COPEI - A10 Labpack

COPEI A10 TABLE OF CONTENTS
Revised May 2019
EM
Adults 10 - 11 Weeks Course
Student’s Lab Pack
Table of Contents
1. Reglamento Académico de COPEI
2. Instructivo “Reading Oceans”
3. Study Plan
4. Oral Study Guide
5. Criteria for grading Midterm and Final Oral
Exam
6. Extra practice worksheets
7. Writing handbook
8. Video worksheets
9. Songs worksheets
Name: ___________________________
Schedule: ___________________________
Teacher: ___________________________
Room: __________________

REGLAMENTO ACADÉMICO
Reglamento Académico
Noviembre 2016 (Since cycle 80)
Editado: agosto 2019
Derechos Reservados
VA
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1. SOBRE LA CLASIFICACIÓN DEL PROGRAMA DE ACUERDO A LAS EDADES
La edad mínima para ingresar al programa de COPEI es a partir de los 6 años. Los programas se dividen de acuerdo a las siguientes edades:
Programa de Children.- desde los 6 a 9 años.
Programa de Pre-teens.- desde los 10 a 12 años.
Programa de Teens.- desde los 13 a 15 años.
Programa de Adultos.- a partir de los 16 años en adelante.
2. SOBRE LOS LIBROS Y LABPACK DIGITAL
Una vez confirmada la aprobación del curso, los estudiantes deberán contar con textos originales a partir del primer día de clases. No se
aceptarán copias de este material debido a derechos de autor. La lista de libros según su nivel y programa estará disponible para ser
descargada desde Sistema Académico http://sistemas.copei.edu.ec/
Adicionalmente a los textos utilizados, los estudiantes deberán descargar del Sistema Académico el PDF del labpack digital tres días antes
de iniciar clases del nuevo ciclo.
3. SOBRE LA APROBACIÓN DEL CURSO
Para aprobar un curso, el estudiante deberá ENTREGAR 75% DE LOS DEBERES A TIEMPO y OBTENER UN PROMEDIO GENERAL DE
75% EN LOS EXÁMENES, CON UN RESULTADO MÍNIMO DE 75% EN CADA SECCIÓN DEL PUNTAJE FINAL.
Antes de graduarse, los estudiantes serán evaluados a lo largo del programa (teens y adultos) con un examen internacional
estandarizado. Dicho examen es uno de los requisitos para aprobar el nivel siete.
Las notas académicas serán publicadas en nuestra página http://sistemas.copei.edu.ec/CopeiOnLine/ tres días antes del inicio de clases del
siguiente ciclo, los estudiantes las podrán visualizar siempre y cuando se encuentren al día en sus pagos. Por teléfono NO se da información
sobre el rendimiento académico.
Si aprueba el curso puede imprimir electrónicamente su certificado y solicitar el sello institucional (de necesitarlo). Si no lo aprueba igualmente
podrá imprimir electrónicamente el reporte de sus calificaciones. El estudiante podrá perder su certificado por faltas.
4. SOBRE FALTAS, RECUPERACIÓN DE CLASES Y SALIDAS PREMATURAS
Los estudiantes deben asistir al 75% DE LAS CLASES (3 atrasos o salidas prematuras se los considerará como una falta). La institución no
justifica faltas, sin embargo, los estudiantes pueden recuperar la clase perdida en la misma semana en otro horario. El estudiante que recupera
clase, debe permanecer la clase completa. Para el programa de Niños y Pre-adolescentes, el estudiante debe confirmar al recuperar la clase
que el quiz (la evaluación) de dicha clase coincida con la que perdió. El estudiante y/o padre de familia deberá tramitar la recuperación de
clases dentro de los horarios de atención al cliente establecidos (lunes a viernes de 08h30 á 17h00 y los sábados de 08h00 á 16h00)
Debido a los feriados en algunos ciclos el avance de las clases de los horarios de entre semana y fines de semana no son iguales por lo tanto
sugerimos verificar previamente los horarios de recuperación.
Sólo se puede recuperar la clase dos veces por ciclo sin autorización de Dirección. NO SE PUEDE RECUPERAR CLASE LOS DÍAS DE
EXÁMENES.
En relación a atrasos, se marcará atraso a aquellos estudiantes que lleguen después de haber transcurrido los diez primeros minutos de
clases. En el caso de que un estudiante sea menor de edad y desee hacer una salida prematura, ésta deberá ser solicitada por el
representante quien deberá mostrar la cédula de identidad en recepción para poder llenar el respectivo documento. Se considerará como
salida prematura únicamente cuando un estudiante se retire de la institución una hora y media antes de la hora de salida. Si el tiempo es
mayor, será considerado como falta.
5. SOBRE DEBERES Y EXÁMENES ATRASADOS
El cumplimiento y el desarrollo de las tareas en casa es importante para la práctica del idioma fuera del salón de clase. Además, sirven para
preparar al estudiante sistemáticamente para las evaluaciones. En ocasiones se ha observado a estudiantes copiando los deberes antes de
ingresar a clases, por esta razón está prohibido realizar los deberes dentro de las instalaciones de COPEI; por lo tanto, a los estudiantes
que se encuentren en actitud de copia o copiando antes de iniciar clases se les retirarán los libros para devolvérselos a la primera hora de
clase a su profesor. En caso de ser menor de edad nos comunicaremos con el representante legal para darle a conocer sobre el asunto.
Aquella tarea no será considerada como válida
En los programas de Teens (Adolescentes) y Adults (Adultos), no pueden faltar al examen Mid-Term (Mitad de Curso). Si falta, la nota del
examen final quedará como promedio. Si falta al examen final, deberá tomar un “examen de sustitución acumulativo” en los horarios
establecidos por el Dpto. de Notas.
En el programa de Children (Niños) y de Pre-Teens (Pre- adolescentes), las evaluaciones semanales son administradas en las semanas 3,
5, 7, 9 y 11 para cursos de once semanas y en las semanas 4, 7,10, 13 y 15 para cursos de quince semanas. Dichas evaluaciones no pueden
ser tomadas atrasadas, sino más bien debe recuperarse esa clase.
Cuando el estudiante falte tiene hasta una semana de plazo para entregar tareas atrasadas valorados con ½ punto. Los deberes serán
revisados por el maestro los primeros 20 minutos. En el caso de los cursos entre semana se hará el día UNO.
6. SOBRE REPETICIÓN DEL CURSO
El estudiante podrá tomar el mismo nivel máximo dos veces, la tercera matrícula en el mismo nivel es condicionada para aprobación de
Dirección Académica.
7. SOBRE CURSO REMEDIAL
En el caso de reprobar el curso, los estudiantes de los programas de Children (Niños) y de Pre-Teens (Pre-adolescentes) deberán repetir el
nivel.
En relación a los estudiantes del programa de Teens (Adolescentes) y de Adults (Adultos) deberán tomar el curso de recuperación de CMM
durante un ciclo o en su defecto repetir el nivel. Después de haberlo aprobado, podrán pasar al nivel superior inmediato del curso que reprobó.

Derechos Reservados
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8. ALUMNOS CON CAPACIDADES ESPECIALES
Estudiantes con carnet de CONADIS serán aceptados de acuerdo al porcentaje de discapacidad y mediante aprobación de Dirección
Académica. No se aceptará una discapacidad mayor al 40% a nivel intelectual, emocional, visual o auditivo. Podrá aceptarse un porcentaje
mayor en discapacidad física no limitante o que requieran implementos especiales.
9. SOBRE LOS CAMBIOS DE HORARIO
Puede solicitar cambios de horario únicamente en la SEGUNDA, TERCERA y CUARTA semana de clases, el cual tiene un costo administrativo.
Dicho valor tiene que ser cancelado en el momento de hacer la solicitud la misma que será concedida inmediatamente, al menos que resultara
en el sobrecargo del número de estudiantes en la clase a la que desea cambiarse. Solo se podrá realizar un cambio de horario por ciclo. Para
hacer este trámite debe estar al día en pensiones.
10. SOBRE LAS RESPONSABILIDADES DEL REPRESENTANTE
• El padre de familia y/o representante de estudiantes menores de edad tienen la responsabilidad de mantenerse informados sobre
el rendimiento de sus representados a lo largo del curso vía online visitando la siguiente página
http://sistemas.copei.edu.ec/CopeiOnLine/. Para el Programa de Niños (Children) y Pre-adolescentes (Pre-Teens), las notas de las
5 evaluaciones escritas son publicadas en el link arriba mencionado progresivamente. Para los programas de Adolescentes y Adultos
se publicarán las notas en la primera mitad del ciclo aproximadamente en la semana 7 (cursos de 11 semanas) y semana 10 (cursos
de 15 semanas) en el mismo sitio web.
• El padre de familia y/o representante es el único responsable y autorizado para realizar trámites administrativos presentando su
respectiva identificación.
11. SOBRE EL COMPORTAMIENTO
a. Si un estudiante o su representante falta el respeto al personal de la institución, y demás estudiantes será causal para su separación
inmediata y definitiva de la institución.
b. Está prohibido el uso de celulares y demás aparatos de tecnología dentro de la clase. COPEI no se responsabiliza por el daño o
pérdida de los mismos.
c. El estudiante no podrá ingerir alimentos o bebidas durante las horas de clase.
d. El estudiante deberá acudir vestido con pantalón o jeans, camisa mangas largas o cortas o camisetas y zapatos cerrados (no
camisetas tipo bividí, blusas transparentes, shorts o faldas muy cortas, ni zapatillas).
e. Está prohibido ocasionar daños a la infraestructura física, al equipamiento del establecimiento educativo y a los bienes o pertenecías
de los miembros de la comunidad.
f. El estudiante no podrá comercializar, consumir o promover el consumo de alcohol, tabaco o sustancias estupefacientes o
psicotrópicas ilegales dentro de la institución educativa y en sus alrededores.
g. No podrá portar armas de ningún tipo.
h. Está prohibido participar activa o pasivamente en acciones que atentaren contra la integridad sexual de los miembros de la
comunidad educativa o encubrir a los responsables.
i. Está prohibido participar activa o pasivamente en acciones de acoso escolar, es decir, cualquier maltrato psicológico, verbal o físico
producido en contra de compañeros o miembros de la comunidad educativa.
j. Los estudiantes menores de edad tienen prohibido salir del establecimiento educativo sin la debida autorización.
12. SOBRE EL EXAMEN DE GRADUACIÓN
Los estudiantes deberán haber aprobado el décimo nivel de COPEI del programa de Teens (Adolescentes) o Adults (Adultos) por lo menos
tres meses antes de la fecha del examen de graduación y no más de 12 meses luego de haber aprobado el décimo nivel. En caso de que el
lapso de tiempo sea mayor, el estudiante acatará el proceso indicado por Dirección Académica.
El estudiante deberá reservar cupo para el examen durante el período de inscripciones y deberá presentarse al examen 10 minutos antes de
la hora acordada con su cédula de identidad ACTUALIZADA (original y una copia). No se repetirá el examen para aquellos que lleguen
atrasados.
12.1 En caso de reprobar los exámenes de graduación, el estudiante estará sujeto a las siguientes condiciones:
a) El examen se podrá rendir una vez más y no podrá pasar más de 6 meses luego de haber reprobado por primera vez. Para
tal efecto, el alumno debe presentar evidencia de haber tomado cursos de CMM (para adolescentes y Adultos), Advanced
English for Teens (para Adolescentes) o Skills Course (para Adultos).
b) Si un estudiante reprueba uno de los tres componentes del examen, deberá realizar un curso.
c) Si un estudiante reprueba dos o más componentes del examen, deberá realizar dos cursos.
d) Para rendir el examen por tercera vez, será previa autorización por Dirección Académica.
13. SOBRE LAS ENCUESTAS ONLINE
Los Padres de familia del Programa de Children y Pre-Teens y los estudiantes del Programa de Teens y Adultos deberán realizar las
siguientes encuestas vía online visitando http://sistemas.copei.edu.ec/CopeiEncuestas/
Para cursos de 11 semanas:
• Encuesta sobre profesores, semana 5 a la 6
• Encuesta sobre la institución, semana 7 y 8
Para cursos de 15 semanas:
• Encuesta sobre profesores, semana 7 a la 9
• Encuesta sobre la institución, semana 11 y 12

Derechos Reservados
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14. SOBRE LA ATENCIÓN A PADRES DE FAMILIA Y /O REPRESENTANTES
En caso de tener alguna inquietud acerca del rendimiento académico de su representado, los padres de familia y/o representantes podrán
acercarse a hablar con el maestro durante el tiempo indicado en el formulario de “Atención a Padres de Familia”. Este horario de atención se
dará durante los 20 minutos del receso. El padre de familia y/o representarse deberá anunciarse en Recepción donde se encargarán de
informar al maestro. La atención no debe ser mayor al tiempo de receso. El formato en mención se encuentra en el Labpack que los
estudiantes descargan. El maestro se asegurará de proporcionar su correo electrónico corporativo en este formato para que los padres lo
puedan contactar cuando tengan alguna inquietud o necesidad.
M. Ed. Mariuxi Briones H. M. Ed. Olga González A.
Directora Académica Coordinadora Académica
M. Ed. Vanessa Avellán E.
Secretaria General Académica

INSTRUCTIVO “READING OCEANS”
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O
PARCIAL DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI Instructivo Reading Oceans
Created by Olga González, May 2019
EM p.1/1
Dear students (A10)
As part of the lesson plan, you have books from the Platform "READING OCEANS",
which you must read in each corresponding level. It is recommended that, in addition to
those assigned, you read other books you have access to on the same platform in order
to increase your reading comprehension and skills, as well as learn more vocabulary and
expand your knowledge of the use of language.
“A book is a dream that you hold in your hand.” –Neil Gaiman
This link: https://youtu.be/RR9znFIezTk corresponds to a tutorial that will guide you in the
correct use of the platform. The available titles for Adults 10 (Reading Oceans, level 22)
are the following:
 Ivanhoe
 Two Years’ Vacation
 The Battle of Red Cliffs from Romance of the Three Kingdoms
 Pollyanna
 The Count of Monte Cristo
 How Do They Make it? Designing and Building Robots
 How It’s Made From Sand to Glass
 Food Webs
 The Christmas Musical
 Australia
 Great Britain
 North America
 China
 Animal Defenses
 Fun Facts About Flowers
 Lasers Are Not Just Lights
 The Road to Adventure: Explorers and Discoveries Around the World
 Surprises at the Mill
 The Arabian Nights
 Peter Pan
 Robin Hood
 The Railway Children
 The Wizard of Oz

ADULTS 10 STUDY PLAN – 11 WEEKS
(Pioneer B1+ Book B, units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI Adults 10 Study Plan - 11 weeks
Created by Olga González, October 2018
Edited by OG, July 2019
EM p. 1/4
Week 1 Week 2 Week 3
OBJECTIVES  Talk about the information age.
 Use vocabulary related to the information age
and technology.
 Use the passive voice to emphasize an action
rather than the doer of the action.
 Distinguish between words easily confused.
 State accepted facts.
 Interrupt/ask to speak.
 Indicate a wish to continue.
 Indicate that one is coming to an end
 Read for gist.
 Talk about movies and TV.
 Write a review of a TV show/movie you
watched recently.
 Discuss issues relating to crime and other kinds
of antisocial behavior.
 Use vocabulary relating to crime, punishment
and legal procedures.
 Distinguish between words easily confused and
phrasal verbs.
 Use the full infinitive, bare infinitive, -ing form.
 Express possibility.
 Make deductions using appropriate verb forms.
 Use modal verbs.
 Support an opinion.
 Write an essay stating your point of view.
 Express opinion and recommend solutions.
Textbook:
Pioneer B1+ Book B,
units 7-12
Unit 7a: pp. 80-85 Unit 7b: pp. 86-88
Unit 8a: pp. 92-94
DIAGNOSTIC
Unit 8a: pp. 95-97
Unit 8b: pp. 98-100
Video: Pioneer B1+ 3 Video classes, according to schedule
Reader:
“The Railway Children”
Reading Oceans, level 22
Reader: Introduce story, pre-reading activities Reader: Work on Ch. 1 & 2. Go over
homework. Prepare students for reading next
chapter.
Homework 1.1 Workbook: 7a, pp. 55-58
1.2 Extra material: module 7, vocabulary &
grammar
1.3 Writing handbook # 1
2.1 Workbook: 7b, pp. 59-62; 8a p. 63
2.2 Writing: textbook, p. 89, exercises E, G.
2.3 Textbook: Review unit 7, p. 90
2.4 Reader: Read Ch. 1-2 pp. 5-61. Answer
questions at the end of each chapter.
2.5 Extra material: module 7, reading
3.1 Workbook: 8a, 8b pp. 64-68
3.2 Writing: textbook p. 101, ex. C-D
3.3 Textbook: Review unit 8, p. 102
3.4 Reader: Read Ch. 3, pp. 17-23. Answer
questions at the end of the chapter.
3.5 Extra material: module 8

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OBJECTIVES  Discuss issues relating to safety, health,
nutrition, health care and the human body.
 Express hypotheses about what is likely or
unlikely to happen in the present/future.
 Express general truths and facts.
 Use conditionals type zero, 1, 2, 3.
 Talk about unreal situations in the past.
 Give advice.
 Express opinion.
 Enumerate and prioritize items.
 Speculate and make a decision.
 Write an e-mail to respond to a friend’s e-mail.
 Discuss various services provided by the service
sector.
 Express result and purpose using clauses.
Textbook:
Pioneer B1+ Book B,
units 7-12
Unit 9a: pp. 104-109 Unit 9b: pp. 110-112
Unit 10a: pp. 116-117
Unit 10a: pp. 118-120
MIDTERM EXAM
Units 7-9; reader: Ch. 1-5
written, reading, listening & oral
Reader:
“The Railway Children”
Reader: Work on Ch. 3. Discuss homework. Reader: Work on Ch. 4-5. Review story so far.
Homework 4.1 Workbook: 8b, 9a pp. 69-74
4.2 Reader: Read Ch. 4-5, pp. 24-35. Answer
questions at the end of each chapter.
4.3 Extra material: Vocabulary & grammar
5.1 Workbook: 9a,9b, pp. 75-79
5.2 Writing: textbook, p. 113, ex E-F
5.3 Textbook: review unit 9, p. 114
5.4 Exam Practice: textbook, pp. 166-167
5.5 Extra material: module 9, reading
6.1 Workbook: 10a. pp. 80-82

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OBJECTIVES  Express actions that have been carried out by
someone for us.
 Offer assistance, request, agree willingly and
refuse politely.
 Use the causative form.
 Write a report.
 Discuss issues relating to places of interest
around the globe and how places get their
names.
 Report what others have said.
 Examine options.
 Use vocabulary relating to place, geographical
features and architectural features.
 Form derivatives with the suffices –ity, -ence -
ance and –ness, and descriptive adjectives.
 Write an article.
 Discuss issues relating to money, shopping and
consumerism.
 Express wishes and regret about present /
future and past events.
 Express preference.
Textbook:
Pioneer B1+ Book B,
units 7-12
Unit 10a: p. 121
Unit 10b: pp. 122-124
Unit 11a: pp. 128-129
Unit 11a: pp. 130-133
Unit 11b: pp. 134-135
Unit 11b: p. 136-137 (Omit ex G, p. 137)
Unit 12a: pp. 140-143
Reader: “The Railway
Children”
Reader: Work on Ch. 6. Reader: Work on Ch. 7. Reader: Work on Ch. 8. Do follow-up activities
for these chapters. (Writing optional)
Homework 7.1 Workbook: 10a,10b, pp. 83-88
7.2 Writing: textbook, p. 125, ex. D, E, F
8.1 Workbook: 11a, 11b, pp. 89-93
9.1 Workbook: 11b, 12a, pp. 94-98
9.2 Writing: textbook p. 137, ex. G
questions at the end of the chapter. Work on
the platform: quiz at the end of the book.

EM p. 4/4
Week 10 Week 11
OBJECTIVES  Express uncertainty and asking for
confirmation.
 Use tag questions.
 Use subject/object questions and question
words.
 Review and assess what you have learned.
Textbook:
Pioneer B1+ Book B,
units 7-12
Unit 12a: pp. 144-145
Unit 12b: pp. 146-148
Unit 12: Review p. 150
Workbook: Review unit 12, p. 104
FINAL EXAM
Units 10-12; reader: Ch. 6-9
Written, reading, listening & oral
Reader: “The Railway
Children”
Reader: Work on Ch. 9. Review and discuss
whole story.
Homework 10.1 Workbook: 12a-12b, pp. 99-103
10.2 Writing: textbook, p. 149, ex. E, F
10.3 Exam Practice: textbook, pp. 168-169

ADULTS 10 ORAL STUDY GUIDE
FOR MID-TERM & FINAL ORAL EXAM
(Based on Pioneer B1+ A – units 7 - 12)
El DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
DE ESTE MATERIAL SIN PREVIA AUTORIZACION.
COPEI Adults 10 Study Guide for M&F Oral Exam – 11 & 15 weeks
Adapted by Olga González, October 2018
Revised by OG, October 2018
EM p. 1/1
• You will practice these topics during class activities.
• In the oral exam you should try to speak as much as possible.
Topics for Midterm Oral Exam (B1+, units 7-9)
 Give your opinion about the internet. Has it improved our lives? How? How do you see
the internet in the future? (unit 7)
 Answer questions about the hobby of watching TV: when do you usually watch the
programs? What kind of programs do you like the most and why? What do you think
about the quality of the programs? What suggestions would you make? (unit 7)
 What do you think about the influence TV might have on people? (unit 7)
 Tell about a favorite TV program. (unit 7)
 Express your feelings and answer questions about bullying. (unit 8)
 How can we avoid bullying? (unit 8)
 Answer questions about different kinds of antisocial behavior. Talk about the
punishment and legal procedures that should exist for different crimes. (unit 8)
 Answer questions about things you would take to a trip. How can you prioritize what
you are going to take? (unit 9)
 Answer questions about health issues in our country. (unit 9)
 Talk about ways you can prevent illnesses? (unit 9)
 Answer questions about safety, nutrition, health care and the human body. (unit 9)
Topics for Final Oral Exam (B1+, units 10-12)
 Talk about the qualities a person who works in the customer service department should
have. (unit 10)
 Talk about the importance / benefits of a good customer service department. (unit 10)
 How can companies improve the customer service department? (unit 10)
 What public services need improvement in your city / country? Give suggestions to
improve these services. (unit 10)
 Given some suggested places to visit, choose one and explain why. (unit 11)
 Talk about interesting places to visit in your city / country. How would you describe them?
(unit 11)
 How important is money in your life? Explain. (unit 12)
 How do you spend your money? Explain. (unit 12)
 Talk about the way people spend money. Do you agree? What do you think about
consumerism? (unit 12)

CRITERIA FOR GRADING MIDTERM & FINAL
ORAL EXAM
COPEI Criteria for Grading Midterm & Final Oral Exam
Revised January 2017
EM p. 1/1
100 Communication is almost always effective. Very understandable with little or no
listener effort.
Only minor errors, but generally good control of language studied in the course. Delivery is
generally smooth, quite clear and coherent. General performance definitely meets course
expectations.
95 Exceeds lower band; does not quite meet upper band’s criteria
90 Communication is generally effective. Understandable with little listener effort.
Some errors with language studied in the course, but these do not usually seriously affect
communication.
Delivery may have pauses and/or be choppy and slow sometimes.
General performance adequately meets course expectations.
75 Communication is only somewhat effective. Somewhat understandable, but listener effort
generally required. Possibly makes frequent errors with language studied in the course.
Delivery may have prolonged pauses and/or be choppy or repetitive.
General performance is slightly below course expectations.
60 Communication is generally not effective. Much listener effort is needed, and/ or is
difficult to understand. Poor control of language studied in the course.
General performance is definitely below course expectations.
50 No effective communication .It is impossible or almost impossible to understand.
Perhaps says nothing or almost nothing.

ADULTS 10 EXTRA PRACTICE WORKSHEETS
Based on Pioneer B1+ A (Units 7-12)
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL
COPEI A10 Extra Practice Worksheets
Source: Pioneer B1+
Edited by Olga González, October 2018
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Source: Pioneer B1+
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Source: Pioneer B1+
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Source: Pioneer B1+
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Source: Pioneer B1+
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Source: Pioneer B1+
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Source: Pioneer B1+
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Source: Pioneer B1+
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Source: Pioneer B1+
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Source: Pioneer B1+
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Source: Pioneer B1+
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ADULTS 10 WRITING HANDBOOK
COPEI A10 Writing Handbook
Designed by Olga González, August 2018
Revised by Olga González, August 2018
EM p. 1/30
Writing handbook 1
THE SENTENCE – WHAT IS A SENTENCE?
A sentence is a group of words that expresses an idea. Sentences begin with capital letters and
end with punctuation marks such as periods (.), question marks (?), and exclamation point (!).
A sentence must have at least one subject and one verb:
• The subject is the person or thing that does the action.
• The verb is usually the action word.
If a sentence does not have a subject and a verb, it is a fragment. Here are two examples.
What is missing in each one?
• Created a picture of the typical man and woman. subject
• The 28-year-old age group the largest. verb
Exercise One: Underline the subject and circle the verb in each sentence. (Two sentences have
more than one subject and verb.)
1. I use my phone every day.
2. We don’t call each other very often.
3. Every day, my friends send me emails or texts.
4. He always goes online when he’s watching TV.
5. I connect on my phone when I don’t have my laptop.
Exercise two: Read the items below. Check () each complete sentence. If it is a fragment,
what is missing? Write S for subject of V for verb.
1. In 2030, the typical person probably from India. _V_
2. The population gets bigger every year. ____
3. Cell phones are also known as mobile phones. ____
4. Researchers thousands of photos of 28-year-old people. ____
5. Lives in a big city, not a small country town. ____
6. My school’s library has 50 computers for students. ____
7. They my cousins from Miami. ____
8. Has breakfast every morning. ____
9. The girls play soccer after school. ____
10. Is incredibly delicious. ____

EM p. 2/30
CAPITALIZATION RULES
In English, there are two kinds of letters: capital letters (H, R) and lowercase letters (h, r). Most
of the time we use lowercase letters. However, we always begin a sentence with a capital
letter.
1. The first word in a statement or question is capitalized.
They go to the movies every week.
Do you like to play tennis?
2. The pronoun I is always capitalized.
Larry and I are brothers.
3. People’s formal and professional titles begin with capital letters.
Mr. and Mrs. Jenkins are on vacation.
Lisa saw Dr. Johansen at the bank yesterday.
4. Proper names (specific people and places) begin with capital letters.
The Coliseum in Rome is a beautiful old monument.
Irene met her brother Don at the park.
5. Names of streets begin with capital letters.
Ruth lives on Wilson Avenue.
6. Geographical locations (cities, states, countries, continents, lakes, and rivers) begin with
capital letters.
I am going to travel to London, England, next week.
The Arno River passes through Tuscany, Italy.
7. The names of languages and nationalities begin with capital letters.
My grandmother speaks Polish.
Jessica is going to learn Japanese.
Melissa is Venezuelan, but her husband is Cuban.
8. Most words in titles of paragraphs, essays, and books are capitalized. The first letter of
a title is always capitalized, and the other important words in a title are capitalized. Do
not capitalize prepositions (to, in), conjunctions (and, but), or articles (a, an, the) unless
they are the first word of the title.
The Life of Billy Barnes
Crime and Punishment
The Catcher in the Rye
In the Bedroom
9. Specific courses names are capitalized.
Are you taking History 101 at 20:00 a.m.?
Are you taking history this semester? (general subject – no capital letter)
10. Months and days of the week are capitalized.
My birthday is on Monday.
The shortest month of the year is February.

EM p. 3/30
PUNCTUATION
Sentences end with a period (.), question mark (?) or exclamation point (!).
Many students work as tutors.
How old were you when you got your first job?
I will never work in a restaurant again!
A comma (,) is used to separate three or more items.
I need eggs, milk, sugar, and bread.
A colon (:) is used to introduce a list or to explain.
There are 7 days in a week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and
Sunday.
Exercise three: Rewrite the text correctly. There are 13 capital letters, 9 periods, 43 commas,
and 1 colon.
all the towns in morocco have small specialty food shops they sell cheese sugar fruits and
vegetables these shops replace the largest supermarkets and offer good quality food in some of
these smaller shops grocers do not usually want you to touch the fruit and vegetables they choose
for you and price it they also bag your groceries
there are two major supermarket chains in morocco marjane and macro they are big
supermarkets with everything you need you even find sections with fast food restaurants and
pizzerias.
_____________________________________________________________________________
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Writing handbook 2
PREPOSITIONS OF PLACE – AT, ON, AND IN
Prepositions express different ideas. They can indicate time, location and direction. Remember
that a preposition is usually followed by a noun (or pronoun).
Three very common prepositions in English are at, on, and in. In general, we use at with
small, specific times and places, on with middle sized times and places, and in with larger,
more general times and places.
At
Location: At is used
 with specific locations such as
• business names: I work at First Union Bank.
• street names with a house or
business number: I live at 915 W. Norcross Street.
Time: At is used
 for specific times
My class meets at 9 a.m. every day.
I’ll see you at noon for lunch.
Carla does not like to walk alone at night.
My parents aren’t here at the moment.
Direction: At is used
 for motion toward a goal
My brother threw a ball at me.
The robber pointed his gun at the policewoman.
On
Location: Use on
 when there is contact between two objects.
The picture is on the wall.
He put his books on the kitchen table.
 with street names (without the house or business number)
I live on W. Norcross Street.
Candice lives on Bayshore Boulevard.
Time: Use on
 with specific days or dates.
Our soccer game is on Saturday.
I was born on June 22, 1988.

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In
Location: Use in
 when something is inside another thing.
The books are in the big box.
I left my jacket in your car.
 with town or city names
I live in Houston.
 with state names and country names I
live in Texas.
I live in Korea.
 with larger region names
I live in the Middle East.
I live in the South.
Time: Use in
 for a specific period of time, a specific year, a specific month, or a future appointment.
I am going to graduate from college in three years.
My best friend got married in 2006.
Mr. Johnson always drinks four cups of coffee in the morning.
We will meet you in ten minutes.
Exercise one: Read this paragraph about banks in a small town. Write the correct
preposition: at, on or in.
Banks in a Small Town
It is surprising that Nelson has seven banks. Nelson is a small town. 1.
in California. There are
only about 36,000 people 2.
____ this town. However, there are three banks, and each bank has
at least two branches. The banks are National, First California, and Trust. National Bank has
branches 3.
____ 60 Green Street and 4.
____ Hanks Avenue. First California Bank has branches
5.
____ Princeton Street and 6.
____ Lee Road. Trust Bank has branches 7.
____ 27 Temple
Street, 8
____ Whispering Street, and 9.
____ 445 Orange Avenue. No one understands why
there are seven banks 10.
____ a small town like Nelson, California.
Exercise two: Complete the sentences with at, in, on.
1. I’m meeting my friend on Tuesday.
2. The train leaves ____ half past seven ____ the morning.
3. We have a special meal ____ Christmas Day.
4. Her birthday is ____ fifth of June.
5. Our parents will be back ____ an hour.
6. Sarah goes to the gym ____ Saturdays.
7. We sat and talked ____ lunchtime.
8. I usually brush my teeth ____ the evening before I go to bed.
9. Policemen usually work ____ night.
10. I receive many presents ____ my birthday.

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Writing handbook 3
CONNECTORS
Coordinating Conjunctions
Coordinating conjunctions are used to connect two independent clauses. (complete sentences)
A comma usually appears before a coordinating conjunction that separates the two sentences.
(An exception is when the two sentences are both very short.)
Purpose
Coordinating
Conjunction
Example
To add information and Carla lives in Toronto, and she is a student.
To add negative information nor *
Roberto does not like opera, nor does he enjoy hip
hop.
To show contrast but ** The exam was difficult, but everyone passed.
To give a choice or We can eat Chinese food, or we can order a pizza.
To show concession/contrast yet ** The exam was difficult, yet everyone passed.
To show result so It was raining, so we decided to stay home last night.
* Notice that question word order is used in the sentence that follows nor.
** But and yet have similar meanings. However, yet is generally used to show a stronger
contrast.
Subordinating Conjunctions
Subordinating conjunctions are used to connect a dependent clause (fragment) and an
independent clause (complete sentence).
Purpose
Subordinating
Conjunction
Example
To show reason/cause
because
since
as
He ate a sandwich because he was hungry.
Since he was hungry, he ate a sandwich.
As he was hungry, he ate a sandwich.
To show contrast
although
even though
though
while
Although the exam was difficult, everyone passed.
Even though the exam was difficult, everyone passed.
Though the exam was difficult, everyone passed.
Deborah is a dentist while John is a doctor.
To show time relationship
after
before
until
while
as
After we ate dinner, we went to a movie.
We ate dinner before we went to a movie.
I will not call you until I finish studying.
While the pasta is cooking, I will cut the vegetables.
As I was leaving the office, it started to rain.
To show condition
if
even if
If it rains tomorrow, we will stay home.
We will go to the park even if it rains tomorrow.

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Exercise one: Choose the correct conjunction.
1. ____ the basement flooded, we spent all day cleaning up.
a. After b. Although c. Before d. Even if
2. I don’t want to go to the movies ____ I hate the smell of popcorn.
a. although b. because c. whenever d. so that
3. ____ spring arrives, we have to be prepared for more snow.
a. because b. until c. although d. now that
4. ____ the alarm goes off, I hit the snooze button.
a. As soon as b. Because c. Before d. Now that
5. Elizabeth works hard, ____ Jane is lazy.
a. and b. or c. because d. but
6. Wait for me ____ I return.
a. if b. so c. until d. as
7. I rang the bell ____ no one answered.
a. and b. but c. so d. if
8. How long is it ____ you were at the party?
a. before b. until c. after d. since
9. He was playing the piano ____ his wife was making supper.
a. when b. while c. because d. until
10. They lived in London ____ they had left Amsterdam.
a. since b. after c. until d. before
11. ____ he told her not to do it, she carried on with the project.
a. Even though b. Even if c. Because d. Yet
12. I went swimming ____ it was raining.
a. although b. before c. after d. so
ARTICLES
The definite article the is the most frequent word in English.
We use the definite article in front of a noun when we believe the hearer/reader knows exactly
what we are referring to.
When to use “the”
 To refer to something which has already been mentioned.
• On Monday, an unarmed man stole $1,000 from the bank. The thief hasn’t been
caught yet.
• I was walking past Benny’s Bakery when I decided to go into the bakery to get some
bread.
• There’s a position available in my team. The job will involve some international
travel.

EM p. 8/30
 When you assume there is just one of something in that place, even if it has not been
mentioned before.
• We went on a walk in the forest yesterday.
• Where is the bathroom?
• My father enjoyed the book you gave him.
 To refer to people or objects that are unique.
• The sun rose at 6:17 this morning.
• You can go anywhere in the world.
• Clouds drifted across the sky.
 Before superlatives and ordinal numbers.
• This is the highest building in New York.
• You are the tallest person in our class.
• This is the third time I have called you today.
 With adjectives, to refer to a whole group of people.
• The French enjoy cheese.
• She has given a lot of money to the poor.
 With clauses introduced by only.
• This is the only day we’ve had sunshine all week.
• You are the only person he will listen to.
 With names of geographical areas, rivers, mountain ranges, groups of islands, canals,
and oceans.
• Our ship crossed the Atlantic in 7 days.
• I will go on a cruise down the Nile.
• Hiking across the Rocky Mountains would be difficult.
 With countries that have plural names.
• I have never been to the Netherlands.
• Do you know anyone who lives in the Philippines?
 With countries that include the words “republic”, “kingdom”, or “states” in their names.
• She is visiting the United States.
• James is from the Republic of Ireland.
 With newspaper names, names of hotels & restaurants, unless these are named after a
person.
• I read it in the Guardian.
• They are staying at the Hilton on 6th
Street.
 With the names of famous buildings, works of art, museums, or monuments.
• I would like to visit the Eiffel Tower.
• We went to the Louvre and saw the Mona Lisa.
 With the names of families, but not with the names of individuals.
• We are having dinner with the Smiths tonight.
When NOT to use “The”:
 With names of countries (except for the special cases above).
• Germany is an important economic power.

EM p. 9/30
 With the names of languages
• French is spoken is Tahiti. (NOT the French)
• I speak English very well. (NOT the English)
 With the names of meals.
• Lunch is my favorite meal. (NOT the lunch)
 With people’s names
• John is coming over later.
 With titles when combined with names
• Prince Charles is Queen Elizabeth´s son. (NOT the Prince Charles)
 With professions
• Engineering is a well-paid career. (NOT the engineering)
 with years
• 1948 was a wonderful year. (NOT the 1948)
 With uncountable nouns
• Rice is an important food in Asia. (NOT the rice)
• Milk is often added to tea in England. (NOT the milk)
• War is destructive. (NOT the war)
 With most names of towns, streets, stations and airports.
• Victoria Station is in the center of London.
• She lives in Florence.
• They’re flying into Quito.
Exercise two: Write “the” if needed. If “the” is not needed, write an X.
1. _x_ Swedish is a German language!
2. Sophie always spend ____ Christmas with her parents.
3. John met us at ____ same place as usual.
4. After ____ church we were invited for a cup of tea.
5. My sister lives in ____ USA.
6. ____ school begins at 8:00 o’clock.
7. She saw a dog on ____ opposite pavement.
8. ____ Ronalds were invited to the party.
9. He played ____ piano at the concert.
10. Most boys like to play ____ football.
11. After ____ supper, I have to go to bed because I must get up at 4:30 am.
12. Graham Bell was ____ inventor of the telephone.
13. They went to ____ most expensive restaurant in ____ New York.
14. ____ orange is a color of _the_ Sun.
15. Danny doesn’t like to go to ____ school on ____ Saturdays.
16. ____ Mount Everest is _the_ world’s highest mountain.
17. ____ Earth is _the_ third planet from ____ Sun.
18. We flew over ____ Alps and made a quick stop in ____ London.
19. In ____ Autumn Nancy is going to ____ Bermudas. She is interested in ____ Bermuda
Triangle.
20. She visited ____ Prado Museum in ____ Madrid.

EM p. 10/30
Writing handbook 4
BUILDING BETTER SENTENCES
Being a good writer involves many skills including correct grammar usage, varied vocabulary, and
conciseness. Some student writers like to keep their sentences simple. They feel that they will
make mistakes writing longer, more complicated sentences. However, writing short choppy
sentences one after the other is not considered appropriate in academic writing. Correct and
varied sentence structure is essential to the quality of your writing.
Study the examples below. Notice that every sentence has an important piece of information. A
good writer would not write all these sentences separately. Instead, the most important
information from each sentence can be used to create ONE longer, coherent sentence.
• The time was yesterday.
• It was afternoon.
• There was a storm.
• The storm was strong.
• The movement of the storm was quick.
• The storm moved towards the coast.
• The coast was in North Carolina.
Here are some strategies for building better sentences.
1. Create time phrases to begin or end a sentence: yesterday + afternoon
2. Find the key noun: storm.
3. Find key adjectives: strong.
4. Create noun phrases:a strong + storm.
5. Change word forms: movement= move; quick = quickly moved quickly.
6. Create place phrases: towards the coast
Towards the coast (of North Carolina)
Or
Towards the North Carolina coast
7. Use connectors and transition words.
8. Use pronouns as referents for previously mentioned information.
9. Use possessive adjectives and pronouns.
Better sentence: Yesterday afternoon, a strong storm moved quickly towards the North
Carolina coast.
Study the following example:
Susan went somewhere. That place was the mall. Susan wanted to buy new shoes. The
shoes were for Susan’s mother.
Improved, longer sentence:
Susan went to the mall because she wanted to buy new shoes for her mother.

EM p. 11/30
Exercise one:
Follow the following steps to make better sentences:
1. Read the sentences. Underline the most important information in each sentence.
2. Write an original sentence from the information you underlined. Use the strategies
mentioned above.
Example:
1. John is my friend.
John works.
The work is in Chicago.
Better sentence: My friend John works in Chicago.
2. These are boxes.
The boxes are on the table.
The boxes are heavy.
Better sentence: _____________________________________________________
___________________________________________________________.
3. Caroline attends classes.
The classes are at Jefferson Community College.
The classes are on Wednesdays.
Better sentence: _____________________________________________________
___________________________________________________________.
4. Drivers have more accidents.
The accidents happen on roads.
The roads are snowy.
Better sentence: _____________________________________________________
___________________________________________________________.
5. This book gives us information.
There is a lot of information.
The book gives us the information now.
The information is important.
The information is about life in the fourteenth century.
Better sentence: _____________________________________________________
___________________________________________________________.
6. Gretchen studies veterinary medicine.
She studies at the University of Florida.
The University of Florida is in Gainesville.
Better sentence: _____________________________________________________
___________________________________________________________.

EM p. 12/30
Writing handbook 5
GRAMMAR AND SENTENCE STRUCTURE
Using Adjectives
Nouns are the names of people, places, things, or ideas; examples: teacher, doctor, student, city,
park, book, and pencil.
Adjectives are words that describe nouns; examples: good teacher, busy doctor, new student,
crowded city, green park.
A simple way to combine two short sentences when there is an adjective is to put the adjective
before the noun. Look at the following examples.
TWO SHORT SENTENCES BETTER WRITING
I have a book. It is heavy. I have a heavy book.
This is my car. It is new. This is my new car.
Mr. Vicks is a teacher. He is excellent. Mr. Vicks is an excellent teacher.
Rachel draws small pictures. She draws ink
pictures.
Rachel draws small, ink pictures.
Be careful! Make sure you put the adjective before the noun, not after.
Incorrect: I have a car red with a top black.
Correct: I have a red car with a black top.
Incorrect: We ate salad green with potatoes fried.
Correct: We ate green salad with fried potatoes.
Be careful! Adjectives do not have a plural form to describe plural nouns.
Incorrect: There are rares books in the library.
Correct: There are rare books in the library.
Incorrect: Do you like populars songs?
Correct: Do you like popular songs?

EM p. 13/30
When more than one adjective is used before a noun, there is a certain order for the adjectives.
In general, there are seven kinds of adjectives. They are used in this order:
1. Size: small, large, huge
2. Opinion: beautiful, nice, ugly
3. Shape: round, square, oval
4. Condition: broken, damaged, burned
5. Age: old, young, new
6. Color: red, white, green
7. Origin: French, American, Korean
Exercise One: Combine the following sentences. You will have to eliminate a few words.
Remember to use a capital letter at the beginning and a period at the endo of each new sentence.
The first one has been done for you.
1. Robert owns a car. The car is red.
Robert owns a red car.
2. I do not like this weather. The weather is humid.
______________________________________________________________________.
3. Paris is a city in France. This city is beautiful.
______________________________________________________________________.
4. They like to drink cola. The cola is diet.
______________________________________________________________________.
5. Nicolas reads folk tales. They are international.
______________________________________________________________________.
6. Juan works for a company. The company is small. The company is independent.
______________________________________________________________________.

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Writing handbook 6
THE PARAGRAPH
What is a paragraph?
You know that a sentence is a group of words that expresses a complete thought. You learned
that a sentence has two main parts: the subject and the verb. The words in a sentence are in a
special order.
Most people write more than one sentence at a time. Sometimes they write a paragraph. A
paragraph is a group of sentences about one topic. Every sentence in a strong paragraph is
about the same topic. All of the sentences explain the writer´s main idea (most important idea)
about the topic. When the writer wants to write about a new main idea, he/she begins a new
paragraph.
In academic writing, a paragraph is often between five and ten sentences long, but it can be
longer or shorter, depending on the topic.
The first sentence in a paragraph is always indented; it starts about half on an inch to the right.
Paragraph organization
A paragraph has three basic parts:
The topic sentence. This is the main idea of the
paragraph. It is usually the first sentence of the
paragraph, and it is the most general sentence of the
paragraph.
The supporting sentences. These are sentences
that talk about or explain the topic sentence. They are
more detailed ideas that follow the topic sentence.
The concluding sentence. This may be found as the
last sentence of a paragraph. It can finish a paragraph
by repeating the main idea or just giving a final
comment about the topic.
Xxxxxxxxxxxx xxx xxxxxx xxx
xxxx x xxx xxxxxxxxxx xxx
xxxxxxxxx xx xxxx xxx xxx.
Xxxxx xxxxxxx xx xxxxx xxx
xxxxxxxxx xxx xxxxxxx x xxx
xxxx x xxxxxxxxxxx xx xxxx x
xxxxxxxxx xxxxx xxx xxxxx xx
xxxxxx xx xxxxxxxxxxxxx xxx xx
xxxx x xxxx xxx xxxxx x xxxx xx
xxxxxxxxx xx xxxxxxxxxxxxxx xx
xxxxxxxxxxxx xxxxx x xxxxx x
xxxxx x xxxxx xx xxxx xx xxxxxx.
Xxxx xx xxx xxx xxxxx xxxxxx xx
x xxxx xxxxxxxxxx x xxxx x xxxx
x xxxxxxxxx.

EM p. 15/30
Exercise One: Read the paragraph about Switzerland. Put the topic sentence in parentheses
( ), put one line under the supporting sentences, and put two lines under the concluding
sentence.
Exercise two: Read the following paragraphs and answer the questions that follow.
PARAGRAPH A
1. How many sentences are in this paragraph? _6_
2. What is the main topic of this paragraph? (Choose the letter of the answer.)
a. The writer likes blue computers.
b. The writer likes blue.
c. The writer likes light blue clothes.
3. What is the topic sentence? Write it here: __________________________________
_____________________________________________________________________.
Switzerland – Something Interesting at Every Turn
By Ken Jones
If you dream of traveling to a country with beautiful mountains,
delicious food, wonderful places to go sight-seeing, and polite people,
you should visit Switzerland. If you look at the map, the first thing you
notice is that Switzerland has many mountains, including some of the
highest in Europe. Climbing or skiing down the mountains is great fun.
Another thing you will notice is that Switzerland shares its borders with five different countries:
France, Germany, Italy, Austria, and Lichtenstein. In fact, there are four official languages in
Switzerland: German, French, Italian, and Romansch. All these groups of people make Swiss culture
very interesting. Finally, Switzerland has many cities and interesting places to visit. Cities such as
Bern have modern buildings like the Paul Klee Zentrum, yet the traditional alpine refuges in the
mountains show that the country’s old traditions are still alive. All the people, places, and things
to see make Switzerland a great place for a holiday.
My Favorite Color
It is obvious that my favorite color is blue. I have six blue shirts. I wear blue jeans almost every
day. I have three pairs of light blue tennis shoes. I own a blue car, and my computer is blue. Other
colors are nice, but I like blue the best.

EM p. 16/30
4. The writer gives five examples of blue things. What five blue things does the writer
have? Write the sentences. The first one is done for you.
a. The writer has six blue shirts.
b. __________________________________________________________________.
c. __________________________________________________________________.
d. __________________________________________________________________.
e. __________________________________________________________________.
5. Is there a concluding sentence? Write it here.
_____________________________________________________________________.
6. Read the paragraph again. Find the descriptive adjectives. Write them here.
_____________________________________________________________________
PARAGRAPH B
1. How many sentences are in this paragraph ____
2. What is the main topic of this paragraph? (Choose the letter of the answer.)
a. information about a city
b. information about a person
c. information about a building
3. What is the topic sentence? Write it here:
______________________________________________________________________.
4. Answer these questions in complete sentences.
a. Where is the building? _______________________________________________.
b. How old is the building? ______________________________________________.
c. What color is the building? ____________________________________________.
5. How many floors does the building have?
______________________________________________________________________.
6. Write the concluding sentence:
______________________________________________________________________.
7. Can you find at least four descriptive adjectives:
______________________________________________________________________
TAIPEI 101
I work in one of the world’s tallest buildings – Taipei 101. This building is in
Taipei’s business district. Taipei 101 opened to the public in 2004. It is made
of steel and glass panels, so it has a beautiful silver color. It has one hundred
and one floors. There are even five more levels below the building! Many
international businesses have offices in Taipei 101. There are great places to
shop in the building, too. I am proud to work in such an important place.

EM p. 17/30
PARAGRAPH C
1. The general topic of the paragraph is how computers help students. Write the topic
sentence here:
______________________________________________________________________.
2. All the sentences are not related to the topic. Write them here:
a. __________________________________________________________________.
b. __________________________________________________________________.
3. Is the first line indented? _____________________________________________
4. What is the concluding sentence?
______________________________________________________________________.
Student Use of Computers
Computers are excellent machines to help students. Before computers, students
had to do their schoolwork on typewriters. Typewriters did not allow students to make
major changes easily, so they had to use special correction fluid to fix mistakes. Today
computers let students move information around without retyping it and correct errors
with little effort. Computers also make research more convenient for students. For
example, before computers, students had to go to the library. Many times, they would
read for four or five hours in several sources before finding useful information. However,
students can now use the Internet from their home to obtain the information that they
need much more quickly. Some computers are very expensive. My friend bought a
computer that cost almost three thousand dollars. Computers have certainly made
student’s lives much easier.

EM p. 18/30
Writing handbook 7
WORKING WITH TOPIC SENTENCES
Every paragraph must have a good topic sentence. The topic sentence gives the main idea of
the paragraph. The topic sentence should not be too specific or too general. The topic
sentence tells the reader what the paragraph is about. It helps the reader understand what the
paragraph is going to be about.
Exercise one: Circle the topic of the sentence. Underline the main idea about the
topic. The first one is done for you.
a. Switzerland is a very interesting country to visit.
b. A library is a good place to study.
c. One cause of insomnia is stress.
d. Learning a second language creates job opportunities.
e. Watching and playing sports can both be good forms of relaxation.
f. One of the most valuable tools for students is the computer.
g. People with different personalities may find it difficult to live together.
h. The summer season is a good time for travel.
i. There are several advantages to living in a larger city.
Exercise two: For each of these paragraphs, choose the sentence from the list below
that would make the best topic sentence.
A.
a. One of my closest friends, named Ken, is a person I can trust.
b. My friend Ken is a very successful student.
c. I admire my friend Ken because he doesn’t give up.
…………………………………………………………………………………………………………………………………………………
When Ken wanted to enter a good university, he studied hard to pass the examination. The
first time he took the exam, he did not do well, and he felt very discouraged. But he knew he
wanted to study at that university, so he studied more. The next year, he tried taking the exam
again. The second time, he did very well, and now he is studying engineering. I believe Ken is
a good role model for me, and he has taught me that never giving up is the best way to succeed.

EM p. 19/30
B.
a. I love to play soccer, and I hope I can become a professional player one day.
b. There are many popular sports in my country, but the most popular sport is soccer.
c. Soccer is a difficult sport to learn to play well.
C.
a. All good teachers are patient.
b. Good teachers have special qualities.
c. I like my teachers.
d. Some teachers are good, but some teachers are not so good.
…………………………………………………………………………………………………………………………………………………
Many children begin learning to play soccer when they are very Young. You often can see them
playing at school or in the streets around their houses. In high school, students may play soccer
on a team and compete in tournaments. If a player is very good, he might go on to play for a
professional team. People in my country love to watch soccer on television and also go to the
games whenever they can. Many people have a favorite team or player, and everyone loves
to talk about matches and competitions. Soccer is really like a national sport in my country.
………………………………………………………………………………………………………………………………………………..
First of all, good teachers are patient. They never rush their students. Good teachers explain
things without getting bored. In addition, they are organized. They plan what happens in every
class. Good teachers are also encouraging. They help students understand the subject. Finally,
good teachers are fair. They treat all students the same. These are some of the most important
qualities of good teachers.

EM p. 20/30
Writing handbook 8
THE PARAGRAPH: Supporting sentences and concluding sentences.
Supporting Sentences.- After you have chosen a topic and written a topic sentence, you
develop your main idea by adding more information to explain what you mean. These
supporting sentences make up the body of the paragraph. This body of supporting sentences
is directly related to the topic sentence. Therefore, the supporting sentences are just as important
as the topic sentence.
Good supporting sentences give information that supports and explains the topic of the
paragraph. They answer questions – who? what? When? Why? and how? – and give details.
One mistake that many writers make is writing sentences that are not related to the topic
sentence. Plan what your supporting information will be so that it is related to the topic sentence.
Make sure that each supporting sentence provides support, details, or examples for the ideas
in the topic sentence. Cut out any unrelated or unconnected ideas!
Exercise one: Read this brochure from a health club. Notice the details that help
develop the paragraph.
ATLAS HEALTH CENTER
You’ll love working out at the Atlas Health Center, and you’ll love what it does for you! We
have state-of-the-art exercise equipment in large, air-conditioned rooms. You can work out alone
or with the help of one of our professional personal trainers. If you like to exercise with friends,
join an aerobic or swimming class – or even try kickboxing! Our staff nutrition experts are always
on hand to talk with you about health issues. When you’ve finished, you can relax with a whirlpool
bath or a sauna. Come exercise with us at Atlas, and you’ll soon be feeling strong and looking
good.
1. In the paragraph above, underline the topic sentence. Below, list the details used to
support the topic sentence.
a. state-of-the-art exercise equipment
b. __________________________________________________________________
c. __________________________________________________________________
d. __________________________________________________________________
e. __________________________________________________________________
f. __________________________________________________________________

EM p. 21/30
Exercise two: Read the paragraph carefully. Put parentheses ( ) in the topic sentence. In One
supporting sentence does not belong because it is not directly connected to the topic sentence.
It does not fit the ideas in the paragraph. Underline that sentence.
 Good writers use many different kinds of supporting sentences. Good
supporting sentences:
• explain: The family moved from the village to the capital for economic reasons.
• describe: She lived in a lovely, three-story castle surrounded by a forest.
• give reasons: Larry finally quit his job because of the stressful working conditions.
• give facts: More than ten percent of the university’s student population is international.
• give examples: Oranges and grapefruits grow in California.
• define: My grandmother has a samovar, which is a large copper tea urn.
Exercise three: Read the topic sentences below. For each one write four questions about each
topic. Remember to use who? what? Where? When? Why? or how? questions. The first one is
done for you.
1. Topic sentence: I will never forget my 2007 summer vacation.
a. Why was this vacation so memorable?
b. Where did you go?
c. What did you do?
d. How old were you at that time?
2. Topic sentence: I will never forget the day I got married.
a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
d. _______________________________________________
Exercise four:
• Read the paragraphs.
• For each of the underlined, numbered sentences, write good supporting sentence or
unrelated sentence on the corresponding lines below the paragraph.
• Write reasons for your choice. (One sentence in each paragraph is unrelated to the topic)
• Remember: All the supporting sentences must be related to the topic sentence. The first
paragraph has been done for you.
MAKING CHILI
Chili is an easy dish to prepare. Fried chicken is also easy to prepare. To make chili, cut up two
large onions. Then fry them in a little vegetable oil. You can add fresh garlic and some diced chili
peppers. When the onions are soft, add two pounds of ground beef. Stir the onions and beef until
they are fully cooked. Sprinkle one tablespoon of red chili powder on top. Next, add four cups of
diced tomatoes, two cups of water, and one can of red beans. Finally, add salt and pepper. Cover the
saucepan and cook over low heat for about one hour. If you follow this simple recipe, you will have a
delicious meal!

EM p. 22/30
PARAGRAPH A
1. good supporting sentence It is an example of why the writer felt he or she
was in prison.
2. good supporting sentence It is a list of the chores the writer had to do
around the house.
3. unrelated sentence The writer’s parents occupations are not related to
how the writer was treated.
PARAGRAPH B
1. good supporting sentence _________________________________________
________________________________________.
2. unrelated sentence _________________________________________
________________________________________.
3. good supporting sentence _________________________________________
________________________________________.
Rules of Childhood
Fortunately, my parents were very strict with me when I was a child. I think that they were
protective because I was an only child. However, at that time, it felt like I was in prison. I had to
come straight home after school and immediately do my homework. 1.
After I finished my
homework, I was allowed to watch only one hour of television. While my friends were playing
video games or watching cartoons, I was usually doing chores around the house to help my
mother. 2.
These included doing some of the laundry and ironing, mowing the lawn, and helping
to prepare dinner. 3.
My father was an architect, and my mother was a housewife. Looking back,
I am not sorry that my parents were strict with me because I benefited from all the hard work.
MAINTAINING YOUR POOL
Swimming pools can be beautiful, but they need to be maintained every day. First, you must
check the amount of chlorine in a swimming pool. 1.
If there is not enough chlorine, the pool might
begin to grow algae. In addition, you must check the pH level, especially after a rainstorm. Certain
chemicals can be added to make sure that the pH level of the pool water is balanced. 2.
If you
accidentally swallow some of these chemicals, you have to go to the doctor at once. 3.
Finally, you
should remove any leaves and small insects that are in the pool. By doing all these things, you can
be certain that your pool will last a very long time.

EM p. 23/30
Concluding Sentences
The final sentence of a paragraph is called the concluding sentence. It sums up the main points
or restates the main idea in a different way. A sentence that sums up the paragraph reminds the
reader of what the writer’s main idea and supporting points were. A sentence that restates the
main idea should give the same information in a slightly different way, perhaps by using different
words or by using different word order. A concluding sentence should not introduce a new point.
Look at the following topic sentences and concluding sentences:
Exercise five: Read each paragraph. Then read the concluding sentences below it. Choose
the letter of the best concluding sentence.
Topic sentence
I have a dream to visit
Alaska.
It is obvious that my
favorite color is blue.
I work in one of the
world’s tallest
buildings – Taipei 101.
Concluding
sentence
I hope to visit this
wonderful state soon.
Other colors are nice,
but I like blue the
best.
I am proud to work in
such an important
place.
Monday
I hate Monday for many reasons. One reason is work. I get up early to go to work on Monday.
After a weekend of fun and relaxation, I do not like to go to work. Another reason that I do not
like Monday is that I have three meetings every Monday. These meetings last a long time, and
they are extremely boring. Traffic is also a big problem on Monday. There are more cars on the
road on Monday. Drivers are in a bad mood, and I must be more careful than usual.
a. Monday is worse than Tuesday, but is better than Sunday.
b. I do not like meetings on Monday.
c. These are just a few reasons why I do not like Mondays.
Good Luck, Bad Luck
Superstitions usually relate to luck. Some of the luck is good. For example, some people
believe that the number seven is lucky. Other people think that if you see a shooting star, you can
make a wish and it will come true. However, most superstitions talk about bad luck. For instance,
many people believe that it is bad luck to open an umbrella inside a house. They also think that it
is bad luck if a black cat walks in front of you. Other people think that if your left ear is burning,
someone is saying something bad about you.
a. People believe exactly the same superstitions.
b. It is amazing how many good and bad superstitions there are!
c. The worst superstition is about breaking a mirror.

EM p. 24/30
Writing handbook 9
THE ESSAY
What is an essay?
An essay is a group of paragraphs written about a single topic and a central main idea. It must
have at least three paragraphs, but a five-paragraph essay is a common assignment for academic
writing.
The structure of an essay
The introduction:
This is the first paragraph of an essay. It explains the
topic with general ideas. It also has a thesis
statement. This is a sentence that gives the main idea
It usually comes at or near the end of the paragraph.
The body:
These are the paragraphs that explain and support the
thesis statement and come between the introduction
and the conclusion. There must be one or more body
paragraphs in an essay.
The conclusion:
This is the last paragraph of an essay. It summarizes
or restates the thesis and the supporting ideas of the
essay.
Thesis Statement
The thesis statement is the sentence that tells the main idea of the essay. It can be compared
to a topic sentence, which gives the main idea of the paragraph. The thesis statement can
express an opinion: Travel is an effective way to bring people of different cultures together and
learn about one another. It can also state an argument or fact to be defended or explained:
There are several ways that technology has made classroom instruction more effective. It usually
comes at or near the end of the introductory paragraph.
Exercise one: In this introductory paragraphs, underline the thesis statement. Then circle the
topic and draw another line under the main idea in each thesis statement. The first one has been
done for you.
a.
The British eat many different kinds of food, but the typical diet of many people includes eating a lot
of fast food and ready-made dishes. The popularity of hamburger and pizza restaurants has increased
greatly over the years. As a result of this diet, many British people have food-related health problems.
The UK can be divided into different regions that each has its own characteristic foods influenced by
the culture of the people who live there.
Title
Xxxx xxxxxx xx x xxxxxx xxx x xxxx
xxxx xxx xx xxx x xxxxxx xxxxx, Xxxx xxx
xxxxxx xxxx xx xxxx x xxxxx. Xxx xxx xxx
xxxxx xxxx x xxxx xx xx x xxxxxx xxx x
xxxx xxxx xxx xx xxx xx x xxxxxx xxx x
xxxx xxxx xxx xx xxx.
Xxxxx xxx xxx xxxxxx xxxxx xxx xxx x
xxxxx xxxxxx. Xxx xx x xxxxx xxx xxxx xxx
xxxxxxx xxxx xxx x xxxx xx xxxxx xxxx xx
xxxxxxx. Xxxxxxxxx xxxxxxxxx xx xxxxx
xx x xxxxx xxxx xxx xxx. Xxxx xxxxxxx
xxxx xxxx.
Xxxxx xxxxxx xxxx xxxx xxxx xxxxx xx
xxxxx xxxxx xxxx xx x xxxxxxx xxx xxxx
xxxxx xxxx xxxxx xxx x xxx.

EM p. 25/30
b.
Everybody knows the koala, that cute Australian animal that resembles a teddy bear. Although koalas look
like toys, they are actually strong climbers and spend their days in the treetops. Mother koalas carry their
babies around from tree to tree in a pouch or pocket, on their stomach. Although there were millions of
koalas in Australia in the past, they are now a protected species of animal. As a result of human population
growth, deforestation, and hunting, the number of koalas has declined.
c.
Taoism is an ancient philosophy from Asia that places great importance on the natural world.
Taoists believe that spirit can be found in every person or thing, living or non-living. For the Taoist,
even a mountain or a stone contains spirit. Lao Tsu, a Taoist writer and philosopher, said “People
follow earth. Earth follows heaven. Heaven follows the Tao. The Tao follows what is natural.” For
thousands of years in China and other Asian countries, gardens have been an important way to
create a place where people can feel the spirit of the natural world. Creating a Taoist garden is an
art. No two Taoist gardens are exactly alike, but all Taolist gardens include four essential elements:
water, mountains, buildings, and bridges.
Writing a strong thesis statement
 A thesis statement gives the author’s opinion or states an important idea about the topic.
It should give an idea that can be discussed and explained with supporting ideas:
• The qualifications for entering a university in my country are unreasonable.
• When studying a second language, there are several ways to improve your use of
the language.
These are strong thesis statements. They can be discussed or explained.
 A thesis statement should not be a sentence that only gives a fact about the topic:
• In the Northern Hemisphere, the summer months are warmer than the winter
months.
This is not a strong thesis statement. It cannot be discussed or argued about.
 A thesis statement should not state two sides of an argument equally:
• There are advantages and disadvantages to using nuclear power.
This could be a topic sentence, but it is not a thesis statement. It gives two sides of an
argument without giving a clear opinion of support or disagreement. It could be revised
like this:
• Although there are some advantages, using nuclear power has many disadvantages
ad should not be a part of our country’s energy plan.
This is a strong thesis statement. It clearly gives the writer’s opinion about nuclear
power.

EM p. 26/30
Exercise two: Read these thesis statements. Write  (strong thesis statement), F (fact only –
a weak thesis statement), or N (no clear opinion – a weak thesis statement). The first one has
been done for you.
a. _F_ The top government official in my country is the prime minister.
b. ____ Many diseases are caused by both genetic and environmental factors.
c. ____ India became an independent country in 1947.
d. ____ To be a successful student, good study habits are more important than intelligence.
e. ____ There are several advantages of owning a car, but there are also many
disadvantages.
f. ____ Half of the families in my country own a house.
g. ____ Using public transportation would be one of the best ways to solve the traffic and
pollution problems in cities around the world.
h. ____ While traveling, staying in a hotel offers more comfort, but sleeping in a tent is
less expensive.
i. ____ Classical music concerts are very popular in my country.
j. ____ In order to create a successful advertisement, it is necessary to consider three
issues: who should be targeted, where the ad should be placed, and what type of
ad should be made.
Connecting the thesis statement and the essay
The body paragraph of an essay should always explain the thesis statement. In addition, each
body paragraph should discuss one part of the thesis. Look at the following thesis statement.
The topics to be discussed are underlined:
• To create a successful advertisement, it is necessary for advertisers to answer three
questions: What are we selling?, Who are we selling it to?, and How can we make
people want to buy it?
Possible topic sentences for each body paragraph:
1. The first step in creating a successful advertisement is to completely understand the
product that is being sold and how it can be used.
2. A second important part of creating an advertisement is deciding who is expected to buy
the product.
3. Finally, a way must be found to create an ad that will make people want to buy the
product.

EM p. 27/30
Exercise three: Look at introductory paragraphs b and c in exercise one. How many body
paragraphs would you need and what would be discussed in each one? Paragraph b has been
done as an example.
Paragraph b: three paragraphs that each discuss one of the three causes for koala bears’s
decline: human population growth, deforestation, and hunting.
Paragraph c: _______________________________________________________________
_______________________________________________________________.
Developing a thesis statement
One was to develop a thesis statement for an essay is to write opinions you have about the
topic. Begin, I think that… and complete the sentence with your opinion. Then remove I think
that… and the remaining words make a possible thesis statement.
Example:
Topic: diet/food
I think that a vegetarian diet is one of the best ways to live a healthy life.
I think that governments should restrict the use of chemicals in agriculture and food production.
Exercise four: For each of these topics, write two opinions you have, starting with I think that.
Then cross out I think that and choose the best thesis statement for each topic.
a. exercise
opinion 1: _______________________________________________________________
opinion 2: _______________________________________________________________
Thesis statement: ________________________________________________________
b. the Internet
opinion 1: _______________________________________________________________
opinion 2: _______________________________________________________________
Thesis statement: ________________________________________________________

EM p. 28/30
Writing handbook 10
THE FIVE-PARAGRAPH ESSAY
An essay can discuss, describe, or analyze one topic. The most basic and versatile format for an
essay consists of five paragraphs, and you will see this format in many composition textbooks.
It can be serious or funny, straight-forward or symbolic. It can describe personal opinions, or
just report information.
In a typical five-paragraph essay_
• Paragraph one introduces the topic and ends with the thesis statement which gives the
three main supporting points to be discussed.
• Paragraph two takes the first of the supporting points and repeats it as a topic sentence.
This is followed by two or three (or more!) details, examples or pieces of evidence.
• Paragraph three takes the second of the supporting points and is developed in the same
way as paragraph two.
• Paragraph four takes the third of the supporting points and is developed in the same way
as the others.
• Paragraph five is the CONCLUSION. It restates your topic sentences, in slightly different
words. It finishes with a strong sentence that sums up your main point.
Studying an Example Essay
Read the following essay:
The Urban and Rural Divide
1
Imagine life in Tokyo. Now imagine life in a neighboring rural Japanese town. Finally, picture life in
Cairo, Egypt. Which of these last two places is more different from Tokyo? Many people might mistakenly
choose Cairo because it is not found in Japan. However, city dwellers all over the world tend to have
similar lifestyles, so the biggest differences are found between Tokyo and its smaller neighbor. Urban
people and rural people, regardless of their country, live quite differently. Perhaps some of the most
notable differences in the lives of these two groups include the degree of friendliness between residents,
the pace of life, and the variety of available activities.
2
One major difference between growing up in the city and in the country is the degree of friendliness.
In large cities, residents often live in huge apartment buildings with hundreds of strangers. These urban
apartment dwellers tend to be wary of unknown faces and rarely get to know their neighbors well. The
situation in a small town is often just the opposite. Small-town people generally grow up together, attend
the same schools, and share the same friends. As a result, rural people are much more likely to treat their
neighbors like family and invite them into their homes.
3
Another difference is the pace of life. In the city, life moves very quickly. The streets reflect this hectic
pace and are rarely empty, even late at night. City dwellers appear to be racing to get somewhere
important. Life for them tends to be a series of deadlines. In the country, life is much slower. Even during
peak hours, traffic jams occur less often than in a city. Stores close in the early evening, and the streets

EM p. 29/30
do not come alive until the next morning. The people in small towns or villages seem more relaxed and
move in a more leisurely way. The pace of life in these two areas could not be more different.
4
A third difference lies in the way people are able to spend their free time. Although life in the city has
its drawbacks, city dwellers have a much wider choice of activities that they can participate in. For
example, they can go to museums, eat in exotic restaurants, attend concerts, and shop in hundreds of
stores. The activities available to people in rural areas, however, are much more limited. It is rare to find
museums or exotic restaurants there. Concert tours almost never include stops in country towns. Finally,
people who enjoy shopping might be disappointed in the small number of stores.
5
Life in urban areas and life in rural areas vary in terms of human interaction, pace of life, and daily
activities. Other important differences exist, too, but none of these makes one place better than the
other. The places are simply different. Only people who have experienced living in both the city and the
country can truly appreciate the unique characteristics of each.
urban: related to a city wary: cautious, suspicious
dweller: a person who lives in a place; resident hectic: full of incessant activity
regardless of: in spite of deadline: the time limit for doing something
notable: important, worthy of notice peak: the highest, the top (amount)
the degree: the amount leisurely: relaxing
pace: the speed, rate a drawback: a disadvantage, a negative point
Exercise one: do the following:
a. Highlight, or draw a box around the thesis statement.
b. Put two lines under the supporting points SPI, SP2, and SP3.
c. Underline the topic sentence in paragraphs 2, 3 and 4.
d. What do the other sentences in these paragraphs do? _______________________.
Exercise two: Answer the following:
1. What is the topic of this essay? _________________________________________
The writer’s purpose is to compare and contrast life in two locations. This kind of essay is
called a comparative essay.
2. What is the thesis statement: _____________________________________
_____________________________________
_____________________________________
_____________________________________
____________________________________.
3. In each paragraph, which type of location is always discussed first, rural or urban? _______
4. Which paragraphs talks about activities in each area? __________________________
Which place offers more options for activities? ______________________________

EM p. 30/30
5. In paragraph 3, the writer contrasts the pace of life in the two areas. Write the supporting
sentences for the pace of life in each area.
a. Urban
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
b. Rural
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________

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