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C,lrvrnnrocn PRESS TTNIVERSITY
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hnte,trK PIon of the book To tfie teocher Acknowledgments Preview
iv vi vii
2
4 t4 23
42 5l ól 7l 8l
Planof the book
main ideas
il
generaland specificinformation toPic sentences logicalorganizationI inferencesentences facts and examplesin paragraphs supportingsentences definition paragraphs attention getters paragraphs cause-and-effect introductoryparagraphs processparagraphs guidebookstyle style classification concludingparagraphs comparison-contrastparagraphs expressionsthat show contrast paragrapt's persuasive parallelism sentencetransitions logicalorganization2 topic division paragraphlinks
newspaperstyles headlines
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wr¡ting a paragraphabout thinesI like to do
paragraphformat
writing a paragraphabout myself
writing a composition about careerchoice
sentenceconnectors
writing a letter requesting information
writing a magazinearticle about a classmate
direct and indirectspeech
writing a resume
writing a composition about an invention
Pronouns
writing a letter to a companyabout a product
writing a composition about an important day
cause-and-effect words
a greetingcard designing
writing a guidebookarticle about a one-daytour
modifiers
writing a letter requesting tourist information
writing a researchreport,
commas
researchingrestaurantsand creatinga restaurantguide
writing a magazinearticleabout interviewingtechniques
waysot $vrns acvrce
rePorting on interview results
writing a letter to myself about goals
incompletesentences
writing about classmatesand findingout about myself
writing a compositionabout dormitory design
articles
a dormitory poster designing
writing a compositionabout an important person
subject-verbagreement
writing a letter to someone who hasinfluencedme
writing a newspaperarticle
other words for soid
writing a letter to my teacher
¡?reñmr Work with a partner. Write the answer to this question. What is a paragraph?
3*
Look at the bottom of page 3 to check your answer.
3 * Now read the two paragraphs below, and follow the instructions. Aovies There are three reasons why / /ove movtes ñrst of a//, movies tqke us q// over fhe wor/d. We con see beaufifu/ srghts and /eorn obout interesttng cuhures without ever /eaving home. Second movies show us how other peop/e /¡ve and so/ve their prob/ems. This he/ps us make decisions about our own prob/ems. ñna//y, and maybe most rmportant movies are Tusf p/ain fun. After a hard day af work, it fee/s good to sit down and be entertained a aood movie.
by
TelevLsLon ; Nq fanLlq has three televLsLon sefe . €one channels \-/ J are Ln languagee ofher .than EnglLsh, so L can't wafoh fhen, L lLke TV beoaqse fhere are to. ,na^q d¿ff"r""f show€, bqf Z don'f lLke to wafch felevLsLln wLfh nq
-
brofher becaqse.he changes fhe channele all fhe fL"-u, Sorte people lLke conedLes becaqse fheq help ue forg"f d'ag at worp. As for. ne, L l¿kre-^et',/s and nttsLc a nar) shows fhe" besf, Sone shows are verg {rnng, and sone feach
-qs aboqf
foretgn
ooqntrLes
ani
c,¿lf,¿"r"s,
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a. Which paragraph is easier to understand becauseit's better organized? Circle one.
Movies
Tclevision
If you saíd Mouies is better organized, you are right! ,., Mouies is better organized becauseit has only one topic. Circle its topic. travel movies
?ra¡i,ezr
what kínds of movies are best
why I like movies
*," Mouies has a topic sentence.The topic sentencegives the main idea of the paragraph. Underline the topic sentencein the paragraph. d. Mouíesuses transition words and phrases such as first of all to connect ideas in the paragraph. Find the other two transition words in the paragraph. Circle them.
kno*'t',t:^t:1:kills necessary'to ln this book;you'willgain.the readhow thls book Now Lkt t *o*tni la wrile paragraphs'
"^51.'',"¡*'#:^x il''"* il;.':"';Tfi lJi:i :;;: ;: writins i.. Th"' i'^ti T.ff; ü"J;;; ; ;';'.o' *' n 1o
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about b"^u"*h'n vo','**'Jir:u:llnT,tlink rhis When Youwrite
outit i;íI'Jl# :; ::,^disiouel ^:*,:hli* .^b to'.^tl,.lt'* of yoursubject newunderstanding
rent ns diffe meth so TL]:*# *t
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in thistext * :":Y iY Thisis whl so m;n1of'thewriting^"igntt-nt' ng abouryourself
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Unit
Y!;:,'::"T,::;'.ü:",::::;,:"1:7":;',::;":"^::;: i : :
comPlete sentences when brainstorming.
.............:
I . Whenever you brainstorm, think about whether you can break something down into smaller parts. For example, while brainstorming about "Things I like to do," imagine you wrote down "drawing pictures." How could you break this idea down further? drawina pictures
- of cars - of animals
- of airplanes - of people
2. Now look at these brainstorming notes.Notice the smaller parts, or subtopics. Can you add a few more ideas?
r favelLaa -+J"o
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software
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''grapl""ail softwar" -bugLng nagaz-L^e€ . -Lnfornef ' -ci-pqfer
na4azLnes rqag'az:Lnes
Unit I AbooÉt¿tp
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3. Now brainstorm for three minutes about things you like to do.Write at least 15 things.
streef
4. Compare lists with a partner. How many things are similar? How many are different? LTsingideas from your partner's list, can you add additional information to your own list? L a ter in this un¡t ... You will write a paragraphabout things you like to do. You will learn to identifyand write phraseswith general and specificinformation.You will also learnwhat makes a good topic sentence.
Unit I Aboo*lnp
IL
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il
I . Read the paragraph below and follow the instructions.
My Worries Thereare many thingsthat worryme,but the most commononesare beingon time,getting my homeworkdone, and savingmoney.I worryabout beingon tímebecauseI don't like to makeotherpeoplewait,and I don'tltiketo míss anything.I alwaystry to arrivea little early.I also worry aboutgettrngmy homeworkdone.After school,I go to my part-timejob and don'tget homeuntil abouteighto'clock. Thatgivesme only one or two hoursto do my homework, and lh usuallytoo tired to do a goodjob. I worryabout savingmoney,too. l'm trying to saveenoughmoneyto go to Englandthis summer,but I haven'tsavedverymuchso far. I go out with my friendstoo oftenand spendmorethan I should.I will haveto eitherstop spendingso muchmoneyor . forgetaboutmy summerplans.
¡l
tl
a, What is the main idea of this paragraph? Write one to four words.
b. What sentencestates the main idea of the paragraph? Underline it above. c. What are the specificdetails the author uses to explain the main idea? Finish the sentences.
ffi
F
t. I worry about betng on ilme
2. I worrv about because
3. I worrv about because
2.
Compare answers with a partner.
.I
Look dt the lists of general information and specific information. Specific informotion volleyboll buyinghikingboots sitcoms peopletalkingduringmovies
Generdl information sports shopping fV shows thingsthot irritateme
2. Look at these lists. In each column, which phrase is general and which phrases are specifrc?Write one G and three Ss in the blanks. I El
rffi3astffwF#\qb
actron dramas sltcoms good shows on TV news progTams
_ -
-
rypopular software word-processing software spreadsheet software Internet software
-
-
learning about another culture good reasonsto have an international pen pal improving your English writine sÉiits making a friend abroad
3. Now complete these lists with your own ideas.There should be one general (G) and three specific(S) groups of words.
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G - .musicthat I like
g bad habits
s*
s _*_ s
S* S
4.
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g drivinq a car g takingthe train -. g walking
Compare answers with a partner.
Unit I Aboutt+to
I
.
G t.
: - s usuollyhove topic sentences.A topic sentenceis for orgonizing o porograph becouse it stotes what * ' e Ponagrc,phis obout. A good toPic sentence should i o Ee,ne¡olsentence thot presents the topic clearly. ::
# :';*
f
Read each paragraph below. Mark the best topic sentence with a T.
il
car alwayssmellslikeexhaustfumes.l've had two flat tires thisyear. -. ''esit won'tevenstart in the morning. i.
My car smells, has flat tires, and won't start.
-
So it's time to get a new car.
b. I
C.
I tI I
r
:
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I have a lot of trouble with mY car.
tope wos dsedonlgto necondrnosicond Thintggeonsogo,rnognetic onddotq. roices.Lofenit wos olsoosedto necondcornPoten Pnognorns necolding' Thebiggestosetodog,howevenis fon videofope d. €. -
The uses of magnetic tape have greatly increased.
Í. --
Magnetic tape has been used with computers.
Magnetic tape is good.
A /ong time ago, tfie app/e wqs q symbo/ of forb¡dden know/edge because of fhe story of the Gorden of Eden in fhe D¡b/e. Lafer, it become o trqditiona/ gift for feachers. These days, many peop/e think of the name when they hear the word'bpf/u." compurer compony with the -1ame
&"
E. -APPles taste good,too. h. - The apple has been a symbol of many things. i. -. An apple represents forbidden knowledge becauseof the Bible, school because it was a traditional gift, and a computer company becauseit has the same name. 2,
Compare answers with a partner. Did you agTeeon the topic sentences?
3. With your partner, discussthe reasonsthe other sentencesare not good topic sentences.Mark each sentencewith one of these reasons. G S C N P
It It It It It
is too general. contains too much specifrc information. makes a concluding statement. is not related to the other sentences. is a summary of only part of the paragraph.
Unif I Abouttup _-
t
| , Chobséthree items on your brainslorming list from page 5. For each item, write one phrase that contains general information and three phrases üat contain specifrcinformation. Look at the example. G S S S
E I I
three places I like to qo to the Thai Orchid Rest'aurant Powell\ Bookstore the park down the street
G
IS I
TS I I
S
G tv{-
7
s
\
S S
G S S
I
S
2.
Now write a topic sentencefor each of the items in Exercise 1. Near my apartment, there are three placesthat I like to go to. dr
b. C.
3.
Choosea, b, or c to write a paragraph about in Lesson 6. Circle the letter.
Unit I Abooúmp
I . Read the paragraph below and follow the instructions.
Nearmy apartm",r,T;::,t:::'lÍ.!";f:",
/ /¡keroso to
The f¡rst is the Tha¡ Orch¡d Resfaurant. Tha¡ food ¡s my favorife k¡nd of food, and the chef there is exce//ent The restaurant isn'f too expensive, so / often go there wifh my friends. /f s a nice p/ace fo re/ax, ta/k, and enioy a de/icious meq/. The second p/ace is Powe//'s Bookstore. ?owe//'s is one of the biggest bookstores in my city, so / can f¡nd books on a/most any subJect there. The ¡zeop/e who work there are very friend/y /f / can't f¡nd a book, they wi// g/ad/y order tt for me. The third p/oce / /¡ke to go to is the park down fhe sfreet from my oparfmenf. /t has huge trees ond a beautifu/ garden. / sometimes go there after eating a fine Thoi meo/, and / sit under a tree fo reod o book from Powe//'s.
a. What is the main idea of the paragraph? Circle it. Thaí food
places I like
reading in the park
b. Underline the topic sentence. c. Subtopicsare parts of the main topic. There are three subtopicsin the paragraph above.Write them here.
2.
Compare answers with a partner.
3. Now write a similar paragraph, using the topic you chosein Lesson 5. Underline the topic sentence.
Unit I Abooút+tp
'1 Pamgraph I uses an incorrect formot. Porograph 2 is corect
It Start the first line of the paragraph I
)r h
a iittie to the right of the other lines. It should start about five spacesto the right. Write to the end of every line except the last one. If a sentenceends in the middle of the line, don't go down to the next line to start the next sentence. Start it on the same line.
E
Start the first line of the paragraph a little to the right of the other lines. It should start about five spacesto the right. Write to the end of every line except the last one. Ifa sentence ends in.the middle of the line, don't go down to the next line to start the next sentence.Start it on the same line.
l. Look at the two short paragraphs below.Each one has mistakes in format. Rewrite them without the mistakes.
-;/ --"i I -'-*'t**I
..At home,I spenda lot of tímeon the lnternet.lfnd the lnternetusefulin and I -.ways.I can keepin touch with my friendsby sendínge-mail messagest cdn also do researchfor my job.
2. Compare answers with a partner. Did you rewrite the paragraphs in the same way? 3. Now look at the paragraph you wrote in Lesson 6. Did you use correct paragraph format? Unit | ,4booútttp
l
l. Show a partner your paragraph from Lesson 6. Read your partner's paragraph. Then answer the questions. a. Did the author include a topic sentence?Circle one. b" Did the author underline the topic sentence?Circle one.
No
Yes Yes
No
c. Write your partner's topic sentencehere.
d, Write another possibletopic sentencefor the paragraph.
e. Can you find any subtopics?What are they? Write them here.
2. Do you like to do the same kinds of things as your partner? Write a short note to your partner saying why or why not. Look at the examples. :1.
DeonAndneo, I ofsolike YouondI onevengsirrrilon goingto ihe beoch,plogingvollegboll, fo rnosic.lthínkwe'reboth ondlisfening sorrnerpeoplel Yo¿ln friend, Chnis
;ffi*e
Dear Jonathan, I +h¡nk we re very differenf . You like hiking, playing basketbalÍ,and riding your bicycle, but I don't. You're much more crctive thon I am! See you, Emily
3.
Show your note to your partner.
Unit I Abontmp
üÉ
I . Write another paragraph about yourself. Chooseone of these topics, or use your own idea. _-.-Jll.\)
w things t like to do a placesI tiketo go to
q:e /
n people ^ -^ ^ t^ llike r
t I iL-
-
ú\ )¿
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á thinas tamaood at
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2. Foltowtheinstructions below.
Kfr1S
a. Don't write your nameon the paper,and don't showit to anyone.
trN f, \iN\
N
i;fftnrffñ?sri,ffi"Trfi,llnr r' \NJ (&t the papers and place them around the room.
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3. Read the papers and guesswhich classmate wrote each paragraph. Make a list.
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F*ffi number
Author
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F4 Fs
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fe E7 Gg
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4. Your teacher will tell you who wrote each paper. How many times were you correct?
Unit I About t+¡p
I
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2. úu* lunit
¡ . Think about your personality type. What are some things you like? What do you dislike? Brainstorm for three minutes and make two lists. *ÁÍ*
eafLng Lce
)s? [
beLag alone
doLng honework repaLrLng
2.
thtngs
Compare lists with a partner. Do you like or dislike any of the same things?
3. Now imagine you are looking for a job. Think about your own personality and things you like to do. What kinds of jobs would be appropriate for you? Write two possibilities here.
4.
Compare answers with a partner. .i
ffi
You will write a compositionand suggesta job for someone. You will also learnabout organizingyour ideaslogicall¡ makinginferencesentences,and connectingsentences.
Unit 2 Cateer cotrstiltant
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C SSON
l.
R.eadthe paragraph below and followthe instructions. ' ar.s-**.'
)
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.ie¡'r,:¡:i'
Siil'],,rii:.
'%ur Cqreer ond Persona/ Sty/e
Th¡nk about it You wi// probab/y spend more time af work fhan anywhere e/se. Of course. you shou/d choose q career aeierdñg t'ó ;;your in:terests, but ihou/dn't you, a/so try ,to:fi6/'q .careerfhat fits your persona/ity? Unders{anding the three parts of your "persona/ sfy/e might he/p when you decide on o career Firsf. are you more inferested in hoving friends or being successfu/? For examp/e, in your free fime do you usua//y meef your frie,ndi ar.do',¡our' homework f¡rst2 Second are yw more acfive or passive? Do you prefer to fa/k or to /isten when you qre wit'h ofhers? Do you prefer fo be a
t t
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decision maker or fo be parf of the group? Th¡rd, are you more of an emott'ona/ or a /ogico/ persan? For insfance, do you /ike t'o think through prob/ems st'ep by sfep or simp/y dec¡de whaf to do occording to your overa// fee/ing obouf the'sifuafio¡t,;at hand? ln,.conc/usion; ¡n addit¡on to thinking about your interesfs. lf is a/so very important to consider your persona/ity when choosing a coreer.
a. Underline the topic sentence. b. Three subtopicsfollow the topic sentence.Circle them. c. The concluding sentencesummarizes the main points of the paragraph. It is often introduced by a transition word or phrase such as in summary, in conclusion, or finally. What is the concluding sentence?Circle it. d. What are the other transition words? Write them in the correct column. Transition words that show the beginning of o new subtopic
Tronsition words that provide rnore specific information on the some subtopic
First,
For example,
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2.
Compare answers with a partner.
Unit 2 Cant¡arcoútant
I
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An inference sentence is one type of topic sentence. ft is o Iogical concfusion based on the information found in the p oro graph's suppo rting sentences.
I . In each of the following groups of sentencesabout job choices and personality, one sentenceis an inference sentenceand the rest are supporting sentences. Check (r') t]neinference sentence.Look at the example. #i ffi ffi t/
E
Seeingblood or injuries doesn't bother Marta. Marta enjoys taking care of people. Marta is interested in biolory and chemistry. A careerin medicine would be good for Marta.
Sandv likes to write lists before making decisions. Sandy likes to solve problems step by step. Sandy would make a better scientist than artist. Sandy is very goodat math.
Being a writer seemslike a good career for Akemi. Akemi prefers working alone to working with others, Akemi loves to read novels,poetry, and short stories. Akemi likes to observepeople.
Joe reads fashion magazines to iearn about the latest fashion trends. Joe likes to draw his own clothing pafferns. The job of fashion designer would be perfect for Joe. Joe enjoys sewing. Joe is verv creative.
David likes loud parties. David has many friends. David would rather be in a crowded place than an empty place. David has a people-oriented personality. A career in sales would suit David.
E ¡¡:
Mimi dislikes puzzles and board games. One of Mimi's hobbies is gardening. Mimi likes to take part in sports rather than just watch them. Mimi seemsto prefer physical activities to mental activities. Mimi's favorite class at school is Dance.
Carol always reads the financial section of the newspaper. The job of stockbroker would be ideal for Carol. One of Carol's ambitions is to make a lot of money. Carol likes to take risks. Carol is very good with numbers.
p
T.Fqf¡rw1|!sla-
2.
Compare answers with a partner.
Unlt 2 Carut co¡uoiltant
l¡
l. Take turns using these questions to interview your partner about his or her personal style. Late4 this information will help you find an ideal career for your partner. a, What are four things you like to do?
b. What are two of your strengths? For example, are you good at solving problems? physically strong? artistic? patient?
2. What doesyour partner prefer in a job? Look at the example.Then interview your partner and completethe chart. Do you prefer working alone or with others? I prefer working with others.
I'm not sure. I like both equally.
ple (:)
ry
F a a $
working alone
working with others
not sure/likeboth equally
makinglessmoney but havingmore free time
makingmore money but havinglessfree time
not sure/likeboth equally
talking to others
thinkingby oneself
not sure/likeboth equally
being logical
emphasizing feelings
not sure/likeboth equally
doing physicalactivities
doing mentalactivities
not sure/likeboth equally
working indoors
working outdoors
not sure/likeboth equally
taking risks
beingcautious
not sure/likeboth equally
havinga flexibleschedule
havinga fixed schedule
not sure/likeboth equally
beingactive
being passive
not sure/likeboth equally
F:
= =
g fl
Unit 2 Carw crrtstútdttt
l. Look at the chart below.Then look back at the responsesyour partner gave in Lesson 4. Check your partner's responsesin the chart where they appear.If your partner chosenot sure/Iike both equally, don't write anything.
lll
dffi'
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=t$wts!€w¿r4Hs
working with others
not sure/likeboth equally
then check (r') working alone in the chart below Tour guides and Architects like this:
y' working alone
working with others y' working alone
working with others
Now fill in the chart using your partney's responses.Write the total number of checks in the spacesprovided at the bottom ofthe chart.
F"**
tr
working alone
working with others
working alone
working with others
makinglessmoney but havingmore free time
makingmore money but havingless free time
makinglessmoney but havingmore free time
makingmore money but havingless free time
talkingto others
thinkingby oneself
thinkingby oneself
talkingto others
emphasizing feelings
being logical
beinglogical
feelings emphasizing
doing physical activities
doingmental activities
doing mental activities
doingphysical activities
working outdoors
working indoors
working outdoors
working indoors
taking risks
beingcautious
beingcautious
taking risks
havinga flexible schedule
havinga fixed schedule
havinga fixed schedule
havinga flexible schedule
beingactive
beingpassive
beingpassive
beingactive
2. Which job has the most checks?This is the job that suits your partner the best. Write it here.
3. Now think of a job not listed here that you think would suit your partner. Don't ask your partner - think of one yourself. Write it here.
Unit 2 carer courultdrrt
I i
I t
For example,if your partner prefers . . .
y' working alone
I
I . You are going to write a composition about an appropriate job for your partner. Use the job you chosein Lesson 5, or chooseanother one. 2.
Read the example composition and follow the instructions. A fufure Teacher C/oud¡o hos a wonderfu/ persona/ity.
a. Finish the sentenceaboutyour partner. There
qre so many things thot she wou/d be good at but if / hod to choose one 1ob for her, it wou/d be e/ementary schoo/ teacher. First of o// C/aud¡a /ikes peop/e. She enJoys ta/king fo others qnd seems fo make friends easi/y. She's good at fe//ing lokes and st'ories. Aost important, she says thot she eryloys being with young ch¡/dren qnd cares about them very
I think
would (name)
make a good (job)
b. List three reasonsfor suggestingthis job. Each reason should be explained in a separate paragraph. Write a word or a short phrase.
much. / th¡nk she wou/d make o aood teocher becquse of fhese qua/ities. Second, C/aud¡a is very sensifive. She is the firsf person fo nofice if someone is sad or not fee/ing we//, and she a/ways fries fo cheer that person u¡>.Since ch¡/dren don't a/ways say how they feel her sensifivity wou/d make her a good teacher. tt
t,
fina//y, C/oud¡o is we// organized. She a/ways has her appointmenfs neaf/y schedu/ed on her co/endar. Ch¡/dren need fo fo//ow a reau/ar -t
schedu/e, foo. Therefore, / th¡nk C/oudio wou/d be a good teocher.
3.
Now write a topic sentencefor each of your reasons.
4. Finally, put the parts together and write a composition.Underline the topic sentencein each paragraph.
f
arcoútant
t
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You can use the conjunctions and, but, ond so to connect sentences. Johndanced,and hisfriendsongo song. Johndonced.His friend songa song.+ It is often not necessaryto repeot the subject when both " sentences have the some one. sango song.+ Johndoncedand songo song. Johndonced.John
, ,
But ond so usuofly hove o commo in front of them.Sometimes and does, too. but he con't writeit well. Johncan speokChinese, John wosn'tfeelingwell,so the teachersenthim home eorly. Do not use and, but, or so to begin o sentence. Use these transition words insteod. in addition / furthermore / also and + but + however/ on the other hand + so therefore las a result ',' John often workslote.ln oddition,he sometimesworksweekends. I . Read the paragraph below Add conjunctions and transition words to improve it. Cross out any word you would like to replace,and write the new word(s) above it.
ln addítion, Yqkt ¿s a hard wor!<ar, #
she Ls able to {a¿sh
her worf< Lndepeadenflg, For exanTla, we had a groutp fo do Ln ot¿r ecoaonLos clagg las{ gear.
yrqject
at fh¿ end o{
were fhree Veople La YqkL's grouf,Oqf '
fh"
senester,
{¿rsf
hereelf
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Trojeot ''
lq¡chfLne.
people Ln fha{
feacher
and asked bg
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g. Now finish your article on a separate sheet of paper.
I
Lesson I . what are some other words you can use instead of said? Look at the article in Lesson 5, and write some of the words the writer used.
2- Here is a list of words you can use instead of said.If you know any others, add them to the list. admit agree answer ask
claim comment complain cry
demand exclaim explain tnqutre
remark respond state suggest
3. Look at these words. which ones are used when someoneis speaking loudly? speaking softly? Use a dictionary if necessary. ffi mumble
k shout
S scream
*+ whisper
* yell
Read the article and fill in the blanks. IJse a different verb for each blank. Reeidenrsof canton, ohio,wereeurvrieedyeeterdayro F,ndrhat city Hallhad beenvainzedyellowdurir,6the niinr. uayá, Lo,uncui|, _, "Wedon't,know whodid it or howil haVpened. Weare t""k'rq f"*lnow. but,,, ehe Vaínter -, "it'e a^Veleríauo tauqhinq, nicecolor.l likeit better than qray.,' Not all of the town reoidenLb aqree.GavinWanT,a dentiet, , "1think it's terrible.Whoever diá thio shouldbe puniehed." "Whoáíd sucha Lhiny?" 7arbara Koh,a qrocery eLoreowner."No buildin7ie safe anymore," ehe "Wherewerethe police?"ehe Toliceolficer Mark Morris "We áon'l have any clue6,bul we'radoinqour beol."He N.hathe had a debecliveworkinqon lhe caee. Hadas 1or| 6 years old,was very havpvto eeerhe brightlycorored buildíngon her wayto school."lt'e ,t Vretty!"ehe wantraoyneane No Vaint my schoolbuildinTfhe same color,,, ehe
4. Now look back at your own articre. can you replace sald with any ofthe words above? Unit 12 Be,*
i
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. lii
I . Divide into groups accordingto what type of article you wrote. Exchange articles with your classmates,and read the articles. Then follow the instructions beiow. a. Circle the phrase that best describes the article. amustng
holdsyour interest
good information
creat¡veuseof words
simple and straightforward
good organization
b. Make suggestionsto the author on each of these points. l. How con the article hold the reoder's interest better?
2. Are the guestionsWho? What? When?Where? ondY{hy? answered? 3. ls tfie heodline short and eye-catchingl
4. Are all of the main points in the first porogroph?
5. Can any verbs be changed to active verbs?
2. Now read the rest of the articles. Discuss them and choosethe article your group likes the best. 3.
Draw a ribbon at the top of the article.
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Loyout and content tiPs Put the art¡clesin o two- or three-columnformat. to the reoder. FtrMoke surethe newsstoriesand featureort¡clesore interesting W lncludeo vorietyof newsstones,feoturearticles,cartoons,illustrotionslphotos, ond lettersto the editor. odvertisements, Typing tips :,: Useo serif typefacesuchos "Times" foryour articlesond a sansserif typeface suchos "Helvetica" for your headlines. don'tpushIRETURÑot the endof o line. ffi,rWhen typingon o computer, m Dont usethelSPAeEborto oligntext.UselTABlinsteod. Useitolicsinsteod. *, Dont underlineor useCAPITALSto emphosize.
ilt
I . Look at this model layout for the first page of a class newspaper,and study the vocabulary. \\
;1,
-6**swe++@tr15b$eaa*,
,@1
.:l¡.
,/ /.-
2. After studying the information above,you are ready to start organizing your own class newspaper.Good luck! Unit 12 Be*
Teaching composition is not easy.Sometimes it is hard for the teacher to see things the way you do. Give your teacher some advice so that he or she can teach this class even better next time. Chooseat least three of the topics below,and write your teacher a letter. ffi What you learned
H Your most and least favorite lessons
ffi Your teacher's strengths
ffi A comparisonto other writing classes
ffi What you found difficult
ffi What you would like to study less or more of
ffi The good and bad points ofthe class
$fiHow you changedfrom the beginning to the end
If you have time, send us - the authors - a letter, too. We would like to know what you liked or didn't like about this book.Although we can't promise to send you an answer,we will read your letter with care. "€¡ÉñaÉÉÉe#4*
"#
Dear ?rofessors KellyandGargagliano,
f,, t;
Unil 17 Beo
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IS B N 0-5 21- 6?68?- X
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