Writing From Within

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PIon of the book iv
To tfie teocher vi
Acknowledgments vii
Preview 2
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Planof the book
main ideas
generaland specificinformation
il 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
wr¡ting a paragraphabout paragraphformat writing a paragraphabout
thinesI like to do myself
writing a composition sentenceconnectors writing a letter requesting

about careerchoice information
writing a magazinearticle direct and indirectspeech writing a resume

about a classmate
writing a composition Pronouns writing a letter to a

about an invention companyabout a product
writing a composition cause-and-effect

words a greetingcard
designing
about an important day
writing a guidebookarticle modifiers writing a letter requesting

about a one-daytour tourist information
writing a researchreport, commas researchingrestaurantsand

creatinga restaurantguide
writing a magazinearticleabout waysot $vrns acvrce rePorting on interview results

interviewingtechniques
writing a letter to myself incompletesentences writing about classmatesand

about goals findingout about myself
writing a compositionabout articles a dormitory poster

designing
dormitory design
writing a compositionabout subject-verbagreement writing a letter to someone

an important person who hasinfluencedme
writing a newspaperarticle other words for soid writing a letter to my teacher
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¡?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 by
a aood movie.
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
a nar) d'ag at worp. As for. ne, L l¿kre-êt',/s and nttsLc
shows fhe" besf, Sone shows are verg {rnng, and sone
feach -qs aboqf foretgn ooqntrLes ani c,¿lf,¿"r"s,
o.B;#j
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 what kínds of movies are best why I like movies
?ra¡i,ezr
*," 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.
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Unit
"fiAbout rtto
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comPlete sentences when brainstorming.
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:
.............:
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 airplanes - of cars
- of people - of animals
2. Now look at these brainstorming notes.Notice the smaller parts, or subtopics.

Can you add a few more ideas?
-+J"o
r favelLaa
;
- t t t oq n f a L n e
-LnferesfLng cLt'Lae
qtLn4
\s l t
w
Hu Ca ltPu fe f
L Ag CA.r Á 5 ^-(-):
t < \\
-ueLng {he Lnfernef
-t"nirng e-naLl
€h op pL ^d
-buqLa4 Cornpqfer software
\./ *-A-.-
-Oor*rpqfer ganes
,,, ''grapl""ail softwar" :¡
-bugLng nagaz-Lê€
. -Lnfornef na4azLnes
' -ci-pqfer rqag'az:Lnes
Unit I AbooÉt¿tp
ffiry|rt* #
I 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
¡l 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
tl should.I will haveto eitherstop spendingso muchmoneyor

. forgetaboutmy summerplans.
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.
t. I worry about betng on ilme

ffi
F
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.
Generdl information Specific informotion

sports volleyboll
shopping buyinghikingboots
fV shows sitcoms
thingsthot irritateme peopletalkingduringmovies
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
rypopular software learning about another
- -
_ sltcoms word-processing culture
- good reasonsto have
good shows on TV software -
- an international
news progTams - spreadsheet software
-
Internet software 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.
E :r@r ¡ffi' ltrt ffi
g bad habits
G - .musicthat I like
s* s _*_ g drivinq a car
S* s g takingthe train -.
S S g walking
Unit I Aboutt+to
I
.
G
:: : - s usuollyhove topic sentences.A topic sentenceis t.
-ffi
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.

b. So it's time to get a new car.
C. I
I have a lot of trouble with mY car.
: Thintggeonsogo,rnognetictope wos dsedonlgto necondrnosicond

I roices.Lofenit wos olsoosedto necondcornPoten onddotq.
tI Pnognorns
Thebiggestosetodog,howevenis fon videofope necolding'
I
r d. - The uses of magnetic tape have greatly increased.
€. - Magnetic tape is good.
Í. -- Magnetic tape has been used with computers.
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
compurer compony with the
-1ame
name when they hear the word'bpf/u." &"
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 It is too general.
S It contains too much specifrc information.
C It makes a concluding statement.
N It is not related to the other sentences.
P It 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 three places I like to qo to
S the Thai Orchid Rest'aurant
S Powell\ Bookstore
S the park down the street
E
G
I
I
IS
I
TS
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I
S
G
tv{-
7 s
\
S
S
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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
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.
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 E Start the first line of the
a iittie to the right of the other paragraph a little to the right of
lines. It should start about five the other lines. It should start
spacesto the right. about five spacesto the right.
I Write to the end of every line
Write to the end of every line except
the last one. except the last one. Ifa sentence
)r If a sentenceends in the middle of ends in.the middle of the line,
the line, don't go down to the next don't go down to the next line to
h line to start the next sentence. start the next sentence.Start it
Start it on the same line. 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

ways.I can keepin touch with my friendsby sendínge-mail messagestand I -.-
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. Yes No

b" Did the author underline the topic sentence?Circle one. 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,
YouondI onevengsirrrilon I ofsolike
goingto ihe beoch,plogingvollegboll,
ondlisfeningfo rnosic.lthínkwe'reboth
sorrnerpeoplel
Yo¿ln
friend, ;ffi*e
Chnis
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,
^ F
q:e
or use your own idea.
_-.-Jll.\)
w things t like to do ú\
a placesI tiketo go to -
/ )¿
n people
r ^ -^ ^ t^ llike
t I iL- [
'A - * ft
á thinas
tamaood
at ll¿)
ffi ffiá/@)
_.*.SÉ
UJ-/
2. Foltowtheinstructions
below.
Kfr1S
a. Don't write your nameon the paper,and trN N
don't showit to anyone.
f, \iN\
i;fftnrffñ?sri,ffi"Trfi,llnr r' \NJ (&t
)ñ
the papers and place them around the room.

')
3. Read the papers and guesswhich classmate

wrote each paragraph. Make a list.
,,Wr.@
F*ffi
number
Author
I
Fl
Iz
[3
F4
Fs
E
fe
E7
Gg
I
E.*. -- - -"?t- . €... %etu*"F{tÉ¡"*;"
4. Your teacher will tell you who wrote each paper. How many times
were you correct?
Unit I About t+¡p
I
2. úu*
lunit co?6u/tatü
¡ . 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
beLag alone
)s?
[
doLng honework
repaLrLng thtngs
2. 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.
.i ffi
You will write a compositionand suggesta job for

someone.
You will also learnabout organizingyour ideaslogicall¡

makinginferencesentences,and connectingsentences.
Unit 2 Cateer cotrstiltant
Lr
C SSON
l. R.eadthe paragraph below and followthe instructions.

' ar.s-**.' '. +*r%e-'#fu'. .ie¡'r,:¡:i' Siil'],,rii:.
) f ' '%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
t
more acfive or passive? Do you prefer to fa/k or to ,trf
/isten when you qre wit'h ofhers? Do you prefer fo be a
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
t 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 Tronsition words that provide rnore
of o new subtopic specific information on the some subtopic
First, For example,
il@GFF@F
Unit 2 Cant¡arcoútant
I
q
úÉ trt&frf ;:''" ÉüfJ
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 Seeingblood or injuries doesn't bother Marta.
ffi Marta enjoys taking care of people.
ffi Marta is interested in biolory and chemistry.
t/ A careerin medicine would be good for Marta.
E
Sandv likes to write lists before Being a writer seemslike a good
making decisions. career for Akemi.
Sandy likes to solve problems Akemi prefers working alone to
step by step. working with others,
Sandy would make a better scientist Akemi loves to read novels,poetry,
than artist. and short stories.
Sandy is very goodat math. Akemi likes to observepeople.
Joe reads fashion magazines to iearn David likes loud parties.

about the latest fashion trends. David has many friends.
Joe likes to draw his own clothing David would rather be in a crowded
pafferns. place than an empty place.
The job of fashion designer would be David has a people-oriented
perfect for Joe. personality.
Joe enjoys sewing. A career in sales would suit David.
Joe is verv creative.
E ¡¡: p
Mimi dislikes puzzles and board Carol always reads the financial
games. section of the newspaper.
One of Mimi's hobbies is gardening. The job of stockbroker would be ideal
Mimi likes to take part in sports for Carol.
rather than just watch them. One of Carol's ambitions is to make
Mimi seemsto prefer physical a lot of money.
activities to mental activities. Carol likes to take risks.
Mimi's favorite class at school Carol is very good with numbers.
is Dance.
T.Fqf¡rw1|!sla-
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 I'm not sure.

working with I like both
others. equally.
ple
(:)
ry working alone working with others not sure/likeboth equally
F
F:
=
makinglessmoney but
havingmore free time
talking to others
makingmore money but
havinglessfree time
thinkingby oneself
not sure/likeboth equally
being logical emphasizing

feelings not sure/likeboth equally
a
=
doing physicalactivities doing mentalactivities not sure/likeboth equally
a
$
working indoors
taking risks
working outdoors
beingcautious
g havinga flexibleschedule havinga fixed schedule not sure/likeboth equally
fl beingactive being passive not sure/likeboth equally
Unit 2 Carw crrtstútdttt

l. Look at the chart below.Then look back at the responsesyour partner gave I
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.
I
i
I
For example,if your partner prefers . . . t
lll ffi
y' working
alone
dffi' =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 makingmore money makinglessmoney makingmore money
but havingmore but havingless but havingmore but havingless
free time free time free time free time
talkingto others thinkingby oneself thinkingby oneself talkingto others
emphasizing
feelings being logical beinglogical feelings
emphasizing
doing physical doingmental doing mental doingphysical
activities activities activities activities
working outdoors working indoors working outdoors working indoors
taking risks beingcautious beingcautious taking risks
havinga flexible havinga fixed havinga fixed havinga flexible
schedule schedule schedule 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 . 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. Finish the sentenceaboutyour partner.
A fufure Teacher
C/oud¡o hos a wonderfu/ persona/ity. There I think would
(name)
qre so many things thot she wou/d be good at
make a good
but if / hod to choose one 1ob for her, it wou/d (job)
be e/ementary schoo/ teacher.
b. List three reasonsfor suggestingthis
First of o// C/aud¡a /ikes peop/e. She enJoys
job. Each reason should be explained in
ta/king fo others qnd seems fo make friends
a separate paragraph. Write a word or a
easi/y. She's good at fe//ing lokes and st'ories. short phrase.
Aost important, she says thot she eryloys being
with young ch¡/dren qnd cares about them very
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
-t
has her appointmenfs neaf/y schedu/ed on her

co/endar. Ch¡/dren need fo fo//ow a reau/ar
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
f
sentencein each paragraph.
arcoútant
t .l
You can use the conjunctions and, but, ond so to connect
sentences.
Johndonced.His friend songa song.+ Johndanced,and hisfriendsongo song.
It is often not necessaryto repeot the subject when both

sentences have the some one. " , ,
Johndonced.Johnsango song.+ Johndoncedand songo song.
But ond so usuofly hove o commo in front of them.Sometimes

and does, too.
Johncan speokChinese, but he con't writeit well.
John wosn'tfeelingwell,so the teachersenthim home eorly.
Do not use and, but, or so to begin o sentence. Use these

transition words insteod.
and + in addition / furthermore / also
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
yrqject fo do Ln ot¿r ecoaonLos clagg las{ gear. There
were fhree Veople La YqkL's grouf,Oqf at fh¿ end o{

' fh" {¿rsf senester, both of har partners frans{urr"d
to ofher schools. 5o she had fo do fhe Trojecf
bg hereelf €t u worked on Lf Ln the nornLng, €he
werked on Lf af lq¡chfLne. She workod on Lf af nLghf.
üast people Ln fha{ sLlaafLon woqld have gone fo fhe
feacher and asked for help. gL.tf YLtkL f¿¡th.d fhu
Trojeot bg harsel{. A"A Lf was onu o{ tha besf Ln fke.
'' olass. Yqk¿ does 4ualLtg worf<. L belLeve she woqld
nake an excellenf sales represenfafLve.
2. Now look at the compositionyou wrote in Lesson 6. Would similar

changesimprove it?
'Carc*:
cortsultdnt
| . Read your partner's composition about you, and follow the irr.ffrctions below.
a. what career does!üüllpartner suggest for you? write it here.
b. What are the three reasons your partner gives for suggesting this career?
Write them here.
t.
2.
3.
2. Do you think the suggestionis a good one?Read the example

and then write a short letter to your partner explaining why
]-ou agree or disagreewith the choice.
I likedyour suggestionthat I becomean elementaryschool

teacher.I agree wíth you. I am a people-oriented
person ana
have always wanted to do something that helps others
_._-HowevenI think I would make one change to your
suggestion.lnstead of teachingelementaryschoolstudents,| .*.
wouldpreferto teachadults.Maybe I will go to graduat
schooland get a degreein English
Anyway,thankyou for your positivecommentsand
encouragement.I was very pleasedto read what you wrote.
Sincerely,
¡ | Claudia
-rf
Unit 2 Career cotLtaltatú

i
fu r|' ! . -. ] -''-
I
il
1r | . Find some"""--*n" does a job you are interested in. Write that person a letter
to ask for advice. Follow these suggestions for writing your letter:
¡i
1l
' ¡ !;f'a
ffi Introduce yourself.

' ffi Ask for the information politely. Show that you think
this person is an expert.
ffi List three points about yourself, and ask if this kind
ofjob would be good for you.
ffi Give generousthanks for the help.
ffi: Don't forget to sign your name
@ w ,.
....> 1344FranklinRoad
Liberty,MO 93OO1
...> Ma rc h ' 2 , 2 O O 1
JoannaLockwood,Attorney
Lockwoodand fusociates
2O5 DanforthStreet
CA 5O53O
Clearview
DearMs. Lockwood,
I am a seniorat Concordi a Collegeandam considering goingLo

lawschoollo become a lawyer.Hówever,lam not sureif I am the
kindof ?ersonwho would Áakea goodlawyer. Sinceyou arean
in thisfield,lwould liketo askyoufor someadvice.
exper!. lf you
havethe time,I wouldappreciate your help.
€r I likeworkingwith VeoVleand solvingproblems. I consider

myself
a goodspeaker,but I do not liketakingrisks.I am verycareful
aboutwhat I do. Do you think a careerin lawwouldsuit me?
What kindof peoplemakethe bestlawyers?
you areprobablyverybusy,butif you ftndtimeto answel

I realize
You canalsoreachme by phoneat (396)
I wouldbe very grateful.
555-3118. Thankyou verymuch.
Sincerely,
K.i Y-sl, ií.o*o

KeiYoshikawa
ir,
&'fu¡¡
2. When you finish, send the letter. Be sure to send a thank-you note if you get a reply.
Unit 2 Caret cnrcultant

t} ''rutp;g;gry'
Unit -P A dru,*n c^rt4ptrop

I What do you need to do to become successful?What characteristics do
'
you need?Brainstorm for three minutes and make two lists.
uploü
W hat L.need fo do
graduafe fron oollege
CharacferLstLcs L need
dLlLgenoe
Lnf ellLgence
2, Compare lists with a partner. Are there any additional items you want
to add to your lists?
l. Circle the most important thing you need to do or the most important
characteristic you need to have in order to be successful.
:-
L a ter in this unit . .. w
You will write about a successfulperson.
You will also learn about supportingsentencesas well as

direct and indirectspeech.
Unit 3 A drut*cotaptrup
t
,&
I . Read the paragraph ¡io* and follow the instructions.
Si::;ry :.¡@...,--"o.**** {e,e#*aq¡ :ffi€i

A Gredt Leader
plac,ewherepeoplearejudged,,not
Imagine".a,'
"by,,the,ola,r"ó,f'
{héir skinbut by the contentof their
*ú,1
gil
chiaractgit|rte3e,w'ords werethe dreamof the iini|
rightsleaderDr. Martin LutherKing,Jr. To make his
{:, dredmcometrue,he spent hishfefrghilngracismand
it, prejuditein the UnitedStates.He playedseveralroles
in hisfight fof equalrightsfor all AmericansFirst,he
wasd pastorin a church.He dislikedviolence and
taught hiscongregation that theycouldwin the war of
iiequalí$,.iith laie, not hate.Besidesbeinga'pást:ai¡r, '
he wasalsoa speaker. His 'l Have a Dredm"speechs ñ
stillconsidered one t,hebestspeeches of the
_of V
he wasa,,:group
twel:tietficá'itury.,,,F,urthermore, *-,
ed throughout the SóuthheIping.
argan'iii.r H.e,',traiil
$frican',:Am'ericans registerto vote,and"hegrganizeda
hugemarchon Washington, D.C. King said that he
wantedto changethe UnitedStatesand,in many
ways,he succeeded. Consequently, many Americans
J: '': :: ' '
,áít: a/¡itnn . great teader "
,
a. Underline the topic sentence.

b. What three facts supportthe topic sentence?
Write them here.
1. He was a pastor who believedin love.
2.
3.
c. What is the concluding sentence?Circle it.
d. Two things that Dr. King said are written in this paragraph.
Write D for direct speechabove the exact quote. Write I for
indirect speechabove an explanation of his words.
Unit 3 A dreat*ar@truu
Focts dnd examples con help support o topic sentence. i '
Topic sentence; TigerWoodsis one of the best othletesin the world. :

Supporting sentence: He is the youngestpersonto win the Mosters golf tournoment. :
. ..::lr::':::::::::::.::
:'::'.:*:
.i:::.:.:"':.'':.::.y::!.::::...
...i
...........
l. First, complete each topic sentence.Then write two sentencesto support it.
G
Topic sentence: is an excellent fashion designer.
uppor.ing sentence:
Supportingsentence:
sentence: One of the best filmmakers is
Supportingsentence:
Supporting
sentence:
-
h F
Topic sentence: I think the most talented
Supportingsentence:
Supportingsentence:
h
ft
Topic sentence: A very successfulperson I know is
Supportingsentence:
r Supportingsentence:
EEd:=
.

I . What is your greatest dream? Do you dream about becoming an award-winning
designer? a pilot? a doctor? Write a sentence about your dream.
2. Imagine that ten years have passedand your dream has cometrue. First,
look at the example about the professional director. Then complete the chart
below it with the key events of your own life.
da:r::MqY2,U,291?-
Today's
What I am today: a brofessionoldirealr
Year Key eventsin my rise to success:
200| graduatedfrom college
2003 won a nationwidefilm contest
2404 moved to LosAngeles
2005 entered film school
. -.:.jj-
d
e¡:tcfÉY¡Et+Fst+..
Today'sdate: --.-- -
What I am today:
Year Key eventsin my rise to success:
fu**,É
il:
#i
h
s
¡,
H &i
.*#*
Unit 3 A dru*nunotrto
L Imagine you are a magazine reporter. Interview your partner about the details
of his or her climb to success.Ask questions like the ones below,and take notes.
What are you doing today? What are some of your successes?
:L/
Pleasebe specífrc.
How didyou becomeso successful?
-:f f
-/i',Y
-t
-:-r-**
I
=-
- -T^*''-
2. Write two actual characteristics that helped make your partner successful.
Here are some examples.
' tPtg:z:|* -': :',;+:@
humorous compossionote intelligent
hardworking
Characteristics:
3, Now write two sentences about your partner - one that describes him or her and
one that supports your observations.
Jun-Ho is rntelliqentand o qood#rrver. He often notices

thinqs that
other peopledo not
.*.,
¡l
.¡j
| . You are going to write a magazine article based on the interview with your {
partner in Lesson 5. First, read the example article and follow the instructions. d
{
cl
Jun-Ho is the mostpopularftlm director
ff
alive.His moviesare enjoyedby both young a
d
a. The first paragraph
and old. His topicsare interesting,and viewers !
A'
explains what the person is
: doing today.Underline the
can identifywrthJun'scharacters. lt is no oo
¡ topic sentence.
surprisethat he won thisyedr'sAcademy !
- . .Awardfor bestdirector.
Jun has beendirectingftlmssíncehe was
18.He directedmanyshort moviesin college,
. and aftergraduating,he won a nationwidefrlm t-
(.f,
- contest.Themoneyhe received allowedhim to o

ñ
o b. The secondparagraph
. moveto LosAngelesand entera frlm school. explains Jun-Ho's rise to
-.. \tVhílehe was there,he wasfurther recognized
!
B¡ success.Underline the topic
F
- by a famousdirector,whosaid,"We'llhaveto .
oá sentence.
-F)
* keepour eyeonJun.He hasgredtpotentiaL"
-,. ThreeyearSaftergraduatingfrom frlm school,
.- Jun directedhis frrstmdjor movie,and he has
-.. .bgrnin demandeversince.
Jun-Ho has two characteristics that have
helpedmakehim a great director.First,he is
.. veryintelligentand studieshard.His schoq!-. --
grddeswereexcellent, and he readsconstantly.
c. The third paragraph talks
" He can alwaysbe found with a book or about characteristicsthat
magazinein hand.Second,he is a good - .- helped Jun-Ho become
observer. He oftennoticesthingsthat other successful Underline the
.peopledo not. For example, he is usuallythe topic sentence.
frrst to noticewhensomeoneis sad,and he is
alwayswilling to listento that person's
problem.Because of thesetwo important
characteristics.lun-Ho is able to makemovies
that are deepand insightfut.
Unit 3 A drea**cot't<ptrow
,l t
/. Your magazine article will have paragraphs similar to the first, second,
and third paragraphs of the example. ;r.t
Write a topic sentence for each paragtaph. Then list facts or examples to
support your topic sentences.
'.r"gr"pFiTffihuttffi
Topic sentence:
Facts or examples:
.l
Paragraph2: the road to success

:e*iâa;.¡- d*;*iü¿it,,"*i*itáá'*t";&*';*. ;xs;..,¿*;ik¡**"a;*. "
Topic sentence:
Facts or examples:
.€
Paragraph3: characteristicsthat led to success-
Topic sentence:
Facts or examples:
3. Now write a magazine article based on the

interview with your partner.
¿I. When you finish writing, complete this checklist.
Self-editing checklistd
ls thefrrstwordin eachparagraphindented?
Doeseachparagraphhavea topicsentence?
Are the topicsentences by factsand examples?
supported
tl
I
I ln your writing, you can use sorneone else's exact words.These
words must be put inside quotation marks.When you do this,
I
I
you o,reusing direct speech.
"The keyto reochingmy gool,"soysJun-Ho,"iso lot of hord work"
You con moke your own sentence thot includes sorneone

else'swords,When you do this, you ore usingindirect speech.
Jun-Hosoysthot the keyto reochinghisgoolis hord work
Notice that in indirect speech the;pronouns ond verb forms change.
I . Read the paragraph below. Then change the exact quotes from direct speech
to indirect speech.
:.qiii.."*i@f q4.!@¡!i@.. j!j]+!rii{@.".
1ally Corlin'a6ucceo6ie due to her hard work.Her etore, )ally'e

gweet Neceaaif,iea,epecíalízeein creatíng beautiful qíft baokete.
Corlinexplains,"lt'e myjob to knowthe tastee of my cuatomers."
Corlínalso makesan effort to find out what'e1oínqon in her
cu;tornere' livea,the eaya,"l alwayeaak them about their kids,eo
Lhey oee that I'm really intereeted." the enjoyo epeakin4with people
and alwayatrieo t'o delight her customere.Decauseahe workaao
hard, her atore hao becomevery popular, "lt'o my favoriLeplace to
ehop,"claims regular cuatomer Frank Wanq."l recommend1ally'e to
all my friende,"he added.
Sally Corlin explains that it's
She says that
Frank Wang claims that
He adds that
2. Now look at the article you wrote in Lesson 6.Try to add one example each
of direct speechand indirect speechto your composition.Write them here.
Direct speech:
Indirect speech:
Unit 3 A dru..nt'cortptrup
:
| . Exchange the article you wrote in Lesson 6 with a partner. Read your
partner's article and follow the instructions below.
a. Fill in the blanks.
articleabout written by
tname) (name)
b. Circle the phrase that describesthe best point of the article.

credt¡vewriting style writtenabout an interesting
person
easyto understand heartwarmtng topic
c. Write another reason why you like the article.
d. Which paragraph did you like best? Why?
I liked paragraph number - best because
2. Write a short letter to your partner. What did you like best about his or her article?
Ih you agree with the author's opinions?What else could the author add to the article
¡o make it better?
:
j
I f'\- ar
veur'--f,
--i
I \l ¡
*. r. read gour artLcle aboqf
and fheughf Lf was verg LnferesfLng.
l. Exchange letters with your partner. What is one thing you learned from
-": :rr feedback letter?
I . Read these important tips on writing a resume.
# Make the most important information easy to see.

ffi Keep the language clear and simple.
ffi Be sure the resume is easy to read.
# List yourjob and education history in reverse
chronologicalorder.
ffi Don't write "Resume"on the page.
ffi Be certain there are no spelling errors.
ffi Type the resume.
2. Read Laura Pei's resume below How are resumes different in your country?
Laune Pnr
205 East Mountain Lane
Denver, Colorado 2I2L2 USA
(303') 555-9447
To obtain a position as a graphic designer
t r.9.L-E.9.9.t.-o_l{.+.t
..P.
r.t.9.s.1.P.L.9.P...........
P & G Designs, Denver, Colorado, 1999-present
Receptionist and Administrative Assistant
r Assist designers
. Work with both artists and clients
r Organize projects and filing system
Vitamin Quota, Boulder,Colorado,1997-1999

Sales and Stock Clerk
. Worked part-time and during holidays
. Handled cash register accounts and special orders
EDUCATION
B;;i;;h'";i Fil;ü;;ffi;;ffii ;i ó;i;;;J;,';bte
Clayton High School, 1995
SPECIAL SKIL L S
Extensive experience in desktop publishing
Fluent in Chinese (Mandarin)
AWARD S
Winner of Colorado Art Designer's Award, 1999
3. Now write your own resume.
Unit 3 A drut*cotqptroto
tñ r@'g' :ffi
Á
Unitd4'
nure*rtl
I . What are some objectsthat you use to make your life easier?How are they used?
Brainstorm for three minutes and make two lists.
.,^/n U ses
^t
YaC44n Cleaêr
lapfap conpufer
2. Now brainstorm with your class.Say your ideas for objectsout loud, and your
teacher will write them on the board.
3. Look at the list your teacher wrote on the board. Choosetwo objectsfrom the list,
and write them below.Why are they useful? How do you use them?
L a t e r i n th i s u n i t ... t'
You will write about an inventionto make life easier:
You will also learn about definition paragraphs,

attention
getters,and avoidingrepetition.
I
-{ ¡
!
,, O{
r lÍilíl
til
Whqt is it? .,{lti
Anegooneodgfon o gorne? Heneonethe choroctenisfics of o "'!

"rngsferg Congooguesswhot it is?It is sornething
itern." o lot of J
peopleoseevengdog,Infoct rnongpeople,especiollg Arnenicons,sog *!
d
thegconnotsonvive withootone,People nubthernon fhe outsidewit
speciolliqpidsso thot fhegsfogbnightTheinsideis sornefirnesf¡lled
wifh rnosic
shopes,
fnorno nodio,o cosseffeplogenon o CDplogenSorne
peopleevenpdt telephones
ondsizes,
inside,ThegconreÍndiffenentcolons.
btrtfhegollhovetwo fhingsincornrnon,Finsttheg
hovewindowsondfo¿¡nblocknoundthingson fhe botforn.Second,
, :rfl
thegneedpeopleto contnolfhern.
a. What is the mystery item? Write it here.
b. What clues were most helpful? Write them here.
2. Now it's your turn. Think of your own mystery item.

It should be something your classmatesare very familiar with.
Write clues.but don't make them too obvious.
My mystery item:
il
I
3. Read your clues out loud one at a time. After each clue, give your classmates
time to guessyour mystery item. Did you fool the class?
Unit 4 Ituru4t!
Lesson3
A topic sentence is important becouse it tells the reoder what the

PorogroPhis obout. lt is often the first sentence in o porograph,
but not olways.Sometimesthe first sentenceis on'rottention
::::::::
1T::::T::::::::::::::::
: :T:::::
I . Look back at the example paragraph in Lesson 2. What word in the first
sentencegets your attention? Write it here.
2, Complete this chart with an attention getter for each given topic. Then
chooseyour own topic, and write an attention getter and a topic sentence.
Theshaesyou choosein the morningcan There are basicallyfour types of shoes.

affectyour mood for the rest of the day.
How canyou makeyour specialmemoríes A camerarecords your experiences.

last forever?
Good healthdependson good habits.
Candlesare becomingincreasingly popular

becausethey can be used in a variery of settings.
Somepeoplestill chooseto buy LP records

rather than CDs becausethey saythey
like the look.feel.and soundof them.
3. Write an attention getter about the mystery item you chose in Lesson 2.
il
till
lilir
Itl
I . Look at these sample inventions. What are they used for? Who do you think
would use them?
I
r@--*-+'d&u
¡3i:'t :.1,,,,,
' :iaitsii::::
¡ái:
i Sxning suitswith saferyair bags .-{ Dishesthat dont needwashing ; tnsta-English

dictionary
ffi
2. Now it's your turn to invent something. Draw a picture of your invention and
name it. Label the parts and write what they do.
llilr
Unrt 4 Intntrt!
Lesson
| . Describe your invention from Lesson 4. What doesit do? Make some notes.
2. How do you use the invention? Write down the necessarysteps.

First,
Second,
Next,
Then.
Finallu
3. Tell a partner about your invention. Does he or she have any suggestionsfor
improving it?
4. Write a topic sentencethat includes the name of your invention and what it does.
f . Now write an attention getter for a composition about your invention.
,,{i{ryYY:ryY*11,..,.... "*@at:
;Wiiil
. -t3
'7 * rt
","_{fefe,
l
t
| . You are going to write a composition about your invention. First, read rf
the example composition and follow the instructions. fi
The lnsta-Eng/ish Ring

.-¡$
Do you wish you cou/d speak Eng/ish better? /f so, a. The first paragraph is
D:
the introduction. Circle the
then here is the so/ution fo your prob/em - the ^ü8- attention getter. Underline the t
/nsta-Eng/ish Ring Easy fo use and effective, fhe e=3o
topic sentence. I
/nsta-Eng/ish Ring is on exce//ent aid for Eng/ish study. x
{
The /nsto-Eng/ish Ring is a specia/ device fhot
b. The secondparagraph '{1
gives you Eng/ish f/uency. /t /ooks /¡ke an ordinary $ L/t
:o
dñn explains what the invention is I
go/d ring, buf it is rea//y a sma// compufer. This aif and what it does.Underline the
od
amazing /anguage too/ is made ouf of mefal but it con topic sentence.
be adJusfed to f¡t a/most' anyone? finger
The /nsta-Eng/ish Ring is easy to use. A// yau need
to do is put it on one of your ítngers. Then push the
butfon ond a tiny compartment' wi// open. Choose the
-l
type of lng/ish you wish to acquire. The current
a c. The third paragraph explai
choices are Dritish Eng/ish, North Americon Eng/ish .lt
9) how to use the invention.
a
ond Austro/ion Eng/ish After you make your choice, oq
A¡
Underline the topic sentence.
T
p)
the ring sends Eng/ish vocabu/ary and grammar up =r
through your qrm to your brain. After o few days, you
wi// begin ta notice fhe resu/fs Soon, you wi// be
s¡zeaking, even dreqming, in Eng/ish
2. In Lesson 5, you wrote a topic sentencefor your first paragraph.

Now write topic sentencesfor your secondand third paragraphs.
Paragraph 2:
Paragraph 3:
3. Now write a composition about your invention. Use your notes from Lesson 5.
4. When you finish writing, complete this checklist.
Se tf-editi ng che cklist ú

Do you havean introductionwith an attentiongetter?
Areyour topicsentenceswrittenin a clearand interestingway?
Did you use transitionwordsto make the organizationclear?
Unit 4 Inruü!
L
"1
fnsteod of repeoting the sofne noun in o second sentence, Useo

pronoun insteod.
(not good)The Insto-English Ring is eosyto use' Justputthe fnsto-EnglishRing
on your finger.
(better) The Insto'English Ríng is eosyto use. Justput it on yourfingen
the You con olso use onother word or Phroseinsteod of repeating the sorne noun.
The Insta-EnglishRing is eosyto use.This omozing longuoge toof fits on Yourfinger.
fnsteod of repeoting o word, cross it out if it is not necessory.

is The|nsta.Eng|ishRingcontoinsosmoIl@computer.
the
I . Read the paragraph below.Look at each place the memophoneis used, and
decide whether yor, .r.r make one of the changes above.Write any changes directly
abovethe mernophone.
Tlze memophone is a device designed fo send shorf memos

rlains
e. /nside fhe memophone is a microphone comPufer chip'
"I::::;,,:"i:::::::,::;::;'l;:,"i:i::i",,
and mini-fqx. As you speak fo sorneone on lhe te/ephone,
| I
| ":fi:i;"'#::,:::;t"'i:;i,l{f,7
(¡ |
\*u*t, # | r*ft
;::::;:',)")".,
J ::;":::;:";;:ffi,'':;'.';";:;;;
Iw*m¡*:ii:@ |
*-ln*''l'thecompo"t""Ton6
wouru"-tt*ln**"].,0
I r",-,r, * |
tl
I . Imagine that you are a member of an awardi committee. You are awarding
prizes for recent inventions. Follow the instructions below.
a. Work in groups of four. Exchange your composition with a classmate in another

group. On your own, read and mark each paragtaph of your classmate'scomposition
with one or more of the following comments.
interesting style eosy to understand well-orgonized

needs a topic sentence needs more information üllw
b. Write which paragraph you liked best and why.
I likedthe oneabout because
c. Now your group must award a pñze for the best invention. Tell the group
about the invention you have just read about. Discuss each invention and vote
for the best one.
Best invention:
d. Give awards to the other inventions. Choosefrom the awards below or think
of vour own.
Easiestto use: Most practical:
Most unusual: Most benefrcial

to society:
Most líkelvto
t tJ
0e 000ular:
(your own idea)
e. Describe to the class the invention that your group choseas the best one.
2. Write a short letter to one of the inventors. Write your comments or questions
about the invention.
Dear
I likedyour wonderfulinventiona lot. However,I havea few questions

aboul it. . .
3. Return the compositionsto their authors. Were you surprised by anything in the
letter vou received about vour invention?
Oction
:
Ft e t L LL* ñ¡. l\?' 'e'.l *"
I . Keep these tips in mind when you're writing a letter to a company about a product.
I Introduce yourself. ,#,,

I Give some background information.
I State your question, problem, or note of appreciation.
I Close your letter by thanking the reader. i
2, Read the e-mail messagebelow.Would you ever write a letter like this?
\ttry or why not?
1':"111!'*l,1w191ryryiry]'...:.,ll]].1]:..,]ii|.:!'.:.:|.|1:l.ll]i.lj]i9f,
From: mnakal€cup.org
DaLe: 5/ 26/ 0L '.
To : hiphopdesignsGcambridqe. org
surject: los .Lti.itg
He1lo, my name is Motohiro Nakai. I Live in Kyoto, Japan.
I rea11y like hip-hop music. Recentlyf I was watching a

hip-hop prograln on MTV. I noticed that one of my favorite
artj-sts was wearing a s\n¡eatshirt made by your company. It
was blue and had "F1y" written across the front. I thought i!
l-ooked really cool.
I would like to buy that sweatshirt for myself, but there

f is only one problem. I eannot find the same kind of
sv¡eatshirt in my city. Could you please telI me where I
can buy your line of clothing in the Kyoto or Osaka area?
would also like to know if those stores have sweatshirts
like the one I saw on MI'V.
fhank you for taking the ti:ne to read this. I look forward to
hearing from you soon.
Sincerely,
Motohiro
3. Now write your own letter asking a question, stating a problem, or expressing
appreciation. Some possibleexamples:
ffi Question:Wherecan I ftndyour clothinglabelin my city?

ffi Problem:My new computersoftwaredoesn'twork.Canyou helpme?
G Appreciation:I am veryhoppywithyour latestline of cosmetics.
Unit 4 lwent!
I . Imagine that you are a member of an awards committee. You are awarding
prizes for recent inventions. Follow the instructions below.
a. Work in groups of four. Exchange your composition with a classmate in another

group. On your own, read and mark each paragraph of your classmate'scomposition ¡
with one or more of the following comments.
interesting styfe eosy to understand

!
needs a topic sentence ,t
b. Write which paragraph you liked best and why.
I likedthe one about 0ecause
c. Now your group must award a pnze for the best invention. Tell the group
about the invention you have just read about. Discuss each invention and vote
for the best one.
Best invention;
d. Give awards to the other inventions. Choosefrom the awards below or think
of your own.
Easiestto use: Most practical:
Most unusudl: Most benefrcial

to society:
Most likelyto
be popukir:
(your own idea)
e. Describeto the class the invention that your group choseas the best one.
2. Write a short letter to one of the inventors. Write your comments or questions \'
about the invention.
{
(
n j
L)ear
l
;
invention
I likedyour wonderFul a lot. However,
I havea fewquestions :
abouLit. . I
3. Return the compositions to their authors. Were you surprised by anything in the
letter vou received about vour invention?
Unit 4 ltutent!
l. Keepthesetips in writingr i&t"r," ;*ft"Xy uuo,i,a product.
-int*n"n{,orr're
I Introduce yourself. .nk¡ .ia.;-¡&i::¡ ry*É,.ñe.if,.sry.$!qs.
I Give some background information. :i;u,-
I State your question, problem, or note of appreciation.
I Close your letter by thanking the reader.
2, Read the e-mail messagebelow.Would you ever write a letter like this?
Ittry or why not?
-q p:' : 'j.l #lffS@4trs##qt

From: mnakai@cuo.orq
Dat et 5/ 26/ 0L
To : hiphopdesigns@cambridqe. orq
Subject: SOS clothing
..#._ Hello, my name is Motohiro Nakai, I live in Kyoto, Japan.
I really like hip-hop music. Récently, I was watching a

hip-hop program on MTV. I not.iced that one of my favorj.te
artists was wearing a sweatshj-rt made by yo,rr .o*puny. It
was blue and had "FIy', written across the front. I thouqht it
looked really cool.
- I would like to buy that sweatshirt for myself, but there

' is only one problem. I cannot find the same kind of
sweatshirt in my city. Could you please tell me where I
can buy your line of clothing in the Kyoto or Osaka area?
would also like to know if thoÉe stores have sweatshirts
Iike the one f saw on lvt'l'V.
Thank you for taking the tj:ne to read this. I look forward to
hearing frorn you soon.
Sincerely,
Motohi-ro
3. Now write your own letter asking a question, stating a problem, or expressing
appreciation.Some possibleexamples:
ffi Question: Where can I frndyour clothtinglabel in my city?

# Problem:My newcomputersoftwaredoesn'twork.Canyou helpme?
ffi Appreciation: I am very hoppy with your latest line of cosmetics.
Unit 4 Inturt!
F
ry€
Unit
* .ts
ft
,É;,r#{ .418#rwiÉ+W,s+}h-::
I " What are some important events that you have experienced during your life?
Brainstorm for three minutes and make a list.
É
.r.-{ I-nporf anf evenf s
bLrfh of chLld
wLaaLaga -g
race
2. Review your ideas. Were any of the events or experiences particularly memorable?
Put a star (*) next to the experiencesthat taught you something valuable about life.
* * Tell a partner about an experience in your life that taught you a valuable lesson.
Try to explain how it changedyour outlook on life. You can choosefrom the expressions
in the box to get started, or use one ofyour own expressions.
..,e:sfd@ryF*E:
gdve me confidence mode rne see something tought me abtout the
differently real world
changed my attitude made me appreciate made me interested

sornething more in something
You will write about an important eveilt in your life.
You will also learn about cause-and-effect

words and
paragraphs, and introductory paragraphs.
Unit 5 If,
¡. Read the paragraph below and follow the instructions.
*.'.... ':.br$& :3&.,*..1@tw.

-1"ry@re'a54fu, _ .. . -
A Night /// Never Forgef
One nrght, my house uuyylou .dowri t'¡/tt/aL./gn/

/ost many things in fhe ftre. t'he ex,oerience he/ped
me to grow up Before the fire, / was se/f¡sh /
a/ways comp/ained fo my mofher about how sma// r^
my room was ol how few c/othes / hod / never
thoug/)t obou*) ál.,troub/es,lust my awn Then. the
f¡re cctme and desfroyed everyfhing wc owned.
. We were sudden/y ,ooor and had to borrow
everyt'lli.itd'.á*áni.food Ar flrst, I had a hard
time,'buf s/ow/y / began fo rea/ize t'hctt /
ddn't rea//¡ 'ed m, / things /1usf ncc
my famr/y. After a./ you con get new c/othes
onyfin but' a fami/y can ne, ran/n-o-'
" r' " " " "
/t is tlua.,thaf the fire took many gooc ng.. .
froni;*á,tbut tf gaze me somefhrnq. foo /r ruugh"
me fo opprecrafe,oeop/e more n9s
a. The words below tell about the author's experience. Number them from 1 to 5
in the order the author writes about them.
-- fire _ new appreciation _ hard time

-_ selfish _ lost everything in fire
i b. Look at the first sentence ofthe paragraph. It is not a topic sentence,but rather
q an attention getter. Why does it catch the reader's attention? Circle the reason.
í
It's funny. lt's rude.
It'sshocking. lt's an unusudl way of thinking.
c. The last two sentencesin the paragraph explain the topic. However, there is
another sentence in the beginning that does so in fewer words. This is the topic
sentence.Underline it.
d. Group the sentencesin the paragraph in this way:
I Circle all sentencesthat describe the author before the fire happened.
* Put a star ('t) over the sentencesthat tell what happened to the author.
& Put a box around all the sentencesthat discuss how the event changed
the author.
-' Compare answers with a partner.

-a
f
¡
An introductory parogroph beginsd comPosition dnd often I
contoins these three things.
i
The attention getter: I hate beans!
i
a sentencethat gets the reader i
interested i
i
The main idea: Vegetablesare good for us.
j
the main topic or thesis of the
composition {
The guide: Let's look at vegetabletypes,
{l
a list of the points that will be
discussed,thus showing the
organization of the composition
the vitamins they provide, and
various ways of cooking them. i
I . Read these two introductory paragraphs from two diflerent compositions. Then
follow the instructions below.
rodag L becane an- AqsfralLan. Although L orLgLnallg

carne hire to sfudg far iusf fwo gears, sonethLng {errLble
happened Ln ng hone counfrg thaf nade ,ne decLde fo
sfag. Ln ordar fo o¡ndersfand ng dooLsLoa, gou nusf hear
fl"/ storg o{ t¿fe, L w¿ll tell gou abouf flê k¿nd af
-g
per€o^ L was b¿frre fhLs ferrLble evenf, whaf ha77ened,
and how Lf nade ne decLde fo call thL€ cot4^frg ng hone,
You'vebeendneorning oboot tokingo big fnipfon geons,ondthe

knowwhenegoowont to go,bot the big
firnehosfinollgcorne.Yo¿¡
qpestionis whethengoushouldgo on godnown on signup fon o gno-tr
foonYoo'ne thinking cornponisor
of goingolone,bot woiflThissirnple
r".loLrüÁV
of independent vensdsgnooptoontnovelrnightchongegounrnind,It
cornpones cost sofetg,onduseof tirne.
i. In each paragraph, circle the sentence that is an attention getter.

b. Underline the sentence that shows the main idea.
C. Put a box around the sentence that is the guide.
Unit 5 .rf,
i üfl
| . Look again at your brainstorming list from Lesson 1. Choosethree
significant events that you might like to write about.
2. Work in groups of three. Take turns telling each other about your experiences.Ask each
other questions like these:
* How did you feel when that happened?
G How did that event changeyour thinking about
G How did that event change you? What were you like before and after the event?
3.. When you finish, ask your group which event they think you should write about.
4. Chooseone event to write a composition about. It can be the one your group
suggestedor your own choice.
Write notes on how the event changed you, such as what you were like before and
after the event.
G,
.-.-/".,n''
Befarethe event Aftertheevent
a!!!e*--.'-..*.'".
-1 r{
An introductory paragraph beginsa comPosition ond often ü

contoins these three things. {n,
The attention getter: I hate beans!
a sentence that gets the reader
interested
The main idea:
composition
Vegetablesare good for us.
l
l
The guide: Let's look at vegetabletypes,
a list of the points that will be the vitamins they provide, and
discussed,thus showing the various ways of cooking them.
l. Read these two introductory paragraphs from two different compositions.Then
x
follow the instructions below. 1'il d
Todag L beoane an A,¿sfral¿an. Alfhough L orLgLnallg

ca,vte hera to studg f"r jusf fwo gears, sone{hLng fe-irLble .',,
haypened Ln ng hone counfrg fhaf nade Me decLda fo
sfaq. Ln order fo qndersfa"d nq decLsLon, gau nusf hear
fheu sforg of tLfe. L w¿ll fuí gou abouf"tt'." k¿nd of
-g
Fer€oA L was 6u{oru fhLs ferrLble evenf, whaf happened,
and how Lf nada ne decLde fo call fhLs cot¿nfrq n4 hone.
.,=+
Yo¿¡'ve
beendneorning oboot tokingo big fnip fon geons,ondthe
firnehosfinollgcorne.Youknowwhenegouwont to go,but fhe big
qrlest¡onis whefhengooshooldgo on go¿in own on signup fon o gr:
tounYoo'ne fhinking
of goingolone,b¿ltwqitlThissirnple cornponiso-
+ loLt DA Y r o \/e s
of independent vensusgnoopto¿¡ninovelrnightchongegoonrnind. It
cornpones cost sofetg,ondoseof tirne.
0. In each paragraph, circle the sentence that is an attention getter.

b. Underline the sentence that shows the main idea.
G. Put a box around the sentence that is the guide.
Unit 5 ff,
||
/
| . Look again at your brainstorming list from Lesson 1. Choosethree
2, Work in groups of three. Take turns telling each other about your experiences.Ask each
other questions like these:
I How did you feel when that happened?
I How did that event changeyour thinking about
I How did that event change you? What were you like before and after the event?
3.. When you finish, ask your group which event they think you should write about.
suggestedor your own choice.
Write notes on how the event changed you, such as what you were like before and
after the event.
^ @
lF /// i
-H
ú t/tF
- hvent:
'-Y
{/ ¡
%
Beforethe event After the event
K
K
F
ail
&.
F
Unit 5 .rú
An introductory porograph beginso comPosition and often
contoins these three things.
The attention getter: I hate

a sentencethat gets the reader
interested
The main idea: Vegetablesare good for us.
composition
Let's look at vegetabletypes,
a list of the points that will be the vitamins they provide, and
discussed,thus showing the various ways of cooking them.
I . Read these two introductory paragraphs from two different compositions. Then
follow the instructions below.
Todag L becane an Austral¿an. Alfhough L orLgLnallg

carne hiro fo studg {"r jusf fwo gears, sonefhLng teir¿ble
happened Ln mg hon¿ counfrg fhaf nade ,ne decLde {o
sfag Ln ordor fo qndersfa"d ng decLsLon, gou nusf hear
fhe sforg t¿fe. L wLll fell gou abouf fl"e k¿"d of
"{ -U
per€o^ L was before fhLs ferrLble event, whaf happened,
and how Lf nade ne decLde fo oall fhL€ ceunfrq nq hane,
Yoo'vebeendneorning oboof toking o big tnip fon geons,ond the

firnehos finollgcorne.Yor¡know whenego0 wonf to go, buf the bic
q¡lestionis whethengoo shouldgo on godnown on signop fon o c
foon Yoo'nethinkingof goingolone,but woiflfhis sirnple coapor :
$ o L I DAY T o UR
of independentvensdsgnoop to¿¡ntnovelrnightchongegounrnir-
cornponescost sofetg,ond useof tirne.
á. In each paragraph, circle the sentence that is an attention getter.

b. Underline the sentencethat shows the main idea.
C. Put a box around the sentence that is the guide.
Unit 5 Iú
| . Look again at your brainstorming list from Lesson 1. choose three
2, Work in groups of three. Take turns telling each other about your experiences.Ask each
':ther questions like these:
I r How did you feel when that happened?
I How did that event changeyour thinking about
" I How did that event change you? What were you like before and after the event?
3.. \Mhen you finish, ask your group which event they think you should write about.
mggested or your own choice.
Il rite notes on how the event changed you, such as what you were like before and
after the event.
A
lY ffi#ffi
f}
Event:
-
-{
Beforethe event After the event
Unit5 Iú
You are going to write a composition with an introductory paragraph.
First, read the example composition and follow the instructions.
An /mportanf Doy
Hqve you ever t'hought fhat you knew t
someone very we// and then found ouf thaf you H
hard/y knew thot person ot' a//? This happened a. The first paragraph is the
I
to me with my fafher. / thought / knew h¡m introductory paragraph. Circle the
€
attention getter, underline the main
we// unti/ one day somefhing happened that' E idea, and put a box around the guide.
changed my attitude toword h¡m. Let me *
exp/ain how.1 used to see my fother, what E
happened and how if changed me. ,*.-^:):.,
ás o ch¡/d / was a/ways c/oser to my
mother fhon to my father. As ts frad¡t'iona/ in b. The other paragraphs follow
this order:
Japanese cu/ture, it was my mother's 1ob fo
il
before the eyent
take cqre of me. She fed me and p/ayed with .g
(what I used to be like)
me every day On the ofher hond, / hard/y ever ü
-. saw my fafher. He wou/d often work unti/ /ote the eyent
d
at nighf, and he d¡dn't to/k to me much when he g
(what happened)
qt me sometimes, foo. ofter the eyent
-. cqme home. He got angry
1 thought he was o tough, co/d man, and / was q
(how I changed)
l¡tt/e afraid of h¡m. Decide the order in which you will write
i'
Then one day, my mother got sick. Ay about these three topics in your own
fofher cqma home from work to fake cqre of composition.
her and fo/d me fo go to the drugstore to get .,. ii
l
some medicine. When / refurned / took the
medicine to my ¡zarents'bedroom. / /ooked ¡n t
quiet/y before enfering and saw my mother

,a
t?
¡o
/ying down with her eyes ha/f-c/osed. Ay tl
A)
oq
fother was knee/ing on the f/oor nexf to her a
:5)
s/ow/y and patient/y feeding her some soup. .-'.

When she f¡n¡shed he put fhe bow/ down ond : I¡@il p
soft/y k¡ssed her foreheod. On thaf day, / t,
rea/ized thaf my fother was rea//y a k¡nd and :.. ,'
:..
/ovinq man.
From then on, / saw on/y kindness qnd ffij
.cgring in my fafher's eyes. As a resu/t /
#q
/eorned two importanf fhings ñrst / /earned
fhat even lhough my fafher seemed rough, he
Hg-
:x
&.J
F,@!@dilry
wqs q k¡nd mon. Second, / /earned thaf one . -
- q) b
.Oq
H
must be very carefu/ not to iudge peop/e. A
person might /ook hard on lhe outside, but be
¡
.-,
r
quife differenf on the inside ...-:-.-.-
- - -"#
É#
Unit5 .rú
a
I
I
)
I
l ' write an tr*tl:ro,o paragraphfor your compositionabout
Includean atániion getter,the Áain an important
il:##r::life' idea of the composition,
..^/
2' Look back in Lesson 5 at

the order you chosefor your paragraphs.
sentencesfor your second,third, write topic
forrrif, ;;;;;;#.'
""¿
Paragraph 2:
Paragraph B:
Paragraph 4:
3
' Now put the parts together and write a four-paragraph composition.
4. When you finish writing complete

this checklist.
Self-editing ch ec,r.1r
ist t
O"/:; introduction
withan auentiongetter,mainidea,
#;:,an
ls,it clear how experíep6¿changedyou?
Hdve you read,the
your composition again and
checkedyour spellina?
Unit 5 .f¿
| . Write an introductory paragraph for your composition about an important
event in your life. Include an attention getter, the main idea of the composition,
and the guide
,p
aa'{
2. Look back in Lesson 5 at the order you chosefor your paragraphs.Write topic
sentencesfor your second,third, and fourth paragraphs.
Paragraph 2:
Paragraph 3:
Paragraph 4:
3. Now put the parts together and write a four-paragraph composition.
Self-editing checklíst Ú
Do you havean introductionwith an attentiongetter,main ídea,
and guide?
k
ls it clear how the experience
changedyou?
Haveyou readyour compositionagain and checked your spelling?
Unit 5 .rú
Ihese cause-ond-effectwords ore used with o noun or noun phrose.
due to Mony peoplebecamehomelessdue to the flood.
because of Ihe storewoscrowdedbecouse of the so/e.
These couse-dnd-effect words ore used within o sentence to show

o relotionship between clouses.
becouse I possedthe test becouse I studiedvery hord.
since Since I forgotmy money,Donielpoid for lunch.
so Thebusnevercome,so I hodto takeo tox¡home.
fhese couse-ond-effectwords ore used ot the beginningof one

sentenceto show its relotionship to the sentence before it.
as o result Ien inchesof snowhovefollen.Aso resuft, oll roodsare closed.
therefore Dr.Morshall¿ssick todoy.Therefore,his speechwill be delayed.
| . Rewrite these sentencesusing the word or words in parentheses.
a. There's a large crowd of people.There is nowhere to sit.

(becausesg Thereis nowhereto sit because
of the large
crowd of people
b. The economyis getting worse. Few companiesare hiring
workers. (therefore)
c. I quit my job. I want to be a full-time professionalmusician. (because)
d. There was a car accident when he was thirtv. Mv father could not walk. (due to)
e. My aunt often scoldedme. I didn't like her very much. (since)
f, My sister and I could not agree.We argued over little things. (as a result)
g. My family moved to a foreign country. I learned a new language.(so)
2. Now read the compositionyou wrote in Lesson 6. Can you use any of these words to
show cause and effect?
Unit 5 .f¿
4tF
I . Get into groups of four. Exchange your composition with a classmate in

another group. Read your classmate'sstory and follow the instructions below.
a, Evaluate the parts of the introductory paragraph. Check (r') t}re word that best .i:f
describeseach part.
i=
E
ffi mrssfng weak
É}#sW
gooa I'm not sure
missing weak good I'm not sure

F
E
F
missing weak good I'rnnot sure
b. Circle one or two expressionsthat best describethis composition.You can add

your own expressions.
heartwarming easyto understand
intriguing well-organized
c. Exchange compositions with others in your group until you have read them all.
Which one do you like best?As a group, chooseyour favorite composition and put
a star (*) on it. Then give it to your teacher.
; li:
d. The authors with stars on their papers will read their compositionsto the?iáss.
After each author finishes, write a "Lesson of Life," like the ones below.that vou
think fits the story.
Ler to nt of Life
A p eI e e i a t e y o u r { a m ily.
D o n ' t g i v e up to o to o n .
L e a r ¡ { r o m yo u r m ista ke r .
f@E @'
fij--**:.s
¡r'glitiñ?ñffiryPffir'*' "
2. compare your "Lessonsof Life" wíth a partner. Are your ideas similar?
Unit 5 .fr
I . Do you often give greeting cards to friends and family members? If so, on
what occasions?
2. Here are some common types of greeting cards. Can you think of any other
occasionswhen you might give a card?
birthday thank-you
onniversary I get wefl (soon)
3. Look at these gteeting cards.Which one do you like the most?Why?
No¡l tLrat qot)'re enc, I*:nt r d¡s]:ked

JJ
AnA tLauj", ,/e're e?^rt,
f,TllT.ih,"odh,rn
ñe became
rry best Fr¡end.
Jaill alual> 4 vtear,

As *ear at \ l¡eart.
Youve studiedhard .
thlngs-
Andlearnedmany
The gilt o[knowledge
ls the gift of wtngs'
4. You are going to design your own greeting card. Answer these questions.
a. Who are you going to give your card to?
b. What type of card will it be?
c. What "Lessonsof Life" will you include?You may want to look back at your notes
from Lesson 8 for ideas.Write them here.
5. Now design your card. Don't forget to give it to the person!
Unit 5 .rf
dn¡ {Ñüü:
+,pEx dpsMn,s
Lesson
l. what are some placesyou've visited? what did you do

on those
trips? Brainstorm for three minutes and make two lists.
A
,.-r,-{elzocs w haf L dLd f here
ParLs nq€eqn€, people-wafchLng,
boaf rLde on the 6eLne
RLver, E¿#"t Tower
LndLa r4j rvrahal, elephanf rLde,

spLoe narkefs
ü
L*
t{
5
i1
s
$
fl
h--
i
*
&--
t1,
s--
{Í
tF
2' Put stars (*) next to the places and activities that were the
most memorable.
3. when you finish, compare your travel experiences

with a partner.
Youwill wrire abour traveling.
You will also learn about processparagraphs,

guidebook
styles,and modifiers.
dstitrz.tiou
,.fu', ,".!&*'&".&¡|S,t . f,J s .5Lf ,1 ,'r i,,,lh.*.} Te,
I . Read this paragraph written in guidebook style, and follow the
instructions.
,¡¡dG;lñr
Aaking the Aosf of Your Trip

/magine standing under Dig Ben or wa/king ?rccadi//y Circus. London has
fhrough *
so many interesting p/aces fo visit thaf even if you went for q week you cou/dn't see
everything. To see as much as you can during your visit, you must p/an your trip
carefu//y. Flrst you shou/d gafher informafion obouf London. You can go fo the trave/
section of a bookstore, visit a trave/ agency, or surf the Web for informafion.
Next, *.-^-
make a /¡st of fhe things you wou/d /¡ke to do the most. For examp/e, if you have
a/ways wantedto see the Crown ¡ewe/s, then p/an a visit to fhe Tower of London.
After that /ook af a map to /earn obout the underground frain br "Tube? /ines so
*-, that you wi// know how fo get around. Frna//y, wrife down your trave/
... p/ans on a piece of paper and carry it in your pocket. Refer to it whi/e
you are there so that you won't miss anything. /n conc/usion, there is a
-
/ot fo see in London, so take the fime to p/an your visit beforehand.
a. Put a star ('t) over the attention getter.

c. Write one to three words below telling what each subtopic of the main
topic is about.
aather information
d. Circle the four transitional time phrases that show you when a new
subtopic is beginning.
tr
{
j
dpstinntb¡u
Making d strong suggestion
lf yougo to Son Froncisco,be sure notto missthe GoldenGoteBridge.
you mustseethe GoldenGote Bridge.
{F
o visitto the GoldenGate Bridgeis o
itt essentialthat you seethe GoldenGateBridge.
Moking o weaker suggestíon

While you'rein Borcelono, you shouldtake a walk down LosRomblos.
ty to visitLosRomblos.
you mightwont to seeLos Ramblos.
it wouldbe o goodideoto visi¿LosRomblos. ;¡
:ú
.,
f
I . Give suggestions about the following places. Decide whether you want to make a I
I
strong suggestionor a weaker one. Use the patterns in the box above. 1
a. Paris / the Louvre

lf vou ao to Paris, '
b. Tokyo / Meiji Shrine
i
C. Sydney / Bondi Beach

,t
;
d
; d. London / Buckingham Palace

i
,Í
;
i€. Egypt / the pyramids
f. New York / Central Park
g. Peru / Machu Picchu
.
..&
lr$
2" Now write two suggestions about your hometown or capital city.
l. Compare answers with a partner.

| . Look at the map below.Which cities have you visited or read about? Which
I citv would vou most like to visit?
+h# e'
"i
d rf
€ ") L
f, a¡ c
.¿'
.vrn.or"tii \ ton¿d.
r Moscow l
. Paris
',
lt
o New York ¡ Rome Beiiing. !"1*oryo
r Los Angeles
o Cairo
o.Mexico City .f
o Hong Kong
o Bangkok
Vq
h
t I' o Rio de faneiro
oJohannesburg
o Buenos Aires r Sydney
2. You are going to plan a one-day itinerary in a popular tourist city. Choosethe city
and write its name here.
3. To make your itinerary, find magazine articles or a tour book about your city.
Collect information on any of these topics:
4. Later, when you write your composition,you will have to include a list of the
sources(the names of the magazines or books you used). Look at these examples and
pay attention to the punctuation.
@@
GrEailffimffi
Author Book title City of publication Publisher Year of publicr
Noble et al. Mexico. Berkele¡ California: Lonely Planet, 2000.
G,
G
ffij
Author Article Magazine title Publication date Page number:

Lansing,
D. "48 Hours inVegas." NotionolGeogrophicTraveler(July/Aug.1999): 73*84.
5. Make a list of your sources.Be sure to include all important information.
Unit 6 Excitina dp¡ti¡tz.tiprc

Write a schedule for your one-day tour. Imagine that the questions below will be asked
by the people on your tour. Can you answer their questions?
w What hotelare we stayingat?

* What restaurants are we eatíngat? when?
3 When and wherewill the tour start?ftnish?
* What sightswíll wesee?
w Whenand wherecan weshop?
ffi Are thereany culturaleventshappeníng?
d.e¡titt¿tiorc
Write a schedule for your one-day tour. Imagine that the questions below will be asked
by the people on your tour. Can you answer their questions?
w What hotelare westayingat?

* What restaurants are we eatingat? when?
G When and wherewill the tour start?ftnish?
* What sightswill we see?
re Whenand wherecan weshop?
WAre thereany culturaleventshappening?
tl
IJ
I . You are going to write a guidebook I
article about the one-day tour im
you planned. First, read the
example article and follow the
instructions.
r--:-*:s?":ryq{3 .
--x
; Da, in Veqaa
^
:.^
'. Can you vieit'Laa Veqaeand n'- qambl, \ueutuvútJ:
Here'6a one-davf,our in which vou won'T, enLera cagino" =i a. In the introductory paragra
¡O
circle the attention getter,
. even a"
once.Yot¡'ll -L f' ' day .wilh a visil f'o a unique oq=
¡i
5á
f) underline the main idea, and
ohofpinq.a.qnL, nr'aná box around the guide.
frnali .t lo
",,?'
: a oinkinq "''1Í?,
-\,'Í{: ohip:"áiáa
. ;á
+
Afíl, reat; ,ti6hi'in'theF.iaminqa\ilLor,, tv- +ra :ti
T
readyLo or,art our tour. Go ou! lhe fronf' doorof Lhe hof'el at:'! {D v,
dñR
and you'llsee'\e beautifulCaesar'eTalaceCaeinoacroeo qt :l
Lhe:sir e'el;i'Nexfli¡q¡7 y^ iy")ra f,he'Forum ?ho,p o"',m erica'e b. The next three paragraphs
mogt, unueualehoppinqmall,wrle(e rtn'r lot r Ueyine. are about shopping,eating, ani
lntereetinqohopeeelleveryLhing frc ^friqerailorrYlaqnef,O going to a show.What topics n.J
to co wb o w y ear,and lhe buildínqo ot¿ - -iq r-. L o lo o klik e vou write about?
ancienl Romanbuildin4o.lnaddilion, an arlificial oky on the -l
:,
ceillngchanqeefrom ounrigelo s.unsetoncean hour.
$he,ppinqwillmakeyou hunqry,oo you ehouldñnd a a:l
A)i
to eat I euggeet bernoullí'e.l|'e nof expeneive aná

Oql
Vlace -:
A)
has lhe beet ,talianfood in Ve¡aelA coupleof aVpelizere

* and oome?áeta followedby a cup of caVpucaino willbe
" .yfiora tt)anenouqh'+. eatieV yc-
_€ Fi
, Now,il'e Iime ; -, advenLure. Walk downlhe mainslreel, É
;€
"fhe lslánd .:c
", or SLrt¡,,lo i;helakein fronl of lhe Treaouye
t: Casno.Youwilleeean amazinqshow.Twofull-eizedoailiny c-t€
." ehipe, comVletc ,,,vn a live craw,will oail oul onto
. "and fiqht a baLtle.Aneof '(he ehipoio a piraleohiV,the
the l'ake
OE
f3
+é
;€
B
N€
f.e
OE
I
" othe, a britieh veeoel.At frret, f,hepirale ehip willcaEch
fira,and it wili looklik¿f i briLiehw'tllb6;victorioús.Then, s€
g
el
", É,,
onelaev,-ckyshot v. nft NhegriNishohiV,lr willexplode
' and sink riqhLin tront of you!
Finally,.ao youqo to.eleeyi, memoriesof a wopderfulday
willffash throuqh your head:the eitne of ancient'Rome,the
smellof delicic: paeLa,and t.heeoundof cannonblaete.
D on: I epend lo o muchl;imo.remamberinq,lhough.
Tomorrow's Vlanie evenmorelanlaeticl
'', .1i' .:..,..
Unit6 d"e.stinntioru
,ffii
2' Write an introductory paragraph for your article in the space provided. Include
an
ur¡entiongetter, the main idea, and the guide.
B
/,4
{
3. Look back at the topics you chose for your paragraphs. Write topic sentencesfor
your second,third, and fourth paragraphs.
Paragraph 2:
Paragraph 3:
Paragraph 4:
4. Now write your article using guidebook style.
Setf-editing checUist Ú
Do you havean introductíonwith an obviousattentiongetter,
main idea,and guide?
Do you haveclearlystated topic sentences
for all your paragraphs?
Did you useguidebookstyle to makeyour compositioninteresting?
Haveyou readyour compositionagain and checked your spelling?
L-. - I
A commontyPe of modifieris the simple adjective.
Thefriendly peopleof Boliwill welcome
youwithwdrm smilesand exotic flowers.
Anothertype of modifieris the participial adjective.

enjoyo breothtaking viewof snowcappedmountoins.
In Quito,Ecuodor,you'll
I . Rewrite these sentences about New York City using modifiers. Choosefrom the
modifiers in the box. or use vour own.
a, New York City is known for its skyline.
New York Citv is known for its dramatic skvline.

b. People walk down the streets.
c. Shops in Chinatown sell food.
d. Tourists love the view from the top of the World Trade Center.
e. Riding New York's subway is an adventure in itself.
f. The nightlife is famous all over the world.
2. Now go back to your composition. Rewrite three sentences using modifiers.
dê-stinâti¿u
Lesson
I work in groups of four. Pass your compositions

'
@l
around the group so everyon"
-
can read them' After you've read ihe other |
compo.ition., answer these questions.
J
I
a. which compositionusesthe best guidebookstyle?
why do you think so?
I
b.Which
r"
I
I
If
I
!i l
II
,1;'31milffiíilf*itT;ili;H*ffifl:lH:T"n:TfJLff]Ht#=
I
)
)
rlrl
)
)
I LI
f1
l li"t
I
rffi /f
¡
Here is how you write to reguest tourist information on cities
and nationol porl<sin the United Stotes.
city: (Ctty nome)Chomberof Commerce SeottleChamberof Commerce

(Gty), (Stote) (ZP code) Seott/e,WA98107
(Country) USA
notional pork: (Pork nome)NotionolPork RedwoodNationalPork

Vlsitort Center Visitor'sCenter
(Gty), (State) (ZP code) CrescentC¡ty,CA 95531
(CountrY) USA
| . Look at this letter written by Hee-Sung Kim. Where does he live now?
Where doeshe want to visit?
2, Imagine you are going to
visit the United States.Use
3905 SouthSt. Hee-Sung'sletter as a model.
CA 94102
SanFrancisco, and write your own letter
23,2OO1
Aprtl requesting information.
SeattleChamberof Commerce
WA 98107
Seattle, 3. Mail your letter and wait
to see what you receive in the
Dear Sir or Madam: mail!
I am a Korean studentof Englishcurrenllylivingin

SanFrancisco. BeforeI relurnhometo Korea,I would
Iiketo visityour city.Couldyou pleasesendme any
information you haveon localattractions? l'm particularly
inlerestedin visitingthe SpaceNeedle.I alsowantto do
someshopping whilel'm in Seattleandwouldappreciate
anyrecommendations.
is:
My address
H ee -S u nKai m
39c¡5Sáth St.
San Francisco, CA 941a2
Thankyou foryour help.I'm lookingforwardLovisiting

vour beaulifulcitv.
Sincerely,
H".-5u^nKir.''
ó
Kim
H ee- Sung
dosti:t¿tiotu
I . What questions would you like to ask your classmates about their families?
their interests? their future plans? Brainstorm for three minutes and make a list.
/'-L'L
How ,qa^q brofhers and sLsfers do qou have?
M i m i ,7
I
Juslin,4
P,osíe,2
2. Cornpare ideas with a partner. A¡e there any questions you would like to add
to vour list?
L a ter i n this un¡t ...
You will write about your classmates.
You will also learn about classification,

concluding
paragraphs, and commas.
,¡{
Íi
rt
,d
" ,#..
d
ü
.@i@!;* .-,.,-.**sry#@,,' "-I{{iw'@fy@
{
Threq ,CouP/e.,Typ.qs {
How can you find out if ybu and your spouse are /ike/y to be a good coup/e? A
recent study by a psycho/ogist night give some answers. The psycho/ogist studied
married coup/es to ílnd out how people gef a/ong, ond she found that' fhere are three ,
t'ypes.of cáup/es. The f¡rst type is the 'Za/m-co/m" coup/e, in L:l!/ch both members are
ca/m. They a/most never fight, a/mosf never get angry. and rare/y breok up. /n
con trqst in fhe'pass iona t'e-passronate " re /ati onsh rp. both. me mbers qre emotiona/.
They often argue and somettmes have fights,However. they also tend fo be more
romantic and to make up affer a fight As -a resu/t this kind of coup/e is a/so
1ry {
/ike/y fo stay together. /t ¡s th'e third type of coup/e. fhe "calrn-passionafe" coup/e.
fhof is most /ike/y fo breok up. Because one memberfendp to be co/m whi/e
rR
*-
(-.'
I
o-
t
I
.*,
a. Put a star (*) over the attention getter.

c. Circle the three subtopics in this paragraph.
d. Finish this list of transition words. What does each one do in the paragraph?
Draw a line to connect each transition word to its purpose.
Transition words Purpose

ln It showsa conclusion.
As It showsa difference.
of It showsmore informationwill be addedt:
the previouspoint.
3. Do you agree with the opinions in the article above?Why or why not?
Unit 7 Reseatcli,
You can classify people or things by organizing them into ;.-t-,, *t. ' :;"4
gtouPs.When you form these groups, it's importont to keep in
mind who you will be writing for - thot is, consider who your
.ildr-! ,!d o .to.
oudience is. -.
................:
lr
I ¡ Imagine your reading audienceis fruit growers. Look at the lists below.
Fruit growers need to know the kind of weather each fruit grows best in.
€r!É4t#@sr¡: !
apples
W
SraPes bananas
cherries lemons pineapples
strawberries limes PaPayas
2. Look at these ways to classify fruits and vegetables.Add two more.

G by taste ,t;r.by color *u by price tr ffi
3. Imagine you are explaining fruits and vegetablesto the audienceslisted below.
Classify fruits and vegetablesinto two or three groups that would best fit the
audiences'interests. Be creative!
rr*
"$
Unit7 Rsureh
A concluding paragraph is the lost paragraph of a compositíon. ' '
There ore three types:
A summary repeots the moin points of the composition.

A prediction discusseswhot will hoppen in the future.
An evaluation compores the moin points ond stotes whot is best
ffi
I . Which type is used for these concluding paragraphs: a summ áty, d
prediction, or an evaluation?Write your answers in the blanks.
c'ffiüaing
p.."ffiffi ryp"'
ln conclusion,
the kindsof fruit you shouldusein your menudependon
the age of the personyou are cookingfor. Childrenlike famíliarfruits such
as applesand oranges;teenagerslike exoticfruits suchas limesand
pineapples; whereasolder adultspreferberryfruits suchas strawberries
or cherries.
ffiryp"'
Therefore, if you are making one mea/ to be eqten by peop/e of o//
ages. think abouf the¡r /tkes and d¡s/¡kes. Shou/d you use a fruit that
oppea/s fo ch¡/dren. feenagers, or odu/ts? The answer is c/ear; fo
feenagers. Teenagers eat more fruit' than the other groups, and they are
more /ike/y to comp/ain about having fo eaf something fhey don't /¡ke.
.*"r9ffiC
ConcludingparagraphC Type:
$
Ae we haveoeen,dífferent aqe groupaprefer dífferent.fruits,but
what will happenin the future? Chtldrenprefer famíliarfruite and
teenaqeroprefzr exotic fruite, but due to inhernationalLradeand new
farmíngtechniquea,the exottcfruite are becominqmorefamiliar every
day. In twenty yeare,teenaqerowill be looktn7for other newexotic fruite
to try.
2. Compareanswerswith a partner.
:, #t
Unit 7 Rc¡are*,
)
I . Think of a uniqueresearchquestionto ask your classmates.
you can use
oneofyour questionsfrom Lesson1, or chooseoneofthe questionsbelow.
'ffi What kindsof clothesdo you like?
What isyour favoite placeto go to withyour friends?
I What doyou plan to do afteryou graduate?
I What problemin today'sworlddreyou most worriedabout?
I What anímalwouldyou most like to be?
ffi What wouldyou do if you had a million dollars?
\ Write your question here.
/
2. Ask your classmatesyour research question. Record their names and responseson
a pieceofpaper.
3. Next, analyzethu ,".rrñ. Classify your classmates'answers into three. four. or five
groups, using the blank chart below.
Make a heading for each group, and write your classmates'namesund.erthe appropriate
group heading. Look at the example.
What kinds of clothes do you like?
Dressy clothes Athletic clothes Casualclothes Anything goes
Keíko Paolo Angie ' Peí-Wen

Tom Robert Míke
4. Discuss the results of your survey with a partner. Are there any other ways you could
classify the students using the same d,ata?
Unit 7 ResureJo
A concluding paragraph is the lost poragraph of a composition. ' ' :i L.
tr
There are three types;
A summanl rePedts the moin points of the composition.

A prediction discusseswhot will hoppen in the future.
An evaluation compores the moin points ond stotes what is best.
t..
I I . Which type is used for these concluding paragraphs: a summ aty,d
prediction, or an evaluation?Write your answers in the blanks.
p"ffiir,A € Type'
C:offiudins
ln conclusion,
the kindsof fruityou shouldusein )lour menudependon
the age of the personyou are cookingfor. Childrenlike familiar fruits such
as applesand oranges;teenagerslikeexotícfruits suchas limesand
pineapples; whereasolderadultspreferberryfruits suchas strawberries
or cherries.
@
LoncruotngParagraPh
b tyPe:
Therefore, if you are making one meo/ to be eofen by peop/e of o//

ages, think about t'he¡r /¡kes and d¡s/¡kes. Shou/d you use a fruif that
appea/s fo ch¡/dren, teenagers, or odu/ts? The answer is c/ear; fo
teenagers. Teenagers eaf more fruif than the other groups. and they are
more /ike/y to comp/ain obouf having to eqt' something fhey don't /ike.
ConcludingpaiágiáphC Type:
Aa wehaveeeen,different aqe qroupaprefer dífferent fruita, but

what wíllhappenin the future? Childrenprefer familiar fruita and
teenaqereprefer exotic fruite, but due to international trade and new
farminq techniqueo,the exotíc frutto are becomingmorefamtliarevery
day. ln twenty yeare, teenaqerswill be lookinqfor other newexotic fruile
to try.
2. Compareanswerswith a partner.
I . Think of a uniqueresearchquestionto ask your classmates.
Youcan use
oneofyour questionsfrom Lesson1, or chooseoneofthe questionsbelow.
I What kindsof clothesdoyou like?
I What isyour favoite placeto go to wíthyour friends?
I What doyou plan to do afteryou graduate?
I What problemin today'sworldareyou most worriedabout?
I What animalwouldyou most like to be?
r What wouldyou do if you had a milliondollars?
Write your question here.
2. Ask your classmatesyour research question. Recordtheir names and responseson

a pieceofpaper.
3. Next, analyze the results. Classify your classmates' answers into three, four, or five
groups, using the blank chart below.
Make a heading for each group, and write your classmates'namesunder the appropriate
group heading. Look at the example.
What kinds of clothesdo you like?
.íá@h*!,,,, ---... .-- ¡.r ni...¡*,*Ár*
Dressy cfothes Athletic clothes Casual cfothes Anything goes
Keiko Paolo Angie ' Peí-Wen

Tom Mike
4. Discuss the results of your survey with a partner. Are there any other ways you could
classify the students using the same data?
Unit 7 Rosearclt
l. You are going to write a research report based on your survey.First, read
the example composition and follow the instructions.
ResearchReporton After-GraduationPlans
Wherewill everyone be nextSrearafter theygraduate?Wíll J
:
they return to their own countriesor stay abroad?Tofrnd'out, a. The introductory
I conducteda survey.I askedeachof my classmates what he It
paragraph explains what
o
or sheplans to do aftergraduating.After lookingovertheir \<
- the writer did and his or her
!
answers,I realizedthat thereare threetypesof studentsin my p)
-t
results. Circle these two
E)
class:the "Don't Know"type,the "Go Back Home"type,and oq
a
parts of the introduction.
the "StayAbroad" type.
Thegroup with the largestnumberof students,almost half
94:
of the class,consistsof Don't Know types.When I asked o
r,¡ :
them what theywantedto do aftergraduating,theygot very o-
'u
seriousand said,"l don't know,"or "l hdven'tdecided yet." ln A):
D
-¡
one cctset a studentdidn'tanswerme at all.Anotherperson oq
;
T
even'seemed nervousabout beingasked.Obvrbusly, the Y',
membersof thisgroup are worríedabout theirfuture. .'

About a third of the studentsare Go Back Home types. -¡$
a
Theygave a varietyof answers,but all the plans they o-.
!
mentionedwerebackin their homecountries. Theyseemedto A'
:,
A¡
oq
be a little homesick, but as soonas they talkedaboutgoing J'
rC'
home,they cheeredup. :t' b. Each paragraph describes
Therest of the students- exceptfor two that don'tseem ;'g
-n¡
one group and explains the
o;, author's reasonsfor creating it.
to frt any type - are the Stay Abroad types.Theysaid they a
ñl
t Circle the name of each group
want to stay in this countryor someother English-speaking
a, .1 describedin the second,third,
country.Somewant to workand somewant to go to 0q.
ñ. and fourth paragraphs.
graduateschoolhere,but noneseemsto want to returnto -.
¡r:
livein hís or her homecountry. '.é

ln conclusion, the Go BackHome and StayAbroadpeople
c. The last paragraph is the
haveclearplans for the future,but what will happento the
concluding paragraph. What
Don't Knowpeople?Will theystay hereand studymore,or type is used?Check (r') one.
go backhometo be with theirfamilies?I think that most summary
of them will go back. Evenif they want to stay,it may not #i. prediction
be possible. tr' evaluation
Unit 7 Re¡u,^reÁ,
il ruffi
2. Look back at the groups you created in Lesson 5. Each group will be the focus of a rr r'
paragraph. Write topic sentencesfor each of the three to five groups you made.
Paragraph 2:
Paragraph 3:
Paragraph 4:
Paragraph 5:
Paragraph 6:
3. Write a draft of the concluding paragraph for your composition.It can either
summarize or evaluate the results, or it can predict the future.
-
;f
i,tz..
4. Now write your research report. Be sure to include an introductory paragraph.
Self-editing checktist ú
Doesyour tntroductoryparagraphexplainwhatyou did for
your surveyand give the resultsof that survey?
Does eachparagraphdescribeonegroup of survey
participantsand explainwhy it exists?
Doesyaur concludingparagrapheithersummaríze,predict,
or evaluate?
Unit 7 Rp¿arelt
I
Reod the informdtion below on when you should use commos.
# to list three or morethings

Experts saythot childrenlikefomiliarfruits suchos opples,oronges,ond bononos.
F between clouses
Sinceteenogerslike exoticfrurts,cooksshouldservethem to that ogegroup.
I to set off a phrose thot describes

Berryfruits,preferredby most adults,are oftenusedin díshespreporedfor older people.
J after certoin transition words

childrenprefer familiar fruits.
ln conclusion,
I . Add commasto the paragraph below.The number at the end of each sentenceshows
how many commasto add. The first sentencehas been done for you.
::xsqq$ryS,.
Campuetaehionemlyhl change,bul lhe baaiccolleqe

eLudenLie alwayeLhe oame,riqhl? fhl WronqlColleqe
sluáenls in uníversilieoalloverLheworldhavechanqeáa
lol in fihelaet,thirly yearoan¿ wecan ex?ect,lheee
chanqeolo conlinue.t1I Firot of all whereaecolleqe
sludenlo ueedla be fairly younqalmosl all aqed belween1B
and 22 f,heyare nowmucholáer.Í31 ln lhe UniledSLaNeo
tor examplesomere?arte ohowlhallhere are nawmore
colleqeeludenÚeoláerlhan 22 than youngerll2l
ln aáditiontoday'estudenNsare doinqmorethin4sthan
before.tll lhirty yearo a4o almoel-allcalleqeeluáenle
wenlto achaolfull-timelakinqlhree or moreclassee.l2l
They)uol sludied.Todayhowever lhere are moreeludenls
qaingpart'tímethan full-time.[2] Theyare nol juel
eludyinq,Theyare obudyinqworkingand raíoinqtamilieo'I2l
colleqeoLudenleare nol olayinqlhe same-
ln concluaion
ll7 ln facl f,heyare changingalmosLas
lhey are chanqinq.
quicklyae cam?uotaehlonsl[Ll
2. Now look at the compositionyou wrote in Lesson 6. Did you use commas correctly?
Unit 7 Rp,surcÁ.
,ryp sf. f u ,,f tf
S&
l. Exchangecompositionswith a partner. Read your partner's composition
and follow the instructions below.
il. Write the name of the research topic.

br Write the groups into which the author divides the people surveyed.
c. Write what the differencesbetween the groups are.
d. Do you agree with the author's conclusion? Yes Alo

e. Circle the phrases that best describethe composition.You can add your own
phrases,too.
interesting useful scíentific well-orgonized
educational
2, Write a short letter to the author. Ask any questions you have about the survey or
its results, and give your opinions about the research.
,¡
:',:3@r¡¡",1$ry
), t:":,:
..i..,ri&
. DeonYíng,
Younoontpositión wos intenesting onded¿¡cotionol.

r I'rn.centoinlg
inthe rninonitg
in thisclossbecouseright
now I thinkI'rno StogAbnoodtgpe.AlthooghI ognee
with goonclossificoiionsof ounclossrnotes,theneis one
point 1dísognee with.I don't'thínkgo0aneo DonltKnow
tgpe.I thinkgoooneo Go BockHorne tgpelEveng firnegou
spedkobouf goüncodnfng.gor.tbeooneso enth¿tsiostic,I
believegodoneo liftlehornesick, ondJ wouldliketo tolk
t
to gouoboot it sornetirne.
Sincenelg,
Anrnondo
Unit 7 Rp¡urclu
I . As a class,make a list of local restaurants.
2. Form small groups. In your group, chooseone of the restaurants you'd like
to research.
3. Visit the restaurant and do these two things while you're there:
a. Pick up a sample menu or business card from the restaurant

b. Have a meal at the restaurant. Complete the questionnaire below as
a group. Write the information on an index card.
'Name of restaurant: Location:
Type of restaurant: Price of averagemain course:
Priceof averagemeal includingdrink and dessert:
Atmosphere insideof restaurant: excellent gooc ta¡r poor
Quality of service: excellent good fair poor

Quality of food: excellent good fair Poor
Other comments:
l¡@4Gy.fÉ
4. Now it's your turn to write your own review of the restaurant. Your review
should focus on your own feelings and experiences.
Make some notes below.Then write your comments on an index card.
5. Collect all the cards (questionnaires and reviews) and make a class
restaurant guide.
'Rosezrclv
Unit 7
;
#*
Unit %r fh"e' oüerintudur
I . What should you do in preparation for and during an interview? What
should you avoid doing? Brainstorm for three minutes and make two lists.
t',,tt::.::;;:,1"':,:,:,$,,:t,,,:.:.:l;
;ffilw
f
, .-./D ot Do N' T s
,.tLngS one ghort,i do) Ght" gs ane €hoql d avoud,tocn g)
g" f ' r es f t he nLgh{ be {o r e look af" f he clock durLng f he LnferlvLew
.,ag
a:.
2. What is the best thing you could do during an interview? What is the worst thing?
Write them below.
Best thing:
Worst thing:
I Now brainstorm with your class. Say your ideas out loud, and your teacher will write
them on the board.
f You will write about how to havea good job interview.
You will learn about comparison-contrast

paragraphs,
and expressionsthat show contrast.You will also be given
il
adviceon interviewing.
Un¡t B 7úp ¿t'Ihrüier,t,

.,.&
| . Read the paragraph below and follow the instructions.
ttt
fwo Very D¡fferent Bosses
Some peop/e say that happiness af work depends
" t) J
on how interesting yourlob is,but / disagree. / th¡nk
happiness depends on your re/ationship wit'h your v
boss. / hqve fwo bosses, A¡che//e and €/¡zo, ond / th¡nk
A¡che//e is beffer. A¡che//e gives positive feedbock
and encourages me o// the time. She makes me wanf
to work hard and cha//enge myse/f l/¡za, on fhe other
hond on/y crificizes me. A/though A¡che//e is very
busy, she a/ways takes fhe time to to/k fo me about
my work. However, l/iza hard/y ever fa/ks to me.
She keeps her off¡ce door c/osed with a Do Not &,,
K'
t&a
D¡sturb" sign on it. furthermore, she doesn'f a//ow q
g
me to make any decisions withouf asking her first.
A¡che//e a/ways trusfs my decisions comp/ete/y. /n
conc/usion, whereqs / d¡s/¡ke working for E/¡za, / /ove
working for /l¡che//e. A good boss can make a// the
d¡fference in fhe wor/d.
i. Underline the topic sentence.

b. What two things are being compared? and
C. The three points of comparison are the subtopics. Write them below.
Subtopics:
d. Finish this list of transition words. What does each one do in the paragraph?
Draw a line to connecteach transition word to its purpose.
Transition wo¡ds Purpose

On It showsa conclusion.
H It showsa contrast. i
ln
It showsa contrast.
It showsmoreinformationwill be
b
addedto the previouspoint. F
Unit B 77o ¿nhnüs4,

Lesson3
Use unlike with o noun. "''-':'

Micheile,unlike Eliza,keepsher door open.
Use on the other hand ond however with complete sentences.

Eliza'sdoor is olwoysclosed.On the other hond, Michelle'sis olwaysopen.
Elizo'sdoor is olwaysc/osed.Michelle's,however, is olwaysopen.
Use whereas and while to join two clouseswithin o single sentence.

Whereas Michellekeepsher door open,Eliza keepshers closed.
Michellekeepsher door open,whileEIzo keepshersclosed.
| . Read the sentencesbelow and write a contrasting sentence for each. Use the
ctntrasting word or phrase in parentheses.
a. Michelle always encourages me. (however)
Eliza,howevenneverencouraqesme.
b. Eliza never takes the time to talk to me. (whereas)
c. Michelle trusts my decisions.(unlike)
d. Eliza doesn't encourage me very much. (while)
e. Michelle always keeps her door open. (however)
f. I don't like working for Eliza. (on the other hand)
,. Complete these sentenceswith information about yourself and your classmates.
a. Unlike my best friend,I like/don't like
b. I'm good at On the other hand, I can't
at all.
My favorite food is However.I don't

eat it every day.
I
f
| . Choosetwo jobs you'd like to apply for. You can choosefrom these examples or
use your own.
newscaster fashion model police offtcer architect chef

teocher
Write your choiceshere.
2. Work in groups of three. Imagine the scene of a job interview What kinds of
questions could the interviewer ask? Brainstorm and make a list.
p Í-.
.r^{r"t"rrt"*tr't r"t t'

{
E
whg do gou wanf
-fo
work here?
kvhaf are €orvteo{ gor, sfrengfhs? tvtâf are goqr weaknes€e€? t
i
+
j
f,
*
i
?
f
*
3. Now you are going to role-play. One student will be the manager (interviewer).
The other two students will be applying for a job. Ask and answer questions.
I enjoy talking
Wh y d o y "j to differ ent
people, and f dor.r't
want to mirnd workir'tg ,
work here?, on vnf f eet
4. After you've finished the scene,switch roles and do it again.
Unit9 f,tp
)
I
' What are some unsuitable answers to the questions you wrote in Lesson 4?
work in groups of three. Brainstorm and make
r tirt of inappropriate responses.
4,e#.l*+ee" i3@
Al
/,/
,--,.../ U nsq Lf ab le fe €Do rtqe- <
-Whg do gou wanf lo work here? -L guess Lf soqnde lLke an easg job
'l,vkat are geqr waapaa.seee? -L' n nof good af faki ng orders.
-L prefer fo be Ln charge.
2l Role-play again with an interviewe"

two job applicants. This time, one
1.r.g
interviewee should give good responses,while
the"othei gives inappropriate responses.
Whf do /ot) f hear d the

t ip s a re q o o d
want to h e re , a n d I * re a lly
w o r k h e reT
3. Now perform your rore-playsin fro_ntof

the class.As you watch other groups
perform' take notes on the oos an¿ DoN'Ts
of interviewing you seein the'ir performance.
DON'TS
4. Discuss as a class.Who was the best interviewee?
UniI S Tlp
I . You are going to write a magazine article on good and bad interview techniques.
First, read the example article and follow the instructions.
CareAbout What You Wear

My motherusedto say,"lf you want that job, dressllke
are important,so
you dlreadyhaveit." First impressions ol a. In the introductory
wearingthe right clothesto an interviewcan makea ;P paragraph, circle the attention
in whetheror not you wtllget thejob. Thereare
difference aj q getter, underline the main idea.
go
and put a box around the guide.
threethtngsyou must think about whenchoosingclothesfor
an interview:color, style, and comfort
Thecolorof your clothessendsa message, soyou should
(
o
frt the clothesto thejob. For example,if you are applyingfor n b. The second,third, and foult'
q job at a bank or a law ftrm,you shouldn'twearbright o- paragraphs give suggestionsfor
__glothing lt might makeyou seemimmature
to the interview. ! a good interview Underline the
you shouldweargrdy,brown, 0a-aA'
A)
topic sentencein each
-gr too wildfor thejob. lnstead, paragraph.
or na\)/ blue.Thesecolors,combinedwith a classicwhiteshirl
or blouse,will makeyou seemserious.
-€l
ln additionto colorithe styleof your suit makesa. ;l ,
. - difference.A minisktrtmay be attractive,but it is not :

-l
. appropriate A suit that is big and baggy,or '-
in many offtces.
short and tight, can senda message suchas "l couldn'tftnd r'O
;PJ
"a
anythingelseto wear,and I don'tcdre!"On the otherhand, Oq
a
9J
clothtngthat fttsyou wel[ without revealingtoo much,shows !
t
that you dre neat,organized, and interested in your

Youmust frnd clotheswith the right flt. ':
...dppearance. 9H
Thelast importantpoint about choosingan outfrti¡ 1'
1] 'TI
whetheror not it is comfortable. lf you feelcomfortable and .a
relaxed, you will look confrdentand capableof doínggood :l:'ojf!
work.Howeverif your clothingis too heauyor tíght,you'll trAJ

il oq
andyou'll look insecure. :'¡
feeluncomfortable and nervous,
:r
Therefore, try to wear comfortableclothes.
ln conclusion, wearingthe right clothesmay not alwayl- _
get you your dreamjob, but my mother'sadvíceís worth
thinkingabout.Shesatdthat whengoing for an interview
your chancesof getting thejob are a lot betterif you dress
for success.
Unit B rhe,
2. Write an introductory paragraph for your article. Include an attention getter,
a main idea, and a guide.
D
/fl
/t
f¿.'f
l. Look at your DOs and DON'Ts lists in Lesson 5. What are the three most important
hints for a successfulinterview? Write topic sentencesfor each of your suggestions.
Paragraph 2:
Paragraph 3:
Paragraph 4:
4. Write a concluding paragraph for your article.
5. Now put the parts together, and write a composition.
6. When you finish writing, completethis checklist.

*..,",.,,, ;!.err,42:|;
Seff-editing checklist ú
Do you havean introductoryparagraph with an attentiongetter,
a main idea,and a guíde?
Does eachparagraphhavean engagingtopic sentence?
Are the DOs and DOAV'É clearlystated in your article?
Unit B f,p inhrüu,

When giving advice,it is impoitant tó think about the strength
of the expression you choose.
...-€".-]4r,,d1w*#*".r
somewhotstrong_ * weak
must no¿ Uetter-- ,no, Idloughtto moywant to
rnustnot had better not shouldn't may not want to
You must not be late for your interview.

You'dbetter weor o suitand tie.
Youmay wont to hoveyour resumeprofessionally
designed.
I . Complete the sentencesabout interwiewing with an appropriate form of advice.
a. You maV wAnt to take a practice ride to the interview

location so you can seehow long it takes to get there.
b. You chew gum during the interview.
C. You arrive a little early.

d. You get a goodnight's sleepthe night before.
e. You tell too many detailsaboutyour
personal life. t
¡:!
f. You relax so that you don't perspire too much.

g. You call soon afterward to see if you got
the job.
h. You ask the interviewer some questions

about the job.
¡. You look around during the interview.
i. You remember the name of the person who

interviewed you, even if you don't get the job.
k. You turn offyour cellular phone.
2. Now go back to the compositionyou wrote in Lesson 6. Find three sentencesthat

give advice.Rewrite them, using expressionsfor giving advice.
?1.
b.
C.
Unit 8 7úp ¿nhtüiitt,

*? lü-¡" " sr
l. Work in groups of four. Exchange compositions with the members
of another group. Make a list of the interviewing advice given in each of the
compositions you have.
q ? w ,.- !ffi €
Composition I Comoosition2
,..i ,.. .r :.,r ¡ :.,;,:. r :... :" r :. i :.,.; - - ;,- j .,.;.- ¡ t r. ' . . i ¡i 4 1
Author's name: Author's name:
Advice: Advice:
1.
2.
3.
Composition3 l Fc(/,,,,r.r.,r,o,,
t
's
Author's name: Author's name:
Advice: Advice:
2. With your group, decide which advice is most useful for an interview. Write your
reasonsin the paragraphs below.
wrotethat
Thisis the most usefulpieceof advícebecause
and alsohad usefulpiecesof advice.
3. Share vour answers with the class.

:
I . Let's test your theories! Contact two people with full-time jobs, and interview them.
Ask them what they think the top three DOs and DON'Ts are in an interview Take notes.
;A
,a.-F Name:
Position:
Name:
DOs
DON'TS
-- -'.' ::#¡*b"- : J,,:G+,a-,:,_.5,¡, .!

.. -: - .
-,.i -..-
2. When you finish, use both direct and indirect speech to report back to your group.
:..
Mr. Jones,our school'spríncipal,said it's importantto be

positive.He said that peopleonjob interviews must be prepared.
He alsosaid,"Don't wearjeans,"and that neatness is veryimportant.
3. With your group, choosethe two most interesting suggestionsto

present to the class.
Unit 8 do
#r lñ"¡, *'!ü.!ffiFitE!üp+
{B ?usonal, oak
"*-*ffiry1¡'
l. what would yo_ulike to change about yourself?what are your future

- Brainstorm
goals? for three minutes and make two lists.
e*@Wto
*/rt""*"
L wanf fo eaf lesc jqnk food
L wanf fo sfarf worpLng ouf .
.:-:
Fufure goals "Ñ6
L wanf fo aftend nedLcal sohool

L wanf fo beoon¿ a docfor.
2. Put stars (*) next to the things that are most important to you.
3. When you finish, compare lists with a partner.
L a t e r i n t h i s u n i t ... I ,e
- Youwill wrire aboutpersonalgoals.

"g
Youwill also learnabout persuasiveparagraphs,
parallelism,
sentencetransitions,and avoidingincompletesentences.
l. Readthe paragraphbelow and follow tfre instrt*ffi"irs.
9S
L¡fe ¡s fu// of choices. We often choose between doing

something the easy way anC doing something the hard
way. Unforfunate/y. we a/most a/wayi choose fhe easy
way because. we//, it's lust ectsier. lor exam,o/e. we a/rytosr
a/ways choosa to do fhe eosiesf homework assignment '*,:.
{ll:.
t'o toke the eosiestlob, or to ílnd the easiest peop/e to

to/k to at a party. However, these choices qre not a/ways
K''.
t'he best cho¡cesi. Somatimes by choosing fhe hordest way.
there is more tó gain. 87 choosing the hardest homewoik
assignment, we might /earn more. Qt choosing the
E- Xll
toughest 4ob, we might gain o new sk¡// B7 choosing ro

ry
ta/k fo someone who seems unapproachob/e at a party, -,.'¡*eqd$ili';
we might end up making o ,ui friend /n short ilrn nory

*oy Ár't a/ways the b:est way
a. Put a star (*) over the attention getter.

b. Underline the first sentencethat tells us why we should choosethe hard way
instead of the easy way. It is the topic sentence.
c. Circle the concluding sentence.It restates the topic sentencein a different way.
d, Finish this list of transition words. What does each one do in the paragraph?
Draw a line to connect each transition word to its purpose.
Transition words Purpose

For It showsa conclusion.
LJ It showsa difference.
ln It introducesan example.
e, By repeating the same two words in three of the sentences,the author shows
a strong connectionto the topic sentence.What are these two words?
Unit 9 Pqsotal,
Use paraflelism with words ond phroses to ochieve coherence ond
rhythm in writing.When words or phroses ore connected within o
sentence, use the sorne kind of grammor.
*"..
words (incorrea) I likeswimmingrunningond to ploy tennis.
(correct) I like swimmingrunning,ond playingtennis.
phroses (incorrea) He got up, took o shower,ond eots breokfost.
(correct) He gotup,took o shower,ond ote breokfost.
| . Correct each sentencebelow.Make the sentencesparallel in structure.
a. A computer can be used to search the Internet, writing reports and letters, and
to keep in touch with friends via e-mail. .::
A gpfnputer can be used to search the lnternet, to write reports and letters, fi
and to keepin touchwith friendsvia e-mail.

b. Last night I saw a movie, met some friends, and call my parents.
c. Penny hopes to finish school,save some money,and will start her own business.
d. Mr. Potter never saw the ocean,has never been on an airplane, and has never
owned a car.
e. Before you leave, please turn offthe lights, water the plants, and to lock the door.
f. Sam McCarthy is a doctor, writer, a husband, and father.
g. The new City Arts Center is modern, functional, and looks beautiful.
h. Max was a successful director, the winner of many awards, and he acted onstage.
Unit 9 Persona.L
Good writers try to moke one sentence flow smoothly into the next
One woy to do this is to stort o sentence with the sorne ideo that
ended the previous one.
rY
(weok transition)Peoplein my countryprefer sp¡cy foods. A good exompleis cuiry.
(goodtransition) Peoplein my county prefersPicy foods. Cuiry is a good exomple.
l I . Read each pair of sentences.Then rewrite the secondone so that the sentence
transition is smooth.
a. I sent inütations to all my friends. The first to reply were Bess and Johnny.
Bessand Johnny were the ftrst to reply.
b. I'm going to Mexico this fall. The best time to visit is October.
c. The guests at the party included three movie stars. The most famous was
Sean Connery.
d. Charles hopes to attend a prestigious university. His first choiceis La Sorbonne

in Paris.
e. Next weekend I will see several old classmates.The people I am most anxious
to see are Hae-won and Peter.
f. We must study global issues.One of the most important is world peace.
g. This year, I plan to learn how to use a computer.My first task will be to send my
brother an e-mail message.
h. Carrie often travels to southern Europe. Her favorite countries are Spain
and Italy.
Unit 9 ?*so¡tntr
I . Make a list of goals you want to achieve in your lifetime. Look back at
your brainstorming list in Lesson 1 for ideas.
é*i!}*¡.tá;--:J;;;.;r:!i!:rirrói,¿r**ii:ór.!t!ia-nr:rsa.:r,.ii.;:
ProblemsI want to sorye

I needto get alongbetterwith my sister.
I wantto learnhowto speakEnglishfluently.
/
WeoknessesI want to get rid of fhings I want to do

I wish I weremore patient. I want to cltmbMount Everest.
I needto be moreoutaoina. l'd love to visit London.
f
Skifls I want to gain
I hopeto ftgureout how to usea computer.
I wishI knewhow to drive.
2' Choosethree goals and write them in the boxesbelow.Then

.
achieving each goal.
set a deadline for
f
I
ü{
$i
Achieveby: Achieve by: Achieveby:
Unit 9 ?uson"a.l
You are going to write a letter to yourself concerningyour goals.First, read
the example letter and follow the instructions.
DeonMe,
This is o leftenJ ornwniting to rngselfwith three gools in
a. The introductory paragraph
it I will openfhis leftenin five geonsond decidewhethen oD-l explains what the letter is for,
on not I hoveochievedthesegools,The goolsI hoveset AJ^
how its author will use it. and
ñi tl
fon rngselfoneto leonnMondonin, go to Chino,ond becorne € R what the writer's three goals
rnone
ongonized, whgJ chosethese
NowI willexploin are. Circle the three goals.
thern.
goolsondhow I plonto occornplish
FinstI wonf to leonnhow to speokMondonin,Ibelieve
(tt
thoi Chinowill becorneon evenrnoneirnponfontnotion in o
a)
the futone.Sincewe will needrnoneinfenpnetens,I wont to b. The second,third, and fourth

paragraphs explain the goals.
beginleonning Mondoninnow.ThisgeonI plonfo bctgo
p¡
- Underline the topic sentencein
book ond cosseffesto leqnnond pnocticeof horne,Nexf oq
a
each paragraph.
geonI will hire o pnivotetofon,I hope to be oble to conng
on o sirnple convensotionin Mondonin wifhin two geons.
Next I wo¿lldliketo go to Chinowithin the next thnee
- f- j
geons.Iwill gnodootenext geonond get o job, Wifhthe d-t&

!l *
o'q
rnonegI eonn,I'llpog fon rngtnip rngself, Io this end.I plon ai
oql
fo open o speciolsovingsoccoont EvengrnonfhI will put -;
. sornernoneginto fhis occoont untill hoveenoogh.
Finollg,it seernsthot I lose on fongef sornethingeveng
*, f l
dog. As o nesoltI woste too rn¿lch firnetngingto rnokeup ar$
fon rngmistokes, I woold liketo becornernoneongonized.In
+*
c€
onder to do this,I willbogo speciolnotebookond keepit Eq
with rneoll the tirne.WhenI needto nernernben
willwnite it down,Then,evengrnonning,just
sornething,I
often I get op,
_,I will neviewrngnofes.Mggool is to hoveo nofebookin rng
,q€
._ pocket the dog I open this letten, Hg
In conclosion, J hoveset fhneegools fon rngself. The
_ fhird is the rnostdifficolt but it's olso the rnosfirnpontont
willconcentnoteon thot gool.In foct unlessI ,
€fl
_-..Thenefone,I TF 'ffiff,,'ffii
._.ochievethot one,I doubt i willbe obleto occornplish the
ofhen fwo,
Unit 9 ?ersotul
;'ru
c. Now thi nk of your three goals.Write a topic sentence for each one.
Goal 1:
Goal 2:
Goal 3:
d. Write a conclusionfor your compositionin the spaceprovided. It should give an

evaluation of your goals.
e. Now write a letter to yourself.

f. When you flnish writing, complete this checklist.
Setf-editingchecktistd
with threeparts?
Do you havean introduction
Doyou havea topicsentence for eachgoal?
Didyou include
a conclusion yourgoals?
that evaluates
g. At the end of the unit, after your letter has been returned, you should put F
it in an envelope.Write these words on the front of the envelope,and put it in
a safe place.
Letter to myself.Not to be openeduntil -, -.(year)
(month)
Unit 9 ?usonal
Fragments ond run-ons ore two kinds of íncomptete sentences.
Fragments ore sentencesthot o,renot finished.They are missing something.

(frogment) Went to a movie. (correa) We went to a movie.
(frogment) My dog with big brown eyes. (correa) My dog hos big brown eyes.
Fragments con be dependent clouses.They are incomplete thoughts.

(frogment) Becouseit was hot. (correct) I openedthe door becouseit wos hot.
(frogment) Aft.erhe gothome. (correct)Afterhe gothome,he modedinner.
Run-ons ore single sentencesthot should be divided into two or

more sentences.
(run-on) The womanwore o cap,it was too big.
(correct)The womanworeo cop.lt wos too big.
(run-on) I ote breokfast,then I ote lunch,and I ate dinner,ond it oll tosted good.
(correct)I ote breokfost,lunch,ond dinner.ltoll tostedgood.
I . Rewrite this paragraph in the spaceprovided without fragments and run-ons.
By the age of forty, I think I will havereachedmany of my goals.BecauseI will

havespentso mdnyyears workingtoward them.I will have two children,a boy and
a gírl, I will be maried to a great person.Someonewho sharesmy ideasabout life
and love.We wíll live in a hame{ull of booksinsteadof televisions, dnd we will read
everynight and we'llhavesomepets,too.Maybe a dog and cat. My spouse and I
will havegoodjobs, we'llbe able to travel aroundthe world with our children,but
sometimes by ourselvesif we take time off from ourjobs. I think that whenI am
forty I will be a happyperson.
2. Now go back to your own composition, and correct any sentence fragments
or run-ons.
Unit 9 Pqsonal,
L Get into groups of four. Exchange letters with members of another group.
Read one of the letters, and follow these instructions.
a. Rate the following parts of the letter. Check (r') the appropriate boxes.
@t6qwaw6Et@-*'
+6r+s[fl;FE?r@+ '*q
t i
F
F'.
ñ
F,
g, ,d
b. Which paragraph did you like best? Why?
I like the one dbout because
c. Now read the other three letters, and discussall the letters as a group. Which
one doesyour group like the best?Why?
We liked the one about because
2. Write a short letter to the author of one of the letters. Comment on the author's
goals.Give some encouraging suggestions.
Dear
I reallylíkedyour letterand the goalsyou'vechosen

for yourself.I havea few suggestions that may helpyou
achieve your goals.
¡. Give the author vour letter.
Unit 9 ?qroeul,
l. Find out what positive things people think about you by following the
instructions below.
Form a circlewith your classmates.Takeout a

piece of paper from your notebook,and write
your nameon the bottom.
I
Hand your paperto the personsittingon your
right.You will receivea paperfrom the person
sittingon your left.Youwill now havea paper
with a person'snamewritten on the bottom.
When your teacher saysto begin,write one

sentencethat statesa good characteristic
or a qualityyou admireabout that person.
Negativecommentsare not allowed!
Fold the top down so that the next person

can't see what you'vewritten. Passthe
PaPerto the personon your right.
Continuewriting positivecommentson the

papersyou receive.Whenyou havewritten a
sentenceabout everyone,you will get your
paperback.
.t3
2. Read your paper.
Unit 9 P*sonz"L
lq
#G ,rtrilGt{ti'
l
r1
Unit * nrcÁ,ite¡*
. What buildings, rooms, and equipment do collegestudents need for daily
-l
living, study, and recreation? Brainstorm for three minutes and make three lists.
B
/'{
,n ,f BuLldLngs
R o ons
ll
!:
E auLpne n f tu
2. Look at your lists. Decide how you could divide your ideas into smaller
groups, such as the following:
rooms for studying rooms for socializing rooms for food preparation and eating
3: Compare lists with a partner. How many items on your lists are the same?
What different items does your partner have?
.+4W
You will designa studenr dormitory.
You will also learnabout organizingyour ideaslogically

and usingarticlescorrectly.
ri,
Unit l0 Arch)bÉ
!
"Lb h'$ -h.t
I . Read the paragraph below and follow the instructio ns.
r1J.ry.ry9*i..,.i;.¡tu., :'i¡
'*¡@&, .tl
A TypicalDgrm Room
' emptypizza
Wherecdn vou ftnd an unmadebed,booksall overthe floar,,,and
boxesnextto i IVZ Youcan frnd them,of course,wheremany collegestudentslive -
in a dormitorv.Studentdorm roomsaccommodate threeaspectsof a student'slife:
,írdy, and recreation.
dailvlivinq," Daily livingrefersto the ttmea studentspends
,,leíoina,áatina,'cleañina,and so on.Sincethe averdge student'spends aboutten hcturs
' o jorín da¡tí t¡rinaait¡rities,mostof the room is fttledwith living-related furniture:a
bed,'asink,ird a árrrrrr. Studentstypicatlyspendlesstime studying- about three
' hoursa day - and so the onlystudy-related furnitureis a desk.Theamountof time
studentstiend on recredt¡on variesaccordingto the student.Somestudentsenioy
stavinain their room to watchTV or to surf the lntern.et, whereasothersprefer
ao'ina"out.lnterestinaly, studentswith TVs,stereos, and computersactuallyspendless
"t¡*r"
on recreationdi áctivitiesthan studentswith only a TV.Althoughtheremay be
slíaht variations,a.ll dorm rooms contdtn óbje,cts tha-tiélate,,ta
thesethree aspectsof student life.
f,
rc*# '5
tt::a
W..,
f:
gl,l
'4{a
1i
t
'
*
,*
a. Underline the toPic sentence.

b. Circle the three subtopics. ',h"-
c. Find the attention getter. Then put a box around the three examples given in it.
d. Look at the example below. Then change the other expressions in the same way.
"rr
ffi furniture related to living líving-relatedfurniture
ffi expensesrelated to travel
ffi thoughts for building confidence
ffi methods for making money
2. Compare answers with a Partner.
Unit l0 AreÁi&ct
jl .ri
I:J
, ,;{
r,3
You cdn take something complex and break it down ínto simpler
pdrts. Look dt how these toPics ore divided into subtoPics to
moke them eosier to exploin.
How a dorm How computers Sources of

room is used ore used stress
- for daily living - for reseorch - at home
- for study - for communication - ot work
- for recreation - for fun - in personolr:elotionships
| . Divide the topics below into simpler subtopics.
ópo rt s rff* ¿;;. . ¡-lé-"+ffY'fmt
St odenf |if e/ - _- _- - -
4q-* .
Aarrr"age Fashion
Typto rnuaic s
.ot..
,'f1
t{"eroes
'@:
{,'
2. Compare subtopics with a partner. How are they different?
Unit l0 Arclih¿t
| . Imagine you are an architect. Read this memo from your boss.What kinds of rooms
will your dormitory building have?
To¡ All employees

From: The chairman
Sub je ct: New project
Date¡ August 1?
Please begin work immediatety on our new project! a

dormitory for international students. As you make your
floor plans, keep these points in mind.
You must include at least eight student rooms in

your design.
The dormitory must include shower and laundry
facilities.
You must design the inside rooms as well as the
outside envÍronment (trees, gardens, pool, etc.).
2. Look at this list of items. How would you categorizethe items? Put them under the
appropriate headings.
cafeteria garden sauna studentlounae

computerroom gym showers tenn¡scourt
game room laundryroom kitchen copycenter
related to doily living related to studying related to recreation
3. Look at the completed chart. What items would you most like to have in your
dormitory environment? Join a partner and chooseyour favorites.
Unit l0 Archiw
"i l
i:
Fill in the floor plan using the symbols below. Draw one symbol in each square of your
fit:
floor plan. Don't forget to show doors and windows in the buildings.
ii{
rl .$
i¿
1l q
:1 .A
sTgegf _- I .iÉ
i] s
:i , a
f
t
l
JRfUaA * * try
t* ¡!*
€
.* **
E cafeteria garden
@ $/m kitchen laundryroom library pond
@ showers studentlounge studentroom
Unit l0 ArcÁihtt
Use the when your reader olready recognizes the specific
Person,ploce, or thing you r,re writing obout.
I wolkedout of the library ond into the studyroom.
Use a and an when you are mentioning o Person,ploce, or

thing for the first time ond the when you mention it again.
Our dorm hos o sports center.The sports centeris free.
I secondtime I
¡rst time-ll
Use a ond an to refer to something in generol. Use the to refer

to something specific.
It'sfun to be o studenl
The studentwho livesnextdooris friendly.
l. Add articles to this paragraph.

e{'"'3s:4r"'\,#, .-' i&.$@$s".: .:!.&* .:ffi##4w#Ht$fffin...'ür
Let me tell you about college dormitory in Los Angeles. It's at
a
,,l,!LÁ,-
' ¡tiiiliÜ.niversity ot Los Angeles. Since u-t,.l ls g universit¡r
".::¡
:.. .a',.
.:.,:..,:-. ....,,-,aa'..:,,,,:....a
,,,t dorms¡.,4¡él.¡áigr.ind ha rnany studei
c
of students at ULA are f rom California, but some
d
students are irorlr ..uru¿rd.'Ihe dormitory li-" .....,.j ,1r.r-1LvDi
whicrr like o,rrall
'.
I l: l '.'- r r -,¿
' .,::,.:.' :. .,
t
..:.' ,.. .' ,
.
'
i''apAftme.nts. - suites include four bedlooms with two beds each,
i
.i kilerien aritl irathr00m. .- krlerrert rs -Lal'ge
It
enough for students to cook D l g meal . d{irmiistude¡ts,,¡¿álty

'::'
,, . 'l ^
appreciale this because someLrrrres (jaleleria fooo ls not, so good, and
2. Now Iook at the compositionyou wrote in Lesson 6. Did you use articles correctly?
Unit l0 ArcÁibct
L Get into groups of four. Exchange compositionswith members of another
group. Read one of the compositions,and follow the instructions.
a. Does the composition have an introductory paragraph? Yes fVo

b. What topics are paragraphs 2, 3, and 4 about?
Paragraph 2:
Paragraph 3:
Paragraph 4:
c. Circle the phrase that best describesthis composition.

creativedorm plan easyto understand
good choiceof topics ng writing style
interesti
2. Write a short letter to the author. Explain what you think the design's strong
points and weak points are.
lllr
3. Now read the other three compositions.Discuss them with your group
members,and chooseone for an award. Draw a ribbon at the top of the paper.
Which composition/floor plan did you choose?Why?
Unit l0 Arcltih¡t
| . Now that you have designeda new dorm, tell the world about it. Make a
poster advertising your dorm. Uses these ideas in your poster.
ffi an advertising slogan ffi room availability information

ffi a brief description i,,::, € a list ofspecial features
ü various scenes of students # contact information
using the dorm's facilities
,dÉFt tll tr6ffiw

Ht
I
.-..
TheLiveGreenDormprov¡des the idealtivingenv¡ronment

Thedormhas
for students. gardens,a pond,a sw¡mming
poot,anda runn¡ngtra¡[.
Specialfeatures:
€<r.
:j.
-,.:i+:i,
::.
,i:
:
t**T" indoorgreenhouse
snackbar
sportscenter
laundryroom
rainwatershowers
catm,peaceful
surroundings
locatednext to river
library
r::*o, OFFICE
CAILTHEHOUSING AT555.DORM
FORIIOREDETAITS
it :
2. When you finish, hang your posters up around the classroom.Whose dorm
sounds most appealing?
Unit l0 ArchiW
llG ffi
,ll/t rolsr,t4adpls
I . Who has influenced you in your life? Your parents?A teacher?A friend?
Brainstorm for three minutes and make a list. You should include both people
you know and famous/important people.
.,^fr"*
Non
ttr. PhLlLpt - .g nqsLc feaoher
Oeefhoven - nqsLcLan
?' Describe some of the people on your list to your partner.

Explain why these people have had an influence on you.
L a ter i n this unit ...
You will write about an importantperson in your life.
You will learn how to link paragraphs.
You will also learn how to put topics in order and learn
about subject-verbagreement.
I
Here ore some woys of linking the fost sentence of a paragraph
with the first sentence of the poragroph following it.
A transition word or phrase can be used to connect ideos

between porogrophs.
lf I couldgo onywhere,it wouldbe to LotinAmerica.
Firstof oll.l wouldliketo visitmy friend Chrisin Chile.
A word (or words) from the lost sentence of one Porogroph can
be used ogoin in the f¡rst sentence of the next ParograPh,
If I couldgo onywhere,it wouldbe to LatinAmerica.
LatinAmericohoso lot of placesthat I would/ike to visrt.
An idea from the iast porograph con be used ogoin in the first
sentence of the ne-lo.PoragroPh.
re in LotinAmerico.
lf I couldgo anywhere,it wouldbe somewhe
Chilewouldbe my frst stop.
| . Read the sentencesbelow. Circle the link that is used.
a. Singing is one of my favorite hobbies.

Transitionryffiffi#. '
In fact, I hope to sing professionally someday.
b. A great humanitarian was Princess Diana. .ffiilfim.'ffiruqffi ryE
Diana used her fame to help the less fortunate.
c. I want to travel before I get a full-time job.
Transition W .":Tf;Ery
I don't know what work best suits me yet.
d. I knew then that Jane would agree with me. ' 'rálu'
Transition W"t¿
However,I didn't consider what Al would say.
2. Write two sentencesabout a famous person.Link them with a transition,
word. or idea.
rol¡'wtd¿l¡
I
l. Read the compositionbelow and underline the links

connectingthe paragraphs.
:4#*
- " F u *_ {;:t,
t I
Twocan be betterthan one!| havetwo bestfriends.
Althoughtheyare muchyoungerthan'metweget along just
frne.We redd,edt, and play togetherevery.day.
We likegames.Our favoriteone is "dressup." We put on
and costumes in orderto loo\ likepirates,princesses,
"makeup
or polrceoffrcers.Then,we laugh and makefunnyfaces.We
can spendhourspretendingwe'reotherpeople.
Pretendingwe'reotherpeopleis certatnlyfun, but we don't
spendall of our time actingandjoking We alsospendttme
eating.Sometimes we eat outsidein the park or dt a restaurant.
'as 3
It do"esn't
matterwherewe edt,as long we do it together.
Anotherthing we liketo do togetherís read,Everynight
we sit and readat leasttwo storiesabout characterslíke
Winniethe Poohor Spiderman. Some.times we all fall asleep
togetherafterthe laststory.
ln conclusion, maybeyou haveguessedwho my special
friendsare.lf you hdven't,l'll giveyou anotherhint. Theyhave
lfuedwith ,e'.;nce theywereborÁ.How you guessed?'My )
two bestfrienasare my children,Wesand Sofna.
2. How are the paragraphs above linked? Write transition word,,word,, or id,ea.
Paragrophs l-2 Parogrophs2-3 Parographs 34

idea
3. Read the introductory paragraph below.
- j There are many peop/e who hove hod on inf/uence on me. One of fhe most..- **
.^"- -limporfonf is someone / have never met but / have seen her /ove/y foce in many .*
t, / hove heord mqny things about her from my parenfs and grandparents.
-." photographs.
i This woman, who /ed a remarkob/e /¡fe, is my great-grandmother, Rose.
4. Write the first sentence of the paragraph that might follow this introduction, using
each of the three ways of linking paragraphs.
Transition:
Word:
Idea:
rolpmod¿ls
I . Look at your brainstorming notes from Lesson 1. Choosea person to
write about who has been especiallyimportant to you.
What is your relationship to this person?Choosea specificincident that shows why t}":ris
personis important to you.
2. Tell your partner about the person and the incident.
3. Write additional details about the incident in the first box below.
Subtopicf : the incident
Subtopic
3:
4. Choosetwo other subtopicsthat you would like to include. Write your sentencesin
the boxes above.You may use the subtopicsbelow,or make up your own.
# positive characteristics of this person E problems in your life this person has
ffi how your life would be different
helped you solve
without this person
G how you came to know this person
(your own idea)
ffi what this person has taught you
rolpm¿d¿h
.q
.r
E
'q
l
I . Read these three subtopics about Seiji, which are arranged in two
different ways.
Decide which one you like better. There is no one "correct,.r.*"r.
Seijiand I are in rhe sameclass.He is a quiet srudentbur is not

F*n. afraidto help others.He givesme greatadvice.
B
F I write many reports for classesand sometimesdont do so welr.
Problems However,if I havea friend like Seiji,I know that I can succeed.
Last year,I was working on a researchpaper.I thought the topic was

I¡,;¡denr too difficultand becamediscouraged. seiji herpedme and told me not
to give up. I finishedthe paper and got the best grade in the class!
F
Last year,I was working on a researchpaper.r thought the topic was
lncident too difficultand becamediscouraged. seiji helpedme and rclá me not ,
to give up. I finishedthe paper and got the best grade in the classl 1,,
:
seiji and I are in the sameclass.He is a quiet student but is not
afraidto help others. He givesme great ,dui.". . ,I
I
Who I
I
I
I write manyreports for classesand sometimesdon't do so well.

Problems However,if I havea friend rike Seíji,I know that I can succeed.
f
I!o* Iook at your three subtopics from Lesson 4. What order should they
-?-:-- be in?
Will the incident be the first, the middle, or the last?
Think of three different ways your subtopics could be arranged, and

write them in the
boxesbelow.
$
É i
$
l' With a partner, discusseach arrangement and decidewhich you like the best. Circle
the number of your final decision.
rol.emtl¡*
l. You are going to write a composition about the person you chosein Lesson 4.
First, read the example composition and follow the instructions.
An lmportantPerson
in My Life
I have read the words of great thinkers and thought, bul I couldnot think of anylhing
and studiedthe actsof heroes, but noneof to say.Surprisingly,
he answered his own
them taughl me acceplance, the most "l
question: gainedthe loveof my family."I
importantthing in life.I learnedhow to lookedat my sistersand saw tears rn lheir eyes,
acceptlife as it is from my father.However, alongwith hope andthankfulness. As for me,
he did not teach me acceolance when he was though,I disagreed.I thought to myself"You
slrong and healthy,but are wrong,Father. You
raLherwhen he was weak alwayshad our love.What
and ill. you really gainedwas the
My father was oncea powerlo saythosewords.
strong man who loved Evenin your pain,you think
r ¡l f
being aclive,but a terrible oI otnersllrst.
'Il
illnesstook all that away I was touched by his

from him. Now he can no words of accepLance. After
longerwalk,and he must that, when I beganto feel
sit quietlyin a chair all day. irrilatedat someone,
Eventalking is very difficult. would rememberhis words
One night,I wentto visithim with my sisters. and becomecalm. lf he could replacea greal
We startedtalkingaboutlife,andI told them pain with a feelingof lovefor others,then I
oneof my beliek.I saidthat we must shouldbe able to giueup my smallirritations.
constantlygivethingsu? as we grow- our - .. ln this way, I learnedthe powerof acceplance
youth,our beauly,our friends- but it always from my father.
seems that afterwe givesomething up,we gain Sometimes I wonderwhat otherthings I
something newin its place.
fhen suddenly my couldhave learnedfrom him had I listened
fatherspokeup.le said,"But,Curtis,I gave more carefully
when I was a boy.For now ., ,
up everythinqlWhat did I gain?"I thought though,I am gratefulfor this one gift.
2. Write your composition.Write at least four paragraphs. Be sure to include one

paragraph that explains the incident and one that concludesthe composition.
ü {'ñEF
Seff-editing checklist Ú
Do you haveat leastfour paragraphs,eachwith a cleartopic?
Did you link your paragraphs?
ls the arrangement you choseobviousto the reader?
Haveyou checked your spellingand grammar?
rol.onodpl¡
As your sentences become more comPlex, it becomes eosier to
moke mistokes with subject-verb ogreement Reod these rules
about ogreement.
W hen e a ch ,every'neither,ondoneofore u s e 4 t h e v e rb is
in the third-person singular form.
Eachpersonhos his own notebook
Neitherof us is obleto come.
When words such os someone, anything everywhere, and

nobody ore use4 the verb is in the thirdAerson singulor form.
ls thereonr¡hingI con do?
Someonewos knockingot the door.
Even when a verb is seporote d from its subject, the subject

and verb must stiff dgree.
Ihe books thot I oskedmy sisterto bring from the librory ore overdue.
The womon sittingon the bench feedingbirdsis my neighbor.
| . Read the sentencesbelow. If the verb agrees with the subject, write OK in the
blank. If the verb does not agree with the subject, cross it out and correct it.
d. She#ke sports. likes

b. Each of the children have a tov.
c . Neither of the stores that I visited today are open.
d. Both of my friends are sick.
€. A minivan, like other types of cars, has four wheels.
f. Janet, of all my friends, are the most loyal.
g. There are no problems that I cannot solve.
h. One of the kindest people I know is my grandfather.
i . Nobody were on the other line when I picked up the phone.
i. My boss Joanna and her sister from New York are coming
over for dinner.
k. People from all over the world is going to be at the festival.
l . No one, especially not Tim and Patricia, is allowed in before
seven o'clock.
2. Now look at the compositionyou wrote in Lesson 6. Correct any similar mistakes.
rolowod¡,lr
l. Work in groups of four. Exchange compositionswith the
members of another group so that each person has one
composition to review. Read the composition.
2. Circle the expression that best describes the composition.

You can add your own expressions.
unusualand interesting warm and personal
well-wittenand easyto understand needsmorework
3. Which paragraph did you like the best? Why?
I likethe oneabout because
4. Write a short letter to the author. Write either your opinions and questions,or how
this arrangement comparesto yours.
rol¡,wd¿l,s
i]
ii
I . Now that you have written about someone 2. Now write your own letter.
who has influenced you, why don't you write a
letter to that person and tell him or her how ry; -:ffiS: i'&,, '#"'
you feel? First, read the model below.
DeonFofhen
In ouncornposition closs,we weneosked

to wnifeo popenoboot on irnpontonf penson
inoonlives.Af finst I coctldn'tdecidewhornto
wniteoboot Mongfornoospeoplehove
infloenced rne.I've qlsobeeninfloenced bg rg
besf fniend,Jirn,fnornelernentong school,Do
goonernernben hirn?We'ne sfillfniendsl
In the end,howeven I chosegoo,Enclosed
is o copgof rngcornposition obout goo.
I knowwe hoven'tgoffen olongvengwell
necenflg,bot I wont goofo knowthof I orn
grotefolfon ollthe tirneondlovegoogoverne
whenI wos gnowingdp.
Thonks, Dod.Iowegouo lot
Love,
Contis
3. If you like, mail your letter and composition to the person.
rolowod¿h
ü
I * What are some interesting things that have recently happened to you, your
classmates,your school,or your community? Brainstorm for three minutes and
make a list.
É
.-,{ g"c."f t
"ru^f
new oaf"ferLa opeaed
bLg wLndsforn
,ffi
2. Compare lists with a partner. Mark the most interesting topics with a star (*).
3. Tell the whole class the most interesting things that have happened. Your teacher
will write them on the board.
4. Choose three topics from the board that you would like to write a newspaper article
about. Write them here.
You will write an articleabout a recent event.
You will also learn about newspaperarticletypes,

headlines,and usingother words for said.
Unit 12 Bc,o
I | . Here are three different pages you typically find in a newspaper.
Which are you most likely to read? Why?
F
Fronrpage Editorial page
:#i
d
I nrs page carfles tne most This pagecontainsarticles This pagecarriesarticles about
fi important
newsreportsof and letters that giveopinions major socialevents.
frthe day. about controversialissues.
s
s
&,
2. Read these three short newspaper articles. On which page would

you expect to find each one?Write your answers in the blanks.
E- ,,Gi
{l
Gcol'sc l)etsrrtcllo.a p()pular ¿rnnouncedlris eady retirement."bLrt
teachcrat MarksonHigh School. I need to do other things in my lifé!' i
i
has decided to leave this year There will be a special ceremon1
after rwenty-five years of teaching on Saturdayat ál:00p.¡r.in the .school
-i::,,tenth-and eleventh-grade English auditorium, ¿rsDeBartol()says
lr. "I'11certairrlymiss this place," goodJrye to all of hís beiovecl {
DeBartolo .statcdas he formallv ituctenti an<lcolleasues.
i
*t
gresswomen and,:Sradshavv.x
rrrght's
HighSchool's
partyforMarkson
retirement
famous teache'
English
twoof DeBarlolo's
Speakers praised
formerstudents.
DeBartolo forwinning
d
r
George DeBartolo. a recordsix"TeacheroftheYear"
Guestsworeclothingbytop awards overhistenure.
Donna
-,-irqners: Karan theoverall
beinq Afterbeinqservedanexquisitemeal
favoiite
forwomen.CalvinKléinfor men. 0rgourffiet prepared
deiigrrts byLa
Thecelebratorv
formaldinnerwas Maison'stopchef, guestsenjoyed
nostedby MayorK-elly
andincluded dancinguntilalmost 1:00inthe
guests
suchdistinguished as m0r ntn.
Last week,we lost another one of at Markson High School.

our best teachers,George DeBartolo. The good-byeparty for Mr.
Maybeif we paid our teacherswhat they DeBartolo certainly cost a lot, but it
deserved,the good oneswould not quit might havebeen one of the only times he
so often. was rewarded for his many years of
Though teachersare highlyrespected service.
in our societ¡ their salariesare so low We need to lceepteacherslike
that they often work at other jobs just George DeBartolo.Mayor Kelly should
to make ends meet. lf hed had a better give out more rnoney at the beginningof
salar¡ Mr. DeBartolo might havestayed their careers,rather than at the end.
''---'#"
s
3. Which article was the most interesting? Why?
tffi.,
Un\t 17 Be*
I . A newspaper contains different kinds of news articles and sections.
Look at the list below. How many do you know? Which do you like to read?
a. advertisements fashion news k. news reports

b. advice column financial news l. obituaries
c. classified ads home and garden m. society pages
d. editorials human-interest stories n. sports stories
e. entertainment reviews interviews o. weather report
2. The titles of newspaper articles are called headlines.

i Ss l n'
They are short and simple.
;tudenf
Read the headlines below and match each to an item from Founo
tn I
the list in Exercise 1. Some headlines mav have more loskoI
than one possible answer.
¡@
4trr,..,-.-,i:,,.:s'.-r:3rit, -"'t:''.-*3s?!@**qg!*F@e*¡..-r-
r. k
;$f:ll'.
Studenl
Found
in Alasko
*Yár.Fer'lff
"'Míssing 7 fliffülsra*ffibu
Better Thon Your Spause
2. IIIáy;or Keilly: Is He * 8.
- Fit for the Job? Mouie Star Magazine
.# '-----t
E
3. Toronto's 101st Annual 9._ Chan's

Jackíe IstestMovíe
Firefighter's Ball o Smwhst thef¡ox0flirc
f _**ry
4. The Míniskirt Is Back Agaín lo. _
5._ Thrilling ll. WarmTemperotures

in Overtime for the Weekend
6. Dollar Grows I t2. Decorating Tips for t

Stronger This Week Your Liuing Room t
3. Write your own headlines about a story of interest to vou.
4. Show your headlines to a partner. Can your partner guess where in the newspaper
your headlines would be found?
Unrt.12 Bea
Here are sorne suggestionsfor writing a newspoPer drticle.
f Thinkaboutwho your reodersore ond their interests.

ffi ln your orticle,onswerthe questionsWho? What?When?Where?Whyl
ffi Write a conciseheodlineto summarizethe orticle.
w 6et to the point lntroduceoll the major pointsin the first porograph.
ffi Use octiveverbslike saw or ran insteodof was or were.
I . You are going to make a class newspaper.What would you like to write about? Choose
topics from your brainstorming in Lesson 1. What style will you use for each topic?
.r'ffi' "-iüpi.
Style
G
increasein cost of schooluniforms editorial
2. Join your classmatesand discussyour different ideas.Which topics will be included

in your newspaper?Assign two writers for each topic.
ryfEpt!Et*+r*,"{l'l:@@
3¡ Work with your writing partner. Write down your topic and make some notes about
the kind of information vou should include.
Information to include:
Unit 17 Bo*
You are going to write a newspaper article. First, read the example article
and follow the instructions.
After
spendíns
,,"f';! f";;:,xz:; Cindy
Certeilo
has a. What type of article is this-
returnedto her nativetown of North Brookfteld, Massachusetts.
Soon,she will marry her high-school sweetheart and start
teachingSpanish.The town celebratedher return last Thursday b. Paragraph 1 answers these
with a picnic. questions.Fill in the answers.
"lt's weird,"said Cindy whilehuggingold friends."l medn,in
Who?
,, somewaysít feelslike I neverleft On the otherhand,I know I
... havechangeda lot." Then,as shepickedup her three-year-old What?
"Someofyou
"..nephewand kissedhím on the cheek,sheexclaimed,
havechangedevenmorethan I have!" When?
Cindy also commented,"l mbsedeveryonehere.lt was hard Where?
_. beingso far away."Adding that she was about to becomea
. Spanishteacherat the localhigh school,shestated,"Now I can
-.t,1 whv?
.- sharemy experience abroad with the wholecommunity." c. Paragraphs 2-5 don't have
"We missedher so much,"exclaimedMrs. Certelloas she sentences.but each is written '
wipedtearsfrom her eSres. Thenshegrabbedher daughterand one topic. Write the paragra
"l number next to its topic.
,. huggedher. was afraid she wouldstay awayforever!"she cried.
"l knewshewouldcomebdck,"remarkedCindy'sfrancé,Mark fiancé's comments
Jonas."We said we wouldget marriedsomeday,but wejust
changes
weren'treadytwoyears ago. Now we are So, last month, when I
mother's comments
. went to visit her, I took a ring along!"Mark proudly held up
Cindy'shand to show us the ring. Thenhe added,"By this time future plans
next year,we'llbe marríed!"
# t-
'% q+
Bü
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Unit 12 Bo*
d. Now take notes for your fi.rst paragraph. Who will your article be about?
e. What will the main topics be for the remaining paragraphs?
Paragraph 2:
Paragraph 3:
Paragraph 4:
Paragraph 5:
'Í. Write the first paragraph for your article in the space provided. Make sure you
remember these points:
{
+" Think about your readers'interests. .{
:Í
',!
ffi Answer Who?What? When?Where?and Why?in the first paragraph.

1i,(Jss a headline to summarize the article in a few words.
tl
kd Use active verbs like s¿¿uinstead of was. Ii
lll"
p
/{
f'>¡-F
,ü.
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 claim demand remark

agree comment exclaim respond
answer complain explain state
ask cry tnqutre 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"*l- now. but,,,ehe
Vaínter
tauqhinq, "it'e a^Veleríauo -,
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
Vretty!"ehe ,t
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
i*:{
. 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.
\t,
Loyout and content tiPs
I
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,
odvertisements, ond lettersto the editor.
Typing tips
:,: Useo serif typefacesuchos "Times" foryour articlesond a sansserif typeface
suchos "Helvetica" for your headlines.
ffi,rWhen typingon o computer,don'tpushIRETURÑot the endof o line.
ilt
m Dont usethelSPAeEborto oligntext.UselTABlinsteod.
*, Dont underlineor useCAPITALSto emphosize. Useitolicsinsteod.
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,,
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Unil 17 Beo
t
IS B N 0-5 21- 6?68?- X
ilililililili
n780521n6?6828',>

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facts and examplesin paragraphs

writing a composition sentenceconnectors writing a letter requesting

writing a magazinearticle direct and indirectspeech writing a resume

writing a composition Pronouns writing a letter to a

writing a composition cause-and-effect

writing a guidebookarticle modifiers writing a letter requesting

writing a researchreport, commas researchingrestaurantsand

writing a magazinearticleabout waysot $vrns acvrce rePorting on interview results

writing a letter to myself incompletesentences writing about classmatesand

writing a compositionabout articles a dormitory poster

writing a compositionabout subject-verbagreement writing a letter to someone

writing a newspaperarticle other words for soid writing a letter to my teacher

3* Look at the bottom of page 3 to check your answer.

a. Which paragraph is easier to understand becauseit's better organized? Circle one.

[i!ff-":! ::?iü"J"" ^ \,^,,r

'saruelüas ;aq1o aq13o 1q8¡.raql ol s1¡els

2. Now look at these brainstorming notes.Notice the smaller parts, or subtopics.

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

¡l savingmoney,too. l'm trying to saveenoughmoneyto go to

tl should.I will haveto eitherstop spendingso muchmoneyor

b. What sentencestates the main idea of the paragraph? Underline it above.

t. I worry about betng on ilme

2. Compare answers with a partner.

Generdl information Specific informotion

4. Compare answers with a partner.

i. - My car smells, has flat tires, and won't start.

: Thintggeonsogo,rnognetictope wos dsedonlgto necondrnosicond

A /ong time ago, tfie app/e wqs q symbo/ of forb¡dden know/edge

3. With your partner, discussthe reasonsthe other sentencesare not good

2. Now write a topic sentencefor each of the items in Exercise 1.

3. Choosea, b, or c to write a paragraph about in Lesson 6. Circle the letter.

Nearmy apartm",r,T;::,t:::'lÍ.!";f:", / /¡keroso to

a. What is the main idea of the paragraph? Circle it.

b. Underline the topic sentence.

2. Compare answers with a partner.

Pamgraph I uses an incorrect formot. Porograph 2 is corect

..At home,I spenda lot of tímeon the lnternet.lfnd the lnternetusefulin

2. Compare answers with a partner. Did you rewrite the paragraphs

a. Did the author include a topic sentence?Circle one. Yes No

d, Write another possibletopic sentencefor the paragraph.

3. Show your note to your partner.

the papers and place them around the room.

3. Read the papers and guesswhich classmate

Unit I About t+¡p

4. Compare answers with a partner.

You will write a compositionand suggesta job for

You will also learnabout organizingyour ideaslogicall¡

Unit 2 Cateer cotrstiltant

l. R.eadthe paragraph below and followthe instructions.

) f ' '%ur Cqreer ond Persona/ Sty/e

Th¡nk about it You wi// probab/y spend more time af

t you /ike t'o think through prob/ems st'ep by sfep or simp/y

a. Underline the topic sentence.

2. Compare answers with a partner.

I . In each of the following groups of sentencesabout job choices

Check (r') t]neinference sentence.Look at the example.

Joe reads fashion magazines to iearn David likes loud parties.

2. Compare answers with a partner.

Unlt 2 Carut co¡uoiltant

a, What are four things you like to do?

Do you prefer working alone or with others?