Essay Writing For Beginners

Essay Writing for Beginners
“It is a short literary composition on a

What is an Essay?
single subject.” – from answers.com
Writing an essay can be very difficult if you don’t practice.

But before you can compose paragraphs, you must learn
two basic rules in writing: capitalization and punctuation.
In the next three lessons, you will be studying more about

the two rules mentioned above. Exercises are also given to
test your understanding of each section.
Lesson 1: Capitalization Rules
A. FIRST WORD OF A SENTENCE: The first word in a

sentence is always capitalized.
Incorrect: the world is getting smaller.

Correct: The world is getting smaller. (“T” is capitalized)
Incorrect: anna feels happy today.

Correct: Anna feels happy today.
Exercise 1-1 Re-write the following sentences,
using proper capitalization:
1. the scandal involves several million US dollars that were allegedly

delivered to Roh or members of his family by Taekwang industry CEO
Park Yeon-cha.
2. roh questioned whether his meetings with his secretaries and walks
in his garden fall under the public's right to know.
3. in my opinion, children nowadays are watching too much TV.
4. what will you do tomorrow?

Answers to Exercise 1-1
1. The scandal involves several million US dollars that were allegedly

delivered to Roh or members of his family by Taekwang industry CEO Park
Yeon-cha.
2. Roh questioned whether his meetings with his secretaries and walks in
his garden fall under the public's right to know.
3. In my opinion, children nowadays are watching too much TV.
4. What will you do tomorrow?
Did you get the answers correctly? If not, why

don’t you go over this part one more time and
practice? In this chapter, you learned that the
first letter of the first word of every sentence
is always capitalized.
B. THE PRONOUN “I”: The pronoun “I” is always
capitalized.
Incorrect: As soon as i’m finished, i will go home.

Correct: As soon as I’m finished, I will go home.
Incorrect: Can i ask you a question?

Correct: Can I ask you a question?
Exercise 1-2 Rewrite the following sentences,
using proper capitalization of the pronoun “I.”
1. My mother and i enjoy shopping every Saturday. On that day, i

would wake up at around 8 in the morning on Saturday and
enjoy breakfast with my her.
2. Am i going to do all this work in one day?
3. i feel really happy today.
4. You and i are going fishing today.
5. We truly are best friends, you and i.
1. My mother and I enjoy shopping every Saturday. On

that day, I would wake up at around 8 in the morning
on Saturday and enjoy breakfast with my her.
2. Am I going to do all this work in one day?
3. I feel really happy today.
4. You and I are going fishing today.
5. We truly are best friends, you and I.
Did you get the answers correctly? If not, why
don’t you go over this part one more time and
practice? In this chapter, you learned that the
pronoun “I” is always capitalized, no matter
where it is placed in the sentence.
Additional exercise: You can practice writing more

sentences with the pronoun “I” in it. Why don’t you start
by writing about you? For example, you can write, “I think
this lesson really helps improve my writing.” OR, “I am
hungry.”
C. PROPER NAMES: Proper names and nouns used as proper names are
capitalized.
1. Names of people and races

Incorrect: My daughter alexandra is 11 years old. She’s an american
citizen.
Correct: My daughter Alexandra is 11 years old. She’s an American
citizen.
2. A title preceding a proper noun

Incorrect: The house owned by mr. Kim is now for sale.
Correct: The house owned by Mr. Kim is now for sale.
3. Specific geographical locations

Incorrect: I come from the beautiful land of korea.
Correct: I come from the beautiful land of Korea.
4. Certain college courses (languages and official catalogue
titles)
Incorrect: I’m taking up english literature at yonsei university.
However, I am also fluent in german and french.
Correct: I’m taking up English Literature at Yonsei University.
However, I am also fluent in German and French.
5. Documents, organizations and historical events

Incorrect: His grandfather is a veteran of world war ii.
Correct: His grandfather is a veteran of World War II.
6. Nationalities and names of languages

Examples: Korean, American, Filipino, Swedish, Thai, etc.
7. Points of the compass, when referring to a section of a

country.
Examples: South Korea (not south Korea), North Korea (not north
Korea), Southeast Asia (not southeast Asia)
C. PROPER NAMES: ( … continued)
8. Names of religions, deities (gods) and sacred items

Examples: Christian, Catholic, Buddhist / God
9. Days of the week, months and holidays.

Examples: Monday, Tuesday / January, February / Children’s Day,
New Year’s Day
10. Titles of books, articles, journals, newspapers and

magazines. (The first letter of the first word and the first letters
of all important words are capitalized. Articles, coordinate
conjunctions, and prepositions are usually not capitalized.)
Incorrect: A Tale Of Two Cities
Correct: A Tale of Two Cities (prepositions are usually not
capitalized)
Exercise 1-3 Rewrite the following sentences,
observing correct capitalization of proper names.
1. The movie “mr. and mrs. Smith” is one of my favorites.

2. My father’s a buddhist, my mother’s a christian and I’m
confused!
3. I have an appointment with the dentist on friday afternoon.
4. Many people think that north korea and south korea will never
settle their differences.
5. President barack obama is the first black american president.
6. I wanted to major in english, but my father insisted I become a
doctor.
7. Have you read the book, “angels and demons” yet?
8. The entire class of mrs. Kim agreed to travel to canada the
following month.
1. The movie “Mr. and Mrs. Smith” is one of my favorites.

2. My father’s a Buddhist, my mother’s a Christian and I’m
confused!
3. I have an appointment with the dentist on Friday afternoon.
4. Many people think that North Korea and South Korea will
never settle their differences.
5. President Barack Obama is the first black American president.
6. I wanted to major in English, but my father insisted I become a
doctor.
7. Have you read the book, “Angels and Demons” yet?
8. The entire class of Mrs. Kim agreed to travel to Canada the
following month.
How was it? By this time, you should
already master the different rules in
capitalization. If you’re still confused, you
can always read this entire lesson again.
Also, the best way to memorize these
rules is to practice writing sentences on
your own. Don’t worry about the grammar
just yet.
End of lesson 1
Lesson 2: Punctuation Rules Part 1
A. Period [.]
1.Use a period after a statement or command.
Example: I went to the market this morning.
2. Use a period after abbreviations and initials

Example: Mr., Mrs., Jr., etc.
Note: Periods are not used in acronyms (AIDS, IBM, UNESCO,
etc.)
B. Question marks [?] – are placed after (not before) questions.

Examples:
(1) Where would you like to eat?
(2) What did your mother say about me?
(3) Are you okay?
(4) Have you seen my boss?
C. Exclamation points [!] – are placed after exclamatory
sentences or phrases.
Examples:
(1) You look gorgeous!
(2) Oh my goodness!
(3) I’m free at last!
(4) Come back here!
Exercise 2-1-1 After every sentence, write C if the

punctuation is correct and W if it’s wrong.
1. Where have you been? _____

2. I really don’t know how to thank you enough? _____
3. Wow? _____
4. The world economy will recover in a few months. _____
5. Hey there! _____
Exercise 2-1-2 Write the correct punctuation for the
following sentences:
1. Can I talk to you for a minute ___

2. You look wonderful ___
3. Mrs ___ Jones came by to visit this morning ___
4. Where would you like to go ___
5. I hate you ___
Answers to Exercise 2-1-1
1. Where have you been? __C___

2. I really don’t know how to thank you enough? ___W__ (.)
3. Wow? __W__ (!)
4. The world economy will recover in a few months. __C__
5. Hey there! ___C__
1. Can I talk to you for a minute _?__

2. You look wonderful __!_
3. Mrs __._ Jones came by to visit this morning __._
4. Where would you like to go __?__
5. I hate you __!__
So how many correct answers did

you get? Using correct punctuation is
an important aspect in sentence
writing.
D. Comma [,]
1.Use a comma before a conjunction (and, so, but, or, for) that separates two
independent clauses.
Example: I would like to eat now, but I don’t have money to buy food.
(Note: This sentence can be divided in two: I would like to eat now. I don’t have
money to buy food.
2. Don’t use a comma before a conjunction that separates two phrases that aren’t
complete sentences.
Incorrect: She bought cosmetics, and food.
Correct: She bought cosmetics and food.
3. Use a comma to separate interrupting expressions from the rest of the

sentence.
Incorrect: My mother who has always liked cats decided to buy a dog.
Correct: My mother, who has always liked cats, decided to buy a dog.
4. Use a comma after transitional expressions.

Example: I originally planned to travel to America. However, my budget wasn’t
enough for it.
(Note: Common transitional expressions are: Therefore, however, for this reason,
on the other hand, also, in fact, for example, for instance, in addition, similarly)
D. Comma [,] ( … continued)
5. Use a comma to separate names of people in direct address from the rest of a
sentence.
Example: Mark, Kim and June went to the same high school.
6. Use a comma after yes and no in answers.

Example dialogue:
A: Are you quitting this job?
B: Yes, I am. (not “Yes I am.”)
7. Use a comma to separate items in a series.

Example: I must jog, go on a diet and do regular workout if I want to lose weight.
8. If a date or address has two or more parts, use a comma after each part.
Example: 27 Bronxville, Toronto, Canada
9. Use a comma to separate two or more adjectives that modifies a single noun.
Examples:
(1) I am tall, lanky and weak.
(2) The cat’s eyes were big, green and mysterious.
Exercise 2-2 For each sentence, determine whether a
comma is needed or not. If a comma is needed, insert it in
its rightful place.
1. The person for this job should be responsible_ hardworking and

flexible.
2. Do you have a dollar_ and fifty cents?
3. No_ it’s impossible.
4. Babies who are nurtured, loved_ and cuddled grow up to be confident
children.
5. I live in Seoul_ Korea.
6. Alvin_ Simon and Theodore are also known as The Chipmunks.
7. She paid for a bag_ and a pair of shoes.
8. My ideal man is tall_ dark and handsome.
1. The person for this job should be responsible, hardworking and

flexible. (needed)
2. Do you have a dollar and fifty cents? (not needed)
3. No, it’s impossible. (needed)
4. Babies who are nurtured, loved and cuddled grow up to be confident
children. (not needed)
5. I live in Seoul, Korea. (needed)
6. Alvin, Simon and Theodore are also known as The Chipmunks.
(needed)
7. She paid for a bag and a pair of shoes. (not needed)
8. My ideal man is tall, dark and handsome. (needed)
Did you find the exercises easy enough? If so, this

means that you’re ready to move on to the next
section of this lesson. If you’re still confused, you
can always go back and review the entire section.
E. Apostrophe [‘]
1.Use apostrophes in contractions.

Incorrect: Its really nice to meet you.
Correct: It’s really nice to meet you.
Incorrect: Shes planning to get married next year.

Correct: She’s planning to get married next year.
2. Use an apostrophe to make possessive nouns.

Incorrect: I’m afraid I forgot to bring Ryans computer.
Correct: I’m afraid I forgot to bring Ryan’s computer.
Incorrect: Is that Susans husband?

Correct: Is that Susan’s husband?
Note: For proper nouns ending in s, it is still recommended to put an s to make

possessive nouns. Example: Charles’s car
However, if the sentence already contains lots of s and z sounds, it’s better not
to add an s after the apostrophe. Example: “That’s old Mrs. Chambers’ estate.”
For nouns ending in double s, such as “boss” or “witness,” only an apostrophe

is needed to make possessive nouns. Therefore, we say “the boss’ notes” and the
“witness’ statement.”
Exercise 2-3 Rewrite the following phrases into their
possessive counterparts. An example has been done for
you.
Example:
*a student of my brother  my brother’s student
1.A book of my best friend 

2.The car of Dan 
3.The dolls of the girls 
4.The front seat of the car 
5.The statement of the witness 
6.The statements of the witnesses 
7.The memo of the boss 
8.The memos of the bosses 
9.The world of Wayne 
10.The odors of the gases 
1. A book of my best friend  my best friend’s book

2. The car of Dan  Dan’s car
3. The dolls of the girls  the girls’ dolls
4. The front seat of the car  the car’s front seat
5. The statement of the witness  the witness’ statement
6. The statements of the witnesses  the witnesses’ statement
7. The memo of the boss  the boss’s memo OR the boss’ memo
8. The memos of the bosses  the bosses’ memo
9. The world of Wayne  Wayne’s world
10. The odors of the gases  the gases’ odors
How did you do in this exercise? Remember, we

also use the apostrophe for contractions, such as:
I’m, you’re, they’re, she’s, etc. Once you’ve become
comfortable applying the punctuation rules correctly
in your sentences, you’re very much ready to move
on to the next lesson.
End of lesson 2
Lesson 3: Punctuation Rules Part 2
F. The colon [:] – serves to “introduce” one of three things: examples, a list or a
quotation.
Examples:
(1) I wish to receive the following gifts on my birthday: a car, an expensive bag and
one million dollars in cash.
(2) As Jane Austen wrote: it is a truth universally acknowledged, that a single man in
possession of a good fortune, must be in want of a wife.
G. Semicolon [;] – is used to replace a period. You can use a semicolon to join two
sentences that are closely related in meaning, or in a list that already contains
commas. The semicolon can also mean the following when used between two
complete sentences: and, but, or, nor, so, and yet.
Example: I’m too sick; I can’t work anymore. (I’m too sick. I can’t work anymore.)
Semicolon and transition words:
Example: The soldier was already too weak to fight; nevertheless, he went on fighting.
H. Quotation marks [“ “]
Use quotation marks to show the exact words that someone has said.
Example: My mother used to tell me, “Life is a box of chocolates.”
(Note: If the quote is less than 3 lines, use quotation marks in your text. If your quote is
more than 3 lines, there’s no need to use quotation marks; just indent.)
Exercise 3-1 For the following sentences, determine which
of the three punctuations (colon, semicolon and quotation
marks) discussed in this section is appropriate.
1. The sign changed from _Walk,_ to _Don’t Walk,_ to _Walk_ again.

2. To summarize_ I took a bath, had breakfast and then the hurricane struck our
village.
3. Make-up, by Dong Lee_ shoes and accessories, by Karen Lim_ photography
by John Doe.
4. I could only find three ingredients_ sugar, flour and coconut.
5. I had wanted to quit_ nevertheless, I went ahead and took the exam.
6. She said, _I’m hungry._
7. There are only three kinds of people_ the good, the bad and the ugly.
8. _Will you be here for dinner?_ my mother asked me.
9. The children came home today_ they had been away for a week.
1. The sign changed from “Walk,” to “Don’t Walk,” to “Walk” again.

2. To summarize: I took a bath, had breakfast and then the hurricane struck our
village.
3. Make-up, by Dong Lee; shoes and accessories, by Karen Lim; and
photography by John Doe.
4. I could only find three ingredients: sugar, flour and coconut.
5. I had wanted to quit; nevertheless, I went ahead and took the exam.
6. She said, “I’m hungry.”
7. There are only three kinds of people: the good, the bad and the ugly.
8. “Will you be here for dinner?” my mother asked me.
9. The children came home today; they had been away for a week.
Were you able to answer all the questions

correctly? If so, can you explain why they are
correct? A better understanding of the punctuations
discussed in this section will greatly help you in
your essay writing.
I. Hyphen [-]
Use a hyphen to join words that form a single adjective, to join prefixes to words and
to join words that are combined.
Examples: middle-aged, a twelve-year-old boy, ex-wife
J. Dash / em dash [ – ]
Use this dash sparingly in formal writing. In informal writing, em dashes may replace
commas, semicolons, colons and parenthesis to indicate added emphasis, an
interruption, or an abrupt change of thought.
Example:
(1)The woman – pretty as she was – couldn’t remember where she had parked her
car. (This can be made into: The woman couldn’t remember where she had parked
her car.)
(2)The company CEO – though he wouldn’t admit that he was the boss – tried to run
away from the police when he was about to be arrested. (This can be made into: The
company CEO tried to run away from the police when he was about to be arrested.)
(3)I pay the bills – she has all the fun. (A semicolon would be used here in formal
writing.)
Exercise 3-2 Supply the appropriate punctuation (dash or
hyphen) in each sentence below.
1. This is a well_thought_out essay.

2. Katherine’s grandfather _ God bless his soul _ wrote several books in
his lifetime.
3. My ex_colleagues surprised me on my birthday.
4. An honest politician _ if such a creature exists _ would never agree to
such an evil plan.
5. Their daughter is a brown_eyed beauty.
6. He seems to be a friendly_looking man.
7. You are the friend _ the only friend _ who was there when I felt really
sad.
8. I wish you would _ oh, never mind!
1. This is a well-thought-out essay.

2. Katherine’s grandfather – God bless his soul – wrote several books in
his lifetime.
3. My ex-_colleagues surprised me on my birthday.
4. An honest politician – if such a creature exists – would never agree to
such an evil plan.
5. Their daughter is a brown-eyed beauty.
6. He seems to be a friendly-looking man.
7. You are the friend – the only friend – who was there when I felt really
sad.
8. I wish you would – oh, never mind!
Was this exercise easy for you? Remember, the

dash, or em dash, is used sparingly in formal
writing. As for the hyphens, if you’re not sure
whether to hyphenate a group of words or not,
better check the dictionary or just type them
separately.
End of lesson 3
All About Sentences
Now that you have recognized and practiced the
different capitalization and punctuation rules – tools
that you’ll need in your writing tasks – it’s time to move
on to the next writing unit: the sentence.
In the next five lessons, you will learn more about the
different sentence patterns, their connectors and their
parts and types. Knowing what these are will help you
greatly in your essay composition.
So why don’t we get started?

Lesson 4: The Sentence – Elements of Sentence Construction
A. SUBJECTS AND PREDICATES – Every sentence has a subject and a predicate.
A subject can be a noun or pronoun that tells whom or what the sentence is about. For
example: the ball, the student, or the library.
A predicate tells what the subject is or does. For example: (The ball) is red, (The
student) is diligent, or (The library) is really big.
Examples: (bold black = subject / bold red = predicate)
(1) Sheila gave her money to the poor.

(2) Please call me.
(3) That intelligent child is my sister’s daughter.
Predicate examples:
SUBJECT PREDICATE
Sheila gave All these are predicates
has given of the subject “Sheila”
will be giving
Exercise 4-1 Look at the sentences below. Tell whether the
colored part of the sentence is the subject (S), predicate
(P), or neither (N).
1. President Barack Obama spoke to the American people.

2. The students of Korea University vacationed in Africa.
3. Maria’s brother bought a new cell phone.
4. Jonathan enjoys meeting new people.
5. Mom asked me to go to the dentist.
6. The school’s basketball team won the championship match.
7. I took the exam yesterday.
8. The people in the house are having a party.
9. My colleagues and I drank heavily until early morning.
10.The horse ran in the field.
1. President Barack Obama spoke to the American people.  S

2. The students of Korea University vacationed in Africa.  N
3. Maria’s brother bought a new cell phone.  P
4. Jonathan enjoys meeting new people.  N
5. Mom asked me to go to the dentist.  S
6. The school’s basketball team won the championship match.  S
7. I took the exam yesterday.  P
8. The people in the house are having a party.  S
9. My colleagues and I drank heavily until early morning.  N
10.The horse ran in the field.  S
Did you get all the items correctly? Can you explain
why some of the answers are “N”? If you’re still not
sure how to determine the subject and predicate in
every sentence, you can always review this section
one more time.
B. PHRASES – are a group of related words that, (1) does not express a complete
thought and (2) does not have a subject and predicate pair
1.Prepositional phrase: at this moment, by that time, in the closet (phrases with
prepositions)
2.Verbal phrase: gave in to the request, cooking a great meal, to travel the world
(phrases with verbs)
C. CLAUSES – are a group of related words that contain a subject and a predicate.
Clauses can be complete (Mark boarded the plane.) or incomplete (as soon as Mark
boarded the plane).
In the example above, “Mark” is the subject and “boarded” is the predicate.
1.Independent clause: a group of words that contains that contains a subject, a

predicate and a complete thought.
Example: Mark boarded the plane.
2.Dependent clause: a group of words that contains a subject and a predicate, but does
NOT express a complete thought.
Example: as soon as Mark boarded the plane
The dependent clause can be made into the following sentence:
I left the airport as soon as Mark boarded the plane.

Exercise 4-2 Look at the sentences below. Tell whether the
group of words in bold letters are prepositional phrases
(PP), verbal phrases (VP), complete clauses (CC) or
incomplete clauses (IC).
1. To get the right word in the right place is difficult to do.

2. I am eager to take any Saturday job.
3. Jay enjoyed baking his first cake.
4. Cows eat grass.
5. Cows eating grass are visible from the highway.
6. Run!
7. Mr. Kim lives in America, but his family is still in Korea.
8. We should turn to each other, not on each other.
9. It’s very expensive to ski every winter in Korea.
10. The candidate hired a campaign manager because he’s convinced that he
could win the election.
1. To get the right word in the right place is difficult to do.  PP

2. I am eager to take any Saturday job.  VP
3. Jay enjoyed baking his first cake.  VP
4. Cows eat grass.  CC
5. Cows eating grass are visible from the highway.  IC
6. Run!  CC
7. Mr. Kim lives in America, but his family is still in Korea.  CC
8. We should turn to each other, not on each other.  PP
9. It’s very expensive to ski every winter in Korea.  VP
10. The candidate hired a campaign manager because he’s convinced that he
could win the election.  VP
This exercise is just to show you the different parts

of a sentence. Hopefully, understanding this section
will help you construct your essay sentences easily
and correctly.
D: AVOIDING FRAGMENTS: Fragments refer to dependent clauses or phrases. They
are called fragments because they are missing one or more parts needed to make a
complete sentence. In writing, one must always use complete sentences.
Examples:
1.The students studied hard for the exam. = SENTENCE (Subject – students /
Predicate – studied)
2.Studied hard for the exam = FRAGMENT (phrase)
3.The students studying hard for the exam = FRAGMENT (Note: To make this a
complete sentence, we can say: “The students are studying hard for the exam.”)
4.When the students were studying hard for the exam = FRAGMENT (Note: To make
this a complete sentence, we can say: “The teachers were very reasonable when the
students were studying hard for the exam.”)
So how do you fix your fragments? Remember the basics: subject, verb and
complete thought. If you can recognize those things, then you are on the right track.
Also, you can check your clauses and connectors.
Exercise 4-3 The following are fragments. Try to complete
them with any statement you think is appropriate. From
numbers 6 to 10, you have to insert your own subject or
verb in whatever way you feel is right..
1. _____________ that’s why I couldn’t receive your call.

2. The city mayor plans to _______________________.
3. Smoking can lead to __________________________.
4. _______ is not the right color for you.
5. ________ as soon as the school bans selling junk food in its
cafeteria.
6. A story with deep thoughts and emotions
7. Bags of all kinds thrown everywhere
8. With the hopes of landing a job somewhere
9. By paying too much attention on physical beauty
10.After the rain stops
1. I was talking to another person that’s why I couldn’t receive your call.
2. The city mayor plans to renovate the city hall.
3. Smoking can lead to different kinds of cardiovascular diseases.
4. Pink is not the right color for you.
5. Vegetables will be served as soon as the school bans selling junk food in
its cafeteria.
6. A story with deep thoughts and emotions can really move me to tears.
7. Bags of all kinds were thrown everywhere in her room.
8. With the hopes of landing a job somewhere, John continuously sends
his resume to different companies.
9. By paying too much attention on physical beauty, Elaine ignored her
studies.
10. We can go to the mall after the rain stops.
The answers above are just examples for you to

base your own answers on. You can choose your
own subject or predicate and you can always put
the phrases before or after the ones in the exercise.
End of lesson 4
Lesson 5: The Sentence – Types and Punctuation
A. SIMPLE SENTENCE – has one independent clause. No commas separate

compound elements in a simple sentence.
Examples:
1. Kelly likes cats.

2. Kelly likes dogs.
3. Kelly likes cats and dogs. (compound direct object)
4. Kelly likes and keeps cats. (compound verb)
5. Kelly and Jonathan like cats. (compound subject)
6. Kelly and Jonathan like and keep cats and dogs. (compound subject, verb, direct
object)
B. COMPOUND SENTENCE – has two independent clauses joined by: (1) a

coordinating conjunction (for, and, nor, but, or, yet, so); (2) a conjunctive adverb
(however, therefore); or (3) a semicolon alone.
Examples:
1.Kelly likes Korean food, but Jonathan likes American food.
2.Kelly likes Korean food; however, Jonathan likes American food.
3.Kelly likes Korean food; Jonathan likes American food.
Exercise 5-1-1 From every short simple sentence below,
compose a longer form (compound direct object, compound
verb, etc). An example has been given for you.
Example: The cat chased the rat.  The cat chased and
ate the rat.
1. The boys enjoy swimming in the pool.

2. Min likes books.
3. The economy is recovering.
4. John eats vegetables in the morning.
5. Alicia goes to the library everyday.
6. Michelle drinks coffee at 4 pm.
7. Some students study in the mornings.
Exercise 5-1-2 From every short simple sentence above,

compose a compound sentence. An example has been
given for you.
Example: The cat chased the rat, but the dog chased the
mailman.
1. The boys and girls enjoy swimming in the pool. (compound subject)
2. Min likes and collects books. (compound verb)
3. The economy and the people are recovering. (compound subject)
4. John eats vegetables and meat in the morning. (compound direct object)
5. Alicia and Patricia go to and study at the library and the coffee shop everyday.
(compound subject, verb , direct object)
6. Michelle and Kristine drink coffee at 4 pm. (compound subject)
7. Some students study and surf the Internet in the mornings. (compound verb)
1. The boys enjoy swimming in the pool, but the girls like to sunbathe.
2. Min likes books; her sister likes boys.
3. The economy is recovering, but many people are still jobless.
4. John eats vegetables in the morning; however, his wife eats meat in the morning.
5. Alicia goes to the library everyday; her best friend stays outside the building.
6. Michelle drinks coffee at 4 pm; however, she doesn’t do this everyday.
7. Some students study in the mornings; others study in the afternoons.
Once again, the answers above are just examples.

You can always make your own sentences.
C. COMPLEX SENTENCE – has one dependent clause joined to an independent
clause. The clauses in a complex sentence are not equal.
Examples:
1.Although Kelly was invited to the party, she didn’t want to go.
2.Kelly likes Korean food while Jonathan likes American food.
3.Kelly, who likes Korean food, rarely eats American food.
4.People who like Korean food rarely eat American food.
D. COMPOUND-COMPLEX SENTENCE – has two independent clauses joined to

one or more dependent clauses.
Examples:
1.While Min likes to play with her girlfriends, her older brother likes to play with toy
robots, and her younger sister likes to play with dolls.
While Min likes to play with her girlfriends = dependent clause

Her older brother likes to play with toy robots. = independent clause
Her younger sister likes to play with dolls. = independent clause
D. COMPOUND-COMPLEX SENTENCE (… continued)
2. Min likes to play with her girlfriends, but her brother Jack plays only with his toy
robots because he doesn’t have many friends.
Min likes to play with her girlfriends = independent clause

Her brother Jack plays only with his toy robots. = independent clause
Because he doesn’t have many friends = dependent clause
3. Min, who likes to play with her girlfriends, rarely plays with her dolls; however, her
brother Jack enjoys playing with his toy robots.
Min rarely plays with her dolls. = independent clause

Who likes to play with her girlfriends = dependent clause
Her brother Jack enjoys playing with his toy robots. = independent clause
4. People who play with their friends rarely play with their toys; they often don’t want
to play alone.
People rarely play with their toys. = independent clause

Who play with their friends = dependent clause
They often don’t want to play alone = independent clause
Exercise 5-2 The following are incomplete complex and
compound-complex sentences. Supply the appropriate
phrases or clauses necessary to complete them.
1. James went to school, but Mark _____ because _____. (compound-

complex)
2. Though he was tired, _______. (complex)
3. Although the children were running everywhere, _______. (compound-
complex)
4. _______ while I like to play indoors. (complex)
5. While everybody was watching the game, _______. (complex)
6. The boy who is speaking is my brother, _____. (compound-complex)
7. We renovated our house, and after ______, we ________. (compound-
complex)
8. Although I was scared, I ________. (complex)
9. If we play our best, _________. (complex)
10. _______ snow started to fall. (complex)
Answers to Exercise 5-2 (These are just sample answers; you can make your own
sentences, too.)
1. James went to school, but Mark stayed at home because he wasn’t
feeling well.
2. Though he was tired, Robin continued to skate.
3. Although the children were running everywhere, they were not really
disturbing anyone and they enjoyed what they were doing.
4. My brother likes to play outdoors while I like to play indoors.
5. While everybody was watching the game, I was sleeping.
6. The boy who is speaking is my brother, and he will be joining our team.
7. We renovated our house, and after finishing the job, we went on
vacation.
8. Although I was scared, I decided to cross the river. (complex)
9. If we play our best, we will definitely win. (complex)
10. While we were walking, snow started to fall. (complex)
This section may be a little difficult to understand in just one

reading because we are now dealing with more complex
sentences. But like mentioned earlier, “practice makes perfect”
so don’t hesitate to try this exercise over and over again.
End of lesson 5
Lesson 6: The Sentence -- Connectors
A. COORDINATING CONJUNCTIONS – join equals to one another: for, and, nor, but,
or, yet, so.
Word to word Most people like cookies and milk.

Phrase to phrase The misplaced wallet is probably under the desk
or in the drawer.
Clause to clause What you think and what I think are totally
different.
*Coordinating conjunctions usually form looser connections than other conjunctions do.
Examples:
John was late for work, and he received a salary cut. (very loose)
John was late for work, so he received a salary cut. (loose)
Because John was late for work, he received a salary cut. (The subordinate
conjunction “because” creates a tighter link between the two ideas.)
*Coordinating conjunctions go in between items joined, not at the beginning or end.
Incorrect: But I don’t want to see a movie, I’ll go with you.

Incorrect: I’ll go with you, I don’t want to see a movie but.
Correct: I’ll go with you, but I don’t want to see a movie.
Here are the seven coordinating conjunctions in English:
FOR – is to introduce the reason for the preceding clause
AND – joins two similar ideas together
NOR – The conjunction nor is not extinct, but it is not used nearly as
often as the other conjunctions.
BUT – joins two contrasting ideas together.
OR – joins two alternative ideas
YET – is very similar to ‘but’ as it also joins two contrasting ideas

together
SO – shows that the second idea is the result of the first

Exercise 6-1 Supply the missing coordinating conjunction
in every sentence. [and, but, or, so]
1. Michael has a piano, _____ he plays it really well.

2. The concert was cancelled, _____ we went to a bar instead.
3. Anna needed some money, _____ she took a part-time job.
4. To get from Busan to Seoul, you can fly, _____ you can drive your
car.
5. I went to buy the Wonder Girls’ latest CD, _____ the shop didn’t
have it.
6. Our English teacher tried to read a novel in Korean, _____ it was
too difficult.
7. My mother was cold, _____ she put on a coat.
8. The waiter was not very nice, _____ the food was delicious.
1. Michael has a piano, and he plays it really well.

2. The concert was cancelled, so we went to a bar instead.
3. Anna needed some money, so she took a part-time job.
4. To get from Busan to Seoul, you can fly, or you can drive your car.
5. I went to buy the Wonder Girls’ latest CD, but the shop didn’t have
it.
6. Our English teacher tried to read a novel in Korean, but it was too
difficult.
7. My mother was cold, so she put on a coat.
8. The waiter was not very nice, but the food was delicious.
Remember, coordinating conjunctions usually form

looser connections than other conjunctions do. In the
next sections, you’ll get to know the other
conjunctions that can form tighter connections.
B. CORRELATIVE CONJUNCTIONS – require equal (parallel) structures after each
one.
either … or both … and

neither … nor not only … but also
Example:
Incorrect: Marvin not only needs to study but also to attend special classes.
Correct: Marvin needs not only to study but also to attend special classes.
Correct: Marvin not only needs to study but also needs to attend special classes.
Exercise 6-2 Fill in the blanks with the proper correlative
conjunctions. The correlative conjunctions used for this exercise
are: either … or, neither … nor, both … and, not only … but
also, as … as, and whether … or.
1. Her cat doesn’t shed ___ much ___ your cat.

2. ___ my sister ___ my mother live in Seoul.
3. The tuition fee in your school is not ___ expensive ___ in his school.
4. ___ did the man lose his patience, ___ he ___ lost his mind.
5. I’m not sure ___ to eat spaghetti ___ pizza.
6. If we have enough money, we will ___ watch a movie ___ eat at a fancy
restaurant.
7. John would like to take the day off. He cannot decide ___ to stay at home
___ to meet his friends.
8. The president’s wife is ___ pretty ___ intelligent. That’s why many people
dislike her.
1. Her cat doesn’t shed as much as your cat.

2. Both my sister and my mother live in Seoul.
3. The tuition fee in your school is not as expensive as in his school.
4. Not only did the man lose his patience, but he also lost his mind.
5. I’m not sure whether to eat spaghetti or pizza.
6. If we have enough money, we will either watch a movie or eat at a fancy
restaurant.
7. John would like to take the day off. He cannot decide whether to stay at
home or to meet his friends.
8. The president’s wife is neither pretty nor intelligent. That’s why many
people dislike her.
Correlative conjunctions will come in handy when you

start writing your own essay, but they can be quite
confusing at times. You can always look for more
examples on how to use these conjunctions properly.
C. CONJUNCTIVE ADVERBS – join independent clauses together.
Frequently used conjunctive adverbs:
After all in addition next

Also incidentally nonetheless
As a result indeed on the contrary
Besides in fact on the other hand
Consequently in other words otherwise
Finally instead still
For example likewise then
Furthermore meanwhile therefore
Hence moreover thus
However nevertheless
Examples:
1.You have to see the doctor; also, you need to undergo physical examination.
2.Wade can drive you to the airport; however, you have to wake up pretty early tomorrow.
3.The singer cancelled her concert for tonight; as a result, the producers lost a lot of money
on ticket sales refund.
NOTE: The conjunctive adverb may appear like a coordinate
conjunction (and, or, so, but, for), but it is not as strong as a
coordinate conjunction. Therefore, the semicolon is used to link the
two main clauses, and the comma is used to set off the conjunctive
adverb from its main clause.
Additional examples:
1.He slept more than he studied; consequently, he failed in his

exams.
2.I told you to stay at home; in fact, I told it to you several times.
3.We have to preserve what remains of our natural resources;
otherwise, our children’s children may not be able to have any of this
world.
Exercise 6-3 Choose the best, most natural-sounding conjunctive
adverb for each sentence:
1. You need to study harder; _____, you’ll fail in your exams.

a. otherwise
b. moreover
c. instead
2. We wanted to eat at his house; _____, we ate at an expensive restaurant.

a. instead
b. accordingly
c. otherwise
3. Maria is a really naughty girl; _____, her mother loves her very much.
a. otherwise
b. however
c. nevertheless
4. They wanted the president to quit; _____, nobody was brave enough to tell
him.
a. otherwise
b. however
c. namely
5. More and more people are losing their jobs; _____, it is not at all surprising
that many are getting depressed.
a. nevertheless
b. similarly
c. therefore
6. He is a terrible leader; _____, he will forever be remembered as the worst

leader ever.
a. undoubtedly
b. otherwise
c. still
7. Jake is a very fat boy; _____, his brother is very healthy.

a. in contrast
b. nonetheless
c. similarly
1. A  clause B is a consequence of clause A

2. A  clause B happened instead of clause A
3. C  clause B is true in spite of A
4. B  clause A couldn’t happen because of clause B
5. C  clause B is a natural occurrence because of clause A
6. A  clause B strengthens clause A
7. A  clause B is the opposite of clause A
Conjunctive adverbs are used mostly in writing. Using

these in everyday conversations would be a bit too
formal. So, if you could already use these
expressions in your written sentences, then you’re on
your way to writing your first essay with ease.
D. SUBORDINATING CONJUNCTIONS – also join two clauses together, but in doing
so, they make one clause dependent (or subordinate) upon the other.
Commonly used subordinating conjunctions:
After in order (that) unless

Although insofar as until
As in that when
as far as lest whenever
as soon as no matter how where
as if now that wherever
as though once whether
Because provided (that) while
Before since why
even if so that even though
supposing (that) how than
If that inasmuch as
Though in case (that) till
Examples:
I’m cooking several meals. Visitors are coming tonight. (Both are independent clauses)
I’m cooking several meals because visitors are coming tonight.

Because visitors are coming tonight, I’m cooking several meals.
MORE EXAMPLES of sentences with subordinating conjunctions:
1.“I can believe anything, provided that it is quite incredible.” (Oscar Wilde)
2.“I am always doing that which I can not do, in order that I may learn how to do
it.” (Pablo Picasso)
3.“Another belief of mine: that everyone else my age is an adult, whereas I am
merely in disguise.” (Margaret Atwood)
4.“Every man, wherever he goes, is encompassed by a cloud of comforting
convictions, which move with him like flies on a summer day.” (Bertrand Russell)
5.Since I have learned how to write, I’ve published several bestselling novels.
Remember, put a comma at the end of the adverbial

phrase when it precedes the main clause.
End of lesson 6
Lesson 7: The 10 Sentence Patterns
Terms:
NP = noun phrase
V-be = verb of being
LV = linking verb
V-int = intransitive verb
V-tr = transitive verb
ADV/TP = adverbial time or place
ADJ = adjective
1. NP1 + V-be + ADV/TP  The verb of being is followed by an adverb

indicating where or when.
Example:
My relatives are here. OR, My relatives are in the province.
V-be
NP1 ADV/TP
subject
2. NP1 + V-be + ADJ  The verb is being followed by an adjective that functions as
the subjective complement.
Examples:
a. John’s new car is quite expensive.
Car = NP1 subject

(is = V-be; expensive = ADJ subjective complement)
b. The boss was emotional today.
Boss = NP1 subject

(was = V-be; emotional = ADJ subjective complement)
3. NP1 + V-be + NP1  The verb is being followed by a noun that functions as the
subjective complement.
Example:
Pamela has been a widow for ten years.
(Pamela = NP1 subject; has been = V-be; widow = NP1 subjective complement)
4. NP1 + LV + ADJ  The linking verb is followed by an adjective functioning
as a subjective complement.
Example:
The food on the table looks delicious.
(food = NP1 subject; looks = LV; delicious = ADJ subjective complement)
5. NP1 + LV + NP1  The linking verb is followed by a noun functioning as a

subjective complement.
Example:
At 5 years old, Mark became a pianist.
(Mark = NP1; became = LV; pianist = NP1 subjective complement)

6. NP1 + V-int  The action verb takes no direct object.
Examples:
1.Jesus wept. (Jesus = NP1; wept = V-int)

2.He screamed. (He = NP1; screamed = V-int)
7. NP1 + V-tr + NP2  The action verb is followed by a direct object.
Examples:
1.The boss fired his employee. (Boss = NP1; Fired = action verb; Employee
= direct object)
2.The cat ate the mouse. (Cat = NP1; Ate = action verb; Mouse = direct
object)
8. NP1 + V-tr + NP2 + NP3  The action verb is followed by an indirect object and then
a direct object.
Example:
I handed my boss a letter.
(I = NP1; handed = V-tr; Boss = NP2 indirect Object; Letter = NP3 direct object)
9. NP1 + V-tr + NP2 + ADJ  The action verb is followed by a direct object. The direct
object is followed by an adjective functioning as an objective complement.
Example:
The groom thought his bride was lovely.
(Groom = NP1; Thought = V-tr; Wife = NP2; Lovely = ADJ)
10. NP1 + V-tr + NP2 + NP2  The action verb is followed by a direct object. The direct
object is followed by a noun functioning as an object complement.
Example:
Most employees consider Mr. Marks a wonderful boss.
(employees = NP1; consider = V-tr; Mr. Marks = NP2; boss = NP2

Exercise 7-1 Identify the sentence pattern used in the following
sentences:
1. The baby laughed.

2. John has been a policeman since 1985.
3. The students thought of their teacher as their second mother.
4. Mary embraced her daughter.
5. Your father is in the hospital.
6. The President awarded the man a land title.
7. The students expect their teacher to be excellent.
8. I feel happy today.
9. Grandpa is already forgetful.
10. Their son became a singer.
Exercise 7-2 Make 5 sentences using the different sentence

patterns discussed in this lesson. Review the many examples
provided here. This exercise doesn’t need an answer key.
1. The baby laughed.  NP1 + V-int

2. John has been a policeman since 1985.  NP1 + V-be + NP1
3. The students thought of their teacher as their second mother.  NP1 +
V-tr + NP2 + NP2
4. Mary embraced her daughter.  NP1 + V-tr + NP2
5. Your father is in the hospital.  NP1 + V-be + ADV/TP
6. The President awarded the man a land title.  NP1 + V-tr + NP2 + NP3
7. The students expect their teacher to be excellent.  NP1 + V-tr + NP2 +
ADJ
8. I feel happy today.  NP1 + LV + ADJ
9. Grandpa is already forgetful.  NP1 + V-be + ADJ
10. Their son became a singer.  NP1 + LV + NP1
You don’t have to memorize the symbols written

here. The important thing is for you to know the many
ways you can accurately construct your sentences.
End of lesson 7
Lesson 8: Active vs. Passive Voice
ACTIVE VOICE  refers to sentences where the subject is the doer of

the action.
Examples:
1.The child ate the cookie.

The child (subject) is doing the eating (verb).
2.The dog chased the boy.

The dog (subject) is doing the chasing (verb).
3.Running gives me energy.
4.The singer will perform a song at the opening ceremony.
PASSIVE VOICE  refers to sentences where the subject is being act upon.
The agent performing the action may appear in a “by the …” phrase or may be
omitted.
Examples:
1.The cookie was eaten by the child.

The cookie (subject) was being eaten (verb).
2.The boy was chased by the dog.
The boy (subject) was being chased (verb).
3. Energy is received by me through running.
4. A song will be performed by the singer at the opening ceremony
In both writing and speaking, it is generally preferable

to use the ACTIVE voice rather than the PASSIVE
VOICE. This is because sentences in passive voice
have more words added to them and may not convey
the meaning clearly.
Exercise 8 Change the following passive sentences into active
ones. The first sentence has been done for you.
1. Mary is loved by John. (passive)  John loves Mary. (active)

2. The envelope is being held by me.
3. Mistakes are made by people.
4. The window was broken by me.
5. All the cookies were eaten by the children.
6. He should be told by you.
7. The coast was ravaged by the storm.
8. The students were told by their teacher to see the principal.
9. The house was cleaned and the fish was fed by the maid.
10.My car was stolen yesterday.
11.The guitar was played by the musician.
12.The subway fare will be raised to fifty cents next month by the
city.
Answers to Exercise 8
1. Mary is loved by John. (passive)  John loves Mary. (active)

2. The envelope is being held by me.  I’m holding the envelope.
3. Mistakes are made by people.  People make mistakes.
4. The window was broken by me.  I broke the window.
5. All the cookies were eaten by the children.  The children ate all the
cookies.
6. He should be told by you.  You should tell him.
7. The coast was ravaged by the storm.  The storm ravaged the coast.
8. The students were told by their teacher to see the principal.  The
teacher told her students to see the principal.
9. The house was cleaned and the fish was fed by the maid.  The maid
cleaned the house and fed the fish.
10. My car was stolen yesterday.  Someone stole my car yesterday.
11. The guitar was played by the musician.  The musician played the
guitar.
12. The subway fare will be raised to fifty cents next month by the city. 
The city will raise the subway fare to fifty cents next month. OR Next
month, the city will raise the subway fare to fifty cents.
End of lesson 8
Paragraphs Now
By this time, you can already construct sentences
correctly. You’ve already learned the many ways you
can express your thoughts in complete and concrete
sentences.
As you get closer to your goal of writing your first

essay, you will now learn how to cluster your sentences
into cohesive paragraphs. What is a paragraph, then?
A paragraph is composed of several sentences that
together develop one main idea.
The next four lessons will teach you how to organize

your sentences into coherent paragraphs.
Lesson 9: The Paragraph Fundamentals – The Three Main Parts
A. TOPIC SENTENCE  is the single controlling idea of a paragraph.

This is often best put at the very beginning of the paragraph, in order
to give the reader a quick view of the entire paragraph.
Topic Sentences = topic + controlling idea
Examples: (blue = topic; red = controlling idea)
1. Baking a cake is easy if you follow these steps. (The steps for …)
2. There are several enjoyable ways to travel from Jeju Island to
Seoul. (The ways to …)
3. People can avoid getting sick by taking certain precautions. (The
precautions for …)
4. There are several advantages to growing up in a small town. (The
advantages of …)
An Example Using a Picture
Wherever Lara goes within the city,

people envy her.
Topic: Wherever Lara goes
Controlling statement: People envy Lara. You
can list the reasons: 1, 2, and 3.
Why do we need a topic sentence? This is because

you, the author, can greatly benefit from it. First, you
can stay focused on your essay objective. Second,
your readers will also have the necessary guide to
understanding what you have to say. These reasons
should lead you to carefully consider what topic
sentences to write and how to write them.
Exercise 9-1 Using the example above, write one possible topic sentence for
each picture below.
First, write the word TOPIC: (and then state the topic).
Second, write the words CONTROLLING STATEMENT: (and then write the
controlling statement, whatever it is).
Third, write your topic sentence in a complete sentence using the TOPIC and
CONTROLLING STATEMENT you have just written.
1 2
Lamb steak with mashed

potato and vegetables Fish pond with water lilies
3
Male and female statues
4
Red flowers
Possible Answers to Exercise 9-1
1st picture:
TOPIC: lamb meat
CONTROLLING STATEMENT: several factors
TOPIC SENTENCE: Several factors make me despise any dish that has lamb meat
on it.
2nd picture:
TOPIC: the first morning
CONTROLLING STATEMENT: the events that occurred
TOPIC SENTENCE: I’ll never forget the events that occurred the first morning I
saw my grandfather’s fish pond.
3rd picture:
TOPIC: the husband and wife statue
CONTROLLING STATEMENT: various myths
TOPIC SENTENCE: There have been various myths surrounding the husband and
wife statue at the central park.
4th picture:
TOPIC: the highland flowers
CONTROLLING STATEMENT: different methods used to grow
TOPIC SENTENCE: The highland flowers required different methods to grow.
B. SUBTOPIC SENTENCES  also known as the body of the paragraph.
These sentences discuss the controlling idea using facts, arguments, analysis,
examples and other information.
To continue the example from the previous section:

Topic Sentence:
Wherever Lara goes
within the city, people
envy her.
SUBTOPIC 1: SUBTOPIC 3:
Lara is the fairest SUBTOPIC 2: Lara possesses excellent
among all the ladies Lara belongs to the virtues that make it
in her city. richest family in the impossible for people to
city. dislike her.
Explanations
Explanations
1, 2, 3 Explanations
1, 2, 3
1, 2, 3
The diagram above will have this output: Wherever Lara goes within the city,
people envy her because not only is she the fairest among all the ladies there,
but she also belongs to the richest family and possesses excellent virtues that
make it impossible for people to dislike her.
Have you noticed? The paragraph above can also serve

as your introductory paragraph. Then, every subtopic,
when explained further, can count as one paragraph
each. The topic used as an example here may be
shallow, but the important thing is that you can learn
how to write cohesively.
Exercise 9-2 Choose one (1) of the topic sentences you made in
Exercise 9-1 and write three (3) subtopics similar to the example
above. (NOTE: Just write the subtopics; we don’t need explanations
for now)
C. CONCLUDING STATEMENT  summarizes the connections between the
information discussed in the body of the paragraph and the paragraph’s
controlling idea. This conclusion is the last paragraph of your essay. (NOTE:
Yes, you can have a paragraph with only one sentence.)
To use the example from the previous section once

more:
Concluding Sentence: It is no surprise,

therefore, that Lara is envied by the people in
her city. Who wouldn’t be? When she has
excellent virtues, belongs to the richest family
in their city, and is the fairest among all the
ladies in that place.
Exercise 9-3 Using the same topic you chose for Exercise 9-2, write
its concluding sentence. Use the example above as your guide.
By this time, you should already be more confident in

writing the subtopics and concluding sentences. If you
still need more practice, you can always go back to
Exercise 9-1 and try adding subtopics to the other topic
sentences.
End of lesson 9
Lesson 10: The Paragraph Fundamentals – Supporting Sentences of the
Subtopics
Simply put, the supporting sentences of the subtopics answer the

“why” of your subtopics. They are called “supporting” because they
explain further the idea expressed in the topic sentence. In formal
essay writing, you are expected to have a minimum of five to seven
supporting sentences in your paragraph. But since you are just starting
to learn the basics of essay writing, a minimum of two supporting
sentences would suffice for now.
Why are supporting details important? Paragraphs come alive only

when supporting sentences abound. Without enough details to support
your main idea, your reader will not fully understand and enjoy the
message you’d like to convey.
Using the “Lara” essay sample again …
SUBTOPIC 1:
Lara is the fairest among all the
ladies in her city.
EXPLANATION 1 EXPLANATION 2
Her features make her an obvious Her contemporaries were born
standout in the crowd, having been to local parents with no
born to parents with mixed Latin- apparent trace of mixed
Mexican-Persian-Egyptian-Caucasian lineage and thus looked pretty
blood. much the same.
When combined in written form, here’s what we have: Lara is the fairest
among all the ladies in her city. This is because her features make her an
obvious standout in the crowd, having been born to parents with mixed Latin-
Mexican-Persian-Egyptian-Caucasian blood. Her contemporaries, on the
other hand, were born to local parents with no apparent trace of mixed lineage
and thus looked pretty much similar to each other.
Exercise 10 Following your topic of choice in Exercise 9-3, choose
only one subtopic from it and write down two supporting sentences,
using the above example as guide.
Your supporting sentences may be long or short,

depending on the complexity of your subtopics. For our
exercises here, however, you are not yet expected to
write very long supporting sentences.
End of lesson 10
Lesson 11: Linking Paragraphs (Academic Linking Vocabulary)
Although your paragraphs can stand on their own, they must interlock
effectively to produce a strong overall argument.
Simple words like however, in addition, for example, although, whereas and
finally tie sentences together effectively.
Sentences must follow one another in a logical pattern. If thoughts follow

one another without sufficient connection, the essay will make no sense.
ADDING INFORMATION SUMMARIZING SEQUENCING IDEAS

And In short The former, … the latter
In addition In brief Firstly, secondly, finally
As well as In summary The last point is
Also To summarize Lastly
Too In a nutshell The following
Furthermore To conclude
Moreover In conclusion
Apart from
In addition to
Besides
GIVING A REASON GIVING A RESULT
Due to / due to the fact that Therefore
Owing to / owing to the fact that So
Because Consequently
Because of This means that
Since As a result
As
CONTRASTING IDEAS
But
However
Although / even though
Despite / despite the fact that
In spite of / in spite of the fact that
Nevertheless
Nonetheless
While
Whereas
Unlike
In theory … in practice
Exercise 11 Make two sentences for every linking words category
discussed in this lesson. The first one has been filled in for you.
a. Adding information
1. The food you cooked is delicious. Moreover, the way you
arranged it on the plate is fantastic.
b. Summarizing
c. Sequencing ideas
d. Giving a reason
e. Contrasting ideas
f. Giving a result
Possible Answers to Exercise 11
a. Adding information
1. The food you cooked is delicious. Moreover, the way you
arranged it on the plate is fantastic.
2. I can offer you a competitive salary for your position. In addition to
that, I can also guarantee a once-a-year, all-expense-paid trip to
any country of your choice.
b. Summarizing
1. In a nutshell, this project won’t work
2. To summarize, our company needs to invest more heavily in
advertising in order to keep up with the competitors.
c. Sequencing ideas
1. Lastly, this document will enumerate three suggestions on how to
lose weight safely and fast.
2. Do you know why I’m miserable? Firstly, I don’t have a job.
Secondly, I’m already 35 and still single. And lastly, all the
women in my hometown have either married or are much older
than I am.
d. Giving a reason
1. According to scientists, the dinosaurs became extinct because
millions of years ago, a huge meteorite crashed into our planet
and killed all of them.
2. She graduated with top honors, owing her intelligence and
excellence to God.
e. Contrasting ideas
1. She still loves her son very much even though he decided to get
married without notifying her.
2. The student still doesn’t understand in spite of the teacher’s
constant explanation.
f. Giving a result
1. I did not study hard yesterday. Consequently, I failed in all my
exams.
2. The two boys fought for one hour. As a result, they were both
exhausted by the time they finished.
End of lesson 11
Lesson 12: Paragraph Cohesion
Coherence refers to how well the contents of the paragraph “hold

together.” Achieving unity in your paragraphs is a good start on
coherence. This can also be achieved by having enough
supporting details to help you achieve paragraph development.
In order to achieve paragraph coherence, you must look at a

number of different elements in your paragraph:
• The organizational pattern

• The use of transitional devices (see also Lesson 12)
• The repetition of key words or related terms, including
pronouns
Consider this example:
For many years, I have been interested in honing my
guitar-playing skills. My interest in pursuing this dream
stems from several factors which have influenced me. I
have been exposed to music for as long as I could
remember. Our apartment landlady at that time would
strum her guitar and I would stand beside her and watch
her play the Carpenters. I am amazed at the discipline
and accuracy one must hone in order to excel at
handling the guitar. My father has also been, at one
time, a guitarist in his own band. I believe that my rich
experiences with guitar have drawn me to esteem this
instrument so much so that I am now learning to play it
excellently.
Was the paragraph above a little confusing to read? Now
consider the same paragraph with a few changes:
For many years, I have been interested in honing my

guitar-playing skills. My interest in pursuing this dream
stems from several factors which have influenced me.
First, I have been exposed to music for as long as I could
remember. Our apartment landlady at that time would
strum her guitar and I would stand beside her and watch
her play the Carpenters. Second, I am amazed at the
discipline and accuracy one must hone in order to excel
at handling the guitar. Finally, my father has also been, at
one point in his life, a guitarist in his own band. In short, I
believe that my rich experiences with guitar have drawn
me to esteem this instrument so much so that I am now
learning to play it excellently.
Do you see how the linking words hold the sentences
together? They also express continuity of the writer’s
main points and examples within the paragraph.
Exercise 12 The following sentences form one paragraph.

Rearrange them in order to come up with a ‘coherent’ paragraph.
1. However, my friends have stopped asking me if I want to go out to the

movies.
2. I am a movie fanatic.
3. When friends want to know about certain information related to
movies, they ask me.
4. They know I will just wait for the movies to show up on TV and there
are many reasons for this.
1. I am a movie fanatic.
2. When friends want to know about certain information related to
movies, they ask me.
3. However, my friends have stopped asking me if I want to go out to
the movies.
4. They know I will just wait for the movies to show up on TV and there
are many reasons for this.
Hope you got that correctly. You can always review

Lesson 11 for the different transitional expressions you
can use in your essay.
End of lesson 12
Essay Proper
The previous four lessons immersed you in
paragraph writing. Hopefully, you have already
gained enough knowledge on this skill to move on
to the most important part of this textbook: essay
writing.
The remaining lessons will guide you as you work

on writing your first English essay. You will have
examples and exercises to help you acquire the
skill necessary to write excellently.
Are you all set? Then why don’t you proceed to the
next lesson?
Lesson 13: Essay Overview
A. INTRODUCTION
The introduction is the “face” of the essay, as it is the

first part the reader looks at. Through the
introduction, the reader is given a quick view at what
the writer intends to say.
EXAMPE: (TITLE: VISUAL ARTS)*
“In the past four years of my life, no activity has affected

me more than wrestling.”
B. BODY
In the body of the essay, the writer’s chosen topic must now be explained,
described or argued, depending on the mode of the chosen topic.
EXAMPLE: (to continue the essay introduction above)
Four years of varsity wrestling and the honor of being a team

captain has instilled many qualities in me. First, through
years of hard work and continuous dieting, wrestling has
given me discipline. This discipline has spread to other parts
of my personality, including my moral character, work ethic,
and perseverance. Another quality wrestling has given me is
leadership. As a team captain, I have learned to lead by
example, both on and off the mat. Above all, though,
wrestling has given me a love of life. Through this sport, I
have experienced pain, sacrifice, adversity, and success.
C. CONCLUSION
The essay conclusion simply restates the main

argument. It summarizes all the points mentioned in the
body and it also reminds the readers of the strength of
the writer’s opinion.
EXAMPLE: (still related to the essay introduction and

body)
Exposure to these feelings-which are, in my opinion, the

essence of being-has allowed me to truly appreciate life.
I hope to continue wrestling at Georgetown.
*This essay was grabbed from:

http://www.infoplease.com/edu/collegebound/applying/lesson3_shortexamp.html
Exercise 13 In the essay “Every Moment is a Moment” written
below, identify the introduction, body and conclusion.
INTRODUCTION:
BODY:
CONCLUSION:
*essay grabbed from: http://www.amacord.com/taste/essays/

Every Moment is a Moment*
Charlotte Selver loves to remind her students that "Every moment is a moment". There is
something liberating about this statement. Every moment is new and unprecedented. It is
filled with possibilities.
Feel this as you are walking. Each step can be invigorated with a sense of newness. Can
you be surprised by the taste of an orange or a sip of tea? Can you make spaghetti sauce
as if it were the first time, although you've made it a thousand times before?
One of my favorite Zen stories is about a man who was chased by a ferocious tiger. The
man ran to the edge of a cliff where he grabbed hold of a vine and swung himself over the
side. Still hanging from the vine, he breathed a deep sigh of relief, thinking he was saved.
But looking up, he saw the tiger waiting for him. Looking down into the ravine below, he saw
another tiger waiting for him. He looked around and saw two tiny mice begin to chew away
at the vine.
Growing on the side of the cliff next to him was a beautiful ripe strawberry. He could smell
its fragrance. It looked like a jewel glinting in the sunshine. Reaching out, he gently picked it
and took a small bite, savoring its essence. How sweet it tasted!
What freedom this story conveys! Although the man is in a terrible situation, he is
undaunted. Glimmering in front of him is a strawberry, and he eats it as if he had no other
care in the world.
INTRODUCTION:
Charlotte Selver loves to remind her students that "Every moment is a moment". There is
something liberating about this statement. Every moment is new and unprecedented. It is
filled with possibilities.
BODY:
Feel this as you are walking. Each step can be invigorated with a sense of newness. Can
you be surprised by the taste of an orange or a sip of tea? Can you make spaghetti sauce
as if it were the first time, although you've made it a thousand times before?
One of my favorite Zen stories is about a man who was chased by a ferocious tiger. The
man ran to the edge of a cliff where he grabbed hold of a vine and swung himself over
the side. Still hanging from the vine, he breathed a deep sigh of relief, thinking he was
saved.
But looking up, he saw the tiger waiting for him. Looking down into the ravine below, he
saw another tiger waiting for him. He looked around and saw two tiny mice begin to chew
away at the vine.
Growing on the side of the cliff next to him was a beautiful ripe strawberry. He could smell
its fragrance. It looked like a jewel glinting in the sunshine. Reaching out, he gently
picked it and took a small bite, savoring its essence. How sweet it tasted!
CONCLUSION:
What freedom this story conveys! Although the man is in a terrible situation, he is
undaunted. Glimmering in front of him is a strawberry, and he eats it as if he had no
other care in the world.
This exercise may be simple, but it’s truly helpful in

making you remember the different parts of an essay.
End of lesson 13
Lesson 14: Common Types of Essay
A. ARGUMENTATIVE / PROPOSALS  In this kind of essay, we not only

give information but also present an argument with the PROS (supporting
ideas) and CONS (opposing ideas) of an argumentative issue. We should
clearly take our stand and write as if we are trying to persuade an
opposing audience to adopt new beliefs or behavior
Example: (argumentative)
Health and Healing at Your Fingertips

Throw out the bottles and boxes of drugs in your house. A new theory
suggests that medicine could be bad for your health, which should at least
come as good news to people who cannot afford to buy expensive
medicine. However, it is a blow to the medicine industry, and an even
bigger blow to our confidence in the progress of science. This new theory
argues that healing is at our fingertips: we can be healthy by doing Reiki
on a regular basis.
- excerpt grabbed from: http://www.buowl.boun.edu.tr/students/types%20of%20essays/ARGUMENTATIVE

%20ESSAY.htm
B. CAUSE AND EFFECT  these essays are concerned with why things
happen (causes) and what happens as a result (effects). Cause and
effect is a common method of organizing and discussing ideas.
Example: (cause and effect)
EFFECTS OF WATCHING TOO MUCH TV
Discoveries and invention of devices are always welcome till we, humans,
find a way to abuse its benefits and be adversely affected by it. This was
the case when Wilhelm Roentgen discovered x-ray and within five years,
the British Army was using a mobile x-ray unit to locate bullets and
shrapnel in wounded soldiers in the Sudan. TV was also invented with
positive thoughts in mind – there would be no national borders, education
and communication would be worldwide, etc. However, we are now trying
to overcome its physiological and psychological adverse effects on
human beings.

-Excerpt grabbed from:
http://www.buowl.boun.edu.tr/students/types%20of%20essays/Cause%20and%20effect%20Essay.htm
Written by Oya Ozagac, September 2004
C. COMPARISON AND CONTRAST  to write a comparison or contrast essay that is easy
to follow, first decide what the similarities or differences are by writing the lists down. Which
are more significant, the similarities or the differences? Plan to discuss the less significant
first, followed by the more significant. It is much easier to discuss ONLY the similarities or
ONLY the differences, but you can also do both.
Example: (Comparison and Contrast in Outline Form)
DIFFERENCES BETWEEN VACATIONING IN THE MOUNTAINS AND AT THE

BEACH (five paragraphs)
I.Introduction in which you state your purpose which is to discuss differences
between vacationing in the mountains or at the beach
II. First difference between mountains and beaches is climate
A. Mountains
B. Beach
III. Second difference between mountains and beaches are types of activities
A. Mountains
B. Beach
IV. Third difference between mountains and beaches is the location
A. Mountains
B. Beach
V. Conclusion
D. DEFINITION  is writing that explains what a term means. Some terms have definite,
concrete meanings, such as glass, book, or tree. Terms such as honesty, honor, or love
are abstract and depend more on a person's point of view.
Example: WHAT IS THIS THING CALLED LOVE?
(Origin and Causes)

The origin of the word is probably the most logical place to start. As with many
words in the English language, love is a derivative of the Latin word
"causemajoraproblemus" which means "You're miserable when you got it and
miserable when you don't." The word was created to explain the biological
phenomenon that existed when certain individuals came into contact with each
other and either remained together or went about their lives separately.
Regardless of the outcome, the relationship was usually characteristic of throat
lumps, knotted stomachs, weak knees, temporary loss of language, sweaty
palms, dizziness, sneezing, and occasional nausea. Belligerent insanity also
resulted. History clearly illustrates this. Can we ever forget the face that
launched a thousand ships? Federally expressing Van Gogh's ear? The
construction of Le Tour Eiffel? All of these were results of love and love lost.
-Excerpt grabbed from:
http://leo.stcloudstate.edu/acadwrite/definition.html
E. DESCRIPTIVE  More than many other types of essays, descriptive essays
aim to create a deeply involved and vivid experience for the reader. Great
descriptive essays achieve this affect not through facts and statistics but by
using detailed observations and descriptions.
What do you want to describe?
-A person, a place, a memory, an experience, an object, etc
Example: AN OCEAN ADVENTURE
As I watch, the waves from the shore look fun and almost innocent as they crest
and then crash over one another. I can taste the salt in they air and watch little
rainbows glisten through the prisms of the ocean’s spray. The warm ocean
water toward the shore is covered with foam and bubbles from the rumbling
waves as children and their families play in the gritty tan colored sand. I think to
myself, “This is perfect”. (Notice the vivid description of the author’s experience
using adjectives.)
-Excerpt grabbed from: http://ftp.ccccd.edu/andrade/1301/descexample.htm
F. DIVISION AND CLASSIFICATION  A division and classification essay can be defined
as breaking a large subject into smaller ones so a person can understand the subject more
clearly. The division part of the essay looks at how one big project or subject can be broken
into several smaller parts. Classification is taking the items and putting them into different
categories. The writer must decide how he/she wants to classify the items. What are the
most important elements of the subject? How can these be classified?
Example: CLASSIFICATION OF CATS
There are three types of domestic cats: indoor domestic cats, outdoor domestic
cats, and indoor-outdoor domestic cats. Though these cats would look very
similar if they were clean and sitting next to each other, they would also be very
different.
Indoor cats are generally very clean, since they do not have to work for their
food. The excess time allows them to clean and pamper themselves on a daily
basis. The fact that they are usually fed on regular intervals makes an indoor cat
overweight. The cats know that they can sleep all day and still get fed once or
more times a day. Also, since the cats do not work for their food, they lose their
exercise time. It makes it impossible for them to burn off any extra calories they
may have gotten.
-Excerpt grabbed from: http://www.123helpme.com/preview.asp?id=42948
G. EVALUATION  Evaluative essays seek to prompt readers to examine their own
values and to perhaps accept the view of the writer. In this sense, evaluation is more
like argumentation. Evaluation can be used in book and movie reviews or it can be used
to describe a work process. We evaluate employees and employers; we evaluate the
success of particular programs in government or education.
Example: MARIO BROTHERS EVALUATION
Mario Bros. for the Nintendo 64 (N64) is the best video game for people of all
ages. Mario Bros. is a entertaining, action game. The graphics are great for its
time and it is easy to pick up and play. The basic point of the game is to
rescue Princess Toadstool from a dragon, named Bowser, by jumping around,
collecting coins, and defeating enemies. In order to help people decide
whether or not to invest their money into this title, the game will be broken-
down and evaluated based on its: presentation, graphics, sound, game play,
and lasting appeal.
The presentation Nintendo has done on this game is simplistic and to-the-
point. The menus are text-only with the only color being put into the game's
title. Besides the bland look of the menus, they are easy to navigate and very
functional.
-excerpt grabbed from: http://en.wikibooks.org/wiki/Rhetoric_and_Composition/Evaluation
H. NARRATIVE ESSAYS  When you write a narrative essay, you are telling a story.
Narrative essays are told from a defined point of view, often the author's, so there is
feeling as well as specific and often sensory details provided to get the reader involved
in the elements and sequence of the story. The verbs are vivid and precise. The
narrative essay makes a point and that point is often defined in the opening sentence,
but can also be found as the last sentence in the opening paragraph.
Example: JOSIE’S TRIUMPH
Even though I am the older brother and she's the younger sister, Josie was
always a head taller, and a good 40 pounds heavier than me when we were
growing up. I hated that. I was the big brother. I was supposed to be dominant
and protective. But while she was the biggest kid in school, I was nearly the
smallest.
Josie's size and strength only made my lack of those two qualities more
apparent. I was two years ahead of her in school, which meant that by the
time she got to middle school I was already an 8th grader. Kids in middle
school are not kind or accepting, and over the years they had continually
made fun of my puny size and lack of athletic ability. But the teasing reached
a whole new level when Josie entered middle school. Now they had a new
angle for tormenting me.
-excerpt grabbed from: http://depts.gallaudet.edu/englishworks/writing/narrative.html
Exercise 14 Write two sentences for each topic listed below. The
sentences don’t have to be complex and they don’t have to be the
topic sentences; the important thing is for you to be able to come
up with sentences that will fit the requirements for each topic.
1. Is living in the city better than living in the countryside?

(Comparison)
2. Evaluate the leadership style of President Lee Myung-
bak.
3. Describe yourself.
4. Define love.
5. Talk about your life as a middle school student.
(Narration)
Every time you have an opportunity to read essays, why
don’t you try to classify them according to the categories
mentioned in this lesson? In this way, you can
familiarize yourself to the various kinds of essays.
1. Is living in the city better than living in the countryside? (Comparison)

a. In the city, pollution surrounds you wherever you go.
b. In the country, pollution is scarce.
2. Evaluate the leadership style of President Lee Myung-bak.
a. Many claim that Lee Myung-bak leans more in favor of the Christian
organizations because he is a Christian. This means more Christian-related
projects are being implemented in the country.
b. His method of dealing with difficult situations is simple: he remains calm.
3. Describe yourself.
a. I’d like to think that my looks are average.
b. I am more of a realist than an idealist.
4. Define love.
a. Love is too complex to be understood in one lifetime.
b. Love is consciously thinking of the other person’s feelings, thoughts and
preferences and melding our own with these.
5. Talk about your life as a middle school student. (Narration)
a. I was a geek in middle school; in fact, I hardly had any friends.
b. I was just bent on acing my exams. I never thought of boys or of falling in
love with them.
End of lesson 14
Lesson 15: Essay Writing – The Basics
A. BRAINSTORMING FOR IDEAS  Your essay writing begins by

thinking of or brainstorming for ideas. You can do this by
researching your topic, making yourself an expert of it. Take notes
and read as many published works about the topic as you can.
B. ESSAY PURPOSE  Having a clear idea about the purpose of

your essay can make your writing task easier. For example, you
way be writing an essay because you would like to evaluate a
system. Or, you may want to narrate your personal experience.
Whatever your purpose is, it’s important to identify this matter so
that you can be more efficient in your writing process.
C. OUTLINING  An essay outline is probably the most important

friend you will have while writing your essay. It is the framework by
which you will write a strong essay. It is difficult to write an essay
without an outline.
On the next page is a model outline you can use as a guide:

MODEL OUTLINE (FRAME)
I.INTRODUCTION:
*Thesis: ____________________________________________________
II.BODY PARAGRAPH 1:
*Opening Sentence: ___________________________________________
*Detail 1: ____________________________________________________
*Detail 2: ____________________________________________________
*Detail 3: ____________________________________________________
The number
III. BODY PARAGRAPH 2:
*Opening Sentence: ___________________________________________ of body
*Detail 1: ____________________________________________________ paragraphs
*Detail 2: ____________________________________________________
*Detail 3: ____________________________________________________ varies from
essay to
IV.BODY PARAGRAPH 3: essay; they
*Detail 1: ____________________________________________________ depend on
*Detail 2: ____________________________________________________ the topic and
*Detail 3: ____________________________________________________
details
V.BODY PARAGRAPH 4: included.
*Detail 1: ____________________________________________________
*Detail 2: ____________________________________________________
*Detail 3: ____________________________________________________
I.CONCLUSION: _____________________________
*Reconfirm Thesis: ____________________________________________
MODEL OUTLINE (ACTUAL EXAMPLE: “Why I Joined the Military
Training in High School”)
INTRODUCTION:
*Thesis: While many senior high school students escaped military
training, I took part of it as an extracurricular activity when I was a
senior.
BODY PARAGRAPH 1:
Opening Sentence: I believe that it has a very essential role in many
aspects of my personal growth and worth.
*Detail 1: I learned leadership and obedience, and this made me
responsible for my own actions.
*Detail 2: Being a subordinate allowed me to follow and respect rules,
and being a leader taught me how to give orders for the sake of others
and our mission.
*Detail 3: Because of the training, I have learned that from obedience, I
learn to command. Likewise, self-discipline brings up success not just for
a moment but for the remaining years of my life.
BODY PARAGRAPH 2:
*Opening Sentence: This has not just influenced my self-progress, but
also maintained healthy relationship with those around me.
*Detail 1: I have been trained to consider each other’s feelings and
opinions through community involvements and missions.
*Detail 2: One joyful experience was taking part in competitions
against other schools. With these moments we had performed as one.
*Detail 3: Experiencing embarrassments with them due to my own
mistakes, losing in some competitions and rejoicing to our exemplary
accomplishments have given a lot of lessons and priceless memories.
CONCLUSION: I now view these accomplishments and experiences

as more than a trophy.
*Reconfirm Thesis:
I now see it as an evidence that I could lead others and partake with
others regardless of individual differences.
This has made me more confident to accept who I am and what I could
do.
THE ESSAY IN PARAGRAPH FORM:
Why I Joined the Military Training in High School
While many senior high school students escaped military training, I took part of it as an
extracurricular activity when I was a senior.
I believe that it has a very essential role in many aspects of my personal growth and worth. I
learned leadership and obedience, and this made me responsible for my own actions. Being
a subordinate allowed me to follow and respect rules, and being a leader taught me how to
give orders for the sake of others and our mission. Because of the training, I have learned
that from obedience, I learn to command. Likewise, self-discipline brings up success not just
for a moment but for the remaining years of my life.
This has not just influenced my self-progress, but also maintained healthy relationship with
those around me. I have been trained to consider each other’s feelings and opinions
through community involvements and missions. One joyful experience was taking part in
competitions against other schools. With these moments we had performed as one.
Experiencing embarrassments with them due to my own mistakes, losing in some
competitions and rejoicing to our exemplary accomplishments have given a lot of lessons
and priceless memories.
I now view these accomplishments and experiences as more than a trophy. I now see it as
an evidence that I could lead others and partake with others regardless of individual
differences. This has made me more confident to accept who I am and what I could do.
Exercise 15 Make an outline form of the given essay below, just
like in the example shown above.
Consequences of Cheating
“Fail that class and you don’t graduate.” Get an “F” and your parents
are disappointed. These pressures are real and many students take
what they see as the easy way out. Cheating is wrong and everybody
knows that. However, both students and teachers generally ignore the
seriousness of the situation. It’s easier to do nothing than to confront
this academic disease. I believe that grades as a whole are creating
this addiction to cheating. I believe that our whole grading system
needs revision.
For instance, last year’s top honor student also excelled in non-
academic endeavors. She was voted President of her senior class and
was part of the swimming team. She finished high school with flying
colors. In her first semester of college, however, she failed every
single subject. She attempted suicide and is now on anti-depression
medication. She couldn’t make it in college because she had cheated
her way through high school. Pressure to succeed was overwhelming.
Was it her fault for using the convenient path to success, her teacher’s
fault or the grading system’s fault? Is it society’s fault? It’s probably
somewhere in that combination, but cheating is the disease that put
her where she is now.
I believe that there are few options to control this epidemic. It will take
commitment and time. The concept of “Choices and Consequences”
must be drilled into children’s minds at a very young age. Every one
who influences the child—from the parents to the community members
and even the media—must teach values and live by example.
Teachers and other role models must enforce the fact that cheating is
wrong and violators should have a price to pay. (end of essay)
Answer to Exercise 15
INTRODUCTION:
*Thesis: “Fail that class and you don’t graduate.” Get an “F” and your
parents are disappointed. These pressures are real and many
students take what they see as the easy way out.
BODY PARAGRAPH 1:
*Opening Sentence: Cheating is wrong and everybody knows that.
*Detail 1: However, both students and teachers generally ignore the
seriousness of the situation.
*Detail 2: It’s easier to do nothing than to confront this academic
disease.
*Detail 3: I believe that grades as a whole are creating this addiction
to cheating.
*Detail 4: I believe that our whole grading system needs revision.
BODY PARAGRAPH 2:
*Opening Sentence: Cheating is the disease that put more students
where they are now. It’s probably combination of using the crutch of
cheating, teacher’s fault, the grading system or society’s fault.
*Detail 1: Last year’s top honor student also excelled in non-
academic endeavors.
*Detail 2: In her first semester of college, however, she failed every
single subject. She attempted suicide and is now on anti-depression
medication.
*Detail 3: She couldn’t make it in college because she had cheated
her way through high school. Pressure to succeed was overwhelming.
*Detail 4: It’s probably a combination of her fault for using the
convenient way to success; her teacher; and the grading system, but
cheating is the disease that put her where she is now.
CONCLUSION: I believe that there are few options to control this
epidemic. It will take commitment and time.
*Reconfirm Thesis: The concept of “Choices and Consequences”
must be drilled into children’s minds at a very young age. Every one
who influences the child—from the parents to the community
members and even the media—must teach values and live by
example. Teachers and other role models must enforce the fact that
cheating is wrong and violators should have a price to pay.
Even experienced essay writers need an outline to

ensure quality and coherence in their work. You must
learn to appreciate and use this wonderful tool for essay
preparation.
End of lesson 15
Lesson 16: Essay Structure – The Introduction
Like mentioned in lesson 13, the introduction is the “face” of your essay. It is
the reader’s first look into the subject and what the writer intends to do with it.
The introduction has various functions:

a.Make a strong opening impact on the reader
b.Make readers aware of the subject
c.Give an idea of what the writer plans to say about the subject
d.Lead to the thesis statement.
e.The introduction could begin with an example, an anecdote, a piece of data,
or a striking fact that catches the readers’ attention. However you begin the
essay, you want to ensure that it is relevant to your ultimate focus and does
not mislead the reader.
Examples of Essay Introduction:

*Was Napoleon poisoned for a purpose? (An introduction that asks a
question)
*In this century, child labor is very common in countries like China and
India. (An introduction that states a startling fact.)
Exercise 16 From one of the topics in Exercise 14, choose one
and come up with a very interesting introduction for it.
Example:
Topic: Lightning*
Introduction: What should you do? You are out riding your bike,
playing golf, or in the middle of a long run when you look up and
suddenly see a jagged streak of light shoot across the sky, followed
by a deafening clap of thunder. Unfortunately, most outdoor
exercisers do not know whether to stay put or make a dash for
shelter when a thunderstorm approaches, and sometimes the
consequences are tragic.
*Gerald Secor Couzens, “If Lightning Strikes”

1. Is living in the city better than living in the countryside?  I

remember countless mornings in my grandma’s humble hometown,
a laidback barrio two hours away from the city. Those times were
grand and lovely; nevertheless, I longed for the city.
2. Evaluate the leadership style of President Lee Myung-bak. 
Lee Myung-bak’s predecessor epitomized the classic politician: a
businessman by education and a politician by actions. He climbed
the political ladder to presidency. But when the people wanted
something different and fresh after Roh’s administration, they found
Lee, a man with no prior political ties.
3. Describe yourself.  My mother, who happens to be my number
one fan, has convinced herself that I am the most beautiful person in
the universe.
4. Define love.  Love is patient, love is kind. It does not envy, it
does not boast, it is not proud. It is not rude, it is not self-seeking,
it is not easily angered, it keeps no record of wrongs. Love does
not delight in evil but rejoices with the truth. It always protects,
always trusts, always hopes, always perseveres. Love never
fails.
5. Talk about your life as a middle school student.  While
many people consider high school life to be the most memorable
part of their educational experience, I consider middle school life
to be mine. This, despite the fact that my first heartbreak, first
failing grade and first pimple all took place in middle school.
I hope you found that easy. While the examples above

are just possible answers, you can still come up with
more interesting introductions for you own essays.
End of lesson 16
Lesson 17: Essay Structure – The Thesis Statement
The thesis statement tells the reader what the essay will be about, and what point you
will be making.
Why should your essay contain a thesis statement?
To test your ideas by writing them down using a sentence or two
 To better organize and develop your argument
To provide your reader with a “guide” to your argument
In general, your thesis statement will accomplish these goals if you think of the thesis
as the answer to the question your paper explores.
Example thesis statement: The life of the typical college student is

characterized by time spent studying, attending class, and socializing
with peers.
The essay that follows should:

 Explain how students spend their time studying, attending class,
and socializing with peers.
Exercise 17 Write a strong thesis statement for each topic below.
An example has been given for you. Remember, a thesis
statement should clarify your opinion about the topic.
Example topic: Civil War

Example thesis statement: They say that the causes of
the Civil War were both economic and social. In my
opinion, however, it was motivated solely by political
reasons.
1.Swine flu
2.Parents of teenagers
3.Horror films
4.The Internet
5.Koreans in America
1. Swine flu  The virus shouldn’t have victimized as many people as it

had if only the government had heeded the doctor’s warnings.
2. Parents of teenagers  Many parents of rebellious teenagers aggravate
their children’s present situation by becoming their enemies instead of
forging a dependable alliance with them.
3. Horror films  Horror films have evolved from low-budget flicks to big-
budgeted pieces because a wider range of patrons have emerged.
4. The Internet  The information superhighway is likened to our planet;
people are dumping junk on it.
5. Koreans in America  Koreans in America have a tougher time than
their American counterparts because they have to work twice as hard in
everything just to prove their worthiness to stay.
Once you have identified your position in the issue you

would like to discuss, you are now ready to state your
supporting ideas and sentences.
End of lesson 17
Lesson 18: Essay Structure – The Body
The body is the part of the essay where the writer now tries to explain, describe
or argue based on the topic chosen.
Every main idea (topic) written on the outline represents one body of the
paragraph. For example, if you have three or more ideas, you will have three or
four body paragraphs.
Body Structure:
1.Begin by writing your idea in a sentence form.

2.Then, write down your supporting points for that main idea.
3.For every supporting point that you’ve listed, write an explanation. In other
words, elaborate on every supporting point.
4.If you have finished writing every body paragraph of your essay, you are ready
to continue to the next step.
Example of a Paragraph Body (taken from Lesson 15):
BODY PARAGRAPH 1:
Opening Sentence: I believe that it has a very essential role in many aspects of my
personal growth and worth.
*Detail 1: I learned leadership and obedience, and this made me responsible for my own
actions.
*Detail 2: Being a subordinate allowed me to follow and respect rules, and being a leader
taught me how to give orders for the sake of others and our mission.
*Detail 3: Because of the training, I have learned that from obedience, I learn to
command. Likewise, self-discipline brings up success not just for a moment but for the
remaining years of my life.
I believe that it has a very essential role in many aspects of my personal

growth and worth. I learned leadership and obedience, and this made
me responsible for my own actions. Being a subordinate allowed me to
follow and respect rules, and being a leader taught me how to give
orders for the sake of others and our mission. Because of the training, I
have learned that from obedience, I learn to command. Likewise, self-
discipline brings up success not just for a moment but for the remaining
years of my life.
Exercise 18 Choose one thesis statement in Lesson 17 and write
the body of your essay based on it. Since you are just getting
familiar with essay writing, this exercise will only require two
paragraphs.
If you’re still unsure of how to write your thesis

statement, you can always re-read this section and
review the example.
End of lesson 18
Lesson 19: Essay Structure – The Conclusion
The conclusion wraps up your essay and brings closure to the reader.
It sums up your points and provides a final look on your topic. Usually,
conclusions can be expressed in three or four strong sentences which
do not need to follow any set formula. The conclusion, like the
introduction, completes the paragraphs of your essay.
Example: (taken from Lesson 15)
CONCLUSION: I now view these accomplishments and experiences

as more than a trophy.
*Reconfirm Thesis:
I now see it as an evidence that I could lead others and partake with
others regardless of individual differences.
This has made me more confident to accept who I am and what I
could do.
The essay above in paragraph form:
I now view these accomplishments and experiences as more than a trophy. I

now see it as an evidence that I could lead others and partake with others
regardless of individual differences. This has made me more confident to
accept who I am and what I could do.
Exercise 19 From the single thesis statement (Lesson 17) and

paragraph body (Lesson 18) that you’ve chosen, write a short
conclusion of your “essay”:
End of lesson 19
Lesson 20: Essay Writing Activity
By this time, you should already be comfortable writing simple paragraphs and
expressing your thoughts using different sentence patterns. If you’re still not confident
doing so, you can always go back to the previous lessons and start over.
This last lesson is all about writing your own essay. The step-by-step instruction should
make your first essay writing task a lot easier. Remember, you can always stop at any
point and ask your teacher to check if you’re still on the right track. Good luck!
Step 1: Select the topic of your essay. For your first writing task, it’s okay
to choose the simplest topic you have in mind. I suggest you choose a
personal topic because anyway, this is only for the purposes of helping you
learn the basics of essay writing.
Example topics: (a) My first trip abroad; (b) exercise; (c) getting married
Step 2: Choose the central idea, or thesis, of your essay.
Examples: (a) My first trip abroad opened my eyes to other people’s culture
and habits. (b) Exercise cannot really help you lose weight. (c) Getting
married and finding the right person are very much important to me.
Step 3: Outline your essay into introductory, body and summary
paragraphs.
Example: (on the topic, “My First Trip Abroad”)
I.INTRODUCTORY: My first trip abroad opened my eyes to other people’s

culture and habits.
II.BODY: (a) Singapore gave me a view that’s very much different from that in
the Philippines. (b) It taught me that discipline can be attained if the citizens
and the government work together. (c) f
III.SUMMARY: My first trip abroad taught me several important things and
this trip will definitely not be my last.
Step 4: The introductory paragraph begins with an interesting

sentence.
Example: I had always thought that traveling abroad was boring and couldn’t
teach me new things. But Singapore proved me wrong.
Step 5: After this first sentence, add your thesis statement from above.
Step 6: Use one sentence to introduce every body paragraph to follow.
Step 7: Finish the introductory paragraph with a short summary.
Step 8: Develop your body paragraphs by giving detailed information and

examples.
Step 9: Body paragraphs should develop the central idea and finish with a
summary of that idea. There should be at least two examples or facts in each
body paragraph to support the central idea.
Step 10: Begin the summary paragraph by quickly restating the principal ideas
of your body paragraphs.
Step 11: Your final statement can be a future prediction based on what you
have shown in the essay.
Congratulations! You have just written your first complete

essay. You can now ask your teacher to review your work.
And since practice makes perfect, be sure to continue
practicing until you can write with ease.
End of lesson 20

Essay Writing For Beginners

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Essay Writing For Beginners

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Essay Writing for Beginners

“It is a short literary composition on a

Writing an essay can be very difficult if you don’t practice.

In the next three lessons, you will be studying more about

A. FIRST WORD OF A SENTENCE: The first word in a

Incorrect: the world is getting smaller.

Incorrect: anna feels happy today.

1. the scandal involves several million US dollars that were allegedly

3. in my opinion, children nowadays are watching too much TV.

4. what will you do tomorrow?

1. The scandal involves several million US dollars that were allegedly

3. In my opinion, children nowadays are watching too much TV.

4. What will you do tomorrow?

Did you get the answers correctly? If not, why

Incorrect: As soon as i’m finished, i will go home.

Incorrect: Can i ask you a question?

1. My mother and i enjoy shopping every Saturday. On that day, i

1. My mother and I enjoy shopping every Saturday. On

Additional exercise: You can practice writing more

1. Names of people and races

2. A title preceding a proper noun

3. Specific geographical locations

5. Documents, organizations and historical events

6. Nationalities and names of languages

7. Points of the compass, when referring to a section of a

8. Names of religions, deities (gods) and sacred items

9. Days of the week, months and holidays.

10. Titles of books, articles, journals, newspapers and

1. The movie “mr. and mrs. Smith” is one of my favorites.

1. The movie “Mr. and Mrs. Smith” is one of my favorites.

2. Use a period after abbreviations and initials

B. Question marks [?] – are placed after (not before) questions.

Exercise 2-1-1 After every sentence, write C if the

1. Where have you been? _____

1. Can I talk to you for a minute ___

Answers to Exercise 2-1-1

1. Where have you been? __C___

1. Can I talk to you for a minute _?__

So how many correct answers did

3. Use a comma to separate interrupting expressions from the rest of the

4. Use a comma after transitional expressions.

6. Use a comma after yes and no in answers.

7. Use a comma to separate items in a series.

1. The person for this job should be responsible_ hardworking and

1. The person for this job should be responsible, hardworking and

Did you find the exercises easy enough? If so, this

1.Use apostrophes in contractions.

Incorrect: Shes planning to get married next year.

2. Use an apostrophe to make possessive nouns.

Incorrect: Is that Susans husband?

Note: For proper nouns ending in s, it is still recommended to put an s to make

For nouns ending in double s, such as “boss” or “witness,” only an apostrophe

1.A book of my best friend 

1. A book of my best friend  my best friend’s book

How did you do in this exercise? Remember, we

1. The sign changed from _Walk,_ to _Don’t Walk,_ to _Walk_ again.

1. The sign changed from “Walk,” to “Don’t Walk,” to “Walk” again.

Were you able to answer all the questions

1. This is a well_thought_out essay.

1. This is a well-thought-out essay.

Was this exercise easy for you? Remember, the

So why don’t we get started?

A. SUBJECTS AND PREDICATES – Every sentence has a subject and a predicate.

1. Where have you been? C_

1. James went to school, but Mark _ because _. (compound-

1. Her cat doesn’t shed _ much _ your cat.