.
_______ Recently scientists worried about climate change have urged governments to
introduce measures to reduce the greenhouse gas emissions that are seen as its main
cause. Simoultaneouslty, politicians and environmentalists have urged individuals to
make changes to their lifestyle. I shall argue that governments and individuals should take
join responsibility for this problem.
_______ However, national and international policies will only secceed if individuals
also change their lifestyle. For example, people could think more carefully about how
they use energy in their homes. By using less electricity, installing energy-efficient light
bulbs and electrical appliances, or investing in solar panels, individuals can make a real
difference.
Essay 1
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Nowadays, technological advances and their rapid and wide applications are
having a significant impact on a nation’s traditional skills and ways of life. Some argue
that such impact is so extraordinary that it would make conventional skills and life styles
obsolete.However,I believe they would continue to thrive by providing alternatives to
modern ways of life, and innovative ideas for modern technologies.
Essay 2
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Nowadays modern technology has totally changed our approach to study. In many
countries students no longer have to copy notes by hand from the blackboard; instead the
teacher gives them a photocopy. Rather than messy ink and pen, students present a typed-
up copy of their assignments. Their computer even checks their spelling as they go. In
fact, some people believe that modern technology does a lot of our thinking for us and, as
a result, we are going to lose our ability to think for ourselves.
Essay 3
It is true that the population ‘explosion’ which has taken place over the last
century, is a very serious problem. One of the main reasons for this unacceptable
population growth is a lack of understanding about the environment. Over-population is
the major reason for water, soil and air pollution. It is also often the cause of starvation
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and even wars. Experts have put forward many suggestions to address this problem. The
following are just a few of these.
An outline is the first step in developing your ideas and organizing your essay. This chart
is a guide for creating your outline.
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Parts of the Essay What to include
Thesis Statement Use the one-sentence thesis that you wrote while you were
brainstorming. Remember, this sentence should state your
position on the given topic.
Key Idea 1 Write what the key idea of each paragraph in the body will
Key Idea 2 be. You should also write down any examples and details
Key Idea 3 you might use to support the key ideas of the body
paragraphs.
Concluding Statement Restate your position on the given topic.
After you have written a basic outline, check the organization of your respond. Make sure
that the response is logical and that the ideas flow naturally from one paragraph to the
next. Also, make sure that your outline contains all of the information you want to include
in your essay.
Sample Outline 1
Sample Outline 2
Thesis statement: I think that references from previous employers are important to
some bosses for a number of reasons.
Key idea 1: Helps employers understand the applicant’s personality
Example / Details: I’m very helpful and friendly, but there’s no place on an application for that
1. Personally, I prefer to work in a small office rather than at a large company for
several reasons.
2. There are several advantages of living near the office.
3. My opinion is that it is a bad idea for employers to allow workers to listen to music
at the office.
4. Encouraging children to go to pre-school is the wrong way to improve our
educational system.
5. Making it illegal to breed pit bulls would decrease the number of very aggressive
dogs without burdening dog lovers very much.
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LESSON 15: REVIEW
1. Students who learn how to write well will earn better grades in most classes.
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II. Choose the correct words or phrases from the box to complete the sample
essay. In some cases, more than one answer is possible.
Today, people have many choices about where they work. People can work
for large companies with equally large offices or at smaller offices. (1)
……………………, I prefer to work in a small office rather than at a large
company because working in a small office means more interaction with managers,
better relationships with co-workers, and faster promotions.
(2)………………………., I think that by working in a small office, I can spend
more time with managers. This is a good thing because managers have a lot to
teach, and interacting with them often means that I can get better training and
improve my skills. (3) ……………………….., I don’t think that people at
bigger companies have that kind of opportunity.
(4)……………………, working at a small office usually leads to strong, close
relationships with co-workers. I had a friend who worked for a company with
over 100 employees. She told me that she never had any friends there because
there were simply too many people. (5) ……………………, she said that they
were really far away from each other because the building was so big. I like
having friends where I work, so this would be a bad thing for me. Clearly,
working at a small office is much better.
(6)………………………, I’ve found that it’s possible to earn promotions faster at
smaller companies than at huge companies. The reason for this is that there
isn’tas much competition. I had worked at my job at a small office for only six
months before I got my first promotion. (7) ……………, I know people who
have worked at big companies for more than three years and have never gotten
a promotion.
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(8) ……………………….., my preference is to work in a small office rather than
at a big one, I think employees have more time with managers, have better
relationships with their co-workers, and get promoted faster. For me, these
three things are really important, and that’s why I’ll always choose a small
office over a big one.
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