Writers at work

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Firstpublished 2005
7th printing 2008 ' i
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A catalog recordfo r thispublication is availablefrom the British Library 1
Library o fCongress Cataloging in Publication Data
Singleton, Jill.
Writers at work. The paragraph / Jill Singleton.
p. cm. ¡
isbn 978-0-521-54522-8 (pbk.)
1. English language-Textbo'oks for foreign speakers. 2. English language - Paragraphs
Problems, exercises, etc. I. Title: Paragraph. H. Title
ISBN' 978-0-521-54522-8 paperback
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a |j :í i8F;*¡T
I Table of Contents
I n t r o d u c t io n ..............................................................................................xiii
A c k n o w lé d g e m e n ts ................ ................... xvíi
B e g in a t th e B e g i n n i n g ...................... 1
Chapter 1 A M o m in g P e rso n o r a jSfight P e r s o n ? ...................... 5
Chapter 2 A P e rso n Im p o rta n t to Y o u ........................ 19
Chapter 3 T h e W e e k e n d J..........................í f
Chapter 4 A S ca ry o r F u n n y E x p e r ie n c e ............................................, , ü
Chapter 5 H o lid a y s . , , .................... ..............63
Chapter 6 T e llin g S t o r i e s J . .............................. 77
Chapter 7 A F av o rite P la ce ...................................... ... ,%7
Chapter8 T h e Id e a l S p o a s e . *..............- •* - - ■>■>'*.>■ ■
Chapter 9 W h a t's Y o u r O p in ió n ? j ................................................. „ , . i f l
Q u ic k C h e c k .........................‘ ...................................................... st Ü

Chapter Contents
Begin at the Beginning
Q j THINKING ABOUT WRIT1NG .............................................................................................................. 2
A Reasons.for w riting....................................................... 2
B Thoughts about writing . '.................................................................................................................. 2
0 THE WRITING PROCESS............................................................................................... 3
A Steps for writing..................................................... The writing process*.................. 3.
B Using the writing process.................................................................................................................. 3
GETT1NG STARTED ................................................. . . . 6
A Picturethis
B Get ideas
CHAPTER1 A M orning Person o r a'N ight Person?
i
I
I
I—
I
I
I
6
....................................................Brainstorm ing.................................................... .7
H PREPARING THE FIRST DRAFT ......................................................................................................... 8
A Organize your.sdeas . . . . ................................. Organizing ideas.......................................... 8
B Plan your writing .................................................. The main id e a ........................................ • 8
C Write the first d r a ft..................................... ... The first d r a f i.................................... 10
DJI REVIS1NG YOUR W R fflN G .....................................’ fie v is in g ......................................................... 10
A Analyze a paragraph......................................................................... . . 10
B Revise your w ritin g ............................Revhing with a p a rtn e r.....................................11
; íl -n
C Write the secoíid draft ............................. . . . . .. . . . ..............................................• *
| 3 EDIT1NG YOUR ^ÍRITING ........................................................... ........................................ 12
* j • j n
A Focus on seníence gram m ar...............................£tiiiin g ...........................................................; l¿
Simple seniences
B Edit your writing........................ . • ....................................
C Write the final jir a ft........................................................................................................................ . 16
FOLLOWING Ü F ....................................................................................................................................1'
A Share your wrinng. . . . ! .............................................................................................................. ‘ /
B Check your progresí 11
rTne Items inthis coiumn referte the titiss of the
information box.ss that appearthrougñouíthe ccok.
vi W riters at "Work: The Paragraph

CHAPTER2 A Person Im portant to You
| J GETTING STARTED ................................................................................... .;« !
A Picturethis ........................... 20
B Get ideas ..............................................Brainstorming .................................................21
E | PREPARING THE FIRST DRAFT ..................................... ^ . W
A Organize your ideas..............................................Organizing by catego ry......................... 25
B Pfan your writing ........................................ Topic sentence and supporting sentences . . 26
C Write the first d r a ft...................... . '................. 29
H 2 REVISING YOUR WRITIÑG 7 ! . . . / ‘I’ . . ............ '• '■ $
A Anaiyze a paragraph......................................! ................................................. .................................29
B Revise your writing . . . ........................................................■. . 29
C Write the second draft i' í , :2 M M . . ■• ■. . . 30
m EDITING YOUR WRiTiNG ...............¡ ........................... .............................................. . 30
A Focus on sentence gram mar......................J . . Fragm ents........................................................... 30
¡ Correcting a fragment
’í Run-on sentences
B Edit your writing . .
C Write the final draft
Q F0LL0WING U P .............................................. 36
A Share your writing........................................... ¡.j..................................................... 36
v B Check your progress.....................................f.i. . .............................. 36
k
CHAPTER3 The W eekend |l
■ H-Q ETTm G ^m RTED . t-.: .............................................. •
A Picíure this ...........................................![...................................... 38
I
B Get ideas ....................................................... . An idea w e b ................. ..........................i 39
= . j _ y
0 PREPAñING THE FIRST DRAFT .....................¡.................................................. .................- .i-S *
A Organize your ideas............................................ Organizing by iimeo r d e r............................. 40
i!
B Pian your writing .......................................... ¡. . Transitions.....................................................40
C Write the first d raft.......................... 42
Table of Contents VII

QQj REVISING YOUR W RITING......................................................................................... 42
A Analyze a paragraph .................................................. 42
B Revise your w riting ..................... 43
C Write the second draft .............................. 43
2 3 EDITING YOUR W RITING......................................................................................................................44
A Focus on sentence gram mar................................. Compound sentences.................................44
Coordinating conjunctions
B Edit your writing...................................................................................................................................48
C Write the final d ra ft.............................. 48
0 FOLLOW1NG UPj . . 49
A Share your writing........................................... ............................................................................... . 49
B Check your progress ................................. N.........* ................................................4^
CHAPTER4 A ¡Scary or Funny Experience
GETT1NG STARTED
A Picturethis
B Get ideas
52
.................. .52
Talking to get ideas . . . -53
Q PgEPARING TH|E FIRST D R A F T ...................................................................................................... ■53
A Organize your ideas.......................’ ......................................................................................... 53
B Plan your wíiting ................................. DetaHs . ..........................................................
.
54
C Write the first d ra ft............................................. .......................................• ........................... . 55
|T | REVISING YOUR WRITING................. .................. ^ ; ■56
A Analyze a pajragraph .................................................V ................................... ..................56
B-fievise-yGüP-wfít-iflg- . . 56
C Write the sesond draft ................................................ A ..........................................................57
EDITING YOUR iWRITING.......................................................J .................... *
A Focus on sentence grammar. ........................ . Compound sentences . . . . . 57
Run-on sentences
Correcting a run-on sentence
B Edit your wriong.................................................... 61
C Write the fina draft . . ..................................................................................................................
FOLLOW1NG U P ............................................ 62
A Share your writing...........................................; . . . . . . . . . 62
’kack your progrese
TÍil Writers at Work: The Paragraph

CHAPTER 5 H o lid a y s
D GETTING STARTED . . . . .......................................................... , 6 4
A Picturethis .................................................................................. 64
B Get ideas ............................................................................ 64
| 3 PREPARING THE FIRST DRAFT .......................................................... ......................... 65
A Organize your ideas.................................... 65
B Plan your writing ................................................. Theconclusión.................................................66
C Write the first d r a ft............................................................................................ .68
REVISING YOUR WRITING.......................... 68
A Analyze a paragraph. J-........................................................................................ 68
B Revise your w ritin g ...................................................................■........................................................69
C Write the second draft ............................................................................. 69
E | EDITING YOUR WRITING.................................................... 69
A Focus on sentence gram m ar i . . . . Complex sentences........................... 69
Subordinating conjunctions
i Punctuating complex sentences
B Edit your writing ..............................J.................................................................................... . 75
C Write the final d ra ft............................... -...........................75
E l ’ fOLLOWING U P ......................................... i 76
A Share your writing................................... J ................................................................................. . • 76
B Check your progress............................. i ............................ v. 76
•
CHAPTER 6 T e llin g S to rie s
l-ffiFRNG-STAfiT-ED
A Picturethis . ... ...................................N............................. . 78
bet ideas .......................................................[ i 79
* ■’ 'J ‘ ■
PREPARING THE FIRST DRAFT
A Organize your ideas...............
B Plan your writing . ...............
C Write the first draft ............
. 80
. 80
. 80
. 80
REVISING YOUR W RITING.................................................................................................. 81
A ñnaíyze a paragraph ..........................................................................................................................81
B Revise your w ritin g ........................ . 8 1
O Write the second draft .................. 82
Table of Coníenís

3 EDITING YOUR WRITING . . ........................................................................................................ 82
A Focus on sentence gram m ar...................................Dependent clause fragm ents........................82
Correcting a fragment
B Edit your writing.............................................................................. 84
C Write the final d ra ft.......................... 85
3 FOL1QWING U P ..........................................................................................................................86
A Share your writing........................................................................... 86
B Check your progress............................................................................................................. 86
CHAPTER7 A Favorite Place
H GETT1NG STARTED........................................... 88
A Picturé this .............................. ^ 88
B Get ideas; .....................................................................................
0 PREPARlNG(jÍHE FIRSTDRAFT ..................................................................................
A Organize your ideas.................................................Describing a place.........................................89
B Plan youriwriting .....................................................................................................
C Write the jírst d ra ft..................... 90-
H REVISING YOUR W RITING.........................................................................................
A Analyze a.paragraph ................. - .........................- . . . . 91
B Revise yóur w riting........................................................................................................ • - • ■91
C Write the second draft ....................... . . . .................................................... 92
á %
EDITING YÓ.UR W RITING........................................... 92
A Focus on|sentence gram m ar................................. Ftepositionsof place .........................92
_B y^ypwriting - — :--------— .... 95
C Write tfieliinaí d ra ft.................................................................................................. 96
■ ■
E l FOLLOWING Ü F ............................................................. J .........................................................96
A Share yot r wntinq ........... : .................... 96
B Cneck your progress
HAPTER3 The Ideal Spouse
GETT1NG STARTED......................................................................
A Picturethis ................................................................................
B Get Ideas ............... Frsewriiíng
Writers at Work: The Paragraph

O PREPARING THE FIRST D R A F T ........................................................................................................ 100
A Organize your ideas . ...................... Organizingbyim portance.......................100
B Plan your writing ................................................... Transitions................................................... 101
C Write the first d ra ft...........................................................................................................................103
D ] REVISING YOUR W RITING....................................... 103
A Analyze a paragraph..................................... 103
B Revise your w ritin g ...........................................................................................................................104
C Write the second draft ................................. 104
E l EDITING YOUR W RITING..................................................................... 105
A Focus on sentence gram m ar i . . . . . Sentence varieiy. . . ............................ 105
B Edit your writing.................................. .*...................................................................................... 108
C Write the final d ra ft..............................•.............. ............... v ........................108
H FOLLOWINGUP .................. . '.................................................................................. 109
A Share your writing .......................I .......................................................................................... 109
B Check your progress........................./ I ..........................................................................................109
CHAPTER9 W hat's Your O pinión?
vGETTING STARTED............................./I......................................................................................112
A Picturethis ......................................... ; .......................................................................................... 112
B Get ideas ..........................■.............J ' ....................................... 113
1 •
PREPARING THE FIRST DRAFT ....................................................... I .......................... 114
A Organize your ideas............................í¡¡..............Quilines . . . . . . . . . . ...................... 114
B Plan your writing ............................j ’| ......................................................................V . . . . 118
-C - Write4he--áfs^daft - , . : . . . . : ...................... ^ - - ^ — 1-1^
REVISING YOUR WRITING
A Analyze a paragraph . . .
B Revise your writing . . .
C Write the second draft .
EDITING YOUR W RITING.......................... ¡................................................... 120
!
A Focus on sentence gram m ar.I ................................................................... 1 2 0
B Edit vcur writing.................................................................................................. 121
C Write the finaJ d ra ft................................................. .................................... 121
Table of Contents

0 FOLLOWING U P ..........................
A Share your writing . . . . . . .
B Check your progress . . . . .
Q uick Check
H EDITING SYMBOLS . .............
0 COMMON WRITING PROBLEMS
A Verb probiem ( V ) ...................
B Subjecí-verb agreement (S-V).
C Sentence fragment (Frag) . . .
D Run-on,sentence (RO) . . . .
E Word fqrm (WF) .
F Wrong yvord (WW)
G Spellinc (SP)
H Puncíuation (P) .
l CapitaJi; :ation (C) '
lis Writers at Work: Tke Paragraph

1
Introduction
THE WRITERS AT WORK SERIES
The Writers at Work series takes high beginning to high intermediate-level
writing students through a process approach to writing. The series is intended
primarily for adults whose first language is not English, but it may also
prove effective for younger writers or for native speakers of English who are
developing their competence as independent writers in English.
Writers at Work: The Paragraph prepares high beginning to low inYermediate
students to write well-organized !and accurate paragraphs. Writers at Work: The
Short Composition prepares low iiitermediate to intermediate-level students
to write well-constructed and acqurate short compositions. Finally, Writers
at Work: The Essay prepares intermedíate to high intermedíate students to
write fully-developed essays withjan introduction, body paragraphs, and a
concjusion. Upon completion ofl the last book in the series, students will be
ready for more advanced-level aqademic writing courses.
The approach
Competence in writing comes from knowing how to write as much as írom
knowing what to write. That is why the Writers at Work books are organized
•around the process o f writing. They teach students about the ^riting process
and then guide them to use it as^they write. We believe that on<te students
understand how to use the writing process in writing paragraphs7short
compositions, and essays, they will gain the confidence they ñeed to advance
to more complex writing tasks. ' i-
In teadiing writing to lower leveljstudents, there is always the risk of sacrifidng
creativity in order to achieve acciíracy, or vice versa. The Writers at Work books
guide students through the writing process in such a way that their final pieces
o f writing are not onlv expressive and rich in contení, but also dear and
accurate
Chapier sirueiure
Each chapter is aivided ínto the fdllowing five parís:
I Gettlng Started I
Students are stimulaíed to íhink about the topic of the chapter. They
generate.ideas that they can use later in their writing.
II Preparing the First Draft
Students organize. plan, and write their first draft.
xiii

ABOUT WRITERS AT WORK: THE PARAGRAPH
Chapter struciure
Each chapter is divided into the following fíve parts:
I Getting Started
Students are stimulated to think about the topic of the chapter. They
generate ideas that they can use later in their writing.
!! Preparing the First Draft
Students organize, plan, and write their first draft.
Jil Revising Your Writing
In this section, students analyze sample paragraphs and compositions,
leam about key elements of writing, and apply those principies in revisions
o f their first drafts.
IV Editirjg Your Writing
Students are introduced to selected aspects of grammar. They edit their
writing for accurate grammar and write their final drafts.
i
V Following Up >
Students share their writing with each other. Finally, they fill out a
self-kssessment form, which allows them to track their progress as writers J¡
thr^jughout the course.
Key íeatures
• The )Dpok begins with an introductory sectión, "Begin at the Beginning,"
which introduces students to the ^vriting process, including its recursive
nature. V
í
» The 'nine chapters of the book are thematic, each one dealing with a topic
of personal interest. All of the activitiesVnd exercises in a chapter relate to
üie t¿emerin~this Way, studifiiLs u ii discoyer vocabulario use in thek=oggmg -----------------4t-
•writing on the theme.
» Sámale paragraphs are presented for students to analyze, revise, and edit in
preparation for working on their own writing. A major goal of the test is to
heip students, bit by bit, to become inore profident at revising and editing
theiríown writing. •
* Systematic and cumuiative instmction in paragraph constroction and in
building sentences is presented in a logical and manageable way.
* Student interacüoQ is importaní in Writers at Work: The Paragraph.
Throughout üie book, students are carefiilly guided to heip each other write
more clearly and think more critically about writing.

• "Sharing Your Writing" activities at the end of each chapter engage students
in sharing their final drafts.
• "Quick Check," an editing and grammar reference at the end of the book,
introduces students to useful editing symbols and covers the most common
basic writing errors. It can be used by students when editing their writing or
by teachers as extra heip for an individual student.
No writing text can encompass the great variety of activities in a writing dass.
In addition to the carefully sequenced writing assignments in the text, it is
essential that students do a good deal of unstructured writing in order to
increase their fluency and comfort in writing in English. Activities such as
joumals, dialogue joumals, and informal letter-writing and e-mailing are vital
to the growth of the students' writing ability. It is highly-recommended that the
teacher indude such activities in the dass.
A FINAL NOTE
V

Introduction

I would like to express my appredation to the many people who have made
this second edition a reality. I would first like to thank all of my students at the
English Language Center of Towson University for their generosity in sharing
their writing and insights. I am very grateful, too, to the teachers and siaff o f ‘
the ELC for their continued heip and support over the years. Special thanks
go tq Mary Jo;Lindeman, teacher at the ELC, fór all the time and thought she
unstintingly gave to this revisión.
Many thanks to the following students for gradously allowing me to use -
their writing in this book: Sami Al-Weháibi, Osama Bulbul, Maria Coronado,
Jéeyeon Jang, Hyung Kyu Kang, Hee Seung Lee, Shan Yih Liu, Aymeric
Menargues, Myung Hwan Moon, Jin Seok Park, Jeongin Pu, Diana Rangel, Jung
Youii Sim, In-Hyuk Song, Nuraputra Sudrajat, Yoji Yamada, and Shu-Hui Yang.
At Cambridge University Press, I would especially like to thank Bemard Seal,
commissioning editor, whose visión and persistence tumed an idea into reality.
Than'ks also go to the project editor, Helen Lee; and to the copyeditor, Linda
JLiDegtri for all their heip and hard work. Many thanks also to Ann Strauch,
series co-author, who has been such a pleasure to work with.
Jenriifer Bixby, freelance development editor, deserves special thanks'for her
kindness and thoughtfulness, which made our work together both pleasant
and -productive.
Appijeáation is also due to Don Willkms, the .compositor, and to the designers
at Adyenture House for their care and nard work.
I amf^rateful to tñe iollowing reviewers fór their thoüghtful critiasms and •-
helpfúl suggestions: Randee Falk; Joe McVeigh; Catherine Salín, Columbus
Academy; and Larry Sims, University of California at Irvine, Extensión.Torai:
Mosi
support'ana for keeping me írom "working on the book 24/7/' as Rob said.
of all, thank vou to my husband Phil and my son Rob for your unfailing

Begin at the
Beginning
[ ou are a wnfer. Ybu are a wnfer jft yeur own 5 1|
I .* fangpage, and soort^cíw#ie*a'i?sft!BF»i'á^|tsf> <
I Jrityotif nghvé tenouagei voif’arerprcbábfya goocfwrrec
^ d litw tirr^ P éryoH-roa 'SrorFc1r - '■
|>; W esjiwfry ajiñew Vau wrife? Dtfyotf ever thrnfcabouE
f Ptow!c|lTfakaYébTw^ífig betSér? . ■ j '

THINKING ABOUT WRITING
ReaSons for writing
1 Th'ipk about writing in your native language. When do you write? Do you take
notes, e-mail your friends, or make a list for the grocery store? Write your answers
in tlhe chart in your native language, not in English.
th your dass, talk about your answers. Together, make a list of when people in
tir dass write and whv thev write.
Thoiigíiís abouí writing
Answer these questions on a sepaiate piece of paper. Then talk about your answers
with a partner or with your dass..
1 Is writing easy or hard for you? Do you love it or hate it? Why?
2 Do you ónly write when you have to, pr do you sometimes wriíe for ílin?
3 What will heip you become a better writer?

revise organize]
(check ideas) ideas aiíd
plan writing
Step:.
write
C8SS
edit^check get ideas
grammar)
Answer these questions on a piece of paper. Then talk about your answers with a
partner or with your dass.
1 Do you use any of these s;:eps when you write something for a dass? Which steps
do you use?
2 Good writers do not use tie writing process for eveiy tánd of writing. For example,
if you write a phone message, you do not revise and edit. What other kinds of
writing do not need the writing process? Give several examples.
A Steps for writing
Look at these pictures. They show the steps that good writers use when they write a
paragraph or short composition, but they are not in the correct order. Number the
pictures to show the correct order. 1

''"'"w q í’f a m in u té is
T h is is h o w I r e a lly
s > ( ¿ r i f e . y
Good writers move forward and backward between ihe steps. For example, when you
are writing your paragraph, you may think of a better way to organize your ideas.
Thats good! That is how experienced writers really write. With this book, you will
improve your writing by using the writing process.

Chapter H
i |
A Morning
Person or a
Night Person?
■ ¡L
ü
D B i ^ á í n a narninghop; r e ' jhigpí bettes í EJo v
PPûífik&tó^vvak&tfpíeáyfc IfteôVi,ngMr"sTay
up-fafeáfnfgsBîífe^b a m0mrff)deT|oB orWtífgfl :
•êrstm^7¡'VV'' -- 1 ■>'- T .................:
iri if e - c b á p íe i; you >M torito a p aragrap n jfe a fe th e tim e
Opicíay tíia i v il» ik a % e b e s í You vmlf telí why you &Ke the ■
g r ^ fe if|||íáncf w haí y a u d o n ihe m orniag or||
■SrnSfit

GETTING STARTED
A Picture this
a b o u t e a c h p h o t o g r a p h w ith H s jflp $ § ? ¡c > ;r» in a s m a l l g r o u p .
w m
mF W
' 'm ísm
■
i »
V—
SÉ S . r S
1 What ís happening in the
photograph?
photograph feel?
3 Do you like to c 11íe activity in
the photograph’
night or in the rcoming?

BRAINSTORMING
piié wiy'to 'gei jde.is-foi svlHin¿is to biaiiistórm.
H ra irisíom m g 'nicihs to tliínk abóiíla topic and
wrifc; dówn as niany icli-as as pqssü»!e-in .. list.
VVhea yóu l>ra>i)stoiin,'w!.ite werd.s orplinísesV-Yo
.don'i rtéed (ó w¡ite-senU'íices'Sonic ideas vviil'.bé
gcióo otes, and otbers.wii! ni)¡ Beusef.d..Ojuí.'lisV.
a!l o í ihe nicas that yoü l an ihink oí. Laioi;ybii ■
raiidioose the ideas.thal vóü want to.usr The.,
nippp.rtaní iitini! viteM p itfeaín ágrm i^ b wrñc:;
idoWn§§§riiariy ¡deas ;¡s pósSiblc.' •
Follow these steps to get ideas for your paragraph. .
ipifedasswramstptan a b ü t the .♦■taftis rrwmmg and m#& On'ÉJe boífti or on a
large sheet of paper, write all of the ideas in á dass list. Write down words and
phrases abóut why ypu like it, what you do, and how you feel about the moming and
the night.
2 Now dedde if you will write about the moming or the night. Cirde Moming or
Night in the box below.
3 Lqok at th%fdáH¡ listl
__ use in ydur paragrapl'
4 Add any more words that are important for your paragraph. Be sure that you havé
words to tdl why yoü like the moming or the night, what you do then, and how you
of ii^Síífe, the b|| b|if»8 «opy#e wcastó ítist'you want to
M om ing / N ig h t
B Get ideas
Chapter 1: A Moming Person or a Night Person?
-
1111MTT111ITIIIII1111I!1"II1I1I1II1

U PREPARING THE FIRST DRAFT
A Organize your ideas
ORGANIZING IDEAS
Aftex-you brainsiprm /û^íí; Ea^-jiíanyîdéásoiLyourpaper. But you .are not
yoü: need write
rábout &st, seGond/ anci tlurd? V^én yóü thinlc about'and deade thêthings,
ypu áre organizing yot^ idéas/ ]:j<¿j.
Circle your topic, Moming person or Night person. Then use the chart to heip you
¡ organize your ideas. Write yoür words from the box ón page 1 into the difíerent
i categories. You can add more ideas.
Morning person / Night person
^ W £ * I * f S
V
V,

■-------- :---
V
Plan your writing
THEMAIN IDEA
In English/ each paragraph shouid be about only one main idea. The mam idea
is what the paragraph is about All of the sentences in the paragraph shouid
be about the main ideaL'Jfaseñférice is"abóüí- themain idea,; it is' a relevant
sentence: Relevant means related to or about the main idea. If a sentence is not
about the main idea, the sentence. is.inelevani;(not relevant).. You shouid always.
take íiielevant sentences. but of your paragraph. •

Practice
Look at each group of words and phrases about a main idea. Put an X next to the
irrelevant word or phrase. The first one is done for you.
1 moming 3 evening
a breakfast
X_. bgo dancing
c read the paper
d newday
4 night
a dinner
b watch the news
c pretty sunrise
d wash dishes
a sunshine
b dahomework
c relax
d cali family and fiiends
Practice
In each group of sentímees below, one of the sentences is irrelevant Put an X next to
the irrelevant sentence.
a It is quiet and peaceful early in the moming.
b I like the fresh feeling in the air.
—------- c I go jogging then because there are few cars on the roads.
d Some péople are tired and cranky in ti^e moming.
2 ---------- a My cat íbves the night, of course.
i I
b He goes huntins for mice then.
c Dead m íe make me sick.
d He also nghts with other cats at night
I J
a My sistencan't keep her eyes open aírer ten at night.
b í think tne best time of the day is after midnight
c I love to stay up and watch oíd movies on TV.
d It is also a good time to read and listen to music.
a I like to have a snack and read the newspaper.
b My brother gets home at 4:30.
c Late anemoon is my favorité'time of day.
d I Usually relax for an hour.
c
Chapter 1: A Moming Person or a Night Person?

Your turn /*z^
Follow these steps to check for any irrelevant ideas in your chart on page 8.
1 Are all of your ideas relevant to your main idea? If an idea is irrelevant (not
relevant)/ cross it out (if?ekvant-4dea).
2 Look at all your relevant ideas. Do you want to use them all? Cross out any ideas
that you don't want to use.
3 Do you have any new ideas? Add any new ideas to your chart.
4 Now look at your chart and.think about writing a paragraph with your ideas.
Decide what idea you want .to write about first, second, third, and so on. Number
your ideas. . - .
C Write the first draft
Aftér yoú plan yourwritíng^yóu are readyáo write your"paragraphTor íhe
b e tte r ./ .:/ ;.';>•ÉSg ¡j^gárasiÉgi;
aS^
Write the first draft of your paragraph. Be sure to write about why you like the moming
or the night, what you do then, and how you feel then. Use your chart to heip you. ..
SfSps
¡si®
KEMSMG
A fte r’y a u 'w rite y o u r p a rá g fa p & ^ y ó tr m lfn e e d ^ to "re v is e in Revise-m eans;rc r d ife c k 1
y o u r id e a s- R e fo ré y o u -w ro te y o u r íir s t d r a ít y o ilp la n n e d y a u r w ritin g . D id .y o u -
fó llo w y o u r-p ía n ? ' O r d id y o u ch a n g e v o u r p ía n w h rle yo u . w ro te ? A s k y o u rs e lf, -
"O íd I say w h a t I w a m é d rró say^'PRevise does rrá t m e a n c h e ck yora? g ra m n ra n Y o u
- w ill h ave ü m e ;io :d g ,th a í a ite ry o u - revise.; ^ .- .
Read a student's first draít on the next page. It has not been révised or edited vet. It
may have mistakes in organization and grammar. Answer the following questions.
Then talk about your answers with your dass. ■ ¡j
1 What do you like about this paragraph?
2 Is the paragraph about one main idea?;
3 Are all of the sentences relevant to the main idea? Áre there any irrelevant sentencesí
Writers at Work: The ParagTOph

“■*-M ÍA*<ví*i
^jVüoIO
Night
N íght-ís th e b e st tim e fo r m e. in th e e y é n in g /J c a li m y .frje n d s ; VVe g o to^
a c lu b . A n d h a ve a ;g o o d tim e . My : Hé ,
s tá y s H om e a n d s íu d ié k á ló n g tim e . W e
¡¡|gp ~i - v v - ; i ' .%:
d n n k c ó ffe e a n d ;s m d ké . M y; b ro th e r thinks- I shg u íd -n ó t s m o k e . H e sáys f w ill
W E o W r r . h o m e . A t h o m ‘e r £
p fs ilé n c e . I .jo o k p u t th e
w in d o w . H o w be aU tifút ¡ s i t ó rrió o n l S o m é m e n fiá yé w á lk e d o n lt. I lo o k á t
th e m o ó n . T h in k a b ó Ü t'rn y 'fu tu ré . T h e c lo c k says m íd n ig h f. E vé rythin g sile nt,
B Revise your writing
RBñSING WfTM^PAR
| ^S®en v o ili^ se youiy
^fíine, do notcfieá^ am m arl 1?
vExchaiige the first draft of your paiagraph with a partner. Read your partners
paragraph, and answer these questions about it.
1 What do you like iabout your partner s paragraph? Put a star next to any ideas or
sentences that you like. v
2 Read the paragraph again. Do all of the sentencies relate to the main idea? Does the
paragraph have any irrelevant sentences? If you tnmk a sentence is irrelevant, put
parentheses ( ) aróund it.
Your turn''Z-, [¡ V
Get your paragraph back from your partner. Reread your own paragraph, and answer
these questions. , ^
1 Did your partner nnd any irrelevant sentences? Do you agree that the sentences are
irrelevant? If you agree, cross out the irrelevant sentences.
2 Are there any other irrelevant sentences that your partner did not find?
3 Check vour chart on page 8. Did you write about everything that you wanted to
write about? Do you want tó add anything more to your paragraph?
C Write the second draft ^
Rewrite your paragraph and make any changes-that vou need. Write a title at the top
of your paragraph.
Chapter 1: A Moming Person or a Night Person? 11

B S IéBit ín o y o u r ;wfsiting
A Focus on sentence grammar
EDITING
parigfapb^yoiLê-reááyió;edi¿it: ^¿rmeáns
ta f^seô^'ideas first
If you reviseBrsCyoiriwiH.not waste.vourtime
;ed|tihgiêleváníTsenteiícésv
i
i r
H
Practice
Som e o f the sentences íroiñ the paragraph "Night" on page 11 do not have.correct
sentence grammar. They make the paragraph difficult to read. Read these sentences
from the paragraph. Write C for correct or I fox incorrect next to each sentence. You
will check your answers later, in Practice 6 on page 14.
1 Night is the best tim e for me.
2 In the evening.
3 I cali my friends. .
4 We go to a club.
5 And have a good time.
6 Everything silent, serene, and perfect.
¡j¡| S ig lisfci^ e ry seaten cem sst haveaJsuhject and a Verbl.A senténcé with a
. R ................... I , . m „ , * ........................
A abou t A'sim ple sentence Can háve -
m o r e th ^ o i^ su b jecL . - ,■" k ’V £?»!■ ...i ■. -: : Tr0^
s >~ | ^ | -y g g p § £ %
; :Jad ^ -halss.the: morninG.. '¿ ¿ .
'Sr- y^' • - '■ •- ' ' •í/'v. ;' ■■■. ■; i
: .She neveraeís ü(j or speaks0 anyone befara nine o*ctócfc.v
-'••■'.s'/.-v. "s "5.: '
Everjfmoming, ñer mptherand faíner wake,up afsix o'clóesc
t . ~ "
, Thiey canl undersiand'Jácki& ' *'
¡ ¡'
i i
12 Writers ai Work: The Paragraph

Practice
Which of these words can be subjects and which words can be verbs? Write the words
in the correct columñ in the chart.
like
snore
roommate
thinks
Practice

Underiine the subjects and -drcle-rj/g-rbs■i-n these-sentcncc3. Wiite-5-fbr-subj-ect
for verb. The first sentence is done for you.
1 Dave(Iikes)aftern¡oons the best.
2 He gets up earlyjin the moming for his classes.
3 His eyes often dose in his 8 a .m . dass.
|
4 At 12:30, he meéts his íriends and eats lunch with them.
5 Dave and his íriends play soccer in the aítemoon.
6 Soccer is their favorite sport.
7 After soccer, eveiyone has something to diink and talks about the game.
8 Then, Dave goes home for dinner.
Chapter I: A Moming Person or a Night Person?

Practice 0
Look back at Practice 3 on page 12. Dóés every sentence have a subject and a.verb?
Check your answers with your dass.
Practice
Put these words in the right order to make simple sentences. Sometimes there are
several right answers. You only need to write one right answer. Remember to begin
each sentence with a capital letter and to put a period at the end o f each sentence
The first sentence is done for you.
1 at / get up7 7:30 / I
I get up a t 7:30.____________________ • •- - _______
2 .moming /I /in /.the /go / dasses /to
3 order / at /pizza / my /roommate / noon / I / and
4 I /bed /in / on / study / aftemoón /the / my /usually
5 in /the / m y /visit /me / evening / íriends
6 we / and / listen /talk /to / niusic

7 leave / at / my /friendsll:30
________________________ V _
8 light /tum / out / I / at /midmght / my
Practice Q
The paragraph at the top of the next page has no punctuation or capital letters to
show sentences. Dedde where the sentences begin and end. Put a capital letter at thí
beginning of each sentence and a period at the end. All of the sentences are simple
sentences. The first sentence has been done for you.
/
i i!f
i •

Daylight Savin g Tim e
/
/n the United States, we have daylight saving time for half of the year. in
A
late spring, we put our docks forward one hour then we have an extra hour
of daylight every day farmers are happy for an extra hour to work in the fields
chiidren have more time to play outside their parents are happy about that
adults have time to play sports afber work everyone likes the extra daylight in
the summer
Read the following paragraph. Notice that the writer took out all the irrelevant
sentences from the first draft of this paragraph ón page 11. With your class, decide
which sentences! are correct and which are not. Then write a corrected versión of the
paragraph.
"window; Hovwbeautífitl ís~thémoonf f lóolcaf fhe'mooa,'ThÍnk aboütmv tuture. i
HPfaetiee
Look at this paragraph about the moming. Decide which sentences are correct and
which are not. Tnen write a corrected versión of the paragraph.
in the Morning
¿■ilove the eáriy m o m í n g f - 1 T h e sun-s rays
marhínG sun. íiastiaílywsíkMníhé eariy;-m0i ^ ^ i ^ p e a e e f ü L ".
Mv day síarts
,stü.dy. Also listen to ifrusíc beeaus'e l'feél frappyíjfl íhe múrning. Tíme.pásses
very fast I ihink the morning is more produciive than the night.
Chapter 1: A Moming Person or a Night Person? 15

B Edit your writing
Use the Editing Checklist below to edit your second draft. Follow these steps.
1 Underiine all of the subjects in your sentences.(gírde)all of the verbs.
2 Read your paragraph several times. Using the Editing Checklist, look for only one
kind of mistake each time you read your paragraph. For example, the first time you
read your paragraph, ask yourself, "Does every sentence have a subject and a verb?"
The next time you read it, look for a different kind o f mistake.
3 Use Quick Check on pages 123-140 to heip you fix your mistakes.
^febí^ at g ¡ -
3-Write the final^ fa fH
v
VVriíe your final draft, induding youx changes and corrections. Use correct format.
y
Writers at Work: The Paraorapho Jttr ,i

FOLLOWING UP
A Share your writing
Follow these steps to share your writing.
1 Put eveiyone's papers on desks or tables in the dassroom.
2 Move around the room and read your dassmates' paragraphs.
3 Do you have more moming people or night people in your dass?
B Check your progress
•After you get your paragraph back from your teacher, complete the Progress Check
below.
Date:
Paragraph titlfe:_______ :____ ;_____
Things I did ^rell in this paragraph:
Things I need (towork on in my next paragraph:
v
Chapter 1: A ¡Moming Person or a Night Person? 17

Q GETT1NG STARTED
A Piciure this
fmswer the ^liesti<||fiíafcotiMi|h}pb^t<pg|áph with IrgB- s or in a smali^ótip ¿
Writers at Work: The ParagTaph

B Get ideas
To prepare for writing, study these words for describing personality.
Describing personality
Write four words that describe your persoiíality and four words that describe a family
member's personality.
My personality ^ 7 —1-------------------------- s personality
Chapter 2: APerson Important to You 21

To prepare for writing, -study these words for describing people.
Describing appearance
Age
young middle-agea oíd
Shape
neavy slim thin
Height
average height V short
io n ? snort waw
22 Writers at Work: Trie Paragraph
«

Eyes dark brown light brown blue green
Men
Appearance
unattractive/ugly
Fealures
beard moustache
Yourturn ^
Write four words that describe your appearance and four words that describe a
partner's appearance. When you finish, compare íists with your partner. How are they
the same or different?-■-
My appearance My partner's appearance
attractive/handsome

BRAINSTORMING
ideasfor writing. When'you brainstorin,; tryto
•list as good idea:pr á bad idea. Write
down all ofyóurjdefasí^ . :5> j* - táfe.'oí
f lpr;examp}¿|Sra¿v5any^^ get ideas :
for her páfá^^h^she'W^e^Üiisrlist ó f ideá3g!'
’V ' - v A d a t ó - -
-gdésto school every^cfay:
i'had his íeacher before,f¡|
■ídves^sphóol- •
íctíeerfukiv
.sweet-
í miss tiímí: "
yóunger brotber •
10 yeafs^óld;;:;
a iiítie heavy-
short for bVage" •¿
íhe yoúnaest ■ --;-^&rown eyes.
2 broíhers. 1 s is te r if | í wrote to him yesterday:---1
smartj:
-foliows myteénage broíher around
driyes hini crázy ..
-iaughsalot:.
Icuríy dark'browh.hair ’
;píays:soccer afterschool.--
Your turn ^
Follow the¡>esteps to brainstorm ideas about á person important to you.
1 Make a list of four or five people who are important to you.
2 Circle thie ñame of the person you want to write about.
3 Brainstorm as many words or phrases as you can about that person. Use the
vocabulary on pages 21-23 to heip you describe the person.
24 Writers at Work: The Paragraph

!^pi|a^^Í^t® eg||p^S^^^î|p® ||D ÉsinSp||^te^^géM ^Tôrgánize:>^:
sfcyeur ídéal-hy c^égQ^^m tóg'js^^&.^You knó^wfiic&-ideás to grouptogether_‘
|“2S2sb, t&eêader can"áêrstá^^yo^F'vmüng betfe^H W ;Iim Sar ideas’are
Answer these questions with a partner.
1 What three categories did Sara use to organize her information?
V

V
2 Sara did not use ^1 of the words from her brainstorming list. Which words are not
-— in her-categOíy4ist íVWhywere they leít out?— ;— ----------------:------ = = —
3 She also aaded some new ideas. What are they?
Your turn ^
Organize your brainstorming ideas into categories on your paper. Take out any
irrelevant ideas. Then add more ideas if you want.
Chapter 2: A Person Important to You 25

B Plan your writing
In Engíish,^ paiagrap&is iisnal/yáboutlm eíinam idea.The topic sentence tells us
the mam idea-^t;i¿ usüáíly*tfíe first smtá&cám^paragrapSL 8 ¡| ¡¡ ¡f¡¡ c~¿
AE o/êâ&er¿sént^cesK í^ fite j^ a ^ á ^ & & ^ p ¿íth e to p fé : sentencer'They
m ustaff,5&relévai^tórthe,m aM M ea lljesesénténces.âré cMleSsupportíng
sentences. Suppoitmg sep tm cé^ jtó p ^ ¿^ ^ ^ íj^ d é§ ta n d the mam ídea by
gívmg'more mfonnafio-n abou#ffe;Sngpoltíng^^ítenceS'abotit sim ilar ideas
shotíía b e groupeá^together m ih ep & g ra p h '11jfSfe,^J 5 f
Practice O
Read the first draít of Sara's paragraph about Adam. I.t has not been revised or edited
yet. Then; answer the following questions with a partner.
1 What is the main idea of her paragraph?
2 Where/aoes she tell you the main idea? Find the topic sentence of the paragraph.
3 What Order o£categories did Sara use? What category did she write about first,
second andthird?
? '"Adarrr is a défíghtful boy/My wónáérftíí yourfger brother. He íVteri years oíd
and the youngest ih oür íamily. He has dark; cudy hair. And big, brown eyes.
‘IJe'oftén .sm/fés. Thenlyb& cafr"seé;fe'6í^ w feesm ffá ffé'sñort-for hrs age;-"
anaa4tttfe heavyl Adam- goes to scHooí eveíy day he-offén pfeys soccer with
fri&fríends after sehool. They aren’t váry goodr butthey have a lot of-fun. Aiso
íaves tafotiaw my teenage bíotlier acouncL He-drives my brother crazyI Adam
featw eeí4!)'eyrh‘eêafty4ovés:a^fT^'fet-^©TO^mésrê4fi^êfc-iáke^caFe-of-htín
w tó artaais. Aiso. ver/ sm art He ioves scnooi-, and he gets good grades. I
iqye hrm because he is funny ana”cbeerfuí, xoo. He talks and iaucjhs a lot he
raakes
muSiu>
;veryone iaugh with hte'Nbyy; l rri this country, and'l miss him yérv
28 Writers at Worjk: The Paragraph

| ~L
Practice 0 w jsíon ssbuoieca
Each group of sentences has one topic sentence and three supporting sentences. Write
a T next to the topic sentence and S next to the supporting sentences.
1 ------- a Amy always understands me.
b Amy is special to me.
c I think Amy is bea-utiful.
d I love the wild wayAmy dances.
2 ------------ a To me, my father is a great man.
b My father is an excellent lawyer.
c My father loves his family.
d |vlyfather always has time for me.
3 ______ a Chris likes to have a good time.
b Chris is short and has wavy, brown hair.
c Chris is one of my favorite people.
d Every day, Chris runs several miles.
Practice 0
Read the paragraph below. Then, read the sentences that.follow the paragraph. Check
(«/) all the sentences that are good topic sentences for this paragraph.
My Grandm other
—----------------------- She was born 77 years ago in
England. W heto she was a baby, her fam ily moved to the U nited States. A fter
canhigh-schücrfr she Worked in a bakery until she married my grandfainer. She
still make delicrous^ cakes! M y grandfather died five years ago, so she lives w ith
us now. M y grandm other is not patient, but she never gets angry with me. She
always listens to me and helps me with my problems.
1 My grandmother is tal! and thin.
2 I think my grandmother is a wonderful person.
3 An important person in my life is my grandmother.
4 My grandmother had five chiiaren.
5 Let me tell you about Grandma.
6 Mv grandmother can make me laugh when í am sad.
Chapier 2: A Person Important to You 27

Practice
Read the student paragraph below. Then, read the sentences that follow the paragraph.
Check (/) all the sentences that are good topic sentences for this paragraph.
Capito
.. He's a m edium -size Labrador
retriever w ith short, ye llo w h a ir and a long tail. In the house, he is always w ith
me. W h e n he comes to me, he hits everything w ith his tail. H e also likes to
come w ith me fo r a w alk or a drive. C a p ito loves water. H e ¡oves to swim , play
in the rain, and even play w ith the w ater in his bowl. H e is a good student. He
likes to learn, and he knows a lo t o f com m ands. Also, C a p ito is very gentle. H e
runs 'after cats, b u t he doesn't-touch'them .
1 Capito is my dog and my friend.
2 Capito's face is big and square.
3 íMy dog is seven years oíd.
4 Capito is my lovable dog.
5 Capito is my wonderful pet.
Practice
Write á topic sentence for this paragraph.
Ü ________ __ _______
A TeacheV to R em em ber
H e was
a tail th m m an w ith red narr, and he w o th ic k glasses. T nT he ciassroom,
he wás always m oving. H e never sat still. W h e n he was teaching, he always
walked around, swung his arm s. or iapped his fe e t M r. Jenkins p u t his energy
in to teaching us lite ra tu re and dram a a t m y high schooí. H e was an excellent
teacr*er. H e ta u g n t us to íove literature. A lso, he helped the students preseni
tw o s|chocS plays every year. M r je n kin s cared a lo t a b o u t his students, too. H e
always had tim e to ta lk to students a b o u t th e ir próbíem s. I hope th a t I can be
like hirrs when ! am a teacher.
Writers at Work: Tke Pa.Ta9ra.-0h

G Write the first draft ^
Get comfortable, relax, and think about your important person. Use your list o f
categories to write a paragraph about that person. Remember, you will revise and edit
your paragraph later, so don't worry about making mistakes.
E J REVISING YOUR WR1T1NG~ ; ^
A Analyze a paragraph
Excnange the first draft of vour paragraph with a partner. Read your partner s paper,
and answer these questions about it.
1 What do you like about your partner's paper? Put a star next to any ideas or
sentences that you like.
2 Is there anvthing that you do not understand? Put a question mark (?) in the ;
margin next to any sentence that vou do. not understand.
MySFrfend
fake cá re o f the"patfentsf bl±,sfTé;doésr1rt llké the dóct0Fsv%hésáys- they d o a V
.ene. Eürt,H e e ^ falfáridj ver¿Wg^Sfoe^tó curiy;
“tó^&rów nrhailr'¿feioofcs^l Oyl7ín íHefPopeyé^TO Oyf is
iPépeya-s gtrlfríend' 'Soróétaes;'w ftép'm y niendsand 'twéreLsedous:, sñé tofd
pke& to uSi4-ioya fí^ aB d . Twant to¡ seerher agaínsoaru -■ - " ■**
Revise your writing
Read a student's first draft below. Then answer these questions. Talk about your
answers with your dass.
2 Is the parágraph about one main idea? •
3 Is there a good topic sentence?
4 Are all of the supporting sentences relevant to the main idea?
5 Are the supporting sentences grouped in categories?

3 Is there a topic sentence about the main idea? If there is a topic sentence, underline
it and write TS above it. If there is no topic sentence, write "no topic sentence" at
the top of the page.
4 Do all of the supporting sentences give information about the topic sentence? Are
there any irrelevant sentences? Put parentheses ( ) around any irrelevant sentences.
5 On the bottom o f your partner's paper, write one question about the paragraph.
Ask about something you want to know about the.important person.
Your turn ^
Get your paragraph back from your partner. Reread your paragraph. Then, follow
these steps to revise it.
1 If there are any question marks on your paper, write those sentences more clearly.
Ask your teacher or your partner for heip if you need it.
2 Answer your partner's question about your important person. Add that information
to yóur paper if you want to. - * i
3 Thínk about the questions in Analyze a paragraph on page 29. Do you need to make
any ¡other changes to your own paper?
4 Loók at your Progress Check on page 17 of Chapter 1. Use it to heip you revise your
paragraph.
C Write the second draft g r
Rewrii your paragraph, and make any changes that you need. Write a title at the top
of your paragraph.
EDITING YOUR WRITING'
A Focús on sentence grammah
In Bi^ís-hr évéfy senteáce'm usthavéboth a-suhjéd anda:verb."í f a sentence does
n ot¿ave both asubject’arid averb, iti& called a fragñent Fragment means "broken
piece/' A sentence fragment í&only a piece o fa sentence, not a complete"sentence.'
.Thede are three problems a fragment can have.
•“ Ño subject
’ ¡Aisd leves to íoÍ!ow my teenage brotñer around.
• No verb
. He shortfor fe age and s iiííie beavy.
• No subject orverb
And big,.brown.eyes;.

Practice 0
Read each sentence fragment and identify the problem. Write NS for no subject, NV
for no verb, or NSV for no subject or verb.
_ 1 My wonderfulold grandmother.
2 Every moming of her long life.
3 Fixes breakfast for her family.
4 A dgarette always in her mouth.
5 Often worry about her.
6 An important person in my family.
Practice
Writé F next to the fragments and 5 next to the complete sentences.
1 My niece is a special person in my life.
2 Only nine months oíd.
3 Her silky, black hair.
4 Likes to play at three in the moming!
5 My niece is very cute.
6 I love her.
j§|ft§| ate severáíway^.to correcta fragmenta. j j ||j||8 l ® 8 j¡ ¡
Fra^méi^;,IAjso foyestpfqlfo^pyJeerTagefroteer"íroiincf.' |¡|§| j j j - t|¡S¡|
áiS^gySSlui' iuuuwtf(jLtccfiay<r-üiaiaicf_^uuwu..;-;'
-Fiagniepi::.He..sííd^fóR.fii&^-ató^'fiitie tféavy:*'’i’ -
; Sentence: y HeigsftoKtforh&aoe aMaHítílefteavy: 1
• Add a;.subfectan¿ a verK: .r' •;
•./••Fragment:'. My.wóñdé^'!itt¡&broífiejr
Sentence: Heis'roywontferáillítílábrother -
• Add the fragment to anotHer sentence:
Fragmdk: “Andbígbrówrreyesv./__■í ; ; V
Sentence:: Helias dai1<;'cúfíyfiáíFand Diobrownéyés.
Chapter 2: A Person Importani to Yon 31

Practice £•
Read the following pairs. of sentences. In each pair, one sentence is a fragment. Correct
the fragment either by adding something to it.or by joining it to the other sentence.
There are several possible ways to fix each fragment. Write only one.
1 An important person in my life is not a person. He a cat
He ¡s a cat. ' '' . ,; ________
2 One night he carne to my door. And cried for food.
3 After that first night. Tramp has stayed with me.
4 Tramp is a large, gray cat. With one toril ear.
5 ¡He sleeps a lot during the day. And hunts at night
6 /¡He tries to catch mice. Too fast for him.
My cat and some of the neighborhood cats. They fight sometimes.
In the evenings. Tramp watches TV with me.
9 'Likes to sleep on my bed. Atvnight.
i!í 1
10 [Day or night, he a good friend tóme. He keeps me company.
— —
RÚN-ON SENTENCES y f j j j
A^ommon wriiing mistake ís a ran-on sentence. A ran-on sentence happens
" wíierx two -simple sentences are ran togeíhefwíthout cbrrecfpunétaation to
sepaiate thenu ’ ■ — :
; ' • ; . ■ •
.Run-on sentences:; Aqarrris aswest boy.he reaiíyioves. anímais.
Adamiss swseí boy he reailyicves.anímais.
To- correa, a ran-on sentence, malee It Into two. simple sentences. Put a period =
arthe end of the first/subjéa and verb gróup, Sta^t the second sentence.with a
capital ietter.
Coirect sentences: Adamis a sweei bov.-He reaílv íoves snimais.
32 Writers at Work: The Paragrapn

Practice 0
Write RO next to the run-on sentences and CS next to correct sentences.
1 I want to own a company some day I hope to be a good boss.
__ 2 I remember my first boss, he was terrible.
3 He never listened to us. He only shouted.
_ 4 He helped some workers a lot other workers got no heip from him.
...... 5 He also stole from the company and blamed the workers for it.
Practice íí« l
Correct these run-on sentences.
1 A persop. important to me is my twin sister her náme is Jody.
• |
i2 Jody and I are the same height, we both have blonde hair and green eyes. i
3 We enjoy the same things for example, we both love hot dogs and chess.
V
i
4 Jody understands me better than anyone, she knows me veiy well.
Y
•• ' fi
«I
5 We live in áüferent dties we usually visit each other on weekends. I ....; i
................ «
6 I can't live witnout my twin, once a day we cali each other and talk on the
telephone.

Practice
In this paragraph, some of the sentences are run-ons. To correct the run-on sentences,
add periods and capital letters. Take out commas if you need to.
Mac
- ! -- - VV ........... /- ___ m
1M a c is a special guy.ye have been friends for a long’ tíme. 2N o w we are at
college together. 3M ac is tail and very thin, m y m other calis him Stringbean.
4He has a tough life. 5He takes elasses during the day and drives a taxi every
night. 6His father drinks too much and sometímes fights-w ith his m other M a c
tries to heip her. 7He also likes to have a good time. 8O ri his n ight ofl; he
goes out w ith his girlfriend, sometimes he drives to the beach a t three in the
m orning! 9He is amazing, N
Pijactice
Read Sara's paragraph about Adam. Underline all of the subjects and verbs. Then, find
an|d correct the fragments and run-on sentences.
Adam
1Adam is a deíightfu! boy. 2M y wonderful younger brother. 3He is ten years
•tld and the youngest in our family. 4He has dark, curly hair. 5A nd big, brown
jáyes. 6He often smiíes. TVnenj^ou can see his big, wide smile. 8He short.for his
iage and a little heavy. 9Adam goes to school every day he often plays soccer
>|/ith his friends after school. 10TheV aren't very good, but they have a lot o f
■jjcm. 11Also leves ■lc rrb lfo w ^ ^ ^ e rra ^ ^ b ro th -e i^ m u n d 7 -12H ^^rives-m y-bfü-thei^
Jrazy! 13Adam is a sweet boy,, he réalfy ¡oves animals. 14Sometimes, he tries to
ikke care o f hurí wild animals. 15A Isq/ very sm art 16He loves school, and he gets 1
good.grades. 17 íove him because he is funny. and cheerful, too. 18He taiks and 1
Ijaughs a lo t he makes everyone laugh w ith him. 19Now, i in this country, and I 1
rpiss him very much. ' | p
Wxiters ai Worjg Tae Paragraph

B Edit your writing
Use the Editing Checklist below to edit your second draft. Follow these steps.
1 Underline all of the subjects in your sentences. Circle all of the verbs.
2 Using the checklist look for only one kind of mistake each time you read your
paragraph. For example, the first time you read your paragraph, ask yourself, "Does
every sentence have a subject and a verb?" The next time you read it, look for a
differeiit kind of mistake.
4 Look at your Progress Check on page 17 o f Chapter 1. Use it to heip you edit your
paragraph.
¡~y 1 Does^ewiy sexitenCefiave'a: subject ancLverb^
í'* W§é$&&£a
^(áaaáair^É
W-í':i.?.-;
Write vour nnal erar

□ FOLLOWING UP
Exchange papers with a partner. Read and talk about your papers. Compare your
important people. How are they the same or different? Ask any questions that you
have áboütyoufpaitnérs important person. — -- -—
After you get your paper back from your teacher, complete the Progress Check below.
‘Date:
jParagraph title:_______ f__________
jThings I did well in this paragraph:
Things I need to work on in my next paragraph:
! Look at your Progress Check oirpage 17 of Chapter 1. How did you improve your **
Hiwritmg in this paragraph?

1
■"Ü?••■É¡g§fsí'°:i?j ^ p p y p M »
„ JL onStínriá^Woht'Our weefcend Iwesacefcísaally *j
^ ,^ ~ W # i^ á£s^ w arfe:^ WeefeSñd'job^ 'ár’stücife TH§^
fee^eri^7^alra&fe>Gfean íh¿ tousergcKsnoppfngíar
j gato pames-1' w , v ^ ií ‘ w?> - * ‘V
!n íhtsxfiápter yotrwtíFwfLaapiragfágli aboofyouF
Chapter
The Weekend¡BBí'Í ■I■

GETtING STARTED
A Picture this
' Answer the questions about each photograph with your dass or in a small group.
1 Where is this actívity happening?
2 What is happening in the photograph?
3 Dó you doJagroti^Iiké'this ^Eínthe weekend?
Writers at Work: The PáTagraph

B Get ideas
classes
hate it! 2 loud aíarw docks
Your íurn ^
C-hoose one weekend day, either Saturday or Sunday, and make your own p
idea web for it on piece of paper. Follow the steps in the box above. Look a
photographs on the opposite page for ideas.
see
school
4homework í,
r
too much!
friends
ersonai
Chapter 3: The Weekend 3 9
Look at this example of an idea web for the topic Weekday. Draw more lin^s and add
your own ideas to the web. Then talk about this web with your class.

PREPARING THE FIRST DRAFT . . y: V:. o y ■
Follow these steps to organize your ideas for your paragraph.
1 Look at your idea web, and árele the ideas you want to use. You can use all of them
ifyou want.
2 Look at the ideas that you have drcled. Many of them are probably about things
that you do during that day. What do you do first? Put a number 1 next to it. What
do you do second? Put a number 2 next to it. Continué to number all of the other
cirded ideas.
ORGANIZING BY TIME ORDER « -
Thefe areffl'anyways't'o-grganize yourwnting- When you organfeeyqprrdeas by
telíing'what happened first,-"second, third'and so on, you are orgaiTÍzüigiby time í
order In this-chapter,-yoiLwiü w nttabout a (iayt so you wiD use tíme order-to
organize your paragraph | * ~
Plan your writing
Read these two drafts of a paragraph about Saturday. With your dass, talk about
which one is easier to understand and why.
Draft A
H
Saturday
Saturdayistheworstda^.andthebestdayofthewéekforme..Iusuáliy
wakáuplate. First, itakea^hower;andthon.. [.sornétimés.washmycar. After
-that,Ieat.lunch.4-don'f-eatbréakfastOR-Saturday-feesause1.§eiap-late,-Aftec~area
ieatlunch, ígpto'myuncle’s:Storev/here.1work.:Thatfethestartofaterrible .
.tíme-, Itisyérydiffíeulí.to.selMhírigs’becáusefcanrTottindersfandEnglish.Iarrr
espéciállyaíraidofthe.téfepñóne. f
fnthestore.íféel likeí-arriwalkinginaFieftAfter.waF.k*1gobáckhomé. Ieat
dirrnerandthenstayinmycbom.tbsiucyorread, Atabout.ten;o'ctóck, ícali,
mygirifriendinmycauntry. itisthehappresttimeoftfiéweek. IfIcouldnot
caliher, Iwoutdgobacktomycountry:Afterfcalimygirifriend, Igotobed
andsléep.
Writers sí Work: The Paragraph

Draft B
Saturday
' of the week for me. í usually;
wáke üp wash my car. f eat lunch. I ; ;
:d ó ñ 't eat breákfasí¡op; Saturday béeaüsé 1’g e t up laté: I go to m y uhcfé’s storej
is very difiicult to sell things
becáüse I eañnot bndérstánd English.-1 am éspeciáíly afraid of the téíephpne. f
afvvays make mistákes^^Vhilé I arn wprRing in the store, I feei like f am walking
fny^room to study or
TâdyL.ealí rnyygjr{frtécicí in.my country. it i^ the happfest time of the .week. If I
£pü£d-;nÓi: eall tóy.j% outd g a b aé k'ía m yfe^ n try . i. go to- bed and-siéép^
TRANSITIONS
When you write your paragraph, you need 1o use words to tellthe readerwhat
you. do- first. secondr4and¿ó;3on- Most.wnr.ei-s; use,words -called transilions to telí
the"ordér that soniethfng happénéd,in, Tfansitipn meánsl"¿hanget=ándjweluse' •:
ttansitipns;.ta^how,a-timechañge;fntR^j^rágfapfí
Theseword'srand pircases ar^transitipns'C §|
J¡¡ i iiílfefOGming^'|
r^jB tte afterjioaa|
tfrén: % _ j
afteríhati;;C
íátér' | atiW Q’ciock <
finally §| / ;.atpdhigti^ y
^ôtÍGe,üiaMhe-®Rs-ÍTk)n--i-]Sí:ia}]y-coíT3es--airt]ie-begmRÍ^g ofa-ênTenceând-ií
fo llo w e d by a com rna. ' -. ' . f Jf£ : " - /: "í . ; ' . 5 i |
Affert&aîr’s'atlUhcfe^
-. :;--tranôort'^ •• v
I Alten o'cioc^j caii-my girifrientíírr my:-cotmífy.g■
transflor!
Chapter 3: The Weekend

Practice Q
Write the transitions in the paragraph below. Some sentences have several possible
answers. Write only one. Be sure to use commas where you need them.
The B est Day of the W eek
Sunday is m y favorite day o f the w e e k -------------------------_ -------------------- I sleep
a long tim e________________ I get up and eat a huge breakfast í
read the newspaper while 1 e a t ______________ ------------------------I do some chores.
M y. apartm ent is small, so it is easy to elearv.-l take- m y dirty clothes to a
Ia u n d ro m a t ______ I cali a friend, and we go shopping or
to the gym.________________________ ' we pick up i: pizza and go back to my
.place to eat i t a _____ we rent á video or watch a movie
(6)
on TV. M y friend goes hom e early because we both have classes on M onday.
listen to music and finish m y hom ework in the
in
quiet n ig h t
(7)
C Write the first draft
V
Get comfortable, relax, and write the first draft of your paragraph. Use your idea web
to tell what you do either on Saturday or on Sunday.
1 v
&955283~
E J ¡ i l i i p l O U R W R I T I N G
É | | ¡| g g m
1 . X -
Read a student's first draft ontfip next page. It has not been revised or edited yet.
Then, answer these questions. Talk about your answers with your class.
2 Is íhe paragraph about one main idea?
5 Are the supporting sentences organized in time order? ’
6 Did the writer use enough transitions?
m
J
-
Writers at Work: m e Paragraph

My Sunday / m l
Tñis [âbbut myJSuhday. j .
ô’cípck;'“TjSen;^ S ai|g ín cn ^
university, We
go'tq;a grócéry storeto buyfop'd.and :to the malí:tó'bu^ílotfiés^•My roommate
: buysa fó to f clpthéá and:CDs-'éyery week. I dórt-t knów why, he dpés;that. He *
hprrievy'ork and
.'WrkeTin.-^^^^^rnaÉíf^&^'-evíen ;BÜ¿}first;.:iâLvyays:.talle;o^Í#^p&£etP my ..:.
| about
the-futiire in my doVmcroom. Finally; organize my backpack befare I go to
bed. I always- go' to, sjeep earíyôri'Sunday nrghfl t 7 1
Exchange first drafts with a partner. Read your partner's paragraph, and.
questions about it.
1 Which transitions did your partner use show the time order in the paragraph? Write
v them here.
answer these
^2 Does your partner's paragraph need any more transitions? Put parentheses ( f
around any sentence that needs a transition.
r
Youriurn / U --
Get your paragraph back from your partner. Reread your paragraph, and answer these
questions.
1 Do you need to add any transitións?
2 Ask yourself the questions in Analyze a paragraph on the opposite page. Do you
need to make any changes?
3 Look at your Progress Check on page 36 of Chapter 2. Use it to heip yo|u revise your
paragraph.
C Write the second draft A
Rewrite your paragraph, and make any changes that you need. Write a title at the top
of your pacer.
Chapter 3: The Weekend 43

EDITING YOUR WRITING
Read a student's paragraph about her favorite weekend day, Saturday. Can you think
of a way to make the sentences better? Discuss your ideas with your class.
Saturday
Saturday is my favorite; day; I;don’t.go
First, I caí! my mother. VVé.talk about.my week. Next, I vacuúft4he:apartment. •
My sister coqks us breakfast. í can cppk. My:sistér is á better cipqk than I. After
breakfast,. í go shopping.. I usualíy buysqm e clpthes^ln the áfternbón, ¿í meet
my boyfriend. We beacphear the
brrdg’eVand fambüs hístorradistrrcfs. f dón’t knowmy. way áround the city. He
guidés me.. í;like w áíkin^'W e vyáík we
eat dínnér at a restauran! He fakes me homé; Sometímes w e watch a video.
Other times we watch an oíd movié on TV. Therr, he;goé^hpm e, | gét-ready for
bed and íalk'to my sister about the day I am usually very: tired. I go to -sieep
quickíy. Tfteh* my night df dreárns: begins. %
COMPOUND SENTENCES
A;símrple
Simple sehtencesarefine^büt
your paragifaphmighWsouñd.boringifal^o^yoiir'sentencesaresimple'sentences-:
Tó solve this problem,ou can join. two simple sentencés together to make a .
cornpourtd sentejice. .
f donl cíot<yscfíool -f I oetm íate irtíñe morninc.
'simple sentence- ' +- . simptó sentence
! donl gofo scíioo!t sd!¡así óp tete irrite morning.
• compeund sentenc^/ r
Practice 0
Write S next to the simple sentences. Write C next to the compound sentences.
1 My family likes to spend Sundays together.
2 I go out "with my íüends on Saturdays, but I stay home on Sundays.
3 My mother cooks a big meal, or we go out to eat at a restauran!
^ ~ 4 Sometimes, my cpusiná cóme to visit us and eat with ús‘
5 I love our Sundays together, and I will always remember them.

COORDINATINGCONJUNCTiONS
_Twó simple sentences can join together to forai a compound sentence. When.
two sentences áre joined in this;way,the'two sentences‘aré calted ^ítdifferent |,
náme They are called independent ¿lauses,-and the word thatjoin? tliteiiscalled a
" coordinating cónjunction.
A compound sentence is made of twó independent clauses joined by a -
coordinating cónjunctión. '
[ cfon’t go to scftooí, so 1get ilp iaf^fn the mormng. - ||¡§
independentclause i -f„' - independentelause | ¿ ' |I|É Í - | | ' §¡ 4 ®P
A conjuncíion Ls a ’wórd that jqins ideas. A coordinating conjunctidri joins -' - . - /
íSeas/that áre the same/or equal. The coordinating'conjuñctions that we usé"
most often are andy butr sá, and or^Notice that there is a cOmma before the
coordinating conjunction. ¡ | p | fe ^¡gf| (*- |
|| And:shów&ádded infonnaüonli;^.|g-7-1¡ J S S S
V r - : Rob ántf-Sará go-'to-the,ferary, and they stady forttires hours:
',,' independentclause- V ■CC ¿jndegend^clau§e 1_
| Biit shows'sOmethmg 'diíférént.o^á eontrastV |'y¡~ ,
||¡4 Lgo'td-wor}cQtúSatQfeay^büt L-don’t work:otfSándayJ Q » 11
U¡¡ | „índepenáeptrcfaüs%^r_C¿ ir independentelause&ÉgjjjJ1|j¡ 1§
•"So showítfrexesuTCofsometMng'¡¡i¡¡ B i l l
MWúM
mam
. «®SÉ®®8
K M* Or shows two difíerentchoíces |Jj| jg|i^g| |¡| gp
)fittíe afternoan-, rdearnti^roO T^opte^aM ok.-«| É I ¡ ¡ I f f t ¡ j ¡ ¡ É 8
Poetice 0
Thesé sentences are about SuEHay activities. Match
with its ending, Wñte the letter in the blank.
1 Tony,works late on Saturday night
the beginning of e^:h sentence
2 Samia takes her children to the park,
3 Shu Fen relaxes in her room all day,
4 Yoji and his girifriend go to a movie,
5 In the moming, Lisa makes coífee,
6 On a good day- Mana takes a walk,-
7 Ji Yeon goes to ditirch -.with her familv,
8 After lunch, Akmed wc-iks on his car
a and she drinks ijt
balcony.
b and they eat out
o but on a rainy di
TV.'
on the
after church.
y, she watches
d so he sleeps late on Sunday.
8 or he plays tennis with a ftiend
f but she studies at night
Q so her children love Sunday.
h or they rent a video.
Chapter 3: The Weekend

Practice 2 3
Join each pair of simple sentences to make one compound sentence. Use a
I H H H J H n i i 3 & 1 A i 1» ; tP p p j u y p sentence coirectly.
1 I like tó síáy,¿pri|j|Éf r^ v¿i I ,V,y likes to go to bed
' eárlfeg
2 Ken washes cars on Saturdáj|<»q<WHLks on Sunday, too.
3 Carol loves art. She goes to the museum every Saturday.
4 Saturday night^Bferent a video.
5 We deán ou|^^p|Ín^|pA j|ay- It's meém again on Sunday.
Practice 0
Finish these compounti sentences with your own words.
1 I like to sleep late, buX._______ ■ 1
_______________________
2 We don't have school on t3^ weekend, so ~
3 I énjoy Sunday dinner with my family; ' ■ ■
4 Olí Isiturday aftemoon, I cali mj&est íriend, "JIL_.
5 I nasa timé to reías during week, éá.

Practice
This paragraph has no puncíuation. Add periods and commas to make simple and
compound sentences. Add capital letters as needed. The first one has béen done
for you.
My Saturdays
O n Saturdays, I live an interesting life. I live by the ocean and I work there
for a very oíd woman in the past she Joved to stand on the beach and watch
the sunrise but now.she is too oíd to leave her housé my job is to také pictures
of the sunrise for her every Saturday morning first I leave my house in the dark
and I walk to the beach with my camera then I take lots of pictures of the
sunrise I am often sleepy but I love to be near the ocean in the, morning next
I go home and eat a big breakfast after that I print out the pictures from my
Computer in the aftemoon I take the pictures to the oíd woman. and we talk
about the ocean she pays me so I have money to go out with my boyfriend at
night we go tó a baseball game or we have fun at an amusement park later we
walk by the ocean in the mooníight my Saturday begins and ends by the ocean
Practice Wm ■ ¡-
Look at the following paragraph about Saturday again. With a partner, join some of
the simple sentences to make compound sentences. Then, rewrite the paragraph on a
separate piece of paper.
I S a t ü r d á y y
Y Satórcfay is ray favorite dáy:;:.f dóríf- go tcrschoaL 1get up: íatél n the. morning.
First- f calí m y m other W e talk about m y week- N ext i vacuum íhe apsrím ent
Wly sistércaoks. üs:.breakfasf: rcan cook. ¡My sisteris.a .betfer ¿oafetFían l Aiíer
breakfast; I go shoppíhg. I usuafíy büy som e cíothés.' In the aftemoon, I meet
my boyfriend. W e go to interesííngpjaces such asíh e city, the oBach.near the
bridgé. and famous historie dsstricfs. I cJon't know my way.aróund the. city. He
guides me. í like walking. W ew alk together and talk to each other. Later, we
éaí.dinner at a Festaurant. Hé takes m e fióme. Sometimes.we watch a.vTdeo..
•Other times w e watch an oíd mov[e on T V Then,. he goes home, I; get ready for
bed and talk jo my sister about the; day }.ám usuáily very tired. [ go to .sleep
quickly. Then, my night ofdreám s begins.
Chapter 3: The Weekend 41

Your turn
Now look at your own paragraph about the weekend. Did you write any compound
sentences? Can you join any simple sentences to make compound sentences?
S Edit your writing
Use the Editing Checklist below to edit your paragraph. Follow these steps.
2 Using the checklist, look for only one kind of mistake each time you read your
paragraph. For example, the first time you read your paragraph, ask yourself, "Does
each sentence have a subject and a verb?7' The next time you read it, look for á
different kind of mistake.
4 Look at your Progress Check on page 36 of Chapter 2. Use it to heip you edit your
paragraph.
EDITING CfíECKLÍST(7[
Look at each sentence.
; O 1 Does every sentence have a subject and a verb?
D 3 Are there ány njn-on sentéñcés?
Lookateachverb.
4 Do ^ll óf the verbs agree wthE théir subjects? -
O : S Are aít oflibé yerbs th!ecorrect tensé and fórm?
, Look at the punctuatkm and capitaljzátion.
;; Q 6 Doés eách sentence begin.with a capital letterj
, □ 7 Does each: sentencie end with thé correct punctuation?
-Q - & ís there'a comnia after each transitionT .
[ J .9-' fs there a comnia in.eacfycompound senténce?
■Q -1&;Did yoü <¿pitaüze,SámráaY áz Sundayl -,
; Look at;tíre words-
O 11 Is each Word spelled coirectlv?
Write the finai draft J r .
Write your final draft, induding Vour changes and corrections: Use correa formal

I H IM .O W IM G UP
B Follow these steps to share your writing in small groups.
1 Get into a small group. Read each paragraph in your group. On the back of the
paper, write a sentence about the paragraph. Write about something you liked in
the paragraph, or write about something that was interesting to you. Write only
good things, and do not write about grammar. Sign your ñame.
2 When you get your paper back, read the comments on the back.
• B
I '
3 Ask each other any questions that you have.
• •' •í
Check your progress
After you get your paragraph back from your teacher* complete the Progress Check
below.
1
«
1
■
p
F)atp*
Paragraph title:
Things I did well in this paragraph: 1
1
1
••• i
t
1
i
n
■
I
y Look at your Progress Check on page 36 of Chapter 2. How did y
writing in this paragraph?
}u improve your |
.....9 [
4 ■
3 Chapter 3: The Weekend

Q offl&ftiTÍes whéfi fríeñd&’afTcf fam fy are at a party
j^J^ttírrgstbuncftheSfiñsrtabre, of^justrefax’thg *
tbgefft^v tefKstbrres “kémémberwherr, begins
som ecH ter^ntí^B F ^f ttí-'erftfs' up teaghfrfg' ^h T e ve r- *
forget .. . y” anathef oerson sayá, 3 fd evé'ycne sHvers
with fear. Al¡ of us have sienes íro n our own ¡¡ves. Some;
s iB rie s y ^ e fe ip ^ ^
í 7*/! m e e« 5 £r a « m y af a scary ,
sfcpyffB r {HMjjBwfife

Q gETTING STARTED
A Picture this
Answer the questions about each photograph with your dass or in a small group.

B Get ideas
TALKING TOGETIDEAS
Talking WithLothers isá good wayJo get idéasfóryour writing. W héhyoutelía
stoiy; you try’to make it interesüng-fór the líst'ehefs. When you téll añ'interésting
. story, you can get many good id^s; for wrmng that stoiy,^ .
Follow these steps to get ideas by telling your story.
1 Get in a small group with several other people.
2 Tell a true story from your own life. The story can be either a scary story or a fiinny
story. It could be a memory from your childhood, about your family about your
íriends, or about your time in sch.ool. It could be a ghost story that you have heard
or a frightening experience from your own life.
3 As members ofyour group tell their stories, be sure to ask a lot of questions to heip ¡
them think of ideas to include later in their own writing.
Q PREPARING THE FIRST DRÁf T " ^ -
To organize your ideas, make sure your story answers these six questions: Who, What,
JAfhen, Where, Why, and How. Follow these steps to organize your ideas.
1 Find a partner whose story you have not heard.
2 Imagine that you are a newspaper repórter. Your assignment is to get information i|
about your partner's scary or funny experience. Ask your partner the questions in . i !
the box below and write down the answers ón a piece of paper.
3 When you finish your interview, give your notes to.your partner.
4 Read what your partner wrote. Is everything accurate? Do you need to add
anything?
| interview questions ‘| l
! 1 Wásíhis a scary ^¿perience or a funny expérience?- r
2 Who was.there?
i 3 When- did it happen?
í* 4 Where did it:happen?
5 What happenea? Gtve a sumrnáry. :
6 Whv díd it happen? ...
7 How did yoü ana thé others féeí^;•
Chapter 4: A Scary or Funny Experience 53

B Plan your writing
Practice
Read this student's paragraph. It is an interesting story, but it leaves the reader with
many questions. After you read the paragraph, write some questions that you have
about it on a separate piece of paper.
Draft A
Á Sóáry and Funny Experience
I remember a time that was;funny for me but scary for my sister. My sister
was in her bédroom trying to sléep. I decided to make some strange noises
and- pretend to be a spirit or ghost. She. couldn’t sleep, so she cálled my
mother: When my.mother carne, I stopped. My mother said, “í don’t hear
;ánything excefDt the'wind outsrdev’■and; she went,dównsfairs. T starféd again.
My sister talked to herself and to the rióises. After that, she. called my mother
again. My mother shouted a i the spirits,.toó, and then she went downstairs
á g a i n . Later/rcduídn:‘t keep quieí ánymóre, so I iaughed. Then; my sister
understóod that í had m ade the noises’
Practice
Read Draft B of the paragraph. Answer the questions that follow with a partner.
Draft B

A Scary and Funny Experience j
I remember a time that was funny for me but scary. for m¿ sister. It was about
seyen years ago, on a very dark night without a moon and-with a fot of wind.
My young'er síster was th hér bédroom trying to sléep. I debrded to go to the
attio oVerhe^roóm and m ake :some strange noisés:; i pretended, tb be .a spfrit:
or ghost;' Im a d a scary"Sounds-, bangecKorvthe fíoor;: and':hqwled; like5a dog-.
My sister- couldn’í;sleep, and. 1could .hear. her movi'ríg-.kround in hér room.
Finally, she cáiied my mdthér. W hen my mother carné, T stopped. My mother
iisíehed. Then. she said, “í don’t hear anything; excépt the,wind outsiae,” and
she. réturrred;downstairs to Watch TV. After afew.m inutes, i started again. My
sister was very nervous. Sfie taíked to herself,..and she .toídihe ghost or animal
or m aybe spirits-to go away. lt was Very. funny;' so ¡t was very difficuit for me .
not toíaugh. After that, she called my mother again, This time, my mother
carne with a long stick. She shouted at the spirits so thai my: sister wouldn:t
wórry: But my mother didn’í believe in the spirits and soon returned ío the TV

Afteraboutanhourandáha|f,Icouldn’tkeepquietanymore. Itwastoofunny.
Istartedtolaugh,andthenmysisterunderstoodthatIhadmade.thenoises.
Shewasveryangry. She.shoutedatmetocomedowri.íromtheatíic.Whenl
did, shesáid, “ican'tsleepnówbecauseofyou.Yoühavetostayupallnight
withme.”Thenextmorning, mymotherfoundustogetherWeweresittingon
thefloorbacktoback, andweweresieeping:
1 W ere the questions you w rote in Practice 1 answered in D raft B?
2 W hich paragraph did you en joy reading m ore, Draft A or B? Why?
DETAILS
,.Tntéresting;$tpries,tavé m any dgtails-Detaiís M espedfiG'pieces.of. inform ation::
; .(haf hdp ús tw undeistánd. a general-idea1bétter. When.we w rilek story, details
. heip the reádérs.see ¡He stoiy in their niincis.. : : - . "
•D etails tell us differrnt, kinds o f inform ation. ; .
• : R k i s :: inform ation .about w ho,'w liaj, when, wh'ere, why,arul how.
■::: ít was about sevciryears ago, ona very tíark nigft wrthcut a moon ariti with a fot of wind:
• Scñsés: infqnnaiion about what you séehear, smelí; t6uch,.;?ud tásté
| p •.Vlysístérx-oüidntsiéep, ar4l.codlcrSear rsr mqvíég arcur4in^ñer.naor%//r,
• Emotions: informalion about how the wriíer and thé people in ¡he story feci ■
• My sister was very nervous. . .
E»*i
PraGlice 0
Look at D raft B onhe opposite page. U nderline details that were added to give a
d earer picture o f the^story. W hat Mnds o f inform ation do the details give ns?
Your turn ^
Follow; these steps to add details and plan your story.
1 Look again at the interview inform ation your partner w rote in O rganize your ideas
on page 53. Can you add m ore details o f fact, sense, o r em otion? Add m ore details
to m ake your story dearer and m ore interesting.
2 Reread the Inform ation on your interview page. T hink about the best way to use the
inform ation to tell your story. You can num ber your ideas to heip you put them in
tim e order.
Write the firsí draft ^
Write a paragraph tellihg yóur funny or scary story. Lí3é your notes from the interview
to heip you w rite

E l REVISING YOUR WRITING
Read a students first draft below, and answer the questions. Then, talk about your
answers with your dass.
2 Is the paragraph about one main idea?
5 Are the supporting sentences in good time order?
6 Underline any transitions. Did the writer use enough transitions?
7 Did the writer give three different kinds of details: facts, senses, and emotions?
A S c a ry Story
V l: remember about ten yeai;s ago. when t stayed witfysome friends in my
■cbüniry;:W e were next to-an qfd, empty house.,We were talking about ghostsv,
I wilí gfve yoih
300 dollárs.”I thought aboüt ítJHe gaye me 3ÚÓ doll$rsKand Fwent into the
.hoúse..After:[;went insíde.the hóus^.E was yery scared be cause ! had heard.
^áboutrth%hóuse. í:^ £ tó o k tn g tó h e fefr a tó :
G°d!
J’m. safei’" Ididn’t liké that.adyéniure, but l_needed themojiey.

Revise your writing
To heip each other, you will read each other's scary and funny¡experiences. Enjoy the
íjhowrV’'ów'. Work in smallstoñes, and think about other details that you would like tcr]
groups, and follow these steps.
1 Collect al1the papers from your group, and exchange them
2 Each person in your group will read all of the papers. For e¡ ch paper, do the
following:
» Put a star next to one word, sentence, or detail that yot like.
• Ifyou do not understand a sentence, put a question m<rk (?) next to it.
9 At the bottom of the paper, write one question about tiíe story. Ask for more
details about something in the paragraph.
with another group.

Your turn
When you get your paragraph back, reread it. Then, answer these questions.
1 Are there any question marks on it? If so, rewrite those sentences more ciearly.
2 Answer the questions on the bottom of your paper. Can you add details to make
your story better?
3 Look back at your interview notes. Did you include eveiything that you wanted to
include in your story?
4 Ask yourself the questions in Analyze a paragraph on the opposite page. Do you
need to make any changes?
5 Look at your Progress Check on page 49 of Chapter 3. Use it to heip you revise your
paragraph.
C Write the second draft
Rewrite your p'aragraph, and make any changes that you need. Write a title at the top ¡
of your paper. •
E ] EDlHNG YQUR WRtTiNG~~ "
A compound sentence is made up of twp simple sentences. In a compound £ | i
^sentence; the simpleseníences. surecalled independen^dauses¿;ThereTáre usuallyI - *
i ¡ only'twchindependent clauses in one compound sénténce. The cfauses;áre jomed- j
'hya coardinating conjunction Qmd^or, hut, so}. A-comma is placed^after the,first
índependéniNcIause.. ' V. , - ~ -I-;,-, - bi . -. '•*%
He gave me 3 w doilars, and ¡ warcf into the house. ¡ r ' ;
' Á : independent-clátise «! CG índependenfcfeuse r ___________„ _________________________________________- , ri
»
Practice Q j
Do thése sentences fit the description of a compound sentence? With your dass, talk
about why or why not
1 People have always talked about ghosts, and many books have been written about !
them, but people caimot agree on their existence.
2 Some people believe in ghosts others laugh at íhe idea, other people just aren't
sure.
3 One student saw a ghost, and he'ü never forget the experience he belieyes in them
now.

y
RUN-ON SENTENCES
A common writing mistake is the compound run-on
sentence does not usually have more
is probably a compound run-on sentence. There are
can resuJt in compound run-on sentences !
/ i t
• More than two
People have always taikecf about ghosts, and many books have been written about them,
but people cárinot ágree on thefr existence. -
• More than two independent clauses not joinedby-coordinating conjunctic
Some peopíe believe in ghosts others laugh at the idea, other péopie just aren’t süíe.
-on sentences : V r -
One student saw a
Read this student's story. Decide which sentences are run-ons. Write RO aboye the
run-on sentences. Then, talk about your answers with your ¿lass.
A Visií
1O ne n ig h t in m y country, I couldn't sleep. 2I was alone in m y bédroom,
and my brother and sister were sleeping in th e ir rooms. ÍO utside, the weather
was not good. 4lt was raining hard my room was dark, and it was about three
óclock in the m orning. 5I prayed to-G od, and I wished for sleep. 6Suddenly, í
saw a young wom an w ith long black hair in fro n t o f me,
com ing from her, so I could see her clearly. 7She gave m]e
was floating above the fioor. 8! was scareó a t the sight, llco u ld n 't do anything,
then, she started to laugh. 9! turned the lig h t on w ith a ig efFort, but she
disapt?eared in fro n t o f me I went to the livinq room and
. I
m orning. 10Even to d a y , I can't forget th a t experience, and
bother me zaain.
and soft light was
a smile, but she
sat there until
hope she will nevar
58 Writers at Work: T ke Paragraph

CORRECTING A RUN-ON SENTENCE
A-mn:on sentence is :^ o pr more independent clauses incoiré^y/jomeci
|together. To coírert a.m n-pn sentence^ sepárate it into twOfpr nipregood
1 Firid all in the
■/'raJHJii;
2 Decide where
3. Add:,óf take put coprdihanrig conjunctipns where you-need to. -
|4 Change the :
way to corfect'á run-on sentence. You can decide ;
which:'way you Like besfc'
Run-on sentence 1;^ : - : ;
People have always-talked: about.ghosíst and many- bóoks have been-writíerr;about them,
but peopíe-cannotagrée: onfheír existence.;.
' ’G órfeáión I :
, People have.always talkéd;about ghosts, and":many books have been^ritíea.aboútthem. ;.:
; Bút péopíé éannot agree órrtfieir existence^
Corréction 2 ; r ' ‘ | , -
| beeri written"áboirt them, but
people cannot agree on their.existence, -
Run-crn sentence 2: ^ 1 '
"'^m & p e o p té ;believe:iihrghostáóthers}aughattheideá^other:people;iustarentsure:v;
;.CoTjécúón 1:. ...
f Some people beííeve in gfiosts, but o te s laugh at-theJde¿ Otherpeople justaren^1sure.
' CÓTrecíibn 2 : ' 1 1§ /;V. ..'v
; ' Somé people belíeve in 'ghosts. Others laugh'af the idea: Other people.jüst aren’t sure...
R u n -o n señténce 3::
Oñé' Stüdent saw a ghost; anti He’li never forget thé experience he beiíevés in the'm now.
Corréction 1: y .':
•One student saw^a ghost and’herll neveríorgét the experience. He befieves in them now.
Corréction 2 r . J -
.One student saw a ghostr so. he believes in them now. He’!! never foroetthe experience. ¡
Practice l ?¡
On a separate piece o f paper, rewrite the paragraph "A vísit" in Practice 5 on the
opposite page. Correct the run-on sentences. . .

Practice Q
This student's paragraph has both simple and compound sentences, but there are
many run-on sentences in it. Correct the run-on sentences by adding periods and
capital letters. Yoü will need to add or remove some commas. You might choose to
add some coordinating conjunctions.
A Funny Story
1A funny thing happened to my family three years agó. 2One evening, my •
parents, my brother, and I went to see a movie. 3A fter that, we went to eat
dinner at a restaurant, we took a long time there, so we carne back home about
tweive o'clock. 4I opened the front door, I was very surjprised. 5Somebody had
scattered everything in my house. 6Books and records ¡were on the floor, and the
sofá was torn up. 7A t th a t time, I heard a strange nofse from my room, and I
was sure th a t there was somebody in my room, and I wanted to be a hero, so
I told my family, "Piease, watch o u t i will check my r$om." 8I walked s!ow!y and
quietly to my room and opened my door carefully. 9S;iiddenly, something jumped
out the window it was. a wild cat. 10W e realized. that
everything in our house. 111 had forgotten to cióse the
iaughed together.
:he cat had scattered
window. 12Then, we al
-ii
This student's paragraph has both simple and compounáIsentences, but there are
many run-on sentences in it. Coirect the run-on sentericés by adding periods and
capital letters. You will need to add or remove.some comunas, and you might choose
to add some caordinating conjunctions: ■ —=====
The student wrote about a terrible experience thathappenedin Texas. In 1987, a gifí named
Jessica fell doum a w ell H er rescuers had to drill a hole next to the wéll to reach her. The
student imagined that she vuas Jessica and wrote the story frcTji Jessica's point ofview.
Je ssica ’s Terrible Experiefice
4W hen I was onlv 18 months oíd, something terrible: liappened to me. 2O ne
day, I was playmg ouiside with some other children, ! :eii into a weíí, a a&ep
well. sA t first, I didn't know what happened, i asked myself, "W h y is it so dark?
W h e re is my mo'rnmy?".4A íler a few minutes, I heard my mom cali me, "Jessica,
jessica, where are yoü?” 5Her voice sounded very. wprned then, ! knew i was m
the well. 3! began to feeí-pain because my bcdy had hit c-n the rocky sides o f .

the well. 7I cried and called my mom, then ! fell asleep.
8A fter a long time, I woke up, I was still ¡n the well, I started to hear a loud
noise. 9I d id n t know w hat it was, but I thought maybe it was Superman. 40He
was coming to save my life. 11l.remembered in the cartoons, Superman always
saves people's lives. 12W hen I thought about that, I wasn't scared anymoré.
13l even felt a little happy because I would see Superman. 14finally, I saw him,
but he forgot to wear his Superman clothes he forgot to wear his red cape.
15However, I believe he was my Superman. 16He took me up to see my mommy
and daddy and they were both crying, and I cried, too. 17l was rescued
Edit your writing
Use the Editing Checklist to edit your paragraph. Follow these steps.
2 Using the checklist, look for only one kind of mistake at a time.
4 Lóok at your Progress Check on page 49 of Chapter 3. Use it to heip you edit you
paragraph.
EDITING CHECKLIST £
Loóle át;each sentence
XQ - ' 1 Does every sentence have a subject and a verb?
Í O ' , 2 A iém ere any run-on sentences-?
:-T l 3 'Are tr^re any fragniénts?
.;&ó& ateacirveib,'
O -: 4 I)o all ofíthe yerbs. a^éewíth-theirsubjéáá?'^':'
í~T 5- Are alí o f the verbs tHe con ca tense and forai?
Lóok ai ■
U 6' Does each sentence begin with a capital. létter?'
□ ; 7 Does each sentence end with the correct punctuation?
L_l . 8 ís there a comma after each transition?.
U 9 ís there a comma in each compound sentence?
Look at the words. ^
U 10 Ts each wórd.spéllédxoiTectly?.
Chapter 4: A Scary or Funny Experience 6 1

Write your final draft, induding your changes and corrections. Use correct format.
I FOLLOWING UP____
Check your progress
After you get your paragraph back from your teacher,
below.
the Progress Check
Paragraph title:
Things I did well in this paragraph:
Look at your Progress Check on page 49 of Chapter 3.
How did you improve your
Follow these steps to read your dassmates stories in small groups.
1 Get in a small group. Collect all of the paragraphs from your group, -and exchange
them for the paragraphs of another group. >j
2 Each person.in the group will read all of the papers. Then, the group will dedde
which story is the most enjoyable to read.
3 The teacher will. read each group's favorite stóry. The gjroup will explain why théy
chose that story.

¡§i
T J ofidayafTheyare dtffeseoffrorn-aff-otherrfays of r"
X X theyemWfiénwetí'earthéworcfholicfay.we,tfíinkfí
ôfspecial fodcf^cfothes, an^^î^V fe can^ctoseoun
k&ti^VtoscD^^fi/© êroemótergújplíir
fainiiy and; ÍRencis.

' 1 1 gjl^ÍN G STARTED
A Picture this
Answer the questions about each photograph with your class or in a small group.
Gei ideas
What is your favorite holiday? On a blank piece of paper write the ñame of íhe
holiday in the middle of the page. Draw a árele around it and make an idea web, as
you did in .Chapter 3 ón page 39. Include in your web what you do on that holiday
and also íhe sighís, soúnds, smeils, and tastes.
Writers átWoifc The Paragraph
1
2
3
What is íhe ñame of the holiday?
What is happening in the photograph?
Do you celebrate the same holiday or a similar one?

H PREPARING THE FIRST DRAFT
To organize the information from your web, fill out the chart below. Use the words
and phrases from your web, and add more details.
H O LID AY:
What do you do, see, hear, smell, and taste . . .
1 . . . before,the holiday to prepare for it?
I I
2 . . . in the moming on the day o f the holiday?
/
" ¿ j; ¡
3 . . . later in the day of the holiday? .
i. 1
; 1
■ •• - - .
:
4 . during the evening of the holiday?
Y i
1
i g
{
¡ . : ■ fSf ■ |
v ................ . »
j ' T
y .
i
i
Your turn
In a small group, talk about your chart. Follow these steps.
1 Using vour chart, talk to other students about your favorite holiday.
2 Answer their questions, and write any more information on your chart.
3 Listen to the other students, and ask them questions about their holidays.
Chapter 5: Holidays 85

B Pian your writing
THE CONCLUSION
ln English, a paragraph has three parts: abeginning a middle, and.an ejid- So far
we have studied the beginning tells the reader the
mam idea. Do you remember what that béginnmg sentence is;called? THe middle
óf a parágraph gives móre infonriation about the mám idea. Whát dÓ we call :
those sentences?. :
The érid ófá.paragraph is Called the concíitsion. It is usually Ae Jast sentence o£¿V
the páragráph. The.conclusión is ^as-$
sepárate;]ób'td doVThe coridusiÓn Can do sévéfal thirigí ;’ :
• ítcahrem ind the reader of the main idea. í;
. sentence in different words. •
;* lt caii tell the writers feelings or opihio’n about theideas in the paragraph.
•jt ; can do both of those things. ~ •,v;v B '^.v^V-. .
Practice
Read the paragraph below, and pay particular attention to the condusion. Then
answer the questions.
Eid al-Fitr
My favorite holiday oí the yearisE id al-Fitr. It is.the m ostfam ous holiday
o f the Mlislim religión;:and it comes after Ramadañ. At the end. o f Rarpadan v
before. Eidv people prepare for the hóliday. They gd ta the market to büysom e V.
new clothes and some sweets to e a t Mothers and
house;. Oh the. moming of Eid al-Fitr, people go tél;
tógéth-eirShftcfr
daughters also cíean the
he mosque to pray. After
T^get money from the ofder
/ísií éách other to;W ísIt each
staurahtsi Then ,'.theyigo
people to buy toys. In the aftemoon, peopíe gotoj
other a happy Eid. Fámilies also go q u ita eat in ré
and have a good time in the park. In the even ing.^people celebrate together
qntil m idnight Finally, they go to sieep because they have woken up early on
ih át day.: Eid aí-Fitr is the besí day of the yéár for rr>e..

1 What is the condusion of this paragraph?
2 Does it remind the reader of the main idea, tell the writers feelings or opinion
about Eid al-Fitr. or do both of those things?

I
Practice 0
Read the paragraph below. Then, answer the questions about the condusion.
C h u so k
Chusok is the mbst fámous holiday in Korea. My family prepares,man y
things the dáy befóre Chusok. First, vyé always make “sóngpyón.” ItTs a
traditionaf rice cake. After that, we clean our house. At the end of.the day, we
gó to bed eárly because we have to get up éarly. the next day. On.this holiday
moming, we ¿II eat special food together. In the aftemoon, we usually visit
my father’s sister. We spend the rest of the day at her home; We talk and play .
traditional games such as "yut.” Finally, we go. home to. bed. I aiways feel
happy and peaceful at the end of the day ón Chusok.
1 What is the condusion of this paragraph?
2 Does it remind the reader of the main idea, tell the writer's feelings or opinjion
about Chusok, or do both of those things?
Practice
Read this student's paragraph. Then, choose a good condusion for it from the list bdow.
There are several good condusions. Put a check (/) next to each good conduí
Happy New Year
like the New Year in Jápan because it ísívery exciting. On the night. olí
December 31; my friertdsarid f go to a káraoke bar. W e are veiy loüd ana
rbv(dy-there. Just béfore midnight, we go to the temple because Japanese
peopje pray for the new year. After 12 a .m .t everyone says, “Akemashite. ji
Omedeíqu.gozaimasu.” That means “Happy New Year.” Ther^ w é go to the
beach tdwafch.the sunrise., it.i , very beautifuL After that, we goibome.
and eat cf^licious foód together. In the aftemoon, my family goes to my jj
grandfaíhéfs house. We.say, “Happy NewYear” to affour réfatíves. Whéríthe
children wish the adults a'happy new year the adults give them rnóhey. In' the
événirig; we. play cárd games-fot money. li’& a lot of funr.but iísométimestese.:
At midnight, we all go hóme. . * ¡
1 I am exhausted, but very happy.
2 My grandmother has to deán up their house
3 I take a bath before I go to bed.
4.1 think that the New.Year is the mosí wonderfui time of-the year.
5 During'the vear, I always smile when I remember our New Yearían.
8 The next moming, I hate to get up. t

S-Wriie íhe first draft ¿
Use the"lñfomi'ation'in your chart on page 65 to wrile a paragraph about your favorite.,
holiday. Pay dose attentioYTto the purpose of your condusion.
REVISING >Y0UR WRITING
A-Analyze a paragraph
—Read-a..student's.first.draft below, and answer'the questions. Then, talk;about your
answers with your dass. j,
2 Is the paragraph about one main idea? ........... J
4 Are ¿U ofthe supporting sentences relevant to thé main idea?
5 Are the supporting sentences in a good orden “ - . -
-6 Cirde the transitions in the paragraph. Did the ■writeruse enough transitions?
7 Underline specific details. Did the writer give enough details?
8 Does the paragraph have a good condusion?
Christrrtas
Wmwk
stor/ofFatherjDhrisfmas Father- Christmas comes in ail the houses oh the
.^K-rr-~•m-“Vi--tr---jrr--.T•Hrr • I *. WBWBIiffi
Whérx l-fm isfr®
evgning itsfárts While our farqifyandjnendssstart to arrive^we have a little^ '
.food.ánd.dnnksand;JalkiV!^>éachpth^. LateijS^ ¡go tó eat a 6ig dinrfee :.Sí ,Sí ■
/witH óne ór tvv'aturkb^ good fóodi Just beforé thq.déssart,.:ari
ad’uít:feayeS -the;table'anci;puís Ihé; fiF^éH tííunqér^^
the adult cáils tó the children to' litiriy arid.sec-.faíhbr Christfnás: When'the v :
children rún info thé room, the adülts say, “foo iktei He left quickly. He was in ■
■^toiy.^Tha'i^ildren^re^ittle^ngfynb.ut-WhénJhey.see.the presénte, they,
forgét Thén éverybody opens their presehts. When everyone is finished, w e ..;.
gó _báclf';Jpth’éí&ble’fqrmy^grándmother’s special dossert. After déssert, the ..
children play with their new toys, but íhe adulís sil at the tabie for a iong timé.
We drink and talk together unti! it ís very late. ■ '

Follow these steps to revise your first draft.. : -.-— ----------—
- -1~Ix)olra1ryourx»wrrpáp‘er/and ask yóurselfthe questions in Analyze a paragraph on
the opposite page. What changes do you need to make?
2 Does your paraigraph have a condusion? If not, write severa! condusions. Then,
choose'the bést orie'io usé at the end ofyour paragraph.
3 What does your condusion do? Does it remind the reader of the main idea,, give
your feelings or opinion about your holiday, or do both of those things? 'Can yóu
improve it? If your condusion does not do anv Ofthose things.jrewrite it.
4 Look at your Progress Check on page 62. of Chapter 4: Use it to heip you revise your
paragraph.
Write the second draft¡1
Rewrite your paragraph, and make any changes that you need. Write a title at the top
of your paper. ... . . ,_____ _____........
Focus on sentence grammar
Practice O
. Look at these sentences. Write S next to the simple sentences. Writé C next to the
compound sentences, and arde thé coordinating conjunction (and, but, so, or). i
Write D next to the ones that are a diíferent kind of sentence (neither simple noi J
compound).
— _ 1Independence Day is July 4 in the United States, so it is a national holiday.
2 My family and I spend the day at a lake neár our house 1
— - -3-^dy^tm^rsisters^lrke^ó^ white, and blue dothés because thjóse
are the colore of the U.S. flag.
4 We also put an American flag on the picnic table.
5 •After we eat lunch,-my father rents a motorboat.
6 My youngest sister always begs to drive it, but he never lets her.
7 I always try waterskiing although Tm not veiy good at it
S We have a cookout with watermelon for dessert/and mysistérs have füni
spittiñg the seeds at each other.
9 When the day is over, we drive back to town to watch”the firéwbrks.
10 The fireworks are beautiíul, but they are over’too soon. .
Chapter 5: Holidays

COMPLEXSENTENCES
; A complex senieHc'áhastwó.qi.mpréidauses in ii^Thiisén'tences jha.r'are.ifi^rait.'
'•'ih-Practice 4 oupage (>9 aic.córriplcx seúler.ces. ihey'ár^Hefflitr.'si'mp^ •
^Compound A compcxmd sentence ís made o ftwo-Jadependent dStses„On the ^
other hand, -i complex’Sentenceás'made of one mdepffl3ÍBtâase-jHid on¿or j
inore dependen! dauses A dependen): dause cannütptaiKtbîtself as.a¿sentence'i
."Jt must aiways Be foíned toj6iíiR36^líídentdausef í Y_^
After we.eat luncfo -fr myfathecfetfea-motorboaK M ^ >. - j
p ->"dependent cfaose- " independentclause rt ~-* g J - ^ ^ y ~ í' T r- :
.Ealwaystryto waterski -t afinongirffirricfverygooSafTE*- 1JJ| ¡
| - independentcla_üs&^
«Síotlce: that the dependent daose ân come eithei"befare ot after the independent
■Sanse Tf the dependent cíatisé fs'first, put a carama after it * - £ 1
SU BQ PD M Tltm
H e w tíáffl y o u id
§tS6rAnaüp-£eeî
'i& e stB£flp
at
eatlmcfr, Érwiaffier' nib.dfn«ú Bi<iT fc’J y j
* É
sflÉBBI
«sis
■i
^M^youngesí stsrerâlvvajís begs to (Jwe^ttjé bgaj, a iW a u g h m y fa íjr ié r ' ffiy e r , lé t s f i e r ? ® *
‘Steos0(s at
T Ta í S ^ íSs^ * £■ rfSI ^ 11j| S o | [
r , B e f o r é é rs t & i e a r lie r tm je ^ - i’j- á s ^ o i V S M Í i J
..w .
ffilgSSifcréfíe spft w»’ftiánfrrwMfíjíffgr(y-jfchmófe; fFgwOTS.
,:£ífrÉMns'bn3úlfi, w í ^ $ ^ ■:
Sine s -.te lis1why, sim ila r to
My yourtger sisters like to wearred, wft¡tef ana bJue dothej sínceitiiose are thé colórséf'f-,
the-U.S.JIag.
Wfre/J. fime"í: ;;'':v?'■': ■PI í % m , r. ■V;
backto íawr,.íowafefttte.í
W h ile - happening a t the sam e lim e as tiie ind ep eu d enijciau se.
' ' W h ile m y s i s t é r s a n d I s u n b a t fie , wé watch the boys on the beacii.

Your turn
Underline the dependent clauses in the complex sentences you marked D in Focus on
sentence grammar on page 69. Cirde the subordinating conjunctions.
Practice 0
With a partner, match the daúses in the coíumn on the left with the correct dauses
in the column on the right. When you have matched all the dauses, you will have a
complete stoiy about a trick that was played on April Fool's Day.
An April Fool’s Day Trick
Fox' is both a wild animal and¡a
common family ñame. |
c-..— 1 BeforeJim arrived at work, a since he wasn't bus^.
— -2 Jim saw the message
_
b he laughed at the jol^e
I
3 Pléase cali Mr. Fox c a coworker left a mdssage on
his desk.
Ú
4 If you don't know his number, d because Jims coworker had
— ■ ---------- ------------ —-— . left the number for the-zoo ^
5 Jim called the nximber right away . e after you get in.
f while he was looking
his mail.
through6 When soiiieone answered the
phone,
7 The person on the phone laughed g Jim asked to speak tolMr. Fox.
8 Although Jim fdt a little foolish, h it is 555-8720.
Chapter.5; Holidays

Practice 0
Read this student paragraph, and.circle the correct subordinating conjunctions.
My Birthday
I think my birthday is the best “holiday" for me. Before / W hile my birthday
comes, I usually cali my friends and tell them about my birthday. I joke and say
to them the most im portant thing is to prepare a present although / because it
is very im portant to me. In the morning on my birthday, I eat brown-seaweed
soup. Koreans always eat brown-seaweed soup. after / when it is their birthday.
In the aftemoon, I meet my friends¿ and we spend time together. A fter^/ If. we
go bowling and play pool, we go to a club iri the evening. M y friends bring
á cake and light the candles. Since / W hen I'-blow them out, they pusb m y
head into the cake. Then, we eat the cake, and it tastes wonderful. A t night, the
terrible birthday ceremony starts. W hen /^Because we go outside, my friends
make a cirde. W hile / Before I stand in the frenter o f the circle, they throw eggs
(7) . V , Vi*
at me. The smell is incredible, but it isn t finís led y e t They sprinkle flour on me.
Then, they give me presents. Although / Aftei ’the sméll is terrible, the presents
change my feelings. Anyway, I love my birthcjfy if / since my friends and I have
- I r (9) •.
a very good time on that day
Practice
Read the following paragraph, and fill in each bíank with a subordinating
conjunction that makes sense in that sentence. Some blanks may have more than oíe
possible answer. UapitahzenasTieeded.
after
although since
because
before
wh&j
while
vacations.
my vacation plans.
’happiest _ _ ~ '
(2)
Summer Vacation
I think I am a typical student
C)
am bored in se
l iike school, I love
100I, I like to davdream about
summer vacation is coming, I feel the
fin¿
(3)
. it is the lonqest vacation.
(4) ^ . <8J
exams are finished, I totally relax. i sleep late, eat at any time, and hang out

with my friends. Sometimes I have a part-time job .
vacation..
Also, I go to the beach fo r a week
have a job, I have extra cash to have fun with.
— m y parents rent a cottage
th e re ..
I love to .visit them .
(8)
(9)
m y vacation is over, I always visit m y grandparents.
^ they let me do w hatever I like. Finally,
(10)
sum m er ends, and it's back to school I go.
fe dependen!cjdusc
Practice F1
Punctuate tKis paragraph.
H a llo w e e n
Y ' ’ . ' ‘ ' ' • ■'. W-
1Halloween is on O cto b e r 31 when the weather is cool and crisp. ^Before
th d a y comes children and m any adults prepare costumes. 3A lthougíi|stores
sell B^em the besFones áre hom em ade. 4Children wear th e ir costumesj to go
trick-d r-tre a tin g in their neighborhoods after it gets d a rk 5W h e n they knock on
th eir'neighbors’ doors the children shout, 'T rick o r treat!" “Then, the p¡ ople in
the houses give them candy because the children w ill play tricks on them if they
d o n t give them anything. 7A lth o u g h teenagers usually d on't go trick-o j-tre a ting
they still love to play tricks on people. 8A du lts often go to Halloween parties a t
nig h t because they enjoy dressing in costumes and acung like children. rP arents
also enjoy eating th e ir K hildren's'Hallow éen candy after, the children are in bed!
10W h e n Halloween comes childrén o f all ages are happy.

Practice |£
Join each pair of sentences to make one complex sentence Use a subordinating
conjunction in each sentence and punctuat'e the sentences coirectly.
Halloween Revenge
1 Jason and Joe don't like their next door neighbor He complains abóut their loud
music.
2 Halloween carne. They dedded to play a trick on him.
3 Jason kept watch. Joe put toilet paper all over their neighbor's trées andbusÍLes.
4 They hid behind some bushes. They finishecj
5 The neighbor opened thé door for some chil iren. Jason and Joe were delighted to
see the surprisé on his face . ' Ñ.
6 The neighbor went to work the next mom ina He had tó deán up the mess.
' ■ i
7 The neighbor asked lóts of people He never!
P p :
biew whó did it. :
y
Your turn ' i ,
Study the sentences in your paragraph. Do you j
do, underline the subordinating conjunctions. (.
íave any complex sentences? If you
an you join together any other
*
sentences to make a complex sentence?

B Edit your writing
Use the Editing G$ie¡c¡dist to edit your paragraph. for run-on sentences and other
problems.-Follow these steps. : ?■
1 Underline all o f the subjects in yóttr sentences. Cirde all of the verbs.
2 Usidg the-Aeckhst, fi|>ki|Bpnly orae kind o f m istafó4t a
3 UséQüick'Ckeci on pages 30ll4O tó^Bélp yoi|®yOur m istakes.''
4 Look at your Progress Check on page 62 o f Chapter 4. Use it to heip you edit your
- EDITING CHECKLISTjg¡
ío o k a t each sentence*. *~£ - V**" ■- «•
O 1 Does eveiy êntente have á: subject aad á'véib*
* rf * * ;
Lóqlcát éadivérb ¡sí • s - ■
' I J ' 4 Do all^ f theyerba agee w i^theitûbjects7
i_J 5 Ar-; nj1or Lile;vm -i ilic corr-'.i l-: iim-an.í foro ? ■■
' íi Lia-: puacni ¡uon a<ií .:ápi¡.t¡u:jü'.'n
□ P Doeáéach sentence begin wñh a ¿ápital len-:r; i
||Q|| 7 Does each- smtence.eiidwitkrth^cgect.poBctttation?
-ft ¿ A e r g g ôraraaimieácêorHpaitnffsentence?;
9 RigL-fherei£creiBasívffie^«ey&e needed ib ranipíes
ák.at i3'e''A'o:iás!..- . r¿:--
Q V ítIseach:W títá'spelfeáreem M y- -
C Write the fina! draít ^ ^ ^
- f l H k k^ u r'^ ^ H | ^ P m d M p K T O m -^ a w ^ ^ fWjBMwMIris . y Qoaáetfonnat.
Chapti : Holidays

Exchange papers with a partner, and read about how your partner celebrates his orher
: chosen holiday. If possible, exchange papers with someone who wrote about the same
holiday that you did. Talk about your papers.
After you get your paper back from your teacher, complete the Progress Check below.
Daté»!
1 - - 1
Things I did well in this paragraph: .
■ ; ■ f | ¡| | § |
' ■ ’ . • .■ .¡i ¡f te á l
vThings I need to work on in my next paragrá ph:
m -
(! : ■ ^ t
Look at your Progress Check on page 62. of CÍikpter 4. How did you impróyeVour
'writing in this paragraph? ■; jjf ■|-j '■ ; :j|
— — — ¡ r
: J
" #f¡

#rrf&’b d o ^ wrae oifrer péopfewnfe
j^m avtófef srngf-, ó rW shows: ÁjtFrougfi notfeveryone:
¿a^Sllh^er^hfagS., mósí ef us fcáftrñake up ¿pries
É y v eu f esleí rpakéPúp, ¿ñtnny story tm ftakeuyQj ic
fnéncfs íátígh7' DfCfybü'ever'rrfaPce u jia Sjbfy to|reff¡S£7
cñsFd- a tb e d lím é '^ ra l^ ^ ^ ^ rP ^ ^ ^ ^ # is* '-W* ‘¿“' i
Téliing Stoiies
In tfrrs chapter, yoü^wiff use your ífflagfnatrdn ta
endrngfb iRjryr*
vrfte-traS

GETTING STARTED
A Picture this
Answer the questions about each photograph with your cláss or in a small group.
1 Who is telling a story?
2 What kind of stóry is the person telling?
3 Why is the person telling a story?.

Get ideas
Read the beginnings of the following three stories. After you fínish reading, follow
.these steps. • i
1 Decide which story you would like to-fínish.
2 Get in a group with other students who want to fínish the same stóiy.
3 Talk abóut pbssible endings for the story. Write down ideas and helpful vocabulary
as you talk. Kéep in mind, howevér, that you will write your own story, not one
group story. Your ending shouid be different from other students' endings.
fst
One Dark Night j
“G ood'nigfitrIt w as a great party!” I waved to my friend whó was síándíng
at the front door, and I started walking down; the .road to m y hóüsé. I live a
little way óut of towh, buf I had óften Walkéd hom e from m y friend’s hoüse.
It was dark, very dark. There was nó moon in the sky. It was á little chilly
too, and soon, to m y dismay, it started to rain. As ! wafked, a. stróng wind
blew buckets of rain into m y face. I-was coíd, wet' and miserable.
. “If only I could find a place to watt until the rain stops,” I thought. ¡Luckily,
in a few minutes, I saw a piace. lt was a smaü, oíd garage, an á its d¿ or was
banging open in the wind. I stepped inside, out of the. wind and rain, and
immediatejy felt better. I w asn’t happy for Ipng^thóugh, because sofr|ething
- or was it som eone - was in the garage with me. '
m
Mystery in the Dark J,
Laura ciosed her book, stood up, and stretchéd. It was ten o’clock and
she had béen ;studying in the library .for three hours. It was time to go ¡to the
^orm itory, she thought about a hot bath and some good müsic. " | |
W hen she arriVed at her floor of- the dorm, everything was quiet. -No one
was. in the haliway. “T h afs funny," she thought. "Where is everybody?1’ She
unlocked the door to her room. and opened jt. She expected to see Win, her
rdommate, but the room was dark. She reached to her right to turn on the
larfip on her desk, but her hand only brushed the air. The lamp was gene.
“Th afs strange,” she thought. She turned to the left and dropped her tjooks
on the chair that was always by the door. This time, she heard her books
fall to the floor. The chair w asn't there either. Now seriously worried, Laura
reached for íhe light switch on the wall to her left. W hen the íiqht carne on,
she gasped!

9 |Síory3 i
i
80
The Lizard
One afternoón when Mike was reading in his room, his mother suddenly
screamed.. Then she shouted, “Mike, com e to the kitchen quickly! There’s a
lizard on the waii. Yoü know I hate lizards in m y kitchen. Kill it for m e.” M ike’s
mother ran out of the kitchen when Mike ran into it. On the wall was a small,
light-brown lizard. He m ade a grab for it and caught it in his hand.
"Oh, M ike,” said the lizard, “please don’t kill m e.”
“Sorry,” said Mike, “but my mother wants m e to.”
T m a m agic lizard. I will give you thrée wlshes if you don’t kill m e,” said
the little lizard.
“I don’t believe you, but here is my first wish. I want a sports car in this
kitchen right now.” Mike looked a tth e lizard, who closed his eyes tightly.
•Nothing .happened.
Mike said, “I knew you werén’t a magicjlteard. Now I have to obey my N
mother’s wish and kill you.”.
“Oh, please, no!” cried the lizard. “ít’s tiiue that I am not magic, but if you
save my life now, I will save yours som e day.”
Mike laughed, but he took the lizard oülside and let him go. Mike didñ’t
believe that the lizard could save his life, £
lizard did. This. is how it happened.
irt oné day, m any years later, the
■■A Organize your ideas s
Read over the list of ideas and words thatíyou made wheñ your group wk> talking.
Brainstorm about how you want to end tñe story. If you are háving troubl^writing an
ending, ask yourself the following questions. ,
1 What is the problem to be solved in this story? ......
2 What are some ways to solve that problem?
3 p o I want to write a scarv story, a funn$
4 Do I need to add any new characters to;
story, or an adventure stoiy?
he story? (Characters are people or
animals in a story.) How will a new chajfatter change the stoiy?
Pian your writing
When you tell a story, you need to organiza your ideas using time order. On your list,
duí a number 1 next to íhe first thins that lappens in vour story. Put a number 2
to the second thing that happens, and so on.
Write the íirst draft 'w
Write your ending to the stoiy that you chose. Have fuñí

.>'•!?&" ' S S 'V *3? íjBaiSf*»Pnrr,;iir V.3'Siftf? * " T%j 11 > f Answer the
, questions with your dass. :
1 V ■.■,■■>■■:■■'
2 the s to í*y » « ^ 1i¿|5i%S^|í^s^»,ií'* rfQ- *'<7
. 3 Are the sentences in a good order?
4 P ig r e «gfl^yer^U Bft ftaBjiwees? . ¡
5 Did the writer give enough -
6
■■ tóikrf.was vv^|^íng:cfc^#tfiS ^pS j;ft; h a a :ráfrioc1.the'nrgtH..befbrG;; ajhcí t&’#/£;
roád w ás'wet He w as g d in g fo roeeta'fnerrd 'While ha'wlfe'vvaikirrg, he heard :
a small voice cali him He stopped and looked ai! around; but he eouldn’t find ■
^ >j|i í ^ v < V 4,V» , ^ > '
.whe.Fe:the;vof^w ® cornm g:frQ frr:..H e'SiaEfed:ta waífcágaifiü A tiera ltttle.'Wh(fes?í
he■•:h^aEdA ejsa® k*o!ce-agafa T h e ^ o tsg 'ca ra é re iro JB K h i& fe e f^ H & jlS fe a y j
siTialfchoíe:4:te.tñeHhofo:<w^th&[Hafdi.--The';taafdí.ealledfahim'.i
to.hear ¡he lizards voice. When he bent dow n;‘argtinshot
hearf The lizard ,sard tohim ., ''j-savedyaur lifeE"The- lizard
Mike bqiiit ddwrt
Im h H
fe.iéífífo:tetftesí^., „
~ h m
Revise your writing T?- a ^ 4
i»’ a«sis each ^Jb¡|7!^?jf'W!rjT íi «■j Sjfajh£i& 'dr ‘ ,
thi11^ about other details that you would like to know. Work in a sínall group, and
a: W ftwfrfrif r f ..akL^t. ..I
l E P ' 1 ~ T 7 ¡
—II £t«'í®C7SwW'«></, "gis' «i ’VfUli_*_B?
;ach paper, do the
Ví.b'.V'SBg,
*. ?!;l 3 VjüstJ ? t f i* . i* ,VCU‘ ^S*--í-, 'rt'p'y 3. 'T-i iíw
* If you do not understand a sentence, put a question maik (?' next to it.
' At the bottom of the paper, write one question about the sto:^ é á tm i m oie
Chapter 6: Telling Stories

i:l<m
I
I 1
Your turn
. When you get your paragraph back, reread it. Then answer these questions.
1 Are there any question marks on it? If there are, rewrite those sentences more clearly.
2 Answer the questions on the bottom ofyour paper. Can you add details to maké
your story better?
3 Ask yourselfthe questions in Analyze a paragraph on page 81. Do you need to make
any changes? ' ■
4 Look at yoúr Pnogjress Check on page 76 of Chapter 5. Use it to heip you revise your
paragraph.'1 ,'V
O Write the second draít ^ ^
Rewrite your paragraph, and make any changes that you need; Writé'a title at.l^|pp
of your paper.
IBUINGíYOUR WRíTiNG
A Focus on sentence grammar ¡
Read these problem sentences taken from a student's endiag for Síó!F/Sj. 'One Dark
Night". Why are they a problem? . ;
*1 Because I was so happy to be out of the rain.
2 After I stood by the doorfSfa few míni|tts.
3 'Althóúgh I was tenifieft t „ Wk
4 When i tumed on my tiashhght.
5 Before I could ran.
^DEPENBEm CUOSE FRAGMENTS J * ^ ¿ j-«
. J^The examples: f l¿5l aboye ate a problem fór the reader.because they dcfnleígafe
S í e n p ^
j # ’ 1 Socauso.fwaaso.fiappy t¿beüuí of fe (Vichar E.tppMedej-
2 Aifer i-stootí by thadoeríora fow minéis.
3 Altficl'gh [ was fsnríietí/fWbát drd the-
; 4 : Wiieft.!turneion my fia3hlight. (W h at did .i h é ^ p i S S e ? }
5 BeforeI ceuld run. (W hat happened b
Each íp these examples is-a dependent.
i clauses because each one begins with a
(Whai happened nextí) m
efore the writer could run?);.
clause. Wc know that they áre:dép'értdént
subordinating f e B I É » Vifíién-af.Tí
dependent dause stands by itself, it giyes incomplete informatidn. As.wejeamed'
in previous chapters, an incomplete sentence is called afragrnent. if you Write a ■
degfgjdent.dpiise -as a,;$epáratf®entence, itis a fragment, hdt á ééntencé- '
32 j Writers at Work: The Paragraph

Practice f j
Look at one student's ending to Stoiy 2, "Mysteiy in the Dark." Write F above the
fragments, and write a check (/) above the good sentences. The first one is done
for you.
1Laura gasped because her room was a mess! 2Then, she fainted. 3W h e n she
woke up. 4She started to p u t her things in th e ir rig h t places. 5A fte r she finished
cíeaning up her room, she still couldn't find her desk anywhere. 6Just then, the
g irl in the next room carne to Lauras room . 7She had lost her bed. 8W h iIe her
roommate had lost a lam p. 9Jt was véry strange because every person in the
dorm had lost one thing. 10This dorm had one em pty ro o m .,1,1Everybody w ent
there because they wondered about w hat had happened in tfjiat room . 12They
were surpñsed, 13W h e n they opened the door. 14There were áll the lost things!
15Since the students were very nervous. l6They grabbed their Istuff and quickly.
le ft'17A fte r that, nothing like this ever happened in th a t dorrii again. 18lt is still
a mystery. '
M R R EfflN m Fffim EN m
jgjEiaf
'te¿kíMndepend'ent d&ús&V f¡ $WM | §5
É ragm entii Wftenihismótfief sudcfenl¿¿cFeame¿, . , i M ^ <;<■ í ;
4_ m g p é n t as rwalKed. £ sfrangwrníóíew Sircketsoffáícir-' +' “■j " ^
Sentence: ..AsIwaíked¿,a>skotig;w/írdblewbúckefe:oírar¿; f . v
M oté
Whén it comes aíterithe-independent daust; dó ribt_%e a:coinm
t
m
:
Practice o
Correct any fragments in the stoiy in Practice 1 by joiniñg the fragments to sentences
before or after them. Write the corrected sentences on a piece of paper. Remember to
use the correct punctuation for complex sentences.
Chapter 6: Telling Stories 83

Practice
Add an independent clause to each óf these dependent dauses to make a complex
sentence. When you have fihished, you will have an ending to the stoiy "One Dark
Night." (For the beginning of the stoiy, see page 79.)
One Dark Night
1 Because I was so happy to be out of the rain, ______ _ _ ________________ ______
2 After I stood by the door for a few minutes,.
3 Although I was terrified,
4 When I tumed on my flashlight,
5 Befoie I couíd run,
6 When the door slammed shut,.
7 While I stood there without móvirig,
8 AfterT stopped laughing,.
Edit your writing
me
Use the Editing Checklist on the right tb
1 Underline a11 of the subjects in youj
2 Using the checklist, look for only oa
3 Use Quick Check on pages 123-Í4Ó:i
4 Look at your Progress Check on pagei
paragraph. j

edit your paragraph. Follow these steps.
sentences. Cirde all of the verbs. j
kind of mistake at a time,
o heip yóu coirect vour mistakes.
76 of Chapter 5. Use it to heip you edit your

§ m . u j h h
E o o k % í l S d i . s e n t e n c e *• ^ i *«' ’
!_i' 1 Dbes^SMerSence ííayé^sul)}écta^^^®b?*''
2 í^ir& ttíaé'anv‘fr% nfents?J"*
O "3 ^rbthere:^B^'ruBíQn^séHteni?és?í:-. •-•*.,<:
’': ‘'Í;,i’^í ■:■■.■rí;'vi’:' ' ' ''■
I _ : 4 iD c ^ a ll o f t h e ’v e í b s l í f r e e w i t h l h e i i ^ s t i b r ^ B 2 ^
. " E J :- 5 Are aJI o f líie vérb’s the correct- tense & y ‘'||§MM?,¡’
n ppplgl, Tfe»¿
LoeSfeat tíie-^uncttr® cm and capitíTizatxsn
E S - 6- ® ® eíeS h ® iten ee:b 'eg fifW tt® .3Ícap ita| jí^ ^ ^ ^ g
— 7 ífflS á fe c h s lS f e ig ^ n d with. t ír e f t ñ B f praícíuatiOT?
a p s is |||«¡í||cóm .m á;'artéffech:trarisjtióñ2■•••:-
L i ■9 Is- tfe g á iE ^^^p|Bke& tf:ep rB p o M d -:s§| ^ B ^ ^ B
□ 1.0 'Are diere coirunás wliere they-'áre riééded in com plex sentences?
L o o R a í t í r e w a r á s 1 1 1
O t t I s * e á e h w O T c fs jy e lk d ! e o ir e ¿ tf jr ? ' ‘j* f ^
-Write íhe final draft
Write your final draft/ including your changes and correctiorisí Úse correct fo rm al
_Cíiapter 6: Jeiling Storigs

:; Here is your chance to read the story endings written by some of your classmates.
1 Get iñ a group with classmates who wrote endings to the same story as you did.
Collect all of the story endings in your group.
2 Exchange your group's story endings with another group.
3 Each person in your group will read all of the papers. Then, your group will decide
which story ending is the most enjoyable to read.
4 Read to the .class the ending chosen by your group. Then explaih why you chóse-,-
that story ending.
. 1 .
After you get your paragraph back from your teacher, complete Úie Process Check

A Favorite
1Place
'X/'QLfprobáWyIfaveafavorite,pFace|-.aplaceyou
X Jo-vetcrpe Maybeyoufeetsaféandpeacefat Fn
thatplacer Máyberfs anexcrongpfaaétíwheFeyoufeef
vervróucfoVOVe-. Ydárfayoríte^pfaná.mayhf¡ a rnnrn, a
o j * - ' e-írrtñé$l§|iKte; tfiéách.;
-or*Spi^ VS^afc.is^3^Si>0ítíe-place7]
>iearparagirapig

GETTING STARTED
A Picíure this
Answer the questions about each photograph wirb your dass or iiv a small group.
1 ÉBpjjra-fcis place?
2 EXíj'jiou like to be in.
this kind of place?
3 Do you have a favorite
place,like this?

B Get ideas
Follow the steps below to get ideas about your favorite place.
1 DraW a simple picture of your favorite place on a sepárate piece of paper. Try to put.
.in as much. detail as possible. If you do not want to draw a picture, you can make
a word .picture of the place. To make a word picture, write the ñames of objects on
the paper in the same place that they would be if you were drawing a picture.
2 Brainstorm about the following questions. Write your ideas in words or phrases.
• Why do you like this place? i
• What do you do there?
• How you feel in this plsce? •
PREPARING THE FIRST DRAFT _____
Read these.two desaiptions. Which One is easier to picture
Discuss your answers with your cláss or in a small group. j
Draít A
in your mind? Why?
deslc
My fayo¿ite;pfacefe
My bed ís under the wtfidow* s¿V ca á hear f i e bírds i¿
is next to the door, but l rarely studythere. Usually í siton my bed to study
have a beautífuf, oíd chest ofcdrawérs wfth>rnvTewélr¥lbox~and^^^
perfume on it Afso, thefe is-a faf|comforfablé chair fn’my room- Sometímes
sit there to read, and sometímesJ Just throw-my clbíhés on it. Lfove to listen
to music in my room¿ too. Lnavega sterecx ít ís,on a bo'¿jkcáse/AisQ, tfrere ím st
mirror abóvejh& chestláídfawers^ Sometímés. Fsíándírír froritbf itánd pretend
IhaTTam a singer in a rock band. ATso, there fe a basket for my cat.to. síeep ín
nextto the bockcase. Finalfy, there is a nightsíand nexü
ciock radio, a few empíy soda cans. and severa! empty
them.
Draft B
lo my bed; ítnoíds- my
plates with-crumbs'dn;
My favorite place is my bédroom because I can do anything I like there.
When you come into my room.; my desk is on íhe right, next to the wail. !í
ris completeiy covered wiíbpápérs and books, so ! rarely study there. In íhe
córner is a fat. comíoríabie chair. Sometímes i sit there ío read, and sometímes
-continuedjr" ■■?; ■.... ....... *r.. §gg“Ba
:sChaDter 7: A Favorite Place 33
1tt»iitttiini~iniitivititi

Ijust throw my cloíhes on it. In the middle óf the next wall is a window, and my -
bed is.under it. I love listening to the birds in the rporning when I am still hálf
asleép. Also, l usually; study on my bedsince rriy desk i's sucK á'm éáa There ;
is a nijgfrtstánd to.the right of the bed. It holds my clockradio; a fevy empty
soda cans, and several empty plates with crumbs on them. In the middle
of the next wall is a low bookcase with three shelves. My stereo is on the
bookcasé, and l love to listen to music when I am in my room. On the floor to
the left of the bookcase is a basket for my ¿at to sleep irv Next tó the basket
is the door to. my dosel. In' the middie oí the wall across from my bed is a
péautiful oíd chest of drawers with my jewelry box and bottles oí perfume on it.
Therá.is a mírror above theLchest Sometimes;! stand ín front of it and pretend ‘ ¡
that I am á.stnger in a rock band. My room isn’t very big,1but I énjoy being in it
véry much, -
DESCRIBING/{PLACE
a place,'you want your readers’ta be able to l
Ta M p the readersimagine your pláce;-
" rcis;on,thé right;;,nexí ta the wall
J. When^you.writeá'desgipúóh
^ sffe w itS ^ e^ irm g -p om fc
p fl oWhefi-yQEf-come-'thtamyroóm;
C'tYi..''* .........
Then use words to-show the direction your description moves around the place
^|" :Ther&is abookshellto-therightoff^desk. i
Your turn /Z->
"On á sepárate pieceufpaper, drav
B Plan your writing
Look back at the picture you'drew;
where you will begin your descrip!
your description wiíl move.
C Write the first draít &
a^picte€=of^he^eéroom describe -Pr-ait B.
of your favorite place. Cirde the spot in thé picture
.on. Draw arrows to show the direction in which
Write a paragraph about your favorite place. Use the picture or word picture that you
. drewjn Get ideas on page 89. Remember tó describe what you do and how you feel in
.this place, not just the things there. Also remember that readers shouid pe able to see
your place in their mines while they read your paragraph.
90 .Writers át Work: The Paragraph

E l REVISING YOUR WRITING

Read the following paragraph. This student describes a very large place, so the
description is a little different than for a small place. Answer the questions with your
dass.
5 Is the place description organized clearly? Can you picture the place in your mind?
6 Did the writer give enough details?
The Desert
I love the deserí because it rnakes me feel spiritual.| I especially like the
sunrise and sunset in the desert. In. my country, Saudi Arabía, l go to the
desert on the weekend to relax. f leayé my city, Riyadli,. and drive to the desert
alone, Then, when
bírds in the bushes and small trees. I iook. at the>tall p itó dunés, and f look
far away to the hílfev In the desert) there ís so much space. I can see for 40
kilometers. I;look at everything around me, especially ¡the orange and red
sunset. When the níghtcómés, I feéí relaxécf. Then> fjpok at the sky and the
sfars: íri the sky. f can’t forget the beautífuí sky. FFnallyrj feel happy, and f feel
cióse to God in that beautiful picture. I lay my bíankeís on íhe sand, buil.d a
tire, and eat some dínner. I;make Arabian cóffee. Thenl. I go to bed because I
am- waitíng for another beautiful -picture in the morning*. I mean the sunrise.. •
Revise your writing
Exchange the first draft of your paragraph with a partner. í ead your partner's
paragraph, and then follow these steps.
1 Draw a picture of your partner's favorite place.
2 Put an X at the starting place of the description.
3 Draw airows to show the direction in which the description goes.
4 Under the picture, write two words to describe how your partner feels in this place.
ace. j
tion.
h the descriptio
Chapter 7: A Favorite Place

PREPOSITIQNS OF PLACE
iWHén'^Síd'esctiS'é á píate|jó%;i|&e^-t©'Üsé&éfiósitiQns,tcítélíjwh^'thin^are;
.Jh e se p t^ ces.'o R -tJM n é k t p¿ge;^fcpjfipo'sitions^
’VV'iiíers'Wt Work: The'Paragraph
Your tum ^
G et you r paragraph back fio n i you r panuer. Rcread your paragraph, and answ er th e
questions.
| W as y o u r ;jp S f e !|ible to draw a clenr^ jctu re frp ^ | y p u »arag rap ^ ? ¡;
2 D id your p á p ¿ jr und erstand h o w y^?t»i feel in this p l a n s i f ■nc% .^pk4o^S#?Jartner, -
an d íind ou t w h at w as n o t d e a r in you r paragraph. i_
3 A sk yoü rself th e q u estion s in A nalyze a paragraph o n page 91. D o you need to m ake
plg^MÉM ■
4 Look at your Progress dnB§|£jn page 8 6 o f C K aptei 6. U se it to Kejp you r e v is ^ o u r
paragraph.
C Wriíe the second draft ^ ^
Rewrite your paragraph/ an d m ake any changes th at you n e e d W rite a title at the top
o f you r paper.

Between A house stands between tvyo trees.
In front of In front of the house, there are two children and a don.
On The children and:the dog are sittirig-on:the jjrass.
Next to '/ beside The boy is next to tlié'giri, and the dog' is 'béside the girl.
In A car is in the drivqway: A boat ¡s.in the river.
Over / above '| A ¿ridge crosses over, fre river, and brrcfs' are flying above íhe bridge..1
Under / below The person únder^fecár-isfixirig it-The fivér is beíow;tfelW c¡é:':‘ ' !
In the middle of A car isrin-thé-'midtife drífhe brídge. :
Behind .A -rack is behínd the car.
.Across from There are some stores across .the bridge from the house. There is a aas'statior.
, - across-from the stores. •
To ¡lie right o¡. A ’drug store is to-ifíc riglrt of the srocery síóre.
To the left of A furnituré store-stánds~to the left. of thegrocery store.
Practice O ■
Look at the picture, and fill in the paragraph on page 94 with the correct prepositioní
Cjj-pter « A Favorite Place 93

I
:
The Kitchen
This ¡s a picture o f Kristen and M a tt's kitchen. Kristen is sitting
’ a chair w ith her b re a kfa st___________•__________her. H er
napkin is_
O) (2)
(3)
the fork, and the píate is
the fork and the knife. A fru it bowl is
(4)
the table. M a tt is
m aking his breakfast a t the stove, and the kitchen table is
(6)
him. The cat is sitting
hanging l_______
(7)
the flo o r near the stove. A plant is
(8)
the s in k The dish drainer is
______________ the s in k .___
(9)
the sink. and a teapot is _____________________________ II
■ (10) | (11)
the counter, there are some cabinets fo r the dishes. The toaster is
the refrigerator. The trash can
___. the stove.
<1 ;
wall and
(14)
Praciice
Write sentences about the kitchen using the words givenj.
1- the pot / the stove
The pot is on the stove._________ ’ j.
2 a cabinet /the dish drainer
(13)
3 some dishes /the dish drainer
th<
4 the paper towel roll / the counter
5 Kristen /Matt
6 the teapot /the toaster
7 the toaster /the refrigerator / the teapoi
3. the corree cups /the cabinet.
94 Wintérs at Work::The Paragraph

Your turn ^
Exchange the second draft of your paragraph with a partner. Draw your partner's
favorite place. Then retum the paragraph and drawing. Look at your partner's drawing
of your favorite place. Talk to your partner and find .out what was not dear in your
description. Make any changes that you need to so that the reader can picture your
place clearly.
B Edit your writing
1 Underline all of the subjects in your sentences. Cirde all of the verbs.
2 Using the checklist look for only one kind of mistake at a time.
3 Check your paragraph for prepositions. Have you used them correctly? Change or
add where necessary.
4 Use Quitk Check on pages 123-140 to heip you fix your mistakes.
paragraph.
E D IT IN G C f íE C K Ü S T ,/
Loplcat-eáchsentence^ .
y jf e I .Dóes'every sentenCehaVe á subject áiid a verb?
m_J:C 2j.Are theréany hragrrients?
D j 3 Are there.any r^ -o n sentences?
Loóle át each verb. ;
O 4 Do all o f the verbs agrée with their subjects?.
D 5 AreMi o f the verbs the correct tense,and form?
ptiYcruauóií fe á -o ' •*'■
L J 6 Does: éach sentence Begin with a capital letter?
'□ ' 7 Does each sentence end with the correct punctuation?
Q 8 Is there a comma after each transition?
■i í 9 Is there a comma in each compound sentence?
LJ 10 Are there commas where they are needed in complez sentences?
Look at the wórds. •
[ j 11 Are prepositions used correcdy?
□ 12 Is each word speiled corréctlv? '
Chapter 7: A Favorite Place 95

Write your final draft, induding your changes and corrections. Use corred form al
FOLLOWING UP
Your teacher will choose some papers to read aloud. Listen and tiy to picture the
place in your mind. Ask the writer any questions you have about the place.—
After you get your paragraph1back from your teacher, complete the Progress Check
below.
Date:
Paragraph title:-----------
Things I did well in this diragraph:
Things I need to work on/|n my next paragraph:
T
Look at your Progress Chech on page 86 of Chapter 6. How did ybu improve your
writing in this paragraph?!

Chapter
re you married or single? if.fou are single, maybe A
you wóüíd pké ío marry sdépt Or, máybeyóu think,
“Married-? Hqtjor a lortg tímeiHf
makes an ídeaí spouse? Mosí pq»
tnside ofa,persort his or her pers
§S§ are married, you
fffagc- ;e-3tero: WKat
)p!e agree that the.
cnaüíY ;s the- mosí
important ¡ning fcr a happy marriage
ír; this chapter, you will wrííe abou
'íáLlíSí^' rf
.your ideal or reaf

B i GETTl^GSTARTED
A Picture this
Answer the questions about each photograph with your dass or in a small group.
I
1 How would. yon
; couple?
2 What do you think they
feeling?
3 Does this couple remind
couple you know?

B Get ideas
Look at this list o f adjectives. Each adjective below describes aquality. Á personé
personality is made up o f many qualities. W ith your dass, talk about what these
words mean. Then, d rd e four adjectives to describe your ideal spouse or your real
spouse.
cheerful faithful honest seif-confident brave
funny inteiligent warm ambitious thoughtful
gentle kind Creative responsibíe curlous
FREEWRITING
Freewrítíng is^a good .way to get ideasfpr your paragraph about your real or ideal
spouse. Breewrítmg ís'iike brainstórmmg:,bécaüse you try to w nte down as'many
| ideas as possible? But m freewTÍting^you^wiíte in paragraph fo rm ,,lo t in list' v
| This-is 'how íreewritihg works.
• Yourteacherw ill give you about five or ten m ínutes.Tn tü artim e, yoii write as
| |raueh a&yoii'Cait’ábout your topic;w ithout sto^pmgí
¡¡ '• W rite sentences; questions, wordsr or phrases. E
<|S | OT-speSing. A fsoíyou-m ay w sfe a wórd^'m^ybur
0 ^ -n q t im ow itM 'E n g lísh / b u t.f^ ñ ot to do thi&ve
||| .Keepíw riting for ,the w hole tim ertSat'tk e iea ch l
~writing^ and do not erase.t Ifyou cañnot think o f anything to say write the
same w orá again anc&a‘gain; or.write your to p ic’ Soon, you wilFhavea new
- After you'finisK Jreewritmgc reád<w hat yon havefwritten: Underline any ideas
that ypu want to-use in your paragraph. You catf ¿dd any new ideas that you
ffereis an éxam pleofíreéw irfingr|ggjwritter^inparagraph fornx, but has many
errbrk lS is ls ,^not^bméthing>>to worry about wjíei^ you are treewritirig.
^0ndt:wofryíabout grammar
o jm ^ a to e la n ^ a g e ^ y o u do
gfyesyou.; D o not stpp^ -
My ideal spouséi 1donrí wantía married now. Maybe ébme ume. Beautifüíí BeautifuM
hunny. íoo. Why funny important.for me? I íike to lausíi.! w
house. Not crying. Giriscry too much. Not üke guys-. What,
wantresponsibíe, not same as-aunt. She spena üncie mone}
antto Irave much iatKjhing irrmy
3ther thi'ng? wife wife wife Yes, i
dQnfFpay/b¡lts^ünclé3Pi^dfíp^
Your turn ^
Freewrite about your ideal, or real spouse. Write about the qualities you have chosen
Why do you think they are important in a husband or wife?
Chapter 8: The Ideal Sp'óiise

O PREPARING THE FIRST DRAFT
Read your freewriting. Which qualities of a spouse did you write about? Which
quality is most important to you?
ORGANIZING BY IMPORTANCE
Wrítiríg about ideas iii order o f importance is one way tó?organize ideas in a 5
logical'order. Logical order means explaining your reasons in acléar waysothe
reader can folloy/.your thin-kíng. If your ideas: are. all mixedup, the xéader will; ,
not understand them. j V . ;
When you write aboüt the qualities'ofyour real or ideai spóuseítyoii ckrr organize;:
tHemfibm móst-iinppnarit tó léast importantórírófn ’r
important.
Read these two drafts, anq follow the steps below each one.
Draft A
m m m .
i am- oiily 20 years o
Choosing a Husbánd
ábout marriage very often."But I am surethat sómeday !'wiiI^et-hlam eci/'í
bóred by m y husband.
forhim to b e a kind m|nv.I-want him te be kind ana hapíüt b o tfrto /m é.an d ;|
:to",other; people. A kind^mán. vyill care ábqut mé.and try.Kmake' m yI¡fe better. •
T if e ís easier and^móréj enjoyadle when you nave a kind sppuse¿ Nexrr i warrr-
my husband to be horilest. If he is honest, ! can always believe him, and our
communication.wlll be'better. If a man is dishonest or keep^ secrets from m er
l will always be. un.sure* of his love and worried about our marriage;. Most of
.ail,' i want a fáiihíui husband. I need to trust that he wiíi always stay true to me
physicáíly and írt hís heart. A good marriage needs complete trust; and for
th at I need a faithful husband. If my real husband has ail the qualities oí my
fdeaí husband,. we will have a wónderfuL marriage.:
1 Cirde the transitions in Draft A that come before each quality. *
2 Cirde the letter of the sentence that describes Draft A.
a This paragraph'isorganized from most important to jeast important
b This paragraph is orgaiiized from ieast important to most important.1
100 Writers at Work: The ParaGraph

Draft B
C h o o s in g a H u sb an ci
I am only 20 years oíd now, and I am enjoying my life as a student. I do'n't
think about marriage very, often.. But I am;sure tfiat someday I will get married.
I hipp'e that my future husband will have certain qualities, Most important, I
want a faíthful husband. I need to trust that he will.aJways stay trúe to me
physically. and stay true in his heart. A good marriage needs complete trust,
and for that, I néed a faíthful husband. Also, I want my husband to be honest.
If he is honest, I can always believe hím, ancf our communícation will be better.
If a man is dishonest ór keéps secréts from me -1 wilf always be uñsuré of his
lóve and worriéd about our marriage. In additjon,. it is important for hím to be
a kind man. I want him to be kind and helpful'both to me and to other people.
A •kind man wiít óare;about me and try to m ake my-jife better. Life'is easier and
more enjoyable when you have a kind spouse. Finally, the man that;I want to
marry will be Intelligent because intelligent mén are more interesting to me
than dull men. 1don’t want to be bbred by my husband. If my real husband
has all the qualities of my ideal husband, w é have a wonderful marriage.
1 Cirde the transitions in Draft B that come before each quality.
k 2 Cirde the letter of the sentence that describes Draft B.
a This paragraph is organized from most important to least important.
b This paragraph is organized from least impdrtant to most important
3 Which order do you prefer, the order used in Draft A or Draft B? Why?
Plan your writing j¡||
Look at the four qualities you arded in Get ideas]pn page 99. On the lines below,
write tne rour 'qualities tnat you nave cnosen to a<
them in a logical order. Then, arde the phrase th!<
1 _J
¡scnüe your íaeai or rearspouse. rut
it describes the order you are using.
2
3
4
Most important to least important
Least important to most important
Chapter 8: Tne Ideal Spouse_ 101

TRANSITIONS
Iñ your paragraph, you willwrite. about four.qualities in .óidér-óf importance. •;
Of course, in a paragraph, you donót use nmnbers to üst these four qualities. :
Iñsteád, yoú use transition words and pHrásesl:-TÍiese transitíoñs-snow wheii.the :"-;-
writer is góing to introduce a new quality. Read the transitions-b.elów.-Ñotice that'
transitions are followed by-á comma.
■First, Álsó,.; Vi -
First; oí áil, in additíbn> > M ost o f all,. '■ - v ^ -
;• Second, Moreover, ;
Third, ' V''''Ne^r 'yv :;.-;:; t Y
With your class, look at ÍDrafts A and B again. Which transitions are used in Draft A?
Which are used in Drafí B? Which transitions introduce the quality of greatest
importance?
Practice
Read the paragraph belc
to introduce each qualiíjy
w. Underline each of the four qualities. Then add a transition
1W h en I cióse my!
My Future Wife
eyes, I can see my future wife. 2She w ill look beautiful, o f
course! 3B ut she w ill'also have many beautiful qualities on the inside. 4She will
iV
be a cheerful p e rs o n J rl am a pessimist, so I w a n tV w ife to smile at me and
j [|¡! • . • •
make me happy. 6I-l¡t|e to h e arja ughte r in the houseVI w ant a self-confident
-wife. glf she^ a s^eoafe
If she fails, she w ill not be afraid to iry again. 10She wiil
I
ana she will succeea.i
be qentle. 11W h e n I fiave a hard day a t work, I w ant to come home to a geníie
wife. 12H er soft way vh
mother. 14/V y w ife will
and not look a t any <
make me feel better. 13l th ink children need a gentle
always.be faithful to me. 15i w ant her to love oniy me
cjther man. 16Then, our hearts w ill be safe.

C Wriíe the first draft ^
Write á paragraph describing the personality of your ideal spouse. Include the reasons
you chose each quality. Introduce each quality with a transition.
Read the following student paragraph; Answer the questions with your dass.
4 Are all of the supporting sentences relevant tojthe main idea?. .
5 Are the supporting sentences in a good order?|
8 Did the writer use enough transitions?
7 Did the writer explain why each quality is important?
A Good Life Partner
My husband Fs!.a very goqd 'man. First of ajiche is íovíng, He ioves animals"
fiowers, and peopíe. He has a íof of fiowers and pÍGtures of ánímafs*at our
home. He especially ioves woíves and whaíes, Also; he is very' energetic, so
he Ioves to play tennis and to scuba díve: Hpílikesto swrrr>m the ócean,-|oo,
b u t he can’t because we íive-faraway fróm íPre beach. H eos very cárefü!..wtriie
drivíng. He likes ío shop1so we often go toi| jb maü. He fs ven/ happy when j
he buys new things. Finally, he is very hefpfu
-bouse^/ofe-Sometímes-he eooks4. ae é
ís a very good' life partner, so Flove- him very |
He- usually helps me with íhe
©metipes^e^wasfte^^r^dthesr'He-
trvMlucn.

drafts with a¡J¡SÉSÉJ?r. Read your paiüier's paragraph, ant!#sB5-w¿r these
-,gi¡i8j(|Sfjs3jÍ>0ut it.
like aboiii'ii®|,pártilér’i |japer'? Put a s&fflieit •ti1^ pt‘ideas or
sentences that you.like.
2 List the qualities your partner wants in a spouse.
3 Cirde the phrase that describes how your partner organized the qualities.
Mostimportant ip least important
i ....
“Least imp&jlififif.;Jo most important
4 Does a transitioS; ntroduce each quality'?1
5 How did you knciwwhieh was the most important quality?
Your turn ^
^C^'yotir # ® back Írom ^ür partner. Reread yourparagraph, and answer these
"qu®iOns. !
1 Was your organization clear so that your partner could understand it?
2 .thejajiestions page 103' abóut your olBi
| paragraph. Do yoii need to make any more changes?.
3 ife k JMpafcProgpiss Check on page 96 of Chapter 7. Use it to heip you revise your
paragraplflf^
-Writeihe=seüOird draft
T
‘”M ^w 'ycÍÉPjara|rajS^(l'ttiá3se aü| oWSgfs p ife Ipife.at US»top *
ofyour paper. f
104 Writers at Work: The.Paragráph.

E 3 EDITING YOUR WRITING
S
You have leamed about three kinds. of sentences: simple, compound, and complex.
Which is the best kind of sentence to use in your writing? Read the three drafts of a
paragraph below, and answer the question or questions after each one.
Draít A
Em estís my wpnderfül husband. He always talks with a smile. His smile
makes m ¿ laugh all the time. He Is a very funny. and carefree person. We
have freé time sométimes. Then, we play together like children. He Is also a
;responsibíe pérsoní. Hé js a good: man. He cares for m e and our house. He
always pays the bilis.
V.- . - . , - ,-> : * J •• V • * -
1 What kind of sentences are used in Draft Ai simple, compound, or complex?
í
Draft B . ■ ■*
1love Ernest very much because he. ís a
a happy person, he.always. talks with a srj
play together I f e children when we have'1
carefree person. Because he.is a responsi
rnan. Because he cares fo r m e and oúr hp
wonderíui husband. Since. he is.
¡le.. When he smiles,,l;laugh. We
ree.time because. hé is a funny and
ole. person,. 1think that he js a good
use* he alwayspays the bilis.
i
2 What kind of sentences are used in Draft Bj
I
Draft C
simple, compound, or complejk

... :....-____ ___________ ___ :...... ......
'[|; ' ■rfWracs ' i
I 1 :■• ■. ■■v _' v.j
. Ernest. is awandedul'husbañdv s o i love
wíth- á smiíe-. and. his smile m ákes me, laug
. he ís.a carefree person. W e.havéfreé time
■ children.: He ís also a responsibíe person, ¡
me and, our House, só ha always pays the
. i r ' 1•,V, ;|
him; very much. He always talks
raíl- the time;.. He is very ftinny, andy ; |
sometímes,. andíhen w e play iike
md he is a gbod man. He cares for |
DtílS. |
r ■ . : ■ '6
3 What kind of sentences are used in Draft C: (simple, compound, or compies?
4 Is it best to use one kind o f sentence in' a paragraph?
Chapter 8: The Ideal Spouse 105

SENTENCE VARIETY
Aii English proverb sáys, "Variety is the spice of life." What do you think this
proverb means? Variety means á mix 6f such as
;M i and pepper, which we add. to food to make it taste better, Using:different :-
spices in food makes eating more.interesting. Good.writing ís the sanié-.A
¡paragraph is more interesting to Vead when a variety of sentences is.used.
There are several ways to add variegr to your paragraph. : .
• Join two sentences to make a different kincTof sentence.1;:
We have free time-sprnetimes. Then, we pláy like children,:
' When we have free timé, we pláy like children..
. Also, Ernest is a-responsibíe personanda'good man. ‘- Y ‘
i f Start a sentence with ap hrase;(¿21 hight,:iri schoót^évéry íí^^ánd só on).
. In fací, hej'aa yery. funny :and carefree-person. . t
Read Draft D of thé
transitions. Do you
Draft D
paragraph about Emest. Now there is a variety of sentences and
agree that this draft is more enjoyable to read?
0
makés:'me .laugh ¡airthe:time.- frr'fact, he is a very. funny. and carefree. person.
■Whén .wé: háve;free timei We;píay tógéthér like chíldréri. Also^ EméstJs á
he always pays the biNs.. :
Practica!
Rewrite each group ¡<
of sentences. Add tre
The first one has be^:
1 I am a night persc
the moming
¡of sentences. Join them or separate them t o make different kinds
.nsitions and move prepositional phrases to vary the sentences.
n done for you.
per
n. I want to many another night person. I hate cheerfulness i
on, so S want to marry another maht person. I hate
TJlness m the mornina!
106 Writers at Work: The Partigraph

2 I don'tlike to talk in the moming. I don't have enough energy to be pleasánt. I
want to be grumpy and silent.
3 I shouldn't riiarry a m orning person. If my wife chatters in the moming, I will go
crazy.
4 I need to m any a night person. Ánother night person will frown at me in the
moming. Sh ell leave me alone. She will Understand me.
5 In my opinioyi, night people shouid ma:
m anv m om ing people. They will be happ
W night people. M oming people shouid
ier that way.
Your turn
g . I I Y
Look at your second draít. Choose one o f the qualities o f ypür ideal spouseFind the
sentences that you wroté for that quality. Qipí the lines below, rewrite these sektences
in different ways. You can com bine some ofjjiie sentences or make longer sentences
ínto .shorter odp.s. Yon ran akr>- add tran.sitimi.s or prppn.^innal nhrasp.s at fhp ___
beginning o f som e o f the sentences. Then espose the sentences you want to use in,
your final draft

3 Edit your writing
1 Rewrite sentences in your paragraph to make them more interesting. Check that
you have a variety of sentences.
2 Use the Editing Checklist below to continué editing your paragraph. Use Quick Check
on pages 123-140 to heip you fíxyour mistakes.
paragraph.
ED ITIN G C tfE C K LIS T S
:Look at each sentence.
□/. 1 Does every sentence have a subject and a verb?
O 2. Are there any fragments?
n 3 Are there any rnn-'on sentences?
. 4 Is there a variety of sentences? .
Look át each verb.
■_S: 5 Do all of the verbs agree with their subjeas?
□ > 6: Are all of the .verbs: in íhe correct tensé and form?
tal letter?
set punctuation?
ded in complex sentences?:
v-::ívoóíc;'át:thé punctuatión and capiíalization.
_3ÜZ:;- 7 Does each sentence beginwith a capi
K 3 S Does each sentence end with the. c o it
- -’.V í ■" ' ■'/> • :'•:; : •" r : ' ' ' i‘
vO ■ 9; is there: a;comma after each transition?
'..Q ‘10-.Is there a comma in.each compound fcentence?
/, • I t Are there commas where thev are nee,<
Look at the words.
O 12. Are prepositions used correctlv?
Lj 13 Is each word spelled correctly?..
Write the final dra
Write your final draft, including your changes and corrections. Use correct íormat.

I ' • ■
i _____________________________________ ■
_
.• ■_________________
! H ~FOLLOWINfi U P ~ ~ I ^ ^
3 " w
A Share pur writing
%
Exchange papers with a partner, and read each other's paragraphs. Talk about your
papers. Compare your ideal or real spouses. How are they the same or different? Ask
each other áñy questions you have about the papers.
After you get your paragraph back from your teacher, complete the Progress Check
below.
1 ■ ü M U S¡¡¡¡B IS ffiS ll ;/jSB H H Í
’
Date:
Paragraph tiflp-
Things I did well in this paragraph:
ii, ■■ ■ /
• i:
1
NLook at your;Progress Check on page 96 of Chapter 7. How did you in
iprove your |
----------- -------------------- 1
:
) 1
J i
i 1m
.
Ctiapter 8.- Thé Ideal Spouse 10S

What's You]
■ Opinión'
^ 1 ^tK R Bbs-' ^ ’ ’gffil' ¿X-1
.X j t p i H l
:b , . *It ¿$g -^||^ ¿ '’Í|
■*- -’v^ -- - vg-s* " '" “
^fjff'WJy ~¿&$$$ífi/W- w-|i V
fixpréss:aEí©piin:©n..fiás]ihts ever happenecfto-yóu? J
, "”_M'^1 ^ ^ : í r j s . r ? íÜ|kppüitóng;.
i ~i«wSpFrfejí^^&JwC.
°neofyoiigcpiníóns:
í.’pr.e * ■;•'* 3hthat exoresses.

GETTING STARTED
A Picture this
Writers at Work:-The Paragraph
Answer the questions about each photograph with your class or in a small group.
o
What is happening in the
photograph?
What controveisy does the
photograph show?
Do you have a strong
opinion about the activity
in the photograph?
2
1

B Get ideas
Here are some opinions for you to think about and discuss with your dassmates.
First, read each opinion, and check ( / ) whether you agree or disagree. Then, discuss
your opinions with the class.
Si&yiisitífi
1 I believe ghosts exist.
2 Women shouid serve in the military.
3 Couples shouid not live together before they get married.
i
4 Baseball is more interesting than soccer.
i ■1
5 Computers have made our lives worse.
¡
6 Men shouid take three months off from work when their
children are bom.
7 UFOs have visited our planet.
8 Life in our world today is better than it was 50 years ago.
Follow these steps to get ideas for your paragraph.
1 Choose one-opinión to write about, eitheiifrom the.ones above or another opinion
that you feeljstrongly about.
2 Freewrite fo i five or ten minutes, as you did in, Chapter 8 on page 99. While you
write, think!ibout all ofyour reasons for holding your opinion. What information
-do you-havéf:o support your reasons? Write as'm teh^yyou ian withdut stópping:
3 Read what ycu have written. If you think of any new ideas, add them to your
freewriting. } j
Chapter 9: Wfuft&Your Opinión?;* . 113

B T PREPARING THE:FIRST DRAFT
Practice O
When you write your opinion, you want your reader to understand why you hold that
opinion. You have to organize your ideas in a paragraph to heip a reader understand
your thinking. Read the following opinion paragraph, and look at the way the ideas
are organized. Then, answer the questions that follow with your dass.
T e le v is ió n : N o t a B a d id e a
. Although some parents don’t aliów their children to watch televisión,
; I believe that televisión cán be good fór families.. First of ail, televisión is
:•inexpensive entertainmení for families.1with young children. On a rainV
take the whole family to the movie theater,
the fámijy can sitin: thefr living room vyith bowls of homemáde popcorn and
watch a mbvíéon-televisión. Seco nd,'jteievisjoft can be a: good teacher. For
example^ small children can learn many things; such as the alphabet and
teach them
about ó ü f eárth and hbw to caré for it Parerits cari also use televisión dramas
as a w ayto start conversations.with their children about important ideas.
Most important, televisión lets chiídren see a bigger picture of the world than
their own small neighbórhood. Our fárnHy cannot travel all over the gfobe, so
the news shows them views of other.people and places. The televisión also
brings other cultures into our home through special childrén’s prog*ams. In
condusrort, although som e parents aije throwirig oui their televisions,)ur
family is keéptnq ours.' .. . '
1 What is the wnter's opinion? How do ¡you know it is an opinion <
2 In which sentence do you find the opinion?
3 How many reasons does the writer give for the opinion? What are they?
1 1 4 Writers at Work: The Paragraph

4 Where do you find the most important reason?
5 Why is it necessaiy to support an opinion with reasons?
6 What facts or examples does the writer use to support each reason?
7 Why is it ríecessary to support reasons with facts or examples?
8 What kind of sentence comes at the end of the composition? What doés it do?
| i| re a $ p § n e e fe | & !?:^ ^
|r. reasons,' facts; and examplés, you"need to arránge them iri aiclear order.,-Y
3^kefeton"of/a paragraptó ideaS:YOiidoJnorneed ta wnte cheideas-in^enteíices
I Use only v$>rds or phrasés to remind yourS^Ifro fyour-idéási
|' Heie th'^r:}égínníngqfán';outíirié.'(
Outline for “Televisión: Not a Bad Idea”
Opinión: televisión can be good for familiejk
Reason 1
- inexpensive enteriainmentfor families with young children
Support
- too expensive to take the whole family to a movie theater
I I
*• i-.-;.; . •.'í&r1; -'... .
Chapter 9: What's Y o u r Opinión?’; 1 15

Practice
With a partner, read the following paragraph. Then, cirde the opinion and underline
the three reasons. Talk about the support for each reason.
S tu d y in g a F o re ig n L a n g u a g e
I believe that all students in all countries shouid study a foreign language.
First, knowing another language can heip you in your life. If you speak more
than one language, you have a better chance for a good job. Many businesses
today dea! with companies in,other countries, and they need workers who can
speak another language. Aiso, your life can be more interesting and excitíng
when you can talk to people from other countries, read their books, watch their
movies, and sing their songs. Second, when you study another language, you i
learn.abóut the world and its cultures. A language is not separatéfrom the
peopie .who speak it, When yóu leam a language, you leam more thán words.
You also learn how other peopie tí^ink and live. In our small world today, it is
very important for world. peace that we understand each other. Finally, when
you study a different language, yo^i learn about yourself. Learning another
ook at your own language and culture
3xampíe, English uses only one word for
anish:and:leams-that Spanish has two
iwords for y o u , the American may. aisk, “Why does English have only one
word for.y o u ? " The American is ieáming. about his or her own culture. For all
these1réasoñs;. 1think that the world wóuld be a better place if kll students
everywhere studied a foreign language.
' language. gives you the.chance to
through someone else’s eyes•.For
;y o ü , .When an American studies Sp
Writers at Work: Tne ParagrapTi

Practice 0
Complete the outliiie for the paragraph on the opposite page.
Outiine for “Studying a Foreign Language”
Opinion
Reason 1
— can heip you ¡n yo u r life
Support
-7 you have a better chance fo r a góod job
— your life can be more interesting Nand exciting
Reason
SUp);
2 ,
port
Reasorj
f[
A
Sup;
3
Dort
Conclusi on
"Chapter 9ivffliai's Your Úpinionj: 1 1 7

B Pian your writing
Think about the opinion you chose to write about on page 113. Reread your
freewriting, and underline all of the reasons for your opinion. Look for any facts or
examples that support your reasons in your freewriting. Then, make an outline for
your paragraph. Add more reasons if you need to.
Opinion
Reason 1
Support
Reason 2
Support
Reason 3
Support
C ondusion
Paragraph Outiine
Writers at Work The Paragraph

Write your paragraph, following your outline. Explain your thinking dearly so that
the reader can understand why you hold your opinion.
Exchange drafts with a partner. Outline your partner's paragraph on a sepárate piece
of paper. Then, answer the questions.
1 What is your partner's opinion?
Did the writer give enough reasons for you?
Do alí of the reasons support the opinion?
Is each reason supported by facts or examples?
Does the paragraph need any more transitions?
Is there anything you do not understand?
e writer give a strong explanation for his or her opinion?Did tt
^Follow mese steps to revise your writing.
1 Get together with your partner. Talk about the outlines you both made and yoür
answérs to the questions. Do you need to add or change anything to make your
explamtion of your opinion stronger?
2 Look kkyour Progress Check on page ^09 of Chapter 8. Use it to heip you revise your
para¿aph.
CJA/jJtethe secojiri-riralt
Rewrite your paragraph and make any changes 'that you need. Write a title at the top
of your p iper. J
Chapter‘9i'What's Your Opinión? 119

To be a good writer, you need to be able to edit your own work. You have leamed
about many different things to check for when you edit your writing. When you are
writing on your own, you need to remember those things and edit for them.
Your turn ^
Make your own editing checklist. Try to remember everything that you checked for in
Chapters 1-8. Do not look back at previous chapters!
PERSONAL EDITI'KIG CHECKLIST 1
Look at each sentence.
"Loók at each verb.
Loók at Qie punctúaiion and capiializatio-n
Lóojk at.the words.
120 Writers at Work: The Paragraph ¡fa>- .Vájlj

m
B Edit your writing
1 As a class, compare your editing checklists, Then, with your class, fill in the Class
Editing Checklist below. Use it to check your own paper.
paragraph.
CLASS EDITIN& CHE C K U S T P l
Loók át each sentence.,
Loók. at eách verb.
Lóofc at tHe:punctuatibn and capitalíiatíon;
Look at the words;
Write the final draít w w wr* r*
Write your final draft, induding your changes. and. c'oiréctions. Use correct formal
Chaptér':9: What's Yoúr Opinion? í' 121

FOLLOWING UP
Follow these steps to share your writing.
1 Get in a small group. If possible, work with others who wrote about the same
opinion that you did.
2 Exchange papers with another group.
3 Each person in the group will read all of the papers. Then, the group will decide
which paragraph made the strongest explanation of the opinion.
4 The teacher will read each group's chosen paragraph. The group will explain why
they chose that paragraph.
Check your progress
After you get your paragraph ba(
below.
1 i
• - .
••:
k from your teacher, complete the Progress Check
rjfltp’
Paragraph títlp*
Things I did well in this parag
i
í
taph:
i
|
i
I:
i V i
X 1
Things I need to work on in í
iíy nexí paragraph:
;ll ...
Ii f-.
Loók at your Progress Checks fr
writing in this paragraph? |
om previous chapters. How did you improve your |
• II tt;
|
i 1
Writers at Work: The Paragra-ph

'í* ¡ P i l i a í-
a-.i:;. 4 >;v

EDITING SYMBOLS
When your teacher retums your paragraph to you, your errors may be marked with
the editing symbols shown here.
V = verb problem
S-V = subject-verb agreement
Frag = sentence fragment
RO = run-on sentence
WF = word form - .
WW = wrong word
SP = spelling
P = puncíuation
C = capitalization
Quick Check has a section for each of the editing symbols. You can refer to those
sections to leam more about hów to correct common errors.
iwJÁiicgti
A m
Yesterday, 1
V.
eat breakfast eariy. Yesterday, 1ate breakfast eárly.
B
v
s-v S-V
She get upl ate every day. She gets up late every day ~~
c Frag Frag
We hungryj n the morning. We are hungry in. the morning. m
D RO
. t;í
■¡1 ' RO
1love Sunday mornings, 1can sleep
late.
' Ni
i . : S S
1íove Sunday mornings because i
can sleep Ikte.
E WF ■ví :
Reís a hapr iiy man. He is a happy ma^ri.
F WW w i
She went ai
V
the morning. She went in the É Drning.- .
G | SP
i
He drinks cí
D
!|
fíe for breakfast
•
He drinks cofíe.eíor breakfast
¡
H .! P
i1
p'.
Can you se^ the stars. Can you see the stars?
1 j.
i
!•
' ■ C ' f ;
He gets upíate on sundays.. He gets up late on Sundays.

n COMMON WRITING PROBLEMS
A Verb problem (V)
1 D o I need to use the simple presentí
a Use simple present for
habitual actions.
I sleep late every Saturday
morning.
b ]Jse simple present for
facts.
• L
They are brothers.
Élive in Toronto.
2 D
I, you, we, they talk
He, she, it talks
to do + not + verb
1, you, we, they do not talk
He, she, it does not talk
•1tievérb-íoíb^vf;- ‘ í. i
. 1am 1am not
You, we, theyare You, we, they are not
He, she, itis Hé, she, it is not
o I need to use the present Progressive?
Arijevént is happening at
tJiejtime o f speaking.
Loo|l It is snowing.
to be + verb + ring
am talking .W
Yoüywe, they are talking
He, she, it is talking
to be + 7iot + verb + -m&.
ta /77 not taiking
You, we, íhey are not talking
He, she, itis not talking
3 Dio i need to use ih.^~simpler p asli
m I B B I H ^ I
1 Anjivent happened and .
ñnished in the past.
! •
i calíed her iast night
■
!
verb + - e d _
i, you, he, she,it, we, they
talked
(For irregular verbs, see the
chart on the next page.)
did -i- not -í- verb ...
1, you, hé5she, it we, they did
nGttalk
The verb te be
1. he, she,.itwas
You, we.. they were jj £
1. he, she, tw a s ,m t¿
You, we, they weréñqHir
' -
Quíck Check 125

•Writers at Work: The Paragraph

4 Do I need to use the present perfecta
a An event happened in to have + past participle to have + n ot + past
the past, but the time is participle
not given.
I, you, we, they have talked I, you, we, they have not talked
We have seen that movie. He, she, ithas talked He, she, ithas not talked
b An event began in the (For irregular past
past and continúes in partidples, see the chart on
the present. the opposite page.)
|Ana has been here for six
months.
5 p o I need to use the past Progressive?
Á
a
|
n event was in progress at
speafic time in the past.
vas studying at 10 p.m. last
ght
was/were + verb + -ing
I, he, she, it was talking
You, we, they were talking
was/were + not + verb + -ing
I, he, she, it was not talking
You, we, they were not talking
D o I need to use the past pérfect?
i|i event happened in the
p|isl befuie another-aelioñ—
or time in the past.
Tipoy had left before i arrived.
No 30dy was there.
had + pWt partitiple
I, you, he, sje, it we, they had
ialked V~
had + not + past participle
I, you, he, she, It, we, they had
not talked
Quick Check 127

7 Do I need to use the sim ple fu tu r e?
future.
She will visit her friend
tomorrow.
i, yuu, nc, ¿lie, u,
will talk
b tobe + going to + verb
i, you, he, she, it, we, they
will not talk
a will + not + verb
She is going to visit her friend
tomorrow. am going to talk
You, we, they are going to
talk
He, she, it is going to talk
b tobe + not + going to +
verb
Iam not going to talk
You, we, they are not going
to talk
He, she, it is not going to talk
Subjecí-verb agreement (S-V)
Subject-verb agreement me|
the verb is the correct form
When the verb is not the co
w r o n g : I is here.
(The subject and i
is that the verb is the correct form for the subject. When
|Íór the subject, we say the subject and the verb "agree/
jrect form for the subject, we say they do not agree.
correct: I am here.
(The subject and verb agree/
e verb do not agree.)
MI
1 Do I need to add •-S’tó til** ver^>?
- ■W
Jn the prpggnt fpnse-lhg, she. and if need an -5 at the end ofvthe verb.
wrong: She run to the bus. j
c o r r e c t : She runs to the bus. i
2 Is the subject a noncouni: noun?
I Noncount nouns are singular.
wrong: Homeworks are parí oí every students !m
correct: Homework is part oí every students life.

3 Do all of tlie verbs agree with the subject?
When one subject has several verbs, all the verbs must agree with the subject
w r o n g : She goes outside and look at the stars.
c o r r e c t : She goes outside and looks at the stars.
4 Do I need there is or there are?
Use there is when the word after it is singular. Use there are when the word after it is
plural.
There is a smile on her face.
There are smiles on their faces.
5 Is the subject a singular or plural word?
/Certain words are singular, such as each, every, everyone, everybody.
|i Each child is special.
Every student hates homework.
• Everyone wants to be happy.
Everybody needs food to live. —
é Does the verb agree with the right word?
A—_______________ ^ ______

C Sentence fragment (Frag)
If a sentence does not have both a subject and a verb, it is called a fragment A
fragment is only part of a sentence, not a complete sentence.
1 How can I fix a simple sentence fragm ent?
a Add a subject or a verb.
fra g m e n t: Then, went to íhe store together.
s e n te n c e : Then, they went to the store together,
fra g m e n t: Lucy and her cousin.
se n te n c e : Lucy and her cousin slept late.
b Add a subject and a verb. j
fra g m e n t: Difflcuít ío speii English words.
se n te n c e : Itjs diíficult to speiljEnglish words.
c Add the fragment to another sentence.
fra g m e n t: And ate popcorn. j
s e n te n c e : We watched a movie and ate popcorn.
2 How can I fix a dependent clause fragm ent?
A dependent clause begins with a subordinating conjunction (although, because,-since,
when, before, after, while, etc.).¡ A dependent clause cannot be a sentence by itself -
because it gives incomplete information. It must be joined to an independent clause to
make a complex sentence. j I
fra g m e n t: When the rain began./;-
ie children went inside.s e n te n c e : When the rain began,pi
dependentciause independent clause
Writers at Work: Tne Paragraph

D Run-on sentence (RO)
A run-on sentence happens w hen tw o sim ple sentences are run together w ithout
correct puncíuation to sepárate them .
1 H ow can I fix a ru n -on sen ten ce?
a If two independent clauses are run íogeíher and are noí separated, you can make
two simple sentences.
r u n - o n : John and Paul love soccer they often play after school.
c o r r e c t : John and Paul love soccer. They often play after school. ......
j b If two independent clauses are only separated by a comma, you can make two
simple sentences. v •
r u n - o n : John and Paul love soQcer, they often play after school.
I c o r r e c t : John and Paul love soccer. They often play after school. ’■
c You can add a coordinating conjunction to make a compound sentence.
'j r u n - o n : John and Paul love soccer they often play after school.
j c o r r e c t : John and Paul love soccer, so they often play after school.
I d You can add a subordinating conjunction to make a complex sentence.
■1 r u n - o n : John and Paul love soccer, they often play after school.
j c o r r e c t : . Because John and Paul love soccer, they often play after school. "
!-2 H ow can I f ix a ru n -on com pou n d sen ten ce?
i :|A com pound seníence does n o í usually have more than two independent clauses. If
fí it has more than two independent clauses, it is probabiy a run-on sentence. To fix a
!j run-on compound sentence, keepVnly two independent clauses in one sentence. Make
‘I a new sentence with any other independent clauses... • , ..... . - ....
! I run-o n :~~Laura wanted a job, so she applid at a fast food place, and now she works on weekends.
1 Independent clause independent clause Independent clause
1correct: Laura wanted a job, so she applied ai a fast food place. Now she works on weekends.
Quick Check 1 3 1

E Word form (WF)
For many words in English, there are different forms of the word depending how
the word is used. For example, a word can have different forms as a noun, a verb,
an adjective, oran adverb. There is also a different form for plural nouns, past tense
verbs, comparative adjectives, and so on.
1 Do I need the noun form?
a Use a noun for the subject or object of a verb.
w ron g: Happy is importantto everyone.
c o r re c t: Happiness is importantto everyone.
b Use the noun form of ajwordwhen it is the object of a preposition.
w ron g : I was happy about myfriend’s succeed.
c o r re c t: I was happy about myírieñd’s success.
2 Do I need a singular oríplural noun?
a Use a plural noun with
w rong: She always carri
c o r re c t: She always carri*
plural words, such as many and a few.
's many book.
¡smany books.
b Use a singular noun wim singular words, such as every and each, and with noncount
words (for example, tirtíe, money, homework).
w rong: Theteacher gav¡eja paperto every students.
c o r r e c t: The teacher gaviajapaperto every student.
(Every is a singular word.)
w rong: 1hate homewori®!
c o r re c t. 1hate homework!
(HomewoTfrtek"iiuifcóuninoun. Nonc
3 Shouid I use an adjective2.
a Use an adjective before janoun.
w rong: He is a nealth baby.
c o r re c t: He is a heaithy baby.
b Use an adjective after the verb to be and iinking verbs (for example, to become, to
seem, to look, to feel, to smell, to souná, to taste).
w rong: You lookterribíytoday!
c o rre c t: You lookterribletoday! • .■ -•

4 Shouid I use an adverb7.
a Use an adverb to describe á verb.
w ro n g : . The rabblt jumped quick into its hole..
c o r r e c t : The rabbit jumped quickfy.into its hole;
b Use an adverb to describe an adjective.
w r o n g : . She is terrible sick.
c o r r e c t : She is terribly sick.
5 W hich form o f the adjective shouid I use when I com pare things?
a adjectives with 1 oíd, older thañ the oldest
syllable' big bigger than the biggest
b adjectives with 2 heavy heavierthari the heaviest
syllables, ending in -y noisy nojsier than the noisiest.
c adjectives with 2 or beautiful more beautiful than the most beautiful
more syllables expensive more expensive than the most expensive
■d irregular adjectives good better than the best
bad worse than the worst
i
Quick Check 1 3 3

F Wrong word (WW)
1 Did I use the correct preposition of time?
in I sleep late in the morning.
She goes to class in the afternoon
We eat dinner in the evening.
School begins In September.
The days are shorter in winter.
My son was bdrn in 1992.
í •
in + the mom ing
in + the aftem oon
in + the evening
in + month
in + season
in + year
at Everyone sleeps at night
They play soccer at 4:00.
I eat lunch at noon.
He goes to bed ai midnight.
a i + night
yat + dock time
a t + noon
at + midnight
'*s
on
V
I work'on Sat
We were mar
He calis hér o
f day.
ed on August 11, 2004.
||Sunday night.
on + day
on + date
on + day + moming
- aftem oon
evening
night -
f o m
from/to
I will gradúate
We study fron
y
four years from now.
) 8:30 to 10:30 p.m. Y
from + a beginning time
from + a beginning time
to + án ending time
by By noon, aíl-tóf the píayers will be ready. by+ a future time/day/date
means bef<¡>
word.) 1
1
re or no later than the time
.............. ^ 4
■
j
y
134 .Writers at Work: The Paragraph

2 Did I use the correct pronoun or possessive adjective?
a Use a subject pronoun for the subject of the sentence.
He went to France.
b Use an object pronoun if it is the object of a verb or of a preposition.
Jason took her to the dance.
Jason took Janet to it.
c Use a possessive adjective before a noun to show possession.
1washed my car.
d Use a possessive pronoun to show possession.
I washed mine.
1know Jim.
You know Jim.
He knows Jim.
She knows Jim. f
It knows Jim.
We know Jim.
They know Jim.
Jim knows me.
Jim knows yoü.
Jim knows him.
Jim knows her.
Jim knows it.
Jim knows us.
Jim knows them.
That is my house.
That is your house.
That is his house. .
That is her house.
That is its house.
That is our house.
That is their house.
That is mine.
That is yours.
That is his.
That is hers.
That is its.
That is ours.
That is theirs.
3 Shouid I use to be ókío have?
a Use to be with:
* adjectives
tíe r sisiers are inteiiiaent
My father is short.
• nouns that describe the subiécí
They are doctors.
I am a student.
* numbers for age and height
She is 24 years oíd.
He is over six íeeí tai!.
b Use to mzi/éwith:
• belongings
üave a1Te"W~C3r
She three brothers.
• body parts
,JHe has, brown eyes. ...
They have big feel
• health
I nave a coid. •
My mother has a weak heart.

G Spelling (SP)
1 Shouid I add -s or -es to verbs and nouns?
a For mosí words, ádd only -s. This is also íhe rule for words ending in -e.
run— runs
dance - dances
school - schoois
b If íhe word ends in -5, -55, -sh, -ch o í -x, add -es.
bus - buses
... kiss - kisses •
brush - brushes
watch - watches I '
box - boxes
•
1 ■ . .
c If íhe word ends. with a vowel (a, e, i, o, u) + -y, add Only -s.
toy - toys
buy - buys
day - days
d If íhe word ends wi£ i a consonaní (all oíher letters) + -y, change íhe -y to -i and add -es.
study - studies* '
fly —files
V
2 How do I add -ed and -ing to verbs?
a Verbs ending in -e |
• When adding the;
smile —smiled 1
hope - hoped ¡j
* When addins thél
ed ending, add only -d.
ing ending, drop the -e and add -ing)
smiie - smiling ií
hope - hoping ¡
b Verbs ending in -y
• When adding the 'Aea ending
If there is a vowel Xa, e, % o, u) before íhe -y, keep the -y.
stay - stayed
enjoy - enjoyed
If there is a consoiíant (all other letters) before the -y, change the -y to
cry - cried
•ñurry - hurried
* When-adding íhe -ing ending, just add -ing to the erid'of íhe ver!
stay - síaying ' . — - . V ■■=7 "
c ry -c ry ln g ^ ;; '.;..^^ .....
138 Writers at Work: TheParagrapn

3 When do I double the consonant when adding -ed or -ing to verbs?
a One-syllableverbs ending in a consonant
• If the verb ends in two consonants, add -ed or -ing.
talk-talked - talking
cc
heip - helped - helping
cc
• If the verb ends in two vowels and a consonant add -ed or -ing.
wait - waited- waiting
wc
póur - poured - pouring
wc .
• If the verb ends in a consonant a vowel, and another consonant double the end
consonant.
hop - hopped - hopping
cvc
. step - stepped - stepping
cvc
• Do not double w or x.
snow - srfowed - snowing
m ix - míxed -m ixing
b Two-syllable verbs
• If the verb ends in a consonant vowel, and another consonant, and the accent is
on the first syllable of the word; do riot double the end consonant.
listen - listened - listeníng ~ - •
offer - offered - offering
• If the verb ends in a.consonant vowel, and another consonant, and the accent is
on the second syllabífe of the word; double the end consonant.
permít -permitted - pertaitlincj
prefer - preferred - prefeiring
4 Shouid I write ie or ex?
This rhyme can heip you remember whether to use ie or ei.
I before E except after C
or when soimded like A
as in neighbor or weigh.
I before E: believe, niece, relief
Except after C: recelve, deceive, conceií
Or when soimded like A: . eight, freight
Exceptióhs to this rule include either, neither, height, .and foreign.
QuickCheck 13.

ñ
H Punctuation (P)
1 W hat punctuation do I need at the end o f a sentence?
a Use a period at the end of a statement.
Today is Wednesday.
b Use a question mark at the end o f a question.
Where are you going?
c Use an exdamation point to end a sentence with strong feeling.
I am very angry at you!
2 W hen do I need to use a comma?
a Use commas in a list of three or more things. Do not use a comma in á list o f only
two things.
•j
She bought eggs, iic e , milk, and bread at the store.
He laughed and crí^d.
a transition (then, also, next, after that, etc.),
ough the window.
cMn a compound sentence, put a comma after the first independent dause.
It started to rain, sbjwe hurried inside.
d Use a comma in ^ complex sentence if the dependent dause comes first in the
b Use a comma after
Then, he jumped th
sentence.
While I was daydréaiming, the teacher asked me a questiokk
dependent clausi! independent ciause
e Do not use a comiña if the dependent dause comes after the independent dause
m
J
-
-
aJI
The teacher asked me a question while l was daydreaming7
independen^lause deoendent ciause
1 8 8 Writers at Work: The Paragraph

3 W hen do I need to use an apostrophe'?
a Use an apostrophe + -s to show possession. If the word ends in -s, add only an
apostrophe.
I saw Ann’s new car yesterday.
I saw the boys5new bikes yesterday.
b Do not use an apostrophe for the possessive form o f it.
The tree lost its leaves.
c Use an apostrophe to make a contraction.
it’s, there’s, thafs (contraction o f ís)
can’t, won’t, wouldn’t (contraction o f not)
she’ll, 1*11, thafll (contraction o fwül)
4 How do I use qu otation m arks7
When you tell a stoiy, you often write words that people in the story say. When you do
this, you must use quotation marks around those words.
Look at these examples. Notice where the periods, commas, question marks,
exclamation points, and quotation marks are placed.
a Speakers ñame first
Kelly said, “ Open the door.”
b Speaker's ñame -last
■d Speaker's ñame before or a^ier two.semencés -
Kelly said,. “ Open the door. If you don’t, I will knock It down!”
ti
e Speakers ñame in the middle of two sentences
“ Open the door,” said Kelly. “ If you don’t, I will knóck it down!”
Quick Check 1 3 9

f€ -U 7 5 J t ~
i Capitalization (C)
1 What shouid I capitalize?
a Capitalize the first word in every sentence.
Her baby ¡s beautiful.
The night was dark.
b Capitalize the pronoun I.
My friend and i will wait here.
I think that I will stay home tonight.
c Ñames: Susan Tuttle, Mark D. Wheaton
d Days: ¡Sunday, Monday, Tuesday
e Months: January, February, March .
f Holidays:
)
Valentine’s Day, New Year’s Day
g Nationalities: Korean, Thai, MexiGan
h Languages: Chínese, English, Arabic
1 Cities: New York, Jakarta, Tokyo
J Countries: Cañada, Brazil, Australia
k 'Continents: 1South America, Africa, Europe
1 Ñames for deity: 1
1
God, AHah
2 What shouid I n j j capitalize'?
j¡i
a Seasons: ¡
spring, summer, winter, fall (autumn)
b Sports: Dasketball. tennis, football
1
c School subjects: í¡Tiathematics, bioiogy, history 1
y
■
140 Writers at Wórk: The Paragraph

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