BAŞKENT UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

ENGLISH PREPARATORY UNIT

MODULE 2

WRITING BOOKLET
B1 LEVEL

CURRICULUM DEVELOPMENT UNIT

2024
 TABLE OF CONTENTS
ERROR CORRECTION AND AVOIDING PLAGIARISM .................................................................... 2

WRITING A BIOGRAPHY ......................................................................................................................... 6

WRITING AN EMAIL TO APPLY FOR A JOB .................................................................................... 13

WRITING A STORY ................................................................................................................................. 21

WRITING A DESCRIPTIVE PARAGRAPH .......................................................................................... 31

WRITING AN ACADEMIC PARAGRAPH ............................................................................................ 42

WRAP-UP WEEK ...................................................................................................................................... 61

ERROR CORRECTION & AVOIDING PLAGIARISM

Learning Objectives:
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 ● Can check and correct spelling, punctuation, and grammar in simple written texts
● Can structure basic texts by avoiding plagiarism

Codes Meaning Incorrect Sentence Corrected Sentence

GR Grammar She’s interested at playing basketball. She’s interested in playing

GR basketball.
I am stay with an Irish family. I am staying with an Irish family.
GR

C Capitalization Last year I went to england. Last year I went to England.

C Sally met her friends. They went
Sally met her friends. they went to the to the cinema together.
cinema together. C

SP Spelling I’m enjoing the party. I’m enjoying the party.

SP
P Punctuation They arent coming. They aren’t coming.
P
For example I love classical music. For example, I love classical
P music.
WW Wrong word My teacher learns me English. My teacher teaches me English.
WW
ᴧ Missing Word She goes school. She goes to school.
ᴧ
WT Wrong Tense He arrives yesterday. He arrived yesterday.
WT
WO Wrong Order Jane always is very happy. Jane is always happy.
WO
WF Wrong Form This car is comfort. This car is comfortable.
WF

A Article She has red bicycle. She has a red bicycle.

A

? Unclear / Rewrite Their all classes student. The students are in the classroom.
?
X Delete / Not He is a nice. He is nice.
necessary X

IN Informal Language He wanna be a doctor. He wants to be a doctor.

IN

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SN-PL Singular / Plural The Internet has a lot of informations. The Internet has a lot of
SN-PL information.

INC Incomplete Sentence When I go to school. When I go to school, I will see my

INC friends.

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 I. Mark the mistakes by using error correction codes.
There aren’t any festival in Arizona this month, but there is great
E.g. SN-PL
festival in Roswell, New Mexico. It is called the UFO Festival, and it's all about! There are a lot
of diferent types of events. My friends always wanna come to one of them. For example lastly
year there are many planetarium shows. There are also some talks by astronomers and other
scientists there weren’t many tickets for these talks, so it was an idea good to buy them online.
there was an alien costume competition, and there were many contestants at really crazy
costumes! There was also an alien parade. Believe me, there isn't another festival like the an
UFO Festival!' I like festivals UFO love.

Understanding Plagiarism: What It Is and How to Avoid It

Plagiarism is a big problem that all students need to know about when they start writing.
Plagiarism is when you use someone else's work, ideas, or words without giving them the credit
they deserve. It is like taking someone else's work and pretending it is your own.

Examples of Plagiarism:
Direct Copying: Imagine you find an interesting article online and copy and paste its paragraphs
into your essay without stating it where it came from. This is plagiarism because you're using
someone else's words without giving credit.

Changing a Few Words: You see a book about your topic and change a few sentences from it
and you may think it is okay. However, if you do not give credit to the real writer, it is still not
right because it is plagiarism.

No Citation: You have a brilliant idea you read in a research paper. If you include this idea in
your work without citing the source, it's plagiarism, even if you rephrase it in your own words.

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How to Avoid Plagiarism:
Cite Your Sources: Whenever you use someone else's work, ideas, or even
opinions, make sure to cite them properly. This includes using quotation marks
for direct quotes and providing a reference for paraphrased information.
e.g. According to Smith (2019), climate change is a pressing global issue.

Use Quotation Marks: When you use someone else's exact words, put those
words in quotation marks. This makes it clear that these words belong to someone
else.
e.g. "To be or not to be, that is the question" (Shakespeare, Hamlet).

Paraphrase and Summarize: Instead of copying, practice paraphrasing.

Paraphrasing means expressing someone else's idea in your own words.
e.g. (Paraphrasing): Original - "Regular exercise is beneficial for overall health."
Paraphrased - Engaging in physical activity contributes positively to one's general well-being.

Summarizing is also a great way to condense a larger piece of text into a shorter version.
e.g. (Summarizing): Original - A study found that chocolate consumption can lower the risk of
heart disease, improve mood, and enhance cognitive function.
Summarized - Research indicates that consuming chocolate has multiple health benefits,
including cardiovascular risk reduction, mood enhancement, and cognitive improvement.

Include a Reference List: At the end of your work, make a list of all the sources you used. This
helps your readers find the original sources and shows that your research is valid.
e.g. Smith, J. (2019). The Impact of Climate Change. Environmental Studies Journal, 15(3), 45-
62.

Week 1 WRITING A BIOGRAPHY

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Learning Objectives:
● Can write short, simple biographies about real or imaginary people.
● Can clearly signal chronological sequence in a short text
● Can use basic sequencers in a structured text

STEP 1: Modelling
1.1. Work with a partner, look at the photo and guess who this celebrity is. What do you
know about this celebrity?

1.2. Read the biography of this celebrity and put the paragraphs in the correct order.

The Iconic Turkish Comedian

A ___ Furthermore, Kemal Sunal also acted in popular Turkish television series. He was
popular across Turkey because of his funny and friendly personality.

B ___ Lastly, Kemal Sunal had a special talent for making people laugh and a warm heart,
making him a loved figure in Turkish culture. Millions of people remember him as a great
comedian and actor who brought fun.

C _1_ Kemal Sunal was born on November 11, 1944, in Istanbul, Turkey. He was a much-
loved Turkish actor and comedian. He became famous for making people laugh and his
style of humor.

D ___ Besides his comedic roles, Sunal also acted in serious movies, earning admiration
for his serious acting.

E ___Next, in the 1970s, Kemal Sunal joined the Turkish film industry. Then he quickly
became a favorite among audiences with his comedic roles in films. His iconic characters,
such as "Saban" and "Safak," are in the hearts of fans to this day.

F ___ Unfortunately, Kemal Sunal passed away on July 3, 2000. People still enjoy his
films and shows, and he remains an important figure in Turkish cinema and comedy.

1.3. Read the biography again and write T (true) or F (false) next to the statements.

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___ 1. Kemal Sunal was born in Ankara, Turkey.
___ 2. Kemal Sunal became popular for his exceptional talent in making people laugh.
___ 3. Kemal Sunal joined the Turkish film industry in the 1980s.
___ 4. He quickly became favourite among audiences with his dramatic roles in films.
___ 5. Kemal Sunal also starred in popular Turkish television series.
___ 6. Sadly, Kemal Sunal passed away on July 3, 2000.
___ 7. People stopped watching his films and television shows after his death.
___ 8. Kemal Sunal's ability to make people laugh made him a great musician.

1.4. Work with a group and answer the following questions.

1. What made Kemal Sunal so popular among audiences? Why?
2. Can you name any of the iconic characters played by Kemal Sunal? What made them memorable?
3. Why do you think Kemal Sunal's films and shows continue to be popular even after his passing?
4. Can you think of any other comedians or actors who have had a similar impact on their culture?

1.5. Look at the text again and circle the sequencers. Then circle the correct answer in the
rule. There might be more than one correct answer.

1. We use period / comma after the sequencers.

2. We use these sequencers in the beginning / middle /at end of the sentences.
3. Next/ Then/ First is an introductory linker used to present the beginning.
4. We use lastly / furthermore / besides to connect information.
5. Then / Lastly is used to indicate final points.

1.6. Read a different biography and complete the sentences using firstly, lastly, next, then,
besides, and furthermore. In some sentences, more than one answer is possible.
Albert Einstein: A Brilliant Scientist

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 Albert Einstein was a very smart scientist and people love him for
doing amazing things in science. There are so many things we should
know about him. (1)_______, he was born in Germany on March 14,
1879.
(2)_______, when he was a kid, Einstein was super smart, but school
was tough for him. (3)_______, in 1905, he wrote a very important
idea called the "Theory of Special Relativity," and it changed how
we think about space and time.
(4)_______, being a scientist, Einstein also cared a lot about peace and fairness. He talked
about these important things and even got a special prize for his work in 1921.
(5)_______, he moved to the United States and became a teacher at Princeton University. He
kept doing important science work and helped with making a powerful bomb during World
War II.
(6)_______, Albert Einstein's work is still important today. It inspires scientists, and his name
means "super smart." He made a big difference in science and in the world.
STEP 2: Pre-Writing
2.1. Choose one of the followings or somebody else. Work in pairs and discuss why you
want to write about this person.

Steve Jobs Nelson Mandela Frida Kahlo

Coco Chanel Mother Teresa

2.2. Do research about the famous person you chose and complete the biography template.

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 Biography of _____________

Date & Place of Birth:

Life Time Accomplishments:

Major Events in Life:

Effects & Impacts on Society:

Date & Place of Death:

STEP 3: Writing the First Draft

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Write the biography of the person you chose in 120-150 words. Use your notes in the previous
activity and the sequencers to connect your sentences.

STEP 4: Editing Your First Draft

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When you finish your first draft, exchange it with your peer. Use the checklist to provide
feedback on your peer's writing. After receiving feedback, make any necessary changes and
submit your writing to your teacher.

PEER CHECKLIST ✓
Is there date and place of birth?

Are there life time accomplishments?

Are there major events in life?

Are there enough descriptive adjectives?

Are there the effects and impacts on society?

Are there the sequencers and linkers?

Are there grammatically correct sentences?

Are there 150-170 words?

STEP 5: Writing Your Final Draft

Write your final draft with the necessary changes

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STEP 6: Extra Writing (Optional)
Choose another famous person from the activity 2.1. and write a biography of that person.

Week 2 WRITING AN EMAIL TO APPLY FOR A JOB

Learning Objectives:

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 • Can write simple sentences about their educational background and present or past job
• Can write a basic letter of application with limited supporting details
• Can write a basic formal email/letter requesting information
• Can use appropriate openings and endings in simple formal emails

STEP 1: Modelling
1.1. Look at the job adverts below. Which one would you like to apply for? Why?

1.2. Scan the email and complete the sentences with the correct word(s).
1. Sally is a student at ___________________
2. Working at English Central would be _____________________
3. She was an English teacher at __________________

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 4. In her CV, there are details of her _________________

1 Dear Sir/Madam,

2 I am writing to apply for the job of teaching English to adult learners at the English Central,
which you advertised online.

3 I am a fourth-year student at Kingston University, and I am available to work from this

semester.

A job at English Central would be an amazing opportunity for me to improve myself. I love
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to be a part of your team. I already have some experience working as an English teacher at
London Bridge where I worked last year. I prepared materials and exams. I am sure my
experience of working as an English teacher will be very useful for this job.
I attach a copy of my CV, with details of my past employment.
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Could you please send me information about the salary and working hours?
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I look forward to hearing from you.

7 Kind regards,

Sally Brooke.

1.3. Read the email again and answer the questions.

1. What position is Sally applying for at English Central?

_____________________________________________________________________
2. When is she available to start working?
_____________________________________________________________________
3. Why does she think that the job at English Central would be an amazing opportunity?
_____________________________________________________________________
4. What responsibilities did she have at London Bridge?
_____________________________________________________________________
1.4. Sally’s email has seven parts. What does each part of the email do?

says why she’s

says why she’s writing
writing

asks for more information about the job

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 describes documents she’s sending with the email

starts the email

closes the email

says why she wants the job and describes her experience

says what she’s doing now and when she can work

TIPS FOR WRITERS

When we write an email for job application,

➢ We use a formal language and start formal emails with Dear Madam/Sir or Dear
+ Mr/Mrs/Ms + surname.
➢ If we do not know the name to address, we can use another formal phrase: “To
whom it may concern”
➢ We often give a reason for writing, specify which position we are applying for
and how we learned about it.
➢ We clearly explain why we are interested in the position and company by
highlighting our skills, experiences and qualifications that make us a suitable
candidate for the position.
➢ We express our eagerness to further discuss our qualifications.
➢ We mention that we’ve attached our resume or CV for their reference.
➢ We provide our contact information, including phone number and email address.
➢ We use a formal closing such as "Sincerely," "Best regards," or "Yours
faithfully,".
➢ We type our full name after the closing.
Adapted from Language Hub B1 SB

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1.5 Analyze the email given below according to Tips for Writers and rewrite it by making
the necessary corrections.

Heyyy Mrs. Kawitzka,

I saw the English teaching ad at English Central online and thought, why not try it? I'm in my
final year at Kingston University and thought I could do some teaching this semester.
The whole idea of joining the English Central crew is sooo cool. I wanna be a part of your
team. By the way, I've actually taught English at London Bridge last year, so don’t worry, I
know what teaching is ☺
I am gonna send you my CV, so you can check out what I did. Write back to me when you've
got a moment!
See ya,
Kendall.

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STEP 2: Pre-Writing
Look at the job adverts and answer the questions to apply for one of them.

To:
Subject:
Who are you?
Where did you see the advert?
Why are you writing this email?
Why do you want the job?
Do you have experience? If yes, explain.
What are your qualifications that you think will contribute to the company?
What are you doing now and when can you work?
What are the questions that you are going to ask the company?
What documents are you sending?

STEP 3: Writing the First Draft

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Write an email for a job application to one of the adverts you chose in Step 2. Do not forget to
follow the steps and use a formal language. Write your email in 120-150 words.

To:
Subject:

STEP 4: Editing Your First Draft

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When you finish your first draft, exchange it with your peer. Use the checklist to provide
feedback on your peer's writing. After receiving feedback, make any necessary changes and
submit your writing to your teacher.

PEER CHECKLIST ✓
Does the email start with a correct opening
phrase?
Is there an introduction of the writer?
Is there a sentence that states why the email
is written?
Does the email include a sentence that states
why the writer wants the job?
Is there a description of previous experience?
Does the email include a sentence that states
what the writer is doing now and when the
writer is available to work?
Does the writer ask for more information?
Does the email include a sentence that
mentions the documents the writer is going
to send?
Does the email end with a proper closing?
Is the email written with a formal language?

STEP 5: Writing Your Final Draft

Write your final draft with the necessary changes.

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 To:
Subject:

STEP 6: Extra Writing (Optional)

Write a job application email to one of the biggest companies (Google, Microsoft, Apple, etc.).
Do not forget to follow the steps and use a formal language. Write your email in
Week 3 WRITING A STORY

Learning Objectives:
● Can write a simple story or description of an event using basic time expressions
● Can write a story with a simple linear sequence

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 ● Can use common connectors to tell a story or describe an event in writing
● Can clearly signal the end of a simple narrative or description
● Can use very basic connectors like 'and', 'but', 'so' and 'then'
● Can use basic sequencers in a structured text

STEP 1: Modelling
1.1. Look at the pictures below. What do you think happened in the end?

A. B.

C. D.

1.2. Scan the text below quickly and check your guess.
In October 1950, I decided to start a new life and bought a plane ticket to leave my past behind
after I had a very rough year. I prepared my suitcase and was ready to set off. I took a taxi to get
to the airport. When I came to the airport, I had a surprise waiting for me. My ex-boyfriend,
Daniel was there standing and looking at me. As the last goodbye, we hugged and old feelings

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surrounded us, but I was determined and got on the plane, leaving him behind although I loved
him.
During the flight, my heart ached when I thought about the life I was leaving behind. I knew I
had to be strong and continue forward. But I did not know that fate had a twist for me. When the
plane landed at the new destination, I stepped off the plane with mixed emotions and started
walking towards my new life. Then I saw someone coming towards me. It was Daniel. Daniel
knew that he couldn’t let go so he decided to follow. I and Daniel locked eyes. He smiled and
said, "I couldn't let you go, Eleanor. I want to be with you and support your dreams." Between
my past love and my determination for a fresh start, I had a difficult choice to make. When I
stood at the crossroads, I knew that life was full of surprises and sometimes offered second
chances. With a hopeful smile, I took Daniel's hand, feeling that the universe had brought us
together once more. This time, we would face the future together, with the strength of our love
and the promise of new beginnings. While we walked hand in hand, I felt grateful for the twist
of fate that led me to a new life and a love worth fighting for.
1.3. Close the text and put the events in the correct order. Then read it again to check
your answers.
1. I saw Daniel coming towards me. .
2. Daniel followed me because he couldn't let go.
3. I stepped off the plane at the new destination with mixed emotions.
4. I knew I had to be strong and continue forward during the flight.
5. I decided to start a new life and bought a plane ticket to leave my past behind
after a rough year.
6. I hugged Daniel as the last goodbye before getting on the plane.
7. I prepared my suitcase and got ready to set off.
8. We walked hand in hand, ready to face the future together with the strength
of our love and the promise of new beginnings.
9. I felt grateful for the twist of fate that led me to a new life and a love worth
fighting for.
10. We locked eyes and Daniel said, "I couldn't let you go, Eleanor. I want to 1.4.
be with you and support your dreams." Read
the text again and answer the questions.
1. Who decided to start a new life in the 1950s and bought a plane ticket to leave the past
behind?

2. Where was Eleanor surprised to see her ex-boyfriend, Daniel?

3. When did Eleanor’s heart ache during the journey, and why?

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4. Why did Daniel decide to follow Eleanor to her new destination?

TIP FOR WRITERS

1.5. Scan the text again and underline the sentences including and, but, so, and then.

Now complete the rule:

• We use ___________ to add more or similar information.

• We use ___________ to state what we do after another thing.
• We use ___________ to add more or similar information in a negative manner.
• We use ___________ to talk about the result of something.

NOTE: "And" is typically used to join two similar or related ideas. When using "and," we simply
place a comma before it if it appears in the middle of a sentence, but no comma is needed if it
connects two short, closely related phrases or words.
Example with a comma:
• I like pizza, and she prefers pasta.
Example without a comma:
• I enjoy hiking and swimming.
"But" is used to contrast two ideas or concepts. When using "but," we also use a comma before
it if it's in the middle of a sentence.
Example with a comma:
• He wanted to go to the party, but he had too much work to do.
So, the main punctuation difference is that "but" typically requires a comma before it when it
joins contrasting ideas within a sentence.

1.6. Complete the sentences with and, but, so, then.

1. I travelled to different countries in Europe _________ I haven’t travelled across Asia.
2. The family decided to go on a road trip _________ packed their bags to set off on an
adventure.
3. Jack loves playing soccer, __________ he has a broken leg, so he won't be able to join the
match.

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 4. Laura felt nervous before the big presentation, _________ she took a deep breath and began
speaking confidently.
5. The chef, first, prepared a delicious three-course meal, _________ the diners enjoyed each
dish with delight.
6. Sarah wanted to buy a new phone, ________ she saved money.

TIP FOR WRITERS

When we write a story, we mostly use two main tenses: past simple tense, and past
continuous tense.
We use past simple tense for the main events in the story:
• I packed my stuff and prepared my suitcase.
We use past continuous tense for background activities or situation events that
were in progress when the main events happened.
• I was riding to the airport when Jack called me.
❖ When we write a story, it is also important to connect ideas with linkers
correctly so that we can understand the events and ideas clearly.
Adapted from Language Hub B1 SB

1.7. Choose the correct tense to complete the story. The first has been done for you.

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 Mary wanted to set out on an unforgettable journey so she carefully (1) planned/was
planning her trip to explore new lands and cultures. As the day of departure approached,
she was filled with excitement and anticipation. Finally, the day arrived, and Mary (2)
boarded/was boarding her flight to a distant and exotic country. Midway through the
journey, she (3) was looking / looked out of the airplane window and (4) was seeing/saw
the breath-taking view of the vast ocean below.
During the long flight, Mary (5) had /was having time to think about her decision and
the adventure. She (6) realized/was realizing that traveling was not just about visiting
new places but also about discovering herself and her capabilities.

STEP 2: Pre-Writing
Write a story about an extraordinary travelling experience you had by using linkers (and,
but, so, then).
You will write an outline for your story. First, use short phrases to make a timeline including
characters, time, and place. The timeline will help you order the events in your story.

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TIMELINE

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STEP 3: Writing the First Draft
Write a story about an extraordinary travelling experience you had. Do not forget to use the
linkers to connect the events and ideas. Write your story in 120-150 words.

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STEP 4: Editing Your First Draft

When you finish your first draft, exchange it with your peer. Use the checklist to provide
feedback on your peer's writing. After receiving feedback, make any necessary changes and
submit your writing to your teacher.

PEER CHECKLIST ✓
Are the tenses used correctly throughout the
story?
Are the order of the events followed
correctly?
Are linkers “and”, “but”, “so”, “then” used
correctly?
Are capitalization and punctuation used
correctly throughout the paragraph?
Does the story have any grammar mistakes
or spelling errors?

STEP 5: Writing Your Final Draft

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Write your final draft with the necessary changes.

STEP 6: Extra Writing (Optional)

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Continue the story given below. Do not forget to use the linkers to connect the events and ideas.
Write the rest of the story in 120-150 words.

One evening, a young woman named Lily was walking home from work. She heard a
voice and stopped at the entrance of the forest. She past the brick walls and stepped into
another world…….

Week 4 WRITING A DESCRIPTIVE PARAGRAPH

● Can write short descriptive texts on familiar personal topics (e.g. family, possessions),
given a model

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 ● Can use common connectors to describe a person, a thing, or an event
● Can use simple descriptive adjectives in a simple text

What is a Descriptive Paragraph?

A description is a narrative or explanation that provides details, characteristics, and attributes

of a person, place, object, event, or concept. It is a way of conveying information by using
words, language, and sometimes sensory details to help the reader or listener form a mental
image or understanding of the subject being described.
A descriptive paragraph is a written passage. It focuses on portraying and explaining a
particular person, place, object, event, or scene. Its purpose is to provide detailed sensory
information and paint a clear mental picture for the reader. Descriptive paragraphs use a
variety of descriptive techniques, such as vivid adjectives, strong verbs, and sensory details,
to engage the reader's imagination and create a sense of presence.
In a descriptive paragraph, the writer aims to convey a sense of atmosphere, emotion, or
significance by appealing to the reader's senses—sight, sound, touch, taste, and smell. The
goal is to make the reader feel as if they are experiencing the subject of the description first-
hand.

Describing People:

When you describe a person, you explain what he or she looks and acts like. You write about
physical characteristics such as height, weight, and colour. You can also write about the person’s
style of clothing and way of talking and walking. The key to writing a good description is to use
details that help the reader imagine the person you are describing. Describing people involves
using a variety of adjectives and phrases to convey their physical appearance, personality traits,
and clothing. Here's a list of language you can use to describe people:

Physical Hair Eyes Personality Behaviour Clothing

Appearance Traits and Style
Tall Straight Blue-eyed Friendly Approachable Stylish
Short Wavy Brown- Outgoing Well- Fashionable
Average Curly eyed Shy mannered Casual
height Long Green-eyed Confident Polite Formal

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 Slim Short Hazel-eyed Creative Rude Trendy
Curvy Shoulder- Empathetic Optimistic Elegant
Well-built length Patient Enthusiastic Classic
Chubby Bald Generous Lively Minimalist
Athletic Blond(e) Reliable Respectful
Elegant Brunette Ambitious
Stunning Red-haired Intelligent
Youthful Black- Thoughtful
haired Charismatic
Gray-haired Open-minded

Remember, combining these elements can create richer descriptions of people. For instance,
you might describe someone as a "tall, blond-haired woman with a friendly and outgoing
personality," or a "well-dressed, stylish man who talks confidently."

STEP 1: Modelling
1.1. Read the model paragraph and decide if the statements are True (T) /False (F).
Correct the False ones.

Lisa is a truly positive and warm person. Her blue eyes and bright smile make her unforgettable.
She's of average height and carries herself confidently. Her wavy brown hair adds to her charm.
Lisa's style is both comfortable and stylish. Whether it's a casual denim jacket or a pretty floral
dress, she always looks great. But Lisa's personality is what really stands out. She's an amazing
friend who listens and understands people. Her laughter is contagious, and she's great at making
people feel special. She's really good at understanding people. Lisa enjoys painting. She's really
good at using colours and creating beautiful pictures. She also likes outdoor activities such as
having a picnic or going hiking. Overall, Lisa is a kind and genuine person who makes everyone
feel happy and comfortable around her.
1. Lisa has a distinctive pair of green eyes that make her stand out. T/F
2. Lisa's fashion choices are formal and elegant. T/F
3. Lisa has a natural ability to make people feel special. So, she is great at making friends. T/F
4. Lisa is great at photography. She takes great pictures of her friends. T/F
5. Lisa sometimes makes people uncomfortable. T/F
1.2. Choose someone in the class to describe. Make a list of descriptive details about the
person using the chart above.
1.____________ 4._____________
2.____________ 5._____________
3.____________ 6._____________

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1.3. Now, write 4 sentences about your friend using the chart above.
1._________________________________________________________________________

2._________________________________________________________________________

3._________________________________________________________________________

4._________________________________________________________________________

Describing Objects:

Describing objects involves using words and phrases to convey their physical attributes, purpose,
and any other notable characteristics. Here's a list of language you can use to describe objects:

Physical Colour Purpose Material Shape and Age and

Attributes and Design Condition
Function
Small Red Useful Wooden Simple New
Large Blue Decorative Metal Minimalist Vintage
Heavy Green Practical Plastic Geometric Antique
Round Yellow Ornamental Glass Symmetrical Modern
Square Orange Functional Ceramic Asymmetrical Damaged
Rectangular Purple Traditional Fabric
Curved Brown High-tech Leather
Straight Black Stone
Smooth White
Rough Metallic
Shiny Neon
Matte Pastel
Transparent

Remember, combining these descriptors can provide a clear and vivid picture of the object you're
describing. For instance, you might describe an object as a "large, bulky sofa with a sleek and
modern design," or a "vintage, wooden chair with traditional carvings."

Grammar for Writing: Order of Adjectives

When you use more than one adjective in a series to describe something, they usually follow
a certain order. The chart below shows the typical order of adjectives in English. However,
there are many exceptions, and the rules are complicated. Over time, as you learn more
English, the order of adjectives will become more natural.

Study the chart and read the example sentences.

33
Determiner Opinion Size Age Shape* Colour Origin Material Purpose Noun
a, an, the ugly tiny old square blue French cotton winter hat
these, those lovely big young round white Turkish metal sports bowl
four useful huge antique heavy yellow Spanish gold shopping car
several delicious small new long green British plastic gardening watch
my, your.. pretty large ancient short orange Italian silk baseball table
*weight and length

Examples:
I just bought a soft, Egyptian, cotton towel.
I gave away an ugly, old, wool sweater.
I cannot find the wooden, tiny, green bowl.
She lost her beautiful, new, gold watch.

1.4. Choose the correct order of adjectives to complete sentences.

1. I invited a/an _____________student to the meeting.
a. young engineering intelligent
b. intelligent young engineering
c. engineering young intelligent

2. She wore a ______________ dress to the party.

a. lovely blue cotton
b. cotton blue lovely
c. blue lovely cotton

3. I found ____________ coins in the drawer.

a. silver three old
b. old silver three
c. three old silver

Writer’s Tip: Do not use too many adjectives in one sentence since it can confuse the reader.
Use only two or three adjectives before a noun.

STEP 1: Modelling
1.5. Read the model paragraph and answer the questions.
My favourite bicycle is a wonderful object that holds a special place in my heart. It's not just a
means of transportation, but also a faithful companion on my journeys. The bike’s frame is
painted in my favourite colour, dark blue with white dots on it. It also has a comfortable seat that
allows me to enjoy long rides without discomfort, and handlebars that fit perfectly in my hands.
The memories I've created while pedalling along scenic trails and busy streets with my favourite
bicycle are invaluable and heart-warming. It's not only about the practicality of getting from one

34
place to another, but also the feeling of freedom and joy that it brings. Whether I'm commuting
to work or exploring new paths, my beloved bicycle is always there. It is more than a bike for
me. It is like a dear friend who is always ready to make every ride a delightful adventure.
1. Is the favourite bicycle only used for transportation?
___________________________________________________________________________
2. What colour is the frame of the favourite bicycle?
___________________________________________________________________________
3. How does the author feel about the memories created with the bicycle?
___________________________________________________________________________
4. What does the author mean by describing the bicycle as a "delightful adventure"?
___________________________________________________________________________

1.6. Write 4 sentences about your favourite possession using the chart and pay attention to
the order of the adjectives.

1._________________________________________________________________________

2._________________________________________________________________________

3._________________________________________________________________________

4._________________________________________________________________________

Describing Places
Describing places involves using words and phrases to convey the atmosphere, features, and
overall characteristics of a location. Here's a list of language you can use to describe places:
Location and Size and Space Appearance Architectural Purpose and
Setting and Style Function
Atmosphere
Urban Spacious Charming Gothic Cultural
Rural Cosy Romantic Modern Educational
Coastal Vast Modern Minimalist Residential
Mountainous Intimate Ancient Traditional Religious
Deserted Crowded Breath-taking Futuristic Historic
Lively Energetic Rustic Industrial

35
 Remote Inviting Touristic
Historic Mysterious
Welcoming
Calming

STEP 1: Modelling
1.7. Read the postcard and write what details Carolyn uses to describe Mount Greylock.
E.g. There are valleys and rivers below the mountain.
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4 _________________________________________________________________________
5. _________________________________________________________________________

Hi,
I’m sorry I didn’t get to see you while you were in Boston. It was so hot here that we went to
our favourite campsite in the mountains. It is near the top of Mount Greylock in the Berkshires.
The view is spectacular in the evening. The sky turns bright orange and pink as the sun sets
behind the hills in the distance. From the tower at the top of the mountain, you can look down
at the valleys and rivers below. The hiking trails are long and shady. There’s a small pond near
the campsite where we can swim when we get hot. The site is very clean and rarely crowded.
Best of all, there’s always a refreshing cool breeze! Let me know when you’ll be in Boston
again.
Love,
Carolyn
STEP 2: Pre-Writing
2.1. Describe a person OR an object.

Option 1. Write a descriptive paragraph about a family member or a celebrity in 120-150 words.
Do not forget to include descriptive adjectives and details in your paragraph.

Option 2. Write a description of something you want to sell online in 120-150 words. Use the
list of descriptive adjectives and details in your paragraph.

2.2. PLAN
Option 1. Describing a family member:
Look at the ideas map below and complete the map with the information of a family member.
Write relevant adjectives and keywords. Don’t write full sentences.

36
PHYSICAL APPEARANCE
____________________
____________________
____________________
____________________
PERSONALITY TRAITS
_____________________
_____________________
_____________________
Name _____________________

LIKES AND DISLIKES

_____________________
_____________________
_____________________
_____________________

Option 2. Describing an object:

Make a list of descriptive details about an object. Answer the following questions to help you
write your paragraph.
● What size is it?
● What shape is it?
● What colour is it?
● What are its main characteristics?
● What other information can you give?

STEP 3: Writing the First Draft

Option 1: Write a descriptive paragraph about a family member or a celebrity in 120-150 words.
OR
Option 2: Write a description of something you want to sell online in 120-150 words.

In your descriptive paragraph, you need to include descriptive adjectives and details AND you
need to follow the correct order of the adjectives.

First Draft

37
STEP 4: Editing Your First Draft

When you finish your first draft, exchange it with your peer. Use the checklist to provide
feedback on your peer's writing. After receiving feedback, make any necessary changes and
submit your writing to your teacher.

PEER CHECKLIST ✓
Is there a description of a family member or
an object?
Are the sentences organized in a paragraph?

Does the paragraph include enough specific

details about the person or the thing?
Are there enough descriptive adjectives?
Does the writer use correct vocabulary to
describe?

38
 Does the writer use the correct order of
adjectives?
Does the writer use capitalization and
punctuation correctly?

STEP 5: Writing Your Final Draft

Write your final draft with the necessary changes

Final Draft

39
STEP 6: Extra Writing (Optional)

Look at the picture below. Pretend you are on vacation there and write a postcard to a friend
describing the place in 120-150 words. In your descriptive paragraph, you need to include
descriptive adjectives and details AND you need to follow the correct order of the adjectives.

40
Week 5 WRITING AN ACADEMIC PARAGRAPH

Learning Objectives:
• Can identify the parts of a paragraph
• Can identify the topic sentence of a paragraph
• Can write the topic sentence or sentences of a basic paragraph, given a model

41
Characteristics of an Academic Paragraph

An academic paragraph is a well-structured group of sentences that focuses on a single main

idea. The sentences should be relevant to the main topic. Here are the key characteristics that
define a good paragraph:
Purpose: A good paragraph should have a specific and clear purpose. For example, in literary
writing, the purpose is often to entertain, whereas in academic writing, the purpose is generally
to explain.
Unity: A good paragraph should have a main idea that is clearly stated. All sentences within the
paragraph should support and relate to this main idea.
Coherence: The sentences in the paragraph should make sense and fit together smoothly. Each
sentence should connect to the one before it and lead to the next one.
Development: A well-constructed paragraph provides supporting details, examples, evidence,
or explanations that help to develop and strengthen the main idea.
If you follow these guidelines, you can create paragraphs that are strong, well-organized, and
have a powerful impact on your writing's overall quality.

PRACTICE

A. In a paragraph, all the sentences should relate to the topic. Cross out the sentence
in each group that is not related to the topic.

1.
Topic: It is interesting to visit foreign countries.

a. You can meet new people.

b. You can eat different kinds of food.
c. It is expensive. You can spend too much money.
d. You can see the way other people live.
e. You can learn about other cultures.

2.
Topic: Seattle is a great place to live if you like the outdoors.

a. The weather is usually warm and pleasant.

b. The roads are crowded and there is always a lot of traffic.
c. You can ride a bicycle, go running, or take a walk almost any day of the year.
d. You can go rock climbing or hiking in the nearby Cascade and Olympic Mountains.
e. The Pacific Ocean is very close, so it is easy to go fishing, surfing, and swimming.

42
3.
Topic: Different people spend their free time in different ways.

a. Some people spend their free time reading or watching TV.

b. The price of movies has increased recently.
c. Other people like to go shopping if they have some free time.
d. Many people enjoy playing sports or watching their favorite team play.
e. Some people like to visit their friends in their free time.

B. Put these sentences in order to make a meaningful paragraph.

a. Besides, I think playing the lottery is very addictive.

b. When we buy a lottery ticket, but do not win, we may want to buy more and more
tickets.
c. Firstly, in my opinion, lotteries are a waste of money.
d. To sum up, for these reasons, I believe that banning lotteries is a good idea.
e. I am for the idea that lotteries should be banned.
f. Every time we buy a lottery ticket, we have less money to buy things we need such as
food or medicine.

1. 2. 3. 4. 5. 6.

C. Now answer the questions.

1. Which sentence states the main idea of the paragraph? _______
2. Which sentences explain the main idea and give details about it? ______
3. Which sentence repeats / restates the main idea? ____

43
Model Paragraph

Topic Sentence

A good academic paragraph follows a clear and logical structure. It has three main parts. It
Supporting Sentences
typically starts with a topic sentence, followed by supporting sentences, and ends with a
concluding sentence. The topic sentence is generally the first sentence in the paragraph and it
introduces the main idea. The supporting sentences / details come after the topic sentence and
Concluding Sentence
they give details, examples, reasons or facts to explain the main idea. The concluding sentence
is usually the last sentence in the paragraph and it repeats / restates the main idea.

I am for the idea that lotteries should be banned. Firstly, in

my opinion, lotteries are a waste of money. Every time we buy D. Read the model
paragraph and answer the
a lottery ticket, we have less money to buy things we need such questions.
as food or medicine. Besides, I think playing the lottery is very
addictive. When we buy a lottery ticket, but do not win, we
may want to buy more and more tickets. To sum up, for these
reasons, I believe that banning lotteries is a good idea.
Today, cell phones can do a lot more than just to make and receive calls. Most cell phones
come with cameras that take color pictures. Many also have video cameras to record live-
action events. You can also use a cell phone to check your email, surf the Internet, or set
reminders for important events with a special alarm clock. Many cell phones have calculators
for solving math problems and fun games to play if you’re bored. With all of these new
features, it is hard to imagine what cell phones of the future will be able to do.

1. What is the topic sentence?

_____________________________________________________________________
2. How many supporting sentences are there in the paragraph?
________________________________________________________________________
3. What is the concluding sentence?
________________________________________________________________________

44
 TOPIC SENTENCE

The topic sentence is usually the first sentence in a paragraph. It states the main idea and
introduces the reader to the topic. It consists of two parts: the topic and the controlling idea.
The topic states the subject of the paragraph, and the controlling idea limits the topic.

 They answer these questions.

Topic Sentence = Topic + Controlling Idea

What is the What does the paragraph

paragraph about? explain about
the topic?

Let’s see some examples.

 Public transportation is a major problem in İstanbul.

topic controlling idea

 There are a lot of advantages of doing sports.

controlling idea topic

 Cell phones make communication much easier.

topic controlling idea

PRACTICE
A. Circle the topic and underline the controlling idea in each sentence.
1. The computer was the greatest invention of the twentieth century.
2. New Year’s Eve is a fun event in New York City.
3. E-mail is a great way to stay in touch with your family and friends.
4. Having a twin has several advantages.

45
 B. Write topic sentences by adding a controlling idea with the topics given in the
parenthesis.

1. ____________________________________________________. (shopping malls)

2. ____________________________________________________. (living in Ankara)
3. ____________________________________________________. (listening to music)

IDENTIFYING WEAK AND STRONG TOPIC SENTENCES

 A good topic sentence should be a complete sentence.
Weak: The advantages of being an only child.
Strong: Being an only child has several advantages.

 A good topic sentence should include one clear topic and one controlling idea.
Weak: Antalya is an enjoyable and crowded city for tourists.
Strong: Antalya is an enjoyable city for tourists.

 A good topic sentence should not be too general or too specific.

Weak: Food is important. (too general – too much to write about)
Weak: I had a delicious pizza for lunch. (too specific – not enough to write about)
Strong: Traditional dishes from different countries offer a delightful variety of flavors and
cultural experiences.

 A good topic sentence should not be an announcement.

Weak: Today, I am going to write about my country.
Strong: My country is a great place to live because of some reasons.

Weak: This paragraph is about air pollution.

Strong: Air pollution has lots of negative effects on our lives.

C. Read the sentences and decide if they are weak or strong topic sentences. Put a tick
(√) next to the sentences which are strong. If it is weak, explain why it is weak.

1. The risk factors for teen depression.

____________________________________________________________

46
2. There are several advantages of growing up in a small town.
____________________________________________________________
3. In this paragraph, I will explain how children learn a new language.
____________________________________________________________
4. Animals are interesting.
____________________________________________________________
5. I admire the singer Beyoncé because she is talented and generous.
____________________________________________________________
6. I had a delicious homemade lasagna for dinner last night.
____________________________________________________________

D. Each paragraph needs a topic sentence. Read the paragraph and choose the best
topic sentence for each paragraph.

1. __________________________________________ . For example, a person can have

breakfast in New York and fly to Paris for dinner. A businesswoman in London can place
an order with a factory in Hong Kong instantly by sending a text. People can use video
calls over the Internet to have a meeting without leaving their homes.
a. Airplanes have changed our lives.
b. Advances in technology have made the world seem smaller.
c. The computer was an important invention.

2. __________________________________________ . First of all, our coach is always

late for practice, so the team never has enough time to train. Also, he is very mean during
the games and yells at the players rather than giving them advice on how to improve.
Finally, our current coach doesn’t even know how to play soccer well!
a. Soccer is my favorite sport.
b. My soccer team has a horrible coach.
c. A good soccer coach should be able to play soccer well.

3. __________________________________________ . When a giraffe is born, it falls on

its head. But the 6-foot fall does not hurt it at all. About an hour later, the baby stands up

47
 and walks for the first time. Sometimes the mother leaves the new baby alone for most
of the day, but it doesn’t cry. It just sits alone and waits for its mother to come back.
a. From the time they are born, baby giraffes are strong.
b. A baby giraffe is similar to the babies of many other animals.
c. Baby giraffes need their mothers to survive.

E. Write a topic sentence for each of the following paragraphs.

1. ____________________________________________________________________ .
First of all, Canada has an excellent health care system. All Canadians have access to medical
services at a reasonable price. It also has a high standard of education. Students are taught by
well-trained teachers and are encouraged to continue studying at university. In addition, Canada's
cities are nice and clean. They have many parks and lots of space for people to enjoy. To sum
up, Canada is a desirable place to live.

2. ____________________________________________________________________.
He is known as the King of Pop. In addition, he is recognized as the most successful and
influential entertainer of all time. His contributions to music, dance and fashion made him a
global figure in popular culture for over four decades. Also, his unique music, voice, and dance
moves crossed generations, races, and cultures. In short, Michael Jackson is called the King of
Pop because he had amazing music, cool dancing, and brought people from all over the world
together.

3. ____________________________________________________________________.
First, credit cards are convenient because you do not have to carry a lot of cash around. You can
buy the products and services you need even if you do not have cash in your pocket. In addition,
credit cards are very helpful in emergencies. Finally, you can become a better money manager
as you learn to use credit cards responsibly. In conclusion, credit cards offer numerous benefits.

48
Week 6 SUPPORTING SENTENCES

Learning Objectives:
• Can identify the supporting sentences of a paragraph
• Can support a main idea with details and examples
• Can write the concluding sentence or sentences of a basic paragraph, given a model
• Can write a well-organized paragraph with clear explanations

The main idea of a paragraph includes the topic and the writer’s idea, opinion or feeling about
the topic. Other sentences in the paragraph support the main idea. These sentences are called
supporting sentences. Supporting sentences explain or prove the main idea with examples,
facts, and reasons.

49
Each paragraph must have enough supporting details to make the main idea clear to the reader.
In addition, each supporting sentence should be closely related to the topic sentence and its
controlling idea. Study the following examples.

Examples:
1. My favorite dish from Mexico is quesadillas. (main idea)
I like them because they’re easy to make. (supporting sentence)

2. Jogging is not as easy as it seems. (main idea)

More than 20 percent of adults cannot run farther than 100 meters without stopping to
rest. (supporting sentence)

PRACTICE
A. Read the following paragraphs and underline the supporting sentences.

1. Use of the Internet has grown very quickly. In 1983, there were 562 computers connected
to the Internet, but by the turn of the century, there were 361 million computers in 247
countries online. Experts say that the Internet is now growing at a rate of approximately
50 to 60 percent a year. They predict that by 2018 there will be 3.6 billion connected
computers. As time goes on, the Internet continues to become more and more popular.

2. Vegetables and fruits are an important part of a healthy diet. First, fruits and vegetables
are packed with the vitamins and minerals you need to keep your body functioning
smoothly. In addition, they give you the carbohydrates you need for energy. Fruits and
vegetables have lots of fiber to help your digestive system work properly. Finally, many
scientists believe that the nutrients in fruits and vegetables can help fight diseases. If you
eat a diet rich in fruits and vegetables, you’ll be on the road to better health.

TIP: Every paragraph must have a single focus which means that all the supporting sentences
in a paragraph must relate to the main idea stated in the topic sentence.

B. Read the topic sentence. Circle the topic and underline the controlling idea. Then
choose (✓) the supporting sentences that best support the controlling idea.

50
Topic Sentence: Doing regular exercise is really important for staying healthy.

_____ Your heart becomes stronger when you do exercise.

_____ Listening to music while exercising can help pass the time more quickly.
_____ Playing sports helps you control your weight, and when you exercise, you feel less
stressed and happier.
_____ Sunscreen is important when you are doing exercise outdoors.
_____ Doing exercise even helps you sleep better and wake up feeling good.

TIP: A sentence that does not support the main idea is called an irrelevant sentence. It does
not belong to the paragraph. When all of the sentences support the main idea, the paragraph
has unity.

C. Read the following paragraphs and cross out the irrelevant sentence in each
paragraph.

1.Even simple study habits can improve your grades. At university I learned how important it is
to get enough sleep. Eating a balanced diet can also contribute to academic success, as it provides
essential nutrients for the brain. When you are well-rested, it is easier to learn. Research shows
that when people don’t get enough sleep, their memories aren’t effective. If students are really
tired, they might even fall asleep in class! It’s easy to see how getting enough sleep can improve
your performance at university.

2.I will never eat dinner at The Little French Bistro again. The restaurant is not very clean. You
can see dust in the corners and on the shelves. The food is expensive, but the portions are small.
I never feel full after I’ve finished eating. Additionally, the waiters are not very friendly. Their
menu offers a variety of seafood dishes, which I usually enjoy cooking at home. For these
reasons, I will not visit that restaurant again.

51
 Transition Signals
While writing an academic paragraph, organization is the key to good writing. Transition signals
are used to connect ideas and help the writer organize their texts while giving examples, reasons,
or facts to support the main idea in the topic sentence. They serve as bridges between sentences.
These signals indicate relationships between ideas, such as addition, contrast, cause and effect,
comparison, time sequence, examples, summaries, and more.

Here is a chart showing some basic transition signals and their purposes:

Purpose Transition Examples

Signals
To introduce additional Also She likes playing the piano. Besides, she enjoys
information.
Besides painting too.
In addition
Moreover
To give specific examples For example Many fruits are rich in vitamins. For example,
For instance oranges have a lot of vitamin C.
Such as
To show a chronological order or First First, we planted the seeds in the garden. Then, we
sequence of events
Next watered them gently.
Then
After that
Lastly

52
To show differences or opposing But She studied hard for the test. However, her anxiety
ideas
However caused her to feel nervous during the exam.
On the other hand
In contrast
To show reason or result Because The store was closing in five minutes. Therefore,
So she hurried to complete her shopping.
Therefore
As a result

D. Read the following paragraph and fill in the blanks with a suitable transition signal
given in the box.

For example Also First Lastly Next

Smoking is very harmful in many ways. (1)________________, it causes serious health

problems. People who smoke can get sick with lung diseases and cancer. (2) ________________,
smoking hurts the heart and can lead to heart attacks and strokes. (3) ________________, studies
show that smokers have more heart issues than non-smokers. (4) ________________, smoking
doesn't just affect the person smoking, but also people around them who breathe in the smoke.
(5) ________________, smoking costs a lot of money for healthcare and makes people miss
work. To sum up, smoking is really bad for health, money, and society.
CONCLUDING SENTENCES

The concluding sentence tells the reader that the paragraph is ending. It is the last sentence of a
paragraph and there are different types of concluding sentences.

A concluding sentence;

53
 1. restates the topic sentence (repeats the main idea of the topic sentence in different
words)
2. summarizes the main points of the paragraph
3. gives a final comment on the topic (makes a prediction, a suggestion or gives advice)

!!! A concluding sentence does not introduce a completely new idea.

E. Now, here is a paragraph with different types of concluding sentences. Read the
paragraphs and decide what the concluding sentence does.

1. Learning a new language is really helpful for many reasons. First, it helps you talk to
more people and make new friends. Second, it makes your brain stronger and smarter.
Third, it lets you understand different cultures and places better. So, learning a language
is fun, good for your brain and helps you connect with the world!

a. it restates the main idea b. it summarizes the main points c. it gives a final comment

2. Learning a new language is really helpful for many reasons. First, it helps you talk to
more people and make new friends. Second, it makes your brain stronger and smarter.
Third, it lets you understand different cultures and places better. So, there are many
reasons why picking up a new language is beneficial.

a. it restates the main idea b. it summarizes the main points c. it gives a final comment

3. Learning a new language is really helpful for many reasons. First, it helps you talk to
more people and make new friends. Second, it makes your brain stronger and smarter.
Third, it lets you understand different cultures and places better. So, if you want
something that expands your world, trying out a new language could be a really
good idea.

a. it restates the main idea b. it summarizes the main points c. it gives a final comment

Transition Signals with Concluding Sentences

54
Here is a list of transitional words that are commonly used at the beginning of concluding
sentences. Note that each is followed by a comma.

All in all, In short, To sum up,

In conclusion, To conclude, As a result,
To summarize, So, In summary,

F. Choose the best concluding sentence for each paragraph.

1. There are many reasons why I like wearing a uniform at school. First of all, it saves time.
I don’t have to spend time picking out my clothes every morning. Wearing a uniform also
saves money. It’s cheaper to purchase a few uniforms than to go out and buy lots of
school clothes. In addition, I don’t have the pressure of keeping up with the latest styles.
Most importantly, wearing a school uniform gives me a sense of belonging. I really think
it adds to the feeling of school spirit and community.
__________________________________________________ .

A. In summary, school uniforms might encourage students to study harder for exams
B. So, wearing a school uniform makes sense because it's convenient, saves money, and
helps me feel like a part of the school community
C. In short, school uniforms might make it hard to breathe in different weather

2. A good nurse has a lot of responsibilities. Firstly, she has to take care of the patients. Her
responsibilities include changing clothes, bathing them, giving medicine at a definite
time. Also, a nurse is there to make patients feel better. She talks to them and helps them

55
 when they're worried. This makes patients feel cared for and not alone.
_________________________________________.

A. In brief, a skilled nurse's role involves both practical care and emotional support
B. To conclude, nurses really enjoy what they are doing
C. To sum up, nurses spend most of their time organizing hospital parties

Writing The First Draft

Read the given topic sentence and think about supporting ideas that best support the topic
sentence. When explaining these ideas with examples or details, use transition words to connect
your sentences. Finally, end your paragraph with a suitable concluding sentence. Write your
paragraph in 120-150 words.

New City, New Life

Topic Sentence: Being a student in a new city has its own good points.

56
Editing Your Draft
When you finish your first draft, exchange it with your peer. Use the checklist to provide
feedback on your peer's writing. After receiving feedback, make any necessary changes and
submit your writing to your teacher.

PEER CHECKLIST ✓
Are there enough supporting ideas that relate
to the topic sentence?
Do the supporting ideas include relevant
examples, details, or explanations?
Are transition words used to connect
sentences and ideas?
Does the paragraph end with a concluding
sentence?
Are capitalization and punctuation used
correctly throughout the paragraph?
Does the paragraph have any grammar
mistakes or spelling errors?

57
Writing Your Final Draft
Write your final draft with the necessary changes.

Final Draft

58
Extra Writing (Optional)

Read the given topic sentence and think about supporting ideas that best support the topic
sentence. When explaining these ideas with examples or details, use transition words to connect
your sentences. Finally, end your paragraph with a suitable concluding sentence. Write your
paragraph in 120-150 words.

A Popular Holiday Destination

Topic Sentence: There are several reasons why Antalya is a popular holiday destination.

59
Week 7 WRAP-UP WEEK
Learning Objectives:
• Can revise what the learners have studied so far

TIP FOR WRITERS

Start with a Plan:

• Think about what you want to say before you start writing. Consider making a simple list or outline
of your main ideas. This helps you stay organized and ensures your writing has a clear structure.

Use Simple Language:

• Choose words that you are comfortable with and that convey your ideas clearly. Avoid using words
or phrases that might be too advanced, and focus on expressing yourself in a way that feels natural
to you.

Check Your Grammar and Spelling:

• Pay attention to basic grammar rules you've learned. Check for common mistakes in verb tenses,
subject-verb agreement, and word order. Also, proofread for spelling errors to make sure your
writing looks polished.

Stick to the Topic:

• Keep your writing focused on the main idea. If you find yourself going off track, take a moment
to reassess and ensure that each sentence contributes to the central theme.

Add Details and Examples:

• Make your writing more vivid by including specific details and examples. Instead of saying, "I
like animals," you could say, "I love spending time with my energetic dog, Max."

Start and End Strong:

• Your introduction should grab the reader's attention, maybe with an interesting fact or a personal
experience related to your topic. In the conclusion, summarize your main points and leave a lasting
impression or suggest something for the reader to think about.

Revise and Edit:

60
 • After you've written your first draft, take a break and then come back to it with fresh eyes. Look
for areas where you can improve clarity or add more detail. Editing is a crucial step in refining
your writing.

Ask for Feedback:

• Don't hesitate to share your writing with a classmate or teacher. Constructive feedback can provide
valuable insights and help you understand areas for improvement.

Practice Regularly:
• The more you write, the more comfortable and proficient you'll become. Set aside time for regular
writing practice, whether it's journaling, short essays, or creative writing exercises.
Stay Positive:
• Writing is a skill that improves over time. Celebrate your progress and view each writing task as
an opportunity to learn. Stay positive and embrace the learning journey.

1. Now, choose one of the writings below to practice further

and write your first and final draft.
I. WRITE A BIOGRAPHY
I. Study the table and write a short biography of Tom Holland in 120-150 words
Thomas Stanley Holland

Birthdate: June 1, 1996

Birthplace: Southwest London, UK
Early Life: • Three younger brothers
• Dyslexia when he was 7
• Dancing classes when he was young
• Dreamed of becoming primary school teacher
Notable Achievements: • Hip hop classes in high school
• Trained in ballet, tap dancing, acrobatics
• Breakout Role in “The Impossible”
• Iconic role of Peter Parker/Spider Man Homecoming
• Superhero in Captain America: Civil War

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 Awards: • British Academy Film Award
• Saturn Awards
• Forbes 30 under 30
Public Image: • Private person-doesn’t discuss his personal life
• In a relationship with Zendaya

Writing the First Draft

Write the biography of Tom Holland by looking at chart above in 120-150 words.
First Draft

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 II. WRITING AN E-MAIL TO APPLY FOR A JOB
Read the advert from the website of Adventure Park below and write an email to apply for the
guest services team member. (120-150 words).
ADVENTURE PARK – GUEST
SERVICES TEAM MEMBER
Looking to do something different this
summer? Why not join us as a guest service
team member? We are the highest-rated
adventure park in the city.
We offer a flexible schedule, free
admission to Adventure Park and all Palace
Entertainment park on your off days.
For this job, you need to be willing to learn,
you should have strong communication
with team members and the guests and you
need to speak English well.
You should answer all general park
questions, help the guests when they are in
need and you should have a smiling face
when greeting the guests. You don’t have
to have any previous experience.
If you’re interested, please send a covering
email with your CV to
mike.douglas@adventurepark.com.

1. Start the e-mail

2. Introduce yourself
3. Say why you want the job
4. Write about your skills, experiences, and qualifications
5. Ask for more information about the job
6. Close the e-mail

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II. Write your formal e-mail in 120-150 words. Do not forget to follow the steps and use a formal
language.

To:
Subject:

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 III. WRITING A STORY
Now, look at the pictures below and write a short story according to the pictures below in
120-170 words. Do not forget to use your imagination! ☺

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Writing the First Draft
Write a short story according to the pictures above in 150-170 words.
First Draft

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 IV. WRITING A DESCRIPTIVE PARAGRAPH
Look at the picture below. Pretend you are on vacation there and write a postcard to a friend
describing the place in 120-150 words. In your descriptive paragraph, you need to include
descriptive adjectives and details.

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 First Draft

V. WRITING AN ACADEMIC PARAGRAPH

You’re going to write a well-organized paragraph (120-150 words) on “the impact of social
media influencers on teenagers”.

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 First Draft

Editing Your First Draft

When you finish your first draft, exchange it with your peer. Use the checklist to provide
feedback on your peer's writing. After receiving feedback, make any necessary changes and
submit your writing to your teacher.

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 PEER CHECKLIST ✓
Are there enough supporting ideas that relate
to the topic sentence?
Do the supporting ideas include relevant
examples, details, or explanations?
Are transition words used to connect
sentences and ideas?
Does the paragraph end with a concluding
sentence?
Are capitalization and punctuation used
correctly throughout the paragraph?
Does the paragraph have any grammar
mistakes or spelling errors?

Writing Your Final Draft

Write your final draft with the necessary changes

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 Final Draft

BIBLIOGRAPHY

Blanchard, K. L., & Root, C. B. (1994). Ready to write 2: A first composition text. Longman.

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Blanchard, K., & Root, C. (2016). Ready to Write 2. Pearson Education ESL.

Boardman, C. A. (2008, January 1). Writing to Communicate 1.

Brayshaw, D., & Hird, J. (2019). Language Hub B1. Macmillan Education.

Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2020, August 13). Great Writing 2:
Great Paragraphs. Cengage Learning.

Haugnes, N. (2012). Focus on writing 3. Pearson Education.

Hogue, A., & Bixby, J. (2013). Paragraphs. Pearson Longman.

O’Neill, R. (2014). Unlock 2: Reading & writing skills: Student’s book: With online
workbook. Cambridge University Press.

Solorzano, H., Haugnes, N., & Wiese, D. (2011, January 1). Focus on Writing 2 Book 231352.
Pearson Education ESL.

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