Series Editor: Jeanne Lambert

The New School

Jill Bauer
North Seattle College
Mike S. Boyle
Sara Stapleton
North Seattle College
with
Wendy Asplin, University of Washington

4J
-i
.
Ks
i
I- 4 CAMBRIDGE
i

4
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: UNIVERSITY PRESS
 Series Editor: Jeanne Lambert
The New School

Jill Bauer
North Seattle College
Mike S. Boyle
Sara Stapleton
North Seattle College
with
Wendy Asplin, University of Washington

4J
-i
.
Ks
i
I- 4 CAMBRIDGE
i

4
i
: UNIVERSITY PRESS
CAMBRIDGE
UNIVERSITY PRESS

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Bauer, Jill, author.
Final Draft, 2 l Jill Bauer, Mike S. Boyle, Sara Stapleton .
pages cm ( ESL Academic Writing Textbook, Level 2 ) ISBN 978 - 1 - 107 - 49539- 5 {Students Book Level 2 ) 1, English
— —
language Rhetoric Problems, exercises and etc. 2. English language - - Textbooks for foreign speakers. 3. Report writing -
Problems, exercises and etc. I . Boyle, Mike ( Teacher ) author. IT Stapleton , Sara , author. III. Title. IV. Title: Final Draft two,
V. Title: Final Draft 2.
PE1408 . B 457 2016
—
8081042 dc23
2015004564
ISBN 978-1 - 107-49539 -5 Students Book Level 2
ISBN 978 - 1 - 107 - 49541-8 Students Book with Writing Skills Interactive Level 2
ISBN 978-1 -107 - 49542 -5 Teachers Manual Level 2
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CONTENTS
SCOPE AND SEQUENCE 4
TOUR OF A UNIT 6
THE TEAM BEHIND FINAL DRAFT 10
PARAGRAPHS 13
EDUCATION : BRAINPOWER

r V

o
“fl-i r
COMMUNICATIONS: CROSS -CULTURAL ETIQUETTE
v- \
J
& m

DESCRIPTIVE PARAGRAPHS 67
GLOBAL STUDIES: NATIONAL IDENTITIES

4 DEFINITION PARAGRAPHS
BUSINESS: WORKPLACE BEHAVIOR
97

5 1

K r -
^

4
INTRODUCTION TO THE ESSAY: OPINION ESSAYS
PSYCHOLOGY: CREATIVITY
125

HEALTH: FOOD IN SOCIETY

PROCESS ESSAYS 195

SOCIAL WORK: SOCIAL ACTIVISM

COMPARISON AND CONTRAST ESSAYS 223

FINANCE: PERSONAL FINANCE

SELF- EDITING REVIEW 255

SOURCES 263
INDEX 266
CREDITS 271
 SCOPE AND SEQUENCE
UNIT TITLE & ACADEMIC TOPIC VOCABULARY (<g> MODELS
Academic Vocabulary • Writing in the Real World:
1 PARAGRAPHS Academic Collocations " Exercise for the Brain "
* Student Model:
EDUCATION: BRAINPOWER
PAGE 13
"Memory Techniques "

Academic Vocabulary * Writing in the Real World:

2 gp
i

I#
&
r JP
Academic Phrases "Body Language in Translation"
• Student Model:
"The Behavior of Sports Fans"
COMMUNICATIONS: CROSS-
ft C

CULTURAL BEHAVIOR /
nr %

Academic Vocabulary • Writing in the Real World:

3 DESCRIPTIVE PARAGRAPHS Academic Collocations "Melting Pot or Salad Bowl ...
or Chocolate Fondue?"
GLOBAL STUDIES: NATIONAL
IDENTITIES PAGE 67
• Student Model:
"The importance of EIGrito de Delores"
Academic Vocabulary • Writing in the Real World:
4 DEFINITION PARAGRAPHS Academic Phrases "Workplace Tips for the 21 st Century
Worker"
BUSINESS: WORKPLACE BEHAVIOR
PAGE 97
• Student Model:
"Definition of a Team Player"
Academic Vocabulary • Writing in the Real World:
5 INTRODUCTION TO THE Academic Collocations "This Math Teacher Wants More Classes
in the Arts"
ESSAY: OPINION ESSAYS
• Student Model:
PSYCHOLOGY: CREATIVITY "High School Students Do Not Need
PAGE 125 the Arts"
Academic Vocabulary • Writing in the Real World:
6 Academic Phrases "Eat Healthy the Chinese Way "
• Student Model:
HEALTH: FOOD IN SOCIETY
"Three Places to Find Healthy Food"

Academic Vocabulary • Writing in the Real World:

7 PROCESS ESSAYS Academic Collocations "Doctors without Borders"
* Student Model:
SOCIAL WORK: SOCIAL ACTIVISM
PAGE 195
"Paper Bead |ewelry"

Academic Vocabulary * Writing in the Real World:

8 COMPARISON AND Academic Phrases "Marketing to Different Generations:
X vs. Y "
CONTRAST ESSAYS
* Student Model:
FINANCE: PERSONAL FINANCE "Paying for College"
PAGE 223
All academic vocabulary words appear on the Academic Word List ( AWL ) or the General Service List ( GSL ). All academic collocations,
academic phrases, and common grammar mistakes are based on the Cambridge Academic Corpus,

4
 WRITING SKILLS GRAMMAR FOR WRITING ® AVOIDING PLAGIARISM
Audience Adverb clauses Recognizing plagiarism
Capitalization and punctuation
Titles

Unity Quantifiers Why do students

Subject -verb agreement plagiarize ?

Vivid language Adjectives What is common

Avoiding sentence fragments, run-ons, knowledge?
and comma splices
Correct pronoun use

Distinguishing between fact and Count and noncount nouns Finding good sources
opinion
Verb tense consistency
Coordinating conjunctions

Background information Word forms Using information without

The thesis statement plagiarizing

Sentence variety Simple present and present Citing print sources

progressive tenses

Clarity Phrasal verbs Citing Internet sources

Transition words and phrases for
sequential order

Hooks Comparative adjectives Strategies for paraphrasing

SCOPE AND SEQUENCE

TOUR OF A UNIT

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TOUR OF A UNIT 9
THE TEAM BEHIND FINAL DRAFT

Jeanne Lambert brings 20 years of ESL classroom, teacher training,

and materials writing experience to her role as series editor of Final Draft.
Jeanne has taught at Columbia University, City University of New York
(CUNY), and The New School, specializing in academic writing and
English for Academic Purposes. While at Columbia University, she taught
writing courses in both the American Language Program and for the
School of International and Public Affairs. At CUNY, she co -designed a
faculty development program to help high school teachers align their
ESL reading and writing curriculum with college standards. She has
worked as an ESL Methods Practicum instructor and currently teaches
academic writing at The New School.

Jill Bauer is an ESL Instructor at North Seattle College and has been teaching
ESL for 10 years. She has an MA-TESOLfrom Seattle Pacific University,
«4 where she has also taught teacher training courses. She has worked on
curriculum development projects for the Washington State Board of
> Community & Technical Colleges Basic Education for Adults program.

Mike S. Boyle has been an author, editor, and writer of dozens of English
language teaching titles over the last 15 years. He has taught English to
learners of all ages in Japan and the United States, and is a graduate of the
Iowa Writers' Workshop, where he taught courses in academic and creative
writing.

Sara Stapleton is an ESL instructor at North Seattle College and has

been teaching ESL for 15 years. She holds an MEd in TESOL from Seattle
University and specializes in academic writing, transition to college, study
skills, advanced ESL, and Integrated Basic Education and Skills Training.

The Advisory Panel is comprised of experienced writing instructors who have helped guide the
development of this series and have provided invaluable information about the needs of ESL student
writers.
Laszlo Arvai, Borough of Manhattan Community College, New York, NY
Leo Kazan, Passaic County Community College, Paterson, NJ
Amy Nunamaker, San Diego State College, San Diego, CA
Amy Renehan, University of Washington, Seattle, WA
Adrianne Thompson, Miami Dade College, Miami, FL
Final Draft was influenced by the opinions and insights of classroom teachers from the following
institutions:
UNITED STATES Alabama: Cleburne County High School, Gadsden State Community College,
University of Alabama; Arizona: Arizona State University, Northern Arizona University, Pima
Community College; Arkansas: Arkansas State University, University of Arkansas, University of Central
Arkansas; California: Allan Hancock College, Berkeley High School, California State Polytechnic
University, California State University East Bay, California State University Fullerton, California State
University Long Beach, California State University Los Angeles, City College of San Francisco, College
of San Mateo, De Anza College, Diablo Valley College, East Los Angeles College, El Camino College,
The English Center, Evergreen Valley College, Foothill College, Fullerton College, Gavilan College,
Glendale Community College, Hollywood High School, Imperial Valley College, Las Positas College,
Los Angeles City College, Los Angeles Southwest College, Mendocino College, Mills College, Mission
College, Modesto junior College, Monterey Peninsula College, Palomar College, Pasadena City
College, Placer High School, Roybal Learning Center, Sacramento City College, Sacramento State, San
Diego Community College District, San Francisco State University, San Jose City College, Santa Ana
College, Santa Barbara City College, Santa Monica College, Santa Rosa Junior College, Skyline
College, Stanford University, Taft College, University of California Berkeley, University of California
Davis, University of California Irvine, University of San Diego, University of San Francisco, University of
Southern California, West Valley Community College; Colorado: Community College of Aurora, Front
Range Community College, Red Rocks Community College, University of Colorado; Connecticut:
Central Connecticut State University, Enfield High School, Naugatuck Valley Community College,
Norwalk Community College, Post University, University of Bridgeport, University of Hartford; Florida:
Barry University, Florida Southwestern State College, Florida State University, Hillsborough
Community College, Indian River State College, Miami Dade College, Robinson High School, St.
Petersburg College, University of Central Florida, University of Florida, University of Miami, University
of South Florida; Georgia: Augusta State University, Emory University, Georgia Institute of
Technology, Georgia Perimeter College, Georgia State University, Interactive College of Technology,
Pebblebrook High School, Savannah College of Art and Design, West Hall High School; Hawaii:
Hawaii Community College, Hawaii Tokai international College, Kapiolani Community College,
Mid- Pacific Institute, University of Hawaii; Idaho: College of Western Idaho, Northwest Nazarene
University; Illinois: College of DuPage, College of Lake County, Elgin Community College, English
Center USA, Harold Washington College, Harper College, Illinois Institute of Technology, Lake Forest
Academy, Moraine Valley Community College, Oakton Community College, Roosevelt University,
South Suburban College, Southern Illinois University, Triton College, Truman College, University of
Illinois, Waubonsee Community College; Indiana: Earlham College, Indiana University, Purdue
University; Iowa: Divine Word College, Iowa State University, Kirkwood Community College, Mercy
College of Health Sciences, University of Northern Iowa; Kansas: Donnelly College, Johnson County
Community College, Kansas State University, Washburn University; Kentucky: Bluegrass Community
& Technical College, Georgetown College, Northern Kentucky University, University of Kentucky;
Maryland: Anne Arundel Community College, Howard Community College, Montgomery College,
Johns Hopkins University; Massachusetts: Boston University, Mount Ida College, New England
Conservatory of Music, North Shore Community College, Phillips Academy, Roxbury Community
College, The Winchendon School, Worcester State University; Michigan: Central Michigan University,
Eastern Michigan University, Grand Rapids Community College, Lansing Community College,
Macomb Community College, Michigan State University, Saginaw Valley State University, University
of Detroit Mercy, University of Michigan, Wayne State University, Western Michigan University;

THE TEAM BEHIND 11

Minnesota: Century College, Saint Paul College, University of Minnesota, University of St. Thomas;
Mississippi: Mississippi College, Mississippi State University; Missouri: Missouri State University, St.
Louis Community College, Saint Louis University, University of Missouri, Webster University;
Nebraska: Union College, University of Nebraska; Nevada: Truckee Meadows Community College,
University of Nevada; New jersey: Bergen Community College, The College of New Jersey, Hudson
County Community College, Kean University, Linden High School, Mercer County Community
College, Passaic County Community College, Rutgers University, Stockton University, Union County
College; New Mexico: University of New Mexico; New York: Alfred State College, Baruch College,
Borough of Manhattan Community College, City University of New York, Columbia University,
Fashion Institute of Technology, Hofstra University, Hostos Community College, Hunter College, John
Jay College of Criminal lustice, Kingsborough Community College, The Knox School, LaCuardia
Community College, LIC/LISMA Language Center, Medgar Evers College, New York University,
Queens College, Queensborough Community College, Suffolk Community College, Syracuse
University, Zoni Language Centers; North Carolina: Central Carolina Community College, Central
Piedmont Community College, Duke University, Durham Technical Community College, South
Piedmont Community College, University of North Carolina, Wake Technical Community College;
North Dakota: Woodrow Wilson High School; Ohio: Columbus State Community College,
Cuyahoga Community College, Kent State University, Miami University Middletown, Ohio Northern
University, Ohio State University, Sinclair Community College, University of Cincinnati, University of
Dayton, Wright State University, Xavier University; Oklahoma: University of Oklahoma; Oregon:
Chemeketa Community College, Clackamas Community College, Lewis & Clark College, Portland
Community College, Portland State University, Westview High School; Pennsylvania: Pennsylvania
State University, University of Pennsylvania, University of Pittsburgh; Puerto Rico: Carlos Albizu
University, InterAmerican University of Puerto Rico; Rhode Island: Johnson & Wales University, Salve
Regina University; South Carolina: University of South Carolina; South Dakota: Black Hills State
University; Tennessee: Southern Adventist University, University of Tennessee, Vanderbilt University,
Williamson Christian College; Texas: Austin Community College, Colleyville Heritage High School,
Collin College, Dallas Baptist University, El Paso Community College, Houston Community College,
Lone Star College, Northwest Vista College, Richland College, San Jacinto College, Stephen F. Austin
State University, Tarrant County College, Texas A & M University, University of Houston, University of
North Texas, University of Texas, Victoria College, West Brook High School; Utah: Brigham Young
University, Davis Applied Technology College, Weber State University; Vermont: Green Mountain
College; Virginia: College of William & Mary, Liberty University, Northern Virginia Community
College, Tidewater Community College; Washington: Bellevue College, EF International Language
Centers, Gonzaga University, The IDEAL School, Mount Rainier High School, North Seattle College,
Peninsula College, Seattle Central College, Seattle University, Shoreline Community College, South
Puget Sound Community College, Tacoma Community College, University of Washington, Whatcom
Community College, Wilson High School; Washington, DC: George Washington University,
Georgetown University; West Virginia: West Virginia University; Wisconsin: Beloit College,
Edgewood College, Gateway Technical College, Kenosha eSchool, Lawrence University, Marquette
University, St, Norbert College, University of Wisconsin, Waukesha County Technical College
CANADA British Columbia: Vancouver Island University, VanWest College; Nova Scotia: Acadia
University; Ontario: Centennial College, University of Guelph, York University; Quebec: Universite du
Quebec
MEXICO Baja California: Universidad de Tijuana
TURKEY Istanbul: Bilgi University, Ozyegin University
 PARAGRAPHS
EDUCAT ON: BRA NPOWER

People
, usually forget
90 percent of what
they learn in a class
within thirty days."
Hermann Ebbinghaus
(1850-1909)

About the Author:

Work with a partner. Read the quotation about memory. Then answer
Hermann Ebbinghaus was
the questions. a German psychologist .
He studied memory and
1 Do you agree with Hermann Ebbinghaus? Do you and people you know learning . He made many
quickly forget most of what you learn in class ? discoveries that remain
important today.
2 Do you find some things easier to remember than others ? Give an
example of something that is easy for you to remember.

PARAGRAPHS 13
 1 PREPARE YOUR IDEAS

© Connect to Academic Writing

In this unit, you will learn skills to help you write a clear, organized paragraph. Some of the
skills may seem new to you, but the skill of explaining your ideas is not new. In your everyday
life, you often explain your ideas. For example, you may tell a friend why you like a movie or
explain to your teacher why you came late to class.

© Reflect on the Topic

In this section, you will be given a writing prompt and reflect on it. You will develop ideas
throughout the unit and use them to practice skills you need to write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 20. The
student reflected on her topic and used a cluster diagram to brainstorm possible ideas for her
paragraph.

WRITING PROMPT: What techniques help people remember new information? Explain three
techniques and how people use them to remember.

MEMORY
TECHNIQUES

break information
use pictures into pieces
repeat

connect new
information to
things I know

1.1 Notice
Work with a partner. Look at the cluster diagram above. Discuss two more techniques the
student could write about and add them to the diagram. Share your ideas with the class.

14 UNIT 1
& 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: Choose a skill that you learned, such as riding a bike, cooking, playing a
musical instrument, or playing a sport. Describe three ways that you learned the skill.
1 Choose the skill you will describe and write it in the blue circle in the cluster diagram below.
2 Consider all the ways that you learned this skill. Write three of those ways in the other circles.
3 Compare cluster diagrams with a partner.

PARAGRAPHS 15
 O EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your paragraph. You will
also notice how a professional writer uses this language.

O Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

ability (n) critical (adj) memorize (v) sharpen (v)

attention (n) master (v) mental (adj) technique (n)

& 2.1 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the bold words and
circle the correct definitions.
1 Sam memorizes the spellings of new vocabulary words. He writes them over and over again
until he knows them perfectly. Memorize means
a to show a strong interest in something b to learn something so that you
or someone. will remember it exactly.
New mothers often give their newborn baby ail of their attention. They watch the baby
carefully and listen for every cry. Attention means
a focusing all your interest on something. learning a particular job or activity well.
b

Physical health and mental health are connected. When you take good care of your body,
you also take care of your mind. Mental means
a about the mind or thinking skills. b about the body or athletic skills.

16 UNIT 1
4 in sports, coaches teach their players techniques that help them improve their skills. Players
work on each technique during practice. Technique means
a doing an activity a certain way. b focusing on an activity.
5 Some people have the ability to do complex math problems in their head. They do not need
to use a calculator. Ability means
a a skill. b a job.
6 Lang Lang, a famous young classical pianist, mastered the piano by practicing more than six
hours a day when he was growing up. Master means
a to make. b to do something very well.
7 Sleep is critical for people's mental and physical health. Getting enough sleep is essential to
stay healthy. Critical means
a serious. b very important.
8 These days some people are using video games to sharpen their thinking skills. They want
their thinking skills to be better. Sharpen means
a to work. b to improve.

O Academic Collocations
Collocations are words that are frequently used together. Research tells us that the academic
vocabulary in Part A is commonly used in the collocations in bold below.

2.2 Focus on Meaning

Work with a partner. Match the collocations in bold to their meanings. Write the letters.
Babies have a very short attention span. a a way to learn
A three-month-old can concentrate on one thing for
only about 10 seconds.
2 Some memory loss happens as people get older. b to watch and listen
Older people who have serious memory loss may not carefully
remember things, such as the names of their children.
3 Good mental health helps us in everyday life. We c how long someone can
can do better if we have positive feelings about focus on one thing
ourselves and our lives.
4 When you pay attention, you learn new skills more d the problem of
quickly because you keep your focus and therefore forgetting information,
notice much more. people, and experiences
5 There are many learning techniques that help us e the state of mind that
learn new vocabulary. One technique is to create shows if people feel
a mental picture of a word. good about themselves
and about life

PARAGRAPHS 17
 0 Writing in the Real World
The author of "Exercise for the Brain" organizes her ideas clearly to make sure that her reader
understands them.
Before you read, answer this question: What kind of exercise do you think the brain needs?
Now read the article. Think about your answer to the question as you read.

l Like the body, the brain needs exercise to

stay healthy. If we want to have a healthy
body, we can go to the gym and work out,1
but how do we exercise the brain ? According
to research , brain exercise can be anything
that stimulates2 the brain, for example,
working on crossword puzzles or learning a
language. However, researchers are finding
that some activities stimulate our brains
more than others. What activities are the
best brain exercises ?
2 Being involved in social relationships may
be the best kind of brain exercise, according
to researchers Melinda Smith and Lawrence
Robinson. Relationships with friends and
family are critical tor our mental health , but
any social activity can exercise and benefit
the brain. This means interacting3 at work
or at a party is good tor the brain. Even
hanging out4 with friends is an excellent
brain exercise.

work out: do exercises to make the body stronger

’stimulate: encourage something to grow, develop, or
become active
interact: communicate or react to each other
’hang out: spend a lot of free time with a group of people

18 UNIT 1
3 Scientists have also discovered that laughter can 5 It is not necessary to master any of these
exercise many parts of the brain . We hear a joke, activities. However, it is important to do them
we try to figure out what is funny and then we regularly.
laugh. Each step of this process makes us use
different parts of the brain . Laughter also has the 6 All these techniques of exercising the
benefit of helping us relax. When we relax our brain have multiple benefits. They sharpen
muscles, we feel calm, which is good for the heart. the brain and slow down memory loss .
Moreover, with techniques like these,
Putting more laughter in our life is easy. One way
is to pay attention and find the silly moments exercising our brains can be a lot more fun
in life. Another way is to watch a comedy with
than going to the gym to exercise our bodies!
family or friends.
4 Finally, brain research suggests that people should
never stop learning because learning is brain
exercise, too. New, challenging, and fun learning
is best. Activities such as learning to play an
instrument or juggle are especially effective since
they require the body and brain to work together
in new ways.

2.3 Check Your Understanding

Answer the questions.

1 The author suggests three ways to exercise your brain. Which of these do you already use ?
Explain.
2 According to the article, which of these activities would be the best exercise for your brain ?
a watching a scary movie
b watching a funny movie by yourself
c watching a funny movie with a group of friends
3 Which social activities does the author recommend to exercise the brain? What other social
activities do you think would exercise the brain?

& 2.4 Notice the Writing

Answer the questions.

1 Look at the second paragraph. The first sentence tells you the main idea of the paragraph.
Which two sentences give examples to help explain the main idea ?
2 Look at the fourth paragraph. Which sentence gives the main idea of the paragraph?

PARAGRAPHS 19
 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on her topic. In this
section, you will analyze the final draft of her paragraph. You will learn how to structure your
ideas for your own paragraph.

O Student Model
Read the prompt and answer the questions.
WRITING PROMPT: What techniques help people remember new information? Explain three
techniques and how people use them to remember.
1 What will the paragraph be about? Explain it in your own words.
2 What are some techniques that you use to remember?
3 What are some techniques that the writer might talk about?

Read the paragraph twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes. This
will help you notice the key features of a paragraph.
&
1 Analyze Writing Skills
Memory Techniques
Underline the sentence
that tells what paragraph 1
People often use three techniques to help them learn new will be about .
information quickly and easily. The first technique is mnemonic device.
Mnemonic devices are short words, music, or rhymes 1 to help memorize 2 Analyze Writing Skills
lists or facts. For example, I learned the acronym 2 FANBOYS to help me Underline the sentence
that introduces the
remember how to combine my ideas into longer sentences. Each letter second technique . Circle
in FANBOYS stands for one coordinator: for, and , nor, but , or, yet, so.o
The second technique is repetition. People say or write something again
— the sentence that explains
this technique . Double
underline the sentences
that give an example of
and again. Many online shoppers are able to remember their credit card the technique .
number without looking at their card. They have memorized their credit
card number because they have typed it over and over. Finally, chunking
is another method that helps memory Chunking means dividing
something into shorter parts. When students learn to spell difficult 3 Analyze Writing Skills
words, such as Wednesday , they can break them into parts: Wed - nes -day. Circle the phrase that the
vw
Chunking works with numbers as well. For instance, to memorize a
‘ m writer uses to introduce

phone number, one could break it into parts. Focusing attention on o-

'

fegP•?J
"
'
the phone number
example .

three sets of numbers ( 206-555-1313 ) is easier for the brain. In sum , O s 4 Analyze Writing Skills
mnemonic devices, repetition, and chunking are helpful techniques that Circle the phrase that the
people can use to increase their ability to remember information. writer uses to introduce
the last sentence .
“ rhyme: words that rhyme have the same last sound{s ) (e.g., cat and hat )
:acronym: aword made from the first letter of a series of words, used to represented the series, and
pronounced as one word ( e.g., USA ) \ %

9m
20 UNIT 1
 & 3.1 Check Your Understanding
Answer the questions.
1 What are the three memory techniques that the writer explains? Are these techniques helpful
to you? Why or why not?
2 American children learn the colors of the rainbow with this acronym: Roy G. Biv. Each letter
in the name stands for one color (red, orange, yellow, green, blue, indigo, violet).
Roy C . Biv is an example of
a chunking.
b a mnemonic device.
c repetition.
3 If you had to memorize a new student ID number, which technique or techniques would you
use ? Why?

3.2 Outline the Writer's Ideas

An outline helps you see the structure of the paragraph and the connection between
ideas. Complete the outline for "Memory Techniques." Use the phrases in the box.

chunking FANBOYS say or write something again and again

credit card number phone numbers

PARAGRAPH OUTLINE

First Sentence People use three techniques to help them learn new information quickly and easily.

Technique 1 A. Mnemonic devices

J
- I I I d .
B k I d J k k I 1 d . k .
I J I J k k J d I k I 4
-.
B d B .Iz d B .B d k a a . k i: d B k k k I d B k I a k k k j k k i

Explanation 1. Short words, music, or rhymes

I. d
- k B d h k d> d
- k .
ft J
-. k i d . k ! d d B k d «
- k d
- k
- k k d
-. .k J d d k k J d k .. V B d k k I d d .
kJ d d k kJL Ifd . d. d k d i d d - f k d a - k .k d d - k k d k d . - k d. d d k k d d k k B d E. a
k k| . d k k d d k 111 d
- .
k J d k k .
kJ d d k k d d d k k d d k k k d d k k 1 d .. k 1d B d k

Example 2. k k I

Technique 2 13. Repetition J: k a k a k a a k k i a a k k i a B k k i a a k k i a a k k i a a k k B a k k k i a B k k i a a k k B j a f i k i a k k i i k

- k i i a k k i B a k k i i a k k i i a k k i a k k i a B k i a a B k i a a a k a i a a k B i a a k i i a a k i i a a .

Explanation 1. .
k >k 1 a k k k a a. d k
-
a d k d d k a k a k k a k a k a a i a a. a. k k a. k a. a k a k i k a. k .
i k k a k a. a k d. d k a a k a k k a k a k .k a a a k

Example 2. a a a k i a i a
-. a a a k a B k a k k a E k a 1 k k i E k a B k k a a B in a a i i a a E a a a B a a B a a B a k a k a B k i a k a a k a a a k a a E I a a B a a k i a E k a a E a a k a B k

PARAGRAPHS 21
 Technique 3 c. m k J
- k k A 4 J J

Explanation 1. Break something into shorter parts .J

f a l J S b t J f i b

Example 2 , Spelling of difficult words, like Wednesday

Example 3. .. -
k 1 j k k 1 .
u . a.
d k k d a k .k 4 4 i L J 4 i 4 4 . .
d k k J J E k k J J k k J J k k I J J k j a k i j j k k i j J 41 E k I n J

Last Sentence In sum, mnemonic devices, repetition, and chunking are useful techniques that people can

1 !
• -- - their
- increase
use- - - to 1 1
- »
ability- to- remember
L j j
H -- information
- -- . ... ,- _ .... %JF J 1J J 4..J u+4 P u 4 Si.- +* t i i J L L i ... L L .
L 1 d J L 4 .. L I 4 .. .
& J . k L

O Paragraphs
A writer uses a paragraph to discuss one main idea. Readers expect all the sentences in a
paragraph to relate to, or be about, the main idea. To clearly develop a main idea, writers
include the following parts in their paragraphs:
• a topic sentence to introduce the paragraph's main idea to the reader. The topic sentence
is often the first sentence of the paragraph. In the topic sentence, writers tell what they will
discuss in the paragraph.
• supporting sentences to give specific information about the main idea. Writers also
include sentences that offer details, or more information about the ideas in the supporting
sentences. The information that writers give in their supporting sentences and details
includes explanations, examples, and facts.
• a concluding sentence to bring the paragraph to a clear and satisfying close. Often writers
use this sentence to restate their topic sentence.
An easy way to picture the organization in a paragraph is to think of a sandwich. Look at the
sandwich diagram for the Student Model paragraph on page 20.

Topic sentence: People often use three techniques to help them learn new
information quickly and easily.

Supporting sentence 1: The first technique is mnemonic device. (+ Details)

Supporting sentence 2: The second technique is repetition. { + Details )

Supporting sentence 3: Finally, chunking is another method that helps memory

( + Details )

Concluding sentence: In sum , mnemonic devices , repetition, and chunking are helpful
techniques that people can use to increase their ability to remember information .

22 UNIT i
& 3.3 Notice
Look at the sandwich diagram on page 22. Read and circle the correct answers.
1 The ideas in the topic sentence and the concluding sentence are similar / different.
2 The writer always / sometimes added details to the supporting sentences.
3 The order of ideas in the concluding sentence is the same as / different from the order of
ideas in the three supporting sentences.

& 3.4 Identify the Sentences

Write 75 for the topic sentence, 55 + Dfor supporting sentences plus details, and C5 for
the concluding sentence. Then, on a separate sheet of paper, write the sentences in the
correct order to make a well- organized paragraph.

i First, when we laugh, our muscles relax. We feel less stress. This is good for our hearts.
. . . 2 In conclusion, laughter has important benefits for our bodies, our minds, and our
relationships.
3 Laughter is good for us because it helps us relax, improves our mood, and strengthens
our relationships.
4 The second reason is that laughter makes us feel better. When we laugh, we feel less
sad. We forget our problems for a while.
5 Finally, laughter makes our relationships stronger. People who laugh together feel more
connected to each other.

THE TOPIC SENTENCE

The topic sentence has two important parts: the topic and the controlling idea.
• The topic answers the question: What is this paragraph about?
• The controlling idea answers the question: What part of the topic will this paragraph focus
on ?
Read the topic sentences below and notice the two parts.
TOPIC CONTROLLING IDEA

People use three techniques to help them learn new information quickly and easily.
CONTROLLING IDEA TOPIC

There are important benefits to eating well.

3.5 Recognize Topics and Controlling Ideas

Read the topic sentences. Circle the topics and underline the controlling ideas.
1 My brain helps me memorize facts, take interesting photos, and make important decisions.
2 Eating well can improve a student's attention span.
3 Laughter has many health benefits.
4 Good soccer players use their brains in three essential ways.

PARAGRAPHS 23
 CONTROLUNG IDEAS
A topic could have many different controlling ideas; that is, there are many different ways that
a writer could discuss a topic. Think about the topic of the brain. You could write about:

• why the brain is complex

• how the brain changes as we age
• how people can improve the way their brains function
• how children's and adults' brains are different
• how you use your brain at work
The writing prompt will help you determine how to discuss the topic and what your controlling
idea will be.

3.6 Match
The cluster diagram below shows four possible controlling ideas for the topic "eating
well." Read the writing prompts and complete the sentences with the appropriate
controlling ideas.

EATING WELL

can improve a
can decrease the
student © attention
risks of some
span diseases

can improve a
is the best way to
person s mental avoid weight gain
health

1 WRITING PROMPT: Describe the effects of eating well on people's mental health.
Eating well can improve person s mental health.
a '
a
- k .
i i a B ii i pi a B B B i .a a .i
B B i a B B .ia
a .
a a k k i a a k i a a B i .a a a B i a in

2 WRITING PROMPT: Discuss the relationship between diet and disease.

Eating well
3 WRITING PROMPT: Describe the effect of eating well on the behavior of a student with
problems paying attention.
Eating well i .. i i j s b .
i i J a b i i a a k i i a B .i
k i a B k i i ..
i i a a B k i a a k i a a k i a a k i a k i i a i

4 WRITING PROMPT: Discuss the relationship between the way a person eats and maintaining
a healthy weight.
Eating well

24 UNIT 1
GOOD TOPIC SENTENCES
Because the topic sentence gives readers the main idea, writers need to write topic sentences
carefully. They need to make sure the topic sentences are not too general and not too specific
for the information in the paragraph.
Suppose you have to write a paragraph for this prompt: Mastering a new skill can be challenging.
What behaviors and attitudes are important for mastering a skill?
Consider these three possible topic sentences:
It is frustrating to master a new skill.
This sentence is too general. It doesn't mention behaviors or attitudes.
People must have a positive attitude to master the skill.
This sentence is too specific because it focuses on only one specific attitude and skill rather than
skills in general, and it doesn 't address behaviors.
Certain behaviors and attitudes are important for mastering a new skill: practicing the skill\
believing you can master it, and accepting help as you progress.
This sentence is the best because it fully addresses the prompt, mentioning a new skill,
behaviors, and attitudes and introducing them.

& 3.7 Choose the Topic Sentence

Work with a partner. Read the paragraphs and label the topic sentences too general[ too
specific, or best. Then write the best topic sentence at the beginning of the paragraph.
1

Techniques for Studying Creatively

n n i r i n p FI FI I I r i i H 1 1 I 1 1 FI r ii One creative
technique for studying is to draw new words and ideas. Drawing and coloring help artistic
students memorize information. They can remember the word because of the image in their
mind. Another creative way to study is to act out the words and information. For example, a
student could say the words aloud, like an actor. Some researchers say that when we use our
bodies while we are learning, we remember the information more easily. Finally, singing new
words and ideas using familiar songs is a fun and effective way to study. Music helps the mind
easily remember the information. In conclusion, studying can be much more fun if students use
creative techniques.
a There are several techniques for learning. ll I . r
| I n I: i i i j ft I I .
i i in n

b Studying can be more effective if students think creatively. I I P i FV r I I I E i i a r 9 p FI P n p i ill 9

c Music and acting out information are good creative

techniques. !+ 4 i H ii h +! H H S
- - *-
H +I H F+
^ ^

PARAGRAPHS 25
2

The Amazing Effects of Computer Games

First, there are l a l n i o a i R i n a i B i H ill .
li l d i n nn II n H i i a

special computer games that people can use. For example, one game trains the brain by having
people remember letters that the computer speaks aloud. People have to pay attention and
listen carefully. The game slowly increases the number of letters. Another way is to meditate.
Scientists say that people who meditate can cairn their bodies and their minds more easily than
other people. A calm mind can focus better. Also, some people can improve their attention
spans by getting more sleep. The amount of sleep people get can affect their ability to pay
attention. In sum, today people with short attention spans have different ways to help them
develop longer attention spans.
a Games are a good way for people with short attention spans
to improve their attention spans.
b People with short attention spans can address their problems.
c There are several ways that people with short attention spans
can improve their attention spans. i fi a i i i n i i a r i i i nn i i r T

3.8 Write Topic Sentences

Work with a partner. Write topic sentences for the paragraphs.
i

Developing the Brain in Children

a k b .d
j a h First, children . k i l l -. .
J il l i In I J d

need loving care. When children feel love, they can develop trust. Trust is important for
brain development. Second, children need interaction. Parents should talk and sing to their
babies and show them new experiences. This is important to build connections in the brain.
Finally, children need healthy food. The brain depends on good food to grow and develop.
!n conclusion, there are certain things that children must have that are critical for good brain
development.
2

My Most Useful Tool - My Brain

n a a iB l a i n II .
B I a L l a i i i m m i a. a j First, 1 use my
i i a a B n a a B a i n i i .a
B i a a .
B i i a B a B I JIL

brain to memorize names. When I see my customers, I say hello and say their names. Repeating
like this helps me remember the names. I think this is important for a businessperson. I can see
that my customers like it, too. Second, my brain is important when ! order merchandise. For
example, I have to decide the quantity of the products, like shirts and pants. I have to calculate
how much money I have and how much merchandise I can order. Third, I use my brain to
study the news. My friends think I have a sharp mind because I like to debate current events. In
short, my brain helps me be successful professionally and socially.
& 3.9 Apply It to Your Writing
Look at the cluster diagram you created for your writing prompt in Section 1
on page 15. Write a topic sentence. Share your topic sentence with a partner.
What information do you think your partner will include in the paragraph?
H H n i i n i n i i n i J a i n a i l l n H II H I I I I I I I I I I
'

SUPPORTING SENTENCES AND DETAILS

Writers use supporting sentences to make the main ideas of their paragraphs clear and
convincing to readers. In the supporting sentences, writers give readers the important points
about the main idea. These important points often include facts, examples, and explanations.
Read the supporting sentences for the topic sentence below. All of these sentences support the
main idea in the topic sentence.
Topic sentence: Sleep is critical to mental and physical health in many important ways.
Supporting sentences:
Most adults need seven to eight hours of sleep each night. (This sentence gives a fact -
a statistic or number.)

When people do not sleep well, they cannot concentrate or remember things. (This sentence
gives an example of why sleep is critical.)
Sleep gives the body time to clean itself of chemicals that are bad for the brain. (This sentence
gives an explanation of why sleep is critical.)
Many times writers include one or two details - facts, examples, and explanations - for
each supporting sentence. Details strengthen the main idea and make the paragraph more
interesting.

k 3.10 Recognize Supporting Sentences and Details

Work with a partner. Circle the supporting sentences and underline the details.
How the Brain Helps Reduce Stress

Starting a new job is a stressful experience that makes the brain work its hardest. First, there
are many things to learn about the job. When I started my first full-time job, I had to have
four hours of training. I took notes, but the manager spoke very fast and explained things very
quickly. My brain had to work hard, but I finally learned. Also, there were so many new names
to remember. I used fun techniques like matching a word with the person's name. For example,
I memorized Harry's name because he always wore a hat. In sum, with a new job there is a lot
to remember, but the brain can do it.

PARAGRAPHS 27
 & 3.1 1 Write Supporting Sentences
Write two supporting sentences for each topic sentence. Discuss your sentences with a
partner.
l Topic sentence: Starting a new school is a stressful experience for many students.
r a p ra 1
i a ii r P T 1 1
" T i l r r a a P r 'p a i P Pi a p r i i p r i a P P I P f" a a P P I P T1 B P + IP1" P P P P a P P +t P f 1 B P P II B P 1

S P

2 Topic sentence: Learning a new language is a challenging experience that makes the brain
work hard.
i p T

.
I J B li 4 ..
II I 4 I B a .
f i I a a .
fa i i a a k M i l l, l a a b i i a a k i i j i . J m m I . 4 a fa 4 4 fa fa a 4 B 4 B I 4 4 fa .
fa l l 4 f i .
fa l l 4 fa fa I 4 4 B I I B I . 4 4 I . I 4 Si I . 4 4 B fi i i a i I 4 l i 4 4 4 fa 4 fa fa 4 4 f a f a 4: 4 4 f a f a 4: 4 fa fa 4 . 4 fa fa B

s*5 3 . 1 2 Write Details

Choose one topic sentence from Activity 3.11 and write it below. Copy the first
supporting sentence and add a detail. Then copy the second supporting sentence and
add a detail.
i p p p a a p i B B P I B P B B P P I B B P P I B B P B

fa .
ft

fa fa fa nh fa fa fa 4 4 4 h 4
: 4 4 in 4 fa I 4 4 fa fa fa Jk - fa ft 4 fa 4 4 4- 4: 4 4 4 4 fa In 4 .
fa I 4
- . S fa I 4 4 fa fa 4 B fa 4 4 m fa 4 4 4 fa 4 4 4 fa 4 4 B fa 4 4 fa fa 4 4 fa fa 4 fa fa 4 4 fa fa 4 fa fa fa 4 fa fa fa 4 fa fa fa 4 B fa fa 4 B fa fa 4 fa fa 4 fa fa

.
I 4 Bl fa I J 4 .I
ft , .
J 4 ft fa J 9 fa I a
- ft i j u i 4 a .
i I 4 I. I 4 H I. J .
4 B I J 4 f i I: i a B i . 4 a fa fa J a fa fa i . k k i a B k i 4 a B l a a k f a i a a f a i i a a k i 1 a a 1 . 1 1 a a L i 1 a . 1 1

a n n n n a B B p p p p

P P I B P P T 1 B P P T B B P P T B B P P P B B P P P B B E P T B B P P B' B B P P 'P B B P P 'P B 5 P P B' B H P P B B S P E P P B B P P P B B E P T B B P P 'P B B P P X B B P P 'P B B P P T B B P P T B B P P T B B P P B B P P T B B P T B B P B B B P 1B P 1B P P 1B B P B B P P B B P P B B P P B B P P B B R P B B P P B B P P B P P P B B P P B B P P B P P P B R P P B P P 'P B B P P 'P B S P P T B B P P

3 . 1 3 Apply It to Your Writing

Think about the ideas you wrote for your writing prompt in Activity 1.2 on
page 15 and your topic sentence in Activity 3.9 on page 27. Choose one way that you
learned a skill and use it to write your first supporting sentence below. Add details.
B B P I B B P I B B P I B P P P B P P B B P B P P P B P P B B P P r B B P P B B B P P B B P I B B I B B B P B B P B B P B P P

I B B B i a i B B B f a l B B I J I . I B B I I I . J B B f a I fl B L I B 14 fa I .
I B B f a l f a B B f a I B. a B I J B U B B a B I I B I B k f a a a . .a
B i 4 a B i J a B .
I 4 4 B B I 4 4 B B I 4 B B B .
I 4 a B B I 4 a B B I 4 a B B I 4 B B B I I B fa I B fa I J .
B I I I I B I a a li a B B II 4 I 4 B B I. 1 4 B f a I. I 4 B f a I I 4 B B f a B fa I I I B fa I I I B fa I fa

r I S P l P p i p p n B p i B B P 'P i f i B P P i B B r 'p n n B 'I S P a p a p a p p a p r I B P a a p a a p a B p p a p p

p r a p P ra a
- p p ra p ra a p a p r °r a a p p a a a a a r r

28 UNIT 1
CONCLUDING SENTENCES
Writers use concluding sentences to end their paragraphs. A concluding sentence reminds the
reader of the main idea of the paragraph. The concluding sentence:
• restates the topic sentence in a new way. It does not simply repeat the words in the topic
sentence.

Topic sentence: People can use memory techniques to help them remember something better
and longer.
Concluding sentence: In sum, there are techniques that people can use so that they do not
forget information.
• may summarize the main points from the supporting sentences that were in the paragraph.
Topic sentence: People need to practice healthy habits for better mental health.
Concluding sentence: In conclusion, good sleep , healthy eating, and regular exercise can
help people feel good about themselves and their lives.
• does not add new information. The sentence below would not be a good concluding
sentence because it adds also good for the body. The body is not part of the main idea in the
topic sentence.
Topic sentence: People need to practice healthy habits for better mental health.
Concluding sentence: In conclusion, good sleep , healthy eating, and regular exercise can
keep the brain healthy. These things are a/so good for the body.
• often begins with a transition phrase, such as in sum, in short, or in conclusion.

3.14 Choose Concluding Sentences

Work with a partner. Read the topic sentences. Circle the best concluding sentence.
Explain your answers.
1 Topic sentence: People can use various techniques to prevent stress ,

a In short, people today live very stressful lifestyles.

b In conclusion, exercising and having hobbies are two ways that help people avoid stress ,

c In short, people can use various techniques to prevent stress.

2 Topic sentence: Creative study habits can help students learn better.
a In conclusion, students can improve their learning by making the way they study more
creative.
b In sum, when students use different ways of studying, they can be better students, and
there are many ideas on the Internet to help them.
c In sum, there are many ideas on the Internet to help students learn more.
3 Topic sentence: There are three practical ways to improve attention span.
a In conclusion, these three simple techniques can help people increase their attention spans ,

b In sum, many people have difficulty improving their attention spans ,

c In short, there are only three ways to improve your attention span.

PARAGRAPHS 29
 3.15 Write Concluding Sentences
Work with a partner. Write concluding sentences for the paragraphs below.
1

Techniques for Learning to Dance

I learned how to dance using three techniques that my dance instructor taught me. i
practiced steps over and over. While waiting for the bus, I pretended I was a ballerina, and
1 jumped and moved my arms. I also watched other dancers perform. I noticed how they
moved, and I thought about how I could move like that. I listened to music when I was doing
other things. My dance instructor wanted us to know the music really well. As 1 did my chores, 1
listened and imagined myself dancing. * n P if r r 1 B p T ! " i r T B s p r i P P r i E P

r fi n PI r 1 9 B l i a r i l l i r T 1 II B 1 ii r i n a u n r n i s i i a r i i i nii a I I a r i a r -
i i r I I a n i i PI r r i I I i i a r -i i a n I PI B E i i n r i i i a r i i i B B i I B I I I I B I I a B B r B B T B B

J a a a i k a a a a k a i h k k k a a

.
a a a b k k k i .

Negative Behaviors of Teenagers

Teenagers have certain negative behaviors. Part of the reason is that the frontal areas of their
brains are still developing. These areas are involved in planning, thinking about consequences,
and controlling behavior. That is why teenagers often do not think about consequences. When
they want to do something, they do it. They don't realize until afterward that it was a bad idea.
Also, they can be rude. For example, they ignore their parents and yell and get mad when
someone criticizes them. Finally, they are moody. They are often very happy one moment and
then very sad the next. Their moods can make them difficult to five with
i B r i r I B P ii p p n i R p ii p p ii p p B P B P I B P •I B P I R P I P I I I I 1 I I 1 P P i p r B B p r B P P B B P P I B P ! B B B P B B fl P I B P I I P

k k I I J I

a b k i a b k i a a k k i a a b k i a a b k i a a b h i u j a k k i i J B k k j a i k i i a a . .a
k i J a .
k i i a a k ..
k i a a h k a a a k h .
i a a b k .
i a a b k i .
a a a . .
i a a a k k a a a . b k i a
-- k k a a b k k a a a k i .a a a a a k k . k

30 UNIT 1
4 SHARPEN YOUR SKILLS

O Writing Skill 1: Audience

Before writing, writers ask: Who is going to read my writing? The answer is the writer's
audience. In school, you will usually write for your instructor and classmates, an academic
audience. The following guidelines can help you write appropriately for an academic audience.
i Do not use abbreviations, contractions, or informal language.
because
People should reduce their stress b/t high stress can cause memory loss.
cannot

instructions
The writer includes tips and stuff for exercising.
2 Use the appropriate person, or pronoun, in your writing. Academic writing usually uses third
person ( he, she, it, they) rather than first person singular ( / ) or second person ( you ). The
writing prompt will help you determine what is appropriate.
WRITING PROMPT: What learning techniques should students use to increase memory?
Students they

consistently.
If the writing prompt asks for a personal response, it is acceptable to use first person ( /).
WRITING PROMPT: What learning techniques do you use to increase memory?

There are three main learning techniques that I use to increase my memory.

&
4.1 Correct Mistakes

Find and correct five more examples of inappropriate language.

WRITING PROMPT: Sometimes students have study habits that are not helpful. Discuss three
common study mistakes that students make. How can they change these unhelpful study
habits?
The Negative Study Habits of Students

Students can change unhelpful study habits. One unhealthy habit is that many students

stay awake all night to study before a test. This means that they are tired on test day and
cannot
usually can't pay attention. They can change this habit by studying the week before the test.

Then they can get enough sleep the night before the test b/ c they are already prepared. Next,

it is common for students to procrastinate. They wait until the last minute to do homework

and writing assignments. As a result, they don't have time to ask the teacher questions or do

PARAGRAPHS 31
 research. You need to start assignments early. Finally, many students wanna study at home,

but there are too many distractions there. For example, they may fall asleep, watch TV, or

check Facebook. They could go to the library to study in a quiet place. In short, if you have

any of these unhelpful habits, they can change by planning a better study schedule, not

procrastinating, and finding a less distracting place to study.

O Writing Skill 2: Capitalization and Punctuation

Writers usually follow these capitalization rules.

RUlfS FOR CAPITALIZATION

1 Always capitalize the pronoun /. i

(Writers do not use this pronoun I use certain techniques when i study.
frequently in academic writing.)
2 Begin each word of a new sentence with a Remember that the brain is a muscle, ft has
capital letter. to be exercised.
3 Capitalize proper nouns.
PROPER NOUN PROPER NOUN
Proper nouns are the names of
specific people, places, or things: Alice Dr. Thomas Crook from England says to
Quinn, Boston, Google. Capitalize titles of laugh more every day.
people ( Mr., Mrs., Ms., Dr., Professor ) used
before the person's name.
COMMON NOUN COMMON NOUN
Do not capitalize common nouns. Many researchers have studied the effects
Common nouns are general names of COMMON NOUN
people, places, and things ( professor, city, of video games.
computer ).

4.2 Correct Capitalization

Read the sentences. If the capitalization is correct, write correct. If it is wrong, rewrite the
sentence with the correct capitalization.

1 I remember information best when I write it down,

correct .. a
L i J a L J m m m m m

-- I

2 professor smith encourages students to read their notes after class.

Professor Smith encourages students to read their notes after class, I T BT T n r i T r r T T p p I T p p i a B B p T T a p ii n n
' B n r

3 For example, listening to classical music can increase concentration.

P V T T
" P V T P V T T P P T P V T
" " P V T
- B P V B P V P +T T P P

4 some researchers in the united states are creating a map of the brain.
I I I I J A B B ill FI J H LI I J I I I I hi L B

5 Many Doctors recommend eating a small meal before studying.

32 UNIT 1
Writers usually follow these punctuation rules.

RULES FOR PUNCTUATION

l Always end sentences with a period, a People also need to eat well for good brain
question mark, or an exclamation point. health.
Do not use a comma. When is the best time of day to study?
. it
A child's brain is not fully developed-it is still
changing.

Writers usually do not use exclamation Food is the fuel for the braird
points in academic writing.
2 Use commas in a list of three or more Brain development is quite different in children,
words, phrases, or clauses. teenagers, and adults.
People can sharpen their minds by going for a
walk , playing their favorite sport, or going to
the gym regularly
3 Use commas before words like and and INDEPENDENT CLAUSE

but when they connect two independent Many people believe video games are harmful,
clauses. INDEPENDENT CLAUSE
but researchers disagree.
4 Use commas after dependent clauses that When people sleep well, they feel mentally
start with words such as if, when, and sharper.
although when they begin a sentence.
5 Use commas after transition words and For example, small children have very short
phrases such as first, also, finally, for attention spans.
example, however, and in addition.

4.3 Correct Punctuation

Rewrite the paragraph with correct punctuation on a separate sheet of paper.

Healthy Habits for Good Mental Health
People need to practice healthy habits for better mental health First a good night's sleep is
critical to brain health, Adults need seven to eight hours of sleep each night When people do
not sleep well they cannot concentrate or remember things well Also people need to eat well,
Unhealthy foods do not provide the brain with enough energy to work efficiently Finally people
need to exercise to keep their brains sharp. The brain needs a lot of oxygen to stay healthy and
exercise brings oxygen to the brain In sum good sleep healthy eating and regular exercise can
keep the brain healthy.

PARAGRAPHS 33
 8 Writing Skill 3: Titles
The title of a paragraph gets the reader's attention and tells the reader what the paragraph will
be about. Here are some ways to write good titles.

TITLES
l Choose a title that is not too specific and GOOD TITLE: Memory Techniques
not too general. A title that is too specific TOO SPECIFIC : Memorizing Phone Numbers,
or too general will not give your readers a Addresses, and Dates
clear idea of what the paragraph is about.
TOO GENERAL: Memory
2 Use a phrase. Do not use a complete Healthy-HaM-s-Are -Goed-for-tiie -Btcm:
sentence. GOOD TITLE: Healthy Habits for a Healthy Brain
Do not put a period at the end of a title.
3 Center titles over the paragraph. Memory Techniques
People can use memory techniques to help
them remember things better and longer. ...
4 Capitalize nouns, verbs, adjectives, and AD ) NOUN PREP ADJ NOUN

adverbs. Mental Benefits of Video Games

Do not capitalize prepositions, ART ADJ NOUN PREP ADJ NOUN
conjunctions ( and, but ), or articles ( a / an, The Best Exercises for Mental Health
the) unless they are the first word in
the title.

& 4.4 Choose Titles

Work with a partner. Read the paragraph writing prompts and three possible titles.
Check ( /) the best title for the paragraph. Discuss why the other two choices are not
good titles for the paragraph.
1 WRITING PROMPT: What are three ways people can stay mentally sharp when they get
older? Give examples to support your ideas.
ii

: Title A: Growing Older and Staying Mentally Sharp

-- ? J » J
*

: Title B; Older Adults Should Play Video Games

i

I Title C: Growing Older and Staying Mentally Sharp by Playing Video Games
2 WRITING PROMPT: These days very young children use technology like smartphones and
computers. Do you think that this is harmful or helpful to them?
i

I Title A: Smartphones and Computers Are Harmful to Children

"1

9 a s a n ! Title B: Technology and Children

j Title C: The Effects of Technology on Young Children

34 UNIT 1
3 WRITING PROMPT: Medical students have to memorize thousands of medical vocabulary
terms. What learning techniques could help these students master this vocabulary?

a a a J I Title A: Learning Techniques

Title B: Memorizing Medical Vocabulary
! Title C: Medical Students Can Use Games to Learn Vocabulary

4.5 Capitalize Titles

Rewrite the titles with correct capitalization.
1 how positive thinking Helps The Brain i r i i r i P r I i r i p T i n P I B p i I r p l r p i B r I I i r r i 'i a r r i i r r
- r i i i a r i i i r i i i p l p p i B p p i i i p l i a r I H B i n r i

2 linking Smell and Memory i. L I i» i . H i i i a i i i J . . I. J

i i .1. J i j .
b i i j i 1 J Bi 1. i i b b i i i a i L j . n. ii
i i i I B 1 J B I B I J I B I I I I B J . ..1 J B B J f c l B B I B i J a i i ii b i

3 Mastering A language fi fa fa fa fa fa > . . .

I f i f i fa J f i f i fa b 4 d f i fa 4 fa .
f a 4 4 1 B b f a 4i* f a J 4 f a b J f i fa 4 4 4 fa 4 4 fa 4 4 fa fa 4 4 b b 4 4 b . .
4 f i f a f c J 4 f l f a J 4 B f a .
r i b 4 4 fa fa J fa fa fa .
A J fi fa fa 4 4 fa

4 Teaching others improves memory r 9 pI

' p T I 9 P S: i-« P T! B M l
- -
P T I ^ P T I B P P i B “ r ?

O Grammar for Writing: Adverb Clauses

Adverb clauses begin with subordinators (or subordinating conjunctions) such as when,
since, while, although, even though, and because. An adverb clause has a subject and verb, but it
is not a sentence by itself; it is a dependent clause. This means that it must always be joined to
a main clause (or an independent clause). Writers use adverb clauses and subordinators to show
readers the relationship between ideas. They put the important idea in the main clause and a
related idea in the subordinate clause; the subordinator shows how the two ideas relate.

PARAGRAPHS 35
 Follow these rules when using adverb clauses.

ADVERB CLAUSES
l An adverb clause can come before or SUBORDINATOR ADVERB CLAUSE

after the main clause. Since my grandmother wants to stay mentally sharp,
MAIN CLAUSE
she is studying Arabic.
MAIN CLAUSE
My grandmother is studying Arabic
SUBORDINATOR ADVERB CLAUSE
since she wants to stay mentally sharp.
2 Use a comma when the adverb Because stress harms the brain, people should learn
clause comes before the main clause, to relax.
but not if it follows the main clause. People should learn to relax because stress harms
For subordinators that express the brain.
contrast, such as while and although,
Video games can benefit the brain, although many
use a comma when the subordinator
people believe they are harmful.
starts or ends a sentence.
Although many people believe they are harmful,
video games can benefit the brain.
3 Use because and since to give a Because/ Since stress harms the brain, people
reason. should learn to relax.
4 Use although and even though Although/ Even though many people believe video
to show a strong contrast or games are harmful, they can benefit the brain.
unexpected idea.
Use while to show a contrast that is While stress is usually bad for the brain, it is
not as strong. impossible to avoid.

4
rf
* 4.6 Choose Subordinators
A Circle the correct subordinator.
1 Some people meditate every morning because / , although they say it helps them focus
during the day.
2 Exercise helps the brain because / . while being inactive hurts the brain.
3 Since / Even though students know that they should get more rest before a test, they
do not get it.
4 Because / Although jokes exercise our brain, listening to jokes is good for us.
5 My mother prepares healthy foods for our family because / even though these foods
,

are often more expensive.

B Look at A. Underline the main clauses and circle the adverb clauses. Notice the order
and punctuation of the clauses.

36 UNIT 1
 4.7 Connect Ideas

Choose an appropriate subordinator to connect the ideas. Then write a sentence with an
adverb clause that comes before the main clause.
1 teenagers have trouble thinking about consequences / the brain is still growing during
adolescence
Because the bra in is still grow mg during adolescence, teenagers have trouble . J L L .. L I.k k I J B k k

thinking about consequences . P 1

* * S P P 1 P P 1 P P 1 P P P

2 listening to music as I write helps me focus / 1 know my parents do not believe it

1 B P P B P P P PI B P P ' 1 P P * 1 B P P T 9 B P P T S B P P B P P "P 11 P P T1 P P T 11 P P +B B P P !1 P I I P P P a a P ia P P i'i a P Ti a P P
-
a a a p ii p r ii p p a a P P a p

ip r iii p p 1 H P f 1 P l i e P I H B B a a a a a a a e a a p a a a p a a B a a p a a B p a a B p a B B p a a a B a a p a P p p

3 relationships with family and friends are important for mental health / all social connections
are good for the brain
P a: p p p »* a p B 'p a B P a a B
* a r a, a B r a a
1
a B a P a a r a B a a
1

- p p a a
- p p a
- p p a a p p p a a p p a
- p p a a p p p a a p p a a a a p a a p a p r p
- p p p a
- " p i p a a
" p a j a
-" a p

i a r r i p i a 9 a i a r a p a a p a B p i a a P p EI a a p p i a a p p i a a p r i a a p i ri a a p i a a a p i i a p p a a p p p a a p p i a a p p a a a p p a1 a p p p a a r r i a p i a a r i I S R I R 9IP

4 people should try to get enough sleep / sleep helps people to function well
i H a a

Avoiding Common Mistakes ®

Research tells us that these are the most common mistakes students make when using adverb
clauses in academic writing.

1. When the clause refers to the previous sentence, do not start a new sentence with
subordinators such as because.
jokes because
People enjoy telling jokes. Because it feels good to laugh.
2. Do not use although and but in the same sentence.
Although people know that eating well can prevent disease, but many continue to eat
unhealthy food.
3. Make sure to spell although correctly.
Although
Ait bought he studied every day, he did not master the vocabulary.

PARAGRAPHS 37
 4.8 Editing Task
Find and correct four more mistakes in the paragraph below.

Cooking for Your Brain

Although cooking does not seem like an intellectual activity to some, btrt it can provide
some benefits to the brain. First of ail, it can be a way for people to learn new skills. If people

try making new recipes from different cultures, for example, the brain has to learn skills and
ideas. Learning is good for the brain. Because it makes the brain work hard. Also, cooking can
be a physical activity. Although cooking is not as physical as jogging or playing soccer, but it
still requires effort. This effort brings oxygen to the brain. The brain needs oxygen to work well.
Finally, cooking can provide social interaction. Althought cooking does not have to be social,
it can be. People join cooking classes or cook with friends at home. Social activities like these
are beneficial for the brain. Because building relationships makes people feel closer and less
stressed. This is good for the brain. In short, cooking is a necessity, but it can also help the brain
function better.
© Avoiding Plagiarism
Plagiarism is using someone else 's ideas in your writing.

I turned in a draft of a paragraph about the importance of

education. My instructor thought that I might be plagiarizing.
I used the Internet for ideas, but I don't think I copied anything.
What is plagiarism? How do 1 know if I'm plagiarizing?
Caro

Dear Caro,
The Internet is a wonderful resource, but be careful! Make sure you write the ideas in your
own words. Don't cut and paste or copy sentences from the Internet. Instructors in many
countries, such as the United States and Canada, value vour writing and ideas.
Yours truly,
Professor Wright

RECOGNIZING PLAGIARISM
Read the original paragraph from a text. Then look at the examples of plagiarism in two
students' writing.
Original Paragraph
New research shows that exercise helps brain function in older people. Those who take
regular walks can pay attention better. According to another study, jogging regularly improves
memory. In other studies, mice ran on a small wheel, and they got more blood into their
brains. Those mice could learn and remember better than other mice.

Student A This student cut and pasted whole

sentences.
Exercise is good for the brain. New research
shows that exercise helps brain function in This is plagiarism.
older people. Those who take regular walks
can pay attention better, logging regularly
improves memory.
Student B This student did not use her own words.
According to the author, exercise improves She only changed a few words.
brain function in older people. If they walk
This is plagiarism.
regularly, they are able to pay attention
better. Also, jogging improves memory. Mice
who ran on a small wheel received more
blood in their brains. Then they could learn
and remember better than others.

PARAGRAPHS 39
& 4.9 Practice

Read the original paragraph on page 39 again. Then read the two students' paragraphs
below. Underline the sentences or phrases that are plagiarized.
Student C
Several studies show that exercise is good for the brain. For example, older people who take
regular walks can pay attention better. Also, jogging regularly can improve memory. Exercise is
even good for mice. When they ran, they could learn and remember better than other mice.

Student D
Exercise leads to good brain health. Exercise improves brain function in older people. People
who go for regular walks pay attention better, jogging is also a good exercise. It leads to better
memory. In other research, when mice ran on a small wheel, they got more blood into their
brains. This led to better learning and remembering for the mice.
5 WRITE YOUR PARAGRAPH

in this section, you will follow the writing process to complete the final draft of your
paragraph. The writing process helps writers think about, organize, and write their ideas.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm ideas for your paragraph.
Before you start, read the student's brainstorm chart. She wrote ideas from the cluster
diagram she used to reflect on this topic in Section 1 on page 14. Then, she brainstormed
and wrote down more ideas as she thought about the topic. Finally, she underlined the three
ideas that she thought were the strongest.

MEMORY
TECHNIQUES

mnemomic
visual images devices

FANSOYS

imagine driving
directions short words/
rhymes
repeating
Roy G . Biv

new names

say or write
again and again
chunking

credit card
numbers
memorize
student ID
phone numbers

word parts for

spelling

PARAGRAPHS 41
2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1 on page 15. Write the best ones in the cluster diagram below. Include ideas from
the Your Turns throughout the unit. Finally, brainstorm more ideas. You will probably not use
every idea, but it is good to write as many ideas as possible.
 STEP 2: MAKE AN OUTUNE
Making an outline helps you organize ideas. Complete the outline below with ideas for
your paragraph from Step 1 on page 42.

Tip
PARAGRAPH OUTUNE Write your sentence from
Activity 3.1 3, Your Turn,
Topic o on page 28 or a new
. .

Sentence
I J i b I I J d h I a b a
1 J m
*

topic sentence.

Way 1 A.
I I H I P
* 1P P P 1 ff I B P P p r B B P 1 B P P i a P P 1 B P B P 1 B . . Or 2 Tip
Write your first way here.
Supporting
Sentence a
1- .
k JB.a i a k a k .
a a a k .
a a

3 Tip
Write an example, a fact,
2.
Supporting
Sentence i a a k a
-. a a i J a .
ft i I J -
ft I i a fa a a a
or an explanation here.

Way 2 3.
p i
*9 p p B B P P I 1B 1 B B P P P P
*

4 Tip
Supporting
Sentence
1. ki.a a > k i a a k k i a * k k i a k k a .i a k k a a a k k a a a k l k a a & k a a a k k i a a k k a a a k k a a k k k a a k k i a a k k i a a k k a a k k k a a k k a a a k i . . . a. a a k i a a k k i a a k k i a a k k i a d b k a a a k .k .
a a i k j a a k a k a a k . .
a a a a k a a a a
Repeat Tips 2 and 3 to
complete your second
and third ways.
2.
Supporting
Sentence i a a k i a a a
-. ft ft i J a .
ft i i a .
ft i a B I J S

Way 3 C.
P 1 B B P P B B P P I B B P
*

Supporting
Sentence
1. .
k i a a M k i a a k k i a M k k i a k k J . i a k k J j a k k j a a k .a
a a & k a a a b k i a a b k a a a b k a a b b k a a b h i a a k k i .a a k k j a k k b a a k k .a
j . a. d
a b i a k i a a k k i a a k k i a M k k i a d b k j a M k .k .
a a M k j a B k a
- s M k a M i k . .
a a a a k a a a

2.
Supporting
.
Sentence i a a k i a .
ft i i a .
a i l a a k i a a a k i j a f a .
i j .
a ft i j i i i J .
ft i i a s .
i i a a a

5 Tip
Concluding Restate your topic
Or
Sentence
a a k a

sentence here.

STEP 3: WRITE YOUR FIRST DRAFT

Now it is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline, notes, and the sentences you wrote in the Your Turns in this unit and in
Step 2 above.
2 Focus on making your ideas as clear as possible.
3 Add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Look at every comma. Is it correct? Should it be a period ?
3 Check that you have used commas after adverb clauses when they start sentences.
4 Check that your topic sentence and supporting sentences are clear.

PARAGRAPHS 43
 STEP 4: WRITE YOUR FINAL DRAFT
i After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent. Try to avoid them as you write.
3 Review the Academic Words and Collocations from this unit. Are there any that you can
add to your paragraph?
4 Turn to page 255 and use the Self -Editing Review to check your work one more time.
5 Write your final draft and hand it in.

44 UNIT 1
. rfv > :;

We do not see things

as they are; we see
.
them as we are "
Author Unknown

Work with a partner. Read the quotation about communication.

Then answer the questions.
i The quotation is about how we understand the world around us. What does
it mean to see things as we are ? How is that different from seeing things
as they are?
2 Our culture influences how we see and experience the world. For example, it shapes
how we behave and how we view the behavior of others. What are some behaviors that
you view as polite ? What are some behaviors that you view as impolite?
3 Have you ever changed your mind about someone's behavior? What made you see their
behavior differently?

45
 O Connect to Academic Writing
In everyday conversation, people sometimes give information out of order. As a result, it may
be confusing to follow their thoughts. When this happens, you can ask them questions to help
make things clearer. Here is an example.
TOM: My grade on that last paper was really low. And I can't figure out why. But Mr.
Tavela has office hours today at 1:00. Oh, and I'm meeting Matt at 2:00 - I almost
forgot. I really have to talk with him.
SAMANTHA: With who ? With Matt?
TOM: No. With Mr. Tavela, to ask him about my grade.
In academic writing, however, the reader cannot ask questions, so each paragraph must
be clear and organized. Putting your ideas in a clear order is an important part of writing
effectively. In this unit, you will learn skills that will help you write a paragraph in a logical and
coherent order.

O Reflect on the Topic

In this section, you will be given a writing prompt and reflect on it. You will develop ideas
throughout the unit and use them to practice skills you need to write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 52. The student
reflected on his topic and used a cluster diagram to brainstorm ideas for his paragraph.

WRITING PROMPT: Describe the behavior and dress of people at a large celebration or event,
r such as an outdoor concert, a sports event, or a parade.

jumping up
and down

cheering
SPORTS FANS AT A
SPORTING EVENT

wearing bright
colors of the team

1.1 Notice

Work with a partner. Look at the cluster diagram above. What is the topic? Discuss two
more ideas the student could write about and add them to the diagram. Share your ideas
with the class.
 1.2 Apply It to Your Writing
Read the prompt below and follow the directions.
WRITING PROMPT: Choose a country and a common social situation. For example, you might
choose dinner at a friend's home; a birthday, graduation, wedding, or other celebration; a
college classroom or a workplace, or any other situation with rules for behavior. Describe the
etiquette - or the appropriate behavior - for that situation.
1 Write the social situation in the blue circle in the duster diagram.
2 Write three examples of etiquette for that situation in the other circles.
3 Compare cluster diagrams with a partner.
In this section, you will learn academic language that you can use in your paragraph. You will
also notice how a professional writer uses this language.

© Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or
the General Service List. Using these words in your writing will make your ideas clearer
and your writing more academic.

avoid (v) communicate (v) custom (n) regard (v)

brief (adj) culture (n) interpret (v) respectful (adj)

2.1 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the bold words and
circle the correct definitions.
1 In the Philippines, the custom is to wear slippers in the house. Custom means
a usual behavior or tradition. b clothing for special occasions.
2 We can interpret a smile in many different ways. For example, a smile can mean "thank
you hello," or "I'm happy to see you." Interpret means
ft it

a to confuse something. b to describe or give a meaning to something.

3 When Americans say "How are you?" they wait a brief moment for an answer. Brief means
a including much information. b lasting only a short time.
4 People communicate many emotions with their face. Communicate means
a to give information to others through speech, writing, or body movements,

b to have something in common with other people.

5 Calling an older person 5 /ror Madam is respectful. Respectful means

a polite to someone, especially someone older or more important,

b not attentive to someone, especially someone older or more important.

6 In the United States, people look each other in the eye when they talk. It is rude to avoid
looking into someone's eyes. Avoid means
a to focus on. b to not do something.
7 In some parts of the world, people regard showing the bottom of a shoe as very rude.
Regard means
a to have an opinion about someone or something,
b to like someone or something.
8 In American culture, it is polite to shake hands when you meet someone. Culture means
a cities and towns of a country. b habits, traditions, and beliefs of a country or group.
O Academic Phrases ©
Research tells us that the phrases in bold below are commonly used in academic writing.

2.2 Focus on Purpose

Read the paragraph. Then match the phrases in bold to the purpose, or reason why, the
writer used them.
Nonverbal Behavior and What It Can Say about You
A number of nonverbal behaviors can communicate the relationship between two
Americans in conversation. Personal space is one of the clearest signs. Friends and family
usually stand or sit much closer to each other than strangers. Another sign that shows people's
relationships is their eye contact. Two strangers will avoid looking each other in the eye for
too long. They will make only brief eye contact. On the other hand, close friends will make
eye contact for much longer periods. In brief, people can interpret a lot about relationships by
watching nonverbal behaviors.
PHRASE PURPOSE
i A number of nonverbal behaviors can ... a introduce a supporting sentence
2 «
* is one of the clearest signs. b add a supporting sentence
3 Another sign that shows people's c introduce the main idea of the
relationship is . . . paragraph
0 Writing in the Real World
The author of "Body Language in Translation" uses paragraphs to organize his ideas logically
and connect them smoothly so that the reader is not confused.
Before you read, answer these questions: What is body language ? Is body language different in
different cultures?
Now read the article. Think about your answers to the questions above as you read.

1 What is your body language 3 Another gesture that Americans use to

communicating? You need to think about show approval is the “ thumbs up” sign.
more than j ust your verbal language when To make a thumbs up, the thumb stands
you are living in a new culture. Your up straight and the other fingers curl into
body language, too, can show respect or the palm. Americans need to avoid using
disrespect. this gesture in the Middle East or Australia
because people there will interpret the
2 The “OK ” sign is one of the most common thumbs up as an insult .
gestures in the United States. To make an OK
sign, the thumb and first finger form a circle, 4 Do you look people in the eye when you
and the other three fingers are upright and are talking to them ? In Japan , holding
relaxed. Many Americans use this gesture eye contact for too long is not respectful .
to show approval.1 However, in quite a tew
cultures , tor example, in Greece and Brazil, approval: thinking that something or someone is good
this gesture is considered to be very rude. or right
 However, Canadians show respect by looking 6 It you want to respect others, it is important
people in the eye with only brief breaks to understand and use appropriate etiquette
to look away. It there is little eye contact , and body language . But what happens when
Canadians may feel that the other person you start using another culture’s body
is bored. The amount of eye contact that language? Ann Cuddy, social psychologist
another culture expects is often a difficult and professor at Harvard Business School
thing tor people to get used to.2 says, “Your body language shapes who you
are.” Does this mean that if you come to
5 Greeting customs are also a veiy important the United States from another country,
part of body language, but there are many tor example, and you use American body
different ways to greet people. The French
language, you will become more American ?
kiss each other on the cheek. Argentines
It is something to think about.
often hug. Canadians shake hands. In some
cultures, men and women do not touch each
other at all when they greet. The rules tor
touching are very different from culture to
culture . Therefore, one of the best ways to
say hello may be to smile and nod only.
:getused to: to become familiar with something or
someone

H 2.3 Check Your Understanding

Answer the questions.
1 The article mentions ways you might not show respect in different cultures. Give three
examples.
2 Ann Cuddy suggests that changing your body language can change you. Do you agree?
Why or why not?
3 What are some common gestures in your culture? Have you learned any gestures from other
cultures ? If so, what are they?

2.4 Notice the Writing

Answer the questions.

1 Look at the second, third, fourth, and fifth paragraphs. How many types of body language
does the article talk about?
2 Look at the paragraphs again. What are the different types of body language in each
paragraph ? Why do you think the author organized the paragraphs this way ?
 In Section 1 on page 46, you saw how the writer of the Student Model reflected on his topic.
In this section, you will analyze the final draft of his paragraph. You will learn how to organize
your ideas for your own paragraph.

O Student Model
Read the prompt and answer the questions.
WRITING PROMPT: Describe the behavior and dress of people at a large celebration or event,
such as an outdoor concert, a sports event, or a parade.
1 What will the paragraph be about? Explain in your own words.
2 What kinds of behavior could the writer include in his paragraph?

Read the paragraph twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes. This
will help you notice the key features of the paragraph.

The Behavior of Sports Fans 1 Analyze Writing Skills

Underline the topic
In many cultures , people’s behavior at sports events is very different from sentence . Circle the
controlling idea .
their everyday behavior. One of these differences is in the clothing they wear.
Many of the fans at a football game will wear clothes such as hats, shirts, or 2 Analyze Writing Skills
How many supporting
jackets in their team’s colors. Some people regard colors like orange and gold sentences did the writer
as being too bold for their normal clothes. However, many sports fans wear include? .J
d i i i A J B k k

bright colors like these to a game. A few fans even paint their faces in the 3 Analyze Writing Skills
team colors. Furthermore, sports fans often yell encouragement to their team Circle the words that
show the author is adding
or insults to the opposite team. If somebody does this at a restaurant, people
another supporting
may interpret the behavior as mental illness. However, it is the custom to yell sentence .

m
and scream at a sports event. Lastly, physical contact is very common between 4 Analyze Writing Skills
strangers at important games. This is the strangest behavior because on a Do all of the supporting
normal day, there is little physical contact between strangers. Usually strangers sentences help explain the i
controlling idea ? Circle
avoid touching each other. In contrast, quite a few strangers celebrate with Yes or No.

each other if a team does something well. They “ high -five” each other or give 5 Analyze Writing Skills
each other brief hugs. In short, people at sports events show unusual behavior Underline the concluding
sentence .
that is different from their behavior in their everyday lives.

*
/ A

\
 & 3.1 Check Your Understanding
Answer the questions.
1 The writer talks about three differences between sports fan behavior and everyday behavior.
What are they ?
2 is sports fan behavior similar in your culture? Share some examples of how it is the same or
different.
3 What other social rules and behavior have you noticed at sports events?

<0* 3.2 Outline the Writer's Ideas

Complete the outline for "The Behavior of Sports Fans." Use the phrases in the box.

hats, shirts, jackets insulting the opposite team yelling and screaming
hugging physical contact with strangers

PARAGRAPH OUTLINE

Topic
In many cultures,* rpeople s behavior at sports
- events is very different from their
Sentence * y
*
i l r r Ti r r

everyday behavior. 4 4: .
I 4 4 b L j s - * - « »• * - « b 4

Behavior 1 A . Wearing team colors fi J J L J J L J J B L J J B L J B L L j a L i J B L J B L J B B J B L J B B L I M B a i a i i i i a i i i i a i j L j L j a L a a L

Detail 1. i n

Detail 2 . bright colors B B B a B a a

Behavior 2 3.
4 a .a
i i a a B B I a 4 B I I a 4 B L I I 4 i a a k i a a k a a k I I 4 a k i i a a k i i a a k i a a k a a k i a 4 4 4 4

Detaii 1. Encouragement to own team 1 1 nr T n i nr T

Detail 2. 4 .
I 4: 4 4
+ k k k A . k « + 4 4
*
4
- -. - -
Hh HI #! + + ?
- fc nHh +4 h 4 4

Behavior 3 C. k a a B .
k 4 J 4 4 4 4 J

Detail 1. High-fives P 1 1

Detail 2. 4 .
I 4: 4 4 k k k A . k a k f k A 4 a - 4 4 A 4 4 4

Concluding
Sentence
In short, people at sports events show unusual behavior that is different from their B B L J B B I I J B

behavior in their everyday lives .

O Coherence
Coherence is an important feature of effective writing. A paragraph has coherence if it is
logically organized in a way that will be clear to readers. Writers put their ideas in an order that
makes sense. This is called logical order.
Here are three common kinds of logical order:
• chronological (time) order: ideas organized in the order they happen or happened
• spatial (location) order: ideas organized by position of things in space
• rank (importance) order: ideas organized in the order of importance

Writers use chronological order to show the sequence of events or processes.

When people meet for the first time, they often follow specific etiquette. First, they smile and nod.
After that, they say hello and introduce themselves. Then they shake hands using their right
hands.
Writers use spatial order to describe a physical space or object. They might describe what they
see from left to right, top to bottom, or front to back.
In the United States, the table setting is always the same for a meal. The fork is on the left side
on top of the napkin. The plate is in the middle of the place setting. On the right side, the knife
and spoon are placed next to each other.
Writers use rank order to show which ideas are most important. They might rank the ideas from
most to least important or least to most important In this example, the ranking is from least to
most important.

Americans show their appreciation for music at a concert in three ways. One behavior is clapping.
When a band is good, the audience claps at the end of it Another behavior is clapping and
cheering. When a band is really good, the audience claps and cheers. Finally, when a band is
amazing, the audience stands up and claps and cheers.
& 3.3 Notice
Work with a partner. Read the paragraphs below and write the type of order they use:
chronological, spatial, or rank. Underline the words or phrases that show that order.
l
Unofficial Rules for Classroom Seating
In my experience, students in a classroom follow certain rules about where they sit and
how they act. In the front are the smart students. These students want to see the board and
take notes. They participate and ask questions. They are usually respectful to the instructor
and do not speak when she speaks. In the back are the students who are tired or bored. They
think class is boring. Breaks are too brief for them. They usually have their phones on their lap
and look at them often. One custom that they have is avoiding questions. In the middle are
students like me. We want to learn, but we do not want to participate too much. We are happy
that the smart students talk. We do not act disrespectfully like the students in the back. In sum,
I think that there are some rules in classrooms that students ail know, and we sit where we feel
comfortable.
The paragraph above uses order.
2

How Nurses Use Nonverbal Clues

Nurses can learn a lot about how their patients feel by looking for nonverbal clues. One
method that is often useful is to look at patients' physical behaviors. For example, if a patient
is feeling pain in the right arm, he or she will use the left arm more often. Another very useful
method is to listen to how the patients' voices sound. If a patient is in pain, he or she will often
speak more quietly and with less energy. Finally, and most importantly, nurses can watch the
patients' facial expressions. Even if a patient is trying to hide pain, a nurse can sometimes see
the pain in the patient's eyes. In short, patients may not explain how they feel, but good nurses
will figure out how to take good care of them.
The paragraph above uses order.
3

Steps for Online Dating

There are certain steps that people follow to meet people online. First, the online dater
creates a profile that describes his or her personality. The profile includes hobbies, interests, and
career. After that, the online dater contacts people that he or she is interested in meeting. If
the person responds, the two people will exchange a few messages. Finally, they will decide to
meet face-to-face for the first time.

The paragraph above uses order.

 3.4 Choose an Organization Pattern
With a partner, read the following writing prompts. Discuss which type of order you
would use: chronological, spatial, or rank. There may be more than one correct answer.
1 Describe the etiquette for visiting an elderly relative.
2 What movements do babies make before they begin to walk?
3 Describe the traditional clothes for a bride in your culture.

& 3.5 Apply It to Your Writing

Look at the cluster diagram you created for your writing prompt in Section 1 on
page 47. What is the best way to organize your paragraph - chronological, spatial, or
rank order? Write sentences that show this organizational order.

h k m .
A .
i h i a i fc :i
- m m m a fa Bi a a fa Ji .
a a fa fa a a fa il a fa i< a a > .I. .a
a a fa i a > .. a
fa 1 a a fa .
a a a . a a i f a a. a a i f a a a a a
a i f a j m m m m a a a. a fa a a a fa a i

TRANSITIONS
Another way to build coherence is by using transitions to connect your ideas. Transitions are
words that show the way the ideas in the sentences of a paragraph are connected. Transitions
help your reader follow your organization. The chart below gives examples of transitions for
different paragraphs on small talk (casual conversation) in the United States.

CHRONOLOGICAL/SEQUENTIAL ORDER
first, second, after that, First, strangers might smile at each other. Then one stranger asks a
then, next, finally, lastly question.
ADDITIONAL INFORMATION
in addition, furthermore, In addition, body language matters because strangers interpret
also, too body language. The distance between the two people is important,
too.

EXAMPLES
for example, for instance Good topics are topics that others are likely to enjoy. For instance,
many Americans enjoy discussing sports.
DIFFERENCES
however, on the other Soccer is not a popular topic of conversation in Texas. In contrastit
hand, in contrast is very popular in Seattle.
CONCLUSIONS
in conclusion, in short, In short, topics of conversation, body language, and physical
in summary distance are all important parts of speaking with a stranger.
 3.6 Choose Transitions
Work with a partner. Read the paragraph and circle the appropriate transition.
Nonverbal Behavior in American Women and Men

In everyday situations in America, women and men act differently. They have different
nonverbal behavior. First. / In addition, many women take turns when speaking. They wait
0)
for the other person to finish before they talk. Furthermore. / However, women often nod or
(2)
offer other encouragement when they are listening to someone talk. In short. / For example.
( 3)
they might say “uh-huh” or “really” Men do not do this as often. In addition, / In short, men
( 4)
tend to make fewer gestures with their hands while they are talking. After that. / In conclusion,
(5 )
American men and women both use nonverbal behavior but with some differences.

3.7 Use Transitions

Read each sentence. Use the transition in parentheses to add another sentence.
1 Weddings have some very important traditions, (too)
Holiday celebrations have important traditions, too. 4 m m m m .
I > 8
- H B Si

2 When visitors arrive at a friend's house, they knock on the door, (after that)
I 11 l l t l H I I I i l l l l l i l H I .
I I I I I k I I nl 4 L I I I 4 .
B I l i J J 1 I h li I 4 .
IB 1 1 II ..
1 i a i l

3 Many people say thank you by sending a note, (in addition)

I I P F 4' 4 PI1
4

4 Men usually wear pants and a shirt to work, (on the other hand)
4 B 4 I I I I

5 Etiquette includes many different kinds of behavior, (for instance)

6 Hosts will invite guests into their home, (then)

4 i a i i r i n r i i l l i i r i i r r r i i B i

j
*9 3.8 Apply It to Your Writing
Look at your cluster diagram in Section 1 on page 47 and think about your writing
prompt. Write two supporting sentences about your topic. Add a sentence with details to
each sentence. Use transitions to connect the ideas.
1 Supporting sentence: J j a a a a a a a 8 ft a a L L ft J E S i a m k i J a a

Sentence with detail: . .. . § i i

2 Supporting sentence: i a B B r i a r i 1 1 a n r 4 r n i r iii

1
r r T i r r ‘i 'i r r ‘1 i r r *1 i r r ii r r Ti r ri n ri r r i r r i a 4 PI 9 B B I 4 4 B ' ' 9 9 P 1 4 1I B I B 4 4 B B PT 4I B I 11 B B

Sentence with detail: a a k .

B i l l J I B I i L J I I B I I JJ B li .
I B B I I B I S B I I I id B li I I 4 B 1 . 1 B I 1 1 B B a .
In this section, you will learn writing and grammar skills that will help make your writing more
academic and accurate.

© Writing Skill 1 : Unity

As you have already learned, a paragraph is about one topic. This serves several important
purposes:
• to clearly explain your ideas about the topic
• to keep the readers' attention on your ideas
• to make your ideas easy to follow
When a paragraph stays on topic, or is about one topic, we say that it has unity. To achieve
unity, all the sentences in a paragraph need to support the controlling idea in the topic
sentence. If some sentences do not support the controlling idea, we say these sentences
are off topic, or irrelevant. Effective writing avoids sentences that are off topic. Notice the
crossed-out sentence in the following paragraph. Why is it off topic ?
Behavior on the Baseball Field
Baseball players have different rules of behavior during a game than they have in their normal
lives. One example is that they spit during a game. Many players chew sunflower seeds and spit the
shells on
i is in arguing. You can often see players argue with each
other or the officials during the game. They stand chest to chest and yell in each other's face. They
will get in trouble if they do this for too long during a game, but doing this at all is very bad behavior
in normal life.
The crossed-out sentence is irrelevant because it does not add information about behavior.
Instead, it introduces a new idea about sunflowers growing on the field. This idea does not
belong in the paragraph. It makes the paragraph lose unity.
 4.1 Establish Unity in a Paragraph
Read the paragraph. Find and cross out the two sentences that are off topic.
Gift Giving in the United States
In the United States, gift giving is a large part of the culture, and there are different rules for
different occasions. One example of a celebration that involves gift giving is a child's birthday
party. At these parties, close friends and relatives often give gifts to the birthday boy or girl.
After all of the guests arrive, the birthday boy or girl opens the gifts in front of all of the guests.
A child's first birthday is one year after the birth. In addition, people buy gifts for baby showers
and weddings. For these parties, the celebrant often creates a gift registry, or list of the gifts
that he or she wants. The guests then choose a gift from the list and buy it. I have never been
to a baby shower, but I would like to go to one. Finally, for most occasions, people wrap gifts
in colorful paper or bags and ribbons. However, gifts for some occasions, such as thank-you
presents, do not need to be wrapped. In conclusion, knowing the rules for each occasion will
make giving a gift much easier.

O Writing Skill 2: Subject - Verb Agreement

In English, subjects and verbs can be singular or plural. If you use a singular subject, you need a
singular verb:
A child is playing.
If you use a plural subject, you need a plural verb:
Children are playing•
Here are some more specific rules that can help with subject-verb agreement.

RULES FOR SUBJECT-VERB AGREEMENT

l Ignore prepositional phrases when PREPOSITIONAL
PHRASE
SUBJECT VERB
you are looking for the subject
Women in this country often work outside the home:
2 Noncount nouns are singular. NONCOUNT
NOUN VERB

Coffee is a very popular beverage.

3 A gerund phrase is singular. GERUND
PHRASE VERB

Shaking hands is very important in American

culture.
4 Most indefinite pronouns are INDEFINITE
PRONOUN VERB
singular. These pronouns include
everyone, everybody, someone, Everybody takes a number from the machine.
somebody, anyone, anybody, no one,
nobody, and each.
& 4.2 Use Subject- Verb Agreement

Read the paragraph. Use the simple present tense for the verbs in parentheses. Use the
correct singular or plural verb form.

Active Listeners Make Good Listeners

A good listener (be) someone who pays attention to the

CD
speaker. A good listener (show) that he or she is actively
(2)
listening. One method (be) to nod while the other person
( 3)
|
: a - I. I I (talk). Speakers in a conversation (do not)
(4) (5 )
always interpret a nod to mean agreement. Nodding also (show)
(6)
that somebody (be) paying attention. Second, a good
(7)
listener . .. . i a .
i (give) the speaker other kinds of encouragement. For
(8)
example, listeners i i p r i i i r 'M i r i i r (say) "uh-huh" or "OK." Finally, speakers
(9)
(know) that the listeners (be) interested
(10) (11)
when listeners (ask) questions. Questions from a listener
(12)
(help) continue the conversation. In short, communication
(1 3 )
(be) much better when the speaker and listener are both active.
(14)

Q Grammar for Writing: Quantifiers

Quantifiers are words or phrases that show the number or amount of something. They
describe how much or how many. Quantifiers are often used in academic writing to help
writers avoid overgeneralizing. For example, think about the sentence Men have short hair. This
sentence is an overgeneralization. It is false because it suggests that all men have short hair. To
make it true, you can add a quantifier: Some men have short hair.
Here are some common quantifiers.

MORE all (of )

a lot of, many ( of)

quite a few (of )

a number of

an amount of

some (of )
a few ( of ), a little ( of)

few (of ), little (of )

r not a lot of, not many (of )

LESS not any (of ), no

Follow these rules when using quantifiers.

QUANTIFIERS

i Use these quantifiers before plural COUNT NOUN

count nouns only: Many children learn etiquette quickly.

many, quite a few, a number of, a COUNT NOUN

few, few, not many (of ) There are a number of ways to show respect

2 Use these quantifiers before NONCOUNT

NOUN
noncount nouns only:
Talking loudly shows little respect.
an amount of, a little, little
NONCOUNT
NOUN

People spend a large amount of money on gifts.

3 Use these quantifiers before both NONCOUNT
NOUN
count and noncount nouns:
Children always show some respect to adults.
all (of ), a lot of, some ( of ), any (of ), COUNT NOUN
no Some friends give gifts to each other on their
birthdays.
4 Use these quantifiers to show a I made few friends when I first arrived in this
small amount that is not enough: country, ( not enough friends )
few, little During the holiday, people have little time to be
alone.
5 Use of to describe a specific noun Americans have many occasions for giving gifts.
or pronoun that has already been Quite a few of these occasions involve parties or
introduced. other gatherings.

& 4.3 Use Quantifiers

The following sentences are overgeneralizations. Use the quantifiers above to correct
them. There may be more than one correct answer.
1 Women talk more than men do.
2 Teenagers do not know social rules.
3 Teenagers know the etiquette for social situations.
4 Children do not stay quiet while adults are talking.
5 Children kiss their older relatives to say hello.

.*:
Swwnwi I -rl lI i J T
irSjwS i v -- ,
I
'

J i umiaiMlky
Avoiding Common Mistakes
Research tells us that these are the most common mistakes that students make when using
quantifiers in academic writing.

1 Use an amount ofwith a noncount noun. Use a number of with plural count nouns.
A number of
A large amount ef gestures used in North America are offensive in other parts of the world.
a small amount

2 For small amounts that are enough, use a little or a few .

a little

3 Use the or a possessive adjective after a quantifier with of.

the
People in a new culture experience many cultural differences. However, very few of cultural
differences are understood quickly.
my
Very few of friends send letters through the postal service.

4.4 Editing Task

Find and corrective more mistakes in the paragraph below.
Rules of Etiquette on Social Media
number
A large amount of people around the world are using social media sites like Facebook,
Twitter, and Instagram, but few of users know the basic etiquette. The first rule is to avoid
sharing all of your thoughts. A few of friends probably share every piece of information from
their day, but not everyone wants to hear what they had for lunch. Another rule is to think
carefully before adding photos that include other people. Sharing some photos may be
embarrassing to others, so it is polite to ask your friends for permission. For example, ask friends
before adding any photos of them in swimsuits. An amount of fights between friends happen
when they make negative comments on each other's web page. Making positive comments
will help avoid problems and show little respect. Finally, an amount of businesses are now
searching social media sites before they hire new employees. If they see crazy pictures or a lot
of complaints on a person 's website, they wiil not hire that person. In conclusion, it is important
to think carefully before sharing any information on the Internet.
© Avoiding Plagiarism
There are many reasons that students plagiarize. Plagiarizing may seem
difficult to avoid, but there are strategies to help.

I'm studying in the United States instead of in my county. If I get

bad grades, my parents will make me return home. I'm worried
because I'm not a good writer. I know copying ideas is wrong,
but the experts write better than I do! What can 1 do? I want to
stay and study here.
Wendi

Dear Wendi,
I'm glad you know that copying is wrong. If you copy someone else 's work, you won 't get
a better grade. Your teacher will know if the writing isn't yours. Your teacher wants to see
vour work. She wants you to think for yourself, and she values vour ideas. Also, your school
probably has an academic integrity policy. It says you will be honest in your academic
work. That also means you won't plagiarize. If you do, you could fail the course. Talk to
your teacher about ways to avoid plagiarizing.
Good luck,
Professor Wright

WHY DO STUDENTS PLAGIARIZE?

Student's Reason Strategy to Use

I waited until the last minute Organize your time. Start early. Do a little bit every day.
to write my paper.
I don' t know the words in Ask for help. You can ask your teacher, a librarian, or a
English to write about my classmate.
topic.
Everybody copies from the Don't be like everybody else. Copying is always wrong.
Internet, so / can, too. It is also against your school's academic integrity policy.

4.5 Practice
Work with a partner. Read the situation below. Write two strategies to help Maria avoid
plagiarizing.
Maria has a writing assignment that is due in a week. She cannot think of any ideas. Someone
told her about a website with ideas on her topic, and she can copy them from the website.
Strategy 1:
Strategy 2: i n n
 In this section, you will follow the writing process to complete the final draft of your paragraph.

BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
i First, read the student's brainstorm chart below. He wrote ideas from the cluster diagram
he used to reflect on this topic in Section 1 on page 46. Then he brainstormed and wrote
down all the things people wear and the things they do during a sports event. Finally, he
underlined the items that he thought were the strongest.
sJ?
<8^
SOCIAL SITUATION: A SPORTS EVENT

WHAT PEOPLE WEAR: PEOPLE’S BEHAVIOR:

wearing team colors standing for exciting parts
paintina faces parties, including before and after
wearing briaht colors
V IMF
OK to arrive early
don t do anything dangerous
cheering
whole crowd dancing (the wave)
huaaina stranaers
yellina and screamina
jumping up and down

2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section on page 47. Write the best ones in the chart below. Include ideas from the Your
^
Turns throughout the unit. Finally, brainstorm more ideas. You will probably not use every
idea, but it is good to write as many ideas as possible.

SOCIAL SITUATION:

RULES FOR BEHAVIOR: EXAMPLES:

 MAKE AN OUTLINE 1 Tip
Write a topic sentence.
Complete the outline below with ideas for your paragraph from Step 1. Choose the sentence
you wrote from Activity
3.5, Your Turn, on page
56, or write a new topic
sentence. Choose the best
PARAGRAPH OUTLINE organizational order for
your paragraph.
Topic o
Sentence I I a a a i a i i

2 Tip
Behavior and Write the first behavior
Rule 1 A. .
1
and rule from your
Brainstorm in Step 1.
Supporting
Sentence
1.
3 Tip
la I I Id i a ii a a Id > L I i a i I I L i I I a i i l l a i i i i i a a* a

Write the supporting

Supporting
Sentence
2. I I a a a i L i a L i a n l ii i i i details for Behavior and
Rule 1 . Write an example,
Behavior and a fact, or an explanation
Rule 2 3. O. here.

Supporting 4 Tip
Sentence
1. u a . i id i a a a a L a a B i d i I a i i ai ii i a a a a i i a a

Repeat Tips 2 and 3 for

each behavior and rule.
Supporting 2. i a a id i a .
a a a a a a L a a a i a i i a a u B a

Sentence

Behavior and
Rule 3 C. 1

Supporting 1. a a a n a a a . a a a .
a a a i a a a . a

Sentence
i i id i id i i i j id i

Supporting 2. a a a - i a .
a a a a a a L a a a i a i i a a u B a

Sentence
5 Tip
Concluding U U H B n a a a a a i a a n a a n a a a a a i m m m
O Restate your topic
Sentence sentence here.
 WRITE YOUR FIRST DRAFT
Now it is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline, notes, and the sentences you wrote in the Your Turns in this unit and in
Step 2 on page 65.
2 Focus on making your ideas as clear as possible. Use transitions to connect your ideas.
3 include a concluding sentence.
4 Add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs. Check that your subjects and verbs agree.
2 Check for overgeneralizations and correct them with the appropriate quantifiers.
3 Check for unity. Make sure that all of your supporting sentences are on topic.

WRITE YOUR FINAL DRAFT

1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent. Try to avoid them as you write.
3 Review the Academic Words and Academic Phrases from this unit. Are there any that you can
add to your paragraph?
4 Turn to page 256 and use the Self -Editing Review to check your work one more time.
5 Write your final draft and hand it in.
V
t

—
National identity

III is not something

governments can

HI invent It is more
a feeling than an

II opinion H D
*
tt

Robert Colls (1949- )

£
About the Author:
Work with a partner. Read the quotation about national identity.
Robert Colls is a writer
Then answer the questions. and professor. He writes
about history , culture , and
1 Cambridge Academic Content Dictionary defines identity as "'who identity.
a person is, or the qualities of a person or group that make them
different from others." What do you think national identity means?
2 Colls describes national identity as a feeling. For example, many people feel that peace and unity are
two qualities that describe Switzerland's national identity. What do you feel are two qualities of your
country's national identity?
3 Colls says that governments cannot invent national identity. Where do you think national identity
comes from?

DESCRIPTIVE PARAGRAPHS 67
 1 PREPARE YOUR IDEAS

O Connect to Academic Writing

in this unit, you will learn skills to write a descriptive paragraph. Some of the skills may seem
new to you, but the skill of describing is not new. In your everyday life, you use the skill of
describing when you tell a friend about the date that you had last weekend, or when you tell
your family about a restaurant that you went to. When you describe someone or something,
you introduce the subject and help the listener or reader experience, feel, and understand
the subject.

O Reflect on the Topic

In this section, you will be given a writing prompt and reflect on it. You will develop ideas
throughout the unit and use them to practice skills that are necessary to write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 74. The student
reflected on her topic and used a chart to brainstorm ideas for her paragraph.

WRITING PROMPT: Describe a national celebration and its significance to a culture.

Subject: El <3rito (Mexico’s Independence Day)

What can you observe or How does it make you What do you know about
experience? feel? it?

- Mexico flag and colors - excited - independence from Spain

- Mexican music - happy - “el grito” = “the shout”
- fireworks - proud to be Mexican - September 16
- 1010: Father Hidalgo
rang church bell

& 1.1 Notice

Work with a partner. Look at the chart above. Do these ideas give you a sense of El Grito?
What more do you want the writer to tell you? Share your ideas with the class.

68 UNIT 3
& 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: In every country, people 's sense of national identity is connected with
certain objects and events. Choose one object or event from a country that you know. Describe
the object or event and tell why it is important to the national identity of people from that
country.
1 Choose a country that you are familiar with. Make a list of some important objects and
events that represent that country.
2 Decide which object or event will be the subject of your descriptive paragraph. Then fill in
the chart below about that object or event. Write three examples for each question.
3 Compare charts with a partner.

Subject:

What can you observe or How does it make you What do you know about
experience ? feel ? it?

DESCRIPTIVE PARAGRAPHS 69
 O EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your descriptive
paragraph. You will also notice how a professional writer uses this language and the features of
descriptive writing.

O Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or
the General Service List. Using these words in your writing will make your ideas clearer
and your writing more academic.

acceptable (adj) ethnic (adj) reveal (v) struggle (v)

concern (n) identity (n) social (adj) values (n)

& 2.1 Focus on Meaning

Work with a partner. Read these sentences about Canada's national identity. Match the
words in bold to the letters of their meanings.

A
L I I J i i i J a ii , i Peace and respect for cultural differences are a about society and the way
values that most Canadians share. people live together
2 Many countries have one official language. b relating to a group of
Canada has two: English and French. people who share the
Bilingualism is an important part of Canadian same national, cultural, or
identity. racial backgrounds
j
- ii i. 3 Many Canadians feel that health care is an c beliefs people have
important social issue. They are proud to have about what is right and
a national health-care system to provide care important in life
for all people in the society.
4 Canada's population includes people from d the quality that makes
more than 200 ethnic groups. Some of the a person or group think of
largest groups are French, Chinese, and themselves as unique and
North American Indian. different from others

70 UNIT 3
B
1 The red maple leaf appears on Canada's flag, a to show something or make
money, and coat of arms. This fact reveals the something known
leafs importance as a symbol of Canada.
2 Canadians sometimes struggle to find one b allowed, and not considered
national identity because many different wrong
groups are important in their culture and
history.
3 Concern about the environment is especially c something that worries you
strong among young Canadians. because it is important to you
4 Multiculturalism is an important part of d to try very hard to do
Canada's identity. Most Canadians think it is something difficult
acceptable for immigrants to keep their own
traditions.

O Academic Collocations
Collocations are words that are frequently used together. Research tells us that the academic
vocabulary in Part A is commonly used in the collocations in bold below.

2.2 Focus on Meaning

Work with a partner. Match the collocations in bold to their meanings. Write the letters.
i One major ethnic group in Canada is a a group of people who share
French Canadian. The ancestors of the a culture and language
French Canadians came from France.
2 In the United States today, people are b the nationalities that make
concerned about how the economy affects up a person's history
social class. More Americans are poor and
fewer Americans are in the middle class.
3 Respect for the elderly is a common c a feeling that is shared
social value in Vietnam. Many families live by people from the same
together with grandparents in order to show country that is based on
respect by caring for them. shared traditions, culture,
and language(s)
4 Many Americans are proud of their diverse d a group of people who earn
ethnic backgrounds. For example, one a similar amount of money
American family has members from Trinidad, and share a similar social
Ecuador, and the United States, status in a society
s Bastille Day is an important national e ideas and principles that a
celebration in France. French people celebrate society believes in, such as
the history of their nation on this day. The peace, justice, respect for
holiday is part of France's national identity. others

DESCRIPTIVE PARAGRAPHS 71
 0 Writing in the Real World
The author of "Melting Pot or Salad Bowl ... or Chocolate Fondue?" uses descriptive writing to
create word pictures that make her ideas clear.

Before you read, answer these questions: What is a melting pot? What does the writer mean by
melting pot?
Now read the article. Think about your answers to the questions above as you read.

l As an immigrant to the United States,

I have struggled with the question of
how I fit in and what it means to be
an American. This may seem like an
old question, but it is one that is new
tor each generation ot immigrants.
Everyone knows that America consists
ot many different cultures and ethnic
groups. And most people agree that
immigrants are an important part ot
America’s identity. But exactly how do
immigrants fit in and aitect America ?
There are two common symbols that
suggest very ditterent answers- the
melting pot and the salad bowl. I’ve
never tound either very acceptable.
Apparently, economist Timothy Taylor,
ot Macalester College, doesn’t either. He
suggests a different image - chocolate
fondue. 1 It’s much better, I think. So let’s
look at all t hree symbols.

chocolate fondue: a dessert of melted chocolate in

which people dip pieces of fruit , cake , etc .

72 UNIT 3
2 Imagine a small porcelain 2 bowl on a table in 3 Next, picture a big bowl of salad . The salad has leafy,
a laboratory. A scientist places two balls in it. green lettuce; round, red tomatoes; skinny, orange
Each ball is a different kind ot metal. Next, carrots; and many other ingredients. The ingredients
he places the bowl on a special burner3 and are all combined , but each is separate. Carrots are still
turns on the flame. The flame grows taller carrots. Tomatoes are still tomatoes. The salad bowl
and taller. It turns different colors - orange, is about diversity. This is the idea that immigrants all
red, blue, white. The balls begin to melt. They contribute to America and all are tree to keep their
become liquid and mix together. The scientist way ot life in America. People with this view think
removes the bowl from the flame. As the that diversity makes America better. It is like a good
metal mixture cools, there is one metal - not salad with many separate flavors and textures. They
two. For some, America is like this melting are not concerned about having one identity .
pot: Many immigrants come to the United
States and mix to become one. The melting 4 Now what about the chocolate fondue? Here’s how
pot is about assimilation. Some people Taylor describes it: “Our different cultural and
believe that there is a basic American culture ethnic backgrounds are the strawberries, pineapple,
and set ot values. They believe that all the and cherries... . Then we are dipped in America.
different immigrant groups should assimilate, —
We swim in America.” Yes that’s it! I’m neither an
American ( in the melting pot ) nor an Argentinian
or melt, into that one American culture and
( in the salad bowl ). Instead, I’m an Argentinian grape
set of values .
swimming in chocolate. The chocolate fondue idea
combines the melting pot and salad bowls into a
:porcelain: a
much better, more appropriate symbol (and I confess:
hard , shiny, white material used to make cups
and plates f m a chocolate lover ).
" burner : an instrument that produces a controlled flame

2.3 Check Your Understanding

Answer the questions.

1 The article mentions three symbols that represent American national identity. What are they?
2 There is a debate about language in the United States. Some Americans want to make
English the official language of the United States. Does this opinion support assimilation or
diversity? Why ?
3 Based on your experience, do you think America is more like a melting pot, a salad bowl, or
chocolate fondue? Why?

2.4 Notice the Features of Descriptive Writing

Work with a partner. Notice how the writer organized ideas in the paragraphs. Answer
the questions.
1 Look at the second paragraph. What words help you see what the scientist is doing with the
melting pot?
2 Look at the third paragraph. What words help you see the salad?

DESCRIPTIVE PARAGRAPHS 73
 3 STUDY ACADEMIC WRITING

In Section 1 you saw how the writer of the Student Model reflected on her topic. In this
section, you will analyze the final draft of her paragraph. You will learn how to organize your
ideas for your own paragraph.

O Student Model
Read the prompt and answer the questions.
WRITING PROMPT: Describe a national celebration and its significance to a culture.

i What will the paragraph be about? Explain in your own words.

2 What are some important parts, or features, that you think the writer will include in her
description ?
Read the paragraph twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes. This
will help you notice the key features of the paragraph.

The Importance of El Grito de Dolores

1 Analyze Writing Skills
El Grito de Dolores is an important national celebration in Mexico and° Underline the topic
sentence. Circle the
an important part of Mexico’s national identity. Many people think that national celebration the
Cinco de Mayo is Mexico’s Independence Day, but El Grito de Dolores, on writer will describe .

September 16, is Mexican Independence Day. Each year before the 16th of
September, decorations reveal that a great celebration , or fiesta , is coming. 2 Analyze Writing Skills
Underline the phrases in
People hang the Mexican flag from their houses and cars. They put lights, lines 5-8 that the writer
balloons, and pin wheels1 in the streets and on the buildings. Everything is uses to help you see the
decorations .
red, white, and green because these are the national colors. On the evening
of September 15, everyone starts to gather for an exciting social event.
Families and friends go to the center of town. They eat traditional Mexican
foods and dress in traditional Mexican clothes. The sound of mariachi
music is everywhere. The largest gathering in the nation is in Mexico City
in el Zdcaloy which is the public square in the center of the city. Almost
half a million people go there. If Mexicans live in another country, they
might even watch this on TV. People shout and make noise with musical 3 Analyze Writing Skills
instruments. The square becomes more and more crowded. People are Circle the word in this line
excited. They are waiting to watch the reenactment2 of El Grito. This is o
the most important and interesting part of the celebration. El Grito means
— that describes people's
feelings .

“ the cry” In the 1800s, the Mexican people had many concerns about

pinwheel: a colorful decoration or toy that children can spin

reenactment: a performance in which people repeat the actions of a historical event

74 UNIT 3
their Spanish rulers, and they wanted freedom. Father Hidalgo was one of
Do at I of the supporting
those concerned leaders. In 1810 , he rang the bell in his small church and sentences in the
called the people to fight for liberty. This started a 10- year struggle for paragraph help you see,
hear, feel, and learn about
independence. Now, every September 15 at 11:00 p.m., a government leader the ceiebration? Circle Yes
or No.
acts like Father Hidalgo. He rings a bell and cries, “My fellow Mexicans,
long live Mexico ! ” The people continue celebrating into September 16
by watching fireworks, singing the national anthem, and shouting “Viva
Mexico! El Grito de Dolores is a special and important celebration for the
people of Mexico.

Answer the questions.

1 The writer says that El Grito is a special and important celebration for the people of Mexico.
What three parts, or features, of the celebration did she write about?
2 If you were in Mexico in the second week of September, what would you expect to see?
3 How do you think Mexican people feel about Father Hidalgo? Why do you think they feel
that way?

DESCRIPTIVE PARAGRAPHS 75
 & 3.2 Outline the Writer's Ideas
Complete the outline for "The Importance of El Grito de Dolores." Use the phrases in the
box.

crowded and excited red, white, and green colors

leader rings a bell and cries out

PARAGRAPH OUTLINE

Topic
Sentence El Onto de Dolores is an important national celebration in Mexico and an important part

of Mexico’s national identity.

Feature 1 A, The decorations - h a. -U Jt m A > 1U . S .. ..... ... rn rn m b X 4

- - . . ..- - -
m m m h 4< I h J. .
IB 4 4 . - . .. . ..
b B 4 B B J Bi .4
B d
- . . .-. .-. .
I B 4 b 4 I 4 4 I 4 . 4 .
8 4 4 B 4 .
B 4 4 ..
B B 4 ..
1 X .
fi B 4 fa B X .
f a >1

Detail . ,.Flags
1 P P 1 1

Detail 2,Lights, balloons, and p in wheels

Detail 3,

Feature 2 3, The gathering L .L J a B m .m m m m J JIGIJ JIL . J S .

ft J S L .4 I L . J I B. a J i B .
4 4 i i J, a .i. J. a a
4 a 444 . 4 4 4 . 1 4 4 4 . III i a a A a a 1 . 4 . j a J a aa a a aa a a aa a . a a a a aa a a a a a a a a aa a a a a a aa a a a a a a a a a

Detail 1. Traditional clothing, music, and food

Detail 2, Locations; in town centers, at el Zocalo, on TV

Detail 3. p T p p p f i s 1 1 n S + s +
-
p p
-
p p p pi p f p r t p pi p p r * p r+
^ B p r P ! f 1 T1 V 1 P P1 P P

Feature 3 C. The reenactment i a

Detail 1, important history .a a

$
_ .
x § a p p + a a fa X 4 a x a. a a a aa .. a B B a .a
4 .. a an a a a fa X4

Detail 2, r

3, Fireworks, national anthem, Viva Mexico!”

“
Detail 4 . .
B B n l J 4 . B B 4 4 . B B J a . B .1. a a B . a B L X a a x . i.
i

Concluding
Sentence
El Onto de Dolores is a special and important celebration for the people of Mexico,.

76 UNIT 3
O Descriptive Paragraphs
Descriptive paragraphs describe a subject - a person, place, thing, or idea - in a way that
creates a clear picture of it in the reader's mind. Writers create this picture by describing the
subject's main features with clear details. Features are important parts or characteristics. For
example, in the Student Model paragraph, the writer focuses on three main features of El Grito:
the decorations, the people, and the reenactment. To make her description clear and vivid, she
combines several types of details.

TYPES OF DESCRIPTIVE DETAILS

• Spatial location (prepositional phrases) People hang the Mexican flag from their
helps show the location of physical houses and cars .
features and their details so that the
They put lightsballoonsand pinwheels in the
readers can clearly imagine the subject.
streets and on the buildings .

• Sensory details help the reader see, The sound ofmariachi music is everywhere.
touch, smell, hear, or taste the subject.
Everything is red, white, and green because
these are the national colors.
• Feelings create an impression about the People are excited .
subject. In the early 1800s, the Mexican people
had many concerns about their life under
Spanish rule.
• Relevant information often includes Almost half a million people go there.
facts that the reader must know to
Now, every September IS at 11 :00 p .m.,
understand the subject. It can also
a government leader reenacts El Grito de
include examples and explanations.
Dolores.

DESCRIPTIVE PARAGRAPHS 77
 3.3 Notice
Work with a partner. Read the paragraph. Then answer the questions on page 79.
Symbols of Freedom
The Statue of Liberty is one of America's best-loved monuments, perhaps because it
symbolizes freedom. The statue itself has symbols. One of the most important symbols on the
statue is the golden torch in the statue's right hand. The torch is easy to see because the statue
raises her right arm high. The torch means a light in the darkness. With this light, the Statue of
Liberty is like a guide to people. She is boldly showing the way to freedom. When immigrants
see the torch, they feel hopeful about their future. Another symbol on the statue is the seven-
point crown on her head. The points make the crown look like the shining sun. The crown also
means light. The statue is providing the fight of freedom. It creates a sense of optimism and
confidence for the future. Many people do not know about one of the most powerful symbols
of freedom. At the bottom of the statue, there are broken chains around her feet. One can only
see these chains from the air, but the creator of the statue put them there for a special purpose.
They show that the Statue of Liberty was chained. However, now the chains are broken, and
she is free. The detailed symbols of the Statue of Liberty make this monument one of the main
symbols of freedom in the United States.

78 UNIT 3
1 The writer focuses on three features of the Statue of Liberty. What are they?
2 Why do you think the writer chose these features ? What does the writer want you to
experience, feel, or understand about the Statue of Liberty?
3 The writer describes these features of the statue with different types of details. Complete the
chart with information from the paragraph.
FEATURES SPATIAL SENSORY FEELINGS FACTS AND
LOCATION DETAILS RELEVANT
INFORMATION
The torch in the statue’s feel hopeful a guide showing
right hand - raises the way to
right arm high freedom
The crown looks like the optimism and
sun shining confidence
The chains broken can only see them
from the air

3.4 Apply It to Your Writing

Think about the ideas you wrote for your writing prompt in Section 1 on page 69.
What do you want the reader to experience, feel, or understand about this subject?
List three features that you might describe in your paragraph.

i B r “i

SPATIAL LOCATION
Writers often describe the location of physical features to help readers create pictures in their
minds. To do this, writers use prepositional phrases, as prepositional phrases express spatial
location. Prepositional phrases include phrases such as at the top, in the center,; at the bottom, on
the left, and in the middle. Notice the prepositional phrases used to describe Argentina's coat of
arms. The coat of arms is an image that symbolizes the country's national values.

PREPOSITIONAL PHRASES
At the top of Argentina's coat of arms, there is a bright yellow sun.
It symbolizes Argentina as a shining new nation.
In the center, there is a red hat on top of a stick. It symbolizes liberty.
At the bottom of the design, two hands are clasped together.
They symbolize unity.

DESCRIPTIVE PARAGRAPHS 79
 3.5 Identify Spatial Location
Work with a partner. Describe the back of the one-dollar bill from the United States.
Complete the sentences with the prepositional phrases from the box.

at the bottom in the center on the right

in front on the left

i i l l i I I I I i i i i I I i r i « a , there is a pyramid, it represents the strong foundation of the United

States.
2 of the pyramid, there are the Roman numerals MDCCLXXVI (1776).
They represent the year the United States became an independent country.
3 The word "one" appears in large letters fi n i i of the bill.
4 r r i n , there is an eagle. The eagle is the national bird of the United States and
r i i r i a B ra a

a symbol of the country.

5 There is a shield with thirteen stripes of the eagle. The stripes symbolize .
i m

the thirteen original colonies.

3.6 Write Spatial Locations

Choose a bill or coin. Write three sentences to describe the pictures, images, or designs
on the money. Use prepositional phrases.
i i ill i I . .
I I 1 i i I I .
i i, I I b I I i i .
i I i i i i i i i . II i i i b i i n i i i i n i i i . FI » n PI n i i .
i i i i j i i n u n ii i

i i i i :

2 ... a a B P p a a B p r a' a B P l' P a B r p p a B B P P a a B p r i a E r i' i a B P r i a B p r i a a r p i n a r p i a a B r i a a F r i i l a p l i a r r i i r a a p r i i p i r r i a p p i a a E a B p i a B p i p a a a

i a a

3 P a a r a a p a a a a P !
' P !1 P!
1 !a a ra v a p
-
a a p a p CP
-
p p p a p a p ' a ra p ra p p a p p p a a a p a a p a a p a a
1 p
-
a p
-
a a a p
-
a p p a a
1 p a r 'p a p
-
a a p P s a p

-+
S p +
SENSORY DETAILS
Writers of descriptions include sensory details - details that appeal to the five senses - to help
readers experience their subjects. To add sensory details, writers study their subjects carefully
and ask:
• Sight: What do I see? What does it look like ?
• Sound: Can 1 hear anything? How does it sound ?
• Smell: Can I smell anything ? How does it smell?
• Taste: What can ! taste ? How does it taste ?
• Touch: What can I touch? How does it feel?

Writers may use all or some of these senses in their descriptions. For example, here are some
sensory details that the writer of "The importance of El Grito de Dolores" brainstormed before
writing her paragraph, even though she did not use ail of these ideas in her description.

SIGHT SMELL TASTE TOUCH

- flags - mariachi music - great Mexican - spicy, - traditional

everywhere - people food smells deliciousfood, clothesfeel
- red , white, and shouting good traditional heavy
green food
- the bell & the
- people in grito - feasts
traditional - people singing
clothes national
- colorful anthem
fireworks
- people dancing
- parades

3.7 Identify Sensory Details

Read the paragraph. Underline the sensory details that help you see, hear, touch, taste,
or smell the $ay. Then write the underlined words or phrases in the chart at the top of
page 82.
Turkish Hospitality Served with £ ay
An important part of any national identity is the food or drinks that are traditional in the
country, such as ay in Turkey. £ay, or Turkish tea, is central to Turkish hospitality. The most
^
popular $ay is a special black tea from the coast of the Black Sea. It has a strong taste, and
some say it has a slight orange flavor. £ay is traditionally served in a small tulip-shaped clear

glass. This allows people to see its dark brown color. Many tea drinkers add water to make the
tea lighter in color and less strong in taste. The glass does not have handles. Therefore, servers
cannot fill it to the top. People need a place to hold the cup without burning their fingers on

DESCRIPTIVE PARAGRAPHS 81
 the hot glass. The tea is always served with one or two white sugar cubes. Many add this sugar
to make the tea very sweet. It is common for Turkish people to gather together in cafes to drink

< ay with friends and family, and this tea is almost always served to guests in Turkish homes.
;
TASTE TOUCH

& 3.8 Write Sensory Details

Choose a food or drink that is important in your culture. Brainstorm ideas for sensory
details to describe and complete the chart below. Then use the information in the chart
to write sentences describing the food or drink with sensory details.

TASTE TOUCH

B i .l a J 4 I B I a l 4 B i l l 4 B III I Hilda I b L I . .1 k i l l L B . I I I B I I L 1.1 I .

4 a B .
B i i i .1 L L I I 4 G h I I 4 B L I 4 4 9 L I 4 a a i l l a a i l l a h I I 4 a L L 4 a L i i i 4 a L i i 4 a L i

I II ri a n B I B II I r r n a a n n I f ri B r

r r

-+ * p + r t 9 9 T 9 P 9 P 9 P 9 P 9 P 9 P 9' P I - P 9:

L I . I
_ a >1 In I
_ m m .
I I a m m .
A 4 m m .
fi .
I 4 . m m k . m m m ..
I m m B 1= 4 m m B 4 . 4
- m B 4 4
- m m, 1.4 . b .
B 4.4 G m .
B 4 m m m .
B 4 m m L B 4 m m .
m .
B 4 m m .
m .m
B m m B .
4 4
-- i .
fi 4 m m .
m B 4 m m .
8 B m m m I B 4
- _ B 5 4
- m I B m m m I B 4
_ a I 5 m m m B S m m m I S
- _ a I S
- m i B 4
- a I B
-.L I . m m i I m m m L i m m m b I 4
- m m I 4
- a B i 4 4
_ L I m 4
_ b I 4 m m .I
m 4 a G L I 4 m m B i 4 m G I, i
_ a . .
I i 4 8 L I I 4
- a I I a
- a I

I I 4 L B . 4 4 I 4 4 I B 4 L I B B B L I 4 4 L I 4 4 L I B 4 L I B 4 4 L I 4 B B L I 4 B B I . I 4 B B I . I B L I . I 4 B H I . I 4 B II L I 4 B B I . I 4 L I

r p i 9 r r i p r r i p r r i p r r 9 a r r i 'i a r r p 9 9 r r 9 1 r r i i a 1 1 1 1 a 1 1 1 i
- - - - - -
1 1 i i 1 1 1 1 i i 1 1 i i i i i i 1 1 i 1 1 a i i 1 1 a i 1 1 1 a i 1 1 1
- i i 1 1 a i I I 9 a i i i 9 a i i 9 a i i 9 a i I I 9 r i 1 1 9 1 1 1 1 a 1 1 1 1 a 1 1 1 1 a 1 1 1 1 a 1 1 i 9 a 1 1 i 9 a i 1 1 9 a i i i 9 a i i i 9 9 9 9 a 9 a 9 p 9 r 9 p

P 9* 9 9 B P 9 9 9
" P P 9 9 m P P 9 B 9 P P 9 9 B P 9 9 - 9
" P T 9 9 P P f 9 B P 9" 9 9 -
P P 9 9 9 P V 9 9 P P 9" 9 B P P 'P 9 B
" P 9 9 9
" P 9a 9 P 9* 9" 9 9 P 9* 9 9 9 P 'P 9 9 9 P 'P 9 9 P 9 9 - B P 9' 9 - 9 P 9' 9 - B P 9 9 B P 9 9 - B P 9 9 - B P 9 9 - P P 9' 9 P P 9 P 9' 9 B :P P 9 9 B P 9* 9 9 E "P P 9: 9 P P 9 9 P 'P P 9 9 B P P 9 9 B P ' 9 9 B P 9* 9 9 P P B P 9 9 B P 9: 9 9 P 9 9' 9 B B :i! f l' 9 B B P 9 9 B B P 9 9 B B 'P f l 9 P B ‘P 9 9 B B T '1 9 B P 9"
"

82 UNIT 3
FEELINGS
Writers use adjectives to add feelings to their descriptions. Feelings help the reader experience
the importance of the event or object Here are some examples you have already seen in
this unit:
People are excited. They are waiting to watch the reenactment of El Crito.
When immigrants see the torch, they feel hopeful about their future.
Adjectives to describe feelings often include:

concerned hopeful peaceful sorry

excited hopeless proud surprised
glad inspired sad thankful
grateful joyful shocked upset
homesick

3.9 Review Adjectives to Describe Feelings

Work with a partner. Take turns reading the adjectives in the list above. Circle the ones
you do not know. Help each other understand the words.

3.10 Write about Feelings

Choose four adjectives. Use each one in a sentence about your writing topic.

J
- .
a .a J . L L j LiJ a 8 .. a
L i a a a a . . a .. . a
a x a a a . .
a a a a a x J a . ..
L a a
- .
a a
- a a aa . B .
aaa a 8 a a a a 8 .. a
a a a 8 8 ax . a a axa a a a x a a B a a a
- a .
a a a a a a a xa a a a a a a aa a a B a j a . a aa a .a a a a .

i n s i i I B P

RELEVANT INFORMATION
Writers may add relevant information - examples, explanations, and facts - to their
descriptions to help their readers understand the subject. Here is a fact, an example, and an
explanation from the description of the Canadian National Vimy Memorial, a monument that
reveals important characteristics about Canada's national identity:
• Example: At the entrance to the memorial are memorial plaques to many ethnic groups, such as
Creeks, Moroccans, and Armenians who fought at Vimy.
• Explanation: Canadians are proud of the monument because it shows important Canadian
values.
• Fact: On the monument are the names of 11 ,285 Canadians.

DESCRIPTIVE PARAGRAPHS 83
 3.11 Add Relevant Information
Complete the description of Argentina's coat of arms. Write the letters of the correct
information on the lines.
a When two people reach an agreement, they often shake hands, (example)
b In ancient times, freed slaves used to wear red hats like this one. (explanation)
c In May 1810, the May Revolution began in Argentina. It was the beginning of Argentina's
struggle for independence from Spain, (fact)

Argentina's Coat of Arms

Argentina s coat of arms has many interesting images. The yellow sun at the top is called the
Sun of May. It is an important symbol in Argentina because it symbolizes Argentina as a shining
new nation. . In the center of the coat of arms, there is a red hat on a stick. People are
0)
often confused about this image. However, the red hat is an old symbol of freedom because
p ......... The stick, or pike, represents a willingness to struggle for freedom. The handshake at the
bottom of the coat of arms is a common symbol of unity. For example, . Altogether, the
( 3)
images on Argentina's coat of arms reveal the country's values of freedom and unity.

3.12 Apply It to Your Writing

Think about the subject that you are going to describe in your paragraph. Look
at your chart in Section 1 on page 69. Review the features that you plan to describe.
Write three sentences to describe one or more of these features. Use sensory details,
spatial location, feelings, and / or relevant information.
1 I I I I I In I I II .
I i n i n .
i a D i . a ii a ii p a n i U I n i i a n r m i r I E I I H Ir 'l l !l 1II
! ii n n i li r ii n i R i II iii II ii n i II i R i E l i r i i i r i fi R If I

a .
I I: .
J B i i l i J J l h l i J i J I B l i r l l i a a a i J .
i a a a .
i i a a .
k i i a a .
b i i a
- k i j a i B J i i i a i B J i i i i i i i j a a i i i j a B i i a a i i J a a a a a a a a a a a a a a a a a .
B In i a a a a

! ! + a a . P + •-

2 P P 11
" P P T !
,
" P P T !
,
^ P r T l S
"
,
P r ! l P P T l! 1 1 P P 111 P P 1 7 B P P T1B P P 7 7 7 P '
P I1 P P P II S
" P P1 7 = P P1P 7 P 1 7 7 7 P P 7 7 7 P P T 7 7 P P 7 7 7 P P 1 1 7! P
'
P T17 P P C P 1 7! P P P

I P P P n p r r -
ii r i T 7 i l l 7 r i ii r 1 7 l i p I 'p i i n .
i * i i r p 7 P n p p p p i n i p i r i i p p I n P I 7 I I I 7 P I 7 P I I I I P I i R r 7 P I I P B i l l 7 I 7 71 7 7 B i l l 7 P r 7 7 P P 7 7 P 7 . 7 H P f I II 7 13 I I 7 19 71 I 7 7

a a j a k J k k a a a a a a a a a a a k a a k a a k a k i . a a .
k i a a a k a a a k a a a k a a a k a a k a a i a a a a k a k k a k k a a k a a k a a k k i a k a k k i a k k i a a k i a a k i a a k a i a a k a a k a a h a ..
i i a a .
b i a a b b a fa fa a b

3 a B k i .a a k k a i a a i k i a a B h a a a k k i a a B k i .
l a a b k a a a k i a a a k i . a a a B a a a B m

r p i i P r i i p r
'r i i p r 7 E i 7 H r r i 7 r p 7 B P P m m r 7 P p 7 P 7 P 7 7 1 P P 7 P 7 P 7 B P 7 7 P 7 P P 7 P 7 7 P P 7 7 P P 7 7 P P 7 P 7 P P I 7 P P 7 B 7

84 UNIT 3
4 SHARPEN YOUR SKILLS

In this section, you will learn writing and grammar skills that will help make your writing more
academic and accurate.

O Writing Skill 1: Vivid Language

Writers of descriptive paragraphs try to use vivid language in their descriptions. Vivid
language includes words that help readers imagine they can see or feel the description. Using
clear, specific adjectives is one way to make your language more vivid. Avoid unclear, vague
adjectives such as good, bad, nice, happy, and fun.
'

Here are some vivid adjectives that you can use in descriptions.

VIVID LANGUAGE: SPECIFIC ADJECTIVES

Size average, gigantic, huge, miniature, tiny
Sound high, low, noisy, peaceful, quiet, silent
Color bold, bright, dean, dark, dull[ faded, light, multi- colored, red
Shape curvy, round, short, straight, square, triangular
Texture fuzzy, rough, sharp, smooth, soft
Taste delicious, fresh, juicy, salty, sharp, sour, strong, sweet, weak
Feelings content, enjoyable, entertaining, exciting, heartbroken, sorrowful

4.1 Use Vivid Language

Work with a partner. Look at the photograph and complete the paragraph below.
Replace the adjectives in parentheses with specific adjectives from the chart above or
other adjectives.

Junkanoo
On the day after Christmas in the Bahamas, people

gather for a national celebration called junkanoo.

Performers dress in (big)
CD
costumes and do African dances. All of the costumes
have very H i i n i i i i n i i i i i n i i i! i i n n (nice) colors and
(2)
interesting designs. There is drumming and music.
The celebration is (loud)
( 3)
and very exciting. Above all, though, it is
(fun). Junkanoo makes
(4)
people in the Bahamas feel . i J a b a a k i J a k J a .
k i a k k i

(5)
(happy). This day celebrates the value of freedom.

DESCRIPTIVE PARAGRAPHS 85
 O Writing Skill 2: Avoiding Sentence Fragments, Run-ons, and
Comma Splices
Writers must use correct sentences in academic writing. That means they must avoid these
common sentence errors.

FRAGMENTS, RUN-ONS, AND COMMA SPUCES

l A fragment is an incomplete sentence. Fragment (missing verb):
The sentence is missing a subject and/ or has
This nation many different religions, languages,
a verb.
and values.
To fix a fragment, add the missing
subject or verb. Fragment (missing subject):
It is
The United States has many cultures. 4s a large
country too.
2 Run-ons are two sentences Add a comma and and :
(independent clauses) that are joined , and
The Statue of Liberty is holding a torch she has
together without punctuation or a a tablet .
conjunction.
Add a period:
To fix a run-on: . Also,
The Statue of Liberty is holding a torches he has
Join the independent clauses with a a tablet .
comma and a conjunction such as and
or but.
OR
Separate the independent clauses with
a period. You can introduce the second
sentence with a transition word.
3 Comma splices are two sentences Add a conjunction:
but
(independent clauses) that are
The melting pot represents assimilation, the
joined only with a comma. Commas
salad bowl represents diversity.
cannot connect sentences without a
conjunction. Add a period:
, The
To fix a comma splice:
Add an appropriate conjunction after salad bowl represents diversity.
the comma.
OR
Separate the independent clauses with
a period.

86 UNIT 3
 & 4.2 Identify Sentence Errors
Each item below has one error. Write F (fragment), R (run-on), or C (comma splice) on
the line.

-
I . i Americans celebrate their struggle for independence on the Fourth of july, this day is a
national holiday.
2 A country's money often has interesting images and designs they reveal important
social values or history.
3 New York City is a diverse city. For example, neighborhoods with many different
ethnic restaurants and stores.
r n s B r r i i i B E T i s 4 Ecuador has amazing natural resources, many Ecuadorians are concerned about
protecting their wild animals, plants, and lands.
k J
-
i a B k J a a B B a a 5 A lot of Canadian families have a Chinese background. Therefore, many Canadians
celebrate Chinese holidays. Like Chinese New Year.

4.3 Correct Sentence Errors

Rewrite the items from Activity 4.2 as correct sentences on a separate sheet of paper.

0 Writing Skill 3: Correct Pronoun Use

Pronouns replace or refer to nouns. Writers use pronouns in paragraphs to avoid repeating the
name of a person, place, thing, or idea.
NOUN PRONOUN

Americans value independence. Therefore, they teach their children to be independent

Review the different types of pronouns in the chart.

PRONOUNS
Subject Object Possessive Determiner + Possessive Reflexive
Noun
l me my + noun mine myself
you you your + noun yours yourself
he him his + noun his himself
she her her + noun hers herself
it it its + noun itself
we us our + noun ours ourselves
they them their + noun theirs themselves

DESCRIPTIVE PARAGRAPHS 87
 & 4.4 Choose Correct Pronouns
Read the paragraph. Replace the words in parentheses with the correct pronouns or
determiners from the chart on page 87.
The Meaning of the American Penny

An American penny has many details, and the details are there for a reason.
r (These details) represent American values and history. Abraham
0)
Lincoln is on the face of the penny, (Abraham Lincoln) was the
( 2)
sixteenth president of the United States. Most Americans accept that Lincoln is one of the
most important people in American history, i
1

* a » (These Americans)
(3 )
consider (Lincoln) a hero because he saved the country during
(4)
a difficult civil war. On the back of the penny, there is a picture of the Lincoln Memorial in

Washington, D. C. This monument is designed in a Greek style. A statue of Abraham Lincoln

is in (the monument). If you look very closely at a penny, you can
(5)
see (Lincoln 's) statue. Also on the back of the penny is the Latin
(6)
phrase E Piuribus Unum. It means "Out of the many, one." Americans adopted this phrase as
( Americans') motto. In particular, Americans use E Piuribus Unum
(?)
to describe (Americans) as one people from many different ethnic
(8)
backgrounds.

88 UNIT 3
© Grammar for Writing: Adjectives
As you have seen, writers use adjectives to help them describe their subjects. Some adjectives
can be confusing to use. They look similar, but they are used differently. See the examples in
the chart below.

- ING AND -ED ADJECTIVES

l Use an - edadjective to describe how a - ED ADJECTIVE
person feels: amazed, bored, confused, People are usually excited when they visit a famous
disappointed, excited, interested, place for the first time.
relaxed, shocked, surprised
2 Use an - ing adjective to describe - INC ADJECTIVE
what a person, place, thing, or idea It is exciting to visit famous places for the first time.
is like: amazing, boring, confusing,
disappointing, exciting, interesting,
relaxing, shocking, surprising
PROPER ADJECTIVES FOR NATIONAUTIES AND LANGUAGES
1 Use correct proper adjectives to
describe people, places, or things
ADJECTIVE ADJECTIVE ADJECTIVE
from a specific nation. Notice that
Chinese dumplings, Italian ravioli, and Polish
proper adjectives begin with a pierogi are similar in many ways.
capital letter.
ADJECTIVE NOUN
2 Many words for nationalities and
The French language is important to the French.
languages can be used as adjectives
or nouns.

DESCRIPTIVE PARAGRAPHS 89
 4.5 Write -ed and - ing Adjectives
Work with a partner. Read the paragraph and complete the adjectives with - ed or - ing
endings.
Christmas Celebrations

Christmas celebrations are a part of many cultures. However, some countries have unique
Christmas traditions. In the Philippines, for example, some people are so excit about
0)
Christmas that they begin hanging lights and decorations in September. The Christmas light
displays are amaz . People cover houses, buildings, and even parks with special lights. In
Sweden, there is another interest tradition. People from other cultures are surpris to learn
that a goat is a popular Swedish Christmas decoration. Before Christmas, people build gigantic
straw goats called Yule Coats. They put the goats in their towns or cities. The Galve goat, in the

city of Galve, is the most popular. Unfortunately, it is common for criminals to set fire to the
Galve goat and destroy it. Many Swedes are disappoint because the Galve goat usually does
not survive until Christmas. These two Christmas traditions are examples of how some cultures
celebrate Christmas in unique ways.

4.6 Write Proper Forms for Languages and Nationalities

Look at the underlined words. Complete the sentences with the correct form of the
related language or nationality.
i Soccer is one of the most popular sports around the world, but in the United States many
people prefer football.
2 o r r i i i n r i i r r r a i u r iii a r p n ri r r -
ii is spoken in South America. It is different from the version spoken
in Spain.
3 in lamaica. the food has had many cultural influences, including African, Spanish, British,
Chinese, and Indian. As a result, food has a unique, spicy flavor.
4 In Canada, many people play hockey. This sport is a popular n n n B n i B LI I! I II I I II I I I B I I £ I I L I B I II I B I I I I I

pastime.
5 Some common cooking ingredients in Korea include garlic, ginger, and red pepper.
Consequently f i d i L i j a B a B B a a a B H I a a .
B I a a B i i a .
B L I a a k food is often very hot and spicy.

90 UNIT 3
Avoiding Common Mistakes ( •)
Research tells us that these are the most common mistakes that students make when using
adjectives in academic writing.

1. Do not confuse - ed and - ing adjectives. Remember that - ed adjectives describe how
someone feels, and -ing adjectives describe what someone or something is like.
interesting
The United States has an interested national identity .
2 Do not confuse the following verbs and adjectives:
VERB ADJECTIVE
to interest * interested
VERB ADJECTIVE
to relax
* relaxed
VERB ADJECTIVE
to worry worried
*
Other cultures are interested him.
interested
He is Interest in other cultures.
3. Remember to capitalize proper adjectives.
E F
Many Canadians can speak both the english and the french languages.

4.7 Editing Task

Find and correct six more mistakes in the paragraph below.
Soccer - The National Sport of Brazil
Brazilians
Soccer is not just a sport in Brazil. ike a religion. Most
people agree that soccer is a national passion. As in many nations, the people of brazil are very
diverse. There are many different social classes and ethnic groups. However, almost everyone in
Brazil is interest in the Brazilian national soccer team. When the national team is playing, most
Brazilian citizens are worry. Will they win or will they lose ? Brazilians are united in their concern
for their country's team. Thousands of brazilian fans go to the soccer games. The fans are
exciting. They cheer or sing loudly in portugese. They wear their team's colors: blue, green, and
yellow. They wave huge Brazilian flags. These soccer games bring the people together to cheer
for their team. Soccer is an important part of Brazil's national identity.

DESCRIPTIVE PARAGRAPHS 91
 O Avoiding Plagiarism
In most academic writing, you should state where you find the information for your writing.
However, sometimes it is not necessary.

I wrote about how the culture of the United States comes from
many places. I included statistics to support my paragraph. My
instructor said ) have to say where I got my information. I also
wrote that Ellis Island was one of the biggest immigration
centers. My instructor said I did not need to say where I
found this information. When do I have to say where I get my
information?
Nattapong

Dear Nattapong,
There is some information that many people know. We call that "common knowledge."
For example, most people in the United States know about Ellis Island. You can find
information about it in many different places. You don't need to say where you find that
kind of information. However, statistics are different. They are from someone's research.
Most people don't know that information, so it is not common knowledge. You should
always state where you learned it. I hope that helps!
Sincerely,
Professor Wright

WHAT IS COMMON KNOWLEDGE?

Common knowledge is information that many people, or a community of people, know. You
don't have to say where you found this information. However, information from research or
government reports is not common knowledge. You should state where you found that kind of
information.

92 UNIT 3
Read this chart for information about common knowledge.

Common knowledge is: Common knowledge is not:

Facts accepted by most people Data or information that comes from research
Mosquitos carry malaria. In 2010, there were 219 million cases of malaria
worldwide.
From http:/ / kff.org / global-health-policy/fact-
sheet/ the -global-malaria-epidemic-4/
Common sense knowledge Opinions or theories of others
If you cough, you should cover your mouth. If you are planning to travel[ the Center for
Disease Control advises getting a flu shot two
weeks before the trip.
From http:// www.hopkinsmedicine.org /
healthlibrary/conditions/ infectious _diseases /
infIuenza_fIu_8 5,POO625 /

4.8 Practice
Work with a partner. Write CK for the sentences that are common knowledge. Write NCK
for the sentences that are not common knowledge. Explain your answers.
l Cooks should prepare fish within two or three days because it can spoil very quickly.
2 Oceans cover most of the Earth's surface.
3 Japanese businesspeople often exchange gifts; in contrast, this is not common in
Germany.
4 People with professional degrees earned the highest weekly salaries, at over
$ 1,300 per week.
s Ellis Island treated poorer immigrants to the United States differently from first-class
passengers.
6 According to a recent survey, many Americans below the age of 35 think there is
no national identity in the United States.
7 Some political leaders believe that the United States needs significant immigration
reform.

DESCRIPTIVE PARAGRAPHS 93
 5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your paragraph.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your
paragraph.
Before you start, read the Student Model writer's freewriting. After setting a specific amount
of time to write, she wrote about everything that came to mind about her topic. She didn't
worry about spelling, grammar, or punctuation. She just wrote and wrote. That's called
freewriting.

Student Model Freewriting

WRITING PROMPT: Describe a national celebration and its significance to a culture.
Do I really want to write about el Grito? ... I gotta take a step back & think about this.
The most popular celebrations in my country: 5 de Mayo, Christmas, el Grito. OK. Many
countries celebrate Christmas. 5 de Mayo & el Grito are just Mexico. People always
think 5 de Mayo = our independence day. Their confused cuz the Fourth of July is U.S.
independence day, so they think the Fifth of May must be Mexico's independence day.
So many Americans celebrate Cinco de Mayo, but they don' t know anything about El
Grito. Its really important to Mexcio’s history tho. So lfm sticking with El Grito for my
topic . Why its special: ringing the bell + shout, the music. Going to Zocolo in Mexico
—
City. The food is really great. I miss it! Everybody gets involved like decorating, making
food, dancing, etc.

2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1 on page 69. Include ideas from the Your Turns throughout the unit. Finally,
brainstorm more ideas. Freewrite for five minutes. Write everything that comes to mind. You
will probably not use every idea, but it is good to write as many ideas as possible.

Your Freewriting
WRITING PROMPT: Choose one object or event from a country that you know. Describe the
object or event and explain why it is important to the national identity of people from that
country.

94 UNIT 3
 STEP 2: MAKE AN OUTLINE
Complete the outline below with ideas for your paragraph from Step 1 on page 94.

PARAGRAPH OUTLINE

Topic
Sentence
J . J a b J J B L

1 Tip
Write your first feature
Feature 1 A, J B I I I J I H I l i J I l l L I J a i l l i J I l l L I H I B I I iiii L ai i i a ii i a ii i i i ii i i I j i L i ii i. i i a i i i i i i i I J I I I i l a i b i i i a i i i J fil E j a b i a ..
a a a i i a a i i j a n a
o B
here.

2 Tip
Detail 1, o
T 1 T ST 9 I 1 ? P ! I I I P ! 'i i a r i i i r r i i
^ r i i n r r i i n p r i r r 1 P I I I I P ! I1 P P I T 1P I l l
" * l 1 1
- P I I B P P T 11 P P 1 1 P T 1 B P I 1 B » ! ! 1 S P I 1 P P I B P P1' 1 1 P P S' S I P 'P B B P I I B B

Describe this feature. Add

details related to spatial
Detail 2 . P P B
"" P 1 P r !
' " B P B P P B P1 P P P1B r P B P P T B
"TTB * I B P I
*B P T 1 P 1
“ n B
' P IB P P 1' P PI 1
' P T f l B P P + P B
" " P +B " B
location, senses, feelings
or relevant information.
J

Feature 2 . 4 4
-_ . < 4
-. 4' 4
- . k 4 a
- . . 4 4 4 4 4 . 4 4a 4 4 ala 4 4 ' . 4 4 la 4 4 a 4: 4 .
k 4 4 la 4 .
li 4 4 I 4 4a 4 4 B

Detail 1. a k i J 4 a k i 4 a a .
i i 1 .. a a a i 4 4 a k 1 4 a k k 4 a .
1 1 1 4 a k 1 1 4 a .
1 1 4 a k
3 Tip
Repeat tips 1 and 2 to
Detail 2 m r n r n r n r n r r n r r im a a n a n r r n a n n a n r a r a n r a n r
complete your second
and third features.
1 i i i E i i i r '1 E i E E i E P '1 E i p i P E

Feature 3 c r
o

Detail 1 . “ r p
- » »1 - ! 4 B p p

Detail 2. In I k I 4 k 4 4 .
I I 4
_ b k 4 a k k 4 . 4 B
_ .
k 4 4 B k 4 . 4 4 B k 4 4 k k I 4 4 k k I 4 B k k . l 4 k k 4 . 4 4 k k 4 . 4 B k I, 4 4 k k l 4 4 k k 4 4 8 8

Concluding
a. a a a .a .
Sentence
k i a a a i i a a i i 4 a 4 a i 4 a k i i 4 a a B IB 41 4 a h k 1 1 a B B k 4 a BBU 4 a a B 1 a B k k 1 4 a a 1, 1 1 a a k 1 4 a a k 1 1 4 k 1 4 4 a 1 1 4 a k 1 1 k k 1 a a a k a a k 4 a k 1 4 k a

DESCRIPTIVE PARAGRAPHS 95
 STEP 3: WRITE YOUR FIRST DRAFT
Now It is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline, notes, and the sentences that you wrote in the Your Turns in this unit and
in Step 2 on page 95.
2 Focus on making your description as clear and vivid as possible.
3 Add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Check that you used adjectives correctly.
3 Check that you did not include run- on sentences, comma splices, or fragments.

STEP 4: WRITE YOUR FINAL DRAFT

i After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent. Try to avoid them as you write.
3 Review the academic Words and Collocations from this unit. Are there any that you can add
to your paragraph?
4 Turn to page 257 and use the Self -Editing Review to check your work one more time.
5 Write your final draft and hand it in.

96 UNIT 3
 w
uu u y
n n n n n n n n

DEFINITION f
PARAGRAPHS
BUSINESS: WORKPLACE BEHAVIOR

r\

w
w w
r\
i .

w u
U
r\

t
f
yi V

r\
nn
\J " Never go to a doctor
w w VJ
whose office plants
have died."
J
Erma Bombeck
j
(1927-1996)

About the Author:

Work with a partner. Read the quotation about doctors. Then answer
Erma Bombeck was
the questions. a popular American
newspaper writer. She
1 Why does Ms. Bombeck recommend avoiding doctors with dead plants? became famous for her
2 What are some of the characteristics of a good doctor or a bad doctor? humorous articles about
everyday life in suburban
3 How would you complete the sentence? Give as many examples America. She wrote
as possible. One example is done for you. thousands of newspaper
stories and 15 books.
Never go to a hairstylist who has bad hair l S i r p i s H P P i i i f l p r i •p p r i 1 p m

Never go to a d b X J who .. .m

DEFINITION PARAGRAPHS 97
 1 PREPARE YOUR IDEAS

O Connect to Academic Writing

In this unit, you will learn skills to help you write a definition paragraph. Some of the skills may
seem new to you, but the skill of defining words and ideas is not new. In your everyday life, you
often use defining skills. For example, when you describe an object or idea whose name you
cannot remember or when you explain a new website or app, you are using defining skills.

O Reflect on the Topic

In this section, you will be given a writing prompt and reflect on it. You will develop ideas
throughout the unit and use them to practice skills that are necessary to write your final
paragraph.
The writing prompt below was used for the Student Model paragraph on page 104. The
student reflected on his topic and used a cluster diagram to brainstorm possible ideas for his
paragraph.
& WRITING PROMPT: The following words are used when talking about social skills in the
workplace. Choose one and define it: team player; communication skills, or leader.

TEAM
PLAYER

helps good listener

co- workers

does not complain like a good

about people coach

1.1 Notice

Work with a partner. Look at the cluster diagram above. Discuss one more idea the
student could write about and add it to the diagram. Share your idea with the class.

98 UNIT 4
& 1.2 Apply It to Your Writing
Follow the directions below to reflect on your topic.
Read the prompt below. Then follow the instructions to brainstorm ideas.
WRITING PROMPT: Write your own definition of a boss or a co- worker. Explain your definition
in detail.
1 Choose the word you will define and write it in the red circle in the cluster diagram below.
2 Consider what you know about this word. Write as many ideas as you can in the other
circles. Add more circles if needed. Ask yourself these questions to help you get ideas:
• What are some characteristics of the kind of person this word describes?
• What does this kind of person do?
• How is this person different from others?
• Who is this person similar to ?
3 Compare duster diagrams with a partner.

DEFINITION PARAGRAPHS 99
 O EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your definition paragraph.
You will also notice how a professional writer uses this language.

Q Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

behave (v) control (n) encourage (v) policy (n)

conflict (n) distinguish (v) habit (n) request (v)

2.1 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the bold words and
circle the correct definitions.
1 Some companies encourage employees to bring their pets to work. This policy helps
employees focus on their work and not worry about their pets at home. Encourage means
a to explain an action. support and approve of an action.
b to

2 Some managers do not have control of their employees, so the employees do whatever they
want to do. Control means
a attention to someone. power over someone.
b
3 Some co-workers wear headphones and like to sing along with the music. This habit is rude.
Habit means
a regular activity. b thoughts.
4 If employees have a conflict in the workplace, they will need to talk to their supervisor to
help solve it. Conflict means
a a disagreement. meeting.
b a
5 Some people cannot distinguish between polite and impolite actions at work. For example,
they do not understand that checking your texts in a meeting is rude, but taking notes is
polite. Distinguish means
a to ignore differences. b to recognize differences.
6 You must request vacation time from your supervisor. Request means
a to ask for something. b to plan for something.
7 Co- workers should always behave professionally with each other. They should act nicely.
Behave means
a to act a certain way. b to say something a certain way.
8 Some people are sensitive to strong odors. As a result, many workplaces have a policy about
not wearing cologne or perfume. Policy means
a an opinion. b a rule.

100 UNIT 4
O Academic Phrases (•)
Research tells us that the phrases in bold below are commonly used in academic writing.

&
2.2 Focus on Purpose

Read the sentences. Then match the phrases in bold to the purpose, or reason why, the
writer used them.
PHRASE PURPOSE
i A barista is a kind of food worker who makes a explain an idea in the previous
coffee at high-priced coffee shops. sentence
2 Co- workers should respect each other. In other b explain how two things are
words, they should treat each other nicely. connected
3 Working hard is related to success. Employees c give a category
who work hard get promotions.
 0 Writing in the Real World
The author of "Workplace Tips for the 21 st Century Worker" uses definitions to make sure that
her reader understands certain terms. These terms are important in order to explain her ideas.
Before you read, answer these questions: What do you know about office workplaces? What
issues do you think the author's tips will discuss?
Now read the article. Think about your answers to the questions above as you read.

by Caitlin Takeshita

l If you’ve seen movies from the 1970s or together and share information. However,
80s, you probably laughed when you saw many companies do not have clear policies
the office spaces. The workers typed on that explain how to work together. As a result,
typewriters or huge computers. They talked workers sometimes aren’t sure what the rules
into large phones. Everyone did their job at are. Here are some tips to avoid unnecessary
their desks. Back then , companies had clear problems in the work space and keep friendly
policies that explained appropriate ' behavior relationships with co -workers.
for everyone. Workers knew exactly how to
2 Today about 70 percent of workers work in
behave. Todays workplace looks and feels open work spaces. Open work spaces are
very different. It is often an open space. This areas that have no walls. Co -workers sit next
type of space makes it easy tor people to work to each other. Open work spaces are a type
appropriate: right or necessary

102 UNIT 4
 ot design that encourages employees to 4 In addition to issues with cell phones and
work together. However, this design causes open work spaces, social media can also
an increase in noise. As a result, there are cause problems. On websites like Facebook
more conflicts between co -workers because or Twitter, people otten post personal photos
they can hear every sound, like coughing or information about their personal lives.
and laughing noisily. The bigger problem This is fine, but if they post complaints about
is people’s bad habits . Habits like tapping their job or about other co - workers, they
the desk or listening to music can annoy can get into serious trouble. For example,
co -workers at the next desk. There may not a waiter was fired because he posted a
be a policy tor these behaviors, but workers complaint about a customer. People need to
should be sensitive to the noise they make. have control over their actions. They are old
3 Another workplace problem is related to enough to distinguish between good and bad
cell phones. These gadgets2 cause more behavior. If you really want to be careful, say
no to a co -worker who wants to “friend ” you.
problems than any other because people have
become addicted to them . An article in the Keep your personal life private.
Chicago Tribune stated that Americans check 5 Work is an important part of our lives these
their phones every 5 to 10 seconds. I’m sure days, so it is important to know how to make
you have seen people answer a call in the the right choices at work. HR3 may not always
middle of a meeting or send a text message tell you what to do, so you need to discover it
in the middle ol a face- to- lace conversation. tor yourself and do what is right.
This behavior is very rude to the people
around them. Don’t do it. You will seem less
professional if you do it. " HR: the abbreviation for Human Resources , which is the
department at a company that hires new employees; it is an
- gadget: a small machine administrative office

2.3 Check Your Understanding

Answer the questions.

1 The author describes three types of problems. What are they?
2 Have you ever experienced these types of problems ? Describe the situation.
3 What other twenty-first-century issues would you include in this article ?

jS 2.4 Notice the Features of Definition Writing

Answer the questions.

1 Look at the second paragraph. What term does the author define? What are some details
that the author includes to help you understand the term?
2 Look at the fourth paragraph. What examples does the writer give to help define social
media?

DEFINITION PARAGRAPHS 103

 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on his topic. In this
section, you will analyze the final draft of his paragraph. You will learn how to organize your
ideas for your own paragraph.

O Student Model
Read the prompt and answer the questions.
WRITING PROMPT: The following words are used when talking about social skills in the
workplace. Choose one and define it: team player, communication skills, or leader.
1 Read the title of the Student Model paragraph. What term is the writer defining?
2 Think about the term. What do you think the writer will say about it?

Read the paragraph twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes. This
will help you notice the key features of the paragraph.

Definition of a Team Player 1 Analyze Writing Skills

Underline the topic
The Cambridge Learners Dictionary definition of team player o sentence. Circle the term
is “ member of a group who tries to do what is good for the group that the writer is defining.

rather than what is good for just himself or herself .” This is very true, 2 Analyze Writing Skills
However, it has a different meaning in the workplace. A team player What is the purpose of
this sentence? Circle the
is a co - worker who communicates clearly. In other words, he is a o
answer.
good speaker and listener. For example, he shares his opinions, but he a It gives Information
about the term,
encourages people to give their ideas, too. He avoids conflict . He talks b It gives another
definition of the term.
to his co- workers about problems before they become serious. When
he requests something, he is always polite. In addition , a team player 3 Analyze Writing Skills

supports his co-workers. For example, when his co- workers need help, Underline a sentence that
tells you what a team
he helps them. He behaves respectfully, and he does not try to make player does not do.
people feel bad. When someone does not follow a policy or has a bad
4 Analyze Writing Skills
habit, he explains the problem nicely. He is like a coach because he gives What does the writer
co- workers encouragement. Finally, a good team player does any job. compare a team player to ?

He does not say, “ That’s not my job.” For instance, waiters who are team
players help clean off each other s tables when the restaurant gets busy. 5 Analyze Writing Skills

In brief , a team player is a valuable player on any workplace team. Underline the sentence
that gives a specific
example of a team player.

104 UNIT 4
 3.1 Check Your Understanding
Answer the questions.
1 The writer gives important characteristics of a team player. What are they? Do you agree that
they are important?
2 What do you think is the most important characteristic of a team player? Why?
3 The writer describes a team player in many different ways. Which way was the most helpful,
in your opinion ?

DEFINITION PARAGRAPHS 105

 & 3.2 Outline the Writer s ideas
Complete the outline for "Definition of a Team Player" from page 104. Use the phrases
in the box.

co - worker who communicates clearly shares opinions

does any job waiters who clean each other s tables
like a coach; gives encouragement

PARAGRAPH OUTLINE

Topic The Cambridge Learner’s Dictionary definition of team player is "member of a group who
Sentence

triesax
to
...... .......
^
.... .......for
. do what is good . the group
|
y x
rather
........p... than
......... ....... what
...............
xx
- ............for
.. . good
............is . * .. ....Jjust himself
............
x ....................or herself
....... ”...
.. .................
x

^
Supporting
Sentence 1
A.

Detail 1. Good speaker and listener

Detail 2.

Detail 3. Avoids conflict

I. I I ..
1 BI J L I

Detail 4. Requests
.... . . politely
*
. /

Supporting 13. Supports co - workers

Sentence 2

Detail 1. Helps co- workers

Detail 2. Sehaves respectfully

. ........... ..........*......... .....p
X

^
.. X

Detail 3.

Supporting
Sentence 3
c.

Detail . .......
1 Does not ...”
say “not my job
X X ..... .......
. .
- ^
.. X

Detail 2.

Concluding
Sentence
In brief, a team player is a valuable player on any workplace team.

106 UNIT 4
O Definition Paragraphs
Definition paragraphs are useful for explaining a word and /or a concept that may be unfamiliar
to the reader.

There are several important reasons to define terms:

• The writer is using a term that the reader may not know. For example, a term might come
from a different language or an earlier historical time.

• The term has a subjective meaning. In other words, people can have slightly different
definitions of the term. For subjective terms, it is important for you to clarify the definition
you will use throughout your writing.
(Writer A): Success means reaching your career goals.
(Writer B): Success means finding love and having a family .

• The writer has a different definition from experts or the dictionary.

• Experts disagree on a definition.

3.3 Notice
Work with a partner. Read the Student Model paragraph on page 104 again. Why is the
writer defining the term team player ? What sentence tells you the reason?

TOPIC SENTENCES FOR DEFINITION PARAGRAPHS

The topic sentence in a definition paragraph defines the term and explains how it is unique.
There are two common ways to write a topic sentence for a definition paragraph:
• The first is to write your own definition. You need to state the category that the word
belongs to and the identifier (trait or feature) that makes the word unique in that category.
Notice that the identifier is often a relative clause or a prepositional phrase.
CATEGORY IDENTIFIER
A co-worker is a person who works wjth you.
CATEGORY IDENTIFIER
A nonprofit is a kind of business that does not have a ma/'n goal Qt making money.
CATEGORY IDENTIFIER
Personal space is the comfortable distance between two people.
• The second way is to give a dictionary definition. Remember to write the name of the
source and use quotation marks to show that the definition is from a source and is not your
own words.
SOURCE
The Cambridge Learner's Dictionary defines team player as a " member of a group who tries to
do what is good for the group rather than what is good for just himself or herself."

DEFINITION PARAGRAPHS 107

 * Most definitions have a similar sentence pattern. They include the term, then the category,
and finally the identifier,
TERM CATEGORY IDENTIFIER
An entrepreneur is a person who starts and operates his or her own business.
SOURCE TERM CATEGORY
According to the Cambridge Learner's Dictionary, a bonus is "a special amount of money
IDENTIFIER
that you are given, especially because you have worked hard /'

3.4 Identify Parts of Topic Sentences

Read the sentences. Circle the terms. Underline the categories. Double underline the
identifiers.
1 An intern is a person who is learning about a job while doing it.
2 A cubicle is a work space with low walls around it.
3 Conflict resolution is the process of solving problems between two people or two groups.
4 A rookie is a person who has just started a new job or activity.
5 Respect is a feeling that you have when you admire someone for their qualities or abilities.

& 3.5 Write Topic Sentences

A Complete the sentences below. Add categories and identifiers.

i A work space is BP n P 1 f P T1 M l P t1 P P P 1
r ri p p p

2 A cashier is p r p ll P i l !1
- -
?! S B P P B p p r I I P I B1I P P l i s p r I B B P I 1 B B B P I 1 B P P I B B P I P

3 A hairdresser is i . .
H I I Id lu 1. I .
I I I I J I k l l J U I I i i bi i i I .i i i i J n i 1 9 1 1 .
I 3 I H B I la i II i i

4 Salary is j a j k a
__ i J s k

B Use a dictionary and write a dictionary definition for one of the words in A.

m : a a a .
a a h k

108 UNIT 4
 3.6 Apply It to Your Writing
Look at the cluster diagram you created for your writing prompt in Section 1 on
page 99. Write two topic sentences to define the term you chose. Write one
definition of your own and one dictionary definition.

B B I I I I I B I1 I I 1 I B I I 1III .1 I I I I I I B I I UI j a i L i i i i L i i i 1II LI i l III I I I L L .

1I B I JII B B E J J L I I J I B I J I I J B a i J a i B a m i n I I I I I B i l l I la I I J I I I!I I I I I I I I I I I I J I B

d b iB

2 r +4 - A .
4

i p r i e P 1 a pi a p r a a a r i a a p p p a
- p r p a s p p i a p p p a r p a a p p
+a a p p a a a p
-
p a a B P
'p a a B P a' a a p p a a a p p a a a p p p a a B a p p a* a B p p p a a p p p a a a r Ti
-
a a r a a a p

SUPPORTING SENTENCES FOR DEFINITION PARAGRAPHS

There are many different ways to define a word. A definition paragraph should include
supporting sentences that help define the term in one or more of the following ways:
• Identify the characteristics that make the term easy to recognize.
A person who shows deference follows orders and doesn' t complain.
• Compare the idea to similar ideas.
Deference is similar to politeness.

• Give a negative explanation - what the idea is not .

A person who does not show deference acts rudely . He or she does not follow orders or act
respectfully.
• Give a specific explanation or examples.
For example, employees may disagree with a new policy. If they follow the rules and do not
complain, they are showing deference to their manager.

& 3.7 Notice

Read the supporting sentences. Write / if the sentence is identifying, Cif comparing, NE
if giving a negative explanation, or SE if giving a specific example or explanation. More
than one answer may be possible.
Topic sentence: Networking in business means meeting and talking to people who can help
you in your work.
1 Networking is similar to meeting people at any social event, but it is often more
formal.
2 For example, people can network at work, at school events, and at parties.

m i a r r i i B i r i i 3 Networking can happen anywhere at any time, but it is more common during
business events.
Networking is not for making social friends. It is about making connections for jobs,
4

r r s A person who networks can make new contacts that can help his or her career.

DEFINITION PARAGRAPHS 109

 3.8 Write Supporting Sentences
Work with a partner. Read the following definitions. Add a supporting sentence using the
way of defining a term in parentheses.
l A co- worker is someone who works with you. (compare)

r r r r p r T T1 P 1"1 9 P P +9 p 1 P P I 'S " P P 9 9 P P1 S P P P S S P P T I S P +T l P T I1 9 B P 9 P P P

2 Vacation time is time when employees are not working, (negative explanation)

u i i: l H 1* 1 1 I I

3 Cooperation is working well with co- workers to complete a task, (specific example)

4 Punctuality means being on time, (identify according to your culture)

9 9 9 9 9 9 P P 9 I 9 19 9

tp 3.9 Apply It to Your Writing

Write three different types of supporting sentences for the definition you wrote
in Activity 3.6 on page 109.

i r P i p p 9 9 ir T g 9 r ir 9 9 9 P I I 9 P I I I 9 P I I I P I I I I I 9 9 P I I 9 9 P I El 9 9 P P 9 9 P 1' 9 9 P I 9 9 P P I 9 9 F i P r I I

2 k I . I il In i i .
k i i a I . k 1 I .
1 i B i a ii 4 k k i J a a ii i i i a i i i i fa L i i a b i a B k i i a fa i i J a fa i fa i i A k I: I A k k I A k I AIk .
k I A k I I . .
4 k i i i ii k i . i j a k i i u a k .
I 4 k k I 1 4 k k I 4 4 k k I I 4 k In I 4 4 k k I 4 B k I i 4 a k i

3 a k a .
k a a k a i f i s i a a a 8 B i; I

* A* I

l
V
J

*
vf ,t

u
0

\ u* •
»
/

1
1
A V

/
e

\
\

t
r
ft j
4 SHARPEN YOUR SKILLS

In this section, you will learn writing and grammar skills that will help make your writing more
academic and accurate.

O Writing Skill 1: Distinguishing between Fact and Opinion

Because defining terms can be subjective, definition paragraphs will often include both fact and
opinion. Most people will agree with facts. Not everyone will agree with opinions. Therefore,
strong paragraphs use mostly facts because they are more convincing.
What is the difference between fact and opinion?
.
• Facts are true statements Experts and scientists agree with them. They can be found in
more than one source.
Google is a large Internet company.
United States companies can choose to give or not give employees paid vacation, according to the
Fair Labor Standards Act.
• Opinions are judgments or beliefs. People can more easily disagree with opinions. Opinions
may or may not be true.
Google is a better place to work than other Internet companies.
Gompanies should give their employees four weeks of paid vacation.
Here are some ways to identify opinions.

IDENTIFYING OPINIONS

i Certain verbs and modals are used I believe that recycling will save money.
to express opinions. These include: Employees should bring their own lunches
believe, think, feel, should . to work .

2 Words that express a subjective view David was successful in his job. His success was
or judgment often show opinions. well known.
These include words such as smart, Go-workers who behave in a friendly way help
useful, responsible, friendly, successful, make the work environment more pleasant.
success, pleasant, good, bad, better,
worse, best, worst, very, quieter, smarter. Email is the best way to communicate at work .
Networking is the worst way to succeed in
business.

DEFINITION PARAGRAPHS 111

 & 4.1 Notice
Read the sentences. Write F if the sentence is a fact or O if it is an opinion.
1 Teachers work harder than doctors.
2 The price of a product always shows the quality.
3 In the United States, less than 9 percent of top managers are women.
4 The president of the company pays all employees a fair salary.
5 The minimum wage in New York State in 201 3 was $ 8.00 an hour.
6 Success is related to working hard because if you keep trying, you will succeed.

4.2 Apply It to Your Writing

Think about the term that you are going to define for your paragraph. Look at
the supporting sentences you wrote in Activity 3.9 on page 110. Write two sentences to
support your ideas. Work with a partner. Are your sentences opinions or facts?

i 1 1P 8 i F p

i i i i :i n l ii l i b i i i i H I i i i r 1 i i n I II i i i I I i i I I r i i i i r i i i i B i i i i H i i i i r i i IE i FI n m

.. - - _ .
: i j

O Writing Skill 2: Verb Tense Consistency

Verb tense consistency means using the same verb tense throughout a paragraph. In
academic writing, it is important to have verb tense consistency. Writers usually use one tense
in a paragraph or essay because unnecessary verb tense changes can confuse the reader. They
only change the tense when there is a clear reason to change it, and they usually signal the
change with a time phrase.
The following paragraph uses the present tense of the verb for most of the paragraph. The
present tense is the usual tense for explaining facts and common opinions. The writer uses the
past tense to compare the present and the past. Notice the time words and verbs in bold that
help signal the change to past tense and then back to present tense.
According to the Cambridge Learner's Dictionary Online, networking is " the activity of using
social events to meet people who might be useful for your business." In other words; networking is
making social connections that can help a person's career. It is like socializing because people meet
and talk . They meet at restaurants, at parties, or at people's homes. However, it is a little different
because the people want to talk about work . They discuss jobs and future opportunities . In the past;
most networking happened when people met face- to- face. However, today people network on
the Internet. In fact, within the last few years, several professional websites such as Linkedln have
started to connect people from far away.

112 UNIT 4
Use the following guidelines to help you choose appropriate verb tenses for your paragraphs.
1 Use present tenses for:
• facts
• definitions
• current events
According to the Cambridge Learner's Dictionary Online, a shuttle is " a bus, train, or plane
that travels regularly between two places." It takes people a short distance. However, Google
uses shuttle buses to pick up employees in San Francisco and take them to Google offices in
Silicon Valley. This is a distance of over 40 miles. Lately, there have been many news stories about
Google shuttle buses.
2 Use past tenses for:
• historical facts or events
• past events at a stated time
• specific examples from the past
Smoking policies changed over time. In the late twentieth century, many cities
and states passed laws that made smoking illegal in public workplaces.
3 Use future tenses for:
• predictions
• future events
Technology will continue to develop newer and better ways to
communicate over the Internet. Because of this, many more
employees will choose to work from home.
4 If you need to change tenses, use time phrases or time
clauses or signal the change.
Telecommuting means to work from home over the phone or
Internet. This has become a more popular way to work in the
last 20 years. In the past, it was difficult to communicate with
co-workers from an employee's home. But today, there are
high-speed internet connections and cell phones. As a result,
employees are able to contact co-workers very quickly.

DEFINITION PARAGRAPHS 113

 & 4.3 Notice Verb Tense Consistency
Work with a partner. Underline the verbs in the paragraph. Correct the seven mistakes in
verb tense consistency.
A Wallet by Any Other Name Is Still a Wallet

According to the Cambridge Learner's Dictionary Online, a wallet is a "'small, folding case for
paper money and credit cards." In other words, it is a way to carry money. A wallet was similar
to a bank because both hold money. Also, people put money into both a bank and a wallet.
In addition, people took money out of both a bank and a wallet. However, a wallet is different
from a bank in some ways. A bank is a safe way to keep money, and it can hold a great deal
of money. A wallet is not a safe way to keep money. Wallets were not very big, so they cannot
hold a lot of money. For example, my wallet does not have very much money right now. A year
ago, it has a lot of money because I have a good job at that time. 1 don't have enough money
to fill a bank then, but I had enough money to fill my wallet. Someday, 1 had a good job again,

and my wallet will be full of money again.

& 4.4 Use the Appropriate Verb Tense

Complete the paragraph with the correct tense of the verbs in parentheses.
The Meaning of a Living Wage

A living wage is (be) a type of wage, or the amount of money, a

(D
company .. ..
L J (pay) per hour. This wage (allow)
(2) ( 3)
a person to pay bills and to buy food. It (be) similar to the minimum
(4)
wage, but it (have) an important difference. A minimum wage
(5)
is the least amount of money that a company can pay by law. In contrast, the iiving wage
b V .
I I J . .
Id I LI i I I I 1III J I h IiII I
: (be) the amount of money a company should pay to give employees
(6)
.
a good life Usually, the iiving wage 11 Ti B r P M !

(7)
P V 1 I 1F P I 1B P 1 F F T 1 B P1 (exceed), or is larger than, the
minimum wage. For example, where I live, ! (make) the minimum
(8)
wage of $ 8.00 an hour. However, the living wage where I live i
> .
I - (be)
C9 )
$ 10.00 an hour. Some people I 1 B F F I 1 P F lr B B P B B R B' B B P 'F B B F P B B I P F B B F (say) that the living wage
(10)
.. - .
S J m (hurt) businesses, but I (believe) that in the
(11) (12)
future it a L i i .
1 i i .1 L i a .
h i J (help) families and society grow.
(13)

114 UNIT 4
& 4.5 Apply It to Your Writing
Think about the ideas you brainstormed for your writing prompt in Section 1
on page 99. Write three supporting sentences. Check your sentences for verb
tense consistency.

1 P i n r i r n i l r m i i n ii r iii r r iii i i r ii B i B i i' i a r i 'i n i r i i i i i i i i i H i

2 I . J J a L . .
i l l J ii i i i a i i I .
I B i L J u is i .
l i J s i B i i i J i B p a i i i i i . J i i H i u i i K j' j a i i i J i i i i i i a i i i i j i i .
i i i .
I I i

3 .
i A 4 .
8 4 m i 4 h i ii a h h 4 n .
I 1 m ..
1 4 fa ..
1 4 fa fa 4 4 fa fa 4 fa 4 4 fa fa 4 4 fa I 4 f a 4> 4 4 fa .
fa fa 4 4 S fa 4 4
-. 8 4 4 fa fa 4 fa fa 4 fa fa fa fa fa I fa fa fa fa 4 fa fa fa . fa fa fa fa fa fa fa
-
fa 4 4
-- fa i h 4i f a> fa fa . .
8 . 4 4 fa fa h 4 4 4 fa h 4

0 Writing Skill 3: Coordinating Conjunctions

Writers use conjunctions to put ideas together in one sentence. Use coordinating conjunctions
like and, but, or, and so to combine words, phrases, and independent clauses. When a
conjunction connects two independent clauses, it is called a compound sentence. Read
the examples:
• Words: Some employees have to work on evenings and weekends.
• Phrases: Employees can work in separate offices or at separate desks in one big room.
• Independent clauses: Many employees work at night, so they sleep dunng the day.
Use a comma before the coordinating conjunction when it is used to combine two
independent clauses.
Read the chart below to understand how to use coordinating conjunctions correctly in
your writing.

USING COORDINATING CONJUNCTIONS

l Use and to add Some employees ride and work together.

more ideas.
Workers in the nineteenth century didn' t have electricity, and they
rarely used machines.

2 Use but to add a Many employees have desktop computers at work but laptops at
contrasting idea. home.
You can request vacation time, but you may not always get it.

3 Use or to show a Many workers take the bus or ride a bike to work .
choice.
Some workers have to pay for parking, or they can take the bus
to work .

4 Use so to show Some employees receive the minimum wage, so they have difficulty
a result. Use it paying for rent and food.
between clauses.
One employee had the habit of listening to music at work, so the
manager moved her far from the other workers.

DEFINITION PARAGRAPHS 115

 & 4.6 Use Coordinating Conjunctions
Complete the sentences using and, or , but, or so. Use each conjunction at least one time.
Use a comma with compound sentences.

1 Full-time employees can work for a salary k <f t l d d h k 4 !

: !
by the hour.
2 Salaried employees need to be at work on time they do not usually lose money
for being late.

3 Hourly employees lose money for being late they try very hard to be on time.
4 Hourly employees earn money for working 40 hours a week extra money for
any additional hours.
5 Salaried employees do not earn more money for working over 40 hours they
often need to work up to 50 hours per week even though they are not paid for this overtime.

6 Many employees want salaries overtime pay.

4.7 Add Ideas

Complete the sentences. Add your own ideas with and, or, but, and so.

i Many companies are trying to protect the environment

H I I

2 Recycling takes a lot of time and energy a a fa i .

L 1 a a B L a a b a a b b i . a b b a a b

r1 P T p p p PT1 P P1 p f p i 1 P P V

3 Working in an office all day long is tiring P T B B r 'F B B P T 1B B P T

9 1 9 r 9 n l i a r r i r i r ria r i i a r i i i a r i i a i i i a a r i i i R i i a a B i i a i r i i a i r i i i r r i i P I e i i i B U B P p Ti r p a
1
i p 9 r :
P 9 B I I I B I

4 Doing a good job is very satisfying I f a b a a B b i a a fa a a a a a G b a a b a a b i i a b b i a a b i a a b b i a b b i a a b b i a a b i a a b i 4 fa fa a a fa a fa b a f a k a a fa a H b a a b

..
a a fa a fa ..
a a a a a .a a fa .a a -
i fa .
i a a a fa a a a fa k a a a k a a a k k . a a k k a a k a .a .
a k a a a
- k a a a k .
a a a a .
a a a a a a .a - a a a a a a fa .
a a a a aa

5 It is important to distinguish between P 9s P 9' P 9' P 9: P P 9“ P 9 P P 9 P 9' 9 P 9' 9' P P P P P 9' 9 P P

- P

P T 1 9 1' 9 9 9 9 9 9 B 9 9 9 9 9 9 P I 9 9 P I 9 9 F 9 F 9 F i9 p r 9 9 F 9 9 F F 9 B 9 9 9 F 9 F F 9 9 9 F 9 F F 9 F F 9 F F 9 9 F 9 9 F 9 9 F I 9 F F 9 9 F P 9 F F F F F I 9 B F F F 9 F F F 'F 9 3 9 9 F F 9 I1

6 Some people like Google's pet policy a k k ii . a B i . a a b i a B i u a J .

i ii a a a a i b i a a f a l B B B I I B . iI I a a b i J a i j ..
I I I I b I I I a a j a B B i . a a i f a l l !

a, a a B k I a a a a a a s k i a a k k i a k k i a a k k i a a k .
i l a a k a a fa i a

116 UNIT 4
O Grammar for Writing: Count and Noncount Nouns
Using count nouns and noncount nouns correctly in your writing can be challenging. Follow
the basic rules below to help you use them correctly.

RULES FOR COUNT NOUNS

i Count nouns are nouns that you can The company has three locations in Canada.
count. They can be singular or plural. One location has two offices in the same city .
Some employees have one boss, but others
have two bosses.

2 Singular count nouns need to have An employee can put his sandwich in the
words (determiners) introduce them, refrigerator in the break room.
such as a, an, the, my, his, her, that,
or this.

3 Plural! count nouns do not need Some companies have cafeterias for their
a determiner, but they can use employees .
determiners, such as the, some, my,
their, these, or those.

RULES FOR NONCOUNT NOUNS

1 Noncount nouns are nouns that you The Internet is a good source of information for
cannot count. They cannot be plural. businesses.
Common noncount nouns are A good boss gives her employees
concepts, such as education, encouragement when appropriate.
behavior, communication, etiquette,
encouragement, and control.

2 Noncount nouns take a singular verb. Communication is much faster through email.

3 Noncount nouns do not need Their behavior at work is more formal than at
a determiner, but they can use home.
determiners, such as the, some, my, Many companies let employees have some
their, these, or those. control of their work schedules .

4.8 Identify Count and Noncount Nouns

Work with a partner. Underline the nouns in the sentences. Then label them C5 (count
singular), CP (count plural), or NC (noncount).
CS CS CP NC
1 A working lunch is a kind of meal where employees eat and discuss work.

2 These meals can happen at the workplace or another location.

3 The conversation may include small talk about topics such as the news, sports, or movies.
4 The behavior is more casual at these lunches.
5 Employees often dislike work lunches because they do not get a break from work.

DEFINITION PARAGRAPHS 117

 Avoiding Common Mistakes ( •)
Research tells us that these are the most common mistakes that students make when using
count and noncount nouns in academic writing.

1 Use a determiner with singular count nouns.

a
Many employees carryA bag to work .
2. Do not use a /an with a noncount noun.
Spoiled
A spelled food is often found in office refrigerators.
3. Do not make noncount nouns plural.
advice
Bosses often give employees advices about their careers.
4. Use much - not many - with noncount nouns.
much
It is not appropriate to wear too many perfume in the workplace.

4.9 Editing Task

Find and correct six more mistakes in the following paragraph.
The Definition of |ob Success

Job success is achieving goals and feeling satisfied with your work. Many people believe
that -a- success is making a lot of moneys, but money does not bring many satisfaction to
everybody. However, workers can feel success and a satisfaction from setting goal and reaching
that goal. In addition, if employee is happy with his or her duties, he or she is more likely to do
well. Enjoying work and meeting goals are very important for successes.

118 UNIT 4
© Avoiding Plagiarism
Finding good information can be difficult. Knowing how to
find it will help you.

My teacher says I need to find information about my topic,

and she wants to see my sources. I'm not sure what she means
when she says "sources." What are they, and why are they so
important?
Hans

Dear Hans
In academic writing, writers use sources to provide information for their writing
assignment. Some common sources are books, newspapers, and magazines. There are
also a lot of online sources like government reports and online journals, or audio and video
online. Sources are important because they give you information and support for your
own ideas.

Regards,
Professor Wright

FINDING GOOD SOURCES

There are many places to get information, but not all are good sources. Good sources include
information you can trust.

Sources should Examples of more academic Examples of less academic

be: sources are: sources are:
reliable websites that end in: personal websites, including
.gov (government sites) blogs
up to date
commercial websites that end
written by an .org (nonprofit sites)
in .com
expert .edu (educational sites)
popular newspapers and
newspapers or magazines with magazines with less academic
good reputations for well- articles
researched articles

DEFINITION PARAGRAPHS 119

 & 4.10 Notice
A student wrote this topic sentence for a paragraph about ceil phones in the workplace.
Work with a partner. Check (/) the best two sources of information for this paragraph.
Explain your answer.
Most workers bring a cell phone to work, but it can affect their work and other employees.

i k k 1 A new government report on the impact of cell phones on the workplace

:2 A blog with seven tips on how to create a good cell phone policy in offices

:3 An article in a popular magazine that discusses cell phone etiquette at work

4 An academic article from a university on how phones affect people's work

4.11 Practice
Read the situations. Check ( / ) the source you would use.
1 If you want to find information on effective teamwork on the job, go to:

\a a personal blog about the importance of teamwork.

newspaper about research on how companies view teamwork.

i b an article from a
2 If you are interested in information about workplace stress, go to:
B
-
la a professional association of psychologists website.
a a

i \ b Workplace Wellness Massage company's website.

3 If you are looking for information about women in the workplace today, go to:
i a a J i

a a a a .= a a 2003 article on women choosing not to work.

Z S
Z 7
Z 1
Z Z z
Z 1
"

b a current government report on the number of women working now.

120 UNIT 4
 5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your paragraph.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your definition
paragraph.
Before you start, read the student's brainstorm chart. He wrote ideas from the cluster
diagram he used to reflect on this topic in Section 1 on page 98. Then he brainstormed and
wrote down more ideas as he thought about the topic. Finally, he crossed out the items that
he thought were the least strong.

\ r
BRAINSTORM CHART
Dictionary definition
Cambridge Learner ’s Dictionary Online: “member of a group who tries to do what is good for
the group rather than what is good for just himself or herself.”
Topic: Term that you are Category: Category Identifier: How it is different
defining it belongs to - does what is right for the group
team player member of a group - thinks of others and not just
himself
Identifying characteristics Comparison to Negative explanation
- communicates clearly similar ideas - makes people feel bad
- avoids conflict friend ' says “That’s not my job.”
- honest helper ' comes to work late
- supports Co - workers family
coach - doesn’t help
- friendly
- does any job
Examples and explanations
Different definition in the workplace
- shares opinions, listens - doesn’t make people feel bad
- good speaker, talks about problems - doesn’t say “not my job”
- asks for opinions - waiters clean off others’ tables
- doesn’t get upset ' has fun
- respects people doesn’t frrsult people
- helps people ' mechanics and tools

DEFINITION PARAGRAPHS 121

 2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1 on page 99. Write the best ones in the chart below. Include ideas from the
Your Turns throughout the unit. Finally, brainstorm more ideas. You will probably not use
every idea, but it is good to write as many ideas as possible.

BRAINSTORM CHART
Dictionary definition

Topic: Term that you are Category: Category Identifier: How it is different
defining it belongs to

Identifying characteristics Comparison to Negative explanation

similar ideas

Examples and explanations

122 UNIT 4
 STEP 2: MAKE AN OUTUNE
Complete the outline below with ideas for your paragraph from Step 1 on page 122.

PARAGRAPH OUTLINE

Topic
Sentence V P P

Supporting
Sentence 1
A.
.
i I J .
J h I I I > b I,I I I I I ,1 I I I J I II J i I J J .
I II
^ .. I I J J II I J J li I I J a .
I I I J a L . .
I J B I I I J E I I I J fa L I J B fa I, I J ii < I, J . i, I, I J .
B .
I I J .
ft I I J B I I J I I I J . 1 I I d li I J m
’
mm m ! J il li I I JBkl l 4 H k l l 4 B k l J d B l i l J a B k l J a B k l J B I i k l J B I i l i l J a i i l l J a h l. I J B L I I I I . . .. ..
L I JIBLJ JIBIi I Jlfcl J JlfaLJ dlii l J JIliJ lllli I IJIliJ J . . . .. . i l .
l J J 1 B

Detail 1.
p p p p l p p P V P P V P P S P S P P P P s 1 p r +p P P 4 - p v +P - P M P P +1 P P T I P p P T I
" e p V 1 P "P 1
P " P " V P p p p V P p V P

Detail 2.

Supporting
Sentence 2
3. . .
L J l J L I I I J L I I I J L I J
- L J. J I L i J a L J J S L J J a f i L J J I l L J J I L I . j a L i J I L J H L I I J B L . .
j j i L i j a B L i j a B L i j a L i . . j a L L j a L j a L J L L J J Bi L J J L J J L j a a j a L

Detail 1. p p p p p P V P
"" P V P V P V P V p p p p p p p p .J
i # p # p p
* p p PJ p p P P V VP p p p

Detail 2. P P

Supporting
Sentence 3
c.
L 1
> :

Detail 1. p p p p p p P V P P
- P V P P s P s p p p P s p p a p +p P r 4 p v +P P P +P P P +P - P P P P P P V P V P P
" V P
- P
" V P p p p V P p V P

Detail 2.

Concluding
Sentence L B I J Bi .
L B I J L L .
B 1 il L L B J il L I B J m L I J J B L J J J fi L J J i l k L J J B B B .
I J J L I I J B L LJ J B L I .I J B L I I J B L I J J B L I J B fa L I J fl B L L J S L L I J L L J J B L I . .
I J B L I J J B L J J J B L L J B I I I I J J k B I J J k I r J B k B I J B k B I J B k l J J B k l J a B k B J B B k B J B k k B .I . . I J B k l l B B k l. J
B k k l l B k l l J B k l B .
B B I a B fa k k J B fa . . . . . .. .J
B I J B fa k J J B B B J J B k n B J i l B k B J J B k J .
I B a B B

DEFINITION PARAGRAPHS 123

 STEP 3: WRITE YOUR FIRST DRAFT
Now it is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline, notes, and the sentences you wrote in the Your Turns in this unit and in
Step 2 on page 123.
2 Focus on making your ideas as clear as possible. Use coordinating conjunctions to join
your ideas.
3 Add a title.

After you finish, read your paragraph and check for basic errors.
1 Check that all sentences have subjects and verbs. Check that your subjects and verbs agree.
2 Check that you have a topic sentence and a concluding sentence.
3 Check that you used explanations, facts, comparisons, and examples for your supporting
sentences.

STEP 4: WRITE YOUR FINAL DRAFT

1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent. Try to avoid them as you write.
3 Review the Academic Words and Academic Phrases from this unit. Are there any that you can
add to your paragraph?
4 Turn to page 258 and use the Self-Editing Review to check your work one more time.
5 Write your final draft and hand it in.

124 UNIT 4
 You can t use up
.
creativity The more
you use, the more you
have."
Maya Angelou
(1928-2014 )

About the Author:

Work with a partner. Read the quotation about creativity. Then
Maya Angelou was an
answer the questions. influential American author
and civil rights activist. She
1 What is creativity? Give an example of a time when you did something was most famous for her
creative. memoirs, poetry, essays,
and plays.
2 According to Maya Angelou, being creative makes people more
creative. Do you agree or disagree ?
3 Maya Angelou was a famous writer. Besides writers, what other jobs
require a iot of creativity?

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 125

 1 PREPARE YOUR IDEAS

© Connect to Academic Writing

Up to now, you have been learning how to write a paragraph in academic English. In this
unit, you will learn skills to organize your ideas in an essay. You will also learn how to give
and support your opinion in an essay. Some of the skills may seem new to you, but the skill of
giving opinions is not new. In your everyday life, you give opinions when you talk about why
you like or don't like a movie, or when you recommend a restaurant to a friend.

© Reflect on the Topic

In this section, you will choose a writing prompt and reflect on it. You will develop ideas
throughout the unit and use them to practice skills that you need to write your essay.
The first step in writing opinion essays is deciding on an opinion. One way to decide is to
brainstorm reasons why a person would agree or disagree with the idea in the writing prompt.
The writing prompt below was used for the Student Model essay on pages 1 32-1 33. The
student reflected on her topic and used a chart to brainstorm possible ideas for her essay.

WRITING PROMPT: Some people believe that ail high school students should be required to
take a class in the arts (music, drama, art history, etc.). Do you agree ? Why or why not?

Reasons to AGREE Reasons to DISAGREE

- improves students' creativity - takes time away from other subjects
- helps students with other subjects - too expensive - should spend money on science
- makes students more interesting - not everyone is creative
m m m m
- --
.. . .
i 1.1
_

i i p r T i

1.1 Notice
Work with a partner. Add two more reasons to each side of the chart. Share your ideas
with the class.

126 UNITS
& 1.2 Apply It to Your Writing
A Choose one of the prompts below for your essay.

• Some people believe that the best kinds of jobs are creative ones, such as jobs in art,
design, or music. Do you agree? Why or why not?
• Should universities accept students who have poor grades but are very creative? Why or
why not?
• Many successful people, such as Steve Jobs of Apple, have been very creative. Do you
think that creative people are more successful than other people? Why or why not?
• A topic approved by your instructor
B Complete the chart below.

C Compare charts with a partner.

Reasons to AGREE Reasons to DISAGREE

f "1 r r r r

’ B B P T B 1

1 fl I '1 9 1 .1 1

h 4 a fa fc I 4 fa fa 4 fa fa 4 a Ei ii I a fa fa a a B i 4 a B L 4 a h i . a a .
fa i a B B ii a a E h i a fa fa i i a h .
I i i a i i 4 a i i a a fa a a fa i i a a fa a fa b a B fa

p i P P P I P P B P B P P ' P P I 'S P P ' P P P I 1 P P I P P 'P 1 B P T B S P P f B B P P T1 H P P P

1 " P n P f H

i a r i i m B i i i a i i i a p i I I a P i i i a P i I I a r i I I a p i I I a r i i a a i a a p r i a p p I B i! r 'i i B r r i i i I I I I a i r ir i i r r i i B n m B nv ra a a a I I I n a n i p i a ! P P I

I I I K I 4 I I I J I fa f a l l l I f a l J I I la I 4 I fa I, 1 9 I f a fa I 4 I .
IICBI I I B fa ! fa fa I I I fa fa ! B fa fa 4 B fa fa 4 4 B fa
-
fa 1 4 1 t J I I fa ! 4 4 .
l l j u i l l l ! 4 4 4 B I I J 4 B I B l l 9 I 1 t J 11 4 I B I 9 13 4
> > I 4 B B fa I J B f a l> I 4 B B f a .1 4 f l B i l l 4 B f a l l 4 B fa 4 I 9 9 9 9 fa 9 9 B I 9 fa

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 127

 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your opinion essay. You
will also notice how a professional writer uses this language and writes an opinion.

Q Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

capable (adj) create (v) explore (v) range (n)

concept (n) design (v) motivate (v) relevant (adj)

2.1 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the bold words and
circle the correct definitions.
1 Many professional artists are capable of making perfect drawings of things they see.
Capable means
a able to do something. b able to get money to do something.
2 Most art classes begin by teaching concepts such as color, light, and composition.
Concept means
a a test. b an idea.
3 The artist Vincent van Gogh created more than 2,000 paintings and
drawings, but he only sold one. Create means
a to buy something new. b to make something new.
4 One of the most creative people today is jony Ive, the man who designed
the iPod, iPhone, and iPad for Apple. He made drawings of what
these products would look like. Design means
a to make plans for building something. b to build something in a factory.

128 UNIT 5
5 Before they start a painting, many artists make smaller drawings to explore the subject they
want to paint. This helps them understand their subject better. Explore means
a to make many copies of something. b to search and discover more about
something.
6 Money probably doesn't motivate people who choose to become painters because most
artists are not paid well. Motivate means
a to make someone want to do b to know clearly about something.
something.
7 Over his lifetime, Pablo Picasso made a range of art, including paintings, sculptures, and
drawings. Range means
a a selection of very different things. b a selection of similar things.
8 People who study the sciences do not usually take many art classes because they are not
relevant to their majors. Relevant means
a based on math. b related to.

O Academic Collocations &

Collocations are words that are frequently used together. Research tells us that the academic
vocabulary in Part A is commonly used in the collocations in bold below.

& 2.2 Focus on Meaning

Work with a partner. Match the collocations in bold to their meanings. Write the letters.
1 The musician Miles Davis worked with a wide range of a to see if something
musical styles, including jazz, rock, and experimental can be done
music.
2 With his trumpet, Davis was capable of expressing b the first thing you
many different emotions, such as excitement, sadness, need to learn
anger, and joy.
3 One of the basic concepts of photography is to put the c able to show
subject of your picture in the center.
4 Because he grew up poor, Charles Dickens' main d many different kinds
motivation for writing novels was to show the difficult
lives of poor children.
I M I I ff M I I I M I
s People who want to explore the possibility of e the most important
becoming an artist can begin by taking a short art course reason
at a local school.

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 129

 0 Writing in the Real World
The author of "This Math Teacher Wants More Classes in the Arts" expresses her opinion about
the arts in schools.
Before you read, answer this question: Why do you think a math teacher wants more classes in
the arts?
Now read the article. Think about your answer to the question above as you read.

l In my 23 years as a high school math

teacher, there have been only a few students
I couldn’t reach. Mark was one ot them. A
small, shy boy, he slumped ’ quietly in the
back of my algebra class, looking bored .
Mark didn’t have any motivation, struggled
to pay attention in class, and had trouble
with basic concepts like long division. I
helped him after class, I found tutors tor
him, but nothing worked. Mark even began
to miss classes , and I worried that he might
drop out.2
2 Then, suddenly, I noticed big differences
in Mark’s behavior. Mark began to sit up 4 Mark is not alone. Many experts believe that
straight in class. He took notes, asked classes in the arts - music, painting, theater,
questions, and smiled. His homework film, and more - do more than develop
improved, and his test scores got better, too. a students creativity. They can also help
students in math and other subjects. Also,
3 Why did Mark change ? It wasn’t because students who take arts classes drop out ot
of anything I did. Mark’s performance school less often. This is why 40 states in the
improved because he started taking an art United States require high school students
class. For the first time , he found a subject to take classes in the arts. Sadly, our state is
he liked and was good at. Even though he not one ot them, but it should be.
was shy and quiet in person, he was capable
of expressing his ideas and feelings with a 5 There is strong evidence ' that classes in the
paintbrush. Art class motivated Mark to stay arts can help students in other subjects. A
in school and gave him confidence to try 2007 study found that students who took
harder in other subjects. music classes scored more than 20 percent

;
slump: sit with the head and shoulders bent forward ’evidence: anything that helps to prove something is or is
drop out: stop going to school before graduation not true

130 UNIT 5
 higher on math and English tests. According arts education were “three times more likely
to a ditterent study, children who began to to have high attendance.”4 Some of these
take singing and piano lessons improved students are like Mark - art class is their
their scores on IQ tests. A third study tound main motivation tor staying in school. Other
that children who learned about paintings students simply teel more confident and
were better at remembering information. A interested in school after taking these classes.
report from the President’s Committee on the
Arts and the Humanities mentions a wide
7 For all ot these reasons, our schools must give
range ot studies that say that arts classes help
the arts the importance - and the money -
students solve problems and think creatively they deserve. I strongly believe that our state
must join the other 40 that have made high
and critically.
school classes in the arts a requirement. It we
6 That is not all. Researchers also believe do not , what will happen to other students
that classes in the arts improve student like Mark, who could be helped so much by
motivation . When schools teach the arts, the arts? Thanks to art class , Mark not only
students pay attention more in class, and finished high school , he also finished college
more students hope to go to college. One and graduate school, and is now a teacher
study, by the anthropologist Shirley Brice himself . What subject does he teach? He has
Heath , tound that students who received just joined my own department as a new
algebra teacher.

^ attendance: being at an event or going to a place

2.3 Check Your Understanding

Answer the questions.

1 What are the main reasons why the author thinks high schools should require classes
in the arts ?
2 What evidence (facts, stories, examples, details) does the author give for her opinion?
Which evidence do you think is the strongest? Why?
3 Have you ever had an experience like Mark's? if so, what happened?

A
2.4 Notice the Features of Opinion Writing

Answer the questions.

1 Look at the first four paragraphs, in which paragraph does the author try to make the reader
interested in the topic? In which paragraphs does the author give her opinion on the topic?
2 How many reasons does the author give to support her opinion? in which paragraphs can
you find those reasons ?
3 Look at the last paragraph, in which sentence does the author restate her opinion?

INTRODUCTIONTO THE ESSAY:OP1NION ESSAYS 131

 3 STUDY ACADEMIC WRITING

In Section 1 on page 126, you saw how the writer of the Student Model reflected on her
topic. In this section, you will analyze the final draft of her essay. You will learn how to
organize your ideas for your own essay.

O Student Model
Read the prompt and answer the questions.
WRITING PROMPT: Some people believe that all high school students should be required to
take a class in the arts (music, drama, art history, etc.). Do you agree ? Why or why not?
1 What are some reasons to agree?
2 What are some reasons to disagree ?
3 Read the title. What opinion do you think the writer has ? What reasons do you think she
will give?

Read the essay twice. The first time, think about your answers to the questions above.
The second time, answer the questions in the Analyze Writing Skills boxes. This will help
you notice the key features of an opinion essay.

High School Students Do Not Need the Arts

1 In today’s world , education is very important because you need a college

degree for many good jobs. High schools need to do many things to prepare
students for college. For example, students have to learn math, English, science, 1 Analyze Writing Skills
and history, and they must also study for college entrance exams. Recently, Underline the sentence
in paragraph 1 that gives
some people have said that high schools should also make students take classes
the writer's opinion and
in the arts, for example, painting , theater, fashion , film, or music. The arts are her reasons for it .

nice, but this is not a good idea . High schools should not make students take
classes in the arts for three main reasons: these classes do not prepare students
for college, they are too expensive, and students do not have time for them.
2 The first reason why classes in the arts should not be required is that these
classes do not prepare students for college. This is true in two ways. First,
students do not need to take arts classes to get into college. Most college 2 Analyze Writing Skills
Underline the topic
applications ask for three things: the student’s grades, scores on achievement sentences in paragraphs
tests, such as the SAT, and a personal essay. Students do not have to do a dance, 2- A . Circle: The topics
are the same as /
design a dress, or create a painting when they apply to college. Second, unless different from the topics
in the last sentence in
they are going to an art school, most students do not plan to major in 1 the arts. paragraph 1 .
Since they are not going to explore the possibility of being a painter or dancer
in college, the arts are not relevant to them in high school.

major in: to study something as your main subject in college

132 UNIT 5
3 Another reason for my opinion is that classes in the arts cost too much
money. These classes need a wide range of expensive equipment such as paint,
musical instruments, or video cameras. Most schools do not have the money
to give these things to every student. If the school buys them, it will not have
enough money for more important subjects, such as chemistry and biology,
which also need expensive supplies. The school could make students buy their
own art supplies, but many students cannot afford them. Also, this is not fair
because people should not have to spend money on a class they are required to
take.
4 The final reason that high school students should not have to take classes
in the arts is that they do not have enough time to explore these subjects.
High school students are already busy with many important things. First, they
have to take classes they need for college. Second , they have homework in all
of these subjects. Third, students have to spend time preparing for important
college entrance tests, such as the SAT. Many students already spend all of their
evenings and weekends doing these things, so they do not have enough time to
3 Analyze Writing Skills
act in a play or practice the piano as well.
5 In conclusion, the goal of high school is to prepare students for college,
Classes in the arts do not prepare students for college, and there is not enough
—
o
Circle the words that
show that this wifi be
the last paragraph of the
essay.
money or time for those classes, so they should not be required. If high schools
force students to study these subjects, it is possible that fewer students will go 4 Analyze Writing Skills
to college, and they will be less successful as adults. Instead of spending money Circle: The last sentence is
a prediction /
on the arts, high schools should offer more tutoring and test preparation. ° 1 a recommendation /
an example.
 & 3.1 Check Your Understanding
Answer the questions.
1 Does the writer think high schools should require classes in the arts?
2 What three reasons does the writer give ?
3 Do you agree with the writer? Why or why not?

3.2 Outline the Writer's Ideas

Complete the outline for "High School Students Do Not Need the Arts." Use the phrases
in the box.

arts not required on applications musical instruments test scores

homework other subjects more important

ESSAY OUTLINE
9 V
I. Introductory paragraph p p f P r T f r ii r if p p 9 9 B P T l B i P T r B P P T l f P P l I l P P l l
- P r i P B P P I l f P r T i B P T1 1 p p I p p S P T I I f l P P I I B P P I I
^ P T S
- P T I P
- P T I P P P I 1 P P P 11 P P 11
"

Thesis High schools should not make students take classes in the arts for three main reasons:
Statement

These classes do not prepare students for college, they are too expensive, and students

do not have time for them. P 1l T 1

Body
Paragraph 1: 11. Poesn t prepare students for college
Reason 1
Supporting
Sentence
A. What college applications require I" T 1 r T 9: p ri p ii p ii r r i p ni p p i i p p p i i B p p i T i r p T i p p r i P I T r i 9 T 9 9 r r T e r T P r T P r r T P r T p p r

Detail 1. Grades P P P T B P T 9 1 9 H P P T T 9 P P 9 B H P T T B H ‘P T 9
"1 P T P I 9
- P 9 P P S

Detail 2.
P P T 1 P P P T’ T B P P 9 9 B B P T 1 B H P 9" P P T 9 B P P T 9 B P T T 9 B P P I P I T
- P I 9 P P I

Detail 3-. Essay

s
-r i r r i i r r r i » B r t i ljjr T I a r T B P P T T S P P T T B B P T 9 E P T B E E T 9 P P 9 B P T T B P P I T - P P T 9 P T T B B T 1 9 B P 9 P P 1 9 T P 9 9 9 P I

Supporting 3. -
Sentence
P P P 9 9 B P S p p i i p r i

Supporting
Sentence
C, Most students not art majors P I 9 9

Body
Paragraph 2: III. Classes too expensive
9 R P r T9 1 P T T 9 P P r 9- T P P T T T B P T T n T P P 9' T T P P "
|
9 9 P 9* T 9 9 P P 9 lP P9 9 9 P T 9 9 B P n P 9’ 9 S P T 9 9 9 P 9 9 P 9 9 P I 9 9 T 9 9 T T9 9 T 9 9 B T 9 E T '9 E P
9

Reason 2

Supporting
Sentence
A. Equipment is expensive 9 E P P 9 9 P P 9 1 9 9 E P P 9 9 B P P 9 9 B P P 9 9 E P P 9 E P P 9 9 B 9 1 P 9' 9 B B T 9 1 9 9 'B P P 9 9 'B P P 9 9 B P P 9 9 B P P 9 9 B P P 9 9
- P P 9 1 9
- P P 9 9
- P P 9 9
- P P 9' 9 E P T 9' 9 E P P 9" 9 B P P 9“ 9 B E P 9 1 9 B E P 9 1 9 B B P 9 1 9 E B P 9 1 9 9 B P 9' 9 9 B P 9' 9

134 UNITS
 Detail 1. Paint |
: a I fa-

Detail 2.
a L i a J L J a a i k j a i t k j a i i i i a k k i i a k .
i i J k i i J a i i i i
- i l l J k i i i i k i j a i i i i j a i i i i i i i k i a i B i> i a a B .
i i a i i i, .
i i k i i a u j a k .
i j a i L i. i a i k .
i J i f a i . a a B k i a a i k i j a i k i i a i k i a i k k i a i k i i a a k i i a a k .
a a a k I i
-
i .
i i i j a k a a a a i i a a b i .J a a k L a a a .
i i B k k k a a k k i a a k i i j a i .
a a a a a a n

Detail 3. Video cameras J I t L L J .

fa

Supporting 3.
Sentence

Detail 1. Chemistry
-
J B I . . B a B x j .
I I B H B B B 1 .. .
B B B B B B B B B B J m m u k a a .
i I I
- i l l k i i j fa i i a B k i a a B k i a B B k i a B B k i a B k L a a i B k a i k k a u a B k B i a a B k k a a B k B a . a i .
i a a B k i a a B k i j a a k i a a B k i a a k k i a a k .
i i a a k i i a a k .
a a a k I i
-
i .
i i i a a k a a a a i i a a h i .a a a h L a a a h l a i k i a a i k i a a k i i j a .
a a a a a a a n .

Detail 2, Biology

Supporting
Sentence
C. Students can’t afford equipment l

Body
Paragraph 3: IV. No time for arts classes
.
i i i .
a a .
i i J a k k i a a a k a .
a a i i ii a a a k a a i i J .a a i H a i a fa a a a a a a a a a a> J: J a i a i J a i a i a

Reason 3
Supporting
Sentence
A. Students .already
. busy J f a i i a i il J J . . L a .a u
i a a ii x J a a . JQLM
k i a j i a a
U P * j i

Detail 1. Classes
-B a a a a a a a a a a a a a > i a a a ,i a a a i i a a a i i a a a i J a a a i a a a i I I
- i l l J k i i J a a. i i J a .
i i .i d a i . i J a a .
i i J a i, J a k i . i J a k I, I a k a. .I J a k a. ,i J a . a. J
i ii a .
i B J ii a i . a J a a i .a J a k l a d a b I B a a .
i i J a a .
i i J a a i. i a a k i i a k . .
L 1 1 a k i i
-
i a .
i i I I a i l l J k i i J a k a i a a k

Detail 2.
j a a a J a a a i > a J a i i . a a a i i JI a k i i JI a k a
-
i a a a i J a a a i J a a i I I a i l l a k i i j a k i i J a k i .i d a k i J a a k i J a a i, J a k i . i J a a I I a k a. .I J a k a. ,i J a k a. J ii a k B J ii a i . a J a a i .a J a k l a d a k I B a a k i J a k .
i i J a k i. i a a k i .
k k J J B B I i
-
i a .
i i I I a i l l J k i i J a k k i J a k i 4 a k i i B k k k J f l k i i k J a k i i J a a i a k .
a j J a k

3...Preparing
. . . for
B 1 . . . ^ ...entrance
. . . .. college L .. . . . . .... .. tests
. B B .. .. . .
L B B L B L L J a B L , L B L . , B . L J B L . B B « .
B B jJP B B B B B B B B B B . B B X B B X B B B L .. B j a .
i I J J I I I J I B J . B I J B L J I B I J I B i l k a B k I I L J k I B I I I J k I j fai k I . I J a k

Supporting
Sentence
3. No time for the
- arts a a I I I B B k .
I 1 i

V. Concluding paragraph l

Concluding
„.. - .. - . . of-- spending
Instead - .Y -money . . . . . . ., high
- on-- the arts . - ^ . ..schools
. should
. . .. ....... . offer. more . . . ^ and
. . tutoring .... .... test
. . . .. . .B . .
Sentence « X B X X B I B I ' 1 ** J B
'J ' J %/' ‘* “ ' J fc
"‘J “ B B Vl B
* B B B B
^ B B BB t X B B B B X B B B B B B B B B B B B tf B B B B B B B B

preparation. i a k I nl a k i J a .
i i

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 135

 O From Paragraph to Essay
The paragraph and the essay are similar in many ways. A paragraph is a group of sentences
about one topic. An essay is a group of paragraphs about one topic. Each paragraph presents a
key point about the topic.
You have already learned that a paragraph has three important parts:

• a topic sentence that introduces the main idea to the reader

• supporting sentences and details that are in the body of the paragraph. They give specific
information about the topic sentence.
• a concluding sentence that ends the paragraph and usually restates the topic sentence.
As you can see below, an essay is similar to a paragraph because it has three parts, too.
However, each part is much longer and gives more information about the supporting sentences
and details. This additional information gives more support to the writer's ideas and makes
them stronger and more convincing.

PARAGRAPH ESSAY
Topic sentence introductory paragraph
- Background information
- Thesis statement
Supporting sentence 1 Body paragraph 1
details - Topic sentence
- Supporting statements and details

Supporting sentence 2 Body paragraph 2

details - Topic sentence
- Supporting statements and details

Supporting sentence 3 Body paragraph 3

details - Topic sentence
- Supporting sentences and details
Transition word + Concluding paragraph
restatement of
- Transition word
topic sentence
- Restatement of thesis sentence
- Comment or recommendation

136 UNITS
& 3.3 Notice
Look at the chart on page 136. Circle the correct words to complete the sentences.
1 The topic sentence in a paragraph is similar to / different from the thesis statement in
an essay.
2 A supporting sentence in a paragraph is similar to a topic sentence / thesis statement in
an essay.
3 The last sentence of a paragraph usually restates the topic sentence of the paragraph. The
concluding paragraph of an essay usually restates / does not restate the topic sentence of
the essay.

c* 3.4 Identify Parts of the Essay

Work with a partner. Read the Student Model essay on pages 132-133 again. Then circle
the answers.
1 In the introductory paragraph, which is the thesis statement?
a "'In today's world, education is very important because you need a college degree for
many good jobs."
b " High schools should not make students take classes in the arts for three main reasons:
these classes do not prepare students for college, they are too expensive, and students do
not have time for them."
2 How are the other paragraphs related to the thesis statement?
a They explain and support the thesis statement in the first paragraph,
b They give new opinions and topics that are not in the thesis statement.
3 In each body paragraph, what does the topic sentence do?
a It gives another reason for the writer's opinion.
b It makes a comment or recommendation.
4 In the concluding paragraph, which sentence restates the thesis statement?
a "Classes in the arts do not prepare students for college, and there is not enough money or
time for those classes, so they should not be required."
b In conclusion, the goal of high school is to prepare students for college."
5 in the concluding paragraph, which recommendation does the writer make?
a Schools should make fewer students go to college.
b Schools should spend more money on tutoring.

INTRODUCTIONTOTHEESSAY:OPINION ESSAYS 137

 0 Opinion Essays
At the end of this unit, you will write your first academic essay. This will be a special kind of
essay called an opinion essay . In this type of essay, you give your opinion on a topic. You also
give the reasons for your opinion.

THE INTRODUCTORY PARAGRAPH OF OPINION ESSAYS

The introductory paragraph is always the first paragraph of an essay. It does two important
things:
• It invites the reader into the essay with interesting background information about the topic.
• It tells the reader what the essay is about in the thesis statement. The thesis statement is
usually the last sentence or last two sentences in the paragraph.
In an opinion essay, the background information helps readers understand the topic and why
it is important. Background information can include:
• general information about the topic
• important facts about the topic
• a story that helps readers understand why the topic is important
• historical information about a topic
• issues that people relate with the topic
In an opinion essay, the thesis statement gives the writer's opinion about the topic. The purpose
of the essay is to persuade readers of this opinion.
• Make sure the thesis statement gives only one opinion on the topic.
• Introduce the opinion with expressions such as in my opinion, in my view, / believe, or with
modal verbs such as should, ought to, need to, or must.
• The thesis statement often mentions the main reasons for the opinion. Each body paragraph
in the essay will be about one of these reasons.
For every writing prompt, there are many possible good thesis statements that answer the
question in the prompt. Here are two examples:
WRITING PROMPT: In many countries, the government gives money to support artists and
creative people. Do you think this is a good idea? Why or why not?
Good thesis statement: In my opinion, government support for artists is a good idea because art
can improve a country's image, increase tourism, and attract new businesses .
Good thesis statement: In my view, government support of artists is a bad idea. It takes money
away from more important things, and it could increase taxes.
A good thesis statement always gives only one opinion that clearly answers the question in the
writing prompt. The following are not good thesis statements:
Poor thesis statement: There are many reasons why governments should not support creative
people, but there are also reasons why supporting creative people is a good idea. (The statement
has two opinions. There should only be one.)

138 UNITS
Poor thesis statement: In my opinion, creative people struggle to earn money because they do
not make art that average people can understand or enjoy. (The statement does not answer the
question. The question in the prompt is about government support of the arts, but the thesis
statement is about why many artists are not well paid.)

3.5 Notice
A Read the introductory paragraph below. Underline the background information and
circle the thesis statement.
Government Support for Artists

Throughout history, there have always been artists and other creative people, and they have
often struggled to earn a living. One example of this is the famous painter Vincent van Gogh.
He only sold one painting during his life, and he was often poor and hungry. Today, we all
enjoy van Gogh's work, and he might have made even more wonderful paintings if he had
received more support. Luckily, today there are many programs that give money to help artists,
including some government programs. In my view, the city government ought to do more to
support artists because this will create more art for everyone to enjoy, it will attract tourists, and
it will encourage more young people to be artists.

B Answer the questions.

1 What will the essay be about?
2 Why does the writer mention Vincent van Gogh?
3 What is the writer's opinion about the topic ?
4 How many reasons does the writer give for his opinion? What are they?

INTRODUCTIONTO THE ESSAY:OPiNION ESSAYS 139

 3.6 Notice Background Information
Work with a partner. Read the writing prompt and the background information about
the topic in each sentence. Circle the kind of information each sentence gives.
WRITING PROMPT: In many countries, the government gives money to support artists and
creative people. Do you think this is a good idea? Why or why not?
1 Vincent van Gogh only sold one painting in his life. He might have painted more if he had
received more support.
a issues related to the topic b a story about the topic
2 Government support of the arts raises questions about taxes, poverty, the economy, and
more.
a issues related to the topic b historical information
3 Since the first cave paintings were made more than 40,000 years ago, art has been part of
human culture.
a historical information b a story
4 In 2014, a United States government program called the National Endowment for the Arts
(NEA) gave over $ 75 million to artists and arts organizations.
a issues related to the topic b an important fact

3.7 Notice Thesis Statements

Read the writing prompt. Check (/ ) the good thesis statements. Then compare answers
with a partner. Discuss why the others are not good thesis statements for the prompt.
WRITING PROMPT; Most artists do not earn much money Should parents discourage their
children from being artists?
! i Most artists do not earn enough money because most people are not interested in art
and would prefer to spend their time on other forms of entertainment.
2 Even though most artists are not rich, parents should allow their children to be artists
because this will make the children happier and more interesting people.
h b h
m
-

i : 3 I believe that parents should not encourage their children to be artists because art is an
expensive hobby, most artists are very poor, and children need to earn and save money
for their future.
P P P B B 4 In my view, children who are very talented in the arts should be encouraged, but
sometimes it is better for children to make money to support their families because it is
so hard to succeed in the arts.
5 If a child wants to be an artist, it is the parents' job to encourage the child, because he
or she will be a better artist with the family's support, and he or she could become very
successful and wealthy.

140 UNIT 5
& 3.8 Apply It to Your Writing
Look at the brainstorm chart you created for your writing prompt in Section I
on page 127. Write a thesis statement for your essay. Include one clear opinion.

m m fin fii .
i .
i fa .
ft .
I fin . In ifi ..
ft 1 fi ifi m m m .
ft m fi nil fi fi fi I fi fii 8 .
ft

i i i i i i i i i i i i

BODY PARAGRAPHS OF OPINION ESSAYS

Body paragraphs give more information about the ideas in the thesis statement. Each body
paragraph should be about one of the reasons in the thesis statement For example, if your
thesis statement gives three reasons for your opinion, your essay should have three body
paragraphs - one paragraph for each reason.
Each body paragraph:
• starts with a topic sentence that gives one reason for your opinion. This reason should be
one of the reasons mentioned in the thesis statement
• includes supporting examples, details, or expert opinions that support your reasons.
• uses phrases like one reason,, another reason, finally to help connect one paragraph to the
next paragraph:
The first reason / One reason why classes in the arts should not be required is that these classes
do not prepare students for college.
Another reason for my opinion is that classes in the arts cost too much money.
The most important reason why these classes should not be required is that most students are
not interested in them.

The final reason that high school students should not have to take classes in the arts is that
they do not have enough time to explore these subjects.
Finally, high school students should not have to take classes in the arts because they do not
have enough time to explore these subjects .

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 141

 & 3.9 Notice
Work with a partner. Read the thesis statement and the two body paragraphs. Then
answer the questions.

Thesis statement: Art today often costs millions of dollars, but in my view it is not worth that
much because anyone could make it, and it is often made from worthless things.
Body paragraph 1: The first reason why modern and contemporary art should not be worth
very high prices is that anyone can make it. Today's art can be made with very little skill or
talent. For example, paintings by the artist Jackson Pollock have sold for over $100 million,
but Pollock did not even use paintbrushes. He just dripped, poured, and squirted paint on the
canvas. Anyone can do that. Also, some artists do not even make the things that they display
as art. One example of this is the French artist Marcel Duchamp. In 191 7, Duchamp bought
a toilet at a hardware store and put it in an art gallery. The critics said he was a genius, but
anyone could have done that. More recently, the British artist Tracy Emin "made" a work of art
by moving her bed into an art gallery. Someone paid £150,000 for it (about $ 250,000). This
price is not reasonable because nearly all of us already have a bed and do not need to buy
one - especially not for $ 250,000.

Body paragraph 2: Another reason for my opinion is that today's art is often made from
materials that have no value. Some artists work with very cheap materials. The American artist
Tom Friedman is an example of this. He has made expensive art from toothpicks, pieces of
tape, plastic cups, and drinking straws. Recently, Friedman put a single green pea on a gallery
wall and sold it for $ 35,000. This is not a reasonable price. No one will want to eat a pea that
has been on a wall, so it really has no value. There are even artists, such as the American artist
Joseph Cornell, who make art from things they find in the garbage. Today, people pay more
than $100,000 for Cornell's work even though it is actually made of trash.
1 Circle the topic sentence in each paragraph.
2 Each topic sentence gives a different reason for the writer's opinion. What is the reason in
each topic sentence?
3 Underline the supporting sentences in each paragraph.
4 Put a dotted line under the details in each paragraph. Is each detail a fact, an explanation, or
an example ?
5 Read the thesis statement again. Circle the two reasons in the thesis statement. Are they the
same as the reasons in the topic sentences of the body paragraphs?

& 3.10 Write Topic Sentences for Body Paragraphs

Read the thesis statement at the top of page 143. Complete the topic sentences for each
body paragraph. Make sure each body paragraph makes a different point.

142 UNIT 5
Thesis statement: There should be more television programs about the arts because these
programs are educational, they make viewers more creative, and they help support artists.
Body paragraph 1: One reason why we need more programs about the arts is i.

k i J k i J .
j H f t i j a a .i
i l ,i J k i .H I a .
ft J a k I: 4 i a a I 4 4 4 4 X 4 4 . I k k 4 k k I . 4 k k I k m

Body paragraph 2: Another reason for my opinion is that .. a i B a IBP

I "

Body paragraph 3: Finally, television channels ought to have more programs about the arts
because . II
i 4 k k i 4 k .
i 4 k 4 k k 4 B k 1 4 a .
k I 4 4 k k I I 4 B k I 4 4 B k I .4 4 B B k B fc 4 a k k 4 4

a B n 4 a B B a a n a a a B BBlI

3.11 Organize Ideas

Work with a partner. Read the opinion below. Think of three reasons for the opinion and
write a few words or important phrases to suggest these reasons.
Opinion: it's a good idea for everyone to have a creative hobby like painting or making music.
Reason 1: ... ..«

Reason 2: B :
i I .
k I I 4 4 J a 4 E in k ii J 4 a I 4 a B i . a a a a I 4 i a i a J a i a a i.i a a B i i n«

Reason 3: i i i
1
a p i I P P I I I B P l i n P P I I B P P I p p p i i p r r i i i p T i 7 F p i ii P r IP i a r i a p i a a p i a a P i a a p p a a a
-
i r *

3.12 Write Topic Sentences

Look at the reasons in Activity 3.11. Use your ideas to write a topic sentence for each
body paragraph. Use some of the expressions below to begin your topic sentences.

the first reason for my opinion is the most important reason is

one reason why i believe this is the final reason is
another reason for my opinion is finally

Body paragraph 1
Topic sentence: . I 4 a a .
ft J .
4 H B I J B H k l l a B a an a 4 k 4 B 4 B

7 rt FI a a p

Body paragraph 2
Topic sentence: 4 « 4 .4 4 kXJ 4 4 B k 4
- 4 m k 4
- 4 B k .
4 4 4 m B I . 4 4
- k k 4 4
- k k X J
- k k .k 4 J k k 1 4 «
-- k ... « « k k k 4 4 k k ft 4 . «
-- - fc 4 4 fc

4 B 4 B fc I 4 h k 4 B 4 4 4 4 k B 4 B

Body paragraph 3
Topic sentence:... a a a p i i a p i i i a r p i i 7 p p r i i p p p T B P a p i i i a a p i a a a p i s a a p i a a a P I T a a r i i a p r T T B B P 'p T B B p p T n B P P i a a r p i a a r p i a a B r i a a a ' 7 7
1 P '7
'7 7 P p a a E p P T T P P p p a a p ra a a p p a a a a P I a a p ra a P r T I a a r i a a p p i a p p

p p a
:
a a a a a p P T' a p P T p a p a p a a a p p a a
1

- p p a a
- p p a a
- p p a a P p a a p r
- p a apra
- a a S++ a P ir 4 a p p S' a a p ra p a p p p a r+a a
-
p paa
-
ra a a p r+
- -
a p + p a P a a a
1 p

INTRODUGTIONTO THE ESSAY:OPINION ESSAYS 143

 3.13 Write Supporting Sentences
Work with a partner. Look at your sentences in Activity 3.12. Write one supporting
sentence for each of the topic sentences. Add a detail (a fact, an explanation, or an
example) for each supporting sentence.
Body paragraph 1
Supporting sentence: B r i

Detail: , p p B B p +n * B p p p B P P s B s P s P B

Body paragraph 2
Supporting sentence: fil J a a k a k a k k .a.

Detail: .. r i a r H i r i n a r n i n i B i i i i i r i i n i t r i n i t r i i i r r i n i r i i i i r i ii n i i n u i i i k i i i k i i

Body paragraph 3
Supporting sentence: s p'p B P 1 B 4 4 4 - -
» t 4 4 4 p t 4 4"S t > 4 4 e
--
« 4 4 4 p > fc T 4 B B
-
'P 1 B B P B B B B P P - P

Detail: j a k L J a k L a a k i a a a k i a J a k i. a k k a a a k k a a a k k a a a k k a k k a k k a k k k a k k a k k a k k k a k k k a
- k k a a k k a
- k a a k a a k a
- k k a
- & k a a k k a a k a a k k a a
- k a a k a a k a a k k a a k k a a k k a. a k k a a . a a .a a
a B i a B .. a
B k i a B k a

* 3.14
rfV
Write a Body Paragraph

Look at Activities 3.11- 3.13. Choose a topic sentence, supporting sentence, and detail.
Write one body paragraph on a separate sheet of paper. Add one more supporting
sentence and detail to the paragraph.

3.15 Apply It to Your Writing

Look at your brainstorm chart in Section 1 on page 127 and the Your Turns in
this unit. Write a body paragraph explaining one reason for your opinion. Use the steps
in this section as a guide.

CONCLUDING PARAGRAPH
The concluding paragraph is the last paragraph of the essay. It does not add any new topics
or main points. Instead, the concluding paragraph summarizes what you have written and ends
the essay in an interesting way. The concluding paragraph usually:
• begins with a transition phrase to show that you are concluding. These phrases include: in
conclusion, in short, in sum, to summarize, and to conclude.
In conclusion, the goal of high school is to prepare students for college.
• restates the thesis statement from the introductory paragraph. You can do this in the first
or second sentence of the concluding paragraph.

144 UNITS
* ends with a final comment. This could be one or both of the following:
- a recommendation (something that people should do):
Instead of spending money on the arts, high schools should offer more tutoring and test
preparation.
- a prediction:
If high schools force students to study these subjects, fewer students will go to college, and
they will be less successful as adults.
The final comment will show readers that your essay is finished. You do not need to end
the concluding paragraph by writing, "This is the end of my essay," or something similar.

HOW TO RESTATE THE THESIS STATEMENT

You have already learned how to restate the topic sentence of a paragraph in a concluding
sentence. You can use the same skills to restate the thesis statement.
Thesis statement in introductory paragraph: High schools should not make students take
classes in the arts because these classes do not prepare students for college, they are too expensive,
and students do not have time for them .
Restated thesis in concluding paragraph: Classes in the arts do not prepare students for college
and there is not enough money or time for them, so they should not be required.
The writer used a few strategies to restate the thesis:
• Change the order: In the introductory paragraph, the writer gave her opinion first, then her
reasons; in the concluding paragraph, she gave the reasons first, then her opinion.
• Repeat phrases: In both sentences, the writer used the phrases classes in the arts and prepare
students for college.
• Use different words for the same idea: In the introductory paragraph, the writer wrote
that arts classes are too expensive, and students do not have time for them. In the concluding
paragraph, she wrote that there is not enough money or time for them.
When you restate the thesis, make sure you include all of the important points in the thesis
statement. Do not leave any ideas out, and do not add ideas that were not in the thesis
statement.

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 145

 & 3.16 Notice
Read the introductory and concluding paragraphs of the opinion essay below. Then do
the following:

1 Underline the thesis statement in the introductory paragraph.

2 Underline the sentence in the concluding paragraph that restates the thesis.

3 Circle the reasons given in the thesis and the restatement of it in the concluding paragraph.

4 Put a dotted line under the transition phrase used in the concluding paragraph.

5 Put a box around the final comment. Does the writing end with a recommendation,
a question, or a prediction?

WRITING PROMPT: Many people are creative as children but become less creative as adults.
Is this a good thing or a bad thing? Why do you think so?

Introductory Paragraph Concluding Paragraph

People change in many ways as they To summarize, most adults are less creative
become adults. Many of us were very than they were as children. Because we need
creative as children but became less creativity for inventions, entertainment, and
creative and artistic as adults. In my view solutions to major problems, in my opinion it is
this is a bad thing because the world needs a shame that so many adults are not creative.
creative adults to invent new products, to For this reason, all adults should spend at least
entertain us with books and movies, and to an hour each day doing something creative,
solve important problems in the world. such as writing or painting.

3.17 Restate the Thesis

Work with a partner. For each thesis statement, choose the sentence that best restates it.
Why do you think it is the best restatement?
i Thesis statement: In my view, everyone should have a creative hobby such as painting
because it keeps your mind sharp, it is relaxing, and it can be a good way to make friends.
Restatements:
a Because painting and other creative hobbies relax you and keep your mind sharp, I believe
that everyone should have one.
b In my opinion, it is a good idea for all people to have creative hobbies so they can relax,
keep their minds sharp, make friends, and possibly even become famous artists.
c Creative hobbies like painting help people relax, improve their minds, and meet new
people, so in my view everyone should have one.

146 UNITS
2 Thesis statement: Television channels do not need to make more programs about the
arts because there are already enough videos about art online, few people will watch these
programs on television, and the channels will lose money.
Restatements:
a In my view, there should not be more programs about the arts on television because very
few people will watch them, the TV channels will lose money, and the art might offend
some viewers.
b There is no need for more arts programming on television because the Internet is full of
these programs, and not enough people will watch them on TV, so a network will not
make money.
c Because there are already so many websites for the arts, I believe there is no reason for
television channels to show more programs about these subjects.
3 Thesis statement: I believe that imagination is more important than knowledge because we
need imagination to solve important problems, to make valuable inventions, and to entertain
ourselves.
Restatements:
a Because imagination is necessary to invent, entertain, and solve critical problems in the
world, in my view, it is more important than knowledge.
b In my opinion, the main reason why imagination is more important than knowledge is
that we need imagination to solve major problems in the world, such as global warming.
c Imagination is more important than knowledge in my view because imagination lets
us invent things, entertain ourselves, find solutions to important problems, and most
importantly it lets us dream.

& 3.18 Make a Final Comment

Choose the best final comment for the concluding paragraph below. Write it at the end
of the paragraph. Discuss your answer with a partner.
In summary, television is an important issue because almost everyone watches it, including
young children. Television can be entertaining, but it should also be educational. I believe there
should be more television programs about the arts because they will help teach our children,
they will make viewers more creative, and they will also help support artists

Thank you for taking the time to read my essay, which is now finished.
b If television channels make more of these programs, in a few years we will probably see
our children's test scores get better.
Another thing people should do is give money to museums because many museums also
have educational activities for children.

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 147

 4 SHARPEN YOUR SKILLS

In this section, you will learn writing and grammar skills that will help make your writing more
academic and accurate.

O Writing Skill 1: Background Information

In the introductory paragraph of an essay, writers give background information. This helps
readers understand the topic and gets them interested in it. You have already seen that
background information can include facts, a story, general information, historical information,
or issues. There are also many different ways to order background information. One way is to
begin with a very general statement and then write sentences that become more and more
specific, until you get to the specific topic of the essay. Notice how the writer of the Student
Model essay wrote her background information.
The writer begins
with a sentence about
the general topic of
In today’s world, education is very important because you need o- education.

a college degree for many good jobs. High schools need to do manyo The next sentence is
things to prepare students for college. For example, students have to about something more
specific : high school
learn math, English, science, and history, and they must also study education.

for college entrance exams. Recently, some people have said that Next, the writer gives
high schools should also make students take classes in the arts, for more specific information
about what high school
example, painting, theater, fashion, film, or music , o 1 students need to do.

Finally, the writer adds a

sentence that is about the
specific topic of the essay.

For the general sentences, you can use phrases such as in today's world, throughout history , is an
important issue today, and most people are familiar with.
In today's world, education is extremely valuable.
Schools and education have been important to people throughout history .
Education is an important issue today .
Most people are famiiiar with the issue of education.

148 UNITS
& 4.1 Order Information
Read the prompt and the background information for an introductory paragraph.
Number the sentences from 1 (most general) to 4 (most specific).
WRITING PROMPT: Most artists do not earn much money. Should parents discourage their
children from being artists?
a Therefore, parents worry about the subjects their children study and the careers they
choose.
b They do not approve of careers in the arts because these jobs often pay very little
money.
1 J a .
k L 1 j a h k i c Throughout history, parents have always wanted their children to grow up to be
happy and successful adults.
d Many parents want their children to be doctors, lawyers, or engineers because these
jobs pay well.

& 4.2 Write a General Sentence

Read the prompt, background information, and thesis statement. Then choose the most
general sentence to begin the introductory paragraph. Write it on the line.
WRITING PROMPT: Some people think that having a creative hobby like painting or
photography is good for you. Should everyone have a creative hobby? Why or why not?

Background information: People need hobbies that help them relax, challenge their minds,
and socialize with friends. There are very few hobbies that help people do all three of these
things. Sports are social but not always relaxing, and hobbies like collecting or doing puzzles
are relaxing and stimulate the brain, but are not very social. However, a creative hobby like
painting or photography can do all three of these things.
Thesis statement: In my view, everyone should have a creative hobby because it is a great way
to relax, keep your mind sharp, and meet new friends.
a in today 's world, people have hobbies for a few different reasons,
b Photography is a creative hobby that helps people in many ways,
c Painting and photography are all examples of creative hobbies.

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 149

 & 4.3 Write Specific Information
Read the prompt, background information, and thesis statement for an introductory
paragraph. The last sentence of background information is missing. Write a specific
sentence that completes the background information and connects it to the thesis
statement. Then compare sentences with a partner.

WRITING PROMPT: Many people are creative as children but become less creative as adults. Is
this a good thing or a bad thing? Why?
Background information: There are many differences between adults and children in our
society. In addition to physical differences, children and adults also have different minds. One of
the biggest differences between the minds of children and adults is in the area of creativity.
.
J i L I I J fa fa I a .
B L i a ii L i . . .
B k l I J B I I J d f a l I J d b I d fa fa I I d d fa I I d fa fa

Thesis statement: in my view, it is actually a good thing that adults are less creative because
many adults need to do very important but uncreative work like building things, fixing things,
and keeping people safe.

& 4.4 Apply It to Your Writing

Think about your opinion for the writing prompt you chose and the ideas you
brainstormed in Section 1 on page 127. On a separate sheet of paper, write four
sentences of background information for your topic. Make sure each sentence is more
specific and is connected to the topic of the previous sentence.

O Writing Skill 2: The Thesis Statement

in most academic essays, the last sentence of the introductory paragraph is the thesis
statement. The thesis statement answers the question in the writing prompt and gives the
controlling idea that the rest of the essay will be about. A good opinion thesis statement
includes the following:
• the topic of the essay
• the writer's idea, opinion, or point of view about the topic
• the main reasons for the writer's opinion
Notice how the thesis statements below include each of these things:
| IDEA /OPINION TOPIC REASO N

High schools should not make students take classes in the arts because these classes do not prepare
REASO N REASON 1
students for college, they are too expensive, and students do not have time for them.
TOPIC IDEA / OPINION REASON

Government support for artists is a good idea, in my opinion, because art can improve a country's
REASON REASON

image, increase tourism, and attract new businesses.

150 UNITS
 4.5 Complete Thesis Statements
A Work with a partner. Read the incomplete thesis statements. Write the letter of the
missing parts. Write Tfor topic, Ofor opinion, and Rfor reason.
WRITING PROMPT: These days, some works of art costs millions of dollars. Do you think
people should pay so much money for art? Why or why not?

0 1 Some art is extremely expensive today, but in my view people should buy it if 1 fl S I1 P 3 1 r I I 3

they want to
because it helps the economy and also because it is their money and they can buy
whatever they want.
2 It is now common for some art to cost millions of dollars, but I believe people
should not spend so much money on art because I li 1= II I I B I

V i i r f T I P 1 B P P T1 1 P P 1 1 P P 1 T 1 P I B P P l I B P P I f l P P 1 3 P P 13 a p I 1 S P P1 1 B P P I 1 1 P P 1 1 P P 3
- P 3 3 B I
*

3 These days, i i i i

and in my view this is a good thing because these are beautiful works of art, and
buying them will support artists.
4 People
because, in my opinion, today's art could be made by anyone, and it would be
better to spend that money to help the poor.

B Now complete the thesis statements In A with the missing parts. Read the example
above. Then compare your answers with a partner.

4.6 Write Thesis Statements

Read the topic sentences for three body paragraphs for three essays. Write a thesis
statement for each essay. Make sure your thesis statement matches the opinion and
reasons in the topic sentences of the body paragraphs.

1 Thesis statement: l |
[

3 p r 3 p r 3 3 P 3 3 P P I 3 P P P 3 3 P P '
1 3
- P P P 3 3 P P I 3 r p 3 P T 3 3 P P 3 3 P 3 3 P P P 3 3 P P 3 3 3 3 I 3 3 P 3
'3
- P P I 3 3 P P 3 3 a

Body paragraph 1: One reason why there should be more art on TV is to educate people.
Body paragraph 2: Another reason to have more art on TV is that it is relaxing.
Body paragraph 3: Finally, it is a good idea to have more art on TV because it will support
artists.

INTRODUCTIONTO THE ESSAY:OPiNION ESSAYS 151

 2 Thesis statement: II FI B II FI II B I

rff
- P P T1 P T1 P P1 1 P P P 1 B P P P B 9 P P 1 9 P P T1

Body paragraph 1: The first reason why knowledge is more important than imagination is
that we need knowledge to make useful things, such as bridges.
Body paragraph 2: Another reason is that children need knowledge to do well in school.
Body paragraph 3: The most important reason for my opinion is that people need
knowledge to get a good job.
3 Thesis statement: P P

.
1 B I

Body paragraph 1: One reason why people should not buy expensive art is that artists today
are making art out of garbage and ordinary materials, so people should not have to pay a lot
of money for it.
Body paragraph 2: Another reason for my opinion is that art should be affordable for
everyone.
Body paragraph 3: Finally, people should not buy expensive art because it should be in
public museums and not in private collections.

& 4.7 Apply It to Your Writing

Think about the writing prompt you chose in Section I on page 127 and the
Your Turns in this unit. Write a thesis statement for your essay.
1 L I I B L 1J I 1 I L J I I L U I L L J L I L I .
I I I I L L T J L I B J L I B I L I J J .
I I I I I la I I J L I B J L I I J I! I I J .
I I I J I I I J I I I J I I .
J ..
I J J ..
I J J B J I B L I J

0 Grammar for Writing: Word Forms

Knowing the different forms of words is an essential skill in good writing because writers
connect an idea across sentences by changing the forms of a word. Look at this example:

Children who create art benefit from this hobby later in life. Research shows that they are often
more creative as adults, and creativity is linked to effective problem solving.
You usually change the form of a word using a suffix. Common suffixes are -er / - or and - tion.
Suffixes are syllables you can add to a word to change its form, that is, its meaning or part of
.
speech For example, five new words are formed by adding suffixes to the verb create:
creative (adj.) creation (n.)
A

creator (n.) CREATE (v.) creatively (adv.)

v
creativity (n.)

152 UNIT 5
Different suffixes form different parts of speech. Here are some common suffixes.

COMMON SUFFIXES
i Add a suffix to a verb to make a noun. apply ->
application
Common suffixes: - sion / - tion, - erf -or, conclude -* conclusion
- merit educate - education
explore - > exploration
motivate -> motivation
prepare ->
preparation
design -* designer
explore -* explorer
invent -* inventor
paint * painter
-

achieve * achievement
-

require -» requirement
2 Add a suffix to a verb or adjective to attend - > attendance
make a noun. enter -* entrance
Common suffixes: - ancef -ence, - ness, -ity important -* importance
perform -* performance
reievan t -> relevance
confident -* confidence
independent * independence
-

friendly - > friendliness

great -> greatness
happy > happiness
-

open -* openness
equal - > equality
3 Add a suffix to a noun or verb to make an comfort > comfortable
-

adjective. love -* lovable

Common suffixes: - able, - ful value -* valuable
help * helpful
-

success -* successful
use -> useful
4 Add a suffix to a verb to make an act -> active
adjective. create -* creative
Common suffix: - ive
( CONTINUED)

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 153

 5 Add a suffix to an adjective to make an creative creatively
adverb. different * differently -

Common suffix: - ly extremes extremely

final > finally -

quiet -> quietly

real -> really
recent * recently -

sad -> sadly

sudden » suddenly -

4.8 Write the Correct Word Form

Complete the concluding paragraph. Add the correct forms of the words in parentheses.
Sometimes you do not need to add a suffix.

In . (conclude), there are a few reasons why the government

0)
should give money to support artists. First, many l e i H r i i H H r i a R r 'r 'i H r
'
r i f l i H r i (create)
(2)
people have to work other jobs to survive. Government help would give them freedom
and (independent) so they can spend more time on their
( 3)
art. Second, these programs give artists more 1 B r i I I i i i (confident)
(4)
that they can make a living as artists. This is important because people who feel
(confident) are generally more likely to be
(5)
H 1 H B i B r i (success) F I! H I I I I 1 1 1 1 I I I B n n R i i r i i e r i i i r i i i r i R i r1 i i i i i i r r i R i (final), government programs
(6) (7)
to support the arts will P I r r r i P P1 ( motivate) young children to explore the
(8)
possibility of becoming artists when they are older. This is a good thing because too many
people lose their m m i (create) when they become adults. For
(9 )
these reasons, the city and state government should include more money for the arts in this
year's budget.

154 UNIT 5
Avoiding Common Mistakes ( •)
Research tells us that these are the most common mistakes that students make when using
suffixes in academic writing.

1 Write - ful for words like useful, helpful, wonderful, successful, powerful. Do not write
- full .
useful helpful
Some people say that classes in the arts are not ttsektti or helpfulI, but in fact these classes
increase student test scores in math and reading.
2 Use the - ence ending for nouns like difference, patience, and self- confidence. Do not
use -ance.
difference
Artists and engineers both need creativity, but the differance is that engineers earn more
money.
3 Write - lly for adverbs like really, finally, especially, totally , and personally . Do not
write - ly .
Finally
Hnaiy, arts classes are necessary because they help students stay in school.

4.9 Editing Task

Find and correct six more mistakes in the paragraph below.
difference
One differance between children and adults is that adults are often less creative. In my view,
that is a good thing because we need adults to do jobs that are usefull and helpful but are
not always creative. For example, we need people to build important things like bridges, and

people need to know that these are safe so they can use them with confidance. This work is not
realy creative, but it has a lot of importance. If adults were as creative as children, they might
not want to do this sort of work. We also need doctors and nurses to keep us healthy. These are
wonderfull and important jobs that require a lot of patiance, skill, and knowledge. However,
they do not require as much creativity as a career in the arts. Finaly, our country needs police
officers and soldiers to protect us. People in these jobs have to follow orders and do not have
many chances to be creative. In sum, because there are many important jobs that do not
require creativity, it is a good thing that many adults are less creative than children.

INTRODUGTIONTO THE ESSAY:OPINION ESSAYS 155

 © Avoiding Plagiarism
Finding information is the first step to writing a good academic paper.

My instructor told us that good writers support their thesis

statements. I sometimes see quotation marks around text from
sources, but I don't see them all the time. How do writers use
information they find to support their thesis statement without
plagiarizing?
Ken

Dear Ken,
There are a few ways to use information that you find. Using the author's words in
quotation marks is one way. You can also write the information in your own words. In both
cases, the important thing is that you always mention the author. That is called citing your
sources. That is how writers use information without plagiarizing.
Sincerely,
Professor Wright

USING INFORMATION WITHOUT PLAGIARIZING

For each source that you use, you must cite your source. It doesn't matter if it is a quote or if it
is your own words. The original author's name is an important part of any information you use.
If you use the MLA style, you will also include the page number if it is available.

Here are three ways to use information without plagiarizing.

How to use Information to support your writing Examples

Put the author's exact words in quotation marks . Csikszentmihalyi says, " When we' re
Choose interesting phrases or unusual ideas to creative, we feel we are living more
quote. Also, choose things that are not easy to fully than during the rest of life" (56 ).
paraphrase. Be careful! Don't quote too much.
2 Write the author's ideas in your own words and According to Root- Bernstein, schools
use the author's name in the sentence with a can model creativity, but they can ' t
phrase like according to. We call this a signal teach it ( 4 ).
phrase, or an in-text citation.
3 Write the author's ideas in your own words and Both taking a shower and working in
cite the author at the end of the sentence. a blue room can increase creativity
(Zielinski 21 ).

156 UNITS
 4.10 Notice
Work with a partner. Read a paragraph from a student's essay. How many ways did the
writer use information to support his writing? Use the chart on page 156 to help you.
There are many ways for older people to stay creative. According to Stacia Pierce, people
should write and keep journals ( 3). it is also important to think about things in new ways
(Secord 15). Csikszentmihalyi suggests that we should "make time for reflection and
relaxation" (5 ).

4.11 Practice
Read a paragraph from a student 's essay. Underline the sentence that uses quotation
marks. Double underline the sentence that uses a signal phrase. Circle the sentence that
puts the name of the author at the end.
Some argue that older people are not as creative as younger people. According to Moody, it
is true that older people take longer to learn new things, and their reactions are slower ( 359).
However, he believes older people can still be creative. Moody says, "Creativity can mean doing
old things in a new way, or in a different way" (qtd. in Collins 3). If people learn new things,
they can be creative all of their life (Bahrampour 6).
 5 WRITE YOUR ESSAY

In this section, you will follow the writing process to complete the final draft of your opinion
essay.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
Before you start, read the student's brainstorm chart. She wrote ideas from the chart she
used to reflect on her topic in Section 1 on page 126. Then she brainstormed and wrote
down more ideas. After reading the reasons to agree and disagree, she formed an opinion
and checked the box with ideas she could use in her essay.
**
o'

BRAINSTORM CHART

WRITING PROMPT: Some people believe that all high school students should be required to take
a class in the arts (music, drama, art history, etc.). Do you agree ? Why or why not?

| Reasons to AGREE S \ Reasons to DISAGREE

- improves students' creativity - takes time away from other subjects

- helps students with other subjects - too expensive - should spend money on science
- makes students more interesting - not everyone is creative

- opportunity to explore new subjects - does not prepare students for college

- helps support local artists, museums, - many arts classes are not interesting
etc .

158 UNITS
2 Now read your writing prompt again and write it in the chart. Then review the ideas you
brainstormed in Section 1 on page 127. Write the best ones in the chart below. Include ideas
from the Your Turns throughout the unit. Finally, brainstorm more ideas. You will probably
not use every idea, but it is good to write as many ideas as possible. Form an opinion and
check (/) the box with ideas that will help you write about your opinion.

BRAINSTORM CHART

WRITING PROMPT: a I « X J 4 m B a .
i .
a B Jd J
- . .. .
B B B J a a 4

i i i

Reasons to AGREE Reasons to DISAGREE

.
II B j X .
B J J 4 a a x 4 4 a x xa a a xa ax 4 4 4 a x 4 4 4 a x 4 4 a a x 4 4 a a x 4 4 a a

rTi r r p p ra •r T
^ P PIT P V T P T P T T P 1 " "P T 11
T P P T T1 P T P T P1 P T P T

P P I i p r P T a p r T a a P a a r l a r -p i a p r a a p a a p p

FI n a a a i n a a i i i i a H i i i i i B H B i n a a n B I I I I B I I i FI n i R I I I i n i i i n a i i i i

.
a a i 1 4 a a i 4 a a a 4 a B a 4 4 a B a a a 4 a a a 4 a

.
4 4 4 B a a .
4 4 4 .4X4 4 4 4 4 4 . . 4 1. 4 4 4 a X4 4
-.
X4 . m 4X m m .4 X 4 4
- --4 4. 4 4 4 «. .
B 4 4 .
I 4 X 4
- 4. 4 4 .
4 4 a .i 4 . a a 4 4 . a .a .I 4 4 a k 4 4 .a .. X 4 4 . .. a x .. a a .
4 4 4 a a 4 .. a x 4 ... a . 4 ..a 4 ....a .. 4

P 1 a a p 1 a s p a s p p a p p i a s p p a a s p a- a a s p T a a p p a a e p p s3
a s

n 1 p 1 p m u P FI R I I I 1 1 r i l l 1 a r 1 r r l i n n u p m I B i n '1 E H F T '1 P P I I R I' l l R 19 1 1 R I T 1 R I FI R l l 1 1' I I I 1'

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 159

 STEP 2: MAKE AN OUTLINE
Complete the outline below with ideas from Step 1 on page 159.

ESSAY OUTLINE

*
> Introductory paragraph
. L I J J k L I J J . - L I J J . L I J . - l. I J . L I . I J a
\M 1 J
- L I J . |Tj -
k J L I

Thesis
. . . . . . . . . .
Statement
L l a J B I i l J d a L I I J d f a l i l J a f a L I J d f a L I J > i i l i l J a k L l d B b l l d h b J I |
I J h k i J I 4 4 B f a I B 4 f a k J B 4 k k I J a k k l J a k k B J B k k J J a k k J a a k l J B f i k l 4 4 k k l J 4 k k l J 4 k k l J 4 k k k J a k k I 4 a k k l 4 & k k J 4 B k k 4 4 B k k 4 4 B k k 4 4 f c l J J B k l J 4 4 k l J a a b l 4 a i k l 4 a a k l J a f a k l J a B k l 4 a f a k l 4 a f c k l 4 > f a L I 4 a f a L I 4 a i i k J a

k k j a B k i 4 a a L i j a k i i i j a k k i j a k L i J
* i i i i i a a k k i a B k L i a k k J J B k k J . . l a k k j a a i i k j j a k k j a a k k j a a k .
j J 4 B k 4 J 4 k k i j a k k 4 4 a k k i 4 a k k 4 j a k k J 4 a k k j a a k .
i J B B k k J B k k .
i J 4 k k i J 4 k k i J 4 k k k j a k k k j a k k i 4 B k k J 4 & k k J 4 B k k 4 4 B k k 4 4 i i .
4 J 4 k i .
J 4 4 k i i a a b i j a B k i 4 a a k i j a b k i j a B k i 4 a f a k i 4 a k k i 4 > a L i a a f a L i a a f c k j a

J fa

Body
Paragraph V B k . *
i 4 B k k i I j a B k i a j a a i i i j a k i i i j a k k i 4 H k i i i d a k k i 4 B k L i a k k J l l i a k k J . l a k k j j a k k j j a k k j a a k .
i a a a k .
j j a a k .
j J 4 f a k 4 J 4 k k 4 j a k k i j a k k . i J B k k J 4 a k .
i J B B k .
i J B B k k J B k k .
i J B k k i J B k k i j a k k k J B k k .
i 4 a k k i 4 S k k 4 d f i k k 4 4 B k k 4 4 B k k 4 4 .
f a i J J 4 k i .
J a a k i a a a b i B a i k i a a a k i j a f a k i j a f i k i j a f a k i a a f c k i a a f a L i a a i i k i a a i i k a a

Reason 1

Supporting A.
.
i i 4 a k k i j a B k i j a k k i j a k k i j a k k i j a k k i j a B k i j a & k i j a & k i 4 a a k i j a B k i l j a a B i l j a a B k J 4 H i .
i j a H a k J 4 a a k j a a i k j a a a k J 4 a a k .
J 4 a a k .
J 4 a a k <k 4 a a k .B i 4 a a k l i i 4 H a H i i 4 H a k i i 4 H a H k 4, a a H i i 4, B a « Bi 4 a . a k .
k 4 a i B k .
J d a k k L j a k k L j a k k k 4 a f a k L j a i i k k j a a k k j a B k L j a a i i k i a a B k i 4 a f c L i a a f a k i 4 a k k i 4 H f a k i J

Sentence

Detail 1 m
+ k . .I i k 4 fa m 4 Bn 4 a a> .
a a 4 b .
a k b fa 4 b k . b 4 b 4 b 4 k .
a a 4 .
a 4 .
4 4:
-*
a fa k .
a 4 fa 4 b b i 1 4 .1. 4 k 4 k 4 4 4 .b 4. +

Detail 2. + k 4 b b 4 b b 4 Bn 4 4 4 .4
a 4 b 4 - b b fa 4 k k b 4 b 4 b 4 k 4 a 4 4 4 .
4 4:
* -
4 fa k .
a 4 fa 4 b b 4 . 1 4 4 k 4 k 4 4 4 i n 4. +

Supporting
Sentence
3.
l 4 f a h L I 4 4
_ h l i a f a h l 4 a f a h l 4 4 f a b l 4 . f a b l 4 4
_ b l 4 f a f a h l 4 f a f a h l 4 4 B h l 4 4 B h l 4 4 a h l 4 4 4 .
f a l 4 4
_ B h 4 4 . f a f a 4 4 4 B .
I 4 4 4 B .
I 4 4 f a B f a 4 4 f a t b 4 4 . 4 B L 4r 4
_ B h fa 4
_ B h B 4 . _ B h L 4
_ B . L 4 M B . f a 4 M B M k 4 4 . B M k 4 . 4 B . f a 4 .4 B M k 4 . 4 B . . f a k 4 B h f a k 4 a f a f a .
a .
J a f a f a k i a h f a k .a a f a f a k .a a
_ fa k .a 4
_ f a k l 4 . a k k l 4 a k a . I 4 a k k l 4 a f a k l 4 f a f a k l 4 . f a k l .
l

Detail 1 * + fa 4 b b 4 . b b 4 Bn 4 4 4 4 4 4 b 4 - b b b 4- k ft . b 4 b 4 b 4 k 4 a 4 .
a 4 .
4 4:
* -
4 b .
b 4 4 b 4 b b 4 . 1 4 4 b 4 b 4 4 4 b 4. +

Detail 2. + fa 4 b b 4 . b b 4 Bn 4 4 4 4 4 4 b 4 b b b 4- k r b b 4 b 4 b 4 k 4 a 4 4 4 .
4 4:
*
.
4 b .
fa 4 4 b b 4 . 1 4 4 b 4 b 4 4 4 i n 4. +

Body
Paragraph 2: 4 .4
f a I
i
4 b k 1 4 4 . k I J 4 f a k I .
1 4 fa k I 4 4 fa k I 4 . fa k I 4 f a f a k I 4 B f a k I 4 f a k 4 1 4 f a b 4 I 4 . f a fa 4 4 3 fa fa 4 .
1 a f a fa 4 4 4 .
f a I 4 4 B f a l 4 . 4 S fa l 4 . 4 f a fa . ft 4 4 fa f a l 4 4 fa f a I 4 4 fa f a l 4 4 .
fa l l 4 a ..
fa I 1 4 B fa I 1 4.. f i fa ..
ft 1 4 fa fa I 1 4.. f a fa 1 4 4 fa k I 4 4 fa k 1 4 4 fa .
fa I 4 4 b b l 4 M b b ,l 4 B b b 4 4 E b b 4 4 E b b 4 4 b l .
4 4 4 b l .
4 4 4 b l 4 4 a b l 4 4 B b l 4 4 b b l 4 4 M b l 4 . b b l 4 4 M b l 4 4 b b l 4 a b b l 4 4 b b l 4 B b b 4 4

Reason 2

Supporting A. . - .b . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sentence
L 4 4 L I J I b L J 4 fa fa I M b 4 4 E G J 4 fa fa 4 4 4 4 £ L 4 4 £ L 4 4 b 4 4 B G 4 4 E G 4 4 4 G I 4 4 B L 4 4 G I 4 4 4 B I 4 4 4 B I 4 4 4 B L 4 4 4 G L 4 4 4 B L 4 4 B b b 4 B b L 4 B b L J 4 B L 4 M E L J M E L 4 4 B L 4 . 4 B L 4 4 B L 4 4 B L 4 J B b b l J a b b l J a b L I J a b L L i a b L J 4 L L I 4 L L I 4 B G I 4 E L L 4 B L L 4 4 L L 4 4 L L 4 4 L L J

Detail 1. + fa 4 b b 4 . b b 4 Bn 4 4 4 .
4 4 4 fa 4 . b b b 4. k r b b 4 b 4 b 4 b 4 4 4 4 4 .1. 4:
-*
a fa . .
4 > b b 4 . 1 4 .1. 4 b 4 b 4 4 4 i n 4. +

Detail 2. + b L L m 4 4 4 4 4 4 fa 4 - f a 4: .
fa b 4 M fa b 4 m b 4 4 b 4 4 fa 4 4 4 4 4 4 b b 4a - fa 4 b i fa .
a 4 a. 4 fa 4 fa 4 f a 4; .f a

Supporting I
3. J 4 b J 4 fa b J 4 fa b J 4 b b J fa fa b J 4 fa b J 4 .b 4 fa £ b J fa fa b 4 4 B b 4 4 B b 4 4 B G 4 4 4 B L 4 4 . .
B I 4 4 fa B L 4 4 4 B S 4 4 4 B fa 4 4 4 B fa 4 4 fa B fa 4 4 4 B 4 4 M .
B L L 4 f a B f a .L 4 f a B f a L 4 f a B . L 4 M
-
B f a >L 4 4 B M L 4 . 4 B M L 4 4 . .
L 4 4 B M L 4 . 4 B f a L 4 4 B b L L J B L L L J
- a f a L L J a G L L J a f a L >L J 4 f a b L J 4 f a L t i 4 B b L . 4 fa f a I . 4 B L L 4 4 L L 4 4 L L 4 fa L L J

Sentence

Detail 1. + b 4 b b 4 . b b 4 Bn 4 4 4 .
4 4 4 fa 4 . fa k r k 4 fa r b b 4 b 4 b 4 fa 4 4 4 4 4 .1. 4: s- * b . .
4 > b b 4 . 1 4 .1. 4 b 4 b 4 4 4 i n 4. +

Detail 2. + fa b b b 4 4 4
-
4 4 4 fa i M fa Ii fa 4 4 b b 4 m b 4 4 .
b 4 4 fa 4 4 4 4 4 4 b b 4< fa 4 b i fa fa .
a 4 a. 4 fa 4 fa 4 f a 4; fa fa

160 UNITS
 Body
Paragraph 3. IV.
.
I 4 4 k m A A 4 m k b J . . n . i a® .
b J
- k
_ + -a - k b a
- k j .
k h a « b i k k k k 4 k >k 4 k k 4 k 4> 4 k 4 4 1 4

Reason 3

Supporting A.
k 4
-
I > .
a 4 + § +i h 4 h .a k .a k 4 k 4 k 4 k k 4 k 4 .
I 4 4 k k 4 k k 4 4 k k 4 4 k k 4 4 k k 4 4 k k 4 k 4 k 4 4 k 4 4 ..
k 1 4 k 4 4 k k 4 k k 4

Sentence

Detail 1, k m .
a > 4. .
4 4 4a 4 k A m 4 k 4

Detail 2. k a 4 4. .
4 4 .
4 4 k A m 4 k 4

Supporting .. .
k A 4
-. a .. 44 a U m m m k 44
-. .
I 4 4 k k
+ 4 k k 4 4
-- k 4 4
- k .
k 1
^ 4 k k 4 4 4 k k
-f. 4 4 k k k 4 4 k 4 4 k 4 4 a 4 a a 4 k 4 4 k 4 4 k a 4 k 4 §
*i
k a 4 k 4 k 4 k 4 k 4 k 4 k a 4 a 4 I 4 m .
k I 4 k k 4 4 .
k I 4 4 k k 4 4 k k 4 4 k k 4 k 4 k 4 4 k 4 4 k I 4 k 4 4 ..
k 1 4 k k 4

Sentence

Detail 1, k .
a 4 4. .
4 4 .
4 4 k A m 4 k 4

Detail 2. k a 4 4. .
4 4 A 4 k 4 . 4 k 4

v, Concluding paragraph aa A 4
- k k 4 . n .
a 8
- k 4 . i A A m m A 4 .. a k a 4 k .
k 4 m m A m m
+J - k k 4 .
k 4 4 4 k k 4 4 4 k k 4 k k la k 4 k >k 4 k k 4 .
k 4 4 k 4 4 k 4 4

Concluding .- . a.
A 4 k a ak a k 4
- k 4
- k k 4 . a a k m m A A m m A A
- .
a A
— 4 k .
k 4 k k 4 . k k 4: +» - k k 4
- k 4 4 k k 4
- k k .
4 k k k k 4 k k 4 § +4 k k 4 k 4 k 4 4 k 4 4

Sentence

A ak 4
- k
-. k .
4
- » k .
4 4 k .
k 4 k k ak k k 4:
-
S 4
- k k 4 k 4 4 .
k k 4 4 k k 1 k k k k 4 k >k 4 k k 4 .
k 4 4 k 4 4 k 4 4

INTRODUCTIONTO THE ESSAY:OPINION ESSAYS 161

 STEP 3: WRITE YOUR FIRST DRAFT
Now It is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline, notes, and the sentences you wrote in the Your Turns in this unit and in
Step 2 on pages 160-161.
2 Focus on making your ideas as clear as possible.
3 Add a title.

After you finish, read your essay and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Check that you have used the correct word forms and suffixes.
3 Check that your background information explains the topic and makes the reader interested
in it.
4 Check that your thesis statement includes the topic, your opinion, and your reasons for your
opinion.

STEP 4: WRITE YOUR FINAL DRAFT

1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent. Try to avoid them as you write.
3 Review the Academic Words and Collocations from this unit. Are there any that you can add
to your essay?
4 Turn to page 259 and use the Self -Editing Review to check your work one more time.
5 Write your final draft and hand it in.

162 UNIT 5
 " You are what
you eat."
Author Unknown

Work with a partner. Read the common saying about food. Then answer the
questions.
1 Think of someone you know who has a special diet, for example, a vegetarian
or someone who eats a certain food on special days. What does this eating
habit tell you about the person's culture, values, or interests?
2 What is something you love to eat and something you never eat? What can
people learn about you from these preferences ?
3 Do you agree with the saying that "you are what you eat"? Why or why not?
Give examples.

163
O Connect to Academic Writing
In this unit, you will learn skills to write a classification essay. Some of the skills may seem new
to you, but the skill of classifying is not new. In your everyday life, you use the skill of classifying
when you talk about the style of shoe that is appropriate for certain jobs or the kind of car that
is best for people in cities. When you classify, you put items into groups based on what the
items have in common. For example, you might group cars with two doors and cars with four
doors. This helps you compare categories and discover their advantages or disadvantages, and
their similarities and differences.

O Reflect on the Topic

In this section, you will choose a writing prompt and reflect on it. You will develop ideas
throughout the unit and use them to practice skills that you need to write your essay.
The writing prompt below was used for the Student Model essay on pages 1 70-1 71. The
student reflected on his topic and used a cluster diagram to brainstorm possible ideas for
his essay.

WRITING PROMPT: What are three places where people can get fruit and vegetables? What is
special about each place ?

Category 2:
Farmers' markets Category 3:
Category 1:
- food is very fresh Supermarkets
growing your own)
- doesn't cost much - not in every town - good variety
- every town has one
- too much work
Essay Topic:
PLACES TO
(SET FRUIT AND

VEGETABLES

Category 4:
<|
! estaurants}
- expensive
- not a lot of fruit

l .I Notice
Work with a partner. Look at the cluster diagram above. Doesn' t cost much and expensive
are both information about price. What other kinds of information are similar to each
other ? Share your ideas with the class.
 1.2 Apply It to Your Writing
A Choose a writing prompt for your essay and follow the directions below.

• What are three types of healthy diets?

• What are three things that influence a person 's eating habits ?
• What are three ways to improve your health and quality of life ?
• A topic approved by your instructor
B Complete the cluster diagram below. Write an essay topic, three categories related to
the topic, and everything you know about the categories. You can add more boxes if
you want to write about more categories.

C Compare cluster diagrams with a partner.

Category 2:

Category 3:
Category 1: i « a a M k i a a m .
k k i k 1 ,S
- m m m B . ..
In m m k k I i
- k k B .
1 I J
_ k k I ...&. i
a

p i p i f "

r r r i
^ H r r v i i
^ r P rI B a P P P T n a r r v a a H P p r 1I
- P P T I I H * r p1T 1 r r
i u i i i i [i i i i i

B
_ kkB
_- k k I J J
- k k k k J a k k k <1i .
ii J > .
h i j a k B ii A .a. k .k a a

.a
i a a k k 1.. -a a m k .
k i a m m k k I .
a a a B k k aa k k k .a.
a i i J a B
- k k i

P1 a B P P T ! a " r I H P T P I

r "i a a p ,
p T i!
- p p r i i ,i i p p p i ,i
- " p p i i i
- 5 P P ,r i i s p p i r ,i i B P P p i p

I FI B I 1

Essay Topic:
a a k i. I J f i k k l J i l l k l: J a k

p I
-*+ a a + m
-

1 1 1 P FI r p 1 B P I T II p 1 P P P I 1 B
In this section, you will learn academic language that you can use in your classification essay.
You will also notice how a professional writer uses this language and classifies items.

Q Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

approach (n) contemporary (adj) medicine (n) traditional (adj)

condition (n) eliminate (v) suffer (v) treat (v)

2.1 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the bold words and
circle the correct definitions.
1 One approach to preventing heart disease is to eat green vegetables and avoid eating red
meat. Approach means
a a problem. b a method.
2 Doctors advise people who have a heart condition to avoid red meat and foods high in fat,
and to be careful when they run or exercise. If you have a condition, you are
a sick. b healthy.
3 Many restaurants in the United States serve a kind of food called "contemporary American."
They cook well-known dishes in new ways and with new ingredients. Contemporary means
a old. b modern.
4 More and more people are eliminating red meat from their diets and eating only fruit and
vegetables. Eliminate means
a remove something. b reduce something.
5 According to some scientists, chicken soup fights a cold better than medicine sold at
pharmacies. You take medicine because you feel
a hungry. b sick.

6 People who suffer from lactose intolerance cannot drink milk. If they drink milk, they
become sick. If you suffer from something, you
a have an illness. b have a bad habit.

7 In the United States, the traditional Thanksgiving meal always includes a turkey. Traditional
means
a unusual or unique. b following a custom.
8 Many people believe that the best way to treat a cold is to rest and drink plenty of water or
tea. If you treat an illness, you
a try to stop it. b make it worse.
O Academic Phrases ©
Research tells us that the phrases in bold below are commonly used in academic writing.

2.2 Focus on Purpose

Read the paragraph. Then match the phrases in bold to the purpose, or reason why, the
writer used them.
Farming in the United States
The United States is a large country with a lot of open land, and as a result, the country has
always had many farms. From TV shows and movies, these farms may appear to be small,
simple places that one family owns. It is possible to farm that way today, of course, but more
and more farms are actually corporate farms owned by large companies. Overall, there are
a variety of kinds of farms in the United States, including family farms, corporate farms, and
cooperative farms owned by several farmers.
PHRASE PURPOSE
n n n n 1 appear to be a show there is more than one kind
2 It is possible b show that something seems a certain way
3 a variety of c show that something can be done

A
0 Writing in the Real World
The author of "Eat Healthy the Chinese Way" uses classification to talk about food.
Before you read, answer these questions: What kinds of food do you think the article will say are
healthy? What foods will it probably say are not healthy?
Now read the article. Think about your answers to the questions above as you read.

1 We all know that food affects ' our health.

Everyone can think ot a variety of food complex, but the basic concepts are easy.
that fights illness, such as chicken soup All food is divided into two categories:
or broccoli. There are also unhealthy hot and cool . These categories aren’t
junk foods, like burgers and candy. But based on the temperature ot the food on
what about the foods that aren’t on either your plate. Instead, these categories are
extreme,2 such as watermelon, cherries, or based on how the food affects the body:
cinnamon ? These foods don’t appear to hot foods make you warmer, and cool
be bad tor us, but they also don’t prevent foods make you cooler. Hot foods are
disease. Most Americans don’t know usually high in calories, have spicy or
how to classify these foods in the middle. bitter flavors, and sometimes have hot
However, in traditional Chinese culture, colors like red or orange. Examples of hot
nearly every food can be classified as foods are lamb, peppers, cinnamon, and
healthy or unhealthy, depending on how it ginger. Cool foods have fewer calories
is eaten. and have cool colors like white and
green. Watermelon, corn, and tofu are all
cool foods.
affect: have an influence on something
;
extreme: a point that is very far from another point
3 So which kind ot food is better for your 4 Hot and cool foods also help when you feel
health, hot or cool ? The answer is not that sick. In traditional Chinese medicine, most
simple . In traditional Chinese medicine , illnesses can also be classified as hot or cool.
the goal is balance. You don’t want to be too When you suffer from a hot illness such
hot or too cold. So, it is not always a good as a rash4 or a sore throat, try treating it by
idea to eat hot toods in the summer because eating something cool like cucumbers or
the weather is already raising your body’s strawberries. It you have a cool condition
temperature. It you eat too much hot food , such as a stomachache or the chills, have
you may feel nervous and have digestive1 some beet, black beans, or other hot toods.
trouble. Similarly, you don’t want to eat a lot By learning a little bit about these Chinese
ot cool toods in winter. Eating too much cool traditions and treatments, people from any
tood can make you teel weak or depressed. country can make better choices to improve
Instead , the traditional Chinese approach is their health.
to eat cool toods when your body is too hot,
and eat hot toods when your body is too cool .

digestive: related to what happens in your body after 'rash: a skin problem
you eat

2.3 Check Your Understanding

Answer the questions.

1 What are the two kinds of food in traditional Chinese medicine? Give some examples of
each kind.
2 In traditional Chinese culture, when should you eat each kind of food?
3 What foods are considered healthy or unhealthy in your culture ?

2.4 Notice the Features of Classification Writing

Answer the questions.

1 Read the second paragraph. Which sentence introduces the two categories of food? What
phrase does the author use to introduce the categories ?
2 Read the last paragraph. Which sentence introduces the two categories of illness. What
phrase does she use to introduce the categories?
 In Section 1, you saw how the writer of the Student Model reflected on his topic. In this
section, you will analyze the final draft of his essay. You will learn how to organize your ideas
for your own essay.

O Student Model
Read the prompt and answer the questions.
WRITING PROMPT: What are three places where people can get fruit and vegetables? What is
special about each place ?
1 What places do you think the writer will mention?
2 What are some good points and bad points about each place ?

Read the essay twice. The first time, think about your answers to the questions above.
The second time, answer the questions in the Analyze Writing Skills boxes. This will help
you notice key features of a classification essay.

Three Places to Find Healthy Food

l To stay healthy, more and more people are eliminating junk food and
are eating more fruit and vegetables. A variety of places now sell these
foods, so it is easier for people to eat well today. However, not all fruit and 1 Analyze Writing Skills
vegetable sellers are the same. In the United States, the main places to get Underline the categories
mentioned in the thesis
fruit and vegetables are at supermarkets, at farmers’ markets, and in your statement. How many
categories are mentioned?
own garden , and each place has advantages and disadvantages.
2 One place to get fruit and vegetables is at a supermarket. The cost o 2 Analyze Writing Skills
Underline the phrase the
of grocery store produce 1 can be low or very high. An apple costs fifty writer uses to introduce
cents at some places. At other places, it costs two dollars. One reason for the first category.

the difference is the quality of the produce. Some supermarkets import 2 3 Analyze Writing Skills
produce cheaply from other countries. It does not cost much to import, Check ( /) the kinds of
information that the
but the produce is not always the freshest. Also, it is possible that farmers writer gives in the first
used chemicals to grow it. Other supermarkets sell organic ' fruit and body paragraph.
cost
vegetables from local farms that do not use chemicals. The quality is often _) convenience
higher, but so is the price. In most towns, there is usually at least one I I healthiness
I I popularity
supermarket, so for most people, it is a convenient place to buy produce. EH quality

produce: fruit and vegetables

import: bring in products from another country
organic: made without artificial chemicals
3 Another place to get fruit and vegetables is at farmers’ markets. These
are places where local farmers come to sell the fruit and vegetables they
grow. Produce usually costs less than at supermarkets. The quality is
often better because the fruit and vegetables are fresh and often do not
contain chemicals. In the United States, some neighborhoods in big cities
4 Analyze Writing Skills
have a farmers’ market, but most places do not have one, so this place is
Does the writer give the
not convenient for everyone. same kinds of information
in the remaining body
4 The final place to get fruit and vegetables is to grow them at home. paragraphs as in the first
body paragraph? Circle
This can be inexpensive. All you need are some cheap seeds, dirt to plant yes or no.
them in, water, sun , and time. If you are good at gardening , the quality
of the produce can be very good. Perhaps your vegetables do not look as
pretty as the ones in the store, but they are fresher and will probably taste
better. However, growing food at home is not convenient for everyone. It
requires space, special tools, and a lot of time and hard work.
5 In conclusion, farmers’ markets, supermarkets, and your own garden
5 Analyze Writing Skills
are three places to get fruit and vegetables, and all of them have good Underline the sentence
points and bad points. Supermarkets prices are often cheap, but the that restates the thesis
statement of the essay.
quality varies,4 and growing your own vegetables is healthy but takes time
and hard work. The best place to buy produce is probably at farmers
markets, if one is nearby, because the prices are often low and the
quality is usually high.
Vary : be different in different places or times
 & 3.1 Check Your Understanding
Answer the questions about the student essay on pages 170- 171.
1 What places does the writer mention?
2 What does the writer say about the cost, quality, and convenience of each place?
3 Which place does the writer think is best? Why does he think so ?

&ft 3.2 Outline the Writer's Ideas

An outline helps you see the structure of the essay and the connection between ideas.
Complete the outline for the student essay on pages 170-171. Use the phrases in the box.

expensive in others better than supermarkets not pretty but fresh

farmers' markets lower than supermarkets sometimes organic

if*
ESSAY OUTLINE

I. Introductory Tparagraph
a r

Thesis In the United States

^
, the main rplaces to aet
w fruit and vegetables are at supermarkets
r
, J

Statement

at n i i i i a a n !!
' i i r r i a a r i n r i l l i n l a i n ‘a "a "a . , and in your own garden , and each place has advantages and
i m ii a a r i l i i a n i i n Mjfn i a a a p i i i ! ! » i i a a . rfVi a a i i i a i a i i a a .
i i a t
|J
i a a i -i a k a i i a a I i i a a i i a a a i a J a a r ri a . a a a l a a a r i a a a a i i

disadvantages .
Body
Paragraph 1: II. Supermarkets-
a B B i i a a B B v a j
p i a a a l a a a i a B B r i j a B B r .i a a B r i a a a r i a a a i i i i

Category 1
Detail/
Characteristic
A Cost ii
.n r

Explanation 1-. Cheap

a . t
in some
.
n r
places
J a a L a a a r a a a a i a a a a a i
•- a a a a I 1 I
. I I I I l l l i l J l l l i M I I I M I I I M I I I I I B I I B i i l i a n i i i. I I I I B i i i i r i i r i n r i n i i l l

Explanation 2 '1 I I I I H I I II I Ii I

Detail/ S. Quality
Characteristic

Explanation 1. Sometimes imported, not fresh, chemicals T "" -i f? r r i r r i - p r +i ^ p p T i

^ r p 'M i p f M T i r f l i
^ p r T ii p + !i P r +i r r r t r r r

Explanation 2 . fresher, more expensive P Pi P Pi P Pi P Pi P Pi Pi

^ r P I P " p T P P I P
- r +t - P T P P
- p f r P
 Detail/
C. Convenience
- - .
.1 . . . - . . -- .. .. .. . .a . . . . - . - . - - . -. . .- . ... -
Characteristic
fa k « d fi k I m m 8 fa 4 m k 8 k B I J a 4 fiiia 1 4 I I fa mm a 4 m Bi a 4 S k k 4 4 f a k k 4 4 k a 4 In 4 4 4 4 4 a a, 4 k a fa k 4 4 4 4 k 1 4> 4 4 fa fa S 4 4 4 k k fa 4 k k 4 4 k k 4 4 k I 4 4 4 k k 4 fa f a k f a fa k f a fa k I 4 k 4

Expia nation 1. Usually one in every town k 4 . 4 k a 4 k 4 k 8 k k a k k a k a k k 4- k k fa k k 4 k k 4 k k 4 k 4 . 4 4 k 4i 4 . 4 4 k .

fc 4 fa
- k k fa

Explanation 2 . Convenient for most people 4 4

- k 4 4
- fa 4 4 4 4 4 . fa 4 4
- fa 4 4
- fa 4 4 fa k k 4. L fa k fa k fa fa fa .
I .1 fa 4 . k 4 fa 4 4 fa k 4 4 fa fa 4
- fa fa 4 fa

Body
Paragraph 2: III. Farmers’ markets
Category 2
Detail/
A. Cost: . . — . — —. —. — . .. .. . . . - .8 . .. 4 .. . . . . -. - . -- . .- .- . -
Characteristic
k J k 8 4 B k 4 fa 4 k k 4 4 k k fa fa 8 4 4 1 . 8 4
* 1.4 4 a a 4 a i 4 a 1 4 a a k k 4 4 4 4 fa k 4 B fa k 4 4 4 fa k 4 4 k a 4 In 4 4 4 k 4 k k 4 k a k 4 4 4 k a § 4 j J 4 fa 4 4 4 fa fa 4 4 fa k 4 fa k 4 4 8 4 fa fakfa f a k f a f a k k f a k k f a 8

Explanation 1. . Local farmers

4
- fa ±+4 . fa fa
-- fa fa 4. -. m A 4 B fa fa A
- fa 4 4
- k 4 4 k k 4 4 fa 4 4
- fa 4 4
- fa 4 4
- fa 4 4 fa k ..
k 1 L fa k fa k fa k ..
fa I 1 fa 1. . k 4 k 4 .- fa 4 fa fa k 4
- fa k 4 fa

Explanation 2 . Local produce a a

Detail/ 3 . Quality:
f t, 4 f a
-- . . - . . -- - .. . . . . . .. ..
a a . . . . - .8 . .. 4
a §
- - . .. .. a .4 . -. - . -- . .- . --
Characteristic
k k fa fa 4 fc 4 fa 4 k 4 . 4 4 B k k 4 4 k k 4 4 k 1 4 4 k I 4 4 a a 4 a i 4 a 1 4 k k 4 4 4 fa k k 4 B k k 4 fa fa k k fa 4 k a 4 In 4 4 4 k fa k k fa fa k a k 4 4 fa k 4 4 4 > 4 fa k k 4 k k 4 k k 4 4 8 4 fa fakfa fa k fa fa k ft 4 k k 4 fa B

Explanation 1- . Fresh
4
- B m A A m m m A4
-.. .. , fa 4 fa fa .fa. fa.
-- fa fa 4. -- .
k fa J
- . ...
fa fa fa fa
- k fa fa
- k J fa fa fa fa
- k fa fa
- k fa. fa
- k fa fa k k ..
k 1 k k k k k fa k k k 1 . ..
I 1 .. . k fa k fa fa k k fa fa k k 4
- fa fa fa fa

Explanation 2 . No chemicals
.
fa 4 4 i 4:. A 4 .
fa 4 a. 4 fa 4. .
fa a. fa k a. fa k a, 4 k fa. 4 k a fa k fa
- 8 k k a k k fa . k a
- k .a. k k fa k k .a a a . - a fa k k fa .
k 4 fa fa k k 4 fa . - k k 4 fa. - k k 4 fa fa

Detail/
Characteristic
C. Convenience: not for everyone I. 4 .
4 fa k fa. k k .
fa fa k a
- k 4 .8 4 4 .
8 B .
1 4 4
< . . fa 8 4 4 .. . 8 J 8 fa m k 4 4. --- 8 4
--- I 4 4
-- 8 4 fa
- . -- .
f a k f a fa k f a fa .- k .
ft 4
-. k k 4 fa B

Explanation 1. Sometimes
--- . _. in_ ._ bio
._ .
^
cities
- _ _ _. . .
S J L L X J . i i L. J L .J -^ L L +4 J L L J J . L I .+ fa fa
- k fa fa .k J fa k fa fa
- k fa fa
- L fa. fa
- k fa fa L L k .1. L L k
- k L L |
fa .1 I. fa
- . k fa k J fa k k fa fa k k fa
- L k fa fa

Explanation 2 . Not in most places k fa. 4 k fa. fa k fa

- 8 k k a k k fa . k a
- k .a. k k fa k k .a a a .
- a 4 k k fa .
k 4 fa fa k k 4 fa . - k k 4 fa. - k k 4 fa
-

Body
Paragraph 3: IV- . Growing your own
4 B
- 4 4 4
- .. --
8 4 4 k 4 4 . -- fa 4 4 . -- fa .a 4 A J B i d Jk fa 4 4 . - B fa 4 4 4
- fa .
4 4
-. .f a .
fa fa
- - fa 8 4 4
- .
fa 4 4 4
- fa 4 4 . fa 4 .4 fa 4 .4 fa 4 .4 fa 4 .4 fa 4.4 fa 4.4 fa 4.4 fa 4 .4 fa 4 .4 fa 4 .4 fa 4 .4 .4
fa 4 .4
fa 4 fa 4.4 .4
fa 4 .4
fa 4 fa 4 .4 fa 4 .4 fa 4.4 fa 4.4 .4
fa 4 fa 4 .4 fa 4.4 fa 4.4 fa 4 .4 fa 4 .4 .4
fa 4 fa 4.4 .4
fa 4 fa 4.4 fa 4 .4 fa 4 .4 fa 4.4

Category 3
Detail/ A- .- Cost: low
k k J
—— —— ——— —
..
k I 4 4 4 .B k 4 4 4 . . k 4.4 k
| 4 .. k 44 kkJ 4 k4 4 . 4 k 4 .
k I fa k 4 4 fak .k 4 4 .kk fa 4 k k 4
- k k .
4 4 4 .
4 fa 4. 4 a. a. .
4 4 k a fa fa 8 4 fa a 4 4 fa k 14 4.
-- I. 4 4 fa fa a. 4
—— —— —-—
. .4 4
| fa 4
-- fa 4
—— k k4
-- .
fa .k 4 4 fa

Characteristic

Explanation 1. Cheap seeds k .

a 4 k a 4 k 4
- 8 k k a k k a k a
- k .a. fa a. 4 k k .a a .a k k 4 k k 4 k 4 4. 4 k k 4 4 . - k k 4 4 . - k k 4 4 fa

Explanation 2 . Needs dirt, water, time k 8 . 4 k a 4 k 4 fa 8 k k a k k a k a fa k .a. fa a. 4 k k 4 k k 4 k k 4 k 4 4. 4 k k 4 4 . - k k 4 4 . - k k 4 4 fa

Detail/ 3 . Quality:- very aood

Characteristic
k 14
- 4
--...
- -
ft fa fa 4 k 4. fa 4 . fa 4J 4 fa fa
- .
fa 4 fa .fa .fa A 4 4 j.jf I 4 4 J&. 4.
^
4 fa .
I44 fa .4
fa 4
- .
fa fa 4 4 fa fa fa fa 4 4 f a k 4.4 4 . k f a fa 4 k fa 4 . k fa .
4 4 4 .
4 fa 4. 4 a. a. .
4 4 a. a fa .
a B 4 fa a 4 4 fa fa 14 4 . -- . a 4 4 fa fa a. 4 4
—— ——— —— .
§ 44
< 4.4 fa 4
-- fa 4
-
.fa fa 4. fa .fa 4. 4.4 fa

Explanation 1.
4 4 .
a 4: .a. 4 : .1. 4 : .
4 4 A 4 fa . fa 4. fa a. fa k a. 4 k a. fa k .
a 4 k a fa k fa fa 8 k k a k k a k a fa k .a. k a. 4 k k .a a .a
- a 4 k k fa k 4 4. fa k k 4 4 . - k k 4 4 . - k k 4 4 fa

Explanation 2 . Taste better

fa 4. fa .
fa 4 ..
a fa fa 4. fa . a. fa k a. fa k a. fa k .
a 4 k a fa k fa fa 8 k k a k k a k a fa k .a. k a. 4 k k .a
- a 4 k k fa k 4 4. fa k k 4 4 . - k k 4 4 . - k k 4 4 fa
 Detali/
C. Convenience
- - -*
- - : not for. everyone
. . .. .. . =rr
Characteristic
« I I I i K! r •i
* * r r n rT> > r rin a B r a n r r n r « 9 B p p r r p rm r r
i * 9 i * " *' i i i rri
^ i 9 9 9 9 9 P B P P I 9 9 B T i B B i

Explanation 1, Requires special tools P P T

Explanation 2 . Takes time and space

V. Concluding paragraph 9 9 r P P 9
* 9 1 1 9 P I I P 9 P P T 9 9 P P 'P I B P

Concluding
The best place to buy produce is probably at farmers' markets, if one is nearby, because
Sentence

the
. . . . . . . rprices
p are .often
.. low and
. .
- the
. . ..quality
. . is usually
, high. ,, „ , », , « r ,, , r
^ ^
r r r r r r r r r r r r r r r
T
' * P P1 9 P P P 9 B P P P 9 B 9 P

O Classification Essays
PURPOSE AND STRUCTURE
The purpose of a classification essay is to reveal interesting points about a topic by dividing
it into its main categories. The structure of a classification essay is similar to other academic
essays. A classification essay includes:
• an introductory paragraph that gives background information to introduce the topic and
make the reader interested in it. The introductory paragraph also gives a thesis statement
that mentions the topic and the main categories.
• body paragraphs that give more information about the categories. Each body paragraph
is about a different category. However, each body paragraph gives the same kinds of
information about each category, for example, information about price, convenience, and
quality.
• a concluding paragraph that restates the thesis statement and ends with a final comment
or recommendation.
& 3.3 Notice
Read the Student Model essay on pages 170-171 again. Answer the questions.
1 Circle the main categories in the essay,
a convenience stores c farmers' markets e home gardens
b large farms d restaurants f supermarkets

2 How many categories does each body paragraph describe ?

a one b two c three
3 Find a sentence in the introductory paragraph that mentions the topic and the main
categories. Write it on the line. . B fa 4 B 4 I 4 e i 4 4 I

.
8 .
I 4 m l> 4 4 m fa . fa fa 4 4 4 . : . fa 4 fa fa 4
- fa fa J fa X 4 4 fa fa fa 4 4 fa fa .fa 4 4 fa fa .fa 4 fa 4 fa .fa fa 4: I. fa .
fa 4 4 fa fa .fa 4 .
41

4 Find a sentence in the concluding paragraph that restates the topic and the main categories.
Write it on the line. .. l n n n r r n a r r i r 4 n r n r a FI

fi fa I I .
fa I fa fa fa 4 4 4 fa 8 I 4 fa fa 8 4 4

CHOOSING CATEGORIES
In classification essays, writers explain a topic by dividing it into categories. For example:
• the main types of meals: breakfast, lunch, dinner, dessert, snacks
• the main types of items on a menu: appetizers, entrees, drinks, desserts
When writers choose the main categories for their topic, they keep the following rules in mind:
Rules
1 The categories should cover the topic completely.
2 Each category should be different from the others so that everything belongs in only one
category and nothing can be put into two or more categories.
3 All of the categories should be related to the topic.
4 There is something interesting to write about each category.
Here are some examples of categories that do not follow the rules above:
The main places to eat a meal are at home, in a car, or on a plane. (These categories do not
cover the topic well because they do not include eating at restaurants or eating outside in
a park.)
The main ways to eat a meal are with friends, at a party, or in a restaurant. (These categories
are not different enough. A meal at a party is usually the same as a meal with friends.)
The main ways to eat a meal are because you are hungry, to lose weight, or for enjoyment.
(These are not related to the topic of ways to eat a meal. They are reasons why a person
might eat a certain kind of food.)
The main ways to eat a meal are with your right hand, your left hand, or both hands. (Although
these categories are related to the topic, there are probably not enough interesting things to
write equally about each one.)
 3.4 Evaluate Categories
Work with a partner. Check ( / ) the student who chose good categories for the writing
prompt. Write X next to the students who did not follow the rules mentioned on
page 175. Which rules didn't the students follow ?
WRITING PROMPT: We need food to survive, but food is also a business. What are the main
types of businesses that are based on food?

Student 1: supermarkets, farmers markets, and shopping malls

fa fa fa fa I fa i
fa

Student 2: farms, supermarkets, restaurants, and packaged food companies

r P p* P P B

Student 3: local supermarkets, online supermarkets, and supermarket chains

Student 4: vegetarians, people trying to lose weight, and people with food allergies

J* 3.5 Write Categories

Work with a partner. Read the writing prompts. Write three categories for each prompt.
1 WRITING PROMPT: What are the main types of restaurants or places that serve food?
r

r T V I B P T
^ I B P !1t P 1 9 B V 9 9 I3 I P P 1
" PP 1 1
" P I1 P S B P I B P S P 1
P I1 P P i B P r I1P P P ! 1 P P Pi B E r r 9

i n ii in a ii a n i li i i i i Ii n i i Iii n I I H I i u i

2 WRITING PROMPT: What are the main types of reasons why a person would not want to
eat a certain food?
B i
“

II I I fa il B a B i i B i J fa fa L

a
-.
i J a B L a a . EL a k L a a B L a a B a a a a & a a L a a L L a a L i . iL I I aiL I I a a L i L a L L i a B n J L i a a L i. a a . a. a a . a a
L i L i a L L a a

3 WRITING PROMPT: In many countries, different regions (parts) of the country serve
different kinds of food. What are the main types of regional food in your country ?
fa a a i a i n B a L E i .a a a L I fa fa n i .
i i i.a L i .a i .a n i .a a i I L ain .a a
i i a B i a a

.
a a a a L i . a a f a i: a a f a i a a a f a i a a B i . fa .
k i a a a fa i . a a fa i a a fa i. a a

S 1 r r r T B p r p -s T "8 P T1
- P P T1

3.6 Apply It to Your Writing

Look at the cluster diagram you created for your writing prompt in Section 1
on page 165. Write the essay topic and three categories below. Discuss your categories
with a partner. Are all the categories good for the topic?
Essay Topic I B P l
:
1 P P I a p r ’r i s p r T i B P r T i B P r i r i a r i i p p i i B B P i i B P r i i s B P i i i F P i i i r p i T i p p i i B P P i i s r r i i B P r i a p p r i ii

Category 1: .
ft .
f a ft fa > m

Category 2: a m fa h fti I m

Category 3: fa .
a a a . fa fa. a a L aa a - - a. . . fa L a k .
a a - .
fa I a a
-.
fa i fa a a . .. a
k B fa
- a a fa
- fa k
_ fa L .
a a - fa k .f a a -- .
a a s .fa ta... fa k a . a. .
POINTS OF CLASSIFICATION
.
In classification essays, writers explain each category with the same criteria or characteristics
For example, in the Student Model essay, the writer described the cost, quality, and convenience
of each place to get fruit and vegetables. By using the same criteria or characteristic for each
category, it is easy for readers to see the advantages, problems, or interesting points about
each category.
Look at the notes below about places to eat a meal. Notice that the writer gives the same kind
of information about each category: cost, atmosphere, and taste. This kind of information is
called a point of classification. Most essays have three points of classification.
It is important to choose points of classification that are relevant to the categories you are
writing about, in the example above, the points are relevant because you can describe the cost,
atmosphere, and taste for each category.
An example of a point of classification that is not relevant in the discussion of places to
eat is weather. This is not a good point of classification for the prompt and categories. You
can only talk about the weather for the last category, eating a meal outdoors. The other
categories, at home and in a restaurant, are indoors, so you cannot talk about the weather for
 3.7 Choosing Points of Classification
Read the writing prompts and the categories. For each prompt, write three points of
classification. Write a word or two for each point of classification, for example, cost,
taste, atmosphere. Compare with a partner. Is each point of classification interesting and
relevant?
1 WRITING PROMPT: What are the main types of restaurants or places that serve food?
Categories: street vendors, fast-food places, sit-down restaurants
Points of classification:
1
2
3 P

2 WRITING PROMPT: What are three popular types of international food where you live?
Categories: Chinese food, Italian food, Mexican food
Points of classification:
1 k

2
3
3 WRITING PROMPT: What are three types of businesses that are based on food?
Categories: farms, supermarkets, restaurants
Points of classification:
1 k k

2
3 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P nP 1 P
 3.8 Give Details about Points of Classification
Read the writing prompt, categories, and points of classification below. For each
category, write a sentence about each point of classification.
WRITING PROMPT: What are the main types of restaurants or places that serve food ?

Category 1: Street vendors

Cost: Food from street vendors is usually not very expensive,
Convenience: Street vendors are very convenient for people who live or work
H I B i n i
• !
•
> ri a i
' i m •m i i r i » i i i m L i ii . '<r
r n a a r ! r a a n i i -" I I I r

in a big city, T I 1

Health: Street food is often high in fat and can sometimes make
people sick , I U B B b i a b a b a B J b a i

Category 2: Fast-food places

Cost: a B n B n i
! u B n is B I B B I B

Convenience: 1 - ? P T 1 - P S “ f f B P B p i s s p i •! B p r ri s p rTi p B r i P p i i* r i H
- p i i
^ - p
* i p I B B B P I B
- p i p p p
- r r f i' p
- P T ’i i
- p p 'p i
- p p
'i
i
- - - p p i P B P r
- B i P H P I

Health: .
c
_ . s.
i
_- --- T -r - - - * + * - - -+

Category 3: Sit-down restaurants

Cost: B b i a a s b i a a B b l J B B l i l

Convenience: r r r a s B B r a n f l p r a a f l i a i a a r r a i r i i a B r i i a B i r a

Health: r Ta a B p a s p p a a a r r r i a
1

- " p i a
- p p i a a B P i a a H f a a a r r aa
- - -
p a aa p
-
rra
- a r a a a B i a a a p p p E p p a a P P i "

1
X
* 3.9 Apply It to Your Writing
Think about the categories you wrote for your writing prompt in Activity 3.6 on
page 176. Write three points of classification for your categories. Make sure your points
of classification can describe all of your categories. ( You may need to change some of
your categories to make this easier.)
Categories:
1 B b I, I B L I I I B b L I 1 B L L laJ B B L B B J B L B B B I. I B L I B B b I . J B b I J J I j a i B J B b I B B I, I .
I 1 B L I B L I I I J L I I I J B I I I I B I I I I B I I I!B I I I I B B I I I B I I I I J . .
I I I J B I I I J B B I I J B L I I J B L I I I B L I I J B I I . J B b I . i i i B i >k f l I I I I I I I I J B I I I I .
I .1 I I I I I I I I I I I B BJ . J B B I J a b i

2 H H I El I El m m I I I L I a a i a n i i J i i i i B i i i J f l B i i iii j i i i d i a i i p i j n i r n

3 ! P a p p B i p p I B P i B B n I B fl P I I fl I I B B P n a p n a p i i a p p p a a a p i p i p a p p a a a p a p a p a a B p a B p p

Points of classification:
i P P P B P B R B P P P P I P P I a p R a a i i p p p a p p a a a B A a B A R

2 '1' a p r n p p r a p r i a e r a E r r a a r a a r r a p a a P p a a p p a a B p a a a p r a a P r a a p i a a p a p p -
a a a p -
r a a a B r l a a p r a a a p r a a a p r a a a P P -
a a a P B n* a a B r p a a r a i a e r p

3 i a B p p p p p p B P P B P P B P B B P P B B P B B B B B P B P P B' B B P P B P P T B P "P I B P *P B P P P
 BODY PARAGRAPHS
In a classification essay, each body paragraph is about a different category. For example, if you
write about three categories, your essay will have three body paragraphs.
Each body paragraph begins with a topic sentence that introduces one of the categories. You
can introduce the category with expressions such as:

One (name the category) is ...

One place to eat is at home.
... is / are another (name the category)
Restaurants are another place to eat a meal.
The first / second / last (name the category) is .. .
The last place to eat a meal is outdoors, for example, at a picnic.
After the topic sentence introduces the category, the points of classification give interesting and
relevant explanations about the category. The categories in each body paragraph are different,
but the points of classification in each body paragraph should be the same.
Notice the topic sentence and the points of classification in the body paragraph below:

Topic sentence
introducing the category
—c One place to eat a meal is at home. The cost of a meal o Point of classification: cost

at home is very low because you can use food from the
supermarket and you do not have to pay for a cook, waiter, tax,
or tips. A meal at home can have a familiar, comfortable, and
Point of classification:
© relaxing atmosphere, but it might not feel exciting or special.
atmosphere
Point of classification:
The best thing about a meal at home is the taste, if you or youro taste
family can cook well. You can enjoy flavors that remind you of
your family, your friends, and happy memories.
& 3.10 Write Topic Sentences
Write topic sentences for the two body paragraphs below.
WRITING PROMPT: What are the main types of restaurants or places that serve food?

Body paragraph 1:
r i 'i a r r i i a i F r l i a r r p i i p r ri r IP T 1 P

Food from street vendors is usually not very expensive. You can often eat a meal for only a few
dollars. Street vendors are also very convenient for people who live or work in a big city. In
many cities, there are parks or other places where a lot of different food trucks sell meals. One
negative thing about street vendors is that the food is not always very healthy. Street food like
hot dogs and hamburgers are high in fat, and sometimes street vendors are not very clean and
their food can make people sick.
Body paragraph 2:
4 J .
f a 4i J J . i i A J J k b J i d J k

The price of fast food is usually fairly low. For example, many fast-food places sell hamburgers
for only a dollar, or a complete meal with a hamburger, fries, and a drink for about five dollars.
These restaurants are also extremely convenient. You can find fast-food places in almost every
town, so they are nearby. They are also convenient because they can prepare a meal for you in
just a minute or two. One bad thing about fast food is that it is unhealthy. These meals are very
high in calories and fat, and it is not good to eat this type of food every day.

& 3 . 1 1 Write a Body Paragraph

A Write three categories for the writing prompt. Then compare your categories with a
partner.
WRITING PROMPT: What are three types of businesses that are based on food?

Category 1: r l 5 B r i i i p p r 1 p p p 1 7 p P T1 P 7 7 P P P " 7 7 B P 7' 7 B P P I P T1 P T1 P 7

Category 2:
Category 3:
B Write three points of classification to describe each category. For each point of
classification, add some interesting details about each category. Then compare your
ideas with a partner.
Point of classification A: i- i i i J J i

Point of classification B: P I B P I I E P l i a r
--
a a r r i a r i a B 1' a r i I I a i a a i I I r r I B P

Point of classification C: p p a p a p a a a
1
P P
-
a a p ,r a
- " p a, aa " p a, a a p i a a a a if a 9 p p i a P P i a a pTi a E fc T i 9 p i p r T a a •r a p a

C Write a body paragraph about one of the categories on a separate sheet of paper. Use
your ideas in A and B.

INTRODUCTORY AND CONCLUDING PARAGRAPHS

The introductory paragraph of a classification essay is similar to other kinds of academic
essays. It begins with background information that introduces the topic and makes your
readers interested in it. The introductory paragraph then gives a thesis statement that states
the three main categories you will write about in your essay. When you write your thesis
statement, you may want to use expressions such as:

• The main types / ways / kinds of ... are ...

in most cultures, the main types of meals are breakfast, lunch, dinner, dessert, and snacks.
• ... can be classified as ...
Almost all meals can be classified as breakfast, lunch, dinner, dessert, or snacks.
The concluding paragraph of a classification essay is the same as in other academic essays.
The concluding paragraph:
• begins with a transition phrase, such as in conclusion or in sum
• restates the thesis statement
• ends with a final! comment, such as a recommendation or prediction.
 3.12 Write Thesis Statements
Read the writing prompts. For each prompt, write a thesis statement. Include three
categories in each thesis statement. Use the expressions you learned on page 182.
1 WRITING PROMPT: What are the main ways to eat a meaf ?
The main ways to eat a meal are with your hands, with a fork and knife, or with chopsticks.
2 WRITING PROMPT: What are the main types of food on a restaurant menu?
a i i J i J a a a a H B B a i a i i a a i i i

3 WRITING PROMPT: What types of international food are popular where you live ?
- m I 4 . m
- ! Hi -
ii M il - .
h i i . m m i m m p r
-- ---
B r p i 5 p h I
- p
-
+S

4 WRITING PROMPT: What are the main types of restaurants in your city or town?
P T p T 1
" P r T f P T 1 P P P T l P P P T 5 P P P l l P P fl
- ,
P P l 1
- P P 1 1
" P P I l "
, ,
P P P1
- , , ,
P P P 1 9 P P P S S P P V l « , , ,
t P 'P ! ! B P P 1 r «
- p
-r i p 'r « P P ;
- p ‘r i p P 'r i P P -r p r T P t
^ ri r p f i P p T p PI

3.13 Apply It to Your Writing

Look at the thesis statement you wrote in Section 1. Does it mention all three categories?
Does it use the expressions you learned on page 182? Rewrite your statement to include
them if needed.

.
E L I J a E L I . E L 1: . E L I J a .
i .a
j B a a L a a L a L L L a B a a B a E L L L L L L L

.
I 1 B II I B II I J B B B J J B B i l l B B i l l I B B E I I B BliB .
'B B I I a a a ..
B i I I a B I B B B i: I I I B B E I E I U B B B B I a B B I . a
In this section, you will learn writing and grammar skills that will help make your writing more
academic and accurate.

© Writing Skill: Sentence Variety

in academic writing, it is important to use sentences with different lengths and different
structures. This is called sentence variety. Using different sentence types makes writing more
natural and more academic.
Here are a few ways to add sentence variety to your writing.
• Vary the order of time clauses: Do not always use time clauses at the beginning of the
sentence. Use them in the beginning sometimes and at the end other times.
TIME CLAUSE AT BEGINNING
When you buy produce at farmers' markets, it usually costs less than at supermarkets.
TIME CLAUSE AT END
Produce usually costs less than at supermarkets when you buy it at farmers' markets .
• Use a mix of simple, compound, and complex sentences: Combine two or more
sentences to make one sentence.
Simple sentence: This can be an inexpensive approach.
Compound sentence: It does not cost very much to import, but it is not always the freshest.
Complex sentence: If you are good at gardening, your vegetables may not look as pretty as
the ones in the store.
• Start or end with a prepositional phrase: Adding this phrase to the beginning or end of
the sentence gives it a different structure and style.
PREPOSITIONAL PHRASE

An apple costs fifty cents at some places.

PREPOSITIONAL PHRASE

At other places, it costs two dollars.

• Use synonyms to avoid repeating words: instead of using the same word or phrase again
and again, replace it with a new word that has a similar meaning.
One place to get fruit and vegetables is at a supermoiket.
SYNONYM

The cost of grocery store produce can be very low or very high.
 4.1 Add Sentence Variety
Rewrite the sentences so there is more sentence variety. Use the ways in parentheses.
1 When it is winter, people in China eat hot foods. When it is summer, they eat cool foods,
(vary order of time clauses) n

l< I d B I . H k l l d H k l I .

2 In many cultures, garlic is considered medicine. It is used as a medicine for colds and other
illnesses, (use synonyms)

3 China is a place. Many people there do not like to drink ice water, (use a prepositional phrase)

h
* N m ft d .
k 1 d
-- k I m mn ..
rn rn .
J Jk d m k k i i m m n k >
- m m i m l m m .
B k k J ..
k 1 ..... . m m .
k J d d k m .
J I

4 Fast food tastes good. It can be very bad for your health, (use a compound sentence)
.
J> J S k k J J d d k d d d d k l, J d
_ k k d d
- .
k l J d f i k k d d S k k I J d k k l J a f a k l J a f i k l 4 d f a k l J d f a k l J d i k l J d i k l J J d k l J J J k ..
l= 1 J 4 k I: |l 4 4 k k k 4 4 k k k 4 4 k k k J 4 i k k l 4 B k k J 4 4 i i k I J B k k .
l J d k k l J d k k k 4l d k k .
l J d k k

4.2 Apply It to Your Writing

Think about the writing prompt you chose and the ideas you brainstormed in Section I.
On a separate sheet of paper, write four varied kinds of sentences about your topic.

O Grammar for Writing: Simple Present and Present Progressive

In academic essays, it is important to use the most appropriate verb form to make your ideas
clear. If you use the simple present and the present progressive, remember the following points.

SIMPLE PRESENT AND PRESENT PROGRESSIVE

i Use the simple present for routines, An apple costs fifty cents at some places.
habits, and things that are generally true. It does not cost much to import fruit and
vegetables;, but it is not always the freshest.
2 Use the present progressive for things To stay healthy, more people are eliminating
that are in progress now, or for junk food and are eating more fruit and
temporary or changing actions. vegetables.
3 Use the simple present with stative verbs do not look
such as be, believe, have, know, like, look, Perhaps your vegetables are not looking as
pretty as the ones in the store.
need, seem, and want. Do not use the
present progressive with stative verbs.
4 Some verbs have both an active meaning Many supermarkets have
STATIVE MEANING:

and a stative meaning. Use present organic produce now.

progressive if the verb's meaning is active. ACTIVE MEANING:More people are having fish
for lunch and dinner to help improve their
memory.
iSF 4.3 Complete the Paragraph
Complete the paragraph with the correct form of the verbs in parentheses. Use the
simple present or present progressive.
Coffee and Mental Health

A type of diet that can improve mental health is one that includes coffee. Coffee is more
popular than ever, and at this moment millions of people i P i * i i n i e r i i r n i P (enjoy)
0)
a cup of coffee around the world. However, it is important to understand coffee's effects on

your health. Coffee l J b h i j .i

J b i J ii k I I a .i
L i u i. I J li L i .I
I S I (have) caffeine. According to research, caffeine
(2)
usually T 1 1 P I 1 1 P I (improve) people's memory and their ability to concentrate.
(3 )
However, these effects are temporary. Imagine you (have) a cup of
(4)
coffee at the moment. You .
i l l I il I I B I (be) probably alert right now, but in a
(5)
few hours you will not feel as good. Caffeine also I B P 1 1 P P r r "i p M i p 'r i P B P I B P B B P B P P 1 r B B P (make) people feel
(6)
more anxious, according to research, and coffee drinkers (not sleep)
as we .
Avoiding Common Mistakes ( •)
Research tells us that these are the most common mistakes that students make when using the
simple present and present progressive in academic writing.

1 Use the simple present with stative verbs such as be, believe, have, know , like, need,
seem, or want Do not use the present progressive.
want
Many people today are becoming vegetarians because they are wanting to have a healthier
diet.
2 Use the simple present for routines and habits that are not likely to change.
Do not use the present progressive.
serve
Fast- food restaurants are serving meals that can be prepared quickly at a low cost.
3 Use the present progressive to talk about something temporary. Do not use the
simple present.
are starting
Now, many people stmt to ieam about the importance of good nutrition.
4 Use the - ing form of the verb in the present progressive. Do not use the base
form.
growing
Organic food brands are grow at a fast rate throughout the United States.

& 4.4 Editing Task

Find and correct six more mistakes in the paragraph below.

Another type of diet that is good for your mental health is a diet with a lot of fish. Scientists
doing
are do a lot of research on the effects of fish these days. We already are knowing that fish

improves memory and concentration, especially for older people. This is because fish are
having a fatty acid called Omega- 3 that is helping our brains. Right now, scientists research the
effect offish on people's mood. Many of them believe that fish can help people who are suffer
from depression. According to research, fish also is improving sleep. If you are having trouble
sleeping these days, you might want to try eating more fish for a few days.
0 Avoiding Plagiarism
Citing sources can seem confusing.

I m not doing research for my essays yet, but I'd like to know
a little bit about citing sources in my essay and in Works Cited.
I want to understand when and why I see citations. Also,
there are so many kinds of print and electronic sources.
Do I write the names of all sources the same way?

Sofia

Dear Sofia,
The reason you see citations is because the writer is using another writer's words or ideas.
You might see them in the body of the essay, and you will see them at the end of the essay
in Works Cited. Citations for print and electronic sources are slightly different. In all cases,
though, you will need to know the author, title, and date of publication.
Best regards,
Professor Wright

CITING PRINT SOURCES

Different schools and departments may use different styles for citing sources. This book uses the
MLA style. Ask your instructor which style he or she prefers. In this lesson, you will look at print
sources only, such as printed books, magazines, and newspapers.

There are two places where you will cite your print sources: in the text (as in-text citations) and
in the Works Cited page at the end of an essay.

In- text citations Method 1

There are two methods of citing Write the author's first and last name in the sentence
your print sources. Both methods and the page number in parentheses at the end.
include the author's name and
Maria Rodale says that education is important to help
the page number.
children make good food choices (26).
Method 2
Write the author's last name and page number in
parentheses at the end of the sentence.
Eating at a restaurant is as unhealthy as eating fast food
( Smith 2 ).
 Works Cited Books
At the end of the essay, include Write the author's last name, a comma, and the first
a Works Cited page. Write a name. Italicize names of books and magazines. Include
citation for each in-text citation. the medium (such as print) at the end.
Include the author's first and
Robbins, John. Diet fora New America. Tiburon:
last name, title, place, and date
Kramer, 1998. Print.
of publication. Notice the order
of the information and the Newspapers or Magazines
punctuation of the citation and
the indentation of the lines. Put names of newspaper or magazine articles in
quotation marks. Write the day, month, and year of the
List citations alphabetically, not in article 's publication.
the order the citation appears in
the essay. Bittman, Mark. "Yes, Healthful Fast Food Is Possible."
New York Times Magazine, 7 Apr. 201 3: MM 26. Print.

4.5 Practice
A Read the in-text citations. Circle the information that is missing in each one.
1 Frances Moore Lappe argued that meat production was not good for the planet.
a the name of the author b the page number c the publisher
2 Many Americans choose foods based on cost and convenience (25 ).
a the date b the name of the author c the page number

B Correct the order of the citations from the Works Cited page. Write the information in
the correct order. Use correct punctuation.
i Book: Fast Food Nation. Eric Schlosser. 1992. Print. Harper. New York.
f T 1' T P P

2 Magazine: Pollan, Michael. The Nation. "How Change Is Going to Come in the Food
System." Print. Oct. 3, 2011: 7.
..1
i ..
I 1 i i u j i B i i i i B i i a a i i i

i J a i a a i a a B i a a
In this section, you will follow the writing process to complete the final draft of your
classification essay.

BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
Before you start, read the student's cluster diagram. He brainstormed more ideas for the
duster diagram he started in Section 1 on page 164. Finally, he crossed out the ideas that he
thought were the least strong, the least interesting, or not relevant to the topic.

Category 2:
Farmers’ markets Category 3:
Category 1:
- food Is very fresh Supermarkets
Growing your own
- doesn’t cost much - not in every town goo
- often not expensive - every town has one
- too much work
- not pretty but - nice atmosphere - some cheap, others
expensive
fresh
- not very popular - quality varies; not
alwaysfresh

Essay Topic:
PLACES TO
GET FRUIT AND
VEGETABLES

category 4:
Restaurant
- expense
- not/a lot of
^
Nit
2 Now read your writing prompt again. Then review the ideas you brainstormed in Section 1
on page 165. Write the essay topic, categories, and details in the diagram. Include ideas
from the Your Turns throughout the unit. Finally, brainstorm more ideas. You will probably
not use every idea, but it is good to write as many ideas as possible.

Category 2:
JI H I . j i b i J j a i i i J j e i i i j j i i i i j j B i i i J i B i i i j a B i i i

Category 3:
Category 1: 11 p i a e p i i

I B .1 I B I

.1. j b a . k k A .a , a .
a .-
a a
t 11 P r 1 f P P T11 P P P P T 1 IP T T 1 9 P T I T S - P r a a a p p1 T P ! T

p p 1 T B P P T 1T T P P T S P P P T I T B P T T T
- B P P T I I B P P T T I B P P P I I T P P T
i P 'P i n i B P i i i i i B I 1 I I I I 9 I I I I B P ! r i

a J

A i i fa L j J a J

- P P P B
- P P T 9 B E P T T I l l P P I1

Essay Topic:
.
l l d l B I J J I k l l J B k l l B B I I J B B .
I I J .
I B k l J a B l i l J J B I i l J a b l . .
1 J l b B I J I k l i k

PI a a a a a a r r r i

-
S a a h -- -
4 16 ft 4 4E I -

Category 4:

m a

. > a .. .
a B .
a Bi k

i a a a
 MAKE AN OUTLINE
Complete the outline below with ideas from Step 1 on page 191.

ESSAY OUTLINE

Introductory paragraph

Thesis
Statement
I I

I fi B

I I I

Body Paragraph 1: I

Category 1
Point of
Classification A.

Detail 1
j j r
»J J L L JI. L fc IIIIIII I I B IIII U 1II U J II B I IIII I L I I B I I I J II I d l l J I I I 1 L I B fl H I I B I B J J I J B B L J i l l J lI L I . I B B L I I B B B I .
I J a a a j a a a j a a a j a a a i i j j a i .
i J J B L L i l a B L I I I J I B II a a a i i a a B L a a H i d a ii J B B L I I fl a B II .a 1

Detail 2 a P i i '

Point of
Classification 3.

Detail 1
j j a r
» j j a L I J I . a L i .
B B B I i f l B L i i a B B i i J B B i i i a B i i i a a i i i a a i 1 . . i J a i i i a i j a i i d a L i a a i i i i a a B B I B a a j a a i j a a L J I a i ..
a i a .
L i j a a i i i a a a i B B B I . J a a a j a a a J a a a j a a a i i j j a i .a
i a a i ..1 a a ..
i i IB J a a a a a a a i i .
a a a i B B B I . a a a a j a a L i J a a a i i a i

Detail 1
2 i i r i a i '

Point of
Classification c.

Detail 1
a a a a
»aaa L L .
a a a L L a a a L I a a L L I a a a I I J a a L I J a a n I I a a B I I B a B I i i J a i i a a a a a a .
i a a a L i a a a i i a a a i i a a a a a a L J a a L a a a a .
a a a .
L i i a a a i i a a a i a a a L J a a a j a a a J a a a j a a a i i a a a i .
i a a a L L a a .
L i IB a a a a a a a a i i a a B L B B B I . a a a a a B a L I I a J a i i a i

Detail 2 i i r i a i '

Body Paragraph 2:
Category 2 i a a r i a a r a a a i' ia a n a a a i i a r I B B a a r r I I a i n u n i a a a n a r i a a r i a r i I I a i i a r I I i a r a a r i i a a r i n a r i a a a a a a a i i i a r a

A.
Point of
Classification

Detail 1 il I

Detail I
2 a r a a a i n m r n a r i a a r a a a r i a a i i i a a r a a a a
 Point of
Classification
3.

Detail 1* B

Detail 2. s
- P P I" i B F f l +B B B P + -
r B S E " i, -
i B S E F i B B P p r B,
,i
- F r B
,
-- l! , ,
r B E E F r B B i E F r B f l E E F B !
, i s E F B, B B E F B
, ,i
' B E P n r B' E B F 1" P T T
" Pr
- " P r P P T1 P T1 " P T1 S I

Point of
Classification
c.

Detail 1* B

Detail 2. S
- P P I" I B f P I
"* " i
B B P ‘ * B" B B E " ft1 I
" B H E P I B P P F B" B m
P P B B
1
ft! F BP B E P -
P B B E P F B" B E B P T
'
iS B F B P B B B F B" B P H B F B P B" B B P T B P B P B* F PTB P T T
- P P T1 E P T1 " P Pf
- B P S
" S I

Body Paragraph 3 IV. n

Category 3
ii a i

-- .
Point of
A
l.

Classification
8

Detail 1*
P P B P
‘1 1 P T 1 P1:
1 B P T I I P P I I I P P I S I P I B B 1 B B B I B P r B P P T1P P iB P r B p I B P I B P I B P B P P B P P B B B F B I B B 1 B B B B B 1 B B B B B E B P B B P B f l P F B S B P B B B T1 P 11 B P B: B P B B F P B B P P B

Detail 2. S
- P P I" f B H P B P p r ! P r P P Ti P P ri s - P r ! a -

Point of
Classification
3.

Detail 1*
P P B P
‘1 1 P T 1 P 11 B P T I B P P I 'I B P P I' I I P I B P 1 B P P I B P B" 1 B P " B I’
T l I B B P P B B B I B B I B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B P B B P B B P F B S P P 1 B B F *F B P B B B B f T B P B B B P B P P B

Detail 2. S B P P I" ! P P F I B B P F S B B P F S B
" B P S B
" B P I B '

" P 1 B:
' i

^ F B" B P F B: B B P F B: B B I' B’ B B * P B B
'
F BP B
" B F B
3
F 1 B H P BP P r B P T T
" P P T1 P P T1 S " P P’
! B "

Point of
Classification
c.

Detail 1*
P P B P B B P T B P B: B B P B B B B P B B B B P B B B B B H B B B B P B B B B" B B P B B B r B B B P B B B B
- B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B P B B P B B P P 'I B B P 1B B B V B B P B B B B T T B P B B B P B P P B

Detail 2. S B P P I" ! P P F I B B P F S B B P F S B
" B P S B
" B P I B '

" P P B" B
^ I B
' '

" P P B: B B P F B P B B I' B’ B B * P B B
'
F BP B
" B F B
3
F 1 B H P BP P r B P T T
" " P P T1 P P T1 S ” P P’
! B "

V. Concluding paragraph i p r I fl p i B p r P a B u r B B P B fl P PI B E I i fl n I B P I BflflP 1 P I m

 WRITE YOUR FIRST DRAFT
Now It is time to write your first draft. Here are some suggestions on how to get started.
1 Use your outline, notes, and the sentences you wrote in the Your Turns in this unit and in
Step 2 on pages 192-193.
2 Focus on making your ideas as clear as possible.
3 Add a title.

After you finish, read your essay and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Check that you have used commas and periods correctly.
3 Check that you have used the present progressive and simple present correctly.
4 Make sure that your sentences have variety so that your ideas flow well and are clear.

WRITE YOUR FINAL DRAFT

1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent. Try to avoid them as you write.
3 Review the Academic Words and Academic Phrases from this unit. Are there any that you can
add to your essay ?
4 Turn to page 260 and use the Self -Editing Review to check your work one more time.
5 Write your final draft and hand it in.
 About the Author:
Work with a partner. Read the quotation about change.
Mahatma Gandhi used
Then answer the questions. peaceful and nonviolent
protest to fight for freedom ,
1 Gandhi believed that anyone could help change the world. Do you agree civil rights, and justice in
or disagree ? Why ? India. Throughout history,
he inspired many leaders,
2 What are some sociai problems in today's world? such as Dr. Martin Luther
3 What steps can you take to start changing the world and helping to solve
social problems?

PROCESS ESSAYS 195

 1 PREPARE YOUR IDEAS

O Connect to Academic Writing

A process shows how to do something. In this unit, you will learn skills to write a process essay.
Some of the skills may seem new to you, but the skill of organizing the steps of a process is not
new. In your everyday life, you use the skill of organizing the steps of a process when you tell
someone how to set up a new laptop or teach your roommate how to cook your favorite food.

O Reflect on the Topic

In this section, you will choose a writing prompt and reflect on it. You will develop ideas
throughout the unit and use them to practice skills that you need to write your essay.
The writing prompt below was used for the Student Model essay on pages 202-203. The
student reflected on her topic and used a process diagram to brainstorm possible ideas for
her paragraph.

WRITING PROMPT: Some companies and groups of people make products - such as jewelry,
r candy, or clothing - and use the money to help themselves or others who need help. Choose a
product. Tell how people make the product and who it helps.

Title: Make Paper BeaeIs

Step 1 Choose paper. Step 2 Cut paper. Step 3

Step 4 Step 5

1.1 Notice
Work with a partner. Look at the process diagram above. Where do the steps below fit?
Add them to the diagram. Share your ideas with the class.
String the completed beads.
Glue the ends of the beads.
Roll paper strips to make beads.

196 UNIT 7
& 1.2 Apply It to Your Writing
A Choose a prompt for your essay.

• Sick people, elderly people, and children often need help. Many communities create
programs, called service projects, to provide support for these people. Think about a
service project that people could start in your community, for example, visiting sick or
elderly members, organizing after-school activities for children and teens, collecting food
or clothes for the needy. Describe the steps you would take to organize a service project in
your community.
• Choose something people can do for others, such as cooking, cleaning, running errands,
or making clothes or furniture. Describe the steps someone would take to personally do
something for others.
• One way people can assist organizations, such as schools and community groups, is to
raise money for them. Choose a fundraiser, such as a sports event, a car wash, or a garage
sale. Explain the steps that someone could take to plan this fundraising event.
• A topic approved by your instructor.

B Complete the process diagram below. Write an essay title and five steps. You can add
more boxes if you need to write about more steps.

C Compare process diagrams with a partner.

Title:

Step 1 Step 2 Step 3

Step 4 Step 5

PROCESS ESSAYS 197

O EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your process essay. You will
also notice how a professional writer uses this language and describes the steps in a process.

Q Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

assist (v) organization (n) provide (v) requirement (n)

commitment (n) primary (adj) recover (v) volunteer (n)

2.1 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the bold words and
circle the correct definitions.
1 Often people want to assist children. They try to make their lives better by tutoring them or
working at an after-school program. Assist means
a help. b be with.
2 Meals on Wheels is an organization that delivers meals to seniors and people who are ill. It is
one example of how a group of people can serve the community. Organization means
a a group of people who live together but are not related.
b a group of people who work together for the same purpose.
3 There are many different types of community service people can choose. For example,
the primary focus of some community groups is to rescue animals. For others, the most
important focus is to protect the environment. Primary means
a most important. b easiest.
4 People can work with groups like the Red Cross. The Red Cross helps communities recover
after natural disasters, such as floods or earthquakes, by providing medical care or building
safe housing. Recover means
a create something new b return to normal.
5 Most community service groups do not pay their workers. Their volunteers do the work
because they want to help people or make a positive change even though they are not paid.
Volunteer means
a a part-time worker. b an unpaid worker.
6 People who want to serve with groups like Meals on Wheels or the Red Cross must make
a commitment. They must decide to show up on time and work hard. Commitment means
a a donation of money. b a firm decision.
7 Many groups like the Red Cross have a training requirement. These groups insist that
people who work with them learn the necessary skills to do their jobs. A requirement is
a a necessity. b a choice.
8 Service groups usually provide training to their volunteers for free. The groups give
volunteers all of the information that they need and supply any necessary materials or
resources. Provide means
a give. b make.

O Academic Collocations ( •)
Collocations are words that are frequently used together. Research tells us that the academic
vocabulary in Part A is commonly used in the collocations in bold below.

2.2 Focus on Meaning

Work with a partner. Match the collocations in bold to their meanings. Write the letters.
l Hospital volunteers provide support to patients and a the most important
their families. They talk to the families, run errands for thing that you want
families, or visit patients. to accomplish
2 Volunteers also provide Information to hospital guests. b give facts about a
These volunteers work at the front desk to answer situation, person, or
questions or give directions. event
I i L J i S L L J J
3 The primary goal of a hospital volunteer is to care c have the necessary
for patients and their families so that they feel more experiences,
comfortable. qualifications, and
characteristics
4 Volunteers must make a commitment to serve all d help or encourage
people with respect.
5 Volunteers must meet the requirements of the hospital. e firmly decide
For example, a volunteer needs to be 16 or older. something

PROCESS ESSAYS 199

 0 Writing in the Real World
The author of "Doctors without Borders" describes the steps an organization takes to help
people.
Before you read, answer these questions: Have you heard of Doctors without Borders? What
does this organization do? Why is there a need for an organization like this ?
Now read the article. Think about your answers to the questions above as you read.

by Bruce Parker

1 Doctors without Borders, or Medecins Sans Frontieres 3 MSF sends medical teams to countries
(MSF), is an international organization that provides where there are major needs. For
medical assistance to millions ot people around example, a team might go to a refugee^
the world. The organization was created in 1971 camp. Another team might go to a
by journalists and doctors in France. Now it works poor country with a lack of doctors and
in over 60 countries. Through its effective and medicines. The teams study the situation
responsible medical and humanitarian aid, Doctors and decide what care is needed so that
without Borders has helped millions of people. Its they can create a program to provide
primary goal is to help people in crisis situations, information and support. MSF can offer
such as wars, natural disasters, or extreme poverty. many different types ot services. During
a war, they may provide mental health
2 MSF raises money from private donors. 1 This allows services. After a natural disaster like an
the organization to work independently from other earthquake, they may rebuild hospitals
governments, religions, or militaries. MSF can fulfill 2 and shelters to help the country recover.
its commitment to assist people regardless of race,
religion, or political affiliation . 3 With this money, 4 While MSF’s medical teams are working
MSF creates medical teams ot doctors, nurses, and in a country, their primary concern is
other health-care professionals. MSF requires these quality medical assistance. However,
teams to have experience in the medical field and to if a team learns about a new problem,
make a commitment to their work.

donor: a person who gives money to an organization ‘refugee: a person who leaves his or her home or conn
-fulfill: do something as promised try to find safety
affiliation: a relationship or connection with a group or
organization

200 UNIT 7
they will speak out so that the international 5 After MSF has helped a country, they may
community becomes aware ot the situation. leave and give its programs to the local
MSF will use media, such as newspaper citizens ot that country. This allows MSF to
articles or Twitter feeds, to inform the world. use its resources to help the next country.
For instance, MSF created a campaign called However, MSF will not leave a country until
‘‘Starved tor Attention .” The campaign the emergency situation has improved. MSF
informed Americans, Europeans, and must feel that the people are able to support
Africans about the problem ot childhood themselves. MSF wants to be sure that the
malnutrition . In this way, MSF encouraged country will continue to get medical care
people and governments to give food after they leave. Through this process, MSF
assistance and nutrition programs to starving continues to have a positive impact on a
children. community even after the organization has
left a country.

2.3 Check Your Understanding

Answer the questions.
1 Use the information from “Doctors without Borders" to put the steps below in order.
Number the steps from 1 (first step) to 5 (last step).
B a .
k J m B .
I L J J
| B Evaluate the country's needs.
Give the MSF program to local citizens.
i i B r r i i B r r Provide information and assistance to the country and educate the international
community.
Raise money and recruit medical professionals.
Send a medical team to a country in crisis.
2 Based on your knowledge of current events, where do you think Doctors without Borders is
working today?
3 Would you be interested in working for an organization like Doctors without Borders? Why
or why not?

2.4 Notice the Features of Process Writing

Answer the questions.
1 Look at the first paragraph. The author describes the work of Doctors without Borders. Does
the author think this organization and its work are important? Why or why not?
2 Look at the second, third, and fourth paragraphs. Does the author use chronological order,
spatial order, or rank order to describe the steps in the organization's work?
3 Look at the fourth paragraph again. Which step in Doctors without Borders' work is the main
point of this paragraph? What specific example does the author provide to support this step?

PROCESS ESSAYS 201

 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on her topic. In this
section, you will analyze the final draft of her essay. You will learn how to organize your ideas
for your own essay.

O Student Model
Read the prompt and answer the questions.
WRITING PROMPT: Some companies and groups of people make products - such as jewelry,
candy, or clothing - and use the money to help themselves or others who need help. Choose a
product. Tell how people make the product and who it helps.
1 In your own words, what will this essay be about?
2 Have you ever purchased a product from a company or organization that donates money to
help others? If so, what was it?
Read the essay twice. The first time, think about your answers to the questions
above. The second time, answer the questions in the Analyze Writing Skills boxes. This
will help you notice key features of a process essay.

Paper Bead Jewelry

1 BeadforLife is an organization that helps poor women in Uganda. It

teaches them to make beautiful beads from recycled paper and simple
materials. They make jewelry with the beads. The organization sells the
jewelry all over the world. BeadforLife takes the money and gives it to the 1 Analyze Writing Skills
women in Uganda. The money from the sale of the jewelry provides an Underline the sentence
that tells you the process
income for the women. It takes a lot of time to create this beautiful paper the writer will describe .
bead jewelry. The women of Uganda follow a careful step -by- step process
to make the beads and jewelry. Here are the steps. If you follow these steps
carefully perhaps you can make this jewelry too.
2 First, choose the paper. You can use any kind of paper that you have
in your home. BeadforLife customers often like bright, colorful beads,
2 Analyze Writing Skills
so paper from magazines or posters works well. Next, cut the paper into
Circle the words that
long triangular 1 shapes. Make wide and thin triangles so that the beads show the order of the
steps in the process.
are different sizes and shapes. Third, roll the paper strips into beads. This
step requires a small stick, such as a toothpick or needle. Roll the paper 3 Analyze Writing Skills
Underline the details
around the stick very tightly The stick creates a hole. It is a little difficult
that help the reader
to roll the paper correctly so be patient. It may take a minute or two to understand how to roll
the paper strips Into
make one bead. After that, put some glue on the end of the paper. Hold beads.
' triangular: shaped like a triangle

202 UNIT 7
 the paper tightly for a few moments. Wait for the glue to dry. When you
have made many beads, you can make a bracelet. Take a string and put the
string through the beads. Then put varnish2 on the beads with a brush. It
is like painting. The varnish is clear. It makes the beads hard and shiny.
Finally, let the beads dry. This step can take two to three days. After the
beads are completely dry, you can wear your paper bead jewelry.
3 In short , making bead jewelry is a simple but long process, and 4 Analyze Writing Skills
it is a process that the women of Uganda have mastered. Thanks to Circle the words that
introduce the concluding
BeadforLife and the creativity of the women, you can buy paper bead paragraph . Underline
the opinion , suggestion,
bracelets and necklaces and save yourself time. At the same time, you will or prediction the writer
have something wonderful and will help the women of Uganda support makes .

themselves.
;
varnish: a clear liquid that you paint onto wood or paper to protect it and make it shine

iV

/
k I
k
4
h .1

r
i 1* 1
•t
 3.1 Check Your Understanding
Answer the questions.
1 How many steps are there in making paper bead jewelry?
2 If you wanted to make a blue and white paper bead necklace, which material woufd you use?
a an article from an old newspaper
b a large poster with a picture of the earth
c a magazine page with photos of people
3 Who does BeadforLife help? How does buying paper bead jewelry help ?

3.2 Outline the Writer's Ideas

Complete the outline for "Paper Bead Jewelry" from pages 202-203. Use the phrases in
the box.

apply varnish create a hole make a bracelet wide and thin triangles
choose the paper glue the paper two to three days

ESSAY OUTLINE

1.1rrtroductory pa ragra ph 1 i P T 1 P T l l H P P T l - P P P ! M
" P P ! M
" P P ! P ! 11 P P 1 T T 1 T T f S - V T 1 1 T 1 9 P T 1 1 P P T 1 P P P t1 P P I I S - P P l l - P P f
^ ^ P P l l - P P I

Thesis
Statement
If you follow these stepsearefully, perhaps you ca n ma ke this jewelry, too. T I B I 1 B P P r 9 9 P Pi

Body II. The process of making beads

Paragraph
i ir f r r i i i r n i ! i i i r « n i r i rv i i i i i i t rr i i i i i i n B T i ;i P i i i r i jjn r i i i r i i l « n i i i i l a p r i n r n a a p p a i l a i i r m II a p r i a i p I I B I T !i I I I I I I I I I I I I '1 I I i i r rr i i i r i i r p r p 9 I B P B a p r 9 9 1' 9 n n i 9 P 9 P r I 9 9 If 9 9 9 9 9

Step 1 A. 9

Detail i . . bright and

1 i ... . ....colorful
t i >
- . .- . « i
• r n . • r r e > • fp 9

Detail 2 . Magazines
. . . ... .
. ... . . . . .-. or posters . . I '
* p 9 9 I I 9 9 9 II I 9

Step 2 3. Cut the paper n 9 9 9 9 9

Detail 1 9 9 9 1
» 1 fP 9

Detail 2 . Different sizes and

. shapes
.. I I r i a p 9 9 I I 9 9 9 II I 9

204 UNIT 7
 Step 3 C. Roll the strips into beads
j i i r j i i t i J
i p t i i t i i i i t i 1
. r i n r i B r i i i i i i i i L i J i i i i . .
M i i i i i i i i i i .
I I I L 1 . 1 !l I I 1 . 1 1 I I I I . n I li i . II i i i. i i i ..
i. n .
I li i i I I 1 J U i l i a I I . J 1 1 1 4 I I J I 1 1 1 I 1 1 1 L J 1I I I I I la l rl I l> J fl I I I I fl

Detail . .... Roll

1 .a ...
J B
paper around a stick or needle
J . .. ................... .................. ..
. t J ........ .... ....
“ * 1 L i. 4 r r t SM

Detail 2.

Step 4 V. I J 4 B B I J f l B B I I 4 B B I I 4 B I I I 4 B I I I 4 f l l I I fl B I I I B I I J B B I I I B B I I I B B I I J B E I, I J B B I I . I B B I I I B n i l 4 B l l i a k l l i a k r i i a i .l .l
l l 4 l . l l l f l l. l
l i a i Il l .I
B I fl I .I I I B I I I I B I I I fl I I I I I I I I I I B I I J I I 4 B I I I 4 I I 4 I I 4 I I 4 I I I I I 4 B I I I H B I I I fl B I I I 4 B I I J B I I LI B B I I I B H I I

Detail 1. Hold tightly SM

Detail 2 . Wait
. ... .
.. until dry
. .. . . .. ... . .. . . ...........
•k J 1 1 . c j I I U

Step 5 E. .
B B B I J B B B I B B B B I I B B B I I B B B I . .I B B I I J B B I I J B B I I J B B I I B B B I I B B B I I B B B I i a B B B I B B B B i l B B B I I B B B I J B B K I I B B B I I B B H I I B I I I I J B I . . ... . I. I . .
J B L I I J B I i l II I B K .I I fl I .I I I B I I I I B I I I I fl I I I I I I I I I I I I B I I I J I I I 4 B I I I 4 I I I 4 I I I 4 1° I I 4 I I I I I I 4 B I I I H B I I I fl B I I I 4 B I I 1 . B I I LI B B I I I B H I I

Detail 1..... Have enough

.. ..... ... ... beads
......... . ................. .
i i i i i i!

^ i n SM

Detail 2 . Put string..through

. .......... .. beads
.... ... ....
' ^ J I I U

Step 6 F. .l 4 4 B B I 4 B B B I I 4 B B I I 4 B I I I 4 B I I I 4 B l l l f l B I I I B B I . .
I B B B I I f l B B l I B B B l I B B B B I B B B B i l B B B I I B B B I J B B r i l B B I I I B B H I I B B I|J B B I I J B B I I J B B I I l ... . . . l B B I .1 B B I I I B B II > H B I I I I B I I I B B B I I J . .
B B I J J B I I f l 4 B I I I a f l f l B D J l 1 1 B I I .1 J B I I I B B B I J B B I I I f l B B I I B B I . 1 J f l B L t l I f l B l> >1 fl I 4 LI I J fl B B I I J
-
B B L l

Step 7 G . Let the beads dry R i l l . .

B I B B B I . .
B B B I I B B B I I B B H I l f l E l t l l B E I t l l f l B L I . B L I I I B L I I I fl L I I I fl I . I I II fl R J fl fl I . J II I I I I I II I I II L I I I i a i j n II j a II I I I J I i a i j i i i j i L

Detail 1. I I U

. Concluding paragraph
. 1 . l. l f l f l E I
l 4 fll . I 4 f l L B I 4 flflBllflflB I I B B I I I J B .
I B I I.
| > I B ! fl I J

Concluding
Sentence
Inshort, ma king bead jewelry is a simp le but Ipng. process,a nd it is a process that the , fl

. .... .of
women .. . . have
.. ..Uganda . mastered
.............. * p 1 L l I
I B I L I I J I J L I

^ !I I I I B L I J I B I J I I I
I B I B B I > <
l
'

PROCESS ESSAYS 205

 O Process Essays
A process essay tells the steps in a process. One way writers use process essays is to teach
readers how to do something. For example, in the Student Model essay the writer described
how to make paper bead jewelry. As in other essays, each paragraph in a process essay has a
purpose:
• The introductory paragraph tells the reader what process the writer will describe. It explains
why this process is important and often gives background information to interest the reader.
• The body paragraph describes each step of the process in chronological order. The
supporting sentences give details about each step.
• The concluding paragraph ends the essay by restating the main idea. In addition, writers
often offer a suggestion, give an opinion, or make a prediction.

3.3 Notice
Read the Student Model essay on pages 202-203 again. Match each sentence to its
purpose in the essay.
INTRODUCTORY PARAGRAPH
Sentence Purpose
i The money from the sale of the jewelry a gives background information
provides an income for the women.
2 The women of Uganda follow a careful b explains why this process is
step-by-step process to make the beads and important
jewelry.
rvi 3 BeadforLife is an organization that helps c tells the reader what process
poor women in Uganda. the writer will describe

BODY PARAGRAPH
Sentence Purpose
l Third, roll the paper strips into beads. a describes a step in the process
2 This step requires a small stick, such as a b provides more information
toothpick or needle. about a step

CONCLUDING PARAGRAPH
Sentence Purpose
i In short, making bead jewelry is a simple a gives an opinion
but long process, and it is a process that the
women of Uganda have mastered.
2 Thanks to BeadforLife and the creativity b restates the main idea
of the women, you can buy paper bead
bracelets and necklaces and save yourself
time.
3 At the same time, you will have something c makes a suggestion
wonderful and will help the women of
Uganda support themselves.

206 UNIT 7
THE INTRODUCTORY PARAGRAPH
In a process essay, the writer includes background information and a thesis statement that
answers these questions:

• What process will the writer explain ?

• Why is this process important?
• What are the steps in the process ? OR How many steps are there ?
In the thesis statement, a writer needs to state that the essay will describe a process. The thesis
statement may list the steps or tell the number of steps in the process.
NUMBER OF STEPS PROCESS

If you follow this simple seven-step process, you can create this beautiful paper bead jewelry .
Writers often use phrases like the ones below to write a thesis statement for a process essay:
Follow these steps to start a home recycling program.
If you follow these steps, you can make this comforting soup for a sick person.
The three steps in holding a clothing drive are advertising the event, collecting the clothing, and
distributing the donations.

3.4 Notice Introductory Paragraphs

Work with a partner. Read this introductory paragraph from a process essay. Then
answer the questions.

Many high school students participate in service learning with their class. Some students
visit the elderly in nursing homes and talk to them. Some students read to children in libraries.
Some students make sandwiches for poor people. These are wonderful opportunities for
students. They learn important skills. They learn how to be kind and to be responsible. Starting
a service-learning project takes time and good planning. Things can go wrong and people can
be disappointed. If you want to start a service learning project for your class that works well,
follow these four steps.
1 What process will the writer explain ?
2 Why is this process important?
3 How many steps are there ?

PROCESS ESSAYS 207

 & 3.5 Apply It to Your Writing
Look at the process diagram you created for your writing prompt in Section 1
on page 197 and think about your topic. Answer the following questions. You may
decide to use this information later in your introductory paragraph.
1 What process will you explain? n a H I I I B fl B 1 1 I a a i

a
_ .
k A

2 Why is this process important? a k ii A a a i B B S a I I B I I I J fa i A a fa i a A B & . a fa 11 i a a L .

i i a a i i ..
fl H I I fl fl k k 4 A b i A . a b fl A a b j a b A fl b a a H b a A B b i .a a b A< J a k i: a a a .
k i 1 a a h L A i i A a k i i a k A A G k l J f l k k I

.
ft .
ft .
ft ft A a

3 How many steps are there? k A A f l k A A A k k A A f l k k A A a f a I. a f a k f l fa k An A f l fa f t, A f l f l . f t. A A f l fa .

ft A A f l fa k A f l f l f a f a A f l fa k A ft f l k .
k A A f l k k <1. f l k k k l A k k A, I f l fa k k I f l f a f a k I A S f a k I f l f l fa k I A A k k I A

BODY PARAGRAPHS
In the body paragraphs of a process essay, writers clearly break down the process into steps.
They use words and phrases such as first, second, next, and after that to present the steps in
chronolocial order.
First, contact your garbage service to add recycling if you do not already have this service.
Second, ask for information about what you can recycle and what you have to throw away.
Next, learn how to separate items for recycling.
After that, create recycling bins in your home for the separate items. Label them and put them
next to your trash can.
Finally, take your recycling bins out with your trash cans before each pickup time.
Writers ask themselves questions like the following to help them clearly state each step, explain
it, and add details that make it easier to understand. Be sure to answer these questions when
you write your own process essay.
1 How do I state the step?
2 What do ! need to explain to make sure that the reader does the step correctly? What tips
can I give ?
3 How much time does the step take?
4 What materials or tools does the reader need for the step ?

& 3.6 Notice Supporting Details

Work with a partner. Read the step from the Student Model essay. Then follow the
directions.
Third, roll the paper strips into beads. This step requires a small stick, such as a toothpick or
needle. Roil the paper around the stick very tightly. The stick creates a hole. It is a little difficult
to roll the paper correctly, so be patient. It may take a minute or two to make one bead.
1 Underline the sentence that states the step.
2 Double underline the sentence that explains what to do or tells how to do the step correctly.
3 Put a box around how much time the step takes.
4 Find the sentence that describes a tool. Circle the tool.

208 UNIT 7
& 3.7 Write Supporting Details
Read the essay prompt. Then complete the activity.
WRITING PROMPT: One of the most common ways to help others is to prepare and serve
food for a sick person. For this reason, most cultures have a food or drink that they commonly
use to comfort sick people, in the United States, people often make chicken noodle soup, for
example. Describe the steps someone would take to prepare a common food or drink for a sick
person in your culture.

A Outline the steps and provide details for each step. Add as many steps as necessary.
Step 1: n a u u H H m i J m a a i i i i i i J i i i i G n n i i u i i a i i II n

Detail(s): h i
- ..
I 1 . h I r i . k A wi
- b B
-. I J B di J

r +*i i p H i i p H i j H +a B H+ i B S ++i M+ +
- B P ++i s p h + !* s
^+i s r l' + i i i l + i s i ++i s + + + + + + + + + + * 4 4 F F Hitfrtifi i r r H S+

Step 2: J i J . . .
l i l i J 4 B G J i J . i i B J i J
- f a b 4i J
- b f i A J
- B l d i J . f a B J i J a f a B A J
- B B J i B .. .
b B h J H l l b| . .. .
l H E B I i l B B B i h l B i B i i i B B B I I i B B B f i h J B B B h fl . . .-

Detail(s): P T 19 P P P1 4 e 8- «- -
4 4 f a t' l' 4 4 4 r l' 4 4 9 ---
e --
l4 4 9 F l 4 4 4 h r 4 4 9 e i 4 4 9 - -- B r - ---
4 4 ?i a i 4 4 9 9
--
r 4 !l 4 4 r t - 4 ii r r *r i ^ i § i ii P ! ti ! P ! Hi a r r +n s b p T a 5 p P +a a P P T a a B P T a a B P ? a P +4 a a r ++a s fa + a- 4 a
-

Step 3: P r 9 + p Ha B +a a a fc +a a p +a a . P . 449 r ri 4 9
- -
fa r + 4 s h l r 4
-

Detail(s):
l I: I I I B B n II

Step 4: ii a p i a p
-
r r a a p r a a p r a p r T a P P "P a P p p
-

Detail(s): B 1 1 I I I J J

.
i 1, I m m 1 1 « . I I .
I d a a a a a a a

B Work with a partner. Read your partner's outline . Does your partner present the steps
in chronological order? Are the steps clear ? Are there enough details to help you
understand the process?

3.8 Apply It to Your Writing

Think about the writing prompt you chose on page 197. Write one step for
your process essay. Be sure to add details and make the step easy for your reader
to understand.

l 9 B 9 9 P P 9 9 P P P I m P I I 9
- P I 9 9 T I 9 9 P P 9 9 P P 9 9 E P P 9 9 P P I P 9 B r

I L I I j ii .a a .
j i a J i. m a a L j a a L i a m a a n i a i L J B I G m u m L j a n i a L i i a L i i i L i i a L i .a i j t a a a i. a .
a i L I J a i L L I B I B . L u a a I L

a a .
h i a k .a
b i .
a B L a a a L .
a a a a a .
i a a s L .
a .
a a a B i a a B B a a b a a

PROCESS ESSAYS 209

 CONCLUDING PARAGRAPH
To successfully conclude a process essay, writers do the following:
• Use a transition word or phrase, such as to conclude, in sum, in short, in conclusion.
• Restate the main idea of the essay.
• Give a suggestion, an opinion, or a prediction.

& 3.9 Notice Concluding Paragraphs

Work with a partner. Read the concluding paragraph. Then complete the activities.
In sum, you can follow these five steps to plan a successful bake -sale fundraiser and have fun,
too. A bake sale is a quick and easy way to make money to assist people in your community.
These kinds of activities will make the people in your community become better neighbors and
friends.
1 Circle the transition phrase.
2 Underline the sentence that restates the main point of the essay.
3 Double underline the sentence that gives a suggestion, an opinion, or a prediction.

3.10 Complete the Concluding Paragraph

Read the essay prompt. Use the words and phrases in the box to complete the
concluding paragraph for this essay.
WRITING PROMPT: One of the most common ways to serve others is to prepare and serve
food for a sick person. For this reason, most cultures have a food or drink that they commonly
.
use to comfort sick people Describe the steps someone would take to prepare a common food
or drink for a sick person in your culture.

help a sick family member recover quickly

in conclusion
want to serve it to everyone in the family

7 if you follow these five easy steps, you can

make a delicious soup that will i In fact, the soup
is so delicious that you will a . i a a L i m m fa fa m m m fa li
- .
fa I < a a fa k ., whether they are sick
a , a fa .
a i,a fa k a fa fa fa fa fa fa fa fa .
a fa fa fa fa fa fa fa .
fa fa fa
- fa fa fa, fa
- fa fa fa, fa
- fa fa fa fa
- fa fa fa:

or not.

3.1 1 Apply It to Your Writing

Think about the topic you chose for your essay. Write a concluding sentence.
Give a suggestion, an opinion, or a predication.
r

i 1 I1 1 I1 ii r r ii P p ii B P 'p Ti P P B B P S PI p r p r p p
* * *

r i i i i i i n i i n i i n fa i: l I: I I I

210 UNIT 7
4 SHARPEN YOUR SKILLS

In this section, you will learn writing and grammar skills that will help make your writing more
academic and accurate.

O Writing Skill 1: Clarity

Writers need to use precise adjectives so that ideas are really clear. They also need to use
correct pronoun references when referring to nouns to make sure the reader can follow the
ideas more easily.
long, triangular
Precise Adjectives: First, cut the paper into shapes.
^
It
Pronoun Reference: The varnish is clear. The varnish makes the beads hard and shiny.

PRECISE ADJECTIVES
Below are some guidelines for using precise adjectives.

USING PRECISE ADJECTIVES

Use specific adjectives. Try to avoid Doctors without Borders provides assistance for
general words, such as the following: millions
a lot of, big / small, good / bad, nice, ttfai of people around the world.
old / young, and some drop
Put a small amount of glue on the end of the piece
of paper.
disastrous
It helps people in bed situations, such as wars,
natural calamities, or extreme poverty.
_— a.
bright, multi- colored
*.
J ill f

six-year -old
Even young children can become volunteers in
service- learning projects.
The primary goal of the project was to raise
one thousand dollars

PROCESS ESSAYS 211

 4.1 Choose Clear Adjectives
Work with a partner. Look at the general adjectives below. Write three more specific
adjectives for each one. Use the ideas in this unit, a dictionary, or a thesaurus.
1 a lot of dozens
Id I I i J 19
-
L I I I B I I J I1 L I J IL J
countless .
I FI LI J .
I
hundreds
L I I I B I I J I I I i l J I I I I I I I L I I I

2 bad rr 1 P Ti P ! P P f i P r ?' ii P P T ii P P s iP P 1' i p i p p i p f pi P T ! P P P P P P P T P P P P 'P P P i P I P P P P T I P

3 big P T f P P P r T P 9 P P t P P " P P

4 good d d k I d d a k l. d d B a k d d . k f a I. d d k . .a
k l i l d k d fa k d d d k k d d d k k d k .k d d B f a k d i l f a k k l d d k i a a k kd

5 nice B k l d B k k l d B k k l d d k k l d d k k l d d S k l d d k d d B k I d i d k k i a

6 small I d B k i d B k I . i d .
a k i I d d k k l d d B k l d d a k i

7 old B B B B I B B I I B B B B

8 young 1' i i B i i i i a i i i i i i i i i i
^ p i i i i r i i i i r i i i i s i i p r i 'i n r i F i i P B F I I a i i a r i n a r i j a r i a I I I I I I a I I I I a i i i a
- I '1 B i I 1 P B i B i l l !

4.2 Write Specific Adjectives

Rewrite the sentences below. Replace the underlined words with specific adjectives,
i Young students have participated in service-learning projects.

2 The students created a good recycling system for the school.

3 San Francisco General Hospital has a big volunteer program to assist patients and their
families.
d a B d a fa d .
i d a fa i i a fa .
fa i m a fa fa

4 The women use nice paper beads to make their necklaces.

.
k d d d

PRONOUN REFERENCES
Another way to add clarity to your writing is by using correct pronoun references.
Below are some rules for using the correct pronouns when referring to nouns.

USING CORRECT PRONOUNS

i Use a pronoun when referring to You can volunteer to help older people. You can
nouns in previous sentences. them
in many ways,
2 Make sure that nouns and their When you volunteer; you must remember to keep
pronouns and possessive adjectives your
agree in person and number.

212 UNIT 7
& 4.3 Correct Pronoun References

The introductory paragraph below has pronoun reference problems. The nouns are
underlined. Correct the incorrect pronouns in bold.
The TOMS shoe company has the slogan "'One for One" on all of its boxes. You might
wonder what he means. In fact, this slogan means that you have given a new pair of shoes to
a child who does not have any shoes. TOMS makes a commitment to give a pair of shoes away
every time a customer buys a new pair of TOMS shoes. TOMS gives him to organizations that
have experience working in poor countries or communities. TOMS counts on it to hand out
the shoes in an effective way. TOMS has given 10 million pairs of shoes to poor children. The
company follows a six -step process. With this process, they provides shoes to children in more
than 60 countries. TOMS encourages support from people like you. You can follow these steps
to support his "One for One" program.

4.4 Apply It to Your Writing

Read the sentences you wrote for the Your Turns in this unit. Check each sentence
for clarity. Did you use specific adjectives? Are your pronoun references correct ? Rewrite
the sentences if necessary to add clarity.

O Writing Skill 2: Transition Words and Phrases for Sequential

Order
In a process essay, transition words and phrases for sequential order will help your reader follow
the order of the steps in the process. These transition words and phrases include:
• first; second', third: Use these transitions to number the steps in order.
First, do online research to learn about the organization 's primary goal.
Second\ find out if you meet the organization's requirements.
• next, then, after that: Use these transitions to introduce another step.

Next, make an appointment to meet the person who coordinates the volunteers.
After that, write a resume to provide information about your experience.
• last, finally : Use these transitions to present the final step in the process.
Last, find out how much time the job requires.

Finally, ask yourself: " Am i able to make a commitment?"

PROCESS ESSAYS 213

 & 4.5 Use Transition Words and Phrases
Number the steps in order from 1 to 5. On a separate sheet of paper, write them in order
using transitions to form a paragraph.
Charity organizations often use walks or runs to raise money. Anyone can use this popular
fundraising idea by following these steps.
On the day of the event, have volunteers register the walkers and hand out water during
the walk.
After you have a definite location for the walk, find volunteers to help you at the event.
Once you have a location and some volunteers, advertise the walking event. Make sure
to describe the primary goal of the walk and the time and place of the walk.
Choose a place for the walk. A good place for a fundraising walk is a city park.
Go to the city government office to get permission for your event.

0 Grammar for Writing: Phrasal Verbs

Writers often use phrasal verbs like the ones below to describe a process. They usually have a
verb + a preposition. Together, the verb + preposition have a special meaning:
count on (to trust someone/something for something)
fill out ( to complete something by writing or typing)
find out ( to learn something new)
hand out (to give something to someone by hand)
log in / on (to connect to a computer with a username and/ or password)
sign up (to agree to do an organized activity)
work out ( to calculate or make a plan)

214 UNIT 7
Follow these rules when using phrasal verbs.

PHRASAL VERBS

1 Intransitive phrasal verbs do not PHRASAL VERB

When volunteers arrive for their shift, they log in so
have an object. Intransitive verbs
that they can enter their start time.
include:
PHRASAL VERB
log in/ on People can sign up any time.
sign up
2 Transitive phrasal verbs have an PHRASAL VERB + OBJECT

object. Transitive verbs include: Many hospitals count on volunteers to provide

support and information to patients and their
count on
families.
fill out
3 Most transitive verbs are separable. VERB + OBJECT + PREPOSITION

This means that noun objects Students can hand flyers out to advertise their bake
can come before or after the sale.
preposition. The following phrasal VERB + PREPOSITION + OBJECT

verbs are separable: Students can hand out flyers to advertise their bake
fill (something ) out sale.

find (something ) out

hand (something ) out
work (something ) out VERB + PREPOSITION + OBJECT
Some transitive verbs are inseparable. Doctors without Borders counts on donors to
This means that noun objects cannot provide funding for their important work .
come before the preposition, for
example: NOT; Doctors without Borders counts donors on to
count on provide funding for their important work .
go over
care for
4 With separable transitive verbs,
Before they start, race planners often must
long objects usually go after the VERB + PREPOSITION + OBJECT
preposition. fill out the necessary city paperwork .
5 When the phrasal verb is separable, TOMS provides new shoes to children in need. They
object pronouns come before the VERB + PRONOUN + PREPOSITION

preposition. ask organizations to hand them out.

Do not put an object prounoun NOT: TOMS provides new shoes to children in need.
after the preposition with a They ask organizations to hand out them.
separable phrasal verb.

PROCESS ESSAYS 215

 4.6 Use Phrasal Verbs
Work with a partner. Read the steps to volunteering at a soup kitchen. Complete the
sentences with the correct phrasal verbs from the box.

count on out find out hand out sign up

1 Use the Internet to the location of the nearest soup kitchen in

your area.
2 Call the soup kitchen and for a date and time to volunteer.
3 When you call, ask if you need to any forms or get any training.
Complete any requirements before you volunteer.
4 Arrive at your shift on time. The soup kitchen staff will J B I I I I I J B I J J B I ... you and
the other volunteers to serve food that day.
5 Follow the soup kitchen staff's instructions. They may ask you to prepare or
food, or they might need you to clean up.

216 UN T 7
Avoiding Common Mistakes ©
Research tells us that these are the most common mistakes that students make when using
phrasal verbs in academic writing.

1 Use fill out, not write or answer , when talking about forms.
fill out
You must write an application form.
2 Use find out, not know, learni, or check , when the meaning is "to discover,
found out

find out
Co to the organization's website to team if they need volunteers.
3 Use sign up (for ), not sign in or subscribe to, when you talk about joining something
officially, such as a class at school, a program, or an organization.
sign up
It is easy to get people to sign in for the organization.
sign up for
I am going to subscribe to a volunteer program at the library.

& 4.7 Editing Task

Find and correct six more mistakes in the paragraph below.

First, decide the date and location for your blood drive. You need to work with the Red
find out
Cross to choose a date when they are available. Also, know how much space the Red Cross
requires for their equipment Learn if your location will work well. After that, you can begin
advertising the event The Red Cross recommends that you begin advertising four weeks
before the event. At the same time, you can subcribe donors. Sign people in to give blood
and schedule appointments. On the day of the event, call donors to remind them of their
appointment times. Next, greet the Red Cross workers and show them where to set up.
When donors arrive, the Red Cross staff will do everything. They help donors write the
necessary paperwork. After all the paperwork is answered, the staff safely takes the blood
donations. Finally, check how many people gave blood so that you can announce the results
and thank all of the donors.

PROCESS ESSAYS 217

 © Avoiding Plagiarism
The Internet is a wonderful resource, but sometimes it is not clear
how to cite sources from the Internet.

I found some interesting Internet articles about starting up a

volunteer program in a community. I'm not sure if i can use
these articles because I'm having trouble finding information,
like the name of the authors or the date. I think these sources
are helpful, but I don't want to plagiarize. Can you give me
some tips on citing Internet sources ?

Zainab

Dear Zainab,

Citing sources from the Internet can be a little different from citing sources from books and
magazines. Often information you usually include in a citation is missing from an Internet
source. You can still use those articles, though. Be sure to provide as much information as
you can from the site.
Good luck!
Professor Wright

CITING INTERNET SOURCES

Citing print and online sources is very similar. However, online sources often do not include
the same amount of source information. It is common to have page numbers, dates, or even
author's names and article titles missing from online sources. All sources, in spite of any missing
information, should be cited in-text and in the Works Cited at the end of the essay.

In-text citations
i If the page number is missing: Kathy Tuily reports that volunteers picked crops from
Treat the citation as you treat already picked fields and donated the crops to food
print citations, but do not banks.
include a page number at the Over 88,000 pounds of produce were gathered last
end of the sentence. year ( Tully ).

2 If the author's name is missing: According to Habitat.org, volunteers helped bring safer
Treat the citation as you treat and cleaner water to the village of Chazanga in Zambia.
print citations, but include the According to a Habitat for Humanity newsletter,
name of the website or article volunteers helped build a safe water system for 400
instead of the author's name. residents in Fiji. (" Safe Water in Fiji and Zambia" ).

218 UNIT 7
 Works Cited
3 At the end of the essay, include Hannon, Kerry. "Gaining in Years and Helping Others
a Works Cited page. Write a Make Gains." New York Times. New York Times,
citation for each in-text citation. 25 Oct. 2014. Web. 10 Nov. 2014.
Include as much information as
is available, in the same order as
you do in print citations:
Author, title, publication,
publisher of the website, date,
medium. End with the date
you visited the website (date of
access).

4 If the author's name is missing: Safe Water in Fiji and Zambia." Habitat World.
Start with the name of the Habitat for Humanity, Sept. 2014. Web.
article or website. 10 Nov. 2014.

s If the date is missing:

"Neglected People." Doctors without Borders.
Write n.d. in place of a missing
MSF USA, n.d. Web. 15 Oct. 2014.
date.

4.8 Practice
Read the citations from a Works Cited page. Circle the letter of the information that was
unavailable in each of the online sources cited. There may be more than one answer.
1 "50 Young Progressive Activists Who Are Changing America." Huffington Post.
Huffington Post, 12 Dec. 2012. Web. 20 Aug. 2014.
a the name of the author
b the date of publication
c the medium

2 Gladwell, Malcolm. "Small Change." New Yorker. Conde Nast, n.d. Web. 4 Oct. 2014.
a the name of the author

b the date of publication

c the name of the publication

3 Createthegood.org. Create the Good, n.d. Web. 11 Nov. 2014.

a the name of the author
b the name of the website
c the date of publication

PROCESS ESSAYS 219

 5 WRITE YOUR ESSAY

In this section, you will follow the writing process to complete the final draft of your process
essay.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm ideas for your essay.
i Before you start, read the student's process diagram. She wrote ideas from the process
diagram she used to reflect on this topic in Section 1 on page 196. Then she brainstormed
more ideas and added a step. Finally, she crossed out the ideas that she thought were the
least important.

Title: Make Paper Beads

Step 1 Select paper: Step 2 Cut paper: Step 3 Poll strips:

choose bright colors; circles and triangular use toothpick /
magazines, posters, strips; determines needle / pm /
ofd photographs size and shape of chopstick; must be
beads very tight

Step 4 Glue the end; Step 5 String beads: Step 5 Varnish: let
make sure it’s dry use wire - ma ke jewelry dry - 2 to 3
before continuing. necklace / bracelet

2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1 on page 197. Include ideas from the Your Turns throughout this unit. Finally,
brainstorm more ideas and add or take away steps if necessary. You will probably not use
every idea, but it is good to write as many ideas as possible.
Title: 11 P r Ti r T1 B r P T1 rn i i P r i p p r 1 5 p r i p r p i p p r f l a p

Step 1 Step 2 Step 3

Step 4 Step 5

220 UNIT 7
 STEP 2: MAKE AN OUTUNE
Complete the outline below with the ideas from Step 1.

ESSAY OUTLINE

I. Introductory Tparagraph
** p V

Thesis
Statement

Body
*
Paragraph

Step 1 A.
B B P I a a p p I I P B B P P B B B P P B B P F I B B P I a a p p a a p p a a p p a a p p a a a p a a B p l a B p a a a p a a a p a a a p a

Detail 1.

Detail 2.

Step 2 3. I I B b

Detail 1.

Detail 2.

Step 3 c.
a B r r a a B r i i a B r i i a r i i a B r i a B r i a r i i i a r r a a r a a B a a B a a B a a B r a a B p a a B p a a B n a a B n r a i l i a P i II B i r i B i r i i i ii a B r a r a p r a B B r B I B B B B B B B B B B f l B B B B B B B B B B B B B B B B B a B B B a B B B

Detail 1.

Detail 2.

Step 4 D. a i a

Detail 1.

Detail 2.

PROCESS ESSAYS 221

 Step 5 E.
T P B P f i i B P p i i a p p i i B P p i 't a p p i i i E p i i s p r i 'i s p p i 'i 'i P P r i i P p i T 's
- P i i i
- P i i i E P P i a B P r i T B B i i T E B P i B i i r l i' i i r T i B B r T P i
- B r T ’i' 1 B TTS 1 T" P T1 B P Tf 1

- P TT TB P T T S P T r V T B
- T T B B P 1” B P P -r B P T T B P P

Detail 1. 1 8 B B P p f 1 a P V T
- a r P a a B ^ P I 'I B B P 'I B P P! P a

Detail 2. 1 e a a p p i a - P P I a P P P I a p a a P T -
a a a - -
ra a a P rri a r BP a a
- P i a a a p f 'i a p p B a a
- p i a a p p B a a p p B a B p a" a
- p B a a p p a a P MP a a - P a a
- F P B a a p p a a
- p p a a p p BJ a a » p r a a P P P - a B r ra a - p r p a
- - p p B a a B P B a a p p i a
- p p B a
- p p B a a p p B

i Conel.udjn g pa ra g raph.... a a

Concluding
Sentence P a a a
- p r a a
- p i
-- r a a p a a p a p a a P p a a p r a a r aa a p p a p a a p p a a p p a a a p p a a a p a a 9 P a a a p a a p a p a P p a a p p a a a p p a a a p p a a a p p a a p p p a a p r a a p a a p a p a s r r a H P p a p r r a a p r 'p a a p p a P i a a p i
'r a a p i a a B P B- a '
a p p i a '
a p p i a a ^ p i a a p p i a ^ p p i a ^ p p i a a p p i a a
^ p i a

P B l al
:
F
^ l a B
^ B 'B a
-^ B ' a ^ B a a
- ^ l B a p p B B
- ^ B B B P
^ B B a F r B a B
^ a, ^ B P
^ B^ B
^ a a a p p l a B
- p a a a p r a a a
^ r a a B
^ a, a a p r a' a a r r a a P l a r r B a a r r B a a s
[
B a a
- B r a a
-
' ^ r a a ^ r a a p
^
, , a a
B
- B B" a a » B B' a - ff
,,
B
,
B a H B' B
- a
1
a P B
,
-
B a" a P B i r a a p r a -a - p r i a
- r s a - a a P B a -a a s -

P B a a^ p p i a a R P B 'B a - P B a a
- p B a a
- p i a a p p B a
- p p B a a p p B a a p p B a B p a1 r a p p B’ l a
- p a a a p p l a a
- p a a a p p a a a p p a a s p a, a a p p a' a a p p a a
- P l a p p I l a r p ,B a p p a a
- p p a a
- r p a a p r p a a p r B, a a
- r r a a p r a a
- p r
-a
i a r r a 1
a P B
, r a" a P B r a a p i, 'p a
- p r i a
" P B
,p a a P B ,p a a

STEP 3: WRITE YOUR FIRST DRAFT

Now it is time to write your first draft. Here are some suggestions to help you get started.
1 Use your outline, notes, and the sentences you wrote in the Your Turns in this unit and in
Step 2 on pages 221-222.
2 Focus on making your ideas as clear as possible.
3 Add a title.

After you finish, read your essay and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Check that your thesis statement, paragraph topic sentences, and supporting sentences
are clear.
3 Check that you have enough supporting details for each step.
4 Check that you have used specific adjectives, pronoun references, and phrasal verbs correctly.

STEP 4: WRITE YOUR FINAL DRAFT

1 After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent. Try to avoid them as you write.
3 Review the Academic Words and Collocations from this unit. Are there any that you can add
to your essay ?
4 Turn to page 261 and use the Self -Editing Review to check your work one more time.
5 Write your final draft and hand it in.

222 UNIT 7
 1 CONTRAST ESSAYS
COMPARISON AND
FINANCE: PERSONAL FINANCE

A man who both

spends and saves
money is the happiest
man because he has
both enjoyments."
Samuel Johnson
(1 709-1 784 )

About the Author:

Work with a partner. Read the quotation about money.
Samuel Johnson was
Then answer the questions. an English writer and
philosopher. He wrote
1 Samuel Johnson wrote these words in the eighteenth century. Do you about many subjects,
think his words are still true today? including literature and
economics.
2 What enjoyments do people get from spending money? What about
from saving money ?
3 Do you think it is more enjoyable to spend or save? Why?

COMPARISON AND CONTRAST ESSAYS 223

 1 PREPARE YOUR IDEAS

O Connect to Academic Writing

In this unit, you will learn how to write a comparison and contrast essay. Some of the skills may
seem new to you, but the skill of making comparisons is not new. In your everyday life, you
compare subjects when you decide whether to take the bus or walk to school, or when you
decide whether you prefer the book or movie version of your favorite story.

O Reflect on the Topic

In this section, you will choose a writing prompt and reflect on it. You will develop ideas
throughout the unit and use them to practice skills that you need to write your essay.
The writing prompt below was used for the Student Model essay on pages 230-231. The
student reflected on his topic and used a Venn diagram to brainstorm possible ideas for his essay.

WRITING PROMPT: Some students are full-time students. Some students only study part-time
and work the rest of the time. Compare studying full-time to studying part-time while working.

Subject A: Subject B:
Studying Full-Time Studying Part-Time
while Working

DIFFERENCES DIFFERENCES
(Subject A) (Subject B)
SIMILARITIES
(Subjects A and B)
- more time for studying - less time for studying
- time to enjoy college life - students can study - less time to enjoy college life
and earn a degree
p “P i a P P + aiP P Tii B p r T
^ F -
r s P P p rl F r T

1.1 Notice
Work with a partner. Look at the Venn diagram again. Discuss one more similarity and
one more difference and add it to the diagram. Share your ideas with the class.

224 UNIT 8
 1.2 Apply It to Your Writing
A Choose a prompt for your essay.

• Compare two products that you are familiar with. For example, compare the costs, the
customers who buy them, or their value.

• Compare the spending habits of two people that you know. For example, compare how
much they spend, what they spend their money on, and where they spend it.
• Compare two ways to buy a product For example, compare buying something in a store
and buying something online.
• A topic approved by your instructor

B Brainstorm ideas and complete the Venn diagram below. Think of everything you
know about the subjects you chose.

C Compare Venn diagrams with a partner.

Subject A: Subject B:

DIFFERENCES DIFFERENCES
(Subject A) (Subject B)
' SIMILARITIES
(Subjects A and B)

COMPARISON AND CONTRAST ESSAYS 225

 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your comparison and
contrast essay. You will also notice how a professional writer uses this language and writes
about comparisons.

O Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

account (n) credit (n) expert (n) income (n)

challenge (n) debt (n) finances (n) payment (n)

2.1 Focus on Meaning

Work with a partner. Read the sentences. Match the words to their meanings. Write the
letters.
A
i j a i i k i d a i i .
i i An online bank account is more convenient than a a money that you owe
traditional one because people can see how much someone
money they have at any time.
2 Saving for college is a challenge. Many families find b personal information, or
it difficult to save enough money for tuition costs. money, that you allow a
business to have so that it
can provide services to you
3 Many people use credit at stores. Credit lets them c a way of buying
buy something immediately even though they do something but paying for
not have the money to pay for it at the time. it later
.
1 I H I I I I H I I I . 4 Some people only use cash to buy things in order d a difficult task
to avoid debt. They do not want to owe people
money.
B
1 Budgeting experts usually tell people to spend a earned money
only the money that they actually have. These
knowledgeable people know that this is the first
step in having a balanced budget.
2 Many people use apps on their phones to manage b the amount of money
their finances. They can check the apps anytime to people have
see how much money they have.
3 Many students choose to work while going to school c the amount of money you
because they want an income . They use the money pay for something
that they earn to pay for their tuition and books.
4 Students who use loans to go to school will have to d people with a lot of skill or
make payments for many years after they graduate. knowledge in a subject

226 UNIT 8
O Academic Phrases (•>
Research tells us that the phrases in bold below are commonly used in academic writing.

2.2 Focus on Purpose

Read the paragraph. Then match the phrases in bold with the purpose or reason why the
writer used them.
Today's consumers compared to consumers of the past have more shopping choices than
ever before. For generations, people had to go to a physical store to buy what they needed
or wanted. Now shoppers have additional choices, such as shopping by mail, by phone,
or online. Many businesses offer all of these options to their customers. However, it is clear
that businesses are very interested in how customers feel about online shopping. They are
constantly doing research to get information on the online shopping experience. This market
research shows clear differences between shopping online and shopping in a store.
PHRASE PURPOSE
..
B I 1 1 I k J ii . i compared to consumers of the past a to add specific examples
2 such as shopping by mail, by phone, or online b to introduce a conclusion
.
i 11 J J
3 it is clear that businesses are very interested in c to compare two subjects

COMPARISON AND CONTRAST ESSAYS 227

 0 Writing in the Real World
The author of "Marketing to Different Generations: X vs. Y" uses comparisons to talk about
different generations.
Before you read, answer these questions: How can businesses make advertisements to interest
people of different ages ? What do you think X and Y mean in the title?
Now read the article. Think about your answers to the questions above as you read.

2 Kraft created the video in order

to attract Millennial consumers.
Millennials (Generation Y or Gen Y )
are people born between 1980 and
2000. Kraft knows that this generation
behaves differently from the previous^
generation, Generation X ( or Gen X).
They eat and communicate differently.
l To advertise the new name of a product, Kraft,
They also spend money differently.
an American food company, used social media.
They created a two - minute YouTube video. In 3 Each generation has different ways of
the video, A.l . Steak Sauce uses its Facebook making financial decisions, according
account to break up with ; steak. The video to experts . Changes in technology and
shows the sauce accepting “friend ” requests from economic challenges, for example,
chicken, potato, and salmon,2 as well as from cause generations to behave differently.
other foods. Then A. L Steak Sauce changes its Because of the poor economy in recent
relationship status to “ Its complicated.”-' At the years, many Millennials have more debt
end of the video, the product changes its name than Gen X. As a result , they use their
to A.l . Sauce on its Facebook profile. finances differently.

breakup with: end a romantic relationship ’previous: existing before someone /something else
Salmon: a type of fish
relationship status ... “ Its complicated ”: relationship status on
Facebook lets people say whether they are married , single, or
in another type of relationship; It’s complicated often means a
person is not sure about a relationship.

228 UNIT 8
4 Perhaps the most obvious difference peers’' and their families’ opinions. They
between these generations is the way they want products that help them fit in6 with their
use technology. Millennials use technology friends or that their families recommend.
tor almost everything. They use their
6 These differences explain why Krafts
phones to pay for coffee, and they use social
A.J. Sauce YouTube video is effective for
media to communicate with friends and
Millennial shoppers. Social media allows
family. Millennials also use social media for
Millennials to learn about new products and
information . Gen X, however, can remember
to connect with other people at the same time.
life before the Internet or cell phones existed.
It gives them a way to communicate about and
They use technology in different ways. For
relate to products in a familiar environment .
example, they use search engines primarily
This marketing strategy may not work for
to get information and email to connect
Gen X. They are more likely to go to company
with friends.
websites to get detailed information about
5 These differences affect the buying habits products.
of the two generations. Typically, Gen X
7 Smart companies like Kraft advertise
needs to have a lot of information to make
a decision. As a result, they use the Internet
differently to different generations. As each
new generation starts to buy products,
to search tor product information and do
consumers will most likely continue to see
careful research before they make a purchase.
creative ads like the A.l . Sauce YouTube video.
Millennials, on the other hand, use social
media to see what other people are buying. ^peer: someone of the same age or position
This is because they depend a lot on their 'lit in: feel that you belong to a group and are accepted by them

2.3 Check Your Understanding

Answer the questions.

1 The author describes a major difference between Gen X and Gen Y. What is the most obvious
difference between these generations ? How does the difference affect their spending habits?
2 Are you a part of the Millennial generation (Gen Y) or Gen X ? Does your technology use
affect your spending habits in the way the reading describes?
3 Imagine your clothing business is designing a marketing plan for a new pair of blue jeans.
What advice would you give your company for targeting Gen X ? What about Gen Y?

& 2.4 Notice the Features of Comparison and Contrast Writing

Answer the questions.

1 Look at the first paragraph. What is the purpose of this information? Why does the author
include this information here ?
2 Look at the fourth paragraph. What two subjects is the author comparing ? What
characteristic of the subjects is the author comparing?
3 Look at the fifth paragraph. Does the author discuss one or both subjects' buying habits in
this paragraph?

COMPARISON AND CONTRAST ESSAYS 229

 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on his topic. In this
section, you will analyze the final draft of his essay. You will learn how to structure your ideas
for your own essay.

O Student Model
Read the writing prompt and answer the questions.
WRITING PROMPT: Some students are full-time students. Some students only study part-time
.
and work the rest of the time Compare studying full-time to studying part-time while working.
1 What two things is the prompt asking the writer to compare ?
2 What similarities and differences could the writer describe ?

Read the essay twice. The first time, think about your answers to the questions above.
The second time, answer the questions in the Analyze Writing Skills boxes. This will help
you notice key features of a comparison and contrast essay.

Paying for College 1 Analyze Writing Skills

Underline the questions
How long will it take to get a degree ? How much will it cost ? These at the beginning of the
essay.
questions are important for college students. College is expensive now. As a
result, students today have to think about different ways to pay for college. For 2 Analyze Writing Skills
many students, there are only two solutions. They can study full - time and take Circle the two subjects
that the writer is
out student loans, or they can study part - time and work. With both choices, comparing.
students can study and earn a degree, but the choices are not the same for their
3 Analyze Writing Skills
lives now and in the future. Studying full- time and part-time are different The last sentence of the
because students will have different experiences, will graduate at different introductory paragraph
tells what the writer will
times, and will have different amounts of debt after graduation. talk about . Underline the
three differences that the
2 Full -time students and part - time students have different experiences. Full- writer will discuss .
time students can enjoy college life. They can take classes at any time, meet
4 Analyze Writing Skills
with other students, and participate in campus organizations. On the other Circle the difference that
hand , part - time students do not spend a lot of time at school. Their jobs take the writer will discuss in
each body paragraph .
a lot of time and energy. They are very busy. Therefore, they have less time to Does the writer discuss
this difference for one
socialize and participate in campus activities. or both of the subjects
in each paragraph ?
3 Another difference is the time that it takes to graduate. Full- time students
usually graduate on time. This is because full-time students can take many
classes each term 1 and finish more quickly. In contrast, part- time students take
fewer classes each term because of their job commitments. As a result, they
often have to go to school longer.
Term: a period of time in a school year ( e.g., a quarter or a semester)

230 UNIT 8
4 The biggest difference is the amount of debt after graduation . Full- time
students who do not work usually do not have an income . They use loans,
or credit , to pay for their college tuition. For this reason, they will have loan
payments for many years after they graduate. They may have financial
problems later. On the other hand , part - time students can pay for the classes
as they take them. They often have less debt after they graduate. Therefore,
these graduates often are able to buy houses or cars or start a family before the
people who studied full- time.
5 In conclusion, studying full - time and studying part - time are different in
many important ways. Students enjoy school differently, complete school at 5 Analyze Writing Skills
different times, and have different amounts of debt . In my case, I chose to Underline the transition
phrase that the writer uses
study part- time and work. It is good for me because, in the future, I want a nice to conclude the essay.
house for my family.
 & 3.1 Check Your Understanding
Answer the questions.
1 According to the writer, what are the differences between fuil-time studying with loans and
part-time studying while working?
2 What did the writer discover by comparing these two options for paying for college? Who
would benefit from the information in this essay?
3 Do you agree or disagree with the writer 's ideas? Why?

3.2 Outline the Writer's Ideas

An outline helps you see the structure of the paragraph and the connection between
ideas. Complete the outline for "Paying for College." Use the phrases in the box.

debt after graduation graduate on time participate in organizations

don't socialize as much less debt
enjoy college life often have financial problems

ESSAY OUTLINE

I. Introductory paragraph
i E i J M k i a. . in .a fa iii k i a. . m. m m
E ii E I
- - .aJP . JL I I J E k I I . k I E k i i
-|.
L J J k j J J a E I J I H B I

Thesis
Studying full -time and part -time are different because students will have different
Statement
4 3 k

experiences
- - -I ,* will graduate
7'
at . ....,...and
... different times . will have***different
--- - of debt after
amounts - . , . ,P
* * ** * ** * ** * . 4 +^
S' i I I
‘ “
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graduation.

Body
Paragraph 1 !. Student experienee B p r i a

- P T i a

Subject A A. Full -time students

i p r ia p p ‘F a p p a p p a p i r p I1 1 p p P t 11 * PT P P P1 1 P P P1 1

Detail 1.

Sub- detail a- .- Take

i ^ -- - - classes
- - - -- -
i f i r s
anytime
- r
- i - -
ti i E r r i i e r r i i r -
r f i i i f i ii i
' r- r i i s r i r i s r * r r r i n e r v i i r r

Sub- detail b. Meet people

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J 7 •
^
P P

Sub- detail c

232 UNIT 8
 Subject B 13. Part-time students
IIJ H I I i J i I J J I li I J L I L I L L il

Detail 1. Don t enjoy college life as much L L I I J L I J L I I J L I L B L 1

'I L L L I L L L I J L J L J B J L I L I I L I I J L I I I B I I J I I J I I I J la I .
I I I I L L I I L I I I

Sub- detail a Very.

- . busy
- ...working
.. ........ ... .
^ ^ J « J J r L I I L L I: I I J

Sub- detail b. L I: I I I .1 .1 L I: J J L I, I J L I J U I J I I L i n i l l l H I I I i a i l l l l l l l l l I L I J I I I I I J L I I L I I L l l L I I I L I I .
1 .
I I II J L L J .
L I J L I J

Sub- detail c .No . .. ..for

... time
L J .. ...school
t ...
J . .organizations
. . ... .. ... .........
I U I I t J i i a L I I U I I. U l l L l l l k l I U I .I J J L I. I J B .I L . BBBJBLI J L I J L I J I J I .
I V I m J I B J i L J L L L J .
L J I .
L J .1 L I . J . .J
L I L J J L I J a I I J J I I

Body III. Time to graduato . .

Paragraph 2
J J I J J L I I J B L L l l L I B L I L I I I I J I I J I I I L I I I B I I I J I I I I I I: J J J L I L

Subject A A. Full time students

- r J i< i j I L I I J B L J . i J a .
L i J J L i.a a L i a

Detail 1. I I J I I I I I I L 1 j a i i a J B i .
i i n J i I J L J L I I J L L L I L J L J J L I L I I L I I J L I I I B I I J I I J I I I J la J L L J J L L I J LJ J L L I

Sub- detail a , Take many

......... classes
^ .. .............
. . L I J I J . I L i a J L L L J a

Sub- detail b. Finish

|
quickly t . I I I 1 1 L I: a J L I: I J L I J U I J B B L B I B B B I J B B B L J i l B B I J B B B l I B B L I J B B L I J B B I I J B L I J L I I L l l J L L WI L I I 1 . I L II J L L J .
L I J L I il

^
. .

Subject B 13. Part-time students

J J il J J I I J I L I I L I J L L L L L m L I L L B I I J B L li J L I I .
L J J I B I I I J L L I L L I I J L L J . .J
L I L B .
L I U J L I I I I .
d i L i i J B L i . j J B L I J .
i i J a L i J a L i, J a .
i i

Detail .......Go
1 . . .... .school
... ....to .
longer
....................
.I.... .... . .. . . .
!

^ n
> I I i K B I I J B L IB U L L 1 J L I I J L L I M B L L l l B L I I L I I L I B B I B L I B I I B I I K J B B B I J B B B I I B B B I J B B B I L B B B I J B B B I L J I I I J I i a k I J B L L J J B L k l L J il

Sub- detail .
a Take fewer classes L I1 B L I L I J L I J I: I L I I I I B I I J L L I J L I I J I I J B B L B l B B B I J B B B L J i l B B l I B B B B B L I I B B L I I B B I I J B B i l l L I I L l l L L I I I I I J I I J l I I I I I J I I J

Sub- detail b. Need time to work

I L L i n B L I .
J B I I I B I L J B I J B B I U L J B I I il J L L I B B I B i l l L L I I L I J L I J L J il li I J .
I HI il l i I B B I J B B B l I B B I .
I J B B L I J B B L I J B B L I J B L J I B B L J J I L L J U B L L B J B L I J J . . L I J J B L I J B B L I J

Body IV.
Paragraph 3
il L I I J I B I J B L L I I B 1: 1 I J B I I I I I J L I! I !
. I J B I I J B I I J J B L L I J B L I I J B I B B B B I B B B L I B B B L I J B B L I J B B I J B B I I J B I I I J B I IJ I J B L L J J B B L J l il B B B I B B L

Subject A A. Full time students

-
a r J B B 11 I I I J B J B B L I J B B L I J B B L I J I I il I I J B B L I J B B I I J B B L I J B L I J B I I L l l B J.I I I I L ILJ B L 111 J L I I I L I I I L I I I .
L L B J B L B . L L il J .
L I FI J .
L I J J .
L I J J L L J L I J L I I J I L J J L I .

Detail 1. Have debt

I I I il L I I J B L J B B L 1 H B B L1 I I B J B I L I U J I I J L I J L I I J L J L I L B B 1
'I B L B I B B I I E I . L J L J L J B J L J L I i:
l .
E L L fl L I L I I I J I L J J B i l l il L J L L J J B L L I J I I J L L 1 J il

Sub- detail a Need

. .. . . . .. .. ......to
r repay
. . ...... .. . p.. ..loans
... .. ..... .. . A B B B I J J L L L J J

Sub- detail b.B B L J J B B L J I B B L I I B L .I J B L L J t L L J J B L I I J B I L I I L I I J J L I

- L I J B B L I J B B L I J B B L I J B B L I B B L .I B B L .I B B I I B B B J I J B B I J J B L L i l J L I J B I I J J L I B B I J B B I J B B B I J B B B I J B B L I J B B L I B B B I I J B B L I J B L l l B L L J .
L I IL I .
L I II J .
L I J J .
I I J L L J L I il

. -nfj
iV'

COMPARISON AND CONTRAST ESSAYS 233

 Subject B 13. Part-time students I1 S P I 1 S B

Detail 1. I P r i i t v i r i i r r r i r r i ai i i i l l i i r I I P! i i p r 9

Sub-detail a No loans to repay P " ! P P Bl 1 P

Sub-detail .
b Often can start a family earlier p 1
i p r m r m P

Sub-detail c Can make big purchases sooner

V, Concluding paragraph a r i a p r r i i i p P "i p p a s

Concluding
Sentence
In conclusion, studying full-time and studying part-time are different in many

important ways. 1

O Comparison and Contrast Essays

In a comparison and contrast essay, a writer shows how two subjects are the same and / or
different. The comparison helps the reader see those subjects in a fresh way or discover
something new about them. The writer chooses specific characteristics to compare. These
characteristics help the reader understand the purpose for the comparison. One way to
organize these characteristics is with point- by-point organization. In this way, the writer
discusses each characteristic one at a time. Like with other essays, each paragraph in a
point-by-point comparison and contrast essay has a specific purpose:
• The introductory paragraph provides background information and makes a thesis
statement that names the subjects being compared. The thesis statement may list the points
of comparison that will be discussed in the body paragraphs.

• Each body paragraph compares one specific characteristic, called a point of comparison,
in both subjects.
• The concluding paragraph restates the thesis statement and summarizes the similarities or
differences between the subjects. The writer often ends with a comment that gives an insight
or a discovery that came from comparing the two subjects.

234 UNIT 8
 3.3 Notice
Work with a partner. Read the questions about the Student Model essay on pages 230-231.
Circle the correct answers.
1 What background information does the writer include in the introductory paragraph?
a the time and the cost of going to college
b the importance of participating in campus activities
2 What is the point of comparison in body paragraph T ?
a the time it takes to graduate
b the experience of being a student
3 What is the point of comparison in body paragraph 2 ?
a the number of classes needed to graduate
b the time it takes to graduate
4 What is the point of comparison in body paragraph 3 ?
a getting loans
b having debt
5 What discovery does the writer make ?
a that being a part-time student is better
b that enjoying campus life is the most important thing

POINTS OF COMPARISON
Writers must choose clear points of comparison in order to show the most important similarities
and / or differences between two subjects. A point of comparison is a feature or characteristic
that the subjects share. Writers use points of comparison to:
• support the thesis statement, such as in the Student Model essay. The writer focused on
three features that both full-time and part-time students share ( experiences, time to graduate,
and debt ). The writer's purpose was to show the challenges for each type of student, and the
pros and cons.
• organize their essay logically. Writers focus on one point of comparison in each body
paragraph and compare both subjects using that one point of comparison.

COMPARISON AND CONTRAST ESSAYS 235

 & 3.4 Write Points of Comparison
Work with a partner. Read the essay prompt. Then complete the activity.
WRITING PROMPT: Shoppers can choose to buy most products in a store or online. Compare
these two shopping options.

Read the chart. Write two more points of comparison and complete the chart.

Points of Comparison Subject A: Shopping in a Subject B: Shopping

Store Online
Body Paragraph 1: local sales taxes; almost sales taxes vary by
taxes I always have to pay taxes location of business and
buyer; may not have to pay
taxes

Body Paragraph 2: J

I p

Body Paragraph 3:

& 3.5 Apply It to Your Writing

Look at the Venn diagram you created for your writing prompt in Section 1 on
page 225. Think about your topic and the the two subjects you are comparing.
Write one point of comparison and complete the chart for your two subjects.

Point of Comparison Subject A: Subject B:

l B I tm I L

B I i a u i I I B I B r r i i P i ri i i n i a r i l a B i i i a r i i a B i i a r i i a B i a B r i a a B i B B i a i l i a r i i a r i i I B B I I B B I a r I i a p i a r i i a r i I B B I a i l l a B i a a r i a r i i a I I i i B i I I i i i a r i

INTRODUCTORY PARAGRAPH
The introductory paragraph in a comparison and contrast essay contains:
• background information that introduces the two subjects and helps the reader understand
the purpose for comparing them.
• the thesis statement that tells the reader which two subjects the essay will compare and the
points of comparison. Note that sometimes writers do not state the points of comparison.
The thesis statement should clearly show whether the essay will focus on similarities or
differences. Following is common language that writers use to:

• Focus on differences:
It is dear that online shopping and traditional shopping have some differences that consumers
should consider, (no stated points of comparison)

236 UNIT 8
 Although both types of students can attend and graduate from college, they may have different
experiences, graduate at different times, and have different amounts of debt , (stated points of
comparison)
In contrast to Generation X , Generation Y makes decisions dependently, uses technology
constantly, and eats differently, (stated points of comparison)
• Focus on similarities:
A tablet and a smartphone may appear very different, but they actually share some interesting
similarities (no stated points of comparison)
,

Although my siblings and I have very different personalities, it is dear that our spending habits
are quite similar (stated points of comparison)
,

Advertisements for fast- food restaurants are similar to cereal advertisements because they use
the same techniques to target children with toys, bright colors, and cartoon characters , (stated
points of comparison)

3.6 Notice Introductory Paragraphs

A Read the introductory paragraph. Underline the sentences that provide background
information.
What makes a person a saver instead of a spender? Psychologists continue to debate
the factors that determine personality. Some experts argue that genetics decides our
behaviors and attitudes. Others say that it is mainly environment that affects who we
become. My brother and I have the same parents, but we grew up very differently. He grew
up in the 1980s when our parents were poor, but I grew up in the 1990s when our family
had a higher income. It is clear that this difference in our environments as children caused
my brother and me to view money differently.

B Answer the questions about the paragraph in A.

1 What type of background information do the third and fourth sentences in the paragraph
provide ?
a an explanation of an issue that will help the reader understand why the comparison is
important
b a story that will help the reader understand why the comparison is important
2 What type of background information do the fifth and sixth sentences in the paragraph
provide ?
a background information on the subjects
b an explanation of an issue that people associate with the subjects
3 Underline the thesis statement. What subjects will the essay compare ?
a life in the 1980s and iife in the 1990s
b the writer's view of money and his brother's view of money

COMPARISON AND CONTRAST ESSAYS 237

 3.7 Choose Thesis Statements
Work with a partner. Read the prompts and the thesis statements. (Notice that these
thesis statements do not state the points of comparison.) Check (/ ) the thesis statement
that best answers the prompt and explain your answer.
1 WRITING PROMPT: There are many ways to make payments nowadays. For example,
people can use cash, debit cards, credit cards, or online accounts such as PayPal. These
options have different security concerns. Choose two payment options and compare them.
Which one is safer for people to use?
1

m a m PI
Focusing on the similarities and differences between cash and credit cards can help
people decide which payment option is safer.
When people pay for something, they can choose different payment options, for
example cash or credit cards.
2 WRITING PROMPT: Some people argue that shoppers should support their community by
only buying products from local companies. Compare shopping locally with shopping at
large national or global chain stores. What do consumers need to know about these options?

\ Shopping at local stores and shopping at large national chain stores have some clear
differences that consumers should consider when deciding where to buy products.
m
*

Consumers should realize that shopping nationally or globally does not support the
local economy or help the environment.

C,
*
i1 k I

W \ f *
%

/ i
1
r r

t
JT
# :

¥
f
r

/
//

238 UNIT 8
& 3.8 Write Thesis Statements
Work with a partner. Complete the thesis statements for these prompts with another
point of comparison.
1 WRITING PROMPT: Compare advertising styles for two different types of companies or
products.
Thesis statement: Commercials for cell phones are similar to commercials for food because
they both show family situations, have memorable music, and use attractive actors
2 WRITING PROMPT: Compare online college classes with traditional college classes.
Thesis statement: Although there are some differences between online classes and
traditional classes, both help students learn new material, let students interact with each
other, and
3 WRITING PROMPT: Compare the financial attitudes of two generations.
Thesis statement: Although both my generation and my parents' generation take finances
seriously, we are different in the amount of debt we have, how we save money, and

3.9 Apply It to Your Writing

Write a thesis statement for your comparison and contrast essay. Be sure to show
whether you will discuss similarities or differences. Include your points of comparison.
H 1 li I I li i .
I a i i i .i, a . .i
i a a i i a a .
i J .
a ii ii a a k a k a a j a a a i J j a I I I I I h h a k b a k a k a k a k a k i

.
J

-
ri ! T T r § r i p § r - -* r r f
* r ! r r + -i - - P -
r i --

BODY PARAGRAPHS WITH POINT- BY-POINT ORGANIZATION

A point-by-point comparison and contrast essay will have one body paragraph for each point of
comparison. Each paragraph will:
• begin with a topic sentence that states the point of comparison.
• discuss the point of comparison for Subject A with supporting details, examples, or
explanations.
• discuss the point of comparison for Subject B with supporting details, examples, or
explanations.

COMPARISON AND CONTRAST ESSAYS 239

 Writers can use these words or phrases to introduce the point of comparison in the topic
sentence:

One similarity / difference between my brother and me is how comfortable we are spending
money.
Another similarity / difference between fast- food advertisements and cereal advertisements is
that they target children by offering a free toy with their products.
The most important similarity / difference between studying full- time with loans and studying
part- time while working is the amount of debt students will have after graduating.
Finally, customers who pay by mail are the same as those who pay by phone because they do
not want to shop in stores.

3.10 Notice Point-by-Point Organization

Read the body paragraph from an essay comparing the similarities between two
businesses' marketing strategies. Then outline the paragraph.

One similarity between the fast-food restaurants Wendy's and Kentucky Fried Chicken (KFC) is
how they are changing their menus to target Millennial consumers. Wendy's is trying new menu
items, such as a Pretzel Bacon Cheeseburger. Wendy's wants food that seems higher in quality
because their research shows that Miilennials prefer "fast-casual" restaurants instead of fast-
food restaurants. Similarly, KFC is also testing a new menu in order to target Miilennials. They
are going to change some restaurants from KFC to KFC Eleven. A KFC Eleven will have a special
menu of boneless wings. KFC thinks this will attract Miilennials who have grown up eating
chicken nuggets.

Body Paragraph 1: (point of comparison) PI B P 1 9 1 r T1 9

A. (subject A) 1 m r i* f p P Ti P r i' i p P I P "P a 1 a PI9 P T a

- P 9 P 9 9
- P 9 9 9 P P 9 9 P P P 9 9 9 P P 9 9 P P P 9 9 P 9 9 P P P 9 9 S P ' 9 P P 9 P T 9 9 P

1. (example) f M i - *- *
f 1 » H -* !> + * - k1im m m .
m m mi

2. (explanation) 4 J b 4 9 b i 4 9 i b i 4 a B b i j a b b i J & i b a B ,K a a j a B b i J i i b i a i B b i J .
IB b i 4 4 B L I 4 il B J 4 k 4 4 4 b k 4 .
I 4 4 b

B. (subject B) L j j k i i i i j ii ..n a i H i . a ii i . I I B i . i i i I i i i a i B i i i B I B I B I a B I B I B I B I I a i a i a

1. (example) 9 9 P I 9 9 B P II 9 P P I 9 9 P P I 9 B f I '1 9 P P P I 9 P K T 9 9 P a p I 9' 9 9 P I 9 9 P P a a p p i a a p r r a p p p

'r a p r T i a p i a a a p i i a B P i i a B P i a a p p i a a p p i a a p p i a a p a" s B P
- p a B P P T a B p p a a B P a
'a a E p a a a p r a a a p i i a B P r 'i a p p i a a p p i a K r p

2. (explanation) p a* a r a - a a a p p p a p p a a p a a - a a r

240 UNIT 8
& 3 . 1 1 Write Topic Sentences
Read the thesis statements. Identify the points of comparison. Use each point of
comparison to write a topic sentence.
l Thesis statement: Traditional banking is similar to online banking in several ways: It offers
the same choice of banks, account types, and interest rates.
Topic sentence for body paragraph 1: One similarity between traditional banking and
i
online banking is the choice of banks that customers have.
r t +i B P +T s
* r t T i p r T T i p p T i i
*p»* i p r i P T i i B P T i i i p
* 'i B B P T i t B «
p
+i s -
« P T S B l P T s s »H i B P P T s -* e p +» f p p i i s p r B !r p i T +» p
* p +i i p p i'
*-
p e r 4 B P T T i i p r 'r i B T > T 4 i-* p p i i P T T i l » p
*r i i r t r i i i t i !
' i P +i B P r
* r p p v i P P ri P ti p PI p p p v P P 9' 9 P P T! P P P T 1 P

Topic sentence for body paragraph 2: A hi . i a h J a ft . .

i

-
S L I. m m I a > .
i J a. m, ,
J I
- .
Bi .1 4
-- - B I. a k j
- a h a. a k a. « k a. a a a k A a
- k k a. a
- k k a. i
-

Topic sentence for body paragraph 3: p !P P ri p B p r i P BP a p p p

- p Tr p s PTp P
- a P P P
- - -
m P r r p a P P P P a P V P P P P T P P P P P1 P p P P P
- - p P P

2 Thesis statement: Online shopping and traditional shopping have some clear differences,
such as the type of interaction with the products, the type of information consumers can get
about the product, and the amount and type of interaction with the sales staff.
Topic sentence for body paragraph 1:
P p9
'p P p v a r r P p p r p p i p a I I I I a p i l l a I I i i p p i p

Topic sentence for body paragraph 2:

.
f i S k L J J S k L J J . ^ k k .L J J L L J J L j j a k .
A I J jJ a

Topic sentence for body paragraph 3: P I P p P r p p p p

p B r p P B B p P B p P P P P 9 9 P T 9 B P T B P P I 9 9 P P P P P 9 P B P 9 P B r TP B P p r P B P P r P B P r r P B P P T P P P P T P P P P p p p B P p p p B P P S P P P B P P P B P P p p p P P H P P P B P P B P P P' P B P P P P P P 9' P

3.1 2 Write Body Paragraphs

Work with a partner. Read the essay prompt. Then complete the activities.
WRITING PROMPT: People purchase many expensive products that they need to use on a
daily basis, such as cars, cell phones, or computers. Compare two different models of the same
product, such as two cell phones. Do they have similar or different features?
1 Decide on a product and one specific feature for your first point of comparison.
2 Complete the outline for your first point of comparison.

BODY PARAGRAPH OUTLINE

Body Paragraph 1: (point of comparison) L I I. I I J

A. (subject A) p r i i i i p p i i i i i i r B i I I T l B i r T l l l l l l IP I I I I IV

1. (example) P9
'9 W
- “ P9 9 P
- P9 9 P P
- 9 “ P r p r '
9 H P P 9* 9 H P p P P
- -
P 8

2. (explanation) h :k J a k m > k fi. >

-

8. (subject B) a k i

1. (example) I .1
t a L I I I n .
I Ii I ul I L I J I I I I l f a l H B i l l J E l H I l I .1 I I I I rl 3 I I I I B li I I P I I I I B UI .
P I d P I I I D J P i:

2. (explanation) P fl P P P P P’ 9 9 P 9 P P 9 P

COMPARISON AND CONTRAST ESSAYS 241

 3 On a separate sheet of paper, write the first body paragraph about your point of comparison.
Use the outline from page 241. Write a topic sentence that states the point of comparison.
Discuss the point of comparison. Include supporting details, examples, and explanations for
each product.

CONCLUDING PARAGRAPHS
The concluding paragraph of a comparison and contrast essay is brief, but it has three
purposes:
• Restate the thesis statement in one sentence.
• Summarize the similarities and differences in one or two sentences.
• Give a comment that provides an insight or a discovery in a few sentences. The comment
is the most important part of the concluding paragraph. This comment tells the reader
what the writer has learned or realized about the subjects through comparing them. The
comment may be:

Advice: Going to school part - time and working can be a challenge. However, part- time
students who work should not get discouraged. They should look forward to the freedom that
they will have from less debt.
A question: Will fast- food restaurants' marketing efforts attract more MillenniaI consumers ?
A prediction: Businesses that continue to offer both online and in-store options will attract
more customers .

3.13 Notice Concluding Paragraphs

Read the concluding paragraph from the Student Model essay on pages 230-231. Then
match the sentences to their purposes.
(1) In conclusion, studying full-time and studying part-time are different in many important
ways. (2) Students enjoy school differently, do not complete school at the same time, and
have different amounts of debt. ( 3) I chose to study part-time and work. (4) It is good for me
because in the future I want a nice house for my family.
Sentence Purpose
i Sentence 1 a end the essay with a comment
2 Sentence 2 b restate the thesis statement
3 Sentences 3 and 4 c summarize the comparison

242 UNIT 8
4 SHARPEN YOUR SKILLS

O Writing Skill: Hooks

A hook is usually the first one or two sentences in the introductory paragraph. Its purpose is to
make the reader want to read the essay. A hook is not a thesis statement. A hook can be:
1 an interesting quotation
The journalist and author Malcolm Cladwell once wrote, " Any fool can spend money. But to
earn it and save it and defer gratification - then you learn to value it differently."
2 a relevant short story
The funniest place Donna Freedman ever found change was under a couch cushion. This may
not seem unusual, except this sofa was sitting on the street with a " free" sign on it! Freedman,
a writer for MSN Money, has a habit of saving coins that she finds on the street or in other
places.
3 an important or surprising statistic
Student loan debt is now larger than credit card debt in the United States. Americans ' total
student loan debt is over $ 1 trillion.
4 a significant question or two
What makes a person a saver instead of a spender? Psychologists continue to debate about
what shapes people.

4.1 Examine Hooks

Work with a partner. Find the hook in the article on pages 228-229 and the Student
Model essay on pages 230-231. Referring to the list above, write the number and type of
hook used.
Writing in the Real World:
Student Mode!:

COMPARISON AND CONTRAST ESSAYS 243

 4.2 Use Hooks

Work with a partner. Read the introductory paragraph below.

"An iPod, a phone, an Internet mobile communicator ... these are NOT three separate
devices! And we are calling it iPhone!" With these words, Steve jobs introduced the world
to the iPhone in 2007. Now, consumers can purchase other multi-function devices besides
smartphones. Some still prefer smartphones, such as the iPhone, but others argue that a tablet
is more useful and, therefore, a smarter purchase. A tablet and a smartphone may appear very
different, but the products actually share some interesting similarities.

A Complete the activities.

1 Underline the hook in the introductory paragraph.
2 This hook is an example of a:
a short story question d quotation b statistic c

3 Do you think this is an effective hook for this comparison and contrast essay? Why or why
not?

B Write a hook for the introductory paragraph below. Share your idea with the class and
discuss which hooks are the most effective way to start the essay.
4 B k I 4 fi k I k l J 4 i k l J 4 k l i l i j a k k i J a k i i. i .. .
I I I B . .
I I J B B 1 I J B ft I 1 a B B I I a ft i 4 a k i.

i i l l i i i i i l l i r I I i i I I i i i i i i i i i n

Marketers create advertisements that target children. Two products that commonly have
advertisements directed at children are fast-food restaurants and cereal companies. The
advertisements for fast-food restaurants are similar to cereal advertisements because they use
the same techniques to target children with toys, bright colors, and cartoon characters.

& 4.3 Apply It to Your Writing

Look at your Venn diagram in Section 1 on page 225 and the thesis statement
in Activity 3.9 on page 239. Is there a quotation, question, statistic, or short story that
will make your reader want to read your essay? Write some ideas for hooks.
P 5 P P 9 I P T 1 *9 P P T !
' 9 P P T 1 9 P P I 1 9 P P V 1 9 E P T9 P 'I P T9 9 I P r9 9 P P r9 9 e r T9 9 e P T9 9 E
| 1 9! P 19 9 P 1 P P 9 B P 9 P P 9 P P 99 P P B "9 P P 9 P P I B P P T I B P P T I B P P I I B P P T I B P P T I B P P I I B P P M I B P P I I P I

I i r r r i r i i i a a a a a a a i a r

ft 4 a B .
ft k i .
I

ii fa a fa fa fa fa fa fa I: fa i fa .
1 ai fa fa a B fafa i . afafa a fa fa fa . fa k i. fa fa 4

1" P r p p p p

244 UNIT 8
O Grammar for Writing: Comparative Adjectives
Writers often use comparative adjectives to show how two subjects are different. Follow these
rules when using comparative adjectives.

COMPARATIVE ADJECTIVES
1 Follow these spelling rules: A college graduate's income is usually higher
a Add - erto one-syllable adjectives, than the income of someone who did not get a
such as high, fast, long. college degree.
b Change the - y to -ier for two -syllable Students who work and go to school are busier
adjectives ending in - y, such as than students who do not work .
busy, easy, heavy.
c Use more with most adjectives that Shopping online is more convenient than
have more than one syllable, such shopping in a store.
as convenient, expensive, important.
d Use less to talk about the opposite Gen X is less dependent on their family and
of more. friends than Gen Y.
2 Less is not usually used with After college, Gen Y is less sure than Gen X was
one-syllable adjectives, except about getting married and having a family.
clear, safe, and sure.
My student loan debt is not as high as my
Use not as + adjective + as instead of husband's because I worked part -time while I
less with one-syllable adjectives.
went to college.
3 Some comparative adjectives are In my brother 's opinion, spending money is better
irregular: than saving it.
good —* better In my opinion, spending money is worse than
bad worse saving it.
4 When using than, writers can:
a Use a subject pronoun + verb after My brother is a spender. I am better than he is at
than if they do not want to repeat saving money.
the noun.
b Omit the verb after than when I save money better than my brother saves
both verbs are the same (or use an money.
auxiliary verb). I save money better than my brother ( does ).
c Omit than + the second part of the Gen X has to do a lot of research before making
comparison when the meaning is a purchase. For this reason, when making a big
clear. purchase, Gen X is often slower ( than Gen Y ).
d Use a comparative adjective without Some fast-food restaurants are offering more
than before a noun when the creative products in order to reach Miiieniais .
comparison is clear. (Their products are more creative than other
fast-food restaurants' products.)

COMPARISON AND CONTRAST ESSAYS 245

 4.4 Use Comparatives

Work with a partner. Complete the sentences. Use the correct comparative forms of the
adjectives in parentheses.

1 When comparing fast-food choices, Gen Y is .

8 «
- a .
m m Iz .. .. 1 8 .
8 fa 8 J fa 4 (healthy) Gen X.

2 Buying a car online can be (fast) buying a car from a dealership

because you do not have to visit different places to get information.

3 Online options from car dealerships are “ T *1 P H !

- ? H B
- ! HP (common) in the past,
since so many customers want to buy cars online.

4 Some people argue that smartphones are 8 4 i 4 fa 4 .

8 4 fa 4: fa .fa 4 fa 4 .
8 4 fa fa 4 (good) tablets. For

example, smartphones are much Ufa ! II I II I II H I (small) tablets are.

5 Some experts argue that part-time students are fa 4 S fa .

8 4 a fa .
fa 4 4 fa .
fa 4 4 fa fa 8 8 4 fa (successful)
full-time students at managing their time because part-time students are often too busy to
waste time.

246 UNIT 8
Avoiding Common Mistakes ( •)
Research tells us that these are the most common mistakes that students make when using
comparative adjectives in academic writing.

1. Do not use a comparative when you are not comparing two subjects.
It is more important to keep track of your credit score.
2 Use than, not that, after a comparative.
than
It is easy to spend more fhat you can afford.
3 Do not use - er and more with the same adjective.
Their new house is more bigger than their old house.

4.5 Editing Task

Find and correct five more mistakes in the paragraph below.

The most important difference between using a credit card and using cash is that cash is
harder
more harder to spend than credit cards. For that reason, many financial advisors argue that
using cash is more better than using credit cards. Experts have found that shoppers make more
purchases when they use credit cards. There is a psychological reason for this. It is more easy
to swipe a credit card to buy something. This action does not make people feel like they are

spending money. On the other hand, studies show that people who use cash spend less. Cash
feels more real that credit cards, so people treat it differently. Most people try to keep cash.
They find cash more difficult to use that credit. People who are trying to save money may find
that using cash is helpful than using credit cards.

COMPARISON AND CONTRAST ESSAYS 247

 0 Avoiding Plagiarism
Writing someone else 's ideas in your own words can be hard.

When my instructor returned the draft of my essay about the

differences in advertising between two companies, she said i was
plagiarizing someone's work. I know I didn't! I changed words
from my source 's sentences, so I was not copying word for word.
What did I do wrong?
Tenzin

Dear Tenzin,
This is a common problem. Your instructor knows your writing. She knows when the
writing doesn't look like your own. Sometimes you need to do more than change a few
words. You can also change the order of the words in the sentence, or you can change the
forms of some of the words. You never want to change the meaning, though.
Hope this is helpful!
Professor Wright

STRATEGIES FOR PARAPHRASING

When writers paraphrase, they rewrite someone else's sentence or idea by using their own
words. There are several ways to do this. Let's look at some of these ways.
First, read the original text:
Original text: Students spend more than $11 billion a year on snacks and beverages. Even
students who live in the dorms and have meal plans spend a lot of money eating out.
Then use some of these strategies to help you paraphrase.

Paraphrase Strategies Examples

Change words or phrases to synonyms. Students pay more than $ 11 billion each
year for snacks and drinks.
Change the order of words. Many students go out to eat even if they live
in a dorm.
Change the form of some words. Student spending is more than $ 11 billion
yearly on snacks and drinks. Students in
dorms often eat out.
Change a quote to indirect speech. "Parents Kobliner states that parents should be sure
should absolutely make their college kids get their children work part- time while they are in
a part-time job," says Kobiiner. college.

248 UNIT 8
 4.6 Identify the Strategies
Work with a partner. Read the original text and the paraphrase. Write the three
paraphrase strategies the writer used.
Original text: Millennial are drawn to more urban, walkable neighborhoods, unlike their
suburban parents. They are more willing to use public transportation, bike sharing, and
car sharing to get around.

Paraphrase: While their parents prefer the suburbs, people born between 1980 and 2000
prefer the city. They are comfortable getting around on public buses or subways, or sharing
bicycles and cars.

2 i r r i r r i I I E v i i i s i f f r i i i i p i i i n i i r i i ! P

3 I I I I I

4.7 Practice
Work with a partner. Read the original text. Then follow the steps to write a paraphrase.
Original text: The typical college student gets an average of $ 757 a month from jobs, parents,
or other sources. Most money comes from work. Seventy-five percent of students maintain jobs
while attending school, earning $ 645 per month on average.
Step T, Tell your partner what you read. Don't look at the text. Use your own words.
Step 2. Read the text again. Circle the words that you can change to synonyms. Write a
synonym above each circled word.
Step 3. Change the order of the words.
Step 4. Write a paraphrase.

I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I

COMPARISON AND CONTRAST ESSAYS 249

 5 WRITE YOUR ESSAY

In this section, you will follow the writing process to complete the final draft of your
comparison and contrast essay.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
a Before you start, read the student's Venn diagram. He wrote ideas from the Venn diagram
he used to reflect on this topic in Section 1 on page 224. Then he brainstormed more ideas.
Finally, he crossed out the ideas that were the least strong, the least interesting, or not
relevant.

Subject A: Subject B:
Studying Full -Time Studying Part-Time
while Working

DIFFERENCES DIFFERENCES
(Subject A) (Subject B*
- enjoy college life: take f SIMILARITIES \
classes anytime, (Subjects
- less time at school, \
meet other students, busy with work, less time \
A and B)
to socialize and participate *
participate in campus j - students can
activities, take / study and earn in campus activities; have
vacationsduring I a degree trouble making friends
school breaks I - have to take fewer classes
- can take many l because of work; often has to
classes each term \ go to school longer
and graduate on time \
- have an income; less debt
- no income; may use after they graduate; /
loans or credit for can get married and /
school; have debt often buy house sooner /
vin debt after graduating

250 UNIT 8
2 Now read your writing prompt again. Then review the ideas you brainstormed in Section 1
on page 225. Write the best ones in the diagram below. Include ideas from the Your Turns
throughout the unit. Finally, brainstorm more ideas. You will probably not use every idea, but
it is good to write as many ideas as possible.

Subject A: Subject B:
.
k I 4
- k k I . --4 L J d b a a a J L a a L .
B a a L a . a a L i a a L a a L L at a
- a au a
- a au a - .
a a a a -- --
a a L I fi L a B L .

DIFFERENCES DIFFERENCES
(Subject A) (Subject B)

SIMILARITIES
(Subjects
e F T T H S P F T H H F F T H S F T 1 S B F T' 1 F r i

A and B)
d d k h I d k k .
I d k B 4 a .
B B I 4 d I I a m
- m k J d m .
I k J d d 8 k k d d B
: B.k d . d .
B k J d B • k J d d . B .
k k J d k .
B i 4 B k k I d k k k l d B k k l d d k k l d B k k k d d B B k d

F T 1 H F F T 1 F F i' T F T H 1

k B k k

a a

I a .
ft m m ft >

- fc
-»-
» -. 1 a

a k L a
-- . ft a a a L a L L k .
a a B L ft . a. a B B B a .a ii B B a .a a E B I L ad .- . . a a a . . a. a - a
B t a s a a a k .
a a a a B

L r. i

COMPARISON AND CONTRAST ESSAYS 251

 STEP 2: MAKE AN OUTUNE
Complete the outline below with the ideas from Step 1 on page 251.

ESSAY OUTLINE

I. Introductory paragraph
• • 1 I I I T i I i k a n i 1
| *
j
! i i r i

Thesis
Statement

P I I P

Body
Paragraph 1

Subject A A. 19 I 9 I

Detail 1. I1P I 1 1 1 1 1' PI IB I I r i i i r P I n i n r n a n i i n i p I I R I H I P r a r 9

Sub-detail a.

Sub-detail b. I I

Subject B 3.
I 9IP i n I B I r i I I I I I i n a i .
l a a

Detail 1. I I

Sub-detail a.

Sub-detail b.

Body #

Paragraph 2

Sub-detail A. 19 1 9 1 1

Detail 1. P a a

Sub-detail a.

Sub-detail b. II

252 UNIT 8
 Subject B 3.

Detail 1. a a b li u

Sub- detail a r

Sub- detail b.

Body
IV.. . .
Paragraph 3
I I i a ii i i a a ii 1 E b 1 B li a b a b i k i a ii i i a i i i l l k b l l l b a J I I K ! I I I I I! In I I I I l l l u l l I J fil i a ii i IId j a i l J a id a id a a ii a k i a i a i i i i a i i i d i a i i i aik k a

Sub- detail A.

Detail 1
Id I l
i
a j B i J i i i i J i i i i H i i i i a i i i i i i i i i J i i .
i i d i a i i . j j i i i j d i a i i j i k i, i d i i i i a i L i i d i i i J . .
i II i i a i i. i i a b i i J k i l l it a B ii ii J .
B i i a i> i B i i > i i .
i i i i i .1 i 1 .1 a 1 1 a i> 1 1 J t 1 a a 1 a .
1 1 a k 1 1 a k EI n a id 1i k 11 a id 1 1 a .
i a a 11 J B 1

Sub- detail a r

Sub- detail b.

Subject B 3.

Detail 1.
* Id a k 1 a k 1 . .
a a i a b a a b 1 a k 1 1 1 a 1 1 1 1 B 1 .
1 a d i i a b a id a a H 1 a b 1 a a b 1 1 a a 1 b a b a b b a b b a i b .
I j a a 1 1 a a a a k a a a 11 a a a 1 . a a a b 1 a a b 1 a a b J i b a a 1 a a J aIla a .
k 1 j

Sub- detail a r

Sub- detail b.

V. Concluding paragraph. I .
k 1 1 b J I I I J b b b I I b b Ji I I la J I li a a j a i l a a 1 a a a a a a k a a a k a a a k a a a k a a a k a a a 11 a a a b a a a 1 . B B b i a a b i d i a B b 1 a b b b a

Concluding
Sentence Jd B k

Ik I I I I Bfl I I l a B k l i a i k l J B B B l I B B b B I B B b B a B B k B l I B B b i a B k b l l B B b i a B B b l l l k l I . . .
I I I Id Id l .B k k l J B I I. 1 a ..
1 1 a J 1, ..
a 1 a 1.1 .a a .
1 l a a 1, 1 a a 1 a J a 1 .
1 a a k 11 a a k 1 a a a k .
1 1 a a k 1 a a a k 1 .
1 a a I I a a a 1 . 1 a a .
B 1 1 a a .
k 1 1 a a k 1.1 a a .
k 1 1 a a B 11 1 a a k w a a a k m .
1 .
k i 11 a k 1 a a k 1 J I B .
a a a i k a . 1 a a i, 1 1 a a .
i 1 1 a a .
i 1 a a k 1

COMPARISON AND CONTRAST ESSAYS 253

 STEP 3: WRITE YOUR FIRST DRAFT
Now it is time to write your first draft. Here are some suggestions to help you get started.
1 Use your outline, notes, and the sentences you wrote in the Your Turns in this unit and in
Step 2 on pages 252-253 .
2 Focus on making your ideas as clear as possible.
3 Add a title.

After you finish, read your essay and check for basic errors.
1 Check that all sentences have subjects and verbs.
2 Check that you have used comparative adjectives correctly.
3 Check that you focus on one point of comparison in each body paragraph.
4 Check that your topic sentence and supporting sentences are clear.

STEP 4: WRITE YOUR FINAL DRAFT

i After you receive feedback on your first draft, review it carefully. Fix any errors.
2 Make a note of errors that were most frequent. Try to avoid them as you write.
3 Review the Academic Words and Academic Phrases from this unit. Are there any that you can
add to your essay ?
4 Turn to page 262 and use the Self -Editing Review to check your work one more time.
5 Write your final draft and hand it in.

254 UNIT 8
SELF-EDITING REVIEW

1 PARAGRAPHS EDUCATION : BRAINPOWER

Self-Editing: Review Your Work Completed

1 Check your paragraph one last time. Include a topic sentence, three
supporting sentences, specific details, and a concluding sentence.
2 Make your paragraph appropriate for an academic audience.

3 Use capitalization and punctuation correctly.

4 Add a title.

5 Underline the Academic Vocabulary words and collocations you used. Make
sure you used at least two academic vocabulary words and one academic
collocation.
6 Underline your adverb clauses and make sure you avoided any mistakes.

7 Review any feedback and think about mistakes that you typically make,
such as using the wrong verb tense or form of the verb, using commas
instead of periods, or missing a/ an and the. Make a list of your common
mistakes here:
d B 1« I I d d b h l J d B k l J d f a k l . . .
J J B h L J d d k k l I J B h k l J d B k l 1

L I I J .
I J .
I I .1 J L I L J I L I i a .
L I J lI B J I L I J L J J L I J L J J

I II It I

Look for these mistakes in your writing and correct them.

 ©

Self-Editing: Review Your Work Completed

1 Check your paragraph one last time. Read the writing prompt and your
topic sentence again. Make sure your topic sentence addresses the
writing topic.
2 Check your paragraph for coherence and unity.

3 Use transition words correctly to make the flow of ideas clear,

4 Underline the Academic Vocabulary words and phrases. Make sure you use
at least two academic vocabulary words and one academic phrase.

6 Underline the subjects and verbs. Make sure they agree.

7 Underline the quantifiers in your sentence and make sure you avoided any
mistakes.
8 Review any feedback and think about mistakes that you typically make,
such as using the wrong verb tense or form of the verb, using commas
instead of periods or missing a/ an and the. Make a list of your common
mistakes here:
J L I I L i a a a ..
i i i J i fa J a fa j a B fa i J J fa i i J J B L i a a i a a i a a i a a a

a .
fa i i a fa k i i a .
H i a a fa i j

i i: a i a a a i

Look for these mistakes in your writing and correct them.

256
3 DESCRIPTIVE PARAGRAPHS GLOBAL STUDIES: NATIONAL IDENTITIES

Self-Editing: Review Your Work Completed

1 Read the paragraph prompt again. Then read your topic sentence. Make
sure your topic sentence addresses the writing topic.
2 Reread your description. Make sure you used vivid language to describe
your subject.
3 Make sure that your sentences are complete. Check each sentence for
fragments, run- ons, or comma splices.
4 Check your paragraph for correct pronoun use.

5 Underline the Academic Vocabulary words and collocations. Make sure you
use at least two academic vocabulary words and one collocation.
6 Use adjectives ending in - ed or - ing correctly.
7 Check for proper adjectives.

8 Review any feedback and think about mistakes that you typically make,
such as using the wrong verb tense or form of the verb or missing a /an and
the. Make a list of your common mistakes here:

I J
- k . .d
I d m m k i
-- k i a d m k i. B k I k l d B k k l d .
I J J d m .
I k J
-
I
_ . k .1. J
S I. I d d a i i

k I L L J L j a i L J a a i a i l a a i .a
j L L J I L L I L I B L I I J J L L I L I J J J a L I d E J I L L J J I E l J E I. i a
- i a i L a a L J I L L J E i j i k i a J

Look for these mistakes in your writing and correct them.

4 DEFINITION PARAGRAPHS BUSINESS : WORKPLACE BEHAVIOR

Self- Editing: Review Your Work Completed

1 Check your paragraph one last time. Read the writing prompt and your
topic sentence again. Make sure your topic sentence addresses the
writing topic,
2 Reread your supporting sentences. Make sure that you used specific
explanations and examples to support your ideas. Make sure you used facts
to explain them.

3 Make sure that your sentences are complete. Check each sentence for
fragments, run- ons, or commas splices.
4 Underline the Academic Vocabulary words and phrases that you used.
Make sure you used at least two words and one academic phrase.
5 Make sure that all of your verb forms are consistent.

6 Check your count and noncount nouns. Make sure that you used
determiners correctly.
7 Check your sentences for and[ but, or, and so. Add commas where
necessary.
8 Review any feedback and think about mistakes that you typically make,
such as using the wrong verb tense or form or missing a/ an and the. Make
a list of your common mistakes here:
1 P P * B B P I 1 S P P I I 1 B P I 1 H P I B I B B P P I B B P I B B P P I B B 'B
I B B P r i B P P r B B P B r i B B P r r B B P P I
-
H P ! I B B B P 'I' B S B P I B I B P I I B B P P T B B P P I I B B P r i B B P P l I B B P l I B B P

P p P P

Look for these mistakes in your writing and correct them.

5 INTRODUCTION TO THE ESSAY: OPINION ESSAYS PSYCHOLOGY: CREATIVITY

Self-Editing: Review Your Work Completed

1 Check your essay one last time. Make sure there is an introductory
paragraph, three body paragraphs, and a concluding paragraph.
2 Make sure your introductory paragraph includes background information
and a thesis statement.
3 Make sure your thesis statement includes your opinon and reasons for your
opinion.
4 Check that each body paragraph is about a different reason from your
thesis statement,
5 Underline the Academic Vocabulary words and collocations you used. Make
sure you used at least two words and one collocation.
6 Underline words with suffixes you used, and make sure you used the
correct word form.

7 Review any feedback and think about mistakes that you typically make,
such as using the wrong verb tense or form of the verb, using commas
instead of periods, or missing a/ an and the. Make a list of your common
mistakes here:

L i .
i a k

Look for these mistakes in your writing and correct them.

259
 o
Self- Editing: Review Your Work Completed
1 Check your essay one last time. Make sure there is an introductory
paragraph, three body paragraphs, and a concluding paragraph.
2 Make sure your introductory paragraph includes background information
and a thesis statement.
3 Make sure your thesis statement includes the topic and categories for your
classification essay.
4 Check the points of classification in each paragraph. Be sure they are
relevant for the topic, and that you use the same points in each paragraph.
5 Underline the Academic Vocabulary words and phrases you used. Make
sure you used at least two words and one phrase.
6 Underline verbs in the simple present and present progressive and make
sure you have used them correctly.

7 Review any feedback and think about mistakes that you typically make,
such as using the wrong verb tense or form, using commas instead of
periods, or missing a /an and the. Make a list of your common mistakes
here:

l i t I 4 B I 4 II I I J I B 4 .
B I I J 4 .
I I 4 .
I I 4

Look for these mistakes in your writing and correct them.

260
7 PROCESS ESSAYS SOCIAL WORK: SOCIAL ACTIVISM

Self- Editing: Review Your Work Completed

1 Check your essay one last time. Make sure there is an introductory
paragraph, appropriate body paragraphs, and a concluding paragraph.
2 Reread your supporting sentences. Use transitions to show chronological
order. Make sure they include enough details to help the reader understand
your steps.
3 Reread your concluding paragraph. Did you introduce it with a transition?
Did you restate the main idea of your essay and conclude with a
suggestion, opinion, or a prediction?
4 Underline the Academic Vocabulary words and collocations you used. Make
sure you used at least two words and one collocation.
5 Underline any phrasal verbs and make sure you avoided any mistakes.

6 Make sure your sentences and paragraphs are clear. Use specific adjectives.
Make sure your pronoun references are accurate.
7 Review any feedback and think about mistakes that you typically make,
such as using the wrong verb form, using commas instead of periods, or
missing a/ an and the. Make a list of your common mistakes here:

a i l j a i i L x a j i i ..
J I B L J J I L L I 1 .
IL I I 1 I J aiB i i ai i j i I L L

Look for these mistakes in your writing and correct them.

 COMPARISON AND CONTRAST ESSAYS FINANCE: PERSONAL FINANCE

Self-Editing: Review Your Work Completed

1 Check your essay one last time. Make sure that your thesis statement is
clear and answers the essay prompt.
2 Make sure you started with a hook that makes your reader want to read
your essay.
3 Reread your body paragraphs. Check that there is one body paragraph for
each point of comparison. Make sure each paragraph begins with a topic
sentence that states the point of comparison.

4 Reread your supporting sentences. Be sure they include details, examples,

and explanations for the point of comparison.
5 Underline the Academic Vocabulary words and phrases you used. Make
sure you used at least two words and one phrase.
6 Underline your comparative adjectives and make sure you avoided any
mistakes.
7 Review any feedback and think about the mistakes that you typically make,
such as using the wrong verb tense or form of the verb, using commas
instead of periods, or missing a/ an and the. Make a list of your common
mistakes here:
n i I i ii i i n I B I I I I I I I I

9 r i 9 r

i i s B r

Look for these mistakes in your writing and correct them.

262
SOURCES
The following sources were consulted during the development o/ Final Draft Students Book 2.

UNIT i
“ Lang Lang Talks Practising ” News. Classic FM . This is Global Limited 2015, n . d. Web. 31 Mar. 2015.

Robinson, Lawrence, Jeanne Segal, and Melinda Smith . “ HowExercise Benefits Depression, Anxiety,
and Stress: Using Physical Activity to Improve Your Mental Health.” Helpguide. org. Helpguide.org ,
Feb. 2015. Web. 31 Mar. 2015.

UNIT 2
Bjorseth , Lilllian D. “Business Body Language: Handshakes, Eye Contact , Posture, and Smiles.”
The Sideroad. Blue Boulder Internet Publishing, n .d . Web. 31 Mar. 2015.
" Eight Surprisingly Rude Gestures to Avoid When Travelling .” Travel . News.cow . au. News.com.au ,
21 Nov. 2013. Web. 31 Mar. 2015.

“ Kiss, Hug, or Shake Hands? ” Online Posting . PocketCultures. PocketCultures, n .d . Web. 31 Mar. 2015.
Nakao Hones, Jenny. “ The Asian Custom of Removing Shoes at the Door.” Asian Lifestyle Design:
Food Culture, and Design . Asian Lifestyle Designs, 11 Apr. 2010. Web. 31 Mar. 2015.

Singleton, Bonnie. “ Proper Place Setting.” eHow. Demand Media Inc n.d . Web. 31 Mar. 2015.

UNIT 3
“Influenza ( Flue ).” .
Health Library Johns Hopkins Medicine. Johns Hopkins University, n.d. Web.
31 Mar. 2015.

Taylor, Timothy. “Analogies for America: Beyond the Melting Pot .” StarTribune. StarTribune,
29 June 2013. Web. 31 Mar. 2015.

“The U.S. Government and Global Malaria .” Fact Sheet. Global Health Policy. Kaiser Family Foundation.
27 Mar. 2015. Web. 31 Mar. 2015.

UNIT 4
Brown , Anna . “ Perceptions about Women Bosses Improve, but Gap Remains ” Pew Research Center.
Pew Research Center, 7 Aug . 2014. Web. 31 Mar. 2015.

Goldman, Alexandra. “Curbing the Google Bus .” Opinion . Aljazeera America. Aljazeera America ,
5 Feb. 2014. Web. 31 Mar. 2015.

New York . Dept , of Labor. “Minimum Wages ” Labor Standards, N. Y. Dept of Labor, n .d . Web.
, ,

31 Mar. 2015.

United States. Dept of Labor. “ How Are Vacation Pay, Sick Pay and Holiday Pay Computed and When
,

Are They Due ? ” elaws — Fair Labor Standards Act Advisor , U.S. Dept of Labor, n .d . Web. 31 Mar. 2015.
,

Wong, Venessa . “ Ending the Tyranny of the Open - Plan Office .” Bloomberg Business. Bloomberg LP,
1 July 2013. Web. 31 Mar. 2015.

263
 UNIT 5
Bartel, Marvin. Eleven Classroom Creativity Killers, Goshen College, 4 Dec 2014. Web, 31 Man 2015.

Collins, Glenn. '‘Exploring the Past: Creativity in Old Age ” Style. New York Times. New York Times,
2 Mar. 1981 . Web. 31 Mar. 2015.

Department of European Paintings. "Vincent van Gogh ( 1853- 1890 ) ” Heilbrunn Timeline of Art History ,
Metropolitan Museum of Art . Mar. 2010. Web. 31 Man 2015.
“Fountain (Duchamp) ” Wikipedia , Wikipedia , n.d. Web. 31 Mar. 2015.
“ Interviewwith Mr. Harold Secord , Sr.”: The Oral History of the Principalship. Virgina Tech New Media
Center, 11 Feb. 1989. Web. 31 Mar. 2015.

Graham, Kathy. “ In Their Words: Mihaly Csikszentmihalyi and the Creative Personality” Happy +
Well Happy + Well, 31 Mar. 2014. Web. 31 Mar. 2015.

Johnson , Christopher M ., and Jenny E. Memmott . “ Examination of Relationships between Participation

in School Music Programs of Differing Quality and Standardized Test Results.” Journal of Research in
Music Education 54.4 ( 2006 ) , 293-307, Print .

“ Jonathan Ive .” Designers. Design and Designers. Design Museum , n.d . Web. 31 Mar. 2015.

“ My Bed f Wikipedia. Wikipedia , n.d . Web. 31 Mar. 2015.

Endowment for the Arts to Award More Than $74 Million to U.S. Nonprofits.” News. National
“ National
Endowment for the Arts. National Endowment for the Arts, 16 Apr. 2014. Web. 31 Mar. 2015.

Pierce, Stacia. “ Why Writing Lists Is Still Relevant and Important .” LifeCoach 2Women. com . Ultimate
Lifestyle Enterprise, n .d. Web. 31 Mar. 2015.

Root - Berstein, Michele, and Robert Root - Bernstein , “Can Creativity Be Taught ? Creative Outcomes in
the Classroom Cant Be Mandated .” Psychology Today. Sussex Publishers, 2011. Web. 31 Mar. 2015.

Schellenberg, E. Glenn. “Music Lessons Enhance IQ.” Psychological Science 15.8 ( 2004 ) , 511-14. Web.
31 Mar. 2015.

Smith , Fran . “ Why Arts Education Is Crucial , and Whos Doing It Best.” Edutopia. George Lucas
Educational Foundation , 28 Jan. 2009. Web. 31 Mar. 2015.

Zielinski, Sarah . "5 Ways to Spark Your Creativity.” Joes Big Idea. Natl . Public Radio, 21 June 2012. Web.
31 Mar. 2015.

UNIT 6
Barclay, Laurie. "Fighting Depression and Improving Cognition with Omega -3 Fatty Acids .”
Life Extension Magazine. Life Extension , Oct. 2007. Web. 31 Mar. 2015.

Lappe, Frances Moore . Diet f o r a Small Planet New York : Ballantine, 1971. Print .
“Mythsand Facts about Caffeine.” Food Today, European Food Information Council , Sept. 2002. Web.
31 Mar. 2015.

Rodale, Maria . “ Kids Can Make Healthy Food Choices: Education Is Key.” H u f f Post Food.
TheHuffingtonPost.com, Inc., 18 Aug . 2014. Web. 31 Mar. 2015.

264
UNIT 7
'About Us ” Medecins Sans Front ieresf Doctors without Borders , MSF USA, n.d, Web 31 Mar 2015 , , ,

" Beading Program ” Our Work Bead for Life. BeadforLife, n.d. Web, 31 Mar 2015
, , ,

" Hosting a Blood Drive ” American Red Cross, American National Red Cross, n d . Web, 31 Mar 2015,
, ,

"Sate Water in Fiji and Zambia ” Habitat World , Habitat for Humanity Inti n d . Web 31 Mar 2015
, , , , ,

TOMS, "How We Give Shoes: Step- by-Step ” Stories. TOMS Shoes, 2 July 2013 Web, 31 Mar 2015
, , , ,

Tully, Kathy Shiels "Volunteers Gleaning Fresh Produce for Those in Need ” North Boston Globe.
, ,

Boston Globe Media Partners, 10 July 2014 Web 31 Mar, 2015 ,

, ,

UNIT 8
"A Look at the Spending Habits of College Students ” StateUniversity.com. StateUniversity.com, n d Web, , ,

31 Mar 2015
, ,

Chopra, Rohit , "Student Debt Swells, Federal Loans Now Top a Trillion ” CFPB Consumer Financial
, ,

Protection Bureau 17 July 2013, Web, 31 Mar 2015

, , ,

Gladwell , Malcolm David and Goliath: Underdogs, Misfits, and the Art of Battling Giants.
,

New York: Little, 2013, Print ,

Jobs, Steve , IPhone Keynote 2007 ” Tech , Genius. Genius Media Group, 2007 Web 31 Mar. 2015,
, , ,

Van Hoven, Matt "A l Updates for the Facebook Generation ” Digiday. Digiday, 14 May 2014, Web
, , , , ,

31 Mar 2015
, ,

265
 INDEX
Words that are part of die Academic Word List are noted with an in this index *

A brainstorming, graphic organizers:

brainstorm chart , 64
ability, 16-17, 20, 22, 26, 186
cluster diagrams, 14- 15, 24, 41 -42, 46-47, 98-99,
acceptable, 31, 70-72 164-165, 190-191
account, 226, 228 definition chart, 121-122

adjectives, 89-91 descriptive chart, 68-69

comparative adjectives, 245- 247 freewriting, 94
specific adjectives, 85 opinion chart , 126-127, 158- 159
point of comparison chart, 236
using precise adjectives, as a writing skill, 211-212
process diagram, 196-197, 220
adverb clauses, 35-38 sensory chart , 81 -82
a kind of , 73, 101, 107 Venn diagram, 224-225, 250-251
another , 19-20, 25- 26, 49-51, 54-58, 62, 74, 78, 103, 133, brief Q, 48-49, 51-52, 55, 104, 106, 242
141, 171, 180, 200, 230, 239-240
a number of , 49, 60-62 c
appear to he, 167-168
ca pable 128- 130
approach 166, 169, 184 capable of expressing, 129- 130
assist 198, 200 capitalization and punctuation, 32-33
attention , 16-17, 19-20, 23-24, 26, 29, 31, 33-34, 39-40, category, 107- 108, 121-122, 164-165, 175-178
58, 60, 100, 130-131
challenge 226, 228, 242
attention span , 17, 23-24, 26, 29, 33
pay attention, 17, 19, 24, 26, 31, 39-40, 60, 130-131 charts
brainstorm chart , 64
audience , 31-32
definition chart , 121-122
a variety of 167-168, 170
descriptive chart , 68-69
avoid , 24, 29, 36, 44, 48-50, 52, 55, 58, 60, 62-63, 85-87, opinion chart , 126-127, 158-159
102, 104, 121, 166 , 184, 211, 226
point of comparison chart , 236
avoiding sentence fragments, run -ons, and comma sensory chart , 81-82
splices, 86-87
chronological order, 54-56, 201, 206, 209

B citing Internet sources, 218-219

background information, 138-140, 182, 237 citing print sources, 188-189

as writing skill, 148-150 clarity, 211-213
behave , 100, 102-104, 106, 111, 121, 228 classification essays, 163- 194
cluster diagrams, 164-165, 190-191
body paragraph , 141- 144, 151-152, 174, 180- 182, 206,
208, 234, 239-241 grammar, 185-187
plagiarism , 188-189
self -editing review, 260
vocabulary and phrases, 166-167
writing skills, 184- 185

266
cluster diagrams, 14-15, 24, 41- 42, 46-47, 98-99, D
164-165, 190-191
debt , 226, 228, 230-233, 235, 237, 240, 242- 243, 245, 250
coherence, 54, 56
definition paragraphs, 97- 124
commitment 198-200, 213, 230 cluster diagrams, 98-99
make a commitment , 199 - 200, 213 definition chart, 121-122
common knowledge, 92-93 grammar, 117-118
plagiarism , 119-120
communicate 48-50, 104, 106, 111, 113, 121, 228-229
self - editing review, 258
comparative adjectives, 245-247 vocabulary and phrases, 100- 101
compared to, 227 writing skills, 111- 116
comparison and contrast essays, 223-254 descriptive paragraphs, 67-96
grammar, 245- 247 descriptive chart , 68-69
plagiarism, 248-249 freewriting, 94
point of comparison chart , 236 grammar, 89-91
sell - editing review, 262 plagiarism , 92-93
Venn diagram, 224-225, 250-251 self-editing review, 257
vocabulary and phrases, 226-227 sensory chart , 81 -82
writing skills, 243-244 vocabulary and collocations, 70-71
writing skills, 85-88
concept 128-130, 168
basic concepts , 129-130, 168 design ©, 128, 132, 153
concern, 70-71, 73-75, 77, 83, 87, 91, 201, 238 details , 22-23, 27-28, 77, 79, 81-82, 136, 141, 144
concluding paragraph , 136-137, 144- 147, 174, 182, 206, sensory details, 77, 79, 81-82
210, 234, 242
distinguish^ 100, 103, 111
concluding sentence, 22-23, 29-30, 136 distinguishing between fact and fiction, 111- 112
condition, 166, 169

°-
con 10 103-104, 106, 121 E
contemporary 166 eliminate 166, 170, 185

control, 100, 103, 117 encourage, 32, 100, 103-104, 201

controlling ideas, 23-24 essential features of effective writing, 45-66

brainstorm chart , 64
coordinating conjunctions, 115-116
cluster diagrams, 46- 47
correct pronoun use, 87-88, 211-213
grammar, 60-62
count and noncount nouns, 117-118 plagiarism , 63
createffr , 27, 56, 109, 128, 132, 141, 152-153, 176, self -editing review, 256
-
200-202, 207 208, 228, 236 vocabulary and phrases, 48- 49
writing skills, 58-60
credit ©, 226, 231, 250
critical , 16-18, 26-27, 33, 147
ethnic ©, 70-73, 83, 87-88, 91
ethnic backgrounds, 71, 73, 88
culture ©, 38, 45, 48, 50-53, 56, 59, 62, 68, 71-74, 82, 86, ethnic group , 71-72, 83, 91
90-92, 94, 110, 140, 163, 168-169, 182, 185, 209-210
expert 130, 226, 228
custom, 48, 51- 52, 55, 166
explore, 128-129, 132- 133, 141, 153, 158
explore the possibility , 129, 132

267
 F is one of the , 49-51, 80, 88, 90, 92

feelings , 77, 79, 83-85 is related to , 101, 103

final comment , 145, 147, 182 it is clear that, 227, 237

if is possible, 36, 133, 167, 170
finances 226, 228, 231

finding good sources, 119- 120

L
freewriting, 94
logical order, 46, 54

G M
grammar
main idea , 22, 25, 27, 29
adjectives, 89-91
master, 16-17, 19, 25, 34-35, 37, 203, 205-206
adverb clauses, 35-38
comparative adjectives, 245-247 medicine , 166, 168-169, 200
count and non count nouns, 117- 118 memorize , 16, 20-21, 23, 25- 27, 34, 41
phrasal verbs, 214- 217 memory loss, 17, 19, 31
quantifiers, 60-62
simple present and present progressive, 185-187
word forms, 152-155
mental
200
-
O 16-18, 24, 27, 29, 33-34, 36-37, 52, 186-187,
mental health , 16-18, 24, 27, 29, 33-34, 37, 186-187,
graphic organizers 200
brainstorm chart , 64 motivate 128-131, 153
cluster diagrams, 14-15, 24, 41- 42, 46-47, 98-99,
main motivation , 129, 131
164-165, 190-191
definition chart , 121-122
descriptive chart , 68-69
o
freewriting, 94 opinion essays, 125-162
opinion chart , 126-127, 158-159 grammar, 152- 155
point of comparison chart , 236 opinion chart , 126-127, 158- 159
process diagram, 196-197, 220 plagiarism , 156-157
sensory chart , 81-82 self - editing review, 259
Venn diagram, 224-225, 250-251 vocabulary and collocations, 128-129
writing skills, 148- 152
H organization, 198, 200-202, 213, 215, 217, 230, 233
habit , 29, 31, 33-34, 100, 103-104, 115, 187, 229, 237, 243
hooks , 243-244
P
paragraphs, 13-44
i cluster diagrams, 14-15, 24, 41-42
grammar, 35-38
identifier, 107- 108, 121-122
plagiarism , 39-40
identity , 67, 69-74, 76, 81, 83, 91, 93-94
© self - editing review, 255
national identity, 67, 69-71, 74, 76, 81, 83, 91, 93-94 vocabulary and collocations, 16- 17
writing skills, 31- 35
income ©, 202, 226, 231, 245, 250
in ,
father words 101, 104, 107, 112 paraphrasing, to avoid plagiarism, 248-249
payment , 226, 231
interpret 48-50, 52, 56, 60
phrasal verbs , 214-217
introduction to the essay, 125- 162
see also opinion essays

introductory paragraph , 138- 139, 149-150, 174, 182,

206-208, 234, 236-237, 244

268
plagiarism respectful , 48, 50, 55, 98, 104, 106, 109
citing Internet sources, 218-219 restate the thesis statement , 144-147
citing print sources, 188-189
common knowledge, 92-93
reveal ©, 70-71, 74, 83-84, 87, 174
finding good sources, 119- 120
recognizing plagiarism , 39- 40 s
strategies for paraphrasing, 248-249 self - editing review, 255-262
using information without plagiarizing, 156- 157 sensory details, 77, 79, 81-82, 84
why do students plagiarize, 63
sentence variety, 184- 185
point - by- point organization , 234, 239-240
sharpen , 16-17, 19, 33
points of comparison, 234-236, 238- 241
simple present and present progressive, 185-187
points of class ification , 177-179, 182
social 18-19, 37-38, 47, 53, 61, 70-71, 74, 87, 91, 98,
policy ©, 100, 102-104, 109, 113 103-104, 109, 112, 149, 228-229

prepositional phrases, 79-80 social class, 71, 91

social value, 71, 87
primary ©, 198- 201 , 211, 213
spatial location / order, 54-56, 77, 79-80, 84, 201
primary goal , 199-200, 211, 213
struggle , 70-72, 75, 130, 139
process diagram, 196-197, 220
student models, 20, 52, 74, 104, 132, 170, 202, 230
process essays, 195-222
grammar, 214- 217 subject -verb agreement , 59 - 60
plagiarism, 218-219 such as, 19- 20, 37, 52, 83, 112, 132-133, 168- 169, 187,
process diagram, 196-197, 220 200-202, 211, 217, 227

self - editing review, 261 suffer , 166, 169

vocabulary and collocations, 198- 199 supporting sentences, 22-23, 27-28, 57, 109-110, 112,
writing skills , 211 -214 136-137, 144

provide, 198-200, 202, 209, 211, 213, 215, 237

provide information, 199-200, 213, 215, 237 T
provide support , 199, 215 technique ©, 14, 16-17, 19-23, 25, 27, 29-32, 34, 41,
237, 244
Q learning technique, 17, 31, 34
quantifiers, 60-62 thesis statement , 138-142, 145- 147, 149, 182 -183,
238-239, 241
as writing skill, 150-152
R
titles, 34-35
range ©, 128 129, 131, 133
-
topic, 23-24
a wide range of , 129, 131, 133
rank order, 54- 56, 201
topic sentence, 22-23, 25-29, 107-109, 136-137,
141-145, 239-242
recognizing plagiarism , 39- 40
traditional, 74, 76, 81, 166, 168-169, 237, 241
recover ©, 198-200 transitions, 56-57
regard , 48, 52 transition words and phrases, 86, 144, 182
as writing skill, 213-214
relevant © -
, 77, 79, 83-84, 128 129, 132, 153, 178

relevant information, 77, 79, 83-84 treat, 166, 169

request, 100, 104, 106, 115, 228

u
requirement ©, 131, 153, 198-199, 213
unity, 58-59
meet the requirements, 199, 213
using information without plagiarizing , 156-157

269
 V
values , 70-71, 73, 83, 86-87, 153
social value , 71, 87
Venn diagram , 224-225, 250 -251
verb tense consistency, 112-115
vivid language, 85

volunteer ©, 198-199, 211-218

w
why do students plagiarize, 63
word forms, 152-155
writing skills
audience, 31-32
avoiding sentence fragments, run -ons, and comma
splices, 86-87
background information, 148-150
capitalization and punctuation, 32-33
clarity, 211-213
coordinating conjunctions, 115- 116
correct pronoun use, 87-88
distinguishing between fact and fiction , 111- 112
hooks, 243-244
sentence variety, 184-185
subject - verb agreement, 59-60
thesis statement , 150- 152
titles, 34-35
transition words and phrases, 213-214
unity, 58-59
verb tense consistency, 112- 115
vivid language, 85

270
TEXT CREDITS
The authors and publishers acknowledge the following sources of copyright materia! and are grateful for the
permissions granted . While every effort has been made , it has not always been possible to identify the sources
of all the material used , or to trace all copyright holders . If any omissions are brought to our notice, we will be
happy to include the appropriate acknowledgements on reprinting.

Corpus
Development of this publication lias made use of the Cambridge English Corpus ( CEC ). The CEC is a multi -
billion word computer database of contemporary spoken and written English It includes British English ,
,

American English and other varieties of English. It also includes the Cambridge Learner Corpus, developed in
collaboration with the University of Cambridge ESOL Examinations. Cambridge University Press lias built up the
CEC to provide evidence about language use that helps to produce better language teaching materials.

ART CREDITS
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Otis/ Getty p. 49: Hinterhaus Productions / Getty p 50: Gladskikh Tatiana /Shutterstock, p 52: Alistair Berg /
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Getty p. 58: West end 61 / Getty, p. 63: takayuki / Shutterstock, p. 67: Christopher Cor / Getty p. 70: Quasar phot o/
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