Longman Academic Writing Series FOURTH EDITION PARAGRAPHS TO ESSAYS Alice Oshima • Ann Hogue www.ir ELLTJr Longman Academic Writing Series FOUR IH EDITION PARAGRAPHS TO ESSAYS Alice Oshima Ann Hogue with Jane Curtis maLSllUl. ■ Chapter 2 Narrative Paragraphs. 32 Analyzing the Model.32 Noticing Vocabulary: Compound Nouns. 34 Time-Order Signals.
39 Analyzing the Model. 44 Three Comma Rules. 44 Applying Vocabulary: Using Compound Nouns. 46 Preparation for Writing.
47 Writing Assignment: A Narrative Paragraph about a Memorable Experience. 49 Timed Writing: A Paragraph about a Time You Disobeyed Rules. 50 Chapter 3 Basic Paragraph structure. 52 Analyzing the Model.
52 Noticing Vocabulary: Adjectives. 54 The Topic Sentence. 54 Supporting Sentences: Main Points. 61 Supporting Details: Examples.
62 The Concluding Sentence. 64 iv Contents WWW.il Sentence structure. 69 Analyzing the Model. 69 Adjectives and Adverbs in Basic Sentences.
70 Applying Vocabulary: Using Adjectives. 72 Preparation for Writing. 73 The Detailed Outline. 74 Writing Assignment A Paragraph about a Hobby or Sport.
77 Timed Writing: A Paragraph about a Relaxing Activity. 78 Chapter 4 Logical Division of Ideas. 80 Analyzing the Model. 80 Noticing Vocabulary: Synonyms.
82 Logical Division of Ideas. 82 Unity in the Supporting Sentences of a Paragraph. 85 Coherence in the Supporting Sentences of a Paragraph. 96 Run-ons and Comma Splices.
96 Correcting Run-ons and Comma Splices.96 Finding Run-ons and Comma Splices. 96 Applying Vocabulary: Using Synonyms and Near Synonyms. 99 Writing Assignment: A Paragraph about Shopping Habits.101 Timed Writing: A Paragraph for Students about Shopping.ir Chapters Process Paragraphs. 103 Analyzing the Model.103 Noticing Vocabulary: Phrasal Verbs.-105 Topic Sentences in Process Paragraphs.
105 Supporting Sentences in Process Paragraphs. 105 Concluding Sentences for Process Paragraphs.105 Using Time Order In Process Paragraphs. 110 Analyzing the Model. 110 Clauses and Complex Sentences.112 Applying Vocabulary: Using Phrasal Verbs.
117 Writing Assignment: A Process Paragraphabout Self-Improvement. 120 Timed Writing: A Paragraph about LearningEnglish Vocabulary. 120 Email to a Professor. 122 Analyzing the Model.
122 Noticing Vocabulary: Word Knowledge.128 Analyzing the Model. 131 Complex Sentences with Adjective Clauses. 133 vi Contents www.il Applying Vocabulary: Using Word Knowledge. 142 ELLTJr Preparation for Writing.
143 Writing Assignment: A Paragraph That Defines a Word, Concept, or Custom. 146 Timed Writing: A Paragraph That Defines Family.146 Chapter? Cause / Effect Paragraphs. 149 Analyzing the Model. 149 Noticing Vocabulary: Prefixes.
151 Topic Sentences in Cause / Effect Paragraphs. 151 Supporting Sentences in Cause / Effect Paragraphs.152 Concluding Sentences for Cause / Effect Paragraphs. 160 Analyzing the Model. 160 Cause / Effect Transition Signals.
161 Applying Vocabulary: Using Prefixes.167 Writing Assignment: A Cause / Effect Paragraph about a Social Issue. 169 Timed Writing: A Paragraph about the Positive Effects of Walking. 169 Double-Entry Journal Writing. 170 Chapter 8 Comparison / Contrast Paragraphs.
172 Analyzing the Model. 172 Noticing Vocabulary: Antonyms. 173 Contents vii www. 174 Topic Sentences in Comparison / Contrast Paragraphs.
175 Supporting Sentences in Comparison / Contrast Paragraphs. 175 Concluding Sentences In Comparison / Contrast Paragraphs. 182 Analyzing the Model. 182 Transition Signals for Comparison.
183 Transition Signals for Contrast.187 Applying Vocabulary: Using Antonyms. 190 Preparation for Writing. 191 Conducting an Interview. 191 Writing Assignment: A Comparison / Contrast Paragraphabout Education.195 Timed Writing: A Paragraph about Your Education vs.
195 Double-Entry Journal Writing. 196 PART II: WRITING AN ESSAY Chapters Essay Organization. 199 Analyzing the Model. 199 Noticing Vocabulary: Formal and Informal Words.
206 Transitions between Paragraphs. 213 The Writing Process. 215 Applying Vocabulary: Using Formal and Informal Vocabulary. 218 Writing Assignment: An Essay about Nonverbal Communication.
219 viii Contents Wff.221 Timed Writing: An Essay about Body Language in Your Native Culture. 221 Chapter 10 Opinion Essays. 223 Analyzing the Model. 223 Noticing Vocabulary: Collocations.
226 Introductory Paragraphs in Opinion Essays. 226 Body Paragraphs in Opinion Essays. 228 Concluding Paragraphs in Opinion Essays. 230 Developing Supporting Details.
232 Applying Vocabulary: Using Collocations. 235 Preparation for Writing. 236 Writing Assignment An Opinion Essay about Getting a Good Education. 238 Timed Writing: An Opinion Essay about Homework.238 Writing an Opinion for Publication.elltjr APPENDICES Appendix A Grammar Terms.240 Appendix B Sentence Types and Connecting Words.
243 Appendix c Connecting Words and Transition Signals. 246 Appendix D Punctuation Rules. 248 Appendix E Correction Symbols. 250 Appendix F Peer Review / Writer’s Self-Check Worksheets.ir TO THE TEACHER ELLTJr Welcome to the new edition of lx?vel 3 in the Longman Academic Writing Series, a five-level series that prepares English language learners for academic coursework.
This book, formerly called Introduction to Academic Writing, is intended for intermediate students in university, college, or secondary school programs. It offers a carefully structured approach that focuses on writing as a process. It teaches rhetoric and sentence structure in a straightforward manner, using a step-by-step approach, high-interest models, and varied practice types. Like the previous editions, this book integrates instruction in paragraph and essay organization and sentence structure with the writing process.
It carefully guides students through the steps of the writing process to produce the well- organized, clearly developed paragraphs that are essential to academic writing in English. You will find a wealth of realistic models to guide writers and clear explanations supported by examples that will help your students through typical rough spots. These explanations are followed by the extensive practice that learners need to assimilate writing skills and write with accuracy and confidence. There are interactive tasks throughout the text—pair work, small-group activities, and full class discussions—that engage students in the learning process and complement the solitary work that writers must do.
The tasks progress from recognition exercises to controlled production and culminate in communicative Try It Out activities. The first part of this book presents comprehensive chapters on how to format and structure basic and specific types of academic paragraphs. Students will learn how to organize different paragraph types, including narrative, process, definition, cause/effect, and comparison/contrast paragraphs. In the second part, learners are introduced to the basic concepts of essay writing.
Finally, the extensive appendices and a thorough index make the text a valuable and easy-to-use reference tool. What's New in This Edition Instructors familiar with the previous edition will find these new' features: • Chapter objectives provide clear goals for instruction; • Two new vocabulary sections. Noticing Vocabulary and Applying Vocabulary, explain specific types of vocabulary from the writing models and support its use in the Writing Assignment; • Selected writing models have been updated or replaced, while old favorites have been retained and improved; • Try It Out! activities challenge students to be creative and apply the skills they have studied; • Writing lips contain strategies that experienced writers use; • Self-Assessments ask students to evaluate their own progress; • Timed Writing practice develops students' writing fluency. To the Teacher xi www.ir The Online Teacher’s Manual The Teacher's Manual is available at www.
It includes general teaching notes, chapter teaching notes, answer keys, reproducible writing assignment scoring rubrics, and reproducible chapter quizzes. Acknowledgments We sincerely appreciate the contributions of the many people who have helped shape the fourth edition of this book. First and foremost, we would like to acknowledge Jane Curtis, for her tireless dedication to this book and the many new models, practices, activities, and assignments that she contributed. We are also grateful to the members of the Pearson ELT team for the expertise and dedication they brought to this project, particularly Amy McCormick, Lise Minovitz, Robert Ruvo, Shelley Gazes, and Eleanor Kirby Barnes.
We would also like to thank Joan Poole for her time, support, and guidance in developing this book. To the many reviewers who contributed to our planning for this edition and those whose thoughtful comments and suggestions on the previous editions also helped to shape this b(X)k, we extend our heartfelt thanks: Rudy Besikof, UCSD Extension, San Diego, California; Mary Brooks, Eastern Washington University, Cheney, Washington; Donna M. Chappell, Madison, Wisconsin; J. Maxwell Couper, Miami Dade College, Miami, Florida; Darla Cupery, Hope International University, Fullerton, California; Rose Giambrone, Norwalk Community, College, Norwalk, Connecticut; Carolyn Gibbs, City College of San Francisco, California; Patty Heiser, University of Washington, Seattle, Washington; Connie Holy, Montgomery College, Rockville, Maryland; Brian McDonald, Glendale Community College, Pasadena, California; Susan Peterson, Baruch College, CUNY, New York, New York; Kathleen Reardan-Anderson, Montgomery College, Rockville, Maryland; Sarah Saxer, Howard Community College, Maryland; Dana Watson, Lansing Community College, Lansing, Michigan; Terri Wells, University of Texas, Austin, Texas, Donna Weyrich, Columbus State University, Columbus, Ohio.
We would also like to thank the following people for their feedback on our online survey: Eric Ball, Langara College, British Columbia, Canada; Mongi Baratli, Al Hosn University, Abu Dhabi, United Arab Emirates; Jenny Blake, Culture Works ESL, London, Canada; Karen Blinder, English Language Institute, University of Maryland, Maryland; Bob Campbell, Academic Bridge Program, Doha, Qatar; Nancy Epperson, Truman College, Illinois; Kemal Erkol, Onsekiz Mart University, Qanakkale, Turkey; Russell Frank, Pasadena City College, California; Jeanne Gross, Canada College, California; Lisa Kovacs-Morgan, English Language Institute, University of California at San Diego, California; Mary Ann T. Manatlao, Qatar Foundation, Academic Bridge Program, Doha, Qatar; Brett Reynolds, Humber Institute of Technology and Advanced Learning, Ontario, Canada; Lorraine c. Smith, CUNY Queens College, New York. Alice Oshima Ann Hogue xii To the Teacher www.il CHAPTER OVERVIEW ELLTJr Longman Academic Writing Series, Level 3, Paragraphs to Essays offers a carefully structured approach to intermediate academic writing.
It features instruction on paragraph and essay organization, grammar, sentence structure, mechanics, and the writing process. NEW! F Four-color design makes the lessons even more engaging. Realistic writing models present the type of writing students will learn to produce in the end-of-chapter Writing Assignments. / NEW! Chapter objectives provide clear goals for instruction.
Chapter Overview xiii wm'.sllLu, Noticing Vocabulary points out useful word parts, word types, and phrases from the writing models. Applying Vocabulary allows students to practice the new vocabulary and then use ft in their Writing Assignments.M yuu tN««n y«a» aa^amani WWW what mm waM* Word family charts help students expand their vocabularies. Myia~MM«M*H 14«|< >» I tl«< falila .Mail AU a la* a »1 Illi afcuaaaui ■a.'iaiih n CHarwai xiv Chapter Overview www.Ỉr Organization sections explore paragraph and essay structure in a variety of organizational patterns. Simple examples make the concepts and rules easy to see and remember.
THE TOPIC SENTE MCE n» KqMa IM*.) ate wal HafUkaM WMWOV w • t<aa a*>apK k ha* aww pataa a lepta anj a I mMnUliaHi ■<!•< IŨ n»—» »• > itait >4 kw |W«*a**< 1» aw M e.<Ai"rm Practice activities reinforce learning and lay the groundwork for the end-of-chapter Writing Assignments. Chapter Overview XV www.il Sentence structure sections provide practice with the most challenging structures for intermediate students. This includes writing varied sentences and correcting run-ons and comma splices. Editing practice allows students to sharpen their revision and proofreading skills.
Transition signal charts help students use connecting words and write more coherently. xvi Chapter Overview WWW' ellt.ir ELLTJr Try It Out! activities challenge students to apply what they have learned.I»M * LoUoMi Whfchpuufa law0« Ufipununitm <x flaw aw Ãr mmt pn>s» -nw idea. «w W>M (wwignt* E > Ti F I FMwrWe to fvt 4m. Step-by-step Writing Assignments "ml M 4rw«>v Iiti^id M uvWMur inrtUMt <m »'•»» •a*<l Um.
M Mv d««>a*ỈMÌ r<"« Ua «.<■ make the writing process clear and easy to follow. Chapter Overview xvii www.k xviii Chapter Overview www.ir PART WRITING A PARAGRAPH CHAPTER ACADEMIC PARAGRAPHS OBJECTIVES To write academic texts, you need to master certain skills. In this chapter, you will learn to: • Identify and use correct page formats for academic paragraphs • Use capitalization correctly • Identify and write simple sentences • Check for and correct errors in subject-verb agreement • Check for and correct fragments • Wnte, revise, and edit an academic paragraph about someone who has made a difference www.if INTRODUCTION Each day you probably do many kinds of informal writing. For example, you may make lists of things to buy at the supermarket or send text messages to your friends.
Informal writing may contain slang, abbreviations, and incomplete sentences.